Conference brochure

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TWin odlični izleti!

Turistična agencija TWIN se s kulturno-izobraževalnimi potovanji ukvarja že 20. leto. Ker v Veliko Britanijo potujemo pogosteje kot večina ostalih slovenskih organizatorjev potovanj, ponujamo odlično in preverjeno izvedbo.

Naše cene tudi že vključujejo javni prevoz in obvezne vstopnine. Cene so odvisne predvsem od termina odhoda in vaše fleksibilnosti pri odhodu.

Zemljemerska ulica 12 1000 Ljubljana Tel.: 01 280 28 20, 040 187 830 e-pošta: info@twintur.com www.twintur.com

Zakaj s Twin-om v London: 1 2

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Pogosti in redni, zagotovljeni odhodi v London. Twin organizira šolska potovanja v London že 20 let, v povprečju imamo na mesec vsaj 3 zagotovljene odhode v London.

Odlično vodstvo. Pri Twinu se zavedamo, da je odlično poznavanje običajev in turističnih znamenitosti Londončanov le prvi korak k odlični izvedbi. Naši vodniki imajo dolgoletne izkušnje pri vodenju šolske mladine, zato odlično poznajo vse sestavine programa, saj jih sami pripravljajo. Tudi zato je vodenje/izvedba toliko bolj fleksibilna glede na želje skupine.

Naj še omenimo, da boste v Sloveniji težko našli vodnike, ki v London vodijo tako pogosto kot Twinovi vodniki.

Nastanitev, ki presega običajno turistično kategorijo. Pri Twinu se zavedamo, da je dober spanec pomembna sestavina izleta. Vsi naši hoteli so hoteli s 3* in pri večini udeležencev presežejo njihova pričakovanja. Kot specialist za London lahko zagotovimo vsaj en bogat angleški zajtrk (običajnih zajtrki v Londonu so skromni kontinentalni).

Nikoli naknadno ne spreminjamo pogojev. Naša cena je vedno znana že ob prijavi in se nikoli ne spremeni zaradi spremembe cen dobaviteljev, goriva oz letalskega prevoznika.

Vedno ponudimo kakšno dodatno storitev – brezplačno. S program zagotavljamo minimalni obseg storitev oz. ogledov, vendar nikoli ne izvedemo samo minimalnega obsega – vedno, pri vsaki skupini dodamo nekaj posebnega, kar ni zapisano v programu. Prav tako v naših programih nikoli ne zapišemo “če bo čas dopuščal”, kajti vse naše programe vedno v celoti izvedemo. In ker si London zelo pogosto ogledujemo, poznamo tudi optimalno zaporedje ogledov brez nepotrebnega hitenja.

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Vsaj 183 osnovnih in srednjih šol je že potovalo z nami. Z nami zelo malo šol potuje samo enkrat. Če želite neobvezujoče vzpostaviti stik z organizatorjem na eni od šol, ki je že potovala z nami, vam bomo z veseljem posredovali kontakt.

Ponujamo 3-dnevni program, kjer za izvedbo ni potrebno delovnika.

Več informacij na www.twintur.com ali na 040 187 830 ali v poslovalnici na Zemljemerski ulici 12 v Ljubjani.

Osmisliti učenje je osnovna naloga vsakega učitelja in ni boljšega načina, kako priljubiti angleščino, od tega, da učence popelješ po svetu. V današnjih časih to ni enostavno. Šole in učitelji se bojijo odgovornosti, mnogi starši pa ne zmorejo ali znajo otrok odpeljati sami. Ni bilo lahko pred 15 leti prvič sesti na avtobus in se podati z agencijo, o kateri nismo vedeli ničesar, na večdnevno potovanje v Veliko Britanijo. Bilo nas je strah pred odhodom, a takoj ko smo se podali na pot, smo vedeli, da je bila odločitev prava.

Po tistem, ko smo prvič potovali s TWinom, smo vedeli, da nas ne bo več strah. Lani smo že desetič odkrivali Evropo in vsakič smo se vrnili ne samo zadovoljni, ampak tudi hvaležni za TWinovo strokovnost, prijaznost, ustrežljivost ... Hvaležni smo celotni ekipi in nikoli ne bi izbrala druge agencije, saj sem prepričana, da niti cenovno niti strokovno potovanja ne bi mogla biti ugodneje in bolje izpeljana.

Ta ekskurzija je postala stalna praksa naše šole in učenci komaj čakajo, da bodo dovolj stari, da se je bodo lahko udeležili. Nam, spremljevalcem, pa je v neizmerno veselje, ko jih opazujemo, kako polni vtisov in lepih doživetij še dolgo pripovedujejo o potovanju.

Ksenija Tripkovič, OŠ Selnica ob Dravi

welcome to our 24th annual conference. Once again you have decided to join us in what has now established itself to be “The coziest conference in Central and Eastern Europe”. Thank you for proving that by joining us again this year.

The past year has been everything but simple all around - changes to our committee board, lack of helping hands, lack of time and energy etc. etc. The list goes on, but one thing is for sure: we are still here, alive and kicking and we are not going anywhere anytime soon. Yes, we’ve had our moments of despair when we wanted to throw in the towel and give it all up (because, believe it or not, we are doing all of this in our free time and if there are only a few of us, it gets rather busy sometimes!) - but as one of our previous presidents said: We do it because we know we all deserve it.

We need this conference to learn, we need it to meet with our fellow teachers, our friends, we need it to gain new experiences and perspectives and we need it to unwind and recharge. And this is why we keep doing everything we do for our IATEFL. Because we care.

In these troubling times when so many things in the world make so little sense, it is even more important to stick together and to stick to doing what we all do best: teach. It is in our power to pass on not only the knowledge, but also the skills our future generations will need to deal with in everyday life.

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But most importantly, it is our responsibility and opportunity to set an example for our students by being tolerant, compassionate and human.

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Dear participants,

Enjoy, share, care and - learn.

Yours as always, IATEFL Slovenia team

Contents

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Conference programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

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Conference abstracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Acknowledgment s We would like to give special thanks to the following: Embassy of the United States Ljubljana RELO Regional English Language Office Pilgrims Express Publishing Twin Center Oxford MM Publications - ELT Hungary Terme Topolšica DZS Tangram Založba Obzorja English in Action Independent Usborne Representatives British Council Založba Rokus Klett Native Speaker Network Jezikovna šola Mint International House

The conference is also the venue for the 3rd ABELTA (Alliance of Balkan English Language Teachers’ associations) meeting, kindly sponsored by RELO and US Embassy.

of this e printing layed th r e ft a e ad disp Changes m rogramme will be eck P e c a n . Ple se ch rd a o Confere b e c ti hanges EFL no on the IAT ard frequently for c any bo nd the notice gramme a ro p e c n fere to the con . ns o ti cancella

Registration Opening Times th March Thursday 9 th March Friday 10 th March Saturday 11

14.00 – 19.00 08.00 – 09.00 08.00 – 09.00

the you have received n tio ra st gi re n Upo dge. age and name ba conference pack ur es dge at all tim . Yo ions, Please wear the ba l al to access sess u yo s le tit en e name badg programme ea and the social Ar n tio bi hi Ex e th registered for. on the day/s you at the plastic name tags Please leave the they before leaving so sk de n tio ra st gi re xt year. can be reused ne

Raffle We’ll have a simple quiz again  Drawings will take place on Friday and Saturday in the last minutes of the afternoon coffee break and on Saturday evening at the start of social event for the main prizes.

Prizes include books, a day with guest teachers at your school and of course teacher training courses!

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nges a h C e m Program tions a l l e c n a C &

Coffee Brea k

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Coffee and tea include d in will be serv ed during th the registration fee e thirty-min and afterno ute mornin on breaks. g The coffee will be loca /t ea stands ted in the e xhibition a rea.

Lunch Brea k

There will b e a one-ho ur break at Lunch is av lun ailable in th e hotel rest chtime. the hotel b aurant or in ar, where y ou can get refreshmen some light ts.

Q&A

ion where Q&A sess e th is re e swers to plenary th sts and get the an e h c a e r e Aft not on th ue g is r n u o io s s to e s lk A you can ta ns. But even if Q& y of the speakers o ti s e to u lk an ere for. your q l free to ta e are all h e w fe t , a e h m w n. This is program their sessio f o e id ts ou

Members of the Organising C ommittee for the Confe rence San

dra Vida Dolores Malić Jasna Šebez Janja Čolić Mateja Kores Polona Šivec Nataša Meh Alenka Tratn ik Dragana Ste gić Helena Žnid aršič Seme

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Thursday, 9th March 2017

TIME

AUDIENCE

ROOM

14.00 – 19.00

Registration of the participants

16.00 – 17.00

SURPRISE PLENARY This House Regrets the Fact that Social Media have Become the Primary Source of Information (Debate club logos, mentor Jakob Štraus)

17.30 – 18.00

Official Opening of the Conference

18.15 – 19.00

Jean Linehan The 6 (w)R‘s Read, Remember, Report, Write, Regroup and Recap

all

plenary hall 1

Debate club Logos, Group 1

room 2

Debate club Logos, Group 2

room 3

Debate club Logos, Group 3

room 4

19.00 – 20.00

Dinner Break

20.30 – 22.00

International Get-to-Know-Each-Other Evening

22.00 – 24.00

Networking in the Swimming Pool (Swimming pool will be open until midnight just for the IATEFL Slovenia conference participants )

plenary hall 1

Friday, 10th March 2017

TIME

AUDIENCE

ROOM

7.00 – 7.30

Morning gymnastics in the pool

8.30 – 8.50

Jasna Krajnc Sukič Comenius + Grants for Teachers

all, T

plenary hall 2

Sanja Radošević, Katarina Slapničar How to Incorporate ESP in Technical and Vocational Schools

sec, T

room 2

Irena Varga Dervarič Online Learning

all, PPT free

room 3

8.50 – 9.00

Welcome, Changes etc.

9.00 – 10.00

OPENING PLENARY Huw Jarvis I Link Therefore I am: Issues for Education Technology and Continuing Professional Development in an Online Environment

10.15 – 11.00

Steven Lever The Power of Play

all

plenary hall 1

Marša Jović, Tobija Siter Imaginary Island

prim, T

plenary hall 2

Huw Jarvis Q&A

all

room 2

Luka Lavrin What Tribal Leader Do You Want to Be?

all, ws

room 3

all, comm

room 4

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Mateja Todorovski Developing Super Minds Thinking Skills

prim = primary, sec = secondary, yl = young learners, vyl = very young learners, tert = tertiary, comm = commercial presentation, ws = workshop, T = talk, PPT = free Powerpoint

TIME

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AUDIENCE

ROOM

11.00 – 11.30

Coffee break

11.30 – 12.15

Mark Almond The Art of Language Teaching and Power of Rapport … in Practice

all

plenary hall 1

Katarina Ule, Nick Kiley Think-Pair-Share Yourself!

vyl, ws

plenary hall 2

Mija Selič Visual Story and Grammar

prim, comm

room 2

Aleksandra Jevtović Pictures Into Words

prim, ws

room 3

Nataša Puhner And Remember, Always Reach for the Stars

comm

room 4

Seán Thompson Vocabulary: What Needs to be Taught and How?

all, comm

plenary hall 1

Irena Škulj Q & A with mag. Irena Škulj, Editor of New Edition of Reach for the Stars Series

comm

plenary hall 2

Tadej Braček Translating as the Highest Form of Mastering a Language

prim, T

room 2

Janja Čolić, Sandra Vida Survive!

sec, comm

room 3

Nina Gorkič A Picture is Worth a Thousand Words

all, ws, T

room 4

12.30 – 13.00

13.00 – 14.00

Lunch break

14.15 – 15.00

Margit Szesztay, Uwe Pohl Ready, Steady, Talk! – Ideas for Classroom Interaction

sec, PPT free

plenary hall 1

Regina Szuszkiewicz Games-the Key to Grammar Awareness

yl, ws

plenary hall 2

Gregor Pirš Dos and Don‘ts of Teaching Reading

all, ws

room 2

Bojana Mihelač The Best of Both Worlds

yl, comm

room 3

Sanja Rašković A Bucket Full of Games and Activities

prim, ws

room 4

Mariana Manolova From DELTA to Teaching Young Learners – an Inspirational Personal Challenge !

prim, T

plenary hall 1

Irena Kragel The Use of Pinterest in an ELT Classroom

prim, ws

plenary hall 2

Vera Stoilov Spasova Kamishibai Projects

prim, ws

room 2

Bojana Nikić Vujić Whole School Approach in Learning English

yl, T

room 3

Alenka Gortan Animal Farm in Videoclips

sec, ws

15.15 – 15.45

prim = primary, sec = secondary, yl = young learners, vyl = very young learners, tert = tertiary, comm = commercial presentation, ws = workshop, T = talk, PPT = free Powerpoint

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room 4

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Coffee break sponsored by OUP + raffle!

16.30 – 17.15

Peter Medgyes Who’s Better: Natives or Nonnatives?

all

plenary hall 1

Barbara Dvornik No Technology, no Problem!

prim, ws

plenary hall 2

Katja Leban Phonics - Shall we Start Reading?

vyl, yl

room 2

Darja Vtič Teaching Happiness Is a Serious Business

prim, ws

room 3

Lynda Steyne Intercultural Communicative Competence Activities for the Classroom

sec

room 4

Barbi Bujtás Is Your Lesson User-Friendly?

all, T

plenary hall 1

Sanja Božinović Rubrics for Teachers and Students

prim, ws

plenary hall 2

Andreja Hazabent Learning Through Lego Bricks

all, ws

room 2

Branka Segvic What we Teach ‘Between the Lines’…

prim, T

room 3

17.30 – 18.00

18.15 – 19.15

PLENARY Thom Jones Learning to Teach, Teaching to Learn

19.30 – 21.00

Dinner break

21.00 – 23.00

Social evening – Irish dancing prim = primary, sec = secondary, yl = young learners, vyl = very young learners, tert = tertiary, comm = commercial presentation, ws = workshop, T = talk, PPT = free Powerpoint

On Saturday, 11th March 2017 Terme Topolšica organizes especially for you: Medico wellness, one and a half hour guided programme. The wellness offers thermal enjoyment in heated armchairs, pleasant touch of water bubbles in the massage pool, purifying peeling, and invigorating kneipp. Another specialty of the program is a relaxing chromotherapy that uses colours to establish the balance of body and mind. An indispensible part of this section of the centre are the resting areas where we will serve you medicinal ginger tea.

This therapy is offered especially for you at 11.30 am (until 13.00 pm), the special price is 8,00 EUR. Please reserve your space at the reception desk.

Walk around Topolšica with our animator. We will go sightseeing Topolšica and learn about the past of this lovely village.

The walk lasts one hour (from 12.30 pm until 13.30 pm), it is free of charge. We meet at the reception desk.

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TIME

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Saturday, 11th March 2017

AUDIENCE

ROOM

7.00 – 8.00

Yoga session with Nicola Epps - gym

8.30 – 8.50

Maja Savorgnani Shakespeare: Lost in Translation

sec, T

plenary hall 2

Tanja Fajmut (No) Smartphones in the Classroom, Please!

prim, T

room 2

Petra Mikeln How to “Formatively” Choose a Perfect Present

prim, T

room 3

Tanja Stare Pušavec CLIL is Here

prim, T

room 4

8.50 – 9.00

Welcome, Changes etc.

9.00 – 10.00

PLENARY Mark Almond The Art of Language Teaching and Power of Rapport

10.15 – 11.00

Queenie Tan 3 Strategies for Working Effectively with Children with Learning Difficulties

vyl, PPT free

plenary hall 1

Valeria Arva English in the Kindergarten: Is it Worth it?

vyl, T

plenary hall 2

Jen MacArthur 13 Ways of Using Poetry in the EFL Classroom

all, ws

room 2

Vesna Popović, Dragana Jovanović Kupresanin Teaching Vocabulary

all, ws

room 3

Mark Almond Q&A

all

room 4

11.00 – 11.30

Coffee break

11.30 – 12.15

Mojca Belak Keenly Kinaesthetic – Classroom Activities for Body-Smart Students

all, ws

plenary hall 1

Danny Singh Learning English through the Mind and the Body

all, ws

plenary hall 2

Nicola Epps A Picture Paints a Thousand Words

all

room 2

Zoran Ristović Multilingual Corpora in the Classroom

all

room 3

Adela Tompoš Equal Chances

prim, T

room 4

12.30 – 13.30

AGM Annual general meeting

13.30 – 14.30

Lunch break

prim = primary, sec = secondary, yl = young learners, vyl = very young learners, tert = tertiary, comm = commercial presentation, ws = workshop, T = talk, PPT = free Powerpoint

plenary hall 2

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TIME

14.30 – 15.15

15.30 – 16.15

AUDIENCE

ROOM

Karen White Practising Grammar Can Be Fun

prim, PPT free

plenary hall 1

Nina Stankovič Very Young EFL Learners - What to do with Them?

vyl, ws

plenary hall 2

Nada Đukić Why Critical Thinking Matters in Language Teaching and Learning

all, T, ws

room 2

Helena Miklavčič Jakovac Life Lessons to Learn in English Matura Poems

sec, T, ws

room 3

Barbi Bujtás Lip Sync is a Learning Tool

yl, ws

plenary hall 1

Claudia Molnár Overcoming Lack of Confidence to Improve Language Competence

all, ws

plenary hall 2

Jelena Spasic Storytelling with The Giving Tree

yl, ws

room 2

Breda Banovšek, Anja Kotnik Lebar It‘s Tea Time!

prim, ws

room 3

16.15 – 16.45

Coffee break

16.45 – 17.45

PLENARY Peter Medgyes Why Won’t the Little Beasts Behave?

18.00 – 18.45

Vassiliki Mandalou Poetry in Motion: the Hidden Kinesthetic Philosophy

all, ws

plenary hall 1

László Katona, Nóra Tartsay Németh Science Experiments and ICT in the English Classroom

prim, ws

plenary hall 2

Tjaša Lemut Novak Teamwork = Ideal Work

yl, ws

room 2

Klavdija Krempl Slana Bringing Language Learning to Life: Start Your Own Language Camp!

sec, T

room 3

18.45 – 19.30

Parraffin Bath for Your Hands

all

plenary hall 2

19.30 – 20.30

Dinner break

20.30 – 23.00

Social Evening: Raffle of Main Prizes, Sketch Show, Lip-Sync Battle

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prim = primary, sec = secondary, yl = young learners, vyl = very young learners, tert = tertiary, comm = commercial presentation, ws = workshop, T = talk, PPT = free Powerpoint

TIME 9.00 – 9.45

10.00 – 11.00

11.00 11.00 – 11.30

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Sunday, 12th March 2017

AUDIENCE

ROOM

Przemysław Łazaronek Let it Flow. How to Keep Spirits High and Avoid Trouble

all, ws

plenary hall 1

Lidija Branilović Students Teach, I Learn

yl, ws

plenary hall 2

Polona Vičič Enhancing Language Teaching and Learning Through Moodle

all, ws

room 2

Milan Mandeljc DEFROSTING FROST – Bringing a Higher Level Matura Poem Closer to Students

sec

room 3

CLOSING PLENARY Steven Lever 21st Century Skills Taught by 21st Century Teachers Announcement of the Winners of Poetry Competition Open Space: Time for Reflection

prim = primary, sec = secondary, yl = young learners, vyl = very young learners, tert = tertiary, comm = commercial presentation, ws = workshop, T = talk, PPT = free Powerpoint

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Thursday, 9th March 2017 16.00 – 17.00

SURPRISE PLENARY This House Regrets the Fact that Social Media have Become the Primary Source of Information Debaters, coaches and judges typically experience debate as an efficient, exciting, interdisciplinary, educational activity where all involved benefit greatly as they explore variety of topics ranging from international politics, gender issues, environment, media to economy, ethics, education and many more.

What is more, serious involvement in debate and active use of its tools and skills invariably result in increased fluency, improved organization, coherent delivery of ideas, fast acquisition and active use of new vocabulary and many other aspects that could be defined as essentially related to language teaching and learning.

Members of debate club Logos have decided to demonstrate what their high school debate career has taught them.

18.15 – 18.00

Jean Linehan The 6 (w)R‘s Read, Remember, Report, Write, Regroup and Recap In the last ten years or so, E-learning platforms, be it open source (e.g. Moodle) or commercial (e.g. Blackboard), have established themselves as an integral part of language teaching and learning. To exploit the full potential of computer assisted language teaching and learning, today’s language teachers and pupils are thus faced with a challenge of assuming new roles – the teachers the role of facilitators and the pupils the role of active knowledge seekers. Another important prerequisite for the exploitation of the full potential of this teaching/learning method is the establishment of a collaborative relationship between teachers and pupils.

Having ten-year experience with blended e-learning supported by e-learning platform Moodle, in the proposed workshop I aim to present methods and approaches I use to motivate students for self-study in e-classroom. Further to that, the workshop will also provide insight into best practice e-learning activities and exercises designed to practise and consolidate language contents and functions as well as grammatical structures discussed and practised in live lectures. Blended e-learning being characterised by a marked student-centeredness, the conclusions section will focus on student feedback on their experience with blended e-learning and round up with a discussion of further possibilities of this teaching/learning method.

In rooms 2, 3 and 4 groups and topics will be formed at the plenary. You can join any of them according to your interests.

Friday, 10th March 2017 8.30 – 8.50

Jasna Krajnc Sukič Comenius + Grants for Teachers Visiting an English–speaking country and even participating in a teacher language course to further advance one‘s English is certainly something many English teachers strive for. With Comenius+ mobility grants, this goal has never been closer and more tangible. In this talk, I am going to present my and my colleagues‘ experience of getting a EU mobility grant, from filling out the paper work to actually going to the UK and participating in teacher language courses.

The talk will consist of three parts: a theoretical introduction to E+ mobility grants from an applicants‘ point of view, a brief presentation of the language schools me and my colleagues studied at (Oxford, Scarborough and Dublin), a brief overview of some useful materials for in-class use. Apart from providing you with some useful materials from these courses, my aim is to motivate you to actually do the tedious paperwork and to later enjoy your stay in the UK!

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Sanja Radošević, Katarina Slapničar How to Incorporate ESP in Technical and Vocational Schools

Preparing our pupils to work in a professional environment is a very important part of our job, especially if you teach in technical secondary or vocational secondary schools. In our school we put a lot of emphasis on such vocabulary and try to incorporate it into our classes as much as possible. Furthermore, we have a separate subject in the 3rd year of vocational, in the 4th year of technical and in the 2nd year of vocational-professional school. In our talk we would like to present problems that we experienced while introducing these subjects, our solutions and plans for the future.

First we identified the scope of vocabulary that our pupils need to use in their workplaces based on pupils’ experience and based on the needs of their employers. Then we partnered up with teachers who teach practical classes or technical subjects and defined the framework. The final result of our collaboration was a short textbook that we use with students of vocational school. And at the moment we are planning to create a short textbook for technical and vocational-professional school which will be more focused on business English (job interviews, presentations etc).

Irena Varga Dervarič Online Learning

Learning is one of the most important part of teacher‘ s working and personal life. The great alternative to traditional ways of learning is an online learning. It is changing all the time and it is one of possibilities that turns out to be more and more practised. Online enviroment presents a great opportunity for learning . It is important to discover how to learn using available communication channels. I think one of the biggest advantages is that an online course is avaible 24 hours a day, seven days a week. Student can make his own schedule and study any time he wants. Online courses offer the flexibilty to deal with time and they bring education right to student‘s home. At the same time an online learning provides an opportunity to get to know other students via bulletin boards, chat rooms and mailing list. We can easily say that online learning connect students to the global village. Among the other advantages of online learning there are the responsibility and self-discipline of students. Online learning represents a great way to boost the level of self-motivation and to study many different fields.

9.00 – 10.00

OPENING PLENARY: Huw Jarvis I link therefore I am: issues for Education Technology and Continuing Professional Development in an Online Environment

Many teachers and learners are “digital residents”, being connected has become a part of who and what they are as “networked selves” (Papacharissi, 2010, p. 305), and at times this is in English as an L2. Pegrum (2010) coins the term “I link therefore I am” and I suggest that this has profound implications. My talk briefly argues that computer assisted language learning is obsolete (Jarvis and Krashen, 2014) and that we need to “go beyond” this (Jarvis and Achilleos, 2013). I go on to show how teachers can embrace “professional digital self” and online social media for CPD.

10.15 – 11.00 Steven Lever The Power of Play

Play allows learners to explore and practice new language in an enjoyable and motivating way. Games create the context for meaningful communication and provide the opportunity for comprehensible input and output. We will discuss how games can lead to acquisition and look at different games using all the language skills- and have some fun along the way.

Marša Jović, Tobija Siter Imaginary Island

Come and play! Build your own imaginary island: set up the grid of the island, prepare the environment for the animals and the vegetation. Solve problems and use the language while playing. See how we do English in Montessori!

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Luka Lavrin What Tribal Leader Do You Want to Be? First I will summarise the main points of a book titled Tribal Leadership by Dave Logan. I will describe the 5 tribal levels, particularly the mentality each level employs. The next part will look at what every teacher can do to upgrade the level of their tribe. The emphasis will be on the teacher as I will argue they are the main source of energy in the classroom. We will also look at some practical tips to increase the energy and transfer it into the class.

Mateja Todorovski Developing Super Minds Thinking Skills We know that learning takes place when you produce knowledge not reproduce it.

In this workshop we will explore the concept of LOTS versus HOTS and how it can be applied in the language classroom in order to develop students’ thinking skills. We will analyse different language activities and evaluate how meaningful as well as intellectually challenging they are.

11.30 – 12.15

Mark Almond The Art of Language Teaching and Power of Rapport … in Practice

If it is generally accepted that the communicative language classroom is a social situation, then the usual social rules should be followed: the rules that nurture and develop relationships and facilitate natural communication; show respect and empathy; genuinely listen to each other; offer acceptance of ideas; allow space and time to process and respond to questions and information and recognise that students are individuals. It seems both in my own experience and in my research that certain performance skills and aspects of an actor’s training can assist in maintaining an environment conducive to learning and practising the language communicatively and naturally. I will argue that the socio-psychological and affective needs of learners need to be recognised and met and that these needs should be considered before any pedagogical methodology is considered and even before any considerations related to culture and teaching context are made. In other words, students’ affective needs, which are arguably more or less universal, are the foundation of learning on which issues of methodology, context and culture are built. With this in mind, the workshop will look at ways actors maximise the use of voice, space, movement and gesture as well as their improvisation skills. Transposing these to the classroom, we will assess how these techniques can help us teach more creatively, making our lessons more enjoyable, personalised and memorable.

Katarina Ule, Nick Kiley Think-Pair-Share Yourself!

The aim of our workshop is to look at classroom management issues and focus on teaching sequences and techniques that help teachers engage young learners and teenagers in learning-rich environments. We intend to demonstrate activities and techniques through audience participation so that teachers get a feel for how the activities work and can see their immediate application and potential for adaptation to different contexts.

Mija Selič Visual Story and Grammar We will start with storytelling in order to create a context for the follow-up activities. We will then create a visual story based on the story that has been told by finding the correct flashcards in the C00lH0use (where the flashcards are stored). The chosen flashcards will be placed on a chart, next to question words, to form sentences. Reading the sentences chronologically will tell the story. The activity will show how children can relate words to question words and thus be introduced to parts of speech (subject, verb, object and time adverb), word order and prepositions, while at the same time gaining experience in reading and writing.

At the end, we will change the positions of the flashcards and add appropriate auxiliary verbs in order to make interrogative and negative sentences. The activity will show how children visualise and execute changes in the word order to form different types of sentences and thus better understand the process.

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All of the activities will demonstrate how to establish a basis for the visual presentation of grammar (word order, question words, the use of articles, the plural of nouns), while at the same time providing a good opportunity for reading and writing, thus transforming an abstract concept of grammar into a concrete and visual concept.

The participants will be actively involved in all of the activities and will have an opportunity to ask questions during the activities and at the end of the session.

Aleksandra Jevtović Pictures Into Words

The session will present short theoretical background to the use of picturebooks based on the research done by Sandie Mourao, long time practitioner and proponent of the picturebook use in the English language classroom.

The session will continue with three groups of activities, two or three each for vocabulary, for grammar and for short written or oral production. Each activity will be based on a different picturebook. Depending on how much time each activity takes it is possible to skip or add some books without significantly altering the structure of the workshop.

The session will end with a brief recapitulation of ideas and possible Q and A interval. Participants will also be able to look at the picturebooks used in the workshop as well as some other titles.

Nataša Puhner And Remember, Always Reach for the Stars

Do you read poetry in classroom? Music and poetry go hand in hand in this primary workshop revealing new, fully updated and revised edition of Reach for the Stars 5. Come and join us for this super fun workshop packed full of engaging ideas!

12.30 – 13.00 Seán Thompson Vocabulary: What Needs to be Taught and How?

Words generally don’t have many places in which to hide. When you say a word, it is out. And when it is out, …. That is why teaching vocabulary is important when learning to communicate in a foreign language. But which approaches do we prefer? Which methods facilitate acquisition? These questions, as well as other issues in vocabulary teaching will be discussed in this session, which will involve the audience’s active participation and interaction.

Irena Škulj Q & A with mag. Irena Škulj, Editor of new edition of Reach for the Stars Series

All secrets regarding exciting new features new, fully revised and updated edition of Reach for the Stars series is bringing to us will be revealed in this Q & A session. Don’t miss your chance to ask a question or share your opinion!

Tadej Braček Translating as the Highest Form of Mastering a Language

Translating literary texts, especially poetry, can be a demanding job even for a seasoned translator. As teachers we should enable students to get acquainted with translating by providing them with a fun aspect of it. This can be done by choosing Slovene popular lyrics that are at least partly metaphoric, and can serve as model texts for translating.

In my presentation I will show the audience examples of Slovene pop songs, sung by Nika Zorjan, Nina Pušlar and Alya in cooperation with the singer Rudi Bučar, which can serve this purpose. By thinking about how to translate figures of speech and not losing songs’ initial meaning, students practise mastering the highest form of translating, which is translating literature and artistic texts. They also become aware of the richness that songs carry, and can potentially get keen on translating. The talk will also show the power of colour imagery, the importance of knowing both the source and target language when translating, especially when translating idioms, and the fact that songs are not merely one’s pastime but also a subject to be studied, particularly when one is engaged in English language and literature study.

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Janja Čolić, Sandra Vida Survive!

This is a presentation of a new textbook/workbook for all vocational schools we have written based on years of experience with vocational school students and their specific needs. The participants will be able to see and hear about all the innovations this book brings, all aimed at helping both teachers and students do their job.

Nina Gorkič A Picture is worth a Thousand Words Literary texts can be seen as one of the core materials when it comes to teaching languages and language related subject matters. In my MA research I studied various uses and creative approaches when it comes to practical applications of these methods in a language classroom. As an artist in my spare time I also used my skill to draw comics and paintings based on various literary texts. With this approach I wished to shed a different light on the perception of literary texts and explore different options when it comes to their applicability in a language classroom. I mostly focused on the creative and motivational part. When doing my internship in a primary school in Newcastle, UK, I got inspired by books such as horrible histories and other comics. This all resulted in my own workshop where I had a small lesson on the history of the comic, my painting exhibition and in the end a workshop where the children all created their own comic, based on a literary text (a story of the Snow queen).

Therefore, in my IATEFL workshop I would like to merge these two aspects of art and literature in a language classroom in a way that I did with my class in Newcastle, but also present the audience with my own exhibition that took place a few months before in Ljubljana. The latter is more advanced, since it focuses on literary texts and subject matter appropriate for advance readers. With the fusion of the two I would also like to present to the audience the idea that merely any text can be adapted to any level, just depending how creative the teacher is.

14.15 – 15.00

Margit Szesztay, Uwe Pohl Ready, Steady, Talk! - Ideas for Classroom Interaction The idea for this conference presentation is based on the experience that it takes time and effort to make students want to take part in spoken classroom interaction. In the workshop we will share a number of less known techniques and activities we have found helpful in doing just that. We will start out with energizing and focusing activities aimed at getting students ‘in the mood’ to communicate. These activities are also appropriate for learners at lower levels of language competence. We will then move on to different interaction formats that require at least an intermediate language ability and lead to more extended classroom communication. Apart from trying out the different activities, participants will get the opportunity to think about how they might adapt these ideas for their own teaching. In the process we will also introduce some simple but powerful concepts for understanding the purpose and mode of speaking activities, such as quiet/expressive participation and group alignment. We will not be using any technical equipment but there will be a take-away handout for participants to add their own comments and reflections.

Regina Szuszkiewicz Games-the Key to Grammar Awareness Firstly I will emphisize the importance of teaching grammar accuracy at the beginning of the learning process. The participants will be encouraged to give some examples of the students who come to us with petrified mistakes which make their word hard to understand and which are really difficult to get rid of .

Secondly we will discuss: the variety of games we use on the lessons, what decides about the choice and what objectives we want to achieve by using them.

The participants will have the irregular verbs puzzle handed out. Their task will be to come up with the ideas how to use these puzzles to help their students understand irregular verbs patterns.

Tenses games. After a short discussion about the relevancy of the tenses awarness and the difficulty that ELT students come across while learning tenses, we will play the tenses board game .

What will happen or what would happen? That’s the question the confused students ask themselves.

How to help them acquire the conditionals awarness easier? We will discuss and share our experience. The black Peter game and Chain stories may be the key.

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Gregor Pirš Dos and Don‘ts of Teaching Reading

This talkshop will be exploring into why we cannot find a universal answer into why reading does not work the way the teachers would want. Is it the question of the reading teachnique or is it just the question of comprehension.

Looking into how reading works in different languages we will come to some interesting conclusions. We will have a look into some simple activities that will help us to improve the way we check comprehension - is loud reading really the best thing - and how we grade reading. Critical thinking is definetly a concept that will also be closely explore in relation to a)willingness to read and b)creativity in the classroom. I will round off by giving some ideas on how to improve intrinsic motivation for reading. All are welcome to attend.

Bojana Mihelač The Best of Both Worlds

Young Explorers is a new course for young learners which combines the best of traditional methodology with CLIL. It includes teaching values, cultural awareness, Slovene national content and lots of opportunities to engage mixed-ability classes. At this workshop we will check all these boxes and explore English with Young Explorers.

Sanja Rašković A Bucket Full of Games and Activities

We live in the era of internet and media. Where everything is „googlable“ and available at one click of the mouse.

Children are, according to my opinion overexposed to both and spend too much time using it at home and in their free time. Don‘t get me wrong, but many children don‘t know how to play anymore if the mobile phone, notepad od a computer is not available. That‘s why I don‘t have internet in my school. We play! The „old-fashioned“ games adapted for language learning. We use everyday objects, music, board, flashcards, toys to create and invent new games; grammar and vocabulary games. And children love them! They love playing this way and learning while playing.

This workshop is practical and brings lots of games and activities that teachers can try immediately in their classrooms.

It‘s practical, it‘s „old-fashioned“ and it‘s fun. We are going to try some games at the workshop and everybody will get handouts with plenty of games to play at school.

15.15 – 15.45

Mariana Manolova From DELTA to Teaching Young Learners – an Inspirational Personal Challenge !

The presentation focuses on techniques and methods used practically in the classroom. The ideas are based on the experience I gained at Nile from our incredible tutor – Mary Carney.

I tried to implement the appropriate ones in our young learner s`classes on a day-to-day basis, not accidentally or as showy repetition of theoretical ideas. My main goal is to involve students in all classroom activities , make them feel comfortable and proud of their own achievements and progress in learning English.

Easily said than done! The teacher faces a lot of challenges and has to deal with various distractors and be able to provide for different learning styles of young learners in a real classroom situation. The teacher also has to create opportunities for individual students to participate in activities throughout the whole lesson avoiding lengthy periods of disengagement.

I try to focus on activities, approaches and methods which are practical, enjoyable and ensure that language learning is taking place in an effective way. The teaching techniques are in alignment with students` age, interests, needs and learning styles.

The most important feature of this presentation - it is tried and tested and provenly effective in terms of practicality and positive outcomes for a learner-centred classroom.

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Irena Kragel The Use of Pinterest in an ELT Classroom As a teacher with 23 years‘ experience in teaching English as a foreign language to teenagers from 14 to 19 years old I seek different ideas to make my students‘ attention and make them as active as possible.

In my presentation and workshop I am going to show some examples how to use pinterest: as a warm- up activity, revision of vocabulary, discussion, follow-up…

The idea of using pinterest in my English classroom has been in my head since my 15-year-old daughter showed me some pictures and funnies. I believe the teachers and their students will like the idea of using these interesting, very often humorous pictures or short English amusing sentences as much as she does. The lines can be understood by preintermediate as well as intermediate or upperintermediate students and provide a cosy atmosphere in an ELT classroom. They can be part of almost any classsroom activity, used with almost any topic possible. They are up to date, lively and they do not take much time, therefore they can be used almost without any limits.

Vera Stoilov Spasova Kamishibai Projects In my workshop I would like to present the Japanese street theatre called kamishibai. Nowadays kamishibai is getting more and more popular in Slovenia and many teachers see the benefits of using it in class. As a teacher, I am constantly trying to motivate my students to write and perform and with these kamishibai projects they were really motivated to learn. Students at Primary school Naklo have had the opportunity to learn about kamishibai at different occasions and especially the artistic students were thrilled to show the rest of the class their work and ideas. In my workshop I’m going to tell the participants a short history of kamishibai so that they will get to know it. Later I’m going to show/ perform a kamishibai story made by the students so that the participants would get the precise idea of how it works.

The rest of the workshop (the main part) is going to be practical work as the participants are going to draw and make up stories of their own and perform them.

Bojana Nikić Vujić Whole School Approach in Learning English The aim of this talk is to present some ideas how the topics from other school subjects, as well as some important issues such as health diet or bullying can be integrated in English. The first part of the talk will address the reasons for the integration and the benefits students get from such an approach. Furthermore, some examples of good practice will be presented and briefly analyzed. The second part will be dedicated to the exchange of ideas among participants regarding possible activities based on the topics they get. The last part will be dedicated to talk about joint projects that teachers can have with other subject teachers and English language teachers from other schools, too.

Alenka Gortan Animal Farm in Videoclip Teachers will be offered ideas how to animate students to work out a videoclip when studying Animal farm. Teachers will be given the outline of a topic and then they will try to prepare this topic in different ways (as a role play, animation, tv news, a tv quiz, in drawings, as a debate, as a radio play, as a power point presentation ...) to see how it may work with their students.

Students will choose their topic and work on it for one hour at school. A teacher will help if needed. Then in the next lesson, making of videoclips will take place. Students will shoot the clips at school (or around it) during the English lesson and not in their spare time. Shooting may not last longer than 45 minutes, a video clip may be five minutes long at the most. Then, in the next two or more lessons (depending on how much time a teacher really wants to dedicate to Animal Farm) each topic is presented by students and then teacher may invite the rest of the class to share their opinions.

Examples of good practice will be presented as well.

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Peter Medgyes Who’s Better: Natives or Nonnatives?

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16.00 – 16.30

Summary: ‚While I argue that nonnative-speaking teachers of English are unable to emulate native speakers in terms of their English-language competence, I also claim that nonnatives are in possession of certain attributes that may well offset their linguistic handicap. To prove my point I put forward two sets of hypotheses and invite the audience to (dis)agree with my assumptions.‘

Barbara Dvornik No Technology, no Problem!

Classroom technology, such as projectors, smartboards and computers with internet connection, means a teacher can invite the whole world into a lesson and invite students to participate in hundreds of ways. But what happens when technology stops working, students and teachers get fed up with it (yes, that happens!) or the technology is simply not available in your classroom yet (but will definitely be soon)?

All three reasons and an excuse to do some calendar shopping led me to trying out activities that require no technology but instead images found in calendars and some good old pens and pieces of paper.

Imagine your students or participants entering a room where beautiful images are laid around and a teacher inviting them to look around and write down on a small piece of paper the very first thing that comes to mind seeing each of the images. The activity then develops into many different directions- writing, discussing, guessing, comparing, drawing dictation and it doesn‘t stop there. Participants will be invited to get involved into selected activities and also share their thoughts and give feedback at the end of the workshop.

Using calendar images follows my favourite model of teaching and learning, the mini-maxi approach. It means a rather minimal input for a teacher and a maximal output for your students. Activities presented and carried out in a workshop are all student-centred, open-ended and very often add cultural, interpersonal and cross-curricular dimension to lessons.

Katja Leban Phonics - Shall we Start Reading?

Last year I started studying the phonics method due to the fact that I sensed some good gains for the pupils in the first three years of our primary education. I developed some materials and I used them in the classroom. I found out that pupils quite quickly make connections between the letters and the sounds of words which they learn during the lessons according to the phonics and the sight method.

This year I have been developing the phonics method further on by looking at the comparisons and contrasts with the Slovene language and the process of literacy in Slovenian. According to the pupils‘ wish to start reading, I have been developing some digital materials which lead them from words to short story reading. Practice shows that pupils feel confident as a limited number of words is taken into account. Furthermore, the introduction into reading in a controlled way gives pupils the feeling of success. They can recognize the letters, connect them to the sounds and they can really read in English correctly.

This technique encourages me to develop new materials for higher stages of the phonics method which I will, hopefully, present next year.

Darja Vtič Teaching Happiness Is a Serious Business

In my workshop, I plan to present a set of different ideas, stories, games, social and creative activities which do not just develop students’ language competence but also help them understand themselves and the world around them better. All the activities aim to inspire and help children understand the interdependence among people. They aim to empower the children, show them they are creators of their lives and that they can do much more than they realize.

This is not achieved by explaining things but by showing it through a story, through an interactive activity …

I want teacher participants to experience the activities themselves, therefore I plan not just to talk and present things but also to allow them to experience, to feel, to listen, to play the game, to go through the process …

The activities can be used at English lessons, activity days, project days etc.

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Lynda Steyne Intercultural Communicative Competence Activities for the Classroom In the shifting climate of our world today, learning to communicate beyond our own cultures is important for us as teachers. It’s also vital for our students. In this interactive workshop, we’ll look at the foundations of intercultural communicative competence and also do some classroom activities that facilitate it for students age 14 and up.

17.30 – 18.00

Barbi Bujtás Is Your Lesson User-friendly?

We will explore the attitudes and motivation of learners in the digital age and see how they are used to digital products that are produced with a strong element of user experience design. We will see the principles of user experience design, the attributes of habit forming products and ‚contagious‘ social media content in order to find ways of implementing dirty little tricks that might make our lessons more learner-friendly.

Sanja Božinović Rubrics for Teachers and Students Rubrics are an assessment tool often shaped like a matrix, used to describe levels of achievement in a specific area of performance, understanding, or behavior. They promote student centered teaching, help the teacher state the standards and objectives, describe and assess the quality of student work, and offer feedback. They are also a way for students to reflect on and then improve their work.

In this workshop teachers get introduced to the topic of rubrics. They get acquainted with the process of creation of different kinds of rubrics. They analyse, adapt and discuss rubrics, create their own rubric and discuss the advantages and the challenges of using it with students.

Teachers get acquainted with the process of creating rubrics with the help of a few free online rubric creators. They learn how rubric creators work and how they can help the teacher create or adapt a rubric quickly and easily.

Teachers exchange ideas about the use, advantages and disadvantages of rubrics in language learning and teaching.

Andreja Hazabent Learning Through Lego bricks I have been using Lego bricks in my classroom for the past three years now and I feel that it is time to share my excitement, my experiences as well as my views on using such tools in school with the rest of my English colleagues. Even though I will present a few activities that can be done in an English classroom, they are applicable to any class at any level and any subject.

In my 30-minute workshop (it can easily be extended to 45 if that suits you better), participants will be able to try out on sample bricks activities that I have been using and that proved to be really successful in my class.

I will cover various topics where lego brick can be introduced in order to show the participants the numerous opportunities a simple childhood toy offers.

The workshop will be hands-on with a reflective conclusion.

Branka Segvic What we Teach ‘Between the Lines’…

As teachers we rely on textbooks. When choosing appropriate textbook, we usually give priority to language-related criteria. However, apart from language knowledge, the textbooks we choose convey many other social messages such as prejudices, stereotypes, roles and values. These can be related to religion, ethnicity, race or gender. The above mentioned social criterion is of extreme importance especially for young language learners. A language teacher and a textbook are often their first contact with a completely new world, society and culture. Therefore, this talk investigates some of the following questions: To what extent do textbook images and language replicate the real word?

What do we really teach ‘between the lines’? Do we subconsciously learn social values together with our students?

How much control of our teaching environment do we really have?

The talk will try to answer some of these questions with the help of language and images samples from different textbooks used with young learners.

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PLENARY: Thom Jones Learning to teach, teaching to learn

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18.15 – 19.15

Basically we‘ll use a variety of practical classroom activities to highlight how we can guarantee our classrooms remain relevant and open forums for learning-and that we as teachers, arrive willing to learn too. This is holistic approach to classroom management and maintaining an atmosphere where effort and energy help us all learn. There will be elements of farce, a look at loin-led learning and how to fail well (often connected). There will be things you can use in your very next class, and, hopefully, you‘ll all have a lot to contribute too. I will be asking a lot questions but have very few answers. Bring ideas, bring no sense of embarrassment and arrive hungry; hungry for knowledge, but also hungry for sweeties.

Saturday, 11th March 2017 8.30 – 8.50 Maja Savorgnani Shakespeare: Lost in Translation

In this talk, I am going to address a mini literary cross–curricular project combining English and Slovene lessons when dealing with W. Shakespeare’s Sonnet 130 (My mistress‘ eyes are nothing like the Sun) with 1st year grammar school students. The aim of the project is not only to familiarise the students with the actual sonnet, but also to draw their attention to some of the issues that arise in translating poetry. By analysing and comparing the original and the Slovene translation, the students are able to identify semantic shifts occurring in translation and realise that literary translations can be less or more faithful to the original. Further, the students are encouraged to translate those parts of the sonnet they themselves find unsatisfactory and are later even encouraged to create short literary films by turning their sonnets into a film by using their cell phones. This approach, I believe, appeals to students for a number of reasons: the cross–curricular approach draws their attention to potential problems in poetry translation and to the different ways the same content may be expressed in two different languages; further, by using IT the students expressed themselves creatively, bridging the gap between the Renaissance and the 21st century.

Tanja Fajmut (No) Smartphones in the Classroom, Please!

In this presentation, the speaker is going to focus on communicative activities which are done with the help of smartphones. Some of these ready-to-use activities will be based on the examples of lessons taken from teaching resources such as Headway. The activities can easily be used with any other materials as well. Teachers will see how they can exploit students’ skills with smartphones and turn them into a useful teaching tool which promotes students’ creativity, team work and fun aspects of language learning. For example, activities involving making a video interview, collage poems, recordings for listening comprehension (for which students themselves make exercises) etc. will be introduced and different smartphone apps will be presented. To conclude, the speaker is going to introduce ideas on how to make classroom materials more engaging, livelier and creative with the use of such an everyday tool as smartphone.

Petra Mikeln How to “Formatively” Choose a Perfect Present

Formative assessment has recently become a buzzword in Slovenian primary school education. It has also played a very important role in two international projects, led in Slovenia by the National Education Institute of Slovenia: EUfolio and ATS 2020. As a teacher taking part in these projects I had to carry out learning cycles in my English classroom following the principles of formative assessment while also trying to develop the so-called transversal skills or skills of the 21st century (like critical thinking, collaboration and communication, creativity…).

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In my talk I will present one learning cycle in 8th grade where I focused on developing speaking skills using the principles of formative assessment. The main content aim of the learning cycle (4–6 lessons) was that students learn to ask for opinion, express their own opinion and also give reasons for it while discussing the best idea for a present in a certain situation with their classmate. The process aim or the transversal skill I tried to develop was the one probably closest to languages: collaboration and communication. In the cycle I guided the students through all stages of formative assessment (checking prior knowledge, setting goals and criteria, collecting evidence, evaluation and self-evaluation) and in the end I also graded their performance.

Tanja Stare Pušavec CLIL is Here

CLIL stands for Content and Language Integrated Learning and refers to teaching subjects such as science, history and geography to students through a foreign language. The main advantage of CLIL is the illustration of the real language and providing a context. CLIL teaching supports teachers‘ efforts to bring real English into the classroom since language items are always contextualized and the content itself is something that matters. Although a lot of teachers have already applied some CLIL principles in their lessons, it is good to know how to plan a CLIL lesson in detail with the CLIL methodology in mind. Since there are usually two teachers involved – the subject and the language teacher – the planning itself looks like a real CLIL lesson. It is full of interaction where different thinking skills, learning styles and multiple intelligences are taken into account. The focus of a CLIL lesson is on students, their interests, creativity and peer learning. The amount of student talking time is increased and the teacher becomes a coach, supervisor and monitor. The teacher uses different scaffolding techniques and other means (group work, tasks, etc.) which would result in an increase of the skill-based focus of the learning. One of the issues of CLIL teaching is also what and how to assess and evaluate.

The talk / workshop will focus on all the aspects of good planning and evaluation with ideas to use in the class.

9.00 – 10.00

PLENARY: Mark Almond The Art of Language Teaching and Power of Rapport Based on my own research, work as a teacher trainer and ongoing reflections on classroom practice, this talk will look beyond mainstream language teaching methodology and enquire how and why teachers can apply a number of principles found in certain other practices and theories and adopt a more multi-disciplinary approach in the classroom. I will give a brief overview of fields such as Flow Theory (Csikszentmihalyi), Politeness and Face Theory (Brown and Levinson; Goffman), Neuro Linguistic Programming (Grinder), Blink Theory (Gladwell), Social Psychology and non-verbal communication (Cuddy) and group and interpersonal communication (Haydn). I will then consider how educators working in any sector can practically apply these theories to the craft of teaching, thereby helping them to improve classroom climate, group dynamics and rapport. I will suggest that this crucial area could and should be part of any pre- or in-service training programme. The practical application I will offer derives directly from actor and improvisation training, drawing extensively from acting and voice practitioners such as Keith Johnstone, Augusto Boal, Constantin Stanislavski, Patsy Rodenburg and Cicely Berry.

10.15 – 11.00

Queenie Tan 3 Strategies for Working Effectively with Children with Learning Difficulties In this workshop, teachers are going to learn how to work with young children who struggle with dyslexia (difficulty with learning to read and write) so that they can consider using alternative approaches for teaching children how to read, write and speak in English.

Valeria Arva English in the Kindergarten: Is it Worth it?

The topic of my presentation is a research project in the field of early childhood language development. In my talk I would like to give account of a two-year observation study I have been carrying out in an English-Hungarian bilingual

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kindergarten in Budapest . Here children participate in a bilingual programme where they have both a Hungarian and an English native-speaking teacher working them.

Since September 2014 I have been doing regular observations in the kindergarten group that started their education at that time. During my observation sessions I was focusing on the language acquisition process of the children and the activities through which they were learning the language. In my research I managed to identify in the process of the children‘s language learning the specific phases of successive second language acquisition, as described in the relevant literature. I am going to illustrate with examples from my observation notes.

The second focus of my research is comparing the language acquisition of the children in the bilingual programme with the language acquisition process of children who attended my pre-kindergarten group in an international school where the teaching was exclusively in English.

Finally, I was also interested to find out whether the mother tongue development of the children in the bilingual programme was affected in any negative way, as suggested by a number of critics.

Jen MacArthur 13 Ways of Using Poetry in the EFL Classroom

Aimed at poetry skeptics, this session explores why poetry is especially powerful for teaching English to speakers of other languages. Participants will take away ideas for reading and writing poetry with students of various ages and proficiency levels.

Vesna Popović, Dragana Jovanović Kupresanin Teaching Vocabulary

We would like to present some interesting ideas in vocabulary teaching. Why is vocabulary development and therefore vocabulary teaching so important? Vocabulary links all four basic skills: listening, reading, speaking and writing.

Numbers of studies have shown that the larger the vocabulary of children, the greater their academic achievement.

Needless to say, that the readers’ vocabulary is strongly related to their understanding of the text. Student’s vocabulary knowledge is a building process and it needs to be broadened, developed, and built up with every next unit. Teachers should use interesting ways to introduce vocabulary to their students. It could be print, visual media, games…

11.30 – 12.15

Mojca Belak Keenly Kinaesthetic – Classroom Activities for Body-Smart Students

Sitting down is what this workshop is not about. Breathing exercises include Breathing Together, where participants stand in a circle and follow each other’s breathing patterns, and HU! – a jumping breathing activity used to release stress. Kinaesthetic revising of vocabulary includes classic activities such as Writing Words in the Air, as well as Walking the Words, which breaks down the pronunciation of new or difficult words or phrases into syllables and connects them with steps similar to dancing. In Pedestrian Agreeing and Disagreeing students walk to one side of the classroom when they agree with the teacher’s statement/s, and to the other when they don’t.

Famous Poet from a Faraway Land and Oracle are improvisational activities that trigger a lot of language and a lot of laughter. Apart from introducing food vocabulary in a train chant in which students take part as railway carriages, and two activities that are good for confusing the brain and realising where the limits are, I am also going to do some quick brain gym.

There are no mistakes in circle dancing, just variations, which is why we are going to try Larch Tree, one of the simplest circle dances on the planet.

Danny Singh Learning English through the Mind and the Body

This workshop is based on the recently published book, Learning English through the mind and the body - 50 steps to improve your English. All the tips have been tried and tested on students of all ages and levels. Teachers who attend this session will find the ideas useful to improve that ONE area of their own English which is slightly weaker, as well as finding lots of interesting ideas to use with their students.

Some of the lessons will be demonstrated practically during this session, so that teachers know exactly how to use the ideas, as well as giving them the opportunity to deal with any doubts that might persist over the ideas.

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Signed copies of the book will be available for those interested, but there is absolutely no obligation to purchase. All participants are guaranteed to leave with at least five full ready-made lesson plans, which they can apply immediately in their respective classrooms. Most of the ideas mentioned are not only applicable to learning English, but can be used and adapted when learning and teaching other languages, so teachers of Slovenian, Croatian, Serbian etc will also find the ideas extremely useful.

Nicola Epps A Picture Paints a Thousand Words Exploring different ways to use pictures in class; to motivate students and get them using English in a fun and natural way.

Zoran Ristović Multilingual Corpora in the Classroom The presentation showcases multilingual corpora application in the second language teaching. The research encompassed 240 pupils who were involved in systematic utilization of the English-Serbian corpus during three school years. This computer-assisted approach encompasses recording of inter-corpus and corpus-based activities of pupils, which form the electronic portfolio. This enables longitudinal tracking of development of their integrative written and oral performance.

Adela Tompoš Equal Chances

In the school where more than half of the students are of different nationality, there are definitely not equal chances for all of them. They come from different background and have different possibilities. There are things we can‘t change, but there are also those we can. Our duty is to help and try to change something for the better. That is why we started several different activities which can help: Extra lessons of Croatian as a foreign language, Cooperative learning, Inclusion workshops with parents, longer preschool and maintaining the school garden and orchard. We work on improving school success, knowledge of Croatian language and communication skills, improving social skills, inclusion of students in extracurricular activities, social inclusion, developing a multicultural atmosphere in the school and in the community, introducing the education on ecology and increasing motivation of Roma children for inclusion in secondary education. If we can‘t change the background, at least we can give them the opportunity to learn so they can change their future. All the students deserve better future and these activities can increase their chances. Our school is still struggling, but we are trying. After all, we are not all equal, but we are equally worth!

14.30 – 15.15

Karen White Practising Grammar Can Be Fun In this workshop, we will try out various activities that can be used for practising grammar whilst having fun.

We will start by playing two games: musical questions to practise question forms and consequences for practising word order. I will then demonstrate how well-known games such as memory, snap and quartet can be used.

Then we will move on to see how you can use words or drawings from the students themselves to practise comparisons. I will also explain how paper planes can be used too.

The next activity will be a simple role play to practise the present progressive.

I will then show how cards can be used to explain short forms, reported speech and the disappearance of the ‚s‘ in present simple negation and question or the ‚ed‘ in past simple negation and question.

Finally, I will give some ideas for remembering the various tenses and key words, including drawings, a grammar survival kit and a making a set of drawers.

All the activities can be done with students of all ages, even adults. They are especially helpful for students with dyslexia.

Nina Stankovič Very Young EFL Learners - What to do with Them?

English in the first triad brought a lot of confusion and frustration to teachers in Slovenia. How do I teach English to a group of young children? How do I make them listen and follow instructions in a language they don’t yet understand?

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Can I teach them the same way I teach my 5th graders? Do they learn the same way? I work with very young (preschool) EFL learners and I have full conversations with them in English before they even go to school. How do I do that, what is the secret? In the first part of my presentation, I will present psychology behind learning a foreign language at a very young age, as well as give away some secrets for a better communication with young EFL students. The second part of my presentation will be hands-on. I want the participants to leave with actual examples of games and activities they can use in classroom to engage students and get results.

Nada Đukić Why Critical Thinking Matters in Language Teaching and Learning

The basis for this presentation is my own experience when I collaborated within a virtual community of English teachers from all over the world. The online course was intended to test the application of critical thinking strategies in terms of theory and practice in our professional and personal life. It was organised by the University of Oregon in 2014.

After that, I incorporated the ideas that worked for me as a teacher (suited my teaching style) and that were applicable in our culture. Nevertheless, the main ideas prove to work in any context if the underlying principles are used accurately. I can now design my lesson plans in such a way that I can explicitly point out critical thinking objectives (mainly cognitive and affective) and assess them.

Due to all that, I only now feel ready to share my learning and teaching practice with other teachers that might find it valuable either because they would like to gain new knowledge or share their own ideas.

I also see the opportunity for myself in the fact that I can further develop my own presenting skills in English, as I work as a Slovenian teacher and translate from English and into English.

Helena Miklavčič Jakovac Life Lessons to Learn in English Matura Poems

The talk/workshop will try to offer interesting, fresh ideas how to teach (especially) the new poems on the English Matura list of required reading. It will focus on those pearls of wisdom that all good poetry offers to its readers and thus expose great life philosophies and attitudes that can be learned from the Matura poems. Extension activities that will be proposed as a part of ready lesson plans for individual poems will offer an insight into the relevance of the messages hidden in the poems. From self-love and self-confidence proposed in Angelou‘s Phenomenal Woman to life dilemmas that all of us have to face presented in Frost‘s The Road Not Taken, we will be learning from the great masters of poetry.

15.30 – 16.15 Barbi Bujtás Lip Sync is a Learning Tool

We will see how lip-sync is a useful classroom tool and what skills and sub-skills it may develop, what kind of language content can be acquired through it and how.

We will also have a look at a lip-sync app (musical.ly), which is a digital content creation tool as well as a social network, which means it might be quite appealing to younger learners and it also provides you with language input and all sorts of valuable stimuli to exploit in classes.

Claudia Molnár Overcoming Lack of Confidence to Improve Language Competence

I am currently working towards my PhD in applied linguistics and my area of interest is developing learner training and learner autonomy in the teacher training context (in order to develop more communicative language teachers). One area which frequently arises is the issue of language anxiety on the part of the teachers.

After 20 years of experience teaching EFL/ESOL and teacher training , both in native (London) and non -native environments (almost 10 years in Hungary), I notice that the lack of willingness to communicate is still far too high, especially in non- native environments, and it is seeping into the teacher education classrooms.

I believe that if we can implement more learner training practice and develop more autonomous trainee teachers, in turn they will be more confident in their own language skills, therefore more confident in their teaching abilities, enabling them to deliver more communicative focused lessons and in turn develop more autonomous learners in their own classrooms. And the ball rolls on.

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Jelena Spasic Storytelling with The Giving Tree All the activities in this workshop were inspired by the book „The Giving Tree“ by Shel Silverstein. Hence the title of the workshop – „Storytelling with The Giving Tree.“ The book has always been an inspiration and motivation for me, so I tried to implement some of the values it talks about in the workshop and convey them to the children. The activities are based on storytelling which leads to speaking, performing and writing.

The workshop is intended for both novice teachers, eager to learn and more experienced teachers ready to embrace new ideas. It can be used with very young learners but also with primary and secondary schoolchildren.

Both teachers and students are going to embark on a different journey – together, they will listen to, tell and act out a story about a boy and his friend, they will talk about their families using a bit different family tree, they will act out a story for the others to re-tell it and re-write it and they will write some really interesting newspaper articles based on some funny headlines.

Breda Banovšek, Anja Kotnik Lebar It‘s Tea Time!

We, teachers, sometimes forget how important relaxation and constructive talk with a colleague are. We usually come up with the best ideas over a cup of tea or coffee. Good cooperation among teachers at school is very important. Pupils feel the positive attitude because it creates a positive environment for learning. By getting along, we also set a good example and promote team work, as well as its benefits. Our cooperation has brought many new and fresh ideas we use in the classroom. We join classes, encourage intergenerational cooperation and make sure our first grade pupils, who learn English as an elective course, have fun and learn a lot through games, despite the late hour and their tiredness. Older and younger pupils have a special bond and it is really priceless to see the sparks in the eyes of a seven-year-old who is being taught or read by an older pupil. It‘s time for tea, time to chat and time to share your experience.

16.45 – 17.45

PLENARY: Peter Medgyes Why Won’t the Little Beasts Behave?

After nearly twenty years of absence, I returned to the classroom to teach a group of 15-year-olds. I held out for two years before the kids had made mincemeat of me. Why was I unable to cope? Are the kids any worse today than their predecessors were? Anyway, what is classroom discipline? How do you judge the „train → disobey → punish → obey” paradigm? If without discipline there is no effective teaching, why do ELT authors still give this problem short shrift?

And why don’t teachers discuss it either? By the way, to which category of teacher do you belong: that of the strict and scary, the firm but fun, or the soft and shaky teacher? How does the reflective teacher view classroom discipline and the problems relating to it?

18.00 – 18.45

Vassiliki Mandalou Poetry in Motion: the Hidden Kinesthetic Philosophy It‘s known that when it comes to the human actions and activities, the triptych of mind-body-soul is the one that needs to be completely balanced. This 3 aspects of human self are those which contribute to the fullest to the expression of the inner soul and thought. Let alone when it comes to the teaching and explaining ideas as those of poetry and philosophy. Based on the notions of the “Poetic Felt Space“ and the „Peripatetic Philosophy” this workshop comes to shake the still waters of the so far known methods.

A combination of moves,lines,kinesiology and team work that a teacher/trainer can apply in a classroom.

The goal is to develop kinesthetic awareness of movement sensation by practicing activities like: 1) Explain how the terms „Poetic Felt Space“ and „Peripatetic Philosophy“ can be related to teaching and learning process.

2) Become expressive through voice and movement techniques.

3) Using body language in order to communicate emotions and emotional intelligence.

4) Bring creative act via interaction.

5) Experience a creative writing process combined with body talk.

This workshop is highly recommended for pupils with special needs and learning difficulties.

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László Katona, Nóra Tartsay Németh Science Experiments and ICT in the English Classroom

In this very practical workshop we will introduce three short science experiments (related to water consumption, food consumption and CO2 emission as in United Nations’ Sustainable Development Goal Nr. 12) related to consumption and production. Participants will be required to carry out these three chemical experiments. All the necessary materials and tools will be provided by the presenters. We will demonstrate ICT-based creative follow-up activities and tasks and the participants will be shown some mobile applications that can be used to record, analyse, and publish the experiments. The method we will introduce has been demonstrated in secondary and higher education with great success, but can also be adjusted to primary level. One indirect aim of the practical workshop is to demonstrate that science and experimenting can be fun and materials will be provided for teachers of English as a foreign language on how to use science experiments to promote the idea of sustainable development in the English classroom.

Tjaša Lemut Novak Teamwork = Ideal Work

One is enough, but sometimes two or more are even better. Last school year, we came up with the idea of making our own storybooks, cards, activities by taking existing fables, tales or stories and rewriting them in the way that suited our needs and wishes. Six books were created – one of us drew, the other coloured – we both rewrote the text and by sending the materials to others, together we have created a jointed list and pack of ideas and activities to be used in class.

This school year even more teachers joined this team effort and the English stories got a German and Slovenian copy.

We have more to say, write and draw, so it isn‘t a surprise that new books are being made as you read this. We have learnt that team work is ideal work, when it comes to this sort of ideas – when a lot can be done and achieved if a number of people contribute and do what they do well (e. g. draw, colour, plan, edit).

In this workshop, we are going to choose a story, do some of the activities and come up with even more ideas to use in class. Storytime is the best of time.

Klavdija Krempl Slana Bringing Language Learning to Life: Start Your Own Language Camp!

Language learning can happen in a variety of contexts and settings; however, the more real-life and spontaneous it is, the greater the outcome! For 2 consecutive years I have been a part of English language camp which we organize for our 3rd year students. This is the story of the 5 days we spend together staying at a youth hostel, engaging in different fun and challenging problem-solving and team-building activities, covering and discussing the chosen umbrella topic with a variety of different activities (e. g. ice breakers; discussions; video watching; creative writing; role plays; vocabulary build-ups…), communicating and interacting with native speakers of English who come and stay with us and make us use English all the time, learning about the English culture by cooking typical English foods (e. g. American pancakes, chocolate chip cookies…), organizing a tea party with the Queen, playing board games in the evening (e. g. Taboo; Catchphrase …); setting up a campfire, baking marshmallows and sharing spooky stories … and lots more!

Our students love it! I’m sure your students would love it, so here is my step by step recipe for how to successfully organize and carry out your own language camp.

Sunday, 10th March 2017 9.00 – 9.45 Przemysław Łazaronek Let it flow. How to Keep Spirits High and Avoid Trouble

In this presentation I‘d like to share my reflections on what constitutes a successful lesson with young learners and teenagers. From formal writing through gamification to psychology, I‘d like to present simple but effective methods that can make students eager to participate and learn. A practical approach to teaching.

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Lidija Branilović Students Teach, I Learn World Teachers‘ Day was the trigger that made me interested in how would my students do the class if they are simply given a topic and some materials. It was challenging at first because it‘s Roma students we‘re talking about but once I started it, I‘ve been doing it for four years now. Student volunteer gets a topic a month ahead, and he / she makes all the materials and everything ready for the classroom and classmates. If needed, I can help but less and less every time.

The topics are usually very close to their real life (family, sports, pets, hobbies, love,...) and they can even change something if they want to. Their task isn‘t to provide a 45-minute class, but only 15-20 minutes while the rest of the time, other classmates comment, ask questions, write grades for the student - always incouraging, always fun, always motivating. For their homework, students need to make a mindmap on the topic they listened about in the class.

Polona Vičič Enhancing Language Teaching and Learning Through Moodle In the last ten years or so, E-learning platforms, be it open source (e.g. Moodle) or commercial (e.g. Blackboard), have established themselves as an integral part of language teaching and learning. To exploit the full potential of computer assisted language teaching and learning, today’s language teachers and pupils are thus faced with a challenge of assuming new roles – the teachers the role of facilitators and the pupils the role of active knowledge seekers. Another important prerequisite for the exploitation of the full potential of this teaching/learning method is the establishment of a collaborative relationship between teachers and pupils.

Having ten-year experience with blended e-learning supported by e-learning platform Moodle, in the proposed workshop I aim to present methods and approaches I use to motivate students for self-study in e-classroom. Further to that, the workshop will also provide insight into best practice e-learning activities and exercises designed to practise and consolidate language contents and functions as well as grammatical structures discussed and practised in live lectures. Blended e-learning being characterised by a marked student-centeredness, the conclusions section will focus on student feedback on their experience with blended e-learning and round up with a discussion of further possibilities of this teaching/learning method.

Milan Mandeljc DEFROSTING FROST – Bringing a Higher Level Matura Poem Closer to Students “Why do we have to deal with poems? There’s plentiful at Slovene classes…”

A just question, if there has ever been one. Why does an 18-year old teenager need to deal with poems by foreign authors, even one as institutionalised as Robert Frost, America’s Poet Laureate? Unlike official analyses that glorify one’s autonomy, the fabled Two Roads will converge in a dead end.

10.00 – 11.00

CLOSING PLANERY: Steven Lever 21st Century Skills Taught by 21st Century Teachers

21st century learners need a skill set capable of meeting the constantly changing demands of modern life. These skills are not only linguistic, but include a range of cognitive and practical tools that will help learners communicate, collaborate and use the resources available to them creatively, critically and effectively. In this session, we will examine: what these skills are; why learners need them; and why they should be taught in language lessons. We will also discuss how focussing on these skills may change the role of the language teacher.

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