Presentation Pages For The Webpage

During the conference there is a Poster Forum displayed in the Gallery.
Kindly sponsored by ETS TOEFL
LOGO
Please see below for the day and time each presenter will be present at their poster to
discuss it with delegates and to answer any questions.
questions.
Poster 1
Monday
1130-1200
TD, TTEd
From professional development to professional dissemination

Noha Faisal Mohamed Abdelmotagally (English Language and Literature Dept, Ain
Shams University)
University)
This presentation highlights how, with the inspiration of the British Councils profession
development strategy, I widened the horizons of my professional development plan and
shifted it into a more inclusive Professional Dissemination Plan. I will share and discuss
the strategies by which one can disseminate professional development and help
promote, not only ones abilities, but those of others as well.
Poster 2
Saturday
1710-1740
TEA
Mini reading selfself-assessment tools

Fatma Al Alalwi & Noura Al Kalbani (Ministry of Education)
Education)
While reading skills can be a natural process for some learners, we have others who
have limited text experience. To help our struggling readers, this poster presentation
will demonstrate how to promote reading self-assessments. Guidelines and tips will be
discussed and we will share several reading self-assessment tools that can be used for
different levels.
Poster 3
Sunday
1145-1215
RES
Recurring writing errors prepre-service teachers make at lowerlower-intermediate levels

Marisol Amigo (Universidad de La Frontera)
Frontera )
This poster is based on a study which aims to identify recurring errors made by
students, belonging to the 2013 UFRO English Teacher Education Programme, when
writing tasks for lower-intermediate standardized tests. Error analysis leads to
spotting content which should have been reinforced during previous English levels for
students and not repeated at an intermediate level.
Poster 4
Monday
1130-1200
EAP
Peacebuilding and grammar acquisition in Kurdistan Region, Iraq

Lone Bendixen Goulani (University of Kurdistan - Hewler)
Hewler)
The presentation will describe how peacebuilding can be used to contextualise
grammar teaching. It will explain how teaching grammar in a local context, such as
peace and conflict in Iraq, can enhance not only the students motivation and
understanding of using relevant grammar, but also make both teachers and students
reflect upon their own role in peacebuilding in society.
AL = Applied Linguistics
BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ES(O)L=English
for Speakers of Other
ES(O)L
Languages
ESP = English for Specific Purposes
GEN = General
GI = Global Issues
LA = Learner Autonomy
LAM = Leadership & Management
LMCS = Literature, Media & Cultural
Studies
LT = Learning Technologies
MaW = Materials Writing
POSTER PRESENTATIONS
Poster presentations
MD = Materials Development
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training & Education
YLT = Young Learners & Teenagers
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Poster 5
Saturday
1710-1740
GI
Global perspectives, local incentives

Fernanda Benedito (University Agostinho Neto)
Neto)
Contacts between the Western and Southern civilizations resulted in changes in cultural
and economic configurations worldwide. This poster presentation discusses the cultural
implications of those configurations in EFL in an African context. We will analyse
critically the case of the Angolan educational system, focusing on explicit and implicit
curricula. Results of a survey conducted with Angolan students will be presented.
Poster 6
Sunday
1145-1215
MD, YLT
Using English picture book storytimes to build confidence in ELL

Diane Nancy Brown (Sapporo University)
University)
This poster reports on a classroom-based research project at Sapporo University,
Japan. Students used English picture books as a means to present self-prepared
English language and culture teaching materials to young learners in their community.
This project helped build students' confidence in ELL, while aiming to develop 21st
Century skills needed for students and members of the community.
Poster 7
Monday
1130-1200
EAP
The impact of podcasts on learners' listening comprehension

Saliha Chelli (Biskra University)
University)
Many Algerian students find difficulties in understanding spoken English because of
various reasons. This poster reports on a quasi-experimental research carried out in a
high school in Algeria. It aims to demonstrate the impact of adequate podcasts on
developing learners listening comprehension. A number of pedagogical implications
based on the findings will be presented.
Poster 8
Saturday
1710-1740
EAP, LA
ELT in mixedmixed-ability groups in Moscow 'Tsaritsyno' School 548

Olga Chinareva (State Autonomous Educational Institution 548 'Tsaritsyno')
'Tsaritsyno')
Learning and teaching the L2 in mixed-ability groups is a real challenge for both a
learner and a teacher. In this poster, I try to share our experience with other school
teachers. I'll show how to organize an individualized approach to every student in large
mixed-ability groups and assess objectively their academic performance and the
development of 21st Century skills.
Poster 9
Sunday
1145-1215
LAM
Apprentisys - managing student payment, attendance, assessment and more

Carol Cregg (SEDA College)
College)
Juggling student data is one of the big challenges of academic administration and
schools are often left with a number of databases for agents, payments, attendances
and assessment. This poster presents Apprentisys, the first software system
specifically designed for the unique needs of English language schools, unifying the
business and academic side of your school in one user-friendly product.
Poster 10
Monday
1130-1200
GEN
Integrated assessment in foreign language teaching

Carolyn De Meyer & Vanessa De Wilde (Artevelde University College Ghent)
Ghent)
Our poster presents the results of practioner-research into integrated assessment. This
research was conducted in the Spring of 2014 in order to develop checklists to help
teacher trainees assess in accordance with the parameters of the CEFR. The checklists
that have been developed will be tested in our teacher training programme this year.
Poster 11
Saturday
1710-1740
EAP
Analysis of Arab students error logs from two essay categories

Okon Effiong, Omama Osman, Alaa AlAl-Housain & Reham ALHousain (Qatar
University)
Six hundred error logs of undergraduate students were analysed for frequency of
different error types in two essay categories and to establish if the essay category
influences the effectiveness of indirect corrective feedback strategy. This poster shows
that the frequency of each error type calculated for both types of essay and findings
show a pattern of recurring error among the students.
Poster 12
Sunday
1145-1215
LA
Diamonds are forever: ensuring language learners achieve lifelong learning

aspirations
Carol Joy Everhard (Freelance)
Freelance)
As language teachers, it falls within our power to transform the rough stones we
encounter in the language learning environment into sparkling diamonds. I'll show that
by encouraging strategic learning and helping our learners recognise their own
potential, they will invest in their learning, take on ownership of the foreign language,
become more autonomous and ultimately become more successful lifelong learners.
Poster 13
Monday
1130-1200
EAP
Effective strategies for teaching English words by using etymology

Yoko Hirase
This poster shows how using the etymology of English words allows Japanese students
to apply familiar learning strategies. Many Japanese words are of Chinese origin and
are written using kanji (Chinese characters). As kanji consist of smaller elements that
are combined to form meaning, English words of Greek or Latin origin can be broken
into smaller units that are combined to form meaning.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
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46
Poster 14
Saturday
1710-1740
AL, YLT
Role of inhibition/extroversion in raising cultural awareness at the kindergarten

Nadine Jaafarawi (Lebanese University - Lebanese International University Makassed Institution)
Heusinkveld (1997) suggested that one primary benefit of foreign language study is to
gain understanding and appreciation for another culture. So the important question
here is how can we integrate language and culture? And how can we understand how
important it is to consider the impact of personality factors on the process of achieving
cultural awareness at kindergarten level?
Poster 15
Sunday
1145-1215
TD, TTEd
The Ultimate Guide to CELTA and selfself-publishing
Poster 16
Monday
1130-1200
RES, TD
Oral feedback behaviour of native and nonnon-native English teachers

Burcin Kagitci Yildiz (Middle East Technical University)
University)
This poster is based on the design and the results of a study carried out in an EFL
context, exploring the type and frequency of oral feedback provided by native and nonnative English teachers to students errors while speaking. The findings suggest that
being a native speaker or not may actually affect the teachers feedback procedures.
Poster 17
Saturday
1710-1740
LA, LT
Enhancing EFL learners' motivation and autonomy through webskills and activities
Warda Khouni (Mohamed Khider University, Algeria)
Algeria)
This poster aims to explore the effectiveness of introducing virtual learning in FLL in the
Algerian context. EFL students were taught some writing techniques using a virtual
class (Nicenet) and google docs with some other activities, like Padlet, blogs and
webquests, to check their influence on their motivation and autonomy.
Poster 18
Sunday
1145-1215
LT
Demonstration of a personalized English reading learning system

JimJim-Min Lin (Feng Chia University, Taiwan)
Taiwan)
I will introduce delegates to an e-learning software tool - Personalized English Reading
Learning System (PERLS) - which was developed in my laboratory. I will also show
delegates how to install PERLS and how to use it to build their own teaching materials.
EFL teachers can use this e-learning system to help their students in after-school selflearning.
Emma Jones & Amanda Momeni (Munich Volkshochschule)

Volkshochschule)
The Ultimate Guide to CELTA is a self-published book written for trainees about to begin
a CELTA course. The authors, CELTA trainers themselves, will introduce you to the
book, present you with feedback from trainees and tutors who have already used it to
their advantage and provide information about how to become self-published.
Poster 19
Monday
1130-1200
RES
What makes UFRO students succeed and fail at learning English?

Oriana Onate (Universidad de La Frontera)
Frontera )
I'll present findings from a two-year research project on factors that students think
have determined their success and failure at learning English. The project findings are
from over 100 students at Universidad de La Frontera, Temuco, South of Chile, a college
where 10 per cent of new students demonstrate an intermediate level of English in
placement tests.
Poster 20
Saturday
1710-1740
ESP
Knowing ME - a nonnon-profitprofit-making project on Maritime English

Alexia Piaggio (University of Genoa, Italy)
Italy)
The newly-devised, non-profit-making set of multimedia pages, called Knowing
Maritime English, (Knowing ME for short), is inspired by currently enforced
international maritime standards and available online at www.scmncamogli.org. These
pages present a series of practical on-board situations, requiring users to interact with
the software by solving audio, visual or logical quizzes in English.
Poster 21
Sunday
1145-1215
LT
Exploring EFL learners communication strategies via computercomputer-mediated oral

communication
Sumanee Pinweha (Chulalongkorn University)
University)
This presentation reports on EFL students communication strategies, while engaged in
asynchronous and synchronous computer-mediated oral communication (CMOC),
through the analyses of transcripts of audioblogs and voice chats. Teaching materials
and excerpts of student transcripts will be presented. Benefits of CMOC, categories and
patterns of communication strategy emerging from CMOC, as well as pedagogical
implications, will be discussed.
Poster 22
Monday
1130-1200
EAP, MD
English for academics

Marija Popova (British Council Russia)
Russia )
English is the de facto global language of research. Optimising communication among
members of the international academic community depends on the elimination of
obstacles faced by speakers of other languages. The poster introduces the coursebook
English for Academics (British Council, CUP, 2014), aimed at enabling university
academics and researchers to participate in international conferences and projects and
to publish internationally.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
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Poster 23
Saturday
1710-1740
TD, TEA
Need for a new assessment and role of ELT teachers

Betul Ayse Sayin (Canik Basari University, Samsun, Turkey)
Turkey)
Assessment pursues its importance as the backbone in the education system, while still
keeping the anxiety level high, causing a noteworthy decrease in language acquisition
level, especially in Turkey. This poster reports on the belief that ELT teachers might
solve or mitigate this problem with the use of a reflection tool and change the future of
the language learning system in Turkey.
Poster 24
Sunday
1145-1215
LT, TTEd
Developing an online master's course: experience, challenges and evaluation

Helen Thompson & Helen Donaghue (Sheffield Hallam University)
University)
The presenters will outline the development of an online master's course in TESOL.
Using a socio-constructivist framework, a cycle of activities was implemented aimed at
promoting participant reflection, dialogue and learning. The presenters will discuss the
activities and share their experience of designing and teaching on the revised course,
using one module as an example.
Poster 25
Monday
1130-1200
LT
Using the vizualisation method in teaching language skills

Aida Tulegenova (Eurasian National University after L.N. Gumilyev)
Gumilyev)
This presentation focuses on investigating the effectiveness of using the visualization
method in teaching the language skills of reading, speaking, writing and listening.
Visualization can be developed through a variety of activities and lessons. A first step is
to provide a model and explanation about generating mental images for the students.
This poster will display the materials and discuss their applications.
Poster 26
Saturday
1710-1740
GEN
Reading approach in foreign language (English) proficiency attainment

Birsen Tutunis (Istanbul Kultur University)
University)
Reading is a good source of input. This poster will present a study that focuses on
reading as the main force of teaching in the English Preparatory Program at a private
university. The teaching techniques and the materials prepared for the purpose of
students proficiency attainment will be explained in detail.
Poster 27
Sunday
1145-1215
AL, TEA
Aligning the Vocabulary Levels Test with the CEFR

Desiree Verdonk (Fachhochschule Wiener Neustadt)
Neustadt)
This study provides further/new empirical evidence of the suitability of the Vocabulary
Levels Test (VLT) for diagnostic and placement purposes in classroom use. In particular,
we demonstrate the VLT's reliability in this context and highlight its ability to help
distinguish between users at the B1/B2 divide. Additional data confirm that VLT scores
do not show any gender bias.
The Poster Forum is located in the Gallery.

Visit the posters during the conference and meet the presenters at their poster to
discuss it and ask questions.
48
Saturday 11 April
0800-1730: Registration Desk Open
0815-0845: How To ... Sessions
0830-1730: ELT Resources Exhibition Open
Registration desk open
0815-0845
IATEFL How to... track
Cobden 3
How to get the most out of this conference with Susan Barduhn
This session is for new IATEFL conference participants as well as those of you who
have attended many conferences... but feel your experience could go deeper. We will
analyze the programme, form learning groups for those who wish to jigsaw their
conference experience, and share conference time management tips.
This session will be repeated at lunchtime.
Central 3-4
How to give a presentation at an international conference with Jeremy Day

Giving a presentation can be a stressful experience. This session will give you ways of
organising yourself before your presentation and conducting yourself during your
presentation to reduce that stress. The aim of the session is to make your
presentation a more satisfying experience for you and for your participants.
Central 5
SATURDAY
0800-1730
How to reflect on research talks at the conference with Sarah Mercer

In this session, we will explore how to make the most of the talks and presentations
we attend during the conference. In particular, we will focus on how to reflect on the
research we hear about and consider its relevance for and connections to our own
professional contexts.
0830-1730
Exhibition open
49
Saturday 11 April
0900-1025: Opening & First Plenary Session
0900-1025
Opening Announcements and Plenary Session
Exchange Hall
(1600 audience)
The conference will be opened by the IATEFL President, Carol Read.
SATURDAY
Plenary session by Donald Freeman

Donald Freeman is a professor at the School of Education, University of Michigan,
where his work focuses on designing and documenting new approaches to large-scale
improvements in language teaching that support the work of classroom language
teachers. For 25 years, he was on the graduate faculty at the School for International
Training, where he chaired the Department of Language Teacher Education, and
founded and directed the Center for Teacher Education, Training and Research. He is
author of several books on language teacher education including Educating Second
Language Teachers: The same things done differently (forthcoming, OUP), as well as
Teacher learning in language teaching (with Jack C. Richards), and Doing teacher
research. He is senior consulting editor on ELTeach, an online professional
development program, and editor of the professional development series,
TeacherSource. Freeman has been president of TESOL, and a member the
International Advisory Council for Cambridge English.
Frozen in thought?
thought? How we think and what we do in ELT
English language teaching is rife with prescriptions for what good teachers ought to
know and be able to do. These prescriptions are anchored in central ideas in the field
that we generally take for granted. We do not challenge them, even though they
inexorably shape all aspects of the work of ELT-- from national policies and standards
for teaching to administrative procedures and day-to-day work in ELT classrooms.
These central ideas come from diverse sources: some are loosely derived from
research, while others are inherited in the history of what we do. The ideas
themselves are taken as common sense, and thus are woven into the social
expectations of the work of teaching. In my title, I refer to this process as being frozen
in thought, by which I mean the field of ELT has become immobilized in a critical
sense by these ideas and what they mean for what we do as teachers and teacher
educators.
This talk examines some of these central ideas that we live by in ELT, including ideas
about how teaching and learning work, about the teachers role, and about the
classroom goals of English instruction. I examine what the ideas mean for the work of
classroom teachers given how English functions in the 21st Century, and how they
shape and constrain our thinking in teacher education and research. I argue that, if
they are left unscrutinized and unchallenged, the ideas can undermine teachers
professional confidence and stunt training and research. Therefore re-examining
them, thereby thawing our thinking, is a critical step in reasserting social control over
the public work of English language teaching.
50
Saturday 11 April
Session 1.1 : 1040-1125
Session 1.1
Central 3-4
140 audience
Workshop
MD, LTSIG
Day
Sounds good, looks good: using short video clips in ELT

Michael Harrison (BBC Learning English)
Mobile technology has made it easier than before to record and edit video. I
aim to equip you with the basic skills to record and edit short video clips,
using freely-available software like Vine, and provide ideas for using them
in class. Bring your mobile devices and set up a Vine account to make the
most of this session.
e, le, p, s,
t, a
Central 5
80 audience
Workshop
LMCS SIG
Day
The house that crack built: a picturebook for teens

Sandie Mourao (Freelance, Portugal)
Picturebooks engage students of all ages: they provide authentic
opportunities for thinking and discussion through their pictures and words
and enable teachers to approach topics in an innovative way. Engaging
participants in activities, reflection and debate, this workshop will share
how the picturebook The House That Crack Built enabled teenagers in
Portugal to discuss the implications of drug use.
e, le, s
Central 6
50 audience
Workshop
GISIG
GI SIG Day
Wheres the language? Spiraling teachable moments throughout a

contentcontent-based curriculum
Sylvia Ozbalt & Cristina Peralejo (University of British Columbia, ELI)
Sustainability, civil society, global citizenship. Such topics are current and
often personally relevant to instructors and students alike. But how do we
keep the EAL classroom grounded in language instruction, without letting
content dominate? We will address this issue in a practical and interactive
workshop, focusing on gathering and continuously recycling language that
emerges during in-class discussions and project work.
e, le, t, a
Central 7
80 audience
Workshop
ESAP,
ESPSIG Day
EAP writing: teaching strategies for effective paraphrasing

Tina Kuzic (Faculty of Humanities and Social Sciences)
Sciences)
Paraphrasing is a very important part of academic writing, and thus EAP
practitioners should consider various approaches to teaching paraphrasing
strategies. In this workshop, I will share activities which are used to teach
paraphrasing strategies within an in-sessional EAP course at university.
These activities will enable students to explore and implement the
strategies, and eventually improve their academic writing skills.
e, le, t, a
SATURDAY
1040-1125
e = experienced audience
p = primary teaching
t = tertiary teaching
le = less-experienced audience
s = secondary teaching
a = adult teaching
prodprom = promoting a particular book or product
pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product
Please note that some presenters have requested a maximum audience size.
Therefore, please check the audience
audience size in the leftleft -hand column of each entry.
51
Saturday 11 April
SATURDAY
Session 1.1 : 1040-1125

Central 8
80 audience
Workshop
LT, LASIG
Day
The next generation of autonomous instruction thru VoiceThreads

Marsha ApplingAppling-Nunez (Qatar University - Foundation English
Program) & Melissa Van De Wege (Qatar University)
Learn to use VoiceThreads (VT) to facilitate students participation and
encourage learner autonomy in university classrooms. We will highlight
uses for intermediate to high-level students and guide participants
through building a VT. Participants will receive a handout defining
VoiceThreads and suggested uses in the classroom. Remaining time will
allow for Q&A. Participants can bring their own device, though not
necessary.
e, le, t, a
prodprom
Charter 1
400 audience
Workshop
MaW, TD
Questions for learning and some unexpected answers

Andrew Walkley (Lexical Lab)
At IATEFL 2014, Sugatra Mitra suggested good questions unlock learning.
In ELT, what are those questions? Who asks them? When? What answers
are needed? Where from? What questions are in coursebooks, including
Outcomes, and what might they reveal about principles behind them? What
questions might teachers ask themselves to develop? Why don't you come
to this practical thought-provoking workshop?
e, le, s, t,
a
pub
Charter 2-3
500 audience
Workshop
TD, YLT
Only connect: seven strategies for ensuring teacherteacher-student

communication
Ken Wilson (Freelance)
Freelance)
Some experts say that educational technology has blown away the notion of
the classroom altogether. However, for the foreseeable future, learning
will take place in classrooms with teachers, students and desks and
teacher-student communication will be more important than ever. This
workshop will show how the vital link between teacher and students can be
maintained, even in a hi-tech classroom.
e, le, s, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS
52
Saturday 11 April
Charter 4
1040-1110
190 audience
Talk
YLT
Memorable, not memorized learning

Lulu Campbell (Macmillan Education)
Education)
Most teachers have experienced the frustration of seeing their students
perfectly understand new language in class, only to forget it quickly
afterwards. Using examples from Happy Campers, this session explores a
range of practical teaching and learning strategies and mnemonic devices
teachers can use to specifically improve students' ability to retrieve, retain
and anchor new learning in their long-term memories.
e, le, p
pub
Cobden 1
20 audience
Workshop
TTEd, TEA
Familiarisation activities awareness of the CEFR levels and

descriptors
Jana Beresova (Trnava University in Trnava, Slovakia)
Slovakia )
This workshop will introduce familiarisation activities, which are an
introduction to the process of linking language tests to the CEFR.
Participants will be given materials to identify the salient features for each
level in order to ascertain at which level they would place learners they are
working with. Spoken performances will be presented and discussed.
le, s
Cobden 2
60 audience
Workshop
TTEd
The artsy side of teaching

Radmila Popovic (World Learning / SIT Graduate Institute)
What does the artistic side of teaching include? Can it be taught? How? In
this workshop, participants will address these questions by looking at
language teaching through the lens of art. They will explore fresh
directions for educating teachers by taking part in experiential activities
borrowed from formal artist education and training.
e, a
Cobden 3
185 audience
Workshop
GEN
HOT (high(high-order thinking) listening tasks for learners

Jennie Wright (Target Training)
When listening, learners need to do more than just remember and repeat
facts. They also need to respond and react while processing, evaluating
and analysing information. To prepare learners for this multi-tasking, this
workshop contains a selection of high-order thinking tasks to make our
listening sessions more stimulating, going beyond traditional
comprehension tasks, whilst developing learners critical thinking skills.
e, le, a
SATURDAY
Session 1.1 : 1040-1125
a = adult teaching
left--hand column of each entry.
Therefore, please check the audience size in the left
53
Saturday 11 April
SATURDAY
Session 1.1 : 1040-1125

Exchange
Hall
500 audience
Workshop
TTEd
Jetstream Helbling's course for adults in the 21st Century
Exchange 1
80 audience
Workshop
BE, MaW
Your class is your resource: making use of learner styles

Kirsten Waechter (Tailored Trainings)
Trainings)
This workshop will look into how to use the different learning styles of
students to develop adequate classroom exercises that will really help
them to learn. This will include easy-to-use tools of helping them to detect
their own preferred ways of learning, thus enhancing their motivation and
class participation. Participants will be involved in preparing exercises.
le, a
Exchange 2
20 audience
Workshop
TD
Read? Why read? Skip, scan or skim? Reading solutions

Ermek Esenaliev (International Sebat Educational Institution)
I am going to share some practical reading activities. This interactive
workshop will look at how teachers can exploit reading passages in their
coursebook in order to introduce and/or practise a number of reading
strategies. These strategies will help make reading more engaging for our
students while catering to different learning styles.
le, s, a
prodprom
Exchange 3
40 audience
Workshop
TD
Twerking the meaning: the pragmatic implicature of song lyrics

Andreas Grundtvig (Staatliche Fremdsprachenschule Hamburg /
HELTA)
Songs in the classroom usually appear in motivational exercises to
practise structure, vocabulary and pronunciation. More than just that, we
can also use lyrics to help learners recognise and understand differences
between what is said and what is implied. This workshop shares activities
designed to interpret meaning and develop the skills necessary for
learners to become proficient communicators.
e, le, t, a
Jane Revell (Helbling Languages)

Languages)
Come and find out how Jetstream, the brand new blended English course
for adults, helps learners to learn effectively and fast. How it gets them
involved and interested, and gives them opportunities to learn beyond the
classroom in a variety of ways. And how it prepares them to meet the
global challenges of the times we live in.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
54
e, le, a
pub
Saturday 11 April
Exchange 4
40 audience
Workshop
BE, TEA
Communicating communicative competence

Pete Rutherford (marcus evans linguarama)
linguarama )
Over the last few decades, the accepted approach for helping business
people to communicate effectively in English has shifted from a narrow
focus on structural accuracy to a more holistic view of the grammatical,
sociolinguistic and strategic skills needed for success at work. This
workshop will look at practical and simple alternatives to the measures in
use today.
e, a
Exchange 5
40 audience
Workshop
TEA
Potential and pitfalls of assessment: enhancing learning through

constructive alignment
Alex Thorp (The English Language Centre)
Assessment: simply some kind of test that checks progress in what has
been taught - or so many students think. But is it something more central
to learning success? This practical session explores the critical
relationship between learning objectives, classroom activities and
assessment criteria, outlining Constructive Alignment, which claims
learning is optimised through careful consideration of how these elements
relate.
e, le, p, s,
t, a
Exchange 6
40 audience
Workshop
TD, TTEd
Strictly Come CELTA. An analogy and some thoughts on feedback

Jo Gakonga (eltelt-training.com)
training.com)
What kind of CELTA trainer are you? An ebullient, ever positive Bruno
Tonioli or an abrupt and plain-speaking Craig Revel Horwood? And does a
numerical assessment system (seveerrrn!) give helpful clarity, or prevent
proper attention being given to feedback comments? In this interactive
workshop on feedback, we will explore some analogies between Strictly
Come Dancing and CELTA. Sequinned attire optional.
e, a
Exchange 7
40 audience
Workshop
GEN
The importance of emotions in language learning

Eva TrumpesovaTrumpesova -Rudolfova (Masaryk University, Brno)
Brno)
In this workshop you will get a chance to reflect on the role of emotions in
language learning. You will revisit and discuss your learning strategies
from the perspective of your emotions. The aim is to demonstrate how
feelings affect learning and to consciously and efficiently apply it to the
teaching process.
e, le, t, a
SATURDAY
Session 1.1 : 1040-1125
a = adult teaching
55
Saturday 11 April
SATURDAY
Session 1.1 : 1040-1125

Exchange 9
240 audience
Workshop
GEN
Classroom management share the responsibility with your students!

Agnieszka Luczak (Kings Oxford)
Participants in this hands-on workshop can try out ways to improve their
classroom management and involve students in the process. I'll
demonstrate how to deal with some common challenges in class (e.g.,
disruptive behaviour, students who do not participate) by finding out
possible reasons behind them and actively engaging students in problemsolving and maintaining a positive learning environment.
e, le, s, a
Exchange 10
100 audience
Workshop
GEN
Silent way for intermediate and advanced classes

Roslyn Young (Freelance)
Many people think the silent way is only for beginners. I will ask the nonnative teachers in this workshop to be my class for 20 minutes to show how
the approach is used with advanced students, to work on whatever
imperfections they may still have. We will work on all aspects of spoken
English, including pronunciation and grammar.
e, t, a
Exchange 11
150 audience
Workshop
GEN
Begin anywhere an improvisational approach for ELT

Roy Bicknell (Interlingua, The Netherlands)
There is a clear parallel between John Cages view of creativity and John
Deweys notion of the curious learner. Cage once famously said Begin
anywhere. His axiom will be our guide as we practise new improvisational
activities and explore how they can foster student engagement and
awareness. Curious about improvisation and its didactical implications?
Then, here is your first step.
le, a
1125-1200
Coffee break (sponsored by ETS TOEFL)
Exhibition hall
A complimentary tea/coffee is available at the catering points in the exhibition hall.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
LOGO
RES = Research
Assessment
56
Saturday 11 April
Session 1.2 : 1200-1305
Session 1.2
Central 3-4
1200-1230
140 audience
Talk
LTSIG
LT SIG Day
IATEFL LTSIG TRAVEL SCHOLARSHIP WINNER

Writing and the art of collaboration an online project
Monica Veado (Private Teacher)
Teacher)
This talk will discuss the process of student collaboration when producing
written texts using different internet tools to enable and facilitate
interaction. It will analyze the impact of the proposed activities on the
writing process, as well as investigate how different information and
communication technologies may contribute to the creation of new
language learning environments.
le, a
Central 3-4
1235-1305
140 audience
Talk
TTEd, LTSIG
Day
IATEFL LTSIG DIANA EASTMENT SCHOLARSHIP WINNER

Digital corner
Liliana Esther Simon (Universidad Nacional de La Plata, Argentina)
Argentina )
This talk will deal with a project called Digital Corner, which was created
for teachers of English to help them integrate LT into their lessons. The
idea is to continue with this project in order to continue scaffolding
teachers of languages who have little possibilities of attending courses or
conferences on this topic.
le, p, s
Central 5
1200-1230
80 audience
Talk
BE, LMCS
SIG Day
Teaching language or teaching culture?

Benjamin Dobbs (York Associates)
Associates)
Language may be considered an aspect of culture, or indeed it may
arguably be a synonym for culture in some cases. The question exists of
what we are, or should be, teaching and to what extent language and
culture are either separable or teachable. I'll address this and the
methodological approaches to this and implications for teacher training
and learning.
e, le, a
SATURDAY
1200-1305
a = adult teaching
Please note that some presenters have requested a maximum

maximum audience size.
Therefore, please check the audience size in the leftleft -hand column of each entry.
57
Saturday 11 April
SATURDAY
Session 1.2 : 1200-1305
58
Central 5
1235-1305
80 audience
Talk
TTEd, LMCS
SIG Day
Learners responses to using literature to enhance their intercultural

competence
Jennifer Schumm Fauster (University of Graz)
Graz)
Literature has a long history of being used in the language classroom, but
how do students respond to it being employed to enhance their
intercultural competence? In my talk, a study will be presented in which
journals were used to investigate how tertiary-level EFL learners reacted
to the use of young adult literature (YAL) to promote their intercultural
understanding.
Central 6
50 audience
Forum
YLT, GISIG
Day
FORUM ON NURTURING CREATIVE GLOBAL LEADERS THROUGH

COOPERATIVE
COOPE RATIVE LEARNING
le, t
Nurturing resourceful students through 3Cs: cultural understanding,

creativity and collaboration
Kyuyun Lim (Sangsin Middle School)
Many EFL learners have difficulties in making conversation with
foreigners, even though they have basic communication skills, due to a
lack of cultural understanding or background knowledge. I discuss how my
classes have been designed, focusing on nurturing resourceful students
who are able to understand cultural diversity around the world, create
their own contents and information, and collaborate with their peers.
e, le, s
Nurturing creative global citizens through collaborative learning

You Kyoung Jung (Skocho Middle School)
This session discusses what would happen when learners create a web
poster and give a public presentation as a group project on behalf of their
school, community and country. They can develop not only speaking and
writing abilities, but also creativity and global citizenship. Motivation and
interest, needless to say, can be increased as well in authentic and
meaningful contexts.
le, s
prodprom
s
Practical guideline of English class toward global citizenship education

Sohyon Jo (Baekma Middle School, Kyounggi Province)
In this presentation, I shall focus on the English curriculum I redesigned in
a Korean secondary school, addressing global citizenship education. The
curriculum structure, materials and activities will also be shared. How
EASA cooperative learning model (Harmer, 1998) allows students to
practise and demonstrate their cooperative skills and creativity in this
global citizenship education will also be discussed.
e, s
Saturday 11 April
Session 1.2 : 1200-1305
Teaching technical English a challenge
Dominic Welsh (FH Joanneum, University of Applied Sciences, Austria
Austria))
How good is your technical English? Is that a question you ask your
students, or does it apply to you, the ESP teacher? The purpose of this talk
is to build a road into uncharted territories for both language teachers and
learners. I will present a teaching model to bolster ESP teachers and
students in their acquisition of technical language.
e, t, a
Central 7
1235-1305
80 audience
ESPSIG
ESP SIG Day
English for Specific Purposes Special Interest Group Open Forum

The ESPSIG Open Forum provides an opportunity for members and
prospective members to meet the ESPSIG committee and to get a full
account of the ESPSIG's activities, events and future plans. The open forum
is also a chance to meet other ESP and EAP practitioners and to take part
in shaping the future of the ESPSIG.
Central 8
1200-1230
80 audience
Talk
LASIG Day
Fostering learner autonomy online - Facebook as a social learning

space
Christian Ludwig (Germany)
Germany) & Ward Peeters (University of Antwerp,
Belgium)
Belgium)
Social peer-to-peer interaction encourages individuals to become more
autonomous. In this talk, we will discuss how learner autonomy can be
promoted through the use of social network sites (SNSs). Taking Facebook
as an example, the presentation will include a case study performed at
Antwerp University, which focussed on the implementation of SNSs in
education to improve students engagement and autonomy.
e, le, t
Central 8
1235-1305
80 audience
Talk
RES, LASIG
Day
Social networking: developing intercultural competence and fostering

autonomous learning
Ruby Vurdien (White Rose Language School)
School)
Engaging in online social networking can help students to develop
relationships, build friendships and collaborate with others. By using a
telecollaborative project, I will explain how students from two different
countries (Spain and Mauritius) interacted on the social network platform
Elgg to develop intercultural competence through performing assigned
tasks, and how such activities can motivate them to manage learning
independently.
le, t
SATURDAY
Central 7
1200-1230
80 audience
Talk
ESAP,
ESPSIG
ESP SIG Day
a = adult teaching
59
Saturday 11 April
SATURDAY
Session 1.2 : 1200-1305

Charter 1
1200-1230
400 audience
Talk
TD, TTEd
How social media is changing the DNA of professional development

Ann Foreman (British Council, Bilbao)
Bilbao)
This talk discusses how social media is changing the basic building blocks
of learning, and with it, the DNA of professional development. We no longer
look to educational institutions as the sole sources of information and
training. Now we also want to know how our friends and colleagues are
learning, faring and developing in the virtual world.
le
Charter 1
1235-1305
400 audience
Talk
TD, TTEd
Vietnamese teacher education's changing landscape in a global

economy
Rosemary Orlando (Southern New Hampshire University, Manchester,
NH, USA)
USA)
In response to the ever-changing landscape in ELT, brought about by
globalization and technological advancement, Vietnam is addressing the
quality of its ELT curricula and is struggling to raise the bar on teacher
standards. I will explain how English language teacher educators working
in Vietnam need to understand socioeconomic implications in relation to
Vietnams culture and its effects on ELT.
e, t
Charter 2-3
500 audience
Panel
discussion
YLT
Teaching English to young learners: some international perspectives

Achilleas Kostoulas & Juup Stelma (The University of Manchester),
Vicky Loras (The Loras Network), Sofia Magdalena De Stefani
(Universidad ORT, Uruguay), Maria Muniz (University of Leicester)
Leicester)
This panel aims to bring together perspectives of teaching English to young
learners from a variety of contexts around the world. The panel presenters
will share their experiences from TEYL projects in Greece, Norway,
Uruguay and Switzerland, in order to identify common themes and
challenges. Input from the audience is encouraged in the discussion phase.
e, p
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
60
Saturday 11 April
Session 1.2 : 1200-1305
FORUM ON REFLECTION
Investigating reflective practice in a training course for young learners
Oliver Beddall (British Council, Cairo)
Cairo)
This presentation reports on an action research project in which a teacher
training course for YL teachers was run in the British Council Doha. The
course was based entirely on principles of reflective practice and yielded
both qualitative and quantitative data which supports the use of reflective
practice as a teacher development tool in the YL classroom.
e, le, p, s
Looped reflective practice a tool for teacher development

Martin Froggett (British Council)
Council)
Cultivating teachers who can and will critically self-reflect is a notoriously
difficult task. This session looks to combine research from a Malaysian
teacher education programme with practical ideas for giving teachers not
just the tools to reflect but also the deeper understanding, motivation and
confidence requisite for recognising and overcoming the daily challenges
and opportunities they are faced with.
e, a
The role of and cultural differences in TEFL reflective thinking

David Gerlach (Institute of School Pedagogy - Foreign Language
Research - University of Marburg, Germany)
Germany)
The ability to reflect on one's own teaching process is considered an
indicator of a successful foreign language classroom. This talk will
highlight recent research on, and cultural differences in, reflective
thinking on the part of TEFL, and invite you to discuss as to how far
elements of reflective thinking should be integrated into TEFL education
programmes.
e, le, p, s,
t, a
SATURDAY
Charter 4
190 audience
Forum
TTEd
a = adult teaching
Please note
n ote that some presenters have requested a maximum audience size.
61
Saturday 11 April
SATURDAY
Session 1.2 : 1200-1305

Cobden 1
1200-1230
35 audience
Talk
RES, YLT
EFL learners perceptions of activities of various degrees of

communicativeness
YiYi -Mei Chen (University of Exeter)
Exeter)
One reason for some EFL teachers refusal to employ communicative
approaches is their perceptions of the students unwillingness to talk. This
study set out to assist secondary school English teachers in Taiwan to
develop context-based communicative approaches. To this end,
understanding the learners attitudes is extremely important. The findings
reveal counter-evidence for Asian students reputation for reticence.
e, le, s
Cobden 1
1235-1305
35 audience
Talk
GEN
Communicative teaching: what do PRC students think?

James Jenkin (i -toto-i TEFL)
TEFL )
As EFL has boomed in the PRC, teachers have formed a range of
assumptions about the learning styles and preferences of Chinese
students. This talk tests those assumptions by looking at what Chinese
students themselves say about foreign teachers and Western classrooms.
The session then proposes a range of practical strategies to help ensure
our approach meets the expressed needs.
e, le, s, t
Cobden 2
1200-1230
60 audience
Talk
TTEd
Exploring language teaching in prepre-service TEFL education in Chile

Loreto Aliaga (University of Leeds)
Leeds)
In Chile, pre-service TEFL trainees start their training with very low
language proficiency, despite having at least eight years of English at
school. This presentation explores a new teacher trainer programme with
an integrated curriculum by looking at teacher trainers views and
practices on the curriculum and how student-teachers learn English and
transit from trainees to teachers.
e, le, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
62
Saturday 11 April
Cobden 2
1235-1305
60 audience
Talk
TTEd
Strategic English education development for schools in Algeria

Nora Menia & Deirdre Nicholas (British Council, Algeria)
This session presents the Strategic English Educational Development for
Schools, a holistic model-blended training project aimed at improving the
quality of teaching and learning English in Algerian schools. This talk will
give a background of how the project emerged, its initial implementation
and the impact that will occur on the learners use of English language in
every classroom.
e, t
Cobden 3
1200-1230
185 audience
Talk
TD, TTEd
British Council's professional ELT program: blended learning, MI, a

breakthrough
Mohammadreza Soofinajafi (British Council Malaysia)
This talk focuses on the British Council's project, Pro-ELT (Professional
English language teaching). It is a nationwide up-skilling project for state
school English language teachers in Malaysia. Both theoretical and
practical notions of a successful merger of a blended learning approach
and multiple intelligences for the hour-long training sessions of this
course will be delineated.
e, le, a
Cobden 3
1235-1305
185 audience
Talk
TD, TTEd
The flipped model of teacher training

Fakhra AlAl-Mamary (Ministry of Education, Oman)
Flipping teachers' training could have many significant effects on the
quality and outcomes of professional development programs designed for
teachers. Through the use of tasks, I will elicit the major pitfalls of some
current teacher training programs. A flipped training model for teachers
that addresses these pitfalls will be introduced.
SATURDAY
Session 1.2 : 1200-1305
a = adult teaching
63
Saturday 11 April
Session 1.2 : 1200-1305
SATURDAY
Exchange
Hall
500 audience
Forum
GEN
FORUM ON APPROACHES TO DEVELOPING READING SKILLS

Revisiting reading
Peter Watkins (University of Portsmouth)
Portsmouth)
This talk starts with the premise that the teaching of reading skills has
changed little over the last few years, with a fairly predictable staging
sequence to most lessons. We will consider not only what we do when we
teach reading, but also why we do it. Alternatives to the presumed norm
are then suggested.
e, le, a
Reason to read: a genregenre-specific development approach to reading

David Petrie (Freelance)
Freelance)
This talk argues that the standard approach to reading in ELT is ineffective
and that tasks which reflect a broader range of genres and more realistic
reasons for reading are preferable. It demonstrates some of these tasks
and reports on the results of a research project which attempted to
validate such an approach.
e, le, s, t,
a
Practical ways to develop fluency in L2 reading

Michael Green (Kansai Gaidai University)
University)
What do we mean by fluent reading and how can we encourage it in the
classroom? In this session, participants will sample a variety of simple
exercises that develop the skills which form the foundation of fluent
reading. These skills are applicable to all levels of L2 readers in many
different teaching contexts.
le, t, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
PLEASE CHE
CHECK
CK NOTICE BOARDS FOR CHANGES & CANCELLATIONS
64
Saturday 11 April
Session 1.2 : 1200-1305
FORUM ON PEER OBSERVATION
EFL teachers and peer observation: beliefs, challenges and
implications
Gihan Ismail (King Abdulaziz University)
How do experienced EFL practitioners perceive peer observation of
teaching? This talk explores teachers beliefs about peer observation and
factors that contribute to the formation of those beliefs and perceptions.
Using data from my qualitative study, I will outline critical issues that
influence teachers understanding of peer observation and present
practical tips for a more positive approach towards collegial collaboration.
e, t
Peer observation: introducing a system that actually works for

everyone
Shirley Norton (London School of English)
Observing other teachers is an important element of CPD, yet many school
programmes are either dropped by management at the first sign of
difficulty or are regarded warily by teachers. This talk looks at the pitfalls
of setting up and running a successful peer observation programme that
works in a busy school schedule and keeps both management and teachers
happy.
e, le, a
Peer observation: making it work for lasting CPD

Carole Robinson & Maria Heron (NILE (Norwich Institute for Language
Education))
Peer observation can be a great tool as part of continuing professional
development. This talk will look at some key areas to consider when
setting up and running a peer observation scheme, including managing
cover for classes, innovative peer observation tasks aided by technology
and how to foster lasting development.
e, a
SATURDAY
Exchange 1
80 audience
Forum
TD
a = adult teaching

max imum audience size.
65
Saturday 11 April
SATURDAY
Session 1.2 : 1200-1305

Exchange 2
1200-1230
40 audience
Talk
TD
Pairing the unpaired

Laxman Gnawali (School of Education, Kathmandu University)
This talk shares the departure in the modality of a secondary EFL teacher
training programme in Nepal. How the trainees now collaborate with
working teachers to undertake action research during their practicum will
be presented. How the synergy from the working teachers classroom
experience and the trainee teachers fresh knowledge works to educate
both parties will also be shared.
e, s
Exchange 2
1235-1305
40 audience
Talk
TD
The resilience of novice teachers

Barbara Roosken (Fontys University, Tilburg, The Netherlands)
When describing how beginning teachers felt when they first started
teaching, trainees talk about sinking or swimming. I will focus on research
into what factors impact on ECTs' resilience. I explored the dynamic and
complex interplay among personal and contextual factors that operate in
these first years as a trainee part-time teacher.
le, s
Exchange 3
1200-1230
40 audience
Talk
TD
Case studies of INSET impact on EFL teacher change

Ming Li (University of Leeds)
This presentation is based on the results of a study on teachers cognitions
and practices to measure the impact of an INSET course under the national
curriculum reform in China. Analysis compares theoretical learning to
classroom application, examines the extent to which teachers make
change in practices and presents the factors contributing to the results.
e, t, a
Exchange 3
1235-1305
40 audience
Talk
TD, TTEd
The impact of a short inin-service course for Chinese teachers

Ailsa Deverick (Unitec Institute of Technology)
Technology)
This talk reports on the experiences of 47 primary teachers of English from
China who participated in a four-week professional development
programme in China and in New Zealand. It then outlines the resulting
changes the teachers indicated they were going to make to their classroom
practice and the factors that, after three months, helped or hindered their
implementation.
e, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
66
Saturday 11 April
Session 1.2 : 1200-1305
Exchange 5
1200-1230
40 audience
Talk
PRON
FORUM ON ACTION RESEARCH

Action research for teacher trainers
Alex Cann (Experience English)
Mini research projects can be a brilliant way of developing as a teacher
trainer and improving the overall quality of training courses. Have you ever
questioned observation techniques, the way we deliver feedback or the
possibility of going paperless? I will focus on setting up action research
projects, discuss completed projects and elicit questions for you to
explore.
e, le, a
CapacityCapacity-building of English teachers through guided action research

Blerta Mustafa & Yllke Pacarizi (University of Prishtina)
The aim of this presentation is to share experiences from a year-long
project that encouraged a group of English teachers to reflect and
research their classroom practices through collaboration and mentorship.
Participants will gain insights into the process, activities, benefits and
challenges that teachers encountered with the implementation of the
project.
e, le, s, t
Spreading and embedding teacher research in difficult circumstances

Paula Rebolledo (Ministry of Education, Chile) & Tom Connelly
Our talk presents a critical overview of a teacher research CPD initiative, in
which we propose exploratory action research (EAR) as a more appropriate
approach for a group of volunteer Chilean secondary school EFL teachers
working in challenging conditions in state schools. We argue the potential
of EAR within CPD in difficult circumstances in the light of our project
experience.
e, p, s, t, a
SATURDAY
Exchange 4
40 audience
Forum
RES, TD
Pronunciation coaching
Wayne Rimmer (IATEFL PronSIG Coordinator)
Coordinator)
Pronunciation is primarily a physical process as learners need to
experience how to form target sounds. In an analogy with sport, swimming
is used as the parallel, simply showing learners what to do is not sufficient
and leads to drowning. The correct technique needs to be coached so that
the mechanics become natural and fluent. This talk addresses this.
a = adult teaching
67
Saturday 11 April
SATURDAY
Session 1.2 : 1200-1305

Exchange 5
1235-1305
40 audience
Talk
PRON
Developing a pleasant nonnon-native accent

Sebastian Lesniewski (Cambridge)
My goal is to propose how teachers can inspire learners to develop a
pleasant non-native accent, and to address the issue of pronunciation not
receiving sufficient attention in ELT. I will share my tried and tested
classroom activities aimed at improving our students' spoken
performance. These have evolved from incorporating coaching techniques
into my teaching, and adopting a lexical approach.
e, le, a
Exchange 6
1200-1230
40 audience
Talk
EAP, LAM
Exploring techniques for shifting classroom energy and sustaining

student motivation
Mohamed ELEL -Zamil (Ajman University of Science & Technology)
Sometimes even the best teachers face a class with negative energy that
they dread. This session explores ways to shift classroom energy to create
a positive atmosphere that is conducive to learning and increases student
motivation. Techniques for putting students into a receptive learning mode
will be demonstrated and practised.
e, le, t, a
Exchange 6
1235-1305
40 audience
Talk
RES, TD
A difficult vocation: including unmotivated students in EFL further

education
Foster Andrew & Runna Badwan (British Council, Occupied Palestinian
Territories)
This presentation examines issues encountered in an additional English
class for students of a vocational college in Palestine, who were having
difficulties using or comprehending English. The class teacher and a
colleague working in teacher development and undertaking a study on
inclusion describe how they sought ways to engage the students, both
willing and unwilling, and what they learned from this.
e, le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
68
Saturday 11 April
Exchange 7
1200-1230
40 audience
Talk
TD, TTEd
EFL teacher trainer: could this just be the beginning?

Ben Beaumont (Ealing, Hammersmith and West London College)
Why is EFL often looked upon as the poor relation in terms of educational
training and pedagogy? This talk will look at some underlying reasons for
the perceived lack of professional recognition at higher and further
educational levels and suggest practical ways teachers and teacher
educators can help develop such recognition, helping both the industrys
and their own prospects.
e, le, t, a
Exchange 7
1235-1305
40 audience
Talk
BE, TD
Market smarter to sell higher as a freelance trainer

Christina RebuffetRebuffet-Broadus (Freelance, Grenoble, France)
In the competitive training market, it is crucial for freelance trainers to
prove their added value and differentiate themselves if they want to ask for
higher prices. This talk presents proven tools and techniques to do just
that. We will also identify common marketing practices to avoid if you want
to increase your chances for successful sales.
e, a
Exchange 9
240 audience
PEARSON SIGNATURE EVENT

Is ELT setting learners and teachers up to fail?
Speakers: Adam Black, John de Jong, Ian Wood
Educators from all over the world agree that measuring learner progress
is essential for English learning teaching. Publishers and institutions make
bold claims about the impact of their courses and the level that students
will reach. But are these claims realistic? Are we making promises that we
cannot achieve and setting learners and teachers up for failure?
Exchange 10
1200-1230
100 audience
Talk
MD, TTEd
Video for all - video for language learning and teaching

Steve Mann (University of Warwick)
This talk introduces the EU-funded video resource project called Video for
ALL. I will present a key aspect of this project that is bringing together
current methodologies, ideas and innovative practices in the teaching and
learning of languages. The project is building a comprehensive repository
of a wide range of video-language practices that integrate digital video use.
SATURDAY
Session 1.2 : 1200-1305
e, le, p, s,
a
a = adult teaching
69
Saturday 11 April
SATURDAY
Session 1.2 : 1200-1305

Exchange 10
1235-1305
100 audience
Talk
LT, YLT
Filmmaking in the classroom

Vanja Fazinic (Don Lovre Katic Primary School)
School)
How can we set up collaborative filmmaking projects in the English
classroom? How can we integrate them into the curriculum? How can we
use them to increase students motivation, creativity and autonomy?
During this practical talk, I will address questions like these, share my
experiences and show some examples of student-created videos.
Exchange 11
150 audience
Panel
discussion
GEN
A.S. HORNBY
HORNBY EDUCATIONAL TRUST SCHOLARS' PRESENTATION
Teacher cognition and communicative curricula: bridging the gaps
Wimansha Abeyawickrama (Sri Lanka), Abdou Dieng (Senegal), Natalia
Gatti (Uruguay),
(Uruguay), Jingli Jiang (China), Jennifer Joy Joshua (South
Africa), Suzuki Koda (Chile), Shefali Kulkarni (India), Saleha Mersin
(Malaysia), Bulara Monyaki (South Africa),
Africa), Babita Sharma (Nepal) &
Seethalakshmi
Seetha lakshmi Venunathan (India)
(India ).
For several decades, one stated goal of national English curricula
worldwide has been to develop learners communicative abilities. In many
contexts there remains a gap between what such curricula imply for
classroom teaching and teachers existing cognitions. This presentation
reports on some challenges that English teachers face in presenters
contexts, and explores macro- and micro- level initiatives that are trying to
bridge the gap. Facilitated by Martin Weddell (University of Leeds, UK).
1305-1405
1315-1345
Cobden 3
185 audience
le, p
Lunch break
How to get the most out of this conference with Susan Barduhn
This is a repeat of this morning's session, at 0815, for those who missed
the first offering. Please see page 49 for details.
Meet the Patron

Following the success of this innovation in Harrogate, David Crystal will again be in attendance on the
IATEFL exhibition stand. Join him there during the lunch break for a chat or just to say hello.
Meet the SIGs
Representatives from IATEFL's 15 Special Interest Groups will be pleased to meet with you during the
lunch break. They will be by the SIG Posters in the exhibition hall.
70
Saturday 11 April
Session 1.3 : 1405-1450
Session 1.3
Central 3-4
140 audience
Workshop
LTSIG Day
Introducing tablets and leading teachers toward effective use

Ryan Parmee (British Council Qatar)
Does your institution encourage the use of tablets to support TEFL? Or, are
you thinking of introducing them? This session highlights steps taken to
introduce tablets to enhance communicative teaching practices. I will
outline our teacher training programme and a basic 3-point planning tool
designed to support teachers to integrate tablets into their lessons with no
focus on apps.
Central 5
80 audience
LMCS SIG
Day
Literature, Media & Cultural Studies Special Interest Group Open

Forum
The LMCS SIG Open Forum is an opportunity for members and prospective
members to meet the SIG committee. We will talk about the LMCS SIGs
activities over the past year and discuss future plans, which include an
event on Creativity in English Language Teaching which will take place in
May in Oxford, and our plans for the IATEFL 2016 PCE on Shakespeare in
the English Classroom. You don't need to be an LMCS SIG member to come
along, find out more, make suggestions and meet others.
Central 6
50 audience
Workshop
YLT, GISIG
Day
International Youth Forum model - a leadership skillskill-building

workshop
Tatiana Ish
Ishchenko (Private English language school 'Edelweiss')
International Youth Forum model is a leadership skill-building event,
where students present one of the world's countries, speak on 3-4 global
problems and later discuss these problems in groups, make projects and
find solutions. This workshop will be helpful for secondary school teachers
and mentors who work with teens.
e, le, a
SATURDAY
1405-1450
le, s
a = adult teaching
71
Saturday 11 April
SATURDAY
Session 1.3 : 1405-1450

Central 7
80 audience
Workshop
MD, ESPSIG
Day
Dictogloss redux: grammar dictation in a digital age

William Kerr (Koc Universitesi, Istanbul, Turkey)
Turkey)
This workshop first briefly introduces the virtues of Wajnrybs Grammar
Dictation in the communicative language classroom, and then offers
participants an opportunity to consider its four main stages in a hands-on
group environment. Developed in 1990, the technique still affords
unlimited scope in a technological age. Several Dictogloss variations will
be demonstrated, practised and discussed by participants. Welcome to
Dictogloss!
e, t
Central 8
80 audience
Workshop
LASIG
LASIG Day
Collaborative learning and the joint construction of meaning and

understanding
Anja Burkert (English Department, University of Graz)
Graz)
This workshop will focus on a small-scale study conducted with university
students of English. The aim of the study was to find out to what extent
students in their peer-group interactions were using language efficiently
as a means for thinking and learning together, according to Mercers
(1995/2008) framework of exploratory talk.
le, t
Charter 1
400 audience
Workshop
BE, LAM
What not to do. What not to say

Barry Tomalin (London Academy of Diplomacy)
Diplomacy)
Understanding how to show respect, getting the dress code right,
understanding hospitality conventions and, above all, knowing in advance
the Do and Taboo topics of conversation in 75 communities these matter
in intercultural communication, especially in international business and
diplomacy. This session demonstrates video, critical incident methodology
and problem-solving techniques to improve confidence and cultural
sensitivity.
e, le, t, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
72
Saturday 11 April
Charter 2-3
500 audience
Workshop
GEN
Jazz and the dark matter of teaching

Adrian Underhill (United Kingdom)
Kingdom)
My view is that spontaneity and playfulness are essential to learning and
creativity. Although spontaneity is everywhere in our lessons, it remains,
like dark matter, largely unseen. Our methodology does not value it
sufficiently for it to be discussed, critiqued, practised or improved. This
workshop offers a thinking frame for spontaneity, practical activities and
discussion.
Charter 4
1405-1435
190 audience
Talk
GEN
The playful approach: activating children's selfself-learning language

strategies
Opal Dunn (Freelance)
Freelance)
Bruner explains the main characteristic of play is not its content, but its
mode. Many adults recognise a playful approach but lack playful language
in English. This presentation presents books in the Introducing English to
Young Children series that include suggestions to develop tuning-in skills
and teacher-talk. Young children absorbing language respond positively to
this approach, re-using their self-learning language strategies.
le, p
prodprom
Cobden 1
20 audience
Workshop
YLT
Helping ESOL students navigate the complicated US university

application process
Elizabeth Wentzel (Wycliffe College)
College)
Surprised international teachers with little experience of the American
university application process have to help students answer essay
questions such as How are you quirky?" We will broadly cover everything
from US standardized tests to application essays to recommendation
letters to scholarships. Teachers will leave with further resources to help
their ESOL high school students navigate the US system.
le, s
Cobden 2
60 audience
Workshop
GEN
Fun listening
Lindsey Gutt (York University English Language Institute)
Institute)
This workshop will share a variety of activities that teachers can do to
enhance their students listening skills. Using interactive activities based
on authentic materials is a fun way to get students to focus on various
sounds, words and meanings when listening to English. Participants will
learn about, discuss and experience a mixture of listening tasks firsthand.
e, le, p, s,
t
SATURDAY
Session 1.3 : 1405-1450
a = adult teaching
Therefore, please check the audience size in the leftleft-hand column of each entry.
73
Saturday 11 April
SATURDAY
Session 1.3 : 1405-1450

Cobden 3
185 audience
Workshop
MaW
Lying is the best policy... to get learners speaking!

Jason Anderson (Freelance)
Freelance)
Deception is a universally recognised form of creativity, a higher order
thinking skill and also a very good way to get learners talking in class. It
lends itself very nicely to game-type formats involving authentic language
use. In this workshop we will try out activities from my new publication
Speaking Games, and examine the features of effective deception-based
speaking activities.
le, a
prodprom
Exchange
Hall
1405-1435
500 audience
Talk
TD, TTEd
ETTE: tracing the impacts of a largelarge-scale ELT project

Sue Leather (Sue Leather Associates)
Associates)
What happens to participants in large-scale ELT projects once the project
has finished? What is the effect of ETTE on teachers and trainers
personal and professional learning in the longer term? This presentation
is about a Tracer Study to research the impacts of a British Council-funded
ELT project, ETTE (English for Teaching: Teaching for English).
Exchange 1
80 audience
Workshop
LT
Creating TBL lessons from online video content

Steve Bliss (EC London)
London)
This workshop will focus on how teachers can produce engaging taskbased lessons around online video content. You will follow a sequence of
activities based on an online video; these steps will then be mapped out
and explored in order to deepen understanding of how TBL video lessons
are planned. This will then be put into practice using other clips.
le, a
Exchange 2
1405-1435
40 audience
Talk
TEA
Curriculum vs. teaching: CLT in teaching English in Bangladesh

Nasreen Sultana (University of Liberal Arts Bangladesh [ULAB])
[ULAB] )
This presentation explores the ineffectiveness of a communicative
language teaching (CLT) approach in teaching English in Bangladesh.
According to the National Curriculum 2012, all four language skills should
be taught in the class. However, in reality, listening and speaking skills are
neither taught nor assessed. I will outline the reasons behind the
prevailing ambiguity between the curriculum and actual teaching in
Bangladesh.
e, le, s
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
74
Saturday 11 April
Exchange 3
40 audience
Workshop
GEN
Visualising English grammar: picturing, gesturing and performing in

the classroom
Natalia Belousova ("CLASS" Study and Training Centre)
Centre)
This workshop demonstrates ways of effective integration of visual and
kinaesthetic elements into teaching grammar, in an attempt to ensure
better understanding of certain grammatical concepts. Participants will try
out a number of activities illustrating certain advantages of English
grammar visual representation in the form of mental pictures, gestures
and theatre performance elements.
e, le, s, a
Exchange 4
40 audience
Workshop
GEN
Thinking in English: ways to develop cognitive skills

Michele C Guerrini (University of Alcala de Henares, Spain)
Spain)
Whether the objective be learning English for social or academic purposes,
being able to think in English is essential. This session explores basic
features of thinking training and suggests how they can enrich any
learning experience. Participants will explore a range of activities that
develop thinking skills and discover ways to apply them to their own
context.
e, le, p, s
Exchange 5
40 audience
Workshop
TD
The joys of being a mature entrant to EFL teaching

Helen DennisDennis-Smith (Wimbledon School of English)
English)
Have you just started teaching English as a foreign language much later in
life than most of your colleagues? This workshop will explore and facilitate
discussion about some of the benefits and challenges we face, focusing on
bringing our life experience into the classroom and embracing ideas which
will help us engage with our younger students.
le, a
Exchange 6
40 audience
Workshop
MD, TTEd
Improving EnglishEnglish-taught course delivery at university

Victoria Bamond & Birgit Strotmann (Universidad Europea de Madrid,
Spain)
Spain)
Good practice from CLIL (content language integrated learning) can enrich
university content instruction. After briefly outlining core CLIL features,
strategies for planning and delivering a content lesson in English will be
outlined and examples of good practice from a teacher training course
presented. Participants will then adapt activities to a variety of CLIL
environments and share their work with the group.
le, t
SATURDAY
Session 1.3 : 1405-1450
a = adult teaching
75
Saturday 11 April
SATURDAY
Session 1.3 : 1405-1450

Exchange 7
40 audience
Workshop
TD, YLT
How low can you go? HighHigh-impact lowlow -resource activities for YLs
Tom Ottway,
Ottway, Barbara Gardner & Rachel Johnson (StudyGroup)
StudyGroup)
Help!
The
photocopier's
broken
down!
A
fun,
practical
workshop/review/discussion of low-resource activities used in a voluntary
teacher development event for primary teachers in rural Uganda. These
activities are readily applicable to any context, combining classic low- or
no-resources with modern pedagogy to get learners and teachers active
and engaged. Could you too be a volunteer next year? Find out!
Exchange 9
240 audience
Workshop
GEN
Donald Freemans plenary followfollow-up session

The same things done differently: rethinking language teacher
learning
In keeping with the plenary theme, this workshop examines how ideas
borrowed from teacher education have frozen thinking in language
teaching. Language is both the content that we teach and the medium
through which we learn to teach it. This dual role reshapes a lot about
general teacher education, and makes language teacher learning the
same things done differently.
Exchange 10
100 audience
Workshop
ESP, TEA
Language proficiency profiles - the demise of global language

proficiency
Geoff Tranter (MONDIALEMONDIALE -Testing)
Testing)
Stakeholder interests regarding language learning and testing are varied,
which leads to the important question of the extent to which a global
grading such as "I'm B1" fulfils the various needs. The session will present
a model for language competence profiling, offering a forum for a
discussion on ways of providing as much information as is required.
e, a
prodprom
Exchange 11
150 audience
Workshop
GI
Around the world in 45 minutes: global justice in ELT

Linda Ruas (Greenwich Community College, London)
London)
Using the free, non-profit website, eewiki.newint.org, we will sample
quizzes and tasks from the teaching sections, and discuss global justice
topics from the self-access learning sections. We will fly around the world
visually, discussing why and how we can bring global justice into ELT,
reviewing and extending teachers' repertoire of tasks.
le, a
prodprom
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
76
e, le, p
Saturday 11 April
Session 1.4 : 1505-1535
Session 1.4
Central 3-4
140 audience
Talk
LTSIG
LT SIG Day
Augmented reality: practical ideas for its use in the classroom

Stephen Pilton (Kings Education, Oxford)
Today, augmented reality technology (superimposing computer-generated
images/video onto a smartphone, tablet, etc.) is neither science fiction nor
the preserve of IT specialists. Augmented reality apps are free, easy to use
and offer students an exciting new way to develop their English skills,
while simultaneously interacting with the environment around them. Find
out how to use this technology in your classroom.
le, a
Central 5
80 audience
Talk
YLT, LMCS
SIG Day
Shakespeare for English language learners

Lisa Peter (Shakespeare Birthplace Trust)
This talk presents resources for introducing Shakespeares timeless
stories and characters to the EFL classroom. As 2016 marks a major
anniversary with the quatercentenary of his death, why not join in with the
worldwide celebrations? All resources discussed are developed for an EFL
secondary school audience by the Shakespeare Birthplace Trust and are
available online for free.
e, le, s
prodprom
Central 6
50 audience
GISIG
GI SIG Day
Central 7
80 audience
Talk
EAP, ESPSIG
ESPSIG
Day
SATURDAY
1505-1535
Global Issues Special Interest Group Open Forum
Are you a compassionate teacher?

Join us for an interactive session on the role of compassion in our work as
caring, socially responsible teachers. We will explore the links between
empathy and bringing real-world issues into our classrooms and training
rooms. There will also be a chance for you to find out what our SIG does
and how you can get involved. Members and non-members both very
welcome!!!
An overview of ESP research in Brazil: developments and directions
Rosinda Ramos (Pontifical Catholic University of Sao Paulo, Brazil)
Brazil)
This talk provides the results of a survey conducted on Brazilian ESP
academic research. Studies produced in the Brazilian context were
analysed. It provides empirical evidence to better understand this area and
indicates areas that have not been investigated yet, in the hope of signaling
new directions for ESP research in Brazil.
e, t
a = adult teaching
77
Saturday 11 April
SATURDAY
Session 1.4 : 1505-1535

Central 8
80 audience
Talk
LASIG Day
Can we do it? Yes, we can

Helen Jackson (City of Glasgow College)
Project-based learning (PBL) has been shown to result in deeper learning
and engaged, self-directed learners. This talk will show how projects
specifically designed for sector-specific vocational English classes
encouraged the students to gain deeper knowledge and understanding.
The bespoke courses developed by City of Glasgow College also better
prepare the students for entry into the employment market.
e, le, a
Charter 1
400 audience
Talk
LT
Dictionary evolution: exploiting modern referencing tools to the max

Julie Moore (Freelance) & Lisa Sutherland (Collins)
As modern learners dictionaries continue to evolve, we all need to keep
our referencing skills up-to-date. This session provides practical ideas for
learners and teachers to fully exploit the latest COBUILD Advanced
Learners Dictionary, online and digital dictionaries to aid vocabulary
learning, and introduces the new Collins Corpus, a unique reference tool
for teachers and source of authentic examples.
e, le, s, t,
a
prodprom
Charter 2-3
500 audience
Talk
AL
Appropriate strategies for teaching grammar a Dave Willis retroretrospective

Jane Willis (Freelance)
Some grammar is straightforward and can be explained and demonstrated
through rules. Some is highly complex - we need to give guidelines and
provide opportunities for development. We need different teaching
strategies appropriate to different aspects of grammar. We will look at
some grammatical problems and explore appropriate teaching strategies.
This draws on the presentation Dave planned for IATEFL 2014.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
78
Saturday 11 April
Charter 4
190 audience
Talk
MD
Uncovering expertise in coursebook writing

Heather Buchanan (Leeds Beckett University [formerly Leeds Met]) &
Julie Norton (University of Leicester)
Are you interested in finding out more about the craft of materials writing
and the challenges writers face when producing a unit for a global
coursebook? This talk aims to share the expertise and experience of
published coursebook writers and editors, and apply these insights to
evaluate and improve three coursebook activities.
e, le, a
Cobden 1
20 audience
Talk
LA, YLT
PILGRIMS SCHOLARSHIP WINNER

When projectproject-based learning met the personperson-centered approach
Patricia Salguero (Universidad del Pacifico, Lima, Peru)
Peru)
Can indifferent and aloof high school students develop their social skills in
projects involving young learners? Can the class troublemakers become
creative and caring for the others? This presentation focusses on a project
that achieved in bringing two different age groups closer, developed
creativity, raised awareness and helped students see the world from a
person-centered point of view.
e, le, p, s
Cobden 2
60 audience
Talk
RES, TTEd
Four weeks of pain: is the CELTA worth it?

Elizabeth Davies (ELTC, University of Sheffield)
Sheffield)
Does an intensive CELTA course affect trainees pre-existing beliefs about
teaching and learning? Does input received on a pre-service course
influence classroom practices? How do beliefs and instructional practices
interact and change? Come along and find out what my research revealed
about the process of teacher learning and how this may aid the design and
implementation of future CELTA courses.
e, le, a
Cobden 3
185 audience
Talk
GEN
The use of ownown-language techniques in multilingual classes

Philip Kerr (Freelance)
Freelance)
This talk will present a range of classroom activities that involve the use of
the students own language. I will focus exclusively on contexts where the
students do not share a common language and / or where the teacher does
not share the students language. The activities are drawn from my recent
book Translation and Own-Language Activities (CUP, 2014).
e, le, s, t,
a
prodprom
SATURDAY
Session 1.4 : 1505-1535
a = adult teaching
Therefore,
erefore, please check the audience size in the leftTh
left -hand column of each entry.
79
Saturday 11 April
SATURDAY
Session 1.4 : 1505-1535

Exchange
Hall
500 audience
Talk
TEA
An uncertain and approximate business? Why teachers should love

testing
Jeremy Harmer (New School, New York)
York)
Many teachers have at best an equivocal attitude to testing and at worst
outright hostility to the whole concept. Yet we (or rather they) do it all the
time. This talk will discuss downsides and upsides of high and low stakes
assessment, and will offer a testing vision for both lovers and haters.
e, s, t, a
pub
Exchange 1
80 audience
Talk
YLT
You too can make young pupils bilingual with English!

Claire Selby (Yellow House English)
English)
Preschools, nurseries and even local authorities in Poland are joining a
new Bilingual Future (Dwujezyczne Dzieci) programme, begun in 2013.
Film clips and slides will show how this model makes bilingualism with
English universally accessible. Children learn English at home and at
school with Baby Beetles and Tom and Keri - multimedia materials that
inexperienced teachers find easy to use.
le, p
prodprom
Exchange 2
40 audience
Talk
TD
Networking as a professional development resource for ELT in Yemen

Khaled Kaid Ahmed Abdu Albaraty (British Council, Khadeer, Taiz &
TEFL in Yemen)
Yemen)
This presentation looks at the value that establishing networks offers EL
teachers in Yemen. Networking online provides local teachers with a basis
for professional development by connecting with each other, sharing
knowledge and experiences, joining professional discussions, and keeping
up to date with recent opportunities and approaches to language teaching.
e, le, a
Exchange 3
40 audience
Talk
TD, TTEd
Continuing the quest for developing teacher educator skills

Rubina Khan (Department of English, University of Dhaka)
Dhaka )
Expanding teacher professionalism is indispensable in order to maximise
our potential in a rapidly changing world. This talk aims to examine the
major challenges English language educators face. It will provide a brief
overview of the current state of teacher education. Some principles,
recommendations and resources will be offered for teachers to further
their professional development.
e, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
80
Saturday 11 April
Exchange 4
40 audience
Talk
GEN
What does "get" mean?

Kate Evans (Leeds Beckett University [formerly Leeds Metropolitan
University])
University] )
Every teacher has been asked this question at some time during their
career, and has often struggled to answer it fetch, become, reach - the
possibilities are endless. In this session I will look at how get is treated
in current materials, and propose a simple explanation of its meaning to
help to demystify it for our learners.
Exchange 5
40 audience
Talk
BE, TEA
An impact study of BEC Vantage on testtest-takers in China

Xiangdong Gu (Cambridge English)
English)
This talk presents the findings and discussion of a questionnaire survey to
239 Cambridge English: Business Vantage test-takers and a semistructured interview with 36 test-takers in pairs in Chongqing, China, in
2013. It explores the notion of test impact on test-takers in a Chinese
context and considers the effects and consequences the exam exerts on
Business English learning in China.
e, t, a
prodprom
Exchange 6
40 audience
Talk
LT
Why bother implementing an ePortfolio system in a language school?

Rolf Tynan (Embassy English)
English)
A bumpy journey of cycles of piloting! This talk should provide you with
enough practical information to make the decision as to whether
implementing an ePortfolio procedure could resolve a misconception of
progress that learners can have or just be an unnecessary complication to
an already challenging system of rolling enrolment.
e, le, a
Exchange 7
40 audience
Talk
PRON
Pronunciation (m)other tongue tied?

Robin Walker (EnglishGlobalCommunication)
EnglishGlobalCommunication)
Most teaching is done to monolingual groups by teachers who share the
learners' first language. On the surface this would seem to be far from the
ideal situation for teaching pronunciation. Or is it? I suggest that there are
benefits to working with learners who share the same L1. Is their mother
tongue really tying these learners up?
e, le, s, t,
a
SATURDAY
Session 1.4 : 1505-1535
a = adult teaching
81
Saturday 11 April
SATURDAY
Session 1.4 : 1505-1535

Exchange 9
240 audience
Talk
RES, TD
Research and teaching: bridging the gap

Patsy Lightbown (Oxford University Press)
Press)
Teachers interested in developing their classroom practice can gain
insights from research but the perceived 'teacher-researcher gap' can be
hard to overcome. With reference to studies investigating this from both
teacher and researcher perspectives, we will discuss how the Oxford Key
Concepts for the Language Classroom is intended to bridge the gap.
e, le, p, s
prodprom
Exchange 10
100 audience
Talk
TTEd, TEA
Getting it right: how to rate writing

Sibylle Plassmann (telc language tests)
tests)
Rating learners writing skills is a constant challenge for English teachers.
This talk explores some methods of quality control and aims to encourage
teachers and coordinators to work on calibration regularly. Starting from
the background of large-scale examinations, viable ways for small-scale
rating within a (language) school will be examined and practical examples
provided.
e, le
Exchange 11
150 audience
Talk
LAM
Rolling enrolment: what do teachers and students think?

Jenny Johnson (Eastbourne School of English)
English)
Monday in a UK language school: new students arrive, are tested and
placed in already existing classes. How do teachers manage this process?
How do new and current 'old' students react? I present their views and
ideas from a survey, and consider how academic managers can help
ensure that rolling enrolment is as smooth and trouble free as possible.
e, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
82
Saturday 11 April
Session 1.5 : 1550-1635
Session 1.5
Central 3-4
140 audience
Workshop
LTSIG
LT SIG Day
Using iAnnotate for integrated online academic writing feedback

Nancy Carter & Alex Golding (University of Brighton)
Brighton)
Working from the belief that an integration of bottom- up and top-down
comments is necessary for effective feedback, we will demonstrate how we
provide formative advice on in-sessional written assignments. The
workshop provides practical hands-on experience in using the software
iAnnotate in the delivery of feedback. For maximum involvement, bring
your iPads for the app to be temporarily installed.
e, a
prodprom
Central 5
80 audience
Workshop
TD
Transition from trainee to teacher: a mentoring programme

Kaithe Greene (British Council Sri Lanka)
Lanka )
A workshop on the rationale behind mentoring, how it works in Colombo,
and mentor/mentee roles and procedures in practice. Experiential learning
is very effective and a mentoring program gives us the opportunity to
practise what we preach within our professional context by taking new
teachers on a journey of guided discovery as they learn to use their newlyacquired ELT skills.
e, le, a
Central 6
50 audience
Workshop
YLT, GISIG
Day
Doing diversity in English language programmes for young learners

David Valente (IATEFL YLTSIG Newsletter Editor)
Editor)
This workshop will explore classroom-based approaches to the use of ageappropriate authentic materials to incorporate equality, diversity and
inclusion when teaching children and teenagers. This forms part of a wider
movement in young learner ELT to embrace our broader educator remit
and embed intercultural learning throughout the curriculum. Attendees
will experience an outcomes-based approach to diversity-focussed task
and syllabus design.
e, p, s
SATURDAY
1550-1635
a = adult teaching
83
Saturday 11 April
SATURDAY
Session 1.5 : 1550-1635

Central 7
80 audience
Workshop
EAP, ESPSIG
Day
IATEFL BILL LEE SCHOLARSHIP WINNER*

Teaching intercultural communication competence in the ESP tertiary
context
Agnieszka Dudzik*
Dudzik* (Medical University of Bialystok) & Agnieszka
DzieciolDzieciol-Pedich (University of Bialystok)
The inevitability of intercultural communication is recognised in many
professional settings. Consequently, most ESP learners nowadays require
intercultural communication competence (ICC) training. But what do they
actually need to be taught? In this workshop, participants will discuss and
explore which aspects of ICC should be included in business and medical
English courses.
e, t, a
Central 8
1550-1620
80 audience
Talk
LASIG
LASIG Day
Teacher expectations, learner interpretations: assessing selfself-directed

projects
Diane Malcolm (Arabian Gulf University [retired])
[retired] )
Self-directed projects for language improvement are a required, marksbearing component of academic English courses at Arabian Gulf University,
Bahrain. Based on teacher interviews and learners written evaluations,
this presentation discusses how different teacher expectations and learner
interpretations of what makes a 'good' self-directed project affect their
assessment and counteract the autonomy-promoting intention of this
assignment.
e, t
Central 8
1620-1635
80 audience
LASIG
LASIG Day
Learner Autonomy Special Interest Group Open Forum

In order to make the best out of 15 minutes, LASIG members will be asked
for their ideas for the future of the SIG before the conference. The result of
this survey together with the latest news from the SIG will be presented
and discussed at the Open Forum which is open to everyone interested in
the running of LASIG.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
84
Saturday 11 April
Charter 1
400 audience
Workshop
LAM
The why and the how of management research

George Pickering
This practical workshop will discuss: What are the benefits of carrying it
out? What research has already been conducted? What are the specific
ways of carrying it out? How can we establish a community of practice and
framework for conducting it in the future? What are the next steps in
involving managers from throughout the world?
Charter 2-3
500 audience
Workshop
YLT
Getting the most from video

Robert Campbell (Macmillan Education)
Education)
With video playing such an important part in teenagers lives and now a
major feature of coursebooks, how can we help students get the most from
video, both inside and outside the classroom? In this workshop, well
explore ways of using ELT, authentic and student-created videos. Ill also
share my experience of creating video material for Beyond.
e, le, s
prodprom
Charter 4
190 audience
Workshop
MaW, TEA
Vocabulary testing: why, what and how?

Russell Whitehead & Felicity O'Dell (Language Testing 123 Ltd)
Ltd)
Should vocabulary be one of the language features that we test and, if so,
why? What vocabulary and what aspects of vocabulary - should we focus
on in our tests? What methods can we use to test vocabulary? We will
discuss answers to these questions, considering the strengths and
weaknesses of different types of vocabulary test for different teaching.
e, le, s, t,
a
Cobden 1
30 audience
Workshop
TD
Let's see! Drawing skills for teachers

Martyn Ford (English Language Centre Hove)
Hove)
Convinced that you cant draw for toffee? This workshop will try to take
the fear out of drawing and reveal your hidden potential as a quick-fire
artist in the classroom. There are plenty of uses for spontaneous drawing
in language lessons, and in this session youll discover how to create your
own visuals, live, with your students.
le, p, s, t,
a
SATURDAY
Session 1.5 : 1550-1635
a = adult teaching
85
Saturday 11 April
SATURDAY
Session 1.5 : 1550-1635

Cobden 2
60 audience
Workshop
RES
Reflecting on reflection revisited

Nicola Salmon & Elna Coetzer (Freelance)
Freelance)
Last year we presented ideas for encouraging and supporting reflection on
pre- and in-service teacher training courses. This year we would like to
present what we have learnt from using the various reflective formats and
approaches, from trainees and colleagues feedback and from our ongoing
desire to support and encourage reflective teaching.
e, a
Cobden 3
185 audience
Workshop
TD, LMCS
SIG Day
Literature in an age of distraction

Alan Maley
Literature has a hard time in our age of constant distraction. In this
interactive workshop, we will explore issues of text selection and practical
techniques for students to appropriate texts through familiarisation,
extensive reading, performance, creative writing and textual manipulation.
Plenty of ideas to take away and try for yourself.
e, s, a
Exchange
Hall
500 audience
Workshop
GEN
Emotional engagement for adult students

Herbert Puchta (Freelance)
Freelance)
Standard beliefs about language learning for adults suggest that the main
challenges, especially concerning memory, are cognitive ones. However,
recent findings in cognitive sciences indicate that the brain is an organ of
emotion. In this session, we will look at the role of emotional engagement
in the learning process, and discuss a number of practical implications for
the classroom.
e
pub
Exchange 1
1550-1620
80 audience
Talk
AL, TD
Developing teacher language awareness

Daniel Xerri & Odette Vassallo (University of Malta)
Malta )
This talk investigates the contribution that professional development can
make to teachers language awareness. Based on research conducted in
an ESL context in Malta, this talk demonstrates that professional
development plays a pivotal role in maximizing teachers ability to
capitalize on their knowledge of language systems for a more effective
pedagogy.
e, le, p, s
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
86
Saturday 11 April
Session 1.5 : 1550-1635
How to make speaking assessment more reliable
Mila Angelova (EAQUALS)
EAQUALS )
This session will allow participants to participate in real-time speaking
assessment, using CEFR-derived criteria, and watch some authentic
locally-produced speaking samples. Different options for how to use the
CEFR criteria as a benchmark will be tried out, and some standardisation
tools will be applied to remove subjectivity from the assessment process.
le, a
Exchange 3
40 audience
Workshop
YLT
Learning to listen: teaching purposeful listening to develop language

proficiency
Pallavi Naik (Dr. Kalmadi Shamarao High School)
School)
I hear you but I am not listening is typically the status of a learner who
lacks the motivation to listen. How do we help our learners to be motivated
listeners and become proficient language users? The workshop
demonstrates the teaching of purposeful listening skills using a news
report and combines pre-, while- and post-listening strategies to develop
language proficiency.
le, p
Exchange 4
1550-1620
40 audience
Talk
TTEd
Using metaphors in evaluating the work of teacher trainers

Lola Bulut (Zirve University / SELT Academy)
Academy)
How can teacher trainers evaluate their performance? To what extent does
their actual mission match with teachers perceptions? Is it possible to do
it creatively? In this talk, I will focus on how the metaphor research
technique can be used to address these questions. The metaphor study
results will also be presented to exemplify the process.
e, t, a
pub
Exchange 5
1550-1620
40 audience
Talk
RES, YLT
Learning through English: children in India meeting the challenge

Simon Etherton (British Council, South India)
India )
This presentation explores findings from research into the challenges of
introducing English as a medium of instruction into lower primary
government schools in Tamil Nadu, India. The research focuses on how
children manage to complete learning tasks in English, working in selfdirected groups with peer support and scaffolded by their teacher, and
explores the implications for supporting schools and teachers.
e, p
SATURDAY
Exchange 2
40 audience
Workshop
TTEd, TEA
a = adult teaching
87
Saturday 11 April
SATURDAY
Session 1.5 : 1550-1635

Exchange 6
40 audience
Workshop
LMCS
Teaching culture - teaching critical thinking

Ivana Kirin & Marinko Uremovic (HUPE - Croatian Association of
Teachers of English)
English)
School curricula call for students to be educated to understand the
multicultural world around them. This workshop will try to give some
examples of how to raise students' awareness of their own culture and
how to help them appreciate diversity in the global world today. Teaching
culture can offer activities that can help students develop their critical
thinking skills.
le, p, s
Exchange 7
40 audience
Workshop
BE, TD
The pragmatics of successful business communication

Chia Suan Chong (York Associates)
Associates)
Many Business English teachers often worry about their knowledge (or
lack thereof) of the business world. But aren't we already well-equipped as
language practitioners to understand the delicate and ever-so-interesting
nature of discourse in business and how it differs amongst different speech
communities? This workshop explains how we can use these instincts to
help our clients become more successful communicators.
e, le, a
Exchange 9
240 audience
Workshop
LA
A new way to teach reading

Ken Lackman (Freelance)
Freelance)
An approach to teaching reading that actually provides students with
strategies to become better readers rather than just test their
comprehension. This session will demonstrate a simple lesson framework
which gives students practice with transferable strategies to improve
comprehension and acquire vocabulary. Lessons are completely studentcentred and no preparation is required beyond finding a suitable text.
e, le, p, s,
t, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
88
Saturday 11 April
Session 1.5 : 1550-1635
Session 1.6 : 1710-1740
Groove.me: Learning English through pop music in primary school
Exchange 11
150 audience
Workshop
TD, YLT
Helping teachers motivate learners - with a touch of drama

Alison Smith (British Council Young Learners Madrid)
Madrid)
Through working with candidates on the new Young Learner TYLEC course,
this practical session was developed to meet a need to address motivation
and develop group dynamics within teenage classes. This session looks at
Stevicks meaningful action and gives some practical activities for
teachers and teacher trainers using developed adaptations of proven
drama techniques.
e, p
prodprom
Elona Manders (Hogeschool van Arnhem en Nijmegen, Faculty of

Education)
Education)
Take part in an interactive web-based lesson and see how young learners
practise English. Be prepared to sing and move along! Experience lessons
based on popular songs that pupils like to sing and understand. We will
justify why music stimulates young learners, and increases self-confidence
and efficient learning, which explains the success of Groove me in the
Netherlands.
e, le, s
1635-1710
Exhibition hall
1710-1740
Gallery
SATURDAY
Exchange 10
100 audience
Workshop
YLT
LOGO
Session 1.6
Poster presentations (sponsored by ETS TOEFL)
LOGO
Please see pages 43-48 to see which poster presenters will be at their poster for you,
from 1710 to 1740, to discuss the presentation and answer your questions.
Central 3-4
140 audience
Talk
TTEd, LTSIG
Day
Through the looking Glass: creating a videovideo-ready classroom

David Read & Will Nash (ELTC, The University of Sheffield)
Sheffield)
To help with CPD and teacher training, The English Language Centre at the
University of Sheffield installed recording equipment in one classroom and
purchased a pair of Google Glass to enable unique perspectives on a
lesson. This talk will explain the rationale behind the project, show some
practical examples of how it has been used and reflect on its usefulness.
e, t, a
a = adult teaching
89
Saturday 11 April
SATURDAY
Session 1.6 : 1710-1740

Central 5
80 audience
Talk
TD, LMCS
SIG Day
The roles of extensive reading in teacher education

Chris Lima (University of Leicester)
Leicester)
In this talk, I will discuss the importance of extensive reading in English
language teacher education. I will also discuss how focusing on developing
teachers familiarity and appreciation of literature, as well as participation
in a reading group, can contribute to the development of language
awareness, reading and writing skills, intercultural understanding and
professional engagement.
e, le, t, a
Central 6
50 audience
Talk
RES, GISIG
Day
Something to MULL over: mapping the urban linguistic landscape

Damian Williams (Freelance)
Freelance)
This talk will report on the Map of the Urban Linguistic Landscape (MULL),
an online collaborative project, open to all, which aims to map the global
urban linguistic landscape. After a brief overview of the background and
findings which have emerged so far, I will share some practical ideas on
how to use the map as a teaching resource.
e, a
Central 7
80 audience
Talk
ESAP,
ESPSIG
ESP SIG Day
Metadiscoursal features of academic writing in the university business

school
Philip Nathan (Durham University)
University)
Metadiscourse represents a key feature of student academic writing.
Based on analysis of a small corpus of student-written business texts
generated on a range of business programmes, this talk presents initial
findings from a study of the metadiscoursal features of student writing in
the Business School. Pedagogical applications of these findings are
presented.
e, t
Central 8
80 audience
Talk
LASIG
LASIG Day
EAP learners developing as practitioners of learning

Susan Dawson (University of Manchester/INTO Manchester)
Manchester)
What puzzles EAP learners about their language learning lives? What
happens when they explore those puzzles as part of their everyday
classroom activity? This talk looks at how myself and my learners
implemented the principles of Exploratory Practice as part of a 10-week
EAP course, the understandings that emerged and the implications of this
sort of work for EAP practice.
le, t, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
90
Saturday 11 April
Charter 1
400 audience
Talk
RES, TD
TESOLacademic.org - the story so far!

Huw Jarvis (Salford University)
University)
Technology in general, and social media in particular, has become a
significant channel for continuing professional development. Websites,
webinars, Facebook and Twitter are some of the most prevalent platforms
offering us opportunities to disseminate and interact with colleagues
across the globe. With reference to TESOLacademic, this talk will illustrate
some of the possibilities as well as the arising issues.
e, le, p, s,
t, a
Charter 2-3
500 audience
Talk
GEN
Forever grammar: what every teacher needs to know

Martin Parrott (Freelance)
Freelance)
The subjective, complex and ever-shifting nature of the English language
requires a life-long commitment from us to extend, deepen and revise our
understanding. This talk will explore core skills and knowledge that
teachers need. It will also challenge some of the modern approaches to
teaching grammar and question assumptions made about the Dark Ages
of ELT in the 20th Century.
e, le, p, s,
a
pub
Charter 4
190 audience
Talk
TTEd
Where are we now? Current teaching paradigms in prepre-service

training
Bill Harris (Freelance)
Freelance)
At IATEFL Brighton 2001, I gave a talk entitled 'Language or task-based
models for teacher training?' contrasting PPP (presentation-practiceproduction) with a TBL approach. Fourteen years later, I will be examining
what lesson frameworks are being promoted post the PPP/TBL debate and
reporting back on a survey of trainers and graduates from CELTA and
Trinity TESOL courses.
e, t, a
Cobden 1
20 audience
Talk
LA, YLT
CAMBRIDGE ENGLISH: ENGLISH TEACHER SCHOLARSHIP WINNER

Beyond language skills: inspiring projects in secondary teaching
Tien Minh Mai (Vietnam Australia International School)
This talk illuminates how project-based learning can engage teenagers by
analyzing three successful class-based projects - using PowerPoint in
drama performances, TED videos in public speaking and Movie Maker to
promote a film festival on education. It aims to equip those who have just a
limited command of digital literacy with tools to make a big difference in
motivating teens.
le, s
SATURDAY
Session 1.6 : 1710-1740
a = adult teaching
91
Saturday 11 April
SATURDAY
Session 1.6 : 1710-1740

Cobden 2
60 audience
Talk
LAM, TD
Engaging teachers in curriculum development:

development : an appreciative inquiry
approach
Suzanne Littlewood (Zayed University)
University)
Appreciative Inquiry is a business approach to development which offers
benefits to the education world. In this practical talk, I will describe how a
curriculum development project, within the foundation program of a
tertiary institution in the United Arab Emirates, adopted an Appreciative
Inquiry approach. We will then analyze the effects of this approach on
participant engagement and professional development.
e, t
Cobden 3
185 audience
Talk
GEN
Medium and message in PowerPoint

Peter Grundy (University of Durham)
Durham)
When we speak or write, its not only what we say but how we say it that
matters. Much the same goes for PowerPoint presentations. After
discussing examples of MA TESOL student presentations, Ill suggest
practical ways of showing language learners how to use PowerPoint so
that the presentation features they choose act as an implicit commentary
on language content.
le, s, t, a
Exchange
Hall
500 audience
Talk
TEA
Identifying the academic reading skills needed for IELTS success

Pauline Cullen (Cambridge English)
English)
IELTS preparation classes can easily become dominated by test-taking
strategies and answering questions. To help your students achieve their
IELTS goal, there should also be a focus on developing the language skills
required by the different question types. This talk will outline those skills
in relation to the academic reading paper and discuss ways of
incorporating them into your course.
le, t, a
prodprom
Exchange 1
80 audience
Talk
TD, TEA
SelfSelf-assessment skills: the role of the teacher

Richard Kiely (University of Southampton)
Southampton)
This talk explores the links between self-assessment skills and effective
language learning. The particular focus is on the role of the teacher. I'll
survey the literature on these links, explore some data from teachers who
are promoting self-assessment, and tentatively suggest some activities
that have the potential to promote the development of self-assessment
skills.
e, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
PLEASE CHECK
CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS
92
Saturday 11 April
Exchange 2
40 audience
Talk
YLT
IATEFL RAY TONGUE SCHOLARSHIP WINNER

HandHand-holding for effective formative assessment and better teachingteachinglearning outcomes
Kirti Kapur (National Council of Education Research and Training, New
Delhi)
The session shares outcomes from a four-month field project on
addressing ineffectual practices of formative assessment in Indian
classrooms. Conducted in a government-run primary school for girls, the
study focused on building capacity in teachers through participantobservation of classroom teaching practices, demonstration classes for
hand-holding, and self-reflection. The outcomes were improved student
engagement and teacher motivation.
e, le, p, s
Exchange 3
40 audience
Talk
BE, TEA
Evaluation for returns - a fourfour-level approach

Naziha Ali Jafri (Emirates Airlines)
Airlines)
Trainers and training programmes today are increasingly faced with the
challenge to justify their edge over contemporary offers in the market.
Evaluation is a significant tool that assists in validating the worth of
teachers and teaching. This session guides participants through an
overview and application of a four-level evaluation model that assists in
establishing the value of their work.
le, t, a
Exchange 4
40 audience
Talk
TD
A status update for teachers

Neil McCutcheon (ESOL Strasbourg)
Strasbourg)
Inspired by Michael Hoeys plenary talk last year, this session will review
and update the role of the English language teacher. Given the research
findings about lexical priming, the largely unconscious process of
acquisition and the limited role of correction in this process, what remains
to be done in the language classroom?
e, a
Exchange 5
40 audience
Talk
YLT
The right age?

Mandana Arfa Kaboodvand (Islamic Azad University, Central Tehran
Branch)
A group of adolescents and young adults were interviewed and thus invited
to express their views on having begun to learn EFL at a young age. In this
presentation, the reasons they have given for their success or failure in
learning a foreign language will be reported. A thorough analysis of the
findings will then follow.
e, le, p
SATURDAY
Session 1.6 : 1710-1740
a = adult teaching
Please note that some presenters

present ers have requested a maximum audience size.
93
Saturday 11 April
SATURDAY
Session 1.6 : 1710-1740

Exchange 6
40 audience
Talk
TD, TTEd
Language students' perceptions of practice lessons in a prepre-service

course
Sally Janssen (Instill Education)
This talk looks at teaching practice experience on a pre-service teacher
training course, from the point of view of the language students who were
taught in the teaching practice lessons. It discusses the positive outcomes
for the students when they are the central focus for the trainee teachers
during the course, using student voices to illustrate this.
e, a
Exchange 7
40 audience
Talk
GI
Teaching English in an atmosphere of insurgency; the Nigerian

example
Agnes Ada Okpe (Department of Languages, Kaduna Polytechnic,
Kaduna)
Effective learning cannot take place in an atmosphere of chaos and fear.
Hence the emergence of this presentation, which combines the result of an
empirical study on the state of English language in schools in the Northeastern zone of Nigeria before the insurgency with the current state in the
on-going upheavals, to offer strategies that are universally relevant.
le, s
Exchange 9
1710-1825
240 audience
BRITISH COUNCIL SIGNATURE EVENT

Identifying and developing the skills and knowledge a teacher needs
Quality of teaching is important in increasing learner achievement. How
can quality be improved and meet the challenges of education in the
twenty-first century? An invited panel will discuss how we identify and
develop the skills and knowledge a teacher needs to achieve quality
teaching and learning.
Speakers:
John Tomsett,
Tomsett Huntingdon School, York, UK
Ines Kayon de Miller,
Miller PUC-Rio, Brazil
Anthony Gaughan,
Gaughan Berlin School of English, Germany
Clare Woodward
Woodward, The Open University, UK
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
94
Saturday 11 April
Exchange 10
100 audience
Talk
RES, TTEd
The development of cognition and beliefs on CELTA courses

Karla Leal Castaneda (Oxford House College)
College)
Widely known for its intensity and heavy focus on practical skills, the
CELTA course has been critiqued for hindering trainee teachers cognitive
development. Looking at trainees' previously-held beliefs about language
teaching, this talk explores how their thinking develops and readapts
during the course, in relation to the input received, the demands of
teaching practice and the overall assessment criteria.
e, le, a
Exchange 11
150 audience
Talk
TTEd, YLT
Bloomifying tasks how to develop thinking skills in tasktask-based

learning
Dina BlancoBlanco-Ioannou (University of Applied Sciences Northwestern
Switzerland (FHNW), Institute of Secondary Education)
Education)
Exploring the relationship between Blooms Taxonomy and task-based
learning, this talk focuses on how you can promote the 5th skill thinking through the implementation of meaningful tasks. By the end of the session,
you will understand how to design tasks for the secondary school
classroom that provide a more rewarding, supportive and enriched
language learning experience for your learners.
e, le, s
1755-1825
Central 3-4
140 audience
LTSIG Day
SATURDAY
Session 1.6 : 1710-1740

Session 1.7 : 1755-1825
Session 1.7
Learning Technologies Special Interest Group Open Forum
The LTSIG Open Forum is an opportunity for members and prospective
members to meet the Learning Technologies SIG committee. The LTSIG
Coordinators will provide an account of the SIGs activities over the past
year and members will be encouraged to discuss future plans.
a = adult teaching
Therefore, please check
che ck the audience size in the leftleft -hand column of each entry.
95
Saturday 11 April
SATURDAY
Session 1.7 : 1755-1825

Central 5
80 audience
Talk
YLT, LMCS
SIG Day
Literature, critical, creative thinking and assessment mould a creative

writer
Inas Kotby (American University and Modern Education American
School)
School)
Literature exposes students attending a creative writing class to plots,
characters and dialogues. Critical and creative thinking develop logic and
creativity. Teacher implements skills: persistence, patience, imagination,
technical ability. Penalty free assessments are offered. Peer edits and a
portfolio is maintained for self-evaluation. Writing contests are run and
works are published. Students learn skills needed in publishing,
journalism and advertising.
e, s
Central 6
50 audience
Talk
GISIG
GI SIG Day
Migrant workers and mobile phones: an aid to learning?

Mike Solly (Open University, UK)
UK )
Over a million migrant workers from Bangladesh work in manual labour
overseas. They have little or no preparation for the language and cultural
demands they will face, with most coming from poor uneducated and semiliterate backgrounds. I will briefly discuss some new research into their
language and other needs and demonstrate a possible learning package
deliverable on their mobile phones.
Central 7
80 audience
Talk
ESAP,
ESPSIG
ESP SIG Day
Structured tasks for reading authentic journal articles in EAP

Barbara Howarth (Glasgow International College)
College)
I demonstrate how teachers can approach authentic, academic texts when
teaching reading strategies on pre-sessional or pathway EAP courses. I
use a journal article to illustrate structured tasks described in English for
Academic Purposes (de Chazal, 2014). Reflection on my own experience
suggests that such techniques help students develop strategies for reading
complex, academic texts.
e, t
prodprom
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
96
Saturday 11 April
Central 8
80 audience
Talk
LASIG
LASIG Day
Teachers wanted! Spot the teacher in the classroom

Mehtap Yavuzdogan (Istanbul Sehir University)
University)
This presentation focuses on how to boost learner autonomy in the class
with the presence of the teacher, which is a challenge in traditional
teaching settings. It explicates the step-by-step procedures of two
practical and motivating in-class activities used in reading and speaking
classes to promote critical thinking, collaboration and self-assessment,
with a focus on the teachers role as the facilitator.
e, a
Charter 1
400 audience
Talk
GEN
Effective questioning for effective learning

Lindsay Warwick (Bell, Cambridge)
Cambridge)
Research suggests that questioning and discussion have a large effect on
learning. In this talk, Ill outline key research and offer practical ideas for
effective and challenging questions that go beyond the display question. Ill
suggest a variety of ways to encourage learners to self-question and
discuss alternative techniques to undirected questioning or nomination
when managing discussion.
e, le, a
Charter 2-3
500 audience
Talk
TD, YLT
Engaging parents in their childrens English language learning

Karen Saxby (Cambridge English)
English)
What role can parents play in supporting their children to learn English
and how can they promote the learning messages from the classroom at
home? I will look at parents' concerns, making suggestions about how
these might be addressed, showing how the Young Learners exams and
comprehensive support package provides learners with the very best start
in their learning journey.
le, p, s
prodprom
Charter 4
190 audience
Talk
GEN
The Digitshire Project

Mojca Belak (University of Ljubljana)
Ljubljana )
Being a rather clumsy user of new technologies, I embarked on a
knowledge-sharing project with my first-year students: they taught me the
basics of Facebook, Twitter and Pinterest; I taught them English. In my talk
I am going to present The Digitshire Project, which included a lot of
learning on both sides, and did wonders for the teacher-student
relationship.
le, s, t
SATURDAY
Session 1.7 : 1755-1825
a = adult teaching
97
Saturday 11 April
SATURDAY
Session 1.7 : 1755-1825

Cobden 1
30 audience
Talk
AL, TD
What motivates an English language teacher to teach?

HsuanHsuan-Yau (Tony) Lai (National Taipei University of Business, Taiwan)
Taiwan)
Teacher motivation is a sensitive but important issue and has not been fully
researched. I'll report on a study that aimed to try and establish what
motivates an English language teacher to teach. For this purpose, an
online questionnaire was used and the findings provide a useful aid for all
teachers of English to reflect on their own motivation to teach.
e, le, t, a
Cobden 2
60 audience
Talk
LAM, TTEd
Creating a successful induction programme for EFL teachers abroad

Ross Thorburn (EF Education First)
First)
Annually, over 100,000 teachers cross borders to teach EFL in China alone.
Many arrive unequipped to deal with their new environment and
experience challenges inside and outside the classroom. This session will
demonstrate the successful use of social media and training to facilitate
successful adaptation by Education First, China.
e, a
Cobden 3
185 audience
Talk
EAP, TEA
Formative assessment
Simon Andrewes (Retired)
Retired)
Formative assessment is an indispensable classroom tool. For it to be
effective, it should take into account the kind of tasks 'real life' will
confront learners with in the future. This talk will discuss aligning
assessment with projected target language use, establishing clear
assessment criteria, and giving appropriate feedback. It will focus on
written communication.
le, a
Exchange
Hall
500 audience
Talk
LA
Becoming one with language: reflections on becoming different

Ian Michael Robinson (University of Calabria)
Calabria )
This presentation refers to the work of Dornyei and Ushioda (2009) on the
L2 Motivational Self System and how an understanding of the conflict that
some language learners experience, concerning their personal identity
when learning a second language, may help language teachers resolve
problems and help learners achieve better results, especially at a
university level.
le, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
98
Saturday 11 April
Exchange 1
80 audience
Talk
RES, TD
INTERNATIONAL HOUSE JOHN HAYCRAFT CLASSROOM EXPLORATION

SCHOLARSHIP WINNER
Developing a sustainable exploratory/action research project:
improving oral presentations
Katie Moran (Efrei)
Efrei )
This presentation recounts how a teacher-researcher endeavoured to
make a small, classroom-based exploratory/action research project
sustainable. To build upon positive outcomes from two initial cycles of
research aimed at improving oral presentations, the teacher and students
created tools to transmit ideas and experience to future participants,
including a short video made with smartphones 'by' students 'for' students.
le, t
Exchange 2
40 audience
Talk
TTEd, YLT
WarmthWarmth-recognitionrecognition-sensesense-ofof-belonging: a framework for success

Karina Nazzari (Cultura Inglesa)
Inglesa )
This talk aims to show how warmth, recognition and sense of belonging
can be effective tools in helping teachers, coordinators and mentors raise
awareness and improve their attitude towards learners. Participants will
be exposed to some theoretical background as well as some practical ideas
on how to implement the three concepts aforementioned.
le, s
Exchange 3
40 audience
Talk
YLT
Make up poor class time by sending an audio file

Martha Ada Onjewu (Kaduna Polytechnic)
Polytechnic)
In over 20 years' experience as an EFL teacher at tertiary level, one
recurrent problem I had was poor class time of only two hours a week for
approximately four months in a semester. This presentation shows how
recording an audio file and sending it to my students on Facebook has
proven to be a potent solution.
e, t
Exchange 4
40 audience
Talk
RES, TTEd
The difficulty of defining grammatical difficulty

Johan Graus (HAN University of Applied Sciences, Nijmegen,
Netherlands)
Netherlands)
Why are some grammatical structures considered more difficult than
others by learners? In this presentation, the easydifficult distinction is
discussed in terms of (psycho)linguistic characteristics of grammatical
structures, as well as pedagogical considerations. More than 700 student
teachers of English were surveyed to create a framework that offers a
holistic perspective on the notion of grammatical difficulty.
e, s, t
SATURDAY
Session 1.7 : 1755-1825
a = adult teaching

99
Saturday 11 April
SATURDAY
Session 1.7 : 1755-1825

Exchange 5
40 audience
Talk
RES, TTEd
Designing materials: from theory to practice?

Sonia Munro & Susan Sheehan (University of Huddersfield)
Huddersfield)
At the University of Huddersfield, MA TESOL students have the option of
creating course materials instead of writing a more traditional
dissertation. This talk will present findings from an investigation into how
students develop their materials and their perceptions of the role of theory
in relation to the development of the materials. Implications for teacher
education will also be addressed.
Exchange 6
40 audience
Talk
AL, RES
The ethics of researching English language skills in rural Bangladesh

Qumrul Hasan Chowdhury (King's College London/University of Dhaka)
Dhaka )
This talk presents the challenges of conducting language research in rural
Bangladesh. Based on practical insight, it sheds light on four major
methodological and ethical issues and focuses on the tension of finding a
balance between meeting local expectation and maintaining research
ethics. This session also proposes a set of potential guidelines to handle
the ethical challenges in rural contexts.
Exchange 7
40 audience
Talk
RES
Rethinking monolingualism in TESOL courses a plurilingual view

Danielle Freitas (University of Toronto)
Toronto)
TESOL programs have been qualifying English language teachers for the
ELT industry worldwide for decades. However, with the advent of
plurilingualism and plurilingual pedagogies in TESOL, it is crucial to
rethink the guiding principles of TESOL courses. This presentation
discusses the possible application of a plurilingual view to a TESOL course.
Exchange 9
1710-1825
BRITISH COUNCIL SIGNATURE EVENT

See page 94 for details.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
e, le, a
RES = Research
Assessment
100
Saturday 11 April
Exchange 10
100 audience
Talk
MD
Intermediate plateau: helping our students with authentic material

Ila Cristina Coimbra (Brazil)
As English teachers, we often have students who cannot move forward
from the intermediate level. The aim of this talk is to discuss what the
intermediate plateau is, why students are unable to move beyond it, and
how teachers can include videos, podcasts, newspapers and articles in
their lessons in order to help their learners to go further.
le, a
Exchange 11
150 audience
Talk
LT
Making virtual technology in teaching intercultural communication

personal and real
Natalia Grishina (Saint(Saint-Petersburg State Polytechnical University)
This talk will focus on the pedagogical benefits of using virtual technology
for teaching intercultural communication. Students completed
assignments which required them to communicate across international
boundaries. This resulted in a significant impact on their understanding of
theory, while bringing new insights for increasing intercultural
understanding. Presenting an actual case study, attendees will learn how
they can incorporate similar methodologies.
e, t, a
1900-2130
SATURDAY
Session 1.7 : 1755-1825

Evening events : 1900-2130
Evening events
Pecha Kucha we care so we share ( sponsored by IELTS)

19001900- 2000 in Exchange Hall
LOGO
Originating from the word chitchat, a Japanese term describing the sound of conversation, we again
offer you a Pecha Kucha evening. By now you should know the format: each speaker is allowed a
slideshow of 20 images, each shown for 20 seconds, giving a total presentation time of six minutes and
forty seconds before the next speaker is up, keeping presentations concise and fast-paced. Extending a
warm vote of thanks to our sponsor, IELTS, the event will be facilitated by Bita Rezaei and features
several new speakers. It promises to be as exciting as ever so dont miss it!
British CouncilCouncil- hosted evening

19001900- 2130
LOGO
The British Council invites all delegates at IATEFL Manchester 2015 to a networking reception at
Manchester Town Hall. Join the British Council for an enjoyable evening in an iconic landmark building in
Manchester the Town Hall. Regarded as one of the finest examples of Neo-Gothic architecture in the
UK, it is one of the most important Grade 1 listed buildings in England. Come to the event to meet with
friends old and new, and relax after a busy day at the conference. The event will be an excellent
opportunity to enjoy exclusive access to grand rooms, such as the Great Hall, which is decorated with
murals by Ford Maddox Brown. Plenty of food and drink will be served throughout the evening.
In the heart of the city, the Town Hall is located on Alberts Square, just a four minute walk from the
conference centre. Find out more about this exquisite venue at www.manchester.gov.uk/townhall.
101
Saturday 11 April
International Music Fest
20002000- 2130 in Charter 22- 3
SATURDAY
See your fellow IATEFL members in a different light at the International Music Fest when we get together
and speak the universal language of music! Bring world music and traditional songs from your culture
and in your language. (Please no CDs or classroom songs which are better in the main conference.)
Adrian Underhill, Chaz Pugliese and Bethany Cagnol will host the evening. Come and enjoy IATEFLs
hidden talent and network through music!
New
Reduced
Tuition!
MA in TESOL
One-Year On-Campus Option
Two-Year Online Option
A leader in language education since 1964

Now accepting applications for 2015
Visit us at stand 38.
Inquire about SITs

TESOL certificate program.
102
Learn more at www.sit.edu/tesol.
Sunday 12 April
0800-1730
0815-0845
Central 3-4
How to be successful in an ELT interview with Timothy Phillips

You get invited to a job interview, so your paperwork must be fine. But why dont you
get the job? The 3 As: Appearance, Attitude, and Awareness of your interviewer are as
important as your abilities. In this session, learn how to get yourself a AAA-rating and
the job!
How to write for IATEFL Voices and other English teaching magazines with Alison
Schwetlick
In this session I will outline how to come up with an idea, choose the right publication
for it and then convert it into a publishable piece. I will include examples of genres;
writing styles; pertinent guidelines; and tips on how to work with the editor.
Cobden 3
How to become a successful freelancer with Mike Hogan

In this session well look at whats involved in being a successful freelancer. Well
cover these three key areas:
1) Organizational details budgeting & finances, flexible schedule, security,
2) How to get work self-marketing & professionalizing yourself,
3) How to keep work quality control, referrals, and solid admin.
0830-1730
SUNDAY
Central 5
Exhibition open
103
Sunday 12 April
0900-1010: Plenary Session
Session 2.1 : 1025-1110
0900-1010
Plenary Session
Exchange Hall
(1600 audience)
Plenary session by Joy Egbert
EGBERTS
PHOTO
Joy Egbert is professor of English as a second language and education technology at

Washington State University in Pullman, Washington, in the U.S.A.'s Pacific
Northwest. She has published and presented on CALL around the world. Her research
and teaching interests are engagement and differentiation.
SUNDAY
Engagement principles and practice in classroom learning, language and

technology
A still-common issue with technology use in language learning is an overly-strong
focus on the digital tools and a relatively weak emphasis on actual learning. This
technocentric approach may arise, in part, from a lack of clear theoretical grounding
for classroom technology use. While it's unclear whether atheoretical uses of
technology actually provide barriers to learning, it is clear from the research that
principled uses can lead to student achievement. But which principles should
language educators use to guide their planning? This plenary proposes that principles
of task engagement, as part of an educator's overall understanding of second
language learning, can serve both educators and learners well in technologyenhanced environments. Task engagement -- which includes principles of
authenticity, connection, interaction, feedback and challenge/skills balance -supports current popular trends such as flipping instruction and the use of serious
education games that underscore the need for students to find their studies engaging.
This plenary provides an overview of task engagement and examples of why and how
language educators might engage their learners with technology.
1025-1110
Central 3-4
140 audience
Workshop
LT
Session 2.1
Chop, knead and slice: getting the multimulti -function blend right
Valentina Dodge (English360)
English360)
Creating a whole range of courses or lesson activities is now easy with all
these web tools, publisher platforms, new apps and online resources. But
are we chopping and slicing things effectively? Whats in our blended
mixing jug? How satisfied are students? Come along to share approaches
and create joint guidelines.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
104
Sunday 12 April
Central 5
80 audience
Workshop
LAMSIG
LAMSIG Day
How to get your team thinking

Duncan Foord (OxfordTEFL)
OxfordTEFL )
Find out how to create better meetings and arrive at better decisions by
encouraging people in them to think independently and creatively. You will
take part in a simple experiment which will demonstrate the importance of
divergent thinking (if it works!) and practise doing some yourself in a team
discussion activity.
e, p, s, t, a
Central 6
50 audience
Workshop
YLT
Developing fluency through video

Nino Maisuradze & Nino Mikeladze (Batumi Public School N1)
N1) & Nino
Salukvadze (Batumi State University)
University)
The aim of this presentation is to share our modest experience of engaging
students in the learning process through incorporating video in classes.
Video usage develops a spontaneous speaking skill. The website YouTube
offers a number of videos which raise students motivation and increase
their participation. It seems reasonable to try them as a productive way to
develop fluency.
le, s
Central 7
80 audience
Workshop
TD, RES SIG
Day
Exploring a new global framework for continuing professional

development
Paul Braddock (British Council)
Council)
My workshop aims to engage teachers in a dialogue about continuing
professional development (CPD). Using the British Council's global CPD
framework, we will examine 12 core competencies, their components and
a number of associated resources in order to find the answers to some of
the key issues relating to professional development.
e, le, p, s,
t, a
prodprom
Central 8
80 audience
Workshop
MaWSIG
MaWSIG Day
Theres someone missing from your project the editor!

Fiona MacKenzie & David Baker (Language Testing 123 Ltd)
Ltd)
This workshop shows how publishing companies no longer offer the sole
route to publication. Whether you are self-publishing, a teaching institution
developing its own materials, or a digital start-up, in a highly-competitive
environment it isnt enough to write something and just put it out there.
Quality still matters you cant afford to forget one of the key roles in
successful publishing.
e, le, p, s,
t, a
SUNDAY
Session 2.1 : 1025-1110
a = adult teaching
105
Sunday 12 April
SUNDAY
Session 2.1 : 1025-1110

Charter 1
400 audience
Workshop
GEN
Mystery mini dramas something for your next class

Colin Granger (Freelance)
Freelance)
This highly practical session introduces an easy to set up, risk-free activity
for all age groups and levels. Drama activities are excellent for helping
students improve listening and speaking skills, but this activity has the
added advantage that everyone will be happy to take part. So, please come
along and don't let the word 'Drama' put you off.
le, p, s, a
Charter 2-3
500 audience
Workshop
GEN
Uncovering culture
Ben Goldstein & Ceri Jones (Freelance)
Freelance)
This workshop explores a 'glocal approach to culture in the classroom,
viewing cultural topics through our students' local lens. We will reflect on
transcultural phenomena and ways to embrace cultural diversity,
questioning the essentialist notion of a single 'target' culture and its
aspirational values. Practical classroom tasks from Eyes Open, the new
Cambridge Discovery EducationTM secondary course will be shown.
e, le, s
prodprom
Charter 4
1025-1055
190 audience
Talk
ESP, MD
Practical advice on creating authentic Medical English listening

materials
Sheila Thorn (The Listening Business)
Business)
It is almost impossible to get permission to record medical interactions
between patients and doctors. However, it is relatively easy to record
interviews with ordinary people from all walks of life talking about their
current or previous health conditions. I shall demonstrate how these
authentic recordings can be used to create highly-motivating Medical
English teaching and listening practice materials.
e, le, a
Cobden 1
35 audience
Workshop
GEN
Laughter is the key to being a successful teacher

Maria Estela Ribeiro Jardim Rondon (Freelance)
Freelance)
Having a good sense of humour makes a difference when you are a
teacher. We learn better in a friendly stress-free environment. I will show
simple activities using TPR, a little song, video clips and anecdotes. These
can inspire you to create or use other techniques to help students at any
age group or level to lose their inhibitions.
e, le, p, s,
a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
106
Sunday 12 April
Cobden 2
60 audience
Workshop
TD, TTEd
Topics, texts, tasks and a stolen packet of sweets

Danny NorringtonNorrington-Davies (International House London)
London)
Teachers in training gain immensely from creating their own lessons, so
why not get them doing this at the very start of their course? This
workshop demonstrates how we encouraged CELTA trainees to design
their own lessons for their very first classes and explores the positive
impact this approach had on their teaching, classroom interaction and
lesson planning.
Cobden 3
185 audience
Workshop
LMCS, MD
Shakespeare now: resetting and retelling Shakespeares plays

Robert Hill (Black Cat, Italy)
Italy)
Shakespeares plays are often reset (keeping Shakespeares words, but set
somewhere else in time and place) and retold (reset, and with the plots and
words adapted). We will experiment with resetting/retelling Richard III,
Romeo and Juliet, Hamlet, Macbeth and others, and examine film versions
of them. Some reference will be made to Black Cats Reading Shakespeare
series of graded readers.
e, s, t, a
prodprom
Exchange
Hall
500 audience
Workshop
EAP, LA
Teaching study skills to university students

Dorothy Zemach (Macmillan Education)
Education)
"They should have learned study skills in high school." Yes, but what if they
didnt? University students sometimes arrive with brainpower and drive,
but without the organisation and habits necessary for academic success. I
will demonstrate techniques for teaching academic study skills, with
generalisable examples drawn from Open Mind and Skillful that audience
members can adapt.
e, le, t
prodprom
Exchange 1
80 audience
Workshop
TEASIG
TEASIG Day
Fairness as a consideration in writing test items

Marian Crandall (ETS)
ETS)
There are so many variables to be considered in writing test questions that
it is not surprising that one of the most important considerations, fairness,
is often overlooked. In this workshop, well define fairness, review some
universal principles, and discuss the challenges of creating fair questions
given the linguistically and culturally diverse backgrounds typical of many
ESL classrooms.
le
SUNDAY
Session 2.1 : 1025-1110
a = adult teaching
107
Sunday 12 April
SUNDAY
Session 2.1 : 1025-1110

Exchange 2
40 audience
Workshop
LMCS
Want to spice up your lessons? Try with a song

Sandra Vida (Dvojezicna srednja sola Lendava)
Lendava )
Materials-light classes reflecting the current state of mind of the youth you
teach? If that sounds like something you need, you definitely need a good
lesson with music. But dont go back to The Beatles again or ruin it with
another gap fill exercise. Use a song that tops the charts now. How? Come
along and get some ideas.
le, s
Exchange 3
40 audience
Workshop
MD, PRON
Exploiting "ear slips" and misplaced boundaries in oral skills

instruction
Maria Parker (Duke University)
University) & Brenda Imber & Carson Maynard
(University of Michigan, English Language Institute)
Institute)
While standard written English has clearly defined word boundaries,
connected English speech presents significant comprehension barriers for
NNS, often resulting in 'ear slips' such as 'looks like tomatoes' for 'looks
like we made it'. Working with prepared lists of word bundles containing
such slips, participants will collaborate in searching for pronunciation
clues, correcting misunderstandings, and discussing applications to their
own settings.
e, le, t, a
Exchange 4
40 audience
Workshop
TD
Sensing our teaching space: changing our practice

Valeria Benevolo Franca (Cultura Inglesa SA)
SA)
The teaching experience is a live, organic process which demands change
in pedagogical practice in order to deal with new challenges. Yet how do
teachers re-invent themselves? It is only by experimenting with different
learning experiences themselves that teachers then become ready to face
change. This workshop will provide practical examples of how teachers can
go about this process.
le, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
108
Sunday 12 April
Exchange 5
1025-1055
40 audience
Talk
GEN
Engaging 30 students in an inclusive classroom

Romulo Neves ( APPI Portugal)
Portugal)
Our classes at mainstream schools are becoming more and more
challenging as students have different backgrounds, expectations and
needs. Regarding students with SEN, teachers must put into practice new
methods and teach the way these students learn. In this session, we will
focus on students with SEN and we will present strategies and activities to
teach them effectively.
le, p, s
Exchange 6
40 audience
Workshop
BE
Business storytelling: helping learners to create memorable stories

Dana Poklepovic (DPL Corporate Language Dynamics)
Dynamics)
Storytelling is a powerful tool to connect with people. Business leaders use
it to motivate teams and inspire change. However, the communication
strategy to create a business story differs from a regular narrative. In this
interactive workshop well discuss the key elements of storytelling and
explore a technique to help learners build compelling stories to achieve
organizational goals.
e, t, a
Exchange 7
40 audience
Workshop
TD, TTEd
How to increase your market worth as an EFL teacher

Carol Bausor (ILTC)
ILTC )
This workshop provides a template to be applied if you wish to earn more
money doing the job you are already so good at: EFL teaching. Wherever
you work, whatever your status, the chances are that you use many skills,
but probably not those that will increase your market worth: attend this
workshop if you are interesting in changing.
e, le, t, a
Exchange 9
240 audience
Workshop
LT
Digital or analogue: making choices about technology in lesson

planning
David Pearce (Oxford University Press)
Press)
Deciding when and how to use digital technology in the classroom can be a
challenge for anybody. Balancing the technology available with your level
of confidence and the needs of students can be both puzzling and
frustrating. This workshop is based around simple exercises in decisionmaking whilst lesson planning, in order to get the best from technology.
e, le
SUNDAY
Session 2.1 : 1025-1110
a = adult teaching
109
Sunday 12 April
SUNDAY
Session 2.1 : 1025-1110

Session 2.2 : 1145-1215
Exchange 10
100 audience
Workshop
YLTSIG
YLTSIG Day
Making up grammar rules

Georgios Chatzis (KarayanniKarayanni -Chatzi Schools of English)
English)
In this presentation, I will give examples of classroom practices that can
transform the teaching of grammar, from a boring part of the language
course into a useful tool to motivate students and to satisfy inquisitive
minds when the phrase: 'It is so because the book says so' will not suffice.
le, s
Exchange 11
150 audience
Workshop
EAP, TEA
What is the question? Dealing with IELTS Writing Task 2

Sarah Philpot (British Council, Paris, France)
France)
This workshop will look at the problems our students have with IELTS
Writing Task 2. Specifically, we will break the question down into the
essential parts to ensure that they are all covered in the answer. Then we
will look at techniques to encourage thinking and planning before writing.
Finally, we will discuss how we can encourage effective proof-reading.
e, le, a
1110-1145
Exhibition hall
1145-1215
Gallery
LOGO
Session 2.2
LOGO
Central 3-4
140 audience
Talk
YLT
Working with readers and genre using a projectproject-based approach

Rafael Monteiro (Escola Mobile, Sao Paulo, Brazil)
Brazil)
Teachers often struggle to get teenagers involved in reading preestablished graded readers. In this talk I aim to explain how I have
implemented the project-based approach based on the genre of the set
text. I will also show how this kind of approach can be adapted to other
teaching contexts, and I will provide participants with some practical ideas.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
110
le, s
Sunday 12 April
Central 5
80 audience
Talk
TD, LAMSIG
LAMSIG
Day
The Chimp Paradox and a stressstress-free life

Diarmuid Fogarty (INTO Manchester)
Manchester)
Two years ago, I read Dr Steve Peters' book The Chimp Paradox. By the
time I'd finished reading it, my stress had dissipated and my life had
improved. This talk will run through my experience and highlight key
features of this immensely successful mind model in the hope that
teachers and managers who are stressed will benefit from hearing it.
e, le, p, s,
t, a
prodprom
Central 6
50 audience
Talk
EAP
Academic writing for students of economics: for and against

Svetlana Petrovskaya (Plekhanov Russian University of Economics)
Economics)
The increased academic mobility of Russian students of economics has
revealed the necessity to offer a course in academic writing, this being a
rather challenging area in developing relevant language skills. This
session will present arising culture-based issues, with focus on strategies
for preparing students for Writing 1&2 IELTS (Academic module) and for
writing extended essays.
e, t
Central 7
80 audience
Talk
TD, RES SIG
Day
Towards initiating YELTA

NagmNagm-Addin Saif (Technical Industrial Institute & AlAl-Saeed University)
University)
In the absence of any formal professional association for EFL teachers in
Yemen, this talk will report on qualitative research findings on how
teachers perceive the idea of setting up a Yemeni English Language
Teachers Association (YELTA). It will help the researcher to develop a
constitution for the intended association, its objectives and its major
professional concerns.
e, le, p, s,
t, a
Central 8
80 audience
Talk
MaWS
MaWSIG Day
Free and fair ELT: for writers, publishers and teachers

Katherine Bilsborough (Freelance)
Freelance) & Chuck Sandy (iTDi)
iTDi )
Find out what happened when a group of ELT writers got together to
address the problem of illegal ELT downloads. Recognising a need for free
ELT materials, we decided to launch a platform for sharing, with emphasis
on legality and quality. ELT Free and Fair Facebook page was born in June
2014 and is an exciting adventure for all involved.
e, le, p, s,
t, a
SUNDAY
Session 2.2 : 1145-1215
a = adult teaching
111
Sunday 12 April
SUNDAY
Session 2.2 : 1145-1215

Charter 1
400 audience
Talk
TD, TTEd
Teaching @ the edge of chaos

Adrian Tennant (Freelance)
Freelance)
This talk focuses on some key issues raised during and after the plenary
given by Sugata Mitra at Harrogate in 2014. Issues such as the redundancy
of the teacher and how inquiry-based learning can work in any context will
be addressed. The talk takes examples from three contexts to support the
arguments: Northern rural India, Saudi Arabia and China.
e, le, p, s,
a
Charter 2-3
1145-1300
500 audience
CAMBRIDGE ENGLISH SIGNATURE EVENT

The language debate
Speakers:
Scott Thornbury
Silvana Richardson
Jeanne McCarten
Monica Poulter
Chair - Michael Carrier
The Cambridge English Teaching Framework, along with most other ELT
professional development frameworks, includes a focus on the teachers
own language use. English is generally the medium of instruction, so the
teachers own language becomes content and, as usually stated in
frameworks, the teacher needs to be an accurate model. This raises a
number of questions:
Which model? And can the teacher whose own language use is
developing be an acceptable model?
Does more importance need to be given to use of the learners L1?
What sort of syllabus should a language improvement course for
teachers focus on?
How different should such a syllabus be from a language improvement
course for learners?
These questions will be explored in a panel session, with experts in the
field discussing their views and experiences. The topic will then be opened
up to the audience for further debate.
LOGO
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
112
Sunday 12 April
Charter 4
190 audience
Talk
GEN
Online teacher education: building effective and affective learning

strategies
Adriana de los Santos (Plan Ceibal, Uruguay)
Uruguay)
As an experienced teacher, you know your career demands ongoing
professional development so solid, effective, non-stressing online teacher
education is invaluable. This talk will give you ideas on how to improve your
emotional and intellectual online learning experience at the time you
develop better critical thinking, refined teaching and research strategies in
the field of TESOL.
Cobden 1
35 audience
Talk
EAP, ESP
Reaching the right balance in students' selfself-driven videoconferences

Hana Katrnakova (Masaryk University)
University)
Students' responsibility, independence, reliability, team work and group
dynamics during international videoconferencing are the main focus of the
presentation. Students from tertiary level (Masaryk University, Helsinki
University and Erasmus students at Aberystwyth University) form virtual
classes and take part in two different types of videoconferences. This
presentation looks at the role of students, what they gain, and illustrates
potential drawbacks.
e, t
Cobden 2
60 audience
Talk
GEN
ToT impact on students' learning in Egyptian technical colleges

Mohamed Ahmed Abd Elwakeel (Assiut Technical Commercial
Institute)
Institute)
This talk describes Trainer of Teachers (ToT), a development programme
organized by the British Council in Egypt for teachers of English in Egyptian
technical colleges. The teachers used to use traditional methods. After
finishing the TOT course, the teachers returned to their colleges and used
techniques learned to change their traditional teaching style into a
communicative learner-centered style.
SUNDAY
Session 2.2 : 1145-1215
a = adult teaching
113
Sunday 12 April
SUNDAY
Session 2.2 : 1145-1215

Cobden 3
185 audience
Talk
TD, TTEd
From pragmatism to professional autonomy: transforming online

postgraduate study
Alex Ding & Jane Evison (University of Nottingham)
Nottingham)
This talk explores how teacher autonomy can be fostered in two online MA
TESOL programmes. Many students initially desire a qualification for solely
pragmatic reasons and this talk discusses how these students often move
beyond this desire to engage more deeply with their professional
autonomy. A range of factors are discussed which contributed to this
transformation.
e, t
Exchange
Hall
500 audience
Talk
LT
Improving English language learner outcomes using online data

Rasil Warnakulasooriya
Using online data for making improvements is becoming common practice
in organisations around the world. In Pearson, we believe that there is an
immense opportunity to utilize online interaction data gathered through
English language teaching products to improve learner outcomes. In this
session, I will demonstrate how the analysis of learner data suggests
improvements to learning activities.
e, p, s, t, a
pub
Exchange 1
80 audience
Talk
TEAS
TEASIG Day
From summative to formative assessment in a traditional ELT institute

Isabela Villas Boas & Katia Falcomer (Casa Thomas Jefferson,
Brasilia, Brazil)
Brazil)
This presentation describes a project aimed at changing a whole
assessment system of adult learners from a summative to a formative,
outcomes-based model. We will discuss the rationale for the change, the
steps followed, the feedback from students and teachers, and the lessons
learned. We will also share samples of the new assessment instruments
used.
e, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
114
Sunday 12 April
Exchange 2
40 audience
Talk
TTEd
HORNBY TRUST ALUMNUS

Teachers helping teachers: the Venezuelan experience
Evelin Ojeda Naveda (VenTESOL)
VenTESOL)
The teachers' organization VenTESOL has played a major role in the
professional development of English teachers in Venezuela. This talk aims
to show how regional teacher development workshops have enabled
teachers to help each other enhance their classroom practice. It will also
demonstrate how educators can effectively train their colleagues in order
to achieve excellence in ELT.
Exchange 3
40 audience
Talk
AL
Authenticity in English language classrooms: going beyond the

text(book)
Erkan Kulekci (University of Warwick)
Warwick)
This talk aims to go beyond the traditional, text-centred definition of
authenticity in English language teaching and to highlight the dynamic and
multidimensional nature of this concept. To that end, I will share some
findings and implications from my research that has been tailored as a
qualitative case study and conducted in two Anatolian high schools in
Turkey.
e, s
Exchange 4
40 audience
Talk
GI, TTEd
INTERNATIONAL HOUSE TRAINING & DEVELOPMENT SCHOLARSHIP

WINNER
Integrating human values in EFL instruction
Ruwaida AbuAbu-Rass (Beit Berl Academic College, Israel)
Israel)
I will talk about a project of integrating human values in EFL classrooms as
part of the practical work of my students (Arab female student teachers
who are majoring in EFL in a teacher training college in Israel). The aim of
including human values in EFL instruction is to qualify student teachers not
only professionally and academically, but also humanly.
e, t
Exchange 5
40 audience
Talk
GEN
A few histories of English

Jonathan Marks (Freelance)
Freelance)
I will tell a number of potted histories of English, including how it has
developed and interacted with other languages, how it has been the subject
of prejudice and prescriptivism, and how different views of how it should be
taught have come and gone. I will consider what these histories tell us
about English today and in the future.
e, le
SUNDAY
Session 2.2 : 1145-1215
a = adult teaching

115
Sunday 12 April
SUNDAY
Session 2.2 : 1145-1215

Exchange 6
40 audience
Talk
LT
Multimodal texts in language teaching: developing viewing and

representing skills
Tamas Kiss (National Institute of Education)
Education)
This talk aims to discuss how new literacies necessitate that EFL teachers
look beyond the traditional language skills and prepare their learners to
process and create multimodal genres. I will use examples from different
age groups to demonstrate how students attention can be directed to
understand the role and significance of different design elements in
meaning making.
e, le, p, s
Exchange 7
40 audience
Talk
BE
A multimulti -skill approach to designing a business English course

Tatiana Tolstova (Samara State Aerospace University)
University)
Business communication is highly culture-determined. Therefore, teaching
it involves three groups of skills: language (vocabulary and grammar);
business communication; and intercultural communication. This talk looks
at how they all can be used, balanced and interwoven in the process of
designing a scheme of work for a tailor-made business English course.
e, le, a
Exchange 9
240 audience
Talk
EAP
Academic Reading Circles: improving learner engagement and text
e, t
prodprom
Exchange 10
100 audience
Talk
YLTSIG
YLTSIG Day
L1 - how to avoid it and when to use it

Rachael Harris (ETAS - English Teachers Association Switzerland)
Switzerland)
The first part of this practical talk is packed with ideas on how to stop
students using L1 in class. Secondly, we will look at the advantages of
using L1 and ideas on how to use it successfully in the classroom.
Participants will take away ideas for activities and a clearer idea of their
position in the L1 debate.
comprehension
Tyson Seburn (University of Toronto)
Toronto)
Academic Reading Circles (ARC) is a collaborative activity that can
transform learner struggles with challenging texts, like those used in
higher education contexts, into stronger engagement and comprehension.
Through exemplars, we explore how ARC works using five learner roles
(leader, visualiser, contextualiser, connector, highlighter). Participants will
leave with enough tools from the related e-book to try it in their classroom.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
116
le
Sunday 12 April
Session 2.2 : 1145-1215
Session 2.3 : 1230-1300
1230-1300
Hacking the classroom with creative augmented reality projects

Paul Driver (British Study Centres Oxford)
Oxford)
Augmented reality (AR) is the real-time superimposition of digital media
over real-world physical environments. While the idea of AR has received
considerable hype, its practical, pedagogical application in the context of
ELT has remained largely unexplored. Ill discuss and demonstrate how AR
can be meaningfully integrated into the learning process through content
delivery, task design and student-centred project-based learning
approaches.
e, s, a
Session 2.3
Central 3-4
140 audience
Talk
AL, LA
Getting 'em out there: cultural exploration and second language

learning
Deak Kirkham (University of Leeds)
Leeds)
This presentation reports on preliminary findings of a set of longitudinal
studies (diary/interview-based) of UK-based second language learners
regarding the effect of the exploration of UK culture(s) on the participants
second language, confidence and cultural awareness. The findings indicate
support for a range of positive impacts of the systematic engagement in
practical cultural exploration on second language learning.
Central 5
80 audience
LAMSIG
LAM SIG Day
Leadership and Management Special Interest Group Open Forum

The LAMSIG Open Forum is a chance to meet and network with committee
members and other ELT managers. The committee and the incoming new
Coordinator welcome you to join us in discussing the mission of the SIG,
look at SIG activities in the past year and discuss plans for the future.
Central 6
50 audience
Talk
LT
The challenge: motivation and productive skills through technology

Nataliya Yordanova (AVOAVO -Bell Language and Examination Centre)
Centre)
Although speaking and writing are different in many ways, they both are
used for the same purpose - to communicate. In this talk, I will share
experience at engaging adult learners to produce English out of the
classroom through available technologies. I will also examine the impact of
personalized and shared moodle content on fostering learning.
e, a
SUNDAY
Exchange 11
150 audience
Talk
LT, MD
e, a
a = adult teaching
117
Sunday 12 April
SUNDAY
Session 2.3 : 1230-1300

Central 7
80 audience
Talk
TD, RES SIG
Day
Researching professional development with the use of the narrative

approach
Volha Arkhipenka (University of Manchester)
Manchester)
What is the narrative approach to research and what is its usefulness for
research in TESOL? Within this talk, having explained what the narrative
approach to research is, I will share my experience of using it to explore
the professional development of English language teachers on an MA
TESOL course.
le
Central 8
80 audience
Talk
ESP,
MaWSIG
MaWSIG Day
Keep CALM and write accessible ESP materials!

Emily Bryson (British Council & City of Glasgow College)
College)
Designing interesting English for Specific Purposes materials can be
challenging. Designing materials that are inclusive, diverse and accessible
to all can also be challenging. This talk discusses how to apply the
principles of Creating Accessible Learning Materials (CALM) and how they
assist in the development of historical lessons for the British Council and
vocational courses for City of Glasgow College.
e, le, a
Charter 1
400 audience
Talk
EAP
How does just chatting become a purposeful conversation?

Candy van Olst (Freelance)
Freelance)
In a classroom of more advanced learners, learning to talk and talking to
learn become indistinguishable. Building purposeful conversations that
prompt learning is not an innate skill. I'll define the elements of purposeful
conversations that need to be taught and practised in order to develop the
ability to initiate and maintain conversations that foster a wide range of
social and academic skills.
e, le, a
Charter 2-3
1145-1300
CAMBRIDGE ENGLISH SIGNATURE EVENT

Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
YLT
118
Sunday 12 April
Charter 4
190 audience
Talk
LT, TTEd
Camelot project: machinima for online language learning and teaching

Tuncer Can (Istanbul University)
University)
Camelot is unique and innovative in that it aims to promote machinima
production in 3D virtual worlds for language learning and teaching. It aims
to provide the technological and pedagogical know-how for teachers to
create and adapt machinima for their own particular context. It fosters the
development of an EU-wide approach to language learning and teaching
for the 21st Century.
e, le, p, s,
t, a
Cobden 1
35 audience
Talk
LT, TD
Who needs ELT newsletters? The Greek issue! Your issue

Kantarakis Eftychios (TESOL Greece)
Greece)
TESOL Greece Newsletter is one of the oldest of its kind in Europe. In
almost 35 years it has helped shape ELT as we know it. Can its example in
the years of depression show the way forward? How has the publication's
move to the digital era helped or hindered its unique reach and appeal?
This talk discusses any lessons learned.
e
prodprom
Cobden 2
60 audience
Talk
LA, LT
How can the British Council products lead to learner autonomy?

Nadeem Abdulbaqi AlAl-Murshedi (British Council, Yemen)
Yemen)
My talk aims to provide participants with practical examples of using the
British Council Global Products, and how they can lead to the
implementation of the learner autonomy approach. The session is based on
six-years' experience of training teachers and school and university
students in private and public institutions in Yemen in using these
products.
e, le, p, s,
t, a
prodprom
Cobden 3
185 audience
Talk
LT, MD
Help your students to master their vocabulary faster

Anna Poplawska (Vocapp.com)
Vocapp.com)
This talk presents an innovative tool called Vocapp.com, designed to
enhance the process of vocabulary learning. What if your students could
create their own audio courses or generate their own vocabulary cards by
dictating words? And what if the system knew which words they dont
know? Its already possible.
le, p, s, t,
a
prodprom
SUNDAY
Session 2.3 : 1230-1300
a = adult teaching
119
Sunday 12 April
Session 2.3 : 1230-1300
Integrating theory and practice in prepre-service and inin-service teacher
education
Nick Andon & Martin Dewey (King's College London)
London)
This paper considers knowledge and expertise among novice and
experienced language teachers, examining how teachers perceptions of
good practice are transformed and/or remain intact during their
professional development. In particular, we consider the relationship
between theoretical and pedagogic matters as experienced on Masters
degree programmes, focusing on how theory and research can be better
integrated with teachers practical concerns.
e, le, p, s,
t, a
Exchange 1
80 audience
Talk
LT, TEASIG
TEASIG
Day
Technology and learninglearning-oriented assessment: helping teachers and

learners
Evelina Galaczi & Angeliki Salamoura (Cambridge English)
English)
How can technology be used in learning and assessment to assist
teachers? We will present the concept of Learning-Oriented Assessment
and illustrate how technology can expand the learning/assessment context
beyond the traditional classroom and examination room. We will discuss
Cambridge Englishs work in this field, including the online tutoring system
Write, Speak and Improve! and the ELT course materials.
le, s, a
prodprom
Exchange 2
40 audience
Talk
TTEd
IATEFL GILLIAN PORTER LADOUSSE SCHOLARSHIP WINNER

Are trainers really omniscient?
Ushakiran Wagle (Capital College and Research Centre, Kathmandu,
Nepal)
Nepal)
In this talk, I shall share the modality and components of an EFL teacher
training programme guided by the principle of activity-based instruction.
How this innovation changed the notion trainers as omniscient and how
the novel experience increased motivation in trainees will be shared.
Finally, how the experiential tasks and the reflective components were
interwoven will also be presented.
le, p
SUNDAY
Exchange
Hall
500 audience
Talk
AL, TTEd
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
120
Sunday 12 April
Exchange 3
40 audience
Talk
TTEd
Teaching English at public nocturnal schools in Brazil

Andreia Fernandes (Public School)
School)
This talk aims to analyze the meaning students at public nocturnal schools
at low-income areas in Rio de Janeiro, Brazil, attribute to the English
language learning process. For that, students profiles will be given, as
well as the strategies teachers have been using to deal with those
students, in order to make the English language learning process a
meaningful experience.
e, a
Exchange 4
40 audience
Talk
PRON, RES
Focusing on sounds - using synthetic phonics to teach listening

Adam Scott (St Giles International, Brighton)
Brighton)
A classroom project on the Cambridge-EnglishUK Action Research
Mentoring Scheme investigated how integrating synthetic phonics as a
study tool for A2-B1 learners helped develop listening skills and
confidence. I will summarise findings and present phonics activities,
through which learners engage with the challenges of listening and
pronunciation, identifying sound-spelling correlations, features of
connected speech, and the content of natural speech.
e, le, a
Exchange 5
40 audience
Talk
EAP, MD
However, while, thus... how to teach transitions successfully

Petra Kletzenbauer (University of Applied Sciences FH JOANNEUM)
JOANNEUM )
This talk aims to shed some light on the use of linking words in written
contexts and the difficulties arising when teaching them to foreign
language learners. As transitional words are mostly ignored or completely
misunderstood in written assignments, best practice examples should help
to raise the learners awareness of the need of correctly used transitions
while producing sophisticated texts.
e, le, s, t,
a
Exchange 6
40 audience
Talk
MaW
Teaching creative writing through the iStory project

Djalal Tebib (University Constantine 1)
1)
The relationship between project-based learning and creativity is
undoubtedly significant and worth investigating. This presentation will
demonstrate the effectiveness of a classroom project, called iStory, in the
teaching of creative writing to EFL learners. The projects design, benefits,
potential drawbacks, feasibility and future developments will also be
discussed during this session.
le, t
SUNDAY
Session 2.3 : 1230-1300
a = adult teaching
121
Sunday 12 April
SUNDAY
Session 2.3 : 1230-1300

Exchange 7
40 audience
Talk
TD
STAD (Student TeamsTeams-Achievement Divisions): energizing cooperative

learning
Siddika Sabooni (Bahrain Institute of Banking and Finance)
Finance)
Educators fool themselves if they think well-meaning directives to "work
together," "cooperate," and "be a team," create cooperative efforts among
group members. Join me to experience a variety of practical cooperative
learning strategies, which you could implement to diverse learning needs
in order to cater to different levels and ensure maximum learning takes
place.
Exchange 9
240 audience
LT
Question & answer session relating to Joy Egberts plenary session

If you attended Joy Egberts plenary session this morning on Engagement
principles and practice in classroom learning, language and technology,
you are welcome to attend this related session. This will allow participants
to ask any questions or address any issues that have been raised by Joys
plenary talk.
Exchange 10
100 audience
Talk
LT, YLTSIG
YLT SIG
Day
Can remote teaching promote deep learning?

Paul Woods (British Council Uruguay)
Uruguay)
The Uruguayan Ceibal English project uses remote teachers to deliver
English lessons to 100,000 primary pupils weekly, using live
videoconferencing technology and OLPC (one laptop per child) laptops. I'll
outline the concepts of deep and surface learning, and argue that, despite
the limitations imposed by remote teachers not being physically present,
they can and do facilitate deep learning in their pupils.
e, le, p
Exchange 11
150 audience
Talk
EAP
Planning C1 level translation activities

Carol Ebbert (Trier University)
University)
Translation is again becoming a topic in ELT and recent research
conducted at Trier University has shown that translation may help students
improve their accuracy in English at the B2/C1 level. This talk will focus on
different kinds of translation activities appropriate at this level and how to
construct them to help learners make fewer interference mistakes.
e, le, t, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
122
le, p, s
Sunday 12 April
IATEFL AGM : 1310-1410
1300-1420
Lunch break
1310-1410
IATEFL Annual General Meeting

Notice of Annual General Meeting
The 2015 Annual General Meeting of IATEFL will be held in Exchange 9 at Manchester
Central, Manchester, UK, on Sunday 12 th April 2015 from 1310 to 1410.
All members are invited to attend.
AGENDA
1.
Minutes of the AGM held in April 2014 at the HIC, Harrogate
2.
Matters arising
3.
Treasurers report
4.
Presentation and receipt of accounts for 2013-2014
5.
Re-appointment of MHA MacIntyre Hudson as auditors
6.
Presentation by the President and Executive Committee chairs on general issues, the
work of the Board of Trustees and other committees, the SIG representatives report,
and Associates representatives report
7.
Recommendation and appointment of new Trustees
8.
Thanks to out-going Trustees and welcome to new post holders and other new
9.
volunteers
Date of next meeting 14th April 2016 in Birmingham, time and venue to be confirmed
By order of the Board
Zeynep Urkun
SUNDAY
Exchange 9
Company Secretary
IATEFL
2-3 The Foundry
Faversham,
Kent
ME13 7FD, UK
Date: 23/2/15
1.
2.
Appointment of proxies
As a member of IATEFL, you are entitled to appoint a proxy to exercise all or any of
your rights to attend, speak and vote at the meeting. A proxy does not need to be a
member of IATEFL but must attend the meeting to represent you.
A proxy form and details of how to appoint a proxy is available in the members area of
the IATEFL website at https://secure.iatefl.org/.You can only appoint a proxy using the
procedures set out in the notes to the proxy form.
Refreshment kindly sponsored by telc language tests
LOGO
123
Sunday 12 April
Session 2.4 : 1420-1450
SUNDAY
1420-1450
Session 2.4
Central 3-4
140 audience
Talk
TD, TTEd
Lessons learned as a language learner

Madeleine du Vivier (University College London)
London) & JoJo-Ann Delaney
(Canterbury Christ Church University)
University)
This talk reports on a project that two experienced teacher trainers
undertook to inform what they tell their pre/in-service trainees about the
language learning process. We studied elementary Spanish for a term and
documented our findings on a weekly basis. Youll leave the session with
practical ideas of how you can use this experience in your teaching and
training sessions.
e, a
Central 5
80 audience
Talk
LAMSIG
LAM SIG Day
The dogme and demand high of ELT management

Maureen McGarvey (International House London)
London)
These two influential theories about ELT teaching have been closely
examined in previous conferences, in blogs, in scholarly articles and in
social media. In this session, I would like to re-examine the basic
principles behind these approaches, and see what implications, if any, they
hold for our approach as managers in ELT.
e, le, a
Central 6
50 audience
Talk
TD, TTEd
Peer facilitators: supporting teachers with mobilemobile-learning

professional development
Malcolm Griffiths (The Open University)
University)
This presentation shares experience of peer facilitation as a key element to
support professional development using mobile technology. It focuses on
English in Action, a UK-Aid funded initiative that provides in-service
teachers in Bangladesh with self-access video and audio resources on
simple, low-cost mobile phones. The benefits and challenges of engaging
participants peers for this support role will be discussed.
e, p, s
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
124
Sunday 12 April
Central 7
80 audience
Talk
TD, RES SIG
Day
Teacher voices: does research meet practice?

Zarina Markova (SouthSouth-West University)
University)
TEFL research, its relevance to practice and the seemingly irreconcilable
distinction between teachers and researchers have been a topic frequently
discussed on different ELT forums. In this discourse teachers are often
said to be sceptical about the value of research to their teaching situations.
But are they? This talk explores the attitudes of 199 survey respondents to
present-day TEFL research.
le
Central 8
80 audience
Talk
TD, MaWSIG
MaWSIG
Day
The why, what and how of selfself-publishing for teachers

Johanna Stirling (NILE (Norwich Institute for Language Education))
Education))
There are many good reasons for teachers to self-publish their materials
and many reasons for them not to. We will look at how print-on-demand
publishing can provide the professional breakthrough that many
experienced teachers crave. We will look at what sells, why even 'big
names' take this route and practical tips about how to make it work for you.
e, p, s, t, a
Charter 1
1420-1535
400 audience
ELT CONVERSATION
Teaching English for the Workplace Issues and Discussion

Join Almut Koester and Evan Frendo as they discuss some of the big
issues in teaching English for the workplace. The format is simple. They
have selected a series of quotations from recent publications on workplace
English, covering areas such as business English as a lingua franca, the
relationship between research and practice, and the role of the teacher.
These quotations will be projected onto the screens in the room. Together
they will explore what each quotation means, and discuss whether or not
they agree with it. You will then have a chance to challenge or add to what
they have said. Come prepared for a lively discussion!
Evan Frendo has worked in ESP since 1993, mostly in the corporate
sector. He travels regularly in Europe and Asia to run courses, speak at
conferences, or to work as a consultant.
Almut Koester is Professor of English Business Communication and
researches spoken workplace discourse. She is interested in applications
of research to Business English teaching.
SUNDAY
Session 2.4 : 1420-1450
a = adult teaching
125
Sunday 12 April
SUNDAY
Session 2.4 : 1420-1450

Charter 2-3
500 audience
Talk
GEN
Developing a lexical syllabus: challenges and opportunities

Diane Schmitt
Vocabulary development is a vital component of successful English
learning. Without vocabulary, learners will not be able to develop other
communicative competences across the four skills. In this informative talk,
you will have an opportunity to test and apply findings from vocabulary
research to tackle three main lexical challenges faced by syllabus
planners and materials writers.
e, p, s, t, a
pub
Charter 4
190 audience
Talk
TD, TTEd
Improve your teaching: profile, plan, progress

Mary Whiteside & Virgil Ierubino (Cambridge English)
English)
What are your strengths and weaknesses as a teacher? If you want to
improve, where do you start when so many options are available? This
session offers ideas and tools to help you understand your development,
plan improvement goals and identify resources to achieve them. Youll
learn how the free Cambridge English Teaching Framework helps make
this easy and effective.
e, p, s, t, a
Cobden 1
30 audience
Talk
GEN
Memorisation in the EFL classroom

Mary Giuraniuc (The London School of English)
English)
Deemed traditional and unfashionable, memorisation has been neglected
in the EFL class for quite a while. This talk will try to resuscitate the
concept and provide participants with activities that can be used in class to
help students try to remember the language which will make them better
language learners and will also improve their English considerably.
e, le, a
Cobden 2
60 audience
Talk
GEN
Towards a functional approach to teaching conditionals

Adam Dixon (EC London)
London)
Coursebook approaches to teaching conditional structures can be
restrictive and focussed on form at the expense of meaning. Students are
therefore often left with little understanding of the use and variety of
conditionals in real-life situations. This talk proposes a way of encouraging
students to examine links between the forms and functions of real
conditional utterances in context.
le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
126
Sunday 12 April
Cobden 3
185 audience
Talk
LT
A teacherteacher-centred approach to new technologies and blended learning

Mike Howard (Macmillan Education)
Education)
The worlds of publishing, Edtech and language learning seem to be
colliding and the results are polarising opinion. This talk aims to explore a
middle ground that can harness the new technology and use it to empower
teachers, giving them greater freedom and choice about how, what and
where they teach.
e, le, s, t,
a
pub
Exchange
Hall
500 audience
Talk
GEN
Reading and listening activities: understanding today or understanding

tomorrow?
Catherine Walter (University of Oxford)
Oxford)
When your learners do a reading or listening activity, are you helping them
understand a specific text or listening passage? Or are you preparing them
for the things they will need to read and listen to in the future? This talk
focuses on preparing students to better understand 'the next text'. Some
examples are from the OUP Navigate series.
e, le, t, a
prodprom
Exchange 1
80 audience
Talk
TEASIG
TEASIG Day
Raising scores: gamification activities for test preparation teachers

Christien Lee (Freelance)
Freelance)
Gamification the art of applying game mechanics to non-game situations
is an important trend in online learning that has benefits for traditional
classroom instruction too. This session will introduce practical teaching
techniques for test preparation instructors that are adaptable for all highstakes tests (including IELTS, TOEFL, and FCE), in addition to discussing
classroom activities for gamifying these techniques.
e, le, a
Exchange 2
40 audience
Talk
AL, RES
Thai EFL teachers' evaluation of teaching practice: a selfself-rated

investigation
Sureepong Phothongsunan (Assumption University of Thailand)
Thailand)
I'll present an interpretive research that investigates the self-evaluation of
Thai EFL teachers of their teaching practice in their context. How the
teachers evaluate themselves and what they learned from such evaluation
are examined. The study finds that there are both advantages and
disadvantages of teachers self-evaluation and that teachers have diverse
methods of self-evaluation, but slightly different recognitions of its
importance.
e, t
SUNDAY
Session 2.4 : 1420-1450
a = adult teaching
127
Sunday 12 April
SUNDAY
Session 2.4 : 1420-1450

Exchange 3
40 audience
Talk
ESP, TTEd
TRINITY COLLEGE LONDON TEACHER TRAINER SCHOLARSHIP

WINNER
Language teachers' target language: ESP of language teaching
Alexey Korenev (Lomonosov Moscow State University)
University)
I will present a model of ESP of language teaching and how its
development has affected teacher training and assessment at Moscow
University. The presentation is based on the study of the EFL teachers'
target language use domain, both in and outside the classroom. I will also
present a pilot version of an assessment scale for trainee teachers.
e, t, a
Exchange 4
40 audience
Talk
GI
Worldwide English proficiency insight and implications: latest EF EPI

rankings
Christopher McCormick (EF Education First)
First)
Research shows English proficiency creates opportunity as well as national
interest. This presentation will share the results of the 4th edition of the EF
English Proficiency Index, the worlds first ranking of the English ability of
63 countries correlated with major development indicators, and will
discuss the implications for policy, practice and investment.
le, a
Exchange 5
40 audience
Talk
LMCS
How do you like me? Participatory culture and ELT

Ana Carolina Lopes (Freelance)
Freelance)
The aim of this talk is to briefly go over some key concepts of participatory
culture and their implications in education, and then discuss how ELT
professionals (teachers, materials writers, publishers, etc.) can tap into
the potential of participatory culture to teach English in ways that are
meaningful to students.
e, le, p, s,
a
Exchange 6
40 audience
Talk
TD, TTEd
Teacher identity - in search of who we really are

Liliana Sanchez (The Anglo Mexican Foundation, A.C.)
A.C. )
This talk will explore the concept of teacher identity, the landscapes in
which it emerges and evolves and the complex and dynamic equilibrium
where professional self-image is balanced with a variety of roles teachers
have to play in order to gain a place in society. Images of self will be
presented to encourage participants to reflect on their own identity.
le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
128
Sunday 12 April
Exchange 7
40 audience
Talk
TD
Enabling teachers to teach emerging middle class students

Henrique Moura (Seven Idiomas)
Idiomas)
The aim of this talk is to help teachers understand how the rise of
emerging markets has given millions of young adult students access to
education in the last decade, the characteristics and needs of these
students, and the seven abilities teachers must develop to better help
these students become speakers of English as a foreign language.
e, le, a
Exchange 10
100 audience
Talk
YLTSIG
YLTSIG Day
Using writing and drawing to release tension among traumatised

students
Hasan Ramadan (Beit Hanoun UNRWA School, Gaza Strip, Palestine)
Palestine)
This presentation will focus on traumatized students and the problems
they face with learning English language in unhealthy circumstances. It
will also shed light on the importance of writing in easing their
psychological difficulties and connecting this with drawing. It will also talk
about changing painful moments into happy ones through writing.
e, le, p
Exchange 11
150 audience
Talk
AL
Innovations in ELT in Iran

Chris Kennedy (University of Birmingham)
Birmingham) & Danny Whitehead (British
Council London)
London)
The ELT profession in Iran is active at all private and public educational
levels. The British Council has commissioned a unique collection of articles
(ELT in Iran) to highlight the variety of local ELT theory and practice and
spotlight innovations of interest to the ELT profession in general. We will
discuss with the audience the themes contributors have identified.
e, p, s, t, a
prodprom
SUNDAY
Session 2.4 : 1420-1450
a = adult teaching
129
Sunday 12 April
Session 2.5 : 1505-1535
SUNDAY
1505-1535
Session 2.5
Central 3-4
140 audience
Talk
GI
Exploring
EFL
learners'
intercultural
competence
through
international serviceservice-learning programs
Chiuhui Wu (Wenzao Ursuline University of Languages)
Languages)
International service-learning (ISL) programs have been paid attention in
higher education for their alignment with internationalization and global
citizenship. Thus, I will report on a study that explores intercultural
encounters among EFL college student volunteers through an intensive ISL
program. Being an ethnographer, I will address the ways in which ISL
participation develops international volunteers intercultural competence.
e, t
Central 5
80 audience
Talk
TD, LAMSIG
LAM SIG
Day
Using performance indicators to monitor training initiatives

Vinicius Nobre (Cultura Inglesa Sao Paulo)
Paulo)
We are all aware of the importance of training and professional
development. Institutions allocate financial and human resources to help
teachers grow, but often wonder whether the investment is generating the
expected results. In this talk, we are going to look into some tools that can
be used by managers to assess performance.
Central 6
50 audience
Talk
AL
Walk before you run: reading strategies for Arabic learners

Emina Tuzovic (The London School of English)
English)
In general English and EAP classes, teachers too often teach reading skills
using the top-down approach by getting our students to skim the whole
texts. This technique might, however, not cater to Arabic learners who
frequently still struggle with reading on a word level. This talk will explore
the reasons for their reading problems followed by practical solutions for
teachers.
e, le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
130
Sunday 12 April
Session 2.5 : 1505-1535
Developing the Survey of ELT Research in India
Lina Mukhopadhyay (The English and Foreign Languages University,
Hyderabad, India)
India )
This talk provides an overview of parameters and procedures adopted for
the Survey of ELT Research in India (a collaboration between British
Council India, EFL University and Warwick University) and presents some
preliminary findings. Common topics of research are highlighted and the
relationship of the research studies in these areas to specific concerns in
the Indian context is explained.
e, le, p, s,
t, a
Central 8
80 audience
Talk
LT, TTEd
EFL teacher education for the 21st Century

David Coulson (Hermes Language Centre)
Centre)
Teacher educators play a fundamental role in the training of teachers of
English as a Foreign Language to exploit digital technologies for teaching
and learning. This talk will explore the perceptions of teacher educators
towards the adoption of technology, the knowledge base required and how
teacher education should move forward in the 21st Century.
e, a
Charter 1
1420-1535
ELT CONVERSATION
Charter 2-3
500 audience
Talk
MD, MaWS
MaWSIG
Day
Can a picture tell a thousand words?

Hugh Dellar (Lexical Lab / National Geographic Learning)
Learning)
The degree to which visuals and videos can generate classroom discussion
and increase student motivation is very much down to the way they are
exploited. In this provocative talk, I will explore ways in which I have tried
to integrate real-world National Geographic content and other video
material into both my classes and the OUTCOMES series of the
coursebooks I co-author.
SUNDAY
Central 7
80 audience
Talk
AL, RES SIG
Day
e, le, s, t,
a
prodprom
a = adult teaching
131
Sunday 12 April
SUNDAY
Session 2.5 : 1505-1535

Charter 4
190 audience
Talk
TTEd
Initial teacher training: challenges and innovations in course design

Willy Cardoso (Freelance)
Freelance)
How to provide more opportunities for experiential and reflective practice
in initial qualifications? How can we offer pre-service trainees more than a
survival kit in TEFL? In this talk, I will discuss how 4-week courses can
boost teaching practice hours, reframe the role of lesson planning, and
adopt a materials-light approach.
e, le, a
Cobden 1
30 audience
Talk
TD
Action research in the classroom the ultimate development tool

Gill Davidson & Sarah Glinski (EC English)
English)
In this talk, we will look at what action research is and its value as a
development tool. We will look at how to conduct action research with
examples of activities we have used and give suggestions and guidelines
for teachers to use technology to facilitate feedback and reflection to
positively impact on their teaching.
e, le, a
Cobden 2
60 audience
Talk
EAP, LT
Learner autonomy in the language classroom: academic writing in

action
Natalia Eydelman (Novosibirsk State University)
University)
In my presentation, I'll discuss the aspects of an academic writing course
for EFL majors aimed at developing their autonomy. I will focus on the
project of "Anti-Plagiarism Newspaper", incorporated in the course to help
students to understand the essence of plagiarism and master writing
without it. I'll explain the set-up and implementation of the course and the
project.
e, le, t, a
Cobden 3
185 audience
Talk
LT, TTEd
Training university students into digital natives challenge taken!

Nora Tartsay Nemeth (IATEFLIATEFL-Hungary)
Hungary)
University students of today are typically labelled as digital natives based
on their dates of birth. It is surprising, however, how little they know about
online opportunities for self-development. In this interactive talk, I will
share the activities we did with university students to raise their awareness
of digital opportunities, including social networking, social bookmarking,
memes, vines, and more.
le, s, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
PLEASE CHECK
CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS
132
Sunday 12 April
Exchange
Hall
500 audience
Talk
LT
Student support in onlineonline-only courses

Deirdre Cijffers (Cambridge University Press)
Press) & Gordon Lewis
(Laureate Education)
Education)
This talk explores the support required by students in online courses,
where teachers no longer have recourse to face-to-face conversations to
pre-empt and resolve issues and ensure positive learning experiences. To
do this we look at an example of pilot courses in the Laureate University
network and feedback from teachers and students.
e, le, t, a
pub
Exchange 1
80 audience
Talk
TEASIG
TEASIG Day
Enhancing assessment literacy: nurturing learninglearning-oriented outcomes

in the language classroom
Vivien Berry (British Council, London)
London)
This talk will outline the development of a programme to provide
assessment literacy training for language teachers. Results of a survey
will be presented to clarify the topics teachers consider they need to
understand in depth. The development of a series of modules to address
these needs will be discussed and interactive examples will be presented.
le, p, s, t,
a
Exchange 2
40 audience
Talk
TD, TTEd
Forming synergetic professional learning communities: becoming

highly effective TESOL professionals
M. Athar Hussain Shah (Qatar University)
University)
One of the possible ways to learn and develop as highly effective TESOL
professionals is to synergetically participate in a Professional Learning
Community (PLC). I will share my research which expands upon the
construct of Community of Practice (CoP) for greater synergy,
effectiveness and durability. I will also briefly trace the evolution of the
concept of CoP into PLC.
e, le, t
SUNDAY
Session 2.5 : 1505-1535
a = adult teaching
133
Sunday 12 April
Session 2.5 : 1505-1535
Implementing tasktask-based needs analysis in an ESP curriculum
Catherine PrewettPrewett-Schrempf (Vienna University of Applied Sciences of
WKW)
WKW )
At higher education institutes, students' future workplace English needs
are often uncertain. A task-based needs analysis conducted for a Tourism
Management undergraduate programme will be presented. The analysis
results now form the backbone of a new 3-year modularized Business
English curriculum. The results should provide ESP curriculum designers
with practical pointers for selecting teaching materials and/or designing a
task-based curriculum.
e, t
Exchange 4
40 audience
Talk
LT, TD
Managing teacher digital identity: sharing, oversharing and

undersharing
Sophia Mavridi (Freelance)
Freelance)
Online participation creates digital identities that might or might not
resemble our offline ones. How does your online identity affect your
credibility or authority as an educator and professional? Do you post too
much or too little? This interactive talk looks into the concept of digital
identity and explores effective ways teachers can manage it without
compromising their active participation.
e, le
Exchange 5
40 audience
Talk
TTEd
The effect of goal quality on subsequent selfself-regulation of learning

H. Douglas Sewell (American University in Dubai)
Dubai )
This talk will use the self-regulation of learning cycle to explore the
consequences of low quality English language learning goals on university
students' subsequent ability to evolve towards more effective learning
approaches. From Middle Eastern and East Asian students, suggestions
will then be made on how goal-setting can be used as a springboard
towards more effective SRL cycle engagement.
e, le, t, a
SUNDAY
Exchange 3
40 audience
Talk
ESP
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
134
Sunday 12 April
Exchange 6
40 audience
Talk
GEN
Achieving meaningfulness, developing language skills and building

confidence through ethnography
Krista Court (University of Cumbria)
Cumbria )
This talk describes and evaluates an ethnographic research module
designed for international students studying at a British university.
Students feedback and written reflections are used to illustrate the
perceived benefits, including the development of students sociolinguistic
and intercultural communicative competence. Practical advice is given with
regard to course design, content and assessment, and extracts from
students projects are made available.
e, le, t
Exchange 7
40 audience
Talk
TD, TTEd
A sustainable model for CPD: reflections from China

Maggie Swannock & Donna Cook (ACU English Language Centre)
Centre)
This session presents a model of CPD designed to equip experienced
teachers with the skills to rise to the challenge of changing educational
demands. This model provides contextual strategies for sustainable
change through input-sessions, classroom practice and reflection. We will
demonstrate how this model can be adapted to any context to enrich CPD
for both experienced and novice teachers.
e, a
Successfully implementing effective flipped or blended learning: a
e, le, t, a
prodprom
Exchange 9
240 audience
Talk
LT
StudyBundles approach
SUNDAY
Session 2.5 : 1505-1535
Daniel Hinkley (Bolton College / StudyBundles)

StudyBundles)
StudyBundles is a cloud-based English language teaching resource

developed to support blended learning and/or a flipped classroom
approach. This talk focuses on our experiences of creating and using the
unique StudyBundles platform and pedagogical approach. We aim to
empower teachers, new and experienced, to confidently create an effective
and successful blended learning experience for learners to maximise
linguistic potential.
a = adult teaching
Please note
n ote that some presenters have requested a maximum audience size.
135
Sunday 12 April
SUNDAY
Session 2.5 : 1505-1535

Session 2.6 : 1550-1635
Exchange 10
100 audience
Talk
YLTSIG
YLTSIG Day
Using authentic storybooks in an early years classroom

Nicky Francis (British Council, France)
France)
Storybooks have been recognised as providing an acquisition-based
methodology for teaching English to children, but how much language can
early-years learners actually remember and retain outside the classroom?
In this talk, I will present the results of a personal case study
demonstrating the impact of using storybooks to enhance learning and
confidence both in the classroom and at home.
le, p
Exchange 11
150 audience
Talk
AL, RES
LanguageLanguage-supportive education in English mediummedium-ofof-instruction

contexts
John Simpson (British Council Sub Saharan Africa)
Africa )
In many contexts where English is the medium of instruction (MoI), primary
school pupils have only a short time to master English before learning all
subjects in it. Recognising this is a near impossible task. This talk outlines
a mainstream approach to supporting education in English and presents
evidence for it from recent British Council work in sub-Saharan Africa.
e, p
1550-1635
Central 3-4
140 audience
Workshop
LT, TD
Session 2.6
It's MALL and it's powerful
David Gatrell (British Council Teacher Training)
Training)
Join us online and offline, during and after this hands-on workshop to
sample Learning Technologies for the Classroom, a new teacher
development course from British Council Teacher Training. Discover how
you can help your learners develop confidence in both skills and language,
in and out of the classroom, using the most common learning technology of
all: the mobile phone.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
136
e, le, p, s
prodprom
Sunday 12 April
Session 2.6 : 1550-1635
Integrating new teachers into an established staffroom
Fiona Dunlop (Wimbledon School of English)
English)
Starting work in a new school can be daunting for any teacher, particularly
for less-experienced teachers. As academic managers, its our
responsibility to make this stress free for the teacher, the staffroom and
students. This workshop provides an opportunity for the audience to
explore the gulf between teaching practice as part of a pre-service course
and the reality of teaching.
e, le, a
Central 6
50 audience
Workshop
LT
TestTest-teachteach-test with technology

Philip Weir (Edinburgh Language Centre)
Centre)
With the rising of the digital native, using technology in the classroom to
teach grammar can help engage our students in a variety of ways. In this
workshop, we will look at how we can use technology as part of a TestTeach-Test class with different technological mediums such as
PowerPoint, video, and of course the internet.
e, le, a
Central 7
80 audience
RES SIG Day
Research Special Interest Group Open Forum

This is the SIGs main networking opportunity. Come along (even if youre
not yet! a member of the SIG) and take part in discussions to help
inform the SIGs activities over the coming year!
Central 8
80 audience
Workshop
EAP
Swapshop - ideas for teaching IELTS

Mina Patel (British Council)
Council)
Ive been in the field of education for what seems like forever and I still find
that I learn best when Im engaged in discussion, sharing my thoughts and
participating in activities. If you teach IELTS and would like to share and
gain practical, tried and tested classroom activities, then this is the session
for you! Come and join in!
SUNDAY
Central 5
80 audience
Workshop
LAMSIG
LAMSIG Day
e, le, s, t,
a
a = adult teaching
137
Sunday 12 April
SUNDAY
Session 2.6 : 1550-1635

Charter 1
400 audience
Workshop
LMCS
Storytelling and improvising: creativity at play

David Heathfield (INTO University of Exeter & DELTA Publishing)
Publishing)
Improvised storytelling and drama in the classroom prepare students for
dealing playfully with the unexpected when using English in any situation.
This workshop offers you practical techniques involving students doing
drama improvisation based on clues before being told a folktale; and then
doing an improvised retelling afterwards. Improvisation generates positive
energy and enables students to explore situations from different
perspectives.
e, le, p, s,
t, a
prodprom
Charter 2-3
500 audience
Workshop
MaWSIG
MaWSIG Day
Tools, tips and tasks for developing materials writing skills

John Hughes
Teacher training courses rarely include a component on how to write ELT
materials and yet it is a crucial skill. So in this practical workshop, I'll
share some of the activities I use for training and mentoring teachers to
develop and fine-tune their materials writing skills. All welcome, from
novice writers to published authors.
e, le, s, t,
a
pub
Charter 4
190 audience
Workshop
EAP, ESP
The difference is academic: developing elementary EAP students

academic language
Edward de Chazal (E M de Chazal Consulting Limited)
Limited)
This workshop examines characteristics of academic language and
identifies what elementary students starting their EAP journey can
realistically learn. This language involves a shift from more general items,
like verb tenses, to the academic language of essential elements, such as
definitions. Using material from the new Oxford EAP A2/Elementary
coursebook, such language provides a principled foundation for more
advanced study.
e, t
prodprom
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
138
Sunday 12 April
Cobden 1
30 audience
Workshop
LMCS
FilmFilm-music, film and TEFL realizing a vision

James Fitzgibbon (Qatar University)
University)
This workshop presentation, which is a combination of theory and practice,
examines the use of film-music and film in TEFL. These powerful
pedagogic ingredients represent sensory, motivational learning tools and
offer time to recreate language acquisition functions, promote appreciation
of the artistic sides of language learning and create a vision in the
students mind-set of a more effective learner.
e, t, a
Cobden 2
60 audience
Workshop
ESP
Activating English for higher education

Jemma Barzey (British Council, Jordan)
Jordan) & Catherine Olive Glover
(British Council Mauritius)
Mauritius)
Do your teenage learners have the critical skills needed to use their
English in the context of higher education? Join our interactive workshop
to learn how to activate your students English for university. Through
practical examples, you will investigate and identify the key skills and
strategies expected in an academic context and adapt resources to help
your learners.
le, p, s, t,
a
Cobden 3
185 audience
Workshop
GEN
How to harness emotions for success in the classroom

Sean McDonald (telc - language tests)
tests)
Adult learners are best motivated by manageable chunks of material
logically presented. By concentrating on the same emotions in four 20-unit
books, one on each of the skills - writing, reading, listening and speaking this workshop shows how English Practice Material appeals to learners
who need to improve measurably, efficiently and yet enjoyably.
le, s, a
prodprom
Exchange
Hall
500 audience
Workshop
BE
Soft power: adding soft skills training to your teaching toolkit

Mark Powell (Macmillan Education)
Education)
If youre the kind of teacher who favours a highly communicative, learningby-doing approach, then youre already ideally placed to become a soft
skills trainer too. Teamwork, assertiveness, problem-solving and conflict
resolution are just a few of the must-have competencies your students
employers are crying out for. So join us for a fast-and-furious experience
of soft skills training in action!
e, le, t, a
pub
SUNDAY
Session 2.6 : 1550-1635
a = adult teaching
left--hand column of each
each entry.
139
Sunday 12 April
SUNDAY
Session 2.6 : 1550-1635

Exchange 1
80 audience
Workshop
TEASIG
TEASIG Day
A reflective workshop on writing standardization practices: is

standardization possible?
Mehvar Turkkan (TED University)
This workshop offers attendees the chance to freely discuss common
concerns and issues regarding writing standardization practices, share
experiences and, hopefully, offer suggestions on how certain cases can be
handled. Such an experience-sharing session would benefit EFL
assessment practices, as the grading of written production is a challenging
area that puts extra strain on teachers.
e, t
Exchange 2
40 audience
Workshop
LA
Enhancing second language acquisition through formal instruction in

EnglishEnglish-speaking environments
Alan Martins Amorim (United World School of English)
Is it easier to learn a language in a classroom or to naturally acquire it in
an environment where it is widely spoken? Both are essential aspects of
language learning for different reasons. This workshop focuses on the
marriage of formal instruction and natural language exposure through
practical classroom activities that help learners explore English-speaking
environments for better SLA.
e, le, s, t,
a
Exchange 3
40 audience
Workshop
LA, PRON
Peer teaching activities for pronunciation lessons

Bindu Varghese (EC New York)
This workshop will provide teachers with practical activities to use in their
pronunciation lessons with multilingual learners. All the activities utilize
peer teaching to maximize student interaction while simultaneously
building learner autonomy. Audience members will have the opportunity to
practise interactive activities that focus on mouth position, correction of
errors, and identification of minimal pairs.
le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
140
Sunday 12 April
Exchange 4
1550-1620
40 audience
Talk
EAP, RES
The development of L2 reading selfself-concept in an academic context

Carolyn Walker (INTO University of Exeter)
Exeter)
Is success in reading just about language and reading processes? What
might students self-concepts tell us about how they deal with academic
reading? I will present the findings of research into the L2 reading selfconcepts of students on a pre-masters programme. The talk will include a
description of good and poor reading self-concepts, and a consideration of
the classroom implications.
e, t
Exchange 5
40 audience
Workshop
TD
A reflective journey for language teachers

Caroline Campbell (Easy School of Languages, Malta)
Malta )
Keeping track of self-reflection in teaching is often one of the main
challenges teachers face. This workshop aims to provide ideas for
reflective writing tasks which guide teachers in exploring their current
attitudes and beliefs, as well as setting goals for their professional
development. Participants will have the opportunity to embark on this
reflective journey and discuss their views.
le, p, s, a
Exchange 6
40 audience
Workshop
LMCS
Twistin my melon! Creative uses for song lyrics in EFL

Chris Walklett (International Academy, University of Essex)
Essex )
This session aims to uncover creative EFL uses for songs and song lyrics,
utilising the participants as well as the presenter for inspiration. After
some input and ideas, a selection of songs will be supplied (or attendees
might have their own) and participants will be invited to suggest possible
activities based on these songs and discuss the ideas that have arisen.
le, t, a
Exchange 7
40 audience
Workshop
TD
Quality improvement in teacher development through peerpeerobservation and feedback

Mohamed Tahar Asses (University of Skikda, Algeria)
Algeria)
This workshop highlights the processes and outcomes of a peerobservation scheme that has been implemented in some private schools in
Algeria as part of a project that aimed to enhance quality in teacher
development. Participants will be provided with handy and easy-to-use
frameworks and instruments that enable them to link peer-observation to
quality teacher development.
e, le, a
SUNDAY
Session 2.6 : 1550-1635
a = adult teaching
141
Sunday 12 April
SUNDAY
Session 2.6 : 1550-1635

Exchange 9
240 audience
Workshop
LT
From whiteboards to Web 2.0

Daniel Martin (Helbling Languages)
Languages)
Contemplate these classroom realities: having an interactive whiteboard
(or a computer and projector), internet, internet-connecting devices and
pen and paper. Come and test some classroom activities from my new
book, From Whiteboards to Web 2.0, that combine the use of some or all of
these physical tools together with Web 2.0 tools: Twitter, Google, digital
noticeboards and pronouncing dictionaries.
le, s, a
prodprom
Exchange 10
1550-1620
100 audience
Talk
YLTSIG
YLTSIG Day
Developing readable EnglishEnglish-medium textbooks in Rwanda

John Clegg (University of Bristol)
Bristol)
Primary 4 learners in Rwanda, in year 1 of English-medium education,
have very little English and cannot read their subject textbooks because
they are designed for native speakers. This presentation discusses the
features of textbooks which are readable by low-ability L2 learners and
describes a project which trains textbook writers to design them.
le, p
Exchange 10
1620-1635
100 audience
YLTSIG
YLTSIG Day
Young Learners and Teenagers Special Interest Group Open Forum

The Open Forum is an opportunity to meet the YLTSIG committee and get
up-to-date with developments within the SIG. You will be able to discuss
plans for the forthcoming year.
Exchange 11
150 audience
Workshop
GEN
Grammar: deixis - pointing this way and that

Paul Davis (Pilgrims)
Pilgrims)
Learners make loads of mistakes with the basic guts of English - this, that,
the, a, one, some, any. These little pointing words are (mis)used every time
they speak or write. I'll offer some practical exercises to deal with this
early on or to 're-teach' at higher levels. An experiential workshop,
although brief reference will be made to research and corpus data.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
142
e, le, s, a
Sunday 12 April
Session 2.7 : 1710-1815
1635-1710
Exhibition hall
1710-1815
LOGO
Session 2.7
TRIBUTE SESSION
The tribute session is an opportunity to remember colleagues who've died
during the year since the last conference. If you've lost a colleague or
former colleague, you'll have an opportunity to say a few words in their
memory and, if you wish, to bring along a memento (book, teaching
materials, etc.). Or you may just want to come to the session to hear about
colleagues who are no longer with us, and perhaps to add any memories
you may have.
Central 5
1710-1740
80 audience
Talk
BE, LAMSIG
LAM SIG
Day
IATEFL LAMSIG SCHOLARSHIP WINNER

Are all the roads leading to Rome?
Cari Freer (Dragoman Akademi)
Akademi)
This presentation reports a case study exemplifying the importance of a
clear, visible, public vision and mission statement and, subsequently,
designing and orienting all administrative and business practices in the
same direction. I'll present the change to the management process taking
place in Dragoman Akademi, a language school catering to corporate
clients, with a mission to provide result-oriented, customized, skills-based
learning.
e, le, a
Central 5
1745-1815
80 audience
Talk
LAMS
LAM SIG Day
Institutional selfself-assessment: a leadership tool for quality assurance

Susan Sheerin (EAQUALS (Education and quality language services))
services))
This talk will explore the benefits of institutional self-assessment, which
provides opportunities for team-building and organisational learning in
addition to fostering and enhancing a culture of quality among all staff. We
will discuss some possible procedures and activities for preparing and
carrying out self-assessment, and participants can reflect and comment on
the relevance for their own organisation.
SUNDAY
Central 3-4
140 audience
a = adult teaching
143
Sunday 12 April
Session 2.7 : 1710-1815
SUNDAY
Central 6
50 audience
Forum
GEN
FORUM ON MOTIVATING STUDENTS TO READ

Advocating reading to an antianti -reading generation
Baya Bensalah (Kasdi Merbah University, Ouargla, Algeria)
Algeria )
This presentation outlines the case for the explicit teaching of reading to
English majors. It reports on the results of an exploratory study conducted
at an Algerian university. Starting from the ostensive-inferential model
(Sperber and Wilson), I designed and piloted a reading syllabus. In the talk,
I will share students' artifacts and discuss the models efficacy.
le, s, t
Autonomous reading tasks: their influence on confidence and language

skills
Ilse BornBorn-Lechleitner (Center for Business Languages & Intercultural
Communication, Johannes Kepler University, Linz, Austria)
Austria )
This talk reviews the development and implementation of an autonomous
reading task that is aimed at increasing students exposure to the
language, engagement with reading and increase of their confidence as
agents of their own learning. It will analyse the results of student
questionnaires and outline the changes introduced after receiving student
feedback.
e, t
SelfSelf-regulated reading vs. critical reading: which one boosts reading

motivation?
Mona Khabiri (Islamic Azad University, Central Tehran Branch)
Branch)
Reading success is not merely determined by reading strategies. This talk
discusses reading motivation's huge impact on the quantity and quality of
reading comprehension and strategy use, especially for young adult
learners. Which skill better promotes reading motivation; critical reading
or self-regulated reading? Are 'transcending textual meaning' and
'challenging attitudes and values' more motivating or focusing on 'reading
objectives'?
e, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
144
Sunday 12 April
Session 2.7 : 1710-1815
FORUM ON BLENDED LEARNING
Blended learning in higher education; motivating mixedmixed-ability classes
Joyce den Heijer (The Hague University of Applied Sciences)
Sciences)
This session evaluates several blended learning methods (including flipped
classroom and web-based learning), and their effectiveness in teaching
mixed-ability learners. It explores the challenges and benefits, as
experienced by students and teachers, and discusses ways for teachers to
effectively incorporate elements of blended learning in their own
classrooms, as well as offer alternatives for those with limited online
resources.
le, t
Flipped lessons in and out of the EFL classroom

Jose Maria Lopez Lago (Universidad Europea de Canarias)
Canarias)
This session analyzes the results of a survey of students studying EFL in a
blended learning format at the Universidad Europea de Madrid, aiming to
improve motivation and engagement using the flipped classroom model.
The study exposed strengths and weaknesses of the learning process,
increased student collaboration, and suggested that flipped lessons
motivated students and enhanced comprehension of the material.
e, t
New Vistas OpenClass opens to university graduates

Elena Yastrebova (MGIMO University)
University)
Graduate students expect an EFL course to considerably enhance the
marketability of their skills and competencies. A sound way to meet these
expectations is to focus on transferable skills: communicative skills, high
order intellectual skills and professionally-relevant personal abilities. This
presentation looks at a three-year education project based on OpenClass
instructional technology being implemented at MGIMO University.
e, t
SUNDAY
Central 7
80 audience
Forum
LT
a = adult teaching
145
Sunday 12 April
Session 2.7 : 1710-1815
SUNDAY
Central 8
80 audience
Forum
TD
FORUM ON TEACHER REFLECTION IN PRACTICE

Operationalizing reflective practice in teaching English as a foreign
language
Niki Christodoulou (University of Nicosia)
Reflective practice (RP) has been criticized for the lack of data-led
accounts of how it can be operationalized. In this talk, based on research
findings from my doctoral study, I delineate how the components of the
Collaborative, Appreciative, Reflective Enquiry (CARE) Model can
contribute to the operationalization of RP in the development of teachers of
English.
e, t
Reflective teaching: an institutional bottombottom-up approach to CPD

CP D
Artemis Aghvami (A Plus Centres, Sheffield)
This session gives an overview of how an institute examines putting into
practice the concept of reflective teaching as a selective tool for in-service
teachers at different stages of their career to assess their pedagogical or
theoretical needs. I will promote a bottom-up approach to developing a
CPD programme which is both teacher-initiated and in line with British
Council requirements.
e, le, a
Training international teachers on a Masters programme: a reflective

approach
Teti Dragas & Lesley Kendall (Durham University English Language
Centre)
This presentation will explore and reflect on a teacher training module
designed for a group of experienced, international teachers on an MA
TESOL programme in the UK. The module aims at fostering teachers
reflective practice and, as such, moves away from a traditional
prescriptive approach to training where teachers are assessed on teaching
practice against a set of criteria.
e, le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
146
Sunday 12 April
Session 2.7 : 1710-1815
From tradition to innovation: a British
British Indian collaboration in course
design
Penny Hands (Freelance)
Freelance)
This talk describes the challenges and rewards of a BritishIndian
collaboration to design the localised course, Collins' Exploring English, for
Indian primary schools. I will describe my exploratory visit to India and my
initial reaction to a traditional literature-based approach. I will give details
of solutions found, and suggest that innovation and creativity can spring
from some unlikely places.
Charter 1
1745-1815
400 audience
MaWSIG
MaWSIG Day
Materials Writing Special Interest Group Open Forum

The MaWSIG Open Forum is an opportunity for members and prospective
members to meet the SIG committee. We will talk about MaWSIGs
activities over the past year and discuss future plans. You don't need to be
a MaWSIG member to come along, find out more, make suggestions and
meet others.
e, le, p
prodprom
SUNDAY
Charter 1
1710-1740
400 audience
Talk
MaWSIG
MaWSIG Day
147
Sunday 12 April
Session 2.7 : 1710-1815
SUNDAY
Charter 2-3
500 audience
Forum
GEN
FORUM ON INTERCULTURALITY
Intercultural experiences of South Asian students in the Germanic
cluster
Adrian MillwardMillward-Sadler (FH Joanneum University of Applied Sciences)
Sciences)
Globalization has changed the tertiary education environment in recent
years, as studying in Europe has become increasingly popular with non-EU
citizens. This talk summarizes the intercultural experiences of Indian
students who chose to study engineering at a central European university.
Information, gathered from written reports and individual interviews, is
framed in terms of intercultural theory to highlight major issues
experienced.
e, t
Building intercultural competence and managing international

projects
Barbara Lapornik (LS "France Preseren")
Preseren")
The growing number of international contacts and student exchange
programmes demand from our students a solid intercultural competence,
which should find a permanent place within the school practice. In this
presentation, we will consider skill-building activities which implement our
students cultural awareness and support the teachers in the successful
and effective management of their projects.
e, le, s, a
Educating for cultural awareness

Kristina Urboniene (LAKMA/Siauliai 'Sauletekis' Gymnasium)
Gymnasium)
Project work is a useful tool that helps develop creativity, self-confidence
and intercultural competence. International projects give students the
opportunity to be educated as culturally rich, emotionally strong, initiative
and tolerant personalities. In this presentation the ideas on participating in
an international Comenius project will be shared and the benefits of such
activities will be highlighted.
le, s
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
148
Sunday 12 April
Session 2.7 : 1710-1815
Cobden 1
1710-1740
35 audience
Talk
EAP
FORUM ON USING ONLINE RESOURCES FOR TEACHER DEVELOPMENT

Exploiting seminar and conference videos for professional
development and training
Ellen Darling (British Council)
Council)
Websites such as EnglishAgenda, TeachingEnglish and IATEFL-Online
provide significant developmental opportunities through freely-available
conference and seminar recordings. In this presentation, I will look at ways
to exploit these talks more effectively. Participants will take away practical
ideas for pre-, while- and post-watching activities for use on their own and
in teacher training contexts.
e, le, p, s,
t, a
prodprom
Theory at home, practice

practice in class
John Arnold (Thomas More University College)
College)
Blended learning and flipped classrooms are becoming more popular in
secondary schools. Therefore, teacher trainers need to experience this
model first-hand. This year, I 'flipped' or 'blended' my teacher training
courses. This talk focuses on the how (the structure, tools), the what (the
content), and the results (student reactions).
le, t
Experiences of a webinarian
Gayle Norman (i -toto-i TEFL)
TEFL )
Teacher training sessions when teachers are all over the world can pose
challenges! A year hosting teacher training webinars has seen me go from
being a tutor intimidated by this fast-growing area of technology, to one
whos embracing the opportunity to reach students all over the globe on an
interactive platform. In this session Ill share my experiences.
le
English speakers' club for enhancing English culture

Krishna Khatiwada (Kathmandu University)
University)
In this presentation, I shall be highlighting the effectiveness of the English
speakers' club to enhance students' level of confidence in both speaking
and academic performance. How the Nepali students took the opportunity
of the English speakers' club to build up the level of their confidence and
how they are better motivated now to create English speaking culture will
also be highlighted.
e, a
SUNDAY
Charter 4
190 audience
Forum
LT, TTEd
a = adult teaching
Therefore,
149
Sunday 12 April
SUNDAY
Session 2.7 : 1710-1815

Cobden 1
1745-1815
35 audience
Talk
BE
The world is my classroom

Richard Osborne (Langage Forum Paris)
Paris)
This talk aims to challenge the role of the traditional classroom in modern
adult Business and General English teaching. I will present practical
examples on how to take your class out into the real world and exploit
natural learning opportunities, as well as how to manage the potential
uncertainty that awaits.
Cobden 2
60 audience
Forum
EAP
FORUM ON EAP WRITING

Integrating simulations in a seminarseminar-based approach to EAP writing
Gusztav Demeter (Case Western Reserve University, USA)
USA)
This presentation will discuss the use of simulations in English for
Academic Purposes writing courses and suggest possible assignments and
activities that can be integrated by instructors in their own classes.
Following a theoretical justification and report on our own experience,
further resources for using simulations will also be suggested.
le, t
Explicit SPRE instruction - an aid to essay writing

Niall Lloyd
Our ESL students need help with essay writing, whether it be to pass a
proficiency exam or to survive in higher education. This talk reports on
research undertaken to assess the impact of instructing students, whose
L1 is Spanish, on the use of the SPRE model in order to aid their
organizational and development abilities in the production of essays.
e, a
Beyond the fivefive-paragraph essay in EAP writing

Jennifer MacDonald (Dalhousie University)
University)
The five-paragraph essay is omnipresent in English for academic purposes
(EAP) coursebooks, despite corpus-based research that shows few
university students are assigned essays of this type, but rather any number
of genres. This presentation will look at alternatives to the five-paragraph
essay in the teaching of EAP writing and propose practical teaching ideas
to bring genre into the classroom.
e, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
150
e, a
Sunday 12 April
Cobden 3
1710-1740
185 audience
Talk
TD, RES SIG
Day
Evaluating an action research scheme for English language teachers

Simon Borg
Current thinking in teacher professional development advocates a move
away from training course models to approaches which engage teachers
in job-embedded inquiry. Action research is one such approach and this
talk evaluates the design, implementation and outcomes of a new action
research scheme for English language teachers. Based on this evaluation,
some principles for supporting action research will be identified.
e, le, p, s,
t, a
Cobden 3
1745-1815
185 audience
Talk
TD, RES SIG
Day
The impact of action research on teachers continuous professional

development
Emily Edwards (University of New South Wales)
Wales)
How do teachers benefit from doing action research, and importantly, how
can the positive impact of action research be sustained over time? In this
talk, I will present findings from a recent study of an innovative action
research program in Australia. I will then make recommendations that will
be relevant to teachers continuous professional development (CPD) in
many ELT contexts.
e, a
Exchange
Hall
1710-1740
500 audience
Talk
LT, RES
iPads in ELT: how are we using them and why?

Mark Osborne (L2.co.uk & jonMoat)
jonMoat)
I'll report on a doctoral research into the use of iPads in ELT
(www.iPadsinELT.com). The research examines iPad use worldwide in a
variety of ELT contexts, including the types of materials being developed
and adopted. As well as the practical aspects of iPad use, we'll also explore
more theoretical (but nonetheless interesting) issues through the lens of
activity theory.
e, le, p, s,
t, a
Exchange
Hall
1745-1815
500 audience
Talk
LT
Learning English in a mobile age: successful classroom practices

Margarida Marques Pereira (The University of Manchester)
Manchester)
The use of smartphones and tablets in the EFL classroom has been met
with mixed feelings. This presentation shows how some EFL teachers in
the UK have successfully integrated mobile technology into their teaching
practice. Concrete examples will be presented, demonstrating how these
teachers use mobile technology to promote greater learner involvement
and more engaging language learning opportunities.
e, le, s, t
SUNDAY
Session 2.7 : 1710-1815
a = adult teaching

151
Sunday 12 April
SUNDAY
Session 2.7 : 1710-1815

Exchange 1
1710-1740
80 audience
Talk
TEASIG
TEASIG Day
TRINITY COLLEGE LONDON LANGUAGE EXAMINATIONS SCHOLARSHIP

WINNER
The role of visual stimuli in EAP listening tests
Saeede Haghi (University of Warwick)
Warwick)
With the increase in the use of visuals in teaching listening, researchers
started to investigate the use of visuals in listening tests. There are,
however, aspects yielding further investigation. One tangible gap is the
unequal attention given to the types of visuals (context and content)
examined. I'll present research that sought to examine the role of content
visuals in greater depth.
Exchange 1
1745-1815
80 audience
TEASIG
TEASIG Day
Testing, Evaluation & Assessment Special Interest Group Open Forum

The TEASIG Open Forum is an opportunity for members and prospective
members to meet the TEASIG committee. Judith Mader, TEASIG
Coordinator, and committee members will talk about TEASIGs activities in
2014 and discuss future plans with delegates. You don't need to be a
TEASIG member to come along, find out more, make suggestions and meet
others over coffee and pastries.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
152
e, t
Sunday 12 April
Session 2.7 : 1710-1815
FORUM ON PROFESSIONAL DEVELOPMENT
The impact and issues of a Malaysian professional development
programme
Wendy Hiew (Macquarie University)
University)
This presentatioin focuses on the practical research of the Malaysian
English language teachers perceptions pertaining to the impact of the
Professional Up-skilling of English Language Teachers (proELT)
programme. The focused areas of the impact are namely the teachers
language proficiency and pedagogy competency, in tandem with the
programmes objectives. In addition, arising issues, which the teachers
experienced, are also discussed.
e, a
Designing and delivering effective CPD in Palestine: the teachers

perspectives
Anwar Abdel Razeq (Birzeit University)
University)
Prior to designing a continuous professional development (CPD)
programme for in-service middle and high school teachers in Palestine,
research first considered the teachers' perspectives. During this talk, the
presenter will reveal the teachers' perceived needs, choice of topics and
preferred modes of delivery that informed the universities, educational
authorities and CPD providers involved in the design of the CPD
programme.
e, p, s, t, a
A projectproject-based approach to professional development

Andrew Bosson (Sabanci University)
University)
I will describe a self-directed approach to professional development,
providing examples and tools. Through the crafting of a driving
developmental question, teachers are encouraged to identify, assess and
select the resources to meet their developmental needs. The mastery of
skills and knowledge to answer the driving question also facilitates the
growth and recognition of skills required for ongoing professional
development.
e, le, p, s,
t, a
SUNDAY
Exchange 2
40 audience
Forum
TD, TTEd
a = adult teaching
153
Sunday 12 April
Session 2.7 : 1710-1815
SUNDAY
Exchange 3
40 audience
Forum
GEN
FORUM ON NONNON-NATIVENESS IN ELT: IMPLICATIONS, KNOWLEDGE OF

LANGUAGE, AND CREDIBILITY
NonNon-nativeness and its critical implications on nonnon-native EnglishEnglishspeaking teachers
Shazia Nawaz Awan (Dalhousie University, Halifax, Nova Scotia,
Canada)
Canada )
Contemporary ELT scenario has never been as diverse, especially in terms
of ethnic, linguistic, and racial identity, as it is now. Based on a doctoral
research, this talk will help the audience understand critical implications
of the concept of non-nativeness on NNESTs in terms of hiring and
employability, their identity as teachers, and perceptions surrounding their
proficiency.
e, le, p, s,
t, a
The taboo issue of a (non(non-native) teacher's knowledge of English

Higor Cavalcante (HC Language & Teaching Consultancy)
Consultancy)
No one would dispute a teacher of English must be a good classroom
manager, skilled at preparing lessons, adapting and selecting materials,
correcting students' oral and written errors and much more. Do we,
however, perhaps shy away from discussing how much (about) English a
teacher should know, especially NNESTs? In this talk we put this thorny
issue on the table.
e, le, a
Promoting nonnon-native trainers' credibility

Ahmed Othman (Al Azhar English Training Centre, Al Azhar University)
University)
Should an ELT trainer be only a native speaker? How are non-native
speaker trainers perceived by teachers? This session demonstrates how Al
Azhar University Egyptian trainers were seen by their trainees, what the
challenges were and how successful were the tools used to address them.
Participants will learn some credibility-boosting techniques to build
bridges between non-native trainers and trainees.
e, le, s, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
154
Sunday 12 April
Exchange 4
1710-1740
40 audience
Talk
TD, TTEd
Classroom observations: a tool for mentoring and growth

Sophie Farag (The American University in Cairo)
This presentation describes the stages of the classroom observation
process, used in mentoring graduate student teachers (GSTs) in an
Intensive English Program. The purpose is to provide formative feedback to
assist the GSTs in reflecting on their performance and in improving
teaching-effectiveness over time. The stages of the process will be
described and GSTs feedback will be shared.
le, t
Exchange 4
1745-1815
40 audience
Talk
TD, TTEd
Professional development through observational feedback

Ibrahima Diallo (Old Dominion University, Virginia, USA)
The purpose of this presentation is to give an overview of the importance of
classroom observation for professional development. The presenter has
conducted research on ESL teachers perceptions of classroom
observation. The results of the study will be discussed in light of the
benefits of observations to teachers professional development.
le, s, a
Exchange 5
1710-1740
40 audience
Talk
TD, TTEd
Better together: peerpeer- coaching for continuing professional

development
Dita Phillips & Ela Wassell (British Study Centres Oxford)
Workshops, lesson observations, methodology books, etc. can all help with
CPD, but sometimes its hard to find the time (or the motivation!). Thats
why we tried a different approach: peer-coaching. In this talk, we will
outline the benefits of peer-coaching for CPD and provide tips on setting up
and running your own peer-coaching project.
e, le, a
Exchange 5
1745-1815
40 audience
Talk
LA, TD
Creativity in teacher development: peerpeer-group mentoring and

collective writing
Felicity Kjisik,
Kjisik , Sandro John Amendolara & Leena Karlsson (Helsinki
University Language Centre)
In this talk, we describe a project on language adviser/counsellor
development at Helsinki University Language Centre. For two years, a
group of counsellors involved in Autonomous Learning Modules (ALMs)
have been participating in peer-group mentoring (PGM) discussions and
collective dialogic writing. These processes are turning out to be inspiring
tools for developing a scholarship of counselling and enhancing teacher
autonomy.
e, t
SUNDAY
Session 2.7 : 1710-1815
a = adult teaching
155
Sunday 12 April
SUNDAY
Session 2.7 : 1710-1815

Exchange 6
1710-1740
40 audience
Talk
ESP
A reappraisal of translation in ESP: legal English

Belen Ramirez (University of Seville)
Seville)
I propose in this talk to offer the audience reasons and data to support the
reappraisal of the use of translation to the mother tongue when reading
ESP texts. The case of legal texts is only one of the many types of texts
which are read with a translation in the readers mind.
e, s, t, a
Exchange 6
1745-1815
40 audience
Talk
ESP, MaW
Soft skills in ESP: lawyerlawyer-client interview and the like

Barbora Chovancova (Masaryk University Language Centre)
Centre)
A good command of professional English is only one requirement that has
to be met by university graduates today. What is also expected is the
mastery of soft skills that help to achieve results in interaction with both
clients and colleagues. This session will show how to combine these two in
legal English (and other ESP) classes.
le, t, a
Exchange 7
1710-1740
40 audience
Talk
GEN
Revitalizing language classes through humor

Kobra Derakhshan (Islamic Azad University at Central Tehran Branch)
Branch)
Creating a fun atmosphere in language classes can make language
learning a memorable experience. But how can we incorporate humor into
our programs? Do we have to fill all the class time with humor, or should it
be used sporadically as a stimulant to learning? In this session we'll
discuss who can use humor: a humorist-teacher, or just any teacher?
e, le, a
Exchange 7
1745-1815
40 audience
Talk
GEN
Strengthening English language teaching with classroom activities

Geeta Goyal (R K S D College, Kaithal, Haryana, India)
India)
The session discusses the methodology and outcome of interactive
workshops I carried out at tertiary level, with the objective to examine the
role of classroom games and activities in helping ESL learners. I will depict
how a fun-filled environment in an English language classroom can be
significant in second language acquisition.
e, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
156
Sunday 12 April
Session 2.7 : 1710-1815
FORUM ON DIFFERENT PERSPECTIVES ON FEEDBACK
Managing mindsets: an approach to providing effective feedback
Anna Hasper (Wellington, New Zealand)
Zealand)
This interactive talk explores why language feedback often seems to have a
limited impact on learners performance. I will explore Carol Dweck's
(2006) 'fixed and growth mindsets' and present practical ideas on how to
provide more effective feedback to fully enable learners, and enhance their
learning, by creating a growth mindset culture in the classroom.
e, p, s, t, a
Error correction for speaking: an evidenceevidence-based approach

Christopher Smith (English Language Teaching Centre, The University
of Sheffield)
Sheffield)
Error correction for speaking is often knocked for being ineffective or
embarrassing. This talk will first outline the state of current research,
which shows that error correction works. It will then relate the results of a
large survey of EAP students about their attitudes to correction, using this
to offer a practical, evidence-based approach to error correction.
e, t, a
Years of teaching experience and perceiving and handling spoken

errors
Ozgur Taskesen (Bilkent University School of English Language)
Language)
I'll report on a study to explore and compare error perceptions and
possible correction techniques of novice and experienced instructors;
along with exploring students perceptions on their instructors correction
techniques and their preferences for being corrected. Data obtained from
four instructors (two novice and two experienced) and eight learners was
collected by doing audio-recorded non-participant observations and semistructured interviews.
e, le, t, a
SUNDAY
Exchange 9
240 audience
Forum
EAP
a = adult teaching
157
Sunday 12 April
SUNDAY
Session 2.7 : 1710-1815

Exchange 10
1710-1740
100 audience
Talk
YLTSIG
YLTSIG Day
Parental engagement: practical ideas from opening a new teaching

centre
Laura Jane McWilliams (British Council, Alexandria, Egypt)
Egypt)
This presentation will showcase a variety of techniques used to build
strong relationships with parents of young learners when opening a new
teaching centre. It will include lessons learned from mainstream UK
education as well as ideas from around the globe. It will demonstrate how
these techniques can maximize learning outside the classroom to boost
learner performance.
e, p, s
Exchange 10
1745-1815
100 audience
Talk
YLTSIG
YLTSIG Day
OutOut-ofof-school English learning: hidden resource or classroom curse?

Samuel Lefever (University of Iceland)
Iceland)
This talk poses the question whether the out-of-school learning of English
by young learners is seen by teachers as a resource or an unwanted
challenge in the classroom. Research throughout Europe shows that many
students bring considerable knowledge of English with them to the
classroom. Do teachers capitalize on this knowledge or is it ignored and/or
wasted?
e, le, p
Exchange 11
1710-1740
150 audience
Talk
TTEd
CPD in lowlow -resource contexts

Michael Connolly & Reesha Alvi (British Council, India)
India )
In this talk, we will explore the integration of continuing professional
development (CPD) opportunities and resources in large-scale English
teacher development projects in India. We will discuss approaches to
design, awareness-raising, monitoring and evaluation, as well as
integration of technology in low-resource contexts. As a case study, we will
focus on a secondary school project in Punjab.
e, s
Exchange 11
1745-1815
150 audience
Talk
TTEd
The need for Regional English Support Centres in developing countries

Shane Martenstyn (British Council, Sri Lanka)
Lanka )
Regional English Support Centres (RESCs) have played an integral role in
the development of English language teaching in Sri Lanka. Due to their
geographic spread, they are able to support English language teaching and
training in all government schools. This talk focuses on narratives and
untold stories which reveal the true impact of these institutions.
le, p, s
a = adult teaching
158
Sunday 12 April
1845-2100
Evening events
The C group - Creativity for Change in Language Education. General Meeting.

18451845- 1945 in Cobden 3
The C group was formed two years ago. It aims to promote a more creative approach to teaching
languages. Full details are available on: thecreativitygroup.weebly.com The aims of the meeting are to
review progress so far, to discuss possible future projects, and to decide how the group is to be run in
future, and in particular the allocation of specific areas of responsibility. The C Group is non-elitist and is
open to all who share its vision. So this meeting is open to all IATEFL conference delegates - members
and non-members alike. Do come! Creativity is an endangered species - help to save it before it is too
late.
Macmillan Party
1845 at the National Football Museum
The Fair List UK

19001900- 2000 in Central 33- 4
SUNDAY
logo
Go mad in Manchester at the Macmillan Party 2015!

Join us through the looking glass for drinks, nibbles, dancing and a mad old time to celebrate 150 years
of Alice in Wonderland.
Where: National Football Museum, Urbis Building, Cathedral Gardens, Todd Street, Manchester M4 3BG.
Tickets are 5 and will be on sale from the Macmillan stand (12-15) on Saturday and Sunday - all
proceeds from the event will go to charity. Numbers are limited, so come early to make sure you get
yours!
logo
Come and learn about The Fair List, the award for excellence of gender balance in plenary and keynote
speakers and panelists at UK, ELT conferences and events. In the past year we were shortlisted for an
ELTON award and held our first webinar, so come along and help us to celebrate these achievements.
Come along too to find out who is on the list for the year 2014 and cheer them as they get their playful
certificates. Each year we have a fun awareness-raising activity too that might surprise (in a good way!)
To find out more about The Fair List, please take a look at www.thefairlist.org. There you will find loads
of ideas for conference organizers, speakers and also for participants interested in gender parity in UK,
ELT events. All delegates welcome!
159
Sunday 12 April
International Word Fest
1930930- 2100 in Charter 22- 3
Hosted by Rakesh Bhanot and Chris Lima
Come
share
words
sing a song
recite a poem
read aloud some prose
in English or another language
or, just sit and enjoy listening to others.
SUNDAY
Individual or joint performances welcome. Contributions can be between 1 and 5 minutes.

Chris is a teacher, a teacher trainer and a researcher. Her areas of interest are in the role of literature in
English language education and the use of new technologies in teaching and learning. She is the
Coordinator of the IATEFL Literature, Media & Cultural Studies SIG.
Rakesh started teaching English in 1972 and is now a freelance teacher trainer. In his spare time he
writes haikus (sic).
photo
Mrs Hoovers Singlish
20002000- 2100 in Charter 4
Next to marrying a native speaker and, lets face it, not everyone is in a position to do that the
fastest way to improve your fluency in English is to sing it! Britains number one hostmother for
overseas students returns to IATEFL with a masterclass on how to gladden students hearts with the gift
of song.
Mrs Joyce Hoover is widely acknowledged (by the Hove Hanging Basket and Loose Cover Society) to be
the world-renowned expert on hospitality and learning by doing. And all that without ever venturing into
a classroom. Shes made it a lifelong principle never to compromise her firm beliefs about language
acquisition by actually acquiring one herself.
And now, for one night only, the woman who put the hospital into hospitality, demonstrates her theory
and practice of Singlish and her conviction that the class that sings together, clings together!
My life will never be the same after this enlightening talk given by Mrs Hoover.
It was amusing to the point of having tears coming to my eyes she is magical, hilarious and absolutely
unmissable! Elisabete Thess (reviewing Mrs Hoovers appearance at IATEFL 2011)
Truly the Best of British, and the highlight of our social programme much enjoyed by our overseas and UK
delegates alike. Professor Roger Moore, INTERSPEECH
Hilarious a must see! Ken Wilson
160
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Title page illustration

by Paul Weston
NEw For 2015!

NE
161
THIS IS WHERE
I access a world-class reference library
This is distance learning at Leicester, with over 25 years experience
delivering quality courses
Our expertise, wherever you are
Who teaches the teachers? We do. At the University of Leicester we run a range of world class courses for teachers in
education and English including our PG Certificate in Teaching English for Academic Purposes (TEAP).
Start your journey
e: teap@le.ac.uk
www.le.ac.uk/thisiseducation
Join us at IATEFL
Manchester 2015
All images Mat Wright
Come to our networking

reception on Saturday
11 April at Manchester
Town Hall 19.00 21.30.
162
Meet with friends old and new,

and relax after a busy day at
the conference.
Meet us in the exhibition hall
(stand 8) to find out more
about how the British Councils
free resources can support your
teaching and your learners.
Monday 13 April
0800-1730
0815-0845
Central 3-4
How to get the most from your teaching association with Jane Ryder & Ros Wright
Considering joining one of IATEFLs Teaching Associations? This session provides you
with advice on getting involved at national level. Well look at the roles and
responsibilities of the key players of any Executive Committee as well as help you
evaluate the skills you can offer the TA in your locality.
Central 5
How to move into language school management with Andy Hockley

This session will look at starting the transition from teacher to manager - including
reasons why you might think about making that move, ways of developing to prepare
yourself to take on new responsibilities, and issues that you might want to be aware
of. Come and see what is involved.
How to get published in a refereed journal with Graham Hall

This session will look at why you might want to get published in an "academic" journal,
and how to go about it. The editor of ELT Journal will share tips and suggestions for
getting your work in print.
0830-1730
Exhibition open
MONDAY
Cobden 3
163
Monday 13 April
0900-1010
Plenary Session
Exchange Hall
(1600 audience)
Plenary session by Ann Cotton
MONDAY
COTTONS
PHOTO
164
Ann Cotton is Founder and President of Camfed, an international non-profit

organisation tackling poverty and inequality in sub-Saharan Africa by supporting girls
to go to school and succeed, and empowering young women to step up as leaders of
change. The organisations unique approach is to not only support girls and young
women through school, but also on to new lives as entrepreneurs and community
leaders. To complete the virtuous cycle, graduating students become Cama
alumnae, many of whom return to school to train and mentor new generations of
students. More than 3 million children have already benefited from Camfeds
programmes in a network of 5,085 partner schools across Zimbabwe, Zambia, Ghana,
Tanzania and Malawi. In 2014 Camfed was recognized by the OECD for best practice in
taking development innovation to scale, and Ann Cotton received the WISE Prize for
Education.
The justice and imperative of girls secondary school education a model of
action
In the theatre of international development, girls' education has moved from the
wings to centre stage in the last 25 years. Ann Cotton will chart this change and both
the philosophical underpinnings and utilitarian arguments that have propelled it.
Camfed's work is driven by the right to education of every child, and the delivery of
that right. Its work has demonstrated that girls' exclusion from education is rooted in
family poverty and the enforced decisions as to which child should go to school. Ann
will explore the arguments that variously place culture, traditional mores and poverty
at the root of girls' educational exclusion. The address will describe how Camfed has
worked with rural communities in five African countries - Ghana, Malawi, Tanzania,
Zambia and Zimbabwe - where family poverty is endemic. The Camfed Model works in
a full partnership with Ministries of Education, traditional and faith-based leaders,
head teachers and teachers, parents and children. This inclusion is a fundamental
principle of the Model and one that shows evidence-based results in delivering
sustainable systemic change. Ann Cotton will illuminate the systems and processes
that have been built to ensure transparency and accountability first and foremost to
the child, Camfed's primary client. Ann will describe the different forms of capital that
Camfed recognises respects and extends - capital that includes knowledge, social and
institutional capital. The address will conclude with the analysis of Cama, the
alumnae organisation of Camfed secondary school graduates that is more than
25,000-strong, explaining the depth of empathy and analysis members bring to the
stage as we work to establish and build health and education systems that serve the
needs of everyone.
Monday 13 April
Session 3.1 : 1025-1055
Session 3.1
Central 3-4
140 audience
Talk
TDSIG
TDSIG Day
Lesson jamming: planning lessons in groups

Tom Heaven (Com Berlin Languages)
Languages)
This talk focuses on lesson planning events, called lesson jams, that have
been organised in Berlin. Lesson jams provide a platform for teachers to
work with and learn from fellow teachers. The reasons for setting up
lesson jams will be discussed as well as experiences so far and how the
model might be replicated elsewhere.
e, le, a
Central 5
80 audience
Talk
ES(O)LSIG
ES(O)L SIG
Day
Make or break it! Teaching learners to write delicate emails

Genevieve White (Adult Learning, Shetland)
Shetland)
We have all had to write a polite but firm email at some point in our lives.
While you can't go too wrong with postcards or thank you letters, delicate
emails can make or break relationships. Using examples from Collins
English for Life: Writing B2, this talk looks at ways of supporting learners
in writing this challenging and important genre.
e, s, t, a
prodprom
Central 6
50 audience
Talk
AL, RES
Some (further) doubts about CLIL learning outcome research

Anthony Bruton (Retired [Prof. Seville University, Spain])
Spain] )
I have published two articles in System on the limitations of the empirical
research into CLIL foreign language learning outcomes. These will be
summarised briefly, followed by an update on some other empirical
studies. These will all be considered in the light of some recent articles
debating the CLIL issue, both theoretically and empirically.
e, le, s
Central 7
80 audience
Talk
RES, TTEd
Beyond myths and rituals: developing a 'grammar of choice'

Martina Elicker & Ulla Fuerstenberg (University of Graz, English Dept.)
Dept. )
The rules commonly found in EFL schoolbooks are inadequate for a more
advanced analysis of grammar. We use tasks that guide advanced students
towards a grammar of choice (Larsen-Freeman 2002: 103) view of
grammar. We'll describe how we recorded pairs of students as they solved
grammar tasks together to establish whether our input influences the way
they think about grammar.
e, t
MONDAY
1025-1055
a = adult teaching
165
Monday 13 April
Session 3.1 : 1025-1055
Can the Common European Framework be adapted for young learners?
Trish Burrow (Freelance)
Freelance)
Measuring progress at every stage of the learning journey is essential for
efficient and informed teaching. But this might be tricky with young
learners. The CEF has become a standard framework of reference for
materials writers, teachers and learners around the world. It was,
however, developed with adults in mind. This talk reports on the
development of new Can Do statements.
e, p, s
pub
Charter 1
400 audience
Talk
LT, MD
Getting started with blended and online learning

Cleve Miller (English360)
English360 )
This talk presents an overview of blended learning and the 'flipped
classroom', and how teachers and schools can implement these
approaches in a principled, pedagogically valid way. Participants will leave
this session with templates, guides and other essential implementation
tools. We'll see from the English360 platform, but the teaching practices
are appropriate for Moodle or many other blended learning platforms.
a
prodprom
Charter 2-3
500 audience
Talk
GI
English alone is not enough: teaching multilingualism

Michael Carrier (Cambridge English Language Assessment)
Assessment)
In this talk, I will address how we might develop new multilingual
approaches to language education, ensuring we can meet the needs of
individuals to learn English, without restricting the use of other languages.
I will propose changes to government policy, educational systems, teacher
education and learning resources that will help us achieve a multilingual
society.
e, p, s, a
Charter 4
190 audience
Talk
LA, YLT
Teaching children how to learn

Gail Ellis & Nayr Ibrahim (British Council, France)
France)
This talk will discuss the theoretical and methodological concepts of
learning to learn in the primary English language teaching classroom. It
will show how teachers can apply the 'Plan, Do, Review' routine
systematically and explicitly to activities and to whole lessons, in order to
help children learn how to learn and to gradually become aware of their
own learning preferences and differences.
e, p
prodprom
MONDAY
Central 8
80 audience
Talk
GI, YLT
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
166
Monday 13 April
Session 3.1 : 1025-1055
Assessing student progress on rolling enrolment courses
Katherine Solomon (Bell)
Bell)
Rolling enrolment courses are the norm in many EFL settings and teachers
have become accustomed to dealing with changeable classes. However,
assessing student progress on these courses is difficult to manage and
often neglected. This talk will explore ways in which teachers can assess
progress on rolling enrolment courses and use assessment to better meet
individual student needs.
le, a
Cobden 2
60 audience
Talk
EAP, ESP
Assessing hospital communication skills of migrant health

professionals in Europe
Diana Metzner (telc language tests)
tests)
Which CEFR level of the host language should doctors and nurses
demonstrate when they actually start working with patients in a new
country? What linguistic and communicative challenges do these migrants
face? Is learning specialised vocabulary sufficient? How can prowess in
hospital language be tested reliably and validly? This talk refers to telclanguage tests latest dual-level exams for health professionals.
e, le, a
Cobden 3
185 audience
Talk
YLT
Is storytelling relevant in the 21st Century primary classroom?

Viv Lambert & Mo Choy (Macmillan Education)
Education)
Storytelling is an ancient method of communication that is as old as
mankind. In our digital age, when the speed of communication is valued so
highly, is storytelling still relevant? In this presentation, we'll look at the
enduring appeal of stories and the wealth of opportunities they offer for
developing 21st Century skills in the primary classroom.
le, p
pub
Exchange
Hall
500 audience
Talk
LAM, LT
Noah's ark: planning for mobile

Nicky Hockly (The ConsultantsConsultants-E )
Teachers and learners are increasingly interested in using handheld
devices in the classroom. How can teachers and their schools ensure that
mobile device use is effective, and - most importantly - that it supports
learning? This talk examines how institutions can ensure the efficient,
cost-effective and principled use of mobile devices through the deployment
of a detailed implementation plan.
e, p, s, t, a
MONDAY
Cobden 1
20 audience
Talk
TEA
a = adult teaching
167
Monday 13 April
MONDAY
Session 3.1 : 1025-1055

Exchange 1
80 audience
Talk
PRONSIG
PRONSIG
Day
Research into practice: revisiting some oldold-fashioned notions in

pronunciation teaching
Pamela RogersonRogerson-Revell (University of Leicester)
Leicester)
In this talk, I will argue that there is still a need for closer links between
phonological research and pronunciation teaching and that an
understanding of key issues and relevant research can help teachers
prioritise pronunciation content and select relevant teaching approaches.
To illustrate, I will revisit some well-established notions in pronunciation
teaching, such as drilling, dictation and stress-timing.
e, le, t, a
Exchange 2
30 audience
Talk
RES, YLT
REGENT SCHOLARSHIP WINNER

Creating intercultural ambassadors through English in Nepal: a case
study
Sagun Shrestha (NELTA & St. Lawrence College, Chabahil, Kathmandu)
Kathmandu)
English has recently become the best vehicle in Nepali classrooms to
embody intercultural harmony. Since the English language brings global
awareness to the decrepit classrooms of Nepal, it has helped Nepali
children learn the culture of civil society. I will explore these realities visa-vis the US State Department sponsored 'Access' program implemented
by Nepal English Language Teachers' Association (NELTA).
e, s
Exchange 3
40 audience
Talk
RES
Se habla ingls: an analysis of language policy in Mexico
e, p, s, t
Pilar Aramayo Prudencio (British Council Mexico)

Mexico)
Why is English taught in Mexico? Who really needs it? What for? This talk
will explore some ideological factors on which the social value of English is
constructed in Mexico, and which shape language and education policies. I
will analyse the implications of conceptualising ELT as public policy, and
examine the relation between public policies, language and education
policies.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
168
Monday 13 April
Exchange 4
40 audience
Talk
TEA, YLT
ReRe-conceptualising young learner language classroom assessment

feedback?
Achu Charles Tante (University of Buea)
Buea )
I'll discuss an empirical analysis of different types of feedback used by
teachers in assessing ESL young learners. An attempt was made to
categorise teacher feedback into conceptual frames. It can be seen that the
notion of feedback as a potential for language development and motivation
is still to be understood. Rather, feedback does not appear to provide
learners with any help.
e, le, p, s,
t, a
Exchange 5
40 audience
Talk
AL, TEA
Students' strategic skills and their relation to test validity

Abdullah Al Fraidan (King Faisal University)
University)
This presentation focuses on how students attempt to take language tests.
It shows different test-taking strategies and their impact on language test
validity. While some of these strategies are valid, we discovered some
which are invalid and a few odd ones. A proposed theoretical framework
has been suggested to explain these strategies and behaviors.
e, le, a
Exchange 6
40 audience
Talk
LAM
Embedding quality deep in the schools culture: passion or threat?

Bruna Benedetti Caltabiano (Caltabiano Idiomas)
Idiomas)
Schools are in need of a new approach to quality, one that goes beyond the
traditional Total Quality Management and where teachers are passionate
about quality as a personal value rather than threatened by performance
indicators. The purpose of this talk is to show the results of an action
research aiming at engaging teachers in building a culture of quality.
Exchange 7
40 audience
Talk
EAP, LA
Promoting learner agency through teaching language learning

strategies
Nuwar Mawlawi Diab (Lebanese American University)
University)
Constructivist theories of language acquisition argue that students
construct knowledge when engaged in learning. I engaged students in
reducing lexical errors by training them to use language learning
strategies. I will refer to publications on the efficacy of language learning
strategies then report the findings of a quasi-experiment I carried out in
class and link its findings to learner autonomy.
le, t
MONDAY
Session 3.1 : 1025-1055
a = adult teaching
169
Monday 13 April
MONDAY
Session 3.1 : 1025-1055

Exchange 9
240 audience
Talk
LT
The app trap: why are entertaining ELT apps so rare?

Jonathan Bygrave (Self(Self-employed)
Most language teaching apps fall into the trap of combining exciting
technology with uninspiring content. Why is this and is it inevitable? Using
examples from Make Friends in English by Phrasewise, we will look at
what an entertaining, content-rich app might look like and how teachers
and writers can publish their own.
a
prodprom
Exchange 10
100 audience
Talk
LA, BESIG
BE SIG
Day
Changing the mindset of lowerlower-level learners through online

collaborations
Ellen Rana (Koblenz University)
Negative attitudes towards language learning held by lower-level
university students are challenging for teachers, especially when students
belong to a study programme that, in their opinion, should not include a
language element at all! I will discuss a project where students took
responsibility for their own learning by making their own informed choices.
This led to increased self-efficacy and motivation.
e, le, t
Exchange 11
150 audience
Talk
LT, TTEdSIG
TTEdSIG
Day
Mobile devices for teacher learning training: lessons and implications

Kalyan Chattopadhyay (Bankim Sardar College)
This talk reviews how mobile devices are used in teacher training and for
teachers professional development. It also reports findings of a survey
research conducted to better understand how mobile devices can facilitate
teacher training and teachers professional development. Finally, it
discusses how findings of the survey can inform the design of teacher
training programmes and framework using mobile devices.
e, le, s, t,
a
1055-1130
Exhibition hall
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
LOGO
RES = Research
Assessment
170
Monday 13 April
Session 3.2 : 1130-1235
Gallery
1130-1200
Central 3-4
140 audience
Forum
TDSIG
TDSIG Day
Session 3.2
LOGO
FORUM ON THOUGHTS ON THE OBSERVATION PROCESS

The observer and the observee - one and the same?
Conrad Heyns (University of the Arts)
Arts)
This talk will outline the stages the Presessional Academic English
Programme at UAL undertook to transition from a traditional model of
classroom observations to a model of critical self-reflective practice. The
talk reveals how this strategy was organised and how consensus
concerning peer observation was agreed upon. An overview of teacher
responses and the overall positive benefits will be shared.
e, t
Interactive observation an alternative training approach

Karen Waterston (Chaiyaphom, Thailand)
Thailand)
How much effect does a post-observation discussion have on the lesson,
especially with teachers not used to a reflective approach? In this
presentation, I will outline an interactive observation approach I use where
the trainer, through timely interjections during the observation process,
can complete their checklist while creating change in the classroom.
e, p, s
The elephant in the classroom: thoughts

thoughts on the observer paradox
Phil Keegan (Oxford University Press, Turkey)
Lesson observations are an integral part of pre- and in-service training
and development. However, an observer inevitably affects the dynamic and
proceedings of a lesson, which therefore throws a question mark on the
validity of observations as a training tool. Drawing from social science &
psychology research, this talk looks at ways of minimising the effect of the
observer.
e, s, t, a
MONDAY
1130-1235
a = adult teaching
171
Monday 13 April
Session 3.2 : 1130-1235
Recognising and working with emergent language in the ESOL
classroom
Richard Gallen (Tower Hamlets College)
College)
This talk focuses on classroom research which attempted to capture what
went on when student conversations and anecdotes took lessons off plan.
Transcript extracts and audio clips will be used to suggest ways we can
apply the evidence from this research to help us work more effectively with
language that emerges in the less-predictable parts of a lesson.
e, a
Central 5
1205-1235
80 audience
Talk
ES(O)LSIG
ES(O)LS IG
Day
Talk English: from CELTA to volunteer ESOL in South Africa

Julie Douglas
In 2005, two CELTA graduates gave free lessons to their refugee teaching
practice students. As numbers grew, more teachers became involved,
offering free English lessons at three levels, and a medical and childrens
group. Lessons focused on student-led functional English, with ESOL
Nexus adapted for the South African context. This session describes some
project challenges and how they were resolved.
e, a
MONDAY
Central 5
1130-1200
80 audience
Talk
RES,
ES(O)LSIG
ES(O)LS IG
Day
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
172
Monday 13 April
Session 3.2 : 1130-1235
Central 7
1130-1200
80 audience
Talk
GEN
FORUM ON DYSLEXIA
Dyslexia in the teaching environment
Martin Bloomfield (York Associates)
Dyslexia affects 10% to 20% of the population. While most of us will come
into contact with dyslexia, very few of us will truly recognise it. This talk
provides participants with a grounding to understand what dyslexia is,
methods for recognising dyslexia, tips for teaching people with dyslexia,
and ideas for improving best practice going forward.
e, le, a
Using interactive web in teaching LD students

Julia Koifman (Beit Ekshtein High School, Israel)
This presentation is for anyone who teaches students with learning
disabilities and wants to understand how to help teenagers with dyslexia. It
will focus on using modern technology in the classroom as one of the ways
of activating kids with special needs in studying English as a foreign
language and enhancing their reading and writing.
le, s
ClassroomClassroom-based interventions for dyslexia inclusion in language

education
Maria Reraki (University of Manchester)
This talk aims to bring together the area of teaching English as a foreign
language and dyslexia. Practices designed for dyslexic pupils inclusion
(dyslexia-friendly) were introduced in Greek EFL classrooms. I will discuss
their effects on dyslexic and non-dyslexic EFL pupils, as well as EFL
teachers responses to developing a dyslexia-friendly framework.
e, le, p
A visual manifesto for language teaching

Kieran Donaghy (UAB Idiomes Barcelona) & Anna Whitcher (Freelance)
In this talk, we will discuss the evolution of the image and the significant
role it can play in our lives if we are active participants in what we see and
what we create. Through the deconstruction of a short film made
specifically to illustrate this concept, we will explain a new visual
manifesto for this age of the image.
e, a
MONDAY
Central 6
50 audience
Forum
ESP
a = adult teaching
173
Monday 13 April
MONDAY
Session 3.2 : 1130-1235
174
Central 7
1205-1235
80 audience
Talk
LA, LT
Using Pinterest to promote genuine communication and enhance

personalised learning
Andreia Zakime (Associacao Cultura Inglesa - Sao Paulo)
This presentation aims at sharing the findings of the use of Pinterest, an
interactive visual discovery tool, in a C1-level class. I will show practical
examples of the use of Pinterest as a course resource and assess the
impact of its use on learners linguistic gains, course personalisation and
learners interaction in and outside the classroom.
Central 8
80 audience
Forum
GEN
FORUM ON DRAMA ACTIVITIES IN DIFFERENT LANGUAGE CONTEXTS:

THEORY AND PRAXIS
e, le, a
prodprom
Classroom drama activities: research and a pedagogical proposal

Vera Cabrera Duarte (Pontifical Catholic University of Sao Paulo)
The aim of this presentation is to propose the use of drama activities as
facilitating tools to English language learning in different educational
contexts. An interdisciplinary theoretical framework supporting this
research project will be discussed and the implementation of a
pedagogical proposal deriving from the project will be described. Results
on the effectiveness of those activities will be shared.
e, le, p, s,
t, a
Drama festival: from kickkick-off to final performance

Andrea Calvozo (Escola Vera Cruz)
This talk describes the use of dramatic play with Years 6 to 9 students to
achieve Significant Learning. I will recount the students process leading
to their final performance: choosing the theme, sensitising and engaging in
it; planning, writing/editing their sketch. I will also suggest procedures for
oral practice. Pictures and videoed scenes will illustrate the presentation.
e, le, p, s,
a
Transforming the EFL learning environment through drama activities

Adolfo Tanzi Neto (Pontifical Catholic University of Sao Paulo)
This talk explores a teacher's experience implementing a pedagogical
proposal based on drama activities in a public high school in Sao Paulo,
Brazil. The main objectives of the proposal are to develop critical thinking,
teamwork, improve interpersonal relationships and develop students
ability to use English language more confidently and effectively.
e, le, s
Monday 13 April
Session 3.2 : 1130-1235
FORUM ON ONLINE LEARNING PLATFORMS
What the MOOC? Managing the massive online course
Chris Cavey & Eleanor Clements (British Council)
Council)
Run in partnership with FutureLearn, the British Councils first MOOC
(massive open online course), Exploring English: language and culture,
attracted over 100,000 learner registrations. This talk will look at the ways
course design and management tried to engage and retain students for the
duration of the course. How do we make MOOC participants feel
comfortable in their classroom?
e, le
Using Google sites to support teachers in multiple locations

Tam ConnorsConnors-Sadek (The University of Sheffield)
Sheffield)
How can you manage 99 teachers over six locations more effectively? This
presentation explains. In 2014, The University of Sheffield set up a Google
site to enable International Summer School teachers to access all course
news and information, and give ongoing feedback throughout the summer.
This system, which could be accessed on different platforms 24/7, was our
solution.
e, le, t, a
MOOC mania: implications for English language teaching

Peter Davidson (Zayed University)
University)
MOOCs (massive open online courses) have the potential to totally
revolutionise education. The purpose of this mainly theoretical talk is to
consider whether or not the mania surrounding MOOCs is justified or not,
to analyse the benefits and shortcomings of MOOCs, and to discuss the
implications that MOOCs will have on English language teaching.
e, t, a
MONDAY
Charter 1
400 audience
Forum
LT
a = adult teaching
175
Monday 13 April
MONDAY
Session 3.2 : 1130-1235

Charter 2-3
500 audience
ELTJ SIGNATURE EVENT

This house believes that language testing does more harm than good
To propose the motion: Richard Smith (University of Warwick, UK)
To oppose: Anthony Green (University of Bedfordshire, UK)
Chair: Graham Hall (ELT Journal)
A remarkable amount of time is devoted to testing and assessment in ELT
by teachers and learners, by schools and institutions, and, of course, by
test designers and administrators themselves. Whilst tests are disliked by
many teachers and learners, others argue that testing is a necessary evil,
or even that teachers need testers. Thus, who gains and who loses from
testing and assessment in ELT? Indeed, does language testing do more
harm than good? Our two speakers will debate the issues surrounding
language testing in ELT. Please come along, have your say, ask questions
and join in the vote.
LOGO
Charter 4
1130-1200
190 audience
Talk
TTEd
Becoming a teacher trainer: learning to share skills with others

Ahmad Jamshed Adel (British Council Afghanistan)
Afghanistan)
This presentation focuses on the process of becoming a teacher trainer in
the context of a British Council cascade training programme in
Afghanistan. It will identify what really makes an effective teacher training
session, the challenges for participants in becoming teacher trainers and
some principles for teacher training session design. This will be of interest
to anyone involved in teacher training.
e, le
s
Charter 4
1205-1235
190 audience
Talk
RES, TTEd
Monitoring and evaluation: 9,000 Malaysian English language teachers

Zoe Tysoe & Vanessa Lee (British Council)
Council)
How do we measure progress and ensure success on large-scale teacher
training programmes? This talk presents the Monitoring and Evaluation of
the Pro-ELT project; a language proficiency and methodology project for
14,000 Malaysian English teachers. Innovative data collection methods are
explored, including pre- and post-course online testing (Aptis),
participatory video and new software for observing lessons.
e, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
176
Monday 13 April
Cobden 1
1130-1200
35 audience
Talk
ESAP
EnglishEnglish-medium instruction (EMI) teaching strategies for Korean

engineering students
EunGyong Kim (Korea Advanced Institute of Science and Technology)
Technology) &
SooSoo-Ok Kweon (Pohang University of Science and Technology)
Technology)
What are effective teaching/learning strategies to be used in EMI classes
for EFL engineering students? This talk discusses code-switching and
other teaching/learning strategies that will enhance the effects of EMI. The
purpose of the talk is to share information on how to help Korean
engineering students and other EFL students to perform better in EMI
classes.
e, t
Cobden 1
1205-1235
30 audience
Talk
EAP
Being a student in EnglishEnglish-medium engineering programmes:

experiences and challenges
Holi Ali (Rustaq College of Applied Sciences, Oman)
Oman)
This talk focuses on language of instruction in engineering education in
Oman. English is used as a medium of instruction in all engineering and
science-related programmes in Oman in order to help students to cope
with globalization and international job market needs and demands. This
talk attempts to explore Omani students' experiences and challenges with
their English-medium engineering programmes.
e, t
Cobden 2
1130-1200
60 audience
Talk
EAP, GI
Critical thinking skills and their effect on EAP competence

Jane Brooks (Fontys University of Applied Science, Eindhoven, The
Netherlands)
Netherlands)
Do critical thinking skills help students when they tackle academic reading
and writing? This was the subject of my Masters research project, and this
talk will discuss present interest in critical thinking as an integral part of
curriculum, describe the set-up of our critical thinking course, and discuss
the results - an improvement in students extended writing and research
skills.
e, t
MONDAY
Session 3.2 : 1130-1235
a = adult teaching
177
Monday 13 April
MONDAY
Session 3.2 : 1130-1235

Cobden 2
1205-1235
60 audience
Talk
GEN
Promoting more meaningful learning and critical thinking in class

J. Daniel Martin Neto & Claudia Freitas Triumpho (CEL LEP Idiomas)
Idiomas)
The majority of our current teaching materials claim to follow the
principles of CLT, advocating that meaning is paramount. However, many
exercises suggested in textbooks are neither meaningful nor take into
account critical thinking skills. In this talk, participants will realize that
minor but significant changes in exercises will make learners more
engaged in meaningful and authentic communication.
le, a
Cobden 3
1130-1200
185 audience
Talk
PRON, TEA
Feeding speakingspeaking-fluency forward: using technology to raise the bar

Jessica Cobley & Becky Steven (The University of Western Australia)
Australia )
This presentation will demonstrate the use of technology to assist students
to explore their speaking fluency and intonation for presentations and
interviews. This interactive talk will involve the audience in setting clear
criteria for fluency using an online source, counting each others pauses
and fillers using apps, and critiquing the usefulness of technology in
providing good formative feedback.
le, a
prodprom
Cobden 3
1205-1235
185 audience
Talk
AL, TTEd
Effects of task type and prepre-task planning on L2 performance

Saraswati Dawadi (Tribhuvan University, Nepal)
Nepal)
This presentation is based on an empirical study which investigated the
effects of pre-task planning (0.5 minutes planning and five minutes
planning) and task type (argumentation and narration) on L2 oral
performance. The effects were observed in terms of the three dimensions
of L2 production: complexity, accuracy and fluency (CAF).
e, p, s, t
Exchange
Hall
1130-1200
500 audience
Talk
TD
Opening up the 'moment': inside demanddemand-high

Chris Edgoose (Bell International)
International)
Much of the discussion around demand-high teaching centres on
'moments' those key times during lessons when active decisions must be
made by a teacher, rather than the comfortable carrying out of procedures
which simply 'get the job done'. This talk will look more closely at what a
demand-high 'moment' is, with reference to personal experience.
e, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
YLT
178
Monday 13 April
Exchange
Hall
1205-1235
500 audience
Talk
TTEd
Best activities out of the den

Gabriela Marcenaro Bonsignore (Teachers Institute, Montevideo,
Uruguay)
Uruguay)
In this talk, we will review the potential of some commonplace classroom
techniques and assess how we can change them from low-demand to
demand-high. The techniques to be discussed include storytelling,
dialogues, dictation, sustained silent reading, creative repetition, creative
writing, role-play and games. Extensive handouts will be made available
for the audience together with templates for the activities.
e, le, p, s,
t, a
Exchange 1
1130-1200
80 audience
Talk
LA, LT
Making ourselves expendable: corpora training for learner autonomy

Federico Espinosa (ALLC International House Beirut)
Beirut)
Should I 'convince' or 'persuade' you? What's the difference? Corpora can
explain this but can we really ask learners to delve into concordance lines
unaided? Based on classroom research, this talk will address learner
attitudes, aptitudes and technical training requirements to inspire
autonomous corpus searches. Participants will receive a lesson framework
and guidelines for applying these ideas themselves.
e, t, a
Exchange 1
1205-1235
80 audience
Talk
MD
The three worlds of Chinese schoolschool-age English learners

Yafu Gong & Wenjuan Ding (National Institute of Education Sciences)
Sciences)
The so-called real-world tasks, like asking the way or ordering food, are
not really authentic to school-age English learners in foreign language
learning contexts in China. This presentation reports on research to find
'the three worlds' (the inner world, the knowledge world and the future
world) of the learners and, based on which, proposed a multi-goal
curriculum model.
e, le, p, s
MONDAY
Session 3.2 : 1130-1235
a = adult teaching
179
Monday 13 April
Session 3.2 : 1130-1235
MONDAY
Exchange 2
40 audience
Forum
ESP, RES
FORUM ON EAP/ESP READING

university--level learners'
Metacognitive strategy instruction for ESL university
reading strategy
Bushra Ahmed Khurram (University of Karachi, Pakistan)
Pakistan)
This presentation reports on an action research study that was carried out
to promote metacognition (awareness and regulation) of reading strategies
in university-level ESL students. Findings of the study show how
metacognition of reading strategies could be promoted in students. I will
discuss the findings of the study which has important implications for
language teachers and teacher educators.
e, le, t
Trying to meet firstfirst-year English majors' academic reading needs

Marina Vulovic & Kris Van de Poel (University of Antwerp)
Antwerp)
Based on quantitative and qualitative data describing first-year English
majors' academic reading needs, an introductory English proficiency
course was redesigned aiming to enhance the students' metacognitive
reading awareness. I'll report on this new blended experience - a
combination of online learning and face-to-face teaching that was
evaluated by the target audience following a Logic Framework making use
of matrix questions and narrative comments.
le, t
Reading strategies and incidental vocabulary acquisition in ESP

Sanja Radmilo Derado (University of Split, Faculty of Economics)
Economics)
This talk will draw participants attention to the positive correlation
between implementing different reading strategies and incidental
acquisition of new lexical knowledge in an ESP classroom. Based on the
results obtained from classroom research, the talk will provide
participants with ideas on developing appropriate reading tasks to enhance
acquisition of new vocabulary in an ESP setting.
e, le, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
180
Monday 13 April
Session 3.2 : 1130-1235
FORUM ON VOCABULARY LEARNING
More than words...
Bruno Leys (VIVES University College)
College)
Teachers and learners seem to be fond of vocabulary lists. It seems that
vocabulary lists are so much in demand mainly because of their
learnability. The issue with most vocabulary lists, however, is the limited
presence of context. I'll discuss what a vocabulary list, inspired by the
insights from the Lexical Priming theory, can/should look like.
s, a
LowLow -level students'

students' perceptions about the usefulness of online
vocabulary learning
Sermin Celik (Bilkent University)
University)
Does computer-assisted language learning really enhance vocabulary
learning? I'll report on a study that seeks to explore A2-level ESL students
perceptions about learning vocabulary through an interactive online
vocabulary learning software as a course component in the preparatory
programme of a private university in Turkey. It focuses on the students
perceptions toward usefulness, usability and enjoyment of online
vocabulary learning.
e, le, t
Are previouslypreviously-learned formulaic sequences gone? A longitudinal

study
Thamer Alharthi (King Abdulaziz University, Jeddah, Saudi Arabia)
Arabia )
This talk presents empirical results which involved measuring college
students knowledge of formulaic sequences to explore the possible lexical
attrition they may experience over their course of study. Quantitative
outcomes show that the types of formulaic sequences knowledge
(receptive and productive) are affected to the different degree by attrition.
Pedagogical implications and further research will be discussed.
e, a
MONDAY
Exchange 3
40 audience
Forum
GEN
a = adult teaching
181
Monday 13 April
MONDAY
Session 3.2 : 1130-1235

Exchange 4
1130-1200
40 audience
Talk
LT
Apps for learning independence and inclusion

Raquel Gonzaga (Associacao Cultura Inglesa - Sao Paulo)
Paulo)
Teachers face the challenge of enhancing students production and
encouraging self-direct learning outside the classroom. How can we
accomplish such goals when teaching a visually-impaired student? In this
talk, I share my experience on the use of apps in order to promote the
independence and inclusion of a visually-impaired student within a group
of sighted classmates.
e, le, a
Exchange 4
1205-1235
40 audience
Talk
LT
Interactive whiteboard in teaching English for students with special

needs
Kuangyun Ting (St John's University, Taipei)
Taipei )
I'll report on a project that aimed to see if the use of interactive whiteboard
technology could result in less confusion and limit distractions to the
learning experience. The project explored the extent to which an
interactive whiteboard can help students with special needs and the
advantages and disadvantages of using it in such a context.
e, le, a
Exchange 5
1130-1200
40 audience
Talk
LT
Developing and managing an eBook project from concept to completion

Aysen Gilroy & Andrew Mcgladdery (Zayed University)
University)
Subsequent to integrating mobile technology into its teaching programs,
Zayed Universitys ABP recently launched its first in-house produced
eTextbook for language learning. This session presents the critical steps
involved in the production and implementation of eBooks in terms of digital
development and project management. It also contributes to a better
understanding of the challenges involved and informs potential eBook
developers.
e, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
182
Monday 13 April
Exchange 5
1205-1235
40 audience
Talk
LT, MaW
Is selfself-publishing a realistic option in ELT? Trends, tips, challenges

Deborah Capras (Freelance)
Freelance)
Do you have invaluable insight, research, activities or materials that you
would like to share but at a price? Publishers offer invaluable support,
but an exclusive book contract is often an elusive goal. Should you pitch or
self-publish? This talk will explore the tools you can use in e-publishing
and the challenges you will face.
e, le, a
Exchange 6
1130-1200
40 audience
Talk
LT, TTEd
Innovation and quality: videovideo-conferencing, teamteam-teaching and digital

literacy for YLs
Hannah Ciborowska (Montevideo, Uruguay)
Uruguay)
What happens when remote teachers partner with local teachers, who
have a limited knowledge of English, to deliver over 4000 lessons each
week to young learners using a customized platform and digital materials?
In this talk, I will draw on examples from a highly-innovative project
between Plan Ceibal and British Council to transform English across
primary schools in Uruguay.
e, le, p
Exchange 6
1205-1235
40 audience
Talk
RES, YLT
Teaching English in primary schools: challenges of the Chilean

classroom
Maria Jesus Inostroza (University of Sheffield)
Sheffield)
This talk provides insights into the challenges faced by Chilean EFL
teachers when teaching children. Data were collected from online
questionnaires, interviews and classroom observations of Chilean EFL
teachers working in primary schools. The relevance of the teaching context
for the inclusion of English in the school curriculum at a young age is
explored.
e, le, p
MONDAY
Session 3.2 : 1130-1235
a = adult teaching
183
Monday 13 April
Session 3.2 : 1130-1235
MONDAY
Exchange 7
40 audience
Forum
GEN
FORUM ON FEEDBACK ON STUDENT WRITING

The concept of student engagement and written corrective feedback
Alia Moser (Commercial High School, Baden, Austria)
Austria )
Why do some students engage with written feedback and others not? In
this talk, I show how the students voices can be useful for generating a
written corrective feedback method in secondary education. I'll also
discuss ways of investigating this in teaching and illustrate with some
examples from my own practice.
e, le, s
Effect of metalinguistic written corrective feedback on linguistic errors

Mehdi Solhi Andarab (Bahcesehir University)
University)
I'll report on a study to explore the effect of the metalinguistic written
corrective feedback on linguistic errors of the learners' implementation of
a learner-centered approach. According to the results, the first group of
students, who adopted a learner-centered approach to achieve a high
accuracy in writing, outperformed the second group, whose approach to
improving the accuracy in writing was mainly teacher-centered.
e, le, p, s,
t, a
Enhancing students writing: feeding forward for selfself-regulated

learning
Stephanie Xerri Agius (University of Malta)
Malta )
Based on research conducted in an ESL context and informed by feed
forward and self-regulation theories, this talk outlines how teachers
provide students with feedback and illustrates how they implement such
feedback to develop their writing skills. This talk also explores feedback
strategies that can feed into future writing, as well as the benefits of
enabling students to become self-regulated learners.
e, le, s, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
184
Monday 13 April
Session 3.2 : 1130-1235
People, pronunciation and play
Luke Meddings (the round)
round)
This workshop takes a fun look at accents and a serious look at speaking
skills. How do actors find the 'key' to a new accent? How far does speaking
another language involve playing a role? And can't pronunciation be just a
bit more fun? Well explore these questions, experiment with classroom
activities and learn how to impersonate the Queen.
e, le, p, s,
t, a
Exchange 9
1215-1235
240 audience
PRONSIG
PRONSIG
Day
Pronunciation Special Interest Group Open Forum

Find out more about PronSIG, what the SIG can do for you and what you can
do for the SIG, and test your pronunciation skills in our fun quiz.
Exchange 10
1130-1200
100 audience
Talk
BESIG
BE SIG Day
English for the workplace: changing needs and changing contexts

Jonathan Deer (Cambridge English)
English)
The context in which Business English is tested is changing from a focus on
Business English tests to an emphasis on more general English for the
Workplace tests based on communicative effectiveness in the workplace.
This presentation considers how these developments reflect the changing
needs of different countries and suggests ways these needs can be met by
test providers.
le, s, t, a
Exchange 10
1205-1235
100 audience
Talk
EAP, BESIG
BE SIG
Day
English for employability: assessing oral skills through a job interview

Patrick McMahon (Plymouth University)
University)
This talk describes how a mock job interview was used as an oral
assessment for international students in a British university. I will explain
how a colleague from the careers service and I team-taught the students. I
will share the preparation materials that we used and will also share the
interview questions and the marking criteria.
e, le, t
MONDAY
Exchange 9
1130-1215
240 audience
Workshop
PRONSIG
PRONSIG
Day
a = adult teaching
185
Monday 13 April
MONDAY
Session 3.2 : 1130-1235

Session 3.3 : 1335-1420
Exchange 11
1130-1200
150 audience
Talk
LA, TTEdSIG
TTEdSIG
Day
Teaching learning strategies in a flipped instruction model

Anna Uhl Chamot (George Washington University)
University)
Suggestions for flipping language learning strategy instruction include
examples of how English language teachers can present learning
strategies through computer-assisted instruction prior to class, followed
by in-class activities to apply the learning strategies with English language
tasks. Guidelines for assessing learning strategies instruction through
student self-evaluation and teacher observation are also described.
e, s
Exchange 11
1205-1235
150 audience
Talk
TTEdSIG
TTEdSIG Day
The 4Cs of a successful partnership in teacher training

Gulshan Huseynova (British Council, Baku, Azerbaijan)
Azerbaijan)
The British Council programmes team and teaching centre in Baku has
been involved in a very successful partnership with the MoE to improve the
quality of English language teaching in 50 pilot state-run schools by
introducing contemporary methodology and techniques. In this talk, some
data and achievements of this project will be shared.
e, le, p, s,
a
1235-1335
Lunch break
Meet the Patron

Following the success of this innovation in Harrogate, David Crystal will again be in attendance on the
IATEFL exhibition stand. Join him there during the lunch break for a chat or just to say hello.
1335-1420
Central 3-4
140 audience
Workshop
TDSIG
TDSIG Day
Session 3.3
Alternatives to coffee and chocolate: energy management for teachers
Margit Szesztay (ELTE University)
University)
Teaching is a rewarding profession, but it can also be demanding and
stressful. You can feel drained by the end of the day, exhausted midsemester, and even burnt out mid-career. I will share some ways to
recharge our batteries. We will try out activities for releasing stress,
letting go of anxiety, and allowing our bodies to relax.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
186
e, p, s, t, a
Monday 13 April
Central 5
80 audience
ES(O)LSIG
ES(O)L SIG
Day
ES(O)L Special Interest Group Open Forum

The ES(O)LSIG Open Forum is an excellent opportunity for current and
prospective members to meet the ES(O)LSIG committee. The SIG will
present an account of the SIGs activities over the past year and
participants will be encouraged to discuss plans for the future of the SIG.
Central 6
50 audience
Workshop
GEN
Textploitation: getting more from a text

David Byrne & Mark Heffernan (EC London)
London)
This session will focus on practical techniques for exploiting a text to
maximum effect. In the session, you will look at ways of exploiting
grammar and lexis within a short story and try out ways of using the text to
practise listening and pronunciation. We will also be encouraging you to
make your own listening activities based on the text.
le, a
Central 7
80 audience
Workshop
LT
An App(etite) for construction

Shaun Wilden & Nikola Fortova
Tablets are almost the perfect device for constructing student audio and
visual presentations. From flipping to storytelling, teachers can engage
students in projects that enhance language production and classroom
motivation. From creating a movie trailer through to app smashing, this
workshop will show you practical examples to get your students involved
and give fellow teachers confidence in using mobile devices.
e, le, p, s,
t, a
Central 8
80 audience
Workshop
TEA
Vocabulary levels: which words are at which level?

Stephen Bullon (Language Testing 123 Ltd)
Ltd)
While students develop their competence in the four skills and in their
ability to master grammatical structures, they are simultaneously building
their vocabulary. We will try to establish the criteria involved in selecting
appropriate vocabulary at the various levels students pass through:
frequency, salience, pedagogical requirements and register are all factors
that need to be weighed in the balance.
le, s, a
MONDAY
Session 3.3 : 1335-1420
a = adult teaching
187
Monday 13 April
Session 3.3 : 1335-1420
Charter 1
1335-1520
150 audience
ILF
INTERACTIVE LANGUAGE FAIR (ILF)

This is our 6th ILF, with a slight change to the format this year. After a brief
introduction by the two facilitators outlining the presentations, delegates
will then explore their interests with the 14 presenters. The presenters
will have individual tables and participants can join them to discuss their
presentation in more detail. The presenters will use posters, realia,
handouts and a range of materials. The Fair ends with feedback and
questions with the audience. This is a feast of presentations in a single
interactive format.
MONDAY
The presenters in the Interactive Language Fair are:

BE, LT
BEhereBEthere: an adventure in eLearning

Paul Emmerson (The English Language Centre, Brighton)
Brighton)
In October, I launched my own eLearning website for Business English.
Called BEhereBEthere, its completely independent and self-financed. As a
print author and classroom teacher, this was a big entrepreneurial move
for me. Why did I do it? What challenges did I face? What are my vision and
values? Ill discuss these and welcome your questions.
e, a
RES, TD
Lesson study approach to professional development in ELT

Seyit Omer Gok (Izmir Gediz University)
University)
Are you interested in improving learning outcomes through collaboration
with other teachers? If so, Lesson Study, a model of professional
development, practised in mainstream education in Japan for years, and
gaining wider popularity globally, might help. I'll present the findings of a
lesson study conducted in a university in Turkey and explores its relevance
for other contexts.
e, le, t
Continued...
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
188
Monday 13 April
Charter 1
1335-1520
INTERACTIVE LANGUAGE FAIR Continued
TD, TEA
Developing learninglearning-oriented assessment tools: implications for

teacher learning
Padmini Kankata (The English and Foreign Languages University,
Hyderabad, India)
India )
The goal of assessment is to facilitate and enhance learning. In this
presentation, we will examine seven assessment tasks (e.g., creation of a
Disability Information Sheet) used with semester IV MA TESL participants.
We will explore learner perceptions of these tools in terms of level of
challenge, interest quotient, possibility of inclusion in the future, etc.
e, t
GI, RES
Visual teaching and learning practice in Cambodian EFL higher

education
Bophan Khan (Macquarie University)
University)
The presentation reports on a PhD project that investigates visual literacy
in Cambodian EFL higher education. It discusses the current theoretical,
methodological and pedagogical issues in the area of visual literacy in ELT,
before presenting key findings of a case study of visual teaching and
learning practice in a leading university in Cambodia.
le, t
RES, YLT
Going mobile: a language learning

Enes Kurtay CIG (Suleyman Demirel University, Kazakhstan)
Kazakhstan)
The latest communication technologies dictate the greater significance of
knowledge of foreign languages. All living conditions should be
constructed according to these surrounding changes during this era.
Correspondingly, teaching methodologies are also being adapted to this in
order to teach people more efficiently. This presentation shows how
mobile phones can be used in learning a foreign language.
e, le, s, t,
a
MONDAY
Session 3.3 : 1335-1420
Continued...
a = adult teaching
Therefore,
189
Monday 13 April
MONDAY
Session 3.3 : 1335-1420

Charter 1
1335-1520
LA, LT
No classes, such learning; experiences of InIn-House Distance courses

(IHDs)
Vilhelm Lindholm (Turku School of Economics)
Economics)
A course with no classes, where students independently arrange meetings
in small groups and record tasks with their own devices. Can this work?
Oh, yes! In this presentation, I will present the successes and challenges I
faced while piloting in-house distance classes at the Turku School of
Economics and how the course developed the following year.
e, t
ESP, LA
Exploratory practice for language learning with engineering students

Hugh Nicoll (Miyazaki Municipal University)
University)
This presentation describes a 2014 pilot study, designed to help
engineering students develop their English proficiency and capacity for
autonomous learning. It will focus on Exploratory Practice (EP) and selfassessment narratives in eliciting learner input into a curriculum
development project. This will be of interest to ESP teachers and
curriculum developers in both local and international settings.
e, t
AL, TTEd
Teaching literacy through what students read

Oluwayomi
Oluwayomi Oladunjoye (Olabisi Onabanjo University, Nigeria)
Nigeria)
Some studies focus the shift of paradigm in Nigeria with reference to
students attitude to reading. The emergence of mobile phones, the rapid
growth of social media and the ailing economy are advanced as some of the
reasons. Some scholars believe, however, that students do read
nevertheless. This study is conducted to identify and promote literacy
through what students read.
e, s
Continued...
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
190
Monday 13 April
Charter 1
1335-1520
AL, YLT
Monological and dialogical approaches in learning English at

secondary level
Anne Ontero (Oulun Suomalaisen Yhteiskoulun lukio)
This presentation describes the outcomes of two groups of English
learners taught with different pedagogical approaches, using the same
curriculum in a secondary school in Finland. In traditional language class
monological approach; study book-based formal learning is emphasized, in
the other group content-based dialogical approach enables subconscious
learning of English. The development of language skills is compared by
using the same tests.
e, le, s
TEA
What can you learn from a test?

Daniel Pell (University of WisconsinWisconsin-Madison)
How much can tests really tell us? This presentation will cover a set of
practical techniques which allow you to analyse and extract a surprising
amount of information from test results. The methods are simple enough
to become second nature, yet provide you with a precise picture of your
learners, and help you to improve the effectiveness of your own tests.
e, le, s, t,
a
TTEd, YLT
More than a holiday

holida y English teaching assistants in Thailand
Lauren Perkins (British Council Thailand)
With UK outward mobility programmes in the spotlight, I will show you how
the British Council is selecting, briefing and preparing students from UK
universities to join the Thailand English Teaching Programme as teaching
assistants. I will explain how we increase the impact they have in their
classrooms and look at how the programme benefits the UK and Thailand.
e, le, p, s
MONDAY
Session 3.3 : 1335-1420
Continued...
a = adult teaching
191
Monday 13 April
MONDAY
Session 3.3 : 1335-1420

Charter 1
1335-1520
ESAP, ESP
Teaching ESP at an economic university: looking for new techniques

Elena Velikaya (Higher School of Economics)
The purpose of this presentation is to share experience of teaching ESP at
tertiary level. I will focus on the analysis of traditional methods of teaching
English at an economic university, needs analysis and the analysis of a mix
of activities and techniques to enhance students' professional
communication skills, which they continue to develop after the ESP course.
e, t
LA, MaW
Anxiety in selfself-study foreign language learning

Corinna von Ludwiger (Adult Education Centers in Germany)
Germany)
A presentation about one autonomous learner's diary-based research of
her self-study of French using a teach-yourself package. Central to these
experiences was the anxiety arising from the independent learning context.
The presenter considers reasons for this anxiety and countermeasures the
self-study learners can take. Implications for materials writers, teachers
and students are discussed.
e, le, a
TTEd
PrePre-service native EnglishEnglish-speaking teachers (NESTs) knowledge

about grammar
Rhian Webb (University of South Wales)
Initial research concerning pedagogical Language Awareness of preservice NESTs indicates grammar knowledge is an area which would
benefit from extended explicit instruction. Data examining the
preconceptions of pre-service NESTs grammar following secondary school
education are presented. An initial assessment of their grammatical
knowledge is also examined and the implications discussed.
e, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
PLEASE CHE
CHECK
192
Monday 13 April
Session 3.3 : 1335-1420
Communicative language teaching in the 21st Century
Chaz Pugliese (Helbling Languages)
Languages)
In this workshop, we will first briefly focus on the concept of Principled
Communicative Approach, its underpinnings and the various theoretical
developments in this area over the last decade. We'll then experience a
range of practical classroom activities that will enable participants to put
the theory into practice. I will refer to The Principled Communicative
Approach: Seven Criteria for Success.
Charter 4
1335-1520
80 audience
OPEN SPACE 2015

Open Space is a mini-conference in itself. It gives you the chance not only
to flag up and explore the topics that matter to you and your colleagues,
but also to learn a new conference tool for use elsewhere in your
professional life.
Facilitated by Adrian Underhill,
Underhill Susan Barduhn and Ros Wright,
Wright you will
have the opportunity to identify issues that are professionally significant or
that fire you up at that moment, and through a brief selection process
arrive at a spontaneous conference during which you might host a session
in relation to your topic, or participate in the sessions of others. After the
first round each group gives a content resume to the other groups, and
then a second round of sessions begins, either growing out of a previous
session or starting afresh. The whole point is to come without notes or
preparation and to work with what is collectively brought in the form of
experience, inquiry and the passion of the moment.
This session lasts 1hr 45mins. The iterative and developing nature of Open
Space necessitates participants to stay throughout. So, come prepared to
engage with the ELT issues that fire you and others up (mobile learning,
the flipped classroom, the phonetics of ELF, the politics of language
teaching.) and leave with new perspectives, new contacts and a new ELT
conference methodology.
e, s, a
prodprom
MONDAY
Charter 2-3
500 audience
Workshop
GEN
a = adult teaching
193
Monday 13 April
MONDAY
Session 3.3 : 1335-1420

Cobden 1
30 audience
Workshop
YLT
Switch off, tune in! Mindful singlesingle-tasking with teens

Joanna Dossetor (British Council Barcelona)
Barcelona )
In this workshop, we'll look at practical activities to help enhance focus,
creativity and flow in teenage classes. Teens are increasingly gadgetcentric, and multi-tasking is the norm. I'll offer some ideas to provide a
counter-balance, to help them to develop their language skills, in
particular their writing skills, through focused, creative and reflective
activities.
le, s, a
Cobden 2
60 audience
Workshop
GEN
Say anything - using impro to develop language fluency

Nicholas Munby (Freelance)
Freelance)
This workshop offers a chance to try out some impro theatre training
exercises, which I find useful specifically to help intermediate level
students and above, who know how to say something but can't think what
to say. The routines can provide a framework for speaking and encourage
creativity and reflection on how we express our thought in language.
e, t, a
Cobden 3
1335-1405
185 audience
Talk
LT
Digital twitteracy: 10 teaching solutions

Claire Ross (Freelance, Lebanon)
Lebanon)
Its authentic, up-to-the-minute and accessible. Why would you not use
Twitter in teaching? Let me convince you with 10 classroom activities that
tap into the Twittersphere and which you can use to help your students to
'learn language, learn through language, and learn about language'
(Halliday 1980). Devices are welcome but not required.
le, s, t, a
Exchange
Hall
500 audience
Workshop
EAP
Low level, not low ambition! Teaching EAP to lowlow -level learners
Stephanie DimondDimond-Bayir (Anglia Ruskin University)
University)
Do you teach low-level general English students who really want to focus
on EAP or prepare for IELTS? Are you juggling a general English syllabus
with learners who have specific objectives? This workshop will consider
tips for tackling these apparently conflicting needs and will introduce
practical classroom activities, drawing on print and digital examples from
the Cambridge Discovery Unlock course.
le, s, t, a
prodprom
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
194
Monday 13 April
Session 3.3 : 1335-1420
Fostering EFL learners audioaudio-visual competences using films and TV
shows
Annika Kreft (Dept of FLT, Goethe University Frankfurt/Main)
Frankfurt/Main) & Viviane
Lohe (Dept of TEFL, Goethe University Frankfurt/Main)
Frankfurt/Main)
This workshop firstly focuses on the theoretical background of audio-visual
competences. Secondly, tools to analyze the form of audio-visual media
(i.e. cinematography, mise-en-scene, editing and sound) and how to
combine them with the content analysis will be provided. Finally,
participants will analyze movies and TV shows themselves and develop
ideas for using audio-visual media in the EFL classroom.
le, s
Exchange 2
1335-1405
40 audience
Talk
GI, RES
Middle East meets West: global English and Emirati cultural identity
Sarah Hopkyns (Zayed University, Abu Dhabi, UAE)
UAE)
Global English and its effects on cultural identity is a topic worthy of
investigation worldwide. This presentation will explore current
international research on the topic, before focusing on the Arabian Gulf
context. Findings from a qualitative case study undertaken at a large public
university in the UAE, involving 40 Emirati undergraduates and ten faculty
members perspectives, will then be presented.
le, t
Exchange 3
40 audience
Workshop
TD, YLT
What's so special about Special Educational Needs?

Graeme Hodgson (Cultura Inglesa, Brazil)
Brazil)
This workshop, on catering for students with special educational needs, is
based on a combination of knowledge gained from the British Council
online course in SENs and the practical experience of Brazils largest
language institute, which deals with over 100 special needs learners of
English at any one time. There will be plenty of opportunity for audience
interaction.
e, le, p, s
Exchange 4
40 audience
Workshop
GEN
Extensive reading: benefits and implementation

Marcos Benevides (J. F. Oberlin University)
University)
Extensive Reading (ER) is an approach which focuses on building
autonomy, confidence, fluency, and overall good reading habits over the
long term. In contrast with more "intensive" approaches, learners are
encouraged to read a massive amount of easy but interesting materials
which they select themselves. This workshop will provide practical ways to
implement ER in most ELT contexts.
le, p, s, t,
a
MONDAY
Exchange 1
80 audience
Workshop
LMCS, YLT
a = adult teaching
195
Monday 13 April
MONDAY
Session 3.3 : 1335-1420

Exchange 5
40 audience
Workshop
YLT
Engage YLs with rythmical activities

Beatrix Price (IATEFLIATEFL -Hungary)
Hungary)
Movement Accompanied Language Learning (MALL), a method outlined in
my MA thesis (Budapest, 2009) is based on phases of child development
and states that foreign language learning for VYLS and YLs can be
considered as a delayed second language acquisition if the conditions in
teaching a language strive towards providing similar circumstances to LA1.
le, p
Exchange 6
40 audience
Workshop
LT, YLT
Passive users or critical thinkers? Developing critical thinking with

technology
Dimitrios Primalis (Doukas School)
School)
Had enough of your students using their tablets or mobile devices to play
games for non-thinking users? Project-based learning with the aid of
technology can be used creatively to stimulate students' interest and
develop their critical and creative thinking skills. This is a workshop with
activities and tools that can help students use their creative and critical
abilities while learning.
e, le, p
Exchange 7
40 audience
Workshop
LMCS
Teaching literature using the five senses

Maria Lucia Sciamarelli (The C Group)
Group)
How can we encourage students to activate the five senses when they are
introduced to literature? In this workshop we will carry out activities which
show how teachers can prepare, affect and lead students in the study of
literature and help them find their own creativity. In this way, we will see
the relationship of the five senses and creativity.
e, p, s, a
Exchange 9
240 audience
Workshop
LA,
PRONSIG
PRONSIG
Day
Pronunciation to go: learning to learn from the dictionary

Mark Hancock (Freelance)
Freelance)
Pronunciation is one area where learners tend to be very teacherdependent. In this workshop, we will see how the dictionary can be a tool
for learner independence. We will try out classroom activities to raise
awareness of pronunciation support in the 9th edition of Oxford Advanced
Learners Dictionary, and help learners exploit this resource to the full.
le, t, a
prodprom
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
196
Monday 13 April
Session 3.3 : 1335-1420
Session 3.4 : 1435-1520
Exchange 10
100 audience
Workshop
BESIG
BE SIG Day
IATEFL BESIG FACILITATORS SCHOLARSHIP WINNER

Developing listening competence
Evelina Miscin (College of Business and Management, Zapresic)
Do you know the difference between listening and hearing? Do you spend
enough time on practising listening skills in the classroom? This workshop
will deal with various activities which will help in developing listening
competence of your students. Activities can be used with any listening text,
though the emphasis will be placed on business English.
e, le, s, t,
a
Exchange 11
150 audience
Workshop
TTEdSIG
TTEdSIG Day
Mindful corrective feedback: supporting learning

Lesley PainterPainter-Farrell (The New School)
Providing corrective feedback to learners is a vital part of teaching;
however, how can teachers provide it so that it ensures maximum learner
uptake? This workshop will look at a variety of corrective feedback
techniques used in a research project, aimed at shedding light on what the
most effective techniques are in the classroom.
e, s, t, a
Central 3-4
140 audience
Workshop
TDSIG
TDSIG Day
Session 3.4
Developing teachers critical skills in lesson feedback: a proposed
framework
Ana GarciaGarcia-Stone (British Council Madrid, Young Learners)
If critical reflection on classroom practice is fundamental to teacher
development, then how best can a trainer develop this ability in a candidate
during post-lesson feedback? In this workshop, you will consider what
critical skills are before looking at criteria for assessing candidate
awareness and using those as a basis for different approaches to feedback
in different scenarios.
MONDAY
1435-1520
a = adult teaching

presenters have requested a maximum audience size.
197
Monday 13 April
MONDAY
Session 3.4 : 1435-1520

Central 5
80 audience
Workshop
ES(O)LSIG
ES(O)L SIG
Day
Meeting the needs of English CreoleCreole-speaking students

Yvonne PrattPratt-Johnson (St. John's University)
University)
Focusing on the example of U.S. students born in the English-speaking
Caribbean, but with analogues and applications worldwide, this
presentation explores some of the challenges typically faced by students
whose native tongue is a non-standard variety of English. Instructional
strategies and other practical recommendations are presented that can
help teachers increase these students success in Standard English
educational contexts.
le, s
Central 6
50 audience
Workshop
LT
Ways to exploit authentic videos in EFL classes

Muzeyyen Nazli Gungor (Gazi University, ELT Department, Ankara) &
Mustafa Akin Gungor (Gazi University, School of Foreign Languages,
Ankara)
This practical session raises teachers' awareness on video-using
techniques by demonstrating each of them separately. Authentic video
clips from one of the greatest BBC comedy classics, Fawlty Towers, will be
embedded in skill-based activities. Furthermore, teachers will be actively
involved in developing ways in which authentic videos are used for different
levels through face-to-face and social media.
le, s, t
Central 7
1435-1505
80 audience
Talk
EAP, RES
The dictogloss adapted for teaching phrases common in academic

writing
Seth Lindstromberg (Hilderstone College)
College)
Researchers have focused on the dictogloss as a means of developing
students interlanguage (= grammar). They have neglected its potential for
helping students notice, remember, and use multiword expressions.
Recent trials in an EAP setting (designed by the speaker and carried out by
another researcher, Rachel Connabeer) suggest that dictogloss has good
potential in this regard, if adapted to include attention direction.
e, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
198
Monday 13 April
Session 3.4 : 1435-1520
How does L1 affect IELTS scores? Whats online to help?
Louisa Dunne (British Council Paris)
Paris)
This workshop looks at student performance in IELTS, through analysis of
score averages. We will consider how factors like geographical location
and L1 may affect scores. Drawing on participants' own experience of
IELTS preparation, with different students, we will define the support
needed, and map this to online IELTS resources, such as TakeIELTS, Road
to IELTS and IELTS to Go.
Charter 1
1335-1520
INTERACTIVE LANGUAGE FAIR (ILF)

Charter 2-3
500 audience
Workshop
TTEdSIG
TTEdSIG Day
Quality control: towards a framework for assessing online training

courses
Gavin Dudeney (The ConsultantsConsultants-E ) & Thom Kiddle (NILE)
NILE )
In the language teaching world we have standards for everything: for
language competence; teacher experience; assessment; and beyond. But
one area which has been sadly neglected is that of defining standards for
measuring the ever-growing world of online training and development.
What is quality in an online course for language teacher development, and
how do we recognise such a course?
Charter 4
1335-1520
OPEN SPACE 2015

Cobden 1
1435-1505
35 audience
Talk
BE, TTEd
Teaching English as a lingua franca (ELF): pros & cons

Rudi Camerer (elc - European Language Competence, Frankfurt a.M.)
a.M.)
What does the transformation of English into the global lingua franca mean
for both native- and non-native speakers? I will give an overview of
controversial positions held by various contributors to the debate and
provide three examples of critical incidents to discuss ways of teaching
ELF for use in international and intercultural environments.
e, s, t, a
prodprom
e, le, t, a
e, a
MONDAY
Central 8
80 audience
Workshop
EAP, TEA
a = adult teaching
199
Monday 13 April
MONDAY
Session 3.4 : 1435-1520

Cobden 2
60 audience
Workshop
TTEd, YLT
Making it awesome: teaching and reaching teens

Niki Joseph (eflwriters.com)
eflwriters.com)
Teaching teens can be a challenging prospect. However, if you understand
what is happening to them as they go through their teenage years, youll
have a greater chance of being able to engage them successfully in your
classroom. In this workshop, youll take part in practical activities that will
give you a better grasp of teaching this age group - wha'ever!
e, le, s
Cobden 3
185 audience
Workshop
EAP
Advanced reading skills subskills, tasks and texts

Jill Buggey (Cambridge English)
English)
Developing advanced reading skills is a key aim for high-level learners of
English. These skills can lead to successful academic achievement, wider
employment opportunities and reading for pleasure. In this workshop, I
will identify the subskills for advanced reading, how to assess these skills,
and suggest some practical teaching ideas and classroom activities for
developing learners advanced reading skills.
e, s, t, a
Exchange
Hall
500 audience
Workshop
EAP
Critical thinking skills in English language teaching

Edward Newbon (Macmillan Education)
Education)
What is critical thinking and how can knowledge of it assist teachers to
help their students achieve academic success? This presentation examines
the difference between lower- and higher-order critical thinking skills. It
will include practical activities based on language learning materials. This
workshop will be of interest to EAP and foundation programme teachers or
general English teachers interested in critical thinking.
e, le, t, a
pub
Exchange 1
80 audience
Workshop
PRONSIG
PRONSIG
Day
Authentic listening: stepping from bottombottom-up processing to

understanding
Olga Sergeeva (EPAM Systems)
Systems)
I will present a generic listening lesson plan for B1-C2 groups that makes
use of built-in functionality and a wide range of materials available on
YouTube and addresses listening difficulties not normally addressed in
coursebooks. Our procedure cuts down lesson preparation time and
results in listening lessons that are highly engaging, interactive and
tailored to a groups difficulties.
e, s, t, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
PRON
RES = Research
Assessment
200
Monday 13 April
Session 3.4 : 1435-1520
Getting to grips with anxiety: from understanding to classroom
practice
Christina Gkonou (University of Essex)
Essex ) & Mark Daubney (School of
Education and Social Science - Leiria Polytechnic Institute)
Institute)
Anxiety is deemed an important emotion in language learning and
teaching. But are language educators fully aware of its wide-ranging, yet
subtle, influence on learners and teachers in the classroom? Using data
from our different research projects, this talk explores what anxiety is, its
influence on classroom practice, and suggests strategies for teachers to
implement in their own contexts.
e, le, s, t,
a
Exchange 3
40 audience
Workshop
TD
Innovated interactions - how to elevate and redefine speaking

activities
Nihal Yildirim & Sally Ghalayini (Istanbul Bilgi University)
University)
With its personalized approach to speaking practice, this workshop offers
the audience a practical look at speaking activities especially useful in the
production of the newly-learned language. Using a variety of interaction
patterns in the classroom, we will inspire the new speaking techniques and
spice up speaking activities for any classroom.
e, le, a
Exchange 4
40 audience
Workshop
LT
Principles for meaningful technology integration

Maria Victoria Saumell (Instituto San Francisco de Asis)
Asis)
This presentation aims to analyse the complex issue of technology
integration for language learning and developing a set of principles that
can aid teachers in the decision-making process of integrating new
technologies in different contexts, with a strong focus on pedagogical
implications. It will include a description of existing models and the
principles, with examples of tools and students work.
e, le, p, s,
t, a
Exchange 5
40 audience
Workshop
EAP
Neurodrama in ELT - planned with the brain in mind

Alicja Galazka (University of Silesia)
Silesia )
In this practical workshop, participants will learn how to use different
drama strategies, such as hot-seating, freeze frame, thoughttracking and
conscience alley, for making a brain-friendly lesson and helping students
to understand their own minds. The brain learns first through imitation and
mimicry and through imagined as well as real experiences.
e, p, s, t, a
MONDAY
Exchange 2
1435-1505
40 audience
Talk
AL, RES
a = adult teaching
201
Monday 13 April
MONDAY
Session 3.4 : 1435-1520

Exchange 6
40 audience
Workshop
TD
How to be paper light in your EFL classrooms

Pam Kaur Gibbons (Freelance)
Freelance )
How many times have you wanted to photocopy worksheets but the
machine is down? Would you like to teach without piles of worksheets? I
will present a selection of tips to employ in lesson planning, challenging
teachers to reconsider the need for worksheets. This workshop will
engage the audience in activities that do not need lots of worksheets or
paper.
e, le, a
Exchange 7
40 audience
Workshop
TD, YLT
Fit and fun - educating our students for a healthy future

Anton Prochazka (University of Education, Lower Austria)
Austria )
This workshop will provide some practical ideas on how to integrate the
topic Health and Fitness in the classroom in an enjoyable way through a
variety of interactive activities. The ideas presented will be adaptable to
various ages and levels. Participants will experience these language
teaching activities and will leave with some new ideas for spicing up their
English lessons.
le, p, s
Exchange 9
240 audience
Workshop
GEN
The teacher as an event maker

Andrew Wright (ILI International Languages Institute, Hungary)
Hungary)
Students must experience English as a means of communication in events
they care about. In this session, I will offer eight ways in which the teacher
can be an 'event maker'. The many examples, tried out in the session, will
demonstrate that the principle of 'teacher as event maker' applies to
learners of all ages and language levels.
e, le, p, s,
t, a
Exchange 10
100 audience
Workshop
BESIG
BE SIG Day
Spice up your Business English class with Pecha Kucha!

Suzanne VetterVetter-M'Caw (telc language tests)
tests)
Pecha Kucha is not only a useful tool for presentation training, it also helps
develop students fluency and brings an element of fun into the lessons. In
several variations it can be successfully used in the Business English
classroom to help students overcome shyness, practise small talk and feel
more at ease in unprepared situations. Come and try it out!
e, le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
202
Monday 13 April
Session 3.4 : 1435-1520
Session 3.5 : 1535-1605
Exchange 11
150 audience
Workshop
MaW, TD
1535-1605
Frameworks for creativity in materials design

Jill Hadfield (Unitec, New Zealand)
Zealand)
In this workshop theoretical insights into the writing process (Hadfield in
Harwood 2013 and EJALTEFL 2014) will be directly applied to the practice
of materials development. Participants will try out a range of activities for
before, during and after writing: framing principles; finding core energies;
dialoguing; imagining scenario; trying out; and checking.
e, le, t, a
Session 3.5
Teacher Development Special Interest Group Open Forum
New member? Old member? Somewhere in-between member? Whatever!
Wed love to see you at our Open Forum and hear what you have to say
about your SIG. We are looking for a number of new committee members
for the coming year so if youre interested (or even vaguely curious), please
come along. Wed love to see you.
Central 5
80 audience
Talk
MD,
ES(O)LSIG
ES(O)L SIG
Day
Language input through projectproject-based learning: why and how

Steve Brown (West College Scotland)
Scotland)
Linear, atomistic approaches to language teaching have been criticised for
some time now, yet they still dominate most learning programmes. Many
teachers seem concerned that taking a more holistic approach makes it
difficult to provide learners with sufficient overt language focus. This talk
describes how language can still be effectively clarified and developed
within a project-based learning environment.
e, t, a
Central 6
30 audience
Talk
LT, RES
Audio feedback in writing: can it help chronically dissatisfied learners?

Petek Sirin (Ozyegin University)
University)
Many learners complain about the quality and amount of feedback they
receive. Is it possible to increase the efficiency of teacher feedback and
enhance student satisfaction and performance? This talk, which is based
on an action research conducted in an EFL classroom, examines the
benefits of using audio feedback in an attempt to address these issues.
le, a
MONDAY
Central 3-4
140 audience
TDSIG
TDSIG Day
a = adult teaching
203
Monday 13 April
MONDAY
Session 3.5 : 1535-1605

Central 7
80 audience
Talk
ESP, TEA
The learner: a resource to make ESP specific?!

Martin Beck (MONDIALEMONDIALE -Testing)
Testing)
The more specific language testing and teaching becomes, the less
interesting it may be for publishers, as such materials do not have the
same marketability as general language materials. But needs analyses
conducted with participants of ESP classes seem to indicate a demand for a
high degree of specificity. The talk will explore various approaches.
le, a
Central 8
80 audience
Talk
EAP, MD
Learning on the job: professional development through materials

writing
Olga Barnashova (British Council Russia),
Russia ), Rod Bolitho, Svetlana
Suchkova (Samara State Aerospace University)
University) & Ekaterina Shadrova
(Vologda State University)
University)
This practical presentation is based on a project initiated by the British
Council, Russia. It outlines the processes involved in producing a textbook,
English for Academics, to meet the needs of academics wishing to take
part in international exchange in their discipline areas, and the impact of
these processes on the development of the teacher-writers.
e, t
prodprom
Charter 2-3
500 audience
Talk
TD, YLT
Continued professional development making a lasting impact in the

classroom
Alex Birtles (Oxford University Press)
Press) & Annamaria Pinter (University
of Warwick)
Warwick)
Teachers have to deal with new challenges in the classroom every day, and
often find the teaching environment very different from what they expected
following initial teacher training. This talk will explore how the new online
Oxford Teachers Academy courses can make the idea of continuous
professional development work effectively in the ever-changing classroom
contexts.
e, le, p
prodprom
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
204
Monday 13 April
Charter 4
190 audience
Talk
LT
An engaged tone:
tone: how ELT might handle the EdTech revolution
Nick Robinson, Tim Gifford & Laurie Harrison (ELTjam)
At IATEFL 2014, ELTjam argued that the ELT community needed to engage
more with the world of educational technology (EdTech) in order to
continue to thrive. One year on, well look at what that engagement might
actually look like, examining how teachers, institutions, publishers and
materials writers can best position themselves in the new ELT landscape.
e, le, a
Cobden 1
30 audience
Talk
TD, TTEd
Planning for am/is/are? Planning for relative clauses?

Nazan Akturk & Nurdan Yesil (Bilkent University)
University)
In this presentation, we will present the findings of a qualitative study
which examines the challenges teachers face when planning for grammar
lessons at lower and higher levels, as well as the factors that impact on
their planning. In addition, suggestions will be offered as to how the
challenges may be overcome on the part of the teachers.
e, t, a
Cobden 2
60 audience
Talk
LAM
Aspiring to inspire: how to become a great LTO manager

Fiona Thomas (Net Languages)
Languages)
In the current digital age most Language Teaching Organisation managers
are under more pressure than ever. This talk looks at how we can try to
become the inspirational managers that really make a difference despite
these levels of stress. We will critically analyse our current practices and
question what we can do differently to become better managers.
e, le
Cobden 3
185 audience
Talk
TEA
Measuring learner outcomes: examples from around the world

Claire Masson (Pearson)
Pearson)
The main mission of Pearson is about changing peoples lives through
education by improving learning outcomes. In this practical session, I will
look at how these measurements can be done. I will talk you through all
the stages of doing an efficacy study: methodology, challenges, potential
solutions and results.
e, p, s, t, a
pub
MONDAY
Session 3.5 : 1535-1605
a = adult teaching

maximum audience size.
205
Monday 13 April
MONDAY
Session 3.5 : 1535-1605

Exchange
Hall
500 audience
Talk
GI, YLT
Teaching English through international children's songs: a global

approach
Joan Kang Shin (National Geographic Learning / Cengage Learning)
Learning)
Using English adaptations of international childrens songs is an effective
and desirable approach for teaching English to young learners and guides
them towards 21st Century intercultural competence. I will describe and
demonstrate my unique multicultural approach to teaching children
English as a global language and share the challenges of its
implementation.
e, le, p
pub
Exchange 1
80 audience
Talk
PRONSIG
PRONSIG
Day
Listening and connected speech: untruthful rules, unruly truths

Richard Cauldwell (Speech in Action)
Action)
Using ideas from Phonology for Listening (SpeechinAction 2013), I
illustrate the inadequacy of the rules of connected speech. These rules do
not account for the extreme reductions that occur in everyday speech (e.g.
"whime" for "what Im"). To improve students decoding of the stream of
speech we should teach the extreme reductions that words undergo in
normal everyday speech.
e, t, a
Exchange 2
40 audience
Talk
TEA
HORNBY TRUST ALUMNUS

Continuous and comprehensive evaluation (CCE) a reality check!
Ravinarayan Chakrakodi (Regional Institute of English South India,
Bangalore)
Bangalore)
This talk focuses on significant changes that have taken place, as a result
of the implementation of CCE, in government schools in a southern Indian
state. Teachers increasingly use various resources for teaching, learning
and assessment. I reveal that factors such as class size, teacher
motivation, head teachers role and accessibility to resources play a crucial
role in the successful implementation of CCE.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
206
Monday 13 April
Exchange 3
30 audience
Talk
GI, YLT
Investigating young bilingual children: possible reasons for

underachievement at school
Hilda Hio Fong Fok (Institute for Tourism Studies, Macao)
Macao)
Over the years, there have been increasing numbers of parents and
schools offering opportunities for bilingual development. This presentation
gives insight into the oral communication of two Chinese children being
raised in Britain, with implications and suggestions made for ELT teachers
who work with bilingual children and teachers in mainstream primary
education.
e, le, p
Exchange 4
40 audience
Talk
YLT
IATEFL GILL STURTRIDGE FIRSTFIRST -TIME SPEAKER SCHOLARSHIP

WINNER
Increase student motivation with authentic learning
Nasy Inthisone Pfanner (B.O.RG DornbirnDornbirn-Schoren)
Schoren)
The goal of this practical talk is to draw attention to the significance of
authentic learning in ELT and show how it improves language learning. I
shall present activities on newspaper article writing and social activism
that I have done in my secondary classrooms and provide ideas that can be
adapted to meet various levels of learning.
e, le, s
Exchange 5
40 audience
Talk
AL, RES
Conversational routines: right words at the right time and place

Gerrard Mugford (Universidad de Guadalajara, Mexico)
Mexico)
Learning the functions and contextual meanings of conversational routines
is especially challenging for EFL students who also need to employ
formulaic sequences that take into account such pragmatic aspects as
(in)formality, (in)directness and (im)politeness. By examining theoretical
pragmalinguistic choices that emerge when disagreeing, offering, thanking
and requesting, I argue that teachers can help learners develop practical
and appropriate conversational routines.
e, a
MONDAY
Session 3.5 : 1535-1605
a = adult teaching
207
Monday 13 April
MONDAY
Session 3.5 : 1535-1605

Exchange 6
40 audience
Talk
RES
Inside their heads: the importance of learner beliefs and attitudes

Jessica Mackay (University of Barcelona)
Barcelona )
In order to maximise our learners motivation, it is first necessary to
understand how they feel about the learning process. This presentation
summarises data collected among adult Catalan EFL learners, in order to
offer an overview of some of the prevalent learner beliefs. I will then
present some practical activities aimed at eliciting and engaging with
learner attitudes in class.
le, a
Exchange 7
40 audience
Talk
LT, YLT
Using Skype to help Palestinian secondary students listening and

speaking
Atiyyeh AlAl-Habal (Ministry of Education, State of Palestine)
Palestine)
Listening and speaking are basic skills of English that many students lack
the chance to practise. How can they upgrade these skills? This talk invites
you to look at how using Skype between two secondary schools speaking
different languages is an effective technique for enhancing students
spoken language proficiency, and motivating students in monolingual
environments.
le, s
Exchange 9
240 audience
Question & answer session relating to Ann Cottons plenary session

If you attended Anns plenary session this morning on The justice and
imperative of girls secondary school education a model of action, you are
welcome to attend this related session. This will allow participants to ask
questions or address issues that have been raised by Anns plenary talk.
Exchange 10
100 audience
Talk
LA, BES
BE SIG
Day
IATEFL BESIG FACILITATORS SCHOLARSHIP WINNER

Yesterday... today... tomorrow...
Olena Korol (Kyiv National Economy University, Ukraine)
Ukraine)
What are the essential qualities of an effective 21st Century BE teacher?
Are BE teachers aware of Generation Y students nature, values and
needs? This talk asks if we're ready to adopt new teaching strategies that
respond to student academic needs, taking into account their digitalized
and visual lives, their attitude to rules, efforts and honesty, and their
reduced interest in reading.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
208
e, t
Monday 13 April
Session 3.5 : 1535-1605
Session 3.6 : 1640-1710
Exchange 11
150 audience
Talk
LT
Teens and their apps what is there to know?

Ana d'Almeida (The ConsultantsConsultants-E / High School Damas)
Damas)
An app is an application that helps you access a website on a mobile device.
As teachers we wonder what apps teenagers have on their mobile devices
and how they use them. In this session, we will have a look at the results of
a survey on teens and their apps, which may be useful to teachers in
various contexts.
e, le, s
1605-1640
Exhibition hall
Session 3.6
Central 3-4
140 audience
Talk
YLT, TDSIG
TDSIG
Day
ParentParent-teacher dialogues
Divya Madhavan (Ecole Centrale Paris)
Paris)
If parents and teachers were to talk to each other about education, and not
just timetables and booklists, we might start to believe that education isnt
just in the hands of policy makers and opinion formers. This session
explores six subjects and scenarios for parent-teacher conversations on
language, philosophy, pedagogy and schooling.
e, le, p, s
Central 5
80 audience
Talk
TD, TTEd
In defence of TTT
Emma Whitehouse (The London School of English)
English)
Teacher Talking Time should be avoided, right? Lesson time should
maximise student contributions, right? In my talk I will argue how these
commonly-held principles can be misguided and show how students
benefit from the right balance of teacher and student activities leading to
models of a more natural interaction and greater student confidence.
le, a
MONDAY
1640-1710
LOGO
a = adult teaching

209
Monday 13 April
Session 3.6 : 1640-1710
Assessment for learning in primary EFL classrooms: challenges and
successes
Sophie Handy (British Council)
Council)
Assessment for Learning is a holistic approach to assessing students
progress, which engages students more deeply in the learning process. In
this session, I will look at how an Assessment for Learning approach was
implemented in a Young Learner EFL context despite limited language
ability and a strong culture of summative testing.
le, p, s
Central 7
80 audience
Talk
ES(O)L
The Cambridge English Scale the future of results reporting

Andrew Somers (Cambridge English)
English)
The Cambridge English Scale is a new tool to help test users understand
candidate performance in unprecedented detail. The scale is underpinned
by extensive long-term research and facilitates easy comparison between
Cambridge English exams. I will discuss how the scale works and how it
benefits candidates, teachers and recognising organisations.
e, s
prodprom
Central 8
80 audience
Talk
RES
Do EFL textbooks foster intercultural teaching/learning?

Pawel Sobkowiak (Adam Mickiewicz University, Poznan, Poland)
Poland)
This presentation will report on the findings of research aiming to check
whether the English language textbooks used in Polish schools are
conducive to developing intercultural sensitivity and competence in
learners. The content of Oxford Matura Trainer, New Matura Explorer and
Matura Prime Time Plus was examined. The study findings revealed
intercultural teaching is done to a very limited extent.
le, s
prodprom
Charter 1
400 audience
Talk
MD, YLT
Subskills: the key to unlocking texts

Rob Metcalf (Macmillan Education)
Education)
What are subskills and why is it so important to teach them? In this talk, Ill
be showing how a systematic focus on reading and listening subskills will
give your students vital tools for making sense of different text types, and
give you a framework for choosing and preparing your own supplementary
material.
e, le, s
pub
MONDAY
Central 6
50 audience
Talk
TEA, YLT
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
210
Monday 13 April
Session 3.6 : 1640-1710
Implementing blended learning: an institutional view
Eric Baber (Cambridge University Press)
Press) & Carla Arena (Casa Thomas
Jefferson)
Jefferson)
Implementing blended learning successfully requires more than just giving
teachers and students access to digital materials. In this talk, we will look
at key considerations including administration of learners and teachers;
teacher and learner training; monitoring teacher behaviour within an LMS;
and resource and cost considerations. We will be using Casa Thomas
Jefferson, Brazil, as a case study.
e, le, p, s,
t, a
Charter 4
190 audience
Talk
LT
Social learning: motivating students to use English through social

technology
Catherine Whitaker (Knowledge Transmission Ltd)
Ltd)
Do you sometimes wish that all the chatting, texting and Facebooking that
happens outside (and sometimes inside) class could be used to help your
students learn English? It can! This talk demonstrates Knowledge
Transmission's new Learn Social platform and shows how integrating
everyday communication tools and peer review into your courses can
improve levels of motivation, as well as results.
e, s, t, a
prodprom
Cobden 1
30 audience
Talk
LT, YLT
Childrens apps you can trust

Tracy Dumais (British Council)
Council)
Those involved in the childrens educational app industry often use the
word trust. But what does that word mean in this context? This talk uses
the development of the British Councils LearnEnglish Kids Playtime app
as a starting point to reflect on the issue of trust in young learner mobile
app design, marketing and use.
e, le, p
prodprom
Cobden 2
60 audience
Talk
EAP
Developing the vocabulary strand of an EAP program

Ozlem Baykan (Ozyegin University)
University)
This talk will focus on a project carried out to develop the lexical syllabus
of an EAP program. The aim is to explain how this project helped the
program to define the lexical items needed for EAP studies, how these
items can be classified into different proficiency levels, and how the lexical
syllabus can be practised through teaching materials.
e, t
MONDAY
Charter 2-3
500 audience
Talk
LAM, LT
a = adult teaching
211
Monday 13 April
MONDAY
Session 3.6 : 1640-1710

Cobden 3
185 audience
Talk
YLT
Learning is a game we play

Carol Brown Morales (Pearson)
Pearson)
Games play an important role in childhood development. They motivate,
develop communication skills and encourage problem solving. Todays
technology offers a large variety of interactive games that can be used for
pleasure and learning. Join me as I discuss how teachers can harness the
power of technology and computer games in the English language
classroom to improve learning outcomes.
e, p
pub
Exchange
Hall
500 audience
Talk
MD
Addressing mismatches between classroom context and coursebooks

Kathleen Graves (University of Michigan)
Michigan)
For many teachers, the coursebook is the defacto curriculum. This session
explores major obstacles to effective use of coursebooks, and ways that
mismatches between materials and classroom contexts can be addressed.
These issues include cultural appropriateness, ministry-mandated
innovation in communicative approaches, misalignment with student
language levels, and teachers' attitudes towards adapting materials.
le, s, t
Exchange 1
80 audience
Talk
PRONSIG
PRONSIG
Day
Do we still need the phonemic chart?

Richard Benson (Birmingham College)
College)
In an age of smartphone dictionary apps and World Englishes, is the
phonemic chart still relevant to learners of English? This talk will discuss
some of the limitations as well as the continuing benefits of the phonemic
chart, and outline some practical ways it can be used in the wired
classroom.
le, a
Exchange 2
40 audience
Talk
LAM
English as a bridge between Afghan army cadets and British forces

Tareq Walizada (British Council, Afghanistan)
Afghanistan)
The presentation will focus on how learning English has become an
effective tool to bridge cultural, educational and communication gaps
between local and international armed forces in Afghanistan. It is of
relevance to anyone working in challenging environments, teaching
English to the military or those interested in how English can be a medium
for better international cooperation.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
212
Monday 13 April
Exchange 3
40 audience
Talk
AL, TEA
How to assess students' grammar: introducing a new practical method

David Jay (Anglia Ruskin University)
University)
Many language teachers, and examiners, assume that students start to use
more complex grammar as their level increases. But is it really so simple?
This talk presents some surprising results from a recent research project
on learner grammar, followed by a practical look at how they could be
relevant to classroom assessment. Not just for grammar geeks!
e, le, t, a
Exchange 4
40 audience
Talk
RES
Teacher beliefs, practices and teaching speaking

Arwa Gandeel (University of Leeds)
Leeds)
It is now widely accepted that to understand what teachers do in their
classroom we need to gain insight into the beliefs that shape their work.
This talk presents the results of my research on teachers beliefs and
practices in teaching speaking. Also, this talk highlights how teachers and
teacher trainers can benefit from research on beliefs.
e, le
Exchange 5
40 audience
Talk
AL
How to optimize language learning through effective noticing

strategies
Harisimran Sandhu (India)
India)
Research into SLA suggests that balanced language courses, which include
language-focused instruction, alongside meaning-focused activities,
achieve better results because they succeed in developing implicit
knowledge of language systems through appropriate noticing strategies.
What is the role of noticing in SLA? What are its best practices? How can
these be taught? Should these vary with the English proficiency level of
students?
e, s
MONDAY
Session 3.6 : 1640-1710
a = adult teaching
213
Monday 13 April
MONDAY
Session 3.6 : 1640-1710

Exchange 6
40 audience
Talk
TD
Learning from adjacent fields: economics and economy of EFL

classrooms
Svetlana Zhavoronkova (Moscow State Pedagogical University)
University)
Every now and then you hear endless debates about differences,
advantages and disadvantages of traditional and communicative
teaching. To illustrate the essence of such debates, I will introduce the
notion of lingvonomics and compare traditional teaching to a stateplanned economy and communicative to a market economy. The optimal
solution is "mixed" economy - a proper balance between state and private
sectors.
e, s, a
Exchange 7
40 audience
Talk
GEN
ELT in rural India using a themetheme-centred interaction approach

Cyriac Joby (Marian College Kuttikkanam,India)
Kuttikkanam,India )
Theme-Centred Interaction (TCI) has its roots in psychology, group
dynamics and group therapy, which, when applied to the ELT classroom
seeks to create an atmosphere of trust, thus conducive to language
learning. The presenter shares the observations of an exploratory study
into the teaching of young adult learners through the application of TCI at a
rural college in Kerala, India.
e, le, t, a
Exchange 9
240 audience
Talk
LT, RES
Nine steps into the digital classroom

Marjorie Hernandez (Universidad Peruana de Ciencias AplicadasAplicadas-UPC)
UPC )
This talk discusses the outcomes of an action research project which
explored the use of technology in the classroom. These outcomes, in the
form of nine proven effective tasks, provide practical advice to teachers
who want to enhance students learning process through technology, while
avoiding time-consuming activities that might be appealing but ineffective
in terms of language acquisition.
le, s, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
214
Monday 13 April
Session 3.6 : 1640-1710
Session 3.7 : 1725-1830
Exchange 10
100 audience
Talk
MaW, BE SIG
Day
How to make ELT videos

Vicki Hollett (Simple English Videos)
Transport your students out of the classroom with engaging videos that
present meanings clearly in context. Give your videos a professional look
and feel with some imagination, a bit of know-how and very little money.
Get practical tips on script writing, camera work, lighting, audio and video
editing, along with ideas for building an audience.
Exchange 11
150 audience
TTEdSIG
TTEdSIG Day
Teacher Training and Education Special Interest Group Open

Open Forum
The TTEd Open Forum will provide the grounds for participants to voice
their expectations, criticisms and evaluations as well as to hear about TTEd
SIGs conducted and future activities. We wish to welcome all teacher
trainers, educators and teachers to our TTEd SIG Day.
1725-1830
e, le, s, t,
a
prodprom
Session 3.7
Bridging the technophobetechnophobe-technophile gap in teacher training and
development
Tessa Woodward & Daniel Monaghan (Hilderstone College)
On recent teachers courses participants have come from both new
technologies-lite and new technologies-saturated settings. They have
varied too in the support, training and practice time given to them. Add
layers of personal difference (and indifference) to the issue of
technological medium and the trainer has an interesting group to work
with. We offer a possible common ground for all.
e, le, a
Central 5
1725-1755
80 audience
Talk
RES
Inclusive education - what we, ELT teachers and directors, can do

Mercedes Viola (4D Content English)
Education should be inclusive at all levels and ensure the access of
disabled children and teenagers to the same general education offered to
all. Their right to equal educational opportunities is our obligation as
educators. In this talk, we will look at what it implies and how we, English
teachers, can create meaningful learning experiences for all.
e, p, s, t
MONDAY
Central 3-4
1725-1810
140 audience
Workshop
TDSIG
TDSIG Day
a = adult teaching

215
Monday 13 April
MONDAY
Session 3.7 : 1725-1830

Central 5
1800-1830
80 audience
Talk
TD
Motivating reluctant learners: from challenges to achievements

Peyman Bohlori (The Training Centre)
Centre)
Classroom observation reveals that certain learners pose various
challenges that make the task of teaching the curriculum to the entire
group difficult, if not impossible. This talk will present best practices
regarding inclusive teaching. It will then identify the type of problems that
individual learners are encountering and methods in overcoming these
obstacles.
le, t, a
Central 6
1725-1755
50 audience
Talk
GEN
Write more! Making the most of student journals

Sandy Millin (IH Sevastopol)
Sevastopol)
I have used journal writing with students from all over the world, and have
found that they are intensely rewarding for teachers and students. In this
session, I'll share ideas for how to set up a journal writing system and
show examples of journals from my students and my own language
learning.
e, le, a
Central 6
1800-1830
50 audience
Talk
LT
Assessing the writing process like a fly on the wall

Ismael Sombra (The Anglo Mexican Foundation, A.C.)
A.C.)
What goes on in our learners' minds as they write? What are the cognitive
processes that occur? I'll discuss how, thanks to video-recorded samples,
we can be more than spectators while our students are composing.
Listening to (and watching) them compose, we can begin to have an idea of
what's going on inside their heads as they tackle a writing task.
le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
216
Monday 13 April
Session 3.7 : 1725-1830
FORUM ON TEACHER BLOGS
Blogging; an adventure in support of teacher development
Asli Lidice Gokturk Saglam (Ozyegin University)
University)
This talk aims to answer the question "Can blogging enhance continuous
professional development of ELT teachers?" The session will be based on a
case study and explore the benefits and implications of blogging to support
the teacher professional development by reflective writing, sharing
resources, exchanging ideas and learning in a collaborative way online. I'll
also showcase opportunities for constructing knowledge.
e, a
See you on the other side: blogs and teacher reflection

Barbara Chamberlin, Angela Pickering & Paul Slater (University of
Brighton)
The University of Brighton Diploma in TESOL requires teachers to reflect
on coursework and assessed lessons using a blog, incorporating written
accounts, audio files and videos. I'll discuss the analysis of the blogs and
interviews with teachers, which has produced insights into the use of blogs
to support reflection, the nature of reflection using different media, and
teachers' perspectives on the blogging process.
e, a
How does blogging help teacher candidates construct their teacher

identities?
Aysegul Salli (Eastern Mediterranean University)
University)
This presentation will share the results of a case study, which aimed to
discover how pre-service English language teachers teaching practice
experiences and their blogging activities help them construct their teacher
identities. The blog artifacts, which comprised the participants blog
entries, reflections of their teaching practice experiences and interactions
with their peers, were qualitatively analyzed to reach conclusive results.
e, a
MONDAY
Central 7
80 audience
Forum
TD
a = adult teaching
217
Monday 13 April
Session 3.7 : 1725-1830
MONDAY
Central 8
80 audience
Forum
GEN
FORUM ON EXTENSIVE READING

Book Club Cafe! Improving vocabulary through extensive reading
Lesley Speer & Jose Lara (Macquarie University English Language
Centre)
Centre)
This talk, based on our action research, will provide a practical approach to
speeding up vocabulary acquisition through a voluntary extensive reading
programme for adult students. In our weekly Book Club Cafe and with a
variety of enjoyable reading activities, both in and out of the classroom,
students show a measurable improvement in range and accuracy of
vocabulary.
e, le, t, a
Extensive reading competition: in quest of enlightened souls

Pankaj Paul (Institute of Languages, BRAC University)
University)
This talk describes the story of a successful extensive reading competition
organized in collaboration with the British Council and BRAC University.
More particularly, it depicts the urgency of extensive reading at tertiary
level for EAP courses in the Bangladeshi context, along with pedagogical
issues, and support from a collaborating organization which altogether
made the program a successful one.
e, le, t
Reading interests and attitude among foundation year Arab EFL

learners
Nkechi Christopher (ELI, King Abdulaziz University, Jeddah)
Jeddah)
Reading extensively supports language learning by increasing learners
likeness for, experience in, as well as oral and written communication
ability, in the target language. However, some EFL learners lack sufficient
exposure to non-classroom texts. This talk examines the influence of
voluntary reading on reading interests and attitudes among students in a
foundation year programme, comparing reading club members with nonmembers.
e, le, t, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
218
Monday 13 April
Charter 1
1725-1755
400 audience
Talk
MaW
Six approaches to English grammar teaching and learning

Marcel Lemmens (Freelance)
Why is learning English grammar such an uphill struggle for students?
Why do they find applying English grammar rules so difficult? Are we
taking the most effective approach? I will take the Dutch perspective and
will be arguing for a more practical, realistic and diverse approach to
teaching and learning English grammar.
e, le, s
Charter 1
1800-1830
400 audience
Talk
LT, MD
Premier Skills English: an action research project on teaching

vocabulary
Michael Radford (Freelance)
Freelance)
Learning technologies offer exciting opportunities for materials developers
as well as learners. In this talk, I will show how feedback from lessons on
the Premier Skills English website is used to design and develop new selfaccess learning materials; focusing on an action research project on using
video to present vocabulary.
le, a
Charter 2-3
1725-1755
500 audience
Talk
LT
Tailoring a comparative corpus website

Emrah Akkurt & Asli Abak Sen (Istanbul Sehir University)
University)
Selecting which words to prioritise has always been a concern in English
teaching. Processing two texts simultaneously in a tailored corpus website
has been the answer in determining target words to teach. This talk
explains how this local corpus website also allows students to monitor
their own progress by providing more data than a standard corpus.
e, le, s, t,
a
Charter 2-3
1800-1830
500 audience
Talk
AL, LT
Bringing corpus research into the language classroom

Jane Templeton (University of Leeds)
Leeds)
In this talk, I present practical and simple tools and techniques to help
teachers and learners exploit corpus tools for learning purposes. This
involves a shift from the traditional data-driven learning model whose
focus is language presentation towards a more learner-centred model
aimed at using corpus tools as reference material and training learners to
become small-scale independent language researchers.
le, t
MONDAY
Session 3.7 : 1725-1830
a = adult teaching

219
Monday 13 April
MONDAY
Session 3.7 : 1725-1830

Charter 4
1725-1755
190 audience
Talk
TTEd, YLT
Artistic and creative practice in foreign language teaching and learning

Peter Lutzker (Freie Hochschule Stuttgart)
Stuttgart)
The crucial distinction between short-term training and transformative
practice in language learning will be explored in this talk. Drama and
creative writing will be discussed as offering the broadest range of
possibilities of practising, insofar as each offers chances to engage in
sustained processes of developing imaginative and expressive capabilities
within the process of language learning.
e, s
Charter 4
1800-1830
190 audience
Talk
GEN
Do you love the theatre as we do?

Olga Vavelyuk (SaintSaint-Petersburg State Polytechnical University)
University)
I'll discuss the way of teaching English through stage production. Based on
factual teaching experience, I'll show that the main undeniable advantage
of the drama approach is a soaring increase of motivation. I'll demonstrate
how drama activities energize and make students feel positive, as well as
encourage student creativity. I'll prove that the approach is beneficial for
both learners and teachers.
le, a
Cobden 1
1725-1755
20 audience
Talk
RES
Exploring the metacognitive approach to teaching listening

David Collett (British Council Tunisia)
Tunisia )
The metacognitive approach to teaching L2 listening is gaining momentum
within the field of TESOL. However, knowledge and implementation of this
approach is limited. This talk presents findings from an action research on
the effects of the metacognitive approach on listening instruction. This
research was useful in narrowing the gap between theoretical and
practical knowledge of this approach.
e, a
Cobden 1
1800-1830
35 audience
Talk
AL
Listening activities: teachers and students think the same in Sarajevo?

Harun Bastug & Mehmet Akdogan (International Burch University)
University)
I will present a case study whereby a perception survey was developed to
explore teachers and students feelings about B2-Level listening tasks in
OUP coursebooks in Sarajevo. The research reveals that both parties think
and act significantly differently. Therefore, teachers should take listening
activities into account more seriously once they have seen the neglected
areas of this vital receptive skill.
le, s
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
220
Monday 13 April
Session 3.7 : 1725-1830
FORUM ON ONLINE TEACHER TRAINING/DEVELOPMENT
Teacher training and EAP: developing a framework for online training
James Lambert (University of Leicester)
Leicester)
This session will discuss the challenges and opportunities in delivering
teacher training online, through consideration of the development of the
PG Cert in Teaching English for Academic Purposes. Reference works, web
tools and interactions will be discussed, and the session will cover
practical examples of an online course in action.
e, t
Working together online: insights into a teacher education programme

Marja Zibelius (Goethe University, Frankfurt, Germany)
Germany)
This presentation combines research from the fields of cooperative
learning and computer-mediated cooperation. In particular, it provides
insights into the functioning of cooperation and telecollaboration among a
cohort of prospective foreign language teachers who participate in a
blended learning teacher development programme, which combines
individual and cooperative online studies with regular face-to-face
sessions.
t, a
Using online teacher development to make vocational education more

fun
Ahmed Salem (Egyptian Technical Colleges)
Colleges)
With increasingly widespread access to computers and the internet in
Egypt, online learning is becoming a consistent presence at all levels of
education in the country. This talk explores cyber techniques used in TKT
Essentials online and how I employed these techniques with my students to
make language learning more fun.
e, le, s, t,
a
MONDAY
Cobden 2
60 audience
Forum
TD, TTEd
a = adult teaching
221
Monday 13 April
Session 3.7 : 1725-1830
MONDAY
Cobden 3
185 audience
Forum
LMCS
FORUM ON POETRY
Poetry in teaching: incorporate verse in your everyday classroom
Jasmina Arsenijevic (The English Book)
Book)
While learning a foreign language, students also learn a lot about
themselves, consciously or subconsciously. That is why it is really
important for teachers to expose students to versatile contents that can
help them recognize some of their key values and abilities that they could
later successfully employ in their career and life. I will show you how!
le, p, s
Approaches to introducing contemporary poems in ELT

Kirill Ignatov (Moscow State Lomonosov University [MGU])
[MGU] )
The talk centres on ways of including modern poems in textbooks and
classroom activities. Firstly, popular student books where poems are
included are analysed; secondly, requirements for notes to contemporary
poetic texts that facilitate the learners understanding and deeper
appreciation of poetry are outlined. Finally, approaches to developing
exercises that allow effective inclusion of poetry in language study are
presented.
e, le, t, a
Grammar templates for the future with poetry for children

Janice Bland (University of Vechta)
Vechta )
Active engagement with pattern-rich poetry for children supports
awareness of lexical patterns and grammatical categories. Acquired as
pleasurable language and unanalysed wholes, I'll discuss how formulaic
sequences can provide young learners with an inventory of illustrative
exemplars, which may later be recalled from memory. With sufficient
input, young learners may infer productive patterns, and increased
command of language may gradually emerge.
e, p
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
222
Monday 13 April
Exchange
Hall
1725-1755
500 audience
Talk
LA
How to improve speaking proficiency in learners

Justin Noppe (Wimbledon School of English)
English)
The aim of this presentation is to present the concept of the skill of
speaking as a mostly automatic process rather than a thought-about
creation of lexis and grammar adjusted to fit each other. This presentation
is for anyone looking for insight into teaching the speaking skill and offers
some practical ideas for learners.
e, le, a
Exchange
Hall
1800-1830
500 audience
Talk
EAP
Worlds without: English language learners' speaking activities outside

the classroom
Simon Williams (University of Sussex)
Sussex )
Although internationalisation and the internet have made it easier for
English language learners to interact with target language speakers, when
on UK university pre-sessional courses most continue to practise speaking
with other students or with shop assistants. I'll discuss this and the fact
that those with previous intercultural experience participate in a greater
variety of situations regardless of fluency or accuracy.
e, t
Exchange 1
1725-1810
80 audience
Workshop
PRONSIG
PRONSIG
Day
The ear of the beholder: helping learners understand different accents

Laura Patsko (St George International, London, UK)
UK)
The use of English as an international lingua franca means learners will be
exposed to a wide variety of accents, both native and non-native. How can
teachers prepare them to cope with such diversity? This workshop features
practical tasks, informed by relevant theory, which participants can try out
in their own classrooms.
le, s, t, a
Exchange 2
1725-1755
40 audience
Talk
LT
Digital and physical classrooms: a smooth C21 blend

Sharon Hartle (University
(University of Verona Language Centre, Italy)
Italy)
C21 learners have specific needs in a digital community that goes beyond
geographical boundaries. This presentation looks at those learners,
teachers and methodologies that cater for our learners needs helping
them to become independent language users by working online and F2F.
We explore blended learning that includes social media, blogs and wikis:
breaking out of the classroom.
e, t
MONDAY
Session 3.7 : 1725-1830
a = adult teaching
223
Monday 13 April
Session 3.7 : 1725-1830
The use of ICT in EFL: finding the right blend
Beyza Nur Yilmaz (Pilgrims Teacher Training / Ozyegin University)
University)
Blended learning is a common term in education. Learners can benefit
from its use provided that educators find the right blend of educational
technology in teaching. However, this is difficult considering vast
information and availability of tools. In this talk, basic pillars of blended
learning will be outlined and its use in tertiary level with EFL learners will
be showcased.
e, le, p, s,
t, a
Exchange 3
1725-1755
40 audience
Talk
EAP, ESP
Its the way that you do it: ESP as process

Jemma Prior (Free University of BozenBozen-Bolzano, Italy)
Italy)
The Free University of Bozen/Bolzano is a multilingual university situated
in South Tyrol, Italy, where students study subjects taught in German,
Italian and English. This talk investigates the English language needs of
Economics students and how a process approach to syllabus design aims
to provide them with more relevant ESP courses.
e, t
Exchange 3
1800-1830
40 audience
Talk
LAM, MD
Managing renovation and change in ELT curriculum and materials

development
Isora Justina Enriquez O'Farrill (Enrique Jose Varona University of
Pedagogical Sciences)
Sciences)
The talk explores the challenges involved in coordinating, managing and
leading renovation and change in ELT curriculum and materials
development in Cuba; in particular, the main curriculum objectives; the
process of elaborating local ELT materials for the Cuban context; and the
role of collaborative continuous professional development and research to
enhance the quality of language education.
e, s, t
Exchange 4
1725-1755
40 audience
Talk
RES, TEA
What makes the online productive level of vocabulary tests difficult?

WeiWei -Wei Shen (Feng Chia University)
University)
As little is known about EFL students problems of doing online productive
vocabulary tests, based on a classroom study, I will first present a low pass
rate of 60 intermediate range of university students. Then I will show the
analysis of the reasons regarding their errors. Suggestions to improve the
ways of passing the tests are finally given.
e, le, t, a
MONDAY
Exchange 2
1800-1830
30 audience
Talk
LT, MaW
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
PLEASE CHE
CHECK
224
Monday 13 April
Session 3.7 : 1725-1830
English skills and technicaltechnical-vocational education in a developing
context
Arifa Rahman (University of Dhaka, Bangladesh)
Bangladesh)
This talk reports on a research study on links between English skills and
economic empowerment in the Technical Vocational Education and
Training (TVET) sector in Bangladesh. Taking into consideration cultural
and contextual complexities that often act as powerful variables, the
findings are analysed for their relevance to serve as input for policy
dialogues, intervention programmes and capacity building in TVET.
e, a
Exchange 5
1725-1755
40 audience
Talk
LA, MaW
Fostering autonomy: harnessing the outside world from within the

classroom
Elizabeth Pinard (International House, Palermo)
Palermo)
It is widely acknowledged that language learning requires use of the target
language outside the classroom as well as inside it. However, learner
autonomy is often expected rather than fostered. This talk looks at what
can be done in the classroom, to help learners harness the rich resources
of language accessible outside, with greater confidence and effectiveness.
e, le, s, a
Exchange 5
1800-1830
40 audience
Talk
LA
Sequential drift from teacher dependence to learner autonomy

Shafqat Khalil (English Language Institute, King Abdulaziz University,
Jeddah, KSA)
KSA)
Dependence and autonomy are not categorically distinct. Rather, they exist
on a continuum. I will describe how to pattern the learner autonomy in
formal language learning by learners involvement, reflections and target
language use. Autonomy as the construct of capacity with variable degrees
nourishes the intrinsic motivation level of the learner.
e, le, a
Exchange 6
1725-1755
40 audience
Talk
GI, RES
Gender, ideology and humor in the ESL/EFL classroom

Thais Regina Santos Borges (Cultura Inglesa SA)
SA)
Based on research I carried out, this presentation focuses on how teenage
students may or may not perceive underlying gender ideology in sitcom
scenes we bring to class and how humor can be used as a means to ease
critical thinking into class. It will allow teachers to reflect upon their own
choices and expectations, especially about gender bias.
MONDAY
Exchange 4
1800-1830
40 audience
Talk
ESP, RES
a = adult teaching
225
Monday 13 April
MONDAY
Session 3.7 : 1725-1830

Exchange 6
1800-1830
40 audience
Talk
TD
Where are the women in ELT?

Russell Mayne (University of Leicester) & Nicola Prentis (Freelance)
Women are everywhere in ELT. They outnumber men in classrooms, at
conferences and on CELTA/DELTA courses. Nevertheless, many
organisations have instituted fair lists to ensure women are fairly
represented. We will look at the 'big names' in ELT and ask are women
among them and, if not, why not and how can women reach the same level
as the men?
e, le, p, s,
t, a
Exchange 7
1725-1755
40 audience
Talk
ESP, GI
From monolithic to binomial CLIL: a novel merged learning approach

Renata Agolli (Freelance)
Steering clear of monolithic CLIL and embracing CLIL's binomial
character, not solely as to its constituents (content & language), but also as
to a new methodological approach (SLA & Content Area Methodology), is
this talk's pivotal aim. This holistic approach elicits a more robust and
critical perception of CLIL, aiming to help educators perceive, plan,
implement and assess a brand-new CLIL.
e, le, p, s,
t
Exchange 7
1800-1830
30 audience
Talk
ESAP
CLIL: integration is the keyword

Irina Titarenko (Siberian Federal University)
This presentation explores the issues of complexity in planning and
implementing a CLIL course for law students, along with other challenges
a language teacher faces when working at language and content outcomes
at tertiary level. A balanced soft integration of law content, legal English
language and the pedagogical principles applied is in focus of discussion.
e, t
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
226
Monday 13 April
Exchange 9
1725-1755
240 audience
Talk
RES, YLT
INTERNATIONAL HOUSE JOHN HAYCRAFT CLASSROOM EXPLORATION

SCHOLARSHIP WINNER
Understanding group dynamics in the English classroom
Olja Milosevic (International School of Belgrade)
The talk presents findings of a small-scale research carried out in two high
school groups to discover ways that can facilitate creating a collaborative
atmosphere. Both followed the same syllabus but responded differently to
similar activities and used different communication strategies. The aim of
the research was to discover what strategies promoted interaction and
how a teachers contribution impacted atmosphere.
e, s
Exchange 9
1800-1830
240 audience
Talk
EAP
Raising awareness of group formation: some of the complexities

Ann F.V. Smith (University of Nottingham School of Education)
Education)
Allowing students to self-select their own groups does not necessarily
create a good mix of skills and experiences. This presentation will consider
group selection, comparing self-selected to teacher-selected mixed
groups, and highlighting some of the complexities of each method.
Illustrations will be drawn for the classroom from an investigation into an
undergraduate business project and an engineering group project.
e, t, a
Exchange 10
100 audience
BESIG
BE SIG Day
Business English Special Interest Group Open Forum

Come along to the BESIG Open Forum to get to know other BESIG
members and exchange ideas in a relaxed atmosphere over refreshments.
This is the place to find out what the SIG is about and what we do, as well
as put forward your suggestions for face-to-face or online events.
Exchange 11
1725-1810
150 audience
Workshop
TTEdSIG
TTEdSIG Day
A developmental and nonnon-judgemental way to observe teachers

Lewis Richards (LSI Portsmouth)
Portsmouth)
This workshop will outline a new model of teacher observation, which
focuses on a non-judgemental and developmental way of observing
teachers. I will demonstrate how to do this kind of observation, highlight
the benefits of a different way of observing, and show interviews with inservice teachers who have tried it.
le, a
MONDAY
Session 3.7 : 1725-1830
a = adult teaching
227
Monday 13 April
1930-2230
Evening events
Extensive Reading Foundation Reception and Awards Ceremony

1930930- 2030 in Charter 1
The event is hosted by Catherine Walter, who will present the 2014 Language Learner Literature Awards.
Come and meet the award-winning authors over drinks and nibbles, and enjoy a display of all the finalist
books. The first 200 attendees will receive a free copy of one of the winning books.
Sponsored by the British Council, Cambridge English, Compass Media, ELI Publishing, Helbling
Languages, IATEFL, Macmillan Education, National Geographic/Cengage Learning, Oxford University
Press and Pearson Education.
MONDAY
Sharing Our Stories

2000 at the Britons
Britons Protection Pub, 50 Great Bridgewater Street
Come and tell a story or just listen!
An evening event of storytelling hosted by storytellers David Heathfield and Andrew Wright. People from
around the world attending the IATEFL Conference and from the Manchester story club, Word of Mouth,
tell stories from their cultures and traditions and from their own lives and experiences. David and
Andrew offer a framework and encouragement for this to happen and contribute a few stories
themselves. This is a wonderful opportunity for visitors to Manchester to meet local people and to hear
their stories and for local Manchester people to hear stories from around the world.
International Quiz ( sponsored by ETS TOEFL) logo

20302030- 2230 in Charter 22- 3
Back for yet another year: bigger, better and this year very, very different. A multimedia extravaganza
under the new management of Victoria Boobyer & Gavin Dudeney... it's the IATEFL International Quiz.
You'll need a global team with diverse interests and knowledge, a sense of humour and a desire to meet
new people, have some fun, network and work together to score more points than any other team. Music,
fun... a drink or two and the chance to be crowned quiz champions of Manchester 2015.
228
Tuesday 14 April
0800-1300
Last chance to print your Certificate of Attendance is at 1100. You can print your certificate at
the registration desk. At 1100, the facility will be dismantled. We do not post certificates to
delegates after the conference.
0815-0845
Central 3-4
Central 5

How to write successfully for IATEFL Conference Selections with Tania Pattison
Are you presenting at IATEFL? If so, you may write up your session for consideration
for IATEFLs annual Conference Selections publication. The editor will provide
guidance on how to prepare your report, will show examples of past submissions that
were accepted for publication, and will answer any questions you have.
How to move from being a teacher to becoming a trainer with Silvana Richardson
It is often a challenge to go from being a teacher to a teacher trainer. In this session, I
will describe how you can develop the skills and knowledge that you need for the role,
as well as formal progression routes.
Cobden 3
How to submit a speaker proposal with Madeleine du Vivier
0830-1215
Exhibition open
TUESDAY
In this session, we will review the criteria that are used to decide if a conference
proposal is accepted for the IATEFL Annual Conference programme. We will discuss
what makes a successful proposal, both in terms of the abstract and the summary,
and how to ensure that your proposal is accepted.
229
Tuesday 14 April
0900-1010
Plenary Session
Exchange
Hall
(1600
audience)
Plenary session by Harry Kuchah
TUESDAY
KUCHAHS
KUCHAH S
PHOTO
230
Harry Kuchah is a Lecturer in TESOL in the Department of Education, The University of

Bath. His research interests are in teaching young learners, context-appropriate ELT
methodology, teaching large and multi-grade classes, learner autonomy and teacher
development. He previously worked for 14 years as an ELT teacher trainer and
Pedagogic Inspector for bilingual education at primary and secondary levels in
Cameroon. His professional experience also includes school-based literacy support
with very young learners in the UK as well as in-service teacher training and material
development projects in West, Central and Southern Africa. He has also co-authored
coursebooks for English language in nursery and primary schools in French-speaking
Africa. Harry is a member of the Hornby Alumni community, having benefitted from a
Hornby scholarship in 2006 to study for an MA in Teaching English to Young Learners at
Warwick University where he later obtained a PhD in ELT and Applied linguistics, in
2013.
ELT in difficult circumstances: Challenges, possibilities and future directions
Michael West first used the expression difficult circumstances in 1960 to refer to
English language classrooms consisting of over 30 pupils (more usually 40 or even 50),
congested on benches accommodated in an unsuitably shaped room, ill-graded, with a
teacher who perhaps does not speak English well or very fluently, working in a hot
climate (p.1). Since then, the number of pupils learning English around the world has
grown exponentially, especially in developing countries where the movement for
Education for All has led to increased enrolments at primary level without a
concomitant increase in resources. In sub-Saharan Africa, for example, this has
exacerbated existing challenges to classroom practice such as over-crowded and multigrade classrooms, lack of textbooks, lack of libraries, poor exposure to the English
language usage, lack of financial and material resources and other cultural constraints.
Despite these challenges, the dominant discourse on ELT methodology promoted in
such contexts is still being largely generated in ideal (North) contexts and sometimes
resisted by local practitioners as not sufficiently appropriate for their challenging local
realities. Studies examining language teaching policy and practice in developing
countries reveal incompatibilities between MoE policies and actual classroom practices
of teachers and bring into perspective calls from several ELT professionals and
researchers for the development of contextually appropriate forms of ELT pedagogy in
underprivileged contexts. In this presentation, I draw from my experiences of teaching
very large classes (over 200 teenagers and 100 children) in under-resourced contexts in
Cameroon and go on to examine the pragmatic responses of teachers in otherwise
difficult circumstances. Then I make a case for an ELT methodology which takes on
board both learner and teacher agency and suggest ways in which teaching English in
such circumstances may benefit from a bottom-up enhancement approach to teacher
development and the dissemination of good practice.
Tuesday 14 April
Session 4.1 : 1025-1055
Session 4.1
Central 3-4
140 audience
Talk
LT, TTEd
Evernote for teacher observation and teacher development
Central 5
80 audience
Talk
BE, ESP
CLIL for adults in practice

Anne Fox (Anne
(Anne Fox ApS)
ApS)
Vocational global online courses are often in English only. So how can a
course designer best support non-native speaker participants who may
only have secondary level education and low confidence in English? I will
show the strategies used in a course to raise entrepreneurial awareness,
including choice of language used, task and response types, and reframing
to increase comprehensible communication.
le, a
Central 6
50 audience
Talk
LT, YLT
English & ICT for adolescent girls

Masuda Khatoon (British Council, Bangladesh)
Bangladesh)
There is evidence in Bangladesh that women have less access to ICT than
men, due to prevailing social norms and barriers of participation, and thus
less access to life skills education, including learning English. This
presentation will focus on how community-based learning centres for
girls, which are safe social spaces for them, are contributing to address
the above issue.
e, le
Central 7
80 audience
Talk
LT, YLT
How to gamify your English class

Elena Peresada (Studycraft)
Studycraft)
Teaching millenial teenagers might have caused you a lot of troubles. How
do we motivate computer-oriented students? I believe that the answer is
gamification, a new trend in education and business. In my talk I'll explain
what elements make computer games so appealing and explain how to
introduce them to your English class.
e, le, s
Marisa Constantinides (CELT Athens)

A tutor, colleague or supervisor with a notepad taking field notes during a
lesson is a common sight on teacher development courses. In this talk, I
want to show how the use of Evernote can make teacher observations
more effective and create an impact that can last longer, leading teachers
in training to further reflection and development.
e, t
prodprom
TUESDAY
1025-1055
a = adult teaching
231
Tuesday 14 April
TUESDAY
Session 4.1 : 1025-1055

Central 8
80 audience
Talk
LAM
Mobile learning - empowering teachers and engaging students

Jane Cohen (The Open University, Israel)
Israel)
Lack of experience and training, limited access to computers and poor
connectivity can result in teacher resistance to integrating learning
technologies. In this talk, I will demonstrate how I have trained my team of
more than 60, previously 'digitally resistant' teachers, to incorporate
mobile phones and a few Web 2.0 tools, to engage their students and
maximise learning outcomes.
e, a
Charter 1
400 audience
Talk
ESP, TEA
Topic knowledge and IELTS success

Louis Rogers (University of Reading)
Reading)
In the IELTS exam, candidates are often less worried about their grammar
and vocabulary than they are about having something to say or write in
response to questions. Using examples from Foundation IELTS
Masterclass, this talk will look at what teachers can do to build student
confidence when discussing real issues and ignite their enthusiasm about
the world around them.
e, le, t, a
prodprom
Charter 2-3
500 audience
Talk
RES, TD
Virtually unknown: web conferences as a tool for teacher development

Caroline Moore (Constellata Limited)
Limited)
Little is known about the effectiveness of web conferences in education and
professional development. This presentation analyses the discourse used
in IATEFLs October 2014 2-day Web Conference, and participant
evaluation of the event. It will conclude with suggestions for the creation of
optimal conditions for successful and engaging educational webinars, and
recommend appropriate evaluative tools.
e, a
Charter 4
190 audience
Talk
TD, TTEd
Developing teacher excellence

Andrew Nye & Karen Momber (Cambridge English)
English)
Providing teachers with an affordable, high quality professional
development (CPD) programme is challenging. How should it be structured
to work for busy teachers with different needs? What materials are needed
and how should they be delivered? This talk describes case studies
undertaken by Cambridge English to make teacher development effective
and sustainable, and offers ideas and resources for similar initiatives.
e, p, s, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
PLEASE CHE
CHECK
232
Tuesday 14 April
Cobden 1
20 audience
Talk
MaW, RES
Critical issues and mainstream textbook content: a disruptive

innovation?
Derek Philip (EF Education First)
First)
This talk will present a recent research project investigating the inclusion
of critical issues, based on critical pedagogy, into a mainstream textbook
series called Frontrunner. A discussion of the findings will point a way
forward for this potentially disruptive innovation, produced within a context
that looks unfavourably towards the development of content of a critical
nature.
e, s
Cobden 2
60 audience
Talk
TD, TTEd
Quality education at scale: possibilities, problems and PEELI

Sobia Nusrat (British Council, Pakistan)
Pakistan)
The quality of student learning in the classroom has a significant impact on
school attendance and retention levels and is essential for the
achievement of universal primary education. British Councils Punjab
Education and English Language Initiative (PEELI) focuses on developing
the ability of Pakistani government school teachers in Punjab to deliver
activity-based, child-centred lessons in an English-medium environment.
le, p, s
Cobden 3
185 audience
Talk
MD
Classic exercises and why they work in the 21st Century

Hanna Kryszewska (Uniwersytet Gdanski & Pilgrims Language
Courses)
Courses)
Teachers look for new activities but often abandon tried and tested ones.
Classic activities have much to offer and there's a good reason why they
are timeless. This talk shows they not only fit in with an eclectic approach
to teaching, but many of them are invaluable when implementing new
approaches, like making thinking visible proposed by Project Zero,
Harvard.
e, le, s, a
TUESDAY
Session 4.1 : 1025-1055
a = adult teaching
233
Tuesday 14 April
TUESDAY
Session 4.1 : 1025-1055

Exchange
Hall
1025-1140
500 audience
IATEFL SIGNATURE EVENT

A question of language with David Crystal
Following the enormous success of IATEFL's first Q&A webinar with David
Crystal in 2013, this year IATEFL is proud to offer its very own Signature
Event featuring our highly knowledgeable patron. During this session, you
decide on the content! David will answer questions on various language
issues such as language use and change as well as grammar and lexis.
Questions will be collected in advance on IATEFL's various social media
sites and at the Meet the Patron events at the IATEFL Stand during the
conference. David will also take questions from the floor. Come join this
IATEFL Signature Event and get those questions answered!
I IATEFL
LOGO
Exchange 1
80 audience
Talk
BE, MD
MiniMini -conference simulation: creating an event to develop business

communication skills
Andrew Preshous (Coventry University)
University)
This presentation will describe how a Business simulation activity based on
a trade conference was set up and carried out. The main aim was to give
opportunities for international Business students to develop relevant
communicative skills and enhance their intercultural communicative
competence. Involving collaboration between different university
departments, this 'event' provided a contextualised 'real world' scenario
with clear task-based outcomes.
e, t, a
Exchange 2
40 audience
Talk
TEA
Teacher cognition on written feedback: novice and experienced

teachers
Gul Karaagac (Middle East Technical University Northern Cyprus
Campus)
Campus)
This talk presents the findings from a case study which aimed to reveal the
impact of experience on experienced and novice teachers beliefs, attitudes
and practices regarding written feedback. This session invites all those
interested in written feedback, teacher cognition and the effect of
experience and also school policies on teacher cognition and practices.
e, le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
234
Tuesday 14 April
Exchange 3
40 audience
Talk
EAP, TEA
Sustainable assessment? Users' perception of an ESL multimulti-source

feedback system
Boon Sier Jeanette Lim (Sunway University, Malaysia)
Malaysia )
In response to the call for instantiation of sustainable assessment, this
case study describes an ESL multi-source feedback system comprising
student self-assessment, teacher written feedback, face-to-face feedback
sessions and competency profiling. Learners and teachers perceived
usefulness of the feedback given is compared and contrasted. The benefits
and challenges of integrating formative and summative assessment for the
users are highlighted.
e, t
Exchange 4
40 audience
Talk
RES
Teaching grammar in context at primary school

Maree Jeurissen (The University of Auckland)
Auckland)
Findings from a study, where the researcher collaborated with primary
teachers to design and implement functional grammar tasks to support
English language learners with writing, are presented. The research
investigated the extent to which a focus on form (grammatical form)
might facilitate language acquisition if provided in conjunction with a focus
on meaning (Benati, Laval & Arche, 2014).
e, p
Exchange 5
40 audience
Talk
LT
Beyond classroom limits: podcasting for EFL learners' writing

Yousif Alshumaimeri & Ebrahim Bamanger (King Saud University)
University)
Podcasting is feasible everywhere and every time. This presentation will
report on a study that casts some light on the effectiveness of podcasting
lectures in teaching writing for EFL learners. It displays EFL learners
attitudes towards the use of podcast instruction in teaching English
writing. A group of recommendations will be made on how to better
implement this technology.
e, le, t
Exchange 6
40 audience
Talk
EAP
Towards a critical teaching of English

Rachel Ramsay (University of Oldenburg)
Oldenburg)
Teaching English within Cultural Studies offers a particular challenge. How
can we motivate students to fine-tune their command of academic English,
whilst simultaneously teaching them to critique neo-liberalist language
policies which privilege standardised forms of English, such as RP? This
talk focuses on an ongoing attempt to develop a critical teaching of English,
using Ken Loachs film Ae Fond Kiss.
TUESDAY
Session 4.1 : 1025-1055
a = adult teaching
235
Tuesday 14 April
TUESDAY
Session 4.1 : 1025-1055

Exchange 7
40 audience
Talk
GEN
Theres something about Ali, Hyunwoo and Federico....

Varinder Unlu (International House, London)
London)
Why are some students more difficult to teach? How can we know if there
is a more serious underlying learning need? What can we do to help them?
This talk will give useful advice about how to deal with students with SENs
and what teachers can do to help them. By understanding this issue,
teachers can be more inclusive.
e, le, a
Exchange 9
240 audience
Talk
TD, YLT
Introducing literacy in an earlyearly-years EFL setting

Stephen Thompson (National Geographic
Geographic Learning / Cengage Learning)
Learning)
& Jane Thompson (Freelance)
Freelance)
This presentation focuses on practical techniques for teaching young
learners to begin to read and spell in English. The methodology is based on
current UK guidelines for the teaching of synthetic phonics. Teachers will
gain insight into the theory, plus ideas for applying it in the classroom.
Examples will be drawn from the National Geographic/Cengage Learning
publication Hide and Seek.
le, p
prodprom
Exchange 10
100 audience
Talk
LT
Reviewing EdTech products

Jo Sayers (ELTJam)
ELTJam)
With so many EdTech products out there, how do we decide which ones
work and which are just hype? By looking at not just pedagogy, but user
experience and instructional design, we become better able to make
informed choices about which EdTech tools are worth using. This talk will
look at criteria we can use to judge the products available.
Exchange 11
150 audience
Talk
EAP, LT
What's on your mind? Social networking for EAP students

Tim Leigh (University of Bolton)
Bolton)
Moving to a new country for higher education poses not only language
challenges but also lifestyle changes. This talk focuses on the findings of a
study which integrated the social networking site Edmodo into a British
university Pre-Sessional EAP language programme to identify whether
such a platform could help students integrate into living and studying in a
new country.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
236
le, t
Tuesday 14 April
Session 4.2 : 1110-1140
Session 4.2
Central 3-4
140 audience
Talk
TD, TTEd
Practical, scalable training for compulsory education teachers

addressing the challenge
Liz Robinson & Tim Banks (Cambridge English)
English)
The session addresses issues of capacity-building in the compulsory
education sector and offers possible solutions. We explore what the
essential elements of effective teaching qualifications are and the
competencies teachers need at different stages of their careers. We then
discuss the challenge of reflecting these in scalable, accessible, practical
and flexible qualifications for primary and secondary school teachers.
e, p, s
prodprom
Central 5
80 audience
Talk
YLT
Phonics for parents as partners in learning

Chloe Goudvis (British Council Hong Kong)
Kong)
Parents are key partners in supporting children's learning and
development. However, their support can be limited by unfamiliarity with
the learning materials. This session discusses how a phonics course for
parents, developed at British Council Hong Kong, not only provides
educational skills and tips to support children's learning, but also
strengthens the educator-parent relationship, and in turn the parent-child
relationship.
e, p
Central 6
50 audience
Talk
LA, RES
Learner autonomy in action: where do we go from here?

Gamze Sayram (Macquarie University)
University)
I report on a mixed-method participatory action research study that
focused on enhancing learner autonomy in academic writing at a
university. The study comprised two action research cycles that took place
in 2013 and 2014. A comparative analysis of the outcomes created a
discussion platform for initiating curriculum change and professional
development opportunities for the future.
TUESDAY
1110-1140
a = adult teaching

237
Tuesday 14 April
TUESDAY
Session 4.2 : 1110-1140

Central 7
80 audience
Talk
TTEd
The natural CELTA - a farewell to language?

Joanna Stansfield & Emma MeadeMeade-Flynn (International House London)
London)
Should language analysis take centre stage on a CELTA course? If you
removed explicit instruction on language systems from input sessions, and
instead focussed on developing practical teaching skills, could trainees
still 'acquire' language awareness? This talk aims to explore these
questions. We will evaluate teaching practice outcomes of this, drawing on
trainer, trainee and student reflection and observations.
e, a
Central 8
80 audience
Talk
EAP, ESP
Real world tasks to engage and motivate

Louise Pullen & Dan Jones (University of Leicester)
Leicester)
This talk shares our experience of how real world tasks can be used in an
EAP context. These tasks allow students to develop confidence, language
and skills in their specific academic area. We will describe how to set up a
poster presentation event in a university context and demonstrate how this
can respond to students specific academic needs.
e, a
Charter 1
400 audience
Talk
EAP, TEA
Preparing for PTE Academic and IELTS; comparisons and resources

Jo Tomlinson (Target English)
English)
High-stakes tests like IELTS and PTE Academic open doors in best world
universities and offer endless opportunities for those who score high. But
what do you need to know to help your students succeed? In this session,
the presenter, a teacher and an academic consultant, will give practical
tips on PTE Academic and IELTS preparation.
e, s, t, a
pub
Charter 2-3
500 audience
Talk
BE, LT
Biz15 ByteByte-sized Business English
e, le, t, a
prodprom
Mike Hogan (York Associates)

Associates)
Young Digital Planet, with York Associates and Barry Tomalin, thought
leaders in Business English and intercultural communication, has
developed Biz15, a multi-level set of e-learning Business English courses
based on 15-minute learning chunks. The presentation showcases key
features of Biz15, including language, communication and cultural tracks,
authentic input and animated videos.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
238
Tuesday 14 April
Charter 4
190 audience
Talk
LT, MaW
Course (be)ware: key lessons in online course development

Paul Sweeney (Eduworlds Knowledge Ltd)
I present a summary of lessons learned from the development of a wide
range of online courses for teachers and learners in ELT. An experienced
developer of 'e-learning', I will identify key lessons for the successful
development of online courses. This is based on my own experiences and
those of a survey of seasoned practitioners in the field of online course
development.
e, p, s, t, a
Cobden 2
60 audience
Talk
GI
Exploiting print and digital newspapers for intercultural sensitivity

development
Gloria R L Sampaio (Catholic University of Sao Paulo)
Drawing on the Developmental Model of Intercultural Sensitivity (Katan,
2002), this presentation will look into different ways of exploiting English
language print and online newspapers (applicable to other similar
journalistic sources) to sensitise learners to the role of culture in
constructing, perceiving and translating 'reality', lead them to revisit their
self-image, and foster positive attitudes of tolerance, respect and
pluralism.
e, t
Cobden 3
185 audience
Question & answer session relating to Harry Kuchahs plenary session

If you attended Harrys plenary session this morning on ELT in difficult
circumstances: Challenges, possibilities and future directions, you are
welcome to attend this related session. This will allow participants to ask
questions or address issues that have been raised by Harrys plenary talk.
Exchange
Hall
1025-1140
IATEFL SIGNATURE EVENT

TUESDAY
Session 4.2 : 1110-1140
a = adult teaching
239
Tuesday 14 April
TUESDAY
Session 4.2 : 1110-1140

Exchange 1
80 audience
Talk
MD, YLT
LearnEnglish Schools: ICT solutions for contexts with limited internet
Exchange 2
40 audience
Workshop
PRON, TTEd
Pronunciation teaching can and should be fun!

Catarina Pontes (Associacao
(Associacao Cultura Inglesa Sao Paulo)
Paulo)
In this workshop, practical and fun ideas on how to work with
pronunciation will be shared. Participants will be invited to try out the
activities suggested and to share their own. This exchange aims at
broadening their pronunciation teaching repertoire, and participants
should leave the session with a bag of ideas that can be easily resorted to
in their lessons.
le, a
Exchange 3
40 audience
Talk
EAP, TEA
How spiky can a spiky profile be?

Karen Smith (University of Central Lancashire)
Lancashire)
ESL professionals often assess language competence within the paradigm
of the four skills. We use the term 'spiky profile' when a learner performs
erratically in one of these skill areas. Using test data from UCLans SoLLIS
Examinations and international cohort, the shapes of spiky profiles will be
investigated, focussing on the productive skills of speaking and writing.
e, le, t, a
Exchange 4
40 audience
Talk
YLT
Difficulties with team teaching in Hong Kong kindergartens

Mei Lee Ng
This presentation analyses the features of three native English-speaking
teachers (NESTs) teaching in a Hong Kong kindergarten in order to explore
the feasibility of team-teaching between NESTs and LETs (non-Englishspeaking local teachers). The results show that the enabling features at
pedagogical, logistical and interpersonal levels were absent. This
highlights the challenges of effectively deploying NESTs in an EFL
kindergarten.
e, p
access
Deepali Dharmaraj (British Council India)
India )
This talk covers the conception and development of an offline digital
resource for learners: LearnEnglish for Schools. I will demonstrate the
content and share lessons learnt while using it in a wide variety of
contexts. I will give practical suggestions for developing similar material,
outlining how digital content can be created and exploited in both high and
low-resource areas.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
240
e, le, p, s
prodprom
Tuesday 14 April
Exchange 5
40 audience
Talk
AL, MD
Emails for teaching pragmatics in the ESL classroom

Afrah Ali (Bahrain Teachers College, University of Bahrain)
Research has shown that ESL students with advanced linguistic skills may
still lack the pragmatic knowledge needed for successful real-world
communications. This talk will present strategies for teaching collegelevel students about pragmatic competence and politeness by focusing on
a real-life task: email writing. Participants will learn how email messages
can be a valuable resource for raising students pragmatic awareness.
le, t, a
Exchange 6
40 audience
Talk
LMCS, YLT
Motivating ESL learners using folktales

Rout Anirudha (District Centre for ELT, Baripada, India)
I will present on a piece of practical research intended to find a way to
motivate a group of secondary level students, who found English
challenging, by using the folktales of their community. After 30 hours of
intervention using folktales, they showed improved motivation and
performance, as seen through tests and classroom behaviour.
le, p
Exchange 7
40 audience
Talk
RES, YLT
Drawings are talking: exploring language learners beliefs through

visual narratives
Julide Inozu (Cukurova University)
This presentation reports a study suggesting an alternative use of
drawings in the language classrooms. The study uses young childrens
drawings about learning English as an innovative way of investigating their
perceptions of what it means to learn a foreign language. The
interpretations of the images will be presented with examples of settings
and teaching practices reflecting students learning experiences.
e, le, p
Exchange 9
240 audience
Talk
LT
BYOD a real account of implementation

Leticia Camila Bissoto Queiroz de Moraes (Cultura Inglesa Sao Paulo)
Wearable technology, flipped classroom, cloud computing, apps, BYOD,
social networks... new technologies, devices and digital strategies have
been sprawling everywhere. But how do you select the ones in which it is
worth investing? This talk describes the implementation of a BYOD policy in
a language centre, why it was chosen, how it was done and its initial
results.
e, le
TUESDAY
Session 4.2 : 1110-1140
a = adult teaching
241
Tuesday 14 April
Session 4.2 : 1110-1140
Session 4.3 : 1215-1300
Exchange 10
100 audience
Talk
AL, YLT
Is younger always better? The age debate in young learners

Victoria Murphy (University of Oxford)
Oxford)
The age of a learner is often considered a critical variable in determining
L2 success. However, as discussed in the new book from OUP, Second
Language Learning in the Early School Years, age is but one (and possibly
least important) factor in shaping L2 learning. These factors, and their
respective contribution to L2 learning in young learners, will be discussed.
e, le, p
prodprom
Exchange 11
150 audience
Workshop
MD
Whole class creativity in the L2 classroom

Brian Tomlinson (Retired)
Retired)
In this interactive workshop, I will provide and discuss justifications from
learning theory and second language acquisition theory for fostering
creativity in the L2 classroom and, in particular, for stimulating whole
class creativity. I will demonstrate with the audience ways of stimulating
whole class creativity and will invite evaluation and discussion of these
activities.
e, le, p, s,
t, a
1140-1215
Exhibition hall
1215
The exhibition closes
TUESDAY
1215-1300
Central 3-4
140 audience
Workshop
EAP, TD
LOGO
Session 4.3
Classroom pushing for meaning and learning
Chris Heady (INTO Newcastle University)
This workshop explores techniques and strategies to achieve more from
classroom learning contexts. We'll cover how to manage student
contributions in post-task stages and how to push student language to
maximise learning. Although evidence- and research-based, the session
will be mostly practical and will look at EFL and EAP contexts alike.
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
PRON
RES = Research
Assessment
242
e, le, a
Tuesday 14 April
Central 5
80 audience
Workshop
EAP, TEA
IELTS heading/section matching - an effective and timetime-efficient

technique
Deborah Hobbs (EC Bristol)
Regardless of the teachers instructions, students continually apply
ineffective techniques to this common reading question type, both in terms
of time spent and results achieved. In an attempt to address these issues,
this participative workshop will provide teachers with a simple, yet
effective, lesson idea which introduces students to a strategy that can be
successfully applied in the exam.
e, le, a
Central 6
50 audience
Workshop
AL
Teaching for knowledge vs. teaching for use

Neil Armstrong & William Ford (A Plus Centres)
Many teachers find a discrepancy between the language structures
learners show awareness of and the range of language their learners
actually use. In this workshop, we'll discuss the implications of
developmental readiness, encouraging distinguishing between teaching for
knowledge and teaching for use with syntax. We will give our own practical
suggestions for helping to successfully foster these two different
expectations.
e, le, a
Central 7
80 audience
Workshop
TTEd, TEA
Improving your classroom test through simple statistics

Louise Lauppe (telc language tests)
How do you write good items? How do you check if your items worked? In
this workshop you will learn about what makes a good multiple-choice
item and how to employ simple statistics to evaluate the items of your
classroom test. We will look at sample items, perform simple statistics
and learn what they tell us about how items function.
le
Central 8
80 audience
Workshop
LMCS, MD
How poetry can aid students' comprehension

Rosemary Westwell (Ely)
Ely)
A major problem students have with comprehending written English is the
lack of understanding of non-literal language. This practical workshop,
based on the book A Close Look at Unseen Poetry, explores the nature of
poetry and common ways in which specific poetic devices can add meaning
and how an understanding of this can improve students reading
appreciation and comprehension.
e, le, t, a
prodprom
TUESDAY
Session 4.3 : 1215-1300
a = adult teaching
243
Tuesday 14 April
TUESDAY
Session 4.3 : 1215-1300

Charter 1
400 audience
Workshop
MD
Learning listening: the challenge of unscripted language

Anne McDonald (Freelance)
Freelance)
For learners schooled on a diet of scripted ELT listening material,
authentic unscripted audio presents a daunting challenge. In this
workshop, well consider what the difficulties are and how we can help
B1+/B2 level learners to overcome them. Suggestions will be illustrated
with activities from Authentic Listening Resource Pack (Delta, 2015).
le, a
prodprom
Charter 2-3
500 audience
Workshop
LT
Videocameras in the hands of learners

Jamie Keddie (Freelance)
Freelance)
Video-recording devices can give extra depth and meaning to the activities,
tasks and projects that students get involved with. In this workshop, I will
show some good examples of videos created by students, both in and out of
the classroom. We will discuss technical, practical and pedagogical issues
along the way.
e, le, p, s,
t, a
Charter 4
190 audience
Workshop
MD
Creative grammar
Charles Robert Hadfield (University of Exeter, School of Education)
Education)
This practical workshop is based on four fundamental tensions between
grammar and creativity, using eight examples of commonly taught
grammar points at different levels (beginner to advanced). A series of
enjoyable whole class, small group, and individual activities shows how the
underlying contradiction between grammar' and creativity can be
resolved in a positive way.
e, a
Cobden 1
35 audience
Workshop
YLT
Help yourself! Exploring selfself-motivating strategies with teenagers

Edmund Dudley (Freelance,
Freelance, Hungary)
Hungary)
When students have low levels of self-directed motivation, teachers tend to
assume the mantle of would-be motivators. Such an approach can yield
positive short-term results, but it does not help teenagers develop
essential self-motivating strategies. Building students awareness of these
strategies can help them take control of their own learning and provide the
basis for engaging language-learning activities.
e, s
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
244
Tuesday 14 April
Cobden 2
60 audience
Workshop
TD
Why isn't your group work achieving the desired results?

Adam Simpson (Sabanci University, School of Languages)
Languages)
When we do group work in class, it isnt always successful. Is this due to
the task, the students, or is it perhaps connected to ineffective group
formation? This presentation will examine the historical background of
group work in ELT, the literature behind group formation and group tasks
and compare this with the findings of classroom-based action research.
e, le, t, a
pub
Cobden 3
185 audience
Workshop
YLT
Engaging, fun learning: helping students gain grammar and EFL skills
Carol Higho (Macmillan Education)
Education)
This workshop will look at the use of puppets, magazines and comics from
Tiger Time to engage young learners. It will highlight ideas for developing
critical thinking, as well as introducing CLIL and culture as part of an EFL
lesson. The materials will include activities taken from print and digital
components along with practical classroom management ideas.
e, le, p
prodprom
Exchange 1
80 audience
Workshop
TD
Structured spontaneity. Unleashing participants spontaneity and

creativity for role playing
Robert Zammit (Germany)
Germany)
"I'm not creative", "I hate role-plays", "I'm not spontaneous"; a common
reaction to the roleplaying activities offered in many a classroom. Using
techniques and methods from PDL (psychodramaturgy for language
acquisition), we'll see how easy and fun it can be to set up role plays that
feel authentic, using nothing but the resources every teacher has - the
participants.
e, le, a
Exchange 2
40 audience
Workshop
GEN
Dyslexia and other SpLDs: simple strategies for maximum inclusion

Anne Margaret Smith (ELT well)
well)
This workshop will allow participants to experience something of what it
may be like to learn another language for students who have a specific
learning difference (SpLD), such as dyslexia or AD(H)D. Classroom
management strategies and teaching techniques will be explored that are
easy to implement yet have a big impact on learning for all members of the
class.
TUESDAY
Session 4.3 : 1215-1300
a = adult teaching
Therefore,
245
Tuesday 14 April
TUESDAY
Session 4.3 : 1215-1300

Exchange 3
40 audience
Workshop
PRON
Pronunciation: what to do before you do sounds

Piers Messum (Freelance)
Just as a gardener prepares the ground before planting seeds, it pays to
prepare our students mouths before teaching sounds. English speakers
have distinctive ways of controlling their breath, holding the tongue, etc.
With these basic actions and settings, students move out of L1 and even
difficult sounds then come naturally. We will explore the exercises
needed for this.
e, p, s, t, a
Exchange 4
40 audience
Workshop
LA, LT
Teaching with technology in a classroom without any

Kathryn Smelser (Volkshochschule Peine, Germany)
Are there ways educators can still use technology to enrich their lessons
where none is available? This workshop will share possibilities of
integrating technology into adult classes through a variety of
communicative activities, using electronic resources available outside the
classroom. Participants will perform some of the tasks and collaborate on
creating further activities.
le, a
Exchange 5
40 audience
Workshop
TD
Overcoming challenges for continuous professional development in

teacher education
Marcela Cintra (Associacao Cultura Inglesa, Sao Paulo)
Teacher educators have often faced challenges in promoting autonomy for
teachers continuous professional development in ELT to guarantee quality
education. During this presentation, I will discuss issues regarding
accountability, the impact of feedback and the roles of reflection and
collaboration in leading teachers to success in pre-service and in-service
initiatives.
e, a
Exchange 6
40 audience
Workshop
TD, TTEd
Through the eyes of the teachers: seeing beyond the surface

Meltem Akbulut Yildirmis & Mehtap Ince (Istanbul Sehir University)
This workshop aims to uncover teachers constructions of their observed
lessons in the face of major efforts to enhance institutional standards and
teacher accountability. Working together and using the results of our
qualitative study, we will discuss the interplay between developmental and
evaluative observations, and explore if teacher effectiveness is counted as
a fit for purpose or a personal boost.
e, le, a
Purposes
ES(O)L=English
ES(O)L
Languages
GEN = General
GI = Global Issues
Studies
RES = Research
Assessment
246
Tuesday 14 April
Exchange 7
40 audience
Workshop
GEN
Examining differentiation of instruction in ELT

Thomas Ewens (ETI) & Wieslawa Karczmarczuk (Dixons Allerton
Academy)
In this practical workshop, we will guide participants through a series of
classroom tasks and invite them to reflect on ideas of differentiation of
instruction. We will introduce ideas from our two different contexts; a class
containing ESL students at a state secondary school in the UK, and an EAP
class in Kazakhstan.
le, t
Exchange 9
240 audience
Workshop
MD
Taking flight from the OK plateau

Nick Bilbrough (Horizon Language Training, Totnes, UK)
At certain points in our learning we turn on the automatic pilot and make
do with what we have what Foer (2012) has termed an OK plateau. But
successful learners often delay this automaticity stage by consciously
struggling with challenging material. Lets explore three motivating ways
in which this struggle can set learners on a flight path to fluency.
e, le, p, s,
t, a
Exchange 10
100 audience
Workshop
LT, YLT
Taking the multimedia appsmashing iPad challenge!

Joe Dale (Freelance)
Appsmashing is "the process of using multiple apps in conjunction with one
another to complete a final task or project" according to Greg Kulowiec
who coined the term. This workshop will show how appsmashing can
enhance language learning through the productive skills of speaking and
writing as well as promoting the 4 C's of Creativity, Collaboration, Critical
thinking and Communication.
e, p, s
Exchange 11
150 audience
Workshop
YLT
Learning language through arts: teaching street art in EFL classrooms

Henriette Dausend (University Chemnitz, Germany)
Germany)
Learning a language focuses on being able to communicate in everyday
situations. These situations can be created when implementing wellknown elements in teaching. Street art as an element of youth culture
might help to foster motivation in language use. In this workshop,
participants experience street art itself and learn to implement street art
in teaching foreign languages.
le, s
TUESDAY
Session 4.3 : 1215-1300
a = adult teaching
247
Tuesday 14 April
Final plenary & closing : 1315-1430
1300
The IATEFL registration desk closes
1315-1415
Plenary session
Exchange Hall
(1600 audience)
A Poetry Reading by Carol Ann Duffy, Poet Laureate
DUFFYS
PHOTO
A poetry reading by the poet laureate from old and new work. Followed by a book
signing.
Carol Ann Duffy lives in Manchester, where she is Professor and Creative Director of
the Writing School at Manchester Metropolitan University. She has written for both
children and adults, and her poetry has received many awards, including the Signal
Prize for Children's Verse, the Whitbread and Forward Prizes, the Costa Prize for
poetry, and the Lannan and E. M. Forster Prize in America. In 2005 she won the T. S.
Eliot Prize for Rapture. She was appointed Poet Laureate in 2009. In 2011 The Bees
won the Costa Poetry Award, and in 2012 she was awarded the PEN Pinter Prize.
1415-1430
Closing address
Exchange Hall
The President of IATEFL, will make a closing address.
LOGO
There will be a free raffle for attendees of the final plenary and closing. The wonderful
prize of an iPad mini is kindly sponsored by National Geographic Learning/Cengage.
To enter the raffle, you must hand in your badge and lanyard as you enter
Exchange Hall for Carol Ann Duffys
Duffys plenary session. Your badge will not be
returned to you. No further badges will be accepted that are not handed in on
arrival for the plenary.
TUESDAY
1430
Book-signing by Carol Ann Duffy

Carol Ann Duffy is very happy to sign copies of books purchased on the day, courtesy
of her publisher, Picador.
1430
IATEFL Conference farewell

The conference ends with a complimentary snack on your way out as we say farewell
to you. We thank National Geographic Learning/Cengage for their sponsorship to
enable us to offer this.
LOGO
We look forward to welcoming you again at our
50 th Annual International Conference and Exhibition

in Birmingham, UK, 13-16 April 2016.
248
BIRMINGHAM LOGO

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During the conference there is a Poster Forum displayed in the Gallery.

Kindly sponsored by ETS TOEFL

From professional development to professional dissemination

Mini reading selfself-assessment tools

Recurring writing errors prepre-service teachers make at lowerlower-intermediate levels

Peacebuilding and grammar acquisition in Kurdistan Region, Iraq

Global perspectives, local incentives

Using English picture book storytimes to build confidence in ELL

The impact of podcasts on learners' listening comprehension

ELT in mixedmixed-ability groups in Moscow 'Tsaritsyno' School 548

Apprentisys - managing student payment, attendance, assessment and more

Integrated assessment in foreign language teaching

Analysis of Arab students error logs from two essay categories

Diamonds are forever: ensuring language learners achieve lifelong learning

Effective strategies for teaching English words by using etymology

Role of inhibition/extroversion in raising cultural awareness at the kindergarten

The Ultimate Guide to CELTA and selfself-publishing

Oral feedback behaviour of native and nonnon-native English teachers

Demonstration of a personalized English reading learning system

Emma Jones & Amanda Momeni (Munich Volkshochschule)

What makes UFRO students succeed and fail at learning English?

Knowing ME - a nonnon-profitprofit-making project on Maritime English

Exploring EFL learners communication strategies via computercomputer-mediated oral

English for academics

Need for a new assessment and role of ELT teachers

Developing an online master's course: experience, challenges and evaluation

Using the vizualisation method in teaching language skills

Reading approach in foreign language (English) proficiency attainment

Aligning the Vocabulary Levels Test with the CEFR

The Poster Forum is located in the Gallery.

Registration desk open

IATEFL How to... track

How to give a presentation at an international conference with Jeremy Day

How to reflect on research talks at the conference with Sarah Mercer

Opening Announcements and Plenary Session

The conference will be opened by the IATEFL President, Carol Read.

Plenary session by Donald Freeman

Sounds good, looks good: using short video clips in ELT

The house that crack built: a picturebook for teens

Wheres the language? Spiraling teachable moments throughout a

EAP writing: teaching strategies for effective paraphrasing

Session 1.1 : 1040-1125

The next generation of autonomous instruction thru VoiceThreads

Questions for learning and some unexpected answers

Only connect: seven strategies for ensuring teacherteacher-student

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

Memorable, not memorized learning

Familiarisation activities awareness of the CEFR levels and

The artsy side of teaching

HOT (high(high-order thinking) listening tasks for learners

Session 1.1 : 1040-1125

Session 1.1 : 1040-1125

Jetstream Helbling's course for adults in the 21st Century

Your class is your resource: making use of learner styles

Read? Why read? Skip, scan or skim? Reading solutions

Twerking the meaning: the pragmatic implicature of song lyrics

Jane Revell (Helbling Languages)

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

Communicating communicative competence

Potential and pitfalls of assessment: enhancing learning through

Strictly Come CELTA. An analogy and some thoughts on feedback

The importance of emotions in language learning

Session 1.1 : 1040-1125