In this practical workshop based on materials from "QualityTime-ESL: The Digital Resource Book", participants will watch short films and see how students manage to perform certain oral assignments in an authentic ELT classroom. They will have an opportunity to comment on written instructions and experiment with them by playing the part of students in pair work activities.

If you are planning to attend this session, I suggest you print out the 20-page digital handout that you will find below the summary and bring it along.

Summary

I aim to show how Gestalt descriptions of interactions can be applied to initial
teacher training courses and to specific areas such as feedback and lesson planning.
We will look at the Gestalt cycle of contact and interruptions to contact to see if we
can successfully apply this to a training context. No previous knowledge of Gestalt
is assumed.

Choose any dictionary from the COBUILD range, and you will discover not just a reference book, but an invaluable practical learning tool, presenting key words in context. Through various learner-centred activities, we will explore how a dictionary, both online and in paper form, can show words in their natural environment to help learners with collocation and vocabulary-building skills.

Some ambiguous and confused aspects of task-based language teaching will be covered. The topics to be considered are: definitions of task and target task; syllabus selection and sequencing of tasks; expected language learning in tasks; possible
pedagogical focus in tasks; accuracy, fluency and complexity variables in TBLT; collaboration/cooperation; actual implementation of TBLT. There will be time for debate.

The current move in Business English towards totally needs-based, learner-focussed language training, demands an approach that is as individually tailored as possible. This talk looks at how the three fundamental precepts of dogme, as presented and expounded in the book "Teaching Unplugged" by Scott Thornbury and Luke Meddings, can meet this demand very successfully in the Business Englsh classroom.

Friday 9th 14.10 - 14.40 King's Suite

Does the language influence the gestures a presenter uses? Speakers from India, Indonesia, Mozambique, Brazil and Tanzania were recorded when they presented in their L1 and in English; their gestures they used were compared at the individual level. This illustrated talk presents some surprising findings, expected and unexpected. Conclusions relate to presentations training and to intercultural awareness in teachers.

This talk examines the effects of social background in the teaching of ESP in tertiary
institutions and the work place. The presenter will closely look at the rural-raised
group versus the urban high density as well as the urban affluent groups. Finally, the
talk will give recommendations on how this social and academic problem can be
overcome.

This talk will look at two projects taking place in the 3D virtual environment of Second Life: AVALON is a European-Union funded project exploring best practice in teaching using virtual worlds; the British Council's Learn English Second Life islands feature language learning quests based on UK culture and legends (we will
focus on the Shakespeare and Merlin quests).

This talk will provide practical ideas for teaching ‘real’ English in today’s English-speaking world. It will look at how to base lessons around transferable communicative goals using corpora and authentic texts. You will be given a solid framework of ideas for ensuring that learners achieve real-life communicative outcomes in class by two of the English Unlimited author team.

This study inquires whether and to what extent Turkish teachers of English use
features of spoken grammar in their own communication with other speakers of
English and teach these features in their English classes. The sources where they
learned these elements of spoken grammar are also sought out. The results have
some implications, mainly for teaching speaking and materials development.

When I first trained, the situational presentation was a key technique - but rapidly
fell from favour, derided by PPP critics. Nowadays, recently-trained teachers have
little idea what a sitpres is or how to do it effectively. I will recant some of my
earlier misspeaks and suggest why the sitpres could be put back at the heart of initial
training.

The workshop will focus on educationally valuable issues in teaching writing as a communicative skill to students of English Philology at Vilnius Pedagogical University. The teaching of writing skills within the recent Lithuanian context of modern ELT has undergone meaningful transformations in terms of self-reflection, perception of otherness, interrelationships between language and thinking.

Transformations - in various forms! - are common to fairy tales, folk tales, novels, films, and TV ‘makeover’ and talent shows.
This session will explore stories involving transformations, and suggest how Internet projects, films, illustrations and text connections can expand learners’ language skills and their awareness of the world. Examples of activities will be taken from Black Cat graded readers.

Our Signature Event this year takes place on Friday 9 April from 1715 to 1815 and looks at one of the British Council's priority areas - the role of English in Development. For our session we are going to focus on one particular aspect of this theme:
The impact of testing on the teaching and learning of English in developing countries.

Synergy is vital for creating fantastic learning environment. Students and teachers need to collaborate and create a powerful force in the classroom.
I am going to present some inspiring activities for creating synergy, such as relaxation and visualization exercises, ways to humanize your teaching and empathize with students, and some team building activities to reenergize your lessons.

This talk/workshop will explore the development of the expatriate language teacher who has lived in multiple cultures, our influence on the profession and on the spread of the English language. I will be sharing my research on this topic, and will involve the participants in considering their own professional journeys.

The objective of this workshop is to present ‘a challenge to customary modes of perception, thought and feeling’1 by taking ESOL teachers through a series of introspective activities that focus on raising critical cultural awareness. I hope this experience will invite the audience to recognize and value ‘otherness’ and ‘inclusiveness’ in the creation and interplay of learner identities.

Friday April 9th

Good things always come in threes, and this year's IATEFL 3rd annual Pecha Kucha evening is no exception. 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.

This year's Pecha Kucha is called "Love of Language" and features several new speakers but the enjoyment will be the same as ever. Do not miss this event!

This presentation will provide a summary of the composition of the Pearson International Corpus of Academic English (PICAE), and present new academic word lists based on PICAE or its sub-corpora focussing on different language modes, regions and academic disciplines. It will also discuss the impact these findings may have on academic English teaching and testing.

Are you using your Interactive Whiteboard (IWB) effectively in your teaching? Perhaps you are not fully exploiting the potentials of this technology. This workshop aims to show how simple activities can be designed to allow students to 'interact' more with IWBs thus stimulating kinaesthetic learning and minimising 'chalk and talk' teaching.

In this talk, I will argue that the process of linking tests to the CEFR or other standard is an essential part of the test development and validation cycle. I will take as a case study the City & Guilds linking projects, in which the linking process is now embedded in the development cycle.

How can we motivate our students and get them past seeing learning English as just another academic subject, to experiencing it as a communication tool that will be useful for them throughout their lives?

My working method for tackling the problem is to use web publishing resources to create tasks which are relevant to students and produce tangible results.

This presentation will discuss the usefulness of eXe Editor for designing, developing and presenting learning resources to tertiary level learners in online and offline environments. We will share samples of content generated, and used and will dwell on the benefits obtained and challenges faced in using eXe-mediated materials.

Presenter: Kalyan Chattopadhyay

CILLL is an invented acronym for Content in Language Learner Literature. Original fiction dealing with controversial or sensitive contemporary issues can stimulate a genuine response to text, in contrast to it being used as a pretext for language practice. This interactive session will explore how extensive reading can aid the development of critical thinking, with examples from Cambridge English Readers.

This presentation will provide a summary of the composition of the Pearson International Corpus of Academic English (PICAE), and present new academic word lists based on PICAE or its sub-corpora focussing on different language modes, regions and academic disciplines. It will also discuss the impact these findings may have on academic English teaching and testing.

Diverse Europe at Work is a major new EU resource for teaching diversity and inclusion in EFL and ESL. The session demonstrates four activities for highlighting awareness and promoting team harmony, including the seven -isms of diversity and critical incident methodology. People from different backgrounds at work fall back on their own cultural assumptions in a crisis. This session shows how to understand and resolve differences.

Process writing is one of the vehicles for helping students identify their personal
resources and develop not only their writing but other skills as well. We offer
practical activities for combining aspects of online and face-to-face instruction on
the basis of writing an essay “How to become a 21st Century learner”. Technology enhanced process writing is student-centered, collaborative, and hands-on.

In this session we will address issues of academic quality in a language school and
look at how academic managers can maintain the highest quality of teaching in a mixed-experience teaching staff. We will focus on observation types for experienced and inexperienced teachers and feedback styles, teacher types and setting
professional development goals.

In this workshop, we will investigate ways that technology can successfully
contribute to professional development. The desired outcome of the workshop is a
list of procedures and tools that can be used in designing and conducting PD
programmes, based on the experiences and ideas of the speaker and the audience.

Traditional assessment doesn’t aid students in developing and benefitting from their
strengths and/or improve on their weaknesses, nor does it give room for exploration.
I will discuss a new format of testing which enhances students' academic
development and achievement based on Sternberg and Vygotsky's philosophies.

What does advanced learner writing look like? Not completely error-free, since L2 writers are constantly juggling the demands of composing with balancing complexity and accuracy. Here we look at linguistic, lexical and discourse features which C1 and C2 writers use to express their ideas and meanings, and celebrate their achievement

This talk aims to introduce a case study on the implications of classroom
observations by the DOS/teacher trainer. It will focus on the correlation between
what the observer notices and the perceptions of the teachers observed. Participants
will then be invited to contribute to a discussion as to how this may apply to their
own context.

The aim of this presentation is to introduce and reflect on ‘Twitter’; an online social networking and micro blogging tool along with its applications and widgets such as Twitpic and TweetDeck, to see educational uses of twitting. Twitter is used widely where you can update your status in maximum 140 words and follow other users of your choice and interest. First, Twitter will be described referring to a variety of authentic descriptions by its users. Twitter pages of 4 language teachers/ teacher trainers have been analyzed and coded considering their content.

Every journey starts from home. For all students, hme is their mother tongue. The L1 dominates the brainspace in the EFL classroom. Is the L1 an enemy or a friend in the foreign language learning process? Does our teaching methodology treat L1 as an enemy or as a friend? What practical methods can exploit this friendship?

ESL in Ireland’s secondary schools is an emerging field of policy, practice and
research. Teachers face the challenge of engaging diverse groups of students with
the Irish curriculum while also developing English language proficiency. This
presentation introduces a version of the ELP containing customised elements which
encourage LA, allowing the teacher to meet the needs of the diverse learners.

The rise of IWB use is causing much debate about best practice for teaching in digitalised classrooms. The clamour to ‘go digital’ makes it seem that 20th Century resources are no longer relevant. This talk will explore the importance of an integrated approach to digital technology. The talk will show some of the attitudes that teachers have towards technology use in the classroom, addressing the naysayers along with showing some popular web 2.0 tools and explaining the reasoning behind the Headway Itools software.

In spite of the popularity and proliferation of online education, scepticism persists.This talk addresses some of educators' most common reservations and apprehensions when facing the prospect of offering courses and programs online. In the process, we will look at innovative ideas and programs that have succeeded in easing the transition to online teaching and learning.

This paper reports on the integration of Podcasting, Second Life and e-book readers into curriculum delivery for an online MA TESOL programme at the University of Leicester. The study is part of a JISC-funded research project, which aims to enhance the student experience by increasing peer interaction, adding variety to programme delivery, and making the delivery more flexible and mobile for practising EFL professionals who are frequently on the move.

English teachers spend more time now than in the past on assessment, preparing
learners for tests, and dealing with alignment to frameworks. Despite the demands
made, language testing training and textbooks have changed little. This presentation presents research into teacher training needs and reports on results in terms of principles, skills and knowledge required to operate in today’s challenging
educational environments.

Delivering an effective presentation in English is a universal expectation of today’s learner. With a dearth of presentations material for ESP, this talk goes beyond the traditional approach by providing teachers with corpus-driven, ready-to-use tools that incorporate the learner’s specific field, e.g. techniques for developing non-verbal communication and building audience rapport, to ensure all learners get their message across.

What is ‘Standard’ English? What is ‘correct’ English? How is English changing? This talk looks at what should or should not be taught /included in materials. Participants will study examples of language use (some taken from Grammar for English Language Teachers, CUP, 2010) and I will be honest about decisions I have made.

Responding to a paucity of research on identity in foreign language learning, this paper presents a new theoretical model of identity supported by recent research findings. It is suggested that adolescent learners of English as a foreign language may experience a discrepancy between their private and public selves, while also displaying differential public identities. Practical classroom implications are discussed.

The workshop will engage delegates in various cultural awareness-raising activities
including one based on symbols representing different features of target and native
culture(s), as well as separate activities using proverbs and superstitions, short
videos, body language and gestures, and register. Following each activity, the aims,
adaptation possibilities and important tips will be discussed.

Argumentation in applied linguistics for language teaching (ALLT) is frequently based on a number of unsound premises, to the detriment of sound pedagogy. This talk attempts to identify and discuss a number of these flaws, e.g., lack of realism, false dichotomising, and so on. It also proposes a strategy for remedying the problem.

This talk is for delegates who've had enough of uninformed descriptions such as 'present perfect tense', 'third conditional' and 'word grammar' (to name a few). If you want reliable information about English syntax - tense, aspect, modality, conditionals, determiners, modifiers, etc., and a useful handout too, come along and help to change things for the better.

How and why to do task based learning in Virutal Worlds. Including a real example

Video Recording of the presentation plus the twitter stream can be found at http://esl.ly/6g

MV (=Media Video) is TV, film, DVDs, Youtube etc. Who’s using it, why and what for? What do the technological developments mean for language learning? Is it a fun extra or an essential tool and target? We raise these questions, find some answers, discuss the uncertainties and suggest advocacy strategies.

As a universally popular and accessible form of entertainment that transcends national boundaries, the TV game show is a phenomenon recognisable to language learners throughout the world. Thus, as a means of teaching, the potential use of such formats has wide-ranging implications for classroom practice.

This presentation will evaluate a new online course and compare it with a
traditional classroom taught by the same professor. Comparisons will show
effectiveness of e-learning in terms of producing a more optimized selection of
learning courses. Accordingly, the main challenge of e-learning researches is how
to provide these different courses to different learners with different learning
abilities and needs.

The Fair will take place in the King's Suite from 09.00 to 11.30 on Sunday and will feature 21 presenters. Each will make a two-minute presentation to begin with and then the Fair will commence - each presenter will provide an interactive stand for you to visit. There will be a handout and you'll be given a must-visit sheet to make notes on.

If you open the powerpoint on this page, you'll see the names of the presenters and their topics. Some have also submitted pics for your entertainment.

Everybody thinks, but in ELT classrooms, this is often forgotten. This workshop will look at ways of encouraging students to look more critically at texts to find conclusions, flaws or assumptions rather than basic facts. We will then look at how we can use this ability to improve productive skills, enabling students to offer opinions and arguments more effectively.

Does young adult literature (YAL) have a place in the EFL classroom at the tertiary level? This presentation will answer this question by way of describing a project carried out with advanced EFL learners in which YAL was used to explore cultural values. The presentation will describe the implementation of the project and examine learner feedback and project work.

This talk reports on the development of online provision for students of academic English at Queen Mary University of London. The speakers provide a description of the project along with demonstrating the software applications involved. They also focus on the results of trialling the materials with the students.

The British Council has invested in online teacher development using the ubiquitous MOODLE platform to deliver both language development courses and methodology training to teachers in difficult circumstances all over Latin America and the Caribbean. One of the components of YES!, a Regional Project for English Language Teachers, is the online language improvement course e-English for teachers, aimed at those interested in developing more confidence in their language performance up to an intermediate (B1) level.

In picture books the message is revealed on the cover, in the endpapers, and through the illustrated pages. Using results from empirical research I shall argue that practitioners should be more aware of how a picture book reveals its message and present picture books to students as a an object with a message to be discovered.

Most English teaching around the world goes on in large classes with limited resources. Paradoxically, though, this kind of context remains under-considered in ‘mainstream’ ELT discourse. On the basis of historical review, an agenda and procedures for future research in this area are proposed and exemplified, and the Teaching English in Large Classes (TELC) teacher education/development/research network (www.warwick.ac.uk/go/telc) is introduced.

The British Council Resource centre, Bangladesh is running reader’s club with adult learners by using Graded Readers. One model is with independent learners where trained facilitators run club services. The second is with a university fresher where language teachers work as facilitators. This presentation will show how the learners are developing their language skills autonomously through club activities.

This talk will present an overview of the activities of a Norwegian network of
researchers into primary school language learning. It will give a brief account of the
various directions of research being carried out within the network. It will also
present the speaker’s own classroom-based research project on the assessment of
young learner literacy, linked to the CEFR.