On each day of the conference, we'll be providing the morning plenary live via Birmingham IATEFL Online.
We'll also be providing live coverage throughout the day where you'll be able to watch interviews live from the Birmingham IATEFL Online studio.
Join us at 09.00 (UK time) each day for all the latest from IATEFL 2016.
As well as our live interviews and the 5 plenary sessions, you will be able to watch over 40 conference sessions. These session videos will be published throughout the conference.
Please see details of the live schedule below.
Saturday 16th April
0900-1010 Plenary by Scott Thornbury
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1966 and all that: A critical history of ELT
In this talk I would like to use the occasion of the 50th anniversary of the IATEFL conference to review some of the major developments in the teaching of EFL since the mid-sixties and in particular the advent of the communicative approach, including the ideological context from which it emerged, its initial promise, its dispersion, its dilution, its normalization, and its discontents. I will interweave autobiographical detail throughout in order to illustrate some key landmarks in this narrative, while at the same time I will challenge the notion of progress and evolution, and suggest that the diversity of contexts, needs, and traditions that ELT currently embraces repudiates the notion of method, and challenges such established orthodoxies as cookie-cutter pre-service training, global textbooks, uniform examinations and even the notion of a standard English itself. I will argue that one way of making sense of all this diversity is to situate ELT within the wider orbit of education generally, which might mean re-con guring EFL/ELT/ESL/TESOL as simply LE: language education.
10:20 interview with Philip Kerr
10:45 interview with Margit Szesztay
11:00 interview with Lindsay Clandfield
11:15 interview with Glenda Smart
11:30 interview with Nik Peachey
11:45 interview with Sanja Bozinovic
12:00 meet the IATEFL Online Team
1315-1415 Closing Plenary by Jan Blake
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Man, woman, life, love: stories from Africa, the Caribbean, and beyond
Listen to Jan Blake tell tales of lovers, shape-shifters, the wise, and the foolish. She will transport you to faraway places, wrapping you in the rhythm of her words and transfxing you with the power of her stories, before bringing you safely home. These tales will bring a tear to your eye, a smile to your lips, and put a spring in your step.
Friday 15th April
0900-1010 Plenary by Diane Larsen-Freeman
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Shifting metaphors from computer input to ecologial affordances
Fifty years ago, around the time that IATEFL was founded, inquiries into the nature of additional language learning were begun. One of the earliest avenues of inquiry concerned the nature of the linguistic input that language learners were exposed to. Not only was the input thought to be the raw material that the learners had to work with, linguistic input was also thought to be a driving force in second language development. Researchers sought to demonstrate the effect of the input on what was called learners’ output. While this line of research been fruitful in contributing to our understanding of language learning, it has been encumbered by the use of its computer-related metaphors of input and output. Clearly, our students are not computers. We know that the way we talk in uences and re ects the way we think. One problem with ‘input’ is that it ascribes passivity to learners, robbing them of their agency. Another problem is that it suggests that there is a conduit between input and output. It overlooks the meaning-making nature of language use. A third problem is that the use of ‘input’ necessitates all sorts of terminological profusion, such as ‘intake’ and ‘uptake’. At this point, there is a need to move beyond input-output metaphors to embrace a new way of understanding, one informed by Complexity Theory with its ecological orientation – one of affordances. Affordances are two-way relationships between the learner and the environment. Affordances afford opportunities for action on the part of learners, provided that the affordances are perceived by learners. In this way, learners create their own affordances. Thus, affordances restore agency to learners. This also partially explains why learners’ developmental patterns are different. In this presentation, I will elaborate on affordances and discuss the implications of affordances for English language learning and teaching.
10:25 post-plenary discussion with Nik and Rob
10.45 interview with Burcu Akyol and Marek Kiczkowiak
11.00 interview with Vicky Saumell
11.15 Interview with Kath Bilsborough and Ceri Jones
11.30 interview with Scott Thornbury
11.45 interview with Jonathan Gayther and Shirley Finlayter
12:00 interview with Diane Larsen-Freeman
12.15 interview with Ruma Rebecca Rodrigues, Zakia Sultana and Arafat Rahman (English in Action, Bangladesh)
12.30 interview with Neenaz Ichaporia
12.45 interview with Manisha Dak and Anupama Ghai
14.00 interview with Jeremy Harmer
14.15 interview with Shaun Wilden
14.30 interview with Isora Enriquez O'Farrill
14.45 interview with Jack C. Richards
15.15 Q&A with Margit Szesztay, Scott Thornbury and Hugh Dellar
15.45 interview with Andrew Wright
16.00 interview with Margaret Johnson
16:15 interview with Janet Hardy-Gould
Please keep checking the live schedule for updates.
Thursday 14th April
0900-1010 Plenary Silvana Richardson
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The ‘native factor’, the haves and the have-nots
...and why we still need to talk about this in 2016. It is often claimed that much has changed in the eld of English Language Teaching since 1983, when Peter Medgyes rst described the struggle of ‘non-native’ teachers for visibility and due recognition. But has it? Away from academic circles, where the discourses that equated the ideal teacher with the ‘native speaker’ have been interrogated and critiqued, how has the situation really changed for the professional teacher of English whose rst or home language is a language other than English?
In this talk I will draw on research studies, anecdotal evidence and my own and my colleagues’ personal experiences to examine the state of equality and social justice in ELT with reference to the so-called ‘non- native speaker teacher’ thirty years on. I will look at how the logic of the market is used to justify current discriminatory recruitment practices that still perpetuate the view that a(n unquali ed) native speaker is preferable to a quali ed and professional ‘non-native teacher’.
I will re ect on the impact of the native-speaker bias and its dominance on developments in English Language teaching methodology, and how this dominance seems to have affected the emergence of context-appropriate pedagogies. Finally, I will address the ‘second best’ view of the ‘non-native teacher’ and its impact on their own construction of a legitimate professional identity and on their con dence in themselves as teachers, users and experts of an-other language.
10:45 interview with Wendy Arnold & Coralyn Bradshaw
11:00 interview with Nick Bilbrough
11:15 interview with Andrew Foster
11:30 interview with Shaike Francis Sefalane (Hornby scholar)
11:45 interview with Alireza Safar (Hornby scholar)
12:00 interview with Adrian Underhill
12:15 interview with Vuyokazi Makubalo & Pipit Suharto & Urmila Khaled (Hornby scholar)
12:30 interview with Carol Read
12:45 interview with Roohi Malik
14:00 interview with Larissa Goulart da Silva & Maria Soledad Loutayf & Praphatsorn Wongchaiwa (Hornby scholars)
14:15 interview with Thorsten Merse
14:30 interviews by Paul Braddock
14:45 interviews by Paul Braddock
15:00 interview with Melanie Aplin
15:15 interview with Judy Boyle
15:30 interview with Ben Gray and Seamus Harkin
15:45 interview with Harisimran Sandhu
16:00 interview with Neil McLaren
16:15 interview with Amadeu Marin
16:30 end of live interviews
Wednesday 13th April
0915-1025 Opening Plenary by David Crystal
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Who would of thought it? The English language 1966-2066
Complaints about a supposed decline in standards of English continue to be made, with increasing frequency, in the British press. Although these are nothing new - as the long history of use of would of for would have illustrates - they do draw attention to the way we seem to be going through a period of unusually rapid language change. This paper illustrates the main changes in pronunciation, orthography, grammar, and vocabulary, discusses the chief factors involved - social mobility, globalization, and the Internet - and compares the changes that have taken place in the past fty years with those that are likely to take place in the next fty.
10:30 live studio starts
10:50 interview with Nicky Hockly
11:15 interview with Pete Sharma
11:30 interview with Adam Kightley
11:45 interview with Zeyneb Urkun
12:00 interview with Silvana Richardson
12:15 interview with Jim Scrivener
12:30 interview with Gavin Dudeney
12:45 interview with George Pickering
14:00 interview with Hugh Dellar
14:00 interview with David Crystal
14:15 interview with Tessa Woodward
14:45 interview with Hornby scholars: Allwyn D'costa and Erkin Mukhammedor
15:00 interview with Hornby scholars: Mohammed Bashir and Abdallah Yousif
15:15 interview with Gail Ellis
15:30 interview with Hornby scholars Parwiz Hossain and Shoaib Jawad
15:45 interview with Alison Barrett
16:00 interview with Alan Maley
16:15 interview with Tim Phillips
17:20 - 18:25 British Council Signature Event
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Shakespeare lives: love, hate, death and desire in English language classroom
Speakers: Lisa Peter (The Shakespeare Birthplace Trust), Dr Christina Lim (lecturer, researcher and teacher educator), Shaheen Khan (actor), Lisa Peter (Shakespeare Birthplace Trust), Tonderai Munyevu (actor). Chaired by John Knagg, British Council.
Join the British Council to celebrate Shakespeare's work on teh 400th anniversary of his death. We will ecplore how Shakespeare has relevance to our society, students and classrooms today and how Shakespearecan speak to people from all around the world about universal human experiences like love, hate, death and desire.
The event will be practical, thought-provoking and fully interactive with the opportunity join in the discussion before, during and after, either in person and online. The audience will help to shape the event and on the day and participants will take away ideas to use in the classroom on how to address issues which feature in much of Shakespeare's work yet remain relevant today.
12:00 meet the team with Kirsteen, Rob and Nik
12:15 interview with Julie Pratten
12:30 Rob and Kirsteen respond to your comments
12:45 interview with Anna Searle, Director English Language British Council
14:00 interview with Lisa Peter
14:15 interview with Marjorie Rosenberg
14:45 interview with Andy Curtis