IH Barcelona ELT Conference 2011
Barcelona, February 4-5, 2011
Key note plenary session
Michael K. Legutke
Based on data and findings from a long-term cooperative research project in L2 teacher education for English and French in the primary school I will explore three key facets of the current debate on foreign/second language pedagogy: the notions of task and task dependency, the role of classroom management, and the function of learner texts. I will argue that the findings from the project are not only relevant for working with learners in primary and secondary education, but also in most adult education contexts. To achieve excellence in language education the three key facets need be given appropriate attention in such a way that they strike a mutually supportive balance.
Biodata • Michael is professor of TEFL at the Justus-Liebig University of Giessen in Germany. He has worked at the Department of Research at the Goethe-Institut Munich, as German Language Consultant in the Pacific Northwest of the United States and as language teacher in Germany. His research has focused on task-based language learning, teacher education, and on electronic literacy.
Teaching the mobile generation
Learners are coming to class increasingly wired up: iPods, MP3 players, mobile phones, digital cameras... Many of our learners already use these mobile devices in their daily lives. Instead of banning them from the classroom, shouldn't we be taking advantage of these devices that learners are already very proficient users of? Of course, the big question is - How? How can we integrate this mobile (or handheld) technology into our teaching? How can we get our learners using their mobile devices to help them learn English?
This workshop looks not only at the wide range of resources that students can access on their mobile devices, but at the video and audio that they themselves can produce in English class, using technology that they already have to hand. We also consider how we as teachers might start using some of these devices with our own students, and what steps we would need to take to do so.
Biodata • Nicky is the Director of Pedagogy of The Consultants-E, and has been involved in EFL teaching and training since 1987. She is co-author of How to Teach English with Technology (Pearson Longman 2007), which won the 2007 Ben Warren International House Trust Prize; of Teaching English as a Foreign Language for Dummies (John Wiley 2009), and of Teaching Online (Delta Publishing 2010). She specialises in online teaching and training via virtual learning environments such as Moodle, but is also interested in the application of ICT (Information and Communications Technology) in the language classroom.
A syllabus for speaking and listening skills
We are of course familiar with syllabi based on structures, vocabulary, grammar and phonology but what about the four skills? How do you teach speaking for example? Where do you start, what do you include?
In this talk I will outline a speaking and listening skills syllabus starting with macro-functions such as narrative and negotiation, then we will look at the finer points in relation to different levels on the CEF scale of communicative abilities. This will lead us to considerations in assessing a student's speaking and listening abilities by providing bench markers for the different levels of ability within the same macro-functions.
Biodata • Roger is Director of Education at International House Barcelona where he is responsible for educational development in both teaching and teacher training. He has worked in ELT for 30 years in many parts of the world and is currently mostly involved in writing and tutoring on the IH Barcelona online teacher training courses. He is co-author of Fountain, Longman 1992, and of TKT, a preparatory course, McGraw Hill 2008. He has published numerous articles on language teaching and teacher training.
Six big ideas and one little one
Key note plenary session
All professions – and ours not the least – suffer, to a certain extent, from "tunnel vision". It is easy, for example, to overlook the fact that ELT is nested within the broader field of education in general, and, as such, should be concerned with more than just the delivery and consumption of "grammar mcnuggets"!
In this talk I will briefly review the work of six (non-ELT) educationalists who have been instrumental in shaping my own practical theory of ELT. In so doing, I will suggest that the bigger picture, i.e. situating ELT within a broader educational framework, has important implications and benefits. One such implication (if not a benefit) is called Dogme ELT.
Biodata • Scott teaches on an MA TESOL program for the New School, New York, and lives in Barcelona. He is the author of a number of books on language and methodology, including Teaching Unplugged (Delta Publishing, co-written with Luke Meddings) which won a British Council Innovations award in 2010. He is currently the series editor for the Cambridge Handbooks for Teachers.
Scott's An A-Z of ELT blog.
Better teaching outcomes
It is easy to lose focus of what students really want / need their English for in the rush to teach a set curriculum. Yet the overall goals and can-do statements of the CEF challenge us to think more clearly about the outcomes of language classes. In this talk, we consider these goals and think about what to teach and how to get better teaching outcomes. The talk will be illustrated with material from the new series from Heinle.
Biodata • Andrew Walkley is a teacher and teacher trainer at the University of Westminster, where he's developed a new initial teacher trainer programme, and is currently a coordinator for EAP. He's co-author of two series Outcomes and Innovations (both with Heinle).
Location, location, location: mLearning in practice
In this workshop I will be looking at recent developments in mobile and handheld learning (mLearning) and the rationale for bringing connected, mobile devices into the classroom.
The workshop will look at various applications which can be blended into classroom teaching as well as ways of incorporating mLearning into homework and extra-class study.
Biodata • Gavin is Director of Technology for The Consultants-E and an author and online trainer. Amongst his publications are How to Teach English with Technology (with Nicky Hockly), winner of the 2007 Ben Warren International House Trust Prize for the most outstanding work in the field of language teacher education, and The Internet & The Language Class, now in its second edition. The Consultants-E also won a British Council ELTON in 2007 for their online training course in technologies in language teaching (now the CertICT). When not working, Gavin is generally asleep.
Gavin's Slife blog.
In this practical talk, we will examine attitudes, definitions and practicalities that are associated with the term "authenticity" in ELT. We will consider how ideas and priorities may have changed in the last decade as a result of the richness of digital materials and resources that are now available to the modern teacher.
Biodata • Jamie is a European-based teacher, teacher trainer and writer. He is the founder of LessonStream.org, the site that was formerly known as TEFLclips. His publications include Images in the Resource Books for Teachers series published by Oxford University Press. Jamie is a teacher trainer at Norwich Institute for Language Education.
Crossing the Rubicon: using imagery and imagination to motivate EFL students
'Given motivation, it is inevitable that a human being will learn a second language if he is exposed to the language data' (1967:164).
This now legendary quote by Pit Corder echoes what many language teachers instinctively feel: that motivation is the key to learning. But what exactly is this motivation and can it be taught? Recent publications by one of the leading researchers in the field, Zoltán Dörnyei, have challenged longstanding ideas about the nature of motivation, emphasising the more personal, intimate journey of the individual and the importance of affective factors such as emotions, vision and the power of the imagination.
This talk aims to give an overview of some of the new perspectives in language learning motivation research. I will then present some practical activities and techniques based on visualisation and consciousness raising in order to implement these theories with real learners in real classrooms.
Biodata • Jessica has been an EFL teacher for 20 years in France, Italy and Spain and has worked at the Escola d'Idiomes Moderns at the University of Barcelona since 1996. She did her RSA Dip at IH Barcelona in 1993 and has since gained an MA in Applied Linguistics from the University of Barcelona. After taking some time out to produce the next generation of Spanish tax payers, she is currently working on a PhD at the UB, focusing on motivational classroom practice.
The 4 C's of CLIL
The 4 C's of CLIL stand for Content, Communication, Cognition and Culture. As teachers many of us focus on the C for Content, this workshop will look at ways to integrate the C for Cognition which entails using thinking skills and how we can combine this with project work via thinking skills criteria and multiple intelligences task types.
Biodata • Lynn teaches on our CELTA and CELT YL courses and is currently also writing a four-book series for primary and secondary schools. She has taught in England, Spain and Portugal and has travelled all over the world as a trainer and assessor.
English for Teens with Net Languages
The move from printed to interactive digital course material is inevitable and is a new challenge for teachers, learners and materials publishers alike, as we are discovering here in Catalonia with the implementation of the 1x1 project in secondary schools.
In this session you will discover how Net Languages has met this challenge with its ESO English for Teens course, a new course model designed to get the best of both worlds; what the digital era can offer, along with the existing classroom resources and interaction that we all know and love.
Biodata • Peter is an experienced teacher, teacher trainer and materials writer and editor for both print and interactive digital course and self-study material. He has worked on projects for a number of different publishers and in a wide range of contexts, from very young learners, to adult specific needs and teaching methodology courses. He was one the founding members of the Net Languages writing team, and is currently head of EFL Materials Development at Net Languages.
Questions of identity
The acquisition of a new language raises questions of subjectivity and desire, the problems confronted by the learner are not just technical or mechanical but involve complex issues of identity: "Who am I when I speak this language?" or alternatively "Can I be me when I speak it?".
This practical workshop will look at learner autobiographies and analyse how students can be empowered to find a personal space, where they can reflect on identity and claim their right to speak. Some related tasks from English Unlimited Advanced (Cambridge) will be shown.
Biodata • Ben has taught English for over twenty years in the UK, Spain and Hong Kong and currently teaches on The New Schoo's online MATESOL program (New York). He is lead author of the adult coursebook series New Framework (Richmond), co-author of English Unlimited Advanced (Cambridge) as well as the teachers' methodology handbook Working with Images (Cambridge).
Speaking: accuracy to fluency
Students often sound halting as they search for grammar or lexis while speaking. How can we help them develop effective communication strategies? We'll explore ways to help our students sound more natural when speaking, building on accuracy to develop fluency.
Biodata • Gerard has been a teacher and teacher trainer for over 20 years. He works as a CELTA and DELTA trainer at IH Barcelona. He has written a Bacchilerato coursebook to be published in 2012, teacher's books for McGraw-Hill and Heinle and an online teacher development course for The Consultants-E. He is a board member of TESOL-SPAIN responsible for online resources and its website and Barcelona regional co-ordinator.
PowerPoint Speaking: accuracy to fluency
Tasks and learner text: sources of excellence in language learning
Michael K. Legutke
The workshop will provide examples of and practice in creating classroom tasks which maximise language learning potential. The output of tasks is learner text in both oral and written form. The workshop will a) show how the quality of learner text is influenced by task selection and classroom management, and b) provide particpants with practice in creating the conditions. for achieving excellence in learner output.
A CLIL approach to teaching is said to diversify methods and forms of classroom practice. In this session we aim to look at how this approach can be used in the secondary school classroom in very varied curricular subjects but starting from the same topic. In summer 2010 I took a group of teachers in Belfast and we worked out a CLIL project based on the Titanic – from different points of view.
This session aims to examine that work and see how the theory can be applied to our classrooms.
Biodata • Rosie has been a teacher/teacher trainer in the Barcelona area for over 30 years. She specialises in young learner courses and is particularly interested in the CLIL approach to language teaching. Most recently she has given courses in Jordan, Cairo, Belfast and Barcelona. Rosie works for Cambridge ESOL as a presenter, examiner and inspector.
Things I do with technology
As "technical support", I probably go into language classrooms to fix problems for other teachers more often than I do to actually teach. As a teacher using technology, I try to pre-empt the sort of problems I deal with -- which are often ones of task design, rather than technology at all.
In this session, we will look at some of the things I do that can make your life easier and your lessons more productive. If you aren't "great" with technology, haven't used (or perhaps haven't even heard of) Delicious or Google Reader or Edmodo, and think that some more, easy, practical and productive ways to use YouTube might be interesting, then this session is for you.
Biodata • Tom is a father, an English teacher, a teacher trainer, a web designer, is the author of Tech ELT Blog and is on the technical support staff at IH Barcelona. The suggestions made in this session come from his experience in all of those roles.
Blended learning made easy & updates on Net Languages
In this session I explain how you can create easy-to-make blended learning courses using Net Languages online material, tools and resources. Learn how easy it is to add to the range of courses your school offers. It's never been easier for directors of studies, teachers or students.
Plus the latest developments at Net Languages. What else can Net Languages do for your school?
Biodata • Fiona is currently Director of Education at Net Languages, where she sets up and runs different projects using Net Languages online course material. She is responsible for liaising with training managers, training up tutors and supervising all aspects of the projects. Prior to working at Net Languages, she worked as Director of Studies for a language school in Barcelona and ran a subcentre for the upper main suite Cambridge exams.
How do YouTube?
As YouTube celebrates its fifth birthday, online video continues to affect the world in diverse and unpredictable ways. In this video-enhanced talk, we will explore practical considerations and questions such as how can we use online video to teach language? How can we make use of video recording devices in the classroom? When using online video in the classroom, what are the key technical competences that language teachers require?
In this session (for teachers of 6- to 12-year-olds) we celebrate not only the typical festivals (Halloween, Thanksgiving, Pancake Day, Easter, St George's Day, etc) but also the diversity of teaching techniques that we can employ when teaching primary-aged pupils. With each festival we'll look at a different technique and activity type, including a story, a game, a dialogue, some drama, a routine, a cut-out and something cross curricular, all transferrable to lessons throughout the year, festival day or not.
Biodata • Mark works as a teacher, teacher trainer and EFL materials writer. Until recently he was teaching at International House Barcelona. He is currently taking time away from the classroom in order to work on new projects as a teacher trainer and writer. He is the author of the holiday workbook series Summer Time (Macmillan ELT 2011) and co-author of the six-level primary course Find Out! (Macmillan ELT 2008).
Chilling tales from the crypt: the trials and triumphs of the lonely lesson observer
Working as a DoS gives you the great privilege of watching hundreds of hours of lovingly-crafted lessons. Breaking all the rules of ethics and common decency, Mike promises to reveal all the observer's secrets in a no-holds barred glimpse behind the classroom door. We will look at what really goes on in the classroom – the bad, the ugly and maybe even the good.
Biodata • After failing as a sales clerk in a bowling alley, Mike took the only avenue left open to him and became an English teacher. He taught for a year in Manchester until his students sent him off to Milan, where he's been since 2001. For the last five years he's been "working" as the DoS at IH San Donato (Milan).
Are we as student-centred as we like to think?
The importance of the student-centred classroom has long been acknowledged, but how successfully do we really do this? Recently, with the advent of the Common European Framework of Reference (CEFR), the issue has once more come to the fore, especially in new coursebooks and in testing. The CEFR has been specifically designed to enable students to assess their own communicative ability and also to identify those areas they need to develop. In this session we’ll be looking at a number of student-centred activities and how they have been informed by the CEFR.
Biodata • Vicki Anderson has been an EFL teacher for more than 25 years. She still teaches regularly as well as being a teacher trainer on CELTA, DELTA and Oposiciones courses for Secundary and EOI teachers. She is the co-author of 3Sixty5 (iT's Magazine) and Grammar Practice Activities Pre-Intermediate (Pearson Longman). Vicki has given many workshops and focused particularly on testing and pronunciation, and is currently co-ordinating a project to update the tests and exams in IH Barcelona.
Writing, and writing in class
This session comparing and contrasts what the coursebooks (and their exam-driven syllabus) usually want learners to write, with what learners want to write or have to write. It also critiques the writing-as-homework paradigm and explores practical alternatives.
Biodata • Brian is Language Training Manager at IH Company Training, Barcelona. He has taught in Spain, Greece and Britain. His work is now largely in the area of Business English, and has included writing Internet-based courses, teacher training, materials creating and course designing, developing competence-based descriptors for the European Commission, oral examining for Cambridge ESOL, reporting for publishers, and review writing for Modern English Teacher.
Apart from working on the English File series, he's the co-author of Business one:one Intermediate+ and Pre-Intermediate for OUP, the sole author of a teach-yourself elementary course (The Pons Idiomas Radio Show) and has just authored a book titled: Don’t get me wrong: las mil cuatrocientas expresiones que necesitas para quedar bién en inglés. This is compilation of high-frequency collocations, idioms, multi-word units, proverbs, street talk and pure vulgarisms.
.pdf file Writing, and writing in class
Assessing and improving speaking skills at FC
Such areas as discourse management and interactive communication can be problematic for teachers to assess without a full understanding of what is required of the student in the examination. Equally, understanding the differing levels of acceptable ability in student spoken production can be complex.
The aims of this session are to clarify and to give guidelines in how to improve students speaking skills in terms of discourse management and interactive communication in order to be successful in the FC examination. This is a hands-on workshop in which participants will be engaged in a number of practical activities with direct relevance to the First Certificate teacher's needs.
Biodata • Gabby has been teaching and training teachers with International House in Spain since 1985. She is currently the ESOL team leader and examinations co-ordinator at the International House Cambridge Examinations centre in Catalonia. She has acted as consultant on several general English and examination-based coursebooks. She is also author of the communicative activities for Target First Certificate (Richmond 2010).
Motion and emotion: exploring powerful theatre techniques for EFL teaching
This session explores a range of theatre techniques highly effective when applied to EFL teaching. Examining their use to advance the students’ linguistic abilities, self-expression and self-confidence. It aims to provide participants with a series of theatre-based techniques that allow teachers to teach more effectively by taking a more creative approach.
This workshop is aimed at teachers of English as a foreign language introducing drama based methods as a tool for learning.
Biodata • Monika has a long career in teacher training and teaching several languages with the particular focus on the English language through arts. She is the founder and the director of the International School For Creative Learning successfully incorporating theatre, improvisation, music and art into language teaching. The school specialises in organising inspiring and innovative summer and Easter programmes in the UK for young learners (12-19) as well as teacher training exploring theatre for effective classroom teaching.
More information at www.creative-english.co.uk
Something out of nothing: lessons out of a bag!
In this session, I hope to show you precisely this. The aim is to exploit speaking opportunities with the simplest of materials. The classroom should be a place where language used is real and personal. What do students want to talk about themselves, each other, and us?
Sometimes the course books do not lend themselves to every type of group or context. I will show you how to explore and teach language structures which naturally arise from material we bring with us to class, tasks that create a natural interest for the student. In doing so, the students get to practise listening and speaking skills. These ideas and activities are adaptable to any teaching context or level, general, business, and one to one classes.
Biodata • Susannah teaches on CELTA courses and worked in Japan and the UK before coming to Barcelona. She has extensive experience teaching both children and adults and has recently co-written a coursebook for primary schools to be published by EDEBE.
Motivating 21st century learners: simple activities to do with wikis
Wikis can be an incredibly powerful tool to motivate 21st century learners and provide them with opportunities to use English in a meaningful way. In this session, I will show you how to set up a Pbworks wiki. I will also illustrate some tried-and-tested activities that can be conducted on the wiki, which have worked extremely well with my ESO students.
Check out our school wiki at www.santgregorienglish.pbworks.com to give you a taste of what awaits you!
Biodata • Usoa is currently Head of the English Department at Sant Gregori School in Barcelona, where she teaches English to primary, ESO and Batxillerat students. She also gives training seminars on teaching teenagers at ICCIC Language School. She is particularly interested in the psychology of teenagers and in how to make language learning motivating and engaging for them... and a keen wiki user!
Grammar games for children
Children often find it difficult to acquire and use key grammar patterns and high-frequency chunks of language. The objective of this session is to present a selection of grammar games that get children learning at chunk, sentence and text level, beyond the individual word.
Biodata • Alistair is Centre Director of Cambridge School, Granollers and Academic Co-ordinator for British Summer's summer camp programmes since 2001. He is a regular speaker at teacher training events and also gives extended training courses for primary school teachers. He is co-author of Net Languages' English 4 Kids and English 4 Teens, and also of Clever Kids, a CD-ROM course. He recently wrote the student websites for Macmillan ELT's Bugs World series.
Students' mistakes are not a cause for despair, but at some point we must to do something about them are you agree?
Our students' mistakes can be a very useful indicator for teachers to identify where to go next in terms of what to teach. Nevertheless many of these mistakes persist in spite of our teaching.
In this workshop we will be looking at the reasons why this may happen and exploring practical means by which to address correction in the classroom.
Biodata • Andrea is a CELTA and CELTYL trainer with IH Barcelona and an examiner for Cambridge ESOL. Through examining and teaching examination classes she has developed an interest in error and the seeming fossilisation of errors in students' speech and writing. She has an MA in Materials Development for teaching English and also has a particular interest in the psychology of young learners.
A pronounced improvement
It's not always easy to diagnose the cause of our students' pronunciation problems, much less propose an adequate solution. In this session for teachers of all age groups, we'll take a look at a range of non-threatening classroom strategies and techniques that can help students identify and overcome pronunciation difficulties.
First seen at the 2010 conference, this session is back by popular demand.
A cocktail of ideas: blended learning and student autonomy
This workshop looks at how we can help our students become more independent, and more conscious of their learning through highlighting and focusing on the wealth of published and online resources available for in- and out-of-class use. We'll take a strategic approach, however, and start with current contexts and students' own learning styles, so that we can maximize their learning opportunities, avoid technology simply for the "Wow!" factor, and ensure that learning is results-orientated.
NB: This talk will refer briefly to VLEs, blogs, podcasts etc, but is not for tech-xperts, rather for those who'd like to incorporate more online resources into their lessons, and keep track!
Biodata • Rachel works full time at ELTE University in Budapest, teaching methodology, language, cultural studies and communication skills, and is otherwise a freelance teacher / teacher trainer, mostly for Business English. She is also a CELTA trainer, and writes Business English teaching materials. She is co-author of the Business one:one series (Advanced, Intermediate+, Pre-Intermediate), and co-wrote the Teacher’s Book for Business Result Advanced, and for International Express Upper Intermediate (all OUP). She is also co-author of The Business Advanced (Macmillan).
Bridging the gap from First Certificate to Cambridge Advanced
This talk aims to provide motivational classroom activities that illustrate the need to look at language differently as students progress from level B2 to C1, particularly attitudes to collocation and grammar, through revision and practice.