IH Barcelona ELT Conference 2004
2004 English Language Teaching Conference for teachers of English to Adults, Children & Business students
Barcelona, February 2004
Speakers, in alphabetical order, and their sessions
Vicki Anderson (IH Barcelona)
Many coursebooks these days include lexical chunks, but it isn't always easy to see how to deal with these usefully in class. In this talk I will be looking at how to present and practise lexical chunks. I will also be considering what kind of grammatical analysis can help students when it comes to using this kind of lexis themselves.
Biodata • Vicki is a teacher trainer on both CELTA and DELTA courses at IH Barcelona. She is co-author, with Robert Campbell, of the iT’s magazine publication ‘365’.
On the use and abuse of L1 in class
Brian Brennan (IH Company Training, Barcelona)
This session, promarily aimed at teachers of adult learners, tries to get to grips with one of the issues that is most likey to drive teachers to drink and drugs -well, you know what I mean-. It makes no claims to providing all the answers, but it does try to put the right questions, and encourage reflection on some of the assumptions underpinning this question. And the case of Frodo Baggins will briefly be considered.
Biodata • Brian is Language Training Manager at IH Company Training, Barcelona. He has taught in Spain, Greece and Britain. His work over recent years has largely been in the area of Business English, and has included writing Internet-based courses, teacher training, materials creating and course development, competence-based assessment for the European Commission, oral examining for UCLES, reporting for publishers, review writing for Modern English Teacher and translating for the Sitges Film Festival.
Learner output and teacher input
Lynn Durrant (IH Barcelona)
How can we create opportunities for maximum language use and optimum language learning when there are so many other aspects involved in teaching young learners, such as effective classroom management, maintaining discipline and developing tasks that motivate and interest our young learners? How can teachers and students get the most out of the little time we spend in the classroom? We need to learn to balance time management and worthwhile input at the same time, so as to improve our learners' performance. We will examine these areas in this session.
(This talk is based on a plenary session given at the IATEFL Annual Conference in Brighton, UK in 2003.)
Biodata • Lynn is Head of YL Teacher Training at IH Barcelona. She is also a CELTA trainer. Lynn now dedicates much of her time to materials writing, including online teacher training courses for Netlanguages and part of the Young Learner Website for Cambridge ESOL. She has recently co-written a new Primary book called ‘Storytellers’ (Richmond) to be published later this year.
Ways of Listening (and Speaking) (Age 12-17 yrs)
Simon Gillow (Cambridge School Granollers)
Biodata • Simon Gillow is a young learners teacher based at Cambridge School Granollers. He has given a number of sessions on issues related to young learners as well as adult learners and is a CELTYL teacher trainer.
The chattering classes: synchronous online interaction in EFL teaching
Nicky Hockly and Gavin Dudeney (The Consultants-E)
Everybody’s doing it. Online chats, CMC, messenger…these are words being bandied around by teachers and learners alike. English learning (and teaching) is very much alive and online. But what about online chat? What exactly is the role of chat in online teaching? Does it really help learners to learn? If so, what and how do they learn?
This talk will look at some of the issues which affect teachers and learners in synchronous online chat. The technology for chat will be briefly touched on, and then we will examine some typical online behaviour from a sociological perspective, looking at community building online, (hidden) agendas in chat, and appropriateness of interaction. We will also touch on informalisation, code switching, and issues of ‘correctness’. Finally, we offer tips for the online teacher thinking of using chat in his/her professional context. This talk is suitable for teachers of adults and adolescents.
Biodata • Nicky and Gavin have been involved in EFL teaching and training for the past 15 years, both face-to-face and online. Until recently, Gavin was Lead Developer for Net Languages, while Nicky was Academic Director of an online MA in TEFL offered through a number of Spanish and Latin American universities. Gavin and Nicky now run a consultancy for online learning and teaching, The Consultants-E. Nicky is the Coordinator and Gavin is a committee member of the IATEFL Teacher Trainers and Educators Special Interest Group. Gavin is also Editor of the IATEFL Computer Special Interest Group Newsletter.
"Mother Bear asked who had been eating her porridge."
Roger Hunt (IH Barcelona)
The above is not wrong in terms of grammar. But it is wrong. Language use is, to a very large extent, dictated by genre. In this session we will analyse some common genre types using approaches and materials that you can try out in your classes on Monday.
Biodata • Roger is Head of Education at IH Barcelona, where he trains on CELTA, DELTA, Director of Studies and Trainer Training courses and coordinates Teacher Development sessions for IH teachers and the IH Workshops Programme. He was previously Head of Teacher Training at International House London. Roger is also co-reviews editor for the IATEFL Teacher Trainers and Educators Special Interest Group Newsletter.
Vocabulary: teaching, learning and helping students cope
Roger Hunt & Ellie Keegan (IH Barcelona)
Vocabulary tends to be taught at the level of the word itself, but this does not necessarily show the student how to use it. In this session we will explore, through practical classroom activities, the meanings, grammar and use of words, and many other factors which can pose students with problems in their learning of vocabulary.
Biodata • Ellie has taught in Buenos Aires, Madrid and Barcelona. She has given conference sessions in a number of countries for teachers of adults and younger learners.
Models of pronunciation in the ELT classroom
David Hyatt (University of Sheffield, UK)
A practical consideration of English language teachers' perceptions of appropriate accent models... This paper considers the views of teachers on varieties of (British) English accent acceptable in the ELT classroom, and whether there should be a model of correct pronunciation in ELT settings. Two positions arose from interviews with ELT practitioners pertaining to the responsibility of the ELT practitioner. The first is the position of assimilation and conformity. The second position is more liberationist and resistant, challenging the hegemony of the RP model. The paper will concentrate on how the findings of the research can be used practically in the ELT classroom through pedagogical and teacher development activities.
Biodata • David is the Director of the MEd in English Language Teaching at the University of Sheffield. He is also a tutor on the MEd Literacy and Language in Education Programme. David holds a PhD in the field of critical literacy/ ELT and an MEd in TEFL. David's present research interests centre around ELT teacher development and critical language awareness.
Avoiding and dealing with disruptive behaviour
Alistair Jones (Cambridge School, Granollers)
"...classrooms are frequently plagued by [misbehaviour] which disrupts the flow of classroom activities and interferes with learning. Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time" (Schoolwide and Classroom Discipline, Cotton 90). This seminar aims to identify possible causes of disruptive behaviour and techniques for managing it, with an emphasis on tried and tested practical ideas. (Ages 7-17)
Biodata • Alistair has been teaching English to children (aged from 3 to 17) for 10 years. For the past 6 years he has been Head of Young Learners at Cambridge School (Granollers, Caldes de Montbui and Cardedeu), with a range of responsibilities including school-wide discipline and behaviour management. He is the author of IH Net Languages YL courses and also of Clever Kids, a CD-ROM to be released by OUP shortly. This is his sixth year at the IH Conference.
Angela McClenaghan (Cambridge School, Granollers)
It's a perennial problem for teachers: one child puts his hand up (hopefully) and says 'I've finished'; most of the others, meanwhile, are still only half way through the activity. Obviously, you need to give fast finishers something useful to do or their full learning potential is not fully exploited. What’s more, unoccupied fast finishers can become bored and start disrupting the class. This talk is based on an action research project involving nine teachers of children up to 13, which developed, tested and evaluated fast finisher strategies. The emphasis is on the practical and a comprehensive article produced by the project members will be distributed. (Age 7-13)
Biodata • Angela has been teaching English in Cambridge School, Granollers for 4 years, where she has specialised in primary and pre-primary teaching. She holds monthly teacher trainer meetings with teachers of primary aged children and she is also a teacher trainer for the Oxford University Press in Spain. Before coming to TEFL she was a youth worker, working with young people in the north of England for 6 years.
Personalised Scrapbooks: They’re not just for kids anymore!
Stephan McCollom (IH Barcelona)
Teachers have been using scrapbooks as a means to keep students motivated in primary and secondary school for many years. Why wouldn’t it work for adults? Discover another approach and practical strategies to make your adult classes even more interesting and effective. Personalised projects for the full term doesn’t only give your students a wonderful record to look back upon, but it also helps them remember what they have learned over the course of the class.
Biodata • Stephan comes to us from the United States. Currently, he is a teacher at International House, Barcelona. He has spent several years in the past working with student scrapbooks relating to language in University classes as an assistant professor
Emma Mohamed (Cambridge School, Granollers)
Words and phrases are the building blocks of language and children have the capacity to learn thousands of them during primary education. Regular recycling and revision is essential if lexis is to be retained and mastered by young learners. This session aims to provide teachers of children aged 6-12 with a wide range of practical activities to revise vocabulary in their classes. The activities in this session have been selected to facilitate participation from the variety of learner-types found in any younger learners classroom. (Age 6-12)
Biodata • Emma is a qualified British Primary school teacher and TEFL teacher. She taught in Primary schools in Britain before coming to Spain. Since coming to Spain she has been working in language academies, specialising in younger learners. She currently teaches in Cambridge School, Granollers, where she also holds monthly teacher training meetings with teachers of primary children.
Games with 3 to 7 year olds
Karen Pomerleau (Cambridge School, Granollers)
Young children learn through play. This is why it’s so important to be able to incorporate games into the ELT classroom as much as possible when dealing with very young learners (3 to 7 year olds). This practical seminar will demonstrate various types of games and how to set them up without using any L1. We will also take a look at competitive versus non-competitive games.
Biodata • Karen has been teaching English to children for several years in a variety of different settings. She started teaching English to children in her predominantly French-speaking hometown in Quebec, Canada. While at university she worked as a volunteer English teacher for immigrants and refugees. Her teaching career continued in Japan, where she became the kids’ director of her school. She has been teaching at Cambridge School, Granollers since 2001 where she is now a children’s level leader.
Creative non-linear narrative in the classroom (with or without technology)
Graeme Reid (NetLanguages & IH Barcelona)
Teachers will have the opportunity to learn new techniques and ideas for writing in the classroom. They will be introduced to a selection of some of the literature available on the Internet which will range from non-linear narrative through to collaborative writing projects and also study how these techniques can be of benefit to their classes and students. Participants will be expected to produce their own collaborative story and from this learn how hypertext and interactive narratives create an ideal environment for students who are learning English as a foreign language.
Although they are geared towards the Internet it is also possible to use these techniques and ideas without any technology whatsoever.
(This workshop will be given at the IATEFL Annual Conference in Liverpool, UK in April 2004.)
Biodata • Graeme has been teaching EFL for ten years and has conducted teacher training courses around Eastern Europe, Spain, Kazakstan and India. He now works for Net Languages and IH in Barcelona making educational and teacher training videos. He also conducts workshops on integrating technology into the classroom and runs streamadelica.com which specialises in non-linear interactive narrative and web video.
Grammar "for free"
Scott Thornbury (IH Barcelona)
Words are "delicate grammar". And grammar is emergent. It's my argument that, by learning the grammar of words you get the grammar of sentences "for free". You get a lot more besides – such as chunks. (Remember the lexical approach? Or, rather, the lexical approaches – I'll be arguing that there have been at least two of them). In short, I hope to demonstrate the truth of Eliot's claim that "out of the slimy mud of words… there springs the perfect order of speech."
Biodata • Scott is one of ELT's best-known writers. His prize-winning books include "About Language" , "How to Teach Grammar" and "How to Teach Vocabulary", all highly recommended for English teachers. His most recent book is "Natural Grammar" (OUP 2004) – the first complete grammar practice book based on the lexical approach.
Using Songs and Chants with Primary Learners
Abi Watson (IH Barcelona & British Council)
This practical session will look at the reasons for using songs and chants with primary learners and how to make the most of them in class time. It will include activities based on well known children’s songs as well as how to make the most of songs and chants that appear in coursebooks.
Biodata • Abi has been teaching English since 1999 and has specialised in primary and pre-primary teaching. She now works at both International House and The British Council Young Learners Centre in Barcelona. She completed the CELTYL course three years ago and is currently studying the DELTA. This is her third year speaking at the IH Conference
Making material in the classroom, for the classroom
Gillian Young (Freelance & British Council)
A series of practical ideas and lesson plans on how to make material in the classroom that can later be used for fast finishers, emergencies, homework, remedial work or just to have fun. I will be showing some things that children have made and that I have used in the classroom, suggesting other possible ways to make and integate material into the lesson and finally a practical workshop where teachers can make, demonstrate and share any ideas they may have that fit into this philosophy. (Age 6-10)
Biodata • Gillian has taught for twenty nine years(!!!), six years as an Art teacher, then as an EFL teacher, mainly with Young Learners. She has worked for International House and is at present teaching extracurricular English in the "Liceo Francés" and at an offsite school for the British Council. She has written, in collaboration with Ramon Palencia, "Happy Days", published by Santillana. She is also a CELTYL teacher trainer.