+34 93 268 45 11 | training@bcn.ihes.com

IH Barcelona ELT Conference

February 9-10, 2018

English language teaching conference for teachers, managers and teacher trainers

#IHBCNELT Updates, news

General interest

5 plenary sessions, around 15 workshops in 3 specialist strands, with 15 other sessions of general interest on a wide variety of topics

ELT Management


With the support of the IATEFL Leadership and Management SIG

IATEFL @iatefl_lamsig



With the support of the IATEFL Learning Technologies SIG

IATEFL @iatefl_ltsig

Young Learners

As with all our sessions, our Young Learners stream includes practical talks by inspiring speakers giving you great ideas to take away and use on Monday.

Confirmed speakers for 2018

Ania Kolbuszewska, Andy Hockley, Antonia Clare, Barbara Gardner, Chia Suan Chong, Chris Roland, Danny Norrington-Davies, Dorothy Zemach, Emma Meade Flynn, Ferran Velasco, Gabby Maguire, Gavin Dudeney, Gerard McLoughlin, Jo Gakonga, John Field, Jonathan Dykes, Josh Round, Lola Garay, Loraine Kennedy, Lynn Durrant, Mark Ormerod, Monica Poulter, Pere Cortiella, Philip Kerr, Po Chan, Robin Walker, Roger Hunt, Scott Thornbury, Shaun Sweeney, Shaun Wilden, Sophia Mavridi, Susan Pexton, Valentina Dodge, Vicky Anderson

For biodata and details of most of the sessions, see below.


Cambridge English Langauge Assessment

Special thanks to our Platinum Sponsor, Cambridge Assessment English


With the support of the Departament de l'Ensenyament de la Generalitat de Catalunya

Countdown to the Conference!

Places taken*


Conference FULL!

However, if you would like us to put you on the waiting list, please contact us at training@bcn.ihes.com.

*16.00 on January 29

Details of sessions

 Barricades and round tables: moving away from conflict

Ania Kolbuszewska | IATEFL LAMSIG

AniaConflict is simply part of life. When we deal with conflicts within our teams, our effectiveness will depend on understanding conflict in general, and on the tools we have developed to handle these challenging situations. It will also depend on how far we are aware of our own attitudes towards conflict.

In this session we will define what conflict is, and explore how varying attitudes towards conflict may affect communication within a group or a company. We will also analyse some example situations of confrontation to see how we can move away from a barricade.


AniaAnia Kolbuszewska has been involved in English language teaching and training for nearly 30 years. Throughout her career she has worked as a language coach, trainer, academic manager and school director. She has trained teachers of English as well as German, Spanish and French. For many years she has also been training trainers and academic managers as well as providing business and academic consultancy for private language schools and public schools in Poland, where she was based until moving to Switzerland, and internationally. Her current position is Director of Training at inlingua Basel.

A former Eaquals Board member and Director of Eaquals Accreditation and Consultancy Services, she now continues to work as an inspector for this international quality assurance organisation.

She is the author of the "Eaquals Self-help Guide to Teacher Development" and co-author of Eaquals management competency framework. Together with her husband Andrzej Stęsik she has written Use of English materials for Pearson. Ania has been speaking regularly at international conferences on topics related to language teaching management.

Ania is a founder member of IATEFL Poland and a member of Leadership and Management SIG of IATEFL. Her interests include social communication, online training and gardening, for which regrettably she never has enough time.

 Managing Up: how you can be both effective and successful

Andy Hockley | IATEFL LAMSIG

AndyYour relationship with your own manager is one of the most important in your working life. Trying to ensure that you build this relationship successfully and in such a way as to ensure that your own contributions are valued, that your voice is heard, and that your expertise is made use of, is an important skill – not just in middle management, but at most levels of the organisation.

Can we work on a strategy that allows us to continue being highly effective managers, but also allows us to work productively and positively with those “above” us in the organisational hierarchy?

This talk will present reasons why, and ways in which, you might consider “managing up”. It will offer a set of techniques to influence decision making and ensure that the best use is made of the talent in your language teaching organisation.


AndyAndy Hockley is a trainer, writer, consultant, and the coordinator of IATEFL's Leadership and Management Special Interest Group. as well as being the global lead trainer on the International Diploma in Language Teaching Management (IDLTM).

He is the co-author of “From Teacher to Manager: Managing language teaching organisations” (CUP, 2008) and “Managing in the Digital Age” (The Round, 2014), and author of "Educational Management" (Polirom 2007). He has been involved in ELT for 30 years, as a teacher, teacher trainer, manager, and management trainer. He lives in deepest Transylvania.



 Taking off from the intermediate plateau

Antonia Clare | Author of Total English and Speakout

AntoniaMany learners encounter problems when moving from Intermediate (B1) to Upper Intermediate (B2) levels of language proficiency. They struggle to perceive their language progress and often feel frustrated.

This workshop will look at strategies and activities to highlight ways to help your learners take off from the Intermediate plateau.

AntoniaAntonia is an English language teacher trainer, international conference speaker and award-winning materials writer. Her special interests include the use of video and new technologies in ELT, creativity and the psychology of language learning.

She has taught and trained in many countries around the world, and co-authored successful course book titles including Total English and Speakout.


 Language, learning and the creative mind

Antonia Clare | Author of Total English and Speakout

AntoniaLearning a language is an inherently creative task. The learner doesn't simply repeat words, phrases and grammar they’re exposed to, but adapts that language to construct new meanings, relevant to their own lives. Creative intelligence contributes positively to the language learning process, and a creative disposition is a quality that characterises effective teachers and students (Richards, 2013).

This talk examines the value of creativity in the language learning process and explores ideas for engendering creativity in our learners, and ourselves.

AntoniaAntonia is an English language teacher trainer, international conference speaker and award-winning materials writer. Her special interests include the use of video and new technologies in ELT, creativity and the psychology of language learning.

She has taught and trained in many countries around the world, and co-authored successful course book titles including Total English and Speakout.


 'Knock knock'. Are we ready to move on yet? Using hinge questions and polling apps to assess students’ understanding

Barbara Gardner | IATEFL LTSIG

BarbaraWhether you are teaching English Language or English through a subject (CLIL) you are sure to be deploying a range of questions to use with your students. According to Professor Dylan Wiliam (known for his work on Assessment for Learning), there are only two valid reasons for asking a question in class: either to provide information to the teacher about what to do next or to cause students to think.

In this session, we’ll experience and practise designing questions that help us to decide what to do next in class, also known as ‘hinge’ questions because they open the door to the next stage of learning. We will experience using students’ mobile devices with a polling app (Poll Everywhere but you will receive a summary of other, similar, free apps) and how this can help teachers engage every student, be more responsive to students’ needs and benefit from seeing responses from the whole class.

Please download the Poll Everywhere app before the session


BarbaraBarbara is the Learning Technologies Manager at Study Group Higher Education in the UK and Europe. She is responsible for supporting teams of trainers and the training of teachers to use learning technologies as part of their teaching and learning toolkit.

Her background is English Language teaching and teacher training. When her language school introduced interactive whiteboards she says she was suddenly able to explore new technologies available to teachers and, combining that with her passion for facilitating learning and working with teachers, led her to her current role. In this role she has created internal online courses and along with her team has contributed ideas and articles to publications such as Macmillan’s 400 Ideas for Interactive Whiteboards.

She presents at International conferences on the subjects of English language teaching and training and enhancing learning opportunities with technology.


 Helping learners become effective international communicators

Chia Suan Chong

ChiaPlenary With English being used as the global language of trade, education and science, English users of different backgrounds, cultural norms, and language competence are having to find ways of successfully communicating with each other across the borders. The ability to adapt and accommodate the people we speak to can oil the wheels of international communication and also help build better relationships.

Using roleplays, critical thinking activities, and a touch of drama, Chia will explore some ways to help learners develop an awareness of different communication styles and cultural expectations, spot a communication breakdown when it happens, and become better at communicating internationally.

IH World

ChiaBased in York (UK), Chia is a teacher trainer, an intercultural skills trainer, and a materials developer. She worked in IH London for nearly ten years before moving to Munich for a year teaching Business English.

Chia holds a DELTA, a Cert TEB and an MA in Applied Linguistics & ELT, and has been resident blogger for English Teaching Professional since 2012.


 Do something. Say something.

Chris Roland

ChrisOur young learners are happiest when they are doing something cool and we are happiest when they are saying something in English. Here we shall spend some time at a place where these two conditions meet, giving everyone a reason to smile.

Suitable for teachers of lower and upper primary levels.

ChrisChris is an ideas man based at ELI, a language academy in Seville. He considers himself a ‘4x4’ or ‘all-terrain teacher' covering YL, teenager and adult classes. He enjoys thinking about things that work and do not work in classrooms, the limitations of classes as both spaces and events and the distribution of power there.

He trains teachers across a variety of contexts and his thoughts on methodology can be found as regular pieces in English Teaching Professional magazine.


 From rules to reasons and other little tweaks

Danny Norrington-Davies | IH London

DannyHow useful are comprehension questions, rule discovery exercises and controlled practice activities? In this workshop we will discuss some limitations of these standard practices, try out some creative alternatives and explore why focusing on reasons rather than rules can lead our learners to greater understanding of language items and provide extensive opportunities for more meaningful and communicative interaction.

DannyI am a teacher and teacher-trainer working at King’s College London and International House London. My first book, Teaching grammar: from rules to reasons was published by Pavilion in 2016.

I enjoy speaking at conferences and giving workshops, and along with grammar, my interests in ELT are emerging language, materials design, visualization and memory and creativity, and when I'm not attending weekend conferences, I'm on my allotment trying to grow things.


 Hasn’t that book already been written?

Dorothy Zemach


A: What is this?
B: It is a cigarette.
A: And this? Is this a cigarette?
B: No, it isn’t. It’s a horse.

This humorous presentation (with a serious point) investigates the evolution of ELT textbooks. When those books were written, people believed they were useful; we laugh now because something we believe about teaching and learning languages has changed. Audience members are guided to articulate their beliefs about teaching and learning, and then to apply those insights to materials they select or create. Come ready to actively participate!

ALTDorothy Zemach holds an MA in TEFL from the School for International Training in Vermont, USA. After teaching ESL for over 25 years, she now concentrates on writing and editing materials and conducting teacher-training workshops. Her areas of specialty and interest include teaching writing, teaching reading, business English, academic English, testing, and humor.

A prolific textbook author and editor, Dorothy has penned everything from the Teddy Bear's Magic Music teacher’s book to the lowest and highest levels of Macmillan's flagship course Open Mind to the groundbreaking English for Scammers (self-published). In 2012 she founded a micropress, Wayzgoose Press, that publishes fiction, literary non-fiction, and ELT materials.


 Owning up: embracing and exploiting L1 in the language classroom

Emma Meade-Flynn IH Barcelona

EmmaTranslation has a bad rep. : it's often looked down on, frowned upon and denied in the classroom. Yet this stands in stark contrast to a large body of research and literature that present persuasive arguments in favour of its use as an invaluable language learning tool.

This session will help teachers overcome feelings of guilt at allowing and using students’ own language in class. It will also look at a series of practical ways we, as teachers, can harness the potential of students' L1 in a range of teaching contexts, levels, and lesson types. The talk is suitable for those with extensive as well as limited knowledge of their learners' L1s.

EmmaEmma is a trainer on CELTA and Delta courses for IH Barcelona. She also teaches and trains for Trinity Certificate and Diploma courses. Emma started teaching over 10 years ago in Korea. She liked it so much she did her CELTA in London when she returned. From there, DELTA was the next logical step and she has been working as a teacher, teacher-trainer and materials writer for many institutions and in many places since.

Originally from Dublin, she has been in Barcelona since 2015.

  Blog teacherdevelopmentlab.wordpress.com/

 Time management and time to celebrate

Ferran Velasco

FerranThe amount of work is overwhelming and we never have time to finish it. Leaving daily tasks half way and not having enough time to dedicate to important issues cause anguish, stress and frustration.

If you are familiar with this feeling, come to this talk. There is no magic formula for it, but there definitely are some practical tips that can help you increase your effectiveness at work and even allow you some time to celebrate.

FerranFerran is an Industrial Engineer with 23 years of experience in managerial positions in both multinational and family business environments. His experience gained in roles such as Business Unit Leader, Global Director of Product Manager, and Sales and Marketing Director has been complemented with extensive management and leadership trainings at ESADE Business School and Wharton University of Philadelphia. After completing a Master of Research in Management Sciences at ESADE Business School, he is currently taking a PhD in Leadership, also at ESADE.

 Seeing the error of your ways

Gabby Maguire | IH Barcelona

GabbyError correction is one of the most controversial and complex issues the L2 teacher has to deal with in the classroom and it raises a lot of questions: not only "When?", "What?" and "How?", but also "Why?", "Why not?" and perhaps most importantly "Who"?

Besides, is error correction effective? Is it even necessary? Can we correct all students in the same way or is it important to take a different approach with different people?

In this talk I plan to address these issues and hopefully answer at least some of these questions based on my own experience and research into the subject.

GabbyGabby has worked at International House since 1985, teaching all levels from Beginners to Post-Proficiency. She is also the Team Leader, Exam Coordinator and a Speaking Examiner for Cambridge English at First Certificate, Cambridge Advanced English and Proficiency for International House in Catalonia. A teacher trainer on CELTA courses, she has also been Director of Studies on summer courses in London and taught on the Masters in English Teaching at the Pompeu i Fabra University of Barcelona.

She has written Resource Packs for various levels of Speak Out and Cutting Edge (Pearson) and Target FCE (Richmond), been a script consultant on a number of books, and written material for online courses.

 Digital literacies revisited

Gavin Dudeney | IATEFL LTSIG

GavinFive years after the publication of a Framework of Digital Literacies (Dudeney, Hockly & Pegrum, 2013) designed to guide teachers of English and other languages in preparing their students to engage effectively with the communicative, collaborative and creative demands and opportunities of this era, the framework is being used to inform a number of European language learning initiatives.

This session revisits and revises (prior to a 2018 publication) the original framework in light of ongoing technological and socio-political developments. The session further substantiates the original framework in light of those developments, while extending its existing categories in a Revised Framework that takes into account our evolving context.

Practical classroom applications are also considered – from a planning aspect, through materials choice to implementation in the classroom. Teachers will leave this session with a good theoretical overview coupled with some up-to-date and relevant practical ideas.


GavinGavin is Director of Technology for The Consultants-E and a tutor on the NILE / University of Chichester MA in Professional Development for Language Education). A former IATEFL Honorary Secretary and Chair of ElCom, he now serves on the International House Trust Board. Gavin is author of The Internet & The Language Classroom (CUP 2000, 2007) and co-author of the award-winning publications How To Teach English with Technology (Longman 2007) and Digital Literacies (Routledge 2013).

His most recent book, Going Mobile, was published by DELTA Publishing in 2014.



 Dancing on the edge of perception

Gerard McLoughlin | IH Barcelona

GerardHow can we help our higher level students interact and learn from online resources? Can we really get them to see things from a different perspective? We look at areas of disability, mental health issues, women’s roles and bullying. In this workshop we'll explore resources and how to exploit them for content, teaching techniques and language. This is aimed at teaching intermediate and above.

At the end of the session you should have lots of new ideas and be able to use them in your classes the following week.

GerardGerard has taught English and trained teachers (CELTA and DELTA) in various countries around the world. He has a DipTEFLA and an MA in English Language Teaching. He works as a teacher and trainer at IH Barcelona and is also a CELTA assessor. He is a co-author of Next Generation, a Bachillerato coursebook.

He is a board member of TESOL-SPAIN as Vice-President. He is also an ambassador for the Disabled Access Friendly campaign.


 Investigating your feedback practice

Jo Gakonga

JoAn important part of developing as a teacher is being observed and getting feedback that helps you to reflect on your practice. But what about if you are a trainer? Who observes you giving feedback? Who helps to shine a light on how you approach this challenging activity? My experience is that often the answer is 'no one'.

In this interactive session, we'll look at techniques you can use to record and actively reflect on your feedback practice, both on your own and with peers and I'll share some of the insights that have come out of my research with teachers using these ideas.

JoJo Gakonga works on the MA in ELT at Warwick University as well as being a CELTA trainer, assessor and JCA. She is studying for a PhD in the field of mentor skills development and she runs two websites, www.elt-training.com (for trainees and novice teachers) and www.teacherfeedback.org (for teacher trainers). She is also the co-author of IELTS Foundation.

She has three teenage children and a sorely neglected garden.

 Opening Pandora's box: Listening and the language teacher

John Field

JohnPlenary Ideas about L2 listening have changed considerably in recent years. One conclusion has been that teachers need a clearer understanding of what the listening skill entails. Another is that an excessive focus on ‘comprehension’ has diverted attention from the part played by perceptual skills such as identifying words and phrases in connected speech.

This talk first considers how we can adapt the current Comprehension Approach to align it more closely with real-world listening beyond the classroom. It then raises the question of what information should be made available to trainee and to practising teachers if we are to ensure that listening is taught more effectively in future. How much do teachers need to know about a) what expert listening requires and b) the challenges that connected speech poses for the L2 learner?

  Field, J. (2008) Listening in the Language Classroom. Cambridge: CUP

JohnJohn Field has been writing about the teaching of L2 listening for some 35 years. His book. Listening in the Language Classroom (CUP 2008) has become a standard work for teachers and trainers (and won the IH Ben Warren Prize). Much of his thinking draws upon his background in psycholinguistics, on which he has also written books and articles.

John currently does research (especially on the testing of listening) at the CRELLA Institute, University of Bedfordshire. In an earlier life, he was a teacher trainer, inspector of private language schools and materials writer. His materials included national coursebooks for Saudi Arabia and skills-based courses for Hong Kong schools; and he wrote TV programmes for Mainland China and two ELT radio series for the BBC.

 Using new technology inside and outside the classroom to help grow your business

Jonathan Dykes | IH Barcelona

JonathanWhether we like it or not, the language teaching business is changing. Both in terms of what teachers do in the classroom and also in terms of what it means to have students in a classroom. The change is happening slowly but irrevocably and it’s likely to get faster. Do we want to be part of the change or are we going to sit back, stick to what we know best, and watch from the side-lines as other, more technologically astute companies come and take great slices out of our market share? Maybe there’s a way we can combine our skills and experience with the best that modern day technology has to offer.

This presentation aims to demonstrate what can be done, using tools and techniques that are readily available.

JonathanJonathan grew up in England but has spent most of his adult life in Catalonia. He graduated with a degree in philosophy and a special interest in the philosophy of education, then spent the first few years of his professional life teaching English in a number of different countries. He subsequently moved into language school management and small-scale entrepreneurship and he is currently Chief Executive of the IHLS Group, which consists of twenty companies based in seven different countries (Spain, Mexico, Colombia, the UK, Canada, South Africa and China). Sixteen of these companies are ‘bricks and mortar’ language schools and another, Net Languages, develops and promotes Web-based language courses to students from all over the world.

He is a frequent presenter at ELT Conferences and occasionally writes about language teaching management issues on his blog.


 How to ‘gain a strength’ in Teaching


JoshAccreditation inspections play an important part in how a Language Teaching Organisation develops, providing external assessment on performance. Most LTOs would aim to achieve ‘excellents’ across the various inspection scheme criteria. But the one section which all LTOs want to ‘gain a strength’ in, is Teaching – that is after all the essence of what we do.

But have you ever led a team of teachers through an inspection, whose teaching is deemed only to meet expectations, not exceed them? It can be immensely frustrating, feeling that on the day, the quality of your teachers has not shone through.

This workshop will aim to look at the big-picture systems you can use to develop an excellent teaching team, as well as zoom in on the steps you can follow to prepare your teaching team for an inspection, and ensure they are ready to show their best when it matters.


JoshJosh Round has 20 years of professional experience in ELT as a teacher, a teacher trainer, and academic manager.

He is Chair of LONDOSA, the DOS Association in London, and a member of the IATEFL LAM SIG Committee.

As Director of Studies at St Giles International London Central, he enjoys the process of quality management, and the challenge to continuously improve the teaching team, and develop himself.

He blogs from time to time on aspects of academic management at www.BetheDoS.wordpress.com



 Practical ways to foster creativity in the ELT classroom

Lola Garay-Abad

LolaDeveloping skills beyond memorization involves working on skills like finding connections between facts, analysing and evaluating them, etc. Such skills are closely related to developing creativity in our students.

The objective of this talk is to look at practical ways in which students can develop higher-order thinking skills by doing activities and playing games that trigger their creativity in a foreign language.

LolaLola Garay-Abad has been a teacher, and a teacher trainer for 15 years. Trained in languages, methodology, ELT, CLIL and special needs in education, she manages academic programmes, has published academic literature, and delivers professional development courses in main stream education and language teaching. She also teaches in a social educational project; writes, adapts and evaluates materials and books for various educational publishing houses, and is involved in research in education at a local university.

She’s spoken in various national and international conferences including: TESOL, APAC, APPI Portugal, Flipped Classroom Europe, among others.

 Coaching skills at work

Loraine Kennedy | IATEFL LAMSIG

LoraineThere’s no point in just talking about coaching. Come to this session and get involved in a case study and to see how coaching can make a difference. I expect you to gain new insights and perspective on some of the basic tenets of workplace coaching, whist deepening your own self-awareness, which is fundamental to being an effective coach. We want to help bring out the best in ourselves, and others, after all. I hope to see you there.


LoraineLoraine Kennedy is looking forward to returning to the IH Barcelona conference, as part of the LAMSIG team. She is a full-time practising coach and management trainer, having qualified as a life and work coach in 2001-2. She has 30 years’ experience in education and ELT, 20 years in management. Her passion is in helping people to fulfill their full potential and managers to become successful leaders within an ever changing world. She works extensively with educational associations, schools and universities across the world.



 If only I'd known!

Lynn Durrant | IH Barcelona

ALTThis talk takes a look at things I wish I had known over 30 years ago when I first started teaching, especially when dealing with young learners.

The talk will focus on ten points for successful teaching and learning that would have made my teaching career easier and the lessons more stimulating and memorable.

ALTLynn has worked at IH Barcelona for many years, and combines her work there with writing. She has worked with several publishers and educational institutions including Cambridge University Press, Cambridge Language Assessment and BBC Worldwide.

 Children writing with a sense of purpose

Mark Ormerod | Co-author of Tiger and Find Out!

ALTMotivating young learners to write in English is rarely easy. When we set them a task, they often protest by saying it's boring; they ask if they really have to do it and want to know why.

In this session, we look at how we can turn that situation around and make writing enjoyable, engaging and meaningful for them. I'll share a range of strategies, techniques and activities that have given my own pupils a highly motivating sense of purpose when writing. I will also display some of their work during the session.

Age group: 8 to 14

ALTMark is a practising EFL teacher. He is also a teacher trainer and ELT materials writer. Originally from the UK, he has lived and taught abroad for more than 25 years. In Barcelona, he has taught at International House, at C.I.C. and at Merit School.

Head of Teacher Training for Macmillan Iberia between 2001 and 2005, Mark has since gone on to collaborate with Macmillan in the production of teaching resources. He is co-author of the highly success Primary School courses Tiger and Find Out! He has also written several books in the series of Macmillan Children’s Readers, as well as the holiday workbook series, Holiday World.

 Develop your training skills with Cambridge

Monica Poulter | Cambridge Assessment English

MonicaPlenary The Cambridge English Trainer Framework sets out the competencies required by trainers at three levels from initial trainer to ‘Lead trainer’. In parallel with the Framework, Cambridge English has developed a Train the Trainer course to support the transition from teacher to trainer and to extend the practices of trainers who have had little formal training. The course has been offered as a CPD programme in eleven countries in four different continents and is now available as a face to face or an online option. The course enables institutions to strengthen their training capacity and consequently to provide more effective teacher development.

In this session participants will have the opportunity to experience some of the activities from the course, including viewing and discussing part of a recorded feedback session given by an experienced trainer to an experienced teacher.

  Cambridge English Trainer Framework

MonicaMonica is currently Teacher Development Manager in the Digital and New Product Development department at Cambridge English Language Assessment. She has over 20 years’ experience working on the development of face-to-face and online teacher qualifications and courses for teachers and trainers.

Having reduced her working hours she is now involved in voluntary teaching, resulting in confirmation of some previously held beliefs and reviewing others! But that’s another talk!

 Young learners – dealing with difficulty

Pere Cortiella | Institució Cultural del CIC

PereOne of the biggest challenges we face in the Young Learners classroom must definitely be dealing with students who are particularly difficult for one reason or another and actually managing to help their English improves.

This talk will focus on specially difficult cases we might encounter in our lessons with 3-10 year-olds, revising the different problems we might face and the many different ways in which we can deal with them.

PerePere studied in the University of Edinburgh, has a master’s degree on Education, speaks 4 languages and teaches on our Very Young Learners course. He has taught English to children, teens and adults for over 14 years specializing in young learners in several different schools in the Barcelona area.

He is the coordinator for Young Learners and A1 in ICCIC, runs many teacher training courses for the Generalitat de Catalunya and has also co-authored 4 books for primary students published by Mosquito Books BCN.

 Oral fluency activities and the role of the teacher: lessons from research

Philip Kerr Author of Straightforward and Inside Out

PhilipShould teachers correct learners’ errors? If so, which ones? When and how should errors be corrected? Who should do the correcting? The advice to teachers that is given in teaching training courses and methodology books often conflicts with the findings from research.

This practical workshop will examine those conflicts and suggest practical approaches to the provision of feedback. In the process, we will explore the extent to which research can help or hinder teachers in their classrooms.

PhilipPhilip Kerr is a teacher trainer and materials writer who lives in Vienna. His books include the coursebook series ‘Straightforward’ and ‘Inside Out’, and the award-winning ‘Translation and Own-Language Activities’.

He is also involved in the development of a number of language learning apps and blogs about technology and ELT on his Adaptive Learning blog.

  Adaptive Learning

 Sixes and Sevens: How to prepare students for the IELTS writing test

Po Chan IH Barcelona

PoThe IELTS exam, although relatively new to Spain, is growing in importance with more and more students needing to certify their level of English for further study at University, professional work or migration purposes. The Writing part of the IELTS exam is where students usually score the lowest compared to the Listening, Reading and Speaking. (2015 Academic Test average score data for Spain: L: 6.9, R: 7.1, W: 6.1, S: 6.7, Overall: 6.8). This brings their overall mark down, often closing doors to opportunities at home and abroad.

This session will look the reasons why students struggle to gain high scores in IELTS Writing and offer practical advice and strategies to help students avoid common mistakes and boost their performance.

International House Barcelona is an Official IDP IELTS Test Centre.

PoPo has worked at International House Barcelona for 7 years, teaching Business and General English. She is an IELTS expert who has been working closely with the test as well as teaching IELTS preparation courses at IH for 2.5 years.

 Ideas for teaching pronunciation

Robin Walker

RobinIdeas! We all need ideas because of the demands placed on us by teaching English, and especially by the teaching of English pronunciation. But as well as ideas we need a clear framework as to how and when to make best use them.

In this session for teachers of all levels of experience, I want to explore a host of practical ideas, tips and strategies – from the simple to the sophisticated – for teaching the pronunciation of English to teenagers and (young) adults.

  Further information on Robin's blog

RobinRobin is a freelance teacher, teacher educator, and materials writer. He has been in ELT for over 30 years, and regularly collaborates with Trinity College London, and Oxford University Press. His main interests are teacher education, English as a lingua franca and pronunciation, a subject on which he has published numerous articles.

In 2010 he published Teaching the Pronunciation of English as a Lingua Franca, a title in the OUP Handbooks for Language Teachers series.

  Facebook |   LinkedIn

 Looking at or looking for?

Roger Hunt | IH Barcelona

RogerThis talk is about observing teachers and giving feedback in terms of agendas: the observed teacher’s agenda and the observer’s agenda and the extent to which they match up. For example, a teacher might use translation in class to quickly deal with an item of vocabulary, but what if the observer thinks translation is inherently wrong and should never be used in class? What will the assessment of this teacher and the lesson be?

In this talk we will be considering learning outcomes evidenced by student performance as a basis of agenda regardless of any methodological considerations or personal beliefs about what constitutes best practice for the language teacher, although inevitably personal beliefs are ever present.

RogerRoger works at International House Barcelona. He has been a Teacher, Teacher Trainer and Educational Manager for over thirty years, and has worked in many parts of the world. He is particularly interested in the rationale underlying common classroom and Teacher Training practices.

He is also particularly interested in Ancient and Medieval History.

  Hyper polyglots: what can they teach us?

Scott Thornbury

ScottPlenary Self-styled hyper-polyglots proliferate on the internet, each offering a plethora of advice and/or merchandise. Most are self-taught and all claim impressive levels of 'polyglossia'.

But are they to be taken seriously? Is there a 'method' that they notionally share? This talk evaluates some of their claims, and suggests some takeaways.

ScottScott Thornbury teaches on the MA TESOL program at The New School in New York. His previous experience includes teaching and teacher training in Egypt, UK, Spain, and in his native New Zealand. His writing credits include several award-winning books for teachers on language and methodology.

His most recent book is Scott Thornbury's 30 Language Teaching Methods, to be published next year by Cambridge. He is series editor for the Cambridge Handbooks for Language Teachers.


  An A-Z of ELT


 Stop, collaborate and listen

Shaun Sweeney | IH Barcelona

ShaunThis is not a talk about Vanilla Ice. Hopefully, that’s good news. It’s about helping our learners develop their listening skills. We’ll look at three things:

  1. Stopping: how we can move on from doing the same things with our listening lessons. What to do when students don’t ‘get it’. Homing in on key problems.
  2. Collaborating: easy steps to plan effective and engaging listening lessons together with other teachers and our students.
  3. Listening: naturally.

Guaranteed take-away lessons for next week and beyond!

ShaunShaun is a teacher and teacher trainer based in Barcelona. He is a tutor on CELTA and Delta courses at IH Barcelona. He also works as a trainer for Trinity Cert and Diploma courses.

He has been in ELT since 1999 and has worked in many teaching and training contexts outside of Spain - with longer stints in the UK (London), Italy (Milan) and Japan.



 Your exits are here, here and here

Shaun Wilden | IATEFL LTSIG

ShaunAt what point do students exit their lessons? At the end, or mentally when they become severely challenged? Students rarely announce their struggles and often mentally exit their studies long before a lesson ends.

This session looks at the concept of student engagement and questions the effectiveness of traditional approaches such as asking for hands-up. If such techniques do not help students engage in lessons then could we utilise mobile devices to gain a better understanding of them? Looking at real and practical examples, we’ll explore ways teachers can gain better insights into how well their students are learning by utilising mobile devices and the concept of exit tickets for informal evaluation.

  Tablets and Apps in School


ShaunShaun Wilden had been involved in English language teaching for over twenty-five years. He is the Academic Head of training and development for the International House World Organisation and a freelance teacher, teacher trainer and materials writer. These days he specializes in technology and language teaching, especially in the area of mobile learning. His latest book Mobile Learning was published in 2017 by OUP. He is a trustee of IATEFL and also on the committee of the Learning technologies special interest group.

For a hobby, he makes the TEFL commute podcast for teachers. Other than that, he enjoys playing games both digital and tabletop.



 Green thumbs up. Using technology to go paperless

Sophia Mavridi | IATEFL LTSIG

SophiaAre you tired of scooping up resources and queuing up for the school photocopier? How about unnecessary handouts that you never passed out, students losing the ones that you did and administrators urging you to reduce photocopying? As teachers, we use - and probably waste - more paper than we actually realise; and while the use of some paper may be necessary, reducing it could help us go lighter on the planet while saving money and time.

This workshop will encourage you to rethink your reliance on paper and discover how the use of various learning technologies along with simple changes, can eliminate classroom clutter, increase learning opportunities and promote sustainable behaviour. There will be interactive discussions and hands-on activities throughout the session to help you get a real perspective of what has been discussed.

Please bring your own devices (smartphones, tablets or laptops).


SophiaSophia is a teacher trainer delivering learning technology courses around Europe. She has been involved in ELT since 1998 as a primary & secondary EFL teacher, Director of Studies, and more recently as an EAP and EdTech lecturer. Sophia is the IATEFL Learning Technologies Co-ordinator, a special interest group focusing on the pedagogically sound application of technology to language teaching.

She also reviews for ELT Journals and works on research projects specialising in digital literacies and digital ethics.



 Preparing for Cambridge English: First 2015 – Writing

Susan Pexton | Cambridge English Language Assessment

SusanDo your students groan when given a writing task to do? Do you usually set it for weekend homework? Are you disappointed with the results? Let's try and change all of that!

This session will look at writing at B2 level aiming to raise teachers awareness of the relevant subskills. We'll be using some class activities that will make it more fun and help produce a more communicative end product.

SusanSusan Pexton is freelance but works mostly teaching at the language service of the University of Lleida. She has been working with the Cambridge English exams for many years and in different roles.

She is Centre Exams Manager for the province of Lerida, has been a speaking examiner for all exams from Young Learners to Proficiency and also a member of the presenters’ team. She also does guided visits for foreign visitors, for congresses and tourism.

 Grab that screen!

Valentina Dodge | IATEFL LTSIG

ValentinaScreenshots, screengrabs, screencasts... the ways of capturing, annotating and sharing screens become more intuitive and more ubiquitous everyday. We can now use readily-available image capturing buttons and screen-recording tools on our smart devices and computers, but are we all comfortable with how these work and why using them can enhance our students’ learning experience?

In this workshop we’ll share ideas and experience on the potential and discuss some practical applications of using screencapturing tools to increase learning opportunities. We’ll see how educators and learners are already integrating these tools in class or between classes to give interactive instructions, to provide multi-modal feedback and to build personal learning memory palaces. We’ll compare ways of grabbing screens and find out how screenshots (still screen images) or screencasts (moving screen with audio) can be shared with members of our learning community. Whether setting up a quick activity on a smart phone or working on longer projects to create web-based learning journals with visual and audio features, we’ll raise awareness of some of benefits, issues and challenges of grabbing that screen.


ValentinaValentina is Learning Manager for English360 where she oversees content, pedagogy, teaching, and academic matters. She works closely with educators and school owners on a global scale to help them provide personalised English learning programmes to meet their student and customer needs. She collaborates with and supports English language teachers all over the world to help them publish and share lesson and courses for blended or online delivery. She organises training sessions and support forums on instructional design and blended course organisation to allow educators to combine their own materials and lesson plans with high-quality course material.

She is based in Salerno, Italy and teaches part-time at the University of Naples, L’Orientale.


 Back to the future

Vicki Anderson | IH Barcelona

VickiThere are many teaching techniques that, as experienced teachers, we used to do a lot and which have now gone out of fashion, which is a shame.

In this talk we will be looking at some of these, discuss why they work and why they need to be looked at again. You will come away with some practical, fun ideas to use in the classrooms at a range of levels.

VickiVicki has been an EFL teacher since 1983. She teaches regularly as well as being a teacher trainer on mainly DELTA courses. She has spent the last few years writing workbooks for CUP for ESO and Bachillerato. The latter, Next Generation, is already out, while the new Secondary title is due to be launched next year.

Vicki has given workshops about a wide range of issues, based on her experience of working with teachers and learners.

Session times

Download list of session times and venues (pdf)


INEFC (Instituto Nacional de Educación Física de Cataluña)
Avinguda de l'Estadi 12 (Anilla Olímpica)
08038 Barcelona

How to get there

From Plaza España (A, on the map, above), either take Bus 150 from the foot of the twin towers, or else walk up past the Pueblo Español.

INEFC (B on the map) is 1.5km and takes at least 20 minutes.

Google Maps

To get to Plaza España, Metro lines L1 and L3 are probably most convenient.


We have two Barcelona hotels that we can recommend offering special rates or our conference attendees.

Special rates



  Download poster (3.8MB)


IH Barcelona would like to thank the following organisations for their continued support and sponsorship towards the conference:




Blue Mango Theatre


Collins ELT

Global ELT

IH World Organization

Let's Learn English

Macmillan Education

National Geographic

Net Languages


Stanley Publishing

The Tale Teller

Trinity College

Viçens Vives

Who's on when

Download list of session times and venues (pdf)




The Conference is a supporter of Camfed, which helps marginalized girls to go to school, succeed, and lead


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