IH Barcelona Annual ELT Conference 2014
English Language Teaching Conference for teachers of English to Adults, Children & Business students
From our Conference 2013...
English Language Teaching Conference for teachers of English to Adults, Children & Business students
Barcelona, February 7-8, 2014
Venue To be confirmed
Confirmed speakers and their talks
In alphabetical order of first name
Title to be confirmed
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 of Clever Kids, a CD-ROM course. He also wrote the student websites for Macmillan ELT's Bugs World series.
Where are all the unplugged teacher trainers?
Dogme ELT is approaching 15 years old. In that same period of time, at least 150,000 teachers worldwide have completed initial teacher training on courses like Celta. Many of them will by now have moved into teacher training. For all of these new teacher-trainers, Dogme has been as much a feature of the ELT landscape as PPP or TBL. Looking around, however, pre-service courses seem to pay lip-service (at best) to teaching unplugged. The question is: why? It's high time that question got answered.
Biodata • Anthony is an English teacher and teacher-trainer based in Germany. He is an assessor and tutor for the Cambridge CELTA and also tutors on diploma programmes. He is the incoming coordinator of IATEFL Teacher Development Special Interest Group (TDSIG). His main interests lie in exploring minimalist approaches such as Dogme ELT within teacher-training.
Parachute Training For Teachers
Have you ever learnt to sky-dive? If you have, you may recall receiving this instruction...
"Immediately after you pull the rip cord, shout out at the top of your lungs ONE THOUSAND, TWO THOUSAND, THREE THOUSAND - CHECK!!!!
When you shout CHECK!, tilt your head back and look above your head.
If you see your parachute canopy opening, relax and enjoy the ride.
If you don't, reach for your reserve rip cord and pull it."
Come along and see what jumping out of an aircraft and living to tell the tale has to do with teaching English.
Love and the art of language learning
When I first asked my Italian professor years ago what I should do to help me learn Italian, so that I could understand his lectures on neuroscience, he answered me with a charismatic smile "You are living in a city full of young Italian machos. Find yourself a lover." So, what has falling in love got to do with learning a language? This session will try to draw some comparisons, and learn some lessons. We'll look at ways in which we can inspire and motivate our students to make their language learning experiences deeper, more meaningful and ultimately more successful.
Biodata • Antonia is a teacher, trainer and materials writer whose special interests include the the use of video and new technologies in ELT. She has taught and trained in many countries around the world, including Italy, Spain, Hong Kong, Portugal, Poland and the UK and is a co-author for Language-to-Go, Total English and Speakout (developed in partnership with the BBC).
Managing education in the digital age
Increasingly education is moving into the online world, either in whole or in part, and a growing body of literature reflects this from the teaching perspective. Much has also been written and discussed regarding current trends in online learning but this discussion seems, currently, to be either at the level of policy or about the actual teaching, but there is little practical support for managers and schools that want to know how to offer and manage online courses effectively.
This workshop intends to address this by discussing why it can make sense to offer online alternatives to your regular face-to-face classes, what the options are and setting out some of the essential differences between managing face-to-face and online courses.
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.
Get it in writing
Teachers often tend to avoid "doing" writing in class – preferring to get the students to do written work at home. In this session I will show how "doing" writing in class can be meaningful, useful, communicative and fun. You should leave this session with lots of ideas to put into practice in your classes on Monday!
Biodata • Gabby has been teaching English since 1985 in International House, where she's taught all levels from Beginners to Post-Proficiency. She's the Team Leader, Exam Coordinator and a Speaking Examiner for the Cambridge Exams in First Certificate, CAE and Proficiency for the IHLS Group in Catalonia. A teacher trainer on CELTA courses, she has also been Director of Studies on summer courses in London. Apart from teaching, she has written the communication activities for course books such as Speak Out Starters, Target FCE and Cutting Edge Pre-Intermediate and Intermediate (5th ed.). A script consultant on several books, she has also written material for students learning English online.
Title to be confirmed
Biodata • Gerard has been a teacher and trainer for 20 years. He is currently a teacher and trainer on CELTA and DELTA courses at International House Barcelona. He has an MA in ELT and is a co-author of Next Generation, a Bachillerato coursebook for Cambridge English. He has written teachers books for McGraw Hill, Heinle and written an online teacher development course for consultants–e. He is also the webmaster and resources officer for TESOL-SPAIN.
One of the trickiest tasks in a manager's job is teacher appraisal. Teachers are people with opinions and feelings, and appraisals can appear clinical, measurement-heavy and definitely not teacher-friendly. Appraisals can also appear pointless, and may be counter-productive if not carried out in the right spirit.
This talk looks at the what and the why of appraisals, examines some alternative approaches, and suggests how appraisals can be made to work for both teacher and manager and ultimately for the school.
Biodata • Jenny is now the Academic Manager at Eastbourne School of English, on England's sunny south coast. Previously Jenny worked at IH Barcelona as head of English then head of the teacher training department. Jenny is still deeply involved in ELT, both in IATEFL, where she is coordinator of the Leadership and Management SIG, as well as at ESOE, and she is delighted to be invited back to IH Barcelona to give a session!
Researching your teaching
When asked to give their opinion about research in ELT, practising teachers may respond in a number of ways:
"It's not relevant to my classes."
"It's been written by someone who's never stepped foot in a classroom."
"I wouldn't know where to begin."
You can probably relate to some of these opinions. The world of academic research in our field can seem distant from our reality.
In this talk I'll share some of my own experience as a teacher doing research. I hope this will show that both reading and conducting research can be accessible and relevant to teachers with their feet firmly in the classroom.
Biodata • Jessica has worked as an EFL teacher in France, Italy and Spain. She has the RSA Dip. and an MA in Applied Linguistics. She tries to find time to work towards a PhD at the University of Barcelona, while raising the next generation of Spanish tax payers, and teaching EFL at the Escola d'Idiomes Moderns. This year she was awarded the IATEFL Pilgrims Humanising Language Teaching scholarship for IATEFL 2013.
Short and sweet: using short films to promote creativity and communication
In this hands-on workshop we'll explore how short films can be used in the classroom. We'll look at how we can use short films to promote creativity, and both oral and written communication by doing communicative activities based around a variety of short films. The session will be very practical and involve a lot of teacher participation. Teachers will come away with practical activities to use with their own students.
Biodata • Kieran is a teacher, trainer and award-winning writer based in Barcelona particularly interested in the use of film in education. Kieran is the co-author of Films in Health Sciences Education and his website on the use of film in language teaching Film English won an ELTon Award for Innovation in Teacher Resources in 2013.
Communicative approaches to language teaching have put much value on the oral skill. Classrooms around the world have, over the past thirty years, devoted more and more time in class to speaking, which is generally seen as a good thing. Writing however, has remained relatively unchanged. Often assigned for homework, or in the form of longer pieces of writing (the composition, the essay, the business letter) this skill has just not seemed as interesting as speaking. However, due to technological developments we are all writing now a lot more than we used to. In some cases, we write more to people than we talk to them.
In this talk I'll explore the new writing, and look at activities and tools that help students practice writing in new and enjoyable ways.
Biodata • Lindsay is an award-winning writer, teacher, teacher trainer and international speaker in the field of English language teaching. He has written more than ten coursebooks and is the main author of the adult course Global (Macmillan). Lindsay is the series editor of the Delta Teacher Development books and has co-written various methodology books for teachers., notably Teaching Online and Dealing with Difficulties (Delta Publishing). Lindsay is also the creative force behind various web projects including the popular blog Six Things and the e-publishing collective The Round.
Effective teaching: cognitions, practice & CPD
Teachers' beliefs about good classroom practice vary greatly. This session details how such beliefs are formed and how they influence our teaching. It highlights the importance of CPD to promote teaching expertise, rather than repeatedly drawing on the same experience year after year.
Biodata • Lou has worked as a teacher, trainer, DOS and Director in a variety of EFL contexts for many years. She works as College Director at ECM, Dublin and is currently involved in developing an online YL Management Training course. She holds a PhD in Applied Linguistics, MA in ELT, and a DELTA.
Title to be confirmed
Biodata • Luke is an ELT teacher, author and teacher trainer. In 2000 he co-founded the Dogme in ELT movement with Scott Thornbury, and their book Teaching Unplugged (Delta, 2009) won a British Council ELTon award in 2010. Since then Luke has trained extensively on unplugged approaches, and recently set up independent e-publishing collective The Round with Lindsay Clandfield. Their book, 52: A Year of Subversive Activity for the ELT Classroom, was published in February 2012.
Tasks for Teens
It's sometimes hard to get teens to participate on an active level. When we ask for their opinions or input we often get a shrug or a one word answer. However, if you can tap into their interests they do actually have a lot to say and can produce creative and thoughtful responses.
This practical session will look at 3 or 4 successful tasks (well, at least they've been successful up to now!) which integrate skills practice and requires active participation and involvement from the learners.
Biodata • Lynn is head of primary and secondary training at International House Barcelona and also works as an educational consultant and writer for Cambridge English Teacher and Cambridge University Press. She has co-written several course books and training courses for primary, secondary and adult learners. At the moment she is working on a writing project with BBC Worldwide.
Training better listeners
Students often find listening the most daunting skill. They are anxious to understand everything, intimidated by unfamiliar accents and discouraged by difficult practice activities. But what can we do to help them besides pressing play on the CD player? This talk aims to answer this question by providing some practical suggestions as to how we can improve our students' listening skills and help them to become better, more confident listeners. The talk will be relevant for those preparing students for Cambridge Main Suite exams as well as anyone teaching General English.
Biodata • Marianne is a teacher and the Director of Studies at a private language school in Northern Spain. She has been an EFL teacher (in Germany then Spain) since she graduated from the University of Edinburgh in 2008. She is Delta qualified as well as being a speaking examiner for Cambridge English. In her free time she enjoys many kinds of puzzles and games, embroidery and knitting, reading (if it's a good yarn), and making terrible puns.
The adaptivity of adaptive learning
Adaptive learning is the latest "big thing" in colleges and schools around the world. Not yet widespread in language learning and teaching, it will be very soon. The lack of research supporting the use of adaptive learning in language learning / teaching is compensated for (to some extent) by the huge investments being poured into the development of adaptive digital tools and content.
What exactly is adaptive learning and how will it affect language teachers and their classrooms?
Biodata • Philip is a writer and teacher trainer. His recent books include Translation and Own-Language Activities (CUP, 2014), Writing Vocabulary Presentations and Practice (ELTT2W, 2013), and various titles in the coursebook series Straightforward and Inside Out (both Macmillan). He lives in Vienna.
Teaching in-company: Does the customer really know best?
Teaching at companies usually means answering to both the students as well as to the training manager. But should it? Don't teachers know best?
This session will investigate some of the priorities of each of these three groups of people, find out where the overlaps are, and look at some solutions to keep "as many of them happy for as much of the time as possible"! We'll be looking at ideas and activities which motivate and engage the students, and tips for teachers which also demonstrate the visible progress required in particular by training managers.
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 has written a number of Teacher's Books for OUP (Business Result Advanced, International Express Upper Intermediate, Business Vision). She is also co-author of the third editions of OUP's International Express Pre-Intermediate and Upper-Intermediate (January 2014) and of The Business Advanced (Macmillan).
Perspectives on observation: the teacher and the observer
For observee and observer alike observation of a Teacher teaching can be a stressful time with the observee wondering what the observer wants to see and the observer trying to peer into the mind of the Teacher to find rationale behind what's happening at the time.
This talk is for both observers and observees and will include setting an agenda for an observation; the issue of does an observer look at what's going on or look for things they want to see; and how feedback is given or discussed – and there's a difference between these two.
In part this talk also addresses what is currently considered best practice and how descriptions of and adherence to ‘best' practice goes in and out of fashion much like flared trousers.
Biodata • Roger Hunt has worked at International House Barcelona for the last twelve years. Prior to this he worked in many parts of the world as a teacher, teacher trainer and educational manager. He has seen a number of fashions come and go and been involved in many of them.
Project Work in Young Learner EFL Classrooms
This session will look at different questions that arise when using projects in the primary classroom as well as hearing from hands on experienced teachers. What is a project? What does it involve? Who does it involve? What is the teacher's role? How much work is involved? Why use projects? What are the advantages (and disadvantages) of project work?
We hope to be answering these and more questions and look at project work in three different formats -- as a complement to a course book; as a summer project on summer courses; and as a whole year's course work without a book.
This session will be given in conjunction with Darienne Peacock, who is Head of the Extra Escolares Department at IH Barcelona and John Joe Greaves who has used the project ideas in his classrooms and is a teacher at IH Sabadell.
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 English Language Assessment as a presenter and inspector. She has recently moved from the Extra Escolares department at IH Barcelona to take up the position of Director at IH Sabadell.
Developing students oral fluency through regular podcasting
Inspired by the work of David Kluge, who had previously worked on developing student's fluency by encouraging students to record themselves onto tape recorders, Russell Stannard along with Lu Lian has been doing similar research getting students to regularly record themselves speaking in Engish via podcasts. They tested the student's fluency at the start and end of the experiment and noticed considerable improvements.
This talk will highlight not only how the experiment was set up and the technology that was used but also look at the student's reaction to such an approach as well as an overview of some of the indicators we can use in ELT to measure student's fluency. A talk for anyone interested in getting their students to be more fluent.
Biodata • Russell is the founder of www.teachertrainingvideos.com. He won the British Council ELTons award for technology in 2010 and the Times Higher Outstanding Initiative in Technology award. He is currently working as a consultant for the British Council in China and India as well as working on several writing projects with the BBC and the Chinese publisher FLTRP. He is also a part time lecturer at the University of Warwick, where is recently won an European Union bid for using video in language teaching.
Fossilization: is it terminal, doctor?
It's a truism, perhaps, that many learners reach a ‘plateau', beyond which no amount of instruction or use seems able to budge them. Are there any (psycholinguistic, sociolinguistic) grounds for believing that this so-called fossilization is terminal? What does it take to move a learner beyond the plateau? Based on his own experience of attempting to kick-start his fossilized Spanish, the speaker will look at the role of such factors as classroom instruction, extensive reading, vocabulary memorization and real language use as possible antidotes to ‘arrested development' in a second language.
Biodata • Scott is currently Curriculum Coordinator of the MA TESOL program at the New School in New York. His previous experience includes teaching and 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, Teaching Unplugged (Delta Publishing; co-written with Luke Meddings) won a British Council Innovations Award (ELTON) in 2010. He is series editor for the Cambridge Handbooks for Teachers.
If a picture is not worth 1000 words…
There are two things that have ruined education: one is the stupid idea that "an image is worth 1000 words" and the second is Google Images. Nowadays, it seems, a teacher can't go to class without a wad of printed (and stolen!) pictures no matter how few words they are worth. But my contention is that if the image is not actually going to produce 1000 words of English from your learners, it should NOT be taken into the classroom at all!
In this session we'll look at some creative, practical ideas for use with teens and/or adults at Intermediate levels and above, that require either a single picture (one worth way more than 1000 words) or else no image at all, at least to begin with, and which may involve the learners creating (not stealing!!!) photos and other images. We'll also look at some of the easy-to-use but powerful technology (NOT the photocopier!!!) that our learners could be using, including mobile phones.
Biodata • Tom is a grumpy old man who spends his working life watching questionable things coming out of photocopiers and printers, in his spare time teaches technology more often than English, which includes tutoring on IH Barcelona's technology courses for teachers, and in any time left over is really annoying to his own teenage kids (one of whom says he's no longer a teenager!).
Bridging the gap from Cambridge English First to Advanced
In this talk I will give you ideas on how to help your students progress from the Cambridge English First to Cambridge English Advanced, in the Use of English section of the exam. I will clarify what is required at the FCE and CAE level in the Use of English and provide you with useful, motivational activities for you to use in the classroom. This talk is aimed at teachers of teenagers and adults.
Biodata • Tom moved to Spain in 1993 and has remained here since. He is now a consultant for Cambridge English Language Assessment and is also a teacher at the EIM (Escola d'Idiomes Moderns) at the UB, where he specializes in exam preparation courses. Prior to working for Cambridge, Tom worked for a major publisher as a commercial representative and as a teacher trainer.
Changes to Cambridge English First
Changes to the Cambridge English First exam have been announced – but do you know what that differences will be? Come to this talk and find out – when they will be introduced, how they will affect the exam and how this will affect your students! I will also provide you with 10 practical activities to help your students succeed at this level.
Changes to Cambridge English Advanced
Changes to the Cambridge English Advanced exam have been announced – but do you know what that differences will be? Come to this talk and find out – when they will be introduced, how they will affect the exam and how this will affect your students! I will also provide you with 10 practical activities to help your students succeed at Advanced level.
Maximising the use of English outside the classroom
How can we take advantage of the resources available online so students take more responsibility for their learning? How can we contribute to maximise the use of English outside the classroom?
In this session, I will demonstrate some activities carried out online which do just that and which have worked extremely well with my ESO and Batxillerat students.
Biodata • Usoa is an English teacher and Head of the English Department at Sant Gregori School in Barcelona. She is interested in the psychology of teenagers and believes in the use of ICT to motivate students.
She's a keen wiki user and the administrator of www.santgregorienglish.pbworks.com, winner of the John McDowell award. She's also a teacher trainer and materials writer.
Getting to grips with connected speech
Why is it students find listening and speaking so daunting? One of the reasons is that connected speech plays such a huge part in both these areas. In this talk I will look at ways of incorporating connected speech into the classroom and give you practical ideas on how to make students more aware of its implications. You should come away from this workshop with techniques and ideas that you can immediately put into practice in your classes.
Biodata • Vicki 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 couple of years writing workbooks for CUP for ESO and Bachillerato. The latter, Next Generation, is already out, while the new Secondary title is due to launch next year. Vicki has given workshops about a wide range of issues, based on her experience of working with teachers and learners.
To reserve your place, please complete the enrolment form and send it to us, either by fax or by email, together with proof of payment.
Price: €80 (Saturday only, €70)