IH Barcelona ELT Conference 2013
English Language Teaching Conference for teachers of English to Adults, Children & Business students
Barcelona, February 8-9, 2013
Key note plenary session
17.00—18.00, Main hall
Is classroom management just about making groups, moving chairs and giving instructions? No - there are many wonderful, easy-to-learn techniques (unknown or unused even by experienced teachers) that can transform a classroom by getting students engaged, interacting and really focussed on learning.
In this talk we'll look at a number of key interventions that help to shape your lessons including: Walking away, Not rubberstamping, Blank face, Devil's advocate, Intentional not hearing. You will discover some techniques you may know well – but also others that are new to you – and which have the potential to completely alter the quality of your teaching and your students' learning.
Biodata • Jim is currently Head of Teacher Development for Bell International. Previously he has been Head of Teacher Training for IH Hastings and Director of Education for IH Budapest.
His publications include Learning Teaching (Macmillan ELT) which won the ARELS Frank Bell Prize 1995, Oxford Basics: Teaching Grammar, Teachers' Books and Portfolios for Straightforward, two business coursebooks for OUP. His most recent book, Teaching English Grammar (Macmillan ELT) won the HRH Duke of Edinburgh English Speaking Union 2010 award as "Best Entry for Teachers".
Jim has worked in many different countries over the years, including Kenya, the USSR and Hungary. He is a frequent conference presenter and course leader around the world. He was head of the team that designed the Euro exams, now widely taken in Central Europe and has been actively involved with Cambridge English exams including design of their online teacher portfolio.
More for less
Key note plenary session
18.15—19.15, Main hall
The following approach to exploiting a text in class may be familiar to you:
- Set it up eg: show a picture and get the students to chat about what might be in the text
- Maybe teach a key word or two from the text which you think the students need to know in order to understand the text
- Set a comprehension task such as some true/false questions about the text
- Have the students read or listen to the text
- Get them to discuss their answers in pairs (when I was a student this was called cheating) before open-class feedback
- Set a more in-depth comprehension task and repeat 4 and 5 above
- Do something else eg: a discussion about the topic of the text
My question is: How does the above procedure enable a student to get any better in his/her ability to use and understand English?
In this session we will be exploring ways of exploiting text way beyond a level of basic comprehension.
Biodata • Roger is Director of Education 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 Ancient and Medieval History (yes, there is a life outside ELT!).
19.15 | Welcome drinks in the conference reception area
Why Dogme is good for you
Key note plenary session
9.00—9.50, Main hall
The remarkable resilience of Dogme (12 years and still counting) may have less to do with its inherent pedagogical value and more to do with what it offers teachers as a vehicle for on-going professional development. Dogme invites teachers to question some of the received wisdoms about language teaching, and, in so doing, provides a framework for experimentation and reflection, essential components for any developmental cycle.
In this talk I will outline, with examples, the history of this trend, both to celebrate it, but also to suggest ways of improving it.
Biodata • Scott Thornbury 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
Key note plenary session
10.00—10.50, Main hall
When I think over my own professional development of the past ten years, it's almost impossible not to see how it has been affected, enhanced and amplified by social networking. Using my own trajectory as an example, this talk will look at the rise of social media and how educators have been a part of this from the very beginning. How have the tools we now have at our disposal shaped our circle of professional contacts, the materials and lessons we do with our students and, ultimately, our careers? Along the way we'll also critically examine issues of online identity and ownership of this space.
Biodata • Lindsay is a teacher, trainer and author from Canada. He is the author of several books for teachers and learners of English most notably Global (a six level course for Macmillan) and Dealing with Difficulties (a teacher development book for Delta Publishing), both of which have won The English Speaking Union award, given by the Duke of Edinburgh. Lindsay has been teaching and developing materials for online teaching for the past nine years with various tertiary organizations. He is the co-author, with Nicky Hockly, of Teaching Online (Delta Publishing 2010) and is the series editor of the Delta Teacher Development Series. The writer behind the blog Six Things (www.sixthings.net), in 2011 he founded the round (www.the-round.com), an independent publishing collective with Luke Meddings.
10.50 | Announcement of the Ben Warren Prize winner
10.55—11.45 | Coffee break
11.45—12.45, Main hall
In this presentation Russell will highlight a variety of tools that he has been using at the University of Warwick to develop collaboration both in the class and outside the class. These are free, easy to use tools that allow the sharing of content, ideas, links and files very quickly in a variety of different formats both for computers and mobiles. This is a really practical presentation and Russell is planning to demo some of the tools live in the session. You will leave the session with knowledge of some great new tools and some great ways of using them in your classes.
Biodata • Russell is a Principal Teaching Fellow at the University of Warwick, where he teaches ICT on the MA in ELT. He won the Times Higher Outstanding Initiative for ICT and the British Council ELTons award for Innovation for his website www.teachertrainingvideos.com. It provides step-by-step videos to help teachers introduce technology into their teaching. In 2012 it received well over a quarter of a million visitors.
Taking the grrr out of grammar!
11.45—12.45, Ground floor
All too often both students and teachers, especially recently qualified teachers, are afraid of grammar, or at best have a negative attitude towards it. This seminar aims to deconstruct the rules-and-regulations image that grammar traditionally has, by redirecting the primary focus on language acquisition towards meaning and use. I hope to show through a variety of activities that grammar embedded in a meaningful context not only helps the student to understand the target structure, but also motivates him/her to focus on the form, as a means to using the language. Likewise, enabling the novice teacher to concentrate on what message the language conveys relieves the stress of having to focus on unfamiliar grammar terminology.
Biodata • Gabby has been teaching and training teachers with International House in Spain since 1985. She has also worked as a trainer in Belfast and Thailand. She is currently combining teaching responsibilities with being the ESOL Team Leader and Examinations Coordinator 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 Resource Packs for Target First Certificate (Richmond 2010), Speakout Starter (Pearson Longman 2012), Cutting Pre-Intermediate and Intermediate (Pearson Longman, 3rd edition, both forthcoming).
11.45—12.45, Room A
Cambridge English: Proficiency is taken in over 70 countries and by more than 160 nationalities typically by students in higher education seeking to operate in English in demanding fields at an undergraduate or postgraduate level. This year Cambridge is celebrating the 100th anniversary of the first CPE with some of the biggest changes to date:
- The exam is 2 hour shorter than the current version
- There are new test tasks with different focuses in each of the written papers
- From March 2013, it will be available as both a paper-based and a computer-based exam
This session will highlight the key changes and look at the reasoning behind them and it will also give you practical ideas to use in the classroom.
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, examiner and inspector.
How textbooks work; from Dogme to Pragme
11.45—12.45, Room B
This talk will take a look at how textbooks are put together. It will also look at the textbook's responsibilities, at some misconceptions about them and at the creative compromises which textbook writers and publishers have to make. It will describe a pragmatic view about how textbooks are used in different classrooms around the world.
Biodata • Simon is an ELT textbook writer, past president of IATEFL (International Association of Teachers of English as a Foreign Language) and a Trustee of International House. He has published many textbook series including exam material, adult and secondary courses and in particular the Reward series, which has been used around the world both in traditional print and digital form. Since 2000 he has been co-editor in chief of textbook series for Chinese primary, junior high and senior high schools, and universities. He also works as a consultant to the ministry of education in Palestine on the teaching of English in state schools. He has given workshops and conference presentations in 45 countries.
The Moving Image: A history of video in ELT
11.45—12.45, Room C
From the BBC's series Follow Me in the 1970s to the YouTube Generation and the Decentralized Classroom, how has the role of video changed in the last 40 years?
This talk will look at how the moving image has moved on and analyse what may happen in the future.
Biodata • Ben has taught English for over twenty years and currently works on The New School's MATESOL program (New York). He is lead author of the adult coursebook series New Framework and The Big Picture (Richmond). He has also published Working with Images and English Unlimited Advanced (Cambridge). His interests in ELT include intercultural issues, World Englishes and identity.
Words, words, words
12.45—13.45, Main hall
Language learners are constantly trying to update their vocabulary but having problems recording and recalling words. This Workshops will look at the role of memorization and how we can help students with their vocabulary acquisition with practical class activities. We also look at ways to encourage our students to record and use new expressions both in and out of the classroom.
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.
Imagination: The untapped resource
12.45—13.45, Ground floor
As teachers, we spend countless hours trawling through published material, resource books and the Internet in the search for activities that will facilitate language learning in an engaging way. Yet recent research suggests that the most productive and motivating resource we possess may be sitting right in front of us.
This presentation aims to summarise some recent research findings into the remarkable abilities of the mind's eye and to offer some practical ideas in order to tap into this rich source of material.
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.
A few "good ones"!
12.45—13.45, Room A
When we are teaching young learners (from 6-12) we often need one of those activities that we nickname "a good one", in other words, an activity or task that the children will enjoy, find fun and also get further language learning from doing it. This workshop is about those kinds of activity types. We will take a very practical look at some "good ones" we can use in the language classroom with our learners.
Biodata • Lynn is head of primary and secondary training at International House Barcelona and has worked as an educational consultant and writer for Cambridge English and Cambridge University Press for several years. She has co-written several course books and training courses for primary, secondary and adult learners. At the moment she is working on a new joint writing project with Cambridge English, Kaplan and Fox television.
Punching your weight in the language classroom
12.45—13.45, Room B
Float like a butterfly; sting like a bee.
Have you ever wondered why we sometimes fail to land a knockout lesson? Have you ever - like me - thought that teaching might better be left to the Harmers, the Scriveners, the Thornburys - you know, the heavyweights? In fact, we have all the muscle we need to knock language sense into our learners: we just need to punch our weight.
Lace up your gloves and get in the ring. We'll be working up a sweat with some light sparring practice, and cooling down with some pep talks between rounds.
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.
Anthony's teachertrainingunplugged.com blog
Moving with the times: Mobile literacy & ELT
12.45—13.45, Room C
Our experiences of the world are increasingly mediated by mobile devices. From games and apps, to augmented reality and moblogging, mobile (or 'handheld') devices are now part of the fabric of daily life, and mobile literacy is an important skill in the 21st-century. In the arena of ELT, our learners now expect to be able to use their mobile devices in their language learning, and not just for downloading 'apps'. The affordances of even low-end mobile devices create opportunities for learners to produce content in class, not only to consume it out of class.
In this workshop we explore a number of mobile device based projects and activities, which can enhance not only our learners' English language skills, but can also help develop mobile literacy. We also consider the challenges facing teachers wishing to work with mobile devices in the classroom, and explore some of the thinking behind the current rise of the BYOD (bring your own device) approach. Participants are encouraged to bring their own devices to the session!
Biodata • Nicky Hockly is Director of Pedagogy of The Consultants-E, an online teacher training and development consultancy. She is co-author of How to Teach English with Technology (2007), Learning English as a Foreign Language for Dummies (2009), Teaching Online (2010), and Digital Literacies (2013). She has published an e-book, Webinars: A Cookbook for Educators (2012), is currently working on a book about mobile and handheld learning in ELT, and is a technophobe turned technophile.Nicky's E-Moderation Station
13.45—14.45 | Lunch break
Dancing in the Dark
14.45—15.45, Main hall
Some conversations we have at work with colleagues, bosses and students don't go very well. Others we simply avoid when it would be better not to. How do we say what needs to be said? To shine some light on this, we will do some role playing and reflecting, based on our own experiences.
Biodata • Duncan is the Director of OxfordTEFL, Barcelona. He has 25 years experience in language teaching, teacher training and school leadership and management. He is the author of The Developing Teacher (Delta Publishing, 2009) and the Language Teachers Survival Handbook with Lindsay Clandfield (Its Magazines, 2008). He is lead trainer on the OxfordTEFL Leadership in ELT course (online and face to face).
Duncan's Learner Coaching ELT blog
Teenagers: what DO they want?
14.45—15.45, Ground floor
Make no mistake – teaching teenagers can be tough. In this session we will look at problems and solutions to help each other survive the hard classes and then go on to enjoy them and make them enjoyable for the students.
The session is based on observations from teachers and trainers in the classroom. We will be discussing forming positive and productive relationships with students in order to achieve learning objectives, finding a balance between coursework requirements and teenagers' expectations of the language class, and looking at ways to motivate this age group.
Creativity in ELT: ideas for developing creative thinking
14.45—15.45, Room A
Creativity is often cited as one of the 21st century skills we need to be teaching our students. But why is creativity so important in language classrooms? And what exactly do we mean by creative thinking skills? This session will look at how we can nurture a culture of creativity in our classrooms. It will demonstrate practical ideas for exploiting images, video, poetry and online tools, and explore the use of frameworks to encourage learners to actively and creatively engage in the learning process.
Biodata • Antonia Clare 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).
Save the pain: learn from your best friend's mistakes
14.45—15.45, Room B
Although it often seems easier in the short-term to teach in the same ol' way, in the longer term we're going to get bored, and stuck in a rut. So instead, why not exploit a chat over a coffee or beer with colleagues, and borrow a little freshness by finding out what they do? This session will outline a simple procedure for maximizing peer observations, by providing a stepping stone towards professional development, and ultimately enabling you to liven up your own teaching style. Take-away ready-to-go task sheets will be provided for your next class visit!
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 (both forthcoming), and of The Business Advanced (Macmillan).
14.45—15.45, Room C
Although you can subscribe to and download the audio (and video) files commonly known as podcasts, as well as create your own, one of the most interesting ways they can be used in a language classroom is for the learners themselves to do the actual recording.
If you've never tried podcasting before, this introductory session will show you some of the very simple tools that your learners can use (SoundCloud and Vocaroo, Blogger and Edmodo etc), as well as looking at easy tasks to get you started and your learners both excited and learning...
Suitable for just about all ages of learners and intended for teachers unfamiliar with podcasting... no matter how technologically-challenged!
Biodata • Tom has been an English teacher for over 30 years but in the last 15 years or so has probably taught more technology to teachers than he has English to learners. His #1 tip for successful use of classroom technology: as the teacher, never ever touch the technology yourself; and #2, never do anything complicated with technology!
Tom's Tech ELT Blog
Technology tools that can get our students speaking
16.00—17.00, Main hall
There are now a variety of tools that we can use to record our students speaking both in the class and as part of their homework. Russell has been working with a variety of these tools which range from quite simple audio software to more sophisticated tools that allow group oral discussions, embedded recordings and even the ability to leave notes and feedback one the actual audio recordings. Russell will talk about some of the work his research students have done at the University of Warwick and demo a variety of these tools as well as provide ideas on how they can be used.
A very practical talk which will give teachers lots of ideas about free and easy audio and podcast tools that are available on the internet.
How to demand high with a coursebook
16.00—17.00, Ground Floor
How can you take a good coursebook and really make it come alive in class? The normal answer to this problem often seems to involve adding in a whole flood of spurious competitions, games, running around etc., all in the hope that these will somehow jazz up the exercises and make the lesson more entertaining - which they often do - although what they more often do is pull the focus away from the real work that needs to be done.
But let's approach this problem from a different angle. It is a language classroom. Can we find ways to make the learning and the language exciting and engaging in their own right? And do we do that by making things easier - or paradoxically, by pushing students and demanding more?
In this practical session, we will be asking whether it is possible to worry less about "fun and games" and instead investigate ways to make the language itself sparkle and for the inherent challenge of the tasks, exercises and the learning to get students interested.
Planning: pitfalls and pluses (of coursebooks in current use)
16.00—17.00, Room A
These days course books generally deal with interesting topics, lots of grammar and useful vocabulary (with extra activities and exercises), the four skills, including authentic material, and are now embracing new technology too with extra DVDs, CD-roms or online stuff. All that seems to be reflected in the price students pay, so I for one feel I should use a course book as productively as I can. The problem for us poor teachers, though, is that it's like trying to squeeze a quart into a pint pot, and for the writers packing so much into a course book can bring problems too.
This talk will look at a few ways to select, improve and reject course book material with a view to making planning and teaching more relaxed.
Biodata • Vicki Anderson has been an EFL teacher since 1983. She teaches regularly as well as being a teacher trainer on mainly DELTA courses. She is the co-author of 3Sixty5 (iT's Magazine) and Grammar Practice Activities Pre-Intermediate (Pearson Longman) as well as writing the workbooks for the course book Next Generation (CUP), designed for Bachillerato 1 & 2. She is currently involved with CUP in a project producing course books and workbooks for ESO. Vicki has given workshops about a wide range of issues, based on her experience of working with teachers and learners.
What do you want from me? Facing up to the non-ideal student
16.00—17.00, Room B
When students (or trainees) do not follow guidance or do what they are supposed to do, teachers (or teacher trainers) may react (whether publicly or in private) as if they have been personally annoyed or offended. I suggest that this uncomfortable reaction reveals a persistent fantasy and illusion of the ideal student, an illusion which can be unrealistic and misleading. This session explores potential pitfalls that may arise if we fall into the (common) trap of idealising what our students (or trainees) should be doing, and suggests strategies for recognising and overcoming it.
Who's it for • Of general interest, but particularly aimed at teachers of older teenagers and adults, or teacher trainers.
Biodata • Jane is an academic writing tutor (and e-learning developer) at the Institute of Education, University of London and Queen Mary, University of London. She has previously worked in Barcelona and Thailand. I am interested in critical pedagogy and e-learning, among other things. I also love Cuban salsa dancing - please let me know if you have any recommendations for while I'm here!
Give the test a rest
16.00—17.00, Room C
Teachers often like the idea of 'unplugging' their language teaching: basing lessons less on published materials, and more on the lives and language of the learners. But we also need to cover the syllabus and prepare for exams – which can mean teaching to the test.
The idea of 'teaching to the test' is at the heart of a heated debate about the future of public education. It's a debate that goes to the heart of what education is about, and it's one that should concern us all.
This talk will touch on the history, economy and ideology of testing, before suggesting that unplugging can open up classroom space for teachers and learners – and even improve test scores. With new technologies offering exciting alternatives to standardised testing, unplugging is no longer just a nice idea. It's a practical way to give the test a rest.
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.
PowerPoint Games for Children
17.15—18.15, Main hall
This talk is aimed at teachers of children aged 7-12 who have an interactive whiteboard or projector in their classroom. The session will include a presentation of a selection of motivating language practice games made in Microsoft PowerPoint and step-by-step instructions on how to make them.
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.
Making the most of reading texts
17.15—18.15, Ground floor
Reading texts should not only be used for developing reading skills, they should also be exploited for their linguistic content and as an opportunity to train students to notice how the language works. If we can encourage students to read intensively and carefully in the classroom, we can help them become active "noticers" outside the classroom. In this workshop we will look at a series of practical lesson ideas that can be adapted to any text with minimal preparation.
Biodata • Ceri Jones is a teacher, trainesr and materials writer. She has worked in ELT for over 25 years in Italy, Hungary, Spain and the UK. She has an MA in TEFL and has contributed to a number of coursebook projects including Inside Out, Framework, Straightforward and The Big Picture. She is currently interested in exploring the use of technology in low-tech classrooms.
Ceri's Close Up blog
17.15—18.15, Room A
Not ready for or not convinced by the idea of a coursebook-nude, fully unplugged, dogme teaching scenario? Well, let's see if this is a workable compromise. This is my response to some recent, highly interesting blogging by Adrian Underhill and Jim Scrivener on the subject of Demand-High Teaching. We'll look at what DHT means, look at how much of what we already do could be considered DHT, and evaluate a live listening lesson in DHT terms.
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, Cambridge oral examining, 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 three teach-yourself courses (The Pons Idiomas Radio Show, London Calling 1, London Calling 2), a bi-lingual lexicon entitled Don't get me wrong: 1000 expresiones en inglés para hablar como un nativo. This is compilation of high-frequency collocations, idioms, multi-word units, proverbs, street talk and pure vulgarisms. His most recent coursebook is De tú a tú, the fist specifically one-to-one course for Spanish (ELE).
Creative pedagogy, language learning and technology
17.15—18.15, Room B
Creative pedagogy means teaching learners how to learn creatively, transforming traditional classrooms into creative teaching environments that better promote life-long learning. The goal of this session is to show how technology can best be combined with the four components of creative thinking: fluency (generating new ideas), flexibility (shifting perspectives), originality (doing something new) and elaboration (building on existing ideas). In this session, I'll be giving teachers practical examples you can use with your own classes.
Biodata • Graham has been an English teacher since 1995 and also works for the British Council in Barcelona as a senior teacher. He has an M.Ed. in ELT & Educational Technology and is joint coordinator of the IATEFL Learning Technologies SIG. He is co-author of Digital Play: Computer games and language aims (Delta Publishing) and author of Learning with Technology (CUP) . Graham regularly presents at local, national and international conferences, mainly about teaching with technology.
Pedagogy and fun with an interactive whiteboard
17.15—18.15, Room C
Using YouTube, games and online activities can be fun but students can sometimes miss the language aim of an activity. This presentation looks at how to use these engaging online resources, which are incredibly popular with learners in their spare time, in such a way as to keep learners on track with learning and producing English as well as enjoying the experience.
Biodata • Kyle is a teacher, teacher trainer and co-author of Digital Play: Computer games and language aims. He has been teaching English for nearly 20 years and is particularly interested in the use of Technology in the classroom. He currently works at the British Council Bonanova young learner centre.