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IH Barcelona ELT Conference

February 8-9, 2019

English language teaching conference for teachers, managers and teacher trainers

#IHBCNELT Updates, news

General interest

5 plenary sessions, around 15 workshops in 4 specialist strands, with 15 other sessions of general interest on a wide variety of topics

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.

Enrolment

Early bird prices Until Dec 31st

Enrolment

Don't leave it until the last minute!

By January 29, we were 100% full for the last edition of the conference.

 

Cambridge English Language Assessment

Special thanks to our Platinum Sponsor, Cambridge Assessment English

 

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

Business English

IATEFL BESIG

With the support of the IATEFL Business English SIG

IATEFL @iatefl_besig

ELT Management

IATEFL LAMSIG

With the support of the IATEFL Leadership and Management SIG

IATEFL @iatefl_lamsig

Technology

IATEFL LT SIG

With the support of the IATEFL Learning Technologies SIG

IATEFL @iatefl_ltsig

93.7%

"Would you recommend the IH Barcelona ELT Conference?" we asked people after the 2018 event.

194 people (over 93%) said "Yes"!

 

List of speakers for 2019

Amanda Mcloughlin, Andy Hockley, Dr Angi Malderez, Ania Kolbuszewska, Antonia Clare, Chris Roland, Christina Giannikas, Emma Meade Flynn, Ferran Velasco, Fiona Thomas, Gail Ellis, Gabby Maguire, George Pickering, Gerard McLoughlin, Helen Strong, Jessica Mackay, Jo Gore, Lola Garay, Mandy Welfare, Mark Ormerod, Nik Peachey, Nicky Hockly, Paul Sweeney, Pete Sharma, Po Chan, Rachel Appleby, Rebecca Place, Richard Cauldwell, Scott Thornbury, Shaun Sweeney, Sophie Wright, Sophia Mavridi, Dr Susan Barduhn

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

Gala Dinner, Friday

Brasserie Flo

Join us and the Conference speakers on Friday evening for our Gala Dinner in one of Barcelona's best known restaurants.

Lunch, Saturday

Pick what you'd like for lunch on Saturday from a choice of three different menus.

Details of the 2019 sessions

Plenary sessions

 Developing cross-cultural awareness in the monolingual classroom

Dr Susan Barduhn | Freelance educational consultant

Opening plenary, Friday afternoon

SusanLanguage learning for life as responsible citizens of the international community must include cultural awareness. As Albert Einstein put it, "The world we have created is a product of our ways of thinking. It cannot be changed until we change those ways of thinking." Before we can understand other cultures, though, we need to understand our own first.

This plenary will interact with frameworks as vehicles for being able to talk about culture, and will share activities that can both sensitise participants and provide practical tools for their own classrooms.

SusanProfessor Emerita Susan Barduhn’s global career in TESOL has been as teacher, trainer, supervisor, manager, author, mentor, assessor, plenary speaker and international consultant. She has been President of IATEFL; Director of The Language Center, Nairobi; Deputy Director of International House, London; professor and Chair of the MATESOL program at SIT Graduate Institute.

She is currently a freelance educational consultant for TransformELT, the US Department of State, the British Council, and Fulbright.

  bepress.com/susan_barduhn

 Training teachers to deal with authentic recordings

Richard Cauldwell

Plenary, Friday afternoon

RichardIncreasingly, course books and teacher-prepared materials feature the use of authentic recordings. These recordings contain spontaneous speech phenomena, such as fast speeds and words crushed out of shape (not just ‘weak forms’). Our traditional metalanguage for describing speech (‘stress-timed’, ‘Wh- questions have...’, ‘nuclear stress falls on...’) is inadequate to cope with these recordings.

I shall introduce new terms (metalanguage) which will help teachers to both (a) describe spontaneous speech phenomena and (b) prepare materials for the classroom.

  Grasping the nettle: The importance of perception work in listening comprehension

RichardRichard has taught English in France, Hong Kong, Japan, and in the UK at the University of Birmingham. His research focuses on recordings of spontaneous speech, and his teaching interests are centred on teaching listening.

Since 2001 he has published award-winning materials for listening and pronunciation. He has twice won The British Council's ELTon award for innovation, in 2003 and 2014. His most recent publications are Phonology for Listening: Teaching the Stream of Speech (2013) and A Syllabus for Listening: Decoding (2018).

  @richcauld

  Listening Cherries: Speech in Action

  Towards a performance-based approach to language teaching

Scott Thornbury

Opening plenary, Saturday morning

ScottIn the literature on second language acquisition, performance is typically contrasted with competence – the latter term referring to what we (implicitly) know about a language, and performance being how that knowledge is realized in real language use. This distinction, in turn, implies that competence is a pre-condition for performance, and, by extension, we should learn the rules before applying them.

This is a distinction that has been challenged more recently, in the light of so-called ‘usage-based’ views of language acquisition, reinforced by findings from corpus linguistics: maybe performance IS learning. ‘Performance’, of course, retains its original, non-specialist, senses of enactment, play and drama – not to mention ‘performativity’. I will argue that these many meanings can be bundled together to create a truly performance-based methodology.

ScottScott teaches on the MA TESOL program at The New School in New York (but he lives mainly in Spain). Prior to that he spent his entire EFL career with International House: in the UK, Egypt, and here in Barcelona. His writing credits include several award-winning books for teachers on language and methodology.

His most recent book is 30 Language Teaching Methods (Cambridge), and soon to be published (also by Cambridge) is 101 Grammar Questions. His blog An A-Z of ELT has clocked up over a million visits. He is also series editor for the Cambridge Handbooks for Language Teachers.

  @thornburyscott

  An A-Z of ELT

  scottthornbury.com

 Teaching our learners how to learn

Gail Ellis | British Council

Second plenary, Saturday morning

GailLearning to learn is an important aim of most curricula throughout the world but often tends to remain at the more abstract level in official documents. One of the main reasons for this is the lack of practical guidelines and training for teachers.

I will discuss the theoretical and methodological concepts of learning to learn and demonstrate how the 'plan-do-review' routine can be applied in age-appropriate ways to provide both teacher and students with a framework which combines metacognitive and cognitive strategy development. Students are guided to reflect on what and how they learn and gradually take on more responsibility for their own learning.

GailGail Ellis is Advisor Young Learners and Quality and is based at the British Council, Paris. She has over 30 years of experience as a teacher, teacher trainer and manager. Her publications include Learning to Learn English, The Primary English Teacher’s Guide, Tell it Again! and Teaching Children How to Learn.

She is an advocate for children’s language learning rights and her main interests include children’s literature, young learner ELT management and inclusive practices.

 Systematic informed reflective practice: a tool for teacher learnacy

Dr Angi Malderez | Honorary Senior Fellow of The University of Leeds, UK, and independent education consultant

Closing plenary, Saturday afternoon

Angi This talk will introduce teachers to a protocol which can enable them to manage their own on-going learning and find ways to use all the new ideas they have taken from the conference in contextually appropriate ways. Guiding others in the use of this protocol can provide those charged with supporting teacher learning, such as mentors, with an alternative to "providing feedback", help them to avoid the perils of judgementoring, and promote teacher learnacy.

Suggested reading: Malderez, A. & M. Wedell (2007) Teaching Teachers: Processes and Practices London: Continuum Press

Suggested reading: Malderez, A. & M. Wedell (2007) Teaching Teachers: Processes and Practices London: Continuum Press

Angi After a long period as an EFL teacher and materials writer, followed by a period being an academic, Angi now works principally in the área of mentoring, and more broadly, on the practices and processes for supporting teacher learning. She has worked in initial preparation and in-service teacher support programmes for more than three decades in many parts of the world.

Her main interests currently relate to the development of contextually appropriate practices and processes for supporting teacher learning, through a more informed understanding of what it is teachers need to know and how they come to know it. She is and always has been a teacher, although now more often a teacher of teachers rather than of English.

She has also been involved in research. For example, she was co-director (University of Leeds) of the Becoming a Teacher research project (2003-2009), and consultant on the Modes of Mentoring and Coaching (2010-12) and Mentoring and Coaching in Further Education (2013-2014) research projects.

 

Workshop sessions

 Creative reading tasks for ELT learners ages 5 to 99

Amanda Mcloughlin | TESOL-SPAIN

AmandaIn this workshop we'll look at some different ways to work with a reading text to make it more fun and engaging for the learners. We'll look at pre- while- and post- reading tasks that help take the text out of the textbook and get the learners interacting with it in a new and engaging way.

The activities are low-prep, and suitable for all ages and levels. But most of all, these activities will help make sure your students will actually want to read the text, and once your students are motivated to do an activity, the learning comes naturally!

TESOL Spain

AmandaAmanda is a freelance teacher trainer and materials writer based near Bilbao. She taught in a primary school near Bilbao for 8 years and has been a freelance teacher trainer for the last 10 years, specializing in CLIL and EFL methodology.

She has also authored several primary and secondary CLIL textbooks.

 How much does a language course cost?

Andy Hockley | IATEFL LAMSIG

AndyWhat is the difference between price and cost? How do you calculate breakeven? What other considerations are there in pricing a course?

This workshop will address these questions, and give you a better idea of how to make key decisions, and an understanding of important financial terms. Even if you are not charged with making financial decisons it is important that you understand how they are made and can make your case to those that do. Make sure you have a say in important decisions affecting the academic department!

IATEFL LAMSIG

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.

  @adhockley

  adhockley.wordpress.com

 Developing response-ability: on noticing

Dr Angi Malderez | Honorary Senior Fellow of The University of Leeds, UK, and independent education consultant

Angi"A teacher’s responsibility is his/her response-ability". This has long been a favourite maxim of mine. I understand it to mean that my duty is to respond to the on-going, minute by minute (learning) needs of my students. However, in order to do so, I need to know what these are, One important source of information will be the feedback students are giving me all the time in response to my teaching – as long as I notice it. Now, you may be thinking "OK, I have eyes and ears, what’s the big deal?"

In this session I hope to raise awareness of the many potential barriers to our noticing, as well as to why it matters, and suggest some ways to become better noticers.

Angi After a long period as an EFL teacher and materials writer, followed by a period being an academic, Angi now works principally in the área of mentoring, and more broadly, on the practices and processes for supporting teacher learning. She has worked in initial preparation and in-service teacher support programmes for more than three decades in many parts of the world.

Her main interests currently relate to the development of contextually appropriate practices and processes for supporting teacher learning, through a more informed understanding of what it is teachers need to know and how they come to know it. She is and always has been a teacher, although now more often a teacher of teachers rather than of English.

She has also been involved in research. For example, she was co-director (University of Leeds) of the Becoming a Teacher research project (2003-2009), and consultant on the Modes of Mentoring and Coaching (2010-12) and Mentoring and Coaching in Further Education (2013-2014) research projects.

 The flipped confrontation

Ania Kolbuszewska | IATEFL LAMSIG

Ania The concept of flipped learning has been around for quite a few years now. But the principle of flipping can be applied to a lot of very different contexts, including human resources management. The flip in this case will not be about what happens in the classroom vs out of the classroom, but about reversing our instinctive reactions to conflict, as well as harnessing the energy which conflict generates for the benefit of the team rather than letting it destroy the team.

In the workshop we will talk about two emotions most closely associated with conflict: anger and fear, and examine ways of dealing with them. We will look at the benefits of well-managed confrontation and try out some effective techniques for managing conflict.

NOTE This workshop will pick up on some of the threads from my presentations at IH Barcelona conferences in 2017 and 2018, but at the same time it is a self-contained workshop, so even if you haven't attended my presentations at earlier conferences, you will be able to participate fully in this one.

IATEFL LAMSIG

AniaAnia has been involved in English language teaching and training for nearly 30 years as a language coach, teacher trainer, academic manager and school director. 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 internationally. Her current position is Director of Training at inlingua Basel (Switzerland).

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 also written Use of English materials for Pearson.

Ania is a founder member of IATEFL Poland and a member of Leadership and Management SIG of IATEFL. Her interests include social communication and conflict resolution.

 The power of video

Antonia Clare | Author of Total English and Speakout

AntoniaVideo is one of the most transformative technologies of the past decade. Video is literally changing how we are entertained, how we communicate, how we share and also how we learn. As a language learning tool, it’s hugely powerful.

This session will focus on some of the elements that help make video so effective and demonstrate a variety of activities which can be use to exploit video material for both specific language focus and skills development.

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.

  @antoniaclare

 Taking flight 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.

  @antoniaclare

 Christopher, you must be joking!

Chris Roland | TESOL-SPAIN

ChrisThis assortment of reflections about teaching includes the philosophical, practical, psychological, surreal, mechanical, individual and institutional. Some questions will be: How should staffrooms mirror yoghurt adverts? What can we take from Heath Ledger's iconic portrayal of the Joker for our teaching? How many ways are there for a student to get stuck? What would Gordon Ramsay say to your classroom?

Touching back down upon planet Earth you will find yourself walking away with a smörgåsbord of extremely effective strategies and perspectives, ranging from classroom management to the teaching of phrasal verbs. These will be particularly useful for teachers of teens. Suitable for new teachers, seasoned veterans and trainers alike.

TESOL Spain

ChrisChris is an ‘ideas man’ based in Seville. He works with teachers across a range of contexts including as tutor for the Trinity Diploma. He enjoys thinking about things that work and do not work in classrooms, the limitations of classes as both spaces and events and the way that teachers and students talk to each other. His first methodology book, Understanding Teenagers in the ELT Classroom has just been published by Pavilion.

  www.chrisroland.net

 Designing digital experiences for positive primary language learning

Christina Nicole Giannikas

ChristinaPrimary language education has been enriched by digital technologies in a variety of ways. Children are now given more learning opportunities and are offered an enormous wealth of resources and information. This is a positive development, nonetheless, language teachers need to make students aware of the magnitude of their exposure to new technologies, become accustomed to a new language classroom norm, and help their young learners become ‘future ready’.

This workshop aims to provide practitioners with forward-looking knowledge, skills and competences they need in order to create a positive environment, raise children’s awareness of the use of technology, and prepare them for the age of the digital revolution. More specifically, during the workshop we will focus on raising young learners’ awareness on cyber safety and cyber hygiene, explore classroom management techniques when integrating new technologies in the young learners’ classroom, and discuss a range of practical examples of how to strengthen children’s critical thinking and media literacy.

The workshop will show principled and age-appropriate teaching approaches which can prompt young learners to become effective and competent users of technology in the language classroom.

Please bring your own devices.

IATEFL LT SIG

ChristinaChristina is the IATEFL LTSIG’s Development Administrator. She is also a linguist, a researcher, a teacher trainer, an online tutor, an ELT Consultant, author and editor. She currently works for the Department of Education of the University of Cyprus, the Language Centre at Cyprus University of Technology and is a Pre-service teacher trainer for the Ministry of Education and Culture of Cyprus.

She holds a Ph.D in the field of Applied Linguistics and has been involved in a number of research projects with a focus on Computer Assisted Language Learning (CALL) in early language learning contexts, digital storytelling and literacy, student-centred teaching approaches, language teaching policies, teacher education and professional development and Elearning/Distance Learning in Higher Education.

 The real deal: getting more from authentic texts and tasks

Emma Meade Flynn | IH Barcelona

EmmaAuthentic materials are a great resource for all kinds of levels and classes. But how do you know which ones are best to use with your learners? And how do you get the most from them in the classroom?

Using some simple guiding principles that draw on research and theory from needs analysis and second language acquisition, this session will explore ways of exploiting authentic reading and listening texts to their full potential. We'll also look at designing meaningful and authentic productive tasks that engage your learners.

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/

 What motivates teachers and what managers can do about it... because they can

Ferran Velasco | Industrial Engineer

FerranResearch shows that teachers’ motivation has a positive impact on student’s motivation and hence, their academic results. What can managers then do to increase teachers’ motivation? In this seminar we will learn what the strong motivation factors are and how they can translate in our teaching context. We will see that motivation and demotivation are not two sides of the same coin.

This seminar should help participants reflect on which practices should be enacted to increase motivation and which should be corrected to avoid demotivation.

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.

 The journey of incorporating speech recognition exercises into Net Languages' courses

Fiona Thomas | Net Languages

FionaFor many years we have been under pressure to include speech recognition software into our online language courses. But every time we looked into the software available for doing this we were disappointed. We couldn’t find anything robust and reliable enough to convince us to go ahead. However, towards the end of 2017 we started experimenting with software that actually seemed to work satisfactorily. Once our choice of software was made, we embarked on a journey to work out how to use speech recognition tools to improve students’ pronunciation, speaking skills and add true value and enjoyment to our courses.

This talk will cover this journey, the ups and downs, trials and tribulations, and the resulting product.

FionaFiona Thomas is COO at Net Languages, an online language school.

She started working in LTO management positions in 1996. Since then she has held different management positions: Director of Studies in a conventional language school and Director of Education at Net Languages.

She gives sessions on DoS courses and runs management training workshops for language teaching organisations.

  @FionaTT

  fionacthomas.wordpress.com

  Net Languages

 What about me? Survival strategies for the human being that is the teacher!

Gabby Maguire | IH Barcelona

GabbyVery often your development as a teacher or trainer is seen as acquiring a set of tools in the form of knowledge about language acquisition and how best to transmit that knowledge to your learners. What is sometimes neglected is that it is your knowledge and understanding of yourself and your ability to identify your professional and personal goals within and without the classroom that leads to true and meaningful development.

In this session I aim to show you some activities that will help you with this process, and which you will also be able to use with your students as well.

GabbyGabby 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. She is also a facilitator on emotional intelligence workshops in the corporate world.

She is currently studying a masters in integral psychotherapy, and she is a qualified extended DISC coach.

Gabby is an experienced speaker who has given talks at conferences in English and Spanish, both in Spain and abroad.

 Using picturebooks – bringing multimodal representation into the primary English classroom

Gail Ellis | British Council

GailThe fusion of trade publishing and ELT pedagogy offers a high quality and motivating approach to language teaching and learning, and provides a flexible and educational resource.

This workshop will show how picturebooks offer an innovative approach to language development in a visual, literary and cultural context.

  Tell it Again!

GailGail Ellis is Advisor Young Learners and Quality and is based at the British Council, Paris. She has over 30 years of experience as a teacher, teacher trainer and manager. Her publications include Learning to Learn English, The Primary English Teacher’s Guide, Tell it Again! and Teaching Children How to Learn.

She is an advocate for children's language learning rights and her main interests include children’s literature, young learner ELT management and inclusive practices.

 Going beyond SMART objectives: how to set and achieve your goals effectively

George Pickering

ALTGoalsetting is at the heart of what we do as leaders and managers as it is involved in: realising strategy, carrying out appraisals, conducting post-observation feedback, managing change programmes, coaching and resolving performance problems. Most managers are aware of the importance of setting SMART objectives, yet despite all the talk many goals remain unaccomplished and some staff continue to underperform.

In this session we will briefly discuss the five biggest mistakes people typically make when setting goals, and why willpower is over-rated. We will then review the latest thinking in goalsetting and achieving including: implementation intention, if-then rules, the banana principle, linking goals to environmental cues, overcoming obstacles and creating positive rituals.

Come along to this practical, interactive session to find out how to set goals effectively and achieve them. This session will be of benefit to you and others at both the individual and institutional level.

IATEFL LAMSIG

ALTGeorge is an educational coach, consultant and trainer who has worked in over 65 countries. He is the academic director of the English UK DELTM (Diploma in English Language Teaching Management) and a trainer on the IDLTM (International Diploma in Language Teaching Management). George is a British Council inspector (Accreditation UK). He was the co-ordinator of the IATEFL LAM (Leadership and Management) SIG for many years, and an IATEFL Director for 12 years.

George is an executive coach and has worked in ELT in both the private and state sectors. His professional passions include: leadership, mentoring and coaching, quality assurance, evidence-based education and applying psychology to ELT and education.

 Knowing me, Knowing you

Gerard McLoughlin | IH Barcelona and TESOL-SPAIN

GerardThis workshop looks at how I help raise my students' awareness of social issues including: refugees, women's rights, disability and more.

Based on authentic videos we'll also look at techniques to help students develop detailed listening understanding as well as exploiting content for further language development.

This is aimed at higher level students.

TESOL Spain

GerardGerard is a teacher and teacher trainer at International House Barcelona. He has taught students and teachers around the world. He has a passion for raising students' awareness of social issues.

He is the author of a number of course books, including iTalk, Bachilerato Level 1 and 2, McGraw Hill, 2007 and Next Generation, Bacchilerato Level 1, CUP, 2012.

Gerard is the current president of TESOL-SPAIN.

  @GerardMcLo

 Teaching One-to-One

Helen Strong | Freelance Business English teacher, Germany

HelenMany business English (BE) professionals prefer to learn in a 1:1 setting. But how can we be sure we are meeting our learners' needs 100% and using effective and appropriate teaching techniques? How is teaching 1:1 different from teaching groups? Where can we get our BE teaching materials? How can we effectively give feedback to our 1:1 BE learners?

Whether you are new to 1:1 teaching or you are a seasoned expert looking for inspiration, come along to this workshop to discover answers to these questions!

IATEFL BESIG

HelenHelen Strong is a business English trainer and teacher trainer based in Germany. Her business English career began in 1999 as an in-house trainer at Audi AG, and she has been working freelance since 2005. Helen holds a Masters in English Language Teaching Management, a DipTESOL and a BA in International Business with German.

As well as tutoring on CELTA courses, Helen also tutors on the teacher training courses Teaching One-to-One and the CertIBET (Certificate in International Business English Training) for The Consultants-E.

  @helenstrong

  http://helenstrong.de/

 What’s up with WhatsApp? Using mobile technology for interactive tasks

Jessica Mackay | Escola d'Idiomes Moderns, Universitat de Barcelona

JessicaAs 21st century teachers, we are well aware of the potential of integrating mobile technology into our classes and courses. There is increasing information about how to put this into practice, but do we actually know how learners use these opportunities and how useful they may be?

In this talk, we’ll look at a programme of online tasks carried out via WhatsApp, as part of an adult EFL course and discuss the success of different types of tasks in terms of participation, uptake and group dynamics.

JessicaJessica has worked in ELT for more than 25 years. She has the RSA Dip. TEFLA (that dates her!), an MA and a PhD in Applied Linguistics. She is an EFL teacher and head of CPD at the Escola d'Idiomes Moderns, Universitat de Barcelona.

She has written articles and book chapters on topics such as learner motivation and out-of-class learning and was lead editor on ‘ELT Research in Action’, published in 2017 in collaboration with the IATEFL Research SIG.

  @JessBCN

 Motivating teenagers

Jo Gore

JoIn this session we will consider where motivation comes from and how we can stimulate our learners’ motivation to learn. Drawing on humanistic psychology and flow theory, I will suggest practical approaches to engage and motivate teens and demonstrate some tried-and-tested activities that you can use with your classes.

In the session, we will look at the following:

  • Introduction – Where does motivation come from?
  • Putting people first – personalising content
  • Choosing the right material – including an introduction to LearnEnglish Teens
  • The gaming factor – making learning addictive
  • The random factor – appealing to teens' sense of humour and imagination

  British Council LearnEnglish Teens

JoJo is a teacher, teacher trainer and materials-writer whose special interests include teaching teenagers, CLIL, project-based learning and humanistic, meaning-driven approaches to language teaching.

She coordinates the British Council's LearnEnglish Teens and LearnEnglish websites.

  LearnEnglish Teens

  LearnEnglish

 Collaborative activities, techniques and tools to develop students' productive skills

Lola Garay

LolaThe objective of this workshop is to look at some useful tools, techniques and collaborative activities to help students produce written and spoken language in a scaffolded way.

We will also focus on formative assessment, see examples from the classroom and explore online resources.

LolaLola is a teacher and a teacher trainer. She designs and delivers teacher training programs in main stream education and language teaching and has published academic literature. She teaches CLIL subjects and EFL in public and private education; writes and evaluates resources for various educational publishing houses and is involved in research.

She has spoken at various conferences including TESOL, APPI Portugal, at previous IH Barcelona ELT Conferences, Flipped Classroom Europe, etc.

 The effects of internationalisation on business English students' needs and expectations

Mandy Welfare | Freie Universität, Berlin

MandyThrough globalisation and internationalisation, our role as business English trainers is changing. We’re being asked to not only train our students’ language abilities but also their intercultural competence.

This workshop will explore the diversity of students’ needs and expectations in 2019, drawing on research I did for my Masters thesis with university HR and admin staff. We’ll discuss our class profiles and needs, and I’ll go on to demonstrate classroom techniques and activities which can be used to incorporate intercultural competence in our business English training.

IATEFL BESIG

MandyBased in Berlin, Mandy Welfare works in HR at Freie Universität Berlin, where she does communications and translations, and gives tailored training to HR employees. She has delivered business English and multi-cultural communication training in Germany, Finland and Spain, and is a Hueber and Cornelsen author. She is due to finish her Masters of Education in 2019.

Mandy is the blog editor for her local teaching association, ELTABB.

  @MandyWelfare

  englishwithmilkandsugar.wordpress.com

  www.mandywelfare.com

 A celebration of activities

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

MarkIn this practical session, I shall demonstrate a range of adaptable activity types that we can use when teaching young learners: a mime, a game, a routine, a chant, a dialogue and some simple projects - activities to engage our students in the meaningful use of English.

I shall contextualise each activity type with a different festival day, but all the activities can be adapted to other contexts.

MarkMark is an EFL teacher specialising in primary education. He is also co-author of the primary coursebooks Heroes (with Emma Mohamed), New Tiger (with Carol Read) and Find Out! (with Donna Shaw), all published by Macmillan Education.

 Managing the digital classroom

Nik Peachey | Freelance teacher trainer, writer and consultant

NikOver the last decade new digital technologies have continued to encroach on the classroom space and have often been viewed as disruptive and divisive by teachers who have to deal with them.

In this session we will explore together a range of digital tools and teaching techniques that teachers can adopt to utilize the presence of digital devices in the classroom and make them productive. The session will show how we can use these devices to enable digital collaboration and develop a range of traditional and digital literacies in ways that are not possible in the analogue classroom.

NikNik Peachey is a freelance teacher trainer, materials writer, blogger and consultant specialising in digital publishing and the development of digital resources for teachers and students English.

He has been involved in English language teaching since training with IH in 1992 and has worked all over the world as a teacher, teacher trainer and project manager. In 2016 after winning a second British Council ELTon award for Innovations in Teacher Resources he co-founded PeacheyPublications.com.

He is now based in the UK where he is the editor of the Educational Technology & ELT Newsletter, but he is still a regular international conference speaker.

  @NikPeachey

  Nik's Learning Technology Blog

  Learning & Technology News

  Tools for Teachers & Learners

 Remixing digital creativity

Nicky Hockly | The Consultants-E

NickyDigital literacies and creativity are both key 21st century skills. Being digital literate in the 21st century includes understanding ‘remix’ – reworking original digital content to create new digital artefacts. Remix provides a virtual space for learners in which both creativity and language learning can be supported.

In this workshop, we explore remix in detail, including how it can be used with – and created by - your own learners.

IATEFL LT SIG

NickyNicky Hockly is Director of Pedagogy of The Consultants-E (www.theconsultants-e.com). She has worked in the field of English Language Teaching since 1987, is an international plenary speaker, and gives workshops and training courses for teachers all over the world. Nicky writes regular columns on technology for teachers in ETP (English Teaching Professional) magazine, and in the ELTJ (English Language Teaching Journal).

She has also written several prize-winning methodology books about new technologies in language teaching.

  @TheConsultantsE

  @TheConsultantsE

 Story? Only sometimes. Bored? No.

Paul Sweeney

PaulMost people will be familiar with the idea of storyboards: a visual outline that easily conveys a series of events, often a planning tool in filmmaking.

As an approach or tool, Storyboarding is often transferrable to educational settings but underused in the language classroom. If it comes up at all, it may do so as framework for a film script activity or a more general pre-writing preparation.  However, it can be much more flexible than this and we will explore a variety of ways it can be used.

Informed by 'real world' e-learning processes, this practical session will look at how Storyboarding can provide a framework for extended teamwork and creativity as well as be used as a means of relating to visual media - an ever-greater part of learners’ worlds. After training, some practitioners use storyboarding as a means of interpreting texts, engaging with poetry, unpacking or synthesising a narrative. What will you do after this session?

IATEFL LT SIG

PaulPaul Sweeney started off as an EFL teacher in Spain and also worked for long periods in Portugal and Italy. He became involved with e-learning and content creation when it was neither popular nor profitable and sees no reason to change now.

He is a past Coordinator of the IATEFL LTSIG and lives in London.

 Virtual Reality in English Language Teaching

Pete Sharma | Training manager, consultant and author

PeteThere is much hype surrounding the area of VR – Virtual Reality, and a great deal of excitement about its role in language teaching and learning. VR experiences come at three levels: low, mid and high-end. Experiences can be exhilarating or frustrating; motivating or de-motivating. This session aims to de-mystify the area for language teachers. Based on the Chapter on VR for the LT SIG publication ‘Digital Innovations in Language Learning’, the session draws on research, and updates teachers on the promise of VR in areas such as ESP (English for Special Purposes).

The session includes a number of practical teaching ideas for using VR in the language teaching classroom. It will take place without headsets, and involves no avatars or voice-recognition software – just you and the presenter IRL (in real life)!

IATEFL LT SIG

PetePete Sharma is a training manager, consultant and ELT author. In summer, he works as a pre-sessional lecturer in EAP (English for Academic purposes) at Warwick University, UK. Pete is a well-known conference presenter.

He was the Newsletter Editor of the IATEFL CALL Review (2008-2009), is co-author of Blended Learning: using technology in and beyond the language classroom (Macmillan, 2007) and has a Masters in Educational Technology and ELT from Manchester University.

  @petesharma

  @petesharma

 1-2-3: Gearing students up for the IELTS Speaking Test

Po Chan | IH Barcelona

PoThe IELTS exam is growing in importance every year as a requirement for further study at University, job applications or migration purposes. One of the strengths of the test is its face-to-face, one-on-one conversation style Speaking test with the examiner, but students can still get anxious at the prospect.

This session will look at what students need to do to gain high scores in the IELTS Speaking test and provide tips on how students can boost their performance.

International House Barcelona is an Official IDP IELTS Test Centre.

PoPo has been working at IH Barcelona for 8 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 3.5 years.

 Personalised input: minimum prep & maximum impact

Rachel Appleby | Co-author of Business one:one

RachelWhen the course book just isn’t enough, and you want to respond more closely to your students’ needs and interests, it’s easy to spend hours surfing the web, or rummaging through other books – or even inventing something yourself. Where does the time go?

This workshop looks at five ways to relate easily to our students. Each idea is quick to implement, and will get your students involved and chatting. Their interests will remain at the centre of learning, and they’ll leave class on a positive note, because we’ve demonstrated an interest in them as individuals!

Good for Business and General English adult learners.

IATEFL BESIG

RachelRachel is a CELTA and LCCI CertTEB trainer, and British Council trainer for EMI (English Medium of Instruction) for university staff.

She has taught on the BA and MA programmes at ELTE University (Budapest). She teaches General and Business English, and also prepares final-year school students who are applying to study at university in English.

Rachel is co-author of OUP's Business one:one series, and International Express 3rd edition, Macmillan's The Business (Advanced), and a number of teachers’ books for OUP (Business Result, Navigate, etc.)

  @rapple18

  Along These Lines

 Rhythm and rhyme for young learners

Rebecca Place | TESOL-SPAIN

RebeccaClapping, counting, dipping, dancing and chanting...

Filling your class with songs and rhymes motivates and energises young learners but learners of all ages benefit from being introduced to the rhythm of spoken English. As the trend for Synthetic Phonics has brought the teaching of pronunciation very explicitly into Infant and Primary classrooms, so more and more learners are being exposed to the more practical aspects of studying spoken English. There are still those - students and teachers alike - who shudder at the thought of velar fricatives and intonation patterns, but spending a little valuable class time pondering and practising the sounds of English makes for more confident speakers who are better understood.

TESOL Spain

RebeccaRebecca works as a teacher trainer for the British Council in Bilbao and is the Media Officer for TESOL-SPAIN. She has spoken about Rhythm and Rhyme at various conferences and conventions in Spain, Portugal and Algeria and the focus of her session is how chants, rhymes and songs can help to develop students' communicative skills and encourage cooperative learning.

  @0000

  @0000

 Listening-decoding: the hum-and-buzz classroom

Richard Cauldwell

RichardHum-and-buzz activities help learners decode and understand the speech they encounter outside the classroom. These activities familiarise learners with the unpredicatability, speeds and messiness of the sound substance of English.

Language teaching is dominated the myth of tidiness of the written language – the sight substance. We need to mess up this tidiness, in pursuit of the goal of listening.

RichardRichard has taught English in France, Hong Kong, Japan, and in the UK at the University of Birmingham. His research focuses on recordings of spontaneous speech, and his teaching interests are centred on teaching listening.

Since 2001 he has published award-winning materials for listening and pronunciation. He has twice won The British Council's ELTon award for innovation, in 2003 and 2014. His most recent publications are Phonology for Listening: Teaching the Stream of Speech (2013) and A Syllabus for Listening: Decoding (2018).

  @richcauld

  Listening Cherries: Speech in Action

 Teacher development: from compliance to agency

Shaun Sweeney and Sophie Wright | IH Barcelona

ShaunBusy teachers reflect on their classroom practice on a daily basis, but they often feel they just don’t have the time, support or resources to follow it up. In this workshop, we’ll share our own experiences, challenges and successes of implementing a self-directed approach to professional development. We’ll discuss how institutions can facilitate a culture of teacher agency by making teacher involvement and choice a key part of their developmental policy.

Whether you’re in a management position and trying to set up or develop a CPD scheme, or a teacher keen to further your own development, this session will give you ideas and (we hope!) inspiration to keep moving forward.

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.

  @shaunsweeney78

  teacherdevelopmentlab.wordpress.com

 

SophieSophie is a teacher, teacher-trainer and academic manager at IH Barcelona.

She started teaching over 14 years ago and instantly knew it was the career for her. Since then, she has taught in the UK, Switzerland and Barcelon, obtained her DELTA and PGCEi in Primary Education, and has become a CELTA tutor and in-service teacher-trainer.

 Lights, camera, action! Filmmaking in the language classroom

Sophia Mavridi | IATEFL LTSIG

SophiaAre you an educator looking for exciting and student-centred ways to make your teaching more engaging? Do you want to use technology to speak to your students in a language they understand? Then come join this hands-on session and learn how filmmaking can encourage active learning and creativity in the language classroom.

This session will argue that combining simple filmmaking tasks with language objectives not only offers opportunities for language learning but can also provide students with a clear, purposeful and creative goal to aim towards. Informed by current media literacy frameworks, we will explore how you can introduce filmmaking in the language classroom and how you can guide students through the process of planning, drafting, editing and revising short films. We will also look at a range of top tips to help you design in-class filmmaking projects and use them as an assessment tool.

You do NOT need advanced digital skills or equipment to participate in the workshop; just bring in your creativity and your mobile device (smartphone or tablet) and…lights, camera, action!

IATEFL LT SIG

SophiaSophia Mavridi is a teacher trainer, lecturer and researcher specialising in digital learning. 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. She currently teaches at De Montfort University International College in Leicester, and also delivers learning technology courses, workshops and consultancy as a freelancer around the world.

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 writes reviews for the ELT Journal and works on research projects specialising in media literacies and digital ethics.

  @SophiaMav

  sophiamavridi.com

Session times

Download list of session times and venues (pdf)

Venue

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.

Hotel

We can recommend the Hotel Catalonia Plaza as somewhere to stay reasonably close to the venue with a special deal for our conference attendees.

Special rates

Sponsors

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

BEBC

Macmillan Education

National Geographic

Stanley Publishing

Viçens Vives

 

 

Previous years

2018 | 2017 | 2016 | 2015 | 2014 | 2013

2012 | 2011 | 2010 | 2009 | 2008 | 2007

2006 | 2005 | 2004 | 2003 | 2002

 

Feedback from 2018

Always great to reconnect with professionals in the same sector and to recharge the batteries

Had fun and learned a lot of useful things for the classroom and to share with colleagues. I hope I can make it again in the future

Very interesting, as a teacher I have got new material for my classes thanks to the ELT conference

Really interesting selection of topics, and for several sessions it was tricky to decide which session I wanted to attend more

The overall quality of the sessions is... I think, the highest out of all the conferences I attend during the year. Well done for your care you put in when choosing them

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