IH Barcelona ELT Conference, February 6-7, 2015

English language teaching conference for teachers of English to adults, children & business students, language teaching managers and directors, and teacher trainers

With the support of IATEFL ELT Management SIG and the Departament de l'Ensenyament de la Generalitat de Catalunya

  • Michael Swan kicks off our 2015 ELT Conference with the first plenary.

  • The second plenary session - Jill Hadfield talking about motivation.

  • First up on Saturday, Scott Thornbury's plenary.

  • Martin Parrott, the fourth of our plenaries this year.

  • One of the simultaneous sessions on Saturday, with Antonia Claire.

  • As well as distinguished guest speakers from outside IH, a number of our own tutors give sessions; here, Gerard McLoughlin.

  • The main hall, with Michael Swan giving his workshop session on designing grammar-teaching and practice materials

  • Jamie Keddie's workshop on storytelling.

Photos from the 2015 edition of our ELT Conference. See also those hashtagged #IHBCNELT on Twitter.


Friday 6th February

  • 17:00—17:50

Plenaries What is happening in English, and how much does it matter?

Michael SwanMichael Swan | Main Hall, 17:00—17:50

Do you care about the threat to the apostrophe? How do you feel about "Between you and I"? Do you twitch at sentences like "If you’d have asked me I’d have told you"? Do you hate "'I'm loving it?" Would you burst into tears if somebody said "He was like, well, I better go home now"?

English, like all languages, is in constant flux. The talk will consider:

  • the different meanings of "correctness"
  • some changes in modern English, and the mechanisms behind them
  • ways of keeping track of what is going on

Biodata • Michael is a writer specialising in English Language teaching and reference materials. His many publications include Practical English Usage (OUP), the Cambridge English Course series (with Catherine Walter) and, also with Catherine Walter, the Oxford English Grammar Course. Michael’s interests include pedagogic grammar, mother-tongue influence in second language acquisition, and the relationship between applied linguistic theory and classroom language-teaching practice. He has had extensive experience with adult learners, and has worked with teachers in many countries.


  • 18:00—18:50

Plenaries Motivation, Imagination and L2 Identity

Jill HadfieldJill Hadfield | Main Hall, 18:00—18:50

Recent motivation research explores the relationship between motivation and the learner’s identity. Dornyei’s Motivational Self System is a tripartite construct of L2 motivation, consisting of the Ideal L2 Self (the internal desires and vision of the learner), the Ought-To Self (external pressures and incentives) and the L2 Learning Experience (the actual experience of engaging in the learning process). This new approach has very direct practical implications as it opens up a whole new avenue for promoting student motivation through the use of the imagination, to create a vision of a future language speaking self.

In this talk I will outline the theory, explain how a motivational programme can inspire language learning and suggest some practical activities.

Biodata • Jill has worked as a teacher trainer in Britain, France and New Zealand and worked on development projects with Ministries of Education and aid agencies in China, Tibet and Madagascar. She has also conducted short courses, seminars and workshops for teachers in many other countries. She is currently Associate Professor on the Language Teacher Education team in the Department of Language Studies at Unitec, New Zealand and has been appointed International Ambassador for IATEFL.

She has written over thirty books, including the Communication Games series (Pearson); Excellent!, a 3 level primary course (Pearson), the Oxford Basics series; Classroom Dynamics; and An Introduction to Teaching English (OUP). Her latest book, Motivating Learning, co-authored with Zoltan Dornyei, was published in 2013 by Routledge in the Research and Resources in Language Teaching series, of which she is also series editor.


Saturday 7th February

  • 09:00—09:50

Plenaries Is "language" a countable noun?

Scott ThornburyScott Thornbury | Main Hall, 09:00—09:50

We take it for granted that there is language (the human capacity for verbal communication) and that there are languages (specific forms of this capacity tied to a particular locality, social group or race, such as Japanese, Swahili, Latin etc). But how do you separate (uncountable) language into (countable) languages? Where do you draw the lines? Who decides? These questions may seem academic, but in fact they have an important bearing on the way we define, describe and prescribe English (not to mention other languages).

In this talk I will problematize the notion of language, and argue that many of the decisions that we take for granted (e.g. what to teach, what to correct, what language to use in the classroom) have strong ideological underpinnings.

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.


  • 10:00—10:50

Plenaries The tyranny of TEFLspeak: Should we be more flexible about the models of English we teach?

Martin ParrottMartin Parrott | Main Hall, 10:00—10:50

What is ‘Standard’ English? What is ‘correct’ English? How is English changing? This talk looks at what should or should not be included in materials for classroom use and in reference materials for learners and teachers. Participants will be invited to study and comment on examples of language use and I will be honest about decisions I have made.

Biodata • After many years working in ELT for International House, the BBC and the Universities of London and Bristol, Martin began teaching English Language and Literature in mainstream comprehensive schools in 1999. From 2004-12 he worked at the Lycée Français Charles De Gaulle, London. He maintains his interest in grammar, teacher education and educational management. His most recent publication is the 2nd edition of Grammar for English Language Teachers (2010).

    Ben Warren Prize
  • 10:50—10:55

Announcement of the 2014 Ben Warren Prize winner



  • 11:45—12:35

Adults Love and the art of language learning

Antonia ClareAntonia Clare | Main Hall, 11:45—12:35

As this was one of the most popular talks at the Conference in 2014, we have asked Antonia to repeat it at this year's conference.

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 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, including Italy, Spain, Hong Kong, Portugal, Poland and the UK and is a co-author for Language-to-Go, Total English, English in Common and Speakout (which won the English Speaking Union Duke of Edinburgh Award for best new book in English language teaching in 2011)


Young Learners Taking the next step in classroom management

Lola Thomson-GarayLola Thomson-Garay | Room A, 11:45—12:35

This workshop is aimed at teachers who have survived the first bumps in dealing with young learners and now want to take the next steps in classroom management. In this session, we'll look at practical approaches for motivating your more reluctant learners; balancing fun, student-centered lessons with effective invisible classroom management. You will leave with practical strategies that you can implement in your next class.

Biodata • Lola is a language teacher and educator, and has been in education for the last 12 years. She is Assistant Director of Studies at IH Barcelona’s extra-curricular division, and is partner in a training consultancy to develop CLIL programmes in educational institutions from primary to tertiary. At present, she writes, adapts and evaluates materials and books for the educational publishing house Vicens Vives which is specialized in CLIL education.

Adults Please feed the animals!

Gabby Maguire | Room B, 11:45—12:35Gabby Maguire

We often hear teachers saying things like "I've got a lovely class!" or "I've got such a boring bunch of students!" or something in between.

Of course, not all classes are alike and each teacher's rapport with their students differs, but over the years I've noticed that some teachers repeatedly say they have lovely classes, while others just as often say the opposite. Barring exceptional circumstances, I would argue that this is not coincidental, and that there are some basic techniques and principles which will ensure that the teaching and learning experience is always a positive one.

In this session I hope to share some ideas on how to build rapport, motivate your students, help them realize their potential and encourage them to love English!

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.

Management Creating a culture of feedback

Andy HockleyAndy Hockley | Room C, 11:45—12:35

What is feedback for? Do we give enough of it? Do we receive enough of it? Why do we, and others,  seem to avoid it? How can we move to a culture in which we actively seek feedback?

In the classrooms at our schools there is a rich culture of feedback in which teachers support students and learn from them what is working and what is not at the same time. How can we create and develop a similar culture of feedback outside the classroom so as to open communication channels, learn from one another and build a more effective learning organisation?

This talk will look at the purpose of feedback, what constitutes effective feedback, as well as a series of ideas about what would make both giving and receiving feedback more useful and, crucially, sought after and welcomed. In addition some ideas for creating such a culture of feedback will be offered and shared.

Biodata • Andy is a freelance educational management consultant and teacher trainer based in deepest Transylvania.

After 11 years of teaching English worldwide, he obtained an MA in International and Intercultural Management. Subsequently he worked as a project manager at the School for International Training, including participating in the curriculum working party that developed the International Diploma in Language Teaching Management (IDLTM).

LAMSIGHe has been coordinating and training on the IDLTM since its inception in 2001. He is co-author of From Teacher to Manager (CUP, 2008) and author of Educational Management (Polirom, 2007).

He is also a long time committee member of the Leadership and Management SIG in IATEFL.

Round Table Round table: Teacher Profiling

Roundtable speakersPaul Braddock, Andrew Nye, Evelina Galaczi, Galya Mateva and Roger Hunt | Room D, 11:45—12:35

Following the success of the CEF as a means of describing a student’s abilities in using a foreign language, similar descriptors to describe a teacher’s abilities in the classroom now exist. EAQUALS, The University of Cambridge and the British Council have each produced their own documentation which can be used as a tool for teachers to reflect on what they have achieved and to identify potential areas of further professional development.

In this Round Table event representatives from these three organisations will give an outline of and background to the teacher profiling documentation they have produced and this will be followed by questions from the floor and discussion of issues raised.

We see this as a unique opportunity for teachers to gain insights into the area of teacher profiling and to evaluate the descriptors currently available. School Directors and Directors of Studies may also see these descriptors as a means of professional development needs within their schools.

The representatives of the three organisations participating are:

  • The British Council: Paul Braddock
  • The University of Cambridge: Andrew Nye and Evelina Galaczi
  • EAQUALS: Galya Mateva

The event will be chaired by Roger Hunt.

Adults The loneliness of the long-distance learner

Jessica MackayJessica Mackay | Room E, 11:45—12:35

In this age of immediate results and quick returns, our students may not realise that learning a language is a long-term and ongoing process. Recent research has focussed on the dynamics of learning and the conflicting factors that can influence student motivation in positive and negative ways.

In this talk we will look at learner histories in order to identify the factors which help learners to continue in this lifelong endeavour and how we as teachers can encourage this learning beyond and after 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 is currently in the final year of a PhD at the University of Barcelona and teaches EFL at the Escola d'Idiomes Moderns, UB. She was awarded the IATEFL Pilgrims Humanising Language Teaching scholarship in 2013 and contributed to the volume The Impact of Self-Concept on Language Learning (Csizér & Magid) in 2014.



  • 12:40—13:30

Adults Demand High Teaching: a new buzz concept in TEFL, but what is it, exactly?

Gerard McLoughlinGerard McLoughlin | Main Hall, 12:40—13:30

This workshop will provide practical examples of how to fire up your classes and have your students begging for more.

"Demand-High Teaching" is not a new method but simply about how we as teachers can make some small but important adjustments to what we already do: How can we exploit texts and tasks in course books for extended language use? How to make feedback meaningful and memorable by tapping into the learner's interests and the cognitive process. We'll look at exploiting both receptive and productive skills as well as working with language tasks.

Biodata • Gerard currently works as a CELTA and DELTA trainer at IH Barcelona and is a co-author of Next Generation, a Bachillerato coursebook. He has also written several teacher books for McGraw Hill (Platform) and Heinle (Outcomes). He is a board member of TESOL-SPAIN as Online Resources Officer and Webmaster. He is also an ambassador for the Disabled Access Friendly campaign.

Young Learners Tlel yuor Eglsinh tceaehr taht splelnig deons't mtaetr

Rosie BurkeRosie Burke | Room A, 12:40—13:30

"My spelling is wobbly. It's good spelling but it wobbles and the letters get in the wrong place," said Winnie-the-Pooh many years ago.

But why was he worried? Why is spelling important – it’s not as if it impedes understanding that much. We have all seen strange constructions of words that we understand. There are well over one million words in English all affected in many ways since writing the language began about 1,500 years ago. This talk will take a look back over the history of spelling from the Anglo Saxon monks through Middle English into Modern English as we know it. Not forgetting a visit to the Great Vowel Shift of the 15th Century and its effect on spelling. As teachers, we need to understand why someone is making a spelling – is it just a slip or have they really not grasped the rule?

In this fun talk, we will also look at activities to help students with their spelling in class.

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.

Adults From monologue to dialogue

Jamie KeddieJamie Keddie | Room B, 12:40—13:30

The teacher's voice is the most valuable source of language input in the classroom. As we all know, however, it can be easy to overuse it.

In this practical talk, we will focus on teacher-led storytelling as a means of preparing and developing our teacher talk. We will consider how a short narrative can be turned into a whole-class discussion with language learning opportunities along the way.

Biodata • Jamie is a teacher, trainer, writer and storyteller. He is the founder of Lessonstream.org and the winner of a British Council ELTons award. His publications include Images (OUP, 2009) and Bringing Online Video into the Classroom (OUP, 2014). He is also the author of Videotelling, a self-published ebook.

Management What makes teachers tick?

Jenny JohnsonJenny Johnson | Room C, 12:40—13:30

Why do teachers teach? What do teachers want? What motivates teachers? I asked a small sample of teachers what keeps them in ELT, and what in their view would improve their jobs and their schools. In this session we will consider these questions. Then we will look briefly at some theories of motivation, and I will map my teachers' views to the motivation theories. We will then look into Argyris and Schein's 'Psychological Contract' to see if it may hold a basis and a way forward for our relationship with our teachers.

LAMSIGBiodata • Jenny is Academic Manager at Eastbourne School of English on the beautiful south coast of England. Jenny worked at IH Barcelona as director of studies, head of English and head of Teacher Training, before returning to the UK. Jenny studied the IDLTM (International Diploma in Language Teaching Management) while at IH, and has a Distinction in the University of Sussex Masters in ELT. Jenny has spent many years as a volunteer in various roles for IATEFL, most recently as Coordinator of the Leadership and Management Special Interest Group.

Exams Cambridge English: First Listening

Tom WoganTom Wogan | Room D, 12:40—13:30

In this talk I will look at the different parts of the listening paper and what each part aims to evaluate. Then I will consider some tips with associated activities.

Finally, I will give a brief overview of listening practice material available.

Cambridge English Language AssessmentBiodata • 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.

Adults The personalisation problem

Ben GoldsteinBen Goldstein | Room E, 12:40—13:30

Personalization? As a teacher, trainer and materials writer I've been in the business of telling people that you can't get enough of it. In the old days, personalisation meant simply making some space for your learners' lives. The term is now used, however, in other contexts and has taken on a different significance.

This talk will attempt to reassess the role of personalisation in our profession and analyse whether we should ultimately embrace or resist it.

Biodata • Ben is a teacher, teacher trainer and materials writer. He has taught English for over twenty years in the UK, Spain and Hong Kong. He currently teaches on The New School’s online MATESOL program (New York). He has published the new secondary level series Eyes Open and Uncover, as well as English Unlimited Advanced and the teachers' methodology handbooks Working with Images and Language Learning with Digital Video (with Paul Driver) all published by Cambridge University Press. He also published two adult coursebook series for Richmond: New Framework and The Big Picture. Visual literacy and identity and language learning are among his interests.


Lunch break (for details, see sidebar)

  • 14:45—15:35

Adults Grammar doesn't have to be grey

Michael SwanMichael Swan | Main Hall, 14:45—15:35

A look at the principles involved in the design of grammar-teaching and practice materials, including:

  • what makes a good explanation
  • what makes a good example
  • the ratio of explanation to practice
  • visual support
  • the role of inductive exercises
  • making practice interesting: personalisation, problem solving, creativity
  • combining grammar and vocabulary work
  • combining grammar and pronunciation

Biodata • See above

Young Learners Project work and CLIL in primary: a matter of unconditional friendship

Salvador RodríguezSalvador Rodríguez | Room A, 14:45—15:35

Since teaching through projects has proved to be highly successful and useful in the primary classroom, the talk will focus on the presentation of project work methodology as opposed to topic based language teaching. Examples of projects, which can be easily incorporated into one’s own daily teaching practice, will reveal the advantages of learning and teaching whilst implementing curricular contents successfully. It is then when the use of CLIL becomes a real must in teaching English to primary students.

Practical suggestions on how to create and develop simple CLIL units will allow teachers to make the most of their English language teaching time.

Biodata • Salvador is a qualified teacher of English. He is currently working at Escola Barrufet in Barcelona as a full-time teacher, at the University of Barcelona Faculty of Education as an associate professor and at the Faculty of Psychology, Education and Sport Sciences Blanquerna (Ramon Llull University) as a collaborator. His teaching experience covers both private and state schools in all levels of Infant and Primary Education. He has been a teacher trainer for eight years now, giving courses for teachers of English at the Rosa Sensat teachers association and at the Department of Education. He has also spoken at several APAC ELT Conventions and other Foreign Language Conferences in Catalonia.

Adults Two approaches: success with reading and listening texts

Rachel ApplebyRachel Appleby | Room B, 14:45—15:35

What makes reading and listening in a second language difficult? Why is it that sometimes students understand most of the words in an article, but fail to grasp what it's really saying? And what is it that can make natural spoken English inaccessible?

Top-down strategies help students into a text by first dealing with the topic or vocabulary, and drawing on what they already know. It's a great start, but isn't always enough: students still don't really seem to understand what's going on in a text.

In this session we'll look at some of the key features of reading and listening texts, to raise awareness of what writers and speakers do. A better understanding of these will help students not simply to deal with the text in front of them, but give them strategies to tackle other texts. We’ll try out a number of classroom activities which focus specifically on referencing and discourse markers, and pronunciation: what it is that the English seem to 'swallow' when speaking, and the extras they throw in! This is what we call a bottom-up approach.

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).

Management How to become a better language teaching organisation manager

Fiona ThomasFiona Thomas | Room C, 14:45—15:35

In the current digital age most Language Teaching Organisation managers are under more pressure than ever.

This talk looks at how we can try to become the inspirational managers that really make a difference despite these levels of stress. We will critically analyse our current practices and question what we can do differently to become better managers.

LAMSIGBiodata • Fiona is currently Director of Education at Net Languages, an online language school. She manages clients, representatives and tutors. She is co-author of the ebook Managing Education in the Digital Age (theRound). 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.

Twitter@FionaTT | LinksFiona's Reflections on EFL Management blog

Exams Teaching tips for Cambridge English: Advanced Speaking

Tom WoganTom Wogan | Room D, 14:45—15:35

In this talk I will look at the criteria of evaluation for advanced and how students can be prepared for the exam.

This talk will be highly practical with tips, advice and activities.

Cambridge English Language AssessmentBiodata • See above

Technology A real example of the flipped classroom

Russell StandardRussell Stannard | Room E, 14:45—15:35

Russell began flipping his classes while teaching at the University of Westminster. The impact went well beyond his expectations and led to increases in number on his courses, a major re-organisation of the modules he was teaching and £40,000 of funding from the HEA/University of Westminster. In this presentation will outline some of the tools he used, the successes but also the challenges. If you are interested in the flipped classroom or want to understand it better, then this is a talk not to be missed.

Biodata • Russell is the founder of teachertrainingvideos.com, a website that provides free step by step videos that help teachers incorporate technology into their teaching and learning. The website won the British Council 'Technology' award and the Times Higher 'Outstanding Initiative Award'. Russell is an international speaker and his website is followed all over the world. He currently lectures part-time at the University of Warwick and is a NILE associate trainer.


  • 15:45—16:35

Adults '21st Century Skills' - what happened to the critical thinking?

Philip KerrPhilip Kerr | Main Hall, 15:45—16:35

'21st Century Skills' (aka 'Life Skills') is very much a flavour of the moment. This talk will examine what these skills are, their origins, and why they are being so heavily promoted as part of the syllabus. One of these skills is 'critical thinking', but, ironically, little critical thinking has been applied to the skills themselves. Is there any evidence that these skills can actually be taught? Are ELT contexts an appropriate place to deal with them? How useful are the '21st Century Skills' strands of recent coursebooks? Should more teachers be getting on board the bandwagon?

Biodata • Philip is a teacher trainer, lecturer and materials writer who is based in Vienna. His publications include the coursebook series 'Straightforward' and 'Inside Out' and the methodology titles 'Translation and Own-Language Activities' and 'How to Write Vocabulary Presentation and Practice Activities'. He blogs about technology and language learning

LinksAdaptive Learning in ELT

Young Learners Steps to arts & crafts in Primary

Jade StevensJade Stevens | Room A, 15:45—16:35

Teaching arts and crafts through English not only improves pupils’ linguistic ability but also helps nurture their artistic and creative intelligence, as well as increasing their awareness of the world around them. In this session, we will explore how their skills and abilities can be effectively developed through practical, hands-on activities that will engage and motivate our youngest learners.

Biodata • An experienced teacher and trainer, Jade has worked for The British Council in Europe, The Middle East, and North Africa. He has delivered Cambridge Training courses and trained Primary and Secondary teachers in various parts of the world. He currently works as a teacher trainer for Macmillan ELT.

Adults The joy of listening

Antonia ClareAntonia Clare | Room B, 15:45—16:35

Our ability to listen and understand is now widely considered to be the foundation of language acquisition and communicative ability. But in the classroom listening can be a rather torturous process, often leaving learners confused and demotivated. This session will look at practical ways to engage students in active listening tasks which aim to bring some of the joy back to the listening process.

Biodata • See above

Management Managing meetings effectively

Ferran VelascoFerran Velasco | Room C, 15:45—16:35

Have you ever been to or organized meetings and come out afterwards feeling disappointed, bored, demotivated or thinking "That was a waste of time"? In this practical session we will look at how to organize meetings more effectively; before during and after. You should come away from this session with practical ideas on how to improve meetings which are immediately applicable.

This talk is suitable for Directors, Directors of Studies and anyone involved in people management.

Biodata • Ferran is an Industrial Engineer with 23 years 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 Management and Sales and Marketing Director has been complemented with extensive management and leadership training at ESADE Business School and Wharton University of Philadelphia.

Exams Testing, testing … one two three

Vicki AndersonVicki Anderson | Room D, 15:45—16:35

Having spent the last three years writing workbooks, I have come to realize how difficult writing a good progress test can be. Teachers need to be aware of what we want to test and then make sure they choose an appropriate test type for it.

In this session I will be looking at several standard test types in order to explore these issues in more detail. I hope you will come away from this session with a better understanding of what is involved in writing good test exercises – and some guidelines of how to put this into practice.

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 few years writing workbooks for CUP for ESO and Bachillerato. The latter, Next Generation, is already out, while the new Secondary title is due to be launched next year. Vicki has given workshops about a wide range of issues, based on her experience of working with teachers and learners.

Technology Using film to teach English in a world of screens

Kieran DonaghyKieran Donaghy | Room E, 15:45—16:35

This popular session was also given at the Conference last year.

The advent of the digital revolution and the Internet, the emergence of distribution sites such as YouTube and Vimeo, and the proliferation of mobile devices, have changed forever the way moving images relate to society, education and language learning.

This session examines and offers guidance on using moving images critically and creatively in language teaching in a world of screens.

Biodata • Kieran has taught in the UK, Italy, Portugal and Spain. He teaches at UAB Idiomes Barcelona part of the Universitat Autònoma de Barcelona. He has Master's degrees in ELT, and Business Communication. He has a special interest in the use of film in the classroom and writes extensively about film and education. He is the co-author of Films in Health Sciences Education and his methodology book on film in language teaching Film in Action will be published by Delta Publishing in 2015.

His website on the use of film Film English won a British Council ELTons Award for Innovation in Teacher Resources, and the most prestigious European media in education prize, the MEDEA Award, in 2013. He has given presentations on film at many international conferences. Kieran is also the founder of the only conference exclusively on the use of images in language teaching, The Image Conference.



  • 16:45—17:35

Adults 10 top tips for teaching pronunciation to enhance communicative competence

Roger HuntRoger Hunt | Main Hall, 16:45—17:35

A lot of new teachers seem to think "pron" means learning phonemic script and slapping it all over the board like graffiti. In fact the term "comfortable intelligibility" might better define the aims of pron work in the classroom; in other words helping the students sound reasonable when they speak and helping make sense of what they hear when they listen. In this workshop we will be looking at practical ideas which are intended to help the students sound comfortably intelligible and help them make sense of the spoken English they hear.

Biodata • Roger works at IH 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!).

Young Learners Teaching Teens – Sustaining Motivation

Scot EspositoScot Esposito | Room A, 16:45—17:35

This talk on teaching teenaged learners will focus on ways to exploit materials to include further lexis and skills work, as well as exploiting opportunities for creativity. We will look at how we can develop and sustain motivation through task exploitation, recycling language and using images.

This workshop will also focus on ways to motivate teens towards success within the Cambridge exam system.  

Biodata • Scot has been teaching at IH Barcelona since 1999 and has also taught in San Francisco and Berlin. He's a trainer on the CELTYL course for teachers of young learners, an online tutor, provides DELTA input sessions and has given many talks and workshops on teaching Young Learners around Spain. Scot has also taught Creative Writing for Oxbridge Academic Programs. He has written material for the British Council, the BBC, Difusión and Cambridge English Language Assessment.

Adults Barefoot with beginners

Ceri JonesCeri Jones | Room B, 16:45—17:35

No coursebook, no syllabus, no pacing schedule. Going back to basics with a class of beginners was fascinating. Using lesson summaries to record our work and collecting them online helped us track our progress and give a sense of achievement. One of the most interesting by-products was the space it gave to stand back and observe the students' language as it emerged and grew. In this session I want to reflect on this and other lessons and ask whether our experience can extend to other classes and levels.

Biodata • Ceri is a freelance teacher, trainer and materials writer. She’s been working in ELT since 1986 and in Spain since 1998. She's worked on various coursebook series for adults and teens including Inside Out, Straightforward and The Big Picture. She’s particularly interested in student-centred materials and activities inside and outside the classroom. She writes about her experiences and her experiments on her blog, Close Up.


Management The thick of thin things: how to manage your time more effectively

Duncan FoordDuncan Foord | Room C, 16:45—17:35

We say we "don't have time", but our job description says we have 10, 20, 30 or 40 hours a week to dedicate to being a Director of Studies, Director, or Coordinator. Where did the time go? 

In this workshop we will consider and try out some tools and strategies which help us spend more time on what matters and less on what doesn't, avoiding stress and getting bogged down in "the thick of thin things".

LAMSIGBiodata • 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 From English Teacher to Learner Coach (with Dan Barber, The Round 2014); 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).

Technology In ELT, are we getting technology totally wrong?

Tom WaltonTom Walton | Room E, 16:45—17:35

We're now 15 years into the 21st century and technology has changed the world. But has it actually changed what we do in our language classrooms -- and should it have done?

In this session, we're going to examine what you're doing in your classroom with technology (there'll be a test!). Have you and your learners been reading the signposts right...? Are you on the right road...? Or are you, technologically speaking, lost…?

If your learners, in and for your classes, are already doing the most amazing things with 21st century technology, then this probably isn't the session for you. If that's not the case and/or you're someone who isn't particularly proficient with technology, you should come away with some practical ideas for language learning tasks that will put you (and them!) on a shortcut to catching up.

Biodata • Tom teaches technology to teachers more often than he teaches English to learners, on both online courses and face-to-face, and is so old he actually used a Banda machine for the first classes he ever taught.

Since then he's led a one-man (unsuccessful) campaign to smash photocopying machines in all language schools and (despite his age) thinks it should be compulsory for learners to use mobile phones (etc) in all schools, two of the subjects he goes on about at some length on his blog and on Twitter.

Twitter@Tom_IHBCN | Tom's Tech ELT Blog


  • 17:40—18:30

Plenaries Digital literacies, teachers and learners

Gavin DudeneyGavin Dudeney | Main Hall, 17:40—18:30

This talk examines how the traditional "three Rs" (reading, writing and arithmetic), long considered the cornerstones of basic literacy/numeracy, have changed as we advance into the digital age. We will discover what it means to be digitally literate today, explore the new types of literacy that have emerged alongside the advent of Web 2.0 and analyse why it is important to work with these literacies on a daily basis in our teaching.

Biodata • Gavin is Director of Technology for The Consultants-E, working primarily in online training in EdTech, and in consultancy work in the same field. Gavin has been Coordinator and Journal Editor for the IATEFL LT SIG and - more recently - Honorary Secretary and Chair of the Electronics Committee (ElCom), as well as a trustee for the International House Trust. A regular contributor to journals, Gavin is author of The Internet & The Language Classroom (CUP 2000, 2007), co-author of the award-winning publications How To Teach English with Technology (Longman 2007) and Digital Literacies (Pearson 2013, Routledge 2014). His latest co-authored book - Going Mobile - was published in 2014 by DELTA Publishing.

Twitter@TheConsultantsE | Linkstheconsultants-e.com