IH Barcelona ELT Conference, February 3-4, 2017

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 the IATEFL Leadership and Management SIG and the Departament de l'Ensenyament de la Generalitat de Catalunya


Conference FULL

We're sorry: there are no more places, with all 400+ now gone (as happens every year!)

34 sessions, including 5 plenaries

#IHBCNELT Updates, news via Twitter

ELT Conference 2016

The Future of English: the next 20 years

David Graddol | The English Company (UK) Ltd, author of The Future of English?

David It is now 20 years since I wrote The Future of English? for The British Council. How much did I get right? What surprises have there been?

In this talk I review the past two decades and look forward to the next 20 years. What trends in economics, politics, technology and demographics will shape the future of our profession?

  English Next: Why global English may mean the end of 'English as a Foreign Language' (2006) (.pdf)

  The Future of English? (1997) (.pdf)

David David Graddol is Director of The English Company (UK) Ltd and is well-known as a researcher and writer on English as a global language.

He has been involved in ELT projects in China, India and Latin America since the early 1990s and is currently working with Cambridge English on a Language Landscapes project with English teachers in Mexico and China.


Growing up with multiple languages in the 21st Century

Nayr Ibrahim | University of Reading and British Council France

NayrIn today’s interconnected, globalized world children are exposed to multiple language contact situations from a very young age: they use several languages on a daily basis to communicate with binational parents and monolingual relatives; they integrate new language communities as a result of parents’ chosen or forced mobility; they learn foreign languages in primary school; they have English as a basic skill in the school curriculum; and attend after-school heritage language programmes. These multilingual contexts have had a significant impact on children’s early experiences of language, literacy and identity.

This presentation explores how children learn their various languages from a sociolinguistic, cognitive and affective perspective, as they develop into confident multilingual individuals.

NayrNayr is Head of Young Learners and Bilingual Section at British Council in France and a PhD student at the University of Reading, where she is studying the link between trilingualism, triliteracy and identity. Nayr has been teaching English for over 20 years in Portugal, Hong Kong, Cairo and Paris.

She has written various articles on bilingualism and enjoys blogging and presenting on the topic. Her latest publication is Teaching Children How to Learn (Delta Publishing), with Gail Ellis.

Nayr's interests include early language learning, bi/multilingualism, language education, multiple literacies, and language and identity.

Knowing you, knowing me: socio-emotional competences in the language classroom

Sarah Mercer | University of Graz (Austria), winner of the 2015 IH Ben Warren Prize

Sarah In this talk, we will reflect on the importance of quality interpersonal relationships in the language classroom including those between teacher and learner as well as those among the learners. Together we will look at what a quality relationship is and why relationships are so important in language learning in particular. In order to build positive group dynamics and teacher-student rapport, teachers need to develop their socio-emotional competence.

We will examine what this involves and how specifically we can enhance our skills discussing also particular classroom strategies employed by EFL teachers who score highly in social and emotional intelligence.

Sarah Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology and Deputy Head of the Centre for Teaching and Learning in Arts and Humanities. Her research interests include all aspects of the psychology surrounding the foreign language learning and teaching experience.

She is the author, co-author and co-editor of several books in this area including Exploring Psychology for Language Teachers written together with Marion Williams and Stephen Ryan, published by Oxford University Press and the winner of the 2015 IH Ben Warren Prize.

Communicative language teaching: forty years on

Scott Thornbury

ELT Conference 2016

Scott Thornbury gives his plenary at our 2016 Conference. And he's back with a plenary session in 2017, for a 12th consecutive year!

Scott ThornburyIt is 50 years since Dell Hymes first coined the term ‘communicative competence’ and it took only another ten before the concept became the foundation of a new approach to second language teaching. Forty years on, where is the communicative approach? Are the goals of language teaching still communicative competence? If so, what happened to the idea that ‘you learn to communicate by communicating’?

In this talk I shall review the core concepts that inspired CLT, and trace how they were developed and then – through want of a coherent learning theory – abandoned. Betrayed, even. I will argue that it is well past time that we revisited the foundational principles of CLT and argue that there are now good grounds – including a coherent theory of learning (or two) – to rehabilitate it.

Scott ThornburyScott Thornbury is currently curriculum coordinator 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 IH: in the UK, Egypt, and Spain, as well as visiting scores of affiliates worldwide.


Recruitment practices, student preferences and the ‘Non-Native English Speaking Teacher’ – time for a reassessment?

Silvana Richardson

SilvanaFor a long time the ELT industry has equated high quality teaching with a staffroom full of native English speaking teachers (NESTs) usually trained within a native-speakerist orthodoxy. This status quo fits well with the beliefs that students prefer to be taught by native speakers, that native speakers make the best teachers, and that a pedagogy of and for the NEST is efficacious all over the word irrespective of the local ‘idiosyncrasies’ of specific contexts.

But how appropriate are these assumptions and practices in 2017, in a global context that increasingly recognises the need to ‘glocalise’ English Language Teaching to make it more context-relevant? Can the same old recruitment practices, arguments and pedagogic orientations survive and thrive when the goal of language learning in the 21st century is for students to become bilingual or plurilingual speakers of Global English? What is high quality teaching, and who is the ideal teacher in this brave new world?

In this talk I will draw on research studies, anecdotal evidence and my own and my colleagues’ personal experiences to examine these issues and questions.

SilvanaSilvana Richardson is Head of Teacher Development at Bell and has worked in English language teaching for over 25 years. She holds an MA in Teacher Education, is PGCE and Delta qualified and has trained teachers all over the world.

Silvana is a regular guest speaker at events such as IATEFL and a regular author for Cambridge English Teacher. Silvana is the Head of Programme Quality for the Bell Foundation, the charity that works with British schools and teacher trainers to change lives through language education.


The elusive art of giving feedback

Ania Kolbuszewska | LAMSIG

AniaBefore you started carrying out classroom observations, chances are you were told to stick to the "sandwich" approach to giving post-observation feedback and you'll be fine. Chances are also that this didn't really help.

As a form of communication, feedback is governed by rules which apply to contexts far wider than post-observation alone.

In this seminar we will examine features of successful feedback as well as some of the less obvious, yet essential do’s and don’t’s of feedback giving. We will also explore how varying attitudes towards conflict may affect the feedback process and outcome. Finally, we will look at a possible way of gathering information on how successful we are in giving feedback to our staff.

  download .pdf version (1.1 MB)

AniaAnia has been involved in all things ELT for close to 30 years. She currently works as a freelance language coach, trainer and educational consultant. She has trained teachers, trainers and managers; she has also been providing business and academic consultancy for private language schools and public schools in Poland, where she is based, as well as internationally. A former Eaquals Board member and Director of Eaquals Accreditation and Consultancy Services, she 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. A founder member of IATEFL Poland, Ania has been an active IATEFL-er for many years. Her interests include quality management, social communication and gardening, for which she regrettably never has enough time.

Language, learning and the creative mind

Antonia Clare | Co-author of Total English and Speakout

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

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

Seven ways to boost your learners' confidence

Although speaking in English is invariably something that learners want to do, many find that lack of confidence remains a barrier to their learning.

This session will look at possible causes for this reticence and demonstrate motivating practical activities to help boost learners' confidence to become better English speakers.

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.


Structuring the madness

Chris Roland ELI, Seville

ChrisThis talk is about shaping classroom moments as we teach teenagers. This includes small adjustments to refine individual conduct and collective order to get our students doing what we want them to in the way we want them to. It also involves supporting students in terms of language and task design as they work through both traditional and more whacky, out-there activities, thus giving us practitioners the chance to weave some ELT artistry into the here and now our lessons.

Full of practical ideas, examples and photos from my own classes. Suitable for new teachers, seasoned veterans and trainers alike.

ChrisChris is an ‘ideas man’ based at ELI, a language academy in Seville. He considers himself a ‘4x4’ or ‘all-terrain teacher’ covering YL, teenager and adult classes. He trains both new and experienced teachers in a variety of settings, in partnership with publishers, teacher associations, private schools, ministries of education and the British Council. His work often appears as articles in English Teaching Professional magazine, on a range of subjects including discipline, task design, fun and teacher stress.

He enjoys thinking about things that work and do not work in classrooms, the limitations of classes as both spaces and events and the distribution of power both in lesson time and beyond.


Why we should be taking the fun out of the classroom

Diana England | IH Torres Vedras

Diana This session explores the lure and dangers of the superficial fun factor, and argues that teachers should instead ensure their students gain a deeper sense of enjoyment from their lessons and language learning.

We shall look at some differences between ‘fun’ and ‘enjoyment’, both theoretical and practical, and suggest ways that we may include activities and approaches which seek to go beyond ‘fun’ in our lessons.

  download .pdf version (0.8 MB) | The science of fun

Diana Diana is Director of Studies at IH Torres Vedras in Portugal where over 70% of the students are aged between 4 and 16. As well as providing training courses for primary and secondary state school teachers in Portugal, she has also taught and trained teachers in the UK, Spain, Poland, Romania and Egypt.

She has an MA in TEYL from the University of York.

10 ways to move from feeding back to feeding forward

Emma Meade-Flynn International House Barcelona

EmmaWhether you call it error correction, responding to emergent language or language upgrading, giving feedback on language is a central part of what we do as teachers. However, as a teacher and teacher-trainer I have often questioned the way this feedback can take place in the classroom. Should we always end a class with error correction? How can we vary our language feedback techniques? How can we help feedback become uptake for our learners?

This talk will explore these questions and show how a materials-light approach can be used to help teachers maximize students’ output and turn correction into meaningful and memorable content.

EmmaEmma is a trainer on CELTA 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: TD Lab

Job descriptions, and their usefulness beyond... just describing the job

Ferran Velasco

FerranIf you think that a job description is a mere list of tasks, you are missing most of its potential usefulness. In this practical session we will look at how to write good job descriptions, and most importantly, we will see how instrumental they can be in avoiding common organizational and interpersonal problems, and also how job descriptions will help manage these problems effectively should they arise.

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

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.

What language teaching organisations can learn from service design thinking

Fiona Thomas | NetLanguages and LAMSIG

Fiona"When you have two coffee shops right next to each other, and each sells the exact same coffee at the exact same price, service design is what makes you walk into one and not the other". What can language teaching organisations (LTOs) learn from service design thinking?

This talk / workshop will look at different service design tools we can use to help us provide a service which both communicates and delivers what our students want and convinces them to study with us rather than our competitors.

FionaFiona Thomas is Chief Operating Officer 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, runs management training workshops for language teaching organisations and is the co-author of Managing Education in the Digital Age.


The Collocation Conundrum, or why dry white wine whets my appetite!

Gabby Maguire | International House Barcelona

GabbyWith the ever-increasing popularity of the communicative approach in second language acquisition and the consequent shift from teaching to learning, vocabulary came to be seen as an invaluable resource for the needs of the learner, and essential for strategic use to communicate.

Now, in the 21st century, a focus on vocabulary has an important if not central role in learning a second language. However, just as man is not an island, neither do words exist in isolation, and so knowledge of collocations is essential for effective language use. However, learning what collocates or doesn’t is far from plain sailing! In this talk I aim to raise awareness of some of the issues involved, and provide some practical ideas for classroom use.

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

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

The 3 Rs

Gerard McLoughlin | International House Barcelona

GerardGood practice involves reflecting, rethinking and refocusing so that we become even more effective teachers. We can do this by being aware of development opportunities and resources that can help our professional development. This can be achieved by collaborating with colleagues and other professionals, reflective practice, teacher research, attending conferences and participating in training.

This presentation explores these different areas and how we can and should take responsibility for our own professional development.

GerardGerard has taught English in Italy, the U.K., Serbia, Egypt and Spain and worked as a teacher trainer in the U.K., New Zealand, Mexico and Spain. He has a DipTEFLA and an MA in English Language Teaching. He is a CELTA and DELTA trainer at IH Barcelona and a CELTA assessor.

He 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.


How do we become managers? Manager learning and development

Jenny Johnson | IATEFL LAMSIG Coordinator

JennyAre managers born, made, trained or mentored into being? Or is it all down to experience? In this session I look at how current ELT managers got into management and the learning and developmental paths and processes they followed. What factors are most influential in managers’ learning and development? Patterns and similarities pinpoint a definable process: there is a representative model for manager development!

JennyJenny has been involved in management in ELT for most of her working life. She is the Academic Manager at ELC Eastbourne (formerly Eastbourne School of English) on England’s sunny south coast. Previously Jenny worked at IH Barcelona as head of English then head of the Teacher Training Department.

A long term IATEFL volunteer, Jenny has worked on various committees and spent 3 years as the Coordinator of the Leadership and Management SIG (LAMSIG). She has a Masters in ELT and holds the IDLTM (International Diploma in Language Teaching Management).

What learners want

Jessica Mackay | Escola d'Idiomes Moderns, University of Barcelona

JessicaMany everyday decisions such as whether or not to use a course book, or the employment of native or local English teachers are often justified by claiming this is ‘what learners want’. But have we actually asked our learners what they prefer?

This talk reports on classroom enquiry into learner beliefs and expectations and will introduce teachers to techniques which elicit their students’ ideas and attitudes.

JessicaJessica has worked as an EFL teacher for 25 years, the last 20 at the at the Escola d'Idiomes Moderns, of the University of Barcelona. She has the DELTA, an MA and a PhD in Applied Linguistics.

She writes and presents on the subject of classroom research and motivation in ELT.


New approaches to teacher development - a case study in managing change

Josh Round | LAMSIG

JoshIn our competitive market, and with the continuous ‘inspections-fueled’ drive for increases in quality and excellence, it is inevitable that academic managers will have to look at both how to improve teaching standards and manage change in their LTO.

In this talk I will go through the steps I took to implement new approaches to teacher development after becoming the DOS of a large team of experienced teachers.

The aim of the session is to provide a dual focus: on key principles for effective professional development for teachers, and on the challenges you need to consider when introducing change.

JoshJosh has nearly 20 years of professional experience in ELT and has mainly worked in London-based language schools, firstly as a teacher on General and Business English courses, then as a teacher trainer on Trinity TESOL Certificate and Diploma programmes, before becoming a Director of Studies in 2005.

Trinity Diploma qualified, Josh later gained the English UK Diploma in ELT Management. He has been part of LONDOSA - the DOS Association in London - for many years, and became Chair in 2011; he joined the IATEFL LAM SIG Committee in 2014.

He is a regular presenter at conferences, has delivered training sessions for English UK, and has been involved in co-organizing several successful ELT conference events. As Director of Studies at St Giles International London Central, he enjoys the process of quality management, ensuring excellent study experiences for international students, and the challenge to continuously improve the teaching team, and develop himself.



Try talking in my shoes: empathy in language teaching

Kieran Donaghy FilmEngish.com and UAB Idiomes

KieranEmpathy may be one of the qualities which distinguishes an average teacher from an excellent teacher in the eyes of the student. In this session we will examine the importance of empathy in language education and demonstrate practical ideas for exploiting images, short films, poetry, literature and positive psychology which encourage teachers, teacher trainers and students to be more empathetic.

All of these activities have been tried and tested in the classroom by myself and thousands of other teachers throughout the world who have used the activities on my free resource site Film English.

  The Seven Best Films to Promote Empathy in ELT

KieranKieran is a teacher and teacher trainer at UAB Idiomes Barcelona, international conference speaker and award-winning writer. His website on the use of film in language teaching, Film English, won a British Council ELTons Award for Innovation in Teacher Resources, the most prestigious European media in education prize the MEDEA Award for User-Generated Media in 2013, and an English Speaking Union Award in 2014.

The author of the methodology book Film in Action (DELTA Publishing), he is the co-founder of the Visual Arts Circle, a community of practice for ELT professionals interested in the use of visual arts in language education.

You can find out more about Kieran and his work on his website, kierandonaghy.com.


Trainer reflection: what do we see when we look in the mirror?

Leona Máslová

LeonaThis talk will present the "technique of stimulated recall" (SR) as a tool that can be used for trainers' (or teachers') professional development. Although typically seen as a research method, SR can also be used as a tool for exploring what a trainer truly believes about training. We have all heard of "reflective practice" and we encourage it in our trainee-teachers, but do we - teacher trainers - set a good example? Do we reflect on our work?

In this workshop we will consider how SR can help us bridge this "gap".

LeonaLeona has worked in ELT for the past 20 years - in Hungary, South Africa and the Czech Republic. She is based in Prague where she oversees the Teacher Training Department at Akcent IH Prague. She is a CELTA and DELTA tutor, a Cambridge assessor and she also teaches on BA programme at one of Prague's teacher training colleges.

She is a co-author of the Zoom In and the Eurocity Express coursebooks. She has been coming to Barcelona twice a year for the past 10 years in the role of a CELTA assessor.

Teaching teenagers

Lynn Durrant | International House Barcelona

LynnCuriosity and commitment are fundamental in any teaching and learning situation; with teenagers they are crucial elements in developing further learning opportunities. Teenagers respond more positively when learning promotes a thinking classroom where they are encouraged to invest time and thought into what they are doing and why. They also need to be prepared to commit part of themselves to their own learning development in order to progress and improve.

This talk will focus on ways to encourage commitment and look at activity types which focus on developing curiosity when teaching this age group.

LynnLynn Durrant is Head of Young Learners Teacher Training at IH Barcelona. She is also an educational consultant for Cambridge English Teacher Young Learners and speaker for CUP.

Over the last few years she has been working on various projects with different publishers as a freelance writer.

Her published material includes Next Generation (CUP) and a 6 level Primary course for 6 level BBC Worldwide.

Know the routine

Mark Ormerod | Author of Tiger and Find Out (Macmillan)

MarkA lot has changed in the teaching of young learners over recent years: the approach, the method, the curriculum, the level, the jargon. Technology has changed. Even the children have changed! But there's one thing that remains a constant: lessons run more smoothly when children know what to expect and what’s expected of them. When young learners know the routine, there is more time for meaningful instruction and learning.

In this workshop, we look at some fresh and original routines that work well in the contemporary classroom - routines for today's young learners.

For teachers of 8 to 14 year olds.

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

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

Developing digital teachers: how does it work in practice?

Mary Whiteside

MaryDigital learning is here to stay, and teachers coming into ELT need to be equipped with relevant skills and competencies to integrate technology into their planning, teaching and professional development. With digital now becoming firmly established in many schools and areas, what can teacher training courses such as CELTA offer trainees to make sure they are fully equipped for the different contexts they find themselves in? Can you really prepare teachers for digital when it means so many different things in different places?

In this workshop I’ll talk about what we’ve learnt from listening to trainers and trainees, from developing the digital framework for teachers and from online professional development courses. There will be opportunity for trainers to share their own experiences, challenges and examples of good practice, along with some hands on practical ideas for input sessions, and suggestions of how to extend trainers’ and trainees’ digital skills.

MaryMary worked as a teacher and trainer for many years working with pre service and in service teachers on a variety of formal and informal courses.

Since moving to Cambridge English she has continued to work and study in the field of teacher education, working on materials and courses to support digital skills and professional development. Her recent research project focused on digital skills development in CELTA.

Classroom management: engaging young learners

Pere Cortiella | Institució Cultural del CIC

PereAcquiring good group management skills might well be one the most difficult challenges facing teachers of Young Learners, but it is also what is going to make our lessons smooth and pleasant rather than rough and problematic.

This talk is for teachers of children around the ages of 3 to 8 and it will look at the different class dynamics necessary to create a positive atmosphere and therefore enhance the students learning experience.

  download .pdf version (0.9 MB)

PerePere studied in the University of Edinburgh, has a master’s degree on Education, speaks 4 languages and teaches on our Very Young Learners course. He has taught English to children, teens and adults for over 13 years specializing in young learners in several different schools in the Barcelona area. He is the coordinator for Young Learners in ICCIC, runs many teacher training courses for the Generalitat de Catalunya and has also co-authored 4 books for primary students published by Mosquito Books BCN.

  Pere on About.me

Take the fear out of teaching ESP 1:1

Rachel Appleby | Author of Business one:one series (OUP)

RachelMany teachers have serious worries about teaching ESP, and ESP one:one in particular. And yet, clients’ needs are becoming increasingly specific. In my experience, this sort of teaching is extremely rewarding: it’s fun, exciting and energizing, and I’ve usually learnt at least as much as I’ve taught.

This workshop looks at ways of drawing on specific subject matter that teachers are not expert in, but can work with to focus on the language which students need to express themselves in speaking or writing. We’ll do this by looking at three real and lovely students.

  download .pdf version (0.6 MB)

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

She has taught on the BA and MA programmes at ELTE University (Budapest), and is co-author of OUP's Business one:one series, and International Express 3.0.


  Rachel's blog: Along these lines

Best practice: why do we do what we do and what do the students really think about it

Roger Hunt | International House Barcelona

RogerIt is quite common in my place of work to see students of all ages running up and down corridors dictating things to each other. Teachers seem to like this activity but I wonder what the students think the aim of it is? The thirty-year-olds might think they had a good workout, but how has their English improved as a result of this activity? Sometimes I think we are doing the right things for the wrong reasons. In this session we’ll be evaluating a broad selection of common classroom practices.

This session is suitable for all teachers and teacher trainers.

  download .pdf version (1.2 MB)

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

He is also particularly interested in Ancient and Medieval History.

Collaborative learning in the EFL classroom

Rosie Burke | International House Sabadell

RosieIt is 40 years since I finished both my primary teacher training course in Liverpool and my CELTA at IH Piccadilly. 40 years! Things have changed – most importantly the focus of the classroom which is now totally on the learner. Gone are the days where the teacher stood at the board imparting facts, today's classrooms should be working with learners who assume responsibility for the learning process in order to maximise learning outcomes.

We are going to look at practical ways to enhance social and academic development through group work, interaction, peer correction in a world where the teacher stands well out of the spotlight.

RosieRosie used to work for Cambridge English Language Assessment as presenter and inspector. She left the Extraescolars Department at IH Barcelona in 2013 to take up the position of Director of IH Sabadell. Recently, she has been giving classes to English teachers through the Grup d'Experimentació per al Plurilingüisme for the Generalitat.

Where are the huskies? Developing listening lessons with a strong phon focus

Shaun Sweeney | International House Barcelona

Shaun The adage that we must teach rather than test listening skills has been so oft-repeated it's almost a cliché but there are still relatively few published materials which truly lend themselves to doing this. How can we develop rather than test our learners' comprehension skills? How can we help them understand authentic listening? Where can we find material to improve their decoding ability? How can we develop our own? What have huskies got to do with it?

We'll attempt to answer these questions in this session and develop some practical tasks and materials to support learning and teaching.

ShaunShaun 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.

  Blog: TD Lab


Positive education

Simon Ward

SimonThe concept of positive education seeks higher academic achievement, alongside the development of well-being. This places an emphasis on educating the whole learner with a focus on social, emotional and psychological skills. Research demonstrates, that when qualities such as curiosity, resilience, a growth mindset, perseverance and relationship skills are developed in students, there is an increase in motivation and they are more successful not just in school but in wider society.

In this presentation, participants will be introduced to a model that brings these ideas together and can be incorporated into the life and work of the classroom.

How emotions impact learning

SimonSimon is is a Senior Practitioner Educational Psychologist in England where his specialism is positive behaviour and well-being. For a number of years, Simon has been running a variety of projects to develop the attitudes, skills and experiences which allow individuals and organisations to thrive and lead to success and achievement.

As a regular trainer, he has delivered seminars on a range of topics including: motivation and learning, positive behaviour management and solution-oriented approaches. Simon is a consultant on the Cambridge Learning Journey for Cambridge University Press.

The use of drama games and storytelling in the ESL classroom

Sophie Heydel

SophieMany teachers want to use drama activities and storytelling in the classroom but are unsure of how to organise games with space restrictions and fear of ‘out of control’ students.

This workshop gives teachers a step by step guide in how to use these teaching tools to create a controlled environment without losing spontaneity and maximising on students imagination.

SophieSophie trained as an actress in London and after working extensively in theatre in the UK she came to work as a theatre practitioner in Barcelona using theatre as an English language resource for both children and adults. She set up The Tale Teller offering a combination of storytelling and theatre shows for Children in English for schools in Catalonia and around Spain.

She has given many teacher training sessions to teachers in Catalonia and the Basque Country on how to use drama in the EFL classroom.


Spot on! Using TV commercials in the English language classroom

Stephen Daniel Brint

DanielIn this workshop session I will be looking at how television commercials (spots) can by used for a range of engaging and creative lessons at almost any level. We will discuss how these activities are structured and consider a number of ways of exploiting these audio-visual materials by focusing on the relationship between language, image and themes. Students of all ages – but especially younger students – inhabit an intensely visual world where messages are conveyed with immediacy and creativity. By bringing examples of these into the classroom and using them promote communication and fluency we are tapping into a highly effective resource and engender student participation and learning.

DanielDr Brint has taught English language and literature in the USA, Italy, the UK and Spain. He has worked for the British Council in Madrid since 1992. As well as teaching, teacher training and materials development, Daniel also runs novel and poetry discussion groups. He has previously given training sessions on using literature, film and creative writing in language teaching.

Daniel wrote the literature pages for the course book series Citizen Z (CUP) and is co-author of Las quinientas dudas más frecuentes en ingles (Espasa-British Council).

  Upper Street – ideas and thoughts on teaching

  Upper Street Facebook group

Making the most of Cambridge Digital

Tom Wogan | Cambridge English Language Assessment

TomCambridge English Assessment has recently focused on improving its digital product offer. In this talk I shall be looking at some of the sites and suggesting ways they can be used for Main Suite and Upper Main Suite preparation courses. The talk will be highly practical with classroom and extensive activities taking priority.

I am a dinosaur when it comes to technology, so no prior or rarefied knowledge is assumed.

  download .pdf version (3.4 MB) | Additional links

Error correction as pedagogy

In this second talk I will look at different ways of giving error correction on written work. I will then focus on highlighting activities that offer the student learning affordances. We will look at authentic work produced by students at different levels and see how the texts can be exploited.

Please bring red pens.

  download .pdf version (1.9 MB) | Handout

TomTom Wogan currently works as a business development manager for Cambridge English Language Assessment in Catalonia and the Balearics. Prior to that he worked as a teacher at the EIM (Escola d'Idiomes Moderns) in the University of Barcelona. He has also worked as a presenter for Cambridge English. Finally, Tom doesn't believe that grammar "emerges", that you shouldn't "give the test a rest" and that there is nothing wrong with course books.

What shall I do with the useful language box?

Vicki Anderson | International House Barcelona

Vicki Many course books fill up spaces with what they call "Useful Language Boxes". But in my experience, teachers avoid using them and even if they do use them, students invariably avoid using them anyway. Why is that? And why are they in the course books in the first place?

In this talk we will look at scaffolding and supporting students in speaking and writing activities to encourage them to stretch and improve their use of language. I hope you will come away from this session with lots of practical ideas and realise that these “useful language boxes” can in fact, be very useful!

VickiVicki has been an EFL teacher since 1983. She teaches regularly as well as being a teacher trainer on mainly DELTA courses. She has spent the last few years writing workbooks for CUP for ESO and Bachillerato. The latter, Next Generation, is already out, while the new Secondary title is due to be launched next year. Vicki has given workshops about a wide range of issues, based on her experience of working with teachers and learners.

Session times

Download list of session times and venues (pdf)

Session times

Download list of session times and venues (pdf)


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

How to get there

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

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

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

Lunch menu, Saturday

Tickets (10€) on sale at Reception on Friday 16:00-17:30 and on Saturday 8:00-9:30.

Ensalada griega
Dados de tortilla de patatas
Mini chapatas de jamon iberico
Mini chapatas de queso
Croquetas caseras
Fruta natural (mandarinas, manzanas, platanos)

Agua y refrescos


The Hotel Constanza offer a special rate for our conference attendees.

Gender balance

Given recent comments concerning the gender balance of plenary speakers at ELT conferences in general and at the IH Barcelona ELT conference in particular, we feel that we need to give a formal response to this issue.

The values and policy of IH Barcelona are not to discriminate in terms of gender, race, sexuality or religion.

However, it is true to say that in the past, we could have made more effort to consider male / female parity at the Conference, and this is something we will look at more carefully in the future.

Jonathan Dykes, Director
Sam Whiteley, Head of Teacher Training
International House Barcelona



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


Cambridge English Langauge Assessment


Collins ELT

EDEBE Express Publishing

Helbling Languages

IH World Organization

Macmillan Education

National Geographic


The Tale Teller

Viçens Vives

Who's on when

Download list of session times and venues (pdf)


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