Preliminary TESOL France Programme 2012
16th - 18th
Gabriel Diaz Maggioli
Thomas S.C. Farrell
46 rue Barrault, 75013 Paris, France
Chia Suan Chong
TESOL France has been
sharing knowledge, experience and best practices in
English language teaching in France for 31 years.
General TESOL France Conference Information
Speakers, poster presenters and stand representatives must register online. Not registering may
result in your talk being cancelled on the day.
Delegates: Register by November 12th if you want to receive a printed badge. Walk-ins are welcome.
Register here: http://www.tesol-france.org/Colloquium12.php
Please note: this programme and schedule is only preliminary and subject to change in the weeks leading
up to the conference. Newer versions will be uploaded to our website on the weekends.
Telecom ParisTech is located at 46
rue Barrault, 75013 Paris
Charles de Gaulle Airport (CDG)
and Orly Airport (ORY) both have
national, European and
international flights to and from a
wide range of destinations,
including low cost airlines EasyJet
and Jet2. Orly Airport is closer to
the venue than CDG.
Beauvais Aiport (BVA)
Ryanair Ryanair flies into Beauvais
Airport (BVA), which is 80 km
outside the city. The Beauvais
Airport Bus (an 80-minute ride)
brings travelers into Paris and
drops passengers at the Porte
Maillot metro station (LINE 1, see
map). Taking this same bus from
Porte Maillot is required in order to
return to Beauvais airport.
Directions into Paris from CDG
If you wish to take a taxi, follow the
taxi signs. DO NOT accept taxi
offers from random drivers who
ask you if you want a taxi. They
will charge you made-up-on-thespot prices. Once at the airport
taxi rank, wait in line. Cost of
getting into Paris: around 50EUR
(Yikes! We know).
Public Transportation to Central
Paris from CDG Airport
The RER is a regional train
network with stops at major Métro
hubs in Paris. http://ratp.fr/
After you've retrieved your bags
and gone through customs, look
for a "Gare" sign with a train
symbol. (CDG airport has two RER
stations: one for Terminals 1 and 3,
and the other at Terminal 2. The
terminals are connected by a free
CDGVAL shuttle train.)
Once at the RER station (at least a
15mn walk), you can buy tickets in
1) In the ticket office, where the
clerks accept payment by cash or
2) From an "Île de France" ticket
vending machine, which may or
may not be compatible with
foreign credit cards. (You'll have a
better chance of success if you're
using a European "smart" credit
card with an embedded chip.)
Clerks (reluctantly) and machines
will use English.
Buy a ticket to "Paris Central allezsimple. (one way).” For a round
trip, simply purchase two. A oneway ticket should cost you about
Once you have your ticket, follow
the "Paris par Train" signs to the
platforms. In the station, you will
have to validate your ticket and go
through the metal turn-style
machines. Important: keep your
ticket on you at all times! You will
need it to get out of the RER
Go down the escalator marked
"Paris par Train." When you've
descended the escalator, check
the electronic signboard above for
train departure times and platform
numbers. Lights on the overhead
signs indicate the stations where
the train will stop. Some are direct
(if you get lucky). Trains normally
depart every 10 to 20 minutes. All trains going into Paris stop at
the same stations in Central
Paris. If you are staying at a hotel
near the venue, you want to take
the train to the station: "DenfertRochereau"
It should take about 20-30 minutes
to get into town. Use this time in
the train to see if your cell phone
works, and enjoy the music some
musicians play for the tourists, etc.
If possible, sit on the right-hand
side of the train because: as you
approach Paris, take a look to
your right. You might catch a
glimpse of the beautiful Sacre
Coeur on the hill.
The station before "DenfertRochereau" is Port Royale (so you
know when to get ready to get off)
Get off at "Denfert-Rochereau". On the platform, follow the signs
for Metro Line 6. Line 6 is a green
circle with a 6 in the middle. You
will have to go through another
pair of turn-style doors, and revalidate your ticket to get out of
the train system and into the Metro
If you are headed to the
neighborhood of the venue, take
Line 6 Direction: Nation. Once on
the metro, go three stops until you
get to Station: Corvisart
To exit, follow the blue SORTIE
signs (see: map of the
neighborhood and directions to the
NB: If there are strikes scheduled
for the weekend of the conference,
you will be notified via our website.
Directions into Paris from
If you wish to take a taxi, follow
the taxi signs. DO NOT accept
taxi offers from random drivers
who ask you if you want a taxi.
They will charge you made-upon-the-spot prices. Once at the
airport taxi rank, wait in line. Cost of getting into Paris: around 30EUR.
After you've retrieved your bags
look for a "OrlyVal" signs. The
automated Orlyval shuttle trains
connect Orly Airport's Sud
(south) and Ouest (west)
terminals to the Antony station of
the RER B line, where you must
transfer to an RER train into the
heart of Paris. A ticket for the
entire journey costs around
€9,00. The ticket is valid on the
Orlyval train, the RER, and the
Buy your ticket at the RATP's
Orlyval/Orlybus booth in the
terminal, then go up the
escalator to the elevated shuttle
station. Keep the ticket with you
throughout the journey.
The OrlyVal will stop at the
Antony RER B Station. Take the
RER B, direction Paris (to double
check you are going in the right
direction, verify that the
electronic boards above your
RER platform highlight the main
Paris stations such as Chatelet,
St. Michel, and DenfertRochereau.)
The RER train ride into Paris
takes about 20 minutes
Get off at "Denfert-Rochereau". On the platform, follow the signs
for Metro Line 6. Line 6 is a
green circle with a 6 in the
middle. You will have to go
through another pair of turn-style
doors, and re-validate your ticket
to get out of the train system and
into the Metro system.
If you are headed to the
neighborhood of the venue, take
Line 6 Direction: Nation. Once on
the metro, go three stops until
you get to station: Corvisart
To exit, follow the blue SORTIE
signs (see map of the
neighborhood and directions to
Below are directions to the venue
from all major train stations in
If you wish to take a taxi from
your train station, follow the taxi
signs. DO NOT accept taxi offers
from random drivers who ask you
if you want a taxi. They will
charge you made-up-on-the-spot
prices. From Gare de Nord Train Station
(Eurostar and Thalys)
Take the underground LINE 4
d i r e c t i o n P o r t e d ' O r l e a n s . Change at Denfert Rochereau
Station. Take underground LINE
6 direction Nation. Corvisart
station is three stops from
From Gare St-Lazare Station
Take the underground LINE 12
direction Marie d'Issy. Change at
Montparnasse Bienvenue. Take
underground LINE 6 direction
Nation. Corvisart station is six
stops from Montparnasse
From Gare de Lyon Train Station
Take the underground LINE 1
direction Chateau de Vincennes
Change at Nation station. Take
underground LINE 6 direction
Charles de Gaulle Etoile.
Corvisart station is ten stations
From Gare d'Austerlitz Train
Take the underground LINE 5
direction Place d'Italie. Change
at Place d'Italie station. Take
underground LINE 6 direction
Charles de Gaulle Etoile.
Corvisart station is one station
from Place d'Italie
Nearest Metro and RER stops
Line 6: Corvisart (10mn walk)
Line 6: Glaciere (15mn walk)
Line 7: Tolbiac (20mn walk)
RER B: Cite Universite (25mn
Public Transportation: Bus
62 (Stop: Vergniaud)
21 (Stop: Daviel)
67 (Stop: Bobillot)
Nearest Velib bike stations
1) 27 and 36 rue de la Butte aux
2) 46 Boulevard Auguste Blanqui
3) 20 Rue Wurtz
10 Rue Wurtz
01 45 65 03 99
Grand Garage Parking Moulin
des Prés Sté
62 Rue Moulin des Prés
01 45 89 50 55
TESOL France members,
speakers, poster presenters and
stand representatives attend free
Non-member registration fee:
49EUR and thus automatic
membership into TESOL France
for an entire year! (attendees can
chose to opt out if they wish, but
why would you want to when
coming to this conference would
mean free access to all TESOL
France events for an entire year
and receiving our handy
Teaching Times magazine!)
Walking to the venue from
Corvisart Metro Station
The walk from the metro station,
Corvisart, to the venue, Telecom
ParisTech, is about 10 minutes.
As you exit the metro, follow the
large blue SORTIE ("exit" in French)
signs. Go down the stairs. Exit
We’ve provided a list of the hotels
closest to the venue:
However, for a more comprehensible
listing, we recommend Booking.com
in the 13th District of Paris. Use this
There are different price ranges from
which delegates can choose. It is
strongly recommended you book
through the metal doors. While still
in this small outdoor station, exit to
the left (Sign: SORTIE Bd Auguste
Blanqui, Cote des Nos Impairs).
The street you are currently facing is
Boulevard Auguste Blanqui. Cross
this Boulevard Auguste Blanqui.
your accommodation as early as
possible. If you do not manage to
book a hotel walking distance to the
venue, rest assured, the metro
system is an excellent way to get
around the city, should you need to
Coffee and refreshments will be
served at specified times during the
Veer right, walking down hill, along
Continue, walking down hill to the
first intersection of Rue Barrault (on
Take this Rue Barrault and walk up
hill until you reach the venue (No.
46) Telecom ParisTech is on your
There will be receptions on Friday
and Saturday evenings and a small
snack on Sunday afternoon.
Lunch on Saturday will take place
outside the venue. There is a variety
of restaurants, cafes and sandwich
shops in the area. A list of locations
will be provided in the printed
programme and is also available on
TESOL France Venue
46 rue Barrault
Handy addresses in the area
Paper products, note cards,
226 rue de Tolbiac
Pharmacy / Chemist
229 rue de Tolbiac
Pharmacie La Butte aux Cailles
224 rue de Tolbiac
221 rue de Tolbiac
Image Photo Express
216 Rue de Tolbiac
La Poste Tobliac
204 rue de Tolbiac
219 rue de Tolbiac
Oﬃce Supplies (& colour printing)
92 avenue d'Italie
Computer accessories (& other
electronics, books, Apple products etc.)
30 avenue d'Italie
Fnac (in the Place d’Italie
Those of you wishing to continue your Parisian experience are encouraged to wine and dine at the following
restaurants in the area. Bon appetit!
Take-away sandwiches, salads,
drinks and other groceries
204 rue de Tolbiac
55 rue Barrault
75013 Paris Tel: 01 45 88 42 34
204 Rue de Tolbiac
75013 Paris Tel: 01 53 80 20 04
Wide range of traditional
A la Bonne Cave
11 rue de l’Espérance
75013 Paris Tel: 01 45 80 82 48
* Auberge de la Butte
8 rue de la Butte-aux-Cailles
75013 Paris Tel: 01 45 80 32 47
* La Montagne d’Or
211 rue de Tolbiac
75013 Paris Tel : 01 45 88 31 92
27 rue de la Colonie,
75013 Paris Tel: 01 45 88 30 98
Traditional French regional
cuisine and enormous salads
€15 with wine
39 rue Daviel
75013 Paris Tel: 01 45 80 68 52
Moroccan cuisine from the
€20 to €25
12, Rue de la Butte aux Cailles
75013 Paris Tel : 01 45 80 12 02
€30 with wine
Café du Commerce
39 rue des Cinq Diamants
75013 Paris Tel: 01 53 62 91 04
Traditional French cuisine and
€25 with wine
30 rue des Cinq Diamants
75013 Paris Tel: 01 45 80 70 10
Cuisine from the Basque
56 rue des Cinq Diamants
75013 Paris Tel: 01 45 80 15 08
* La Pentola
198 bis, rue de Tolbiac
75013 Paris. 01 45 88 88 83
10, Rue de la Butte aux Cailles
75013 Paris Tel : 01 45 80 38 69
(specialist in organic wines)
22 rue de la Butte aux Cailles
75013 Paris Tel: 01 45 89 22 11
Traditional French haute
€40 with wine
* Also open on Sunday
Parlez vous français?
More bread, please. Encore du pain, s'il vous plaît.
A table for two (four).
Une table pour deux (quatre).
That was delicious.
Could I have the menu?
Est-ce que je peux avoir la carte?
The bill, please.
L'addition, s'il vous plaît.
I am a vegetarian.
Je suis végétarien(ne).
Do you have...?
Est-ce que vous avez...?
Is service included? Est-ce que le service est
One/Two of these, please.
Deux comme ça, s'il vous plaît.
For starters, I'd like...
Comme entrée, je prendrai...
For the main dish...
There's a mistake in Il y a une erreur dans
this bill, I think.
l'addition, je crois.
Where are the
Où sont les toilettes?
The effects of students’ English short
lectures on improving their linguistic
skills: students’ viewpoints
SPEAK & TECH
Catherine Buon &
EFL Reading Success: Activities and
READ & TTD
Integrating top teaching to promote
Peter John Hassall & Fujimi Sakai
Tanaka & Ken Collins
The Extremely Short Story
Competition [ESSC]: Contexts,
Successes & Opportunities for EFL
& Inna Plotnytska
English as a Lingua Franca: as
Ukrainian Student Teachers of
English View It
IntC & HE
Promoting Strategic EFL Reading Classroom Intervention
Flipped Classroom: Towards a
Creative EFL/ESL Classroom
Speak your mind: an ELT odyssey?
Lamia Benadla &
English for Science and
Technology among Speakers of
SPEAK & YA
ESP & Fr
The Disabled Access Friendly
Apologies in E-mails Of First Year Turkish The Potential of Minisagas for
campaign: Using ELT to raise
awareness about mobility disability
TTD & AL
GV & TECH
Sequence Pictures for Enhancing EFL
Blooms Taxonomy with Apps
Impact of Individual Differences
Learners' Narrative Essay Writing
on EFL Learners’ Level of
Situation Specific Anxiety
Affecting the Development of
WRITE & AL
SPEAK & WRITE
Normah Ismail & Kamalanathan
The Round Robin Technique
The Use of Vocabulary
A Fresh Look at the Use of L1 in the ESL
Learning Strategy: Research to
Practice in EFL Class
A Malaysian Perspective &
Leading the Horse to Water: ESL
Learners’ Experience with Language
Social strategies in the comprehension The Continuos Assessment within the
Designing Legal English
of figurative meaning
LMD English Course
Courses: Challenges and
GV & REF
Using Edmodo, A Social Learning
Network Tool, in Teaching/Learning
TECH & YA
ESP & MAT
Friday, November 16th
Registration opens at 15:00 and will continue throughout the event. Coffee will be served at registration.
Coffee, Poster Session & Visiting Stands in the Lobby and E200
Gabriel Diaz Maggioli
Change is Good: You go first!
18:00 - 19:00
The Power of the Image
19:00 - 19:30
19:30 - 20:45
Rakesh Bhanot & David Bish Marta García Alamán &
Looking in the Mirror: The place for Moderated by Divya Brochier
Olga I. Díez Velasco
Debate: Teaching vs
reflective practice in teacher
CLIW: Content Language
TECH & TTD
Stella Saliari & Marine Condette
ETS scoring policies or how to
evaluate speaking and writing
Poster session, visiting stands & networking
Key to Acronyms
AL: Adult Learners
BE: Business English
CORP: Corpus in the Classroom
DOGME: Dogme (for the Classroom)
DRAM: Drama-based Lessons
EAP: English for Academic Purposes
EFL: English as a Foreign Language
ELT: English Language Teaching
ESP: English for Specific Purposes
Fr: French Learners
GV: Grammar & Vocabulary
HE: Higher Education
IntC: Intercultural Issues
LST: Listening Skills
MANGT: Classroom Management
MAT: Materials Design and Publishing
MLev: Multilevel Classroom
PRIM: Primary School Learners
REF: Reflective Practices
READ: Reading Skills
SPEAK: Speaking Skills
TBL: Task-Based Learning
TECH: Technology in the Classroom
TEEN: Teenage Learners
TESOL: Teachers of English to Speakers of Other
TEST: Testing and Assessment
TTD: Teacher Training & Development
WCond: Working Conditions
WR: Writing Skills
YA: Young Adult Learners
4SKILLS: Reading, Writing, Listening and Speaking
Saturday, November 17th
Registration opens at 9:00am and continues throughout the day.
Does the word
"synonym" have a
All You Need Is…
What is "emergent
language" and how can we
"deal with it"?
Teaching English is
GV & CORP
and top techniques
for teaching and
TTD & SPEAK
From Coach to
learning course ideas
for English learners
MANG & REF
Zorbas’ Dance “Sirtaki”
MANG & GV
AL & ESP
TECH & REF
Coffee, Poster Session & visiting stands in the Lobby
Teachers can have
their cake and eat it,
TTD & WCond
15:15 - 16:15 Plenary Session
16:15 - 16:45
14:00 - 15:00
19:00 - 20:00
20:00 - 22:00
Jeffrey Doonan &
"What'cha Lis'nin 2?": Taking
music from the CD to CDA
How do we learn new
words? Helping your
learners to enrich their
vocabulary in English.
Andrew Betsis &
TOEIC, IELTS and
ELT Exams: an
IntC & YA
GV & AL
Fabienne Quennet &
5 years of integrating blogs into Surefire Activities To Get
L3 & Master s EAP classes in a Your Students To Speak
Strategies in FL
Science University in France
academic writing: How
to identify individual
HE & Fr
SPEAK & YA
WRITE & ESP
18:00 - 19:00
Coffee, Poster Session & visiting stands in the Lobby
12:15 - 13:30
16:45 - 17:45
Getting People to
Pronunciation as a listening
From Classroom to
Ideas for Monday;
Jazzing Up the
Classroom with Music
Phonetic obstacles to
comprehension: the ear is not
LST & Pr
GV & AL
Pr & Fr
Getting students to think
in CLIL classes
Questions for Reading
TTD & PRIM
READ & Wr
Coffee, Poster Session & visiting stands in the Lobby & E200
Stephen Scott Brewer
Reframing the notion of
expertise: implications for
how we teach
TTD & REF
Luke Meddings &
Isabel Haller-Gryc & Kelli
Follow the Clues Dahmen
Stepping back: How Phrasal Verbs - Helping Team Games: opportunities
to be yourself in
students to see things for spontaneous language
TTD & DOGME
What We Now Know
About Teaching With
TECH & YA
How I manage
MANGT & YA
Can drama be all
"We don't have time to be
bored!" Strategies for increasing
HE & MLev
DRAM & GV
English in the workplace: Literature strikes back! Teaching
from communication to
literature with technology.
(TESOL Greece Representative)
BE & ESP
TECH & PRIM
Flexible formats for
SPEAK & YA
Ana Laura Vega
motivation: what do
French students think
about learning English
Fr & YA
LST & AL
Rubrics: A useful tool
TEST & REF
Cocktail dînatoir, Poster Session & Visiting Stands
It’s back! The Open Mic Night! Music, songs, stand up comedy, those awesome glow sticks & more!**
With your host: Brad Patterson!
* There are several restaurants near the venue, though we suggest grabbing a quick sandwich. Service can be slow on Saturday afternoon. A restaurant list is provided in the programme.
**If you are interested in participating, please see Brad Patterson during the conference on Friday or Saturday during the day.
Sunday, November 18th
Registration opens at 9:00am and continues until the closing plenary. Coffee will be served at registration in the morning.
12:10 - 12:45
13:45 - 14:45
Putting the Creative
From Placement to Whole Brain Teaching
Critical Thinking and
back into Writing
Proficiency - an Online
Efficient E-Sources: How To Dance It!
Web 2.0 for
WR & YA
11:10 - 12:10 Vladimira Chalyova
& Chuck Sandy
[email protected]: Cultivating
Stories of Surprise,
12:45 - 13:45
TEST & ESP
Özge Öztürk &
Touchy, Teachy and
The TPRS (Teaching
Reading and Storytelling)
TECH & TTD
GV & TECH
TTD & REF
Tailor-Made 1-to-1 Todays news in your Plenary Follow Up Getting in Touch with
Are We Facing a
Using and Blending
classroom - Rapid
Your Inner Redneck:
Learning (CCL). An
Difference & Personal
Narrative to Advantage Classroom Activities
in the Classroom
TECH & GV
IntC & Fr
REF & YA
How to promote
Light snack, Poster Session, Visiting Stands & Coffee in the Lobby & E200
Practical Ideas for
Using Poetry in the
Chia Suan Chong
14:45 - 15:30 Closing remarks and
Struggles in higher ed Learning opportunities, Mobile Storytelling
Dogme 2.1: Using
I’ve made a few.
through drama in the Springpad to Create
an Online Coursebook
2011 Poster Winner!
for the Dogme Class
HE & READ
TTD & REF
DRAM & TTD
DOGME & TECH
Friday, November 16th: 17:00 - Room: Estaunie
Change is Good: You go first!
In this presentation we will explore how teachers can be empowered through change to become true
educational leaders. In a profession characterized by ever-present innovation, how can teachers
remain sane, grounded and focused on student's learning? We will explore ten lessons I have learned
over the course of my career from peers, mentors and experts which have helped me constantly
rediscover my passion for teaching.
Gabriel Diaz Maggioli is a teacher who applies the lessons learnt in the classroom to his work as
teacher educator, materials writer and educational administrator. He currently directs the MATESOL
program at The New School University in New York.
Saturday, November 17th: 15:15 - Room: Thevenin
Reflecting on Reflective Practice
These days, ‘reflection’ and ‘reflective practice’ are very popular terms used in language teacher
education and development programs. Many educators agree that some form of reflection is a
desirable; however, the agreement stops there because there is still almost no consensus as to what
reflective practice is. Perhaps this state of indecisiveness about what reflective practice in education
means that it is time to return to the work of two influential scholars who brought this concept to
prominence at different times when it was important: John Dewey and Donald Schön.
In this interactive talk I look at the roots of reflective inquiry from Dewey’s (1933) original
perspective and then look at how Donald Schön (1983, 1987) interpreted Dewey’s conceptions of
reflection in his work. I will then try to connect these interpretations of reflective practice to its
meaning for teachers today and how teachers can reflect on their beliefs and classroom practices.
Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His
professional interests include Reflective Practice, and Language Teacher Education and
Development. His recent books include Teaching Practice: A Reflective Approach (2011, New York:
Cambridge University Press—with Jack Richards), Reflecting on Teaching the Four Skills: 60
Strategies for Professional Development (2012, Ann Arbor: The University of Michigan Press), and
Reflective Writing for Language Teachers (Equinox, 2012).
Sponsored by: TESOL France
Sunday, November 18th: 14:00 - Room: Thevenin
Since the late 1960s, we’ve seen a move away from grammar towards communicative competence,
the emphasis on the role of interaction in language acquisition, and the drawbacks of predetermining the linguistic content of a lesson. We claim that we’ve moved into a communicative era
of language teaching, but how far are we really from the grammar syllabi of the 1950s? Are we
doing much more than paying lip service to the Communicative Approach when all we really want
to see is the past continuous ‘covered’ once the past simple is ‘dealt with’? Do we claim that we
know that language learning isn’t linear, but secretly wonder why our students still get the present
perfect wrong after we spent 3 hours on it last week? Are the theories of Applied Linguistics
really being applied?
Chia Suan Chong is a General and Business English teacher at International House London, where
she also runs teacher training courses such as the CELTA and Cert IBET. Building on research
conducted during and following her MA in Applied Linguistics (King's College London) she is a
regular conference presenter on English as a Lingua Franca, Dogme, Systemic Functional Grammar,
and Intercultural Pragmatics. She is passionate about languages - she currently speaks five and is
working on the next - and blogs regularly at chiasuanchong.com.
Sponsored by: TESOL France
Elizabeth Anne (France) 5 years of integrating blogs into L3 & Master s EAP classes in a Science University in
What does obliging all the students in a class to create their own blog (which is in fact a wiki) add to “normal” L3 and M1
courses? Doesn’t that make too much work for the teacher? After rapidly tracing the how and why students at UJF in
Grenoble have been working from their own wiki for the last five years, this presentation will address these two questions,
while encouraging teachers to take the plunge. Pitfalls to avoid when venturing into this new territory will be illustrated from
Elizabeth Anne is the Director of Studies at the Service des Langues, Université Joseph Fourier and in charge of English
for the UFR de Physique. A proud Webhead since 2006 she is a member of the IATEFL LTSIG and an ELTchat follower.
Ekaterina Belozerova (Russia) How do we learn new words? Helping your learners to enrich their vocabulary in
Learning a foreign language may not be easy for adult classes. In this talk we’ll have a look at easier ways to teach new
words to your learners of English. Learning more words should be exciting and interesting. It shouldn't seem like a tough
Grammar & English lesson. If you feel your learners are getting stressed out with new words, may be there are ways to make learning
Vocabulary & easier for them.
Ekaterina Belozerova is an English teacher and is presently teaching mostly adult classes. She has worked eight years in
Turkey as an EFL teacher. Nowadays, she is working in EFL teaching private sector in Russia and is studying for her
postgraduate (Doctorate) degree.
Andrew Betsis and Sean Haughton (Global ELT) TOEIC, IELTS and other International ELT Exams: an overview.
Recently, there has been a proliferation in the number of new ELT exams, and, not only that, but existing exams have
changed too - some dramatically - in both style and format. Consequently, the world of ELT examinations can, at times, be
Testing and a confusing one, not just for would-be test-takers, but even for their mentors - teachers - as the luxury of added choice is
Assessment naturally accompanied by the responsibility of selecting wisely. Our talk will inform teachers about the examination options
available, and highlight their main distinguishing features, in the hope that this will, to some extent, make the selection
Global ELT Managing Director Andrew has amassed over 25 years’ industry experience, and, when not office-tied, can still,
inevitably, be found at the chalkface at his family-run language school. Sean has taught in Greece, Ireland and Korea, and
now contributes extensively in a writing and editorial capacity to the company.
Rakesh Bhanot (UK) & David Bish - Moderated by Divya Brochier - Debate: Teaching vs Technology
Given the sudden rise of, and emphasis on, using new technologies in ELT, this debate will consider the pros and cons of
these developments. Does the use of ICT really enhance students' learning? Or, bearing in mind what happened to
Technology language laboratories and the audio-visual methods promulgated (unsuccessfully) in the latter part of the 20th century, are
they just a new fad that will die out over time as teachers realise that what is important is to have the necessary pedagogic/
Classroom & andragogic skills; not simply being 'au fait' with manipulating Web 2.0 Tools?
Training and •Rakesh Bhanot has been involved in various aspects of ELT since 1972; co-edited several books on language teaching
Development and the use of ICT in HE. Currently, Arts Editor: Asian Global Impact (AGI), magazine. Founder editor of Language Issues,
the journal of NATECLA. UK.
•David Bish, as schoolteacher, lecturer, EFL teacher, teacher trainer, Director of Studies and materials writer his work has
included classroom technology, the virtual classroom and distance tutoring through the Net. At EF Education First, David
worked on a two-year staged rollout to embed iPads into EF’s classrooms in eight countries.
Stephen Scott Brewer (France) Reframing the notion of expertise: implications for how we teach
Most of us adhere to the idea that expertise is a state that people arrive at gradually by progression through a series of
pre-expert stages. In ELT, learners are invariably placed on a continuum ranging from (false) beginner to advanced. My
talk calls this way of thinking into question and asks what it might mean to conceive of expertise as a characteristic of what
Training and learners do at all stages of their learning. Expertise isn’t seen as a pinnacle achievement, but as inherent in the way a
Development person can approach his or her learning at all levels of the "language learning career."
A native of Pennsylvania and resident of France since 1989, Stephen Scott Brewer is associate professor of language
education at the Université Paris-Est Créteil and its teacher training institute, the IUFM de l’Académie de Créteil. His
research focuses on the development of self-efficacy in the L2 classroom.
Divya Brochier (France) Decoding Classroom Dynamics
Teaching is above all an intuitive skill. All the teacher education in the world can sometimes pale in comparison to that gut
feeling that constantly helps us in making the right decision at the right time. These right choices we make, create a
dynamic in our classrooms. The aim of this interactive workshop is to give you the cues to decode your classroom
Management dynamics. The workshop is firmly grounded in theory yet entirely focused on its practical applications. I hope to share with
& Reflective you how this has given my classrooms more of a vibe when they needed it.
Divya Brochier has been teaching for 13 years and is currently a lecturer at Ecole Centrale Paris. She is also doing a
Doctorate in Education. Divya regularly speaks at TESOL events. In a former life she dreamed of being a chef.
Ian Butler (Ireland) Today’s News in Your Classroom: Rapid Authentic Text Lessons using Technology
This talk will address using innovative technologies to help English teachers produce lesson plans, resources and
exercises from today’s current authentic news text. We’ll also talk about engaging learners with real and current content.
Ian Butler has worked for over 20yrs in language services. He has held senior roles, in technology, operations and
business development. Ian has worked for PayPal, Microsoft, Transware, Expedia, Jonckers, Palm and Merrillbrink. Ian
has presented at numerous conferences including Localization World, Tekom, STC, and Learning Technologies.
Eva Büyüksimkeşyan (Turkey) Ideas for Monday; Jazzing Up the Classroom with Music
Teaching teenagers is very challenging as they frequently need to be motivated and inspired. Using songs and music in
the classroom always work because music is everywhere. Songs are more than what they are. They are authentic
materials. They are memorable and fun. Thus, they energize the classroom, enhance learning, they lower the learning
Grammar & barrier. Bringing the songs and music to the class will melt the ice and doing it with web 2.0 tools will add more spice to the
Vocabulary & lesson.
Eva Büyüksimkeşyan is an EFL teacher and teacher trainer. She has been teaching English for 24 years. Her main
professional interest is trying to integrate technology in her teaching. She has started several collaborative projects. She
blogs at evasimkesyan.edublogs.org and is evab2001 on Twitter.
Yeşim Çakır (Turkey) Surefire Activities To Get Your Students To Speak
Speaking is a crucial part of second language learning and teaching. If students do not learn how to speak or do not get
enough opportunity to speak in the language classroom, they may soon get demotivated and lose interest in learning.
On the other hand, with interesting activities and games, speaking in class can be a lot of fun, which will also raise
students’ motivation and energize classes. The aim of this workshop is to provide teachers with interesting ideas and
fun activities to get students to speak and make classes fun and dynamic places to be.
Yeşim Çakır graduated from Hacettepe University English Language Teaching Department. She is currently an MA
student at Yeditepe University. She worked as a Comenius Language Assistant in France for eight months. She also
worked at Piri Reis University for two years and now she works at Istanbul Technical University.
Vladimira Chalyova (Slovakia) & Chuck Sandy (Japan) [email protected]: Cultivating Stories of Surprise, Praise,
Collaboration and Support
[email protected] is a powerful structure that combines surprise and praise and is built upon principles of gratitude and
abundance. The surprise comes when we reach out to students and teachers doing great work and say, “We’ve noticed
Training and what you’re doing”. The rest comes when we say, “We’d like to collaborate with you and give you a platform for doing
Development more”. In our workshop we’ll share stories of how [email protected] is making classrooms, staff rooms and communities shine.
We’ll then provide some useful tools, and offer seeds of [email protected] to sow and an online [email protected] Garden to cultivate.
•Vladimira Chalyova brings [email protected] to all she does, in and out of the classroom. She's an iTDi Associate, a frequent
conference presenter, a teacher of teens and adults at Jazykova SkolaStatna in Kosice, Slovakia, and the energy
behind [email protected] Day -- coming soon to your town.
•Chuck Sandy is proud to be an activist whose mission is to change education for the better one classroom, one
school, one community at a time. He's a cofounder and director of iTDi, an author,a community organizer, an avid
gardener, a [email protected] Day presenter, and best of all: a teacher.
Andy Cowle (Scotland) Teaching English is Murder!
In this practical and highly entertaining look at the mystery and detective genre, Andy Cowle considers the stories and
language used in crime novels. He will focus in particular on Agatha Christie, aspects of her life and work, and will read
Reading Skills extracts from a new series of readers which bring whodunnits and useful related activities into the classroom. No-one
leave the room until the investigation is over…
Andy Cowle is a former English language teacher, living in Glasgow. For over 20 years he has worked for many major
ELT publishers in the UK and overseas, introducing materials to language practitioners all over the world. Andy
motivates teachers to try new and practical ideas and helps them connect language learning with the real world. He
runs his own publishing company NORTH STAR ELT www.northstarelt.co.uk.
Evridiki Dakos (Turkey) Zorbas’ Dance “Sirtaki” Through TPR
In this workshop the presenter will guide participants through the steps of a TPR lesson in Greek and she will end the
session with a mini show of famous Greek dance, “Sirtaki” performed by participants. The aim of this workshop is to
introduce a demo lesson of TPR in a real situation by using a foreign language, Greek, giving also the opportunity to
Training and participants to feel how learners feel when they are learning a foreign language. Another aim of the workshop is to
Development emphasize that learning can take place when there is a goal, actually “a need".
Evridiki Dakos, the author of course books Sparkle 1, 2 and 3 has been teaching English for 21 years. She is a
university graduate and has a CELTA certificate. She is a Pre-school Teacher, Montessori Teacher Assistant, Teacher
Trainer, ELT speaker and Blogger,Cambridge ESOL Exam Coach and Oral Examiner.
Dennis Davy (France) Practical Ideas for Using Poetry in the Classroom
This workshop will show how poems from around the English-speaking world can be successfully used with students in
universities and engineering & management schools. Participants will work with poems from Britain, Ireland, North
America, the Caribbean, Africa, India and Oceania, using a variety of tried and tested activities. It will be shown how
poetry can appeal to students' emotions, provide literary, linguistic and cultural insights as well as serving as a
springboard for numerous speaking, writing, translation and pronunciation activities. A list of poetry-related resources,
on-line and on-paper, will also be provided.
Dennis Davy is a Lecturer at EDHEC Management School in Lille and at the Ecole Polytechnique. He also teaches
legal English and is a teacher-trainer on the DELTA in Strasbourg. His TEFL career spans some 30 years, in Germany,
Japan, Algeria, Qatar and Oman and, since 1993, in France.
Jeremy Day (Poland) Seven blended learning course ideas for English learners
This talk explores ideas for using some of the most popular web-based learning environments (Moodle, PBworks,
English360) to enrich English language learning programmes. From capturing and sharing emergent classroom
Technology in language for post-class consolidation to hosting and discussing student-generated videos the talk focuses on how the
use of technology needs to be centred on each unique group of learners. Blended learning courses allow further
Classroom & communication to take place and offer a personalised space where learners can reflect, catch-up, or extend their
understanding via relevant interactions (before / after or in lieu of face-to-face lessons.)
Jeremy Day is an editor for English360, a blended learning platform, where he is responsible for new content. He is coauthor of New Success Upper Intermediate (Pearson) and Active Grammar 3 (Cambridge). He is Series editor of
Cambridge English for …, a series of short ESP courses. He has written over ten teacher’s books for business English
Gabriel Diaz Maggioli (USA) Teachers can have their cake and eat it, too!
In this presentation we will explore the Teacher's Choice Framework, a way of differentiating Professional Development
starting with the individual teacher's "here and now." In the same way teachers are required to differentiate their
instruction for the benefit of their learners, institutions should offer teachers a differentiated approach which allows them
a wide array of choices so that they can fulfill their personal development goals. We will explore a series of strategies
which are suited for teachers at all stages of their career development.
Gabriel Diaz Maggioli is a teacher who applies the lessons learnt in the classroom to his work as teacher educator,
materials writer and educational administrator. He currently directs the MATESOL program at The New School
University in New York.
Jeffrey Doonan (Turkey) & Julia Alivertis (Greece) "What'cha Lis'nin 2?": Taking music from the CD to CDA
“Each utterance is filled with echoes and reverberations of other utterances” (Bakhtin) Music is a big part of our students’
lives, but how much of it do they really understand, comprehend? In this workshop we aim to take the music from simply
listening for pleasure to a deeper level of understanding through an analysis of what the lyrics “say” with Critical Discourse
Analysis. Through this analysis we hope to develop an engagement with the music that allows the students to exercise their
intellect, emotions and empathy. The workshop is aimed at students from Middle School to University level.
•Jeffrey Doonan has been a teacher of English and the Social Sciences for over 20 years in several countries in the
Mediterranean region and is presently teaching in Ankara, Turkey. He feels that raising students awareness of social issues
through the language classroom is of paramount importance.
•Julia Alivertis has been teaching EFL to teenagers for more than 20 years. She has worked privately and as a secondary
education state school teacher in Greece. She has been a member of TESOL Greece for many years. She holds a BA from
the National and Kapodistrian University of Athens.
Paul Dummett (UK - Sponsored by Cengage) The Power of the Image
We live in a world where images are used more than ever to reinforce, and at times replace, the spoken and written word. To
present discourse without them is both unrealistic and unhelpful. Our memories work in pictures, our experiences are stored
using them. Raising awareness of this can help students to remember language more easily. This talk examines how we can
use photography to reinforce learning and offers some practical examples of teaching activities using photos from the
National Geographic archive.
Paul Dummett is a writer based in Oxford. He ran his own school from 1998-2006 teaching professionals. He gave that up
in 2007 to concentrate on writing, but still teaches in Paris and Oxford. Publications for Cengage include: Success with BEC
Higher, Energy English, and Life Upper Intermediate.
Louisa Dunne (British Council, France) Using and Blending new IELTS resources to promote learner autonomy
This session will focus on the New Road to IELTS, a British Council online resource and the new TakeIELTS website for
Testing and candidates, and how teachers can use these resources to promote autonomous learning and help students achieve their
Assessment goals. We will discuss possible obstacles to learner autonomy and how teachers have dealt successfully with these. Then we
will look at the new TakeIELTS website for candidates and the support it can provide to teachers and students Finally we will
see how the New Road to IELTS online resource can be blended with a face to face IELTS preparation course.
Louisa Dunne is a teacher, teacher trainer and Cambridge ESOL examiner who has worked for the British Council in Nepal,
Egypt, Japan, Portugal and France. She is currently Examinations Academic Support Manager at the British Council, Paris.
Despoina Galanaki (Greece) Rubrics: A useful tool for authentic assessment
How can a group dramatization or an oral presentation involving ICT be evaluated? Rubrics are flexible assessment tools
that can be applied to a variety of authentic tasks. By establishing precise criteria according to which students’ work will be
judged, they clarify teacher expectations and provide learners with useful feedback.
Despoina Galanaki is an EFL teacher for learners in secondary. She has been teaching English at Greek Public High
Schools for the past seven years, mainly at an intermediate level. She is interested in whatever helps her students act
creatively and think critically.
Alicja Gałazka (Poland) Cultural Learning through Drama in the ELT Classroom
Drama is rooted in imagination which can provide a limitless number of contexts within which learners can create and
practice language skills. This workshop will offer a range of drama strategies for creating an imaginary community and
culture can be used as a powerful forum for the collective exploration of the language and different customs. The workshop
will demonstrate various possibilities drama gives to learn a foreign language through cultural content.
Dr. Alicja Gałazka is a university lecturer and head of the Language Centre FUTURE in Poland. She has been researching
Training and and practising drama for years. Her main interest is using drama in ELT classroom in the neurological and psychological
Development context. She is a coordinator and participant of many international drama projects.
Marta García Alamán & Olga I. Díez Velasco (Spain) CLIW: Content Language Integrating Wine
The Official Language School El Fuero de Logroño at Haro is located in a region famous for its wine. As a result, some of
our classes revolve around wine and its culture, using them as a catalyst for language teaching/learning. In our talk, a variety
of wine-based activities designed for several purposes and levels will be described, all of which can be easily adapted to
different national or regional realities. A brief guided educational wine tasting session will also be offered.
•Marta García Alamán (MA in Applied Linguistics) is the Head of Studies of the EOIEl Fuero de Logroño in Haro. She is an
oral examiner for Cambridge ESOL. She is also a teacher-trainer for the Community of La Rioja and a member of the
Council of Europe Pestalozzi programme.
•Olga I. Díez Velasco (PhD in Linguistics) teaches English at the EOIEl Fuero de Logroño. She is an Associate Lecturer at
the University of LaRioja. She has published a variety of papers on metaphor and metonymy in English. Her current research
interests have taken her into CLIL and intercultural issues.
Jemma Gardner (UK) What is "emergent language" and how can we "deal with it"?
"Dealing with emergent language" is a key tenet of Dogme ELT, but what does it mean in practice for a teacher? This
workshop aims to offer the participants, whether Dogme- followers or not, first-hand experience of what working with
naturally occurring language means, and also why and how it could implemented in the classroom. We will look at gathering
language data from learners and putting it back to work through providing meaningful, appropriate, personalised and useful
practice activities that require little or no material/ pre-planning.
Jemma Gardner is a teacher and teacher trainer based in London. She is interested in the unplugged approach to teaching
Igor Gavilán (Spain) Practical Strategies and top techniques for teaching and learning
As language teaching professionals, we all need to know a few simple methods to overcome the language barrier with our
students. Teaching is always challenging, but to make it rewarding and to maximise opportunities for learning, we should
develop a series of useful techniques and strategies which will be mentioned throughout the presentation. We will focus on
Management using visual aids, key vocabulary, technology, interesting and entertaining material. All in all, we will provide some guidelines
& Grammar to create an ideal atmosphere for teaching and learning.
Poster: Integrating top teaching to promote student engagement
Integrating the four skills (reading, writing, listening and speaking) differently and professionally in the teaching of English as
a foreign language is of paramount importance. This poster makes it clear that the four skills can be taught in an original and
coherent way to engage students in their learning process.
Igor Gavilán holds a B.A in English and is qualified in Pedagogical Skills by the University of Deusto (Bilbao). Currently a
lecturer, a teacher, and director of his own school of languages for 18 years. Former Board Member of TESOL-SPAIN,
Poster Competition Winner (TESOL France 2009) and Committee member of BETEA.
Ania Gębka-Suska (IATEFL Poland Representative) Prompts 4ELT
Close your eyes and imagine a lesson at a beginner level. The whole class are chatting away while the teacher is standing
in the corner. Listen carefully to the language the students are using. You can’t believe your ears - they are speaking
English and actually communicating. Impossible, you will say. No, it isn’t. Come to the workshop and see for yourself!.
Low-level students not only have very limited vocabulary but they often they simply run out of ideas for WHAT to say. Using
prompts helps students overcome that problem. Prompts 4ELT are little cards which offer words (or ideas) students
should/could use, thus letting them concentrate on the grammatical form. The prompts are excellent for busy teachers and
for kinesthetic learners who love to ‘touch’ a word before they use it.
Anna Gębka-Suska is the academic director of Centre For Excellence in Language Teaching in Poland. She is also an
experienced teacher trainer, coach and materials writer. She has presented at conferences in Poland, Great Britain,
Germany, Spain and China. Since 2011 she has been the president of IATEFL Poland.
Elinda Gjondedaj (Greece) Mobile Storytelling
Nowadays, we are surrounded by smartphones, iPads, Androids and other mobile devices everyday. The majority of our
students carry a mobile device daily and seem to be addicted to them. Why not use these devices for the benefit of our
Technology in lesson and facilitate learning inside and outside classroom walls? We can give to our learners the potential to access
learning anytime and everywhere. But how can we do that? In this workshop, we will explore practical ideas and free apps
on how to create stories with our students using their favourite devices and promote research, brainstorming, speaking,
Elinda Gjondedaj is an EFL teacher and a graduate of English Language and Linguistics from the University of Athens.
Her research area is new technologies in teaching in which she has carried out several workshops in Greece. Her keen
interest on mobile learning led her to create her own iPad apps. She was the Poster Competition Winner TESOL France
2011 and is the official 'tweeter' for #TESOLGREECE
Isabel Haller-Gryc & Kelli Dahmen (USA) Team Games: opportunities for spontaneous language use
Games are a common activity for teachers who work with children and the benefits of games can be applied to adult ESL
students as well. The presenters will review several games they use in their language classes, discussing tips for planning
effective games that keep interest high, encourage participation while lowering the affective filter. Participants will leave
this session prepared to implement team games that require minimal materials but provide meaningful practice, as
students have to read, listen, speak and write in order to win.
•Isabel Haller-Gryc is currently the Curriculum Coordinator and an instructor at Washington State University’s Intensive
American Language Center. She holds an MA in TESL from the University of Idaho, and has an over 12 years experience
of teaching ESL.
•Kelli Dahmen is an instructor at Washington State University’s Intensive American Language Center. She holds an MA in
Education, has taught at the IALC for several years, and also has experience teaching ESL abroad.
Mark Hancock (Spain) Pronunciation as a listening skill: understanding authentic English
Pronunciation is just as important for listening as for speaking. The problem for the learner is that in the real world, they will
not encounter just one standard pronunciation. Instead, they will have to cope with massive variations. In this workshop,
we will look at variation according to context and according to accent. We will look at features of fast connected speech,
and sounds which are particularly vulnerable variation across different accents. I will demonstrate awareness-raising tasks
to help learners accommodate to these variations. Finally we will look at practical ways to make classroom materials from
authentic audio recordings.
Mark Hancock started teaching English in 1984. He has a degree in Teaching English from Aston University. His books
include Pronunciation Games (CUP 1995), English Pronunciation in Use Intermediate (2nd ed. CUP 2012) and he is coauthor of English Result (OUP 2007-10) and co-founder of the ELT resource site http://hancockmcdonald.com
Maria Heron (UK - Sponsored by NILE) Getting Learners Speaking!
Learners need challenging and motivating opportunities to practise their freer speaking in class and become more effective
communicators in English. In this practical workshop you will have the opportunity to try out some of my favourite
speaking activities which have helped my learners develop their fluency. Some of the activities have a strong focus on
personalisation and include mingling and peer interaction. You will have opportunities to discuss how the activities could
be adapted to your own context and learners. You should leave the session with ready-made activities to try out in class
Maria Heron is a practising teacher and teacher trainer with 30 years experience. Her work has been mainly in the UK but
she has also worked in Germany, Switzerland, Kazakhstan, Russia, Canada, Argentina, Chile, and Panama. She is
CELTA Centre Manager at NILE and a DELTA tutor.
Ruth Huart (France) Phonetic Obstacles to Comprehension: The ear is not the problem
Attributing meaning to a sequence of sounds is a complex process, no doubt the most difficult to teach in a foreign
language. While a lot of progress has been made in analysing the tasks that lead up to this process, insufficient attention is
Pronunciation paid to the phonetic obstacles involved. In this presentation, we will look at the kinds of mistakes French learners make
and how to avoid them by cultivating awareness of how the sound system of English functions, WITHOUT teaching
phonetics. Stress, vowel reduction, elision, assimilation are not abstract concepts to be learned, but physiological
properties to be integrated into the body and mind.
After studying French in the U.S., Ruth Huart earned a doctorate and “H.D.R.” in English linguistics in Paris. She taught
English grammar, phonetics and linguistics in three French universities from 1971 until her retirement in 2006. She
continues to lecture to English teachers in France (“formation permanente”) and published in 2010 Nouvelle grammaire de
l’anglais oral (Ophrys).
Meltem İpek Öner (Turkey) Efficient E-Sources: Web 2.0 for Classroom Use
This workshop promises to show teachers the tips and tricks of how to use some Web 2.0 tools ( Google Search Stories,
Poll Everywhere and Goanimate) efficiently and incorporate them into their teaching. Thanks to Web 2.0 tools, creating
Technology in web-based learning materials for classes (even in 30 seconds) is possible. Therefore, it is crucial for teachers to familiarize
themselves with useful web 2.0 tools to color their lessons. However, the teachers don’t need to have high-tech skills to be
Classroom & able to do so. Web 2.0 tools are easy and practical to utilize.
Training and Meltem İpek Öner holds a BA in ELT from Middle East Technical University. Besides ELT, she studied Sociology as a
Development minor at METU. She received her ICELT in 2008. Currently, Meltem is studying on her MA thesis at Yeditepe University,
Educational Administration and Supervision Department.
Leila Issa (Saudi Arabia) Whole Brain Teaching
Teacher enters class, calls for students to be quiet; only few comply; others continue chatting, oblivious to Teacher’s
request. Teacher, more tense, asks for attention again, a bit louder. Students act as though giving their attention is an
Management imposition. Does any of this sound familiar? Would you like to change the situation? Then this workshop is right for you.
Whole Brain Teaching is a kind of “silly” behaviour based on brain-based learning. The purpose is to consistently catch the
class attention in a simple and effective way, away from the feeling of hostility and hopelessness, and close to having fun!
Leila Issa is the curriculum developer and teacher trainer for a major national school in Saudi Arabia. She’s worked as a
teacher for almost 15 years. Currently she designs and conducts in-service training programs and observes their
implementation in a real classroom environment and gets feedback from teachers.
Csilla Jaray-Benn (France) Tailor-Made 1-to-1 Dynamics: Collaborative Creative Learning (CCL). An Interactive and
It is a common belief that teaching on a one-to-one basis is more demanding for both the teacher/trainer and the learner. In
this practical and collaborative workshop we will look into ways of generating real one-to-one dynamics by using learnergenerated scenarios and technology. We will tackle strategies of:
• transforming the “teacher-questions-learner-answers” ping-pong table setting into a “shared-responsibility” kayak rowing
setting through CCL,
• fostering dynamic exchanges between two linguistically unequal communication partners,
• providing a realistic framework for role-play activities while generating the feeling of success in learners,
• extending one-to-one dynamics through technology.
Csilla Jaray-Benn, MA in English and French language arts and theatre, has taught English for fifteen years in France
and Hungary. Specialised in Business English, she owns and runs a professional language training organisation, Business
English Services in the Grenoble region and teaches Communication Skills at IEA, Grenoble.
Kate Kleinworth (France) "We don't have time to be bored!" Strategies for increasing student motivation
What can you do when your students say 'I'm only here because I'm forced to take English'? In this talk, I will explain how I
succeeded in increasing student motivation, and share general strategies and specific lesson plans that can work for you.
Some of the keys for motivation include varying types of activities, constant interaction between students, and explicit
instruction on learning strategies. I'll also show how to let students in a large class work at their own pace without
Education & competition, and how you can encourage your learners to become experts of the class!
Kate Kleinworth has taught English in France for over ten years, most recently in Toulouse, where she primarily works
with adults and university students. She received her MA in language teaching from the University of Texas, and is one of
the founding members of TESOL France Toulouse.
Judith Logsdon-Dubois (France) The TPRS Revolution
Teaching Proficiency through Reading and Storytelling* was created by Blaine Ray, a Spanish teacher, in the 1990’s and
has evolved ever since with the contributions of hundreds of teachers using the method and exchanging their grassroots
experiences on the internet, continually enriching the method with their feedback. Its main strength is in reaching students
who are left by the roadside with other methods. Discover why students who are taught with TPRS produce correct
Development language without thinking about it, and improve vastly in comprehension and writing ability.
Américaine, j’enseigne l’anglais aux francophones depuis 1967, au Québec, au Cameroun, en Suisse et depuis 1985 en
France. J’ai pratiqué en primaire, au lycée et en faculté d’anglais. J’ai un DEA en études anglophones et j’ai obtenu
l’agrégation en 1997
Colin Mackenzie (France) Learning opportunities, I’ve made a few.
In this workshop I am planning to bare my soul and give examples of my teaching failures, especially those I’ve had when
trying something new. I shall then look at these failures and try to see what I might have learnt from them. Then it’s over to
you to share any failures you might have had, but only if you want to, and to discuss what they could tell you about your
Training and teaching or training, and perhaps in which direction to go next. Finally we’ll ask if there are ways of learning more quickly
Development from our mistakes.
I have been teaching for 20 years, having had failures and successes in a multitude of settings, and at present teach in
higher education in Nantes. I have been a member of both the TESOL France and IATEFL executives. My particular area
of interest is Teacher Development.
Paul Maglione (France) What We Now Know About Teaching With Video Clips
Ever since YouTube became popular, creative EFL teachers have integrated video clips into their lessons. The choice of
available material has now grown exponentially, the technology has become somewhat more reliable, and we now know
Technology what works and what doesn't in a video-based lesson. Today, authentic video material can be used in many ways both
inside and outside of the classroom to achieve a complete language learning experience, as well as to bolster learner
Classroom & motivation and autonomy. This talk will cover some fundamental related pedagogical principles, and well as some useful
Young Adult do's and don'ts, for teaching with video.
Born in NYC, Paul Maglione studied at Brown, London Business School and Rutgers University. Following executive
positions in the content, media, entertainment and technology industries, in 2009 he co-founded the innovative language
learning venture English Attack, the first truly global entertainment-intensive digital platform for learning languages.
Fiona Mauchline (Spain) Putting the Creative back into Writing
'I have no imagination' 'I have nothing to say' 'I have no opinion': common complaints and the let-out clauses for teen and
adult learners alike, but with a gentle nudge and some fun, confidence-increasing activities that unleash a wealth of
Writing Skills vocabulary and awaken the senses as well as the imagination, not only will your students enjoy writing creatively (and
possibly listening to each other!) but you, the teacher, will have something interesting to read. Let the Muse begin to play.
Fiona Mauchline is a teacher, teacher trainer and materials writer based in Cáceres, Spain with 25 years of experience
working in ELT. She regularly trains teachers in Spain, and has trained in other countries including Palestine and Turkey.
She writes and/or runs 4 blogs (including macappella on teaching teenagers), and co-curates #Eltpics.
Annie McDonald (Spain) Helping Learners Become More Effective Listeners
Nowadays, learners have access to various types of audio recordings. However, and despite the time spent ‘doing’ listening
in the classroom, they often feel frustrated when trying to understand authentic texts. In this workshop, we’ll analyse some
of the challenges learners face when listening to authentic texts. Then we’ll take a walk through a listening lesson,
considering different tasks which can both ‘teach’ listening and help learners aspiring to B2 level become more effective,
confident and autonomous listeners. The task-types can also be used with different texts and learners at different levels.
Annie McDonald has been involved in ELT for 25+ years, in Turkey, Brazil, the England and Spain. She holds an MSc from
Aston University, co-authored Pen Pictures, a 3-level writing course for young learners, and English Result, a 4-level English
adult course (OUP with Mark Hancock). Their website is http://hancockmcdonald.com.
Amanda McLoughlin (Spain) Getting students to think in CLIL classes
Students learn effectively when they engage higher order thinking skills in the learning process. In this session I propose to
give practical examples of how theory can be transferred into good classroom practice. We will begin by looking at Bloom's
taxonomy, and move on to a demonstration of a science lesson for upper primary learners. Finally we will apply the theory to
Training and the activities demonstrated to decide how thinking skills are being developed at each stage. The focus of the session will
Development therefore be practical, with lots of useful ideas for materials selection and creation.
Amanda McLoughlin has been teaching EFL since 1999 in Spain and the UK. Recently she has been involved in teaching
primary science and art and craft near Bilbao, and writing materials for Richmond Santillana and Vicens Vives. She is also a
teacher trainer at the British Council, Bilbao.
Gerard McLoughlin (Spain) Changing Perspectives
In this workshop we will look at how we can exploit typical topics from the course-book by finding useful websites and video
clips. In today’s digital age learners are constantly exploring the Internet in English. I believe that we can help them by
introducing them to useful websites that can change their perspective on image, culture and people. Having done this with
my classes I have found the learners develop their language and skills activities but also learn about the world around them
through different eyes and they are encouraged to bring their ideas and views to class.
Gerard McLoughlin works as a CELTA and DELTA trainer at IH Barcelona. He is a co-author of Next Generation, a
Bachillerato coursebook, for CUP. He has also written teacher’s books for McGraw Hill and Heinle. He is a board member of
TESOL-SPAIN as Webmaster and Resources Officer.
Luke Meddings (UK) & Chuck Sandy (Japan) Stepping Back: How to be yourself in class
Teaching practice is often associated with methodology and techniques, and teaching life with professional development. No
wonder it’s hard to step back and think about the place we teach from - not the coursebook or syllabus, but the teaching
'self'. Whether we think of this in Freire's terms as 'the one who teaches', or in Palmer's words as 'the soul of the teacher',
Training and we need to nurture it. In this workshop, we’ll reflect on inspirational texts and share practical activities to explore how
Development stepping back can help us to move on to become the teachers we are.
& Dogme (for
•Luke Meddings is an ELT teacher, author and teacher trainer. In 2000 he co-founded Dogme in ELT with Scott Thornbury.
Classroom) Their award-winning book Teaching Unplugged was published in 2009. Luke recently set up independent e-publishing
collective The Round alongside Lindsay Clandfield. Their book 52 appeared in 2012.
•Chuck Sandy is a cofounder of the International Teacher Development Institute (iTDi), and an author on several courses
including iTDi's English For Teachers which he wrote in collaboration with Barbara Hoskins Sakamoto, Kate Cory-Wright
and twenty amazing educators from around the world. Chuck's also an avid community gardener.
Nick Michelioudakis (Greece) Getting People to Like You
The key to successful teaching is student motivation – and if you can get students to like you, you are half-way there! Yet
ELT is mostly about what to teach and how students learn. I believe ideas and insights from such fields as Social
Psychology can be translated into practical tips for effective Classroom Management – but unlike similar ones from
Linguistics for instance, these discoveries can also be of help in every aspect of our everyday life (not least romantic
Management relationships!) To find out more about the rationale behind this talk, visit YouTube and type ‘Psychology and ELT’.
Nick Michelioudakis has worked all his life in the field of ELT as a teacher, examiner and trainer. He has written numerous
articles which have been published in many countries. He is particularly interested in one-to-one teaching and student
motivation and has a keen interest in Social and Evolutionary Psychology.
Steven Muir (TESOL Spain) Telly Learning
In this practical workshop we will look at a range of classroom activities inspired by clips from short films, TV and YouTube.
These activities focus on a variety of language areas and skills, including listening, pronunciation, and speaking. The
activities can easily be adapted to use with many other clips. Participants will get a number of teaching ideas to take away
with them and use with their own students. And most importantly, students seem to enjoy them!
Steve Muir has worked in ELT for over twenty years. He has taught English to young learners and adults in the UK, Egypt,
Hong Kong and Spain. He lives in Madrid and works at the University of Alcalá de Henares.
Anna Musielak (Poland) Can drama be all about...grammar?
For many students grammar is not the most electrifying subject in the world... The aim of this workshop is to show how to
make grammar lessons fun, exciting and memorable thanks to using drama games and techniques. The activities presented
will show how to help students remember grammar rules and apply them to their everyday life. By using basic drama tricks
Drama-based we can introduce grammar points and make the lesson more interesting and challenging.By combining drama with grammar
we make sure our students are involved in the learning process and acquire the skills as if by accident, naturally.
Vocabulary Anna Musielak graduated from the Philology Department of Silesian University as a Philosophy Doctor. She has worked as
an English teacher, trainer and writer. She has also published articles on literature, culture and language teaching. She is
interested in using drama, music and literature in teaching English.
David O'Hanlon (France) Getting in Touch with Your Inner Redneck: Exploiting Cultural Difference & Personal
Narrative to Advantage in the Classroom
French students are often very well versed on debate procedures on a predictable range of topics like wheels rolling through
well worn ruts in the road. Students go through the motions of a debate on subjects such as gun control or the death penalty
even though the consensus in the room is a foregone conclusion. As the only genuine difference of opinion is usually
between myself and the class it is often more profitable to provoke a genuine debate by employing the Socratic method and
gently challenging students to use English to defend beliefs they hold to be axiomatic.
David O'Hanlon is an Australian living in Paris where he moved with his wife in 2006. He was born in Melbourne and
studied at Canterbury University New Zealand. He has taught in refugee camps on the Thai-Burma border and in Malaysia,
Thailand and Japan.
Donna Obrzut (USA) Using Reporter’s Questions for Reading Comprehension and Writing Summaries
For many students, writing a summary is one of the hardest concepts to grasp. Students will either copy the text, because
they think the text can better express the main idea, or they will write their opinion or reaction to the reading selection. They
don’t have the confidence to write the summary in their own words. Using reporter’s questions – who, what, where, when,
why, how - will help students focus on the main details, understand the main idea, and provide an outline for effective
Writing Skills summary writing.
Donna Obrzut has a Master’s in Reading and Language Arts, and is currently on the English/World Languages faculty at
Henry Ford Community College. She has taught preschool through community college, and has created teaching materials
and co-authored Capitán Español's Exploratory Spanish with Marifer Sánchez for Teacher’s Discovery Publishing Company.
Özge Öztürk & Nursel Çetinkaya (Turkey) Touchy, Teachy and Tech-y Vocabulary Tools
As teachers of English, we need to improve our vocabulary teaching skills. As technology is the need of the day,why not let
technology assist teachers? Inspired by the deep sea of technology, we will present you several ways to include technology
Grammar and tools in the process of vocabulary instruction.With these methods, we will touch learners' academic lives, teach vocabulary
Vocabulary & effectively to our techy learners. Let's get it started right now, in this presentation!
•Özge Öztürk is an English Instructor, teaching at Uludağ University in Turkey. She has been teaching English for 4 years
and in addition to her full-time teaching, she is studying for her MA Degree in ELT, and is especially interested in educational
technology and language teaching.
•Nursel Çetinkaya is working as an English Instructor at Uludağ University in Turkey. Before her current position, she worked
with young learners and had the privilege of using technology in her classes. She is also studying for her MA degree in
Educational Administration and Supervision in Turkey.
Dimitris Primalis (Greece) Literature strikes back! Teaching literature with technology.
In the era of digital literacies, 21st century skills and social networking, the revival of literature seems to be more imperative
and challenging than ever. How can you acquaint the generation of computer whiz kids with fiction, science fiction and other
genres? How can you stimulate students’ interest to start reading? How about using technology? The split viewing/listening
Technology in technique, Internet resources and free Web 2.0 tools can be powerful allies to attract learners’ attention. A workshop for
tech-lovers, bookworms and teachers based on activities done with advanced (C2 CEFR) and primary school learners (A1-2
Classroom & CEFR)
Dimitris Primalis has been an EFL teacher for nearly 20 years and works at Doukas (a Microsoft Mentor school). He has
published 5 test booklets (Macmillan) and has presented at IATEFL, TESOL Greece, TESOL Macedonia-Thrace and ISTEK
conferences. He is interested in integrating technology and innovation in everyday teaching.
Terry Prosser (Czech Republic - Sponsored by Cambridge University Press) Follow the Clues - Phrasal Verbs Helping students to see things for themselves
This seminar highlights the difficulties that learners often have with understanding phrasal verbs and offers some practical
Grammar and and contextual suggestions for presenting new language and reinforcing meaning. We’ll look at ways of clarifying literal and
non-literal language through the surrounding content of text, visuals, extended examples and also suggest ways of reviewing
new vocabulary for different learning styles. The presentation is accompanied by helpful handouts, articles and activities for
language teachers to present and practice phrasal verbs in an enjoyable, helpful and memorable way.
Terry Prosser has been a teacher and teacher trainer for 17 years and has worked extensively across Europe and the
Middle East. He is an international conference presenter for Cambridge University Press and is also a book reviewer and
writer for Modern English Teacher magazine (MET).
Fabienne Quennet & Olaf Lenders (Germany) Strategies in FL academic writing: How to identify individual needs?
In this workshop, we will discuss individual writing strategies of foreign language writers and how to give them individual
support. Using Wyllie’s taxonomy of writing strategies, we asked learners to choose the category that best describes their
Writing Skills own approach to writing. Following this students were asked to identify areas that cause particular problems when they
& English for engage in academic writing. On the basis of this data, we have developed teaching methods that we found to best serve the
learners’ needs. We will present some of these methods and discuss them with workshop participants to exchange
experiences and ideas.
•Dr. Fabienne Quennet is a researcher and lecturer of English at the Philipps-Universität Marburg, Germany.
•Dr. Olaf Lenders is a lecturer of English and German as a Foreign Language at the Bonn-Rhein-Sieg University of Applied
Marianne Raynaud (France) All You Need Is… Motivation
The most essential force in learning is motivation. How do you stimulate motivation? We’ll begin by analyzing our aspirations
to see what impedes us from carrying out our resolutions (both private and professional). Then we’ll look at goals students
wish to attain and discuss why they very often lose hope and give up. Most importantly, we'll consider practical strategies
Training and (tested by the speaker) that best stimulate motivation: clear guidelines, realistic action plans, increased participation,
Development enjoyable oral exams, easier evaluation, etc. Expect much pair work and small group discussion. Films with students
& Speaking performing will illustrate the effect of enhanced motivation.
Marianne Raynaud, author of "QualityTime-ESL: The Digital Resource Book", taught 24 years at the Grenoble Institute of
Technology elaborating collaborative programs in three engineering schools. Her interactive podcasts (“QualityTime-ESL”,
“Your English”, “5-Minute TOPs”) are on iTunes top 200 charts in many countries. She writes for ETP, Voices and Share.
Christina Rebuffet-Broadus (France) Dogme through students' eyes
Dogme has created a lot of buzz since Scott Thornbury first called for a vow of EFL chastity in 2000. Teachers have taken to it,
but what do students think of the approach? What does a Dogme lesson look like? How do you make sure there is coherence
Dogme (in the over longer unplugged practice to avoid “series of one-offs” syndrome? This talk will offer some answers to these questions and
hopefully spark new ones that further the Dogme debate. Attendees will also come away with some practical tips to add a little
Dogme to their lessons.
Christina Rebuffet-Broadus has lived in Grenoble, France since 2004 and works as a freelance teacher in companies and
universities. She also writes for several language-learning magazines. Paradoxically, her interests include unplugged teaching
and building learner autonomy through technology. She is regional coordinator for TESOL France Grenoble and a member of
Bita Rezaei (Iran) How to promote teachers’ psychosocial competence
Numerous challenges inside and outside classrooms affect the quality of teachers’ performance and they mostly lack the skills
to deal with them. Sharpening the skills like Positive thinking and goal setting, effective communication and interpersonal
relationships skills, coping with emotions and stress, problem solving and conflict resolution could help teachers enjoy their life
inside and outside the classroom more. The presenter will share her findings regarding the ways to equip the teachers with
Training and these skills to deal with the challenges they face and discuss tips to promote teachers’ psychosocial competence.
Bita Rezaei is currently the director of studies at Hermes institute of science and technology, Tehran, Iran. She holds the
Cambridge CELTA, YL Ext., and Delta. Her areas of interest in ELT include teacher training and development.
Anna Rogalewicz-Gałucka (IATEFL Poland representative) How I manage teenage learners
Maintaining teenagers’ motivation can be a challenge, but let’s look at it from a bit different perspective. Let’s try to teach the
meaning of life through English. Let’s learn the adolescence culture and teach the other “Culture” at the same time. Change
what is shallow to something deeper. In this session, I wish to focus on some challenges connected with the teaching of
speaking and reading and revising the material through the two mentioned skills. The workshop will offer some practical advice
Management as well as activities which can take your learners another step up.
Anna Rogalewicz-Gałucka is a graduate of Łódź University where she specialized in modern British literature, with over
twenty years' experience of teaching children and adults. Since the graduation, she worked for the Foreign Language Centre
of the University of Łódź as a teacher, teacher trainer and examiner trainer. She also run a number of in-company courses at
Polish banks, ABB and other companies. Currently, a junior high school teacher in Zgorzelec, Poland and IATEFL Poland
Chief Administrative Officer and Conferences’ Manager. She has also acquired years of experience as a language examiner at
many competence levels, last few years mostly worked with telc exams. Anna is a faithful fan of CLIL.
Jane Ryder (France) Looking in the Mirror: The place for reflective practice in teacher education
Reflective practice is the process by which a teacher is brought to examine their own teaching, analyse it and learn from it.
Both teachers starting out, and those in long time service who wish to develop their careers further, benefit from having
reflective practice firmly embedded at all stages of their training. This talk will explain how Cambridge University\'s teacher
Training and training programmes have fully embraced this principle. Concrete examples and testimonies from the CELTA and DELTA
Development programme in Strasbourg will be presented to show this. Finally we will look at the implications for France in general.
I run a CELTA and DELTA teacher training centre in Strasbourg and have been teaching in France for 13 years. I hold a MA in
Applied Linguistics and TESOL from Leicester University and I am committed to changing the status of ELT teachers in France!
Spencer Salas (USA) Flexible formats for meaningful classroom discussions
Talking in class too often follows the sequence of a teacher offering a question, a student or students responding, and the
same teacher evaluating that response. In other instances, talking is framed as a debate—with participants divided into teams
less interested in co-constructing knowledge and more interested in “out-talking” the others. But it doesn’t have to be that way.
The session outlines in concrete and practical ways language teachers might leverage exploratory, civil, and participatory
dialogue in their classroom practices through guided practice with three flexible templates for initiating, sustaining, and
assessing thoughtful and participatory classroom dialogue.
Spencer Salas is an Assistant Professor in TESL
University of North Carolina at Charlotte.
in the Department of Middle, Secondary, and K-12 Education at the
Stella Saliari & Marine Condette (The Netherlands - Sponsored by ETS) ETS scoring policies or how to evaluate
speaking and writing skills
ETS – creator of the TOEIC and TOEFL tests - uses both human raters and automated scoring to offer a complete and
accurate indication of an applicant’s ability. While automated scoring methods have advantages, they do not measure the
effectiveness of the language response and the appropriateness of its content. Human raters are needed to attend to a wider
variety of features, such as the quality of ideas and content. This session will look at how writing and speaking skills are
evaluated and scored by ETS, which will permit teachers to efficiently prepare students for these tests.
•Stella Saliari holds a degree in English Language and Literature and German Philology from the Technische Universität
Carolo-Wilhelmina zu Braunschweig in Braunschweig, Germany. She obtained her MSc in Middle East Politics at the School
of Oriental and African Studies in London. She has worked as an English and German teacher.
•Marine Condette holds a double diploma in Political Sciences from the IEP of Lille and the University of Kent, UK and
obtained a Master’s degree in European Public Administration at the University of Leiden, the Netherlands. She has worked at
the French embassy in the Netherlands and at Laureate Online Education.
Eduardo Santos (Brazil) Are We Facing a Creativity Crisis? Fostering Creative Thinking through Classroom
Many classroom activities aim at helping learners acquire and practice new language – but not necessarily to think beyond
grammatical structures and lexical chunks. Standardized exams and a manufactured education have helped children to
become less creative than they were 20 years ago.
There is potential for creative thinking in all lessons and with all age groups. This talk will discuss the importance of fostering
students’ creative thinking for 21st century demands and analyze practical activities which promote students’ creativity in the
Eduardo Santos works as a freelance academic consultant and teacher trainer based in Recife, Brazil. He also works with
international companies as a Business English trainer. Eduardo holds a BA (Hons) in Languages and Literature (UFPE) and
is currently finishing the Cambridge DELTA.
Malu Sciamarelli (Brazil - Sponsored by: Seven Idiomas) English in the workplace: from communication to working
Understanding work contexts outside education and training has been a challenge to ESOL teachers. In this session
I will describe my experience and observations regarding the “English Boost Programme” which was designed for a
software company, as well as offering some practical examples such as the use of simulated conference calls and meetings.
I will also show how the syllabus and assessment were developed through making use of these practices.
Malu Sciamarelli holds a BA in Language, Translation and Cultural Studies and also in Law. An ESOL Teacher for more
than 18 years, she is also a Cambridge ESOL freelance speaker, Cambridge Speaking Examiner, IATEFL ESOL Sig
Committee member and ALTE individual affiliate.
Tyson Seburn (Canada) Struggles in higher ed reading averted through collaborative reading circles
Reading in higher education contexts requires learners to understand complex texts well enough to use in conjunction with
graded assignments. This can be a definite struggle with regard to not only linguistics and culture, but also length and
volume. In this workshop we explore how pedagogical adaptations of literature circles (Daniels 2002) to academic purposes
Education & can transform this struggle into learner engagement and stronger comprehension. Together, we will try out practical
examples of noticing vocabulary patterns, thinking critically, making meaningful connections and ultimately improving text
comprehension in an individual and collaborative activity.
Tyson Seburn has 15 years of ELT experience as a teacher, director and publishing manager. He is currently an instructor
in a content-driven EAP program at University of Toronto, promoter of teacher and learner development through technology
via 4C (http://fourc.ca) and president of the TESL Toronto Executive Board.
Leo Selivan (Israel - Sponsored by British Council) Does the word "synonym" have a synonym
Starting with a brief look at the influence of the French language on English, the session will explore the reasons why
English has developed a rich and constantly expanding vocabulary which, some claim, exceeds one million words. The
result is a lexically dense language with many synonyms and near-synonyms. I will look at pedagogical implications and
suggest effective ways of dealing with synonyms in class, focusing particularly on phrasal verbs.
& Corpus in
Leo Selivan is an EFL teacher/teacher trainer and materials developer with the British Council in Tel Aviv. He has has an
Classroom M.Ed in TESOL and experience teaching in Cyprus, Turkey and Russia. In addition to contributing regularly to the
TeachingEnglish website, he maintains his own blog Leoxicon.
Hakan Senturk (Turkey) Dogme 2.1: Using Springpad to Create an Online Coursebook for the Dogme Class
Dogme ELT is considered to be an approach to language teaching that encourages teaching without coursebooks and
focuses instead on conversational communication between the teacher and the learner. The place of technology in the
dogme movement has been a long debated topic. However, with the help of online technology, it is possible to create
meaningful dogme techniques in the classroom. In this presentation, I will show how an online notebook can become the
perfect tool to create a Dogme coursebook using a bottom-up approach to language teaching.
Hakan Senturk graduated from Anadolu University’s ELT department in 1993 and started teaching at Anadolu University’s
Communication Sciences Faculty. In 1998, he completed his MATEFL on Computer Assisted Language Instruction. Since
1999, he has been teaching at Yeditepe University's English Preparatory School. In 2010, he was appointed Educational
Geoff Tranter (Germany) From Placement to Proficiency - an Online Technical English Testing System
Language teachers involved in Technical English have to cope with a number of specific problems. These include the high
degree of flexibility that is necessary due to the wide range of specialist areas that the students come from and secondly the
Testing and different levels of language skills and competences that the students have. The aim of this workshop is to demonstrate how
Assessment a newly developed online test system consisting of placement and proficiency tests can offer solutions that lead to less
& English for heterogeneous groups and at the same time provide a task-based approach that promotes real communication.
Geoff Tranter is involved in higher and further education, especially vocational language testing. His experience covers
CEFR-based syllabus design, examiner training, test materials, etc. He is a free-lance consultant for various organisations
including German Ministries, the German CAA and airlines. His latest project is online proficiency/placement tests for
Bonnie Tsai (France - Sponsored by Pilgrims) From Coach to Awakener
This interactive workshop will be based on the skills used in coaching. Coaching is a process of helping people perform at
the peak of their abilities. It involves drawing out people’s strengths, helping them to by pass personal barriers in order to
achieve their best. Coaching can be developed as a skill in itself or it can be integrated into any EFL/ESL class. It is useful
in guiding learners to fix useful aims for their learning process so that they will know that they have achieved something
& English for worthwhile at the end.
Bonnie Tsai is a freelance trainer. She has worked extensively with people of all ages and backgrounds. She regularly runs
Teacher Training courses at Pilgrims in Canterbury, England She is co-author of Business English Recipes and Creative
Anna Varna (Belgium) Critical Thinking and How To Dance It!
Do you want to teach the difference between will and going to or do you want to teach people? Do you want to help your
students learn lists of vocabulary or do you want to help them learn how to reason well and make good decisions for their
life? If you envisage yourself as a teacher who facilitates students to learn how to question, argue, challenge the status quo
and discover new information then this session is for you: Critical Thinking in the English Language Classroom and how you
can learn to dance it!
Anna Varna is originally an English Language Teacher who is now working at the Language Training Sector of the European
Commission in Brussels as a pedagogical advisor. She is interested in how people can learn and develop and she blogs at
Ana Laura Vega (France) Representations and motivation: what do French students think about learning English
What do French students really think about learning English? What does learning English mean to them and what is their
relationship to the language? My talk will be based on a research project in which several French students talked about their
experiences as EFL learners and the factors that motivate or demotivate them to learn a language. To understand student
motivation, it is important to understand their representations, not only of the language learned and of the native speakers of
Young Adult the language, but of the language learning experience itself.
From Costa Rica, I came to France ten years ago for my studies and have been teaching English and Spanish to young
adult learners for the past four years. I will be starting my doctorate in Foreign Language Didactics in October.
Majid Ahmadi (Iran) The effects of students’ English short lectures on improving their linguistic skills: students’
According to the syllabus usually followed in most English classes in Iranian universities, teachers are required to spend most
of the class time in teaching reading comprehension.Teaching of speaking and listening comprehension is given little
attention. In order to improve the students’ listening, speaking and some other linguistic abilities, two years ago my colleagues
and I at the School of Paramedicine in Tehran required each student to give a ten-minute lecture through power-point. This
research was intended to investigate the students’ viewpoints about the effects of these lectures on their linguistic skills.
Majid Ahmadi has been teaching English for about 25 years. He teaches French at elementary levels too. His research
interests are teaching methodology, testing and ESP.
Amany AlKhayat (Saudi Arabia) Flipped Classroom: Towards a Creative EFL/ESL Classroom
What would happen if teachers reverse their teaching strategy? Is there a teaching model that can give our students the
opportunity to learn at their own pace and master what they learn? Is it doable? What are the results? This poster will show
the benefits of flipped classroom in an EFL/ESL setting, ways to make the classroom more creative, more interactive and also
more meaningful to students. The poster will include handouts for lesson plans as well as interesting websites and ways to
create videos and animations to engage students in a motivating learning process.
Amany AlKhayat is a Lecturer of English and a Coordinator of Applied Linguistics Program at Prince Sultan University. She
has been teaching EFL/ESL for more than 12 years. Her research interests are corpus Linguistics, Translation, Applied
Linguistics, CALL and Critical Discourse Analysis.
Annie Altamirano (Spain) Speak your mind: an ELT odyssey?
Classroom activities that develop learners\' ability to express themselves through speech would seem to be an important
component of a language course but it is difficult to design and administer those activities. In this poster we shall look briefly
at the theoretical principles that support the development of speaking skills. Then we shall look at different types of activities
that can motivate the adolescent learner to use the language meaningfully while we keep control of the class.
Teacher and teacher trainer from Argentina, Annie Altamirano has lectured extensively in South America, Spain and
Portugal. She has co-authored several primary and secondary coursebooks. She is currently developing online courses and
materials for CLIL and doing research into learning difficulties. Member of TESOL-SPAIN.
Lamia Benadla & Zoubir Dendane (Algeria) English for Science and Technology among Speakers of Other
Our concern is to evaluate EST (English for Science and Technology) used by speakers of other languages from the
francophone zone, at different linguistic levels (phonology, syntax, discourse), highlighting linguistic interference with the
speakers' languages, questioning ‘the communicativibility’ of that version of English, and wondering about the appropriate
teaching method to enhance EST “communicativibility.”
•Miss Lamia Benadla had a magister (master) degree in Sociolinguistics in 2010, and is preparing a PhD in the field. She
has been concerned with Educational Sociolinguistics in Arabic settings with focus on the case of Algeria. She also cares
•Zoubir Dendane is a Senior Lecturer in Sociolinguistics and Phonology in the English Department, Tlemcen University
(Algeria). Currently a member of a national research project on issues related to Arabic diglossia and its impact on education,
and also very much involved in EFL Teaching and Learning.
Catherine Buon (Armenia) & Arthur Firkins: EFL Reading Success: Activities and Materials Design
The first part of this poster will present a brief theoretical background concerning the teaching of reading comprehension
skills. The second part will provide a rationale for text selection and examples of relevant activities. In the third and final part
of the poster, participants will design their own reading activities. At the end of the poster, participants will be able to: Understand the various stages in a reading comprehension lesson - Evaluate the quality of various reading comprehension
activities - Grasp the importance of sound text selection criteria.
Development •Catherine Buon is an applied linguist, language specialist and teacher trainer. Her research interests are reading, writing
and methods. Dr. Buon has taught in the USA, Middle East, Europe, Southeast Asia and now at the American University of
Armenia as Dean of English Programs.
•Arthur Firkins is an applied linguist and language specialist. He received a PhD from Macquarie University in Australia. Dr.
Firkins has extensive experience training teachers, teaching EFL/ESP in Hong Kong, Singapore, and Saudi Arabia. He has
published articles and presented at international conferences in the areas of literacy and ESP.
Canan Eliçin (Turkey) Apologies in E-mails Of First Year Turkish ELT Students
Although speech acts are among the most challenging components of language, ELT students are not explicitly taught how to
produce them. Should they be? To what extent are ELT students (teachers-to-be) competent at performing speech acts? Are
they presented with opportunities to practice speech acts in classroom? Are educational materials produced accordingly?
Anastasia Fetisova (Russia) The Potential of Minisagas for Developing Students' Vocabulary
It is next to impossible, on the one hand, to overestimate and, on the other hand, to underrate the role of vocabulary in
communication. Whether we mean reading, writing, listening or speaking, we primarily need words to put our ideas across
and to understand others. Thus the problem of enlarging students' vocabulary has become one of the major challenges in the
EFL classroom. The poster addresses psychological and methodological aspects of this issue and describes the effectiveness
of using minisagas for expanding creativity and stretching students' thinking alongside developing their lexicon.
Canan Eliçin has a Bachelor’s and a Master’s Degree in English Language Teaching (ELT) from Boğazici University. She
taught English at various levels in Istanbul. She is currently working at Istanbul Technical University as an instructor. She is an
international presenter and edublog writer.
Currently a senior lecturer at the department of English Philology at Moscow City Pedagogical University. She is involved in
research and publications in vocabulary acquisition, cross cultural communication and computer assisted language learning.
Jeffrey Doonan (Turkey) The Disabled Access Friendly campaign: Using ELT to raise awareness about mobility
An awareness of the world and the belief that gaps between ideals and reality can be overcome, lie at the heart of education.
Knowing that EFL can be a powerful tool to raise social awareness, the Disabled Access Friendly campaign has created a
new and unique website with lesson plans and reading texts focusing on issues affecting people with mobility disability. These
prompt students to think about issues of infrastructure, attitudes and behaviour. Although based in Greece the campaign is
not culturally biased and is relevant and accessible to EFL teachers of all levels worldwide.
Jeffrey Doonan has been a teacher of English and Social Sciences for over 20 years in several countries in the
Mediterranean region. He now teaches at Bilkent University, Ankara, Turkey. He feels that raising students\' awareness of
social issues through the classroom is of paramount importance.
Linda Ghout-Khenoune (Algeria) Sequence Pictures for Enhancing EFL Learners' Narrative Essay Writing
The intent of this poster is to display the benefits of using sequence pictures, as authentic visual teaching aids, in fostering EFL
learner's narrative writing ability. Sequence pictures do not only motivate and engage learners in the written expression course,
but also help them acquire the underlying features of narrative writing.
Linda Ghout- Khenoune is a professor assistant at Béjaia University, Algeria. Currently, she is writing a doctoral thesis in the
domain of English didactics. Her research interests are investigating learners’ learning strategies, developing learners’
matacognitive awareness and fostering autonomy in the Algerian context.
Elinda Gjondedaj (Greece) Blooms Taxonomy with Apps
This poster presentation has an intention to present and categorize the most useful iPad applications according to Bloom's
Technology cognitive categories: remember, understand, apply, analyze, evaluate, create.
Classroom Elinda Gjondedaj is an EFL teacher,graduate of English Language and Linguistics department,University of Athens.Her
research area is new technologies in teaching in which she has made several workshops in Greece.Her keen interest on mobile
learning led her to create her own iPad apps.Poster Competition Winner TESOL-FRANCE 2011, Official 'tweeter' for
Bahman Gorjian (Iran) Impact of Individual Differences on EFL Learners’ Level of Situation Specific Anxiety Affecting
the Development of Oral Skills
This poster examines the role of individual differences in EFL learners’ situation specific anxiety affecting oral presentations.
Sixty participants were randomly assigned into two groups. Then both groups were given four questionnaires (Horwitz, Horwitz
& Coe, 1986) on individual differences of variables such as motivation, personality, attitude and anxiety and then they were
interviewed. The results of the study showed that individual differences, situation specific anxiety and oral skills of learners were
significantly correlated weather positively or negatively. The results also showed that the relationship among variables was seen
as high, moderate and rarely slight.
Dr. Bahman Gorjian is currently working as a faculty member and also an assistant professor in TEFL Dept., Abadan Brach,
Islamic Azad University, Abadan, Khouzestan Province, Iran. His areas of interests are covering TEFL, translation studies, and
teaching and testing research.
Peter John Hassall (United Arab Emirates), Fujimi Sakai Tanaka (Japan) & Ken Collins (France) The Extremely Short
Story Competition [ESSC]: Contexts, Successes & Opportunities for EFL
Successes of the 50-word Extremely Short Story Competition [ESSC], discussed at TESOL France Colloquium 2009, will be
presented. Devised in UAE to stimulate creativity and excellence in EFL, the ESSC was adopted by the Japanese Association
for Asian Englishes and has run ten times in Arabia and Far East. Supported by EAQUALS, outputs (books, newspapercolumns, exhibitions, e-books and academic papers) from the ESSC have been presented and discussed throughout Europe.
These EFL outputs, including translations into Japanese, Arabic and European languages are available:
http://www.zu.ac.ae/facets and http://www.jafae.org/essc/en/
It is hoped the ESSC will prompt a conference on creativity and excellence in EFL.
•Peter Hassall, Department of Languages, University College, Zayed University is Devisor of ESSC and Director of ESSC.ZU
http://50words.org. He has lectured in Middle East, SE Asia and Pacific Rim and has three times received English Speaking
Union (ESU) awards at Buckingham Palace from HRH Prince Philip, Duke of Edinburgh.
•Fujimi Sakai Tanaka, Shibaura Institute of Technology, Tokyo, Japan is a board-member of the Japanese Association for Asian
Englishes and Chief of the ESSC Steering Committee. Professor Tanaka co-translated ‘Facets of Emirati Women’ into a
bilingual Japanese/English ESSC E-Book available on Amazon Germany: http://www.amazon.de/dp/B005S682JM (also USA
•Ken Collins, EAQUALS Individual Member living in Charente, France and spouse of Maggie Collins (TESOL France Member)
who presented along with Peter John Hassall at the TESOL France Colloquium in 2009. Ken Collins is ESSC Coordinator in
Europe and has presented and published on the ESSC at a number of significant venues in Europe and the Middle East.
Normah Ismail & Kamalanathan Ramakrishnan (Malaysia) A Fresh Look at the Use of L1 in the ESL Classroom:
A Malaysian Perspective
This poster examines the potential benefits of using the native language of students in a principled way by reviewing research
that represents the dominant view of using only the target language (L2) against a growing body of literature that argues for
principled L1 use. An attitudinal case study using 2 sets of questionnaires were used to investigate ESL students’ attitudes
towards L1 use in the classroom. Findings revealed that students prefer a mixture of L1 and L2, and that the principled use of
the L1 has positive effects on the learner.
Leading the Horse to Water: ESL Learners’ Experience with Language Learning Contracts
There is agreement among language educators that the process of language teaching and learning should aim to develop
autonomous language learners. While the advantages of autonomy seem to be quite obvious, fostering autonomy in practice
can prove to be difficult for some language learners. This poster describes the use of learning contracts as a way for enhancing
learner autonomy through the experiences of several ESL undergraduates. It also offers some implications in the use of the
contracts as a strategy for language learning.
•Normah Ismail is a lecturer with the Academy of Language Studies, Universiti Teknologi MARA Johor Bahru, Malaysia.
•Nathan Ramakrishnan has been teaching English for the past 25 years. He currently teaches at Universiti Teknologi Mara
Leila Issa (Saudi Arabia) The Round Robin Technique
Round Robin is not just another peer or group editing activity. The Round Robin Technique is integrating editing and revising in
classroom intervention practice, with special focus on individual writing strengths, weaknesses and differences.
Leila Issa is the curriculum developer and teacher trainer for a major national school in Saudi Arabia. Taught English for almost
15 years. Currently designs and conducts in-service training programs and observes implementation in a real classroom
environment. Her experience is meaningful in this sense since she gets teachers' feedback.
Chongrak Liangpanit (Thailand) The Use of Vocabulary Learning Strategy: Research to Practice in EFL Class
A great numerous previous research studies have demonstrated that good language students frequently used three types of
vocabulary learning strategies namely: discovery strategies, retention strategies and expansion strategies the most. Therefore
this study aims to present a great focus on the use of those three types of vocabulary learning strategies employed by good
language students in EFL class. The results obtained and its implication will be discussed.
Chongrak Liangpanit: PHD in Language Studies at, Suranaree University of Technology, Thailand. Lecturer at Khon Kaen
Olga Misechko & Inna Plotnytska (Ukraine) English as a Lingua Franca: as Ukrainian Student Teachers of English
Ukraine is one of the Post-Soviet states that due to its centuries-long history and geographical position tends to belong to
Intercultural community of European countries. Is it ready to find a common language with other Europeans? This poster dwells on nonissues &
native teachers of English preparation to intercultural education at secondary schools in Ukraine. It is based on the authors'
observations in the process of delivering an academic course on developing intercultural competence through English. The
course aimed at raising intercultural awareness of Ukrainian BA student teachers of English and discussing the possibilities of
English as a modern lingua franca.
•Olga Misechko: Doctor of Pedagogical Sciences, professor, Chair of FLT Methodology and Applied Linguistics; has over 100
publications on teacher training, ELT methodology, intercultural communication. Supervises scientific researches, delivers
lectures, practical classes to pre- and in-service teachers; was accepted to present at the 42nd and 46th TESOL Conventions
in NYC and Philadelphia.
•Inna Plotnytska: PhD, associate professor, head of the chair of Ukrainian language; has over 100 publications on issues of
communicative competence, language policy, rhetorical speech. Participates in national and international conferences.
Organizes and conducts seminars on topical problems of linguistic training for state clerks. Supervises scientific researches of
Master’s students and postgraduates.
Biljana Radić-Bojanić (Serbia) Social strategies in the comprehension of figurative meaning
This poster shows a one-year experiment with college students, who received figurative vocabulary input and were periodically
tested and interviewed. Mixed methods were used in order to shed light on the phenomenon from several perspectives. The
focus in this poster is a subset of language learning strategies, more precisely social strategies, as lateral and indirect, yet
equally important learning processes. The author will demonstrate the scope and frequency of the use of social strategies and
will show that students do not exploit them to their full potential.
Biljana Radić-Bojanić works at the Department of English, University of Novi Sad (Serbia), where she received her MA
degree (2005) and her PhD degree in 2010 (thesis: Application of Conceptual Metaphor in EFL Vocabulary Acquisition). She
has participated in many conferences and has published articles in Serbian and foreign journals.
Fouzia Rouaghe (Algeria) The Continuos Assessment within the LMD English Course
In the not too distant past, reforms in language education have taken place at the tertiary level in Algeria. With the introduction
of LMD architecture, the concept of continuous assessment (CA) came to light. Anecdotal evidence has shown that the
meaning of Continuous assessment is shrouded in mystery and teachers still grade learners and rank them through assigning
quizzes and formal exams. By way of consequence, the assessment taken place at the Algerian university is far from being
I'm Miss Fouzia Rouaghe from Algeria, aged 31 and holding Ma in Applied Linguistics. at present I'm Phd Candidate in English
for Specific Purposes. I'm also an overseas MA student in TESOL with the university of UNISA.
Bihimini Somananda (Sri Lanka) Designing Legal English Courses: Challenges and Perspectives
The importance of English in the legal field has led to the emergence of English for Legal Purposes as a main sub-section of
English for Specific Purposes. However, legal English course design is an arduous task for teachers in second language
English for contexts due to numerous reasons. Over the years, many language teaching approaches have been used in the second
language classroom with varying degrees of success. This presentation examines second language teaching approaches and
Purposes & challenges involved in legal English course design. It aims to provide a guideline to design legal English courses in second
language contexts. Design and
Publishing Bihimini Somananda is a lecturer teaching legal English at the University of Colombo, Sri Lanka. She has a B.A.(Hons)in
English and M.A. in Linguistics. She is currently reading for a Ph.D in Applied Linguistics. Her research interests include
English for Specific Purposes, curriculum development and using technology in language teaching.
Jagoda Topalov (Serbia) Promoting Strategic EFL Reading - Classroom Intervention
The aim of this poster is to focus on practical ways in which the use of reading strategies could be promoted in a foreign
language classroom. The poster will address three phases in the reading process, namely pre-reading, reading and postreading phase from a cognitive theoretical perspective and offer examples of exercises and interventions that proved to be
successful in helping students internalize strategies and achieve better results in reading tasks.
Jagoda Topalov received her MA in Applied Linguistics in 2009, and is currently working on her doctoral dissertation. She is
employed at the Faculty of Philosophy, University of Novi Sad as a senior assistant. She has published several papers
investigating foreign language learning.
Sinem Yılmaz (Turkey) Using Edmodo, A Social Learning Network Tool, in Teaching/Learning Academic English
This poster focuses on how a social learning tool, Edmodo, can be used in fostering vocabulary learning and teaching four
skills in English. The data for the poster is collected from an English preparatory school of a university in Istanbul, Turkey in
Technology which teaching academic vocabulary and skills are the main targets. It is suggested in the talk that Edmodo is a useful and
user-friendly tool for an interactive academic English learning environment and it fosters learner autonomy across different
Classroom & skills.
Sinem Yılmaz is an instructor of English at Bogazici University, Istanbul, Turkey. She had her master's degree at the Foreign
Language Education Department of the same university. Her research areas focus on learner autonomy and technology in the