repertory - IATEFL-H

IATEFL-HUNGARY
REPERTORY
2015
1
Foreword to the Repertory
Dear Reader,
This an online Repertory, which includes all the presentations given at the past 25 IATEFLHungary conferences, indicating the name of the presenters (plenarists are marked in capital
letters) and the year when the presentation was given, together with its title and abstract as it
appeared in the respective conference brochure. I have made minor changes on the entries
only for editorial reasons.
In order to spare you the trouble of adding up the number of presentations and
presenters, here are the figures: over 2,000 presentations by more than 1,200 colleagues – an
incredibly high number! What accounts for the numerical difference between the
presentations and the presenters is that many presenters stepped on the podium on more than
one occasion. The most active presenters were David A. Hill, Enyedi Ágnes and Mark
Andrews with 29, 26 and 21 presentations, respectively. Congratulations! As shown in the
Repertory, a great number of speakers preferred working in tandem - a welcome sign of the
collaborative spirit of our association.
Similarly uplifting is to notice the wide range of topics dealt with. While some of these
topics were evergreens, others disappeared or emerged at the behest of changing times and
perspectives. In any case, seldom do we find such a huge amount of ELT data waiting to be
processed and researched. To the attention of future researchers: please feel free to use this
data bank at your convenience!
I am particularly delighted to note that IATEFL-Hungary conferences have been truly
international in character: altogether nearly 50 countries have honoured us by sending
speakers over the years. IATEFL-Hungary has never been awash with money, and had it not
been for our sponsors, we could not have afforded to invite so many outstanding ELT experts
from all corners of the world. Here is the list of countries represented at our conferences:
Austria, Belgium, Bosnia and Herzegovina, Brazil, Bulgaria, Canada, Croatia,
Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece,
Hungary, India, Iran, Ireland, Israel, Italy, Japan, Korea, Kosovo, Latvia,
Macedonia, Montenegro, Netherlands, Norway, Poland, Romania, Russia,
Saudi Arabia, Serbia, Slovakia, Slovenia, South Africa, Spain, Sweden,
2
Switzerland, Taiwan, Thailand, Turkey, Ukraine, United Arab Emirates,
United Kingdom, United States of America, Uzbekistan.
I am also grateful to local authorities, institutions and organisers that volunteered to
host our conferences. Without their wholehearted support there would have been no
conferences held – and IATEFL-Hungary would have ceased to exist a long time ago. The
year/town table of the 25 venues is as follows:
1991 Kecskemét
1999 Győr
2008 Balatonfüred
1992 Pécs
2000 Budapest
2009 Budapest
1993 Veszprém
2001 Nyíregyháza
2010 Zánka
1994 Gödöllő
2002 Veszprém
2011 Budapest
1995 Szombathely
2003 Budapest
2012 Eger
1996 Eger
2004 Szeged
2013 Budapest
1997 Budapest
2005 Budapest
2014 Veszprém
1998 Szeged
2006 Esztergom
2015 Budapest
2007 Budapest
Finally, I hope that you will find this repertory not only a fascinating read, but also one
which will inspire you to submit abstracts for the conferences to come. Just imagine how long
the repertory will be when we are celebrating our 50th conference!
With best wishes,
Péter Medgyes
Patron of IATEFL-Hungary and Editor of the Repertory
P. S. Should you discover omissions or errors in the Repertory, please alert us. A great
advantage of online publications is that anything can be remedied at the push of a few buttons.
Acknowledgements
My sincere thanks go to Helga Bálint, Zsolt Baráth, Kinga Bori, Gergő Fekete, Zsófia Jákli,
Bernadett Molics and Andrea Vinkler for their assistance in typing the material of the
conference brochures in the middle of the heatwave of summer 2015. I am also grateful to my
dear friend, Géza Lőrincze, for helping me merge the files in one documen
3
Repertory
Surname
First name
Year
Title
Ábrahámné
(et al.)
Ábrahámné
Erzsébet
1991
A poster on using BBC Essential
English Guide to Britain
Erzsébet
1994
What is YESOL? (About the
Pitman Exam for young learners)
Ábrahámné
Erzsébet
2001
Christian aspects in teaching
civilisation (based on a new
coursebook compiled under the
auspicies of the Leonardo project)
Ábrahámné
(et al.)
Erzsébet
2002
A new approach to teaching English
to children of 8-10
Ábrahámné
Erzsébet
2003
Various techniques to teach ESP
vocabulary in Learn from me
Ábrahámné
Erzsébet
2006
Matura Plus – a useful friend when
preparing for oral exams at B1 level
Ábrahámné
Erzsébet
2007
Aspects of multiculturism presented
in English coursebooks with
religious topics
Achim
(et al.)
Alaviana
1996
Integration of skills – the author’s
perspective
Adam
(et al.)
Eva Ilona
1996
How well can they speak and read?
Abstract
Why is being tested necessary for young
learners? The history and the structure of the
Pitman examinations. The levels and
requirements. Typical language exercises of
the test papers. Where and how to take this
examination?
Learn from me (by Ábrahám Károlyné and
Egey Emese) deals with Christian aspects of
civilisation: art, festivals, Sunday services,
readings, acts of charity, famous persons,
historical events and documents through the
eyes of three students from the Continent who
won a scholarship to Britain.
A good coursebook should offer juniors real
and fictitious situations to use English.
Magicland’s characters make friends with a
lady whose pets are in charge of parts of the
English language. Children are asked to carry
out different types of activities. Enter
Magicland with the authors and have fun.
Learn from me is a coursebook on ‘church
English’. It is part of a four-language
programme awarded with ‘The European
Label 2002’. Here, the techniques of
presenting specific vocabulary depend on the
structural units such as framework story, Bible
quotations, documents, literary excerpts,
vocabulary extension, five-language glossary,
etc.
The aim of this workshop and talk is to
explore:
- The ways how Matura Plus is efficient,
student friendly, teacher friendly, language
competent, methodologically relevant
- The principles of selecting the topics
suggested by the Ministry of Education
- The harmonisation with the Teacher’s
Book 18+4
- The question types
In Learn from me we hear about students from
the Continent whose aim is to acquire the
language of the mainstream churches in
Britain. In The Hidden Treasure teenagers
from Europe attend a multicultural camp in
Hungary. To find the treasure, they need a
common language, English for
Specific/Religious Purposes.
The treatment of skills in a coursebook is one
of the major concerns of teachers and
students. Variety, integration, progression are
key concepts in devising skills activities. The
speakers will focus on the aspects of
integrating skills in meaningful context, and
will show their experience of writing
coursebooks for the lower and upper
secondary level.
The workshop would like to enhance a debate
on intensive English teaching of secondary
school entrance examinations. The examples
4
Ádám
(et al.)
Andrea
2005
Young teachers’ attachment
scheme in the United Kingdom
Ádám
(et al.)
Nóra
2004
A bank of student errors on the net
Adamová
Adorján
Dominika
Mária
2002
2012
see Fisher
Agócs
Ajtay-Horváth
Adrienne
Magda
1993
2001
see Bodóczky
Akayoglu
Sedat
2007
Curriculum development for online
teacher training
Akyol
Burcu
2010
The 21st century teacher’s toolbox
Tourism English: 21st century
content with 21st century
technology
Language competence challenged
by poetry
focus on reading and speaking.
The young English teachers conducting this
workshop all have one thing in common:
they have had the opportunity to spend 3
weeks in London and Oxford during the
summer, attached to a local language school,
observing and teaching lessons to students
from all over the world. In the first half of
the session they will each share with the
group one classroom activity that they saw
or did during their stay and found especially
useful or creative. This part will be followed
by a discussion, where participants will be
invited to share their thoughts about the
activities presented and possibly add some
more of their own. After the break the five
young teachers will give a more general
summary of the complex experience of
working in a British language school,
illustrating their reflections with plenty of
photographs and realia. Last but not least
participants will be asked to brainstorm
ideas for the creation and running of a
forum for young teachers of English that
could serve as a professional support group
discussing problems and exchanging ideas.
With years of experience, teachers can often
reliably predict student errors, otherwise
known as interlanguage errors, at a particular
level. However, systematic collection of
characteristic error samples of students’
English can reveal surprises, errors that would
not have been predicted. The presentation is
based on the work of a seminar at ELTE
CETT in which participants extended a
nationwide bank of such samples produced
earlier. A report will be given of lessons
learned in the process as well as the internetbased (freely accessible) version of the error
bank introduced and ways in which the bank
can be a useful teaching and testing aid will be
demonstrated.
Tourism English, a new ESP course for BA
English majors at Eötvös University, received
overwhelmingly positive feedback from
participants. The students described the
content as modern and entertaining, the
blended learning methodology as
inspirational, and the digital portfolio they
created for assessment as useful for their
future careers.
The lecture argues that poetry is able to
provide a different perspective on life, and
thus to challenge and improve the foreign
language competences as well. The textcentred analysis of a number of poems aims at
demonstrating methods and techniques of
approach to poetry. As a conclusion the
lecture claims that poetry is not much different
from other modes of discourse we tend to feel
more comfortable with, but understanding
poetry involves creative reading in the first
place.
Dokeos is an online platform for creating
online courses with many different features
from conference to file uploading and it is
really user friendly even for novice users of
computers. This session will introduce how
computer mediated communication tools can
be used in the teacher training context.
As 21st century teachers, we must be fluent in
emerging technologies and harness the power
of ICT to enhance our productivity and
5
Al Khaiyali
Al Tiyb
2014
Fundamentals of explicit
comprehension strategy instruction
Al Mansoori
Khalda
2005
Integrated learning project in the
BEd TEYL programmes
Al Saedi
Amany
2014
The teaching of EFL speaking in
secondary public schools for
females in Saudi Arabia
Albert
(et al.)
Ágnes
2001
Learner strategies for inferencing
meaning of unknown words in
reading
Albert
(et al.)
Ágnes
2004
The unsuccessful language learner:
demotivation, inappropriate
strategies and misbeliefs
Albert
ALDERSON
Tímea
Charles J.
2005
1998
see Ádám
Testing and teaching: the dream and
the reality
professional practice and maximize student
learning. This talk looks at a variety of Web
2.0 tools, including blogs and wikis, and
examines how they fit into the classroom and
impact on the teaching and learning that takes
place.
Teaching reading comprehension is not
receiving the required attention, particularly in
language learning classrooms. Based on this
argument that was supported by a
considerable numbers of researchers, this
paper aims to introduce a model to provide a
greater instructional space to teach reading
comprehension, particularly in language
learning classrooms.
The presentation will focus on
implementing the integrated learning
project in the B.Ed. TEYL programme. The
presenter will share her experience on how
Project based learning (PBL) was successful
in accommodating and promoting
collaboration among students and the
faculty in their training programme.
Finally, she will discuss ways to
implement and adapt the process to other
contexts.
This presentation evaluates the teaching
methods and activities of English as a Foreign
Language (EFL) speaking in developed
secondary schools for females in Saudi Arabia
against the international practice. The
employed research methodology is a
qualitative case study, in which the main data
collection technique is classroom observation.
Both teachers’ and students’ talk was audio
recorded. Finally, recommendations will be
made for future development of speaking
instruction.
The presentation discusses the methods and
results of research carried out on the strategy
use of ELTE English major students, who
were required to infer the meaning of
unfamiliar lexical items both in isolation and
in context.
This talk presents case studies about
unsuccessful language learners. We focus on
the lack of motivation, misbeliefs, and
inappropriate strategy use of adults and
adolescents who have failed to successfully
acquire a foreign language. The causes for the
lack of success are analysed and useful tips
and activities are suggested.
Teachers often complain about the washback
effect of tests on teaching: test are said to
force teachers to do things they do not want to
do. But it has often been claimed that good
tests will encourage teachers to do good
things: communicative tests will encourage
communicative teaching. However, empirical
research shows that the real world is more
complex. In my address I will give examples
from a number of studies that show teachers
doing strange and disturbing things in classes,
and I will speculate on why this is. I shall
argue that if tests are to have benefical effects
on teaching, teachers will need to understand
the rationale behind the test and they will need
to reflect carefully on appropriate test
preparation practices. Teacher training courses
tend to avoid discussions of how to prepare
for exams, as if this were unprofessional and
undesirable, and instead concentrate on
communicative teaching methodology. I shall
claim that the skeleton in the cupboard needs
6
Alderson
Charles J.
1999
Exploding myths?
Aleksic
Maja
2006
Student teachers to teacher students
ALEXANDER
Louis
1993
What is advanced level?
Al-Fadda
Alivertis
Hind
Julia
2008
2015
see Bayazid
Al-Jarf
Reima
2010
Assistive technologies for EFL
students
Al-Jarf
Reima
2012
Online video lessons for EFL
instruction
Al-Jarf
Reima
2012
Information and communication
technology, curriculum, syllabus
and materials design
Al-Jarf
Reima
2014
Test preparation with mobile apps
Allahyar
(et al.)
Allan
Negah
2006
Barriers of ICT use and Iranian
EFL teachers’ perception
Douglas
1998
Materials making as methodology
Allan
Douglas
2000
Maximising potential with mixed
classes
From verse to the subverse: using
poetry in the classroom
to be unveiled and discussed, and we also
need to ask ourselves whether the emperor
really does have clothes on.
Much controversy surrounds language
education in Hungary, in particular in relation
to the number of contact hours per week and
the number of years needed in order to
achieve particular levels of language
proficiency. The Examination Reform Project
for English has recently piloted experimental
exams on over 1,000 secondary school pupils
in years 10 and 12.
The aim of this presentation is to focus on
peer teaching in a foreign language class. The
research is based on the observation of a
group of adult upper-intermediate English
students. The results show that peer teaching
can contribute to students’ linguistic
competence and performance and teachers’
professional development.
What are the factors that make languages
difficult? Can structures be arranged in
increasing complexity? Is it a matter of
vocabulary and collocation? How do we
define an advanced syllabus? When does an
‘intermediate’ student qualify for ‘advanced’
status?
Whether taken from the Canon or from the
kids, poetry can be a wonderful way to share
and develop language. From word play to
thought play, we will move around in rhythm
and not! We shall explore from poetic license
to poetic justice, as well as some of the many
literary devices.
The presentation will show which assistive
technologies can be integrated in the EFL
college classroom to develop students’
listening, speaking, reading, writing,
vocabulary, grammar, dictionary, and notetaking skills.
Many EFL students have limited opportunities
to practice English out of class, have listening
comprehension problems and lack oral
expression and fluency. They have reading
and writing difficulties. To help EFL students
with these problems, the presentation proposes
the integration of online video lessons in EFL
classroom instruction.
Many EFL students have limited opportunities
to practice English out of class, have listening
comprehension problems and lack oral
expression and fluency. They have reading
and writing difficulties. To help EFL students
with these problems, the presentation proposes
the integration of online video lessons in EFL
classroom instruction.
The presentation gives examples of flashcard
Apps that ESL/EFL students can download
from Google Play or Apple Store and use to
prepare for the IELTS, TOEFL and GRE tests.
Attendees are introduced to standardized test
flashcard app features, their different learning
modes, and how words can be browsed, learnt
and revised.
This interactive talk will examine the
usefulness of materials-making INSET
courses as a way of uncovering teachers
beliefs about teaching and learning.
Teaching mixed classes can be one of the
most challenging but also rewarding
experiences. This interactive workshop will
7
Allan
Douglas
2001
Workbook/Powerbook:
getting your workbook
to work
Allan
Douglas
2002
‘Everybody needs friends’
Allan
Douglas
2002
Dot Com: internet resources
Allan
Douglas
2003
Preparing students for the new
érettségi exam
Allan
Douglas
2003
Learning with dictionaries
Allan
Douglas
2003
Teaching teenagers
ALLAN
Douglas
2004
Confused and reluctant minds:
engaging younger students
Allan
Douglas
2004
Successful input: successful output
focus on how to get the best out of your
students and yourself.
A good workbook can solve many teacherheadaches. This workshop aims to
demonstrate how your workbook can be put to
work. Examples will be taken from
Longman’s Opportunities secondary
coursebook.
The session aims to look at what at the
important role of motivation in learning
languages. Of course students will have
different motivations for learning English.
Some will have their own desires and reasons
for learning, others will have pressure on them
from parents and so. However, what is
obvious is that the more we understand about
motivation the more effective our teaching in
the classroom can be. Examples will be taken
from Longman’s new course for 10 to 14
years olds called Friends.
What’s on the web for us? Leaping the
technology barrier can have rewards because
once we master a few simple internet skills, a
whole new world opens up to us. Everything
we need to make our teaching lives easier is
on the web – lesson plans, extra activities,
tests, visual aids and much, much more. This
workshop will highlight the benefits of getting
better acquainted with the web.
Many students today have high ambitions,
dreams and hopes about their futures. English
language plays a prominent part in these
plans. Often this is mirrored by students’
enthusiasm for language examinations
whether international exams such as
Cambridge, or national school leaving exams.
This workshop will look at how to train,
sensitise and practice to ensure success in
exams.
Looking at the skills that upper secondary
students need to develop their English,
perform well in exams and get the most out of
any future studies, with reference to
Opportunities, the English course for upper
secondary students.
Teaching teenagers English today is not
always an easy job. Compared to MTV,
Hollywood action films and the latest voyeur
TV shows, the English lesson can seem a bit
dull. How can we engage teenagers in actively
learning English and keep them happy at the
same time? This workshop will aim to answer
the question by highlighting the importance of
teenager-centred learning, fascinating topics
and colourful culture. Examples will be taken
from Pearson Education’s new course for
teenagers, New Snapshot.
The continual search for effective learning has
produced some rather curious classroom
rituals. As error is often seen as a negative
consequence of learning, classroom
ceremonies have developed in which
avoidance of error is paramount. Subsequently
the challenge of learning is also removed.
Every teacher knows the difference between
explaining something that makes sense, and
trying to ‘teach’ apparently pointless
information to confused and reluctant
students. This plenary will try to uncover
some of the ways of providing students with
input which helps them to learn the language
and its uses simultaneously.
The factors, which determine whether a young
learner of a foreign language is successful or
not, are varied and complex. Elements such as
8
Allan
Douglas
2005
Across cultures – Teaching
students about modern Britain
Almási
Anikó
2014
Flashcard games and activities
Ambrus
ANDERSON
Gabriella
Gary
2008
2001
see Kámánné Vajda
Anderson
Gary
2001
Keep on [email protected]
English
ANDERSON
Gary
2013
Professional development: how
does your tree grow?
Anderson
Gary
2013
Tools for teaching – and taking –
IELTS: fitting round pegs into
square holes
ANDOR
József
1991
A lexical analysis of text
representation in the TIT – Pécs
EFL project
Multimedia in ELT: a modern
must?
motivation, previous learning and the age of
the learner, obviously play a crucial role in
achievement. However this workshop will
examine how successful attempts at
communication are greatly influenced by the
input provided and will suggest that input
must provide a motivational stimulus and
challenge.
Teachers of English are forever intrigued by
the discrepancies between images and the
realities of modern Britain. Teaching
learners about modern Britain can be very
challenging both linguistically and
culturally. This workshop will try to dig
beneath the stereotypes about the British
with some hard facts and figures about
today’s Britannia and its young people. It
will be of use to upper primary and
secondary teachers, especially those
teaching in ‘zero’ year classes.
Flashcards are the heart of every YL
classroom. We use and reuse them for
introducing, recycling, reviewing vocabulary,
for serious practice or pure fun. Don’t we all
need new ideas on how? Come and find out
from Anikó Almási!
Multimedia components are becoming the
standard rather than the exception in language
learning:
- Dictionaries include CD-ROMs with
pronunciation.
- Courses come with self-study CD-ROMs
for students.
- Business courses have dedicated websites
for teachers.
- ELT websites offer both teachers and
students downloadable extras.
While demonstrating Cambridge materials,
Gary Anderson will ask participants to
consider the place in their teaching situations.
Working in English is a new intermediate
business English course with modules on key
areas of business communication plus a bank
of extra materials for teachers. Gary Anderson
will demonstrate a variety of activities from
the course and show how the different
components work: Student’s book, Personal
study book with audio CD, Video,
Teacher’sbook with CD-ROM and Website
for teachers.
How do you ensure your on-going
professional development: personal reflection;
action research; peer observation; reading
professional materials; attending seminars and
conferences; taking courses? We’ll discuss
these and other ways to grow your own
personal professional development tree while
looking at Cambridge English Teacher where
you can do even more online.
Shouldn’t IELTS preparation also include
language development for skills work and
real-world learning strategies as well as exam
tasks, training and tips? We’ll try out activities
from coursebook and supplementary materials
to use in – and outside – the classroom as
teaching tools to fit students (‘round pegs’)
into courses (‘square holes’).
Text representation and interpretation are
demonstrated using the methodology of
lexical and frame semantics, whereby the
empirical bases of dictionary and
encyclopaedic knowledge structures are
discussed from the point of view of EFL
instruction. A brief description of the English
9
Andor
József
1995
Which dictionary? The user’s
expectations and needs
Andor
Katalin
1991
Thompson’s dictionary for
Hungarian learners of English
Andor
Katalin
1994
Using TV commercials in the
classroom
Andor
Katalin
1995
Warmers and fillers for the
Business English classroom
Andor
(etal.)
Katalin
2011
Not only the student, but YOU … –
bridging the gap
Andrekovics
Andrews
J.
Mark
1999
1996
see Geczkó
Andrews
Mark
1997
Teenage texts
Andrews
(et al.)
Mark
1998
‘Like a dog on a leash?’ Teachers
on a study trip to Britain
Teaching of British Cultural Studies
in secondary schools
Language Project of TIT’s Language School
in Pécs is provided,whereafter samples of
texts discussed in classes of intermediate and
advanced level are demonstrated.
The paper provides a multi-feature evaluation
of lexical representation in 5 well-known
dictionaries: (a) Longman’s DCE; (b)
Hornby’s ALD (1995); (c) the COBUILD ED
(1995); (d) the Cambridge IDE (1995); (e)
Franklin’s LM-6000. The aim of the analysis
is to see to what extent dictionaries represent
the user’s lexical expectations and
requirements correctly, based on his
pragmatically and semantically grounded
types of knowledge.
The dictionary is aimed at Hungarian school
learners of English. It is basically an EnglishHungarian, with a Hungarian-English index.
The English entries have full grammatical and
stylistic information. It has 8000 entries,
which are translated into or explained in
Hungarian. There are usage notes on points of
difficulty for Hungarian learners.
In the past few years teachers have become
aware of the possibilities of using satellite TV
programmes in the language classroom, but
perhaps do not always know how to exploit
this exciting new resource. The aim of this
workshop will be to present a few practical
ideas on how to use TV commercials for
teaching purposes. The activities can be used
from low-intermediate level upwards, with
general or business English classes.
The purpose of this practical workshop is to
share with the participants a number of short
activities which can be used as warmers and
fillers in Business English classes. There will
be a short theoretical introduction, but in the
rest of the session, participants should be
ready to take an active part.
Psychodrama and bibliodrama can help you
develop yourself and self-awareness. This
workshop will explore our conference theme
in further relation to ourselves. These
techniques enable you to reflect upon your
emotions and relationships, and discover your
hidden resources, which you can also use in
your profession. A better understanding of
yourself leads to a better understanding of the
world around you, your students, and how you
can do your job more efficiently, and thus
enjoy doing it more.
This workshop will deal with methodologies
of teaching British Cultural Studies in
secondary schools. We will examine existing
textbooks and try to establish principles of
syllabus design. Are there ways of integrating
the teaching of language and culture with
other subjects?
In what ways can 17 and 18 year old
Hungarians engage with fictional texts which
are written for British teenagers? This
workshop will deal with both the problems
and opportunities inherent in teaching
language using material which focus on the
lives of young people in Britain. There will be
extracts from the winner of this year’s
Carnegie medal, presented for an outstanding
work of fiction for children in Britain.
This talk will focus on the preparation,
implementation and evaluation of the
teachers’ study trip to Britain. We will look at
its potential for cultural awareness and
linguistic development and consider the
10
Andrews
Mark
1999
Incorporating elements of British
studies’ cross-cultural issues into
the secondary school language class
Andrews
(et al.)
Mark
2001
Zoom in – an intercultural
coursebook for Hungarian
teenagers. Just out!
Andrews
Mark
2002
English, half English or take down
the Union Jack
Andrews
Mark
2003
Working with teenagers on
combining learning English with
Human Rights
Andrews
(et al.)
Mark
2004
Practical classroom tasks for
training teachers in intercultural
learning skills
Andrews
Mark
2005
Andrews
Mark
2006
Teacher of open lesson: Teaching
English through literature
What do I have to do for people to
like me?
Andrews
Mark
2007
2007: the year of two successful
young girls
Andrews
Andrews
Andrews
Andrews
Mark
Mark
Mark
Mark
2008
2009
2010
2010
SIG moderator
Andrews
Mark
2011
Developing ethnographic fieldwork
skills on both teacher and student
courses at SOL in Devon
constraints as well as the gains of an intensive
learning experience abroad.
In the light of the aims of language teaching in
the Hungarian national curriculum
intercultural learning is taking on a more
central role in the classroom. What is it and
how might it be achieved? This session will
draw on the experiences of a British studies
methodology group here in Hungary.
An intercultural coursebook written by 14
Hungarian teachers. It is about a journey to
Britain for teenagers at intermediate level. It
develops skills for cross-cultural learning
through topics such as festivals, teenage
relationships, bullying in schools, taking
exams and a young Hungarian’s experience of
living in Britain.
We will look at two songs by Billy Bragg
which examine both the Union Jack and what
it means to be English in the Queen’s golden
Jubilee year. There will be a series of
activities after which there will be a discussion
about how to deal with these topics when
working with 16-18 year olds.
This is a workshop where we will look at
approaches to the teaching of human rights
and practical activities which can be used in
Secondary Schools. The workshop will draw
on the work done in the Romanian human
rights project out of which a textbook has
been written.
An insight into the content of one of the most
popular in-service accredited courses in
Hungary: ‘The Intercultural Learning through
the Teaching of British Studies. Changing
perceptions of English teaching to the
teaching of culture.’ A practical guide to the
planning execution and evaluation of the
course.
A lesson with the students of Dobó Katalin
Secondary School. The lesson will be based
on extracts from David Mitchell’s 2006 novel
Black Swan Green. The book is set in 1982
England and traces the life of a 13-year-old
boy as he is confronted with all the
experiences of growing up. One of the extracts
describes being at a disco and whether it is
cool to dance or to stand and watch. The book
is on the long list for this year’s Booker prize
and by the time of the conference may well be
on the short list.
A lesson with the students of Városmajori
Secondary School. The lesson will focus on
the success this year of RúzsaMagdi and
SzávayÁgi in the field of music and tennis and
aims to look at role models and whether they
are important for young people today.
SIG moderator
SIG moderator
A nineteenth century view of
Balaton from the English traveller
John Paget
John Paget was an Englishman who travelled
throughout Hungary in the first half of the
nineteenth century and his descriptions of life
at Lake Balaton are fascinating insights into
what he found striking about life in Hungary.
Through pictures, videos and course diaries, if
you come to this talk you will get a glimpse
into the SOL courses taught this summer by
Mark Andrews, Uwe Pohl and Simon Parker.
Next year they will be joined by Luke
Meddings for a Dogme Devon Unplugged
Course.
11
Andrews
Mark
2012
Teaching unplugged, Devon
unplugged: How a summer course
in Devon models a way of working
with students which develops both
responsibility and decision-making
skills
Andrews
Mark
2013
Drawing on the local both in Devon
and elsewhere
Andrews
Mark
2013
see Prescott
Andrews
Mark
2014
The Danube, the bridges of
Budapest and making the familiar
strange
Andrews
Mark
2015
20 years worth of presenting at
IATEFL Hungary in 40 short
minutes
Angeli
Zsuzsanna
2000
Using the Internet in the classroom
Angeli
Zsuzsanna
2003
Integrating online communication
to promote students’ digital literacy
development in an EFL
methodology course
Antonaros
Suzanne
2009
Living values in education
Appleby
Rachel
1994
From needs analysis to course
design ‘business English’
Appleby
Rachel
1998
Exploiting your student
The ELT classroom usually offers more
opportunities to engage students with the
world around them than other subjects. In this
workshop we will explore how a summer
course in Devon does this and what lessons
can be drawn for working in a predominantly
non-English speaking country.
SOL (Sharing One Language) has an approach
to language learning which is rooted in
exploring the local. In this talk we will look at
aspects of SOL’s work, both inside and
outside Britain, which engage students and
teachers in looking closely at the world around
them with a view to understanding it better
and maybe contributing to make it better.
Exploring the local is a rich resource in ELT.
Helping students to understand where they
live better so they can communicate with
people from other cultures is part of being a
language teacher. We will use the river and
the bridges in Budapest to demonstrate how
this can be done.
I haven't missed an IATEFL-Hungary
conference in the 20 years I have been living
in Hungary.The first one was in Eger in 1996
and the last in Veszprém in 2014. I will revisit
those conference presentations and highlight
some key special moments in those 20
conferences.
In the last few years teachers have become
aware of the possibilities of using the Internet
in the language classroom but perhaps do not
always know how to exploit these new
resources. The aim of this workshop will be to
present a few practical ideas on how to use the
Internet for teaching purposes to deal with the
change of the teacher’s role in the language
classroom.
The presentation describes an EFL
methodology course that focuses on web
applications and their integration into teacher
education and TEFL.Nicenet – a web-based
classroom environment – is used to give
students a forum to collaborate and share
ideas. The link-sharing, conferencing and
document posting functions of Nicenet give
additional space for students to work
individually and also to interact with each
other. Students enhance digital literacy skills
in a task-based learning situation.
An introduction to Living values in education
used worldwide to invite children, young
adults, parents and educators to explore twelve
key values. Demonstrations of classroom
activities which revolve around human values
shared by people of many cultures and a
discussion of how this approach helps develop
personal, social and cognitive skills.
Doing a detailed Needs Analysis with students
can create high expectations of what their
course will be like. Very rarely is it then ‘fair’
to provide them with a course book and hope
their needs will be met. Yet this is often the
easy option.
This session will focus on using a pre-course
Needs Analysis, and first lesson review
thereof, to put together a course. A number of
practical examples will be looked at and
evaluated as to their usefulness for different
types of students/groups. Of interest to those
with little/no experience of teaching ‘incompany’.
Teaching the book, or teaching the students?
12
Appleby
Rachel
1999
What makes a good business
English teacher?
Appleby
Rachel
2000
Intelligibility: the prerogative of
non-native speaker
Appleby
Rachel
2004
Giving the teacher the best chance
possible
Appleby
(et al.)
Rachel
2004
Human Resources management in
ELT
Appleby
Rachel
2005
Teaching one-to-one: getting to
the core
Appleby
Rachel
2008
‘One package – All styles’
Appleby
(et al.)
Rachel
2010
Professional language development
for teachers
Appleby
Rachel
2011
Students’ learning preferences and
technology: using group websites to
promote class coherence and
autonomy.
Appleby
Rachel
2012
Exploiting short video clips in
Business English classes
Appleby
Rachel
2014
The joy of discovery: language and
the ‘wow’ factor!
This session looks at basing classroom
activities on what the students have to offer,
pitched to their level. Their involvement,
without necessarily staying completely from
‘the book’, gives them greater ownership of
language, and thus greater facility for
remembering it!
This talk will outline LCCI’s 30-hour
Foundation Course for those wishing to
become, or improve as teachers of business
English. Describing how International House
Budapest focuses the course, there will also be
a number of tips and ideas for general
business teaching purposes, as well.
This session will look at issues concerning
non-native speaker English, and at the features
which can hinder intelligibility. After looking
at characteristics which identify nationality,
the session will turn to practical activities that
can be used to raise awareness of and work on
elements which ‘intrude’ in non-native
speaker speech.
How do you behave? How do your students,
colleagues and/or boss perceive your
behaviour? Put yourself on the line, and find
out how valuable your behavioural skills are,
in the context of the real outside ‘world of
work’. A look at behavioural competences,
and their relevance.
In co-operation with the National Association
of Private Language Schools (NYESZE) the
British Council provided a ten-day workshop
for NYESZE members. This session renews
the core points of the workshop, and reflects
on participants’ experiences in putting the new
ideas into practice.
This workshop will look at ways of finding
out what your student’s needs are, as well
as what they are interested in. We’ll look at
various resources, and how best to exploit
material in order to ensure effective,
involving and student-led learning. Be
prepared to share your own ideas too!
This talk will illustrate the features of a new
Business English course book series which
enables the teacher to develop a package of
exciting tasks and activities to meet a variety
of student needs in an interesting and
challenging way.
The new MA in ELT at ELTE University
includes a course on Professional Language
Development – language development within
a professional context. As an extra, this
session will introduce two MA-student
speakers to IATEFL. Each will give a minipresentation on their current research topic:
Enikő on Vocabulary Learning Strategies, and
Marcsi on Multiple Intelligences.
This session looks at how we can help our
students become more independent through
drawing their attention to how they can use
webtools, online resources and group
websites. We’ll focus on the learners and their
learning styles, so that they can maximize
their learning opportunities.
This workshop will showcase some short OUP
business English videos (International Express
/ Business Result), which can be used with a
variety of levels, and cover topics such as the
business of football, the Internet and fashion.
We'll discuss ways of using the videos in
class, leading in and following up.
Everyone loves the ‘Wow, I didn't know that!’
story: we are born with an innate interest to
learn and find out. But how can we help our
13
Appleby
Rachel
2015
Two approaches: success with
reading and listening texts
Arnejšek
Breda
2002
In favour of a short story…
Artner
(et al.)
Viktória
2007
Turning into a teacher
Árva
Valéria
1994
CETTly, the very official newsletter
of CETT
Árva
(et al.)
Valéria
1994
What is really going on?
Classroom-based enquiry for
teachers
Árva
(et al.)
Valéria
1996
English Speaking Cultures (ESC) in
the primary classroom
Árva
Valéria
2010
David, Brown Bear and Fifty Below
Zero – using authentic children's
literature in the primary EFL
classroom
Ashley
(et al.)
Crystal
1993
Creative, low-stress approaches to
medical English
ASLAN
Gülfem
2002
So who wanted to be a teacher
anyway?
Aslan
Gülfem
2002
Learning and living the Lexical
Approach
students ‘discover’? This session will look at
how we can guide students to understanding
how language works through engaging texts
and topics.
Reading and listening in a second language is
difficult – but do our classroom exercises
really help our learners? This talk will
demonstrate strategies for dealing with any
text, including those in exams, to provide
useful skills for tomorrow, not just for today!
Reading non-simplified short stories paves the
way to studying longer literacy works for their
school-leaving exam. In my workshop I wish
to present how I work on my stories in class,
trying to make the students grasp the
relationships between characters and respond
to the story in a creative way.
Students at ELTE CETT are placed into
schools for 5 months to learn about ELT at the
chalkface. During this time they compile a
teaching portfolio and conduct a classroom
research project in their group. How can these
become important tools for teacher
development and how can these be relevant
for the rest of usí,
On the poster I would like to present CETTly,
the student magazine of CETT, the process of
preparation, the way it was set up and put
sample copies on display.
One of the first steps towards being a
‘reflective, collaborative teacher’ is to find out
what is really happening in our own and our
colleagues’ classrooms, and to separate fact
from interpretations and reactions. It’s not
easy... so this workshop will focus on some of
the principles and techniques that can help.
In our workshop we would like to give a brief
summary of the discrepancies and lacks our
trainee teachers often cope with concerning
ESC in a primary classroom. We demonstrate
what input our trainees receive during their
studies and what knowledge and skills they
need in their classrooms. We share some ideas
of how the gap might be bridged.
The aim of my workshop is to suggest ways of
exploiting children's literature in the EFL
classroom. I am going to revise criteria for
selecting appropriate books and demonstrate
techniques for classroom use through the
example of some of my favourite books:
David Goes to School, Fifty Below Zero and
Brown Bear.
At the Pécs Medical School, teachers of
English are implementing creative methods in
the Medical English Classrooms. This session
will demonstrate and involve participants in
several activities designed to help students
retain technical matter, while reducing their
stress and emphasizing intercommunication.
Many young people ‘fall into’ teaching even
though it is often the last thing they had
planned to do. This is because teachers are
generally underpaid, overworked and
underappreciated. Or are they? This session
proves how rewarding the teaching profession
actually can be for people with the right
qualities.
No matter how long we have been teaching,
there is always something else to learn. If you
are tired of learning, you are tired of life.
Well? Are you? This practical workshop
introduces some basic tenets of the Lexical
Approach while showing that learning is not
really tiring, but satisfying, exhilarating and
fun!
14
ASLAN
Gülfem
2004
Do we mince our words as well as
our meat?
Astuti
Lucia
1992
The use of active educational
posters in the teaching of foreign
languages
Astuti
Lucia
1992
The use of images in the teaching of
foreign languages
Astuti
Lucia
1992
The use of short stories in the
teaching of foreign languages
Asztalos
Dávid
2004
see Ádám
Atkinson
David
1994
The L1 in the classroom: its role in
elementary classes
Atkinson
David
1994
English only in the classroom: why
do we do it?
Attila
Imre
2006
Tips from films
Austin
Elizabeth
1994
Reading can be creative too
Avsenik
Avsenik
Aynur
Bernarda
Bernarda
Baysal
2002
2003
2001
see Fidler
Babic
Nina
1995
Magazine and newspaper cutouts –
towards greater communicative
competence
What part does collocation play in standard
classroom activities? We have all come across
instances when learners make very strangesounding direct translations from L1 when
trying to express themselves. Is it entirely
their fault for ‘thinking in L1’, or does it have
something to do with the methodology we
use?
The workshop will go further into the method
the speaker wishes to demonstrate in her
previous workshops, this time through the
medium of active educational posters.
The aim of the workshop is to show how and
why the images presented in illustrated
language publications facilitate and increase
the students’ learning skills. The immediate
impact of the visual material which
accompanies the written word stirs the interest
and entertains those who study a foreign
language using this system.
The workshop aims to show how and why
short stories can be used in the language
classroom. The speaker will demonstrate the
same method as employed in her earlier
workshop through different language teaching
materials, this time short stories.
If we accept, as I think we should, the idea
that the students’ L1 has a role to play in
‘monolingual’ classes, then this raises the
question of what exactly that role should be.
This workshop explores the issue as it relates
to teaching beginner and elementary level
students.
The notion that English should be taught only
through English has been enormously
influential in ELT for many years; indeed it is
often considered to be at the heart of
‘communicative teaching’. I will argue that
there are good ideological, psycholinguistic
and methodological reasons for challenging
this view.
The workshop offers an example of using
films during the English class, which can
improve English and negotiations skills as
well. In the first part participants are asked to
describe a stereotypical first meeting between
a boy and a girl, including possible problems
in their communication. Then they will watch
a fragment from a film presenting the first
meeting between two would-be lovers and a
discussion follows it.
We require our students to use their
imagination and creativity in speaking and in
writing. However, in using reading materials
or in teaching reading as a skill, we often
suppress student creativity. This talk suggests
why and how to make reading creative too.
see Fidler
Who is the problem
child: novice vs.
expert teachers
Regarding classroom management, novice
teachers face various problems during their
first year of teaching. This paper focuses on
the student behaviours labelled as
‘problematic’ by novice versus expert EFL
teachers. It also discusses the techniques used
by these two groups of teachers to handle
‘problematic’ students in the classroom.
Learning a language is a constant struggle
towards greater communicative competence.
This workshop explores a strategy of
activating class participation by presenting
learners with various related and juxtaposed
magazine and newspaper cutouts, encouraging
15
them to form, articulate and defend opinions,
explore alternatives and express emotions
rather than merely retell something they have
just read.
Babus
Babus
(et al.)
Ilona
Ilona
2002
2013
see Fruttus
Bagyarik
Éva
2011
Designing a negotiated syllabus
based on the needs analysis of adult
learners of English – a case study
examining a private language
course in Balatonlelle, Hungary
Bailey
Adrian
1998
My English diary
Bajner
Mária
1996
A literature-based approach in
language development classes
Bajnóczi
(et al.)
Beatrix
1998
Teaching reading skills
Bajnóczi
(et al.)
Beatrix
1999
Reading skills in the classroom
Bajnóczi
Beatrix
2002
Reading comprehension in
language exams
Bajnóczi
(et al.)
Beatrix
2004
Business English in classroom
Bajnóczi
Beatrix
2006
Creativity and business English
Opening the doors of business to
secondary school students
During this session our aim is to introduce a
unique talent development programme where
students receive business English language
and skills training, learn about the world of
business and take part in a mentoring project.
The programme received the European
Language Award in 2008.
This small-scale case study is part of a
Brighton university MA ELT dissertation and
it examines how a contextualized and
personalized syllabus could be designed and
taught in a private institution in Balatonlelle,
Hungary. The negotiated syllabus is facilitated
by the needs analysis of adult learners of
English.
Having your students write a diary is a
relatively simple way of incorporating realistic
use of the language into your course. We will
discuss what it should include if it is to be an
effective language-learning tool. Examples
will be shown of primary and secondary
weaknesses.
This paper emphasizes the importance of a
closer integration of language and literature in
the classroom and sees literary texts as a
resource – one among many types of texts –
which provide stimulating language activities.
It also intends to explore some of the
underlying issues and concerns involved in
using literature in language classes. A number
of thoughts and ideas raised in the paper for
reflection and discussion should help teachers
in making more principled and coherent
decisions about why and how to use literary
texts while teaching ‘language’.
The aim of the workshop is to help secondary
school teachers teach reading and prepare
their students for the reading component of the
entrance/school-leaving exam.
The speakers’ intention is to give practical
advice on how to teach and develop different
kinds of reading skills for different age
groups. The participants of the workshop will
gain insight into some possible tasks through
active participation.
The aim of the workshop is to present several
types of reading comprehension tasks used in
language exams. The main focus will be on a
recently accredited language exam the ECL
(European Consortium for the Certificate of
Attainment in Modern Languages). With the
help of some sample papers, participants will
get an overview of this exam.
A basic knowledge of business English is
extremely useful not only for those involved
in business life but for everybody who wants
to understand the world around us and find
their own place in it. The workshop intends to
demonstrate how a business approach can be
enjoyable for both the students and the
teacher.
A basic knowledge of business English is
getting more and more important. Teaching
business English in a creative way to English
and / or American Studies major students is
highly different from teaching English to
business people. The lecture intends to give an
overview of possible strategies to develop
business skills of students in an academic
environment.
16
Bajzát
Baka
Tünde
Gabriella
2005
2014
see Ádám
Bakti
(et al.)
Mária
2004
Teaching History, Geography and
Biology through English
multimedia CDs
Balan
Balassa
Rada
Katalin
1996
1997
seeAchim
Balázsi
Viktória
2004
We can’t all, and some of us don’t
Balçikanli
Cem
2007
The investigation of the attitudes of
the future teachers towards teacher
autonomy: a case study at ELT
Department, Gazi University
Bálint
Zsuzsanna
1991
The video cassette recorder in the
EFL classroom at the Technical
College of Architectural
Engineering of Debrecen
Balogh
(et al.)
Ákos
2014
Teaching business skills to
secondary school students
Balogh
Bánhegyi
(et al.)
Veronika
Judit
2005
1997
see Dudás
The Great Gatsby: 20th centurey
literature in the 21th century
classroom
Guidelines for giving feedback –
facilitating mentor development
Having fun in summercamps
Gabriella Baka will give a workshop on how
to explore this timeless classic of American
literature with the help of its symbols, film
adaptations and drama techniques. She will be
drawing from her own classroom experience
working with the novel.
We would like to introduce our multimedia
CDs covering the topics of the Conquest of
the Hungarians, the Peak District, and the
Southern Great Plain. Our aim was to provide
alternative tasks for primary school teachers
so that they can teach some parts of their
subjects through English, which can be a new
tendency in Hungary.
The guidelines suggest ways through which
mentors can keep trainees motivated during
the feedback sessions. They also attempt to
show how we can give shape to these sessions
while developing our interpersonal skills.
Mentors will be invited to comment and add
their own ideas.
This workshop aims to provide a wide range
of practical ideas for teaching culture. We
would like to highlight the possibilities both
from the learners’ and the teachers’ point of
view; the variability and complexity of these
tasks help learners to improve their autonomy
even from a very early age. The tasks are fit to
raise students’ interest in learning about
cultural issues and easily applied in mixedability groups.
This study aims to identify the attitudes of the
future teachers towards teacher autonomy.
The participants are made up of108 future
teachersstudying at Gazi University, ELT
Department. In order to collect the data, a
questionnaire consisting of 6questions
concerning teacher autonomy was
administered to the future teachers in an openended section. The findings gathered by
means of the questionnaire reveal that the
future teachers are extremely positive towards
teacher autonomy and regard this concept as a
necessity in foreign language teacher
education since the characteristics of the
autonomous teachers are similar to those of
the successful teachers. To sum up, the
importance of teacher autonomy can easily be
observed through the findings obtained in this
study.
Films and video, widely recognized as
powerful communication media, can greatly
enhance and diversify a second language
curriculum. With careful selection and
purposeful planning, films and videotapes can
motivate students, thereby facilitating
language learning. Moreover, the integration
of pre-viewing, viewing, exploitation and
post-viewing activities into the film/video
lesson encourages natural language use and
language skill development, making films and
videotapes valuable teaching tools.
During this session our aim is to introduce a
unique talent development programme where
students receive business English language
and skills training, learn about the world of
business and take part in a mentoring project.
The programme received the European
Language Award in 2008.
We are going to introduce our experience of
organizing a ‘real’ English summer-camp in
17
Hungary, telling participants about difficulties
we faced and about ways to success. There
will be special emphasis on young children
and an introduction of some activities based
on resources other than the coursebook.
Bánhegyi
Bánhegyi
Mátyás
Mátyás
2009
2011
see Sárosdy
Bánhegyi
(et al.)
Mátyás
2012
Inspired by aboriginals: A Cultural
Reader on Aboriginal Perspectives
in Canada
Bankovic
Ivana
2015
Readers Theater
Bánóczy
Erika
2007
In the pursuit of good practice
Baranyai
Péter
2006
Open lesson
Barbarics
Márta
2015
see Lázár
Barber
Annabel
1994
‘But the way the book does it is so
boring!’
Barber
Annabel
1995
Business in bite-sized chunks
Bárczy
Klára
2005
The new chapter of the output
orientation of ELT in Hungary
see Nagy
The workshop introduces the book entitled A
Cultural Reader on Aboriginal Perspectives in
Canada. It is divided into 36 units exhibiting
varying levels of difficulty and abstraction.
The Reader is ideal for general-purpose
English language courses, intensive language
programmes, language camps and Canada
classes. The Reader comes with a Teacher’s
Notes. Both materials are downloadable for
free.
This workshop will explore the use of RT in
class. It will guide participant through the
stages of preparing RT, give rationale and
examples of RT as well as scripts that they can
use with their students. It will also enable
discussion on the benefits and challenges of
using RT.
The talk will present a case of a tertiary
institution based state accredited language
examination for specific purposes, provided
by BGF, against the background of the
language examination system in Hungary,
with an emphasis on the changes in needs and
requirements that have taken place in the last
few years.
The presenter of this lesson will deliver and
English lesson using ICT as a tool. The lesson
will be taught fishbowl style, with students
from the school at the conference venue.
Teacher-participants will have the opportunity
to observe this lesson, and benefit from seeing
how ICT can be incorporated as well as how
the presenter confronts unexpected challenges,
technological or other, as they arise. We
would like to give participants a first-hand
overview of how to apply concepts often
presented in ICT workshops, but not observed.
Furthermore, participants will have the
opportunity, after the lesson to the secondary
school students is completed, to ask questions
about what they have observed, and introduce
the challenges for incorporating ICT in their
own contexts.
As teachers, we often desperate not to be
‘dull’ in the classroom, not to ‘bore’ our
students, to find ‘interesting’ ways to present
and practise language points. But what does
‘interesting’ really mean? Very often, a
teacher’s idea of fun does not correspond to a
student’s. This is a practice as well as
theoretical session which aims to give back
some of the lost status to some old, but now
despised traditional methods.
Many teachers are finding themselves
teaching more content, but lack background
and confidence. Students are having to
assimilate a lot in a short time. This session
looks at ways to tackle the problem and goes
some way to examine the relationship between
Business as Business and Business as
Language.
The presentation is partly focusing on the
experiences of the new maturity exam –
from the point of view of a teacher, a
teacher trainer, a multiplier and an examiner
18
Bardenhagen
Elizabeth
2013
IELTS and strategies
BÁRDOS
Jenő
1993
Reflections on the tradition of
teacher training in Hungary in the
mirror of the 90s
Barna
Beáta
2012
‘The only journey is the one within’
– developing multicultural
awareness in the classroom
Barta
Edina
1993
Different roles for pictures – from
the classroom to the exam
Baryshnikov
Nikolai
2004
English as instrument of teaching
metacultural communication
Batár
Levente
2002
Politically incorrect English
coursebooks
Baumann
Eszter
1998
Authentic reading material – how
useful they really are
Baumann
Eszter
1999
Groups that don’t ‘get’ – What can
we do?
Bayazid
(et al.)
Lina
2008
How HOT should your YLs’
classroom be?
both in the written and the oral parts of the
examination. On the other hand the aim of
the talk is to illustrate how good coursebooks can help teachers in preparing the
students for the new exam. The examples
are going to be taken from the materials of
the MM publications.
IELTS is an increasingly important exam in
the European Union and globally for both
university admission and immigration
requirements. This workshop gives an
overview of the exam for teachers who want
to familiarise themselves with the content of
the examination, common task types and some
pedagogical techniques to enhance student
performance.
Three models of TT are described to interpret
the archetypes of Hungarian TT as well as
early models of FL TT explicated as
consequences.New models of TEFL TT of the
90s are contrasted with the postwar (WW II)
paradigm. A glimpse of taxonomy patterns
will help contemplate upon chances of
survival.
In the past decades English has become a
global language, no longer the language of
only so-called native speakers of English. By
using a multicultural approach in ELT we can
open our pupils’ minds to various cultures and
lifestyles. Does this help them in their
language learning, or in any other fields of
their studies? In what way?
I would like to talk about the exploitation of
pictures in different situations. There are a
number of ways using a picture during a
lesson and for evaluation at the exam.
The most difficult type of intercultural
communication which we conventionally term
overcultural or metacultural is the
communication of representatives of different
cultures by means of the language of
intercultural communication - English. A talk
between two interlocutors, one of whom
belongs to the Russian culture and the other is
a Hungarian, can be a characteristic example
of metacultural communication. This type of
communication questions the conventional
assumption of obligatory patterning of cultural
samples produced by native speakers.
Evidently, cultural patterning is not relevant in
the process of metacultural communication.
Ethnic speech and behavioural strategies and
tactics of communicators are quite acceptable.
I examined popular English coursebooks in
order to decide which of them is the most or
the least politically correct.
Teacher often complain that authentic
materials cannot be used for lower levels, or
it’s difficult to find good ones, or it’s the best
thing a teacher can use but it’s not possible
due to the syllabus. The session aims to focus
on just how useful they really are, how they
can be ‘adapted’ and where and how to find
them.
Teachers often say there are groups that
simply don’t get, i.e.do not become a group
but remain separate individuals without
sharing any common aims. What can be done?
This workshop will discuss how and why
learning should allow for individual variations
and personal exploration. Hands-on activities
will demonstrate how creative and critical
thinking activities support learners' higherorder thinking skills (HOTS) by offering
choices and encouraging learners to become
19
Beck
Martin
2010
Quality improvement in online
language test development
Beckman-Opp
Leslie
2002
An overview of web-based
resources for ELT
Békés
Erzsébet
1995
Creating and teaching an English
language course for international
broadcasters
Bélavári
Bélavári
(et al.)
Noémi
Noémi
1993
1999
see Bodóczky
Bélavári
Noémi
2001
No time to prepare...
Bélavári
Noémi
2001
English live! Bringing culture into
the classroom using magazines
Beletic-Raunic
Adriana
2000
Let’s quiz!
Bell
Jan
1997
Elementary my dear Watson…or is
it?
Bellingham
Nigel
2003
Welcome to the British Council
One-to-one teaching – a practical
approach
more autonomous, and thus participating
effectively in today’s rapidly-changing
society.
What institutes need is a cost-effective test
which fulfils highest quality standards.
Anyone who has taken on the task of
developing a test knows how difficult and
time-consuming test authoring is. The same
technology that spawned blended learning
provides the solution for state-of-the-art online
language testing.
Participants will get hands-on experience
finding and evaluating pedagogically
appropriate free web-based resources and
tools for teaching. We still share ideas for
incorporating these resources in English
language learning environments that have zero
to one or more computers.
In August BBC English – the World Service’s
language teaching department – held its 43rd
summer school with 24 broadcasters among
its students. This workshop is aimed at
discussing how their excellence
communicative ESP course was designed and
how many of the tasks set could be exploited
in an ordinary classroom.
If you think 1-to-1 teaching is challenging,
versatile, exciting, fun, full of unforgettable
moments for both you and your student, you
do not seem to be the target audience of our
workshop. As the title suggests, the session
will explore some theoretical and practical
aspects of 1-2-1 teaching, focusing on the
problems rather than looking at the bright side
of it. After all, if everything is fine, why talk
about it?
When you feel tired…dried out…in a
rush…This workshop presents you with some
games and activities that you can take out of
the drawer before class and use it almost any
classroom situation. The collection includes
worksheets and ideas from Timesaver Games,
Festivals and special days in Britain and other
Scholastic publications.
Do you have problems motivating your
teenage students? Want to bring colour into
the classroom? Want to present information
on English speaking countries to your
students? Want to do all this without having to
search for materials and spend time preparing
and adapting exercises? The Mary Glasgow
Magazines, with a lot of pictures, current
issues, teenage topics, the accompanying
tapes, exercises and even test papers, will help
you.
A number of amusing and intriguing quizzes
prepared by teachers and produced by
students, intended to enhance reading, revise
grammar structures, write, talk,...or just for the
fun of it.
Does easy language mean easy teaching? Is
the teacher’s skill more important at
elementary level than the material used? How
can we help elementary students use the
language confidently and feel they have
achieved something? We look at the issues
involved in teaching at elementary level and
provide some practical examples.
Since 1991 the British Council has been
closely involved in the development of
English language teaching in Hungary. This
talk presents the organisation’s aims, its
current work in ELT in Hungary, and its plans
for the future.
20
Bellingham
Bellingham
Nigel
Nigel
2003
2004
see Szesztay
Bellingham
Nigel
2004
see Károlyi
Belozerova
Ekaterina
2010
Knowledge and understanding of
the world – learning through
English
Belozerova
Ekaterina
2011
Useful techniques in teaching
English to very young learners
Benczúr
Judit
2003
see Fruttus
Benkő
Éva
1996
Pictures and boardgames in ELT
Bereczky
Enikő
2005
What to do on Holocaust
Remembrance Day in the
English lesson
Bereczky
(et al.)
Klára
2004
Structure of the question & answer
session in students presentations
Bereczky
Klára
2005
Becoming a business English
teacher
Beréndy
Mária
2000
Some practical aspects of
cooperative teaching
see Appleby
Learning English should not be limited to the
language learning only. Let our learners
explore the world around through English. In
this workshop we have a look at several
teaching techniques which can be easily
applied in English class at primary or
preschool.
Different methods and techniques are applied
in English classes according to age levels and
students’ needs. In this workshop you will
look at some very practical teaching ideas
which really work with preschoolers and very
early primary children. In this presentatıon
Ekaterina is going to reveal some ‘secrets’ or
techniques which work in classroom with very
young learners of Englısh. You will look at
the lesson structure and some activities, talk
about material design and finding the right
resources. All the ideas that wıll be presented
at the workshop are very practical and may be
applied the next day in the lessons.
This practical workshop will explore various
motivating and challenging ways of using
pictures creatively and will present examples
of ‘useful and easy-to-prepare’ boardgames.
The workshop is designed to focus on ways
of developing knowledge, values, attitudes
and skills in this field alongside English
language competencies for secondary school
students. Topics of holocaust, genocide,
racism are included in their school
curriculum in other subjects, and as a crosscurricular approach it can also be dealt
with in the English lesson. Besides,
students can face problems of intolerance,
racism and bullying in their every day lives,
therefore, they have to be taught how to
handle cultural, ethnic and racial differences
and how to respect the other and develop
empathy. On the Holocaust Remembrance
Day English lessons can be devoted to this
theme. I am going to provide some ideas
and techniques about how we can approach
this topic. I am also planning to suggest
cautionaries, Do’s and Don’ts, when
teaching about the holocaust. In addition, I
will present a couple of classroom activities.
e. g. how to use selections from Anne
Frank’s Diary, using a Semantic Web, story
telling, and films.
The presentation addresses a relatively little
researched area of ESP, Presentation skills.We
will look at student presentations focusing on
the question-answer session and compare their
structure and the strategies used by the
presenters and questioners to those covered by
renowned course books. The findings might
necessitate a modification in instruction.
How does a General English teacher with
education based on Humanities become a
Business English teacher? The process is
presented based on an interview showing
the positive the and negative sides, the
painful and funny elements that lead to
success in the field of Business English.
We have conducted a survey among students
and teachers on ways of cooperation between
teachers working with the same group and the
effects these ways have on students’ learning
21
Berényi
(et al.)
Éva
1995
Drama Plus – teacher development
programme
Berényi
Éva
1998
How to prepare students for Trinity
exams
Berényi
Éva
1999
Effective communication at Trinity
exams
Berényi
Éva
2000
Why to choose Trinity?
Berényi
Éva
2001
What’s the news about Trinity
exams?
Berényi
(et al.)
Éva
2001
Beresova
Jana
2003
How to choose a language school,
how to choose a language exam?
(all)
Communicative language testing. –
the school-leaving examination in
English
Berezovskaya
Natalya
1993
Towards
ensuring
communication
Berger
(et al.)
Norbert Georg
1995
Presentation skills in a Business
English undergraduate programme
at Graz University
Berisha
Mejreme
2014
Digital storytelling
Berry
Roger
1991
Pronunciation awareness games
Besnyi
Erika
1997
see Huszár
Betáková
Lucie
2004
Testing speaking skills of trainees
in teacher-training programmes
effective
habits. Presenting our findings and including
the experience of participants, we will work
towards improving the ways teachers work
together.
Drama Plus is an integrated in-service
training system for teachers of English. It is
organized in the form of a 2 week-residential
course in Bugac in the romantic Hungarian
Puszta. The course includes classroom drama
techniques and sketch material to improve
both speaking skills and pronunciation, and art
methodology involving all language skills.
Some participants from previous years have
even produced books, plays and tapes inspired
by the course. The course is run by Ken
&Dede Wilson.Poster presentation.
Trinity exams test communication skills in
English at 12 grades. How to grade the
students? What material and techniques can
help preparation? You will hear some tips.
Trinity College London have updated their
exams. During the workshop I am going to
give some tips for successful preparation.
The paper gives an insight into the philosophy
of Trinity ESOL exams. Participants can learn
about the specialities and get some practical
ideas for preparation.
The talk is about the latest issues concerning
Trinity exams in Hungary. It also gives some
practical advice and offers useful handouts.
Round table discussion led by two
representatives of the Association of
Language Schools.
In my presentation I would like to introduce
written and oral testing in ELT in Slovakia.
The testing materials as well as marking
criteria for both oral and written testing will
be available. The participants will be provided
by samples – students’ papers.
The talk focuses on an impetus for interactive
activities of the learner in the target language.
Interaction rests on two main factors: 1)
reconstructing a scenario (frame) encoded in
the mind of the speakers. 2) restoring social
and cultural background. Thus interaction is a
cognitive and social event. ! The tasks: share
your impressions; amuse your listeners,
hypothesize on possible results, etc.
This workshop will discuss the framework,
materials, and results of presentation skills
training as the final part of Business English
language training in the first diploma studies
for students of Business, Economics, and
Business Education. We will also show videotaped examples of ingredients of successful
presentations and discuss the role of selfevaluation and feedback.
In my presentation, before I share a digital
story created by my students, participants will
learn about digital storytelling activities and
their pedagogical benefits.
This workshop will introduce some games
dealing with awareness of English
pronunciation. Participants will be invited to
play them and discuss their potential.
The presentation will concentrate on testing
speaking. I will have a look at different
formats for testing speaking but primarily I
would like to talk about my experience with
testing authentic spoken interaction of
advanced students of English tested in pairs,
carrying out a discussion on a given topic.
22
Betsis
Andrew
2013
Exam update – key features of the
main ELT exams
Bhanot
Rakesh
2014
DITOW – dOING iT tHE oTHER
wAY
Bicskei
Angéla
1998
How to make a better use of
resource materials
Bicskei
Angéla
2000
Pop goes to music
Bicskei
Angéla
2001
Let’s go on a sightseeing tour
Bíró
Ágota
2014
Bring the world into your classroom
with British Council resources and
projects
Bíró
Ildikó
1997
Dictation – a flexible friend
Bíró
Pál
1999
The introduction of the Pitman
Examinations
Biskupicová
Kvéta
1997
Games for very young learners
Biszák
Blasszauer
Tibor
János
2005
1997
see Földiné Szűcs
Professional challenge and
development in a country school
Universities, corporations and border agencies
collectively recognise over 20 different ELT
exams for work and study purposes; put
simply, there are a huge array on offer, such
that the task of choosing the right one can
become very confusing. This talk aims to help
make the decision easier.
In spite of what some ELT ‘gurus’ say, there
is no one single (best) method for
teaching/learning languages; or, indeed, for
doing other things. One can cite examples
from many fields where ‘going against
conventional norms’ can often prove to be
more effective than sticking to traditional
practices. This workshop will demonstrate
how a number of long-established ELT
classroom activities can be rendered more
challenging and pedagogically more effective
when they are conducted in an ‘other’ (often
the opposite) way.
This workshop is based on my experiences of
ateacher development course I led for primary
and secondary school teachers. I hope this
workshop can help practicing teachers in their
selection and evaluation of materials and
activities. It can also give ideas how to run
materials development courses.
In this workshop you are invited to try out and
reflect upon a selection of activities I have
used in English classes. Come and see how
music and songs make your lessons more
enjoyable.
In this topic based workshop I would like to
present a selection of activities that can
promote intercultural learning and can be used
for improving all the four skills. Join us and
take away some practical teaching ideas that
can be stimulating and challenging for your
students, too.
Schools, teachers and young people need the
skills and values base to make sense of what is
going on in the rapidly changing and
globalised world around them.
Internationalizing education plays a crucial
role in developing both language skills and
critical thinking. This workshop will inspire
participants with a selection of classroom and
partner school activities designed by British
education professionals and taken from the
British Council’s SchoolsOnline website.
This session will give participants a number of
practical ideas for exploiting dictation in the
classroom. It will focus on not just writing but
on all the skills.
Short history of the Pitman Examinations. The
types and levels of the Pitman Examinations.
Listening comprehension, Writing, Spoken
examination. How to prepare for the
examination.
Children love to play games, they play while
they are learning and they learn while they are
playing. In this presentation the participants
will learn some number games, word games
and sentence games to use with their students.
In a Hungarian country school that provides
vocation to secondary school graduates,
professional challenge and development go
hand in hand. An English teacher faces a
number of problems, among which one is the
lack of interest in learning English. For a
teacher this is a tremendous challenge to
develop suitable strategies to still achieve
some results.
23
Blasszauer
(et al.)
János
2002
Presentation on the Hornby
International Multimedia Summer
Course 2002
Blasszauer
János
2004
Mindmapping in ELT
Blasszauer
Blatnik
János
Tina
2005
2015
see Skop
Blažić
Dubravka
1993
Multiple intelligences and
classroom activities
Blažić
Dubravka
1993
Joy and games in language learning
Blažić
Dubravka
1994
Do you have a good time with your
students?
Blažić
(et al.)
Dubravka
2004
Bring humour into your class
Bobyr
Oksana
2005
Multiple intelligences and the SL
learner
Bódis
(et al.)
Klára
1998
Drama techniques and their
potential
Bodóczky
(et al.)
Bodóczky
Caroline
1992
Co-trainer training
Caroline
1993
Formative feedback dialogue
Bodóczky
(et al.)
Caroline
1993
Classroom research in the third year
at ELTE CETT
Bodóczky
Caroline
1994
Why do we need warmers, or
Listening unplugged!
The presentation will inform participants
about the structure of the ICT course and will
show some of the online projects that have
been created by their colleagues. Participants
will be invited to join the Internet classroom
which stores all the important materials of the
course.
Mindmapping is a visual learning technique.
Participants will get to know how to use a
freemindmapping software and will see a
number of applications of it in ELT, such as
its use in creative writing, brainstorming,
vocabulary teaching and telecollaborative
projects.
Culture forms an integral part of the language
learning curricula. Linguistic competence is
not enough for successful communication in a
foreign language, one also has to master the
cultural contexts in which the language
occurs. This workshop will provide
supplemental activities which will make
culture learning a consistent component of
your language classes.
Learn how to address all the seven
intelligences (after Prof. Gardner), how to
activate the right brain that operates 1600
times faster than the left, acquire faster and
retain longer. Use games, stories, role-play,
music and have fun!
Low stress environment, games, arts and a
supportive class all facilitate learning if we
stress the game rather than how difficult
something is. Students will acquire the
difficult part while having fun. Once alert,
relaxed and motivated, students obtain better
results. Learning can be fun and your class can
be happy! Emotions and long term memory
are directly connected in the brain.
Information with high emotional impact is
well remembered. You probably remember
your first kiss, for example...
This workshop will offer a relaxation
technique, a psycho test and show how dry
grammar or phrasal verbs can be made
enjoyable.
Brain research has shown that the state of
deep relaxation (alpha) is ideal for learning.
Humour or physical activity take us there.
Laugh and make them laugh! Share with us
some materials from the Internet prepared for
use in the classroom - for busy and
enthusiastic teachers!
Incorporating Howard Gardner’s multiple
intelligence approach into ELT classroom:
content and methodology of ELT relevant to
a particular intelligence.
Involving the audience, we are going to try out
exercises with feeadback so that participants
will be able to use them in their own teaching
practice. Questions, doubts and criticism are
welcome.
I would like to show a means of class
feedback we developed that gives students and
course participants a chance to see how they
help to form a course.
This will be a presentation of CETT 3rd year
classroom studies by a classroom studies tutor,
and a summary of their classroom research by
the third year students, who gained a
distinction on their thesis.
This talk-cum-workshop is to look at the real
24
coolers, or relaxation breaks?
Bodóczky
Caroline
1997
The myth of non-judgmental
feedback
Bodóczky
(et al.)
Caroline
2005
Hands-on mentor training
through trainer training
Bodóczky
Bodóczky
(et al.)
Caroline
Caroline
2006
2007
SIG moderator
Bodóczky
Bodóczky
(et al.)
Caroline
Caroline
2008
2010
see Pohl
Bognár
Anikó
2000
Bognár
(et al.)
Anikó
2005
Language teaching in dual language
schools – in secondary schools
CLIL in bilingual education
BOGUCKA
Mariola
2006
Meaningful adventures
Bogucka
Mariola
2006
Teachers and parents – a new type
of partnership
The challenge of being responsible
for beginning ELT teachers
The Bateson model
uses of warmers, and why they are not isolated
beginnings of lessons.
In this discussion, I would like to explore
some of the myths surrounding nonjudgmental feedback, and I consider it a
misunderstood and potentially unhelpful or
even dangerous notion. I will then propose a
model for post-lesson discussions with student
teachers based on a constructivist view of
learning.
Having successfully run mentor training
courses at ELTE University Budapest,
Centre for English Teacher Training since
1991, in 2003 we introduced a new
element: trainer training. On the 120-hour
course, participants (practicing teachers)
train a group of pre-service teacher trainees
for twelve weeks. The training is followed
by a post-lesson discussion led by a
participant mentor. Training and mentoring
skills are introduced systematically and
relevant issues are dealt with as they arise.
We would like to discuss the changes and
share the strengths and weaknesses of the
new programme as well as inviting
comments and suggestions from the
audience.
In response to comments by many practising
mentors, we felt that there should be a forum
where they can share their experiences and get
help with their problems. The workshop will
be arranged around several typical mentor
themes, e.g. observation, post-lesson
discussions, action planning, and evaluation. It
will consist of small group discussion of each
topic followed by plenaries, where we can all
share the issues. The leaders of the workshop
will be facilitators and moderators, as no
direct input is anticipated.
The workshop will invite participants to
explore the awareness raising opportunities
provided by the model and to contemplate
ways in which it can be used in different
teacher development settings.
Roundtable discussion
We will give a description of the theoretical
background to content-based instruction
(CBI/CLIL), its approach and methodology.
We will also show learning strategies in
thinking skills, thus making learning
cognitively engaging and challenging – on
the basis of 17 years of experience in
bilingual education in the Karinthy Frigyes
Gimnazium.
Successful learning is not just receptive or
based on memorization, it is based on
interpretation and constructing a meaning
which is valid for each learner to be
independent, to think critically and creatively.
An English lesson should provide an
opportunity for young children to make their
own sense of what they observe and
experience. The talk is illustrated with
examples of activities from a primary class in
Poland.
Recent research into social education indicates
how much school successes of young learners
depend on the supportive atmosphere provided
by their parents and the mutual understanding
between school and home. The workshop will
be devoted to the overall philosophy of the
25
new partnership and its implementation in the
classroom. The practical part will focus on
new ideas for ‘open lessons’ and a selection of
activities and games will enable parents and
children to explore the world of English
together, immaterial of the coursebook used.
Bohuslavová
Bölcskei
Liba
Mária
2001
1997
see Jilková
Bolitho
Rod
1993
Dealing with change
Bolitho
Rod
1993
Language awareness
Bollas
Angelos
2015
Tweeting through the intermediate
plateau
Bond-Taylor
Bonneau
Troll
Natalie
1995
2007
see Hughes
Borbély
Ágnes
1994
Wordplay posters for English for
fun
Borbély
Borg
Bowing
Ágnes
Simon
Peter
2008
2002
2002
see Paschekné
Bowler
Bill
1991
Milking the sacred cow – literature
in the language classroom
Bowler
Bill
2003
Pronunciation in the global English
age
Bowler
Bill
2003
Books too are portals to virtual
worlds
‘I would participate if…’ – a survey
of in-service professional
development needs
Kids Club – an introduction to LCF
Clubs – new materials and
methodology
In 1996 a survey was conducted to explore the
in-service development needs of teachers of
English working in secondary schools of
Baranya County. The focus of the talk is on
the findings of this survey concerning the area
teachers need development in and their
motivation for participating in developmental
programs.
This presents and describes some strategies
which teachers and learners use when dealing
with change, and also takes a look at how they
might involve themselves in initiating change.
A practical, experimental workshop providing
an introduction to Language Awareness for
teachers.
Twitter has served teachers’ improvement and
development for many years now. This
presentation shows how Twitter can be
beneficial for learners who do not progress
further than the intermediate level – the ones
that have plateaued – by exploring different
uses of Twitter in the ELT classroom.
LCF Clubs is a UK based company providing
EFL tuition and materials for 2 to 11 year-old
children around the world and has been
operating in Hungary since 1993. LCF Club
methods cater for different learning styles
with emphasis on FUN through songs, stories,
games and maximum exposure to the
language. Materials include step-by-step
lesson plans, many printed visual aids, song
CDs and web-based resources.
An exhibition, originally meant to be the
poster version of Wordplay exhibition. As the
poster version will only be ready in
November, we will display ‘appetizers’ for
Wordplay. Wordplay is a touring exhibition
about the English language produced by the
British Council and sponsored by The
Economist. It opened in Manchester in 1993
and by 1997 it will have been shown in 13
countries in Central and Eastern Europe. The
exhibition with audio, video and ‘hands-on’
elements illustrates what fun the English
language is.
see Csene
‘I am your friend’. Preparing
students for the Euro speaking
exam
This workshop will look at the speaking skills
tested in the new International House Euro
exam and will give teachers ideas for fun
speaking activities that prepare students for
the exam.
Various techniques will be demonstrated for
exploiting literary texts in the language
classroom which go beyond the traditional
‘kid gloves’ approach.
This workshop shows practically how to
integrate pronunciation work into ELT
classes. The questions of benefits, regional
accents, and of prioritizing pronunciation
work – in a world where English is the new
lingua franca and students no longer ‘need to
sound exactly like a native speaker’ – will be
addressed.
How can be persuade today’s students to open
– and to continue reading – a book in an
26
Bowler
Bill
2005
Tapping into the history
powerhouse
Bowler
(et al.)
Bill
2010
‘Textploitation’: intensive reading
with graded reader ‘textlets’
Brabbs
(et al.)
Philip
1994
Observation and TP: how about a
bit of a system?
Brabbs
(et al.)
Philip
1995
Supervision of fast track research
projects
Bradley
Terence
1997
see Rogers
Bradley
(et al.)
Terence
1998
We want your minds, not your
money
Bradley
(et al.)
Terence
1999
And the next question?
Blazić
Dubravka
2015
An Elephant of Facebook
Breka
Olinka
1994
Creative use of newspapers
Breka
Olinka
1995
Song as a vehicle
instant-gratification audio-visual technoworld? This workshop examines the role, use
and benefit of graded readers in (and out of)
ELT classrooms. Varied types of pre-, while-,
post-reading and evaluative tasks are
proposed.
A focus on history studies in ELT classes
can be a great way to raise awareness about
students’ own cultural heritage and also
educate them in international
understanding and tolerance. This session
looks at how a British history project can
spark a personalized response which is
perfect for project work.
Extensive reading (ER) has all-round language
learning benefits. However, persuading
teenagers to read outside class can be
challenging. This workshop briefly surveys
OLD AND NEW graded reader use, after
which participants will experience several
engaging intensive reading (IR)
‘textploitation’ classroom activities which can
help build bridges to outside class reading.
The three year PRESETT course for basic
school teachers in Plzeň is about to enter its
third year. We are currently grappling with
how to mould the various school observation
and TP blocks during the course into a
coherent programme. This workshop will
describe our approach and invite comments.
This talk addresses the following issues:
overcoming student difficulties when writing
projects (academic style, topic selection,
research methods, analysis of results,
computeracy, etc.); Guidance for supervisors;
project assessment; and the value of research
projects for trainee teachers. Comments and
discussion are invited.
Are there choices in INSET provision? Are
there options for effectiveness? A model of
INSET has been developed in Hungary which
meets teachers’ real/classroom needs. We
would like to explore the value and
implications with you.
When it comes to questions in your classroom
are you a lawyer, a comedian, a policeman or
Billy Quiz? This workshop looks at some of
the critical elements of teacher talk: questions
and explanations.
Comprehension and memory can be enhanced
by metaphors and comparisons. A synaptic
connection, which is actually a bridge, is
established in the brain by means of creating
an image . Triune brain theory advises what to
avoid and what to focus on in learning and
teaching. As teachers we can help our pupils
understand and memorise certain vocabulary,
forms, irregular verbs and improve their
pronunciation. Just build bridges!
This workshop will take a look at a range of
practical and creative activities most of which
are based on learner-centred ideas and can
help our students build up confidence and
awareness of their personal response to the
materials read.
Songs should be an integral part of the
learning and teaching process because they are
motivating, enjoyable and can be used in
many different ways, fulfilling many different
goals (e.g. background music, to relax or
energize your class, to practice integrated
skills). This workshop will deal with a range
of activities, useful and valuable both to
27
Brennan
Bren
2012
From motivation zero to 2.0 hero
Brieger
Nick
1994
York Associates Communication
Videos
Brieger
Nick
1994
Business English – English for
business (same or different?)
Brieger
Nick
1994
Your English, my English – our
English
Britschgi
Matthew
2013
Matching headings to paragraphs as
an assessment tool and practice
activity
Broskevic
Ivo
1995
TV commercials in the classroom
Brown
Steve
1998
/ka:nt/ or/kaent/? The role of
received pronunciation in the
classroom
Brózikné Piniel
Katalin
2003
Images – a Comenius project
Brózikné Piniel
(et al.)
Katalin
2014
Teachers’ perceptions of teaching
students with special needs
teachers and their students.
No motivation for same old, same old
teaching? Find out how the speaker went from
this common state to blogging, tweeting,
materials writing, being involved in a global
PLN and importantly, how all this acted as a
catalyst for creative teaching and the
inspiration for a new love of teaching.
An opportunity to view and discuss the use of
the following videos in the classroom:
Presentations, Meetings, Negotiations.
Early materials in ESP focused in special
language (grammar and vocabulary); recent
course books focus in specialist topics and
skills. ‘Business English’ implies the
former; ‘English for Business’ the latter. In
this talk I’d like to consider assumptions
underlying each term; the scope of business
language and implications for course design.
The purpose of this talk is to look at the
position of English today as an international
language and what this entails. In particular, I
would review the following four fallacies:
English is learnt on order to communicate
with native speakers. English is learnt on
order to understand British and American
culture. English is learnt on order to adopt
native-speaker models.English is taught by
native speakers. After this I would like to look
at the implications of English as an
International Language in terms of: the
objectives of the language classroom, the
topics to be used in the classroom, the
methodologies to be used in the classroom.
Just as there are different ways of reading,
there are different ways of assessing reading
proficiency. In this talk, we will discuss the
development and use of matching headings to
paragraphs tasks as they appear in the DExam
C1 exam, and how teachers can use such tasks
as practice activities.
The aim of this workshop is to suggest how
authentic British TV commercials can be used
in English language teaching, helping to
enrich vocabulary, improve listening
comprehension, as well as imaginative aspects
of conversation, and also to present various
cross-cultural information concerning life in
Britain.
What is good pronunciation? And who uses
it? The Queen? Bill Clinton? Mark Renton in
Trainspotting? All of them, maybe? And what
about our students? How high should our
expectations be? And what kind of models
should we be presenting? The aim of this
seminar is to provide a setting in which
conference participants can discuss these
issues, hopefully find a few new answers, and
perhaps even learn some new activities for
teaching aspects of pronunciation in the
classroom.
The aim of this presentation is to give EFL
teachers an overview of participating in an
intercultural project such as Comenius. An
example will be looked at, namely the project
entitled ‘Images’ with the participation of
ELTE Apáczai Gimnázium and the funding of
the British Council and the Tempus
Foundation.
In our nationwide study our aim was to
explore how secondary school language
teachers working with Deaf and hard of
hearing learners view their students’ language
learning motivations, attitudes, and needs.
With these insights we hope to encourage
28
Brózikné Piniel
Katalin
2015
Deaf and hard-of-hearing university
students’ dispositions towards and
experiences of language learning
Bruggeman
(et al.)
Bernard
1992
Scoring higher while using less
material in EFLT
Buchan
Hamish
2010
Movement in the primary English
classroom
Buchan
Buchan
Hamish
Hamish
2010
2011
see Zeffer
Buchan
Hamish
2012
Young learner materials at your
fingertips
Buchanan
Neil
2015
You’re/your history: how digital
learning reimagined the time
machine
Buchmeier
Therese
2003
TOEFL: using technology to build
better language teaching tools and
assessment
Budai
László
1993
A complex analysis of clause
constituents
Bujakowska
Marta
2002
‘Teacherism’ – What do we really
teach?
Bujtás
Barbara
2011
Taming of the Facebook Devil
language teachers to approach teaching the
hearing impaired with more confidence.
The purpose of our presentation is to provide
insight into the views of six Deaf and severely
hard-of-hearing university students on their
foreign language learning experiences. Based
on interview data, we would like to highlight
issues relevant for the teaching of foreign
languages to Deaf and hard-of-hearing
learners in integration.
In this presentation we will explain how large
groups of 50 are tested in order to determine
their level quickly and without any material.
After the testing procedure, the practical
teaching aspects will be discussed with a
particular interest of keeping the students’
attention by means of imagination and
memory-based activities. We will also invite
participants to share their fund of experience.
Young children love to move, so it makes
sense for us, as teachers, to involve our
students in drama and movement activities in
our English classes. In this session, the
presenter will use stories to introduce
movement activities to develop our students’
creativity and as well as their English and
cultural understanding, knowledge and skills.
Warning: movement required.
SIG moderator
Come and try out and discuss some effective
materials and activities, available to you on
the British Council’s website for children and
teachers of children. The presenter will show a
sample of stories, songs, games and
worksheets and demonstrate how they can be
used within a lesson.
As an EFL teacher with an MA in History, I
will examine how digital learning is applied in
an English medium Bachelor of Science
General Studies history course, in both face to
face and independent contexts, to boost
learner motivation, productive and receptive
academic skills as well as linguistic dexterity.
Educational Testing Service will describe how
it is using technology to build better
assessments. ETS will introduce a new
speaking test and a four-skills TOEFL test that
will be delivered via internet, and has
introduced two innovative classroom software
tools: a software package that helps teachers
measure learning progress in communicative
skills, and an online writing evaluation
service.
The contribution suggests a complex analysis
of the obligatory and optional constituents of
English finite and non-finite clauses to
teacher-trainers. The complexity of the
analysis consists in the threefold management
of relevant syntactic and semantic features.
The analysis is supported by a notion making
the process visually perceptible.
I would like to focus on deeper meaning of
teaching. I want to reflect on the reason why
we do what we do, to reflect on different
phases of our professional development. In the
practical part of my workshop I’d like the
participants to try out some activities and
think why we use them and what they actually
teach our students.
Social media is catching up at an amazing
speed. As well as a ‘cyber-home’ for learners,
it can also be a tool for educators. The aim of
the presentation is to enumerate how social
29
media (Facebook) can be utilised in 21st
century language teaching and education.
Bujtás
Barbara
2011
SIG moderator
Bujtás
Bujtás
Bujtás
Barbara
Barbara
Barbara
2012
2013
2014
SIG moderator
Bujtás
Barbara
2015
Let those creepers explode in your
class-English through Minecraft
Bukor
Emese
2009
Exploring teacher identity:
teachers’ transformative
experiences of reconstructing and
reconnecting personal and
professional selves
Bukta
Katalin
2003
The process of assessing written
performance at the school-leaving
exam: from item writing to
assessment
Búza
(et al.)
Virág
1995
Learner independence: friend or
foe?
Buzásné Mokos
Boglárka
2014
Language coaching: a transition
from language teacher to language
coach
Buzásné Mokos
Boglárka
2015
The role of the ESP teacher in
autonomous and self-regulated
learning
CAGNOL
Bethany
2013
The ELT Journey: from the charted
to the uncharted
SIG moderator
Four YouTube genres to bring the
‘wow’ factor in your classroom
Learners tend to find school and learning
something boring, slow and flat. Most
probably one of the websites they regularly
visit is YouTube. This session will present
you with some activities to harness the fun
factor offered by four types of these short
videos to increase engagement.
Our learners are entertained 24/7 with
products ranging from zombies to the Rubik’s
Cube. Educators compete with providers of
super-fun engagement.
Hopeless? Not quite. Just use your young
students’ beneficial passions and let
engagement catch on. Practical Minecraftrelated TEFL ideas.
This presentation summarizes a doctoral
research project on language teacher identity
that aims to explore the relationships among
beliefs, assumptions and interpretations rooted
in personal and professional experiences. This
reflective, autobiographical study is conducted
with ESL teachers in Canada. This presenter
outlines her doctoral research topic and the
preliminary research results.
The paper would concentrate on the process of
assessing written performance from item
design to using analytical scales and training
raters. I would like to show secondary school
teachers the basic techniques of task design
and present them the good practice in
language testing nowadays. The talk is
intended to be highly practical, with a
selection of examples to support the
theoretical issues involved.
Are you familiar with the terms: ‘learner
independence’, ‘motivation’? Do you think it
is idealistic and out of this world to apply
these concepts in an ordinary classroom? We
would like to demonstrate how to put theory
to practice in an everyday classroom.
Language coaching as an alternative and
supplementary tool for teaching business
English one-to-one can be of interest to any
teacher who is committed to help the high
performance, focused learning and fast
progress of their language learners. With the
use of language coaching questions and
techniques, learners are likely to gain a deeper
understanding of their contributions to the
learning process and will take more
responsibility for their success. Participants
will receive a voucher for trainings organised
by the Language Coach Academy.
Learner autonomy is a well established and
widely researched concept in SLA research.
Although the focus is often on the autonomous
and self-regulated learner, this presentation
purposes to examine the role of teachers in
promoting and supporting autonomous and
self-regulated learner behavior especially in
teaching ESP for adult learners in corporate
contexts.
English language eaching is a bit like the
universe, a mix of order and chaos and forever
expanding. Some of us have recalculated our
routes along the way while others may know
where we are headed. In this talk I will ask
you to drop a pin on your ‘ELT map’ and not
only look ahead but also behind you to see
30
Camden
Mary
1997
Affective techniques
Camerer
Rudolf
2003
Working in Europe – The European
Language Certificate
Cankova
Michaela
1998
Open channels
CAPEL
Anette
2004
Investigating learner competence
through the Cambridge Learner
Corpus
Capel
Anette
2004
Vocabulary development for C1
and C2 level learners
Cardu
Mihaela
2013
2gether/ gather IATEFL – a total
learning experience
how far you’ve come. What brought you to
this very moment in time? What challenges
have you faced? What has made you the
teacher you are today? As our profession
becomes more demanding we will be under
increased pressure to train our students to cope
with the needs of tomorrow. However, until
someone discovers a keyhole to peek into the
future, more than ever, we will have to stick
together, help each other and form ELT teams
that can boldly go where no teacher has gone
before.
We can help apprehensive students to lower
their barriers to learning. The teacher – with a
repertoire of techniques – is able to create an
atmosphere which is receptive, motivated and
rewarding.
Communicative competence is more than
linguistics. All experts agree that
communicative strategies a.o. ‘hidden codes’
count most when it comes to inter-cultural
communication. How to define this kind of
competence, how tot each and how to evaluate
it? In compliance with the Common European
Framework,The European Language
Certificates have made this a central part of
the approach to teaching, learning and
assessing language competence.
How to integrate literary texts into a broader
cultural context of the period? The
presentation will aim at suggesting some ways
based on 20th century British literature. The
focus will be on James Joyce and the 1920s.
Both the historical/cultural context will be
tackled as well as an extract from the Ulysses.
As a Cambridge University Press author and
Cambridge ESOL item writer, the speaker has
gained many insights into learner ability from
the Cambridge Learner Corpus, an electronic
collection of Cambridge ESOL examination
scripts at all levels. Her talk will investigate
common types of learner error, including
those of Hungarian candidates; the actual
productive range of candidates will also be
illustrated. This plenary talk will be derived
from the first-hand evidence of Hungarian and
other candidates’ performance at FCE, CAE
and CPE. Prior to the talk, the speaker will be
using the Cambridge Learner Corpus as a
research tool, in order to assess common types
of learner error and to investigate the actual
productive range of candidates at B2, C1 and
C2 Common European Framework levels.
From this information, some priorities for
exam preparation and writing skills
development will be suggested.
Teaching at CAE and proficiency levels can
be immensely challenging, yet it also provides
unique opportunities for personalised
exploration of the language. This practical
workshop will suggest ways of developing
vocabulary, idiom and collocation, based on
corpus-derived information about frequency,
usage and actual learner competence at
Common European framework levels C1 and
C2.
A unique opportunity to step out of your
teacher shoes and step into those of a learner.
Have you ever wondered what English smells,
tastes or feels like from your students’
perspective? This unconventional workshop
builds up a maze where teachers become
learners, presenters become architects and
English becomes the thread that connects us
all.
31
CARRIER
Michael
2012
Re-defining accesss to language
learning using handheld and mobile
learning
Carrier
Michael
2014
Speech recognition in ELT: its
impact on teachers and students
Carrier
Michael
2015
Speech recognition in ELT: its
impact on teachers and students
Carroll
William
1994
Making poets of your students
Caruana
Carmelita
1992
Focus on pro-active work – using
action plans
Caruana
Carmelita
1992
Tips on time management
Caruana
Carmelita
1992
Writing your own action plan
Cassidy
Maurice
1993
Making the exams choice:
international exams and your
student’s needs
Cattlin
Mike
2003
Preparing for fluency
Čelikovič
Vlasta
1994
Using video in teaching
Handheld and Mobile Learning technology
extends the range of the teacher by extending
learning beyond the physical lesson in the
physical classroom. Learners can use travel
time as well as time at home to extend their
learning, reinforce teacher-led lessons and
achieve learning objectives more effectively.
This talk shows how we can use mobile
technology to support and supplement
language learning and shares our experience
in developing applications for phones and
handheld devices, including classroom tablets
from OLPC and Intel as well as individual
phones. I will explain the technology, the
research available and outline some of the
experiments in the pedagogical application of
this ground-breaking technology to language
learning, as well as our future plans for
development and research in the pedagogy of
mobile education.
Speech recognition has come of age. It is
accurate and part of everyday life, and
powering automatic translation and testing
systems. What impact will this have on ELT
and how should we develop appropriate
pedagogical models, and prepare teachers for
the application of speech recognition to our
classrooms? I will give a critical appraisal of
its pedagogical uses and dangers.
Speech recognition has reached a level of
accuracy where it is powering automatic
translation and testing. What impact has it on
ELT? How should we develop appropriate
pedagogical models and prepare teachers for
its application to our classrooms? I will give a
critical appraisal of its pedagogical uses and
dangers.
Non-traditional forms of poetry can be the
starting point for small group activities that
integrate the four skills – and lower that nasty
affective filter, too.
This talk is intended for those involved or
interested in educational administration or
management. It describes from practical
experience a type of planning that helps
ensure that important developmental targets
are achieved instead of being slumped by the
demand of routine or reactive work.
The speaker will describe a small number of
techniques that helped her to organise herself
to make the best use of her working time,
because there is never enough time in her
experience. So if this is your experience, this
talk is for you.
This workshop follows the talk on using
action plans by the same speaker and provides
participants with the opportunity of writing
action plans for themselves and their jobs.
The seminar and workshop is designed to raise
teachers’ awareness of the benefits to them
and their students of working towards an
internationally recognized exam. In particular,
it focuses on the features of the Cambridge
Exams, such as the FCE and CAE.
A twist on task-based learning: encouraging
students to prepare for tasks with a focus on
accuracy, followed by task performance with a
focus on fluency. How can the teacher help
achieve this in a classroom situation?
How to create video-based language classes,
activities based on video stimulus? How can
video stimulate students? Imagination and
creativity? The advantages and disadvantages
of video-factors which should be taken into
consideration while assessing video materials?
32
Čelikovič
Vlasta
1995
The magic of collocations
Čelikovič
Vlasta
1996
Single word lead-in activities
Cepuder Sedmak
Jasn
2006
Lesson plan that really works
Černa
(et al.)
Monica
2002
Professional development during
clinical year
Černa
Monica
2011
Empowered by the early start?
Chadwick
Chandlerné Rozinka
Janet
Stefánia
1995
2012
seeBrabbs
Chandlerné Rozinka
Stefánia
2012
Focus on English Prime Time
Chatwin
Robert
2010
see Gibson
Learning English through a
profession
How to create your own materials from TV
programmes?
One of the problems teachers face teaching
higher levels is how to make students aware of
the complexity of words; how they collocate
with other parts of speech, what possible
collocations there are. Once students become
aware of these facts, they start enjoying
anticipating possible new expressions and
eventually grasp the language.
Single words, no matter how simple, can
sometimes be an excellent springboard for
developing imaginative and purposeful lead-in
activities. This workshop will deal with a few
practical classroom activities on how to start
off your lesson in a rather different way by
developing students’ imagination and
language awareness.
Formal letters. Student-oriented activities
from asking for information to a letter of
complaint.
Formal support scheme for novice teachers is
unfortunately non-existent in the Czech
Republic. Therefore, clinical year represents a
kind of ‘induction period’ shifted to preservice teacher training. The talk will present
specific strategies (including a series of
projects) deployed to enhance trainees
professional development. The process of
their professional learning will be discussed
and the outcomes demonstrated (analysis of a
video-recorded sequence of a trainee’s
teaching performance).
With the growing importance of English as an
international language there has been an
observed trend to start foreign language
learning at an early age. Regarding the Czech
Republic English is becoming a part of the
curriculum of all kinds of institutions involved
in pre-school education. There seems to be a
discrepancy between the opinions of general
public and expert opinion. The demand for
very early language learning has increased
considerably that in spite of some reservations
it can no longer be ignored by teacher
education. The question is, however, who is
qualified for teaching very young learners.
The presentation offers one of possible
solutions – incorporating a specialized training
course into pre-graduate teacher education.
The need and desire to learn English for
Specific Purposes have become a strong trend
among young adult language learners in
Hungary in the recent years. The talk would
like to introduce the Career Paths Series by
Express Publishing and highlight why
teaching from these coursebooks presents not
just a great opportunity for the teachers to
teach something new in a different way but
provides the solution to the students’ ESP
needs from elementary to intermediate level
(A1-A2-B1).
The presentation focuses on a new
development in mainstream TEFL by
introducing the Prime Time series to the
audience. This series is new for 2012 from
Express Publishing and it is designed to bring
together the best of the traditional language
teaching methods with the most up-to-date
high technology language learning facilities.
This unique combination has the power not
only to help but to inspire the teachers and
students alike.
33
Chefneux
Gabriela
1997
A course on testing for in-service
teachers
Chen
Yueh–miao
2004
Literacy education at an elementary
school in L.A.
Cherchalli
Safya
2009
From academic research to
classroom research: an introduction
to exploratory practice
Child
Marcus
1994
Catch my icons
Child
Marcus
1994
Getting learners buzzing in business
English
Chinnery
George
2015
see Tiboldi
Chougarska
Katya
1996
Why study English?
Christensen
(etal.)
Nickie
2010
Preparing students for IELTS
academic writing
Chu
Vivian
2004
Teaching global unity through
proverbs
The presentation will focus on a seven-day
course on testing organised for secondary and
high-school teachers in Romania. The way in
which the course was devised, structured and
taught, as well as the feedback from the
participants will be presented.
This paper presents a case study of literacy
education at an elementary school in
L.A.,USA. The researcher used participant
observation and interviews to collect data and
presented a descriptive account of the reading
and writing instruction at an elementary
school.
Traditionally the mechanical application of
expertise was thought to solve many of the
problems encountered in the classroom. It is
now suggested that we should help teachers
view teaching as a research-based profession.
But what kind of research? This paper
discusses the concept of Exploratory practice
which is said to be a powerful generator of
understanding what goes on in a particular
classroom.
Icon systems, comprising arrows, geometric
shapes and other simple graphics can
strikingly represent key lexical items for
business and professional learners. Icons are
powerful tools for practising reformulation,
activating functional language, developing
structural knowledge, enriching and
memorizing lexis. This workshop will
demonstrate how trainers and learners can
exploit icons in creative, tightly focused
activities.
Meaningful, interactive ideas for use with
business learners on group courses. Tested
activities designed to give pace, challenge and
effective targeted practice. Language areas
covered will include: introductions, questionforming, managing, conversations, agreeing
and disagreeing, product description.
Should motivation really be taken for granted?
For the last few years our world changed
completely: political systems, cultural
attitudes and human values. More and more
people begin to study English nowadays. Do
they really know why?
Focused preparation can truly make a
difference in students’ IELTS performance.
This presentation will give an overview of
effective IELTS academic writing preparation
and practice, including frameworks for writing
tasks, essential essay elements, and timing
strategies.
This workshop presents a vision and provides
hands-on interactive language learning
activities designed from international
proverbs, metaphorical language, and
storytelling. Proverbs offer common ground
for people from different cultures to express
their shared humanity and wisdom. In the
language of metaphors, the interweaving of
images and words can create transcendent
meaning from entities and ideas that are
totally unalike. Storytelling is a powerful
multi-dimensional communication process
that enables individuals to speak from the
heart, share values, explore depth and
meaning, and access creativity. All three paths
are workable for learners at various levels of
English language ability, and can be used to
focus on supporting peace, unity, and
harmony between communities and in the
34
world.
Clandfield
Lindsay
2009
Blogging your way to being a better
teacher
Clandfield
Lindsay
2012
The global M-Learning
CLANFIELD
Lindsay
2014
English, Edtech and the language of
change
Clemens
(et al.)
Bruce
1999
The little black book
Cmermanova
Ivana
2009
Integrating technology into young
learners’ EFL curriculum
Čolić
Janja
2011
Learners with special needs – the
gifted in the English classroom
Collins
Vicky
2004
The threeBilly Goats Gruff: from
page to stage
Conjagic
Sanja
2015
see Josipovic
CONLEY
Sean
2003
Outside the testing framework:
alternative approaches to
assessment
Teachers are beginning to use blogs more and
more to help their students. But how can this
new medium help teachers to help
themselves? In this talk I will take you on a
tour of some of the top blogs by teachers for
teachers and explore how these can aid in our
development. We’ll look at what makes a
good blog, how to get the most out of the
blogosphere and some useful advice for those
of you wishing to start your own blog for
teachers.
This talk aims to explore in detail this new and
exciting area of education, looking at how
you can easily incorporate an element of MLearning into your classroom practice and,
more importantly perhaps, how you can
harness aspects of M-Learning to enhance
your students’ out of class learning of English.
The way we talk about English language
education has shifted significantly over the
past ten to twenty years. Education technology
is at the forefront in our changing perspective
on what it is we do. What are the new
buzzwords? What are the consequences of the
changes being talked about? Who wins in the
changing linguistic landscape? During this
talk I will examine various key terms and
aspects of this discourse of change and invite
us all to think critically about what sort of
future it is leading us towards.
A workshop/seminar exploring the methods
that are used both pedagogically and mentally
in the storing of vocabulary at all levels.
The author presents several possibilities of
using features of CLIL to teach English in a
group of young learners. She mainly discusses
the possibilities to use computers in a group of
so-called digital natives who were born into
the data world and have no problem in
handling and operating them.
Intelligent children need stimulation and
recognition if we want them to develop their
potential to their maximum. If not, they are
lost in the classroom. First, I am going to talk
about the needs of the gifted and talented
pupils. Then, I am going to talk about three
models that have proved to be the most
suitable for working with such pupils. All of
these models involve several modifications to
the curriculum in order to meet these students’
needs and interests. My presentation is going
to be practically oriented as well; I will
describe how teachers can keep gifted and
talented pupils busy during the regular lessons
based on my own experience of teaching them
English in regular classes in the 7th, 8th and
9th grades of elementary school.
I want to use a storybook in class but where
do I start? This workshop takes the classic
story of The three Billy Goats Gruff as its
starting point. A variety of practical pre and
post reading tasks will be demonstrated
culminating with tips on how to stage your
own class shadow puppet show.
In this presentation we will consider the
testing framework and then step outside it to
look at alternative approaches to assessment.
With specific examples drawn from a project
on proficiency based instruction, we will
consider the advantages and disadvantages of
alternatives, such as rubrics based selfevaluation and video portfolios in the place of
35
Constantinides
Marissa
2013
From curation to creation
COOK
Guy
2003
Old dogmas – new directions
Cooke
(et al.)
Alan
2004
BBC Prime in Hungary – an
attractive and entertaining addition
to traditional English learning
methods
Costas
Andrea
2013
True or false: sharing is Caring?
Counts
Monika
2003
The testing conundrum: to norm or
not to norm
Coward
Helen
1992
see Kipling
Cowle
Andrew
2002
Teaching practical use of English
Cowle
Andrew
2002
Learning to learn or doing
homework?
traditional testing.
Curating content may well be the latest online
trend. Because most of the tools are also social
networking tools, curating is a great first step
to get connected with other like-minded
teachers from around the world.This talk will
outline steps to discover great content online,
organize and save it for future use (curation)
by showing some great bookmarking and
curation tools. I also hope to share some ideas
on how to evaluate, create or co-create your
own content (creation) and how to share it
with your colleagues or your learners.
Ideas about language learning have
proliferated over the last hundred years. The
classroom consequences have been far
reaching. Usually this history is viewed as one
of progress, broadening horizons and
liberating teachers. It is also possible,
however, to see its net effect as a reduction of
options, a narrowing of outlook, and an
undermining of professional freedom.
Drawing upon recent research into language
use, and upon new ideas about teaching, this
plenary lecture seeks both to reassess what has
been lost and why, and to suggest new
directions.
BBC Prime, the flagship British cable channel
shows the best of the BBC’s award-winning
programmes from drama, comedy, children’s,
documentary, film, music, lifestyle series and
celebrity talkshows. BBC Prime supports and
entertains English language learners through
its Hungarian subtitled programmes while at
the same time offering BBC Learning
programmes that teachers can record for free
and use in their classroom lessons. BBC
Prime’s commitment is reinforced by its
unique, nationwide BBC Prime Young
English Speakers of the Year Award
announced in September 2004 in partnership
with the Ministry of Education and the British
Council.
The present workshop has a look at building
connections to students and the advantages or
disadvantages that can arise in this process
through a series of classroom activities. How
familiar can you or should you get with your
students?
The pros and cons of criterion-referenced
versus norm-referenced assessment types and
the creation of reliable common final exams
will be explored. The Academic Bridge
Program relies heavily on assessment to
determine programmatic progress and
therefore has worked to create reliable
criterion-referenced tests. The results of our
efforts will be discussed.
When our students reach pre-intermediate
level of English we need to start to offer
possibilities for them to use their English
outside the classroom. With these possibilities
learners can feel that they can understand a
lot, are able to enjoy real English and they feel
like discussing the topics in peer groups. The
workshop will provide some simple and
highly motivating examples of doing this with
the help of Mary Glasgow Magazines. The
activities will be from pre-intermediate to
advanced level.
From the beginning of learning a foreign
language teachers try to teach their pupils how
to learn a new language. The task is difficult
36
Cowle
Andrew
2005
Ready-made lessons from
photocopiable resource books
Crawley
Angela
1993
Hidden treasures – getting the most
out of a learners dictionary
Cronin
David
2005
Dictionaries: developing learner
autonomy
CROSS
Roy
2001
The importance of elsewhere
Csábi
Szilvia
2002
Csábi
Szilvia
2012
Dictionaries and course books
published by the Akadémiai
Könyvkiadó
New English dictionaries – printed,
on-line and e-dictionaries
Csapó
Császár
Benő
Zoltán
2001
2004
see Nikolov
Császár
Zsuzsa
2006
Foreign language libraries as
opportunities and challenges for
teachers
and often seems everlasting. We plan
activities for students, make them practise in
the lesson and give homework. Do these
activities work? Is it worth the effort? Yes, but
different activities work at different stages.
Therefore, we continuously need to widen the
range of activities. The workshop will provide
examples of activities which develop
independent learning skills with the help of
the Mary Glasgow Magazines.
This is a lively and practical presentation to
give you lots of ideas and lessons to take
away and use in class the next day, grammar
and vocabulary lessons, games, songs, skills
ac- tivities, for English language practice,
literature, drama, and even British and
American culture. It is ideal for teachers of
both primary and secondary students. Free
sample worksheets for all who attend.
More info on the materials at
www.link2english.com
We will look at the ways in which students
from elementary to intermediate level can be
encouraged to dig deep into their dictionaries
and make the most of the wealth of the
information to be found there. In particular,
learners dictionaries can be a valuable
resource for topic-based lessons. Examples of
worksheets will be provided, showing how
students can be sent on treasure hunts
throughout the dictionary collecting
vocabulary and perfecting their dictionary
skills as they go.
This presentation is to show the ways in
which dictionaries can be used in the
classrooms of all levels to encourage and
develop student autonomy as well as
accelerating learning. We will look at the
use of dictionaries with a range of activities,
which will not be black/white board based
only and will not involve photocopies.
As Philip Larkin’s poem shows us, elsewhere
is important. A sense of elsewhere sheds a
powerful light on here and now – the
advantages and disadvantages – of one’s own
teaching situation. Without knowledge of
elsewhere, cultural studies work is all but
meaningless. Participation from elsewhere
adds a fertile extra dimension to teacher
development activity – at summer schools, for
example. So where is elsewhere, and do we
get there, with a little help from Philip Larkin
and W. H. Auden?
The new English dictionaries of Akadémiai
Kiadó were published using the most modern
dictionary editing applications and can be
used on the most modern digital devices.
Based on László Országh’s legacy, the new
dictionaries were edited under the guidance of
chief editor Tamás Magay. The printed
dictionaries are available with online as well
as e-dictionaries. In the online version of the
English–Hungarian dictionary the
pronunciation of headwords can also be
listened to.
see Ádám
The Hungarian Ministry of Education has
helped numerous schools throughout the
country to establish and maintain their foreign
language libraries within the Világ - Nyelv
37
Programme. These Resource Centres (RCs)
(Forrás Önálló Nyelvtanulási Központok) are
both golden opportunities and challenges for
teachers of foreign languages. We should find
effective ways to integrate the material of
these RCs into our teaching practice. These
RCs require TT to be able to use them
independently, maybe in LLL. In my school,
we have one of the 30-about earliest RCs in
the country. We have been working and
gathering experience in this field for four
years.
Csath
Judit
2005
Csatlós
Cseh
(et al.)
Csilla
Anna
2007
2011
Cseh
Anna
2012
How to present cultural information
to the students with the help of ICT
Cseke
Ágnes Zsófia
2014
Activate and motivate your mixed
ability groups with inclusive tasks
Csépes
Ildikó
1997
see Dávid
Csépes
Csépes
Csépes
Ildikó
Ildikó
Ildikó
2000
2001
2001
see Glover
Csépes
(et al.)
Ildikó
2003
Into Europe: Handbook for
assessing speaking
Cser
Cseresznyés
(et al.)
Roxane
Mária
1995
2001
see Davies
Cseresznyés
Mária
2003
Into Europe. Preparing students for
modern European examinations
Csibi
Erzsébet
1999
Competitions for all seasons
Teacher of open lesson: democracy
in English
Edited video lesson
Don’t be afraid of using the IWB
Városligeti Bilingual School, History, Grade 5
In this short time we would like to persuade
you that you can easily build up your own
lesson with the IWB. It is a practical
workshop when you can add your ideas and
create a lesson plan together.
Using ICT is a kind of expectation in the
classroom nowadays. This practical workshop
is for those who want to take advantage of the
technology, but a little help is needed. I would
like to introduce some easy practical tips how
to introduce culture to your lesson.
This workshop aims to introduce participants
to inclusive pedagogy, which is a more
general approach than special needs teaching
methods. It can be useful for both mixed
ability groups and integrated groups with
special needs pupils. We will look at the
characteristics of inclusivity and inclusive
tasks and you will have a hands-on experience
of three types of inclusive activities and
receive descriptions of other possible
techniques.
see Cseresznyés
Is testing speaking in pairs a
disadvantage for students?
Question and (possible) answers on
érettségi
This workshop aims to highlight the learners’
perspective. Responses from 120 students’
reveal why they like or dislike this exam
format and whom they regard as their ideal
partner. Their views will be contrasted with
‘reality’ as their test scores are examined to
dispel some of the major doubts.
This talk will introduce a forthcoming
publication on how to assess speaking in line
with modern European standards in language
assessment. Based on their experience in test
development and examiner training, the
presenters will highlight key features of good
practice, showing video samples of various
test formats and task types.
A new English érettségi is in the making. The
presenters have been working on it for years.
In this panel discussion participants will get a
chance to ask questions, and we will try to
give answers based on what the exam looks
like now.
I will present a new textbook series which is
being developed by the British Council to help
students take modern examinations. I will
present the series rationale, explain how the
tasks were devised and piloted and exemplify
with the first book in the series, on Reading
and Use of English.
I have organised competitions at the British
Council Resource Centre in Veszprém and
children enjoyed them very much. I would
like to try out some of the tasks with you,
38
Csibi
Erzsébet
2000
Two call programs for language
teachers
Csibi
Erzsébet
2000
Teaching culture with the help of
dictionaries
Csibi
Csibi
Csibi
Erzsébet
Erzsébet
Erzsébet
2002
2002
2004
see Blasszauer
Csibi
(et al.)
Erzsébet
2004
Teaching English to the new
European professionals
Csibi
Erzsébet
2004
see Sperneac
Csibi
Erzsébet
2005
ICT in ESP – practical ideas
Csibi
Csibi
Csibi
Csibi
Erzsébet
Erzsébet
Erzsébet
Erzsébet
2005
2006
2007
2007
SIG coordinator
Csibi
Erzsébet
2008
Interactive whiteboards: how to
reduce teachers’ workload?
Csibi
Erzsébet
2009
How to teach for exams
Csibi
Erzsébet
2010
Get the blender, get the cool!
which you can take home and use in the
classroom. You can also have lots of fun.
The aim of the talk is to introduce two
authoring tools for language teaching
purposes. Hot Potatoes and Wida Authoring
Suite are easy to handle programs which may
be recommended for the inexperienced ones,
too. Examples of activities created with them
will be shown.
Several dictionaries deal with British and
American culture. Sometimes we find it
difficult or time consuming to prepare
activities using such dictionaries. The aim of
the workshop is to try out ready made tasks
which need little preparation. Participants will
be asked to take part actively.
see Komlósi
Opportunities for learners –
challenges for teachers
Using computers and Internet in the classroom
offers new opportunities for learners and, at
the same time, poses new challenges for
teachers. In this presentation I wish to
demonstrate ways of encouraging students to
use ICT for learning English. Also, Iet al.d
like to show how teachers can be helped to
develop their own ICT skills and design
internet-based teaching materials.
In this workshop we are going to talk about
the experiences and learning points of a
Hornby Summer School Teaching English to
the new European professionals, where
participants got an overview of approaches to
teaching ESP in secondary vocational schools
to young people preparing for their future jobs
in the EU working environment. We will also
show some practical activities used in
vocational oriented English language teaching.
In this presentation we will look at some
practical ideas how we can use Information
and Communication Technology in the ESP
classroom. The workshop will mainly focus
on English for tourism and catering, but the
ideas may be adapted to other areas of ESP
as well. You will be asked to take active
part in the workshop.
SIG moderator
SIG moderator
Competence-based materials for
teenagers
This workshop will give a taste of the
materials developed for competence-based
language learning and teaching, in a national
project coordinated by SuliNova. You can try
out some of the materials, games and activities
written for classes 7-12.
Participants will have a chance to try out the
interactive whiteboard through various
activities. We will demonstrate that once you
have mastered the technology and developed
your own materials, your workload will
decrease. If you would like a hands-on
experience with the IWB, come and try, you
won’t regret it!
What is special about teaching an exam class?
What qualities make a successful exams
teacher? How to create positive washback?
We will look at different methods, techniques
of teaching and preparing students for
different language exams. We will try out
games and exercises, so that you can take a lot
of practical ideas home!
This presentation will investigate the great
opportunities blended learning can offer. We
39
Csibi
Erzsébet
2011
The games we play
Csiby
Károly
1993
Teaching ESP at the Polytechnic of
Dunaújváros
Csíky
(et al.)
Anna
2007
Csíky
Csíky
Anna
Anna
2008
2008
SIG moderator
Csíky
Csíky
Csíky
Csizér
Anna
Anna
Anna
Kata
2009
2010
2010
2011
SIG moderator
Csizér
Kata
2011
see Kontra
Csizér
(et al.)
Kata
2012
Individual differences and
argumentative writing: lessons for
teaching argumentative writing
Csizér
Csizér
Csizér
Csizér
Csobod
Csolákné Bognár
Csölle
(et al.)
Kata
Kata
Kata
Kata
Éva
Judit
Anita
2013
2014
2014
2015
2014
2001
1994
see Tankó
Csölle
(et al.)
Anita
1997
Learning from errors
Learning for life: what should
teaching English in grade 12 be
about?
will look at how dictionaries have changed
over the past years to be more attractive and
effective, what the internet and digital
technology offer for us, and how e-learning
(MyEnglishLab) can change our lives towards
the better.
This workshop will explore some aspects of
educational computer gaming for young
learners and describe the benefits being
experienced by some teachers when
embedding the use of computer games in
learning.You don`t have to be a gamer to
attend...
Overview of the recent experience gained in
teaching ESP (English technical language) for
the students of our bilingual technical teacher
training school.
Students preparing for the school-leaving
exam want preparatory tasks in every lesson
but complain of being bored by the same
tasks. In our presentation, we would like to
show how a strong content that is relevant and
challenging for students can lead to both skills
development and task familiarity while
maintaining or even increasing students’
motivation.
The final year in secondary school is often the
last opportunity for students to learn English
for free, and definitely the last chance for
teachers to provide them with survival tips for
life. In this workshop we will look at how you
can help students in practical terms by making
English (classes) relevant for them.
SIG moderator
see Lőrincz
see Holló
This study aimed to measure those individual
differences variables that might shape
students’ argumentative writing achievement.
Data was collected with a standardized
questionnaire from 190 English language
majors and was matched by variables
measuring students’ achievement on an
argumentative writing task. The findings are
relevant for developing argumentative writing
skills.
see Tankó
see Brózikné Piniel
see Brózikné Piniel
see Duprey
see Grezsu
Group dynamics in EFL teaching:
an empirical study
The talk describes an empirical survey of ten
EFL groups in two Hungarian universities
with the intention of investigating the
influence of group dynamics on the language
teaching process. Results show that group
dynamics is a significant factor in creating
efficient and well-functioning language
learning groups. Practical implications will be
discussed.
The paper presents the findings of an
empirical survey conducted to investigate the
errors in the performance of intermediate EFL
learners. The analysis examines learners’
language output on three tasks to see the
feasibility of the tasks at this proficiency level.
40
Practical implications for task design are
discussed.
Csölle
Csoma
Anita
Katalin
2001
2006
see Kontra
Csomay
Enikő
1997
Writing process
Csomay
(et al.)
Enikő
1997
Scaring and sharing: internet for
teachers
CSOMAY
Enikő
2015
Corpus, grammar, and vocabulary –
whose body is it?
Csonka Dávid
Csontos
Judit
Erzsébet
2008
2004
see Paschekné
Csontos
Erzsébet
2005
BritLit – using contemporary
literature in the English class
Csontos
Csontos
Csótiné Hajdú
Erzsébet
Erzsébet
Valéria
2005
2006
2010
SIG coordinator
Cullen
Philomena
1995
Coming to grips with grammar
Cullen
Philomena
1996
Parrots need not apply
Using an online content
management system to teach ESP
It is not only the technical background that
changes in the use of ICT in language
teaching, but methods and approaches as well.
This presentation aims at introducing a selfdeveloped online course on Tourism English
using Moodle as an example of fostering
cooperative learning and collaborative project
work. Besides content, tools for individual
learner tracking and help will be unveiled.
Structure of the presentation:
- Brief overview of the development of
PL/CAI/CALL/ICT in ELT from
technological and pedagogical perspective
illustrated by examples with screenshots
- Introduction to CMSs and Moodle
- Presentation of own online Tourism
English support course and blended
learning structure
- Questions from the floor
Following the process of writing, this
presentation and workshop will give
participants the opportunity to try their hands
on some of the writing tasks and activities that
were designed specifically for the Hungarian
secondary school audience.
Beware! The WEB is here! In our towns,
schools, homes... EVERYWHERE! No
escape! Everybody’s talking about it! Are you
scared to use the WEB? This session will give
us the opportunity to share your/our fears,
reservations, and positive experiences with the
WEB!
What are the most frequently used lexical
verbs in English? How many ‘academic’
words did you use in your essay? Through
examples of patterns of language use, this talk
will illustrate how teachers and students can
benefit from a corpus (a large body of texts) to
answer questions about grammar and
vocabulary.
see Andrews
The workshop focuses on teaching materials
based on British contemporary poems. The
materials have been designed through the
BritLit project specifically for Hungarian
schools. We aim to demonstrate how
contemporary British poetry can help us to
deal with some of the most common topics
for language classes in order to develop
both language skills and intercultural
competence and thus educate our students.
SIG co-ordinator
A Tempus Közalapítvány pályázati
lehetőségei
A Tempus Közalapítvány előadásában
információkat kaphatnak arról, hogyan
pályázhatnak a „Comenius szakmai
továbbképzés pedagógusoknak’ programra a
Magyarországon dolgozó pedagógusok. Ezen
felül megismerhetik a Leonardo Da Vinci
programot, melyre szakképző intézmények
pályázhatnak.
This seminar looks at activities dealing with
grammar in the young learners’ classroom.
Providing young non-analytical minds with
fun ways of coming to grips with grammar.
This session looks at classroom activities that
provide students with meaningful and fun
drills. Appropriate for teachers of adults and
young learners.
41
Curtis
Rhoda
1993
Problem-solving classroom
structure for English usage
Czene
(et al.)
Zsuzsanna
2002
‘I am not here to evaluate you.’
Observation, research and teacher
development
Czene
Zsuzsanna
2008
Encounters of
the different teaching
roles during teaching
practice
Czene
Czéreová
Zsuzsanna
Beáta
2014
1997
see Meszéna
Czirle
Klára
2013
Teacher survival camp – C
conflict management through
successful communication
Czirle
Klára
2015
Managing resistance
Dakos
Dalidry
Enikő
Heather
2010
1994
see Appleby
Daubney
Mark
2006
Teachers (re)searching themselves:
recognising key emotions in the
language classroom
Dávid
Gergely
1991
Objectivity, assessment and
standardization in foreign language
testing
Developing interesting reading
materials
Assessing the writing skills of
intermediate students
Participants in this workshop will learn
through experience how to use a strategy for
English usage in question-forming and
problem-solving. This strategy has been
used in U.S. classrooms for teaching ESL
and EFL, and has proven to be very
successful. It encompasses the concepts of
cooperative learning, of group activity and
individual accomplishment. There will be
time for questions; handouts will be
provided.
Two purposes of observing teachers are
collecting research data and promoting teacher
development. In this talk we discuss our
attempts to reconcile these purposes during a
study in a Hungarian classroom. We discuss
our individual perspectives on this experience
and comment on how far both research and
teacher development purposes are fulfilled.
I am going to focus on the different attitudes
teacher trainees are likely to select from and
put to the test. I will also introduce a DVD
film that trainees from ELTE DELP and I put
together to illustrate encounters of the
different teacher’s roles encouraged by theory
and/or practice.
This workshop will look at a technique which
can help to develop interesting reading
materials for all learners including those
learning ESP. It brings variety into language
classrooms and is relatively easy to produce.
The workshop will concentrate on the process
of developing materials based on this
technique.
I have run a successful international course
‘Teacher Survival Camp’, where my goal was
to provide participants with practical methods
and strategies, share experiences of
challenging and excellent teaching situations,
show some brain-friendly teaching techniques
and to improve communication and classroom
management skills.
Now I would like to share these ideas with my
Hungarian colleagues, too.
Have you ever faced handling a difficult
audience as a speaker, trainer or teacher?
Well, you are not alone. This workshop will
give you a chance to share your challenging
experience and find ways to tackle such
situations.
The session will look at the assessment of
written language in the First Certificate (FCE)
examination. It will explain how assessment
of writing skills fits into the mainstream
examinations, look at criteria used to assess
language in these papers, take a closer look at
how the marking system works.
This paper uses my research experience to put
forward a framework for teachers to reflect on
internal and external factors which are likely
to influence their classroom practice, and how
emotions such as motivation, anxiety, selfesteem and inhibition are key factors
underlying successful interaction and teacher
practice in language classrooms.
The presentation focuses on aspects of foreign
language testing, such as what part of the
structure of an exam, the preparation of test
materials and assessment have to play in the
degree of standardization to be achieved.
What degree of objectivity can be expected in
the testing of different skills?
42
Dávid
Gergely
1992
see Malderez
Dávid
(et al.)
Gergely
1996
Bringing writing more into the
classroom
Dávid
(et al.)
Gergely
1997
Materials banks for language
testing
Dávid
Gergely
2004
see Ádám
Dávid
Gergely
2004
Introducing the Hungarian
Association of Language Examiners
and Measurement Specialists
Davies
Mark
1994
Developing reading skills in an ESP
course
Davies
(et al.)
Mark
1995
ESP at universities
Davies
Mark
2011
Using ICT and Mainstream UK
Literacy materials to teach primary
children
Davis
Mark
1995
Charts, graphs, and tables
Davis
Mark
1996
‘What do I think?’
Dawson
Nick
1995
Exciting developments in language
learning: does your dictionary meet
the challenge?
Dawson
Nick
1995
Cultural aspects of international
English
Writing is rather neglected in Hungarian
education, greatly affecting the teaching of
writing in English as a foreign language. This
workshop, based on the experience of a
course, is designed to give participants an idea
of how the skill of writing may be brought
more into the classroom. Participants will also
hear the students’ voice on both the strong and
weak points.
Participants will be acquainted with the notion
of a bank of student errors, how it is structured
and with its possible uses in a school context.
They will also have a chance to discuss and
evaluate a small selection of good and bad
items and decide whether they have or have
not been based on the bank.
The Hungarian Association of Language
Examiners and Measurement Specialists, as
the name indicates, is an organization that
strives to involve language testing
professionals in Hungary, in raising
professional standards in testing and in
working for rules and regulations that do not
stifle the development of the field. This talk
aims at describing past achievements and
future plans.
Since students might be expected to meet
increasingly sophisticated texts during their
ESP course, it seems a good idea to equip
them with reading strategies to deal with these
compley and lengthy tests. I propose to
suggest some practical ideas to develop
appropriate reading techniques for, among
others, students of English for Business.
This presentation will review the writing and
piloting of an ESP course by a team of
teachers. We will consider:
- how specific an ESP course at university
level can be,
- the process of course design,
- the problem of the communicative
approach in ESP.
A quick overview of using readily available
ICT resources to facilitate language
learningwith younger learners and the use of
mainstream English teaching materials in a
bilingual programme.
This is one in a series of presentations by
teachers writing a course in ESP at Gödöllő
University. The workshop will focus on
graphics for specific purposes: which to use,
how and when to use them, why use them? No
answers are provided. Just the means to help
students decide for themselves.
This workshop will examine a neglected area
of ESP: expressing opinion. Activities will be
shown to provoke students to evaluate and to
formulate and express opinion. The
presentation focuses on ESP teaching.
This activity-based session gives you a
preview of the latest discoveries in language
learning. How your students can find the right
meaning in half the time, how for the first
time they can access the fascinating world of
spoken English.
Every language is imprinted with the culture
of those who use it. English is the mother
tongue of many cultural communities.
International English contains aspects from
diverse cultural origins. How can the learner
make sense of this cultural confusion? This
43
Dean
Rob
2007
Technology and language learning
– the way forward?
Debat
Deckovic
Elba
Branka
2008
2015
see Liruso
Dékány
Renáta
2002
Practical ways of using drama when
TEFL in primary education
Delen
Büsra
2011
Empowered or not?: A comparison
of classroom language use of
prospective and experienced
English teachers in Turkey
Deli
Dellar
Kati
Hugh
1995
2011
see Yeo
Deller
Sheelagh
1995
Classroom autonomy
DELLER
Sheelagh
2011
Who influences who inthe learning
community
Deller
Sheelagh
2011
A learner centred approach –
helping our students feel good
about themselves
Deller
Sheelagh
2011
Getting our students to think
Authentic assessment
Lexis, speaking and the non-native
speaker teacher
talk will provide some solutions based on
material from the Blueprint series published
by Longman ELT.
This talk will consider the relevance of recent
technological developments and their impact
on the classroom. We will look at the exciting
opportunities that technology can offer our
learners – as well as the teacher, consider the
challenges that technology can present and
seek ways to overcome these. The talk will
include a practical demonstration of
interactive whiteboard and the New Cutting
Edge digital software.
Authentic assessment aims at evaluating
students’ performance in real-world contexts.
The students are involved in evaluation
process, they become active learners. They are
also given opportunities to demonstrate their
understanding in more than one way. Along
with some theoretical background, some
practical examples of AA will be given as
well.
Three possible ways of using drama from the
12 years of my English teaching practice:
- Creating drama with students of different
age groups in summer camps;
- Using cartoons of a course book in Year 5;
- Fairy tales in rhymes instead of a course
book in Year 7.
The study in question aims to identify the
patterns both prospective English teachers and
experienced English teachers show in their use
of classroom language in the parts of a lesson,
namely warm-up activities, feedback and
wrap-up.
For too long, many non-native speaker
teachers of English have either been
condemned to a life of grammar-dominated
teaching or else have been made to feel
inadequate about their grasp of the language.
In this provocative talk, I'll be explaining why
non-natives are actually better suited to
teaching lexically than natives!
We will consider how much and what kind of
autonomy helps to generate a positive learning
atmosphere. There will be some simple and
practical applications for the classroom.
In education, as in very many other
professions, there are conflicting interests and
beliefs. This can have a negative effect.
However, if we as teachers are able to teach
effectively we need to acknowledge our
constraints and those of others. We should be
working together rather than against each
other. I will consider why these conflicts exist
and offer some solutions to our different and
sometimes conflicting approaches and
objectives in education.
Quality learning requires learner
consent. What can we do to earn our students
consent? What conditions and opportunities
do we need to offer? We will focus
on motivation, self-esteem, learner
independence, and achievement.
In this workshop I will consider the factors
that encourage or discourage our students to
think. How can we as teachers give them the
courage, skills and motivation to reflect and
question appropriately? Some students may
be critical, but that does not mean they are
thinking! Others may be thinking but not
necessarily critically. We have to show them
44
Derecskei
(et al.)
Anita
2014
SIG moderators
Derecskei
(et al.)
Anita
2014
Using technology in teaching all the
skills
Des Forges
Paul
1994
Dictation
Des Forges
Paul
1995
Creative writing
Dévény
(et al.)
Ágnes
2006
Enjoyment and/or usefulness:
students’ satisfaction with their
teachers’ methodology
Dévény
Ágnes
2007
Employers’ expectations in
professional language usage
Dezsényi
Balázs
2013
Briticisms in American English
Dezsényi
(et al.)
István
2014
Don’t panic, exams can be fun!
Dianocu
Monica
2011
Hierarchy collapsing – chaos or
community?
Dicker
Craig
2005
When language and curricular
content meet
the balance, so that they accept what they need
to learn but with an enquiring and engaged
approach.
We’ve been using iPhones since 2007, so you
might think that we already know what we
have to know about technology in the
classroom. However, the intriguing part of
technology is that it never gets old, and it
always finds creative ways to keep even the
keenest teachers on their toes. No matter
whether you’re a novice at tech, an enthusiast,
or a real expert, our SIG session has
something to offer for everybody who’s
interested. We’ll be looking at questions in a
‘world café’ setting.
In this interactive workshop, we are going to
show you some tips for using technology in
teaching all the four skills, both with larger
groups and in a one-to-one setting. Your input
will constitute an essential part of the session
because it will be featured in the handout that
will be published online!
Dictation can be fun and involves far more
than just the teacher talking and the students
writing. This presentation gives a series of
practical ideas for using dictation in a different
way in the classroom.
‘Oh no!! I hate writing! It’s boring!’ Familiar
words from your students? Here are a few
ideas to fire students’ imagination, to inspire
them and to enjoy writing in the classroom.
A large-scale questionnaire survey involving
2000 students at Budapest Business School
was made in 2005 to explore students’
language learning experience, their learning
preferences and needs, and their perceptions
of efficient language learning. The paper
presents some of the results that may
contribute to methodological improvement in
the language class.
Our research team from Budapest Business
School investigated the language skills and
activities that employers need from their
employees in different positions and fields of
business and tourism. The findings serve as a
source of information for our new curriculum
and help our students to acquire relevant
language competences.
‘Ginger’, ‘cheers’, ‘twee’, ‘snog’ or ‘one-off’
– just a few of the many British expressions
that are gradually making their way into US
English. But why are they used so differently?
What triggered this process? What are the
consequences? The answer lies in the
extraordinary relationship between British and
American English.
How to prepare your students for exams? A
fresh look at what really matters and how to
make preparation for exams fun and effective
at the same time. Excerpts from oral and
written exams, with useful tips and materials
that can help.
In this talk I would like to illustrate what
factors have helped shaping a functional
learning community of teachers in the context
of a private language school in Timisoara,
Romania. I will argue that learning
organisations cannot work to their full
potential unless participants are ready to go
beyond traditional roles of teachers, learners,
managers, school owners, and I will describe
the day to day challenges of trying to function
from a point of shared humanity.
In this workshop, participants will examine
some of the principles underlying content-
45
Diószeghyné Németh
(et al.)
Dorottya
1994
Ten little trainees... and three cots
Djeric
Milos
2007
Learning strategies – more secrets
to divulge
Djigunovič Mihajlevič
Jelena
2002
Foreign language anxiety: what
every teacher should know
Djordjevic
Jasmina
2005
The understanding and
application of culture in
bilingual education
Dobányné Bors
(et al.)
Lídia
1993
Sir Gawain and the Green Knight
Dobson
Gordon
1999
LCCI Cert. TEB – What next?
Dobson
Gordon
2003
Cambridge ESOL examinations –
an overview
Dobson
Gordon
2003
The business of Cambridge
Business English Certificates
Dobson
Gordon
2006
Teacher development and
Cambridge ESOL Examination
oriented language instruction programs.
Participants will assess classroom tasks
given Cummins’ Quadrant model. They will
then experience selected techniques that can
be used to teach challenging curricular
content in linguistically accessible ways.
Ten little trainees went out to teach ... to have
their whole-year teaching practice. Too long?
Just enough? By the end of the year
everything becomes clear. With this the
similarities with Agatha Christie end as all
survive. Three school-based co-trainers give
their side of the picture.
Auditory, kinesthetic or visual students? Learn
to detect words or phrases they use,
distinguish each type. Explore the activities
used in the classroom, which can cater to
different students’ needs. Find the best study
strategies. Provide the best learning
environment with an array of useful tools for
successful language acquisition.
The talk will focus on sources of language
anxiety that EFL learners report when learning
and using English. The relationship between
FL anxiety and risk-taking, sociability and
self-concept will be looked into. Ways of
overcoming FL anxiety will be suggested,
with special emphasis on what teachers can do
to help.
The modern world is no longer a place
where nations can be defined by closed
cultural and linguistic settings. That is
exactly why cultural diversity must be at
the essence of bilingual programs so that
members of different cultures can learn to
live together and tolerate their differences.
In May 1993 we tried story-based tasks in our
own adapted version of Sir Gawain and the
Green Knight with two groups of 12-year-old
learners at two different schools. We would
like to share our experiences with you through
asking you to do the same variety of tasks and
then comparing materials and reflecting upon
the outcome.
This presentation sets out to explore the paths
that could be taken by newly qualified Cert.
TEB teachers. In doing so I will examine the
areas covered by the certificate, describe the
presenter’s recent experience as a course
participant, and ascertain the course’s
relevance to the situation of business English
teachers.
This talk introduces the Cambridge ESOL
examinations for stakeholders, including endusers, teachers, school heads, academic
managers, and other interested parties.
Information will be provided on the
organisation, level, range, candidature and
administration of the examinations, as well as
marking procedures, the examination revision
process, and the Team Leader system.
This workshop will take a very hands-on look
at the three levels of BEC. Emphasis will be
placed on the content knowledge and skills
areas needed to succeed at the examination.
Practical examples taken from the four papers
(reading, writing, listening and speaking) will
be used throughout.
This will be a hybrid session introducing the
range of examinations for students and
teachers offered by Cambridge English for
Speakers of Other Languages (CESOL) and
showing how teaching towards such
examinations or studying for them themselves
can use the experience for their own
46
Dobson
Gordon
2007
Putting the specific back to ESP
Dóczi
Brigitta
2002
The task of testing or the testing
task
Dóczi-Vámos
Gabriella
2010
Strategies for teaching languages to
students’ with emotional and
behaviour disorders (EBD)
Dóczi-Vámos
Dókus
Dókus
(et al.)
Gabriella
Tünde
Tünde
2012
1995
1996
see Kontra
Dókus
(et al.)
Tünde
1996
The Roman versus Romanian
invasion of Britain: a new
perspective of history
Dolakova
Sylvia
2005
Walking in the jungle
Dolakova
Sylvia
2014
Story based teaching for young
learners (4-9)
Domány Bors
Lídia
1996
On books and friends: the Baranya
Pleasure Reading Project
Dombi
Judit
2010
‘Me too, I want to wear
professional growth and development.
Using examples from recently introduced ESP
examinations this workshop will reconsider
and role of the specific in the teaching, testing
and methodology of ESP. The session will
attempt to answer the question of why many
publications, examinations, and, in particular,
practitioners tend to adopt a broad approach to
ESP.
The process of developing a new oral
proficiency examination for 1st year English
major students will be in the focus of this
presentation. Besides providing a general
overview of the previous exam and
highlighting important steps of decisionmaking, the designing and piloting of the tasks
will be discussed in detail, including video
samples.
Practicing teachers face difficulties every day
and develop their own techniques, methods
and strategies to overcome problems.
However, sometimes, thinking together and
sharing our practice with each other not only
gives us something new but may also
reinforce the good practices we use every day.
The objective of this session is to introduce
some theoretical and practical aspects of
modifying primary and secondary students’
emotional and behaviour disorders (EBD) in
the language classroom.
see Fancsalszki
‘Great expectations’
There have always been rumours about
entrance examinations but this year’s exam
became especially infamous. In this talk we
would like to investigate the possible
discrepancies between the expectations
would-be students should and have to meet in
reality. The analysis involves the multi-level
comparison of university ‘filter’ and entrance
examination requirements, components and
results.
While making translations we were struck by
the gross misinterpretations in student papers,
and, thus we decided to analyse them. The
papers to be examined involved those of
second year English major students and first
year Environmental engineers. Our interest
was especially raised by the type of
mistranslation caused by the seeming lack of
general knowledge and the inability to apply
existing knowledge.
Drama based workshop introduces a lot of
activities for very young children. They
offer many different ways not only how to
learn the names of the animals and/or their
sounds but also games, music, action
activities, and a bit of art. The learning
skills are specified for children aged 4 - 12.
Learning in quite an amusing way. Laughter
free of charge.
This workshop shows how to use a simple
story to cater for all areas of children’s early
learning – language (both L1 and English),
maths, science, music, art and craft and
physical activities, all of them on the basis of
a story. Children are immersed in the story in
every activity they do (CLIL), and they can
absorb and compare the global perspective of
different cultural backgrounds.
This talk intends to call practising teachers’
attention to the importance of pleasure reading
in the acquisition of EFL.
The study aims to present findings of an
47
headscarves…’ –
young learners on
intercultural encounters
Donno
(et al.)
Sarah
2000
Great activities from the Trinity
TESOL course
Dooley
Jenny
2000
The need for the balanced
integration of all four skills in EFL
teaching.
Dooley
Jenny
2000
The art of writing
Dooley
Jenny
2000
Language learning and language
acquisition at primary levels
Doonan
Jeffrey
2015
see Alivertis
Dörnyei
Zoltán
1991
Motivation in language learning:
past and present research
Dörnyei
(et al.)
Zoltán
1994
Group dynamics – from theory to
practice
DÖRNYEI
Zoltán
1997
What can researchers
offer teachers? The
case of motivation
DÖRNYEI
Zoltán
2003
Psychological processes in the
language classroom: group
dynamics and motivation
DÖRNYEI
Zoltán
2013
Motivation and the vision of
knowing a second language
empirical inquiry into young learners’
reflection on their previous intercultural
encounters. Results reveal that participating
children have no clear-cut picture of the
differences between them and the ‘Others’,
and they are willing to overcome possible
difficulties arising from these differences.
Here are lots of really useful ideas and
activities: pronunciation, language practice,
using authentic materials, evaluating your own
teaching. We will also be giving out
information sheets on the internationally
recognised Trinity certificate Teacher
Training Certificate course run by Langside
College Glasgow with ILI Gödöllő.
The talk will present an approach that
provides beginners with extensive, systematic
and well-integrated practice and development
of the receptive and productive skills
necessary for successful communication in
both written and oral forms of the language.
This talk will focus on the controversial issue
of whether composition writing can be taught
or not. It will provide a thorough presentation
of the problems students encounter when
dealing with composition writing.
The talk will suggest a suitable methodology
for enabling young beginners to acquire their
second language through controlled exposure
to appropriate linguistic input.
Motivation is one of the major factors that
affect language learning success, and its
scientific study has a history of three decades.
This talk will provide an overview of what has
happened so far in the field and go on to
describe the current developments, which
suggest that there may be an exciting turningpoint in motivation research.
This talk/demonstration will look at how
insights form research into group dynamics is
of immediate, relevant and practical use to all
teachers or ‘managers of groups’.
The first part of this lecture will look into the
question of why so much of the research
carried out on language teaching is not
particularly useful for classroom practitioners.
The arguments will be illustrated by
describing the development of motivation
research, which by now has reached a
stagewhere it can offer practical suggestions
and recommendations for day-to-day teaching
practice. An example of this is the „Ten
commandments for motivating language
learners’, which have recently been compiled
based on an extensive teacher survey.
The success of language teaching depends on
a number of factors, including the language
input that the learners receive, the
methodology of the instruction, and the
general learning conditions. This talk will
draw attention to a further component that is
often neglected in teacher education: the
psychological tapestry of the classroom. The
focus will be on two key issues that have
considerable practical significance: (a)
language learning motivation and (b) the
internal dynamics of the learner group that can
either enhance or hinder the individual
members’ learning achievement.
This talk will describe motivation in terms of
the learners’ vision of mastering a second
language. Besides its theoretical novelty, this
approach has considerable practical
48
Doroftei
(et al.)
Dorina
1997
Sharing and enjoying the trials and
tribulations of materials writing
Doszpolyiné Rozman
(et al.)
Erika
2009
High-tech classroom
Dudás
Dudás
Györgyi
Györgyi
2012
2013
see Soproni
Dudás
Györgyi
2013
see Sazdovska
Dudás
Júlia
1992
Creating ‘soap operas’ – new
approach to teaching English to
young learners
Dudás
Júlia
1992
How to make a course in business
English fun? – a motivating and
challenging project
Dudás
Júlia
1993
Ways of developing a long-running
soap opera
Dudás
Júlia
1997
World teenage survey
Dudás
Júlia
1998
Ten tips for 1-to-1 business English
teaching
Dudás
Dudás
Dudás
Júlia
Júlia
Júlia
2000
2000
2002
see Donno
Dudás
Júlia
2003
see Wright
implications as it suggests that a highly
effective way of motivating learners is to
create in them an attractive vision of their
‘ideal language selves’.
A syllabus outline of structures and functions
is the doubtful starting point for materials
development for publication. What are the
difficulties in selection and development?
Some of the issues will be discussed to enable
teachers to share experiences.
This lecture outlines the benefits of
incorporating technology into education and
offers practical tips on how to enhance
language teaching and learning by using
technologies especially iBoard. The iBoard
brings the highest level of interactivity and
creativity into the classroom. Combined with a
computer and a projector the iBoardhas the
power to create a dynamic learning, and
working environment.
see Soproni
This talk will focus on how to utilize pupils’
imagination creatively by putting stories
together during the English lessons. This
project has proved to be a successful way of
teaching vocabulary, topics and grammar
differently, and it has helped pupils to
improve their oral, writing and listening skills.
This presentation will introduce an exciting
and challenging project carried out with
students preparing for the LCCI (London
Chamber of Commerce and Industry)
Examinations. Special focus is put on
a/ how to exploit students’ imagination with a
special approach to the ‘entrepreneurial
mentality’.
b/ how to integrate all skills needed in
successful business communication
c/ how to make use of authentic business
materials in a communicative way.
A continuously running, class-created
community of fictional characters, living in a
fictional community offers a number of
important benefits to the language classroom.
The characters, situations, and events are
created by the students. In this workshop we
will show you how to start and run such a
project in the English language classroom,
which will offer a lot of enjoyment & fun to
both the students and the teacher.
This talk will demonstrate the results of a
worldwide teenage survey in teenagers
interests, hobbies, values, beliefs, hopes,
worries about the world, their future, etc. The
handout can serve as a springboard for
interesting classroom debates, project work,
etc.
In this talk I will describe at least ten
techniques which I have found very useful in
1-to-1business English courses.
see Wright
Favourite activities from the LCCIARELS Cert TEB Business English
Teacher Training Course
Mark Powell and Andrew Wright have built
up a reservoir of practical ideas for teaching
Business English on their internationally
recognised LCCI ARELS Cert TEB course
held in Gödöllő. In this session I will be
sharing as many of these ideas as I can with
you.
49
Dudás
(et al.)
Júlia
2005
’Hand-on’ experience: using
Cuisenaire Rods
Dudás
Dudás
Dudás
Dudás
(et al.)
Júlia
Júlia
Júlia
Júlia
2006
2007
2008
2009
see Wright
Dudás
Júlia
2015
Teaching with 21st century methods
DUDENEY
Gavin
2008
Making IT or faking IT? The rise
and fall of technology in the
classroom
Dudeney
Gavin
2008
An Introduction to Web 2.0
Dudley
Edmund
2005
Promoting intercultural learning
at elementary level in the YILL
classroom
DUDLEY
Edmund
2006
What’s the point?
Dudley
Edmund
2011
Dealing with vocabulary inside and
outside the classroom
Dudley
Edmund
2015
Working with mixed-ability groups
What can be done for visual, tactile, spatial
learners? Practical techniques for using
Cuisenaire Rods, e.g. word stress, tenses,
prepositions, word order, fixed phrases,
describing graphs, trends, giving directions,
story-making, explaining hierarchies, etc. A
couple of the activities are from the LCCI
CertTEB course run by Mark Powell at I.L.I.
see Wright
see Wright
Stories in business English teaching
We have been working on the idea of stories
in business during the last few years and
would like to talk about fourteen ways in
which stories are used in business everyday.
‘Business’ really means society itself...but we
will give examples, mainly from business. Not
theoretical! Ideas for Monday!
In our fast, technology-driven world it is a
challenge for language teachers how to
motivate their learners, how to take learning
beyond the classroom walls. We will show
you how we at I.L.I. have met these
challenges. I.L.I. trainers have been awarded
with Erasmus+ Mobility KA1 EU grants to
attend ICT & EFL courses in the EU. The
presenters will show some of the exciting
methods, tools, etc. they have learned on these
ICT courses.
This plenary looks at how teachers, trainers
and directors can integrate technology into
their working lives - not only for personal and
professional development, but as part of a
continual professionaldevelopment package,
enabling everyone to make the most of
technology in the classroom.
Technology is no longer something to be
‘consumed’, and the days of the ‘flat’ Internet
are over. In the age of Web 2.0 we are all
‘producers’. This talk looks at some common
Web 2.0 tools and considers how they can be
taken into the classroom to help learners
improve their communicative skills and reach
a wider, global audience.
I will be reflecting on some of the lessons I
learned teaching an elementary-level
gimnázium YILL group in the last school
year. I will be considering the role played
by the coursebook (Pacesetter Elementary)
in integrating language and culture, and
offering practical techniques for creating
relevant supplementary materials that
promote cultural awareness.
Do our learners see English as a means of
communication and an important tool for cooperation rather than a boring and compulsory
school subject? The talk will offer a few new
activities and ideas for language projects in
the young teenagers’ classroom that will
illustrate the versatile character and potential
of the language learners.
In this workshop we will look at motivating
ways of dealing with vocabulary in the
secondary classroom, and explore some of the
options we have at our disposal when it comes
to storing, displaying and revising lexical
items. The workshop will use the Oxford
Word Skills as a starting point.
This session will share effective and practical
ideas for handling the mixed-ability
classroom, with an emphasis on using
learners’ strengths as the basis for creating a
positive learning environment. We believe
that amazing things can happen when learners
50
Duff
Alan
1994
Can authentic EFL materials be
created?
Duffek
Sylvia
1992
In-service teacher training for
primary teachers in Austria. Ever
heard of the Lollipop Project?
Dullers
Jean-Paul
1992
see Bruggeman
DUNN
Opal
1999
REAL picture BOOKS – a new
addition to the Young Learners’
programme?
Dunn
Opal
1999
Enjoying REAL picture BOOKS in
the classroom
Duprey
(et al.)
Brendan Kenneth
2014
Environmental issues in the English
language curriculum
Edwards
Egri
Sally
Katalin
1995
1993
See Gadó
Együd
Együd
Györgyi
Györgyi
2000
2001
see Glover
Együd
Györgyi
2002
Training interlocutors and assessors
Literature in the language
classroom
Getting your students’ best in
speaking tests: problems and
solutions
get the chance to use language successfully on
their own terms.
Some reflections on seven years experience of
working for BBC World Service – English by
Radio.
This talk will focus on a Viennese project of
in-service teacher training for English as
needed by non-specialist teachers in primary
schools. Participants will be introduced to two
new projects - Lollipop Project and Vienna
bilingual schooling. Training courses as set up
by the training centre will be introduced.
REAL picture BOOKS are different from
course books. They are written and illustrated
for children’s enjoyment; they have no
specific language teaching aim. REAL picture
BOOKS provide a different, and what seems
essential, component to a foreign language
learning programme. Through REAL picture
BOOKS children can encounter multi-layered
experiences, which touch their senses and
emotions, feed and challenge their thought,
provide them with information and even spark
their humour.
This workshop introduces suitable fiction and
non-fiction REAL picture BOOKS for young
beginners. Suggestions are given on when and
how to use REAL picture BOOKS. Creative
work stimulated by using REAL picture
BOOKS is discussed. Availability of
REALBOOK NEWS (Editor Opal Dunn),
published twice a year free, is also discussed
in this session.
The Regional Environmental Center (REC)
and IATEFL-Hungary established the
framework for cooperation and invited the
REC to organize a workshop about
environmental issues, which can be integrated
in the school curriculum at primary and
secondary schools. REC will provide Green
Pack CD-s and educational leaflets for the
participants.
Through various activities and discussion the
workshop is meant to throw light in why
language teachers should consider literature as
viable teaching material. By the end of the
workshop participants will hopefully also have
discussed what kind of texts to select, what
activity types to choose, and how to exploit
‘simple’ forms of creative writing for
language teaching purposes.
How do teachers affect students’ speaking
performance in test situations? By presenting
video examples of oral examinations, and
enabling participants to sample practical ideas
for testing speaking, this workshop provides
an insight into plans for the possible new
érettségi developed by the Examination
Reform Project Team of the British Council.
Educational innovation in the area of language
testing has been a hot issue in Central and
Eastern Europe in the last decade. Examiner
training has been a feature of standardised
national an international language
examinations for some time. This talk gives a
flavour of how interlocutor and assessor
training is being developed by the training
team of the Examination Reform Project of
the British Council Hungary to support the
new school leaving examination in English to
be introduced in Hungary in 2005.
51
Együd
(et al.)
Györgyi
2002
Snapshots of the most international
and professional fortnight of 2002
Együd
Együd
Györgyi
Györgyi
2003
2004
see Csépes
Einolghozati
Ellis
(et al.)
Alireza
John
2006
1997
see Allahyar
Ellis
Melanie
1991
Action research: how to set up your
own teacher development project
Ellné Bársony
Katalin
1992
New edition Longman coursebooks
and teacher handbooks
Emmerson
Paul
1999
Business builder: your flexible
friend
Enever
(et al.)
Janet
1996
The iron man
Enever
Janet
1998
The foreign language genie: has it
escaped? Should it be put back into
the bottle?
England
Lizabeth
1992
Language professionals across
borders: making connections
Quality control in assessing
speaking skills
Kids club – teaching as a business
opportunity for teachers
This colourful presentation will include two
course directors’ impressions, experience and
feelings about the 2002 British Council –
Hornby Trust international summer school in
Mályi. If you are interested in how a group of
50 teachers from 14 countries engaged in
professional development entertainment at the
wonderful Loch Mályi, please come along.
In order to ensure a high degree of reliability
of assessment and score comparability across
different examination bodies, modern
speaking examinations should be standardised
in all possible aspects of the elicitation and
assessment procedures. This talk will
recommend a set of necessary quality control
measures that can help standardisation.
Teaching languages is a business opportunity
as there is an increasing market for teaching
English as a foreign language. Fun Languages
International operates in 20 countries,
provides a special method of teaching and
unique teaching materials for all age groups.
This talk explains what action research is,
giving examples of work done in Poland;
looks at the practicalities and problems of
getting started and possibilities for teachers
working together. Teacher and learner voices
comment on what a project has meant for
them.
Longman has published a couple of
coursebooks this spring and summer from
elementary to intermediate/upper-intermediate
levels: Frontrunner, Beginners’ choice,
Intermediate matters and Higher intermediate
matters. I would also like to introduce some
books on practical English teaching
techniques.
What materials do you need to teach a
business English Course personalized to the
needs of your students? Business builder
(Macmillan Heinemann ELT) offers you
photocopiable stand-alone worksheets in
every area of business communication.
Activities are usefully split into language
development and skills training. Mix and
match to build a complete course, or use them
to supplement a conventional coursebook.
The session will explore the possibility that in
many LP classrooms there is a tyrant at large.
Its form is the adult ELT machine. We will
address the question of how children &
teachers may be crushed by the machine and
question whether it is stoppable or
replaceable.
This presentation introduces some innovative
cross-curricular materials in development for
8 year olds in Hungary. Video clips from the
classroom will be used to illustrate the
practical nature of the tasks and the children’s
positive engagement in the topic. The session
will explore how near we are to meeting this
age group’s needs and the possible impact of
the genie.
Although different types of exchanges
between foreign language and ELT
professionals have been cited as helpful in the
development of language classroom activities,
little has been done to show how these
exchanges help learners. Based on
communicative language teaching/learning
principles as applied in two different contexts
(European and North American), this
52
Enoch
(et al.)
Jerold
1998
Whole language learning and
American culture
Enyedi
Ágnes
1991
Lessons from the wastepaper basket
– using realia in the classroom
Enyedi
(et al.)
Ágnes
1993
Methodology mix – a video help for
teachers
Enyedi
Ágnes
1995
English as a school subject: pain or
pleasure?
Enyedi
Ágnes
1996
Undisciplined disciples
Enyedi
Ágnes
1997
Marks and evaluation: a necessary
horror?
Enyedi
(et al.)
Ágnes
1998
Where have all the teachers gone?
Enyedi
(et al.)
Ágnes
1998
What’s wrong with us?
workshop proved an example of an exchange
of ideas between professionals in foreign and
second language teaching. participants will be
asked to perform the following tasks:
1/ Listening-Discussion: a brief discussion of
‘common ground’ in teaching foreign and
second language
2/ Viewing-Critiquing: Videotapes of students
in business English classes in Germany and
the United States
3/ Planning-Presenting-Feedback: Participants
are assigned small group tasks in which they
plan, present and provide feedback.
Whole language learning does not isolate
individual components for their own benefit,
but instead highlights them as a part of the
whole. We will use American culture topics to
present the possibilities of such a teaching
method.
The workshop will show you how English
language brochures, catalogues, maps, bus
tickets, rubbish and virtually anything you
would normally throw into the wastepaper
basket can be used for communication
exercises, challenging reading exercises and
for providing cultural background
information. Some activities will be
demonstrated.
If you have ever felt short of ideas for your
next lesson or you have no time or access to
professional back-up, Methodology Mix will
help you. This video resource material and
workbook was developed by teachers for
teachers to trigger ideas, consolidate
methodology points and to contribute to
professional self-development. Teacher
trainers can also incorporate it in their
methodology courses. The workshop will
show how you can get the most out of
Methodology Mix.
(Why) are schoolteachers at the bottom of the
EFL prestige hierarchy? Is it enough to be an
EFL specialist to teach in a school or do you
need any extra skills to survive? Are such
extras ever taught in teacher training
institutions? How to break through these
barriers?
Are your students little angels bursting of
motivation all the time? Do they look at you
as their great master soaking in every word
you say? If not, come and share worries,
experience and ideas about managing
discipline problems, especially at the deep end
of EFL, the state schools.
It’s hard to decide who dislikes marks more:
our pupils or ourselves. The workshop will
look into the reasons why marking is one of
the top priority problems in our job and will
suggest ways in which our lives (and our
pupils’!) can be made easier.
What happens to English graduates of ELTE
after they have received their degrees? Are
they using their education? How many have
become teachers? Where do they teach? How
many have tried and given up? What are
typical career patterns? Let’s look behind
some figures together. Come and compare
your own story with our findings.
Are school teachers really the least prestigious
group in the EFL world? If so, what keeps us
in these jobs? What are the benefits of
working in a school? Are we prepared for or
even aware of them? In this workshop we
hope to get some answers to such questions
and make participants feel (even) better about
53
working in a school context.
ENYEDI
Ágnes
1999
Culture shock in the classroom?
Enyedi
Ágnes
1999
I’ll just give them a test
Enyedi
Ágnes
2000
ELT – the coursebook approach
Enyedi
Ágnes
2000
Enyedi
Enyedi
Ágnes
Ágnes
2002
2002
Language teaching in state schools,
exam reform
see Rátz
ENYEDI
(et al.)
Ágnes
2003
The portrait of the teacher as a
young artist
Enyedi
Ágnes
2004
ELT – a job or a profession?
(What’s the use of a conference)
Enyedi
Ágnes
2005
Reflective teaching or reflective
learning?
Enyedi
ENYEDI
Ágnes
Ágnes
2005
2006
see Földiné Szűcs
Surviving without a photocopier
The very hungry caterpillar
Culture shock is something a traveller
experiences in a country with a different
culture. It comes from the stress of being
without the signs and symbols, which guide
you at home. Are our learners experiencing
this stress in our classrooms simply through
exposure to the foreign language? In this talk I
am going to look at the similarities between
the cultural experiences of a traveller and a
language learner. Are unsuccessful learners
simply those in culture shock? And what is a
teacher’s role in guiding learners on their
cultural journey?
This workshop will show how a test writing
situation can be one of the best indicators of
what normally goes on in the classroom. It
will also explore teacher’s practices in giving
learners a test apart from discussing some
basic dos and don’ts. You will be able to
reflect on your own testing routines.
You normally plan what you cook from the
starter to the dessert. Coursebooks give you
ideas but you are the one that has to do the
work and feed your folks. Isn’t this very
similar to teaching? More food for thought at
this interactive talk, participants are welcome
to share their favourite snacks.
Roundtable discussion
This workshop aims to brush up memories and
revise techniques we used to trust in before
photocopier stopped us from using them. If
you ever felt frustrated because the
photocopier broke down, if you often prepare
handouts, if you’ve ever worried about
copyright you’ll be able to take a few ideas
from the workshop.
‘In this plenary two eminent (though ageing)
gurus tell you everything you need to know
(and more!) about being a teacher.’ Or, if you
prefer: ‘We will start out from some typical
beginning teachers’ hopes, problems and
worries, and hope to arrive at a more
reassuring view of the profession, using
parallels with the world of art.’
What are conferences for? Can you recharge
batteries for the school year over a weekend?
How to make your job into a profession? How
to resist teacher burnout? These are some of
the questions this session wishes to explore.
Come and prepare for enjoying the
conference.
Learners need to become aware of what
they have learnt, otherwise knowledge
remains hidden and largely useless. In this
talk/workshop participants will look at
ways of helping their students become
aware of what they have learnt through
reflection. We will also examine how
students’ feedback and reflection may
become a useful tool for the teacher’s
professional development.
Speakers or learners of English go through a
metamorphosis during the course of teacher
education. Just like a caterpillar that turns into
a butterfly, they turn into teachers of the
language. Caterpillars build a cocoon inside
which they develop into a new form, students
of English spend years training to establish
themselves as teachers. What happens in the
ELT cocoon? What are the roles that we have
54
to play once we spread our wings? How to
survive as a butterfly?
Enyedi
ENYEDI
Ágnes
Ágnes
2007
2007
seeArtner
Enyedi
(et al.)
Ágnes
2009
The primary EFL teacher’s
shopping MALL or is it worth
being bilingual?
Enyedi
Enyedi
(et al.)
Ágnes
Ágnes
2009
2010
see Lázár
Enyedi
Enyedi
Ágnes
Ágnes
2010
2011
Open Forum moderator
Enyedi
Ágnes
2014
It only takes a spark to stop burnout
Erdei
(et al.)
Andrea
1994
Tempus project on learner
autonomy
Erguig
Reddad
2011
see Laaboudi
Erice
Derya
2007
Digital storytelling in the EFL
classroom
The rather fat caterpillar and the
very hungry butterfly
Teacher as educator
Professional burnout and what we
can do about it
Just like a caterpillar that turns into a butterfly,
speakers of English go through their own
metamorphosis when they turn into teachers
of the language. Caterpillars build a cocoon
and inside this they develop into a new form;
ELT trainees spend years at colleges or
universities to establish themselves as
teachers. What happens in this ELT cocoon?
What are their roles and responsibilities once
their wings are spread? How to survive as a
butterfly? The talk looks into these questions,
describing various stages in the life of the
ELT Butterfly, drawing on my experiences
with teachers in training, and on their
experiences in their classrooms.
This talk will be shared by two second-degree
students of ELTE DELP who will give an
account of the research they have done for
their theses. Bea's games and techniques used
in Movement Accompanied Language
Learning will focus on young learners while
Márta's findings on the advantages and
disadvantages of bringing up children
bilingually will appeal to all those interested
in the bilingual issue.
Unlike other subjects, foreign languages have
no given content to cover. So what determines
the content we bring to our classrooms? The
coursebook we are using? Our own interests
as teachers? Student choice? How can the
teacher’s role as educator be reflected in the
choice of content? And in what other ways do
we educate as language teachers? These will
be the main focusing questions for this
interactive session.
Are you a less energetic and less enthusiastic
teacher than you used to be? Do you
sometimes feel physically and emotionally
exhausted or that you simply don’t care what
happens in class? Of course, not! But you
might have colleagues for whom this is true.
Join the workshop to find out how to help
them while helping yourself to stay away from
burnout.
Professional burnout mostly affects people
who work in helping professions. It is selfdestructive and contagious. Shall teachers
join the club of professionals at this cost? Or
can teachers, whose professional activity lies
in motivating and inspiring students, also
inspire their colleagues (and themselves) to
escape from this condition? In the workshop I
will share some teachers’ ideas about how to
stay away from burnout.
The English Department of the ELTE Teacher
Training College has been involved in a
Tempus Project over the past three years. The
final stage of the project is a three-week study
trip to London, where the 20 participating
students complete their mini-projects. This
joint presentation of the Project Coordinator
and two participating students will give an
account of the students’ mini-projects.
This workshop will first introduce CLIL
(Content and Language Integrated Learning)
then focus on its place in English language
teaching curriculum. The framework of in-
55
Éry
Anna
2015
Teaching Italian through English:
how cognates facilitate vocabulary
retrieval
Eszenyi
Réka
2004
Online chat in the in the secondary
school EFL classroom
Fallier
(et al.)
Erika
1993
Are teachers born, trained or both?
– report on a Pro Renovanda project
Fancsalszki
(et al.)
Andrea
1995
Media studies in higher education
Faragó
Lívia
1996
English through arts
Faragó
Lívia
2002
Drama activities with 6-10 year old
young learners
Faragó
Lívia
2004
Making learning whole for young
learners
Faragó
Faragó
Faragó
Lívia
Lívia
Lívia
2005
2006
2006
SIG coordinator
Faragó
Faragó
Farczádi Bencze
Lívia
Zsuzsa
Tamás
2007
2005
2005
SIG moderator
service training in Turkey will be outlined and
an INSET model in which CLIL is integrated
will be presented.
The aim of my presentation is to promote the
‘cognate approach’ in foreign language
teaching, a method which can be effective
either if one of the two related languages is the
learners’ mother tongue or none of them is.
The main idea behind the ‘cognate approach’
is to exploit in a systematic way the (many)
vocabulary similarities between two
languages, making students aware of the fact
that there are ‘good cognates’ and ‘deceptive
cognates’ (or ‘false friends’).
The topic of this talk is an experiment
conducted in a secondary school EFL class.
The participants performed various tasks in
Internet Relay Chat (IRC) over a school year.
By showing examples from the chatlogs I will
show that chat as a means of communication
can give added value to language teaching and
learning.
Teacher training is a contentious issue and so
is teacher training. Over the past 12 months, a
dozen teacher trainers form ELTE have been
examining various principles and practices.
The result is a number of suggestions, of
which a short summary will be given here.
The language of the media has long been
neglected. Veszprém University’s curriculum
offers students a chance to gain a deeper
insight into this area. The presenters intend to
share their experiences with other teachers and
offer a short introduction with a variety of
useful tasks and exercises.
In my talk I will share my experiences
concerning the advantages and benefits of a
story-based cross-curricular language
programme in the lower-primary classroom
(6-10-year olds). Adventurers are welcome.
The talk will be illustrated by slides and a
short video recording.
Children delight in make-believe. They are
immediately at home in imaginary worlds,
where they can act out a role, engage in
‘pretend activities’, or become another person.
This workshop involves participants to
experience and study activities that encourage
children to communicate, even with limited
language. Factors making drama a very
powerful tool in the language classroom will
also be considered.
English as a foreign language is introduced in
the first grades in many primary schools these
days. How can we ensure that English
language lessons play a quality part in
children’s education? This session will show
what makes learning whole for children and
present ways of putting theory to practice.
SIG co-ordinator
Language skills development
through art repros in the teen-age
ELT classroom
Art is around us. It comes to us on TV, in
calendars, postcards, posters or the Internet.
Why not use them for broadening learners’
horizon, motivating them while developing
their language skills? This workshop will
present several ways of getting learners to
respond to pieces of art in an enjoyable way
and highlight the potential of application of art
repros in communicative language skill
development.
see Dudás
see Sárosdy
56
Farczádi Bencze
Tamás
2006
Cross-curricular approach with a
special focus on culture
Farkas
Alíz
2005
Using the Internet for language
teaching purposes
Farkas
Rita
1997
A report on the British cultural
studies project in secondary schools
Farkas
(et al.)
Rita
1998
Foreigners abroad
Farkas
Rita
2000
Is that all right? (Authentic
materials in the classroom)
Farkasné Pintér
Márta
2000
Relevance of Celtic studies in
English language teacher education
FARLEY
Sally
2010
Special needs – celebrating and
working with difference
Farley
Sally
2010
Creativity, language and culture –
the Pilgrims way
In the presentation the audience will get a
survey of the various ways of integrating
subjects into English classes. As
communicative language teaching is
intercultural, a special focus must be given to
the cultures of the target nations and that of
Hungary as well.
In this workshop I would like to
demonstrate that language learning
possibilities offered by the Internet and
course material can be successfully
combined in order to plan interesting and
motivating lessons for our learners. The
tasks presented are designed for secondary
school students with lower command of
English.
This poster will chart the progress of the BCS
group of secondary school teachers who have
been developing their work over the last year
and who are presenting their work for the first
time at this conference.
In this workshop we will look at how a group
of Hungarians make sense of a ‘Foreign
experience’.
We have all gathered loads of leaflets,
brochures and other materials while in Britain
– and then put them aside waiting for
inspiration. In my workshop I would like to
show ways of using them effectively so that
pour students can learn something about
another culture as well as about their own.
Based on the research into the attitudes
towards Irish culture and the teaching of my
Irish studies seminar groups, I attempt to
highlight certain aspects of relevance of Celtic
studies in the English language education in
Hungary.
Our classes are often made up of students
from diverse communities and backgrounds
with a wide range of individual learning
needs. Amongst them we are almost sure to
encounter some with Specific Learning
Difficulties, including Dyslexia, Asperger’s
Syndrome,
and
Attention
Deficit
Hyperactivity
Disorder
(ADHD).
Accommodating these students and helping
them fulfil their potential is one of the greatest
challenges facing teachers today. In this
plenary, I will explore ways of implementing
an anticipatory and proactive approach to
creating a classroom culture that recognises
and celebrates difference. Through examples
and activities, I will introduce ways of
identifying students with Specific Learning
Difficulties and strategies to help them learn.
Together we will explore methods to promote
inclusive learning and embrace difference in
the classroom. It will become apparent that
adapting our teaching style and materials to
accommodate diversity can often benefit all
students. Focusing on individuals’ different
areas of strength can lead to an enhanced
learning experience for everybody. The aim is
to create a class where the students feel part of
a mutually supportive and inclusive TEAM
because….. Together Everyone Achieves
More!
In this workshop, we'll try out a collection of
creative and adaptable activities designed to
amuse and to engage. They will include
energizing warmers, multi-sensory techniques
for discovering your 'inner poet', ways of
defining 'culture', and insights into the latest
'slanguage' used in English youth culture – all
with the inimitable Pilgrims 'twist'!
57
Farley
Sally
2010
Identifying and working with
dyslexic students
Faur
(et al.)
Cristiana
2002
Human rights in English. The way
forward for the students
Faur
Cristiana
2002
Creativity through drama
Faur
Cristiana
2003
Who’s afraid of literature?
Fáy
Réka
2011
see Kókay
Fazekas
(et al.)
Katalin
2003
New ESP language examination
centre in the Hungarian market: IT
English or computer English?
Fazekas
Katalin
2008
How do the tools of ICT serve our
methodology
Fazekas
(et al.)
Krisztina
2011
How to become an ESP teacher?
Are you interested in IT?
Fehér
Judit
1996
On board!
Fehér
Judit
1997
Learner types – teaching styles
Fehér
Judit
2000
Flexibility and/or standardization?
Curriculum and syllabus design in
language schools
Dyslexia is a ‘hidden’ disability which
adversely affects language processing and is
thought to affect 10% of the population. This
is a participatory workshop focusing on ways
of identifying these students and strategies for
supporting them, using their many gifts in
order to overcome their difficulties.
The presentation will focus on the way a
Human Rights programme in English
develops knowledge, values, attitudes, skills
and language competencies with secondary
students. Examples will be drawn from Rights
in deed, the new course book written by a
group of teachers as part of a British Council
project in Romania.
Drama is successfully used in language
classes, as it provides adequate background
and concrete situations, motivating students of
all ages to communicate in the target
language. The workshop will demonstrate this
point by leading participants through a variety
of student-centred activities, from pantomime
to simulations and improvisations.
Improvisation can be used to enhance one’s
understanding of a dramatic text. I do not
consider it to be a sacrilege, but a means to
help the students get closer to a literary text,
which otherwise would have been difficult, if
not inaccessible. If we can identify at least one
emotion or situation in the text that can be
extracted and related to real experience, this
can be used as an entry point into the fictional
world of the text. This workshop will
demonstrate how drama techniques,
improvisation in particular, can be applied to
literature.
The introduction of our new ESP language
examination centre: our target audience –
specifications, requirements -samples of the
tasks from both the written and the oral
examinations –with handouts and specific
tasks – the role of computer during the
examination process – The European
Framework of Languages and our aims –
Hungary and the Information Age.
After a short introduction to our EU project I
will describe the planning stage of an online
multimedia course for ESP (IT) English
covering issues like electronic evaluation,
collaborative learning management and
portfolio task design. In the second part I will
show examples from the online course.
Számalk post-secondary vocational school has
developed an in-serviceteacher training course
for information e-technology teachers or
teachers who want to improve their English
competences and are interested in it.
Minimum English language requirement is A2
level.
This presentation would like to give you a
chance to try different boardgames from those
which focus on a target structure or
vocabulary items, through freer conversational
types to simulation games.
How do we choose from the array of teaching
methods and materials? Why do we like some
exercises and just cannot stand some others?
What personal qualities might shape our
preferences in teaching? How can we tell the
learner apart from the teacher?
The coursebook. Students’ needs of
preferences. Language exam, teaching styles.
General courses, customized courses.
58
Fehér
Judit
2001
Language learning and language
acquisition at primary levels
Fehér
Judit
2002
Preparing students for emelt szintű
érettségi
Fehér
Judit
2002
How to choose a coursebook?
Fehér
Fehér
(et al.)
Judit
Judit
2003
2004
see Scharle
Fehér
Judit
2006
Creative expression through a small
thing
Fehér
Judit
2006
Hippo and her friends help preschool learners and their teachers
Fehér
Judit
2007
A taste of creativity
Fehér
Fehér
Judit
Judit
2007
2007
seeCsíky
Fehér
Judit
2008
Fun, success and exam preparation?
YES! Your exam success – a brandnew course for 12th graders
The chairs of my classroom: now
quiet, now musical
Transforming activities for
creativity
Placement testing and end-of-term evaluation.
How do you manage juggling these and more?
This talk will suggest a suitable methodology
of enabling young beginners to acquire their
second language through controlled exposure
to appropriate linguistic input. As well as
assessing the importance of such criteria as
close grading material, realistic learning goals,
motivation and so on, the talk will consider
natural learning and multi-sensory tasks, and
outline a practical approach to vocabulary
presentation, listening tasks, grammar issues
and writing skills.
We will look at the requirements of the new
A-level exam in English and discuss
appropriate methods, techniques and materials
to meet them.
Do you think coursebooks play a crucial role
in teaching? Do you think it is important for
young group to have the most appropriate one
for them? Would you like to know more about
the aspects of choosing a course book? Then
come to this workshop.
Taking the position and movement of chairs in
the classroom as a starting point, we’ll invite
participants to consider why some pair/group
work activities may be risky or challenging
and therefore perhaps less popular with
practising teachers. We’ll work with some
activities taken from widely used course
books, and some others that may be less
known in Hungary.
A lot of people think they are not creative.
Many believe they are shy to speak. Very
often you only need a small thing to feel safe
and motivated. In this workshop, we will try
out some of these ‘small’ things, small
prompts that may help creativity and
expression.
Our friendly Hippo and her friends introduce
language to children in a way that comes
naturally at this pre-school age. Actions and
activities further reinforce learning. The
stories in each unit are designed to encourage
positive attitudes in children such as helping
others and sharing. Come and join us in
finding out how…
Pilgrims teacher training courses emphasise a
humanistic, person centred approach to
teaching and learning which is both creative
and effective. This practical workshop will
allow you to participate in a variety of
engaging and challenging activities taken from
a range of courses, including Neuro-Linguistic
Programming, Multiple Intelligences and
Creative Methodology.You will also get
information on how to apply for Comenius
funding for a Pilgrims course.
In this workshop, we will establish what the
most important ingredient of creativity is.
Then through lively classroom activities, we
will see how we can add this indispensable
element of creativity to ordinary classroom
activities.
Nemzeti Tankönyvkiadó’s new course, YES!
is for learners preparing for the intermediate
school leaving exam (érettségi). In this
workshop, we will look at the course to
identify what it offers for successful exam
preparation. We will also share ideas as to
what the teacher can add to the course to
further increase learners’ sense of
59
Fehér
Judit
2009
Increasing learner involvement
Fehér
Judit
2011
Let’s play grammar!
Fehér
Judit
2012
Mobiles, trifles, knives and other
things
Fehér
Judit
2012
Preparing students for ecommunication offline and online
Fehér
Judit
2013
Keep your course on a varied diet
with regular meals!
Fehér
Judit
2015
Creativity in the language
classroom
Fejes
Tímea
1998
see Bódis
Fejes
Tímea
1999
Playing with plays
Fekete
(et al.)
Hajnal
1996
Good exams – bad exams. What
difference does it make?
achievement and success.
Most studying takes place in a group.
Learning, however, happens in the individual,
whose involvement is the most crucial
condition of their learning. In this workshop,
we will establish some techniques in
constructing and organising activities for
maximum individual involvement. The
activity structures will also work with
textbook-related materials.
Have you ever experienced that your students
were able to do traditional grammar exercises
perfectly well but were unable to use the same
structures in communication? Have you ever
experienced that one student found your
explanations and examples enlightening, while
others could not even pay attention to it? We
will look at different ways of learning and
teaching grammar and try out some tasks that
engage the learners in grammar-focused tasks
in many different enjoyable and playful ways.
In this workshop, Judit will show listening and
speaking activities all based on free online
materials from the British Council’s teaching
and learning websites. These materials and
activities will appeal to teenagers and young
adults and engage them through different
senses while raising their cultural awareness.
Do your students have a computer each in
your lessons? Do you think it is important to
prepare them for communicating online in
English? If your answer is ‘no’ to the first
question and ‘yes’ to the second, this
workshop is for you. We will look at different
types of e-communication and try out some
ideas of how to work with them offline and
occasionally online as well.
Most of us like to have choice, variety and
some predictability to function effectively and
feel safe and content. Some restaurants seem
to understand this. Some language courses,
too. We will see how a course can combine
old, proven methods with new ones to offer
teachers and learners choice and variety with
the safe feeling: if one thing doesn’t work for
me / my students, there are many other things
in the course that may do.
First, we will attempt to find the essence of
creativity: an ingredient that can turn a
classroom activity into a creative task. Then,
we will experience different variations of this
ingredient in creative activities from the
British Council’s new publication, ‘Creativity
in the English language classroom’. Finally,
we will add this ingredient to some activities
ourselves.
The workshop will give participants an
opportunity to explore ways of how literary
texts (plays) can be suitably used in the EFL
classroom. Prior experience in drama is not
necessary for participants; however, the
workshop will call for their active
involvement in the groupwork.
An experimental video training package
consisting of a one-hour video accompanied
by a trainer’s and a trainee’s booklet –
produced to be used in pre-service and inservice examiner training (oral exams in
general). Working from experience (the
experience candidates and examiners share in
an oral exam), it mainly aims at awareness
raising focussing on the examiner’s moral
responsibility – at times quite in an
60
Fekete
(et al.)
Hajnal
1998
A baseline study for the Hungarian
examination reform
Fekete
Hajnal
2002
Fekete
Fekete
Hajnal
Mónika
2003
1994
Corpus-based research in validating
translation as an exam task
see Major
Fekete
Mónika
1997
see Szili
FekőnéKardos
(et al.)
Judit
2004
In-service teacher training on a
regional basis
Felberbauer
Maria
2005
Bilingual Integrated Teaching –
BIT
Felcser
Fenn
Hanna
Simon
1993
1993
see Ashley
Ferenczy
(et al.)
Gyula
1993
A methodology of preparing
students for a medical English
examination
Ferenczy
Judit
1998
Cognitive linguistics and language
learning: what conjoins reveal
How to exploit pair-teaching with
young learners
The apple bites back
entertaining way.
The aim of the Baseline Study was to
determine to what extent the current socioeducational and English language situation in
Hungary is favourable for the implementation
of examination reform. The three editors,
representing a team of colleagues having
worked on the study, will give an account of
the process, including the methods and the
main results of the following 6 chapters: 1.
The socio-educational and socio-linguistic
context, 2. Stakeholders’ attitudes, 3. Testing
situation in Hungary, 4. Testing situation, 5.
Students’ level of performance, 6. Teacher
education. Questions welcome
Two teachers in the classroom at one time is
quite peculiar, but – as we have experienced –
it is also very advantageous for both the
teachers and the pupils. We wish to introduce
how pair-teaching facilitates teaching and
learning through an activity-based workshop.
Tried and tested techniques are fun! Adult
children are welcome!
We are convinced that regional teacher
development events play an important role in
the lives of practicing teachers of English. We
aim to give participants an insight into
regional INSET in Northern Hungary during
the past few years, trying to find out why this
work has been so successful. We would also
like to investigate how regional teams would
live on under the umbrella of IATEFLHungary.
Europe in general has experienced a boom
in teaching content in a foreign language.
The success of these attempts has not
always lived up to expectations and the need
to place this kind of teaching on a more
professional level has been urgently felt for
quite a long time. Seven European teacher
training institutions – co-ordinated by the
Pedagogical Academy of the Archdiocese of
Vienna therefore developed a curriculum
that may become a pathway to a new
qualification as a CLIL teacher. The results
were put into practice in a Hungarian
Teacher Training Institution.
In this informal talk, the speaker seeks to reexamine some of the traditional bonds and
relationships at work between language
learners, their teachers and their materials;
between what learners do for their teachers,
with their teachers, without their teacher and
despite their teachers.
Starting point: examination requirements.
Parts of the medical examination. The
methodology of preparing for each part.
Developing oral and written skills. Classroom
work and homework. Presentation of a part of
classroom work. Possibility of using technical
equipment.
The presentation will focus on conjoint
phrases, that is, coordinated expressions with
a fixed order. Parallel with explanations from
phonology, a cognitive linguistic approach
will be presented. Final remarks on the
teachability of conjoints and the
methodological usability of cognitive
linguistics will be made.
61
Ferenczy
Judit
1999
Pragmatics in language teaching
Ferenczy
(et al.)
Judit
2000
How to make the fish take and talk
Feyér
Bálint
2012
The significance of pronunciation
in English as an international
language and its implications for
language pedagogy
Fictumova
Jarmila
2003
Teaching and testing vocabulary
online
Fidler
Soča
2002
How to raise language and
intercultural awareness in primary
school?
Fidler
(et al.)
Soča
2003
Effects of language and
international awareness of young
learners’ perceptions
Filice
Serafina
2009
A CLIL science adventure using
multimedia CD-ROMs
Filipovic
Snezana
2012
Some multiple skills activities to
motivate students
Fischer
Andrea
1999
Newsweek in the classroom
Fischer
Andrea
2000
English reviews in action
Modern trends of linguistics, such as
pragmatics, can be useful in language
teaching, since most language learners use the
language for a given purpose. Speech act
theory is another approach which can shed
new light on TEFL. An illustration of the
above will be presented, namely in teaching
indirect speech.
Fishing for naïve language students is more
than a pastime. Which are the best baits used
by language schools to ensure their constant
presence on the market? The answers will be
searched for by examining the advertisement
techniques of language schools. Come fishing
with us now.
The proposed presentation intends to
demonstrate the results of an ongoing PhD
research project investigating secondary
school learners’ comprehension and attitudes
pertaining to speech varieties of English,
aiming to highlight the significance of the
diversity of English pronunciation in
international communication and its relevance
to ELT.
Based on her teaching experience, the
presenter will demonstrate ways of using the
Internet and electronic tools in teaching and
testing vocabulary, especially English idioms
and collocations.
First we will briefly describe the international
JaLing (Janua Linguarum) Comenius Project.
thenwe will give two examples of how
teachers can motivate their pupils for language
discovery. Our main aims are to help pupils to
develop interest in linguistic and cultural
diversity and become enthusiastic and better
language learners.
After briefly presenting the aims and
evaluation tools of a three-year project, we
will give concrete examples of the tasks, show
a class of fourth graders reflecting on a
language topic and then look at the difference
between their initial perceptions of language
and their perceptions after a year’s work.
How can we motivate young learners aged 1014? Using interactive CD-Roms with
interesting interdisciplinary content, fun
activities, enriched language and the added
feature of technology. The talk will illustrate
how to implement authentic CD-Roms
originally created for L1 users with ESL
learners in a CLIL Geology context.
This workshop will focus on practical ideas
how to involve all of the students in speaking
and writing activities. In a very brief
introduction I will talk about my personal
experience with the students` attitude to
writing and speaking. The practical part of the
workshop will provide the participants with
some activities that motivate students to talk,
write and share their ideas with others.
Finding motivating, authentic, up-to-date
classroom resource material can be a problem.
Recognising this Newsweekhas put together a
package, the ‘English Review Programme’ to
help teachers. The aim of this presentation is
to introduce these task sheets in action.
Participants will be asked to take an active
role – but will also receive a gift!
As a follow-up of last year’s presentation, this
year’s workshop would touch more upon the
practicalities. The Newsweek English Review
offers various ideas to develop all language
skills, nevertheless this time the workshop will
focus on the how. All are welcome regardless
62
Fischer
Andrea
2001
‘Newsweekly’ skills
Fischer
FISCHER
Andrea
Andrea
2008
2015
see Pohl
Fischer
Fischer
Fischer
(et al.)
Júlia
Márta
Márta
2000
2010
2011
see Lacsny
Fisher
David
2002
Jackie and the giant – an interactive
theatre performance for students
aged 6-11
Fisher
David
2006
Making a drama out of a story
Fister
Ilona
1998
Core skills in ESP
Flamich
(et al.)
Mária
2006
Blind and partially sighted students
in inclusion
Flamich
(et al.)
Mária
2009
An accessible world - the role of
assistive technology in teaching
English to people with visual
impairment
Florescu
Ana-Maria
1997
ELT textbooks – agents of change
Something Old, Something New…:
Myths, Methods and Motivation
of how familiar you are with Newsweek and
its teaching materials.
Newsweek and its English Reviews offer a lot
for language development at intermediate
level and beyond. This workshop will focus
on two important but often neglected or
unpopular areas: reading and translation
(sub)skills. Should be practical and fun. All
welcome!
In this talk I am going to take stock and share
my reflections as a practising language teacher
and teacher trainer. What are those maxims
that I found rather limiting or limited in
practice? What are those traditional methods
or techniques that seem to stand the test of
time and work even with low-motivated, lowlevel students? And how about motivating the
Z generation? Finally, I will make a humble
confession about how I manage to keep up my
own personal-professional motivation –against
all odds.
see Trebits
How to use English in EU contexts?
Tempus Public Foundation together with the
authors of the book EU English – Using
English in EU Contexts developed a teacher
training program and an ESP course both
aiming on teaching EU English (B2) and EU
content at the same time. The authors of the
book/teachers of the course will present a
mini-lesson on ‘How to use English in EU
Contexts?’.
Jackie and the giant is a very interactive fairy
tale for young learners. A bad giant wants to
eat Jackie and the children in the audience.
They all need to speak English to survive!
Motivating for children and inspiring for
teachers, the performance is staged by the
Bear Educational Theatre (Prague).
Young students love to play out situations,
they do it all the time. So why not have them
act out their favourite stories in English? The
problem can be how to harness this natural
energy to make an activity that is really
satisfying for the students. The aim of this
workshop is to give teachers with little or no
experience of doing drama with their students,
and some basic tips on how to do this.
The paper discusses the relationship between
core skills in vocational education and the
communicative approach in teaching ESP. It
reveals how ESP can contribute to acquiring
core professional skills.
The number of students with special
educational needs, including blind and
partially sighted students, has rapidly been
increasing in inclusion. Admittedly, the
presence of children with visually impairment
in classroom requires special attention, efforts
and more work from the teacher. We wish to
share our practical ideas and experience of 15
years gained in the field of teaching English to
blind and partially sighted students.
People tend to think reading and writing are of
minor importance when teaching a foreign
language to people with visual impairment,
consequently, these two skills are often
neglected. Our aim is to discuss these
questions with colleagues and introduce some
items of assistive technology. We encourage
everyone to join us.
Analysis of questionnaire data relevant to the
idea that textbooks lead to change and
63
professional development in ELT.
Florio
Fodor
Joanna
Mónika
2000
1996
Using dictionaries in the classroom
Fodor
Mónika
1998
Dimensions of cultural awareness
raising
Fodor
Mónika
1999
How far do you think we are from
the USA?
Fodor
Mónika
2001
A silly book … or there is more to
language and culture
Fodorné B. Horváth
Judit
2004
Cultural awareness & successful
communication
Foki
Lívia
1995
Education innovation – perspectives
of the retraining courses of Russian
language teachers
Földiné Szűcs
(et al.)
Krisztina
2005
From a learner’s dream to a
word-teaching computer
programme
‘I have a dream’: integration of
methodology into a Cultural Studies
course in ELT
The paper introduces the materials created in
order to tentatively integrate methodology and
content-based cultural studies. The aim is to
develop academic listening skills as well as
teaching skills related to listening
comprehension.
The paper presents the detailed questions
evaluation and assessment of a three year
teacher development project from the point of
view of cultural awareness-raising.
Tendencies in developing cultural awareness
will be shown and explained on the basis of
participant responses to topic-related
questions.
The paper maps the role of excessive
stereotyping in teaching American culture.
The result of a survey will be presented and
interpreted in order to find possible answers to
the question.
In this paper I will interpret the findings of a
survey in which second generation Hungarian
Americans were asked to read a Hungarian
short story in translation and to reflect on their
understanding of it. Their responses may help
espouse how language expresses and
embodies cultural reality; in what ways
translation influences the transmission of
cultural content; as well as what kind of
understanding of culture would encompass the
common assumptions of the readers about
culture.
Even if speakers are well-prepared for
communication language-wise, being unaware
of cultural differences may lead to
embarrassing moments as well as a
breakdown in communication. Whichever
country you go to, you had better learn about
local customs and specific phenomena in
advance. Since Hungary joined the European
Union and borders virtually no longer exist,
this issue has become more up-to-date than
ever before. Join this session and find out
more about some theoretical background in
this field and try a number of practical
awareness-raising activities based on MGM
Magazines you yourself could use during your
lessons in order to prepare your students to
survive and succeed in a culturally diverse
English-speaking.
The talk attempts to analyse some aspects of
the process of innovation with which the
Russian Retrainees are involved. Links
between the Hungarian situation and general
educational innovation features will be
described with reference to problems and
possible solutions to overcome these
problems.
Effective language teaching depends on
many aspects, but teaching cannot be
effective enough if the students do not
prepare for lessons at home, or if they do
not or cannot learn and practise words and
spelling thoroughly. This new programme
tries to solve these problems and, with its
help, their education can become more
effective and successful. The programme
helps students to learn those new words
which either occurred during previous
English lessons, or that they faced in their
homework. This programme gives the
learners instant results, an opportunity for
them to practise their present knowledge
64
and, of course, they can see improvement
during practice.
Fonyódi
Forintos
Jenő
Éva
2000
2002
see Katona
Forštner
(et al.)
Milena
2002
Team teaching or How to share a
lesson with a language assistant?
Forštner
Milena
2003
Writing and testing of writing
Fowler
Will
1996
All you ever wanted to know about
testing and never dared to ask
Fowler
Will
1996
The revised Cambridge First
Certificate Examination
Fowles
(et al.)
Anthony
1995
Business English teacher training in
Hungary – report on a course
Fox
Gwyneth
1992
Corpus evidence vs. intuition
Fox
Gwyneth
2004
Dictionary skills work in the
classroom
FOX
Gwyneth
2004
Doing things with words
A walkabout – teaching Australian
Culture
The aim of the workshop is to take a walk (A
walkabout) around Australia with the help of a
recently published textbook. The publication
is designed and complied to cover subjects
like geography, national symbols, education,
political and legal systems, health, religion,
press, holidays, multiculturalism and
languages. A chapter is devoted to Australia’s
indigenous peoples, and more can be read
about Aboriginal art in the chapter that
concentrates on Australian art. Participants
will be invited to take part in a quiz.
Due to Foreign Language Assistant Scheme in
Slovenia pupils and students have the chance
to benefit from having two teachers in the
class during their language lessons. The aim
of the workshop is to guide through all
necessary steps of team teaching: mutual
planning, lesson performance, evaluating,
adjusting and re-planning, etc., which are
components of collaborative, progressive and
reciprocal team teaching.
My workshop will be focused on the methods
to help students to practise writing for the
assessment to achieve good results. It will also
deal with problems how to assess. I will also
try to show the importance of adequate
understanding of the criteria of the assessment
of the writing for both students and teachers.
Testing is not the enemy of teaching but an
indispensible source of information if properly
employed. The talk considers reasons for
testing, the most appropriate tests for different
purposes and uses past experience to suggest
ways or avoiding the pitfalls that await test
designers.
The examination has been revised to reflect
communicative needs and has therefore
become more task-based. Initially this will
favour older students in a native-speaking
environment. The talk analyses the changes
and their implications for students abroad and
suggests ways of teaching techniques for
overcoming their problems.
This presentation, half-talk, half-workshop,
describes an intensive training course for
Business English Teachers, held at Fonyód in
June/July 1995. As well as a summary of the
course and the rationale behind it, there will
be feedback from a participant, and a sample
training workshop in a business
communication skill.
As teachers – and skilled users of English –
we know all we need to know about the
language. But do we? When we look at how
English is actually used, we realize how
partial our knowledge is, in both vocabulary
and grammar. Examples will be given.
Dictionaries are full of information about the
language. We need to teach students how to
use them, what they will find there, why they
need them. This workshop will address these
issues and will suggest many short, interesting
activities that we can do to help our students
develop dictionary skills.
What people do with words, what they use
them for, is as important as their actual words.
Learners need to know what words are used to
express common functions such as being
polite and how to use the language for
discourse purposes such as emphasising.
Corpora give us this information.
65
Franić
Reneé
1996
‘Tell it again, please’
Franić
Renée
1994
Poetry without tears
Franić
Renée
1995
We can work it out
Franić
Renée
1997
see Vucinic
Frank
Christine
2009
Vocabulary: working with words –
playing with words – learning
words
Frank
Marcella
1992
Using discussion to teach writing to
intermediate students
FRANK
Tibor
1997
FREEMAN
Donald
1996
Internationalizing English or
anglicizing the vernacular?
Changing teaching, teaching change
– reflective teaching and systematic
development
Freeman
Donald
1996
Teaching as sense-making
Freeman
Simon
1996
The preparation and delivery of
English for special purposes
programmes: a pragmatic overview
French
David
2002
Building a teacher development
community
Fresacher
Candy
2007
Time management
Sometimes we tell stories for pure pleasure.
However, there are times when we want our
students to participate. This workshop will be
looking at ways of encouraging students to
reproduce or transform stories in order to
enrich vocabulary, practise grammar, and
improve communication skills.
Are you afraid of using poetry in the
classroom? Are your students reluctant to read
it? We are going to discuss a few practical and
creative activities to help your students
understand and love poetry.
Song and film titles and humorous T-shirt
slogans are other ways of bringing a glimpse
of authentic language into the classroom.
Moreover, students remember them better
than ‘boring’ textbook examples. We will be
discussing how they can be applied when
teaching various aspects of the language.
What students have to know when learning
vocabulary items: how to practice new words
and concepts using definition, association and
categorisation techniques.
I will demonstrate how I use the same outline
to guide both class discussion and the
composition topic. During the discussion,
students will receive guidance in the use of
needed grammar and vocabulary. The
demonstrated topics will be geography and
superstition, subjects which students can talk
about easily.
From the premise that change is always
embedded within – and therefore interacts
with – the surrounding socio-cultural
environment, this talk examines implications
of this premise for individuals who are
changing. By laying out broad parameters of
the change process, the aim is to provide
easily memorable points of reference within
which to discuss reflective teaching as a
specific change in teaching and what it can
mean for individual teachers.
Most classrooms focus either on content, on
the teacher, or both, but not on learning. For
students to make sense of what they are
learning requires the teacher to think of how
content and learning work from the students’
perspective. This workshop will engage
participants in examples of classroom sensemaking, drawing on their and the presenter’s
experience.
The paper will examine the steps involved in
identifying needs, in designing effective and
appropriate programmes and in teaching these
programmes to language students with highly
specialized requirements. The steps involved
include Needs Analysis, Programme Design,
Material Selection, Induction of Teachers and
Monitoring of Programme Delivery.
In the Teacher Development and Autonomous
Learning SIG (IATEFL Poland) we have
moved away from the model of ‘expert speaks
to passive, inexpert audience’ and have
explored participatory models. Four years on
the fruits of this approach are visible within
the SIG itself and in the individual
development of members.
It seems as if all our newest technologies,
instead of helping us be more efficient, add to
our ever-increasing workload. In this session,
participants can learn more about effective
66
Fresacher
Candy
2009
Emotional Intelligence and teaching
Fresacher
Candy
2012
Optimism and positive psychology
in the classroom
Fresacher
Candy
2015
Ways to use positive psychology
activities in the EFL classroom
Frunza
Petrina
1997
see Doroftei
Fruttus
(et al.)
Hajnalka
2002
Opening doors to a European castle
Fruttus
(et al.)
Hajnalka
2003
Business teacher training & the
Pitman Business Exam
Fülöp
Orsolya
2000
Can learning strategies be taught?
Furcsa
(et al.)
Laura
2014
Transfer and continuity problems in
early language education
Furcsa
Laura
2015
Discovering cognition of bilinguals
by using cooperative techniques
ways to manage time instead of having time
manage them. Knowing something about how
you work and how others go about their work
is a starting point. Investing one hour today
could give you the abilities to better handle
your tasks and so give you more time to do
what you really want.
Emotional Intelligence uses self-awareness,
impulse control, persistence, self-motivation,
empathy and social skills as guideposts along
the road to success. Daniel Goleman wrote
his book Emotional Intelligence in 1995 and
since then his principles have become
valuable tools in personnel training around the
world. In this session, participants find out
what EQ is, if they have it, how to get it and
how to use it effectively in the classroom and
how it can be used in the EFL classroom.
Positive psychology and optimism bring about
a better attitude to life. Within our classrooms
we can improve the atmosphere by ensuring
an optimist attitude in ourselves and
promoting it in our students. Help students
form more optimistic views to help them learn
better, be happier and more successful.
There are many activities in the field of
positive psychology that can be used in the
English Language Classroom so that our
students can not only improve their language
skills but also develop skills that help them
reduce classroom anxiety and communicate
better with others and generally become more
resilient. Learn more in this workshop.
The presentation is about a mentorship and
Business English training programme for
secondary school students in Ózd which is to
demonstrate the cooperation of a multinational
company, a language school and different
other institutions to introduce students and
teachers to the world and language of business
of 21st century Europe.
Lively introduction to Fast English’s
accredited Business English Teacher Training
programme, which prepares teachers also for
Student preparation for the Pitman Business
Examination.
As more and more students struggling with
learning difficulties study language at colleges
and universities, a few pedagogists and
language teachers at KJF launched a 3-year
programme with the aim of improving our
students’ language learning strategies. The
first stage of this programme was realised this
spring when 15 students in a non-integrated
language strategy training, which proved to be
successful.
This qualitative research project investigates
what language teachers think about how
children coming from a bilingual nursery
school integrate into a new, usually beginner
language group in a monolingual primary
school and how the language teachers assess
these children, their future progress and early
language education in general.
Our workshop introduces cooperative
techniques to discover various approaches to
brain functions of bilingual speakers. Starting
from the earlier approaches of detrimental
effects of bilingual speakers we will focus on
different positive cognitive effects of
bilingualism. The workshop involves
discussing how cooperative techniques can be
used in different classroom settings.
67
Futász
Réka
2013
Who should prepare PhD students
for the teaching component of their
future academic career?
Fűzy
(et al.)
Annamária
1999
ELC/ICC language teaching and
examination system
G. Havril
Ágnes
2007
Teaching and testing ESP to
perceived needs
Gaál
Edit
2006
SIG moderator
Gabbitas
Veronika
2001
Why don’t your students create
your teaching material?
Gabbitas
Veronika
2001
Harry Potter in the classroom
Gábor
Gábor
Erika
Katalin
1995
1998
seeBúza
Gacesa
Ksenija
2004
‘What have you been doing in your
English class, son?’
‘Oh, ...nothing!’
Gacesa
Ksenija
2005
Students Cry Out: ‘Teachers,
Preachers, Give Us Your Ears!’
Gadó
(et al.)
Szilvia
1995
The development of the ELT
Methods course at JPU
The aim of this presentation is to examine
where and in what ways existing models of
teacher training for higher education fit in
with the traditional process of teacher training
in Hungary, and based on an overview of the
different models, to see what, if anything, can
be imported from other contexts to help PhD
graduates become more proficient teachers.
European language certificates/international
certificate conference, a learner-centered
system in teaching English for general and
specific purposes, with six different levels of
examination.
The recent changes in the Hungarian higher
education have had big influences on the
traditional university language
teaching/testing profiles. Our latest research
project (needs-analysis) focused on the
exploration of the changing needs of ESP
students (1106 students) in Hungarian higher
education (13 institutes) in the field of Social
Sciences.
Many teachers feel frustrated by the fact that
they have plenty of good ideas what to do in
the classroom, but they lack time to make
materials for these activities. In order to
prevent these ideas ending up in the dustbin,
we can involve our students in the preparation
of teaching aids. I would like to show some
projects that deal with how to decorate the
classroom, and furthermore what sorts of
paper-bag puppets, dress-up dolls, ‘rhymeposters’ and board and card games can be
prepared in a lesson which, apart from the
time-saving effect for the teacher, all have
educational purpose.
The aim of this presentation is neither to give
ideas on ‘skimming’ and ‘scanning’, not to
present reading activities analysing the
English version of J.K. Rowling’s books.
Instead, I would like to show some fun
activities such as using a Sorting Hat for
grouping, Owl Post for writing, a Flying Car
for grammar, a Hogwarts shopping list for
vocabulary and Whomping Willow-like words
for pronunciation activities in a classroom of
young learners who have read H.P. books in
Hungarian.
see Kövesi
‘What have you been doing in your English
class, son?’‘Oh, ...nothing!’ That’s what I was
silly enough to ask my 6 year old son, getting
a bit frustrated about being shut out of his life
for the first time. His answer was of course a
typical one. I suppose a lot of our students’
parents get similar answers. The aim of this
workshop is to explore what’s behind the
‘nothing’, because it somehow doesn’t match
the excited, smiling and often sweaty faces
that pour out of an English classroom. Not to
mention the exhausted teacher who actually
made the ‘nothing’ happen.
We do ‘our thing’ and sometimes forget that
students want to do their thing, too. The
best moments are those when conscious
thought disappears and things just go well.
The workshop will explore the concept of
FLOW where all the musts are pushed aside
and learning becomes a festivity.
This presentation will look at the teaching of
existing ELT methods to students as potential
68
Gall
Cecilia
2014
Orality vs the written word:
teaching Australian indigenous
literature in English
Gárdosné Illyés
Zsuzsanna
2015
see Dudás
Garton-Sprenger
Judy
1999
Interacting with text and context
Garton-Sprenger
Judy
1999
Shine in English
Gault
James
2006
Talking English – how well do you
do it (or teach it)?
Geczkó
(et al.)
M.
1999
Interactive language courses, Euro
Plus + reward
Gedeon
(et al.)
Éva
1991
Introducing the new book: 165let– a
collection of teaching ideas for
teachers of foreign languages
Gellai
Annamária
2015
see Dudás
Gergely
Zita
2015
Gergely
Zsuzsa
1995
Creativity in the language
classroom
Bilingualism – the beginnings
Gergely
Zsuzsa
1998
Picking up (and dropping) bad
habits
Gergely
Zsuzsa
1999
Learning to read in two languages
teachers and consider the development of this
course at our institution. We will also propose
a syllabus for future practice that aims to
encourage the relevance and practicality of the
course for the students.
In this workshop, I will show a possible way
of introducing the oral literature of indigenous
Australia to learners of English as a foreign
language. Using Australian Aboriginal
songlines as an example, it will be shown how
difficult it is to pass down a correct as well as
a poetic translation of oral traditional songs
and we will discuss the implications of culture
translations in this context.
Texts that engage the language learner’s
interest and imagination provide a rich
resource for language development through
personal association and response. This
workshop will explore a variety of
communicative activities which encourage a
genuine response to the text. All the activities
involve skills integration, where reading or
listening input generates a real reason to speak
or change to write.
As we look forward to the 21st century, we are
still seeking the answer to the question ‘What
do teachers and learners of English really
(really) want?’ This session will aim to
provide some answers, with reference to
Shine, the new upper primary/lower secondary
course from Macmillan Heinemann ELT.
After a short introduction to teaching speaking
skills, I will describe how to develop speaking
assessment methods and how to use them for
teacher, peer and self-assessment. The session
will include practical exercises in developing
and assessing speaking activities.
Come and watch a bestseller in English
language teaching, a four-level interactive
language course (Elementary, PreIntermediate, Intermediate, UpperIntermediate) which contains a wordbank,
grammar page, Internet games and services, 5
hours of video, 15 hours of audio, ViaVoice
speech-recognition, Voiceprint Analysis,
built-in multimedia dictionary, up-to-date
graded news, FORUM virtual chatrooms, online virtual services for teachers, tests,
progress check.
The authors present their forthcoming book
165let (165 teaching idea, games, activities for
teachers of foreign languages). Short talk and
demonstration of some of the ideas. The book,
due out in April, will be published by
Tankönyvkiadó.
The talk investigates the earliest phases of
bilingualism through the media of literature
and empirical experience, looking at how
much is ‘picked up’ by the child and how
much ‘taught’ or reinforced by the parent.
The paper investigates strategies for problems
of bilingual children starting from
observations of herself (H.), husband (E.) and
her own (Hungarian-English) son, and
extending to the quasi-bilingual (quasiparental?) teaching environment.
The paper will describe phonological
awareness as the psycholinguistic prerequisite
for starting to read, how it is transferred and
69
how it can be enhanced by some playful ways.
Gersi
Károly
2002
see Szele
Ghanshyam
G. A.
2006
Potentiality of drama in teaching
ESL
Gibson
Geoffrey
2006
New opportunities for degree level
study in the Arts and Humanities at
the University of Hull, UK
Gibson
(et al.)
Paul
2010
Calling all school teachers! English
in Action – practical tools to
encourage fluency in the classroom
Gill
Nora
2010
Culture in TEFL? Yes, definitely.
… but, what do you actually mean?
Gill
Simon
1993
The native speaker – oracle or
obstacle, hit or myth?
Gill
Simon
1994
Integrated skills through songs
Gill
(et al.)
Simon
1995
Advertisements: pockets of
meaning
Gillan
Robert
1994
Teaching through the visual arts
Gillan
Robert
1995
Liven up your literature
Drama is creative activity and as such it fulfils
the normal function of all creative activity. It
provides a medium through which the
individual can express his ideas – his reactions
to the impressions he receives – and by
expressing them. The paper aims at holistic
development of students by introducing role
play, improvisation and frozen image building
and presents an outline of the drama-ineducation that resulted from their novel
experience. Drama in ESL class not only
trains the imagination but develops cognitive
and kinaesthetic abilities as well. Drama, just
like poetry, sharpens the aesthetic sensibilities
of a person. If the learners are given
opportunities to take part in plays, they have
better chance to develop balanced
personalities.
The presentation will give information on a
range of new undergraduate and postgraduate
degree programs that are being developed at
the University of Hull specifically for the
European market. The programs cover
different subject areas from International
Business Studies to English language and
culture, and form IT and Environmental
Science to British popular culture and
performing arts.
English in Action: Activity-based, fun
presentation/workshop aims to give you
valuable ideas to spice up your lessons,
motivate your students to speak and get your
students talking confidently in class as well as
giving you an idea of the courses we offer.
The presentation covers the issues of culture
and cultural diversity and contemplates their
position and role in the educational process. It
offers the results of a survey, realised in 2008
at two teacher-training colleges in the Czech
republic with focus on students’ opinions on
culture and their attitudes to otherness.
A discussion in which we will explore what
both native and non-native teachers bring to
the classroom and consider ways of
optimising the relationship between them.
People who dislike music are few and far
between. In this workshop we will look at
ways in which songs of various types can be
used to teach integrated skills at all levels. The
emphasis is on hands-on experience through a
series of stimulating practical activities.
Advertisements with their easy availability
and carefully chosen images and language,
have enormous potential both as a doorway to
culture and as a vehicle for language learning.
In this workshop we will explore a range of
activities that exploit both printed and TV
advertisements in the classroom.
This workshop shows teachers how to use
pictures as texts for language teaching. Art is
an international language; visual memory is
the most powerful type of memory we have. If
we can harness this international language via
our visual memory we have a truly powerful
vehicle for language teaching.
One of the most effective ways of transporting
information into our memory is literature.
Throughout history, cultures have been able to
learn vast sagas and to recite them by heart.
This workshop shows teachers ways of
increasing the memorability of literature and
therefore our ability to learn a language
70
Glover
Philip
1995
Are you looking at me in a funny
way?
Glover
Philip
1996
Writing for fun and improvement
Glover
Philip
1997
Task-based learning for primary
and secondary schools
Glover
Philip
1998
Jabberwocky!
Glover
Philip
1999
Mediation activities for teaching
and testing
Glover
(et al.)
Philip
2000
Testing spoken language in pairs
for and against
Glover
Philip
2001
Training teachers for new
examinations
Glückmann
Jakob
1992
Star and gate – through projection
and story-telling going beyond
superstition: is my ritual showing?
GODSAVE
Alan
2007
Verbs or vocations? What and why
are we teaching?
Goldman
Leonora
1996
seeDókus
painlessly.
This presentation asks why ‘peer observation’
is often recommended but rarely used in
professional development, suggests some
ways teachers can make watching lessons into
a rewarding experience for observer and
observed, and takes examples from the real
experiences of two pairs of teachers.
What do students do with their written work
after we have marked it? Does our marking
make a difference? A report on what students
say about marking, plus some ideas for putting
fun into writing, including: ‘Poetry in a bag,
from metalanguage to metaphysics’.
A workshop about task-based learning
techniques for language use and language
study, exploiting authentic materials,
dictionaries and home-made recordings.
Lewis Carroll’s famous rhyme raises
interesting questions about the relative
importance of grammar and vocabulary. This
workshop explores the issues with some
activities for teachers and some for language
learners involving grouping, matching and
skills-based tasks.
This workshop will try out some classroom
activities where learners have to speak in
English about texts (leaflets, letters, adverts)
in Hungarian. Participants will also share
ideas on the skills that are needed for these
activities.
What are the arguments for and against using
a pair format in speaking tests? Part dialogue,
part debate, this workshop uses tasks to
describe and encourage reflection on different
test types. The session uses materials from the
latest pilot exams for the new érettségi.
This workshop uses tasks and texts to
demonstrate highlights from an in-service
course developed by the British Council. The
‘NETT’ course helps teachers prepare for the
new skill-based examinations in Hungary, and
gives an insight into plans for the possible
new érettségi.
Star and gate is a tarot like game for language
learning, which uses cards. The paper will
briefly outline the rules of the Star and gate
system, and then analyzes how the game
functions so successfully. The hypothesis is
that the main point is the channeling of the
learners’ projections, and not through any
occult powers, however tempting it may be to
try and predict the future. Star and gate should
hover between deeply-rooted esoteric/New
Age associations and de-mystified storytelling making use of client transference. The
teacher may find this balance difficult, and
some hypotheses are offered for these
difficulties using post-psychoanalytic theories.
Film or tape will be played with extracts from
sessions.
In order to be a successful communicator, it is
essential to have a clear picture of the
objectives and outputs from our teaching. Are
we teaching English as a 'subject', a 'language',
or as a 'passport' to career success? This
presentation aims to focus on current needs in
Business English and provide a framework
and methodologies for delivering on
the teaching promise. Needs Analysis,
Syllabus Design and the use of modern
technology are key stopping points along the
path of uncovering our aims and developing
systems for benchmarking success.
71
Golubeva
Irina
2002
Teaching culture
González
Barbara
1995
Off-the-wall language practice
Gooch
Simon
1996
A sense of direction
Goode
Nick
2013
Online support and online
communities
Goodman
John
1991
Gordon
Alec
1994
British life and institutions – BBC
programme
Vocabulary teaching in the context
of British History and Civilization
courses
Gorszkiné Síró
Gorszkiné Síró
Enikő
Enikő
2004
2005
see Balázsi
Gorszkiné Síró
(et al.)
Enikő
2006
Lessons around storybooks – use
our and design your own materials
2
Gorszkiné Síró
Gower
Enikő
Roger
2007
1995
See Radóné Karácsonyi
Gower
Roger
1995
Doing and knowing: language and
use at pre-intermediate level
GOWER
Roger
1999
Doing as we would be done by –
What can we learn about teaching
from our language learning
Culture competitions for primary
school students
Heart and mind: the role of the
affective and analytic at
intermediate level
My aim is to discuss the problems of teaching
culture in FL classrooms, to highlight the
problems of culture teaching and learning in
adult classroom, and to provide the audience
with some ideas to solve these problems.
Interactive demonstration of languageeliciting activities that can be adapted to all
age groups and all L-2 levels. Emphasis on
vocabulary building, lateral thinking and
humor.
Why have a syllabus? What help should a
syllabus give us? How can we write a syllabus
based on a coursebook, the requirements of
NAT and our students’ needs that is also userfriendly? Some possibilities will be discussed
and explored.
In this talk we will look at the internet as a
source of inspiration for the classroom. We
will look at some of the excellent Macmillan
materials available online, some paid-for but
mostly free of charge, and discuss how best to
make the most of these in a classroom context.
The key semantic idea informing this
presentation is that the meaning of a word is
its use in specific historical and
communicative contexts (in contrast with its
etymological derivation or dictionary
definition). Drawing on teaching material
produced by the Open University and the
schools Examination Assessment Council
(SEAC – formerly the National Curriculum
Council) in England a typology of different
words with examples will be discussed.
This workshop aims to give practical ideas
how to organize culture competitions for
primary school students. The content of the
workshop is based on the presenter’s
experience of running competitions in Zala
county. Example task sheets of previous
competitions will be shown and the
underlying ideas will be discussed.
Taking part in the Travelling Books Project
we chose a storybook, panned how to present
it to pupils, developed tasks, designed lesson
plans then tried and passed on to other
teachers to test and comment on it. The
workshop aims to share experience and
provide practical ideas how to use a storybook
with a class of 8-year-old beginners. We
would like to highlight the possibilities both
from the pupils’ and the teacher’s point of
view and encourage participants to start
‘Travelling’.
At intermediate level students often suffer
from restricted language and lack of
motivation. To meet these problems, this talk
suggests that materials and activities should
focus on both the heart and mind, in order
both to engage students affectively and help
them become independent learners.
Is the pre-intermediate level really different
from the intermediate level? For example, can
we really expect students to speak and to write
very much at this level? The session will look
at the potential for increasing confidence
through an integrated teaching programme
which aims to balance language use.
What can we learn about teaching from our
language learning experiences?
72
experiences?
Courses or resources? Writing
materials for advanced learners
Gower
Roger
1999
Gráf
Green
Zoltán Benedek
Ronald
1996
1994
see Kovács János
Green
Ronald
1995
You and your textbook – Who is in
charge?
Green
Ronald
1999
The importance of grammar in
English language teaching
Green
Ronald
2000
EFL – Do we teach it or is it
acquired?
Green
Susan
2000
Teaching grammar through visual
prompts
Greenall
Simon
1994
Textbook lessons and classroom
lessons
Greenall
Simon
1994
The ‘greening’ of English:
developing a concern for the
cultural environment
Greschik
Emőke
1998
see Enyedi
Greskovits
George
2012
Hungarian and English conventions
of Academic Writing: how to write
a teacher’s reference needed for
applications to the UK
And now for something different: a
novel approach to teaching English
to intermediate high school students
Are coursebooks a contradiction when
advanced learners have specific needs? Or do
students at this level still need the sense of
security and progress a coursebook can bring?
This talk will examine ways of bringing the
different needs together.
Demonstration using materials developed by
the author of an exciting, fully-integrated
method of EFL teaching. Based on a readingcentred approach in which the usual
‘unit/topic’ division is replaced by open,
cumulative activities that motivate students to
move ahead.
Should our lessons be textbook-orientated and
if so, how can this be reconciled within a
communicative approach to ELT? What do we
want from our textbooks? Is there an
alternative way? These and other core
questions – such as the issue of ‘authentic
language’ and the place of grammar in
language teaching – will be discussed, giving
practical examples and some answers.
In an EFL setting, accuracy is as important as
fluency. Through LASS – Language
Awareness Support System – Grammar fulfils
its role as a meaning-oriented system in the
language learning process. Examples will be
given of language consciousness raising
activities that are generative, cumulative,
contrastive and in context, showing how to
use grammar as a facilitator of meaning.
What is our function in the classroom? Are we
teachers or are we facilitators? Taking a
practical look into the English language
classroom, we will discuss ways of getting
students to learn English considering the
practicalities in the EFL classroom. Reference
will be made to linguistics and pedagogy. Real
examples will be given and shaved out.
This talk will focus on a motivating and
increasing approach to introducing English
grammar structures through the use of
flashcards.
We often find the word lesson in our textbook
and use the same word in the classroom, but
does it always mean the same thing? This talk
will examine some of the criteria for a wellbalanced classroom lesson and will compare
them with parameters and constraints imposed
by the textbook. It will give an insight in how
flexible textbook and classroom lessons may
be combined, and will suggest practical
techniques which teachers may like to use
with their own material.
In our everyday lives, we are encouraged to
develop an awareness of, and a concern for
our physical environment. Similarly, in the
language class, it would be helpful to develop
an awareness of, and a concern for the cultural
environment in which the learners might use
their newly acquired language competence.
This talk will look at ways of extending the
scope of traditional civilization and culture
classes, so that it also addresses the broader
issues of socio-cultural competence.
The presentation given by the representative
of the Milestone institute will concentrate on
two connected themes, both of which are
crucial for students who wish to continue their
higher education in the UK or the US. On the
one hand it will discuss the crucial differences
73
Grezsu
(et al.)
Katalin
2001
Do it yourself: evaluation of new
items on proposed érettségi
Gróf
Gróf
Groth
Szilvia
Szilvia
Brian
1994
2001
2004
see Diószeghyné Németh
Groth
Brian
2005
Getting two (or more) courses for
the price of one using CLIL
Groth
Brian
2006
Using CLIL (Content Language
Integrated Learning) to help
students learn about themselves and
others as well as their own and
other cultures
Grozeva
Lily
1992
Grunwald Farkas
Miriam
2009
The Natural Approach and its
implications to TEFL
Teaching EFL through culture
Gulyás
Gabriella
2004
SIG moderator
Gunn
Cindy
2005
Reflections on group project
work in ESOL classrooms
Gutierrez Eugenio
Esther
2013
What interpreter trainees were
never taught in the language
classroom
Gy. Kiss
Ágnes
1994
Billy in the morning, William in the
evening
between the Anglo-Saxon and Hungarian
practices of academic writing and on the other
how Hungarian students can be prepared for
the conventions they will face at
undergraduate level.
How to achieve an objective evaluation of an
otherwise subjective task? By introducing the
assessment scale, as well as presenting and
evaluating actual writing scripts, this
workshop gives a taste of a brand new task on
the proposed érettségi developed by the
Examination Reform Project Team of the
British Council.
see Cseresznyés
Let’s get real
In much of Europe many young people feel
they already ‘know’ English after having been
taught the language for many years at primary
and secondary school and watching countless
MTV programmes and films in English. How
then do we motivate these older teenagers and
young adults in the classroom? This talk may
help teachers and trainers meet this challenge.
CLIL stands for Content and Language
Integrated Learning and is used to describe
educational methods where subjects are
taught through a foreign language to help
students learn both the subject and the
foreign language. We have used CLIL at
our school even before the term was
invented in 1994. This presentation will
describe how we use it in three key business
areas: business ethics, presentations and
negotiations.
Practice negotiations with the need for teams
to prepare, negotiate and debrief cases provide
an excellent forum for students from
secondary school level and onwards to learn
and practise English in realistic setting. But
such negotiations are also very well suited to
having students learn about themselves and
others, and if the class is a multicultural one,
about their own and other cultures. Based on
the extensive experience in teaching these
courses this talk will focus on how these latter
benefits are best obtained.
This workshop will focus on how using
authentic texts such as literature, music and
DVD’s provides our students with an inside
view of the cultures we teach. The
presentation will mainly focus on practical
and easy to prepare activities for both primary
and secondary EFL teachers to use.
Is group project work viewed by students
as conducive to learning? This paper deals
with this question through a discussion of
research involving 150 students. Students
were asked about their attitudes toward
group project work and were invited to
suggest ways of effectively utilizing group
project work in their classes.
This case study aims to explore the different
types of language deficiencies that advanced
language users discover while they train to
become professional interpreters. The results
shed light into the language learning processes
that take place in interpreting courses, and
show potential areas of improvement for
English teaching.
One teacher = one attitude? Can you switch
from one age-group to another? Are you sure
74
(et al.)
Gyftoula
(et al.)
Georgia
2004
Motivating young learners with ICT
and network based language
teaching
Gyöngy
Evelyn
2007
Collaborative project work on the
Internet
Gyulavári
Judit
1997
Computers in action
Gyuriczáné Antal
Mária
1998
Language learning strategies
Gyuriczáné Antal
Mária
2004
ESP in the classroom
Gyurkáné Urbán
Eszter
2001
Some experience with a Comenius
European educational project
Haavisto-Gombos
Kirsi
1998
see Bajnóczi
Haavisto-Gombos
Kirsi
1999
see Bajnóczi
Haavisto-Gombos
Kirsi
2004
see Bajnóczi
Hadfield
Jill
1994
Writing games
HADFIELD
Jill
2015
Motivation: a glance at the past and
a look into the future
you can teach Mr Kovács (aged 43;
accountant; divorced and re-married; having
two teen-aged daughters from his first
marriage and a two-year-old son from his
second wife; with painful memories of
secondary school Russian lessons; with a
pressure to pass a threatening Rigó Street
exam) off-hand?
This presentation will deal with how the
English language and ICT can be used as
means for the exchange of information and the
negotiation of meanings among young
learners of partner classes. The presentation
uses the context of an online networking
scheme, The Euro e-pals to propose a teaching
methodology that may enhance learners’
motivation.
We live in the 21st century where many
children are advanced when it comes to
technology and computers, so teachers have to
keep up with them in the classroom. A
presentation on using the Internet in the EFL
classroom will focus on the free sites
www.think.com and www.thinkquest by
Oracle. A short introduction to the system and
the tools including some video clips from the
classroom will show you the key features of
the system and present how you can involve
learners in writing, doing projects individually
and in groups and interacting in English. For
older learners aged 11-19 www.thinkquest can
be taken into consideration as a great
adventure and challenge for them both
academically and English-wise. If you want to
see a new way of motivating your learners in
learning English, you have not used the
internet in your lessons and have no ideas how
to get started, come see for yourself.
First I would like to give a brief description of
what programmes we use and how they are
used. In the second part I will illustrate them.
What language learning strategies (LLS) are
used by our pupils and how to teach LLS? The
talk will reflect on a survey conducted at
College of Agriculture, Szarvas on students’
LLS use, and it will provide some practical
ideas for teaching.
The workshop focuses on teaching English for
specific group of learners. It provides
activities at an intermediate level in listening,
reading, speaking and writing. The teaching
material covers topics in environmental
sciences but it can be adjusted to any other
area of ESP.
Learning international co-operation, how to
find partners, benefits and problems of a
project and its impact on teaching.
A practical workshop introducing some ideas
for using creative writing activities in the
classroom.
Recent motivation research explores the
relationship between motivation and the
learner’s identity. Dornyei’s Motivational Self
System is a tripartite construct of L2
motivation, consisting of the Ideal L2 Self (the
internal desires and vision of the learner), the
Ought-To Self (external pressures and
incentives) and the L2 Learning Experience
(the actual experience of engaging in the
learning process). This new approach has very
75
Hadfield
Jill
2015
Teaching Grammar Creatively
Hajba
Judit
2010
Strategies of disciplining with the
help of modern technologies,
project work and ICT Activities in
the ELT classroom
Hajba
Judit
2011
Inspire students – making it active!
Hajba
Hajdara
(et al.)
László
Viktória
2014
2013
see Szesztay
Halácsy
Katalin
2011
see Andor
Halápi
(et al.)
Magdolna
2003
New tasks – new exams – schoolleaving examination 2005
Halász
Renáta
2011
Texting – trendy way to
communicate among teens
Halász
Renáta
2012
Character is higher than intellect –
what is a value?
Halász
Renáta
2013
Risky online decisions by younger
teens
Hamiloðlu
Kamile
2005
How is intercultural perspectives
considered in ELT coursebooks?
Preparing students for Business
Studies
direct practical implications as it opens up a
whole new avenue for promoting student
motivation through the use of the imagination,
to create a vision of a future language
speaking self. In this talk I will offer a short
history of motivation research, outline new
research, explain how a motivational
programme can inspire language learning and
suggest some practical activities.
There are many reasons for promoting
creativity in the classroom: such activities are
engaging and motivating, can lead to deeper
processing of the language and increase
student self-esteem. However many teachers
have a strict syllabus to follow and cannot
afford the apparent ‘luxury’ of creative
writing activities. This practical hands-on
workshop will demonstrate a number
of creative writing techniques and activities
that can be used to practise grammar, and thus
fit in with traditional syllabuses.
Teaching cannot be successful if your learners
are not disciplined. In this workshop we will
focus on teaching ideas which might keep
their alertness till the end of your lesson. You
will be introduced to a selection of IWB
programs, as well as practical examples,
suggestions for youth-centered activities,
topics and project-work.
One of the keys to successful language
learning seems to be the idea of making sure
that the learning is active – that students are
constantly engaging with the language in a
way that not only keeps them occupied, but
that also has meaning to them. The
presentation will give information on the
MGM magazines, ICT activities and other
approaches and provide teachers with
examples so that they can see how perfectly
they work in class.
This talk will provide an overview of how to
prepare students who would like to study
business in English at an international college
or university. Participants will be provided
with free Moodle online preparation materials
and an example of an English entrance exam
from the International Business School in
Budapest.
The presenters, all members of the Káokszi
Exam Centre development team, will give a
short overview of the new English language
examination and its components adding useful
remarks for preparation. After the presentation
questions are welcome. Since most of the
connected documents are in Hungarian, the
presentation will be given in Hungarian.
This workshop will focus on practical ideas,
based on ‘text speaking’ in classroom. We
will then learn how to get the ‘text message’
equivalent and decode this into proper
English. A video based discussion will follow
on the topic ‘Texting improves relationship.’
Values play an important part in our lives.
They help us decide what we expect of
ourselves and of others. Students with values
make the right decisions.
Watch real-life stories told by teens who have
been victims of Internet exploitation and learn
how to prevent it.
Course-books have been one of the most
eminent components of language teaching.
Designing course-books has become a
76
Hancock
Mark
2012
Motivation: the inside story
Hanis
Diana
1994
Developing a writing skill
Harangozó
(et al.)
Hajnalka
2002
Fieldwork in the UK. Taking
students abroad
Harangozó
(et al.)
Hajnalka
2004
Intercultural learning at hand –
ethnographic fieldwork at home and
abroad
Harangozó
Hajnalka
2006
Choosing a coursebook – Let’s take
a step ahead!
Harangozó
Hajnalka
2009
Green English: environmental
education in the English lesson
Harangozó
Harangozó
Hajnalka
Hajnalka
2010
2011
see Poór
Harangozó
Hajnalka
2013
‘A box of chocolate or a bowl of
cherries?’ – continuing professional
development with the British
Council
Harbord
John
1993
The syllabus and the lesson:
conflicting ideas in EFL
methodology
serious business from the 1990s so far. As
intercultural disciplines have gained
importance, a tendency towards exploiting
this issue in course-books is in question
today. This study intends to examine
intercultural applications in ELT coursebooks within the history of language
teaching.
In this presentation, we will look at how
materials can generate intrinsic motivation in
the ELT classroom. I will present a
classification of types of material and activity
which have intrinsic appeal, and I will
illustrate these with practical examples which
you could try out in your own classrooms.
This workshop is based on some activities
which can help students develop skills and
build up awareness of specific writing
conventions: from controlled sentences to
descriptive and narrative paragraphs, from
developing topic sentences to organised
sequenced writing, from collecting ideas to
planning a paragraph (use of linking devices).
Two Hungarian teachers aim at introducing a
new British Council project titled Fieldwork
in the UK by sharing their experiences about
taking students abroad. The presenters intend
to encourage teachers to maximize their
students’ learning opportunities, to provide
support in finding partner schools and to
introduce teachers to the concept of fieldwork.
The talk will present ways of introducing
ethnographic fieldwork techniques to teachers
and learners in order to:
* make study trips abroad more meaningful in
terms of language learning and intercultural
communication;
* deepen students’ cultural knowledge and
understanding of their own culture and
contemporary UK.
Conference participants will be invited to try
out some of the fieldwork tasks, and will be
provided with copies of practical sample
materials. We will also look at fieldwork
resources available at www.intercooltural.hu.
The workshop presents methods with the help
of which you can choose a coursebook more
easily and with more success. It also involves
‘ice-breakers’, you can try in practice with
your students. It will also offer tasks to
develop your students’ self-awareness and
enable them to evaluate themselves and their
knowledge of the English language.
A wide variety of hands-on activities will be
introduced to and tried out by the participants,
which are connected to current issues and
combine environmental education with the
teaching of English to students of age 6-11.
see Poór Zs.
The workshop facilitator will encourage the
participants to relate the metaphors to certain
views in continuing professional development,
while identifying their own personal
professional development stage. Several tools
and techniques will be introduced during the
workshop, and numerous opportunities will
occur for participants to share their own
experiences.
Much Eastern European methodology is based
in the unit of the semester or year syllabus,
whereas British teacher training focuses
heavily on the lesson as a unit. This can cause
conflicts and weaknesses in teaching on both
77
Hardcastle
Geoffrey
2004
Drama techniques to give students
confidence to use English language
Hardcastle
Geoffrey
2008
Shakespeare’s As you like it
Hardcastle
Geoffrey
2009
‘A good SLAP’ will help your
students
Hardcastle
(et al.)
Geoffrey
2010
Music and drama in the elementary
classroom
Harden
(et al.)
Sara
1994
Teaching English is great fun!
Harden
Sara
1996
Kids Club: English is fun!
Harden
Sara
2002
Fun languages: acquire and
communicate at any age
Harden
(et al.)
Sara
2003
Kids Club –fun for learners and
teachers.Come and see!
Hardi
Judit
2004
The attitude and motivation of
primary school children for learning
EFL
Hardwick
Keith
1999
English snobbery
sides. The talk addresses this problem and
considers some solutions.
The workshop will be very practical and will
demonstrate how various drama techniques
can be used to build students’ vocabulary,
imagination and develop their ideas. Notes
and supportive material will be available for
all participants. The session will be carefully
structured with an introduction, warm up,
focus and final evaluation.
This practical workshop will introduce
students, with upper intermediate or advanced
workingknowledge of English, to the
language, text and interpretation of
Shakespeare’s play. The work willfocus on
Jacque’s speech, The seven ages of manand
will enable students to develop both their
oraland creative writing skills. Working notes
and resource material will be given at the end
of theworkshop.
Looking at a number of scripts, lyrics and
prose that I have used with students learning
English as a foreign language, participants
will have the opportunity to discuss
and practically experiment with the material
and discover how it can be helpful for creative
writing, discussion, building vocabulary and
speech practise.
In this practical workshop we will show you
how we have used Music and Drama side-byside in the English classroom for young
learners. Delegates will have the opportunity
to try out the various activities which will
include songs, chants, rhythm and drama
games, warm ups and Power Point activities.
Ideas and resource material will be available
for participants at the end of the session.
Introduction to the Kids Club, a unique
teaching programme for children aged 4-10. A
talk on the basic aims and methodology, a host
video presentation and display of teaching
materials. Opportunity to join the already
established and growing network of Kids Club
teachers using this teaching package.
Introduction to Kids Club, a unique course for
children aged 4-10. A talk on the basic aims
and methodology used, a short video
presentation and display of teaching materials.
Opportunity to join the already established
and growing international network of Kids
Club.
Come and find out: nearly 4000 children all
over Hungary enjoy English every week in the
Kids Club. Games and activities from Fun
Languages International. Well structured
lesson plans, professionally produced teaching
materials, training and support for all our
teachers. Come and join us.
Come and find out why nearly 4000 children
all over Hungary enjoy English every week in
the Kids Club. Games and activities from Fun
Languages International: Well structured
lesson plans, professionally produced teaching
materials, training and support for all our
teachers – come and join us!
The presentation intends to show the results of
an empirical study with 85 primary school
children and reveal the motivational factors
which contribute to their choice of a foreign
language, the motives that maintain their
interest, as well as their attitudes towards
English as a subject.
Revealing the hidden signs which allow
Englishmen to recognise your social class.
Every Englishman is Sherlock Holmes. He
78
Hardwick
Keith
2000
To P or not to P
Hardwick
Keith
2001
The silent teacher (all)
Hare
Peter
1991
Language skills and contemporary
issues
HARMER
Jeremy
2007
When were candles obsolete?
Harris
Michael
1996
‘Vampire bats have got twenty-two
teeth’: how to bring educational
content into the lower secondary
language classroom
Harris
Michael
1996
Developing our students’ ability to
handle oral communication
HARRIS
Michael
2002
Culture and identity in the
secondary classroom
Harris
Michael
2002
A focus on the process of speaking
HARRIS
Michael
2006
Content-based learning at
secondary
Harris
Michael
2006
Listening strategies for the digital
age
can deduce from a person’s clothes, food,
sports, dogs, cars, cleanliness and voice what
social class his fellow countryman belongs to.
This talk reveals all.
The different uses of punctuation in English
literature, business, correspondence, from a
Hungarian learner’s standpoint.
Using self-organising groups in language
learning.
The presentation is primarily directed at
people involved in teaching high level classes.
It might be of particular interest to teachers of
courses on contemporary Britain, where
language teaching methodology could ideally
be integrated into what otherwise can appear
as dry, academic course. It is based on
eliciting students’ reactions to authentic
materials.
This plenary is about how teachers deal with
new ideas and new technology. Do we
welcome ‘the new’ or resist it? What
questions do we need to ask?
Did you know that Cairo is the largest city in
Africa, that King Arthur’s father was called
Pendragon and that vampire bats have got
twenty-two teeth? By bringing real
educational content into the language
classroom we can both motivate our students
and educate them at the same time. This
session will look at practical ways of
integrating cross-curricular and extracurricular elements into language teaching at
lower secondary.
As well as giving our students plenty of
practice in speaking and listening to English,
we also need to help them deal with
communication itself (which can be much
more difficult and traumatic to handle in
monolingual EFL settings that in ESL
situations where the target language is part of
the environment). This session will present
some practical activities to help learners
become more aware of communication, to
deal with their own feelings and to think about
the communication strategies that they use.
The use of native speaker models and the
teaching of culture in ELT have come under
attack from proponents of English as an
International Language. In this session, I will
propose that neither are a threat to the identity
of learners and will look at examples of
practical activities for ‘teaching’ culture.
This workshop will look at practical ways in
which we can get our students to deal with
some of the features of real communication. It
will then look at ways of helping students to
communicate in English by focussing on the
process of speaking.
To motivate secondary students we need
challenging topics which make students think.
Topics need to be educational in the broadest
sense and should develop students as people
and not just as language learners. This session
will look at how a topic-based framework can
build up students’ language, communicative
skills and learning strategies.
Digital radio and television, audio and video
podcasts, MTV, satellite TV, CDRoms,
mobile phone downloads, MP3 uploads have
all opened up a brave new world of listening
for the English language learner and teacher.
Before, we were restricted to the coursebook
tapes and, if lucky, a video that always got
stuck – now the world is our oyster. Or is it?
There must be two important caveats. Firstly,
79
Harrison
Mike
2013
Exploring to learn: setting up
experimental practice in ELT
Harrison
Mike
2014
The future of reading is…
digital/social/accessible… (delete
as appropriate)
Harrower
Mark
1996
Students teaching students
Harsányi
Margit
2015
see Lázár
Harsányi
Suzanna
1998
Wordflo– a practical and innovative
tool for learner centered teaching
Harshbarger
Lisa
1994
From teacher training to trainer
training: a Slovene experiment
Harshbarger
Lisa
2009
What RELO Budapest can do for
you: programs and opportunities
Harshbarger
Lisa
2009
What works in the English language
classroom
Harshbarger
Lisa
2010
Tolerance camps in Hungary – a
way to share
Harshbarger
Lisa
2010
What every English teacher should
know about how people learn
more than ever before, learners need to be
equipped with an awareness of listening in a
foreign language and strategies (both topdown and bottom-up) to handle all the
wonderful new input that we can throw at
them. Secondly, we should not forget the
importance of ‘live’ listening and of the
crucial role of the comprehension in
interactive communication. This workshop
will take a look at these two areas.
Experimentation is a key element of learning.
This is true for teachers; we should test out
different methods, approaches, tools,
techniques to determine which work best in
our own contexts. This workshop aims to
reveal the value of experimental practice, and
invite participants to set up their own research.
Mobile devices and computers have helped us
take written texts and put them in our hands,
whenever and wherever we want. This talk
aims to provoke thought about the statement
above, consideration of the opportunities and
issues of screen-based texts, and how to foster
happy reading in the future.
For teachers who don’t know it ‘all’, can’t
teach it ‘all’, and don’t really know what their
students know. A session on student
involvement, encouraging autonomous
learning.
Wordflo is a flexible personal organizer for
English language students. It provides
students with their own learner training
system and enables them to build up their own
personal database of vocabulary, grammar and
useful phrases. It can be used alongside any
coursebook and on any type of course.
Wordflo helps your students to be better
learners.
This paper will outline two projects that have
been developed in Slovenia for teacher and
trainer training: an eight-week in-service
course which is an overview of EFL
methodology and a trainer training project for
experienced teacher to share ideas with
colleagues. Participants will receive a relevant
bibliography.
Come and learn about successful programs
and opportunities for teachers and students
alike that are available through the Regional
English Language Office at the U.S. Embassy
in Budapest, Hungary.
This presentation analyzes a common
component of most trends in English teaching
methodology: the assumption that if English
language students do poorly on exams, their
teachers are clearly at fault and require further
training. IATEFL-Hungary participants who
attend this session will have a chance to
analyze this assumption from both a personal
and a practical point of view.
The U.S. Embassy in Budapest has been
organizing Hungary and regional Tolerance
camps for the past five years. In the
presentation we will discuss the objectives of
such camps and work opportunities for
Hungarian university students at these camps.
Participants at this presentation will learn
more about Hungarian English teacher
involvement in these camps and the impact
that camp participation has had on all
involved.
English teaching experts and experienced
English teachers often give teachers and
80
foreign languages
Hassal
Susan
2011
The art of English
Hayder
(et al.)
Sawsen Al
2007
Interactive workshop in the house
of future – explore the world
through the eyes of disabled people
Hayes Hogan
Michael
2008
Composition and rhetoric in a
classroom where grammar remains
an issue
Hayes Hogan
Michael
2009
Composition across cultures,
multicultural collaborative writing
as a classroom tool
Hayman
Lesley
1992
British Council’s evaluation support
scheme
Heavey
N.
1996
Winter warmers
Hegedűs
(et al.)
Ildikó
1997
Using objects from English
speaking countries in the classroom
Hegedűs
Ildikó
1998
see Tóth
Hegedűs
István
2010
DIY-E-learning – easy solutions at
low cost or no cost
Hegyi
(et al.)
Szilvia
2002
Room for culture in adult
education: the Celtic Zone
Hegyi
(et al.)
Szilvia
2002
Tips to prepare students for a
Trinity pass
learners ‘tried and true’ techniques and advice
that they claim will lead to painless English
language learning, and confident, motivated
English language learners and speakers at the
end of a course. This workshop will give
participants a chance to discuss popular
assumptions about the best approaches to
effective English language learning, based on
their own experience, and whether some of the
popular notions about effective English
teaching are actually supported by facts.
This presentation looks at ways that art and
visual language can be harnessed in the
service of English language teaching and
looks at the symbiotic relationship between
visual and verbal language.
Try the blind or wheelchair labyrinth, the
sensory games and share your experiences
with others!The participants are given an
introduction to the methods we use in the
lessons in this interactive science museum.
The installation we explore – the Ability Park
– is a unique thematic amusement park in
Europe. Our visitors become acquainted with
the life of people with disabilities in an
interactive and entertaining fashion that
facilitates social inclusion.
The results of research conducted in three
culturally diverse composition courses that
used workshops, group writing, and online
collaboration tools in an effort to help students
understand the relationship between a
message’s sender and receiver.
The results of research conducted in three
culturally diverse composition courses that
used workshops, group writing, and online
collaboration tools in an effort to help students
understand the relationship between a
message’s sender and receiver.
The British Council with the Polytechnic of
West London has set up a scheme to provide
support for the evaluation of the new ELT
projects in the region including ELTSUP
project Hungary. The paper will look at the
purpose, scope and achievements of the
scheme.
Examples of short activities which should
shake off the night before, while the teacher
decides which day it is.
In this workshop we will explore how objects
from English speaking countries can be used
in the EFL classroom. Participants will have
opportunities to speculate on the issues and
will be invited to put forward their own ideas,
as plenty of objects will be passed around
during the workshop.
Look at e-learning as an opportunity to
develop professionally and also as a means to
tailor your service to the expectations of the
Millennial Generation. At this presentation
you will see examples of how you can easily
create your own e-learning content.
Are you afraid of using culture in your
classroom because you think that your
students over 18, especially business people,
want ‘serious’ lessons? Would you love to use
authentic materials such as contemporary
literature, poplar music and current films?
We’ll take you on a trip to Scotland and show
you how to do this in a way so that students
feel it’s useful and fun.
Why do 95% of Trinity candidates pass? How
can you prepare your students successfully?
81
Come along and find out about the distinctive
features of the exam, do some sample
activities from the accredited Teacher
Training Course run at Babilon School of
Languages, and take part in the analysis of a
recorded mock exam. (Trinity College London
Examinations are accredited by the Hungarian
Accreditation Board and they substitute for
érettségi!
Heitzmann
Heltai
Judit
Pál
2005
1992
see Sheorey
Heltai
Pál
1993
Contrastive analysis in the
classroom
Heltai
(et al.)
Pál
1996
Dear Sir,
Herege
Hevesi
Mónika
Mihály
2003
2009
see Kiss
HEYWORTH
Frank
2000
The European Common Framework
Heyworth
Frank
2000
Most educational innovations fail –
How to increase your chances of
success?
Heyworth
Frank
2000
Finding your way around The
European Framework
Teaching abstract vocabulary
The importance of
personal curriculum in
language acquisition and
how to work with it
Reading for academic purposes requires
extensive knowledge vocabulary. The most
important group of words for any academic
text belongs to the so-called subtechnical
vocabulary – mainly abstract words.
CA has an intuitive appeal to most non-native
teachers of English, but has been brushed
aside by second language acquisition research.
The paper argues that CA is important for
non-native teachers and it can be used to
advantage in advanced classes.
Problems in the evaluation of writing tasks
have been investigated. It is suggested that in
guided writing tasks marks for ‘content’ or
‘communicative value’ could be dispensed
with.
If teachers consider the interest areas,
favourite lyrics, movies, novels etc. of their
students the interest in language acquisition
will be boosted in the class. How to find a
personal curriculum and how to work with it.
The revised version of the European Common
Framework will be launched
– during the
European Year of Languages in 2001. The
common Scale of Reference
Wis likely to affect
a lot of things in language hteaching, how the
levels are described and objectives
a
set, the
organisation of coursebooks
t and public
examinations. The Common
’ European
Framework is, however, more
s than just a
scale; it’s an attempt to provide a coherent
description of the options open
i
to language
teachers and the choices they
n have to make
about aims, approach, methods and
assessment. It is not prescriptive,
i
but poses a
lot of questions and raises ta lot of issues for
teachers to reflect on.The talk will present the
background of 30 years work
f in modern
languages in the Council ofo Europe which led
to the framework, the contents
r of the revised
version and the user guides which make it
more accessible. It will outline
t
its relevance to
teacher education programmes.
e
a
c
h
e
r
s
?
For anyone involved in trying to change things
in their institution. What are the issues to be
dealt with? A look at the conditions and
strategies for carrying out changes. What
typically goes wrong? How can understanding
the process of change help you implement it
more successfully?
A hands-on exploration of the contents of the
Common European Framework, looking at
samples of the contents and
discussing/reflecting on the questions and
issues raised in it – with reference to language
use, level descriptions, assessment,
methodological options and teaching partial
82
HICKS
Diana
2002
‘Two roads diverged…I took the
ones travelled by…’
Hicks
Diana
2002
‘Funderstanding’ in the primary
language classroom
Hicks
Diana
2002
Inclusive tasks for all language
learners
HILL
David A.
1991
Hill
David A.
1991
Lesson planning and coursebook
adaptation
Responding to the visual
HILL
David A.
1998
Pragmatic competence: creating
meaning in context
HILL
David A.
1999
Individualisation in ELT: a
minimalist approach
Hill
David A.
1999
Take it from the top! Music and
song in ELT
Hill
David A.
2000
Three ways of working on modern
poetry
Hill
David A.
2000
Extensive reading: how and why
HILL
David A.
2001
Aspects of language change
competences.
(Acknowledgement to Robert Frost for the
title of this plenary.) There are more than two
roads or paths in ELT but the one I have
chosen – ‘the one less travelled by’ – is still
under construction. This plenary offers both a
practical and critical look at the road ahead for
language and education in schools and
questions why and where the pot holes and
cracks appear in the route towards
educational, content-based language teaching
for school children.
In this workshop I shall look at different ways
we can combine ‘fun’ and understanding in
the primary language classroom. What kinds
of activities help to generate long term
understanding instead of short term learning?
What kinds of tasks can involve all the
learners irrespective of ability?’
In this workshop I shall look at some practical
ways of involving all children in the language
learning process.
The sort of pictures which appear in
magazines are an ideal ‘free’ source of
teaching material. It is possible to teach
almost any language using them, and this
workshop aims to show you some of the
possibilities, through a mixture of
demonstration and participation.
Pragmatic competence is a key factor in
overall communicative competence. It
involves speaker and hearer constructing
meaning from what is uttered, in a context, by
negotiation. Classroom language teaching has
typically ignored pragmatic competence,
concentrating on grammatical and lexical
competences. This talk will examine the
background to this issue and suggest ways of
building pragmatic competence into the
language syllabus.
Individualisation is a word which frightens
many teachers, and yet very often a simple rephrasing of instructions will make an activity
student-centered. This session will show you
how.
If you think that songs are only for Friday
afternoons, or that it’s difficult to use real
songs in the ELT classroom, or instruments
have no place there, this session is for you.
Teachers often feel intimidated by the idea of
using poetry as a source-text for teaching
English to non-specialist learners. There is,
however, a wealth of accessible modern
poetry around, offering wonderful
opportunities to the language teachers. This
workshop will show three basic approaches to
using poetry. (Sponsored by NILE)
Teachers frequently pay lip-service to the idea
that extensive reading is good for language
learners without actually doing anything
systematic about it. This workshop will
examine recent research giving strong
evidence of the benefits gained by
encouraging extensive reading. It will then go
on to show some interesting ways of working
with readers. (Sponsored by Cambridge
University Press)
Languages are in constant change, and English
more so than others because of its
international nature. It is important that
teachers keep up to date with these changes.
This lecture will look at general aspects of
language change, and illustrate them with
83
Hill
David A.
2001
Be a smart teacher
Hill
David A.
2002
Smarten up your teenagers’
English!
Hill
David A.
2002
The power of reading
HILL
David A.
2002
What should English language
teaching be about?
Hill
David A.
2003
Playing with poetry
Hill
David A.
2004
Creative writing
Hill
David A.
2005
ChickLit, Ladlit and Tobby Litt:
an overview of recent British
prose and poetry
Hill
David A.
2006
Kiddy in the Middle
Hill
David A.
2007
Recent British literature – extracts
of recent poems, short stories and
novels
Hill
David A.
2007
Change your students’ self-view
through creative writing
some recent changes in English.
This session discusses the characteristics of a
good upper primary level coursebook, with
reference to the new Smart series published by
Macmillan.
This workshop will offer some fun ways of
working with teenagers (10-14) demonstrating
how to take ideas from your coursebook and
develop them. The session will be based on
Macmillan’s new Smart course, written
especially for Hungary.
Everyone likes a good story!This workshop
will give you one…and offer some interesting
information about why reading extensively is
crucial for language development, and good
ideas for using readers. Examples will be
taken from Cambridge English Readers
Series.
This is one of the most important, yet
frequently unasked questions in ELT, with
most of us content to let the coursebook
dictate the topics we deal with. This talk will
examine the issues from a range of
perspectives and suggest ways forward.
This workshop will present a range of
interesting and engaging activities built
around some contemporary British poetry.
Participants can come along and enjoy it at
their own level, and take away ideas for using
such texts with their students.
Come and enjoy an hour of personal writing in
a workshop with David A. Hill (poet, short
story writer, poetry translator). Write on your
own level, and experience how you might do
the same type of work with your own
secondary/adult learners.
Since the mid 1990s, British prose and
poetry has witnessed the appearance of a
number of new genres, not least ChickLit
and Ladlit. There have also been exciting
new additions to existing genres such as the
Bildungsroman and the multi-ethnic novel.
Old masters of prose such as Ian McEwan,
Martin Amis, Graham Swift and Julian
Barnes have all produced new novels since
2000, while new young voices like Toby
Litt, Zadie Smith, Ali Smith and Andrea
Levy are blossoming. In poetry there are
similar trends, with much excellent writing
from the elders (e.g. Seamus Heaney,
Michael Longley) and a whole raft of
younger poets. This workshop will discuss
and illustrate these trends, and is intended as
an update for all those who enjoy reading in
English but are not sure what to choose any
more.
Contemporary short stories involving children.
This session will present a range of recent
short stories which have children as their main
characters or main focus. As such, some of
them may be suitable for working with
teenagers in the language-literature interface.
And all of them will be interesting to anyone
who loves literature, or just an interesting
story. Participants will go away with an
overview of what is happening in the area and
a wealth of references to follow up.
This session will present a range of
recent writing coming out of Britain.
Participants will go away with an overview of
what is happening in the area and a wealth of
references to follow up.
In this workshop participants will experience
three simple creative writing activities which I
guaranteewill change your students’ attitude to
84
Hill
David A.
2008
Read your way to language health
Hill
David A.
2009
CLIL-ing your coursebook: a
realistic interim approach to CLIL
Hill
David A.
2010
Traintime
HILL
David A.
2010
The essential nature of creativity
Hill
David A.
2010
Creativity in the classroom: some
practical ideas
Hill
David A.
2011
The child, the image and the book
Hill
David A.
2012
Harrison and the ELT textbooks
themselves as language learners and language
users.
2008 is the National Year of Reading in UK,
however, for the language learner every year
needs to be a year of reading. This workshop
will work through a lesson based on a
contemporary short story so participants can
experience the approach and enjoy the story.
Given the present lack of CLIL materials for
ELT, the reasonable response is to ‘CLIL’
your coursebook. This workshop will show
how one can go about this, using a specific
teenage coursebook; however, the underlying
principle is one which is suitable for teachers
of all ages and levels.
Trains have been a constant source of
inspiration for writers and musicians almost
since they were first used around 200 years
ago.In this session we will explore the magic
of travelling by train in word and song,
through a sequence of interactive activities
based on texts from a wide range of different
sources.
This plenary looks at the two meanings of the
title. In the first place it will examine those
elements which make up creativity. It will do
this by examining the twelve techniques and
approaches which enhance creativity
(Nickerson, 1999): 1) purpose and intention,
2) basic skills, 3) domain-specific knowledge,
4) curiosity and exploration, 5) motivation, 6)
confidence and risks, 7) mastery and selfcompletion, 8) beliefs about creativity, 9)
opportunities for choice and discovery, 10)
self-management, 11) techniques and
strategies for creativity, 12) balance. These
will all be clearly explained in simple terms,
with examples, and applied to our ELT
situation. In the second part, the talk will
examine why creativity is essential to learning
in general, and specifically to language
learning, and how it helps motivation. It will
show why some of what is often done in the
language classroom is doomed from the
outset. It will emphasise that while creativity
is about producing work which is in some way
original and unexpected, it must also be
appropriate. Participants will go away with a
useful framework for thinking about how to
make their classrooms more creative for
learners of all ages, all language levels, all
abilities – including those with learning
difficulties – and some suggestions for how to
start producing suitable materials and
activities.
Participants will experience a range of
enjoyable activities working on different
aspects of creativity. The ideas presented will
be adaptable to all ages and levels. Whilst
being of interest to everyone, this workshop
will also lead into David’s plenary on Sunday.
This talk examines illustrations in fiction for
children, and discusses the impact of images
on the child reader. It then looks at how
illustrations are used in ELT materials for
young learners, explaining why it is important
for teachers to select coursebooks with the
right kind of images in them.
Starting from the English used by Harrison, a
Ghanaian boy in a British primary school from
Stephen Kelman’s 2011 Booker Short-listed
novel Pigeon English, we will examine the
nature of the Englishes which are found in the
real world. We will see how these relate to the
English found in ELT textbooks, and what we
85
Hill
David A.
2012
A lacuna in your classroom:
traditional folk songs
Hill
David A.
2013
Hey, Attila, what’s a stamp? Taking
account of (inter)cultural changes
Hill
David A.
2014
One hundred years on: working
with World War I
Hill
David A.
2015
Responding to the visual – 25 years
later
Hill
Robert
2006
Reading and the Common
European Framework
Hill
Robert
2007
Expansive reading: the text and
beyond
Hird
Jon
2015
Reaching every student in the
classroom: dyslexia and learning
English
Hock
Ildikó
2002
Validating the written part of the
2001 examination exam
Hock
Ildikó
2014
A comparison of two popular
language examination methods
might do in class to integrate them, thereby
ensuring that our students can master the
different codes necessary to succeed in the
real world and the ELT educational world, not
least in the passing of City & Guilds
International Spoken ESOL.
Whilst pop songs, contemporary folk songs
and even classical music have featured in
English language lessons, teachers have
tended to avoid the huge resource of
traditional folk songs. In this practical and
enjoyable workshop participants will work
through an approach to traditional folk songs.
It will include live performance.
We will illustrate a number of classic icons of
British culture, once standard in ELT
textbooks, reflecting on which have changed,
which are still around and which have
vanished. We will then examine interesting
and amusing ways to make our lessons
relevant to the icons and language of today’s
intercultural society.
As 2014 is the 100th anniversary of the
outbreak of World War I, it’s timely to
examine approaches for dealing with this topic
through English. This practical workshop will
use written texts – literary and others –, film
and other visual media to present a range of
interesting and enjoyable teaching ideas.
At the first IATEFL Conference in 1991 I did
a workshop on this topic, which is still as
relevant today as then. The abstract then
referred to magazine pictures, but with the
Internet and a printer at our disposal, the
opportunities for picture use is vastly
increased.
This talk will explore what the Common
European Framework says about the skill of
reading: how to grade reading skills, what
texts to use, how to grade texts, what is the
importance of cultural content. The talk will
attempt to show both the usefulness and
limitations of the Framework.
Debates about reading have traditionally been
about intensive reading and extensive reading.
In intensive reading, comprehension tasks
have also led into practice in structures, skills
and vocabulary. But – more importantly? – all
texts are ideal for exploring CLIL-style
connections with other subjects and for raising
awareness of intertextuality – how a text is
related to other texts and genres – and cultural
background.
Drawing on both theory and personal
experience, this practical and interactive
session explores what dyslexia is, how it
affects the language learner and how we as
teachers can help learners with dyslexia. In
doing so, we will consider how teaching
material can be selected, presented and, if
needed, adapted for the dyslexic English
language learner.
The talk will look at some basic aspects of the
validation process such as item analysis and
the predictive value of the test. It will also
handle task taker opinion and thus the
acceptability of the test for the given
population.
The presentation raises awareness of major
influences on language test performance and
describes the findings of a small-scale
research, which examined test-takers’ results
on and perceptions about two commonly
applied methods used for testing reading
comprehension in B2 level English language
86
examinations in Hungary. The methods
investigated were banking cloze and openended questions, each presented in L2, on the
same L2 texts.
Hoffmann
Hoffmann
Höfle
Holden
Rita
Rita
Valéria
Susan
2006
2009
1995
1991
see Flamich
Holden
(et al.)
Susan
1991
In-service training – an ongoing
support for Hungarian teachers
Holden
Susan
1999
What makes a good textbook?
Holden
Susan
2015
The world it a-changing:
implications for teachers, learners
and materials-providers
Hollett
Vicki
1994
Making business English students
into good communicators
Holló
Dorottya
1992
Why should I speak, anyway? –
developing oral skills
Holló
(et al.)
Dorottya
1995
Crack the game – creating games
for the language classroom
Holló
Dorottya
1995
Get the picture? – culture through
printed and video materials
Holló
Dorottya
1998
Teaching culture: right, duty or
insult
Holló
Holló
Dorottya
Dorottya
1999
2000
see Lázár
see Flamich
seeSzücs
Supporting the learner – and the
teacher
Play your cards right
This session discusses the relationship
between support and challenge for both
learner and teacher, and illustrates ways in
which published material can help this
balance, drawing on the current range of
Magyar Macmillan and Macmillan ELT titles.
Modern English Teacher magazine will be
published in a special Hungarian edition in
order to provide continual classroom support
and to help expand IATEFL Hungary
membership. The general manager of Magyar
Macmillan and the editor of the magazine
explain this new venture.
This talk looks at some of the aspects and
principles of materials evaluation as relevant
to the writers and publishers before
publication and to the users after publication.
The aim of the session is to produce a
‘materials evaluation checklist’ which will be
useful at both primary and secondary level for
teachers in Hungary.
We are increasingly confronted with
opportunities and challenges which did not
exist even 10 years ago. Learners have an
urgency to learn and use English for personal
and professional reasons. The possibilities are
exciting; the reality can often be frustrating.
How can past and present guide us for the
future?
It isn’t just natural talent that makes some
business people good communicators. There
are specific communication skills that can be
taught and learnt, but how? I will be
demonstrating methods and materials that I
have developed for a new intermediate course
– business opportunities.
The development in oral skills in EFL usually
happens in conversation classes. However,
this form of training does not always give
sufficient practice for students in all forms and
types of oral activities.
The workshop will give the audience an
opportunity to examine board and card games
originally intended for native speakers of
English. After trying them in their original
form, the participants will be given hands-on
experience of adapting the games to their
specific teaching environments.
The workshop will look at ways of exploring
the cultural aspects of EFL. Participants will
be asked to take an active role in discussing
and experimenting with the exploitation of
texts and video recordings with a view to
using these techniques in their own classes.
Teaching a language also means teaching
cultural and behavior patterns. Understanding
and acquiring these requires more than
learning other elements of a foreign language
and often seems like an invasion on the
student’s personality. This workshop will
demonstrate ways of integrating teaching
language and culture in the EFL classroom.
In this workshop we are going to use a card
game to explore the nature of (inter)cultural
clashes and to find ways of developing
students’ cultural awareness and ability to deal
87
Holló
Dorottya
2002
Changing gear: Changing Skies
Holló
Dorottya
2003
Materials and course design
revisited
Holló
(et al.)
Dorottya
2011
Group dynamics in language
teaching: theory, practice and
research.
Holló
Dorottya
2015
Language awareness – social
awareness: gender biased language
Holman
Tom
1994
Sharing the class: native- and nonnative-speaker teachers in action
Holman
Tom
1995
Talking about words, their sound
and spelling
Holman
Tom
1996
Re-pairing and re-grouping
Holmes
Adelina
2015
Mirror, mirror: the impact of
culture on reflective practice
Hontz
Carol Ann
1996
Learning awareness – correction of
learning disabilities
Hortobágyi
Ildikó
1993
New perspectives for teaching
pronunciation in higher education
language programmes
with differences.
Teaching advanced students presents a
number of challenges:
- How can the learners’ interest and
perseverance be kept up?
- How can the complexity of their
performance be increased?
- How can their language and
communication skills be refined?
This workshop will explore possibilities and
introduce a new course: Changing Skies.
This talk looks at issues of course design
through the presenter’s experience of cowriting, using and getting feedback on the
Changing skies course, which integrates
language and culture teaching. It will provide
insights on how ready-made course materials
can be tailored to suit our students’ needs and
interests.
This presentation provides an overview of
issues in group dynamics from the theoretical
aspect and from the perspective of its
classroom application as well as describes
research methods used to investigate it. We
will be introducing a new volume on the topic
of which the participants will receive a copy.
This interactive talk draws attention to the
power of EFL classes in raising students’
awareness of important social issues. Real-life
examples will demonstrate gender biased
language and ways of how these samples can
be used to help English language learners
recognise discrimination when it occurs, and
respond to it effectively.
Native-speaker teachers of English working in
Hungarian schools are often asked to teach
‘conversation’ one a week to a large number
of classes, even when they are qualified and
experienced in TEFL. Is this the best use of
their skills? This talk examines some of the
other possible uses of native-speaker teachers.
This workshop presents a set of short
classroom activities, mostly games, which
involve students in talking about words –
especially their spelling and pronunciation –
and offer opportunities for grammar practice
and developing elements of a ‘metalanguage’
for describing formal features of vocabulary.
Aimed mainly at upper primary and
secondary-level teachers of English, this
workshop shows how to enhance group
dynamics in the classroom using a range of
integrated skills activities which require little
preparation, but produce plenty of student-tostudent communication.
In this interactive workshop, participants will
be exposed to a variety of examples of how
the cultural background of the teacher/student
can affect their responses to reflective
practices. Strategies will be discussed and
developed that can be applied in the classroom
for immediate practical benefit.
This lecture/workshop will inform participants
of the cause and corrections of learning
problems with demonstrations. Techniques
will be presented which people can use
themselves and with students to increase their
learning awareness and become more creative,
productive, happy and healthy. This process is
gentle, effective and highly beneficial.
This paper is aimed to highlight new stages in
building the teacher trainee’s awareness and
concern for correct pronunciation, with stress
on the role of different disciplines in the
teaching process.
88
Hortobágyi
Ildikó
1994
Developing writer autonomy –
Reformulation or correction?
Horváth
(et al.)
Barbara
2013
Bringing international teachers
together – the IVLP program of the
US Department of State
Horváth
József
1992
English culture in Hungary
Horváth
József
1994
The Pécs corpus
Horváth
József
1995
EFL corpus online
Horváth
József
1995
Focusing on university essay
assignments: a Pécs experiment
Horváth
József
1996
Essays in a flash
Horváth
József
1997
see Nikolov
Horváth
József
1998
Take-off: writing tips for
intermediate and advanced students
Horváth
József
1999
Commenting on student writing: a
source of corpus annotation
Horváth
József
2010
New media – classic titles
Horváth
Horváth
Judit
Lilla
2000
2014
see Ferenczy
The attitude of the Hungarian
Generation Z towards the English
absurd humour
This paper aims to investigate some strategies
that could help students develop their own
criteria for judging the quality of their writing
and accept responsibility for editing,
correcting and proofreading their own tests.
The International Visitors Leadership Program
(IVLP) is the US Department of State’s
premier professional exchange program.
Through short-term visits to the United States,
current and emerging foreign leaders in a
variety of fields experience this country
firsthand and cultivate lasting relationships
with their American counterparts. The main
aim of the presentation is to give an outline of
the program through the experiences of an
IVLP alumnus.
This talk introduces a project that was
launched two years ago at Janus Pannonius
University, Pécs, to collect EFL writing for
developing a corpus that would be the basis of
linguistic research. The Pécs Corpus now
comprises over 100,000 words. The talk will
provide a statistical analysis and share ways in
which the corpus is used in EFL writing skills
development.
This talk will demonstrate the ‘Pécs corpus’
project’s third stage via the second version of
the speaker’s ‘JPU Essays’ software, which
includes EFL student’s corpus. The talk will
suggest ways in which the software and the
corpus might be used in learning essay-writing
skills.
This talk will introduce an experiment on
essay writing assignments at Janus Pannonius
University. EFL students were invited to
demonstrate their focusing, accuracy and
organisation skills in developing in-class
essays, one of the two cross-markers will
share findings of the project.
This talk, based on the innovations of a
university essay writing course, aims to
present one method for facilitating essay
writing skills development in ELT. It uses the
metaphor of photography in identifying
subskills necessary for producing a relevant
and engaging essay. Attendees to this talk
please bring flashlight equipped cameras.
This talk will share with you loads of
innovative techniques and tips for writing in
EFL. Come and add your own too.
I will consider the benefits of the development
and exploitation of a new type of corpus: one
that combines student writing and teacher
comments. As the developer of the largest
Hungarian EFL learner corpus, I will discuss
lexical and corpus research such as collection
facilitates. Come along and contribute to a
nation-wide project.
The workshop will feature mimio®
interactive, a portable, cost-effective and easyto-use device. We will look at digital materials
to show how technology can motivate the
growing population of ‘digital native’ students
while also helping their busy but often ‘digital
migrant’ teachers.
Using humour in the classroom context is
considered to be extremely beneficial to both
sides, to teachers as well as students.
However, once the humorous attempts are
misunderstood, the devastating consequences
89
Horváth
Mónika
2000
Teaching telephoning skills
Horváth
Horváth
Nóra
Veronika
1993
2008
see Bodóczky
Horváth
Zita
2010
Striking the right balance between
personalisation and structure
Horváth
(et al.)
Zsófia
2002
What do you have to know about
TOEFL exams?
Horváth
Zsófia
2003
TOEIC (Test of English for
International Communication)
English for the workplace
Horváth
(et al.)
Zsófia
2004
TOEFL/ITP-TOEIC English
language exams
Horváth
Zsófia
2005
see Vajda
Xclass at your service
are difficult to be dealt with. Therefore, it is
advisable to observe what kind of humorous
impulse the students are able to appreciate in
the classroom. The aim of this presentation is
to provide evidence on how English absurd
humour is perceived by Hungarian secondary
school students.
Giving hints and tips on how to teach
telephoning skills in the business
environment.
XClass is a professional teaching software
which helps create a perfect learning
environment that disciplines, interacts and
involves everyone. One of the main part of
this system is a Digital Language Laboratory.
With its functions, like pronunciation practice,
video presentation, audio discussion and self
practice this unique technique helps the
language studies, makes the lessons genuinely
efficient, and there is no need for hardware
devices.In Hungary the sole distributor is the
Smart Consulting Group Ltd. About more
information: www.xclass.hu , www.xclass.eu
The presentation sets out to show how the
more informal and out of the norm context of
the Business English classroom enabled the
emergence of new approaches to language
teaching, and how the spontaneity and
freedom of these methods can fall back on
’uncool’ language teaching tools like grammar
drills, choral repetition, and dictation for
structure.
The ETS (Educational Testing Service)
representative will describe how it is using
technology to build better assessments. For
large scale testing ETS is using technology to
introduce a new speaking test in 2003 and to
introduce a four skills test that will be
delivered via Internet platform starting in
2004. Also in fall 2002 ETS is introducing a
new classroom software tool called LangEdge
Courseware, a software package, which will
help teachers measure learning progress in
communicative skills at the university level.
The TOEIC test was developed to satisfy the
needs of international companies to measure
the English skills of their employees. TOEIC
can measure English language skills of the full
range of language learners, from beginners to
advanced level. The sections of the test,
various possible uses of the test, testing
administration will be demonstrated, and a
comparison made between TOEIC and other
language tests available in Hungary.
For more than 40 years the Test of English as
a Foreign Language (TOEFL) has been the
leading academic English proficiency test in
the world helping open a new world of
possibilities for a new generation of achievers.
The TOEFL test measures English language
proficiency in reading, listening and writing
and is offered on computer in most regions of
the world. The TOEIC test was developed to
satisfy the needs of international companies to
measure the English skills of their employees.
It can measure English language skills of the
full range of language learners, from
beginners to advanced level. The sections of
both tests, various possible uses of them,
testing administration will be demonstrated,
and a comparison made between the two tests
TOEFL/TOEIC and other language tests
available in Hungary.
90
Horváth
Zsófia
2012
How to prepare students for the
TOEIC or TOEFL, which one to
choose?
Horváthné Molnár
Katalin
1991
The role of non-verbal
communication in language
teaching
Hős
(et al.)
Csilla
1997
Using media material to bring
British life into class
Hős
Csilla
1998
Dating Shakespeare
Hős
Csilla
2001
International summer schools for
teachers of English: four
perspectives
Hős
HŐS
Csilla
Csilla
2002
2004
see Niemi
Hős
(et al.)
Csilla
2004
Management training for ELT
professionals
Hős
Csilla
2004
SIG moderator
Hős
Hős
Csilla
Csilla
2007
2011
SIG moderator
Teacher networks that work for
teachers
Watch your VALUEables: personcentredness with Pestalozzi
Teaching and testing are inseparable. Students
need to see if they are making progress to stay
motivated, teachers want to know if they teach
effectively. There is a growing demand for
external, professional testing which is
significant in today’s workplace and academic
setting.
The author deals with an unusual field of
communication. As there are cultural and
educational differences in the non-verbal
system of the languages, teachers must
acquainted with the non-verbal system of the
language they teach. The author deals with the
theory and practice of non-verbal
communication in language teaching.
This workshop explores how authentic
televised or filmed material can be used in the
classroom to bring life and everyday culture
close to students’ interests. An account of how
such material was used in a complex way and
how all this fits into the curriculum will
follow.
The workshop deals with various ways of
helping students experience Shakespeare’s
poetry. Starting by looking at the
manifestations of the Bard’s presence in our
lives, we will go on to try out activities in
which students can interact with
Shakespeare’s text.
‘Thank you for the most interesting course for
teachers in my life!!! I know that all the
activities have influenced my life and my way
of thinking forever. I am a new teacher now
and a new person. Even my boyfriend says
that I have changed.’ Wrote an enthusiastic
Polish participant having returned home from
one of the three summer schools organised by
the British Council INSET project this
summer. A course tutor, a local organiser and
the project manager will share their
experience of this exciting in-service event in
Hungary, which brought together teachers and
teacher trainers from seventeen countries
(three continents!) and was jointly supported
by the AS Hornby Educational Trust, the
British Council and the Ministry of Education.
The speakers will also bring in the most
important forth perspective: that of the
participants.
On-going professional development, making a
difference in one’s classroom and beyond,
belonging to a community of committed
teachers: these are some of the benefits ELT
networks can provide for teachers. Yes, but
only if…Use this conference to shape the
networks you (can choose to) belong to. Make
IATEFL-H work for you!
Most teachers sometimes take on management
responsibilities e.g. by organising school trips,
leading international school exchange
programmes, applying for project funds.
Where can teachers develop the skills
necessary for carrying out such tasks well? In
our session you can find out about a
management course specifically designed for
teachers of English.
This workshop is based on the belief that
teachers can play a significant role in bringing
up generations who feel respect for people
with different cultural and social backgrounds.
By experiencing and discussing classroom
91
activities designed with this goal in mind, we
will be exploring the educational potential of
ELT.
Houten
Howarth
Michael
Marianne
1995
2009
see Gill
Hudák
Ilona
1991
Buttons and paintings: my favourite
teaching aids
Hudák
Hudák
Ilona
Ilona
1996
2004
see Árva
Hudák
Hudák
Hughes
Hughes
Ilona
Ilona
Frances
Glyn
2007
2007
1995
1999
see Kurtán
Hughes
Glyn
2003
(At least) two years in the life of
Cambridge ESOL Exam
Hughes
Hughes
Michael
Michael
1996
2003
see Fekete
Hughes
Sarah
1993
The benefits of short period EFL
courses with ‘See Europe’
Hughes
(et al.)
Sarah
1994
See Europe Ltd.
Hughes
(et al.)
Sarah
1995
How to organise an educational and
cultural visit to Britain
Vivace Project: taking language
learning to disadvantaged groups
and communities
The VIVACE project, funded by the EU, led
by Nottingham Trent University, with partners
in Austria, Czech Republic, Hungary,
Romaniaand Slovenia is taking languages to
places they don’t normally reach, to learners
with disabilities, to adults marginalised by
poverty and limited educational opportunity,
to children whose families work abroad.
My presentation is for anyone who is
interested in using ordinary buttons in order to
develop his or her students’ speaking skills
when inventing characters, writing and acting
out dialogues. I also would like to share the
experience of using famous paintings that
helped me teach how to describe people’s
appearances and characters.
SIG moderator
SIG moderator
See Kelemen
How TBL are you?
Techniques and strategies for
approaching exam reading
TBL has become very popular over the past
few years, we have probably all tried it out at
least once. This session looks at how to
integrate TBL into our overall approach and
also how to adapt material from popular
coursebooks in order to make them more ‘task
based’.
This presentation is aimed at those wanting to
know about how Cambridge ESOL ensures
that their exams produce a fair and accurate
reflection of the language ability of the
candidates that take them. It will outline the
procedures in place to ensure strict quality
control throughout the production and
marking of Cambridge ESOL examinations.
This session will offer a brief overview of the
different kinds of exam reading tasks that are
often used, with particular reference to those
used in CESOL Main Suite exams (FCE,
CAE, CPE and PET): multiple choice,
multiple matching and gapped text. We will
look at why these task types are used and what
reading sub-skills they are testing. We will
then move on to various tips and strategies,
particular to each task type, that we as
teachers can pass on to our students to help
them maximise their performance under exam
conditions. We will also consider a variety of
fun and challenging classroom activities that
will help to keep exam preparation classes
interesting and motivating.
See Europe has been organising educational
and cultural short period stays for over 20
years. We are specialist in value for money
English Language courses in our teaching
throughout Britain. All our staff are fully
qualified EFL teacher and native English
speakers.
See Europe has been organizing educational
and cultural home stays for youth groups for
over 20 years. We believe the best way to
improve language skills is to stay with a
British host family and experience Britain’s
culture and family life, first hand.
Let See Europe helps you organise your
school visit to Britain! We have 23 years of
experience and we’ll give you step-by-step
92
information on every aspect of your trip –
coach booking, ferry details, recruiting the
group, bank transfers, etc.
Hulme
Hulya
Rupert
Onay
1999
2007
see Clemens
Hundley
Lisa
2015
‘Seattle Writes’: creating poems,
sharing values
Hunt
Roger
1993
Process and product: student
centred learning with different age
groups and levels
Hurják
Beáta
2011
see Cseh
Hurják
Beáta
2013
Drama in the Primary Classroom
Huszár
(et al.)
Márta
1997
EnterTeen: A new English
coursebook series for 12-14-yearold beginners
Iker
Erzsébet
1991
Introducing Magyar Macmillan
Iker
Erzsébet
1991
see Holden
Ilies
Beatrice Georgeta
1997
A global approach to professional
development
Illés
Éva
1991
The professional standards and
status of ELT
Illés
Éva
1992
Texts, visual and context in EFL
coursebooks
Role of drama in EFL/ESL classes
If you are dreaming of a lively class where
both the learners and the teacher have fun
while actual learning takes place, this is the
workshop for you. In this interactive
workshop, we will look at some drama
activities which will help bring an EFL / ESL
classroom to life. The activities will focus on
providing a purpose for the language use
rather than the use of language itself.
In this workshop based on the ‘Seattle Writes’
civic poetry contest, participants will compose
one-of-a kind poems and examine how this
medium can motivate learners to articulate
values in the classroom and beyond.
Participants will leave the session with lesson
plans and materials that can be implemented
immediately for a variety of levels, goals, and
resources.
The talk will provide practical examples,
materials and activities to promote student
centred learning. I will address specific
differences between adults and younger
learners.
The workshop aims to introduce teachers to
techniques and ideas for teaching drama, ideas
for using drama and other creative activities to
teach English and give an insight into the role
of drama in primary education in Britain.
The introduction of the National Core
Curriculum (NAT) has brought about the
demand for a new English coursebook series,
specifically designed for Hungarian schools.
EnterTeen will be a new, four-level course for
Hungarian teenagers, taking 12-14-year old
beginners up to intermediate level. Come and
find out more about the first volume of
EnterTeen (coming out spring 1998) and an
entertaining way of teaching English to
teenagers.
Introducing 10 new Magyar Macmillan
publications, forthcoming in 1991. These
include journals for EFL teachers and
coursebook packages, accompanied by
recorded material for primary and secondary
schools.
Interdisciplinarity being a key word in
education, it is probably a good idea to
approach professional development with a
similar wider perspective in mind. The aim of
my paper is to show how improvement in any
area, whether professional or personal, will
inevitably contribute to one’s professional
development.
This workshop is designed to explore what
professionalism means and how it can be
maintained in the ELT practice. Among the
issues raised there will be the myth of the
native speaker teacher, the interdependent
relationship between theory and practice, as
well as the notion of teaching as a critical
enquiry.
This talk will focus on the role of visual aids:
it will examine to what extent they serve as
illustrations, selling point or functional
elements in EFL textbooks. The question of
the relationship between the verbal and visual
components will also be raised.
93
Illés
Éva
2008
The implications of English as an
International Language for ELT in
Hungary
ILLÉS
Éva
2009
Let’s put the language back into
language teaching!
Illés
Éva
2009
Pragmatic theory and
communicative practice
Illés
Éva
2012
English as a lingua franca in
English language teaching
Illés
Éva
2013
ELF methodology in the classroom
Illés
Éva
2014
English grammar around the world
Illés
Éva
2015
Why CLIL?
Illésfalvi
Iván
2006
The application of Meixner’s
principles in language classes
Imre
Iordachescu
Attila
Ana Magdalena
2006
2004
SIG moderator
Iordachescu
Ana Magdalena
2005
I’m attractive, you’re attractive!
– using NLP in ELT Practises
Come to your senses (using NLP in
ELT practices)
The worldwide use of English is changing not
only the language but also the contexts in
which English is taught and spoken. Thetalk
explores how this process may affect ELT in
Hungary, including issues such as nativespeaker norms, keeping abreast of the latest
developments and the teaching of culture.
In this session I would like to move the focus
back onto a neglected, yet fascinating aspect
of language pedagogy – language itself. I will
argue that the rapidly changing nature of the
English language, as well as its myriad uses
and varieties, make it an amazing object of
study. Through examples and activities, I will
demonstrate how the exploration of English
can turn into an exciting journey of discovery
in the language classroom.
The talk aims to unveil the link between
theories of language use and communicative
language teaching. Illuminating examples will
make theory accessible and help the journey
through the terminological and conceptual
jungle of ELT. The clarification of popular
notions will shed light on what we do when
we teach communicatively.
In my presentation I will explore what English
as a lingua franca (ELF) entails nowadays and
argue that it should be seen as a particular
context rather than as a variety of English. I
will also discuss the practical implications
ELF has for the methodology of English
language teaching.
The use of English as a lingua franca (ELF) in
international contexts necessitates changes in
the way we teach the language. Literature,
translation, language awareness, content and
language integrated learning as well as the
creative exploitation of classroom
communication can all contribute to the
preparation of learners for ELF interactions.
This talk focuses on the variations that can be
found in the grammar of different varieties of
English. With the help of a wealth of
examples, the overall aim is to show the
enormous diversity English represents and the
relative nature of correctness.
Content and language integrated learning
(CLIL) has become the focus of attention
lately. The talk aims to explore what makes
CLIL an effective language teaching method,
and how CLIL fits in with communicative
language teaching and the practice of teaching
English as a lingua franca.
Ildikó Meixner invented a method, based on
five principles, which help students with
learning difficulties and acquire knowledge
either at school or at home. Our school
successfully adapted the method for language
teaching, this article deals with the method
and the necessary technical changes and
complements.
Did you know that multi-sensory teaching is
more effective and more memorable than
anything else? We stand a much better chance
of retaining something if we learn it through
several systems at the same time rather than
just one: redundancy means that if one of
those systems fails us when we come to access
that information, one of the others may work.
Come to your senses and experience NLPbased techniques in teaching English!
A large part of our role as teachers is to
create a supportive environment where
learners feel confident and good about
94
Ittzésné Kövendi
Kata
1992
Long-term lesson preparation
Ittzésné Kövendi
Kata
1993
Music in English – a model for
content-based language teaching
Ittzésné Kövendi
Ittzésné Kövendi
Kata
Kata
1995
1995
See Jobbágy
Ittzésné Kövendi
Kata
1996
Puzzles and riddles
Ittzésné Kövendi
Kata
2000
And when the conference is over?
Ittzésné Kövendi
Kata
2001
The birth of a dictionary
Ivanescu Cotuna
Carmen
1994
The future tenses within the web of
communication
Jablonkai
Réka
2009
What happened and why?
Exploiting critical incidents for
intercultural learning
Jakóts
Éva
1997
see Pásti-Urbán
Jakóts
(et al.)
Éva
1998
Life experience in teaching/learning
culture
James
Ryan
2002
Classroom assessment: the EFL
teacher as a researcher in the
classroom
Jamieson
Robert
1994
A bridge to the real world – (nearly)
a 101 reasons for using ELT videos
The family
themselves and each other, where they feel
safe to try things out, take risks, make
mistakes - and succeed. Because NeuroLinguistic Programming is of great help in
ELT practices the workshop offers NLPbased hands-on activities that are conducive
to creating a warm climate of confidence
and trust, as well as to developing an
extraordinary rapport with students.
This paper will discuss the advantages of
using topical supplementary materials. It will
present ideas and samples on how to store and
file materials for easy access. Ways of student
involvement in the selection of material will
also be dealt with.
The model which can be used in other content
areas will be introduced. Some exercise-types
modified to musical content will be presented
and ways of task-based learning will be
discussed. The talk will also include elements
of a workshop and you will be expected to
participate.
In this workshop we will work on teaching
ideas in connection with the topic of the
family. The techniques have been taken from
various sources and most of them can be used
in other topic areas as well. The activities are
adaptable for any level.
In this ws you will be ___ about a ___ of
[klasrum] activities upgdeaorthe heading of P &R
??? Come, evlos them and çè the list.
This is a ‘How to…’ talk for participants
whose notes end up on a shelf after the
conference. It gives you ideas about storing
and retrieving the precious materials of a
conference.
A glimpse into the making of a bilingual ESP
dictionary of musical terminology. Problems
of sources, inclusion, selection, ordering,
translation, British and American usage,
professional proof-reading will be dealt with.
The talk will also include workshop elements.
As we always know, the future tenses
represent quite a complicated set of attitudes
about the future. This workshop will
concentrate on communicative activities
aimed at practising the future tenses.
Participants will take an active part in the
session and they will be given the opportunity
to discuss and evaluate the activities.
In this workshop I will show how stories of
cultural misunderstandings can be used to
make students understand cultural differences
better. Practical tips, benefits and pitfalls of
the technique will also be discussed.
1. Short introduction (importance & values of
bringing life experience in classes),
2. Activities based on information collected
abroad by students/teachers, 3.
Discussion/conclusion
Classroom assessment is a simple, yet
effective way for teachers to assess their
students’ learning progress as well as their
own teaching style. The workshop will include
all of the information and the materials needed
to start you out as a researcher in your
classroom. Are your students learning what
you think you are teaching?
On the way to acquiring the skills necessary to
deal with ‘authentic’ English, learners can
benefit enormously from using EFL videos –
as long as the tasks proposed are appropriate.
95
Jamrik
Márta
1993
Teaching children is fun
Jamrik
Márta
1997
see Ellis
Jamrik
Jana
(et al.)
Márta
Jilkova
2008
2001
see Szemeti
Jankowska
Aleksandra
1993
Pre-reading and pre-listening
activities
Janssen
Kyra
1995
Creating a pedagogical grammar
course for teacher trainees that is
both practical and theoretical
Járay-Benn
Csilla
2013
Collaborative creative learning in
professional training
Járay-Benn
Csilla
2014
Vision, role-playing and identity
Járay-Benn
Csilla
2015
What we can learn from students?
The role of empathy in language
teaching
Let them join in
Illustrated with examples from a range of
Oxford videos, this workshop will
demonstrate activities that help to make the
most of this richest of teaching media.
BEST ‘Kids Club’ is a system specialising in
early language tuition in English for children
from 4 to 10. The benefits of working with the
kids club are 1) using professional and tested
methods of a complete pedagogic course
supplied with lesson plans and stimulus
sheets, 2) complete back-up and support
provided like newsletter with updated and new
ideas.
This talk focuses on dyslexic students in
mainstream Czech schools. We will present
findings of two investigations conducted as
part of the British Council supported project
‘teaching heterogeneous classes including
learners with specific learning difficulties’
with a view to stimulating awareness among
teachers of the issue of dyslexia.
In my talk I would like to discuss the
importance of pre-reading and pre-listening
activities in ELT as a means of increasing the
efficiency of the learning process. I would
also like to present some examples of such
activities.
A challenge for teacher trainers is to provide a
course in pedagogical grammar that increases
students’ knowledge of grammar and develops
their competency as teachers of grammar. She
has designed a practical course incorporating
student-led presentations and a final project of
creating a file of activities and/or actual
materials.
How to extend professional training sessions
outside the meeting room? How to create
personalized content for individual trainees?
How to ensure a long-lasting effect of a short
Business English course? Collaborative
Creating Learning techniques used through
various technology tools can lead to achieving
these goals.
Seeing oneself as a successful L2 speaker is
the core idea behind the vision theory by
Zoltan Dörnyei and Maggie Kubanyiova
(2014). This workshop will propose practical
ideas on how role-plays and personal
narratives can be used in the class to build this
vision with both adult and teenager learners.
Looking back over 15 years of teaching
mainly adult learners, the terms ‘tailoring’,
‘customizing’, ‘adapting’, or ‘individualizing’
the content and our methods of teaching
English could lead us to question what we, as
teachers, can learn from our learners and how
this knowledge impacts our teaching. Using
the learner not only as a content resource but
also as a source of inspiration necessarily
evokes empathy from the teacher and sheds
new light on teaching models and on the role
as a teacher, with a shift from the model of
teaching a foreign language (or the learner) to
the model of helping learners learn a foreign
language. Empathy has been identified as the
main source of an emerging society by Jeremy
Rifkin, economist, sociologist and political
advisor, who says: ‘The age of Reason is
being eclipsed by the age of empathy’.
Concrete examples and tips will help you
adopt an empathic teaching model to prepare
for an ‘empathic society’ in the future.
96
Jeftic
Draginja
2010
New perspectives: powerful
learning, powerful teaching
Jenkins
Simon
2004
see Cooke
Jensen
Kjeld Bjerrum
1992
The teaching of English at upper
secondary level in Denmark
Jerkovic
Maja
2013
see Vujic
Jeronice
Nina
2014
I teach meme!
Jilková
Jana
2002
Evaluating for the future. In-service
training in the Czech Republic
Jilková
Jana
2003
Disadvantaged needn’t mean
incompetent
Jilly
Viktor
1991
Muzzy in Hungary
Jilly
Viktor
1992
This is the way; Series within the
series – How to teach Muzzy
Jilly
Viktor
2006
Last minute English– preparing for
the oral part of the new érettségi
Jilly
Viktor
2007
Emelt szintű szóbeli érettségi? No
problem.
Are today’s schools providing opportunities
for learners to master the necessary
transferable strategies and skills to accomplish
life-long learning? No? Changes need to be
made… classroom strategies need to be
reconstructed in order to effectively empower
the learner and to develop more powerful
teaching strategies. The major challenge today
is…how?
1./ The structure of teaching of English at
upper secondary level (general education).
2./ On the basis on some texts used in
different forms, an impression of language as
well as intercultural learning will be given.
If you try to motivate teenage students, you’re
going to have a bad time. But if you use the
last sentence in the classroom, you’ll get
immediate attention. Coincidence? I think not!
If you want to speak the Internet English of
your students and learn to exploit it, join me.
BYOD!
A team of teacher educators spent much of the
academic year 2001-2002 conducting a large
scale evaluation study of the British Council’s
ELT projects in the Czech Republic over the
previous ten years. An overview of the study
on in-service training and some of the main
findings will be presented.
Based on the research Evaluation for the
future and the presenter’s experience with
dyslexia and general teaching, the talk will
discuss possible approaches to learning
difficulties and teachers’ and learners’
responses. It considers what is essential in
exams and testing and ‘seeing the wood for
the trees’.
I’d like to talk about the various methods you
can use when teaching 8-9 year old students
through video, how to be effective and
enjoyable at the same time, what special
techniques teaching with video requires and
what traditional methods are appropriate.
This is the way will be a television series,
which will begin on Hungarian Television in
September 1992. It is based on the television
version of BBC’s Muzzy in Gondoland. The
20 presentations, each of which will be
approximately 20 minutes long, could serve as
resource bank for teachers who wish to teach
children with the help of Muzzy. This talk is
to give preview to the series.
Last minute English (published by Nemzeti
Tankönyvkiadó) helps students prepare for the
oral part of the new Hungarian érettségi. Its
DVD contains six mock érettségi exams
recorded by the Magyar Televízió. Its
workbook gives clear instructions on what to
do before, while and after watching the exams
and gives practical ideas on how to overcome
the psychological and language-related pitfalls
of the érettségi. The presentation will show
how to best exploit this material in the
classroom.
This talk will introduce a new practice book
entitled Last Minute English 2 by
NemzetiTankönyvkiadó. Last Minute English
2 is built around six authentic exams filmed
by Magyar Televízió and will help students
prepare for the speaking part of the
‘emeltszintűérettségi’. The talk will give ideas
on how to best exploit the book in the
classroom.
97
Jilly
Viktor
2014
We shall overcome! – Live demo
class
Jobbágy
Ilona
1992
Jobbágy
(et al.)
Ilona
1995
Using grammar books in the
classroom
Making headway with the Headway
series
Jobbágy
Ilona
1996
A dictionary? Which one?
Jobbágy
Ilona
1997
Background to Britain videos
Jobbágy
(et al.)
Ilona
1999
The Oxford Guide to British and
American Culture
Jobbágy
Ilona
2006
Grammar – in English or in
Hungarian?
Johnson
Christine
1995
Developing learning strategies for
learners in work
Johnson
Christine
1995
Running successful role-Plays and
simulations
Jónai
Éva Hava
1991
The Jonai silhouettes multi-modal
language foundation system for
groups of children
Jónai
Éva Hava
1992
PLT – playful learning and teaching
Jónai
Éva Hava
1993
PLT, Playful learning and teaching
– fun, intimacy, total physical,
emotional, spiritual involvement
My demo lesson would like to give ideas on
how to use the book entitled We shall
overcome! in the classroom to combine
language teaching for advanced learners with
the topics of the civil rights movement in the
US to explore the values of diversity,
acceptance, solidarity and social inclusion
After a short initial presentation of the new
member of the family – Headstart –
participants will be invited to acquaint each
other with the various purposes they have used
the series for so far. Facilitators present will
also comment on the issues raised and will try
to ensure that everybody leaves with a good
number of ideas for their classes.
Dictionaries have always been a most
important resource for ELT. With so many
specialized editions around us, it may be
difficult, at times, to decide what suits our
learners’ needs best. The session will advise
teachers on dictionaries for various specialized
requirements from very young learners to
those more interested in e.g. computing.
The talk will focus on a new line of products
produced by OUP, which includes videos for
different age groups featuring Britain, and
suggests methods for developing language
skills through working with them. (Titles
include: Window on Britain, VT, Video File,
New Headway Intermediate Video)
The talk will focus on all the new materials,
which are to be published in the last quarter of
1999. Special attention will be payed among
other titles to the new Oxford Guide to British
and American Culture as well as the Window
on Britain CD-ROM. Participants will also be
offered some of the latest supplementary
materials form OUP.
The session will illustrate the benefits of
working with a bilingual grammar book that
has explanations in Hungarian but offers tasks
in English. Both classroom and self study
opportunities will be detailed.
Many adult learners in work have difficulty in
maintaining and developing their language
skills after the course. The language trainer
can address this problem by focussing on
learning strategies during the course. This talk
examines the strategies and ways of
developing them.
How can you use role-play and simulation to
develop valuable communication skills rather
than merely as entertainment? This talk
focusses on how to set up the activity and how
to evaluate and give feedback. Video
examples are used as illustration.
Demonstrating some of the activities from the
book of the same name published by
Tankönyvkiadó. The activities are designed to
develop personal awareness as well as
language skills.
Working with children shows how real
motivation arises from the timeless enjoyment
of play. The metaphoric language of games
uses spatial, visual and auditive expressions,
rhythm, action and humour. The techniques
explored in this workshop will demonstrate
the physical, spiritual and intellectual potential
of community games as they apply to
language learning.
Practical workshop with lots of activities. The
participants have the experience of a learning
method in which they are very much aware of
98
Jónai
Éva Hava
1994
Playful learning and teaching – a
holistic language foundation system
Jónai
Éva Hava
1998
Effective, emphatic communication
through suggestopedia &
photoreading
Jónás
Jones
Andrea
Christopher
1993
1992
see Bodóczky
JONES
Leo
2005
Helping students to discover the
world – and discover themselves
too
What about me? Meeting the
individual needs of pre-intermediate
students
their bodies rather than just their heads, so that
they are involved in a ‘here and now’
experience. In the course of the activities
spontaneous eye-contact and lots of physical
contact with one another, as well as exploring
vocal expression and contact through sound,
allow the participants to feel a spiritual
connection with the whole group. PLT,
Playful Learning & Teaching is a Language
Foundation System. Its aim is to awaken
intrinsic motivation in learning by blending
language information coming from the outside
with the internal need for movement, physical
awareness and contact with others.
Everyone’s basic mother tongue is body
language. PLT is a ‘bilingual’ approach in the
sense that it connects the target language to
body language, through playfully combining
verbal and kinaesthetic faculties. Participants
are invited to actively participate in the games,
which involve interaction, improvisation, and
exploring the inspiration of physical
movement in verbal communication.
The SEAL-Hungary Crossroads Society is
launching a two-year teacher training project
aimed at combining whole brain language
acquisition & reading skills with effective,
empathic communication skills, and producing
a teaching package synthesizing the three
modules for three sets of skills. The workshop
gives an overview of the modules and a taste
of the skills.
For practical reasons, language learners are
usually grouped together in classes at
particular ‘levels’. Yet individuals in class are
likely to vary considerably in their knowledge
of grammar and vocabulary, and their
listening, reading, writing, speaking and
pronunciation skills. (This is particularly true
at pre-intermediate level, where students who
have just completed beginner’s course are
often taught alongside ‘false beginners’ who
are coming back to English after studying it at
some time in the past.) Is it possible to teach
the same ‘course’ to the whole class and at the
same time meet the needs of individual
learners? In this workshop, we will try to
answer this question with reference to both
syllabus and classroom methodology.
(Examples will be taken from the new
Cambridge pre-intermediate course Language
in Use.)
Students need English because it’s an exam
requirement - and also for the real world.
They need grammar, so that they don’t
make too many mistakes. They need more
vocabulary, so that they can express their
ideas. They need to speak clearly, so that
people can understand them. Listening and
reading skills help them to discover more
about the world. Students need to engage
with informative texts from the real world
and recordings of real people talking. These
bring the real world into the classroom - and
help students to discover more about other
cultures. Reading and listening tasks which
lead to speaking (and sometimes writing)
activities encourage students to evaluate
new ideas, react to them and discuss them.
Speaking and writing skills help them to
share their knowledge, ideas and feelings
with others. Working in pairs or groups
encourages them to share ideas, to listen
carefully, to interact sociably, to exchange
99
Jones
Leo
2005
Ready for the exam? Er…no. Not
yet!
Josipovic
Sonja
2015
Do it their way
Jovanovik
Natalja
2007
Real time survey
Józsa
(et al.)
Krisztián
2004
Variables influencing students’
performances in years 6 and 10 in
English and German
Juhász
Katalin
2011
see Fazekas
Juhászné Ungvári
Magdolna
2004
Green Hearts – Blue planet
Juhászné Ungvári
Magdolna
2004
see Fekőné Kardos
K. Horváth
Barbara
2015
Ebony and Ivory – fostering
tolerance in the English language
classroom
experiences, to compare ideas, to co-operate,
and to help each other out. These are skills
that are essential in real life too. Leo Jones
will demonstrate a variety of classroom
activities and exercises which can help
students to develop these skills. Not only
can they discover more about the people
and the world outside the classroom, but
they can discover more about each other
within the classroom - and, sometimes,
discover more about themselves too.
Many students who are approaching an
exam in English need a lot of help. They
aren’t ready yet! The symptoms? Shaky
grammar, poor writing skills, difficulty in
understanding native speakers, dread of
longer reading texts – and not enough
vocabulary to participate in conversations
confidently. What they need is:
• a firmer grasp of grammar
• the ability to write paragraphs
• more confidence in listening to native
speakers
• strategies for coping with longer reading
texts
• more vocabulary and conversational
gambits to take part more confidently in
conversations.
Leo will show how we can help students to
develop these skills in an enjoyable nonthreatening way, and at the same time help
them to develop communication skills
which they can use in the real world.
The aim of this highly interactive and fun
workshop is to present different ways of
exploiting reading texts. We`ll not only
expand, reduce or reconstruct a text, there are
transformations, quizes, body language
reactions, video stories, sound simulations, to
name but a few effective techniques.
This workshop will help teachers to enable
their students to analyze their environment
critically and self-consciously by scouring
local shops, pubs, TV stations, libraries and
other public institutions of their choice by
means of self-tailored surveys. It will also
involve teachers in analysing the hotel
surroundings as an illustration.
In April 2003 a national sample of over 20
000 learners participated in a survey
conducted by OKÉV. All students’ listening,
reading and writing skills were assessed. The
talk will explore the relationships between
participants’ language skills in English and
German and some variables related to their
socioeconomic status, type of school. and
conditions of language learning.
Developing environmental awareness – and
starting it as early as possible – is of key
importance. Why not to use the English
lessons to help focus the future generation on
environmental issues? In this workshop I
would like to concentrate on this topic and
offer practical ideas.
Gipsy, negro, gay and jew – curse (?) words
you can often hear inside or outside the
classroom. What should we, language teachers
do in a situation like this? Shall we close our
ears and go on without paying attention or
shall we stop for a while and talk about
differences? What about integrating
multicultural topics into ELT to foster
100
Kabytayeva
Galiya
2013
Can a teacher be capable of taking
on multicultural challenges?
Kácsor
Lóránt
2013
Green English: environment and
sustainability in ELT – national and
international trends
Kakulya
Mónika
2013
How to get the most out of a
presentation opening
Kalicov
Szilvia
2005
Kalicov
Szilvia
2007
Teacher of open lesson: CLIL for
young learners
Edited video lesson
Kalinowski
(et al.)
Fiona
1993
Activities for developing listening
skills
Kálmán
Csaba
2014
The teacher’s role in generating and
maintaining the motivation of adult
learners
Kálmánné Vajda
Ildikó
2006
Open lesson with the students of
Áldás utcai Primary School,
Budapest
Kalmárné Máriás
Ildikó
2002
Read before watch or watch before
read?
tolerance among our students? If your answer
is a ’yessss’, then come to our workshop and
learn some useful techniques and games that
can be used in the English language
classroom.
Knowledge of your cultural intelligence
provides insights about your capabilities to
cope with multi-cultural situations, engage in
cross-cultural interactions appropriately, and
perform effectively in culturally diverse work
groups. As a teacher I need to know more
about students’ life if I want to prevent them
from doing wrong things.
What is Green English? If there is such a
phenomenon how can we utilise it in the
classroom? The talk will touch upon the
following issues:Theory and practise,
International trends, Resources, publications
and best practices, Reach students, Go green.
When teaching English for professional
purposes or preparing students for exams,
teaching presentation skills is part of our
routine. However, teaching presentation skills
in an inspiring way takes more than just
routine – the Internet, famous speakers and
courage also come into play. A crash course in
effective presentation openings.
Szabó Lőrinc Bilingual School, Science,
Grade 6
A participatory workshop presenting a range
of activities to develop listening skills for
primary aged children.
This talk gives an introduction to a pioneer
study addressing teachers’ motivational
impact on adult learners in a corporate setting.
The rationale, the research method and the
results of the pilot interviews are presented,
pointing to three broad areas enhancing adult
learners’ motivation: verbalism, a personalised
methodology and the professionalism of the
teacher.
Stories are essential tools of making language
learning an enjoyable and motivating
experience for young learners. The English
traditional story Jack and the beanstalkgives
opportunities for integrated language learning
involving the learners’ cognitive, emotional
and social spheres into learning. In this lesson
you can observe a group of 10-year-olds
working around the story and carrying out
several cross-curricular activities.
I would like to collect all of the possible prereading activities, which are worth using
during an English lesson. My purpose is to
create new ways of introducing literary work
from the aspect of different skills such as
reading, speaking, writing and listening. Prereading activities may include a variety of
exercises, for example matching the pictures
and the characters, quiz about the chapters
debate about the historical background,
reading an extract and finding which literature
work it belongs to, collecting a list of other
works by the same author, completion of the
titles, making an interview with the author of
the book. My other aim is to find more and
more creative exercises and divide them into
two categories. One category tries to absorb
students’ needs and interest the other category
refers to the teacher’s aims. I would like to
examine what happens if the learner has
already seen the story of the book on the
movie. The workshop focuses in
101
Kálmos
Borbála
2010
Dyslexia and EFL writing – lessons
in accuracy and creativity
Kálmos
Borbála
2011
see Simkó-Várnagy
Kálmos
Borbála
2011
SIG moderator
Kálmos
Kálmos
Kalocsai
Kámánné Vajda
Borbála
Borbála
Beatrix
Ildikó
2012
2012
2007
2005
SIG moderator
see Kontra
Kámánné Vajda (et al.)
Ildikó
2008
MOTIVA(c)TION, Motivating
activities from the very beginning
Kamondi
Jozefa
2002
TheCommon European Framework
of Reference and the European
Language Portfolio in Hungary
KAPLAN
Robert B.
1991
Kaplan
Robert B.
1991
Current issues in TESOL and
applied linguistics
Workshop on writing
Kaptay
Ágnes
1996
Riddles on lessons
Kaptay
Ágnes
1998
Numbers – in usage
Kaptay
Ágnes
1999
Warmers with humour, puzzles
picture riddles and tongue-twisters
contemporary literature: Harry Potter by J.K.
Rowling, Sam Shepard, MacLaverty and
Brian Friel’s works.
‘Special needs education’ indicates a shift in
perspective that replaces the question ‘What is
wrong with the student?’ with ‘What is it like
being the student?’. This session addresses
dyslexia and EFL writing within this
paradigm. How do dyslexics express
themselves when writing in EFL? How can
teachers help them by designing appropriate
writing tasks and by evaluating their written
work?
seeArtner
‘Travelling Books’ project in
Hungary
Let’s see: young learners, stories, project
work, sharing ideas and materials and
travelling. Do you like any of them? All of
them? Come and see how they can be
linked together and turned into an exciting
material-writing project. Look at my three
story packs and develop your own. Let’s do
it together!
Last year we took part in a teaching material
development project which was part of a
three-year team work, organized by
Sulinova/Educatio kht. We prepared 4
modules for lower primary learners containing
more than 60 activities. The participants can
have a taste of our ideas and the whole project
by trying out some of the activities in our
workshop.
The Common European Framework of
Referencehas often been applied and referred
to by curriculum-developers and professionals
involved with exam reforms in Hungary and
other countries. The Hungarian version has
recently been published. The European
Language Portfolio has been developed to
support the application of the standards of the
Framework and promote learner autonomy
and self-evaluation-based development. The
adaptation of the Portfolio has been developed
in the framework of a national research project
and three versions of it – for young learners,
secondary school students and adult learners –
were published last autumn. This workshop
aims at introducing the main philosophies of
the Framework and the Portfolio and
highlights some aspects of their application in
practice.
What are riddles? How can we use them to
make our lessons more varied? What has a
riddle got, but a song hasn’t? What has a
teacher got, but a student hasn’t? If you are
interested in the answer and like jokes, come
to this workshop.
N-X ways of practicing numbers/poems,
songs, enigmas, picture-ridles, listening
practice, games, memory games, etc. How you
can use maps, timetables, advertisements and
TV news for practising.
Jokes, tongue-twisters, puzzles and riddles are
inexhaustible sources of making your English
lessons vivid, humorous, creating good
atmosphere. During this workshop you can
102
Karayankova
Martiyana
1993
Is empowerment a realistic goal
when teaching literature to foreign
learners of English?
Kardosné
Judit
2000
How to exploit graded readers in
the classroom
Kardosné
Judit
2002
To confront or to conform to
phrasal verb
Karfner
Judit
2010
Mindmapping: a first class tool for
real learning
Kargerová
Lenka
2004
Learner autonomy in theory and
practice – find ten differences
Kármán
Tímea
2008
A Tempus Közalapítvány pályázati
lehetőségei pedagógusok és
intézmények számára
Kármán
Tímea
2009
A Tempus Közalapítvány pályázati
lehetőségei: az Egész Életen Át
Tartó Tanulás Program
Károly
Károly
Krisztina
Krisztina
1994
1997
see Csölle
Károly
Krisztina
2002
A focus on the process of speaking
Károlyi
(et al.)
Júlia
2004
Yeti experiences in England –
summer 2004
Károlyi
Júlia
2004
SIG moderator
Károlyi
Júlia
2005
SIG coordinator
collect, solve some of this picture puzzles,
practise some tongue-twisters. On the handout
you will find riddles and tongue-twisters.
The present shift of emphasis to literature as a
means of developing language competence
puts the notion of empowerment in the
foreground of our thinking. The paper
describes various ways of achieving this when
teaching literature to upper-intermediate and
advanced learners at the English language
school in Plovdiv.
Graded readers can be used at any language
level with students of different ages and
abilities. There are some practical ideas and
activities to help teachers exploit the
educational value of graded readers in the
classroom.
The area of phrasal verbs is one that inspires
unnecessary terror in many students and
teachers. To fix them in one’s mind,
learn/teach them as and when they appear in
context.
Mindmaps can change mechanical learning
into a complex mental process involving
critical thinking, selecting and organizing
information processes, and developing own
ideas and opinions. As a visual representation
that uses the power of association, it is an
effective tool for synthethising and learning
efficiently in class and home environment,
too.
In my presentation I would like to compare
theory and practice concerning learner
autonomy. There are several theoretical
beliefs that lose their power when facing
classroom reality.
Az előadás során az érdeklődők összefoglalót
hallhatnak az aktuális pályázati
lehetőségekről, amelyek egyéni illetve
intézményi pályázati lehetőséget nyújtanak. A
bemutató során elsősorban az Egész életen át
tartó tanulás programot helyezzük a
középpontba, de emellett egyéb pályázati
lehetőségekről is információk hangzanak majd
el.
The programme enables individuals at all
stages of their lives to pursue stimulating
learning opportunities across Europe. There
are four sub-programmes focusing on different
stages of education and training: Comenius for
schools / Erasmus for higher education /
Leonardo da Vinci for vocational education
and training / Grundtvig for adult education.
see Csölle
The paper demonstrates how corpus data and
analysis may be exploited in ELT and related
areas (language teaching/learning research,
translator training and translator research,
discourse analysis, construction of grammars
and dictionaries). Within ELT, special
emphasis is laid on the teaching of writing and
translation, grammar and vocabulary, and
materials design.
In the summer of 2004 eleven young teachers
of English from Hungary got the opportunity
to spend three weeks attached to King’s
School in London, Oxford and Bournemouth.
We would like to give an account of our
experiences and motivate other beginner
teachers to be YETIs!
103
Kárpáti
(et al.)
Anikó
1997
English for students of architecture:
a design process
Kashina
Elena
2010
Teaching tips for all seasons
Kassis
Nazih
2007
Challenges of TEFL in
multicultural, multilingual classes
at Haifa University
Katona
Judit
1997
Recipes for business teaching
Katona
László
2014
Community theatre and teacher
training
Katona
Lucia
1991
A new method of measuring
language proficiency: the C-test
Katona
(et al.)
Katz
Lucia
2000
Hungarian language examinations
Elana
1991
Katz
Elana
2000
Hotline– the new Tom Hutchinson
course for teenagers
English for education or life?
Identifying the right course
Katz
Elena
2005
Educating our future electorate
Kecskeméti
Edit
1997
Teaching translation in secondary
schools
Keczerné Szalai
KEDDIE
Éva
Jamie
2010
2011
see Mátóné Szabó
Teachers or postmen
Our talk is about a subject-specific course for
students of architecture. We tried to choose
topics and activities that could provide
students with the language and skills they will
need in their professional lives. We would
also like to talk about the advantages of
working as a team.
Seasonal teaching tips give the students and
the teacher a great chance to have fun while
learning English in all seasons.
Haifa University is a multicultural,
multilingual university. The EFL Department
has more than a thousand students that come
from various multicultural, multilingual
backgrounds. The teachers, who come also
from various cultural backgrounds, face both
intercultural challenges while teaching such
classes. This talk will explore how teachers
can cope with such multicultural, multilingual
classes.
In the activities and games of this workshop
the emphasis is placed on creative thinking,
problem-solving, team-building and
simulations. This is the kind of training
business people need in order to be successful
in today’s business world.
In this presentation László Katona will
highlight the conclusions of nearly 10 years of
experience in applying theatre activities in
teacher training. The major finding is that the
method might be the right solution to help
Generation Y find the societal values and a
way out of the cyber reality of the 21st
century.
The C-test is one of the latest measuring
methods founded by German experts in the
early 1980s. The talk gives an overview of the
research that has been done to validate the Ctesting procedure.
Roundtable discussion
There are so many factors to take into account
when producing or choosing a coursebook. In
this workshop we will look at some of the key
issues that need to be considered when
producing a new coursebook and indeed when
selecting the most appropriate coursebook to
fit the needs of a particular class.
Upper secondary students will soon take
their place as voters and shapers of society.
In my presentation, I’d like to explore the
skills that we as educationists need to
provide upper secondary students to ensure
that they grow up to be responsible citizens.
What does the curriculum need to include to
equip students to make reasoned decisions?
If you prepare students for language tests,
examinations in Hungary, you cannot avoid
teaching them translation skills. This
presentation will focus on some lexical and
grammatical differences of the English and
Hungarian language and will offer practical
ideas to overcome the traps.
What exactly do we expect to achieve with the
materials that we take into the classroom? And
how do we set out to do it? Well, perhaps it’s
a question of delivery. In this talk, we will
address two points: firstly, that one route to
effective classroom practice lies in the
teacher’s delivery technique and secondly,
that mainstream beliefs may prevent such
104
techniques form flourishing.
Keddie
Jamie
2011
Videotelling
Kelemen
Csilla
2004
Rediscover writing as a key to
fluency
Kelemen
Ferenc
1994
Preparation for ‘Rigó utca’ exams
Kelemen
(et al.)
Ferenc
1995
Working with inexperienced and/or
untrained teachers in Hungary
Kelemen
Ferenc
1996
Ways with Headway
Kelemen
Ferenc
1997
Why should I take my class to the
computer lab?
Kelemen
Ferenc
1998
Black sheep in the family? – tips for
vocab classes
Kelemen
Ferenc
1999
It would happen sooner than you
might think
Kelemen
Kelemen
Ferenc
Ferenc
1999
2002
see Jobbágy
Can they listen?
In this presentation, I would like to share a
classroom technique which combines
traditional storytelling devices with new
media, especially online video. In Videotelling
activities, visual material is delivered by the
teacher. The result is a whole-class
communicative event.
As writing has been greatly expelled from the
classroom, I am to focus on this rather
neglected nonetheless crucial aspect of ELT. I
would like to invite the participants to discuss
problems of not only how and what types of
tasks to set that could work well with mostly
secondary students but also how to assess
learners’ achievement with a view to
effectively enhancing fluency.
This session is for teachers with little
experience in designing and running ‘Rigó
utca’ exam preparation courses. Some
attention will be given to ‘exam-English’, but
most of the time will be devoted to practical
ideas that can make lessons ‘Rigó-oriented’
and still EFL-like.
The talk will describe two different kinds of
short intensive courses trying to assist
practising but untrained teachers of English at
both primary and secondarylevel. The main
question raised: What is it that these teachers
need most? What kind of training
methodologies apply to their working styles
and special situation?
The session will enumerate the instances when
a major coursebook needs supplementing in
Hungary, then see how the Headway series
can cope with these challenges. It is hoped
that a great number of participants will be
ready to share ideas from their own teaching
experience with each other. During the session
there will also be opportunities to become
more familiar with the latest newcomer The
New Headway English Course.
This session will aim to provide various
options for those who have the hardware but
may need more ‘TEFLware’. Simple tasks and
demonstration activities plus a free copy of the
OALD demo CD-ROM will be offered to
those who are interested in experimenting and
playing around with one of the latest
development of technology influencing the
world of EFL in the 90s.
Using the phonemic chart from the first lesson
with beginners? Keeping more elaborate
vocabulary records than bilingual wordlists on
a regular basis? Incorporating electronic
picture and traditional monolingual
dictionaries in our teaching routine? This
session will attempt to provide practical
examples to illustrate that these are typically
far more simple and manageable tasks than
what they may appear to be.
What would happen if it suddenly turned out
that as of the following term you will have to
start teaching young learners aged 6-10? If
your answer is ‘Panic, Panic’ you might
benefit from this session where first we will
take the point of view of a teacher trained to
work with secondary and adult learners and
then try and enumerate some techniques and
ideas which might help him/her make a
change like this happen as smoothly as
possible.
Improving listening skills means a great deal
105
Kelemen
Ferenc
2002
Making use of storylines
Kelemen
Ferenc
2003
A Matrix for maturity
Kelemen
Ferenc
2004
Classic tales
Kelemen
Ferenc
2004
The washback effect
Kelemen
Ferenc
2005
Project ideas for secondary schools
Kelemen
Ferenc
2006
It’s your turn now
Kelemen
Ferenc
2007
Varying approaches
more than constantly testing our learners’
ability to understand spoken English texts.
This session will attempt to offer a few tips
and thoughts on teaching learners how to
listen more effectively.
Most current courses for lower primary
learners will have stories or storylines
incorporated in their syllabus. This session
will look at ways these stories could be
exploited with full efficiency during the
lessons.
It seems now that the description and the
requirements of the new matura have finally
been clarified and made available to all. With
the publication of Matrix we hope we have
provided a series that will offer expert help in
the preparation period for learners and their
teachers alike. If you come along to this
session you will see how Matrix PreIntermediate, (and its Hungarian Workbook
component) can prepare your pupils for a
successful középszintű érettségi. You will also
have a chance to get a free complimentary
copy of a Matrix of your choice.
What advantages do traditional, often
internationally well known children’s stories
offer for us in the young learners’ classroom?
What kind of activity types could help us
exploit the potential in these classic tales to
the fullest? While discussing answers to the
above participants of the workshop will be
working with some of the most popular
examples of the genre like The Gingerbread
man, the Enormous turnip to Three Billy
Goats, to name just a few.
It is often quoted that the rationale behind
abandoning the current ‘érettségi’ exam for a
different type lies in a much desired change
shifting the focus from accuracy based
practices towards more skills driven
approaches in the average Hungarian
secondary classroom. The session will look at
the basic differences between the old and the
new exams and will attempt to offer practical
examples to highlight where and how this
change could take place in our day to day
teaching routines.
‘A project-based approach to language
learning is best implemented with younger
learners.’ This is a widely-held view but
project work can be just as successful in the
secondary school classroom. This workshop
will look at practical activities for involving
secondary learners in project work,
addressing the needs and expectations of
both highly motivated and less motivated
learners. Participants will receive a book of
their choice from either the Horizons or the
Matrix course book series.
Providing our learners with excellent tasks,
clear models, explanations and keys will not
necessarily make them successful language
learners, as well. We are also responsible for
offering them methods they can effectively
apply when we are not there to help them. The
session will demonstrate a few techniques to
improve study skills taking the two levels of
the new érettségi as examples.
Maintaining our learners’ motivation level on
intensive programmes like NYEK or YILL
does not seem to be an easy task. In most
cases it is possible to help the situation by
making our general approach less predictable
and more suited to the given teaching
situation. This session will offer a few
106
Kelemen
Ferenc
2008
‘It won’t hurt you – it’s just a
board’
Kelemen
Ferenc
2009
The baby and the bathwater
Kellartzi
Paschalina
2005
Towards individualised learning
in educational software
KELLY
Keith
2005
Getting started in CLIL
Kenan
Barut
2007
Newest trends in EFL writing
KENNEDY
Chris
1991
Kennedy
Chris
1991
Innovation and teacher
development
Reading skills for the advanced
learner
Kenny
Nick
1997
Speaking skills for First Certificate
alternative approaches for language input,
practice and skills development stages.
The IWB (Interactive White Board) will soon
be there even in your school and that seems to
be a fact by now. The workshop will attempt
to offer some simple and easy to follow tips
for incorporating the board into your every
day teaching routine on the one hand and clear
models you could follow when you design
your own i-board stuff on the other.
Sometimes it may appear that with the advent
of digital boards all our lessons will need to
take a brand new direction. During this
session we will look at a few basic techniques
and procedures we can use to ‘digitalise’ our
existing plans and ideas and to turn them into
classes with modern means but traditional
EFL values.
The present paper suggests how
educational software can become more
individualized, in order to deliver e-learning
that is close to the needs and preferences of
learners. Two vital concepts in
Individualized e-learning are explained learning styles and learning objects (LO) –
and a model LMS (Learning Management
System) is suggested.
More and more teachers are introducing
CLIL into their language teaching. In some
countries language teachers are being
trained to teach content through the medium
of the foreign language. In other countries
CLIL is being introduced in other
‘experimental’ ways, such as language
teachers working in tandem with their
content teaching colleagues and preparing,
teaching and developing CLIL lessons
together with this colleague. Still other
language teachers are introducing ‘content
topics’ into their language curriculum
through innovative project work. For those
teachers who have perhaps heard a little
about CLIL and were wondering how to
begin, or for those colleagues who have
suddenly found themselves with little
choice, this paper offers key guidelines on
how to get started and what to think about in
terms of school conditions, teacher profile,
learner support, materials, training
opportunities. The paper will also offer a
number of sample ‘language support’
activities as models for consideration as
well as suggestions on networks and web
resources colleagues might like to
investigate.
With the help of dramatic improvements in
technology, new teaching approaches have
opened horizons in writing studies.
Technology can be effective in assisting
students to simplify and explore potential for
learning, finding, and sharing on Internet, an
invaluable source and opportunity for social
collaboration, available almost anywhere in
the world.
It is difficult to find interesting, motivating
materials for the advanced learner. The
workshop will explore ways of analysing texts
to see whether such analysis could be the basis
for materials design.
For students, an oral language test is always a
challenge and they like to be sure of what is
expected of them so that they can feel
prepared. This session will look at what is
107
Kenny
Nick
1997
Listening skills for First Certificate
Kernerman
(et al.)
Ilan
2003
Password: a new, stimulating
English learner’s dictionary for
Hungarians
Kerr
Philip
2000
Inside Out
Kerr
Philip
2000
Humanising listening
Kerr
Philip
2014
Translate your coursebook
Kinsella
Laurence
1996
Time and tense
Kinsella
Laurence
1997
Reading: teaching the skills
Kipling
(et al.)
Emma
1992
Error correction
Király
(et al.)
Zsolt
1996
Quality control – for judgement or
development?
Király
Zsolt
1997
A blessing or a curse: the
‘Rigóutca’ language exam from a
teacher’s perspective
appropriate preparation for the First
Certificate speaking paper and how this can be
incorporated into the classroom.
Students always get anxious about tests of
listening and are often dissatisfied with their
performance. This session will look at how we
can improve our students‘confidence in their
listening ability, whilst making sure that we
develop appropriate listening skills to help
them do well.
Password angol-magyar tanulói szótár is a
new dictionary designed explicitly for
intermediate-level learners of English in
Hungary. The presentation will highlight its
innovative features and didactic approach,
compare it with other dictionaries for
Hungarian students, and invite the audience to
share its views on dictionary use in ELT
process.
This talk will be an opportunity to discover
Inside Out, the new intermediate course book
for adults from Magyar Macmillan
Heinemann ELT. We will look most closely at
ways of integrating grammar and vocabulary
work with personalized speaking practice.
There will be lots of practical teaching ideas
to take away and try out.
This talk will explore the limitations of
contemporary approaches to listening and will
suggest alternative approaches. A
consideration of the pedagogical and practical
advantages of making greater use of the
teacher’s voice will be followed with practical
examples, which can be applied to any
published material.
There is nothing wrong with using the
students’ own language in the classroom
occasionally, so long as it is done in a
principled way. Taking one coursebook page
as an example, I will explore ways in which
activities involving translation can (1) provide
authentic communicative opportunities, (2)
encourage students to notice differences
between their own language and English, and
(3) generate more speaking in English.
This will be a rapid overview of the English
tense system – followed by a closer study of
forms used to discuss the future. The talk will
be suitable for teachers of all kinds, but in
particular those who teach adults.
A summary of research: the skills
transferable?, which material should be used?,
how can we develop the skill?, etc.
The workshop will first look briefly at types
of students error, discuss priorities in error
correction and students attitudes towards
errors, followed by some suggestions for
practical ways of correcting written work.
Staff appraisal sounds good (to some people),
but what does it really mean? Why do it? Can
it be dangerous? Is it relevant to your
institution? Our presentation discusses the
principles and practice of staff appraisal, using
ELTE-CETT’s experience to exemplify the
possible advantages – and the risks!
As an exam like the ‘Rigó’ utca exam assesses
both the applicant’s language proficiency and
the efficiency of the preparatory work at the
same time, it often provokes adverse criticism
from teachers and students alike. The
workshop attempts to size up the contents of
the exam so that we can form a more soberminded judgement on its influence on our
teaching and also to draw up some guidelines
for the planning of preparatory courses.
108
Király
Zsolt
2003
see Halápi
Kirchknopf
Andrea
1997
How to organise a successful
language homestay in Britain
Kisné Bernhardt
Renáta
2015
see Furcsa
Kiss
Ágnes
1998
Learner autonomy & learning
strategies
Kiss
Ildikó
1999
What shall I do with ESP courses?
Kiss
(et al.)
Ildikó
1999
Issues in adult language learning
Kiss
(et al.)
Ildikó
2012
Language coaching –
a new profession serving
professional language development
Kiss
Natália
2005
How to raise young
learners’awareness of request
forms
through a story
Kiss
(et al.)
Tamás
2003
Group dynamics in action: how to
make groupwork effective
Kiss
(et al.)
Tamás
2003
Professional development and
networking: the ELTeCS story
KISS
Tamás
2009
1½ pillars of wisdom: globalisation
and language teaching
We will outline the benefits to you and your
students of a short language homestay in
Britain and how See Europe can help you
organise an enjoyable and stress-free trip!
How to develop our students into
autonomous, responsible learners. This
workshop seeks to present a possible approach
and practical techniques to achieve this goal.
The primary aim of my workshop is to give an
insight into the works of ESP teaching by
giving practical and useful examples. The
main fields to be covered are designing ESP
courses and completing general BE course
materials with ESP teaching techniques to
make the courses really tailor-made.
The panellists would like to make a brief
contribution about adult language teaching
which they think is a neglected area of ELT.
Then a free discussion about the most burning
issues is expected to lead to the sharing of
views and options and perhaps the participants
will leave the session with some solutions that
they can apply in their own teaching
situations.
By the end of the workshop participants will
understand coaching as a development
method, they will be able to understand and
define the difference between classic language
teaching and language coaching, they will be
presented with some the techniques of
language coaching, for example how to move
the language learner from the level of
problems to the level of solutions, and how to
evoke the client’s / language learner’s
awareness and responsibility.
This talk aims to find answers to questions
whether type of input and instruction can
raise young learners’ pragmatic
competence. The study will show how EFL
learners acquired one particular speech act
– request – through a story. The
participants of the study are 10-year-old
Hungarian primary school students.
This talk will present a research project which
is aimed to examine the effects of different
student groupings in a primary school
classroom. The focus this time was not on the
trial of grouping techniques but on how the
individual students related to each other and
how this influenced the effectiveness of their
work.
This talk aims to introduce participants to the
British Council’s ELTeCS network and will
demonstrate how participation in such a
network can contribute to the professional
development of teachers. Through examples
and colourful illustrations we would like to
show the ‘bright side’ of the ELT community
and prove that professional development is not
about ‘blood, sweat and tears’.
The English Language is becoming a force
that is difficult to ignore. As a result of
growing demands for learning English,
language teachers around the world not only
need to look for practical solutions to meet the
changing needs and motivation of their
learners, but they also have to question the
values and beliefs which seem to underlie
their everyday classroom practices. Language
teaching methods which used to form the basis
of classroom practices are not systematically
applied; therefore, it is seemingly difficult to
109
Kiss
Tamás
2009
Let’s(?) speak Singlish!
Kiss
Tamás
2015
Textbook analysis: Hidden culture?
Kissné Gulyás
(et al.)
Judit
1994
‘Write a letter to a friend...’ An
easy task?
Kissné Hős
Klára
2006
Helen Doron Early English –
teaching English to infants and
young children just like their
mother tongue, based on early child
development
Kiszely
Zoltán
1998
Coursebook writing activities
assessed from a sociolinguistic
perspective
predict what is going on in language
classrooms around the world. Or is it? With
the globalization of English and English
language teaching, there is a chance that
classroom practices are becoming uniform and
there is no difference between how teachers
go about their jobs in Budapest or Singapore.
In order to understand EFL/ESL teachers’
beliefs in this post-method era characterized
by changing educational objectives and
transforming values we need to explore how
new teaching techniques and values are spread
and how changes in language teaching
materials and classroom practices may be
embraced or rejected in different social and
cultural contexts. This paper will focus on
why it is important for teachers to be aware of
their own educational values, how these are
formed, and how educational philosophy can
be employed to discover one’s own place in
the complex world of teaching and learning. It
will also try to shed light on whether English
as an International Language (EIL) has an
impact on teachers’ classroom behavior and to
what extent teachers need to be aware of the
global variety of Englishes which are the
everyday reality of the 21st century.
Singlish or Singapore Colloquial English is a
product of the multilingual, multicultural
community of Singapore. This workshop
introduces some of the basic features of
Singlish through creative language teaching
activities to a) provide some ideas for the
language classroom, and b) raise awareness of
the colourful varieties of Englishes spoken in
the 21st century.
This talk will first introduce the major trends
in analyzing the cultural content of EFL
textbook materials, before focusing more
closely on a semiotic approach. I will point
out that although traditional approaches (e.g.
content analysis) may lead to some
understanding of how materials promote
cultural learning, they often present a onesided interpretation. I will argue that in the
analysis of cultural content, it is important to
consider how learners interact with texts and
visuals materials within the framework of a
pedagogic task the textbook provides.
This joint presentation investigates applicants’
performance in one particular task of the
university entrance examination test, guided
composition. Our aim is to highlight some
generalizable tendencies in the analyzed data.
The findings raise several issues which may
have important implications for those teachers
who prepare students for the entrance
examination.
Helen Doron Early English is an immersion
programme focusing on teaching young
children English naturally, as they learn their
mother tongue, i.e. through ‘learning by
doing’, being creative, performing various
tasks in real life situation. The presentation
covers the main pillars of the method and the
organisational structure in which we use it.
Communicative competence has several
components, one of which is sociolinguistic
competence. In writing skills development it
means the audience and purpose of the text.
The aim of this talk is to show how these two
issues are present in the writing activities of
some recently published Cambridge First
Certificate coursebooks.
110
Kitzinger
Arianna
1997
Colonial and immigration – Britain
in the 20th century
Kitzinger
Kleckova
Arianna
Gabriela
2001
2006
see Andrews
Kleitz
Dorsey
1993
Oral history in the English language
class
Kóbor
Annamária
2004
see Károlyi
Kocsárdi
Zsófi
2003
Being nasty in the English
classroom
Kocsis
Julianna
2011
Activities for the VYL classroom
Köhler
Ineke
1991
Working with the media: a
challenge?
Kókay
(et al.)
Tamás
2011
Personalised skills development
with digital tools
KOLKER
Danny
2004
Native speaker techniques for
English as a foreign language
learners
Kolker
Danny
2004
Installing the English sound card
Kollár
Kollárné Kónya
Amarilla
Irén
1993
2001
see Bodóczky
Elements of effective document
design in teacher-made materials
How to choose a coursebook?
Chaucer is the father of English poetry (as
every Hungarian student of English knows).
Who are his great great grandchildren? This
workshop will show fragments from three
literary pieces of writers who are not English
but are somehow connected with the mother
country. If you can find the common roots,
that is fine. I will also present video film
extracts and music.
By applying document design principles, EFL
teachers can make their teacher-made
materials more comprehensible to students.
The presenter introduces basic design
principles and demonstrates how commonlyused class materials can be made more
comprehensible by applying effective design
principles.
This presentation examines the use of oral
history projects as a meaningful way to
improve language learning. The results of an
oral history project carried out by students at
the University of Veszprém in 1991 will be
discussed.
Lying, intriguing and arguing would simply
not do – unless it makes you laugh. This
workshop presents activities that allow your
students to do what is forbidden outside the
classroom and will turn the lesson into
laughter.
The role-plays introduced here are a second
series to those presented at the Macmillan
conference.
The workshop aims at showing various
activities to use in the (very) young learners
classroom. Participants are going tohave the
opportunity to get to know a number of
activities already used with learners and to
share their ideas to help others empower their
ICT classroom.
This workshop is about teaching integrated
skills to intermediate and advanced students
with authentic material taken from the media.
It aims to show how stimulating and simple it
is to do work with self-made material. Beside
language skills students also develop their
understanding of the world and their own
viewpoints using creative activities.
Based on the well-known Tell me more
education digital study material we will prove
that yes, you can handle mixed ability classes
and develop your students’ skills in a
personalised and well-balanced way. We will
show how and ask our audience to participate
and work out lesson plans with us.
This programme will introduce the linguistic
self-teaching techniques that native English
speakers learn in childhood. It will
demonstrate the crucial - but fun - conscious
and unconscious internalisation processes.
Experimental case studies from Austria, India,
Mongolia, Hungary and elsewhere will
illustrate problems and their solutions.
How can we install an English sound card in
our brains’‘operating system’? This
interactive workshop will give an experience
in installing the English sound system. It will
show how the youngest learners can benefit
from the same methodology as those polishing
their fluency.
There are too many coursebooks on the
market and teachers are sometimes confused
111
Koltai
Andrea
2010
Are you motivated to learn EU
language?
Komlósi
Edit
2002
Cultures without borders
Komlósi
(et al.)
Edit
2002
Bridging the gap. ‘YETea…’ in
Veszprém
Komlósi
Edit
2005
Test your knowledge of the
European Union (tourism and
catering)
Komlósi
Edit
2007
Open Business English lesson
KOMLÓSI
Edit
2014
Emotional intelligence as an
important 21st century competence:
Which wolf do you feed?
Kőművesné Nagy
Katalin
2008
Using multimedia to master the
English language
Konceliková
Eva
1993
Kontra
Edit
1992
Association of Teachers of English
of the Czech Republic
An oral proficiency test for college
students
when they have to choose the suitable one.
The talk tries to help the colleagues how to
make their way through the jungle of better
and better coursebooks.
Students’ motivation to learn specialized EU
language at the Budapest University of
Technology and Economics (BUTE) validating a qualitative interview schedule.
The workshop aims at trying certain
multicultural activities or possibilities in the
classroom. Active participation is warmly
welcome. Is it really important to teach
different cultures and subcultures apart from
that of the target language? Let’s find out.
Our workshop intends to show how the
Veszprém branch of YET (Young English
Teachers) is opening up perspectives for
novice and would-be teachers of English. We
want to display our results, initiatives and
invite you to take part in discussion.
The workshop tries to involve participants
in an active lesson for students of tourism
and catering. The way they prepare for the
intermediate ESP language exam can be
interesting, exciting and at the same time
hard work. This content-based (EU
countries) workshop focuses on special
activities and skills that occur at a language
exam. Come and test your knowledge of
Europe and tourism.
A lesson with Human Resources students of
the University of Pannonia, Veszprém. This
interactive learner-centred session using
modern technology will demonstrate how to
motivate and teach pre-service clients
effectively. Starting with the students’ projects
we step-by step ‘create’ the lesson by
activities and exercises that are suitable for
both preparing for the Business English exam
and work.Participants will go away with a
feeling that studying and teaching Business
English is not a nightmare but challenging and
fun.
‘All learning has an emotional base’ – said
Plato. When learning has a positive outcome
unconsciously we smile and feel satisfied or
even proud. On the other hand a negative
outcome makes us sad, frustrated or even
angry. To express and control our emotions is
innate, but can it be learnt how to understand,
interpret and respond to the miscellaneous
impulses? You can have an extremely high IQ
and be an expert in your field but with whom
and how would you share your feelings? What
makes you happy? Why would you volunteer?
What makes you perform better?
In this interactive plenary I explain the
concept of emotional intelligence and attempt
to answer to these questions by introducing
the results of some research that have been
carried out recently. Moreover, the secret of a
long and content life is revealed spiced with a
little emotional ‘mirror drama’☺
Computers can be a valuable and powerful
tool in learning the English language with the
use of interactive multimedia. Participants will
have a chance to see how we can: increase
students’ motivation / effectively present,
practice and revise the target language /
develop the four skills / ensure regular
assessment as well as self-assessment.
This poster will show the development,
structure and activities of ATECR.
OPTECS, an adaptation of C.A.E., is designed
to test first year college students’ oral
112
Kontra
Edit
1994
Peanut butter jelly – finger plays
and action rhymes
Kontra
Edit
1994
Learner centred teaching: myth or
reality?
Kontra
Edit
1995
With a piece of chalk
Kontra
Edit
1996
From a piece of chalk to the VCR
Kontra
(et al.)
Edit
1999
How to get your ideas published in
NovELTy?
Kontra
(et al.)
Edit
2001
The language needs of English
majors: a nation-wide survey
Kontra
Kontra
Edit
Edit
2002
2003
see Kormos
Kontra
(et al.)
Edit
2004
The language learner: beliefs,
methods, strategies
Kontra
(et al.)
Edit
2006
Techniques and principles of
teaching foreign languages to
dyslexic learners
Kontra
(et al.)
Edit
2011
ELF inside the gates: learners begin
to challenge native speaker norms
Training teachers to mark
compositions
proficiency. Candidates are examined in pairs
by two examiners. The four phases of the
exam are designed to elicit a wide range of
speaking skills and strategies from both
candidates.
This is a workshop for those inexperienced or
less experienced teachers of young learners,
who wish to bring joy and liveliness onto their
classes but do not really know how to do so.
There will be songs and rhymes, singing and
clapping and participants should be ready to
get up and do it all.
It must be quite hard to find teacher who do
not consider their teaching ‘learner-centred’,
but are we really as learner-centred as we
believe ourselves to be? How can studentcentred teaching be implemented under the
constraints of the Hungarian education
system? These are the main questions this
presentation will focus on.
Teachers often believe that interesting
learning tasks require fancy audio-visual aids.
In this workshop participants can take part in
activities for elementary and intermediate
learners which need nothing more than a piece
of chalk.
In this workshop the presenter will introduce
activities from her forthcoming book (coauthored by Dorottya Holló and Eszter Tímár)
on language teaching methodology.
Participants will be invited to set up, monitor
and carry out a variety of tasks designed to
practise the four skills.
The new editors of NovELTy are offering this
workshop to inform, encourage and help all
colleagues and novice researchers to get their
work published. Questions of content, format
and language will be discussed with the use of
illustrative samples.
The presentation describes the results of a
survey conducted at six Hungarian
universities. We investigated English majors,
many of whom intend to become English
teachers. We wished to find out in what
situations they foresee they will use the
language. The findings can be relevant for all
teacher training institutions.
Compositions are often used for assessing the
writing skills of language learners, and if two
teachers mark the same composition, their
judgements are likely to be rather different.
This presentation demonstrates how training
in the use of rating scales can improve rater
reliability, and gives teachers some practical
advice that is easy to follow.
This presentation introduces a volume of case
studies written about different types of
language learners. The speakers focus on
learner beliefs and learning strategies of
successful adults and adolescents. The causes
of success are analysed and a number of
useful tips and activities for teachers as well
as learners are suggested.
Dyslexic students are severely hindered in
acquiring foreign languages, but with
professional help they too have a chance at
achieving success. This presentation wants to
help teachers recognize dyslexic learners in
integrated classrooms and introduces methods,
techniques and strategies which have been
found useful in dealing with them.
The global spread of English causes changes
in how the language is learned and taught. In
this presentation the speakers report on the
113
Kontra
(et al.)
Edit
2012
So you think English in dyslexia is
not for you? Think again!
Kontra
Edit
2015
Panel moderator: Twenty-five years
of teacher training: Where are we
going?
Kontra
Edit
2015
see Piniel
Koprelova
Irina
2011
Bring fun into your ESP class
Koprelova
Irina
2012
What about going to the business
zoo?
Korbel
Péter
2001
Self-development in the classroom
Korbel
Péter
2002
Let’s go down to business!
Körmendy
(et al.)
Zsuzsa
2014
Teaching culture in EFL in Italy –
Hungarian trainee teachers’
research
content analysis of 250 short student essays on
whether one should strive to approximate
native speaker competence or aim at acquiring
effective communication skills for interacting
with non-natives, i.e. ELF.
This presentation introduces the
bookDiszlexiával angolul written for teachers
of English. After giving an insight into the
underlying principles, we recommend
methods that have been tried out and
demonstrate the variety of ways in which the
photocopiable materials that constitute a third
of the volume can be put to use.
The past 25 years have been more eventful in
language teacher training than ever. The
sudden need for masses of English and
German teachers led to the setting up of the 3year teacher training centers. Hundreds of
former teachers of Russian and other subjects
took part in retraining programs. The
introduction of the Bologna system gave birth
to the short-lived MA in ELT whose failure
has taken us to the present five-year double
major teacher training program imposed on
universities without prior consultation with
those whose job is now to implement it. The
panelists in this session have been invited to
reflect on this process from their own point of
view, to evaluate the current situation and
consider options for the future. They will
contemplate whether we are back to square
one or actually making progress towards a
desired and desirable goal. An important
question to explore is the direction we would
like to give our programs if we were asked.
The short presentations by the panelists will
be followed by an open discussion.
Fun activities provide extensive language
practice opportunities for both general and
specific language skills and they are an
integral part of a teaching programme. It is
important to give students a chance to practise
and play around with specialist vocabulary so
that they can use it more confidently and
effectively.
In my presentation I’d like to take you through
a ‘business zoo’ to find out and understand
how English-speaking businessmen use names
of animals when speaking about business
matters.
Self-development in the staff room. You can
learn from books, you can learn from
experience, and you can also learn through
expressing your thoughts, and listening to
others’. This workshop deals with the latter
two: learning how to improve your teaching
through listening and speaking. (Based on
Julian Edge’s Cooperative Development,
Longman)
Macmillan has published two businessEnglish oriented books. In Company is for
intermediate students of business English with
lively, fresh and exciting material, which
provides students with skills and knowledge
for successful business communication.
Business Grammar Builder is a unique
grammar, which helps students improve their
grammar skills with authentic activities. The
workshop will be based on these publications.
Based on our experiences as Comenius
assistants in Italy, we conducted research on
ways of incorporating culture in language
teaching. The first project focused on
114
Kormos
Judit
1995
Using American short stories in
advanced ESL classrooms
Kormos
Kormos
Judit
Judit
1995
1996
see Holló
Kormos
Judit
1997
How much do our students talk?
Kormos
Kormos
Kormos
Judit
Judit
Judit
1999
2001
2002
see Kontra Hegybíró
Kormos
Judit
2004
see Albert
Kormos
Kormos
(et al.)
Judit
Judit
2006
2007
see Kontra
Korpádiová
Gréta
2010
Global English or celebrity
English?
Korpádiová
Gréta
2013
Refreshyourmethodology
Koruti Stroka
Ogerta
2015
Integrating Apps in EFL classes
Kos Kolobaric
Mirta
2014
Media literacy – deconstructing
advertisements
Teaching conversational and
cultural competence through roleplays
examining the cultural content of a
coursebook used in primary school, while the
second one concentrated on cultural
stereotypes held by students.
The workshop will show how American short
stories can be used to develop the four skills
and promote cultural awareness. The presenter
will demonstrate and hand out a variety of
tasks, which will be followed by a description
of a model lesson. The participants will also
design their own materials.
On the basis of empirical research, the
presenter will show that role-play activities
can be used effectively for teaching students
how to manage a conversation and what to say
and how to behave in a communicative
situation in a foreign culture. Sample role-play
activities will be described and analysed.
The paper reports the findings of a research
project with 25 secondary school students in
Budapest, in which it was investigated what
factors it depends on how much students talk
in an information exchange task.
See Kontra
Lessons learnt from developing a
proficiency test for English majors
Experiences from a dyslexic
language classroom: methods,
techniques and activities that work
The presentation describes the results of a
project, in which a new proficiency exam for
English majors is devised. First we surveyed
students’ language wants in order to see for
what purpose they use English. Based on the
results, we developed test-tasks that reflect
students’ real-life language use.
This talk will discuss the language learning
difficulties of dyslexic children along with
presenting a first author’s experiences with 6th
grader dyslexic language learners in a public
mainstream primary school. Methods
recommended for dyslexic language learners
will be introduced as well as classroom
management techniques and strategies that can
help to overcome discipline problems.
Do you teach adults? Are you becoming tired
of course books that claim to be very different
but are often very similar? Come and hear
about Global, a truly different adult course
from Macmillan, that recognises that teachers
are intelligent and often don’t want to know
what Paris Hilton eats for breakfast!
Have you been doing the same things for
years? This seminar looks at the traditional
lesson procedure and suggests alternative
ways of carrying out various lesson stages
such as lead in, grammar presentation and
practice, drill exercises, finishing a lesson, etc.
Out of a huge amount of free apps offered for
educational purposes the presenters will
present some student and teacher-friendly
platforms/apps for digital devices and
computers. Due to their flexibility and
adaptability to differentiated learning, taking
in consideration students’ learning style such
apps/tools/platforms are also being used to
extend classroom communication outside
normal classes.
This workshop outlines the scope and
importance of media literacy curricula
implemented in schools around the world.
Several activities which can be used to teach
students to be critical when reading
advertisements and break the spell ads have on
115
Kosior
Margareta
2015
Teaching with TED talks: creating
your own lesson with TED Ed
Kostelecky
Irene
1997
Open learning for beginners
Kovács
(et al.)
János
1996
A-Z Angol – a contrastive approach
to grammar
Kovács
Kovács
János
Judit
2001
1997
see Berényi
Kovács
Judit
1999
Kovács
Judit
2000
The role of talking in the process of
learning to become a teacher
Teaching the language by teaching
through the language
Kovács
(et al.)
Judit
2001
What’s happening behind
classroom doors?
Kovács
Judit
2002
British civilisation for young
teenagers
Kovács
Judit
2007
What have we achieved so far?
the majority of people will be presented in this
workshop.
This workshop is the place where English
language instruction and social media meet
and thrive. It is the result of a crossdisciplinary dialogue between a multilingual
English instructor and an instructional
technologist who is also a member of the
TEDxThessaloniki organizing team. With
TED-Ed, any TED talk or YouTube video can
easily become teaching content.
OLE is a student-centred approach guiding
children to work independently. With partly
game-like materials, they work according to
their own needs, at their own pace, following
a ‘menu’. Teachers are free to assist children
who need help. My presentation includes a
ten-minute video of OLE in action.
One of the co-authors of Corvina’s brand new
grammar practice book, A-Z
Angolgyakorlókönyv, introduces the concepts
and intentions of the authors and gives hints
on how to make the best use of the book in the
classroom or at home.
see Sárosdy
Mentors and college-based tutors’ role in
teacher development reflective talking.
This workshop is based on the notes of a
college tutor experiencing herself in teaching
History through the medium of English in a
dual-language primary school in Budapest. In
the workshop some doubts and queries as well
as rewarding efforts and positive results
concerning this less-divorced but muchdebated issue will be shared with the
audience.
Some say that English language teachers are
the most enthusiastic conference and
workshop goers but how many of us go to
observe colleagues? Thanks to many helpful
people, we had the rare opportunity to do so
and now it’s time for us to share some of the
findings.
Most recent ELT programmes seem to
integrate some elements of civilisation. The
question is whether these issues are treated in
a way that is appropriate to learners aged 1014. This talk attempts to suggest ways how
civilisation might be introduced and assessed
in upper-primary classrooms.
Why CLIL? How is it different from other
types of foreign language learning? CLIL is a
form of instruction in which both content and
foreign (target) language are present in a
harmonious, balanced proportion.
Communicative language teaching has shown
that languages can best be taught through
meaningful content. This is what is always
present in CLIL. It is even more obvious in
the primary classroom since the primary
curriculum provides ample meaningful
content for the purpose of target language
teaching.Hungary has gained a fame among
European countries concerning the number
and character of its primary CLIL
programmes. There are only 6 European
countries where primary CLIL does exist. The
number of the Hungarian-English primary
CLIL programmes has amounted up to over
40 nation-wide. In Hungary the issue of CLIL
has been present in international projects,
conferences as well as in research studies, and
PhD dissertations. The Association for
116
Bilingual Education, Hungary has been active
in many ways, such as launching in-service
teacher-training programmes, providing legal
support and professional assistance to member
schools as well as encouraging research and
international ties.
Kovácsné Wágner
Anikó
2004
see Hős
Kővári
Csilla
2013
The Fulbright experience:
multicultural and social challenges
Kováts
Beatrix
2011
see Lázár
Kövesi
(et al.)
Éva
1998
Teaching vocabulary effectively
Kovič Šaubah
Kowanda
Darinka
Sally
2002
2007
See Marinic
Kowanda
Sally
2013
Motivation in the English
classroom through games, warmups, songs and films
Kowanda
Sally
2014
Simple and fun musical interludes
for your English lessons
Kozma
Edit
2015
Britain, I love you – a light pub
quiz on Britain's past and present
Kozmér
Bianka
2003
see Fazekas
Krajevska
Agnieszka
2006
Pre-writing strategies as the way to
motivate learners and as the key
factor in self-evaluation and
reflective learning
Across the curriculum: motivation
through activities, movement,
music and games in the English
primary class
The main goal of the international educational
exchange program or Fulbright program is to
assist in the development of friendly,
sympathetic and peaceful relations between
the United States and other countries of the
world. Hungary joined the Fulbright program
in 1978. Through an analysis of interviews
with former Hungarian Fulbrighters, I try to
highlight the process of reciprocal learning
from each other in a foreign country, in an
informal way.
Teaching implies a series of purposeful
decisions made primarily before and during a
course. On a vocabulary course these
decisions including conscientious selection of
vocabulary and pacing its recycling during the
course are usually made by the course teacher
but can also be influenced by the comments of
observing colleagues.
Teaching English across the curriculum
becomes fun, easy and motivating through the
use of simple stories, games, songs and
activities. In the workshop you can try out
English activities for the topics across the
curriculum in the subjects art, sports, music
and general studies, e.g. autumn and harvest
festival, and experiment with guessing games,
movement games, vocabulary revision
activities, finger plays and story telling
activities.
We will take a look at different drama warmups as well as techniques for working with
songs and films, Youtube clips and BBC
series. We will try out ideas from useful
websites, and have a look at some popular
films, and discuss how to access and save
them.
Music puts us in a positive mood, and singing
creates a good class feeling! Everyone loves to
get up and stretch, move and mix, and
rhythms with body percussion help language
learning and concentration! Here are some
motivating activities and songs – new and old
– as well as stretch breaks, rhythms, rhymes
and raps to try out.
Are you here with good friends and
colleagues? Try this challenging quiz covering
some British high culture and pop culture
issues. During the 30 questions you can drink
some beer, munch some peanuts and brush up
your knowledge in the field.
Writing is not difficult. All you do is sit down
at a typewriter and open a vein… Does it have
to be like this in the case of your learners?
Writing, which is regarded by both learners
and teachers as the most difficult skill, does
not have to be so difficult. The presentation
will show various (level, aim of paper, age)
pre-writing techniques that can be used in
ELT to motivate students and to encourage
them to self-evaluate their writing process:
mind-tapping, using comics, using the Internet
– websites (The Moodle, chats), graphic
117
KRAMSCH
Claire
2000
Language, culture and voice in the
teaching of English as a foreign
language
Kroupová
Lenka
2012
The Jing thing
Kroupová
Lenka
2013
The floor is yours! Using
presentation format to trigger
interest and language production
Kun
Lászlóné
1993
Introducing ESP and English as
work-language in studio in the
course if urban studies
Kundrák
Kurnosova
Attila
Natalia
1994
2002
see Erdei
Kürt
Andrea
2013
Designing classroom tasks and
activities in the light of students’
learning styles
Kurtán
Zsuzsa
1992
see Teemant
Kurtán
(et al.)
Zsuzsa
1992
Team teaching in the dual-language
training for engineers at Veszprém
University (co-authors: RedlGyörgy
and FarkasZoltán)
Transformation of informative
sentence structures in the process of
translation
organisers, WH-questions, short theory about
writing as a process will be proceeded by the
examples of activities, and the samples of
students’ writing. The main areas of problems
that Polish students have in writing will be
presented. The audience will have the chance
to practice the techniques.
Learners of a foreign language must learn to
abide by the cultural norms of grammatical
accuracy and social appropriateness common
to native speakers. But they must also learn to
acquire their own voice as non-native speakers
of the foreign language. This they can do by
constructing cultural objects of knowledge, by
exploiting diversity, change and contrast
within and among foreign cultures, and by
becoming aware of the choices they have as
speakers and writers. This paper will present
concrete ways of teaching both culture and
voice in the classroom through various tasks
and activities. Handout with bibliography
provided.
Jing is a great (and free) online tool
that teachers can use in their classroom to
foster student´s pronunciation and speaking
skills and also to capture their professional
activities. In this hands-on workshop, we will
have a look at different ways of using Jing, an
image and video capturing software, that you
can directly start using in practice and share
the results instantly over the web.
Giving a presentation is usually perceived by
students as a dull and stressful classroom
activity. But what if we give the traditional
powerpoint format a little twist and make sure
students will look forward to preparing and
presenting them? How? Technology and a bit
of creativity can always help.
An experiment aimed at enabling technical
students to use English naturally as a tool in
their professional work – done by a native
American architect (with a TEFL certificate)
together with Hungarian teachers of English.
To preserve the informative structure of a
sentence while translating from Russian into
English one must construct the utterance
which the informative components fulfilling
the theme/rheme functions in the Russian
original should retain them in the English
translation, either occupying the same
positions or being subject to syntactical
modifications: inversion of the predicate, the
use of there constructions, etc.
The workshop explores how the VAK model
of learning styles provides a basis for teachers
to take learners’ differences into consideration
when planning classroom activities. It
considers how teachers can ensure that they
include a range of activities and vary
techniques in their lessons to make sure that
all learners are engaged.
Teaching engineering students poses
particular problems for the non-technically
minded teachers. Instead of running from the
attitudinal, linguistic, methodological and
organisational problems, we choose to tackle
these through team teaching, i.e. close
cooperation between language teachers,
subject specialists and students themselves.
The authors of this contribution represent all
three sides of the above triangle. They have
been involved in the language of students who
118
Kurtán
Zsuzsa
1995
The integrating role of language
pedagogy in ELT training
programmes
Kurtán
(et al.)
Zsuzsa
2007
Current issues and trends in CLIL
Hungary – an overview setting up
the CLIL SIG
Kusz
Kuti
Viktória
Zsuzsa
2005
1998
see Ádám
Kuti
Kuti
Zsuzsa
Zsuzsa
1999
2000
see Terence
Kuti
Zsuzsa
2002
What is ELTeCS and how does it
work?
Kuti
Kuti
Zsuzsa
Zsuzsa
2003
2005
see Kiss
Kuti
Zsuzsa
2007
Good practice in teaching foreign
languages to 10-14 year-old
learners
Kuti
(et al.)
Kuti
Zsuzsa
2008
SIG moderator
Zsuzsa
2010
Teaching English – learningEnglish
are going to take their special subjects in
Information Technology in English and will
also have the option to write their theses in
English. In this contribution we are going to
try to demonstrate some of the communicative
activities which were designed to prepare
students to meet the special requirements.
Based on the comparative analysis of the ELT
training curricula of institutions within the
ELTSUP programme, this paper examines the
content areas in Linguistics, Applied
Linguistics and Methodology. It argues for
linking theoretical and practical studies, and
attempts to demonstrate possible ways of
integration to further improve quality ELT
training.
In the first hour of our afternoon with the
participants’ help and blessful contribution we
are planning to have a brief overview of
Hungarian CLIL in various educational
institutions. We will present data on existing
institutions involved in CLIL and list their
difficulties and answers to problems. Selection
process, materials design, preparation for
érettségi, curricular language requirement,
ways of testing teacher development
opportunities, teacher exchange programmes
are the themes of this hour.
see Bradley
Do you like poems?
New developments in English
teaching materials for
schools
Children’s poems are often neglected in our
teaching. This workshop looks at ways of
developing primary children’s responses to
literature through some funny and nonsense
poems. Participants will try out and reflect on
some activities that encourage young learners
to develop deeper contact and feel for the
language.
This session will begin with a short talk about
the notion of a network and then look at the
work and activities of the ELTeCS network in
particular. It will go on and discuss how
professionals can build and operate the
network. I hope that this will be an
opportunity to ‘plug into’ English language
teaching events, projects and activities
throughout the world, and to see what can
come from building a professional ELT
network. There will also be time to ask
questions about the practicalities.
This session introduces the competencybased materials development and teacher
training project run by the Ministry of
Education. It gives an account of the
preparatory year of the project, introduces
examples of teaching materials developed
for piloting and describes the further plans.
After the success of good practice in teaching
foreign languages to 6-10-year-old learners,
the second collection of recorded lessons has
been published with the support of the Világ –
Nyelv programme (OKM). This new DVD
accompanied with a user’s guide with
observation points gives you an insight about
successful English and German lessons
recorded in upper primary classes.
Find out how the British Council supports
teachers of young learners who are looking for
great teaching materials and exciting new
119
Kwiatovska
Anita
2009
The application of the Multiple
Intelligences Theory in young
learners’ classes
Laaboudi
(et al.)
Daouia
2011
On the resources that inform the
Moroccan project-based learning
classroom
Lacatus
Lacsny
(et al.)
Maria
Magdolna
2002
1999
see Faur
Lacsny
(et al.)
Magdolna
2000
Life anno…
Lacsny
Magdolna
2000
Laczkóné Rácz
Ladaru
Laffan
Edit
Daniella
Sinead
1994
2007
2015
Language teaching in dual language
schools – in primary schools
see Kissné Gyulyás
Laidlaw
Laidlaw
Caroline
Caroline
1996
1998
seeEnever
Lana
Julie
1998
see Enoch
Láng
Katalin
2006
Silly walks – drama activities in
ELT
Láng
Zsuzsanna Angela
1997
Drama activities in TEFL
Lánská
Lenka
1997
Putting the puzzle back together:
unifying the syllabus
László
Sarolta
1993
Me & Us: self-awareness – personal
growth – Group dynamics
Challenglish
ways to develop professionally online. Learn
about the LearnEnglish Kids website full of
tips and resources and try out activities from
the new TeachingEnglish Primary Essentials
online course.
The workshop will focus on making the
teachers fully comprehend the multiple
intelligences theory and putting it into
practice. A variety of activities aiming at
choosing creating appropriate resources will
be presented and the participants will have a
chance to discuss and reflect on their teaching
styles.
This paper discusses Project-Based Learning
(PBL) as an effective teaching and learning
tool which is increasingly being adopted in the
Moroccan classrooms. Emphasis is laid on the
different resources that actually inform
teachers and students in their endeavours
beyond the confines of the classroom:
Internet, increase in parents’ literacy rate, etc.
We would like to share some ideas of how to
use the English language out of the classroom
by giving pupils challenging tasks to practice
the language in real situations while having
fun.
Let’s take a journey back into the past and we
can find out together how to teach a new
grammar structure, practising asking questions
while exploiting students’ background
knowledge and integrating ‘bigC’ and ‘little’
culture, and how to enrich our lessons with
supplementary materials and creative tasks.
Roundtable discussion
seeRadu
The cult of schwa
Intercultural learning through
English: What’s new and what’s
around the corner?
The session will invite participants to consider
current issues, including Internet possibilities
already available in a few classrooms, and
perhaps, just around the corner for many more
schools in Hungary.
How many ways do you know of saying
thanks? Join me and experience the fun of
playing drama games like silly walks,
handshakes, situation miming, one-word
dialogues, or picture freezing. During this
workshop you will have the opportunity to
reconsider the potential enrichment of foreign
language teaching through drama activities.
The role of drama activities in language
teaching; the presentation of different methods
applied throughout the process of directing a
play all the way to the stage.
A few suggestions to help primary school
teachers to develop skills and knowledge in
order to make lessons well-organised units
within a unified framework. The goal of our
effort should be a balanced lesson with a
clearly defined aim that is compatible with all
preceding and following lessons. It can be
reached by different ways. We will try to
explore and assess a few of them.
An attempt at a holistic approach to TEFL. It
consists of verbal and non-verbal activities
raising self-awareness at all levels of our
being. They aim at personal and group
development to create a nice and supportive
120
Latinovic
Jasmina
2015
Can learning English be fun for
adult students?
Laufer
Batia
1993
Ease and difficulty in acquiring
vocabulary
Laukova
Danica
2005
Language support in CLIL
Laurence
Eliot T.
1993
How to improve communicative
style instruction
Lazar
Lazar
Margarete
Mark
2005
1997
see Felberbauer
Lázár
A. Péter
2000
New bilingual dictionary
Lázár
A. Péter
2001
Learners or bilingual dictionary:
why and how less is more?
Lázár
Ildikó
1997
EFL’s greatest hits revisited (short
games and activities)
Lázár
Ildikó
1998
Cultural games people play
Lázár
(et al.)
Ildikó
1999
Culture teaching activities
TOEFL: the transition to computer
based testing
atmosphere in class. It appeals to people
(teacher or student) willing to reveal and
explore themselves.
Adult English students are not always willing
to participate in tiring grammar, vocabulary
and listening activities. Therefore teachers
need to be prepared to offer something that
will make them liven up, laugh and have fun
after a dreadful day at work.
This paper looks at vocabulary acquisition
from the interlanguage point of view. How a
combined influence of cross-linguistic and
intra-lingual factors (e.g. similar sounding
words) affect subsequent learning of new
items through the leaner’s interlanguage.
Students learning in the English medium are
facing a dual task, that of learning the
language in which the subjects are taught
and, simultaneously that of learning the
subject related content. Teachers too are
facing a dual task – that of teaching language
as well as subject content. This workshop
focuses on discussing the rationale behind
content based instruction and the role of
language in content learning. The main
purpose if this workshop is to share
strategies and techniques that can be used to
prepare students for the academic success in
the English medium.
The study will discuss some of the advantages
and the drawbacks of the type of textbooks of
which the popular ‘Streamline’ series is one
example. It will contain several practical
suggestions for improving the method of
instruction.
The TOEFL program will introduce a
computer-based test in 1998 in most of
Europe. This session will describe this testing
initiative and its impact on educators and their
students.
Of the numerous new features of content and
form marking this English-Hungarian and
Hungarian-English dictionary, the talk will
focus on some of the important ‘learner-anduser-friendly’ innovations that the authors
hope allow specifically Hungarian users to
gain faster access to more information in both
decoding (E→H) and encoding (H→E)
processes.
The talk presents (i) a new desk-size (ii) an
abridged desk-size English-Hungarian and
Hungarian-English dictionary that target all
Hungarian users of English but have many of
the hallmarks of a learner’s dictionary.
Learners need more, so what do you do to
overcome limitations of size?
A workshop based on Top Class Activities
edited by Peter Watcyn-Jones and published
by Penguin Books, presenting a variety of
vocabulary games, discussion activities and
quizzes.
In this workshop we will try out several games
and activities that can help students gain
cross-cultural awareness. In order to assist our
students in this process we have to present
activities that highlight the differences and
similarities between values, lifestyles and
ways of thinking in various cultures. The talk
will focus on the conclusions drawn from one
particular Language through Culture course at
ELTE.
We would like to show you some cultural
awareness raising tasks and games that have
worked well in our English classes at
121
Lázár
Ildikó
2005
Intercultural learning at TESOL
Lázár
(et al.)
Ildikó
2009
IC-Europe
Lázár
(et al.)
Ildikó
2011
What statue? Whose story?
(Multiple perspectives and
respectful communication in the
EFL classroom)
Lázár
Ildikó
2015
Don’t be bystanders – create a
community
Lee
Lee
Michael
Mike
1993
1996
see Hughes
Lee
Uliana
2005
The project approach to language
education
LEE
William R.
1993
Four or five still unorthodox ideas
about language learning
Leksi
Ymer
2015
see Koruti Stroka
Lemmer
André
1997
African story theatre: developing
English skills across the curriculum
Lemmer
André
1997
Accredited inset programmes for
underqualified language teachers
from disadvantaged schools
How an EFL homestay can benefit
your students and you
practically all levels and with all age groups
from primary and up.
This short talk will summarize the author’s
contribution to and impressions of
presentations on intercultural learning at
the 2005 TESOL Convention in San
Antonio, Texas. The main focus will be on
the status of intercultural communication
training in language teacher education with a
few practical tips and tricks.
This talk reports on an ongoing European
project, ELTE DELP being one of the
partners. It focuses on developing intercultural
communicative competence in teenage EFL
learners in four countries across Europe,
through blended learning. The project
involves materials design, preparing teachers
to use them and monitoring the actual learning
process. Materials, methodology and results
will be shared with the participants.
This interactive workshop introduces
participants to activities and materials
designed in the Pestalozzi Training
Programme for Education Professionals
(Council of Europe). The activities develop
critical thinking, multiperspectivity and
mutual respect through teaching EFL.
Fifty tired teachers participate voluntarily in a
professional development workshop in
Budapest once every month on Friday
afternoons. How come they keep coming
back? The session will present this
professional learning community through
activities and discussions aiming to promote
cooperation, inclusive education and
successful intercultural communication in the
EFL classroom and beyond.
Come to Britain on one of See Europe’s
homestay programmes! We offer short valuefor-money stays with lessons and/or
sightseeing, in 36 centres throughout the UK.
You may have tried the rest – now try the
best!
This workshop aims to equip teachers with
techniques for designing and doing projects
to provide learners with hands- on
experience. We will discuss why the project
approach is so important, its advantages
and possible drawbacks. The teachers will
have an opportunity to experience it firsthand and witness concrete outcomes.
Bearing unilingual classes chiefly in mind, the
speaker hopes to say something controversial
about use of the learners’ own language at an
elementary stage, continuity and discontinuity
of teaching, learning from the learners, and the
spirit of co-operation. (At least 20 minutes
will be left for discussion.)
The workshop will provide a demonstration of
how activities flowing from drama scripts
based on folk-tales from Africa can enable
EFL students to develop the full range of
English skills required by the curriculum
while discovering the richness of the African
cultural world.
A large percentage (73%) of teachers in the
Eastern Cape Province are underqualified. At
the Centre for Continuing Education
(CENCE) we are addressing this problem via
accredited programmes (part-time) for inservice teachers who wish to upgrade their
qualifications. The presentation will provide
122
Lemut Novak
Tjaša
2010
Writing. CREATIVE writing.
Lévay
Andrea
2011
Play your way into English –
National Geographic textbooks in
Hungary
Lever
Steve
2003
Teaching for and beyond tests
Lever
Steve
2005
Personalising your classroom
Lever
Steve
2007
Lever
Steve
2007
Blockbuster 1-4
Lever
Steve
2015
From CLIL to ELT – learning to
read, reading to learn
Lewis
(et al.)
David
1997
Pitman exams: the what and the
how
an overview of the principles and practices of
the programme.
Listening, reading, speaking and writing are
all important when it comes to learning
English. The first three are present in every
lesson, well so is writing – in a way (i.e.,
through practising grammar, learning spelling,
doing vocabulary exercises). However, there
is much more to writing. Come to this
workshop and ‘discover’ dozens of
ways/exercises for creative writing that have
worked in my classes. Maybe you’ll find some
that will interest you and your students.
This workshop helps teachers make young
students reach their full potential as language
learners. As teachers should always have a
selection of challenging activities ready for
eager students, the teaching tips and ideas on
how to use Magical World materials help
students learn more effectively. If learners are
engaged in what they are doing they are more
likely to learn. Small children need lots of
short activities to keep them interested. There
is focus on techniques to improve reading,
writing, speaking and listening.
In today’s seminar we will be looking at ways
to maximize our students’ potential. Our role
as facilitators of knowledge is to ensure that
our teaching material contains activities which
are holistic, humanistic and active. In this way
we are preparing our students for tests as well
as for the challenges they will face later on in
life.
The process of personalisation, which
gives students the opportunity to utilise
their own experiences, feelings and beliefs,
helps ensure that they not only learn the
language, but also how to use it. This talk
will demonstrate how material should be
structured to allow, support and encourage
this.
Access is a brand new series of textbook for
young learners in upper primary. The four
volumes give useful language, enjoyment and,
in the meantime, it helps learners acquire
language learning skills and competences,
which will be extremely useful in their future
language learning. The presentation will give
information on the course components, the
approach and provide teachers with examples
so that they can see how perfectly it works in
upper primary classes.
Blockbuster is a new 4-piece EFL textbook
series written for secondary schools. The
presentation will provide information on the
modular course content which incorporates
cross-cultural approach, and focuses on
developing the four skills following the
guidelines of the European Framework (A1B1+). We would like to show how effective
Blockbuster is in preparing students for the
intermediate level final examination (B1
level).
There has recently been a resurgence of in
interest in CLIL. While implementation still
remains problematic and to a certain extent
controversial, teachers have recognised the
value of combining language with other
disciplines. We will discuss ‘soft CLIL’, the
benefits, how to implement it in the
classroom.
The aim of this talk is to introduce the Pitman
exams, as one possible international exam
available in Hungary. Also to discuss our
experiences in preparing and assessing
123
Lewis
David
2000
Using authentic video
LEWIS
Gordon
2009
Bringing technology into the
classroom
Lewis
Gordon
2009
Activities to promote thinking skills
in young learners and teens
LEWIS
Michael
1995
The lexical approach
Ligeti
Róbert
1997
Students go public via the net
Liiv
Suliko
2002
Key messages towards mixed
ability teaching
Liptay
Liruso
Orsolya
Susana
1999
2008
see Bélavári
The use of portfolios in EFL/ESL
teacher training
students for different levels over the past three
years.
I will be presenting some ideas on how to use
authentic video (e.g. broadcasts, soap operas,
films) and how to adapt the material for all
levels.
The digital revolution is changing the face of
education. Materials designers are
experimenting with new paradigms to fully
exploit and integrate technology, but the
process has not been easy and the results still
feel rooted in the experiences of the world of
print. As technology progresses, pedagogy- a
methodology for teaching with technology, is
not keeping pace. In this talk I will look at
emerging best practices for digital media and
program design. In the process I will work
through the veritable jungle of jargon to
understand key concepts such as learning
objects, engines, social networking, and the
ever elusive web 2.0 and their possible
application in ELT materials design. In
particular, I will explore the distinction
between activities and tools and how new
technology has the potential to offer students
and teachers flexibility to modify and control
their content through authoring and flexible
delivery options.
Most educators agree that language activities
are more motivating when they are purposeful
and challenging. Higher order thinking skills
and problem-solving are two aspects of
learning which can make an activity
meaningful and exciting for students. In this
lively workshop we will try out activities that
have worked in YL and secondary classrooms
around the world.
Language does not consist of grammar and
vocabulary, but of ‘chunks’. This has
considerable implications for what we teach
and how we teach it. I will explain the
theoretical background briefly, then discuss
and demonstrate practical exercise types and
classroom methodology.Far from dull theory,
the Lexical Approach presents teachers with a
challenge and an opportunity to revitalise their
teaching. Aspects are controversial, and much
traditional methodology is challenged and
discarded – but for good reasons, based on the
nature of language and learning. The
Approach will appeal most to teachers with an
open mind and a sense of enjoyment who
value their students’ efforts to communicate
far above dry grammar and formal accuracy.
Come prepared to relax, to be surprised and
(maybe) to change your mind.
In order to involve students in English
communication and to let them experience
real-life communicative situations, we
organised a mini-project using the Internet in
the class. First students ‘talked’ to strangers at
Schmooze University, then published their
own writings on the net. Publishing proved to
be a great challenge for them by providing
them with strong motivation.
Most of our classes are heterogeneous.
Teaching mixed ability classes is very timeconsuming but has always been a challenge.
The talk will focus on the following issues:
the role of a teacher, awareness of individual
differences, co-operative learning and key
issues towards mixed ability teaching.
In this talk, we will describe the use of
portfolios for promoting systematic reflection
124
(et al.)
Liss
Kerstin Sylvén
2005
Extramural exposure to English
among Swedish CLIL students
Lissák
Bertalan
2005
Pass to Emeltszintű Érettségi is
FCE
Litovkina Tóth
Anna
1996
Integration of proverbial language
into the English curriculum
Lloyd
Angela
2015
Have you ever touched a stranger
on the head? Prioritising cultural
content
Lloyd
David
1999
The Internet: learning English in a
real environment
Loch
Loch
Ágnes
Ágnes
2001
2004
see Albert
Loch
Loch
Ágnes
Ágnes
2006
2006
see Dévény
Loch
Logan
Ágnes
Marina
2007
2012
SIG moderator
The role of teacher training in
teacher development
What do they prefer? Teachers’ and
learners’ opinions on test types
The CouchSurfing Project:
quintessentially intercultural and
in a L2 teacher education programme at the
Universidad Nacional de Cordoba, Argentina.
The activities included in the portfolio are:
observation schedules, journal writing, teacher
and trainee e-mail dialogues and learning logs.
Descriptions will contain real samples from
the trainees.
Being aware of students’ extramural
exposure to English
enables us to provide a meaningful content
within the intramural curriculum. In this
paper, results from a pilot study looking into
what types of contact Swedish CLIL
students have with English outside of the
school curriculum are presented and
discussed.
In this workshop I draw attention to the
striking similarities between the Cambridge
First Certificate and the Emeltszintű
Érettségi exams. Besides I wish to give
practical help about how to prepare for the
exam and will also provide the participants
with a free copy of an exam preparation
book from Cambridge University Press.
The purpose of my paper is to show different
ways of manipulating well-known American
and English proverbs in the language
classroom. Some areas where they can be
incorporated into the language curriculum are
discussed: 1) grammar and syntax 2)
phonetics 3) vocabulary 4) culture 5) reading
6) speaking 7) writing.
English courses for people working or
preparing to work internationally also aim to
teach intercultural skills. In this interactive
session, we will consider what kind of
intercultural knowledge is useful to achieve
this goal, which methods make sense, and how
the language choices we make reflect our
intercultural competence.
The Internet is not just another tool for
education. It offers a new type of educational
experience, and allows us to do things that
were never possible before and to go where
we could never go before. Through properly
constructed integrative lesson plans, we are
able at last to learn English communicatively
and interactively. Using the Internet as an
information tool, English is seen as, and
becomes part of, the working environment.
The presentation describes the three main
components that build up teachers’ beliefs and
knowledge (teachers’ former learning
experience, teacher training and teaching
experience). The study is based on interviews
conducted with teachers who participated in
the highly successful Service English Project
(University of Edinburgh). Additional data
were collected by using the foreign Language
Attitude Survey and the Beliefs About
Language Learning Inventory.
The paper presents and compares the results of
two questionnaire surveys on how teachers
and language learners assess the testing
potential of different task types. The results
are analysed qualitatively and statistically, and
are related to empirical research results from
comparative studies on task types in testing
reading comprehension.
A web-based community, The CouchSurfing
Project allows you to bring real people and
125
pedagogically practical
Lomniczi
Ágnes
2010
How contemporary is your English?
Lonćarić
Anja
1994
The elements of visualization in
EFL
Lonergan
Jack
1991
Using video in class
Loras
Vicky
2013
Professional development for now
and the future
Lőrincz
Tamás
2000
Be aware of the news
Lőrincz
Tamás
2001
Take a look inside
Lőrincz
Tamás
2002
The role of personalisation in
teaching adults
Lőrincz
Tamás
2003
Bring ‘out’ what’s ‘inside’ an
adult’s head
Lőrincz
Tamás
2003
Monolingual dictionaries: the real
guide to real language learning
real intercultural communication into your
home and into the classroom. Find out how
this system works, what it is based on, and
how you can use it for teaching purposes.
This interactive talk is aiming to familiarise
the participants with the experience of
attending a teacher training course at Bell,
Cambridge. We will look at the ways of
dealing with new words appearing day by day
and other interesting current trends in the use
of contemporary English. Finally, there will
be useful resources offered
Relax your students, they will achieve better
results. Visualization is a technique for using
the imagination in a creative and positive way
to bring about desired changes within
ourselves. Relaxation technique. Early
memories. A guided exercise – visualization
in practice. Activities can be used in various
stages of the lesson at various language levels.
This talk will delve into the topic of
professional development, both for novice and
experienced teachers as an ongoing learning
experience – which can be a pleasant and
constructive / collaborative one at the same
time.
Not only course books (e.g. Prospects,
Reward) but easily accessible sources of
information (the Internet, radio or television
news and other broadcasts) could be involved
in dealing with events. In this workshop I
would like to show some means of making
dealing with the news a bit less enforced and
much more regular and central to our
teaching. We will take a look at some current
news items and work with them in different
activities ranging from 5-minute ones to long
projects embracing several fields and
numerous lessons.
This workshop aims at introducing a new
interactive adult course Inside out, which
gives back adult students their selfconfidence. We are going to use a selection of
activities which have been designed to
develop real life communicative skills and
powers of self-expression.
Inside Out is Macmillan’s latest series for
adults and young adults. Now the course is
richer with a new level. The pre-intermediate
level follows the tradition of incorporating
learners’ own experience into the learning
process. In this workshop we are going to see
how this course exploits this very efficient
teaching tool.
Macmillan has finally completed their fresh,
lively and exciting adult course. Inside out is a
unique compilation of the latest methods and
ideas. The principle of Inside Out is the
respect paid to the learner. The authors’
endeavour with the course is to show how it is
possible to bring out the best in our students,
using them as resource of information.
Macmillan has compiled a huge database and
contracted the cream of the lexicographer
profession and created a dictionary ESU Duke
of Edinburgh award. In this workshop I would
like to show what more you can use a
monolingual dictionary for beyond looking up
words. Concentration on the real needs of
students at the appropriate level is at the heart
of the ‘Macmillan dictionary writing method’.
Identifying these needs and meeting them is
our main objective with our Essential and
126
Lőrincz
Tamás
2004
Creative tasks to enhance adult
learners’ skills in using English
Lőrincz
Tamás
2010
Customise your professional
development
Lőrincz
(et al.)
Tamás
2010
ICT: bringing the real world into
the classroom – roundtable
discussion
Lőrincz
Tamás
2011
Creating the ideal blend – using
online resources in language exam
preparation
Lőrincz
Tamás
2013
Mentoring –
professionaldevelopment at its best
Lőrincz
Zsuzsa
1991
LOTT
Hester
2006
The present and future of MTV
English
New horizons in grammar teaching
Lowery
(et al.)
Dennis
2011
Teaching tolerance and crosscultural understanding through
summer camps
Łuczak
Agnieszka
2015
Classroom management – share the
responsibility with your students
Lugossy
Réka
1995
A time to sing
Lugossy
Réka
1996
A wardrobe of one’s own
Advanced dictionary alike.
In this workshop we are going to take a look
at some activities from Inside Out Elementary.
They prove that even at this level it is possible
to be interesting, creative and personal. Some
fun and interesting speaking and listening
tasks, and motivating reading and writing
activities will be introduced, which you can
use with your groups to create a motivating
teaching-learning environment.
In this talk we are going to discuss how
Twitter and Twitter-communities can help
teachers become the masters of their own
professional development. These practical
suggestions and ideas will help teachers create
and shape their own personal-professional
learning networks to become confident
practitioners who are passionate and
enthusiastic about teaching.
It has been a recurring request from IATEFLH ICT members at various events to have a
roundtable discussion that would allow
participants to talk about some of the issues
connected to ICT in greater depth. We are
very happy to announce the first such
discussion with some of the speakers of the
conference as well as some important
representatives of ICT in Hungary.
The internet is awash with free and not-so-free
practice materials for different language
exams; but choosing the ones that are
appropriate and useful is a real challenge.
Having a course supplemented with materials
that are just right is a great help. This talk
introduces the variety of blended learning
solutions available for teachers preparing
students for the Euroexam. Participants will
get a taste of the brand new C1 preparation
course too.
In this talk I would like to encourage and
convince teachers that the best way to become
a dedicated life-long-learner teacher is by
becoming a mentee and a mentor. Focusing on
the professional development of another
person makes us all the more dedicated to our
own professional growth.
I will be looking at grammar texts which are
currently in common usage, and also at some
new grammar textbooks. I will be exploring
how they can be used in practice, with a view
to establishing a clear, new approach to
grammar teaching.
Explore our summer camps for upper-primary
school kids and their English teachers from
across this region. Participants are of different
ethnic groups living side by side, where
experience to improve mutual tolerance is still
developing. And find out how your school can
apply for this summer’s cost-free international
camp!
Participants in this hands-on workshop can try
out ways to improve their classroom
management and involve students in the
process. I will demonstrate how deal with
common challenges in class by finding out
possible reasons behind them and actively
engaging students in problem solving and
maintaining a positive learning environment.
Monday-morning activities to rejoice in when
presenting songs from Joseph (rock-opera),
including suggestions for warm-ups, listening,
reading and writing activities.
Although one of those rare children’s books
127
Lugossy
Réka
1997
This is the way I ‘mos’ my face:
some features of Hungarian
children learning English
Lugossy
Réka
1999
Young learners’ strategies in
making sense of stories
Lugossy
Réka
2005
Teachers’ beliefs about using
stories in the EFL class
Lukács
Lukács
Krisztina
Krisztina
1993
1997
see Fallier
Lukács
Krisztina
1998
see Szálka
Lukács
Krisztina
2000
LUKÁCS
Krisztina
2001
Roll call: who is missing in teacher
education?
What the English teaching
profession can offer
Lukács
Krisztina
2003
Lyall
Renata Winker
Lyon
Janet
1993
Oral placement testing at Brno
Technical University: a case study
Lytvyniuk
Olga
1994
Cross-cultural contact in English
The learner’s role in teacher
development
which are enjoyed even by children The lion,
the witch and the wardrobe is too scarcely
known among Hungarian readers, the
workshop will bring forward suggestions for
interacting children’s literature and language
teaching through a variety of activities
developing more than four skills. Adaptable to
different age groups.
The talk will reflect on current research on
children’s foreign language learning, with
special focus on Hungarian children acquiring
English between 7-10.
The presentation will look at the strategies
young learners seem to use when they make
sense of a story told to them in English. It will
also reflect on how teachers’ strategies build
on learners’ strategies in order to scaffold the
process of meaning making.
In spite of the cognitive, affective and
linguistic benefits of telling and listening to
stories, the convention in most schools is to
regard narrative as a decoration instead of
exploiting its potential as a tool for learning.
In my presentation I will analyse some of the
explicit and implicit assumptions teachers
have about using stories in the primary and
secondary EFL class.
What useful questions can teachers ask their
learners about what they teach, and about how
their teaching affects learning? Can they
afford to listen? Can they afford not to listen?
Roundtable discussion
In this talk I would like to ask a few wideangle questions about language teaching in
Hungarian state education, and some related
issues of teacher training. Those of us working
in these two fields may feel under-valued,
overworked and underpaid, but is our morale
getting undermined, too? We may be working
in less than ideal circumstances, but what are
our strategies to survive? Do we fight, do we
flee, or do we stay and acquiesce? If we
decide to stay and fight, do we have a voice?
Do we have something worthwhile to say?
What is our creed? What are our allegiances?
Ultimately, what role are we prepared to play
in today’s complex educational scene? What
can we offer?
see Halápi
Multiculturalism and teaching
Several theories and interpretations from
various sources will be looked at, and the
difficulties emerging from one’s definition of
multiculturalism will be talked over.
Application models of activities in
multicultural teaching will be discussed, as
well as their applicability from one country to
another (eg. Canada --> Europe). The school
as role model in multicultural teaching will be
defined.
Teachers of English as a subsidiary subject
will be familiar with the problem of mixed
ability classes. Where language teaching hours
are limited there is a clear need to test students
before their first lesson to maximise available
language learning time. This workshop deals
with the introduction of an oral placement
testing system at Brno Technical University.
The workshop will include assessment of
videoed interviews.
In the teaching of English, cross-cultural
128
acquisition: how to reach harmony?
Macdonald
Mairie
2000
Using a dictionary CD-ROM in the
classroom
Mack
Mackenzie
Alasdair Ewan
Robin
2002
1997
see Hegyi
MacWilliam
Iain
1993
‘How was it for you, darling?’ or
the nature of supervisory
intercourse
Madarász
Bea
2013
English language competitions can
be fun!
Magay
Maglic
Tamás
Marko
2003
2008
see Kernerman
Magnucz
Zsolt
2002
Bible, crutch or treasure chest? The
use of monolingual dictionaries
Magnucz
Zsolt
2003
Improving communication skills
through task-based learning
Magnucz
Zsolt
2004
Multimedia courses: the flexible
way to learning and teaching
English
Maguire
Brian
1997
Calling cultures, strategies and
styles
contacts concentrated on British studies can
hamper English acquisition. The component
involving studies of the learner’s own land in
the teaching process helps greatly. To reach
a harmonious solution to this problem, it is
necessary to determine the ration and ways
of presenting.
Demonstration of the ways in which
Cambridge International Dictionary of
English can be used for lesson preparation and
for self-study, a few tasks to the teachers and a
look at how electronic dictionaries differ from
paper ones.
Experimental learning: a case study
‘Gaming English’ – video games
(MOLGs) and the foreign language
learner
I shall present some materials deriving from
an informal investigation into supervisory
dialogues, in which trainer teachers and their
supervisors/mentors discuss lessons which
have been taught and absolved. Some
conclusions will be drawn about the most
profitable directions such discussions might
take.
English language competitions have a huge
impact on the students’ motivation. Every year
a language competition is organized for all
class 8 children (age 14) coming from
different elementary and secondary schools in
Gödöllő, a small town near Budapest. This
presentation focuses on breaking out from
everyday teaching attitudes and it reinforces
creativity, language and culture in an
enjoyable way.
Though arrived in the „Information Age’,
video games still seem to be something
‘mysterious’ in school, as well as in the
foreign language classroom. In this talk we
will have a theoretical and practical look at
current video games and their potentials for
the language learner.
The workshop explores the reasons why
monolingual dictionaries can offer more in
certain situations than bilingual ones. The
main focus will be on a selection of exercises
with the help of which you can eliminate the
students’ uneasiness about using monolingual
dictionaries. You will also have the
opportunity to get familiar with the main
features of successful Longman Dictionaries.
Tasks are goal-oriented activities which create
a real purpose for language use and provide a
natural context for language study. These reallife and meaningful activities provide
excellent opportunities for integrated skills
development. We will have a look at how this
approach is manifested in coursebooks.
Multimedia courses offer new possibilities to
students and teachers. This workshop will
highlight the advantages of these new ways of
learning and teaching English and also try to
show the power of these next generation
materials.
In this talk I shall describe the procedures and
outline the results of research into the
relationship between field
independence/dependence learner strategies
and cultural background. One of my main
research instruments was the CALL text
reconstruction programme ‘storyboard’. By
linking the computer up to a VCR I was able
to record the performance of the task on
videotape enabling me to analyze the data in
terms of the strategies being used by students.
129
Magyar
(et al.)
Miklósné
2001
Testing writing in a communicative
way
Magyarics
Péter
1993
Exploiting video resources in the
teaching of grammar
Magyarics
Péter
1994
Hammering grammar?
Magyarics
Péter
1995
Humanistic ways of pushing the
learner
MAINGAY
Peter
2000
Tactful teaching
Maingay
Peter
2000
Making writing fun: using rewriting techniques
Major
(et al.)
Éva
1997
The new matura (year 12) and the
basic examination (year 10)
Major
Éva
1998
see Fekete
These results were then related to individual
cognitive styles and cultural determinants
were then taken into consideration.
The presentation aims to make the audience be
aware of the relevance of the new
communicative examinations. In the session
some guided writing task types and text types
will be introduced and analysed. There will be
an opportunity to be familiarised with them.
My experience as a teacher and teacher trainer
tells me that if there is anything in ELT that
poses a problem to the (in)experienced teacher
and learner, it is how various structure items
can ‘painlessly’ be incorporated into the
teaching process. How can the highly
stimulating video help overcome this? My talk
will try to give an insight into the matter from
a practical ‘down-to-earth’ point of view.
The double meaning of the title suggests a
major concern for the teacher: should
grammar be hammered out of the teaching of
English or should it be hammered into the
students’ heads? My presentation will outline
a few ideas how various structure items can be
incorporated into the language learning
process.
Would anyone ever question the need for an
environment where students can focus on their
sense of security in themselves in the class
and in the student-teacher relationship? How
can the teacher then work into this
environment the hard, cold reality of formal
training and the pressure of examinations?
Effective teaching is not only a matter of good
planning, good material, good activities, good
classroom management and motivated
students. If we add these together, our
description will fall short of a complete
picture of effective teaching. What is missing
in that picture is what I call tactful teaching or
teaching intelligence. In this plenary talk I will
attempt to describe both what that teaching
intelligence comprises and how its
development might be included in training or
development programmes. I will also look at
its parallels in teacher training – training
intelligence.
Is writing still the poor cousin? I’m not sure
but I do know that it’s often not a very popular
part of language learning, at least at secondary
level. In this workshop, we’ll be trying out
some textual intervention techniques – above
all, re-writing – to see if they might turn out to
be both motivating and effective in developing
better writing. You might begin with rewriting this paragraph in a different genre – as
an advertisement in a daily newspaper, for
example, using some new wonder method.
What changes did you make and why? Now
come back to the original paragraph: Where
does it deviate? Now write your own… or
come to this workshop. Or both.
Along with the reform of the examination
system in Hungary, a national project is
emerging to develop and administer the new
Year 12 and Year 10 examinations in EFL
planned to be introduced in 2002 and 2004.
The project is supported by the Hungarian
Ministry of Education, the Hungarian Ministry
of Labour and the British Council. The
presenters will briefly outline the framework
of the project and invite future contributors to
answer all (!) possible questions.
130
Major
Éva
2003
see Halápi (2003)
Major
(et al.)
Éva
2003
Lessons learnt from the first
national trial school-leaving
examination
Majoros
Makarics
Éva
Adrienne Ágnes
2007
2002
seeHayder
Makarics
Adrienne Ágnes
2006
A new revolutionary method of
language acquisition
Makhlouf
Sanaa
2013
Structured academic controversies:
creating friends, not foes in
classroom debates
Malderez
(et al.)
Angi
1992
Introducing the test of language
competence – the orals
Malderez
Angi
1992
Poems in the language classroom
Malderez
Angi
1992
Tradition and innovation or music,
substitution tables, poetry and songs
Malderez
Angi
1992
see Bodóczky
Malderez
Angi
1993
Evaluation of teaching experience
component, Bp. ’92-‘93
Malderez
Angi
1993
How not to ‘throw out babies with
the bathwater’?
Malderez
Malderez
(et al.)
Angi
Angi
1994
1994
see Dörnyei
Malderez
(et al.)
Angi
1994
Investigating drama as teacher
development
Dictionary work with young
learners
Pairing and grouping activities
In May 2003 the first comprehensive trial
school-leaving examination was administered
in 5 subjects: Hungarian language and
literature, History, Mathematics, German and
English. Approximately 400 students took the
English language examination in 42 schools at
two levels all over the country. The
presentation will give a summary of the most
important lessons learnt from the first
statistical analysis, as well as implications for
teachers preparing for the exam. The
presentation will be given in Hungarian.
The aim of this workshop is to show and teach
fellow colleagues some student-generated
activities for young learners at elementary and
pre-intermediate levels. The tasks should
teach young learners how to make dictionary
work more enjoyable, more interesting and
more intensive, especially at the early phase of
learning a foreign language.
We intend to present a brain activity and
physiological parameters-guided learning
process based on multimedia application. This
system can bring the brain activity down to
the alpha level. When this level is achieved
the special visual and acoustic learning
processes start. As the learned words and
terms are stored in the long-term memory the
remembrance process is faster.
The purpose of this study is to explore a
pedagogy known as Structured academic
controversy, which aims at teaching students a
debate-like strategy helping them present their
own opinions but accept the others’. Students
build consensus rather than disagreement;
thus, the end result is a win-win rather than a
win-lose situation.
The new language proficiency oral exam aims
to assess would-be teachers’ communication
competence. Its interaction component is a
group examination of three candidates, which
is a departure from the traditional interview
type exam to focus on interactive skills.
For practising teachers. Taking some
‘traditional’ classroom activities and adding
the ‘innovative’ and taking some ‘innovative’
activities and discovering the traditional roots.
A workshop to provide not only ideas for
classroom activities, but also food for thought.
Talk on findings from the 7/8 data sources for
Evaluation the T.E. component ’92-’93 at
CETT, Budapest. (Paper presented at Hong
Kong 2nd International Conference on
Teacher Education, March ’93.)
Workshop on incorporating communicative
principles into tried and tested teaching
methodologies. An active session where,
hopefully, the above will be demonstrated.
Modern ELT methods need students to work
in pairs or groups. This area of classroom
management can be a tricky one for teachers.
The workshop will demonstrate some pairing
and grouping activities which may help both
make the best use of lesson-time and achieve
interaction between all students in the group.
The session will have two distinct phases. The
first will report on the experience of drama
131
Malderez
Angi
1995
‘Choice’ in the secondary
classroom
Malderez
Angi
1996
Mentoring: learning it & doing it
Malderez
Angi
1996
Personalise it!
MALEY
Alan
1991
Maley
Alan
1991
MALEY
Alan
2015
ELT in the nineties – continuity and
change
Writing in the EFL classroom – a
student’s response
The eternal triangle – past, future
and present
Maley
Alan
2015
Writing Creatively: The Power of
Constraints
Mándli
Szilvia
2006
Mándli
Szilvia
2006
‘This house believes that
democracy is the best system of
government for all nations’
Get debating!
courses in the context of an initial teacher
education programme, from the perspectives
of the tutor and the participants. The second
phase will involve participants actively in
‘sampling’ some of the activities and
processes used.
We can only give learners choices in matters
over which we have control. We will consider
which of our decisions can – and might better
– be made by our students. We will also begin
to look at some practical ways of giving our
learners choices.
This talk explores roles of mentors in
professional development, and how the skills
for those roles can be learnt. Audience
contribution will be appreciated.
This is a new look at what it can mean to
personalise activities and textbooks. It is a
workshop which will give participants a few
ideas to take away and use in their classrooms.
Kierkegaard claims that ‘Life must be lived
forward but can only be understood
backward.’ So I shall review the major
developments in ELT since 1960, explaining
why I believe an historical perspective to be
useful, and regretting our relative neglect of
where we have come from. The Spanish poet
Machado proclaims that, ‘Hoy es siempre
todavia.’ (Today, the present moment, is
always becoming.) So I will explore the still
point between the past, including our own
personal pasts, and the unfolding future. I will
address questions such as ‘How do new ideas
come into being, and how do they spread?’,
‘How can teachers ride the wave of
unpredictability as it surges through their
classroom?’ ‘What part might spontaneity
and improvisation play in our teaching?’
Concerning the future, ‘there are those who let
it happen, those who make it happen, and
those who wonder what happened.’ (John M
Richardson). So what does the future hold for
ELT, and what, if anything can we do about
it? Some of the issues addressed include: the
changing role of English in the world, the
constant advance of control culture in
education, the implications of technological
change and consumerism leading to the end of
humankind as we know it. Cicero reminds us
that, ‘The future will give us something to
think about.’ Too right!
Contrary to popular belief, creative writing is
not ‘too difficult’ in a foreign language.
Neither is it a matter of ‘letting it all hang
out’. To the contrary, one of the great
advantages of writing creatively is the need to
work within constraints. Activities combining
constraints and freedom of personal
expression will be at the centre of the
workshop. We shall explore a number of
simple techniques together – and generate
some interesting texts. This will be a practical,
hands-on workshop. Bring paper. Bring a
pen. Bring your whole self along!
Demo debate with the students of Révay
Secondary Grammar School (Győr).
Why? ‘It is the only useful activity I found in
my school that helped me prepare my entrance
exam’. The student has been admitted to the
university of law. ‘Debate has made me more
132
Mándli
Szilvia
2007
Debate – why?
MARASESCU
(et al.)
Monica
2002
Newly qualified teachers: roots and
routes
Margittay
Lívia
1997
see Szirkó
Margittay
(et al.)
Lívia
1998
Preparing and using up to date
material for teaching culture
Margittay
Marinič
(et al.)
Lívia
Zdenka
2001
2002
see Magyar
Markova
Zarina
2006
The adventures of Winnie-the-Pooh
or how to engage various learners’
intelligences when teaching English
Markovic Hajdarhodzic
(et al.)
Dijana
2014
Incorporating cultural identity in
the English language classroom
MARSHALL
Simon
2006
I’m bored!
The Slovenian primary school
leaving examination
confident. I got better grades at every subject.’
‘I became more tolerant and open-minded and
made great friends all over the world. I am
hooked to debate.’ ‘It has helped me pass my
advanced level of English after studying
English only for 2 years.’ This is what my
students think of debate.Join us for a demo
debate.
If your students don't have speaking skills,
they'll develop them – quickly. Debating will
teach them how to think on their feet. It will
also help them learn how to make a clear and
concise argument in a given amount of time.
Debate not only helps them develop their
speaking and reasoning skills, it's fun, too! –
the workshop will provide plenty of ideas to
take home and try out with beginner debaters.
The roots of the project Support for newly
qualified teachers were identified in the needs
novice English teachers in Romania have in
the period of transition towards a new system
of teacher certification. The presentation will
take you along the routes carefully chosen by
the project team for the ‘cuties’ embarked
upon this journey of teacher development. At
certain ‘stops’, just like in a Formula 1 race,
the support team were for them, offering the
expertise of teacher trainers and mentors, as
well as an up-to-date self-help resource centre.
A report on the results of the field work of the
British Cultural Studies secondary school
group in England in June 1998.
Slovenia is undergoing a major curricular
reform in primary education, one of which is
the introduction of external assessment at the
end of primary school for all subjects.
Developing examinations of any kind and for
any purpose is a hard and time consuming
process to which any shortcuts are warmly
welcome. Participants of the presentation
might benefit from the Slovenian Testing
Commitee’s experiences that have been
developing examination for English with the
help of consultants from Lancaster University.
The talk will inform you about the
implementation of Gardner’s theory of
multiple intelligences in primary school. The
presenter will offer activities, based on
Milne’s book Winnie-the-Pooh, which give
students opportunities to learn English and
demonstrate what they learned, in ways that
align with their areas of strengths and
interests.
One’s identity in a multicultural society in the
21st century is a complex one which includes
one’s ethnic or religious origins, and the
society to which one belongs as a citizen. In
this workshop we will demonstrate activities
that encourage students to embrace their roles
as individuals with complex identities.
My plenary aims to address an area of concern
to many teachers and learners. Novice
teachers often feel responsible for the
boredom of their students which causes them
great anxiety. Based on research data,
personal experience and action enquiry, I
intend to identify the approaches to teaching
which many learners find frustrating and,
alternatively, those that they find liberating
and motivating. The various meanings of ‘I’m
bored!’ will also be investigated. We will also
examine how we can fend off boredom from
133
Marshall
Simon
2006
A taste of humanism: the Pilgrims
way
MARTIN
David S.
1998
Enhancing cognitive development
of ESL students
Martínez Madrigal
Martinovic
Ágnes
Anna
1994
2004
see Gy. Kiss
Máslová
Leona
1998
Learner training in the classroom
Máslová
Leona
1999
What makes listening difficult?
Matei
Gabriela
1996
Tools for thinking (about teaching):
Tagmemics, metaphor and ‘loop
writing’
Máthé
Elek
2002
‘I still haven’t found what I am
looking for.’ A beginner’s guide to
successful searches on the Net.
Máthé
Elek
2003
see Számadóné Bíró
Máthé
Elek
2004
SIG moderator
Máthé
Elek
2004
World – Language and the Year of
intensive language learning
Using poetry to practice writing
our own teaching and revivify our classroom
practice.
This practical workshop will present a variety
of activities which embody Humanistic
Approach which has characterised Pilgrims
Teacher Training courses for the past 30
years. You will gain insights into the world of
NLP, Multiple Intelligences and many other
creative and motivating ways to inspire your
students.
Overview of cognitive education and the
critical thinking skills movement – Key
terminology in the teaching of thinking –
Planning lessons which incorporate critical
thinking skills – Examples of critical thinking
episodes – Comparison, categorization,
sequencing, drawing conclusions, and cause
and effect – Factors in adopting critical
thinking programs into the classroom –
Results of cognitive education programs with
school-age learners – Applications of critical
thinking to ESL learners – Questions to be
investigated
Poetry can be a useful tool for practising
general writing skills, as well as learning
about culture. Due to its brevity, poetry is
ideal for use in the classroom. This workshop
will demonstrate how a teacher can explain
the overall structure of writing an essay,
specifically an essay on literature, through a
poem by one of Canada’s most esteemed
writers, Margaret Atwood.
Listening is still by far the most neglected
skill. In this session we will look at some
practical ideas to help students ‘to listen’ by
addressing some of the sub-skills involved.
The workshop will introduce activities based
on the concepts of ‘loop writing’, tagmemics
and metaphor as tools for helping people to
gain new insights and ideas about their own
teaching (and more!). There will be
illustrations of these techniques being used by
student teachers in an inquiry-oriented
approach to teacher education.
Do you always find exactly what you are
looking for on the Net? Do you always find it
quickly? If not, maybe you’ll get some tips
during this workshop. A brief review and
comparison of the major search engines and
directories, their search algorithms and
philosophies; which site to use for different
types of searches, how to formulate a search
phrase. The information you need is most
probably available somewhere on the Net, but
if you don’t have effective search strategies,
you might never find it.
What are the experiences we have gained so
far during the two years of the World –
Language programme? What have we
achieved and what are the issues still waiting
to be addressed? What plans do we have for
the future? What information about the Year
of intensive language learning is there
available? What kind of help can teachers
hope to receive if they want to use computers
in their teaching? Questions, questions... Let’s
hope this talk will answer at least some of
them...
134
Máthé
Elek
2006
What’s all the buzz about Web 2.0
and how can it help me in my
teaching?
Máthé
Elek
2008
‘Computers in teaching English’ – a
teacher training DVD
Máthé
Elek
2011
An uncourse of ICT in ELT
Máthé
Elek
2014
Matheidesz
Mária
1994
You’re at school – please turn on
your mobile phone
Lists or know-how?
Matheidesz
Mária
1997
Taming management for teachers
Matheidesz
Mária
1998
Lessons from Criss Cross
Matić Cvejanov
Tamara
2015
Developing bilingual children by
teaching drama in English to very
young learners
Mátóné Szabó
(et al.)
Csilla
2010
Expectations and reality – language
course in a native setting
Mátrai
Mautthner
Márta
Ilona
2009
1997
see Enyedi
Mavar
Ana
1996
Enjoying reading
Mavridi
Sophia
2013
Digital plagiarism vs. digital
citizenship: a war of words
Business English projects for
engineering students
Web 2.0: how it is different from the ‘old’
web, and why is everyone so excited about it?
I’ll offer some possible explanations and show
why it is perfectly suitable for teaching
English and why it is a goldmine for novice
web user English teachers. Download the
presentation materials from here.
In April 2008, the Ministry of Education and
Culture published a teacher training DVD,
‘Computers in teaching English’. It contains
activities recorded at English lessons where
computers are used and comes with an
accompanying booklet plus has a support
website, ictenglish.com. This talk will
introduce this DVD.
Web 2.0 is the antithesis of traditional
education, so learning about it should reflect
this nature. The ‘uncourse’ is aimed at being a
free exchange of ideas, an open forum on
using technology in ELT. Participants are
encouraged to share their successes or failures
using ICT, thus contributing to the discussion.
Relevant questions will be answered, ideas
will be shared.
This talk will give some tips and ideas for
using mobile devices for teaching English.
The workshop will introduce ways of
making teaching techniques and classroom
activities ‘teacher-friendly’ and flexible for
use in different situations. The main aim of
the workshop is to encourage teachers to
modify and design their own activities. The
workshop will also give ideas on how to
help teacher trainees with planning and
setting of classroom activities successfully.
This workshop will raise general management
issues which are relevant to teachers as well,
and some techniques and exercises will be
presented which can help teachers develop an
awareness with which to handle certain
problems.
The workshop focuses on stimulating and fun
drama activities helping very young learners
acquire English language in an enjoyable
atmosphere. It is based on the research I have
made working with very young learners in an
international kindergarten in English
language. The aim is to provide teachers with
fresh teaching ideas.
Spending some time in a native setting for a
learner of a bilingual school is essential and a
legal requirement. We regularly organize
language courses in Barnstaple, England, and
we intend to find out the real benefits of the
course. To achieve our aims, we assigned and
analysed a questionnaire.
Based on the result of a needs analysis, a
project-based syllabus has been developed to
meet the specific needs of engineering
students who need English in business
situations. The paper discusses the
development, implementation and evaluation
of projects which have proved to be
motivating and rewarding both for students
and teachers.
This presentation is concerned with our effort
to involve young learners more in the reading
process. Suggestions are made on how to help
students become real ‘thinking readers’ and
above all on how to find pleasure in reading.
The internet has created new opportunities for
students to easily access information and
135
Mayer
Csilla Réka
2006
Self-respective practice in training
EFL teachers (Video assisted
microteaching)
McCabe
Peter E.
2005
The e-campus: embedding online
learning in the ELT
classroom
McCARTHY
Michael
1996
Spoken and written vocabulary
McCarthy
Michael
1996
Principle and practice in vocabulary
teaching
McCLOSKY
Mary-Lou
2005
Visions: teaching English
language through literature and
content
McClosky
Mary-Lou
2005
Cooperative language learning:
go with the flow
McCullough
Paul
1999
The chef, the conductor, the
plagiarise. In this interactive workshop, we
will discuss how educators can empower
students to be responsible digital citizens and
explore effective and practical ways to help
them understand that originality, integrity and
ethical internet use do matter.
Living in the 21st century’s world, hungry for
communication and enthusiastic about
developing different practical skills instead of
filling heads with theoretical knowledge, we
still face the same old situation in teacher
training institutions: lectures, theory,
definitions are still exceeding at the expense
of creative and self-reflective practice. Theory
is essential but it’s worth nothing to preservice teachers without some real or at least
realistic practice. There I’m going to present
my own solution for this problem since I have
been using video supported microteaching
sessions with university students at the
Pannon University in the last three-four years.
In recent years there has been considerable
growth in web- based learning. However,
this has yet to find its way into the ELT
classroom. This presentation examines the
way in which online materials can be
embedded into the classroom curricula and
used for in-school and out-of-school
practice.
The talk will consider corpus evidence for
differences between spoken and written
vocabulary, considering what difference there
are in the items that occur and what difference
there is in text coverage. It will also argue that
corpus evidence is not enough and what really
matters is the way the spoken language places
distinct demands on vocabulary use.
Implications for teaching will be explored.
In this workshop we look at a number of
principles in vocabulary teaching and how
these may be put into practice in
exercises/activities and classroom
communication. We also consider some
principles that refer to using reference works.
Content-based English language learning is
an efficient means of providing effective
English language
instruction while promoting essential
content-area learning for English learners.
Literature is one excellent source for a
vehicle for content-based learning. This
presentation includes research on and
rationale for content-based instruction,
models for content-based instruction, criteria
for effective content-based instruction.
Effective strategies for delivering contentbased instruction are outlined, including:
making content clear and comprehensible,
increasing interaction and engagement in
learning, and improving learners’ thinking
skills and learning strategies.
Participants will discover the principles of
effective cooperative learning and ways that
cooperative learning can help to scaffold
language learning experiences. Six
effective and flexible cooperative learning
structures that can be adapted for many
language teaching and learning goals are
demonstrated: Think-Pair-Share, Numbered
Heads Together, Round Robin/
Roundtable, Peer Tutoring, Inside/Outside
Circles and Carrousel Brainstorming.
Handouts and web resources will extend the
learning.
Do you ever wonder how it is possible that
136
gardener and the goose feeder
McDonald
Annie
2012
Helping students become more
effective listeners
McEwan
Ian
2001
Literature corner
McLean
Alan
1993
British culture: What? + How?
McLean
Alan
1994
Only connecting: literature and
cultural studies
McRae
John
1997
Enabling language
McRae
John
1997
Cultural awareness
Medalis
Christopher
1998
TOEFL: computer-based testing
and beyond
Medalis
Christopher
1999
TOEFL exam: new technology,
new testing tools
Medalis
Medalis
MEDGYES
Christopher
Christopher
Péter
2002
2005
1991
see Horváth
Medgyes
Péter
1992
MEDGYES
Péter
1994
your students can learn something by the end
of one lesson and forget it all by the beginning
of the next lesson? Would you like to hear
what many people believe to be the most
essential conditions for language learning?
And would you like to know if you are a chef,
conductor, gardener or goose feeder? Come by
and find out!
In this workshop, we’ll walk through a sample
listening lesson which illustrates how we can
exploit authentic texts to teach listening. We’ll
consider features of task-design which address
the challenges faced by B2-level learners.
Such features help learners become more
inspired, confident and autonomous listeners.
Ian McEwan is the author of several novels:
The cement garden, The comfort of strangers,
winner of the Booker Prize, The child in time,
winner of the 1987 Whitebread Novel of the
Year Award, The innocent, and the most
recently, Black dogs, also short-listed for the
Booker Prize. He has also written two
collections of short stories: First love, last
rights, which won the Somerset-Maugham
Award, and In between the sheets. McEwan
lives in Oxford, England.
What images of Britain are appropriate for
EFL students? How can these be incorporated
into EFL? And how can students’ own input
be encouraged?
Cultural studies and British studies both have
their origins in literature and literary criticism.
This talk illustrates ways in which literature
can illuminate and enrich courses in British
and cultural studies.
What do we expect our students to say or
write in their responses to texts or samples of
cultural material? This workshop looks at
some of the enabling techniques teachers can
explore with their classes.
Language awareness, textual awareness and
cultural awareness are now familiar as related
concepts in teaching and learning. This
workshop will look at what such awareness
involves for teachers and learners alike.
In July 1998, the computer-based TOEFL
exam was introduced in Hungary. The testing
platform will provide the basis for the
employment of new testing methods and
evaluation techniques. This session will
demonstrate the computer-based exam and
introduce a new initiative in English language
assessment, TOEFL 2000.
This presentation will demonstrate the TOEFL
(Test of English as a foreign language) exam,
and will explain its design, components and
scoring.
see Vajda
An English teacher reminiscing – a
brief overview of ELT in Hungary
Who is worth more: a native or a
non-native?
Peers in pairs – prolegomena
What I wish point out in this talk is that native
and non-native-speaking teachers are
different, a fact which results from the
deficient English-language competence of the
non-native teacher. This statement does not
carry value judgement, but this difference
does have serious consequences in terms of
their teaching attitudes.
Originally, I planned to present the first
finding of an ongoing study which aims to
investigate the teaching practice of students at
CETT Budapest. I soon realized, however,
that I would need to justify the rationale of
137
MEDGYES
Péter
1998
The fifth paradox – What’s the
English lesson all about?
MEDGYES
Péter
2000
The Ventriloquist
Medgyes
Péter
2002
Laughing matters
MEDGYES
Péter
2010
Why won’t the little beasts behave?
Medgyes
Péter
2011
The golden age of foreign language
education in Hungary: 1989-2009
MEDGYES
Péter
2014
The dinosaur
Melis
Ildikó
1992
New approaches to writing in EFL
teaching
this project. Unwittingly, my thoughts evolved
into a full-length critical introduction. This
plenary is followed by an interim report on the
result of the study (see Nyilasi).
The lecture is based on a dissertation written
by an English teacher. The dissertation is
unfinished because the author was murdered
by his students. The crime was occasioned by
the insistence on teaching along
communicative lines. The lecture summarises
the four paradoxes of language teaching as
conceived by the author. They are as follows:
1
Foreign languages are unique
subjects in the school curriculum
2
Learners have no messages to
convey in the foreign-language
class.
3
The foreign language is an
inadequate means of
communication.
4
The foreign language lesson is not
suitable for creating real-life
situations.
I’ll add one more paradox to the author’s list –
let it be a surprise for those attending the
lecture!
In our increasingly complex and elusive
world, teaching is one of the messiest human
endeavours. Teachers are entangled in a web
of conflicting expectations and roles, partly
externally imposed, partly self-induced.
Perceiving their inability to find answers to
their professional (and personal) problems,
they dread change and suffer from anxiety.
The unhappy teacher is an all too common
sight these days. It looks as if there is no way
out of this impasse. But there is! This plenary
concludes by offering a few ideas about how
you can regain your self-confidence and be a
happy teacher (once again).
This workshop addresses the issue of humour.
In my view, humour is in short supply in the
ELT class. Why so? Marketing policies?
Political correctness? The workshop is
designed as a forum for participants to express
their opinions. The discussion will be
presented with ‘fun activities’ from a teacher’s
handbook, Laughing matters (Cambridge
University Press, 2002).
After a gap of twenty years, I returned to the
classroom to teach a group of 16-year-olds. I
held out for two years before the kids had
made mincemeat of me. Why was I unable
to cope? Are the kids any worse today than
their predecessors were? This plenary
examines classroom discipline and the
problems relating to it. Examples will be
drawn from the diary I kept during the
harrowing experience.
In this talk I wish to present my book, which
was published earlier this year. I argue that the
first twenty years after the change of regime
of 1989 was, on the whole, a success story in
foreign language education in Hungary.
This plenary bemoans the unstoppable spread
of ICT and its dramatic impact on ELT. It
broods over the ever-widening gap between
learners, who have been born into the digital
age, and older-than-young teachers, who are
desperately trying to keep abreast of it all. The
lament ends by offering some ideas about how
to survive – or die with dignity.
Some of the most typical and conventional
uses of writing in EFL classes will be
described and new ways of dealing with this
138
Melis
Ildikó
1993
Learning to learn: the study skills
component in EFL
Melis
Ildikó
1994
That obscure desire for objectivity,
or the pleasures of essay grading
Melis
Ildikó
1995
Reading – simplified or facilitated?
Menyhárt
Adrienn
2008
Improving general proficiency
through teaching Business English
Merics
Barbara
2010
Teaching English to deaf students
Meszéna
(et al.)
Gabriella
2014
Pestalozzi professional
development for change in
education
Metzger
Lawrence
2006
Material design fostering learner
autonomy in the personalitycentered EFL classroom
Meyer
Nathan William
2015
Technology’s tribal warfare:
erasing the divide between digital
natives and immigrants
often unduly neglected skill will be suggested.
Samples of students’ writings (representing
both school ages, undergraduate and adult
learners) will be used in illustrations.
In this workshop participants will briefly
discuss how learning a foreign language is
different from other forms of learning. Study
skills exercises from recently published course
books will be used and ways of helping EFL
learners to find their own most efficient styles
will be discussed.
The assessment of students’ compositions in
English is a complex process. Understanding
criteria and their consistent application both
require a great deal of interaction by using
samples from admission exams. This
workshop will try to illustrate how this painful
process can approach objectivity through
negotiation and sharing among graders.
What makes reading in a foreign language
difficult or simple? Is it possible that
Hungarian learners will learn English well
enough to be able to read all those books in
English that the Hungarian book publishers
won’t be able to publish in translation any
more? What can teachers do when students
read in the classroom? These are some of the
questions that the presenter wishes to explore
with those who are interested.
Business English is undoubtedly the most
popular field within ESP and it is impossible
to avoid especially if one wants to work in
business. This workshop will show how to
teach students business related topics in an
effective and interesting way and how to
improve their general language proficiency
(speaking, writing, listening, reading) at the
same time.
In my presentation I will talk about my
experience of teaching English to deaf adults
using Hungarian Sign Language. In Hungary
the usage of sign language in foreign language
classes is not widespread. However, a change
is to come given that in 2009 the Hungarian
Parliament accepted a law according to which
the Hungarian Sign Language is the natural
language of the Deaf community. The law
also states that from September 2017 bilingual
education should be provided for those deaf
students who require it.
‘What can we do to make the schools where
we teach become places where everyone feels
better?’ This is what a group of dedicated
teachers have asked monthly at Pestalozzi
Friday workshops in the past academic year.
This workshop will give you a taste of these
events through activities focusing on teacher
roles and values.
This workshop provides teachers with an
overview of Jungian personality factors
representing diverse learning styles identified
through the MBTI and applied to Japanese
ESL university students. Samples of
personality-centered classroom materials will
be provided focusing on learner autonomy in
second language acquisition through proven
lesson plans responsive to students’ needs.
Technology in education often divides
teachers into digital ‘natives’ and
‘immigrants’ but these are largely outdated
distinctions when today anyone with internet
access is part of a ‘global classroom’ with
unlimited educational resources. This
presentation dispels technology myths to show
how to use online resources to flip classrooms,
139
promote peer-to-peer teaching, and foster
knowledge independence in the information
age.
Miasnikov
Gréti
2014
see Prievara
Michalkova
Miedema
Vladimira
Rients
2012
1992
see Sandy
Milanova
(et al.)
Nina
1994
Student-generated games and
projects in the field of British
cultural studies
Mile
Andrew
2011
SIG moderator
Mile
Andrew
2011
Multi-dimensional polaroid photo
Mile
Miller
Mills
Andrew
Jay
Patrick
2012
2010
1991
SIG moderator
Mills
Patrick
1991
Where do you meet your students?
(Half way? Or not at all?)
Milosevic
Ivana
2012
Intercultural activities = lots of
creativities
Milosevic
Miltina
Olja
Rasma
2005
1993
see Gacesa
Molnar
Claudia
2015
Course design-from needs
identification to activities and
materials
An oral examination in Holland
An oral examination of English after 280
lessons schoolteaching. A video presentation
of an interpretation of the oral part of the
exam. Two candidates work out a dialogue.
The video-tape is the input for a workshop on
criteria for the evaluation of student
performance.
A joint presentation of a project-based learnercentred methodology developed in the English
medium school in Bourgas (Bulgaria).
Participants in the workshop are asked to
evaluate the games and activates invented by
the students, and to discuss the issues of
learner autonomy, peer-teaching etc. arising
from this experiment.
Using some given points, sounds, images and
any others we feel significant we will consider
the contours, dimension, colours, aspects, etc.
of both the teacher and student communities.
We will then expand this inquiry by searching
for what gives us the strength, motivation,
love, creativity to act even more bravely and
understand better our vocation. Reflection,
introspection, and communication are factors
that may help us to advance personally and
professionally and this workshop will seek to
further empower us.
Story-telling in the classroom
D.I.Y. communicative grammar
exercises are possible
Literary text in a CTE/ESP class
The ‘communicative’ nature of many
exercises is somewhat doubtful and greatly
depends on the students ‘suspension of
disinterest’. An exercise format is proposed
which combines the opportunity and desire to
communicate with the use and practice of
specific language. Copies of several exercises
will be available to participants.
This workshop examines what happens when
a teacher’s teaching style and a learner’s
learning style do not match. Students may
simply vote with their feet; but in serious
cases there can be clashes, complaints and
delegations. Where and why do things go
wrong?
This workshop offers feasible and useful ideas
which are designed to liven up your classes.
Warm-up your lessons with visual prompts
and fun activities, while promoting
communicative competence and raising your
students’ cultural interest. The idea is to
improve the quality of the end product – ‘your
students’.
The talk is on the application of a literary text
(prose and verse) in a CTE/ESP class. Some
general and practical aspects of the problem
will be discussed.
This session will focus on the practical
elements of course design from needs
identification through to planning teaching
methods, activities and materials.
I aim to present useful ideas and advice on
creating fun, interactive courses which
encourage learner autonomy through skills
and confidence development in a supportive,
communicative environment.
140
Molnár-Kovács
Judit
2014
Some ways of teaching English
poetry for high school students
Molnárné Páli
Éva
2000
Themepacks – developing materials
for lower primary children
Mónos
Katalin
2001
Towards a new strategy assessment
scheme
Monostori
Moor
(et al.)
Klára
Caroline
1999
1995
see Lacsny
Moor
Peter
1998
Making oral tasks work in the
classroom
Moya
Sharon
1994
Grading as part of curriculum
planning
Language teaching for nonlanguage graduates
(1)
(2)
Muduroglu
Muhari
Muhedinovic
Mullerova
Sam
Éva
Azra
Alena
1994
2001
2014
2005
see Harden
Munteanu
Sonia
2004
Developing reading skills and
technical vocabulary
Language coursebooks for high school
students generally have only a few examples
of contemporary literature , although teaching
literature might be important both from
cultural and psychological points of
view.During my workshop I would like to
show some interesting and funny poems using
different methods to cover the form and the
content of these examples.
The aim of this presentation is to show how
materials designed for lower primary language
teaching have been trialled in a wide variety
of language classrooms and what impact they
had on participants of the trialling – teachers,
parents and children.
The talk will introduce the results of research
into the learner strategies of Hungarian
secondary grammar school students and
discuss what the findings imply for FL
instruction. Then it will provide an outline of a
tool developed specifically to assess the
learner strategies the target students use when
solving the tasks of learning and using a
foreign language, and argue that the
application of such an instrument for strategy
assessment purposes would be desirable.
Increasingly, British Universities are
confronting tradition by taking initiatives to
meet the need within the EU for non-language
graduates with professionally relevant FL
skills. Their survey is intended to inform the
debate in Hungary and other countries
bordering the EU on university level FL
teaching: the options available and the
possible outcomes.
Over the last few years there has been a
growing interest in task-based learning.
However, many teachers are still unsure what
the nature of such tasks should be, and how
they should be treated in the classroom. This
talk will suggest a definition and examples,
and will look in detail at their practical
treatment in the classroom. Potential problems
and solutions will be considered.
Objectives:
Building awareness of the relationship of
curriculum planning, instruction, measurement
and grading.
Develop strategies for establishing consistent
grading practices that reflect student progress
in EFL.
Method: Participants will work in small
groups where they can practice setting
standards for grading. Authentic students
writing samples will be used for discussion
purposes.
see Kovács
see Markovic Hajdarhodzic
Needs analysis in military
context
The objectives of the workshop are as
follows: To raise participants’ awareness of
target needs, especially in terms of
necessities and lacks, to refresh
participants’ knowledge of gathering
information about target needs, to point out
an influence of the results of target needs on
syllabus development and role of motivation
in the learning process.
This session will discuss reading skills
development and types of exercises for
building technical vocabulary through science
and business texts. The Read Science! text
book will be presented where science and
141
Murphy
Anne-Marie
2003
Putting brit kultúra into PET
N. Fenyvesi
Magdolna
2001
Ways of promoting learner
independence
N. Tóth
Zsuzsa
1991
see Gedeon
N. Tóth
Zsuzsa
1992
Dialogue journals
N. Tóth
Zsuzsa
1993
Fluency activities with a newspaper
advertisement
N. Tóth
NÁDASDY
Zsuzsa
Ádám
1994
1991
see Erdei
NÁDASDY
Ádám
1992
NÁDASDY
Ádám
1993
NÁDASDY
Ádám
2000
NÁDASDY
Ádám
2003
business texts are introduced in order to
familiarise the learner with the technical
discourse and technical vocabulary in English.
I will also discuss the relevance of this
material to the adult learner who prepares for
the European labour market.
Coursebooks are subject to sustained
criticism, yet they remain popular, especially
with exam candidates. We will start with a
brief look at what we should expect from
learners at CEF Level B1 and what tasks
students taking the Cambridge ESOL PET are
capable of. We will then look at a selection of
tasks for the updated exam with an emphasis
on brit kultúra.
By showing how practising teachers can help
their students to become more mature and
independent in the Hungarian teaching context
the presentation would like to ‘demistify’
‘learner independence’.
Dialogue journals are a learner-centred way
of developing the writing skill. They can also
contribute to mutual understanding between
learner and teacher.
The participants of the workshop (max. 24
persons!) will take part in a series of oral
activities based in one single newspaper
advertisement. The aim of the workshop is to
give teachers practical ideas of how to exploit
visuals creatively in the EFL classroom.
Exception and rule in English
grammar
English morphology: the dark horse
The right accent – pronunciation
and tradition in TEFL
Misrelated participles: their logic
and etiquette
Within the teaching of English,
pronunciation teaching looks back to a
shorter tradition than other components.
Even this short tradition, however, has come
to a turning point. So far, pronunciation
teaching has been based largely on
phonetics, and aimed at providing the
learned with ‘the right accent’ (RP or
educated AmE). The lecture will argue that
modern pronunciation teaching is more
dependent on spelling than on phonetics,
and the right accent is, in the eyes of many
teachers and especially learners, one that
bears the obvious marks of the speaker’s
background, mother tongue, etc. English
pronunciation also includes much that is in
other languages ‘grammar’, and therefore is
a more essential component to TEFL than
many people think.
In traditional grammar writing and language
teaching the aim was to present, teach (and
ideally to practise) the grammatical categories
of the foreign language. It was left largely to
the learner to use these in real-life situations,
if ever the need aroused for real
communication. Today the fashion is to do the
opposite; the course concentrates on
communicative acts – like asking for
information, expressing hypothetical thoughts,
or comparing one thing to another – more or
less irrespective of whether the target
language actually possesses these categories,
or whether they are difficult for learners with
a given native language. I will invite you to
think over the advantages and the positive
pitfalls of these two opposing strategies.
Grammars (and examiners!) say that a
participle is ‘well-related’ if its subject is
142
NÁDASDY
Ádám
2015
Phonetic transcription – curse or
blessing?
Nagy
Nagy
Edina
Edit
1994
2003
see Malderez
Nagy
Nagy
(et al.)
Ildikó
Judit
2003
2011
see Halápi
Nagy
Nagy
Judit
Nóra
2012
2014
see Bánhegyi
Nagy
Nater
Orsolya
Uli
2008
2007
see Pohl
Neilson
Sheilagh
2007
Using the teaching knowledge test
to promote teacher &trainer
developmentin Saudi Arabia
Supporting school teachers
preparing for new exams
A triculturalempowerment: the
Canadian-German-Hungarian
Cultural Reader
Making the most of digital
opportunities in the reading class
Montanalingua: combining foreign
language and outdoor learning
identical to that of the main clause: Working
hard, James earned well = it is James who
worked hard. Otherwise it is ‘misrelated’.
Really? Sitting on the plane, a thought
occurred to her (says Quirk). Is this wrong?
Was the thought sitting on the plane?
In dealing with English, a phonetic
transcription is more frequently used than with
other languages, due to the unreliable nature
of English spelling. Transcription seems to be
a necessary and reliable tool. But there are
problems with it. It will obviously represent
one type of English pronunciation (e.g. Irish,
or BBC, or New York); this can be confusing
or unfair. More interestingly, any transcription
implies an analysis of the sound system (the
"phonology") of the language, based on which
certain features of pronunciation are ignored,
others foregrounded.. Users are often unaware
of this covert analysis, thinking that what they
see is "the pronunciation" of the language -which is like confusing a map with the actual
surface of the earth. And just like a map
interprets (= distorts?) the earth, a phonetic
transcription interprets (= distorts?) the actual
sound of the language. I will point out some
such cases where the distortion is
scientifically justified, yet may misguide the
uninitiated user. I will also point out recent
developments and innovations in representing
English pronunciation in dictionaries.
In this talk I will describe the work and
achievements of the British Council project to
provide teacher support for new schoolleaving examinations. Amongst other
activities, New Examinations Teacher
Training Courses have been developed and
piloted, as well as courses to help teachers
assess speaking and writing.
The workshop introduces the CanadianGerman-Hungarian Cultural Reader.
Thetricultural book is divided into 28 units
exhibiting varying levels ofdifficulty and
abstraction. The Reader is ideal for generalpurposeEnglish language courses, intensive
language programmes, language camps
andheritage classes. The Reader comes with
teacher’s notes. Both materials
aredownloadable for free.
Which activities and technologies are the most
suitable for encouraging our students to read
more effectively in English? The aim of this
workshop is to give teachers an overview of
some methods and tools they can use to
integrate digital and print-based reading and
create a motivating classroom environment.
The EU project Montanalingua combines
TEFL with outdoor learning elements
(creativity, problem solving, adventure
activities and awareness of nature). Students
leave the classroom and learn English through
e.g. orienteering, crossing a stream or a photo
rally in town. During the session participants
will try out one of the activities themselves.
The Teaching Knowledge Test (TKT) course
forms the initial part of a 3-stage teacher &
trainer development programme in the
Ministry of Education, Saudi Arabia. This
presentation charts the programme’s
conception, development & revisions, and
143
Nemerkényi
Előd
2011
Education in medieval schools
Nemerkényi Hidegkuti
Krisztina
1995
Németh
Anikó
1996
English through sports (Teaching
sports specific English)
Does thinking hurt? Guiding
trainees to autonomous work
through helping them learn to think
critically
Németh
Anikó
1998
Integrated skills in a different way
Németh
(et al.)
Anna
2007
Taking Tom Waits from the bar to
the classroom – an experiment
Németh
Lenke
1996
Learning to think through literature
Németh
Zsuzsanna
2008
‘So how is your Maay-Maay?’
Németh
Zsuzsanna
2011
VoiceThread – enhancing language
proficiency in the EFL classroom
Ness
Simon
2013
Motivation, self-efficacy and
foreign language anxiety: an
investigation of non-native English
teachers
reflects on the challenges of balancing theory
with practical training skills within local
cultural contexts.
The philology of Medieval Latin and the
classical tradition in the Middle Ages provides
an insight into how Latin language was taught
by the masters of the medieval cathedral and
monastic schools. In the context of the
medieval notions of literacy and the seven
liberal arts, especially grammar and rhetoric,
one can survey the production and the storage
of school material from the copying
workshops (scriptoria) to the libraries.
Medieval methods of teaching Latin can also
be reconstructed from the manuscript tradition
of the Latin classics as well as grammatical
works. In addition to commentaries, various
types of glosses (marginal and interlinear),
anthologies (florilegia), and introductions
(accessus ad auctores) serve as points of
departure to reflect on medieval and modern
methods of teaching a language and the life of
teacher and pupils.
Poster presentation
This paper will discuss an approach to help
trainees to get the flavour of what it is like to
work on a teaching/learning problem evoked
from their own experiences through thinking
on their own in writing as well as thinking
aloud with their colleagues and trainer. It aims
to raise trainees’ awareness of critical
thinking. CETT students will demonstrate
how this approach worked in reality.
In this workshop I will demonstrate with the
help of students how they can intensively be
involved in experiencing what it means to
activate L2 they already know across the skills
and to develop strategies for autonomous
learning.
This workshop opens up for discussion an
activity sequence designed to raise adolescent
learners’ interest in exploring short texts in
English. Using a Tom Waits ballad will also
raise the students’ awareness of certain
features of coherent speech and help them
discover the way the reading process works.
The paper seeks to explore how novel ways of
literature teaching in a teacher training context
can contribute to the development of
autonomous and creative teachers. It will be
argued that the new approach to literature does
not only foster students’ personal growth but it
also satisfies the needs of present-day society.
The presenter will outline the challenges and
rewards of teaching English as a Second
Language to students from diverse
backgrounds in an urban middle school in
Portland, Oregon in the US. She will also
describe the components of successful service
models and programs for refugee and
immigrant children.
This presentation will outline the benefits of
using VoiceThread in the ESL/EFL class.
Extending learning beyond the walls of the
classroom, VoiceThread allows global access
to students to practice their language skills and
document their learning. The presenter will
share her experience of using VoiceThread to
increase students’ language proficiency.
This presentation outlines a recent quantitative
study with a sample of one hundred Hungarian
English teachers working within the state
school system. The aims of the investigation
were to: (1) validate the L2 motivational self-
144
Neubauerova
Jana
2003
Student-friendly way of preparing
students for tests
Newby
David
1993
Learning to communicate with
grammar
NEWBY
David
1994
Bad English and how to teach it
Newby
David
1994
Grammar through the learner’s eyes
Newby
David
1995
Method in my (gram)madness? To
buy or not to buy...
Newby
David
1996
Communicating with grammar
Newson
Dennis
2006
Lists, links, blogs, wikis, podcasts
and more: the internet as a resource
for EFL
Nielsen
Schelie
2008
The Magical World of Dr. Klutz
Niemi
Mária
1999
Let’s Go together!
Niemi
Mária
2000
Three pupils, three corners, three
wheels
Niemi
Mária
2001
Bravo
Niemi
Niemi
Mária
Mária
2001
2002
see Hős
Experiences of a Hungarian course
tutor in Uzbekistan
system for non-native teachers; (2) examine
the relationships between motivation, foreign
language anxiety and self-efficacy.
Is it possible to prepare students for a nationwide, formal and standardised test in a
friendly and positive atmosphere? This is a
question a lot of teachers may ask. Although a
test is considered by most students and
teachers unpleasant, often frustrating
necessity, the ways students are prepared for it
can be ‘humanised’ to a certain extent if the
teacher carefully plans what to do before,
while and after administering the test.
I shall use a variety of oral grammar activities
to demonstrate a) how grammar is an
important means of conveying meaning b)
how a variety of ‘learning by doing’ activities
can be used at different stages of the learning
process.
I shall consider certain aspects of English
grammar, vocabulary and pronunciation which
are regarded by some native speakers as ‘bad
English’. I shall look at their criteria for
considering language to be ‘bad’, shall explain
why, on the whole, I think ‘bad’ English is
good and suggest how you can make your
students’ English ‘worse’ – and therefore
better.
I shall discuss some of the issues relating both
to the use and to the learning of grammar and
demonstrate various ‘communicative’
grammar activities.
A Hungarian version of my book Grammar
for Communication is shortly to be published.
In my talk I shall present some of the features
of the book – and explain why buying the
book could result in madness...
I shall consider how grammar rules and
exercises can be re-oriented to show how
speakers communicate messages in real
situations. Focus on indirect speech. Examples
of rules and group-work activities based on
the recently-appeared Hungarian version of
my grammar book Grammar for
Communication.
I shall concentrate on the use of the internet to
support teachers preparing for their teaching. I
shall deal with international Yahoogroups
email lists and TEFL groups like Webheads
and Learning with Computers that also use
resources such as voice mail, chat, Skype,
blogs, wikis, podcasts and webcasts.
Through unconventional methods Dr Klutz
(alias Schelie Nielsen) will teach and train
teachers thebasics of communication and
awareness using the TPR-Total Physical
Response and MI-MultipleIntelligences,
methods and techniques in the Performing
Arts through the medium of drama, mime,
clowning, magic, music and movement,
storytelling and puppetry.
Join my class and enjoy some activities of our
favourite ones. Fun and drama in the class.
I’d like to share some ideas with primary
school teachers of English how to make the
lessons lively and successful. I bring along
some practical activities, the ones my pupils
liked the best.
Take a good coursebook, spice it with some
good ideas, add high technology and yourself.
A Hungarian course tutor, who has just
returned from tutoring a course on a Hornby
School in Tashkent, will share her experiences
about people, places, and teacher development
145
in an international context. This interactive
presentation will also shed light on what
Hornby schools are, where they take place and
what their aims are.
Niemi
Nikic Vujic
(et al.)
Mária
Bojana
2002
2013
see Együd
Nikolov
Marianne
1991
What to do with a reader in the
classroom?
Nikolov
Marianne
1992
The best story competition
Nikolov
Nikolov
Marianne
Marianne
1993
1994
see Dobányné Bors
Nikolov
Marianne
1994
Hey Diddle: teaching foreign
languages to young learners in NAT
Nikolov
Marianne
1995
‘It was a dark and stormy night’ –
proficiency tests for OÁTV
NIKOLOV
Marianne
1996
Bon-hommy: insights from research
for language teachers
Nikolov
Marianne
1997
see Major
Nikolov
(et al.)
Marianne
1997
Helping students with real writing
Nikolov
Marianne
1998
Classroom reality? Insights for a
secondary school observation
project
Nikolov
Marianne
1998
see Fekete
Nikolov
Marianne
1999
Nikolov
Marianne
2000
Piloting tasks for the basic-level
examination
What can year 6, 8 and 10 students
do in English
Nikolov
Marianne
2001
Improving reading and speaking
skills through critical thinking
‘I study English ‘cause the teacher
is short’: motivation in child FLL
What our students can do in the
European Year of Languages
This workshop deals with the implementation
of universal intellectual standards while
choosing and dealing with reading
comprehension texts, by looking at clarity,
accuracy, precision, relevance, depth, breadth
and logic within the texts; and the analysis of
the reading comprehension questions via the
application of Bloom’s Taxonomy in order to
promote critical thinking in speaking.
Have you ever wondered what to do with
young learners and classroom readers? You
might get some ideas if you come to this short
workshop.
All teachers of English have their favourite
stories that they tend to tell learners. Do
learners have stories? Can they be exploited
for peer teaching? This workshop will
concentrate on ways of using stories written
by learners. Bring your own story along!
The talk will describe details of a longitudinal
study on attitudes and motivation among
Hungarian children between the ages of 6-14
in three groups.
The presentation will look at the two latest
versions of the new National Curriculum in
Hungary and issues related young learners’
foreign language programmes.
The country competition (OÁTV) for 13-14year-olds has been organized in 4 different
groups. The presentation will reveal how
relevant these groups can be considered, how
the different tests measured children’s
proficiency and to what extent children,
teachers and test developers have found tests
and results relevant.
This talk will explore some of the research
areas offering teachers reasons for being
cheerful: changes in the sociolinguistic
context; findings related to aptitude and
motivation; strategies, syllabus design and
testing proficiency.
We will address university students’ needs to
express themselves clearly in writing.
Presenting how EFL academic writing and
research skills have been developed at Janus
Pannonius University, we will give details of
activities we have designed in introductory
pre-service writing and classroom-based
research skills courses. The talk will also
feature a discussion and a demonstration of a
revision technique.
In preparation for the examination reform 118
English classes were observed in groups of
average or below average conditions. The talk
will explore what task-and text-types,
languages and resources were used and how
teachers characterize students’ strengths and
weaknesses.
This talk will analyse the findings of the 1999
trial of reading and writing tasks.
I will present the findings of an empirical
study on a representative sample of students in
years 6, 8 and 10.
A representative sample of year 6, 8 and 10
students were tested in 2000 in English and
146
(et al.)
Nikolov
Marianne
2003
Taming young learners of English
Nikolov
Marianne
2004
see Józsa
Noble
Noble
Noble
Noble
Helen
Helen
Helen
Helen
1995
1995
1996
1996
see Moor
Noble
Helen
1997
see Kárpáti
Noble
(et al.)
Helen
1997
‘Windows on the ESP classroom’:
researching materials and learners
in action
Noble
(et al.)
Helen
2000
A common approach to tertiary
specific purpose testing across
disciplines
Noble
Helen
2001
Language skills for European
Union accession
Nolasco
Rob
1995
The diary of a teenage language
learner
German. The test booklets on listening,
reading and writing were supplemented by a
standardised test on inductive reasoning skills,
and a questionnaire on attitudes and
motivation. The talk will present some of the
results.
This exploratory qualitative study enquires
into classroom processes of lower primary
English groups and their teachers’ practices,
views and theories. Thirty groups of young
learners were observed in April; then, their
teachers were interviewed. The talk will
discuss findings concerning classroom talk
and management, task types and discipline.
Teachers’ actions will be compared to their
claims.
seev Sárvári
see Tóth
The revised Cambridge First
Certificate Examination: an
approach to assessment
The revision of the Cambridge First
Certificate Examination will be complete in
December 1996, when the first papers are
taken. This talk will describe the approach to
assessment in the five papers of the
examination, illustrated by sample materials
and UCLES’ publications.
‘Windows on the ESP classroom’ is a
classroom research project which evolved
from a concern about a neglected phase of
materials development – materials ‘in action’.
Teaching teams have looked into each other’s
classrooms to investigate their learners and
their reactions to the materials used. We
present different perspectives in WESP and its
rationale.
How can we harmonize language tests offered
for graduates in business, medicine,
engineering and law? This consideration is
particularly important if higher education exit
examinations are to provide useful
information for test users, including
employers, who often recruit across
disciplines. A group of tertiary teachers have
been developing a skills-based examination
framework, which offers some novel solutions
to the question.
Hungary will probably be an EU member by
the time this year’s freshers enter the job
market. What consequences does this
accession climate have for language provision
in Hungarian universities and colleges? The
talk discusses some of the findings in a
preparatory survey carried out for a new
higher education project. The survey links the
workplace to the chalkface, profiling the
current expectations and demands of
employers and recent graduate employees, and
the likely impact of EU accession on their
language needs, before providing a snapshot
of current classroom practice.
Paul E Glot is aged 14 years and 1 month
when he discovers that he is a gifted language
learner. For the next year he proceeds to
confide to his diary fascinating details about
language learning from any available source.
Extracts from his diary extend to subjects as
diverse as discipline, homework, leaner
training, motivation and generally surviving
life in the classroom. This talk will use
extracts from this unique document to help to
outline a set of principles for teaching teenage
147
Novak
Damir
1997
Is a teacher born or made?
Novák
Jiri
1996
Singing and chanting in ELT
Nováková
Irena
1993
Exploiting the BBC English
teaching programmes in class
Nováková
Irena
1995
Nyilasi
Emese
1994
Peers in pairs – an interim report
Nyírő
Nyírő
O’NEILL
Zsuzsanna
Zsuzsanna
Robert
1994
2001
1994
see Diószeghyné Németh
O’Neill
Robert
1994
The iceberg factor
O’NEILL
Robert
1997
Crisis and alienation in the
classroom?
Oakes
Steve
1994
Issues and ways of self-observation
Oakes
Steve
1997
What can a 4-week teacher training
course achieve?
learners.
The workshop focuses on motivation, on
identifying one’s strengths and weaknesses.
Through practical pair and group work we will
see how practical and flexible we are in the
classroom. We can motivate our students only
if we are motivated.
The aim of this workshop is to show how
songs, chants and stress placement games can
be used to make the learner more aware of
rhythm, stress, pronunciation, and how songs
can be applied in listening comprehension
strategy and cross-cultural relations. Handouts
will be provided for the activities.
How to make lessons more interesting, more
effective and more colourful. As a nonnative speaker I’m trying to use as many
authentic materials as possible, and the BBS
English Teaching Programmes is one of the
sources of my materials.
She will introduce some materials and
photographs from the TESOL’94 Convention
in Baltimore and from her visits to schools in
Michigan – from Kindergarten to Universities.
Poster presentation.
Referring to Medgyes’s plenary lecture, I shall
report on the first results of a longitudinal
study. This study looks into the teaching
practice of students at CETT Budapest, more
specifically, into the difficulties they face
while working with a partner. The survey is
based on data obtained from questionnaires,
interviews, B.Ed. theses – and hearsay.
see Cseresznyés
The sacred cow of authenticity
What is accessible and authentic for one
person or group may not be to another. What
are the implications of this for the design of
materials and methods for non-native speakers
of English? Can language be spoken or written
so that it will be accessible for non-native
speakers also?
The meaning of even the most ordinary
language depends on different elements
‘below the surface’. These include syntax and
other kinds of structure but go far beyond
these. We use these unconsciously both to
produce or understand language. How can we
teach these elements that are ‘below the
surface’?
Some versions of the ‘communicative’
approach result in the radical de-skilling and
down-grading of teachers. Far from helping to
reach the desired aim of delivering
communicative competence to learners, the
opposite is usually achieved. The alternative is
‘Pragmatic Structuralism’. The presenter
explains how and why.
Can I observe myself with the perceptiveness
of an outside observer? And what is an
observation task, anyway? And what’s the
connection...? This seminar will give you an
insight into different ways of observing your
own classes and into the various aspects of
classroom behaviours you might investigate. It
is presented by a teacher who devised selfobservation tasks to gain a better
understanding of this own classroom, and who
will take you through his own process of
becoming a more reflective teacher.
The notion of training the uninitiated to teach
English in four weeks – the most common
time frame of the RSA/CELTA course –
provokes, well, varied reactions from those in
148
Oakes
Steve
2002
Clouding the message in observer –
teacher discourse
OAKES
Steve
2012
Embracing ambiguity
Oakes
Steve
2012
Bridging the authenticity gap –
helping lower level learners connect
with authentic language through
video
Oana
Petrut Bianca
2001
Communication techniques for first
year students minoring in English
Obee
Bob
2003
Exam writing task cycles
Öçel
Nilüfer
2002
Filming students. Having project
work
Öçel
Nilüfer
2002
Writing scenarios. Role-playing in
EFL classes
Odiņa
Indra
2002
How teachers face changes
OPP-BECKMAN
Leslie
2002
ELT and the information highway
teacher education. This talk will give you a
forum to explore and challenge that notion –
and, hopefully, to find out what makes the
CELTA tick.
A trainer (or mentor, or DOS) who has
abandoned non-judgemental approaches to
feedback still finds himself weaving obscure
messages. There is something about observer
– teacher rhetoric that often leaves a teacher
not knowing where they stand. This talk looks
at where the trainer goes wrong, and considers
ways of clearing the skies.
For as long as most of us have been in ELT,
authentic material has been essential fare in
coursebooks and one of the ways in which
teachers supplement lessons. But at lower
levels there is often resistance to using such
materials on the part of teachers and learners
alike. Where does this come from? Have we
boxed ourselves in with a view of what’s
difficult, and of what it means to ‘understand’
texts or a speech? Are we in fact depriving our
learners of an essential element in their
learning that will equip them to deal much
better with all kinds of situations in English?
In this talk we will explore ambiguity
tolerance (AT) as one of the most important
and most commonly overlooked learner traits,
and look at ways of building AT in learners of
all levels.
In this session I start with the premise that
language learners can benefit from regular
exposure to authentic language from the
earliest stages of learning, and that video is
perhaps the best medium for achieving this.
Using examples from Speakout, I will
demonstrate some principles of authentic
video materials selection and task design that
enable learners to interact with the material
and the language in a way that is meaningful,
enjoyable and motivating.
This paper brings into the foreground the way
in which students of the ‘Petru Maior’
University of Tg.-Mures deal with
communication techniques within a practical
course, focusing on the possibilities of cooperation between the teacher as moderator
and the group of students.
This talk will explore the value of beginning
to redefine notions such as ‘process’ and
‘product’ in exam writing classes in terms of
the actual participants, i.e. the teacher
managing the ‘learning’ and the student
grappling with writing in English and sketch
what a writing assignment task cycle within
this perspective might include.
EFL teacher trainees are usually lacking self
confidence of speaking in front of the class or
in groups. Instead, during the pair/group
works they tend to whisper each other in L1.
Filming students could not only force them to
use L2 but also could make them produce
excellent work.
EFL Students could be more creative if they
were given chances to produce their own
material. They could write scenarios and have
role-playing sessions as well as readers’
theatres. All would have a part in the activity
and unite the class as a whole. Self-realization
of the students.
The workshop will deal with the experience of
implementing changes in teachers’ in-service
education.
Innovations in computer-related technologies
and the advert of the World Wide Web have
149
Opp-Beckman
Leslie
2002
An overview of web-based
resources for ELT
Orbán
Eszter
1997
see Bánhegyi
Orosz
Andrea
2004
see Bakti
Orr
Gregory
1991
EFL writing – the process of
evaluation
Östör
Zsuzsa
1995
Can you really place your students
on a five-mark scale?
Östör
Zsuzsa
1997
Summer camp projects for children
Östör
Zsuzsa
2002
What is this new Euro exam
everyone is talking about?
Östör
Zsuzsa
2003
Euro Exams: real life needs,
European standards
Östör
Zsuzsa
2005
Present perfect or sociolingustic
competence? CEF requirements
and teaching
Östör
Zsuzsa
2006
CEF based state accredited
language exams. Changes of
approach and practice in preparing
students
Östör
Zsuzsa
2015
Working with the new mediation
CEFR scales
made it possible for us, as educators, to forge
ties with each other and enhance our
classroom resources through the use of new
and exciting resources. This session gives an
overview of some possibilities that exist today
and takes a look at what might await us in the
future.
Participants will get hands-on experience
finding and evaluating pedagogically
appropriate free web-based resources and
tools for teaching. We will share ideas for
incorporating these resources in English
language learning environments that have zero
to one or more computers.
This discussion/workshop will deal with how
to evaluate student writing in the EFL
classroom. Just as we have been diminishing
our preoccupation with grammatical errors in
oral work in the communicative classroom, we
need to take the similar approach to the
evaluation of student writing. Attention to
grammar is only one part of the evaluation
process which should include equal attention
to mechanics, content, organization, and
expression (both by teacher and peer
evaluators).
The need of assessment in state schools is
often against real learning. The presentation
offers alternative ways of testing and marking
to avoid frustration, fear and cheating.
This talk will look at the kind of ideas that can
be exploited for developing into projects for
primary and secondary school children.
Examples will be shown, demonstrating how
the children’s past experiences, as well as
ambitions, can be drawn on for exciting and
creative classwork.
Why do so many students dislike
examinations? Is it possible to design an exam
that is more useful and more interesting – for
students and their teachers? A thoughtprovoking look at the thinking behind
examinations and an introduction to the new
Euro examinations.
With European integration around the corner,
there is a growing need for language exams
that conform to European standards and meet
the needs of today’s European citizen. This
presentation will look at how the Euro Exam,
specifically designed around the guidelines
laid out by the Common European Framework
of Reference, effectively tests learners’ ability
to communicate.
The CEF ‘can do’ level descriptors make the
life of teachers easier by reliveing teachers
of the necessity of concentrating unduly on
accuracy and grammar based teaching
methods at the expense of communication.
The workshop will examine ways of making
CEF oriented teaching fun, motivating and
successful.
As all the accredited state exams have to be
adapted to the CEF, the workshop provides a
basic practical introduction to the
contributions of the document to language
teaching and testing. The CEF will be shown
as providing the basis for useful and effective
communicative language teaching, testing and
syllabus planning.
The CEFR Team is currently working out the
mediation scales that has been missing from
the document so far. Euroexam has taken part
150
Osváth
Erika
1997
Games for younger learners
Osváth
Erika
1998
Vocabulary games
Osváth
Erika
1998
Vocabulary games
Osváth
Erika
2012
A second self: motivation,
imagination and L2 identity
Osváth
Erika
2015
see Dudley
Ötvösné Vadnai
Mariann
2005
Do ‘Culture Matters’ matter?
Outi
Kálmán
1997
Building and people
Öveges
Enikő
1999
Developing the new school-Leaving
exam in English: problems and
possible solutions
Öveges
Enikő
2003
Világ – Nyelv (World-Language)
programme
Öveges
Enikő
2015
Language coaching in school
education
in several on-line international workshops in
the validation of the new descriptors. The
workshop helps to understand the concept of
mediation in the CEFR context, and examines
a few problems that teachers will have to face
in connection with them.
This session will demonstrate a number of fun
activities/games which promote language
learning for primary and secondary school
children.
I am going to present a few ways of
presenting, practicing and revising vocabulary
(mainly for children, with most of the games
adaptable for adults as well.)
I am going to present a few ways of
presenting, practicing and revising vocabulary
(mainly for children, with most of the games
adaptable for adults as well).
The L2 Motivational Self System (Dörnyei
2005) is an important new theory, backed by
considerable research but which as yet lacks
any direct practical applications which could
be used by L2 teachers. In this workshop I
will briefly outline how a motivational
programme can have a positive effect on
language learning and demonstrate some
practical activities.
During the workshop different issues of
language and culture will be discussed, then
ideas for teaching culture will be explored by
examining what is taught in terms of culture
and how cultural issues are handled by
‘Channel’ course book series.
Characteristic marks of society can be
examined from several aspects: food, fashion,
language, architecture, etc. All reflect many
sides of a community. This poster aims to
concentrate on showing some fields of the
objective environment that are specific to
British society ranging from households to
buildings and streets. It also looks for
examples in the language that show these
special features.
The aim of this workshop is to give teachers
of English insights into the process of
developing the new school-leaving exam in
EFL. The first part provides an overview of
the current érettségi and describes our concept
of the new exam, whilst the second one
focuses on the different phases and aspects of
our work such as the development of the
detailed requirements and specifications or
item writing and piloting.
Several major initiatives were launched by the
Ministry of Education in 2003 to develop
foreign language teaching in Hungary. The
talk will focus on two of these, Grade 9 for
intensive language learning (nyelvi előkészítő
év). The World-Language programme package
(Világ – Nyelv pályázatok). The Világ – Nyelv
programme supports bids in various areas of
foreign language learning, from teacher
training to materials development, to helping
the underprivileged to ESP. The language prep
year will be inserted as an extra year before
the first year of secondary school, where at
least 40% of lessons will be devoted to foreign
language learning. This talk will give you an
overview of these programmes and answer
your questions.
The workshop aims to focus on the aspects
language coaching may support in school
language education. It explores the ways
151
OXENDEN
Clive
2001
What’s up prof? (Teaching upper
intermediate doesn’t have to be so
dull)
Oxenden
Clive
2001
Pop songs in the classroom
Özmen
Kemal-Sínan
2007
Teachers for societies or for the
system? Critical thinking in EFL
teacher education
Paál
Pajor
Páli
Anikó
Viktória
Éva
2001
2002
2002
see Hős
Pálinkás
Magdolna
2010
MA thesis abstracts at the
Department of English Applied
Linguistics, ELTE: requirements
and beliefs
Palmberg
Rolf
2009
Comprehension beyond sentences –
reading exercises for logicalmathematical language learners
Palmer
Matthew
1996
Ways of seeing: using pictures in
the classroom
Pálos
Ildikó
1993
Linguistics: friend or foe?
(Teaching linguistics to prospective
teachers)
Pálos
Ildikó
1998
Listening in the EFL classroom:
teaching or testing?
Pálos
Ildikó
1999
Who is to know what I am worth?
(on true self-assessment)
needs analysis, goal-setting, individualization,
empathy, and reflection can be further
integrated into our classrooms. The 45
minutes will be devoted to discussing the
fundamental concepts, introducing ways of
planning, and sharing classroom activities and
practical tips.
This practical talk challenges the common
assumption that higher level teaching should
by definition, be more ‘serious’ (in other
words dull) and less ‘fun’
A practical workshop on using classic pop
songs to motivate your students and make
your classes more enjoyable.
The presentation focuses on the critical
thinking skills(CT) and dispositions and their
possible applications in EFL teacher education
setting. It is surprising that we cannot find
adequate studies in literature relating to the
implementation of CT skills in teacher
education. When it comes to ELT situation,
the picture is even a worse one. Therefore, the
main aim of the presentation is to provide
ELT professionals with the latest issues on CT
skills and present an empirical study in an
ELT program.
see Hegyi
Teacher development through
projects – Insights
The presentation intends to give an insight
into professional development achieved by a
number of teachers who have taken part in the
project.
This presentation focuses on many aspects of
abstract writing. A recent small-scale research
is presented here which investigated, with the
help of different tools like interviews and
questionnaires, what DEAL consultants or
students consider as a proper MA thesis
abstract.
According to Gardner’s Multiple Intelligences
Theory, logical-mathematical learners are
particularlyfond of logical reasoning. They
enjoy reading tasks that require them to draw
inferences from what isstated in texts and texts
that relate to their personal knowledge and
experience. Five different types ofsuch
reading tasks will be presented.
The use of pictures is widespread within
TEFL, they play an important role in
examinations and in the classroom. This talk
will look at the kind of questions and tasks we
ask our students with the intention of
provoking ideas for both examiners and
examinees alike.
Linguistics, in some form, is a basic
component of language teacher training,
However, most students regard it with some
aversion, and these feelings are more often
increased than diminished in the course of
training. This workshop aims to consider
possible reasons and our ideas about what and
how to teach linguistics in these programs.
Primarily intended for practicing EFL
teachers, the workshop aims to evaluate the
most frequent types of listening practice
exercises used in the EFL classroom, and
suggests practical ideas regarding how these
can be made more practicing rather than
testing in nature by incorporating
strategyteachingin the ‘listening curriculum’.
It is probably not only my experience that no
truly effective (let alone affective) learning
can take place with an apprehension
concerning assessment (grading) being
152
Pálos
Ildikó
2002
Practicing grammar. What exactly
do our learners need?
Pálos
Ildikó
2004
On the useful uses of the mother
tongue
Pamukchieva
Ophelia
2011
First, but ehatis the first?
Panus
Michaela
2012
Teaching attitude in TOEFL and
other spoken exams
Papke
Barbara
1991
In-service training for teachers of
English – needs analysis and
consequences in the Eastern Part of
Germany
Papp
Andrea
1998
Children’s literature in primary
teacher training
Papp
(et al.)
Andrea
1999
New coursebook for children’s
literature
Papp
Andrea
2004
Translation as the source of global
knowledge
Papp
Andrea
2006
What shall we do with translation?
Translating and retranslating
children’s literature
constantly present in the learners’ minds, at
the conscious and unconscious level. The
workshop will explore issues surrounding selfassessment within mainstream education as a
possible remedy for the situation.
Have you ever felt frustrated and helpless
(again and again…) practicing certain
grammar items with your learners? This
workshop reviews the basic ingredients of
successful grammar practice in the light of
some recent findings of SLA research, through
practical suggestions that you can take home
and try.
Do you ever feel guilty of (over)using L1 in
your classes? Or do you ever feel you are
unwilling to feel guilty, although you know
you ‘should’? Where is the balance? What are
the ‘justified excuses’? - Come along and
explore these issues with us.
The students of a class, preparing for FCE,
have different level of knowledge. How to
make our lessons useful both for the weak and
good students?
The workshop includes practical ideas for
helping students approach spoken exams with
the right attitude. The workshop participants
will experiment non-formal methods of
education such as Improvisation Theater,
Storytelling, Living Library and Photovoice
and reflect upon using them in the context of
exam preparation classes.
The reunification of Germany has led to
fundamental changes in the educational
systems of the new Eastern Bundeslander. As
a consequence, the teachers’ need to ELT inservice training have changed, too, and will
have to be met by new types of INSET
coursed programmes.
Children’s literature has a very important role
in primary teacher training: you can expand
your trainees’ vocabulary, their language
skills and, at the same time, increase their
cultural awareness as well as their skills in
methodology.
During the past few years the teaching of
children’s literature has become a very
important part of the curriculum at the
Budapest Teacher Training College. The lack
of appropriate material made it necessary to
compile a textbook consisting of short extracts
from different children’s books with
explanatory remarks, definitions of literature
terms and exercises. The extracts are e.g.
from: Alice, Mary Poppins, The Secret
Garden, etc.
The question is whether translation can help
us with defining global knowledge.
Translation is to give the meaning of
something written in another language.
Meaning is the thing one intends to convey
especially by language. So translation should
somehow convey the meaning of the source of
knowledge.
Translating children’s literature has always
played an important part in our culture,
especially in politically ‘bad’ times, when not
only translating but writing kid’s literature
was a way of escape for writers. In my
presentation I want to focus on the translations
of some famous Anglo-Saxon novels,
characterizing the time they were written, then
the time they were translated and retranslated
trying to point out the whys and wherefores of
retranslating these novels. The works in
question are the following: Little women
153
Papp-Kuster
Klára
1999
Creativity, problem solving, love of
work: keys to success
Páricsi
Zsolt
1993
New responsibilities and potentials
of literature teaching in higher
education
Parker
David
1991
see Ábrahám
Parminter
Parrot
Sue
Jeremy
2010
1998
see Bowler
Parrott
Jeremy
1993
Discovery methods in teaching the
history of English
Parrott
Jeremy
1996
Making a movie: The stars of Eger
Parrott
Jeremy
1999
Sound sense: onomatopoeia
revisited
Parsons
John
1994
How Nelson books can help you in
the classroom
Paschekné
(et al.)
Mónika
2008
Spooky Hour: Halloween Party
ideas for primary classes
Pásti Urbán
(et al.)
Leona
1997
Roles of teachers in British cultural
studies (BCS) schoolwide
Pásti Urbán
Leona
1998
see Jakóts
Taboo or not taboo? That is the
question
(1866), (the Hungarian translations are 1923,
1926, 1948, 2004), The happy prince (1888),
(the Hungarian translations are 1904, 1908,
1919, 1922, 1945, 1958, 1968)
The way the Vocational academy – a brand
new bilingual primary and secondary school
of economics in Győr – works under the
auspices of the EU) The lecturer talks about
the organisational structure, the sphere of
activities in her school. She will present their
key subjects, among them the European
studies.
This talk will focus on how the traditionally
obscure relationship between the more
academic type and the more classroom
oriented aspects of literature teaching should
be redefined in an ideal teacher-training
programme replacing older university and
college ones.
What is the current state of swearing in
English? What can be said in polite (and not
so polite) company? What will the media
accept? What can be said? This presentation
will try to answer these questions, engage you
in considering your own tolerance and
awareness of such language and widen your
colloquial vocabulary.
Background to teaching history of English
language to Hungarian undergraduates. What
is the purpose of such a course? Practical
examples of techniques to bring the subject
alive and involve students in actively
discovering rules & processes in historical
linguistics.
We are going to script, rehearse and video a
free and somewhat condensed version of
GárdonyiGéza’s classic novel The Stars of
Eger. After just one and a half hour’s work
there may still be one or two rough edges, but
I confidently expect the rushes to be ready to
view by the end of the session.
One view of the origin of the human language
is that words mimicked naturally occurring
sounds. ‘Pop’ and ‘miaow’ are obvious
English examples. This workshop however
will explore the notion of certain consonant
clusters in English suggestive from their
sound as proto-morphemic sounds.
An introduction to various styles of classroom
practice for a range of ages and levels, always
bearing in mind that teachers of all kinds want
to be effective and allow students to enjoy
language learning. This talk concentrates on
practical ideas for use in the classroom.
We invite our colleagues to spend aSpooky
Hour with us. We would like to share our
ideas aboutorganising a Halloween party for
primary classes. In this workshop you can try
our selected partygames. Learn action songs
and rhymes, rhythm practice activities and arts
and crafts ideas.
This talk will address the issues of fitting BCS
into teaching practice and involving collegues
in teaching it through lesson observation,
discussions and sharing materials. Ways of
involving students in encouraging them to
collect their own materials and share their
experience will also be looked at. Examples of
making BCS files and putting together
exhibitions on Britain will be shown.
154
Patskó
Laura
2014
English learners’ needs and goals
are changing. But are teachers?
Patterson
PEACHEY
Guy
Nik
1994
2010
see Milanova
Peachey
Nik
2010
The challenges of exploiting web
based media with younger learners
Pearson
Sara
1996
Creative use of visuals in the TEFL
classroom
Peckham
Don
2001
Noticing grammar and vocabulary
as a goal of instruction
Peckham
Don
2006
Self-efficacy and second language
learning: beyond strategies
Peckham
Don
2010
Using English as a lingua franca:
the new normality
Peckham
Don
2011
Communities of learners: the power
of belonging
Peckham
Don
2014
Issues of identity and community
for EFL students
New learning technologies: the
challenges and opportunities they
offer to our students
What English do students need? As the
language and its uses adapt and change, do
teachers adapt and change their beliefs and
methods? How can novice and experienced
teachers achieve more sociolinguisticallyinformed practice? I will draw on my own
experience as a teacher trainer to address some
such questions.
In this presentation, I will be exploring some
of the potential that new web-based
technologies offer our students and teachers of
English. It has never been easier to create
interactive sociable and motivating learning
tasks for our students. These tasks can involve
real communication while developing a range
of digital literacies that our students will need
for the realities of working and living in the
21st Century. During the talk, I hope to
demonstrate some of these tasks and materials,
and show how easy they are tocreate.
Many teachers realise the need and the
advantages of exposing younger students to a
greater range of media and social networks
and networking tools, but at the same time see
many of the obstacles and potential pitfalls of
doing this. In this session we will look at what
teachers perceive to be the main obstacles to
greater integration of technology into the
syllabus for younger learners and also
examine some possible solutions and tools
that teachers can use to give students greater
opportunities to engage with web based
media.
This presentation will focus on the use of
visuals as a tool in communicative learning. It
will emphasize student-student interaction in
English as the goal. It will also address the
concerns of those instructors who do not use
textbooks and how visuals can be particularly
helpful in their classrooms.
One possible effect of instructing students in
grammar and vocabulary is that students may
then ‘notice’ what was taught in later input.
This talk will raise the issue of the noticing as
one goal of instruction. Empirical data will be
presented which supports noticing as an effect
of instruction.
This presentation will draw on current work
on the concept of self-efficacy, applying this
concept to learning vocabulary and reading
skills at the university level. This research will
draw the conclusion that it is not strategies per
se which mark more effective learners, but a
strong concept of self-efficacy.
The ‘new normality’ that students may well
face when completing English courses is that
of speaking English as a lingua franca (ELF)
with other non-native speakers, yet what is
this increasingly common way of using
English like? This talk will address this issue
and look at possible implications for teaching.
Inclusion in a community is potentially
empowering, while exclusion from one is
potentially disempowering. Given the power
of community, one important question should
be: what kinds of communities do EFL
learners see themselves being a part of or not
being a part of as speakers of English?
This talk raises issues of identity and
community concerning EFL users. Two types
of data are drawn on collected from English
majors attending a Hungarian university.
Results show that many students are finding
community and identity through using English
155
as a lingua franca.
Pečnick
Gordana
2001
Pečnick
Pécsi
Gordana
Amál
2002
2014
see Vidmar
Pere
Perianova
Marianna
Irina
2010
1996
see Hardcastle
Persicke
Gill
1991
Teaching students to write in
English
Pervan
Mia
1996
Laughing off mistakes
Péter
Orsolya Adél
2002
Teaching reading
Petraskó
Judit
2008
CSI, House MAD, and JAG
inmaterial design for writing and
speaking group activities
Petring
Jane
2014
Greening your teaching
Petring
Jane
2014
Lotus leaves, woodpeckers and
honey bees as agents of change
Vocabulary games, warmers and
fillers
Cracking the cultural codes
Do you like singing and dancing with your
students? If you do, come to this workshop
which offers a lot of fun. You will learn useful
action songs which have been tried out by
students of various ages and ability levels.
They were enthusiastic about the songs and
the movements.
.
Games, games, games. Young learners thrive
on them, and we are constantly looking for
new ones for our ever-increasing repertoire.
Amál Pécsi’s short stirrers and vocabulary
games will provide you with fresh ideas on
how to change the pace of your lessons and
channel energy in the right direction.
The common codes in a culture incorporate
background knowledge, rituals, values and
linguistic signs. These codes are different for
speakers of different languages, and thus it is
sometimes difficult to achieve a meeting of
minds between people belonging to different
linguistic communities. Thus it is very
important for teachers to be aware of the
learners’ codes and the target language culture
codes.
Writing is probably the most neglected of the
four skills in the language classroom today.
This workshop will focus on enjoyable ways
to help elementary and intermediate students
write simple English paragraphs. For teachers
of students age 12 to adults in state & private
schools.
The paper explores the possibilities humour
can offer in helping the EFL learner get rid of
some typical language mistakes. It also
suggests appropriate teaching materials which
might help in achieving this aim.
Practical questions and problems of teaching
the reading skill will be discussed.
Since young adults spend half of their lives
watching TV series, it’s time to relate to these
shows asforms of authentic material and use
them as possible framework of storytelling in
class. You will beintroduced to several
activities in which students can take up the
roles of crime scene investigators,doctors, and
lawyers.
This workshop will provide teachers with a
wide range of online resources they can use to
include topics related to environmental
awareness in their lessons. Videos, online
calculators, articles and games, along with
lesson plans and teaching ideas will be shared.
Some of the topics include Your Carbon
Footprint, Plastic in the Oceans, Green Living,
Collaborative Consumption, Biomimicry and
more.
Using Content and Language Integrated
Learning (CLIL) in the English language
classroom is a dynamic way to implement
positive change in our rapidly changing
environment. As concerns escalate over the
impact our modern-day activities have on the
planet, there is an urgent need to create
sustainable technologies and practices.
Fortunately, we are surrounded by brilliant
teachers in the natural world who have had a
very long time – some 3.8 billion years – to
generate and refine innovations. Educators are
discovering a compelling method to excite
students by introducing them to the cuttingedge yet ancient practice of adapting nature’s
156
Pfingstl
Tímea
2009
Be a modern teacher! Celebrate
Christmas in the classroom with the
World Wide Web
Pfingstl
Tímea
2009
English grammar is not your
Bugaboo!
Piccinini
Veronika
2007
Multiple intelligences in the ELT
classroom
Piccinini
Veronika
2008
Linguistics: an effective language
learning tool
PICKERING
George
2013
Pirš
Gregor
2015
The future of ELT: mission
impossible or voyage of discovery?
We all can be creative with
cuisenaire rods
Pisová
Pohl
Michaela
Uwe
2002
1993
see Cerna
Pohl
Uwe
1994
Making applied linguistics relevant
to Hungarian teachers
Pohl
Uwe
1998
see Andrews
Pohl
Uwe
2000
Pohl
(et al.)
Uwe
2003
The role of culture in teacher
education
Doing research while learning to
teach: a story from two perspectives
Cultural awareness in the foreign
language classroom
blueprints to solve human challenges.
Discover how lotus leaves, woodpeckers and
honey bees can contribute to implementing
sustainable change while providing an
opportunity for your students to improve
English proficiency. Find out about a fun,
creative and productive approach to reaching
the young minds that will shape our planet in
the very near future.
Make use of the World Wide Web during your
English lessons. In order to demonstrate this
brand new,and innovative way of language
teaching the workshop is to proceed the topics
of Family Festivals andespecially Christmas
with the help of some effective , profitable and
of course downloadable shortfilms. Making
use of these short films can improve the
quality of language teaching. The
workshopincludes some interesting and
innovative oral and written exercises.
The workshop focuses on presenting brand
new methods of grammar teaching to help
students build their grammar knowledge step
by step. A short DVD film on adjectives and
altogether 4 interesting tasks and exercises
will enliven your lessons dealing with
adjectives. They are using modern methods
and up-to-date English vocabulary.
The aim of the workshop is to present the new
approach of incorporating the Multiple
Intelligences theory in the ELT teaching
process. In the second and more practical part
of the workshop, I will describe and analyse a
few MI-based activities, which will require
active participation of the audience.
The aim of the workshop is to present the
advantages of introducing linguistics into the
ELT teaching process. The participants will
analyse a few activities based on contrastive
as well as historical linguistics (e.g.
etymology) which can help the students learn
grammar and vocabulary in a meaningfuland
creative way.
In the workshop we will learn what are
cuisenaire rods, how to use them in FL
classroom and what is sensory learning. The
participants of the workshop will be actively
involved. The activities will range from
vocabulary teaching to grammar activies.
An awareness–oriented approach to the
teaching of culture in the foreign language
classroom will be presented. The workshop
will explore the potential of combining
linguistic and cultural instruction on the basis
of various kinds of input materials + activity
cycles.
The talk will present and discuss a framework
for integrating applied linguistics into a
teacher training programme (EFL); based on
experience of running 3rd year AL lecture
series at CETT Budapest.
Roundtable discussion
This joint presentation will give an account of
the classroom investigation process as
perceived by a teacher trainee and her thesis
consultant. It will focus on the challenge of
reconciling the different demands of language
teaching and research as experienced by a
beginning teacher during her school
157
Pohl
Uwe
2006
How to shift from teacher to teacher
trainer?
Pohl
Pohl
Pohl
(et al.)
Uwe
Uwe
Uwe
2007
2008
2008
see Németh A.
Pohl
Uwe
2010
Two hats are better than one: the
benefits of becoming a teacher –
again
Pohl
Uwe
2011
Let’s check it out: how to get more
out of checking homework and
similar activities
Pohl
Uwe
2012
How to make your workshop work
Pohl
Uwe
2013
SIG moderator
Pohl
(et al.)
Uwe
2014
Training to become a mentor:
personal discoveries as stepping
stones
Pohl
Uwe
2015
Teaching English with the three Cs
Poisel
Eva
2006
Process orientated portfolio work
focusing on pluricultural experience
and peer learning
Poisel
Eva
2007
CLIL – teaching subject knowledge
practicum. The presenters will also suggest
some ideas which help the teacher-researcher
to steer the investigation in the context of their
classroom teaching.
This talk will present a practical guide which
has been designed primarily for the use of less
experienced teacher trainers. We will discuss
the shift from teacher to teacher trainer and
look at the guide’s activities, information and
resources related to a trainer’s job before,
during and after training events.
see Szesztay
All CETT and done? – a short
(hi)story of FELT. (Fellowship in
English Language Teaching)
In this light-hearted panel presentation a group
of Hungarian ELT professionals will share
their thoughts and experiences on ways of
surviving and developing in a climate of
change, school mergers and job insecurity.
The panel members will talk about the values
and passions that unite them and explore what
it might mean to be an ELT professional in
Hungary now and in future.
In this presentation, I will share what I’ve
learned from going back to school-teaching
for one year. I will talk about the challenges I
faced teaching a group of 11th graders and my
status as a temporary member of staff. And I
will show how I have benefited from this
experience as a teacher and teacher trainer.
In this workshop we will share ideas on how
to make the practice of checking homework or
answers to reading and listening tasks more
enjoyable and meaningful for learners.
As a participant of many EFL conference
workshops I often felt they were lost
opportunities because the audience somehow
failed to engage with the experience and good
ideas of the workshop leader. So when does a
conference presentation feellike a workshop?
What helps and what hinders the
communication flow among those involved?
Let’s have a workshop!
In this talk we will present some important
personal discoveries made by a group of
Hungarian EFL teachers during their recent
intensive mentor-training experience. Their
thoughts, insights and questions provide a
fascinating record of the mental and emotional
shifts involved in becoming a mentor. For the
teachers, these shared discoveries were both
exciting and unsettling, each marking a
stepping-stone of personal and professional
development.
In this workshop we will explore how teachers
can bring creative, critical and compassionate
thinking into their language classrooms. We
will share why the three Cs have become a
regular feature of the work we do as teachers
and trainers. There will also be a chance for
you to get a taste of ‘three-C’ classroom
activities.
After an introduction into the general
principles of process orientated portfolio work
and the teacher’s role the participants will
explore the assets of peer learning and peer
evaluation with particular focus on a
pluricultural environment, followed by a
discussion of the aspect of how to assess the
student’s skills for these tasks.
Teaching subject knowledge through English
meets the language policy of the European
Union in demanding academic proficiency. It
means, however, new methodical and didactic
158
Pók
Mária
1993
Paradise, lost (For ever?...)
Pók
Mária
1998
Global planning: cross-curricular
themes in foreign language
education
Pók
Mária
1999
Some realistic suggestions about
cross-cultural education
Polgár
Polyák
Mária
Ildikó
2010
1993
see Abbleby
Polyák
Ildikó
1995
A stranger among us?
Polyák
Polyák
Ildikó
Ildikó
1999
2013
see Kiss
Poór
Zoltán
1991
Video project work with young
learners
Poór
Zoltán
1992
see Poór Zs.
Poór
(et al.)
Zoltán
1993
Cuckoo! – a new video course for
primary ELT
Is fluency enough to communicate?
approaches which challenge subject- and
language teachers. A theoretical overview
based on the curriculum of the teachertraining course offered by the Pedagogical
Institute of Vienna is supported by classroom
material.
Traditional language teaching has focused
on grammar or literature, and more recently,
on performance that fosters creative
interaction among learners. Accepting
Richards’ and Rodgers’ view about the
language being ‘a vehicle for performance
of social transaction’, I would like to move
a step forward and present the idea that
language should not be taught in isolation
from subject matter, but integrated with
content learning. In this specific,
interdisciplinary approach I have chosen a
topic (‘Home’) and will try to point out the
possible advantages and probable
difficulties of linking various subject
matters through curricular methods, drawing
on the achievement of whole classroom
practice. Though I will address elementary
(form 1 and 2) and college teachers in the
first place, no experience but no open heart
is preferred.
Environmental education is chosen as content
in this interdisciplinary approach. Advantages
and difficulties of linking various subject
matters through curricula methods will be
pointed out presenting a programme designed
by LANGWEST for a post-graduate teacher
training course with a special emphasis on
practical implementation at various
educational levels.
Several issues related to cross-cultural
planning will be discussed in the framework
of a detailed further training programme for
in-service teachers offered by Langwest ‘96
BT of Eger. Special emphasis will be put on
curriculum building, assessment techniques
and on investigating principles.
Even at an advanced level, teachers of English
tend to focus on verbal elements of
communication. Successful business people
(i.e. negotiators), however, must be aware of
all elements of communication so that they
can receive and send messages effectively.
This talk will show how communication
training can be built into an ESP syllabus for
pre-experienced learners.
In this workshop I will present some activities
taken from a coursebook I wrote for our
Cross-Cultural Communication course.
However, the book can also be used with
students whose careers involve frequent
encounters with foreigners.
see Sazdovska
This talk and presentation of video sequences
is to demonstrate that project work can be
extended to the entire exploitation of video
technology. Some techniques will be
demonstrated in order to show how 6-14 year
old students and their teacher can use the
video camera for language acquisition
purposes.
The workshop is designed to present some
techniques of applying one of the newest
Longman videos for young learners. The
159
exercises will mainly focus on ways of videopresentations in an absolute beginners class of
7-8 years olds, who are not familiar with
English literacy.
Poór
Zoltán
1997
see Poór Zs.
Poór
Zoltán
1999
Poór
(et al.)
Zoltán
2000
‘Arresting images’ for promoting
comprehension and language
learning
Viewing to learn, learning to view
Poór
Zoltán
2004
The changing roles of teachers in
contemporary modern languages
education
Poór
Zoltán
2005
Projects in projects
Poór
Zoltán
2007
Business English discussion
Poór
(et al.)
Zsuzsánna
1992
Wizadora, a new video course for
young learners
Poór
Poór
(et al.)
Zsuzsánna
Zsuzsánna
1993
1997
see Poór Z.
Poór
Zsuzsánna
2002
First steps together. A lesson with
10-year-olds
Poór
Zsuzsánna
2004
45 minutes around the world
Poór
Zsuzsánna
2005
Obstacle race with fun: crosscurricular themes for young
teenagers
Poór
Zsuzsánna
2005
Teacher of open lesson: CLIL for
Tasks for children and teachers who
enjoy challenges
The workshop will introduce an approach to
use with authentic video recordings.
This workshop is to introduce an unusual
approach to use authentic videos to develop
comprehension in a gradual way. Participants
will have the chance to work with authentic
videos in the capacity of learners and
teachers/materials designers alike.
This presentation will focus on various
contemporary challenges teachers face:
quality-management, supporting learner
autonomy, and co-operative learning, crosscurricular initiatives, multicultural cooperation, etc. All these issues will be
discussed from the point of view of teacher
development.
This presentation will look at all possible
meanings of projects in the contemporary
educational context. The author will
specify a typology of project-related
activities and will define them according to
his experience. The main focus of the talk is
to describe how projects promote the
development of teachers and learners in a
cross-curricular sense.
Participants of this follow-up discussion will
reflect on the session observed according to
the criteria distributed prior to the particular
English class. The facilitator will give
everybody the chance to relate the experience
to their own practice and bring up some issues
that are specific for the Methodology of
Teaching Business English.
This workshop is planned to introduce
techniques that the presenters applied when
piloting Wizadora with their pupils at the very
first stage of learning English.
Designing tasks to facilitate primary school
children’s language learning by using Aguila –
a magazine for British children – opened
perspectives like: theme-based language
education and learner autonomy. This
workshop will demonstrate these tasks, invite
participants to design further tasks based on
authentic articles of cross-cultural character
and consider the teacher developmental
aspects of the issue.
It is going to be a lesson to be delivered in a
‘fishbowl mode’ to demonstrate the content
and activities a new course book for
Hungarian primary learners of English can
offer.
Providing information about the target
language countries enables students to travel
round and find out similarities and differences
in cultures. It also gives us the opportunity to
explore new fields as well as building on
students’ knowledge and past experience.
The participants of this workshop will have
the opportunity to take part in playful
activities in teams. They will get some idea
of using various cross-curricular activities
for task-based communication and learning
by doing. The main focus is to show how
these activities promote skills development
of 12- 13-year-old learners.
160
young learners
Explore the world with English
Poór
Zsuzsánna
2006
Poór
(et al.)
Zsuzsánna
2011
View on another world – Are you in
the secret?
Popa
Bianca
1997
‘We draw, we sing, we do a lot of
things’
POPOVICI
Ruxandra
2004
Educating English language
learners for the 21stcentury
Poros
Poros
Andrea
Andrea
2002
2006
see Ábrahámé
Poros
Andrea
2009
Learn English family: parental
involvement in language learning
Potter
Jocelyn
1994
Resources for materials writing:
designing tasks
Potter
Jocelyn
1994
Key decisions in materials writing
POWELL
Mark
1998
Beyond the lexical approach
Puppets and young learners
Participants of this workshop will browse
through course materials Teamto find
examples of task-based and cross-curricular
language teaching. They will have the chance
to try out some of these activities. All the
activities will put the learners in the centre of
the language acquisition process. Teacher’s
role in the personality-centred educational
environment will also be discussed.
The workshop facilitators - the authors introduce some intercultural aspects of the
course material Secrets 2. Participants are
encouraged to take part in some activities,
which help them find out a lot about everyday
life in England. These activities can help
learners be successful with acquiring and
using new vocabulary and structures in
situations. They also motivate learners to build
on their previous knowledge and creativity.
Aim: To examine a few methodological issues
regarding the use of poems and songs
accompanied by drawing, gestures/mime with
young learners. Why, advantages,
disadvantages, objectives, possible tasks will
result from the first activities. Stage II:
Practical demonstration. Stage III: Talk about
other ways of exploiting the material;
evaluation sheet.
Learning a foreign language is a process of
interaction between cultures and a way of
coping with the challenges of the 21st century.
The foreign language class becomes a point of
convergence of language, culture, citizenship
and human rights education. This talk will
focus on the specifics and the universals of an
educational programme meant to develop
knowledge, values, skills and competencies
for the global citizens of the contemporary
age.
Using a puppet theatre in the classroom could
add a new and exciting dimension to the way
we teach English to young learners. The
session will offer practical tips and ideas about
incorporating a few special techniques and
elements of drama into our lessons.
UK research shows that when teachers and
parents work together, and parents help their
children with their learning outside of the
classroom, the academic performance of the
child in the classroom improves. The British
Council has developed resources and guidance
for parents to support their young children’s
language learning.
In this workshop I will offer a list of task
prompt words that I find an invaluable aid to
task design. Participants will have the chance
to try out some of my tasks and produce some
of their own. Many of the ideas in the
workshop have informed me in writing of the
Look Ahead classroom course.
Materials writing is an almost inevitable
aspect of the work of language teachers. What
are the key decision-making points in the
materials writing process? What resources
exist to assist a principled set of choices and
how can teachers become better materials
writers?
Few linguistic insights have had as profound
an effect on English language teaching in
recent years as the Lexical Approach, and
many of us, having found it a helpful and
effective change of focus in the classroom,
now teach less grammar and vocabulary and
161
Powell
Mark
1998
Presenting in English
Preis
Prescott
Karl
Frank
2006
2006
see Vogl
Prescott
Frank
2007
The Internet and students’ writing:
friend or foe?
Prescott
Frank
2009
Should I be a digital virgin or a
whiz kid? The 21st century teacher’s
dilemma: a response to Scott
Thornbury’s ‘A dogma for EFL’
Prescott
Frank
2010
Visions of light and colour: using
the paintings of Egry József in the
classroom
Prescott
Frank
2010
Myths & misunderstandings about
ICT: a view rom no man’s land
Prescott
Frank
2011
Teaching writing in the digital age:
some things I think I know
Prescott
(et al.)
Frank
2013
Setting up regional branches
Prescott
Frank
2013
SIG moderator
Prescott
Prescott
Frank
Frank
2014
2014
SIG moderator
Promoting autonomy in a first-year
EAP writing course
Observations from the language
classroom – the importance of the
group
more of the many naturally occurring multiword ‘chunks’ (collocations and fixed
expressions) which cross the boundary
between the two. But have we gone too far?
Have we gone ‘collocation crazy’? Have we
ditched grammar too soon? Are we stifling
creative language use? And are the
stereotypical expressions we’re teaching
reinforcing stereotypes themselves? In this
lively and controversial talk, the speaker will
first demonstrate how lexical and creative
language differ and then suggest methods of
simultaneously incorporating both into
classwork.
Forget signpost language and graphs. The
success of presentation has little to do with
how well it is structured. What sets truly
excellent presentations apart invariably has
more to do with how the speaker paces their
speech and uses simple rhetorical devices to
create impact and rapport. In this session we
take a radical new approach to both language
and skills, and try some material which
teaches even low-level learners to speak
skillfully.
An account of a qualitative study done in a
Hungarian state university exploring the
experience of first-year students learning to
write academic English. The aim was to find
whether students could be encouraged to
become autonomous learner as a way of
helping them overcome their problems
adapting to university requirements.
The talk will look at contemporary attitudes to
students’ use of the Internet both in Hungary
and more widely in Europe and America. The
potential of the Internet as a writing resource
will then be examined, focusing on some
specific sites and some ideas for how they can
be used.
This will be an interactive presentation cum
workshop which will encourage the audience
to consider the use of high technology in the
EFL classroom. Through a series of discussion
and thinking tasks we will try to make some
sense of the vast array of choices open to the
21st century teacher.
Egry József is the local painter who the school
is named after. He lived and worked in
Badacsony andFrank Prescott’s session gives
us the opportunity to explore how his
paintings might be used in theclassroom.
A look at some common misconceptions and
shibboleths in the ongoing debate about the
use of ICT in the classroom.
This talk will present some ideas related to my
own experiences teaching writing at ELTE. I
will try to show how the teaching and learning
of writing skills has changed and needs to
change in the 21st century and also what core
skills remain essential for students.
This will be a report on the progress made in
reinstating active regional branches in two
areas of Hungary and a discussion of how
important the existence of regional branches is
in a national teaching association.
This presentation will focus on how different
teachers of an introductory academic skills
course for first-year university students handle
162
Prescott
Frank
2015
21st century skills in 20th century
classrooms: overcoming the digital
divide
Pribanic-Katarinic
Livija
2006
Multiple intelligences: putting
theory into practice
Price
Price
Beatrix
Beatrix
2009
2011
see Enyedi
Price
Beatrix
2013
SIG moderator
Price
Beatrix
2014
Stories and readers
Price
Ian
1994
Restrictive grammar
Prievara
Tibor
2007
Using digital photos and
PowerPoint in the English
classroom
Prievara
Tibor
2007
From Web 1.0 to Web 2.0
Exploring a new generation of
Internet tools in the classroom
Prievara
(et al.)
Tibor
2014
21st century skills at work in the
classroom
Teaching through music and art
group dynamics and what the students
themselves feel about the groups. It is based
on observation data from my PhD dissertation.
In particular, it will focus on certain
techniques used by those teachers who were
successful at building cohesive groups.
The purpose of this workshop will be to
examine the 21st century learning skills
approach and learn from each other about the
difficulties we might face in trying to
implement such an approach in Hungarian
classrooms. We will also share our ideas and
experience for how we can foster more
collaborative learning using the possibilities of
new technolgy in our varied teaching realities
and hopefully find ways we can support and
collaborate with each other in order to develop
ourselves as 21st century practitioners.
The presentation will briefly cover the
theoretical background of the theory of
multiple intelligences. Basic terms like criteria
for identifying, pathways, MIDAS, etc. will be
explained. Through series of activities and
discussions, participants will deepen their
understanding of the MI theory and how it can
be put into practice in real life and real
classroom.
A journey through different areas of arts,
exploring creative processes in depth and
integrating them into language teaching. Lift
the veil on the internal motivation of pupils,
explore the hidden talents of teachers, promote
acquisition of good pronunciation and expand
horizons beyond simple teaching to the
developing human being.
Have you ever wondered what to do with
those useful-looking graded readers you have
just ordered? How to motivate learners to read
in English? What to do with stories, and how
to ensure that students are begging for them?
Beatrix Price may just have the answer!
The presentation puts forward the argument
that too much focus on Descriptive Grammar
in teacher training is not only unnecessary but
has a harmful effect on language capabilities
of the majority of students.
Digital cameras are available everywhere, you
can take photos even with your mobile phone.
Why not use them for teaching and learning
English? PowerPoint is one of the most
enjoyable working tools on the PC. This
workshop will show some very simple
techniques for using both digital pictures and
PowerPoint in teaching English.
The presentation aims at illustrating the
pedagogical applications of the Web 2.0
revolution. Topics discussed will include
using the Internet in a cost-effective way, the
Internet as a tool for assessment, Internet
safety, but also the Internet as a threat to
privacy and the Internet misused. Finally, a
collection of instant lesson plans and
interactive Internet ideas will be presented for
different age groups.
How can one teacher change their immediate
surroundings and introduce a 21st century
learning design within the context of
Hungarian public education? Does it require a
firm financial background, a lot of equipment
and extensive training? The answer is NO. In
this workshop a practical approach will be
introduced to a 21st century educational
163
Primalis
Dimitris
2014
Practical activities to develop exam
and real life skills
Primalis
Dimitris
2015
Passive users or critical thinkers?
Developing critical and creative
thinking with technology
Prochazka
Anton
2002
The VAK approach for very young
learners. A tester
Prochazka
Anton
2010
Enjoying stories with young
learners
Prochazka
Anton
2011
Efficient language learning in
Austria – primary CLIL as a
challenge for the future
Prochazka
Anton
2012
Interactive CLIL-activities in- and
outside the classroom
Prochazka
Anton
2013
Fit and fun: educating our students
for a healthy future
Prochazka
Anton
2015
Projects for autumn and other
seasonal activities
PRODROMOU
Luke
2001
Breaking frontiers: in search of a
good lesson
setting – tried and tested. It even works
sometimes.
Do you feel that your examination prep
classes are stagnating, losing their incentive?
Do your students feel that their preparation
bears no relation to real life communication?
A workshop with practical activities on how to
help your students develop their writing and
speaking skills to deal with examinations.
There will be special reference to the City
&Guilds exams.
Had enough with your students using their
tablets or mobile devices to play games for
non-thinking users? Project based learning
with technology can be used creatively to
stimulate students interest and develop their
critical and creative thinking skills. A
workshop with activities that can help students
and teachers escape the class routine while
learning.
This practical workshop will show how very
young learners (aged 6-8) can be motivated
through a visual auditory and kinaesthetic
approach. Participants will have the
opportunity to experience various activities,
e.g. a kinaesthetic Fantasy trip, games on a
Magic rug, and other elements for spicing up
their English lessons.
This workshop will provide some ideas and
suggestions on how to use stories creatively in
the classroom in an enjoyable way and
through a variety of activities (from the areas
of listening, comprehension, retelling, acting,
miming to inventing stories – from simple
picture stories to creative shadow stories and
the ‘story sack’).
Cross-curricular teaching seems to be the
perfect CLIL-solution for primary school. In
this workshop will be shown how very young
children – from grade 1 of primary school
onwards – acquire contents of various subjects
and learn a foreign language simultaneously,
through a cross-curricular approach: a
maximum impact on curricular learning with
minimum requirements in the new language.
As contact time with the foreign language is
limited to time inside the classroom, it is
desirable to motivate our children to engage
themselves in using the foreign language
outside the classroom as well. This workshop
will show how very young children can
become fascinated by various real-life
activities.
This workshop will provide some practical
ideas and suggestions on how to integrate the
topic Health and fitness in the classroom in an
enjoyable way through a variety of interactive
activities. The ideas presented will be
adaptable to various ages and levels.
Participants will experience these language
teaching activities and will leave with some
new ideas for spicing up their English lessons.
This practical workshop will provide some
ideas and suggestions on how to integrate the
topic ‘Autumn’ in and outside the classroom
in an enjoyable way through projects and
various seasonal activities. Participants will
experience these activities and will leave with
some new ideas for spicing up their English
lessons.
What makes a good teacher? How can we
continue to develop as teachers as the years go
by and apathy sets in? This session describes a
long journey in search of professional
development and continued joy in teaching
164
Prodromou
Luke
2001
The power and the glory: the use of
learner input in the classroom
Prodromou
Luke
2001
The ELT profession: state of art
PRODROMOU
Luke
2002
In dire straits: it never rains…for
the ‘non-native’ speaker
Prodromou
Luke
2002
‘The elephant and the goldfish.’
The power of tests
Prodromou
Luke
2002
‘Righting’ students’ writing
Prowse
Philip
2000
Empowering the learner: success
through power-sharing in the
classroom
Prowse
Philip
2000
Shine on!
PUCHTA
Herbert
1999
Beyond materials, techniques and
linguistic analysis
and learning. It looks at teacher training and
teacher development and asks whether we’ve
been looking in the wrong place. Enter
Beethoven…
This workshop suggests ways in which we can
use learner texts and learner errors to
accelerate learning and increase motivation.
Many activities begin from textbook material
and develop into learner-centred tasks. The
approach makes the most of what learners
bring to a mixed level class and encourage the
most important factor in all learning: selfesteem.
This is a panoramic of ELT methods and
techniques using cartoons, music, and poems
written by learners about what it means to
teach and learn English. We will look at
humanistic and communicative approaches;
grammar and tests; discipline and motivation;
teacher-centred and learner-centred
approaches; good teachers and bad teachers
and much more…if you have…poems on
language teaching, prepared to read them
now…
So what is the difference between what we
used to call ‘native’ and ‘nonnative’ speakers
of English? What do native speakers know?
And what about ‘expert users’? What do they
know? What knowledge of language and
culture do they have? What is the acid-test of
‘native speakerdom’ and ‘expertise’ that is in
the 64 dollar question? …. or is it 65?
Exams and tests have enormous power to
distort and restrict the educational process. I
define the difference between the process of
‘testing’ and the process of ‘teaching’: on this
framework, I build activities which reconcile
the often conflicting demands of testing and
teaching. The main principle I draw on is that
of learner input – using creatively the
language and the ideas the learners themselves
produce to ‘humanise’ the power of tests.
What’s wrong with students’ writing?
What’s wrong with the way we respond to
the problems of such writing? This session
looks at ways in which writing is handled
within a textbook/exam framework on the
one hand and within a more ‘right’ brain’ –
humanistic framework on the other. Some
examples will be drawn from the author’s
published materials, others from learnerbased classroom activities.
It’s easy to see the language learner as a
passive participant in a classroom process
controlled and programmed by teacher and
textbook. Empowering learners can be
threatening for teachers, yet until we are
willing to, at least, share power, we are cutting
ourselves off from our greatest resource – the
learners themselves. We will look at and try
out stimulating ways of getting students to
participate fully in, and contribute
successfully to the language classroom.
Shine: easy to teach, easy to learn from and
fun. Is this the way to simultaneously
empower the learner and empower the
teacher? We’ll look at the three levels of the
new Heinemann Macmillan course, try out
some activities, and enjoy ourselves.
Following on from Earl Stevick’s provocative
claim that in the teaching and learning of a
foreign language, success depends less on
materials, techniques and linguistic analysis,
and more on what goes on inside and between
the people in the classroom, this paper
165
Puchta
Herbert
1999
Playway to English – Cambridge
gets younger
PUCHTA
Herbert
2009
On being a teacher – management
skills versus leadership qualities
Puchta
Herbert
2009
Creativity and grammar teaching
Pugliese
Chaz
2010
Creative teaching: can it impact
motivation?
Pugsley
Jenny
1992
Quality assurance and the paying
customer: setting your goals
Puljar
Marijana
2004
see Blazic
Puon Castro
Yonatan
2015
see K. Horváth
Purda
Katalin
1997
War poems
Purda
Katalin
1998
see Farkas
Rácz
Gabriella
2004
see Harangozó
investigates the significant role that our
students’ beliefs play in the foreign language
learning process. It will be proposed that
beliefs are guiding principles for our students’
behaviour and string perceptual filters.
Examples from classroom research projects
with young and adult learners will be used in
order to demonstrate that our students have
certain beliefs, they act as if they were true.
Taking as our basis Bateson’s and Dilt’s work
on logical levels in the human thinking
process, we will explore why beliefs can have
such a powerful influence on the students’
motivation to learn and on the development of
their concept of self, how beliefs are formed
and maintained and what a teacher can do in
order to influence the learner’s beliefs in a
respectful and positive way.
Introducing Playway to English as a new
Cambridge University Press series to young
learners. In this workshop teachers will
explore a concept of teaching children from
beginner level upwards that Herbet Putcha
calls the Smile approach: Skill-oriented
learning, Multi-sensory learner motivation,
Intelligence-building activities, Long-term
memory storage of the language through
music, movement rhythm and rhyme, and
Exciting stories and sketches. A large number
of different activities form Playway to English
will be explored.
It is leadership qualities rather than
management skills that make a real difference
to students. After defining management skills
versus leadership qualities, we will discuss
how the teacher can be successful as a leader
and thus, in line with a famous saying of what
leadership is all about, can create a ‘classroom
culture that students want to belong to’.
Have you ever wished practising grammar
could be more enjoyable for yourself and your
students? Are you keen on getting new and
unusual ideas for practising grammar? Yes?
Then this session is for you. We will look at
practical and enjoyable ways of discovering
grammar, and creative ideas for consolidation.
In this session I will suggest that creativity has
a huge impact on the students’ motivation. We
will look at the different types of creativity,
and outline strategies that can enhance our
creative potential. We will finally experience a
few exercises to see how these strategies work
in the classroom.
Participants will consider inspection criteria
for EFL institutions in terms of management,
qualifications, teaching and resources. The
British Council accreditation schemes for EFL
will contribute to data input for participants to
re-model for their own context trying to
reconcile ideal standards with practical
constraints.
The workshop intends to present some sample
methods for introducing poetry and other
cultural materials in the language classroom.
War poetry can be used with advanced
students to compare their oral skills in an
attempt to rely on their knowledge gained in
Hungarian Literature and History classes.
166
Rádai
Péter
1991
see Gedeon
Rádai
Péter
1992
Who is afraid of … grammar?
Rádai
Rádai
Péter
Péter
1993
1997
see Enyedi
Rádai
Péter
1998
How should we check
comprehension?
Rádai
Péter
1998
165+135=300
Rádai
(et al.)
Péter
2000
Cardboard words – vocabulary
cards for everyone
Rádai
(et al.)
Péter
2001
Cardboard words: more activities,
more opportunities
Rádai
Péter
2002
Developing monolingual dictionary
skills with the Macmillan English
Dictionary
Rádai
Péter
2008
Preparing learners for real life
language useand EURO exam tasks
Rádai
Péter
2009
Developing writing skills
meaningfully – for life and for the
Euro exams
Rádai
Péter
2014
Raising students’ awareness in
exam preparation
What is INSETT worth?
It is never too late to experience the joys of
teaching grammar. Both experienced and less
experienced teachers are welcome to join the
workshop which is offering practical ideas and
provocative thoughts on how to distract
students’ attention from the harsh reality that
they have to learn and practise the grammar of
English or any other foreign language.
The workshop will explore teacher’s personal
and professional experience of the variety of
INSET courses and programmes they have
taken part in. Data gathered during the
workshop will be used to draw conclusions
about the type of INSETT teachers may find
useful and relevant for their work.
All textbooks are full of so-called
comprehension questions. But do they really
check to what extent the learner has
comprehended a reading and listening text?
This workshop will attempt to take a critical
look at these task types, as well as to offer
meaningful alternatives.
After the huge success of the resource book
165 ötlet, the authors have published another
132 teaching ideas, activities (135 ötlet), more
than 50 of which were sent in by colleagues
working in Hungary. The workshop will offer
a selection of these, hopefully presented by
some of the contributing colleagues.
The waiting is over,Cardboard words are
finally available for teachers and learners
alike! Should you be unaware of what kind of
cards or words we are talking about, here is
your great chance to find out about them! And
if you have attended our earlier workshops,
please join us to have more fun and
experience ‘previously unreleased’ activities.
In a couple of months of its launch, we will
look at the new ways of using Cardboard
words. A range of practical options will be
introduced for both classroom and self-study.
The presenters will also draw on the
experience of colleagues who have already
used the wordcards with their own students.
Of course, learners from intermediate level
use monolingual dictionaries. But do they use
them effectively? Do we train them to make
the most of this useful tool? The workshop
will focus on practical activities and will
illustrate how the new and highly innovative
Macmillan English Dictionary can help
teachers and learners in this activity.
The workshop will present a number of
awareness-raising and skills development
tasks with which teachers can prepare their
students for both authentic and autonomous
language use, as well as for specific task types
of the EURO Exam (e.g. writing, dictation and
mediation).
Helping learners to develop their writing skills
needs more attention in our classrooms, after
all, in our communicative age we are required
to express ourselves clearly, purposefully,
meaningfully. This workshop offers
awareness-raising and writing activities to
support students’ preparation for real life
situations and writing tasks at the Euro exam.
This workshop is presenting the brand new A2
level Euroexam, focusing on the competencebased testing ways of the exam. The workshop
will give a chance for participants to get
familiar with the specific needs of that low
167
Radford
Neil
1994
Using logic problems for language
practice
Radford
Neil
1995
‘Maria, ask Peter what his name is’
Radnai
Zsófia
2003
Self-assessments in language
auditing – Hungarians from a
European perspective
Radóné Karácsonyi
Enikő
2007
Improving languages skills while
having a great time...
Radóné Karácsonyi
Enikő
2006
see Gorszki (2006)
Radu
(et al.)
Catalina
2007
Theatre – unconventional method
of implementing eurocompetences...
Rády
Annamária
2001
Are large classes really a scourge?
Rády
Annamária
2002
Mozart, John Lennon and that lot
Rády
Annamária
2002
English favoured with news
level in terms of task types and testing
methods.
Language-based logic problems offer an ideal
basis for practising specific structures and
topic areas. My presentation will show how
traditional published logic problems are not
suitable for language use for a number of
reasons. With a little ingenuity teachers can
modify such puzzles to suit their students’
needs. Plenty of examples will be made
available.
Too often questioning in classrooms is
meaningless, especially if generated from
books. Even information gap questions are not
driven by a real desire to know. In this talk I
will look at some techniques designed to
generate genuine and purposeful questioning –
and we will get some practice in too!
In a current Leonardo da Vinci project on
language auditing, a tool is being developed
for assessing the foreign language needs of
professionals in trade, industry and
government. In this paper we report on the
results of the try-outs in HU, PL, BG, GR and
NL.
This workshop aims at providing useful ideas
and ways of planning, organizing and running
Halloween parties for about a hundred pupils
at a primary school. We would like to
highlight the possibilities in such an event
both from the teachers’ and the learners’ point
of view. The variability and complexity of the
tasks help to improve language skills and
strengthen group cohesion.
We present the result of the project which
took place in our school during 2005-2006
through the theatre club. We worked in
Romanian and English languages. It was a
premiere for our students through which we
wanted to promote the interdisciplinary, active
and cooperative methods and also to develop
the creativity and critical thinking. We studied
and re-acted a drama which treats the antique
Greek Oedipus’ myth from the perspective of
the present day.
Teaching large classes in most cases is not the
choice of the language teacher. In a large class
the teacher often feels obliged to dominate in
order to maintain control. In my workshop I
would like to introduce activities that require
some imagination but little effort and result in
warmer classroom climate, raise levels of
motivation and enhance learning.
When we teach English we do not only teach
grammar, vocabulary and the four skills, but
through the language we also teach subjects
relevant to the general curriculum of our
primary and secondary students. Although
teaching music has been given less emphasis
in the past few years in the National
Curriculum, I consider music an essential part
of our life. In my workshop I will share with
the participating teachers some ideas of Ken
Wilson (author of the Prospects series) and
my own on how to make teaching music part
of the English class.
Since getting hold of the first copy of
Newsweek some twenty years ago, I have
considered the weekly magazine an essential
part of brushing up my English, updating my
vocabulary and knowledge of what is going
around us. Why not pamper your students of
English with something really authentic and
168
Rády
Annamária
2003
English flavoured with News(week)
Rády
Annamária
2003
Visiting Scotland plus gaining 80
credit points
Ramona
Hosu
2001
Political and/or cultural crisis
reflected in literature
Ramsay
Gaynor
1992
Teaching advanced level activities
Ramsay
Gaynor
1992
Rankovic
(et al.)
Snezana
1999
Ideas for generating activity and
enthusiasm in language classes
The elements of culture in business
English – the case of pre-experience
university level learners
Rátz
Mariann
2002
Eye teach English – An eye/ Iopener for sighted teachers
READ
Carol
2014
Reflections on how to be a highly
effective teacher
thought provoking? Why not use news articles
to change the routine of the classes? In my
workshop I will introduce some of the
activities I find Newsweek most useful.
Since getting hold of the first copy of
Newsweek some twenty years ago I have
considered the weekly magazine as an
essential means of brushing up my English,
updating my vocabulary and knowledge of
what is going on in the world. Why not
pamper your students of English with
something really authentic and thought
provoking? Why not use news articles to
change the routine of the classes? Practical
ideas used at different level of learning the
language will be presented and put into effort
in the workshop.
Getting the required amount of credit points
within the given time has been a pain in the
neck for most practising teachers in the
primary and secondary sectors of education.
Though the original idea of teacher training is
most welcome by everyone, it is sometimes
very difficult for busy teachers of English to
try and squeeze the trainings in their everyday
life during the schoolyear. Eleven lucky
teachers have made it this summer. Sponsored
by their schools and Departments of
Education they spent a very exciting week in
Scotland collecting authentic material and
learning a lot about the culture of England and
Scotland. If you want to learn more about the
course and wish to know how you can become
one of the teachers travelling next time, come
and join us.
The issue is that of deciding which of these
two (i.e. culture/politics) is the ‘principal’ and
which the ‘secondary’. The process of
transcending from a social, economic, political
and cultural stratum to a ‘superior’ one, under
the pattern of change, presupposes a
comparative study. Certain western pattern of
social democracy.
In this talk we will be showing how the
cultural elements in business communication
are included in the training of students of
management and economics, who are not
always aware of the importance of crosscultural training.
This talk offers an alternative view of
teaching/learning and the relationships in the
classroom through the experiences of a blind
beginning teacher working with a sighted
class. Special guests at the talk will include
Molly, the Dog of the Year, 2001.
In this session we will take for granted that
teachers need to be confident in their subject
knowledge and skilled in the craft of teaching
in order to achieve desired curriculum
outcomes. Instead we will aim to explore the
more intangible personal capacities, attitudes
and beliefs that make for highly effective
teachers who have a profound influence and
make a long-lasting difference to the lives of
their learners. We will consider the role of the
teacher as educator in fast-changing social and
technological times. We will also discuss a
notion of professionalism that supports
learners in leading fulfilled and productive
lives as citizens in both a local and global
context. Among the areas that we will
169
Read
Carol
2014
Developing intercultural
competence with children
Rebuffet-Broadus
Christina
2014
‘Yes, and...’: Improve theatre
techniques for creativity and
speaking skills
Reményi
Andrea
2015
What is a non-native language
teacher worth?
Reményi
Judit
1997
English teaching in Hungary – a
historical perspective
Reszler
Zita
2003
Mediation: just another name for
translation?
Reszler
Zita
2004
The IH Euro exams. Reducing
subjectivity in oral testing
Revell
Jane
1992
20 ways (at least!) to be a boring
teacher!
Revell
Jane
1992
Connect – an exciting course for
secondary schools
Revell
Jane
1993
Learning English through doing
REVELL
Jane
2015
Getting older … getting wiser?
Revell
Jane
2015
Use it or lose it!
investigate during the session will be selfawareness, personal development, emotional
intelligence and engaging with other people.
There will also be opportunities to reflect on
your own ideas about what it means for you to
be a highly effective teacher in your context.
Intercultural competence is a combination of
knowledge, skills, attitudes and awareness.
But what does this mean for primary school
children? This session presents a model for
integrating culture in the primary language
classroom and suggests a variety of enjoyable
activities that bring the notion of culture alive
in the classroom.
This talk explores the benefits of integrating
improvisational theatre activities in the
business classroom. This talk will touch on
reasons for including improvisational
activities in language training, demonstrate
practical ready-to-use ideas, and address ways
of handling trainees who hesitate or refuse to
participate.
Hour-long interviews were conducted with 72
Hungarian-L1 teachers of EFL to understand
how in their discourse they relate to a EU
teacher mobility, and how they construct their
identity as teachers. Although the majority are
enthusiastic about longer-term mobility, most
interviewees constructed the non-native
teacher as of secondary value.
Foreign language teaching (focusing on
English) in Hungary since the 1850s. Aims,
contents, methods, attitudes. How and why
English became foreign language number one
in Hungary.
In this session we will be analysing the
mediation tasks of the Euro Exams in terms of
usefulness in real life. Then we’ll look at some
typical problems students have and try out
some practical activities that you could use in
the classroom to help them with these.
Is it possible to test oral communicative
competence in a completely objective way?
Obviously not, but the IH Euro Exam has
taken a number of steps to reduce the
subjectivity of testing and increase the
candidate’s confidence in the results they
obtain. The workshop will focus on a detailed
look at how objectivity can be increased in
oral testing.
It is dull (and rather depressing) to think about
how to be an interesting teacher. It is much
more fun to discuss all the ways we can be
boring in the classroom, and then work out
opposite behaviour. And we find we are doing
lots of things right after all.
In this workshop we shall be looking at a
course for secondary schools – Connect –
order to see what makes it a bit different from
other books, particularly in view of its attempt
to connect English with different types of
‘content’ teaching whenever possible.
There are lots of ways of ‘doing’ things in
English in the classroom and lots of reasons
for doing things in this way! Come and do!
The aim of this plenary is to make you think a
little, make you laugh a little, and leave you
with some ideas to take away and use both
inside and outside the classroom. We will
experience stories, poems and anecdotes that
relate to different stages of life and provide
interesting food for thought for people of all
ages.
Memory is a vital part of learning, and that
includes learning a language. We sometimes
170
Reves
Thea
1992
What makes a good FL-reader?
From research findings to
classroom practice
Révész
Judit
1991
Co-operative learning
Révész
Judit
1997
Listening activities with young
learners
Révész
Judit
1997
Traditional songs & rhymes in
action
Révész
Judit
2002
Pre-service teacher trainees and
their attempts at establishing their
authority
Révész
Judit
2002
Drama in a Snapshot
Révész
Judit
2003
Dramatic supervision in a preservice setting
Révész
Judit
2005
see Bodóczky
forget just how powerful our brain is and we
often have limiting beliefs about our ability to
remember things, especially as we get older.
But essentially, it’s a question of practice. Our
memory is like a muscle: the more we
exercise it, the better it works. Use it or lose
it! This session will look at some ways to help
us remember, and suggest some simple
practice activities for – and beyond – the
classroom.
The paper will relate to three main aspects:
a/mental factors involved in the process of
reading comprehension with special reference
to scheme-theory
b/ findings on a research project
c/ application of the findings to classroom
practice
This workshop will show participants how to
involve students in decision making
concerning their own learning. We will share
some practical ideas on how to find a balance
between teacher control and student initiative.
Children make sense of the world around them
in peculiar ways. How can we make use of
their special abilities in the language
classroom?
The songs and rhymes selected for this
workshop are traditionally accompanied by
some physical action. Participants will be
encouraged to try these for themselves.
One of the most demanding challenges of the
teaching profession is to find a balance
between the facilitator role and
assessor/supervisor role of teachers. Even
among experienced teachers are very few who
can claim they have found the right answer to
this perennial puzzle. Some of our trainees
being halfway between two worlds: half
students, half teachers sometimes fight a
heroic battle for finding their own solution. In
the lecture we are going to look at some paths
teacher trainees and beginner teachers may
take, some of the typical traps they may fall
into and also what trainers and mentors can do
to assist them in struggle.
Language does not primarily describe, it acts,
and most importantly, it mediates intentions
between people. A large part of this mediation
takes the form of rituals that are specific to a
given culture. (The commonest of these are
greetings.) These rituals usually have
linguistic elements often referred to as
‘idioms’, ‘set phrases’, ‘expressions’, etc.
During the workshop we are going to try out a
few activities that may help learners act in
these rituals with more confidence and
creativity as well as add some spice to our
lessons. Although we will be using texts from
the Snapshot series, the activities will be
adaptable to other course books, as well.
Through case histories, the workshop aims at
introducing socio-drama techniques that can
be used to facilitate the professional
development of teachers in training.
The Centre for English Teacher Training,
ELTE, Budapest has a 12-year long tradition
of offering relatively long, approximately 60
hour teaching practice opportunities for its
trainees. There is also a weekly support
seminar provided by the programme to
accompany the teaching experience.
The methods we look at during the workshop
have developed in the course of these sessions
over the years.
171
Révész
Judit
2007
Traditional songs and rhymes in
action
Révész
Révész
Révész
Judit
Judit
Judit
2008
2009
2009
see Pohl
Révész
Révész
Judit
Judit
2010
2012
see Bodóczky
Révész
Judit
2013
SIG moderator
Révész
Reynolds
Rezaei
Judit
Lucia
Bita
2014
1994
2011
see Pohl
Rézműves
Zoltán
2014
Ready for exams, ready for life:
finding the balance
Rézműves
Zoltán
2015
Get Ready: update your exam
skills
Ricketts
Keith
1993
Listening to Britain today –
introducing the Cassette FM series
Ridder
Wolfgang
1991
A new kind of ‘supervision’?
Ridder
Wolfgang
1992
The ICC-Certificate – an overview
and an appreciation
Tune, rhythm, physical movement and lyrics
combined constitute an irresistible language
development opportunity. Traditional songs
and rhymes are also capsules of time and
culture in so far as they carry the attitudes of
the communities where they were created.
During the workshop we are going to try out
some choosing rhymes, skipping rope rhymes,
circle and singing games and clapping rhymes.
SIG moderator
Teachers of English: are we
different?
The Lexical Approach – classroom
techniques
The talk draws on a recent nationwide survey
conducted among mentors around Hungary. It
tries to answer the question whether teachers
of English working as mentors display any
significant differences from teachers of other
subjects.
The Lexical Approach promised a
breakthrough in approaching langauge
teaching and learning, however it delivered
very little in terms of actual classroom
procedures. During the workshop the
participants will be able to try out a few
activities based on the Lexical Approach idea.
see Hughes S.
The glocal staffroom
The presentation aims to introduce the concept
of glocal staffroom by looking at the ways
learning communities are shaped around the
world and suggests ideas on how to build the
culture of interactive learning in local teacher
development programs.
There is a balance teachers must find in order
to achieve both their objectives: training
effective communicators and successful exam
takers. This workshop will examine how
testing tasks can be integrated into our
classroom work without losing the focus on
genuine skills development.
From 2015, students take a new, revised
version of the Cambridge English exams.
What’s new? What skills will students need?
How can we best prepare them so they are
ready for exam success?
Cassette FM is a new series from BBC
English radio on audio cassettes with
accompanying workbooks. The materials are
appropriate for use as supplementary materials
or self study. Two of the titles in the series are
Britain Now and Women Today. The listening
material on these cassettes is based on recent,
popular BBC English radio programmes
which use up to date interviews to explain
aspects of contemporary British life and
culture. The Cassette FM books contain
background information to the programmes as
well as comprehension exercises and
classroom talks. There is a complete transcript
of the tapes at the end of each book.
After a number of years on the job nearly all
teachers feel rather ‘spent’ and in need of a
new ‘input’ to keep going. The speaker would
like to present and try out a new procedure
that’s easy to set up, less costly than ordinary
‘supervision’ and makes us listen, speak and
solve problems together.
Since 1967 the ICC-Conference has developed
a full range of examinations in English which
are used today in more than ten European
countries as a Unit Credit system. This talk +
demonstration will introduce the four major
172
Rijavec
Maja Marija
1997
A perspective on developing
curriculum and materials for young
learners
RINVOLUCRI
Mario
2008
Listening and Reading: these are
creative and not merely receptive
skills
Rinvolucri
Mario
2008
Relaxed listening and guided
imagery
RIVERS
Wilga
1995
Cognitive processes and effective
communication
Rixon
Shelagh
1991
Teaching children through activities
and sound educational principles
Roberts
Mark
1997
‘Working in the dark’ – designing
short INSETT courses for
professional qualification
Robinson
Lynne
2010
Developing language and critical
thinking through a simple machine
design project
Robinson
Richard
1997
Relative clauses and the real world
examinations in English available: Stage I in
English; Stage II in English; English for
Business Purposes; English for Technical
Purposes. The Certificate in English for Hotel
and Catering Purposes will be touched upon
too. The oral exams will be demonstrated by
videotapes.
The presentation includes views in the
relevant factors that determine
syllabus/material development, as well as the
history of developing a course of English for
6-10-year-olds, tracing all phases of the
process from observation and research into
learner characteristics, forming principles,
deciding upon appropriate teaching methods
and learning goals to providing meaningful
contexts and motivation activities, and
finally, illustrating the material.
When you closely examine the acts of
listening and reading, it is clear that they
normally include atleast these three activities:
Deletion, Transformation, Elaboration. In this
session, I will attempt to giveyou a storylistening experience which will allow you to
notice just how you delete, transform and
elaborate as you listen. The accurate
realization of what we do as we listen and read
challenges anumber of the most normal EFL
practices, such as asking comprehension
questions after a listening.
There are students who are scared of listening
comprehension which reduces their ability to
sensibly decode a flow of English sounds. I
will show you how to soften this state of mind
and body through the use of physical
relaxation and easy texts that introduce
students to the pleasure that can be found in
listening to a foreign language.
To communicate effectively we need ready
access to languageknowledge we have stored,
however acquired, so that we can use it
productively and receptively in all kinds of
contexts. Imprecision, or getting meaning
across somehow, will not suffice, whether in
speech or writing, if students are to make use
of the language they have been learning
outside the classroom. Recent research into
memory processes provides insights, with
regard to both storage and retrieval for use,
that are of considerable interest to all language
learners and teachers.
This session discusses the special nature of
teaching the 8-11 age group, and draws in the
speaker’s recently published drama course,
TIPTOP (Magyar Macmillan, 1991) to present
a range of activities and material for this age
group.
Professional qualification for English teacher
forms part of the INSETT development
requirement in the Romanian school system.
The qualifying exams are set by university
commissions with little information available
to candidates.
This presentation will focus on how a Simple
Machine Design Project was developed at an
engineering university not only to encourage
students to apply critical thinking skills, but
also to combine aspects of both the English
and science curricula. Video extracts of
students presenting their final posters will be
shown.
This session aims to give teachers ideas for
dealing with relative clauses in an interesting
and realistic way. We will also look at some
dry transformation exercises, and evaluate
173
Robinson
Richard
1998
Vocabulary records
Robinson
Richard
1999
Outside in
Rodgers
Theodore
1991
Creating co-operative learning
activities from subject area texts
Rogers
John
1996
What’s your method?
Rogers
(et al.)
John
1997
What’s a native speaker worth? It’s
up to you!
Rogers
John
1999
Making the familiar strange
Rohonyi
András
1997
Wall (Web-assisted language
learning)
Rooze
Richard
2003
Internet resources for classroom
teachers
ROSENBERG
Marjorie
2015
Transitioning from general English
to business English
what might be pros and cons of such
exercises.
‘Learning words’ is what language learning is
all about, yet few learners have any sort of
system for doing it. This talk aims to explore
some different ways of keeping records of
vocabulary, and motivating learners to
experiment with them.
Ways of bringing the outside world into the
classroom, in order to stimulate and motivate
busy people who have little time for language
study.
Co-operative learning and content based
language teaching are two of the most active
areas of research development in EFL. This
workshop leads participants in creating
materials for co-operative learning from texts
which are being used for subject matter study.
We will adapt in co-operative format some
schools and university text materials.
Methods may come and go, but issues abide,
which means teachers constantly have to make
choices. At the heart of methodology lies the
identification of issues, and the criteria we use
to dissolve them.
‘Just make them speak’, ‘Teach them a bit of
culture’. This is often the sort of brief native
speakers get when they start working in a
primary or secondary school, or when they go
into classroom. Some alternative uses of
native speakers will be suggested, and a
number of practical activities tried out,
focusing on listening.
In this workshop participants will try out a
number of practical classroom activities which
enable the foreign language learner to gain a
deeper understanding of the target culture on
the one hand, while they encourage them to
perceive their own culture.
The paper presents the experience gained in a
cross-cultural communication course at the
University of Veszprém with the co-operation
of partner universities abroad. The aims of the
course were to enhance mutual understanding
to improve the students’ language skills, to
enrich their communication culture, and to
teach them how to publish self-created
materials on the World Wide Web. Some
hands-on experience will also be offered for
participants.
This session will look at some of the freeaccess materials available on the Internet, in
particular the web-sites provided and run by
the British Council. It is aimed at teachers,
and will cover resources and lesson-planning
sites as well as sites that can be used by
students.
We will look at the process of using these
resources as a whole, from planning,
searching and navigation techniques through
to some example classroom activities. There
will also be some discussion about the
advantages and disadvantages of web-based
lessons. By the end of the session you should
know:
- Where to find a wider range of online
resources
- How to find activities, texts and so on
which will be useful in your teaching
- New ways to exploit these sites for
planning or as part of the lesson
General English teachers may be reluctant to
make the change to business English,
especially if they have never worked outside
of the school or university system and feel
174
Rosenberg
Marjorie
2015
Getting Business English Learners
to Speak
Rossner
Richard
1994
Awareness raising and the teaching
of vocabulary
Round
Josh
2012
Putting the C & the P into CPD!
(Content Focus = Professional
Development)
Rouse
Andrew C.
1996
The folk muse at work in the British
Studies seminar
Rouse
Andrew C.
1991
Building up a drama situation
Rouse
Andrew C.
1992
English under duress
Rouse
Andrew C.
1993
Personality in groupwork
Rouse
Andrew C.
1995
Folk song in the classroom
Rouse
Andrew C.
1998
The mummer’s play in the
classroom
they don’t have the necessary business skills.
This stretch, however, into a new area may be
less daunting than many think. There are
differences to be considered as business
English may be more purpose-driven and
generally needs to include specific areas of
vocabulary, but for those interested in taking
on the challenge, this plenary talk aims to
provide practical tips on how to get started
and point out what teachers can bring with
them from their general English experience
into this new field.
Most business people would agree that
communication is essential in today’s business
world. Therefore speaking skills are often at
the top of the list for business English
learners. In this interactive workshop we will
explore ways to build self-confidence in
learners by helping them to express
themselves and get their message across.
For intermediate and advanced learners,
vocabulary is crucially important. This
workshop will look at ways of raising
learners’ awareness of what it means to know
a word. Participants will work with various
activities for raising ‘vocabulary awareness’,
and also look at ways of getting learners to
focus on, study and use new vocabulary.
Delivering an effective and all-encompassing
CPD programme is a challenge for any DOS,
and the relevance and demands of it may seem
beyond manyteachers. This talks looks at what
makes a good school CPD programme and
confronts the greater challenge of how to
engage teachers to enter into the learning
process of reflective practice.
The importance of Cultural Studies is on the
up and up. The old nomenclature
‘britcivilizáció’ has become unacceptable and
forced out of the Hungarian higher education
vocabulary. The question inevitably arises,
‘So what do we do now?’ Media Studies offer
one new angle, Gender Studies another.
However, though we are warned that a
‘watered-down British History course’ is no
longer acceptable (is that what you had?), a
background in historical knowledge is
essential to a working understanding of the
present. The use of the folk song lyric may
work as one way of serving up the past in an
enjoyable and informative manner.
The workshop will be a mixture of ‘doing’
and ‘discussing’. It is designed to show
teachers how they can make their own
situations, and what the essential ingredients
of drama situations are, i.e how the drama
language elements are interlinked.
Problems of teaching under extradisadvantageous circumstances, based on a
two-month period of teaching in a horizontal
position. Please bring a cushion to this lecture.
The talk concentrates on an awareness by the
teacher of personality trails which infiltrate
group work. It will be illustrated by a ‘Candid
Camera’.
The folk song has often been neglected by
teachers in favour of popular music. This talk
will set the balance by showing how folk
songs can be used in the classroom for various
purposes.
The mummer’s play is the traditional folk play
of England. The tale as it unfolds and the
doggerel poetry in which it is unfolded is a
delight on the village green and in the
classroom.
175
Rouse
Andrew C.
1999
The Sea-Shanty on board the HMS
TEFL
Rouse
Andrew C.
2008
’I learnt more in five minutes than
from eight years in school’ –
popular education out of the
classroom
Rozgonyi
Zoltán
2005
The first CEF-based national
survey: findings of foreign
language competence
Rozgonyi
Zoltán
2006
An idiot’s guide to the CEF
Rrezja
Fazli
2015
see Tiboldi
Rudnai
Ruebeling
Mary
Heinrich
1993
2003
see Ferenczy
Ruse
Christine
1991
How to use a learner’s dictionary?
Ruzsiczky
Rita
1997
see Lewis
Ryan
Christopher
1992
Bilingual education: theory and
practice
Ryan
Christopher
1993
Research in teacher education: uses
and results of an imaginary
investigation
Ryan
Ryan
Christopher
Christopher
1994
1995
see Árva
Standardised language test in a
European context
Self-service vocabulary – getting
the learner to choose
The Sea-Shanty is an improvised maritime
working song. While the original words must
have included vocabulary utterly unsuitable to
the classroom, the way the songs were created
can be richly exploited.
We are inclined to confine our analysis of the
student's accumulation of knowledge to the
classroom and to various methodological
forms for which there is a vast store of
literature. This paper takes a look at the
transfer of knowledge in the non-teaching"
environment, with special emphasis on the
speaker's experience as a performing artist,
particularly through his current "Canakins, or
the Simply English Shakespeare Show."
NYESZE, Medián and the Euro Exam
Centre joined forces for the first
representative national survey in Europe to
measure the adult population’s competence
in foreign languages against the Common
European Framework. How do individual’s
self-evaluation compare to their real ability
to communicate? This and more findings
will be revealed.
There’s been a great deal of talk about the
Common European Framework recently: three
hundred pages of dense text, 50 tables, full
competencies, strategies – all as easy to digest
as a telephone directory. Keen conference
goers have met these can-do lists a number of
times, but what do we really know about the
CEF? This workshop will provide a practical
instruction. Questions about the CEFR that
you didn’t dare to ask.
Standardised language tests in a European
context are in operation within a network of
more than 3000 examinations centres: TELC
The European Language Certificates. TELC
examinations are only possible by a high
degree of standardisation of test formats, test
items and evaluation and marking procedures
which include standardised examiner and rater
trainings. The talk will focus on the TELC
standardisation across the four levels and
eleven target languages of TELC
examinations. The talk will give examples of
standardised tests for the TELC Certificate in
English.
A brief description of various bilingual
educational programmes worldwide, with
some discussion of factors affecting their
success or failure, followed by an account of
the first full five-year cycle in an experimental
bilingual gimnázium in Budapest.
Trainees at ELTE-CETT are required to carry
out a classroom research project and report it
in the form of a B.Ed. thesis (see joint
presentation by Caroline Bodóczky et al.) Last
year one of the CETT thesis supervisors
decided to encourage his seminar group by
inventing an imaginary research project of his
own, choosing ‘CETT Trainees’ Attitudes to
Research’ as his topic. But once the project
has been invented, it seemed a pity not to
carry on with it...
How do we know which words they need to
learn? After beginner-level, we probably don’t
176
... I’d like to share one or two ideas that might
help to solve the problem. If you’re interested,
come along, and bring some ideas of your
own.
Ryan
Ryan
Christopher
Christopher
1996
1997
see Király
Ryan
Christopher
1998
Lessons from CrissCross
Ryan
Christopher
1998
see Enyedi
RYAN
Ryan
Christopher
Christopher
2003
2008
see Enyedi
Ryu
Hoyeol
2012
Effect of positive comments from
peer reviewers in a college EFL
writing class
Sabathy
Saffková
Maria
Zuzana
2000
2005
see Poór
Saffková
Zuzana
2008
Building reading comprehension
through on-line practice
Salamon
(et al.)
Gábor
1993
Huron’s checkbook
Salánki
Salas
Ágnes
Spencer
2014
2009
see Dezsényi
Salas
Spencer
2010
What stands out? Macrostrategies
for L2 teacher observation and
What do you really think about
teachers?
Evaluating classroom activities
Reading and improving thinking
through making associations
The contexts and circumstances of
teacher supervision: local
knowledge and pre-/in-service
development
How much do you really know about your
(and your colleagues’) professional beliefs and
priorities? If you come to this workshop you’ll
be investigating your own ‘personal
constructs’ in relation to the questions ‘what
makes a good teacher?’ The results may
surprise you…
Some of the contributors to Criss Cross, the
new textbook family for teenagers, would like
to share the lessons they learnt from
participating in an international coursebook
writing project. They will also show the
lessons awaiting the users and illustrate their
presentation with materials from the books
themselves.
Trainees, mentors and trainers often find it
difficult to decide - or at least to agree whether particular parts of a lesson "worked"
or not. This session offers a simple approach
to evaluating any kind of classroom activity,
based on a three-level definition of
"effectiveness".
This study investigated the effect of positive
comments from peer reviewers. Korean
college students receiving the positive
comments produced interesting and creative
English writing pieces in the study. Their
language use was also equally accurate. One
interpretation of this is that the writing
practices were viewed as an opportunity to
communicate among them.
The presentation will demonstrate the
strategy of using associations as a means for
involving students
in the read-and-comprehend process and
enhancing their cognitive abilities.
This talk will aim at basic preconditions and
effective on-line strategies, offered in the
Reading for Academic Purposes on-line
course, that can help students become active
constructors of meaning and independent
learners. The on-line activities are designed to
practise reading skills which can be applied
within the framework of a variety of texts of
interest to EFL students.
Huron’s checkbook, containing more than
6,000 authentic sentences, grouped under
grammatical entries, is meant to be a reference
guide and resource book for teachers and
students of English in Hungary. It provides a
‘thesaurus’ of English sentences and their
Hungarian translation covering problematic
grammatical points from beginner to upper
intermediate level, taking grammar out of
grammar.
This interactive paper examines common
tensions surrounding pre/in-service teacher
supervision and evaluation in local settings.
The notion of ‘contextually responsive
supervision’ is proposed and its implications
for ongoing professional development are
discussed.
The interactive paper posits the need for
teacher educators to articulate macrostrategies
177
feedback
Sanches Lianes
Julianna
2015
Getting to know the English
Language Learner: the teachers’
beliefs
Sandy
(et al.)
Chuck
2012
Surpr@ise!
Sandy
Chuck
2014
A whole teacher approach to
teacher development
Sántha
Sántha
Sántha
(et al.)
Gergő
Gergő
Gergő
1996
2003
2008
see Dávid
Sántha
Gergő
2011
see Lowery
Sántha
Gergő
2013
see Horváth B.
Santos
Thomas
2002
Using theatre techniques in the
language classroom
Santos
Thomas
2003
Compositions, a drama technique
for expression
Sárdi
Csilla
1998
From language needs to language
teaching
for interacting proactively with in-service and
pre-service teachers. A presentation of six
macrostrategies for L2 teacher observation
and feedback is followed by an interactive
discussion of their potential applications to
local EFL contexts.
Reflection on teachers’ beliefs about English
Language Learners (ELL) is essential because
they can affect our interactions and also shape
our pedagogical approaches. Furthermore,
awareness of our beliefs about ELL may
enable us to extend our perceptions of foreign
language acquisition, students’ expertise and
the role of their background in language
teaching.
Surpr@ise combines surprise and praise and is
built upon principles of gratitude and
abundance. It’s a powerful structure with four
steps: Surprise. Praise. Support.
Collaborate. In our talk we’ll share how
surpr@ise makes classrooms, schools, and
communities shine and will leave you with a
seed of surpr@ise to plant yourself.
How could we better focus on wholeness in
our teacher development programs and
mentoring work? In this session, the presenter
shares research results, proposes some
possible solutions, models activities,
facilitates reflective dialogue, and concludes
with an offering of take-homes and a call to
action.
see Számadóné Bíró
Teaching tolerance through English
Come and see how and why, for the 3rd time,
the Regional English Language Office
(RELO) of the Embassy of the U.S.in
Budapest held its "Teaching Tolerance
through English" summer camp in
Balatonlelle this summer. With U.S. Embassy
support also from Belgrade, Bratislava,
Podgorica, and Pristina, the camp hosted 36
primary school students and 6 teachers from
schools in Montenegro, Kosovo, Serbia, and
Slovakia. The program helped teachers and
students to increase tolerance at their multiethnic schools through teaching English. The
participants came from communities where
different ethnic groups live side by side, and
where practical skills and experience to
improve mutual tolerance are still developing.
Participants will leave their shoes at the door
and engage in a series of activities derived
from the theatre. The activities are designed to
build community, practice the four skills, and
assist students in developing communicative
competence. Participants will leave with ideas
and materials to use in their classrooms.
In this workshop participants will experience
compositions. This is an exciting theatre
technique developed by Anne Bogart, master
theatre teacher, to help students explore
expression. Using this technique, participants
will create and perform a scene. They will also
learn how to effectively process student drama
projects.
The presentation will show how students’
needs were taken in account during the
implementation of a pilot needs based course
at the College for Surveying in
Székesfehérvár. Focused attention will be
given to the syllabus, methodological
178
framework & teaching materials.
Saric
Lejla
2015
Learn, teach, present... build
yourself and improve your teaching
Sarkadi
Ágnes
2007
Techniques facilitating vocabulary
acquisition for dyslexic students
Sarkadi
Sarkadi
Ágnes
Ágnes
2010
2010
SIG moderator
Sárosdy
Judit
1993
English teacher training for lower
primary schools
Sárosdy
(et al.)
Judit
1997
Teacher training for bilingual
schools
Sárosdy
Judit
1998
English through curriculum
Sárosdy
Judit
1999
Intercultural aspects in teaching
English
Sárosdy
Judit
2002
Content-based English teaching
with a special focus on culture
Sárosdy
Judit
2004
Teaching English through the topic
holidays
Sárosdy
Judit
2005
Language across the curriculum
The situation of dyslexic language
learners in mainstream education:
the teachers’ perspective
Be filled with enthusiasm, be honest and
sincere, be humble but yet passionate, try to
achieve more, try to be a good and inspiring
teacher and presenter, and try to be a
wonderful human being. My talk is about the
growth of a small human being merely called
a teacher.
This talk gives an overview of vocabulary
learning problems of dyslexic language
learners and gives examples of teaching
methods facilitating vocabulary acquisition for
dyslexic learners of English. Different
multisensory techniques and mnemonic
devices are discussed, and it is also described
how they helped vocabulary acquisition of
dyslexic language learners in one-to-one
teaching.
This presentation focuses on language
teachers’ perception of the situation of
dyslexic language learners studying in
mainstream education. On the basis of
interviews with mainstream language teachers,
I will talk about the challenges language
teachers face when they teach dyslexic
language learners together with non-dyslexic
ones, and I will also present what special
strategies these teachers employ to overcome
difficulties and how they try to provide special
attention to dyslexic language learners.
How to teach English to young children? How
to develop language-skills (listening,
speaking, reading, writing) at lower primary
level? How to use different activities in the
English class to make the learning process
more interesting? How to acquire a foreign
language easily?
As there is a great demand for qualified
teachers working for bilingual schools, special
curricula are necessary for bilingual teacher
training at various levels. The presenter will
speak about the problems of curricula,
teaching staff and the special methods,
resource-books, teaching materials required in
bilingual education.
English is taught not as a foreign language but
as a lingua franca. It is used as a medium with
the help of which children can get information
about the world around them. How to
integrate English in various subjects of the
curriculum?
While teaching English we present not only
the culture of several English speaking
countries but as English is a ‘Lingua Franca’
English teachers also have an important role in
transmitting different ways of thinking. They
are expected to act as politicians,
ambassadors.
As English is a tool of getting information
about the world, we elaborate various ways
and methods of content-based English
teaching. How can the thinking and learning
skills of our students be developed in English
classes on culture?
As communicative language teaching must be
content-based language teachers are supposed
to exploit all the topics of culture so that they
can develop their students’ communicative
competences. In the topic ‘holidays’ there are
a lot of chances of expanding the students’
awareness of the target nation’s achievement
culture as well as their own national values.
Cross-Curricular Approach is the best way
179
(et al.)
in primary schools
Sárosdy
Judit
2006
Learnerspecific activities in mixed
ability classes
Sárosdy
(et al.)
Judit
2009
Preparing students for intercultural
communication by using the series
Traveller
Sárvári
(et al.)
Judit
1995
Native and non-native teachers in
class
Sárvári
Judit
1997
English as an international language
Sárvári
Judit
1998
ESL in Hungary
Saryslan
Sass
Sassnick-Lotsch
Özlem
Anikó
Wendelgard
2000
1994
2011
see Yavuz
Sassnick-Lotsch
Wendelgard
2013
Germany’s latest developments in
the education of EFL teachers
Şat
Figen
2002
A bunch of ‘trendy’ activities for
teacher development
of making future generations competent in
using English as a tool for getting
information about the world. By giving
some examples taken from primary coursebooks published by MM, in our talk we
are going to present certain areas where this
approach works in an effective way.
In the presentation the audience will get a
survey of the various strategies and teaching
techniques through which teachers can take
the wide varieties of language learners into
consideration. Students belonging to different
learner types must be taught in as many ways
as our professional competences make it
possible for us.
The most important function of teaching
English is to prepare students for intercultural
communication. To achieve this aim English
teachers are supposed to guide students to the
different parts of the world, familiarize them
with the various areas of life. The series
Travellerprovides both learners and teachers
with plenty of useful and exciting material for
this purpose.
A talk in which we will discuss what native
and non-native teachers bring to the
classroom, how to share the job, the role of a
teacher, and how to utilise this experience in
teacher development programmes.
World Englishes – which one do we teach?
The paper is aimed at discussing the different
issues arising from the fact that teaching in
English in multicultural groups and in nonnative environment is becoming more and
more a reality.
The paper is a report on a study carried out in
a multilingual class of an English-medium
school in Budapest. It is an attempt to analyse
the most important factors shaping the
community with special regard to language
skills.
see Fekete
Self-assessment in teacher
education
The presentation will be about The European
Portfolio for Student Teachers of Languages
(EPOSTL), a tool for self-assessment which
may encourage students and trainee teachers
to reflect on their didactic competences of
teaching during teaching education. EPOSTL
is based on The European Profile for
Language Teacher Education.
Teachers are the main factor when it comes to
students’ progress. In a constantly changing
society teachers have to be ready for lifelong
learning. The new teacher education model in
Germany aims at creating a framework for
lifelong learning by interconnecting the stages
of initial teacher education, induction, and
professional development.
Some teachers succeed in being good teachers
(Whatever this may mean!!!). They enhance
their students’ achievement, set high goals for
themselves, pursue these goals persistently
and try to develop themselves. Other teachers
cannot cope with their personal and
professional responsibilities and tend to
collapse under the burden of daily stress.
Looking from our perspective, in ELT
affective domain has mostly dealt with titles
such as self-esteem, motivation, inhibition,
risk-taking and empathy. The advent of new
approaches like motional Intelligence (EI),
Neuro-Linguistic Programming (NLP) and the
positive influence of teachers’ self efficacy
180
has helped scholars to deal with new aspects
regarding affective domain in teacher
development. In this workshop, we aim to
present various activities based on EI, NLP
and teacher efficacy which we applied in our
Staff Development Unit (STU) to enable
teachers to develop themselves and apply their
personal learning experiences within their
professional lives. We especially want to help
teachers develop a system that may support
them to cope with any problems related to
their personal and professional lives.’
Saxon
Philip
2013
Saxon
Philip
2014
Saxon
Philip
2015
see Sousa
Sazdovska
Jasmina
2004
see Bereczky
Sazdovska
Jasmina
2006
Teaching Business English in
context
Sazdovska
Jasmina
2007
Curriculum changes of a Business
English Course and some of its ESP
components
Sazdovska
Jasmina
2008
Helping international atudents
integrate into the Hungarian context
Sazdovska
Jasmina
2009
Hooks: attention-grabbers
guaranteed to wake up a snoozing
class or audience
Sazdovska
Jasmina
2010
Outliers: outstanding students and
what we can learn from them
Sazdovska
Jazmina
2011
Brighten up your business English
class!
Sazdovska
(et al.)
Jasmina
2012
Challenging teacher myths and
stereotypes
Seven ways to ensure your students
reallyconnect with audiences!
Six thinking hats – the ultimate tool
for communicative task design?
Edward de Bono (1985) promises teams will
become much more ‘productive, focused, and
mindfully involved’ in discussions if they
separate thinking into six colour-coded
functions and roles. This workshop will give
teachers hands-on experience of a proven
concept that they can afterwards put into use
immediately.
The workshop will give the participants on
opportunity to discuss the advantages and
disadvantages of teaching various business
skills (Negotiations, Presentations, Meetings)
separately or combined within the given
context of authentic case studies. An overview
will also be provided of available teaching
materials covering both separate and
combined approaches.
This is a case study that looks at the changes
introduced over the last several years to the
‘Core English’ course at IBS both as a result
of the Bologna process and school policy, and
the effect these changes have had on the
separate ESP components of the course.
I would like to present a few extra curricula
activities that we designed and introduced on
the Intensive English Language Programme at
the International Business School. The
activities were intended to help the foreign
students, especially those with a nonEuropean background, integrate more easily
into the Hungarian learning environment.
This fun workshop will provide a selection of
techniques called hooks, which can be used
both by teachers and presenters for getting the
attention of students or audiences. They
include jokes, short stories, amazing facts,
rhetorical questions, quotations, games, songs,
surprises and many more tricks.
Outliers are people who are so accomplished
that they lie outside our normal experience.
This workshop will look at our outstanding
students, try to draw conclusions about what it
is that makes them so successful, and review
some methodological approaches that would
help foster success in the language classroom.
Business English classes need not be dry,
stuffy and boring. A little bit of extra planning
can liven up even topics like ‘Banking and
Finance’. This workshop will illustrate some
activities that can brighten up an advanced
Business English class, including games,
jokes, songs and quotations.
‘ESL teachers should work to debunk popular
and misguided myths that dominate the
general public’s understanding of language’,
but what happens if what teachers take for
granted as fact is actually only an opinion?
Following the Mythbusters model, this
181
workshop will examine some myths and
stereotypes so as to confirm or ‘bust’ them.
Sazdovska
Jasmina
2013
see Hajdara
Sazdovska
(et al.)
Jasmina
2013
Language skills for the global
workplace
Sazdovska
Jasmina
2014
Idiom vs. proverb
Sazdovska
Jasmina
2015
A brighter future for the non-native
EFL teacher?
Schaff
Viktoria
2015
Multicultural education in the
Hungarian-Chinese Bilingual
Primary School
Scharle
(et al.)
Ágota
2000
Learner autonomy –developing
learner responsibility
Scharle
(et al.)
Ágota
2003
Values and evaluation
Scharle
Ágota
2004
see Fehér
SCHARLE
Ágota
2006
A step into your learner’s mind
Schelie
Nielsen
2010
Dr Klutz’s Wriggly Wormshop
Schmitz
Roland
2002
Being ‘sense-able’: multi-sensory
approaches to language learning
Schneider
Christel
2004
Getting started with language
training online – concepts of virtual
language training
In this talk the language and communication
skills required of students at global companies
are presented and discussed. We will review
the essential language skills identified by a
survey of employers who evaluated the
competencies students need to develop in
order to communicate successfully in a
multicultural environment.
This workshop provides examples of two
forms of phraseology that language teachers
can draw on in their classroom. While idioms
are often featured in language textbooks and
frequent reference is made to them in the
descriptions of testing requirements, proverbs
seem to be less prominent in language
teaching. Through fun and thought-provoking
examples, the workshop examines why this is
so and whether it should it be the case.
As language teaching methodologies change
over time, how do the skills required of a
language teacher change to follow them and is
there a brighter future in stall for non-native
teachers in view of the increasing spread of
English as a lingua franca?
The talk will introduce Hungarian-Chinese
Bilingual School as a unique educational
institution in Europe. The school aims to
provide marketable knowledge in Hungarian,
Chinese as well as in English for the students
while the children enjoy multicultural learning
environment with its social, academic and
psychological benefits every day.
Over-reliance on the teacher may be at the
root of many classroom problems. This
workshop offers practical guidance on how to
help learners realise that their contribution to
the teaching-learning process is crucial and
how to encourage them to take an active role
in their learning.
In our workshop, we are going to look at some
traditional, as well as some innovative
evaluation methods and explore the range of
values and principles they convey. The aim is
to increase our awareness of the underlying
values and principles so that we can make a
conscious choice about the signals we are
sending when we carry out evaluation.
Learner autonomy implies at least two shifts
in perspective. First, that the key to success is
to focus on the process, rather than the
outcome of learning. Second, that the learner
has the most (though not all) the information
about their inner processes of learning. What
follows from this for classroom practice?
An unconventional, interactive, hands-on, funfilled, user-friendly and pragmatic approach in
using different skills and tools, techniques and
methods in teaching foreign languages to
children in the classroom through the
Performing Arts.
This workshop will review learning styles and
retention issues, and will involve participants
in interactive multi-sensory language learning
methods. Be prepared to ‘work at playing’.
This workshop is designed to give participants
an insight into the benefits and drawbacks of
employing and using various forms of
learning languages online.Participants will
look at the issues relating to different forms of
182
Schreck
Adam
2002
Students can pass the Euro exam.
Preparing students for success
Schreiber
Schreiber
(et al.)
Réka
Réka
1993
1994
see Bodóczky
Schüszler
Schwartz
Tamara
Jay
2014
2002
see Körmendi
Sciamarelli
Malu
2015
Teaching literature using the five
senses
Scrivener
Jim
1998
A confused beginner’s guide to
English spelling
SCRIVENER
Jim
2008
Can teaching still be a subversive
activity?
Scrivener
Jim
2008
New opportunities for teacher
training with Bell at Cambridge
University
Scrivener
Noémi
2008
A Hungarian in Bling Britain
Seidl
Monika
2000
Poetry, transfer and translation
Teaching English to adults: ‘Follow
the Faló’
Avoiding cognitive incompetence
through critical thinking and
language awareness
language learning, blending online learning
with existing forms of training and education,
ways of successfully implementing e-learning
in their organisation and the training necessary
to deliver effective online courses.It will be
useful for people who have either little
knowledge on the subject or those who are at
the early stages of using the e-learning
medium.
This session will look at how you can help
your students to do better on the Euro B2
(középszint) exam. We will focus on what are
seen as the more challenging parts of the
exam, look at what these are testing, why
students fear them, and ideas for helping them
improve.
This workshop aims to focus on one particular
area of teaching English to adults: teaching
acceptable pronunciation. With the active help
of participants, we wish to explore current
beliefs, presumptions or prejudices. We will
demonstrate and evaluate certain activities in
terms of their effectiveness.
Today’s students must not only be
Communicatively Competent but also
Cognitively Competent. This practical
presentation focuses on integrating critical
thinking techniques, grammar
contextualisation and advertising examples to
help foster better receptive and productive
skills. If you’ve ever told a class to ‘use your
brains’, this presentation is four you.
How can we encourage students to activate the
five senses when they are introduced to
literature? In this workshop we will carry out
activities which show how teachers can
prepare, affect and lead students in the study
of literature and help them find their own
creativity.
A guide tour of the history, peculiarities and
extraordinary events behind the oddities of
current English spelling. This seminar will
give you some insights into why spelling is
like it is and maybe some ideas for helping
your students with some of their problems.
I’d like to take you back in time! To 1969.
We’re going to take a new look at some ‘out
of the box’ thinking from another era. This
talk will revisit the classic book Teaching as a
Subversive Activity by Postman and
Weingartner. At the time it was considered
extremely radical and dangerous. I would like
to consider if its ideas may still be relevant to
our profession in the 21st century and if it
could help us to challenge any complacency
about our current approaches.
Find out about two exciting Teacher Training
developments: The new World Teacher
Campus run byBell at Cambridge University
Faculty of Education. YOU can get Comenius
funding for a great summer course in 2009. /
Also find out how everyone can now take the
New Modular Online DELTA –wherever you
work.
What is it really like to live in Blair and
Brown’s contemporary Britain? How much is
it like the idealised descriptions in
coursebooks? Find out what it all looks like to
a Hungarian and learn some interesting
contemporary vocabulary.
Robert Frost claimed that ‘poetry is what gets
lost in translation’. In this presentation I will
183
show what advanced learners of EFL can gain
by engaging into various transfer activities
themselves, including dramatic, visual and
musical renderings of poetry.
SEIDLHOFER
Barbara
2013
see Widdowson
Selič
Mija
2015
Once upon a time in an early
language classroom
Seligson
Paul
1997
Whole brain, whole body learning
Sendroiu
Eugenia
1997
Professional skills for the new-style
school inspector
Senior
Rose
2009
Principles of class group
development
Sereti
Vicky
2001
The multiple intelligence theory in
EFL practice
Sereti
Vicky
2001
The art of writing for the young
learner
Sereti
Vicky
2001
A journey of thousand miles begins
with a single step
Sert
Nehir
2004
Early foreign language learning
Fairy tales are a ‘language’ any child would
accept. The session will show how stories can
be used in game-like activities, crosscurricularly focused, can address all senses
and cover all of the curricular aims. Specific
visual teaching aids, which promote
cooperation, communication, socialization,
learning grammar and vocabulary will be
presented.
This lively practical workshop demonstrates a
variety of ways to capture children’s
imagination and really encourage them to
have fun with language. It shows how learners
can participate with virtually every part of
their bodies. Participants will try out activities
as if they were children – and aren’t we all at
heart?!
Working from a questionnaire, participants
will discuss the changing character of the
inspector’s job as regards the balance between
the roles of manager, adviser and evaluator,
which calls for present or future inspectors to
develop new combinations of professional and
interpersonal skills. Participants will prioritise
a list of skills, add their own suggestions and
make proposal for inspector training.
Central to the effectiveness of classroom
teaching and learning is the quality of the
class group. In this paper Rose Senior will
present ten principles that all language
teachers – regardless of their levels of
experience and the composition of their
classes – can follow to encourage their classes
to develop cohesive atmospheres that enhance
learning.
Gardner’s Multiple intelligencetheory is
increasingly being applied in the field of
foreign language learning in an attempt to
develop parallel coping strategies across the
whole spectrum of language skill areas. This
workshop will discuss the specific application
of MI theory to current EFL practice and its
resultant implications in understanding second
language acquisition.
This workshop will focus on the controversial
issue of whether to teach writing at an early
stage or not. Also, through this presentation, a
variety of effective writing techniques will be
highlighted, indicating how they contribute in
providing systematic development of young
learners’ reading and writing skills, based on
real-life communicative situations. When
teaching writing, the material needs to have
purpose, so it will actually train students to
acquire correct language habits. Writing has to
be taught in a guided and well-structured way.
This workshop will illustrate a well-balanced
combination of creative and systematic
approaches to language teaching which can
nurture the development of children’s
cognitive abilities whilst fostering social
interaction and communication. Children’s
progression is ensured provided they are given
solid foundations on which to build their
experience of the English language.
Children’s linguistic development through
songs, chants, and games will also be
discussed.
The status of ELT at pre-school phase in
184
Shanklin
M. Trevor
1992
The consequences of linguistic
theory for language pedagogy: a
look at superlearning
Sheldon
Leslie E.
1992
Business ‘friends’: some issues of
cross-cultural training
Sheorey
Sheorey
(et al.)
Ravi
Ravi
2002
2005
see Szőke
Sheorey
Ravi
2006
Hungarian teachers’ beliefs about
English language learning
Sheorey
Ravi
2010
On-line reading strategies of EFL
college students
Sheorey
Ravi
2011
Hungarian students’ perceptions of
their English accents
Sheorey
Ravi
2013
What does it mean to be really
proficient in English?
Sherwin
Helen
2000
Why co-planning lessons with
teacher trainees promotes teacher
learning
An examination of foreign
language anxiety among
Hungarian English teachers
Turkey is non-statutory and there is no
national curriculum attainment targets apply to
this subject area in pre-school education.
Therefore, the aim of this study is to evaluate
ELT Curriculum at AyseAbla Private Preschool in Ankara/Turkey, against a preestablished quality guide.
Krashen uses the concept ‘relaxed alertness’
in referring to superlearning (aka
suggestopedia) (1982). The superlearning
method stimulates a positive learning
environment where students and teacher alike
can overcome anxiety barriers, teaching by
mutual creativity rather than fear and
dependence - truly from a linguistic
perspective, ‘an optional learning
environment’.
The presentation will consider cross-cultural
communication problems in the context of
doing business in Eastern Europe. The focus
will be on sales/marketing and client support
of commercial interaction and particular
linguistic and behaviour examples will be
cited. The workshop will examine a selection
of published and in-house teaching materials
and ‘checklist’ of cultural elements, which
will help teachers to select their own teaching
courseware.
This paper reports on a study which
examined foreign language anxiety amongst
Hungarian EFL teachers, including the
sources of anxiety and whether years of
teaching experience, time spent in a native
English country, and gender have an effect
on the anxiety experienced. Pedagogical
implications for teacher training are also
discussed.
This paper examines the beliefs or ‘mini
theories’ about learning English held by
Hungarian secondary school teachers of EFL
(N=58) and how they are shaped by their
cultural and educational background. Detailed
results and implications of the study for
teaching English in Hungary will be
discussed.
This presentation reports the results of a study
which examined the reading strategies of EFL
students (N =157) when they read online. The
presenter will discuss the methodology and
results of the study and implications of the
study for teaching specific reading strategies
to improve online reading comprehension.
After a brief review of the main issues
involved in determining goals of
pronunciation instruction, the presenter will
discuss the results of a survey of Hungarian
college students’ perceptions of their own
English accents. Implications of the study for
improving pronunciation instruction will be
offered.
In this somewhat light-hearted talk about a
very serious subject, the presenter will
propose a set of minimum competencies the
learners of English as a foreign language must
develop in order to be considered truly
proficient in English.
This describes research into lesson planning
and teacher learning where I outline what
happened, suggest why co-planning works and
draw implications for initial teacher education.
Theoretical background will include –
knowledge transfer from training to classroom
context; challenging reflective teaching;
acquisition theory.
185
Sherwin
Helen
2002
How to write your own raps, songs,
rhymes and chants
Sherwin
Helen
2014
Exploring the reflections of
Hungarian primary teachers with
differing levels of experience
Sherwin
Helen
2015
Drama in the primary English
classroom
Sík
Péter
1993
A language teacher’s character and
the models for student teachers
Sík
Péter
1998
The simple thing: training
university students for using the
internet in EFL
Sík
Péter
2004
Interactive writing in an
international context.
Silaski
Sillár
Sillár
Nadezda
Barbara
Barbara
1999
2001
2004
see Rankovic
Sillár
Sillár
Barbara
Barbara
2007
2007
see Bodóczky
Simanovszky
(et al.)
Judit
1999
Is memoriter an old-fashioned
disaster?
Simanovszky
Simkó-Várnagy
(et al.)
Judit
Judit
2001
2011
see Székely
This session looks at
- What makes a song, a rhyme, a rap a
chant, looking at the grammatical and
phonological features?
- Why and how we can exploit them in the
primary classroom?
- How to write one based on a course unit?
This presentation describes a case study
exploring the reflective capability of nine
Hungarian primary English teachers: three
‘beginners’, three ‘accomplished beginners’
(experienced Hungarian, beginner English
teachers), and three ‘experienced’ teachers.
In this practice-based workshop, participants
experience and reflect on a collection of
drama activities appropriate for the 7–14 age
group. The session aims to answer these
questions: What drama activities can I use?
Where can use them in teaching? The session
is most appropriate for beginner teachers.
We are all influenced by the good and bad
models we can see at an earlier stage in our
life. How do these influence our career in
teaching and can this be modified? Is it
possible to train good language teachers at all?
The presentation will reflect on theory and
practice with integrating Web materials into
EFL classes. Training prospective language
educators, though it may be a challenge with
this rapidly changing technology, is a new
responsibility of teacher training. The paper
will focus on practical things, also thinking of
those who have not used computer facilities
before.
Writing freely without stress helps students to
open up and also to become more conscious
with their own performance. Computers with
on-line courses seem to be just another option.
But they are powerful tools. They are
effective, and promote creativity in a flexible
way.
see Albert
see Kontra
Focus on communication
Dyslexic language learners – best
practice
The workshop focuses on the aspects of oral
communication adult language learners most
need to master. We are taking a closer look at
how the issue is approached and treated by a
coursebook specifically designed for adult
learners.
Vocabulary and correct grammar have been a
neglected area in English language teaching in
recent years. In concentrating their efforts in
communication, teachers overlook the fact
that the students do not know the words and
structures.
Since there is no unified theoretical
background behind dyslexia and since the
‘symptoms’ might vary from student to
student, it is very hard to pick up sure-fire
methods form handbooks that would work
with every dyslexic student. Therefore, one of
the best ways to learn about effective methods
is to study ‘good practice’ in this field. Hence,
a teacher who has been working with groups
of dyslexic students for 10 years and a
teacher/researcher who has been working with
dyslexic pupils individually for 6 years and
has done extensive research on the topic have
teamed up to give you the ultimate
presentation: some theory coupled with a rich
186
description of ‘best practice’ with special
emphasis on helping students memorize
language elements and structuring your
lessons and syllabuses in a way that would
benefit dyslexic and non-dyslexic students
alike.
Simon
Péter
1997
see Hős
Simon
(et al.)
Péter
1998
Current issues for language
development
Simon
Singer
Péter
Andrew
2000
2006
see Végh
Singer
Andrew
2007
Teaching Auden: an approach to
teaching poetry to have more
general appeal
Sinka
Annamária
Sinka
Sinka
Sinka
Annamária
Hilda
Hilda
2014
2002
2004
see Furcsa
Sinke
(et al.)
Adrian
2013
Student-teacher professional
development integration in
curriculum, from separation to
integration
Skinner
Andrew
1995
‘Nice work, Robyn!’(Lodging
Landeskunde with literature)
Skop
(et al.)
Gabriel
2005
English through ICT
Wholewheat toast and perfect
Thursdays (sic): some insights on
EFL learning in Hungary
Integrating art and high literature
into teacher training
We will look at how materials about current
events or issues concerning Hungary or Great
Britain can form the content basis for
students’ development of cultural awareness,
group cooperation, social skills, and the way
we can facilitate this development using our or
the student’s resources.
I would like to share with others some
reflections on my 15 years of teaching EFL in
Hungary, some of the misconceptions
encountered, and how the twin pillars of a
strong grounding in the underlying crosscultural context and a strongly personal
approach can be helpful in bridging this
divide.
Poetry is the most inspiring and culturally
unique use of language which exists, yet
understanding and appreciating poetry is
scarcely or not at all a part of EFL/ESL
curricula. This talk is a hybrid demonstration
lesson plus discussion of teaching poems by
Auden, chosen to commemorate Auden’s
centenary this year.
This workshop strives to illuminate the
importance and significance of providing
students with outlets for creative expression
and illustrate how the visual arts can be
successfully integrated with all the required
skills and content area knowledge. We focus
on how EFL can be taught through the
integration of visual arts and EFL standards.
see Harangozó
see Harangozó
Preparing for teaching careers: Moving from a
'Pillar'-system of separate teaching content
modules in teacher training to a Professional
Assignment System, which involves (action)
research from day one and sees teaching as its
starting point. A new curriculum approach at
The University of Applied Sciences, School of
Education (Hogeschool van Amsterdam).
In which ways can one specific text be the
main focus of Landeskunde and literary
study? David Lodge’s industrial-cum-campus
novel Nice Work, set in 1986, reflects
ironically socio-economic realities in Britain
at the height of Thatcherism. We will explore
a range of strategies for handling the text and
the TV film version.
Computers are a ubiquitous presence in
classrooms nowadays, but the pressure to
use them in our teaching is not always
matched by the training and support needed
to use this technology meaningfully. The
aim of our programme is to give teachers a
first-hand view of how to apply concepts
often presented in workshops, but not
observed. After the lesson with high school
students is completed, participants will have
the opportunity to ask questions about what
they have observed, and introduce the
challenges for incorporating ICT in their
own contexts. The post-lesson workshop
will focus on: planning a lesson which can be
187
-
Skrgic
Ilhana
2014
Metaphors we build by: teaching
culture through famous monuments
Slavíková
Slezakova
Libuše
Ivana
1994
2007
see Brabbs
Smaranda
Stefonovici
2001
Towards a redefinition and
treatment of errors in English
Smith
(et al.)
Michelle
1998
Checked shirts and beer: presenting
new vocabulary learning strategies
Smyrk
Tim
1995
‘Watch this space’
Snowball
Sobocan
Lesley
Lea
1993
2013
see Kalinowski
Sobocan
Lea
2014
Tell it with technology – writing for
the connected generation
Sója
Sokol
Eszter
Alexander
1996
2004
see Dávid
CLIL at elementary school
Home-work? More like Home-fun!
Two birds with one stone – always
impossible?
enhanced by the use of ICT
assessing the readiness of students to
participate, and ways of preparing students
for optimum engagement in the lesson
searching for relevant resources and using
them appropriately
Participants will be given handouts and they
will be assisted in formulating their own
action plans for incorporating ICT in
content-based English language lessons.
EFL students of the 21st century require new,
cognitive-based ways of analyzing elements of
our global environment. By introducing
participants to the metaphors behind famous
historical monuments of the world, this
workshop will open a new window to the
creative teaching of English language and
culture.
Presentation deals with the CLIL methodology
and a research of such way of education at an
elementary school in the Czech Republic. The
content of education covers all the computer
related topics starting with Windows and
ending with designing web pages. The
research describes the testing and
contemporary research results.
I regard all mistakes in language production as
‘negative’ appears to be a common view
expressed by students of English in Romania
in a survey. This paper not only attempts to redefine this attitude but also offers an insight
into a re-evaluation of errors that may be
caused by interference of the native language.
Ever found that students have completely
forgotten a word supposedly ‘learnt’ a week
earlier? Students frequently lack effective
vocabulary learning strategies. We offer some
ways of helping them to maximize their
vocabulary retention.
Turn up, switch on and drop off. A
technophobe’s guide to using television
commercials in the classroom. With practical
demonstrations at all levels.
The most tedious part of any learner's life is
homework. When you set homework, you can
always expect moans and groans and eyerollings. Homework doesn't necessarily have
to be pages and pages of exercises. In this
workshop we will explore some different
ways of setting and grading homework, both
with the help of your trusty Internet and
offline. Participants are encouraged to bring
their own devices and leave their cell phones
on!
‘I can speak English just fine, but I can't really
write.’ The words are uttered by many
students who have grown up on American
films and music. Not only that they see
writing as tedious and irrelevant. This
workshop will aim to give some practical tips
and online tools for teachers who wish to
make writing matter more to the Internet
generation. Special attention will be given to
what to do in a low-tech environment, just one
laptop and projector.
Teacher development and learner training are
usually seen as two different issues in the field
of ELT. This workshop will attempt to unite
them by presenting you with the Thinking
Approach to language teaching - a tool for
both professional development of teachers and
188
effective training of learners.
SOKOL
Alexander
2008
In or out of the box? Reaflections
on our teaching philosophy and the
place of thinking skills in the
language classroom
Sokol
Alexander
2008
A new sire for a new learner
Sokolov
Ivan
1993
Use of authentic materials in
teaching ESP
Solti
Solymosi
Magdolna
Mária
1999
1998
see Kiss
Sólyom
Sólyom
(et al.)
Zsuzsa
Zsuzsa
1999
2004
see Csontos
Somogyi-Tóth
Katalin
1997
An activity-based approach with
children
Somogyi-Tóth
Katalin
2002
Portfolio-projects in initial teacher
education
Somogyi-Tóth
Katalin
2003
The ‘post-method’ era and teacher
training
Somogyi-Tóth
Katalin
2004
Teaching for thinking
Soproni
Soproni
Soproni
Zsuzsa
Zsuzsa
Zsuzsa
1993
1994
2007
see Bodóczky
This plenary will deal with our possible
teaching philosophies and how they shape our
classrooms. We will also see how the teaching
philosophy may be an indicator of how much
in or out of the box we actually are.
This presentation will introduce you to a
newly developed learning environment where
English and thinking meet. Here the learners
can plan and monitor their learning, develop
and test own grammar rules, get feedback on
their written works. You will also see how this
resource may be used as a tool for your own
professional development.
The workshop aims at generating ideas for
designing tasks for the ESP classroom. After a
short discussion on the advantages of
authentic materials, participants will be
divided into interest groups to design tasks on
provided materials. These will be finally
evaluated and possible techniques and criteria
summarized.
see Smith
Poets in the classroom: bringing out
students’ creativity
In this workshop we would like to share our
experience of having two young British poets
in our classrooms. We will share some of their
creative activities, some student products and
some of our reflections. Since the poets’
creative writing lessons were part of a larger
British Council literature project, we also want
to draw attention to the ‘budding’ Culture and
Literature SIG, whose future members might
decide to take part in similar events.
Children are capable of learning language as a
‘whole’, rather than one structure or six new
words at a tie. They work best when they are
involved and when their work is valued. I
would like to share with colleagues ideas for
activities where children are introduced to a
wide range of natural English, where the
language is meaningful and understandable,
because the activities are meaningful and
understandable.
The Higher Education Act 1997 (Chapter 111)
rules hat students completing their university
graduate studies for a degree in teaching shall
submit a dissertation on educational matters.
The Act does not specify what form this
dissertation should take. I want to share the
results and lessons of three years’ experiments
and experience at Pázmány University.
This talk looks at what we have to call the
post method era of second language teaching
and the choices and possibilities it leaves us
with in the design of our training courses. We
shall discuss Kumaravadivelu’s
macrostrategies (Beyond methods, 2002) and
see how such a practical approach to teacher
training might be feasible in our context.
This talk is about independence of mind,
freedom of expression, and what ELT has got
to do with it. We will consider the significance
of loop-input: trainers need to practise what
they preach and treat trainees to the same sort
of diet as they expect them to treat their
learners.
see Schreiber
What makes business English?
The talk aims to summarize the results of
investigations whether two specific kinds of
189
Soproni
(et al.)
Zsuzsa
2012
The international aspect: language,
learning and teaching
Soproni
(et al.)
Zsuzsa
2013
How to prepare learners for
studying in an international
environment?
Sousa
Mary
2010
What stands out about teaching
business English today?
Sousa
Mary
2012
How to teach students who don’t
improve (and don’t need to)
Sousa
(et al.)
Mary
2013
Digital and traditional storytelling
in ELT
Sousa
Mary
2014
SIG moderator
Sousa
Mary
2014
A new perspective in mentoring
software are adequate tools in characterizing
the level and lexical difficulty of business
English and general English texts. The corpus
analysed in the present study consists of 45
articles used for testing reading
comprehension in the International Business
School (IBS).
International and multicultural groups have
transformed our classes and the milieu at
International Language School including the
garden and the canteen into an environment
that necessitates the use of a lingua franca:
international English. The talk aims at sharing
our experience and research results concerning
the challenges this presents to both learners
and teachers.
Student insights into learning English and its
pedagogical implications will be discussed in
this workshop that summarizes the findings of
qualitative investigations conducted at IBS.
The advantages and disadvantages of studying
in an international environment emerged from
the interviews with students of different
cultural and linguistic backgrounds about
English as the language of instruction and a
lingua franca.
A discussion of modern business English
teaching methods, my own practical activities,
and a summary of topics from the summer
Pilgrims course on teaching English to
business people. The talk includes some ways
to use technology in teaching business
English.
Though non-improving students feel great, the
teacher may not, because teachers focus on
improvement, not ‘treading water.’ Most
teachers know students who stay at one level
for months or years, enjoy their lessons, and
often ‘just want to talk’ in English. This
workshop will explore some ways teachers
can self-motivate and teach non-improving
students.
A description and comparison of digital and
oral-traditional storytelling with
demonstrations. Respective advantages,
disadvantages, and applications will be
discussed, along with results of a survey of
student attitudes to the two formats.
Participants will go home with a handout
containing step-by-step instructions,
resources, and a story bank.
To mark the rebirth of the Business English
SIG, Mary Souse will first give a general
overview of what Business English in the
twenty-first century involves and then using a
pecha kucha format she will present some hot
topics in BE to lead into a discussion of the
issues of most interest to the group. The aim is
to find out what the focus of future BE SIG
events during the next year should be.
Finally,she will say a few words about the
eciting IATEFL BESig summer symposium
being held in Budapest in June 2015.If you are
interested in being part of our new BE SIG or
you have some ideas for events and activities,
please come along to this opening event.
Why should you mentor with someone who
knows nothing about ELT? This session
shows how mentoring with someone outside
the teaching profession worked effectively in
solving a teaching conundrum: how to control
preparation time without sacrificing quality or
creativity. Participants will be encouraged to
try out a non-teacher mentor themselves.
190
Sousa
Mary
2015
Budapest, we mean business!
Promoting and sharing great ideas
for adult classrooms
Speight
Speight
Sperneac
(et al.)
Anikó
Mark
Gabriel Sabin
1999
1999
2004
see Tímár
Spiegel
Marina
2000
ESOL in 2000 in the United
Kingdom
Spiewak
Grzegorz
2003
The English verb – full monty
Spišiaková
Martina
1997
Cross-culture in communication of
managers
Srbljinkovič-Čuček
Sanja
1993
Current trends in ELT in Croatia
Srbljinkovič-Čuček
Sanja
1994
Puppets with a difference
Stan
Vanda
1997
Language awareness: an integrated
approach – the author’s perspective
Stan
Stanimirovic
Vanda
Tatjana
2002
2015
see Faur
Stanisoara
Codruta
2007
A new assessment tool in academic
literature courses – the portfolio for
appreciation of literature
This talk introduces IATEFL Hungary's new
Business English special interest group. As
teachers of Business English, ESP, or EAP
you have particular needs and skills that this
SIG can both serve and benefit from.
Participants will also take away two group
dynamic builders especially suited to Business
English classrooms.
see Tímár
Teaching leadership skills and
human rights to ELT students
In an interchanging world and a new European
Union, students need more then ever to
develop new skills for integrating and leading
in the new political context. Students need to
create and develop leadership skills and basic
human right knowledge in order to raise
awareness upon the issues and problems the
new European reality and ideals bring up. The
workshop tries to present a view upon how
students in Romania and Hungary the way
they feel and perceive the rapid changes in
their lives. Also, the workshop will try to
debate ideas about how integration can be felt
from inside and outside the European Union.
This workshop will focus on giving
information about answering questions on the
state of ESOL in the UK – English language
teaching with people aged 16 plus who are
permanently resident in the UK or seeking
asylum. The presentation will cover types and
range of provision and the new ESOL
National Curriculum.
Not recommended for the faint-hearted. We
will take on the most central problem of
English grammar: tense and aspect coding –
expose it to the full, and strip it of most of its
meaning. Can we teach English without
constant reference to some 16 tenses? Is there
a simpler, more intuitive way? Which should
come first: Present Perfect or Past Perfect?
Does Present Simple mean anything at all?
And do Harry Potter and the Yorkshire Ripper
have anything to do with all this?
The paper outlines a new intercultural
dimension in Business English, focusing on a
company culture with the aim to prepare
future managers for international business
environment.
The talk will give an overview of ELT in
Croatia on primary and secondary level of
state school education with emphasis on the
Zagreb project of Early Learning (pre-school
and lower elementary level).
Different ways of using puppets with students
of all ages. Exercises, tips and possible
activities.
The workshop seeks to show how awareness
raising activities can apply to select areas of
the grammatical and lexical systems, the
functions of the language, the structure of the
discourse, etc. The presenter will draw on her
experience as co-author of Pathway to English
- an EFL coursebook for secondary level.
see Latinovic
Assessment and evaluation in literature
courses have opened many revolving doors in
different ways for different teachers: there are
‘traditional’ and modern approaches, there are
cases for not assessing and also a wide range
of practicalities of assessment. Our approach
is based on literature classroom practice with
university students of EFL and its product is a
191
Stankova
Eva
2005
Challenging the limits of ELT
efficiency with ICT support
STANLEY
Graham
2011
Innovations in language learning
spaces
Stanley
Graham
2011
Gameify your classroom
Stannard
Russell
2015
Making your learning more
collaborative and interactive
STANNARD
Russell
2015
Simple technologies that can really
impact on our teaching and learning
Stanowski
Marcin
2015
see Zieba
Starkey
Deborah
2007
Two new examinations from
Cambridge ESOL: ILEC (Legal
English) and ICFE (Financial
English)
sample Portfolio for Appreciation of
Literature which has been tested as a valuable
tool of measuring assessable outcomes in the
field of teaching literature.
The presentation points to the possibilities
of the English language study with ICT
support at the University of Defence in
Brno. A brief description of fundamental
starting points, appointed tasks and
expected results of the project is given.
The 21st century has brought a revolution in
the way people can and want to teach and
learn languages. Much of this has revolved
around the spaces where people choose to
learn.Starting with a light-hearted look at
traditional classrooms and how they have
hardly changed, we'll examine what the digital
revolution is doing to these spaces, with
computers in the classroom and interactive
whiteboards heralding a move towards the
normalisation of technology. Then we'll move
outside the classroom and look at other ways
that people are learning nowadays and will be
learning languages in the future. This will start
with new methodologies such as 'Crazy
English' , which is popular in China and has
classes in spaces such as football stadiums and
involves learners meeting on street corners to
practise English together by shouting. Then
we will take a trip through learning languages
in computer games and virtual worlds, where
teachers have been finding out how best to
exploit the advantages that these exciting new
environments afford, and which has been
gradually winning the attention of those
involved in distance education. From there,
we will turn our attention to mobile learning
spaces. All indications seem to point at a
growing importance of these spaces for future
language learning. We'll look at the learning
taking place in these spaces now and show
how you can become involved.
Looking at ideas on using computer games
with students.
In this workshop, Russell will highlight some
of the key technologies that we can use to
promote more collaboration and sharing in our
classes. Russell will focus on some free but
very useful tools that can allow teachers to
create discussions, share ideas, create polls,
quizzes and much more. These tools are ideal
for Blended Learning and can really help you
to organise and run your classes in a different
way.
In this talk Russell will highlight just a few
simple technologies that can really impact on
our teaching and learning. Drawing from lots
of real examples, Russell will show how just
knowledge of a couple of technologies can
revolutionise our teaching and learning. A talk
packed with ideas, including his awardwinning ideas around feedback and
developing students speaking skills, this is a
presentation that even the most technophobic
teacher will be able to relate to.
Research indicates that holding an
internationally recognized certificate in a
special field can be beneficial to one’s career.
Cambridge ESOL is breaking ground in this
area with two new certificates, to be
introduced here: ILEC (International Legal
English Certificate) and ICFE (International
Certificate in Financial English).
192
Stefán
Ildikó
1999
Intercultural learning in the lower
primary English language
classroom
Steinhäusler
Janet Ione
1997
Theme based teaching in the
primary school in Austria
Stephanides
Éva
1998
Why do we distinguish –ing forms
for Hungarian learners?
Stephanides
Éva
1999
Towards a minimum English
grammar
Stephanides
Éva
2001
Culture in teaching
Stoica
Monika
2006
ICT in TEFL
Stoichkova
Olga
1992
Poster presentation
Stokic
Lidvina
1995
English across the curriculum
Straková
Zuzana
2009
First steps in developing learner
autonomy with young learners via
ICT
Strasser
Thomas
2015
Mind the app – simple but effective
internet tools and apps to engage
the EFL learner
Strasser
Strasser
Straub
Zsófia
Zsófia
Roland
1994
1995
2012
see Malderez
Between November 1998 and June 1999 the
British Council organised a programme for
writing school-based materials for
intercultural learning. The Project Leader’s –
Carolina Laidlaw’s – workshop on
Intercultural learning at last year’s IATEFL
Conference in Szeged first aroused my interest
in intercultural teaching/learning. I joined the
programme as a co-ordinator and with a team
of 3 teachers we piloted our own materials for
intercultural learning in 3 different schools in
the region of Jászság.
Since 1993 Morzg primary school has used
theme-based teaching for English language
acquisition. This talk will present what themebased teaching involves for the teacher and the
child at the primary level. One theme for the
lower and one theme for the upper primary
level will be presented.
Since the use of the gerund causes problems
for Hungarian learnera in English, it must be
distinguished from the present participle and
contrasted with the infinitive for future
teachers of English.
How much grammar is needed for students
with different purposes? Which part of
grammar must be emphasized on a contrastive
basis for Hungarian learners of English?
Why teaching different cultures is important
in foreign language learning, especially for
teachers of English.
Picture it All!A recipe for a tired yet still
ambitious modern teacher: take some pictures
from the Internet and display them. Give some
quick instructions to the students. Lay back
and enjoy the show. Delicious! This workshop
intends to show how pictures from the Internet
can be used in the English class making it
enjoyable for both teachers and students,
requiring little effort but offering multiple
advantages.
This talk is on the Croatian project of teaching
English to young learners at primary school
levels. The project is sponsored by the
Council of Europe in Strasbourg. Two video
films show our pupils in their first and fourth
years of learning English trough contents of
other school subjects.
This presentation focuses on challenges
teachers face while teaching young learners in
the context of modern technology devices.
Young learners need high quality input in
order to succeed in the acquisition process.
The presentation offers the experience of
using out-of-class online development of
receptive skills as well as learner autonomy
with early language learners.
Hands-on workshop for EFL teachers who
would like to explore the world of apps
(smartphone, tablet) and PC-apps (websites,
programmes for the PC). The presenter will
show how EFL learners can improve their
writing, reading, listening, use of English and
grammar skills by using so-called Educational
Apps. The workshops will illustrate how
effectively to combine traditional methods
with digital skills (blended learning).
Workshop for beginners, false beginners and
experts.
see Búza
To skype or not to skype – there is
no question
I am going to showcase different ways of
using Skype to not only the teacher’s
193
Straub
Roland
2013
Edit. Hangout. Enjoy.
SUMMERS
Della
1998
Real language and corpus: how
your student can benefit?
Surányi
Ágnes
1993
A change in the students’ needs for
ESP
Sürmeli
Svoboda
Emine Cakir
Pavel
2002
2005
see Şat
Swan
H. A.
1999
Not an idiom?
Swan
H. A.
2000
The teacher’s nightmare –
collocations and phrasal verbs
Swan
H. A.
2000
Harry Potter’s magic – why
children’s books are important
Improving English listening
skills by e-learning
advantage but also to the student’s. There are
many user-friendly (easy) ways in which
Skype can be used and I’d like to share with
you the ones I’ve tried and feel the teachers
and also the students would enjoy and benefit
from.
There will be some tips and tricks on how to
create your own authentic videos, how to edit
them and use them in an online course using
Google Hangout. I would like to share some
ways in which teachers and students can use
their own videos in order to make even online
courses (using Google Hangout) enjoyable,
educational and less of a predicament.
The advent of huge language databases such
as the British National Corpus and or the
Longman Spoken American Corpus, presents
materials writers and dictionary publishers
with an unparalleled opportunity to include
more national language in the books that are
used by students and teachers of English.
Study of the spoken language in the corpora
reveals interesting differences between written
and spoken language. In conversations
speakers jointly negotiate understanding, for
example, by the use of repetition of unclear
points and references to shared cultural
knowledge. Writing, on the other hand, is
typically used for the transfer of factual
information or instructions. The wealth of
authentic data provided by the new corpora
have improved recent learner’s dictionaries
and grammars such as the forthcoming
Longman Grammar of Written and Spoken
English, which can make the subtleties of
English available to students and teachers of
English in a way that was not possible before.
With the wider possibilities of travelling great
changes have occurred in our students’ needs
for ESP. Their studies in foreign universities
and firms, the presence of guest lecturers and
newly arisen interest of subject specialists in
teaching ‘in English’ make one reconsider the
student’s needs and the role of teachers of
ESP.
The presentation will demonstrate what
features of e-learning can be used for
improving listening skills of the students of
the University of Defence and what are the
possible ways of designing interactive elearning materials for improving listening
skills online.
One major difficulty in the language
classroom is to know exactly what language to
present for ACTVE learning and use and what
is peripheral – and indeed ephemeral. This
difficulty is compounded by the rapid growth
of ‘new language’ which sometimes confuses
native and non-native speakers alike. Not an
idiom will be dealing with the presentation of
collocations including phrasal verbs in the
language classroom and also outlining some
of the problems presented by ‘new’ language.
Collocations and phrasal verbs are a neglected
if not an endangered species in the classroom
and in textbooks. They are acknowledged as
‘difficult’ to teach (and some would say best
avoided). Are there any practical solutions to
this problem? I shall try and suggest some.
I will discuss the relevance of children’s
literature to adult and teenage understanding
of English language and culture. I will also
give ideas of how such literature can help in
the classrooms at all levels and what types of
194
SWAN
Michael
2011
What is happening in English, and
how much does it matter?
Swan
Michael
2011
Q&A session with Michael Swan
Szabadkai
Szabó
Szabó
Bernadett
Anita
Csilla
2005
2000
1997
see Bognár
Szabó
Szabó
Csilla
Gábor
2008
1996
see Paschekné
Szabó
Gábor
1998
From soft-ware to hard evidence
(making the most of test results)
Szabó
Gábor
1999
Listen to this! Pitfalls of text
selection for listening texts
Szabó
Gábor
2002
‘We don’t need no education?’
Monitoring
differences
in
proficiency between teachers and
their would-be colleagues
Szabó
Ildikó
2009
Lower and upper primary
continuity
Szabó
Imre
2004
ICT compass for EFL teachers
Szabó
Imre
2005
Communication tools for
maintaining school connections
pleasure we can get from our reading of it.
Do you care about the threat to the
apostrophe? How do you feel about ‘Between
you and I'? Do you twitch at sentences like ‘If
you’d have asked me I’d have told you’? or
‘Charles is understanding French a lot better
since he went to France’? Would you burst
into tears if somebody said ‘He was like, well,
I better go home now’? English, like all
languages, is in constant flux. The talk will
consider: the meaning of ‘correctness’;
changes in modern English, and the various
reasons for them; ways of keeping track of
what is going on; how much emphasis we
should give to correctness in language
teaching; the importance (or not) of nativespeaker models for learners.
If you have a question to Michael Swan about
English grammar or are just curious to head
what Michael has to say about his new book,
the Oxford English Grammar Course, this
session is for you.
see Scharle
Memory and association games
How not to (pitfalls of some
language test techniques)
The aim of the workshop is to provide
practicing teachers of English with a number
of memory and association games and
activities that contribute to vocabulary
learning and revision. The workshop also
attempts to offer suggestions on how to deal
with multi-word units and how to arrange
them in students’ internal lexicon.
The talk is to call attention to some of the
potential dangers inherent in some of the most
common test techniques used in language
testing. Suggestions to avoid and fix problems
will also be presented via practical examples
of faulty items.
The talk will present newly-developed
Hungarian software for the analyses of
language test items.
The talk intends to give tips on how to decide
whether a text is suitable for a test or not by
exemplifying typical problems as well as good
texts.
The presentation will give the results of
research focusing on the comparative analysis
of the performances of college-degree teachers
of English and students majoring in English at
the University of Pécs on an English
proficiency test.
This workshop gives an insight into strategies
for a continuous transition from the lower to
the upper primary level in foreign language
teaching. Furthermore, it introduces bridging
tasks (specific tasks for the transition phase)
and a collection of good practice material for
diagnosis and assessment.
It is about a brief history of our ICT story
including two successful ELTeCS bid held in
Tiszafüred. The main focus is on the output
CD of the ICT Compass workshop held this
year and its possible contribution to the
Ministry of Education ‘World - Language’
programme.
This presentation is a short summary of the
available tools for maintaining and
managing school partnership via the
internet. When collaborating with schools
far away abroad it is essential that you need
certain tools for sharing information. This
presentation is going to have an overview of
the tools needed in an international project.
195
Szabó
Klára
2004
see Bakti
Szabó
Péter
2002
Access Certificate in ELT: new
award from Pitman Qualifications
Szabó
Szabó
Réka
Teréz
1995
1998
see Fowles
Szabó F.
Szabóné Pákozdi
Andrea
Mária
1996
2003
see Dókus
Szabóné Pákozdi
Mária
2006
International projects roundtable
discussion
Szabóné Pákozdi
Mária
2006
The impact of film-viewing on
incidental vocabulary acquisition
Szabóné Pákozdi
Mária
2008
The production of teaching
materials in teacher education
Szálka
Márta
1993
The fourth ‘R’. Rhetoric in teaching
advanced students
Szálka
Márta
1994
The National Curriculum
Szálka
(et al.)
Márta
1998
Measuring student performances
against European standards
Számadóné Bíró
Számadóné Bíró (et al.)
Alice
Alice
2003
2003
see Halápi
Pitman Qualifications, in association with the
University of Manchester, has developed an
exciting and up-to-date qualification, designed
as an initial teaching certificate for non-native
speakers of English. This award is also
suitable for existing English language teachers
who want to upgrade their skills.
see Szálka
Getting ready for the new final
exam in English
Webcourse: the first ELT teacher
training course in Hungary –
looking back and looking ahead
Through lively activities the workshop
familiarizes teachers with the draft version of
the new final exam in English. Participants
will be encouraged to reflect on their own
teaching techniques, a pool of practical ideas
(e.g. organizing vocabulary) will be shared
and a couple of exam tasks will be tried out
(e.g. listening comprehension).
Some issues to be discussed: What are the
advantages of starting or joining an
international project? How can you find
partners? What kind of funds are available?
How much extra work should you prepare for?
Who can help?
This presentation reports an experimental
study which investigated incidental
acquisition of target vocabulary items among
advanced university EFL students through
watching feature films. Data collection
procedures included pre- and post-viewing
vocabulary tests, comprehension tests and
questionnaires on attitudes and film-viewing
habits. Analyses of data revealed a minor but
significant lexical gain as a by product of
watching and listening for comprehension.
Limitations and possibilities for future inquiry
are discoursed and pedagogical implications
are drawn.
One way of approaching ELT Methodology is
through the materials teachers use in the
classroom. It is believed that the design and
creation of such materials motivates preservice teacher trainees to learn about the
profession. The talk will highlight what
aspects of ELT can succesfully be dealt with
while producing a coursebook unit.
I would like to show how elements of modern
rhetoric can be used to help students formulate
their thoughts, arguments, organise them in a
creative way, and how it can also help in
dealing with long and complicated texts.
Together with Antal Horváth I was
commissioned to develop a version of the
National Curriculum for modern languages.
We would like to explain the ideas behind it
and ask for feedback from colleagues.
This report on a mock exam organized by FPI
in spring 1998 (carried out as part of a British
Council sponsored study in preparation for the
new 2004 Matura) describes the rationale for
using an ICC test to compare sample student
performances (from a variety of secondary
schools across Hungary) at the Threshold
level. Teacher training implications will be
discussed.
What is the most logical way of learning how
to use the Internet in teaching English? One
possible answer is: you must learn it through
the Internet itself. This is the view we adopted
when we started the first completely online
ELT teacher training course in Hungary in the
196
spring of 2003. In this short talk we’ll be
looking back and reflect on what we, course
facilitators learnt about conducting an online
course. We’ll also be looking ahead and share
what teacher trainers and those interested in
using the Internet can learn from our
experience.
Szarvas
Szaszkó
Júlia
Rita
2000
2014
see Szöllősy
Szaszkó
Rita
2015
see Sinka
Szatzker
Orsolya
2012
Dyslexic learners’ language
learning strategies and selfregulation
Szatzker
Orsolya
2013
Controversies in teacher identity of
EFL trainee teachers
Szegedy-Maszák
Székely
(et al.)
Székely
Székely
(et al.)
Anna
Mária
2014
1998
see Tóth
Mária
Mária
1999
2001
see Simanovszky
Szekeresné Rózsa
Etelka
2001
Analysing learning needs of
students of engineering
Szekeresné Rózsa
Etelka
2002
Teacher roles in the dual language
classroom
Szele
(et al.)
Bálint
2002
Learning strategies used in
secondary grammar schools
Learners’ reading comprehension
skills in bilingual lower-primaryschool education
Pair work, group work – a
possibility or a must?
Are their errors our fault?
This presentation will be on the research
(Szaszkó & Jezsik, 2013, 2014), which was
carried out into the language skills of second
and third-formers divided into experimental
(learners in the bilingual programme) and
control groups (learners in the traditional
Hungarian educational programme) at a
Hungarian-English bilingual primary-school
in central Hungary.
The learning strategies, self-regulatory
mechanisms, and learning autonomy of
Hungarian secondary school dyslexic learners
were investigated in an ongoing PhD research
project. Results of the interviews will be
presented in order to gain a better
understanding of how they cope with foreign
language learning, and whether it is different
from learning in general.
This presentation outlines research carried out
with Hungarian prospective teachers during
their teaching practice, focusing on how they
perceive themselves as non-native teachers in
the classroom. The aim was to gain an insight
into the views and beliefs regarding the norms
and standards that they follow and aim to
represent for their learners. The findings imply
that teachers need to adopt a critical approach
to what models of language use they aim to
represent given the global role of English as a
lingua franca.
Have you succeeded in these activities? Come
either way and share your experience with us!
The methodology of correcting grammatical
and lexical errors is a continuous issue in the
everyday practice. In this talk an attempt is
made to overview different ways of solving
this problem. The authors administered a
survey among English language teachers
about the topic. They were questioned about
their experience and the methods used by
them.
In order to get better results, to find proper
techniques and methodology and provide a
stimulus learning both GE and ESP in the
lessons the teacher must be well aware of the
students’ purposes of and reasons for learning
a foreign language. I shall present a rationale
for needs analysis and partly material design.
My main aim is to get a better picture of my
students’ motivation and learning background.
I plan to talk about some of the result of my
investigations.
Content-based teaching is a special task for
teachers having been trained for teaching the
language and the subject content separately.
How it is possible to harmonize the special
curriculum with the general requirements?
What kind of special requirements do teachers
have to fulfil teaching history in English?
The presentation will outline the method and
the procedure of a questionnaire research
project carried out in several Hungarian
197
Szemeti
(et al.)
Ottilia
2008
Kids Club – English is Fun!
Szepesi
Szerdahelyi
Judit
Judit
2008
1993
see Kuti
Szerencsi
Katalin
2001
Revisiting the schizophrenic teacher
Szesztay
Margit
1993
Ways of assessing methodology
courses
Szesztay
Margit
1995
Exploring learning: a starting point
for teaching methodology
Szesztay
Margit
1996
Making group discussion work
Szesztay
Margit
1997
Trainer as discussion leader
SZESZTAY
Margit
2002
‘Theory?...No thanks.’
Szesztay
(et al.)
Margit
2003
Professional development in the
UK for beginner teachers
Have you heard the news? – a third
year language option
grammar schools. The results of the survey are
presented and analysed according to strategy
type (cognitive, metacognitive, memory,
social, compensatory, communicative,
affective) with special attention to gender
differences.
Happy 15th Birthday LCF Clubs Hungary!
KIDS CLUB,
TODDLERS CLUB, JAZZ-MATAZ, TEENS
CLUB – and
the brand new BABELZONE, have become
familiar for more
and more language learners. So why don’t you
come and
celebrate our 15 years of communicative
language learning
and have fun and games with us?
This talk is to convey the experience of a 3rd
year language option course called Have you
heard the news?to CETT teachers offering
language options or anybody interested in an
integrated reading, listening, conversation
course.
Language teachers’ eternal problem because
of being learners and teacher of the foreign
language at the same time has almost ceased
to be a burning issue by now. Since the
change of regime, teachers of newly
established language departments at colleges
and universities – having barely identified
their fields in teaching language for academic
purposes – have been confronted with new
challenges again, viz. teaching LSP. Issues
like how the future generation of language
teachers ought to be prepared for those
functions will be addressed.
This talk will look at various options for the
assessment and evaluation of methodology
courses in general, with specific references
made to the 3-year teacher training
programmes in Hungary.
All issues/topics related to ELT methodology
can be introduced from the learner’s
perspective. We will try out/discuss practical
examples. Your ideas for bringing the
learners’ angle into methodology teaching are
welcome.
What strategies can help the teacher
encourage students to participate more fully
and take an active role in shaping group
discussions? We will explore some solutions
by trying out a series of activities and
reflecting on how they went. Relevant to both
teachers and teacher educators.
This presentation plus discussion will focus on
the role of the trainer as discussion leader.
How can we make group discussion a
worthwhile learning experience for all the
participants?
Do (beginner) teachers need theory? Does
theory help when you are planning a lesson, or
making a split-second decision in the
classroom? Does understanding theories of
teaching and learning play a part in becoming
more confident and skilful, or are there purely
practical-intuitive routes to teacher
development? The plenary will explore these
questions.
A panel discussion will be held about the
experiences of six beginner teachers who took
part in a study attachment at the Kings
Schools in the UK last summer with the
participation of the teachers and the organisers
on behalf of IATEFL Hungary and The British
198
Szesztay
Margit
2007
Energy management for teachers
Szesztay
Szesztay
(et al.)
Margit
Margit
2008
2008
see Pohl
Szesztay
Szesztay
Szesztay
SZESZTAY
Margit
Margit
Margit
Margit
2009
2010
2010
2012
Open Forum moderator
Szesztay
Margit
2012
The power of questions
Szesztay
(et al.)
Margit
2014
SIG moderator
Szesztay
Margit
2015
see Pohl
Sziklainé Gombos
Zsuzsa
1993
Teaching ESP to different target
audience
Szilágyi
(et al.)
Anikó
2006
Yes, I have a private teacher…
Motivating yourself, motivating
your students: where do you find
the energy?
Council Hungary.
This workshop will focus on the changing
energy level of a classroom and ways in which
the teacher can influence this in a positive
way. Drawing on participants’ experiences we
will look at different types of activities and
consider the kind of classroom dynamic they
help to create. We will also focus on
recharging our own batteries as teachers.
This interactive talk will focus on ways of
motivating ourselves as teachers. How do we
recharge our batteries and keep going? In turn,
how do we help our students to be alert,
attentive, engaged? … If you know the secret,
come along and share it with us!
see Enyedi
see Szesztay
Teacher development A-Z
The plenary will focus on the changes I have
undergone in the past 30 years as a teacher
and teacher trainer. Some of the stories told
will relate to being thrown in at the deep end,
discovering the world of inner resources,
questioning some of the basic assumptions of
communicative language teaching, and
meeting teachers and classrooms from around
the world. While tracing my own development
and looking at what has inspired me, I will be
inviting listeners to reflect on changes they
have undergone since they started to teach,
and set future developmental goals for
themselves.
How often do you ask your students questions
that trigger creativity or encourage reflection?
Are your students given the opportunity to
formulate their own questions? Classroom
interaction can become so habitual that we can
easily lose sight of who controls conversations
and what type of conversations are initiated in
our day to day teaching.
We are all world citizens – students and
teachers alike. Everything we do affects the
rest of the world, and what happens in the rest
of the world affects us. Every one of us can
make a difference – and we as teachers can
reinforce this message by what and how we
teach. Come along and find out about
resources and activities that you can use to
bring a global perspective into your teaching.
We will look at how to widen the horizons of
our students and get them to think critically
and compassionately by using video clips,
poems, songs, news articles, stories,
quotations and other internet-based resources.
We will also give you a taster of an on-line
event called Educational Technology and
Global Issues: Cause for Concern, which will
be launched in November.
The presentation is devoted to questions of
planning ESP courses for different kinds of
target audiences, pointing out conceptual
differences and illustrating the way of their
realisation.
Most language teachers do 1:1 teaching at a
stage of their career. We have various reasons
for it – so do the students when they decide to
choose this form of teaching. Based on a
recent survey among college students, this talk
focuses on some of these reasons and attempts
to draw some conclusions for both private and
classroom teachers.
199
Szilágyi
Anikó
2007
Put your cards on the table – Using
vocabulary cards in one-to-one
Szilágyi
Anikó
2010
What do language students want
/need (in one-to-one and group
situations)?
Szilágyi
Szili
(et al.)
Júlia
Ágnes
2005
1997
see Ádám
Szirkó
(et al.)
Zsuzsanna
1997
School competitions about Great
Britain
Szirkó
Zsuzsanna
1998
see Margittay
Szirmai
Erika
2001
Aces in TEFL
Szőke
Szőke
(et al.)
Andrea
Edit
2006
2002
see Szilágyi
Szőke
Edit
2004
Are they strategic speakers?
Szőke
Szollás
Szollás
Johanna
Krisztina
Krisztina
2014
2001
2006
see Derecskei
Szöllősy
(et al.)
Edina
2000
MBA: Master Business Actively,
new venture creation
Szőnyi
Andrea
2005
Holocaust education in the
English lesson
Szűcs
Ágnes
1998
see Székely
Szűcs
Andrea
1998
Developing students’ personal
‘background skills’ in teaching
The internet in the language
classroom
Reading strategies for Hungarian
college students
One-to-one language teaching is one of the
less represented areas in EFL/ESL teaching.
This practical workshop intends to give some
tips for making one-to-one lessons more
personalised through the use of vocabulary
cards, which can be used for presenting,
practising, activating and revising
vocabulary.Many of the activities are also
suitable for classroom use.
According to the data from a survey among
first-year college students, most secondary
school students take private lessons in foreign
languages and in other subjects. The talk
intends to look into some reasons why
students choose this way of learning and also
some expectations towards institutional and
private teaching.
We would like to share materials, ideas and
methods that can help teachers apply the
inexhaustible resource of information
provided by the internet for the language
classroom.
We would like to demonstrate some practical
ideas/tasks which can be useful for teachers
who are thinking of organising school
competitions about Great Britain.
Through a variety of activities the workshop
demonstrates how cards can be used in the
foreign language class.
This paper will report the results of a study
which examined the reading strategies of
Hungarian EFL students when they read
academic materials. The presenters will
discuss the survey instrument, analysis of the
data, and implications of the study for
teaching reading to Hungarian college-level
students.
This study examines international students’
speaking strategy use at Oklahoma State
University. I focus on frequency of the use of
individual strategies and strategy categories. I
also examine what factors influence the
learners’ strategy choice.
see Cseresznyés
see Tankó
Participants will be actively involved in a
business-related simulation touching upon
some basic elements of an advertising
campaign. The workshop offers ideas and
techniques and at the same time calls for
adaptation and improvement for different
teaching context.
Introduction of the first volume of the
bilingual series ‘Personal history’, produced
by a group of students and teachers. The
series contain personal memoirs of survivors
of the Holocaust, the English text was
translated by students. The publication
comes with an interactive CD-ROM as
well as with a methodology guide.
Students need to develop their personal skills
just as much as the academic skills in order to
perform well at examinations, job interviews,
business meetings, etc., where they need to
use a foreign language. How can personal
development be integrated in language
classes, both general and highly specialized?
200
Some answers will be provided.
Szűcs
Attila
1997
Computers and the changing role of
the teacher
Szűcs
(et al.)
Judit
1995
Training ESP teachers – an
experiment
Szűcs
Judit
2002
Teacher training for ESP
Szűcs
Marianna
2004
Ideas on teaching business English
– goodies from embassy CES,
Hastings, UK
Szűcs
Marianna
2005
Teaching computer sciences in
English – teaching subjectspecific vocabulary
Szulc-Kurpaska
Malgorzata
1997
An adventure with dinosaurs
Tamási
Gergő
2003
Debate programme in Hungary
Tamási
Tankó
Gergő
Gyula
2012
2003
see Sazdovska
Tankó
(et al.)
Gyula
2006
WebEnglish a new British Council
project
The use of dictionaries in language
exams
Computers make a lot of difference.
Especially if they are used in the EFL
classroom. They change the teaching situation
and the role of the teacher. How? How much?
And how can teachers adapt? These are some
of the questions we will be looking at.
This paper sets out to introduce a modest
experimental ESP teacher training certificate
course that was launched at Berzsenyi College
in 1993. It supplements the 3-year training
programme and offers a certificate to students
willing to teach ESP in secondary education or
adult courses.
The fact that teaching LSP and training LSP
teachers have been among the priorities of the
Council of Europe has had limited effect on
LT and TT in Hungary. The aim of this paper
is to investigate the case of TT for ESP in
Hungary, focusing on a questionnaire study
illuminating real life needs.
This summer I attended a Teaching Business
English Teacher Training Course in Hastings
and I would like to summarise the most
important aspects I learned there. This
talk+workshopis useful primarily for teachers
with little experience in Business English but
experienced colleagues are also welcomed.
The course was supported by SOCRATES
Comenius programme so I can also provide
useful information about applying for funding.
I have been teaching Computer Sciences in
English for 3 years, and in my experience,
one of the major problems students face is
acquiring the subject-specific vocabulary. I
conducted classroom research into this field
in January, 2005. I intended to explore
effective methods for teaching and learning
this special vocabulary. My talk aims to
introduce my findings, which are of use for
other subjects, as well.
In my talk I want to present two videorecorded lessons which I taught to a class of
ten year olds in a formal school environment.
They show pre-reading activities, reading
through a story and after-reading tasks. By
using the examples I want to share my ideas
on teaching young learners.
In this talk I will present the results of the
Debate programme in Hungary. A course for
English teachers has been supported by RELO
last year. I would like to share my experiences
with the participants.
The aim of this presentation is to give a survey
of the empirical research studies that have
investigated the effect of dictionaries in EFL
tests, focusing especially on the use of
dictionaries in writing tests. This issue is
relevant to secondary school teachers who are
preparing their students for the new schoolleaving exam and are interested in empirically
grounded evidence on the use of dictionaries
in language examinations.
Preparing for language classes is time
consuming, especially when teachers run out
of printed resources or when their activity
bank items prove outdated. Preparing lesson
plans or conjuring up language teaching
activities can easily become a real chore.
However, there is wealth of resources (e.g.
lesson plans, activity sheets, games to be used
online and offline) for language teachers and
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Tankó
(et al.)
Gyula
2013
The relationship between individual
differences and argumentative
writing skills
Tankó
(et al.)
Gyula
2014
Taking responsibility: teaching and
motivating students to write in
English
Tankó
Gyula
2015
Summarisation as a language test
task: its past, present, and future
Tantiverdi
Belgin
2007
Film analysis through linguistic
base
Tanyi
Irén
1993
Teaching ESP through video
Tanyi
Irén
1995
Teaching ESP through video
Tartsayné Németh
Nóra
1994
Communicative orientation of EFL
classes in Budapest
Tartsayné Németh
Nóra
1997
see Csomay
Tartsayné Németh
Nóra
1997
Write on the web
learners produced by the British Council and
the BBC, which are available free and which
should be better known to language teaching
professionals in Hungary. The aim of this
presentation is to introduce WebEnglish, a
new website which facilitates the use of
English language teaching materials
developed by the British Council and the
British Broadcasting Corporation for language
learners and language teaching professionals.
Individual differences (ID) influence students’
learning behaviour and have been researched
extensively. However, the relationship
between ID variables and argumentative
writing achievement has not been investigated
in nearly as much depth as it would deserve.
This study aims to measure those ID variables
that might shape students’ argumentative
writing achievement.
The aims of this presentation based on a
quantitative study are to describe how students
regulate their own writing, to provide
students’ self-regulation profiles, explain the
connections between motivation and selfregulation, and give practical information on
how to teach writing and how to motivate
students throughout the writing process.
This presentation gives an overview of
summarisation used as a language test task in
written and oral parts of high stakes English
language examinations such as TOEFL,
IELTS or Pearson Academic. It provides item
analysis based practical information for exam
preparation on task types and their strengths
and weaknesses.
This study is about using films in language
classrooms through a specially designed
course, whose aims are to create a new context
for students to improve their proficiency about
language, to develop their critical thinking
abilities and their creativity through films, in
the English Language Teaching Department at
Kocaeli University.
How to design worksheets to ‘ESP’ video
sequences?
With the opportunity to go to an English
speaking country and access to TV and video,
interesting recordings can be made which can
be used to ESP teaching. How can we convert
this ‘raw material’ into meaningful teaching
aid? What does the sequence lend itself to,
what kind of activities can be based on it? Can
we develop skills other than the listening
skill? These and similar questions will be
covered at the workshop.
This presentation is one of the three by
Gödöllő University teachers writing an
English coursebook for Agriculture. IrénTanyi
will demonstrate the use of authentic video
material for teaching integrated skills through
a short extract. The focus will be on
agriculture but the methodology can be used
in other ESP context.
This classroom observation study describes
the characteristic of a ‘typical’ EFL class in
Budapest secondary and private language
schools, specifically examining its
communicative nature. Handouts summarize a
number of specific details, including the
proportion of L1 and L2 use, classwork,
individual, pair and groupwork, the role of the
students and the teacher and the materials.
Teaching writing is not easy. What is there for
202
Tartsayné Németh
Nóra
2007
Training teachers for and byusing
the computer – what an on-line
facilitator can offer
Tartsayné Németh
Tartsayné Németh
Nóra
Nóra
2008
2009
SIG moderator
Tartsayné Németh
Nóra
2013
see Sousa
Tartsayné Németh
Nóra
2015
Conducting an EFL Mobile App
development event
Tatar
Sibel
2004
Why keep silent?
Tayanc
Gülden
2004
CBI, a means of educating learners
through ELT
Taylor
Clive
1996
Taking the stress out of teaching
Teemant
Annela
1992
Teaching styles that encourage
student interaction
Teemant
(et al.)
Annela
1992
What ESP can contribute to your
EFL
Tekdogan
Barkan
2014
Developing 21st century teaching
skills
10 reasons why teachers should
start Twittering
the students and the teacher on the Web?
Writing labs, chat channels, games, real
audience,…and much more. This workshop
provides real-life experience with Internet.
Write here. Write now.
The advantage of distance training of inservice teachers for using computers in the
classroom is that the participants learn about
the pedagogical values of using computers by
actually using them. The talk shows the
complex nature of on-line facilitation,
referring to the roles facilitators have to fulfill
during the training.
Twitter is the fastest ever application
spreading on the web. Why should educators
use Twitter? Tips and good practices will be
discussed in the presentation as well as a list
of names you should start following on
Twitter.
In May 2015, IATEFL-Hungary organised an
international EFL Mobile App development
event in Budapest. Together with the Croatian
team (Irena Sinovcic Trumbic, Haidi Soric,
and Ana Matijevic) in this interactive talk, we
would like to show how the Learnathon
experience shaped us. Follow us through the
world of applications and wireframes and
discover how technology is just the means and
creativity the real end in the world and
education of tomorrow.
This presentation reports a qualitative
multicase study of four Turkish students’
perceptions of participation in graduate
courses at a U.S. university. Data were
collected during one academic semester
through interviews, observations and
collection of relevant documents. The results
showed how instructors, peers, and the course
and classroom structure contributed to
participants’ classroom participation.
The aim of this presentation is to (1) look at
the need to view the language not as an end in
itself but as a means to teach learners content
as well, (2) touch upon how CBI serves the
need of the learners of academic English (3)
give an overview of a thematic unit designed
with the aim of integrating the four language
skills and content.
Teaching can be a stressful activity. There are
many demands: from students, from the
curriculum, from school authorities, from
pressures within society. This workshop will
analyse causes of stress and help teachers to
explore simple systems of mutual support
which can build confidence and professional
strength.
This workshop will look at the relationship
between communication skills and teaching
styles, and the combined impact on student
interaction in the classroom. Specific
suggestions will be discussed for creating a
supporting classroom atmosphere and
encouraging open communication in the
classroom.
This presentation is meant for general English
teachers who would like an introduction to
English for Specific Purposes. ESP will be
defined and the contributions of adopting an
ESP approach will be explored.
The 21st century is the era of high-speed
digital natives raised and educated very
differently from the adults of today. Naturally,
203
their needs and skills often exceed what their
teachers and parents have been educated or
trained to satisfy. This talk will discuss what
skills and trainings teachers need to reach and
teach these learners and whether schools and
language teaching organizations have to
change the way they approach teachers.
Tell
Ágnes
2003
see Pohl
Tennant
Adrian
2000
Pragmatics and cultural concepts
Tennant
Adrian
2001
Debunking jargon
Tennant
Adrian
2002
English and the English
Teravainen
(et al.)
Anne
2013
Motivation for learning English:
cross-cultural comparison of
Croatia and Finland
Tettamanti
Zsófia
2000
Multiple intelligence in the
classroom
Thekes
István
2013
Correlations of EFL idioms
knowledge with some background
variables
Thomas
Desmond
1994
Using video and audio to develop
speaking skills
Thomas
Helen
1993
Innovation or imposition – bilateral
co-operation and ELT in Hungary
Thomas
Helen
1995
Nag, bully, nanny or coach?
Thompson
Scott
1994
Smoking causes zoo breath! (free)
Anti-tobacco materials in language
A quick tour of different cultures not defined
by national boundaries but by language use,
and how confusion arises when two differing
languages meet. Should be fun and
informative.
As in every profession there is a plethora of
jargon in EFL. To the unitiated it is a
minefield of acronyms ( EFL, TEFLA, TTT,
FCE, IELTS, IATEFL, etc.) along with such
beauties as – milling, jigsaw reading,
extensive listening and feedback (which has
nothing to do with electric guitars!). This talk
aims to show that in many cases the jargon has
become sacrosanct – and yet it is, in reality,
nothing more than an EFL straightjacket!
An amusing and thought-provoking look at
the language and the people. What are the
people like? What is important to learn? How
can you improve your English?
This research investigated the differences in
motivational factors for learning English
between secondary school students in Croatia
and Finland. A questionnaire was
administered to gather data. The findings
indicate that a significant difference does exist
between the countries in terms of the strength
of the motivational variables.
In this workshop we will have a look at the
ways to develop the multiple intelligence of
young learners in the language learning. You
will be invited to share your thoughts and
experiences and we shall do a number of
activities together that skilfully incorporate the
development of intelligence in the language
learning of young learners. Come along and
have fun with us.
The purpose of the study was to explore
correlations between ESL idiom knowledge
and some variables. 77 first-year Hungarian
college students participated. For the
diagnostic idiom test, 20 collocations were
selected from PHRASE corpus. The ESL
idiom test comprised twenty items. I found a
significant relationship between ESL idiom
knowledge and that of native language idioms.
Video and audio can do more than provide
listening or viewing comprehension material.
In this workshop we’ll look at ways in which
they can help develop speaking skills as well –
in free conversation, interviews, discussions,
structured debate and other speaking
situations.
This is a presentation to be followed by a
discussion. Together these will explore issues
thrown up by ELT projects in Hungary
supported by the British Council, which
contribute or hinder success in achieving
innovation.
In this session I want to look at some issues in
the management of learning against specific
examples drawn from an intercultural context.
This session should be of general interest to
those who manage or teach in contexts where
different cultures meet.
Another bombshell of dubious American
‘culture’ will soon drop on your country. But
204
the target audience – kids – can
relate to
Thompson
Seán
2015
MM-ELT Hungary
THORNBURY
Scott
2012
It’s getting better all the time
Thornbury
Scott
2012
My ten favourite grammar lessons
Thorpe-Jones
Janet
1995
Using drama activities in the
language classroom
Thorpe-Jones
Janet
1996
Using drama and role play in the
language classroom
Thurrell
Sarah
1991
Bringing the gap between textbook
dialogues and real communication
Tiboldi
Tímea
2015
English for journalists
Tietzsch-Tyler
TILINCA
Tímár
James
Mihaela
Eszter
2003
2002
1997
see Harden
Tímár
(et al.)
Eszter
1999
Lessons to be learnt from a World
Bank teacher training project
Tímár
Tímár
Eszter
Eszter
1999
2011
see Kiss
Hungarians need not fear it, for this rare type
of attack will actually improve the health of a
country, and English teachers are uniquely
qualified to help.
Teachers typically start out full of illusions,
but, faced with the reality of their day-to-day
work, this initial enthusiasm can soon turn
sour. In this talk I will chart the way that
teachers’ hopes, dreams and fears evolve, and
I will argue that it’s possible to retrieve
something of that initial motivation by taking
some easy little steps towards personal,
professional development.
It’s been my privilege – as a teacher trainer,
examiner and former director of studies – to
observe some really memorable classes. Let
me share a few of these with you, and let’s see
if we can draw up some principles for good
grammar teaching.
It will be nothing new or fantastic – more for
teachers who would like to try some and are
not sure where to start or those who are not
convinced about using drama techniques in
learning English.
A practical demonstration of how drama +
role play can be used beneficially in language
learning. Aimed at teachers not convinced of
the benefits of, or those who would like to try,
such activities – but are not sure how to begin.
Participants should be prepared to be active.
Nearly all modern textbooks use dialogues to
offer a functional and situational presentation
of the new material. This practice-oriented
talk will focus on how textbook dialogues,
which are often contrived and frankly boring,
can serve as the basis for meaningful
communicative activities.
Sharing experiences from Kosovo and
Hungary teachers related to ’English for
Journalists’ course, a 10-week online blended
media course, where students enhanced their
knowledge about English language skills
through Journalism and knowledge about
Journalism skills through English language.
The presentation will cover two main aspects
English language and Journalism.
see Marasescu
Lesson observation, giving
feedback
Dippy and Superstar in the light of
young learners’ needs
Strongly believing that lesson observation is a
way of helping teachers, rather than a nasty
threat, I would like to share ideas on what to
observe in a lesson, ways of taking notes, and
especially on what to include in your feedback
session, so that it should be as useful as
possible.
In late 1998 and early 1999, Bell Iskolák won
two big projects for updating the EFL
methodology vocational teachers use. We
intend to introduce the outlines of the project,
its organisation, curriculum, monitoring and
follow-up. We have learnt some general points
about teacher training, which we also wish to
share.
Introducing two new NTK series for young
learners, Dippy 1 and 2 and Superstar 1 and 2,
the workshop will demonstrate how the
activities meet the needs of the given agegroups, thus building on and enhancing their
psychological development: their linguistic,
logical, spatial, musical, interpersonal and
intrapersonal intelligence.
205
Tímár
Eszter
2012
How do OKTV participants
perform in writing?
Analysing the content and language
of compositions
Timková
Renáta
1997
Teaching ESP vocabulary
Todd
Helen
1994
Cross-cultural issues in business
English
Toma
CorinaLavinia
2007
The universe of physics and the
English language
Tomolák
Aranka
2006
Inspiration 3– Preparation for the
spoken tasks of Érettségi
Tomolák
Aranka
2007
Inspiration 4 – the challenge for
students and teachers alike
Tonic
Aleksandar
2010
Needs analysis in the light of
triangulation
Tonic
Aleksandar
2011
School magazines – a way to
empower
Török
Bálint
1997
see Bánhegyi
Törökné Kárpáti
Dorottya
2004
Teaching English as a foreign
language to deaf students
Törökné Nagy
Törökné Nagy
Krisztina
Krisztina
2012
2013
see Kiss
The added value of language
coaching in comparison with
The presentation will be looking at students’
written performance in the 2012 National
Language Competition. The content and
language features of essays will be examined
separately, as there is often a striking variance
in them. Based on selected examples, ideas
will be suggested to teachers for preparation
for the challenge.
My presentation will focus on various
approaches for developing students’
vocabulary. I will present and practice some
techniques and types of exercises which help
students to learn new words and extend the
vocabulary they already know.
English now is an international language used
in business by all nationalities. This seminar
aims to raise awareness of differing cultural
backgrounds and how this affects the way we
react to each other through linguistic and nonlinguistic means, and will include practical
examples of how to help students in the
classroom. Suitable for teachers of Business
and General English.
The goal of this project is to develop in our
students the ability to use the scientific
English language for understanding texts with
scientific character using the new methods
regarding Content and Language Integrated
Learning.In this paper we present our project,
our experience and the advantages for both
teachers and students in using such modern
approaches in teaching.
This workshop aims to demonstrate how the
new Macmillan course-book Inspiration 3 can
help teachers to train their students for the
spoken tasks. It will also give the teachers
useful ideas and tips to make lessons more
interesting and inspiring whilst making the
most of teaching/learning.
This workshop aims to give you some
practical ideas using a challenging book
whether you are training your students for
exams or would like to teach them up-to-date
English. It will also attempt to introduce a
course book which can easily be used with
mixed-ability classes demanding minimal
effort from the teacher.
The presentation deals with the methodology
of the communicative approach in ESP and
needs analysis (NA). Development of
communicative course design and materials is
discussed, whereby stress is put foremost on
methods and sources of NA. The presentation
continues by focusing on a relatively recent
procedure in NA – triangulation and
triangulated sources.
Primary school teachers often face the
obstacle of inspiring pupils to write. Writing
skillsincorporate grammar as well as
vocabulary skills and inspiring pupils to write
can be a means of learner empowerment that
leaves both, the teacher and pupil, with
broader horizons. The session presents my inschool magazine project I use to empower my
learners and get them to write.
Based on a qualitative research I aim to
introduce the conditions of teaching English to
Deaf learners in Hungary, and conclude that
the problems arising in this field are
consequences of incorrect approaches.
I will demonstrate what the difference
between language teaching and language
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language teaching
Torwong
Patumrat
2003
Assessing argumentative essays in
EFL writing classes
Torwong
Patumrat
2006
Guidelines for revision: a need for
careful crafting to improve EFL
writing
Tóth
Tóth
Andrea
Béla
1993
2013
see Bodóczky
Tóth
Ildikó
1995
Listening in ESP
Tóth
Tóth
(et al.)
Ildikó
Ildikó
1995
1996
see Davies
Tóth
Ildikó
1997
see Noble
Tóth
Ildikó
1997
see Hegedűs
Tóth
(et al.)
Ildikó
1998
What are schools like in Devon?
Tóth
Ildikó
1999
Challenging the role of culture in
the classroom
Tóth
Ildikó
2000
Cultural competitions
Tóth
Katalin
2011
The interactive white board – a
double edged sword
Tóth
Marianne
1997
Teaching idioms
Blended learning in practice – from
plans to implementation
Raising the profile of ESP through
project-based approaches
coaching is, and what added value the latter
brings to language development. Participants
will try the coaching process in pairs and will
have hands-on experience of how they can use
language coaching in their field.
This talk aims to present how to assess
argumentative essays in EFL writing classes.
The contents cover background information
about the context in which the study took
place, a method for grading essays as well as
its strengths and weaknesses.
For EFL student writers, specific guidelines
for revision are essential. This paper presents
the results of classroom research undertaken at
Khon Kaen University in Thailand. The
contents include the development of the
guidelines, their effectiveness, and students’
attitudes towards the guidelines.
In line with modern teaching trends, more and
more teachers use blended learning
methodology in their classes. Though most of
us are familiar with this trend, we often lack
the proper planning and course design skills.
This presentation elaborates on planning,
design, implementation and assessment of a
blended learning course.
This is the second of four presentations by
teachers of Gödöllő University, writing a
course in English for Agriculture. This
presentation will illustrate an approach to
producing and exploiting audio listening
materials for an ESP course.
Increasingly, tertiary ESP teachers need to
promote their professional activity within the
wider community they serve. We use
examples from agriculture and engineering to
suggest project work has potential for
‘bridging the gap’ between our classrooms
and key sectors of the academic and
professional communities while keeping
learning in focus.
In this workshop we wish to portray a variety
of schools in Devon, UK, to give you the
opportunity to take a closer look at them.
Many of us have never experienced what
schools are like in England. Therefore having
recently come back from Plymouth we would
like to compensate for this through some
activities in which you will be asked to
participate.
What is culture? What do we teach when we
teach ‘culture’? In this workshop you will find
thought-provoking activities to enhance your
students’ understanding.
In this workshop you will be introduced to
how cultural competitions can be planned and
carried out. We will try some activities and
talk about their cultural reference.
The presentation will give some ideas about
the use of interactive white boards in teaching
English, showing how the use of the board can
affect the students’ motivation and attitude to
learning. The presenter will share her own
experience, and she will also focus on the
advantages and risks of the use of interactive
white boards.
This presentation aims to explain why it is
widespread assumption in the teaching
profession that idioms are hard to acquire. If
207
Tóth
(et al.)
Vera
2014
SIG moderators
Tóth
Zsuzsanna
1997
Recycling warmers
Tóth
Zsuzsanna
1999
That’s rubbish! – or how to use
clutter in language teaching
Tóth
Tranter
Zsuzsanna
Geoff
2005
2015
see Sheorey
Tranter
Geoffrey
2004
What does the Common European
Framework of Reference for
Languages (CEFR) mean for me as
a language teacher?
Tranter
Geoffrey
2005
Ways to develop self-assessment
and learner autonomy in the
classroom
Tranter
Geoffrey
2006
Simple ways of designing
communicative tasks for all
competence levels
Tranter
Geoffrey
2007
Meeting the needs of advanced
learners
Learning English through humour –
fun for all in the English classroom
our goal is conceptual versus verbal
proficiency, we cannot view, define, teach and
learn idioms in the traditional way. As a
practising secondary school teacher, I will
offer an approach and several tasks based on
recent cognitive theories and experiments that
help to make the teachability/learnability of
idioms easier.
In this session we will review the SIG’s past
activities and consider achievements as well
as difficulties since it was launched in January
2014. In particular, we will discuss the role of
Mentor, the new SIG blog, for reaching out to
our target audience of school-based mentors.
Session participants will also explore the
challenges involved in peer-to-peer mentoring,
that is, when mentors work with colleagues
who are themselves experienced teachers.
We are going to try a number of warmers in
which the idea, the material or both can be
‘recycled’, that is used again for other
activities. We are also going to do some
brainstorming and hopefully come up with our
own variations.
In this workshop we are going to look at a
cheap source of classroom materials: the
rubbish bin. Materials to be worked with
include used teabags, empty matchboxes and
old graduation photos.
Want to have fun AND teach English? Then
this is the workshop for you. With a wide
range of humour-based activities for
vocabulary and grammar practice, for
intercultural awareness, for reading
comprehension, for teaching learning skills
…. . With examples for all levels and all ages.
Come along! LOLJ.
You will probably have heard of the Common
European Framework of Reference for
Languages (CEFR), which was published by
the Council of Europe in 2001 with the aim of
providing a common basis for language
learning, teaching and assessment throughout
Europe, and the competence levels A1 – C2
defined in the CEFR as reference points
relating to language proficiency as a means of
establishing more transparency in language
courses and examinations.
Perhaps you will also have asked yourself:
What does this actually mean for me in the
classroom and for my learners?
Do your learners treat you like a television?
Switching you on at the beginning of the
lesson, leaving the content of the lesson to
you and then switching you off at the end of
the lesson? This workshop will offer simple
techniques for getting learners to think
about their aims and approach to language
learning.
Teaching materials offer a wide range of
activities often based on content dictated by
the course book. Learning is more effective if
learners can use the language for their own
opinions, feelings and experiences. This
practical workshop will present types that
teachers can easily transfer to their own
classrooms.
English courses at advanced levels are a
challenging task facing all teachers. There is
the problem that progression in language
competence is less easy to track and learners
often have very specific needs. This workshop
will offer ideas for choosing materials and
designing suitable tasks for the classroom.
208
Tranter
Geoffrey
2008
Multilingualism and plurilingualism
for teachers and course designers
Tranter
Geoffrey
2009
Humour as an important
intercultural skill
Tranter
Geoffrey
2010
Using humour to support
vocabulary learning
Tranter
Geoffrey
2011
The role of humour in the English
language classroom
Tranter
Geoffrey
2012
Using YouTube to support
language learning in the classroom
– smiles and more!
Trebits
Anna
2008
Designing corpus-based materials
for teaching English for EUpurposes
Trebits
(et al.)
Anna
2010
EU English – teaching English for
EU purposes
Trendafilova
Svetla
1992
An experience in teaching ESP
Trentinné Benkő
Trnova
Éva
Michaela
2002
2008
see Ábrahám
Trnova
Michaela
2009
A walk through Bath
Trnova
Michaela
2011
Scotland in classroom activities
The Emerald Isle in classroom
activities
The Common European Framework aims to
promote language learning and language
teaching to improve communication within
Europe. This also includes the policies of
’multilingualism’ and ’plurilingualism’. We
will examine these two concepts and present
practical ways of putting them into practice in
the classroom and discuss the role of
assessment.
Have you ever been together with a group of
English-speaking people who suddenly burst
out into laughter and you don’t know why?
This workshop will present examples of
humour conventions for use in the classroom
to increase your learners' intercultural
awareness and save their embarrassment!
Besides being of intercultural importance,
humour can also be used as a way of helping
learners to widen their active vocabulary. This
practical workshop will show how to combine
the intercultural aspects of humour with
lexical work, at all levels and in all types of
courses, including Business English.
Humour in the classroom is not only a way of
creating a positive atmosphere, it can be used
as a tool for training language, intercultural
and comprehension skills – both in general
and in Business English classes. The
workshop will show practical activities that
teachers can use at all levels.
Humour is a useful tool for the language
classroom. It can be used for several purposes,
in particular to enhance intercultural
awareness. The workshop will present a
number of motivating practical activities using
clips from YouTube that can be used at many
levels and for many different types of courses.
In my talk I will report on a corpus-based
research project which aimed to develop
materials for teaching English as it is used in
EU institutions to intermediate level students
of English. Materials weredesigned consistent
with the lexical approach and data-driven
language learning.
In recent years, EU topics have become an
integral part of English language teaching,
including curricula and language exams. The
workshop aims to present an EU English
language course book at B2 level designed to
help both teachers and learners to use English
in EU contexts and become familiar with EU
affairs in English.
A significant part of learning a language is
learning about the culture of the countries in
question. Ireland has had rich and turbulent
history which is reflected in all ways of life. In
my workshop I would like to provide the
attendees with various activities they can use
in class.
Join me in a walk through the streets of Bath,
where the ancestors left a lasting impression:
from the ancient Celts to the gorgeous
Georgians. We shall do various activities and
enjoy Bath, designated a World Heritage Sight
in 1987, in a powerpoint presentation, pictures
and Jane Austen’s works.
Do you know what a blackface is or where
you can find seals? Would you like to sing
about Glencoe or go postcard fishing? Then
come to my workshop. A significant part of
learning a language is learning about the
culture of the country in question. I will focus
209
Trotter
Mark
1997
Authentic text in the language
classroom
Tsai
Bonnie
1999
Different strokes for different folks:
a practical to using N.L.P. in the
classroom
Tsai
Bonnie
1999
Building self-esteem: the road to
success
TSAI
Bonnie
2012
Falling in love with teching
(again?) – unlocking the potential
of inspiration in the classroom
Tsai
Bonnie
2012
A taste of Pilgrims
Tsai
Bonnie
2012
Finding the hidden butterfly within
Tsepeli
Marianthi
2015
see Tzouri
Tsoneva
Anna Pavlova
1992
Tüll
Krisztina
2000
Teaching adult beginners - Learner
centred activities
Shy guys
on Scotland, its geography, history, culture
and wildlife and provide you with a range of
activities you can use in your lessons.
Presentation will introduce a number of ways
in which authentic written text can be used in
advanced (and - with modifications - lower)
level EFL classes. Variety of both text types
and activities will be presented within
framework of a lexical-awareness raisingcommunicative approach to language
teaching.
This workshop inspired by N.L.P. (NeuroLinguistic Programming) will give teachers a
wealth of original activities highly usable in
the classroom regardless of age and level. The
selection of activities will be divided into two
parts: Awareness: How to find out your own
learning style and that of your students and
then how to adapt and transform your class to
better communicate with everyone.
This workshop will set out to answer the
following questions: How does the level of
self-esteem effect the learner’s ability to
learn? What effect does low-esteem have on
classroom behaviour, test performance and
general attitude? How can we ‘repair’
wounded learners through stories, affective
teaching and music?
This plenary will take you through a journey
that many teachers take. The beginning when
all is new, bright, exciting and maybe even a
little scary. Then comes our growth and
experience of teaching and we enter our
comfort zone. We know what to do and how
to do it. But then maybe one day we wake up
and we don’t want to go to school. We don’t
want to make yet another journey towards our
classroom.This plenary will consider the
following question: How do I get the ‘sparkle’
back and fall in love with teaching again?The
following points so vital in successful
teaching will be considered:
- Raising and maintaining self-esteem of the
teacher
- Bringing joyful and playful learning into
our classroom
- Believing that we do make a difference
This workshop is sponsored by Pilgrims of
Canterbury and is designed to acquaint
participants with the variety and choice of
courses available at Pilgrims. The workshops
as the title indicates will be constructed
around courses of interest to many teachers
such as primary, secondary, creativity, CLIL,
Multiple Intelligence and more. After this
workshop you will have a better idea of the
style of our courses and at the same time have
some new activities to use in your classes.
This interactive workshop will center on
issues around building confidence and selfesteem. It will demonstrate how teaching
from the heart can bring about feelings of
comfort and well-being in the classroom,
which can speed up learning. This will be
demonstrated though stories, songs, games –
all designed to build self-esteem.
‘They’re so shy they just wouldn’t talk’ The
bastards! In this workshop I hope to share
with you some activities from my
conversation classes that seem to have
succeeded in getting students to talk and
210
produce more than the frustrating Yes/No
shoulder shrugging or even the worse ‘I
agree’. (Some activities build on material from
the matters series.)
Tüll
Tüll
Tüll
Krisztina
Krisztina
Krisztina
2000
2001
2001
see Rádai
Tüm
Gülden
2002
Give a man a fish for a day or teach
him to fish for a life
Tüm
Gülden
2002
Empowering ELT students in
speaking classes to produce more
effective and complicated sentences
see Rádai
Buzz!
Task-based approach, lexical chunks,
facilitating the learning process, personalising
and awareness raising are some of the
buzzwords featuring recent methodologies and
items of the Cutting Edge series. In line with
the above I would like to invite you to engage
in tasks aiming to facilitate your teaching
process and classes in a personalised way. So
come along and buzz with ideas and us.
A study has been carried out at the University
of Cukurova (Turkey) to see if graded readers
had any impact on writing improvement of
EFL students when they were given guidance
to read whatever they wanted outside the
classroom. It was also aimed to find out if
they had a wide variety of vocabulary in their
written products. Therefore, this study
examined the contribution of graded readers
on vocabulary improvement in compositions.
100 undergraduate students were assigned into
two control and experimental groups. The
experimental groups were given guidance to
read novels in addition to their courses in an
eight-week term. The written sections of the
achievement tests were pre-tested and posttested at the beginning and end of the term. In
this presentation, the results of the written
sections of the achievement test based on the
survey will be compared, analysed and the
effects of reading and vocabulary
improvement will be discussed.
There have been many debates for the ways to
make all students feel more self-esteem in
speaking courses. Students are generally
observed to have difficulty with expressing
their opinions in speaking courses because of
their lack of language skills. Hence, they
pretend to be quiet during the activities. The
reason for this attitude is usually observed
teacher’s attitude, the materials classroom
atmosphere, or the students’ personality to
produce language in front of their friends in
the classroom environment. When students are
introduced the sentence-combining technique
(SC), the problems to express feelings in
hesitation could be solved. Therefore, the aim
of this workshop is to investigate the
effectiveness of SC technique in raising
students of English as a foreign language
(EFL) regarding their participation in
speaking. In order to enhance students’
speaking skills, SC exercises are integrated in
the course materials at an intermediate level in
EFL programs. For this purpose
undergraduate students at the Education
Faculty at Cukorova University are chosen as
88 participants to form two control and two
experimental groups. The students in the
experimental groups are given a ten-week
individualized systematic instruction on
sentence constructions focusing on sentence
formation and on combination of these
syntactic units within stories while the control
groups are given speaking courses. At the
beginning and end of the ten-week term, both
groups are orally pre- and post-tested. In this
workshop, the results of the analysis of these
test scores will be presented from the point of
the contribution of SC technique on the
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Turányi
Zsófia
2010
To be taught or to be exempted?
Teaching English to students with
learning difficulties
Turányi
Zsófia
2011
Hard but possible – teaching
English to children with ADHD
(attention deficit hyperactivity
disorder)
Turner
Sarah
1996
Is there life after essays?
Alternative assessment instruments
for literature
Tuyan
Tyan
Seden
Anna
2002
2002
see Şat
Tzouri
Efi
2015
Superheroes on a mission: let’s join
forces to save the wor(l)d!
Tzouri
Efi
2015
Performance art in the ESL
classroom
Tzouris
Dimitris
2015
see Kosior
Ujlakyné Szűcs
Éva
2002
Teaching as a career. Enthusiastic
beginner language teacher or
experienced ones
Ujlakyné Szűcs
Éva
2002
Developing skills with special focus
on writing
Materials project for first year
university students in Uzbekistan
development of students’ speaking skills.
The presentation introduces the results of a
two-year-long research on classroom practices
employed in a foreign language classroom
where students with learning difficulties (LD)
are taught together with their peers. Effective
and enjoyable activities are described in
details to show that students with LD can be
taught foreign languages.
The aim of the presentation is to introduce
teaching techniques and classroom practices
which can be used to support the language
development of students with ADHD. These
practices combine the elements of a cognitive
behavior therapy (developed by Vadaskert
Foundation) and teaching methods using
authentic tales. First the relevant symptoms of
ADHD and the FLL skills it can influence are
described along with the results of a smallscale research conducted in a primary school
in Budapest, where ADHD children are taught
FL in integrated classes. In the second part of
my presentation those teaching techniques,
activities, tales and practices are introduced
which are not only effective but enjoyable for
children while learning a foreign language.
The presentation describes a project
undertaken in the JPTE literature programme.
On a survey course on Shakespeare the
traditional essay was dropped and a directing
project substituted. The aims of the
experiment were: 1) to offer students a more
creative and individualized opportunity to
respond to literature, and 2) to avoid the
negativity often associated with traditional
essay-writing.
The presentation describes how 18 6-hour
units were designed for the 1st year English
course at University of World Languages,
Tashkent. The project includes a teacher’s
book and listening cassette and concentrates
on oral activities like dialogues, role plays and
discussions.
A criminal mastermind called ‘The Eraser’
has an evil plan! To wipe out all the English
words! There is not much time left! Get your
superhero gear on and come with us on this
full-of-action workshop!
We will solve riddles, do quizzes, search for
clues and get ready for the final battle against
the Eraser!
Embedding art in the ELT classroom has been
proved extremely beneficial for learners
because cultural awareness can be enhanced
through the study of specific artists or certain
areas in art. In our presentation, we are
looking at specific examples of using
performance art in our classrooms.
The talk is based on the results of a
questionnaire-research project. The aim is to
explore the changes of lesson plans and
planning methods in the course of years of
practice.
Copying, matching, sentence transformation,
taking notes, writing memos and letters.
Writing activities can be tiring, time
consuming and boring for both teachers and
learners. However, creative writing activities
need systematic planning and correction
techniques. The workshop will highlight the
difficulties and will provide participants with
simple and effective examples that help
212
Ujlakyné Szűcs
Éva
2003
Learning to learn with magazines
Ujlakyné Szűcs
Éva
2006
Real books in teaching English as a
foreign language
Ujlakyné Szűcs
Éva
2008
Access workshop
Ujlakyné Szűcs
Éva
2008
Mary Glasgow workshop
UNDERHILL
Adrian
2001
Learning leadership and its
relevance in ELT today
Underhill
Adrian
2001
The story of your teaching and
learning
Underhill
Adrian
2003
The learning school: joined-up,
whole-school learning
Underhill
Adrian
2003
Getting funding to attend teacher
development courses at Embassy
teachers and learners overcome problems.
From the beginning of learning a foreign
language teachers try to teach their pupils how
to learn a new language. The task is difficult
and often seems everlasting. We plan
activities for students, make them practice in
the lesson and give homework. Do these
activities work? Is it worth the effort? Yes, but
different activities work at different stages.
Therefore, we continuously need to widen the
range of activities. The workshop will provide
examples of activities which develop
independent learning skills with the help of
Mary Glasgow Magazines.
Real books can be an effective way of
teaching English as a foreign language to
learners of different age groups and with
different backgrounds. However, there seem
to be difficulties in building real books into
the local curriculum. After a short exploration
of positive experiences and solutions to
exciting problems, several examples and
attached lesson plans will be presented in the
workshop. Usborne books and Scholastic
Publications might give ideas for crosscurricular activities and also for ways of
supporting self-directed learning. Some results
of developing language skills with real books
will also be revealed. My aim is to give
practical ideas to EFL teachers for using and
enjoying real books available in Hungary.
Access is a new textbook on the Ministry list.
It provides both learners and teachers with
useful, interesting and enjoyable materials.
We would like to draw attention to its benefits
by presenting cross-curricular teaching
materials from the book. You will see how
language learning can become fun for upper
primary learners.
Mary Glasgow Publications have been popular
with teachers and learners for a long time. In
this presentation a general overview of the
latest publications will be provided with
special focus on new Readers and Mary
Glasgow Magazines. They will prove that
reading can be developed successfully by
using the right books.
In this talk, illustrated with quotations from
current ‘leadership literature’, I will discuss
the emerging new paradigm of leadership and
the practical implications for school leadership
at every level: from learner to director. I will
describe some of the approaches to leadership
learning that I am involved with, including the
development of wider perspectives and a
system view, and the use of intuition and
extend ways of knowing.
In this workshop we will first create receptive
‘story space’, and demonstrate the special
openings that can appear in such a space. Then
we will each create a very short story (of
approx. one paragraph) that relates one or
more key episodes in our learning as teachers.
These will be told in small groups, perhaps in
the style of an ancient saga, or fable, or folk
story. We will then work with a number of
questions and finally ask ‘What can this tell us
about our own personal and professional
development needs?’
Comenius funding is available for intensive
teacher training courses in the UK. What are
the courses and how do you apply for the
Comenius funding? Come and find out.
I will talk informally about a vision of wholeschool learning that replaces in-service
213
CES in the UK
Underhill
Nic
2002
What makes a good test?
Vacek
Michal
2004
see Csibi
Váci
Krisztina
2012
Secondary school language
teachers’ professional identity
development: a grounded theory
study
Vad
Ágnes
1998
see Kövesi
Vadai
Katalin
2013
Possible ways to develop students’
critical thinking skills
Vadnai Ötvös
Vadnay
Mariann
Marianna
1996
1992
See Heltai
Vajda
(et al.)
Ágnes
2005
Bringing TOEFL and other ETS
assessment tools to your
institution
Valeanu
Dana
1995
Role-plays from a cross-cultural
perspective
Valkó
László
2008
Everyday, practical use of
Interactive Whiteboards
Valkó
Vámos
Van der Maten
László
Gabriella
Danielle
2009
2007
2013
see Doszpolyiné Rozman
Van Slyke
Van Slyke
Timothy
Timothy
2002
2002
see Blasszauer
training that may be arbitrary, unfocused,
piecemeal and not evaluated, with an
organisation-wide community of learning.
This would involve teachers, managers,
administrators and stakeholders in connectedup professional learning that would also help
drive organisational change. I will refer to
work in progress, and invite discussion and
exchange.
Exam results can have a lasting impact on
people’s lives. University of Cambridge ESOL
examinations are taken by million people
around the world each year. This presentation
looks at the procedures for quality assurance
that allow the highest possible standards to be
maintained for a large international
candidature.
Among novice teachers’ primary
developmental tasks is the securing of a selfimage as a teacher. Accordingly, researchers
are encouraged to provide an empirical base
for the development of teacher education
programs that promote the self-reflection
skills of novice teachers. This talk presents the
findings of a grounded theory study on
teachers’ professional identity development
and implications for teacher education.
In an age when there is a proliferation of
several types of electronically transmitted
texts, it seems to be imperative to develop
students' critical literacy, in order that they can
be conscious, decisive, responsible citizens,
who are able to read and think about texts
critically. To explore the possible ways to
develop learners’ critical thinking skills I
conducted a case study in the spring of 2013.
My presentation reveals the results of this
research.
see Kurtán
This session will focus on ETS¢, two highquality testing programs that are available
to institutions for on-site testing purposes:
the TOEFL Institutional Testing Program
(ITP) and the Test of English for
International Communication (TOEIC).
Participants will learn how they can use
either or both tests to evaluate and build the
English language skills of their students in
order to prepare them for the global
academic or business environments.
Institutions seeking income-generation
activities to maintain/expand their programs
are especially welcome to participate.
Role-plays as a way to involve the whole
class, to encourage students to voice their
opinions, to raise their awareness of some
cultural differences.
Introducing different functions of the IW.
Demonstrating the power and integrity of this
equipment through everyday teaching
experience. Challenging the participants to ask
questions, debate, challenge.
see Kormos
see Sinke
Going interCOOLtural
This talk will introduce participants to a new
website for ‘interCOOLturally-minded’
214
(et al.)
Vancáková
Romana
2010
Memory, lexis, memory
Varga
Ágnes
2004
see Horváth
Varga
György
1991
Language teaching and linguistics:
a dilemma revisited
Varga
János
1992
Varga
János
1993
Varga
János
2000
The Heinemann ELT choice from
young learners to university level
The latest books by Heinemann
ELT
I am right – you are wrong
Varga
János
2000
Cyberjourneys
Varga
János
2002
A tribute to Louis Alexander
Varga
János
2004
Virtual classroom
Varga
János
2005
Inspiration for memorable teaching
Varga
János
2009
Making your lessons more
communicative
Varga
János
2010
Success with CLIL in the classroom
Varga
Zita
2013
see Teravainen
Vargáné Csatáry
Tünde
2001
Using pictures and slides for
various purposes
Vargova
Eva
2013
Making decisions, making choices:
good authentic materials for the
exam classroom
students, teachers and teacher trainers. This
interactive site is the product of a British
Council project, and has been designed to
encourage dialogue between people who are
interested in learning/teaching English
through culture.
This workshop aims to refresh your memory
on how memory works and give you ideas for
reviewing vocabulary in your classes. Some of
the activities require minimal preparation and
some are more laborious; however, all of them
will make a difference to your lessons and will
accelerate your students’ progress.
This talk, intended primarily though not
exclusively for an experienced audience,
examines the past, present and maybe the
future of the relationship between language
teaching and linguistics in the departments of
English at Hungarian teacher training
establishments.
There will be a brief introduction to the latest
ELT materials published by Heinemann.
This talk will show you how Edward de
Bono’s ideas can galvanize teachers’ thinking.
There will be special focus on the role of
humour in ELT.
Your travel guide/presenter will take you on
an exciting series of cyberjourney exploring
the future of ELT in the classroom. Don’t miss
these virtual field trips if you are enthusiastic
about new opportunities.
Louis Alexander’s oeuvre belongs to the
classics of textbook writing. His evergreen
titles are much sought-after despite a wealth of
choice in the ELT arena. What is the secret of
his success? What can we learn from him?
The Internet is an ideal tool to break the walls
of the English language classroom. But how
should we slot web links and cultural sources
into the EFL curriculum? The lecture intends
to offer virtual visits to British and Hungarian
sights, which fit into any language program.
Understanding the workings of the human
brain can provide invaluable inspiration for
memorable teaching. How does the
structural arrangement and specific content
areas of a course book facilitate our aim to
make new information stick in the mind.
With Inspiration, Macmillan’s new series
for secondary schools, you can expect to
create unforgettable lessons!
This session will help develop an awareness of
what makes good communicative activities
that can be used in the classroom and will
enable participants to meet the 'face2face'
communicative needs of their learners better.
This workshop will show how you can use the
CLIL method successfully in your teaching
practice.
Different techniques based on magazine
pictures and slides to teach and practise
grammar, to develop skills, to introduce new
vocabulary and to provide warmers and
games.
This presentation, which is particularly
supportive to KET, PET and FCE Cambridge
Exams, will present effective and useful
examples of authentic material and how it can
be exploited for our student’s needs. The aims
215
Varsányi
Mari
2011
A lesson in interculturality
Varsányi
Mari
2013
The ‘Countries Project’ - How to
boost your school’s intercultural
profile?
Varsányi
Mari
2014
From class to community: creating
cooperative classrooms through
ELT
Vasiliu
Vaughan
Rasica
John C. S.
1996
1993
see Adam
Végh
Gyöngyi
1997
see Hős
Végh
Gyöngyi
1998
see Simon
Végh
(et al.)
Végh
Végh
Gyöngyi
2000
Using regional projects for
education and language learning
Gyöngyi
Gyöngyi
2001
2004
see Andrews
Végh
Gyöngyi
2004
Teachers’ lives around the world
Veláczki
Erna
2013
see Babus
Veláczki
Velić Bešić
Erna
Elma
2014
2015
see Balogh
Velušček
Vicsek
Andrea German
Annamária
2002
2002
see Fidler
Using videos for real English in the
class
to explore what happens ‘behind the scenes’ in
the decision-making process and how we
arrive at that decision point. We will show real
in-class examples of what to take into the
classroom for our students to use and
moreover what we do with that material when
we integrate it into our lessons.
Intercultural competence, empathy and
tolerance: do you sympathize with these
notions but don’t know how to include them
in English teaching? Join in on this interactive
workshop and see for yourself!
Have you ever wished you could show your
students the whole world but didn’t know
where to begin? Have you ever started a new
school year full of intercultural plans but
ended it without realizing them? Have you
ever thought of boosting your school’s
intercultural profile?During this hands-on
workshop you will get familiarized with a
simple but brilliant intercultural project, learn
how to implement it, and set up an action plan
for your own school.
Have you ever felt concerned because your
students refused to work with each other?
Have you ever wished your students
participated more actively? Have you ever
dreamed of a class where students bond and
cooperate? During this hands-on workshop
you will get familiarized with activities that
help your students connect, cooperate and
participate actively – while learning English!
The talk will demonstrate the costeffectiveness of using authentic English on
video, show a typical lesson and allay the
natural fears of non-native teachers in using
such materials.
Roundtable discussion
see Sólyom
Special education needs –
difficulties we cannot see!
Teaching English to students with
dyslexia and dysgraphia
In this open forum I would like to create some
space and time for representatives of the
partner teacher associations of IATEFL
Hungary to exchange ideas and experiences
about relevant professional issues (e.g.
launching and running SIGs) with interested
conference delegates.
Speaking in a learned language is a big
challenge. I would like to take a look at
different kinds of presentations and presenters
to connect those skills to an appropriate age
group or style. Speaking and presenting skills
go hand in hand which is useful in many
situations to enable one to become more
confident in their English self-expression.
Following a brief introduction on dyslexia and
dysgraphia, the participants will get
classroom-like projects to work on in small
groups, in order to find new perspectives on
ELT students with difficulties in reading and
writing. Handouts will be passed out,
summarizing facts and presenting new ideas
and teaching methods…
216
Vicsek
Annamária
2003
Fun activities and language games –
motivating students and enhancing
communication
Vida
Sandra
2005
Modern songs in the secondary
classroom
Vida
Sandra
2014
Lessons with music
Vidakovic
Mirna
2012
Using humour in a language
classroom
Vidmar
(et al.)
Vida
2002
Why bake it? Half ‘Baked Potatoes’
Vidmar-Cvitanović
Melita
1994
Seminar papers as a supplementary
technique in a vocational school
Vidmar-Ninčević
Ksenija
1994
The joy of learning
Villányi
VINCE
Ágnes
Michael
1996
1996
see Dávid
Get out your grammars
Fun games and activities will be played and
tried out at the session. A great emphasis will
be put on activities and games which don’t
require reading and writing skills, but enhance
verbal communication skills, and are just fun
for students to play in order to motivate
language learning.
I will present some modern songs I
successfully use with my students to teach
grammar, vocabulary, build self-confidence
and enjoy English language classes
together. They are definitely something
your students will remember for life.
I share the passion for using songs in my ELT
lessons with many teachers. I do not share the
same passion for using the same boring gap
fill exercises and vocabulary work with them
so I am proposing a different approach to
using songs in your classrooms that will make
them into lessons worth attending for students
and you as well.
This workshop deals with the use of humour
with university students and adult learners.
Humour is a very powerful tool in creating an
encouraging, motivating and enjoyable
langauge learning experience. In this
workshop I will try to highlight the beneficial
aspects of its use and offer some practical
ideas.
Why write our own interactive exercises at
all? Is it too difficult for a teacher? Do we
have the necessary equipment? We will
present the use of self-produced interactive
exercises, the necessity for a teacher to write
such exercises and the less time-consuming
way to do it. The presentation will involve
teachers who have never worked with such
tools and those who are more familiar with the
notion of distance learning and the use of
Internet in the classroom. The most efficient
way to communicate with your student is via
Internet. We will present our own first hand
experience with the use of it for effective
communication with the students, having a
better overview of their progress at home.
A happy, well-motivated student can meet all
our requirements. This technique, apart from
four language skills involved (the stress being
on speaking) puts students together, gives
them chances to discuss life-problems. It
fosters autonomous learning, provokes good
learning atmosphere. Philosophy in a
vocational school: yes, why not?!
Make the most of all kinds of paper
strips/pictures/other written materials to
increase/develop all 4 communication skills
whenever you decide to extend/revise/practise
students’ knowledge within groups/pairs. Try
grammar in authentic situations. You and your
students will discover the joy of learning –
that magnificent feeling that moves the world!
This talk looks at attitudes to grammar, and
some of the problems involved. It begins by
examining the question ‘What is grammar?’ It
goes on to look at the issue of correctness by
looking at native-speaker utterances. It then
deals with six areas: differences between
spoken and written language; acceptable
variants; correctness or preference;
phonological aspects of grammar; lexical
aspects of grammar; and teachability. It ends
by looking at teacher-induced error, and
indicates some of the problems in widely used
pedagogical grammars.
217
Vince
Michael
1996
Using songs in the classroom
Vince
Michael
2003
Working with Language Practice:
improving grammatical and lexical
awareness
VINCE
Michael
2003
Is it grammar and is it practice?
Vince
Michael
2011
Grammar nightmares (…..and then
I woke up….)
Vincze
VINEY
Emőke
Peter
1999
1996
see Papp
VINEY
Peter
2000
Using video actively
Viney
Peter
2000
Learning with Wallace and Gromit
Vital
Hedva
2000
Multiple media
Vivian
Chu
2004
Citizenship and identity
Vlachos
Kosmas
2004
see Gyftoula
Teaching English through
communications skills
This talk will demonstrate a number of ways
that songs can be used with teenage learners.
It includes focus on grammar, vocabulary,
pronunciation and the content of songs.
This presentation uses examples from the
grammar practice series to show ways of
helping learners to gain more awareness of the
grammatical and lexical systems.
This talk examines the attitudes of teachers
and learners to grammar, and looks at the
usefulness of grammar rules and the idea of
‘practice’. It explores attitudes to the use of
grammar practice books. This involves
examining approaches to teaching and
learning, and the attitudes of teachers and
learners towards such issues as: What do
teachers and learners think about grammar?
Does this vary depending on the kind of
school they are in? Are grammar practice
books really of any use? What are grammar
rules for? What role does thinking play?
The presentation asks teachers to consider
what they think grammar is, why and how
they teach it and what its uses might be.
A teaching programme can be designed
around communication skills rather than
structure or function. This talk explores an
innovative approach to the teaching of adults
and young adults, which also puts great
emphasis on increasing cross-cultural
awareness and on the central role of the
teacher as an information resource.
All too often video is used as an occasional
treat rather than a major teaching method.
Video should be bought into the mainstream
of teaching and no longer regarded as a
supplementary activity, nor used in a passive
way. Practical techniques for teaching actively
with video will be demonstrated.
Nick Park’s animated characters, Wallace and
Gromit, have starred in Academy Award
winning short films. Two of the films, The
wrong trousers and A close shave have been
adapted for English language teaching. Peter
Viney explains the problems of adaptation,
which has a bearing on the differences
between authentic video material and material
specifically designed for teaching. The talk
will be illustrated with extracts from the
videos.
What is multiple media? How can we use it in
the classroom? What are the advantages of
multiple media? What is the role of a teacher
in a multiple media environment? Why should
it be used in an ESL/EFL classroom?
The workshop intends to discuss the following
current issues:
What does it mean to be a citizen in an age of
fractured identities, global monoculture, and
ethnic hatreds? In your experience, how has
globalisation marginalized national identity?
Do you identify with your nationality? What
does it mean to you personally, to be a citizen
of <your country>? How diverse is the society
in which you live? How do the various ethnic
groups co-exist? How can we support
learners’ exploration of their identities in
diverse, multi-ethnic societies? What are some
common constructs of ‘identity’ in a world
full of diversity? How could the constructs of
‘universal national identity’ interface with
‘global citizenship’?
218
Vogl
(et al.)
Gertrude
2006
Energy-management
Vörös
Ákos
1993
Preparing for TOEFL problems of
business English
Vörös
Ákos
1995
Inter-cultural roots in the Isle of
Man
Vörös
Andrea
2011
see Fischer
Vörösváry
Éva
2006
Identifying needs in language
learning with Mary Glasgow
Magazines
Vucinic
(et al.)
Nada
1997
Did the cow really jump over the
moon?
Walsh
Steve
1993
Teacher observation in pre-service
teacher training
WALTER
Catherine
1995
Learner independence: why, what,
where and who?
Walter
Catherine
1995
Success at intermediate levels with
the new Cambridge English Course
Walter
Catherine
1995
Pronunciation: what’s worth
teaching? How best to teach it?
Ward
Stanley
2009
Debate in the modern intercultural
classroom: using debating to teach
speaking skills in the intercultural
classroom
This workshop features kinesiology, pacing,
Qi-gong, relaxation, rhythm, etc. using
your/his/her/their/our energy in down-to earth
exercises to be used in everyday teaching.
The latest pedagogy on how to beat the
TOEFL, study in the preparation for and
teaching of the TOEFL.
Business communication: how to build skills
in the areas of presentation for business
meetings, conferences, interviewing and
preparing to interview.
The Isle of Man is unique. It is part of the
British Isles but independent of the United
Kingdom. English replaced the Manx
language – part of the Gaelic family tree –
only last century. My presentation is about the
peculiar history of the Island’s people and
animals!
Mary Glasgow Magazines provide a great
variety of supplementary materials for EFL
teachers. Reading tasks, starting points for
discussions, creative use of skills and
knowledge can be found in MGM
publications. In the workshop a great number
of examples with lesson plans will be
presented for teachers who would like to
motivate their learners with interesting articles
containing useful information. The examples
will also focus on developing argumentative
skills necessary in successful preparation for
the school leaving exams.
Sometimes nursery rhymes don’t make much
sense to children (or even to adults). This is
what inspired us to make up lead-in stories to
provide a wider context for the nursery
rhymes. These lead-ins also combine language
learning with movement and motivate young
children to participate actively.
This workshop will consider ways in which
classroom observation can be made more
meaningful and less threatening for student
teachers. Participants will have an opportunity
to use and evaluate a number of observation
instruments with video extracts of EFL
lessons.
Both new and experienced teachers benefit
from asking themselves the usual whquestions about learner independence: Why do
we encourage it? What aspects of the language
or task types are best suited for it? Where is it
best practised? Who benefits from it most
(learners) and encourages it best (teachers)?
NCEC 3 & 4 offer teacher- and learnerfriendly solutions to the common problems of
intermediate classes: how to encourage
effective learning for all in mixed-level
classes; how to avoid the demotivating
impression of a ‘plateau’; how to combine
language learning and revision with useful
skills work.
How do you decide what aspects of
pronunciation are worth teaching, and how do
you go about teaching them? This very
practical workshop will focus on teaching
speakers of Hungarian to understand ordinary
English speech and to produce spoken English
that is comprehensible to native and nonnative speakers.
A workshop for teachers to integrate
parliamentary style debate within the language
classroom, both for the purpose of fostering
students’ English, but also to increase
understanding of other points of view.
219
Ward
Stanley
2013
Using video in the classroom
Watkins
Sebastian
1997
Exploiting reading and listening
Watkins
Sebastian
1998
Make the words your own
Weiler
Andrew
2014
A model for continuous teacher self
improvement
West
Debby
2015
Presenters and presentations for
enhancing speaking skills
White
Chris
2015
IELTS reading success for your
students
White
Christopher Paul
1999
Activities with four songs
White
Karen
2010
Dyslexia and learning a foreign
language - helpful tips for teachers
White
Karen
2011
Empower your students to speak
through games
Whitehouse
Carl
1991
Using poetry in the Hungarian
classroom
Whitehouse
Carl
1992
Using novels to improve the
language skills of intermediate
through to advanced students
Whiteside
Edward
2004
Why Trinity?
This short session will look at different sorts
of videos and activities to build around them
that can be done in the language classroom
with simple computer and video resources.
Emphasis will be given on quick, easy
activities that don’t require a large amount of
prep or work to set up.
This workshop will look at different listening
and reading tasks which help to maximize
student involvement and motivation.
A demonstration of some practical ideas for
giving students the opportunity to actively use
target lexis.
This presentation will provide teachers with a
model for continuous improvement. There
needs to be a balance between looking to
others and looking at our own experiences to
drive our own improvement as teachers. The
importance of the latter is too easily
overlooked as we keep looking to improve.
Speaking in a learned language is a big
challenge. I would like to take a look at
different kinds of presentations and presenters
to connect those skills to an appropriate age
group or style. Speaking and presenting skills
go hand in hand which is useful in many
situations to enable one to become more
confident in their English self-expression.
IELTS (International English Language
Testing System) is the world’s most popular
high stakes English language test: it can help
students live, study and work around the
world. The workshop will focus on some of
the reading skills required to find the answers
faster!
This workshop will demonstrate activities to
use with four songs. It will be participating
(but no singing)!
The talk will begin with a short description of
dyslexia, followed by a look at some of the
problems facing students when learning
English. The main part will concentrate on
sharing practical tips which I have used
successfully over the last six years with
students with dyslexia.
In this workshop, we will be looking at how
our students can have fun while improving
their speaking skills. This will include games
for improving pronunciation and increasing
fluency. They are cheap and easy to make and
can be used at various levels and with
different age groups.
This workshop will investigate various ways
of exploiting poems in the language
classroom, emphasising how enjoyment and
appreciation can be combined with skills
development, especially in the areas of
vocabulary and phonology. The talk will
evaluate material already available in the area,
while using original material within the
workshop activities themselves.
This workshop will demonstrate how the
novel Cal of Bernard Maclaverty, with the
assistance of the film version, can be used as
an effective alternative to general language
coursebook to develop the language skills for
students from a good intermediate level
upwards. Participants will be given the
opportunity to attempt, discuss and evaluate
various worksheets based around the novel
with a view to using them in their own
teaching.
A brief introduction to the Trinity
Examination Syllabus. How to prepare
220
WIDDOWSON
Henry
1999
English: subject and object
language
WIDDOWSON
Henry
2005
Setting a good example: Dealing
with meaning in learner
dictionaries
WIDDOWSON
(et al.)
Henry
2013
On the subject of English: ELF
meets ELT
Wilkinson
Robert
1991
Innovation and the growth of
English in Europe
Williams
James
1996
see Kiss
Williams
Melanie
1995
Stories in the young learner
classroom – how to use them
Williams
Thomas
2004
Taking testing to task: using tasks
to assess spoken language
Williams
Thomas
2005
What EGP can borrow from ESP
Willis
David
1991
A students’ grammar of English
students to pass successfully. Useful tips and
ideas for creative teachers.
It is commonly assured that English, the
pedagogic subject, has to be defined in
reference to how linguistics account for the
language as an object of description. But
subject and object language are clearly
different phenomena, and exploring their
differences can lead to a quite radical
reconsideration of what goes on in classrooms.
Now that learner dictionaries of English are
based on corpora of actually occurring
language, what new information about
words and meanings do current learner
dictionaries of English provide? How far do
they capture the reality of language use, and
how far are they actually relevant to the
process of learning?
The title of our talk is ambiguous: we might
mean two different things by it. We might
mean that we are going to talk about the
English language in general, or that we are
going to talk about English as a subject taught
in schools. In fact, the ambiguity is deliberate
because we are going to talk about both, and
to explore the relationship between them. The
first part of our presentation will be concerned
with the globalized use of English as a lingua
franca and how that calls for a critical
rethinking of traditional attitudes and ideas
about what the language is. The second part
then looks at what implications this extended
use of English in the world might have for
how it is taught as a subject so that learners
learn it in the most effective and appropriate
way. What happens, or might happen, when
ELF meets ELT? This is the question we
want to explore in this joint presentation.
The growth of English in Europe is a subject
to the same factors that drive growth in
industry, innovation and selection. This talk
will illustrate how these factors play a role in
the dynamic position of English in the
multimarket scenario of Europe today.
This workshop will look at practical ideas for
using stories in the young learner classroom,
following from an earlier talk on theory
behind the use of story. During the workshop
you will be able to discuss and try our new
activities and exchange some favourite stories.
This paper rests on the presumption that the
ORIGO standard national proficiency exam
has a major washback effect on language
teaching in Hungary. Through a criticism of
the oral part of the intermediate level, the
paper proposes that a task-based test would
create a more natural linguistic environment
and therefore contribute to a more effective
testing and teaching experience.
The numbers for foreign language
proficiency in Hungary give us cause for
concern. But what is the way forward? This
paper suggests that classroom learning is
more likely to achieve results if it is
centred on personally meaningful, taskbased communication and given the sort of
instrumental purpose provided by ESP.
What goes into a students’ grammar of
English? A grammatical description must be
detailed enough to provide useful guidance
without being so complex as to be daunting
and demotivating. What sort of exercises are
useful for learners and how do they fit in the
221
Willis
Judith
2002
From monolingual to bilingual.
Choosing the right dictionary
Wilson
Ken
1995
Impro power
Wilson
Ken
1995
Music power
Wilson
Wilson
Ken
Ken
1995
1998
see Berényi
Wilson
Ken
1998
Teenagers – What do they know?
Wilson
Ken
2000
Prospects upper intermediate – now
it’s serious
Wilson
Ken
2000
What do you do with sketches if
you don’t want to act them out?
Drama in your own words
overall teaching programme? This paper will
look at these questions with reference to some
areas of grammar such as the use of the
articles and the tense system of English. It will
draw on work done for the forthcoming
Collins COBUILD Students’ Grammar of
English.
In this workshop we shall be comparing what
monolingual dictionaries have to offer. After a
brief overview of the development of the
bilingual learners’ dictionary, we shall look in
detail at some features of our recentlypublished dictionary for Hungarian learners
and explore some ways of using the dictionary
in the classroom.
A series of ideas to help you unlock the
creative powers of your students in a series of
improvisation games and activities. Many of
these activities are taken from the world of
comedy entertainment and, with any luck,
may be quite funny as well as useful.
A series of activities using instrumental music
(for brainstorming and story-telling), authentic
songs (for specific language practice). We will
listen to a lot of music and songs and try
activities which include quizzes, jigsaw
reading, singing and dancing.
A series of classroom improvisation activities
which are easy to learn, adapt and implement.
Improvisation is the most exciting and
memorable creative drama skill, but can also
cause alarm and confusion if students have too
much freedom and not enough direction. The
activities in this workshop provide a clear and
manageable framework to make sure that
students (and teachers) know exactly what is
expected of them.
Teenage students now have astonishing
awareness of the world through music,
movies, sport satellite TV and the internet.
The result is that teenagers from Budapest to
Buenos Aires share references, influences and
opinions, all of which teacher can access as a
classroom resource. How can we encourage
students to share this knowledge? And how
can we help them express their thoughts in the
target language? In this workshop, we will
look at some activities in Prospects designed
to encourage students who have something to
say for themselves which is worth drawing
out.
If your students reached upper intermediate
level, they should be getting serious about
English. They should also be ready for more
challenging texts and activities. This is also a
challenge for writers, who are faced with
several ‘how’ questions. How do we teach
‘new’ grammatical structures without losing
sight of the difficulties of the old ones? How
do we present exciting, stimulating new texts,
overflowing with new vocabulary and
expressions, without making the students
overwhelmed? How do we re-cycle all this
rich new material? How do we encourage
more imaginative activities and devolve more
responsibility on the students for what goes on
in the classroom? And most important, how
do we help the teacher to be in ultimate
control of the activity?
Eugene Ionescu was inspired by English
coursebook dialogues to write and absurdist
play, The bald prima donna. Most people are
totally uninspired by modern coursebook
dialogues, which are bland and uninspiring.
222
Wilson
Ken
2010
Ten things I think I know about
teaching (and learning)
WILSON
Ken
2012
Ten quotes to make you think
Wilson
Ken
2012
Is anybody listening?
Winetroube
Simon
1997
E.S.P. Testing – How is it different?
Winetroube
Simon
1997
see Noble
Wingate
Jim
1993
The seven secrets of teaching young
learners
Wingate
Jim
1993
Motivating your students to
communicate
Wiwczaroski
Troy
2007
ESP – a cross-cutting issue
WORRALL
Anne
2005
Motivate to educate
Worrall
Anne
2005
Motivate to educate
Sketches, on the other hand, are funny but
unrealistic, and there is a danger that students,
or even worse, the teacher, needs to know how
to act. Don’t worry, this is not true. Help is at
hand in this workshop to devise ways of using
sketches in the classroom and not forcing
people to get up and act them out.
The world of ELT is going through a
revolution. On the one hand, technology has
the potential to change the way we teach
forever; on the other, dogme-style methods
offer a back-to-basics approach. From a
position somewhere in the middle, here are
my current thoughts about teaching and
learning.
The quoted words of famous people are
sometimes quite amusing, but a really good
quotation makes you stop and think, and may
even make you change the way you do things.
In this talk, I’ll show you ten of my favourite
quotes - from Albert Einstein to Marilyn
Monroe - and explain how they made me
change the way I teach. There will also be
some thought-provoking cartoons that do the
same.
Students have three ways of improving their
listening skills in class: listening to the
teacher, listening to machines and listening to
other students. Most students do the first two,
but not the third. I will demonstrate activities
that will have you listening intently to each
other to complete tasks.
This presentation will explore some of the
special difficulties involved in testing and
language proficiency for a special purpose.
What are the common principles underlying
ESP tests for various special purposes.
A practical demonstration of what makes
lessons work well. Insights into how you can
make all your lessons work well. Developing
your own insight to make your teaching more
effective. This practical workshop will use the
Heinemann coursebook ‘Bravo’ for young
learners to demonstrate a way of teaching and
learning.
15 practical classroom techniques to use with
MGP Magazines for any coursebook. This
workshop will demonstrate how to use
magazines and coursebooks to make your
students into active communicators.
Individual employment opportunities and
human capital development in a society
depend largely on language education policy,
of which technical language (ESP) education
is a very special component. New language
education policies cutting across the profile of
a nation’s educational system should provide
synergy between secondary and tertiary level
technical language preparation.
Successful language learning involves a
great deal of repetition. Young children with
their natural curiosity and their strong
imaginations have a constant need for new
and different activities. How do we keep
young learners engaged whilst providing the
repetition essential to acquiring a new
language?
Continuing the theme of motivation, the
workshop will use pages from English
Adventure Book 1 as a springboard to
encourage participants to think up new and
motivating ideas for presenting, practising
and recycling the most basic language
223
items. The aim is to prove that although
children’s knowledge of the language may
be limited, this need not limit the scope of
their imagination.
Wright
Wright
Wright
Alexandra
Andrew
Andrew
2008
1993
1993
see Wright
WRIGHT
Andrew
1993
Is a car better than a bicycle?
Wright
Andrew
1994
Responding to stories
WRIGHT
Andrew
1997
Using language creatively
Wright
Andrew
1999
Three stories
Wright
Wright
(et al.)
Andrew
Andrew
1999
2000
see Dudás
Wright
Andrew
2002
Make your own materials
Wright
(et al.)
Andrew
2003
Stories in Business English
Wright
(et al.)
Andrew
2006
Ways of adapting and inventing
games
Wright
(et al.)
Andrew
2007
Ideas and activities to boost your
text book course
see Dudás
Using stories in the language
classroom
Free picture and how to use them
We all need stories, every day of our lives. We
listen to and tell stories about our everyday
experiences. We listen to the radio, watch
television and read books to satisfy this need.
Remember, even the BBC news reader says,
‘The main story today is...’
Stories offer the language teacher an immense
resource, principally for the development of
fluency in all four skills at all proficiency
levels. In this workshop I will focus on
techniques which help you and the students to
create stories through speaking and writing.
Is a car better than a bicycle? Doesn’t it
depend on what you want to do and what
resources you have? What is a good method in
language teaching? Doesn’t it also depend on
what you want to do and what resources you
have? This talk examines the relationship
between values, aims, learners, the situation of
learning and techniques.
In this workshop I will describe about twenty
different techniques which you can use with
any story. We will discuss the techniques and
try some of them out.
This talk argues that students should be given
more opportunity, help and encouragement to
use language creatively and expressively from
the very beginning of their language study.
Participants will be given the texts of three
short stories which they can learn and tell in
their classroom. We will work through some
of the activities which can be done with these
stories. The aim of the session is that you will
leave with three stories, activities ready and a
greater understanding of how to use a similar
approach with other stories you might find.
This will be a session in which we try to pass
on as many practical ideas for using free
pictures as we possibly can in the time
available.
Most teachers become dissatisfied with even
the best of coursebooks and want to make
their own extra materials. This is not an easy
job. In this session I will describe how I go
about it and give you examples and hope that
you find some of the ideas useful and relevant
to your own circumstances.
Stories, storytelling and storymaking are
fundamental aspects of running a business. In
this session we will be giving examples of
stories and what you can do with them in the
teaching of business English taken from the
LCCI Arels Cert TEB course run by ILI in
Gödöllő.
In this workshop we will offer several
practical techniques for adapting existing
games or for inventing new ones. The
techniques are useful for the teaching of
young people, for adults and for business
English and for English for Special Purposes.
The examples we give will be taken from the
whole proficiency and sophistication range.
In this session we plan to share with you some
ideas and activities which you can use in order
to create a more personal path for the class,
for the individual students and for you as an
individual and not a mere agent of the
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WRIGHT
Andrew
2008
Thinking out of the box
Wright
(et al.)
Andrew
2008
The realities of autism
Wright
Wright
Andrew
Andrew
2009
2010
see Dudás
Wright
Andrew
2014
Stories and games as a way to
success in the exams!
Wright
Andrew
2015
Some ways of being more creative
in the classroom
Wright
Wright
Tímea
Tony
2008
1994
see Wright
Wright
Wróblewski
Tony
Batłomiej
1994
2015
Language awareness
Xidis
Vicky
2006
Brain-based learning in an EFL
context
Yakovleva
Yelana
2000
Synonymity in prosodics: images in
interplay
Orchestrating verbal and non verbal
languages
‘Finding a voice’ – becoming
inquiring teachers and learners
textbook. We hope you will find the workshop
practical and enjoyable.
This fascinating title has obsessed me ever
since I was invited to give a plenary. At any
time, night or day, in the bath, on the ski
slope, fastening my daughter’s shoes, my
mind springs out of the box of my head and
away I go. I have spent my life making
practical cups of tea but this title has lead to a
well. At this point I don’t know what to say
about the content of my talk but I will do my
best to share, with you, sensibly, some of the
ideas which have fluttered from the
nest…box. As language teaching is
inseparable from my life, I expect some of the
ideas will be about language teaching. If I
could say exactly what was going to be in my
talk then I would be in the box and not out of
it.
Estimates suggest that 1 in 150 children have
some form of autism. Autism affects social
intelligence which in turn affects
communicative ability. In this session we, as a
family, will share with you the wonderful
outcomes of autism as well as its
challenges. We will offer ways for teachers to
identify autism amongst their students and
give some suggestions for how to respond.
Words only exist if they are spoken or written.
Here are basic activities teachers can
introduce to help students to develop their
power of using non verbal languages together
with the verbal language they are learning.
Swotting for exams is normally associated
with worry, even desperation! The nature of
the City and Guilds exam is to encourage
creativity rather than ‘dead pan correct
drilling’. So, preparation for the exam can be
a time for fun and creativity while, at the same
time, developing the necessary skills. In this
session I will go through lots of examples and
give you a handout describing them.
An element of creativity in the organisation of
classroom activities can transform language
study into language experience. In this
session we will look at simple ideas for
encouraging creativity by the teacher and by
the students.
The talk/workshop will examine (partly
experimentally, through activities) the nature
of the relationship between ‘research’,
teaching and professional development in
ELT. I hope to establish a position in which
teachers are seen as ‘inquiring practitioners’, a
position more natural for teachers to adopt
than as consumers of research.
see Zieba
In this session, we will discuss the findings of
brain-based research and their implications in
EFL teaching. We will look at some basic
facts about the brain and then examine recent
findings concerning the way the human brain
learns best. Finally, we will discuss how we
can implement these findings in the language
classroom.
The paper focuses on the still little elaborated
aspect of phonetic study of texts of verbal art
– the problem of “understanding’ as dealt with
by Philological Phonetics. The author draws
on the experience of several years of teaching
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Yavuz
(et al.)
Dilek
2000
The digital journey: the past, the
present, the future
Yeo
Grenville
1992
Services for open learning offering
language tours to England for
teachers and pupils
Yeo
(et al.)
Grenville
1995
Accessing native speech
Yeo
Grenville
2012
Focusing on observations and
discovery speeds up language
acquisition
Yeo
Serena
1996
Multiple choice tests are a) easy b)
difficult c) the answer to teachers’
dreams?
Yeo
Serena
1997
Guaranteed to improve every class!
Yüksel
Sevde
2011
We give feedback, but do they get
it? EFL learners’ use of feedback in
writing
Yumru
Zaharieva
Azime
Mariena
2000
2008
see Yavuz
Zákány
Judit
1997
The importance of piloting
(Learning by doing)
Strumming the strings of creativity
English to University Level Anglicists as well
as on the recent research done by scholars of
the MSU English Linguistics Department in
this sphere.
In this presentation three CALL team
members form the foreign languages centre of
Cukorava University are going to present their
explanatory journey to find out best ways of
using the computer in their classes, what they
did in the last three years in CALL classes,
what they are doing at present, and what they
are planning to do in the following years.
SOL is a new nonprofit organisation set up to
support teachers in Eastern Europeans
especially in Hungary. Its support is wideranging but is already enabling students and
teachers of English in Hungary to travel to
England, stay with families and follow a
language course of immense benefit at low
cost.
English is all around us now, but chances to
use it are naturally infrequent for most
teachers and learners. SOL exists to provide
such chances through lower-cost courses in
England, teacher exchanges and native
speaker teacher recruitment. Your ideas will
be welcome in this talk and discussion.
Developing observational skills and using
fieldwork are very underestimated in language
learning, especially in building confidence in
using the language. Using these requires the
focus being on the students’ own experiences
or research rather than pages presented to
them from a book or a worksheet and using
the resources outside the classroom as much
as within. This illustrated talk using film and
images shows ways in which this can be
achieved whether on a visit abroad or in their
own locality.
Multiple choice tests are often used as a way
of checking students’ knowledge. Despite the
advantages of this technique, it is not easy to
write good questions. This workshop will
consider the place of multiple choice testing
and provide some guidelines for those wishing
to write their own items.
Advertisements are very versatile tools for
language teachers. We can study aspects such
as language, visual impact, target audience or
message, and we can relatively easily find
advertisements for use in ESP. This workshop
will look at various ways to use
advertisements with students of different
levels, to practice different skills.
The study aims to find an answer to the
question whether students make use of
teachers’ feedback in their written
performance, in other words, whether it is
effective in their written work.
This workshop will demonstrate the
advantages of tapping creativity for the
purposes language acquisition. Participants
will experience first-hand the stimulating
effect of creating their own verses from given
sets of derivatives or phrasal verbs – hopefully
sensing the joy, as well as the usefulness of
this exercise for upper-intermediate to
advanced students.
Before introducing any changes into an
examination system, the hypothesis should be
thoroughly analysed and final version piloted.
We have designed some multiple choice gap
fill exercises, focusing on grammar. My paper
discusses the process and the evaluation of the
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project.
Zákány
Judit
1998
Internet materials in a learnercentered classroom
Zalotay
Zamorska
Melinda
Magdalena
1993
1996
see Salamon
Zeffer
Zeffer
Zeffer
(et al.)
Szandra
Szandra
Szandra
2009
2010
2010
SIG moderator
Zeffer
Szandra
2011
SIG moderator
Zeffer
Zeffer
Szandra
Szandra
2012
2013
SIG moderator
Žemva
Natasa
2002
see Foršnter
Zerkowitz
Judit
1991
Cooling down exercises
Zerkowitz
Judit
2005
‘English’ as we see it
Zerkowitz
Judit
2008
Text kept up the teacher’s sleeve
Zerkowitz
Judit
2011
Language through literature then
and now
Zeronis
Ron
1997
Use of monolingual dictionaries in
the classroom
Zieba
Hanna
2015
Think globally, teach locally – how
the Learnathon experience has
influenced our teaching
Dramatis personae
Based on a SWOT analysis, students bring
their materials – taken from the Internet – to
be used for study purposes. They devise tasks
focusing on grammar points, vocabulary
development, and study the different
structures used in various articles. This is
basically a case study in LC methodology.
An attempt at exploring various ways of
enabling adult learners to overcome their
speaking barriers or block through authentic
approaches and techniques employed in the
theatre: being an actor on the stage,
rehearsing, contributing actively to the
performance, production or even working in
front of the camera.
SIG moderator
Being tolerant is fun!
Young children should be taught how to be
tolerant. Szandra Zeffer is a teacher at Szabó
Lőrinc Bilingual School, and in this workshop
she will demonstrate some ways in which she
manages to make children more tolerant with
each other. Participants will be invited to a
workshop with lots of games and fun based on
successful real life teaching.
SIG moderator
Warm-ups are well known and widely
practised. This talk is an attempt at presenting
ways at cooling down, winding off activities,
useful endings.
This talk inquires into how the message of
’English’ is changing over time and how that
view finds expression in our teaching. The
following questions were asked: What does
‘English’ mean for you? How does your
view of English influence what you are
teaching through the language?
This talk will present ways in which
supplementary texts, mostly literary, can be
chosen, designed and used in the language
class. First it will survey the kinds of texts that
generally appear in the language class, then
proposes ‘up the teacher’s sleeve’ texts, that
will probably be memorable.
This talk shows ways in which texts were and
are presented when teaching future English
teachers the methodology of language through
literature. Some key features of now: the
Internet, interest in the original function of the
texts, the speaker’s intention, and pedagogical
stylistics.
This workshop will explore ways of exploiting
monolingual dictionaries in the classroom.
After a brief introduction, the focus will be on
taking the participants through a series of
activities as well as allowing them to share
their own ideas and activities.
Learnathon runner-up team from Poland aims
at presenting examples of how we can use
social responsibility topics while teaching
EFL to young learners, adolescents and adults.
Each speaker will lead 15 minute session in
which they will provide participants with
ideas of creative activities that use CLIL
approach, cater for students’ lexical skills and
raise students' awareness of global and social
227
issues.
Zoltán
Ildikó Györgyi
2001
Animals in idioms
Zoltán
Patrícia
1998
EFL competence and creativity
Zságer
László
2010
Interdisciplinarity and its relevance
in FLT/ ELT
Zságer
László
2011
Teaching English and ESP through
culture, promoting culture through
teaching English and ESP
Zságer
László
2012
Chiophygraphic English: the
motivational power of sciences in
ELT
Zságer
László
2013
Desertification in the English
classroom
Zságer
László
2015
Everyday heroes in the classroom
aka social responsibility and the
importance of awareness raising
A study on the possible or probable origin and
interpretation of English idioms with animals,
together with a comparative approach to
similar structures in Hungarian and Romanian,
highlighting on obvious similarities and
striking peculiarities.
Empirical research carried out in the fall of
1997 examined whether there are correlations
between English as a foreign language
competence and creativity among elementary
and high school students. Data of English and
Torrance tests of 5th, 7th and 11th graders
(n=840) from schools in Southern Hungary
show significant correlations between EFL
competence and creativity. Results also have
direct relevance to everyday language
teaching practices.
A foreign language class can be the best
opportunity for putting interdisciplinarity and
cross-curricular education into realization. In
this workshop, I want to show why and how to
include sciences in FLT course syllabi and
how to implement interdisciplinarity in a
playful and enjoyable way while teaching a
foreign language.
In my workshop, I will focus on the ways
teachers can raise students’ interest in ‘small
C’ and ‘big C’ of a certain people or culture
while teaching English and ESP, as well as the
ways teachers can integrate other disciplines
and technologies in FLT, and lastly the ways
students’ skills ranging from cooperation
skills to ICT skills can be improved in English
lessons involving culture-bound materials.
The implementation of interdisciplinarity and
CLIL in FLT could result in more effective
and successful education. In this workshop, I
want to show how to incorporate natural
sciences in FLT and how to implement
interdisciplinarity in a playful and enjoyable,
but meaningful way while teaching the
language, keeping students motivated/
interested and giving them a sense of
achievement.
‘What makes the desert beautiful… is that
somewhere it hides a well.’ (Saint-Exupéry) A
desert is an endless source of topics that can
be exploited in ELT. In this presentation, I
will present diverse ways of using ‘desert’ as a
topic to teach grammar, vocabulary, ESP, and
to develop/ improve skills and competences.
We are living in a world full of conflicts, most
of which could be avoided if people had better
understanding of each other's problems. In this
workshop, I will attempt to share several
activities through which students can acquire
social responsibility in ESL lessons as they are
the next generation whose responsibity is to
build a better society.
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