Programme

 

CONFERENCE PRELIMINARY PROGRAMME

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Download the programme in PDF format HERE.

7 QUESTIONS - 7 ANSWERS
MEET OUR PLENARY SPEAKERS

Read the answers to these 7 questions from our plenary speakers HERE.

1.      What do you think are the most important directions for ELT to take today?

2.      To what extent and how can ELT make people accept diversity?

3.      How diverse are you personally?

4.      How diverse is the world around you?

5.      How do you exploit diversity in your classrooms?

6.      What does the word dimension mean to you as far as ELT is concerned?

7.      How do you make your lessons come alive - jumping off the 2D page into 3D?

 

PLENARY TALKS

Confident connections with TED talks

by David Evans

Public speakers and teachers have much in common. The both need to be able to command attention and engage with an audience, while putting their points across in a simple and compelling way. But the real key to success in both fields is to remember that it’s not just what you say, but the way that you say it. David Evans draws on research into what makes a successful TED speaker and applies those lessons to the classroom. He will discuss the importance of body language and talk about how we can control it. He will suggest ways of using voice and gesture more effectively, as well as proposing some ideas for overcoming nerves and boosting confidence. He will also draw on examples from the courses Keynote and 21st Century Reading, both produced by National Geographic Learning in association with TED Talks.

Learning to talk – talking to learn

by Margit Szesztay

We all know how to communicate in our mother tongue, or do we? I sometimes wonder, as I listen to (political) slinging matches among friends and family, overhear heated conversations of couples on public transport, observe how people throw verbal punches at tenants meetings, or witness ‘circular’ staffroom exchanges. As a language teacher, I have always wanted my students to learn to talk in English - and beyond the ability to buy a ticket, order a meal, or refuse an invitation politely. A deeper dimension of communication involves exploring ideas, appreciating a richness of perspectives, and perhaps even questioning your own beliefs and assumptions. It requires open-mindedness, curiosity, situational awareness,  and at times a great deal of mental effort. I think that the communicative English classroom is the right place for students to learn to talk in this sense. This plenary will explore how we can begin to change the culture of talk in our classrooms and beyond, by becoming facilitators of conversations about issues that matter.

 

 

Writing and Performing Jazz Chants

by Carolyn Graham

Ms. Graham will offer step by step instructions on how to create a Jazz Chant  Material will be presented for students of all ages.

  

The Courage to Be a Language Teacher in Today’s World

by Magdalena Kubanyiova

My talk is informed by two layers of the changing landscape of ELT. The first concerns the diverse circumstances under which people learn and use English and other languages in the 21st century. The second concerns the increasingly visible transfiguration of the face of our societies, especially in regions which have traditionally seen themselves as monocultural and monolingual. The aim of my talk is to share with the conference participants my reflections on what these shifts may mean for the day-to-day practice of being and becoming a language teacher. Using examples from my own research and practice as well as the rich tradition of stories and song, I will suggest that language learning may best be understood as the courage to enter into a relationship with the ‘other’ and that this understanding may also offer a useful metaphor for thinking about the roles and tasks of language teachers.

  

"You have come a long way" To chunk or not to chunk?

by Marjolijn Verspoor

"You have come a long way" is an example of a chunk, a relatively fixed combinations of words that English speakers regularly use and that has a particular meaning in a certain context.  Spoken language consists of approximately 60% of such combinations. To be fluent and proficient second language learners should learn these kinds of expressions especially, but as a study in the Netherlands shows, there is very little time in foreign language classes for chunks. Instead teachers spend time on grammar and they do so in their first language. It has proven very difficult to convince teachers to do otherwise. The reason is probably that there is a deep-rooted conviction that rules exist and form the basis of language. If you know the grammar rules, you master the language! Through her own journey in linguistics, Verspoor shows she has come a long way in understanding that language is not a nice coherent system but a rather chaotic dynamic one based on use. Language thus mainly consists of a large array of conventionalized expression that  learners have to learn one by one and have to be exposed to frequently to be able to learn to use them. Therefore, it is better to expose learners to the target as much as possible and make sure they hear the chunks repeatedly. If you know the chunks, you master the language!

 

 

 

At the conference, you will hear presentations in the following fields:


  • - intercultural communication, multicultural challenges
  • - English for Specific Purposes
  • - Business English
  • - teacher education (pre- and in-service) and career paths
  • - information and communication technology
  • - special needs education
  • - lifelong learning
  • - language education related research
  • - the methodology of TEFL and ESP
  • - curriculum, syllabus and materials design

If you are interested in the topic of the conference and would like to meet your colleagues at a relaxed and professionally refreshing event, please register for the event.