Speakers 2018 Budapest

Our Plenary Speakers

Anna Fenyvesi

Digital language use and how to handle it in the classroom: A sociolinguistic perspective

Digital language use, i.e. language use mediated by digital technology such as smart phones, tablets, and computers, has become a new form of language use that now touches the life of all speakers who use such devices, digital natives and digital immigrants alike. Digital language use is different from offline language use in several important ways and has serious implications for minority and endangered languages as well as the educational context. The present talk provides an overview of the issues and a sociolinguistic perspective on them, with special emphasis on how to utilize it in the EFL/ESL classroom.

Thom Jones

Inclusion in an age of change: Whose syllabus is it anyway?

There is (as with every other era ever?)….a lot going on in the world. Turbulent times and a lot of yesterday’s certainties being made into tomorrow’s moral absolutes. With a changing ethical landscape, do students need a moral compass, and should we try to be it? Why do students need our guidance on anything beyond the present perfect? Why are we right? What role should we have for ourselves?

We’ll be reflecting on a conference and putting together a smorgasbord of ideas from it, for us all to mull over. Some people may say things some other people might not agree with. Much like life. So, grit your teeth.

We’ll be looking through some tough questions together and trying to find answers.

It will be a talk AND a workshop AND there will be secret guest stars AND we’ll be asking a clever room for clever ideas to share.

Bring your own clever. 

Main points to be covered: What are we dealing with? Who are your students? Who is paying? Who makes the decisions? Leadership-when to give it and when to follow it. Situational ethics. Flexible outcomes. Motivation. Expectations. What is a teacher for?

Harry Kuchah Kuchah

Teaching Young learners and teenagers English: are we all on the same page today?

In this presentation, I share my experiences of working as an ELT teacher, researcher and teacher educator in relatively underprivileged contexts where policies are ambitious, learning materials scarce, classes crowded and where the teacher is often the only source of language input. The session starts by describing a number of contextual challenges which learners, teachers and teacher educators face in these contexts and goes on to show how through observing and seeking learners’ perspectives on good teaching, it may be possible to develop a pedagogy of partnership which takes account of learner and teacher agency in the learning, teaching and teacher education processes. The outcomes of such partnerships are illustrated through examples of contextually generated language learning resources and practices from my recent work in Cameroon and South Sudan. It concludes with some reflections on what we might learn now, from these contexts.

Steve Lever

Creative Language Learning

With so much to do in the classroom already, asking teachers to help students develop their creativity might sound like unnecessary extra work.  However, in this session we will demonstrate that creativity and effective language learning go hand in hand.

We will discuss how to create an atmosphere in the classroom that is conducive to creativity and practical ways in which teachers can foster it. It will be stressed that creativity, far from being elusive and abstract, demonstrates sound knowledge of the subject and is the result of firm foundations.

Fiona Mauchline

Engaging and motivating the PS Generation


While most adults are accustomed to text as the main means of receiving and processing information, young people nowadays are far more likely to use other sources. They are, in fact, the Multiple Stimuli Generation and we, as educators, should be taking that into account in our teaching and choice of materials. What’s more, teenagers in particular are at a stage of cognitive development where, if we’re not careful, we can alienate rather than motivate. In this participative plenary, we will look at some of the things going on in the brain that can be overlooked by busy teachers, and we’ll try out some activities that will not only support your students and make the classroom a positive place to be but will also generate a lot of language.

Clive Oxenden

Go with the Flow


There are times during a lesson when students become so focused that they forget they are in a classroom struggling to speak a foreign language. While the moment lasts they speak English without inhibition. This talk explores how we can create and extend these moments of ‘flow’.

Peter Sokolowski

The Dictionary as Data


What makes a person look up a word? When do you use a dictionary? Looking up a word in the dictionary is an intimate act for each of us as individuals, but the words looked up by millions tell us a surprising story about the English language. The search patterns of words illustrate the intersection of vocabulary and culture


Speakers of Concurrent Sessions

Reima Al-Jarf

Self-Improvement for Business, Engineering and Computer Science Students

The presentation gives self-improvement strategies for increasing students’ self-esteem, self-confidence, positive thinking, ability to cope with course requirements, eliminating misconceptions about second language learning, practising English out of class, providing academic, psychological and moral support, providing time management, organization, planning, goal setting, study and test-taking skills.
Prof. Al-Jarf taught ESL and ESP for 26 years. She has 600 publications and conference presentations in 70 countries. She reviews articles for peer-reviewed journals including some ISI journals. She won 3 Excellence in Teaching Awards, and the Best Faculty Website Award at her university. Her areas of interest are: Foreign language teaching and learning and technology integration in education, error analysis, lexicography, Arabization and translation studies.
Mark Andrews Being here: Who needs non-Hungarian teachers of English anyway?

In this workshop we will take a closer look at the role of non-Hungarian English teachers in the Hungarian education system. We will also share the results of a questionnaire where we asked EFL teachers about their experiences and roles in a variety of schools.
I live and work in Hungary, have presented at every one of the last 22 IATEFL-Hungary conferences. I was the co-ordinator of the Hungarian IATEFL Culture and Literature SIG for five years. Now I work as training director at SOL.

Rachel Appleby

Euroexam International

Making Speaking Exam Preparation Authentic and Meaningful

We get stressed about exams, and often there isn't a connection between what students are learning, and how they're assessed. In this workshop, we’ll look at practical ideas for seamlessly building exam preparation into everyday lessons. When an exam involves real-life tasks, preparation is easier and classes are more fun!
Rachel is co-author of several successful course books, including the Business One:One series and International Express. She has recently written teachers' books for Navigate and Business Result (all OUP). She has taught English throughout Europe. She teaches adults, EAP and Business English, and for nine years worked at ELTE University in Budapest. Rachel is Training Consultant for Euroexam International, and works specifically on their go2uni programme. She is also a CELTA trainer, and runs training courses for the British Council in Central and Eastern Europe, and the EMI - English Medium of Instruction - programme for university staff.
Ulviyya Bahramova The role of education in achieving international mindedness

There are 3 steps to achieve international mindedness: 1. People see things differently 2. People see things inaccurately 3. Not all differences are inaccuracies. We can achieve these steps by means of education as it helps to meet modern educational challenges. Contribution of education is teaching us languages and cultures that connect all people together around the world.By learning different languages, cultures and by studying abroad as an exchange student, helps us to keep pace with globalisation.
I am an English teacher and teacher trainer. I am also a MOOC leader. It is a cool opportunity for me to improve myself and transfer my knowledge to others.
Renáta Bernhardt To learn with joy?! – adapting experience-based practices

The practical workshop introduces the methods of ’rotating role roundrobin’ as a group formation method, the ’three-stay, one-stray’, the ’numbered heads’ and the aquarium. These methods can be used to enhance the social skills of the learners as well as their communitive and reasoning skills.
Renáta Kisné Bernhardt, PhD, is a lecturer at Eszterházy Károly University, Jászberényi Campus, Hungary. She conducts teacher training seminars and an obligatory course-unit for students specialising in pedagogy. She delivers courses on theoretical issues of education, didactics, planning and organization of education and cooperative learning. She is responsible for teaching practice, she coordinates group and individual practices of students. Her research interests involve innovative pedagogical practice, cooperative learning, roles of teachers and pedagogical concepts. She presents at conferences and writes articles and chapters in English and Hungarian. She is the chair of the Hungarian Pedagogical Society in Jász-Nagykun-Szolnok County.

Anikó Berta

P4CE - Philosophy for Challenging Extremism with Erasmus+

Difficult topics occur every now and then – are we ready (and skilled) to handle them? This practical session will offer an insight into P4C (Philosophy for Children), a method which enables us to develop critical thinking, discuss controversial issues in a caring, creative, cooperative environment in the classroom.
Anikó started teaching English at a language school 18 years ago. For the past 15 years, she has been teaching at secondary schools mainly and has experience in mentoring and teacher training. She has been involved in various Erasmus projects and firmly believes in CLIL and P4C.

Tadej Braček

Gothicism: Theory and Practice

The paper deals with the theory of Gothicism and how it can be applied to literary studies and especially Ann Radcliffe's romances. It also uses the Enlightenment school of thought and Romanticism present in her novels to analyse the reactions of literary characters.
Tadej Braček comes from Ljubljana, Slovenia. He is a head teacher and a school counsellor at Jelšane Primary School, Slovenia. He holds a B.A. degree in Pedagogy and English and a PhD in English and American Literature. He is a lyrical poet and a persistent researcher in the field of ESL methodology, English and American Literature, and Pedagogy in general. He is a frequent visitor and speaker at ESL international conferences. He can be best described as a talkative, friendly person interested in art, science and people.

Andy Cowle

Black Cat Publishing

A Young Person Who Reads Becomes an Adult Who Thinks

Too often, reading texts are difficult, used only to teach language, and chosen by the teacher. It’s no wonder students say they don’t like reading! This session offers practical, enjoyable solutions and activities with proven results, building positive reading habits and developing life skills through fiction – for all ages.
Starting as a graduate of German and English Linguistics and an English language teacher in Germany and the UK, Andy has worked in ELT publishing and training globally for 30 years, operating in almost 40 countries. Passionate about creative ELT materials and motivating teaching professionals, Andy is known for enthusiastic and practical talks, encouraging teachers to try new ideas, connecting language learning with the real world. Andy was born and grew up near Liverpool, England, and now lives in Glasgow with his family, dog and guitar. He is loves travel, film and good wine. Preferably at the same time! www.eltconnections.com
Kata Csizér Measuring the motivation of English language teachers: Results of a questionnaire study

Despite the fact that students’ motivation of learning English has been extensively researched in Hungary, relatively less emphasis has been paid to investigating the motivational processes related to the work of English teachers. Hence, the focus of the present study is to investigate the motivational processes relevant in English teaching.
Kata Csizér graduated from Eötvös Loránd University, School of English and American Studies in 1998. She has been teaching English since 1998. She holds a PhD in Language Pedagogy. She has been working at the Department of English Applied Linguistics, where she teaches various L2 motivation courses. Her main field of research interest is the socio psychological aspects of second language learning and teaching as well as second and foreign language motivation.

Rita Divéki

Using songs in the EFL classroom to nurture global citizens

In this workshop, participants will gain some insight into how we can develop our students’ global competence with the use of popular songs from the 2010s. After learning about the concept of global competence, they will have the opportunity to try out and reflect on some activities based on songs.
I’m a temporary lecturer at the Department of Language Pedagogy at Eötvös Loránt University and at Pázmány Péter Catholic University in Budapest and a PhD student in the Language Pedagogy Programme of ELTE. Initially I worked at the International Student Centre at ELTE preparing students from all parts of the globe for their university studies in Hungary. My main interests include global citizenship education, teaching controversial issues, teaching with pop culture and using mLearning for skills development.

Nada Đukić

How to manage the unmanageable?

What does a language teacher do when they come across social, emotional and behavioural difficulties? Can they be overcome in an informed and organised way? Which inclusive assessment approaches are most suitable for this type of special educational needs?
Nada Đukić studied Slovenian, English and Croatian at the Faculty of Arts (the University of Ljubljana). Her professional title is a professor of Slovenian language and literature. She is a Slovenian Studies doctoral student at the Faculty of Humanities in Koper (the University of Primorska). In her teaching career of 20+ years, she dealt with elementary (primary and middle-school), secondary, university and adult students, with the exception of kindergarten students. She attended teacher-training courses in Slovenia, England (organised by Pilgrims) and Croatia (organised by the Education and Teacher Training Agency). She was a speaker at international academic and teaching conferences.

Katalin Erdős

P4CE - Philosophy for Challenging Extremism with Erasmus+

Difficult topics occur every now and then – are we ready (and skilled) to handle them?This practical session will offer an insight into P4C (Philosophy for Children), a method which enables us to develop critical thinking, discuss controversial issues in a caring, creative, cooperative environment in the classroom.
Katalin teaches French and English at ELTE Radnóti Miklós Secondary School, Budapest. She is also a teacher trainer and is involved in teaching adults. She has been a member of IATEFL Hungary for several years. Her dream is to realise a multilingual project in her school or outside.

Árpád Farkas

English-Language Communication in Classroom Settings

The study explored communication in English as a lingua franca (ELF) classroom contexts from the viewpoint of lecturers. The main aspects of communication under investigation were the following: participants’ command of English, instructions, subject-related language, and communication strategies. The results offer an insight into teachers’ views on classroom communication.
Árpád Farkas is currently enrolled in the Language Pedagogy PhD Programme at Eötvös Loránd University. His main research interests are pragmatics and English as a lingua franca. Arpad teaches English and English study skills at the International Business School in Budapest. In addition to his work in tertiary education, Arpad has also taught general English in various language schools.

Evan Frendo


Teaching English for the international workplace: meeting the challenges

We all know that a lot is happening in the world of language teaching. Products like Google Pixel buds are offering solid proof that the world of AI is not far away, offering our clients very new options in their day to day communication needs. The marketplace is also changing, with access to online language learning resources really challenging traditional models of delivery of language training. Likewise research into how people communicate in the international workplace, particularly in areas like English as a lingua franca and corpus linguistics, are questioning a lot of what we have been taking for granted. All these things are forcing us to have another look at what we do and how we do it. In this session I will draw on my recent experience in working as a consultant in Asia, as well as as a Pearson author, to discuss some of these issues, and point out areas where I think our industry will need to change in order to survive.

Laura Furcsa

Intercultural Competence Development in EFL Lessons

We aim to highlight diverse methods and techniques of incorporating intercultural issues into learners’ EFL development. Therefore, we offer diverse theory-based activities which explore characteristic target and native language stereotypes as wells as the process of adopting the cultural traits or social patterns of the target countries and people.
Laura Furcsa PhD is Associate Professor, Head of Social Theory Department at Eszterházy Károly University, Jászberényi Campus, Hungary. She currently teaches sociological and research methodology subjects and methodology courses to teacher students. Her main research interests include sociolinguistic aspects of EFL and intercultural communication. She regularly makes presentations at conferences, writes articles and chapters in English and Hungarian. Her publications cover a wide range of educational topics, reflecting her professional interests in teacher training, early language development, social characteristics of the teaching process, and innovative approaches in education. She also participates in educational and social research programs.

Natalia Gunina

Using Technology to Enhance Students’ Writing for Publication

I will present a personalized interactive online tool that integrates elements of “artificial intelligence” and guides users towards producing research articles of appropriate quality. The use of interactive online technology can make some large-scale changes to the way learners develop their skills and teachers facilitate the learning process.
Natalia Gunina heads the Department of International Professional Communication at Tambov State Technical University, Russia. Her research interests include teaching English for Academic Purposes and English for Specific Purposes to undergraduate and graduate students. She has published a number of articles in national journals and also edited the book Action Research into Teaching English in Russia's Professional Context (2015) published by Cambridge Scholars Publishing, UK. She presented at number of conferences in Russia and abroad, including the 36th Annual International Colloquium: 17-19 November 2017 Language Connects People (TESOL France).

Mariann György

Klett Kiadó

IELTS – The complete examination preparation pack

The new Delta Publishing offer for IELTS preparation. Every year Hungary sees an increasing number of IELTS candidates. It’s time to dive into the requirements and be ready to prepare interested learners properly.

Kristóf Hegedűs

Euroexam Academic – the new language test to prove your university skills

To serve educational mobility, the Euroexam Academic test was designed with a focus on an English-medium university context. Uniquely, each part of the exam allows candidates to demonstrate essential academic skills, thus promoting the integration of skills development and language learning – with positive washback that will benefit students in higher education.

Kristof Hegedus is responsible for academic development at Euroexam International, which includes both the development of Euroexam’s range of tests and also training programmes for prospective candidates, such as e-learning exam preparation courses. Besides having taught English for 25 years, Kristof leads the team of exam developers for the Hungarian national matura in English language. He is co-author of Longman Matura Activator (Pearson-Longman), a successful course book for secondary school-leavers. Kristof is a member of the Euroexam teacher training department and is involved in training up examiners as well as the delivery of face-to-face and web-based sessions for teachers.

Renáta Holczinger

Teaching Business English one-to-one

We will be looking at different Business English resources and activities as well as ways of exploiting opportunities one to one teaching offers.

I have been teaching English for several years, my main activities include teaching one-to-one and ESP in corporate environment. I graduated from the University of Pannonia - I have an MA degree in Linguistics and I also possess an MA degree in Teaching.

Susan Holden

The native and non-native teacher debate: opening up the discussion.

This topic is relevant to a wide range of teachers in different teaching and employment situations. It is also more complex and wide-ranging than many people realise. It affects people’s personal lives and professional possibilities. This open discussion provides an opportunity to exchange experiences and perspectives.

Susan Holden has a long experience as a teacher, teacher trainer, writer and publisher. She has been visiting Hungary in several of these roles since the early 1990s, and has worked on various projects with several colleagues from the region. She is based in Scotland, where she runs a small publishing company, Swan Communication.

Annamária Hoogma-Dukát

Retrieval practice – the secret weapon to empower your students

It is cheap, simple to implement, usable in all lessons and suitable for all language learners. It makes learning more fun, reduces test anxiety and enhances learning. Meet Retrieval Practice, the secret weapon of the 21st century language teacher, and discover how you can empower your students as never before.

Annamária Hoogma-Dukát completed her master in English and Matematics at KLTE (Debrecen University) in 1996. Soon after graduation she moved to the Netherlands where she has lived and worked as a teacher ever since. She has worked both in secondary and in higher education, developing and teaching various (Business) English, ESP and Cross-Cultural Communiation courses. Currently, she works as a teacher educator and professional coach at the Faculty of Education at Inholland University of Applied Sciences, where she specializes in ELT methodology and video interaction coaching for education professionals.

Lisa Horvath

How to build your own SSR Library with little or no money

Sustained Silent Reading (SSR) improves reading comprehension, writing, vocabulary, spelling, and grammatical development and is perhaps the most powerful, yet least used, tool in language education. But how do you create a SSR library when resources are limited? This presentation will show you how.

Lisa finished a MA in TESOL in 2002 and has since taught students of all levels from preschool through university and beyond. For the past decade Lisa has been using stories to teach English to young learners in Hungary. She is a trained TPRS coach, teacher trainer, curriculum writer, and frequent presenter at language teaching conferences. She loves helping educators discover methods that make their teaching more enjoyable and effective.

Éva Illés

Reinstating literature in the language classroom

The talk aims to demonstrate that the teaching of literature represents a genuine communicative activity which is conducive to language learning. First, I will argue for and justify the re-inclusion of literature in ELT. Then I will address practical issues, including sample literary texts together with tasks and activities.

Éva Illés teaches at the Department of English Applied Linguistics, Eötvös Loránd University, Budapest. She has a wide range of experience, including teaching in adult, secondary and higher education both in Hungary and Britain. Her current research interests include, among others, the research and pedagogic application of English as a lingua franca, World Englishes, communicative language teaching, translation in language teaching and teacher education.

Judit J. Tóth

A drama toolkit for English lessons

Come and play with us! Three experienced drama teachers will share useful drama tricks and activities to help you build cooperation, develop social skills, creativity and communication in your English lessons.

Judit has been an English teacher at ELTE Radnóti Miklós Secondary School, Budapest, ever since her graduation in 1993, and a drama teacher since 2013. She is also a teacher trainer and head of the English Department at her school. Her pet project is finding volunteer native (or non-native) English speakers to take part in the lessons and thus help students develop not only their speaking skills but also their intercultural awareness. She has been involved in several Comenius and Erasmus+ projects. She has been a member of IATEFL Hungary for over a decade and has enthusiastically attended several conferences as well as other events of the Association.

Milica Jošić-Milinović

STEAM On! Science, Technology, Engineering, Art and Mathematics for Language Learners

Students co-designing the curriculum – breaking the routine in university-level literature classes

This paper presents an idea on how to create a more motivating and stimulating literature classroom by inviting the students to take some part in the decision-making process when it comes to the curriculum, tested in the class of Contemporary American Literature at the English department at the University of Banja Luka.