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Contents
Index Page
Welcome from the IATEFL President ……………………………..…..…………................................. 2
Pre-Conference Events and Associates’ Day..………………………………………........................... 3
General Information…………………………………………………………………...................................... 5-11
What’s New?.............…………………………………………………………………..................................... 12
IATEFL Scholarships and Winners ........................................................................................ 13-18
Thank You to our Sponsors ............................................................……………………................ 19-21
Daytime Tours & Evening Events.…..……………………….....………............................................. 23-25
ELT Resources Exhibition Floorplan.……………………….....………............................................. On the Exhibition

divider
List of ELT Resources Exhibitors……………………....…………………………................................... 27
ELT Resources Exhibitors’ Details..…………………………………………………................................ 28-36
IATEFL Special Interest Groups (SIGs) Information…………………………………......................... 37
SIG Days ............…………………………………………………………………………………...…..................... 38-44
Conference Programme……………………………………..........…………………………………………........ 45-160

- Poster Presentations…………………………………………...............…………………………....………. 45-49
- Tuesday 20 March ….………………………………………………………….................……...……......... 51-80
Page for your notes…..………………….………………...……………...…………..................………... 81
- Wednesday 21 March ..……………………………………………………………...……........................ . 83-115
- Thursday 22 March .....………….……………………………………………………..................... . ........ 117-146
- Friday 23 March .…………..…....………………………………………………….......................... ........ 149-160
Quick Reference pages..……………………………………........……………………………………....... ........ 161-198

- Areas of Interest……………………………………………...……………...…………..................……….. 161-168
- Index of Presenters…….……………………...………………………………………………...................... 169-179
- Abbreviations, Acronyms and Initialisms for the IATEFL conference……………………….... 180-181
- IATEFL Committee Members, Volunteers & Staff…………….........………………................... 182-183
- AGM Agenda & Reports…………………………….....……………………………………….................... 184-194
- Conference Feedback Form…………………………………………………………………….................. 195-196
- Day planner (for you to fill in sessions you wish to attend)....………………………….……...... 197-198
Maps of the SECC and the Crowne Plaza Hotel ............................................................ .. .. .. .. 199-204
Conference Overview Pages…………………………………………………………………………................. i-iv
This Conference Programme is sponsored by Collins ELT Buy a badge – Show you care
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Welcome from the IATEFL President
Welcome to Glasgow, and welcome to the 2012 IATEFL conference! Whether you are an
IATEFL-veteran or this is your first time at our conference I’m sure there will be a lot to
keep you busy, get you thinking, and entertain you over the next few days.
As usual we have a programme bursting at the seams: How-To sessions first thing in the
morning (including one on how to make the most of the conference); five interesting and
exciting plenary sessions; around 500 talks, workshops, debates and symposiums; and
last but by no means least evening social events to let you connect with like-minded
individuals from around the world.
If you’d like to get an overview of new books, exams, online materials and more, why not
browse the exhibition where over 50 organisations will be happy to bring you up-to-speed
on latest developments. While you’re there why not drop by the IATEFL stand and meet
some of the Special Interest Group coordinators, Associate representatives and other
volunteers and members? And if you’re on the lookout for a change of direction or a new
challenge why not visit the Jobs Market and see if there’s a new opportunity awaiting you.
As you can imagine an event of this size has taken quite some effort to put together. I’d
like to thank in particular the Conference Committee for their dedication and hard work,
the staff in our Head Office who have been preparing for this week for the best part of the
year, and our local committee whose knowledge of the location is invaluable in planning
the local events.
A big thank you is also due to the British Council who have made Glasgow Online
possible, allowing many thousands of people who are unable to attend in person to take
part from every corner of the world.
And finally, if this programme gets a bit too heavy for you and you’d prefer to have all of
the information on your smartphone, why not download the iOS or Android app now. Not
only will you be able to see details of all the sessions and build your own events planner,
you’ll also be able to connect with other users of the app via Twitter, Facebook or
LinkedIn; you might even find yourself sitting next to someone who shares the same
interests as you right now!
I hope you enjoy the conference, and look forward to bumping into you in one of the
sessions or online.
Buy a badge – Show you care

Eric Baber
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Pre-Conference Events & Associates’ Day
Pre-Conference Events (PCEs)
Pre-Conference Events (PCEs) held on Monday 19 th March were specifically for delegates who wish to concentrate
on a particular topic. PCEs are planned as professional development days and participants receive a certificate of
attendance.
Please visit www.iatefl.org for details on next year’s Pre-Conference Events (details online from June 2012) and
for details on all other SIG events, held throughout the year throughout the world.
This year, the Special Interest Groups who organised Pre-Conference Events were:
Business English on English as a Lingua Franca – what should we be teaching?
English for Specific Purposes on Cutting-edge developments in teacher education, materials design, and assessment
and testing in ESP and EAP
ES(O)L on ESOL and family, society and work: preparing learners for participation
Global Issues on From theory to practice: bringing y(our) global issues into class
Leadership & Management on Developing people through effective performance management
Learner Autonomy on Autonomy in action – across borders
Learning Technologies on Challenges and limitations in MALL
Literature, Media & Cultural Studies on Glasgow literature, Glasgow film
Pronunciation on Masterclass in teaching pronunciation
Research on How to combine teaching and researching: focus on learners and classroom language learning
Teacher Development on Drama techniques for creative teaching
Teacher Training & Education on Teacher training and education worldwide: sharing experiences
Testing, Evaluation & Assessment on The art of assessing writing
Young Learners and Teenagers on The younger, the better?
IATEFL Associates’ Day

(sponsored by University of Cambridge ESOL Examinations)
IATEFL has around 100 Associate Members. An Associate is another Teacher Association (TA) that has entered into a
mutually beneficial relationship with IATEFL. A benefit of becoming an Associate lies in linking up to a network of
international TAs, and through this, a network of language educators from all over the world and from a range of
diverse backgrounds and nationalities.
The Associates' Day on 19th March is a chance for representatives of these TAs to get together and discuss matters of
common concern. One of the overarching aims of most TAs is to build professional communities.
We thank our sponsor, University of Cambridge ESOL Examinations, for this opportunity.
We recently held a competition where WMS members were invited to send in 30-second video clips of themselves
stating what WMS membership had meant for them. The winners would receive a prize of up to £1,000 towards their
expenses for attending this annual conference in Glasgow. Thanks are due to all members who took the trouble to
send in entries and we are sorry that we couldn't have more winners. We had 14 entries, and short listed three. The
winner was chosen at the Coordinating Committee meeting in November, and we are pleased to announce that the
competition was won by mother and daughter team, Mirjana Micetic (daughter) and Irena Micetic (mum) of the
Associate organisation in Croatia, HUPE. Their video clip will be shown on the IATEFL stand. Many congratulations to
Mirjana and Irena!
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Visit us at Stand 54
A leading provider of English Language
and Performing Arts Qualifications
Trinity College London is proud to sponsor two IATEFL

scholarships this year.
These scholarships enable professionals in the field to present their work to
a wider audience by conducting a session at the IATEFL annual conference.
An award of £1,000 + IATEFL membership and conference registration fees
will be made to the winners of each category.
Congratulations to the 2012 winners!

Please come along to their presentations at the IATEFL 2012 Conference:
Q Trinity College London Language Exams Scholarship
Yuliya Siderova from Bulgaria:
ESP test design — a challenge to the ELT practitioner
Q Trinity College London Teacher Trainer Scholarship
Tarun Kumari Kharbamon from India:
Peer translating — a teacher’s strategy in difficult circumstances
Please look on IATEFL agenda for further details
www.trinitycollege.co.uk Charity no: 1014792
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General Information
GENERAL INFORMATION, SCHOLARSHIPS & SPONSORS
The following pages contain –
Pages 5-11 - General information
Page 12 - What’s new?
Pages 13-18 - Scholarships and this year’s winners
Pages 19-21 - Conference sponsors

General Information
General information
Welcome
Welcome to this year's IATEFL international conference in Glasgow.
The annual conference is best known for its friendly and relaxed atmosphere, where ELT professionals from
around 100 countries are able to network, discuss and socialise.
You can enjoy five plenary sessions, five signature events and around 500 sessions consisting of talks,
workshops, posters, symposiums, SIG open forums and more.
Registration and exhibition opening times

Registration Exhibition
Monday 1030-1800
Tuesday 0800-1730 Tuesday 0830-1730
Wednesday 0830-1730 Wednesday 0830-1730
Thursday 0830-1730 Thursday 0830-1730
Friday 0830-1200 Friday 0830-1200
Registration
Your name badge entitles you to access all sessions and evening events. Please note the room capacity for each
session, shown in the left-hand column of the presentation pages. Access to sessions is strictly by badge only
and is on a first-come-first-served basis. The ELT resources exhibition (in Hall 2) is open to all.
Catering
A complimentary tea/coffee will be served in the exhibition hall during the coffee breaks (see catering locations
on the exhibition floorplan – on the Exhibition divider).
During the lunch break there will be hot and cold food served just outside Hall 2 in the concourse. All food will
be offered on a cash basis.
Catering and bar facilities are available in the main concourse and in the Crowne Plaza hotel throughout the day
for delegates to purchase snacks and drinks at other times.
Administration
Photocopying facilities are provided by the SECC venue staff at the Business Centre/Information Desk located on
the concourse. Copies will be charged at 10p per A4 page and 13p per A4 colour page (no OHP transparencies).
We regret that no responsibility can be taken by IATEFL or the SECC in the event of machine failure.
Conference photography
The conference supplement photographer will be taking photographs for use in the post-conference supplement
for Voices , on the cover of Conference Selections , on our website, and possibly in other advertising and
promotional materials. The photographer will seek permission before photographing individuals. If you do not
wish your photograph to be used, please inform the photographer at the time.
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General information
Information desk
IATEFL’s information desk (sponsored by Trinity College London) will be staffed by our
stewards during the registration opening times to assist with general information about the
conference.
Messages
Message boards will be located in Hall 1 near the registration desk. You are welcome to leave messages for
other delegates. Please look frequently at the message boards for any messages which may have been left for
you.
Please also keep checking the presentation message boards, also located near the registration desk, for
changes and cancellations to the programme.
Collection for WMIS – global initiative

Following our success last year in Brighton, where we raised over £900, we are happy
to sell the newly-designed badge in Glasgow for the Wider Membership Individual
Scheme.
To help IATEFL raise more funds for the scheme, delegates have the opportunity at
conference to buy a badge to show their support. A minimum donation of £2 is required,
but we are very happy to accept larger donations!
Badges will be available at our IATEFL registration desk and our IATEFL exhibition
Buy a badge – stand and delegates will be wearing their badges with pride.
Show you care The Wider Membership Individual Scheme, launched in 2007, is designed to enable
individual IATEFL members to sponsor memberships for colleagues in the less
economically developed world where there are no local TAs who are Associates of
IATEFL.
A number of members of the profession agreed to be scheme founders and started a
fund which we use to match members’ donations. So by donating £48 you can enable a
teacher to become a full IATEFL member for two years. However, smaller donations
are also very welcome – so buy a badge to help make this initiative a success.
ELT resources exhibition

There is an ELT resources exhibition, open to all for the length of the conference, showing the latest published
materials, teaching resources and equipment, computer software and services. Do take time to visit and re-visit
the exhibition stands during the conference. You do not need to register to access the exhibition.
Look out for the competitions, discounts and, maybe, freebies! See our exhibitors’ details on pages 27-36. The
exhibition is open from 0830 to 1730 Tuesday to Thursday and from 0830 to 1200 on Friday. For safety and
security, please do not try to enter the exhibition outside these times.
Delegates will be given a quiz sheet to complete if they wish for the chance to win a free registration at the 2013
IATEFL Conference in Liverpool. The clues will guide you to visit the participating exhibition stands!
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General information
Internet lounge
The Cambridge English Teacher Internet Lounge is sponsored by University of
Cambridge ESOL Examinations. IATEFL is most grateful to them for providing the
financial support to offer this opportunity. The Internet Lounge is situated in a prime
position in the exhibition area and will be open throughout the exhibition opening times.
As well as checking emails and the web, the Internet Lounge is a great place to play an
active part in Glasgow Online (http://iatefl.britishcouncil.org/2012).
Annual General Meeting

The IATEFL Annual General Meeting will be held in Lomond on Wednesday from 1225 to 1330. All members are
invited to attend. AGM Reports are located on pages 185-194. The AGM Agenda is located on page 184.
IATEFL jobs market

Now in its third year, the Jobs Market offers a unique space where top organisations can find and recruit highly-
qualified teachers and ELT professionals from around the world. The Jobs Market offers opportunities for both
recruiters and jobseekers.
Whether you are actively looking for a new role in ELT or simply just want to see what’s out there, the IATEFL
Jobs Market is the perfect place to start. Jobseekers can review current vacancies from a range of employers,
discuss a career or location move with company representatives and, for many posts, submit applications and
have interviews on site.
The IATEFL Jobs Market is free for everyone. Visit us on stand 47-48.
The Jobs Market demonstrates our commitment to support our members in their own professional
development, as well as our aim to extend our reach and bring new members into the IATEFL community.
Thank you to our IATEFL local conference committee

IATEFL is extremely grateful for the help given by local ELT friends from the Glasgow area.
Fenanda Bersabe, Sharon Chalmers, Andy Cowle, Cathy Crawford, Celia Fisher, Marilena Ireland, Carol Irvine,
Marion Kirby, Adell Mitchell, Janvier Nkurunziza and Mandy Watts.
Their local knowledge has been invaluable and we thank them for their support over the past year.
Conference app
This year we have launched a conference app for iPhone/iPad and Android phone users.
The app allows you to: browse and search the conference programme; select individual
sessions and add them to a conference planner; view a map of the conference venue and
help you navigate the event; see what others are saying about the conference via an
integrated Twitter channel; share your location and thoughts via a variety of social media
connections; access the IATEFL Online site; and more.
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General information
The IATEFL Conference Farewell

Thanks to the sponsorship from ETS TOEFL® & TOEIC®, we are able to offer delegates a snack
before they leave the conference. All who attend the final plenary session and closing, from
1340 to 1500 on Friday, are welcome to join us as we say farewell until Liverpool 2013!
Glasgow City Marketing Bureau

Glasgow City Marketing Bureau will be in attendance at the conference, situated in Hall 1, and will have details
on local events, local cuisine, things to do and see, travel information, etc. IATEFL thanks Glasgow City
Marketing Bureau for their help. They will be in Hall 1 at the following times: Tuesday 0830-1730, Wednesday
1030-1130, Thursday 1100-1200.
Cloakroom
There are cloakroom facilities located in the main concourse near Hall 1. The cost is £1 per item. The
cloakroom closes 30 minutes after the last session each day. On Friday a left luggage area will be set up to
accommodate your suitcases too (£1 per item). A sign at the cloakroom will let you know the location of this
area.
Certificates of attendance
Certificates of attendance, sponsored by Mailability, will be available for you to print. Please
see page 12 for details.
General
Please turn your mobile phone/cell phone off during sessions.
Since 2007, smoking is prohibited inside all buildings in the UK.
We regret that no responsibility can be taken by IATEFL for the loss of personal belongings or for accidents.
Important Programme note

This Conference Programme contains full information on the academic sessions. This information replaces the
provisional Preview of Presentations listed in the Preview Brochure that you received earlier this year. The
information contained in the Preview Brochure is no longer current.
Programme changes and cancellations

Changes made to the programme after the printing of this Conference Programme will be displayed on notice
boards located in Hall 1. Please check the presentation message boards frequently for last-minute changes and
cancellations.
-8-
General information
“How To...” track

These morning sessions aim to inform and support delegates across a range of areas they may be unfamiliar
with. The sessions will take place from 0815 to 0845, giving you time to get to the plenary sessions.
TUESDAY 20TH MARCH

0815-0845 in Alsh 1
How to get the most out of this conference with Susan Barduhn
This session is for new IATEFL conference participants as well as those of you who have attended many
conferences... but feel your experience could go deeper. We will analyze the programme, form learning groups
for those who wish to jigsaw their conference experience, and share conference time management tips.
0815-0845 in Alsh 2
How to Reflect on Research Talks at the Conference with Simon Borg
Many IATEFL conference sessions present research undertaken in various English language teaching settings.
This session highlights issues which conference participants might consider when reflecting on the research
they hear about during the conference and considering its relevance to their own professional contexts.
0815-0845 in Boisdale 1
How to write an article for a teachers’ magazine with Helena Gomm
The editor of English Teaching Professional will talk about the advantages of getting articles published, what
editors are looking for, how best to present your work, and how to increase the chances of having it accepted.
WEDNESDAY 21ST MARCH

0815-0845 in Alsh 1
How to give a presentation at an international conference with Catherine Walter
Giving a presentation can be a stressful experience. This session will give you ways of organising yourself before
your presentation and conducting yourself during your presentation to reduce that stress. The aim of the session
is to make your presentation a more satisfying experience for you and for your participants.
0815-0845 in Alsh 2
How to get published in an online magazine with Hania Kryszewska
In this session, the editor of Humanising Language Teaching website magazine will explain the types of
contributions you can make and the advantages of publishing online. We will look at some sample contributions,
brainstorm topics for possible articles and explore approaches that work most effectively.
How to move into language school management with Andy Hockley
This session will look at starting the transition from teacher to manager - including reasons why you might think
about making that move, ways of developing to prepare yourself to take on new responsibilities, and issues that
you might want to be aware of. Come and see what is involved.
THURSDAY 22ND MARCH

0815-0845 in Alsh 1
How to write successfully for IATEFL Conference Selections with Tania Pattison
Are you presenting at IATEFL? If so, you may write up your session for consideration for IATEFL’s annual
Conference Selections publication. The editor will provide guidance on how to prepare your report, will show
examples of past submissions that were accepted for publication, and will answer any questions you have.
0815-0845 in Alsh 2
How to move from being a teacher to becoming a trainer with Silvana Richardson
It is often a challenge to go from being a teacher to a teacher trainer. In this session, I will describe how you can
develop the skills and knowledge that you need for the role, as well as formal progression routes.
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General information
How to create a Personal Learning Network (PLN) with Nik Peachey
Having a healthy PLN can help you get new ideas, keep in touch with what's happening in the world and become
a key part of your professional development, but how do you create and maintain one? Come along and find out
how to make your PLN work for you.
FRIDAY 23RD MARCH

0815-0845 in Alsh 1
How to get published in a refereed journal with Keith Morrow
This session will look at why you might want to get published in an "academic" journal, and how to go about it. The
editor of ELT Journal will share tips and suggestions for getting your work in print.
0815-0845 in Alsh 2
How to get the most out of social media with Nicky Hockly
Wondering what social media such as Twitter, Facebook or Google+ have to do with teachers, school owners and
language teaching? Whether you're a teacher, trainer, DoS or school administrator, this session will help you think
about how to create and engage with online social networks.
How to get the most from your MA course with Shelagh Rixon
In this session I will draw on my experiences as an MA tutor and on the perspectives of some recent MA students,
collected by questionnaire and interviews. Themes will include 'How I chose my course', 'My worst mistake', 'What I
would definitely do again/never do again'.
Tribute session
The tribute session is an opportunity to remember colleagues who've died during the year since the last
conference. If you've lost a colleague or former colleague, you'll have an opportunity to say a few words in their
memory and, if you wish, to bring along a memento (book, teaching materials, etc.). Or you may just want to
come to the session to hear about colleagues who are no longer with us, and perhaps to add any memories you
may have.
The tribute session will take place on Wednesday 21st March from 1130 to 1215 in Shuna.
Symposiums
The symposiums are timetabled in the afternoons of the first three conference days. They are a chance to treat
one subject in depth, hear experienced voices on the topic and to stay with the same colleagues for the length of
the symposium. Once you have chosen a symposium and attended, please stay with it. The symposiums will not
work well if delegates pop in and out of them.
Interactive Language Fair

Introduced in Harrogate 2010, this is our third Interactive Language Fair, taking place on Wednesday from 1335
to 1535 in Forth. This is an event not to miss... and is the conference format of the future! 17 presenters race
through thumbnail outlines of presentations on a wide variety of topics and then invite you to explore their
interests with them, making use of posters, realia, handouts and a wide range of interactive computer and
paper-based materials. The topics explored include CPD and social networks, EAP, global issues, learner
autonomy, learning technologies and World Englishes in the language classroom, and include accounts of
classroom practice and summaries of research. A feast of presentations in a single two-hour interactive format.
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General information
Hornby scholar & alumni presentations
The name of A.S. Hornby is highly regarded in the ELT world, not only through his publications and ideas on
teaching methods but also through the work of the A.S. Hornby Educational Trust, set up in 1961. This was a far-
sighted and generous initiative whereby a large proportion of Hornby's income was set aside to improve the
teaching and learning of English as a foreign language, chiefly by providing grants to enable English teachers
from overseas to come to Britain for professional training.
On Tuesday, the Hornby scholars this year will present their experiences of how aspects of ELT work
successfully in very different contexts across the globe. Aspects to be explored include ways of teaching,
motivating learners, educational leadership and planning, and ELT materials design, and show what factors
support their success and help ELT work in action. The presentation, will be facilitated by Martin Wedell, Leeds
University.
The scholars this year are: Awgichew Arega Abebe, Getachew Melaku Yitbarek, Baka Timothy Hyua, Yosra
Hamid Abdelkareem, Hawpage Dona Bimali Niroshini, Mala Palani Palanichamy, Manisha Kundanmal Dak,
Evelin Amada Ojeda Naveda, Ricardo Llanos Garcia, Nargiza Kuchkarova, Akhter Jahan, Yohana Gratiana, Fadhel
Mohammed Ahmed Abdullah, Nadeem Abdulbaqi Abdullah Al-Murshedi
Two Hornby Alumni will also be presenting. They will present on new perspectives in ELT they have been
exploring following their Masters. The alumni are Laxman Gnawali (Kathmandu University, Nepal) presenting on
Showcasing a trainer preparation programme for ELT (on Wednesday) and Florence Muluh (Cameroon)
presenting on Overcoming the challenges of teaching speaking in a multilingual context (on Thursday).
British Council/IATEFL ‘Glasgow Online’

Online coverage of the 2012 Annual IATEFL Conference
We aim to make the conference accessible to many thousand more participants, both members and non-
members, through Glasgow Online. Remote delegates will be able to watch live video sessions and recorded
highlights of the conference on the Glasgow Online website and access a wide range of multimedia resources
including video, audio and PowerPoint presentations of the majority of the sessions. Online delegates will also
be able to participate in discussion forums linked to the main conference themes and post messages about
individual presentations.
Glasgow Online will also feature video interviews and a large photo gallery where at-venue delegates will be
able to share their thoughts and experiences with online delegates.
As coming to the conference in person isn’t possible for all members, we hope that Glasgow Online will give
online participants the opportunity to take part in much of the action of the face-to-face event.
This initiative, started at the 2007 annual conference, is brought about by collaboration between IATEFL and the
British Council in line with our aim of linking, developing and supporting ELT professionals worldwide. Our
sincere thanks go to the British Council for providing the infrastructure and human resources as well as the
generous support without which this initiative would not be possible.
How you can get involved
Whether you've brought your own laptop with you or you use the Internet Lounge, do consider playing an active
part in the day-to-day proceedings by sharing photos, tweets or your reflections if you have a blog of your own;
get involved with the forums, especially if you have a special interest dear to your heart.
Over 40,000 remote participants will get involved with live chats, twitter and may even be holding a local event in
their area with a teacher training focus around the online conference.
We hope you join in with IATEFL Glasgow Online to share your ideas on the IATEFL Glasgow Conference with
teachers from all over the world and be a part of one of the biggest online events for teachers of English.
Join in and follow all the action as it happens at http://iatefl.britishcouncil.org/2012

-11-
What’s new?
What’s new?
The conference app

This year we have launched a conference app for iPhone/iPad and Android phone users. The app allows you to:
browse and search the conference programme; select individual sessions and add them to a conference
planner; view a map of the conference venue and help you navigate the event; see what others are saying
about the conference via an integrated Twitter channel; share your location and thoughts via a variety of social
media connections; access the IATEFL Online site; and more.
Certificates of attendance
This year we are trying a new innovative ‘print on demand’ system for certificates of attendance. Just scan
your badge barcode and a copy of your certificate will be printed. In previous years we have pre-printed and
brought them with us and, unfortunately, returned back to head office with a large proportion of them. We are
hoping this new system will save time, money and trees and be a better service to our delegates. PCE
certificates will be emailed to PCE participants during early April.
The scanning station will be near the registration desk and you can print out your certificate at any time during
the conference when registration is open. Please note that the certificate printer will be closed at 10.00am on
Friday. We do hope that you find this new system works well for you.
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-12-
IATEFL scholarships and winners
The Scholarship Working Party

IATEFL has a Scholarship Working Party (SWP) whose job it is to raise scholarship funds, create new scholarships,
publicise the existence of the current scholarships to teachers worldwide, and select scholarship winners. The SWP
also works to improve the conference experience for scholarship winners and applicants. To these ends there is a
scholarship stand in the exhibition this year – located by the IATEFL stand – and someone from the SWP will be there
during the morning coffee break each day and on-and-off at other times to answer questions and receive generous
offers of sponsorship for new scholarships, so whether you are a current or past scholar, a potential applicant, or a
potential sponsor, do come along for a chat.
Scholarships
We now offer 26 scholarships to enable teachers, trainers and ELT professionals to attend the annual conference.
IATEFL thanks all of our scholarship sponsors for their generous support. Please visit www.iatefl.org/scholarships
from late May 2012 for details of how to apply for a scholarship to attend the 2013 conference in Liverpool.
The Consultants-E Online scholarship

This scholarship, funded by Consultants-E, is for teachers unable to attend our annual conference in person but who
participate actively in the online conference Moodle by making relevant and thoughtful postings. You do not have to
be a member of IATEFL to apply for this scholarship. The scholarship consists of a fully funded two-week online
course selected from the Consultants-E course list. Applications must be submitted within two weeks after
conference.
Please visit www.iatefl.org/scholarships for details of how to apply.
Brief details of each scholarship

Below are brief descriptions of all the scholarships but please visit www.iatefl.org/scholarships for full details:
Africa Scholarship - This scholarship enables teachers or teacher trainers from African countries to attend the annual IATEFL
conference.
BE SIG Facilitator Scholarship – Awarded to a teacher who is interested in starting up and facilitating local business English events
and contributing to BE SIG.
Cactus to Conference Scholarship - This scholarship is for a newly qualified teacher with between one and three years’ experience
in the ELT profession to come to conference.
Cambridge ESOL Best Practice in English for Academic Purposes Scholarship - A scholarship giving the opportunity for any
teacher involved with teaching EAP to attend the conference.
Cambridge ESOL Best Practice in Language Assessment Scholarship - The aim of this scholarship is to enable anyone with an
interest in language assessment to come to the conference.
Cambridge ESOL Best Practice in State Education Scholarship – A scholarship enables a teacher involved in state education to
attend the conference.
Cambridge ESOL Best Practice in Teacher Training Scholarship - This scholarship provides an opportunity for a teacher trainer
involved with the training and development of teachers to attend the conference.
Frank Bell Scholarship - This scholarship is run by the Bell Educational Trust in memory of their founder. The purpose of the
scholarship is to help teachers to attend IATEFL’s annual conference for the first time.
-13-
Gill Sturtridge First-Time Speaker Scholarship - This scholarship is awarded from the donations made in memory of Gill by her
family and friends in IATEFL. It is intended to encourage IATEFL members with between three and ten years’ experience in the ELT
profession to give their first talk at our annual conference.
Gillian Porter-Ladousse Scholarship - Gillian Porter-Ladousse was the driving force in setting up the IATEFL Teacher Training &
Education SIG conference fund to enable a trainer/trainee to attend our conference. After Gillian’s untimely death in 2002, the SIG
renamed the scholarship in her honour.
International House Global Reach scholarship - This scholarship has been set up to help teachers unable to benefit from cheap
airfares to reach the UK and attend the conference for the first time.
International House John Haycraft Classroom Exploration Scholarship - This scholarship, originally offered on a one-off basis for
Exeter 2008 by Jane Willis and Corony Edwards, has since been funded by International House in memory of their founder, John
Haycraft. The aim is to encourage teachers to embark on small-scale classroom exploration projects.
International House Training & Development Scholarship - This scholarship, funded by International House London, enables a
teacher trainer/developer to present at the IATEFL conference.
Latin America Scholarship - This scholarship was set up in 2009 with funds generated at the previous annual conference. This
scholarship brings a teacher or a teacher trainer from Latin America to the annual conference.
Leadership & Management SIG Scholarship - This scholarship enables a person in an ELT leadership/management role to attend
the conference.
Learning Technologies SIG Diana Eastment Scholarship - A scholarship to commemorate Diana Eastment, the founder of MUESLI
(now the LT SIG). The scholarship is open to all and enables the winner to attend the conference. The winner is expected to
become actively involved in the LT SIG.
Learning Technologies SIG Travel Scholarship - Funded by the IATEFL Learning Technologies SIG, this scholarship is open to LT
SIG members and assists the winner with travelling expenses to come and present at conference.
OISE Young Learners Scholarship - This scholarship is to enable a practising teacher of young learners (18 years old or younger) to
attend the conference and present for the first time.
Peter Hargreaves Scholarship - Sponsored by Cambridge ESOL, in memory of Dr Peter Hargreaves, this scholarship is open to
anyone who works in the fields of ELT or language assessment.
Pilgrims Humanising Language Teaching Scholarship - This scholarship is for a practising teacher who has recently explored a
person-centred approach in ELT and who will be a first time presenter.
Pilgrims Teacher Trainer Journal Scholarship - This scholarship is for a practising teacher or teacher trainer to lead a workshop
at the annual conference.
Ray Tongue Scholarship - This scholarship was set up in memory of Ray Tongue, an IATEFL Treasurer, with donations from many
colleagues and friends. It helps IATEFL members from the countries he worked in (Hong Kong, India, Indonesia, Malaysia,
Singapore, Sri Lanka and Thailand) to attend our conference and give a presentation.
Teacher Development SIG Articulating Development Scholarship - This scholarship is for a member of TD SIG to attend the
conference and undertake to write three short articles on their own development for the SIG newsletter.
Trinity College London Language Examinations Scholarship - This scholarship enables an ELT professional working in the field of
examinations development to present in the Testing, Evaluation and Assessment SIG Day.
Trinity College London Teacher Trainer Scholarship – A scholarship to enable a trainer working in the field of teacher qualifying
courses to give a talk or lead a workshop at conference.
W R Lee Scholarship - Bill Lee was the founder chairman of IATEFL and this scholarship, set up as a memorial to him, assists
IATEFL members from the countries he worked in (Czech Republic, Slovakia, Bulgaria, Romania, Poland and Hungary) to attend
and present at conference.
Please check www.iatefl.org/scholarships from late May 2012 for

information and to apply for a scholarship for our 2013 conference in Liverpool.
-14-
This year’s 33 scholarship winners are...
Africa Scholarship Winner Africa Scholarship Winner Africa Scholarship Winner
Catherine Zeh Moto El Hani Aissam Ester Monteiro

Cameroon Morocco Cape Verde
Cactus to Conference Scholarship Cambridge ESOL Best Practice in EAP Cambridge ESOL Best Practice in
Winner Scholarship Winner Language Assessment 2010
Scholarship Winner
Elizabeth Pinard Maggie Swannock Susana Dichiera

UK UK Argentina
Cambridge ESOL Best Practice in Cambridge ESOL Best Practice in State Cambridge ESOL Best Practice in
Language Assessment Scholarship Education Scholarship Winner Teacher Training Scholarship Winner
Winner
Cristina Rodriguez Emese Enyedi Ana Cabral

Spain Hungary Uruguay
Cambridge ESOL Dr Peter Hargreaves Frank Bell Scholarship Winner IATEFL BE SIG Facilitator Scholarship
Scholarship Winner Winner
Raluca-Dana Sarghie Marcos Koffi Ngoran Jennifer Verschoor

Romania Ivory Coast Argentina
-15-
IATEFL Gill Sturtridge First-Time IATEFL Gill Sturtridge First-Time IATEFL Gillian Porter Ladousse
Speaker 2010 Scholarship Winner Speaker Scholarship Winner Scholarship Winner
Bijoy Basu Clare Fielder Shyam Bahadur Pandey

Bangladesh UK Nepal
IATEFL Latin America Scholarship IATEFL Latin America Scholarship IATEFL Leadership & Management SIG
Winner Winner Scholarship Winner
Ronaldo Lima Jr Carmen Carmona Wiktor Kostrzewski

Brazil Chile Poland
IATEFL Learning Technologies SIG IATEFL Learning Technologies SIG IATEFL Ray Tongue Scholarship
Diana Eastment Scholarship Winner Travel Scholarship Winner Winner
Bruno Andrade Jitendra Kumar Singh Atanu Bhattacharya

Brazil India India
IATEL TD SIG Articulating Development IATEFL W R Lee Scholarship International House Global Reach
Scholarship Winner Winner Scholarship Winner
Michele Garcia Agnieszka Mirowska Baidy Dia

USA Poland Senegal
-16-
International House Global Reach International House John Haycraft International House John Haycraft
Scholarship Winner Classroom Exploration Scholarship Classroom Exploration Scholarship
Winner Winner
Sarita Dewan Sandy Millin Ana Ines Salvi

Nepal UK Argentina
International House Training & OISE Young Learners Scholarship Pilgrims Humanising Language
Development Scholarship Winner Winner Teaching Scholarship Winner
Blerta Mustafa Alicja Galazka Jennifer Ayzen

Kosovo Poland Israel
Pilgrims Teacher Trainer Journal Trinity College London Language Trinity College London Teacher Trainer
Scholarship Winner Examinations Scholarship Winner Scholarship Winner
Milada Krajewska Yuliya Siderova Tarun Kumari Kharbamon

Poland Bulgaria India
-17-
Scholarship winners presenting at conference
One of the true pleasures of the IATEFL Conference is the opportunity it provides to celebrate the work of
colleagues who have contributed to the professional lives of us all. These include the IATEFL scholarship
winners whose sessions are scheduled as follows:
The IATEFL BESIG Facilitator Scholarship winner, Jennifer Verschoor, whose talk on ‘Teaching Business English with
technology in Latin America’ takes place on Thursday at 1550.
The IATEFL Gill Sturtridge First-Time Speaker 2010 Scholarship winner,, Bijoy Basu, whose talk on ‘Critical pedagogy and
appropriation of English in ELT in Bangladesh’ takes place on Tuesday at 1650.
The IATEFL Gill Sturtridge First-Time Speaker 2011 Scholarship winner,, Clare Fielder, whose talk on ‘EAP study skills:
contrasting views on ‘what/where/when/how’ takes place on Thursday at 1430.
The IATEFL Gillian Porter-Ladousse Scholarship winner, Shyam Bahadur Pandey, whose talk on ‘Mentoring in ELT: first-
hand or hoary fashion?’ takes place on Tuesday at 1605.
The IATEFL Leadership & Management SIG Scholarship winner, Wiktor Kostrzewski, whose talk on ‘From chefs to ninjas:
habits in TEFL management’ takes place on Wednesday at 1610.
The IATEFL Learning Technologies SIG Diana Eastment Scholarship winner, Bruno Andrade, whose talk on ‘Technology
speaks volumes: enhancing integration, participation and speaking abilities’ takes place on Tuesday at 1650.
The IATEFL Learning Technologies SIG Travel Scholarship winner, Jitendra Kumar Singh, whose talk on ‘Collaborative e-
learning and m-learning (ME-learning) management’ takes place on Tuesday at 1605.
The I ATEFL Ray Tongue Scholarship winner, Atanu Bhattacharya, whose presentation on ‘ALE, VLE and affordance:
gibberish or possibilities? View from India’ takes place on Friday at 1140.
The I ATEFL W R Lee Scholarship winner, Agnieszka Mirowska, whose talk on ‘A reflective approach in developing
communicative skills in advanced learners’ takes place on Wednesday at 1655.
The International House John Haycraft Classroom Exploration Scholarship winners, Ana Ines Salvi, whose talk on
‘Combining autonomy-oriented pedagogy and practitioner research via exploratory practice’ takes place on Wednesday at
1025, and Sandy Millin, whose talk on ‘Go online: encouraging your students to use internet resources’ takes place on
Wednesday at 1755.
The International House Training & Development Scholarship winner, Blerta Mustafa, whose talk on ‘Lessons learned from
beginning teachers’ experiences: perspectives on teacher development’ takes place on Thursday at 1550.
The OISE Young Learners Scholarship winner, Alicja Galazka, whose workshop on ‘Empathetic teaching through drama in
the ELT classroom’ takes place on Tuesday at 1215.
The Pilgrims Humanising Language Teaching Scholarship winner, Jennifer Ayzen, whose talk on ‘The importance of
teaching higher order thinking skills (HOTS)’ takes place on Tuesday at 1400.
The Pilgrims Teacher Trainer Journal Scholarship winner, Milada Krajewska, whose workshop on ‘Drill thrills. Engaging
grammar drills for adults’ takes place on Tuesday at 1735.
The Trinity College London Language Examinations Scholarship winner, Yuliya Siderova, whose talk on ‘ESP test design -a
challenge to the ELT practitioner’ takes place on Wednesday at 1610.
The Trinity College London Teacher Trainer Scholarship winner, Tarun Kumari Kharbamon, whose talk on ‘Peer
translating: a teacher’s strategy in difficult circumstances’ takes place on Tuesday at 1400.
We hope you'll show your support by attending these sessions if you can. IATEFL is delighted to be associated
with the awards that recognise their achievement. Good luck to all of them, and many congratulations!
-18-
Thank You to our sponsors
IATEFL Glasgow saw the launch of a new and exciting sponsorship programme. In the past, individual
items have been sponsored; we are now pleased to offer Platinum, Gold, Silver and Bronze packages as
well.
The IATEFL annual conference is a fantastic platform to showcase your brand, products and services to
educators, researchers and students in the field of ELT, and these packages are designed to maximise
the exposure and impact that your brand can make on our conference attendees.
IATEFL is most grateful for the financial support from all these sponsors. We are always looking for new
sponsors and new ideas to be sponsored to enable IATEFL to host a memorable conference for our
members and delegates. If you are interested in sponsoring a part of IATEFL's next Annual Conference
in Liverpool, April 2013, please see Alison Wallis, IATEFL Marketing & Sponsorship Officer, at
conference or contact her at the IATEFL Head Office on awallis@iatefl.org
IATEFL would like to thank and acknowledge the following sponsors

for their generous contribution to the success of this conference:
PLATINUM SPONSORS
British Council for sponsoring Glasgow Online

The British Council is the UK’s cultural relations organisation. We provide global access to English for teachers and
learners through classroom teaching and online resources. We make UK qualifications available in over 100 countries.
Join us at: our stand to find out more about the British Council offer and to try out our latest teaching resources; our
networking event at 1840 on Tuesday in the Crowne Plaza hotel; and the Extensive Reading Foundation Reception and
Awards Ceremony at 18.45 on Wednesday in Clyde.
Collins ELT for sponsoring the Conference Programme & Bookmark, a Day Planner page, the Speaker
Quiet Room and a joint evening event
Welcome to Glasgow, home of Collins since 1819. Come and see us at stands 26/27 to benefit from a 20% IATEFL discount
and find out all about the brand new Collins and COBUILD ranges for business, exams, and general English. Celebrate the
launch of our Agatha Christie Readers with us by taking part in our Agatha Christie Murder Mystery, and win a hamper full
of our favourite HarperCollins books, e-books and a Kindle. We’re looking forward to seeing you!
ETS TOEFL® & TOEIC® for sponsoring the Conference Bags, Conference Farewell Snacks, the Wednesday
Overview Page at the back of the Programme and the Preliminary Online Conference Brochure (June-
December 2011)
Nonprofit ETS is the world’s largest educational research and assessment organization. ETS is dedicated to providing fair
and valid assessments (including the TOEFL® and TOEIC® tests), research, and related products and services to help
educational institutions make informed decisions concerning admissions, awards, and placement; facilitate teaching and
learning; and provide useful information to the public on the quality of programs and services. Please stop by stand 52 to
learn more about the TOEFL® and TOEIC® tests or visit www.ets.org.
-19-
University of Cambridge ESOL Examinations for sponsoring the SVA Dinner on 18th March, Associates’
Day on 19th March, the Thursday Overview Page at the back of the Programme and the Internet lounge
University of Cambridge ESOL Examinations (Cambridge ESOL) develops and produces Cambridge English exams – the
most valuable range of qualifications for learners and teachers of English in the world. Over 3.3 million people take our
exams each year in 130 countries. Around the world, more than 12,000 universities, employers, government ministries
and other organisations accept our qualifications. Cambridge ESOL is a not-for-profit department of the University of
Cambridge and part of the Cambridge Assessment group.
GOLD SPONSOR
IELTS for sponsoring the Delegate Badges & Lanyards, the Stewards and the Tuesday Overview Page at
the back of the Programme
IELTS is the world's leading English language test; delivered in over 130 countries and recognised by over 6000
organisations. Last year more than 1.5 million candidates took IELTS to demonstrate English language proficiency for
education, migration or employment. The British Council, IDP: IELTS Australia and the University of Cambridge ESOL
Examinations jointly own IELTS - their program of academic research, test development and validation ensures it remains
the expert test, recognised and trusted worldwide.
SILVER SPONSOR
The Scottish Government for sponsoring the IATEFL Jobs Market and raffle prize
The Scottish Government is delighted to sponsor the Jobs Market at the IATEFL conference in Glasgow. The Adult English
for Speakers of Other Languages (ESOL) Strategy for Scotland was launched in 2007 and aims to provide a blueprint for
the direction and structure of publicly-funded ESOL provision in Scotland. The website esolscotland.com contains
information on national ESOL developments in Scotland, including resources, information about ESOL courses for
learners and professional development for practitioners.
-20-
BRONZE SPONSORS
Macmillan Education for sponsoring the Preview Conference Brochure (December 2011-March 2012)
Macmillan Education and Macmillan English Campus are thrilled to be at IATEFL Glasgow this year. Visit our stand to
enjoy 20% off selected titles, explore our new and exciting Digital offerings, browse our award-winning books, check talk
times, or just chat to our lovely and informative staff. We’re always finding ways to improve, so drop by the Macmillan
stand to browse and engage with all of our new products... and make sure you find out about our party on Wednesday...
everyone’s invited!
Pilgrims for sponsoring the Glasgow IATEFL Conference Selections (published January 2013)
Pilgrims runs one and two week courses to motivate and inspire teachers. We also run courses and workshops in your
country. We publish two magazines, The Teacher Trainer Journal (www.tttjournal.co.uk) and Humanising Language
Teaching (www.hltmag.co.uk). Come and see us at our stand to discuss what we can do together!
GENERAL SPONSORS
IATEFL is also grateful to the following general sponsors for their generous contribution:
Crowne Plaza Hotel Glasgow for sponsoring subsidised hotel rooms for the plenary
speakers, IATEFL staff and president.
D. Isom Print for sponsoring the conference posters and signage around the venue.
English Speaking Board for sponsoring the participant list.
Mailability for sponsoring the delegate certificates of attendance
Pearson for sponsoring the Pecha Kucha evening event
Scottish Qualifications Authority for sponsoring the coffee breaks on Tuesday
telc – language tests for sponsoring the coffee breaks on Wednesday, Thursday &
Friday
Trinity College London for sponsoring the information desk.
-21-
Join us on
Tuesday 20 March Wednesday 21 March
British Council Signature Event: British Council Publication Launch –
Global Primary ELT Issues Managing Change in ELT:
With Gail Ellis and John Knagg Lessons from Experience
Venue: SECC Come and join in the discussion
Time: 1730–1840
Extensive Reading Foundation
British Council Networking Event: Reception and Awards Ceremony
Our launch of LearnEnglish Teens website Hosted by Jeremy Harmer
Venue: Crowne Plaza Hotel Venue: Clyde Auditorium
(next to the SECC) Time: 1845–1945
Time: 1840–2100 Supported by the British Council
Check out British Council sessions

on topics ranging from online teacher
training to research, mobile learning
and digital literacy.
Meet us at our stand (22) to find out
more about what the British Council has
to offer you and to try out our latest
products for teachers and learners.
Glasgow Online
Follow live sessions at the conference
via the Glasgow Online website:
http://iatefl.britishcouncil.org/2012
www.teachingenglish.org.uk www.britishcouncil.org/learnenglish www.britishcouncil.org/learnenglishkids
-22-
DAYTIME TOURS AND EVENING EVENTS
Don’t forget to take time out to relax!
Evening Events
Tours and
The following pages contain information on –
- Tours for delegates

(bookable on a first-come-first-served basis)
- Our evening events

(open to all conference attendees)
Tours and
Evening Events
Daytime tours & evening events
Daytime tours
IATEFL has organised the following tours on Tuesday, Wednesday and Thursday to a selection of local
attractions. Places are limited. Tickets will be issued on a first-come-first-served basis.
Coach trip to Loch Lomond

Tuesday 20th March – 1100-1600
Cost: £10
Number of places: 48
Places can be booked and paid for at the IATEFL Registration Desk.
Meet at the ‘Meeting Point’ at the main entrance of the SECC. Coach leaves promptly at 1100.
Coach trip to the Hunterian Museum, Glasgow Transport Museum and Charles
Rennie Mackintosh House for An Art Lover Museum
Wednesday 21st March – 1100-1700
Cost: £14
Coach trip to the Glengoyne Whisky distillery

Thursday 22nd March – 1400-1700
Cost: £10
Evening events
Monday 19th March

Civic Reception (provided by Glasgow City Council)
at 1800 hours at the Glasgow Science Centre
Glasgow City Council is delighted to host a Civic Reception to offer delegates a welcome to Glasgow and to
Scotland. IATEFL President, Eric Baber, will welcome you to the conference.
Entry by conference badge only. Please register first at our registration desk in the SECC.
-23-
Tuesday 20th March
British Council
1840-2100 in Argyle, Crowne Plaza
The British Council will be hosting a networking reception to launch our brand new website – LearnEnglish Teens.
This new website is aimed at teenagers around the world who are learning English as a foreign language and will
accompany the popular LearnEnglish, LearnEnglish Kids and TeachingEnglish websites. All delegates are very
welcome.
Collins ELT Scottish Shindig

1900-2130 at the University of Glasgow, Hunterian Museum
Welcome to Glasgow, home of IATEFL 2012 and the home of Collins Publishers since 1819! We at Collins ELT
would like to invite IATEFL delegates to join us at an authentic Scottish shindig where you will be treated to local
cuisine and tipple, and the sound of a pipe band. Tickets will be allocated on a first-come-first-served basis from
the Collins ELT stand. For more details about our exciting new publications, go to www.collinselt.com
Macbeth’s Murderous Mayhem, and other stories

1930-2030 in Clyde
A Shakespeare extravaganza presented by David, Hilary and Ben Crystal.
We are very pleased to give you the opportunity to see our Patron and family portraying some Scottish themes in
literature.
Celebrating 50 years of Teacher Training with International House

1930-2100 in Forth
The first teacher training course was devised by John and Brita Haycraft and launched in International House
London 50 years ago. Join us for an informal event to mark 50 years of teacher training with International House,
with some memories, some conversation, and some VERY interesting people! Invitations available from the IH
London stand.
Oxford University Press & ELTchat Social Networking & Golden Giveaway
from 2000 at Horton’s Bar & Kitchen
Are you trying to expand your Personal Learning Network? Do you know about ELTchat? Come and meet the
forward thinkers in social media and grow your connections. Food will be provided, as will our special gold
cocktail, and there’ll be a chance to win some prizes. More information on the OUP stand, or follow @oupeltglobal.
Venue: Horton’s Bar & Kitchen, 92 West George St, Glasgow G2 1PH.
Wednesday 21st March

Extensive Reading Foundation Reception and Awards Ceremony
1845-1945 in Clyde
Hosted by Jeremy Harmer, who will present the 2011 Language Learner Literature Awards and the John Milne
Innovation Award to Robert O’Neill. Sponsored by the British Council, IATEFL, Black Cat, CUP, Helbling,
International Language Teaching Services, Macmillan, OUP and Pearson.
Cambridge University Press English Grammar in Use 4th edition Drinks Reception
1900-2030 at the Hunterian Museum
Cambridge are delighted to invite you to a drinks reception at the Hunterian Museum to celebrate the 4th edition
of the world's favourite grammar book - now online! Guest of honour Raymond Murphy. Open to all delegates but
tickets allocated on a first come, first served basis. Please collect your invitation from the Cambridge stand.
-24-
Oxford University Press English File third edition Launch Party
1900-2030 at the Glasgow Science Centre
Celebration of the launch of English File third edition, an evening full of things that will get you talking. Open to all
delegates. Join us for drinks and nibbles at the Glasgow Science Centre. Come to our stand for more information
or look for details on twitter @oupeltglobal.
Macmillan goes mobile!

1900-2130 at The Ferry, Anderson Quay
This year the Macmillan Party is designed to get you moving in more ways than one… Scottish dancing, drinks,
nibbles and fun, AND everyone is invited! Venue: The Ferry, Anderson Quay (we’ll show you the way!) Come to our
stand to find out more…
Seal Skins, Elf Kings, Singing Bones and Stranger Things

1930-2100 in Forth
A celebration of Scottish tales with storytellers Andrew Wright and David Heathfield. Pull up a chair and lend your
ears as tales of wonder, wit and weirdness wend their way through twilight.
Thursday 22nd March
Voices of Spring
1900-2000 in Alsh 1
The perfect way to end your day and let your hair down. Nikolina Korecic, lyric coloratura soprano or Croatian
nightingale, will lead you through activities to help you relax and re-energize for the end of the conference. We
will do some vocal warm-ups, breathing and visualization exercises. Finally, each of us will share some of our
national chants. Come to this enchanting world of senses where reality seems to fade away, and you are in a
perfect harmony with the universe.
Pecha Kucha sponsored by Pearson

1930-2130 in Clyde
This year's IATEFL Pecha Kucha evening will be facilitated by Jeremy Harmer. By now you should know the
format: each speaker is allowed a slideshow of 20 images, each shown for 20 seconds, giving a total presentation
time of 6 minutes and 40 seconds before the next speaker is up. This year's Pecha Kucha features several new
speakers and the enjoyment will be the same as ever. Do not miss this event!
The IATEFL International Quiz evening

2000-2200 in Forth
Come along to the now infamous IATEFL Quiz. Pit your wits against your colleagues from around the world. Drink,
make friends and see just how much you know (or don't) about the world we live in (or is it on?). There'll be prizes
and lots of FUN had by all. So come and join your host for the evening - Adrian Tennant - for yet another chaotic
night!
-25-
full assessment
mobile online
diagnostics
There’s
something new
videos coming blended learning
to grammar...
immediate feedback
d d b k
blended learning mobile
immediate feedback
online videos diagnostics
full assessment
Bring this page to Pecha Kucha

for an exclusive gift.
-26-
EXHIBITION
The exhibition floorplan below shows the locations of stands with

stand numbers.
The following page lists exhibitors numerically by stand number to

make sure you find them easily.
This section contains details of all exhibitors, entries listed alpha-

betically by exhibitor name.
Exhibition
Hot & cold food
on sale during the lunch breaks
CONCOURSE
Male
Coffee Point Female
Toilet
Toilet Male
Toilet
Exhibitor Posters
Female Female
Toilet Toilet
Male
Toilet
Recycling
Information Desk
Certificates of Registration
Poster Presentations
Attendance Desk
Delegate
Bag
Collection
Catering
Pod
Interviewing
Jobs Market
Exhibitor Posters
Coffee Point
Your
Y o career
our ca
areer
sta rts here
starts here
February
ary February
ry Summerr
2012 2012 2012
Exhibition
a ‘Lecture and seminar’ strand specifically focused on listening

skills in academic contexts, based on University of Cambridge
seminars anand lectures.
nd lectures.
Martin Hewings
a Integrated skills appr
approach
oach with each unit
u covering all four skills.
will be giving a a Flexible stru
structure
ucture allows teachers to dip
d in and out to focus on
presentation on aareas
particular ar different
eas to suit courses of dif
fferent lengths, as well as
English for following tthe from
he course fr finish
om start to fin ish
Academic Purposes on
Wednesday 21 March.
a PLUS! Thee DVD available with the co
course
ourse contains authentic
lectures
lectures by rrenowned
enowned speakers such as
a David Crystal, seminars
Find out more at the
pops
and vox po about
ops of students talking about their own experiences
Cambridge Stand (23).
university
of universit
ty life.
informattion on Cambridge Academic Engl

For more information
For English
lish, please contact your
local Cambridge representative,
r
representative, or visit www.cambridge.org/elt/academicenglish
www.cambrridge.org/elt/academicenglish
www.cambridge.org/elt/academicenglish
www.cambrid
dge.org/elt/academicenglish
h
List of ELT resources exhibitors
Centre IATEFL 26-27 Collins ELT

Centre IATEFL Associates 28 Bournemouth English Book Centre
Centre IATEFL Scholarship Working Party 29 Net Languages
1 MONDIALE-Testing GmbH 30 English Language Bookshop
2 Norwich Institute for Language Education 31 University of Exeter
3 RendezVu - ExamSpeak 32 English UK
4 SATEFL 33 Pavilion Publishing
5 Express Publishing 34 Global ELT
6 LCL International Booksellers Ltd 35 International House London
8 GrowStoryGrow Ltd 36 City & Guilds International (Hungary) KFT
9 University of Stirling, CELT, School of Education 37 National Geographic Learning
10 Pilgrims 38 Helbling Languages
11-12 telc - language tests 39+41 Garnet Education
13 Black Cat Publishing 40 English360 Ltd
14 King’s College London 42 Macmillan Education
15 St Giles International 43 Oxford University Press
16 Live Language 44 University of Cambridge ESOL Examinations
17 Worldteachers 45 IELTS
18 Liverpool Convention Bureau 46 IATEFL Local Conference Committee
19 University of Glasgow, Language Centre 47-48 IATEFL Jobs Market
20 The New School – MATESOL Program 49 Richmond
21 Scottish Qualifications Authority 50-51 Pearson
22 British Council 52 ETS TOEFL® & TOEIC®
23 Cambridge University Press 54 Trinity College London
24 Teachitworld 55 ELI Publishing Ltd
25 Bell Educational Trust
Our exhibitors were given the opportunity to post materials on the Glasgow Online website. Check out our
virtual conference site at http://iatefl.britishcouncil.org/2012.
The exhibition is open from 0830 to 1730 Tuesday to Thursday and from 0830 to 1200 on Friday. For safety and
security, please do not try to enter the exhibition outside these times.
-27-
ELT resources exhibitors’ details
Bell Educational Trust (Stand 25)
Red Cross Lane, Cambridge, CB2 0QU, UK
Come and visit our stand and learn more about Bell.
Black Cat Publishing (Stand 13)

Via Venezia 93, 16035 Rapallo (GE), Italy
Tel: +39 0185 1874329 Email: info@blackcat-cideb.com
www.blackcat-cideb.com Contact Name: Daniele Vecchiotti, International Representative
Black Cat, a world leader in the production of beautifully designed, innovative and dynamic teaching materials, since 1973
has been well-known in the international educational publishing market. Our material includes graded readers, grammar
books, courses, exam books and cultural studies books, not only for the English language, but also for French, German,
Spanish and Italian. The range of support material includes audio-CDs, CD-ROMs, DVDs, IWB-compatible material.
Bournemouth English Book Centre - BEBC (Stand 28)

Albion Close, Parkstone, Poole, Dorset, BH12 3LL, UK
Tel: +44 333 8001900 Email: elt@bebc.co.uk
www.bebc.co.uk Contact Name: Charles Kipping, Marketing Manager
As the UK’s first ELT/ESOL specialist, we have built up a reputation for a fast, efficient and friendly service. We supply
books and CDs from all the ELT publishers to all EFL professionals – schools, colleges, universities, both in the UK and
worldwide. Available from our stand at discounted prices we have the latest publications from: British Council,
Brookemead*, Gem Publishing, Global ELT, North Star ELT, York and others. *sharing our stand.
British Council (Stand 12)

Bridgewater House, 58 Whitworth Street, Manchester, M1 6BB, UK
www.britishcouncil.org/english
The British Council is the UK’s cultural relations organisation. We provide global access to English and Exams for teachers
and learners through classroom teaching and online resources. You can join a community of like-minded teachers, discuss
areas of interest, get advice on professional development and access resources for the classroom. Join us at our stand to
find out more about what the British Council has to offer you.
Cambridge University Press (Stand 23)

University Printing House, Shaftesbury Road, Cambridge, CB2 8BS, UK
Tel: +44 1223 325819 Email: apriestley@cambridge.org
www.cambridge.org/elt Contact Name: Alex Priestley, Senior Manager, ELT Promotions
Welcome to the Cambridge where you can:

-browse exciting new Cambridge ELT materials
- find out about Cambridge talks and workshops (and how to get your free copies!) as well as competitions, events and
special offers
-receive at least 20% discount on purchases at our Bookshop
-find out how to transform your classroom with new online and digital products
-collect your invitation to our drinks reception to celebrate English Grammar in Use.
City & Guilds International (Hungary) KFT (Stand 36)

Peterdy u. 15, 1071 Budapest, Hungary
City & Guilds is the leading provider of skills-based qualifications, both in the UK and internationally. As part of its rich
offering, City & Guilds offers a range of English language examinations, including International ESOL and Spoken ESOL. The
examinations excel with their communicative focus as well as their international recognitions and enable learners to
demonstrate their language competencies at all the six levels of the CEFR. The exams are also available on demand.
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Collins ELT (Stand 26-27)
77-85 Fulham Palace Road, London, W6 8JB, UK
Welcome to Glasgow, home of Collins since 1819. Come and see us at stands 26/27 to benefit from a 20% IATEFL discount
and find out all about the brand new Collins and COBUILD ranges for business, exams, and general English. Celebrate the
launch of our Agatha Christie Readers with us by taking part in our Agatha Christie Murder Mystery, and win a hamper full
of our favourite HarperCollins books, e-books and a Kindle. We’re looking forward to seeing you!
ETS TOEFL® & TOEIC® (Stand 52)

Rosedale Road, Princeton, New Jersey, 08541, USA
www.ets.org
Nonprofit ETS is the world’s largest educational research and assessment organization. ETS is dedicated to providing fair
and valid assessments (including the TOEFL® and TOEIC® tests), research, and related products and services to help
educational institutions make informed decisions concerning admissions, awards, and placement; facilitate teaching and
learning; and provide useful information to the public on the quality of programs and services. Please stop by stand 52 to
learn more about the TOEFL® and TOEIC® tests or visit www.ets.org.
ELI Publishing Ltd (Stand 55)

c/o ELI, Via Brecce snc, 60025 Loreto, Italy
Tel: +39 3351368334 Email: intersales@elionline.com
www.elionline.com Contact Name: Augusto Andreoli, International Marketing and Sales Manager
A leading international publisher offering a wide range of ELT publications: coursebooks from pre-school to upper
secondary, readers, exams and culture books, language games, activity books, sundry teacher’s resources and a 30-year
popular set of class magazines at various learning levels. Novelties at the IATEFL Conference: new titles in the series New
ELI Readers; ESP publications; new resources; new games.
English360 Ltd (Stand 40)

The Quorum, Barnwell Road, Cambridge, CB5 8RE, UK
We’re delighted to be at IATEFL. Come and see us at our stand.
English Language Bookshop (Stand 30)

31 George Street, Brighton, East Sussex, BN2 1RH, UK
Tel: +44 1273 604864 Email: anthony.forrester@elb-brighton.com
www.elb-brighton.com Contact Name: Anthony Forrester, Partner
The English Language Bookshop was established in 1985 and is one of the leading suppliers of ELT materials in the UK &
internationally. We have many special offers for IATEFL 2012 with discounts ranging from 20% to 30%. Books can be
bought at the conference or ordered and shipped after the conference is over.
English UK (Stand 32)

219 St John Street, London, EC1V 4LY, UK
Tel: +44 20 76087960 Email: training@englishuk.com
www.englishuk.com Contact Name: Tom Weatherley, Professional Services Manager
English UK is the national association for accredited English language providers in the UK. The association has over 450
members including private schools, educational charities, further education colleges and universities. English UK’s mission
is to improve the ELT experience for international students and raise quality standards within the industry. Come to our
stand to learn more about how you can benefit from our quality professional development activity including qualifications,
courses, training events, and consultancy services.
Express Publishing (Stand 5)

Liberty House, Greenham Business Park, Newbury, Berkshire, RG19 6HW, UK
www.expresspublishing.co.uk
Independent publisher dedicated to producing quality ELT material, recognised as a leading publisher.
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Garnet Education (Stand 39 & 41)
8 Southern Court, South Street, Reading, Berkshire, RG1 4QS, UK
Tel: +44 118 9597847 Email: sophie@garneteducation.com
www.garneteducation.com Contact Name: Sophie Webb, Marketing Assistant
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Global ELT (Stand 34)

60 Pankhurst Avenue, Brighton, BN2 9YN, UK
Tel: +44 1273 251907 Email: orders@globalelt.co.uk
www.globalelt.co.uk Contact Name: Lawrence Mamas, Marketing Manager
Global ELT is an independent ELT publishing company that produces exam preparation materials for most of the ELT
exams such as Cambridge ESOL, IELTS, TOEFL, TOEIC, Michigan, City & Guilds ESOL, EDI Jetset, ESB, and Pearson Tests of
English. In addition to exam preparation materials, we also publish a wide variety of ELT books such as grammar books,
skills books, ELT dictionaries, vocabulary books, idioms and phrasal verbs and graded ELT readers. Special offer for
IATEFL: all books with CD: £10.
GrowStoryGrow Ltd (Stand 8)

5/2 Links Gardens, Edinburgh, EH6 7JH,UK
www.growstorygrow.com
GrowStoryGrow is the largest online library of stories, specially structured to help children learn a language (English,
Spanish, French, German, Mandarin and more). The stories are special because of the way they ‘grow’! The result is
tangible progress, which instils confidence and a desire to read and learn. Come to our stand and watch this wonderful
resource in action. We offer a 10% discount if you subscribe on the day. Or, why not sign up for a free trial by going to our
website www.growstorygrow.com.
Helbling Languages (Stand 38)

Kaplanstrasse 9, 6063 Rum/Innsbruck, Austria & 1a Pope Street, London, SE1 3PR, UK
Tel: +358451318936 Email: r.dacosta@helblinglanguages.com
www.helblinglanguages.com Contact Name: Riitta da Costa, International Business Development
Helbling Languages creates high quality innovative publications. Launches include The Photocopiable Resource Series -
inspiring creative classroom activities; Thinking in the EFL Class in The Resourceful Teacher Series; Hooray! Let’s Play!, a
course for 3 to 5 year-olds; Grammar Practice, for students from 9+; new titles in the Helbling Young Readers and Helbling
Readers series; and For Real Beginner, the new starter level for For Real, our young adult course. Special offers and
samples available!
IATEFL (Centre stand)

Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK
Tel: +44 1227 824430 Email: generalenquiries@iatefl.org www.iatefl.org
The International Association of Teachers of English as a Foreign Language, founded in 1967, has nearly 4,000 members
worldwide. Working in cooperation with around 100 worldwide teaching associations, we aim to link English language
teachers and professionals from around the world and help to provide opportunities for personal and professional
development. Visit the IATEFL stand to find out more about the benefits of membership, our 14 Special Interest Groups, our
other events around the world, and next year’s conference in Liverpool (8-12 April 2013).
Visit us on Twitter (@iatefl) , Facebook or download our conference app QR CODE GOES HERE
IATEFL Associates (Centre stand)

www.iatefl.org
IATEFL has around 100 Associates. An Associate is a Teachers’ Association that has entered into a mutually beneficial
relationship with IATEFL. Increasingly, the real benefit of becoming an Associate lies in linking up to a network of teachers’
associations all over the world, and through this, a network of language educators all over the world. Associates send
examples of their newsletters, events, publications and publicity material that colleagues can browse through at the
Associates stand.
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IATEFL Jobs Market (Stand 47-48)
Contact: Alison Castle, jobsmarket@iatefl.org
If you’re seeking employment, or just want to see what’s out there, the Jobs Market is the perfect place to start. Some of
the best employers in ELT have joined us, and they’re recruiting for excellent positions around the world. Jobseekers can:
access all current vacancies, discuss a career move with representatives, join in our presentations about working for key
employers or advancing your career, and apply for, and interview for, jobs on site.
IATEFL Local Conference Committee (Stand 46)

The Local Conference Committee would like to welcome you warmly to Glasgow and Scotland. We think this is a great place
to hold a conference and the perfect destination for study and courses of all kinds at one of our excellent ELT institutions or
universities. Come and make contact with local fellow professionals by visiting our stand.
IATEFL Scholarship Working Party (SWP) (Centre stand)

www.iatefl.org/scholarships
Our stand is always staffed during the morning coffee breaks and on-and-off for the rest of the time. It’s the place to come
if you have any questions about applying for scholarships or if you’d like to volunteer to sponsor a scholarship. Comments,
criticisms, and suggestions will be taken on board as well. And it also serves as a meeting point for this year’s winners and
the Scholarship Working Party members, sponsors, and friends. We look forward to seeing you.
IELTS (Stand 45)

British Council, Bridgewater House, 58 Whitworth Street, Manchester, M1 6BB, UK
Tel: +44 161 9577755 Email: generalenquiries@britishcouncil.org
www.ielts.org Contact Name: Kristen Selwood, Marketing Administrator (Events)
IELTS is the world’s leading English language test; delivered in over 130 countries and recognised by over 6000
organisations. Last year more than 1.5 million candidates took IELTS to demonstrate English language proficiency for
education, migration or employment. The British Council, IDP: IELTS Australia and the University of Cambridge ESOL
Examinations jointly own IELTS – their program of academic research, test development and validation ensures it remains
the expert test, recognised and trusted worldwide.
International House London (Stand 35)

16 Stukeley Street, London, WC2B 5LQ, UK
www.ihlondon.com
With over 50 years’ experience, IH London is known around the world for excellent quality language teaching and teacher
training. Find out more at our stand. Join us for an informal event to mark 50 years of teacher training with International
House on Tuesday night. Invitations available from our stand.
King’s College London (Stand 14)

Waterloo Bridge Wing, Franklin Wilkins Building, Waterloo Road, London SE1 9NH, UK
Tel: +44 20 78483104 Email: martin.dewey@kcl.ac.uk
www.kcl.ac.uk Contact Name: Martin Dewey, Lecturer in Applied Linguistics
Come and find out about our MA in ELT & Applied Linguistics and our PhD programme in the Centre for Language,
Discourse and Communication. The MA in ELT and Applied Linguistics at King’s College London is designed for experienced
language teachers looking to enhance their understanding of the theoretical and practical issues that impact on language
learning and teaching. The programme team and a PhD student will be on hand to answer all your questions.
LCL International Booksellers Ltd (Stand 6)

104-106 Judd Street, London, WC1H 9PU, UK
Email: sales.lcl@btinternet.com
www.lclib.com Contact Name: Vic Nicholas
We are London’s leading EFL booksellers with the biggest range of materials available from stock. On show will be
something for everyone – games, photocopiables, books for teachers, readers for children and adults, coursebooks for
Cambridge ESOL exams including IELTS, Trinity and Business exams. As well as stocking materials from all EFL
publishers, LCL are distributors for a number of publishers including Black Cat (CIDEB), ELI, Express Publishing and MM
Publications. Come and say hello!
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Live Language (Stand 16)
15 Sandyford Place, Sauchiehall Street, Glasgow, G3 7NB, UK
Tel: +44 141 2210793 Email: info@livelanguage.com
www.live-language.com Contact Name: Adell Mitchell, Director
Learn more about Live Language Glasgow and our student and teacher training courses. We are a friendly language school
based in Glasgow with a variety of general English, IELTS, exam and teacher training courses to meet your and your
students’ needs. Sign up as an agent to receive a complimentary bottle of whisky and learn more about how Glasgow is a
fantastic destination for your student.
Liverpool Convention Bureau (Stand 18)
The 2013 IATEFL Conference & Exhibition will be held in Liverpool (8-12 April 2013). Come and visit us at our stand to find
out more about what this fantastic city has to offer.
Macmillan Education (Stand 42)

Between Towns Road, Oxford, OX4 3PP, UK
Tel: +44 1865 405903 Email: s.iseard@macmillan.com
www.macmillanenglish.com Contact Name: Saskia Iseard, Marketing Executive
Macmillan Education and Macmillan English Campus are thrilled to be back at IATEFL. Come to our stand to enjoy 20%
discounts, discover our exciting digital offerings, browse our award-winning books and apps, check talk times, and chat to
our lovely and informative staff. This year we’re celebrating MLearning, so drop by our stand to find out what it’s all about.. .
And be sure not to miss our ‘mobile’ party on Wednesday… everyone’s invited!
MONDIALE-Testing GmbH (Stand 1)

Obermatta 41, CH 3984, Fiesch, Switzerland
Tel: +41 27 9711791 Email: beck@mondiale.de
www.mondiale-testing.com Contact Name: Martin Beck, Managing Director
MONDIALE-Testing offers a large portfolio of various online language tests based on the CEF. We are recognized as an
independent language testing organization and are operating worldwide. To our customers belong universities, schools,
test suppliers as well as publishing houses, commercial enterprises and staff agencies. We are a member of the ICC and
the EALTA. New: MONDIALE Technical English Test – a scaled exam on a modular basis.
National Geographic Learning (Stand 37)

Cheriton House, North Way, Andover, Hampshire, UK
Tel: +44 1264 332424 Email: elt.info@cengage.com
www.elt.heinle.com Contact Name: Michelle Cresswell, Marketing and Communications Manager
National Geographic Learning (part of Cengage Learning) is a leading provider of English language teaching materials for
the K-12, academic and adult education markets worldwide. Incorporating Cengage, National Geographic School
Publishing, Summertown and other respected imprints. Visit our stand to see our latest publications, meet our authors and
learn about our partnership with the National Geographic Society.
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Net Languages (Stand 29)
Trafalgar 14, Barcelona, 08010, Spain
Tel: +34 93 2687146 Email: info@netlanguages.com
www.netlanguages.com Contact Name: Fiona Thomas, Director of Education
Net Languages is an online language school which produces and sells a wide range of online English and Spanish language
courses to a wide variety of clients including language schools, universities, primary and secondary schools as well as
government and corporate institutions. We also produce apps for language learners and are involved in the new social
network for learners of English: English Corner Online http://english-corner-online.com
Norwich Institute for Language Education (NILE) (Stand 2)

82 Upper St Giles Street, Norwich, NR2 1LT, UK
Tel: +44 1603 664473 Email: sarah@nile-elt.com
www.nile-elt.com Contact Name: Sarah Mount, Assistant Director
NILE invites you to take a virtual walk through our brand new state-of-the-art teaching and learning centre in Norwich.
Meet members of the NILE team, have a slice of Scottish Shortbread and discover why we have become one of the world’s
leading providers of professional development courses and qualifications for ELT professionals.
Oxford University Press (Stand 43)

Great Clarendon Street, Oxford, OX2 6DP, UK
Tel: +44 1865 556767 Email: elt.enquiry@oup.com
www.oup.com/elt Contact Name: Customer Services
Welcome to Glasgow! If you're looking for some inspiration, come along to our stand to meet our friendly and
knowledgeable team, ask them questions and take part in digital demonstrations. Find out more about English File Third
Edition, Solutions Second Edition, Oxford Learn, digital books, and much more. And remember, all books on the stand are
on special offer throughout the conference!
Pavilion Publishing (Stand 33)

Rayford House, School Road, Hove, East Sussex, BN3 5HX, UK
Tel: 0844 8805061 Email: info@elt-knowledge.com
www.elt-knowledge.com Contact Name: Fiona Richmond, Marketing Manager
eltknowledge is the new independent language training website that will quite possibly change your approach to English
language teaching – forever! Our new website has decades of know-how taken from English Teaching Professional and
Modern English Teacher magazines, two of the most popular English language teaching magazines. All the material is
ready for you to put straight into everyday practice. Visit our stand, pick up your free magazine and get a 50% discount on
your first year’s eltknowledge subscription.
Pearson (Stand 50-51)

Edinburgh Gate, Harlow, Essex, CM20 2JE, UK
Tel: +44 1279 623411 Email: maureen.coulson@pearson.com
www.pearsonelt.com Contact Name: Maureen Coulson, Marketing Manager
Come and look, or try, or chat with our team at the Pearson stand. Don’t miss out on our presentations and signature event
(Thursday11.45am, Lomond), and don’t forget our Pecha Kucha event on Thursday evening, hosted by Jeremy Harmer.
Pilgrims (Stand 10)

Theatre House, 4-6 Orange Street, Canterbury, Kent, CT1 2JA, UK
www.pilgrims.co.uk
Pilgrims runs one- and two-week courses to motivate and inspire teachers. We also run courses and workshops in your
country. We publish two magazines, The Teacher Trainer Journal (www.tttjournal.co.uk) and Humanising Language
Teaching (www.hltmag.co.uk). Come and see us at our stand to discuss what we can do together!
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RendezVu-ExamSpeak (Stand 3)
NovaUCD, Belfield Innovation Park, UCD, Dublin 4, Ireland
www.rendezvu.com
We’re delighted to be at IATEFL. Come and see us at our stand to find out more about us.
Richmond (Stand 49)

58 St. Aldates, Oxford, OX1 1ST, UK
Tel: +44 1865 595244 Email: info@richmondelt.com
www.richmondelt.com Contact Names: Cathy Smith, International Sales & Marketing Director
Laura Orchard, Marketing Assistant
We’re delighted to be back at IATEFL this year with a new look, a new team and plenty of new materials. Come and see us
to find out more about our author talks, our special offers and the competition of the day!
SATEFL (Stand 4)
c/o 11 Craigievar Gardens, Kirkcaldy, Fife KY2 5SD, UK
Tel: +44 1592 571335
www.satefl.org.uk Contact Name: Kathleen Henderson, Chairperson
Please visit the stand to meet SATEFL members and see our programme for this year.
Scottish Qualifications Authority (Stand 21)

The Optima Building, 58 Robertson Street, Glasgow, G2 8DQ, UK
Tel: +44 303 3330330 Email: mycentre@sqa.org.uk
www.sqa.org.uk
SQA is the national accreditation and awarding body in Scotland. As an awarding body, we work with schools, colleges,
universities, industry and government to provide high quality, flexible and relevant qualifications. We strive to ensure that
our qualifications are inclusive and accessible to all, that they recognise the achievements of learners, and that they
provide clear pathways to further learning or employment. Visit our stand to find out more.
St Giles International (Stand 15)

154 Southampton Row, London, WC1B 5JX, UK
Tel: +44 20 78370404 Email: londoncentral@stgiles.co.uk
www.stgiles-international.com Contact Name: Garth Cadden, Head of Teacher Training
We’re delighted to be at IATEFL. Come and see us at our stand to find out more about St Giles International.
Teachitworld (Stand 24)

11 Charlotte Street, Bath, BA1 2NE, UK
Tel: +44 1225 788852 Email: support@teachitworld.com
www.teachitworld.com Contact Name: Lucy Palmer, ELT Editor
Teachitworld is an extensive online library of adaptable ELT lesson plans, worksheets, ideas and activities, contributed by
teachers active in the field. The website includes an audio library and image bank, weekly news-based items and related
resources. Members can also access a suite of specially designed computer-based interactive units that address the
challenges of learning a language.
telc – language tests (Stand 11-12)

Telc GmbH,, Bleichstrasse 1, 60313 Frankfurt am Main, Germany
www.telc.net
telc stands for The European Language Certificates, offering over 60 examinations in 10 different languages. Specialist
testing includes examinations for School, Business, Hotel & Restaurant and Technical purposes. telc – language tests are
developed according to the Council of Europe's Common European Framework of Reference for Languages and enjoy
international recognition and acceptance at universities, companies and governmental institutions. For more information
and free mock examinations, visit us at our stand or our website www.telc.net.
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The New School – MATESOL Program (Stand 20)
68 5th Ave, Mezzanine, New York, NY 10011, USA
Tel: +1 212 2295372 Email: diazmagg@newschool.edu
www.newschool.edu/matesol Contact Name: Gabriel Olaz, Director, MATESOL
Join us at our stand to learn more about The New School’s groundbreaking graduate program in TESOL. Recognizing
English as a global language, our 30-credit master’s program connects our global faculty and students, uniting theory and
practice within an international curriculum delivered online and on-campus. Some of our faculty include Scott Thornbury,
Jeremy Harmer and John Fanselow. Gabriel Diaz Maggioli, Director of the MA TESOL and Department Chair, will be
available to answer questions.
Trinity College London (Stand 54)

89 Albert Embankment, London, SE1 7TP, UK
Tel: +44 20 78206100 Email: info@trinitycollege.co.uk
www.trinitycollege.co.uk Contact Name: Clinton Rae, Director of Business Development (UK & Ireland)
Assessing English language since 1938. Trinity’s English language examinations are offered in 60 countries worldwide and
are taken by hundreds of thousands of candidates each year. Accredited by Ofqual and mapped to the CEFR, GESE, ISE and
SEW are accepted by universities and businesses as evidence of English language proficiency. Trinity also offers world-
renowned TESOL qualifications for English language teacher training – CertTESOL, DipTESOL and Cert IBET. Visit our
stand to find out more!
University of Cambridge ESOL Examinations (Stands 44)

1 Hills Road, Cambridge, CB1 2EU, UK
Tel: +44 1223 553997 Email: esolhelpdesk@cambridgeesol.org
www.cambridgeesol.org Contact Name: ESOL Helpdesk
University of Cambridge ESOL Examinations (Cambridge ESOL) develops and produces Cambridge English exams – the
most valuable range of qualifications for learners and teachers of English in the world. Over 3.3 million people take our
exams each year in 130 countries. Around the world, more than 12,000 universities, employers, government ministries and
other organisations accept our qualifications. Come and visit us at our stand.
University of Exeter (Stand 31)

Graduate School of Education, St Luke’s Campus, Heavitree Road, Exeter, EX1 2LU, UK
Tel: +44 1392 724837 Email: ssis-admissions@exeter.ac.uk
www.exeter.ac.uk/education Contact Name: Samantha Phillips, Postgraduate Administrator
The Graduate School of Education is ranked 5th in the UK for world leading and internationally excellent research (RAE
2008). We offer an extensive range of high-quality postgraduate TESOL programmes: PG Certificate; PG Diploma; full-time
and summer intensive Masters, as well as Doctor of Education. MPhil/PhD opportunities also exist. Academic staff and
current students will be available during IATEFL to answer any questions you may have about the programmes. We look
forward to meeting you.
University of Glasgow, Language Centre (Stand 19)

Hetherington Building, Bute Gardens, Glasgow G12 8RS, UK
www.glasgow.ac.uk/efl
The University of Glasgow is one of the world's top universities. We deliver a wide range of high quality courses. For
teachers: MEd in English language teaching; initial teacher training; intensive in-service professional development. For
students: outstanding preparation for academic study: a year-round course leading to specialist Academic bridging
courses. Our staff will be available at our stand to answer any questions about our programmes. We’re looking forward to
meeting you.
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University of Stirling, CELT, School of Education (Stand 9)
Pathfoot B33, Stirling University, Stirling, FK9 4LA, UK
Tel: +44 1786 467934 Email: celt@stir.ac.uk
www.celt.stir.ac.uk Contact Name: Anne Stokes, Director of CELT
CELT offers a range of English language courses, including General English for seven weeks in Feb – March and an English
Language Summer School in August. Short courses for teachers can also be provided for groups of 12 minimum by special
arrangement. The centre also offers the following degree programmes: MSc TESOL (Teaching English to Speakers of Other
Languages), MSc TESOL and CALL (Computer Assisted Language Learning), MSc TESOL and Applied Linguistics, and PhD
TESOL.
Worldteachers (Stand 17)

Homelea, Faith Avenue, Quarrier’s Village, Renfrewshire, UK
www.worldteachers.net
Visit the British Council

stand (22) in the exhibition hall
See live demonstrations of our
LearnEnglish and TeachingEnglish
websites
Talk to us to find out more about what
the British Council has to offer you
Find out more about our latest
products for teachers and learners
www.teachingenglish.org.uk www.britishcouncil.org/learnenglish www.britishcouncil.org/learnenglishkids
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IATEFL SPECIAL INTEREST GROUPS (SIGs)
This section contains information on the Special Interest

Groups (SIGs) and the SIG Days.
SIG Days are selections of talks and workshops related to a

specific SIG area.
Each SIG Day includes an Open Forum. A SIG Open Forum is

an opportunity for you to hear about the SIG’s activities.
SIG Days
SIG Days
IATEFL Special Interest Groups (SIGs)
What are the SIGs?

• The aim of the IATEFL Special Interest Groups is to extend the work of IATEFL into several specialist
areas, to enable professionals with special interests in ELT to benefit from information regarding new
developments and local and international events in their areas of special interest.
Why should I join a SIG?

• Each Special Interest Group aims to provide its members with three mailings (newsletters, updates,
other publications) per year. The SIG newsletters often include key articles in the field, as well as
informing the membership of the proceedings of conferences and one-day events which members
may have been unable to attend.
• Each Special Interest Group aims to organise a minimum of one event (in the UK or outside the UK)
per year. These events frequently include the most informed and stimulating speakers in the field.
• In addition there are other benefits for SIG members, which vary from one SIG to another, such as
websites, internet discussion lists, internet chat forums, scholarships, etc.
• Full Individual Members of IATEFL are entitled to join one Special Interest Group included in their
membership fee.
Who are the SIGs?

Business English English for Specific Purposes ES(O)L
Global Issues Leadership & Management Learner Autonomy
Learning Technologies Literature, Media & Cultural Studies Pronunciation
Research Teacher Development Teacher Training & Education
Testing, Evaluation & Assessment Young Learners & Teenagers
You can be active in IATEFL: Be active – Join an IATEFL SIG

For more information about the SIGs, come to the IATEFL stand in the exhibition or contact IATEFL at
generalenquiries@iatefl.org or visit www.iatefl.org
What is a SIG Day?

On the following pages, the Special Interest Groups list their SIG Days. These are selections of talks and
workshops which are a sample of the breadth and variety of work being done around the world in each
field of special interest. Each SIG Day includes an Open Forum, which provides an opportunity for both
members and non-members to hear about the SIG’s activities and to talk to other members of the SIG.
See you there!
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Special Interest Group Days
Business English
Thursday 22 March – Carron 1
3.1 1025-1110 Applying m-theory to m-practice: adult learners with mobile devices
Claire Hart & Kristen Acquaviva
3.2 1145-1245 Rehearsals for life. Boosting performance in role-plays and presentations
Damian Corcoran
3.3 1345-1415 The lessons we learn from 'sales terms and conditions'
Natasa Gajst
3.4 1430-1515 L+C=EC: language + culture = effective communication

Kirsten Waechter
3.5 1550-1620 Teaching Business English with technology in Latin America

Jennifer Verschoor
3.6 1635-1720 Developing language skills through business simulations

Stephanie Ashford & Tom Smith
3.7 1735-1835 Business English Special Interest Group Open Forum
English for Specific Purposes

Tuesday 20 March – Carron 2
1.1 1040-1140 A closer look at classroom discussions
Devrim Demirezen Uygan
1.2 1215-1300 Developing academic writing skills at Masters-level in a British university

Clare Furneaux
1.3 1400-1430 Innovations in EAP oral assessment: the IOA project

Prithvi Shrestha
1.4 1445-1530 English for Specific Purposes Special Interest Group Open Forum
1.5 1605-1635 Using keyword analysis to create ESP materials: identifying lexical layers
Michael Nelson
1.6 1650-1720 Helping ELT students to develop academic writing

Manuel Pedro
1.7 1735-1805 Risk versus reward: the EAP recruitment dilemma

Christopher Macallister
1.7 1805-1835 Academic English support program for ESL/EAL university students
Sarah ter Keurs
Special Interest Group (SIG) representatives will be introducing sessions on these SIG Days and will be present at the Open Forum. They
will also be available on the IATEFL Stand should you wish to talk about the work of the SIGs in more detail. (Please go to the IATEFL Stand
to find out when a representative from the group you are interested in will be available.) Don’t forget to look through your Programme to
see what other interesting talks and workshops related to your area of special interest are being held throughout the conference.
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ES(O)L
Wednesday 21 March – Morar
2.1 1025-1055 ESOL in Scotland and the social practice approach
Mandy Watts
2.2 1130-1215 In support of phonology in the ‘skills for life' classroom

Pamela Southall
2.3 1335-1420 ES(O)L Special Interest Group Open Forum
2.4 1435-1535 Making your materials manage the 'mixedness'

Lorraine Downey & Grainne Carley
2.5 1610-1640 EAL provision in England: combining theory and practice or not?
Clare Wardman
2.6 1655-1740 SQA TESOL: professional development in Scotland

Jennifer MacDougall
2.7 1755-1840 What is effective practice for participation in the community?

Catherine Rice & Pauline Blake-Johnston
Global Issues
Wednesday 21 March – Barra
2.1 1025-1055 ELTDP: Enquiry-based project design and teacher development
Rachel Bowden
2.2 1130-1215 Evaluating internationalism in the curriculum

Alan Mackenzie
2.3 1335-1420 Becoming a global teacher: ten steps to an international classroom

Kip Cates
2.4 1435-1535 Self-evaluation of critical global educators using CHAT

Maureen Ellis
2.5 1610-1640 Raising awareness of ELF in an internationalising university

Rachel Wicaksono
2.6 1655-1740 Global Issues Special Interest Group Open Forum
2.7 1755-1840 English language teachers and their work: changing trends?
Sara Hannam
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Leadership & Management
Wednesday 21 March – Leven
2.1 1025-1055 How do you go from good to great?
George Pickering
2.2 1130-1215 Performance management of teachers

Vic Richardson
2.3 1335-1420 Leadership & Management Special Interest Group Open Forum
2.4 1435-1535 Facilitating change in ELT practice

Susan Barduhn & Beth Neher
2.5 1610-1640 From chefs to ninjas: habits in TEFL management

Wiktor Kostrzewski
2.6 1655-1740 Putting the C and the P into CPD!

Josh Round
2.7 1755-1840 Influencing

Steve Flinders
Learner Autonomy
Thursday 22 March – Morar
3.1 1025-1110 Putting the learner at the heart of the curriculum
Jonathan Rowberry
3.2 1145-1245 Making sense out of chaos: professional development with social media
Ann Foreman
3.3 1345-1415 Magic moments: when do students feel a sense of progress?

Stephen Shelley
3.4 1430-1515 Outside the comfort zone: getting comfortable with challenging your students
Geoff Hardy-Gould
3.5 1550-1620 Implementing self-directed language learning in higher education

Veronica Dal-Bianco
3.6 1635-1720 How learning strategy instruction helps develop learner autonomy
Anna Uhl Chamot
3.7 1735-1835 Learner Autonomy Special Interest Group Open Forum
to find out when a representative from the group you are interested in will be available.) Don’t forget to look through your Programme to
-40-
Learning Technologies
Tuesday 20 March – Carron 1
1.1 1040-1140 Let's turn you on! Switch on to rhythmic mobile learning!
Carole Nicoll
1.2 1215-1300 Pervasive playfulness and mobile technologies for embodied language learning
Paul Driver
1.3 1400-1430 Ideas to implement mobile phones in the English classroom

Maria do Carmo Ferreira Xavier
1.4 1445-1530 Are you up to standard? Introducing the TESOL Technology Standards
Philip Hubbard & Sophie Ioannou-Georgiou
1.5 1605-1635 Collaborative e-learning and m-learning (ME-learning) management

Jitendra Kumar Singh
1.6 1650-1720 Technology speaks volumes: enhancing integration, participation and speaking abilities
Bruno Andrade
1.7 1735-1750 Learning Technologies Special Interest Group Open Forum
1.7 1750-1835 The story of Debbie and Nyan

Jamie Keddie
Literature, Media & Cultural Studies

Tuesday 20 March – Leven
1.1 1040-1140 Creative writing as process and product
Alan Maley
1.2 1215-1300 Reading and discussing literature online

Chris Lima
1.3 1400-1430 Literature, Media & Cultural Studies Special Interest Group Open Forum
1.4 1445-1530 www.worldstories - wonder wit wisdom

David Heathfield
1.6 1650-1720 Is a picture really worth a thousand words?

Veronika Rot Gabrovec
1.7 1735-1835 It was a dark and stormy night: narratives at work

Fitch O'Connell
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Pronunciation
Thursday 22 March – Ness
3.1 1025-1110 Listening Hotspots - where angels need to tread
Richard Cauldwell
3.2 1145-1215 Creating an IEP pronunciation center: procedure and findings

Sophie Farag
3.2 1215-1245 Mumbling - a technique highlighting the importance of sentence stress

Mark Hamilton
3.3 1345-1415 Sound advice: improving listening, pronunciation and intonation with the internet
Suzanne Cloke
3.4 1430-1515 The 3 Ps of a speaking syllabus: poems, plays, presentations

Barry Cusack
3.5 1550-1620 Can and should we teach intonation?

Pamela Rogerson-Revell
3.6 1635-1720 Pronunciation in the movies

Wayne Rimmer
3.7 1735-1835 Pronunciation Special Interest Group Open Forum
Research
Thursday 22 March – Barra
3.1 1025-1110 Early language learning in Europe: are we delivering the promise?
Janet Enever
3.2 1145-1245 Discovering research – a teacher-friendly approach

Deborah Bullock
3.3 1345-1415 Academic oral presentations: look who's talking!

Maggi Lussi Bell
3.4 1430-1515 Researching ELT in Bangladesh: practice, perils and pitfalls

Manzoorul Abedin
3.5 1550-1620 Critical thinking: from creative to academic writing

Larysa Sanotska
3.6 1635-1720 Teacher research - an organisational approach

Clare Walker & Niamh O Leary
3.7 1735-1835 Research Special Interest Group Open Forum
-42-
Teacher Development
Tuesday 20 March – Ness & Lomond
1.1 1040-1140 From 'English teacher' to 'learning coach'
Ness Duncan Foord
1.2 1215-1300 The Se7en deadly sins of ELT

Ness Anthony Gaughan
1.3 1400-1430 Teacher Development Special Interest Group Open Forum

Ness
1.4 1445-1530 A proposal: for active interventionist teaching

Lomond Jim Scrivener
1.5 1605-1635 Memory - it's on the tip of my tongue

Ness Andrew Howitt
1.6 1650-1720 Motivation: how to keep the ball rolling

Ness Reggie Agulha
1.7 1735-1835 Observation and feedback: are they really necessary for teacher appraisal?
Ness Amanda Howard
Teacher Training & Education

Thursday 22 March – Carron 2 & Lomond
3.1 1025-1110 Six key questions for teachers and trainers at the crossroads
Lomond Jeremy Harmer
3.2 1145-1245 How a coursebook can make you a better teacher

Carron 2 Nick Sheard & Charlie Ellis
3.3 1345-1415 Furnished imagination: what new teachers take to work

Carron 2 Richard Kiely
3.4 1430-1515 The impact of teacher education on in-service teachers’ beliefs

Carron 2 Simon Borg
3.5 1550-1620 Being a new language learner while learning how to teach
Carron 2 Bahar Hasirci
3.6 1635-1720 Using mobile phones to support ELT in Bangladeshi schools

Carron 2 Tom Power, Christopher Walsh & Claire Hedges
3.7 1735-1835 Teacher Training & Education Special Interest Group Open Forum
Carron 2
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Testing, Evaluation & Assessment
Wednesday 21 March – Ness
2.1 1025-1055 Does blended learning have an impact on exam results?
Dianne Davies
2.2 1130-1215 You wash my back, I'll...

Thom Kiddle
2.3 1335-1420 TOEPAS: a test of oral English proficiency for academic staff
Pete Westbrook
2.4 1435-1535 Using VoiceThread as a tool for self-assessment

Tamatha Roman
2.5 1610-1640 ESP test design -a challenge to the ELT practitioner

Yuliya Siderova
2.6 1655-1740 Testing, Evaluation & Assessment Special Interest Group Open Forum
2.7 1755-1840 What implications does International English have for testing and assessing?
Judith Mader
Young Learners & Teenagers

Wednesday 21 March – Carron 1 & Lomond
2.1 1025-1055 Cyberella versus Cinderella
Carron 1 Esra Girgin
2.2 1130-1215 Tools for digital storytelling

Lomond Russell Stannard
2.3 1335-1420 Teaching screenagers: how the digital world is changing learners
Carron 1 Paul Davies & Tim Falla
2.4 1435-1505 Bilingual stories - circle of learning

Carron 1 Sebnem Oral
2.4 1505-1535 Vocabulary choice for tailored language courses – IT-based methods
Carron 1 Helena Metslang & Mare Kitsnik
2.5 1610-1640 Speak and spell: online phonics for YLs

Carron 1 Jo Hayes
2.6 1655-1740 Blended learning for young learners: it's all about the ingredients!
Carron 1 Lulu Campbell
2.7 1755-1840 Young Learners & Teenagers Special Interest Group Open Forum
Carron 1
-44-
PRESENTATIONS
The following pages contain the details of the conference

presentations –
Pages 45-49 - Poster presentations

(on display in the exhibition area)
Pages 51-80 - Tuesday sessions
Pages 83-115 - Wednesday sessions

(including the IATEFL Annual General
Meeting 1225-1330 in Lomond)
Pages 117-146 - Thursday sessions
Presentations
Pages 149-160 - Friday sessions
Come and visit us
on stand 44
Presentations
www.CambridgeESOL.org
Poster presentations
During the conference there will be a Poster Forum located in the exhibition hall.
Presenters
During will be present
the conference at their
there will be a poster to discuss
Poster Forum it with
located delegates
in the and
exhibition to
hall.
answer any questions
Presenters on it atat
will be present the times
their showntobelow.
poster discuss it with delegates and to
answer any questions on it at the times shown below.
Examining students' experiences toward self-study through focus group discussions
Yuki Hasegawa (Kanda University of International Studies)
Poster 1 Examining students' experiences toward self-study through focus group discussions
Tuesday Yuki Hasegawa (Kanda University of International Studies)
1215-1220 This poster will show the result of students' responses collected through focus group discussions. The
LA students had participated in a course where they learned strategies to study English independently and
discussed their experiences and perceptions of the course. Quotes from the discussion will be presented
and participants will be able to learn about the students' experiences of learning autonomously.
Choosing criteria for primary school EFL speaking assessment in RSA
Charlotte Mbali (Retired, Durban, South Africa)
Poster 2 Choosing criteria for primary school EFL speaking assessment in RSA
Tuesday Charlotte Mbali (Retired, Durban, South Africa)
1230-1235 Utilizing band descriptors of CEFR A2, analysis will be done of elicited learner language from formal tests
TEA, YLT (adapted from UCLES KEY materials) as well as of recorded classroom language. Some questions will be
asked as to how to select and combine criteria for the specific purposes of oral language of learning at
primary schools in South Africa.
Creating diagnostic frameworks for supporting focused, effective, self-directed learning
Brian Morrison (Kanda University of International Studies)
Poster 3 Creating diagnostic frameworks for supporting focused, effective, self-directed learning
Tuesday Brian Morrison (Kanda University of International Studies)
1245-1250 Kanda University in Japan is a specialist language university. To support students’ self-directed learning,
LA, TEA diagnostic framework materials have been created to develop students’ understanding of their strengths
and weaknesses related to their specific learning goals. This poster presentation will provide samples and
discuss how students become more self-aware and are guided to make more effective decisions about
their own learning.
Learning English in a Brazilian school – a new approach
Fernando Sartori (Sao Paulo, Brazil)
Poster 4 Learning English in a Brazilian school – a new approach
Tuesday Fernando Sartori (Sao Paulo, Brazil)
1415-1420 The poster will display a timeline with the changes introduced to achieve better results with bigger groups
YLT in a secondary school. It will show how courses are structured and a different approach to coursebooks
and readers. Also, the plans for the future and how technology can help this project will be shown.
Construction of identity in teacher candidates
Birsen Tutunis (Istanbul Aydin University)
Poster 5 Construction of identity in teacher candidates
Tuesday Birsen Tutunis (Istanbul Aydin University)
1430-1435 Research into teacher identity concentrates on the development of personal beliefs, the effects of these
TTEd beliefs on the way an individual understands him/herself, the role expectations and how these influence
professional identity. The formation of teacher identity is seldom conceptualized as a learning process.
This poster will focus on the learning processes and construction of identity.
Practices from EFL textbooks in Japan and China
Linfeng Wang (The University of Tokyo)
Poster 6 Practices from EFL textbooks in Japan and China
Tuesday Linfeng Wang (The University of Tokyo)
1445-1450 This presentation reports on the way in which practice on a number of seventh-grade authorized English
MD textbooks is designed. Practice exercises, activities or associated tasks that reinforce language
competence. It reveals that the same points of information are treated in different ways, due to the
historical and theoretical perspectives on English education in Japan and China.
AL = Applied Linguistics GI = Global Issues RES = Research

BE = Business English LA = Learner Autonomy TD = Teacher Development
EAP = English for Academic Purposes LAM = Leadership & Management TTEd = Teacher Training & Education
ESAP = English for Specific Academic Purposes LT = Learning Technologies TEA = Testing, Evaluation & Assessment
ES(O)L = English as a Second Language LMCS = Literature, Media & Cultural Studies YLT = Young Learners & Teenagers
ESP = English for Specific Purposes MD = Materials Development
GEN = General PRON = Pronunciation
-45-
Poster
During7 theEducational
conference standards for EFL
there in Austria
will be a Poster Forum located in the exhibition hall.
Tuesday Hans Platzer (Fachhochschule Wiener Neustadt) & Desiree Verdonk (University of Applied Sciences
PresentersWiener
1500-1505 willNeustadt)
be present at their poster to discuss it with delegates and to
TEA
answer anyRegarding
questions foreign language standards, Swiss educational authorities took a markedly different approach
on it at the times shown below.
to their German/Austrian counterparts. While the Swiss implemented minimum standards whose
attainability was verified in several surveys, Austrian/German authorities stipulated average standards
Examining students'
without prior experiences
empirical toward
investigation. self-study
Hence, through
this poster focus group
discusses the discussions
attainability and interpretability of
Yuki Hasegawa set
exit-standards (Kanda University
for English of International
at the Studies) education in Austria.
end of upper-secondary
Poster 8 Digital and communicative competences enhancement through learning subject content
Tuesday Stefania Dugovicova (Comenius University Bratislava)
1515-1520 My poster will present the objectives and outputs of a European project on behalf of my partners – experts
TTEd from six European countries. The project addresses the need to integrate the development of digital and
Choosing criteriacompetences
communicative for primary school EFLlearning
with the speakingof
assessment in RSA at schools and, through exemplars,
subject content
demonstrates models of good practice for student teachers in initial teacher training.
Poster 9 The future of English

Tuesday Suncana Tuksar Radumilo (University of Pula, Croatia)
1615-1620 The English language has sprung many varieties – different “Englishes”. We could expect the status of
GEN English to change during the unprecedented social and economic global changes. What is the possible
Creating
long-termdiagnostic frameworks
impact on for supporting
English due focused,
to globalisation, effective,
and self-directed
how should learning
we treat different Englishes in a
Brian Morrison
teaching method(Kanda
of the University of International Studies)
21st Century?
Poster 10 False friends - true enemies

Tuesday Gjurgjica Mimica Bezjak (Sveuciliste u Splitu - Split University)
1630-1635 False friends are pairs of words in two languages that sound alike but have a different meaning. They can
GEN cause difficulty for language learners who often identify the words erroneously due to "negative transfer"
from their mother tongue. The teacher’s role is to point out the most frequent sources of confusion and
Learning Englishuse
drill the correct in aofBrazilian school – a new approach
the words.
Fernando Sartori (Sao Paulo, Brazil)
Poster 11 “Getting to know you” in the adult business English classroom
Wednesday Roberto Anero (Cologne Business School / LSG Lufthansa Service Holding)
1030-1035 First impressions are very important – in the classroom as in life. I've experimented with ways of making a
BE good first impression as teacher in the first class and also of helping my new students feel as comfortable
Construction
as possible inofa identity
foreign in teacher candidates
language. My poster will present some of the techniques and tricks I’ve used as a
Birsen Tutunis
non-native (Istanbul Aydin University)
speaker.
Poster 12 Emphasizing concept-mapping for academic English research writing

Wednesday Dennis Balint (Khalifa University)
1045-1050 Concept-mapping, a graphic organizing technique, is useful in helping EFL learners construct their
EAP, ESP understanding of and organize and synthesize related information of multi-faceted topics. The presenter
Practices from
will display theEFL textbooksand
instruction in Japan anduse
multiple Chinaof concept-mapping integrated into the process of writing
Linfeng
researchWang (The
papers in University
EAP coursesof Tokyo)
at a university in the United Arab Emirates.
Poster 13 Explaining your culture: an activity framework for cultural communication

Wednesday Simon Capper (The Japanese Red Cross Hiroshima College of Nursing)
1145-1150 Most intercultural communication textbooks emphasize learning about the ‘other’ culture, but
GEN intercultural communication is a two-way street, and participants in such exchanges need to understand
and be understood. Learners need to be able to explain their culture and lifestyle. This poster introduces a
useful framework activity with which to develop this ability.
Poster 14 Promoting professional development in TEFL: using wikis as collaborative tools

Wednesday Elvina Castillo (Universidad Nacional Experiemental Francisco de Miranda)
1200-1205 This presentation will show how wikis can be used, as e-tools to promote professional development, in
LT EFL teaching. The purpose of this presentation is to demonstrate how wikis can be used to run
professional development workshops and to motivate teachers to create their own e-activities.
-46-
Poster
During15 theUse blogging to excite
conference the interest
there will be in language
a Poster learning
Forum located in the exhibition hall.
Wednesday Marilia Constantinides & Maro Neophytou (Cyprus University of Technology)
PresentersThewill
1345-1350 beofpresent
benefits applying ICTat their poster
in language learning aretoandiscuss
indisputableit with
fact. delegates
Blogging and to
has been incorporated
ESP, LT
answer anyin questions
language learning. This poster presentation will examine and evaluate the use of blogging in second
on it at the times shown below.
language classrooms at tertiary level, by analyzing specific data extracted from questionnaires and online
blog statistics. Recommendations and practical suggestions will be made based on the findings.
Poster 16 Yuki
How Hasegawa (Kanda
does reading affectUniversity of International grammar
reading comprehension, Studies) and vocabulary knowledge?
Wednesday Nina Daskalovska (Goce Delcev University)
1400-1405 A number of studies have demonstrated that reading has a positive effect on language learning. This
GEN poster presents a case study in which the participant, a 14-year-old EFL learner, read 15 graded readers
of her choice in the course of two months. The results of post-tests showed that there was improvement in
reading comprehension, grammar and vocabulary knowledge.
Poster 17 Charlotte Mbali (Retired,
Speaking course Durban,
design via onlineSouth Africa)
tools in virtual classes
Wednesday Muzeyyen Nazli Demirbas & Mustafa Akin Gungor (Gazi University)
1415-1420 This poster will serve as an eye opener for online tutors and learners in terms of improving speaking
LT skills and web literacy level. Experiences from a distance education language program are shared to gain
more insight in using online interactive tools with appropriate cultural themes. Implications for web-
based course and material design are also provided.
Poster 18 Brian Morrison
Intensive English(Kanda University
Programme of International
for international Studies)
students
Wednesday Melvin du Preez (Stellenbosch University)
1430-1435 This poster presentation highlights a seven-week English course offered to prospective international
EAP postgraduates. While some South African universities demand a TOEFL or IELTS score, one institution
does not; the cost of these exams are often too expensive for students, especially those from African
countries. A critical analysis of the Intensive English Programme and its implications are addressed.
Poster 19 Learning English

Cultivating in apeer
effective Brazilian school
feedback – a newin
strategies approach
an academic writing course
Wednesday Fernando Sartori(Kanda
Danielle Fischer (Sao Paulo, Brazil)of International Studies)
University
1445-1450 This poster presentation focuses on how a syllabus was structured and classroom materials used to help
EAP, LA students in an academic writing course become less dependent on the teacher for drafting, writing, and
editing assignments. The main focus is on how students were trained to use peer feedback strategies and
how feedback sessions were conducted in class.
Poster 20 Birsen Tutunis
Questioning (Istanbul Aydin
dichotomies University)
in English language teaching
Wednesday William Green (Sapporo University)
1500-1505 This poster critically reviews three dichotomies common in ELT discourse (the “BANA-TESEP” distinction,
RES, TD the “native vs. non-native speaker” dichotomy, and “teacher- and learner-centred” education) in the light
of findings from a study conducted with Japanese EFL teachers. The dichotomies obscure important
similarities in teachers’ cognitions which should be made the focus of teacher development.
Poster 21 Linfeng Wang
Integrative use(The University
of the narrativeofportfolio
Tokyo) in FL teacher education
Wednesday Riitta Jaatinen (University of Tampere)
1515-1520 The presentation is based on my research and practices as a teacher educator. I explain how theoretical
TD, TTEd studies and teaching practice are integrated using a narrative portfolio. I present the structure and
content of a 10-step model, i.e., the process to become an FL teacher in the University of Tampere,
Finland. I illustrate the steps with photographs.

-47-
Poster 22
During University
the students' and
conference teachers'
there willperceptions
be a Posterof a computer-assisted
Forum located language
inlearning environment hall.
the exhibition
Wednesday Tugba Kucuk (Bilkent University)
Presenters
1615-1620 This will be conducted
study was presentwithin at their poster
a particular to discuss
institution, it with delegates
Zonguldak Karaelmas and to
University Preparatory
LA, LT School. It examined the perceptions of students and teachers of computer’s role and teacher’s role in a
CALL setting. Other institutions can make use of these suggestions and comments to promote the quality
of CALL practices.
Poster 23 Yuki Hasegawa
English (KandainUniversity
for accountancy of International
postgraduate Studies)
academic support courses
Wednesday Evelyn J Naoumi (Meiji University, Japan)
1630-1635 Acquisition of low frequency vocabulary in accountancy and facilitation of case methodology presentations
BE, EAP in English were key issues in an academic support program at a Japanese university. This poster will
describe how students from a variety of English learning backgrounds were prepared for study abroad in a
sheltered program taught by a content specialist with no language teaching experience.
Poster 24 Charlotte
Needs, needs,Mbali (Retired,
needs: Durban,the
investigating South Africa)
university-workplace interface
Wednesday Jemma Prior (Free University of Bozen/Bolzano)
1645-1650 The Free University of Bozen/Bolzano is a multilingual university situated in South Tyrol, Italy, where
ESP, RES students study subjects taught in German, Italian and English. This talk investigates the English language
needs of a set of companies in South Tyrol and whether our graduates are equipped linguistically for the
local workplace after studying in English for three years.
Poster 25 Brian Morrison
A three-year (Kanda University
intercultural exchange of International
project Studies)
for EFL pupils in Taiwan
Wednesday Fanghui Wu (Taiwan)
1700-1705 What could secondary school pupils learn in a three-year intercultural exchange project, organized by the
LT British Council, in the UK, Korea and Taiwan? This poster will present what the pupils learned from the
task-based project combining visits to three countries and also provide practical guidelines on how this
kind of project can be incorporated into teaching effectively.
Poster 26 Learning
Oral English
or written peer in a Brazilian
feedback school
in EFL – a new
writing approach
classes?
Thursday Fernando
Sibel Sartori (Sao
Digin (Ozyegin Paulo, Brazil)
University)
1030-1035 For effective implementation of peer feedback in EFL writing classes at tertiary level, should students
GEN provide feedback on their peers’ texts orally or in writing? This poster presentation aims to report and
discuss the results of a study investigating whether oral and written modes of peer feedback delivery
affect the way students produce comments and the adoption rate of feedback.
Poster 27 Birsen
You're Tutunis
using THAT(Istanbul
for your Aydin
paper?!University)
Evaluating web sources
Thursday Susan Gilfert (Kwansei Gakuin University, Japan)
1045-1050 Undergraduate students increasingly look to the internet for research sources -- but not always
EAP successfully. This poster presentation shows a lesson plan for helping English as a Foreign or Second
Language students in writing classes how to find and evaluate online information for building information
literacy strategies and skills. Participants can take away a sample resource-evaluation checklist.
Poster 28 Linfeng
A study Wang (Theemotions
of gestures, University
andof strategies
Tokyo) in English communication
Thursday Emiko Izumi (Kyoto University of Education)
1200-1205 This study focused on gestures, emotions and strategies that Japanese EFL learners often use in
GEN communication. Communicative tasks were implemented in pairs and their conversations were
videotaped, transcribed and analyzed. Participants also filled out questionnaires and reflected on their
performance. Several characteristics were observed and will be discussed from the emotional, cultural
and language perspectives.
Poster 29 Designing purposeful learning activities

Thursday Erika Jeret (Parnu College of the University of Tartu)
1215-1220 ELT in tertiary education is closely linked with curricula and skills that students are expected to obtain
ESP, MD before entering the world of work. The poster covers some aspects, tasks, learning outcomes and ICTs
engaged in teaching English for professional purposes. It provides some examples of materials design and
learning processes involved.
-48-
Poster 30
During Extensive
the reading forthere
conference reluctant EFL readers
will be a Poster Forum located in the exhibition hall.
Thursday Eleanor Kane (University of Shimane, Japan)
Presenters
1230-1235 Thiswill be present
presentation considers at theirinterventions
practical poster to discussEFLitreaders:
for reluctant with delegates and
phonics training, to
buddy
LMCS reading, and reading tasks. While Sustained Silent Reading secures time to read, simply allocating time
and books is not enough. This presentation shows tried and tested activities from a large-scale university
SSR programme. It shares the successes and pitfalls of implementing SSR throughout an institution.
Poster 31 Yuki Hasegawaof
Reconsideration (Kanda University strategies:
communication of International Studies)
English as a lingua franca perspective
Thursday Mayu Konakahara (Waseda University)
1400-1405 This poster examines communication strategies (CS) in English as a lingua franca interaction. Taking an
AL, EAP interactional approach, it analyzes how international graduate students in a British university negotiate
meaning by use of CS in an informal talk. What facilitates a mutual understanding is not already-
documented CS but others (e.g., explication and reformulate). Implications for English language teaching
Choosing
will criteria for primary school EFL speaking assessment in RSA
be discussed.
Poster 32 Project-based teaching practice for Japanese elementary school EFL learners
Thursday Rieko Nishida (Kansai University)
1415-1420 One public elementary school in Japan conducted a teaching project utilizing drama. Fifth grade students,
YLT who love to sing songs and act in front of their parents and teachers, participated in a musical
performance. In this presentation, I will focus mainly on how I organized the project and explain the
Creating diagnostic
supporting frameworks for supporting
theory (Self-Determination Theory). focused, effective, self-directed learning
Brian Morrison (Kanda University of International Studies)
Poster 33 Learning communication strategies and speech acts through animation
Thursday Kimiko Ochi (Matsuyama University)
1430-1435 The purpose of this poster is to show how communication strategies and speech acts can be learned
ES(O)L, MD effectively from animations such as Shrek and Ice Age. Animation provides a great variety of examples
that illustrate how native speakers of English use the language for successful communication. Through
engaging exercises, our students acquire confidence in communicating in English.
Learning English in a Brazilian school – a new approach
Poster 34 Fernando
MyStory Sartori
– the (Sao Paulo,
encounter of me, Brazil)
online, writing and academia
Thursday Anna Rolinska (Freelance)
1500-1505 I present a proposal of an online project, MyStory, allowing participants (international students on a pre-
EAP, LT sessional course) to: reflect on the issue of ‘self’ by perusing topics of family, career field/major,
entertainment and community history; build personal digital narratives/artefacts meditating on the above;
Construction
create academicof identity in teacher
narratives candidates
exploring the background of the topics; and acquaint oneself with and/or
Birsendigital
develop Tutunis (Istanbul Aydin University)
literacy.
Poster 35 Just another VLE / LMS? Experience with OLAT (among others)
Thursday Jody Skinner (Universitaet Koblenz)
1600-1605 While many might know Moodle as one example of a Virtual Learning Environment or used as a Learning
LT Management System, another open-access platform called OLAT is being implemented especially in
Practices
German from EFL textbooks
universities. My posterin will
Japan and Chinamy experiences with this Online Learning and Training
document
Linfeng Wang
platform, (The University
and I welcome of Tokyo) too in person or virtually.
your experiences
Poster 36 ICT competence of language teachers through an online course

Thursday Svetlana Titova (Lomonosov Moscow State University)
1615-1620 This poster presents an online professional development course (ICT Integration into Language
TD Classroom), which is taught at a large Russian university for teachers who would like to acquire
professional ICT competence. It also reports the results of a research review on running this course,
providing additional results based on trainees' feedback and reflection.
Poster 37 Making English for specific purposes a challenging learning experience

Thursday Vesna Vulic (Polytechnic in Pozega, Pozega, Croatia)
1630-1635 This poster will share my experience of teaching English for specific purposes to Croatian students of
ESP Viticulture and Oenology. We will look at a range of learner-focused, needs-based motivating activities for
bringing the appropriate texts to life, and for practising the grammar they present. Examples will be taken
from the book Grapes of Knowledge.
The Poster Forum is located in the exhibition area.

-49-
A world of
ELT jobs.
Discover a brand-new 1.8 million visitors

service from the number
one resource and 190 countries
community site for English 10 years online
language teachers.
www.onestopenglish.com/jobs
-50-
Tuesday 20 March
TUESDAY
0800-1730: Registration Desks Open 0830-1730: ELT Resources Exhibition
0815-0845: How To... Track 0900-1025: Opening & First Plenary Session
0800-1730 Registration desks open
0815-0845 IATEFL How to... track

Alsh 1 How to get the most out of this conference with Susan Bardhun
This session is for new IATEFL conference participants as well as those of you who have attended many
conferences... but feel your experience could go deeper. We will analyze the programme, form learning
groups for those who wish to jigsaw their conference experience, and share conference time management
tips.
Alsh 2 How to reflect on research talks at the conference with Simon Borg
Many IATEFL conference sessions present research undertaken in various English language teaching
settings. This session highlights issues which conference participants might consider when reflecting on
the research they hear about during the conference and considering its relevance to their own
professional contexts.
Boisdale 1 How to write an article for a teachers’ magazine with Helena Gomm
The editor of English Teaching Professional will talk about the advantages of getting articles published,
what editors are looking for, how best to present your work, and how to increase the chances of having it
accepted.
0830-1730 Exhibition open
0900-1025 Opening Announcements and Plenary Session

The conference will be opened by the IATEFL President, Eric Baber, with welcomes as well from Bill
Maxwell from Education Scotland and a representative from the Lord Provost’s office.
Clyde Plenary session by Adrian Underhill

(2000 audience)
I work as a consultant with schools wishing to develop their organizational intelligence, and as a trainer
conducting programmes on facilitation and leadership skills. Current positions include educational
consultant to Study Group UK, principal tutor on the Oxford University summer seminar for EL teachers,
and trainer on Pilgrims teacher programmes. Prior to 1999 I was Director of the International Teacher
Training Institute at IH Hastings. Outside ELT I am an Associate of the National School of Government, and
spent six years as tutor for Leaders UK, a Cabinet Office initiative to develop connected up leadership
across UK public services. I also tutored on leadership development programmes for the Bath University
MBA. I have enjoyed a long association with IATEFL, starting the Teacher Development SIG in 1984, and
serving as IATEFL President. I am series editor of the Macmillan Books for Teachers, author of Sound
Foundations: Learning and Teaching Pronunciation, and recently brought out SOUNDS: The Pronunciation
App . Current interests include applications of action inquiry and reflective practices in professional
learning, and the role of improvisation in teaching.
Mess and progress

ELT has been characteristically open to influences and feeder fields. I would like to draw attention to two
emerging and connected fields which, though perhaps less discussed, already impact on our profession.
1. Systems thinking and action – developed in the last few decades to enable us to see and talk about the
complex ‘messes’ we find ourselves in, and to act in the midst of them.
2. Post-heroic leadership practices (emerging out of the failure of traditional forms of leadership to deal
adequately with ‘messes’) which resonate well with the activity of teaching.
These two fields can embrace almost any human activity, and they also connect with a third more familiar
field, that of learning at organisational and individual levels. I will highlight some ways in which these
fields taken together afford us different perspectives on our work in education, and offer some
suggestions from the systemic perspective.
-51-
Tuesday 20 March
TUESDAY
Session 1.1 : 1040-1140
1040-1140 Session 1.1

Barra Fun with flashcards e, ie, p
65 audience Weronika Salandyk (Freelance)
Workshop Are you looking for ways to break the monotony of your flashcard activities? This practical
YLT workshop offers a variety of simple and engaging flashcard games which help to revise
the vocabulary with kindergarten or primary students. Find out how to spice up your
flashcard lessons with movement, games and everyday objects such as an egg timer or
plastic toy hammers.
Jura Video projects or how to make it work for teens e, s

30 audience Monika Zaczek (British Council, Romania)
Restricted Ever been in a classroom filled with teenagers who seemed unable to focus on anything
Workshop but their phones? Visual materials enhance teens’ motivation and provide a springboard
YLT for a variety of skills-developing tasks and language activities. This workshop will
demonstrate how to use films and short video clips to create stimulating and inspiring
lessons.
Orkney Tests with a human face e, p, s, t, a

35 audience Marta Rosinska-Trim (DOS Teacher Training Solutions)
Restricted I would like to share my reflections over more informal testing methods and show how
Workshop these can enhance learner motivation. I will be presenting lots of practical ideas, to help
TEA you introduce some variety to your testing techniques. Come for a healthy mixture of
'practical theory' and a great range of classroom activities.
Shuna Helping students to learn more effectively through CLIL e, a

65 audience Andrew Drought (British Council, Tokyo)
Workshop This is a hands-on workshop to demonstrate materials created as a part of action
LA research into whether the CLIL framework can be applied to current affairs classes for
adults, and whether, as a result, students learn language better because they are more
cognitively engaged. I also demonstrate an innovative mind map activity to help students
systematically organise and use vocabulary.
Staffa Teaching English the silent way e, ie, p, s, a

65 audience Roslyn Young (Une Education Pour Demain)
Workshop Can we consistently replace teacher talk with student talk? Can we keep our students
LA interested all the time? Yes and yes, but only if we have suitable techniques. I have been a
Silent Way teacher for 40 years. I will use several mini-lessons to show why the Silent Way
is such a potent approach to learning and teaching English.
Clyde A.S.Hornby Educational Trust Scholars’ Presentation

500 audience ELT in action: what works and what makes it work in different contexts?
This year’s Hornby scholars will present their experiences of how aspects of ELT work successfully in very
different contexts across the globe. Aspects to be explored include ways of teaching, motivating learners,
educational leadership and planning, and ELT materials design. They will show what factors support their
success and help ELT work in action.
The scholars are: Awgichew Arega Abebe (Ethiopia), Getachew Melaku Yitbarek (Ethiopia), Baka Timothy
Hyua (Nigeria), Yosra Hamid Abdelkareem (Sudan), Hawpage Dona Bimali Niroshini (Sri Lanka), Mala
Palani Palanichamy (India), Manisha Kundanmal Dak (India), Evelin Amada Ojeda Naveda (Venezuela),
Ricardo Llanos Garcia (Mexico), Nargiza Kuchkarova (Uzbekistan), Akhter Jahan (Bangladesh), Yohana
Gratiana (Indonesia), Fadhel Mohammed Ahmed Abdullah (Yemen), Nadeem Abdulbaqi Abdullah Al-
Murshedi (Yemen). Facilitated by Martin Wedell (Leeds University).
e = experienced audience ie = inexperienced audience

p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching
prod prom = promoting a particular book or product
pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product
PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS
-52-
Tuesday 20 March
TUESDAY
Session 1.1 : 1040-1140
Forth Focus on grammar: learning processes and teaching strategies
300 audience Dave Willis (Birmingham)
Workshop I will take a brief look at the English verb system to show that learning involves a complex
AL, MD interaction between at least three learning processes: recognition, system building and
exploration. We will devise exercise types for each of these processes, and look at ways in
which these activities supplement one another.
Gala 1 Global business etiquette 101 e, ie, t, a

60 audience Nikolina Korecic (Universite Stendhal Grenoble 3, France)
Workshop Why do some businesses fail in some countries, and do well in others? The secret may lie
BE in culture. Globalization has enabled divergent cultures to interact with one another
despite cultural differences. Business English trainers serve as mediators in teaching
entrepreneurs how to conduct business worldwide by not only teaching the language, but
also the culture needed to communicate effectively.
Gala 2 Having a regional Latin American Caribbean ELT event... dreams come true! e, ie, a
60 audience Leonor Marin Caceres (IATEFL Peru)
Workshop In this workshop, I will present educational facts about LAC countries, the source being
GEN research and interviews with Associations' Presidents. A draft Programme will be shared
subject to participants' suggestions which will be taken into account, and the country
where this regional event will take place will be chosen that day. A pot porri of music from
each country will be sung/danced?
Alsh 1 Creative teaching, creative learning e, ie

96 audience Carol Read (Freelance, Spain)
Workshop This highly practical workshop explores the concept of creativity through an engaging,
GEN interactive story. Participants are invited to consider and discuss key questions such as
the differences between creative teaching, teaching for creativity and creative learning,
and big ‘C’ and little ‘c’ creativity. A range of easy-to-implement strategies are offered to
promote creativity in teaching learners of all ages.
Alsh 2 Using mind maps in the classroom ie, s, a

96 audience Miles Craven (Author/publisher, Cambridge, UK) pub
Workshop Mind mapping is a useful technique that can be effectively employed with classes of all
GEN ages and abilities. This workshop will give participants a thorough insight into what mind
maps are, and how they can help students develop key language skills. Participants will
prepare their own mind maps and be shown various communicative exercises to use with
their students.
Boisdale 1 Why do we teach that? e, a

100 audience Peter Bendall (Embassy CES Cambridge)
Workshop Does the analysis of contrasting tenses help students to use them more appropriately? Do
TTEd the rules we give them actually conform to native speaker use? Do scanning tasks really
help students read better? Do discourse markers really improve students’ writing? This
workshop will give you the opportunity to make up your own mind.

Please note that some presenters have requested a maximum audience size.
Therefore, please check the audience size in the left-hand column of each entry.
-53-
Tuesday 20 March
TUESDAY
Session 1.1 : 1040-1140

Boisdale 2 Listen up and take notice: using (semi) authentic listening resources productively e, a
100 audience Rachael Roberts (Freelance) prod prom
Workshop More and more authentic (or semi authentic) listening texts are appearing in published
GEN materials. In this session we will look at the reasons for this and at how such materials
can be exploited fully to provide not just more realistic listening practice but also a rich
resource for developing learners’ own language and speaking skills.
Lomond CAMBRIDGE UNIVERSITY PRESS SIGNATURE EVENT

620 audience It’s all very well in theory, but...
Speaker: Penny Ur
Some people claim that research-based theory is an essential source of teacher knowledge. Others say it
is fairly irrelevant, and that what is important is classroom experience and reflection. Penny Ur’s own
position is that insights founded in research may often inform teaching – but their practicability needs to
be evaluated cautiously and critically. In this session Penny will discuss a selection of interesting research
studies and their possible implications for teaching, with the aim of pinpointing when, and why, such
studies may be more, or less, useful to the practitioner.
Carron 1 Let's turn you on! Switch on to rhythmic mobile learning! ie, p, s, a
88 audience Carole Nicoll (Worldwide) prod prom
Workshop Catchy songs, music and rhythm, or Earworms, are proven aids to retaining large chunks
YLT, LT SIG of language along with its correct pronunciation. Let your subconscious do all the work!
Day Embrace our digital era and experience how you can use smartphone apps, iPods or iPads
anytime, anywhere! This fun workshop will change your life forever! Take control!
Audience participation encouraged!
Carron 2 A closer look at classroom discussions e, ie, s, t, a

88 audience Devrim Demirezen Uygan (Sabanci University, Istanbul, Turkey)
Workshop Classroom discussions are commonly used in EAP settings as a classroom and
EAP, ESP SIG assessment tool. Yet, approaching it systematically seems to be a challenge for many
Day institutions. Having contributed to the research for and the writing of speaking guidelines
at my institution, I would like to share with participants the sub skills, strategies, and
language that would enhance effective discussions.
Dochart 1 Bringing BEC Vantage to life e, ie, s, t, a

88 audience Marjorie Rosenberg (University of Graz, Graz, Austria) prod prom
Workshop This workshop will provide practical tips and ideas to trainers preparing learners for the
BE, TEA Cambridge ESOL BEC Vantage exam. This interactive workshop aims to help trainers
through practical activities created to help learners with both exam tasks and their
knowledge of business and specialised vocabulary. Some activities will be taken from the
new edition of Pass Cambridge BEC Vantage.
Dochart 2 Using corpora to supplement coursebook vocabulary e, ie, s, t, a

88 audience Ken Lackman (Freelance)
Workshop This session presents classroom activities that implement corpora searches based on
MD coursebook vocabulary. It will be demonstrated how corpora can provide information
about variations in the form of a word, its most frequent collocates and, for verbs, the
ones most commonly used in particular grammatical structures. The activities will be
demonstrated to show how students can learn from the corpora.

-54-
Tuesday 20 March
TUESDAY
Session 1.1 : 1040-1140
Session 1.2 : 1215-1300
Leven Creative writing as process and product e, ie, s, t, a
100 audience Alan Maley (Leeds Metropolitan University)
Workshop I will outline the key differences between creative and expository writing, then offer some
LMCS SIG Day simple but highly productive writing activities. We will discuss the advantages of creative
writing for learners and teachers, its value for language learning and also for the texts
produced, which can be used as input. I will relate this to the work of the Asian-teacher
writers group.
Morar Designing TEYL project-based courses – frameworks for getting started ie, p
20 audience Sarah Troughear (British Studies School of English, Oxford)
Restricted Planning an effective sequence of lessons for young learners can appear overwhelming
Workshop with so many factors to consider. This hands-on workshop will give you the opportunity to
YLT try out strategies for generating and sequencing ideas as a way to developing a short
integrated project-based language course for young learners aged 8 to 11 years old.
Ness From 'English teacher' to 'learning coach' e, s, t, a

50 audience Duncan Foord (OxfordTEFL, Barcelona)
Workshop Will our students make faster progress if we spend more time coaching them and less
LA, TD SIG time teaching them? We will look at coaching strategies which can motivate students to
Day learn more effectively during and after class and there will be practical examples of some
authentic activities students can do outside class.
1140-1215 Coffee break (sponsored by Scottish Qualifications Authority)

Exhibition hall A complimentary tea/coffee is available at the catering points in the exhibition hall.
1215-1300 Session 1.2

Barra Does pre-teaching vocabulary have a role in facilitating reading comprehension? e, ie, s
65 audience Matilda Wong (University of Macau)
Talk This session investigates how EFL secondary school teachers in Macau teach vocabulary
AL in reading lessons and their rationale for pre-teaching vocabulary in a typical reading
lesson. It discusses the arguments for supporting or disapproving pre-teaching
vocabulary and examines whether pre-teaching vocabulary in any way facilitates students’
reading comprehension.
Jura Feel the fear and write it anyway e, ie, s, t, a

30 audience Bess Bradfield (Richmond) prod prom
Restricted This workshop explores ideas for banishing ‘blank page syndrome’! We will share tips for
Workshop helping students to conquer fear, generate ideas, and develop their exam writing skills.
TEA, YLT We will test a range of activities suitable for teenagers and young adults, using examples
from Target FCE . With the right inspiration, even the most reluctant student can write with
confidence!

ESAP = English for Specific Academic Purposes LT = Learning Technologies TEA = Testing, Evaluation & Assessment
ESP = English for Specific Purposes MD = Materials Development
-55-
Tuesday 20 March
TUESDAY
Session 1.2 : 1215-1300

Orkney How to survive and pass an online DELTA course e, a
30 audience Jill Coleman (Bell International College, Cambridge)
Restricted Are you considering doing an online DELTA? This talk gives a full insight into the
Talk experience from a participant’s viewpoint. You will learn how such a course works, what it
TTEd covers and how you can best cope. You will hear about the benefits and difficulties
involved and gain some valuable tips on how to get through successfully!
Shuna Scottish Qualifications Authority’s (SQA) Higher ESOL qualification ie, s, a

65 audience Jill Murray (SQA) prod prom
Talk This talk will look in depth at SQA’s Higher ESOL course, its content and methods of
TEA assessment, in particular for speaking. As well as considering the theory behind the
development of the course, it will look at a case study of a successful programme which
delivers the qualification to secondary age school pupils to allow them access to Higher
education.
Staffa Non-native English teachers on 4-week initial training courses: a study e, a

65 audience Jenny Johnson (Cactus Worldwide)
Talk How do ‘non-native’ teachers get on on 4-week pre-service training courses such as
RES, TTEd CELTA or CertTESOL? In this talk I present the results of a study into whether the
experiences of the ‘NNS’ trainees on these courses make them feel in any way inferior or
at a disadvantage because of their ‘non-nativeness’. Trainers’ expectations and viewpoints
are also presented.
Clyde Good at listening or good at listening tests? e, s, t, a

500 audience John Field (University of Bedfordshire) pub
Talk Using verbal reports, this presentation examines what test takers actually do during
TEA listening tests. There is evidence that conventional formats encourage learners to adopt
strategies which play no part in real-world listening. When designing local progress tests,
teachers should be free to use more innovative formats which represent the skill more
accurately.
Forth Exam preparation: what do we mean by 'skills development'? e, ie, s

300 audience Malcolm Mann (Freelance writer, Athens, Greece) prod prom
Talk We'll look at the needs of students and teachers – in terms of preparing adequately for
YLT English language exams. We'll examine what the term 'skills development' really means,
and we'll explore successful ways to develop our students' ability to deal with reading,
writing, listening and speaking. Some examples will come from Laser, a course for young
teenagers published by Macmillan.
Gala 1 English curriculum reform in China: ten years on e, p, s

60 audience Dave Huxtable (British Council China)
Talk In 2001, China embarked on a curriculum reform to equip 300 million learners with
GI, TTEd English for communication. Ten years on, much has been achieved but there are still
hurdles to overcome. This session describes practical approaches to the challenge, with
valuable lessons for those involved in training the large numbers of educators seeking
further development at home and overseas.

-56-
Tuesday 20 March
TUESDAY
Session 1.2 : 1215-1300
Gala 2 Perceptions of the role of reflection in student-teacher development e, a
60 audience Carla Gastelum (Universidad de Sonora)
Talk Reflection has been promoted and encouraged in student-teachers as a means for
TTEd professional and personal development in the B.A. in ELT at Unison. The aim of this
session is to describe some activities that have been carried out by some student-teachers
and the impact that these have had on their ability to reflect and critically evaluate their
practice teaching.
Alsh 1 From book to web – practical tips for innovative course design e, ie, s, t, a
96 audience Rui da Silva (Bellerbys College) prod prom
Talk Using the concrete example of Access EAP by Argent and Alexander, this session explores
LT, MD how we can synthesise coursebooks with learning technologies to increase motivation,
personalisation and learner confidence. We will present our VLE-based course and
discuss how the different activities linked to the target language can add real value to the
learning experience.
Alsh 2 IELTS in virtual reality - a case study e, ie, a

96 audience Iffaf Khan (Languagelab) prod prom
Talk I have delivered an IELTS Preparation course in virtual reality, specifically on a platform
LT called Second Life. This talk comments on the implementation of these IELTS classes,
which I designed, and lessons learned from their delivery and format. I will look at the
successes and challenges of this particular course and what makes a competent virtual
learner.
Boisdale 1 Shaking up grammar: a context- and goals-based approach e, ie, a

100 audience Leslie Anne Hendra (Cambridge University Press) prod prom
Talk Compare: "If I miss the next train, I’ll be late." "If you like sushi, you’ll love this
GEN restaurant." The second is truly context-based and meets the CEF goal ‘give
recommendations’. Using examples from English Unlimited (CUP), we’ll examine ways to
make grammar presentation more meaningful and help learners achieve real-life CEF-
based goals by using this motivating context- and goals-based approach.
Boisdale 2 Training virtual communication skills for business English e, a

100 audience Jackie Black & Jon Dyson (York Associates)
Talk After briefly presenting the technology available for trainers wishing to simulate virtual
BE meetings and presentations in class, we will outline a set of best practices (based on our
experience and research into this type of communication), which will help develop greater
learner competence and confidence in this international skill set.
Lomond Teaching thinking to young learners e, p

620 audience Marion Williams (OISE) prod prom
Talk In this talk I shall first discuss the teaching of thinking to children and outline some of the
MD, YLT thinking programmes available. I shall then present a number of activities for primary EFL
learners, designed to teach thinking through English while at the same time developing
language skills, drawing from Herbert Puchta and Marion Williams’ book Teaching Young
Learners to Think.

-57-
Tuesday 20 March
TUESDAY
Session 1.2 : 1215-1300

Carron 1 Pervasive playfulness and mobile technologies for embodied language learning e, s, t, a
88 audience Paul Driver (University of Tras-os-Montes e Alto Douro)
Talk Urban games reclaim play from the disembodied virtual worlds of the computer screen
LT SIG Day and return it to the physical and social spaces of the real world. In this session I will
discuss the learning potential of technology-enhanced pervasive games, their design and
implementation and I will illustrate this with concrete examples drawn from an ongoing
research project.
Carron 2 Developing academic writing skills at Masters-level in a British university ie, t

88 audience Clare Furneaux (University of Reading, UK)
Talk This talk explores the experiences of a group of ELT/Applied Linguistics students at a
ESAP, ESP British university on a one-year MA as they developed their academic writing skills. They
SIG Day came from a range of academic, linguistic and professional backgrounds. The talk
discusses the challenges they faced in writing and how they dealt with them.
Dochart 1 Integrating international exams into the Spanish school system e, ie, s
88 audience Desmond Nicholson (Spain)
Talk This presentation discusses Cambridge ESOL’s work with mainstream education in Spain.
TEA Cambridge ESOL has been working providing advice and training to schools wishing to
introduce external assessment. The presentation highlights the schools as examples of
good practice in English language teaching and the role of external assessment in
assisting schools in increasing the English language proficiency of students.
Dochart 2 From me to you - yeah, yeah, yeah e, ie, p, s, t, a

88 audience Alan Green (Pilgrims) prod prom
Workshop The presenter uses his lifelong passion for The Beatles to suggest ways in which their
TTEd music and biographies can be utilised to promote the learning of language, culture,
communication and study skills. Be prepared to participate. Come and travel on the Long
and Winding Road - join him on a unique Magical Mystery Tour!
Leven Reading and discussing literature online e, ie, t, a

100 audience Chris Lima (The Open University)
Talk Can reading and discussing literature online have any positive impact on English language
TTEd, LMCS teachers' professional development? In this talk we will take a look at the ELT Online
SIG Day Reading Group, analyse the forms of interaction happening there, and discuss how
literature and computer-mediated communication can be constructively used in ELT
teacher education.
Morar OISE YOUNG LEARNERS SCHOLARSHIP WINNER ie, s, a

30 audience Empathetic teaching through drama in the ELT classroom
Restricted Alicja Galazka (University Of Silesia, Katowice, Poland)
Workshop The workshop will demonstrate some of the drama strategies which provide empathetic
TTEd, YLT holistic emotional and multisensory language learning. Drama stimulates and uses
different parts of the brain. In drama there is a safe and distanced opportunity to
recognize and talk about emotions together developing a L2. Drama focuses significantly
on non-verbal messages and supports the understanding of sub text.
Ness The Se7en deadly sins of ELT e, ie, a

50 audience Anthony Gaughan (Hamburg School of English)
Talk Communicative language teaching has succeeded in purging classrooms of the following
TTEd, TD SIG 'vices': 1) drilling; 2) translation/L1 use; 3) dictionary use; 4) teacher explanations; 5)
Day reading aloud; 6) telling students they're wrong; 7) teacher talk time. I want to present the
case for the defence for these techniques and persuade you to give in - occasionally and
consentingly - to temptation.

-58-
Tuesday 20 March
TUESDAY
Session 1.3 : 1400-1430
1300-1400 Lunch break
1400-1430 Session 1.3

Barra Students' conferences: towards an era of sustainable autonomous learners e, ie, s
65 audience Nesreen ElNesr (Ministry of Education, Egypt)
Talk Leading students to be autonomous has become the aim for educational organizations.
LA, YLT One way of achieving this is through directing students to share in and conduct
conferences. The presenter will offer practical simple ideas of how to conduct student-led
conferences, and reflect on the benefits gained for students, teachers and the institution.
Jura PILGRIMS HUMANISING LANGUAGE TEACHING SCHOLARSHIP WINNER e, ie, s

65 audience The importance of teaching higher order thinking skills (HOTS)
Talk Jennifer Ayzen (Nes Ziona High School, Israel)
YLT I will clarify what HOTS are, differentiate them from lower order thinking skills, and
explain why it’s essential to teach these skills. I’ll discuss changes made within the Israeli
education system with regard to HOTS. Then I’ll present an example of how to teach
various HOTS in the classroom, giving practical tips and examples of how to get pupils
really thinking.
Orkney TRINITY COLLEGE LONDON TEACHER TRAINER SCHOLARSHIP WINNER

20 audience Peer translating: a teacher’s strategy in difficult circumstances
Restricted Tarun Kumari Kharbamon (The English and Foreign Languages University, Meghalaya,
Talk India)
TTEd Translation has always been understood as an art of decoding and encoding a text from
the source language (SL) into the target language (TL). However, translation, if judiciously
used, can be effectively employed as a teaching strategy to facilitate the process of second
language learning among the non-native speakers.
Shuna How can assessment support learning? A learning oriented approach e, ie, s, t, a
65 audience Miranda Hamilton (University of Cambridge ESOL Examinations)
Talk This talk summarises and locates learning oriented assessment within the assessment
TEA landscape. Learning oriented assessment brings together notions of summative and
formative assessment with learning located at the heart of the process. I will explore how
assessment data can be used to profile and monitor learners’ progress, informing teacher
decision-making and planning and enabling students to engage in focused self-study.
Staffa Partnership working in ELT e, s, a

30 audience Tony Jones (British Council HQ, London) prod prom
Restricted Recently the British Council has been working in partnership with Microsoft and other
Talk digital corporations to provide ELT support to very large-scale global education
GEN programmes. This presentation will consider aspects of materials design and adaptation
of existing materials as well as the strategic benefits to the British Council and to UK ELT
in general.

-59-
Tuesday 20 March
TUESDAY
Session 1.3 : 1400-1430

Clyde Seven features of spoken grammar e, a
500 audience Ken Paterson (Freelance) prod prom
Talk Corpus-based grammars have revealed some interesting aspects of spoken English. We’ll
GEN look at seven of these (including heads, tails, exaggerations, vague language, ways of
reporting speech and structures with 'know' and 'think'), and suggest how we can bring
them into the classroom for learners to use. I’ll refer to A Handbook of Spoken Grammar,
published by DELTA.
Forth English for migrant workers in rural Scotland a

300 audience Hamish Kirk (Isle of Bute, Scotland)
Talk After spending 40 years in EFL in Europe, Africa and the Middle East, the speaker now
GEN finds himself in a rather different game. He is teaching as an unpaid volunteer in a rural
area of Scotland. What are the differences? Should there be a tolerance of unpaid
voluntary work while we have qualified teachers who are unemployed?
Gala 1 An ESOL study: its impact on a developing Scottish context e, ie, a

60 audience Margaret Allan (Scottish Qualifications Authority)
Talk This talk considers how research, supported by the Scottish Qualifications Authority, into
ES(O)L, RES the discourses of ESOL learners and practitioners will be helpful in supporting
assessment literacy among ESOL teachers and in the continued development of ESOL and
TESOL qualifications. It discusses how research can support both pedagogic and
developmental change within the context of Scotland’s Curriculum for Excellence.
Gala 2 Teacher-educator research and the design of methodology courses e, t

60 audience Livia Donnini (School of Education, Universidade de Sao Paulo, Brazil)
Talk This talk discusses the role of research carried out by the teacher-educator as a means to
TTEd achieve a more organic relationship between theory and practice in the design of
methodology courses. To elucidate this discussion, results of a research project involving
the introduction of autobiographical narratives as the core component of an
undergraduate program of teacher education will be presented.
Alsh 1 Collocations and lexical notebooks - their classroom problems and solutions e, ie
96 audience Shaun Dowling (Cultura Inglesa, Brasilia, Brazil)
Talk This session will present a new study into lexical notebooks and demonstrate the
LA, RES difficulties faced in addressing collocation teaching in the classroom. We will discuss
current theories in lexical teaching and the problems they pose to both teachers and
learners. The session will show how these can be overcome and finally how participants
are able to produce their own lexical notebooks.
Alsh 2 Learner autonomy in a team-taught introductory graduate course in Japan ie, t

20 audience Bruce Malcolm & Haruyo Yoshida (Osaka Kyoiku University)
Restricted Employing two teachers in the same classroom simultaneously is a relatively new
Talk educational phenomenon in Japan. The effects of a Japanese and native English speaker
LA, TTEd team-taught semester-long graduate introductory course, conducted only in English,
were investigated. An analysis of standardized spoken test scores revealed significant
improvements, which correlated with increases in both learner autonomy and fluency.

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Tuesday 20 March
TUESDAY
Session 1.3 : 1400-1430
Boisdale 1 Young learners’ language achievements in a longitudinal perspective e, p
100 audience Magdalena Szpotowicz (Educational Research Institute, Warsaw, Poland)
Talk This talk provides an analysis and discussion of young learners’ productive and receptive
AL, YLT skills, observable after the first few years of learning a foreign language at school.
Including a focus on language achievements and on how listening and speaking skills
develop in the longitudinal perspective, it aims to show how these skills begin to interact
with emerging literacy abilities.
Boisdale 2 Changing schools: reasons, roles and the human factor e, s

100 audience Maria Araxi Sachpazian (Input on Education)
Talk Change is necessary in any educational setting but what brings about change in our
LAM classroom? Who spearheads change and who follows? This session aims to present and
analyse a case study regarding the role of the modern school owner and directors of
studies in connection with change management. Theories related with the sociology of
change will also be presented.
Lomond IELTS introduction - a gentle way into the academic version e, ie, t, a
620 audience Sam McCarter (Freelance writer, London) prod prom
Talk The talk will look at teaching strategies that blend the four main skills in IELTS for low-
TEA level learners at Score Bands 3-4, using examples from IELTS Introduction and other
textbooks. Techniques that help introduce students to IELTS without burdening them with
lots of information, but are still relevant to IELTS, will be explored.
Carron 1 Ideas to implement mobile phones in the English classroom e, ie

88 audience Maria do Carmo Ferreira Xavier (Cultura Inglesa S.A.)
Talk This talk will show how the language learning process can be enriched through the use of
LT SIG Day mobiles and interactive whiteboards. For 18 months, the presenter experimented with
different types of mobiles (including smartphones) with her learners. This classroom-
based experiment showed how technology can positively affect students' motivation in
class, making language learning more meaningful and real.
Carron 2 Innovations in EAP oral assessment: the IOA project e, ie, t, a

88 audience Prithvi Shrestha (OpenELT, Department Languages, The Open University) prod prom
Talk This talk reports on findings from a pilot study of academic listening and speaking skills
EAP, ESP SIG designed for and delivered through a voice response system powered by Learnosity®. The
Day findings, based on students’ experience, suggest the possibility of this system as an
attractive option in open and distance learning. A number of pedagogical implications
based on the findings will be presented.
Dochart 1 Parents’ roles in language learning of their children e, ie, s

88 audience Mandana Arfa Kaboodvand (Islamic Azad University, Central Tehran Branch)
Talk Parents play major roles in their children’s language learning. By adopting a positive or
YLT negative attitude towards the language, teachers and schools, they can have a direct
impact on their children’s performance. In this talk, based on research, some of their
expectations and some ways to help build a rapport between parents and language
teachers will be investigated.

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Tuesday 20 March
TUESDAY
Session 1.3 : 1400-1430

Session 1.4 : 1445-1530
Dochart 2 Creating new norms for English language testing in Sri Lanka e, ie, t
88 audience Dilini Walisundara (Department of English, University of Sri Jayewardenepura)
Talk The recent World Bank sponsored English language development programmes in national
AL, TEA universities in Sri Lanka is expected to increase the ‘employability’ of the graduates. The
talk will explore the validity of some of these assumptions and question its implications
relating to testing and assessment of English language in Sri Lanka.
Leven IATEFL Literature, Media & Cultural Studies Special Interest Group Open Forum
100 audience Come along to meet the committee, hear about what we have been doing in the past year and what we
LMCS SIG Day have planned for the coming year. It will also be a chance for you to get involved, make suggestions of
what you’d like us to do, and to hear each of the committee members read a Scotland-related poem, to get
you in the right Glasgow mood.
Morar Listening to the right people: managing relationships in teacher training e, ie, p
50 audience Claire Ross (British Council Lebanon) & Damian Ross (Wider Europe)
Talk Lebanon, 2009-date: three international organisations worked together to develop a
TTEd teacher training programme for 255 teachers of English from the Palestinian community.
There were significant developments in classroom practice as a result. We will outline
success factors and lessons learned that can be applied to your own teacher training
context.
Ness IATEFL Teacher Development Special Interest Group Open Forum

50 audience Interested in professional development, your own and that of others? Want to take more responsibility for
TD SIG Day your personal and professional growth? Come to the TD SIG Open Forum to find out what we are doing and
are going to do, to discuss what you want from the SIG and to see if you would like to become more
involved.
1445-1530 Session 1.4

Barra CLIL activities e, s
65 audience Liz Dale (Hogeschool van Amsterdam, University of Applied Sciences) & Rosie Tanner prod prom
Workshop (Utrecht University, Centre for Teaching and Learning)
TTEd A very participatory workshop for subject and language teachers where you do CLIL
(content and language integrated learning) activities. These activities will activate you and
your secondary students to work on and keep a balance between language and content.
Discover how 'CLIL' you are, experience some classroom tasks and consider how subject
and language teachers can work together.
Jura Teachers of teachers at the crossroads: signposts and potential directions e, t

65 audience Gabriel Diaz Maggioli (The New School University, New York, USA)
Talk The field of teacher education/training has remained mostly unchanged for decades. With
TTEd the expansion of programs offered worldwide, it is time to think about the direction our
profession is going. This talk will address four perspectives in teacher education which
have the potential to promote a rebirth of the field and better serve our trainee population.

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Tuesday 20 March
TUESDAY
Session 1.4 : 1445-1530
Orkney Team presentations: expanding the learning experience e, ie, a
30 audience Vibeke Hostvedt & Bo Zdzitowiecki (OISE Cambridge)
Restricted Using English in the international arena requires a wide range of skills that go beyond just
Workshop language. We will show how regular group presentations have helped our students
BE develop these skills. Working in teams, researching topics and performing to an audience
builds skills and confidence, is challenging and gives a tremendous sense of achievement.
And it’s fun!
Shuna Five star approach to quality language education ie, a

65 audience Martin Beck (MONDIALE-Testing GmbH, Switzerland)
Talk For teachers, test providers and schools there is a demand for a standardized quality
LAM framework for courses, tests and teacher training. Working with a Quality Assurance
matrix opens the door for further accreditation of the services offered. The talk will give
an insight into how to start and implement a QA process and how to fulfill the
requirements needed for accreditation.
Staffa Observing teachers in action: a DVD series for teacher educators e, ie, p
65 audience Lesley Dick (British Council) prod prom
Workshop This workshop focuses on the development of the DVD series of films in the Tamil Nadu
MD, TTEd Project teacher training project. Local teachers were filmed in their classrooms and the
materials were developed to form the basis of face-to-face and self-access teacher
training courses. Participants will be able to view and use the materials.
Clyde Learning Management Systems for different age groups e, s, a

500 audience N Dawson (Pearson) prod prom,
Talk Learning Management Systems extend the teacher's controlling hand beyond the pub
LA classroom but fail to train learners in the self-management required for life-long
learning. The session contrasts classrooms with private learning and reviews the history
of learning management systems used in distance learning. Changes are needed to
promote self-management and learning independence.
Forth Language, motivation and opportunity: three things that get learners speaking e, ie, a
300 audience Tim Herdon (Oxford University Press) prod prom
Talk Learners need plenty of opportunities to practise their speaking in order to become
GEN effective communicators in English. But helping them speak is always a challenge. This
practical session shows how this can be achieved by balancing the elements of language
support, motivation and opportunity. We will be trying out some stimulating classroom
activities, taken from OUP’s English File 3rd edition.
Gala 1 Facebook - a friend or foe e, ie, t

60 audience Evelina Miscin (College of Business and Management, Zapresic, Croatia)
Workshop The aim of this workshop is to show the ways to use Facebook in class. It can be used both
BE in General English, as well as in business English classes. The workshop is based on the
project carried out at the College of Business and Management where students had to
create their own ‘fictional’ facebook which was later used.

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Tuesday 20 March
TUESDAY
Session 1.4 : 1445-1530

Gala 2 Making a plan: choosing tools for project-based assessment ie, t
60 audience Kathleen Nickle (Toyo University)
Talk A challenge for teachers is effectively and fairly grading student projects such as
TEA presentations and posters. In this practical session, the presenter will walk through
designing an assessment plan for group or individual projects and will discuss rubrics,
checklists, observation sheets and peer feedback forms. The focus will be on creating
time-efficient, reliable tools that offer accessible feedback to students.
Alsh 1 Cambridge English: Advanced for higher education e, ie, s, t, a

96 audience Annie Broadhead (Freelance) prod prom
Talk What English language skills do students need for successful study at Higher Education
TEA institutions where the medium of instruction is in English? This presentation looks at what
a student must be able to do at university (speak in seminars, listen in lectures, etc.) and
draws on Cambridge ESOL’s Cambridge English: Advanced exam to illustrate the
underlying skills and levels required.
Alsh 2 Affective effective learning: promoting self-esteem and motivation through films e, ie, t, a
96 audience Vera Cabrera Duarte (Pontifical Catholic University of Sao Paulo) prod prom
Talk Drawing on principles of educational psychology, this presentation proposes the use of
GEN films as triggers for investigating self-esteem and motivation among despondent EFL
learners at a secondary school. The activity was implemented and tested in a teacher
development course and results helped shed light on the important role of the affective
component in foreign language learning.
Boisdale 1 Exploring Culture World: people, behaviour and culture(s) e, ie

100 audience Susan Holden (Swan Communication) prod prom
Talk The talk discusses ways in which a foreign culture can be explored productively with
LT, MD elementary and pre-intermediate learners by finding similarities and differences with the
learner’s own world. The blended learning approach uses location video and classroom
interaction to develop listening and speaking skills, and to encourage intercultural
awareness. The session uses interactive online material from Culture World.
Boisdale 2 Understanding English however it is spoken e, ie, s, t, a

100 audience Ian Badger (BMES, Bristol) prod prom
Talk I will discuss the value of using authentic recordings to prepare our students for the
GEN listening challenges they meet in the real world. I will demonstrate key differences in
using authentic recordings compared with scripted ones in terms of accents, ‘mistakes’,
fragmented sentences, etc. I will refer to example recordings from the new Collins ELT
Listening Skills series.
Lomond A proposal: for active interventionist teaching e, ie, s, t, a

620 audience Jim Scrivener (Bell Educational Trust)
Talk We say we are ‘communicative’ but do we just do ‘whatever's in the coursebook’? Is our
TTEd, TD SIG methodology hit and miss? Does much contemporary teaching (fluency tasks,
Day communicative focus, fear of ‘teacher talk’ or of being ‘teacher-centred’) sidestep real
learner needs? This talk proposes an urgently-needed muscular reinvigoration of
teaching: alert, active and getting closer to where the learning is.

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Tuesday 20 March
TUESDAY
Session 1.4 : 1445-1530
Carron 1 Are you up to standard? Introducing the TESOL Technology Standards prod prom
88 audience Philip Hubbard (Stanford University) & Sophie Ioannou-Georgiou (Cyprus Ministry of
Talk Education & Culture)
TTEd, LT SIG How can language teachers and language learners implement technology effectively? To
Day address this question, TESOL has developed sets of Technology Standards for language
teachers and language learners. The presenters, members of the TESOL Technology
Standards Task Force, invite all teacher educators, teachers and administrators to come
and find out more.
Carron 2 IATEFL English for Specific Purposes Special Interest Group Open Forum
88 audience The purpose of the Open Forum is to review cutting-edge developments that have taken place in the past
ESP SIG Day year. Participants will have an opportunity to access the SIG's most recent report, examine its most recent
publications (e.g. a brand new 3rd book on English for Work and a brand new issue of the journal), network
with fellow professionals, and to hear about the new groundbreaking collaboration between the ESP SIG
and TESOL ESP IS!
Dochart 1 They will never forget! Earworm tunes and PMA e, ie, p
88 audience Charles Goodger (FunSongs Education) prod prom
Workshop Can you recall the songs and rhymes you learned as a child? Yes? In this dynamic and
TTEd, YLT enjoyable workshop I will illustrate my FunSongs Method, now used by teachers and
learners in over 80 countries. When language chunks are presented, taught and
performed in earworm action songs that fully engage the learner, they will seldom be
forgotten.
Dochart 2 What really shapes materials? e, p

88 audience Seyit Omer Gok (University of Leicester) prod prom
Talk This talk examines the pre-design, while-design and after-design and development stages
MD, YLT of a locally created coursebook series for young learners in order to gain an insight into
the factors that shape the eventual form of materials. The coursebook series, T h e
Learning Ladder , has been created by SELT Publishing (a local publishing house in
Turkey).
Leven www.worldstories - wonder wit wisdom e, ie, p, s, t, a

100 audience David Heathfield (INTO University of Exeter & Freelance) prod prom
Workshop Seven ways to inspire our students with simple, powerful, spoken and written, interlingual
LMCS SIG Day and intercultural stories. New website www.worldstories develops language skills,
cultural awareness and creativity. Each story is audio-recorded and transcribed in both
English and its original language. Discover what this new and free collection of authentic,
illustrated stories, developed by charity Kids Out, offers you and your learners.
Morar What do language teacher educators need?: global skills, local practice e, ie, a
50 audience Sue Leather (Sue Leather Associates) & Leila Tehrani (Freelance)
Talk What qualities and skills do language teacher educators need? How do we go about
TTEd developing those skills on training courses? What do we include and leave out? What can
we do before the course to prepare participants, and how can we support them
afterwards? This presentation is based on our experience of developing a trainer
development course for Iranian teachers.

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Tuesday 20 March
TUESDAY
Session 1.4 : 1445-1530

Session 1.5 : 1605-1635
Ness English language in international development - evaluating ETTE’s contribution e, p, s
50 audience Jean Wilson (Independent Consultant) & Mirza Tariq Beg (British Council Bangladesh)
Talk How, and in what circumstances, can ELT contribute towards the achievement of the
TTEd Millenium Development Goals? This talk examines the evaluation findings from a British
Council teacher development project in Southern Asia: English for Teaching-Teaching for
English (ETTE). The evaluation provides a case study to stimulate discussion of the
circumstances in which EL can support international development.
1530-1605 Coffee break (sponsored by Scottish Qualifications Authority)

1605-1635 Session 1.5

Barra The Psychology of Language Learning symposium
1605-1835 This symposium will explore the psychology of language learning. Up until fairly recently, the field has
65 audience been largely dominated by research investigating motivation, but as this symposium hopes to show, there
Symposium are other fascinating, vitally important constructs that have much to contribute to our understandings of
our learners and language learning processes. The symposium aims to highlight the connections between
a range of different psychological constructs and to consider the ways in which these constructs are
encountered in classrooms across various cultures. The audience will be invited to share their
experiences related to the research presented and take part in ongoing discussions throughout.
The symposium will begin with a general introduction to the topic of language learner psychology by the
convenor Sarah Mercer (University of Graz) who will focus on understandings of the self as a hub
connecting together various dimensions of psychology. She will pose a series of questions that the
symposium seeks to address. These will guide the discussions throughout and will form the basis for the
final discussion to round off the afternoon.
The first talk of the symposium by Florentina Taylor (University of York, UK) and Barbara Roosken (Fontys
University, Netherlands) considers a specific aspect of the self, namely, identity perceptions. Reporting on
a large-scale, British Council funded study, their research shows that both learners and teachers
sometimes display identities they think are expected of them, even though these may be different from
what they truly believe about themselves. The practical implications of this identity display will be
discussed and, as with all the talks, the audience will be invited to share their own experiences in relation
to these findings.
In the second talk, Stephen Ryan (Senshu University) introduces the concept of mindsets. This refers to
the framework of beliefs that an individual holds about the role of natural talent and effort in language
learning achievement. Based on the findings of research conducted in Japan, this presentation discusses
the practical value of an understanding of mindsets in the language classroom and opens up a discussion
about the cultural dimension of constructs.
CONTINUED...

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Tuesday 20 March
TUESDAY
Session 1.5 : 1605-1635
The Psychology of Language Learning symposium CONTINUED
Moving on to a construct closely interlinked with mindsets, the third talk considers attributions, which are
the reasons students give for their perceived successes and failures in FL learning. Informed by empirical
research, this presentation, by Ana Sofia Gonzalez (ISCED - Luanda), considers the different variables
which may affect the formation of students' success/failure perceptions. In particular, the audience will be
invited to take part in a discussion about how certain cultural parameters may influence such perceptions.
In the final talk of the afternoon, Su Yon Yim (National Institute of Education) explores individual learner
variables associated with English learning anxiety amongst young FL learners in Korea. Reporting on a
quantitative study, the talk discusses the role of learner background variables and the interrelatedness of
anxiety with other aspects of learner psychology such as feelings of competence. There will again be
opportunity for the audience to consider their own experiences in relation to the factors discussed.
The afternoon will end by returning to the series of questions posed at the outset and a final discussion
with all members of the symposium and the audience. We look forward to sharing our ideas and learning
about your own experiences in the fascinating area of language learning psychology.
Jura Learner-centered teaching e

65 audience Veena Kapur (University of Delhi, India)
Talk Concern over the quality of school education and development in learning theories are
TTEd pushing for a more learner-centred approach. Pre-service teacher training that prepares
teachers for their new role as a facilitator becomes an essential element. The presenter
will discuss her approach and experience as a teacher trainer.
Orkney IATEFL GILLIAN PORTER-LADOUSSE SCHOLARSHIP WINNER e, ie, p, s

30 audience Mentoring in ELT: first-hand or hoary fashion?
Restricted Shyam Bahadur Pandey (Brilliant Multiple Campus, Kathmandu, Nepal)
Talk Mentoring, a way to guidance, support and sharing classroom problems and practical
TTEd solutions by an experienced teacher to a novice one, varies in its form. This study reports
on a study on the Nepalese trends of adaptation in mentoring. It highlights the
discrepancies between the Nepalese ELT scenario and other EFL classroom practices.
Shuna Collaboration in writing: peer feedback in a Japanese high school e, s

65 audience Noriko Kurihara (Aioi Senior High School, Japan)
Talk This presentation reports how process writing impacted on senior high school students in
YLT Japan. After getting writing instruction and peer feedback training, third-year students
started writing speech drafts, on which their peers gave feedback. Questionnaires and
interviews were conducted to examine how/whether students were influenced by peer
feedback. Pre- and post-essay tests were administered to observe students’ writing
performance.
Staffa Explicit teaching of conversational strategies and IELTS candidates' speaking e, a

65 audience performance
Talk Saeede Haghi (American/British Culture Organization, Language Schools)
AL The impact of awareness-raising activities and explicit teaching of conversational
strategies on language learners’ fluency has been considered as a critical issue in the last
few decades. The presenter will report on findings of a study providing teachers with
strategies that can help students to enhance their performance in testing contexts,
namely IELTS speaking test, regarding fluency, and accuracy.

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Tuesday 20 March
TUESDAY
Session 1.5 : 1605-1635

Clyde Learner and teacher perceptions of sense of progress e, ie, a
500 audience Sarah Shaw (British Council Thailand)
Talk This presentation is based on research into the factors teachers and adult learners feel
TTEd affect learners' sense of progress whilst studying in part-time English courses. The
research is part of an East Asia initiative to develop English courses which meet the
expressed needs of learners. The findings will be used to inform course design and
teacher development.
Forth Using a process syllabus for teacher training programs e, t

300 audience Elton LaClare (Sojo University)
Talk This talk will present a case study of a teacher training program designed to prepare
LA, TTEd South Korean elementary school teachers to teach English in English. The objectives of
the program included the creation of a ‘Phrasebank’ of English expressions intended to
address the communicative needs of the teacher as they arise during the course of a
routine lesson.
Gala 1 Innovations in TEYLs – lessons from Asia and the Middle East symposium
1605-1835 This symposium could be aptly renamed teaching children and teenagers in rapidly changing times
60 audience considering the extent certain countries in Asia and the Middle East have been making headlines. The
Symposium contexts where the symposium presenters work are experiencing unprecedented reforms in political,
social and/or educational spheres. These are represented by a number of seminal events including the
Egyptian revolution, Qatar’s positioning as a regional educational leader and the release of political
prisoners in Burma. We aim to demonstrate how the push for change and innovation in our contexts is
also happening in YL ELT and to offer you fresh, creative, groundbreaking ideas to adapt for your own
teaching repertoire. Our five mini workshops collectively cater for teachers of all age groups as we take
you on a whirlwind tour over oceans and continents, across the young learner spectrum, from early years
in primary to upper secondary. Get ready to be super active as we will have a plethora of demonstrations,
new approaches to using authentic, tailor-made and published materials, as well as group thought
showers and video extracts from YL lessons. By the end of the symposium, you will be inspired to take the
children and teenagers that you teach on your own innovative journey…
1605–1610 David Valente

Brief outline of the symposium and introduction of the presenters
1610–1640 Neil Winston, British Council Cairo, Egypt

Storytelling: practical applications
This workshop focuses on an innovation in Egypt, Kids Read, for early years and lower primary teachers to
encourage their YLs to read extensively (i.e. for pleasure). This is achieved by incorporating storytelling
into the curriculum and I will demonstrate practical storytelling techniques, as well as ways to maximise
YLs’ participation and foster their love of storybooks.
1640–1710 Ann Veitch and Ryan Parmee, British Council, Doha, Qatar
Bridging the gap
We will share a newly developed course and materials pioneered with pre-A1 primary learners in Qatar
who are making the transition from phonics to the communicative approach with an emphasis on reading
skills development. Participants will work in groups to experience how a lesson, based on the new course,
is scaffolded and then compare with a video extract.
CONTINUED...

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Tuesday 20 March
TUESDAY
Session 1.5 : 1605-1635
Innovations in TEYLs – lessons from Asia and the Middle East symposium CONTINUED
1710–1740 Teresa Doguelli, British Side English Language School, Istanbul, Turkey (speaking on behalf of
Macmillan)
Jekyll and Hyde in the primary English language classroom
I will draw on my experience of working with primary English teachers (in Turkey, Georgia, Iran, the
Middle East, Central and Eastern Europe and Central Asia) to address what stops them implementing a YL
methodology they accept and believe in. I will offer real solutions and activities to help teachers adapt the
new methodology in Macmillan’s English World. Participants will take part in a range of creative hands-on
tasks, songs and chants.
1740–1810 Mona Majzoub, National Centre for Educational Research and Development/Houssam Hariri
High School, Beirut, Lebanon
Middle East revolutions: a teachable moment
This workshop explores the impact of social media on both revolutionary events as well as secondary
English language learners. I will demonstrate how I enabled my learners to analyse political cartoons,
online interviews and blogs to promote genuine communication and develop their critical literacy skills.
Participants will consider topics they can use to ignite debate and motivate teens.
1810–1835 David Valente, British Council, Rangoon, Burma

A parsnip a day keeps intolerance away – GLEE! in Burma
My workshop showcases some innovative lesson materials for Burmese upper-secondary learners based
around the hit TV series GLEE! I will demonstrate selected activities from the materials used to promote
tolerance and develop the teens’ language skills. I will also share personalised responses to the materials
including lesson extracts and interviews with teachers and learners.
Gala 2 The effects of Arabic on English writing of Jordanian students e, p, s

60 audience Ahmad Al-Hassan (Petra University)
Talk In this talk, I will investigate the interference effects of Arabic (L1) on the English (L2)
AL writing of Jordanian students. This talk is based on a sample of 40 essays of a given topic
and the results of a placement test consisting of 100 multiple choice items. The errors will
be classified, categorized and tabulated according to the levels of grammar.
Alsh 1 Speech acts and politeness in the secondary TEFL in Japan ie, s
96 audience Toshihiko Suzuki (Waseda University)
Talk This session sheds light on how pragmatic components, speech acts and politeness, have
MD been treated by Japanese secondary EFL teachers in their lessons and how they think
these should be incorporated from now on in pursuit of the CLT, based on the written data
provided by 17 Japanese secondary EFL teachers in August 2011.
Alsh 2 Action research for professional development: an ideal or ‘real’ construct? e, ie, s, t, a
30 audience Paula Rebolledo (University of Leeds)
Restricted This talk reports on a PhD research which investigated the action research component of
Talk an INSETT course in Chile, in order to explore how it may have influenced teachers’
RES, TTEd classroom practices and contributed to their professional development. In this session I
will discuss the feasibility of action research in less supportive contexts and the factors
which may hinder its occurrence.

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Tuesday 20 March
TUESDAY
Session 1.5 : 1605-1635

Boisdale 1 Which is better? F2F or e-learning? Apples or oranges? e, ie, t, a
100 audience Przemyslaw Stencel (WebLang) pub
Talk Which is better? A face-to-face course or the same course taught online? In this talk I will
LT discuss some of the reasons why the conclusion is often that the F2F course is better than
its online equivalent and suggest possible ways to alleviate this. I will also argue that
maybe the question itself is not the one we should ask.
Boisdale 2 Identity, motivation and autonomy of newly-qualified EFL teachers in Taiwan e, ie, p
30 audience Heng-Yu Shao (Wenzao Ursuline College of Languages)
Restricted This session reports on a study to investigate the possible links between the identity,
Talk motivation and autonomy of beginning primary teachers in Taiwan through a qualitative
GEN case study approach. In sum, the research highlighted that these three concepts interact
and play equally crucial roles in the development of language teachers.
Lomond Inspiring young children to enjoy their first experience of English e, ie, p
620 audience Karen Jamieson (Collins) prod prom
Talk Young children have a natural curiosity about the world around them, and an innate
YLT aptitude for learning language which can be activated through fun, child-centred input.
This talk introduces First Words, a new picture dictionary from Collins, and provides
insight into the principles behind the selection of themes and headwords.
Carron 1 IATEFL LT SIG TRAVEL SCHOLARSHIP WINNER e, t

88 audience Collaborative e-learning and m-learning (ME-learning) management prod prom
Talk Jitendra Kumar Singh (N S Patel Arts College, Anand, India)
LT SIG Day Based on learnings from developing and maintaining VCALP.com (a free, collaborative
learning platform), issues and best practices for VLEs with a blend of e-learning and
m(obile)-learning (‘ME-learning’) are discussed. The talk will have practical hints for
teachers, especially from ‘resource-poor regions’, for developing such a collaborative
website with support for mobile learning objects and QR codes on a shoestring budget.
Carron 2 Using keyword analysis to create ESP materials: identifying lexical layers ie, t
88 audience Michael Nelson (University of Turku Language Centre)
Talk Specialist texts consist of lexical ‘layers’ that can be exploited to create more accurate
EAP, ESP SIG teaching materials. This talk will report on a corpus-based approach used to investigate
Day specialist texts in order to create accurate classroom materials. In this case anatomy
texts were used, but this is a method suitable for all areas of ESP/EAP. Practical examples
will be given.
Dochart 1 Assessment for learner autonomy symposium

1605-1835 Convenor: Lucy Cooker
88 audience While learner autonomy is often lauded as an important goal in language education, language teachers
Symposium have debated if it is a construct that has been given proper attention in terms of assessment. This
symposium explores the notion of assessing learner autonomy from different perspectives: formative and
summative, qualitative and quantitative, and self, peer, and teacher driven.
The first presenter, Fumiko Murase (Tokyo University of Agriculture and Technology, Japan), will briefly
discuss the measurability of learner autonomy, and then describe the development of a survey instrument
for quantitatively measuring language learner autonomy from its multidimensional perspectives. She will
present findings from statistical analysis on the survey data, and explore how a quantitative measurement
could contribute to the theories and practices of learner autonomy.
CONTINUED...

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Tuesday 20 March
TUESDAY
Session 1.5 : 1605-1635
Assessment for learner autonomy symposium CONTINUED
Then Maria Giovanna Tassinari (Freie Universitat Berlin, Language Centre, Germany) will present on tools
and approaches for self-assessing learner autonomy. She will describe how learners can assess their
own learning competences in autonomous learning processes and how language advisors and teachers
can support them. Finally, she will present a tool for self-assessment: a dynamic model with descriptors
for learner autonomy. She will show how it can be used both in advising and in classroom settings to
provide a framework for reflection and goal-setting.
Lucy Cooker (The University of Nottingham, UK) will also describe the development of a tool for formative
self-assessment as autonomous learning. She will describe how the tool was conceived using a taxonomy
of learner-generated autonomy modes. She will explain how the autonomy modes were developed using
Q-methodology and qualitative interview data and how they represent viewpoints about ways to be
autonomous which learners adopt in order to identify strengths and weaknesses and thus develop their
learner autonomy.
The self-assessment theme continues with Carol Joy Everhard (Aristotle University, Thessaloniki, Greece)
who will discuss peer- and self-assessment in EFL higher education. She will argue that despite the
inconclusive evidence, learner involvement in language assessment has long been recognised as
contributing to improved learning and the development of autonomy. She will then present encouraging
results from triangulated self-, peer- and instructor-assessment of writing and speaking skills, using
criterial checklists, on the 5-year Assessment for Autonomy Project (AARP) in a Greek Higher Education
EFL context.
Diane Malcolm (Arabian Gulf University, Bahrain) focuses on self-directed projects for language
improvement which have long been a requirement of the academic English courses at Arabian Gulf
University, Bahrain. She discusses how differing teacher expectations and learner interpretations of what
makes a “good” self-directed project may affect their assessment, and counteract the autonomy-
promoting intention of this initiative.
Finally, Linda Murphy (recently retired from The Open University, UK) will discuss how the gap between
the rhetoric and reality of assessment for autonomy can be bridged. She explores the scenario where
assessment practices do not support or acknowledge learner autonomy, or the capacities for critical
reflection and decision-making on which it depends, despite the increasing focus on autonomy in language
programmes. She describes an intervention aimed at enabling autonomy to be exercised even in such
circumstances before considering the outcomes and potential wider relevance.
There will be a few minutes for questions after each presentation, and the symposium will end with an
opportunity for discussion amongst the presenters and audience members.
Dochart 2 English language classroom anxiety: affect or metacognition? e, ie, a

88 audience Christina Gkonou (The University of Essex)
Talk This talk focuses on the importance that metacognitive strategies take on alleviating the
AL English language classroom anxiety (ELCA) of students in private language school
settings in Greece. A selection of student diary entries will be presented with a view to
analyzing how metacognition can work effectively. The teacher’s role in stressing the
value of self-study will also be discussed.

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Tuesday 20 March
TUESDAY
Session 1.5 : 1605-1635

Leven Children's experience and perception of adaptation and intercultural encounters e, ie, p
100 audience Samaneh Zandian (University of Warwick)
Talk This talk explores children’s perception of intercultural encounters and transitional
RES, YLT experiences, in particular the understanding of children of 11 years of age, in the host
countries which in this study is England. These findings can provide some practical
guidelines for the teachers and the host schools. It can also have some implications for
the international families who come to England.
Morar Special needs and inclusive learning symposium

1605-1835 Special Educational Needs covers a very broad range of issues and in this symposium we will concentrate
50 audience on the topics of visual impairment, dyslexia, asperger’s syndrome/autism, attention deficit hyperactive
Symposium disorder and challenging behaviour that significantly impacts on the ability of learning in schools. The
overall theme of the symposium will focus on inclusive approaches in mainstream schools and ideas and
strategies supporting teachers based on good practice.
Each topic will be presented by the speaker for 25-30 minutes followed by questions and discussions. The
topics will be dealt with separately though there will be obvious commonalities across the topic areas and
the ideas and strategies discussed. We hope participants will leave the symposium with solutions they can
apply in their own contexts.
Phil Dexter (The British Council, London) will present the aims of the symposium, introduce the speakers
and outline the themes of special needs and inclusive learning that will be discussed. He will focus
specifically on the importance of integrative approaches encouraging good classroom practice supporting
learners with special needs.
Biljana Pavlovic (Vuk Karadzic Primary School) will talk about her experiences of working with primary
learners with visual impairment in Serbia. She will discuss successful learning strategies and methods
she has used in catering for the needs of learners with visual impairment.
Sally Farley (British Council) will explore practical methods in anticipating and implementing a culture of
inclusive learning and celebration of difference in the classroom. She will discuss and share practical
strategies and activities for teachers which encourage participation and achievement of all learners,
focussing specifically on learners with dyslexia, Asperger’s Syndrome and Attention Deficit Hyperactive
Disorder.
Noreen Caplen-Spence (British Council) will discuss through examples and activities how to introduce
successful strategies for supporting learners with specific learning difficulties. She will specifically focus
on how to bridge the gap between theory and practice, enabling teachers to implement such strategies
easily in their own context.
Marie Delaney (British Council/Pilgrims) will focus on the effects of trauma, loss and disruptive
attachment in a child’s early years and how this impacts on their ability to learn and behave in class. She
will present a framework for understanding challenging behaviour and blocks to learning and strategies
for dealing with this in the classroom.
Ness Memory - it's on the tip of my tongue e, a

50 audience Andrew Howitt (Central School of English & OISE) prod prom
Talk What is memory and what is memorable? Why do we forget? This short talk with practical
TD SIG Day demonstrations and activities aims to raise awareness of the internal and external factors
which enhance or inhibit storage and subsequent recall/retrieval of information by
referencing Baddelley & Hitch's model of working memory as well as Lazanov and
Krashen among others.

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Tuesday 20 March
TUESDAY
Session 1.6 : 1650-1720
1650-1720 Session 1.6

1605-1835 (see pages 66-67 for details)
Symposium
Jura The problems of mentoring at an ELT department in Turkey e, a

20 audience Aysun Yavuz (Canakkale Onsekiz Mart University)
Restricted A mentor and six final year ELT students participated in the study. Data were collected
Talk through semi-structured interviews. The findings demonstrated important issues about
TTEd the nature, functions, benefits, and problems of the mentoring, such as organising regular
meetings and seminars, the need for developing selection criteria and training
programmes for mentors. Drawing on the data, recommendations and implications are
suggested.
Orkney IATEFL GILL STURTRIDGE FIRST-TIME SPEAKER 2010 SCHOLARSHIP WINNER p, s, t, a

35 audience Critical pedagogy and appropriation of English in ELT in Bangladesh
Talk Bijoy Basu (University of Dhaka, Bangladesh)
GI The role of critical pedagogy has been emphasized by academics in dealing with the
‘dangers’ of English language teaching, particularly in the aftermath of the publication of
Phillipson’s Linguistic Imperialism in 1992. Based on the experiences and views of EFL
teachers in Bangladesh, the talk aims to highlight ways in which the English language can
be ‘appropriated’ in EFL/EIL contexts.
Shuna Effect of native language on EFL learners using metadiscourse markers e, ie, a
65 audience Nasim Shangarffam (Islamic Azad University, Central Tehran Branch)
Talk I'll present on a study which sought differences between Iranian and Canadian students’
LT, RES use of metadiscourse markers in emails written to their professors. Emails were analyzed
based on participants' use of textual and interpersonal metadiscourse markers and the
common features of digital writing. The study has theoretical and practical implications
for teaching, cross-cultural communication, syllabus design, discourse/metadiscourse
researches, and learning psychology.
Staffa Argentina: new perspectives in foreign language teacher education e, s, t

65 audience Daniel Fernandez (Universidad Nacional del Litoral – Centro de Idiomas)
Talk On the basis of a new document issued by the Ministry of Education in Argentina, I aim to
TTEd present the policy underlying foreign language teacher education in the country, analyse
the future professional profile and describe the disciplinary axes that cut across teacher
educational programmes. Though context embedded, the concepts I will explore can be
adapted to new educational environments.
Clyde Exploring reflective practice discourse in a language teacher education context e, ie, t, a
500 audience Brona Murphy (University of Edinburgh)
Talk This session uses a 120,000 word Corpus of Reflective Practice (CoRP), to investigate how
GEN developing teachers engage in reflection in both written and spoken teacher education
reflective contexts. The talk will investigate frequently-occurring words as well as lexico-
grammatical patterning. It will also explore how typologies of reflective practice can
benefit from a discourse-informed perspective.

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Tuesday 20 March
TUESDAY
Session 1.6 : 1650-1720

Forth Singaporean parents' perceptions of progress in the classroom ie, p
300 audience Matt Winchester (British Council Singapore)
Talk This presentation outlines the research conducted in British Council Singapore
RES concerning how the parents of our primary four school students perceive the progress of
their children with regards to English language development. We will identify how parents
perceive tests, the teachers, and our other methods of evaluating and messaging
progress.
Symposium
Gala 2 Humour in TEFL: an investigation of materials and learners' reactions a

60 audience Milena Mendes (Queen's University Belfast)
Talk This presentation investigates the presence of humour in printed materials designed for
AL, MD FL learners and how learners react to some of these texts. By analysing both materials
and learners’ comments on the reception of humour, the aim here is to reflect on
practices for a beneficial inclusion of humour in EFL curriculum.
Alsh 1 Testing to teach: collaborative dialogue between teacher and learners t

96 audience Nupur Samuel (University of Delhi, India)
Talk This session argues that testing is an integral part of teaching and through collaborative
TEA dialogue it is possible to assess learners’ abilities while helping those abilities to develop.
It shows examples of 1) scaffolding while learners collaborate on a task, 2) L2 learners’
emergent abilities in writing through dialogue and 3) language learning resulting from
that interaction.
Alsh 2 Challenging monolithic models of English: an online tutorial e

96 audience Christopher Hall (York St John University)
Talk This talk describes a project (supported by the British Council) which seeks to challenge
AL monolithic views of English as a pedagogical model, by developing teachers’ sensitivity to
English as a Lingua Franca and ‘plurilithic’ approaches to language. An interactive online
tutorial, based on research with practising TEFL practitioners in China, the UK and Gaza,
will be presented.
Boisdale 1 Learning through a movie project: successful practices e, s

100 audience Khulood Al-Balooshi (Ministry of Education, Bahrain)
Talk Can teachers use movies to stimulate learning? Help students achieve higher scores?
GEN Provide an authentic environment for learning? This project aims at exploring successful
ways and practices to incorporate movies in the language classroom. I will discuss a study
that was carried out to enhance language learning using movies.
Boisdale 2 Connotations of Japanese returnee English maintenance and usage e, s, t

100 audience Carol Begg (Kanda University of International Studies)
Talk Few would argue that learning a language in the country where it is spoken is optimal to
GEN acquisition. However, the role of L2 in the returned learner’s L1 context is less clear. A
recent, small-scale study demonstrated that returnee L2 within the Japanese context -
Kikokusei English - was more cosmopolitan and instrumentally motivated than current
ELT practice supports.

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Tuesday 20 March
TUESDAY
Session 1.6 : 1650-1720
Lomond Text analysis in the virtual reality e, a
620 audience Lesley Painter-Farrell (The New School)
Talk This presentation will illustrate how wikis can be used to examine text in depth and
GEN facilitate vocabulary development, in and outside the classroom, and how this application
can encourage and develop both learner autonomy and collaborative work. The presenter
will also discuss the benefits and challenges of working in a virtual environment.
Carron 1 IATEFL LT SIG DIANA EASTMENT SCHOLARSHIP WINNER e, a

88 audience Technology speaks volumes: enhancing integration, participation and speaking abilities
Talk Bruno Andrade (Cultura Inglesa, Rio de Janeiro, Brazil)
LT SIG Day This talk will focus on how the webtool Skype can enhance integration, participation and
speaking abilities. I will highlight how it can be put into use in order to get students
practicing, and therefore, improve their speaking along with a powerful contextualization
that technology can pipe into the classroom and help in terms of integration, motivation
and participation.
Carron 2 Helping ELT students to develop academic writing e, ie, a

88 audience Manuel Pedro (ISCED - Luanda)
Talk A gap between students’ entry level of writing proficiency and school expectations often
ESP SIG Day makes it difficult for them not only to use writing as a tool for learning, but also to meet
graduation requirement – the completion of a long dissertation. This talk shares how and
what has been done to overcome such a problem.

Symposium
Dochart 2 Will Russian state educational primary school standard change EFL market? e, ie, p
88 audience Vera Bobkova (Private School 'VENDA' & British Council, Moscow, Russia)
Talk The talk is targeted at primary school teachers, publishers, material and software
MD, YLT developers interested in growing Russian market and educational reforms. We will look at
how Russian State Educational Standard for Primary Schools has recently changed, and
what skills it now prioritizes. The focus will be on the new role of ICT and teachers’ new
demands.
Leven Is a picture really worth a thousand words? e, ie, s, t

100 audience Veronika Rot Gabrovec (Faculty of Arts, University of Ljubljana)
Workshop When teaching (about) literature, we often neglect illustrations. Not only that – it is often
LMCS SIG Day claimed that picture books are meant mostly for young, aspiring readers. In my workshop
I intend to explore the “grammar” of illustrations and prove that reading pictures can be
inspiring for readers of all ages.

1605-1835 (see page 72 for details)
Symposium

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Tuesday 20 March
TUESDAY
Session 1.6 : 1650-1720

Session 1.7 : 1735-1835
Ness Motivation: how to keep the ball rolling e, ie, a
50 audience Reggie Agulha (Regent Oxford)
Talk I will be discussing learners' motivation and the importance it has in the outcome of a
LA, TD SIG lesson on a daily basis and how it could affect the overall outcome of a course. Finally, I
Day will be presenting easy to prepare activities and techniques to promote challenging
lessons for learners as well as different strategies to identify learners' motivation.
1735-1835 Session 1.7

Symposium
Jura Using Kagan cooperative learning structures to engage EFL learners e, ie, p, s, t
30 audience Imane Nejjar (Ecole Normale Superieure- Rabat, Morocco)
Restricted Spencer Kagan Cooperative Learning Structures are simple, step-by-step instructional
Workshop strategies or techniques designed to increase student engagement, cooperation and
GEN achievement. In this highly interactive workshop, participants will experience first-hand
effective use of Kagan Structures in the EFL classroom. They will be experimenting with
efficient instructional strategies which can help create an enjoyable classroom
atmosphere where students learn, cooperate and develop.
Orkney PILGRIMS TEACHER TRAINER JOURNAL SCHOLARSHIP WINNER e, ie, a

30 audience Drill thrills. Engaging grammar drills for adults
Restricted Milada Krajewska (Poland)
Workshop Strangely enough, my adult students enjoy grammar drills. In this workshop I will share
MD some classroom-tested repetition-based tasks which are fun, memorable and relevant to
adult learners. Rejuvenate your drilling repertoire with just a few basic ingredients:
microstories, humour, props and teacher-friendly visual technologies. And leave the room
with a handful of practical lesson and homework ideas, drilled to bits!
Shuna Boardroom to classroom: design thinking and modern creativity techniques e, ie, s, t, a
65 audience Natalja Gorohova (Private practice) prod prom
Workshop An engaging workshop on the classroom application of Design Thinking techniques, such
BE as IDEO method cards, used by the leading business consultants to promote innovation.
You will use the creative thinking framework to share your insights on how to assist your
students in acquiring problem solving and communication skills in a meaningful and fun
way.
Staffa Finding the voice of the child e, ie, p

1735-1805 Maria Dolors Romeu-Font (Iemer Nursery, Lleida, Spain)
65 audience This talk focuses on how to help children communicate from a very early age and become
Talk competent learners of a foreign language. It will deal with methods to help babies and
YLT infants react to the world around them by means of pictures, music and games, and show
how they progress linguistically through the different ages.

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Tuesday 20 March
TUESDAY
Session 1.7 : 1735-1835
Staffa Grandma starting from the nursery school e, ie, p
1805-1835 Maria Estela Ribeiro Jardim Rondon (Freelance)
65 audience Come along and see how I taught the tots and older kids. Have a lot of fun with some very
Workshop easy, practical and highly motivating activities for children starting from the age of one
YLT year and a half. Teaching little ones is not only a new demand of the market, but also a
magic world of love and discovery.
Clyde BRITISH COUNCIL SIGNATURE EVENT

500 audience Global primary ELT issues
Speakers: Gail Ellis & John Knagg
Teaching more English at ever younger ages is a defining characteristic of the global ELT scene over the
last decade. Gail Ellis and John Knagg will paint a picture of the primary ELT world from the perspectives
of children, teachers, and political decision makers. They will highlight findings from freely available
recent research and quality improvement initiatives. Primary practitioners can place their own work
within this wider global context, and others will benefit from an overview of the big issues in the field.
Forth 52: a year of subversive activity for the ELT classroom e, ie, s, t, a
300 audience Lindsay Clandfield (Freelance, Spain) & Luke Meddings (Freelance, UK) prod prom
Workshop Can one new idea per week make a difference? This is the question we’ve tried to answer
GEN in our new e-book 52 , using radical texts, subversive images and lateral thinking. This
workshop will explore how to get you and your learners thinking critically about life inside
and outside the classroom – from teaching and learning to advertising and human rights.
Symposium
Gala 2 The occupational choice of student teachers of English: gender-specific differences e, ie, t
1735-1805 Senem Ozkul (Augsburg University)
60 audience This presentation reports on a PhD research about the occupational and subject field
Talk aspirations of English-teachers-to-be as well as their stability of career decisions. The
TTEd presenter will explore the results of a written questionnaire which was conducted with
1709 student teachers of English at 19 German universities. Are men really motivated by
pragmatic reasons whereas women by pedagogic reasons?
Gala 2 EFL teachers' entry career motivations in Germany, Japan and Turkey e, t
1805-1835 Ece Topkaya (Canakkale Onsekiz Mart University, Turkey) & Mehmet Sercan Uztosun
60 audience (University of Exeter, Graduate School of Education)
Talk This study explores career motivations of undergraduate ELT students from Germany,
TTEd Japan and Turkey. Data were collected through a questionnaire from 85 students.
Differences were found between countries regarding ability perceptions, intrinsic and
social motivations. Choosing teaching as a fallback career was the least reported
motivation for Turkey while for Germany and Japan, this was the most highly rated
dimension.

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Tuesday 20 March
TUESDAY
Session 1.7 : 1735-1835

Alsh 1 Inspiration with TED! Using www.ted.com to wow your students e, ie, a
96 audience Claire Hunter (Basil Paterson College) prod prom
Workshop The free TED website is a rich resource, a store of videoed talks and presentations by
GEN some of the world’s best and most engaging thinkers. This workshop examines ways of
exploiting this authentic source with different class levels and types, including for exam
preparation. Activities presented include a focus on exploiting the inspirational content, as
well as on language work.
Alsh 2 Effective INSET programmes for CLIL teachers in an EFL context e, ie, s, t
1735-1805 Shigeru Sasajima (Saitama Medical University) & Makoto Ikeda (Sophia University)
30 audience CLIL is gradually attracting attention outside Europe and more CLIL classes are being
Restricted provided to EFL students. However, there are a variety of CLIL approaches in different
Talk contexts, so teachers are faced with a fundamental question: what is CLIL? To answer this
TTEd question, we are trying to develop effective INSET programmes for EFL teachers who seek
for an innovative classroom.
Alsh 2 English and national identity e, p

1805-1835 Nada Eljack (Sudan University of Science and Technology)
96 audience National identity should be given priority in education. Languages are carriers of peoples’
Talk cultures, values, etc, and should help students to develop positive attitudes towards the
GEN others and live in peace. The presenter shows how English develops national identity in
the Republic of Sudan (with reference to a study carried out by the presenter), and the
Republic of South Sudan.
Boisdale 1 The Yes Factor, an experiential approach to coaching negotiation skills e, ie, a
100 audience Mark Powell (Mallorca) prod prom
Workshop This interactive workshop will look at issues such as: what is the absolute worst thing you
BE, LAM can do to a negotiator? What do master negotiators do more than twice as often as
mediocre ones? And what are the six simple psychological switches you can flip to make
any negotiator much more likely to say yes?
Boisdale 2 Your CLIL – identifying and activating general academic language e, ie, p, s
100 audience Keith Kelly & John Clegg (Freelance education consultant) prod prom
Workshop In many CLIL contexts, schools import L1 textbooks for classroom use. Naturally, these
GEN textbooks tend not to make language explicit for learners. Participants will be invited to
discover the 'hidden' language of a number of content tasks (including examples from
onestopenglish.com’s bimonthly Your CLIL resource) and to discuss the importance of an
explicit approach to teaching language in CLIL classrooms.
Lomond Follow-up workshop relating to Adrian Underhill’s plenary

620 audience This workshop will offer practical ways to engage with the content of my plenary talk Mess and Progress
Workshop in the context of your own work. And it will provide opportunities to ask questions and develop issues of
GEN interest that have been raised.
Carron 1 IATEFL Learning Technologies Special Interest Group Open Forum

1735-1750 Come and meet other LT SIG members, find out more about us and how you can become involved. During
88 audience the Open Forum we will be talking about what we have been doing over the last year and what lies in store
LT SIG Day for the future. All welcome! We look forward to seeing you there.

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Tuesday 20 March
TUESDAY
Session 1.7 : 1735-1835
Carron 1 The story of Debbie and Nyan e, ie, p, s, t, a
1750-1835 Jamie Keddie (NILE)
88 audience For many of us, generational gaps between teacher and learners mean cultural divides in
Talk the classroom. In this practical talk, we will look at three viral video case studies and
YLT, LT SIG examine issues of creativity, collaboration and copyright along the way. In doing so, we
Day will set out to understand the minds, the culture, and the driving forces behind generation
YouTube.
Carron 2 Risk versus reward: the EAP recruitment dilemma e, ie, a

1735-1805 Christopher Macallister (Durham University English Language Centre)
88 audience A growing dilemma for the university EAP unit is whether to recruit teachers who have
Talk had a communicative ELT career; or teachers with an academic background who hold a
EAP, ESP SIG postgraduate qualification in linguistics/TESOL. This paper will argue that there are
Day potential risks and rewards associated with both choices and that this is a decision with
consequences for the wider profession.
Carron 2 Academic English support program for ESL/EAL university students ie, a
1805-1835 Sarah ter Keurs (University of British Columbia)
88 audience How do we support ESL/EAL students once they’ve been accepted into university and yet
Talk still struggle with the challenges of academic English? This talk will describe a pilot
EAP, ESP SIG program that was designed to enhance students’ academic success once they’ve started
Day their university studies. Mostly online, the program combines courses, self-access sites
and English language coaches.

Symposium
Dochart 2 Working with an ELP-inspired learner diary ie, t, a

1735-1805 Rachael Fionda (Swan Training Institute, Dublin)
88 audience How best to provide students with an approachable, portfolio-based method of recording
Talk their learning, tracking progress and encouraging learner autonomy which also fits into
LA, MD your busy school environment? We piloted an ELP inspired learner diary at our large,
Dublin city centre language school, collected feedback from students and teachers, and
report on the results here.
Dochart 2 Teachers' perceptions of the effectiveness of the learning portfolio e, ie, t

1805-1835 Zeynep Kirecci (Bilkent University School of English Language)
30 audience In this study we explore teachers’ perceptions about their involvement in the design and
Restricted implementation of a new Learning Portfolio (LP) initiative in an English Language
Talk Preparatory School in Turkey. Our analysis of the questionnaire revealed some conflicting
RES, TEA ideas regarding teachers’ beliefs in the effectiveness of the LP and their involvement in
the design of the LP.

-79-
Tuesday 20 March
TUESDAY
Session 1.7 : 1735-1835

Evening events: 1840-2130
Leven It was a dark and stormy night: narratives at work e, ie, s, t
100 audience Fitch O'Connell (WordPowered)
Workshop Drawing on the experiences of the WordPowered and BritLit projects, this workshop will
LMCS SIG Day explore how using short narratives and poetry from contemporary sources will engage
students in creative reading and lead to creative writing. Delegates will be presented with
an array of freely available resources, and will be expected to contribute to the narratives
being revealed.

Symposium
Ness Observation and feedback: are they really necessary for teacher appraisal? e
50 audience Amanda Howard (British University in Dubai)
Workshop The presence of a classroom observer, and subsequent feedback relating to the way in
LAM, TD SIG which this lesson was taught and teaching and learning goals were achieved, can be
Day problematic for observers, teachers and learners. In this workshop, both participant
experience and research data will be used to investigate classroom observation, and to
evaluate the potential alternatives.
1840-2130 Evening events
British Council
1840-2100 in Argyle, Crowne Plaza
The British Council will be hosting a networking reception to launch our brand new website – LearnEnglish Teens. This new
website is aimed at teenagers around the world who are learning English as a foreign language and will accompany the
popular LearnEnglish, LearnEnglish Kids and TeachingEnglish websites. All delegates are very welcome.
Collins ELT Scottish Shindig

1900-2130 at the University of Glasgow, Hunterian Museum
Welcome to Glasgow, home of IATEFL 2012 and the home of Collins Publishers since 1819! We at Collins ELT would like to
invite IATEFL delegates to join us at an authentic Scottish shindig where you will be treated to local cuisine and tipple, and
the sound of a pipe band. Tickets will be allocated on a first-come-first-served basis from the Collins ELT stand. For more
details about our exciting new publications, go to www.collinselt.com
Macbeth’s Murderous Mayhem, and other stories

1930-2030 in Clyde
A Shakespeare extravaganza presented by David, Hilary and Ben Crystal.
We are very pleased to give you the opportunity to see our Patron and family portraying some Scottish themes in literature.
Celebrating 50 years of Teacher Training with International House

1930-2100 in Forth
The first teacher training course was devised by John and Brita Haycraft and launched in International House London 50
years ago. Join us for an informal event to mark 50 years of teacher training with International House, with some
memories, some conversation, and some VERY interesting people! Invitations available from the IH London stand.
-80-
Thinking space
-81-
MA in ELT & Applied Linguistics
If you are an experienced ELT professional and you wish to develop research and concepts surrounding language. My time at King’s made
your understanding of the various theoretical and practical issues an invaluable contribution to my career and my outlook on teaching.”
that impact on language learning and teaching, then this course is for Paul Martin, MA graduate.
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Distinguish yourself
We´re back – and so are our authors:

Bess Bradfield
Ben Goldstein
Paul Seligson
Visit us at Stand 49 to meet the new team,

celebrate the launch of The Big Picture and
try your luck in one of our daily competitions.
richmondelt.com
-82-
Wednesday 21 March
0815-0845: How To... Track 0900-1010: Plenary Session
0830-1730: Registration & Exhibition Open
WEDNESDAY
Alsh 1 How to give a presentation at an international conference with Catherine Walter
Giving a presentation can be a stressful experience. This session will give you ways of organising yourself
before your presentation and conducting yourself during your presentation to reduce that stress. The aim
of the session is to make your presentation a more satisfying experience for you and for your participants.
Alsh 2 How to get published in an online magazine with Hania Kryszewska

In this session, the editor of Humanising Language Teaching website magazine will explain the types of
contributions you can make and the advantages of publishing online. We will look at some sample
contributions, brainstorm topics for possible articles and explore approaches that work most effectively.
Boisdale 1 How to move into language school management with Andy Hockley
This session will look at starting the transition from teacher to manager - including reasons why you might
think about making that move, ways of developing to prepare yourself to take on new responsibilities, and
issues that you might want to be aware of. Come and see what is involved.
0830-1730 Registration & Exhibition open
0900-1010 Plenary Session

Clyde Plenary session by Diana Laurillard
(2000 audience)
Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute
of Education, leading externally-funded research projects on: i) developing a learning design support
environment for teachers, and ii) developing software interventions for learners with low numeracy and
dyscalculia. This work relates closely to her roles as Pro Director for Open Mode learning, and as a
founder member of the Planning Board for the cross-institutional Centre for Educational Neuroscience
(IOE, Birkbeck, UCL).
Previous roles include: Head of the e-Learning Strategy Unit at the Department for Education and Skills,
where she developed the first cross-sector e-learning strategy on ‘Harnessing Technology’; Pro-Vice-
Chancellor for learning technologies and teaching at The Open University, Visiting Committee on IT at
Harvard University and previously worked on the Technology Enhanced Language Learning programme.
Current roles include: Royal Society Working Group on Educational Neuroscience, Boards of the
Observatory for Borderless HE, Supervisory Council for Fern Universitaet in Hagen, Governing Board of
the UNESCO Institute for IT in Education.
She has given many international keynote addresses, published in many academic journals and books, and
her book Rethinking University Teaching: A conversational framework for the effective use of learning
technologies (2002, RoutledgeFalmer) is one of the most widely cited in the field.
Supporting the teacher as innovative learning designer

Teachers who wish to update and upgrade their teaching by using learning technologies have some
difficult issues to confront, and we have to recognise that teachers deserve far more help with discovering
how best to exploit digital methods. The presentation starts from the premise that only teachers have the
knowledge, experience, and appropriate context for developing the new forms of pedagogy made possible
by digital learning methods. Effective use of learning technology will not come about unless teachers are
at the helm of innovation. In the context of TEFL, digital technologies can enhance the learning experience
in so many different ways – through analytical tools, online communication through text, audio and video,
multimedia presentations, digital games, virtual reality environments… almost every type of digital
technology can enhance some aspect of language learning. There is so much language teachers could do
with technology-based innovation. But this is a huge demand on teachers: to discover how to use new
types of technology, which are changing continually, alongside delivering more and better teaching also
demanded of them. The presentation will argue that we need to pay more attention to supporting the
teacher as innovator, and will propose the kinds of tools and resources that are needed to help the
language teaching community develop this new specialised knowledge and skill base.
-83-
Wednesday 21 March
Session 2.1 : 1025-1055
1025-1055 Session 2.1

WEDNESDAY
Barra ELTDP: Enquiry-based project design and teacher development p

65 audience Rachel Bowden (British Council East Malaysia)
Talk This presentation introduces delegates to the English Language Teacher Development
TD, GI SIG Day Project, a mentoring programme based in 600 primary schools in East Malaysia.
Focussing on the central role of enquiry in our approach to teacher development and
project planning, we demonstrate how this approach is informed by, and allows us to
realise, our principles of relationship building, participation and sustainability.
Jura Culture and English language teaching in Iran e, ie, p, s

65 audience Mahdi Dahmardeh (The University of Tehran)
Talk This presentation arises from a three-year cross-sectional investigation into English
LMCS, MD language teaching in Iranian schools and aims to discuss the role of the culture of English
speaking countries within the above context. It will be explained how the situation can be
improved within both Iran and other countries with similar cultural constraints.
Orkney The impact of INSET on teaching practice e

35 audience Mohammed Al Ghafri (Ministry of Education, Oman)
Talk This session presents the results of a study that explored teachers’ and teacher trainers’
TTEd perceptions of the impact of two in-service training courses in the Sultanate of Oman
government schools. The study aims to discover the amount of transfer and the factors
that facilitate and/or hinder the impact of these courses on the classroom teaching
practice.
Shuna Learning via dubbing ie, s

65 audience Paulina Burczynska (Poland)
Talk The aim of this talk is to determine whether dubbing can affect teaching and learning
LT foreign languages and to what extent it enhances listening, writing, pronunciation and
intonation skills and the acquisition of new vocabulary. To investigate this issue, selected
scenes from the comedy film Gnomeo and Juliet will be analyzed.
Staffa Literature teaching within EFL/ESL contexts e, a

65 audience Suhair Al-Alami (Al Ghurair University, Dubai, UAE)
Talk With quality education in mind, this session offers thought-provoking suggestions on how
LMCS literary texts can be utilised to promote students’ communicative competence, as well as
enhance their critical thinking skills. The talk is based on empirical research undertaken
in the United Arab Emirates. I will make recommendations in light of the study’s findings.
Clyde Effective business communication skills for the international manager e, ie, a
500 audience Emma Sue Prince (esp consulting)
Talk LCCI have recently developed a new Diploma in Business English for International
BE Managers. This talk will briefly outline some of the latest thinking in developing effective
business communication skills for those in senior positions and explain how preparing
learners for this diploma can support teachers. There will be a brief explanation about the
qualification, format and target audience.

-84-
Wednesday 21 March
Session 2.1 : 1025-1055
Forth Digital media and English in India e, ie, a
300 audience Vandana Jain (British Council, India) prod prom
Talk The talk will showcase British Council’s partnership with a leading dish TV (DTH) provider
WEDNESDAY
LT and the launch of an English learning channel. This innovative partnership enables
learners to improve their conversational skills at a nominal cost and also highlights an
effective use of digital media. An extremely successful model, it can be easily replicated in
other countries.
Gala 1 Boosting lexical creativity via internet: ways to change the language t, a
20 audience Yulia Sergayeva (English Philology Department, Herzen State Pedagogical University of
Restricted Russia, Saint Petersburg)
Talk The presentation explores lexical, pragmatic and didactic aspects of word-coining aimed
AL, RES at filling blank spaces in the system of language. The presenter focuses on the
contribution of online communities to compiling databases of new words. Based on
interaction and collaboration, these resources boost PC users’ creativity in shaping the
language and reveal the modern speaker’s perception of the reality.
Gala 2 Incorporating coaching into English language teaching e, a

20 audience Oliver Beaumont (Regent London)
Restricted The session will focus on adapting and using coaching activities in an English teaching
Workshop environment, in both one-to-one teacher/student and student/student sessions, as well as
LA with the whole class. The session will include a series of practical activities and discuss
the benefits of employing these to develop skills and autonomy in students and teachers
alike.
Alsh 1 The expertise of teachers and medical doctors e, ie, a

96 audience Masataka Kizuka (Kyoto Prefectural University of Medicine)
Talk The talk focuses on similarities in the expertise of school teachers and medical doctors.
TD, TTEd Six features common to both of them are scrutinised. In addition, one framework, which is
composed of the six common features and which underpins both works, causing them
both to be considered professional, is discussed. The intention is eventually to enhance
the current status of teachers.
Alsh 2 AzETA as a learning school e, a

96 audience Sevinj Rashidova (Language Services Direct)
Talk We often speak about teacher development and view teacher training courses,
TD, TTEd conferences and seminars as an opportunity for teacher development. However,
sometimes teachers find it challenging to apply what is presented in professional
development experiences to their classroom. The use of projects can be used as a catalyst
in teacher development.
Boisdale 1 Taking the stress out of writing long essays e, ie, t, a

100 audience Rachel Clark & Madeleine du Vivier (University College London Language Centre)
Talk Many students find writing long essays a daunting process. This talk outlines how to make
EAP, TTEd it more manageable for students and tutors. We draw on our experience of preparing a
group of 26 teachers for Delta Module Three and show how we implemented a systematic
approach, combining self-study tasks, face-to-face input and online written feedback to
achieve exceptional results.

-85-
Wednesday 21 March
Session 2.1 : 1025-1055
Boisdale 2 Do qualifications and experience affect teachers’ attitudes to peer observation? e, a
100 audience Andrew Hart (Bell Switzerland SA)
Talk In a reflective context, teachers are the initiators of their own development and peer
WEDNESDAY
RES, TD observation has a role to play in this process. This talk reports on the results of an
investigation into teachers’ perceptions and understanding of peer observation as a tool
for professional development, and provides academic managers with practical
suggestions to facilitate the implementation of peer observation.
Lomond Who needs a teacher’s book? e, t

620 audience Olwyn Alexander (Heriot-Watt University) prod prom
Talk We learned how to teach EAP through materials written by others and, as authors of the
EAP, TD Access EAP books, we hope that our own materials contribute to EAP teacher
development. The teacher’s book seems to be an obvious place to explain the different
approaches in EAP and General ELT, but can we be sure that teachers will engage?
Carron 1 Cyberella versus Cinderella e, ie, p, s

88 audience Esra Girgin (Terakki Foundation Schools)
Workshop Considering today's world and the profile of the 21st Century learner, the time seems
LT, YLT SIG particularly ripe for combining the digital world with classical stories to provide a new
Day learning experience. In this session, we will explore several web tools such as Kerpoof,
Bubblr, Storybird; discuss ways to create digital stories; and ways to assign students a
project using digital storytelling tools.
Carron 2 Training on air in Kurdistan-Iraq ie, a

88 audience Himdad Abdul-Qahhar Muhammad (Salahaddin University-Erbil, Iraq)
Talk This talk examines the role of radio broadcasts in teacher development at the largest
TD, TTEd teacher training institute in Kurdistan of Iraq, Salahaddin University-Erbil. The talk
evaluates the benefits and challenges of integrating the radio series into the syllabus of
the English departments. There will be opportunities to listen to extracts from the
programmes.
Dochart 1 INTERNATIONAL HOUSE JOHN HAYCRAFT CLASSROOM EXPLORATION SCHOLARSHIP e, ie, t

88 audience WINNER
Talk Combining autonomy-oriented pedagogy and practitioner research via exploratory
LA, RES practice
Ana Ines Salvi (Argentina)
In this talk I will present a completed research project on the exploration of the impact a
learner-centred pedagogy can have on language learners' development, and the
feasibility of incorporating the principles of learner autonomy and exploratory practice
into my practice in both a summer school course for teenagers, and an EAP university
course for postgraduate students, in the UK.
Dochart 2 Filling the gaps: targeted English for struggling ESP undergraduates e, t
88 audience Adrian Millward-Sadler (Joanneum University of Applied Sciences)
Talk This presentation reports on the ongoing findings of a tertiary level project group to
ESP, ESAP provide online materials to supplement undergraduates studying ESP in engineering and
design subjects. In an inter-departmental collaboration, instructors from different fields
identify common areas of student weakness and tailor input and activities in multimodal
form with the assistance of the university’s department for e-learning.

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Wednesday 21 March
Session 2.1 : 1025-1055
Session 2.2 : 1130-1215
Leven How do you go from good to great?
100 audience George Pickering (George Pickering Consultancy)
WEDNESDAY
Talk What factors are needed to take an organisation from being good to great? This talk will
LAM SIG Day seek to identify those factors that make the difference. Reference will be made to
leadership, vision, strategy, culture, coaching, benchmarking, continuous improvement
and feedback. The evidence for this talk will come from my own management experience
and consultancy work in a number of contexts.
Morar ESOL in Scotland and the social practice approach e, ie, a

50 audience Mandy Watts (Education Scotland)
Talk Find out about the progress of the Adult ESOL Strategy for Scotland and how policy has
ES(O)L SIG related directly to practice development. Learn about the social practice approach and
Day how this has been effectively used to engage learners in a variety of diverse settings. The
talk will provide an informative session on ESOL in Scotland.
Ness Does blended learning have an impact on exam results? e, t

50 audience Dianne Davies (Innsbruck University)
Talk This talk will compare the results of two semesters‘ worth of data on an ESL lexical based
RES, TEA SIG tertiary level course which was offered as a conventional F2F course and as a blended
Day learning course. Qualitative feedback in the form of student course evaluations on the
perceived impact of the ‘blend‘ will also be presented.
1055-1130 Coffee break (sponsored by telc – language tests)

1130-1215 Session 2.2

Barra Evaluating internationalism in the curriculum e, ie, p, s
65 audience Alan Mackenzie (British Council India)
Talk In India, the International School Award has been used for the past eight years to promote
GI SIG Day global citizenship and international understanding. The successes of the programme
revealed by the recent independently conducted evaluation will be highlighted. The role of
English and other languages will be explored. Finally, it critically examines issues and
illustrates further initiatives to promote internationalising the curriculum.
Jura Helping low level IELTS students realise their ideal L2 selves e, a
65 audience Philip Patrick (British Council Tokyo)
Talk What is the students’ ideal L2 self when considering the motivation of lower-level IELTS
EAP, LA classes? I demonstrate how carefully-structured programmes of autonomous learning
integrated with the course syllabus can improve motivation and all-round language
development. The programme helps the learner to be confident and closer to their ideal
L2 selves in fulfilling their goals to study abroad.

-87-
Wednesday 21 March
Session 2.2 : 1130-1215
Orkney Does CELTA provide for the needs of new teachers? e, a
35 audience Ruth Hamilton (ILS English)
Workshop The aim of this workshop is to explore to what extent initial teacher training courses
WEDNESDAY
TTEd (Cambridge ESOL CELTA or Trinity CertTESOL) provide for new teachers’ needs in the
workplace. This will be considered from the point of view of recently qualified and
employed teachers, course tutors and those responsible for the recruitment and support
of new teachers (employers/directors of studies).
Shuna Tribute Session

65 audience The tribute session is an opportunity to remember colleagues who've died during the year since the last
conference. If you've lost a colleague or former colleague, you'll have an opportunity to say a few words in
their memory and, if you wish, to bring along a memento (book, teaching materials, etc.). Or you may just
want to come to the session to hear about colleagues who are no longer with us, and perhaps to add any
memories you may have.
Staffa Out of the media and into the classroom e, ie, t, a

65 audience Heather Buchanan (Leeds Metropolitan University)
Talk Many teachers are in favour of using authentic materials in the classroom but lack the
LMCS, MD time to find appropriate materials and prepare tasks to exploit them. With a specific focus
on current affairs TV/radio programmes, this session will provide you with
straightforward selection procedures, recommended sources and some recyclable
frameworks for exploiting them.
Clyde Five minds for the future: implications of a new theory ie, s
500 audience Hanna Kryszewska (Pilgrims Language Courses, UK & University of Gdansk, Poland)
Talk Since 1983 Gardner’s theory of Multiple Intelligences has inspired many language
GEN teachers. In 2006 Gardner proposed a new educational framework. It focuses less on how
we learn, and more on how education prepares for adult life in a rapidly changing
globalised world. The session will outline the theory, propose ELT implications and assess
current and future implementation.
Forth EAP in practice: integrating skills, language, tasks, and critical thinking e, t
300 audience Edward De Chazal (Freelance) prod prom
Talk Teaching EAP can be challenging and complex. This talk focuses on an approach which
EAP, MD integrates accessible micro-skills, academic language, and critical thinking tasks within a
syllabus led by the four skills. Grounded in the general EAP classroom, this principled yet
flexible approach is illustrated using sample material from the new Oxford EAP course.
Gala 1 Building and using field-specific corpora to enhance ESP teaching ie, s, a
60 audience Manuela Reguzzoni (Genova, Italy)
Talk Material design is quite often a 'must do' in ESP teaching. Hard work, but are we always
ESP, LT pleased with its final results? If not, why stop there? Let's go on to 'corpus design'. In this
practical 'corpus-building' session, you will discover how you can exploit the materials you
use to create your own pedagogic corpus and make a difference.
Gala 2 From nomads to iPads - are we pocketing education? e, ie

30 audience Giselle Santos (Cultura Inglesa)
Restricted The number of educational apps launched, here and now, speaks volumes about the role
Talk of mobile learning. A natural taste for mobility, instant feedback, and flexibility have
LA, LT reshaped learning experiences. Has education been pocketed? Is mobile-learning for all
or just a blind innovation? This presentation suggests ways of looking beyond apps and
facilitate learning instead of a line of products.

-88-
Wednesday 21 March
Session 2.2 : 1130-1215
Alsh 1 Why webwikiblogstream? Using online support in teacher development e, p, s
96 audience Martin Goosey (British Council Madrid Young Learners)
Talk In recent years, British Council Spain has utilised wide-ranging online support options for
WEDNESDAY
TD, TTEd professional development. This talk reports on the experience of moving from website, to
wiki, streaming, and blog, for engagement with a wider audience of educators. Through
interactive demonstration of readily available technologies, participants are encouraged
into the practical application of our experiences to their own training contexts.
Alsh 2 Developing business skills through real recorded meetings ie, t, a

96 audience Almut Koester (University of Birmingham) prod prom
Talk Business skills, for example for meetings or negotiations, are essential for Business
BE, RES English learners; however the language taught for these skills is not usually based on real
business interactions. Drawing on examples from Business Advantage , this talk shows
how real business meetings can be used to teach skills in ways that more accurately
reflect real usage.
Boisdale 1 English language education 2.0 e, ie,

100 audience Joanna Trzmielewska (Macmillan English Campus) pub
Talk In recent years, the internet has moved education from the one-model-fits-all approach to
LT, TD the possibility of various technology-enabled solutions that can be customized for each
student. This talk will discuss new trends in education and how they can improve learning.
We will focus on the usage of social media and blogs as learning and teaching tools.
Boisdale 2 'Live listening': bringing teachers' voices back to the classroom e, ie, s, a
100 audience Bill Harris (Freelance teacher trainer)
Talk 'Live listening' in the classroom is in contrast to learners listening to pre-recorded
GEN material. In our obsession with reducing teacher talk time, we forget that teachers'
personalised stories are a rich source of language and a model for students' own output. I
will give feedback on my survey of trainers, teachers and learners as well as teaching a
model lesson.
Lomond Tools for digital storytelling e, s, t, a

620 audience Russell Stannard (University of Warwick)
Talk This talk will focus on some of the tools that we can use to encourage students to speak.
LT, YLT SIG New web 2.0 tools make it possible to load up pictures, Powerpoints, videos or even
Day documents and then add voice narration to them. The students can then share their oral
work via the internet.
Carron 1 Ways in, ways out: before- and after-reading activities ie, p, s
88 audience Robert Hill (Black Cat Publishing) prod prom
Talk Has anyone ever handed you a book, open at the first page, and told you to start reading?
LMCS Probably not. This session will show how to easily create motivating before-reading
activities as well as entertaining after-reading activities. All the ideas, which can be used
at any level, will be exemplified with a short story from a Black Cat reader.

-89-
Wednesday 21 March
Session 2.2 : 1130-1215
Carron 2 Informed teaching: re-placing the teacher in and outside the classroom e, ie, t, a
88 audience Nick Perkins (Colombia) prod prom
Talk How is the use of new technologies changing the role of the teacher? Blended learning
WEDNESDAY
LA, LT solutions enable students to spend more time learning outside of the classroom. We will
discuss how this can have a wide-ranging positive impact on what happens in the
classroom and also change the teacher/student dynamic. Examples will be taken from
MyEnglishLab (Pearson).
Dochart 1 If you don’t want to forget something, make a list ie, a

88 audience Katja Thornton (Bell Bedgebury Language Centre)
Talk Students often note vocabulary in lists that do not contain much more information than the
LA, TD word plus translation. This session aims to show how word processing can help to make
vocabulary learning more flexible, where vocabulary can still be stored in lists, but is
available to be turned into a personal dictionary over time, as information is added as
needed.
Dochart 2 Will it blend? Integrating face-to-face and online learning e, ie, s, t, a

88 audience Irana Morrish (Cambridge ESOL) prod prom
Talk This presentation showcases examples from Cambridge ESOL’s range of blended learning
GEN courses, including the Cambridge B1 Online and a BULATS preparation course. Directors
of Studies who have run the courses in their own schools and institutions share their
experiences of the blended learning model in practice and how they successfully
integrated online and face-to-face teaching and learning.
Leven Performance management of teachers e, t, a

100 audience Vic Richardson (EmbassyCES UK)
Talk This interactive talk will present a case study in setting up a performance management
TTEd, LAM system for a global chain of medium to large private language schools. It will address both
SIG Day big picture issues and specific issues and how we did or didn’t resolve them. It will be of
interest to school managers, DoSs, Teacher Trainers, and of course teachers!
Morar In support of phonology in the ‘skills for life' classroom e, ie, a

50 audience Pamela Southall (Morley College, London)
Talk This presentation reports on tutors' views on teaching pronunciation in the ‘skills for life’
PRON, ES(O)L classroom and explores reasons why phonology might be a neglected aspect of ESOL, EFL
SIG Day and literacy language programmes. This talk also offers suggestions as to how we as
teachers, teacher trainers and managers can change this situation.
Ness You wash my back, I'll... ie, a

50 audience Thom Kiddle (Norwich Institute for Language Education)
Talk Over 20 years since Weir's 'Communicative Language Testing' and still the multiple-
TEA SIG Day choice question and its variations are the dominant item-type in language assessment.
This session looks at a range of item types and discusses ways to make exam practice and
preparation activities communicative rather than just a mechanical process of taking and
reviewing past papers.

-90-
Wednesday 21 March
Session 2.3 : 1335-1420
1225-1330 Annual General Meeting

Lomond Notice of Annual General Meeting
WEDNESDAY
The 2012 Annual General Meeting of IATEFL will be held in Lomond, at the SECC, Glasgow, UK, on
Wednesday 21st March 2012 from 1225 to 1330
All members are invited to attend
AGENDA
1. Minutes of the AGM held in April 2011 at the Brighton Centre
2. Matters arising
3. Treasurer’s report
4. Presentation and receipt of accounts for 2010-2011
5. Re-appointment of Larkings as auditors
6. Presentation by the President and Executive Committee chairs on general issues, the work of
the Coordinating and other committees, the SIG representative’s report, and Associates’
representative’s report
7. Appointment and reappointment of new Trustees
8. Thanks to out-going Vice President, and welcome to new post holders and other new
volunteers
9. Date of next meeting 10th April 2013 in Liverpool, time and venue to be confirmed.
By order of the Board

Zeynep Urkun
Company Secretary
International Association of Teachers of English as a Foreign Language,

Darwin College,
University of Kent,
Canterbury,
Kent,
CT2 7NY,
UK
1335-1420 Session 2.3

Barra Becoming a global teacher: ten steps to an international classroom ie, t
65 audience Kip Cates (Tottori University, Japan)
Talk One of the most important tasks for educators today is to help students learn about the
LMCS, GI SIG diverse peoples in our multicultural world and the global issues that face our planet.
Day Language teachers have a special role to play. This talk will outline 10 steps we can take
to become “global teachers” and to add an international dimension to our classrooms.

-91-
Wednesday 21 March
Session 2.3 : 1335-1420
Jura Cambridge English: Proficiency – a new exam for a new century prod prom
65 audience Ron Zeronis (Cambridge ESOL)
Talk Cambridge English: Proficiency was launched in 1913 as a 12-hour examination. Testing
WEDNESDAY
GEN methodology and practices have evolved considerably since then and so has Cambridge
English Proficiency. The latest update of CPE will be launched to coincide with the exam
centenary in 2013. This presentation will detail Cambridge ESOL’s examination revision
process and describe the new exam’s format and content.
Orkney Bringing the stage to the classroom ie, a

35 audience Laura Vinas-Valle (Universidad de Castilla-La Mancha)
Talk Spanish primary school English teachers often complain that teacher trainees lack voice
TTEd projection and body language. This talk will show the process and results of a drama
experience, carried out in the EFL classroom with second-year students in a Spanish
teacher training college, aimed at finding a solution to this problem.
Shuna How well are we preparing our EAP students for seminars? e, ie, t, a
65 audience Belinda John-Baptiste (London Metropolitan University)
Talk Are we teaching the language and skills that our EAP students really need for seminars?
EAP, RES This talk looks at the findings of a research project seeking to answer that exact question.
Using the findings from my research, I will be comparing the seminar language and skills
we currently teach to those really used in seminars in the UK.
Staffa From teacher to trainer: sustainable trainer development projects in China e, ie, p, s
65 audience Keith O'Hare (British Council China) & Charlotte Thompson (British Council Hong Kong)
Talk This talk presents a new collaboration between the British Council, teachers and
TD, TTEd education authorities to support the needs of English teachers in China’s developing rural
areas. Extending our learning from past training projects, we outline the phases in a
trainer development programme which takes teachers into a trainer role, and share some
trainer reflections on the challenges they face.
Clyde 3Fs - foster, fluency, faster! e, ie, p, s, t, a

500 audience Paul Seligson (Richmond) pub
Talk Highly practical, focusing on ‘teachering’,i.e. on well-established teachers’ tactics which
GEN look ‘pedagogically good’ but are often ‘dinosaurian’ and limit/hinder fluency, especially at
lower levels, this lively talk offers simple, pragmatic alternatives. Areas include defining
fluency, strategies, ‘syllabus reduction’ to make space for fluency, eliciting, L1 use,
recording vocabulary, reading aloud, classroom recordings, transcript analysis,
correction, and a 30-point checklist.
Forth The IATEFL Interactive Language Fair (ILF)

1335-1535 This is an event not to miss... and is the conference format of the future! 17 presenters race through
100 audience thumbnail outlines of presentations on a wide variety of topics and then invite you to explore their
ILF interests with them, making use of posters, realia, handouts and a wide range of interactive computer and
paper-based materials. The topics explored include CPD and social networks, EAP, global issues, learner
autonomy, learning technologies and World Englishes in the language classroom, and include accounts of
classroom practice and summaries of research.
Facilitated by Graham Hall, this is a feast of presentations in a single two-hour interactive format on a
range of topics:
CONTINUED...

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Wednesday 21 March
Session 2.3 : 1335-1420
Forth The IATEFL Interactive Language Fair (ILF) CONTINUED
1335-1535
CPD through social networks: Web2(too).0(verwhelmed)? The light at the end of the tunnel
WEDNESDAY
Konstantina Ntomprou (Eurognosi S.A.)
What can the internet do for EFL teachers? What sort of opportunities can social networks like facebook
and twitter offer? Does professional development actually exist online? What free software is available
and how can it be used in class? Join me as we answer these questions. I will provide useful links and
showcase my work using short videos.
Creating a culture of reading: Is English a barrier or opportunity?

Ganesh Gnawali (Precious National College)
Many public schools' students think English is the barrier to their success In Nepal. It is because of the
lack of enough access and practice in English including the reading skill, reading being the receptive skill
which has a powerful means of comprehension. My research focuses on the difficulties that they face in
reading tests and suggests some ways to minimize those problems.
English for academic purposes: Educational environment developed with L3S model for teaching EAP
Irina Yunatova (Russian Neurosurgical Institute)
This session is about a special educational environment based on an L3S (Lifelong Learning Space) model,
and a suggested methodology for developing a syllabus for Academic Reading. The audience will learn
how to design a syllabus bringing learners with different entry language levels to the required level
described in terms CEF and see a real example of a designed syllabus.
English for academic purposes: Peer commentary made better

Natalia Eydelman (Novosibirsk State University, Russia)
Academic writing course activities through which the students learn to write more effective peer
comments on each others’ essays in blogs and wikis will be presented. I will share a step-by-step
procedure used to let the students learn to comment on different aspects of each others' writing from
content and organization to vocabulary, mechanics and style.
English for specific academic purposes: English for Academic World (a special course for university
students)
Elena Velikaya (National Research University Higher School of Economics)
The presenter will focus on ways of developing students’ professional communication skills and equipping
them with skills necessary to write a resume, prepare for a job interview, to write for publication and give
a talk at an international conference. The talk will be based on the use of some commercial books (e.g.
English for Scientists) and specifically developed materials.
General: Detextualizing Japanese college conversation courses

David John Wood (Chikushi University)
Japanese universities are largely text-dependent. Text-independence and content-contextualization,
however, can educe achievable activities when based on situational needs analyses. We will identify
contextualized topic series before detailing a text-free approach rationale and its related implications, and
discuss content negotiation and evaluations to show how text-free teaching can facilitate the most
appropriate remediation and development of communicative ability in many contexts.
CONTINUED...

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Wednesday 21 March
Session 2.3 : 1335-1420
1335-1535
General: Private language schools/institutes vs. public/state schools; Iran
WEDNESDAY
Alireza Talebzadeh (Ministry of Education)

I will present on a study which focused on the differences between the two major sectors responsible for
teaching EFL in the Iranian context: the private sector and public state sector. I will outline the reasons
why the private sector has overtaken the public sector, concerning textbooks, teachers and settings.
Global issues: Fostering critical thinking in mass higher education: challenges and prospects
Ekua Amua-Sekyi (University of Cape Coast, Ghana)
Students develop critical thinking when they engage critically and thoughtfully in the intellectual dialogue
of the disciplines. Large classes create problems which contribute to less effective teaching. However,
current research suggests that teacher expertise is a more significant determinant of student learning
than class size. Lecturers will have to learn new skills to foster criticality in students.
Global issues: New ideas of multicultural approach to foreign language teacher education
Lyudmila Khalyapina (Kemerovo State University)
The process of foreign language education should be based on the learning of the conceptual world
picture of native speakers in comparison with their own world. We have developed an approach which
helps students to understand that one and the same universal cultural concept (friendship, family, etc.)
has both similarities and differences in its realization in different cultures.
Global issues: Teachers of English between the hammer and the nail
Srour Shalash (Syrian Educational Publisher) & Nibal Hanna (Ministry of Education, Syria)
In our workshop we will focus on some of the challenges of teaching English in the third world. We are
going to show some pictures. The participants will be asked to guess and share ideas about the demerits
of such situations, then discuss with them some solutions which we have reached through our long
experience (more than 30 years).
Learner autonomy: Encouraging student evaluation of language learning resources

Elizabeth Lammons (Kanda University of International Studies)
We will discuss methods to assist learners in evaluating resources (print, online, audio, and film) that they
can use for their language learning. Exploring how learners choose language learning resources can be
beneficial for empowering learners to own their language learning by making more informed choices
about the resources they use for their language learning goals.
Learning technologies: Hurdles and solutions to online teaching

Kiros Langston (British Council)
This workshop will analyse the advantages and disadvantages of two new, innovative British Council
online courses, English for IT and SecondLife Business English, recently trialled in Tunisia. By learning
from and sharing our experiences, we hope to offer useful insights into how online learning can be
successfully delivered, particularly in developing countries.
Learning technologies: Learning vocabulary in today’s world

Maria Lucia Sciamarelli (Cultura Inglesa/Cambridge ESOL Brazil)
For students of other languages, the issue of how to learn and consolidate new words has always been
important. However, how can students get the most from today’s technology to achieve this? Memorable
experiences in tandem with enjoyable technological activities might be one of the answers! Based on
practical classroom examples, we’ll look at how to get the best from technology.
CONTINUED...

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Wednesday 21 March
Session 2.3 : 1335-1420
1335-1535
Motivating learners in practice: Maximize teachable moments: building bridges via music
WEDNESDAY
Raquel Oliveira (SBCI)
How to recognize and make the most of teachable moments in EFL classrooms? Is it a sparkle when
learners are particularly engaged demanding further exploration collaboratively? In this talk, we will
discuss our experiences with a group of A1 learners whose noticeable interest in music resulted in a sing-
along project including peer teaching and collaboration which maximised their affordance potential.
Teacher development: Paying it forward - coaching colleagues to ICT integration

Anne Fox (Freelance, Denmark)
Delegates will sample activities from the VITAE course, developed to teach peer coaching skills through
the use of pedagogically useful Web 2.0 tools. Peer coaching of colleagues is an effective form of
professional development. These digital tools also facilitate becoming a learning coach. Teachers gain
their coaching skills through simple online tools that can also extend their classroom skills.
World Englishes in the language classroom: Botswana English and vocabulary instruction in schools
Modupe Alimi (University of Botswana)
The presentation proposes the inclusion of features of Botswana English in vocabulary instruction in
schools in Botswana. The proposal, which challenges the ‘centrifugal’ perspective, is premised on the
benefits, pedagogical and socio-cultural, that such a move will offer learners. The talk also highlights
some challenges that the move might pose to researchers, teachers and language policy makers in
Botswana.
Young learners and teenagers: Kids read!

Caroline Lisa Cameron (British Council Qatar)
I will explore the various components of the MENA Kids Read primary literacy initiative, which has been
implemented in government primary schools in 13 MENA countries, to encourage reading for pleasure
inside and outside the classroom. We will look at how successful the project has been from the Ministry of
Education, student, teacher and parent perspectives and lessons learnt.
Gala 1 Using E-portfolios for alternative assessment ie, t, a

30 audience Suzanne Mordue & Sirin Soyoz (British Council)
Restricted In this workshop we will look at ways to use E-portfolios as an assessment tool. We will
Workshop also present and give feedback on both hi and low-tech portfolios currently in use.
LT, TD Participants will also have the opportunity to assess a range of E-portfolio tools for use in
their own context.
Gala 2 Indeterminate articles and unaccountable nouns. Teaching NS CELTA trainees grammar e, a
60 audience Jo Gakonga (Solihull College) prod prom
Talk Native English speaker teacher trainees often have the experience that they do not know
LT, TTEd the nomenclature or systems of the language (the examples in my title are authentic!).
This talk will describe the short course I have developed using a virtual classroom to
address this and consider the feedback I have had from participants about the course and
the technology.

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Wednesday 21 March
Session 2.3 : 1335-1420
Alsh 1 Situated cognition and virtual worlds e, ie, a
96 audience Shiv Rajendran (Languagelab.com) & Jessica Driscoll prod prom
Talk By the age of 17 the average child has learned 5,000 words per year for 15 years, largely
WEDNESDAY
BE, LT through encountering the new words in everyday situations. Learning new words in
classrooms occurs at a much slower rate. This presentation talks about how this style of
learning can be stimulated using virtual worlds.
Alsh 2 Applications of corpus analysis in EAP: research, learning and teaching e, ie, t, a
96 audience Martin Hewings (University of Birmingham) pub
Talk The talk outlines recent research employing corpus analysis for EAP, considers the
EAP effectiveness of learner investigations of corpora in ‘data-driven learning’, and explores
the kinds of discoveries teachers can make from corpora. The focus will be on applying
corpus analysis in classroom activities and materials, and participants will have the
opportunity to compare their intuitions about language with corpus evidence.
Boisdale 1 Technology and principles in language learning e, ie, s, t, a

100 audience Andrew Walkley (University of Westminster / Heinle) prod prom
Talk The distinctions between the digitally native/literate and non-native/illiterate breed
LT insecurity about the wrong thing. The concern should be that teachers focus on language,
employ principles of teaching and learning, and are paid for the hours they work. I discuss
these issues, suggest how technology can follow principles but at the same time show
parallel non-tech solutions.
Boisdale 2 Making the link - connecting ideas in advanced level writing e, ie, t, a
100 audience Amanda Jeffries (Oxford University Language Centre) prod prom
Talk Linking ideas in writing is a major challenge for students at all levels, even advanced. I
GEN will draw on authentic student samples, and tasks from Global Advanced. I will look
briefly at linking expressions and devices. I will explore practical ways of helping students
write more fluently and coherently. We will see how this abstract could be improved by
linking!
Carron 1 Teaching screenagers: how the digital world is changing learners prod prom
88 audience Paul Davies (Oxford) & Tim Falla (Kingsbridge, Devon)
Talk Born into a digital world, today’s students have a short attention span but a talent for
LT, YLT SIG multi-tasking. Should we tailor our material and our teaching-style to reflect the
Day ‘screenage’ mind? Using examples from New Solutions (Falla & Davies, 2012, OUP), we’ll
discuss how best to exploit currently available digital resources and look briefly at
emerging technologies and their potential.
Carron 2 Creating a language learning app – concept to app store e, s, a

88 audience Kim Ashmore (UK) & Graham Bradford (Italy) prod prom
Talk This presentation concentrates on the lessons learned by a group of professionals
LT, MD working independently from commercial publishers with significant experience in the
development of multimedia language learning materials as they develop a pedagogically
sound mobile language learning app within a limited budget. The presentation will provide
an insight into what to do and what not do when developing an app.

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Wednesday 21 March
Session 2.3 : 1335-1420
Session 2.4 : 1435-1535
Dochart 1 Zooming into the reading class: Prezi e, ie, s, t, a
88 audience Hakan Senturk (Yeditepe University) prod prom
WEDNESDAY
Workshop Web 2.0 tools have changed teaching completely. One web 2.0 tool which combines both
LT, MD teachers’ and students’ search for new experiences is Prezi. Prezi is a unique and efficient
application that can be easily adapted to the language classroom. Knowing how to prepare
language lessons with Prezi will provide new dimensions in the language classrooms.
Dochart 2 A proficiency and needs-based approach to IELTS e, ie, t, a

88 audience Mary Spratt (UK-based freelance) prod prom
Talk This talk aims to introduce the audience to a new series of IELTS course books Mission
EAP IELTS . It highlights the distinguishing features of the series: addressing a full range of
IELTS students' needs, i.e. exam, language and learner needs. It also walks the audience
through the series, giving a rationale for approaches and tasks, and multiple tips for
classroom use.
Leven IATEFL Leadership and Management Special Interest Group Open Forum
100 audience Come along to the Leadership and Management SIG Open Forum and meet the committee and other
LAM SIG Day leaders and managers; find out about LAM SIG activities; and learn and practise some simple coaching
techniques you can use to coach yourself and colleagues.
Morar IATEFL ES(O)L Special Interest Group Open Forum

50 audience The ESOL SIG brings together international language professionals who work with asylum seekers,
ES(O)L SIG refugees, migrant workers and settled migrant communities. This year we are celebrating our 10th
Day anniversary in Glasgow! Why not join us for some refreshments and find out more about our work from
our committee? You could also win some great prizes! We look forward to seeing you there.
Ness TOEPAS: a test of oral English proficiency for academic staff a

50 audience Pete Westbrook (University of Copenhagen)
Talk As a result of the rapidly increasing growth in internationalisation at the University of
EAP, TEA SIG Copenhagen, the university set up the Centre for Internationalisation and Parallel
Day Language Use. This talk will describe the purpose and activities of the Centre, focusing
particularly on a new performance-based test of English proficiency for university
lecturers developed at the Centre.
1435-1535 Session 2.4

Barra Self-evaluation of critical global educators using CHAT e, t
65 audience Maureen Ellis (Open University)
Workshop Cultural Historic Activity Theory (CHAT) encapsulates philosophical, theoretical, psycho-
GI SIG Day social development. It offers practitioners a sound, analytical framework for evaluation.
Placing human consciousness at its core, it focuses on discourse, communicative
language as performance of identity, and learning as development of holistic individuality.
Policy-makers, academics and practitioners are invited to this friendly informal
application.

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Wednesday 21 March
Session 2.4 : 1435-1535
Jura Easy business presentations and help of digital technology e, ie, a
30 audience Ana Maria Leiras (Elmec Informatica spa - Italy)
Restricted Participants discuss and clarify the basic characteristics, elements and objectives of
WEDNESDAY
Workshop business presentations. Helped by a list of introductory phrases and flow-chart, groups
BE design and deliver presentations while peers assess success/failure using a practical
checklist. Followed by discussion and exchange of ideas on the incorporation of smart-
phones and tablet PCs into the different stages of the lesson and outside the classroom.
Orkney Writing a memoir: helping students transform their self and life e, s
1435-1505 Junga Lee (KOSETA)
20 audience I helped my 10th grade Korean female students experience transformation in their self
Restricted and English through a series of autobiographical writing for one school year through a
Talk practice of writing workshop. My students could celebrate their academic and self
ESAP development with the culminating activity of memoir writing and publishing it in the genre
of picturebook.
Orkney Lurking, listening - discussing, developing: learning about learning through distance ie, t, a
1505-1535 Rachel Lindner (University of Paderborn)
35 audience The shift in distance education from isolated correspondence courses to online social
Talk learning groups is inextricably linked with emerging technologies and the growing
LT TD popularity of (social) constructivist pedagogy. This presentation reports on how tangling
with technology in the course of studying towards a distance MA significantly impacted on
the language teaching practice of three TESOL teachers.
Shuna Collaborative language teacher supervision through videos of classroom teaching e, a

1435-1505 Sandra Mari Kaneko Marques (IFSP-Federal Institute of Sao Paulo)
65 audience This presentation aims at discussing teacher supervisors’ roles in different supervision
Talk models, highlighting the importance of collaborative dialogues between supervisors and
TTEd supervisees supported by video recordings. Results from a qualitative study developed in
an EFL teacher education course will be presented, then, some actions and
implementations to improve language teacher supervision in different teacher education
programs will be discussed.
Shuna Promoting teacher development in a university context e, ie, t, a

1505-1535 Nicholas Northall (The University of Sheffield)
65 audience As part of our Teacher Development Programme, one to three articles are disseminated
Talk to teachers weekly. By reading these articles, it is hoped teachers will incorporate new
EAP, TD ideas into their teaching, take part in discussion groups and be inspired to write about
their own teaching. This paper will discuss the effectiveness of this programme in
achieving these aims.
Staffa Training English language teachers in rural secondary schools: a study e, s

1435-1505 Arifa Rahman (University of Dhaka, Bangladesh)
65 audience This paper investigates the impact of a training program on English language teachers of
Talk rural secondary schools in Bangladesh. The relevance of this training and the existing
TD challenges are examined in terms of three issues: teacher beliefs, local context and
educational culture. It is argued that these issues need to be considered to formulate a
principled approach towards teacher development.

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Wednesday 21 March
Session 2.4 : 1435-1535
Staffa Conflicting issues in the training programme for Bangladeshi English teachers e, ie, s
1505-1535 Rubaiyat Jahan (Bangladesh) & Md. Akhtar Hossain (Sher-e-Bangla Agricultural
65 audience University, Bangladesh)
WEDNESDAY
Talk This study evaluates the prevalent situation of teacher training programmes for English
RES, TTEd teachers in Bangladesh, and enquires about the beliefs and expectations of both teacher
trainees and trainers. It reports on the result of a study based on classroom observations,
interviews and questionnaires, which clearly shows that the provided training
programmes failed to meet the English teachers’ expectations.
Clyde Managing change in ELT: lessons from experience e, ie, p, s, t, a

500 audience Christopher Tribble (King's College London), Chris Kennedy (University of Birmingham),
Panel Harunur Khan (East West University, Bangladesh), Wendy Arnold (ELT Consultant) & John
discussion McGovern (Tenterfell Consulting)
GEN This British Council panel discussion will consider the challenges policymakers and
implementers face in making ELT reform successful. Insights from a new British Council
publication Managing Change in ELT: Lessons from Experience, which editor Christopher
Tribble will introduce, and comments from a panel comprising Chris Kennedy, Harunur
Rashid Khan, Wendy Arnold and John McGovern, will stimulate general discussion.
Forth The IATEFL Interactive Language Fair (ILF)

ILF
Gala 1 Online and blended initial teacher training – challenges and solutions e, a
30 audience Ken MacDougall (Stevenson College Edinburgh)
Restricted A workshop on the emerging area of certificated online or blended learning initial teacher
Workshop training qualifications. Pulling on our experiences delivering SQA PDA TESOL and
LT, TTEd Cambridge ESOL CELTA we discuss the pros and cons of online delivery of input sessions
and different models of organising teaching practice for blended learning.
Gala 2 Realistic teacher development for inexperienced teachers on summer school courses e, ie, s
1435-1505 Duncan Jamieson (OISE)
30 audience This session looks at realistic teacher development for fairly-inexperienced teachers on
Restricted summer school courses. It includes setting up induction, practical observation and peer
Talk observation models, encouraging reflective teaching through a 'thought for the day',
TD providing lesson plan packs, and giving senior teachers the tools and resources to deliver
short developmental workshops. There will be time to share the audience's experiences.
Gala 2 Technologies for ELT learning in Venezuela: benefits of screencasting ie, t, a

1505-1535 Miguel Mendoza (Universidad Central de Venezuela and British Council) & Luz Ortuno
20 audience (British Council Venezuela – ELT Projects Coordination)
Restricted This session will present the way The British Council Venezuela uses technology to
Talk improve the ELT knowledge nationwide. The presenters will describe the BC online offer,
LT, TTEd focusing on the teacher development course Learning Technologies, and will also show
how screencasting has been used in teacher development sessions for the British Council,
English Village Online and an ESP course in Venezuela.

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Wednesday 21 March
Session 2.4 : 1435-1535
Alsh 1 Eco what? e, ie, p, s, t, a
1435-1520 Mojca Belak (University of Ljubljana, Slovenia)
96 audience It’s got something to do with ecology and literature, or more precisely, with the way
WEDNESDAY
Workshop nature is represented in literature. It’s newish and has a fancy name, but above all it’s a
LMCS great way to explore literature. In this workshop we’ll look at Emma Donoghue’s novel
Room through ecocriticism and do some eco activities you can use in class tomorrow.
Alsh 2 Past IT - from CALL to EdTech: a history e, ie, p, s, t, a

96 audience Gavin Dudeney (The Consultants-E)
Workshop Having worked with EdTech in teaching and training since 1990, I have seen a wide range
LT, TTEd of tools come and go over the years. In this session we will look at the history of EdTech
and examine where we are today: what have we learnt from the past, which technologies
survive and where are we heading?
Boisdale 1 Student-directed feedback on writing ie, t

1435-1505 Jennifer Schumm Fauster & Nancy Campbell (University of Graz, Austria)
100 audience Do you ever feel that the time you invest in correcting students’ work does not always
Talk result in substantial improvement in their writing? This talk addresses this problem by
LA presenting a student-directed approach to feedback. A positive side effect of this approach
is that teachers do not waste valuable time on corrections which students may ignore.
Boisdale 1 Feedback: read it or hear it? e, a

1505-1535 Marwa Atieya (The British University in Egypt) & Yasmine Shehata (The American
100 audience University in Cairo)
Talk We present the main focus of our study to explore the benefits of audio feedback on
LT, TD written tasks of intermediate college students. The study analysed and compared
teachers’ reactions and students’ responses to both traditional written feedback and
technology-enhanced feedback. The aim was to show how audio feedback improves
learning progression and increases the level of interaction between teachers and
learners.
Boisdale 2 Making sense with metaphor in language teacher training e, ie, a

1435-1520 Richard Chinn & Marie Willoughby (IH London)
100 audience Metaphor is a tool used by trainers to help trainees understand difficult concepts. This
Workshop interactive workshop will examine the beliefs and insights of experienced trainers and
RES, TTEd incorporate feedback from trainees of when metaphor is useful and when it can hinder
clarity. The session will include discussion, practical activities, metaphors that delegates
can take away and use in their own teaching.
Lomond MACMILLAN SIGNATURE EVENT

620 audience Enhancing students’ language acquisition through mobile technologies
Speakers: Nicky Hockly, Agnes Kukulska-Hulme plus guest speakers
Learning is changing, language is mobile and the way that our students expect to approach their own
learning experience is evolving dramatically. This panel discussion will consider the reality of how Mobile
Learning is affecting different aspects of education: from language to pedagogy and to investigating the
environment that best suits its delivery. The panel discussion invites you to join practitioners who will
share their valuable lessons as we consider the effects and opportunities mobile learning is already
providing and will continue to provide in the future.

-100-
Wednesday 21 March
Session 2.4 : 1435-1535
Carron 1 Bilingual stories - circle of learning e, ie, p
1435-1505 Sebnem Oral (Sisli Terakki Foundation Schools)
88 audience If we make YLs listen to or read a story bilingually over and over, would we trigger their
WEDNESDAY
Talk intrinsic motivation to discover new vocabulary, expression or chunks? This presentation
YLT SIG Day which includes interviews and YL studies, aims to discuss whether bilingual stories could
be a constant flow of target language and thus be seen as comprehensible input plus one.
Carron 1 Vocabulary choice for tailored language courses – IT-based methods e, s

1505-1535 Helena Metslang & Mare Kitsnik (Tallinn University)
88 audience Every year migrant students join classes of various age groups at different schools.
Talk Supportive language courses are conducted to help the non-native students to cope with
EAP, YLT SIG science, history and other subjects. The teachers need to know what the crucial
Day vocabulary to teach is. This talk details how to use simple IT tools to create an word lists
for language courses.
Carron 2 A lacuna in your classroom: traditional folk songs e, ie, s, a

88 audience David A Hill (Freelance) prod prom
Workshop While pop, rock and contemporary folk songs have long been used in language
LMCS classrooms, research shows that few teachers use traditional folk songs. There is a
wealth of wonderful material to tap into. Though related to the speaker’s Traditional Folk
Songs of Britain & Ireland (Helbling), this distinct, practical workshop will show ways of
using one song, with live performance.
Dochart 1 NESTs and NonNESTs: who's worth more? ie, p, s, t, a

1435-1505 Nenad Jovanovic (Matilda Language Center, Serbia)
88 audience This talk will pose the controversial question of whether native or non-native English-
Talk speaking teachers are worth more to students, language schools and to the teaching
TD, TTEd profession in general. In doing so it will discuss diverse subjects ranging from the
ownership of English to the challenges and opportunities associated with being a
NonNEST.
Dochart 1 A formative model of Turnitin use in a pathway college e, a

1505-1535 Ben Brown (Kaplan International Colleges [Glasgow]) prod prom
88 audience The talk presents research into how a formative model of Turnitin use was piloted in a
Talk pathway college preparing international students for higher education. The research
EAP explored a model of Turnitin implementation as part of a cohesive framework for
addressing plagiarism which combines the aims of both prevention and detection.
Dochart 2 Extensive reading through guided web-based book clubs e, ie, s, t, a

1435-1505 Ian Rogers (Zayed University, Dubai)
88 audience This talk will outline the methodology and provide the materials for delivering an
Talk extensive reading project as a web based or face-to-face book club. Geared towards adult
LT and teenage learners, this program targets a diverse audience and is intended for use
with fiction, but can be adapted to capitalize on a wide variety of reading materials.

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Wednesday 21 March
Session 2.4 : 1435-1535
Session 2.5 : 1610-1640
Dochart 2 Using metacognitive strategies to enhance reading comprehension e, ie, p, s, t, a
1505-1535 Diana Pena Munoz (The Anglo Mexican Foundation LABCI)
WEDNESDAY
88 audience Proficient readers use one or more metacognitive strategies to extract meaning from
Workshop texts. But what exactly are they and how can we teach students to use them? During this
LA workshop there will be an opportunity to examine such strategies in more detail, and
experience ways to model them to students to help them become more successful
readers.
Leven Facilitating change in ELT practice e, ie, p, s, t, a

100 audience Susan Barduhn (SIT Graduate Institute) & Beth Neher (Education Consultant, Brattleboro,
Workshop Vermont, USA)
TD, LAM SIG The intent of most in-service teacher education is progress toward alignment with best
Day practices. However, growth in teachers who regularly participate in teacher development
is not always observable. In this workshop, we examine factors impacting teachers’ ability
to make lasting changes in their practice, articulate institutional goals for teacher
development, and generate plans for future professional development activities.
Morar Making your materials manage the 'mixedness' e, ie, p, s, a

50 audience Lorraine Downey & Grainne Carley (City of Dublin Vocational Education Committee)
Workshop Based on the experience of the CDVEC in working with newly arrived refugees, this
MD, ES(O)L practical workshop will explore the challenges posed by mixed ability classes, identify
SIG Day strategies to cater for differentiation and to develop critical thinking skills necessary to
engage with the secondary curriculum. Finally, participants will have the opportunity to
examine and discuss sample materials developed on this project.
Ness Using VoiceThread as a tool for self-assessment e, ie, a

50 audience Tamatha Roman (Kanda University of International Studies)
Workshop This presentation investigates the usage of VoiceThread, a collaborative and interactive
LT, TEA SIG web program, as a means for self-assessment in the ESL or EFL classroom. The
Day presenter will provide an overview of VoiceThread , introduce several activities that
encourage self-assessment, show examples of student work, and lead a hands-on
practice session with the program.

1610-1640 Session 2.5
Barra Raising awareness of ELF in an internationalising university e, t

65 audience Rachel Wicaksono (York St John University)
Talk International students are often blamed for communication problems in UK university
MD, GI SIG classrooms where English is a lingua franca. This is despite emerging evidence that it is
Day sometimes UK students who lack the language awareness necessary for effective
international communication. This presentation contrasts two different approaches to
language awareness and makes some practical suggestions for materials developers.

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Wednesday 21 March
Session 2.5 : 1610-1640
Jura Pragmatics and ELT – what we need to know symposium
1610-1840 Pragmatic competence has been widely recognised as being of vital importance to an L2 speaker, and in
65 audience recent years ELT has sought to promote this ability through instructional pragmatics. This symposium will
WEDNESDAY
Symposium address a range of topics in the field of pragmatics and how they are taught in language classes. Our aims
are to encourage colleagues to question the manner in which pragmatics is covered in ELT and to propose
ways of improving L2 learners’ pragmatic competence through classroom language and instructional
pragmatics. The symposium will enable you to evaluate pedagogical pragmatics from a wide range of
perspectives, including the current status of English in the world, pragmatic awareness raising through
classroom discourse and instructional pragmatics, materials development, teachers’ attitudes to
pragmatics teaching and how linguistic choices affect pragmatic meaning.
The first presenter, Peter Grundy, Durham University, UK, will argue that approaches to the teaching of
pragmatics in the language classroom differ depending on whether we view English as a foreign/second
language for use in cross-cultural communication or as a lingua franca for use in intercultural
communication. He will critique most former approaches and call for a new direction, outlining areas
which he considers important.
The next two speakers will focus on learner data. Rachele De Felice, Centre for Research in Applied
Linguistics, University of Nottingham, UK, will show how the tools for linguistic research into politeness
and pragmatics find practical applicability in the ELT domain by enabling fine-grained comparisons of
features such as adverb use and the distribution of expressions of time. Lubov Tsurikova, Voronezh State
University, Russia, will discuss the importance of teaching pragmatics in an EFL context and enhancing
cross-cultural sociopragmatic sensitivity in EFL learners. Her presentation will focus on the results of a
research project used to assess the pragmatic (in)adequacy of discourse produced by the EFL speakers in
spontaneous communication and the communication problems they may face in real-life interaction with
English speakers.
The four final presenters will address pedagogic issues, often in an interactive way that will involve the
audience. Helen Basturkmen, Department of Applied Language Studies and Linguistics, University of
Auckland, New Zealand, will report a small scale study that aimed to gather information for planning a
teacher education program in which teachers would develop materials for teaching pragmatics in their
own classes using authentic/semi-authentic texts. The first part of the presentation describes the study
and the second part reports key findings concerning the teachers' reports of their current practices and
which aspects of pragmatics and pragmatics-focused instruction they were interested in finding out more
about.
Donna Tatsuki, Kobe City University, Japan, will dispel the mystery surrounding the creation of materials
for pragmatic instruction. She will draw on her own experience creating materials and editing collections
to give examples of activities for form-focused instruction of speech act sequences, involving awareness
raising, identification and/or comprehension exercises, and opportunities for both controlled and guided
practice. Tarja Nikula, University of Jyvaskyla, Finland, will help the audience explore and problematise
pragmatic competence and awareness in the context of CLIL classrooms, with the target language as the
means of instruction in content lessons. Applying a discourse-pragmatic perspective, attention will be
drawn to how Finnish secondary level students orient to social-interpersonal dimensions of interaction
when conducting their classroom activities in English. Finally, Esra Ozdemir, Istanbul University, Turkey,
will focus on the aspects of pragmatics that can be taught, and the ‘whys’ and ‘hows’ of the teaching of
pragmatics in ESL/EFL classrooms. The focus will be on instructional pragmatics and how it has improved
in both theoretical and practical dimensions encompassing a variety of instructional approaches and
activities that aim to raise awareness of pragmatic aspects of the target language.
There will be opportunities for audience participation at various stages and the symposium will conclude
with an open discussion.

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Wednesday 21 March
Session 2.5 : 1610-1640
Orkney Effects of reflective learning in university EFL classes e, ie, t
30 audience Eri Osada (Kanda University of International Studies)
Restricted I will report on an exploratory study on the effects of students’ reflective learning, which
WEDNESDAY
Talk analyzes the reflective journals which 48 freshmen in a department of international

RES studies kept and the questionnaires about their perceptions of learning situations, as well
as their English proficiency. One of the findings is that the students learned better when
taught in clearly understandable terms in their L1.
Shuna ESP teacher development through European teaching staff mobility programmes e, t
65 audience Dietmar Tatzl (FH JOANNEUM University of Applied Sciences, Graz, Austria)
Talk This talk exemplifies how three European teaching staff’s mobility activities have
TD, ESAP contributed to the speaker’s development as an ESP instructor in aeronautical
engineering. Mobility programmes create opportunities for ESP practitioners to gain a
deeper understanding of content disciplines. This talk should encourage colleagues to
embark on teaching staff exchange not only as an internationalisation measure but also
for professional development.
Staffa HORNBY TRUST ALUMNUS

65 audience Showcasing a trainer preparation programme for ELT
Talk Laxman Gnawali (Kathmandu University, Nepal)
This session discusses how teacher trainers are prepared in the Nepalese context. It will
look at the local conditions and how the course has been developed to meet the local
needs. It will discuss how participants themselves reflected on the course and put what
they learned into practice. It will also discuss lessons to help others establish a similar
programme.
Clyde Helping Chinese learners to learn English better ie, a

500 audience Xiaobing Wang (English language teacher in the UK)
Talk Despite reforms to the English language teaching in China, many students are still taught
LA and learn English in traditional approaches. This causes problems later when they are
expected to learn more independently. Based on my experience and research, I will
explore how Chinese learners can be helped to develop effective learning strategies and
critical thinking skills in different global contexts.
Forth Innovation and road shows - training YL teachers in China e, ie, p, s

300 audience Dede Wilson (Freelance)
Talk There are 11 million English teachers in China, enthusiastic people keen to receive
TD, TTEd training in new methodologies. This practical session will highlight how innovative training
has been provided: from large-scale courses at the Beijing Institute of Education for
hundreds of YL teachers with only three trainers and team teaching to ELT Roadshows for
thousands of YL teachers across the country.
Gala 1 Through the wicket gate? From ELT to state sector QTLS e, ie, t, a
60 audience Ben Beaumont (Ealing, Hammersmith & West London College) prod prom
Talk In this ever changing world, appropriate qualifications to move between sectors in the UK
TTEd has become more of a ‘must have’. This talk will outline new ways for diploma-qualified
teachers to gain a Cert Ed/PGCE (and QTLS) through a distance learning programme
accredited by the University of Westminster, allowing them to teach in secondary and
tertiary education. The world’s changing!

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Wednesday 21 March
Session 2.5 : 1610-1640
Gala 2 Promoting vocabulary retention and recall through corpus-based and cognitive e, ie, s, a
60 audience approaches
Talk Yuho Kokubu (University)
WEDNESDAY
GEN What strategies are available to help learners expand their vocabulary knowledge and
retention? The application of a corpus-based and cognitive linguistic approaches are two
possible approaches to enhance vocabulary retention and stimulate recall. The findings
indicate the potential of using corpus-based word frequency lists and lexical networks to
teach formulaic sequences.
Alsh 1 Teacher education: what should it provide and why? e, ie, a

96 audience Marina Bendtsen (Abo Akademi University)
Talk What do student teachers expect from teacher education? How are these expectations
TTEd realized and how is teacher education viewed after a few years of working as a teacher?
These questions will be focused in this talk where results from a qualitative longitudinal
study conducted in a Finnish-Swedish setting will be discussed and problematized.
Alsh 2 Strategies to help students construct individualized voice in academic writing e, ie, t, a
96 audience Elvan Eda Isik Tas (Middle East Technical University Northern Cyprus Campus)
Talk Contrary to the traditional belief that academic writing is impersonal, recent research
AL, ESAP reveals that it is not totally devoid of author’s voice. Based on contrastive analysis of self-
mention strategies adopted by expert and novice writers, this talk gives clues about how
student writers might be supervised to utilize self-mention strategies of expert writers in
constructing individualized voice in academic writing.
Boisdale 1 Dialogue in teacher training: a sociocultural perspective e

100 audience Willy Cardoso (St George International - London)
Talk By analyzing dialogues between teacher trainers and trainees, we can see that the
TTEd processes that occur in teacher learning extend those processes of sociocultural
participation, in which dialogic processes serve as a “thinking device”. This talk is an
exploration of the critical aspects of dialogues and a contention that co-construction of
knowledge is more relevant than input.
Boisdale 2 Negotiated identity in discoursal communities: insider or outsider? e, t, a

100 audience Ya-Hui Chang (School of Education, University of Stirling, UK)
Talk Identity issues have attracted much attention in second language writing. This research
AL, RES study reports a longitudinal case study on how international postgraduate students
position themselves in academic writing. The results are presented from a practical
aspect, discussing how identity is negotiated within the academic writing process and
factors contributing to the development of identity in different discoursal communities.
Lomond Getting learners to ask the questions ie, a

620 audience Tony Lynch (English Language Teaching Centre, University of Edinburgh)
Talk This talk focuses on the advantages of getting learners to devise questions on a listening
GEN text, rather than using the teacher's or author's questions. I present classroom episodes
in which the learners composed their own questions and evaluated the answers given by
their peers. The approach is designed to build self-confidence and support a move
towards learner autonomy.

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Wednesday 21 March
Session 2.5 : 1610-1640
Carron 1 Speak and spell: online phonics for YLs e, p
88 audience Jo Hayes (British Council Paris) prod prom
WEDNESDAY
Talk Teach English with the super space spy spellers! In this talk we will explore fun and
LT, YLT SIG interactive ways of exploiting phonics in the YL EFL classroom for pronunciation and
Day spelling. The talk will focus on a new set of materials developed for the British Council
website, LearnEnglish Kids, based on the UK phonics programme Letters and Sounds.
Carron 2 Creating a culture of reading symposium

1610-1840 Convenor: Daniel Xerri (University of Malta)
88 audience This symposium will explore how the creation of a culture of reading induces students to move from a
Symposium dependence on the teacher to the cultivation of a greater sense of autonomy. Research suggests that
extensive reading leads to an improvement in word recognition, increased motivation, faster reading
speed, inductive learning of reading strategies, and a development in students’ ability to use context for
comprehension. The strategic use of readers and other texts capitalises on the contributions made by L2
learners and helps to improve their reading in English by equipping them with skills that allow them to
read more broadly. Our aim is to encourage you to evaluate different ways to promote a heightened sense
of reading engagement inside and outside the classroom.
The first presenter, Daniel Xerri (University of Malta), will analyse the role that teachers play in
encouraging students to read for pleasure. He will examine the idea that teachers who enjoy reading can
act as role models for their students, especially when they use literary texts in a student-centred method.
Another teacher’s perspective on how learners may be helped to practise extensive reading in their own
time is that of Rhoda McGraw (Ecole des Ponts ParisTech). Her talk will focus on free silent reading
periods during class meetings and she will offer practical suggestions for implementing them. Rhoda will
also examine their effects on subject interest, identity expression, learner autonomy, and reading styles.
Then Vanessa Esteves (Escola Superior de Educacao, Oporto) will take a look at how to motivate and
engage so-called “unteachable” (disruptive and demotivated) students in the reading process. She will
focus on activities that can be used in any classroom to promote cross-curricular learning and to develop
learner autonomy and critical thinking skills.
The next presenter, Robert Campbell (freelance author and editor of its-teachers ), will ponder the
question of how the class reader should adapt to the needs of today’s learners and teachers as the
publishing world adapts to new digital formats. His talk will be based on his own experience as an author
of readers, including readers that make use of podcasts, blogs, videos and students’ own work.
In the final presentation Mark Brierley (Shinshu University) will discuss the benefits of using the Extensive
Reading Foundation’s Online Self-Placement Test (ERFOSPT). This test is designed to check the fluent
reading ability of second-language readers and match that to a suitable graded reader series or level.
Mark will explain how the test was made, and how teachers can use the test and become involved in its
trialling and development.
This symposium will offer the audience a number of opportunities for participation and it will finish with an
open discussion.

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Wednesday 21 March
Session 2.5 : 1610-1640
Dochart 1 ELT coursebooks: past, present, and possible symposium
1610-1840 Convened by Richard Smith and John Gray
WEDNESDAY
88 audience It is surprising that so little research has been carried out into ELT coursebooks, despite their continuing
Symposium importance to teachers and students in so many classrooms around the world. This symposium has been
arranged by way of redress - to showcase some recent research into coursebooks, to illustrate different
kinds of research that can be undertaken; and to encourage more such research. The six presentations
report on recent investigations of both ‘global’ and ‘locally produced’ coursebooks and will be of interest
to teachers, materials writers and publishers alike. After each presentation there will be 5 minutes for
questions, and some time for overall discussion at the end.
Richard Smith (University of Warwick) begins with A Very Brief History of ELT Coursebooks, highlighting
past developments which have shaped the contemporary ‘shape’ of ‘the global coursebook’. Richard
focuses in particular on books issued by UK publishers, and on developments up to the 1980s, illustrating
both achievements and ‘roads not taken’ with reference to books in the ELT Archive
(www.warwick.ac.uk/go/elt_archive), and with an emphasis throughout on the present-day value of
historical research.
Diana Freeman (University of Essex) examines questions accompanying coursebook readings in her talk
It’s a Question of Questions. What should such questions achieve? Are some ‘better’ than others? Diana
presents her taxonomy of question types, demonstrates its practical application for teachers and analyses
the questions accompanying readings in the four editions of Headway Intermediate (Soars & Soars 1986,
1996, 2003 and 2009), revealing some perhaps surprising results.
John Gray (Institute of Education, University of London) next considers Neoliberalism, Celebrity and
‘Aspirational Content’ in ELT Textbooks for the Global Market. He takes the view that popular UK-
produced ELT textbooks for the global market reproduce and seek to legitimise views of the world
through the use of ‘aspirational content’ which is concomitant with the neoliberal ideology of self-
branding. The talk focuses on pervasive representations of celebrity from the 1970s onwards and reports
the responses of practising teachers.
Following a short break, Alice Wanjira Kiai (Catholic University of Eastern Africa, Kenya / University of
Warwick) recounts ‘An English Language Textbook Story from the “House of TESEP”’. Suggesting that to
fully ‘understand’ a coursebook we need to explore all the links from conceptualization to consumption,
Alice follows these links in presenting a biography of one secondary school English textbook. Her story
unfolds against the backdrop of recent market liberalization in educational publishing in Kenya.
Mayumi Tanaka (Nagaoka National College of Technology, Japan / University of Warwick) also considers
‘locally published’ materials in her talk on ‘Dealing with Constructed Cultural 'Reality' in Japanese High
School Coursebooks’. She describes a critical reading course she has developed, reports on how the
students interpreted texts, and presents their feedback as well as that of other teachers, indicating how
these perspectives will influence the next phase of her action research project.
Dario Banegas (Ministerio de Educacion, Argentina / University of Warwick) presents the concluding
paper, on ‘Combining Marketed Coursebooks and Teacher-developed Materials: Reasons, Possibilities
and Challenges’. Dario describes an action research project undertaken in response to students in his
context suggesting that learning English could be more fruitful if teachers combined a grammar
coursebook with teacher-developed materials featuring authentic sources and context-responsive topics.

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Wednesday 21 March
Session 2.5 : 1610-1640
Session 2.6 : 1655-1740
Dochart 2 The learning portfolio strand of an intensive EAP programme e, t
88 audience Dilek Eryilmaz Salki & Aybike Oguz (Ozyegin University, School of English Language
Talk Instruction)
WEDNESDAY
EAP This talk offers participants an example of how CEF European Language Portfolio: Guide
for Developers can be used to design, develop, and evaluate a Learning Portfolio strand
based on contextual needs and requirements in an EAP Programme in Ozyegin University
School of English Language Instruction, Istanbul, Turkey, where the medium of instruction
is English.
Leven IATEFL LEADERSHIP & MANAGEMENT SIG SCHOLARSHIP WINNER e, ie

100 audience From chefs to ninjas: habits in TEFL management
Talk Wiktor Kostrzewski (City School of Languages, Swansea, UK)
LAM SIG Day This talk will present an academic manager's perspective on the relevance of adopting
habits in TEFL management, relating the importance of good habits to the unique nature
of the job. The presentation stresses the need for TEFL management habits that are
simple, effective and inspire positive change in a business environment.
Morar EAL provision in England: combining theory and practice or not? e, ie, p
50 audience Clare Wardman (University of York)
Talk Support for children with EAL is very postcode-dependent, as a result of de-centralisation
ES(O)L SIG in the UK. Research findings are often badly disseminated and training is varied. This
Day session presents a qualitative study comprising interviews with staff across eight
northern English primary schools and compares the findings to theories of best practice in
EAL. Implications for interested parties will be discussed.
Ness TRINITY COLLEGE LONDON LANGUAGE EXAMINATIONS SCHOLARSHIP WINNER e, ie, s, t, a

50 audience ESP test design -a challenge to the ELT practitioner
Talk Yuliya Siderova (Naval Academy, Varna, Bulgaria)
ESP, TEA SIG Test design is a challenge to any ELT practitioner; however, designing ESP tests is even a
Day greater challenge. This presentation will discuss the problems of ESP test design in terms
of reliability and validity. The examples will be taken from ESP tests designed by the
presenter during her career as an ESP test designer for the specialty 'Electronics'.
1655-1740 Session 2.6

Barra IATEFL Global Issues Special Interest Group Open Forum
65 audience GISIG have had a productive year, with an animated discussion list, lively newsletters, collaboration in
GI SIG Day conferences, and pertinent webinars. We welcome contributions and suggestions on the way forward. Visit
our open forum to find out more about GISIG aims, our plans, take your chance in our raffle, and meet the
committee.

Symposium
Orkney IATEFL W R LEE SCHOLARSHIP WINNER a

20 audience A reflective approach in developing communicative skills in advanced learners
Restricted Agnieszka Mirowska (Teacher Training College)
Talk The talk illustrates how a reflective approach may help advanced learners in developing
GEN communicative skills on their own. It will present a technique I used with my students at
the teacher training college to help them raise their awareness of the problem areas they
have in oral production, analyse their causes and consider some possible solutions.

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Wednesday 21 March
Session 2.6 : 1655-1740
Shuna Motivating learners in practice symposium
1655-1840 What makes for memorable learning? Trust, meaningfulness and motivation are all key factors for
65 audience learners to be engaged with language. In this symposium we will look at how course content needs
WEDNESDAY
Symposium relevance and how student chosen content and activities produce satisfactory and rewarding outcomes.
Students 'take the floor' and show how intrinsic motivation shaped purpose and acquisition in the
classroom. Progress and achievement are gained through meaningful tasks and how teachers need to
adapt and be circumspect with global coursebooks as a means to an end.
Convenor: Simon Shephard
Presenters: Faika Hwejeh & Steve Brown
Trust them: they can do it

Faika Hwejeh (Damascus University)
When teachers get tired and students get bored, something has to be done. To get better results, the
teacher decided to give the floor to those who were bored. They were 20 undergraduate students from
different disciplines. Cooperative work was done in so much fun; no one was tired or bored anymore.
Meaningfulness and motivation: how tasks affect learners' sense of achievement

Steve Brown (British Council Kuala Lumpur, Malaysia)
We often select tasks because they are in the coursebook, or because they focus on a specific language
point or sub-skill. But what do tasks actually mean to students? This workshop analyses some student
responses to this question, discusses ways to make tasks more meaningful, and examines how
meaningful tasks can give learners a sense of progress and achievement.
Staffa CiSELT: secondary teacher training in South Asia - innovation and challenges e, s
65 audience Deepali Dharmaraj (Project English, The British Council, India) & Bushra Khurram
Workshop (Department of English, University of Karachi, Pakistan)
TD, TTEd As trainers from India and Pakistan, in this joint presentation we will share our experience
of successes and challenges in delivering the British Council Certificate in Secondary
English Language to teachers working in environments where there is resistance to
change and problems in managing large mixed level classes. Through the course teachers
have been empowered through practical learning centred approaches.
Clyde Let's hear it for authentic listening! A writer's plea ie, a

500 audience Sheila Thorn (The Listening Business)
Talk Listening is the skill we use most in our daily lives, so why is it so neglected in the ELT
MD, TD classroom? I shall consider the possible reasons for this from a publishing and pedagogic
perspective. I shall then make the case for more authentic listening practice and give
practical advice on providing listening training practice in the modern communicative
classroom.
Forth What are youse guys doin'? Expressing plural you in English e, ie, t, a
300 audience Penny Hands (Freelance) prod prom
Talk This talk describes a study that was carried out using the Collins Corpus to determine the
AL, RES most frequent plural forms of you in English (for example you guys, you lot, yous, y’all ). I
will show how we tracked changes over time and across varieties, and share other
findings relating to connotation and redundancy.

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Wednesday 21 March
Session 2.6 : 1655-1740
Gala 1 Teaching with spontaneity: using PDL in the classroom e, ie, a
30 audience Eugene Schaefer (Freelance)
Restricted Imagine walking into a classroom with no idea what the lesson content will be, but certain
WEDNESDAY
Workshop that learner input will lead the way. In this workshop you will be introduced to techniques
TD used in PDL (Psychodramaturgie Linguistique), enabling you to react spontaneously to
impulses from the class and help students to say what they really want to say.
Gala 2 No register! Using punctuation, modality and phraseology to teach email e, ie, t, a
30 audience Alistair McNair (University of Brighton's International College)
Restricted Teachers often receive emails from students using inappropriate register. Emails sent by
Talk staff in a Kaplan International College are compared to student emails and those in
BE, ESP business and general English course books. Staff use punctuation, modality and
phraseology differently depending on their audience, and highlighting these specific areas
can help students write more appropriate emails.
Alsh 1 Promoting automatic recognition of medical abbreviations using a computer game ie, t
96 audience Amanda Muller (School of Nursing & Midwifery, Flinders University)
Talk This paper discusses the theoretical underpinnings of a new non-commercial computer
ESP, MD game created to promote automatic recognition of medical abbreviations – both in spoken
and written forms. Listening for patient information in spoken handovers is difficult for
international nursing students. This game prepares students for a rapid delivery style and
promotes automatized recognition through effective exposure, repetition, and
multichannel input.
Alsh 2 New world new media ie, s

96 audience Paul Woods (British Council Argentina)
Talk The British Council’s aim of “Reaching every teacher and learner of English in Latin
LT America with materials from the UK” presents a huge challenge. I will describe how we
are attempting to meet this challenge using TV, radio, mobile technology, the internet and
social media and outline issues we are currently facing.
Boisdale 1 Grow your own corpora! e, a

100 audience Richard Gallen (The London School of English)
Talk We can use online texts, students' writing and the organic accumulation of classroom
BE, ESP materials to create mini corpora. I will give tips on harvesting the data to inspire teaching
and create wonderfully relevant materials for business English, ESP and EAP classes. I
will also give delegates corpora of spoken English I have transcribed that can be
transplanted into their own teaching environments.
Boisdale 2 Cambridge ESOL and Cambridge University Press introduce Cambridge English Teacher e, ie, p, s, t, a
100 audience Brendan Wightman (Cambridge University Press) prod prom
Talk Responding to demand for affordable and practical professional development courses that
TD, TTEd will enable teachers to advance their careers, Cambridge ESOL and Cambridge University
Press have developed a unique online environment that offers: professional development
courses; interaction with leading ELT professionals; and a space to record and showcase
achievements. This talk will introduce the various elements of the site.

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Wednesday 21 March
Session 2.6 : 1655-1740
Lomond Power of the image - 10 ways to use photographs ie, a
620 audience Paul Dummett (Cengage Heinle ELT) prod prom
Talk Images and photographs play an important part in all our lives. Working on a new
GEN coursebook using content from National Geographic magazine has provided the
WEDNESDAY
opportunity to explore how photographs can be used to stimulate learning and aid
memory. This talk shares these insights and provides teachers with 10 practical ideas for
exploiting images in the classroom.
Carron 1 Blended learning for young learners: it's all about the ingredients! e, ie, p
88 audience Lulu Campbell (Macmillan Mexico) prod prom
Talk With more digital expected in 21st century classrooms, finding the right content with the
YLT SIG Day right balance of print/digital is not always straightforward. We explore how to approach
blended learning and become more comfortable with digital teaching, while retaining the
importance of learning language through engaging content. Various published materials
including Bounce Now, Take Shape and Brainwave (Macmillan) will be considered.

Symposium

Symposium
Dochart 2 CELTA written assignments - time for a change? e, a

88 audience Liz McMahon & Maria Heron (Norwich Institute for Language Education)
Talk As experienced CELTA trainers we felt it was time to reassess the role of written
TTEd assignments. This feeling resulted from a perceived mismatch between the time and
stress this course component causes both the trainers and trainees and the impact it can
have on their final grade, which can range from none at all to failure on the course.
Leven Putting the C and the P into CPD! e, ie, a

100 audience Josh Round (St George International)
Talk Delivering an effective and all-encompassing CPD programme is a challenge for any DOS,
TD, LAM SIG and the relevance and demands of it may seem beyond many teachers. This talks looks at
Day 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.
Morar SQA TESOL: professional development in Scotland e, ie, a

50 audience Jennifer MacDougall (Scottish Qualifications Authority (SQA))
Talk In tandem with the development of Scotland’s Professional Development Framework for
TTEd, ES(O)L ESOL practitioners, SQA was tasked with designing a suite of TESOL qualifications to
SIG Day enhance training provision and meet the needs of practitioners working in diverse
contexts. This session focuses on the Framework, SQA’s TESOL project (qualification
design, content and resources). Participants will interact with some of the resources.
Ness IATEFL Testing, Evaluation & Assessment Special Interest Group Open Forum
50 audience Have you any questions or comments re testing, evaluation and assessment? Would you like to join a SIG
TEA SIG Day which enables you to join in, debate and address the thorny issues of language assessment with other
experts in the field? To find out more about this SIG, come to our Open Forum for information, ideas and
plans for upcoming events and initiatives (and a glass of wine too!)
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Wednesday 21 March
Session 2.7 : 1755-1840
1755-1840 Session 2.7

WEDNESDAY
Barra English language teachers and their work: changing trends? e, ie, p, s, t, a
65 audience Sara Hannam (Oxford Brookes University)
Workshop Survey results focusing on the working conditions of 600 English Language teachers living
RES, GI SIG in different countries will be presented. It was found that some are happy with their job,
Day but for many they are being moved towards casual labour with little security. The session
will explore what can be done to improve things in the profession for the future.

Symposium
Orkney Data driven learning in the teaching of EAP ‘grammar’ ie, t

20 audience Michael Thomas (Sabanci University, Istanbul, Turkey)
Restricted This workshop aims to provide a practical insight into the use of ‘data driven learning’ in
Workshop the teaching of (academic) English for Specific Purposes, as a means through which
ESAP learners are able to ‘notice’ language use in an authentic context. Opportunities for
discussion of the advantages and drawbacks of DDL in teaching ESP-specific grammar
will be provided.
Shuna Motivating learners in practice symposium

Symposium
Staffa Don’t tell the police – they’re not important e, s, a

65 audience Danny Norrington-Davies (International House London)
Talk It is still all too common to see coursebooks using generalised pedagogic grammar rules
AL like “We use the passive when the speaker is unimportant or unknown”, even if this is
often not the case. This talk will explore a simple alternative by suggesting that the
problem lies not with the rule, but by prefacing it with “We use…”
Clyde Interactive integration - the IWB as an effective classroom resource e, ie, p, s

500 audience Paul Braddock (British Council) prod prom
Talk Increased use of Interactive Whiteboards in foreign language classrooms is creating a
LT, RES need for teacher training and extra pedagogical support. This talk will look at early
outcomes of research into this area by the EU-funded ITiLT (Interactive Technologies in
Language Teaching) project, as well as a range of resources & video footage of IWB
interaction in classroom observations.
Forth Creating a buzz with LingoBee mobile language learning app e, ie, a
300 audience Barbara Gardner, Emma Procter-Legg & Rebecca Adlard (Study Group UK) prod prom
Talk “Free smart phone anyone?” What happens after you offer students a free smart phone to
LT collect, annotate (multi-media) and share vocabulary and culture-related content? More
collaboration? Self-organisation? Independence? Could you or your organisation run a
similar project? Come and experience the app and find out! Joint presentation of research
findings from two field trials of the free LingoBee app.

-112-
Wednesday 21 March
Session 2.7 : 1755-1840
Gala 1 Instant English! I want it NOW! e, ie, a
30 audience Kamini Taneja (The British Council)
Restricted Do your students want to be fluent in English immediately? Why do they have these
WEDNESDAY
Workshop unrealistic expectations and how can we re-define them?
LA This workshop will address the problems teachers face in meeting and managing
students’ expectations in different cultural contexts and explore strategies and
techniques to help students set achievable language learning goals.
Gala 2 Virtues and vices of virtual teacher education e, t, a

60 audience Caterina Skiniotou (Hellenic American Union/TESOL Greece)
Talk Are pre-service teachers opting for an online TESOL teacher education program
LT, TTEd adequately prepared to deal with classroom management problems that arise when
teaching an ESL/EFL course on-site? Could practice teaching in three-dimension virtual
environments prepare prospective teachers to deal with such issues? The presenter will
share her experience of working with pre-service EFL teachers in Second Life.
Alsh 1 Gattegno’s science of education e, ie, p, s, t, a

96 audience Piers Messum (Freelance)
Talk Through the ages, the greatest thinkers have reported on the human mind and how it is to
TD live a life. As teachers, we should surely be able to report fluently on how it is to learn.
Caleb Gattegno argued that only with this understanding can we be confident that we
teach correctly. We will examine his response to this challenge.
Alsh 2 Promoting authentic autonomy on CELTA courses e, a

96 audience Simon Brown (British Study Centres Teacher Training, Oxford)
Talk In recent assessments of CELTA courses, I have noticed that the trainees, in their final
TTEd lessons, are still tied to coursebook pages either by choice or prescription.There has been
a general absence of independent teaching.This is often compounded by an absence of or
demotion of input sessions on authentic materials. As trainers we need to promote
independence and creativity more transparently.
Boisdale 1 The power of choice e, ie, s

100 audience Michael Harris (Freelance) prod prom
Workshop Studies have shown the benefits of learner choice in various educational settings. In this
LA, MD session, we will seek to demonstrate that choice can be built into coursebook lessons
such as those in Choices, an upper-secondary course. In this way, student motivation can
be improved and learners equipped with learning skills for the 21st Century.
Boisdale 2 INTERNATIONAL HOUSE JOHN HAYCRAFT CLASSROOM EXPLORATION SCHOLARSHIP e, ie, t, a

100 audience WINNER
Talk Go online: encouraging your students to use internet resources
LA, LT Sandy Millin (IH Newcastle)
What factors help or hinder students’ uptake and continued use of online materials to aid
their English learning outside the classroom? What can teachers do in class to encourage
students to take advantage of available materials and help them to overcome any
obstacles? This talk will detail the results of action research done in my classes.

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Wednesday 21 March
Session 2.7 : 1755-1840
Lomond Critical thinking in EAP: perspectives from content teachers ie, t, a
620 audience Louis Rogers (Delta Publishing) prod prom
Talk This presentation will look at the topic of critical thinking from the perspective of a group
WEDNESDAY
EAP of foundation level content based teachers. It will look at how important critcal thinking is
in their respective fields, how well students demonstrate critical thinking in their work,
and to what extent is it the role of an EAP teacher to develop these skills.
Carron 1 IATEFL Young Learners & Teenagers Special Interest Group Open Forum
88 audience During the YLTSIG Day the YLTSIG committee will have its Open Forum. Members and non-members are
YLT SIG Day welcome to join us for an informal discussion about SIG matters, a short presentation of the past year and
a look forward to the year ahead, as well as the annual goodies raffle.

Symposium

Symposium
Dochart 2 Every cloud has a... phrasal verb: experimenting with wordles e, ie, a
88 audience Anne Rocchiccioli (University of Siena Language Centre)
Talk The talk will explore some of the possibilities offered by the simple web-based tool
LT 'Wordle' for creating materials and activities for use in the F2F and virtual classroom
(Moodle). In particular it will focus on blended language courses which prepare university
students for a B2 level exam. Examples of materials, activities and student production will
be illustrated throughout the talk.
Leven Influencing e, a
100 audience Steve Flinders (York Associates)
Talk Increasingly, professional people need to influence others. People working internationally
BE, LAM SIG face additional challenges when they have to influence others from different cultures. In
Day this presentation I shall look at: what influencing is and why it is important; the language
of influencing; and how we can help our students (and ourselves) to learn how to influence
others more effectively.
Morar What is effective practice for participation in the community? e, a

50 audience Catherine Rice & Pauline Blake-Johnston (UK)
Workshop What is effective practice in Community-based ESOL? What makes a project in this sector
ES(O)L SIG successful? How can organisers, teachers and volunteers develop an approach that leads
Day to greater participation in community life by learners? This workshop offers an
opportunity to evaluate an example of effective practice in Scotland and to discuss the
practicalities of developing a successful approach.
Ness What implications does International English have for testing and assessing? e, t, a
50 audience Judith Mader (Frankfurt School of Finance and Management)
Talk What is International English and what is it not? Can it be tested and will the tests be
TEA SIG Day valid? How does International English affect test setting, marking and candidates’
performance? These and other questions will be discussed using examples from different
types of tests, ranging from classroom tests to international exams.

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Wednesday 21 March
WEDNESDAY
Extensive Reading Foundation Reception and Awards Ceremony
1845-1945 in Clyde
Hosted by Jeremy Harmer, who will present the 2011 Language Learner Literature Awards and the John Milne
Innovation Award to Robert O’Neill. Sponsored by the British Council, IATEFL, Black Cat, CUP, Helbling, International
Language Teaching Services, Macmillan, OUP and Pearson.
Cambridge University Press English Grammar in Use 4th edition Drinks Reception
1900-2030 at the Hunterian Museum
Cambridge are delighted to invite you to a drinks reception at the Hunterian Museum to celebrate the 4th edition of
the world's favourite grammar book - now online! Guest of honour Raymond Murphy. Open to all delegates but
tickets allocated on a first come, first served basis. Please collect your invitation from the Cambridge stand.
Oxford University Press English File third edition Launch Party

1900-2030 at the Glasgow Science Centre
Celebration of the launch of English File third edition, an evening full of things that will get you talking. Open to all
delegates. Join us for drinks and nibbles at the Glasgow Science Centre. Come to our stand for more information or
look for details on twitter @oupeltglobal.
Macmillan goes mobile!

1900-2130 at The Ferry, Anderson Quay
This year the Macmillan Party is designed to get you moving in more ways than one… Scottish dancing, drinks,
nibbles and fun, AND everyone is invited! Venue: The Ferry, Anderson Quay (we’ll show you the way!) Come to our
stand to find out more…
Seal Skins, Elf Kings, Singing Bones and Stranger Things

1930-2100 in Forth
A celebration of Scottish tales with storytellers Andrew Wright and David Heathfield. Pull up a chair and lend your
ears as tales of wonder, wit and weirdness wend their way through twilight.
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Cambridge Michigan
Language Assessments
Bringing expertise together
As a collaboration between University of Cambridge ESOL Examinations
and the University of Michigan, we share a commitment to using
research to benefit language teaching and learning worldwide.
www.CambridgeMichigan.org
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Thursday 22 March
0830-1730: Registration & Exhibition Open

Alsh 1 How to write successfully for IATEFL Conference Selections
Tania Pattison
Are you presenting at IATEFL? If so, you may write up your session for consideration for IATEFL’s annual
Conference Selections publication. The editor will provide guidance on how to prepare your report, will
show examples of past submissions that were accepted for publication, and will answer any questions you
have.
Alsh 2 How to move from being a teacher to becoming a trainer

Silvana Richardson
It is often a challenge to go from being a teacher to a teacher trainer. In this session, I will describe how
you can develop the skills and knowledge that you need for the role, as well as formal progression routes.
THURSDAY
Boisdale 1 How to create a Personal Learning Network (PLN)
Nik Peachey
Having a healthy PLN can help you get new ideas, keep in touch with what's happening in the world and
become a key part of your professional development, but how do you create and maintain one? Come
along and find out how to make your PLN work for you.

Clyde Plenary session by Steven L. Thorne
(2000 audience)
Steve Thorne holds faculty appointments in the Department of World Languages and Literatures at
Portland State University and in the Department of Applied Linguistics at the University of Groningen, The
Netherlands. His interests and research include cultural-historical and usage-based approaches to
language development, language use and learning in new media and online gaming environments, and
PHOTO theoretical investigations of language, communication, and development. He is currently working on a
variety of projects that examine technology-mediated language learning occurring within and outside of
formal educational settings, ancestral language maintenance and revitalization among the Yup’ik in
Alaska, and with colleagues at the University of Groningen, is exploring the conceptual consequences of
divergent theories of second language development. His research has appeared in numerous edited
collections as well as the Handbook of New Literacies, Encyclopedia of Language and Education, and the
Modern Language Journal, Language Learning & Technology, Annual Review of Applied Linguistics,
CALICO Journal, Language Teaching, Brain & Cognition, and Intelligence, among other venues. His book
length works include a co-edited book on Internet-mediated Intercultural Foreign Language Education
(Thomson/Heinle, 2006) and the co-authored volume Sociocultural Theory and the Genesis of Second
Language Development (Oxford University Press, 2006).
Awareness, appropriacy, and living language use

There has been a great deal of research and pedagogical experimentation relating to technology use
within second and foreign language (L2) education. This presentation broadens the scope of inquiry to
examine entirely out-of-school L2 digital engagement in environments such as social media, fan fiction
communities, and online gaming. The presentation argues first for the efficacy of a usage-based model of
second language development and the benefits of explicitly addressing genre awareness and pragmatic
appropriateness as core assets in the language learning process. I then present a pedagogical framework
designed to increase the relevance of instructed L2 education through the structured juxtaposition of
digital vernaculars with more formal ‘classroom’ genres of language use, an approach I and colleagues
are calling bridging activities (e.g., Thorne & Reinhardt, 2008). In conclusion, an argument is made for the
continued exploration of new media genres of language use and their selective inclusion into instructed L2
pedagogy, processes, and curricula.
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Thursday 22 March
Session 3.1 : 1025-1110
1025-1110 Session 3.1

Barra Early language learning in Europe: are we delivering the promise? e, p
65 audience Janet Enever (Umea University, Sweden) prod prom
Talk This presentation introduces evidence from a major study of early language learning in
RES SIG Day Europe (ELLiE 2006-10), discussing the extent to which current school provision for 6-11
year olds enables young children to confidently take their first steps towards becoming
fluent speakers of foreign languages. The presentation will also introduce the
forthcoming British Council publication on the study.
Jura Technical English – The what and the who ie, a

65 audience Geoff Tranter (MONDIALE-Testing GmbH) prod prom
Workshop TE learners have widely differing backgrounds, needs and levels, which make life quite
ESP, TEA challenging for trainers and testers. A highly flexible approach is needed to make both the
THURSDAY
course and tests relevant. Based on a new flexible online TE test this practical workshop
will look at possible solutions and how to achieve tailor-made courses and tailor-made
testing.
Orkney Teaching skills! To integrate or not to integrate! e, a

30 audience Amaal Al-Halwachi (Bahrain Training Institute)
Restricted Teaching language skills in an integrative way is fundamental for language teachers. This
Workshop methodology has been applied in different classes by the presenter. It has significantly
GEN helped her students move from simple to complex language tasks. Participants will learn
more about ways of integrating language skills by using different activities. Handouts will
be distributed to reinforce the learning process.
Shuna EFL for journalism undergraduates: meeting local needs e, t

65 audience Gloria R L Sampaio (Catholic University of Sao Paulo)
Talk Journalistic writing in Brazil requires not only a thorough understanding of information
ESP sources in English, but also an ability to gather, filter, restructure and edit the information
retrieved. This presentation therefore focuses on strategies and activities devised to help
journalism undergraduates develop and refine their EFL skills, so as to produce
stylistically and functionally adequate texts in Portuguese.
Staffa The developing learner e, p

65 audience Katharine Blanca Scott (Cambridge University Press) prod prom
Workshop Children change in many ways during their years at school. They change not only in size, in
YLT abilities and in interests, they also change as learners. In this session we will discuss how
children change and develop while we examine different learning platforms and
classroom activities that best reflect different stages of development.
Clyde English for development: creating opportunity for developing countries e, ie, p, s, a
500 audience Michael Carrier (British Council)
Talk Having English skills means you can have access to the world – the challenge is how to
GI, LT bring these skills to learners in resource-poor areas. This talk addresses some issues
involved in English for Development and how we can help learners & teachers in
developing economies - providing innovative training for teachers and new forms of
learning opportunity to learners.

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Thursday 22 March
Session 3.1 : 1025-1110
Forth Learn grammar, practise grammar, know grammar e, ie, a
300 audience Diane Hall & Mark Foley (Freelance) prod prom
Workshop Why do learners fail to understand and use grammar successfully? What can we do to
LT help them? In this workshop we will look at the importance of graded explanations,
theme, authentic context and contrastive practice. We will look at different ways of
practising grammar using a combination of book-based and digital materials.
Gala 1 Connecting classrooms online for learner development: act globally, develop locally e, s
60 audience Mohammed Hassim (Ministry of Education, Sous Massa Draa Academy, Taroudant
Talk Delegation, Morocco)
LT, YLT As a coordinator of Connecting Classrooms Online project in my region, my talk will focus
on the use of ICT and project work in ELT and how learners and teachers work together
and share their products with partners overseas. The different educational gains for
teachers and learners will be discussed and samples of products will be shared with the
audience.
THURSDAY
Gala 2 Netbooks in class: science fiction or everyday practice? e, ie, p, s
60 audience Dimitrios Primalis & Chryssantthe Sotiriou (Doukas School)
Workshop In 2009, Doukas School in Greece introduced the use of netbooks instead of coursebooks
LT, YLT in elementary and high schools. What's it like working in a fully wired classroom? This
workshop will focus on using and exploiting technology, integrating it in the syllabus,
setting rules, and daily problems and remedies. Participants are invited to share ideas
and experiences.
Alsh 1 Use and misuse of direct quotation in student academic writing e, ie, t
96 audience Philip Nathan (The English Language Centre, Durham University)
Talk In many academic specialisms, particularly within the social sciences and humanities,
EAP, ESAP direct quotation from sources is an important component of effective academic writing.
Using direct quotation appropriately can, however, prove challenging for student writers.
This talk presents an investigation of student use and misuse of direct quotation, with the
aim of supporting more effective academic writing pedagogy.
Alsh 2 Breaking down the AWL: selecting and grading academic vocabulary e, t, a
96 audience Julie Moore (Freelance) prod prom
Talk This talk will discuss ways of breaking down the daunting amount of academic vocabulary
EAP, MD needed by IELTS and EAP students into manageable stages. We will demonstrate how we
selected word lists for the Collins COBUILD Key Words for IELTS titles, and look at
dividing the Academic Word List (AWL) into levels. Finally, we will consider what non-AWL
vocabulary to teach.
Boisdale 1 The digital image: developing visual literacy in ELT e, ie, s, t, a

100 audience Ben Goldstein (Richmond) pub
Talk Never have we been able to access, create or manipulate so many images in so little time.
LT This practical talk will look at ways we can place the image at the centre of our classroom,
seeing how electronic media can enable learners to become visually literate. Examples of
tasks using different digital tools will be shown and evaluated.

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Thursday 22 March
Session 3.1 : 1025-1110
Boisdale 2 From print to digital: encouraging today's students to read e, ie, s, a
100 audience Verissimo Toste (Oxford University Press, Oxford, UK) prod prom
Talk Motivating students to read is not always easy, yet reading is one of the most important
LMCS learning tools you can give them. From print-based books, to IWBs, to e-books and apps,
this session focuses on practical, classroom-based activities that create an environment
in which students want to read. The session draws on various readers series from Oxford
University Press.
Lomond Six key questions for teachers and trainers at the crossroads e, p, s, a
620 audience Jeremy Harmer (Freelance)
Talk This session will take six key issues – the use of IT, CLIL, the benefits/disadvantages of
TTEd SIG Day language testing, repetition (and behaviourism), the grammar syllabus, and rapport – to
demonstrate the diversity of opinion in an international ELT world. I will then suggest
what a core methodology should look like in the light of such diversity.
Carron 1 Applying m-theory to m-practice: adult learners with mobile devices ie, a
THURSDAY
88 audience Claire Hart (Freelance) & Kristen Acquaviva (USA)

Workshop An ever-increasing number of learners and teachers have mobile devices, such as
LT, BESIG SIG smartphones and tablets. Many are, however, not aware of their potential as fun, effective
Day and highly practical learning tools. This workshop will focus on the impact of m-learning,
or mobile learning, in adult-learner contexts and will illuminate m-learning strategies
which facilitate language learning and foster learner autonomy.
Carron 2 The real reasons for CLIL? And non-CLIL? e, s

88 audience Anthony Bruton (University of Seville, Spain)
Talk The position taken here is that there are a number of reasons for CLIL being adopted,
GEN some of which are not necessarily very logical, coherent, consistent, or transparent, and
certainly not proven, as I demonstrated at IATEFL 2011. Furthermore, overt justifications
may be obscuring covert interests. The arguments presented will hopefully prompt some
intended debate about CLIL, and non-CLIL.
Dochart 1 Whose language is it anyway? e, ie, p, s, t, a

88 audience Sylvie Donna (Durham University)
Talk As an EFL teacher it is all too easy to be ethnocentric perhaps because of a lack of
GI, TD awareness of differences between varieties of English, on the one hand, and the reasons
students need English, on the other. This session will consider issues to help us decide, as
teachers, which varieties of English we ourselves should learn about and teach.
Dochart 2 Top tips for success with IELTS teaching and learning e, ie, t, a
88 audience Louisa Dunne & Sarah Philpot (British Council, France)
Workshop Discussing their own experience of preparing students for IELTS, participants will look at
TEA common pitfalls for candidates taking language tests and ways these can be avoided. The
workshop will also consider the possible challenges faced by teachers when preparing
students for IELTS and provide useful tips and present a range of innovative online
teaching resources provided by the British Council.

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Thursday 22 March
Session 3.1 : 1025-1110
Session 3.2 : 1145-1245
Leven Addressing the training resource deficit utilizing open corpora and OER ie, s, t, a
100 audience Alannah Fitzgerald (Concordia University, The Open University, Durham University)
Talk This presentation will introduce and demonstrate open educational resources (OER) for
LT training ELT practitioners in the use of open corpora and open language analysis tools for
English language teaching and learning. This will include where to locate these open
tools, along with guidelines and resources on how to exploit them for use in the classroom
or in independent language learning.
Morar Putting the learner at the heart of the curriculum e, ie, s, t, a

50 audience Jonathan Rowberry (Sojo University)
Talk In the context of large, established educational institutions, how can we ensure that the
LA SIG Day rhetoric of learner centeredness does not become mere lip service but leads to real
change in the learners’ experiences? This talk will focus on innovations at the classroom
and departmental level that can empower learners without upsetting the institutional
THURSDAY
apple cart.
Ness Listening Hotspots - where angels need to tread e, a

50 audience Richard Cauldwell (Speechinaction) prod prom
Talk Listening Hotspots are short fast moments of spontaneous speech. They contain fast
PRON SIG Day unclear words which are difficult to hear. Made interactive in a touch-sensitive iPad
application, Hotspots become an opportunity for learning through intensive listening:
tapping once plays the fast original version, tapping twice plays a slow careful version.
Students rapidly learn to understand fast speech.

1145-1245 Session 3.2

Barra Discovering research – a teacher-friendly approach e, ie, p, s, a
65 audience Deborah Bullock (British Council) prod prom
Workshop Teachers of English often find research difficult to access, hard to understand and of no
TD, RES SIG practical value. This workshop introduces a freely available online resource aimed at
Day practitioners: British Council Research Papers Series. Working with sample texts, we will
reflect, discuss and carry out tasks to come up with a range of practical activities to
support teachers in reading research.
Jura Using verbal protocols to explore Language in Use tests e

1145-1215 Theresa Weiler (University of Innsbruck, Austria)
65 audience This talk will report on a pilot study that investigates the construct of Language in Use
Talk tests by using verbal protocols that reveal students’ approach to completing test items.
TEA Data collection, analysis, and results of the study will be presented. The usefulness of
verbal protocols in construct definition and investigation will be discussed.

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Thursday 22 March
Session 3.2 : 1145-1245
Jura I can! How an action research project changed learners’ perceptions e, ie, a
1215-1245 Leo Woods (Edinburgh School of English)
65 audience The progress learners make can sometimes be difficult to quantify, particularly for
Talk learners themselves. They often fail to see just how far they have come by getting hung up
TEA on one area of frustration or being overly self-critical. This talk describes how learners at
Edinburgh School of English became more aware of their progress using self-analysis and
repetition of tasks.
Orkney From book to play: motivating and educating learners by acting e, ie, p, s, t
30 audience Joost Swaenepoel (Sint-Jozefsinstituut-College, Department of Modern Languages)
Restricted Experience the wonderful results of acting in EFL with one entire class group (no
Workshop experienced actors!). Learn how to realise an English class project. Starting from an
LMCS, YLT English young adolescent novel (or extracts), creating a script, teaching acting techniques,
getting on a real stage and, most of all, motivating students.
Shuna Rebuilding Babel? Translation in the modern classroom e, a

THURSDAY
65 audience Sally Parry (Bell Bedgebury Language Centre)

Workshop Translation is back on the menu for the multi-lingual and mono-lingual classroom. There
TD will be some input from my own action research, but the main focus will be on the
thoughts, responses and experiences of the session participants through tasks,
questionnaires and discussion points so that ideas and opinions can be shared.
Staffa Songs for primary school e, ie, p

65 audience Marina Hadziomerovic (Medvedgrad Primary School Zagreb) & Irina Prpic Djuric (FLS)
Workshop No serious language work with songs? Learning is not supposed to be fun? We dare you to
MD, YLT confront this standpoint with our self-penned songs and activities for primary school. You
don't have to be Celine Dion to join in, sing along, try them out and have fun with your
students. Plus it gives results: we're the living proof of it!
Clyde epublishing and language learning: how far do you go? e, ie, s, t, a
500 audience Paul Sweeney (Eduworlds Knowledge Ltd), Caroline Moore (Constellata Limited), Alastair pub
Panel Horne (Cambridge University Press), Chris Hartley (Delta Publishing & Phoenix Publishing
discussion Services), Ernst Kallus (Oxford University Press), Adam Gadsby (Pearson)
GEN As publishing becomes ePublishing how are educational publishers facing up to the
challenges? This debate features input from three groups: 1) ELT Publishing figures who
have listed and rated the main issues and challenges facing the industry; 2) a panel of
speakers at the forefront of many of the ePublishing trends under discussion; 3) the
audience (of course).
Forth Evaluating tasks and task sequences ie, s, t, a

300 audience Jane Willis (Freelance)
Workshop Is this a task? How task-like is this activity? How could we ‘upgrade’ this task? What
MD makes an effective task sequence? In interactive workshop mode we will use these
questions to evaluate six task-like activities, exploring ways to turn them into more
effective tasks. We will also discuss ways to evaluate what actually happens when
learners are doing tasks.

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Thursday 22 March
Session 3.2 : 1145-1245
Gala 1 Can you be creative in L2? Creativity and language usage e, ie, t, a
1145-1215 Tanja Psonder (FH Joanneum University of Applied Sciences)
30 audience This talk outlines the dual-focused approach used to train architecture students to work
Restricted independently on re-development concepts in an Erasmus intensive workshop, in which
Talk English was used as the working language. The creative tasks were combined with
ESP communication skills (social & technical English, negotiations), which were to enable the
students to present their outcome publicly in a final presentation.
Gala 1 Green English in CLIL: waste and conservation ie, s

1215-1245 Loreta Andziuliene (Lithuanian University of Educational Sciences)
20 audience Dissemination of the results of Nordplus Adult project “Green English in CLIL”. The
Restricted teaching resources, worked out and published on-line by Lithuanian, Latvian and Estonian
Talk Associations of Teachers of English (LAKMA, LATE, EATE), are designed to provide both
MD English and subject teachers with teaching materials i.e. series of lessons on Waste and
Conservation: Water, Energy and Things.
THURSDAY
Gala 2 Postman and an ecological approach to education technology a
1145-1215 Thomas Ewens (KIMEP-Kazakh Institute of Management Economics and Strategic
60 audience Research)
Talk In this talk I will argue that the implementation of technology in the English language
LT classroom is too often imposed from above. Drawing on humanistic education theory
(particularly that of Postman), I will argue instead for a bottom-up, ecological approach to
the use of technology in ELT. I will further discuss how this could work in practice.
Gala 2 Problems of teachers in teaching English lexicon in Nigeria ie, s

1215-1245 Sordum Owen Akata (Polytechnic system)
60 audience The session focuses on the problems encountered by English teachers in the teaching of
Talk English lexicon in Nigeria. Nigeria adopted British English in education because of British
EAP colonialism. American English is now popular in Nigeria. Many English teachers no longer
keep to the adopted variety (i.e. British English). The result is double-standards in the
teaching of English in the country.
Alsh 1 Social networking for English teachers’ professional development in Iceland e, ie, p, s
1145-1215 Samuel Lefever (University of Iceland)
96 audience This talk will look at how a web-based meeting place is providing English language
Talk teachers in Iceland opportunities for professional collaboration and development
LT, TD irrespective of geographical location. The “Language Plaza” enables teacher to share
their ideas and materials and support each other through social networking. Examples
from the online resource and its benefit for language teachers will be discussed.
Alsh 1 Becoming an online teacher trainer - what's at stake? ie, t, a

1215-1245 Radmila Popovic (World Learning)
96 audience The increased presence of modern technologies in many education contexts has
Talk channeled the professional development of many teacher trainers in the digital direction.
GEN Using her experience and data obtained from a survey and semi-structured interviews
with colleagues, the presenter outlines typical learning paths and discusses the
challenges of becoming an online teacher trainer.

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Thursday 22 March
Session 3.2 : 1145-1245
Alsh 2 Gaining a third eye through critical thinking e, a
1145-1215 Birgul Kokturk (Sabanci University)
96 audience This presentation aims to deliver the results of a study which was conducted with
Talk Freshman students at Sabanci University in the 2011-2012 Fall semester. The study
EAP attempted to discover students’ perception of English Academic writing and to examine
the effectiveness of awareness raising and self evaluation tasks in English academic
writing.
Alsh 2 Developing critical thinking skills in EFL students' writing classes e, t

1215-1245 Beverley Horne & Kyoko Oi (Chiba University, Japan)
96 audience We will demonstrate how teachers can effectively integrate critical thinking skills into
Talk their teaching of English EFL academic writing in universities. We will delineate the
EAP properties of an English essay which entail critical thinking and present the syllabus we
designed. We will compare students’ essay writing before and after this instruction to
show how students’ work improved through this.
THURSDAY
Boisdale 1 Dogme and blogging in three social spaces: classroom, staffroom, chatroom e, ie, a
30 audience Emily Bell & Adam Beale (International House Santander)
Restricted Our workshop shares learning points from a project designed by a newly qualified teacher
Workshop who is using a blog as a reflective tool for action research on Dogme in ELT. By drawing on
TD feedback from his students, academic manager and PLN, we will demonstrate how social
networking has been integral to the project and this teacher's own professional
development.
Boisdale 2 Writing a statement of teaching philosophy e, ie, t

100 audience Simon Williams (University of Sussex)
Workshop Writing a statement of teaching philosophy can be a way of documenting professional
EAP practice, stimulating professional development, and extending a CV. The self-evaluation
necessary for articulating a philosophy of teaching can be an enlightening and motivating
experience in itself. Through the presentation of models, discussion and vox pop extracts,
the workshop will guide participants in writing their own statement.
Lomond PEARSON SIGNATURE EVENT

620 audience 21st Century skills for ELT
Facilitator: Rob Dean. Panel: Vicki Hollett, Lewis Lansford & Gareth Rees
In an increasingly complex, demanding and competitive world, students need to go beyond the traditional
3Rs and embrace the 4Cs - communication, collaboration, critical thinking and creativity. This is the view
of the 21st Century skills movement which is helping to redefine the goals of general education for today’s
world. But what does this mean for ELT? Do we need to include the 4Cs in our teaching? Our panel will
discuss the relevance of the 4Cs for ELT and discuss ways in which they can be incorporated into our
courses.
Carron 1 Rehearsals for life. Boosting performance in role-plays and presentations e, ie, t, a
88 audience Damian Corcoran (Freelance, Paris)
Workshop In this workshop you will learn ways to help trainees develop their performance skills in
BE SIG Day role-plays and presentations.Discover how classrooms become rehearsal spaces for real
situations and how appropriate preparation improves performance. I will focus on the
crucial part that motivation and feedback play in reinforcing positive learning experiences
and how to enhance trainees' and your own vocal presence.

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Thursday 22 March
Session 3.2 : 1145-1245
Carron 2 How a coursebook can make you a better teacher e, ie, a
88 audience Nick Sheard & Charlie Ellis (Macmillan Education, Oxford) prod prom
Workshop In a busy, complicated world teachers are often looking for clear straightforward
TTEd SIG Day solutions – in short – Teaching made Simple. In this practical workshop we will investigate
classroom fundamentals and doing simple things well. Using examples from
Straightforward Second Edition we will look at how the coursebook can provide practical
ways to improve your teaching and professional development.
Dochart 1 Creating a flexible summer pre-sessional programme e, t

1145-1215 Anne Campbell (Keele University)
88 audience Pre-sessional courses are now having to adapt to a number of environmental changes,
Talk such as government regulations and new demands from the student market. This talk
EAP, LAM describes how the presenter has redesigned the programme of a Pre-Sessional course so
as to respond to these new challenges and provides a tentative model for designing more
flexible summer pre-sessional programmes.
THURSDAY
Dochart 1 "To put it simply" – teaching through and about simplicity e, ie, t
1215-1245 Martina Koenig (FH Joanneum - University of Applied Sciences) prod prom
88 audience In my talk, I will present the outline of an ESP course for students of Information Design,
Talk drawing upon John Maeda’s book The Laws of Simplicity , illustrating how a text can be
ESP used in a threefold manner: as a source for information and ideas; as an example of
language usage; and as the basis for developing and/or selecting teaching materials.
Dochart 2 Revising and recycling lexis e, ie,

88 audience Leo Selivan (British Council Tel Aviv)
Workshop While most teachers understand the importance of teaching vocabulary in chunks, few
GEN actually know how to go about it. This practical workshop provides ideas on how to revise
and recycle collocations your learners come across and demonstrates a variety of
activities suitable for different levels and different intelligences, some of which require
almost no preparation.
Leven How to prepare your own practice materials e, ie, s, t, a

100 audience Chris Brown (Cambridge ESOL) prod prom
Workshop Exam preparation materials need to develop the skills which are tested in any specific
TEA exam task. This practical session will briefly analyse a selection of tasks from Cambridge
ESOL exams to identify the skills and strategies being tested in the tasks, followed by
input and discussion on how teachers can design their own exam practice activities.
Morar Making sense out of chaos: professional development with social media ie,
50 audience Ann Foreman (British Council, Bilbao)
Workshop Social media can provide valuable support for our continuing professional development.
TD, LA SIG The problem is coping with the information overload. Where do we start? How do we set
Day ourselves goals and keep track of where we’re going? In this workshop we’ll consider
practical ways of centering and organising ourselves to make the process less chaotic.

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Thursday 22 March
Session 3.2 : 1145-1245
Session 3.3 : 1345-1415
Ness Creating an IEP pronunciation center: procedure and findings ie, t
1145-1215 Sophie Farag (The American University in Cairo)
50 audience Pronunciation is often neglected in the EAP classroom even though it can affect
Talk communication. This presentation discusses a project initiated to improve the
PRON SIG Day pronunciation of students in an IEP who were identified by their teachers as being difficult
to understand. Students received instruction out of class hours. The steps followed will be
presented, and the findings will be discussed.
Ness Mumbling - a technique highlighting the importance of sentence stress ie, a

1215-1245 Mark Hamilton (inlingua Edinburgh)
50 audience Pronunciation is, of course, important when it comes to speaking English. However, word
Workshop and sentence stress can prove even more important. Through an interactive workshop,
PRON SIG Day learn the technique of mumbling – something that brings smiles to faces as well as
stimulates learners cognitively. This technique can work well for learners of any age.
THURSDAY
1345-1415 Session 3.3

Barra Academic oral presentations: look who's talking! e, t
65 audience Maggi Lussi Bell (Zurich University of Applied Sciences)
Talk This talk is based on a recent study which aimed to gain a better understanding of
TEA, RES SIG interlocutor examiner-candidate interaction in the question phase of academic oral
Day presentations used for assessment purposes. The particular focus is on the linguistic and
interactional support given to candidates by examiners. The findings are presented and
implications for testing practice discussed.
Jura Dogme plus – learning without the pressure of technology e, ie, a

65 audience Niall Lloyd (The Anglo Mexican Foundation LABCI)
Talk This talk will highlight the benefits of the technology-light classroom, revisiting and
GI adapting Thornbury’s idea of Dogme to introduce the idea of Dogme Plus, the modern day
classroom without excessive technological usage. Additionally, it will present opinions of
practicing English teachers about use or non-use of technology in the classroom.
Orkney Impact of social networking media on the teaching of ESP e, t

35 audience Runyararo Magadzire (Harare Polytechnic, Zimbabwe)
Talk Information and Communication Technology students in Zimbabwe tertiary institutions
ESP spend considerable time accessing social media networks, like facebook and twitter, from
mobile phones and computer laboratories. This session investigates the impact of the
networking media on the teaching of ESP. I will highlight and make recommendations on
the effects of shortened English language on the studying and teaching of ESP.

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Thursday 22 March
Session 3.3 : 1345-1415
Shuna The effectiveness of audio feedback in online environments e, ie, p, s, t, a
65 audience Natalya Alexeeva (North-Eastern Federal University)
Talk This study examined the possible differences between EFL and ESL students’ perceptions
LT of the effectiveness of audio feedback during online collaboration between Russia and the
U.S. Specifically, the study investigated preferences for audio over text feedback and
perceptions of the sense of community when receiving audio feedback from an ESL
speaker.
Staffa Learn language: using interactive fiction for digital game-based language learning e, ie, s, t, a
65 audience Joe Pereira (British Council, Porto)
Talk Interactive Fiction is a genre of computer game that uniquely blends literature and
LT, LMCS puzzle-solving, where the the player becomes immersed in a simulated world and
becomes a co-creator of the narrative. Because it is motivating and fun and is completely
text-based, it can be naturally used for digital game-based language learning. We will
look at how this can be achieved.
THURSDAY
Clyde Question & answer session relating to Diana Laurillard’s plenary
500 audience If you attended Diana Laurillard’s plenary session yesterday on “Supporting the teacher as innovative
learning designer”, you are welcome to attend this related session. This will allow participants to ask any
questions or address any issues that have been raised by Diana’s plenary talk.
Forth Some insight into designing interactive reading activities: a step-by-step workshop ie, a
300 audience John Lamont (City of Glasgow College)
Workshop Gain the confidence to present your students with simpler texts. With the right kind of
MD questions, these texts can be more profitable in terms of vocabulary, comprehension and
provide a springboard for subsequent speaking and writing activities.This workshop will
focus on how to make simple texts and clever questions which can open up more
possibilities for you and your students.
Gala 1 Three-paragraph transition essay: is it a real solution? e, ie, t

60 audience Hilal Tatis (Yasar University School of Foreign Languages, English Preparatory School)
Talk The students in our Preparatory School always think that writing a five paragraph essay
GEN after learning to write a paragraph is quite challenging. For this reason, an alternative
transition essay, three paragraph essay was implemented with suitable materials for a
period of two months. This study will show the effects of it on students by analysing their
opinions.
Gala 2 Better blogging: using Google Sites to create a class webpage e, ie, p, s, t, a
30 audience Luke Roger (Regent London) prod prom
Restricted This workshop is a practical guide to creating a class webpage using Google Sites. Google
Workshop Sites is very user-friendly and possesses superb functionality allowing students to post
LT and discuss work, as well as affording a huge range of internet resources. Action research
on useful activities will be presented and attendees will brainstorm their own ideas.

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Thursday 22 March
Session 3.3 : 1345-1415
Alsh 1 Continuing professional development in ELT: an online British Council initiative
96 audience Richard Gresswell (British Council)
Workshop Are you working in ELT in the UK and want to find out the best ways to develop? How do
TD you progress? What career pathways are open to you? What can you do to develop your
skills, and where can you find the support? This workshop addresses these concerns and
opportunities interactively through an innovative online British Council CPD framework.
Alsh 2 ‘Team teachership’: factors attecting the nature of team-teaching interactional e, ie, p
96 audience relationships
Talk Jaeyeon Heo (University of Warwick)
GEN This study investigated team teaching between native English speaking teachers and
Korean English subject teachers in Korean primary schools within the EPIK (English
Programme in Korea) scheme. In particular, this qualitative case study focused on their
classroom interactional relationship. It uses the concept of ‘teachership’ to account for a
range of relational issues.
THURSDAY
Boisdale 1 A national Chilean program that supports English language learning e, p, s

100 audience Sylvia Guzman (English Opens Doors Program, Curriculum and Evaluation Unit, Ministry of
Talk Education)
LAM Since 2004, the English Open Doors Program, based on the national curriculum of Chile
and underpinned by a sound methodology, has developed various initiatives to support
English language learning and teaching in the country. This talk outlines activities
developed for primary and secondary learners, including immersion progams and
competitions, as well as the development of CPD courses for their teachers.
Boisdale 2 What’s in your blended teaching toolkit? a

100 audience Valentina Dodge (English360) prod prom
Workshop “If all you have is a hammer, everything looks like a nail!”. Technology-supported learning
LT, MD activities need to be driven by the understanding of the unique opportunities the tools
provide. This workshop will illustrate how the self-authoring tools on English360 can
personalise and humanise course design. The workshop will share ways of promoting
reflection, interaction and offering unique self-paced learning paths.
Lomond English World – the first hybrid ten-level course e, p

620 audience Wendy Wren (Freelance writer, UK) prod prom
Talk English World is the first ten-level course for schools (from primary to secondary). It
YLT draws on best practice from both EFL and first language teaching to provide a rich
language diet, covering both skills and systems. The talk will look into the avenues
explored to converge L1 onto L2 and discuss ways of promoting learner autonomy and
personalisation.
Carron 1 The lessons we learn from 'sales terms and conditions' e, ie, t
88 audience Natasa Gajst (University of Maribor, Faculty of Economics and Business)
Talk Specific terminology and grammatical structures make sales terms and conditions a
AL, BE SIG valuable resource for the acquisition of English for business and legal purposes. The talk
Day presents the characteristics of these documents by focusing on their genre conventions,
phraseological collocations and grammatical characteristics. During the talk, we also
discuss the ways in which these resources can be applied in a classroom.

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Thursday 22 March
Session 3.3 : 1345-1415
Carron 2 Furnished imagination: what new teachers take to work e, a
88 audience Richard Kiely (UCP Marjon, UK)
Talk This talk explores what new teachers, graduates of a short Cert Level course in TESOL,
TTEd SIG Day have learnt, and how this shapes their work, and positions them for ongoing learning. The
talk is based on data from an impact study of a Cert course, using data from new teachers
in work.
Dochart 1 Learning English through problem-based learning in the digital world e, ie, s, t, a
88 audience Andrew Bosson (Ozyegin University)
Talk This session presents a learner-centred, integrated skills project designed for learners
LT attending an English Language preparation course at a Turkish University. The project
delivers Problem Based Learning via a wiki. What are the benefits of PBL for English
language learners? How can the affordances of wikis and other Web 2.0 technology
encourage meaningful PBL facilitated by a single teacher?
Dochart 2 Young learner writing and the storyline approach ie, p
THURSDAY
88 audience Sharon Ahlquist (Kristianstad University)
Talk The storyline approach is a specific kind of task-based learning. Learners adopt the role of
AL, YLT characters in a story, which develops through the use of naturalistic tasks. Learner
engagement has a positive effect not least on writing. Based on my recent doctoral study, I
will demonstrate how learning was evidenced in writing tasks produced over the course of
five weeks.
Leven Johari Window as a self-awareness tool for teacher development e, t

100 audience Huseyin Demirel (Eastern Mediterranean University) prod prom
Talk Johari Window is a cognitive psychology tool aimed at enhancing self-awareness. This is
TD usually achieved through self-perception exercises compared with perception of the self
by others. This talk focuses on a study where perceptions of teachers (of themselves) are
compared with perceptions of their students, and how this process can be a useful tool for
self-development.
Morar Magic moments: when do students feel a sense of progress? e, ie, a

50 audience Stephen Shelley (British Council Hong Kong)
Talk What causes students to feel a sense of progress? Why is it so important that they do so?
LA SIG Day Discover the surprising results of a research project into how teachers can support a
sense of progress in the classroom. This talk will discuss some practical implications of
the study and explore how these findings can be adapted to different situations.
Ness Sound advice: improving listening, pronunciation and intonation with the internet ie, t
50 audience Suzanne Cloke (University of Padova)
Talk As a former speech therapist, I will demonstrate step-by-step lessons on pronunciation,
PRON SIG Day syllable/sentence stress, linking, assimilation, and vowel reduction. Tasks aimed at
improving pronunciation and intonation in authentic situations using American and British
audio, podcasts or YouTube videos will be demonstrated. These activities motivate
students to create their own audio diaries, ‘podcasts’, radio programs, video newscasts,
slide presentations and more.

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Thursday 22 March
Session 3.4 : 1430-1515
1430-1515 Session 3.4

Barra Researching ELT in Bangladesh: practice, perils and pitfalls e, ie,
65 audience Manzoorul Abedin (University of Cambridge, UK)
Talk The session outlines the challenges a typical ELT research, set in Bangladesh, faced by
LAM, RES SIG considering the relationship between the research problems, methodological
Day assumptions, instrumentation, and the culture of the research setting. Drawing on
examples of state-level, NGO, institutional and individual research-works, I will highlight
the importance of quantity, diversity and quality of evidence required to probe ELT in
Bangladesh.
Jura A practical way to apply negotiated assessment in EFL contexts e, a

65 audience Mona Khabiri (Islamic Azad University Central Tehran Branch)
Talk Negotiated assessment (NA), although being consistent with the trends in alternative
THURSDAY
ES(O)L, TEA forms of assessment, is still not equally popular in many EFL contexts. Do NA and
alternative assessment produce similar outcomes? How can EFL teachers implement NA
in a non-negotiated syllabus with formative and summative targets? How do learners feel
about it?
Orkney Helping students meet expectations on writing assignments e, ie, a

35 audience Virginia Christopher (University of Calgary-Qatar)
Talk Students often submit writing assignments that show that they have not understood the
EAP task’s requirements, despite instructors’ seemingly clear oral and written explanations.
This presentation will provide some practical strategies for bridging the gap between
instructors’ expectations and students’ final writing products. Strategies include genre
analysis, designing effective assignment sheets, grading rubrics, graphic organisers,
modeling, and ‘think aloud’ protocols.
Shuna English for Accounting - what is it? e, a

65 audience Evan Frendo (EDI LCCI) prod prom
Talk In 2011 EDI launched a new ESP test called English for Accounting, which is based on the
ESP, TEA written discourse accountants meet in their workplace. In this session we will discuss
what it is that makes the language of accounting unique, focussing in particular on lexis
and genre. We will then look at activities which help students prepare for the test.
Staffa IATEFL GILL STURTRIDGE FIRST-TIME SPEAKER 2011 SCHOLARSHIP WINNER e, ie, t, a
65 audience EAP study skills: contrasting views on ‘what/where/when/how’
Talk Clare Fielder (University of Trier, Germany)
EAP, TD This talk presents results of research on advanced learners’ and teachers’ views on EAP
study skills. Survey data highlight discrepancies in expectations regarding which EAP
competences students and learners focus on. An analysis of these helps us to understand
why students can’t always do what teachers expect, and provides recommendations for
how to help.
Clyde The end (of the coursebook) is nigh! Or is it? e, ie, a

500 audience Nick Robinson (Nick Robinson Publishing & Training Services Ltd) prod prom
Talk Are the coursebook's days really numbered? Or do we just need to think more carefully
GEN about their use with today’s students? In this talk, we’ll examine some of the issues
related to coursebook use with adults and young adults, looking at both sides of the
coursebook debate. Reference will be made to face2face Second Edition (CUP).

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Thursday 22 March
Session 3.4 : 1430-1515
Forth Thinking in the EFL class s, t, a
300 audience Tessa Woodward (Hilderstone College) prod prom
Workshop How can we teachers promote our own and our students’ thinking? There has been
GEN interest recently in working on creative and critical thinking. This workshop will involve
you in trying out practical ideas in this area and useful in secondary, tertiary and adult
language classes. I will give participants a taste of my forthcoming book Thinking in the
EFL class.
Gala 1 Crossing the digital demography in India – the older generation e, a

60 audience June-Rose Davis (The British Council, New Delhi)
Talk The story of near retirees on a ‘traditional’ Creative Writing course in British Council Delhi
LT and how they became successful online publishers. Maximising their life experiences,
social skills and available time while adding digital literacy skills to their soft-skill set,
this case study shows how the older generation is having a social and political impact on
the growing youthful demography
THURSDAY
Gala 2 Dressing a story to kill e, ie, p, s, t, a
60 audience Tracey Sinclair (Language Schools) prod prom
Workshop Illustrations in a reader should be used as an integral and complimentary part of the book
LMCS, YLT and even be used as a springboard for learning; not just pretty pictures. Using the new
series from Eli, this presentation will show how illustrations, films, mixed with fun and
instructive activities can truly get students to read, act and bring books to life.
Alsh 1 Teaching English in technologically-challenged environments e, ie, p, s, t, a

96 audience Rubena St. Louis (Universidad Simon Bolivar)
Talk In this presentation, we will share and discuss the results of a questionnaire sent to
GI, LT English teachers worldwide who work in technologically-challenged contexts. We will
look at the characteristics which define a low-tech context, the tools used by these
teachers, and give some ideas on how learning can be enhanced in said context.
Alsh 2 Preparing students for IELTS and PTE Academic: a comparison e, ie, t
96 audience Fiona Aish & Joanne Tomlinson (Target English)
Talk This talk will focus on the speakers’ experiences of preparing students for PTE Academic
EAP, TEA and IELTS. The talk will outline and compare both tests and highlight how specific
preparation challenges for each test can be overcome. Participants will leave with a
clearer picture of how these tests could be utilised and prepared for in particular
educational settings.
Boisdale 1 Vocabulary learning & technology: are they a perfect match? e, ie, p, s, t, a
100 audience Mark Osborne & Graham Shipman (L2) prod prom
Talk This talk will explore vocabulary learning in relation to the affordances offered by new
LT, MD technologies. It will look at how these technologies can inform the choice of which
vocabulary to teach, as well as how learning and teaching can be enhanced. It will use
examples from the groundbreaking WORDREADY series and examine the processes
beneath the surface.

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Thursday 22 March
Session 3.4 : 1430-1515
Boisdale 2 Motivation, identity and L2 identity e, ie, s, t, a
100 audience Jill Hadfield (Unitec, New Zealand) prod prom
Talk The L2 Motivational Self System (Dornyei 2005) is an important new theory, backed by
MD, TD considerable research but which as yet lacks any direct practical applications which could
be used by L2 teachers. In this talk I will briefly outline the theory, explain how a
motivational programme can have a positive effect on language learning and then
demonstrate some practical activities.
Lomond Grammar doesn't have to be grey e, ie, s, a

620 audience Michael Swan (Home) & Catherine Walter (Oxford University Department of Education) prod prom
Talk Research shows that grammar teaching works. How? We explore criteria for creating and
GEN balancing explanations, examples and exercises in teaching both spoken and written
grammar. We examine ‘real world’ visual support, variety and personalisation. We
consider ways of linking grammar with vocabulary, pronunciation and skills, from
elementary up to university level. Examples are taken from the Oxford English Grammar
Course.
THURSDAY
Carron 1 L+C=EC: language + culture = effective communication e, a

88 audience Kirsten Waechter (Bochum, Germany)
Workshop Anyone teaching English in a business context is aware that teaching the language is not
BE SIG Day enough: working at companies or universities, we prepare people for the international
work environment and thus are automatically teaching culture as well. It is the
combination of both that makes people effective communicators. This workshop will
provide some insight and exercises on that.
Carron 2 The impact of teacher education on in-service teachers’ beliefs e,

88 audience Simon Borg (University of Leeds)
Talk This talk explores the impact of a teacher education course on the beliefs of in-service
TTEd SIG Day language teachers. Drawing on a qualitative longitudinal study, various forms of impact
are highlighted and practical suggestions made for ways in which the impact of teacher
education on pre- and in-service teachers’ beliefs can be increased.
Dochart 1 Taking ESOL Higher students further: previewing SCHOLAR online learning materials e, ie, s, t, a
88 audience Mark Watson (Heriot-Watt University SCHOLAR) & Susan Paton (Anniesland College) prod prom
Talk SCHOLAR is one of the world’s largest online learning programmes. The SCHOLAR ESOL
ES(O)L, LT course authors will present a wealth of interactivities and facilities, part of a 120 hour
course for students and teachers of the SQA Higher ESOL syllabus. The presentation and
online learning materials will be of interest to ESOL and EAP providers worldwide.
Dochart 2 Social networking sites for CPD of Indian English teachers e, ie, t, a
88 audience Kalyan Chattopadhyay (B.S.College, University of Calcutta)
Talk I will focus on how Indian English teachers are using a variety of social networking sites in
LT, TD their social lives and professional contexts. Drawing on that, I will suggest ways to make
pedagogic use of these sites for supporting teachers’ continuous professional
development, and will demonstrate how they may fit into teacher development
programmes.

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Thursday 22 March
Session 3.4 : 1430-1515
Session 3.5 : 1550-1620
Leven Literary understanding and language development in a foreign language context e, ie, p
100 audience Sandie Mourao (Freelance) f
Talk This talk discusses findings from an empirical study investigating how pre-school children
YLT used the L1 and the L2 to interact with English picturebooks. I describe how both
languages were used to scaffold their L2 development and make reference to literary
understanding, accumulated narratives and importations. Recommendations for the
classroom are also considered.
Morar Outside the comfort zone: getting comfortable with challenging your students e, ie, a
50 audience Geoff Hardy-Gould (OISE)
Workshop Would you like to make your lessons more challenging? How can you help students to
LA SIG Day move outside their comfort zones? This session aims to help you get more comfortable
with pushing your students, and considers how to encourage learners to push themselves.
We’ll look at the role of the teacher as mediator and coach, and teacher beliefs toward
THURSDAY
challenge.
Ness The 3 Ps of a speaking syllabus: poems, plays, presentations e, ie, s, t, a

50 audience Barry Cusack (Bell Educational Trust)
Talk How poems, plays and presentations can contribute to improved speaking skill, especially
PRON SIG Day regarding speech quality and intelligibility, by focussing on a top-down approach to
pronunciation. How to use the 3 P's in class in a logical sequence, and how students can
do peer assessment. With video examples of student performance. Relevant to students
of intermediate (and beyond) ability.

1550-1620 Session 3.5

Barra Critical thinking: from creative to academic writing e, t
65 audience Larysa Sanotska (Lviv National Ivan Franko University)
Talk This presentation is based on research on applying creative writing techniques for
RES SIG Day developing critical thinking in academic writing. It was conducted on a multinational group
of university students in Ukraine. Qualitative and quantitative approaches were applied to
justify that writing activities, which are not restrained by academic ‘frames’, prove helpful
in developing study skills necessary for writing academic papers successfully.
Jura Question & answer session relating to Steven Thorne’s plenary

65 audience As an overarching theme, participants will be encouraged to explore the relations between conventional
school-based literacies and foreign language learning goals in view of the heterogeneity and linguistic
pluralism that constitute the broader everyday contexts of online life in professional, social, and
recreational settings. Note that this session will be a continuation of the topics broached in the preceding
keynote presentation and opportunities to share pedagogical experience, suggestions, and insights will
shape the discussion.

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Thursday 22 March
Session 3.5 : 1550-1620
Orkney INTERNATIONAL HOUSE TRAINING & DEVELOPMENT SCHOLARSHIP WINNER e, ie, t
30 audience Lessons learned from beginning teachers’ experiences: perspectives on teacher
Restricted development
Talk Blerta Mustafa (University of Prishtina)
TD Have you ever wondered what your former student-teachers do in their classroom? Have
you followed their development after graduation? Do you feel responsible for their
success or failure? This presentation will share beginning teachers’ views on their
teacher development journey: what worked and what didn’t. Aspects related to bridging
the gap between theory and practice will also be discussed.
Shuna The importance of quantitative literacy in academic writing e, a

65 audience Seda Gurdere (Kadir Has University)
Talk This study explores the necessity of quantitative literacy (QL) in academic writing for the
EAP IELTS exam. By focusing on social science students who must take this exam, it proposes
a curriculum design which covers a series of quantitative literacy studies. The study thus
aims to minimize the problems caused by lack of QL skills and hereby encourage better
THURSDAY
academic writing.
Staffa HORNBY TRUST ALUMNUS

65 audience Overcoming the challenges of teaching speaking in a multilingual context
Talk Florence Muluh (Cameroon)
This session will discuss research I carried out into the teaching of English language
speaking skills in Cameroon secondary schools. This showed that small-scale changes in
teachers’ practice could improve the learning of speaking skills. I will also present some
of the interactive speaking activities that these teachers then developed to complement
the coursebooks in use.
Clyde The use of L1 in the classroom e, s, a

500 audience Alexandra Reynolds (Universite de Nantes, France)
Talk This talk is aimed at higher education teachers who want to reflect on how and why they
TD use L1 in ELT. We will try and pin-point the advantages and disadvantages of using L1
when teaching English, for both the learners and the teachers themselves. These will be
compared with the arguments of the proponents of the 'Direct' method.
Forth Creating pedagogical word lists for ESAP learners e, t

300 audience Simon Fraser (Hiroshima University)
Talk The acquisition of relevant vocabulary is a key problem for ESAP learners. I address this
AL, ESAP by 1) introducing a new, more helpful way of classifying technical words, and 2) describing
the creation of manageable word lists for pharmacology. The lists include multi-word
items, and provide highly efficient coverage of pharmacology corpora. Implications for
classroom instruction and materials development are considered.

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Thursday 22 March
Session 3.5 : 1550-1620
Gala 1 Continuous professional development through social networking symposium
60 audience Convener: Shaun Wilden
Symposium Based around the twitter hashtag group #ELTchat, the symposium looks at the benefits for a teacher in
using social media. Over the course of the talks, we’ll outline how social networking works from a
professional development context, what a PLN (Personal Learning Network) is, how to create and
maintain an online PLN and how to make the most of the free professional development opportunities
available to teachers through these connections. Symposium presenters will show how Twitter and other
Social Networks can unlock a world of online conferences, webinars and sessions that you can access
from the comfort of your own home
During the session there will the opportunity to ask questions and space for discussion. There will also be
a special ‘live’ #ELTchat from the conference’ with Twitter users who will be connecting with the
conference delegates.
#ELTchat - hashtagged conversations and CPD through social networking

Marisa Constantinides – CELT Athens
150,000 tweets and counting - weekly conversations amongst ELT professionals in the global staffroom
THURSDAY
that Twitter has evolved into. The #ELTchat hashtag has created a community of sharing and a formidable
resource created and tapped by ELT Professionals from around the globe who have taken control of their
professional development. Join us to find out how you can benefit from these resources and
conversations.
What has #hashtagging ever done for us?
Shaun Wilden - International House World Organisation
From an online staffroom to a never-ending resource list, the # is an important part of the ELT. This talk
addresses the benefits of hashtagging and answers the doubters by asking what has #hashtagging ever
done for us?
ELTCHAT and reflective teaching
Sharon Hartle - University of Verona, Italy
This talk is based on my own personal experience of attending #eltchat on Twitter this past year, and how
this has caused my method of professional reflection to change and to become a much more shared,
social experience: exchanging ideas, reflecting blogging commenting, putting into practice and then
reflecting once again.
Continuous professional development through social networking
Barbara Hoskins Sakamoto - International Teacher Development Institute
Come with me on a whirlwind tour to classrooms around the world, and the projects teachers have
created with a little help from their personal learning networks (PLN). From cultural exchange to
authentic research to student publication, you'll be amazed at the ways teachers just like you have used
PLNs to connect their classrooms to the world
Creating your own interest-driven professional development path using social media
Bernadette Wall- RLI-Gapfillers
This session will show teachers how, by getting online and joining eltchat on twitter a whole new world of
contacts, support, and mentoring opens up. From teachers beginning their career, to more experienced
teachers, there are opportunities for learning and collaboration which will provide unlimited professional
development for a whole career.
Evolution of the conference: the internet's impact on professional development
Shelly Terrell
The Internet has greatly impacted the way a large amount of language teachers gather and learn at an
event. English language teachers worldwide are participating in free online professional development
through online conferences and courses. Discover how you can attend, organize, and participate in these
incredible events.

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Thursday 22 March
Session 3.5 : 1550-1620
Gala 2 English as a language for international development in rural Bangladesh e
60 audience Elizabeth J. Erling (Open University)
Talk This presentation reports on the methods and processes used in conducting a British
GI, RES Council funded research project on attitudes to English as a language for international
development in rural Bangladesh. It explores various issues that arose in conducting the
research and then shares the most relevant findings from the project.
Alsh 1 Necessity and provision of an ESAP syllabus e, t

96 audience Amna Mohamed Bedri (Ahfad University for Women)
Talk This presentation will focus on the concept of ESAP for Islamic studies. Then it will
ESP, ESAP discuss the process of writing an ESAP syllabus focusing on learners' needs and level of
English. The presenter will refer to her own experience of writing a syllabus for ESAP,
referring to difficulties as well as benefits.
Alsh 2 Teacher development through peer presentations: the experience of EELTPA e

96 audience Aschalew Teklu Minas (St. Mary’s University College)
THURSDAY
Talk This session reports the teacher development experience that members of EELTPA have
TD gained through the peer presentations they have been giving to one another. It aims to
share their experience to conference participants by presenting the results of a
questionnaire survey with 25 respondents which indicate to what extent the peer
presentations have contributed to the respondents’ qualities as teachers.
Boisdale 1 'Stone soup': a recipe for successful teacher-led professional development e, ie, p, s, t, a
100 audience Max Clark (British Council, Malaysia)
Talk From the folk tale about a hungry traveller whose “magic” soup-making stone hoodwinks
LAM, TD the villagers into chipping in ingredients to make nourishing soup for all, has arisen in
Kuala Lumpur a thriving discussion group run by teachers for teachers. Come and get the
recipe for a rewarding, empowering approach to teacher development that makes use of
resources you already have.
Boisdale 2 Language town project ie, p, s

30 audience Sabrina Bechler (Goethe-University Frankfurt)
Restricted A language town is a fictive town (e.g. placed in different rooms) where learners can visit
Workshop several locations and amenities. An example would be a restaurant where learners order
YLT drinks and food in English while getting to know specialities of the town/ country they visit.
In this workshop, we will discuss different ways of creating and organising a language
town.
Lomond 101 YANs you have to read before you... e, s

620 audience Christian Holzmann (University of Vienna) prod prom
Talk This talk focuses on a project that tries to list and briefly describe 101 young adult novels
LMCS for ELT, linked to other novels; film tips and tips on further reading will be provided. In the
talk the project will be discussed in detail, sample pages and the website from a
forthcoming book (with Helbling) will be shown.

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Thursday 22 March
Session 3.5 : 1550-1620
Carron 1 IATEFL BE SIG FACILITATOR SCHOLARSHIP WINNER e, a
88 audience Teaching Business English with technology in Latin America
Talk Jennifer Verschoor (TechTools4Educators)
BE SIG Day This presentation will offer hands-on opportunities for Business English educators to
explore practical ways of using technology face-to-face or online in their daily classroom
activities. We will discuss how innovative ideas to incorporate web-based resources have
been introduced in Latin America in order to teach Business English in our networked
world.
Carron 2 Being a new language learner while learning how to teach a

88 audience Bahar Hasirci (Bilkent University)
Talk This talk investigates pre-service language teachers’ perceptions of reflective thinking
TTEd SIG Day using their own experiences as a language learner. Given the opportunity to learn a brand
new language, and given the chance to reflect after their language classes, pre-service
teachers may develop a positive attitude towards critical reflection and use their language
learning experience as an initial model for their teaching.
THURSDAY
Dochart 1 Technology and teens symposium
88 audience This symposium will explore the relationship between today’s teenage language learners and technology.
Symposium Interest in using new tools, both in the language classroom and outside, to appeal to this age group has
grown substantially with the emergence of the digital revolution. This symposium hopes to explore a
number of different pedagogically sound ways we can use technology to appeal to teens to engage and
motivate them in the language learning process. The symposium also aims to explore some of the benefits
that using technology can offer teachers and their learners by looking at a number of real examples in a
variety of different contexts. The audience will be invited to discuss these and to share their own
experiences related to the topic, taking part in ongoing discussions throughout.
Graham Stanley (Coordinator, IATEFL Learning Technologies SIG) will begin the symposium by giving a
brief introduction to teenage learners today and how technology fits into their lives, drawing both on
research in this area and personal experience teaching this age group.
In the first presentation, Joanna Budden (British Council, Spain) & Kevan Cummins (British Council, UK)
will examine what is involved in developing LearnEnglish Teens, the British Council’s new website for
teenage learners. The talk will present the challenges and issues involved in designing content to meet
the needs of both teenage learners and their teachers in order to motivate this age group and offer them a
positive online learning.
Then, Eva Buyuksimkesyan (Esayan Armenian High School, Turkey) will be showing how reading activities
can be spiced up with Web 2.0 tools. As we all know, reading can open many windows in life and help
learners to develop in many ways, but are today’s teenage students interested in reading? In this session
we will look into some fun activities that Eva’s students responded to eagerly.
The next presenter, Maria Victoria Saumell (Freelance, Argentina) will show how digital storytelling can
be a powerful tool to develop language ability and creativity, as well as a great motivation tool for teenage
learners. Discover some of these tools and see the benefits using them can bring when we look at
examples of actual projects done with teenagers.
Finally, Karin Tirasin & Cigdem Ugur (Izmir SEV Primary School, Turkey) will be sharing their experiences
using cell-phones in the EFL classroom. Find out how they implemented a “bring your own device”
program where the many different functions and “apps” of today’s (smart)phone technology were used in
an attempt to enhance learning and enjoyment.
The symposium will offer the audience a number of opportunities for questions and participation and it
will finish with an open discussion among the participants and audience members.

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Thursday 22 March
Session 3.5 : 1550-1620
Session 3.6 : 1635-1720
Dochart 2 Tips for teaching IGCSE ESL ie, s
88 audience Rosemary Westwell (Cambridgeshire) prod prom
Workshop IGCSE students need to engage with language intensively if they are to succeed in
ES(O)L, TD examinations. The book Tips for Teaching IGCSE English as a Second Language offers
student-centred exercises for improving speaking, listening, reading, writing and
grammar. Participants discover quick and easy ways to raise their students’ level of
achievement.
Leven The quiet revolution went unnoticed e, s

100 audience Ying Liu (Beijing, China)
Talk China's English education in the last three decades has been a quiet revolution which
GI, LMCS went unnoticed. Without passing English language tests one can neither graduate from
college or advance professionally. English education has shaped the lives and world
views of the educated elites in China and China today. My presentation examines how
THURSDAY
English has shaped the lives of five prominent Chinese.
Morar Implementing self-directed language learning in higher education e, ie, t, a

50 audience Veronica Dal-Bianco (University of Applied Sciences Burgenland, Austria)
Talk Would you like your students to determine what, when and how they learn English? Then
EAP, LA SIG come and hear why we decided to introduce self-directed learning as part of our
Day university ESP blended learning courses and how we did this. Reflections on what
worked/didn’t work and portfolios (electronic & paper) that showcase examples of
students’ work will also be presented.
Ness Can and should we teach intonation? e, ie, s, t, a

50 audience Pamela Rogerson-Revell (University of Leicester) prod prom
Talk It is perhaps in the area of intonation that there is the biggest divide among teachers
AL, PRON SIG regarding its importance in pronunciation learning. Drawing on materials from my
Day recently published book English Phonology and Pronunciation Teaching (2011), I describe
how the key areas of intonation can be taught and consider current debates and research
regarding the teaching and learning of intonation.
1635-1720 Session 3.6

Barra Teacher research - an organisational approach e, ie, p, s, t, a
65 audience Clare Walker & Niamh O Leary (British Council)
Talk Enhancing the research skills of EFL practitioners can make an impact on both their
TEA, RES SIG professional development and quality in the classroom. This presentation outlines a
Day framework for the design of research programmes which support the development of
research skills. We’ll identify key characteristics of the process and use teacher, mentor
and trainer feedback to evaluate the model.
Jura Creating songs and chants for daily routines and transitional times ie, p, s, t, a
65 audience M. Teresa Fleta (Alcala de Henares University) & Maria Luisa Garcia Bermejo (Universidad
Talk Complutense, Madrid)
MD, YLT Music, songs and rhymes can help young learners to develop their auditory and oral
abilities as well as their fine and gross motor control skills. This presentation is about
creating songs and chants for daily routines and transitional times. We provide evidence
of how student teachers went through a creative process of songs and chants in EFL.

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Thursday 22 March
Session 3.6 : 1635-1720
Orkney The 'can do' world of the coursebook part 2 e, ie, t, a
35 audience Julie Norton (University of Leicester, UK) prod prom
Talk The talk examines the representation of linguistic politeness in a small corpus of general
AL, MD English course books. It questions if it is appropriate to present a world where speakers
co-operate with each other politely and considers the implications for teaching politeness,
promoting pragmatic awareness and for materials development in language teaching.
Shuna Proficiency a (few) books away e, ie, a

65 audience Higor Cavalcante (Sao Paulo)
Talk Having been an exams preparation teacher in Sao Paulo for six years, introducing
GEN literature into my CPE courses has so far been the most effective (and fun) element in the
whole syllabus. In this talk, I'll discuss how to explore books in the CPE classroom, which
books (not just classics) and the difference it has made in candidates' performance in all
papers.
Staffa Teacher vs. prep: born survivor e, ie, a
THURSDAY
65 audience Howard Smith (Oxford House College, Oxford)
Workshop Parachuted into extreme environments? Left to fend for yourself in the most inhospitable
GEN landscapes on earth? Asked to cover a lower-intermediate class at 3.30 on a Wednesday
afternoon? In this resolutely lo-tech session, I will demonstrate some ad hoc or minimal-
preparation lesson/language practice ideas, using the most basic materials, and suggest a
classroom 'survival kit' to prepare you for anything.
Clyde The queen of crime in the classroom: Agatha Christie readers e, ie, s, t
500 audience Catherine Whitaker (HarperCollins Publishers) prod prom
Talk Agatha Christie’s murder mysteries have a special place in British fiction and are known
LMCS and loved worldwide. This talk describes how teachers can use Collins’ new series of
adapted Christie readers to motivate students to read for enjoyment and develop their
vocabulary and decoding skills. It also presents special features which help learners
understand the stories’ historical and cultural contexts.
Forth Tablets and IWBs in TEFL: to infinity and beyond! e, s, a

300 audience Mabel Castro & Monica Freire (Britannia International English)
Talk This talk aims to share the experience of using interactive boards and tablets in the EFL
LT, YLT classroom, with kids, teens and adults. The presenters will share the rationale of the
pedagogical project being carried out in a Brazilian EFL school and also show samples of
activities especially devised to promote a more collaborative and motivating learning
environment.

Symposium

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Thursday 22 March
Session 3.6 : 1635-1720
Gala 2 The Academic Collocation List - a tool for teaching academic English e, ie, t
60 audience Kirsten Ackermann (Pearson) prod prom
Talk This presentation introduces the Academic Collocation List (ACL) - a list of the most
EAP, MD frequent and pedagogically relevant collocations in written academic English. ACL was
compiled from the Pearson International Corpus of Academic English in order to produce
lexicographic resources to facilitate, for example, EAP material development, test
development, and research into the register of academic English.
Alsh 1 Virtual teacher support networks in East Asia (VTSN) ie, p

30 audience John O'Rourke (British Council, Hanoi, Vietnam)
Restricted In this session you will learn about the British Council VTSN programme. You will be
Workshop presented with a range of online resources and the considerations in mapping materials
LT, MD to a curriculum for ease of use and to maintain sustainability as a supplementary
resource. The session will also outline how teachers can exploit electronic resources
using low cost technologies.
THURSDAY
Alsh 2 Me, myself and IELTS e, a

96 audience Richard Brown (Tec Idiomes) prod prom
Workshop As committed teachers, we all embark on a process of identifying our individual teaching
TD, TEA beliefs. This workshop documents how my personal journey towards a ‘principled
eclecticism’ led to the creation of IELTS Advantage: Writing Skills. Practical activities will
encourage attendees to pinpoint their own beliefs and demonstrate how this clarity can
enrich their future careers and their students’ learning experience.
Boisdale 1 Why can't my mum and dad speak English? e, ie, a

100 audience Jo Smith (Brighton) pub
Talk This interactive talk explores culture, identity and 2nd, or additional, language acquisition
GI in the contexts of migration, social inclusion and loss. It raises awareness of key questions
surrounding values and cultural assumptions then offers practical suggestions on how to
develop more inclusive resources and learning environments to support and motivate
learners from a range of backgrounds, identities and learning contexts.
Boisdale 2 The usefulness of knowing what kinds of preposition there are e, s, t, a

100 audience Seth Lindstromberg (Hilderstone College)
Workshop There are more than a dozen ways to classify English prepositions and their usages. If
AL known about, every one of these classifications has the potential to help you to help your
students learn something useful about this or that English preposition. This session will
offer a swift tour through 10 or so of these classifications.
Lomond Speaking out: helping students to communicate in the real world e, a

620 audience Antonia Clare (Freelance) prod prom
Talk This session will offer practical teaching ideas to inspire and motivate students to express
GEN their opinions using video, podcasts, and other mobile media. Using BBC material from
Speakout, we will look at the nature of real life communication and how we can best equip
students with the language, skills and strategies they need to communicate in the real
world.

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Thursday 22 March
Session 3.6 : 1635-1720
Carron 1 Developing language skills through business simulations e, t, a
88 audience Stephanie Ashford & Tom Smith (Germany) prod prom
Talk Business simulations that seek to integrate content, language and skills tend to feature
BE SIG Day elaborately constructed scenarios, extensive background reading and feverish number-
crunching. StartUp Enterprise offers a leaner and nimbler alternative. In this session, we
will introduce the simulation and the teacher’s guide, and demonstrate three key
techniques to help you to maximise language learning with the minimum of resources.
Carron 2 Using mobile phones to support ELT in Bangladeshi schools e, p, s

88 audience Tom Power, Christopher Walsh & Claire Hedges (The Open University UK)
Talk Using audio files on mobile phones, in a work-based programme of teacher professional
TTEd SIG Day development in Bangladesh, provides students and teachers—having little prior exposure
to spoken English—a near native example of spoken English to enhance teaching and
learning. External evaluation demonstrates this approach to TEFL is both cost-efficient
and successful at helping students acquire higher levels of English language proficiency.
THURSDAY
Dochart 1 Technology & teens symposium
Symposium
Dochart 2 Who's a legitimate English speaker? e, a

88 audience Renata Franco Wilmot (Bell International)
Talk How does perception of English speakers affect progress? What do students really expect
AL, GI from schools? This talk will look at the role of identity and how it affects motivation in
English language teaching and learning. We hope to offer some insights and suggestions
as to how to consider this issue when creating effective classes for your students.
Leven TPR frenzy! e, ie, p

100 audience Raymond Kerr (British Council Global English Team)
Workshop This is very much a hands-on workshop that looks at one of the most versatile YL
YLT classroom activities - Total Physical Response. It will explore ways of developing skills
using TPR as well as making it more student-centred. It uses a wide variety of resources
that are inexpensive and easily available. Participants should be prepared to take an
active part!
Morar How learning strategy instruction helps develop learner autonomy e, s, t

50 audience Anna Uhl Chamot (George Washington University)
Talk Teachers can help develop learner autonomy by structuring the learning task to the needs
LA SIG Day of the student and showing students how to learn effectively by using learning strategies.
This presentation suggests guidelines for differentiating language learning tasks and
teaching learning strategies appropriate for the task and useful for autonomous learning.
Ness Pronunciation in the movies e, ie, a

50 audience Wayne Rimmer (International House)
Talk Ever since the first talkies, film makers have been conscious that the way characters
PRON SIG Day speak influences their reception by audiences. Pronunciation can mark a protagonist on
many levels, for example, social class, education and attitude. Enjoying a series of clips
from films old and new, we will appreciate and analyse the contribution of pronunciation
to characterisation.

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Thursday 22 March
Session 3.7 : 1735-1835
1735-1835 Session 3.7

Barra IATEFL Research Special Interest Group Open Forum
65 audience Richard Smith (University of Warwick / Coordinator of the Research SIG) opens the forum by making some
RES SIG Day general points relating to the Research SIG Day presentations and inviting presenters and the audience to
respond. Then comes the Research SIG’s annual report (2011/12) and an opportunity for all present to
express their views and contribute to the planning of future activities.
Jura The use of ICT technologies in a distance learning based e, t

1735-1805 Omer Hago (Open University of Sudan)
65 audience The Open University of Sudan (OUS) is responsible for delivering a blended learning
Talk programme of English language teaching and professional development training to school
LT sector teachers in the Sudanese states. This session looks at how the university is
embracing ICT technologies to achieve this in low-tech contexts with limited resources.
THURSDAY
Jura Using technology in ELT: innovation or just change? e, a

1805-1835 Sonia Munro (University of Huddersfield)
65 audience How do ELT teachers use technology in their teaching? To what extent do teachers’ uses
Talk of technology provide innovative learning opportunities? This talk will attempt to answer
LT these questions by exploring the findings of a small-scale research project conducted in
Further Education colleges in England. The practical implications of the research will also
be discussed in relation to teacher education.
Orkney 'Japanese English': the structure of the nominal phrase e, ie, t

1735-1805 Kolawole Olagboyega (Akita International University, Japan)
35 audience As an attempt to conflate the existing pedagogical concept of 'Standard English' and the
Talk emerging theoretical notion of 'standard non-native varieties of English', this study looks
AL at the stability of the claimed 'characteristic' forms of 'Japanese English' and shows the
statistical likelihood of their occurrence in particular syntactic and semantic
environments.
Orkney Errors in English academic papers by Japanese graduate students

1805-1835 Atsuko Umesaki (Kwansei Gakuin University)
35 audience This session analyses errors in research papers written by Japanese MA students. Two
Talk versions of the papers before and after editing by a native-speaker professor. Categories
AL, EAP suitable for classifying errors in the papers were devised with reference to Ferris (2002).
The results show that errors related to prepositions occur with a frequency second only to
those related to articles.
Shuna What does being a teacher mean? Exploring teacher persona ie, t, a
1735-1805 Jane Welberry Smith (Eckersley Oxford)
30 audience In this participatory session teachers can explore ways to deal with challenging teaching
Restricted situations through discussion of potentially difficult classroom scenarios. The session will
workshop suggest ways we can we maximise our effectiveness as a teacher to bring out the best in
TD our classes. We will focus on classroom management, soft skills such as body language,
and developing our teacher persona.

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Thursday 22 March
Session 3.7 : 1735-1835
Shuna Applying a cognitive approach to teaching figurative language in TEFL ie, a
1805-1835 Saltanat Meiramova (The Gumilyov Eurasian National University)
65 audience This talk examines the usefulness effect of taking a cognitive approach to the process of
Talk acquiring figurative language in TEFL classes at university level in Kazakhstan. Part of
AL this approach involves the use of a classification of colour-based figurative expressions
and colour symbolization in English and three other languages, namely French, Russian
and Kazakh.
Staffa Using EAP course evaluation as a source for teacher development e, t

1735-1805 Aysen Guven (Bilkent University School of English Language)
20 audience What decisions do EAP teachers take while implementing and evaluating their courses?
Restricted What do they base decisions on as they adapt and revise courses? What support does the
Talk EAP teacher need to make these decisions more principled? This session will outline tools
EAP, TD and processes to explore these questions with reference to data collected from
participants on Bilkent EAP Certificate Program.
THURSDAY
Staffa Conversational difficulties in ESOL ie, a
1805-1835 Roisin Ni Mhochain (University College Plymouth Marjon)
65 audience This research investigates the teaching of conversation to adult ESOL learners in Ireland,
Talk focusing on difficulties they encounter when talking to Irish-English speakers and when
ES(O)L practising conversation in class. The conversational difficulties identified through focus
groups will be discussed and compared with data from classroom recordings. Are the
difficulties mentioned during focus groups apparent during classroom activities practising
conversation skills?
Clyde ELT JOURNAL/IATEFL SIGNATURE EVENT

500 audience What has changed in ELT since 1995? Not much!
To propose the motion: Barbara Sinclair (University of Nottingham)
To oppose: Guy Cook (The Open University)
Chair: Keith Morrow (ELT Journal)
‘The past is a foreign country’ wrote E.M. Forster but if we went back to an ELT classroom (or an IATEFL
conference) in 1995, how strange would we find it? Has there been a revolution – or even an evolution - in
professional discourse or classroom practice since then? Or are things still basically the same? Our two
speakers have different views on this. Please come along, have your say, ask questions – and join in the
vote. Why 1995? Come along and find out.
Forth The three i’s of graded video: inspire, inform, integrate e, ie, s, a
300 audience John Hughes (Freelance) prod prom
Workshop Authentic video from sources such as YouTube can inspire learners but 'graded video'
MD aimed at specific levels can also inform and it's easy to integrate into your lessons. In this
workshop we'll consider the three i’s of graded video and try some practical activities with
video material from National Geographic that you can use in the classroom tomorrow.

Symposium

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Thursday 22 March
Session 3.7 : 1735-1835
Gala 2 Who am I as a teacher/teacher trainer/person? e, ie, p, s, t,
30 audience Sezgi Yalin (Pilgrims) a
Restricted This workshop will encourage participants to tap their potential to become even better
Workshop teachers/trainers/people through a series of tasks to experience different ways of
TD reflecting on how they can take action to develop themselves both professionally and
personally. While exploring their positive qualities, they will also think about ways to
activate other positive characteristics of their own choice.
Alsh 1 Subtitles in TV commercials as a foreign languages learning tool p, s, t, a

1735-1805 Anna Klein (Poland)
96 audience According to the fact that TV commercials are multimodal and include visual and verbal
Talk modes, it is riveting how those modes influence each other creating one coherent issue. It
LT will be examined how the process of audiovisual translation, especially subtitling of TV
commercials may become a useful tool for the purpose of learning foreign languages.
Alsh 1 Gamification and motivation in EFL e, ie, s, t, a

THURSDAY
1805-1835 Paul Maglione (English Attack!)

96 audience Motivation can be a problem in EFL/ESL, particularly for teens and young adults. The
Talk profession can learn and adapt strategies and approaches from the growing
YLT "gamification" movement, replacing stress-inducing assessment with healthy challenge;
adding social dimensions to learning; and creating motivational mechanisms that
transform what seem like learning chores into discovery and self-development
opportunities.
Alsh 2 Let’s take a fieldtrip! A guided tour of digital literacies ie, s, t, a

96 audience Kristina Smith (SELT Academy)
Workshop Join my virtual fieldtrip to an exotic locale and learn important skills for teaching with ICT,
LT especially: how to find, evaluate, store and share online materials, copyright and task
design for ICT-based projects. These enabling skills are the foundation needed before
students and teachers can create their own multimodal texts. Do your students have what
it takes? Laptops not essential.
Boisdale 1 An ELT horror story! e, ie,

100 audience Lucy Williams (Macmillan English Campus - onestopenglish) prod prom
Workshop It was a stormy night. Shadows danced around her as she climbed the deserted Glasgow
LMCS street. She stopped; was that the echo of her own footsteps, or …? Just when you thought
it was safe to go back into the classroom, onestopenglish.com delivers a shocking
selection of suspense and horror resources for teens and adults! Not for the fainthearted.
Boisdale 2 What can’t portfolios do to enhance learners’ writing competence? e, ie, t, a

1735-1805 Wei-Wei Shen (Feng Chia University, Taiwan)
100 audience My presentation shows that using portfolios does not mean a panacea to increase
Talk students’ writing motivation and language ability. A classroom study of mine recently
LT conducted in an EFL context reveals students’ distress when they keep an electronic
portfolio. It also demonstrates that having a good portfolio does not mean to increase
students’ writing competence, particularly in terms of vocabulary level.

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Thursday 22 March
Session 3.7 : 1735-1835
Boisdale 2 Engaging minds through poetry e, ie, s, t
1805-1835 Nkechi Christopher (University of Ibadan, Nigeria)
100 audience The presenter will be sharing a possible means of overcoming apathy to writing and poor
Talk engagement with essay topics among students. I found that in writing poetry students
RES were creative in language use, subject development and ideas’ organisation. Poetry
writing can therefore be explored in teaching essay writing; and it is convenient for self,
teacher and programme assessment.
Lomond Ten quotations (and some cartoons) that might make you think e, ie, s, t, a
620 audience Ken Wilson (Freelance ELT writer and trainer)
Workshop Famous people’s quoted words are sometimes quite amusing, but a really GOOD quotation
TD, YLT makes you stop and think, and even change the way you do things. In this talk, ten of my
favourite quotes - from Albert Einstein to Marilyn Monroe - and how they made me change
the way I teach. Plus some thought-provoking cartoons that do the same.
Carron 1 IATEFL Business English Special Interest Group Open Forum
THURSDAY
88 audience Your chance to learn more about BESIG, to meet the committee and the 2012 IATEFL BESIG facilitator
BE SIG Day scholarship winner, Jennifer Verschoor from Argentina. We will announce the winner of the Lesson Plan
Competition co-sponsored by Cambridge University Press, and development of local IATEFL BESIGs in the
former Yugoslav states following our successful conference in Dubrovnik in 2011. We will share our plans
for IATEFL BESIG and welcome your suggestions and feedback. Sponsored by CUP and Lydbury English
Centre.
Carron 2 IATEFL Teacher Training & Education Special Interest Group Open Forum
88 audience The open forum will provide the grounds for TTEd members and non-members to voice their expectations,
TTEd SIG Day criticisms and evaluations as well as to hear about TTEd SIG’s conducted and future activities. We will also
have some small souvenirs for our participants in the raffle to be drawn at the end. Come and join us.
Dochart 1 Technology & teens symposium

Symposium
Dochart 2 Writing your own materials – plusses and pitfalls e, ie, a

88 audience Lucy Palmer (Teachit (UK) Ltd.) pub
Workshop Are you looking to supplement the coursebook, prepare an ESP class or take the first
MD, TD steps towards getting published? Then this workshop is for you. We will be taking a
hands-on approach, discussing the strengths and weaknesses of a range of teaching
resources, making improvements to them and exploring the theoretical issues
underpinning our decisions.
Leven Dats cz u hav 4go10! - netspeak and young Pakistanis e, t

1735-1805 Akifa Imtiaz (Government Post Graduate College (w) Rawalpindi, Pakistan)
100 audience Pakistani Netspeak has emerged as a variety which is a blend of multilingual
Talk characteristics. This session focuses on the ‘hybrid’ English found in the Pakistani chat
AL rooms. Data was collected through virtual ethnography from Pakistan chat rooms.
Furthermore, the adverse effects on the academic English of the college students were
studied due to the emergence of this ‘hybrid’ English.

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Thursday 22 March
Session 3.7 : 1735-1835
Leven The use of language laboratory within the teaching/learning process ie, t
1805-1835 Faiza Haddam (Abou Beker Belkaid University, Tlemcen, Algeria)
100 audience The educational system in Algeria has witnessed remarkable changes during the last two
Talk decades, through the adoption of different modern approaches and methodologies. The
LT, MD language laboratory system has been introduced by the government and higher ministry
of education to improve language teaching and learning. All university subjects have been
modified to suit modern trends and occidental waves of educational reforms.
Morar IATEFL Learner Autonomy Special Interest Group Open Forum

50 audience After a free drink, participants and the SIG committee will discuss what in their view are pressing issues
LA SIG Day and future steps for the development of learner autonomy. These views will provide guidelines for the
work of LASIG. There will be a short business meeting where news from the committee will be presented
and opened up for questions/discussion. Ideas for the future work of the SIG and its activities will be
welcomed. We end with a free raffle!
THURSDAY
Ness IATEFL Pronunciation Special Interest Group Open Forum

50 audience A substantial part of our Open Forum will be devoted to a panel session, in which presenters from earlier
PRON SIG Day in the day will respond to your questions, either related to their presentations or more generally
concerned with teaching and learning pronunciation. You will also have an opportunity to discuss what you
would like the PronSIG to offer in the future.
Voices of Spring
1900-2000 in Alsh 1
The perfect way to end your day and let your hair down. Nikolina Korecic, lyric coloratura soprano or Croatian
nightingale, will lead you through activities to help you relax and re-energize for the end of the conference. We will
do some vocal warm-ups, breathing and visualization exercises. Finally, each of us will share some of our national
chants. Come to this enchanting world of senses where reality seems to fade away, and you are in a perfect harmony
with the universe.
Pecha Kucha sponsored by Pearson

1930-2130 in Clyde
This year's IATEFL Pecha Kucha evening will be facilitated by Jeremy Harmer. By now you should know the format:
each speaker is allowed a slideshow of 20 images, each shown for 20 seconds, giving a total presentation time of 6
minutes and 40 seconds before the next speaker is up. This year's Pecha Kucha features several new speakers and
the enjoyment will be the same as ever. Do not miss this event!
The IATEFL International Quiz evening

2000-2200 in Forth
Come along to the now infamous IATEFL Quiz. Pit your wits against your colleagues from around the world. Drink,
make friends and see just how much you know (or don't) about the world we live in (or is it on?). There'll be prizes
and lots of FUN had by all. So come and join your host for the evening - Adrian Tennant - for yet another chaotic
night!
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Ask us how you
Come and see can claim your free
us on stand 44 Grammar for
for more information Teachers course
and a chance to win
a Netbook and
other prizes
Progress Become a
your career Cambridge English
Teacher
Where English
teaching professionals
go to connect and
develop.
Annual membership includes:

ƭ a 10-hour professional development course of your choice
plus access to further courses at special rates
ƭ opportunities to interact with other ELT professionals
ƭ a digital subscription to English Teaching Professional
magazine
ƭ access to an exclusive library of Cambridge resources
ƭ topical articles and webinars.
If you think it’s time to become

a Cambridge English Teacher, then find out more by visiting
www.CambridgeEnglishTeacher.org
-147-
Visit the IATEFL Jobs Market
Stand 47 in the Exhibition Hall
Open 20 - 22 March
If you’re looking for your next career move - or
simply want to see what’s out there - the IATEFL ELT Recruiters
Jobs Market is the perfect place to start. making job
Visit Stand 47 to talk to some of the best employers offers this
in ELT. They’re recruiting at the Conference for excellent week!
positions in universities, private language schools,
publishing and more.
Don’t miss out!

View 100s of vacancies on the Jobs Board
Explore new opportunities with recruiters on site
Come along to short presentations on regions
of the world and career development
Make an application
(bring your CV in both print and electronic format)
Interviews taking place here in Glasgow

You never know… you could find a new job
before the end of the Conference!
For more information:
www.iatefl.org jobsmarket@iatefl.org +44 (0) 1227 824 430
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Friday 23 March
0830-1200: Registration & Exhibition open

Alsh 1 How to get published in a refereed journal with Keith Morrow
This session will look at why you might want to get published in an "academic" journal, and how to go
about it. The editor of ELT Journal will share tips and suggestions for getting your work in print.
Alsh 2 How to get the most out of social media with Nicky Hockly
Wondering what social media such as Twitter, Facebook or Google+ have to do with teachers, school
owners and language teaching? Whether you're a teacher, trainer, DoS or school administrator, this
session will help you think about how to create and engage with online social networks.
Boisdale 1 How to get the most from your MA course with Shelagh Rixon
In this session I will draw on my experiences as an MA tutor and on the perspectives of some recent MA
students, collected by questionnaire and interviews. Themes will include 'How I chose my course', 'My
worst mistake', 'What I would definitely do again/never do again'.
FRIDAY
Clyde Plenary session by James E. Zull
(2000 audience)
James E. Zull is Professor of Biology and Founding Director of the University Center for Innovation in
Teaching and Education (UCITE) at Case Western Reserve University (CWRU). After receiving his PhD
from the University of Wisconsin (Madison) he taught and conducted research in Biochemistry at CWRU
for 25 years, publishing over 100 papers. He became UCITE Director in 1994 and began to study the
PHOTO literature on learning and neuroscience, which led to his books The Art of Changing the Brain: Enriching
Teaching by Exploring the Biology of Learning and From Brain to Mind: Using Neuroscience as a Guide to
Change in Education. These books provide an accessible discussion of the biology of learning for
teachers at all levels.
A brain-based model for human learning; application for educators

This session will review our growing knowledge about the brain and learning, in terms that are
understandable by all educators at all levels, from pre-school to professional school and graduate
school. I will present actual neuroscience experiments, and show how those experiments suggest an
accessible theory for using that information to enhance learning. The presentation will consist of two
sections: 1) fundamental ideas for all pedagogy, based on my first book The Art of Changing the Brain;
and 2) special focus on cognitive growth as described in my recent second book, From Brain to Mind. The
presentation will center on stories of the author's real life experiences with students and teachers, over
a 45-year time span. There will be a special emphasis on learning language, which is the core of
cognitive maturation and personal growth. In addition, I will make specific suggestions about applying
these ideas in formal schooling, as well as through experiential learning.
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Friday 23 March
Session 4.1 : 1025-1110
1025-1110 Session 4.1

Barra Developing knowledge and expertise at Master’s level e, ie, p, s, t, a
65 audience Nick Andon & Martin Dewey (King's College London)
Talk This session explores the knowledge base of language teachers in relation to their
AL, TD continued professional development, examining in particular the potential role of a
Master’s degree in providing the theoretical knowledge that teachers can draw on in order
to enhance their professional expertise. We discuss how theory and research can be made
to intersect with the practical concerns of teachers.
Jura Five steps to phrasal verbs ie, s, t, a

65 audience Tamara Jones (British School of Brussels)
Talk Being able to understand and easily use phrasal verbs in conversation and writing is key
GEN for students' academic, work and social success. This presentation demonstrates a five-
step process for teaching and reviewing phrasal verbs at all levels. Participants will leave
with practical, fun ideas that can be implemented in class on Monday.
Orkney Exploiting L1 knowledge in English teaching: teacher education possibilities e, p, s, t

35 audience Geetha Durairajan (The English and Foreign Languages University)
Talk This talk makes a case for the use of the L1 as a positive resource in the ESL classroom. In
TTEd grassroots multilingual contexts, students’ L1 capabilities are rarely perceived as
transferable. Meta-knowledge of language and knowledge of the world, available in L1,
can be exploited to enable L2 learning. A theoretical justification, research evidence, and
classroom techniques will be discussed.
Shuna Your politeness or my politeness? Politeness matters in intercultural encounters e, s, t, a

FRIDAY
65 audience Rudolf Camerer (Frankfurt am Main)

Workshop The widespread use of English as the global lingua franca has made the question of
BE politeness urgent. Which politeness conventions should be used in
international/intercultural encounters in which English is used? Anglo-American
conventions will not always be appropriate. This session provides an introduction to
politeness theory and suggests ways of dealing with it in business English and
intercultural training courses.
Staffa Teacher Education Planning Guide: strategies to support successful implementation ie, p
65 audience Clare ODonahue (South India)
Workshop English Partnerships in India works with education departments and funding
TD, TTEd organisations strengthening management and delivery of large-scale teacher education
cascade programmes designed to improve English language teaching and learning in
government schools. Participants will be introduced to ‘The Guide’ which facilitates
participatory and consultative project planning through a series of engagement activities
with key stakeholders - implementers, teachers, trainers and parents.
Clyde Teaching young learners – want better results anyone? e, ie, p

500 audience Herbert Puchta (Freelance teacher trainer and materials writer) pub
Talk There is often a significant gap between what we hope to achieve in the YLs’ classroom
YLT and what the students learn. In this session we will look at how the teaching of children
can be intensified – by making them aware of social values and developing cognitive tools,
as well as fostering their creativity and identification with the foreign language.

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Friday 23 March
Session 4.1 : 1025-1110
Forth Making business English more relevant e, ie, a
300 audience Alan England (Languagelab.com) prod prom
Talk Business English students are often learning English with a specific goal in mind. They
BE often have limited time yet need to achieve specific goals very quickly. Learning about
global culture is also extremely valuable. Based on research conducted at
Languagelab.com this talk discusses the use of real task based communication as a
method for teaching Business English.
Gala 1 Game on! Digital play in the classroom ie, p, s

60 audience Kyle Mawer (British Council) prod prom
Workshop Digital Play is a new teacher development book (Delta Publishing) that aims to help
LT, YLT develop both the 21st century teacher and teaching. In three parts we will look briefly at
the background to gaming in education, focus on specific lesson plans to bring gaming into
the classroom, and finally expand outwards to the syllabus, school and the future.
Gala 2 Providing justice to test-takers of EFL e, ie, p, s

60 audience Maya Rai (National Centre for Educational Development, Ministry of Education)
Workshop Setting test items for evaluating listening skills of EFL learners is challenging for even
GI, TEA experienced teachers and examiners. This study analyses the listening test scores of
primary to secondary level students in multilingual and multicultural Nepal, and
presents its conclusion, in particular calling for serious consideration towards
contextualization among other factors to avoid bias.
Alsh 1 Using technology to improve reading and writing skills with teenagers e, ie, s
96 audience Jane Allemano (Freelance) prod prom
Talk Reading and writing are important skills for teenagers taking PET and KET for schools
TEA, YLT exams. This session looks at how you can connect exam preparation with teenagers’ lives
FRIDAY
through the use of ICT. The presenter will discuss ideas for incorporating technology,
such as texting or discussion boards, into your classes to motivate and encourage your
teens with reading and writing.
Alsh 2 Literature circles: collaborative learning in the EFL classroom ie, p, s, a

96 audience Osman Bedel (Drujba Schools) prod prom
Talk Literature circles are student discussion groups who read sections of books and perform
YLT tasks corresponding to their rotating roles for every meeting. In this session I will show
that literature circles can provide an exciting way to promote student engagement in
extensive reading, based on cooperative study and collaborative learning, and offer the
potential to promote reading for enjoyment.
Boisdale 1 What are we busy about? e, ie,

100 audience Pedro Moura (Macmillan English Campus) & Michael Riley (International House) prod prom
Talk Teachers are frequently faced with the feeling of being 'overwhelmed'. There are too
LT, TD many classes to give; too many students to manage; too many workbooks to correct and
lessons to prepare. We will offer classroom management tips and demonstrate how the
Macmillan English Campus, a learning management platform, can help teachers to
optimize their precious time.

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Friday 23 March
Session 4.1 : 1025-1110
Boisdale 2 The CELTA Online - one year on e, a
100 audience Colin Paton & Dave Rea (International House London) & Marie Therese Swabey prod prom
Talk (Freelance)
LT, TTEd The talk starts with a brief outline of the conception and development of the Cambridge
CELTA Course Online, a joint project between IH London and Cambridge ESOL, followed by
reflections from IH London on their experience of running the first two courses in 2011.
Finally, a look at the variety of models used by different centres that have run the course
so far.
Carron 1 English Corner Online - social networking for learners of English ie, a
88 audience Jonathan Dykes (IHLS Group) prod prom
Talk This talk will summarise the creation and evolution of English Corner Online, a social
LT networking site designed specifically to help learners of English practise speaking and
writing with other learners, anywhere in the world, free of charge. The talk will discuss
what we have learned so far and what the future may hold for this sort of learner centred
technology.
Carron 2 Integrating projects into a year-round pre-sessional: practice and perceptions ie, t
88 audience Carole MacDiarmid & Rachel Elmslie (University of Glasgow Language Centre EFL Unit)
Talk Students entering higher education in the UK need to integrate into university life, work
EAP effectively in groups, and learn independently. This talk will describe four different
projects used in our EAP programme to develop independent and group study skills and
familiarise students with university services. We will also compare course designer, tutor
and student views on their aims and usefulness.
Dochart 1 TeCH-achers: get your one-way ticket to tech islands! e, ie, a

88 audience Isil Boy (Yildiz Technical University) & Beyza Nur Yilmaz (Ozyegin University)
FRIDAY
Talk The web environment looks like a tech island full of various web tools. Unless teachers
LT, TD know how to make the most of them, they cannot guide students through their learning
journeys to the 'tech island' which is to be illustrated by the presenters who will explain
online platforms like VLEs and PLEs, and introduce examples of courseware from their
contexts.
Dochart 2 Identity - or identities? - for international students in Britain e, a

88 audience Jenny Pugsley (Freelance)
Talk I will explore some key parameters of personal identity and the factors that affect these. I
TTEd will provide evidence of specific international visitors' perceptions of their social and
academic experience in the UK. I will highlight the importance of a strong, albeit adapting,
sense of personal identity in the successful pursuit of one's studies in another country.
Leven Getting their attention - how to teach with an iPad ie, a

100 audience Steven Bukin (School of English Studies)
Talk Are your students distracted by their iPhones/smartphones? Do your (younger) students
LT find it hard to focus on you as a teacher? Using practical ideas, I will show how a tablet
device, like the iPad, and a projector can be used to teach interactively, and furthermore,
how to include the students' own smartphones in class activities.

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Friday 23 March
Session 4.1 : 1025-1110
Session 4.2 : 1140-1225
Morar How 'critical' can critical friends be? Quantifying critical skills development e, t
30 audience Catherine Mitsaki (Queen Mary University of London)
Restricted Critical Friends Groups can be used as a tool for providing constructive feedback and
Talk facilitating Academic language and skills development through empowering the student to
EAP, LA develop solid, empirical standards. This talk will focus on the effectiveness of such groups
over more randomised groupings and investigate whether there are measurable ways of
detecting progress using language, behavioural and skills development indicators.
Ness Enhancing learning by using puppets in the young learner classroom ie, p
50 audience Valeria Benevolo Franca (Cultura Inglesa S.A.)
Talk This presentation will show how young learner teachers can use puppets to create a
YLT positive and safe language learning environment. This in turn fosters meaningful, ludic
and memorable language learning experiences which enchant young learners. Yet, this
can be daunting for some teachers. Practical examples will be shown so as to help
teachers overcome their initial fears of using puppets.

1140-1225 Session 4.2
Barra A fair assessment for English language learners ie, s, t, a

65 audience Andresa Pontes (ACG Language School)
FRIDAY
Talk The aim of this presentation is to acknowledge the contributions of multiple intelligences
TEA to current language testing practices. As the effectiveness of examinations relies upon
cognitive skills, MI can be incorporated into language testing and examinations can be
composed of English knowledge and a spectrum of intelligences. Fairness is thus
achieved in the field of language assessment.
Jura From TEFL to TEAP, starting with 'A' (for academic) ie, a
65 audience Steve Kirk & Louise Greener (Durham University English Language Centre, UK)
Workshop In this workshop we will be looking at crucial differences between EFL and EAP, and how
EAP, ESAP these differences translate into materials and teaching. Our central position is that the A
in EAP really matters. Together, we will compare EFL and EAP materials and see that in
EAP we need to view ourselves as more than ‘just’ language teachers.
Orkney No words: ideas for using sound and images in class e, ie, p, s, t, a
30 audience Michael Harrison (Bromley College of Further and Higher Education)
Restricted Often while teaching languages we can become fixated on writing. This workshop aims to
Workshop look at how images and sound can be used in the language classroom and help our
YLT learners, especially those who struggle with the written form. I hope to give you some
practical ideas for using these stimuli in your teaching.

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Friday 23 March
Session 4.2 : 1140-1225
Shuna Up CELTA-creek without a paddle? e, a
65 audience Melissa Lamb & Catriona Johnson (International House London)
Talk Becoming a CELTA trainer is an enlightening experience in any teacher’s career. The
TD, TTEd initial training process provides newer trainers with support and guidance as they dip
their toes into the training pond. But what happens after that? This action research
tracks newer trainers as they navigate CELTA-creek, providing paddles, charts or the
necessary means to help them reach their destination.
Staffa Not goodbye to all that: enabling skills-sharing for sustainability e, a

30 audience Andy Keedwell (British Council Ethiopia), Peter Hare (British Council Ethiopia
Restricted Peacekeeping English Manager), Betru Shiferaw (EMOND Testing Team) & Kaleab
Talk Gebretensay (EMOND Teacher Coordinator, Mentor)
TD, TTEd This presentation will highlight principles that can inform the effective development of
trainers, mentors and testers for the Peacekeeping English Project in Ethiopia. While
comparing the challenges and sources of satisfaction of pre-experience and experienced
trainers, we aim to identify the skills required to train new recruits, and demonstrate
effective teacher training models to ensure the sustainability of this project.
Forth Bridging the culture gap in the classroom e, ie, s, t, a

300 audience Hugh Dellar (The University of Westminster / Heinle Cengage) prod prom
Talk Culture in the classroom frequently causes more confusion and conflict than almost
GI anything else. What should we be teaching students about culture? And whose culture
should we be focusing on? What does intercultural competence mean? And how do we
teach it? I aim to answer all these questions and more!
Gala 1 Examining emerging ELT professional presence across the blogosphere

60 audience Kerstin Muller (Durham University and University of Muenster)
FRIDAY
Talk Focusing on the rising number of ELT professional bloggers, this presentation shows their
LT motivations, the blogs’ content, the communication with audiences, and their applied
tools. Based on interviews and blogs’ evaluations at the centre of an empirical research
study, the blogging practices of Scott Thornbury, Ken Wilson, Mike Harrison, David
Deubelbeiss, along with other blogging ELT professionals will be presented.
Gala 2 A material contribution from Target Training e, a

60 audience Anthony McManus & Philippa Walker (Target Training GmbH)
Talk ELT providers should recognize the need for a shared materials bank, but approaches
BE, MD taken to encourage trainers to contribute to one are usually or exclusively tied to
performance management systems. During this talk delegates will learn more about a
fresh approach to encourage proactive participation, and they will also see how this
results in clear benefits to other stakeholders.
Alsh 1 Challenging sacred cows in teacher training e, t, a

96 audience Silvana Richardson (Bell Teacher Training Unit)
Workshop This interactive workshop for teacher trainers and managers responsible for teacher
TD, TTEd development aims to reassess the value of four practices frequently introduced as good
practice in initial and in-service training programmes: 1. Concept-checking through
elicitation; 2. Encouraging learners to ignore/guess new vocabulary when reading; 3. The
receptive/productive skills distinction; 4. Discouraging the use of the learners’ L1.

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Friday 23 March
Session 4.2 : 1140-1225
Alsh 2 Vocabulary development for IELTS: two effective approaches from Collins e, t
96 audience Anneli Williams (University of Glasgow) prod prom
Talk IELTS examination candidates need to demonstrate lexical range in all four skills. Using
EAP, TEA examples from Vocabulary for IELTS and Writing for IELTS, we will present a ‘bottom-up’
and a ‘top-down’ approach to helping learners integrate vocabulary learning with skills
development. These approaches can be applied to any teaching context where vocabulary
range and usage are important components of skills work.
Boisdale 1 12 steps towards webinar success e, ie, a

100 audience Sarah Milligan (Macmillan English Campus) pub
Talk Setting up webinars is easy, but are they doing the job? How do you know if your teachers
LT, TTEd are awake? Are they even there on the other side of the screen? You’ll need a plan of
action: in this talk we’ll be going through a check-list of points to consider and tips to
engage your teachers during webinars.
Boisdale 2 Storytelling and storymaking: paving the way for literacy at kindergarten p
100 audience Florencia Ines Viale (Saint Patrick's School - ARCI - IES Nº 28) prod prom
Talk Storytelling constitutes the most ancient and compelling of human activities and is a
YLT useful teaching tool in the EFL classroom. The objective of this presentation is to discuss
its theoretical and practical implications on very young learners in order to provide a
rationale within which teachers can generate their own stories.
Carron 1 Imagination: closing the gap in second language acquisition ie, s, t, a

88 audience Liliana Sanchez (The Anglo Mexican Foundation LABCI)
Talk By using students’ imagination alongside creative teaching through the use of video,
GEN images, sounds and suggestion, students can be engaged in meaningful and relevant
classroom interactions. Reducing the gap between individuals as social beings in creative
FRIDAY
ways can promote Second Language Acquisition. In this talk I will discuss ways to help
students communicate using ideas that spring from their imagination.
Carron 2 Developing oral skills using a Flip™ video camera e, ie, t, a

88 audience Helen Strong (Freelance, Germany) prod prom
Talk In this talk I will demonstrate how to use small, lightweight video cameras to develop
LT students’ speaking skills. Taking examples from my own teaching, I will show how simple
it is to make videoing students part of your teacher’s toolkit. This talk will also be of
interest to teacher trainers wishing to highlight aspects of trainee teaching practice.
Dochart 1 Blending Moodle: using Moodle to support EAP writing projects e, ie, t, a
88 audience Paul Louis (Shanghai International Studies University)
Talk This talk focuses on my experience of using Moodle to deliver an online space where EAP
EAP, LT students can work together to analyse and create longer pieces of writing. The talk will
explore both the technical affordances (and issues) Moodle can bring, and the use of a
blended approach to compensate for some of the issues arising from online learning.

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Friday 23 March
Session 4.2 : 1140-1225
Session 4.3 : 1240-1325
Dochart 2 Reflective practice – we don’t do that here! ie, s
88 audience Mike Solly & Clare Woodward (Open University)
Talk English in Action in Bangladesh aims to develop English teaching through a broadly
TD, TTEd communicative approach. Past attempts have not been totally successful. Is this because
reflective learning, an underlying element of CLT is not a component of the education
system? We will discuss attempts in EIA to deal with this and the impediments and
successes we encountered along the way!
Leven Get your teens talking! e, ie, s

100 audience Samantha Lewis (Cambridge University Press) prod prom
Talk How can I support my teenage students during speaking activities? How can I motivate
YLT them to communicate? How can I boost their confidence when speaking? This talk will
present some responses by reflecting on the nature of speech, looking at how to exploit
coursebooks and graphic novels to get students speaking, with reference made to
Cambridge’s new teen course, Interactive.
Morar IATEFL RAY TONGUE SCHOLARSHIP WINNER

50 audience ALE, VLE and affordance: gibberish or possibilities? View from India
Talk Atanu Bhattacharya (H M Patel Institute of English, Vallabh Vidyanagar, Gujarat)
LT There is an increasing focus on creating new technologies in today's global world. As
pedagogues, and possibly, policy makers, we need to assess these new technologies as to
their usefulness in creating enhanced teaching or learning environments, methodologies
or strategies. The talk will focus on uses of technology in classrooms in India and its
challenges/impact on pedagogic contexts.
Ness A very popular FAQ: 'How can I study outside class?' e, a

FRIDAY
20 audience Secil Chouseinoglou (Bilkent University School of English Language)

Restricted The presentation aims to indicate ways of guiding elementary students, for learning how
Talk to learn outside class following an individual based approach defined by the teacher and
LA the individual students.The presenter will share sample study programs and outside class
tasks designed for a group of students who have gone through various thinking and
reflective processes throughout an Elementary course.
1240-1325 Session 4.3

Barra The frustrating irrationality of writing procrastination: can we understand it? e, t
65 audience Nancy Susan Keranen (Benemerita Universidad Autonoma de Puebla)
Talk Procrastination is almost a “way-of-life” for students. But students are not the only ones
EAP, ESAP who procrastinate. Academics also engage in active procrastination. Most of our writing
only leads to benefits for us, but why can’t we get our writing done? This issue will be
examined from various theoretical perspectives to see if we can understand and perhaps
control procrastination.
Jura Threshold concepts: overcoming barriers to learning the vocabulary of management e, ie, a
65 audience Arthur McKeown (University of Ulster)
Workshop Work on threshold concepts identifies how learners can get ‘stuck’ or plateau at different
LAM, MD stages as they work through a syllabus or curriculum. Depending on the subject and the
context, learners’ progress can be slow. Threshold concepts are described and related to
learning the vocabulary of management; and those attending have an opportunity to apply
them in their own work.

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Friday 23 March
Session 4.3 : 1240-1325
Orkney Much ado about everything – an impact assessment across West Bengal e, ie, p
35 audience David Vale (France)
Talk This presentation follows a 2-month journey of challenges, complexities, surprises and
RES, YLT successes of carrying out an impact assessment study of the West Bengal English Project.
The size and scope of both Project and the investigation is huge: 51.000 primary schools,
200.000 teachers and 9+ million children. Come and check out the results.
Shuna Teaching English through literature e, s

65 audience Aviva Shapiro (Beit Yerach Regional High School and Ministry of Education [Rural Sector])
Workshop This workshop guides teachers through the teaching of English through literature. I
LMCS, TTEd discuss and demonstrate how to build a portfolio using an assortment of methods
including alternative assessment, oral performance and creative thinking activities. “Tried
and tested” activities are given and the participants will leave with an understanding of
how to incorporate literature into teaching English into their classrooms.
Staffa Incorporating dogme ELT in the classroom e

65 audience Martin Sketchley (LTC Eastbourne)
Talk Incorporating Dogme ELT poses difficulties for some teachers that are new to
GEN experimental teaching techniques. This presentation introduces the three key principles
of Dogme ELT and offers advice for those wishing to experiment and develop Dogme ELT
within the classroom. This talk is supported with primary research collated in 2011.
Forth Getting the best from the English Vocabulary Profile e, ie, s, t, a
300 audience Annette Capel (Cambridge University Press) prod prom
Talk English Profile is a collaborative programme that is shaping the future of language
MD, TEA learning, teaching and assessment. The English Vocabulary Profile is now available
online, and this practical session will explore how it can be used effectively to support the
FRIDAY
teaching and testing of vocabulary across the CEFR levels. Sample worksheets will be
distributed to participants for their own use.
Gala 1 Legal English and ILEC become accessible through simulation and dramatization e, a
60 audience Inas Kotby (American University in Cairo)
Talk Through simulation, the classroom becomes a court of law where the teacher, a non-
ESP lawyer, teaches legal topics, concepts and legalese: vocabulary and collocations. The
dramatization of authentic case studies and legal situations helps learners make use of
the legal language when defending, prosecuting, analyzing, writing documents and
practising soft skills. Learners plan activities that prepare them for the ILEC.
Gala 2 Mobile learning across the pyramid e, ie, a

60 audience Neil Ballantyne (British Council)
Talk Mobile learning initiatives are occurring across all levels of education, providing new
LT opportunities for learners and teachers of English. The British Council is using mobile
learning to reach new audiences and create new language learning experiences such as
teacher training initiatives in rural Asia; using apps to provide remote access to learning
and using tablets in the language classroom.

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Friday 23 March
Session 4.3 : 1240-1325
Alsh 1 Engaging the online learner: 7 key practices e, s, t, a
96 audience Marjorie Vai (New York) prod prom
Talk Can an online course be at least as good as its onsite equivalent? The co-author of
LT, TD Essentials of Online Course Design: A Standards-Based Guide, examines seven key areas
that ensure that it does: a "go-to" syllabus, community building, active and ongoing class
participation, textured content, varied voices, collaboration, and frequent and varied
feedback and assessment.
Alsh 2 Personalisation – getting more from our students e, ie, s, t, a

96 audience Carole Robinson (Norwich Institute for Language Education-NILE)
Workshop How can personalisation engage our students more in the learning process? In this
TD workshop, we will explore different personalisation activities to motivate students and
work on their language skills, developing the idea from Dogme ELT that 'the primary
resource should be the student' but also taking into account coursebook constraints and
looking at how the two might be reconciled.
Boisdale 1 Interactive mazes: enabling teachers to spark children’s enthusiasm for reading e, ie, p
100 audience Matt Davidson (Macmillan Oxford) prod prom
Talk This talk offers teachers practical tips on how to use interactive reading mazes, also
YLT called ‘Choose Your Own Adventure’ stories or ‘Branching Narratives’. Suggestions, tips
and strategies for inside/outside the classroom will equip teachers to spark children's
passion for reading and improve their reading skills. Online mazes from several
publishers, including Brainwave (Macmillan), will be discussed and used as examples
Boisdale 2 Where’s the video? a

100 audience Rachel Appleby (ELTE University, Budapest) prod prom
Workshop Once close to extinction, video is now everywhere. For entertainment, information and
FRIDAY
BE, LT instruction, video can provide brilliant, short, language-generating content. Both Oxford
University Press's International Express and Business Result now offer a video-clip per
unit, each designed for self-study and classroom delivery. In this workshop we’ll look at a
range of clips and discuss the practical implications of exploiting them.
Carron 1 Can we do that again? ie

88 audience Karen White (Freelance)
Talk In this workshop I will share some practical ideas that you can use with very young
YLT learners (two and a half to six year olds). These will include two songs, three games that
can be used to revise vocabulary, five games involving movement and five stories which
can be told using simple props which the children can also make.
Carron 2 Involving students in the individual and group presentation assessment process e, s, a
88 audience Sally Ali (UAE University)
Talk Are students’ scores the same in their individual and group presentations? This
RES, TEA presentation not only explores individual and group presentation assessment, but it also
compares self-peer-and–teacher- assessment to see the importance of involving students
in the presentation assessment process. Handouts with research results and assessment
criteria will also be available.

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Friday 23 March
Session 4.3 : 1240-1325
Dochart 1 In search of answers - why questions matter e, p, s
88 audience Fatma O'Neill (Bilfen Schools)
Workshop To what extent does the quality of a learner’s answer depend on the quality of our
YLT questions? This session will focus on the types of questions prevalent in today’s ELT
classroom and the measures teachers can take to ensure our questions elicit the type of
language we want our learners to produce.
Dochart 2 Life as an in-house corporate trainer: moving beyond the classroom e, a

88 audience Christopher Thomas Bowie (PricewaterhouseCoopers, China)
Talk In this talk, I will outline some of the things I’ve learned since becoming an in-house
BE, LA corporate English trainer in 2008 for a large financial services firm in China. I will give six
key tips for business English trainers who are thinking of transitioning from working for
an external provider to working in-house.
Leven Singing, chanting and rapping creatively in the YL classroom e, ie, p, s

100 audience Jane Harding da Rosa (International House Newcastle)
Talk Creating interesting and challenging chants, songs and raps for YLs is as easy as ABC (if
YLT you follow the guidelines). This session will look at How and Why chants should be used
and present some of the results of a recent Action Research project which focussed on
the development YLs made in relation to intonation and pronuncitaion.
Morar Bridging the gap: bringing the non-ESOL specialist and learners together e, t
30 audience Sarah Donno (Stevenson College Edinburgh)
Restricted The session highlights aspects of cross-cultural communication that can be employed by
Workshop non-ESOL staff working with bi-lingual learners in education. Focusing on techniques that
LMCS, TD ESOL specialists can use to train support staff and mainstream lecturers working with bi-
lingual learners in order to improve the learning experience and pastoral care of these
FRIDAY
learners outside the ESOL environment.
Ness How to develop successful learning in adult beginners ie, a

20 audience Nicola Perry (Freelance)
Restricted This workshop will explore how to fast track learning. The focus is adult beginner
Workshop learners – a group who need all the help they can get. We will examine how to take the
GEN fear out of learning, develop confidence, encourage good learning habits and study skills,
both in the classroom and out.

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Friday 23 March
1340-1500: Final plenary & closing
1500: IATEFL conference farewell
1340-1440 Final plenary session

Clyde Plenary session by Derek Dick
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East Lothian, Scotland. East Lothian,
Acclaimed
PHOTO Scotland.
as one of Acclaimed as one
the finest lyric of theinfinest
writers lyrichewriters
the UK, is alsoinanthe UK, and
actor he isconsummate
also an actor and consummate
performer and has
performer
recently and has arecently
completed 180-datecompleted a 180-date
acoustic tour of Europe acoustic tour
with his of Europe
Fishheads with his
project. More Fishheads project.
information can
More
be information
found can be found
on his website on his website www.fish-thecompany.com,
www.fish-thecompany.com which functions as the thehub
hubofofhishis activities
activities which
continue to enthral fans of his diverse creative activities worldwide.
Most song
Most songlyrics
lyricsininthe
the Rock
Rock genre
genre are are
oftenoften
seenseen as secondary
as secondary to rhythm
to rhythm and melody
and melody and oftenand often
occur as
an afterthought
occur in the writinginprocess.
as an "afterthought" It is process.
the writing unusual toIt's
have lyrics to
unusual held
havein high esteem
lyrics held inbyhigh
fans esteem
worldwideby
who
fans religiously
worldwidetranslate and analyse
who religiously and even
translate andtattoo themand
analyse on their
even bodies!
tattooed Fish's lyric style
on their is unique
bodies. Fish's
and
lyrichis words
style have been
is unique translated
and his into at
words have least
been seven different
translated into at languages
least seven and discussed
different and used
languages in
and
theses in international colleges and universities. From humble beginnings
discussed and used in theses in international colleges and universities. From humble beginnings as a reluctant English
student at Dalkeith
as a reluctant High student
English School toatinternational
Dalkeith High rock star who
School has written lyrics
to international rockfor 13 who's
star albumswritten
it has
been
lyrics for 13 albums, it's been quite a journey. The plenary today will take a look at that journeyboth
quite a journey. The plenary today will take a look at that journey and the experiences, and
comedic and tragic,
the experiences, thatcomedic
both have peppered his way
and tragic, thatand the peppered
have observationshisand
waythought
and the processes that have
observations and
inspired his writing.
thought processes that have inspired his writing.
It will also feature an acoustic performance with his current touring musicians (Frank Usher on guitar
It will also feature an acoustic performance with his current touring musicians - Frank Usher on
and Foss Paterson on keyboards) to illustrate how the music acts as a backdrop and carrier for his
guitar and Foss Paterson on keyboards - to illustrate how the music acts as a backdrop and carrier
words that have entertained hundreds of thousands of fans worldwide and which brought them into
for his words that have entertained hundreds of thousands of fans worldwide and which brought
FRIDAY
contact with the English language from a very different angle.

them into contact with the English language from a very different angle.
1440-1500 Closing address

1440-1500
Clyde
Closing address
Eric Baber, President of IATEFL, will make a closing address.
Clyde Eric Baber,
There President
will be of IATEFL,
a free raffle will makeofa the
for attendees closing
finaladdress.
plenary and closing. The wonderful
There will be a free raffle for attendees of the final Government.
prize of an iPad 2 is kindly sponsored by The Scottish plenary and closing. The wonderful
prize of an iPad 2 is kindly sponsored by The Scottish Government.
1500 IATEFL Conference Farewell

1500
Forth foyer
IATEFL Conference Farewell
The conference ends with a complimentary snack in Forth foyer as we say farewell to
Forth foyer The conference
you. ends
We thank ETS with
TOEFL a TOEIC
® & complimentary
® for their snack in Forth
sponsorship foyer as
to enable uswe say farewell
to offer this. to
you. We thank ETS TOEFL® & TOEIC® for their sponsorship to enable us to offer this.
Buy a badge –
Show you care
-160-
QUICK REFERENCE PAGES
The pages in this section contain –
Pages 161-168 - Areas of interest

(titles of sessions listed under their area of
interest and in order of presentation time)
Pages 169-179 - Index of presenters

(listed alphabetically by family name)
Pages 180-181 - Abbreviations, acronyms and initialisms
Pages 182-183 - IATEFL committee, volunteers & staff
Pages 184-194 - Annual General Meeting agenda & reports
Pages 195-196 - Feedback form

Quick Reference
(we welcome your feedback to help us make the

2013 conference as successful as possible)
Pages 197-198 - Day planner for delegates’ use

(a place for you to note the sessions and events
that you don’t want to miss!)
Quick Reference
Areas of interest
APPLIED LINGUISTICS Applying m-theory to m-practice: adult learners with 3.1
Focus on grammar: learning processes and teaching 1.1 mobile devices
strategies Rehearsals for life. Boosting performance in role- 3.2
Does pre-teaching vocabulary have a role in 1.2 plays and presentations
facilitating reading comprehension? The lessons we learn from 'sales terms and 3.3
Young learners’ language achievements in a 1.3 conditions'
longitudinal perspective L+C=EC: language + culture = effective 3.4
Creating new norms for English language testing in 1.3 communication
Sri Lanka Teaching Business English with technology in Latin 3.5
Explicit teaching of conversational strategies and 1.5 America
IELTS candidates' speaking performance Developing language skills through business 3.6
The effects of Arabic on English writing of Jordanian 1.5 simulations
students Your politeness or my politeness? Politeness matters 4.1
English language classroom anxiety: affect or 1.5 in intercultural encounters
metacognition? Making business English more relevant 4.1
Boosting lexical creativity via internet: ways to change 2.1 A material contribution from Target Training 4.2
the language Where’s the video? 4.3
Strategies to help students construct individualized 2.5 Life as an in-house corporate trainer: moving beyond 4.3
voice in academic writing the classroom
Negotiated identity in discoursal communities: insider 2.5
or outsider? ENGLISH FOR ACADEMIC PURPOSES
What are youse guys doin'? Expressing plural you in 2.6 A closer look at classroom discussions 1.1
English Innovations in EAP oral assessment: the IOA project 1.3
Don’t tell the police – they’re not important 2.7 Using keyword analysis to create ESP materials: 1.5
The lessons we learn from 'sales terms and 3.3 identifying lexical layers
conditions' Risk versus reward: the EAP recruitment dilemma 1.7
Young learner writing and the storyline approach 3.3 Academic English support program for ESL/EAL 1.7
Creating pedagogical word lists for ESAP learners 3.5 university students
Can and should we teach intonation? 3.5 Taking the stress out of writing long essays 2.1
The 'can do' world of the coursebook part 2 3.6 Who needs a teacher’s book? 2.1
The usefulness of knowing what kinds of preposition 3.6 Helping low level IELTS students realise their ideal L2 2.2
there are selves
Who's a legitimate English speaker? 3.6 EAP in practice: integrating skills, language, tasks, 2.2
'Japanese English': the structure of the nominal 3.7 and critical thinking
phrase How well are we preparing our EAP students for 2.3
Errors in English academic papers by Japanese 3.7 seminars?
graduate students Applications of corpus analysis in EAP: research, 2.3
Applying a cognitive approach to teaching figurative 3.7 learning and teaching
language in TEFL A proficiency and needs-based approach to IELTS 2.3
Dats cz u hav 4go10! - netspeak and young Pakistanis 3.7 TOEPAS: a test of oral English proficiency for 2.3
Developing knowledge and expertise at Master’s level 4.1 academic staff
Promoting teacher development in a university 2.4
BUSINESS ENGLISH context
Global business etiquette 101 1.1 Vocabulary choice for tailored language courses – IT- 2.4
Bringing BEC Vantage to life 1.1 based methods
Training virtual communication skills for business 1.2 A formative model of Turnitin use in a pathway college 2.4
English The learning portfolio strand of an intensive EAP 2.5
Team presentations: expanding the learning 1.4 programme
experience Critical thinking in EAP: perspectives from content 2.7
Facebook - a friend or foe 1.4 teachers
Boardroom to classroom: design thinking and modern 1.7 Use and misuse of direct quotation in student 3.1
creativity techniques academic writing
The Yes Factor, an experiential approach to coaching 1.7 Breaking down the AWL: selecting and grading 3.1
negotiation skills academic vocabulary
Effective business communication skills for the 2.1 Problems of teachers in teaching English lexicon in 3.2
international manager Nigeria
Developing business skills through real recorded 2.2 Gaining a third eye through critical thinking 3.2
meetings Developing critical thinking skills in EFL students' 3.2
Situated cognition and virtual worlds 2.3 writing classes
Easy business presentations and help of digital 2.4 Writing a statement of teaching philosophy 3.2
technology Creating a flexible summer pre-sessional programme 3.2
No register! Using punctuation, modality and 2.6 Helping students meet expectations on writing 3.4
phraseology to teach email assignments
Grow your own corpora! 2.6 EAP study skills: contrasting views on 3.4
Influencing 2.7 ‘what/where/when/how’
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Areas of interest
ENGLISH FOR ACADEMIC PURPOSES continued Technical English – The what and the who 3.1
Preparing students for IELTS and PTE Academic: a 3.4 EFL for journalism undergraduates: meeting local 3.1
comparison needs
The importance of quantitative literacy in academic 3.5 Can you be creative in L2? Creativity and language 3.2
writing usage
Implementing self-directed language learning in 3.5 "To put it simply" – teaching through and about 3.2
higher education simplicity
The Academic Collocation List - a tool for teaching 3.6 Impact of social networking media on the teaching of 3.3
academic English ESP
Errors in English academic papers by Japanese 3.7 English for Accounting - what is it? 3.4
graduate students Necessity and provision of an ESAP syllabus 3.5
Using EAP course evaluation as a source for teacher 3.7 Legal English and ILEC become accessible through 4.3
development simulation and dramatization
Integrating projects into a year-round pre-sessional: 4.1
practice and perceptions ES(O)L
How 'critical' can critical friends be? Quantifying 4.1 An ESOL study: its impact on a developing Scottish 1.3
critical skills development context
From TEFL to TEAP, starting with 'A' (for academic) 4.2 ESOL in Scotland and the social practice approach 2.1
Vocabulary development for IELTS: two effective 4.2 In support of phonology in the ‘skills for life' 2.2
approaches from Collins classroom
Blending Moodle: using Moodle to support EAP 4.2 Making your materials manage the 'mixedness' 2.4
writing projects EAL provision in England: combining theory and 2.5
The frustrating irrationality of writing procrastination: 4.3 practice or not?
can we understand it? SQA TESOL: professional development in Scotland 2.6
What is effective practice for participation in the 2.7
ENGLISH FOR SPECIFIC ACADEMIC PURPOSES community?
Developing academic writing skills at Masters-level in 1.2 A practical way to apply negotiated assessment in EFL 3.4
a British university contexts
Filling the gaps: targeted English for struggling ESP 2.1 Taking ESOL Higher students further: previewing 3.4
undergraduates SCHOLAR online learning materials
Writing a memoir: helping students transform their 2.4 Tips for teaching IGCSE ESL 3.5
self and life Conversational difficulties in ESOL 3.7
ESP teacher development through European teaching 2.5
staff mobility programmes GENERAL
Strategies to help students construct individualized 2.5 Having a regional Latin American Caribbean ELT 1.1
voice in academic writing event... dreams come true!
Data driven learning in the teaching of EAP ‘grammar’ 2.7 Creative teaching, creative learning 1.1
Use and misuse of direct quotation in student 3.1 Using mind maps in the classroom 1.1
academic writing Listen up and take notice: using (semi) authentic 1.1
Creating pedagogical word lists for ESAP learners 3.5 listening resources productively
Necessity and provision of an ESAP syllabus 3.5 Shaking up grammar: a context- and goals-based 1.2
From TEFL to TEAP, starting with 'A' (for academic) 4.2 approach
The frustrating irrationality of writing procrastination: 4.3 Partnership working in ELT 1.3
can we understand it? Seven features of spoken grammar 1.3
English for migrant workers in rural Scotland 1.3
ENGLISH FOR SPECIFIC PURPOSES Language, motivation and opportunity: three things 1.4
A closer look at classroom discussions 1.1 that get learners speaking
Developing academic writing skills at Masters-level in 1.2 Affective effective learning: promoting self-esteem 1.4
a British university and motivation through films
Innovations in EAP oral assessment: the IOA project 1.3 Understanding English however it is spoken 1.4
Using keyword analysis to create ESP materials: 1.5 Identity, motivation and autonomy of newly-qualified 1.5
identifying lexical layers EFL teachers in Taiwan
Risk versus reward: the EAP recruitment dilemma 1.7 Using Kagan cooperative learning structures to 1.7
Academic English support program for ESL/EAL 1.7 engage EFL learners
university students 52: a year of subversive activity for the ELT classroom 1.7
Filling the gaps: targeted English for struggling ESP 2.1 Inspiration with TED! Using www.ted.com to wow your 1.7
undergraduates students
Building and using field-specific corpora to enhance 2.2 English and national identity 1.7
ESP teaching Your CLIL – identifying and activating general 1.7
ESP test design -a challenge to the ELT practitioner 2.5 academic language
No register! Using punctuation, modality and 2.6 Five minds for the future: implications of a new theory 2.2
phraseology to teach email 'Live listening': bringing teachers' voices back to the 2.2
Promoting automatic recognition of medical 2.6 classroom
abbreviations using a computer game Will it blend? Integrating face-to-face and online 2.2
Grow your own corpora! 26 learning
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Areas of interest
Cambridge English: Proficiency – a new exam for a 2.3 Observation and feedback: are they really necessary 1.7
new century for teacher appraisal?
3Fs - foster, fluency, faster! 2.3 How do you go from good to great? 2.1
Making the link - connecting ideas in advanced level 2.3 Performance management of teachers 2.2
writing Facilitating change in ELT practice 2.4
Managing change in ELT: lessons from experience 2.4 From chefs to ninjas: habits in TEFL management 2.5
Promoting vocabulary retention and recall through 2.5 Putting the C and the P into CPD! 2.6
corpus-based and cognitive approaches Influencing 2.7
Getting learners to ask the questions 2.5 Creating a flexible summer pre-sessional programme 3.2
A reflective approach in developing communicative 2.6 A national Chilean program that supports English 3.3
skills in advanced learners language learning
Power of the image - 10 ways to use photographs 2.6 Researching ELT in Bangladesh: practice, perils and 3.4
Teaching skills! To integrate or not to integrate! 3.1 pitfalls
The real reasons for CLIL? And non-CLIL? 3.1 'Stone soup': a recipe for successful teacher-led 3.5
epublishing and language learning: how far do you go? 3.2 professional development
Becoming an online teacher trainer - what's at stake? 3.2 Threshold concepts: overcoming barriers to learning 4.3
Revising and recycling lexis 3.2 the vocabulary of management
Three-paragraph transition essay: is it a real solution? 3.3
‘Team teachership’: factors attecting the nature of 3.3 LEARNER AUTONOMY
team-teaching interactional relationships Helping students to learn more effectively through 1.1
The end (of the coursebook) is nigh! Or is it? 3.4 CLIL
Thinking in the EFL class 3.4 Teaching English the silent way 1.1
Grammar doesn't have to be grey 3.4 From 'English teacher' to 'learning coach' 1.1
Proficiency a (few) books away 3.6 Students' conferences: towards an era of sustainable 1.3
Teacher vs. prep: born survivor 3.6 autonomous learners
Speaking out: helping students to communicate in the 3.6 Collocations and lexical notebooks - their classroom 1.3
real world problems and solutions
Five steps to phrasal verbs 4.1 Learner autonomy in a team-taught introductory 1.3
Imagination: closing the gap in second language 4.2 graduate course in Japan
acquisition Learning Management Systems for different age 1.4
Incorporating dogme ELT in the classroom 4.3 groups
How to develop successful learning in adult beginners 4.3 Using a process syllabus for teacher training programs 1.5
Working with an ELP-inspired learner diary 1.7
GLOBAL ISSUES Incorporating coaching into English language teaching 2.1
English curriculum reform in China: ten years on 1.2 Combining autonomy-oriented pedagogy and 2.1
ELTDP: Enquiry-based project design and teacher 2.1 practitioner research via exploratory practice
development Helping low level IELTS students realise their ideal L2 2.2
Evaluating internationalism in the curriculum 2.2 selves
Becoming a global teacher: ten steps to an 2.3 From nomads to iPads - are we pocketing education? 2.2
international classroom Informed teaching: re-placing the teacher in and 2.2
Self-evaluation of critical global educators using CHAT 2.4 outside the classroom
Raising awareness of ELF in an internationalising 2.5 If you don’t want to forget something, make a list 2.2
university Student-directed feedback on writing 2.4
English language teachers and their work: changing 2.7 Using metacognitive strategies to enhance reading 2.4
trends? comprehension
English for development: creating opportunity for 3.1 Helping Chinese learners to learn English better 2.5
developing countries Instant English! I want it NOW! 2.7
Whose language is it anyway? 3.1 The power of choice 2.7
Dogme plus – learning without the pressure of 3.3 Go online: encouraging your students to use internet 2.7
technology resources
Teaching English in technologically-challenged 3.4 Putting the learner at the heart of the curriculum 3.1
environments Making sense out of chaos: professional development 3.2
English as a language for international development in 3.5 with social media
rural Bangladesh Magic moments: when do students feel a sense of 3.3
The quiet revolution went unnoticed 3.5 progress?
Why can't my mum and dad speak English? 3.6 Outside the comfort zone: getting comfortable with 3.4
Who's a legitimate English speaker? 3.6 challenging your students
Providing justice to test-takers of EFL 4.1 Implementing self-directed language learning in 3.5
Bridging the culture gap in the classroom 4.2 higher education
How learning strategy instruction helps develop 3.6
LEADERSHIP & MANAGEMENT learner autonomy
Changing schools: reasons, roles and the human factor 1.3 How 'critical' can critical friends be? Quantifying 4.1
Five star approach to quality language education 1.4 critical skills development
The Yes Factor, an experiential approach to coaching 1.7
negotiation skills
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Areas of interest
LEARNER AUTONOMY continued Every cloud has a... phrasal verb: experimenting with 2.7
A very popular FAQ: 'How can I study outside class?' 4.2 wordles
Life as an in-house corporate trainer: moving beyond 4.3 English for development: creating opportunity for 3.1
the classroom developing countries
Learn grammar, practise grammar, know grammar 3.1
LEARNING TECHNOLOGIES Connecting classrooms online for learner 3.1
Let's turn you on! Switch on to rhythmic mobile 1.1 development: act globally, develop locally
learning! Netbooks in class: science fiction or everyday 3.1
From book to web – practical tips for innovative course 1.2 practice?
design The digital image: developing visual literacy in ELT 3.1
IELTS in virtual reality - a case study 1.2 Applying m-theory to m-practice: adult learners with 3.1
Pervasive playfulness and mobile technologies for 1.2 mobile devices
embodied language learning Addressing the training resource deficit utilizing open 3.1
Ideas to implement mobile phones in the English 1.3 corpora and OER
classroom Postman and an ecological approach to education 3.2
Exploring Culture World: people, behaviour and 1.4 technology
culture(s) Social networking for English teachers’ professional 3.2
Are you up to standard? Introducing the TESOL 1.4 development in Iceland
Technology Standards The effectiveness of audio feedback in online 3.3
Which is better? F2F or e-learning? Apples or 1.5 environments
oranges? Learn language: using interactive fiction for digital 3.3
Collaborative e-learning and m-learning (ME- 1.5 game-based language learning
learning) management Better blogging: using Google Sites to create a class 3.3
The story of Debbie and Nyan 1.7 webpage
Learning via dubbing 2.1 What’s in your blended teaching toolkit? 3.3
Digital media and English in India 2.1 Learning English through problem-based learning in 3.3
Cyberella versus Cinderella 2.1 the digital world
Building and using field-specific corpora to enhance 2.2 Crossing the digital demography in India – the older 3.4
ESP teaching generation
From nomads to iPads - are we pocketing education? 2.2 Teaching English in technologically-challenged 3.4
English language education 2.0 2.2 environments
Tools for digital storytelling 2.2 Vocabulary learning & technology: are they a perfect 3.4
Informed teaching: re-placing the teacher in and 2.2 match?
outside the classroom Taking ESOL Higher students further: previewing 3.4
Using E-portfolios for alternative assessment 2.3 SCHOLAR online learning materials
Indeterminate articles and unaccountable nouns. 2.3 Social networking sites for CPD of Indian English 3.4
Teaching NS CELTA trainees grammar teachers
Situated cognition and virtual worlds 2.3 Tablets and IWBs in TEFL: to infinity and beyond! 3.6
Technology and principles in language learning 2.3 Virtual teacher support networks in East Asia (VTSN) 3.6
Teaching screenagers: how the digital world is 2.3 The use of ICT technologies in a distance learning 3.7
changing learners based
Creating a language learning app – concept to app 2.3 Using technology in ELT: innovation or just change? 3.7
store Subtitles in TV commercials as a foreign languages 3.7
Zooming into the reading class: Prezi 2.3 learning tool
Lurking, listening - discussing, developing: learning 2.4 Let’s take a fieldtrip! A guided tour of digital literacies 3.7
about learning through distance What can’t portfolios do to enhance learners’ writing 3.7
Online and blended initial teacher training – 2.4 competence?
challenges and solutions The use of language laboratory within the 3.7
Technologies for ELT learning in Venezuela: benefits 2.4 teaching/learning process
of screencasting Game on! Digital play in the classroom 4.1
Past IT - from CALL to EdTech: a history 2.4 What are we busy about? 4.1
Feedback: read it or hear it? 2.4 The CELTA Online - one year on 4.1
Extensive reading through guided web-based book 2.4 English Corner Online - social networking for learners 4.1
clubs of English
Using VoiceThread as a tool for self-assessment 2.4 TeCH-achers: get your one-way ticket to tech islands! 4.1
Speak and spell: online phonics for YLs 2.5 Getting their attention - how to teach with an iPad 4.1
New world new media 2.6 Examining emerging ELT professional presence 4.2
Interactive integration - the IWB as an effective 2.7 across the blogosphere
classroom resource 12 steps towards webinar success 4.2
Creating a buzz with LingoBee mobile language 2.7 Developing oral skills using a Flip™ video camera 4.2
learning app Blending Moodle: using Moodle to support EAP writing 4.2
Virtues and vices of virtual teacher education 2.7 projects
Go online: encouraging your students to use internet 2.7 ALE, VLE and affordance: gibberish or possibilities? 4.2
resources View from India
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Areas of interest
Mobile learning across the pyramid 4.3 Songs for primary school 3.2
Engaging the online learner: 7 key practices 4.3 Evaluating tasks and task sequences 3.2
Where’s the video? 4.3 Green English in CLIL: waste and conservation 3.2
Some insight into designing interactive reading 3.3
LITERATURE, MEDIA & CULTURAL STUDIES activities: a step-by-step workshop
Creative writing as process and product 1.1 What’s in your blended teaching toolkit? 3.3
Reading and discussing literature online 1.2 Vocabulary learning & technology: are they a perfect 3.4
www.worldstories - wonder wit wisdom 1.4 match?
It was a dark and stormy night: narratives at work 1.7 Motivation, identity and L2 identity 3.4
Culture and English language teaching in Iran 2.1 Creating songs and chants for daily routines and 3.6
Literature teaching within EFL/ESL contexts 2.1 transitional times
Out of the media and into the classroom 2.2 The 'can do' world of the coursebook part 2 3.6
Ways in, ways out: before- and after-reading activities 2.2 The Academic Collocation List - a tool for teaching 3.6
Becoming a global teacher: ten steps to an 2.3 academic English
international classroom Virtual teacher support networks in East Asia (VTSN) 3.6
Eco what? 2.4 The three i’s of graded video: inspire, inform, integrate 3.7
A lacuna in your classroom: traditional folk songs 2.4 Writing your own materials – plusses and pitfalls 3.7
From print to digital: encouraging today's students to 3.1 The use of language laboratory within the 3.7
read teaching/learning process
From book to play: motivating and educating learners 3.2 A material contribution from Target Training 4.2
by acting Threshold concepts: overcoming barriers to learning 4.3
Learn language: using interactive fiction for digital 3.3 the vocabulary of management
game-based language learning Getting the best from the English Vocabulary Profile 4.3
Dressing a story to kill 3.4
101 YANs you have to read before you... 3.5 PRONUNCIATION
The quiet revolution went unnoticed 3.5 In support of phonology in the ‘skills for life' 2.2
The queen of crime in the classroom: Agatha Christie 3.6 classroom
readers Listening Hotspots - where angels need to tread 3.1
An ELT horror story! 3.7 Creating an IEP pronunciation center: procedure and 3.2
Teaching English through literature 4.3 findings
Bridging the gap: bringing the non-ESOL specialist and 4.3 Mumbling - a technique highlighting the importance of 3.2
learners together sentence stress
Sound advice: improving listening, pronunciation and 3.3
MATERIALS DEVELOPMENT intonation with the internet
Focus on grammar: learning processes and teaching 1.1 The 3 Ps of a speaking syllabus: poems, plays, 3.4
strategies presentations
Using corpora to supplement coursebook vocabulary 1.1 Can and should we teach intonation? 3.5
From book to web – practical tips for innovative course 1.2 Pronunciation in the movies 3.6
design
Teaching thinking to young learners 1.2 RESEARCH
Observing teachers in action: a DVD series for teacher 1.4 Non-native English teachers on 4-week initial training 1.2
educators courses: a study
Exploring Culture World: people, behaviour and 1.4 An ESOL study: its impact on a developing Scottish 1.3
culture(s) context
What really shapes materials? 1.4 Collocations and lexical notebooks - their classroom 1.3
Speech acts and politeness in the secondary TEFL in 1.5 problems and solutions
Japan Action research for professional development: an 1.5
Drill thrills. Engaging grammar drills for adults 1.7 ideal or ‘real’ construct?
Working with an ELP-inspired learner diary 1.7 Children's experience and perception of adaptation 1.5
Culture and English language teaching in Iran 2.1 and intercultural encounters
Out of the media and into the classroom 2.2 Teachers' perceptions of the effectiveness of the 1.7
EAP in practice: integrating skills, language, tasks, 2.2 learning portfolio
and critical thinking Boosting lexical creativity via internet: ways to change 2.1
Creating a language learning app – concept to app 2.3 the language
store Do qualifications and experience affect teachers’ 2.1
Zooming into the reading class: Prezi 2.3 attitudes to peer observation?
Making your materials manage the 'mixedness' 2.4 Combining autonomy-oriented pedagogy and 2.1
Raising awareness of ELF in an internationalising 2.5 practitioner research via exploratory practice
university Does blended learning have an impact on exam 2.1
Let's hear it for authentic listening! A writer's plea 2.6 results?
Promoting automatic recognition of medical 2.6 Developing business skills through real recorded 2.2
abbreviations using a computer game meetings
The power of choice 2.7 How well are we preparing our EAP students for 2.3
Breaking down the AWL: selecting and grading 3.1 seminars?
academic vocabulary
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Areas of interest
RESEARCH continued Innovation and road shows - training YL teachers in 2.5
Conflicting issues in the training programme for 2.4 China
Bangladeshi English teachers CiSELT: secondary teacher training in South Asia - 2.6
Making sense with metaphor in language teacher 2.4 innovation and challenges
training Let's hear it for authentic listening! A writer's plea 2.6
Effects of reflective learning in university EFL classes 2.5 Teaching with spontaneity: using PDL in the classroom 2.6
Negotiated identity in discoursal communities: insider 2.5 Cambridge ESOL and Cambridge University Press 2.6
or outsider? introduce Cambridge English Teacher
What are youse guys doin'? Expressing plural you in 2.6 Putting the C and the P into CPD! 2.6
English Gattegno’s science of education 2.7
English language teachers and their work: changing 2.7 Whose language is it anyway? 3.1
trends? Discovering research – a teacher-friendly approach 3.2
Interactive integration - the IWB as an effective 2.7 Rebuilding Babel? Translation in the modern 3.2
classroom resource classroom
Early language learning in Europe: are we delivering 3.1 Social networking for English teachers’ professional 3.2
the promise? development in Iceland
Discovering research – a teacher-friendly approach 3.2 Dogme and blogging in three social spaces: 3.2
Academic oral presentations: look who's talking! 3.3 classroom, staffroom, chatroom
Researching ELT in Bangladesh: practice, perils and 3.4 Making sense out of chaos: professional development 3.2
pitfalls with social media
Critical thinking: from creative to academic writing 3.5 Continuing professional development in ELT: an online 3.3
English as a language for international development in 3.5 British Council initiative
rural Bangladesh Johari Window as a self-awareness tool for teacher 3.3
Teacher research - an organisational approach 3.6 development
Engaging minds through poetry 3.7 EAP study skills: contrasting views on 3.4
Much ado about everything – an impact assessment 4.3 ‘what/where/when/how’
across West Bengal Motivation, identity and L2 identity 3.4
Involving students in the individual and group 4.3 Social networking sites for CPD of Indian English 3.4
presentation assessment process teachers
Lessons learned from beginning teachers’ 3.5
TEACHER DEVELOPMENT experiences: perspectives on teacher development
From 'English teacher' to 'learning coach' 1.1 The use of L1 in the classroom 3.5
The Se7en deadly sins of ELT 1.2 Teacher development through peer presentations: the 3.5
A proposal: for active interventionist teaching 1.4 experience of EELTPA
Memory - it's on the tip of my tongue 1.5 'Stone soup': a recipe for successful teacher-led 3.5
Observation and feedback: are they really necessary 1.7 professional development
for teacher appraisal? Tips for teaching IGCSE ESL 3.5
ELTDP: Enquiry-based project design and teacher 2.1 Me, myself and IELTS 3.6
development What does being a teacher mean? Exploring teacher 3.7
The expertise of teachers and medical doctors 2.1 persona
AzETA as a learning school 2.1 Using EAP course evaluation as a source for teacher 3.7
Do qualifications and experience affect teachers’ 2.1 development
attitudes to peer observation? Who am I as a teacher/teacher trainer/person? 3.7
Who needs a teacher’s book? 2.1 Ten quotations (and some cartoons) that might make 3.7
Training on air in Kurdistan-Iraq 2.1 you think
Why webwikiblogstream? Using online support in 2.2 Writing your own materials – plusses and pitfalls 3.7
teacher development Developing knowledge and expertise at Master’s level 4.1
English language education 2.0 2.2 Teacher Education Planning Guide: strategies to 4.1
If you don’t want to forget something, make a list 2.2 support successful implementation
From teacher to trainer: sustainable trainer 2.3 What are we busy about? 4.1
development projects in China TeCH-achers: get your one-way ticket to tech islands! 4.1
Using E-portfolios for alternative assessment 2.3 Up CELTA-creek without a paddle? 4.2
Lurking, listening - discussing, developing: learning 2.4 Not goodbye to all that: enabling skills-sharing for 4.2
about learning through distance sustainability
Promoting teacher development in a university context 2.4 Challenging sacred cows in teacher training 4.2
Training English language teachers in rural secondary 2.4 Reflective practice – we don’t do that here! 4.2
schools: a study Engaging the online learner: 7 key practices 4.3
Realistic teacher development for inexperienced 2.4 Personalisation – getting more from our students 4.3
teachers on summer school courses Bridging the gap: bringing the non-ESOL specialist and 4.3
Feedback: read it or hear it? 2.4 learners together
NESTs and NonNESTs: who's worth more? 2.4
Facilitating change in ELT practice 2.4 TEACHER TRAINING & EDUCATION
ESP teacher development through European teaching 2.5 Why do we teach that? 1.1
staff mobility programmes How to survive and pass an online DELTA course 1.2
-166-
Areas of interest
Non-native English teachers on 4-week initial training 1.2 Technologies for ELT learning in Venezuela: benefits 2.4
courses: a study of screencasting
English curriculum reform in China: ten years on 1.2 Past IT - from CALL to EdTech: a history 2.4
Perceptions of the role of reflection in student- 1.2 Making sense with metaphor in language teacher 2.4
teacher development training
From me to you - yeah, yeah, yeah 1.2 NESTs and NonNESTs: who's worth more? 2.4
Reading and discussing literature online 1.2 Innovation and road shows - training YL teachers in 2.5
Empathetic teaching through drama in the ELT 1.2 China
classroom Through the wicket gate? From ELT to state sector 2.5
The Se7en deadly sins of ELT 1.2 QTLS
Peer translating: a teacher’s strategy in difficult 1.3 Teacher education: what should it provide and why? 2.5
circumstances Dialogue in teacher training: a sociocultural 2.5
Teacher-educator research and the design of 1.3 perspective
methodology courses CiSELT: secondary teacher training in South Asia - 2.6
Learner autonomy in a team-taught introductory 1.3 innovation and challenges
graduate course in Japan Cambridge ESOL and Cambridge University Press 2.6
Listening to the right people: managing relationships 1.3 introduce Cambridge English Teacher
in teacher training CELTA written assignments - time for a change? 2.6
CLIL activities 1.4 SQA TESOL: professional development in Scotland 2.6
Teachers of teachers at the crossroads: signposts and 1.4 Virtues and vices of virtual teacher education 2.7
potential directions Promoting authentic autonomy on CELTA courses 2.7
Observing teachers in action: a DVD series for teacher 1.4 Six key questions for teachers and trainers at the 3.1
educators crossroads
A proposal: for active interventionist teaching 1.4 How a coursebook can make you a better teacher 3.2
Are you up to standard? Introducing the TESOL 1.4 Furnished imagination: what new teachers take to 3.3
Technology Standards work
They will never forget! Earworm tunes and PMA 1.4 The impact of teacher education on in-service 3.4
What do language teacher educators need?: global 1.4 teachers’ beliefs
skills, local practice Being a new language learner while learning how to 3.5
English language in international development - 1.4 teach
evaluating ETTE’s contribution Using mobile phones to support ELT in Bangladeshi 3.6
Learner-centered teaching 1.5 schools
Mentoring in ELT: first-hand or hoary fashion? 1.5 Exploiting L1 knowledge in English teaching: teacher 4.1
Learner and teacher perceptions of sense of progress 1.5 education possibilities
Using a process syllabus for teacher training 1.5 Teacher Education Planning Guide: strategies to 4.1
programs support successful implementation
Action research for professional development: an 1.5 The CELTA Online - one year on 4.1
ideal or ‘real’ construct? Identity - or identities? - for international students in 4.1
The occupational choice of student teachers of 1.7 Britain
English: gender-specific differences Up CELTA-creek without a paddle? 4.2
EFL teachers' entry career motivations in Germany, 1.7 Not goodbye to all that: enabling skills-sharing for 4.2
Japan and Turkey sustainability
Effective INSET programmes for CLIL teachers in an 1.7 Challenging sacred cows in teacher training 4.2
EFL context 12 steps towards webinar success 4.2
The impact of INSET on teaching practice 2.1 Reflective practice – we don’t do that here! 4.2
The expertise of teachers and medical doctors 2.1 Teaching English through literature 4.3
AzETA as a learning school 2.1
Taking the stress out of writing long essays 2.1 TESTING, EVALUATION & ASSESSMENT
Training on air in Kurdistan-Iraq 2.1 Tests with a human face 1.1
Does CELTA provide for the needs of new teachers? 2.2 Bringing BEC Vantage to life 1.1
Why webwikiblogstream? Using online support in 2.2 Feel the fear and write it anyway 1.2
teacher development Scottish Qualifications Authority’s (SQA) Higher ESOL 1.2
Performance management of teachers 2.2 qualification
Bringing the stage to the classroom 2.3 Good at listening or good at listening tests? 1.2
From teacher to trainer: sustainable trainer 2.3 Integrating international exams into the Spanish 1.2
development projects in China school system
Indeterminate articles and unaccountable nouns. 2.3 How can assessment support learning? A learning 1.3
Teaching NS CELTA trainees grammar oriented approach
Collaborative language teacher supervision through 2.4 IELTS introduction - a gentle way into the academic 1.3
videos of classroom teaching version
Conflicting issues in the training programme for 2.4 Creating new norms for English language testing in Sri 1.3
Bangladeshi English teachers Lanka
Online and blended initial teacher training – 2.4 Making a plan: choosing tools for project-based 1.4
challenges and solutions assessment
-167-
Areas of interest
TESTING, EVALUATION & ASSESSMENT continued Children's experience and perception of adaptation 1.5
Cambridge English: Advanced for higher education 1.4 and intercultural encounters
Teachers' perceptions of the effectiveness of the 1.7 Finding the voice of the child 1.7
learning portfolio Grandma starting from the nursery school 1.7
Does blended learning have an impact on exam 2.1 The story of Debbie and Nyan 1.7
results? Cyberella versus Cinderella 2.1
You wash my back, I'll... 2.2 Tools for digital storytelling 2.2
TOEPAS: a test of oral English proficiency for 2.3 Teaching screenagers: how the digital world is 2.3
academic staff changing learners
Using VoiceThread as a tool for self-assessment 2.4 Bilingual stories - circle of learning 2.4
ESP test design -a challenge to the ELT practitioner 2.5 Vocabulary choice for tailored language courses – IT- 2.4
What implications does International English have for 2.7 based methods
testing and assessing? Speak and spell: online phonics for YLs 2.5
Technical English – The what and the who 3.1 Blended learning for young learners: it's all about the 2.6
Top tips for success with IELTS teaching and learning 3.1 ingredients!
Using verbal protocols to explore Language in Use 3.2 The developing learner 3.1
tests Connecting classrooms online for learner 3.1
I can! How an action research project changed 3.2 development: act globally, develop locally
learners’ perceptions Netbooks in class: science fiction or everyday 3.1
How to prepare your own practice materials 3.2 practice?
Academic oral presentations: look who's talking! 3.3 From book to play: motivating and educating learners 3.2
A practical way to apply negotiated assessment in EFL 3.4 by acting
contexts Songs for primary school 3.2
English for Accounting - what is it? 3.4 English World – the first hybrid ten-level course 3.3
Preparing students for IELTS and PTE Academic: a 3.4 Young learner writing and the storyline approach 3.3
comparison Dressing a story to kill 3.4
Teacher research - an organisational approach 3.6 Literary understanding and language development in a 3.4
Me, myself and IELTS 3.6 foreign language context
Providing justice to test-takers of EFL 4.1 Language town project 3.5
Using technology to improve reading and writing skills 4.1 Creating songs and chants for daily routines and 3.6
with teenagers transitional times
A fair assessment for English language learners 4.2 Tablets and IWBs in TEFL: to infinity and beyond! 3.6
Vocabulary development for IELTS: two effective 4.2 TPR frenzy! 3.6
approaches from Collins Gamification and motivation in EFL 3.7
Getting the best from the English Vocabulary Profile 4.3 Ten quotations (and some cartoons) that might make 3.7
Involving students in the individual and group 4.3 you think
presentation assessment process Teaching young learners – want better results 4.1
anyone?
YOUNG LEARNERS & TEENAGERS Game on! Digital play in the classroom 4.1
Fun with flashcards 1.1 Using technology to improve reading and writing skills 4.1
Video projects or how to make it work for teens 1.1 with teenagers
Let's turn you on! Switch on to rhythmic mobile 1.1 Literature circles: collaborative learning in the EFL 4.1
learning! classroom
Designing TEYL project-based courses – frameworks 1.1 Enhancing learning by using puppets in the young 4.1
for getting started learner classroom
Feel the fear and write it anyway 1.2 No words: ideas for using sound and images in class 4.2
Exam preparation: what do we mean by 'skills 1.2 Storytelling and storymaking: paving the way for 4.2
development'? literacy at kindergarten
Teaching thinking to young learners 1.2 Get your teens talking! 4.2
Empathetic teaching through drama in the ELT 1.2 Much ado about everything – an impact assessment 4.3
classroom across West Bengal
Students' conferences: towards an era of sustainable 1.3 Interactive mazes: enabling teachers to spark 4.3
autonomous learners children’s enthusiasm for reading
The importance of teaching higher order thinking 1.3 Can we do that again? 4.3
skills (HOTS) In search of answers - why questions matter 4.3
Young learners’ language achievements in a 1.3 Singing, chanting and rapping creatively in the YL 4.3
longitudinal perspective classroom
Parents’ roles in language learning of their children 1.3
They will never forget! Earworm tunes and PMA 1.4
What really shapes materials? 1.4
Collaboration in writing: peer feedback in a Japanese 1.5
high school
Inspiring young children to enjoy their first experience 1.5
of English
-168-
Index of presenters
Abdelkareem Yosra Hamid 52 Ayzen Jennifer 59
Abdul-Qahhar Muhammad Himdad 86 jenniferayzen@gmail.com
hdollabakray@yahoo.com
Abdullah Fadhel Mohammed Ahmed 52 Badger Ian 64
Abedin Manzoorul 42, 130 ian@bmes.co.uk
ma455@cam.ac.uk Balint Dennis 46
Ackermann Kirsten 140 balint.martin@gmail.com
kirsten.ackermann@pearson.com Ballantyne Neil 157
Acquaviva Kristen 38, 120 neil.ballantyne@britishcouncil.org.hk
kacquaviva@gmail.com Banegas Dario 107
Adlard Rebecca 112 dariobanegas@hotmail.com
rebeccaadlard@yahoo.co.uk Barduhn Susan 40, 102
Agulha Reggie 43, 76 susan.barduhn@sit.edu
reggie.agulha@regent.org.uk Basturkmen Helen 103
Ahlquist Sharon 129 h.basturkmen@auckland.ac.nz
sharon.ahlquist@hkr.se Basu Bijoy 73
Aish Fiona 131 bijoybasu@gmail.com
fiona@target-english.co.uk Beale Adam 124
Al-Alami Suhair 84 adambeale30@hotmail.com
supaeg@yahoo.co.uk Beaumont Ben 104
Al-Balooshi Khulood 74 ben.beaumont@wlc.ac.uk
albalushi_ka@yahoo.com Beaumont Oliver 85
Alexander Olwyn 86 Bechler Sabrina 136
o.alexander@hw.ac.uk bechler@em.uni-frankfurt.de
Alexeeva Natalya 127 Beck Martin 63
alnatnick@mail.ru Bedel Osman 151
Al Ghafri Mohammed 84 osmanbedel@hotmail.com
m1ghafri@gmail.com Bedri Amna Mohamed 136
Al-Halwachi Amaal 118 amnambedri@hotmail.com
amaal98@hotmail.com Beg Mirza Tariq 66
Al-Hassan Ahmad 69 mirza.beg@bd.britishcouncil.org
dral_hassan@hotmail.com Begg Carol 74
Ali Sally 158 cmbegg@gmail.com
sally.ali@uaeu.ac.ae Belak Mojca 100
Alimi Modupe 95 mojca.belak@guest.arnes.si
alimimm@mopipi.ub.bw Bell Emily 124
Allan Margaret 60 Bendall Peter 53
Margaret.Allan@sqa.org.uk bendallpeter@hotmail.com
Allemano Jane 151 Bendtsen Marina 105
hurren.j@cambridgeesol.org marina.bendtsen@abo.fi
Al-Murshedi Nadeem Abdulbaqi Abdullah 52 Benevolo Franca Valeria 153
Amua-Sekyi Ekua 94 vbenevolofranca@gmail.com
nanaekua_2000@yahoo.co.uk Bhattacharya Atanu 156
Andon Nick 150 atanu1071@gmail.com
nick.andon@kcl.ac.uk Bimali Niroshini Hawpage Dona 52
Andrade Bruno 41, 75 Black Jackie 57
brunoandrade82@gmail.com jackie.black@york-associates.co.uk
Andziuliene Loreta 123 Blake-Johnston Pauline 39, 114
loreta.andziuliene@gmail.com pblake-johnston@elmwood.ac.uk
Anero Roberto 46 Bobkova Vera 75
anero@netcologne.de bobkovavera@gmail.com
Appleby Rachel 158 Borg Simon 43, 132
rachelappleby@mail.datanet.hu s.borg@education.leeds.ac.uk
Arega Abebe Awgichew 52 Bosson Andrew 129
Arfa Kaboodvand Mandana 61 andrew.bosson@ozyegin.edu.tr
m_arfa@yahoo.com Bowden Rachel 39, 84
Arnold Wendy 99 r.bowden.eltdp@gmail.com
arnoldworld@gmail.com Bowie Christopher Thomas 159
Ashford Stephanie 38, 141 zhangwei_ctb@yahoo.co.uk
stephanie_ashford@mac.com Boy Isil 152
Ashmore Kim 96 isilboy@gmail.com
kim.ashmore@btinternet.com Braddock Paul 112
Atieya Marwa 100 paul.braddock@britishcouncil.es
marwa.atieya@bue.edu.eg
-169-
Index of presenters
Bradfield Bess 55 Cavalcante Higor 139
bess@bnbcreative.co.uk teacher.higor@yahoo.com.br
Bradford Graham 96 Chamot Anna Uhl 40, 141
graham.bradford@libero.it auchamot@aol.com
Brierley Mark 106 Chang Ya-Hui 105
mark2@shinshu-u.ac.jp ya-hui.chang@stir.ac.uk
Broadhead Annie 64 Chattopadhyay Kalyan 132
hurren.j@cambridgeesol.org profkalyan@gmail.com
Brown Ben 101 Chinn Richard 100
Brown Chris 125 richardmchinn@yahoo.co.uk
hurren.j@cambridgeesol.org Chouseinoglou Secil 156
Brown Richard 140 secil.canbaz@gmail.com
Brown Simon 113 Christopher Virginia 130
simon.brown@british-study.com vlchrist@ucalgary.ca
Brown Steve 109 Christopher Nkechi 145
steve.brown@britishcouncil.org.my nmxtopher@gmail.com
Bruton Anthony 120 Clandfield Lindsay 77
abruton100@yahoo.com lclandfield@yahoo.ca
Buchanan Heather 88 Clare Antonia 140
h.buchanan@leedsmet.ac.uk Clark Max 136
Budden Joanna 137 max.clark@britishcouncil.org.my
jo.budden@britishcouncil.es Clark Rachel 85
Bukin Steven 152 rachel.clark@ucl.ac.uk
steven.bukin@btinternet.com Clegg John 78
Bullock Deborah 42, 121 jclegg@lineone.net
desleb@hotmail.com Cloke Suzanne 42, 129
Burczynska Paulina 84 suzannecloke@gmail.com
poline198789@yahoo.com Coleman Jill 56
Buyuksimkesyan Eva 137 jill.coleman@bell-centres.com
evabsimkesyan@yahoo.com Constantinides Marilia 47
m.constantinides@cut.ac.cy
Cabrera Duarte Vera 64 Constantinides Marisa 135
veracabrera@uol.com.br info@celt.edu.gr
Camerer Rudolf 150 Cook Guy 143
R.Camerer@elc-consult.com Cooker Lucy 70, 71
Cameron Caroline Lisa 95 lucycooker@gmail.com
caroline.cameron@qa.britishcouncil.org Corcoran Damian 38, 124
Campbell Anne 125 damian.corcoran@gmail.com
campbellanne@hotmail.com Craven Miles 53
Campbell Lulu 44, 111 milescraven@firstpress-elt.com
Campbell Nancy 100 Cummins Kevan 137
ncamp@aon.at kevan.cummins@britishcouncil.org
Campbell Robert 106 Cusack Barry 42, 133
rcampbell@its-online.com mbcusack@hotmail.com
Capel Annette 157
annettecapel@mac.com da Silva Rui 57
Caplen-Spence Noreen 72 rdasilva@studygroup.com
ncaplenspence@yahoo.co.uk Dahmardeh Mahdi 84
Capper Simon 46 mahdi@dahmardeh.com
capper@jrchcn.ac.jp Dal-Bianco Veronica 40, 138
Cardoso Willy 105 veronica.dal-bianco@fh-burgenland.at
cardoso.elt@gmail.com Dale Liz 62
Carley Grainne 39, 102 e.m.dale@hva.nl
grainne.carley@cdu.cdvec.ie Daskalovska Nina 47
Carrier Michael 118 nina.daskalovska@yahoo.com
mcarrier@btconnect.com Davidson Matt 158
Castillo Elvina 46 m.davidson@macmillan.com
Castro Mabel 139 Davies Dianne 44, 87
mabelcosta.castro@gmail.com dianne.davies@uibk.ac.at
Cates Kip 39, 91 Davies Paul 44, 96
kipcates@hotmail.co.jp Davis June-Rose 131
Cauldwell Richard 42, 121 june-rose.davis@britishcouncil.org
rtc@blueyonder.co.uk Dawson N 63
nickdaw@btinternet.com
-170-
Index of presenters
De Chazal Edward 88 Dyson Jon 57
edward@emdechazalconsulting.co.uk jondyson2007@googlemail.com
De Felice Rachele 103
rachele.de_felice@nottingham.ac.uk Eljack Nada 78
Dean Rob 124 neljack@hotmail.com
Delaney Marie 72 Ellis Charlie 43, 125
mars37_2002@yahoo.co.uk ch.ellis@macmillan.com
Dellar Hugh 154 Ellis Gail 77
hughdellar@mac.com Ellis Maureen 39, 97
Demirbas Muzeyyen Nazli 47 t-ellis2@hotmail.com
nazlidemirbas_06@hotmail.com Elmslie Rachel 152
Demirel Huseyin 129 rachel.elmslie@glasgow.ac.uk
huseyin.demirel@emu.edu.tr ElNesr Nesreen 59
Demirezen Uygan Devrim 38, 54 nesreen2912@yahoo.com
devrimuygan@sabanciuniv.edu Enever Janet 42, 118
Dewey Martin 150 janet.enever@sprak.umu.se
martin.dewey@kcl.ac.uk England Alan 151
Dexter Phil 72 Erling Elizabeth J. 136
phil.dexter@britishcouncil.org e.j.erling@open.ac.uk
Dharmaraj Deepali 109 Eryilmaz Salki Dilek 108
deepaliesl@gmail.com dilek.salki@ozyegin.edu.tr
Diaz Maggioli Gabriel 62 Esteves Vanessa 106
diazmagg@newschool.edu vcreis.luis@gmail.com
Dick Derek 160 Everhard Carol Joy 71
Dick Lesley 63 everhard@enl.auth.gr
lesannms@yahoo.co.uk Ewens Thomas 123
Digin Sibel 48 t.r.ewens@gmail.com
Dodge Valentina 128 Eydelman Natalia 93
valentina@english360.com eydelman.natalia@gmail.com
Doguelli Teresa 69
doguellt@hotmail.com Falla Tim 44, 96
Donna Sylvie 120 timfalla@btinternet.com
sylvie.donna@durham.ac.uk Farag Sophie 42, 126
Donnini Livia 60 sophiemf@aucegypt.edu
livpring@usp.br Farley Sally 72
Donno Sarah 159 sallyfarley18@yahoo.com
sdonno@stevenson.ac.uk Fernandez Daniel 73
Dowling Shaun 60 fernandezdj@arnet.com.ar
shaun_dowling@hotmail.com Ferreira Xavier Maria do Carmo 41, 61
Downey Lorraine 39, 102 docarmoferreira@gmail.com
lorraine.downey@cdu.cdvec.ie Field John 56
Driscoll Jessica 96 jcf1000@dircon.co.uk
jessie@languagelab.com Fielder Clare 130
Driver Paul 41, 58 fielder@uni-trier.de
paul_driver@mac.com Fionda Rachael 79
Drought Andrew 52 dos@sti.ie
andrew.drought@britishcouncil.or.jp Fischer Danielle 47
du Preez Melvin 47 danifischer81@gmail.com
dupreezm@sun.ac.za Fitzgerald Alannah 121
du Vivier Madeleine 85 alannahfitzgerald@gmail.com
m.duvivier@ucl.ac.uk Fleta M. Teresa 138
Dudeney Gavin 100 tfleta@perlaunion.es
gavin.dudeney@theconsultants-e.com Flinders Steve 40, 114
Dugovicova Stefania 46 steveflind@aol.com
idugo@chello.sk Foley Mark 119
Dummett Paul 111 Foord Duncan 43, 55
paul_dummett@hotmail.com duncan@oxfordtefl.com
Dunne Louisa 120 Foreman Ann 40, 125
louisa.dunne@britishcouncil.fr foreman@ydemas.com
Durairajan Geetha 150 Fox Anne 95
gdurairajan@gmail.com foxdenuk@gmail.com
Dykes Jonathan 152 Franco Wilmot Renata 141
jdykes@bcn.ihes.com renatawilmot@gmail.com
-171-
Index of presenters
Fraser Simon 134 Gungor Mustafa Akin 47
fraser@hiroshima-u.ac.jp magelt06@gmail.com
Freeman Diana 107 Gurdere Seda 134
dfree@essex.ac.uk gurderes@aston.ac.uk
Freire Monica 139 Guven Aysen 143
mfreire@britannia.com.br caysen@bilkent.edu.tr
Frendo Evan 130 Guzman Sylvia 128
evan.frendo@e4b.de sylviaguzman.mineduc@gmail.com
Furneaux Clare 38, 58
c.l.furneaux@reading.ac.uk Haddam Faiza 146
fhaddam@gmail.com
Gadsby Adam 122 Hadfield Jill 132
adam.gadsby@pearson.com jillhadfield@unitec.ac.nz
Gajst Natasa 38, 128 Hadziomerovic Marina 122
Gakonga Jo 95 marinah1960@yahoo.com
jo.gakonga@elt-training.com Haghi Saeede 67
Galazka Alicja 58 sshaghi@gmail.com
a.galaska@wp.pl Hago Omer 142
Gallen Richard 110 omerelsheikh5@yahoo.com
richgallen@hotmail.com Hall Christopher 74
Garcia Bermejo Maria Luisa 138 c.hall@yorksj.ac.uk
mlgarber@edu.ucm.es Hall Diane 119
Gardner Barbara 112 Hamilton Mark 42, 126
bgardner@studygroup.com markhamilton47@gmail.com
Gastelum Carla 57 Hamilton Miranda 59
cmgknight@lenext.uson.mx hurren.j@cambridgeesol.org
Gaughan Anthony 43, 58 Hamilton Ruth 88
anthony.gaughan@gmx.de ruth@ilsenglish.com
Gebretensay Kaleab 154 Hands Penny 109
Gilfert Susan 48 penny@pennyhands.com
sgilfert@kwansei.ac.jp Hanna Nibal 94
Girgin Esra 44, 86 nibaljh@yahoo.com
esragirgin@hotmail.com Hannam Sara 39, 112
Gkonou Christina 71 shannam@brookes.ac.uk
cgkono@essex.ac.uk Harding da Rosa Jane 159
Gnawali Ganesh 93 jmhdrosa@gmail.com
creativeg@gmail.com Hardy-Gould Geoff 40, 133
Gnawali Laxman 104 geoff.hardy-gould@oise.com
Gok Seyit Omer 65 Hare Peter 154
gokseyitomer@yahoo.com peter.hare@et.britishcouncil.org
Goldstein Ben 119 Harmer Jeremy 43, 120
ben@bengoldstein.es jeremy.harmer@btinternet.com
Gonzalez Ana Sofia 67 Harris Bill 89
qz024815@rdg.ac.uk bharrisefl@gmail.com
Goodger Charles 65 Harris Michael 113
charles.goodger@funsongs.co.uk Harrison Michael 153
Goosey Martin 89 mjah84@gmail.com
martin.goosey@britishcouncil.es Hart Andrew 86
Gorohova Natalja 76 ahart@bell-school.ch
natalie.gorohova@gmail.com Hart Claire 38, 120
Gratiana Yohana 52 clairehart@gmail.com
Gray John 107 Hartle Sharon 135
j.gray@uel.ac.uk sharonhartle@yahoo.it
Green Alan 58 Hartley Chris 122
mandy@pilgrims.co.uk chris@phoenixps.net
Green William 47 Hasegawa Yuki 45
wrgreen@sapporo-u.ac.jp Hasirci Bahar 43, 137
Greener Louise 153 bhasirci@bilkent.edu.tr
louise.greener@durham.ac.uk Hassim Mohammed 119
Gresswell Richard 128 mhassim2@yahoo.co.uk
richardgresswell@yahoo.co.uk Hayes Jo 44, 106
Grundy Peter 103 johayes100@gmail.com
grundypeter@btinternet.com Heathfield David 41, 65
david@davidheathfield.co.uk
-172-
Index of presenters
Hedges Claire 43, 141 Jamieson Karen 70
c.l.hedges@open.ac.uk eva.schmidt@harpercollins.co.uk
Hendra Leslie Anne 57 Jeffries Amanda 96
la.hendra01@gmail.com amanda.jeffries@virgin.net
Heo Jaeyeon 128 Jeret Erika 48
jenny_jyheo@yahoo.co.uk John-Baptiste Belinda 92
Herdon Tim 63 b_jbaptiste@yahoo.co.uk
tim.herdon@oup.com Johnson Catriona 154
Heron Maria 111 catriona.johnson@ihlondon.com
maria@nile-elt.com Johnson Jenny 56
Hewings Martin 96 jennyjohnson.btn@gmail.com
martinhewings@waitrose.com Jones Tamara 150
Hill David A 101 jonestamara@hotmail.com
futured@hu.inter.net Jones Tony 59
Hill Robert 89 tony.jones@britishcouncil.org
robhill@tin.it Jovanovic Nenad 101
Hockly Nicky 100
Holden Susan 64 Kallus Ernst 122
sh@easynet.co.uk ernst.kallus@oup.com
Hollett Vicki 124 Kane Eleanor 49
Holzmann Christian 136 el-kane@u-shimane.ac.jp
christian.holzmann@univie.ac.at Kaneko Marques Sandra Mari 98
Horne Alastair 122 samakaneko@gmail.com
ahorne@cambridge.org Kapur Veena 67
Horne Beverley 124 veenakapur821@gmail.com
Hossain Md. Akhtar 99 Keddie Jamie 41, 79
sunny7tauhid@yahoo.com jamiekeddie@hotmail.com
Hostvedt Vibeke 63 Keedwell Andy 154
vibekehaslam@gmail.com andrewjohnkeedwell@yahoo.co.uk
Howard Amanda 43, 80 Kelly Keith 78
amanda.howard@buid.ac.ae Kennedy Chris 99
Howitt Andrew 43, 72 c.j.kennedy@bham.ac.uk
andre.rvr@consultant.com Keranen Nancy Susan 156
Hubbard Philip 41, 65 lajoya108@yahoo.com
efs@stanford.edu Kerr Raymond 141
Hughes John 143 raymond.kerr@britishcouncil.org.tr
jhnhghs@msn.com Khabiri Mona 130
Hunter Claire 78 monakhabiri@yahoo.com
r.claire.hunter@gmail.com Khalyapina Lyudmila 94
Huxtable Dave 56 lhalapina@bk.ru
Hwejeh Faika 109 Khan Harunur 99
faeikahawijah@yahoo.com harunrj@gmail.com
Hyua Baka Timothy 52 Khan Iffaf 57
iffaf@languagelab.com
Ikeda Makoto 78 Kharbamon Tarun Kumari 59
ikeda-m@rondo.plala.or.jp tkkharbamon@gmail.com
Imtiaz Akifa 145 Khurram Bushra 109
aakifa@yahoo.com bushrakhurram@gmail.com
Ioannou-Georgiou Sophie 41, 65 Kiai Alice 107
sophiecy@yahoo.com awkiai@yahoo.com
Isik Tas Elvan Eda 105 Kiddle Thom 44, 90
isiktaseda@gmail.com thom@nile-elt.com
Izumi Emiko 48 Kiely Richard 43, 129
emiko@kyokyo-u.ac.jp r.kiely@bristol.ac.uk
Kirecci Zeynep 79
Jaatinen Riitta 47 kirecci@bilkent.edu.tr
riitta.jaatinen@uta.fi Kirk Hamish 60
Jahan Akhter 52 hamishkirk47@gmail.com
Jahan Rubaiyat 99 Kirk Steve 153
finnegunwake@yahoo.com s.e.kirk@durham.ac.uk
Jain Vandana 85 Kitsnik Mare 44, 101
vandana.jain@in.britishcouncil.org marekitsnik@gmail.com
Jamieson Duncan 99 Kizuka Masataka 85
duncanscottjamieson@yahoo.co.uk kizuka@koto.kpu-m.ac.jp
-173-
Index of presenters
Klein Anna 144 Lloyd Niall 126
anna_klein@wp.pl niall_lloyd@hotmail.com
Knagg John 77 Louis Paul 155
Koenig Martina 125 paulslouis@gmail.com
martina.koenig@fh-joanneum.at Lussi Bell Maggi 42, 126
Koester Almut 89 luma@zhaw.ch
almutkoester@blueyonder.co.uk Lynch Tony 105
Kokturk Birgul 124 A.J.Lynch@ed.ac.uk
birgulk@sabanciuniv.edu
Kokubu Yuho 105 Macallister Christopher 38, 79
shining-star57@y8.dion.ne.jp c.j.macallister@durham.ac.uk
Konakahara Mayu 49 MacDiarmid Carole 152
mkonak@y.aoni.waseda.jp carole.macdiarmid@glasgow.ac.uk
Korecic Nikolina 53 MacDougall Jennifer 39, 111
nikolina.korecic@gmail.com jenakimou@hotmail.com
Kostrzewski Wiktor 40, 108 MacDougall Ken 99
dos@cityschooloflanguages.co.uk kmacdougall@stevenson.ac.uk
Kotby Inas 157 Mackenzie Alan 39, 87
kotbyi@hotmail.com alan.mackenzie@in.britishcouncil.org
Krajewska Milada 76 Mader Judith 44, 114
milada.krajewska@gmail.com j.e.mader@t-online.de
Kryszewska Hanna 88 Magadzire Runyararo 126
hania.kryszewska@pilgrims.co.uk rmagadzire@gmail.com
Kuchkarova Nargiza 52 Maglione Paul 144
Kucuk Tugba 48 paul.maglione@english-attack.com
tkucuk@bilkent.edu.tr Majzoub Mona 69
Kundanmal Dak Manisha 52 monamajzoub1979@yahoo.com
Kukulska-Hulme Agnes 100 Malcolm Bruce 60
Kurihara Noriko 67 Malcolm Diane 71
knorikokk@yahoo.co.jp diane@agu.edu.bh
Maley Alan 41, 55
Lackman Ken 54 yelamoo@yahoo.co.uk
kenlackman@yahoo.com Mann Malcolm 56
LaClare Elton 68 Marin Caceres Leonor 53
eltonlaclare@hotmail.com leomarinc@yahoo.com
Lamb Melissa 154 Mawer Kyle 151
melissa.lamb@ihlondon.com kylemawer@yahoo.com
Lammons Elizabeth 94 Mbali Charlotte 45
elizabeth-l@kanda.kuis.ac.jp mbalivc@gmail.com
Lamont John 127 McCarter Sam 61
john.lamont@cityofglasgowcollege.ac.uk sammc27lon@hotmail.com
Langston Kiros 94 McGovern John 99
kiros.langston@tn.britishcouncil.org jmcgovern48@gmail.com
Lansford Lewis 124 McGraw Rhoda 106
Laurillard Diana 83, 127 rhoda.mcgraw@mail.enpc.fr
Leather Sue 65 McKeown Arthur 156
sue@sueleatherassociates.com arthur.mckeown@btinternet.com
Lee Junga 98 McMahon Liz 111
junga1025@hotmail.com johnlizm@yahoo.com
Lefever Samuel 123 McManus Anthony 154
samuel@hi.is anthony.mcmanus@targettraining.eu
Leiras Ana Maria 98 McNair Alistair 110
anamaria.leiras@elmec.it Meddings Luke 77
Lewis Samantha 156 lukemeddings@gmail.com
lewis.sammy.j@gmail.com Meiramova Saltanat 143
Lima Chris 41, 58 saltanat.m@mail.ru
chrislima90@yahoo.co.uk Melaku Yitbarek Getachew 52
Lindner Rachel 98 Mendes Milena 74
rachel.lindner@onlinehome.de milenapmendes@gmail.com
Lindstromberg Seth 140 Mendoza Miguel 99
Liu Ying 138 mmendoza97@gmail.com
derekyliu@gmail.com Mercer Sarah 66
Llanos Garcia Ricardo 52 sarah.mercer@uni-graz.at
-174-
Index of presenters
Messum Piers 113 Nicholson Desmond 58
p.messum@gmail.com hurren.j@cambridgeesol.org
Metslang Helena 44, 101 Nickle Kathleen 64
helena.metslang@gmail.com Nicoll Carole 41, 54
Milligan Sarah 155 info@language-factory.co.uk
s.milligan@macmillan.com Nikula Tarja 103
Millin Sandy 113 tarja.nikula@jyu.fi
sandymillin@gmail.com Nishida Rieko 49
Millward-Sadler Adrian 86 rieko.nishida@gmail.com
adrian.millward-sadler@fh-joanneum.at Norrington-Davies Danny 112
Mimica Bezjak Gjurgjica 46 danny.norrington-davies@ihlondon.com
gmbezjak@yahoo.co.uk Northall Nicholas 98
Mirowska Agnieszka 108 n.northall@sheffield.ac.uk
agn.mirowska@kn.pl Norton Julie 139
Miscin Evelina 63 jen7@le.ac.uk
evelinamiscin@yahoo.co.uk Ntomprou Konstantina 93
Mitsaki Catherine 153 dobroudina@gmail.com
cmitsaki@yahoo.gr
Moore Caroline 122 O Leary Niamh 42, 138
caroline_moore@me.com Ochi Kimiko 49
Moore Julie 119 utan930@flute.ocn.ne.jp
Mordue Suzanne 95 O'Connell Fitch 41, 80
Suzanne.mordue@britishcouncil.org.tr fitch@wordpowered.org
Morrish Irana 90 ODonahue Clare 150
hurren.J@cambridgeesol.org clare.odonahue@in.britishcouncil.org
Morrison Brian 45 Oguz Aybike 108
morrison_brian@yahoo.com aybike.oguz@ozyegin.edu.tr
Morrow Keith 143 O'Hare Keith 92
Moura Pedro 151 keithohare@gmail.com
p.moura@macmillan.com Oi Kyoko 124
Mourao Sandie 133 kyoko-oi@faculty.chiba-u.jp
nettlehouse@mail.telepac.pt Ojeda Naveda Evelin Amada 52
Muller Amanda 110 Olagboyega Kolawole 142
amanda.muller@flinders.edu.au Kolawaziri@aiu.ac.jp
Muller Kerstin 154 Oliveira Raquel 95
Muluh Florence 134 oliveiraquel@gmail.com
Munro Sonia 142 O'Neill Fatma 159
s.munro@hud.ac.uk fatmaoneill@gmail.com
Murase Fumiko 70 Oral Sebnem 44, 101
fumikomurase@gmail.com oral.sebnem@gmail.com
Murphy Brona 73 O'Rourke John 140
brona.murphy@ed.ac.uk john.orourke@britishcouncil.org.vn
Murphy Linda 71 Ortuno Luz 99
l.m.murphy@open.ac.uk luz.ortuno@britishcouncil.org.ve
Murray Jill 56 Osada Eri 104
jill.m.murray@gmail.com osada-e@kanda.kuis.ac.jp
Mustafa Blerta 134 Osborne Mark 131
blerta.mustafa@gmail.com mark.osborne@L2.co.uk
Owen Akata Sordum 123
Naoumi Evelyn J 48 akatasm@yahoo.com
evelynkk@meiji.ac.jp Ozdemir Esra 103
Nathan Philip 119 esraoz@istanbul.edu.tr
p.b.nathan@dur.ac.uk Ozkul Senem 77
Neher Beth 40, 102 senem.oezkul@phil.uni-augsburg.de
beth.neher@gmail.com
Nejjar Imane 76 Painter-Farrell Lesley 75
inejjar@yahoo.com painterl@newschool.edu
Nelson Michael 38, 70 Palani Palanichamy Mala 52
micnel@utu.fi Palmer Lucy 145
Neophytou Maro 47 lucyp@teachit.co.uk
maro.neophytou@cut.ac.cy Pandey Shyam Bahadur 67
Ni Mhochain Roisin 143 shyampandey15@gmail.com
rnimhochain@marjon.ac.uk Parmee Ryan 68
ryan.parmee@qa.britishcouncil.org
-175-
Index of presenters
Parry Sally 122 Reguzzoni Manuela 88
Paterson Ken 60 m.reguzzoni@virgilio.it
ken.paterson@gmail.com Reynolds Alexandra 134
Paton Colin 152 alexandra.reynolds@univ-nantes.fr
colin.paton@ihlondon.com Rice Catherine 39, 114
Paton Susan 132 catherinemrice@yahoo.co.uk
Patrick Philip 87 Richardson Silvana 154
philip.patrick@britishcouncil.or.jp silvana.richardson@bell-worldwide.com
Pavlovic Biljana 72 Richardson Vic 40, 90
bilja.biba@gmail.com vrichardson@studygroup.com
Pedro Manuel 38, 75 Riley Michael 151
dias_pedro2003@yahoo.com.br dos.sandonato@ihmilano.it
Pena Munoz Diana 102 Rimmer Wayne 42, 141
dpena@theanglo.org.mx wrimmer@hotmail.com
Pereira Joe 127 Roberts Rachael 54
joe.dharma@gmail.com Robinson Carole 158
Perkins Nick 90 carolearobinson@hotmail.com
nick.perkins@pearson.com Robinson Nick 130
Perry Nicola 159 nmkrobinsonELT@gmail.com
nicolaperry57@hotmail.com Rocchiccioli Anne 114
Philpot Sarah 120 annet.rocchiccioli@gmail.com
sarah.philpot@laposte.net Roger Luke 127
Pickering George 40, 87 lukearoger@gmail.com
georgeuk32@aol.com Rogers Ian 101
Platzer Hans 46 ian.rogers@zu.ac.ae
hans.platzer@fhwn.ac.at Rogers Louis 114
Pontes Andresa 153 l.j.rogers@reading.ac.uk
andresa_pontes@hotmail.com Rogerson-Revell Pamela 42, 138
Popovic Radmila 123 pmrr1@le.ac.uk
rpopovic27@yahoo.com Rolinska Anna 49
Powell Mark 78 annarolinska@yahoo.co.uk
Power Tom 43, 141 Roman Tamatha 44, 102
t.j.m.p.power@open.ac.uk tamatha-r@kanda.kuis.ac.jp
Primalis Dimitrios 119 Romeu-Font Maria Dolors 76
dprimalis@gmail.com honey_mar@hotmail.com
Prince Emma Sue 84 Rondon Maria Estela Ribeiro Jardim 77
emma-sueprince@espconsulting.co.uk estelarondon@gmail.com
Prior Jemma 48 Roosken Barbara 66
Jemma.Prior@unibz.it b.roosken@fontys.nl
Procter-Legg Emma 112 Rosenberg Marjorie 54
Prpic Djuric Irena 122 mrosenberg@aon.at
irena_ines@yahoo.com Rosinska-Trim Marta 52
Psonder Tanja 123 marta@e-dos.org
tanja.psonder@fh-joanneum.at Ross Claire 62
Puchta Herbert 150 claire_chorleychick@hotmail.com
hp@herbertpuchta.com Ross Damian 62
Pugsley Jenny 152 damian.ross@lb.britishcouncil.org
japugsley@waitrose.com Rot Gabrovec Veronika 41, 75
veronika.rot-gabrovec@guest.arnes.si
Rahman Arifa 98 Round Josh 40, 111
arifa73@yahoo.com jround@stgeorges.co.uk
Rai Maya 151 Rowberry Jonathan 40, 121
mayasujcha@yahoo.com jrowberry@ed.sojo-u.ac.jp
Rajendran Shiv 96 Ryan Stephen 66
shiv@languagelab.com ryan@isc.senshu-u.ac.jp
Rashidova Sevinj 85
sevarashidova@yahoo.com Sachpazian Maria Araxi 61
Rea Dave 152 sachpazian@yahoo.com
dave.rea@ihlondon.com Sakamoto Barbara Hoskins 135
Read Carol 53 barbsaka@gmail.com
carolread@readmatthews.com Salandyk Weronika 52
Rebolledo Paula 69 weronika.salandyk@gmail.com
prebolledoc@gmail.com Salvi Ana Ines 86
Rees Gareth 124 anainess26@yahoo.com.ar
-176-
Index of presenters
Sampaio Gloria R L 118 Sketchley Martin 157
gloria_sampaio@hotmail.com martinsketchley@hotmail.com
Samuel Nupur 74 Skiniotou Caterina 113
nupursamuel@gmail.com cskiniotou@gmail.com
Sanchez Liliana 155 Skinner Jody 49
lsanchez@theanglo.org.mx jody@uni-koblenz.de
Sanotska Larysa 42, 133 Smith Howard 139
sanotska@yahoo.com h.smith@oxfordhousegroup.com
Santos Giselle 88 Smith Jo 140
giselle.santos@culturainglesa.net jomsmi@yahoo.com
Sartori Fernando 45 Smith Kristina 144
fcsartori@terra.com.br kristina123smith@hotmail.com
Sasajima Shigeru 78 Smith Richard 107
sasajima@saitama-med.ac.jp R.C.Smith@warwick.ac.uk
Saumell Maria Victoria 137 Smith Tom 38, 141
saumell.vicky@gmail.com executive_english@mac.com
Schaefer Eugene 110 Solly Mike 156
eugeneschaefer@aol.com mike.solly@yahoo.co.uk
Schumm Fauster Jennifer 100 Sotiriou Chryssantthe 119
jennifer.schumm@uni-graz.at sassy_gr@hotmail.com
Sciamarelli Maria Lucia 94 Southall Pamela 39, 90
malusciamarelli@gmail.com p.southall@morleycollege.ac.uk
Scott Katharine Blanca 118 Soyoz Sirin 95
Scrivener Jim 43, 64 Sirin.soyoz@britishcouncil.org.tr
Jim.scrivener@bell-worldwide.com Spratt Mary 97
Seligson Paul 92 mary.spratt@ntlworld.com
c.smith@richmondelt.com St. Louis Rubena 131
Selivan Leo 125 slrubena2003@yahoo.com
leo.selivan@britishcouncil.org.il Stanley Graham 137
Senturk Hakan 97 blogefl@gmail.com
hakan.sentrk@gmail.com Stannard Russell 44, 89
Sergayeva Yulia 85 russellstannard@btinternet.com
sergaeva@gmail.com Stencel Przemyslaw 70
Shalash Srour 94 pstencel@gmail.com
srour.shalash@gmail.com Strong Helen 155
Shangarffam Nasim 73 helen@helenstrong.de
nshangarf@yahoo.com Suzuki Toshihiko 69
Shao Heng-Yu 70 toshisuz@hotmail.com
donashao@gmail.com Swabey Marie Therese 152
Shapiro Aviva 157 hurren.j@cambridgeesol.org
shapiroaviva@gmail.com Swaenepoel Joost 122
Shaw Sarah 68 joostswaenepoel@gmail.com
Sheard Nick 43, 125 Swan Michael 132
n.sheard@macmillan.com swanmic@gmail.com
Shehata Yasmine 100 Sweeney Paul 122
yasminmoneim@aucegypt.edu paul@eduworlds.co.uk
Shelley Stephen 40, 129 Szpotowicz Magdalena 61
stephen.shelley@britishcouncil.org.hk m.szpotowicz@ibe.edu.pl
Shen Wei-Wei 144
wwshen@fcu.edu.tw Talebzadeh Alireza 94
Shephard Simon 109 talebov@yahoo.com
simon.shephard@britishcouncil.org.tr Tanaka Mayumi 107
Shiferaw Betru 154 tmayumi0516@hotmail.com
Shipman Graham 131 Taneja Kamini 113
graham.shipman@L2.co.uk kamini.taneja@in.britishcouncil.org
Shrestha Prithvi 38, 61 Tanner Rosie 62
p.n.shrestha@open.ac.uk r.l.tanner@uu.nl
Siderova Yuliya 44, 108 Tassinari Maria Giovanna 71
siderova@yahoo.com tassinar@zedat.fu-berlin.de
Sinclair Barbara 143 Tatis Hilal 127
Sinclair Tracey 131 hilaltatis@gmail.com
t.sinclair@elionline.com Tatsuki Donna 103
Singh Jitendra Kumar 41, 70 dhtatsuki@gmail.com
singhjitendra_j@yahoo.com
-177-
Index of presenters
Tatzl Dietmar 104 Viale Florencia Ines 155
dietmar.tatzl@fh-joanneum.at florenciaviale01@hotmail.com
Taylor Florentina 66 Vinas-Valle Laura 92
florentina.taylor@york.ac.uk Laura.vinas@uclm.es
Tehrani Leila 65 Vulic Vesna 49
Teklu Minas Aschalew 136 vvulic@vup.hr
aschalewteklu@yahoo.com
ter Keurs Sarah 38, 79 Waechter Kirsten 38, 132
sarah.terkeurs@ubc.ca info@tailored-trainings.de
Terrell Shelly 135 Walisundara Dilini 62
shellyterrell@gmail.com dilini_chamali@yahoo.com
Thomas Michael 112 Walker Clare 42, 138
michaelt@sabanciuniv.edu Walker Philippa 154
Thompson Charlotte 92 philippa.walker@targettraining.eu
charlotte.thompson@britishcouncil.org.hk Walkley Andrew 96
Thorn Sheila 109 andrewwalkley@mac.com
sthorn@clara.net Wall Bernadette 135
Thorne Steven L 117, 133 berni.wall@language-tuition.co.uk
Thornton Katja 90 Walsh Christopher 43, 141
katja.thornton@bell-worldwide.com c.s.walsh@open.ac.uk
Tirasin Karin 137 Walter Catherine 132
ktirasin@aci.k12.tr kate@hcwalter.net
Titova Svetlana 49 Wang Linfeng 45
stitova3@gmail.com evawangamaro@gmail.com
Tomlinson Joanne 131 Wang Xiaobing 104
jo@target-english.co.uk icysprite@gmail.com
Topkaya Ece 77 Wardman Clare 39, 108
ecetopkaya@yahoo.com clarewardman@gmail.com
Toste Verissimo 120 Watson Mark 132
vtoste1@gmail.com Watts Mandy 39, 87
Tranter Geoff 118 mandy.watts@educationscotland.gov.uk
tranter@mondiale.de Weiler Theresa 121
Tribble Christopher 99 theresa.weiler@uibk.ac.at
Troughear Sarah 55 Welberry Smith Jane 142
Trzmielewska Joanna 89 jane.welberrysmith@eckersley.co.uk
j.trzmielewska@macmillan.com Westbrook Pete 44, 97
Tsurikova Lubov 103 westbrook@hum.ku.dk
Tuksar Radumilo Suncana 46 Westwell Rosemary 138
stuksar@unipu.hr rjwestwell@hotmail.com
Tutunis Birsen 45 Whitaker Catherine 139
tutunisster@gmail.com catherine.whitaker@harpercollins.co.uk
White Karen 158
Ugur Cigdem 137 karen.white@aon.at
cugur@aci.k12.tr Wicaksono Rachel 39, 102
Umesaki Atsuko 142 r.wicaksono@yorksj.ac.uk
Underhill Adrian 51, 78 Wightman Brendan 110
Ur Penny 54 Wilden Shaun 135
Uztosun Mehmet Sercan 77 shaun.wilden@ihworld.co.uk
sercanuztosun@yahoo.com Williams Anneli 155
anneli.williams@glasgow.ac.uk
Vai Marjorie 158 Williams Lucy 144
marvai@mac.com l.williams@macmillan.com
Vale David 157 Williams Marion 57
davidpvale@gmail.com m.d.williams@exeter.ac.uk
Valente David 68, 69 Williams Simon 124
david.valente@mm.britishcouncil.org s.a.williams@sussex.ac.uk
Veitch Ann 68 Willis Dave 53
ann.veitch@qa.britishcouncil.org dave@willis-elt.co.uk
Velikaya Elena 93 Willis Jane 122
evelikaya@hse.ru jane@willis-elt.co.uk
Verdonk Desiree 46 Willoughby Marie 100
verdonk@fhwn.ac.at marie.willoughby@ihlondon.com
Verschoor Jennifer 38, 137 Wilson Dede 104
jenverschoor@gmail.com dedewilsonuk@yahoo.co.uk
-178-
Index of presenters
Wilson Jean 66 Yalin Sezgi 144
jean.wilson1@gmail.com sezgiriza@yahoo.com
Wilson Ken 145 Yavuz Aysun 73
kenwrite@btinternet.com yavuzaysun@hotmail.com
Winchester Matt 74 Yilmaz Beyza Nur 152
matt.winchester@britishcouncil.org.sg beyzayilmaz@gmail.com
Winston Neil 68 Yim Su Yon 67
neil.winston@britishcouncil.org suyon.yim@nie.edu.sg
Wong Matilda 55 Yoshida Haruyo 60
matildaw@umac.mo hyoshida@cc.osaka-kyoiku.ac.jp
Wood David John 93 Young Roslyn 52
Woods Leo 122 roslyn.young@wanadoo.fr
leo.woods@edinburghschoolofenglish.com Yunatova Irina 93
Woods Paul 110 irinayunatova@rambler.ru
rphwoods@gmail.com Zaczek Monika 52
Woodward Clare 156 monika.zaczek@britishcouncil.ro
Woodward Tessa 131 Zandian Samaneh 72
Wren Wendy 128 s.zandian@warwick.ac.uk
wmwren@btinternet.com Zdzitowiecki Bo 63
Wu Fanghui 48 beezed28@hotmail.co.uk
judywufanghui@hotmail.com Zeronis Ron 92
hurren.j@cambridgeesol.org
Xerri Daniel 106 Zull James E 149
dx509@york.ac.uk
Quality and specialised training and support for Major Conferences in 2012
26th January
ELT professionals involved in: ELT Marketing Conference in London
2nd and 3rd March

ELT Management Conference in Oxford
Teaching Student Welfare Management 28th April
Business English Trainers’ Conference
Marketing Sales Student Recruitment in London
23rd and 24th May

Quality Assurance English UK Annual Conference & AGM
in London
11th November
Teachers’ Conference in London
-179-
Abbreviations, acronyms & initialisms
Abbreviations, acronyms and initialisms for the IATEFL Conference
a The presentation focuses on Adult Teaching

AE Academic English
AGM Annual General Meeting
AL Applied Linguistics
BC British Council
BE Business English
BELF Business English as a Lingua Franca
bkprom The presentation promotes a particular book
CAE Certificate in Advanced English
CAL Computer-assisted learning
CALL Computer-Assisted Language Learning
CEF Common European Framework
CEFR Common European Framework of Reference
CESOL Communicating in English with Speakers of Other Languages
CLIL Content and Language Integrated Learning
CMC Computer-Mediated Communication
CoCo Coordinating Committee
CPD Continuing Professional Development
CPE Certificate of Proficiency in English
e The presentation is for an Experienced Audience
E4W English for Work
E4WP English for the Workplace
EAL English as an Additional Language
EAP English for Academic Purposes
EFB English For Business
EFL English as a Foreign Language
EGP English for General Purposes
EIL English as an International Language
ElCom Electronic Committee
ELF English as a Lingua Franca
ELT English Language Teaching
ELTeCS English Language Teaching Contacts Scheme
ELTJ ELT Journal
EOP English for Occupational Purposes
ES(O)L English as a Second Language
ESP English for Specific Purposes
EYL English for Young Learners
FCE First Certificate in English
GEN General
GI Global Issues
IATEFL International Association of Teachers of English as a Foreign Language
iBT Internet-Based Test
ICT Information and Communication Technology
ie The presentation is for an Inexperienced Audience
-180-
Abbreviations, acronyms & initialisms
IELTS International English Language Testing System

INSET In-Service Teacher
INSETT In-Service Teacher Training
IWB Interactive Whiteboard
L1 First Language
L2 Second Language
LA Learner Autonomy
LAM Leadership & Management
LMCS Literature, Media & Cultural Studies
LT Learning Technologies
LTO Language Teaching Organisation
MALL Mobile Assisted Language Learning
MD Materials Development
Memcom Membership Committee
MoEs Ministries of Education
NEST Native English-Speaking Teachers
NNEST Non-Native English-Speaking Teacher
NNS Non-Native Speaker
NQT Newly-Qualified Teacher
p The presentation focuses on Primary Teaching
PCE Pre-Conference Event
PLN Professional Learning Network
PRON Pronunciation
pub Speaking on behalf of a publisher/examination board/commercial organisation
RES Research
RP Received Pronunciation
s The presentation focuses on Secondary Teaching
SIG Special Interest Group
t The presentation focuses on Tertiary Teaching
TA Teacher Association
TBL Task-Based Learning
TBLT Task-Based Language Teaching
TBT Task-Based Teaching
TD Teacher Development
TEA Testing, Evaluation & Assessment
TEFL Teachers of English as a Foreign Language
TESOL Teachers of English to Speakers of Other Languages
TEYL Teaching English to Young Learners
TTEd Teacher Training & Education
VLE Virtual Learning Environment
WMIS Wider Membership Individual Scheme
WMS Wider Membership Scheme
YLT Young Learners & Teenagers
-181-
IATEFL committees, volunteers and staff
Patron David Crystal
Coordinating Committee
President Eric Baber
Vice President Herbert Puchta
Secretary Zeynep Urkun
Treasurer Amos Paran
Associates’ Representative Les Kirkham
ElCom Chair Gavin Dudeney
Membership Committee Chair Gary Motteram
SIG Representative (outgoing) Colin Mackenzie
SIG Representative (incoming) George Pickering
Executive Committees
Conference Committee Eric Baber (Chair)
Carol Read
Ros Wright
Alison Medland (for head office)
Glenda Smart (for head office)
Alison Wallis (for head office)
Electronic Committee Gavin Dudeney (Chair)

Eric Baber
Sara Hannam
Mike Harrison
Finance Committee Amos Paran (Chair)

Andy Curtis
Colin Mackenzie
Membership Committee Gary Motteram (Chair)

Gloria Barnett-Powell
Natalia Grishina
Caroline Okerika
Vicky Sowerby (for head office)
Publications Committee Herbert Puchta (Chair)

Martin Eayrs
Jo Ann Salvisberg
Newsletter Editor Alison Schwetlick
Conference Selections Editor Tania Pattison
Conference Programmer Madeleine du Vivier
Proposals Committee Graham Hall

Jenny Pugsley
Ros Wright
-182-
IATEFL committees, volunteers and staff
Special Interest Group Coordinators
Business English Marjorie Rosenberg
English for Specific Purposes Mark Krzanowski
ES(O)L Caroline Okerika & Elaine Williamson
Global Issues Maureen Ellis
Leadership & Management George Pickering (outgoing)
Jenny Johnson (incoming)
Learner Autonomy Leni Dam
Learning Technologies Graham Stanley
Literature, Media & Cultural Studies David A Hill
Pronunciation Jonathan Marks & Wayne Rimmer
Research Richard Smith
Teacher Development Mojca Belak
Teacher Training & Education Birsen Tutunis
Testing, Evaluation & Assessment Sue Hackett
Young Learners & Teenagers Helen Emery & Hans Mol
Advisory Council Herbert Puchta (Chair)

Susan Barduhn
Ronald Carter
Michael Carrier - British Council
David Crystal - Patron
Adrian du Plessis
Keith Morrow - Editor, ELTJ
Sue Sheerin
Catherine Walter
Scholarship Working Party Eryl Griffiths (Chair)

Sophie Ioannou-Georgiou
Patrick McMahon
Felicity O’Dell
Amos Paran
WMS Advisory Committee Peter Grundy (Chair)

Kate Barker
Michael Carrier
Mike Clark
John McGovern
Mike Solly
Catherine Walter
IATEFL Staff
Executive Officer Glenda Smart
Deputy Executive Officer Louise Atkins
Conference Organiser Alison Medland
Finance Officer Kay Cox
Marketing & Sponsorship Officer Alison Wallis
SIG & General Administrator Eleanor Broadbridge
Membership Officer Vicky Sowerby
Conference Assistant Geraldine Breedon
Administration & Finance Assistant Linda James
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IATEFL Annual General Meeting
Notice of Annual General Meeting
The 2012 Annual General Meeting of IATEFL will be held in Lomond, at the SECC, Glasgow, UK,
on Wednesday 21st March 2012 from 1225 to 1330
All members are invited to attend
AGENDA
1. Minutes of the AGM held in April 2011 at the Brighton Centre
2. Matters arising
3. Treasurer’s report
4. Presentation and receipt of accounts for 2010-2011
5. Re-appointment of Larkings as auditors
6. Presentation by the President and Executive Committee chairs on general issues, the
work of the Coordinating and other committees, the SIG representative’s report, and
Associates’ representative’s report
7. Appointment and reappointment of new Trustees
8. Thanks to out-going Vice President, and welcome to new post holders and other new
volunteers
9. Date of next meeting 10th April 2013 in Liverpool, time and venue to be confirmed.
By order of the Board

Zeynep Urkun ZEYNEP’S SIGNATURE
Company Secretary
International Association of Teachers of English as a Foreign Language,

Darwin College,
University of Kent,
Canterbury,
Kent,
CT2 7NY,
UK
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Annual report from the President to members
Eric Baber
IATEFL President
As my first year as President draws to a close and I reflect upon IATEFL’s activities over the past 12 months
there is one element I would like to highlight above all others: the fact that – with the exception of our talented
Head Office staff – every single individual who has contributed to making IATEFL the thriving and vibrant
organisation that it is has done so on a voluntary basis. Ours is an organisation run by its members for its
members, and to my mind it shows. Collaboration between the Special Interest Groups, the Coordinating
Committee (IATEFL’s Board of Directors), and the various other committees and working parties has been
exceptional, and the results speak for themselves. As we will see over the next few pages we are a very healthy
organisation by any measure – activities, geographic spread of individuals involved, or finances – and I am
confident that this is a trend which will continue.
I would like to take this opportunity to thank two people in particular who have significantly contributed to
making the organisation what it is today and who are stepping down from their respective positions at this
year’s conference, namely Herbert Puchta and Colin Mackenzie. For the past four years Herbert has been Vice
President/President and during this time has overseen a number of significant improvements in our annual
conference, our publications, our international reach and the organisation as a whole. Colin meanwhile has
done a superb job in coordinating and representing the 14 Special Interest Groups – in many ways the lifeblood
of our organisation. Without either of their dedication to their roles, IATEFL would not be the same, and on
behalf of the Coordinating Committee and, I’m sure, all of our members, I would like to extend a warm vote of
thanks to them both.
Below you will find detailed reports of our activities this year but I would like to draw your attention to a
number of key items.
Our membership numbers are the highest they have been for some years at nearly 4,000. This is also reflected
in our last annual conference, in Brighton April 2011, which was our largest one yet with just over 2,300
delegates and speakers in attendance. As in previous years our collaboration with the British Council on
Brighton Online has been hugely successful with more than 50,000 people taking part in the conference online.
We can also now say without hesitation that we have truly entered the digital age. We have a new website
which, we hope, makes information about ourselves and our activities easier to find, and which offers greater
ease of use to members in the dedicated Members Area. We also now have an active presence on Facebook and
Twitter with regular updates and discussions taking place which anyone can join, and we are working with the
SIGs to enable them to do the same. We have furthermore taken out a license for a webinar facility and this has
been made use of by a number of our SIGs to run online events of different sizes, thereby reaching out to our
members around the globe. Our main publication meanwhile – Voices – is available electronically as is a
number of our SIGs’ publications as well.
Despite economic turmoil in a number of countries we are very pleased to be able to say that our finances are
even healthier than last year, and for this I would like to thank both Amos Paran, our Treasurer, and Glenda
Smart, our Executive Officer, both of whom have been instrumental in keeping us financially sound.
I would now like to hand over to my colleagues from the Board of Directors, the Trustees of IATEFL, to present
their reports about each of the executive committees. Furthermore, there will be reports on the Wider
Membership Scheme, the Scholarships Committee and the Head Office. This will be followed by reports from
the Special Interest Groups and the Associates’ Representative.
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Publications Committee
The Publications Committee is responsible for overseeing IATEFL’s publications. This year our newsletter,
Voices, has continued to be published in colour, which has been well received by the membership.
IATEFL 2011 Brighton Conference Selections was published in January 2012. Like the 2010 issue, Conference
Selections 2011 has 240 pages. Included are 87 papers: 4 plenary talks, 9 symposiums, 4 signature events, 3
conference reviews and 67 individual reports. Key themes to emerge in 2011 include teacher training, teacher
development, educational technology and the teaching of English in challenging circumstances. This last theme
includes a strong focus on teaching in the developing world, for example, in sub-Saharan Africa. Again,
regional representation is very diverse, with all parts of the world represented.
Conference Selections 2011 has been fortunate to retain the services of last year’s team, thus ensuring a
product of similarly high quality. It was made possible through the hard work of editor Tania Pattison,
copyeditor Simon Murison-Bowie and designer/typesetter Keith Rigley. As a refereed publication, Conference
Selections also relies on the dedication and expertise of the Editorial Committee, Siân Morgan, Sandie Mourão
and Amos Paran; they read every paper on a voluntary basis and submit comments that are taken into
consideration when selecting those suitable for publication.
We have continued the format of the e-bulletin, making this a monthly mailout and containing "teasers" only,
each with a link to the full story on the website. This makes it easier for readers to read only those articles of
direct interest to them. Many thanks go to JoAnn Salvisberg and Martin Eayrs for their excellent work on it.
Herbert Puchta
Chair, Publications Committee
Membership Committee
The new (Conference 2011) Chair of the Membership Committee has been working with colleagues on the
Membership and Co-ordinating Committees to explore how we can better serve the existing members.
Following initial consultations and discussions, it was decided to launch a survey to take a snapshot of how
IATEFL is perceived, but also to look at different ways that we could support our mission and deliver quality
services to our members.
The membership review that we launched on 18th October 2011 ended up netting 579 responses, which
considering all of the different types of members we have and the places in which they are located, was very
positive. This was very pleasing and we would like to thank all of those that responded. We got responses from
a broad range of countries, too: some obvious like Italy, Germany, and Switzerland, but also from India, Japan
and Nepal. Many of the respondents were what are termed Individual members, but there were also responses
from colleagues who are members through the Wider Membership Scheme. We learned that in general terms
that we are generally well with the services we provide for members, but that there was also room for
improvement. We learned that most people become members to belong to a teacher’s community, or because
they were interested in belonging to a particular SIG, or want to attend the annual conference. We asked about
whether IATEFL should be thinking about running courses; what we should include in the membership package
and what dispense with; about fund-raising; about IATEFL’s attractiveness to new teachers. All of this has been
fed back into CoCo via the Think Tank that was held in November 2011 and specific proposals and ideas will
now be taken forward by the membership committee and others. You will be hearing more about this in due
course.
At the same time membership has still continued to grow, slowly but steadily and this is very positive. We
would like to thank Vicky Sowerby who works in Head Office on membership issues for help and support and
producing monthly graphs of activity.
Gary Motteram
Chair, Membership Committee
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Electronics Committee
ElCom aims to improve electronic services for Head Office, members and Associates. The committee is
currently composed of Gavin Dudeney (Chair) with Eric Baber (Advisor), Mike Harrison (SIG Liaison) and Sara
Hannam (Associate Outreach). This year we have set in motion a number of initiatives including the continued
improvement and revamp of the main IATEFL website, an expanded social networking portfolio (YouTube,
Facebook, Twitter), more contact and strategy sharing with SIGs, greater participation opportunities for
Associates and last, but not least, the introduction of a conference app for Apple and Android handheld and
mobile devices. We have also advised the organization on electronic publications, and continue to provide
support and staffing to the IATEFL / British Council IATEFL Online project. If you have any suggestions for other
areas ElCom might consider, we would be happy to hear from you.
Gavin Dudeney
Chair, Electronics Committee
Conference Committee
The Conference Committee is concerned with the planning of the IATEFL annual international conference. This
involves selection of venues, planning of speakers and events, and the financial management of the
conference. In 2011 the committee members were Eric Baber (chair), Carol Read and Ros Wright. Peter Grundy
continues to support the committee with the organisation of the Conference Symposia, and Simon Greenall
took on oversight of the mentoring scheme. The committee works in close cooperation with the conference
staff at the Head Office: Alison Medland, our Conference Organiser, Alison Wallis, our Marketing & Sponsorship
Officer, Geraldine Breedon, our Conference Assistant, and of course our Executive Officer, Glenda Smart.
BRIGHTON CONFERENCE
Our annual conference in 2011 was held in Brighton and featured ca. 500 talks and workshops, a number of
poster presentations and symposia spread over the four conference days. The Roving Reporters’ scheme run
with the British Council ELTeCS and Teaching English Network featured again. 21 [EB1]scholarships were
awarded from our various scholarship funds, making it possible for the winners to attend the conference. In
addition a full social programme contributed to the overall success of the event.
The Brighton conference also saw the continuation of the IATEFL Jobs Market which did not only achieve a
healthy surplus but also got very good feedback from both employers and job seekers taking part in the
programme, which makes us optimistic for significant further growth in this new venture for the years to come.
We had an excellent number of respondents (452, or nearly 20% of conference attendees) on our post-
conference questionnaire, giving us a very good steer on what was particularly popular, what wasn’t, and how
to improve certain elements of the conference. This kind of feedback is crucial and very helpful indeed, and we
would like to thank everyone who took the time to complete the questionnaire.
During the year the Conference Committee has been active in planning the 2012 annual conference. We have a
full quota of speakers, including five plenary talks; a schedule of events with an attractive social programme.
GLASGOW CONFERENCE 2012

The 2012 conference is being held at the Glasgow SECC, a venue which is easy to get to both nationally and
internationally.
Overall the feedback on the mentoring system was positive though the overall uptake was not as large as we
had anticipated. As a result we have reviewed the process and will be evaluating the results after the
conference.
Trials at Harrogate (2010) and Brighton (2011) to make the final day more attractive by having a closing
plenary, a raffle and a farewell lunch have proven highly successful and we will therefore be continuing with
this concept. In Glasgow we will be experimenting with the nature of the closing act by inviting a Scottish
musician of international standing; feedback on the type of closing event will help us choose future acts.
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One challenge we had in the run-up to this years’ conference was the unprecedented number of proposals put
forth. Receiving 817 proposals for just over 500 available presentation-slots meant evaluation of each one had
to be far more rigorous than in past years. As a result we will be considering a number of possible updates to
the conference format and the selection criteria to implement in 2013.
One significant innovation to this year’s conference is a mobile app. Available for iOS and Android devices it will
allow delegates to view the programme, compile their own events calendar and connect to other users of the
app. Further details are available elsewhere in the conference programme, and as above we welcome any
feedback on this development.
The conference is the culmination of a year of steady hard work by the Conference Committee. As Chair of the
committee, I would like to thank my colleagues Carol Read and Ros Wright for their excellent work. I would
also like to extend big “thank you”s to Peter Grundy for his work on the symposia as well as to Madeleine du
Vivier for programming the conference; neither are easy or enviable tasks! Many thanks also to the local
committee for their support in helping source local events and more.
And last, but most certainly not least, I would like to express my gratitude to the Head Office team who know
the ins and outs of making the conference happen far better than I do. Thank you in particular to Glenda, Alison
M and Alison W for carrying the bulk of the load but also to the rest of the HO team – I know nobody escapes the
turmoil when the conference comes to town!!
GLASGOW ONLINE
As in the last five years, we are continuing our highly successful partnership with the British Council to bring a
flavour of the annual conference to teachers worldwide who are not fortunate enough to be able to join us in
Glasgow. This initiative has proved to be a huge success. Anyone anywhere in the world with internet access –
not just IATEFL members, and not just teachers, but absolutely anyone – can view it, with its workshops,
lectures, seminars, etc. absolutely free of charge.
We are grateful to our plenary speakers and those presenters who support this important initiative of freely
disseminating their professional expertise and knowledge on a global scale. A stunning 50,000 online
delegates from more than 100 countries of the world have visited the platform since April 2011, so we are
spreading the message far and wide, and can truly claim that this initiative has become an important factor in
fulfilling our mission of linking, supporting and developing English language teaching professionals worldwide.
COOPERATION WITH THE BRITISH COUNCIL

IATEFL and the British Council continue to seek ways to further collaborate as both organisations work
towards similar aims of linking, developing and supporting ELT professionals around the world. IATEFL is
grateful to the British Council for its continued support of so many of its projects. In addition to funding and
operating Glasgow Online as described above, the British Council is providing a framework to select recipients
of the Wider Membership Individual Scheme funding, it provides support for English Language professionals
from the developing world to take part in the IATEFL conference through work with the Hornby Trust, and it
supports the roving reporters who report on the conference using web logs. We are grateful also for the use of
the British Council premises for IATEFL meetings.
Eric Baber
Chair, Conference Committee
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The Wider Membership Scheme
699 of the 994 Wider Membership Scheme (WMS) memberships offered in 2010-11 were taken up, representing
70%. 1043 memberships have been offered for 2011-12 at a cost to the scheme of approximately £14227. The
2011-12 memberships have been offered to 13 Associates, including 9 with existing WMA memberships and to
4 new Associates, ATES (Senegal), EELTP (Ethiopia), AzerELT (Iran) and ELTA (Albania) who we welcome very
warmly to the scheme.
The WMS Advisory Committee continues to explore a number of initiatives, including: the possibility of
providing WMS members with best of the SIGs information, perhaps through Voices; ways of obtaining
feedback from WMS members; a Guidance and Best Practice document; new ideas about WMS sponsorship; a
wider evaluation of the WMS scheme; the possibility of a special logo for IATEFL WMS. We hope to report
significant progress in these areas at the 2013 AGM. Meanwhile Conference delegates will have seen the
winning entry in the 2011/12 WMS Video competition – many congratulations to Mirjana and Irena Mi_eti_ from
Croatia!
Peter Grundy
Chair, WMS Advisory Committee
Scholarship Working Party

The report this year is a story of growth and innovation in several directions.
The SWP itself has grown with Adrian Tennant, previously IATEFL membership secretary, coming to join the
old lags – Sophie Ioannou-Georgiou, Fliss O’Dell, Patrick McMahon, Amos Paran, and Eryl Griffiths. Adrian
helps us enormously with his up-to-date information from his incessant world-wide travel. We are now able to
look at the countries of origin of our winners and foresee who is likely to have problems and/or high costs with
their visa applications and to act early to help them get to conference. In the past we have had to rely on
emergency help from Mike Carrier and British Council offices but in future we hope to manage the whole
process in a more timely fashion.
The startling growth in the number of scholarship applicants was a major feature of 2011/12 and this came
about without us taking up Mike Harrison’s kind offer to put us on Facebook. Sponsors and the SWP were
pleased to have such high levels of interest but we were all caught unawares and this led to delays in
announcing winners and we apologise again for that. Sponsors who had the highest numbers of applications to
read were Cambridge ESOL coping with a total of 332 applications over their 5 scholarships and Bell coping
with the highest number, 158, for a single scholarship. The SWP had to call on friends to help out with our
reading and selection process. Our thanks go to Sandy Mourão, Sue Sheerin, Adrian Underhill, and Marion
Williams for help in 2011 and to Wolfgang Ridder (Germany), Mercedes Foligna (Argentina), Valeria Franca
(Brazil), and Dragana Vujkovic (Serbia) for offering help for 2012/13.
With these helpers and a simplified application procedure to be announced at www.iatefl.org/scholarships in

April we hope to get scholarships results out on time this year. Please note that there are still scholarships
with relatively low numbers of applicants, namely BESIG Facilitator, Gill Sturtridge First Time Speaker, Gillian
Porter-Ladousse Teacher Trainer/Trainee, Learning Technologies Travel, Ray Tongue East and South East Asia
and the W R Lee Central and Eastern Europe scholarships. Consider applying for one of these to improve your
chances of success for 2013.
We are aware that there is a lot to read on our website pages but the quality of the information repays careful
reading and time spent. You will find that the number of awards for some scholarships has increased, for
example Africa and Latin America scholarships. The elements covered in the award have increased in some
cases, for example Learning Technologies SIG has added PCE and conference registrations to their financial
award. There will be more SIG-related scholarships for Liverpool, more on offer from current sponsors such
as International House, and new sponsors such as Macmillan One-Stop will be entering the field.
At the Brighton conference the SWP stand was part of a central ‘island’ of IATEFL information and this is
continuing in Glasgow and beyond. Members of the SWP will always be at the stand during the morning coffee
break and at other times of the day it’s a friendly place for a sit-down and a chat, who knows who you might run
into, please come by.
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The Scholars’ Tea Party now takes place on the first day of the conference and we thank office staff and
presidents for making time on that busy day to meet us at 3.30pm. For the winners and the SWP it’s a
wonderful opportunity to get to know each other from the get-go. It’s also an excellent photo opportunity as the
winners pick up their certificates and their awards as well as meeting representatives of their sponsors and
making arrangements with Alison Schwetlick for the publication of their follow-up reports in Voices.
In a 2011 e-bulletin I wrote that people from 54 countries had won IATEFL scholarships. Now the total is 58 –
with Australia, the Ivory Coast, Macedonia, and the USA as the newcomers. This year, most unusually, there are
4 UK winners though they do not all reside or work here. In the previous decade we have never had more than 2
UK winners in any one year and in most years none at all. Do you think this might be an Olympic or Jubilee
effect?
And finally for those of you with excellent visual memories who are wondering why Susana Dichiera and Bijoy
Basu have their photos in the 2011 and 2012 programmes; they couldn’t get to Brighton so we are now pleased
to welcome them now to Glasgow. We also welcome the 31 other winners and encourage you to attend their
presentations as listed on page 18 of your Programme.
Enjoy Glasgow.
Eryl Griffiths
Chair, Scholarship Working Party (SWP)
The Advisory Council

The Advisory Council consists of six or more members. These include the Patron of IATEFL (David Crystal), the
Editor of ELTJ (Keith Morrow), a representative from the British Council (Michael Carrier), two past presidents
(Catherine Walter and Susan Barduhn), and one or more members (Sue Sheerin and Adrian du Plessis) invited
by the Board of Trustees following a recommendation by the Advisory Council.
The role of the Advisory Council is to advise the President on all matters relevant to the successful running of
the association and on matters of policy and future developments.
This will include:

commenting on opportunities, trends, and issues of strategic importance
supporting IATEFL in developing initiatives by acting as a sounding board
stimulating new ideas
providing advice on procedural matters when needed.
The Council has no executive or policy-making function. It meets once a year at the Annual Conference. The
Council or individual members may at any time be invited by the president to give advice on particular issues.
The minutes of the Advisory Board will be presented to the IATEFL Board of Directors.
I would like to thank the members of the Advisory Council for their advice and suggestions at the meeting in
Brighton and for their ongoing support.
The IATEFL Head Office

It has been a pleasure for me to work closely with our Head Office staff, and I would like to thank them all for
their commitment to IATEFL and our members. It cannot be stressed strongly enough how well they manage
the complexity and diversity of our organisation. Whilst working together as a team, they each have their
specific roles to ensure that we continue to provide a professional service to our members; in addition, this
year has seen some of our staff attending Special Interest Group events, conferences and courses, to provide
them with professional development, to encourage team building and to bridge the gap between the
administration and professional work of IATEFL.
We were very pleased to invite Geraldine Breedon, our Conference Assistant, to trial her role as a full-year
position. Geraldine has proven to be a great asset to our team not just in the run-up to this year’s conference
but throughout the year. Alison Medland, our Conference Organiser, has been able to hand over more tasks too
which has given her more time to devote to the increasing numbers of presentations submitted and also to the
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innovations and developments that are a feature of our conferences. Alison is the longest serving staff
member, and is now in her 14th year with IATEFL which ensures continuity and a good background knowledge
that supports our Conference Committee.
Alison Wallis, our Marketing & Sponsorship Officer, has continued to develop mutually supportive relationships
with our advertisers and sponsors. This source of income helps IATEFL to provide an enhanced experience at
conference, through sponsorship, as well as allowing us to keep our delegate prices as low as possible. Alison
has attended a number of events over the past year where her friendly and professional approach has helped
raise the profile of IATEFL. Vicky Sowerby, our Membership Officer, has continued to help with the smooth-
running of our office and the services we provide for our members, ensuring they receive prompt replies to
their queries.
The SIG and General Administrator, Eleanor Broadbridge, has continued to work tirelessly for our Special
Interest Groups, dealing with the administration of their many events from publicity to registration, and also
attending some to represent us and to help with IATEFL queries.
Emma Dexter, our Finance Officer, left us in October 2011 for pastures new; thank you Emma for your hard
work over the past few years! In Emma’s stead we welcome Kay Cox to the Head Office team to take on the role
as Finance Officer. Kay joined us in January 2012, just in time to join in the pre-conference fun. We look
forward to working with you, Kay.
Linda James, Administration & Finance Assistant, has been very busy this year, supporting first Emma, then
Louise Atkins who worked for us on a part-time temporary basis while we were recruiting Emma’s
replacement, and now Kay.
As IATEFL expands in size and number and range of activities, each of our members of staff is becoming busier
and busier. As a result we have decided to recruit a Deputy Executive Officer in order to support in particular
Glenda Smart, the EO, but also help in a number of other areas. We are very pleased to welcome Louise Atkins
as a permanent member of our team.
Which brings me on to Glenda Smart, our Executive Officer. I can’t say how lucky IATEFL is to have Glenda.
Glenda is highly competent, unflappable, and invariably professional. She is also a veritable treasure-trove of
information and is always able to answer any questions asked or at least know where to find the answer. She
has been an immense help to me over the past year and is an enormous asset to the organisation. Thank you,
Glenda!
Report from the Special Interest Group (SIG) Representative
2011 was another good year overall for the IATEFL SIGs. There were a lot of positive developments and we
have continued to fulfil our part in IATEFL’s mission to link and support our members and help in their
development, all this through our publications, events, discussion lists and websites.
SIG committees
SIGs are run by their members for their members through the actions of the SIG committees, overseen by the
SIG Coordinator. The committees and the coordinators are hugely dedicated people giving their time and
energy to make sure that their SIG is a success. The committee is usually made up of between four and ten
members who take on the responsibility of making sure that the other SIG members, and the wider teaching
community, are provided for in terms of publications, events and opportunities to exchange ideas and
experiences. These committees are a combination of people who have been on them a long time, giving the
benefit of their experience and knowledge of IATEFL, and newer committee members, who bring fresh
momentum to the committee and the SIG. SIG Committee members are members of the SIG and positions on
the committees are open to all SIG members.
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The committees are regularly reinvigorated through the arrival of new volunteers who bring fresh ideas and
perspectives on the activities of the SIG. Over the last year there have been a number of changes among the SIG
Coordinators. In February Birsen Tutunis replaced Fiona Elsted as TTEd SIG coordinator. In April Maureen
Ellis replaced Claudia Connolly for GI SIG, Richard Smith took over from Anthony Bruton in ReSIG, Wayne
Rimmer joined Jonathan Marks as joint coordinator of Pron SIG and Paul East stepped down as joint
coordinator of BESIG. As ever, a big thank you to those stepping down from coordinatorship or a committee for
everything they have done for the SIGs and IATEFL, and a warm welcome to those who are coming in to help
with the running of their SIGs.
SIG activities: SIG publications

SIG members will be aware of the quality of the publications their SIGs provide for them. Which not only include
newsletters, but journals, DVDs and books. The publications are a reflection of what is going on in the SIG and,
as well as informing members of what is happening in their area of interest, they also link the members of the
SIG as a community, the majority of content coming from SIG members themselves.
SIG activities: SIG events

Once again, in 2011, SIG events took place all over the world including China, Japan, Spain, the UK, Croatia,
Italy and Lithuania. In Brighton there were 14 Pre-Conference Events for the first time ever, one from each SIG,
and as they were so successful this is being repeated in Glasgow. The webinar platform provided by IATEFL for
the use of the SIGs, among others, has been taken up by an increasing number of SIGs.
SIG activities: SIG virtual discussion lists & web presence

The internet is fundamental in carrying out the SIGs’ role of keeping their members in touch with each other
and disseminating ideas. The SIGs have had discussion lists and websites for a number of years and some are
now exploiting the possibilities of other platforms such as Twitter and Facebook. As with everything the SIGs
do, this depends on the know-how of those members who come forward to do things for the SIG. The SIGs will
continue to explore the ever-expanding possibilities provided by the web.
SIG Representative role

Having had three stimulating and enjoyable years as SIG Representative, I am stepping down and handing over
to George Pickering, whose deep understanding of how IATEFL works and great commitment to the
organisation, along with his many personal qualities, make him ideal for the role.
Colin Mackenzie
SIG Representative
Report from the Associates’ Representative

Over the past year we have maintained the number of Associates around the world at above the 100 mark, and
intend in the next year to launch a campaign to increase this number, especially in the Americas.
We have been looking this year at ways that Associates can link together on a regional basis, and hope to
encourage more such groupings over the next year. Examples of this include a recent regional event in South
Asia run by the British Council involving seven Associates. We have also embarked, along with ElCom, on
encouraging Associates to organise local events using Glasgow Online.
It was an added bonus that the IATEFL Associates’ relationship with the Hornby Trust, in association with the
British Council, has continued for another year. The “Hornby-IATEFL Associates Project Fund 2011”
competition is for two grants of £2,000, which are to be used in part-funding of small-scale projects that
promote teacher and teacher association development. Last year we had successful proposals from
Associates in Albania and Cuba. We are confident that this year will produce an equally ambitious set of
proposals that I will be able to report on at the AGM.
Les Kirkham
Associates’ Representative
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Report from the Treasurer
Introduction
This report focuses on a number of important points about IATEFL’s finances, all of which appear in the
summary accounts which will be provided at the AGM. I highlight a number of important points, and then go on
to point out a number of developments that have occurred since the end of our financial year more than 7
months ago.
Overview of 2010-2011
I am pleased to report that 2010-2011 was a strong year: our total funds as at 31st August 2011 were
£1,007,129. This represents a growth in funds of £53,160. This is a strong testimony of the health of the
organisation and of our success in achieving our mission. This is particularly encouraging after a not very
strong performance in 2009-2010, where we generated the smallest surplus since 2002.
IATEFL Finances explained

The treasurer is responsible for advising the Coordinating Committee on the Association’s Finances. IATEFL
employs a full time professional Finance Officer at the IATEFL office, who reports to the Executive Officer, who
then reports in turn to the treasurer. The Finance Committee works with the treasurer to advise the
Coordinating Committee on matters of principle connected with IATEFL’s finances. The treasurer is also
entrusted with ensuring that the financial aspects of any IATEFL decision are taken into account when the
decision is made.
IATEFL’s audited accounts distinguish between restricted funds, designated funds, and general funds.
Restricted funds relate to specific projects, such as the WMS (Wider Membership Scheme), the SIGs, and some
of the scholarships, and cannot be used for other purposes. Designated funds are funds that have been set
aside by IATEFL for specific projects (for example, scholarships) but which can be used for other purposes as
well, should the Coordinating Committee so decide. General funds are unrestricted and the Coordinating
Committee is free to use them in the best way it sees fit. Each year we produce a budget that shows our plans
for expenditure that year.
IATEFL’s income comes from a variety of sources: subscriptions from members, interest on investments,
surplus from the annual conference, SIG events, advertising and sponsorship, and donations.
IATEFL Trading
Some of our activities are deemed to be subject to VAT, and the sums involved mean that in the financial year
2008-2009 IATEFL went over the threshold for VAT registration. After taking legal and financial advice, the
Coordinating Committee decided to establish IATEFL Trading Limited, and to conduct most of our VATable
transactions through this company. IATEFL Trading is VAT registered, and can therefore claim VAT back. The
surplus from IATEFL Trading is gift aided to IATEFL at the end of every financial year. IATEFL will continue to
be not registered for VAT, which means that we cannot recover VAT on those parts of our operations that are
conducted through the charity.
Separate accounts are prepared for IATEFL Trading, but their income and expenditure is summarised in
Section 4 of our consolidated accounts. In addition, our accounts include a balance sheet for the group as a
whole and for the charity separately. You will note that the total funds for the group and for the charity are
identical; this is because IATEFL Trading gift aids its surplus to the charity at the end of the financial year.
IATEFL Trading surplus in 2010-2011 was £110,410.
-193-
AGM Reports
Details of the year ended 31 August 2011
Full details of our financial situation are available in our full accounts, copies of which are available at the
IATEFL AGM as well as lodged with the Charity Commission and available from their website. Our healthy
situation is due to a very healthy conference in Brighton, which attracted a larger number of delegates ever.
Many of our expenses stabilised (for example, our staff costs).
I am pleased to report that the growth in our assets is attributable both to a growth in our restricted funds
(£13,550) as well as growth in our unrestricted funds (£39,610). The Jobs Market, continued to be an important
income stream, and has contributed a net surplus of £16,012 (compared with £13,188 last year).
Our fixed asset investments continued to be volatile and in contrast to last year, where they showed some
recovery, now dropped slightly. At £206,365, they are higher than they were at the low point of 2007-2008, but
lower than at any year since. We are dependent on the markets in respect of these funds, and unfortunately
there is little we can do about this. Our investments are still with one of the best performing funds around.
Within our unrestricted funds, we have a designated capital reserve of £60,000 as well as £305,064 in a general
fund. This is a rise from the previous year, and reflects the fact that there has been good growth in all parts of
our operation. Our operating costs for one year are ca. £414K, excluding the conference. Most charities are
happy with a reserve of 3-6 months operating expenses; we are looking to have one year’s operating costs,
because we are so heavily dependent on one large annual event. As a charity IATEFL’s ultimate aim is not to
amass large sums of money but, having ensured our financial security, use our surpluses to meet our
charitable aims. We continue to discuss how this can be done.
SIG Finances
The SIGs receive an annual subscription income per member to cover their operating costs, and they also
generate income through event surpluses, advertising in newsletters, etc.
I am pleased to report that SIG finances for 2010-2011 continue to be very healthy. SIG reserves range from
£3,527 to £68,944, which is a bigger range of their reserves last year. Most SIGs show a healthy range of
income and expenditure, reflecting the fact that they are active in producing newsletters, organising events and
providing scholarships. Ten SIGs have larger reserves than they had last years, reflecting the prudence with
which they are managing their financial affairs, and, more importantly, their ability to generate surpluses at
their events. We are continuing our discussion about ways in which SIG surpluses can be used for the benefit of
their members The four SIGs whose reserves have reduced are the smallest SIGs, financially, and they will
need to keep an eye on their finances.
Recent Staffing Changes

Two major changes have occurred since the end of the financial year in August 2011. The first is that our
Finance Officer, Emma Dexter, has left for pastures new. In December 2011 we appointed a new Finance
Officer, Kay Cox. In addition, the growth of IATEFL has meant that the Coordinating Committee decided to
appoint a Deputy Executive Officer who will be responsible for financial management reporting (as well as
taking on other duties). We are pleased to have appointed Louise Atkins as our DEO; she is conversant with
IATEFL’s financial matters as she has been working for our auditors previously, and has recently stepped in
during the hiatus in the service of our Financial Officer.
Thanks
My greatest thanks go to our Executive Officer, Glenda Smart, whose support continues to be exemplary. Her
assiduity and persistence in getting IATEFL the best deal possible is only topped by her patience with me and
my constant queries. Thanks are also due to Emma Dexter, past IATEFL Finance Officer, for all her help; and to
the whole of CoCo for their continued support and involvement in financial deliberations.
Amos Paran
Treasurer
-194-
IATEFL Conference Feedback Form – Glasgow 2012
Your feedback on this conference will be a great help in planning next year’s conference. We would be
grateful if you could complete and return this form before you leave. All completed feedback forms
received by 2nd April will be entered into a draw for a free registration for the next IATEFL conference in
Liverpool in 2013 (prize not transferable to another conference).. To help us to make the 2013 conference
as successful as possible, we would like to know what to keep and what to change. Delegates who prefer
to complete this form after the conference are welcome to post (IATEFL, Darwin College, University of
Kent, Canterbury, Kent CT2 7NY, UK) or fax (+44 1227 824431) it to the IATEFL Office to arrive no later
than 2nd April 2012. Alternatively, go online at www.iatefl.org to download this form.
Your name (if you want to enter the draw)________________________________________________
Your email or postal address __________________________________________________________
A. GENERAL COMMENTS
Your overall view of the conference
Please make any suggestions you have about future plenary speakers and/or events you would like to see
When did you arrive at conference?
What day did/are you leaving?
Did your institution pay for you to attend?
B. SESSIONS
Please circle the number that best Comments
represents your view.
Plenary Sessions
1 2 3 4
Poor Average Good Excellent
Other Presentations
(including poster presentations)
1 2 3 4
The SIG Pre-Conference Event (PCE)

(held on Monday 19th March)
1 2 3 4
The Special Interest Group (SIG)

Days during the conference
1 2 3 4
The Symposiums
1 2 3 4
-195-
Feedback Form – Glasgow 2012– page 2
C. CONFERENCE ORGANISATION
Please comment on the following aspects. Please include suggestions for improvements
where appropriate.
Communication with IATEFL
Registration
Documentation, including Conference Programme
Conference facilities
Accommodation
Evening events
Exhibition
Symposiums
What area/theme would you like to hear about?
Do you have a comment on the quality of symposiums/convenors?
Have you any other comments?
Thanks for your contribution.
-196-
Day Planner
This Day Planner is sponsored by Collins ELT
FOR YOU TO FILL IN

TUESDAY 20TH WEDNESDAY 21ST
0800 Registration desk opens 0815-0845 “How to... sessions”
0815-0845 “How to... sessions” 0830 Registration desk & Exhibition open
0830 Exhibition opens 0900-1010 Plenary talk – Diana Laurillard
0900-1025 Opening announcements & 1025

plenary session by Adrian Underhill Session 2.1
1040
Session 1.1 1055-1130 Coffee break
1130 Tribute Session

1140-1215 Coffee break Session 2.2
1215
Session 1.2 1215-1335 Lunch break
1225-1330 IATEFL AGM
1300-1400 Lunch break 1335

Session 2.3
1400
Session 1.3
1435
Session 2.4
1445
Session 1.4
1535-1610 Coffee break
1530-1605 Coffee break 1610

Session 2.5
1605
Session 1.5
1655
Session 2.6
1650
Session 1.6
1755-1840
Session 2.7
1735-1835
Session 1.7
1845 Start of the evening programme
-197-
Day Planner
FOR YOU TO FILL IN
THURSDAY 22ND FRIDAY 23RD

0815-0845 “How to... sessions” 0815-0845 “How to... sessions”
0830 Registration desk & Exhibition open 0830-1200 Registration desk & Exhibition open
0900-1010 Plenary talk – Steve L Thorne 0900-1010 Plenary talk – James E Zull
1025 1025
Session 3.1 Session 4.1
1110-1145 Coffee break 1110-1140 Coffee break
1145 1140
Session 3.2 Session 4.2
1245-1345 Lunch break 1240

Session 4.3
1345
Session 3.3
1340-1440 Final plenary talk – Brian Patten
1430 1440-1500 Closing address

Session 3.4
1500 IATEFL conference farewell
1515-1550 Coffee break
1550
Session 3.5
1635
Session 3.6
1735-1835
Session 3.7

Buy a badge – Show you care
-198-
FLOORPLANS
The following pages contain the floorplans of the SECC and

the Crowne Plaza Hotel.
Pages 199-201 –
Floorplans of the SECC showing the locations of:
- Exhibition in Hall 2 (including internet lounge, poster presentations

& catering points)
- Registration Desk, Information Desk & Jobs Market in Hall 1
- Session Rooms
(please note that Barra, Jura, Orkney, Shuna & Staffa are in the
Crowne Plaza Hotel)
Page 202 –
Floorplan of the Crowne Plaza Hotel showing the locations
of the following five session rooms:
Barra, Jura, Orkney, Shuna & Staffa
Pages 203-204 –
We have also provided a pull-out version if you prefer to
carry this with you.
Floorplans
A world of
ELT jobs.
Discover a brand-new 1.8 million visitors

service from the number
one resource and 190 countries
community site for English 10 years online
language teachers.
www.onestopenglish.com/jobs
Floorplans
Floorplan of the venues
HOTEL & SITE OVERVIEW
HOTEL MEZZANINE RED
Orkney
Walkway ZONE
FLOOR Link
to the
Barra, Jura, Orkney, Shuna & Staffa
SECC
Stairs down
to hotel
reception
& exit
Shuna
Barra
Staffa
Jura
HOTEL Stairs up to
Mezzanine Floor
GROUND FLOOR MAP COLOUR ZONES
HOTEL
CLYDE AUDITORIUM
Reception SECC
HOTEL ENTRANCE
MAIN ENTRANCE
TO THE SECC
(Ground Floor)
ORANGE SECC
CONFERENCE CENTRE
shows walkway
between SECC CLYDE
(First Floor) AUDITORIUM
Hotel Mezzanine CONFERENCE CENTRE
and the CROWNE PLAZA
Clyde Auditorium GLASGOW
HOTEL
RIVER CLYDE
MAIN ENTRANCE
TO THE HOTEL
(Ground Floor)
- 199 -
CLYDE AUDITORIUM
THIS ROUTE
ESCALATORS
TO GALA 1 & 2
Down to Clyde,
WALKWAY TO SECC
Forth & exit
(1st floor & escalator
to concourse)
FIRST FLOOR
GALA
1
GALA
2
WALKWAY LINK TO
CROWNE PLAZA HOTEL
SESSION ROOMS
(Mezzanine Level)
SPEAKER QUIET ROOM

Firths Bar (up from 1st floor)
ESCALATORS
Up to Gala 1
and Gala 2
for Clyde, Gala 1, Gala 2 & Forth
GROUND FLOOR
ENTRANCE
ACCESS TO
CLYDE FORTH CLYDE
ESCALATORS
YELLOW Up to Gala 1
ZONE and Gala 2
- 200 -
SECC GROUND FLOOR
CONCOURSE
F M
EXHIBITION HALL
PRAYER
ROOM 2
F F
REGISTRATION HALL LIFT

Lift to Terrace Bar,
1 Leven, Morar & Ness
M M
Cloakroom
M
M
F
Stairs to Terrace Bar,

F
Leven, Morar & Ness

LOMOND LOCH SUITE
(Alsh 1, Alsh 2,
CONCOURSE
Boisdale 1, Boisdale 2
FACILITIES
Boisdale
BANKING
ALSH 1
2 and Lomond)
ETIVE
FYNE
Boisdale
ALSH 2
1
LIFT
Stairs and Lift

ESCALATOR
to 1st floor
To hotel via
outside
Escalator up to Carron 1,
Carron 2, Dochart 1,
Dochart 2 and walkway
Meeting Point link to Hotel and
Clyde Auditorium
GREEN
ZONE ENTRANCE
- 201 -
SECC FIRST FLOOR & SEMINAR SUITE
SEMINAR SUITE (1st FLOOR)
GREEN
Leven ZONE
Morar
Ness
F M
M
F
Lift To Morar
only
To Leven Terrace Bar

& Ness Stairs down to Online Interview Area
Concourse
on Ground Floor
LEVEN
MORAR
NESS
LOCH SUITE (1st FLOOR)

M
F
M
TERRACE BAR
F
LIFT
NO ENTRY
CONCOURSE
NO ENTRY
BELOW
Dochart Carron
2 1
Dochart Carron
1 2
NO ENTRY
Lift & Stairs down LIFT Escalator to

to Alsh 1 & 2 Concourse
Walkway to ESCALATOR
Boisdale 1 & 2 on Ground
Clyde Auditorium
and Lomond Floor
and Hotel
- 202 -

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Contents

Pre-Conference Events and Associates’ Day..………………………………………........................... 3

General Information…………………………………………………………………...................................... 5-11

IATEFL Scholarships and Winners ........................................................................................ 13-18

Thank You to our Sponsors ............................................................……………………................ 19-21

Daytime Tours & Evening Events.…..……………………….....………............................................. 23-25

ELT Resources Exhibition Floorplan.……………………….....………............................................. On the Exhibition

ELT Resources Exhibitors’ Details..…………………………………………………................................ 28-36

IATEFL Special Interest Groups (SIGs) Information…………………………………......................... 37

SIG Days ............…………………………………………………………………………………...…..................... 38-44

Conference Programme……………………………………..........…………………………………………........ 45-160

Quick Reference pages..……………………………………........……………………………………....... ........ 161-198

- Index of Presenters…….……………………...………………………………………………...................... 169-179

- Abbreviations, Acronyms and Initialisms for the IATEFL conference……………………….... 180-181

- IATEFL Committee Members, Volunteers & Staff…………….........………………................... 182-183

- AGM Agenda & Reports…………………………….....……………………………………….................... 184-194

- Conference Feedback Form…………………………………………………………………….................. 195-196

Conference Overview Pages…………………………………………………………………………................. i-iv

Buy a badge – Show you care

Business English on English as a Lingua Franca – what should we be teaching?

Leadership & Management on Developing people through effective performance management

Learner Autonomy on Autonomy in action – across borders

Learning Technologies on Challenges and limitations in MALL

Literature, Media & Cultural Studies on Glasgow literature, Glasgow ﬁlm

Pronunciation on Masterclass in teaching pronunciation

Teacher Development on Drama techniques for creative teaching

Testing, Evaluation & Assessment on The art of assessing writing

Young Learners and Teenagers on The younger, the better?

IATEFL Associates’ Day

Trinity College London is proud to sponsor two IATEFL

Congratulations to the 2012 winners!

Please look on IATEFL agenda for further details

www.trinitycollege.co.uk Charity no: 1014792

The following pages contain –

Pages 5-11 - General information

Page 12 - What’s new?

Pages 13-18 - Scholarships and this year’s winners

Pages 19-21 - Conference sponsors

Registration and exhibition opening times

Collection for WMIS – global initiative

ELT resources exhibition

Annual General Meeting

IATEFL jobs market

Thank you to our IATEFL local conference committee

The IATEFL Conference Farewell

Glasgow City Marketing Bureau

Important Programme note

Programme changes and cancellations

“How To...” track

TUESDAY 20TH MARCH

WEDNESDAY 21ST MARCH

THURSDAY 22ND MARCH

FRIDAY 23RD MARCH

Interactive Language Fair

British Council/IATEFL ‘Glasgow Online’

Join in and follow all the action as it happens at http://iatefl.britishcouncil.org/2012

The conference app

Diploma in TESOL dƌŝŶŝƚǇŽůůĞŐĞ>ŽŶĚŽŶ

The Scholarship Working Party

The Consultants-E Online scholarship

Brief details of each scholarship

Please check www.iatefl.org/scholarships from late May 2012 for

Catherine Zeh Moto El Hani Aissam Ester Monteiro

Diploma in TESOL dƌŝŶŝƚǇŽůůĞŐĞ>ŽŶĚŽŶ