TESOL-Spain's 24th Annual National Convention Seville, Spain

Facultad de filología

Pre-Programme

Click here to see featured speakers and other late-breaking news!

Jane Arnold
University of Seville
Adrian Underhill
Embassy-CES, Hastings, UK
Humanizing the Classroom
Humanism in education means different things to different people. This workshop offers an opportunity for participants to bring their views about the difficulties in implementing humanistic language teaching (HLT), their results if they have tried it, or their questions on how to humanize the classroom. Talking together, we can reach a greater understanding of the contributions HLT can make.

Anne McCabe
Saint Louis University, Madrid
Narratives: A Wellspring for Development
Our teaching stories and anecdotes provide fertile ground for analysis of our expectations of students, teaching, language, classrooms, etc. Through this analysis, we can come to understand our philosophies of teaching, and make decisions as to directions for further exploration and development. Here we will use two discourse analytical techniques on our own and on other narratives.

Herbert Puchta
Cambridge University Press/Teacher Training University, Graz, Austria
Teaching for Thinking in the Young Learners’ Classroom
This session looks at the cognitive skills essential for learning a foreign language and significant to the child's cognitive development and learning. Based on Howard Gardener’s theory of multiple intelligences, concrete examples will be demonstrated. We will discuss what the language teacher does to support the development of children’s metacognitive strategies, such as hypothesis formation, strategic planning and categorising.

Paul Seligson
Intensive School of English, Brighton, UK
Ear This!
Classroom listening practice can often be PAINFUL for all concerned, particularly from a cassette. Typical routines are often overly repetitive or formulaic, painfully slow or "let's pretend". This workshop provides a range of easy-to-implement activities and tips to illustrate ways to practise 'real' listening, including most importantly, ways to help students really listen to each other.

Paul Seligson
Intensive School of English, Brighton, UK
Oral Correction without a Dentist!
This lively talk/workshop reflects on when and how we should correct student's oral mistakes and offers a variety of practical ways to do so. With the aim of trying to avoid hours wasted in fruitless marking, we'll also look briefly at a range of ideas for economical, efficient correction of written work.

Scott Thornbury
International House, Barcelona
Teaching Unpligged
I will be putting the case for "a pedagogy of bare essentials": one in which dependence on imported materials is reduced, and in which the learners, texts, and meanings are foregrounded. I will be looking at practical ways of achieving these goals.

Adrian Underhill
Embassy-CES, Hastings, UK
Interconnectedness and the Web of Learning- PLENARY
Changes are emerging in our classrooms that can be better understood by drawing on systems thinking, theories of webs and complexity. In a systems world view, unlike a mechanistic world view, relationships are of primary importance, and objects (considered merely as the boundaries of patterns) are secondary.

Adrian Underhill
Embassy-CES, Hastings, UK
Pronunciation Difficulties of Spanish Learners of English
In this workshop we will work on solutions to some of the most common pronunciation related difficulties experienced by Spanish learners of English. This will take place within the Sound Foundations framework, and the focus will be on engaging the learner's awareness in clarifying the problem and developing the solution. This demonstration will involve everyone present in a way of working with pronunciation that is physical, visual, auditory, tactile, and fun, and will also serve as an introduction to teachers unfamiliar with this approach.

Adrian Underhill
Embassy-CES, Hastings, UK
Stop Trying to Be Interesting and Create Relationships!
Teachers have known that helping a lesson to emerge is more satisfactory than forcing a plan to work out. But what skills and sensitivities do we need to develop to do that? This is a practical workshop on empowering learners to participate in the lesson by harmonising rather then controlling and giving confidence to students through the teacher’s own listening and presence.

Penny Ur
Oranim School of Education, Haifa University/Cambridge University Press
Effective Teacher-Training Sessions
This workshop is designed both to describe and, hopefully, to implement in itself some ‘practical principles’ of the design and practical administration of effective teacher training sessions. The term ‘teacher training sessions’ is taken to cover meetings between the trainer and a group of trainees during a course; it does not include school experience and observation.

Penny Ur
Oranim School of Education, Haifa University/Cambridge University Press
Getting Them to Talk in English
In this workshop we shall start by defining the goals of an oral fluency activity in the classroom, and the difficulties that sometimes prevent us from attaining these goals. We shall go on to look at some ‘practical principles’ that can help plan and manage successful activities in the classroom, through experiencing and criticising a number of activities appropriate for various ages and proficiency levels.

Penny Ur
Oranim School of Education, Haifa University/Cambridge University Press
What Does it Mean to be a ‘Professional’ English Teacher? - PLENARY
This talk will explore the significance of the concept of 'professionalism' in English teaching, by comparing the ‘professional’ with contrasting concepts such as ‘lay’, ‘amateur’, ‘technician’, ‘functionary’ and ‘academic’. Teacher development, within this model, is seen very much as ‘professional’ development involving not only classroom skills but also standards of practice, underlying knowledge, autonomy and sense of community.

Robin Walker
Escuela Universitaria de Turismo de Asturias
RP R.I.P? Wherever Next with Pronunciation?
Recent research has brought previously unchallenged precepts of pronunciation teaching under scrutiny: the dominance of RP and of the native-speaker instructor, are now openly questioned, for example. After briefly reviewing the current situation, this talk looks at the practical implications of the above, with special reference to the situation of non-native teachers of monolingual groups.

Noelia Boza Vela
Colegio Europa
Looking-Glass Teaching: Reflecting on the Classroom Experience
A key factor in teacher development is the application of reflection on our teaching experience. In this workshop we explore the importance of reflection and participants will have the opportunity to engage in an activity to help them reflect on their teaching experience. Suggestions for ways to work with reflection and thus facilitate better teaching will be presented.

Fiona Copland
Aston University
Theorising your Practice: The MSc at Aston University
This presentation will present details of the MSc in TESOL/TESP by distance learning at Aston University. It will outline how course participants are supported as they work through the course and how they are encouraged to develop a critical approach to their own teaching reality.

Patricia Delamere
Freelance
Classroom Research for Teacher Development
This workshop will introduce the participants to the theory and practice of doing classroom research. Using a simple framework, the presenter describes how to initiate, design, and develop small investigative projects that provide immediate, practical answers to locally relevant problems, and which ultimately empower teachers to speak with more authority about the teaching-learning process.

Martin Eayrs
Freelance
Cowboys and Conscience: Professionalism in English
This talk will attempt to establish criteria by which teachers of English working in countries where English is not the first language can be judged as ‘professionals’. It will examine various implications of the term ‘teacher of English’ in different contexts and look at certification, ethics, self-development, resource management, and keeping up to date in an increasingly electronic world.

Patrick Howarth
Freelance
Teacher Stress: Causes, Effects and Management
My talk will present the findings of a recent case study into the causes and effects of work-related stress in native-speaker English language teachers working in a non-English speaking environment. In the light of my research, I will suggest a variety of stress reduction approaches available to ELT managers, in particular the importance of individually tailored teacher development.

Judith M Lamie
University of Birmingham, UK
Teacher Development
In Japan teachers of English have been facing major innovations. A new Course of Study has required them to move away from the previously adhered to grammar translation approach towards communicative competence. Through recourse to a series of detailed case studies, this talk will outline the aspects of teacher development that have been put in place to support these innovations.

Matthew Marcusson
ESADE
Observation as Reflection: Playing with What We Do
Let’s face it: we are alone in the classroom. In 1997, John Fanselow came to our school to work on a classroom observation project. From that experience, a group of teachers used his guidelines and a video camera to observe their classes. In this workshop, we will look at the project, some of the videos, and ways of developing teaching alternatives.

Kate Monleon
OU, Madrid
Title Pending
Abstract Pending

Tom Morton
Freelance, Madrid
Mediating Teacher Development
Teacher development is by definition self-initiated and self-perpetuated. However, many teachers are in the paradoxical position of being responsible for others' development. In this talk I use the ideas of Vygotsky and Feuerstein to show how the idea of mediation can help us to intervene in other's development without compromising the autonomous and open-ended nature of this activity.

Carmen Pinilla Padilla
CEFIRE Godella, Valencia
In-Service Teacher Training on CALL
Computers are more and more available to the average teacher in school. As teacher trainers we have tried to answer a need for training on CALL by developing a course for foreign language teachers. In this talk we will share our experience with other teacher trainers and hopefully learn what others think about the material.

Fernando D Rubio Alcalá
Universidad de Huelva
Técnicas para Aliviar el Estrés del Profesor de Idiomas
La labor docente es potencialmente ansiógena. Por ello, en este taller se expondrán las vías de reducción de estrés, así como diversas técnicas para afrontar las situaciones escolares con menos ansiedad, siguiendo una metodología dinámica y participativa.

Karen Thorley
Business Language Projects S.L.
Team Building in Our Centres and Classrooms
This session starts with a reflective introduction to the concept of teams and team building by identifying roles, attitudes and aptitudes and demonstrates practical activities that can be applied to both teacher training and development programmes in centres and business English classes. In the latter, these activities can be used either to practice management skills and/or to introduce and exploit specific language items.

Kate Threadgold
The British Council, Bilbao
How Do We Develop as Trainers?
Where do you go for help as a trainer? How can trainers continue developing as professionals? This paper describes how as a trainer I tried to improve my feedback skills in order to be more effective and helpful to the teachers in my institution. This was done via video recorded feedback and self-reflection with the help of a critical friend.

Christián Abello Contesse
University of Seville
Patterns of Language Use in EFL Immersion Classrooms
This talk will describe some key problems related to oral production in immersion classrooms. Data from research in progress on students’ patterns of L2 and L1 used in a partial immersion primary EFL program will be discussed. Two different yet complementary views –a sociolinguistic as well as an affective perspective—will be offered as an explanation of the productive difficulties encountered.

Anthony Bruton
University of Seville
Grouping Lexical Items: Help or Hindrance?
There are many ways of grouping new and known lexical items. Many ways of organizing and grouping may seem logical for linguists or expert users, but may actually hinder learning for the less proficient student. This talk, based on practical examples/tasks, will deal with some of these issues. All are welcome.

Rubén Chacón Beltrán
University of Seville
Teaching False Cognates in the FL Classroom
English and Spanish share a number of words that are similar in form but different in meaning. This entails a learning problem for the FL learner, as s/he assumes to know words that s/he doesn’t. This paper deals with a study carried out with the aim of implementing two teaching techniques for teaching false cognates. Some pedagogical implications are then put forward.

Francis Eaves-Walton
Bell Schools, Cambridge
Insiders, Outsiders, Experts …The Role of "Intercultural Mediator"
When traditional "British Life and Institutions" becomes "British Cultural Studies", the new role required of language teachers is a stimulating but deeply challenging one, for the native and non-native alike, although in different ways. This talk addresses its theoretical and practical demands, reflecting in particular upon recent experiences with a progressive upper-secondary cultural syllabus in Romania.

Mercedes López de Blas
CAM/MEC, Madrid
Multicultural Classes in EFL
The last few years EFL classes in Spain have been changing. Our students are not only coming to us from Spain, but also from Eastern Europe, the Middle East, South America, etc. Our classes are becoming more and more culturally diverse as well as made up of students with mixed abilities. We will talk about considerations to keep in mind when working with this population with a strong focus on the importance of learner autonomy.

Robin R Mackenzie
Freelance
Inhabiting the Paradox: An Examination of Scots English Within British English
If a language is merely a politically acceptable dialect, the language of the Scots would certainly have fitted the definition of a language. This paper investigates where and how and why the transformation of a language took place, and of the various efforts to reverse the decline of the Scots language to its present perceived position as a proletarian dialect.

Gerry McIntosh
Burlington Books
Scottish Culture
This session will look at traditional and not-so-traditional images of Scotland while giving the participants a chance to practice their English. Topics to be looked at include Scottish vocabulary, food and drink, sports, and music.

Joe McKenna Gleeson
EOI, Córdoba
Working with Phrasal Verbs
This workshop will consider how much your students actually use phrasal verbs, which approaches students perceive as most useful, and which approaches teachers consider most successful? Participants will discuss their own experiences in this area and compare conclusions with presenter’s research findings. This session includes printed examples.

Angela Morell
The Spanish and English School, Alicante
Learning and Teaching Phrasal Verbs Creatively
Why should teaching and learning phrasal verbs be boring? By using our imagination we can make it an enjoyable, exciting experience for our students. In this talk, creative ideas will be given for classroom decorations, phrasal verb games, group projects, and interactive activities where the students play an active role in learning, as well as in teaching and testing their partners.

Robert O`Dowd
University of Birmingham, UK
Ponme un Café, ¡Anda! – Teaching Language and Culture
Despite much talk about ‘intercultural competence’, many teachers are still unclear about what "teaching culture" means. This paper highlights a practical side of this area, by looking at the relationship between language and culture. I will deal with contrasting aspects of Spanish and English and how they influence the way we view one another. Activities to increase students’ awareness are also looked at.

Ewa Piechurska
Opole University, Poland
Statistics for the EFL Teacher
The workshop aims at familiarizing teachers with basic statistical procedures. Participants with no prior knowledge of statistics will have the opportunity to read and understand data from statistical reports, as well as carry out their own classroom research on a small scale.

Mary Alice Soriero de Martinez
Centro Norteamericano/Colegio Alminar, Sevilla
Living and Learning – An Excursion in Intercultural Awareness
Do you have students going abroad? How can we help enrich their international experience? This talk introduces activities to be implemented before and during the travel. The focus of the activities is to bolster intercultural communication, develop strategies to ease culture shock, and enable students to understand their host culture.

Arturo Ugalde
University of San Pablo-CEU, Madrid
Implementation of Tasks for Effective Language Learning
Tasks are meant to have pedagogical value on the basis of what they can provide for the learner. We examine task models and their relationship to pedagogical language needs. We also assess claims made by different SLA researchers. Tasks are also discussed from the perspective of classroom activities, which create opportunities to organize comprehension and production at different levels of difficulty.

Suad George Araj
American University of Beirut
Strategies and Practical Issues in Teaching Language and Culture
This presentation discusses teaching listening comprehension in the ESL classroom and the effect it has on learning. Lund`s Function-Response matrix will be presented followed by sample formats to be used by teachers. The participants will have the opportunity to take part in practical activities and be able to participate with feedback and questions.
Francisco Javier Avila López
IES Nuevas Poblaciones /Universidad de Sevilla
Visualización: Comprensión y Recuerdo en L2
Recientes investigaciones en el campo de neurobiología apuntan una nueva dirección en el estudio de la mente humana. La presentación pretende promover la reflexión sobre el papel de la imagen mental en la comprensión y el recuerdo en una lengua extranjera. Especial atención se presta a su relación con la destreza lectora y el tratamiento que recibe en los currículos de lectura.

Cary Barney
Anne McCabe
Saint Louis University, Madrid
Computerized Language Learning: Retry, Ignore or Abort?
Computer language teaching is often portrayed as interactive and then, contrasted with a traditional teaching classroom, made to look dull and, well, non-interactive. We explore here what kind of interaction is necessary in order for language learning to take place, and analyze the computer-fronted classroom with the teacher-fronted classroom, moving towards a definition of the role of the computer in a truly interactive classroom.

Barbara Bradford
School of Oriental and African Studies, University of London
Teaching Rhythm and Intonation for Effective Communication
This workshop considers the extent to which learners need to adapt to an English rhythm and intonation in order to be intelligible and selects aspects as priorities for classroom teaching. Both rhythm and intonation are seen as fundamental to expressing meaning rather than as cosmetic features of spoken English. The activities demonstrate practical techniques and aim to elicit ideas from participants.

Carlos Buedo A.G.
Pilar Turégano Mansilla
Iluminada Ortega Rodríguez
EOI Albacete
Integrating Video in the Lesson
The objective of this presentation is to show teachers a way to approach video material. The speakers will talk about how to enhance video-based activities, integrating them into the lesson planning in order to, eventually, create a video bank. Techniques will be presented using motivating chunks of film, which will be used for a variety of purposes.

Víctar Carrero Rodríguez
Asunción Sánchez Villalón
UCLM, Ciudad Real
Recursos Multimedia y Autoaprendizaje
Los recursos multimedia con los que contamos en nuestra universidad (UCLM) deben optimizarse en el aprendizaje de las lenguas extranjeras. Partiendo de esta premisa y teniendo en cuenta el interés que despiertan las nuevas tecnologías, en esta charla presentamos su potencial metodológico, como material innovador en el aula de idiomas. Además, realizamos una experiencia con alumnos de formación académica y necesidades muy distintas.

Sonia Casal
EOI Huelva
Real Communication in the English Classroom
This workshop will focus on the development of speaking strategies in the elementary English classroom. To this aim, the presenter will describe an experiment carried out with teenagers by implementing Cooperative Learning techniques. Participants will have the opportunity to familiarize themselves with the features of Cooperative Learning and relate them to their own teaching experience.

Jonathon Chandler
The School, Aranda
Charts, Keys and Coursebooks
Course books have always contained tables and diagrams that serve as a written record for students. How well do they represent language and how memorable are they? In this session we will look at some alternative ´maps` which can be used as the basis for classroom activities and so might subsequently act as souvenirs of a ´language experience` rather than simply as statements of rules.

R Kenneth Dillon
Kyoto University of Foreign Studies
Wayne K. Johnson
Ryukoku University
Encouraging Student Independence Using Mind Maps
This workshop demonstrates the use of graphical organizers (mind-maps), and peer journaling to create student-generated material. Participants will produce their own mind-maps, then explain and develop them. These will then serve as a platform to launch conversation, peer journaling, and other activities. A discussion of theory and practical applications will follow.

Stephen B England
KDC
Computer Authoring Tools To Create One`s Own Multimedia Course
More and more software programmes are becoming available for language learning. But do the contents really comply with what the teacher is looking for? A new range of EFL products are now including authoring tools to create or enhance existing materials to precisely what teachers want the students to work with. It’s easy and fun and you DON’T have to have programming knowledge.

Luis Figueras
IES Sales, Viladecans
Aspects on Pronunciation: Multimedia Resources and Activities in FLT
Are you concerned about how your students pronounce? Are you interested in applying multimedia materials (CD-ROMs, labs and so on)? In this lecture I will present key problems encountered, practical methodology, oral activities such as dialogues, music and songs, and specific problems for learners in secondary education.

Jason Firestone
ESADE
Creating an Online Classroom with the Internet Classroom Assistant
In this practical demonstration we will see how we can enhance our teaching by creating an online classroom using a free, course management software tool - the Internet Classroom Assistant (ICA). The ICA allows us to post messages to our class members, host conferencing topics, and add assignments, useful web links, and documents to our virtual class-space, thereby, adding value to our teaching.

Jason Firestone
ESADE
Word Processing and Process Writing in the EFL Classroom
In this practical demonstration we will examine word-processing activities, and ways to integrate process writing using Microsoft Word. We will look at ten templates to help you create text-based exercises and also at a number of features in Word that allow us to enhance our editing and correction of student texts, thereby helping students in more effective process writing.

Carmen Fonseca Mora
University of Huelva
Teacher Behaviour and Language Learners' Self-Concept
The way teachers present material and give feedback influences learners’ beliefs of their ability to participate successfully in tasks. A positive self-concept is a critical variable for maximum achievement. We look at the factors on which positive self-concept is based, analyse classroom activities, and suggest ways of helping to shape a positive self-concept.

Judith M Lamie
University of Birmingham, UK
Teacher Development
In Japan teachers of English have been facing major innovations. A new Course of Study has required them to move away from the previously adhered to grammar translation approach towards communicative competence. Through recourse to a series of detailed case studies, this talk will outline the aspects of teacher development that have been put in place to support these innovations.

Lucía García Magaldi
Centro de Profesorado de Córdoba
Learning Styles: Basics for Teachers
Recent theories on "Learning Styles" and their importance in Second Language Acquisition will be proposed and discussed.Emphasis will be placed on implications for the Secondary E.F.L. classroom and specific strategies will be presented and discussed.

Chris Gesthuysen
Trinity College, London
Evaluating Students´ Spoken English – No Problem!
This workshop aims to provide participants with a practical schema for evaluating their students’ oral performance. Using Trinity College London’s criteria for Oral Grade exams, I intend to show participants how easy it is to grade students’ performance, providing opportunities for discussion and evaluation of authentic sample exams.

Chris Gesthuysen
Trinity College, London
Learner-Centred Writing Tasks
I will be looking at how students can take responsibility for up to 60% of the content of their own exams, using Trinity’s unique system of Topic and Text presentations. Participants will have the opportunity to see how students deal with these challenges in authentic sample videos, and how clear the process is for evaluating their performance.

Chris Gesthuysen
Michael Ball
Trinity College, London
Oral Exams – Letting your Students Take Control
Why are our students writing? Trinity’s proposals for a written exam based largely on continuous assessment seek to revive students’ central role in their own writing. Teachers can also benefit from clear guidelines on assessing written work. This session aims to outline the main features of the suite of Trinity exams, as well as offering you the chance to try out a new marking scheme for written work.

Eugenia González Betancor
EOI Las Palmas (Gran Canaria)
Iñaki Iriondo
EOI Santa Lucía (Gran Canaria)
Miguel Ramírez Gutiérrez
EOI Las Palmas (Gran Canaria)
Pronunciation Activities in the Classroom
The main aim of this workshop is twofold: i) to provide participants with pronunciation techniques and activities of a communicative and suggestopaedic nature, which can easily be incorporated into the language classroom, and ii) to stimulate participants into creating their own materials for pronunciation practice.

Kenny Graham
Bell Schools, Cambridge
Training for ICT
We will look at the difficulties faced by teachers when dealing with developing technologies; how we can cope with using them ourselves and with utilising them in our teaching situations. The talk will address the areas of specialist and in-service training, continued development, methodology, and keeping in touch. Some prior experience would be useful, and audience participation will be welcome.

Mark Hancock
Freelance/Cambridge University Press
What to Look For in a Song
In this presentation, we will look at ways of exploiting songs in the classroom. A wealth of practical ideas will be presented, illustrated with examples of both authentic pop-songs and material from the presenter’s book Singing Grammar (CUP). We will see how songs can be used in skills development, grammar, vocabulary and pronunciation work and in topic-focused activities.

Michael Harry
et.cet.er@ English Theatre Company
A Drama Project: Wholescale or Selected Activities
 This talk/workshop introduces a practical, cross-syllabus, drama project that can be used in class the whole year round, providing source material for a wide variety of language items and skills work. The project can culminate in a class performance. All activities can also be used in isolation separate from the project as a whole

Concha Julián de Vega
María Domínguez Leonsegui
IES Hermanos Machado, Sevilla
Learner Types: A First Contact
How can we help our students in their learning process? Can we help ourselves as teachers at the same time? This presentation looks at research on learner types carried out in Seville with compulsory and non-compulsory secondary education levels over two years. Activities, tips and ideas for teachers working with teen mixed-ability classes will be developed during the presentation.

Ramesh Krishnamurthy
Harpercollins Publishers
Learning and Teaching through Context – A Data-driven Approach
A word may have many potential meanings, but its actual meaning in any authentic written or spoken text is determined by its context: its collocations, structural patterns, and pragmatic functions. Large language corpora offer access to words in a wide range of natural contexts, which can improve and enrich both language learning and teaching.

Kate Lawrence
Institute for Applied Language Studies, Edinburgh
Confidence Tricks – Working on Intelligibility in Pronunciation
Intelligible pronunciation is an important factor in confident oral presentation, but classroom practice time is limited. In this workshop we look at strategies for prioritising 'phon and pron' features for Spanish speakers in the light of EIL (English as an International Language) and try out classroom activities designed to build confidence and give practice in the pronunciation features discussed.

Mark Levy
The British Council, Madrid
¿Qué Has Dicho? No Entiendo Nada. Getting Instructions Right
Arguably, the most important real communication in the foreign language classroom is when the teacher gives the class instructions, but many teachers end up giving instructions in L1 to 'ensure' that learners will 'understand'. However, this does not guarantee success either. In this workshop we will look at simple practical steps we can take to make our instructions clearer

Colin Lyne
Exeter Language Centres , Gijón
The Dark Side of Life: Scary Stories in the Classroom
What has the tragic fate of golfer Payne Stewart got to do with EFL teaching? This was one case of how macabre and mysterious events fascinated teenage students and had them avidly practising their English. In this talk we see how real life and fictional stories about accidents, murder, mystery and the supernatural can have your students on the edge of their seats!

Colin Lyne
Exeter Language Centre, Gijón
Pairs Work!
Is pair work an integral part of your class? Many teachers feel that pair work does not work as well as they would like. This talk reviews aspects of teaching we usually take for granted and yet are not always satisfied with. We hope to present some techniques participants may not be familiar with, show how to avoid common pitfalls, and share ideas.

Nicholas Mair
Dulwich College, London
GameBox Software
We all know that students expect us to harness new technologies in our language teaching. This presentation shows how the ‘GamesBox’ software can be used on a single computer to deliver language games. The 40+ games (mostly starters, breakers and finishers) are suitable for all ages and abilities. Most games can be replicated in Word or PowerPoint.

Anita Morgan
Universidad San Pablo-CEU, Madrid
Advertising in English
The aim of this workshop is to provide participants with a range of activities and ideas for exploiting written advertisements. The speaker will present a variety of tried and tested material on the following: language use in advertising, attention seeking devices and techniques for creating advertisements, and enhancing student creativity.

Zsuzsa Nemeth
Hosford Middle School, Oregon, USA
Strategies for Teaching Comprehension for All Learning Styles
This presentation will outline an array of reading strategies that enhance the comprehension of narrative texts and go beyond
the text to extend the students' experiences. Drawing on theory and practice, the presenter will demonstrate how these strategies are applied in a primary and/or secondary setting.

Anna Nicolaou
Michalis Koutsoulis, Ed. D.
Intercollege, Cyprus
Unequal Distribution of Feedback on Learner Performance
This paper presents the conclusions of a study that examined teachers' feedback on students' performance in ESL classrooms. The study was conducted in Cyprus using self-administered questionnaires with 400 State high school students. We will look at which students receive more support from the teacher and what kind of feedback teachers tend to give.

Victor Pavón Vázquez
Universidad de Códoba
Priorities for Teaching Pronunciation
Traditionally, the teaching of pronunciation has been based on practising with sounds in isolation. However, we have to move towards the integration of pronunciation and meaning at the level of discourse. This talk will attempt to prioritise different aspects of teaching pronunciation and present teaching techniques for the same.

Katia M Peltekian
American University of Beirut
Using Pop Songs to Teach English Language Skills
Pop songs are enjoyed by most and thus have become a favorable medium to teach a foreign language. This workshop will demonstrate to novice teachers different activities using lyrics and video clips of pop songs. The main goal is to give teachers tried and tested activities to work with words, music, and pictures to teach the different language skills.

Elspeth Pollock
English Language Institute, Seville
Spanish Speaker Pronunciation Problems and Practical Solutions
We sometimes don’t have the opportunity to really look at the pronunciation problems our students in Spain have when speaking English. I would like to focus on this and then offer some practical, fun solutions for a variety of levels and ages.

Enda F Scott
English Language Institute, Seville
Bringing Internet into the Language Classroom
This talk will highlight some advantages and explore challenges encountered when using the Internet and the World Wide Web (WWW). It is aimed at giving a general audience, who may not have experience yet of the Internet, an idea of how the WWW can be incorporated into language classes. There will be a handout including sample lesson plans, references, and websites.

Carol Westerman
Opening English School
Native or Non-native English Speaking Teachers? BOTH
This paper will discuss the reasons for and ways of combining the strengths of native and non-native teachers. We will see that students’ needs are best catered to when provided with multicultural teaching that places importance on self-esteem and personalisation, and embraces communication between teachers.

Philip Wilson
Opening English School
Icon Games
Reducing teacher-talking time, increasing student participation, class dynamics; can all this be achieved with stick men and smiley faces (icons), simple images, and simple games? Find out for yourself in what should be a fun, interactive workshop. The session opens with an outline (including video) of an experiment carried out in Zaragoza. This is workshop-based, offering practical techniques and procedures.

Rosa Aliaga
COP Donostia
Iñigo Korkostegi
COP Gasteiz
Bego Iturgaitz
CP Kueto – COP Sestao
English at Infant Level: A Basque Government Project
During the 1999-2000 school year, the Basque Government set up a project to introduce English at Infant Level and First Cycle of Primary in 160 state schools. Teachers with experience at these levels are working as advisers elaborating curricular material. We will talk about the basis of our methodology and we will show materials created for this age group.

Robin de Andrés
Picadilly School, Gijón
Create Your Own Class Library
Using colourful and easily available books, teachers can encourage their students to participate in the development of stories forming the basis of a unique class library. Practical suggestions for producing attractive and inexpensive books will be explained, including accordion books, foldout books, flap books and crazy shape books. Tips for utilising and expanding classroom creative writing activities will be discussed.

Nigel Bwye
Burlington Books
Real Magic English
This session presents some exciting and enjoyable activities for capturing the interest and imagination of young learners. Magic tricks, conjuring, and the sleight of the hand are offered as tools for putting the language into a familiar and enjoyable learning context. Many of the materials involved are those found in any classroom. No previous experience required. Just an open mind and a sense of fun!

Jennifer Dobson
International House, Córdoba
Topics for Infants
Practical ideas of a whole range of different types of activities like, games, songs, stories, drama and craft, based around topics children from 4 to 8 can relate to will be presented. Participation is essential.

Carlos Domingo
Jorge Bascón
Colegio Munabe, Bizkaia
Bits and Pieces: Creation and Usage in Primary
How can your students understand the L2 vocabulary and linguistic structures better? This demonstration deals with the usage of bits (minimum information units) in order to systematise the vocabulary and linguistic structure acquisition through an audio-visual process. We see how to create bits with just a computer and the Power Point programme. Material is distributed and our methodology shown on video.

Carol Ann Dowie
International House – CLIC, Sevilla
Writing with Younger Learners – Getting Started, Keeping Going!
This workshop will offer practical activities I have used in the classroom to initiate, motivate, and develop students writing skills. The session will address both complexity and age/level. Example material, explanations, demonstrations, and participation will be included.

English Theatre Company
Password – Drama for Primary
Joey and Linda are normal. As such, they can be wonderfully good or horribly bad. But what happens if evil comes? What happens if the only way to conquer evil is to know the Password? Password is a play set in today's world of computers and filled with comic moments where the audience have to help Joey and Linda discover the Password.

Ester Fernández-Palomero Morales
Colegio Juan de Valdés
Carmen Hernán Zeo
Colegio El Porvenir
A Live Sample of Bilingual Education
What is a bilingual program? How can we approach such a task in schools in Spain? We will present basic principles and illustrate them with a project we are coordinating in two schools. Participants will have an opportunity to share their insights and experiences. No prior knowledge is required, although it is helpful to have previously attended ‘Theoretical Principles for Bilingual Education’.

Daniel Griffin
Richmond Publishing
Use of Music in Preschool and Primary EFL Classes
Abstract Pending

Carmen Hernán Zeo
Fundación Federico Fliedner
Theoretical Frameworks for Bilingual Education
Theory, theory theory is what we need to inform our practice. I will present theoretical frameworks behind bilingual education and models that have been designed to implement programs. I will then explore how to translate this theory into practice. My intention is to provide a fresh, new synthesis of why we do what we do.

Tina Kirk
Sandra Piai
The British Council, Bilbao
Dramatising Stories in the Young Learners’ Classroom
The aim of this workshop is to demonstrate different ways of dramatising stories and give participants ideas of how they can build up a repertoire of simple stories to tell to, and dramatise with, their own classes. Participants will be actively involved in the dramatisations and in 'before' and 'after' story activities.

Nina Lauder
Freelance/Richmond Publishing
Reward and Discipline Techniques in Primary
An unruly class is every teacher's worst nightmare. This talk will take a look at reward and discipline techniques for young learners and will provide a variety of fun and easy ways to gain classroom control, maintain order, and enhance learning.

Nina Lauder
Freelance/Richmond Publishing
The World of Crafts
In this hand-on workshop we will take a look at the importance of using crafts in the EFL classroom. Participants will be provided with fun, easy, practical ideas on how to make the most of crafts by combining them with drama, songs and finger plays.

Claire Medwell
Burlington Books
Once Upon a Time …
As young children differ in their learning pace, stories and story-telling offer variety and opportunity to participate, as the story structure is universally understood. This session deals with their learning needs and highlights the role storytelling plays in teaching English. We look at storytelling tips and use and teacher / child produced stories that support the natural progress of learning.

Roisin O’Farrell
English Language Institute, Seville
Making Games Go Further
At a loss for new games? This session will take some familiar games, assess their real value in the lesson, and suggest ways of modifying the basic activities to make them go further. We will look at practical ideas for varying pace, avoiding potential problems, stretching the language and skills practised and effectively, adding a new dimension to old games.

Ramón Palencia
Richmond Publishing
Lexis and Comprehension: Foundations for an Introductory Course for Young Learners
Teachers of young learners should have three basic goals: developing a positive attitude to English, providing building blocks for interlanguage development, and students communicating through English. How can we achieve this in the primary curriculum, with three hours a week? An approach based on lexical items and lexicalized structures, and support materials for production in the form of ‘cribsheets’ offer solutions.

Simon Andrewes
Zaidin School, Granada
Progress and Affect: A Relationship in Learning
Over the last couple of years I have been carrying out classroom research, the purpose of which was to seek a relationship between affect and progress in learning English among groups of young teenagers. This talk will outline the methods and findings of this research.

Rob Bexon
Burlington Books
Making Writing Real
The "skill" of writing is of great importance and especially when learning to write for exams, particularly the Selectividad. In this session we look at using "real" writing situations in an attempt to develop an awareness of who we are writing for, and to improve the content of texts. We work on situations and skills not only useful for final exams, but also transferable to a younger learner’s world.

Antonio Vicente Costa Vicedo
Work Pending
Using Project Work to Improve Writing
Writing in English is a challenging activity for most ESO students, especially when their prime focus is the grade they will get. I will demonstrate in four steps how using motivating project work, your students will improve their writing skills. This demonstration will be useful for teachers dealing with mixed-ability secondary education classrooms.

Jennifer Dobson
International House, Córdoba
Presenting Language in the Secondary Classroom
Do you need some practical ideas of ways to present language? This workshop session looks at a variety of different means and approaches to introduce language through some of my favourite presentations. This workshop is suitable for teachers of students from the ages of 12 upward.

Michael Downie
Richmond Publishing
Title Pending
I will explore some of the issues related to using new technologies in secondary schools, outlining pros and some cons of working with Internet materials with large mixed ability teenage groups. I will also suggest ways to exploit some interesting World Wide Web sites with our students. It is hoped participants will contribute with their own favourite sites and activities.

English Theatre Company
Go For It! – Drama for Secondary
Stephen Dork doesn’t have an easy life. He's adopted, from a different culture. His workaholic parents largely ignore him. His image conscious schoolmates make fun of him. He's lonely and isolated. He feels a misfit. What does Stephen do about this? He writes in his diary. Go For It has been created especially for non-native audiences to enjoy.

María Jose Flores Carpe
IES Felipe de Borbón, Murcia
Classical/Elizabethan Theatre: Reading Approaches when Teaching Literature
This workshop presents a project done by my students on learning literature through the reading of drama books. Our study is centred around the Elizabethan period connected with the Classical Spanish Theatre. We take a look at their motivation, their appreciation of the similarities and differences of stage, audience, plays, actors, etc., and their opinions about the English and Spanish theatre.

Lucía García Magaldi
Centro de Profesorado de Córdoba
Interactive Grammar Practice for Intermediate Students (16 +)
A student-centered and interactive approach to revising and teaching grammar to over 16 year olds will be proposed. The activities will be experienced and discussed by participants.

Jim Lawley
Richmond Publishing
Title Pending
Abstract Pending

María Isabel Pérez Torres
IES Isaac Albeniz, Málaga
ESL, Secondary Education and Computers
Using new technologies is a motivating way of teaching young learners, but are we ready to use computers in an efficient yet uncomplicated way? We will see how to manage an English lesson in the computer room and examine a number of practical activities prepared with material from the Internet and other sources oriented to ESO and Bachillerato.

Cristina Quincy
Richmond Publishing
TPR for Adults and Teens
Many think Total Physical Response is limited to only jumping, pointing and using the imperative; but TPR is an effective tool for learners of all ages and levels. This demonstration will provide participants with alternative approaches that go beyond this popular view of this technique.

Antonio Roldán Tapia
IES Alhaken II, Córdoba
An Analysis of Bilingual Dictionaries for School Learners
The aim of this paper is to present a consistent analysis of the different bilingual dictionaries currently available on the market. The focus will be on those dictionaries containing around 60,000 words. Attention will be paid to the sections in which they are divided, the number and type of entries, the treatment of polysemic graphemes and the type of word knowledge included.

María José Sánchez
Richmond Publishing
Title Pending
Abstract Pending

John Wetherell
The British Council, Barcelona
Personalisation Inside and Outside the Language Classroom
Personalisation Inside the Classroom looks at getting information from the students and ways of utilising it. We also look at materials, their presentation and regular feedback (generally in the form of correction). Personalisation Outside the Classroom looks at how to integrate IT into classroom activities and its use to increase the contact and support we can give to the students.

Ben Wetz
Oxford University Press
Classroom Management for ESO
For many teachers the problem of managing large classes is a cause of stress. In this practical session we will look at what 'the experts' say about classroom management in secondary schools. We will also look at some case studies in an attempt to recognise what is best practice.

Ben Wetz
Oxford University Press
Motivating ESO Students
In this session we'll look at ways to motivate young teenagers. We'll be talking about how to exploit students’ interests and how to ensure that our methodology focuses on success rather than failure.

Catherine Boardman
English Language Institute, Seville
Improving Writing at FCE and Beyond
Why do so many students at FCE and CAE levels still have difficulty producing written work of high quality? We will examine some of the factors involved in good writing at FCE level and above (not only suitable content and layout but use of language, too) and look at practical ideas to help students improve in these areas.

Simon Brampton
ESADE/Freelance
10+ Practical and Enjoyable Activities for Beginners
This workshop begins with a brief definition of what a ‘beginner’ is, and fundamentals to keep in mind. The middle part presents 20 practical, reusable games and activities from different methodologies, which will be fully explained and demonstrated. The last 10 minutes will be devoted to pooling ideas. Participants will go away with 10 plus immediately usable beginner activities.

Simon Brampton
ESADE/Freelance
Practical NLP Activities for Teachers
The objective of this workshop is to provide a brief overview of NLP theory and some immediately usable activities that can be applied inside and outside the classroom. The first part of the talk is mostly theoretical but includes demonstrations, while the second part gives practical activities that participants can try out. Photocopies of all activities are provided.

Angeles Broca Fernández
Universidad de Sevilla
Aprendizaje de Inglés Técnico Mediante Project Work
Un problema fundamental en las escuelas técnicas es el nivel de inglés de los alumnos. La diversidad de niveles dentro de un mismo aula hace plantearse la necesidad de individualizar la manera de presentar un material. Un proyecto individualizado puede solucionar algunos problemas que se plantean. El objetivo es mostrar un experimento que llevamos a cabo sobre "Project Work".

Therese Buchmeier
Institute of International Education, Hungary (on behalf of TOEFL)
The TOEFL: How Is it Doing in Spain?
This talk gives an overview of the TOEFL. Sample TOEFL questions and format are demonstrated in the computer-based exam. Preparation materials and strategies are presented, and time is left for Q&A and discussion. This session is for professionals involved in research and preparation of assessment tools, for those preparing students for the TOEFL exam, and for teachers using technology as a teaching and assessment tool.

Therese Buchmeier
Institute of International Education (on behalf of TOEFL)
Introduction to ETS’s TOEFL Test Preparation Software
ETS is pleased to introduce PowerPrep Software – Test Preparation for the computer-based TOEFL Test. This CD-ROM, first introduced in February 2000, contains two computer-based TOEFL tests with real TOEFL questions. It also features writing practice, actual essays, and scoring explanations. During this presentation, the materials will be demonstrated and time will be allocated for Q&A.

Effrosyni Dalaka
Technological Educational Institute of Thessaloniki, Greece
Dyslexia in Higher Education
The problem of dyslexia among college students is examined: the reasons causing it, how it can be diagnosed, and how it can be faced. Results of research in Higher Education are analyzed and ways of addressing the problem are suggested.

Catherine Downey
ESADE
English for Business: Creating More Appropriate Tasks
More and more teachers are moving into English for Special Purposes, in particular English for Business. But how do we differentiate ourselves? At our school, we believe that teachers with a fundamental knowledge of basic business concepts can enhance and improve their classes by making them more relevant and more interesting to their students.

Bonnie Ellinger
Bar Ilan University, Israel
Teaching Reading in Advanced EFL Classes
This talk addresses some of the theoretical issues involved in teaching reading in English as a foreign language at the advanced/university level. It deals with topics such as the importance of reading as a component of SLA, schema theory, authenticity, models of reading, and metacognition. Up-to-date materials are used to illustrate practical application of the above.

Ben Goldstein
Universitat Internacional de Catalunya, Barcelona
A Place for Screenplays
Both in ELT and other teaching contexts, screenplays have still not been recognised as "acceptable literary texts". As such, little has been written on their use in the classroom. This workshop discusses ways in which these texts can be exploited constructively. Practical examples using video, as well as an analysis of the differences between reading visual and written texts are presented.

Eoin Higgins
Richmond Publishing
New Technologies
Abstract Pending

Ceri Jones
International House, Madrid
Get Talking: Helping Reticent Speakers Gain Confidence
In this practical workshop we will look at the reasons why some of our students experience difficulties in speaking and discuss how best to help them. We will explore a range of tried and tested classroom techniques aimed at helping reticent speakers

Marianna Joo
Szeged University, Hungary
The Role of Motivation in Adult Foreign Language Learning
In the framework of the life-long-learning notion, language teachers have to find the most appropriate techniques to motivate adult learners. I intend to share my experience about the role of motivation and some useful classroom tips for adult English classes.

Mary Ellen Kerans
Universitat Internacional de Catalunya
The "Give-And-Take" Lecture: Simulated Listening Practice
Beyond general language proficiency, students face two obstacles in academic listening comprehension: 1) lack of familiarity with genres other than "talk-and-chalk" lectures, and 2) failure to follow the discourse that develops among peers and professors in "give-and-take" lecture styles. I will demonstrate a simple way to modify classic EFL listening comprehension activities to give students practice in modern lecture formats.

Kate Marriage
Universidad Pontificia Comillas, Madrid
English Language Teaching Materials for Students of Social Work
English language teaching materials for students of Social Work
I will present ELT materials prepared for first-year university students of 'Trabajo Social'. Participants will see authentic reading texts, chosen for both relevance to students' interests and for their accessibility, and work through supporting materials to develop low/pre-intermediate learners' reading and study skills. Given the students' language level and age, the materials should also interest teachers working on temas transversales.

Annie McDonald
San Pablo-CEU University, Madrid
ESP in Spain: The Future?
The last TESOL International Conference provided a platform for seven professionals to give a critique of ESP in the 20^th century and make their recommendations for the future. In this talk I will present a summary of the main points raised and these will provide a framework for discussion of the future of ESP in our Spanish context.

Teresa Morell Moll
Universidad de Alicante
Interactive Lectures for EAP Students
EFL students need to receive input, negotiate meaning and produce output to improve their communicative competence. Therefore, lectures should allow for their active participation. How can instructors carry out effective lectures that encourage student interaction? We will review aspects of lectures that instructors can control (e.g. questions, wait-time, negotiation, etc.) to come up with strategies for conducting effective interactive lectures.

Rhian Owen
ESADE
Advanced Business English: What Do We Mean by It?
This talk arises from years of experience working on the design and delivery of English courses for undergraduate students of Management Studies and explores the expectations of different stakeholders as to what "advanced" and "business" really mean. More importantly, do they mean the same thing to students, language teachers, curriculum designers and programme directors?

Clive Oxenden
Oxford University Press
Teaching Upper-intermediate Doesn't Have to be Dull
This practical talk will show how to keep upper-intermediate students motivated and involved.

Clive Oxenden
Oxford University Press
The English File
Abstract Pending
This presentation will take you through a coursebook whose aim is to make teaching at this level fun, dynamic, memorable and effective.

Liliana Piasecka
Opole University, Poland
Memory Strategies in Vocabulary Learning
Recent decades have witnessed a profound interest in vocabulary learning and teaching. To acquire new lexis, the learner has to apply a number of strategies, memory strategies included. These strategies, identified during a vocabulary learning task administered to a group of university students of English, and their impact on vocabulary gains measured by a vocabulary test will be presented.

Robert Quinn
Centro Norteamericano
Beginning to Speak - Teaching Beginner Adults
When it comes to conversation, many beginner-level textbooks expect either too much or too little from students, leaving topics wide open or restricting them to the simplest of responses. In this talk, I’ll be presenting a variety of fun, interactive fluency games and activities which are appropriate for beginners, as well as some general tips for designing new activities of your own.

Tricia Smith
ESADE
Teaching Negotiations to Business English Students
This workshop is a practical introduction to the methods and materials used for pre-experienced students of Business English. There will be an introduction of the basic theories of negotiation, an overview of the course components, a few words about the roles of the observer and secretary and then role-plays and a feedback session.

Speaker Pending
UCLES
Revising a Major International Exam: The ‘New’ Cambridge CPE
The revised Certificate of Proficiency in English (CPE) will be introduced in winter 2002. This talk covers the revision process so far and, the factors that have influenced the revision. It reveals for the first time the overall format and content of each component. It also looks at a new approach, supported by school owners, to improve performance at CPE.

Speaker Pending
UCLES
Assessing Business English Competence: The UCLES Business English Certificates
This workshop will outline the format and aims of the BEC exams, at all three levels, explaining what work-related functions and topics are included, plus a review of how candidates are assessed. The presenter gives an overview of candidate performance in Spain from a recent administration of exams and asks the audience to discuss example scripts and consider implications for the classroom.

Beril Yücel
Kent University English Language School, Turkey
Eight Smarts in the Reading Class
The theory of Multiple Intelligences brings a new dimension to ELT. The main focus of this hands-on workshop is how to put this theory into practice in reading classes. Primarily, the participants are provided with an MI inventory. Then, practical reading activities that appeal to the eight smarts are presented. Finally, the participants are invited to discuss the applicability of the activities.

*Preprogram is Subject to Change.

Information: Tammi Santana, American English School, Avda. Ramón y Cajal, Ed. Viapol, Portal A-4º, Module 13, 41018, Seville. Tel: 95 492 5224, e-mail: tsantana@arrakis.es 

Back to the TESOL-Spain home page