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TESOL-SPAIN 27th. NATIONAL CONVENTION
Process, Progress and
Portfolios: Frameworks for Language Learning.
26 - 28 March, 2004
Centro de Enseñanza
Superior Luis Vives CEU
C/ Tutor 35 28008
Madrid
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27th
TESOL-SPAIN
National Convention
****
Official Opening
Ceremony
AULA MAGNA 17:00 -
17:20
*** timetable
maybe subject to
change
Friday 17:30-18:30
KEYNOTE
PRESENTATIONS
Bowers, Roger
Room 303
Trinity College
London
Portfolios and
the Three-in-One
Approach
CTec/TEA
Talk/Eng AGen/LMix/TGen
P . . * . T
The student
portfolio as a mode
of assessment has
been variously
described,
dissected, defended
and (at times)
deprecated. Roger
Bowers draws on the
extensive research
and discussion
available, and on
the experience of
Trinity College
London in this
field, to evaluate
the practice of
portfolio
assessment and to
offer guidance on
good practice in
ensuring its
effectiveness and
integrity.
Deller, Sheelagh
Room 203
Pilgrims
Canterbury UK
Modularity for
Lower Levels
CSD/MDv W/Eng
A2,3/L1/T1,2 P . *
. . T
What should we
teach in the short
time we have? What
can our learners
cope with in the
short time they
have? This workshop
considers some
criteria for
selecting areas
lower levels need
to spend more time
on, and those which
require less time,
or could even be
ignored: in other
words, how to
prioritise teaching
content at lower
levels.
Kokolas, George
Room 401
Express
Publishing, UK
A Living
Language: Creating
competent users of
English
CSD/CTec
Talk/Eng A2/L2,3/TGen
P . * . . T
This talk explores
the need for
language teaching
to focus on what
learners are
expected to do with
the language once
they have learned
it. The
Communicative
Language approach
now dominates EFL
practice, but no
matter the name we
give to each new
method or technique
the aim is to
promote
communication and
the exchange of
realistic
information.
Levy, Mark Aula
Magna
British Council,
Madrid
Different
Backgrounds: New
possibilities?
SES/TDv Talk/Eng
AGen/LGen/TGen P .
. * . T
Spain is rapidly
becoming a
multi-cultural
society and our
classrooms now
reflect this.
Successfully
incorporating
children from
different
backgrounds is an
issue for English
teachers too. In
this talk I'd like
to reflect on some
of the learning
points from two
recent study visits
to the UK which
looked at positive
experiences of
integrating
children from
immigrant
backgrounds into
the state education
system.
Morrow, Keith
Salón de Actos
ELT Journal
Is it Worth
Reading the Common
European Framework?
TDv/TEA Talk/Eng
AGen/LGen/TGen P .
* . . T
The Common European
Framework is 200+
pages of often
impenetrable
eurospeak. In this
talk I will explore
ways in which the
ideas and material
it contains can be
useful to teachers,
teacher trainers,
materials writers,
and syllabus / test
designers. The
problem is to find
out what the ideas
and material
actually are, and I
will offer some
help with this.
Friday 19:00-20:00
Hancock, Mark
Aula Magna
Freelance/Cambridge
University Press
How to Talk Like
a Teacher
TDv Talk/Eng
AGen/LGen/TGen P .
. * . T
In this talk I will
highlight some
patterns in English
language classroom
talk. I will
suggest how these
patterns arise, and
what their
implications are
for language
learning. I will
conclude that it
may be better
not to talk
like a teacher
sometimes.
Friday 19:00-20:30
Borger, Maria
Room 401
Qatar Foundation
Cultural Aspects
in English Language
Acquisition
Cult/MDv W/Eng
A2,3/L2,3/T2,3 P *
. . . T
Learn how to
utilize resources
of various cultures
in your ELT
classroom. Maria
Borger demonstrates
how to use videos
and the web to mine
the world's
cultural riches.
All language skills
are integrated,
demonstrating how
students can expand
their general
knowledge of the
world. The workshop
gives instructors
time to explore how
to effectively
develop materials
using videos and
the web.
Esteve, Virginia
Room 402
Kuniholm Duran,
Donna
Universidad
Pontificia Comillas
de Madrid
Lexical
Recycling and
Integration: How
and why?
Voc/ESP W/Eng
A3/L2,3Mix/T2 P * .
. . T
The aim of this
workshop is to show
different ways that
material can be
adapted to either
general or
specialised ESP
courses to provide
opportunities for
students to
integrate, exploit
and practice key
vocabulary and
essential grammar
in a meaningful,
communicative
manner. Various
types of exercises
will be presented
and participants
will be asked to
develop exercises
based on the models
provided.
ETC Salón de
Actos
English Theatre
Company
Performance of
‘Mad4U’
Drama PrPrnA/Eng
A2,3/L3/TGen P * .
. . T
Mad4U (2002-2003):
these are sketches
suitable for
adolescents and
adults, high
intermediate to
advanced level,
selected from:
Channel 2 Channel,
The Visitor, Now or
Never, The
Adolescence of
Life, Level In and
A Day in the
Braces.
Foran, Diana
Room 306
Alonso Antón,
Rosa
Universidad
Complutense de
Madrid
ESP Health
Sciences: A
diagnosis for the
EU.
ESP/CSD W/Eng
A3/L2,3/TGen P * .
. . T
For doctors,
nurses, and
veterinarians the
opportunity to work
in the UK or in
other EU countries
hinges on being
able to communicate
in English.
Proficiency means
recognizing signs
and symptoms,
diagnosing
illnesses, and
explaining proper
treatment. Spanish
health workers have
to be competent and
competitive. We
will discuss the
needs and the
methodology
involved to achieve
these objectives.
Hahn Taylor, Tim
Room 202
Freelance
Success with
Pronunciation
AL/Pron W/Eng
AGen/LGen/TGen P .
* . . T
When we learn our
first language we
play hundreds of
games to
internalize the
pronunciation. In
this session we
will look at a few
games that have
been tried and
proven effective in
learning English as
a second or third
language.
Heydon, Annette
Room 201
British Council,
Madrid
English: The
Global Lingua
Franca
WE W/Eng AGen/LGen/TGen
P . *. . T
This presentation
aims to highlight
the reality of
English as it is
spoken around the
globe today,
thereby creating
greater awareness
of its role as an
international
language. As
teachers of English
we should educate
our students, not
only to speak the
language, but also
to appreciate and
understand it from
its origins to its
present day global
status.
Howarth, Patrick
Room 303
British Council,
Madrid
Getting and
Using Student
Feedback
CTec W/Eng A2,3/LGen/TGen
P . * . . T
Lots of teachers
get feedback from
their students
because the school
tells them to. The
institution
benefits, but what
about the teacher
and the learners?
This session looks
at ways of
developing a
mutually beneficial
dialogue in the
classroom.
Ings, Richard
Room 203
British Council,
Madrid - Young
Learners
The Benefits of
Group-work for
Children’s
Educational
Development
AL/LT W/Eng
A1,2/L1,2/TGen P .
. * . T
The benefits of
group work for
child development
and learning are
often under-prioritised
by teachers
struggling to get
through a crammed
syllabus. This
session will
emphasise the value
of group work,
providing
theoretical input
followed by
practical
suggestions on how
to help your
students work
together more
co-operatively and
constructively.
Lynam, Barry
Room 403
Trinity College
London
Exams – Heaven
or Hell?
TEA W/Eng/Span
AGen/LGen/TGen P .
* . . T
This workshop will
explore the
necessity of exams,
and what
considerations we
should consider
when deciding on
the most relevant
exams for our
students and
ourselves. We will
discuss these in
the context of
classroom practice:
are we teaching for
exams or teaching
for our students’
needs? Finally, we
will look at some
of the
international
options available
and how they
address the
problems raised.
McDonald, Annie
Room 405
Universidad San
Pablo-CEU, Madrid
An Introduction
to the European
Language Portfolio
(ELP)
LT Talk/Eng AGen/LGen/TGen
P . * . . T
In this
presentation, I
will talk through
examples of typical
ELP sections taken
from a variety of
portfolios for
language learners
of different ages.
I will show how
these reflect the
different functions
of the ELP, a
formal and dynamic
record of language
proficiency which
simultaneously
encourages the
learning of foreign
languages and
develops learner
autonomy.
Sampedro,
Ricardo Room
305
Oxford
University Press
Education for
Peace – process or
goal?
Cult/CTec W/Eng
A2,3/LGen/T1,2 P .
* . . T
In this workshop we
will look at ways
in which peace
education can be
addressed in your
English language
classroom as part
of an on-going and
content-based
programme. A number
of exploitation
options will be
explored following
some basic
guidelines that
will be defined
considering the
relevance and scope
of the issue.
Warr, David Room
301
Freelance, UK
Language
Gardening
MDv/LT PrPrnA/Eng
AGen/LGen/TGen P .
* . . T
Language plants are
a new non-linear,
colourful way of
presenting language
visually. This
workshop shows you
how you can make
and use them to
help make language
learning fun,
interesting and
memorable. Please
bring along a few
coloured pencils!
Saturday
09:00-10:30
Gerardo Mateu,
Joaquín A. Room
202
Universidad de
Alicante
Translation and
Interpretation:
Practical
activities
CTec W/Eng A2,3/LGen/TGen
P * . . . T
This workshop will
present a series of
practical
translation and
interpretation
activities, using
both general and
business English.
These two
abilities,
considered by many
as the fifth skill,
constitute useful
ELT techniques, but
they also help our
students become
competent in using
L1 and L2 at the
same time both in a
social context and
in the workplace.
Goldstein, Ben
Room 401
Richmond
Publishing
Interculture:
Letting the
learner’s world
into the classroom
Cult/MDv W/Eng
A3/LGen/TGen P . *
. . T
This workshop will
look at how "interculturality"
– one of the
cornerstones of the
CEF – can be
presented
practically to
learners. We will
examine the
advantages of using
materials that
explicitly link the
learners’ world
with "the target
culture" and see
how meaningful
interaction can
arise as a result.
For those
interested in an
alternative to
Oxford Street, Bill
Bryson, and cups of
tea.
Krupa, Tony Room
305
The British
Institute of
Seville
Integrating
Writing into the
Curriculum
W/CSD W/Eng
A3/L1,2/T1,2 P . *
. . T
Writing as a skill
is often neglected,
perhaps because it
is time consuming
and often perceived
as boring. Starting
from the Council of
Europe Can-do
Statements, I will
suggest ways of
integrating writing
into the curriculum
across different
levels, bearing in
mind the demands of
Cambridge exams,
and demonstrate
practical classroom
ideas to enable
teachers to teach
through writing.
Laboria,
Geraldine Room
301
Cendrassos
English School,
Figueres
Why We Need to
Learn and Teach
Emotional
Intelligence
AL/CTec W/Eng
A1,2/LGen/T1,2 P .
* . . T
It is an accepted
fact that today
Emotional
Intelligence is
more important and
more useful than a
high I.Q. By
learning how to
recognise and
control the
emotions that play
a vital role in our
thoughts and
behaviours,
teachers will be
able to show
students of all
ages how to excel
socially,
professionally and
academically.
Maunder, Katie
Room 302
Cambridge ESOL
Helping Young
Learners Learn and
Remember
CTec/TEA W/Eng
A1/L1/TGen P . * .
. T
Fun activities,
games and songs
will be
demonstrated to
help young learners
REMEMBER vocabulary
and basic language
structures.
Motivating students
and recognizing
their progress with
the increasingly
popular Cambridge
Young Learners
exams will also be
discussed. Audience
participation
required.
McCabe, Anne
Room 203
Saint Louis
University, Madrid
Campus
Helping Our
Learners to Say: "I
can write!"
W/CTec W/Eng
A2,3/L2,3/TGen P .
* . . T
Writers make
linguistic choices
which allow them to
compose a
representation of
the world, to
establish and
maintain social
relationships, and
to assemble those
meanings into a
text. We will
analyze the ALTE
writing "Can-do"
statements
according to these
functions of
language, and the
presenter will
provide activities
which help focus on
building up
learners’ writing
competence beyond
grammatical
accuracy.
Moore, Yvonne
Room 403
Hyland Language
Centre, Madrid
Arts and Crafts
for Young Learners
CTec/MDv W/Eng
A1,2/L1,2/TGen P *
. . . T
This workshop will
look at how arts
and crafts can be
used in the EFL
classroom to
demonstrate
concepts,
communicate ideas
and express
feelings.
Participants will
be shown ways in
which arts & crafts
can provide a
different focus in
English teaching,
and will be
actively involved
in using arts &
crafts in the
session.
Richey, Rosemary
Room 201
Freelance,
Germany
Beyond
Telephoning Skills:
Customer care
ESP W/Eng
A3/L2,3/T2,3 P * .
. . T
This workshop will
focus on ‘Customer
Care’ training as
an expansive
concept - which
goes beyond
teaching routine
telephoning skills.
Participants will
explore basic
‘Customer Care’
activities that
reflect both
business skill and
language
development. This
workshop is
suitable for anyone
interested in
teaching ‘Customer
Care’, either as a
full course or as
components for any
standard Business
English training.
Thornbury, Scott
Salón de Actos
Oxford
University Press
Grammar for Free
CTec W/Eng AGen/LGen/TGen
P . * . . T
Words are "delicate
grammar". And
grammar is
emergent. It’s my
argument that, by
learning the
grammar of words
you get the grammar
of sentences "for
free". You get a
lot more besides –
such as chunks. In
short, I hope to
demonstrate the
truth of Eliot’s
claim that "out of
the slimy mud of
words … there
springs the perfect
order of speech."
Walkley, Andrew
Room 405
University of
Westminster
Taking Revision
and Recycling More
Seriously
Voc/CTec W/Eng
A2,3/LGen/TGen P .
* . . T
If second language
acquisition
research tells us
anything, it is
that students need
repeated
comprehensible
exposure to
language, in order
to learn it. I will
briefly talk about
how this requires a
change in the way
we write
coursebooks and
also in the way we
use the whiteboard.
The talk and
workshop will be
illustrated with
materials and
practical
techniques.
Zanatta, Theresa
Aula Magna
Richmond
Publishing
Moving Towards
"Learning by Doing
and then …
Reflecting"
CTec/MDv W/Eng
A1/LGen/TGen P . *
. . T
Children learn best
through learning by
doing! Recent
research however,
has shown that the
teaching/learning
cycle is incomplete
when there are no
opportunities to
reflect on what is
being learned. We
will look at how
the portfolio is a
critical learning
tool for creating
classroom routines,
and multi-sensory
activities that
provide
opportunities for
reflection for
teachers, students
and parents.
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