Trinity College London

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.

Pilgrims Canterbury UK

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.

Express Publishing, UK

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.

British Council, Madrid

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.

ELT Journal

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.

Freelance/Cambridge University Press

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.

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.

Universidad Pontificia Comillas de Madrid

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.

English Theatre Company

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.

Universidad Complutense de Madrid

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.

Freelance

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.

British Council, Madrid

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.

British Council, Madrid

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.

British Council, Madrid - Young Learners

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.

Trinity College London

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.

Universidad San Pablo-CEU, Madrid

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.

Oxford University Press

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.

Freelance, UK

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!

Universidad de Alicante

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.

Richmond Publishing

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.

The British Institute of Seville

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.

Cendrassos English School, Figueres

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.

Cambridge ESOL

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.

Saint Louis University, Madrid Campus

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.

Hyland Language Centre, Madrid

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.

Freelance, Germany

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.

Oxford University Press

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."

University of Westminster

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.

Richmond Publishing

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.

Trinity College London

TEA Talk/Eng/Span A2/L2,3/TGen P . * . . T

We will look briefly at the development of Trinity’s new series of Integrated Skills in English exams – the first directly based on the level descriptors of the Common European Framework at B1, B2 and C1 – and then, in more detail, at the different components, and how the exam series works in practice, based on our experience in Italy, where it was successfully launched this year.

Universitá della Calabria, Italy

CALL/ESP Talk/Eng A3/L2,3,Mix/TGen P . * . . T

Electronic language portfolios offer an innovative option to meaningfully document learners’ accomplishments in a framework which combines technological and portfolio development. The talk provides an overview of e-portfolio creation and use, discusses how e-portfolios enhance learning and assessment, explores e-portfolios in EAP and focuses on a showcase portfolio developed at the University of Calabria, Italy, by EAP post-graduate students.

IES El Bohío, Murcia

TBL/Vid Talk/Eng A2/L1/TGen P . * . . T

This project was designed to make some 12-year-old students feel a bit of the enchantment of cinema. Using group work, listening, speaking, role-playing and dubbing, they went from watching a screen to, with the help of the video cam, being on it. Everyone had to participate! Useful for teachers looking for something to do in class with original version films.

Universidad Pontificia Comillas de Madrid

Universidad Pontificia Comillas de Madrid /UCM

ESP/M Dv Talk/ Eng A3/L2,3/T2 P . * . . T

The greatest challenge faced by ESP teachers at university level is finding a balance between helping students improve their basic language skills and introducing them to the specialised discourse of their profession. In this talk we will describe through practical examples how we have attempted to improve essential skills within the highly complex field of English for legal purposes.

ELI Seville

LT/CTec W/Eng AGen/LGen/T 1,2 P . * . . T

In this workshop, we will look at some of the ideas behind learner autonomy and practical classroom activities designed to encourage our students to take more responsibility for their learning without the need to always have the teacher to hand. Not only can we give them the freedom and confidence for effective learning.... we can give ourselves a break!

Freelance/Cambridge University Press

Pron W/Eng A2,3/L1,2/TGen P . * . . T

In pronunciation work, the notion of syllable is often neglected. Yet it can be a powerful teaching tool, even in cases which are more traditionally dealt with in terms of phonemic script such as –ed endings. In this workshop, I present fun materials for taking a syllabic approach to pronunciation.

Express Publishing, UK

CSD W/Eng A1/L1/TGen P . * . . T

The Common European Framework of Reference for Languages (CEF) has now been widely accepted as a common basis for describing objectives, methods and approaches, skills, practices, and assessments in language teaching. This talk will show how the CEF can be applied when teaching young learners.

British Council, Madrid

AL/CR Talk/Eng A1/L1/T1,2 P . * . . T

Have you ever felt demoralised by the lack of English spoken in your classroom? This talk describes a project in which specific strategies were adopted, around the idea of the teacher acting as a mediator, to help young learner students speak English in class. Central to this talk is the theory of scaffolding (Bruner), and the related idea of learner autonomy. No prior knowledge required.

British Council, Madrid - Young Learners

CR/AL Talk/Eng A2/L3/T2 P . * . . T

Why are phrasal verbs so unpopular? In this talk, which is based on classroom research, we will try to unearth the reasons for this, and look at how creating a supportive learning environment and using certain game-like activity-types helped change students’ negative attitudes to this area of language. This session may help you lose your fear of phrasal verbs too!

Express Publishing, UK

Gram Talk/Eng A2,3/L2,3,LMix/TGen P . * . . T

This talk explores a range of contemporary notions related to the development of learner lexical and grammatical competencies and the challenges they present for the reflective ELT practitioner. Beyond the primary imperative of context in the design of materials, we will argue for the crucial need to consider the imperative of depth of treatment in enacting richer language development activities.

English Language Institute, Sevilla

Game/CTec W/Eng A1/L1/T1 P * . . . T

Have you run out of games ideas? Have you rejected games because you they won’t provide the language practice that your children need or they won’t work with your group of children? In this workshop we will look at some simple games and discuss how they can be modified to fit the needs of different classes, by adapting them to group size, the space available and the skills that need to be practised.

LT/CTec Talk/Eng A3/LGen/T2,3 P . * . . T

This talk examines the concept of self-directed learning, emphasised in the Common European Framework, and how it underpins the different elements of the ELP. I will draw on studies from a project piloting the ELP with young adults, as yet in its early stages, and my own reflections. Sharing of experience is welcome, though knowledge of the ELP is not a prerequisite.

CRAPEL, France

Cult Talk/Eng AGen/LGen/TGen P . . * . T

Arguing that the most important ‘framework for language learning’ is the culture of the society in which it takes place, this paper discusses folk models of teaching and learning in a range of societies and tries to show how such popular ‘theories’ influence practices and attitudes in the language classroom, and how they can unconsciously counteract institutional methods.

English Language Institute, Sevilla

CALL/Cult Talk/Eng AGen/LGen/TGen P . . * . T

From games and flashcards to complete lesson plans and the power of real-world content and communication, the Internet provides enormous potential for language teachers. This talk aims at providing a very practical and realistic overview of these possibilities. There will be a handout.

E.U. de Turismo de Asturias

W/TEA Talk/Eng A3/L2,3,Mix/T2,3 P . * . . T

This paper describes an attempt to resolve the conflict between process approaches to teaching writing skills, and the use of timed essays to assess them. The paper describes how an extended essay was presented, how students’ individual progress was monitored, and the criteria used to determine the overall mark. A survey of student opinions of the experience is also reviewed.

Ministry of Education, Culture and Sport/Vice-Directorate for International Cooperation

LT/Cult Talk/Eng AGen/LGen/TGen P . *. . T

La presentación incluirá una introducción general del Portfolio Europeo de Lenguas (PEL) así como la evolución del proyecto en España desde 2001. Se examinarán los distintos componentes de PEL y la utilización de este instrumento en distintos contextos educativos. Asimismo se comentarán algunas experiencias con el PEL en España y en otros países de Europa.

The University of Westminster / LTP-Thomson Heinle, UK

Gram/Voc Talk/Eng A2, 3/L2,3/TGen P . . * . T

Grammar dominates the EFL syllabus, yet corpora-based and SLA research reveal that the way language actually works is more complex - and more lexical - than tradition suggests. Exams are often quoted as a reason to retain the status quo. In this talk, I will explore the degree to which Cambridge Exams do test grammar- and draw some surprising conclusions!

Freelance/Cambridge University Press

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.

Hungarian Ministry of Education

TDv Talk/Eng TGen P . . * . T

This session will begin with some information about an active ELT network and then look at the work and activities of the English Language Contacts Scheme (ELTeCS). It will go on and discuss how professionals can build and operate a network. You can also find out how to join into ELT activities worldwide and how to apply for funding to set up regional projects.

Richmond Publishing

CTec Talk/Eng AGen/LGen/TGen P . * . . T

Why are the best moments in class so often those where you abandon your lesson plan and follow your 'teacher's nose', trying to make what's happening - or going wrong - work? This lively talk will encourage you to trust your instincts and be more spontaneous in class. It will include ten practical, easy-to-implement, techniques from my own teaching experience.

Worldwide English School, Sevilla

CTec/MDv Talk/Eng A2,3/LGen/T1,2 P * . . . T

We will show how our students have created personalized notebooks which can complement any syllabus or course book. This idea can be adapted to most levels, ranging from beginner to advanced, and it can be an effective, creative, and exciting tool both for teachers who work within the Spanish school system or at private language academies.

W/ESP Talk/Eng A2,3/L2,3,Mix /T2,3 P . . * . T

The process approach to writing, which originated in L1 writing instruction, underlies much L2 writing pedagogy. However, this approach is now being challenged in the L1 writing classroom. In this talk, I explore the implications of these challenges for teachers of L2 writing.

Hot English Publishing

CTec W/Eng A3/L2,3,Mix/T2,3 P . * . . T

Have you ever thought about looking at swear words in class? They're an important part of language, often ignored in language teaching, and worth analysing. Participate actively in our workshop and see how you can put our ideas into practice. Warning: an X-rated talk containing offensive language and including analysis of an extract from a Quentin Tarantino film!

DancingEnglish.com

Mus/CTec PrPrnA/Eng A1/L1,2/T1,2 P . * . . T

Spain’s #1 EFL concert performer presents his unique live concerts + CD method. These in-school shows are interactive: students sing, gesture and dance. Combining comedy with TPR, Dani teaches pronunciation, vocabulary and structures. But first, teachers receive CDs and written materials to prepare students for participation. Songs are based on TPR movements intended to reinforce language learning.

International House, Córdoba

CTec W/Eng A1/L1/TGen P * . . . T

Building from previous classroom experience in this area, we will be looking at what younger learners really want to say in English and giving practical ideas on how to do so.

EOI Sabadell / UOC (Barcelona)

LT/CALL Talk/Eng A2,3/LMix/T1 P . * . . T

This presentation deals with the use of electronic dictionaries in a learner-independent environment. Students should concentrate on the dictionary’s main features (pronunciation, idioms, word origins) to increase their overall proficiency. Likewise, by becoming more aware of their personal needs, learners can map out their action plan of study more strategically.

Universidad de Málaga

S/TEA Talk/Eng A3/L2,3/T2,3 P . . * . T

Many factors do constrain the assessment of students’ oral performance in the EFL class: the nature of the skill, lack of appropriate means, pressure of time, etc. This often leads many teachers to leave out the evaluation of the oral mode of the language. Is it logical or fair? We’ll look at ways to assess speaking in the EFL class.

The Spanish & English School, Alicante

CTec/Cult Talk/Eng A1,2/L1,2/T2 P * . . . T

How can our students use the English language and English traditions to show solidarity? In this talk, we will suggest some practical classroom activities and holiday projects which will involve our students in having a first-hand experience in promoting solidarity and at the same time use English in real-life situations. Let’s give our students an opportunity to participate in making the world a better place.

Express Publishing, UK

MDv PrPrnA/Eng A2/L2,3,LMix/TGen P . * . . T

This talk will present a range of perspectives that helped inform the development of this course series for more Advanced learners (Intermediate – Proficiency). The challenge for teachers of such classes is presented as one in which they need to optimally engage learners with language through text and through task for language to have a richer deeper and richer resonance.

English Language Institute, Sevilla

MDv W/Eng A1/LMix/T1,2 P * . . . T

This talk is aimed at NON-computer experts who would like to know some of the basics for making more interesting handouts for their children’s classes. It will look at some very simple computer tricks (using Microsoft word), handouts for different functions, different lay-outs and where to find graphics and ideas on the internet.

Universidad de Córdoba

Pron/CBk Talk/Eng A2,3/L1,2,Mix/TGen P . * . . T

From the point of view of students (and many teachers too!) teaching English pronunciation is a dull and almost inaccessible enterprise. Very often textbooks do not help much to eradicate this unfortunate situation, when offering mechanical activities and a questionable selection of priorities and materials. We will analyse this situation and discuss ideas and materials to make pronunciation teaching more effective.

SES/CSD Eng/Span AGen/LGen/TGen P . * . . T

A panel of experts on the Framework and Portfolio will discuss the effects these two documents might have on the teaching and learning of languages in the future, both in Spain and beyond. Questions and comments from the floor, regarding experiences to date and opinions and practicalities, will be welcomed.

Universidad de Granada

MDv/W Talk/ Eng A2,3//L2/T1 P . * . . T

Images can be an effective way of bringing students’ awareness about values, multiculturalism and otherness to the EFL class. This talk starts with a brief discussion on the importance shocking pictures can exert on helping students becoming more sensitive towards somebody else’s differences. We will suggest several ways in which some selected images can be introduced into the EFL classroom praxis and contribute to this outcome.

Universidad de Salamanca

CTec Paper/Span A3/L3/T3 P . . * . T

Tenemos como fin exponer el modo en que el texto escrito se puede explotar en el aula con fines comunicativos. Proponemos afrontar el trabajo con textos escritos desde una perspectiva global desarrollando principalmente las competencias pragmáticas y sociolingüísticas. Presentamos una propuesta metodológica basada en el desarrollo de la competencia comunicativa, ajustándonos al proyecto de MCER (Marco Común Europeo de Referencia).

Saint Louis University, Madrid Campus

TDv/CR Talk/Eng AGen/LGen/T1,2 P . * . . T

This presentation encourages teachers to think about where their reflections and dialogue on their practice takes place. We will look at creating spaces for reflection that support teacher collaboration as well as focus on developing a language that supports and leads our thinking. This presentation is for anyone interested in initiating/strengthening collaborative work as a part of his or her practice.

Universidad de Sevilla

Pron/SLA Paper/Eng A3/L3/T3 P . . * . T

This paper presents evidence about the mental evaluation practices of L2 pronunciation learners, as they relate to both classroom and out of the classroom situations. The results of the study suggest that proficiency level is related to the amount and quality of mental evaluation of speech, and that these strategies are to a great extent shaped by formal features of the learning context.

Universidad Politécnica de Valencia

CALL/ESP Talk/Span A3/L3/TGen P * . . . T

La presentación explica cómo trabaja en la actualidad el Grupo de Investigación en Lengua para Fines Específicos en crear un examen online o en CDRom para poder situar a los estudiantes Erasmus Españoles y Extranjeros en su nivel de idioma antes de comenzar su experiencia o su asistencia a clase en su universidad receptora donde el inglés es el principal medio de comunicación.

Universidad Complutense de Madrid

R/Cult Paper/Eng A2/L2,3,LMix/T2 P . . * . T

This talk reviews the role of Literature in the SSE. We will look at the possible reasons for the absence of Literature in the SSE classroom. The main problems in teaching Literature will also be identified: difficult language, lack of functional authenticity, low student motivation, assessment, etc. These problems notwithstanding, we will suggest reasons for and ways of integrating Literature in our teaching practice.

Royal Holloway, University of London

CSD/TEA Talk/Eng A3/L1,2/T2 P . * . . T

Portfolios have largely been used as alternative assessment tools. However, there has lately been an increasing interest in portfolios as learning aids. This presentation aims at sharing our experiences in using portfolios as tools to encourage independent learning on an on-going basis in the provision of French, German and Spanish at the Language Centre, Royal Holloway, University of London, UK.

IES Mata -Jove, Gijón

Games/CTec Dem/Eng A2/LGen/T1,2 P * . . . T

As teachers, we want our students to be more communicative, more creative, more relaxed when using the language. We aim to hear them speaking spontaneously in English. "Friday Games" is just a technique you can work out in your classes to help create a relaxed atmosphere and use the last day of the week to enjoy learning in English.

Esic Idiomas, Madrid

TEA/CR Talk/Eng A3/L2,3/T2 P . * . . T

The presenter will share the results of a classroom study on the use of portfolios during a intensive 40-hour TOEFL preparation course. The presenter will discuss the rationale underlying portfolio assessment; the data collected from student surveys and student produced portfolios; and the application of the findings to course and syllabus design and classroom pedagogy. Handouts will be provided.

Astex Servicios Lingüísticos, Madrid

TDv/CTec Talk/Eng A3/LMix/T1 P * . . . T

In recent years, many teachers have had to change from the traditional classroom to an on-site office space. In this talk, we will examine some of the difficult obstacles a teacher may encounter within the business setting and possible strategies to overcome them. A question and answer session will follow afterwards.

Universidad de Las Palmas de Gran Canaria

CSD/ESP Paper/Eng A3/L2,3/T1,2 P . . * . T

The needs of the target situation in which our students of Tourism will be using their English are of fundamental importance when designing a course. The textbooks available do not appear to fulfil these needs so we suggest what factors must be considered and how they can be woven into a programme within a framework of task-based language learning.

CSD/ESP Talk/Eng A3/L2,3,Mix/TGen P . * . . T

This talk describes the construction, implementation and evaluation of a ten-week foundation programme for international students. It highlights the importance of the UK contemporary social, political and cultural environment and illustrates how this can serve as a framework for a theme-based language development course.

Universidad de Las Palmas de Gran Canaria

W/LT Paper/Eng A3/L3/T2 P . . * . T

Learning to write in a foreign language may seem a daunting task for learners, especially when treated solely in terms of the direct manipulation of language or discourse features. I shall report on a longitudinal project carried out with first-year university students focusing on the effect of integrated training in indirect metacognitive and socio-affective strategies applied to writing skills development.

University of Westminster

S/CTec Talk/Eng A3/L2,3/TGen P . * . . T

We will look the experience of a team of teachers at the University of Westminster in designing and teaching a two-week course that focuses entirely on improving students' ability to take part in conversations, using a limited, high-frequency language syllabus, a series of specially-scripted dialogues and the students' own life experience as a language-generating resource.

IES Alhaken II de Córdoba / Universidad de Córdoba

CBk/CR Talk/Eng A2/L1,2TGen P . . * . T

The paper will present data from a piece of research on the EFL textbooks used around the world: it will contain information from a questionnaire sent to experts in the field and quite a few samples from textbooks used in countries such as Ukraine or Iran.

The Lingua-Arts Theatre Company, Madrid

Dram/Cult PrPrnA/Eng AGen/LMix/TGen P * . . . T

The Lingua-Arts Theatre Company presents ALL ABOUT ÁNGEL, an educational play aimed at students of English aged between 10 and 14. Angel is a Spanish teenager who suddenly finds himself in a new country and new school. There, he has to adapt: a new language, new friends and a new nightmare, the school bully, Keith.

Freelance

Pron/SLA W/Eng A2,3/L1,2, Mix/T1,2 P . * . . T

This practical workshop shows how to integrate pronunciation work into ELT classes. The questions of benefits, regional accents, and of prioritizing pronunciation work - in a world where English is the new lingua franca and students no longer ‘need to sound exactly like a native speaker’ - will be addressed. The use of poetry for pronunciation work will be demonstrated.

Universidad San Pablo-CEU, Madrid

R W/Eng A2,3/L2,3/T2,3 P . * . . T

Narratology is the study of the techniques used in story-telling. This workshop introduces the practice of narratology using various texts (some from Cambridge ESOL set books). We look at the narrator, the sequencing of events, the treatment of characters' words and thoughts, and the overall narrative structure. We then explore possible uses of narratological analysis in the language classroom.

Hungarian Ministry of Education

R/S W/Eng A1,2/L1,2/TGen P * . . . T

Children poems are often neglected in our teaching. This workshop looks at ways of developing learners’ responses to literature through some funny and nonsense poems. Participants will try out and reflect on some activities that encourage young learners to develop a deeper contact and a feel for language. Come and enjoy it!

Richmond Publishing

CTec/S W/Eng A1/L1/T1 P . * . . T

Oral communication is highlighted in the L.O.C.E. and in the Common European Framework. In this session we will talk about how we can develop oral skills in the primary classroom and look at a variety of five minutes activities (warmers, fillers and wrap ups) which can be used with young learners and which will help improve oral communication.

CLIC-IH Seville/TEA

TEA/TDv W/Eng A2,3/LGen/TGen P . * . . T

Jumping through hoops or learning a language? What do we actually ask our students to do when we test them? Can't tests be more motivating? More fun? More meaningful? Oh, I hope so! This workshop will try to find some ways to take the 'ouch' and the 'zzz' out of testing both teens and grotty grown-ups!

Burlington Books

CTec W/Eng A2,3/L2,Mix/TGen P . * . . T

Why do students feel so uncomfortable when doing speaking activities? Are the exercises too hard? Of little relevance, or just plain boring? In this session we will try lots of activities designed to motivate all students regardless of their linguistic competence. Why worry about your students’ poor grammar and limited vocabulary? After all, only 7% of communication involves words!

Burlington Books

Dram/CTec W/Eng A1/L1/TGen P * . . . T

Drama is a great way to practise language through meaningful contexts which bring English to life. In this session we look at ways of making drama an easy option in your classroom through tried and tested techniques.

Universidad San Pablo-CEU, Madrid

ESP/TBL W/Eng A2,3/L2,3/T1,2 P * . . . T

The objective of this workshop is to equip teachers of English with creative ideas, exercises and basic concepts of Advertising, to enable them to carry out the following activities: Creative Thinking and Evaluating Ideas, Brainstorming and Presenting a Product Proposal, Creating a Brief, a Storyboard and TV Script for a Commercial. Handouts will be provided and examples of students' work will be on display.

English Centre, Gijón

CTec/MDv W/ Eng A1/L1,2, Mix/T1,2 P . . * . T

Teaching English to this age group can be at first a nerve-wracking experience. In this workshop I will demonstrate effective techniques to make your classes with preschoolers enjoyable ... for you and them! This will be a lively workshop working with routines, games, songs/chants, drama/role play, "quiet time", motor skills, and course planning.

CRAPEL, France

TDv W/Eng A3/L3/TGen P . . * . T

The CRAPEL is developing a questionnaire which aims at helping teachers to see themselves as others (both colleagues and learners) see them. After self-administration of the questionnaire, which deals mainly with everyday behaviour, participants will have the opportunity to discuss their reactions and impressions.

Bell Norwich, UK

CTec/W W/Eng A2,3/L1,2, LMix/TGen P . * . . T

Bad spelling: I’ve tutted over it, corrected it and told students that they really must do something about it. Not surprisingly none of these methods seemed to work! It was time for some action. I raided educational literature (not just EFL), talked to students and teachers and came out with plenty of practical ideas for teaching remedial spelling in EFL.

Come along and browse through different examples of and articles related to the European Language Portfolio. A TESOL-SPAIN representative will be on hand to answer questions and discuss related issues.

British Council, Madrid - Young Learners

W W/Eng A1,2/LGen/T1,2 P . * . . T

This is a practical, hands-on workshop which will look at how "ready-made" booklets which are unusual in some way (shape, pull-outs, pop-ups) inspire children to produce imaginative pieces of writing and find a balance between words and images. By looking at what "real" writers do and by making their own booklets, children not only gain a sense of purpose and audience but also take pride in their work.

Universidad de Alicante

TEA/CALL Paper/Eng A2,3/L2,3/T2,3 P . . * . T

Several studies have been recently published about the importance of the New Technologies in EFL courses assessment (Brindley 2003; Douglas 2003). A group of students and teachers at the University of Alicante participated in a comparative research study of students’ involvement in the evaluation process: traditional and on-line. In this paper we aim to show the results of our one-year research with examples, statistics and conclusions.

Universidad Pontificia Comillas de Madrid

ESP/Gram Paper/Eng A3/L3/TGen P . . .* T

This paper compares incidence and role of hedging in two written legal discourse genres. A brief overview of hedging will be given followed by identification of particular hedging strategies and functions found in the selected corpus. While the paper focuses on Law, much of the information can be applied to other specialist fields as well.

DancingEnglish.com

Mus/CTec W/Eng A1/L1,2/T1,2 P . * . . T

Get ready to move! Songs, dances and gestures offer unique, motivating ways to stimulate language acquisition. Focusing on Total Physical Response and on songs as language-rich content, we’ll use songs to present vocabulary and structures; review previously-acquired language; practice the four skills; and stimulate interest in English language and culture. We’ll also examine the use of visual elements as reinforcement.

CSIM, Universidad Complutense de Madrid

SES/CTec W/Eng A2/L1,2/TGen P . * . . T

The workshop looks at the relationship between the Common European Framework, the Nuevos Mínimos, and the LOCE. It will look at how the CEF can be applied in Secondary classrooms, both as a way of structuring our teaching and a means of motivating and helping the learner. It will identify important objectives, particularly in the areas of acquiring communicative competence, developing learner autonomy and implementing effective evaluations.

Freelance

AL/LT W/Eng AGen/LGen/TGen P . * . . T

We often learn in spite of our teachers. Everyone has had just plain bad teachers as well as those who are too helpful to allow us to work. By looking at exactly what we do we can determine if we are getting in our learners’ way and take measures to give them back their learning space.

ETC, English Theatre Company

CTec/Dram Dem/Eng A1,2/LMix/T2 P . * . . T

The talk/workshop outlines a series of clearly staged language activities which can lead towards you and your class producing a class play/film. All the activities can be practised independently to the project, are student centred, will connect with your syllabus, and can be integrated with other school subjects.

Hyland Language Centre, Madrid

CTec/Game W/Eng A2,3/LGen/T2,3 P . * . . T

In this workshop we will explore why and how Cuisenaire rods can be used as an effective aid in the EFL classroom. There will be some demonstrations of activities and participants will also get the chance to do activities themselves. For each activity we will look at age, level and potential difficulties for learners.

Freelance

CTec/Cult PrPrnA/Eng A2,3/L2,3/TGen P * . . . T

I Displace the Air as I Walk is a new book by Marjorie Kanter which offers stories and poem pieces reflecting real experiences in various cultural contexts and geographical settings. We will explore developing thinking skills, communicative competence and intercultural learning through oral readings, individual moments of reflection, small group interactions and total group dialogue.

Cambridge ESOL

CTec/TEA W/Eng A2/L2/TGen P . * . . T

Cambridge ESOL systematically reviews exams as part of the production process. This ensures the tests remain fair and accurate, reflect current teaching practice and take account of candidates' needs. This workshop explains the production process, examines the changes to KET and PET and analyses the testing aims, format and content of the new tasks, and suggests preparation activities for classroom use.

Hyland Language Centre, Madrid

CTec W/Eng A1/L1/T1 P . * . . T

This workshop is aimed at teachers who are new to primary teaching. We will be looking at how following routines can help with classroom management and make our younger learners feel more confident with their English. Participants will take part in activities and comment on their effectiveness as a means to creating a positive classroom atmosphere.

WE/SLA Talk/Eng A2,3/L2,3/T2 P . . * . T

Native-like fluency is usually described in terms of phraseology or prefabricated patterns. Paradoxically, it is this area which non-native speakers find most difficult to acquire. Drawing on my own corpus of non-native speech, I explore the mystery of idiomaticity and the non-native speaker. I conclude with an attempt to define the nature of non-native fluency and its implications for teaching.

Freelance, UK

CALL/CTec PrPrn/Eng AGen/LGen/T1,2 P . * . . T

Technology in ELT is notoriously fast moving. This presentation will update on recent developments relevant for Business English and language teachers, including: terminology; sites for ESP teachers; and practical teaching ideas for integrating the Web into teaching grammar, lexis, skills and learner training selected from "The Internet and Business English" (Summertown 2003: Barrett / Sharma)

Universitat Autònoma de Barcelona

CALL/TDv Dem/ Eng A3/LGen/Tgen P . * . . T

A flexible learning approach has become a key term for many foreign language teachers. However, there seems to be an uneasy relationship between many language teachers who would like to combine flexible learning and the use of technology. This talk demonstrates a pilot project in which pre-service EFL teachers were given the opportunity to incorporate collaborative, trans-national ICT learning into their teacher training.

Military Language Institute, Abu Dhabi

University of Newcastle

Cult/SLA Talk/Eng A2,3/L1, Mix/TGen P . . * . T

Any framework on the process of learning and the progress made by learners needs to account for the context in which learning is situated. The presentation explores some of the macro (societal and institutional) and micro (socio-psychological) issues impacting EFL classrooms. We focus on classroom culture and how expectations, roles, and relationships shape learning process and progress.

American University of Sharjah

ESP/MDv Paper/Eng A3/L3/T2,3 P . . * . T

A current corpus-based study discusses the use and function of the English tenses in journalistic discourse. Results of the statistical analysis show that established rules in current English grammar textbooks only account for 10 to 20 percent of tense occurrences. An alternative speaker-based approach is suggested and a number of pedagogical recommendations are made to remedy existing practices.

Southgate College, UK

National University of Cordoba, Argentina

CR/W Talk/Eng A3/L2/T2 P . . * . T

This talk reports on a piece of research in the area of writing which investigated the effect of two types of feedback (on-tape and written), and of its absence on students’ multiple drafting of their written work. This presentation analyses the results obtained and discusses their implication for the writing class.

Hot English Publishing

CTec W/Eng A3/L2,3,Mix/T2,3 P . * . . T

Are you looking for some new ideas for your intermediate and above language class? How about using authentic native speaker conversations? We've got some great ideas to help your students with this complicated area of language. Participate actively in our workshop and see how you can put our ideas into practice. You'll have lots of fun, and there are worksheets and prizes for all participants.

The University of Westminster / LTP-Thomson Heinle, UK

CTec Talk/Eng AGen/LGen/TGen P . * . . T

For far too long, we have been told that Teacher Talking Time is bad, while Student Talking Time is good. I want to suggest that this stark dichotomy is a gross over-simplification and that its dominance has stopped us from exploring more fully the many essential classroom skills we can only realise through thought-out and focused Teacher Talking Time.

Chit-Chat

Cult Dem/Eng A2,3/L2,3/TGen P *. . . T

Teachers often get asked by their students how they can improve their English over the long summer break, and sometimes don't know what to suggest. In this practical demonstration we will identify some of the alternatives, and look at three in detail, showing our own experience of bringing the English-speaking world to our students. This demonstration will be useful for both non-native speaker teachers and their students.

Universidad de Castilla-La Mancha

SLA/CALL Talk/Eng A3/L2,3/T3 P . * . . T

This talk will address the integration of self-access processes within ‘conventional’ face-to-face classroom instruction among university EFL students, focusing on the use of e-learning resources for self-study. No prior knowledge of self-access and e-learning techniques is required. Participants will have the opportunity to discuss the applicability of the framework and its implications in other teaching-and-learning domains.

Universitat de Lleida

TDv/WE Talk/Eng AGen/LGen/TGen P . . .* T

The last four years have seen a considerable interest by TESOL professionals and researchers in the particular contributions that non-native teachers can make to the language teaching profession. This presentation will review the main studies conducted so far on this topic and will particularly focus on three studies recently carried out by the presenter.

University of Pennsylvania

CTec/S Talk/Eng A2,3/LGen/T1, 2 P * . . . T

Fluency Workshop is a classroom technique that optimizes talk time for each student while guiding the student into focused and concise speech. Though developed as a tool to enhance speaking, this technique can be applied to other language skills. Participants will be given a hands-on demonstration of how to use this effective technique and its variations in their classes.

CSIM, Universidad Complutense de Madrid

CSD/LT Talk/Eng A2,3/L2,3,Mix/TGen P . * . . T

In this talk we will discuss the reactions of teachers and students to the learning file being piloted with university students in Madrid. The file contains a Portfolio and additional elements designed to foster self-directed learning and help students organise their learning. No previous knowledge is necessary, but we hope you will share your opinions and experiences with us.

Tokai University, Japan

C Tec/TEA Talk/Eng A2,3/LGen/TGen P . * . . T

This presentation will introduce a step-by-step guide to a video pairwork test methodology, suitable for genuinely communicative achievement testing. The methodology integrates practice tests, teacher-feedback, self-assessment and remedial activities, allowing students to fully understand assessment criteria. Most important, study for the test involves regular communicative pairwork activities, which motivate students and contribute to the improvement of speaking proficiency.

Come along and browse through different examples of and articles related to the European Language Portfolio. A TESOL-SPAIN representative will be on hand to answer questions and discuss related issues.

Oxford University Press, UK

Norwich, UK

TDv PrPrnA/Eng AGen/LGen/T2,3 P . * . . T

ELT Journal is a source of ideas, information, and background for trainers preparing courses, and for teachers wanting to keep up with professional developments. We will review some key recent articles - and with the help of the CD-ROM of back issues, explore how current areas of interest have been treated in the past.

Edexcel (London Tests of English) UK

TEA PrPrn/Eng A3/LGen/TGen P . . * . T

The London Tests of English (LTE) assess the learners’ communicative competence and their ability to function in real communication. Testing does not operate in isolation of teaching and LTE encourages communicative teaching practice. This presentation will provide an overview of LTE, the approach adopted in the tests and the positive washback that can be achieved as a result of the LTE.

Freelance, UK

List/Pron PrPrnA/Eng A3/L3/T2,3 P . * . . T

I will demonstrate software that is revolutionising advanced level listening and pronunciation lessons. Streaming Speech teaches learners to understand fast spontaneous speech by showing how slow familiar forms of words relate to fast dissolved forms in the stream of speech. Eight recordings of spontaneous speech from the UK and Ireland are used for both listening and pronunciation work.

Universidad de Las Palmas de Gran Canaria

TBL Talk/Eng A3/L3/TGen P . * . . T

We will discuss the teaching of translation into the second language within a translator training programme, a subject whose status, in comparison with translation into the L1, has never received the same attention in research. The major focus is on an interactive process approach, designed to gradually guide the learners towards autonomy. We will centre on the role of the teacher as guide/facilitator in the process and provide examples of tasks to support this innovative approach.

Universidad de Alcalá

CTec/MDv Dem/Span A2/LMix/T1,2 P . * . . T

A veces trabajar los temas transversales en el aula es complicado debido a la escasez o ineficacia de los recursos de los que disponemos. En esta sesión propongo nuevas ideas basadas en la utilización de la música y la literatura.

UCOIDIOMAS, S.L, Córdoba

W/CALL Talk/Eng A3/L2,3/T2 P . * . . T

Internet has become essential. Information grows without limits: we need to be able to communicate quickly or stay behind. Foreign languages are a tool, not just a subject and European projects such as Comenius and Minerva reflect this. The teacher’s new role will be to encourage students to structure their knowledge, become more specialized and critical. FORUMS and WEBLOGS are key tools in achieving this target.

Exeter Language Centres, Gijón

CTec Talk/Eng A2,3/LGen/TGen P . * . . T

New TEFL teachers are sometimes horrified when colleagues hark back to such relics as the "Streamline" series (circa 1980!). We want to keep up with the times - but must ideas, techniques and materials all disappear when a course book is laid to rest? This talk explores the history of TEFL and aims to rescue some gems that can still liven up lessons.

Escuela Oficial Idiomas, Córdoba

CSD Talk/Eng A2,3/LGen/TGen P . . * . T

The talk offers a progress report on the 2-year project (2002-2004) at EOI Córdoba, devoted to adapting our syllabus to the levels and terms of the CEF. You'll hear about problems and solutions, and will see an advance on the end results. The project operates with assistance from Junta de Andalucía.

Edexcel (London Tests of English) UK

TEA PrPrn/Eng A3/LGen/TGen P . . * . T

The answer is normally "No!" – but visiting a seaside resort, discussing pollution, or comparing Spanish and British customs can all be done while listening to, reading, and writing English in your own school! Students can get a Certificate for this! The presentation will demonstrate the principles of practical communication, realistic tasks, and academic rigour on which the London Tests of English are based.

University of Leeds

TDv Talk/Eng T3 P . . * . T

The process of learning to teach involves the complex interplay of theoretical, practical, explicit and implicit knowledge (Tomlinson 1999). In this talk I will use data from a CELTA lesson planning session to explore how strategies employed by trainers might best promote trainees' acquisition of these different kinds of knowledge.

Garnet Education Ltd, UK

CBk PrPrnA/Eng A2,3/L2,3/T1 P . . * . T

Are you interested in preparing students to take the new Integrated Skills Examination from Trinity? In this presentation, we describe the benefits of the examination and the best way to prepare students for each part, with example activities from Trinity Expertise, the new series of preparation course books from Garnet Education.

Thomson-Heinle

CTec/SES W/Eng A2/L2, Mix/TGen P . * . . T

The LOCE reaffirms the importance of communication skills and learner autonomy. However, without a solid framework, the student has little to build these skills on. In this workshop we look at how to consolidate and practise grammar in motivating and creative ways, developing students’ productive skills without neglecting the nuts and bolts - the grammar – of the English language.

Visiting International Faculty

TDv PrPrn/Eng TGen P * . . . T

Are you a teacher interested in Cultural Exchange? Would you like to experience Language and Cultural Immersion in the USA? The VIF Program places educators in regular US public schools for positions ranging from one to three school years. Learn about the participation requirements as well as the benefits and services available to VIF participants!

University of Westminster

Gram/Voc Talk/ Eng A2,3/LGen/TGen P . . * . T

The route to fluency is still generally seen as learning grammar plus words, but it is a way which often lets students get lost. With reference to two surprising sources of inspiration and a little theory, I suggest how teachers can lead students in a more promising direction. The talk is illustrated in parts with material from the series Innovations.

SLA/CTec Talk/Eng AGen/LGen/TGen P . . .* T

We hear more and more often these days about a "post-communicative" approach to teaching. Does that mean the "communicative approach" is dead? Having come into EFL teaching more or less simultaneously with CLT (communicative language teaching), I thought it would be interesting to take a dry-eyed look back on an era and consider with you the good, the bad, and the ugly of those bygone(?) days.

Hilderstone College, UK

W/ESP W/Eng A2,3/L2,3, Mix/TGen P . * . . T

This session will explore ways of helping students to structure arguments and express themselves with clarity and precision. This seminar will be of special interest to teachers who have students who find it difficult to "get started" and to organise their writing and will offer practical ideas for using structures and texts as models to encourage writing from lower intermediate to advanced levels.

British Council, Madrid - Young Learners

CTec W/Eng A2/LGen/T1,2 P * . . . T

This presentation proposes and discusses a variety of strategies and techniques for effective classroom management in the secondary school. The underlying objective is to make teachers aware of strategies for pre-empting "misbehaviour" rather than dealing with it once it has arisen.

Ayerbe & Maxwell, S.L. Vektor National Partner

CALL/MDv PrPrn/Eng AGen/LGen/T3 P * . . . T

As teachers you can use Vektor Online Resources to turn ready-made courses into your own for immediate use, or to edit before assigning them to a student, or class of students. You can enrol students online and monitor their work, as well as using an online pronunciation course to improve students’ pronunciation and provide grammar practice. No technical knowledge required!

Richmond Publishing

CTec/S W/Eng A2/L Mix/T1 P . * . . T

Oral communication is highlighted in the L.O.C.E. and in the Common European Framework. In this session we will talk about how we can develop teaching strategies to encourage the use of English in the secondary classroom and look at a variety of activities (jazz chants, learner negotiation and liveners) which can be used to develop student and teacher confidence and improve oral communication.

Universidad Nacional Autónoma de México

CTec/W Dem/Eng A3/LGen/T1,2 P . * . . T

This demonstration is based on the assumption that reading and writing are both thinking processes and that the primary aim of second language instruction in reading and writing skills should be to teach the student how to go about reading and writing, and how to apply the procedure successfully.

Universidad Autónoma de Madrid

Pron Talk/Eng AGen/LGen/TGen P . * . . T

The talk explores the prosodic differences detected in the utterances produced by Spanish learners of English and discusses the communicative consequences that such distinct intonation patterns may have in their spoken discourse. The study, based on the analysis of two parallel Spanish learner and English speaker linguistic corpora, proposes remedial pedagogical tools that will reduce the pragmatic inaccuracies found in this research.

University of Central Lancashire, UK

LT/ESP Talk/Eng A3/LMix/TGen P . * . . T

Portfolios are now used for many purposes in language learning. This talk describes the underlying theories and their applications in the portfolio used at a UK Higher Education institution for developing learner autonomy, process skills, cultural awareness, competence and confidence, as well as encouraging reflective learning and in order to unify an otherwise disparate year-long university preparatory language course.

Come along and browse through different examples of and articles related to the European Language Portfolio. A TESOL-SPAIN representative will be on hand to answer questions and discuss related issues.

AIOU, Hong Kong

S/TEA PrPrn/Eng A2,3/LGen/TGen P . * . . T

The aim is to present ideas about how to teach and practise oral skills within the framework of an oral examination. The talk will focus on what students need to learn and how they can be taught to acquire the skills of managing a conversation using both transactional and interactional speech.

University of Rijeka, Croatia