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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.
Saturday 9:30 –
10.30
Bautista, Carlos
Room 205
Trinity College
London
PERSONAL-ISE –
Integrated Skills
in English: an exam
for all
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.
Plastina, Anna
Franca Room
402
Universitá della
Calabria, Italy
Developing an
Electronic
Portfolio in EAP
Learning
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.
Saturday
11:00-12:00
Castillo Almira,
Enrique Room
302
IES El Bohío,
Murcia
Magic with Harry
and Ron: An ESO
video project
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.
Chartrand,
Marcella Room
201
Universidad
Pontificia Comillas
de Madrid
Millar,
Catherine
Universidad
Pontificia Comillas
de Madrid /UCM
Finding a Place
for Basic Language
Skills in ESP
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.
Dunbar, Fiona
Anne Room
202
ELI Seville
Get Them to Do
it Themselves!
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!
Hancock, Mark
Aula Magna
Freelance/Cambridge
University Press
What Syllables Can
Do for You
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.
Kokolas, George
Room 205
Express
Publishing, UK
The CEF and
Young Learners:
Implementing the
CEF at primary
level
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.
McNair, Janine
Room 405
British Council,
Madrid
Using Strategies
as Mediators to
Help YLs Speak
English
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.
Mitchell, Fiona
Room 402
British Council,
Madrid - Young
Learners
Phrasal Verbs -
More than Fun and
Games?
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!
Obee, Bob Room
401
Express
Publishing, UK
Depth of
Treatment:
Developing lexical
and grammatical
competencies
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.
O'Farrell,
Roisin Room
403
English Language
Institute, Sevilla
Making Games Go
Further
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.
Plass, Hilary
Room 303
Freelance
teacher and teacher
trainer
Self-directed
Learning and the
European Language
Portfolio (ELP)
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.
Riley, Philip
Sat,
11:00-12:00,
Room Salón
de Actos
CRAPEL, France
"That’ll learn
yer": Cultural
variation in folk
models of teaching
and learning
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.
Scott, Enda Room
305
English Language
Institute, Sevilla
Making I.T. Work
for You
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.
Walker, Robin
Room 301
Pérez Ríu,
Carmen
E.U. de Turismo
de Asturias
Extended Essays:
Assessing process
in ESL writing
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.
Saturday
12:15-13:15 -
KEYNOTE
PRESENTATIONS
Conde Morencia,
Gisela Salón de
Actos
Ministry of
Education, Culture
and
Sport/Vice-Directorate
for International
Cooperation
The European
Language Portfolio
in Spain
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.
Dellar, Hugh
Room 203
The University
of Westminster /
LTP-Thomson Heinle,
UK
Exams, Grammar
and Lexis:
Debunking the
myths!
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!
Hancock, Mark
Room 403
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.
Kuti, Zsuzsa
Room 305
Hungarian
Ministry of
Education
Teacher
Development and
Networking: ELTeCS
- connecting
teachers globally
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.
Seligson, Paul
Aula Magna
Richmond
Publishing
Trust Your
Instincts! The case
for greater
spontaneity in
teaching
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.
Saturday 13:30 –
14:40 TESOL-SPAIN
ANNUAL GENERAL
MEETING Salón de
Actos
Saturday
16:00-17:00
Aeberhard,
Gabriela B.
Room 203
Forbes, Jessica
A.
Worldwide
English School,
Sevilla
The Interactive
Notebook: Creating
personalized
notebooks with your
students
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.
Breeze, Ruth
Room 403
Universidad de
Navarra
Beyond the
Writing Process:
Post-process
approaches to
writing
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.
Coney, Andrew
Room 302
Goodal, Andrew
Hot English
Publishing
Swear Words and
Classroom Teaching
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!
Dani Aula Magna
DancingEnglish.com
DancingEnglish.com
Presents Dani,
Spain’s Concerts +
CD Project
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.
Dobson, Jennifer
Room 303
International
House, Córdoba
Kids Talk
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.
López-Guindal,
Alberto Room
305
EOI Sabadell /
UOC (Barcelona)
Electronic
Dictionaries:
Encouraging learner
independence
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.
Montijano
Cabrera, Mª del
Pilar Room
301
Universidad de
Málaga
Assessing EFL
Speaking Reliably:
A feasible task?
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.
Morell Moll,
Angela Room
202
The Spanish &
English School,
Alicante
Learning English
Through Solidarity
Projects
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.
Obee, Bob Room
402
Express
Publishing, UK
The Upstream
Series: Engaging
learners at the
upper end
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.
O'Farrell,
Roisin Room
401
English Language
Institute, Sevilla
Making More
Interesting
Handouts
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.
Pavón Vázquez,
Víctor Room
201
Universidad de
Córdoba
How to Survive
Textbooks in
Teaching
Pronunciation
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.
Richmond Round
Table Salón de
Actos
The Common
European Framework
and the Portfolio
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.
Ruiz Cecilia,
Raúl Room
405
Guijarro Ojeda,
Juan Ramón
Universidad de
Granada
Values Through
Images: A portfolio
for life skills
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.
Saturday
17:15-17:45
Alonso Alonso,
Ana Room 203
González
Fernández, Laura
Universidad de
Salamanca
Lectura de
textos y desarrollo
de la competencia
comunicativa
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).
Arana, Belinda
Sala de Juntas
Saint Louis
University, Madrid
Campus
Creating Spaces
for Reflection and
Language that
Supports Teacher
Collaboration
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.
Barrera-Pardo,
Darío Room
401
Universidad de
Sevilla
Mental
Evaluation of
Speech by L2
Pronunciation
Learners
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.
García Laborda,
Jesús Room
403
Universidad
Politécnica de
Valencia
Desarrollo de
aplicaciones para
exámenes (Proyecto
GILFE)
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.
García Solana,
Jaime Room
303
Universidad
Complutense de
Madrid
Reasons Against
Teaching Literature
in Statutory
Secondary Education
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.
Giménez, Julio
C. Room 201
Rehn, Eva
Royal Holloway,
University of
London
Principles in
Practice: Setting
up the European
Language Portfolio
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.
González
Alvarez, Blanca
Room 205
IES Mata -Jove,
Gijón
Friday Games
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.
Harrington,
Stasie Room
305
Esic Idiomas,
Madrid
TOEFL
Preparation: Using
portfolios to
document students’
progress
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.
Hill, Sarah J.
Room 202
Astex Servicios
Lingüísticos,
Madrid
Strategies for
Teaching On-site in
the Business
Setting
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.
Huntley Maycock,
Susan Room
405
Juan González,
Pilar de
Universidad de
Las Palmas de Gran
Canaria
Designing a
Course of English
for Tourism
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.
Issitt, Steve
Room 402
University of
Birmingham
Beyond the
Stereotypes: A
theme-based English
language course
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.
Oxbrow, Gina
Room 301
Universidad de
Las Palmas de Gran
Canaria
Learning to
Write – Indirectly
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.
Paterson, Ken
Aula Magna
University of
Westminster
Teaching
Conversational
English
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.
Roldán Tapia,
Antonio Room
302
IES Alhaken II
de Córdoba /
Universidad de
Córdoba
EFL Coursebooks
and Textbooks in
the World
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.
Saturday
18:15-19:45
Apter, Gillian
Salón de Actos
The Lingua-Arts
Theatre Company,
Madrid
ALL ABOUT ÁNGEL:
A play for students
of English
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.
Bowler, Bill
Room 203
Freelance
Pronunciation in
the ‘Pan European’
Era
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.
Harben, Paddy
Room 403
Universidad San
Pablo-CEU, Madrid
‘Twas a Dark and
Stormy Night:
Narratology and
TESOL
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.
Kuti, Zsuzsa
Room 202
Hungarian
Ministry of
Education
Have Fun with
Poems
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!
Lauder, Nina
Room 402
Richmond
Publishing
Freedom of
Speech – Improving
oral skills in the
primary classroom
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.
Mauchline, Fiona
Room 301
CLIC-IH
Seville/TEA
T-T-T: Test
Those Teens
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!
McConochie, Paul
Room 303
Burlington Books
Let's Speak!
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!
Medwell, Claire
Room 405
Burlington Books
Act it Out!!
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.
Morgan, Anita
Room 302
Universidad San
Pablo-CEU, Madrid
Creative Tasks
in Advertising
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.
Plumptre, Jeremy
Room 401
English Centre,
Gijón
Tricks and
Treats ...Teaching
English to the very
young
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.
Riley, Philip
Aula Magna
CRAPEL, France
Dusting the
Mirror: Exploring
the teacher's
(self-) image
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.
Stirling,
Johanna Room
305
Bell Norwich, UK
Spelling: Waht
Can Teatchers Do To
Halp Bor Spillers?
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.
TESOL-SPAIN Room
307
Portfolio Poster
and Chat
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.
Watkin, Montse
Room 201
British Council,
Madrid - Young
Learners
This Is One I
Made Earlier
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.
Sunday 09:30-10:00
Belda Medina,
José R Room
401
Ponce Serrano,
Sara
Universidad de
Alicante
Involving
Students in the
Assessment Process:
An on-line proposal
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.
Vass, Holly Room
306
Universidad
Pontificia Comillas
de Madrid
Comparison of
Hedging in Two
Written Legal
Discourse Genres
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.
Sunday 09:30-11:00
Dani Aula Magna
DancingEnglish.com
DANCE!: An EFL
songwriter/performer´s
perspective on
exploiting songs
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.
Downie, Michael
Room 305
CSIM,
Universidad
Complutense de
Madrid
What Can You Do?
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.
Hahn Taylor, Tim
Room 405
Freelance
Making Room for
Learning
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.
Harry, Michael
Salón de Actas
ETC, English
Theatre Company
Project Work:
Making a class
play/film
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.
Howarth, Ruth
Room 301
Hyland Language
Centre, Madrid
Fun with
Cuisenaire Rods
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.
Kanter Delgado,
Marjorie Room
203
Freelance
Dynamic
Classroom Use of
Short Literary
Pieces
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.
Lamble, Philip
Room 302
Cambridge ESOL
Updating KET and
PET
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.
Littlewood,
Andrea Room
201
Hyland Language
Centre, Madrid
Routines and
Good Habits in the
Primary Classroom
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.
Prodromou, Luke
Room 303
Freelance,
Greece
Dire Straits: It
never rains for the
non-native speaker
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.
Sharma, Pete
Room 403
Freelance, UK
Language
Teaching and the
World Wide Web
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)
Sunday 10:00-11:00
Dooly Owenby,
Melinda Room
401
Universitat
Autònoma de
Barcelona
Collaborative
Portfolios and
Projects: Working
with an educational
portal
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.
Syed, Zafar Room
306
Military
Language Institute,
Abu Dhabi
Foulds, Maria
Desiree
University of
Newcastle
Learning Process
and Progress in
Context
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.
Sunday 11:00 –
11.30
Bahloul, Maher
Room 306
American
University of
Sharjah
Tenses in
Journalistic
Discourse:
Challenging English
grammar textbooks
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.
Sunday 11:30-12:30
Asís, María Inés
Room 201
Southgate
College, UK
Morra, Ana María
National
University of
Cordoba, Argentina
Taped or
Written? - Teacher
response to student
writing
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.
Coney, Andrew
Room 301
Goodal, Andrew
Hot English
Publishing
Using Authentic
Conversations in
Class
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.
Dellar, Hugh
Aula Magna
The University
of Westminster /
LTP-Thomson Heinle,
UK
Putting our
Words to Work:
Rethinking teacher
talking time
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.
Dodd, Steve Room
203
Santaeularia,
Alba
Chit-Chat
Alternative Ways
of Learning English
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.
Gregorio Godeo,
Eduardo de Room
302
Universidad de
Castilla-La Mancha
The Role of e-Learning
in Self-Access
Processes at
University
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.
Llurda, Enric
Room 305
Universitat de
Lleida
Non-Native
English Teachers:
Looking into their
assets and
challenges
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.
Mayne, Sheila
Room 202
Sesker,
Stephanie
University of
Pennsylvania
Fluency Workshop
Revisited:
Variations on a
multipurpose
technique
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.
Núñez Perucha,
Begoña Room
303
Raabe, Robert
CSIM,
Universidad
Complutense de
Madrid
Piloting the
European Language
Portfolio with
Post-secondary
Students
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.
Shrosbree, Mark
Room 401
Tokai
University, Japan
Video Pairwork
Assessment: A
teaching and
learning tool
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.
TESOL-SPAIN Room
307
Portfolio Poster
and Chat
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.
Wade, Bruce
Salón de Actas
Oxford
University Press,
UK
Morrow, Keith
Norwich, UK
ELT Journal: For
teachers and
trainers
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.
Sunday12:00-12:30
Chetty, Deshini
Room 306
Edexcel (London
Tests of English)
UK
The London Tests
of English - A
Communicative
Approach
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.
Sunday 13:00-14:00
Cauldwell,
Richard Room
305
Freelance, UK
Streaming
Speech: Listening
and pronunciation
for advanced
learners
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.
Cranfield, Susan
Room 301
Clouet, Richard
Universidad de
Las Palmas de Gran
Canaria
Teaching
Translation into
the Second
Language: A process
approach
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.
Fernández
Fernández, Raquel
Room 201
Universidad de
Alcalá
Los temas
transversales a
través de la música
y la literatura
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.
Jordano de la
Torre, María Room
401
UCOIDIOMAS, S.L,
Córdoba
Collaborative
Writing and ICT:
Towards the new
European
educational system
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.
Lyne, Colin Room
202
Exeter Language
Centres, Gijón
Lessons from
TEFL History
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.
McKenna Gleeson,
Joe Room 302
Escuela Oficial
Idiomas, Córdoba
The Common
European Framework
(CEF): One
experience of
syllabus adaptation
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.
Moller, Alan
Room 306
Edexcel (London
Tests of English)
UK
Is it Possible
to Enjoy a Test?
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.
Morton, Tom Room
303
University of
Leeds
Scaffolding
Trainee Learning in
CELTA Lesson
Planning Sessions
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.
Phillips, Terry
Aula Magna
Phillips, Anna
Garnet Education
Ltd, UK
Trinity
Expertise:
Preparation courses
for Trinity ISE
examinations
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.
Stephenson,
Helen Room
405
Thomson-Heinle
Nuts and Bolts:
Grammar and skills
at Bachillerato
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.
Tijera, Antonio
Room 403
Visiting
International
Faculty
VIF Program:
Teach in the USA
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!
Walkley, Andrew
Salón de Actos
University of
Westminster
Essential
Directions to
Fluency
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.
Sunday 15:30-16:30
Andrewes, Simon
Room 303
Universidad de
Granada
The
Communicative
Approach – where
does it go from
here?
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.
Banner, James
Aula Magna
Hilderstone
College, UK
Creative
Plagiarism: Product
and Process in EAP
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.
García Stone,
Ana Room 403
British Council,
Madrid - Young
Learners
Prevention is
Better than Cure:
Classroom
management
techniques
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.
McCreary, Mark
Room 401
Ayerbe &
Maxwell, S.L.
Vektor National
Partner
Vektor Online
Resources (VOR):
The latest online
resource centres
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!
Norris, Lucy
Room 302
Richmond
Publishing
Speaking and
Language:
Developing speaking
skills in Secondary
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.
Ramírez Flores,
Elba Room
305
Universidad
Nacional Autónoma
de México
Reading and
Thinking in the
Process to Writing
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.
Ramírez Verdugo,
Dolores Salón de
Actos
Universidad
Autónoma de Madrid
Helping Spanish
Learners with
English Intonation
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.
Shields, Mun
Ling Room
203
University of
Central Lancashire,
UK
Waller, Daniel
The Portfolio:
Developing skills
and language for
university students
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.
TESOL-SPAIN Room
307
Portfolio Poster
and Chat
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.
Walenn, Jeremy
Room 301
AIOU, Hong Kong
Talking Trinity:
Ways of teaching
oral skills
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.
White, Ben Room
201
University of
Rijeka, Croatia
Building
Autonomy: Action
research in the ESL
pronunciation
classroom
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