convention 2018

TESOL-SPAIN 41st Annual National Convention
9-11 March, 2018 Universidad Complutense de Madrid, Madrid

Online Registration for the 2018 Convention is now open. Click here to register.

Accreditation News

The 2018 TESOL-SPAIN convention has just received official recognition (homologación) by the Ministry. Teachers interested in obtaining 2 credits should consult the information available here.

Convention flyer. Click here to download


Confirmed Plenary Speakers: Click on name to read Biodata and Abstract

Opening plenary: Dr. Thomas Strasser
Saturday Plenary: Professor Do Coyle
Closing plenary: Dr. María Luisa Pérez Cañado

Dr. Thomas Strasser

Professor of language methodology and technology-enhanced learning and teaching and head of the department of Continuing Professional Development and Educational Cooperation at the University of Teacher Education Vienna. Language teacher, teacher trainer, ELT author, international speaker.

Professor Do Coyle

Do Coyle is a former teacher of French, Russian and EFL, and is currently Professor of Languages Education and Classroom Pedagogies as well as Director of Research in the School of Education, University of Edinburgh. She was formerly Dean and languages teacher educator at the Universities of Aberdeen and Nottingham. Her research involves technology-enhanced learning, including the use of shared learning spaces and digital communication. Do is most known for her work in classroom pedagogies especially in CLIL/bilingual settings and acts as consultant to ministries and organisations on a global scale. More recently through an ECML initiative into pluriliteracies, she has become a founder member of the Graz Group which is developing an inclusive learning model for pluriliteracies education. She has published extensively on learning through the medium of other languages (e.g. English, Gaelic, French) and her heart lies in working with teachers and pupils as researchers.

Pluriliteracies at the heart of learning


In this plenary, I shall focus on the role of pluriliteracies in bilingual/CLIL settings through an integrated approach to deeper learning. I shall draw on an inclusive model for learning which values and positions language as our greatest learning tool and which emphasizes the need for transparent conceptual learning to be part of language learning  and using. I shall explore the challenges to the way we design classroom learning to maximize learning potential for all learners- whatever age, stage and linguistic cultural background.

Dr. María Luisa Pérez Cañado
Dr. María Luisa Pérez Cañado is Profesora Titular de Universidad (accredited for Cátedratica since 2015) at the Department of English Philology of the University of Jáen, Spain, where she is also Vicedean of the Faculty of Humanities and Education. Her research interests are in Applied Linguistics, bilingual education, and new technologies in language teaching. Her work has appeared in over 90 scholarly journals (among them, International Journal of Bilingual Education and Bilingualism, European Journal of Teacher Education, Computer Assisted Language Learning, Language and Intercultural Communication, Language Awareness, International Journal of Innovation in Language Learning and Teaching, Applied Linguistics Review, or Language, Culture, and Curriculum) and edited volumes published by Elsevier, Peter Lang, Cambridge Scholars Publishing, Multilingual Matters, Wiley-Blackwell, Routledge, DeGruyter, or Springer, among others. She is also author or editor of nine books on the interface of second language acquisition and second language teaching, and editor or member of the editorial board of twelve international journals. María Luisa has given more than 100 lectures and talks in Belgium, Poland, Germany, Portugal, Ireland, England, Mexico, Brazil, China, The United States, and all over Spain. She has been in charge of the program for the implementation of the European Credit System in English Philology at the University of Jaén and is currently coordinating the first intercollegiate MA degree on bilingual education and CLIL in Spain. She is also coordinating two governmentally-funded research projects on the effects of CLIL in monolingual contexts (FFI2012-32221 and P12-HUM-2348, funded by the Ministerio de Economía y Competitividad and the Junta de Andalucía, respectively) and has been granted the Ben Massey Award for the quality of her scholarly contributions regarding issues that make a difference in higher education. 

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