Convention 2016

TESOL-SPAIN 39th Annual National Convention

11-13 March, 2016 - Palacio Europa, Vitoria-Gasteiz

Interviews with Educca Radio 98.7FM, Vitoria

Video interview with Henri Castleberry, Convention Coordinator
Radio interview with Annie Altamirano, President TESOL-SPAIN

View photos from the Convention here

Our new feature for this year's convention is interviews with speakers in Vitoria. Click on the name to watch the video.

Friday March 11th
Nayr Ibrahim   

Saturday March 12th
Michael McCarthy   Luke Prodromou   Kieran Donaghy   Mark Hancock

Sunday March 13th
Chris Roland   Gerard McLoughlin   Michelle Worgan   Alastair Roy   Jeremy Harmer

Welcome to our regular feature where we give you the chance to get to know our speakers. 

Video Interviews:

Click on the name to watch a brief summary of the talk.

Friday 11th March

Angelica Manca & Wendy Parker

Saturday 12th March

Tricia Audette   

Sunday 13th March

Michelle Worgan

Steve Taylore-Knowles   Shawn Severson & Anabel Reis Alves   


Click on the name to read the questionnaire speakers completed about their favourite things.

Friday 11th March


Saturday 12th March

Graciela Alchini   Caroline Chapman   Chris Roland   Jane Skellett   

Joanna Dosseter   Luke Prodromou   Mark Shrosbree   


Angel Anderson   Kerry Pusey    Elena Merino      

Matthew Foley-Ryan   Kelly Puentes   

Sunday 13th March

Kevin Hodgson   
Chris Roland   

Sarah Morris   John Hird   Vicky Allen

13.00 - 14.00   
Robert Hextall   Alison Keable   Jenny Bartlett   

Winners of first time speakers grant: Jackie Morton & Amy Jo Doherty from Madrid Music & Song, Powerful & Practical


Winner of global grant: Kelly Puentes Velasco from Colombia Media: A Wonderful ELT Resource beyond Language

Opening Plenary Friday 11th March, 17.30-18.30

Nayr Ibrahim  


In today’s interconnected, globalized world children are exposed to multiple language contact situations from a very young age: they use several languages on a daily basis to communicate with binational parents and monolingual relatives; they integrate new language communities as a result of parents’ chosen or forced mobility; they learn foreign languages in primary school; they have English as a basic skill in the school curriculum; and attend after-school heritage language programmes. These multilingual contexts have had a significant impact on children’s early experiences of language, literacy and identity. This presentation explores how children learn their various languages from a sociolinguistic, cognitive and affective perspective, as they develop into confident multilingual individuals. 



Nayr is Head of Young Learners and Bilingual Section at British Council in France and a PhD student at the University of Reading, where she is studying the link between trilingualism, triliteracy and identity. Nayr has been teaching English for over 20 years in Portugal, Hong Kong, Cairo and Paris. She has written various articles on bilingualism and enjoys blogging and presenting on the topic. Her latest publication is Teaching Children how to learn, Delta Publishing, with Gail Ellis. Nayr’s interests include early language learning, bi/multilingualism, language education, multiple literacies, and language and identity.

Saturday Plenary 12.15-13.15

Michael McCarthy 

Abstract: Spoken Fluency Revisited

Most researchers agree that fluency involves smooth, automatic production. However, evidence from spoken corpora suggests that fluency in dialogue also involves attention to the linking of speaking turns to create mutual ‘flow’. We will discuss research aimed at an understanding of dialogic fluency and how it can be taught and assessed and argue that the interactive dimension of fluency is the fifth skill, over and above what we normally consider to be ‘speaking skills’.

Biodata: Michael McCarthy is Emeritus Professor of Applied Linguistics, University of Nottingham, UK, Adjunct Professor of Applied Linguistics, University of Limerick, Ireland and Visiting Professor in Applied Linguistics at Newcastle University, UK. He is author/co-author/editor of 50 books, including for Cambridge University Press: Touchstone, Viewpoint, the Cambridge Grammar of English, Exploring Spoken English, English Grammar Today, Grammar for Business, Exploring Grammar in Context, Vocabulary: Description, Acquisition and Pedagogy, Spoken Language and Applied Linguistics, Issues in Applied Linguistics, From Corpus to Classroom and several titles in The English Vocabulary in Use series, as well as The Routledge Handbook of Corpus Linguistics and more than 90 academic papers. He has done a number of radio broadcasts on grammar, including the BBC Radio 4 Today programme and BBC regional and local radio, and articles by or about him have appeared in The Times, The Guardian and The Observer newspapers. He has appeared on television programmes in China, Turkey, Korea and Saudi Arabia discussing language and language learning. He is co‑director (with Ronald Carter) of the 5-million word CANCODE spoken English corpus project, and the one-million word CANBEC spoken business English corpus. His current research involves the creation and analysis of spoken learner corpora in connection with the English Profile project, with special reference to the development of spoken fluency. He is a Fellow of the Royal Society of Arts.  He has lectured on language and language teaching in 42 countries and has been actively involved in language teaching and applied linguistics for 47 years.

Closing Plenary Sunday 13th March 14.15-15.15


Jeremy Harmer  

Can students learn on their own? 

The holy grail for many teachers is that students should take charge of (and be responsible) for their own learning. It’s the mantra we proclaim on all occasions. But is it achievable and if so, is it achievable for all? 

Some people – like Sugata Mitra for example, or the push for online adapIve learning – suggest that all teachers need to do is set the right tasks. Others think that students need constant help, direcIon and teaching. Whole educaIon systems rely on tests to keep the whole show on the road. 

In this talk we’ll look at what learner autonomy really means in a world where the future seems to offer great possibiliIes, but the students – the students! – may make it difficult. 

Biodata: Jeremy has written courses, readers and books about teaching including The Practice of English Language Teaching, and Essential Teacher Knowledge. He has trained (and spoken with) teachers around the world. He is a faculty member on the MATESOL at The New School, New York. Away from ELT, Jeremy is a musician and spoken word performer. With colleague Steve Bingham he has toured the show Touchable Dreams, and is a regular performer in folk clubs in and around Cambridge UK (where he lives). His children’s oratorio, Island, premiered in 2015.