- convention 2017
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.
Welcome to our regular feature where we give you the chance to get to know our speakers.
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
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
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
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’.
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.