Dear fellow TESOLers,

This Pre-program publication is intended to give you an idea of what our convention is going to be like. It contains an alphabetical list of speakers whose presentations have been accepted, and whose participation is confirmed, at time of going to press. The title and abstract of each talk are provided to give you an idea of the contents of our full program (which will, of course, contain full details of programming, length, subject area etc). Please note, however, that like any such program, it is merely provisional, and changes and additions are very likely to occur before the beginning of April.

As always, we have done our best to offer something for everyone, and to strike a balance between practical presentations/workshops and talks/papers of a more theoretical nature. Subject matter reflects the range of concerns facing the contemporary English language teacher, thus you will find ideas for both the more and the less technologically-equipped teacher (from hand puppets to html!), for teaching children, adults, university students, and business people at all levels of competence. Our presenters reflect the diversity of their teaching experience, working predominantly in Spain, but also in the UK, other European countries, the US, and the Third World, and we hope the convention will provide opportunities for participants to network, share experiences, and broaden their range of contacts in the ELT world.

There will be presentations on areas which naturally involve us all, such as teacher training and development, learner autonomy, learner awareness and skills development, both from a practical and a theoretical point of view. There will be talks and workshops on classroom management topics, teacher roles, getting students to remember structures, using your voice, and on issues connected to motivation, affective factors, testing and assessment. Not least, we hope this convention will provide an opportunity to critically address the opportunities, and the risks, created by the new technologies, and a variety of papers, talks, and workshops will be devoted to issues in this area.

In addition to talks, papers, workshops, and demonstrations, there will be various product presentations, and the TESOL-SPAIN 26^th National Convention will, as usual, be fully supported by the publishing houses and testing institutions. All the latest materials for both the teacher and the classroom will be on display at the Publishers’ Exhibition throughout the event.

Furthermore, TESOL-SPAIN’s local and regional coordinators would like to meet you in the exhibition area during the 2 main coffee breaks on Saturday. Please look for the "regional" table if you have questions, comments, criticisms or would like to get involved in our activities …

Included in this pre-program, you will also find practical information about the conference site, instructions for reaching it, and contact information to enable you to book your hotel and look into tourist options during your stay in the inviting and hospitable city of Valencia.

Finally, we have included the Pre-registration and Membership Forms. You will also find the TESOL-SPAIN Board Nominations Form should you know of anybody who might like to serve as a board member.

We hope you find the coming event worthy of your support and participation, and that you will join us at the Universidad Politécnica de Valencia in April!

The Convention Team

To take advantage of our reduced pre-registration fees you can register before March 15 using our pre-registration form.

Note: Any letter postmarked after March 15^th cannot be processed as pre-registration and you will have to register on site.

Not only will this save you money, but it will also save you time registering on arrival. If you have sent the form in you should go to the pre-registration desk where your badge, program and conference pack will be waiting for you.

If your colleagues are not members of TESOL-SPAIN, but would like to join, they might like to look into the possibility of getting a group of 5 people together (all must be from the same institution) to take advantage of our reduced institutional membership offer. (Again, see the pre- registration form for details).

On receipt of the pre-registration form, our pre-registration secretary will send out receipts of registration (and to all new members, their pre-program). On-site registration will be open from 15.00 on Friday and 08.30 on Saturday.

This year we are planning a Saturday evening dinner at the Ponte Vecchio restaurant in the center of Valencia (price: 25 euros). We will, however, need you to make a firm booking in advance, so we can confirm the total number for the restaurant. Once we receive your pre-registration form we will send you details of the event. There will be limited seating, so to avoid disappointment, make sure you book early. Unfortunately, it probably won’t be possible to book a place at the actual convention as numbers will already have been finalized with the restaurant before then.

Travel and accommodation arrangements can be made through Jenny Brown, who has been TESOL-SPAIN’s official travel agent for the last 3 years. You may reach her at jennybrown@ctv.es, or by dialing +34-652 021188. You can also check the Notes on accommodations on our web page for further information.

Convention participants travelling to Valencia will surely want to take the opportunity to explore this beautiful, historic city. You can find tourist information about the city at Agencia Valenciana de Turismo:

(http://www.comunidad-valenciana.com), and our early finish at Sunday midday will leave Sunday afternoon for tourism, or return journeys to point of origin.

The 26th Annual National TESOL-SPAIN Convention will be held at the Universidad Politécnica de Valencia in the Escuela Técnica Superior de Ingenieros Agrónomos at Campus de Vera (see map below).

The University is near the centre of town and there are shops, banks, restaurants, bars, etc. within easy reach. It is located between two major bus stops, and the metro also stops here.

Phone: +34 963 87 70 00

Please remember that upon entering the university campus, the security guards will need to see your identification. So please make sure you are carrying your DNI/passport at all times.

(motorway A 7 and national road N 221)
Coming from the A 7 motorway, take the N 221 that will lead you to the city of Valencia. Before you reach the urban area, turn right, following the signs for the Polytechnic (UPV). After passing under a bridge, you will arrive at the University.

(motorway A 7 and 'Pista de Silla')
The A 7 motorway, coming from Alicante, connects with the 'Pista de Silla', that will take you to the city of Valencia. The 'Pista de Silla' turns into the avenue 'Avenida de Ausias March' when it gets to Valencia. Keep on the right side of the road and, when you reach the NH Abashiri Hotel, turn right into the street called 'Calle de Ebanista Caselles'. Go along this road until you get to a roundabout and go along the avenue 'Avenida del Instituto Obrero'. Cross the 'Puente de la Ciudad de las Artes y las Ciencias' (bridge) and on the other side you will follow the street 'Calle del Padre Tomás Montañana'. Go along this road, which leads you to the street 'Calle de Manuel Candela'. This road will change its name to 'Calle de Ramón Llull'. At the end of this road, after crossing the tramline, you will find the University entrance.

Generally, the coaches that connect the 'Comunidad Valenciana' with other communities terminate at the coach station, which is in the North of the city. From there you can take a taxi, a bus or the metro.

Taxi. A taxi will cost you around 6-8 euros.

Bus. On a street called 'Calle de Ricardo Micó', quite near the coach station, you will find a bus stop: take number 29 bus towards 'Universidad Politécnica'. In half an hour you will be in the centre of the University. The price of a single ticket is 0.85 euros, or you can buy travelcards (called 'bonobús') at the post office/tobacconist's ('estanco') which are more economical and cost 4.65 euros for 10 trips.

Metro. To get to the campus by underground is a bit more complicated because you need to get three different lines. To start with, you will need to be at the 'Nuevo Centro' shopping centre, where the metro entrance is ('Turia' stop), situated near the coach station. You will need to take line 1 (direction: 'Plaza de España'), get off at 'Ángel Guimerá' and change to line 3 (direction: 'Rafelbunyol'). Five stops later, in 'Benimaclet', you change to line 4 (direction: 'Doctor Lluch'). You have to get off at the second stop, at the 'Universidad Politécnica'. A single ticket is 0.90 euros.

The trains coming from any point of the country stop at the 'Estación del Norte', located in the heart of the city. From there you can get a taxi, a bus or the metro to take you to the UPV.

Taxi. A taxi will cost you about 6-8 euros.

The airport is in the town of Manises, about eight km from Valencia. Flights from the main cities of Spain and Europe land there. From there you can take a taxi or a bus.

Taxi. You can take a taxi from the airport to the Polytechnic; it takes around 25 minutes and costs 12-18 euros.

Bus. There is a cheaper option! From outside the airport you can take a bus that makes several stops in the city ('Avenida del Cid' and 'Calle de Cuenca') before it gets to the coach station. The journey takes about 50 minutes and costs approximately 1.65 euros.

From each of these stops, you can get a bus or the metro to the Polytechnic. The best option is to get off in 'Avenida del Cid' and walk to the metro entrance of the same name. There you can take line 3 (direction: 'Rafelbunyol') get off at the sixth stop ('Benimaclet') and change to line 4 (direction: 'Doctor Lluch'). The second stop leaves you at the entrance of the 'Universidad Politécnica'. A single ticket costs approximately 90 cents.

As always, at the Annual General Meeting, which will be held at midday on Saturday 5 April, we will be voting new members onto the board of TESOL-SPAIN. If you know of a colleague you think would be interested in joining us and contributing to the work we do, please don’t hesitate to use the Nomination Form. We’d love to hear from you.

1ª Convocatoria 13.40 del día 5 de abril de 2003

2ª Convocatoria 13.50 del día 5 de abril de 2003

1. Lectura y aprobación, si procede, del acta de la Asamblea General de la XXV Convención Anual celebrada en Madrid el día 16 de marzo de 2002.
2. Presentación de los candidatos para la Junta Directiva de TESOL-SPAIN.
3. Votación de candidatos y recuento de votos.
4. Lectura del informe financiero de 2002 y aprobación si procede.
5. Información de las actividades realizadas por TESOL-SPAIN. Informe de gestión.
6. Informe resultado de la votación.
7. Ruegos y preguntas.

15:00-17:00: Registration

17:00-17:30: Official Opening Ceremony

17:30-18:30: Keynote Sessions

18:30-19:00: Publishers’ Exhibits/Break

19:00-20:30: Presentations/Workshops

20:30 Opening Cocktail

08:30 on : Registration

09:30-11:00: Presentations/Workshops

11:00-11:30: Publishers’ Exhibits/Break

11:30-12:30: Presentations

12:30-12:40: Break

12:40-13:40: Keynote Sessions

13:40-14:30: TESOL-SPAIN Annual General Meeting

14:30-16:00: Lunch

16:00-17:00: Presentations

17:00-17:15: Break

17:15-17:45: Research papers/Product Presentations

17:45-18:15: Publishers’ Exhibits/Break

18:15-19:45: Presentations/Workshops

09:15-09:45: Research papers/Product Presentations

09:45-11:15: Presentations/Workshops

11:15-11:45: Publishers’ Exhibits/Break

11:45-12:45: Presentations

13:00-14:00: Keynote Sessions

14:00 Official Closing Ceremony and Raffle

Hilderstone College, UK

The English are famous for their sense of humour - but what is it exactly that distinguishes English humour? Is there anything in it that we can identify as being peculiarly ‘English’? Through video extracts from some of our funniest comedies, we shall be exploring themes, stereotypes and attitudes which illustrate an important point about classic English comedy: a great deal of the humour is class-based, based on our sense of social class and the absurdities created by it.

The University of Westminster, UK

Structural grammar continues to dominate EFL, despite the fact that recent research into language suggests there are several major problems with this. This talk explains why it is time to wave goodbye to the grammar syllabus as we know it, and then considers what could replace it.

Cambridge University Press

Communicative activities naturally involve freedom and creativity, but this seems to make them unsuitable for learners who have just started to learn a language. So how can we adapt communicative methodology to make it suitable for learners at very low levels? This talk will explore this question and will also include examples of practical classroom activities.

Freelance

Illustrated with video shot in ESO English classes in Spain, this session will examine the effectiveness of a wide-range of classroom techniques and attempt to answer the question: What are the essential ingredients of a perfect lesson?

British Council Madrid

In a survey carried out by a newspaper a few years ago one little girl, when asked what made a good teacher, said: 'Nice teachers help you; Nasty ones don't!' In this session we will suggest reasons as to why we don't always help enough, and suggest ways we can help our learners more; and be 'nicer' teachers!

Macmillan Heinemann ELT

The oxen are standing on my feet"; "Is that your leg?"; and "My husband is a man" are extreme examples of random, de-contextualised, meaningless sentences that have appeared in ELT textbooks. I believe that all practice activities however ‘controlled’ or ‘free’ and at whatever level should be meaningful, not meaningless. I will use material from Inside Out to illustrate these ideas.

Saint Louis University; Madrid Campus

Our teaching stories and anecdotes provide rich ground for analysis of our expectations of students, teaching, language, classrooms, and so on. Through this analysis, we can come to see how we judge our teaching, and make decisions as to directions for exploration and development. In this workshop participants apply discourse analysis techniques.

CSIM; Universidad Complutense Madrid

Lack of proficiency in English is a major hindrance to development, preventing poorer nations from playing a larger role on the international stage and effectively barring access to up-to-date knowledge, ideas and trends in all sectors. This presentation will examine some of the issues confronting EFL students, teachers and teacher trainers in Ethiopia, drawing on my own experiences as a teacher trainer in Ethiopia.

Macmillan Heinemann ELT

21st century business is fast. And the media balance has been changed. At some companies people are getting 250 e-mails a day. Many phone calls last longer than the meetings people are phoning about. Teleconferencing has replaced face-to-face meetings with strange new electronic encounters.

Oxford University Press

This highly practical workshop looks at the role of warmers and fillers. Wonderful things of course, but some of us seem obsessed with collecting infinite ways to warm or fill, when there’s already so much else to do. We rarely get through books/syllabuses anyway so why do we bother? After analysing pros and cons of both, I’ll list some alternative strategies. And, of course, for collectors, there will be plenty of warmers and fillers to take way and add to your repertoire.

EU de Turismo de Asturias

A trip to Britain is motivating for students but too often the language benefits are limited, with learners surviving through minimal use of English. The experience described in this talk shows how to push students towards using their English for meaningful communicative purposes, thus optimising the language learning outcomes of the visit abroad.

Richmond Publishing

In this workshop we will discuss why it is important to help prepare our young learners to read beginning with "educació infantil" and continuing up the third cycle of primary education. We will also look at specific strategies, techniques and activities at how to do this. Particular emphasis will be placed on the specific needs and differences among "educació infantil", and the 1st, 2nd and 3rd cycles of English instruction in the primary classroom.

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UNAM CELE, Mexico

Promoting learner autonomy in the language classroom can become a powerful tool for both students and teachers. Therefore, teachers have to prepare a series of materials to help students be autonomous. The workshop’s aim is to share with the participants a methodology that allows us to turn activities and materials into resources that can help the students reflect upon their learning process and strategies.

Universidad Politécnica Valencia

La interacción entre los creadores de juegos didácticos y el alumnado, durante el diseño de escenarios lúdicos para la enseñanza-aprendizaje de lengua y cultura, constituye un entorno investigador en el que observación, razonamiento y experimentación intervienen sistemáticamente. Ofrecemos una recopilación de ejemplos prácticos fruto de esta línea investigadora: el juego didáctico en soporte informático para la enseñanza-aprendizaje.

University of Granada

Spanglish refers in this case to the constructive intervention of the mother tongue in the foreign language learning process. In this workshop we will go through a series of techniques related to language awareness and language play for Spanish speaking learners of English. They include translating and interpreting activities, comparing and contrasting L1 and L2, code switching and calquing.

The English House, Sevilla

As teachers, we often struggle with time management. How can we use our time efficiently in order to plan excellent classes AND accomplish our personal goals as well? This fun and interactive session is about how to balance your personal and professional priorities so that you can finally take the dance class (etc.) you´ve been wishing for yet still have well-planned classes.

The English House, Sevilla

If you are only a good teacher to good students, you aren´t an effective teacher... yet. This session is about ways of helping the younger learners who struggle with learning the basics. We will work through making the steps in your lessons clearer through TPR, Music, Personalized Topics, and Repetition.

Hilderstone College, UK

British Council Barcelona

The Internet provides a vast databank of legal English material; but how to find what you need? The most useful sites with the best links will be identified, with a view to providing as varied and authoritative a range of authentic teaching material as possible. How to adapt for classroom use will also be discussed, as will certain copyright issues.

Burlington Books

This session focuses on one of the students' favourite activities - watching television! We will look at a wide range of possible exercises and in the process will analyse the whys and wherefores of using video in the classroom.

British Council, Bilbao

My aims in this workshop are two-fold: firstly, to discuss the importance of using games and, secondly, to tackle the problem of mixed-abilities while using games in the Primary classroom. Together we will look at ways of using and adapting a variety of games so that learners can participate freely regardless of their level of English.

British Council Bilbao

Aimed at teachers looking for a practical and fun way to change the focus of their classes, this session requires NO prior knowledge of using puppets, but audience participation is essential. Starting with why puppets are an invaluable teaching tool, we will then look at easy-to-make puppet types, each presented with a rhyme / song, followed by demonstrations of how to use puppets to dramatise dialogues / stories.

Burlington Books

Children go to school to learn subjects like English. However without a common culture to serve as a context for what they learn, subjects like English would be meaningless. In this session we will look at how we can introduce primary children to the English world – traditional songs, games and stories – to help them make sense of it all.

Instituto de Robótica-Universidad de Valencia

(Pending)

Universidad Politecnica Valencia

El taller sobre elaboración de material didáctico para la enseñanza asistida por ordenador está dirigido a profesores que deseen aplicar herramientas de autor para el diseño de material multimedia complementarios a las clases teóricas.

Universidad Politecnica Valencia

This paper examines the issue of materials development for ESP using Internet resources, in particular the use of authentic materials to create communicative and motivating tasks form an interdisciplinary approach. Sample materials are presented and discussed, attempting to show how to exploit online digital videos, instruction manuals and translators to teach the genre of technical instructions.

iT’s Magazines

A practical and lively demonstration of how to use the contemporary magazines iT’s and biTs, and related online resources, to motivate students to learn English. By combining topical magazine features with interactive online material and global project work, students can learn and have fun at the same. Audience participation a must!

Oxford House College, Barcelona

Teaching idioms (especially at an advanced level) is often a daunting challenge. One way to organise such teaching is through recourse to conceptual metaphor. A presentation of some dominant metaphors which affect the way we view the world will be followed by practical examples of classroom activities. Participants will be invited to identify and develop further examples of metaphors and activities.

The University of Westminster, UK

The ideas behind the Lexical Approach have been around for over a decade, but what actually happens when one makes starts teaching lexically? This talk explores the world of possibilities that lexical teaching implies and gives some golden rules of immediate practical relevance to classroom practitioners.

British Council Bilbao

How can the teacher in the monolingual classroom encourage students to use English for all communications and processes within the classroom? A practical look at overcoming barriers to use, the language needed by the teacher and students for organisation, general activities, and practical processes in the classroom and getting students to use it.

International University of Japan

This workshop will introduce participants to methods of evaluating and assessing academic writing in multicultural classes by having them assess samples of student writing at various stages of the drafting process. Several assessment methods will be presented and used. The presenter will also share methods and insights into teaching and advising students on their writing.

Some of the most interesting classroom activities are those which touch directly on learners’ personal experiences, beliefs and feelings. However, they carry with them the danger that learners may find them threatening or simply too demanding. This talk will explore some of the issues, and will consider how activities can be made personally involving without becoming threatening.

Freelance

In EFL pair work activities, A and B have worksheets which complement each other. They use their English to share the information. In the world of business, information often overlaps and sharing information involves flexibility, backtracking and acting on what is produced: information sharing is a means to an end. This session will look at ways of building in soft skills into pair work and other communicative activities to mirror the real world.

I.E.S. HOTEL-ESCUELA C.M.

The aim of this demonstration is not only that of providing a series of grammar, spelling, reading, vocabulary activities designed by the teacher, though based on learners´ writing, but also of presenting a new focus on the way of dealing with writing in our syllabuses, becoming a motivating and cooperative area also used as a means of improving other disciplines of language learning.

ESADE Idiomas, Barcelona

In this hands-on workshop we will see how we can enhance our teaching by creating an online classroom using a free, managed learning environment. Managed learning environments allow us to post messages to our class members, host conferencing topics, add assignments, useful web links and documents to our virtual class-space, thereby adding value to our teaching.

ESADE Idiomas, Barcelona

In this hands-on workshop we will look at a range of activities that can be done with a word-processor (Microsoft Word) in the language classroom. We will examine three main ways that teachers can use word processors: to create worksheets for classroom use; for writing, reading and speaking activities in the computer room; and for text correction.

Universidad Complutense Madrid

"How many did you say? 120 students! Are you joking?" Unfortunately, I’m not. Massive multi-level English classes are common in Spanish universities. However, even with 40, 60 or 80 students, class management and logistics are important factors for a teacher’s mental stability when confronted with this challenge. In this talk/workshop, participants will discuss the realistic objectives that can be expected for these massive multi-level groups.

Universidad Antonio de Nebrija, Madrid

How can you as an individual or as an educator contribute to the health of our natural environment? And how can a plastic bag liven up your English Class? This talk relates the experience of a collective of secondary and third level teachers in using language teaching to promote the natural environment and the natural environment to promote language learning.

Universidad Politécnica de Valencia

The use of telematic simulation for learning English in the context of a polytechnic university such as is the Universidad Politécnica de Valencia was established empirically as being a very effective methodology. The present paper describes further research carried out to explore the relationship between student learning style, emotional intelligence and progress in English when using on-line simulation.

Universidad Politécnica de Valencia

Resulta evidente que muchos estudiantes llegan a la universidad sin una idea clara de como aprender o como realizar sus trabajos para su clase de inglés. Esta presentación ofrece distintas sugerencias para guiar a los alumnos y sus profesores.

Aston University, UK

Using a small-scale classroom experiment as a starting point, this talk will examine possible ways of encouraging learners to take longer turns at speaking in the classroom. I will discuss the how three factors – task type, use of planning time and organisation of task – can influence the quantity of learner talk. I will also look at some of the difficulties learners have in structuring long turns and suggest possible solutions.

Aston University, UK

In spite of the increasing number of courses available by distance learning, there is still the idea that these courses are somehow second best. This presentation, based on our experience at Aston University, will explain how distance learning can actually be far more beneficial to teacher development, if teachers are encouraged to explore their own contexts.

St. Andrew's School of English, Elche

Current trends in ELT consider the students’ mother tongue as a valuable teaching aid. We will look at a general overview of aspects such as: the reasons why L1 was outlawed; why L1 is useful; its disadvantages; why L1 is sometimes abused and how we can avoid it; translation and interpretation as the "5th skill"; and practical activities involving L1.

Universidad Politécnica de Valencia

This workshop will present TextWorks, a software application consisting of four tools: two applied linguistic research tools (a concordancer and a tagger) and two language learning tools (an exercise creation environment [ECE] and a virtual library for learning English [VLLE]). TextWorks may be useful for teachers working with Corpora and Data-Driven Learning materials in a Networked Language Learning environment.

Universidad Politécnica Valencia

The presenter will report on the findings of Proyecto IN6ENIO, an R+D project funded by the Universidad Politécnica de Valencia to establish the theoretical framework for online multimedia software development. The presentation will include a detailed analysis of the IN6ENIO authoring shell.

Richmond Publishing

This chat will compare types of conversation that are presented in coursebooks and how they are normally exploited. How are these conversations constructed and to what extent are they mere vehicles for targeted structures? This practical workshop will examine alternative ways to present naturalistic conversation. We will examine the advantages of using semi-scripted dialogues in which structures emerge rather than are embedded. Other issues such as the use of non-native speakers and the highlighting of discourse markers and other conversational chunks will also be discussed. A variety of audio and video excerpts will exemplify this approach.

ETp magazine, UK

I will give an introduction to English Teaching professional magazine and advice on how to get involved with the magazine - for example, how to get articles and other contributions published in it.

Universidad San Pablo-CEU, Madrid

This presentation will provide an overview of an international electronic exchange project between students in Spain and the USA. Topics of the exchange include: self-introductions, financial habits of university students, resumes and cover letters, the job market, and advertising. We will demonstrate the web environment (discussion boards and chat) showing samples of student interactions. We will also discuss evaluation results from both the learner and instructor perspectives.

Cambridge University Press

In this workshop, we will examine the areas where English pronunciation and grammar overlap, including rhythm, contractions, weak forms, chunking, and grammatical word endings. We will discuss why these areas are particularly important in pronunciation teaching. And in the process, we will try out a variety of different classroom materials and techniques for working on these areas of pronunciation.

Universidad San Pablo-CEU, Madrid & University of Reading, UK

We describe the development of an academic reading course from initial approach through to the final version. The course integrates task-based work and strategy training, encouraging students to read with an overall purpose and to select appropriate strategies for achieving it. The materials were refined through successive trials using student and teacher feedback along with classroom observation.

ETC English Theatre Company

This session looks at how we can use the diverse knowledge, ability, interest and needs that students bring to the EFL classroom. A series of techniques adapted from theatre training activities are demonstrated where the emphasis is on creating both the material and the activity from the students themselves.

IC@TS, Lleida

The success of any learning experience depends on maximising the perceived relevance of teaching input. Many students and course sponsors have clear, yet often distorted perceptions of what is really required. This session offers strategies for identifying real needs, dealing with sponsor and student doubts, and designing courses with relevant input.

IC@TS, Lleida

Working for others is often personally and financially restricting, but working alone can be lonely, expensive and frustrating. Forming part of a co-operative or mutual aid network (as either an individual or as a school) offers the best of both worlds. You have the independence of working for yourself and the advantages of forming part of a larger whole.

Recent studies have indicated that a student's success in learning a second language is not necessarily based on natural aptitude, but rather on his adequate application of cognitive strategies (e.g. making inferences, error analysis, and natural practice). In this workshop we will examine how a student can maximize his language learning potential through the conscious practice of cognitive learning strategies.

Universitat Oberta de Catalunya

HTML is the most commonly used and most accessible language used for creating webpages today. In this hands-on session, after a brief introduction participants will learn how to create a simple webpage. No prior knowledge of HTML or of webpage design is necessary, although participants with limited computer skills will be encouraged to work with a partner.

Universitat Oberta de Catalunya

In this session participants will have the opportunity to create their own interactive HTML-based activities using the HotPotatoes authoring programs. In addition, participants will also learn how they can publish their work on the Web. Please note that it is assumed that participants at this session will have also attended "Introduction to HTML for Language Teachers, Part 1".

British Council Madrid

My talk will present findings of a recent case study into the causes and effects of work related stress in native speaker English language teachers working in a non-English speaking environment. In the light of my research I will suggest that teacher development, particularly that tailored to the needs of the individual can be both a preventative and curative solution.

British Council Madrid

My talk will focus on my experience of setting up and running a Trinity LTCL Diploma TESOL, using their new revised syllabus. I will talk about the validation process, the differences between the new Trinity Diploma and RSA/Cambridge DELTA, and explain how the Trinity Diploma can provide a useful and viable training option for teachers of young learners.

Universidad de Las Palmas de Gran Canaria

Most students are traditionally taught that there are three common patterns of if'’ clauses. We suggest that, instead of being helpful, this is a setback, as there is a range of possibilities that diverges from this rule especially as regards English for Tourism and Business English. We set out to demonstrate this and put forward a different, more beneficial, approach.

Cendrassos English School, Figueres

It has been scientifically proved that music plays a key role in our over-all development. Its effects can begin before birth and last all our lives, affecting mental and physical health, as well as learning abilities. Participants will have the opportunity to experience for themselves how music can relax, stimulate, beat stress and help build up self-esteem.

British Council Madrid

This is a lively, practical introduction to Multiple Intelligence theory aimed at teachers who know little or nothing about MI theory. The aim is to show how the theory can be exploited in the classroom to give motivating and varied lessons, which will appeal to your students and cater for their different learning needs.

Richmond Publishing

Games help to develop a positive classroom atmosphere and to motivate students. In this lively session we will look at a variety of games appropriate for young learners and talk about how these games can help evaluate students' linguistic performance and attitudes towards English. Come along, play some games and share your ideas!

Richmond Publishing

In this talk the speaker examines exercises that worked well in large mixed-ability ESO classes, and also exercises that caused him and his students problems. Why do some exercises that seem plausible not in fact work well in this teaching situation? Are there any common denominators in the exercises that do work well?

Cambridge ESOL

This interactive workshop will focus on how Writing is assessed in the Cambridge ESOL Preliminary English Test (PET). We will look at the focus of the tasks, and discuss the performance of Spanish candidates. The workshop will concentrate on practical ideas to use in the classroom to help teachers and students in their preparation for the test.

Colegio S. José Secundario, Córdoba, Argentina

Can we learn to drive without getting into a car? Or to play a guitar without playing one? We all learn by doing. Research in brain-based learning suggests that several factors determine the extent to which the information is internalized. In this workshop we will try to enhance learning by helping students create "hooks" to remember structures, functions and vocabulary.

Express Publishing, UK

In this presentation I will explain Howard Gardner's multiple intelligence theory and its implications in the EFL classroom. It will demonstrate that in order to facilitate learning, educators and authors must bear in mind the various ways in which individuals learn and process information about the world around them.

Express Publishing, UK

A classroom which remains inactive is a classroom in which boredom rather than learning prevails. Through simple techniques, a teacher can create a lively and positive atmosphere in the classroom. Various activities will be presented that will remove the teacher from the central focus of the lesson and encourage the active participation of students in their own learning.

British Council Madrid

This presentation will look at the affective and environmental factors which influence the success or otherwise of a teacher’s instructions to students, particularly young learners. It will also consider the positive and negative side effects of a teacher’s classroom instructions on a child’s metacognitive awareness. Teachers who feel instructions are an area for improvement may appreciate the opportunity to have a forum in which to consider and discuss this topic.

Trinity College London

In this talk we will look briefly at the background and 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 C2 – and then in more detail at the different components, and how it works in practice based on our experience from Italy where it was first launched this year with great success, coinciding with Trinity’s 125th anniversary.

Exeter Language Centres, Gijón

Dictation is often considered to be one of the most boring and pointless classroom activities. However, by applying some of the techniques outlined in this talk, we can, perhaps paradoxically, increase our students’ confidence in their use of the two most basic linguistic skills: listening and speaking. Indeed, many teachers who have started getting into dictation, shake off their "blackboard addiction" and become "dicto-addicts" – far healthier for all concerned (and cheaper on board pens!).

Universitat de les Illes Balears

For many students, learning a foreign language can be either an enriching or a threatening experience. The focus of this paper will be the role of affective variables in the language-teaching classroom. Insights from a current on-going research project will be shared. Discussion will focus on different assessment instruments and classroom activities. Participants will be expected to share experiences.

Universidad de Valencia

In order to investigate self-correction 30 classes of teacher-training students are recorded and transcribed. Two types of tasks are distinguished (focused on language or on communication). Results indicate that students correct themselves more in communicative tasks and most of these corrections occur in the area of grammatical structures.

Freelance/TEA (Canaries)

"Teen classes? Boom, boom, shake, shake the room!" How can Will Smith, Rita Moreno and Gran Wyoming help? Or fish and Feng Shui? And why? With a dollop of hands-on practice and a soupçon of chewing the fat, this workshop on motivating teenagers will hope to uncover some answers.

Cambridge ESOL

The workshop will include activities for immediate use in the elementary classrooms. These activities will introduce and practise grammar structures, focusing on accuracy in a fun way. Attempts to make correction memorable will also be dealt with together with methods of assessment using the Cambridge ESOL exams.

University of Pennsylvania

By supporting a popular novel with film and tapes, a reading class is transformed into in integrated skills class. This demonstration will show how listening, speaking, and writing were added to a content based reading course on Harry Potter. Activities using film and literature circles will be demonstrated. Participant participation will be encouraged and handouts will be given.

Universidad San Pablo-CEU, Madrid

In 2004 European language learners will have their own Council of Europe validated version of the ELP. These documents are a formal and dynamic record of language proficiency, simultaneously encouraging the learning of foreign languages and learner autonomy. In this presentation we will look at an example of the portfolio, its underlying rationale, and practical ways of using the ELP with our learners.

International House Madrid

A teacher-centred lesson means you are more in control. But students need to talk to each other and the more chance they get to speak, the more they practise the target language. In this seminar, I will demonstrate how you can develop and adapt activities to make them more student-centred, giving young learners lots of opportunity to talk to each other and really use the language.

EOI Córdoba

The workshop will offer a brief review of the theoretical issues currently affecting vocabulary teaching. The bulk of the session will be devoted to small groups working through a sample set of original, tested activities aimed at integrating and activating work on lexis in class for intermediate level upwards.

British Council Madrid

This presentation looks at how the application of different models of text analysis to students writing reveals how much they get right, as well as providing a clear point of departure for explaining where they have gone wrong. Teachers who feel discouraged by their students’ written work may find this session motivating. No prior knowledge of text analysis is necessary.

Universidad Politécnica Valencia

La creación de un banco de preguntas y respuestas (ítems), útil para la confección de pruebas para medir el progreso en el aprendizaje o conocimiento de un idioma, presenta una serie de cuestiones que se ha de plantear desde el principio. Nuestra comunicación describe algunas dificultades iniciales halladas por el grupo de investigación DI-AAL en la confección de su banco informatizado de ítems de inglés.

University of Malaga

Once having obtained the degree, when pre-service EFL teachers are to face the real thing, the question "and now what?" will unavoidably turn up, as inherent to being a teacher is a feeling of permanent search, always looking for pathways to make everything as plain as possible for our students. We will look at classroom research as the key to ongoing search for effectiveness in the EFL class.

The Spanish & English School, Alicante

What can we do with cartoons? Come and find out. In this workshop we will look at how to use cartoons in creative and fun ways. Participants will play an active role in designing activities for different kinds of cartoons. Come join the fun and share your ideas!

Universidad de Alicante

Do you want your students to participate in classroom talk? Have you ever wondered why they don't volunteer answers or questions? In this talk we will have a look at the questions we ask our students and the questions we train or don't train them to ask.

Freelance

Unhappy with how your voice sounds? Want students to hang on your every word? Looking for pronunciation exercises for personal or classroom use? This active, practical workshop will help you develop your own voice as you practice posture, breathing and mouth/throat movements to generate varied styles and individual sounds. You’ll also participate in voice-work activities adaptable for students of all ages.

Freelance

Voice/throat problems? All teachers need to get - and keep - strong, trouble-free voices. In this lively, practical workshop you’ll see how your voice is produced, identify habits that help or harm it, evaluate its current condition and learn how to improve it. Come prepared to try out physical exercises plus breathing and relaxation techniques for stress reduction and healthy, happy speaking.

Macmillan Heinemann ELT & International House Madrid

Distractors come in many forms in the First Certificate exam. This workshop will consider these and other factors which cause students to choose the wrong answer in FCE exercises, offering a range of practical solutions for the classroom, including awareness-raising and exam training activities to help students avoid the pitfalls inherent in the Listening, Reading and Use of English papers.

University of Essen, Germany

This paper looks at what language learners are actually learning from intercultural e-mail exchanges and how students can best be prepared to engage in such activities. The research presented here suggests that students often interact on a superficial level with their partners and therefore gain little insight into the values of the foreign culture. Furthermore, although students may receive potentially rich information, they are often unable to analyse and evaluate it. Finally, the paper looks at different approaches which can contribute to teachers maximising the learning potential of e-mail exchanges.

English Language Institute, Sevilla

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 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.

English Language Institute, Sevilla

Sometimes the jump from one language structure to another can seem really difficult for young children. In this workshop we will look at the sequence of language targets in courses and discuss how we can help make the process through English grammar a little smoother.

Universidad Politécnica de Valencia

La idea de desarrollar la destreza oral nace del resultado del análisis de necesidades de los alumnos, de los requisitos de la Institución y de las exigencias de una sociedad plurilingüe en la que vivimos. Muestras de los trabajos, elaborados desde los contenidos lingüísticos y comunicativos de los programas y realizados por los alumnos de principiantes a avanzados, serán expuestas aquí.

Universidad de Las Palmas de Gran Canaria

The successful promotion of learner autonomy is closely linked to the exploration of teacher autonomy in teacher education and the encouragement of reflective teaching. This paper will report on the use of interactive dialogue journals with university methodology students as a vehicle for the written exploration of pedagogical issues arising from course content and the consequent raising of meta-cognitive awareness.

Escuela Superior de Turismo Lope de Vega and Universidad de Alicante

On-line exercises can be a good complement to face-to-face traditional teaching / learning. Implementing such exercises is not a difficult task if we use user-friendly tools such as Hot Potatoes Software. This suite of tools helps the teacher to create six different types of exercises: crosswords, quizzes, multiple-choice tests, jumbled sentences, match-the-column exercises and fill-the-gap exercises.

University of Westminster, UK

How do you create a short course for students who want to spend all their time in class using and improving their natural speaking of English? What will your syllabus look like, and how will you teach it? At the University of Westminster, we're trying to find the answers! See what you think of our progress at this talk.

I.E.S. Isaac Albeniz

The Internet offers a lot of tools for the English teachers and many of them for free. In this workshop we will explore some specific sites where we can easily design activities and exercises such us quizzes, tests, or puzzles and either leave them on the web or use them off line. We will carry out some designing online.

Universidad Politecnica Valencia

Los materiales multimedia ofrecen ventajas para el aprendizaje de lenguas, creemos que debería servir para aumentar la capacidad de atención y motivación del alumno. Ayuda a crear a desarrollar estrategias de aprendizaje útiles basadas en un entorno individualizado. Presentaremos un ejemplo de aplicación en el aula.

University of North Carolina, USA

Advanced students of English who are planning to enter a U.S. university need to be aware of the expectations of native English speakers in academic settings. Teachers of English for Academic Purposes can better prepare students for university course work by teaching them the skills needed for academic assignments and by familiarizing them with the culture of the U.S. classroom.

Burlington Books

Few secondary students would claim to have no interest whatsoever in popular music - be it Top 40 or thrash metal! Using popular music in the language classroom stimulates that interest and allows the students to explore the language in a realistic context at their own level. So let's browse through the back catalogue: there's sure to be something for everybody!

English Language Institute, Sevilla

Language learning is a natural phenomenon. By looking at how the brain learns naturally, language teachers may be more able to teach effectively in the classroom.

Macmillan Heinemann ELT

According to Mark McCormack, author of What they don’t teach you at Harvard Business School, "All things being equal, people will buy from a friend. All things being not quite so equal, people will still buy from a friend." In business, relationship building is paramount. Skilful conversation is every bit as important as skilful presentation or negotiation. In this session we’ll try out a series of classroom activities to practise the essential skills of networking in a business context.

UAB Idiomes Campus, Barcelona

Where English is studied as an international language or lingua franca, the dominant (? domineering) role of the native speaker needs to be challenged. The aim of becoming native-like speakers is unrealistic. The current position of English obliges us to reassess not only our role as native or non-native speakers, but also to question the very validity of such terms.

Creative English School, Madrid

Most of us want our students to learn how to speak English. Sometimes we even admonish them to think in English. But how? This presentation will explore strategies for getting students speaking and bridging the translation gap. Fun and effective activities will also be shared for helping students with pronunciation and intonation.

Cambridge University Press

The presenter will give a brief overview of the other books in the Objective series (Proficiency, CAE, and FCE). This will be followed by a session covering all aspects of the book together with the PET examination itself.

Cambridge University Press

Desmond will link the Activity Box with two new corners - Grammar and Vocabulary Box. There will be singing, dancing, and lots of fun, which all goes together to make a good and creative lesson.

Cambridge University Press

The presenter will make this a hands-on demonstration / workshop, using all the available materials from Primary Colours: songs, rhymes, visuals etc.

University of Granada

This workshop will be focused on the close relation established between vocabulary acquisition and the use of dictionaries as well as the Internet as a way to introduce reference material into the English classroom. After a brief theoretical introduction, we will look at some practical activities to improve vocabulary acquisition and dictionary skills.

English Language Institute, Sevilla

This talk will look at various email writing exchanges I have been involved in, connecting students here in Spain with others around the world. From highly to mildly successful, from ten to seventeen year olds, from high-tech to low-tech, from small groups to larger groups, the different experiences will be analysed in terms of what email exchanges can provide and how best they can be exploited. From the experiences illustrated a series of practical recommendations will be outlined.

University of Cantabria

Despite the wealth of recent research underlining the urgent need for a more systematic approach to L2 vocabulary teaching, both coursebook and syllabus designers and practising teachers continue to 'pass the buck' on this matter. This paper focuses on the main findings of the research, urges the teaching profession to take greater heed of these findings and suggests some practical applications.

University of La Laguna, Tenerife

Many books focus on ideas to present listening activities, but are students motivated to listen? Reflective listening will be discussed as a technique to help students reflect on their listening skill, its advantages for students as well as for teachers and its connection with learner autonomy. To be conscious of the listening process implies more autonomy.

Oxford University Press

A practical workshop of ideas to make teaching and practising reading in class both sexier and more effective for all concerned. We’ll also look at the pros and cons of reading aloud, me for one being generally against.

British Council Madrid

We will look at some ideas for using subtitled videos in the classroom to raise student awareness of vocabulary related to the senses - sounds, sights and smells - as well as some more abstract concepts such as wishes, desires and regrets. It is intended to be a lively session involving the audience in discussion, non-verbal communication and memory games.

Universidad Politécnica Valencia

This workshop will deal with issues related to on-line course design: theoretical, pedagogical, and technical aspects. Theoretical aspects will look at issues of pedagogy versus technology. Pedagogical aspects will focus on the contents and structure of the materials. Technical aspects will deal with audio, images, text and video in online courses. Finally, a model of on-line course design will be presented.

The Visiting International Faculty Program

We will present the VIF Program to teachers interested in cultural exchange with the USA. VIF participants are mostly FL teachers who want to improve their English Language proficiency and their knowledge of the US culture. VIF works with public institutions including US School districts and State Departments of Education, the Spanish Ministry of Education, universities both in the US and Spain.

Freelance, Mallorca

In addition to the traditional emphasis on linguistic and communicative competence, language teachers must also seek to promote emotional competence, which involves eliciting curiosity, using humour and requiring learners to move their bodies as well as their lips.

I.E.S. Luis Vives, Valencia

Much has been written on strategy and grammar instruction. However, there are few empirical studies which join strategy and grammar researchers’ contributions to help L2 learners learn grammar. This paper, based on cognitive theory, presents an instructional model which combines them and examines the model’s effectiveness in the light of results obtained after its use by Spanish secondary school students.

University of Westminster, UK

In this talk, I offer a critique of the ideas behind teaching skills. Focussing mainly on reading, I suggest the dominant approach fails to recognize students as mature adults or as language learners. I consider the implications of this and show how we approached texts when writing INNOVATIONS. I also suggest activities that teachers can apply to any coursebook.

Colegio Legamar & Universidad Antonio de Nebrija, Madrid

Multi-media classrooms (high technology language laboratories where the teacher controls an individual computer with various channels) are becoming more and more common, and EFL teachers are often expected to use them. What are some of the theories behind this new trend, and how can EFL teachers and students get the most out their time?