【教育新闻快递】 IATEFL's 41st International Annual Conference and Exhibition
    2007-01-04 00:34:00, , 181917, 9/10303, 原创 , (1)
      

GENERAL INFORMATION & PCEs


IATEFL's 41st International Annual Conference and Exhibition

will be held at the Aberdeen Exhibition and Conference Centre (AECC) in Aberdeen, Scotland.

Join us in the city known by many names: The Granite City, The Oil Capital of Europe, The Silver City by the Golden Sands and The Floral City. Each name giving a hint of a special feature.

The Aberdeen Exhibition and Conference Centre is 2.7 miles north of Aberdeen on Exhibition Avenue, Bridge of Don, Aberdeen. There is a park and ride service between the city and the AECC, with extra shuttle buses especially for us!

 

Associates' Day and nine Pre-Conference Events will take place on Wednesday 18th April, followed by the conference & exhibition from Thursday 19th to Sunday 22nd April.

 

The 41st international annual conference will bring together ELT professionals from around the world to discuss, reflect on and develop their ideas. The conference programme will offer many opportunities for professional contact and development.  It involves a four-day programme of over 300 talks, workshops, symposiums, poster presentations and panel discussions and, in addition to giving delegates a chance to meet leading theorists and writers, and exchange ideas with fellow professionals from all sectors of ELT, it enables them to see the latest ELT publications and services in a large resources exhibition involving around 60 ELT-related exhibitors.

 

Exhibition

 

The ELT Resources Exhibition is open to all for the length of the conference, showing the latest published materials, cassettes & videos, computer software and services.

 

Do take time to visit and re-visit the exhibition stands during the conference.

 

Presenters’ information

 

The deadline for speaker proposals is Monday 25th September 2006.

Prospective contributors to the conference, who must be members of IATEFL at the time of submitting their proposal, are invited to offer presentations by completing the Speaker Proposal Form (see centre pages).

 

Proposals may be for talks, workshops, poster presentations, panel discussions or as a contribution to a symposium - please refer to the proposal guidelines on pages 11-14.

 

Speakers must also register and pay the full conference registration fee by Friday 5th January 2007.  Proposals by members who have not paid by 5th January 2007 will be removed from the programme.

 

Plenary speakers

 

The plenary speakers at this year’s conference will be Guy Cook (The Open University, England), Agnes Enyedi (Eötvös University of Budapest, Hungary), Mike Sharwood Smith (Heriot-Watt University, Scotland) and Maggie Farrar (National College of School Leadership, England).

 

Pre-registration for the Conference

 

Registration is open to any member of the public who wishes to attend the conference. There is a reduced members' rate. (If you wish to join IATEFL in order to take advantage of this rate, please contact the office for a membership form or join online at www.iatefl.org)  You will see that IATEFL also offers a single day attendance fee.

 

To register for the conference or a pre-conference event, please use the Delegate or Speaker Conference Registration Forms or apply online at www.iatefl.org where you can make secure payments with a credit card.

 

Speakers must register using the Registration Form on page 4 of the Speaker Proposal Form. Joint presenters must send separate speaker registration forms.

 

Please make every effort not to leave your registration until the last minute as the IATEFL Office will be fully committed to conference arrangements from the end of March 2007.

Unless we receive your registration form by Friday 30th March, you will need to complete a new registration form on arrival at the venue.

 

European funding might be possible to help with conference attendance costs. Application forms can be downloaded from the IATEFL website (www.iatefl.org), or check out the Education and Training website at

http://ec.europa.eu/education/programmes/socrates/grundtvig/home_en.html

 

 

Conference, exhibition and registration timetable

 

Registration will be open in the morning of Wednesday 18th April for PCE delegate registrations only.

 

Registration will be open from Wednesday afternoon to Sunday morning for conference registrations.

 

The exhibition will be open from Thursday to Sunday morning.

 

Opening times of the registration desks and of the exhibition will be made known later this year.

 

Delegates must register before they can attend any sessions as admission is strictly by badge. Late arrival at the registration desk could preclude you from the first session of the day, as latecomers will not be allowed into many sessions.

 

The sessions will start at 0930 and end around 1830, except for the final day when the conference ends after the final plenary session at lunchtime.  Exact timings will be made known later this year.

 

Transport to and from the Conference Centre

 

Wednesday to Saturday inclusive, city Park & Ride buses run to and from the AECC, approximately every 10 minutes, from 0600 to 1830.  Correct change is required (up-to-date prices will be displayed on our website nearer the event).  Day tickets and one-week passes are also available. Other public service buses run approximately every 10 minutes to different parts of the city.

 

IATEFL is also providing additional Grampian coaches, which will leave pick-up points around the city at 0830. These free coaches will also run once at the end of each day to drop people back at the pick-up points. On the final day, a certain number of coaches will run from the AECC to Aberdeen Airport and the railway station for a fast get-away. In short, you can save money by waiting for our courtesy buses, but if you wish to have greater flexibility, the city buses are reasonably priced.

 

Getting to Aberdeen & the venue

 

By air – Aberdeen International Airport is only a 15-minute drive from the AECC.  Flights are available to the majority of Northern Europe’s major cities and to over 20 UK airports.

 

The AECC has negotiated a discounted airfare deal with bmi whereby delegates flying to the conference can benefit from special discounted airfares.

 

Available discounts:

- Heathrow to Aberdeen - 25% off premium economy and 15% off economy.

- Manchester to Aberdeen - 15% off business & full economy, 10% off mid economy and 5% off low economy.

- All European routes into Heathrow – 25% off premium economy, 15% off economy. Also 25% off business class from Brussels.

- All long haul routes into Manchester and Heathrow – 25% off Business class, 15% off premium economy and 5% off economy.

 

The conditions of this arrangement are as follows:-

1) All fares are for return journeys only and must be to ABZ.

2) No child or infant discount.

3) Return must be within seven days.

4) The amount of discount depends on booking class and flight availability.

5) With the exception of the above all other normal fare rules will apply.

 

Please note that all delegates must quote Aberdeen Conference Centre Discount Fare when phoning to make a reservation. The number to phone to make a flight reservation is +44 (0)870 6070 555.

 

Within the UK Eastern Airways travels from various areas to Aberdeen at regular times during the week.

A good website that lists all air lines flying in to Aberdeen is www.aberdeenhq.com.  You can also visit www.aberdeenairport.com for further information.

 

By rail – Rail services connect Aberdeen both north and south. There are regular direct trains from London, including a regular sleeper service, and services from Edinburgh and Glasgow link with other mainline routes.  Aberdeen can be reached by rail from London in less than seven hours and from Edinburgh and Glasgow in just over two and a half hours.  The railway station is situated centrally in Guild Street, next to the coach and bus station, close to the centre of Aberdeen.

 

Some tips on getting the best rail fares recently listed in the Times Online Money Bulletin:

- Buy in advance. Virgin Trains, for example, releases some cheap tickets 12 weeks in advance, while other companies wait until nine weeks before the day of travel.

- When searching for the best deal, use websites such as www.thetrainline.com to get information on times and fares, but check individual train company sites too because they will often offer the cheapest fares.

- If you are a frequent traveller, ask the train company about any loyalty benefits. Virgin Traveller offers free first-class weekend travel if you regularly buy midweek first-class tickets.

- If you are unable to buy in advance, try not to travel at peak times.

Tickets and timetables can be obtained from National Rail enquiries by telephone on +44 (0)8457 484950 or at www.thetrainline.com

 

Information can also be found on the following train companies’ websites: www.firstscotrail.com, www.gner.co.uk or www.virgintrains.co.uk

 

By road – The AECC is located adjacent to the A90 trunk road in Bridge of Don and is three miles from the city centre. The AECC offers ample free parking on site.

 

By coach - National Express operates coaches from most UK cities to Guild Street Bus Station in Aberdeen. Timetables and prices can be obtained from National Express enquiries by telephone on +44 (0)8705 808080 or at www.nationalexpress.com

 

Information can also be found at www.megabus.com

 

Please note that the journey by coach from London to Aberdeen lasts 11 to 16 hours and will most likely involve changing coach once or twice.

 

Car parking

 

The AECC has 4,000 free car parking spaces spread over several car parks located at different entrances to the Centre.

 

Accommodation

 

The Aberdeen Convention Bureau has arranged accommodation at various hotels in Aberdeen.  There are different price bands from which delegates can choose. In order to reserve accommodation at your preferred hotel, it is recommended that you book your accommodation as early as possible as accommodation is limited.

 

To book accommodation in a hotel or other serviced accommodation, please go to the IATEFL website and click on Conferences and scroll down to Accommodation. You will be able to book online.

 

If you do not have access to the Internet, you can request an accommodation booking form by emailing claire@aberdeenconferences.com and returning the form directly to Claire Burt at the Aberdeen Convention Bureau. If you do not receive confirmation one week after sending your booking form, you are advised to contact her at the above email address or by telephoning +44 (0)1224 288824.

 

Booking online is strongly advised.

 

If you would like to book a B&B (price approximately £25-£35 per person per night), there are some 50 B&Bs in clusters in Aberdeen city centre. You are advised to book these very early via www.visitscotland.com  There is a small handling charge.

 

If you would like to share a twin room with a delegate of the same gender in order to reduce your accommodation costs, please inform the Aberdeen Convention Bureau. They will inform you if another delegate of the same gender has also opted for this choice.

 

Meals

 

A catering area will be located in the exhibition hall during the lunch breaks. There will be a variety of snacks, salads and some hot food served. All food will be offered on a cash basis. The AECC is a good distance from the nearest pubs and cafés.

 

A complimentary tea/coffee will be served during the coffee breaks.  Catering and bar facilities will be available in the exhibition area during the day for delegates to purchase drinks at other times.

 

Evening events

 

A programme of events will be arranged for delegates during the evenings of the conference week.  These will be shown on our website (www.iatefl.org) in the coming months.

 

Conference attendance donations

 

This year we are again giving delegates the opportunity to help our scholarship winners and possibly other delegates/speakers who would otherwise be unable to attend the conference.  Donations received will help toward travel and accommodation costs. You can make a kind donation with your registration form.  Thank you.

For UK tax payers using Gift Aid, the Inland Revenue donates an extra 28p for every £1 received.  Please tick the Gift Aid box on your registration form.

 

Cancellations and insurance

 

Cancellations of Conference and PCE Registrations received before 1st March 2007 will incur a 50% cancellation charge. Cancellations after this date will not be refunded.

For equipment fee cancellations received before 1st March 2007, any banking or administration charges will be deducted from your refund. Cancellations after this date will not be refunded.

 

We strongly recommend that delegates purchase insurance to cover any cancellations and losses that may occur whilst they are away from home.

 

International delegates

 

Delegates who require an invitation in order to make visa arrangements and other travel requirements should contact IATEFL by fax on +44 (0)1227 824431, or by emailing generalenquiries@iatefl.org  Please state your full name, postal address, fax number and email address.


PRE-CONFERENCE EVENTS (PCEs)


 


Pre- Conference Events (PCEs) will be held on Wednesday 18th April specifically for delegates who wish to concentrate on a particular topic.  PCEs are planned as professional development days and participants will receive a certificate of attendance.

 

This year, the Special Interest Groups organising Pre-Conference Events are:

 

 

ELT Management on Managing change effectively

 

Research / Teacher Trainers & Educators on The impact of teacher education

 

English for Specific Purposes on Diversity of Coverage

 

Young Learners on Literacy in ELT: the role of the YL professional in developing reading and writing

 

ES(O)L / Testing, Evaluation & Assessment on Language assessment in context

 

Global Issues / Teacher Development on We are what we teach: Values in ELT

 

 

 

 

Learner Autonomy on The 'lid is off’ on its 'can of worms'!

 

Literature, Media & Cultural Studies on How many Scotlands?

 

Learning Technologies on Writing with computers

 

 

How to Pre-Register for a PCE

 

Delegates who wish to attend a PCE on Wednesday 18th April should send a conference registration form to IATEFL. The registration forms have been designed for delegates who wish to attend the PCE, or the conference, or both.

We recommend that delegates pre-register early for a PCE as there are limited places available. Places will not be booked until full payment is received.

The PCE programmes will start at 10am promptly and end at 4pm or 5pm.  Preliminary details of the PCE programmes follow.

 

 

 

 


ELT Management

Managing change effectively

 

We all appreciate the need for change, but how effectively do we manage it? This workshop will review change processes at both the personal and institutional levels, and will introduce participants to a number of models and activities that will enable them to approach innovation and transitions with greater confidence and competence.

 

- How not to implement change

- Reasons for resistance to change

- Overcoming resistance to change

- Managing change effectively

- Analysing the change process - force field

  analysis

- Change management strategies

- Implementing change effectively

- Monitoring the change process

- Celebrating successes and spreading best

  practices

 

The seminar will be of interest to leaders, managers and trainers in different kinds of organisations including institutional departments, schools and not-for-profit organisations such as teachers' associations.

 

Research / Teacher Trainers & Educators

The impact of teacher education

 

This event will be run jointly by the Research and Teacher Trainers and Educators SIGs. It will focus on two questions: (1) Does teacher education make a difference? and (2) How can we find out?

 

In examining the first question we will consider what current research tells us about the impact of teacher education on what teachers learn and do. We will also examine the characteristics of teacher education programmes which research suggests are more likely to have an impact on teachers. The second question will shift our attention from what we know about impact to how it can be researched. We will discuss the kinds of research methods which can be used to document and measure impact and the particular challenges teacher educators face in researching the impacts of their work.

 

The event will thus provide participants with insights into contemporary thinking both about how the impact of teacher education can be enhanced and how this impact can be studied.

 

 

English for Specific Purposes

Diversity of Coverage

 

The purpose of the 2007 Pre-Conference Event for ESP SIG is to demonstrate and discuss the exceptionally diverse range of sub-areas that ESP covers, and how these sub-strands are delivered in further, adult, private and university sectors in English native-speaking countries, in countries where English is a lingua franca (and is used as a second language) and in countries where English is used as a foreign language. Given the multi-stranded nature of ESP, a number of talks will inevitably focus on materials design as well as teacher training.

A number of distinguished ESP and EAP practitioners from across all the continents will present papers devoted to teaching ESP and EAP, be it to students or teachers, in one or two of the sub-areas from the following ‘menu’:

- Engineering

- Information Technology

- Aviation

- Accounts, Accountancy & Financial

  Management

- Shipping

- Restaurants, Catering & Hospitality Industry

- International Trade & Commerce

- Peacekeeping and Security (military and police)

- Purchasing/Procurement

- Advertising, Marketing & PR

- Production

- Journalism

- Manufacturing/Logistics

- Office Administration (secretaries and PAs)

- Medicine/English for Doctors

- Nursing

- Law

- English for Beauticians

- Management

- English for Construction Workers

 

We welcome additional contributions from any ESP/EAP colleagues who would like to present a talk and share their experience in any of the above-mentioned areas, and will do our best to ensure that the final selection of the approved papers is officially published for the benefit of all EAP and ESP practitioners worldwide.

 

Young Learners

Literacy in ELT: the role of the YL professional in developing reading and writing

 

‘Literacy’ is an issue many YL professionals acknowledge but don't explore. Is literacy just reading and writing, and do we feature it enough in our approaches to teaching YLs? Throughout the day, we will examine current issues surrounding literacy and the implications for the YL classroom. To what extent does the YL EFL teacher need to be aware of literacy issues? What are those issues? The ‘what, why and how’ of literacy in the FL environment will be explored from different perspectives. By the end of the day all participants will have considered various forms of ‘literacy’ and strategies for addressing these areas in their classroom.

ES(O)L / Testing, Evaluation & Assessment

Language assessment in context

 

Language assessment, whether initial, ongoing or final, does not take place in isolation. It is defined by the learner’s motivation, standards of achievement, test requirements and the contexts in which the learner wants to use the language, e.g., everyday communication, employment, access to further studies. In addition, washback, created by the method and standards of accreditation, may have both welcome and unwelcome effects on the teaching and learning process.

 

We would like to address current issues in assessment and at the same time provide a platform for promising ideas. Part of the programme will be a panel discussion on facts and fiction in ES(O)L testing, evaluation and assessment.

 

Global Issues / Teacher Development
We are what we teach: Values in ELT

 

A PCE that combines thought-provoking ideas and practical applications.

 

As Jack Richards has noted, English Language Teaching takes place in a global community where difference is a way of life; perhaps one of the ways this difference most clearly shows itself is in our values. Our classrooms and schools are value-laden local environments, and yet we are also involved in a profession which is global in scale, which has global effects and in which, some would say, global values are beginning to be imposed. Given the importance of our role in these contexts, we need to consider our own values and ethics, and how they may affect what and how we teach.

 

However, teachers are generally so busy preparing classes and actually teaching that we have little time to focus on values.  In this day-long workshop, we would like to give you time to do just that. We will look at multifarious aspects of values in ELT. We will examine some of our deeply-held values and look at how these values help or hinder in our professional development and in our day to day environment. We will also address the question of universal values for English teachers. In the second part of the day we will focus more strongly on how our values influence how and what we teach and discuss our experience of situation where there was a clash of values, whether with an institution, a colleague or students.

 

You should come out of this workshop with a clearer idea of what your values are (or at least how to go about deciding what they are); how these values relate to what you do in the classroom; how they can influence your professional development; and how to bring values into your teaching.

 

The goal of the day is not to tell you what to think and what values to have, but to raise issues we might all need to think about.

Learner Autonomy

The 'lid is off’ on its 'can of worms'!

 

Come and join the Learner Autonomy Special Interest Group in celebrating its twentieth birthday! (1987-2007)

 

To mark this very special year in the history of the IATEFL Learner Autonomy SIG, we are organising a very interesting and exciting Pre-Conference Event which is not to be missed!

 

At least seven experts in the field of Autonomy will be there to enlighten us with their knowledge and expertise. Among those who have promised to be there to share this big day with us are - Marina Mozzon-McPherson (Counselling / Advising), Richard Pemberton (Self-access), Barbara Sinclair (Learner Autonomy/Learner Training), Hanne Thomsen (Assessment), Flavia Vieira (Teacher Autonomy) and Ema Ushioda (Motivation) and at least one more very special surprise guest!

 

There will be plenty of speaker–audience interaction, so you will have the opportunity to question and challenge the experts and enlighten all of us with your knowledge, experience and expertise. It will be a most productive and festive day, so do come and join us!    

 

Literature, Media & Cultural Studies

How many Scotlands?

 

“AE FOND kiss and then we sever.” In 1999, when Scotland regained a parliament of its own, many believed that Robert Burns's love song was about to become a prophecy. Nationalists hoped, and unionists feared, that their country was now on its way to breaking all ties with the rest of the United Kingdom. It has not happened. Instead, something much less expected has come about. Scotland has regressed into an inward-looking, slightly chip-on-shoulder, slightly Anglophobic country with no clear sense of direction. Instead of gaining a new self-confidence, it has gained self-doubt, while clinging to an old dependency on the state, which still means, at least in part, England.

The Economist 18 May 2006.

 

The 2005 Demos report, Scotland 2020, identified “Three Scotlands” –Traditional Scotland with “a small ‘c’ conservative view of Scottish culture and identity eroded by modernisation and globalisation”; Modernist Scotland, believing that “economic growth will solve Scottish social problems […] and deliver well-being”; and Hopeful Scotland, characterised by “a vibrant cultural scene and the emergence of a new generation of Scots who are less hung-up by national identity and institutions”.

 

Inward-looking, chip-on-the-shoulder, Anglo-phobic? Or a vibrant new generation no longer hung-up by questions of national identity? In a day of talks and workshops, this year’s PCE will give you the opportunity to find out how writers and film-makers are reflecting the small ‘c’ cultures, as well as the big ‘C’ culture, of post-Devolution Scotland.

Learning Technologies

Writing with computers

 

Online resources are now plentiful. Many are available for free and are low-tech enough to be used both in high-tech and relatively poor-resourced contexts. In addition, there are many resources that can also be used offline ranging from high-quality CD-ROMs to software which usually come with the most basic computer, such as PowerPoint and word processing programmes.

We are now faced with the questions of: how to use the online opportunities available to us in the best way possible;

how to make the most of the offline e-resources that we have access to.

This PCE will explore the theme of how to efficiently use our existing e-resources, whether online or offline, so as to develop writing skills.

The PCE will have a theoretical as well as a practical part. The theoretical part will deal with issues such as collaborative writing, intercultural issues in online writing, email writing, netiquette and general e-literacy.

The practical part will offer ideas, tips and resources for use with learners from beginner to advanced and from young to adult, exploring useful tools such as writing software, email, blogs, wikis, etc.

 

 

 

Associates’ Day

 

 

IATEFL has around 70 Associate Members. An Associate is another Teacher Association (TA) that has entered into a mutually beneficial relationship with IATEFL. Increasingly, though, the real benefit of becoming an Associate lies in linking up to a network of international TAs, and through this, a network of language educators from all over the world and from a range of diverse backgrounds and nationalities.

 

The Associates' Day is a chance for representatives of these TAs to get together and discuss matters of common concern. One of the overarching aims of most TAs is to build professional communities.  The tools for this community-building have changed radically over the past few decades. In addition to printed newsletters and face-to-face events, we now have on-line journals, e-lists, interactive websites, etc.

 

As always, the specific agenda points will be drawn up nearer the actual date of the meeting by the TAs themselves but we actively encourage you to contact the Associates’ Coordinator,  Sara Hannam, at hannam@city.academic.gr if you have any suggestions you would like to make.

 

41st INTERNATIONAL ANNUAL IATEFL CONFERENCE AND EXHIBITION

 

ABERDEEN

 

18TH -22ND APRIL 2007

 

 

 

PRELIMINARY BROCHURE (UPDATED 15/12/06)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

We   would   like   to   invite

 

you,  your colleagues and

INDEX

                                                                                PAGE

students    to    join    us    in

 

Aberdeen.

 

 

IATEFL’s 41st International Conference and Exhibition will be held at the Aberdeen Exhibition & Conference Centre in Aberdeen, Scotland.

 

Join us in the city known by many names - The Granite City, The Oil Capital of Europe, The Silver City by the Golden Sands and The Floral City. Each name giving a hint of a special feature.

 

The conference will bring together ELT professionals from around the world to discuss, reflect on and develop their ideas. The conference programme offers multiple opportunities for professional contact and development.

 

 

Accommodation

Associates' day

Cancellation & insurance

Car parking

Conference timetable

Evening events

Exhibition information

IATEFL contact details

IATEFL SIG open forums

Map of Aberdeen

Meals

Plenary speakers

Pre-conference events

 

Preview of Presentations -

(listed under areas of interest)

Academic Writing

Applied Linguistics

Blended Learning

Business English

Chinese Learners & Innovation

CLIL

Creativity in Materials Development

ELT Management

English for Academic Purposes

English for Specific Purposes

 

3

9

4

2

4

10

4-5

5

24

Outside back cover

3-4

26-27

6-9

 

11-24

 

21

11, 14, 17, 21, 23

21

11, 14, 17, 21

21

21

21

11, 15, 17, 18

11, 15, 18, 21

11, 15, 18, 21, 23

s

 

 

 

 

s

 

 

 

 

International presenters will give workshops, poster presentations and talks and take part in panel discussions and symposiums.

 

There will be an ELT Resources Exhibition, open to all for the length of the conference, showing the latest published materials, computer software and services.

ES(O)L

General

Global Issues

Language Learner Psychology

Language Policy & Planning

Learner Autonomy

Learning Technologies

Literature, Media & Cultural Studies

Materials design

Pronunciation

Research

Storytelling in ELT

11, 12, 15, 18, 23

12, 15, 16, 18, 19, 21

12, 16, 19

21, 22

22

12, 16, 19, 22, 23

12, 13, 16, 19, 22

13, 16, 22

13, 16, 19, 22, 23

13

13, 17, 19, 20, 22, 23

22

 

We will organise some evening entertainment but there is no reason why you shouldn’t take off with new friends to explore Aberdeen’s pubs, restaurants and nightlife.

 

 

 

We look forward to seeing you in April.

 

 

Teacher Development

Teacher Trainers & Educators

Testing, Evaluation & Assessment

The Role of Culture in EIL

Using Authentic Materials

Vanishing Borders - Global English

Young Learners

 

Publisher signature events

“Reasons for getting up early in Aberdeen”

Registration form

Registration information

Scholarship winners

Sponsors

Travel

 

13, 17, 20, 22, 23

13, 14, 17, 20, 22, 23

14, 17, 20, 21, 22, 23

22

22

22

14, 17, 21, 22, 23

 

27

28

31-32

3

29

25

2

 

 


GENERAL INFORMATION

 


 

Venue and dates

 

The 41st International Annual IATEFL Conference and Exhibition will be held at the Aberdeen Exhibition and Conference Centre (AECC) in Aberdeen, Scotland from Wednesday 18th to Sunday 22nd  April 2007.

 

Getting to Aberdeen & the venue

 

By air – Aberdeen International Airport is only a 15-minute drive from the AECC.  Flights are available to the majority of Northern Europe’s major cities and to over 20 UK airports.

 

The AECC has negotiated a discounted airfare deal with bmi whereby delegates flying to the conference can benefit from special discounted airfares.

 

Available discounts:

- Heathrow to Aberdeen - 25% off premium economy and 15% off economy.

- Manchester to Aberdeen - 15% off business & full economy, 10% off mid economy and 5% off low economy.

- All European routes into Heathrow – 25% off premium economy, 15% off economy. Also 25% off business class from Brussels.

- All long haul routes into Manchester and Heathrow – 25% off Business class, 15% off premium economy and 5% off economy.

 

The conditions of this arrangement are as follows:-

1) All fares are for return journeys only and must be to ABZ.

2) No child or infant discount.

3) Return must be within seven days.

 

4) The amount of discount depends on booking class and flight availability.

5) With the exception of the above all other normal fare rules will apply.

 

Please note that all delegates must quote Aberdeen Conference Centre Discount Fare when phoning to make a reservation. The number to phone to make a flight reservation is +44 (0)870 6070 555.

 

Within the UK Eastern Airways travels from various areas to Aberdeen at regular times during the week.

A good website that lists all air lines flying in to Aberdeen is www.aberdeenhq.com.  You can also visit www.aberdeenairport.com for further information.

 

By rail – Rail services connect Aberdeen both north and south. There are regular direct trains from London, including a regular sleeper service, and services from Edinburgh and Glasgow link with other mainline routes.  Aberdeen can be reached by rail from London in less than seven hours and from Edinburgh and Glasgow in just over two and a half hours.  The railway station is situated centrally in Guild Street, next to the coach and bus station, close to the centre of Aberdeen.

 

Some tips on getting the best rail fares recently listed in the Times Online Money Bulletin:

- Buy in advance. Virgin Trains, for example, releases some cheap tickets 12 weeks in advance, while other companies wait until nine weeks before the day of travel.

- When searching for the best deal, use websites such as www.thetrainline.com to get information on times and fares, but check individual train company sites too because they will often offer the cheapest fares.

- If you are a frequent traveller, ask the train company about any loyalty benefits. Virgin Traveller offers free first-class weekend travel if you regularly buy midweek first-class tickets.

- If you are unable to buy in advance, try not to travel at peak times.

Tickets and timetables can be obtained from National Rail enquiries by telephone on +44 (0)8457 484950 or at www.thetrainline.com

 

Information can also be found on the following train companies’ websites: www.firstscotrail.com, www.gner.co.uk or www.virgintrains.co.uk

 

By road – The AECC is located adjacent to the A90 trunk road in Bridge of Don and is three miles from the city centre. The AECC offers ample free parking on site.

 

By coach - National Express operates coaches from most UK cities to Guild Street Bus Station in Aberdeen. Timetables and prices can be obtained from National Express enquiries by telephone on +44 (0)8705 808080 or at www.nationalexpress.com

 

Information can also be found at www.megabus.com

 

Please note that the journey by coach from London to Aberdeen lasts 11 to 16 hours and will most likely involve changing coach once or twice.

 

Car parking

 

The AECC has 4,000 free car parking spaces spread over several car parks located at different entrances to the Centre.

To register as a delegate

 

Registration is open to any member of the public who wishes to attend the conference. There is a reduced members' rate. (If you wish to join IATEFL in order to take advantage of this rate, please contact the office for a membership form or join online at www.iatefl.org)  You will see that IATEFL also offers a single day attendance fee.

 

To register for the conference or a pre-conference event, please use the Registration Form within the brochure or apply online at www.iatefl.org where you can make secure payments with a credit card.

 

Please make every effort not to leave your registration until the last minute as the IATEFL Office will be fully committed to conference arrangements from the end of March 2007.

Unless we receive your registration form by Friday 30th March, you will need to complete a new registration form on arrival at the venue.

 

Onsite registration for pre-registered delegates

 

On arrival at the Aberdeen Exhibition and Conference Centre, please collect your badge, Conference Programme and conference pack from the IATEFL Registration Desk.   Registration desks will be located in the West Entrance area. See below for registration opening times.

 

Onsite registration for new delegates

 

Onsite registrations are welcome. On arrival at the Aberdeen Exhibition and Conference Centre, please collect a registration form from the IATEFL Registration Desk.  Registration desks will be located in the West Entrance area.  Complete the form and pay at the Finance Desk. You will then receive a receipt, your badge, Conference Programme and conference pack.

 

Registration opening times

 

PCE delegates only

Wed 18 April          0830-0945

 

Conference delegates

Wed 18 April          1400-1730

Thursday 19 April  0830-1730

Friday 20 April       0830-1730

Saturday 21 April   0830-1730

Sunday 22 April     0830-1100

 

Delegates must register before they can attend any sessions as admission is strictly by badge. Late arrival at the registration desk could preclude you from the first session of the day, as latecomers will not be allowed into many sessions.

 

Internet Café

 

The Internet Café

is sponsored this

year by Pearson Longman, who will host the facility.  IATEFL is most grateful to Pearson Longman for providing the full financial support to offer this opportunity. The Internet Café will be situated in the exhibition area near stand number 1 and will be open throughout the conference.

 

Accommodation

 

The Aberdeen Convention Bureau has arranged accommodation at various hotels in Aberdeen.  There are different price bands from which delegates can choose. In order to reserve accommodation at your preferred hotel, it is recommended that you book your accommodation as early as possible as accommodation is limited.

 

To book accommodation in a hotel or other serviced accommodation, please go to the IATEFL website and click on Conferences and scroll down to Accommodation. You will be able to book online.

 

If you do not have access to the Internet, you can request an accommodation booking form by emailing claire@aberdeenconferences.com and returning the form directly to Claire Burt at the Aberdeen Convention Bureau. If you do not receive confirmation one week after sending your booking form, you are advised to contact her at the above email address or by telephoning +44 (0)1224 288824.

 

Booking online is strongly advised.

 

If you would like to book a B&B (price approximately £25-£35 per person per night), there are some 50 B&Bs in clusters in Aberdeen city centre. You are advised to book these very early via www.visitscotland.com  There is a small handling charge.

 

If you would like to share a twin room with a delegate of the same gender in order to reduce your accommodation costs, please inform the Aberdeen Convention Bureau. They will inform you if another delegate of the same gender has also opted for this choice.

 

Meals

 

A catering area will be located in the exhibition hall during the lunch breaks. There will be a variety of snacks, salads and some hot food served. All food will be offered on a cash basis. The AECC is a good distance from the nearest pubs and cafés.

 

A complimentary tea/coffee will be served during the coffee breaks.  Catering and bar facilities will be available in the exhibition area during the day for delegates to purchase drinks at other times.

 

Conference attendance donations

 

This year we are again giving delegates the opportunity to help our scholarship winners and possibly other delegates/speakers who would otherwise be unable to attend the conference.  Donations received will help toward travel and accommodation costs. You can make a kind donation with your registration form.  Thank you.

For UK tax payers using Gift Aid, the Inland Revenue donates an extra 28p for every £1 received.  Please tick the Gift Aid box on your registration form.

 

Cancellations and insurance

 

Cancellations of Conference and PCE Registrations received before 1st March 2007 will incur a 50% cancellation charge. Cancellations after this date will not be refunded.

For equipment fee cancellations received before 1st March 2007, any banking or administration charges will be deducted from your refund. Cancellations after this date will not be refunded.

 

We strongly recommend that delegates purchase insurance to cover any cancellations and losses that may occur whilst they are away from home.

 

International delegates

 

Delegates who require an invitation in order to make visa arrangements and other travel requirements should contact IATEFL by fax on +44 (0)1227 824431 or by email to conferenceprocessor@iatefl.org

Please state your full name, postal address, fax number and email address.

 

Conference timetable

 

Wednesday 18th April

0900-1700     Associates' Day

1000-1700     PCEs

 

Thursday 19th April

0830-0910  -  Register for the conference, buy a cup of tea or coffee, look round the exhibition, use the Internet Café, meet the President of IATEFL informally, or attend

“How to get the most out of this conference” by Susan Barduhn

and then be in time for the plenary speaker.

 

0915-1045 - the opening announcements and First Plenary Session, by Guy Cook.

 

1100-1200                Sessions

1200-1235          Coffee break

1235-1320                Sessions

1320-1430           Lunch break

1430-1630                Sessions

1630-1705          Coffee break

1705-1835                Sessions

 

Friday 20th April

0830-0910  -  Register for the conference, buy a cup of tea or coffee, look round the exhibition, use the Internet Café, or attend a morning discussion group hosted by a well-known IATEFL presenter and then be in time for the plenary speaker.

 

0915-1025    Plenary Session by Agnes Enyedi.

 

1040-1125                Sessions

1125-1200          Coffee break

1200-1245                Sessions

1245-1405           Lunch break

1300-1400                      AGM

1405-1605                Sessions

1605-1640          Coffee break

1640-1810                Sessions

 

Saturday 21st April

0830-0910  -  Register for the conference, buy a cup of tea or coffee, look round the exhibition, use the Internet Café, or attend a morning discussion group hosted by a well-known IATEFL presenter and then be in time for the plenary speaker.

 

0915-1025    Plenary Session by Mike Sharwood Smith.

 

1040-1125                Sessions

1125-1200          Coffee break

1200-1300                Sessions

1300-1410           Lunch break

1410-1610                Sessions

1610-1645          Coffee break

1645-1815                Sessions

 

Sunday 22nd April

0830-0910  -  Register for the conference, buy a cup of tea or coffee, look round the exhibition, use the Internet Café, meet members of the Coordinating Committee informally and then be in time for the symposiums and sessions.

 

0915-1145                Sessions

1145-1215          Coffee break

 

1215-1330  -  The conference will end with the Final Plenary Session, by Maggie Farrar,  and closing announcements.

 

Exhibition

 

There will be an ELT Resources Exhibition, open to all for the length of the conference, showing the latest published materials, computer software and services.

 

Do take time to visit and re-visit the exhibition stands during the conference.

 

Entrance is open to the general public.  You do not need to register for the conference to attend the parallel exhibition.

 

Look out for the competitions, discounts and, maybe, freebies!

 

Exhibition opening times

 

Thursday 19 April  0830-1730

Friday 20 April       0830-1730

Saturday 21 April   0830-1730

Sunday 22 April     0830-1215

 

For security, the doors to the exhibition hall will be locked shut ­at 1745.

 

Programme information

 

Important Programme Note

This pre-conference brochure is subject to change and will be superseded by the official Conference Programme that you will receive on arrival at the conference. The Conference Programme will be available on the IATEFL website (www.iatefl.org) from late February.  Please remember that the ‘Preview of Presentations’ is provisional and will change before the conference.

 

IATEFL Special Interest Groups (SIGs)

In addition to the Pre-Conference Events, the Special Interest Group presentations will be listed in the Conference Programme. These will give delegates the opportunity to follow talks and workshops in the area of their interest. Each SIG will have an Open Forum which all delegates are welcome to attend. If you would like to know more about a SIG, if you have some time to assist a SIG, or perhaps if you would like to give ideas to a SIG Coordinator, please attend the SIG's Open Forum.

 

Publisher signature events

There will be two publisher signature events throughout the conference.

Please refer to page 27 for details of these sessions.

 

Plenary sessions

Please refer to pages 26 and 27 for details of our four plenary speakers at this year’s conference.

 

Guy Cook (Thursday)

Agnes Enyedi (Friday)

Mike Sharwood Smith  (Saturday)

Maggie Farrar (Sunday)

 


 

 

 

 

 

 

 

IATEFL contact details

 

IATEFL

Darwin College

University of Kent

Canterbury

Kent CT2 7NY

UK

 

Tel - +44(0)1227 824430

 

Fax - +44(0)1227 824431

 

Email - generalenquiries@iatefl.org

 

Web - www.iatefl.org

 

 


PRE-CONFERENCE EVENTS (PCEs)


 

 


 

Pre- Conference Events (PCEs) will be held on Wednesday 18th April specifically for delegates who wish to concentrate on a particular topic.  PCEs are planned as professional development days and participants will receive a certificate of attendance.

 

This year, the Special Interest Groups organising Pre-Conference Events are:

 

 

ELT Management on Managing change effectively

 

Learner Autonomy on The challenges of implementing autonomy

 

Research / Teacher Trainers & Educators on The impact of teacher education

 

English for Specific Purposes on Diversity of Coverage

 

Young Learners on Literacy in ELT: the role of the YL professional in developing reading and writing

 

ES(O)L / Testing, Evaluation & Assessment on Language assessment in context

 

 

 

Global Issues / Teacher Development on We are what we teach: Values in ELT

 

Literature, Media & Cultural Studies on How many Scotlands?

 

Learning Technologies on Writing with computers

 

 

How to Pre-Register for a PCE

 

Delegates who wish to attend a PCE on Wednesday 18th April should send a conference registration form to IATEFL. The registration forms have been designed for delegates who wish to attend the PCE, or the conference, or both.

We recommend that delegates pre-register early for a PCE as there are limited places available. Places will not be booked until full payment is received.

The PCE programmes will start at 10am promptly and end at 4pm or 5pm.  Preliminary details of the PCE programmes follow.

 

 

 

 


 

ELT Management

Managing change effectively

 

We all appreciate the need for change, but how effectively do we manage it? This workshop will review change processes at both the personal and institutional levels, and will introduce participants to a number of models and activities that will enable them to approach innovation and transitions with greater confidence and competence.

 

- How not to implement change

- Reasons for resistance to change

- Overcoming resistance to change

- Managing change effectively

- Analysing the change process - force field

  analysis

- Change management strategies

- Implementing change effectively

- Monitoring the change process

- Celebrating successes and spreading best

  practices

 

The seminar will be of interest to leaders, managers and trainers in different kinds of organisations including institutional departments, schools and not-for-profit organisations such as teachers' associations.

 

 

Learner Autonomy

The challenges of implementing autonomy

 

The implementation of autonomy in the language classroom is an interesting but sometimes daunting task. Experts in the field of autonomy will gather in Aberdeen to enlighten us with their own knowledge and expertise and that of other experts, in the same area, with whom they have formed a chain of correspondence since last year’s Open Forum in Harrogate.

 

Confirmed presenters are Viljo Kohonen on Assessment, Marina Mozzon-McPherson on Counselling / Advising, Barbara Sinclair on Learner Training, Flάvia Vieira on Teacher Autonomy and Ema Ushioda on Motivation.

 

There will be plenty of opportunity for speaker – audience interaction, so you can share your own experiences and insights with us and pose the questions which are troubling you. It will be a most productive day which will prepare us to overcome some of the challenges we encounter in our everyday teaching situation. Come and join us!

 

 

 

Research / Teacher Trainers & Educators

The impact of teacher education

 

Speakers:

Martin Wedell, University of Leeds

Alan Waters, Lancaster University

Valerie Hobbs, University of Sheffield

Simon Borg, IATEFL Research SIG

 

This event is for IATEFL annual conference delegates who would like to spend the day before the conference concentrating on a topic of interest to those involved in both teacher education and research in ELT. Those who live locally can of course register for this day only if they wish. It is planned as a day of professional development and participants will receive a certificate of attendance.

 

The event will be run jointly by the Research and Teacher Trainers & Educators SIGs. It will focus on two questions: (1) Does teacher education make a difference? and (2) How can we find out? In examining the first question we will consider what current research tells us about the impact of teacher education on what teachers learn and do. We will also examine the characteristics of those teacher education programmes which research suggests are more likely to have an impact on teachers. The second question will shift our attention from what we know about impact to how it can be researched. We will discuss the kinds of research methods which can be used to document and measure impact and the particular challenges teacher educators face in researching the impacts of their work. The event will thus provide participants with insights into contemporary thinking both about how the impact of teacher education can be enhanced and how this impact can be studied.

For further information contact:

Simon Borg - resig@btinternet.com

Briony Beaven - brionybeaven@t-online.de

 

English for Specific Purposes

Diversity of Coverage

 

The purpose of the 2007 Pre-Conference Event for ESP SIG is to demonstrate and discuss the exceptionally diverse range of sub-areas that ESP covers, and how these sub-strands are delivered in further, adult, private and university sectors in English native-speaking countries, in countries where English is a lingua franca (and is used as a second language) and in countries where English is used as a foreign language. Given the multi-stranded nature of ESP, a number of talks will inevitably focus on materials design as well as teacher training. A number of distinguished ESP and EAP practitioners from across all the continents will present papers devoted to teaching ESP and EAP, be it to students or teachers.

 

The papers to be presented during the ESP SIG PCE include:

 

 

 

- Positive Impact of ESP Programmes on Rural Communities in Central Asia (Aigul Abdyldaeva, University of Central Asia)

- Interview Skills in the Context of India (Prof. Dr. V. Prakash, Sacred Heart College (Autonomous) India)

- Collaborating with professionals while delivering ESP courses: Media, Journalism, Graphic Design (Maureen Franks, GOTEVOT / British Council, Kingdom of Saudi Arabia)

- English Radio Programs: Towards achieving education for all by 2015 (Wale Ewedemi, 96.9 Cool FM Radio Station, Abuja, Nigeria)

- Challenges in implementing vocational change programmes in Saudi Arabia – ‘the good, the great and the difficult’ (Phil Dexter, British Council/GOTEVOT, Kingdom of Saudi Arabia)

- Theatre in Language Learning (Annie Kuriachan, Dr. Francis Peter S.J., Loyola College, India)

- Specialized Bilingual Dictionaries of Tourism as Tools for Improving the Parallel Use of English and one’s Native Language [the Estonian Case] (Dr Heli Tooman & Dr Enn Veldi, University of Tartu, Estonia)

- An Application of Linguistics Research to ESP [A Japanese Perspective] (Junko Kono, Ryukoku University, Japan)

- Pedagogical Construction of Literacy: Cartoons and the Challenges of English Language Teaching in Nigeria (Ayo Ayodele, Lagos State University, Nigeria)

- English in Globalised India (Prof. Panchanan Mohanty, University of Hyderabad, India)

- Teaching ‘The Other English’ for communication In Nigeria (Dr Sunday Duruoha, Rivers State University of Science and Technology, Port Harcourt, Nigeria)

- ESP-Diversity of Coverage in the U.S. (Debra S. Lee, Asst. Professor, Nashville State Community College, Tennessee, US & Past Chair, ESP Interest Section, TESOL)

- Francophone or Anglophone: The Dilemma of Language Choice for Further Education and the Workplace in Cameroon (Genevoix Nana, The Open University, Milton Keynes, UK)

- English for international students at the Nelson Mandela Metropolitan University, Port Elizabeth, South Africa – from the general to the specific (Dr Francois du Toit, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa)

- Shifting EAP pedagogy to prepare Thai students to study in UK higher education (Singhanat Kenny Nomnian, School of Education, University of Leicester, UK)

- English in the Nigerian Tie-and-Dye Electronic Classroom (Obododimma Oha, University of Ibadan, Nigeria)

- The Teaching of English for Specific Purpose in Cuba (Eduardo Garbey Savigne, Havana Medical Sciences University, Cuba; GELI [English Language Specialists Association] Board Member)

 

Special ESP announcements will include updates on ESP projects at the British Council worldwide (Mark Crossey) and on new EAP books (Garnet Education: Chris Shakespeare and Olly Twist). We will do our best to ensure that the final selection of the approved papers is officially published for the benefit of all EAP and ESP practitioners worldwide.

 

Young Learners

Literacy in ELT: the role of the YL professional in developing reading and writing

 

‘Literacy’ is an issue many YL professionals acknowledge but don't explore. Is literacy just reading and writing, and do we feature it enough in our approaches to teaching YLs? Throughout the day, we will examine current issues surrounding literacy and the implications for the YL classroom. To what extent does the YL EFL teacher need to be aware of literacy issues? What are those issues? The ‘what, why and how’ of literacy in the FL environment will be explored from different perspectives. By the end of the day all participants will have considered various forms of ‘literacy’ and strategies for addressing these areas in their classroom.

 

The very exciting line up of speakers that we have secured for you includes

Dr Gordon Wells (Making meaning with text. What I have come to understand)

Judy West (The journey to literacy)

David R Hill (The role of class readers in an extensive reading programme)

Livia Farago (Introducing literacy in the YL classroom)

Jackie Holderness (Good guesswork = good reading: the importance of predicting meaning)

Shelagh Rixon (Forward to basics? YL teachers’ practices in early reading instruction)

Annamaria Pinter (The role of writing in learning to learn)

Brian Tomlinson (High level skills for low level learners)

 

Come and join us in Aberdeen.

 

ES(O)L / Testing, Evaluation & Assessment

Language assessment in context

 

Our theme this year will be “Language Assessment in Context”. It is our belief that language assessment, whether initial, ongoing or final, does not take place in isolation. It is defined by the learner’s motivation, standards of achievement, test requirements and the contexts in which the learner wants to use the language, e.g., everyday communication, employment, access to further studies. In addition, washback, created by the method and standards of accreditation, may have both welcome and unwelcome effects on the teaching and learning process.

We would like to address current issues in assessment and at the same time provide a platform for promising ideas.

Our keynote speaker is Dr John de Jong who will talk about the design of language tests.  This will include a case study on the application of the testing of language and cultural knowledge in the Netherlands.

 

Participants will also have the chance to listen to a variety of viewpoints from the following group of speakers who will provide food for thought:

 

Tania Horak - Assessment in the context of Skills for Life

Ann Morgan-Thomas - ESOL strategy in Scotland

Sue Hackett - Addressing the needs of the ESOL learner through assessment: the Irish situation

Kelly Jennings - Preparing your students for the Skills for Life Exam

 

We have also reserved time for a panel discussion during which the audience will be able to contribute to the debate on what is happening in testing, evaluation and assessment.

We are looking forward to hosting this exciting event.

Philida Schellekens (ESOL SIG Coordinator) and Zeynep Urkun (TEA SIG Coordinator)

 

Global Issues / Teacher Development
We are what we teach: Values in ELT

 

A PCE that combines thought-provoking ideas and practical applications.

 

As Jack Richards has noted, English Language Teaching takes place in a global community where difference is a way of life; perhaps one of the ways this difference most clearly shows itself is in our values. Our classrooms and schools are value-laden local environments, and yet we are also involved in a profession which is global in scale, which has global effects and in which, some would say, global values are beginning to be imposed. Given the importance of our role in these contexts, we need to consider our own values and ethics, and how they may affect what and how we teach.

 

However, teachers are generally so busy preparing classes and actually teaching that we have little time to focus on values.  In this day-long workshop, we would like to give you time to do just that. We will look at multifarious aspects of values in ELT. We will examine some of our deeply-held values and look at how these values help or hinder in our professional development and in our day to day environment. We will also address the question of universal values for English teachers. In the second part of the day we will focus more strongly on how our values influence how and what we teach and discuss our experience of situation where there was a clash of values, whether with an institution, a colleague or students.

 

You should come out of this workshop with a clearer idea of what your values are (or at least how to go about deciding what they are); how these values relate to what you do in the classroom; how they can influence your professional development; and how to bring values into your teaching.

 

The goal of the day is not to tell you what to think and what values to have, but to raise issues we might all need to think about.

 

Literature, Media & Cultural Studies

How many Scotlands?

 

“AE FOND kiss and then we sever.” In 1999, when Scotland regained a parliament of its own, many believed that Robert Burns's love song was about to become a prophecy. Nationalists hoped, and unionists feared, that their country was now on its way to breaking all ties with the rest of the United Kingdom. It has not happened. Instead, something much less expected has come about. Scotland has regressed into an inward-looking, slightly chip-on-shoulder, slightly Anglophobic country with no clear sense of direction. Instead of gaining a new self-confidence, it has gained self-doubt, while clinging to an old dependency on the state, which still means, at least in part, England.

The Economist 18 May 2006.

 

The 2005 Demos report, Scotland 2020, identified “Three Scotlands” –Traditional Scotland with “a small ‘c’ conservative view of Scottish culture and identity eroded by modernisation and globalisation”; Modernist Scotland, believing that “economic growth will solve Scottish social problems […] and deliver well-being”; and Hopeful Scotland, characterised by “a vibrant cultural scene and the emergence of a new generation of Scots who are less hung-up by national identity and institutions”.

 

Inward-looking, chip-on-the-shoulder, Anglo-phobic? Or a vibrant new generation no longer hung-up by questions of national identity? In a day of talks and workshops, this year’s PCE will give you the opportunity to find out how writers and film-makers are reflecting the small ‘c’ cultures, as well as the big ‘C’ culture, of post-Devolution Scotland.

 

Learning Technologies

Writing with computers

 

Online resources are now plentiful. Many are available for free and are low-tech enough to be used both in high-tech and relatively poor-resourced contexts. In addition, there are many resources that can also be used offline ranging from high-quality CD-ROMs to software which usually come with the most basic computer, such as PowerPoint and word processing programmes.

We are now faced with the questions of: how to use the online opportunities available to us in the best way possible;

how to make the most of the offline e-resources that we have access to.

This PCE will explore the theme of how to efficiently use our existing e-resources, whether online or offline, so as to develop writing skills.

The PCE will have a theoretical as well as a practical part. The theoretical part will deal with issues such as collaborative writing, intercultural issues in online writing, email writing, netiquette and general e-literacy.

The practical part will offer ideas, tips and resources for use with learners from beginner to advanced and from young to adult, exploring useful tools such as writing software, email, blogs, wikis, etc.

 

 

 

Associates’ Day

 

 

IATEFL has around 70 Associate Members. An Associate is another Teacher Association (TA) that has entered into a mutually beneficial relationship with IATEFL. Increasingly, though, the real benefit of becoming an Associate lies in linking up to a network of international TAs, and through this, a network of language educators from all over the world and from a range of diverse backgrounds and nationalities.

 

The Associates' Day is a chance for representatives of these TAs to get together and discuss matters of common concern. One of the overarching aims of most TAs is to build professional communities.  The tools for this community-building have changed radically over the past few decades. In addition to printed newsletters and face-to-face events, we now have on-line journals, e-lists, interactive websites, etc.

 

As always, the specific agenda points will be drawn up nearer the actual date of the meeting by the TAs themselves but we actively encourage you to contact the Associates’ Coordinator,  Sara Hannam, at hannam@city.academic.gr if you have any suggestions you would like to make.


 

EVENING EVENTS

 

A programme of events will be arranged for delegates during the evenings of the conference week.  Details, times and venues will be in the Conference Programme, handed to delegates at the conference.  The evening events will be held in city centre venues.  Preliminary details are:

 

 

Wednesday 18th April

Welcome Reception (Sponsored by the University of Aberdeen)

at 1900 hours in the University of Aberdeen’s Elphinstone Hall

This is open to all registered delegates (registration desk is open at the AECC from 1400hrs to 1700hrs).  Please note that admission will be by conference badge.

Tessa Woodward (President of IATEFL) and Professor Dominic Houlihan (Vice Principal, Research and Commercialisation, at the University of Aberdeen) will welcome you all.

 

 

Thursday 19th April

Lord Provost’s Reception

At his kind invitation, the Lord Provost of Aberdeen, John Reynolds, will welcome you to Aberdeen.

 

Warm – reekin’ rich Burns night (Sponsored by Thomson ELT)

Come and help Thomson ELT rejoice in the celebrity status of the Haggis and the life and genius of the national Bard, Burns.

We will be piping in the guests, before giving the immortal address to the haggis buffet and enjoying whisky tasting, dancing and Scottish music of a modern and traditional variety. The haggis will be followed by a helping of Typsy Laird.

*A vegetarian haggis option will be available.

 

 

Friday 20th April

Macmillan in association with IATEFL Ceilidh

In the true tradition of IATEFL, Macmillan are thrilled to invite all delegates to an evening of Scottish fun, with pipers and dancing to keep everyone entertained as well as the chance to toss a caber and join us in the celebration of the publication of a major new book. It's an evening not to be missed and we're delighted to be hosting the event in association with IATEFL.

 

Shakespeare As You've Never Heard Him Before

A World Premier.  David Crystal claims to have discovered a cache of Shakespeariana, hidden in a drain in Stratford, including several previously unknown manuscripts of the plays, and brings them to public attention for the first (and possibly the last) time.

 

 

Saturday 21st April

Art in Aberdeen, Art in ELT

Presenters: Kelly-Ann Cairns, contemporary artist based in Aberdeenshire, Peter Grundy, IATEFL President 2003-5.

The first part of the evening will be presented by Kelly-Ann Cairns, who will facilitate an understanding of several of the twentieth century paintings on display in the Aberdeen Art Gallery, some of which were painted by local artists and all of which have made a significant contribution to British painting in the twentieth century. The second part of the evening will be presented by Peter Grundy, who will share a number of ideas for using art in ELT, some of them based on paintings on display in the gallery. There will also be time for reflection and private viewing of paintings in the gallery’s outstanding collection. Handouts with a range of teaching ideas will be available to take away. Light refreshments will be served.

 

Aberdeen for beginners

An entertainment (including a quiz)

Join Aberdonian TEFL-ers Felicity O'Dell and Hamish Norbrook and their guests as they help you understand what is so special about Aberdeen and the North East of Scotland. Is it the mountains, the fields, the sea, the granite? Or maybe education which has played such an important role here over the centuries?

 

 

See the Conference Programme on arrival for times and venues.


 

 

PREVIEW OF PRESENTATIONS

(PROVISIONAL)

 

THURSDAY

 

APPLIED LINGUISTICS

Pronouns in English and Setswana
Modupe Alimi

What is this thing called language?
David Nunan

Language resources and the advanced learner: corpora, dictionaries, Internet
Gill Philip

What makes English group discussion relevant in monolingual classes?
Linda Taylor, Keiko Tsuchiya

Motivating classroom activities for teaching pronunciation
Fathi Dueik, Ramadan Ahmad

Helping learners become better writers: a new corpus-driven initiative
Michael Rundell, Sylviane Granger

 

Sorry I put a cloud in your sky!
Ilknur Istifci

Investigating a Thai postgraduate student's classroom experiences in a British university
Singhanat Kenny Nomnian

Text and context in English language teaching
Henry Widdowson

 

World Englishes in the classroom: have they made a difference?

David Hall

BUSINESS ENGLISH

Global business collaboration in English
Ian Badger

50 ways to improve your international presentations
Bob Dignen

Magic Moodle: using Moodle VLE in multiple contexts
Robert Hollingsworth, Lauri Tolkki

What is blended learning anyway?
Karen Richardson

Using self-directed projects for oral skills development
M. Ashraf Rizvi

 

ELT MANAGEMENT

Bullying and YLs: roles and responsibilities in extra-curricular environments
Fiona Mitchell

Blended learning in practice: selected case-studies with Macmillan English Campus
Byron Russell

Sustainability of ESP projects: a case from Pakistan
Fauzia Shamim

E-materials, lessons learnt in supporting classroom learning
Jonathan Moss

ENGLISH FOR ACADEMIC PURPOSES

Investigating IELTS written performance using the Cambridge Learner Corpus
Annette Capel

Considering outcomes in the language classroom
Reuben Gerling

Academic writing syllabi
Susan Holzman

Plagiarism - a Chinese perspective
Annabel Marsh

Learner insights into problems of reading academic texts
Damien McDevitt

'The words you use should be your own' (Morrissey & Marr, 1986)
Christine Mercer, Sandra Fraser

How can we really teach listening for academic purposes
Terry Phillips

Developing authentic materials for academic English
Sandra Piai

Mainland Chinese student suggestions for producing good Masters dissertations
Nick Pilcher

Ongoing development of C-Tests for placement in an academic program
Jane Pringle

 

Full-time pre-sessional English for graduate students - development and implementation
Enid Rosenstiel

Taboo topics in the academic writing classroom
Marcie Williams

 

Making the most of problems: using texts for writing proposals
Jennifer Myerscough

ENGLISH FOR SPECIFIC PURPOSES

Technology enhanced language learning for African air traffic controllers
Martin Barge, William Tweddle

Reflection sheets as a tool for implementing a negotiated syllabus
Lindsay Ellwood

Academic writing syllabi
Susan Holzman

Functional English training for self-help group women - pilot study
Padmasani Kannan Sundarachariar

The Occupational English Test: assessing English skills of medical professionals
John Pill

Using self-directed projects for oral skills development
M. Ashraf Rizvi

 

Sustainability of ESP projects: a case from Pakistan
Fauzia Shamim

The mechanics of teaching mechanics
Dugald Sturges

Investigating a Thai postgraduate student's classroom experiences in a British university
Singhanat Kenny Nomnian

ESP testing and collaboration with content specialists
Ron Zeronis

 

World Englishes in the classroom: have they made a difference?

David Hall

Designing curriculum for teaching English for international naval cooperation

Natalia Proshyants

 

ES(O)L

Intonation and body language: the meaning behind the words
Juliet du Mont

ES(O)L continued

Mobile language village: an English speaking environment in schools
Peta Eisberg

 

Is it possible to train teachers via distance education?
Angela Govender

E1-E3 preparing ESOL students for the SFL exams
Kelly Jennings

Practical tips for developing formal presentation skills
Cathy Taylor, Erika Radford

GENERAL

Classroom dialogues: I can see what you're saying!
Nick Bilbrough

Should young learners be taught grammar?
Joanne Collie, Hans Mol

Real English - from Scotland!
John Corbett

Setting a good example
Hugh Dellar

Integrating linguistic, intercultural and technical skills through eTwinning partnerships
Elzbieta Gajek

English language children's literature: an inpiration for EFL
Hanna Kryszewska

Get real. Are we restricting our students' language development?
Kate Leigh

IELTS Writing: lies, statistics and Part 1, for and against Part 2
Martin Lisboa

Incorporating experiential learning into the writing curriculum
Poh Leng Mark

Just board and some scrap paper
Bohdana Navratilova

Developing authentic materials for academic English
Sandra Piai

Full-time pre-sessional English for graduate students - development and implementation
Enid Rosenstiel

Explicit L2 grammar instruction and rule difficulty: the learner's perspective
Pawel Scheffler

 

Becoming a more efficient classroom manager
Paul Seligson

Language learners and computer games: space invaders to second life
Graham Stanley, Kyle Mawer

Speaking: does practice make perfect?
Johanna Stirling

Practical tips for developing formal presentation skills
Cathy Taylor, Erika Radford

101 uses for a dull coursebook
Ken Wilson

Getting personal: using forum theatre to engage and empower learners
Rachel Bowden

Value-added vocabulary - building on the Oxford 3000TM
Margaret Deuter

Making the most of problems: using texts for writing proposals
Jennifer Myerscough

Doing more through networks - a personal story
Ana Falcao

Dealing with slow learners and their lack of motivation
Daoud Al-Mamari

Using a monolingual dictionary in the ESOL classroom
Victoria Bull

Vocabulary lists and grammar rules?
Jamie Keddie

 

From guided imagery to creative writing

Mario Rinvolucri

 

TKT and the development of teachers' knowledge

Mary Spratt

 

GLOBAL ISSUES

Intercultural competence and language competence - what's the difference?
Rudolf Camerer

Internet-mediated intercultural dialogue between EFL and CFL learners
Shu-Mei Hung

Global issues: teaching with my own poems and songs
Muhammad Iqbal

Teaching English globally in a classroom world

Jill Burton

 

 

LEARNER AUTONOMY

Changing roles: from teacher-centred classroom to student-centred self-access facility
Humberto Cervera-Rosado

Reflection sheets as a tool for implementing a negotiated syllabus
Lindsay Ellwood

A tale of blue rain cafe
Xuesong Gao

Kaleidoscope, an interactive electronic tool for reflection on language learning
Felicity Kjisik

How computer technology can promote learner autonomy
Jo Mynard

A poetics for autonomous learning and teaching
Hugh Nicoll

LEARNING TECHNOLOGIES

Viability and effectiveness of computer-assisted language testing: an investigation
Saeed Al-Saadi

Innovative ideas for using online videos from Youtube and beyond
Joel Ashton

Technology enhanced language learning for African air traffic controllers
Martin Barge, William Tweddle

Real English - from Scotland!
John Corbett

Get a MUVE on. Multi-User Virtual Environments - teaching and training
Gavin Dudeney

Technology in ELT: Help? or Help!!

Bryan Fletcher, Stefanie Walters

 

Integrating linguistic, intercultural and technical skills through eTwinning partnerships
Elzbieta Gajek

Magic Moodle: using Moodle VLE in multiple contexts
Robert Hollingsworth, Lauri Tolkki

Internet-mediated intercultural dialogue between EFL and CFL learners
Shu-Mei Hung

Teaching EFL in primary schools through blended and distance learning
Sophie Ioannou-Georgiou, Nikos Sifakis

How computer technology can promote learner autonomy
Jo Mynard

LEARNING TECHNOLOGIES continued

Mind the gap: what ICT skills do EFL teachers need?
Rena Penna

The use of asynchronous online discussion groups in language learning
Teadira Perez

Blended learning in practice: selected case-studies with Macmillan English Campus
Byron Russell

Language learners and computer games: space invaders to second life
Graham Stanley, Kyle Mawer

E-materials, lessons learnt in supporting classroom learning
Jonathan Moss

Blended learning for forming different levels of intercultural competence
Tatiana Kozhevnikova

Learning technologies evaluation - getting tooled up
Mark Jasper

Pod-what? Podcasting for and with EFL learners
Nicky Hockly

 

Blended learning: the school website as marketing and pedagogical tool

Angus Savory

 

LITERATURE, MEDIA & CULTURAL STUDIES

Literary texts and literacy skills for young language learners
Janice Bland

Teaching literature skills through multi-media and IT resources

Rosalind Gurupatham, Mark Gregory Rozells

 

Readers, texts, cultures: how do language learners understand L2 fictional texts?
Malcolm Macdonald

Stories in the classroom: from simple activities to class library
Verissimo Toste

Designing activities for extensive reading
Annamaria Kobor

MATERIALS DESIGN

The power of image
Ben Goldstein

The power of four: learning styles and teacher education
Jill Hadfield

 

English language children's literature: an inpiration for EFL
Hanna Kryszewska

Making lemonade out of lemons: material creation for ELT teachers
Antonia Mandry

'The words you use should be your own' (Morrissey & Marr, 1986)
Christine Mercer, Sandra Fraser

Interviewing foreigners about cultural phenomena
Cor Koster

Vocabulary lists and grammar rules?
Jamie Keddie

PRONUNCIATION

An English pronunciation guide for Norwegian travellers
Sigbjorn Berge

How wrong can we be? Native speaker and learner speech
Richard Cauldwell

Discourse intonation as a teaching resource: a reassessment
Martin Hewings

Beyond EFL vs. ELF in pronunciation: language styles as targets
Allan James

Pronunciation evaluation. Who's right: native, non-native teachers or students?
Marta Nowacka

Motivating classroom activities for teaching pronunciation
Fathi Dueik, Ramadan Ahmad

RESEARCH

Data collection: real stories from the field
Amanda Howard, Nora M Basurto Santos, Vasiliki Papaioannou

Teacher's maps: teacher cognition and grammar teaching
Sema Kaya

Language resources and the advanced learner: corpora, dictionaries, Internet
Gill Philip

Mainland Chinese student suggestions for producing good Masters dissertations
Nick Pilcher

Mathematics and science education in Malaysia: introducing CLIL
Deborah Singh

What makes English group discussion relevant in monolingual classes?
Linda Taylor, Keiko Tsuchiya

 

Helping learners become better writers: a new corpus-driven initiative
Michael Rundell, Sylviane Granger

Blended learning for forming different levels of intercultural competence
Tatiana Kozhevnikova

TEACHER DEVELOPMENT

Let's reflect together! Teacher and student's development
Marta Bujakowska

Mistakes, I've made a few (too many to mention)
Colin Mackenzie

Fostering autonomy through critical thinking
Ifigenia Mahili

Doing more through networks - a personal story
Ana Falcao

Watching teachers watch themselves: reflections on how to teach
Jeremy Harmer

TEACHER TRAINERS & EDUCATORS

Intonation and body language: the meaning behind the words
Juliet du Mont

Get a MUVE on. Multi-User Virtual Environments - teaching and training
Gavin Dudeney

Is it possible to train teachers via distance education?
Angela Govender

The power of four: learning styles and teacher education
Jill Hadfield

Get real. Are we restricting our students' language development?
Kate Leigh

Maldivian primary teacher competence in teaching through English: expectation vs. reality
Jayne Moon

Mind the gap: what ICT skills do EFL teachers need?
Rena Penna

Immersion - a new and magical method?
Eveline Reichel, Heidi Buergi

 

Tapping into our creativity
Jane Revell

Mathematics and science education in Malaysia: introducing CLIL
Deborah Singh

TEACHER TRAINERS & EDUCATORS continued

The power of seeing: using video coaching with teachers
Rosie Tanner

Taking ownership of speaking criteria
Marion Engin

Watching teachers watch themselves: reflections on how to teach
Jeremy Harmer

TESTING, EVALUATION & ASSESSMENT

Viability and effectiveness of computer-assisted language testing: an investigation
Saeed Al-Saadi

Intercultural competence and language competence - what's the difference?
Rudolf Camerer

TOEFL iBT: learning objectives and teaching tips for the classroom

Jenny Dalalakis

 

Washback - the impact of examinations on teaching
Susan Davies

Maximizing use of the matching format
Khadijah Ghuma

E1-E3 preparing ESOL students for the SFL exams
Kelly Jennings

IELTS Writing: lies, statistics and Part 1, for and against Part 2
Martin Lisboa

Pronunciation evaluation. Who's right: native, non-native teachers or students?
Marta Nowacka

The Occupational English Test: assessing English skills of medical professionals
John Pill

Ongoing development of C-Tests for placement in an academic program
Jane Pringle

Content-based teaching of young learners: possibilities of assessment
Sanja Wagner

Teenagers: self awareness, self evaluation and a critical spirit
Bernadette Maguire

ESP testing and collaboration with content specialists
Ron Zeronis

A communicative approach to testing young learners
Terry Cook

How to have fun and prepare for Cambridge Starters Exam
Judy West

YOUNG LEARNERS

Graded/levelled readers = effective scaffolding in EFL. Some concrete evidence!
Wendy Arnold

Literary texts and literacy skills for young language learners
Janice Bland

Should young learners be taught grammar?
Joanne Collie, Hans Mol

Mobile language village: an English speaking environment in schools
Peta Eisberg

Teaching EFL in primary schools through blended and distance learning
Sophie Ioannou-Georgiou, Nikos Sifakis

Korean primary students' and teachers' different perceptions of English writing
Young Ok Jong

Bullying and YLs: roles and responsibilities in extra-curricular environments
Fiona Mitchell

Maldivian primary teacher competence in teaching through English: expectation vs. reality
Jayne Moon

Global issues: teaching with my own poems and songs
Muhammad Iqbal

Content-based teaching of young learners: possibilities of assessment
Sanja Wagner

Stories in the classroom: from simple activities to class library
Verissimo Toste

Choosing stories, affectively and cognitively relevant?
Gabriela Tavella

Teenagers: self awareness, self evaluation and a critical spirit
Bernadette Maguire

A communicative approach to testing young learners
Terry Cook

Creating and using print rich environments with young learners
Caroline Linse, Fran Gamboa

How to have fun and prepare for Cambridge Starters Exam
Judy West

 

 

 

FRIDAY

 

APPLIED LINGUISTICS

Metapragmatic awareness in university EFL students' academic writing practices
Yasemin Bayyurt

L1 use in L2 writing: high- and low-achieving writers
Shih-Chieh Chien

Grammar vs. grammar
Elif Semanur Mutlu

 

'Reporting' in conversation: comparing corpus evidence and textbook representation
Christoph Ruehlemann

Grammar in other words
Grzegorz Spiewak, Marta Rosinska-Trim

Higher level learners and vocabulary acquisition
Ulle Turk

 

Materials design: bridging the gap
Alan Waters

 

Focusing on meaning, language and form in a task-based methodology
Dave Willis

Using corpora: the present and future prospects
Michael McCarthy, Anne O`Keeffe

BUSINESS ENGLISH

Best Practice: business course in language, communication and intercultural awareness
Bill Mascull

 

 

ELT MANAGEMENT

Effective strategies to attract and retain talent
Meral Guceri

CPD: what do trainers really really want?
Jenny Johnson

Counselling skills for teachers and managers

Sheila Levy

 

ENGLISH FOR ACADEMIC PURPOSES

The role of teachers in teaching English for medical purposes
Jin-ping Chang

Academic writing skills: an integrated approach to successful acquisition
Anne Pallant

Activity-based approach for teaching scientific and technical writing in English
Meenkshi Raman

Higher level learners and vocabulary acquisition
Ulle Turk

ENGLISH FOR SPECIFIC PURPOSES

Wants, needs and perceptions - ESP teacher training in Saudi Arabia
Abdulkarim Al-Nujaidi, Phil Dexter

Teaching reading comprehension to large classes using African literature-in-English
Sunday Duruoha

Activity-based approach for teaching scientific and technical writing in English
Meenkshi Raman

 

Academic writing skills: an integrated approach to successful acquisition
Anne Pallant

Higher level learners and vocabulary acquisition
Ulle Turk

The role of teachers in teaching English for medical purposes
Jin-ping Chang

ES(O)L

Reading practices of adult ESL learners and implications for teaching
Anne Burns, Helen de Silva Joyce

Teaching British culture - a case for integrated teaching
Raf Erzeel

Developing speaking skills in the ESOL classroom
James McGoldrick

Reading: dead and gone in Lesotho
Radha Padmanabhan

Designing and implementing independent study groups by skill levels
Patricia Tompkins

GENERAL

Introducing new Essential Grammar and English Pronunciation in Use CD-ROMs

Gary Anderson

 

Methodological options for the communicative approach in pre-intermediate FL classes
Anthony Bruton

Condemned without crime! A review of grammar - translation method
Shreesh Chaudhary

 

Please teacher, can you explain this grammar to me?
Lindsay Clandfield

Bring the 'X' factor into your classroom
Antonia Clare

Grammar and vocabulary: exploring the boundaries
Adrian Doff

Causes and prevention of academic crime

Odilea Erkaya

 

Active reading, creative responses
Claudia Ferradas Moi

Teachers' and learners' reactions to a common error correction policy
Tim Graham, Zoe Graham

Lessons to learn from ELT in China
Simon Greenall, Jianbo Wang

How reading helps improve exam technique
Philip Harmer

Writing to learn
Ceri Jones

Developing reading skills as a link between ELT and SLA
Eftychios Kantarakis

Negotiating the gap between language and culture in ELT
Nira Konar

Can we mark students' papers effectively?
Larisa Krainik

Using what we know about language learning... Just Right
Carol Lethaby, Ana Acevedo

 

Building positive rapport in the classroom
Maria Esther Linares

Pre-intermediate grammar: a very special stage
Hester Lott

From a task to a presentation

Marcela Mala

 

Black belt grammar
Bruce McGowen

How teachers of other languages are doing their job
Arthur McKeown

'But anyway...': topic management in native speaker/non-native speaker conversations
Muna Morris-Adams

Grammar vs. grammar
Elif Semanur Mutlu

 

Teachers' perceptions and team-teaching in upper secondary schools in Japan
Akiko Nambu

Books and literacy in Nigeria
Christopher Nkechi

Raising interest in Chinese stories through guided storytelling in English

Ragulan Pakirisamy, Connie Seng

 

Do you not speak my language???
Michael Paradowski

Form-focused instruction and the acquisition of the present perfect
Miroslaw Pawlak

Teaching light: little material, low preparation, high mileage
Chaz Pugliese

Importance of grammar - translation method on ESL classroom context
Subathini Ramesh

Theoretical awareness and its role in translator/interpreter training
Gloria Sampaio

Listener training or listening testing? An exploration of listening practice
Sheila Thorn

The power of dictogloss and other learner-focused tasks
Rolf Tynan

Differentiating EFL lessons to help learners with L2 literacy problems
Lindsay Warwick

 

GENERAL continued

Yodelling modals, exploring English modals in a German-speaking environment
Graham Sutherland

The role of teacher associations: lessons from an international forum
Ragsana Mammadova

Spontaneous Storytelling and Dramatising: Yes, we do all have imagination

David Heathfield

 

Implementing the can-do approach
Ann Claypole

How words make meaning
John Sinclair

What I really mean is... Pre-empting misunderstandings in intercultural communication
Judith Mader

Making sense of idiomatic language
Colin McIntosh

Extensive reading: helping EFL students become readers
Richard Day

How low can you go?
Vaughan Jones, Sue Kay

 

GLOBAL ISSUES

Bringing UNICEF into the EFL classroom
Esther Lucas

Do you not speak my language???
Michael Paradowski

Towards an integrated syllabus for first and foreign language teaching
Afshin Parsi

LEARNER AUTONOMY

Active reading, creative responses
Claudia Ferradas Moi

Research on language counselling as auto/biography
Leena Karlsson

Concordancing at the upper-intermediate level
Iffaf Khan

Planning for speaking in content-based instruction
Rhoda McGraw, Sian Howells

Peer-tutor program dynamics for ESL writing: matchmaking for success
Lawrence Metzger

How do they actually use the dictionary?
Luciana Pedrazzini, Andrea Nava

Learner-generated materials: learners at various levels creating language activities
Dave Walker

Designing and implementing independent study groups by skill levels
Patricia Tompkins

Competence development through reflective portfolios: a pedagogical experience at university
Isabel Barbosa

LEARNING TECHNOLOGIES

Podcasting for beginners
Richard Cain

How to make materials for interactive whiteboards
Julia Glass

Concordancing at the upper-intermediate level
Iffaf Khan

Roles of technology in language learning - a joint institutional perspective
Paul Sweeney, Caroline Moore, Markus Biechele, Juan Pedro de Basterrechea

 

LITERATURE, MEDIA & CULTURAL STUDIES

Understanding symbols and colours in contemporary American novels
Muge Bilgic

Teaching reading comprehension to large classes using African literature-in-English
Sunday Duruoha

Teaching British culture - a case for integrated teaching
Raf Erzeel

Negotiating the gap between language and culture in ELT
Nira Konar

 

A fat waist of words and still a thin story?
Hasan Shikoh

Anglo-American studies at German universities: exemplary model or example horribilis?
Jody Skinner

ELT theatre: developing communicative skills
Julia Kuzmenkova , Andrei Kuzmenkov

MATERIALS DESIGN

Bring the 'X' factor into your classroom
Antonia Clare

Grammar and vocabulary: exploring the boundaries
Adrian Doff

How to make materials for interactive whiteboards
Julia Glass

 

Lessons to learn from ELT in China
Simon Greenall, Jianbo Wang

Learners' and teachers' opinions on ELT materials evaluation criteria
Haedong Kim

Magic can be a good implement and motivator
Minan Lee

 

Best Practice: business course in language, communication and intercultural awareness
Bill Mascull

Planning for speaking in content-based instruction
Rhoda McGraw, Sian Howells

How teachers of other languages are doing their job
Arthur McKeown

Towards an integrated syllabus for first and foreign language teaching
Afshin Parsi

How do they actually use the dictionary?
Luciana Pedrazzini, Andrea Nava

Novice teachers' perceptions on grammar material evaluation and selection
Muserref Saracoglu

Listener training or listening testing? An exploration of listening practice
Sheila Thorn

Materials design: bridging the gap
Alan Waters

Focusing on meaning, language and form in a task-based methodology
Dave Willis

 

The impact of workshops on teachers' professional development in Africa
George Omona

Capacity building via a textbook project: case studies
Elena Borovikova

What I really mean is... Pre-empting misunderstandings in intercultural communication
Judith Mader

ELT theatre: developing communicative skills
Julia Kuzmenkova , Andrei Kuzmenkov

How low can you go?
Vaughan Jones, Sue Kay

'Puppet show': a lively solution for the English classroom
Maria Estela Ribeiro Jardim Rondon

RESEARCH

Reading practices of adult ESL learners and implications for teaching
Anne Burns, Helen de Silva Joyce

Computer-mediated communication in teacher professional development
Gospel Ikpeme

Issues in action research
Bozana Knezevic

Metacognitive awareness in EFL teacher training
Veronica Ormeno

Teacher cognition in vocabulary teaching: a case study
Eszter Nagy

TEACHER DEVELOPMENT

TKT: a springboard for teacher development in Egypt and Jordan
Jeanette Coogan, Rebecca Hales

Differences in how experienced and inexperienced teachers perceive disruptive behaviour
Birgul Gulener

Teacher development - joining the dots
Conrad Heyns, Brenda Lynch

Computer-mediated communication in teacher professional development
Gospel Ikpeme

Developing reading skills as a link between ELT and SLA
Eftychios Kantarakis

Teacher development groups: resolving tensions in teamwork dynamics
Judith Kennedy

Counselling skills for teachers and managers

Sheila Levy

 

Scaffolded reflection: practical frameworks for enhancing observation and multi-faceted interpretation
Elka Todeva

 

Knowledge construction in reflective language teacher education: two case studies
Matilda Wong, Wai King Tsang



How do you effectively motivate yourself and others?
George Pickering

The impact of workshops on teachers' professional development in Africa
George Omona

 

The role of teacher associations: lessons from an international forum
Ragsana Mammadova

Capacity building via a textbook project: case studies
Elena Borovikova

Omani teachers' understanding and application of the multiple intelligences theory
Hani Al-Belushi

 

English language teachers' cross-regional association
Tamara Oshchepkova

Competence development through reflective portfolios: a pedagogical experience at university
Isabel Barbosa

TEACHER TRAINERS & EDUCATORS

Collaboration or conflict in diversity? How effective is INSET?
Tom Godfrey

CPD: what do trainers really really want?
Jenny Johnson

Teacher development groups: resolving tensions in teamwork dynamics
Judith Kennedy

 

Exploring the realms of post-observation feedback and teacher change
Nur Kurtoglu-Hooton

PPP, ARC, ESA, and now? ...not another lesson paradigm!
Vic Richardson

TESTING, EVALUATION & ASSESSMENT

Themes and variations

Glyn Jones, John De Jong

 

FCE and CAE: why review?

Glyn Hughes

 

Can we mark students' papers effectively?
Larisa Krainik

TOEIC iBT: learning objectives and teaching tips for the classroom
Ian Lucas

 

How wrong can you be and still be a C?
Vincent Smidowicz

Think-alouds in assessing students' essays
Yasmine Salah El-Din

A study in concurrent validity: investigating correlations in EFL testing
Linda Bruce-Ozdemir

Diagnosing problems and offering solutions
Susan Sheehan

The Common European Framework and young learners. Are they compatible?
Angela Hasselgreen

 

English skills of young learners in Iceland. No problem?
Audur Torfadottir, Brynhildur Ragnarsdottir

YOUNG LEARNERS

Learning English through music, movement and art
Teresa Fleta, Elizabeth Forster

ACTivating learning: drama, stories and technology
Jennifer Uhler

The Common European Framework and young learners. Are they compatible?
Angela Hasselgreen

English skills of young learners in Iceland. No problem?
Audur Torfadottir, Brynhildur Ragnarsdottir

'Puppet show': a lively solution for the English classroom
Maria Estela Ribeiro Jardim Rondon

 

 

SATURDAY

 

APPLIED LINGUISTICS

Roles of vocabulary in conversation
Piotr Steinbrich

 

BUSINESS ENGLISH

Spotlight on... The learners' magazine
Joanna Westcombe

Real life skills in a virtual world
Brendan Wightman

 

Creating a localized world in the ESP classroom
Inas Kotby, Sameya El Naenae

ELT MANAGEMENT

Managing the [ELT] business: too many nuts, not enough bolts?
Liam Brown

ELT MANAGEMENT continued

Learning to change, changing to learn
Andrew Hockley

Growing your school as a learning organisation
Adrian Underhill

 

Greater than the sum: grassroots teachers and large-scale projects
Catherine Walter, Elena Lenskaya, Richard West

ENGLISH FOR ACADEMIC PURPOSES

The idiosyncrasy of words
Colin Campbell

The quality of teaching and testing English
Marinela Cojocariu

 

How deep is your word? Excavating etymological evidence
Edward de Chazal

From pail filling toward fire lighting
Visnja Fara

Using transferable skills to support the needs of EAP students in third level institutions
Fiona Gallagher

 

Course design and delivery in a military context
Jean Meakin

 

Internationalising the university, acclimatising the student
Stuart Perrin, Mick Davies

Skimming through IELTS
John Rodgers

 

IELTS in 2007
Sujata Saikia, Zara Siddiqui

Academic writing in Turkish and in English
Reyhan Salataci

Which native performance should a learner corpus be compared to?
Cameron Smart

Testing - how specific do we get?
Carole Thomas

 

Reading, motivation and the business student
Carolyn Walker

How 'learnable' are context clues for ESL/EFL students?
JoDee Walters

Implications of MOGUL for the EAP classroom
Melinda Whong

Language support for international students in tertiary education
Ruth Taylor, Amanda Stammers

 

Developing paraphrasing and summarizing skills: an interactive approach
Zeynep Iskenderoglu

Integrating skills to improve academic writing
Richard Carr

Unpacking the Transferable Academic Skills Kit
Anthony Manning, Clare Nukui

 

ENGLISH FOR SPECIFIC PURPOSES

From pail filling toward fire lighting
Visnja Fara

Bridging business cultures through an ESP online course
Lindsey Gutt

English for military purposes: materials in use versus useless materials
Neil McBeath

Course design and delivery in a military context
Jean Meakin

Using benchmarks to determine language needs in applied skills programs
Christina Stechishin

 

Using advertisments from scientific & business journals in ESP contexts
Aysha Viswamohan

Reading, motivation and the business student
Carolyn Walker

Creating a localized world in the ESP classroom
Inas Kotby, Sameya El Naenae

 

Dubai-achieving maximum ESP opportunities in 'real life' settings
Maureen Franks

ES(O)L

The teaching of grammar in the ESOL classroom
David King

Using benchmarks to determine language needs in applied skills programs
Christina Stechishin

Preliminary teacher training courses: does one size really fit all?
Sarah Turnbull

Preparing students for the Skills for Life writing exams
Kate Biggins

Focus on the learner in the ESOL classroom
Philida Schellekens

GENERAL

How to write successfully for IATEFL Conference Selections
Briony Beaven

Can parents help provide after-school EFL input?
I-Chin Nonie Chiang

How deep is your word? Excavating etymological evidence
Edward de Chazal

 

Brain-friendly learning and teaching of English
Mark Fletcher

Teaching English using a genre-based approach

Sharon Hartle, Sian Morgan

 

To praise or not to praise?
Tetyana Karpova

Whistles and bells
Justin Kernot

The teaching of grammar in the ESOL classroom
David King

Technology vs. reality: is bigger really better?
Jerry Lambert

Teaching older teenagers
Herbert Puchta

Teaching speaking skills for international encounters
Paul Roberts

Beyond the corpus: the birth of a new dictionary era
Sherrise Roehr

Roles of vocabulary in conversation
Piotr Steinbrich

Changing energies
Bonnie Tsai

Using the whiteboard to teach language better
Andrew Walkley

Spotlight on... The learners' magazine
Joanna Westcombe

Task-based language teaching: how teachers solve their problems
Jane Willis

 

Music video based writing instruction with a native teacher

Jangho Won

GENERAL continued

Focus on the learner in the ESOL classroom
Philida Schellekens

Hitting the nail on the head
Patrick Goldsmith

Everything you ever wanted to know about dictionaries!
Geoffrey Leech, Stephen Bullon, Grant Kempton

 

GLOBAL ISSUES

What are the cultures of your English?
Jenny de Sonneville

Becoming (an) alien - learning to question what we take for granted

Liselott Forsman

The 'business' of ELT: what does the future hold?
Sara Hannam

 

Assumptions and implications: critical literacy and ELT
Chris Lima

Teaching language, learning peace
Radmila Popovic, Sean Conley

LEARNER AUTONOMY

Can dictionaries be interesting?
Matthew Kay , Gwyneth Fox

Improving learning through knowledge of the own language learning style
Maria Perez Cavana

Internationalising the university, acclimatising the student
Stuart Perrin, Mick Davies

Language support for international students in tertiary education
Ruth Taylor, Amanda Stammers

LEARNING TECHNOLOGIES

Teacher Training Online - analysis of best practice and quality measurement
Michael Carrier, Maureen McGarvey

Developing teacher identity through reflectivity in asynchronous discussion forums
Meg Cassamally

Finding a blended learning model that meets your needs
Tania Davidson

Bridging business cultures through an ESP online course
Lindsey Gutt

Can dictionaries be interesting?
Matthew Kay , Gwyneth Fox

Whistles and bells
Justin Kernot

Interactive journal writing in foreign language teacher education
Zeynep Kocoglu

Technology vs. reality: is bigger really better?
Jerry Lambert

Social computing and teacher education
Gary Motteram

Teacher training tribulations - face to face to virtual space
Martin Peacock, Karen Waterston

English through blogs, communities and interactivity
Paul Scott

Using technology inside and outside the classroom
Peter Sharma, Barney Barrett

 

Using screen capture software for feedback. A complete new direction
Russell Stannard

Skype and podcasting: a match made in heaven
Peter Travis

Blended books - taking the companion website one click further
Sheila Vine, Valentina Dodge

The BBC Learning English 'teacher blogger': an early experience
Rachel Wicaksono

Real life skills in a virtual world
Brendan Wightman

Strategies for teacher development within an online EFL programme
Pauline Ernest, Joseph Hopkins

Teaching content through ICT tools: an experience
Diego Rascon

MATERIALS DESIGN

Vocabulary learning: can a corpus of graded readers help?
Rachel Allan

A drama project for English in the primary classroom
Rita Balbi

'Basal readers' in primary ELT?
Irma-Kaarina Ghosn

Blended learning: getting closer to the learner
Adrian Kearney

English for military purposes: materials in use versus useless materials
Neil McBeath

 

Getting language strategies into classroom practice
Joe McKenna

Bringing the coursebook materials to life
Gerard McLoughlin

Beyond the corpus: the birth of a new dictionary era
Sherrise Roehr

 

Skype and podcasting: a match made in heaven
Peter Travis

Task-based language teaching: how teachers solve their problems
Jane Willis

Establishing criteria to evaluate intermediate EFL writing
Fernando Fleurquin

 

English for education - meaningful inclusion in secondary education
Stuart Pollard

RESEARCH

Vocabulary learning: can a corpus of graded readers help?
Rachel Allan

An international perspective on English language teachers' conceptions of research
Simon Borg

Boon or burden? The influence of anxiety on teacher trainees
Mark Daubney

Challenging TEFL trainees' professional beliefs: unexpected encounters in international practicum
Erika Hepple

English Profile: extending the Common European Framework of Reference
Heather Daldry

Developing conceptual approaches in doctoral research
Shosh Leshem, Vernon Trafford

Teacher education does make a difference if...
Simon Phipps

Academic writing in Turkish and in English
Reyhan Salataci

Which native performance should a learner corpus be compared to?
Cameron Smart

Learning to request in English: interlanguage pragmatic awareness of Turkish EFL children
Aysegul Zingir Gulten

RESEARCH continued

The educational values of English picture story in EFL teaching
Hsiu-Chih Sheu

Learning and teaching of EFL in Pakistan: Khulood's narrative
Ayesha Bashiruddin

Standard setting methodology in language testing: theory and practice
Spiros Papageorgiou


TEACHER DEVELOPMENT

Understanding mentoring: analyzing student teacher and supervisor feedback sessions
Sumru Akcan

Acting skills for teachers to develop classroom presence
Mark Almond

An international perspective on English language teachers' conceptions of research
Simon Borg

The quality of teaching and testing English
Marinela Cojocariu

Professional education and development for language teachers
Frank Farmer

 

The 'business' of ELT: what does the future hold?
Sara Hannam

Interactive journal writing in foreign language teacher education
Zeynep Kocoglu

Online learning 101: wikis, Moodle, Odeo, blogging, WebEx, Audacity...
Debra Lee, Jen MacArthur

Microteaching for 'macro-learning'
Jennifer Pearson Terell

From teacher to trainer: managing the metamorphosis
Hannah Pillay

 

Professional development and certification for school teachers outside the UK
Jenny Pugsley

The gentle art (and science) of 'noticing' in ELT classrooms
Andrew Sheehan

Growing your school as a learning organisation
Adrian Underhill

 

Reflection and initial training programmes
Peter Watkins

 

Dubai-achieving maximum ESP opportunities in 'real life' settings
Maureen Franks

Conducting effective study circles in teacher professional development
Julie Mathews-Aydinli

Strategies for teacher development within an online EFL programme
Pauline Ernest, Joseph Hopkins

Using the overwhelming number of learning style theories effectively
Oya Caldir

 

Learning and teaching of EFL in Pakistan: Khulood's narrative
Ayesha Bashiruddin

Greater than the sum: grassroots teachers and large-scale projects
Catherine Walter, Elena Lenskaya, Richard West

 

Making language memorable
Margit Szesztay

TEACHER TRAINERS & EDUCATORS

Understanding mentoring: analyzing student teacher and supervisor feedback sessions
Sumru Akcan

Learning with insight: reflective practice in pre-service teacher training
Androulla Athanasiou

Acting skills for teachers to develop classroom presence
Mark Almond

In my end is my beginning: trainee teachers' personal aims
Peter Beech

Teacher Training Online - analysis of best practice and quality measurement
Michael Carrier, Maureen McGarvey

Developing teacher identity through reflectivity in asynchronous discussion forums
Meg Cassamally

Boon or burden? The influence of anxiety on teacher trainees
Mark Daubney

 

Professional education and development for language teachers
Frank Farmer

Brain-friendly learning and teaching of English
Mark Fletcher

Challenging TEFL trainees' professional beliefs: unexpected encounters in international practicum
Erika Hepple

Assumptions and implications: critical literacy and ELT
Chris Lima

Social computing and teacher education
Gary Motteram

Teacher training tribulations - face to face to virtual space
Martin Peacock, Karen Waterston

Microteaching for 'macro-learning'
Jennifer Pearson Terell

Teacher education does make a difference if...
Simon Phipps

From teacher to trainer: managing the metamorphosis
Hannah Pillay

 

Teaching language, learning peace
Radmila Popovic, Sean Conley

Professional development and certification for school teachers outside the UK
Jenny Pugsley

The gentle art (and science) of 'noticing' in ELT classrooms
Andrew Sheehan

 

Reflection and initial training programmes
Peter Watkins

Failing candidates on initial teacher training courses: why, what next?

Richard Masterson


Conducting effective study circles in teacher professional development
Julie Mathews-Aydinli

Using the overwhelming number of learning style theories effectively
Oya Caldir

TESTING, EVALUATION & ASSESSMENT

Test preparation strategies for teachers and students
Christine Coombe

Pain-free placement: a holistic approach
Marie Hanlon, Dawn Daly

 

 

TESTING, EVALUATION & ASSESSMENT continued

Testing - how specific do we get?
Carole Thomas

Standard setting methodology in language testing: theory and practice
Spiros Papageorgiou

Establishing criteria to evaluate intermediate EFL writing
Fernando Fleurquin

 

YOUNG LEARNERS

A drama project for English in the primary classroom
Rita Balbi

Can parents help provide after-school EFL input?
I-Chin Nonie Chiang

'Basal readers' in primary ELT?
Irma-Kaarina Ghosn

Where are the oinks for the children of Cambridge?
Steve Thompson

Changing energies
Bonnie Tsai

Learning to request in English: interlanguage pragmatic awareness of Turkish EFL children
Aysegul Zingir Gulten

The educational values of English picture story in EFL teaching
Hsiu-Chih Sheu

Teaching content through ICT tools: an experience
Diego Rascon

 

 

SUNDAY

 

ACADEMIC WRITING SYMPOSIUM

Convenor: Ruth Breeze

 

Textual and social modeling writing instruction effect on learners' writing

Ehya Amalsaleh

 

Renewing an academic writing syllabus for pre-faculty students
Ashley Hazell Yildirim, Mujde Sener

Talking on behalf of a publisher
John Slaght, Joan McCormack

APPLIED LINGUISTICS

Language evolution, ELT, and why we need a new pragmatics

Peter Grundy

 

What large English corpora can tell to ELT professionals

Toshihiko Uemura

 

BLENDED LEARNING SYMPOSIUM

Convenor: Christopher McCormick

 

Blended learning: a teacher training perspective

Huan Japes

 

Re-educating the educators: developing 'blended teaching'

Luca Marchiori

 

Assessing the impact of blended learning

Mark Rendell

 

Blended learning - striving for the perfect mix

Claire Whittaker

 

BUSINESS ENGLISH

Helping your students pass that business exam!

Tonya Trappe

 

CHINESE LEARNERS & INNOVATION SYMPOSIUM

Convenor: Helen Spencer-Oatey

 

eEducator training: challenge and change through Sino-UK collaboration

Zehang Chen

 

OMALL (Online Measure of Autonomous Language Learning) and Chinese students

David Dixon

 

Targeting 200 million learners: the BBC in China

Alison Konieczny

 

English for international in conferences in China

Hilary Nesi

 

CLIL SYMPOSIUM

Convenor: Susan Barduhn

 

What does a 'successful' CLIL course look like?

Kay Bentley, Keith Kelly

 

CLIL in an Arab (non Latin) EFL context

Eilidh Hamilton

 

Connecting with CLIL: questions raised by the CLIL continuum

Susan Holden

 

Changing roles and professional challenges for teachers on CLIL programmes

Deborah Robson, Loes Coleman

 

CREATIVITY IN MATERIALS DEVELOPMENT SYMPOSIUM

Convenor: Brian Tomlinson

 

Dictogloss revisited: classroom collaboration par excellence

William Kerr

 

Creative approaches to materials development

Alan Maley

 

Using the brain to be creative

Hitomi Masuhara

ENGLISH FOR ACADEMIC PURPOSES

Making parties, taking dinner: dictionary activities for coping with collocations

Cindy Leaney

 

An individualized reading program at the American University of Sharjah

Pelly Shaw

 

Personalising and recycling the Academic Word List

Marion West

 

Investigating academic reading in an Arab medical school

Diane Malcolm

 

ENGLISH FOR SPECIFIC PURPOSES

Soldier speak: introducing Campaign, English for the Military

Charles Boyle

 

BULATS test trials with Japanese university students

Elaine Gilmour

 

ESP: we are not alone

Keith Harding

 

English for the world of work

Ruxandra Popovici, Rod Bolitho

 

GENERAL

Making parties, taking dinner: dictionary activities for coping with collocations

Cindy Leaney

 

Read it, print it, file it and call it learning...

Martin Eayrs

 

LANGUAGE LEARNER PSYCHOLOGY SYMPOSIUM

Convenor: Sarah Mercer

 

What we can learn from good language learners' beliefs/practices

Chizuyo Kojima

 

LANGUAGE LEARNER PSYCHOLOGY SYMPOSIUM continued

Influence of affect on Mexican university undergraduate students' learning

Maria Dolores Lopez Gonzalez

 

Incorporating metacognitive strategy training into the language curriculum

Josefina Santana

 

Motivation in language learning

Marion Williams

 

LANGUAGE POLICY & PLANNING SYMPOSIUM

Convenor: Chris Kennedy

 

Language policy change in higher education in Malaysia

Saran Kaur Gill

 

English Next: Thailand responds

Alan Mackenzie

 

English as the medium of instruction in Malaysia: recent developments

Moses Samuel

 

LEARNER AUTONOMY

An individualized reading program at the American University of Sharjah

Pelly Shaw

 

Making the link to teenagers

Gordon Lewis

 

English for the world of work

Ruxandra Popovici, Rod Bolitho

 

LEARNING TECHNOLOGIES

Enhancing the capabilities of the Moodle glossary

Julia Medori

 

What large English corpora can tell to ELT professionals

Toshihiko Uemura

 

Making the best better: the new onestopenglish site

David Baker

 

Read it, print it, file it and call it learning...

Martin Eayrs

 

Videoconferencing: trading languages with young peer native speakers

Magdalen Phillips

 

LITERATURE, MEDIA & CULTURAL STUDIES

Studying British cultures: the search for learner's identity

Marina Rassokha

 

 

MATERIALS DESIGN

The European Reference Frame? Turn it upside down!

Stefan Keller

 

Enhancing the capabilities of the Moodle glossary

Julia Medori

 

Studying British cultures: the search for learner's identity

Marina Rassokha

 

Personalising and recycling the Academic Word List

Marion West

 

RESEARCH

Language evolution, ELT, and why we need a new pragmatics

Peter Grundy

 

STORYTELLING IN ELT SYMPOSIUM

Convenor: Michael Berman

 

English for life: a storyline course for primary teachers

Sharon Ahlquist

 

Storytelling for university students

Mojca Belak

 

Storytelling and grammar

Wayne Rimmer

 

TEACHER DEVELOPMENT

Video-based observations in ELTE

Monika Cerna

 

The European Reference Frame? Turn it upside down!

Stefan Keller

 

How mentoring can ease the way for first year teachers

Nergis Akbay

 

TEACHER TRAINERS & EDUCATORS

Video-based observations in ELTE

Monika Cerna

 

Recipes, roles, reflections - adding value to in-service training courses

Anne Campbell

 

Towards action-oriented teacher training

Urs Lauer

 

The best of two worlds: observation and research in basic teacher training

Martina Elicker, Ulla Fuerstenberg

 

Starting out in language teaching: a journey of challenges

Pinar Sali

 

 

 

Storying the lesson: explorations on a Malaysian pre-service TESL programme

Saratha Sithamparam

 

How mentoring can ease the way for first year teachers

Nergis Akbay

 

TESTING, EVALUATION & ASSESSMENT

BULATS test trials with Japanese university students

Elaine Gilmour

 

THE ROLE OF CULTURE IN EIL SYMPOSIUM

Convenor: Qing Gu

 

Adrian Holliday

Rani Rubdy

Mario Saraceni

 

USING AUTHENTIC MATERIALS SYMPOSIUM

Convenor: Kristen di Gennaro

 

The importance of authentic materials: an SLA perspective

Monika Ekiert

 

Authentic texts in the ESP classroom: ideas and approaches

Amy Krois-Lindner

 

Authentic material vs. authentic task in the EFL classroom

Bede McCormack

 

VANISHING BORDERS – GLOBAL ENGLISH SYMPOSIUM

Convenor: Abida Mahmood

 

Teaching English for a better world: the Cuban experience

Isora Enriquez O'Farrill, Eduardo Garbey Savigne

 

The changing face of English: natural process or language engineering?

Richard Harrison

 

Teaching pronunciation in a globalised world: lessons from India

Amy Lightfoot

 

British or bust? Implications for the decline in British English

Sandra Wells

 

YOUNG LEARNERS

Making the link to teenagers

Gordon Lewis

 

Young learners in wonderland: exploring the journey to literacy

Maria Gogou-Sachpazian

 

Portfolios and young learners - not another bandwagon

Olha Madylus

 

Videoconferencing: trading languages with young peer native speakers

Magdalen Phillips

 

 

POSTER PRESENTATIONS

 

 

 

 

 

Teaching literacy through phonics to YLs in an FL context
Mandana Arfa Kaboodvand
MATERIALS DESIGN & YOUNG LEARNERS

 

 

Hey, teacher! We don't need no autonomy
Handan Girginer

LEARNER AUTONOMY & TESTING, EVALUATION & ASSESSMENT

 

 

Speak your mind!
Esen Metin-Olmuscelik
ES(O)L & MATERIALS DESIGN

 

 

Motivational influences on in-service teacher development: overcoming resistance
Catherine Mitsaki
RESEARCH & TEACHER TRAINERS & EDUCATORS

 

 

Highly recommended!
Fusun Pekcan
APPLIED LINGUISTICS

 

 

Study on pre-service language teachers' teacher-efficacy beliefs

Anil Rakicioglu Soylemez

TEACHER DEVELOPMENT & TEACHER TRAINERS & EDUCATORS

 

 

Roundtable discussions as means of developing communicative skills
Nina Zaigrina, Anna Mnatsakanyan
ENGLISH FOR SPECIFIC PURPOSES

 

 

 

 

 


 

ADDITIONAL SESSIONS

 

 

SPECIAL INTEREST GROUP OPEN FORUMS

 

THURSDAY

wBusiness English

wLearner Autonomy

wLiterature, Media & Cultural

   Studies

wPronunciation

wTeacher Development

 

FRIDAY

wEnglish for Specific Purposes

wLearning Technologies

wResearch

wTeacher Trainers & Educators

wYoung Learners

 

SATURDAY

wELT Management

wES(O)L

wGlobal Issues

wTesting, Evaluation &

   Assessment

 

----------------------------------------

 

MORNING DISCUSSION GROUPS

Another good reason to get up early! From 8.30-9.10am a well-known IATEFL presenter will be hosting a discussion group. This will give you a chance to discuss what you hope to get out of the new day, what you learned from yesterday and to talk about interesting ideas that are buzzing around the conference. These discussion groups will be informal and spontaneous. The content will be provided by you, the process by the facilitators.

 

----------------------------------------

 

 

ANNUAL GENERAL MEETING

The IATEFL AGM will take place at the Aberdeen Exhibition & Conference Centre on Friday 20th April from 1300 to 1345.

 

----------------------------------------

 

‘HOW TO…’ TRACKS

How to get the most out of this conference

by Susan Barduhn (Thursday)

 

How to give a good presentation

by Catherine Walter (Thursday)

 

How to devise a staff development programme

by George Pickering (Friday)

 

How to produce a newsletter

by Martin Eayrs (Friday)

 

----------------------------------------

 

DISTINCT NEW VOICES

One innovation for the Aberdeen conference is a series if invited talks from four rising stars with something new and exciting to contribute to ELT. The four speakers are -

 

Branko Bognar from Croatia

Martin Dewey from UK

Amol Padwad from India

Ye Zhengdao from China.

 

----------------------------------------

 

HORNBY SCHOLAR SLOTS

The name of A.S. Hornby is highly regarded in the ELT world, not only through his publications and ideas on teaching methods but also through the A.S. Hornby Educational Trust, set up in 1961.

 

This was a far-sighted and generous initiative whereby a large proportion of Hornby’s income was set aside to improve the teaching and learning of English as a  foreign language, chiefly by providing grants to enable English teachers from overseas to come to Britain for professional training. Hornby’s aim was that the Trust’s money should be used for education and go back to the countries from which it comes. Thanks to the Trust, hundreds of teachers have been able to develop their expertise through British Council Summer Schools and post-graduate courses in ELT and (applied) linguistics at British universities.

This year there are 21 Hornby scholars from developing or transitional countries studying for post-graduate qualifications in four UK institutions. A number of these scholars will take part in a panel discussion (chaired by Rod Bolitho) on “Adapting ELT ideas to countries in transition: teachers' voices”. We are expecting this to be a stimulating and informative session.

Three former scholars will also be presentating on Hornby Trust sponsored projects they have coordinated since returning home from the UK.

 

Doing more through networks - a personal story (Ana Falcao, Brazil)

The role of teacher associations: lessons from an international forum (Ragsana Mammadova, Azerbaijan)

The impact of workshops on teachers' professional development in Africa (George Omona, Uganda)

 

 

 

 

 

 

 

Sponsors of the IATEFL

Conference and Exhibition

 

 

IATEFL would like to thank and acknowledge the following sponsors for their generous contribution to the success of this conference:

 

 

 

 

Cambridge ESOL for sponsoring the Associates’ Day.

 

 

 

Isom Print  for sponsoring the Conference Posters and Signage.

 

 

 

Macmillan for supplying the Delegate Bags and for sponsoring the Conference Programme and the Ceilidh

 

 

 

Mailability for sponsoring the Annual General Meeting.

 

 

 

Pearson Longman for sponsoring the Internet Café.

 

 

 

Summertown Publishing for sponsoring the badges and supplying the lanyards.

 

 

 

Thomson ELT for sponsoring the Burns night.

 

 

 

University of Aberdeen for sponsoring the Welcome Reception.

 

 

 

University of Kent for sponsoring the IATEFL & SIG Stands in the exhibition.

 

 

 


 

 

 

PLENARY SPEAKERS

 

 

 

 

Guy Cook

Guy Cook is Professor of Language and Education at the Open University. Born in 1951, he began his career as an EFL teacher in Egypt, Italy and the Soviet Union, and as a secondary school teacher in England. Before joining the Open University, he worked at the University of Leeds, at the London Institute of Education as head of TESOL, and at Reading University as Professor of Applied Linguistics. He has published widely on English-language teaching, discourse analysis, applied linguistics, and literature teaching. His books include Genetically Modified Language (Routledge 2004), Applied Linguistics (Oxford University Press 2003), The Discourse of Advertising (second edition, Routledge 2001), Language Play, Language Learning (Oxford University Press 2000), and Discourse and Literature (Oxford University Press 1994). He is co-editor of the journal Applied Linguistics, and has been an invited speaker at conferences in over thirty countries.

 

Plenary Session:  Thursday

Follow-up question and answer session: Friday

Unsuitable premises: facts and values in ELT

 

 

 

Ágnes Enyedi

Ágnes Enyedi works in teacher education and, despite excursions into textbook writing, holding office in IATEFL-Hungary or acting as consultant to the Ministry of Education, she still likes to consider herself as a teacher. She was a school-based trainer before joining the Centre for English Teacher Training (CETT) at the Eötvös University of Budapest, where she is involved in pre-service and in-service training, classroom research and observing beginner teachers in their classrooms. She has brought her experience of working with teachers and educators to Croatia, Germany, Poland and Uzbekistan. Her professional interests are focused on the human side of education, along with the interactions, roles and relationships in the classroom.

 

Plenary Session:  Friday

The rather well-fed caterpillar and the very hungry butterfly

Follow-up workshop session: Friday

Welcome to my classroom

 

 

 

Mike Sharwood Smith

Mike Sharwood Smith is Chair of Languages at Heriot-Watt University, Edinburgh. He has taught in various countries including France, Sweden, Poland, South Africa and the Netherlands. He is currently involved in the teaching of linguistics, applied linguistics, TESOL and advanced EFL and has over a hundred publications in one or other of these areas. His research interests are in cognitive processes in second language development. He is currently working on a project with John Truscott (National University of Tsing Hua, Taiwan) developing their model of language acquisition called MOGUL and has just completed a pioneering IT project on distance learning, ALLES, funded by the European Union. He is founding editor of Second Language Research and former vice-president of the European Second Language Association. His books include Second Language Learning: Theoretical Foundations (1994) and Aspects of Future Reference in A Pedagogical Grammar of English (1975)

 

Plenary Session:  Saturday

You can take a horse to water...

Follow-up question and answer session: Saturday

 

 

Maggie Farrar

Maggie’s love of teaching and working with young people started in West Africa where she taught in a large secondary school.  Her last teaching post in London was as Deputy Head of Haggerston School in Hackney.  She then moved to Birmingham to work with Tim Brighouse where she set up the University of the First Age, a national charity which develops extended learning experiences for young people. She also advised the DfES on the development of study support and on partnership programmes that involve the community and voluntary sector.

Since May 2003, Maggie has been working as an Operational Director at the National College of School Leadership. Her work at the NCSL includes working with other sectors on a multi agency team development programme, the setting up and support of the new NPQICL ( National Professional Qualification in Integrated Centre Leadership) for early years leaders, supporting Local Authorities on the ‘Change for Children’ agenda and other school and community leadership projects, plus the new Effective Leadership of Extended Schools programme.

When not working Maggie loves spending time with her daughters, reading and listening to music, and having been brought up in Yorkshire, likes to get out on long distance walks as often as possible!

 

Plenary Session:  Sunday

Dealers in hope

 

 

 

 

SIGNATURE EVENTS

 

 

 

ELT Journal/IATEFL Debate

Thursday

 

English is too important to be left to the native speakers

 

The number of non-native speakers using English for everyday communication is far larger than the number of native-speakers of the language. So whose language is it? What is the relevance of native-speaker norms of grammar, vocabulary, and pronunciation for people who are using the language for their own purposes in their own contexts? Does a language need norms anyway? Perhaps the whole concept of ‘native’ and ‘non-native’ speaker of English is an unhelpful anachronism which forces differences between people where none need exist. Or perhaps English needs native speakers to provide the reference points necessary to stop the language disintegrating into mutually incomprehensible dialects.

 

Come and hear Barbara Seidlhofer (University of Vienna) and Neus Figueras (Ministry of Education Catalonia, Spain) present their different views about the role and status of English as an International Language. There will be a chance for you to contribute to the debate, and to vote for or against the motion. The debate is chaired by Keith Morrow, editor of ELT Journal.

 

 

Cambridge University Press Forum

Friday

 

Variation and intelligibility in World Englishes: implications for ELT

 

Andy Kirkpatrick, Hong Kong Institute of Education

 

English is usually referred to in the singular, but, is, in fact, characterised by variation. In this talk I shall give specific examples of how varieties of ‘Englishes’ differ in terms of their respective pronunciations, vocabularies and grammars.

First, variations between and among the ‘standard’ native-speaker varieties of British, American and Australian English will be illustrated. Examples of how new varieties of English, such as Indian, Nigerian and Singaporean differ from traditional varieties and each other will then be provided. Possible causes of this variation will be discussed.

The presence of so much variation raises two significant questions:

i)  how can speakers of a language that comprises so many different varieties understand each other?

ii)  can English maintain its role as the language of international communication?

In answering these questions, I shall argue that an understanding of the different roles that a language can play – in particular its apparently contradictory role as a marker of individual or group identity on the one hand and as a means of wider communication on the other - can help explain this.

I shall conclude by considering the implications of variation and variety in world Englishes for ELT.

There will be an opportunity to ask questions at the end of the presentation. The session is chaired by Juliane House, Professor of Applied Linguistics, Hamburg University.

 


 

 

 

“Reasons for getting up early in Aberdeen”

 

Key information for delegates

 

 

 

Dear Delegate,

 

 

The Aberdeen Exhibition and Conference Centre (AECC) is just outside the city of Aberdeen.  We have thus laid on free coaches for delegates on Thursday, Friday, Saturday and Sunday.  These will run from the main hotel area in downtown Aberdeen to the AECC each morning and evening.  More information later.  Buses will start from 8.00 am.  Of course you can get a normal park and ride bus too, but you have to pay for these.  So, to be sure of a place on a free coach, get up early!

 

 

When you arrive at the conference centre, you’ll be able to :-

 

 

 

 

So lots of excellent reasons for getting up early!

 

 

All the best

 

 

Tessa Woodward

President of IATEFL

 


 

 


 

IATEFL SCHOLARSHIP WINNERS

 

 

FIRST-TIME SPEAKER

SCHOLARSHIP WINNER

 

Shu-Mei Hung

UK

 

 

W R LEE

SCHOLARSHIP WINNER

 

Marinela Cojocariu

Romania

 

 

 

 

IATEFL FRANK BELL SCHOLARSHIP WINNER

 

Tamara Oshchepkova

Russia

 

RAY TONGUE SCHOLARSHIP WINNERS

 

Poh Leng Mark, Singapore

 

&

 

Meenkshi Raman, India

 

 

 

 

 

NEW SCHOLARSHIP

 

IATEFL Classroom Exploration Scholarship

 

In 2006 Jane Willis and Corony Edwards won a British Council ELT Innovation Award for their book Teachers Exploring Tasks in English Language Teaching. The one aim of the book, which is a collection of papers written by teachers, was to encourage others to embark on small scale classroom exploration projects to shed light on learner/learner interactions in their own lessons. Now Jane and Corony are making a further contribution towards realising that aim by donating their award to fund a one-off scholarship for IATEFL Exeter 2008.

 

It is envisaged that the scholarship will be ‘launched’ at IATEFL Aberdeen 2007. Teachers interested in applying should submit a research outline with its rationale (not more than 500 words) to the IATEFL office by the end of May 2007. A small committee consisting of one of the donors and a representative from the IATEFL Research SIG and from the Scholarship Working Party (SWP) will select the winner before the end of June 2007 so that the project can be carried out as soon as possible.

 

Applicants can enter projects already under way or planned for the academic year 07/08. A progress report or a final report on the work should be presented at IATEFL Exeter 2008.

 

The award is for £1,000 to be used to meet project expenses, an IATEFL membership subscription, and attendance expenses for the Exeter conference.

 

We wish to express our gratitude to Jane and Corony for this generous gift. If there is considerable interest in this scholarship, the Scholarship Working Party will endeavour to raise funds to make it available annually.

 

Eryl Griffiths on behalf of the SWP


 

 

 


 

IATEFL LOCAL CONFERENCE COMMITTEE

 

 

 

     

IATEFL is very grateful for the help given by local ELT friends from Scotland.

 

 

 

Anne Bain Carmichael (Freelance)

 

Julie Bray (Aberdeen University)

 

Roy Cross (BC Scotland)

 

Sue Harker

 

June Johnstone

 

Alison McBoyle (Aberdeen University)

 

Ann McClure (Freelance)

 

Jean McCutcheon (Freelance)

 

Elizabeth Tomchak (Robert Gordon University)

 

 

 

They are on hand to help us to organise the conference.  Their local knowledge will be invaluable and their continued support will help us in the coming months.

 


 

 

 

REGISTRATION FORM FOR

 

NON-SPEAKERS ONLY

 

IATEFL Conference & Exhibition

18-22 April 2007

Aberdeen, Scotland

 

(Please use this form to register for the main conference and / or the pre-conference events)

 

PERSONAL DETAILS

 

 

Family Name ____________________________________________ First name _____________________________

 

( Mr  /  Mrs  /  Miss  /  Ms  /  Prof  /  Dr)

 

Address ________________________________________________________________________________________

_______________________________________________________________________________________________

____________________________________________________________ Country ___________________________

Tel _____________________________________________Fax____________________________________________

Email__________________________________________________________________________________________

 

MEMBERSHIP DETAILS

 

 

IATEFL membership details:

Non Member¨     OR     Individual¨ Membership n° ________    OR    Institutional*¨ Membership n° _________

 

If Institutional, please give name of organisation____________________________________________________

* A maximum of FOUR people can use their institution’s membership.  Any further registrations  using the same membership number will be processed at the higher non-member rate.  Please check with your institution before sending your registration form.

 

CONFERENCE REGISTRATION FEES

 

If you are attending a PCE and the Conference, both the PCE fee and the Conference fee apply.

 

1) Conference Fees

Registration form and full payment

received on or before 19 January 2007

 

 

IATEFL members £120 / Non members £165 / Student members* £95

 

(1)£_____

 

Registration form and full payment

received after 19 January 2007

 

IATEFL members £145 / Non members £190 / Student members* £95

(1)£_____

 

2) Single Day Attendance Fee

   (Thurs, Fri or Saturday)

 

 

IATEFL members £70 / Non members £85 / Student members* £45

 

(1)£_____

If Single Day only, please indicate your chosen attendance day by ticking the appropriate box :

¨ Thursday 19 April     ¨ Friday 20 April     ¨ Saturday 21 April

 

3) Single Day Attendance Fee

¨ Sunday 22 April (half day)

 

 

IATEFL members  £35 / Non members  £45 / Student members* £25

 

(1)£_____

(*fees apply only to delegates with Student membership of IATEFL)

 

PCE REGISTRATION FEES

 

 

Pre-Conference Events

 

 

IATEFL Members £50 / Non members £60

 

 

(2)£_____

Please indicate your chosen PCE by ticking (ü) the appropriate box - only ONE PCE per delegate

 

¨ PCE1

¨ PCE2

¨ PCE3

ELTM

ESOL/TEA

ESP

¨ PCE4

¨ PCE5

¨ PCE6

GI/TD

LA

LMCS

¨ PCE7

¨ PCE8

¨ PCE9

LT

RES/TTED

YL

 

DONATIONS

 

This year we are again giving delegates the opportunity to help our scholarship winners and possibly other delegates/speakers who would otherwise be unable to attend the conference.  Donations received will help toward travel and accommodation costs.  Thank you.

Please donate ¨£10  ¨£15  ¨£20  ¨£30  ¨£40  ¨£50  ¨Other    (Gift Aid donations for UK tax payers please tick here ¨)

 

 

 

(3)£ _____

 

 

Your Conference or PCE registration will not be booked until full payment is received.


 

 

NAME:

 

 

MEMBERSHIP N°

 

TOTAL PAYABLE TO IATEFL

 

 

 

Total of items (1) to (3) payable to IATEFL

 

 

£ _________

 

 

METHODS OF PAYMENT

 

 

Your Conference or PCE registration will not be booked until full payment is received.

 

o

 

 

An Invoice is required before payment can be made.  (Please give the name & address of the recipient if different from overleaf.)

________________________________________________________________________________________________

 

________________________________________________________________________________________________

 

o

 

 

o

UK Bank Transfer ONLY to IATEFL, Barclays Bank, 65 High Street, Whitstable, CT5 1AU.  Account number 70127507.  Sort code 20 17 92.  ALL BANK CHARGES MUST BE PAID BY THE DELEGATE.

 

Oversees Bank Transfer.  Please contact emma@iatefl.org for account details.

 

o

Sterling Cheque, made payable to IATEFL.

 

o

Credit Card.  We accept all major credit cards and Switch, excluding American Express.

 

Card Type___________________ Start Date____ /____  Expiry Date ____ /____       3-digit security code ___ ___ ___

 

Issue number ___   Postcode and Property n° to which the card is registered ________________________________________

 

Card number ____ ____ ____ ____    ____ ____ ____ ____    ____ ____ ____ ____    ____ ____ ____ ____

 

Card holder_______________________________ Signature of card holder____________________________________

 

 

CONFERENCE BADGE

 

Institute where employed or other

affiliation for inclusion on your badge.

(your NAME+COUNTRY will automatically appear on your badge)

 

 

ADDITIONAL INFORMATION

 

 

 

s

 

If this is your first IATEFL annual conference, please tick here  ¨Yes

 

s

I wish to receive a Receipt (to be sent with registration acknowledgement) ¨Yes/¨No 

 

s

Details of your work

(e.g., teacher, teacher trainer, DOS, etc.) _____________________________________________________________________

 

s

Area(s) of your work

(e.g., primary teaching, methodology, exams, business, etc.) ______________________________________________________

 

s

I wish my name, address & email to be in the participants’ book ¨Yes/¨No

 

In line with the UK Data Protection Act, we cannot print your details in the participants’ book or relay your details to third parties unless a tick (ü) appears in the ‘Yes’ box.

s

IATEFL may relay my details to other ELT organisations ¨Yes/¨No

 

 

CANCELLATIONS

 

Cancellations of Conference or PCE registration fees received before 1st March 2007 will incur a 50% cancellation charge.

Cancellations of Conference or PCE registration fees received after 1st March 2007   will not be refunded.

 

We strongly recommend that delegates purchase insurance to cover any cancellations and losses that may occur whilst they are away from home.

 

Please make every effort not to leave your registration until the last minute as the IATEFL Office will be fully committed to conference arrangements at the end of March.  Unless we receive your registration form by Friday 30 March 2007, you will need to complete a new registration form on arrival at the venue. Late registrations will be accepted at the conference.

 

PLEASE RETURN THIS FORM TO IATEFL, Darwin College, University of Kent, Canterbury, Kent CT2 7NY, UK

                                   Fax: +44 (0)1227 824431                          Email: conferenceprocessor@iatefl.org

 

 

 


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