International Association of Teachers of English as a Foreign Language
Linking, developing and supporting English Language Teaching professionals worldwide
IATEFL has 15 Special Interest Groups (SIGs) which aim to give teachers professional development opportunities including the chance to share knowledge and best practices in specific areas of English Language Teaching. As part of their activities, many of our SIGs hold their own webinars. Below, you can find a full list of upcoming SIG related webinars. These webinars are free of charge, open to both members and non-members of IATEFL and no pre-registration is required. Please check back on a regular basis as webinars are always being added.
You do not need to register in advance to join the webinars, just click on the link 'Join the live event here' and then:
We look forward to seeing you online.
|Joint presentation by Vivien Berry (British Council) and Susan Sheehan (University of Huddersfield).|
More details to follow soon
|David Nunan - 'Language learning beyond the classroom'|
The two contexts for language learning and use are inside the classroom and outside the classroom. Until comparatively recently, the classroom world was where language was learned, and the world beyond the classroom was where language was used. This bifurcation between language learning and use began to break down with the advent of communicative language teaching which brought with it experiential learning and the notion that one could actually acquire a language by using it productively and communicatively inside the classroom. The fact is, however, that the context of language use outside the classroom makes it quite a different experience from language use inside the classroom.
Until relatively recently, opportunities for activating classroom learning in the world outside the classroom were limited in many parts of the world. All that has changed with technology, particularly the Internet, which provides learners with access to an astonishing variety of authentic and output. The proliferation of social networking sites provide learners with opportunities to communicate in speech and writing with other users of their chosen target language around the globe.
In this presentation, I will argue that learning through using language in authentic as well as pedagogically structured contexts outside the classroom can significantly enhance the language learning process. Practical illustrations and examples in the form of case studies will be presented to illustrate the rich variety of opportunities that exist for language learning and use outside the classroom.
David Nunan is Professor Emeritus of Applied Linguistics at the University of Hong Kong and Distinguished Research Professor at Anaheim University. He is a former president of TESOL, and is currently a trustee and executive committee member of The International Research Foundation for English Language Education (TIRF). He has published over 30 books on curriculum development, language teaching methodology, research methods, and teacher education.
|Elena Ončevska Ager and Mark Wyatt - 'Macedonian EFL teachers on continuing professional development: What does their discourse tell us?'|
In this webinar we will discuss our forthcoming article Teachers’ cognitions regarding continuing professional development (CPD), which drew on data from Macedonian EFL contexts. Our study looked into what Macedonian teachers had to say about CPD, and also how they said it, specifically focusing on emergent CPD metaphors and the linguistic devices employed in the teachers’ discourse. We found that the teachers' conceptualisations of CPD were only partially aligned with essentially top-down government policy and recommend a focus on teacher-driven, bottom-up approaches to CPD, such as reflective practice and teacher research in this context.
|David Little - 'Learner Autonomy and the educational inclusion of primary pupils from immigrant families'|
This webinar will describe an approach to the educational inclusion of immigrant pupils that exploits and further develops their capacity for autonomous behaviour. Developed by Scoil Bhríde (Cailíní), a primary school in one of Dublin’s western suburbs, the approach recognises that like all five-year-olds, those from immigrant homes are not blank slates; when they start school they already know a great deal about how the world works in their immediate context. This knowledge is the soil in which the seeds of curriculum content must be planted, but it has been acquired in a language that is not a version of the language of schooling. For this reason, Scoil Bhríde encourages immigrant pupils to use their home languages to support their learning in the classroom; at the same time, it draws on whatever languages are present in the classroom to develop all pupils’ language awareness. Besides producing high levels of literate proficiency in English, Irish (the second language of the curriculum), French (in the last two primary grades), and (for immigrant pupils) home languages, the approach generates unusually high levels of motivation to learn new languages. Another significant outcome of the approach is that from an early age pupils begin to exhibit autonomous learning behaviour as they pursue their growing interest in languages. My presentation will be illustrated by examples of pupils’ written work, and I shall relate what I have to say to the discussion that surrounds learner autonomy in L2 classrooms.
David Little retired in 2008 as Associate Professor of Applied Linguistics at Trinity College Dublin. His principal research interests are the theory and practice of learner autonomy in language education, the exploitation of linguistic diversity in schools and classrooms, and the application of the Common European Framework of Reference for Languages to the design of L2 curricula, teaching and assessment. Language Learner Autonomy: A Guide for Teachers, Teacher Educators and Researchers, the book he is currently completing with Leni Dam and Lienhard Legenhausen, will be published in due course by Multilingual Matters.