International Association of Teachers of English as a Foreign Language
Linking, developing and supporting English Language Teaching professionals worldwide
IATEFL has 16 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.
|Fiona Dunlop - 'Encouraging teachers to take charge of their own CPD'|
Working with a team of teachers and encouraging them to involve themselves in CPD activities can be a challenge for academic managers and one that involves tapping into the individual developmental interests and needs of each staff member in a focussed and guiding way.
In this webinar we will look at the importance of people management and finding out what makes individual teachers tick when it comes to CPD. Professional development should be integrated into school systems and working for the good of the students, the organisation and of course, the individual teacher. The task we aim to address in this webinar is how we encourage teachers to identify relevant areas to develop in and how to go about this then reflect on the results in a time efficient and stress free way.
We will consider reflective practice options including action research that are open to them. We will also look at how as academic managers, we break these tasks down and guide teachers through the area they have chosen to work on in a manageable way. We will focus on the role of appraisal as a tool for setting smarter goals and following them through. By the end of the session you should have some fresh ideas on how to give the control and responsibility of CPD over to individual teachers in a managed way, removing the often top down approach to a seminar led CPD programme.
Fiona Dunlop is the Academic Director at Wimbledon School of English, London (one of the oldest ELT schools in the UK). Fiona has over 25 years worldwide experience in the field of ELT, including such areas as Teacher Training, Business English and Academic Management. She holds an MA in Psychology, and an EUK/Trinity Diploma in ELT Management. She spent several years at International House Cairo and in Rio/Sao Paulo before returning to London in 1997, where she has been involved in all aspects of ELT management and training since.
She currently offers programmes and provides training on many aspects of ELT such as implementing successful CPD systems, course design, academic project management, training new teachers, teacher observation, academic quality and motivating long stay students. She has written articles for ELT publications, delivered webinars for British Council and contributed to the development of a British Council CPD handbook for teachers and managers. She also runs teacher training and development courses at Wimbledon School of English and manages a team of 25 teachers.
|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.
Global issues SIG presents a two part webinar featuring:
James Mitchell - 'Priviledge, Power and Intersectionality: Awareness of ourselves in our teaching practices'
Julietta Schoemann - 'Clothes to die for'
'Priviledge, Power and Intersectionality: Awareness of ourselves in our teaching practices'
Intersectionality, the study of how social identities (e.g., race, gender, class, sexuality) overlap, has only recently emerged as a topic of discussion in TESOL, and can aid teachers in their understanding of oppression, privilege, and power. This presentation will explore the basics of intersectionality, how it affects TESOL educators and their practices, the way in which English has been linked through history to the language of power and how teachers can bring this self-awareness into the language classroom.
James D. Mitchell is an MA TESOL student at Portland State University (PSU) in Portland, Oregon. He has experience teaching EAP in the USA and Germany. His presentation and publication experience spans curriculum design, social justice, and LGBTQ+ topics in TESOL. Currently, he is a teaching assistant for the TESOL methods courses at PSU and is working on his thesis related to the relationship between gender and sexual identity and emotion and affect in language learning.
'Clothes to die for'
Many of us adore fashion and love the way clothes have got cheaper over the last twenty years. But have you ever thought about who makes your clothes? What their working conditions are like? How much they get paid? And how you can raise awareness of the exploitation going on in the fashion industry with your students? This webinar will briefly explore the supply chain that transforms raw materials into the items we buy and suggests practical steps you can take to help your students question the practices that make their clothes so affordable.
Julietta Schoenmann has been a language teacher and teacher trainer for over twenty years, working in state and language schools in China, Eritrea, Turkey, the Czech Republic and Slovakia. She has been training teachers and trainers in countries as diverse as Bangladesh, Serbia, Nigeria and Libya but also works on assignments such as developing materials for teachers and learners. Her educational interests include teacher development in low resourced environments and promoting learner engagement in the classroom.
|Peter Travis - 'Giving students a voice: Structured online speaking practice'|
More details to follow shortly
|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.
|LitSIG webinar with the Boris Pasternak Museum|
|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.
|Christina Gkonou - 'Using questionnaires in research into emotions in ELT'|
Emotions are omnipresent in our daily lives, and teaching and learning are no exception. Two key characteristics of emotions are their highly subjective nature and their interaction with and mediation by learners’ and teachers’ diverse contexts. These features pose certain challenges to researchers of emotions generally and also within ELT specifically. Narratives in the form of diaries/journals and interviews have often been the most widely employed tools for collecting data on learners’ and teachers’ emotions. In this webinar, I will focus on scenario-based questionnaires and their use in research into emotions. I will describe an emotion-regulation questionnaire which we developed for foreign/second language learners and highlight the need for designing questionnaires which are contextualised and describe specific classroom situations.
Christina Gkonou is Lecturer in TESOL and MA TESOL Programme Leader at the Department of Language and Linguistics, University of Essex, UK. She convenes postgraduate modules on teacher training and education, and the psychology of language learning and teaching. Her main research interests are in all areas of the psychology of learners and teachers, but more specifically in language anxiety and emotions, teacher identity and agency, and emotion-regulation strategies for language learning. She is the co-editor of New Directions in Language Learning Psychology (2016) and New Insights into Language Anxiety: Theory, Research and Educational Implications (forthcoming), and co-author of theMYE (Managing Your Emotions) Questionnaire. Christina is also Development Officer for IATEFL ReSIG.
|'30 Pearls of Wisdom' - A web conference celebrating the SIGs Pearl anniversary|
24- 26 February 2017
Celebrating the SIGs Pearl anniversary, this web conference will feature 30 speakers, each giving 30 minute presentations and will cover a range of topics including early years, primary and secondary education. More details to follow shortly!