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Making the IATEFL International Conference in Belfast a safe and enjoyable face-to-face experience

Posted on January 24, 2022 - 4:52 pm by

It’s certainly been a challenging time over the last two years as we’ve tried to organise our annual international conference! As you will remember, we took the difficult decision to defer the conference planned for 2020 in Manchester, and finally ended up running it online last June. We were delighted with the positive response from delegates who attended, and it fit in well with the huge increase in online webinars, courses and events IATEFL ran in 2021, over 150! The association had already been offering online events for many years previously, but it’s clear that they firmly have a strong place in our range of activities moving forward.

So why not have another virtual conference?

Whilst the virtual conference last year received very positive feedback, in delegate feedback the most popular option was, however, to return to having a face-to-face conference where delegates can meet up with friends and colleagues, discuss issues over a coffee, and enjoy being part of a physical community.

With this in mind we pushed the conference back to May this year, much later than our usual March or April slot and past any winter surge which might happen, in the hope that we would be passed the worst of the pandemic by then, that global vaccination programmes will have made much greater progress, that the warmer weather would enable people to be outside more if they wished, and that we could mitigate for any on-going risks with a range of measures to protect delegates.

As a result, IATEFL is busy planning for a safe, enjoyable and valuable face-to-face conference experience. We have completed our scholarship applications process, our call for proposals, announced our plenary speakers, informed successful speakers, and will soon be launching our conference preview.

How will we make sure the conference will be as safe as possible for attendees?

Our venue, the ICC in Belfast, has undertaken comprehensive risk assessments to mitigate against the transmission of COVID-19. At present, this includes all attendees wearing face coverings, engaging in sensible distancing in communal areas, and observing the signage, hand hygiene and general COVID-19 messaging around the venue. The ICC Belfast has been awarded the ‘We’re good to go’ mark, an industry standard demonstrating their commitment to implementing relevant government and public health guidance in relation to COVID-19. The venue has enhanced cleaning and sanitising procedures in place, and only fresh air which is heated or cooled as required by the air handling units instead of recycled air through ventilation systems.

Of course IATEFL will be playing its part too, making sure everything is as safe and sanitised as we can. And we’ll also be providing guidance for our delegates before the conference, on what they can do to play their part too.

Safety measures will only be relaxed further before May if the venue and the Northern Irish Government feel it is safe to do so. The measures are there to protect all conference attendees, as well as reassuring them.

What about a hybrid conference?

Many people have asked if we plan to go hybrid for the Belfast conference. While we are really keen to explore this option, at the present time there are a number challenges we feel need to be resolved to ensure that any offer of a hybrid conference does not lead to a dissatisfying experience for all.

We know from members that they crave a face to face event, so how will people feel if the audience of IATEFL 2022 is split? Would online participants truly feel part of IATEFL 2022 or simply a distant spectator knowing that at heart they are missing the full experience the conference brings? After two years without the face to face event we want Belfast to be the place that the ELT profession meets each other again. If we went hybrid would the face to face audience feel they are missing out on the full experience of communicating, networking and exchanging ideas and opinions with fellow delegates?  How will a presenter feel presenting to ‘two’ audiences? There could, for example, be just one or two people in a room and hundreds of others online. Preparing a talk for conference is often a big enough challenge without having to worry about how to make a session that is both physically and virtually interactive and collaborative.

The IATEFL conference is not just about talks, there is also the social side, and while our online conference in 2021 did a great job of bringing a feel of them to you via our platform, part of their success was that we were all joining in the same way. Furthermore, an IATEFL conference is also about discovering all that’s new in the world of English language teaching in our exhibition and being able to ask questions of the publishers, course providers, exam boards and others who are there.

The success of our conference is in the detail of our planning, last year we did copious amounts of research, trials and testing before we were confident that we could offer the conference online. While there is no doubt that a hybrid conference presents all sorts of opportunities for IATEFL, at the moment we are still grappling with the challenges that a hybrid event will bring and trying to find solutions that will create a satisfying experience for all involved and more importantly will not make the conference more costly for delegates.  

Where we are now?

The IATEFL Conference Committee and Head Office team will continue to monitor the situation regarding the pandemic and all associated guidance. We will continue to liaise with all of our partners, including the venue, to ensure we have done everything we need to. And we will continue to plan for a face-to-face conference and exhibition in Belfast, our 55th international conference. We are equally planning a range of contingencies in the case of any further challenges, but hope these will not be necessary as the world continues to combat COVID.

Unfortunately we aren’t able to confirm exactly what the situation will be, and what travel restrictions might be in place, or not, from all countries around the world at this point. Whilst it’s true that international travel restrictions for people travelling to the United Kingdom have been greatly relaxed recently, we’re simply too far away from May at the moment to understand what the situation will be like throughout the world. However the moment there is an update, we will share it with you as soon as possible. We’re hoping things will move in a positive direction in the weeks to come.

What can you do?

We would always advise delegates to take out appropriate travel insurance to protect themselves, understand any travel restrictions which may be imposed on them if they travel (as it stands there should be none for entry into the United Kingdom for those vaccinated, but you should always confirm this for your own circumstances), and make sure their travel tickets are refundable in the case that you are unable to attend. Most travel companies have such policies in place now. We would encourage everyone to get vaccinated if and when they are able to, and continue to take the practical steps we all know in order to remain safe.

Equally we’d like to invite you to finally step away from your screen, stop staring at your webcam, and come and join us in Belfast if you are able to. We know so many of you are looking forward to seeing each other, and we’re looking forward to seeing you too. Whilst the association will continue to provide a wide range of online courses, webinars and events, as well as publications, throughout the year, our intention is also to provide you with an annual opportunity to meet up in person at our international conference. This year’s will be from 17th to 20th May in Belfast, with Pre-Conference Events offered by our Special Interest Groups on the 16th. We hope to see you there!

 

[VIDEO::https://www.youtube.com/watch?v=KvWBq_mIlSQ]

‘Why become a volunteer for an IATEFL SIG?’ by Rachael Harris

Posted on January 7, 2022 - 10:37 am by

I stumbled unexpectedly into IPSEN SIG in 2016, I say unexpectedly because after all, what did I have to offer a SIG? I’m no editor (I went on to be newsletter editor for a while), I’m not brilliant on social media (I’ve recently stepped down from the position of social media co-ordinator), in a nutshell – I didn’t think I would be of any particular use so I had never applied for any of the vacancies advertised in social media or on the IATEFL page.

Luckily for me, someone suggested I put my name down, so I did. While the benefits for the SIG itself have yet to be seen, especially now I’ve stepped into another role (more about that later), on my side of things I can definitely say that it’s one of the best things I’ve ever done. 

In no particular order: I’ve made many wonderful friends, people who I didn’t know or had only vaguely crossed paths with at conferences, even role models whom I had admired from afar. I’ve had the opportunity of “working” with some brilliant people who have now become close friends, I say “working” because it was such fun. Now arriving at IATEFL conference (at least pre-covid) reminds me of that first scene in the rom-com “Love Actually”, where everyone is in an airport arrivals hall, hugging and kissing. Also meeting up in a volunteer position means that these people are from different places, have different jobs and different lives than myself, and so open my outlook a little further, too. These colleagues-friends not only make it a pleasure to get together but they’ve also had my back in tough times: while I was looking after terminally ill family members the team were there for me, not only picking up my jobs but supporting me, asking after me, being there when I needed them.

I’ve learnt so many useful skills and met some hither to unknown technology; tweetdeck, excel, slack, budgets, posters, emailing total strangers to ask them to do things, etc. It might all sound easy but it was all once out of my comfort zone. These new skills will come in useful at work, or can even be added to my C.V. if I decide to move on.

I have access to some great resources. Of course, all SIG members do, but being on the inside means we really see what’s available to all our members, proofreading book reviews for our newsletter has provided me with brainfood for months! All this access to learning has been really important to me personally, because one of the reasons I hesitated before becoming a committee member was the fear that everyone would realize that I had no idea what I was talking about and that I was the total opposite of an expert. Instead, I’ve been able to bring my (tiny, tiny) stone to the edifice we’re building together, and as I said, I have been able to take away so much.

I sleep well, keeping my little halo shiny, knowing that I have done a little something for the larger community! Seriously, I’ve always believed we should all do something for some form of association or charity, be it in the local school, village, or sports club, there are so many places we can help out a little.

One of the things that puts people off volunteering is the worry that you won’t have time, or the necessary skills however that is looking at it from the wrong perspective. Associations LOVE volunteers! They need them, they aren’t going to start nagging at them or telling them off, any association worth working for will be very grateful for anything you can do to help.

So, what are you waiting for? Take a look here and let me know how you get on, I promise that you won’t regret it!

About Rachael Harris

Rachael Harris (Joint Coordinator, IATEFL Inclusive Practices &SEN SIG) is a Special Educational Needs coordinator and she teaches English language, literature, and Media studies to primary and secondary students in Geneva, Switzerland.  She has published various materials in these fields. She is passionate about discovering how all learners learn best.

Contribute to the blog

If you are a member of IATEFL and would like to contribute to the blog, we’d love to hear from you at [email protected]. We’re looking for stories from our members, news about projects you’ve been involved in, and anything else you think those connected to English language teaching would be interested in reading. We look forward to hearing from you! If you’re not a member, why not join us?

See VIEWS Guidelines and Ideas

Result of the call for nominations for the next Vice President of IATEFL

Posted on December 6, 2021 - 3:50 pm by

As you will be aware, we recently put out a call for the role of Vice President of IATEFL. That call has now closed and we have received a valid nomination, proposed and seconded by current IATEFL members, from Aleksandra Popovski Golubovikj. Aleksandra is currently Coordinator of our Materials Writing Special Interest Group.

As no other valid applications were received, Aleksandra’s nomination will be taken forward for ratification at the Annual General Meeting in Belfast in May 2022 in the normal way. Whilst there is consequently no need for a hustings event between different candidates as happened last time, we are nonetheless planning an opportunity for those of you who haven’t met Aleksandra to get to know her, hear about her ideas and vision, and ask any questions you may have. This will be held as a Facebook Live event on the IATEFL Facebook page on Wednesday 15th December at 2pm UK time (see the time in your location). We hope to see you there!

 

Aleksandra’s personal statement:

My passion for teaching and sharing knowledge comes from my own love for education. Now, after  24 years of learning and teaching, I am ready to use my knowledge and experience to support teachers  around the world on their professional journey. I believe that teachers’ associations can support  teachers in many ways. That is why I have been actively involved with our national association  ELTAM MK (North Macedonia) for 20 years – first as General Secretary and now as President – and  IATEFL for 10 years, currently as the Coordinator for MaWSIG (Materials Writing Special Interest  Group). 

One of IATEFL’s goals is to ‘Link, develop and support ELT professionals worldwide’. As a refugee  I always wanted to belong to a community, and I finally do. I want to help enhance that feeling of  community where teachers of English can expand teaching knowledge, receive professional support,  and connect with other teachers. I would like to connect IATEFL SIGs and Associates to organize  joint professional development events and create resources accessible to members and non-members.  

I am well-aware of all aspects of running a national teachers’ association and I look forward to  learning how to lead an international association such as IATEFL. I am a team player who can  collaborate with others easily and learn from them as well.  

I am and will always be fully committed to the betterment of teachers’ professional lives by making  the connection between IATEFL and teachers of English stronger through cooperation, collaboration, and mutual support. 

‘Rethinking oral feedback practice in EFL’ by Junita Duwi Purwandari and Arum Perwitasari, PhD

Posted on November 25, 2021 - 10:49 am by

Imagine your student(s) is/are doing a speaking task, a dialogue with peers or an individual presentation, and you spotted a mistake in her/his utterance. What would you do?

  • Interrupt and correct the mistake immediately
  • Take notes of the mistake, tell and correct it later or
  • Take notes, ask students about what they think of their performance and if they realize they have made a mistake.

We believe teachers have their own approach in terms of giving oral feedback to students. As EFL teachers, we realize that making mistakes especially in speaking a foreign language is completely normal. Nobody’s perfect, so neither are our students. We believe that it is our aim to help students speak English fluently and accurately. To achieve this aim, we have dedicated a significant amount of time giving feedback to our students. Whether we realize it or not, our tendency is to correct the mistakes or errors that occur in our students’ speech. This is what we know as corrective feedback and we believe that doing it can help students increase their confidence and improve their English speaking skills. Therefore, the most likely answers to the previous question are options a and b.

Giving feedback to students

EFL literature somehow has some role in guiding our conceptions of feedback and there is absolutely nothing wrong with upholding such conceptions. The majority of studies have found corrective feedback facilitative to language learning. For years, researchers have used this framework to try to understand their classroom feedback trends, trying to figure out which type(s) of corrective feedback is the most effective to facilitate student language development. However, the results are not conclusive which is unsurprising because the effectiveness of feedback is very much contextual which means that it depends on various aspects to be effective such as the classroom culture, learners’ preferences and school curriculum.

But have you ever wondered if your correction is really effective in terms of supporting your students’ English language learning? The thing with our current practice of oral feedback is we are trapped inside a practice where correcting students’ errors is seen as our responsibility as teachers. This results in our students relying on us to feed them with information, correct their mistakes/errors and judge their performance. Students do not have an understanding and awareness of the importance of taking responsibility over their own learning. If this practice keeps going on, we are not helping them to be independent and self-regulated learners. Hattie and Timperley (2007) have stated feedback is one of the most powerful tools to improve student learning. However, not all feedback can result in improvement. If feedback is to be helpful in supporting learning, it needs to trigger student thinking so they can generate feedback from within themselves.

Strategies for teachers on giving feedback

So how can we as EFL teachers help our students become self-regulating through feedback? We need to reconsider our role and the students’ role in the feedback process. If we still dominate and control the feedback process, then students are far away from being involved. Involving students means giving them as many opportunities as possible to evaluate their own performance or work. Here are some strategies that potentially provide more opportunities for students to exercise their skills of self-regulation:

Ask what the students feel or think about their work or their performance. Whatever their answer might be, the teacher should respond with interest in what the students are saying and keep the conversation or dialogue running.

Invite students to evaluate their performance by asking them to highlight their strengths and areas that need further improvements.

Guide students to determine the most suitable strategy(ies) they can use to improve their performance. An important thing to note is that we need to remember there is no ‘one strategy fits all’, so it is better if we do not dictate students into doing what we think is best for them.

After sometime, review the strategy(ies) together with the students and have a conversation about it. At this point students should be able to understand if and why their strategies work or not.

Bear in mind that implementing changes to our current practice can take time. However, it is worth trying if it can result in improving our students’ long term learning.

Reference:

Hattie, J., & Timperley, H. (2007). The Power of Feedback. 77(1), 81–112. https://doi.org/10.3102/003465430298487

About Junita Duwi Purwandari

Junita Duwi Purwandari is an experienced EFL teacher. She earned her Master’s degree in Applied Linguistics and TESOL from Newcastle University, UK and is currently pursuing her PhD in Education at The University of Auckland, New Zealand. Her research focuses on feedback and learning in the EFL context.

About Arum Perwitasari, PhD

Arum Perwitasari, PhD is an educator, linguist, and researcher. She is a member of Executive Committee on Publication at IATEFL and currently works as an EMEA Institutional Relations Specialist at ETS Global Amsterdam, the Netherlands. Together with Junita, she cofounded and started off as a content creator @Teaching Online with AJ, a YouTube channel to teach and learn English.

Contribute to the blog

If you are a member of IATEFL and would like to contribute to the blog, we’d love to hear from you at [email protected]. We’re looking for stories from our members, news about projects you’ve been involved in, and anything else you think those connected to English language teaching would be interested in reading. We look forward to hearing from you! If you’re not a member, why not join us?

See VIEWS Guidelines and Ideas

Call for trainers

Posted on November 23, 2021 - 10:20 am by

IATEFL is looking for a small number of teacher trainers to run teacher development sessions as part of an online training day IATEFL plans to run for both members and non-members on 26 January 2022.

We are looking for trainers to deliver 2 x 90 minutes sessions around a selected theme. The sessions will be offered twice, once in a UK morning slot and then again the same afternoon. The trainer must be available to present both sessions. The sessions will be delivered using the Zoom platform. The sessions should have a practical, interactive focus utilising a workshop approach to training. Both sessions should explicitly focus on the trainer’s selected area.

While IATEFL is open to suggestions for topic areas, some possible areas are:

  • Pronunciation refresher masterclass
  • Teaching using technology in low resource settings
  • Teaching large classes
  • 21st century English / Englishes
  • Refreshing your skills as an EAP teacher
  • Dealing with multilevel classes
  • My role(s) as a teacher

Aside from leading the sessions, there is an expectation that the trainer will create media for use in the session i.e. PowerPoint, Handouts and / or worksheets. The copyright for such materials will be shared with IATEFL for the purposes of this event, and the materials will be circulated to participants who will also receive a link to the recording and a certificate. In return IATEFL will pay a fee of £500.

Who we are looking for?

Experienced ELT teacher trainers within the particular topic areas.  While trainers need not be members of IATEFL preference will be given to those that are. Trainers working for publishing companies are welcome to apply but must be aware that the sessions should not have an overt publisher or product focus. In addition to the delivery day, the trainer must be available mid-December for a briefing as well as early-January for progress check-ins.

Applications will be selected through a blind recruitment process by an IATEFL selection committee. If you are interested in applying, please complete the from here.

The deadline for applications is 10 December 2021.

‘7 Questions for Katalin Egri Ku-Mesu’

Posted on November 11, 2021 - 10:44 am by

Vicky :  First of all, I’d like to welcome you, Katalin. It is a joy to interview you and to have worked with you! For the people who might not know you, this is a great opportunity to introduce them to the new Editor-in-Chief of Professional and Academic English, the journal of the IATEFL ESPSIG. Can you share some insights about the journal? 

Katalin: The journal was established 27 years ago as the newsletter of the ESPSIG, with the first issue published in January 1994. Over the years, the newsletter began to incorporate articles and book reviews and took on a more journal-like character. For a period, it was sponsored by Garnet Education, but that partnership ended in 2016, and then the journal was edited by Andy Gillett and the late Mark Krzanowski. When I joined in March 2020, I worked with Mark and Andy on the June 2020 issue as an ‘apprentice’. Following the publication of this issue, I fully assumed the role of Editor-in-Chief. The December 2020 issue was a collaboration with ELTA, the English Language Teachers’ Association Serbia and had two wonderful, dedicated guest editors: Milena Tanasijević, my colleague on the ESPSIG committee, and you, Vicky. It was a pleasure to work with both of you. 

Earlier this year we started exploring a possible collaboration with Express Publishing, which we are very excited about. 

We have also recruited an editorial board to bring the submission reviewing process closer to industry standards. 

Vicky: Τhank you for your kind words, Katalin! How does it feel to be at the wheel of such an iconic journal and to be a non-native speaker?

Katalin: I think we are all aware of the issues surrounding the native-non-native debate and the discriminatory practices many non-native English speakers are subjected to not only in English language teaching, but also in other sectors in many parts of the world. We are also aware that there are other factors such as the colour of one’s skin that give rise to discrimination, a complex issue to be addressed here sufficiently. My co-author and co-presenter, Patricia Lorena Bustos Gonzalez and I are giving a talk for the ESPSIG later this year on some of these issues in ELT from a decolonial perspective, which we hope will throw light on where we stand in this debate. Here it suffices to say that although it has not been an easy path to follow, I have never allowed myself to be defined by what I am not. I may be a non-native speaker of English, but that does not say anything about my qualifications, knowledge, experience and qualities as a professional. I have nearly four decades of experience in English language teaching and the broader field of applied linguistics, with substantial experience at scholarly journals as peer reviewer, editor and senior editor. That is what I bring to the ESPSIG journal, not my non-nativeness. I do not feel inadequate in any way. In fact, I believe that being multilingual and having a multicultural personal and professional background gives me an advantage when working with an international editorial board. 

Vicky: I cannot agree more. What are the challenges and possible obstacles to overcome in this new role?

Katalin: I think the biggest challenge is to manage the changes that I have envisioned for the journal.  For a considerable time, the journal was managed in a particular way, and I am departing from that way. I have great support from the IATEFL Head Office as well as from colleagues on the ESPSIG committee, so I am in a good position to overcome the obstacles.

Vicky: As a new Editor-in-Chief, what is more important to you: improving readability or pursuing specific authors for this publication?

Katalin: I would like the journal to be attractive to both established scholars and unpublished authors. This inevitably means that the quality of the published articles has to be high. The role of the newly established editorial board is to ensure this high quality. Experienced authors may need little or no assistance, while authors who submit their articles for the first time are likely to benefit from guidance. The intention is to provide developmental editing for new authors to help them hone their authorial skills. In addition to nurturing talent, I would like to be able to bring at least some of the ‘big names’ to our readers, too.

Vicky: Are there any research areas which you would like to publish more articles on?

Katalin: My impression is that many of the articles published in the journal tend to be on EAP or on ESP in tertiary education. I would like to encourage colleagues working in professional, occupational and vocational language contexts to consider sharing their practice, knowledge and experience with the ESP in Professional and Academic English.

Vicky: Can you share with us your beliefs on applying new technology in your editing job? Is it one of your priorities or not?  And, if so, in what ways?

Katalin: Peer reviewing and copy editing can be done with simple tools such as Word, which we are using now. I would like to keep it that way for different reasons. First, it is easy to use. Second, to facilitate layout editing, it is better to have as little formatting in the original as possible. Finally, mastering the industry standard Adobe InDesign desktop publishing software points beyond what one would take on as a volunteer – we are volunteers. The December 2020 journal issue was edited in Word. However, we hope that our partnership with Express Publishing will see layout editing done professionally by the publisher. 

Vicky: Tell us about your plans for the Journal. What is your highest aspiration regarding its future?

Katalin: In my application for the role of Editor-in-Chief of Professional and Academic English, I said that I would seek to have the journal indexed in order to increase its reach and the impact of the scholarship it publishes. That is my highest aspiration for the journal. 

About Katalin Egri Ku-Mesu

With nearly four decades’ experience, Katalin is a specialist in English language teaching, teacher training and education, and language teaching management, with additional research interests in World Englishes, intercultural communication, cross-cultural pragmatics, sociolinguistics and cultural text-analysis. She holds an MA in English Language and Literature with Teaching Qualification, an MA in Russian Language and Literature with Teaching Qualification, an MSc in Applied Linguistics, a PhD in Applied Linguistics and a Doctor Philosophiae in American Literature, together with the RSA Diploma in Teaching English to Speakers of Other Languages, the International Diploma in Language Teaching Management, and a Postgraduate Degree in International Marketing. She is Associate Tutor at the University of Leicester and External Examiner in EAP at the University of St Andrews and Xi’an Jiaotong Liverpool University.  

Contribute to the blog

If you are a member of IATEFL and would like to contribute to the blog, we’d love to hear from you at [email protected]. We’re looking for stories from our members, news about projects you’ve been involved in, and anything else you think those connected to English language teaching would be interested in reading. We look forward to hearing from you! If you’re not a member, why not join us?

See VIEWS Guidelines and Ideas

Call for Vice President, then President, of IATEFL

Posted on November 3, 2021 - 11:53 am by

Are you the next leader of IATEFL?

We are currently accepting nominations for the next Vice President of IATEFL, who will then become President in the second and third years of their term, before becoming out-going Vice President for their final year. This is a fantastic opportunity to help shape the future of IATEFL as a global community of English language teaching professionals, in collaboration with a board of seven other trustees and supported by our Head Office team.

Please read the description for this exciting and important position carefully for a full explanation of what’s involved in this volunteer role and, if you would like to apply, you’ll also find the nomination form which must also be completed by two other current IATEFL individual members as your proposer and seconder. The deadline for nominations is Tuesday 30 November 2021.

Quick links:

Vice President and President role description.pdf

IATEFL nomination and declaration form for Vice President

IATEFL and the climate emergency

Posted on October 25, 2021 - 3:28 pm by

Statement from IATEFL:

IATEFL acknowledges that we are facing a climate, ecological and planetary emergency that is impacting our most precious natural resources, exacerbating social inequalities and damaging human health.

Coronavirus has highlighted that drastic action is possible by Governments and organisations worldwide.

IATEFL is committed to reviewing how it can reduce its own carbon footprint, and also to using our voice and our influence with partners, suppliers, members and supporters to inspire the action needed to tackle the urgent crises we face.

 

IATEFL actions:

In addition to the previous commitments and actions IATEFL has taken itself, which can be reviewed here, we will also now be:

1.  Monitoring and reducing our digital carbon footprint.

“If the internet was a country, it would be the 6th largest polluter.”
How will we be doing this?

  • Having 6-monthly purges to archive and take off-line anything which is no longer required.
  • Storing digital data off-line wherever possible, rather than on web servers in the cloud.
  • Compressing recordings to reduce their online footprint and streaming requirements.
  • Raising awareness among staff and volunteers.

2.  Reducing our staff and volunteer carbon footprint from travel.

How will we be doing this?

  • Continuing to run meetings online, instead of face-to-face, in the short term. We will then move to a mix of face-to-face and virtual meetings in the longer term so as to reduce our carbon footprint significantly, but also maintain some opportunities for networking in person.
  • IATEFL has introduced a partial working from home policy for staff members which aims to reduce travelling to work by at least a third.

3.  Continuing to reduce the carbon footprint of our annual conference.

How will we be doing this?

  • Evaluating the environmental impact of each aspect of the conference, and looking for more sustainable options whenever and wherever we can.
  • Ensuring our venue is committed to reducing its own carbon footprint and not increasing ours.
  • Encouraging, challenging and celebrating the actions of our partners and stakeholders.

4.  Reducing, reusing and recycling wherever possible.

How will we be doing this?

  • Sorting Head Office waste and repurposing or recycling wherever possible.
  • Continuing and increasing the off-line digitisation of paperwork in order to continue to reduce printing and paper usage, but without increasing our digital carbon footprint.

5.  Encouraging others, and learning from them.

How will we be doing this?

  • We hope the initiatives listed above, as well as those we have already committed to (see link above) will encourage others to think about what they can do too.
  • If you have any good ideas which you’ve taken up yourself and think we could do too, just let us know. Please email your idea to: [email protected] with a subject of ‘Green Idea’.

 

Jon Burton, IATEFL Chief Executive:

Sustainability is one of IATEFL’s key strategy focuses, and has been for several years. The climate emergency needs us all to take individual responsibility and individual action, and clearly organisations of all kinds also have a vital role. Together we can make change, share knowlegde on how to make change, encourage others, and celebrate what we achieve.

PRELIM returns at double the size!

Posted on October 8, 2021 - 7:48 am by

Bids are being invited from UK English language schools to help improve the confidence, language and teaching skills of English Teaching Association (ETA) members in 40 nations. The Partnered Remote Learning Improvement Project (PRELIM) is being run for a second time by the British Council, English UK and IATEFL. As with PRELIM 1, NILE are managing consultants for the project.

After the massive success of the original PRELIM in early 2021, the British Council has secured £500,000 funding, enabling twice as many countries and UK language centres to take part.

Roy Cross, the British Council’s Principal Consultant, Partnerships, said: 

We’re delighted to be able to offer twice as many – forty – UK schools and universities and teacher associations round the world the opportunity to form a PRELIM partnership this time round. We’re delighted, also, to be able to open up the opportunity this time to up to ten countries not in receipt of official development assistance. There’s lots more learning and development, and lots more new friendships in prospect!

English UK chief executive Jodie Gray added:

We’re very excited to offer our members another chance to join this project, especially while Covid is still having a huge impact on our industry. Those which took part in the first PRELIM were really enthusiastic about the experience, working with teachers in their own countries within the support of a wider community of practice. I’m sure there will be plenty of applications to join PRELIM 2 from not only previous participants but a new group of centres.

As before, each project will be run independently by an English UK member centre with support from NILE to create a community of practice and facilitate the project. Last time, participants included small family-run centres, universities, and a variety of institutions in between.  
 
PRELIM 2 is being launched this week, with the closing date for bids Friday 22 October. Partnerships will deliver between January and March, with the project report likely to be published next June.  
 
IATEFL chief executive Jon Burton affirmed how positive the original PRELIM had been for the teaching associations which had taken part, and looked forward to supporting associations applying for and participating in PRELIM 2.  

The fact that this opportunity is being offered to teachers in double the number of countries this time round is wonderful. It can support many excellent teachers within IATEFL’s network of associates who might not otherwise have the opportunity to improve their language skills, helping build their confidence to improve their teaching and be more active in their teaching associations.

If you represent a teaching association, you can find out more about the project, and how your teraching association can apply to take part here: https://www.www.iatefl.org/prelim-2

The first PRELIM, run in 2021

The launch of the new scheme coincides with the publication of a very positive evaluation report on PRELIM I (see below for full report). This supported the development of over 3,000 English language teachers with partnerships between 17 UK language centres and 20 English Teacher Associations in Official Development Assistance (ODA) countries. It aimed to increase language proficiency and professional confidence, to create and support partnerships between teachers, ETAs and English UK members, and create the opportunity for increased global contextual awareness and teacher training capacity of English UK members and build a sustainable community of practice. “The stories and experiences shared from the PRELIM project participants were moving, rewarding and full of the genuine expression of professional development among all parties, underlining the successful achievement of the aims set out at the inception of the project,” says the report.  
 
It adds that PRELIM had a positive impact on the teachers’ language confidence.  
 
“The opportunity to interact in English outside of the classroom is limited in a number of the contexts of the participating professionals. Indeed, as a participant in Brazil shared, ‘this is the first time I’ve spoken in English with someone’. The creation of an English-speaking online community, even one as relatively short-lived as the PRELIM course, provided the chance to experience communication in a safe environment. For some this had a tangible impact on their classroom practice. A Georgian teacher explained that ‘I try to speak more English during the lesson, I give students instructions in English, I advise them to try to ask their questions in English and if they can’t, I help them to translate their questions’.  
 
“This suggests that on short courses, language confidence is more effectively supported through attitudinal shifts rather than level improvement. In Cameroon, for example, a teacher asserted that ‘I am no more stressed as before; I was scared of making mistakes in front of my students. Thanks to the course, I feel more confident and can teach a whole lesson without using French.’ If this is the case, and the evidence in the reports appears to suggest it is, then the environment of supportive partnership created by the UK institution, the English Teacher Association and the participants has a key role to play in this affective learning.” 
 
The UK participants were delighted to see how their own teachers’ confidence grew. “We have watched them move from teachers to leaders, from teachers with a DoS who knows best, to confident and able teachers who realise that their views, opinions and skills not only matter, but actively improve the course the project is taking,” said LILA* of its collaboration with ThaiTESOL. 
 
Outcomes for the UK language centres included teacher development, new approaches to organisational interactions and use of IT tools and platforms.

“For many of the UK institutions PRELIM provided an opportunity to develop their competence in remote course design and the use of IT tools and platforms. Many of the reports echo the observation that ‘the nature of PRELIM meant our teaching and training staff had to think more deeply about, and become familiar with, many aspects of online learning which they weren’t accustomed to’ (Bell/ ELTA Serbia).”  

‘And now what? Will online learning replace the College campus?’ by Vicky Papageorgiou

Posted on October 4, 2021 - 11:13 am by

As the 2021 Fall semester is approaching and we start contemplating whether the pandemic will allow us to go back to face to face teaching, force us to compromise with blended learning or will eventually lead us back to online learning, a lot of HE (higher education) colleagues express their concern that this mode of instruction will dominate higher education institutions in the foreseeable future. Most of them seem to approach the relationship between online and classroom learning as a conflict (Watermeyer et al., 2021), and fear our over-reliance on online learning in fact is heralding the demise of traditional, campus-based education. However, while online learning is a powerful and practical tool that has actually supported higher education gloriously in these unprecedent times, it cannot replace classroom instruction on a traditional campus. It does, nevertheless, demand and deserve a dominant place in higher education because it is a powerful tool.

Let us consider, first, the positive aspects of online learning in the COVID era (and not only). Universities and Colleges were enabled to continue to provide their courses to thousands of students remotely. Consider, for example, the number of International students that could not travel from their home country to any destination and who, without the option of emergency online teaching, would have to completely change their plans during the COVID era. Instead, students were not forced to defer their studies and the HE institutions did not collapse financially because Universities made themselves ‘…..more readily available to those people who will want to enrol’ (Bolton, 2021). In fact, besides the initial hesitations, fears and lack of proper organisation resulting from the unexpected new conditions, a lot seem to agree that no massive disruptions were observed, as Professor Babones admits (Bothwell, 2020). Not negligible is also the fact that while the first semester of the COVID age found perhaps the Universities unprepared, the following year the adjustment seemed to be easier although still experimenting to a certain level with new technologies and techniques (Govindarajan, 2020)that would provide the best options to confront the difficulties arising from digital teaching (ensuring student attendance and engagement, the use of variety of online tools and techniques, building an active digital community, training University staff etc.). Revolutionising higher education globally, as it can now be offered to any student in the world (whether located in a remote place temporarily or permanently), seems to be of pivotal important in the post-COVID teaching in higher education

Interestingly enough, universities might be considered by some to have embraced online teaching because they can cram a lot of students in a Zoom room with one professor and call it education, implying that they can make a lot of money inexpensively.  The truth is by far different.  Online teaching, although initially compared to a face to face lecture in massive lecture halls with the attendance of hundreds of students simultaneously, and being highly dependent on the passive use of Ppt slides and presentations/lectures, it is actually more offered for developing critical thinking skills, discussions and problem solving as well as project work (Lynney, 2019). These require mainlya lot of group work and the use of breakout rooms. During these activities, monitoring students’ discussions with the aid of google docs, jamboards, etc. is of great importance because it ensures the involvement of the tutor, guidance and error correction. Therefore, it is a matter of utilising powerful technological tools and demanding that students examine problems from multiple angles, evaluate sources, analyse information and write their conclusions coherently. Good online learning is superior to most lecture hall learning because good online learning is active and most lecture hall learning is passive.

University, nevertheless, is not only about learning and attending classes. It is also about the holistic experience of life on campus, about sociability and adaptability (Herman, 2020). It is true, for example, that the face to face interaction cannot be easily replicated. Bonding is definitely easier on campus because students are given the chance to engage, discuss and even argue together. Tutors develop a relationship with students more naturally and effortlessly when face to face. Students make lifelong friends easier, they meet people from diverse parts of the world and communicate better with them when in the same environment. The same happens with tutors who liaise better with other colleagues in this way. Understanding different kinds of people, cultures and even different contexts is significantly more advantaged when forging face-to face bonds. Perhaps, the same thing cannot be argued regarding forming relationships online.

What is more, life on campus teaches students independence. As they move away from their comfort zone – their home and family, accountability for actions is required.  Generally speaking,  online learning requires great self-discipline and self-motivation. In other words, one must be able to motivate themselves to complete required assignments, as well as reading. Several soft skills must, therefore, be cultivated such as time management and regulating time efficiently. Someone who struggles with keeping pace will subsequently be better in a more traditional setting. 

As discussed above, the future is not so black and white anymore – one can easily discern the grey in between. Much ink has already been spilled on the topic and it seems still premature to predict a post-pandemic future as the virus continues to ravage vulnerable populations. Some cautious observations can be attempted about some changing practices of educators which might contribute to a post-pandemic pedagogy. Although, educators and students are anxious to return to in-campus teaching, we seem to be moving towards a hybrid model of learning –online and offline. At some point, it is certain that in-campus teaching will make a comeback. What this whole experience, no matter how suddenly and violently we were drawn to it, has already taught us is that the wealth of options available online have claimed an important place in higher education and they will form an integral part of it in the future.

References

Bothwell, E. (2020). Coronavirus could be ‘make or break’ for universities’ finances. Times Higher Education.[online]. Available at:  https://www.timeshighereducation.com/news/coronavirus-could-be-make-or-break-universities-finances

Bolton, P. & Hubble, S. (2021).Coronavirus : Financial impact on higher education. U.K. Parliament.Fi[online]. Available at : nancialhttps://commonslibrary.parliament.uk/research-briefings/cbp-8954/

Govindarajan, V. and Srivastava, A. (2020). What the Shift to Virtual Learning Could Mean for the Future of Higher Ed. Harvard Business review.[online]. Available at :https://hbr.org/2020/03/what-the-shift-to-virtual-learning-could-mean-for-the-future-of-higher-ed

Herman, P. (June 10, 2020). Online Learning Is Not the Future. Inside higher Ed.[online]. Available at :  https://www.insidehighered.com/digital-learning/views/2020/06/10/online-learning-not-future-higher-education-opinion

Lunney, M., Frederickson, K., Spark, A., Mcduffie, G. (2019).  Facilitating critical thinking through online courses. Journal of Asynchronous Learning Networks, Volume 12: Issue 3-4 .DOI:10.24059/olj.v12i3-4.1686

Watermeyer, R., Crick, T., Knight, C. et al. (2021). COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration. High Education 81, 623–641 https://doi.org/10.1007/s10734-020-00561-y

About Vicky Papageorgiou

Vicky Papageorgiou is an ESL/EAP Lecturer with over 25 years of experience with mainly adult learners. She studied in Greece, Hungary, Italy, Cyprus and the UK.  Her fields of interest are ESL and Art, EdTech and MOOCs, creativity and Inquiry Based learning, use of video. She strives for a democratic education that gives the opportunity for critical thinking and continuous questioning through the use of art, images, film and video. She often publishes articles in International newsletters and Journals and is also a conference presenter. She is a co-editor at ELTA Serbia Publications and also a member of the IATEFL Publications Executive Committee. She currently lives and works in the UK.

 

 

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