International Association of Teachers of English as a Foreign Language

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Our monthly webinars are free of charge and are open to both members and non-members of IATEFL so please feel free to tell all your colleagues and friends about them. To register, just click on the link below. You will be emailed a unique link which you should use to attend the webinar on the day. More instructions can be found below.

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Coming next on IATEFL monthly webinars

Marieke Vand der Meer photo small

 

 

 

 

 

Marieke van der Meer - 'Hands on activities to internalise phonetic symbols'

Date and Time:

 5 January 2019, 3pm GMT

(click on link to find the time for your location or go to http://www.thetimenow.com)

Abstract:

If the first step in coaching our learners in their English pronunciation skills is to introduce them to the sound system of English, how can we help them produce and remember phonetic symbols as represented on sound charts like Adrian Underhill’s or the Pronunciation Science chart (v.3.0, 2017)?

Firstly, the sound chart is your learners’ road map to the English sound system. A colour-coded chart will visually support this system.

Secondly, the sound system is to be explored – not by you modelling but by your learners exploring all the sounds and raising their awareness of individual sound postures in their mouths. Creating presence, pointing at phonetic symbols, miming corresponding sounds, using supportive hand gestures and pointing at body parts to find words containing specific sounds are key in this respect. Your role as a teacher is to give feedback on your learners’ exploratory activities.

Finally, sound chart symbol cut outs will help your learners experiment with sounds and symbols in various ways, ultimately transcribing words by arranging the cut outs on their desks. The fascinating thing is that the cut outs will also allow for word stress and intonation representation!

 Bio:

Marieke van der Meer has been an English teacher for almost 30 years, specialising in English Pronunciation since 2016.  During exam periods she works as a speaking examiner for Cambridge Assessment English, but most of the time she trains university/PhD students in the Netherlands, often from China, to pronounce English more effectively and to be more fluent when they communicate about their academic (research) projects, even if they are afraid to speak and do not feel very confident.

Her pronunciation lessons are very much hands-on and learner centred, tuning in to group dynamics as much as she can. She follows the articulatory approach, which she was introduced to in 2017 by Adrian Underhill, Piers Messum, Roslyn Young and Carrie Terry. Marieke believes in coaching rather than teaching her students to help them train their speech muscles and raise their articulatory awareness so that they can remember and produce sounds more easily.

Recent student feedback stated: "Marieke is helpful, professional & flexible. I learned a lot and, moreover, I had a lot of fun.”

   
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Future events and SIG webinars 

 ipsensig logodrafts corbel grey  
Fabio Filosofi Fabio Filosofi - 'The representation of individuals with special needs in materials: where are our students?'

13 December 2018, 5pm GMT 

The focus of this talk is in the area of teacher cognition. The session was inspired by two main questions: - What do teachers think about the representation of disability within textbooks? - Are we providing sufficient training to deal with textbook, which include images and texts of children and adults with special needs? In the first part of the session, findings from the first phase of the current research study will be introduced to analyze the challenges and fears expressed by informants on the introduction of inclusive materials.The second part of the session will examine a possible approach to improve the inclusiveness of classroom materials: the theory of the inclusive backdrop. Given the paucity of textbooks that represent disability, teachers may find themselves having to design materials in order to maximize inclusion.

Fabio Filosofi is from Rome and he worked for ten years as special needs teacher in primary school. He is currently involved in a PHD project concerning the inclusion in school context as well as in the area of textbook analysis. He is particularly interested in research studying how inclusion is promoted (or not) through the materials that are utilized in primary-age education.

Join the live event

 

 

 IATEFL Webinars  
Marieke Vand der Meer photo small Marieke van der Meer - 'Hands on activities to internalise phonetic symbols'

 5 January 2019, 3pm GMT

If the first step in coaching our learners in their English pronunciation skills is to introduce them to the sound system of English, how can we help them produce and remember phonetic symbols as represented on sound charts like Adrian Underhill’s or the Pronunciation Science chart (v.3.0, 2017)?

Firstly, the sound chart is your learners’ road map to the English sound system. A colour-coded chart will visually support this system.

Secondly, the sound system is to be explored – not by you modelling but by your learners exploring all the sounds and raising their awareness of individual sound postures in their mouths. Creating presence, pointing at phonetic symbols, miming corresponding sounds, using supportive hand gestures and pointing at body parts to find words containing specific sounds are key in this respect. Your role as a teacher is to give feedback on your learners’ exploratory activities.

Finally, sound chart symbol cut outs will help your learners experiment with sounds and symbols in various ways, ultimately transcribing words by arranging the cut outs on their desks. The fascinating thing is that the cut outs will also allow for word stress and intonation representation!

Marieke van der Meer has been an English teacher for almost 30 years, specialising in English Pronunciation since 2016.  During exam periods she works as a speaking examiner for Cambridge Assessment English, but most of the time she trains university/PhD students in the Netherlands, often from China, to pronounce English more effectively and to be more fluent when they communicate about their academic (research) projects, even if they are afraid to speak and do not feel very confident.

Her pronunciation lessons are very much hands-on and learner centred, tuning in to group dynamics as much as she can. She follows the articulatory approach, which she was introduced to in 2017 by Adrian Underhill, Piers Messum, Roslyn Young and Carrie Terry. Marieke believes in coaching rather than teaching her students to help them train their speech muscles and raise their articulatory awareness so that they can remember and produce sounds more easily.

Recent student feedback stated: "Marieke is helpful, professional & flexible. I learned a lot and, moreover, I had a lot of fun.”

 

 mawsig logo  
Elaine Hodgson Dr Elaine Hodgson - 'What about writing Teacher Guides?'

12 January 2019, 2pm GMT 

For many, teacher’s guides are the first door to be opened in publishing. Although they are not the big stars in any course book series, writing a high quality guide that will prove useful to teachers requires varied skills and a great deal of flexibility. In this webinar we will explore the main reasons why teacher’s guides are still considered important ancillary materials, what should be taken into consideration when writing one, as well as put forward some suggestions on how to develop guides that will be used effectively by teachers. 

Elaine Hodgson is a freelance materials writer, as well as a tutor and supervisor in the Distance MA in TESOL at the University of Birmingham. She holds an MA and a PhD in Applied Linguistics and has written for publishers in Brazil, Mexico and the UK. 

Find out more about Elaine via the website https://www.elainehodgsonelt.com

Join the live event 

 

 besig logo col no strapline  
 Gabriella Kovacs Gabriella Kovács - 'Language Coaching in a Business Environment'

13 January 2019, 3pm GMT 

In this webinar you will learn about how language coaching supports language learners, users in a business setting. The speaker will be addressing the following:

  • What language coaching is – is it sort of therapy or consulting…?
  • How it is similar / different to language teaching, language training, in four key areas
  • Who can be supported with the use of language coaching processes and tools?
  • The difference between a LC tool and a language teaching exercise with examples
  • Can you add a language coaching approach to your existing classroom/training activities?
  • 2 case studies to present how ROI increases with application

Gabriella Kovács is an ACC, ICF-credentialed language coach and business communication trainer, teacher trainer. Originally from Australia she has over 21,000 hours of language learner-related expertise. She is currently head language coach of a corporate language school in Budapest, Hungary.

Managing her freelance activities in two fields she works with corporate clients as a coach and also supports teachers by regularly holding action-packed, thematic workshops and language coaching trainings at various venues through https://activelanguagecoaching.com/

Her mission is to raise awareness about this exciting new field of language acquisition support. She organized the first ever language coaching themed full day event in March 2018 in Hungary and will be working with teacher training institutes by adding language coaching modules to teacher trainee and CPD programmes offered.

Join the live event

 

 TTEd GY
 
Lindsay Clandfield photo Lindsay Clandfield - 'Online Task Design for Teacher Trainers'

19 January 2019, 2pm GMT

Online education is increasingly popular in the world of ELT, and one of the first areas it really arrived was in teacher education. From initial teacher training courses to in-service development and workshops, it is more and more common for this to occur in the online space. Teacher trainers are also increasingly being asked to create forum tasks, modules, webinars and other online activities as a key part of their work. This workshop looks at principles and practical ideas in task design for online teacher education. 

Lindsay Clandfield is an award-winning writer, teacher, teacher trainer and international speaker in the field of English language teaching. He has written more than ten coursebooks for language learners and is the co-author of various methodology books for teachers, including the recent book Interaction Online with Cambridge University Press. You can find out more about him at his website www.lindsayclandfield.com

Join the live event 

 

 relogo green sm Research webinar - further details to be confirmed 

28 January 2019, 10am GMT

Join the live event 

 

 IATEFL Webinars

 

Eugenia Cantanon 2018

Eugenia Carrión Cantón - 'Puppetry and Diversity: Unlocking Doors to the Mind and the Heart in the EFL Class'

2 February 2019, 3pm GMT 

Puppetry as a technique provides exciting opportunities for foreign language learners of all ages to express themselves in communicative situations. Moreover, puppet use has shown evidences of the powerful educational advantages fitting with Play theory, Developmentally Appropriate Practice theory, and Multiple Intelligence theory. This workshop will share some ideas regarding the importance of using of puppets in diversity of learning contexts, will provide practical situations to incorporate puppets to benefit all children´s enjoyment and learning and will foster puppetry making.

Eugenia Carrión Cantón is a graduated EFL teacher and holds a BA in English Literature from Facultad de Lenguas University of Córdoba and she is currently doing an MA in Education at UNQ University of Quilmes. She has been teaching in the field of EFL, Literature and Cultural Studies at different levels extensively. She has also presented at local and international conferences and published in international journals. She is a former curriculum developer for secondary and teacher education in the Province of Tierra del Fuego. She is also Fuegian Association of Teachers of English AFPI President  and  member and  of  Federation of Argentinian Associations of Teachers of English FAAPI executive committee .Presently she is a Teacher Educator  and the vice chancellor of Teaching Training College IPES “Paulo Freire”, a lecturer at University of Tierra del Fuego  in Río Grande City and a part time  EFL speaker. 

 

 mawsig logo Leo Selivan (Lexical Leo) - 'What about writing vocabulary activities?'

10 February 2019, 2pm GMT

Join the live event 

 

 

 tdsig-logo-transparentbg  TDSIG Web Carnival 2019

23 February 2019 from 1pm GMT - further details coming soon!

 

 

IATEFL Webinars   
Carol Lopes Carol Lopes - 'Diversity and inclusion in materials and / or the classroom'

2 March 2019, 3pm GMT

Most textbooks present an anglo-centric, male dominated, middle class utopia” (Luke Prodromou, 1988) – This is the starting point of our discussion, as a way to provoke thought: how far have we come in the last 30 years? More and more we discuss the status of English as a lingua franca, but has this impacted the way we include diversity in our textbooks and classrooms? During the first part of the presentation, I will give some definitions of diversity and briefly discuss the concept of critical intercultural education. I will also invite participants to reflect upon who the people responsible for incorporating diversity in ELT are and its importance for our practice. Finally, I will dedicate the second part of the presentation to showing some steps that have been taken in order to help incorporating diversity in books developed for the Brazilian K-12 market and we will also discuss strategies for the classroom. All the ideas that will be presented can be replicated in different contexts.

Carol Lopes has been working in ELT since 2002. She holds a BA in Languages and started her career as a teacher in private language schools before she moved into publishing. She is currently the Editorial Coordinator of StandFor.

 

 IATEFL Webinars  
 Hom Raj Khadka Hom Raj Khadka - 'Teaching and learning through social networks'

6 July 2019, 3pm BST 

Recently the Internet has come to influence and control our lives. How is this affecting the language we teach? There is already a widespread opinion that the Internet is bad for the future of language. However, from the perspective of technological integration in teaching and learning of English Language, technology has encouraged a dramatic expansion in the variety and creativity of language. Flexibility and resourceful learning is extremely important when considering teaching and learning through using technology. Great motivational and learner oriented resources can be used for interactive discussion so that learners get ample opportunities to develop their capacity for comprehending ideas and information. Moreover, diverse cultural ideas and cross-cultural communication through global participation presents the best opportunities and practice for developing shared culture and is the best way for learning and teaching in this 21st century. Therefore, in this presentation, I will introduce practical classroom activities that will help teenage students to develop all their linguistic skills through social networking apps and websites such as Facebook, Twitter, Instagram, Edmodo, Youtube, Blogs. Web guest participants will learn how to adapt and use memes, viral videos, live stories, etc. to teach English as a foreign language.

Hom Raj Khadka is an English Language instructor and International presenter. He has presented ample innovative papers in different international ELT associations. He has special competency in  ICT and its integration in English language teaching as model of 21st Century. He did a Master in English and Sociology. He is currently pursuing a post graduate in distance and e-learning .

 

Participants Guide:

All IATEFL webinars are presented using the Adobe Connect platform.

To help you get the most out of attending an IATEFL webinar and to ensure your computer is configured properly, we have put together a Participants guide which should cover most of the frequently asked questions. We hope you find it useful.

 

 

 

Past Events and Recordings:

The recordings of the webinars below and the slides used during their presentations can be found in the members' area of the IATEFL website. Please log in using your membership ID and password and then click on "webinars" to access them.

David Heathfield - 'Bringing the worlds winter folk tales alive in your students imagination' (December 2018)

Kerstin Okubo - 'The forgotten skill: Building vocabulary for spoken production' (October 2018)

Gerhard Erasmus - 'Developing effective classroom language for teachers with lower English proficiency' (August 2018)

Phil Longwell - 'Mental Health Awareness for Employers within ELT' (July 2018)

Margit Szesztay - 'Tapping into the creative potential of groups' (June 2018)

'From crisis to confidence: how language education is helping women in refugee communities' (May 2018) with presentations and discussion from Chris Sowton, Aleks Palanac, Mike Chick, Chrissie Brunton and Shan Sherwan Hussein

Mercedes Viola - 'Inclusive and equitable quality education in ELT' (March 2018)

Elizabeth Bekes and Marcela Carrasco - 'International English and its Implications for Teaching and Learning' (February 2018) The slides from Elizabeth and Marcela's session are available below or via the member area of the IATEFL website.

Richard Smith - 'Research is for teachers? You muct be joking!' (December 2017)

Mike Harrison - 'Visualising your thinking: ideas for using graphic organisers with learners and teachers' (October 2017)

Laura Patsko - 'Teaching pronunciation for English as a Lingua Franca (ELF)' (September 2017)

Nicola Meldrum - 'How can technology support and facilitate teacher development?' (August 2017)

Fabiana Casella - 'Once you go global, there is no coming back' (July 2017)

Anthony Gaughan - '40 things to do with a text' (6 May 2017)

Chaz Pugliese - 'Creating Motivation, Creating Learning' (18 March 2017)

Agnes Orosz - 'Practical ideas for teaching mixed level groups' (4 February 2017) 

Daniel Xerri - 'A Myriad Views on Creativity' (3 December 2016)

British Council and focus on Language for Resilience (5 November 2016) - read the associated report on Language for Resilience

Anne Margaret Smith - 'Including dyslexic language learners' (10 September 2016) 

David Little - 'Learner autonomy and its implications for the discourse of language teaching and learning' (20 August 2016) 

Nick Bilbrough -'The (second language) play's the thing' (2 July 2016) 

Valéria França - 'How challenging is it to promote change in the classroom?' (11 June 2016) 

Divya Madhavan Brochier - 'Ten truths (and a lie) about EMI' (14 May 2016) 

Mariel Amez - 'An online journey of self awareness (2 April 2016) 

Sinéad Laffan - 'The Cult of Schwa' (20 February 2016) 

Vicki Hollett and Christina Rebuffet-Broadus - 'How to get started making YouTube videos for your students' (23 January 2016) 

Hugh Dellar - 'Following the patterns: colligation and the necessity of a bottom-up approach to grammar' (26 September 2015) 

Nellie Muller Deutsch - 'Action research to improve instruction and learning' (29 August 2015) 

Andrew Cohen - 'Learner strategies for performing intercultural pragmatics' (18 July 2015)

Dorothy Zemach - 'Self-publishing ELT materials' (27 June 2015)

Charles Hadfield - 'Creative Grammar' (30 May 2015)

Rebecca Oxford - 'Positive Psychology in Language Learning: The Role of Hope, Optimism, and Resilience in Learners' Stories' (18 April 2015)

Jamie Keddie - 'Storytelling in the classroom' (14 March 2015)

Shelly Sanchez Terrell - 'Get Them Speaking & Learning with Digital Icebreakers' (28 February 2015)

Leo Selivan - 'Quizlet: more than just flashcards' (24 January 2015)

Nik Peachey - 'Getting the most out of online video resources' (31 August 2014) 

Barbara Hoskins Sakamoto - 'The Lives of English Language Teachers', (19 July 2014)

Jill Hadfield - 'Motivation, Imagination and L2 Identity' (31 May 2014)

Sugata Mitra - ' Questions and answers with Sugata Mitra' (19 April 2014)

Penny Ur -  ‘Using higher order thinking skills’ (22 June 2013)

 

 

Subscribe to our YouTube channel

 YouTube-logo-full color You can also find the following recordings on the IATEFL YouTube channel, IATEFLtalks

Fiona Dunlop - 'Accessing CPD' (30 November 2014)

Susan Hillyard - 'Challenging ELT: Challenging Methodology to Reach Challenging English Language Learners' (27 September 2014)

Lindsay Clandfield - 'What's hot, and what's not in coursebooks?' (21 June 2014)

Professor Ron Carter - 'Internet English: the changing English language and its implications for teaching' (26 April 2014) 

Felicity O'Dell - 'Onesies and selfies: keeping up-to-date with new English words and expressions' (22 March 2014)

Mike McCarthy - 'Spoken Fluency Revisited' (22 February 2014) The link to Mike McCarthy's article published in the English Profile Journal can be found here

Tessa Woodward - ‘Enjoying personal and professional creativity’ (31 January 2014)

Scott Thornbury - ''Fossilization: Is it terminal?' (30 November 2013)

Vicki Hollett - 'Learning to speak 'merican (19 October 2013) 

Vicki was kind enough to answer on her blog some of the questions that came in during her session. The link to these can be found here: http://www.merican.vickihollett.com/iatefl-webinar-questions/ 
http://www.merican.vickihollett.com/iatefl-webinar-questions-part-two/

Adrian Underhill - 'The Jazz of Teaching and Learning' (14 September 2013)

Claudia Ferradas PhD - 'Reading across cultures: literature for intercultural awareness' (31 August 2013)

Jeremy Harmer - 'Yes, but why do we need teachers at all' (27 July 2013)

Professor David Crystal - ‘Questions about language with David Crystal’ (25 May 2013)

Professor Crystal also kindly answered questions on his blog which came in during the session. 

You can find those here: http://david-crystal.blogspot.co.uk/2013/05/26-iatefl-correspondents-ask.html

 

ELT Event Calendar

If you are interested in finding out about other ELT related face to face and online events, why not visit the ELT Event Calendar? This is a website run by Tyson Seburn, joint coordinator of the TDSIG, which crowd sources professional devleopment opportunities from around the world. If you are holding an event which is not yet on the calendar, let him know via the ELT Calendar page.

 

In this webinar you will be able to ask Tim Parks questions, and Tim will try to answer as many of them as possible!

To start the ball rolling, the LitSIG committee has already asked Tim three questions (see below). He’ll begin by answering these… and then it’s up to you.

 

-      “Tim, you’ve taught English literature in Italy for twenty years and more. What special considerations does a teacher have to bear in mind when teaching the literature of a foreign country?”

 

-      “What about the question of whether we should start with contemporary (or near contemporary) literature, or whether we should insist on beginning with the classics?”

 

-      “Do you have any tips to suggest for getting young people to read in a foreign language?”

 

But if you already have questions (perhaps you know Tim’s work or perhaps you are intrigued by his website and FB page), you can send them before the webinar begins through our Facebook page; there’s a special message about Tim Parks’s webinar where you can write your questions. The link to our FB page is: https://www.facebook.com/LitSIG/