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

Maha Hassan


Maha Hassan - 'Are you a fair tester?'

Date and Time:

7 December 2019, 3pm GMT (UK time)

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

Abstract:

Supervisors and teachers worry a lot when setting exams. Are we going to be fair towards the students? Should tests be difficult or easy? What is the best way to set them?

Testing not only worries supervisors and teachers but students as well. Will I be able to pass it? I can't concentrate on my studies, what should I do?

Is there a relationship between Assessment and Testing? Can this help both teachers and students in dealing with test stress?

In this presentation, Maha will speak about the common elements between Assessment and Testing. She will look at how teachers can put a suitable Formative Assessment system in place for their students throughout the year to help them go through Summative Assessment at the end of the year as smoothly as possible. She will also speak about online and offline tools that can help supervisors and teachers set well balanced exams and help them apply them practically during the session.

Bio:

Maha Hassan is an Educational Consultant, Teacher Trainer and Founder / CEO of Teaching ESL Hub (formerly Maha ESL Community). She was nominated for the Lead 5050 Women in International Education Award – WIE 2018, for her work as an Academic Director. She has presented at a number of International Conferences including IATEFL, TESOL International Convention-CALL IS EVO 2018, 2019, K12 Online Conference, TD SIG IATEFL, Nile Tesol, LIF (Language in Focus), Tesol Arabia, Global Education Online Conference as well as at Reinventing the Classroom, Learning Revolution Online Conferences, MMCV7 & 8, CO18, CO19 and MMVC18 with Dr. Nellie Deutsche.  She has also had a number of papers published in IATEFL Voices, Pilgrims, A New Contribution to Bloom’s Taxonomy, HEIS International TESOL Newsletter, Nile Tesol Newsletter and Howtolearn.com. She also blogs on: teachingenglishcafe.blogspot.com 

  

 

 

Future events and SIG webinars           

LAMSIG logo   
 Evrim Ustunluoglu Evrim Üstünlüoğlu - 'Understanding the Basics of Design Thinking' 

14 November 2019, 1.30pm GMT 

Success  in today’s highly competitive world requires a person to develop  a completely new set of skills. Thus, we, as educators, are expected to equip our students with the skills needed  for 21st century through the use of  innovative perspectives, tools, and approaches. One of these is design thinking, a problem-solving method adapted  from the field of design.

This webinar will briefly explain  design thinking, areas of application, goals,  philosophy,  and its procedures.  The webinar will then explore  in detail how to approach a problem by using design thinking phases, and demonstrate its use with   examples of real problems faced by  school leaders and teachers. The explanations on design thinking phases  will also examine  different thinking skills, such as convergent and divergent thinking.

Outline

  • What is DT?
  • A brief history of DT?
  • What are the goals of DT education?
  • What is the philosophy behind it?
  • What are the skills needed to implement DT?
  • What are the different phases  of DT?
  • How can you implement this approach as a school leader/a teacher?

Evrim Üstünlüoğlu is based in Izmir, Turkey, and she currently holds a position as  an associate professor at  Izmir University of Economics.  She received her BA and MA degree in TEFL, and her Ph.D. in Educational Sciences. She has been an English instructor and also worked as the director of School of Foreign Languages for over 25 years. She has many publications in international/national journals, and  has been awarded  scholarships to conduct research and to teach as a visiting scholar abroad. She is a  founding member of the national language education and accreditation association (DEDAK) in Turkey, and also of TESOL Turkey, established in 2017. She has certificates in  accreditation reviewing. Her expertise and interests are quality in education, program development, teaching/learning approaches, and educational leadership.

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mawsig logo  NEW YLT-SIG-TTT-OK-02
S Rixon W Arnold

Shelagh Rixon

Wendy Arnold

'MaWSIG meets YLTSIG: Moving away from exams dominance in YL materials'

15 November 2019, 3pm GMT 

The ‘ins’ and ‘outs’ of Assessment

Teaching towards some test or exam, e.g. Standardised Attainment Tests (SATs) or using classroom assessment, e.g. designed by teacher’s, to further children’s learning and improve mindsets? These seem to be the two extremes of teachers’  possible activity regarding assessment. In this webinar we will critically explore the influence that external examinations have in many contexts and try to highlight the advances in teaching and materials that a good examination may promote against the background of the harm that a bad one can do.  However, our main emphasis will be on the positive effects that integrating teaching and assessment in class will have. We will discuss Assessment for Learning (AfL), as opposed to Assessment of Learning (AoL), and show practical examples of how this very practical approach can be implemented in class.

Wendy Arnold holds an MA in Teaching English to Young Learners from the University of York, UK. She was a primary teacher of English for 15 years in a Hong Kong state school. She has taught from grade 1 to 6, as well as Secondary Form 1 to 3. During her time as a teacher she experienced designing Assessment of Learning (AoL) tests three times a year, as well as Assessment for Learning (AfL) continual assessments. Results from both types of assessments were reported to parents. She has also authored and co-authored primary course books  which include both AoL and AfL, as well as designed teacher training programmes which include both these components.

Shelagh Rixon’s first degree was in Classics but, having taught English in Rome for 3 years in the 1970s, she then trained as a teacher of TESOL to primary and secondary school children.  She spent 16 years in the British Council in various roles before joining the University of Warwick as a lecturer in 1991. There she set up and co-ordinated the MA in Teaching English to Young Learners. She holds an MSc in Applied Linguistics from the University of Edinburgh and in 2012 obtained a doctorate in the area of early literacy teaching to Young Learners of English. She retired from Warwick University in 2009 and is now an Associate Tutor at the University of Leicester. She acts as a school governor and volunteer in two primary schools. She is co-editor, with Danijela Prošić-Santovac, of Integrating assessment into early language learning and teaching, published by Multilingual Matters in 2019.

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 TTEd GY  
Matt OLeary - May 2019 Matthew O'Leary - ‘Using classroom observation to understand and improve teaching and learning: moving from the performative to the informative’

16 November 2019, 2pm GMT

Recent research has revealed that assessment-based models of observation can often be a deterrent to developing innovations in classroom practice, provoking counterproductive consequences and ultimately failing to improve the quality of teaching and learning. This raises the question, how best might we make use of observation to further our understanding of teaching and learning and subsequently improve what teachers and students do? This talk will focus on the work I have been involved in at Birmingham City University over the last 4 years in developing an innovative model of observation. In reconceptualising and reconfiguring the application of observation as a method by removing it from an assessment domain, our innovative approach has uncovered new opportunities for using observation as a tool of educational inquiry for professional development purposes and improving teaching and learning.

Matt O’Leary is Professor of Education and director of the education research centre CSPACE at Birmingham City University. With over 25 years’ experience in education, he has worked as an English language teacher, teacher educator, head of department, principal lecturer, educational researcher and director of research in colleges, schools and universities in England, Mexico and Spain. Matt is well known internationally for his extensive body of work on the use of classroom/lesson observation in understanding and improving teaching and learning. His research has had significant impact in the UK and internationally on education policy and the thinking and practice of education leaders, practitioners and researchers working in all education sectors. His books include Classroom observation: A guide to the effective observation of teaching and learning (Routledge 2014), Reclaiming lesson observation: supporting excellence in teacher learning (Routledge 2016) and Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Framework (Emerald 2017).

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lasig   
 Maria de la Paz Adelia Pena Clavel Maria de la Paz Adelia Peña Clavel - 'Learning from each other—Teletándem an environment for enhancing autonomy'

18 November 2019, 6pm GMT 

The Mediateca, the self-access centre at the UNAM (Universidad Nacional Autónoma de México) implemented tandem methodology to offer learners a chance to practice and develop their speaking skills with speakers from foreign universities in 1998 by using telecommunication tools. Since then, this project has grown and now offers these activities to students of French, Chinese, English, Korean German, Italian, Japanese, Russian, and Portuguese. However, there have been some difficulties to overcome.

Research has found out that teletandem can enhance the development of learner autonomy since it activates learning and communication strategies in learners (Peña, 2010; Telles, 2006).  Intercultural competences are also developed. However, some kind of learner training beforehand needs to be provided, if we want students be responsible for their learning.

The talk will give a brief account of the tandem methodology and principles; then, I will explain how we have implemented these sessions at the self-access centre and what instruments and activities students use during the teletandem sessions. 

Maria de la Paz Adelia Peña Clavel has been the Coordinator of the Self Access Centre at the School of Languages, Linguistics and Translation-UNAM, Mexico since 2017. She is a tutor on the Online Diploma Course for Self-Access Language Learning Advisors since 2001. Her main interests are researching teletándem, agency, identity and autonomy in Language Learners. She is also interested in promoting the use of technology to promote learner autonomy and language learning.

Join the live event

 

 

 TEA Further details to be confirmed shortly

26 November 2019, 5pm GMT

Join the live event

 

 ESP2  
 Bullock 2 Neil Bullock - 'The need for Continued Professional Development for teachers of ESP - an example from English in the aviation world'

2 December 2019, 4pm GMT

Professional roles in ESP contexts are based on intensive and certified training. In all domains, such training is widely acknowledged as the first part of a learning process so professionals acquire the required skills & knowledge for their future domain specific tasks in a recognised and standardised way.

ESP teachers very often have no such luxury. Few professional domains have any established accreditation for English teachers, and many teachers can end up working in domains by default with little more than their 4-week CELTA or equivalent. This runs contrary to the technical learning process of students they are teaching.

ESP domains are, by definition highly technical. Understanding language as part of a very contextual communicative domain can be extremely problematic, and having the responsibility for integrating English language learning into such a domain, can be a huge challenge.

By using examples from teaching English for aviation, this webinar addresses some of the challenges ESP teachers face. It offers some basic ideas from teacher training curricula on how ESP teachers can use their own continued professional development (CPD) to develop a better understanding of the technical domain communication and contextual features that determine the language that supports such communicative skills. Understanding and developing an awareness of these skills, means enhanced credibility for teachers and a more effective learning process for the students.

Neil Bullock is an independent specialist consultant in teaching, teacher training and test development for English in aeronautical communication. He uses his operational aviation background and studies in Applied Linguistics to maintain and develop an in-depth knowledge of the language and communication used in this domain.

Neil writes and presents regularly on this domain and co-presents a monthly podcast with colleagues on CPD for teachers of professional English.

He is Vice-President of the International Civil Aviation English Association (ICAEA) and coordinates the association's Research group.

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 mawsig logo besig logo col no strapline
John Hughes  John Hughes

'MaWSIG meets BESIG: Making Business English materials that reflect learners' realities'

6 December 2019, 2pm GMT

When it comes to making materials which reflect learner realities, we Business English teachers and writers tend to think we’re better at it that most other strands of ELT. After all, it’s what we do! We carry out needs analysis, we tailor make the materials, and we adjust the courses to suit changing needs. But can Business English really be so complacent? In fact, are we just as guilty at making materials which – as Kath Bilsborough suggests (IATEFL, 2019) - are far removed from our learners’ realities?

In this webinar, I’d like to explore this question by taking a historical look at Business English materials and consider when – in the past – materials writers have got it right (and reflected learner realities) and when they have got it very wrong. We’ll begin back in the fifteenth century and travel through materials from the last five hundred years arriving at the present day. We’ll also take a look at the evolving definition of Business English and how this has shaped the materials we use today and consider how future materials might do a better job at reflecting learner realities.

At the end of this historical tour, I’ll conclude by suggesting that the fundamental skills of the Business English teacher and materials writers are really quite timeless. And that if we truly want to reflect learner realities, we need to view materials writing as three-way co-creative process between the materials writer, the teacher and the learner.

John Hughes has written well over 50 titles including course books and teacher resources. He has been involved as an author on a variety of Business English books including the six-level series Business Result (Oxford), the exam course Success with BEC (National Geographic Learning) and the resource book ETpedia Business English which received BESIG’s David Riley Award for Innovation in Business English and ESP. He specializes in training teachers in materials writing and has lectured on the subject at Oxford University. His website is www.johnhugheselt.com.

Join the live event

 

 

 IATEFL Webinars  
 Maha Hassan Maha Hassan - 'Are you a fair tester?' 

7 December 2019, 3pm GMT

Supervisors and teachers worry a lot when setting exams. Are we going to be fair towards the students? Should tests be difficult or easy? What is the best way to set them?

Testing not only worries supervisors and teachers but students as well. Will I be able to pass it? I can't concentrate on my studies, what should I do?

Is there a relationship between Assessment and Testing? Can this help both teachers and students in dealing with test stress?

In this presentation, Maha will speak about the common elements between Assessment and Testing. She will look at how teachers can put a suitable Formative Assessment system in place for their students throughout the year to help them go through Summative Assessment at the end of the year as smoothly as possible. She will also speak about online and offline tools that can help supervisors and teachers set well balanced exams and help them apply them practically during the session.

Maha Hassan is an Educational Consultant, Teacher Trainer and Founder / CEO of Teaching ESL Hub (formerly Maha ESL Community). She was nominated for the Lead 5050 Women in International Education Award – WIE 2018, for her work as an Academic Director. She has presented at a number of International Conferences including IATEFL, TESOL International Convention-CALL IS EVO 2018, 2019, K12 Online Conference, TD SIG IATEFL, Nile Tesol, LIF (Language in Focus), Tesol Arabia, Global Education Online Conference as well as at Reinventing the Classroom, Learning Revolution Online Conferences, MMCV7 & 8, CO18, CO19 and MMVC18 with Dr. Nellie Deutsche.  She has also had a number of papers published in IATEFL Voices, Pilgrims, A New Contribution to Bloom’s Taxonomy, HEIS International TESOL Newsletter, Nile Tesol Newsletter and Howtolearn.com. She also blogs on: teachingenglishcafe.blogspot.com 

 

 

 IATEFL Webinars Adrian Underhill - 'SpoSpontaneity: The elephant in the classroom' 

 4 January 2020, 3pm GMT

Planning lessons is a well-known preoccupation in ELT. Yet teachers also realize that much of what is best in the class happens spontaneously in response to the moment. Planning and Preparation are well documented in our methodology. Yet spontaneity has no discourse, is not researched, and remains an undiscussed skill in teacher development.

This webinar will:
1. Examine the concept that a vital part of enacting any plan with professional artistry lies in developing the human creative capacity for spontaneity
2. Illustrate activities that enable participants to identify their own experiences of spontaneity in teaching
3. Provide a forum for live discussion and online responses
4. Investigate ways that participants can explore this further through their own practice

Adrian Underhill is a trainer, consultant, author and speaker. He is a past President of IATEFL, a current IATEFL Ambassador, and the series editor of the Macmillan Books for Teachers. At the moment he is exploring the role of improvisation, spontaneity, playfulness, intuition and personal significance in learning and teaching.

 

 mawsig logo NEW YLT-SIG-TTT-OK-02 

Heloisa Duarte, David Valente and Adi Rajan - 'Making materials that reflect the realities of marginalised groups'

22 February 2020, 10am GMT

Further details to be confirmed shortly

Join the live event

 

 

 IATEFL  
 Emily Bryson 2019 Emily Bryson - 'Literally Speaking' 

March 2020, 3pm GMT

If students spoken communication leaves you at a loss for words, this is definitely the session for you. This webinar will examine the intricacies of spoken communication and support participants to reflect on the components of successful speaking. It will consider the purpose of speaking activities in the English language classroom and how to support learners to be effective communicators. 

Investigating current practice from both the teachers' and students' perspective, this webinar will discuss the impact of focussing on accuracy or fluency and draw on my experiences of COLA (Creating Opportunities for Language Acquisition) in ESOL learners.  It will also allow participants time to reflect on how speaking activities can support the acquisition of life skills. 

Examining new and innovative ways of teaching and practising spoken English both in and outside the classroom, this webinar will leave participants bursting with practical tips and activity ideas on how to make effective communication more accessible and useful to students who live, work and play in English on a daily basis.

Emily Bryson is an ELT materials writer, teacher trainer and ESOL Lecturer. She has written digital and print materials for a number of publishers including Macmillan Education, The British Council and Language Fuel.  She has been teaching ESOL at City of Glasgow College since 2007 and in that time has gained experience teaching all levels of ESOL students and developed a wide range of ESOL for Vocational Purposes courses. She has also completed various secondments, such as Project Co-ordinator at the ESOL Network Project, ESOL Development Officer at Education Scotland, and Peer Education Programme Manager at the Scottish Refugee Council. She has written two books so far, the A-Z of ESOL and 50 Ways to Teach Life Skills.

 

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.

Carol Griffiths - 'Good Language Teachers' (November 2019)

Jane Seely - 'Approaches to corrective feedback for Early Career Teachers' (September 2019)

Ian McMaster - 'From Theory to Practice: Using Business English Tips at Work' (August 2019) 

Follow up to 2019 IATEFL Conference plenary panel discussion with Amol Padwad, Evan Frendo, Katherine Bilsborough and Mercedes Viola - 'Future directions in ELT: where are we headed?' (July 2019)

Hom Raj Khadka - 'Teaching and learning through social networks' (June 2019)

Sarah Mercer - 'Designing language classes and tasks with learner engagement in mind' (May 2019)

Carol Lopes - 'Diversity and inclusion in materials and / or the classroom' (March 2019)

Eugenia Carrión Cantón - 'Puppetry and diversity: Unlocking doors to the mind and the heart in the EFL class' (February 2019)

Heike Philp - 'Webinerds' (January 2019)

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.