ISSN 2412-6578

July/August 2019 Issue 269 www.iatefl.org IATEFL VOICES 269 – July/August 2019 3 July/August 2019 Issue 269 ISSN 2412-6578

From the Editor Those of us who attended the annual Contents Thank you IATEFL Conference and Exhibition in 4 From the President Liverpool in April will agree that this was to our 2019 Keynote: CEELing my fate one of the best organised, professionally 5 David Crystal IATEFL stimulating and generally fun Conferences Conference in recent memory. The facilities were Feature articles Key Sponsors spectacular, the sessions received 8 The lexical approach and a look backward glowing reviews and many of us, myself Ken Lackman and Leo Selivan included, fell in love with Liverpool as a Which side are you on? IATEFL in a messed-up worldStrategic Partner Platinum Sponsor city. This issue of Voices gives those of 10 Tania Pattison, Editor Steve Brown us who were there a chance to relive the magic – and for those who couldn’t make it, perhaps these pages Regular columns Silver Sponsors will give a taste of how the week developed. 12 Materials reviews Ruby Vurdien, Reviews Editor ​Our keynote paper is by IATEFL’s Patron David Crystal, himself a Liverpudlian, who reports on the latest edition of the Cambridge From the Conference Encyclopedia of the English Language, complete with Liverpool 14 Reviews of the Conference Jūratė Helsvig, Maria-Araxi Bronze Sponsors references. Other papers in this issue relate the experiences of Sachpazian, Seher Balbay, Gerhard Erasmus and Emily Bryson both first-time and veteran Conference-goers, describe the joy of winning a scholarship to attend the Conference and outline 17 Supplement: IATEFL 53rd International Annual Conference Liverpool 2019 A photo-journal the journey towards having a booth for independent publishers by Syke Annamma Kumaran in the IATEFL Exhibition hall. On a sad note, members of the ELT iatefl LIVERPOOL community who have passed away since the last Conference are 21 Reviews of plenary talks Glenda Gallardo, Xiangdong Gu, 2019 remembered here; in particular, Ken Lackman and Leo Selivan Samuel Benitez, Rasheed Abdul Hadi and Agnieszka Dudzik discuss the legacy of the late Michael Lewis’ lexical approach. 24 From the scholarship winners Julieta Caffarel Justet and Have a look at Steve Brown’s article on the role IATEFL could be other scholarship winners playing in today’s ‘messed-up’ world; President Harry Kuchah 26 A booth for all reasons Rob Howard Kuchah commented on this article prior to publication – what do you think about Steve’s arguments? 27 In memoriam ​I am delighted to announce two new members of our Voices 27 Around the world in stories David Heathfield team with this issue. Deborah Bullock, whom many readers will Focus on the SIGs know from her involvement with the Research SIG, has taken 28 over as copy-editor, and designer Nathan Hemming-Brown brings 32 From the Associates Lou McLaughlin his incredible talents (already known to readers of the Young Learners and Teenagers SIG newsletter) to Voices. To my immense Inside IATEFL relief, Ruby Vurdien is continuing the fantastic job she does as 33 Coming events Voices Reviews Editor. I am now hard at work on the September issue of Voices. 34 Who’s who in IATEFL Stay tuned for an exciting new two-part series that I’m sure will be both interesting and useful to many of us as we lead hectic lives as teachers, administrators, writers, trainers and more. Our regular columns, ‘What’s happening in…’ and ‘My life in ELT’ will be Contact us back, and our featured area will be English for Specific Purposes. Head Office and Publisher ​For those of you writing proposals to speak in Manchester, (for general information about IATEFL and details of advertising rates) and for those of you who have applied for scholarships, I wish IATEFL, 2–3 The Foundry, Seager Road, Faversham, Kent ME13 7FD, UK you the best of luck. I’m already looking forward to Manchester Telephone: +44 (0)1795 591414 – but before we forget Liverpool, have a look at Syke Annamma Email: [email protected] Web: www.iatefl.org Kumaran’s photo-journal supplement in the middle of this issue Follow IATEFL on Facebook, Twitter, LinkedIn and Instagram @iatefl sponsored by Pilgrims, and enjoy the memories. Editorial Office Correspondence relating to Newsletter content should be clearly marked for the Tania Pattison attention of ‘The Editor of IATEFL Voices’ and sent to the above address. Voices Editor The Editor can be also contacted by email at [email protected]. [email protected] Deadline dates for copy ® MIX Voices 270 (September/October 2019) - 28 June 2019 Paper from responsible sources Voices 271 (November/December 2019) - 23 August 2019 FSC® C020438 4 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 5

From the President Keynote: CEELing my fate Harry Kuchah Kuchah and the need for teachers of the future to by its nature allows multiple inputs that Memories and messages from David Crystal discusses David Crystal Liverpool has been involved develop some synergy with the different can be written by people from different in English language sources of language knowledge which the the third edition of The works from his Liverpool 2019 is now a few months behind home in Holyhead, linguistic backgrounds, resulting in stylistic teacher education media offers learners. As with all novelties, Cambridge Encyclopedia of us, but the memories and messages since 1996 and has North Wales, as inconsistency. We might see ‘gotten’ in this is still a work in progress, and we from the Conference are still fresh in our worked with different the English Language a writer, lecturer, one paragraph and ‘got’ in another, for hope that the planned online discussions and broadcaster. minds. As with previous Conferences, the teacher communities instance. And because a text can be added in Africa, Europe, South around this plenary will help us refine A specialist in 53rd International IATEFL Conference and to at any time, we may see information America and Asia. His andering around IATEFL 2019 in English language future ones. from different time-frames juxtaposed – a Exhibition in Liverpool was an opportu- interests include TEYL, EMI, Teaching English Liverpool, and wondering what studies, he W is honorary page written in, say, 2008, is revised to nity for our international ELT community in challenging circumstances and CPD. to write about for this piece, I IATEFL Online and beyond professor of to come together and share ideas and include a comment from 2019 which refers We are immensely grateful to the kept a note of the questions that people linguistics at the University of Bangor, and practical experiences from a variety all students about the complexity of the to Brexit. Any social media platform would British Council for livestreaming asked me. By far the commonest related the Patron of IATEFL. of ELT contexts around the world. The world. Aleksandra Zaparucha invited ESL/ present us with similar issues. nineteen sessions, including all plenary to the third edition of The Cambridge venue itself provided space for people to EFL teachers into the world of CLIL, arguing followings, such as Lolcats and Doggolingo. This mention of Brexit is a further presentations. Without this, our largely Encyclopedia of the English Language – socialise during the conference, and my that the distinction between language All post-2003. They illustrate the emergence illustration of the unpredictable nature of international membership and ELT CEEL (pronounced ‘seal’), which came out best memory was going up and down the and content is only superficial given that of new varieties of online discourse, often language change. Who would ever have audience would not be able to benefit at the beginning of this year. Why another escalators in the middle of the hallway there can be no content without language edition? What’s changed? What’s new? hugely radical in the way they play with thought in 2003 that a new suffix would from the wisdom and expertise of our high-fiving friends and colleagues. and no language without content. Lindsay traditional linguistic rules, and presenting emerge, ‘-exit’, which would generate presenters. In addition, our Digital Clandfield outlined different ways in which issues that were totally unpredictable. dozens of coinages? My favourite was a Committee team worked tirelessly to Inclusion: a key theme discourses and myths about technology moment when footballer David Beckham bring our virtual participants highlights, A major theme that ran through this year’s have failed to serve us well when they Language play had to leave a game for some reason, interviews and reflections on different Conference was inclusion, and this was diminish the importance of the teacher or There must now be dozens of cult and a newspaper the next day headed themes at the Conference. Following so well captured in the following excerpt make the teacher, rather than the (contex- language games being played by unknown the story: ‘Becksit’. Or who would ever the Conference, there have also been from a post-Conference email I received tual) inappropriateness of the technology, numbers of online aficionados. Take Doge have predicted that I’d need new spreads blogposts about different key ideas (pronounced ‘dohzh’ or ‘dohg’), which from a delegate: ‘I really enjoyed IATEFL, seem to be at fault. on English in a post-Brexit Europe, or on especially the focus on inclusion this year, learnt in Liverpool, special moments with became popular in 2013, using a picture changes in the oratorical style of American not only in the content of the plenaries The new interactive plenary colleagues shared on Facebook as well as of a Shiba Inu, a breed of spitz that presidents? (Believe me, folks. We’re gonna tweets on highlights and opinions about but in the plenary speakers themselves, as Delegates to previous Conferences have originated in Japan. Its visual style is bright make IATEFL great again.) the work of IATEFL. colours and a quirky font. Its predominant well as in the format and general vibe at always been treated to literary perfor- Fortunately, not everything was so During the Conference, I had the linguistic style is to use two-word phrases, the Conference.’ I also spoke with another mances by poets or storytellers, but this unpredictable. I knew I had to update opportunity to interact with some com- supplemented by some single-word items, delegate who felt that the Conference year, thanks to Margit Szesztay’s sugges- the statistics on global English use – now mitted IATEFL members on Twitter over a such as ‘wow’, ‘amaze’ or ‘scare’. The first was a testimony to the fact that IATEFL tion and the expert moderation of Shaun including all countries, not just those number of issues. It was an opportunity for word is usually one of the modifiers ‘so’, was becoming less Anglocentric and more Wilden, Chair of the Digital Committee, where English is a first or second language me to learn more about our expectations ‘much’, ‘many’, ‘such’ or ‘very’, followed by diverse. It is IATEFL’s diversity that makes it the Conference ended with an interactive – and I expected a steady growth. But I and perceptions, but more importantly, a word that these items don’t usually go truly international and to hear a delegate plenary on future directions in ELT. The four was surprised by the totals that resulted. to explore ways of staying relevant to our with, as in ‘so wow’, ‘such happy’, ‘very eat’ in the closing video describe IATEFL as panellists each shared their dreams and Between 1995 and 2003 we saw the use increasingly diverse membership. I am The Cambridge Encyclopedia of the English and ‘many sunshine’. (This is harder to do a family, a network, and a place to catch wishes for the future on different aspects of English (in some shape or form) grow convinced that IATEFL will continue to pro- Language than you might think.) One of my favourite up with colleagues and friends to discuss of the profession, including materials, from 1.5 billion to 2 billion. I thought that vide a platform to discuss all things that In a word, everything. I don’t envy examples is the way a group of enthusiasts ideas and feel inspired, makes me feel workplace English, student attitudes and trend would continue, and anticipated teachers the task of keeping up to date got together to make a summary of proud to be part of this global community matter to its members, and it is important that, by 2018, 15 years on, we’d be looking learning habits and the changing role of with a language that’s been changing as Shakespeare’s Romeo and Juliet: of like-minded professionals. that we show solidarity with members at at a total approaching 3 billion. In fact the the teacher. Themes included the need to rapidly as English has. We only have to Wherever we stand in relation to these all times. How we do this is something we stats came out at 2.3 billion. A continuing make materials accessible to all, regardless look at what is not in the earlier editions What light. So breaks. Such east. Very perspectives, I think there was a sense, all need to explore together. increase, certainly, but not at the same of their socioeconomic situations; the need to see this. The first edition ofCEEL came sun. Wow, Juliet. both in the pre-Conference events and rate as before. A slowing down, possibly? for language teachers to help learners out in 1995: no mention of the internet! The What Romeo. Such why. Very rose. in the Conference itself that inclusivity at Make what you will of that. understand and direct technology so that it With best wishes, second edition came out in 2003: so, the Still rose. all levels of the ELT industry is a burning does not mislead them or divide the world; Harry Web, emails, texting, blogging, and other Very balcony. Such climb. concern. Paula Rebolledo’s opening ple- digital developments of the time were all Much love. So Propose. Wow, marriage. Culture and communication nary set the tone by questioning the ways present. But 2003? No Facebook (2004), Very Tybalt. Much stab. What do? I also knew I’d have to add extra pages on in which teacher empowerment has been The International Association of Teachers of English as a Foreign Language was YouTube (2005), Twitter (2006), or any of Such exile. Very Mantua. Much sad. the growing cultural identities of what are conceptualised and promoted, arguing founded in 1967 the new platforms we’ve seen in the past So, priest? Much sleeping. Wow, tomb. still being called ‘new Englishes’ – though Registered as a Charity: 1090853 Registered as a Company in England: 2531041 that expertise belongs to teachers as well, ten years (Instagram, WhatsApp...). And Such poison. What dagger. Very dead. many are now no longer new. For CEEL Disclaimer and supporting them in the generation we mustn’t forget the arrival of memes Wow, end. I collected examples of conversational and dissemination of knowledge in our Views expressed in the articles in Voices are not necessarily those of the Editor, of IATEFL or its staff or trustees. (‘Keep calm...’) and the proliferation of ludic settings where a fluent English speaker field would help bridge the power gaps Then there’s the unpredictability that Copyright Notice linguistic sites that have developed cult (from country A) has failed to understand that have been created between teachers Copyright for whole issue IATEFL 2019. comes from the nature of the online another fluent speaker (from country B) and gurus. John Gray reminded us of IATEFL retains the right to reproduce part or all of this publication in other publications, including retail editions. medium. In the old days, there was Speech because one is unaware of the cultural the extent to which heteronormativity Contributions to this publication remain the intellectual property of the authors. Any requests to reproduce a I don’t envy teachers and Writing, and we all knew where we meaning of what the other has said. denies recognition of those students who particular article should be sent to the relevant contributor and not IATEFL. were. Now there’s a third medium, EMC People often underestimate the cultural Articles which have first appeared in IATEFL publications must acknowledge the IATEFL publication as the original ‘‘the task of keeping up are non-conforming in terms of gender (electronically mediated communication) knowledge of their listeners and readers. source of the article if reprinted elsewhere. and sexuality, ignores those who are to date with a language or DMC (D for ‘digitally’) – which is Because the words and phrases are so questioning their gender identity or their Cover photography this issue: Liverpool 2019 Conference: Syke Annamma Kumuran (c) 2019 that’s been changing as making us rethink much of our traditional familiar and routine, they may not be sexual orientation, and fails to educate understanding of how language works. To rapidly as English has. aware that they are saying something that ’’ take just one example: a Wikipedia page foreigners will not understand. They talk 6 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 7

databases that are out there, to check a ❚ ‘blocking’, ‘URI’ [primarily uniform but providing spoken versions of People often point of usage, to compare word frequency resource identifier], ‘offensive’, the features that demand phonetic in different varieties (such as British vs ‘defensive’, ‘socialist’, ‘alleged’, ‘evil’, attention. I recorded all the texts from ‘‘underestimate the American English), or – in a corpus such ‘fraudulent’, ‘nefarious’ and ‘Ponzi’. Old Middle, and Early Modern English in cultural knowledge as Global Web-based English (GloWbE, The negative tone of the American list ‘original pronunciation’, as well as many of their listeners and pronounced ‘globe’) – to see how a word is contrasts with the overall positive tone in of the spoken illustrations from Modern used in some of the new Englishes. the UK. English (such as the prosodic and readers. Because the The size of a corpus is a critical factor, It isn’t just the large-scale domains that paralinguistic features). Active web links words and phrases are so especially when it comes to investigating provide fresh perspectives. The (relatively) offer further illustration, such as IDEA, familiar and routine, they words that are relatively low in frequency, small-scale domains, such as the study of the International Dialects of English may not be aware that or exploring collocations. Here’s an Shakespeare’s language, have also been Archive, which provides hundreds of example from CEEL that shows how results dramatically affected. The ongoing revision examples of present-day variations they are saying something can differ among corpora. There are just of the Oxford English Dictionary has made in accent from around the world, in that foreigners will not over 16,000 instances of ‘scheme’ in the it necessary to revise all the statistics voices of different ages and genders. understand. 100-million-word British National Corpus, relating to Shakespeare’s vocabulary. An excellent source for listening with the top ten content-word collocates The figure for ‘first recorded usages’ in comprehension. ’’ (occurring within four words on either side Shakespeare is still high – 1,000+ − but ​‘How long did it take?’ I was asked of ‘scheme’) as follows: it’s much lower than it used to be. Why? several times at IATEFL 2019. There about the shops, streets, suburbs, bus ❚ ‘pension’, ‘training’, ‘introduced’, ‘pilot’, Because hundreds of texts from his time was something that had to be revised routes, institutions, businesses, television ‘scheme’ (as in ‘move from a company can now be searched online, and words on virtually every page, and the new programmes, newspapers, political parties scheme to a personal scheme’), ‘colour’, that were once thought to be invented material added an extra fifty pages. It and minority groups. They make jokes, ‘insurance’, ‘proposed’, ‘classification’ by Shakespeare (such as ‘lonely’) have took over a year. But I survived, thanks quote proverbs, bring up childhood and ‘aid’. now been found in earlier works. Still, it’s to the brilliant editorial and production linguistic memories (such as nursery When ‘scheme’ is searched in the much enormously impressive. Most of us would team at Cambridge University Press, and rhymes) and recall lyrics of popular larger GLoWbE, a very different picture be happy to add one word to the English some fine design work on individual songs. All this local knowledge is taken for emerges for British English: language, let alone a thousand or more. pages by Hilary Crystal. A book like this granted and used in sentences without ❚ ‘approved’, ‘occupational’, ‘mentoring’, I suppose the most dramatic is a team effort, and it shows. gloss. Visitors who hear such sentences, or ‘flat’, ‘eligible’, ‘overseas’, ‘defined’, development has been the progress read them in local newspapers, may need ‘generous’, ‘labour’ and ‘tax-avoidance’. in technology that allowed me, for the to have them explained. And it may take a It takes a contrast with American English first time, to giveCEEL an online audio [email protected] while before people realise that there’s a to point out the salient feature of this list: presence – not reading the whole thing, communication problem. I described several such situations in the book – but not this one, which came to mind during the Liverpool Conference. One of the evening sessions took place in 1 The Cavern, where the Beatles played. That entire quarter of Liverpool now is like a shrine, and there’s a Beatles museum at the renovated Albert Dock, just next to the conference centre. The present-day Cavern was built next door to the site of the Replica of The Cavern Club at The Beatles Story: not wet or uncomfortable. Photo by Walton Burns. original venue and contains a replica of the former playing area. Both places have B  And did people come to see them one thing in common: you have there? Once upon a time, to go down many stairs into the bowels A Of course. ‘‘we were impressed by of the earth – hence the name. But not everyone knows that, as B It can’t have been very comfortable. corpora of a million Are you interested in illustrated by this conversation a couple A No, but nobody minded that. words. Now we’re of years ago between an Englishman B But didn’t their instruments get talking multiple billions. and a foreign businessman (whose very wet? writing test materials? English was fluent) which went something A Excuse me? And accessibility has like this: B I mean, damp. greatly improved. A Sorry, I... A  ... so Liverpool is famous for the ’’ B Aren’t the walls always wet? Beatles. Oxford University Press We are looking for freelance writers to write for our adult and A ? Big data B  I’ve heard some of their songs. I ‘for schools’ proficiency tests and our adult placement test. This like them a lot. Another area of special relevance to is a global leader in the It eventually dawned on A that B had ELT is the arrival of ‘big data’, which has is an excellent opportunity for suitably experienced and qualified A  They played in The Cavern. provision of multimedia heard ‘The Cavern’ as ‘the cavern’, or introduced a fresh climate into corpus EFL teachers who wish to further their knowledge of assessment. B  That must have been very difficult perhaps even ‘a cavern’. He thought it was linguistics, a field that has vastly grown English language for them. We provide full training and support. If you are interested in this just a cave, presumably somewhere down since 2003. Once upon a time, we were teaching, learning and [email protected] A  Not really – though it was quite a by the river. In this case, the confusion was impressed by corpora of a million words. exciting opportunity, please email small space. soon resolved, and B learned a cultural Now we’re talking multiple billions. And assessment materials. and ask for the application criteria. B  Why did they play there? Did it lesson. But I wonder how many such accessibility has greatly improved. Any help them make a nice sound? conversations take place where it isn’t and teacher with a good internet connection A Oh yes. B doesn’t. can now readily access some of the huge OTE_Voices69_10.5.19_FINAL.indd 1 23/04/2019 15:19 8 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 9

Ken: He seemed a bit offended and told Ken: That’s interesting. I had no idea that it as it’s out of print? me that there was a big difference between you’d discovered the lexical approach the two. When I asked him what it was, through Innovations. For me, it was the Ken: It was on the reading list for my The lexical approach and he told me that task-based learning was other way around. So what motivated you DELTA course but I confess that I only based on production, and his approach to investigate the approach further? leafed through it. I managed to get hold was not. I explained that I understood the of a copy about ten years ago and read a look backward primacy of noticing, but that I felt that the Leo: The way the coursebook was it properly. It ended up changing the students needed to practice the language organised, the kind of language that way I understood and taught the tense Ken Lackman and Ken Lackman there was all this that they had extracted. He disagreed. I was presented and practiced, the system. It should be required reading taught in Prague for Leo Selivan pay tribute to ‘‘other language just asked him when students were supposed repeated focus on patterns that were for any English language teacher. seven years before Michael Lewis becoming the DoS at made up of words. Lewis to get a chance to practice and he said, not traditionally covered and, not least EF Toronto in 2002. ‘There’s a sign that you see on some British importantly, the very helpful notes in the Leo: Yes, it is truly eye-opening and He currently works gave me the insight to pubs that says, “Free beer tomorrow”.’ It teacher’s book. It all opened my eyes to unconventional. I like how he tries to Ken: I will never forget the day I met as an EAP instructor took me a few seconds to get it and then another way of teaching language. I was find one core, primary meaning for each Michael Lewis. I was teaching in Prague see that there was order at Ryerson I asked him, ‘Are you saying “never”?’ He keen to find out more about the theory grammatical structure. For example, when I heard that he would be speaking University and as a in that chaos. then listed off some school subjects, like behind the approach taken in the series the present simple refers to a single, at the IATEFL Conference in Poland. I freelance writer. ’’ history and maths, and said that none of and started reading The Lexical Approach. undivided whole – a description which had recently become familiar with Lewis Leo Selivan is a them required production, so why should it This was in the mid-2000s, more than ten subsumes all five or six different through his book Implementing the Lexical teacher, trainer and statement, I had to admire his passion and be different for language learning? I don’t years after the book was published. functions of this tense that are Approach. It had had such an impact on materials writer his dedication to the approach, which I know where I got the boldness to say what normally found in pedagogic grammar me that I decided to attend the conference based in Tel Aviv. After would soon inherit. blogging for a few I said next. I can only assume it came from Ken: What did you think of the book? Did books. in Wroclaw to hear him speak and, ​After he had finished, I rushed up to the years about teaching sheer ignorance. I said that none of those you also read Implementing the Lexical hopefully, get a chance to talk to him. lexis (http://leoxicon. podium and told him how much I loved subjects were nearly as complicated or Approach? Ken: So, did you ever actually meet ​I was in my second year of teaching, blogspot.com) he his talk and all his ideas, and I asked if I difficult as learning a language. I will never Michael Lewis? and I had started to discover that the published his first could ask him some questions. He told me forget what happened next. He paused, Leo: The Lexical Approach was my bedtime initial training I’d had in Canada was book Lexical Grammar to meet him in the publishers’ area after looked at me and then said, ‘You’re right.’ reading for some time. I was reading Leo: Yes. In 2012, I hinted to Hugh woefully inadequate. So, based on (CUP) last year. the day’s last session. When I got there, That was my first experience with him. What and rereading it, underlining bits and Dellar that the following year would be recommendations from other teachers, I he wasn’t there, but I ended up talking about you, Leo? How did you first come to decorating the pages with post-it notes. 20 years since the publication of The started reading. I first read the Willis book Leo: Surely you knew about grammar to someone named Hugh Dellar. When know Michael Lewis and his work? There were some bits I initially disagreed Lexical Approach. I thought we should on task-based learning, but it was the structures before you read Lewis. Lewis finally showed up, he suggested with, but overall the book was nothing do something to mark the occasion. lexical approach that really intrigued me. that we sit in a quiet area and talk. I was short of an epiphany. I couldn’t help In May 2013, the Lexical Approach It seemed like a revolutionary idea that, Ken: Yes, but I thought there were a few impressed that he had committed the time There were some thinking, ‘Everything I’ve been doing till Conference was held at the University rather than the teacher trying to fill the handfuls of them, the ones that have to talking to me. I told him that I really ‘‘bits I initially disagreed now is wrong.’ It is still my favourite of the of Westminster. A couple of months students’ brains with language, they would names, and then there was all this other didn’t know much about teaching, and Lexical Approach trilogy. Implementing before that I had written an article instead train students to acquire the language just made up of words. Lewis with, but overall the that, to learn more, I’d read the Willis book the Lexical Approach is probably my in the Guardian Education entitled language through exposure, through what gave me the insight to see that there was and Implementing the Lexical Approach book was nothing short least favourite of the three because there ‘Why has the lexical approach been Lewis called ‘noticing’. But what they were order in that chaos. around the same time. I said that I saw a of an epiphany. was not much new in it for me – the key so long in coming?’ in which I had to notice was equally fascinating. Lewis connection between the two approaches principles had been masterfully put to misquoted Lewis. It was a typo, really. taught me about the structural nature Leo: I see now. I think like you I also had to language teaching and asked if one had ’’ practice for me in Innovations, which I I simply reversed the words in his of the language: it consisted not only of this ‘slot-and-filler’ view of language. If you influenced the other. think is still the only true, unadulterated famous quote, the main dictum of the standard grammar structures, but also of compare it to a tree – which, in fact, could Leo: Well, I don’t have a personal anecdote coursebook implementing the lexical lexical approach: ‘Language consists of hundreds of thousands of what he called be Lewis’s own metaphor – traditional Leo: I doubt that he appreciated the to tell, but Hugh Dellar is also featured approach in its pure form. What about his grammaticalised lexis, not lexicalised lexical chunks, such as collocations and grammar structures are the branches comparison. in my story. My encounter with Lewis’s earlier book The English Verb? Do you know grammar.’ Michael emailed me pointing semi-fixed expressions. and words are the leaves. Lewis turned it upside down by asserting primacy work started through Hugh Dellar and that it’s almost impossible to get a copy of out the mistake. But I also know of lexis – note: lexis (i.e. collocations, Andrew Walkley’s coursebook series from one of his close collaborators chunks, patterns), not vocabulary (i.e. Innovations. The lexical approach had that he was happy that his work was lists of words) – and relegating grammar been covered somewhat scantily on my remembered and honoured. We met at to a secondary position. I remember CELTA course. It wasn’t until the teaching the anniversary conference and had a him saying that grammar is a relative centre where I was working (British nice chat in the pub after the event. I sophistication; grammatical competence Council) stocked copies of Innovations didn’t find him brusque. Perhaps with is acquired later and is not the basis of Intermediate that I got to know it better. age his brusqueness had subsided. communication. But let’s get back to your Full of juicy colloquialisms and idiomatic story. So you first met at IATEFL Poland in expressions, with a strong emphasis on Ken: I think you may be right about the 1990s? lexis (not vocabulary!), the book stood that. I met him again a few years ago at out. It didn’t fit the traditional coursebook an IATEFL conference, and he seemed Ken: Yes. Other teachers had warned format with the present simple in Unit 1, very gracious. I told him how much his me that he was not the world’s most present continuous in Unit 2, etc. Instead, work had meant to me and how it had humble person, and that he could be a bit right away in Unit 1, students had to talk impacted virtually everything I had brusque. And what he said to open his talk about something funny, frightening or done in ELT. He seemed pleased to hear did nothing to suggest they were wrong. embarrassing that had happened to them that. And then, I begged him to present He began with the statement, ‘I’m pissed using the past simple and past continuous; again at IATEFL. He thanked me but said off’. And then he continued to complain then, in Unit 2, they asked questions in he had retired. His retirement, like his about how he’d written The Lexical the present perfect continuous. You can death, came much too early. Approach five years earlier, and nothing imagine how confusing it was for teachers [email protected] had changed in the classroom. As shocked who were used to coursebooks based on a [email protected] as I was that he would open with that grammar syllabus. 10 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 11

social and economic injustices is made all and Teacher Development SIGs holding policymakers any time soon. But it can use the more uncomfortable when we consider a pre-Conference event on the topic of its own Conference to offer a platform to how it relies so heavily on corporate spon- social justice in ELT. Plenary talks by those of us who do wish to challenge the Which side are you on? sorship for its own existence. Membership Paula Rebolledo and John Gray conveyed status quo and to offer alternatives, and and Conference fees are one source of messages about the importance of teacher there seems to be a desire to do more income, but corporate sponsorship from empowerment and the application of of this. IATEFL in a messed-up world publishing companies, teaching institu- queer pedagogy in ELT materials design And, let’s face it, can we expect it to do tions and examining bodies is what allows respectively. The closing plenary explored more right now? The neoliberal paradigm Steve Brown is Director associations for English language teachers, Steve Brown questions the future of ELT and included discussion of Studies of the you might expect IATEFL to be critical of the annual IATEFL Conference to be such a is so all-encompassing that we’re all the role of IATEFL in the about ELT’s potential and responsibility English Language Unit the damaging impact of corporate-driven massive, high-profile event. This effectively obliged to go along with it to some extent, at University of the to play a more positive role in the world today globalisation on ELT and, perhaps more compromises IATEFL’s ability to speak out or risk our livelihoods. The invisible hand West of Scotland, and against such organisations. development of global society. Various of the market is still the hand that feeds don’t think it’s very controversial to say has been a regular importantly, the ways in which ELT has sessions directly addressed issues like us and, much as we’d love to, very few of that the world is in a pretty awful state presenter at IATEFL’s become complicit in promoting corpo- I heteronormativity, native speakerism, us are in a position to bite it off. IATEFL is right now. The development of a global annual Conference rate-driven globalisation. You may also since 2012. His main ELT could be hegemony and the mental health of in a similarly delicate position and has to consumer society has led to excessive pro- expect IATEFL to speak out against the research interests relate to critical pedagogy used as a source of teachers within our profession. tread carefully. Whether it will take steps duction and consumption, causing massive and the emancipatory potential of ELT. ways in which these practices negatively ‘‘ A talk by Neil McMillan, which included affect teaching, learning and, ultimately, emancipation, giving towards more direct action, or whether environmental damage through carbon criticism of IATEFL’s lack of engagement society as a whole. In many contexts, ELT – it will increase its platforming of those emissions, deforestation and the gener- people language skills with instances of teacher exploitation perhaps more than most types of edu- who advocate change, at least we can ation of waste. The neoliberal practice of professionals find themselves having to or injustice, even led to IATEFL president cation – is used to indoctrinate learners that allow them to start to believe that it understands the transferring power to global corporations operate within a paradigm that fetishises Harry Kuchah Kuchah actively engaging in into a neoliberal world of individualism, challenge hegemony unsustainability of the current paradigm. – a phenomenon identified by Levitas back neoliberal values through materialistic a Twitter discussion with ELT professionals competitiveness and self-interest, but it This in itself is encouraging. in the ’80s when she described ‘… a qual- aspirations embedded in materials con- and have a positive, who had hitherto given up on IATEFL needn’t be like this. ELT could be used as itative shift in both policy and ideology tent. The professional worth of teachers is transformative impact as an advocate for improving teachers’ a source of emancipation, giving people Thanks to Harry Kuchah Kuchah, who against government intervention’ (1986: 3) clearly undermined by reducing teacher working conditions. I don’t think that’s ever language skills that allow them to chal- on global society. commented on an earlier draft of this – means that such dangerous practices as competence to a series of technicist happened before. lenge hegemony and have a positive, paper. the continued use of fossil fuels, the arms practices that can be acquired in the space ’’ It is certainly possible to criticise – and transformative impact on global society. trade, and the deregulation of the finan- of four weeks. Furthermore, our profession be frustrated by – IATEFL’s reluctance to References Over the years though, IATEFL has been cial sector take place because they serve allows commercial enterprises to make More than a corporate directly oppose the organisations that Copley, K. 2018. ‘Neoliberalism and ELT noticeably reluctant to take a position coursebook content’. Critical Inquiry in the interests of corporations rather than money out of ELT by uncritically embracing mouthpiece have shaped ELT’s development into a against corporate ELT. Language Studies 15/1: 43−62. society. Writing for The Guardian in 2016, tech products and other ‘innovations’ Having said all of this, it would be unfair neoliberal, market-driven profession. One clear reason for this reluctance is Freire, P. 1996. Pedagogy of the Oppressed George Monbiot identified ‘financial melt- that are likely to have little or no positive to dismiss IATEFL as nothing more than a But there’s some evidence from the 2019 (revised edition). London: Penguin. IATEFL’s desire to maintain a position of down, environmental disaster and even the impact on learning, but are sure to make a corporate mouthpiece. As an organisation, Conference to suggest that IATEFL is at IATEFL. 2017. IATEFL’s Missions, Goals and ‘impartiality’. If IATEFL were openly critical rise of Donald Trump’ as resulting directly small number of people very rich. it appears to be becoming increasingly least becoming more self-aware about its Practices. https://members.iatefl.org/ from neoliberal policymaking. The obvious of a publishing company, or a qualification downloads/member_info/IATEFL_mission_ aware of the prevalence of corporate ELT at current role, and there’s a hint that it is goals_practices.pdf . consequence of handing political power to provider, or an examining body or a chain its Conferences. This year, the confinement becoming increasingly uncomfortable with Littlejohn, A. 2012. ‘Language teaching Providers of globally of language schools, this might suggest the (already financially powerful) corporate of the Exhibition to the basement made it its own position. It seems unlikely that materials and the (very) big picture’. bias against some of its own members in élites is that they are able to increase their recognised teacher easy to avoid publishing reps trying to sell IATEFL will stop accepting sponsorship Electronic Journal of Foreign Language ‘‘ Teaching 9/1: 283−297. power even further, while those in more favour of others. IATEFL is quite explicit training qualifications their products, and the recently adopted from global corporations or start criticising Levitas, R. (ed.). 1986. The Ideology of the New vulnerable positions become increasingly about this: ‘We do not … get involved in practice of highlighting sessions that are unethical employers and government Right. Cambridge: Polity Press. drive methodology, specific campaigns, issues, or politics, at marginalised and disempowered. Society sponsored by publishers meant that you Monbiot, G. 2016. ‘Neoliberalism – the a local, national, or international level, has always been hierarchical and unequal, publishing companies could go through the entire Conference ideology at the root of all our problems’. and do not favour or prioritise the needs there’s some The Guardian Online, 15 April. https://www. but now it’s getting ridiculous. drive materials content without having a single book or digital of one group of teachers over another’ evidence from the 2019 theguardian.com/books/2016/apr/15/ product shoved down your throat. This ‘‘ neoliberalism-ideology-problem-george- What’s this got to do with and examining bodies (IATEFL 2017). makes a welcome change from previous Conference to suggest monbiot. English language teaching? dictate learning The problem with this position, however, years. that IATEFL is at least Thornbury, S. 2014. ‘Who ordered the Well, the ELT profession itself is heavily is that remaining silent about practices McNuggets?’ ELTJam Website. http://www. outcomes. It’s also possible to see an increasing influenced by global corporations and that favour the privileged and disadvan- becoming more self- eltjam.com/who-ordered-the-mcnuggets/. trend towards the inclusion of talks related other for-profit organisations. Providers ’’ tage the vulnerable allows such prac- aware about its current to social justice, inclusion and equity at of globally recognised teacher training tices to become implemented and then As Keith Copley puts it, ELT is ‘… not IATEFL. This year saw the Global Issues role… [email protected] qualifications drive methodology, pub- merely reflecting a neoliberal zeitgeist, but normalised. Silence becomes collusion, lishing companies drive materials content in many respects is strategically positioned or, as Freire put it, ‘Washing one’s hands ’’ and examining bodies dictate learning within it’ (2018: 59). The ELT profession as of the conflict between the powerful outcomes. What’s more, the increasingly a whole is guilty of sleepwalking into a and the powerless is to side with the commodified approach to language situation where global corporations wield powerful, not to be neutral’ (1996: 122). If (Thornbury 2014) and language teaching so much power that we find it difficult to refusing to engage is as much a political materials (Littlejohn 2012) naturally leads conceive of an alternative. ‘That’s just the choice as becoming engaged, a position of to the application of capitalist principles to way the world is’, we say with a shrug. Then impartiality is impossible. IATEFL’s mission The deadline to submit a speaker proposal for Manchester ELT, so decisions tend to be made for com- we go off and plan a lesson about shop- statement also tells us that its purpose mercial, rather than educational, reasons. ping, or how Bill Gates made his money, or is to ‘… serve the needs of the wider ELT 2020 is 4pm (UK time) Thursday 12 September 2019 Inequality is promoted by a private sector how to pass an expensive exam that gives community’ (IATEFL 2017), but by refusing that only the privileged can afford. students access to a course in interna- to criticise practices that damage the The continued prevalence of a native tional business. profession’s potential as a source for good, Complete your submission at speakerist discourse positions countries IATEFL opens itself up to the allegation that is doing the wider ELT community a like the UK and USA as superior. LGBTQIA What’s this got to do with conference.iatefl.org Manchester TWENTY 20 IATEFL? 54th International Conference & Exhibition communities and other minorities are disservice. 18 - 21 April 2020 airbrushed out of materials. Many ELT Well, as one of the largest international IATEFL’s silence on the way ELT promotes 12 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 13

this, he gives further explanation and suggestions for role probably at an unmanageable cost to the publisher). play or dialogue in pairs. Slides presenting examples of the This book is not a complete course for ESOL, but rather it Materials reviews selected grammar points accompany the lecture. is designed to supplement a broader curriculum. With this ​In total, the course provides 2.5 hours of video lecture, in mind, it is fairly priced (about a pound per activity) and downloadable notes on each grammar point, and an would be a useful resource for any ESOL teacher. Edited by Ruby Vurdien claims, will help reduce students’ anxiety level, thereby interactive discussion forum where you can direct questions Pete Clements encouraging greater engagement in learning. to the author or other students enrolled on the course. www.eltplanning.com The reviews in the present issue The techniques Lee Fields proposes are the result of her I was truly impressed by the author’s knowledge of the [email protected] of Voices are of a mixed nature. many years of experience in language teaching. What I subject matter and his clear explanations in the videos. I Small Teaching: Firstly, David Rixham highlights find particularly interesting is the importance she attaches learned a lot about the idiosyncrasies of spoken grammar that 101 Scaffolding Techniques for to multiple intelligences, critical thinking, cooperation in this course. My favourite was the lecture about ‘Vague Everyday Lessons Language Teaching and Learning and verbal skills. Puzzles, mime, mnemonic devices, mind Language’ and how we use the word ‘thing’ and ‘thingy’ in from the Science of provides a comfortable learning mapping and brainwriting, an activity reducing the stress everyday conversation. I think the information in this course Learning environment for students. Secondly, of verbalising ideas in front of the class, figure largely in would be great for providing teachers with the ‘meat’ to James M. Lang Hilary Livingston explains that this impressive array of devices geared towards affording design a conversational speaking course that would be both John Wiley & Sons 2016 Spoken Grammar, an online course, students a comfortable learning zone. Additionally, what practical and engaging for higher-level students. 259 pages teaches teachers about the different Ruby Vurdien manages she terms ‘translanguaging techniques’, that is, translating Hilary Livingston White Rose Language challenging vocabulary from the classroom language to ISBN: 1118944496 grammatical items appearing in College of the North Atlantic, Qatar School in Spain. She the student’s mother tongue, is advocated as one way to Although most of my everyday conversation. Thirdly, Pete [email protected] has been an EFL teacher soften the blow experienced by those for whom complex professional development Clements finds the activities in A−Z for over 30 years. She of ESOL engaging and relevant to the is also a teacher trainer terminology in English might blur understanding. A–Z of ESOL reading is focused on context of target learners. Finally, and a Cambridge English As a tentative caveat, the final section focusing on areas related to my field Emily Bryson Hall Houston recommends Small Speaking Examiner. Her grammatical scaffolding – handling irregular verbs – does (ELT), from time to time research interest focuses Academic Study Kit 2018 Teaching: Everyday Lessons from seem rather thin. This said, here is a valuable compendium I like to explore teaching on CALL. 62 pages the Science of Learning to teachers of thought-provoking activities which should help teachers and learning from a ISBN: keen on finding out about current research on teaching and ease their students into a more comfortable learning broader perspective. Books 978-0-9956701-9-8 learning. Happy reading! environment. such as How We Learn by David Rixham A−Z of ESOL is a useful Benedict Carey and Why Don’t Students Like School? by Daniel 101 Scaffolding White Rose Language School, Valladolid, Spain set of classroom-ready Willingham have taught me a great deal about research into Techniques for [email protected] resources for ESOL teaching and learning. Small Teaching, a recent book by James Language Teaching contexts. Activities in the Lang, is another excellent title that covers many aspects of Spoken Grammar: and Learning book are primarily aimed teaching and learning that can benefit teachers in any field. a Guide for at equipping learners What is small teaching? Lang defines small teaching as a Donna Lee Fields English Language with the language (and set of activities that require minimal preparation and take Ediciones OCTAEDRO Teachers life) skills they need to up a few minutes of class time, but have a significant impact S.L. 2017 function communicatively on students’ learning experience. Many of the activities are Online course 2018 139 pages in an English-speaking similar to what is currently called active learning. Ken Paterson ISBN: country. There are 26 Small Teaching is divided into three parts, each consisting of https://www.udemy. 978-84-9921-944-8 activities in total, one for each letter of the alphabet (A = a three chapters. Lang begins each chapter with a vivid anecdote com/spoken-grammar- As the author states from school report; B = building repairs, C = covering letters; and related to the chapter’s topic. Then he gives an overview of a-guide-for-english- the outset, scaffolding so on). research related to the small teaching technique. He also language-teachers/ is a powerful tool Activities​ in A−Z of ESOL are based around social practices covers guidelines for using the small teaching technique in for learning, helping Spoken Grammar is an online course designed to explain related to education, employment, health, community, and so class, and provides several practical activities. students ‘reach beyond fifteen different items of grammar that are often found on, and expose learners to the functional language required Part I, Knowledge, summarises techniques which help where they could go on in spoken English and are not typically covered in more in such real-life situations. The author states in a brief students learn facts and build knowledge. This section covers their own’. In this book traditional ESL textbooks. Presented by an award-winning introduction that the resources follow a task-based approach. well-researched concepts such as retrieval practice and Donna Lee Fields has compiled a wide range of activities experienced author, this course aims first to educate ESL This is true in part. However, a weaker task-supported interleaving. that can be used by teachers in primary, secondary and teachers about the different grammatical items that occur approach is used in some activities for lower-level learners Part II, Understanding, is about cognitive skills and adult education classrooms, or as a basis for professional in everyday normal conversation. Secondly, it provides the (A1−A2), with more language input or structures introduced developing understanding. development. teacher with several follow-up examples of the various prior to students attempting the task. The three chapters in this section cover techniques that go The format of the book could not be more straightforward. grammar points as well as suggestions on how to present the On the whole, the activities in A−Z of ESOL are engaging, beyond acquiring knowledge, including making connections The author presents a collection of 101 scaffolding information to students. definitely relevant to the suggested context of target learners, between the content of different lessons and getting students to techniques for, in order of numerical importance, reading, ​Ideally, this course is intended for teachers who have and go beyond dealing with functional/situational language. self-explain their own learning processes. video and grammar tasks. In the digital annex templates students at intermediate or advanced level. It provides 22 The book includes activities that promote equality, diversity Part III, Inspiration, addresses motivation and attitude. This are provided in Word format for teachers to adapt lectures that are subdivided into five main categories; Word and inclusion, and topics concerned with intercultural final section discusses ways to motivate students, as well as accordingly. The CLIL undercurrent illustrates the double Order and Ellipsis, Emphasis, Vague Language, Marking communication. Themes have been carefully selected to techniques to help one’s students develop a growth mindset. focus of each technique, which is, according to the author, Spoken Discourse and Response Language. Each category address current issues in (UK) society, and some activities Lang’s writing style is quite engaging. His anecdotes make ‘teaching content through a classroom language, and starts with an introductory video; this is followed by three could serve as a useful springboard for discussion and it easy to connect with the subject matter. In addition, his within that scope, both teaching and learning’; these videos that explain three distinct points of grammar within debate. This rich content may be useful in an EFL context summaries of the research provide enough support for the small techniques are intended to bridge the gap between home and that category. The videos are academic in nature, with the too, especially for learners who may be aiming to study in an teaching techniques without going into a lot of extraneous classroom languages. author describing each of the grammar points in narrative English-speaking country in the future. detail. The student-centred essence of the techniques is apparent lecture style (captions available). He begins by providing There are, however, some improvements that could be made This book is highly recommended for any teacher who wants in terms such as ‘facilitator’, ‘equipment manager’, ‘recorder’ examples of the target grammar and then often encourages to this resource. For example, I feel that providing listening to know more about current research on teaching and learning, and ‘reporter’, referring to the assigning of functions which students to notice the differences between how the grammar texts would enhance the book. Learners are instructed as well as practical ways to apply the research in the classroom. are fundamental if the tasks are to be successful. For the point is spoken and how it would be written. He promotes to read rather than listen to a model conversation in one Hall Houston author the classroom is an environment of trust and one in learner-centeredness by asking the students to identify the instance, which to me is inauthentic. Aesthetically, images National Taipei University of Nursing and Health Sciences which excellence is to be expected. These techniques, she rules of the spoken grammar point on their own. Following in the photocopiable resources could be improved (although [email protected] 14 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 15

had found something to take back home. It would be hard not to comment on the ability of the Reviews of the Conference IATEFL Conference Committee to identify plenary speakers who will make impactful presentations. IATEFL has veered away from the plenary speaker who is an ELT ‘celebrity’ or Jūratė Helsvig, Maria-Araxi Sachpazian, Seher on my professional career not only because of the subject- ‘guru’ and has moved closer to what Paula Rebolledo, with Balbay, Gerhard Erasmus and Emily Bryson specific and general competencies I acquired, but more a slightly caustic spirit, described as a ‘micro-celebrity’. talk about their Conference experiences importantly, because I had a unique opportunity to become The impact of her opening plenary talk was palpable, not part of a global network of English language teachers, gain only during the actual talk, but also in the discussions it more confidence and satisfaction in my work as an English inspired and its long-term implications for how we perceive My first IATEFL Conference teacher, see and feel the British way of life, and notice the empowerment in our field. Watching the closing interactive Jūratė Helsvig peculiarities of English language development in the street, plenary on ‘Future directions in ELT’ made me feel that shop, café and hotel. we had come full circle, back to key points presented by My first time in Liverpool, my first Rebolledo, while reviewing some of the major issues that time at the IATEFL Conference, [email protected] different speakers had touched upon. my first time sharing a hotel In closing, I would like to quote Mercedes Viola, who said room with my colleague and my A volunteer’s perspective in her closing plenary that as teachers we need to reinvent first time experiencing so many Maria-Araxi Sachpazian ourselves many times. What we see as the profile of the First-time delegate Seher Balbay and new friends male language educators (men ELT professional now might not be the same in a few years. in language education are rare in What has impressed me the most Jūratė Helsvig is an At the same time, as Amol Padwad said, there is no actual Paula Rebolledo was not only a very effective presenter Lithuania, where I come from). since 2001 when my IATEFL English language lecturer ‘de-skilling’; for every skill we lose as educators, we gain but also a motivating teacher, who was too modest to The ESPSIG Pre-Conference at the Center of Foreign journey started is the fact that another. This perpetual ‘re-inventing’ reminds me of how describe her profession with some other prestigious title. Event ‘Quality Assurance in Languages of Vilniaus IATEFL has opted not to give titles IATEFL as an association manages to remain relevant by John Gray’s talk was especially of interest to me because ESP and EAP: academic and kolegija/University to its Conferences. As a member of Applied Sciences, doing exactly that: gaining skills and re-inventing itself so I’m currently engaged in research on oppressed groups occupational perspectives’ I found that convenient. Now, as Lithuania. Her interests as to be fully aligned with the present needs of teachers and in educational institutions. Aleksandra Zaparucha’s talk started with checking the quality a conference organiser myself, I include ESP and learner with educational trends. on CLIL was the most well-structured and easy to follow of chocolates on the table and autonomy. realise that it would be impossible Maria-Araxi Sachpazian is a lecturer at the talk I had ever listened to, and was at the same time selecting proper criteria by which for any committee to harness all [email protected] this diverse content under one International Faculty incredibly comprehensive. She left no questions in my mind to assess their quality. After a long day addressing the of the University of title. What is equally impressive, unanswered! Eaquals academic purposes framework project, challenges Sheffield CITY College, A Magical Mystery Tour I wish I had the space to write about all the sessions I facing individual accreditation schemes, EAP quality though, is how every year the key and Chairperson of topics and patterns are noticeable TESOL Macedonia-Thrace, Seher Balbay attended, yet I will mention the promising fact that they assurance in ESP curriculum development, accreditation were all based on teacher research. Why promising? Because to the discerning eye. For 2019 Northern Greece. When I first heard the term ‘PCE’, occupation and more, the main lesson learnt from Day 1 teaching is a profession that must not give up on research. the patterns that stood out to me I had no idea what it referred to. is that ‘accreditation is not the end, it is the start’ (Aysen The format and resources of teaching are changing rapidly, were teacher empowerment, inclusivity and diversity in ELT I googled it and found that it was Guven). and apparently there is a shift away from traditional materials, and the future directions of ELT. a smaller-scale gathering before On Day 2 I encountered an overwhelming choice of classrooms and methods. This I find promising, since there This was my twelfth IATEFL Conference, my sixth as an the actual conference starts. events: plenary talks, the Exhibition, SIG open forums, was questioning of our practices reflected in teacher research Associate representative, and my second as a volunteer for After attending my first IATEFL presentations, SIG Showcases, the Careers Fair, pop-up in the sessions I attended in Liverpool. the Digital Committee, which during the Conference is in ReSIG PCE in Liverpool, I came presentations and evening events. This day was quite ​Talking about Liverpool, I cannot deny that being in the tough as I wanted to see and experience everything. It was charge of providing a ‘backstage view’ of the Conference to to understand that it means much Seher Balbay is a teacher of academic reading, Beatles’ city made me feel like I was on a ‘Magical Mystery the ELT community. I feel truly blessed to have worked on more. important to quickly find the right room for my chosen writing and speaking Tour’ the whole time. I must confess that the best moments the Digital Committee, first through our Facebook group During the PCE, I learned about session, grab a coffee, chat with people, tag Lithuania on my skills at Middle East of Liverpool were at the Cavern Club every night with my and then onsite, interviewing different ELT personalities. research from various contexts Technical University, IATEFL journey map (‘Where did you start your journey?’), new IATEFL friends and on Penny Lane! find a place to taste scouse, and more. The main lesson This process, apart from being extremely enjoyable, has around the world. Usually in Ankara, Turkey. She is helped me realise how IATEFL is a force which truly unifies. conference presentations, the working towards her [email protected] learnt from Day 2 was to prioritise. PhD in ELT. On Day 3 I decided to learn more about learning As an educator and a passionate supporter of local and participants have hardly any international associations that promote CPD, I often hear technologies. Flipgrid, Padlet, SpeakPipe, Adobe Spark opportunity to discuss the research Takeaways from IATEFL that IATEFL is rather unrelated to certain local contexts. with the presenter because of time constraints. In the ReSIG video, OneNote and TextingStory are just a few. I realised Gerhard Erasmus that I now have homework for my summer holidays as This year, when asked about this during their interviews, PCE, the presenters talked briefly about their research, technologies are not so easily adopted. delegates from the four corners of the globe all said that they then there was time to walk around the room and explore, Over the last ten years I have Day 4 went very fast as I chose to focus on assessment analyse, and reflect on each other’s research in a less formal been to dozens of conferences issues. There is so much to share on various aspects dialogue. I discussed Finland’s world-renowned education in different countries. Last of assessment: assessing not only language skills but system with a Finnish friend; I made Chinese, Japanese year I went to my first IATEFL Conference as a scholarship 21st-century skills as well (even if it means assessing and Korean friends who suffered from the same focus on Gerhard Erasmus has emotional intelligence), public ‘performance’ ability, accuracy-based education in language classrooms; and I winner. This year I mentored a taught in Asia for almost leadership, and even ‘the thinking process and the result was taken aback by how globally valid Gary Barkhuizen’s first-time speaker who was also a 20 years and lives in itself but often there is no correct answer’ (Christopher collection of dilemmas faced by teacher researchers was. scholarship winner. The IATEFL Taipei, Taiwan, with his I enjoyed the fact that many of us, though teaching in Conference is the best conference wife and three children. Graham). Again, I realised I had homework, not only for He has worked as a the summer, but most probably for the rest of my teaching completely different circumstances, have been focusing on every year, and for the second teacher, teacher trainer, career. similar types of research. year in a row, my favourite part academic manager and Day 5 was shorter, and this was good. After so many The PCE served as an orientation to the main Conference. of the year. The sessions are director of studies. He is thoughts, insights and experiences, I decided to finish my On the first day of the Conference I saw a lot of familiar fantastic. My personal favourites currently with the British Council Taiwan. Liverpool journey with the workshop ‘Mindfulness for stress, faces from the PCE. I strongly suggest that first-time IATEFL were Johanna Stirling’s ‘Improv’ wellbeing and resilience’ by Matt Lunt. The participants were participants attend a PCE to ease their way into the main session, George Pickering’s given one tiny raisin and were allowed to eat it only after Conference. session on achieving objectives, and LAMSIG feeling, touching and smelling it – mindfully. ​Having attended the first three plenary sessions, I Scholarship winner Neenaz Ichaporia’s talk on managing Overall, the IATEFL Conference had the greatest impact Maria-Araxi Sachpazian interviews IATEFL delegates could clearly see why the speakers had been invited. remote teams. 16 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 17

Takeaways ❚ Apply for the scholarships. There are numerous scholarships and it’s quite emotional to see the difference a scholarship and attending the Conference can make in Conference supplement sponsored by: someone’s life. rd ❚ Tick the box saying you will be willing to mentor a speaker iatefl IATEFL 53 International if you have spoken at the Conference before. It is very LIVERPOOL fulfilling and makes you a friend for life. 2019 Annual Conference Every night after the social events, we met for drinks – ‘we’ meaning people I had met at the Conference. There is a lot A photo journal by Syke Annamma Kumaran www.pilgrims.co.uk of sharing of ideas, connecting on social media, and realising that even the biggest celebrities are just people like all of us. My favourite night was after the International Quiz, when our Emily Bryson cycled from Glasgow to Liverpool team (from Germany, Ukraine, France, Australia, the US, the good sleep, though! UK and South Africa) met for drinks and made friends. We’ll The 53rd International IATEFL Conference Syke Annamma to the Associates Day to hear the British meet again in Manchester next year. ​This year was particularly energy intensive. This year I and Exhibition was held at the prestigious Kumaran is a teacher, Council’s partner session by Roy Cross, decided to cycle the 453 km (281 miles) between Glasgow ACC Liverpool, situated on the bank of the writer, presenter and followed by the group discussion and Takeaway and Liverpool over three days. I did this partly because I love river Mersey, and nearby Jury’s Inn Hotel. member of the IATEFL poster presentations. I took the opportunity With 560 sessions on offer, the event was Digital Committee. A to visit the Exhibition preview, which ❚ It is tricky if you are shy or introverted, but make friends cycling and partly because I wanted to raise money for Code attended by nearly 3,000 delegates from former Fulbright TEA was a showcase of the latest resources your Future (CyF), a volunteer-led computer coding school all over the world and over 75,000 online at the Conference. Most of us will be more than willing to fellow, a past winner from publishers, digital innovators and participants. chat and have a drink or a meal. I even learned a new word for refugees. I often mention that I regard employability as the of the IATEFL Ray many more. The day ended with a grand For me, the Liverpool Conference began fifth skill; it’s frequently the main reason my ESOL students Tongue Scholarship civic welcome reception, where the Lady thanks to George Pickering: ‘commensality’. with the traditional Staff, Volunteers Mayoress of Liverpool welcomed us to learn English. As far as I’m concerned, CyF training students in and Associates (SVA) networking event, and a mentor for the International Teacher The night after the Conference, I went out for dinner with computer coding for free is worth the aching muscles. sponsored by the British Council. President Development Institute (iTDi), he has been the Conference.

Louise and Jon from Head Office. I don’t think they always ​After three days of undulating roads and cycle paths, I was Harry Kuchah Kuchah, Roy Cross (British teaching English for over 17 years in India and the USA. get enough credit for how hard they and the IATEFL team Council), Jon Burton and Lou McLaughlin pleasantly surprised at my legs’ abilities to actually move on welcomed all, and the evening ended work. Both Louise and Jon spent lots of time moving chairs Monday morning. This was very handy as I was delivering a with closing words by IATEFL Patron David into position and making sure everything was in order and workshop on ‘Creating accessible learning materials’, a topic Crystal. Monday 1 April PCEs and running well. They also have the bruises to show for it. close to my heart, at the ESOLSIG PCE. The day went very Associates’ Day That is a perfect example of servant leadership, and our well indeed, with lots of good feedback on my talk and plenty organisation is in safe hands with them both professionally of key takeaways from my peers. Mike Chick encouraged us I started the day by listening to David and through the immense amount of work they put into it. to get more involved in our local teachers’ associations (and Crystal’s talk on ‘Language BLANK literature: During our conversation on Friday night, I realised that join SIGs). Jenifah Abu-Hassan shared lots of great ideas on from conjunction to preposition’ at the Jon used to be Tessa Woodward’s boss. Tessa Woodward is how to promote gender equality in the ESOL classroom and Materials Writing SIG and Literature SIG Sanja Bozinovic and Irena Pavlovic with joint PCE. Then I headed to the Associates’ their poster presentations a past President of IATEFL and has kindly agreed to step the importance of punctuation. Johanna Stirling got us all out Day. Lou McLaughlin and Marta Bujakowska in as acting Vice President at a time when she is needed. of our seats for multi-sensory spelling games, then Phillida welcomed all. After spending half an hour My committee work has been a highlight for me over Schellekens shone her light on differentiating mixed level there, I went to PCEs held by the Teacher the past few months and possible changes and exciting classrooms. Day 1 was complete, and I was already bursting Development and Global Issues SIGs (joint opportunities are around the corner. It has made every bit with ideas. PCE), the Leadership and Management SIG, the Testing, Evaluation and Assessment of effort I put into it worthwhile, and I am as ordinary as ​The theme from the ESOLSIG PCE was inclusion, and I feel Harry Kuchah Kuchah at the SVA SIG, and the Business English and Teacher anyone else. this subject ran strongly through the rest of the Conference networking event Training and Education SIGs (joint PCE). this year. One session that stood out for me was Tyson The registration desk was open at 1 pm Takeaway and delegates from all over the world ❚  Seburn’s ‘This talk will make you gay (or your materials Serving the IATEFL community as a volunteer doesn’t mean anyway)’. I was so impressed that I later tweeted him as a were busy collecting conference badges and conference kits. After lunch I returned Ben Knight, BESIG and TTEdSIG Joint PCE you have to be an expert or the director of a massive ELT ‘world changer’, which he undoubtedly is. organisation. You just have to be willing to serve. Try to get ​When I first attended IATEFL in 2011, everyone was talking involved with your SIG and connect. You will not regret it. about teaching with technology and now it’s the norm. I very [email protected] much hope that one day soon our materials will be accessible and inclusive to all, and that they will include as the norm not only LGBTQIA but all nine characteristics outlined in the Riding to Liverpool Equality Act 2010 (age, gender, race, disability, pregnancy Emily Bryson and maternity, marriage and civil partnership, religion, sexual David Crystal at the SVA networking event My first IATEFL Conference was orientation and gender reassignment). in Brighton in 2011. I remember ​I wonder if, perhaps, cycling to IATEFL will also be the eagerly scouring the Conference norm. No? Well, myself and Thom Jones, who is famed for guide, circling more or less back-to- his 1,120 km cycle from Frankfurt to Manchester IATEFL back talks from plenary to twilight, (amongst many other talents) are keen to get others involved and leaving exhausted. Since then next year. Where could you cycle (or walk/kayak/skate) from? I’ve been lucky enough to attend Emily Bryson is an ELT almost every Conference, but materials writer and [email protected] things have changed. These days I ESOL lecturer at City of Glasgow College. She has carefully select a few key talks on written for publishers You can sponsor Emily and find more information about Code the app and make time for catching such as Macmillan, the your Future at: http://www.sponsorme.co.uk/emilybryson/glas- up with old contacts and making British Council and Indian delegate Rajul Goveas with Mehndi Harry Kuchah Kuchah with delegates new ones. I still leave in need of a Academic Study Kit. gow-to-liverpool-cycle.aspx 18 IATEFL VOICES 268269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 268269 – July/August 2019 19

After listening to Andy Hockley’s talk on identity’ with Gary Barkhuizen, Maria- Tuesday 2 April Wednesday 3 April ‘How much a language course costs and Araxi Sachpazian and Rana Yildirim. why it matters’, I headed to the Exhibition ​Souvenir teddy bears were available When President Harry Kuchah Kuchah Lou McLaughlin welcomed John Gray hall to meet the Scholarship winners at at the desk, with proceeds going to officially declared the Conference open, for the second plenary session of the the IATEFL stand, to explain to them how fund IATEFL projects. I met our Finance the main hall of the ACC was full. An conference. This insightful talk on ‘Gender to write for the IATEFL blog. Our Patron Officer, Emily Gross, busy distributing audience of over 2,000 enjoyed the first and sexuality in ELT – inclusive education David Crystal was busy chatting and taking the lovely Richard to delegates! plenary session by Paula Rebolledo, vs. queer pedagogy’ helped the audience photos with delegates from all over the The Exhibition hall was full with ‘Teacher empowerment: leaving the to understand the differences between world. I could see a number of delegates many sessions at the coffee break. twilight zone’. I was lucky to enjoy such the two. Then I listened to the Q&A using the CV Clinic at the Careers Fair. After attending a pop-up presentation, a vibrant session. Next, I attended session on Paula Rebolledo’s plenary talk, The coffee break was followed by I hurried to Geoff Jordan’s talk, ‘We a marvellous session, ‘Playful – yet and I visited Heike Philp and Maria-Araxi Hanna Kryszewska’s uplifting talk, ‘From need to talk about coursebooks’. purposeful – reading’ with Paul Seligson. Sachpazian, who were interviewing Asian communication to mediation in B1+ Saima Abedi’s ‘Impact of teacher The delegates were busy taking pictures Scholars for the IATEFL Digital Committee. language classes’. I then hurried to attend discourse in improving communicative at the frame called ‘Join the Beatles’. I next attended Alexandra Holloway’s talk the Annual General Meeting to find out competence of low-achievers’, Anette I attended Natallia Kaliuzina’s talk on ‘Designing a sturdy curriculum that about IATEFL’s plans and strategies for the Igel’s ‘Out of your seats’ and Joe Dale’s on ‘Giving quality feedback to teachers’ Chia Suan Chong Remembering The Beatles sets teachers and students free’. It was next year. After the AGM, I briefly attended ‘Quick wins with technology in the and Chia Suan Chong’s talk on ‘Helping my pleasure to meet a team of 30 English Liam Brown’s ‘Awaydays – a way to BYOD language classroom’ rounded off learners become successful international teachers from Thailand sponsored by their explore, resolve and plan’ before running my long day. communicators’. The IATEFL Book Swap, Ministry of Education. to the ‘Forum on Language teacher a new initiative sponsored by the University of Liverpool English Language Centre, allowed delegates to swap books they had read with those left by other delegates. Then I attended Jane Willis’s talk, ‘Task-based learning via online teaching?’ before heading to a meeting of the Digital Committee during the lunch break. After lunch, I went to the Interactive Language Fair to hear about ELT in various contexts. Before the coffee break, I attended Raffaella Bottini’s vibrant talk, ‘Vocabulary learning opportunities: are coursebooks enough?’ After the break I attended two sessions by Inas The ACC Kotby (‘Project-based learning meta modern environment in foreign language teaching’) and Maria Belen Albarracin Fernandez (‘Student empowerment Scholarship winners Eleni Symeonidou IATEFL Trustees at the AGM Delegates at the Book Swap through the integration of virtual reality’). and Sammy Sze Man Ming ​Each year IATEFL and its partners offer a wide range of scholarships to help ELT professionals all over the world to attend the annual conference. This year, we had 25 scholarship winners from 18 countries. Harry Kuchah Kuchah, Maureen McGarvey, Eryl Griffiths, Amos Paran, Adrian Tennant and Sarah Ward addressed the winners at their award ceremony. My long day ended with capturing snaps from the Creativity Delegates at the opening plenary talk by Participants in the Interactive Group meeting. Paula Rebolledo Language Fair

Delegates from Thailand

Emily Gross with Richard the Bear Saima Abedi The ACC Sarah Ward welcomes scholarship winner Yasmine Atwa

Bourtzi Castle, Nafpio, Greece 20 IATEFL VOICES 268269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 21

I attended Tim Denton’s interactive talk a very rewarding experience’); Chris Thursday 4 April Roland (‘Eight practical principles for Reviews of plenary talks entitled ‘English is to be understood not loved, right?’ in which the presenter managing teens’); Diana Galatiltiene discussed activities utilising poetry (‘Smartphones as a pedagogical tool: Aleksandra Zaparucha’s plenary session and creative language. As a member a practical approach’); and Ceara entitled ‘Under one roof: considerations of the Digital Committee, I was invited McManus (‘Drama: beyond role play’). on integrating content and language’ to interview Matthew Steele and Alan The workshop on Virtual reality described the CLIL approach, where Pulverness. After that, I attended Silvana teacher training experience by subjects like Physics or History are taught Richardson’s workshop on ‘Continuing Adriaan Sinke and and Rufus Baas through an additional language. After professional development evaluation for (Netherlands) was really interesting as the plenary I met delegates from Nepal. deeper learning and impact’, followed they provided 360-video material for I then attended the ‘Forum on Research by Stephen Haggard and Peter Hare typical secondary school classroom informing materials writing’ with Luis speaking about ‘English for Resilience: situations. Then I listened to David Carabantes, Andrea Geroldo dos Santos, can it assist educating refugees in Heathfield’s session on storytelling. and Jane Ward and Colin Campbell. I then Ethiopia?’ Carefully choosing sessions, The last event was a great Pecha headed to the Q&A session related to I managed to attend talks by Kevin Kucha. The presenters were Maria- Aleksandra Zaparucha’s plenary session. McCaughey (‘Online resources from the Araxi Sachpazian, Rob Howard, Božica ​At the Exhibition hall our Patron was U.S. Department of State’); Andreza Lago Šaric-Cvjetković, Jean Theuma, Giovanni busy signing books. After coffee, Dantas (‘Teaching English in the Amazon: Licata and Hania K. Bociek.

Paula Rebolledo John Gray Paula Rebolledo: Teacher empowerment: John Gray: Gender and sexuality in ELT – inclusive leaving the twilight zone education vs queer pedagogy Reviewed by Glenda Gallardo, Peru Reviewed by Xiangdong Gu, China , with a personal journey towards inclusivity in China Paula Rebolledo used teachers’ stories of empowerment and disempowerment to take participants on a journey through the John Gray’s plenary talk explored the issues of gender and different dimensions of teacher empowerment, while inviting sexuality in ELT and in education more generally, looked at them to reflect on the issue and think of possible ways forward.​ some factors behind the issues and considered solutions. As I Silvana Richardson Book signing by David Crystal Carol Read with British Council Rebolledo urged participants to look closely at the ELT was listening to John’s talk, I was so touched by what he was −sponsored delegates buzzword ‘empowerment’. She hit on teachers’ liking for ‘the saying that I couldn’t help recalling my own journey towards new’ (words or trends) and ‘the who’ (the gurus in a given inclusivity in education. field). Rebolledo clarified there was nothing wrong with gurus, ​I became an English teacher in 1988, but it was not until but she pointed out that it is teachers who are in classrooms. 2005 that I was abroad in an English-speaking country – as She asked, ‘When did we stop calling ourselves experts?’ a visiting scholar at the University of California Los Angeles Moreover, Rebolledo stated that our understanding of (UCLA). One weekend, my friend Jack* took me to a party teacher empowerment is partial, as are our efforts to achieve it. where I met LGBT people for the first time; I was overwhelmed Empowerment is still in the middle ground between superstition by how kind, friendly and welcoming they were. This was the and science; in other words it is in the twilight zone. Rebolledo first demystifying experience of mine to this ‘special’ group of informed us that currently most of the information about people invisible to me before then. empowerment comes from general education; she knew of ​In 2011−2012, I won a scholarship to Cambridge only three research studies (from Iran and Saudi Arabia) of Assessment English as a visiting professor and made some very empowerment in English language teaching. good friends with local people in Cambridge. Among them In light of this discovery, Rebolledo carried out a survey was Alice, who introduced me to the story of Alan Turing, the Adriaan Sinke and Rufus Baas David Heathfield Pecha Kucha presenters based on the six dimensions of teacher empowerment: impact, mathematician and computer scientist. I visited Bletchley Park, professional growth, autonomy, self-efficacy, status and decision- where Turing had worked to break the Nazi code during World on ‘Life beyond the exam – the language Friday 5 April learner’s constant challenge’. making. The results showed that most teachers felt empowered War II, and I read a biography of Turing written by his mother. when they learnt, shared, were able to innovate and felt This year, the final plenary was a I was fascinated by Turing’s story, and so saddened by the Shaun Wilden welcomed plenary bit different. We had four speakers – their students were learning. On the other hand, teachers world’s early loss of him due to his sexual orientation. Katherine Bilsborough, Evan Frendo, speaker Lindsay Clandfield, one of our felt disempowered when their experience and expertise were Amol Padwad and Mercedes Viola – ​I also got to know Mike, whose 32-year-old son had current International Ambassadors, who who spoke on ‘Future directions in the disregarded, and when they could not make decisions about announced that he was gay. I asked Mike how old his son was gave a sparkling talk on ‘Methodology, field of ELT: where are we headed?’ The mythology and the language of education their class size, schedules, coursebooks and curricula. Rebolledo when he first realised he was gay. Mike said, ‘Twelve.’ Then I Conference video was shown, prepared tactfully introduced the term ‘cosmetic consultation’ (Wedell asked, ‘Have you ever thought about what your son has gone technology’. Then I attended Carina by Shaun Wilden and Heike Philp with Kaufmann and Annika Kreft’s joint some splendid moments from the 2018); that is to say, asking teachers for their opinions only to through for twenty years, being unable to tell you the truth?’ presentation on ‘Preparing (foreign) Conference. President Harry Kuchah show others that teachers had been consulted. In summary, Mike later told me he was struck by my question. language teachers for multilingual and Kuchah then declared the Conference the teachers surveyed acknowledged they felt empowered only ​All these experiences and stories have helped broaden culturally heterogeneous classrooms’. The closed. next session was Tania Pattison’s ‘Writing ​Hope to see you all in Manchester behind their classroom walls. and deepen my understanding of those who are gender and EAP speaking materials: ten principles’. in 2020! This was an engaging talk where EL teachers were sexuality non-conforming and have helped me to realise the During the coffee breaks I met my friends encouraged to do research and also be part of a supportive importance of inclusivity in EFL education. from all over the world to say goodbye. [email protected] Members of the Leadership and Later, I listened to Deborah Hobbs’ talk Management SIG community. Attendees left the plenary with the feeling it was ​In 2014 at the IATEFL Conference in Harrogate, plenary time to make the transition from the shadow to the light, speaker Jackie Kay read us her autobiographical journey as a because that is where real empowerment starts. lesbian mother looking for her birth father and mother. I was moved to tears listening to her story. I finished reading her [email protected] John Gray autobiography, Red Dust Road, on my flight back to China. I 22 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 23

made up my mind to recommend the book to my students ​The underlying tone of Aleksandra’s talk was the desire have agency. diverse teaching contexts, thus building up a broad picture and asked them to write their views about the book and to empower teachers to put into practice ideas that can ​In this review, I have attempted to capture the key points of their predictions and hopes for our profession in years to about the topic of gender and sexuality. generate the best possible results. At the same time, as she Lindsay addressed in his insightful plenary, which I enjoyed come. ​Among the students was a boy, John, who revealed to alluded to her personal experiences, she explained in detail attending, and which was an eye opener for me and, I The session began with Katherine Bilsborough sharing her me, with courage in his writing, that he had struggled with the reasons behind teachers’ decisions to shift to a CLIL assume, for all those who were present. wishes for more principle-led, quality materials, which are his sexual orientation for years. I decided to give John a model in its various forms. available for everyone. Diversity and less exam dominance voice. I encouraged him to keep weekly journals about his ​In short, whether delegates were true beginners or [email protected] in YL materials were also emphasised. Evan Frendo outlined growth and to share them with me and with those classmates experts in CLIL methodology, this talk was an enlightening Panel discussion: Future directions in ELT: where his predictions of how English might be used in the future he trusted. He did, and by the end of his three years of experience that shed light on the subject. The speaker are we headed? workplace and the implications of that future direction for undergraduate study, he had written nearly 300,000 words provided a perfect opportunity for teachers to expand their ELT. The teacher’s changing role in a technology-enhanced Reviewed by Agnieszka Dudzik, Poland about his ups and downs at university. repertoire and undoubtedly enrich their teaching practice. learning environment was stressed, as were the primacy On graduating, John was recommended to a Tier One of teaching communication soft skills and the shift from university in China to continue his study towards an MA and [email protected] perceiving ELT merely in terms of language training. PhD in Literature. Right now he is developing an academic Changing attitudes and learning habits of the next generation paper on his struggles with his identity based on his weekly of learners were discussed by Mercedes Viola, who also journals. I am proud that I have given this voiceless student a outlined her vision for learning environments characterised voice on his journey of growth at university. by diversity, inclusivity and learner collaboration. The plenary ​Since hearing John Gray’s talk, I have been thinking more, was concluded by Amol Padwad and his reflections on not just about the issue of gender and sexuality, but about the changing role of the teacher. ELT going beyond mere what is missing or ignored in our education, particularly in language training and future educators’ responsibility to teach EFL education in the Chinese context, and about what I can soft skills and enhance employability were reiterated. do in the classroom and beyond… Based on the above, it seems that some unprecedented *all names are pseudonyms changes in the EFL classroom are inevitable and thus a Closing plenary number of challenging issues within the context of emerging [email protected] As suggested by its title, the closing trends will need to be addressed. Readiness to respond to plenary offered an opportunity to reflect on the current status the changing demands of the global world, adapting to make Lindsay Clandfield: Lindsay Clandfield of the ELT profession and the directions it may take in the learning a more inclusive and innovative experience, as well Methodology, mythology and future. For the first time in the history of IATEFL, the closing as partnering with technology to adapt and augment our the language of education technology event invited interactive discussion with the audience both practice seem essential to help us ensure a bright future for Reviewed by Rasheed Abdul Hadi, Syria inside and outside the plenary hall. The programme committee ELT and the teaching profession in general. also ensured that the presenters brought an international [email protected] In this plenary, Lindsay Clandfield, a teacher trainer and perspective to the discussion. The speakers represented highly tech enthusiast, critiqued the field of education technology. He nonetheless pointed out right from the start that he did not intend to attack EdTech or those involved in the field. Rather, his aim, he stressed, was to shed light on the Aleksandra Zaparucha: Aleksandra Zaparucha discourse and language surrounding EdTech and on how it is viewed as a legitimate replacement for teachers since, as it is Under one roof: considerations on integrating claimed, ‘education has not changed in hundreds of years’. content and language ​Acknowledging the fact that no one can escape the Further Reviewed by Samuel Benitez, Mexico influence of technology and its potential ‘to transform lives with its disruptive power’, Lindsay wondered how much In education circles, the use of CLIL (Content and EdTech has been a part of teachers’ professional development your career Language Integrated Learning) methodology is a surfacing or career advancement, and whether we use EdTech because wave that many countries are contemplating adopting for it serves the purpose or just because we can. This can be their national ministries. At the same time, however, it linked to what he said later about the context and use of with Leeds can also be a mystery for many language teachers. In her EdTech, a key factor in determining how and to what extent plenary talk, Aleksandra Zaparucha shared with us the we should depend on and utilise EdTech; otherwise, we will benefits CLIL has to offer. She addressed four CLIL-related end up with solutions looking for problems. He then touched Further your career with a postgraduate degree in n MA TESOL issues which draw us to carefully and seriously considering upon the notion of digital natives and digital immigrants, Teaching English to Speakers of Other Languages. incorporating this approach in our lessons. where students are seen as digital natives, and teachers Benefit from the expertise of our academic team n MA TESOL and ICT ​In her dynamic talk about CLIL, Aleksandra successfully and older people are viewed as digital immigrants. Lindsay attempted to act as a connector between what she wished – and I concur with him – considers this sort of dichotomy who have taught across the globe. n MA TESOL (Young Learners) to convey and what we already know, to extend our problematic as it stereotypes learners and teachers, We offer a range of opportunities for professionals n MA TESOL (Teacher Education) knowledge, and to challenge our notions about CLIL. She regardless of age. with 2 years’ experience. Our courses are designed did so by helping us to understand what CLIL is, why and ​He also posed some hypothetical questions aiming to to enhance your knowledge and skills or allow you n MEd TESOL how to properly deliver it, and what kind of content our argue against claims advocating for the replacement of lessons should include. ‘old-fashioned’ methods with language education technology. to specialize in a certain area. ​Understanding that teachers have different depths of Towards the end of his talk, he listed some problems knowledge with regard to CLIL, Aleksandra discussed the associated with the claim that education hasn’t changed, main elements that define CLIL and talked about how where he said that when something does not change, it does this approach can be the basis for other forms of bilingual not necessarily mean it is wrong; on the contrary, it could Discover more: and immersion programs. ‘All is CLIL’, she firmly stated. be a testament to its resilience. Hinting of the ‘techlash’, In doing so, she made it clear that CLIL methodology can he concluded the plenary by reiterating that he was not essl.leeds.ac.uk/education-masters provide support for teachers who are immersed in any criticising EdTech and emphasised that we should be realistic method which combines content and language. about technology and its potential as context matters and we 24 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 25

This was a great opportunity for me as a professional who inspired. I can’t wait to get home and start teaching! Tamara Ilia, manages a project in Bulgaria for Roma students learning Ukraine, IATEFL Gill Sturtridge First Time Speaker Scholarship From the scholarship winners English as a foreign language. I could network, discuss trends and become part of the Global Issues SIG. Kalinka Vassileva, The application made me reflect on my practice and showed Bulgaria, English Language Centre Brighton Robert O’Neill me that what I do as a teacher may impact my students Dreams do come true! the winners created, we exchanged information about other Scholarship positively. Presenting allowed me to share what I do and get talks and events we were interested in. feedback from people from very different backgrounds. Sergio Julieta Caffarel Justet, winner ​And when we needed a break during the day or time to The Conference was a wonderful opportunity to familiarise Durand, Mexico, IATEFL Latin America Scholarship of the IATEFL Latin America relax in the evenings, what more could we ask for than that myself with emerging trends in ELT. My attendance will benefit Scholarship, outlines her beautiful city of Liverpool with its spectacular waterfront, my local community, as I am planning to share the acquired It took time to write my proposal. But it was worth it because experience of applying for and museums and Beatlemania? A few minutes’ stroll through its knowledge through in-service training. I will encourage my I met people who were doing research in my areas of concern. receiving the award. streets, bridges and piazzas was enough to feel fresh again colleagues to apply for scholarships. Andrea Gal, Romania, The immense knowledge that I have gained will help build I had been dreaming about and ready to continue learning and enjoying the Conference English Language Centre Eastbourne Graham Smith Scholarship bonds between the teachers in my country and around the attending an IATEFL Conference (despite the wet spring weather!). A Beatles sightseeing tour globe. Renu Milind Dhotre, India, Ray Tongue Scholarship since I first read about them Julieta Caffarel Justet is and a pint of beer at the Cavern were really the icing on the The Conference gave me a sense of belonging. I could come some years ago. I first applied co-owner of a language cake. to Liverpool and feel part of the global ELT community. I met Winning this scholarship overwhelmed me; this was my for a scholarship for the 2013 institute in Tarariras, ​I came back home with new friends to keep in touch colleagues from other countries as well as my home country fourth attempt. I met professionals who are pursuing research Conference in Liverpool. I Uruguay. with, and full of ideas and enthusiasm to transmit to my who agreed that the Conference was a truly inspiring, thought- careers and others who are exploring innovative assessments. continued applying almost every colleagues. I am absolutely grateful to the IATEFL family provoking and memorable experience. Evgeniya Kuznetsova, I was most impressed with John Gray’s plenary on gender and year for several scholarships without success, so when I who made this dream possible and for all the help and Russia, English Language Centre Eastbourne Graham Smith sexuality. Sammi Sze Man Ming, Hong Kong, IELTS Morgan Terry received the email saying that this time my application had support I received from them throughout the process. I scholarship winner Memorial Scholarship been chosen, I was over the moon! Apparently my destiny would really like to encourage other teachers to apply for was Liverpool after all… IATEFL scholarships: dreams do come true! Working in a low-resource teacher education context, winning Listening to ELT thought leaders, meeting people from my ​The application stage is never easy, mainly because you do the scholarship meant that I could find out about the fantastic PLN and just experiencing the sheer energy generated by not know whether all your time and work will be productive Words of appreciation work my colleagues around the world are doing. Also, I had so many people who are passionate about their work has in the end. However, from my own experience, I can say that Winning the scholarship gave me an opportunity to develop opportunities to engage with them and sketch plans for future helped reinvigorate me professionally and sharpened my even unsuccessful applications are part of a learning process. my professional skills. My colleagues and I will use the collaborations. Elena Oncevska Ager, North Macedonia, Gillian determination to challenge myself in my new teaching/training You learn about the scholarships available, what is required feedback from the Conference to enhance teaching methods Porter Ladousse Scholarship contexts. Adi Rajan, India, Teacher Development SIG Michael for each one and how to select those that are most suitable and materials in our university and consequently improve Berman Scholarship for you. The trick is not to be too disappointed if you do not the levels of our students. Aicha Rahal, Tunisia, Africa Winning this scholarship gave me the opportunity to meet win; keep on trying, find out about successful applications to Scholarship professionals from around the world and learn more about It was a fabulous experience to meet and learn from ELT see what the Scholarships Committee is looking for and get their contexts. This allowed me to reflect on my own practices professionals from numerous countries around the world. ready for another try the following year. For me attending IATEFL was a dream come true. I am and inspired me to experiment with new techniques. I left the I gained deeper insights into recent ELT practices and ​Once in the UK, the Conference was all I had expected very happy because there are people who appreciate and conference with my mind full of new ideas! Eleni Symeonidou, authenticity in language assessment. Mona Mersal, Egypt, and more, from the talks, workshops, Exhibition and the recognise the efforts we put into our profession and who Greece, Gillian Porter Ladousse Scholarship Testing, Evaluation and Assessment SIG Scholarship vast variety of activities we were offered to the spectacular help us to continue making a positive impact on our students surroundings of the city of Liverpool. and communities. Omar Titki, Morocco, Africa Scholarship I attended many great talks and workshops where I got ideas I was not only able to attend the Conference for the first ​On Monday, I had the opportunity to attend the YLTSIG to improve my teaching. I learnt about current methods, I got time, it was also the perfect opportunity to present and get PCE, where I exchanged ideas and experiences with teachers Winning the scholarship was the most exciting thing in my some teaching tips that I can try with my students and I met feedback on my PhD from experts. My role models have now from different parts of the world and different teaching career as a teacher. I was overwhelmed by everyone’s support, people from all around the world and made some friends. become friends. Hendrik Dirk Lagerwaard, The Netherlands, The contexts. I could see that despite these differences, we especially that of the IATEFL staff and the BESIG members. I János Ujlaki, Hungary, IATEFL Bill Lee Scholarship Creativity Group Scholarship all shared the same interests, worries and passion for our gave my first presentation at the Conference, made friends and profession, which made it easy to find common ground found inspiration. Amazing! Andreea-Katia Nechifor, Romania, I was in a lesson when I got the email about winning and it Participating in the Conference gave me access to invaluable where we could work together. Business English SIG Scholarship was so hard to hide my joy. The experience was magic. With resources that will help me achieve my professional goals ​On Tuesday, the first plenary session by Paula Rebolledo so many teachers and educators in one place, you can’t help and upgrade my skills. I am inspired to bring changes into was an excellent kick-off to the Conference. I left the room but I was in a lesson when I got the email about winning and it my university and disseminate obtained knowledge. Yuliana with lots of issues to reflect on and more aware of our value was so hard to hide my joy. The experience was magic. With so Lavrysh, Ukraine, Trinity College London Language Examinations as teachers. many teachers and educators in one place, you can’t help but get Scholarship ​All the IATEFL staff were extremely supportive before and during the Conference. I found the scholarship winners’ gathering on Tuesday evening particularly enjoyable. There I got to know the faces I had been writing to for so many months, and I was also introduced to the other winners, which gave me the chance to make new friends with whom to share the Conference and social activities during the week. ​It was difficult at times to organise my day with so many things going on. I usually wanted to attend three or four talks at the same time! That is why it was so useful to be in touch with the other winners as we could share information about the talks we could not attend. Organising my time in advance was crucial to make the most of the experience. I devoted time in the evenings to planning the following day, reading the descriptions of the talks from the Conference app and selecting the ones I found most relevant. Then, during the breaks or through a WhatsApp group some of 26 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 27

colleagues, while in the latter half of his career he became well known for his socio-cognitive approach to test design. A booth for all reasons In memoriam As a qualified teacher, Cyril combined interpersonal skills and In this year’s Tribute session at Liverpool, we remembered warmth with a specialist knowledge recognised with the award of an OBE for services to English language assessment. Rob Howard discusses the McDonald); Sarah origins and development of Mount, Alan Ron Carter of the University of Nottingham, who was distinguished on many fronts. In the UK his advice on English in the Independent Authors and Pulverness and the school curriculum was valued by successive governments. Publishers group Alan S. Mackenzie (TransformELT); However, at IATEFL, he focused on activities influencing Fiona Aish and Jo EFL teaching. He will be remembered internationally for Around the This year marked the third year Tomlinson (Target seminars for teachers on how to bring literature and language of the Independent Authors and English); and Judy together and for his pioneering work with the Cambridge and Publishers (IA&P) booth at the Nottingham Corpus of Discourse in English (CANCODE). In world in stories Boyle (the NO David Heathfield reports on annual IATEFL Conference. First, I Project) to a bigger, 2017, he received a British Council ELTon Lifetime Achievement would be remiss if I didn’t offer my Rob Howard is the owner Award. Mostly, though, we remembered his graciousness, stories shared at IATEFL more visible booth. thanks for the amazing job done by of Online Language Center, his modesty, his sense of humour and the support, both founder and partner We featured book signings from various independent authors. Andrew Wright and I hosted the the IATEFL staff for putting together professionally and personally, that he gave to many of us. at Business Language The booth had a constant buzz around it and really helped annual Sharing Stories evening the best and smoothest-running Training Institute and spread the word of the group and, hopefully, opened even more event at IATEFL Liverpool and, as exhibitors’ floors that I have seen founder of EFLtalks. He is a Christoph Edelhoff, who was a force of nature. He was minds to the offerings that ebooks provide. ever, we journeyed around our to date. I would especially like BESIG committee member, (along with Hans-Eberhart Piepho) at the forefront of holds a Coordinator role This year in Liverpool, we continued to grow. In addition to wondrous world of personal and to thank Leanne Smith for her progressive reform of ELT in Germany. His training centre at with the Visual Arts Circle Wayzgoose Press, Alphabet Publishing, Hancock McDonald traditional stories. Delegates from professionalism and expertise in Rheinhardtswaldschule in Hessen was a dynamo for teacher David Heathfield is a and is co-founder of the (PronPack), TransformELT, EFLtalks and the NO Project, we all around the world gathered helping all the exhibitors have a Independent Authors and training in Hessen and well beyond. He collaborated with freelance storyteller and welcomed aboard Denise Cowle (the Society for Editors and and listened with open hearts. stellar showing. Publishers group. Chris Candlin and others in producing innovative materials teacher trainer, the author Proofreaders); Jo Mynard (Candlin & Mynard); Joanna Smith We’d like to acknowledge those of two books with DELTA For those of you who couldn’t such as Challenges (1976) and running a joint annual summer (Language Fuel); and Susan Holden (Swan Communications). who chose to share their stories by publishing and a member make it through the crowds of delegates to see who and what school in Denmark. He was also an active – and sometimes Again, we held book signings with independent authors. simply listing them here. of the C Group. the IA&P are, here is a little history. The idea grew out of a As the organiser of the IA&P, I have the honour of working critical – member of IATEFL. He was a genial and convivial conversation back in 2016 at the ECUATESOL Conference in man with enormous zest for life. We miss him greatly. Further with some of the biggest names in self-publishing and this ❚ Sahar from Gaza and Nick Bilbrough from the UK opened Guayaquil, Ecuador, where I had the good fortune to sit with tributes may be found at https://trauer.hna.de/traueranzeige/ like-minded group of individuals has come together to support, the evening by telling and acting out a traditional tale from Dorothy Zemach. I mentioned how I had a book ready to christoph-edelhoff help spread the word and give new authors and publishers a Palestine about following your dreams. publish but was having problems formatting it. Dorothy insisted voice in the ever-changing arena of ELT books, training and ❚ Jenifah from Malaysia told a traditional wisdom tale about on helping, asked for my laptop, opened the file, and within David Graddol who, in The Future of English and English Next, ‘socialpreneurs’ that will surely make up a big part of the future the art of theft. minutes reformatted the entire book with ease. helped bring together global geo-sociological movements to of ELT. ❚ Alan Maley from the UK gave us two poems about his own We discussed how difficult it is for teachers to learn to predict where English was going as a language and what we We were pleased to have debuted our own issue of experiences as a child at primary school, one about first love become self-publishers and how we saw the need for an should all expect and prepare for in the coming years. What Humanising Language Teaching magazine, having been invited and the other about nits. organisation of experienced practitioners to help new writers he predicted has come to pass and many, many people will by Hanna Kryszewska and Jim Wright to showcase some of ❚ Vera Cabrera Duarte from Brazil told us how her aunt used bring their books to market. We talked about how there was be thankful to him for opening their eyes to the way that the authors that are part of our movement. I am also happy to to heal her psychically with oil, water, yawns and love. a growing market for self-publishers in the ELT world, but as education systems and socio-political mores shape the evolution report that as a result of IATEFL and the IA&P booth, The NO ❚ Amanda from Australia/the UK led us darkly through a we couldn’t afford a booth at conferences, we needed a way to of language policy and education. David was a true visionary, a Project material is being piloted in programmes in Scotland, ghost story local to Canterbury. showcase our works to the public. An idea was born. wonderful father and husband, and a great conference buddy. Peru and Greece, with more to come. ❚ Sara from the Canary Islands detailed the unconventional We thought about getting likeminded authors and publishers This movement towards ebooks, print-on-demand and self- wooing of her grandmother by her grandfather. together to form a group to co-rent a small booth for the Simon Greenall, the most generous of gentlemen, whose publishing has been growing consistently in ELT, but without ❚ Alice and her student Jerry, both from China, gave us an IATEFL Conference the following year. I contacted Marjorie profound wisdom and love could be felt every time you opened any collective voice. We feel that a voice is needed to be heard impassioned account of how he almost won the national Rosenberg, then IATEFL President, to see if she thought the one of his meticulously elaborated emails. Everyone who knew along with the voices of the major publishers, and we hope public speaking competition by using Chinese hotpot as a idea would fly. Marjorie immediately gave her full support, him was always inspired by the way he shared his knowledge to continue our vantage of fast-to-market speciality books for metaphor for diversity. and IATEFL offered us a small booth at a reasonable price. The and catapulted countless teachers into successful futures. specific purposes, needs, regions and subject matter. This is ❚ Rama from India described her exciting adventure as a five Independent Authors and Publishers group was formed. So many people were blessed to be friends with such an where we as small self-publishers shine the most. year old secretly performing as a dancer and actor. A small group consisting of Dorothy Zemach and Maggie honourable, loving, attentive and hard-working man. The ELT We hope you join in and see what the IA&P group have to ❚ Xiangdong from China told us the story of how she has Sokolik (Wayzgoose Press); Marcos Benevides (Atama-ii world will miss him deeply. offer and how we can and will support you as an independent become an international storyteller thanks to IATEFL. Books); Sue Kay, Karen Spiller and Karen White (ELT publisher in the future. We have major plans for IATEFL ❚ Susan Rosso, a local storyteller from Lancashire/the Isle of Teacher2Writer); and myself (EFLtalks and Online Language Michael Lewis, whose impact on the ELT profession was Manchester 2020 and will be announcing some of them soon Man, told us Manx mythology about the Herring, Center) crammed together into a small and unassuming 2 × 2 immeasurable, particularly in terms of his work on the lexical on our upcoming website, independentAP.com. King of the Fish. m booth in Glasgow for IATEFL 2017. We were pleased with the approach. A student, on hearing of Michael’s death, said shortly IndependentAP.com ❚ Malu Sciamarelli from Brazil rounded off the evening with reaction from the crowd. Although most delegates still wanted after the IATEFL Conference in Liverpool, ‘Have you heard? words of beauty she had penned herself. a hard copy of a printed book to take home, they saw that Michael Lewis has died. That’s such a loss.’ She’d never met epublishing had a future and that the ability to get a speciality him, but his work was both an inspiration and a revelation to Andrew and I wove a few more stories into the rich tapestry of book to market her. Those who knew him on a personal level will sorely miss the evening. Andrew shared stories about a few of the many quickly, efficiently, his sense of humour and ability to assess a situation, huge extraordinary people he has known, including a wonderfully and for a reasonable assets which made him such an entertaining companion. eccentric upper-class English gentleman commuter. I told two folk price had a place. tales, ‘How Uncle Rabbit tricked Uncle Coyote’, which I learned For IATEFL 2018 Cyril Weir, who was probably the single most influential from Francisco Perez, an anthropologist from Guatemala, and in Brighton, we figure in English language assessment in the UK, working at ‘Joha the Judge’, which I learned from Souad Fadel, a woman welcomed Walton several universities, including long periods at Reading and, from Libya who works with Refugee Support Devon. Burns (Alphabet more recently, Bedfordshire. He first came to prominence as Publishing); Mark the person who brought knowledge of standard terminology [email protected] and Annie (Hancock and practice in language testing to previously uninformed 28 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 29

Focus on the SIGs

The LTSIG PCE Learning Technologies SIG Delegates at the LAMSIG PCE The Learning Technologies PCE explored Jeremy Harmer at the ESOLSIG PCE the important topic of ‘Feedback in Leadership and Management SIG English for Speakers of Other Andy Jeffery engaging his audience a digital age’ and brought together Languages SIG Having any sort of management role within professionals from around the world in a a language teaching organisation can, at Our PCE and Showcase were both fabulous Members of the ESPSIG Committee day packed with learning, interactions times, be quite isolating. Unlike teachers, Learner Autonomy SIG events, and the Conference as a whole and fun. English for Specific Purposes SIG Global Issues SIG we don’t usually have a group of peers to This year’s LASIG Showcase brought back proved to be a time to galvanise the ​In the morning, the four plenaries In this year’s PCE, entitled ‘Quality GISIG joined forces with TDSIG to organise a chat to, bounce ideas off or seek advice memories of my university days, with ES(O)LSIG’s mission and renew its motivation were delivered by experts in the field assurance in ESP and EAP − academic and very successful PCE focusing on the question from. This is why being part of LAMSIG and packed halls and students sitting on the to making a difference to the ES(O)L field. and explored ‘feedback’ from different occupational perspectives’, we were joined ‘Are you a social justice warrior?’ Our intention occasionally getting together at conferences floor. For a number of talks, the venue The PCE was entitled ‘Meeting challenges perspectives. Dr Angi Malderez analysed by both BALEAP and EAQUALS to enhance was to explore the term ‘social justice warrior’ can be so useful and powerful. staff had to shift to being bouncers. The and exploring solutions in the ES(O)L the different definitions of feedback and our focus on quality assurance. The (SJW) and see if it was possible to reclaim This year, LAMSIG held a PCE entitled speakers all made an impact with their classroom’. The SIG committee wanted provided a strong theoretical framework event comprised plenary sessions, talks it from its current pejorative status and ‘Looking backwards, moving forward – individual personalities, consistently to acknowledge that the field of for the day. Helen Allen and Tom Booth and a forum on accreditation schemes, reposition it as something positive. For details effective evaluation and improvement’. engaging and captivating the audience. ES(O)L teaching is growing at an urgent from Cambridge Assessment English thereby stimulating in-depth discussions of the speakers, see the TDSIG column on Speakers discussed the topic of evaluation This year, we highlighted modern explored the relationship between pace and that ES(O)L practitioners are concentrating on the various aspects of page 30. and their own experiences, in different areas technology, and specifically our blog, teachers and technology in providing, required to navigate many challenges and the quality of ESP and EAP education. Feedback on the day was overwhelmingly of management – from evaluating teacher https://lasigblog.wordpress.com/, as a supporting and improving feedback for issues framed and impacted by factors such ​In his plenary, Tony Prince (EAQUALS and positive, with special mention going to the training to curriculum to change processes platform for speakers to introduce their language learners and showed a number as migration and globalisation. NILE) spoke about the EAQUALS Academic diversity of topics on offer and the value of and beyond. Much of the day was devoted to topics before the event in order to whet of innovative digital tools that can be used ​Dr. Mike Chick presented research that Purposes Framework Project. Our next engaging in more detailed discussion during self-formed groups discussing and sharing participants’ appetites, and also as a means to this effect. Joshua Underwood explored he carried out in Wales and made the plenary speaker, Maxine Gillway (BALEAP), the Open Space sessions. PowerPoint materials best practices in different areas of the topic. for readers to have access to both the topic how Artificial Intelligence and voice case for creating a more unified ES(O)L focused on the challenge of terminology will be available on the GISIG website soon. A lot of spirited and in-depth discussion addressed and the speakers at any time. recognition software can create a genuine profession. Johanna Stirling discussed ways and beliefs in EAP QA and the BALEAP GISIG had six very interesting presentations followed and some really positive outcomes Rachel Paling spoke about non- need for language accuracy and intelligible to support weak spellers, and Emily Bryson perspective on supporting the National and workshops as part of our Showcase, were generated and shared. threatening conversations about pronunciation and invited us to view voice ran a workshop on how to create accessible Quality Assurance Scheme. Our plenary highlighting the breadth and depth of our Later in the week we held our Showcase, grammar; An Sneyers presented ‘the assistants as allies for language learning. and engaging learning materials. Philida speaker Conrad Heyns spoke about how members’ interests. Sahar Salha talked in which presenters from all over the funnel’, a thinking model to help with Finally, Russell Stannard, a pioneer in Schellekens looked at classroom activities we navigated our way through the ‘need’ about remote team-teaching on the Hands world – Australia, Lebanon, India, Turkey, ideas development; Alex Thorp evaluated the field of digital feedback, explained which address the challenges of multilevel for outside BALEAP accreditation and the Up project (https://handsupproject.org/) in Argentina and the UK – gave engaging and teaching and assessment practices in light how he uses screen capture technology classes, and finally,Jenifah Abu-Hassan desire by some colleagues to focus on Palestine. Anne Fox described the language insightful presentations. If there was an of key themes in educational psychology; to provide effective feedback and why explored the challenges of taking a subject more immediate EAP necessities. game ‘Diversophy’, which she has been overarching theme from the day it would be Jo Mynard and Scott Shelton-Strong this can strengthen the sense of support like feminism into the ES(O)L classroom ​Our very first ESPSIG Scholarship winner, using in Denmark to build bridges between leadership, with many of the talks focusing described autonomy-supportive conditions students need in online and blended without causing tension among learners. Milena Tanasijevic, gave her talk during the migrants and host communities. Gambhir on aspects of leadership (to give a sense in a large self-access learning centre; Andy learning. In the afternoon, four interactive Our surprise guest was Jeremy Harmer. PCE. Further presentations and workshops Chand spoke about his experiences teaching of that, titles included such phrases as Jeffery explored how to use the application workshops and the concluding round table He led us in a productive discussion were given by Kevin Knight, Gary Riley- large classes in Nepal and provided an array ‘distributed leadership’, ‘servant leadership’, Slack in the classroom; Hatem Essa discussions provided valuable insights about materials for ES(O)L – or more Jones, and Albena Stefanova. The PCE of useful strategies. Yordanka Kavalova ‘transformational leadership’, and ‘leading reported on reflective diaries; andMarcela for our community to continue exploring appropriately, the lack of them. He said ended with a Forum on quality assurance, spoke powerfully about a range of burning learning’). The topic of evaluation also Harrisberger finished the day by discussing this topic. An extensive report, write-ups, of the experience, ‘The honesty and in which Ayşen Güven, Didem Mutcaligolu issues, including special educational needs, returned, with Silvana Richardson giving a coaching tools and techniques adapted for videos and interviews were published in openness of the participants to discussing and Maxine Gillway took part. the role of the first language in English session on CPD evaluation, and we were also classroom use. our April newsletter and fundamental issues concerning their work Our SIG Showcase profiled a number of Medium Instruction, teaching with phonics delighted to welcome this year’s LAMSIG If you missed the Showcase, you can read can be found in the LTSIG website was truly inspiring and deeply moving.’ both well-known and up-and-coming ESP and assessment for learning. Neil McMillan Scholarship winner, Neenaz Ichiporia from about it on our website, https://lasig.iatefl. members’ area. Our Showcase was also a wonderful day practitioners, touching on a variety of EAP raised the very important issue of ELT India, presenting on managing remote org/. Visit the website if you have an interest ​Our SIG is always at the forefront of of presentations and workshops; thank you and ESP aspects. In our Open Forum, our teachers’ working conditions and the role teams. in learner autonomy, and you are curious to promoting good uses of technology to all of the presenters. Coordinator, Ayşen Güven, talked about the that organisations like IATEFL might play in We were also able to introduce our new know more about current research as well as and offering professional development We look forward to continuing to explore SIG’s objectives and activities. supporting teachers. Finally, Ellen Keates committee members and solicit ideas and about how to put research into practice. opportunities in cutting-edge research the complex issues in ES(O)L in the coming Three of the ESP SIG committee showed us the Intercultural Readiness Check – suggestions about events and activities As co-organiser of the Showcase, together and practice. We are currently hard at work months, including a webinar by Philida members, Agnieszka, Albena and Caroline, an online tool that allows students to develop for the future. All in all, it was a great with Anja Burkert, I would like to thank all organising our PCE for Manchester, so stay Schellekens in collaboration with NATECLA. represented the SIG at the Meet the SIGs their intercultural competence. This concluded Conference and we continue to offer a space those involved, the LASIG committee, the tuned, check out our updates and try to More information about our autumn events evening event. As can be seen in the an enriching and professionally rewarding day for managers in ELT to share and learn from audience, and especially the charismatic arrange your plans so that we get together will follow on our website and by email. photo, we also showcased our journal. with much to think about and take away for one another. and dedicated speakers. in Manchester. Lesley Painter-Farrell Caroline Hyde-Simon and Ayşen Güven future consideration and practical application. Andy Hockley Sandro Amendolara Sophia Mavridi Coordinator Joint Coordinators Chris Sowton Coordinator SIG Showcase Day Organiser and Blog Editor Coordinator [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] 30 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 31

Focus groups at the TTEdSIG & BESIG joint PCE Andrew Dilger’s poster presentation Teacher Training and Education SIG and Business English SIG Literature SIG and Materials ReSIG PCE participants Writing SIG In Liverpool, the joint BESIG and TTEdSIG PCE ‘Training (business) English teachers to Our joint PCE entitled ‘Creative arts and Research SIG prepare learners for modern workplaces: materials writing’ was opened by Aleksandra The ReSIG PCE, ‘Communicating and TDSIG & GISIG PCE delegates integration of soft skills’ was attended by 72 Popovski of MaWSIG and Robert Hill of learning from research’, was a big success. colleagues. TEASIG Showcase presenter and scholarship winner Mona Mersal LitSIG, with an audience of 95 people. With 16 poster presentations, keynote talks Teacher Development SIG Three main speakers in the morning ​The opening talk was given by Professor by Anne Burns and Richard Smith, and a Our PCE with GISIG and sponsored in part sessions provided input to create a common Testing, Evaluation and Young Learners and David Crystal and was entitled ‘Language final discussion led byDavid Nunan, the by Richmond ELT, focussed on the central ground. The first speaker,Ben Knight from Assessment SIG Teenagers SIG BLANK literature: from conjunction to ReSIG PCE offered delegates and attendees idea of intersections between social justice Cambridge University Press, highlighted The focus of this year’s PCE was ‘Authenticity The YLTSIG PCE was built around an preposition’. Crystal started his talk with a a fantastic opportunity to discuss, in a and teacher development. Two sessions the importance of defining what we really in the assessment of productive skills’. John important exposition and discussion of the nice quotation from Robert Graves: ‘A poet . friendly environment, what teachers can each included four short talks; these mean by ‘soft skills’ or ‘life skills’ before Pill started the day with a presentation on ways in which two parallel strands of teaching . . must master the rules of grammar before learn from research and what researchers were followed by breakout sessions to teaching them. When preparing students the concept of authenticity in testing and children and teenagers often coexist without he attempts to bend or break them’ (1961) to can learn from teachers. Pictures and discuss the issues raised with the speakers for an unknown future, it is important to assessment. This was followed by Siân knowledge or awareness of each other. illustrate that often language and literature videos of the event will be available on our (Steve Brown, Aymen Elsheikh, Mandana acknowledge employers’ expectations, such as Morgan and Andrew Kitney’s informative This was done under the over-arching title are divided, but that in fact they are two sides website shortly. Arfa-Kaboodvand, Joan Macphail, Lizzi the ability to work in teams; solve problems; talk, leading from theories of authenticity ‘Building bridges and common ground of the same coin. The ReSIG Showcase featured five Milligan, Sergio Iván Durand Sepúlveda, make decisions; communicate verbally; plan, to the process of developing authentic in TEYLs’. ​We looked at four examples, one of excellent presentations on ELT research We’am Hamdan and Rose Aylett) in a more organise and prioritise work; and obtain and tasks for assessing productive skills. In ​These two strands are the teaching of which was an extract from Rosencrantz and and a Forum in which we talked about personalised way. Every speaker shared process information. Ben then introduced the the final plenary,Dana Gablasova gave us English in full-time education contexts at Guildenstern are Dead by Tom Stoppard. This what ReSIG does, outlined initiatives and research they’d conducted and/or activities Cambridge framework for Life Competencies. valuable insights into how corpora can be pre-school, primary and secondary levels and play has a scene where the two characters developments and discussed questions within their contexts. The framework can be downloaded from used in the development and validation of the language-led approaches usually found are playing with questions – which led posed by attendees. Photos and recordings What emerged was the notion that the CUP website: https://languageresearch. tests to promote authentic language use in the private sector. The framework provided Crystal to talk about Shakespeare: the perfect of the event are available on our social social justice is considered part of our cambridge.org/clc in language testing. Afternoon workshops a useful context for discussing reasons for place where language and literature come media account and will be available on our remit as educators, for equitable learning Our second speaker was Gordon Lewis, Vice gave participants the opportunity to explore this parallel development with the goal being together. And he gave us a taste of Original website shortly. environments and for meaningful President of Languages for Laureate Higher these issues further while creating authentic to identify age- and context-appropriate Pronunciation (OP): ‘OP gives a fresh insight In other ReSIG news, the ReSIG yearly communication. This, however, comes Education, which has partnerships in nearly tasks and working with corpora. content, methodology and perspectives into language (e.g. rhyme and puns)’. newsletter, ELT Research (Issue 34), edited with the caveat to seek guidance from 30 countries. He talked about how to establish ​Our Showcase presentations ranged from needed by learners and teachers and ​Christina Klein Wolf and Eduardo Wolf by Mark Wyatt, Emily Edwards, Dario Luis the local contexts in which we teach. We systems to teach bread-winning skills to improving assessment by item analysis to extend this into materials, classroom explained how they worked in an EAP Banegas and Amol Padwad, came out in acknowledged that this is a challenging graduates. (Michael Fields) through technology- activities and external expectations. context with Shakespeare texts. Cheryl Palin February 2019. Some articles have been topic to summarise and not make absolute Our final speaker wasRos Wright, a enhanced formative feedback (Mona Mesal, ​The day began with two plenaries: Janet delighted us with a number of quotes from made open access on our website: http:// conclusions about within one event; teacher trainer who specialises in teaching the 2019 TEASIG scholarship winner) to Enever spoke about ways in which the two great writers to inspire us in our writing. Alan resig.weebly.com/issue-34.html we recognise that these are valuable occupational English in the medical sector. Ros assessing health professionals (Brigita different approaches had evolved, while Dave Pulverness talked us through the BritLit ReSIG supported the ELTRIA ELT Research discussions to continue throughout the started off with a quote: ‘The good physician Séguis and Lynne Stevenson). Presentations Spencer described how the choice of topics project, which ran from 2004 to 2013. Almost in Action (ELTRIA) Conference ‘Bridging coming years. In addition to livestreaming treats the disease; the great physician treats were also given on peer and self-assessment inviting personal involvement and the use of 50 kits that bring extensive reading alive can together two communities of practice’ segments (see our Facebook page), speaker the patient who has the disease’ (William (Yuliana Lavrysh), the effects of a self-paced flipped classroom approaches can provide still be found online (on teachingenglish. at the University of Barcelona on 26 and slides will be available (tdsig.org/pce) as Osler). She stated that to become a great listening test (Alice Middelkoop-Stijsiger), productive bridges with teenagers. org). Hania Bociek highlighted yet another 27 April. The event aimed to demystify well as follow-up with participants, speakers physician, the good physician requires the benefits of assessment literacy Mina( Patel), ​There followed a series of shared talks aspect of materials development: using research and encourage teachers to read, and members through our respective ability to use soft skills, such as demonstrating and a self-assessment tool (Maria Davou). describing some examples from each of the pictures and paintings. Pictures can be used engage with, and participate in relevant newsletters. empathy, listening actively and reassuring The day was rounded off by the Open Forum, age sectors in more detail: early years (Joan in a number of ways and are a good way studies with clear practical grounding in Our TDSIG Showcase featured diverse talks the patient. Ros stated that it is important to with a fruitful discussion on the current Kang Shin and Luciana Fernandez); primary to get discussions going. Alice Savage and order to bridge the gap between theory and by David Nunan and Julie Choi; Diarmuid include a self-reflection element to provide challenges in our field. (Shelagh Rixon and Amanda Davies); lower Walton Burns showed us how scripts such practice. Fogarty; Simon Brewster; Georgie Clark; an opportunity to internalise training, to help ​Both the PCE and the Showcase were very secondary (Dirk Lagerwaard and Bruno as plays and videos are a natural resource ​ReSIG has published a new book, Stories Elena Oncevska Ager and Sarah Mercer; students determine what the particular soft well-attended and stimulated a good deal Andrade) and upper secondary (Leticia for teaching speaking skills since, unlike by Teacher Researchers in an Online Research and Naziha Ali Raza, Daniella You and Tilly skill means for them, to focus on learning and of interaction with much food for thought. Moraes and Simon Pounder). textbooks, they often use natural language Community, edited by Aslı Lidice Goktürk Harrison. We also trialled the TDSIG pop-up self-awareness and to avoid simply retelling We would like to thank all the speakers and These talks were followed by Q&A sessions and realistic contexts to teach the ‘hidden’ Sağlam and Kenan Dikilitaş and available talks: five-minute informal opportunities the event. delegates for making both days enjoyable in groups, and by an interactive workshop language of pragmatics. Finally, Helen Holwill on our website: http://resig.weebly.com/ for different speakers to give their thoughts In the afternoon, participants worked in and inspiring. led by Virginia Parker: ‘Tools for empowering and Nicola Prentis enlightened us on how books.html on any ELT topic they are passionate about. focus groups to discuss questions related ​Neil Bullock has stepped down after three learners and facilitating learning in TEYLs’. to write a graded reader (with reference to ReSIG and the Creativity Group are Check them out on our Facebook page. At to these three input sessions. Discussions years as Joint Coordinator of TEASIG. We are ​The bridge-building concept provided an both adaptations and original titles). Andrew hosting a joint event ‘Exploring spontaneity’ our Open Forum session, we introduced included cultural aspect of soft-skills, grateful for all Neil has done to tirelessly ideal framework for these talks, at a time Dilger from Oxford University Press also on 2 November 2019 at Wolfson College, the Teacher Development Academic Journal models of communication of soft-skills and promote the SIG and are pleased that he when the teaching of English is, in many presented a poster showing how graded University of Oxford, UK. For further details (TDAJ), which will come out by next year’s the soft-skills necessary for online/virtual is continuing as Webinar Moderator. We places, starting at an ever-earlier age and readers are commissioned by publishers. please visit our website: http://resig.weebly. Conference in Manchester! A call for environments, meetings and training contexts. warmly welcome Mehvar Ergun Turkkan where awareness of the educational context It was a full and very insightful PCE day in com/2-nov-2019---joint-event-exploring- contributions will be posted on our website We wrapped this stage up and collected to her new post as Joint Coordinator with and appropriate objectives need to better Liverpool! spontaneity-in-the-elt-classroom.html. in the coming months. feedback, which was overwhelmingly positive. Ceyda Mutlu. inform classroom practice, materials design Christien van Gool Dr Ana Inés Salvi and Dr Kenan Dikilitaş Tyson Seburn Burcu Tezcan Unal Maggi Lussi Bell and teacher training. Social Media Coordinator LitSIG Joint Coordinators Coordinator TTEd SIG Coordinator Editor Susan Holden [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] 32 IATEFL VOICES 269 – July/August 2019 www.iatefl.org www.iatefl.org IATEFL VOICES 269 – July/August 2019 33

Poland and TESOL Greece. The Associates then broke into small From the Associates working groups and provided general TA updates to the group leader. In response to the suggestions that were sent in IATEFL’s report on Associates’ activities over the ahead of Associates Day, discussions took last 12 months and confirmed that the place around the topics of membership, Associates number of IATEFL Associates stood at budgeting and using webinars. A Representative 121 as of January 2019. summary of the notes will be sent out to Lou McLaughlin Those Teaching Associations (TAs) all TAs once these have been compiled. brings Associate that had contributed to Voices during The discussions once again showed the year were thanked for their that many TAs face the same challenges news. contributions: ELTAM Macedonia; regardless of context, which highlighted IATEFL Slovenia; NELTA (Nepal); the benefits of coming together in this ELTAI (India); APC ELI (Havana); way to discuss and share ideas, thoughts IATEFL Peru; CAMELTA; ACCRA Welcome to the Associates section of enjoying the opportunity to connect and possible solutions. GATE; and ELTAI Tirupati Chapter. All Voices! We would really like to share directly with other TAs. The course will The afternoon also had a session other TAs were encouraged to send in your news as much as possible so run again from July to September 2019 from Roy Cross, representing the British updates on their own projects, events please get in touch with updates and and members will be sent a mailing about Council. The British Council were kind and conferences for inclusion in this reports on your events which have this ahead of time. Those involved in the sponsors of Associates Day 2019. section. taken place. Please send this to me, Lou course were given special thanks: Kirti The day ended with a short poster The Associates eBulletin is still being McLaughlin, at [email protected]. Kapur, NCERT; Andy Cubalit, GEN TEFL session for Associates to showcase their sent to all TAs on a monthly basis but (Thailand); Leonor Marin, IATEFL Peru; own Association and related projects… Associates Day at IATEFL TAs were reminded to check to ensure Maria Veronia Casado, FAAPI; Caetano and of course, the traditional Associates that they were receiving this so that the Day photo! We were delighted to welcome so many Capitao, ANELTA Angola; Gafoudou information could then be distributed Thanks to all those who participated representatives to Associates Day at the Sakpoho, BNTEA (Benin); Sanja among their own members. News items Bozinovic, HUPE; Isaiah Adzigodie, GATE in Associates Day 2019. annual IATEFL Conference in Liverpool are also being shared on Twitter (@ this year on 1 April. We had a full (Ghana); Anastasia Malikova, ELTAF IATEFLAssociates) and Instagram, and (Germany); and Mariam Kvirikadze, programme for the day, and as usual it members were again encouraged to was a day full of ideas, discussions and ETAG (Georgia). NOVEMBER interact online. 1−4 Japan a lot of laughter! Associates Day presentations Coming events The members of the Associates IATEFL Leadership and ​JALT2019: 45th Annual The day continued with a short 11−13 Germany International Conference on committee who were present, Lou Management Online Course 2019 McLaughlin and Marta Bujakowska, presentation from Maureen McGarvey, ​IATEFL BESIG 32nd annual Language Teaching andLearning & welcomed 65 IATEFL Associates Lou then provided a short report on Chair of IATEFL Scholarships Committee July conference with Global Issues SIG Educational Materials Exhibition, to Liverpool and to the Annual the Leadership and Management who encouraged those attending to look 3−4 Israel strand, Berlin Nagoya City Conference. IATEFL President Harry Online Course for Associates which ran into the options for applying for the ​8th ETAI International Anniversary ​Event link: http://secure.iatefl.org/events/ ‘Teacher efficacy, learner agency’ Kuchah Kuchah welcomed the from June to September 2018. This awards and scholarships as these would Conference, Jerusalem event.php?id=187 Event link: https://jalt.org/conference/ jalt2019 Associates and recalled his own time covered a number of areas relevant be of benefit at the development level for ​‘ETAI: 40 years of sharing ideas’ 12−13 Korea on the Associate Committee and how for those involved in TAs at committee TAs and also at the individual level for Event link: http://www.etai.org.il/etai40/ 2 UK many of their members. 2019 KOTESOL International much he always enjoyed attending level: leadership and management; 3−5 Costa Rica ​IATEFL Research SIG & Creativity Lou updated everyone on the Conference, Seoul Associates Day. Marta Bujakowska led communication and meetings; services ​ACPI−TESOL Convention 2019 Group joint event, Oxford revamped IATEFL Projects and was ‘Advancing ELT: blending disciplines, us into our warmer activities, which to members; producing newsletters; ​‘Competences and teaching practices for ​‘Exploring spontaneity in the ELT classroom’ delighted to announce the winner for this approaches and technologies’ allowed all new members and new running events; finances; strategic effective performance’ Event link: https://koreatesol.org/ic2019 ​Event link: http://secure.iatefl.org/events/ attendees to get to know the more planning; membership and database; year – the Tanzania English Language event.php?id=174 Teachers Association (TELTA). Lou also 18−19 Malta familiar faces. and project management. September 14−16 Turkey used this time to remind Associates of ​IATEFL IP&SENSIG and MaWSIG Ten participants completed 6-9 Germany 19th INGED ELT Conference, Ankara Associates update the launch of the Hornby Trust Teacher strands at the ELT Council Malta the course and the feedback was IATEFL LASIG event with TU ​‘Outside the box’ Lou McLaughlin, IATEFL Associates overwhelmingly positive with Association Award Scheme 2019−2020, Braunschweig, Braunschweig conference Event link: https://inged.org.tr/ Representative, then presented a short participants finding it practical and which has a deadline of 15 June for ‘Reforming the foreign language classroom; ​Event link: http://secure.iatefl.org/events/ applications and has information available empowering students to take ownership II’ event.php?id=189 23 UK on the website http://www.Hornby-trust. Event link: http://secure.iatefl.org/events/ 24−26 Mexico IATEFL TDSIG event org.uk/newpage event.php?id=181 ‘Beyond the communicative approach: ​46th International MEXTESOL After a well-earned coffee break, we personal significance in language learning’ 20−22 Poland Convention, Queretaro Event link: http://secure.iatefl.org/events/ moved into our TED-style sessions to 28th IATEFL Poland Conference, ​‘Eclectic teaching trends for the ELT world’ event.php?id=190 learn about the various projects that had Gdansk been going on throughout the year from ​‘Beyond the horizon’ a few of the Associates present. IATEFL Event link: https://iatefl.org.pl/en/iatefl- Chief Executive Jon Burton also presented poland-conference-news.html Submissions for the calendar are welcome and should be sent to [email protected]. Submissions should follow the format in the calendar above, and should include submission to Associates and discussed the ways in deadlines for papers for potential presenters. which they can benefit from being an October Associate member, e.g. WMS funding. 9−12 India So that we receive your announcements in time, please check Voices (p. 1) for the copy deadline and the publication month of each issue. Thanks go to the following for taking the ELTAI event, New Delhi time to present and speak to us: HUPE The most up to date version of the calendar can be found on our website www.iatefl.org/associates/associate-events (Croatia), TESOL Macedonia-Thrace, and http://secure.iatefl.org/events/’ TESOL Spain, FAAPI (Argentina), IATEFL 34 IATEFL VOICES 269 – July/August 2019 www.iatefl.org iatefl Head Office Chief Executive: Jon Burton LIVERPOOL Who’s Who in IATEFL Deputy Chief Executive: Louise Atkins Ana Ines Salvi [email protected] ... Patron: Professor David Crystal, OBE, FBA Senior Bookkeeper: Iwona Minkowska IATEFL Liverpool in numbers 2019 Teacher Development (TD) https://tdsig.org Conference Organiser: Alison Medland Advisory Council Coordinator: Tyson Seburn [email protected] As Patron: David Crystal Deputy Conference Organiser: Alison Stanbury, Testing Evaluation and Assessment (TEA) maternity cover for Sarah Ward As Editor of the ELTJ: Dr Alessia Cogo https://tea.iatefl.org Sponsorship and Exhibition Officer: Leanne Smith tes vis Individual members: Amos Paran, Roy Cross, Joint coordinators: Ceyda Mutlu and Mehvar ega ited Adrian Underhill, Catherine Walter, Turkkun Ergun [email protected] Membership Officer: Natalie Chambers el f SIGs and Publications Officer: Eleanor Baynham D ro Johannes Wassenberg Teacher Training and Education (TTEd) m https://ttedsig.iatefl.org Key Administrator: Katy Suckling Board of Trustees a Coordinator: Burcu Tezcan Unal [email protected] Finance and General Administrator: Linda James t President: Harry Kuchah Kuchah [email protected] 1/3 Young Learners and Teenagers (YLT) l Head Office staff can be contacted via email e Vice President: Tessa Woodward https://yltsig.iatefl.org [email protected] or telephone +44 (0)1795 591414 a

Treasurer: Colin MacKenzie [email protected] Coordinator: David Valente [email protected] s

t

Secretary & Chair of Conference Committee: 1 st

Ros Wright (as of of delegates were 1 time attendees

June 2019) 0 Membership & Marketing Committee Chair: Associates IATEFL Hungary www.iatefl.hu Mojca Belak [email protected] 5

SIG Representative: Judith Mader [email protected] ACPI (Costa Rica) www.acpi-tesol.com IATEFL Peru https://sites.google.com/site/iateflpe/

Associates Representative: Lou McLaughlin ACTA (Australia) www.tesol.org.au IATEFL Poland https://iatefl.org.pl/en/ c o

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[email protected] n www.iatefl.si t IATEFL Slovenia r i www.theainet.net e AINET (India) s Digital Committee Chair: Shaun Wilden IATEFL Ukraine http://ukraineiatefl.wix.com/ [email protected] AMATE (Czech Republic) www.amate.cz iateflukraine ANELTA (Angola) Committee Members IELTA (Iran, Islamic Republic Of) www.ielta.ir Associates: Lou McLaughlin (Chair), Marta Bujakowska, APC-ELI (Cuba) 593 IETA (Indonesia) www.ieta.or.id Natalie Chambers and Nazli Gungor APPI (Portugal) www.appi.pt INGED (Turkey) http://inged.org.tr/ Academic Conference: Ros Wright (Chair), Louise Atkins, Angelos ATECR (Czech Republic) www.atecr.weebly.com Bollas, Jon Burton, Alison Medland, Sarah Mount, JALT (Japan) http://jalt.org Leanne Smith, Alison Stanbury and Daniel Xerri ATEF (Finland) http://www.suomenenglanninopettajat.fi Sessions www.kate.or.kr 92% KATE (Korea, Republic Of) Digital: Shaun Wilden (Chair), Louise Atkins, ATEI (Iceland) www.ki.is/feki 50% Heike Philp, Syke Annamma Kumaran, KELTA (Russian Federation) of survey respondents ATEL (Lebanon) www.atel-lb.org Maria-Araxi Sachpazian and Mercedes Viola KSAALT TESOL (Saudi Arabia) www.ksaalt-tesol. ATER (Rwanda) http://www.aterw.org/ Finance: Colin MacKenzie (Chair), Karsten Gramkow, org of survey are likely to recommend Emily Gross, Wayne Rimmer and ATES (Senegal) Lizzie Wojtkowska-Wright LAKMA (Lithuania) lakmaonline.lt/ the IATEFL Conference & ATETE (Denmark) respondents Membership & Marketing: Mojca Belak (Chair), LATAZ (Zambia) AzerELTA (Iran, Islamic Republic Of) www.eltanet.org hope to Natalie Chambers, Gerhard Erasmus and LATE (Latvia) www.late.lv Exhibition to a friend Anthony Gaughan BC TEAL (Canada) www.bcteal.org www.matefl.org attend a or colleague Publications: Harry Kucha Kuchah (Chair), MATEFL (Malta) www.belta-bd.org/ BELTA (Bangladesh) https://melta.de/ Eleanor Baynham, Rakesh Bhanot and MELTA (Germany) 90% future IATEFL 0% Vicky Saumell BETA (Bolivia) META (Moldova) http://meta-moldova.md Not at Extremely Scholarship Committee: Maureen McGarvey (Chair), BETA (Bulgaria) www.beta-iatefl.org Conference &

Ben Beaumont, Christian Ludwig, Amos Paran, MEXTESOL (Mexico) http://mextesol.org.mx/? Over all likely likely Bloy (Germany) www.elta-rhine.de Nora Tartsay-Nemeth, Adrian Tennant and Alison MORCE-Net (Morocco) www.morcenet.org Exhibition Stanbury BNTEA (Benin) www.bntea.org NATE Russia (Russian Federation) http://nate- Voices Editor: Tania Pattison [email protected] BRAZ-TESOL (Brazil) www.braztesol.org.br russia.ru/ Conference Selections Editor: Tania Pattison CAMELTA (Cameroon) http://camelta-cameroon. [email protected] NATECLA (United Kingdom) www.natecla.org.uk 1 & 2 stars weebly.com/ 3st IATEFL Representative on the ELTJ panel: NATESOL (United Kingdom) www.natesol.org ar CI-ATEFL (Cote D’ivoire) s Shelagh Rixon NELTA (Nepal) www.nelta.org.np CYTEA (Cyprus) cytea.weebly.com IATEFL Representative on the ELTJ Management NileTESOL (Egypt) www.niletesol.org Board: Catherine Walter E and M - GATE (Germany) http://englisch-und-mehr.de PAET (Cyprus) Special Interest Groups (SIGs) EATE (Estonia) www.eate.ee s PATEFL (Palestinian Territory, Occupied) r Please visit the individual SIG website for a list of a current committee members EKADEVE (Greece) www.ekadeve.gr t RATE (Romania) www.rate.org.ro s

ELT Ireland www.elt-ireland.com 5

Business English (BE) www.besig.org SATEFL (United Kingdom) www.satefl.co.uk

Joint Coordinators: Evan Frendo and ELTA (Serbia) elta.org.rs

SCELT (Slovakia) scelt.wordpress.com/ 87% 4

Dana Poklepovic [email protected]

ELTA/GB (Guinea-bissau) eltagb1.wixsite.com/elta-gb s t

English for Speakers of Other Languages (ES(O)L) SELTA (Senegal) www.selta.sites.google.com/site/ a S r https://iateflesolsig.wordpress.com ELTABB (Germany) www.eltabb.com englishlanguagecell s Coordinator: Lesley Painter-Farrell ELTAF (Germany) www.eltaf.de SPELT (Pakistan) www.spelt.org.pk [email protected] English for Specific Purposes (ESP) ELTAI (India) www.eltai.in SPELTA (Russian Federation) www.spelta. https://espsig.iatefl.org ELTAM (North Macedonia) www.eltam.org.mk stormway.ru Joint Coordinators: Aysen Guven and Caroline ww.mongoliatesol.com TATE (Tunisia) tate.tn/ Scholarship Hyde-Simon [email protected] ELTAM (Mongolia) w TEFL China www.telf-china.net of survey respondents gave the Global Issues (GI) gisig.iatefl.org ELTAM (Montenegro) http://eltam.me/online/ 24 winners Coordinator: Varinder Unlu [email protected] ELTAS (Germany) www.eltas.de TEFL in Yemen www.yementefl.webs.com Conference 4 or 5 stars out of 5 Inclusive Practices & SEN (IP&SEN) ELTAU (Germany) www.eltau.de TEFL Qatar www.teflqatar.org https://ipsen.iatefl.org Coordinator: Anne Margaret Smith [email protected] English Australia www.englishaustralia.com.au TELTA (Tanzania, United Republic Of) Learner Autonomy (LA) lasig.iatefl.org ETAG (Georgia) www.etag.ge TESOL Canada www.tesolcanada.org Speakers Joint coordinators and PCE & LASIG Showcase TESOL France www.tesol-france.org 703 organisers: Christian Ludwig and ETAI (Israel) www.etai.org.il Lawrie Moore-Walter [email protected] ETAS (Switzerland) www.e-tas.ch TESOL Greece www.tesolgreece.org Leadership and Management (LAM) FAAPI (Argentina) www.faapi.org.ar TESOL Kuwait www.tesolkuwait.org https://lamsig.iatefl.org TESOL Macedonia-Thrace N. Greece (Greece) Coordinator: Andy Hockley [email protected] FEELTA (Russian Federation) www.feelta.wl.dvgu.ru www.tesolmacedoniathrace.org Literature (Lit) https://litsig.weebly.com FORTELL (India) www.fortell.org TESOL Spain www.tesol-spain.org Coordinator: Rob Hill [email protected] FORUM (Kyrgyzstan) Learning Technologies (LT) https://ltsig.iatefl.org TESOLANZ (New Zealand) www.tesolanz.org.nz GATE (Ghana) www.facebook.GATE Coordinator: Sophia Mavridi [email protected] UALTA (Ukraine) http://ualta.in.ua Materials Writing (MaW) https://mawsig.iatefl.org GELI (Cuba) www.ukbet-bd.org

UKBET (Bangladesh) TWENTY Coordinator: Aleksandra Popovski Golubovikj GEN TEFL (Thailand) www.gentefl.org We look forward to seeing you at Manchester 20 [email protected] VLLT (Levende Talen) (Netherlands) www. th HELTA eV (Germany) www.helta.de 54 International Conference & Exhibition Pronunciation (Pron) https://pronsig.iatefl.org levendetalen.nl 18 - 21 April 2020 Coordinator: Catarina Pontes [email protected] HELTA Honduras TESOL www.heltahondurastesol.com WITESOL (United States) http://witesol.com Research (Res) resig.weebly.com HUPE (Croatia) www.hupe.hr Joint coordinators: Kenan Dikilitaş and YamELTA (Russian Federation) www.yamelta.ru IATEFL Chile www.iateflchile.cl ZATESL (Zimbabwe) 36Thank you to our 2019 IATEFL Conference Key Sponsors

Strategic Partner Platinum Sponsor

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iatefl LIVERPOOL 2019