IATEFL Conference 2018 Session Information

Tuesday 10 April 0800-1730: Registration Desk Open 0815-0845: How To... Sessions 0830-1900: Exhibition Open 0800-1730 Registration desk open 0815-0845 IATEFL How To… sessions Ambassador How to reflect on research talks at the conference (with Daniel Xerri) 150 audience In this session, we will explore how to make the most of the talks and presentations we attend during the conference. In particular, we will focus on how to reflect on the research we hear about and consider its relevance for and connections to our own professional contexts. Balmoral How to get the most out of this conference (with Susan Barduhn) 250 audience This session is for new IATEFL conference participants as well as those of you who have attended many conferences ... but feel your experience could go deeper. We will analyze the programme, form learning groups for those who wish to jigsaw their conference experience, and share conference time management tips. Tuesday This session will be repeated at lunchtime. Buckingham How to give a presentation at an international conference (with Jeremy Day) 150 audience Giving a presentation can be a stressful experience. This session will give you ways of organising yourself before your presentation and conducting yourself during your presentation to reduce that stress. The aim of the session is to make your presentation a more satisfying experience for you and for your participants. Dukes How to get published in a refereed journal (with Alessia Cogo) 150 audience This session will look at why you might want to get published in an “academic” journal, and how to go about it. The editor of ELT Journal will share tips and Scholarships IATEFL suggestions for getting your work in print. 0830-1900 Exhibition open PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS 51 We would like to thank for sponsoring this programme Tuesday 10 April 0900-1020: Opening & First Plenary Session 0900-1020 Opening Announcements and Plenary Session Oxford The conference will be opened by the IATEFL President, Margit Szesztay. ORTEGA'S Plenary session by Lourdes Ortega PHOTO Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University. Her main area of expertise is in second language acquisition, and she is committed to investigating what it means to become a bilingual or multilingual language user later in life in ways that can encourage connections between research and teaching and promote social justice. Before moving to the USA in 1993, she taught Spanish as a foreign language at the Cervantes Institute in Athens, Greece, and English as a second language in Hawaii and Georgia, USA. She has published widely and her books include Understanding Second Language Acquisition (2009, translated into Mandarin in 2016), and Technology-mediated TBLT (with Marta Gonzalez-Lloret, John Benjamins, 2014). She is currently busy finishing The Handbook of Bilingualism for Cambridge University Press (with Annick De Houwer). What is SLA research good for, anyway? In my nearly 20 years of being a second language acquisition (SLA) researcher, I have Tuesday met many language teachers who told me learning about SLA really shifted their thinking about their teaching practice and their approach to teaching. I have, however, also spotted many baffled or dismayed faces of language teachers, who just couldn’t believe what SLA had to say (or how little it had to say) about some of their most urgent classroom questions. Many professional development efforts focus on familiarizing teachers with the latest trends in SLA research. But why should language teachers care? In this talk, I want to show new ways of seeing the relationship between research and teaching, from the perspective of a down-to-earth SLA researcher. First and foremost, research is about generating useful information for some community, of which the most important one is language teachers. A good example is motivation, an area where SLA researchers have sought, and mostly IATEFL Scholarships IATEFL succeeded, to turn empirical evidence into knowledge that can make the lives of language teachers better. Often, findings from SLA need a large amount of contextualization and critical professional translation before they can be of use in actual local classroom contexts. A good case in point is research on error correction, which has yielded contradictory and fragmentary findings thus far. But the best research is about generating knowledge without which we would see the world of language teaching differently. Like discovering that the earth is round, not flat. Here, age and multilingualism are two areas in which SLA has a lot to offer to teachers. My goal is to provide tools for thinking about research and teaching as imperfectly and not always obviously compatible perspectives that can enrich the professional lives of language teachers and researchers alike – but only when a delicate balance between idealism and pragmatism is struck. 52 Tuesday 10 April 1040-1125: Session 1.1 1040-1125 Session 1.1 Ambassador Why learn about the latest trends in British English pronunciation? 150 audience Chris Kunz (Anglia ESOL Examinations) Workshop Estuary English, or should we say the 'Standard British Pronunciation Model' these PRON, TD days, is pushing its way into our discourse hard and fast. Consequently, proactively e, le, s, t, a assisting our students to productively understand these 'new' pronunciation trends will undoubtedly help them to become successful communicators of their messages and ideas. In this interactive presentation, I will debunk a few pronunciation myths. Balmoral The ESL classroom: going beyond the text 250 audience Christopher Barker (Cambridge University Press) Workshop This workshop will explore how to go beyond the traditional ways of exploiting a YLT text in order to develop the ‘21st century skills’ of critical thinking, collaboration, le, s communication and creativity. We will take a text from Cambridge Global English 7-9 and use it as a springboard for cross-curricular work and for developing students’ knowledge and understanding of the world. Buckingham Literature for all: creative texts for every class 150 audience Malu Sciamarelli (The C Group) Tuesday Workshop Teaching language through literature makes learning more engaging and Lit SIG memorable. This workshop will explore how the use of classic to modern literature Showcase enhances students’ learning of language, develops their imagination and increases e, le, p, s, t, a their motivation. Participants will leave with ideas to develop students’ creative writing skills, improve their reading ability and sharpen their critical thinking through literary texts. Cambridge (Research) question time!: a hands-on workshop 250 audience Paula Rebolledo Cortes (British Council Chile / RICELT) & Richard Smith Workshop (University of Warwick) RES, TD Developing suitable research questions is generally considered an important but Scholarships IATEFL e, le, p, s, t, a challenging part of the (teacher-)research process. In this practical workshop, we demonstrate ways the process can be supported, using activities and question frames from the recently published Handbook for Exploratory Action Research (British Council) based on our experience of supporting teacher-research. AL = Applied Linguistics GEN = General MaW = Materials Writing BE = Business English GI = Global Issues MD = Materials Development EAP = English for Academic Purposes IPSEN = Inclusive Practices & SEN PRON = Pronunciation ESAP = English for Specific Academic LA = Learner Autonomy RES = Research Purposes LAM = Leadership & Management TD = Teacher Development ESOL=English for Speakers of Other Lit = Literature TEA = Testing, Evaluation & Assessment Languages LT = Learning Technologies TTEd = Teacher Training & Education ESP = English for Specific Purposes YLT = Young Learners & Teenagers 53 We would like to thank for sponsoring this programme Tuesday 10 April 1040-1125: Session 1.1 Dukes Values and short films in language teaching 150 audience Kieran Donaghy (UAB Languages Barcelona) Workshop Although the teaching of values is often overlooked in language education, it is a IPSEN SIG vital area. In this session, I will examine the importance of values in language Showcase education and propose practical activities designed around short films, which e, s, t, a encourage teachers and students to reflect on values. I will also examine some of the issues in teaching values. Durham Making learning last – helping learners commit language to longer-term 600 audience memory Workshop Paul Dummett (National Geographic Learning) TTEd Around 70% of what we forget is forgotten in the first 24 hours after initial learning. le, a While various techniques (gimmicks?) exist for memorising items in the short-term, less is known about how and what we remember longer-term. This practical workshop will examine the roles of imagery, repetition, emotion, stories, utility factors, multi-sensory approaches and peer-teaching in helping make language stick. Hall 4 Use your brain! Exploiting evidence-based teaching strategies in ELT Tuesday 250 audience Carol Lethaby (The New School / UC Berkeley Extension) & Patricia Harries Workshop (Freelance) TTEd This workshop examines recent neuroscientific and cognitive research regarding e, t, a effective teaching, and explores whether and how these ideas can be applied to the English language classroom. We consider the use of prior knowledge, distributed practice and practice testing, among others, and discuss how to adapt classroom

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