IATEFL 50Th Anniversary Issue 4

254

The Bi-Monthly newsletter of the International Association of Teachers of English as a Foreign Language

IATEFL 50th Anniversary Issue 4

Sponsored by the British Council

Linking, developing and supporting English language teaching professionals worldwide

January–February 2017 Issue 254

Practising what we preach – Lindsey Clark | Teaching for success – The British Council SPELLIRAN – Alireza Talebzadeh | Higher order skills in EAP – Michael Kelland | Suggestopedia – Agnes Orosz

From the archives Still looking for the best way – Lindsay Clandfield | The end of an epoch – A. V. P. Elliott Co-operation: end or means? – Paul Thomas | Whole Person Education – Lydia Langenheim A skills-based approach – R. J. Sloan | Learning to communicate – Pat Pattison can you build bridges without nuts and bolts? – Michael Knight | The riddle of the ‘right method’ – Earl W. Stevick A Dogma for EFL – Scott Thornbury | The ABC of ELT … ‘TBL’ – Jane and Dave Willis Using a project-based learning approach – Su-Jen Lai | CLIL in action – Paula Bello and Liliana Costa de Linares

ISSN 2412-6578

January–February 2017 Issue 254 ISSN 2412-6578 From the Editor We have now moved on to methods and approaches and methodology in this fourth of the IATEFL Voices anniversary issues. We would like to thank the British Council, who do Contents so much for us at conference, for sponsoring it. There will be one more issue containing themed articles from the archives in 2 From the President celebration of our 50th year. Feature articles One of our current IATEFL Ambassadors, Lindsay Clandfield introduces the special section on the archives and decides that 3 Practising what we preach Lindsey Clark while methods come and go, methodology, or the way we enlivens her exam classes Alison Schwetlick, describe what we do in the classroom, is still very much alive as 4 Teaching for success The British Council Editor evidenced by our publications and conferences. working with teachers across the world At the beginning of the 70s, A. V. P. Elliott celebrates the end of behaviourism 6 SPELLIRAN Alireza Talebzadeh gives while towards the end of the decade Paul Thomas advocates language learning as a students a new experience cooperative activity and Lydia Langenheim offers Pilgrims’ Whole Person Approach. 7 Higher order skills in EAP This is followed in the 80s by views on skills-based and communicative approaches. Michael Kelland encourages critical thinking In the 90s, Earl Stevick reflects on the Silent Way and Community Language Learning 8 Suggestopedia Agnes Orosz revisits a in his quest for the ‘right method’ and in the Noughties, Scott Thornbury surprises us forgotten method with his back to basics Dogme and Jane and Dave Willis advocate task-based learning. Later, Su-Jen Lai considers that project-based learning helps students become more Regular columns autonomous in Taiwan. Finally, Paula Bello and Liliana Costa de Linares from Argentina 10 Materials reviews Ruby Vurdien find that the dual focus on language and content that CLIL affords works well in 12 Learners’ voices Nick Bilbrough secondary schools. In the general articles Lindsey Clark makes exam practice count with practical, From the archives targeted activities and Mike Kelland uses Venn diagrams to activate tertiary learners’ 13 Still looking for the best way higher order thinking skills. Alirezah Talebzadeh introduces a customised spelling bee Lindsay Clandfield introduces this special contest in schools in Iran, with a view to running it nationwide after its success at district section on methodology level and Agnes Orosz revisits Suggestopedia with a critical eye. The British Council tell 14 The end of an epoch A. V. P. Elliott, us of the work they are doing across the globe, developing and supporting teachers University of London Institute of Education with extensive CPD programmes. Co-operation: end or means? Paul Thomas In this Early Bird issue, Marjorie Rosenberg urges potential conference goers to 15 Whole Person Education Lydia Langenheim, enter the prize draw by booking early and the SIGs give us a preview of their pre- Pilgrims Language Courses conference events. Nick Bilbrough and David Heathfield continue with their columns, A skills-based approach R. J. Sloan coincidently both praising the value of repetition in the classroom with jazz chants and the story of the Half Rooster. And Ruby Vurdien has picked an exciting variety of reviews 16 Learning to communicate Pat Pattison, that should make you want to use the resources. Teacher-Training Institute, Utrecht I hope you enjoy the read. Can you build bridges without nuts and bolts? Michael Knight, University of The International Association of Teachers of English as a Foreign Language was founded in 1967 Stockholm Registered as a Charity: 1090853 Registered as a Company in England: 2531041 17 The riddle of the ‘right method’ Head Office (for general information about IATEFL and details of advertising rates) Earl W. Stevick IATEFL 2–3 The Foundry, Seager Road, Faversham, Kent ME13 7FD Telephone: +44 (0)1795 591414 fax: +44 (0)1795 538951 18 A Dogma for EFL Scott Thornbury Email: [email protected] web: http://www.iatefl.org Facebook: https://www.facebook.com/IATEFL/ twitter: https://twitter.com/iatefl The ABC of ELT … ‘TBL’ Jane and Dave Willis Editorial Office 19 Using a project-based learning approach Correspondence relating to Newsletter content should be clearly marked for the attention of ‘The Editor of Su-Jen Lai, Chang Gung University, Taiwan IATEFL Voices’ and sent to IATEFL, 2–3 The Foundry, Seager Road, Faversham, Kent ME13 7FD, United Kingdom. The Editor can be also contacted by email at [email protected]. 20 CLIL in action Paula Bello and Liliana Costa de Linares, Argentina Disclaimer Views expressed in the articles in Voices are not necessarily those of the Editor, of IATEFL or its staff or trustees. Regular columns (continued) Copyright Notice 21 ELT News: ELT Journal, ERF, Afterword, Copyright for whole issue IATEFL 2016. IATEFL retains the right to reproduce part or all of this publication in other publications, including retail editions. Erratum Contributions to this publication remain the intellectual property of the authors. Any requests to reproduce a 23 Storytelling and repetition particular article should be sent to the relevant contributor and not IATEFL. David Heathfield Articles which have first appeared in IATEFL publications must acknowledge the IATEFL ® MIX publication as the original source of the article if reprinted elsewhere. Paper from responsible sources Cover photography this issue: Rachid Tagoulla © 2016 FSC® C020438 Inside IATEFL 24 Associates News Copy deadlines 26 Early Bird Focus on the SIGs March–April 2017 (255): 9 December 2016 29 Coming events, Publications received May–June 2017 (256): 17 February 2017 July–August 2017 (257): 24 April 2017 30 Who’s who in IATEFL

IATEFL Voices 254 3 FeatureFrom the articles President

Letter from the President Looking forward to the conference of whom Carol Ann Duffy has said: Marjorie ‘If there were to be a World Laureate, Rosenberg With IATEFL heading into its 50th year as an association, then for me the role could only be has over plans for the 51st conference are already mirroring the 30 years’ filled by Imtiaz Dharker.’ excitement of a celebration. The conference will take experience place in Glasgow, Scotland from 4–7 April 2017 with all as a teacher, teacher the IATEFL SIGs holding Pre-Conference Events (PCEs) on Preparations Almost 800 proposals for talks and trainer, 3 April. The modern Scottish Exhibition and Conference materials Centre (SECC) will again be the venue for this major event in workshops have been received and writer, and speaker. She has the ELT calendar and we are looking forward to welcoming the Proposals Committee is reading published widely in the fields of business English and teacher some 2,500 delegates from all over the globe. The IATEFL through them all in order to put together a balanced programme. development. She served as website has dedicated conference pages which are filled IATEFL BESIG Coordinator from with information about travel, accommodation, restaurants There will be two Interactive Lan- 2009 to 2015 and on the IATEFL and sightseeing in Glasgow. As Edinburgh is only a short guage Fairs, as well as symposiums Membership Committee before distance away, some of you may decide to take advantage and forums. Some of the standard taking on the Vice Presidency and now Presidency. of a ‘two-for-one’ opportunity and visit both cities. formats will be there, such as Sig- nature Events, the ELTJ Debate and Exhibition opening hours twelve ‘How to’ sessions including a new one on ‘How to get involved in an IATEFL SIG’. The app is also being updated This year, for the first time, the exhibition will have different and feedback from last year was very helpful. A tutorial is opening hours. Delegates will have the chance to browse planned and the technical helpdesk is there to assist anyone the stands on the day before the official conference begins, who has questions about using the app onsite. The popular namely between the close of the Associates’ and SIG events Jobs Market and CV Clinic will be back, so bring along your on 3 April and the Welcome Reception that evening. The CVs and interests to talk to recruiters and those who can exhibition will close, however, at the end of the third full day advise on jobs in the ELT field. of the conference leaving the last day for two plenaries, talks and workshops, and the last-minute exchange of business cards and farewells. Early Bird booking There are already several prizes for the drawing of those Evening events who book at the early-bird rate. If you throw your hat into the ring, you may win … a cabaret ticket, afternoon tea Evening events are still in the planning phase but a trip to for two, a city music tour or a hop on/hop off bus tour of Scotland would not be complete without a Ceilidh giving Glasgow. Good luck! delegates the chance to show off their dancing skills. In addition, the popular quiz and Pecha Kucha will be on the programme along with an event on the history of IATEFL, a Glasgow online music evening, and a chance to ‘Meet the SIGs’ as well as We are also very grateful to the British Council for again other social and fun events. providing the infrastructure for live-streaming and videoing our 51st conference plenaries, sessions and interviews. If you Empowerment, psychology, social justice, are not able to attend in person, make a note in your diary so that you can log in and be online when we send greetings intonation and poetry from Glasgow to colleagues and friends around the world. Our plenary speakers were introduced in the last issue of Glasgow Online will go live nearer the conference Voices and we are thrilled to have such an international (https://iatefl.britishcouncil.org). Don't forget you can watch group of experts. Gabriel Diaz Maggioli will be addressing sessions from past conferences now at http://conference. the issue of empowerment of teachers through teaching iatefl.org/past_conferences.html. associations and Sarah Mercer will be looking at the very I am looking forward to seeing many of you in Glasgow popular topic of language learner and teacher psychology. or online. JJ Wilson, who has won awards on the topic, will talk about social justice in the classroom and provide ideas for teachers to take away and Jane Setter will be helping us all to explore the role of intonation in English. In the final plenary we will be able to enjoy the recent poems of Imtiaz Dharker, a poet

4 IATEFL Voices 254 January–February 2017 Issue 254 Feature articles

Practising what we preach Lindsey Clark enlivens her exam classes.

I have been teaching EFL exam preparation courses for some elicit the meaning and use. Drill Lindsey Clark ten years now, and it saddens me that there is the perception as necessary for intonation and has taught that exam prep courses must be a tedious and often stressful word stress. English for ten years. She affair. Some in our field believe that class time should be better 4 They stand up, mingle and find was DoS, and spent doing something more practical, functional or creative. a partner. You shout out one Cambridge Perhaps this is because test books are often overused. The of the topics. They give their ESOL examiner result is that learners are sedentary, staring at or hearing texts opinion on the topic, and agree at a language chosen by an unknown entity. There is little student interaction or disagree with their partner school in Italy. Currently she is following an MA or real engagement with the language itself. It is debatable regardless of their real opinion, in Applied Linguistics at Durham whether using testing materials for teaching has any perceiv- using the expression on the card. University and blogging about able benefit since it is surely a contradiction to attempt to 5 After a few minutes, stop the student-centred instruction at practise something you have not begun to learn yet. discussion and ask them to swap dynamiteelt.wordpress.com. cards and find a new partner. An example Call out a different topic and repeat. Keep going until Let’s look at preparing learners for Cambridge English: they start to lose momentum. First, Speaking Part 3. If we analyse the gaps in students’ performance of this task, we see that turns are often Activity B: contrasting (to be used after unbalanced and discourse is disorganised. Ideas are not Activity A) linked, answers are repetitive (such as the dreaded ‘I agree’) Repeat the above activity, only this time student B must add and not developed. To overcome this, they need: another contrasting piece of information after the agree/ Language disagree phrase using ‘Having said that …’. For example: • exponents for agreeing and disagreeing Student A: i’d say that fashion is a waste of time. • discourse markers for contrast, cause and effect, adding Student B: you’ve got a point. Having said that, I do points appreciate good quality. • exponents for interrupting Sub-skills Advantages • Meeting the exam criteria. Agreeing/disagreeing comes • effective turn-taking under the B2 criteria ‘initiates and responds appropriately’ • initiating and concluding (Cambridge English 2015: 82). The contrasting linker • encouraging contributions from other speakers ‘having said that’ contributes towards the ability to We know that developing automaticity requires repeated ‘maintain and develop the interaction’ and use ‘a range exposure and opportunity for focused output, so expecting of cohesive devices’ (op. cit.). students to learn multiple skills simultaneously is unlikely to • Repetition. Students discuss various topics using different work. I would therefore argue that activities should be used exponents (avoiding ‘I agree’), but are learning the same which develop these skills and language in isolation. Here are skill(s). In Activity B, the repeated use of only one linking two examples. expression means that intake is more likely to occur. • Personalisation and focus on the learner. Learners choose Activity A: agreeing and disagreeing subjects they are interested in. The mingle activity mirrors authentic informal chat with one of their peers. 1 Ask your students what they want to talk about. For • Focus on specific skills. The performance load is limited example: music, food, films, sport, fashion, travel. and therefore more realistic, giving the students a higher 2 In pairs they give an opinion on each of the topics, saying chance of success and greater motivation. for example who their favourite actor/football team/singer • Similarity to L1. The Italian expression ‘detto questo’ is and why. This scaffolds the main activity. (literally ‘said this’) has almost the same meaning and use 3 Cut up and distribute the following expressions so that as ‘having said that’. After I suggested this translation they have one each. to my monolingual class and we carried out this short activity, they were immediately able to use the expression you’ve got a point. I’m not so sure. spontaneously in both speech and writing. There is a case i’m with you there. No way! for adapting target language for monolingual groups. [email protected] i see what you mean. i can’t agree there. References available from the author on request you might be right there. actually, I’m not convinced.

IATEFL Voices 254 5 Feature articles

Article sponsored by Teaching for success The British Council working with teachers across the world.

Tim Phillips is It shouldn’t be news to readers Innovations in Uruguay head of teacher of IATEFL Voices that working In Uruguay, we are working with local primary teachers in development with teachers across the world is in English 3,000 schools and 83,000 9–11 year olds in collaboration a very important part of what the and Exams with remote teachers based in the Philippines, Montevideo, British Council does. As the United in the British Buenos Aires and London. Through innovative video- Council, based Kingdom's international organisation conferencing technology, remote teachers lead the English in Manchester. for cultural relations and educational lessons and the local classroom teachers support the He leads on the development opportunities, we create friendly of British Council Teaching for learning in the classroom. The result is that the local knowledge and understanding Success. He has worked as an teachers are improving their English and the communicative between the people of the UK and English language teacher and teaching approach is helping children’s English improve at an teacher trainer in Jerusalem, other countries. And working with impressive rate. Spain, Portugal, Slovakia and the teachers builds friendly knowledge Republic of Macedonia; he has and understanding not only between trained initial teacher trainees at teachers themselves, but through Teaching for success university, as well as written and Teachers are often hard-pressed and under-supported. But run in-service training courses. them with students, parents, schools and education systems. whether they are working in a refugee camp in Jordan, in a primary classroom with 150 learners in Cameroon, in a Working in Bihar, India language school in Brazil, or at a university in Russia, they engage with aspirations and challenges, developing the How do we do this? In Bihar state in India, the BLISS values and minds of their students. The British Council helps (Bihar Language Initiative for Secondary Schools) project link teachers internationally. And it has a positive role in is developing a sustainable model for English teacher recognising the professionalism of teachers and in providing development (see photos below). We have trained 200 opportunities for them to showcase their expertise and to teacher educators who have helped 3,200 secondary school develop their skills, whether online or through one of our teachers to use child-friendly and interactive practices in many programmes. teaching English to 1.6 million students across the state. One And that’s why we have developed British Council of the outcomes is that three-quarters of the teachers trained Teaching for Success. We want to provide the best ways of now use English in the classroom most of the time, compared helping teachers develop—teachers working in state and to 15 per cent at baseline, increasing the interaction in private systems, teaching English and the other curriculum English with their students. The project is giving teachers and subjects. students in a poor part of India the chance to develop their potential and engage with opportunities in the wider world. Our integrated approach to teacher development At its heart are our CPD frameworks for teachers and teacher educators. These help teachers assess their own skills and knowledge and identify the professional development they need to develop further in key areas of teaching. We also

6 IATEFL Voices 254 January–February 2017 Issue 254 Feature articles

use these frameworks in our projects with ministries of teacher development materials developers and managers education and other organisations to profile what teachers of teacher development—to analyse their own skills themselves recognise as their strengths and areas for further and understand the ways in development so that we can engage with decision-makers which they can develop their in planning CPD programmes that follow the research expertise and progress in their … working with evidence that effective CPD should be based on teachers’ careers. CPD opportunities actual needs. on the site are mapped to teachers builds the framework, providing a friendly knowledge Accessing the frameworks and pathways valuable and rare resource for and understanding 1 The framework. The CPD framework for teachers can the development of teacher not only between be found on the Continuing Professional Development educators. teachers themselves, section of our TeachingEnglish website, which is accessible In the twenty-first century but through them via website 1 below. It describes the skills and knowledge teachers have a more important of 12 professional practices which teachers of all subjects role than ever in shaping the with students, may need to develop. In order to make it easy for teachers future of our world, by educating parents, schools and to learn about a professional practice which they have new generations to take their education systems identified as one they would like to develop, we have place within societies and benefit mapped all the content on our website to a professional from the opportunities available practice. So, if you are interested in improving how to them. The power of learning and collaboration is the you manage the lesson, you can find all the videos, message of British Council Teaching for Success. webinar recordings, teaching tips, lesson plans, articles and discussions which relate to lesson management and Websites identify which one best meets your particular need. 1 http://www.teachingenglish.org.uk/teacher-development/ 2 Online modules. We have also developed a series of continuing-professional-development online training modules which teachers can access, each 2 https://www.futurelearn.com/programs/english- one mapped to a professional practice and one or more language-teaching elements describing an aspect of that practice. These 3 http://englishagenda.britishcouncil.org/continuing- modules can be accessed individually—as just-in-time professional-development training on your mobile device exactly when you need it—or as moderated courses which will help you progress along the pathway of development through our stages of development. 3 MOOCs. An exciting aspect of our engagement with teachers recently has been the FutureLearn MOOC (Massive Open Online Course) programme we have run since September 2016: ’Teaching for Success—Practices for English Language Teaching’, accessible via website 2 below. The program has three parts: Lessons and Teaching, Learning and Learners and The Classroom and the World. Through these, thousands of teachers worldwide have engaged in online learning and discussion sharing ideas and experiences about what makes effective language teaching in their contexts and examining the professional practices of our CPD framework. 4 Supporting teacher educators too. It is a similar model for our CPD framework for teacher educators. This has its own section on the EnglishAgenda website, accessible via website 3 below. It helps teacher educators of all types— pre-service trainers, university lecturers, in-service trainers,

The aims of IATEFL are to: • Benefit English language teachers all over the world providing • Encourage grassroots professionalism where all categories of opportunities for personal and professional development. members at whatever stage of their career can make significant • Enable the international network of ELT professionals to grow, by contributions and continue to learn. encouraging and fostering the regional and local groupings, so Linking, developing and supporting ELT professionals worldwide that members can learn from each other. IATEFL Patron: Professor David Crystal

IATEFL Voices 254 7 Feature articles

Higher order skills in EAP Michael Kelland encourages critical thinking.

Michael Keller From an early age, it is instilled in has been Japanese students not to question Figure 1: employed in teachers but to accept what is Venn tertiary education taught as truth, rendering students diagram in Japan for the showing reluctant to think or process ideas past ten years countries and is currently in a different way. When students visited by associate arrive at university, therefore, it can class of 20 professor at Tokai University. He be a real challenge for teachers received his MA in TESOL and students Applied Linguistics from Portsmouth to utilise critical thinking in the University and is currently engaged curriculum. in critical thinking and cognitive Critical thinking has been vari- load theory research projects. ously defined by educators (Erwin and Sebrell 2003; Feare 1992) but agreement can be seen in three areas. Critical thinking: 1 processes thoughts and ideas actively, actualising potential as a thinking human being; ‘fish’ and ‘shrimp’, where students fill in the diagram using 2 involves solving problems by seeing things from many the attributes (have hair, have scales, have legs, live in perspectives, for example by recognising patterns, exer- water, have fins etc.) Finally, students come up with their cising impulse control, applying algorithms or trial and own 3-circle Venn diagram on a topic of their choosing, error; and alongside self-made confirmation questions which are given 3 refers to criteria rather than to criticism, finding common to another group to answer, thus ‘classifying’, ‘formulating’ ground, building and synthesising to find what is true and and ‘justifying’. false in others’ opinions or positions. One final classification idea is to use the same 3-circle Venn to show such things as student habits. (See Figure 1.) Thus, a definition could be: possessing the intellectual Each circle would represent a country, with marks entered skills and psychological habits to solve problems, discover on the diagram indicating whether students have visited truths and communicate clearly. one, two, all or none of the countries. From this, students will be able to analyse the data and present it in a variety of Importance in the classroom ways. And, in the process, they use HOTS including ‘collec- Getting students to think more gets them saying more, both tion’, ‘ranking’, ‘hypothesising’, ‘producing’, ‘creating’ and creatively and communicatively. When applying critical think- ‘measuring’. ing skills to the classroom, many educators turn to Bloom’s As teachers, we can incorporate activities to exploit Taxonomy (Anderson and Krathwohl 2001) in an attempt meta-cognitive critical thinking ideas where we ask things to scaffold students towards the top level of ‘creation’. that aren’t obvious, challenge students’ own thinking about Whilst it is fundamental that students ‘remember’ and existing ideas of the world and ask questions that help ‘understand’, to fully incorporate higher order thinking skills students understand what’s true, rather than accepting (HOTS), teachers will be building on students’ ability to recall, everything they hear or read. identify, label and summarise, and leading them towards [email protected] activities that actively see them producing, criticising, judging and classifying. References While most teacher-made tests still test at the lower Anderson, L. W. and D. Krathwohl (eds.). 2001. A Taxonomy levels of the taxonomy, research has shown that students for Learning, Teaching, and Assessing: a Revision of Bloom’s remember more when they have learned to handle the topic Taxonomy of Educational Objectives. New York: Longman. at the higher levels of the taxonomy (Garavalia et al. 1999). Erwin, T. D. and K. W. Sebrell. 2003. ‘Assessment of critical thinking: ETS’s tasks in critical thinking’. Journal of General Example activity Education 52/1: 50–70. A tool that I have found encourages students to work at Feare, J. 1992. ‘Forced to think: the Title V mandate in California’ in C. Barnes (ed.). Critical thinking: Educational these upper levels is the Venn diagram. After drawing two Imperative. San Francisco: Jossey-Bass. connected circles, I ask students to place a given selection Garavalia, L., J. Hummel, L. Wiley and W. Huitt. 1999. of animals into the ‘wild’, ‘domestic’ or overlapping area ‘Constructing the course syllabus: faculty and student indicating they could be either. This could then be built on perceptions of important syllabus components’. Journal of with a three-circle Venn, example topics being ‘whales’, Excellence in College Teaching 10/1: 5–22.

8 IATEFL Voices 254 January–February 2017 Issue 254 Feature articles

SPELLIRAN Alireza Talebzadeh gives students a new experience.

Looking for a game that would challenge and engage me. I read out the words and the five Alireza students, I came across the spelling bee contest, which judges listened attentively. It went on Talebzadeh, started in the US before spreading to many other countries. for many rounds and lasted over three a teacher trainer, I decided to customise it for my local context. I realised that hours until the happy winner was teaches what I needed first was an instruction manual, an emblem announced. English and a title. I wrote a manual in L1 and concocted the word language in SPELLIRAN to introduce and pro- Roles and rules remote areas mote the programme and show Roles in north- western that it was for our whole country. You need judges, pronouncers and Iran. Al is also the president of I then borrowed a green vine coordinators, and spectators too—the AzerELTA, a Teachers’ Association leaf from our teachers’ association more the merrier! in the Azerbaijan Region of Iran. logo to symbolise the growth and Setting development of spelling as one of A large space with a podium would work perfectly. the key components of learning English. Resources The spelling words should be taken from local textbooks Piloting and participants should be told this in advance. The word The next step was to pilot it in my local context. Armed with list should be given to the judges and pronouncers and the large signs with numbers and a list of words taken from local words can be categorised by difficulty or number of letters. English textbooks, I went to a few junior/senior high schools You also need badges, number cards/name tags and a and, with the generous assistance of the English teach- lanyard/cord. And don’t forget prizes for the winners. ers and head teacher, conducted the contest in two large Rules classes. The spellers stood in front of the board, the head • The pronouncer reads aloud the teacher was the judge, and I played the role of pronouncer. word on the list, giving the trans- I then borrowed Student spectators clapped and cheered, I read out the lation and/or definition to make a green vine words from the list I had prepared, we all praised the win- sure the speller understands it, leaf from ners and the head teacher gave them prizes. The students while the speller listens carefully. enjoyed it immensely, particularly in the junior high schools, Then s/he starts spelling the word our teachers’ so I decided to keep the focus on grades 7 to 9. clearly within a maximum of 20 association logo seconds. to symbolise Cascading • While spelling a word, the con- the growth and Teacher feedback was positive and so, to cascade it to other testant stands and when done development teachers in the district, I ran a workshop. Participants famil- sits down. A correctly spelt word iarised themselves with the rules and played the different means the speller remains in the of spelling as roles. Then we all took part in a demo contest where I played round. A misspelt word eliminates one of the key pronouncer again, a group of three were ‘judges’, ten teach- the speller from the game. components of ers were ‘spellers’ and others were ‘spectators’. After time • When a speller misspells a word, learning English for questions and sharing ideas, the teachers were given an s/he sits down, and at the end of instruction manual and a certificate to use in their schools. the round leaves the stage. If all the contestants misspell their word, the contest is reset Competing and they all remain in the game. It was decided to hold SPELLIRAN at three levels: class, school • No speller spells somebody else’s word except when there and district with a view to extending it to the province and are only two spellers left, in which case, if one speller is national level in the future. The class winners competed to incorrect, the other speller must spell that word correctly, determine the single winner of the school. All the school plus one more word to be declared the spelling champ. winners were called School SPELLIRAN Champs and par- • The judge(s) determines whether the word is correct or ticipated in the district level contest. A few weeks later, 37 incorrect and has the final say. excited school spelling champs, with their parents, friends If you believe in ‘no game, no gain’, why not try it in your and other spectators from all over the district, stood before local context? Happy spelling! [email protected]

IATEFL Voices 254 9 Feature articles

Suggestopedia Agnes Orosz revisits a forgotten method.

Agnes Suggestopedia has been heavily criti- Lozanov also believed that by using music, art, theatre Orosz is cised, even ridiculed and subsequently and creativity in lessons, we can engage both brain hemi- a DELTA- all but forgotten in contemporary spheres, and thus free up unused brain capacity, enlisting it qualified English language teaching, and yet in the language learning process. For this to happen most teacher, teacher it has fascinated me ever since I first effectively, students should be in a relaxed but alert state, trainer and came across it. Many of its basic similar to the state of listening to a classical concert, so that researcher tenets still chime well with my belief in we can tap into the ‘paraconscious’ which is just below the currently the importance of the affective aspect fully conscious mind (Larsen-Freeman 2000: 81). Lozanov is teaching at the National University of teaching; I have often found that very particular about the type of music he recommends to for Education in Ecuador. She has also worked in Greece and the the students’ affective filter (fears, accompany the presentation of material to students; it has UK. anxieties, past negative experiences, to be Baroque music, in 4/4 at 60 beats per minute, because etc.) can have a huge impact on this is supposed to result in the optimal relaxation/alertness their learning, and I believe any method that purports to ratio (Richards and Rodgers 1986: 146). break down these barriers is worth investigating. I therefore Everything that happens in a Suggestopedia lesson is decided to plan and teach a session using the Suggestopedic done to put students into this optimal mind-set where they method to see whether, despite all its far-fetched claims and are open to learning and their ‘attentiveness is manipulated eccentricity, there may nevertheless be some aspects of it that to optimize learning and recall’ (Richards and Rodgers 1986: are worth incorporating into my teaching repertoire. I was 143). For example, students, even adults, are encouraged also curious about how adults would react to a method that to enter a child-like state through silly games, singing advocates silly games and fancy dress and whether I would children’s songs and taking on new identities through play- find any evidence for claims that Suggestopedia radically acting involving props, costumes and instruments in order improves vocabulary retention. to ‘regain the receptiveness, spontaneity and self-confidence of a child’ (Bancroft, quoted in Richards and Rodgers 1986: The approach 145). This ‘infantilisation’ is purported to heighten memory Suggestopedia is a type of ‘affective-humanistic approach’ capacity (Lozanov 1978: 197). In fact, Lozanov made some (Celce-Murcia in Larsen-Freeman 2000: 73) where students’ extraordinary claims about the spectacular results the feelings are paramount. Lozanov (1978), the founding method can achieve, such as 1000 words memorised in one father of Suggestopedia, believed learning can take place session (Lozanov 1978: 32). at a much faster rate than is experienced by most learners, and what gets in the way are our psychological barriers to The stages of a Suggestopedia session learning. By limiting the new vocabulary introduced in one 1 The Active Concert: the teacher reads a long text out lesson to about eight items, traditional methods of teaching loud to the students while they follow along underlining ‘suggest’ to the student that learning is difficult and slow. or making notes. Baroque music accompanies the read- Suggestopedia (later rebranded as Desuggestopedia by Loza- ing and the teacher moulds her voice to the music. nov himself), on the other hand, wants to ‘desuggest’ those 2 The Passive Concert: the teacher reads the text to music ideas and instead give the impression that learning is fun, again, this time the students close their texts and simply quick and easy. This is implicit in the technique of introducing listen to the teacher. much more material in one lesson than other methods do to 3 Activation Phase: students practise the new language ‘suggest’ that students will be able to learn a lot with ease while taking on a new identity. (Norman 2006: 5). Teachers using the method also constantly 4 Elaboration Phase: students are encouraged to play reinforce positive suggestions into their lessons,for example, around with the new language creatively. ‘you won’t need to try to learn, it’ll come naturally’ (Larsen- Freeman 2000: 74). Suggestopedia in action Another important aspect of the method is making I decided on the first two chapters of the classic The Little students comfortable by creating the optimal physical envi- Prince for my pre-advanced multi-lingual adult students ronment for learning. This means using comfortable chairs in London. The first of many positive suggestions to the and decorating the classroom with scenes of tranquil land- students was a pledge that the session would be easy and scapes, fine art, cheerful motivational messages and colourful fun. This was followed by my reading the two opening chap- grammar and vocabulary information. This also aids what ters with Baroque music in the background. The students Lozanov calls ‘peripheral perception’ (1978: 99), which is the were encouraged to highlight any unknown words. Since idea that we can process a great deal of information without Lozanov claims spectacular results for vocabulary learning, having to consciously attend to it. I prepared a list of 38 potentially unknown words from the

10 IATEFL Voices 254 January–February 2017 Issue 254 Feature articles

text for students to focus on. Next came the so-called pas- (super-memory) that Lozanov claims to have achieved (1978: sive concert where students were encouraged to relax and 221). In fact, on average, students only remembered a dis- simply listen to the text again. Students then took on the tinctly unremarkable 6.5 words from a possible 38. Further, role of the Pilot, the Narrator and the Little Prince with the I found no scientific evidence to back up Lozanov’s claims aid of crowns and other props. In the elaboration phase we about the paraconscious, nor about the special effects of focused on the use of ‘would’ to express past habit, again Baroque music on the brain, but using music did seem to by students taking on a new persona. Finally, students were help relax my students and make learning more enjoyable. asked to write down the new words they had learned that day and fill in a short questionnaire. Going forward I believe that some aspects of Suggestopedia are without Reflection a doubt worth incorporating into a teacher’s repertoire. Most parts of the session (all except the passive concert) Striving to make classrooms into more comfortable environ- were hugely enjoyable both for myself and for the students. ments by decorating them with positive messages, calming Students were engaged in the story during the active con- pictures and colourful grammar and vocab information can- cert, and thoroughly enjoyed the role playing and dressing not hurt, and it might help relax students and aid peripheral up. There was a lot of laughter and smiling throughout and learning. Using music more during lessons—not necessarily the atmosphere was very positive. The student question- Baroque—can indeed help create a positive atmosphere. naires also confirmed students’ positive reactions with 13/13 I also think using positive suggestions and avoiding students writing that the lesson made them feel positive negative ones is definitely a good idea; I have said things emotions (for example, ‘well’, ‘happy’, ‘comfortable’) and like ‘Today we’re going to do a bit of grammar. Sorry, I know they all described the atmosphere with positive adjectives it’s hard and boring, but we’ve just got to get through it’. (for example, ‘friendly’, ‘good vibes’, ‘fun’, ‘wonderful’). Looking back, I agree with Lozanov that such messages are I was surprised that only one student found the music not conducive to learning and as teachers it is our job to ‘distracting’. encourage students to believe they can succeed. However, one student wrote that role playing wasn’t All in all, I believe that Suggestopedia still has a place in appropriate for their age and level, and another responded language learning. It is a method which aims to make learn- that she didn’t like the props. This confirmed my scepticism ing more enjoyable and therefore more effective, and those about the infantilisation element of Suggestopedia. Some are surely the goals of any language teacher. adults and especially teenagers can be uncomfortable with A detailed lesson plan, a link to a video of the lesson and doing childish or silly activities. the full list of references are available from the author on As a teacher, the part I found most uncomfortable was request. reading such a long text to the students with music in the background. It felt especially wrong during the second read- [email protected] ing where students are supposed to just listen, as this goes against my ingrained beliefs that students need a reason References to listen otherwise they will switch off, and that listening Larsen-Freeman, D. 2000. Techniques and Principles in passages should be no more than a couple of minutes Language Teaching. Oxford: Oxford University Press. Lozanov, G. 1978. Suggestology and Outlines of long. One student did also write that the second reading Suggestopedy. London: Routledge. was unnecessary. I therefore remain sceptical about the Norman, S. 2006. ‘Desuggestopedia: interview with Dr effectiveness of simply reading to students with Baroque Georgi Lozanov’. English Teaching Professional 45: 4–7. accompaniment. Richards, J. C. and T. S. Rodgers. 1986. Approaches and Based on the vocabulary test, I found no evidence that Methods in Language Teaching. Cambridge: Cambridge Suggestopedia significantly improves students’ retention University Press. of lexical items. There were no cases of hypermnesia

If you would like more information about IATEFL’s Special Interest Groups you can visit the website Find out more about at http://www.iatefl.org/special-interest-groups/sig-list or contact the coordinators of each group at the relevant email address for details. IATEFL’s SIGs Learning Technologies – [email protected] Literature – [email protected] Business English – [email protected] Materials Writing – [email protected] English for Specific Purposes – [email protected] Pronunciation – [email protected] English for Speakers of Other Languages – [email protected] Research – [email protected] Global Issues – [email protected] Teacher Development – [email protected] Inclusive Practices & SEN SIG – [email protected] Teacher Training and Education – [email protected] Leadership and Management – [email protected] Testing, Evaluation and Assessment – [email protected] Learner Autonomy – [email protected] Young Learners and Teenagers – [email protected]

IATEFL Voices 254 11 Regular columns

Ruby Vurdien manages White Rose Language Materials reviews School in Spain. She has been an EFL teacher Edited by Ruby Vurdien for over 30 years and is also This time we have an interesting mix of themes. Tony Rusinak comments on the practical and engaging a Cambridge classroom activities found in Brainstorming while Hilary Livingston discovers the strengths of the general English Speaking Examiner. Her area of research is CALL. English Outcomes Pre-Intermediate and Intermediate Student’s Books. In her review of Putting CLIL into Practice, Jennifer St.John is impressed by the authors’ treatment of this approach to teaching and learning. And finally, in Digital Video – A Manual for Language Teachers, Claire Hart draws on her extensive experience of digital technology to evaluate a self-published book that has appeal for both the novice and the experienced techie teacher. Have a good read!

Brainstorming Outcomes Student’s Books Gerhard Erasmus and Hall Houston (second edition) Smashwords 2016 Hugh Dellar and Andrew Walkley 35 pages National Geographic Learning/Cengage 2016 E-book ISBN: 9781311183880 Pre-Intermediate, 176 pages Brainstorming is a mainstay activity for Eng- Paperback ISBN: 978-1-305-09010-1 lish language learning classes across every Intermediate, 176 pages level and lesson. It is both something that Paperback ISBN: 978-1-305-09334-8 new teachers experiment with on their first These second editions of Outcomes Pre-Inter- day, and that veteran teachers incorporate mediate and Intermediate Student’s Books are

skilfully into any stage when necessary. As most of us English language sure to please the eye! Filled with beautiful

teachers know, there is no single formula for success when staging a colour photos from around the world, these brainstorm, as long as it generates ideas around class objectives. The general English texts aim to advance the pre- authors, two highly qualified teacher trainers, Gerhard Erasmus and intermediate (upper A2) level student through Hall Houston, have used this as the framework for their book. to the intermediate level (mid-B2) level. Each This brainstorming toolkit is light on theory and heavy on practical book contains 16 units covering themes such classroom activities. With twenty or so activity plans laid out, a teacher as education, culture, technology and injuries could essentially try out a different task per class for a month. Some of and illness. Also, each unit introduces new the more remarkable idea generators involve a twist on ‘Musical chairs’ vocabulary, listenings, readings and conversa- with students moving from brainstorm station to brainstorm station. tion practice that encourage students to use English in a real and Another, entitled ‘Reverse the problem’, flips the students’ ideas and practical way. Grammar points are presented in context, followed by has them playing the devil’s advocate while brainstorming ways to concept checking questions and practice in form and pronunciation ‘destroy the environment’ or ‘make class less fun’. One more particu- of the target language. Self-access materials, in the way of an online larly enjoyable activity was ‘The power of colour’. This task designates Vocabulary Builder, class DVD and ‘MyELT’ online resource, provide the traffic light colours as ‘idea thermometers’ and has students classifying learner with further support and practice. In addition, a writing section their thoughts into dangerous, cautious, or forward-thinking. is provided at the back of each book. Eight writing tasks, covering Although I would recommend that teachers incorporate these tasks formal emails, complaints or an invitation, are each presented in a into their classes, their usability might have been better highlighted. two-page spread which could easily be used as a stand-alone lesson. The book lacks a table of contents, activity outlines, diagrams or My favourite feature of these books, however, is the videos that images, and gives no guide to level or age appropriacy. Adding these occur every two units. Each video corresponds to a full page in the features may have made it easier for the new teacher or the last- book, which helps to reinforce newly-learnt grammar and vocabulary minute lesson planner. A further aspect that could have been helpful, and truly highlights the appeal for which National Geographic is so and might be a good idea for a follow-up book, is including technol- renowned. Another well-known strength of this series is the wide ogy in the activities. variety of dialects and accents in the listening exercises and videos, In all, Brainstorming not only affords a multitude of approaches on reflecting the need for exposure to a range of language in today’s how to transfer your students’ thoughts into language, it is also a very globalised world. affordable and enjoyable text. So, shake up your routine and get your Along this vein, the authors have also endeavoured to overcome students’ minds into gear for the lesson ahead. certain social and cultural biases by using unconventional roles in This publication is available online at https://www.smashwords. some of the model conversations. As such, these books would be most com/books/view/606356. appreciated by adult students who are eager to learn about different Tony Rusinak perceptions and realities across a broad spectrum of global cultures. ECSL, Halifax, Canada Hilary Livingston [email protected] College of the North Atlantic Qatar [email protected]

12 IATEFL Voices 254 January–February 2017 Issue 254 Regular columns

Putting CLIL into Practice Digital Video – A Manual for Oxford Handbooks for Language Teachers Language Teachers Phil Ball, Keith Kelly and John Clegg The Digital Classroom Series Oxford University Press 2016 Nik Peachey 320 pages Peachey Publications 2015 Paperback ISBN: 978 0194421058 400 pages E-book ISBN: 978-0-9933031-2-8 Content and language integrated learning Nik Peachey has stepped outside main- (CLIL) is a distinct approach to teaching stream ELT publishing to write the e-book and learning a subject matter in a second he wanted to write with money raised through crowdfunding. It is language, as ‘its purpose is to amplify the conceptual content of also a book that only Peachey could write. His combination of in- the lesson in a way which allows learners without full command of depth knowledge of educational technology applications and ability the medium of instruction to understand and express new subject to communicate about them in a way that is both accessible for the concepts’ (p. 4). Drawing on experiences from European primary and novice teacher and stimulating for the more experienced trainer shines secondary school contexts, Ball, Kelly and Clegg in Putting CLIL into through here. Practice document CLIL in all its dimensions. This volume contains Digital video is a hot topic in ELT and Digital Video – A Manual for thoughtful analyses of the theoretical underpinnings and detailed Language Teachers responds adeptly to the fact that many teachers descriptions of the practical dimensions of CLIL, as defined by current will have heard about the benefits of using video in their classes, but practice. do not know exactly how to go about it. One of the great strengths Intended for an audience of teachers (subject-matter and lan- of Peachey’s e-book is that he doesn’t just reel off ‘tricks’ you can do guage), this text’s content is structured for reading following the with video to impress your students or video-related apps you’ve never chapter sequence, yet the authors provide links between the ten heard of; he helps you navigate your way to exactly what you want to chapters allowing the book to be used as a self-accessed reference. do with video and then takes you through how to do it step-by-step. The topics addressed include definitions of CLIL, parameters and Nik also connects with you directly through a series of video tutorials characteristics, implementation of CLIL through ‘guiding input’ and embedded in the e-book, which you can access at the touch of a ‘supporting output’, materials design explained through examples, button. teaching techniques and assessment, and programming considerations The book is available in pdf or e-book format and is divided into 11 for all stakeholders. Formatted as a course textbook, it includes chapters, which are accompanied by a glossary of key terms so nobody annotated references for further reading, a glossary of terms and end- feels left out because they don’t know their synchronous from their of-chapter tasks with suggested answers. Chapter-specific discussion asynchronous platforms. It starts with the basics of using digital video, questions and an annotated list of web-links appear on the teachers’ such as selecting an appropriate video and building a task around resource website. it, and later moves on to show teachers how to set up and execute This volume is rich in content and concepts. It offers a wealth of comprehension and video creation activities. concrete examples of authentic materials to illustrate unambiguously Peachey also provides a whole series of interesting off-the-peg the concepts fundamental to CLIL, such as the three dimensions of lesson and activity plans and honest reviews of apps and online knowledge: conceptual, linguistic and procedural. The authors’ appli- resources. He has spent a lot of time scouring the internet for useful cation of theories, such as Cummins’ concept of ‘cognitive academic resources and thinking about how they can be put into practice—now language proficiency’ (CALP) and Swain’s ‘output hypothesis’, frame he is sharing it all with us. The only criticism one could make of this practical considerations, and inform best practices in CLIL pedagogy. tremendous effort is that, at 400 pages long, Digital Video – A Manual Finally, through detailed explanations and analogies (such as ‘the mix- for Language Teachers almost provides too much input. Fortunately, ing desk’), the authors lead readers through the logic of pedagogical the fact that it is so easy to navigate, especially in the e-book format, decision-making as it relates to the successful implementation of CLIL. means that this doesn’t have to be a problem. As primary and secondary learning contexts become increasingly Claire Hart linguistically diverse in Europe and beyond, CLIL pedagogy has a place EFL Author and Editor, Augsburg, Germany in both subject-matter and language classrooms. The authors make [email protected] a strong case that CLIL methodology is simply good pedagogy for all subject-matter teaching in both L1 and L2. Putting CLIL into Practice Editor’s note: This book is the 2016 winner of the British Council should definitely be required reading for all teachers. ELTons Award for Innovation in Teacher Resources. Jennifer St.John University of Ottawa [email protected]

Materials If you are a publisher or author and wish to have a book or other resource reviewed, please do not send the material; instead, contact Reviews Editor Ruby Vurdien at [email protected] with a blurb or website link to the resource, and to review? cc [email protected]. Ruby will consider suitability and fit, and allocate a reviewer to whom the material should then be sent directly. We look forward to hearing from you.

IATEFL Voices 254 13 Regular columns

Learners’ voices Nick Bilbrough brings student chants.

As teachers, one of our cen- Nick ways of chanting them, even turning them into songs in some cases. tral challenges is how to make Bilbrough Here are a couple of examples from 9 year old Razan1 in Ramallah and language memorable for our has written 15 year old Farah Sabah and Hala Salah2 in Gaza city. widely in ELT learners. How do we make the So what about students creating their own chants, as a way to and taught words, chunks or structures that and trained make language that they’re learning memorable? This chant was cre- are focused on in class stick teachers in ated by two adult learners of English to provide memorable practice around in long-term memory many diverse of the /u:/ sound: so that the learners can under- contexts. He is particularly When I see Tom Cruise stand these forms when they interested in the links between I get a bit confused re-encounter them in texts, or so creativity and memorisation in But I bought new shoes that they can retrieve them when language learning, and now So he can’t refuse runs https://handsupproject.org/, they need to use them in speak- I’m the girl he’ll choose! ing or writing? teaching refugee children through online storytelling. (By Camille Chardon and Vera Sevastyanova) Well, one way that I’ve been experimenting with recently is adding a bit of rhythm. We all know that A small group in Pakistan came up with this one as a way to provide rhythm helps your two hips move, but I think it can also make your two some motivating practice of the food vocabulary that we had been lips move, and even your (two!) brain cells move. focusing on in the session: I had the biggest breakfast one could ever think of Jazz chants at conference I had the biggest breakfast one could ever think of In a previous column, I mentioned a workshop I’d attended at the A boiled egg and a slice of bread with butter, cream and cheese IATEFL conference in 1999 about student drawings. As it happens, I A boiled egg and a slice of bread with butter, cream and cheese also attended another session at that same conference that was highly A glass of juice and a cup of tea. My tummy wanted more. memorable for me. It was the closing plenary about pronunciation A glass of juice and a cup of tea. My tummy wanted more. teaching by Carolyn Graham and she had the whole audience, which A piece of cake and a sip of shake and the monster wanted more must have consisted of over a thousand people, doing a chant in uni- A piece of cake and a sip of shake and the monster wanted more son. The main part of the chant, went something like this: (By Timna Kenneth, Saba Peerzada, Hira Uzair, Saba Khawar and I’d like a tuna salad sandwich Sana Abdullah) I’d like a tuna salad sandwich And here’s another that I made up myself to try to remember the I’d like a tuna salad sandwich on whole meal bread different word endings in Arabic for masculine, feminine and plural I’d like a tuna salad sandwich forms: I’d like a tuna salad sandwich I’d like a tuna salad sandwich on whole meal bread and a large ana mish gaey alashan mashghoul bowl of chicken soup inti mish gaeya alashan mashghoula I’d like a tuna salad sandwich hom-ma mish gaeyin alashan mashghoulin It’s interesting that I can still remember this more than 17 years later In English it means ‘I’m not coming because I’m busy. You’re not and I think this has a lot to do with the fact that it has a very satisfying coming because you’re busy. They’re not coming because they’re busy.’ rhythm. (It could also be because I’m rather partial to the food items This is also highly memorable for me because it pretty much sums up mentioned!) But I suppose that if you weren’t at the conference and my life right now! haven’t heard this before you will have tried to find a rhythm to fit it If you have your own examples of creative work by students that when you read it to yourself in your head. So working with a ready- you would like included in this column, please write to me at info@ made chant can also be a creative process. handsupproject.org. [email protected]

Learner chants and songs 1 https://www.youtube.com/watch?v=nMUO1W4ShYg Since 1999 I’ve used chants a lot in my teaching with learners of all 2 https://www.youtube.com/watch?v=KDISc-Cpwno ages and I included lots of them in the book that I wrote last year for British Council Palestine, Stories Alive. I wasn’t really thinking of them If you have your own examples of creative work by students as a creative activity when I wrote them, but I’ve been impressed by the that you’d like included in this column, please write to me at way that learners who have used them have come up with their own [email protected].

14 IATEFL Voices 254 January–February 2017 Issue 254 From the archives: METHODOLOGY

Still looking for the best way

Thornbury, represents a new embodiment of Silent Way and Community Language Learning method is that of international, published ELT in an article called the ‘Riddle of the “right textbooks. While the authors of these books method”’ by Earl W. Stevick. Stevick asks how might protest that the material is merely func- it is possible that different methods, deriv- tional and modern, therein still lies a theory of ing from different assumptions that should language and a theory of learning—two pillars logically cancel each other out, still manage to upon which a method is based. produce comparable results? In this article, we Whether methods are gone or not, then, see some of the dissatisfaction with methods is perhaps a matter of debate. Methodology in the 1990s that was mentioned earlier. is different. Methodology is about how we In the 2000s, although now supposedly in describe classroom practices, irrespective of a postmethod era, we still have articles about the method we are using. And it’s still alive the latest trends in methodology. Some of and well today in our conferences and in our these trends have been just as enthusiastically publications. taken up by teachers as were the ‘methods’ This collection from the past forty-five years of decades before. We have an article by Jane of IATEFL publications contains articles and and Dave Willis explaining what Task-Based summaries of papers about methods, method- Learning is. Su-Jen Lei outlines working within Lindsay Clandfield, teacher trainer, ELT author and current IATEFL ambassador, introduces this ology, and approaches (yet another term!). It’s a Project-based learning approach, which special section on methodology. a fascinating snapshot across the decades of allows students to define their own learning how we look at language teaching. Our col- goals. And in an article published in 2000 In 1994 Kumaravadivelu identified the ‘post- lection begins back before this publication was that launched dozens of blogs and a whole method condition’ in language teaching. This “movement”, Scott Thornbury takes a vow of was considered the culmination of several chastity with published material and describes years’ dissatisfaction with various language Dogme ELT. learning ‘methods’ that had been put forward Finally, closing off this collection, we have throughout the twentieth century. Postmethod These articles—taken a 2011 article by Paula Bello and Liliana Costa teachers no longer follow a single method, it together—remind us that de Linares. They describe one of the newest was claimed, but rather adapt their approach while our world and our trends to take hold in the world of English to multiple factors—most often to their local language teaching: Content and Language context. Twenty-three years later many English profession has changed, Integrated Learning, or what is more com- language teachers today, and certainly readers our desire and passion monly known as CLIL. of this publication, would argue that they do to find the best way to These articles spanning almost fifty years— not adhere to a single prescriptive method; we teach languages hasn’t taken together—remind us that while our are ‘eclectic’ and use techniques and activities world and our profession has changed, our associated with different methods. Are we now desire and passion to find the best way to beyond methods, then? teach languages hasn’t. It’s also interesting to Scott Thornbury, writing for the British see how many tensions and concerns have not Council Teaching English website in 2009, called Voices, when it was known as the IATEFL changed. Is the struggle to find the best way to argues that methods are not as dead and Newsletter. We have a 1971 summary of a learn a language a permanent one? Whether buried as we might think. Talk to a non-ELT paper by A. V. P. Elliot at the 4th IATEFL confer- or not we are into methods, this drive and person about language learning methods and ence, talking about the end of behaviourism passion can only be a good thing. Enjoy the you won’t be met with scorn or scepticism but and what was to follow. Also from the 1970s selection. probably with interest and even enthusiasm. Paul Thomas writes in about co-operative Thornbury cites examples of online courses group learning activities and Lydia Langenheim Sources that still make generous use of the term writes about Whole Person education. The Kumaravadivelu, B. 1994. ‘The postmethod method in their marketing, even though these archives of the 1980s yield an article about a condition: emerging strategies for second/ ‘methods’ might not be ones we have in skills-based approach by R. J. Sloan, a summary foreign language teaching’. TESOL Quarterly our professional jargon. This practice is still of a paper about Communication in the EFL 28. Thornbury, S. 2009 ‘Method, post-method, consistent with today’s apps, as a search of any class by Pat Pattison and a plea from Michael métodos’. https://www.teachingenglish. forum discussing Duolingo or Rosetta Stone Knight not to ignore controlled practice and org.uk/article/methods-post-method- will often make plenty of references to their drilling in a communicative classroom. m%C3%A9todos. ‘method’. The other area which, according to Onto the nineties we get a peek into the

IATEFL Voices 254 15 From the archives: METHODOLOGY

IATEFL Newsletter 18, February 1971

Summary of paper from the 4th Annual Conference, London 1970 The end of an epoch A. V. P. Elliott, University of London Institute of behaviourism but has an older history; nevertheless, it is bound Education up with behaviourist practice). Mr Elliott referred to the time during which the teaching … while admitting the importance of the oral approach, Mr of English as a foreign language had been influenced by Elliott thought that this should be supplemented by plenty behaviourism. This period had begun with the work of of reading. Only in this way could a learner gain sufficient Bloomfield, who separated linguistics from psychology but experience of the language … Mr Elliott hoped that the new used behaviourist terminology to describe language activity, epoch would see a broader and less doctrinal approach to the [and] ended with Chomsky’s review of Skinner’s ‘Verbal whole business of foreign-language teaching. He thought that Behaviour’. linguistics and psychology, important though these are, had over-influenced language teachers, who are craftsmen in their Mr Elliott contrasted the doctrinaire approach of American own right. linguists to language teaching with the more empirical approach of teachers like West, Palmer and Hornby in the He felt that more attention should be paid to the needs of East and in Africa. He compared principles of language learners in particular localities. Not all need to write English, teaching set out by Harold Palmer and by Robert Lado not all to speak it. Most need to be able to read it. Where [emphasising] the importance of habit-formation … speaking and writing are important, he hoped that the language they used would correspond more closely to the usage of native He then took other examples … which he believed to speakers. stem directly from behaviourism. Among these were the importance given to drills and exercises, the theory of ‘over- He said that the effects of the old epoch would radiate into the learning’ (which is aimed at preventing mistakes), and the use future, but would eventually fade. The nature of the new epoch of the oral approach. (The last-mentioned does not stem from was a matter for speculation.

IATEFL Newsletter 62, April 1980

Summary of two papers from the 11th International conference 1979

and the meaningfulness of the communication in the learning 1) Co-operation: end or situation, may be crucial to successful learning … We live and means? increasingly often work in groups. Individual problems and tasks … increasingly require creative, co-operative efforts to Paul Thomas reach a solution. Individualistic work-forms do not meet the … [C]o-operative group learning activities are finding wider requirements of society … support as likely to be conducive to effective language- The co-operative group-learning model, if applied in a learning. Using language is typically a social activity, … democratic rather than a manipulative fashion, de-dramatises an active process and connected with social experience, and the role of the teacher. Several teacher functions can be taken probably occurs best by direct experience together with and over by the learners, and … replaced to an extent by enquiry, through others. discovery, and exchange on the part of the learners. Traditionally, … [i]nformation has mostly been from teacher or teaching material to learner. Learner-to-learner information 2) Whole Person Education— has often been considered disruptive. Communication in practice has often been teacher-learner and, even if learner- the integrated approach learner, it has usually been teacher-activated. Feedback has Lydia Langenheim, Pilgrims Language Courses been the prerogative of the teacher … … By demanding only the application of mind in the language- It may be, as Earl Stevick has pointed out, that the learning process, we are depriving the student of the complete authenticity to the learner of the language to be learned, experience. It is when we create … a learning situation

16 IATEFL Voices 254 January–February 2017 Issue 254 From the archives: METHODOLOGY

in which the student’s mind and physical self are totally ME, published by Pilgrims Language Courses, under Section involved that we have education through drama. … Equally, ‘Desert Island’. with reference to language, emotional and cerebral recall are 1. Lead-in exercise, e.g. relaxation/concentration facilitated and strengthened by the Whole Person Approach. 2. Students choose partners for work in 3’s. Teacher takes ‘I define education drama as being anything which involves students gently into required mood by setting the scene persons in active role-taking situations in which attitudes, not verbally. characters, are the chief concern, lived at life rate (i.e. discovery 3. Students go in their groups to at this moment, not memory based) and obeying the natural a. sketch a detailed map of their island laws of the medium … (1) a willing suspension of disbelief, (2) b. discuss and decide how to make use of what is on their agreement to pretence, (3) employing all experiences available island to the group at the present moment, and any conjecture of c. decide a system of government imagination they are capable of, in an attempt to create a living, d. decide if they are going to escape moving picture of life …’ (Drama & Education: Subject or 4. Groups double up and exchange ideas and information. System, Dorothy Heathcote) 5. Students return to original groups and mark with an X on their map the location of hidden treasure. Groups then exchange ‘treasure maps’. This approach … draws on their 6. Groups use the information on the map to discuss and plan already learnt language resources an expedition to get the treasure. They then act out the final and demands spontaneous and stages of the treasure hunt. communicative use of these resources All group activity is done simultaneously and a willing group in response to given stimuli. can perform their scene and the dialogue can be recorded. This approach … when applied to adults, draws on their already learnt language resources and demands spontaneous How can this be applied to the teacher who has a syllabus to and communicative use of these resources in response to follow? … For example: your pupils are required to learn, given stimuli. When applied to children it allows free rein revise, reinforce commands, prohibitions, obligation, lack of to imagination, inventiveness and expression of personality obligation, conditionals, use of future forms, giving directions, within the legitimate confines of the drama situation, the child making suggestions, requesting information, etc. Refer to AM I making natural use of innate language acquisition abilities.

IATEFL Newsletter 65, October 1980 A skills-based approach to the comprehensive lesson intensive reading … the macro skills words from context clues and jumping … The second concerns what we do over (new) words and phrases … the R. J. Sloan while reading and includes making micro-skills. … Several people have attempted to I would argue that a natural progression sort out the skills of the fluent reader in a comprehension lesson where and, using these skills, to make a None has been everybody has the same passage to reading lesson model (e.g. Bright particularly successful read and the lesson is teacher directed and McGregor 1970, Carver 1978, since the skills have should look like this: Skim – Scan – Read intensively. King 1978, Tay 1979). None has been confused and their been particularly successful since the skills have been confused and their implications have not Classroom practice implications have not been fully been fully explored for [Choose] a text at the right level explored for classroom use. classroom use lexically and structurally, with a high There appear to be two basic kinds of interest and/or amusement value. skills in reading. The first concerns the • A class discussion centred on the way we read and includes skimming inferences (deducing anything theme of the text. Any problems of to get the main idea, scanning for intended by the writer but not stated thought or cultural level would be significant details in the text, and in the text), predicting, guessing new handled now and aids could be used

IATEFL Voices 254 17 From the archives: METHODOLOGY

to motivate the students to read the asks general questions and possibly written presentation. The micro-skill text. [A]ny important and unguessable ask students for an outline of the text of jumping over words and phrases words would be pre-taught. in their own words. would be trained here by getting the • To train prediction, read the first part • Students open books again while students to give the teacher the gist of the text aloud stopping … to ask the teacher asks specific questions of a passage with words and phrases the students what they think the next requiring scanning, including some blanked out – a kind of cloze exercise. word, phrase or idea could be. Ask inferential questions. Ask students to The logical order for training the skills comprehension questions. guess any unknown words from the that need to be trained if students are • Set a time-limit for the students to context clues available. to become fluent readers, then, would skim the whole passage. [Then] they Extension: Based on or beyond the be: Predict – Skim – Scan (Inference, close their books while the teacher text, e.g. a summary, or an aural or Guessing) + Read intensively – Jump.

IATEFL Newsletter 84, August 1984 Summary of paper from the 18th International Conference, Groningen Learning to communicate in the EFL class Pat Pattison, Teacher-Training the results from various groups, to language games provide a well-defined Institute, University of Utrecht reach a decision or solve a problem etc.; need to communicate (to win points, with the added challenge of doing this solve a puzzle etc.) by speaking Oral work must include some need to in English. Learners can be allowed to English (this is simply one of the rules communicate; an information gap and/ achieve communication in the best way of the game). or some personal interest in the result they can, including gesture, paraphrase, As can be seen, I am not proposing of the communication, other than the and incomplete sentences. any great innovations in our teaching ‘classroom’ need to follow instructions Teachers can aim to help learners buy practice. Many of these suggestions or gain the teacher’s approval. giving more feedback of the sort which are already used, but not always Teachers can allow frequent native speakers are known to provide: systematically and, particularly in the opportunities for group- and pair- asking for repetition or clarification case of games, perhaps not always with work, always associated with some when the message is not clear, using full insight into how and why they clear need to communicate to achieve correct forms in their replies etc., can be most effective. … English for a clear result. Role-plays, interviews, instead of aiming to correct as many communication is not just a slogan; it and discussions should have some grammatical and lexical mistakes as is becoming a reality, even in the EFL definite aim: to discover and compare possible. For beginners, in particular, classroom.

IATEFL Newsletter 96, August 1987 Can you build bridges without nuts and bolts? Michael Knight, University of A synthesis of structure and 2. What about me? (Relating all practice Stockholm communication can sometimes work to the student’s own world) quite simply be arranged by working 3. Work from full class introduction to … in recent years I have seen a backwards from the communication small group/pair practice and again large number of classes taken by activity and setting up relevant to full group to round off a teaching English native teachers who have structural practices which are linked sequence and for remedial work. enthusiastically thrown their students both thematically and structurally with 4. Written → Spoken. Writing is a into the deep end of communicative the students’ final performance. Some powerful tool for thinking and allows activities, such as projects, problem guidelines … are: time for careful structural practice. solving and role playing, with little or no structural preparation. The 1. I don’t know. You do. Tell me. 5. Play it again, Sam. Repetition results have been depressing for both (Information activities for controlled almost always leads to better student students and teacher. but communicative practice) motivation and better learning.

18 IATEFL Voices 254 January–February 2017 Issue 254 From the archives: METHODOLOGY

TEFL Newsletter 109, October 1990 The riddle of the ‘right method’ Earl W. Stevick

In the field of language teaching, Method A is the logical different forms as the class passes through five stages. In the first contradiction of Method B. If the assumptions from which A is stage, the Learners are completely dependent on the Knower(s). derived are correct, then B cannot work, and vice versa. Yet one A Learner decides what he wants to say, and who he wants to colleague is getting comparable results with Method B. How is say it to. He then turns to the Knower and (in his own language) this possible? This riddle has troubled me for 25 years. says it to the Knower. … The Knower then gives back, into the ear of the Learner, and in a warm, accepting, sympathetic In a workshop in Seoul in 1973, we saw demonstrations of way, the foreign language equivalent of what the Learner said. five quite different systems … : Situational Reinforcement; the Finally, the Learner turns to his fellow Learner and says to him the Silent Way; an audio-visual course derived from the St-Cloud foreign-language equivalent that the Knower supplied. In later Method; direct audio-lingual teaching that did not involve stages they begin to try things out on their own. In time, they memorizing a dialogue; and Community Language Learning. We become more assertive, passing through a stage in which they saw creditable results obtained from all of these methods [but] I resent interference from the knower, Finally, however, they learn will limit myself to [two]. to appreciate and accept all kinds of help from the Knower. And The Silent Way they go on to become self-sufficient ‘Knowers’ … in their own right. The Silent Way gets its name from the fact that the teacher CLL has three very strong points: does well under 10% of the talking. For approximately the first 1. the learners always know the meaning of what is being said. 24 hours, all conversation is about a set of small wooden blocks 2. what is said always originates in the volition of one of the of various lengths and colours. The teacher alternately controls learners. the blocks and lets the students control them. From time to 3. after the first two or three hours, learners stop small talk the time the teacher speaks—just enough to provide models … and begin to speak about things that are of deep significance of new works and new patterns for imitation. But a student to them—including their hang-ups about learning the who forgets is not given a fresh model; if he makes a mistake, language, their attitudes toward speakers of the language, and its location is pointed out to him, but he must correct himself their reactions to one another. … He quickly learns to be very attentive while the teacher is controlling the blocks, and is correspondingly creative when control of the blocks passes to him.

Learning in the Silent Way thus becomes 90% productive right I have only occasionally tried to look from the start. It is therefore production, rather than mere beneath the surface, to see what is reflection, that is reinforced by the teacher’s acceptance of going on within the student. Maybe what the student says. For purposes of building self-esteem, successful production certainly counts for much more than that’s why I’m still looking for the successful reflection. Students have a great part of the class time answer to my question available for interacting with one another, and this builds group spirit and a feeling of belonging. That the student often has control of the blocks means that he can work on what he needs to work on at the moment rather than on what the teacher is These matters are dealt with in the same warm, accepting … concerned about. manner in which the Knower has been providing the foreign- language sentences … Community Language Learning (CLL) Conclusion Somewhere between 6 and 12 students sit in a closed circle facing one another. Outside the circle are one or more speakers I have seen the books and the visual aids, and I have heard the of the language that is being learned (hereinafter called the words go back and forth in native and target languages, and Knowers), who are also able to understand the native language I have noticed the external details of technique. I have only of the students. occasionally tried to look beneath the surface, to see what is going on within the student. Maybe that’s why I’m still looking for The central activity is free conversation among the student the answer to my question. learners—in the language being studied. This activity takes

IATEFL Voices 254 19 From the archives: METHODOLOGY

IATEFL Issues 153, February–March 2000

A Dogma for EFL Scott Thornbury takes a vow of chastity In 1995 a group of Danish film-makers … signed a ‘vow of chastity’ whatever happens to be in the classroom. If … to cleanse cinema of an obsessive concern for technique and a particular piece of material is necessary for rehabilitate a cinema which foregrounded the story, and the inner the lesson, a location must be chosen where that material is to be found (e.g. library, life of the characters. … My belief is that it is high time Dogme- Scott Thornbury type principles were applied to the classroom. … Along with the resource centre, bar, students’ club …) quantity … of coursebooks in print, there is an embarrassment of But Dogme is also about grounding the experience in the real complementary riches. … But where is the inner life of the student world. Learning, too, takes place in the here-and-now. What is in all this? Where is real communication? learned is what matters. Teaching—like talk—should centre on the … For several years now, … I have been waging war on local and relevant concerns of the people in the room, not on the materials-driven lessons … if the language lesson didn’t include remote world of coursebook characters, nor the contrived world of real language use, then we questioned its usefulness. And the grammatical structures. … In the same spirit, Dogme is hostile to genre movies such as westerns and wacky comedies. A Dogme school of teaching would take a dim view of imported methods, whether the Silent Way … where learning was jointly constructed or hard line CLT. No methodological structures should interfere out of the talk that evolved in that with, nor inhibit, the free flow of participant-driven input, output simplest, and most prototypical of and feedback. The point is to restore teaching to its pre-method ‘state of situations grace’—when all there was, was a room with chairs, a blackboard, a teacher and students, and where learning was jointly constructed out of the talk that evolved in that simplest, and most prototypical teacher had to talk—not at the students, or even to them—but with of situations. them. … Teaching should be done using only the resources that Who then, will join me and sign a Vow of EFL Chastity? teachers and students bring to the classroom—i.e. themselves—and

IATEFL Issues 180, August–September 2004

The ABC of ELT … ‘TBL’ Jane and Dave Willis look at Task-Based Learning TBL uses communication tasks as the central focus for language and asking learners to carry out tasks teaching and learning [where]: which encourage learners to make the best use they can of these. In the early • the learner’s principle focus is on exchanging and understanding Jane Willis meanings, rather than on practice of pre-specified forms or stages, they will string these words and patterns phrases together with a minimal grammar. • there is [a] communicative purpose or goal set for the task, so Gradually, learners carry out more and more learners know what they are expected to achieve by the end complex tasks. As they are asked to do • tasks can involve any or all four skills, e.g. a text-based task to more and more with the language, they will generate reading, note-taking and discussion begin to construct and use a more complex • the use of tasks does not preclude language-focused study, … grammar. though specific grammar rules or patterns will not generally … Instead of focusing on Dave Willis come before the task itself, as this could detract from the real grammatical accuracy with meaning as a communicative purpose of the subsequent interaction by-product, we would focus on meaning with grammatical Instead of beginning with the grammar, we would begin by development as a by-product. Instead of producing learners teaching words and phrases relevant to the topic of the task set who can, with considerable hesitation, produce accurate

20 IATEFL Voices 254 January–February 2017 Issue 254 From the archives: METHODOLOGY

sentences but who cannot communicate with any fluency, we accurate grammatical system. would produce confident communicators, and provide them It seems to us that an approach with a primary focus on with the means and the motivation to develop a more and more meaning, if sensitively handled, would be nothing but beneficial.

IATEFL Issues 193, November–December 2006

Using a project-based learning approach Su-Jen Lai, Chang Gung University, Taiwan

Project Based Learning has received increased attention in recent control over the process and the Sy-Jen Lai years. (See, for example, Lee 2002, 2005; Vann and Fairbairn 2003. rate and nature of their learning describes PBL, which has strong support from Vygotsky’s theory of learning, [while] the teacher provided skills- the way she is deemed a comprehensive approach to English language teaching, related input and instruction. adopted a PBL providing EFL students with the opportunity to work with and learn approach from their peers. … Students are allowed to define their own learning The benefits in the EFL goals and thus become more engaged in learning. Such an approach In my experience as a teacher of classroom and reports can help connect the world of school with the students’ experiences, English in Taiwan, I have observed some of her students’ voices making learning more relevant and enjoyable. some benefits of using the PBL approach in the EFL classroom: The goal 1. students take more responsibility for their own learning, and this, In my 18-week freshman English class of 50 students of Health Care to some extent, helps the teacher to cope with giving instruction Management, I adopted a PBL approach based on selective reading in the large class. on a topic of interest. My goal was to encourage the students to 2. students set up goals for their own learning and, in turn, become learn English more actively both inside and outside the EFL classroom more engaged in learning outside the classroom. in Taiwan. The use of PBL, in my view, could give the students an 3. students work on the topic of their interests, and this motivates opportunity to absorb ideas gleaned from reading in a variety of genres them to learn more actively. (for example, magazines, textbooks and encyclopaedias), sift them, 4. students learn how to work with their peers collaboratively. They reorganize them and present them in the new genre of ‘project’. share their learning, expand their knowledge and extend their The first-year undergraduates were required to work in a group of language development with their peers. 5–7 to produce a project on one of the course topics, e.g. culture or health. In addition to two assigned articles, students were encouraged As a whole, these students seemed to profit a lot from PBL. It gave to do as much additional reading outside of class as possible and work the students valuable opportunities to learn outside the classroom with their peers collaboratively. At the end of term, instead of the and the group project process, enhanced their collaboration, traditional paper-and-pencil test. each group was required to make an expanded their content knowledge and boosted their confidence. oral presentation and write a project report in English. Although the workload for the teacher, which includes careful preparation and guided implementation, is rather heavy, I have continued using PBL in other English classes and got positive feedback from my students. Students are allowed to define their [email protected] own learning goals and thus become more engaged in learning References Lee, I. 2002. ‘Project work in second/foreign language classrooms’. Canadian Modern Language Review 59/2: 282–90. Lee, I. 2005. ‘The implementation of project-based learning: a study in In the oral presentation, … the focus was on their personal Hong Kong Secondary English classrooms’. The Journal of Asia TEFL reflections on implementing the group project, aimed at sharing the 2.1: 21–54. experiences of their collaborative learning. With regard to the report, Vann, R. J. and S. B. Fairbairn. 2003. ‘Linking our worlds: a each group had to produce a piece of written work [consisting of] a collaborative academic literacy project’. TESOL Journal 12/3: 11–16. cover and contents page; reading articles; the project product including Vygotsky, L. S. 1978. Mind in Society: The Development of Higher a vocabulary list, main ideas and personal reflections. Each group had Psychological Processes. Cambridge, Mass.: Harvard University Press.

IATEFL Voices 254 21 From the archives: METHODOLOGY

IATEFL Voices 220, May–June 2011

CLIL in action Paula Bello and Liliana Costa de Linares, Argentina

Content and Language Integrated Learning (CLIL) draws on other Introductory activity: Paula Belló learning theories and uses innovative practical activities within Eng- Students, all with a linguistic MA ELT lish as a Foreign Language (EFL) Teaching Programmes in Secondary competence from B1 to B2 has taught Schools. watched the movie trailer and English since 1995. On worked with its script, solv- the executive Theoretical framework ing a puzzle activity to match committee It is related to Communicative Language Teaching (CLT), fostering L2 sentences from the script to of Tucumán´s Teachers learners’ engagement in tasks with meaningful and authentic objec- the various content areas … Association (APIT), she has helped [which] each L2 teacher tives … and to Constructivism, in which the learner actively builds … organize workshops for teachers new ideas and concepts based on previous knowledge and through worked with in subsequent and trainees in various provinces. his/her own experience, in collaboration with others … Grabe and classes. Liliana Costa Stoller (1997) suggest that CLIL concentrates learners’ attention on Literature/science fiction: has over language promoting associative, cognitive and autonomous learn- Before reading: discussion on 20 years’ ing processes. These processes improve learning based on learners´ science fiction novels or their experience knowledge of discourse and language related to content. Met (1999: film versions, people prefer- in EFL. She 15). ences and characteristics of this is currently developing genre. After reading: watch- projects on CLIL Models ing a TV programme extract and on virtues and values. A variety of models … with different objectives and approaches have on Matheson’s novels and work been developed in the last twenty years. Met (1999:15-17) explains for the film industry, … checking previous predictions. Follow up: the variation between the models distributed along a continuum vary- working on a website to find … ways the author’s purpose in the ing from content oriented towards language oriented programmes novel differs from the film. The essence of CLIL is integration, which has a dual focus: Medicine/Biology: 1. Language learning is included in content classes, like History or Before watching selected scene: discussion, brainstorming [on virol- Geography, by means of repackaging information in a manner that ogy] to introduce the topics and recall students´ previous knowledge; facilitates understanding. reading a scientific text and checking predictions; organizing word 2. Content from other school subjects are used in EFL classes. L2 families, reinforcing grammar. After watching: filling in a chart com- teachers work with teachers from other curriculum areas and paring Marley’s philosophy with what Dr. Neville does as a virologist, incorporate their terminology and texts into EFL classes. Students short summary writing explaining the message in the ‘Virologist / learn the language and discourse patterns they need to under- Bob Marley Scene’ in the film. For more competent students, free stand and use the subject-specific contents. discussions, essay writing. Each institution should decide which better applies to their teach- Music and values ing environment. Students worked with Bob Marley’s ‘Three Little Birds’ through a pre- Our school´s policies and timetable obliged us to adopt a more listening game, matching words with definitions, drawing a picture moderate, theme-based approach, applied in the form of supplemen- about the song, discussing the message of the song. Higher level tary activities that interrupt the systematic study of grammar to deal classes researched Marley’s life and compared it with the Redemption with different topics (Stryker and Beaver 1997: 4). Our experience has song. been useful in proving how beneficial it is to provide theme-oriented Our topics and activities were intended to break away from tradi- activities to enable our students to use the language as a vehicle for tional practices towards the application of real-life themes oriented content learning and at the same time, to offer them rich linguistic to engage students with authentic contents. … [O]ur students really opportunities in a context different from the course textbook … enjoyed the excitement of the genre … but it is the element of surprise provided by spectacular scenes, special effects and relevant Practice stories which helps them to think and reflect on their own reality. We demonstrate how content-based activities on music and arts, References available from the Editor on request medicine, ethics, psychology and literature can be derived from a [email protected] film, in this case ‘I am Legend’ working with teachers from the … [email protected] different curriculum areas and EFL teachers.

22 IATEFL Voices 254 January–February 2017 Issue 254 Regular columns

ELT news ELT Journal news One of ELT Journal’s aims is to provide a forum for informed discussion Afterword and the exchange of ideas, and over the years we can see positions I was flattered to see my Forum piece from 1995 reprinted (IATEFL being taken, agendas being set, and differences being aired. Last Voices 252). As to whether I still feel the same way today, I have year, items in issues 70/1 and 70/3 brought environmental concerns concluded that, on balance, I do. in ELT into focus for the first time; the journal has a long history of So far as the tyranny of the textbook is concerned, Aronowitz articles dealing with the politics and practicalities of language norms, and Giroux’s (1985: 149) assertion that a teacher’s function is to standards and varieties, and native-speakerism; and the implicit power ‘conceptualize, design and implement learning experiences suited relationship within our profession between teachers and ‘experts’ (in to the specificity and needs of a particular classroom experience’, the form of language teaching methods, for example). has become almost impossible. Today’s carefully uncontentious And in our most recent issue (71/1, January 2017), seven papers Student’s Book, Workbook, Teacher’s Book, Audio CDs, DVDs, examine topics ranging from peer teaching in the classroom to teach- on-line materials, with recommended grammar book, dictionary, ers’ feedback practices for written work, and from the development and extended readers, reduces teachers to ‘delivery agents’ (Burns of corpus literacy skills in teacher training programmes to an exami- 2011), which, sadly, many seem to accept. As evidence, I offer an nation of collocation and meaning, with implications for classroom incident from the Royal Air Force of Oman at the end of the 1990s. practice. An Omani sergeant asked about a term he had encountered in the Feature items include an exploration of one-to-one computer course of his military duties but was told ‘You don’t need to know initiatives in ‘Technology for the language teacher’; a focus on spelling that. It isn’t in the book’. pronunciation in our language-oriented ‘Changing English’ series; a Administrators can be just as obtuse. Some time after the Forum reflection on teacher and teacher-researcher identity; and a response 1995 piece appeared, I read a derogatory comment, from South to the ongoing discussion, in previous issues of the journal, about East Asia concerning ‘over-qualified people working in the Arab lesson planning and plans. Meanwhile, our ‘Reviews’ section includes Gulf’. (This may be a misquotation.) That statement, I would sug- a forum feature which explores English as a lingua franca and gest, is pernicious nonsense. It is possible to have qualifications that language teaching, before discussing publications which focus on are not directly relevant to one’s current role, but in general, any primary ELT; assessment; autonomy; grammar; and language teaching education is likely to be beneficial. Towards the end of my career methodology. in RAFO, however, I experienced that professional development can If by any chance you haven’t yet subscribed to the journal, you also engender resentment but I am now fortunate to work in an can still access abstracts of all articles, the full text of our ‘Key environment that actively encourages and rewards it. concepts’ series, and a selection of ‘Editor’s choice’ articles (and My main current concern is how much of what now passes for associated author videos) free of charge on the website, at http://eltj. professional development is little more than tips-for-teachers, but oxfordjournals.org/. As an IATEFL member, you can subscribe to ELT that is another issue. Journal as part of your membership package for four full issues of the Neil McBeath journal each year, and online access to back issues as well as ‘advance Sultan Qaboos University, Oman access’ articles, which have been accepted for publication but are not [email protected] yet in print. Graham Hall References [email protected] Aronwitz, S. and H Giroux. 1985. Education Under Siege: The Conservative, Liberal and Radical Debate Over Schooling. South Hadley; Mass.. Begin and Garvey. Burns, A. 2011. ‘Rethinking Language Teacher Education; Recent Developments, Current Trends and Future Perspectives’. Plenary Extensive Reading paper delivered at the 17th International TESOL Arabia Conference, Foundation (ERF) Dubai, 10–12 March. The ERF is holding the 4th Extensive Reading World Conference (ERWC4) at Toyo Gakuen University, Tokyo, Japan. 4–7 August 2017. The website is http://erfoundation.org/erwc4/. Voices 252 erratum On page 6, ‘... a large mountaintop fortress (Milot) in the South of the country’ should read, ‘a large mountaintop fortress (Milot) in the North of the country’.

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IATEFL Voices 254 23 Regular columns

World storytelling David Heathfield on repetition.

‘Half Rooster’ is an outrageous wonder tale from Albania. The And the frog jumped into the David rhythmic repetition in the story makes it a perfect story for lively belly of the half rooster, and Heathfield choral repetition. Here is the transcription of David Heathfield tell- along the way he hopped until is a freelance ing the story, which you can listen to on the World Stories website storyteller he came to a fox: and teacher where it was first published—http://www.worldstories.org.uk/stories/ ‘Where are you going?’ trainer. He is story/38-half-rooster. the author of ‘I am making my way in the Storytelling world.’ With Our Half Rooster Students: Once upon a time, there was an old man and an old ‘Take me with you all the Techniques for Telling Tales way from around the World and woman. And all they had in the world was one cat and one Spontaneous Speaking: Drama rooster. They were very poor and they were very hungry. And I will help you night Activities for Confidence and And they got into a terrible row and they decided that they and day.’ Fluency (both DELTA Publishing). would separate forever. He is also a member of The ‘Gjysma Gjeli jump in my C Group. And the old woman had the cat. And the old man had the belly.’ rooster. Well, with the cat, the cat would catch small birds and she would roast the birds and she had something to And the fox jumped into the half rooster’s belly, and along eat. the way he hopped until he came to a wolf: But the old man had nothing to eat at all. Time passed, and ‘Where are you going?’ one day he went to the rooster and said, ‘I am sorry ... I am ‘I am making my way in the world.’ going to have to cut you in half and eat half of you.’ ‘Take me with you all the way And the rooster nodded. And he cut the rooster in half. And from that day on he was called ‘Half Rooster’ or, in And I will help you night and day.’ Albanian, ‘Gjysma Gjeli’. Gjysma Gjeli lived with the old ‘Gjysma Gjeli jump in my belly.’ man. And the wolf jumped into the belly of the half rooster, and But after a while he thought, ‘I have got to go and get some along the way he hopped until he came to a little mouse: money’. So Gjysma Gjeli set off hopping on one foot along the road to make his way in the world. And along the way ‘Where are you going?’ he met a frog in a pond: ‘I am making my way in the world.’ ‘Ribbit ... where are you going ... ribbit?’ ‘Take me with you all the way ‘I am making my way in the world.’ And I will help you night and day.’ ‘Take me with you all the way ‘Gjysma Gjeli jump in my belly.’ And I will help you night and day.’ And the little mouse jumped into the belly of the half ‘Gjysma Gjeli jump in my belly.’ rooster, and along the way he hopped. But now his belly was rather full and Gjysma Gjeli went into the gardens of the palace of the King. And there in the cabbage patch he crowed as only a Gjysma Gjeli half rooster can. Well, the King came rushing out. ‘What is all this noise? Catch that rooster!’ And the King’s men went looking through the cabbage patch for the rooster. And they cut the heads off every one of the cabbages until they came to the last one. And there, inside the cabbage, they found Gjysma Gjeli. ‘Well,’ said the King, ‘roast that half rooster!’ So they seized Gjysma Gjeli and they put him in the oven ... ‘Save me!’ The The Half Rooster

24 IATEFL Voices 254 January–February 2017 Issue 254 Regular columns

frog jumped out of his belly, and all of the water that the frog had swallowed from the pond came whooshing out over that fire and put out the flames. ‘Ohhh, well,’ said the King. ‘Hmmm ... Let the geese peck that half rooster to death!’ So there he was, put among the geese. And the geese got ready to peck. And just as they started pecking, he said ... ‘Save me!’ And out of his belly jumped the fox and the fox ate all the geese. ‘Ahhh, well,’ said the King. ‘Hmmm ... Put him in the stables. Let the King’s horses trample him to death!’ So the King’s men put Gjysma Gjeli into the stables and they closed the stable door and bolted the stable door and the horses The Cat reared up with their great hooves about to trample Gjysma Gjeli ... ‘Save me!’ And out of his belly jumped the wolf and And the third day, what came out of the cat was a snake. the wolf killed all the King’s horses. And she became so angry that she beat the cat to death and ‘Well,’ said the King, ‘lock him up tight in a great treasure died herself of anger. chest!’ So they opened the King’s greatest treasure chest and they put Gjysma Gjeli inside and they locked it tight. And so it was that Gjysma Gjeli and the old man lived the And the treasure chest was full of gold coins, and Gjysma rest of their days in comfort. Gjeli pecked up those gold coins one by one by one until they were all inside his belly... ‘Save me!’ And out of his belly jumped the mouse and the mouse gnawed a hole in the side of the treasure chest. A lesson plan And out of that hole squeezed Gjysma Gjeli with all those Preparation gold coins inside, and went hopping back along the way, Chants are a feature of oral storytelling around the world and are back towards the old man. And as he hopped, with the highly memorable. While rehearsing this tale, focus on the rhythm King’s men coming after him (but they weren’t quick of the repeated fixed phrases which students can chant chorally enough), one gold coin dropped from his beak along the with you. Use exactly the same emphatic rhythm every time, mak- way. On he hopped until he came back to the old man. ing it fun and easy for students to chant along with you. To make it ‘I will live with you,’ said Gjysma Gjeli. ‘But you must easy for students to join in with these repeated chants, invite them feed me enough and give me somewhere soft to sleep. with a smile and a gesture, as if conducting a choir. Remember to beat me with your rod every day.’ Well, the This outrageous nonsense tale is suitable for telling in a fun old man beat Gjysma Gjeli with a rod, and out of his beak and lively way with plenty of gesture and distinct voices for all the dropped one gold coin. The old man, with that gold coin, different animal and human characters, for example a charming, had enough to eat and more to spare. The next day, he beat roguish speech pattern for the fox and a high-pitched squeak for Gjysma Gjeli again, and another gold coin, and the next day the mouse. another; and everyday a new gold coin. After telling Well, the old woman was jealous when she found out that Say ‘You can each give a gift to Half Rooster, anything you like. Be the old man had all these gold coins, so she sent her cat to ready to say what it is and why you are giving it to him.’ Students find gold coins. And the cat set off along the way, and came in pairs can tell their partners about their gifts. along the way to where that gold coin had dropped from When everyone is ready, tell them that you are now Half Gjysma Gjeli’s beak. And the cat ate up that gold coin and Rooster and that, if any students wish to, they can, in no particular went on its way. But after that it found no more gold coins, order, declare their gift and present it to you (they can mime where it just swallowed other things. appropriate) and, if they want to, give their reasons. Some stu- And when the cat returned to the old woman, she took her dents may give very practical gifts, such as ‘I give you a lifetime’s rod and beat the cat. And sure enough, a gold coin came supply of chicken feed’, while others may give more esoteric gifts, out of its mouth. She was happy ... for a day. such as ‘You are Half Rooster so I give you a sense of being whole’. Notice how these young teenage German learners of Eng- But the next day, when she beat the cat, what came out of lish enjoy joining in with me telling the story in this video his mouth was a salamander. https://youtu.be/0LczmpBs4IY—your students will join in with you And the next day, when she beat him, what came out of his when you are the one who is telling them the story. mouth was a rat. www.davidheathfield.co.uk

IATEFL Voices 254 25 Inside IATEFL

From the Associates

IATEFL’s Associates Representative, Lou McLaughlin, brings Associate news. Welcome to the Associates section of Voices where, this and members alike, to now follow us on twit- time, we are delighted to profile ELTAI, India as well as ter @IATEFLAssociate for the latest news from report on the recent GATE conference in Ghana. We are IATEFL and our Associates around the world. And, also keeping you updated on where fellow IATEFL trustee as always, please get in touch at associaterep@iatefl. Lou McLaughlin, members have been in recent months. org to share information about your association and Associates Representative We would also like to encourage everyone, associates events.

Profiling the Associates ELTAI, English Language Teachers’ Special Interest Groups (SIGs) Association of India There are two Special Interest Groups—the English Literature SIG and President: Dr S. Rajagopalan (Patron and Head of Projects) the Computer Technology SIG—both quite active. The former has Number of members: 3864, with 40 chapters throughout India been running a Journal of Teaching and Research in English Literature as an E journal for the past five years and the other SIG has its own E History Journal, the Journal of Computer Technology for ELT. These two open ELTAI started with just six members, all belonging to just one city, access journals can be freely accessed by clicking on direct links to Chennai. It is interesting to note that ELTAI’s journal was started first them on the Home page of our website, www.eltai.in. and the Association much later. As early as 1974, the Journal of English Language Teaching Recent event (JELT)—the first of its kind in our country—was published, thanks In addition to the annual conference which is attended by over 600 to one of the well-known educationists of that time: the late Pad- delegates, we recently held the ‘SHAKESPEARE LIVES-2016’ CEL- mashree S. Natarajan. He told teachers they would get a free copy EBRATIONS. We conducted competitions for students and seminars of the journal if they joined the English Language Teachers’ for teachers on Shakespeare and his works in six cities: Bilaspur, Association once it was started. The Journal of English Language Thiruvananthapuram, Jaipur, Gauhati, Thoothukudi and Greater Teaching provided an opportunity for the teachers to get themselves Noida to commemorate the 400th anniversary of the immortal acquainted with recent research findings in the teaching of English playwright’s death. and also share their experiences with others. In the beginning, only a hundred copies were printed; although it never went beyond 400 copies or so. Eleven years later, in 1985, Mr Natarajan started the English Language Teachers’ Association of India (ELTAI). A small group of teachers including the writer—just six of us-met at his residence. We had a discussion on the importance of the professional development of teachers as a key factor in enhancing the standards of education in our country. At our meeting, he mooted the idea of starting an Association of teachers concerned with organising teacher development programmes—seminars and workshops—for them. We all agreed and assured him of our help in his great venture. Thus, our Association came into being and 256 members enrolled.

Conference Reports GATE Report, Tamale, 7–12 August 2016. exciting learning, networking, knowledge-sharing and problem- solving encounters. The 17th Annual National Conference of Ghana The first session was on African Poetry, Prose and Drama. Dr Dam- Association of Teachers of English asus Tuurosung presented a very interactive, practical and insightful This year’s conference on ‘Raising the Standard of Education-the lecture on how to make the learning of literature very attractive to Importance of English Language’ brought together over 200 par- students. He reminded delegates to develop the love for literature ticipants from all ten regions of Ghana to experience five days of and let their students enjoy the same. The pieces he touched on

26 IATEFL Voices 254 January–February 2017 Issue 254 Inside IATEFL

The opening of Nominations, Vetting and the Reading of Manifes- tos took place immediately after lunch. At the end of the elections, Joseph Dzasimatu, Cecilia Frimpong, Patricia Benuyenah, Francis Appiah and Giba Abraham Adoctor, were elected as Executives for the next two years. On the fifth day, delegates had the chance to socialise more informally and embarked on an educational tour to interesting local places of interest, including: Mole National Park, Larebanga Mosque and Mystic Stone, all in the Northern Region. Then, participants left for their respective destinations well equipped and deeply refreshed with all the ‘arsenals’ needed for improving the standards of English. The Upper West Region hosts the 2017 Delegates’ conference and we very much look forward to seeing you there. More information about the conference is available at www.facebook.com/GATE.

included: ‘Ananse in the Land of Idiots’, ‘Makola’ and ‘Lost Friends’. The official Opening Ceremony was chaired by Chief Mahamud Alhassan on behalf of Naa Ambassador, Yakubu Abdulai (the Chief of Sagnari). The guest speaker was the Northern Regional Minister, Hon. Abdallah Abubakari. After the Opening Ceremony, the Groups presented their reports. After lunch a plenary session followed with a sharp and clear focus on the needs of GATE as an association. The Delegates met as regional caucuses and deliberated on the association. Dr James Gurundow took delegates through teaching of Oral English. Mr Isaiah Adzigodie officially introduced IATEFL to new GATE members and discussed with them the Continuous Professional Development (CPD) opportunities available. He encouraged members to register as IATEFL members and visit www.iatefl.org for untram- melled access to relevant teaching and learning resources.

MALTA 6 October: IATEFL Presi- Where have we been? dent, Marjorie Rosenberg, was at POLAND 16–18 September: IATEFL President, Marjorie Rosenberg, the ELT Council and Image Con- was at the IATEFL Poland Conference in Szczecin. ference, supported by MATEFL, in Valetta (left).

MACEDONIA: 14–16 Octo- ber: IATEFL President, Marjorie Rosenberg, attended the ELTAM conference in Struga (right).

Go to http://www.iatefl.org/ Wish IATEFL would host an special-interest-groups/sig-list event in your country? to contact the IATEFL SIGs.

IATEFL Voices 254 27 Inside IATEFL

Focus on the SIGs

parallel sessions then followed. A networking materials writers have recommended for use The pre-conference events take reception for sponsors, plenary speakers and in their work. They are categorised under a place in Glasgow on 3 April 2017 associates gave everyone the opportunity to main heading and contain comments on how meet each other. they can be used. So far we have sections for English for Specific Purposes SIG The third plenary, by Almut Koester (Profes- using images; online tools for analysing texts International Conference, Athens sor of Business English Communication at and for creating original listening material; 1–2 October 2016 Vienna University) on ‘English for Specific Pur- starting out as a new writer; self-publishing; It has proven a challenge to mark the high- poses: training or education?’, opened day 2. and organisations for materials writers. Get in lights and outstanding events of the IATEFL Later, the fourth plenary was given by Paschalis touch at http://mawsig.iatefl.org/contact-us/ to International Conference Athens. Educators Chliaras (EAP/ESP/TESOL Lecturer at IST College add your own recommendations and to sug- and researchers from 25 universities and 15 and University of Birmingham), who presented gest new categories. countries delivered notable presentations in ‘Technology-enhanced autonomy development New journal: ELT Materials Review four parallel sessions. through ESP classroom practice’ through an MaWSIG is planning an annual peer-reviewed The October weekend started with Coor- interactive approach. academic journal entitled ELT Materials Review. dinator Aysen Guven’s opening statement Several parallel sessions were held through- The journal will seek to publish fair, well- welcoming speakers and delegates to one of out the day till guest Maria Araxi Sachpazian researched, pedagogically informed reviews of the most historic cities in the world and to the (Chairperson of TESOL Macedonia-Thrace) ELT materials, and empirical or theoretical arti- first IATEFL conference in Greece. Aysen then presented ‘Using CLIL in teaching English: the cles on the development and implementation introduced the first plenary Anna Mauranen teacher’s perspective’. This was the perfect end of educational materials. All submissions will (Professor of English and Vice-Rector at the to a successful conference. be double-blind peer reviewed by experts in the University of Helsinki) who presented ‘Aca- To round off, Aysen Guven thanked every- topic, method, etc. The Editorial Board is look- demic writing in English as a Lingua Franca’. one and promised that IATEFL ESPSIG would ing for 20–30 volunteers to join an Advisory Before lunch, four parallel sessions comprising return to Greece soon. talks on academic writing, subject-specific ESP Paschalis Chliaras Board of teachers and other ELT professionals and assessment/evaluation and workshops on Events Manager who are interested either in reviewing materi- course design and corpora in the classroom [email protected] als for the journal or in peer reviewing others’ took place. reviews. For more information about the aims Event Coordinator Paschalis Chliaras then Materials Writing SIG of the journal and joining the Advisory Board, introduced the second plenary speaker, Ian IATEFL BESIG Conference, November 2016 see https://goo.gl/1exKut. Badger (author of Collins English for Busi- This year the IATEFL BESIG Conference in PCE, Glasgow Munich, Germany, featured a special Materi- ness: Listening, which was shortlisted for a We are excited to announce our line-up for als Writing workshop or talk during every 2012 British Council ELTON award), who pre- the IATEFL Conference PCE on 3 April 2017: In session. The pre-conference seminar on Fri- sented ‘Building the bedrock’. A further four ‘Nuts and bolts: practical considerations for the day afternoon included ELT materials professional’, writer and editor a seminar on ‘How to Penny Hands delves deep into the author−edi- write excellent materials’. tor relationship. Chris Lonsdale, Reader in Speakers have blogged Procurement and Supply Management at Bir- about their sessions on mingham University Business School, spills the our website at http:// beans on negotiation skills—vital for in-house mawsig.iatefl.org/blog/. staff seeking better salaries, as well as for Online resources freelance editors and authors negotiating with publishers. Teacher, teacher trainer and author At http://mawsig.iatefl. Dan Barber talks about time management and org/resources/ we have what it’s like working with a coach. Lastly, ELT started to curate a list of academics Julie Norton and Heather Buchanan links and resources which curate an interactive session on what makes an outstanding ELT coursebook, followed by a panel discussion. Our PCE days are very popular ESPSIG (from left to and places are limited, so book now to avoid right): Top Almut Koester, disappointment: http://conference.iatefl.org/ Paschalis Chliaras, Anna sig_pce_maw.html. Mauranen, Aysen Guven, James Styring Ian Badger. Bottom Paschalis Chliaras, Aysen Publications Coordinator Guven [email protected]

28 IATEFL Voices 254 January–February 2017 Issue 254 Inside IATEFL

Research SIG programme of talks, activities that can be used with learners to help PCE, Glasgow workshops, and them develop these skills. interactive poster pre- The aims of this whole-day event are: To celebrate IATEFL’s 50th birthday in 2017, sentations reflecting • to identify the business skills, soft skills and the Research SIG has invited Richard Smith on the role of affect intercultural skills that our business English (co-author with Shelagh Rixon of A History in autonomous foreign learners need to develop to be able to func- of IATEFL) and Friederike Klippel (an eminent language learning. tion effectively in international business; historian of English teaching in Germany) to We are delighted to • to consider the role that English as a Lingua run our pre-conference event in Glasgow. They announce that Scott Franca plays in the international business will facilitate a hands-on one-day workshop Thornbury (The New environment and to examine trainer attitudes on ‘Researching ELT History’. This promises School, NY) has agreed towards errors and feedback; to be an event not to be missed, requiring no Scott Thornbury to open the day with a • to ask what skills trainers need to have to be previous experience of historical research but plenary talk ‘Taking the bull by the horns: de- able to help our learners develop the relevant providing an accessible introduction to this up- fossilizing my Spanish’ in which he will share skills in our learners; and and-coming approach to useful investigation in his personal experiences of how he sought to • to look at the materials available to both our profession. become a more autonomous learner of Span- learners and trainers which can be used to From an initial focus on participants’ own ish, and how affective factors impacted on this develop learners’ language, business and language learning and professional histories, process. intercultural skills. there will be consideration of broader historical Later in the day, Scott will follow up on his findings, and on this basis, historiographical More details are available on the IATEFL talk by running a workshop in which partici- issues relating to memories and myths will be Conference website at http://conference.iatefl. pants brainstorm practical approaches to some considered, as will the reliability or otherwise org/sig_pce_be.html. of the issues he has raised, when developing of different kinds of secondary and primary learner autonomy, such as anxiety, motiva- SIG Day, 5 April sources. tion, willingness to communicate, self-esteem, On Day 2 of the main conference, BESIG will There will be input on and practice in attitude, and identity formation. In addition to be showcasing a series of talks and workshops historical methods, with a particular focus this, we are happy to offer you an exciting and with a business English focus. Both members on hands-on activities relating to oral history, enjoyable programme with presenters from and non-members are welcome to join us to textbook history and use of documents. The over ten countries covering a broad range of find out more about the work of IATEFL BESIG, workshop will be of interest and use to practis- issues, contexts, and approaches within the to discover how our SIG can help you in your ing teachers and teacher educators as well as PCE theme. business English teaching career and to meet to students currently researching their own As in previous years, participants are invited and network with fellow business English topics, historical or otherwise. Further informa- to join our pre-PCE dinner to meet presenters professionals. tion is available on the Research SIG website: and other participants in an informal atmo- Julia Waldner http://resig.weebly.com/iatefl-resig-pce-2017. sphere. PCE registration is now possible via Coordinator html. the main IATEFL website. Unfortunately, places [email protected] ELTRIA conference, 21–22 April 2017 are limited and we therefore recommend that ReSIG is supporting the ELTRIA Conference you register well in advance. Further informa- Testing Evaluation and taking place at the EIM (The School of Modern tion about the pre-PCE dinner as well as the Assessment SIG Languages) of the University of Barcelona. programme of the day will be published on our Webinar, 21 September ELT professionals who wish their teaching to website (http://lasig.iatefl.org) soon. We are The TEASIG webinar with Vivien Berry and be informed by current research in the field looking forward to welcoming you in Glasgow Susan Sheehan on Assessment Literacy for of Second Language Acquisition (SLA) may and remain with best wishes, Teachers had another high attendance, lively be faced with a challenge: finding relevant Leni Dam, Lienhard Legenhausen and chat participation and interesting questions. publications which are both accessible and of Christian Ludwig The recording can be accessed through the practical application in their own specific teach- LASIG PCE organisers IATEFL website. Questions which remained ing contexts. This two-day event was conceived [email protected] unanswered after the session were answered to reduce the divide between research into the by the presenters in the latest issue of the teaching and learning of English and everyday Business English SIG TEASIG Newsletter. PCE, Glasgow classroom practice. For further details: http:// Annual Conference, Switzerland 28–29 www.eim.ub.edu/eltria/index_en.php. Join us to discover how we can help our October learners to develop the language, business Daniel Xerri and Sarah Mercer Around 80 delegates and intercultural skills they need for an ever- Joint Coordinators attended the Conference changing business world. [email protected] in Aigle, Switzerland Under the title ‘Which skills? Which Eng- on ‘From theory into Learner Autonomy SIG lish?’, we have invited six experienced business practice—assessment PCE, Glasgow English (BE) practitioners to guide participants literacy in the classroom’. This year’s LASIG PCE ‘Affective dimensions through various BE topics, presenting their in language learner autonomy: from theory own ideas but also encouraging discussion and to practice’ will offer participants a diverse self-reflection. The speakers will also suggest Barry O’Sullivan

IATEFL Voices 254 29 Inside IATEFL

that may not have been part of their original his teacher-training experience to promote training, teachers may want to learn how a methodology based on physicality. I won’t to assess their own technological skills. Not single out any of the other presentations I knowing where to begin, we can often feel attended but as always after a PronSIG event, I overwhelmed and lost. To help counteract this, returned home eager to get into the classroom we are bringing together the LT and TD SIGs and do some pronunciation teaching. to explore how to help one another harness PCE, Glasgow technology and introduce you to the concept To celebrate the 100th anniversary of the of unLimiTeD professional development. publication of Daniel Jones’ landmark English Our one-day mini-conference offers some- Pronouncing Dictionary, we will be exploring thing for all teachers wanting to explore a century of trends and changes in pronun- technology and teacher development. The ciation teaching through a day of talks and morning will provide a selection of short Neil Bullock, Judith Mader and Zeynep Urkun workshops. Featured presenters include the plenary talks that aim to equip teachers with The plenary speakers were Nick Saville, Barry editors of the current edition of Daniel Jones’ a framework to assess their own capabilities O’Sullivan, Carolyn Westbrook and Ian Wood dictionary (Cambridge English Pronouncing with technology, as well as to point them in and delegates were able to choose from over Dictionary, eighteenth edition), Peter Roach the direction of where to turn to develop. The 30 sessions connected with the topic. A visit, and Jane Setter, and Robin Walker, an author- afternoon will provide case studies and hands with wine-tasting, to Switzerland’s most popu- ity on pronunciation teaching and its role in on practical examples of technology in use as a lar tourist attraction, Chateau Chillon, rounded teacher education. I am very proud to say that TD tool. We end the day by sharing what we’ve off the event. Jane will also be giving a pronunciation plenary learned in an open space environment to help in Glasgow. In my reckoning this will be the TEASIG and ESPSIG PCE, Glasgow us draw up our own action plans for taking first ever pronunciation plenary at the annual TEASIG will be co-hosting their PCE at this technology back to our educational context. conference, the result of a long behind-the- year’s IATEFL conference with ESPSIG on ‘Test- Come and see just how unLimiTeD technol- scenes campaign. ing ESP & EAP: approaches and tensions’, ogy and teacher development can be. Wayne Rimmer exploring questions such as: Note: This event is offsite at a venue within Coordinator 10 minutes’ walk of the SECC. • What role does assessment play in ESP and [email protected] EAP? Adam John Simpson • What is the influence of English as a lingua TDSIG Assistant Newsletter Editor Literature SIG franca in tests of ESP and EAP? [email protected] PCE: Light, camera, action! Using films for • Do educational institutions and employers English language learning have the same expectations in terms of tests Pronunciation SIG The day will offer participants a series of talks and assessment? Different voices, Brighton and workshops on how to explore films with • Do we use local or international norms and The ‘Different voices’ event in Brighton in Octo- English language learners. The presenters will standards when we assess ESP and EAP? ber was a great success with teachers coming share ideas on how films can be used both from as far as Japan and Russia to attend. Two inside and outside the classroom to promote The event will bring together a diverse plenaries by John Wells and Adrian Underhill language awareness, critical thinking and the range of researchers and practitioners in pro- were complemented by concurrent sessions development of the four skills as well as tools fessional, vocational and academic English to exploring theory and practice from multiple for the fostering learner autonomy and inde- share their views and practices and show their perspectives reflecting the diverse audience. pendent learning skills. application to several EAP and ESP contexts. John Wells started the day by sharing his This will be a joint event with the Creativity The full programme can be found on the decades of research and writing in unravelling Group (C Group). Talks and workshops will be TEASIG and ESPSIG websites. the challenge of teaching intonation. His very delivered by experienced teachers, renowned Judith Mader & Neil Bullock authoritative talk was delivered with humour ELT teacher trainers, and experts in the field of Joint Coordinators and passion. In the afternoon, Adrian, in his Film Studies. Confirmed speakers: Alan Maley, [email protected] usual inimitable style, shared insights from Jamie Keddie, Kieran Donaghi, Barry Tomlin- Teacher Development and son, Claudia Ferradas, Robert Hill, Eduardo Learning Technologies SIGs and Chris Lima, Richard Wilson, James Clarke, Joint PCE: ‘unLimiTeD professional Malu Sciamarelli and Mark Reid (British Film development with technology’ Institute). Teachers are passionate about what they do We are also inviting PCE delegates to join and desire to develop as professionals. Yet to us for a film evening after the IATEFL welcome succeed in this requires dedication, motivation, ceremony at the Cineworld Cinema—Glasgow and, perhaps most importantly, know-how. IMAX near the Conference Centre. More details Moreover, teachers are faced with growing on this will be given closer to the event date. demands from stakeholders to hone and Chris Lima develop their skills, especially in the use of Coordinator technology. Feeling pressured to use resources John Wells, at the Different voices event [email protected]

30 IATEFL Voices 254 January–February 2017 Issue 254 Inside IATEFL

Coming events

2017 Don’t forget June 2–3 Austria January IATEFL LASIG Conference, Graz ‘Learner autonomy—current practice anEvent 21–22 Switzerland link: http://secure.iatefl.org/events/event. ETAS 33rd Annual Conference and php?id=112 AGM, Zurich Event link: www.e-tas.ch 23–24 Egypt The most up to date version of the calendar can be NileTESOL 21st annual conference, found on our website http://secure.iatefl.org/events/ Cairo and ‘Redefining, integrating, empowering’ www.iatefl.org/associates/associate-events Event link: http://niletesol.org/2017- conference 31–2 Morocco MoRCE 5th National Conference, Submissions for the calendar are welcome and Marrakesh 3 April 2017 should be sent to [email protected] and copied ‘EL Resource Centers: Promoting Core Skills Pre-conference events to the Editor at [email protected]. It is helpful through Mobile Learning Technologies’ to follow the format in the calendar above, and Event link: http://www.morce.net/ Scottish Exhibition and also to include submission deadlines for papers March Conference Centre for potential presenters. So that we receive your announcements in time, please check Voices (p. 1) 24–26 Croatia Glasgow, UK for the copy deadline and the publication month HUPE 25th Annual Conference, See http://conference.iatefl.org for more Šibenik of each issue. information and important deadlines Event link: www.hupe.hr Publications received The Editor has received copies of the Benefits of ECT/individual/student/retired/ following publications: institutional IATEFL membership SIG Publications • Business Issues, BESIG Newsletter 94, • IATEFL Voices magazine six times a year Autumn 2016 (ISSN: 1026-4272) • Join our Special Interest Groups (SIGs) Associates Publications • IATEFL Conference Selections every year • TESOL-Spain E-newsletter 47 October 2016 • Discounted periodicals (ISSN 2255-0356) • Discounted attendance fees at any IATEFL conference or event Other Publications • Annual web conference • ELT Journal 70/4 October, 2016 (digital) • Free monthly webinars and exclusive access to archive (ISSN 0951-0893) • Monthly eBulletin Publications from Teachers’ Associations or special interest groups received will be acknowledged in this column and should be sent to the Editor at IATEFL 2-3 The Foundry, Seager Road, Faversham, Additional benefits of institutional IATEFL Kent ME13 7FD Please send only items published wholly or partly in membership English, which should be received by the deadlines detailed on the contents page of this issue. • Listed on IATEFL website as institutional member All further enquiries to [email protected]. • Three copies of each issue of IATEFL Voices magazine

IATEFL annual membership fees (valid to 31.08.17) Readers' voices BASIC: £21 (Available to members of IATEFL Associate members; your basic membership Have you been inspired form must be sent to IATEFL via your Associate) by Voices and used it as a STUDENT/RETIRED: £37 Proof of student identification (i.e. a copy of your student card) resource? Or to get published should be sent with your application for the first time? Or to feel connected with colleagues EARLY CAREER TEACHER (ECT): £57 across the globe? Send a 50–80 INDIVIDUAL: £57 word piece of your experience INSTITUTIONAL: £176 to [email protected] and we’ll print it. Visit www.iatefl.org/join/introduction to join IATEFL today!

IATEFL Voices 254 31 Inside IATEFL

Who’s who in IATEFL

Patron: Professor David Crystal, OBE, FBA Other Inclusive Practices & SEN (IP&SEN) Advisory Council [email protected] Acting Coordinator: Varinder Unlu As Patron: David Crystal Special Interest Groups (SIGs) Acting Joint events coordinators: Phil Dexter As Editor of the ELTJ: Graham Hall and Anette Igel Individual members: Amos Paran, Anna Searle, Business English (BE) Acting Membership coordinator: Jana Jilkova Catherine Walter, Johannes Wassenberg and http://www.besig.org Acting Newsletter editor: Rachael Harris Tessa Woodward Coordinator: Julia Waldner [email protected] Acting Secretary: Rom Neves Acting Social media coordinator: Board of Trustees Development and administration coordinator: Andrzej Stesik [email protected] Carina Ruttinger President: Marjorie Rosenberg Event coordinator: Helen Strong Acting Treasurer: Anne Margaret Smith [email protected] [email protected] Acting Web manager: Vice President: Margit Szesztay [email protected] Newsletter editor: Chris Stanzer Sharon Noseley-Kallandzhs Treasurer: Colin MacKenzie [email protected] [email protected] Learner Autonomy (LA) Secretary: Zeynep Urkun Treasurer: Steve Miller [email protected] Membership Chair: Gary Motteram Website coordinator and BESIG online team http://lasig.iatefl.org SIG Representative: George Pickering coordinator: Pete Rutherford Coordinator, PCE & LASIG day organiser: [email protected] [email protected] Christian Ludwig [email protected] Associates Representative: Lou McLaughlin PR & sponsorship officer: Dale Coulter Blog editor: Sandro Amendolara [email protected] [email protected] [email protected] Electronic Committee Chair: Caroline Moore BESIG online team: Sue Annan Editorial team: Irena Šubic Jeločnik [email protected] [email protected], Justine Arena [email protected], Ruth Wilkinson [email protected], Dana Poklepovic [email protected] and Djalal Tebib Committee Members [email protected] Associates: (Chair) Lou McLaughlin, Nazli Gungor, [email protected] and Shanthi Streat [email protected] Finance officer, PCE and LASIG day organiser: Harry Kuchah Leni Dam [email protected] Conference: Marjorie Rosenberg (Chair), BESIG editorial team: Roy Bicknell (Editor-in- chief) [email protected], Vicky Loras Joint reviews editors: Carol Everhard Louise Atkins, Angelos Bollas, Jon Burton, [email protected] and Diane Malcolm Bethany Cagnol, Lisa Duckworth, Alison [email protected] and Lynn Nikkanen [email protected] [email protected] Medland, Sarah Ward and Ros Wright Local event organiser: Marcella Menegale Conference Selections Editor: Tania Pattison English for Speakers of Other Languages [email protected] [email protected] (ES(O)L) Membership officer: [email protected] Electronic: Caroline Moore (Chair), Louise Atkins, http://esolsig.wordpress.com/ PCE & LASIG day organiser: Heike Philp, Ania Rolinska, Mercedes Viola and Lienhard Legenhausen [email protected] Shaun Wilden Coordinator: Caroline Okerika [email protected] Newsletter editor: Oya Karabetca Publications officer: Jo Mynard Finance: Colin MacKenzie (Chair), [email protected] Sirina Chaikhampaeng, Karsten Gramkow, Committee members: Pauline Blake-Johnston, Public relations officer: Carol Everhard Wayne Rimmer and Lizzie Wojtkowska-Wright Janet Golding, Lesley Painter-Farrell and [email protected] IATEFL Representative on the ELTJ panel: Philida Schellekens Social media manager: Djalal Tebib Marion Williams English for Specific Purposes (ESP) [email protected] IATEFL Representative on the ELTJ Webmaster: Natanael Delgado : Catherine Walter http://espsig.iatefl.org/ Management Board [email protected] Membership: Gary Motteram (Chair), Coordinator: Aysen Guven [email protected] Webinar organiser: Giovanna Tassinari Sophie Austin, Mojca Belak, Tilly Harrison, Communications officer: Caroline Hyde-Simon [email protected] Sandy Millin and Nicola Perry Events manager: Paschalis Chliaras Publications: Margit Szesztay (Chair), [email protected] Leadership and Management (LAM) Journal editor-in-chief: Mark Krzanowski Eleanor Baynham, Roy Bicknell, Derek Philip and http://lamsig.iatefl.org/ Vicky Saumell [email protected] Coordinator: Andy Hockley [email protected] Scholarship Working Party (SWP): Assistant editors: Andy Gillett [email protected] and Nadezhda Newsletter editor: George Pickering Maureen McGarvey (Chair), Eryl Griffiths, [email protected] Amos Paran and Adrian Tennant Yakovchuk [email protected] Secretary: Loraine Kennedy Voices editor: Alison Schwetlick [email protected] Web manager: Semih Irfaner [email protected] [email protected] Head Office Website coordinator: Andy Hockley Chief Executive Global Issues (GI) [email protected] Jon Burton [email protected] http://gisig.iatefl.org/ Committee members: Andy Curtis, Deputy Chief Executive Joint coordinators: Linda Ruas and Josh Round and Jenny Johnson Louise Atkins [email protected] Julietta Schoenmann [email protected] Literature (Lit) Finance Officer Discussion list moderator: Iqbal Dhudhra http://lmcs.iatefl.org/ Sirina Chaikhampaeng [email protected] [email protected] Coordinator: Chris Lima [email protected] Conference Organiser Discussion list animator: Bill Templer Events coordinator: Eveline Reichel Alison Medland [email protected] [email protected] [email protected] Deputy Conference Organiser Event organisers: Leonor Marin and Julie Pratten Extensive reading coordinator: Heather Doiron Sarah Ward [email protected] Membership and social networks: Vacancy Newsletter editor: Stella Smyth Newsletter editor: Alan Pulverness Sponsorship and Exhibition Officer [email protected] Lisa Duckworth [email protected] Social media coordinator: Gergő Fekete Web resources: James Mitchell and Social media coordinator: Christien van Gool SIGs and Publications Officer [email protected] Eleanor Baynham [email protected] Patricia Santos Webmaster: László Hajba Treasurer: Amos Paran [email protected] Membership Officer Webmaster: Carel Burghout [email protected] Sophie Austin [email protected] [email protected] Finance and General Administrator Advisory committee: Dennis Newson, Wolfgang Linda James [email protected] Ridder and Margit Szesztay

32 IATEFL Voices 254 January–February 2017 Issue 254 Inside IATEFL

Learning Technologies (LT) Research (Res) Testing Evaluation and Assessment (TEA) http://ltsig.iatefl.org/ http://resig.iatefl.org/ http://tea.iatefl.org Joint coordinators: Shaun Wilden and Sophia Joint Coordinators: Sarah Mercer and Joint Coordinators: Neil Bullock and Mavridi [email protected]; [email protected]. Daniel Xerri [email protected] Judith Mader [email protected] uk and [email protected] Development officer: Christina Gkonou Events coordinators: Mehvar Ergun Turkkan Community manager: Marisa Constantinides [email protected] [email protected] and Zeynep Urkun [email protected] Discussion list moderator: Mark Wyatt [email protected] Events coordinator: Nikola Fortova [email protected] Newsletter editors: Vacancy [email protected] E-news editors: Nicola Perry Social media manager: Ceyda Mutlu Events coordinator: Vacancy [email protected] and Larysa Sanotska [email protected] Treasurer: Vicky Saumell [email protected] [email protected] Webmaster: Thom Kiddle [email protected] Web editor: Sylvia Guinan [email protected] Electronic manager: Daniel Xerri [email protected] Webinar team: Neil Bullock [email protected] and Web content developer (co-opted): Event coordinators: Barbara Roosken Sharon Hartle [email protected] Aysegul Liman Kaban [email protected] [email protected] and Mehvish Saleem Member without portfolio: Dave Allan [email protected] [email protected] Materials Writing (MaW) Governance and Records Officer: Nicola Perry http://mawsig.iatefl.org/ [email protected] Teacher Training and Education (TTEd) Coordinator: Rachael Roberts [email protected] Membership coordinator: Larysa Sanotska http://ttedsig.iatefl.org Deputy publications coordinator: Tania Pattison [email protected] Coordinator: Birsen Tutunis [email protected] Events coordinators: Lizzie Pinard PCE organiser: Yasmin Dar [email protected] Newsletter editor: Jennifer Book [email protected] and Rachel Daw Newsletter editors: Harry Kuchah [email protected] [email protected] and [email protected], Ana Inés Salvi Publicity and membership officer: Burcu Tezcan Aleksandra Popovski Golubovikj [email protected] and Mark Wyatt [email protected] Publications coordinator: James Styring [email protected] Webmaster: Kalyan Chattopadhyay [email protected] Outreach coordinators: Elena Oncevska Ager [email protected] Social media coordinator: Karen White [email protected] and Richard Smith Discussion list moderator: Vacancy [email protected] [email protected] Webinar manager: Vacancy Strategy and finance coordinator: Public relations and publications manager: Young Learners and Teenagers (YLT) Lewis Lansford [email protected] Deborah Bullock [email protected] http://www.yltsig.org Technology coordinator: Damian Williams Scholarships coordinator: Larysa Sanotska Coordinator: Nicky Francis [email protected] [email protected] [email protected] Publications & web editor: David Valente Website manager: John Hughes Teacher-research conference organiser: [email protected] Kenan Dikilitas [email protected] Pronunciation (Pron) Public Relations & Business Development Treasurer: Siân Etherington Officer: Gerhard Erasmus http://pronsig.iatefl.org/ [email protected] Social media & webinar coordinator: : Wayne Rimmer [email protected] Coordinator Christina Giannikas [email protected] Facebook coordinator & webmistress: Teacher Development (TD) Events coordinator: Vacancy Louise Guyett http://www.tdsig.org Finance officer: Piers Messum Coordinator: Sinéad Laffan [email protected] [email protected] Assistant website and social media Trustees and Committee Members can be contacted by emailing [email protected] General members: Catarina Pontes, coordinator: Michael Harrison Gemma Archer, Heather Hansen and [email protected] The Editor of Voices can be contacted by post at Tatiana Skopintseva Assistant newsletter editor: Adam Simpson IATEFL 2–3 The Foundry, Seager Road, Faversham, Kent ME13 7FD or by email at [email protected] Honorary member: Sergio Aguero [email protected] Journal editor: Laura Patsko [email protected] Face-to-face events coordinator: vacancy Administrative staff, SIG Coordinators and Local Associations can be contacted directly at the addresses : Jonathan Marks, Jane Setter Newsletter editor: Willy Cardoso Members-at-large above and below. and Robin Walker [email protected] Webinars organiser: Alex Selman Online events coordinator: Tyson Seburn In a large organisation like IATEFL people are always on [email protected] the move and contact details can rapidly become out of [email protected] date. Please email [email protected] if you find Website and social media editor: any errors or omissions in these listings. Divya Madhavan [email protected]

Associates (as of December 2016) ATEL (Lebanon) BELNATE (Belarus) [email protected] [email protected] Associates are now listed by name with ANELTA (Angola) www.atel-lb.org www.ir.bsu.by/kel/teachers/belnate.htm email and web contact details. In cases [email protected] where Associates were in the process ATER (Rwanda) BELTA (Bangladesh) of signing or renewing their Associate ANUPI (Mexico) agreements at the time of printing their [email protected] [email protected] names may not appear in the list below. [email protected] http://www.aterw.org/ www.belta-bd.org/ In case of doubt please contact IATEFL Head www.anupi.org.mx Office. Modifications to contact details in ATES (Senegal) BELTA (Belgium) this list should be sent to Head Office. APC-ELI (Cuba) [email protected] [email protected] [email protected] www.ates.education.sn www.beltabelgium.com AALBiH (Bosnia And Herzegovina) APPI (Portugal) ATETE - SELF (Denmark) BETA (Bulgaria) [email protected] [email protected] [email protected] [email protected] www.appi.pt www.beta-iatefl.org ACPI (Costa Rica) AzerELTA (Iran, Islamic ASTEL (Sudan) [email protected] Republic Of) BRAZ-TESOL (Brazil) www.acpi-tesol.com [email protected] [email protected] [email protected] www.eltanet.org www.braztesol.org.br ACUET (Sri Lanka) ATECR (Czech Republic) [email protected] [email protected] AzETA (Azerbaijan) CAMELTA (Cameroon) ATEF (Finland) [email protected] [email protected] AINET (India) www.az-eta.org http://camelta-cameroon.weebly.com/ [email protected] [email protected] http://www.suomenenglanninoppettajat.fi BC TEAL (Canada) CELEA (China) AMATE (Czech Republic) ATEI (Iceland) [email protected] [email protected] [email protected] www.bcteal.org www.celea.org.cn www.amate.cz [email protected] www.ki.is/feki

IATEFL Voices 254 33 Inside IATEFL

CEPABETA (Cameroon) ETAI (Israel) KSAALT (Saudi Arabia) TATE (Tunisia) [email protected] [email protected] [email protected] [email protected] CLASS (Congo, The Democratic www.etai.org.il www.ksaalt.org www.tate-tunisia.com Republic Of The) ETAS (Switzerland) LAKMA (Lithuania) TAYR (Tunisia) [email protected] [email protected] [email protected] [email protected] CoFFET (Japan) www.e-tas.ch http://www.lakmaonline.lt TEFL in Yemen (Yemen) [email protected] EULETA (Germany) LATAZ (Zambia) [email protected] E and M - GATE (Germany) [email protected] [email protected] www.yementefl.webs.com www.euleta.org [email protected] LATE (Latvia) TEFL Qatar (Qatar) http://englisch-und-mehr.de FAAPI (Argentina) [email protected] [email protected] EATE (Estonia) [email protected] www.late.lv TELTA (Tanzania, United www.faapi.org.ar [email protected] Levende Talen (Netherlands) Republic Of) www.eate.ee FEELTA (Russian Federation) [email protected] [email protected] ECUATESOL (Ecuador) [email protected] www.levendetalen.nl TESOL Arabia (United Arab www.feelta.wl.dvgu.ru [email protected] Libya TESOL (Libya) Emirates) http://educ2016.wix.com/ecuatesol- FORTELL (India) [email protected] [email protected] org [email protected] http://libyatesol.org/ www.tesolarabia.org EKADEVE (Greece) www.fortell.org MATE (Haiti) TESOL Canada [email protected] FORUM (Kyrgyzstan) [email protected] [email protected] www.ekadeve.gr [email protected] www.tesolhaiti.org www.tesolcanada.org ELPA (Ethiopia) GATE (Ghana) MATEFL (Malta) TESOL France [email protected] [email protected] [email protected] [email protected] http://eeltpa.pbworks.com www.facebook.GATE www.matefl.org www.tesol-france.org ELT Ireland GELI (Cuba) MELTA (Germany) TESOL Greece [email protected] [email protected] [email protected] [email protected] www.elt-ireland.com GEN TEFL (Thailand) www.melta.de http://www.tesolgreece.org ELTA (Serbia) [email protected] META (Moldova) TESOL Macedonia-Thrace [email protected] www.gentefl.org [email protected] N. Greece (Greece) http://www.elta.org.rs HELTA eV (Germany) http://meta-moldova.md/new/ [email protected] www.tesolmacedoniathrace.org ELTA (Albania) [email protected] MEXTESOL (Mexico) [email protected] www.helta.de [email protected] TESOL Spain www.eltaal.org HUPE (Croatia) www.mextesol.org [email protected] www.tesol-spain.org ELTABB (Germany) [email protected] MORCE-Network (Morocco) [email protected] www.hupe.hr [email protected] TESOL Sudan (United Arab Emirates) www.eltabb.com IATEFL Chile www.morce.net ELTAF (Germany) NATECLA (United Kingdom) [email protected] [email protected] http://www.tesolsudan.net [email protected] https://www.iateflchile.cl [email protected] TESOLANZ (New Zealand) www.eltaf.de IATEFL Hungary www.natecla.org.uk ELTAI (India) NATESOL (United Kingdom) [email protected] [email protected] www.tesolanz.org.nz [email protected] www.iatefl.hu [email protected] TEUM (Greece) www.eltai.in IATEFL Peru www.natesol.org ELTAM (Macedonia) NELTA (Nepal) [email protected] [email protected] Thailand TESOL [email protected] https://sites.google.com/site/iateflpe/ [email protected] [email protected] www.eltam.org.mk IATEFL Slovenia www.nelta.org.np thailandtesol.org ELTAM (Mongolia) [email protected] PAET (Cyprus) UALTA (Ukraine) [email protected] www.iatefl.si [email protected] [email protected] www.mongoliatesol.com IATEFL Ukraine Qatar TESOL (Qatar) http://ualta.in.ua ELTAM (Montenegro) [email protected] [email protected] UKBET (Bangladesh) [email protected] http://ukraineiatefl.wix.com/iateflukraine www.qatartesol.org [email protected] ELTAN (Nigeria) IELTA (Iran, Islamic Republic Of) SATEFL (United Kingdom) UNELTA (Uganda) [email protected] [email protected] [email protected] [email protected] ELTA-OWL e. V. (Germany) www.ielta.ir http://satefl.co.uk/ www.unelta.com [email protected] IETA (Indonesia) Saudi Organization of EFL URUTESOL (Uruguay) Education (Saudi Arabia) www.elta-owl.de [email protected] [email protected] ELTA-Rhine (Germany) www.ieta.or.id [email protected] www.urutesol.org [email protected] IndiaCALL (India) SELTA (Senegal) UzTEA (Uzbekistan) www.elta-rhine.de [email protected] [email protected] [email protected] ELTAS (Germany) www.indiacall.in www.selta.sites.google.com/site/ www.uztea.uz englishlanguagecell [email protected] INGED (Turkey) VENTESOL (Venezuela) SIETAR Italia (Italy) www.eltas.de [email protected] [email protected] ELTAU (Germany) www.inged.org.tr [email protected] www.ventesol.org [email protected] JALT (Japan) SKA (Slovakia) WITESOL (United States) www.eltau.de [email protected] [email protected] [email protected] English Australia http://jalt.org SLTA (Sweden) http://witesol.com [email protected] KELTA (Russian Federation) [email protected] www.englishaustralia.com.au [email protected] www.spraklararna.se In a large organisation like IATEFL ETAG (Georgia) KOTESOL (Korea, Republic Of) SPELTA (Russian Federation) people are always on the move and contact details can rapidly [email protected] [email protected] [email protected] become out of date. Please email www.etag.ge http://www.koreatesol.org/ www.spelta.stormway.ru [email protected] if you find any errors or omissions in these listings.

34 IATEFL Voices 254