Conference-Reports

These reports are from presentations and talks we have attended and are intended to let you know what was going on at various conferences if you weren't able to attend yourself.

Alan Waters on dominant discourses in ELT

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Alan began by setting up a model of professional discourses in ELT. On a vertical axis, we have academic at the top and the classroom at the bottom. On a horizontal axis, we have native speaker perspectives on the left and non-native speaker perspectives on the right.

TESOL Spain 2013 conference review

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Once again, the TESOL-SPAIN Annual National Convention has served to enlighten and entertain, this year at the stunning location of the University of Seville. The theme, Teaching with Technology and the Human Touch, provided a focussed and informative event for all, with multiple opportunities to refresh, update, and expand our professional repertoires in an ever-changing world.

Tom Spain on storytelling

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Tom’s enthusiasm for using personal stories and anecdotes (a limitless resource) has grown out of his own classroom experiences over the years. In this presentation, he illustrates various storytelling activities and draws on the work of Merrill Swain (Output Hypothesis) to link storytelling practice to Second Language Acquisition theory.  

Hugh Dellar on Dogme with coursebooks

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Hugh seeks to engage with Dogme, and Scott’s sitting near the door! Good healthy banter and discussion on a current polemic.

Annie McDonald on materials for listening

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Read a review by a member of the audience here. Find the annotated handout below.

Nicola Alonge on critical thinking through questions

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Nichola began her presentation by getting us to respond to different questions about an Antonio Lopez Madrid painting to illustrate the difference between knowledge-based questions and those which encourage critical-thinking skills at different levels.

Graham Stanley on making learning into a game

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Graham began with the premise, based on the work of Andrei Aleinkov (1989), that creative pedagogy leads to motivation and promotes lifelong learning. It leads to fluency of idea generation, flexibility, originality and elaboration (building new ideas on what is already known).

Stephanie Williams on adverts to stimulate speaking

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Stephanie began by pointing out why video adverts are a fabulous resource in the ELT classroom: they're short; adaptable to different levels; authentic; relevant to most student's worlds; offer visual support; context rooted and catchy and motivating by design. A compelling list of attributes.

Mariela Collado on active CLIL classrooms

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Mariela began this practical workshop by pointing out a central paradox of CLIL, namely that while teaching the language skill requires lots of active productive practice on the part of the student, teaching the content requires more receptive concentration. So the CLIL teacher is pulled in two opposing directions.

Robin Walker on technology in pronunciation teaching

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Robin Walker (read our review of his latest book here) began by positing 3 stages in acquiring pronunciation: 1. the cognitive stage - becoming aware of a feature; 2. the associative stage - training yourself to be able to deal with the feature; 3.

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