TESOL France

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See below for reviews of the overall conference, and Chia Suan Chong, Christina Rebuffet-Broadus, Gabriel Diaz Maggioli, Hakan Senturk, Jemma Gardener, Leo Selivan, Luke Meddings & Chuck Sandy and Tom Farell. See our 'Talks' page for stuff on Annie McDonald's and Mark Hancock's presentations.

Hakan Senturk on going digital with Dogme

Blog - hancockmcdonald.com/blog

Hakan Senturk began his presentation with a contextualization of his ideas within the development of the Dogme movement. He traced the origin of Dogme to Scott Thornbury’s call for a more conversation-driven materials-light approach to teaching which focuses on language that naturally emerges in the lesson rather than a pre-conceived syllabus as laid down by a coursebook.

TESOL France: Luke Meddings and Chuck Sandy on reflecting on how to be yourself in the classroom

Blog - hancockmcdonald.com/blog

(Photo: Chuck Sandy)

The main thrust of this very lively, participative and practical session was to stimulate and provide us with opportunities to take a step back from our role as teachers in the classroom, and reflect on and explore the ‘self’ – who we are outside the classroom.

TESOL France: Christina Rebuffet-Broadus on how Dogme is perceived through students’ eyes

 - hancockmcdonald.com/blog.xml/2

Christina’s presentation incorporated feedback from 25 students who had followed a one-semester course of dogme classes as part of classroom-based research. Students were surveyed about their willingness to take part in their teachers’ professional development, and after a first day’s dogme class, were asked to give their initial impressions of the approach.

TESOL France: Jemma Gardener on emergent language

Blog - hancockmcdonald.com/blog/2

Jemma began her presentation by explaining that she would be dealing with the ‘hows’ rather than ‘whys’ in her ‘teaching unplugged’ or dogme-based presentation. She started by explaining the three main pillars of the approach: it is context-driven, materials-light and it focusses on emergent classroom language (spoken or written and can involve any language at any time).

TESOL France: Review of conference

Blog - hancockmcdonald.com/blog

(Photo: Vice-president Debbie West and President Bethany Cagnol opening the conference)

DIGESTED READ

Big on social networking, small on in-your-face commercial

EVENT

There were 68 hour-long talks/workshops, punctuated by 3 plenaries, distributed across a Friday evening, a full Saturday and a short Sunday, and a total of some 350 participants at the event.

TESOL France: Leo Selivan on synonymy

Blog - hancockmcdonald.com/blog

Leo Selivan’s presentation was founded on the insight that synonymy in English can usually be traced to the hybrid history of the language. In most synonymous pairs, one member of the pair can trace its history to Germanic influence, and the other, to Latinate influence. An example of the might be ‘buy’ and ‘purchase’.

TESOL France: Chia Suan Chong on principled eclecticism

TESOL France: Chia Suan Chong on principled eclecticism - hancockmcdonald.com/blog/tesol-france-chia-suan-chong-principled-eclecticism

The closing plenary from Chia Suan Chong was a brightly delivered and entertaining history of ELT methodology, from rote learning through grammar translation, the direct method, the audio-lingual method, the ‘designer methods’ (suggestopoedia, etc), communicative approaches and task based learning.

TESOL France: Tom Farrell on reflective practice

Blog - hancockmcdonald.com/blog

The mid-conference plenary from Tom Farrell was a reflection on reflective practice. To begin with, Tom distinguished reflection-in-action – split second reflections made during the course of an activity; reflection-on-action – evaluating an action after the fact, and reflection-for-action – evaluating options for possible future improvements.

TESOL France: Gabriel Diaz Maggioli on effecting change

Blog - hancockmcdonald.com/blog

The thrust of the opening plenary from Gabriel Diaz Maggioli was neatly summed up in his title, 'Change is Good: You go first'. In other words, while most teachers will agree that there is room for improvement or change, it's easier said than done.

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