MATSDA 2014 – What about the other 165 hours a week?

Today I was lucky enough to do a 45 minute presentation at the MATSDA conference in Liverpool. This was held at Liverpool University and the usual lovely crowd of people attended. Thank you to all who attended my talk – one of four that took place at 12.0o.

My presentation focused on ways of helping learners increase their exposure to English, and their use of it, outside of class time. I feel this is essential for learning and acquisition to take place, as the limited quantity of time available in class is insufficient, and beset with course-book related issues.

I discussed obstacles to acquisition and then looked at the various projects I’ve been working on with learners,  for the last 8 or 9 months: my reading project, my experimentation with English project, my use of collaborative tools project (which is linked with the aforementioned experimentation project), my efforts to help my learners become language researchers. I also briefly discussed the materials I made for my dissertation project, whose goal was also to help learners make use of the language in the out-of-class environment.

For further information about these projects and to access all the references made during the talk and that I’ve used during the course of all the projects, please visit my learner autonomy page and look in the section entitled Learner autonomy-related projects. For information about my dissertation materials, scroll down further on the same page and see the third link in the Presentations section.

Finally, here are the slides I used during the presentation.

Thank you to MATSDA, and especially Brian and Hitome, for allowing me to speak and making me feel very welcome.

How do we help out learners to bridge that gap... Copyright: Lizzie Pinard 2014 (between Palermo and Cefalu, Sicily)

How do we help out learners to bridge that gap… Copyright: Lizzie Pinard 2014 (between Palermo and Cefalu, Sicily)

ELT Teacher 2 Writer: Training teachers to be writers

Excited to be at this talk as I missed the ELT Teacher 2 Writer talk at Liverpool last year… More materials writing-related larks! 🙂 And it’s clearly going to be a good one – we have exciting task handouts on our chairs and key-rings being given out! 

Training teachers to be writers

Sue and Karen are going to talk to us about how ELT Teacher 2 Writer can help teacher materials writers.

  • the database: established writers and people interested in writing can all be in the database

Publishers can search the database when they are looking for new writers but also when they are looking for people to pilot materials/write users reports/answer questions for market research. There are a mixture of publishers national, international and independent.

  • the training modules: developed by ELT Teacher 2 Writer

Where does materials writing feature in a teacher’s professional development?

Within the British Council Framework puts it at stage six (specialist) but teachers do it from day 1, with their own learners.

ELT Teacher 2 Writer did some research into existent writing courses and tried to learn lessons from these. (All non-ELT related) e.g. journalism, creative writing… They discovered that the only common ground that all of these course had was a module that urged users to know their market/know a little bit at the industry. So they had a look at ELT materials writing to see what was involved in writing materials.

They broke it into 3 main categories:

  • core skills
  • market-specific (e.g. ESP materials)
  • component-specific (e.g. writing a teacher’s book/grammar summary/worksheets

There are now 30 titles on the website. All written by experienced authors and they share the lessons they learnt in their own process of being published. All available for download on Amazon/Smashwords (special IATEFL discount ends tomorrow!) These are relevant for people writing for developers, teachers writing for their own classrooms and teachers wanting to self-publish.

Task 1: How ELT publishing works  – time to do a task! (T/F statements about publishing)

  • True: publishers DO decide things well in advance. They have 5 year plans, which they check at intervals to make sure they still make sense. They use market research to inform this.
  • False: the best way to get published is NOT to send a complete manuscript to a publisher!
  • False: you don’t need an M.A. or a Delta to write materials. Relevant teaching experience is essential. Delta/M.A. can be positive but publishers may fear an overly academic manuscript.
  • True: lots of investment goes into publishing, it is expensive, so publishers DO want to make sure everything works and DO do a lot of market research to this end.
  • False: You *do* have to meet deadlines! In publishing, there are many people writing to the same schedule. If you don’t meet it, there is a huge negative knock-on effect.

Task 2: What makes a good rubric? (or direction line in Am. E!) i.e. instruction to the students within a piece of materials.

This is an important skill to learn and is thus included in several ELT Teacher 2 Writer modules.

Rubric checklist

  • Rubric language should be less complex than the language point being addressed.
  • Use small sets of words
  • Use the same rubric for all similar activity types
  • Be careful with staging – sometimes better to break things down into two activities rather than one.

We had to apply these criteria to some sample rubrics. We saw one that was too long and in which it wasn’t clear what was required. We saw one where the language used was too complex for the learner level aimed at – here it would be necessary to simplify the language and helpful to include examples. The third was too complex and needed breaking down. The fourth was rambling and dense, requiring major surgery to sort it out!

Task 3: How to write a graded reader?

Graded readers are great to write – they combine fiction and education! The answer to the task question? Can be found in Sue Leather’s module.

Sue (presenter) read from Sue (writer)’s module to comment on this. Here are couple of quotes:

“An idea is the story’s essence”

” It should include a vital issue that needs to be resolved one way or another”

Skills are needed for the following:

  • language and story
  • drama and premise
  • high stakes
  • conflict and choice
  • action
  • character
  • dialogue

We applied this to three story ideas, deciding that two had wheels and one was dull – the two with wheels are in fact in print! The other, not so much…

Task 4: Writing a critical thinking activity 

What is a CTA? What does a good one look like? Equally importantly, and what may shed some light on this is, what is it not?

  • It is NOT a pure comprehension question.
  • It is NOT a do you agree/disagree discussion.
  • It is NOT a T/F statements activity
  • It is not a question about the literal meaning of vocabulary in a text

In a general comprehension activity you find:

  • identify ideas
  • vocabulary meaning-related activities
  • agree/disagree discussions

In a critical thinking activity you find:

  • Why does the author present the ideas like this?
  • Why are these vocabulary items chosen?
  • Does the author support the ideas? How? What evidence is there?
photo (3)

Some critical thinking activity types

We looked at some sample activities and decided whether they were CT activities or general activities.

Finally, we learnt some more about the ELT Teacher to Writer website:

As well as the database, it includes a resource section for writers.

The Writer’s Toolkit

  • style sheet: publishers have in-house ones of these – if you are working independently, this  will help you to be more consistent.
  • template: example template for styles for rubrics/body text etc. and layout/order/structure
  • permission grid: a grid that lays out the information that is needed in order for an editor to apply for permissions to the copyright holder. It is very important to get all the permissions needed e.g. for different platforms etc.

You can find out more about ELT Teacher 2 Writer by:

Liking their Facebook page: http://www.facebook.com/ELTT2W

Following them on Twitter: @ELT_T2W

My last talk for the day and like all the others I’ve attended: super-interesting and worthwhile! 🙂

 

IATEFL 2014 Day 2: why I come to IATEFL!

Fresh after a good night’s sleep and a hearty breakfast, I walked the five minutes between my hotel and the conference centre, feeling sure it would be much easier to negotiate than it was in my addled state yesterday. Turns out, not so much! I’m not entirely convinced by Harrogate conference centre – Liverpool and Glasgow were – or at least seemed – both more user-friendly. Also, there were no talks in portacabin come tents (e.g. Queen A – I don’t think any queen in her right mind would give it her royal seal of approval! :-p ), or in the case of my room, half in the corridor.

Nevertheless, it’s been a super-interesting day, though I had to pace myself in order to keep at least some energy for my talk, which terrorised me increasingly, the closer the start time loomed. I even had to come back to my hotel room for an hour to recharge myself just prior to my talk (thank you Sandy, for that life-saving idea! I bumped into Sandy and upon seeing how frazzled I was, she told me where to go – my hotel room! Thank goodness – it saved me.)

Anyway, my talk is over and I’m happy – it was ok. But I’ve already posted a post about the content of that, so no need to go into details here.

In fact, today’s end-of-day post is mostly going to be devoted to things I love about IATEFL:

  • walking from conference centre to hotel first thing in the morning, bright and early, looking forward to a brand new day of learning. (This morning was extra early because I went to one of the pre-plenary sessions as well – tomorrow I shall merely get in in time for the plenary!)
  • bumping into someone you worked with briefly the previous summer, hadn’t been in touch with, hadn’t been expecting to see, in the loos prior to the plenary, and then enjoying the plenary with them [a.k.a random, unexpected encounters with people!]
  • picking up the annual black cat publishers bag (they make good handbags :-p)
  • planning to go to this talk and that talk, but then actually going to something entirely different because you bumped into someone and decided that you quite fancied what they were heading towards.
  • bumping into people you know and haven’t seen for ages randomly in the corridors and how delighted you feel when it happens.
  • seeing people talk about things they are deeply interested in and enthusiastic about.
  • realising (again) how big the world of TEFL is (so many contexts that you don’t necessarily generally think too much about,  in your day-to-day little bit of it) and yet how small (all those people you keep bumping into…)
  • meeting loads of people that you know from online but hadn’t yet met “in real life”; putting real faces to PLN names.
  • the way that in the third year you attend, you know way more people than in the first year and so you get lots more of bumping into people.
  • as a presenter, the lovely feeling of presenting to an audience in which you know a fair few people and they are there supporting you.
  • fondling beautiful ELT-related books in the exhibition area and wishing you could buy them all and read them all…

To me, IATEFL is about the learning (attending talks, giving talks) but also about keeping in touch with the big, wide ELT world that exists out there. It’s about being exposed to tons of new ideas and learning random new things related to the profession. (Example of a random fact I’ve picked up this time round: I learnt that there are loads of freelance editors out there; previously I had just assumed that each publishing company had only in-house editors) You get to meet all kinds of people, working in all kinds of contexts, that you wouldn’t otherwise get to meet. There are people that attend year in, year out, and it never gets old for them. And of course every year, new people come too. It’s not something that once you’ve done it once (attending or presenting), that’s it, you can tick it off a list and move on.

It was great to speak today, but I’m looking forward to tomorrow because I can just go to loads of talks and not worry about pacing myself so that I’m not frazzled by last session of the day (when I spoke today!). I’ve got my plan of what to see, and I know jolly well I won’t stick to it, and that’s just fine. I wouldn’t have it any other way. (There was discussion prior to IATEFL regarding whether it would be good to have to register to see talks prior to the conference; I think that would be a terrible idea – I like being able to change my mind at the last minute!) I will also be wearing my Leeds Met alumna hat tomorrow and hanging out with Leeds Met folk, during the morning break, in the Holiday Inn Foyer (across from the centre), to answer questions about the course from student perspective – so if you are interested, do come along and see us! 🙂

One thing that really strikes me as I sit here typing this is: It’s just wonderful to see so many people in one place who really care about what they do and want to share that with others who also really care about what they do, and to be a part of that. The amount of positive energy reverberating around IATEFL is phenomenal. I’m really glad I’ve been able to attend this year. It’s my third and I hope it’s far from being my last! 🙂

me presenting

Gratuitous picture of me presenting this afternoon! 🙂 (taken by Adam Simpson)

 

IATEFL 2014: Bridging the gap between materials and the English-speaking environment

My very first IATEFL talk!

Screen Shot 2014-04-01 at 09.21.10

Date: Thursday 3rd April 2014

Time: 17.45-18.15

After introducing myself and my three invisible hats (teacher of English, learner of language/teaching, ex-student of the Leeds Met M.A. ELT/Delta – the origin of the ideas on which this talk was based), I provided the following talk outline:

  • Over to you! (A few questions…)
  • Student-led interviews (benefits and issues)
  • My materials
  • Using the framework

Attendees then discussed the following questions:

  • What context do you teach in?
  • What materials do you use?

Which led to these:

  • Do the materials exploit the rich resources of language outside the classroom?
  • Do the materials encourage students to exploit it?
  • Do materials scaffold students to exploit it?

Following this discussion, I revealed two quotes by Tomlinson (2008, 2013):

“None of the books seem to really help learners to make use of the English which is in the out of school environment everywhere.” (Tomlinson, 2008)

“Little[No] attempt is made to encourage the learners to make use of English in their actual or virtual environments outside the classroom.” (Tomlinson, 2013)

One way in which language schools try to encourage learners to engage with the language in the out-of-classroom environment in English-speaking places is to send learners out to interview members of the public. I asked attendees to consider the benefits and potential issues with this activity, before providing some of my own:

Screen Shot 2014-03-30 at 09.32.42

The question of how to guide learners across the murky waters of the potential issues to reap the possible benefits is where my materials come in. The next part of the talk discussed the influences that informed the development of my materials:

Screen Shot 2014-04-01 at 09.23.56

And then revealed the basic framework I’d created using Task-Based Learning (Ellis, 2003; Willis and Willis, 2007), Language Awareness Approach (Svalberg, 2007) and the Intercultural Approach (Corbett, 2003):

Screen Shot 2014-03-30 at 09.41.48

 

Of course this bare frame doesn’t demonstrate how those theories were woven in, and does give rise to possible questions/issues. So at this point I predicted some possible questions that might have been forming in the audience’s mind:

But…

  • Won’t they get bored?
  • Is it a good use of so much time?
  • What about linguistic development?
  • Isn’t it a cop out? Mucking about instead of learning language?

And then explored how I used the approaches I’d chosen, to address these issues and to maximise learning and learner engagement, and how I’d addressed issues that critics have raised with regards to the theories. The result was this framework:

Screen Shot 2014-03-30 at 09.42.00

(F.L. stands for functional language and S.E. stands for students’ experiences.)

 

The final part of the talk dealt with using this framework and exemplified this with a task from my own materials. The initial steps of using the framework have much in common with a genre-based approach:

  • Think about how you want your ss. to use language
  • Find texts produced in that genre/those genres. (Or make your own with your colleagues!)
  • Identify common generic features (language, structure, organisation, appearance etc)

To this I add:

  • Pinpoint interesting/engaging non-linguistic outcomes.
  • Consider scaffolding.
  • Pick out linguistic and cultural dynamism.
  • Build in reflection.

Obviously the first bullet point of part 2 of the list is in keeping with TBL tenets. The second refers to how the tasks are going to feed into each other, how the activities within each task are going to feed into each other and how the whole is going to enable learners to be able to do something by the end of it. The third is in keeping with the Intercultural Approach and the Language Awareness approach. The final bullet point, opportunities for reflection, is crucial to all three approaches as well as being the key to turning experiences into learning, and connecting learning to experiences.

To exemplify this, I used the third task of my materials:

Screen Shot 2014-03-30 at 10.03.44

 

I discussed how content generated by students in the second task fed into the pre-task activity, in which students collaborate and exchange information, in preparation for the main task of this third task. The main task requires learners to synthesise the information they’ve collected between them, and use it as the basis for their question preparation. They are then helped to analyse  these questions by considering cultural and pragmatic issues, before moving on in the post-task activities to engaging with input in the form of a real interview, which leads to language focus and speaking skills development. Throughout the task, learners are encouraged to reflect and connect their own experiences and knowledge with what they are learning, and to identify similarities and differences between their own culture, other learners’ cultures and the target language culture.

Being a twenty minute talk (plus ten minutes for questions), I had to bring it to an end pretty swiftly by this point, by thanking International House, Palermo, for allowing me to attend IATEFL 2014, and the Leeds Met M.A. ELT department (and especially Heather Buchanan, who was my supervisor for the dissertation project in which I made these materials) for all the guidance and support that I was given in my learning and in realising my ideas, because without the course I most definitely wouldn’t have been giving this talk today. And the final thank you, of course, to everybody who attended!

Here is a list of references for my talk:

Svalberg, A. (2007) Language Awareness and Language Learning in Language Teaching vol. 40/4. Cambridge Journals

Moran, P. (2001) Teaching Culture: Perspectives in Practice Heinle and Heinle. Canada

Murray, N. (2012)  English as a lingua franca and the development of pragmatic competence in ELT Journal Volume 66/3 Oxford University Press

Corbett, J. (2003) An Intercultural Approach to Language Teaching Multilingual Matters. Clevedon

Ellis, R. (2003) Task-based Language Learning and Teaching Oxford University Press Oxford.

Willis D. and Willis J. (2007) Doing Task-based Teaching Oxford University Press, Oxford

Tomlinson, B. (2008) English Language Learning Materials: A Critical Review Continuum London

Tomlinson, B. and Masuhara, H. (2013) Survey Review: Adult course books in ELT Journal Volume 67/2. Oxford University Press Oxford

Learning Technologies SIG P.C.E. – Adrian Holliday “Web-based learning, cultural travel and claiming the world”

I had an email through yesterday, telling me this P.C.E. would be streamed live and so it is that at 11.00 C.E.T. (10.00 B.S.T.) I’m waiting for my first IATEFL Harrogate experience to begin unexpectedly early! Happy days, as I was disappointed not to be able to attend one of the P.C.E.’s in person this year. 

I first discovered Adrian Holliday during my M.A. ELT studies at Leeds Met last year – The struggle to teach English as an international language featured, as did a chapter in an edited book from Routledge about Applied Linguistics that I read, not to mention the journal articles. He comes across very strongly in his writing – a man with opinions, which he isn’t afraid to express! So I was delighted to discover that I have the opportunity to watch him talk via the live-streaming despite not being able to attend the P.C.E. day.

Here are the notes I made during this talk:

Adrian Holliday: Web-based cultural travel and claiming the world

Adrian says he has never thought of himself as a technology person but does like technology, and is happy to be here in his home area, able to eat in Betty’s restaurant, and to have had a good night’s sleep!

The topic connects with something he is very interested in – cultural travel and claiming the world. What tech does is bring out something that has often been hidden. Web-based and digital tech liberate a world that has been hidden.

“Young people on the march” – teachers in Iran can’t cope, there are so many youn people learning language and they are way ahead of their teachers. Inspiring but can be worrying if we don’t allow things to open up. This is what this talk aims to do.

Multi-literacies and claiming secret sites of learning

Holliday cites a secondary school in Hong Kong, demonstrating the power of technology to reach students, then a Sri Lankan secondary school with American textbooks with glosses scribbled in by learners that characterise their interests. They write their own script onto the dialogue. They convert what they get, out of sight of the teacher. He speaks of the amazing creativity of university learners in Kuwait and then inner-London secondary schools in the UK, where students play with each others’ languages, demonstrating incredible skill, and Chinese secondary school students’ diaries again demonstrating immense creativity. Teachers may think learners lack autonomy, but in fact learners may practice their autonomy in private by themselves.

Autonomy, authenticity and choice

Holliday believes that everybody has the innate ability to be autonomous and that people practice it privately, but that it is not always visible in the classroom because the classroom doesn’t allow it to work. He provides an example of technology bringing creativity and choice into the language learning environment, making it visible where it was hidden and secret. He is strong in his views that British or American models should be moved away from, but accepts that learners may choose them as not the core but something exotic. They are attracted by the “brand”. He says it becomes in the domain of motivation rather than that of model.

We are moving away from a native speaker norms:

When we think about technology, we need to remember that a lot of research has gone on that has changed the way we think about language. English can attach itself to any cultural reality. He quotes Chimimanda Ngozi Adiche’s use of “How did you come out this morning?” as a greeting between people in a book of hers, and says we all know what it means, but that most teachers would not allow that kind of language in the classroom but that we should actually allow language learners the freedom to work by themselves and bring stuff like this in from their communities, expanding English as never before.

Holliday moves on to discuss India and how people may speak five different languages, a multi-lingual society. So you become a native speaker not of a particular language but of the whole linguistic repertoire that you use. (Quoting Rajogopolan, 2012) and then a Syrian student who he described as travelling within the language according to her use of it.

“You speak the language, not let the language speak you. ….To stamp the language with your identity”(Clements and Higgins, 2008) Holliday thinks that technology allows this sort of thing to come into clear view.

Taking care of identity

Holliday describes coming from your own cultural background and claiming the world, as taking it on in your own terms – a kind of “bottom-up globalisation”.

He describes Norton (2014)’s quote “Learner’ – camera – ‘journalist'” – mentioning the questions that were attached with regards to who gives the camera and why do they need to?

The internet provides incredible exposure to things across the world. So is there an existing cultural capital that has the resilience to withstand the images from elsewhere? For the picture of Italian learners that Holliday displayed earlier, he thinks yes. He doesn’t believe that anyone lacks cultural capital or identity but that we have to be careful, and this is where the role of the teacher comes in. There is a large role for the teacher in providing social support. As young people are very able to work with new devices, they might not know the strategies this could be used for. He is interested in the ethics, morality and control of using blogs, as discussed in Gollobin (2014). When the students in that study began to blog, they were freed from their identity. They don’t lose anything but they can be whatever they wanted to be. You wouldn’t know age/race/gender/class from their writing. Any newcomers could go on the blog and work out exactly where they should be on the programme and position themselves.

Underlying universal cultural processes

Holliday offers us some theory from his own work:

Cultural background: national, regional or religious ‘culture’ doesn’t confine you or bind you but provides you with cultural resources. Different people will bring different cultural resources. This explains why somebody in Gollobin’s (ibid) class who has never done blogging before, as soon as they work out the basics of what to do, they knew what to do. They drew on experiences and skills which they could bring to this. But there’s something else there that ties everything together. Universal underling cultural processes. How we all engage with culture everywhere in a similar way, in terms of constructing and engaging with social rules and relationships.

Holliday is a cultural traveller when he reads Jane Austen. We are all cultural travellers whenever we go anywhere or read anything. We bring things from our own background that help us to unlock what is happening elsewhere. When you visit the family next door, as a child, that is your first major culture shock. And you have to work out how to be yourself in a completely different domain from what you’re used to. It’s this underlying ability that enables us to travel culturally. All the students referred to earlier in the talk are doing this, but doing it outside the classroom. Holliday thinks that technology should enable use to bring it INTO the classroom.

Holliday doesn’t think you need to learn another culture in order to learn another language. You need to recognise existent cultural resources and how they can be used.

Screen Shot 2014-04-01 at 11.59.25

But there are somethings that get in the way. What? 

  • outdated ideas about English and Culture: he has spoken to young people who tells him that their teachers tell them they must speak British English or they won’t be understood. In this day and age, teachers and parents are telling their children/students this.
  • cultural disbelief: we must never believe that people come from somewhere that makes them wired in a way as not to be able to use technology: we mustn’t deny the value of existing experience, it is rich and productive, wherever people come from, whatever their experiences.
  • institutional structures which don’t allow space: they’ve kept the creativity of students hidden and marginalise what can be done with technology.
  • empty bullet points
  • existing curriculum:  clinging to positivist research approaches
  • do not get beneath the surface: what we know about society across the world is struggling at the margins because the big narratives tell us that people can’t, when actually people can. We have to learn from the margins.
  • Top down globalisation: the western idea that certain people don’t have autonomy etc.

Holliday thinks that we need to be strategically unobtrusive. Language learners are more creative than we imagine, but we don’t see it, then teaching can actually get in the way. Technology puts technology and experience between teacher and student, somehow. Holliday thinks teachers need to step back and let the technology work by itself. To allow students to be who they want to be and bring what they can from their background. Somehow you have to allow space to be there, which the students can populate in their own terms. So what we mustn’t do is go around telling people how they should behave with technology. Holliday worries about the larger than life language teacher, always there in the middle. He thinks autonomy needs to be de-centred.

You need to ask questions without dominating questions and not ask questions which push your agenda. The technology is there, the opportunity is there, people have the wherewithal to stamp their own identity and take things where they want them to go.

Holliday finished there, and there were a couple of minutes for questions…

Q: Do you think the identity is because they are learning a new language and later their identity would in fact be seen in their writing?

AH: This wasn’t a matter of removing identity but protecting identity. When you learn a new language you bring your identity into the language and populate it, there is expansion and things move on. But you’ve got to protect peoples’ private choices about what they do with their identity. But I don’t believe that when you learn English, you get a new identity, you expand your existing one into the language. 

Q. Are emergent and secret forms of learning a threat to the teacher? 

A.H: Yes I think they are. I think you have to be quite an agile and confident teacher to deal with this sort of thing. The job is shifting from someone who projects a model of the language to someone who facilitates learning. We are asking a huge amount of teachers to be able to field and work with this emergent creativity.Going back to the example of the lang students in Hong Kong, the story goes that the teachers weren’t able to deal with the creativity of the students so used the excuse that cultural background wouldn’t allow them to be creative, so the teachers were using the excuse to protect their domain, have to be very careful. 

At this point I had to depart – duty called! But thank you to Adrian Holliday for a very interesting talk and to the LT SIG for streaming it! A great start to IATEFL 2014, for me! (An aside: Adrian  Holliday doesn’t look anything like I imagined! )

Here is a screen shot of the references slide – not very clear, sorry,  but am sure the references will be available elsewhere online anyway!

Screen Shot 2014-04-01 at 12.04.17

 

 

IATEFL Harrogate 2014: What *I’m* looking forward to…and how about you?

It’s nearly time for IATEFL 2014! I’m sure we’ve all been trawling through the programme pdf and the app, seeing what’s on and getting excited – well, I have anyway! I think anticipation is such a fun part of it all!  

Here are the workshops/talks/events going on that have caught my eye so far:

Wednesday

(Unfortunately I’m going to miss most of Wednesday, but if I were going to be there on Wednesday, my timetable might look like this…)

  • Plenary session by David Graddol: English and economic development [at least this I can catch the recording of… I wonder if I will be able to watch some of the live stream while travelling? Time will tell…]
  • Session 1: Either EAP writing: getting down and dirty by Richard Hillman [because I’m hoping to be teaching on a pre-sessional course at a university this summer] or Demand High and lost learning by Adrian Underhill [because who doesn’t like watching Adrian Underhill talk!]
  • Session 2: Global coursebooks: helpful scaffold or debilitating crutch by Heather Buchanan and Julie Norton [because I participated in the research that fed into this talk and and am curious about the outcome; also because Heather was my tutor and dissertation supervisor during my M.A. ELT at Leeds Met, so I know that what she has to say is good value!]
  • Session 3: More than just a worksheet: writing effective classroom materials by Rachael Roberts [because she has a great blog full of useful and interesting ideas, as well as lots of materials writing experience, so I could learn a lot from this session. Plus she’s involved with MaW SIG and has, in that capacity, already commented on some materials I’ve made, so I’m very interested to meet her! 14.05-14.50…will I have arrived yet? Will it be recorded? Have to wait and see…]
  • Session 4: Do materials writers have principles? by Jill Hadfield [Another MaW SIG SIG day speaker, and another person I’m interested to meet! Also because I read a lot about materials development during my M.A. and am interested in the topic and the process. The question is, will I make it in time?]
  • Session 5: Tech Hacks for classroom activities, materials writing and course design by Andy Johnson [because this workshop sounds really useful and practical and relates to technology AND teaching AND materials writing AND course design – what more could you want! 😉 Hmmm, I might actually have made it to the conference by this point! Here’s hoping!]
  • Session 6: Materials Writing Special Interest Group Open Forum  [Please let my flight/trains not be delayed, so I’m at least there in time to go to this session! Golden opportunity to meet other people who are interested in materials writing and the MaW SIG committee!]

Thursday

  • Session 1: How to get published in a refereed journal with Graham Hall (08.15 to 08.45) and Plenary session by Kathleen Graves [because I want to be published in a refereed journal at some point and Kathleen’s talk looks really interesting!]
  • Session 2: Academic writing materials: from research to online delivery [because this looks like a really interesting materials writing project, involving making and using a corpus.]
  • Session 3: A fresh approach to advanced listening practice by Sheila Thorn [because this sounds both interesting and directly useful – ideas to take into the classroom and try with my advanced gang as soon as I get back to Palermo!]
  • Session 4: Content, consumption and production: three types of ELT textbook research by Nigel Harwood [because I got to know his name during my studies and I’m intrigued to put a face to it… Also because the talk looks interesting!]
  • Session 5: Upgrade! Demand High to bring a grammar lesson alive by Jim Scrivener [because he’s always a pleasure to watch and generally sends you away armed with tons of ideas that you can try out next time you walk into a classroom!]
  • Session 6: Sit out – to remember what on earth it is I am going to say in Session 7
  • Session 7: Bridging the gap between learning materials and an English-speaking environment by Lizzie Pinard. [Well, I had really better attend my own talk, hadn’t I!!]

Friday

  • Plenary session by Michael Hoey [because who’d miss it! Michael Hoey is awesome – I saw him present at MATSDA last year, never seen a more crazily energetic presenter: should be the perfect way to energise oneself for the day, better than a coffee!]
  • Session 1: How do engineers say that? Encouraging academic independence by Julie Moore [because this talk combines my future professional needs – how to EAP – and my current professional interests – how to help learners become more independent!]
  • Session 2: Teaching English for Academic Purposes: insights from experience by Penny Ur [because it sounds like it will be a very useful session, where I can hopefully learn from her and everybody else’s experiences, which will help me when I move into EAP teaching]

[Looking at my planner, the next few sessions are where it gets complicated! – read: multiple overlaps!]

  • Session 3: I need to choose between… i. Making the most of minimal material by Kate Evans [because personal experience of learning from her means I know what she says is worth hearing! Plus it looks interesting!]; ii. Professional development in the experimental practice jungle by Christina Rebuffet-Broadus and Jennie Wright [because it sounds like a lot of fun as well as useful take-away tips] iii Stepping into the real world: transitioning listening by Sandy Millin [because there will be lots of useful take away and Sandy does awesome stuff!]

Which to choose? Answers on a postcard… 

  • Session ? [getting confused now, lots of little numbers in the app!] but the tail-end of the creativity symposium that starts in Session 3 – I’d like to see Brian Tomlinson’s talk Creative use of the coursebook because I’ve discovered we share similar ideas with regards to the role of the teacher and the role of learning materials, and because it sounds like there will be some useful take-away that I can apply directly on my return and beyond.

Saturday

  • Session 1: How to move from being a teacher to becoming a teacher trainer with Silvana Richardson and Plenary session by Sugatra Mistry [the first because teacher training is an avenue I’m interesting in exploring in my career and then because Sugatra’s talk sounds intriguing!]
  • Session 2: Twenty things in twenty years: this much I know by Hugh Dellar [because his blog has inspired me a lot, as did the talk I saw him do at IATEFL last year. Am looking forward to seeing him talk again and hopefully meeting him this time.]
  • Session 3: Write here, write now by Fiona Johnston [because I’m using various online communication platforms with my learners, so this talk interests me as another potential avenue to explore within this.]
  • Session 4: Motivating students in the EFL classroom by Elizabeth Davies [because she motivated me hugely when I was a CELTA trainee at Sheffield ELTC and because the role of motivation in language learning is hugely interesting to me – I’ve read a lot about it during the last six months as well as studying it during my M.A.]
  • Closing plenary: session by Jackie Kay, to bring it all to an end for 2014. [Shhh, don’t think about that yet!]

What talks are you looking forward to?

Comment and see if you can convince me there’s something else I need to see too! 🙂 – Or help me decide between my clashes…!

Non-talk related things I’m looking forward to:

  • Meeting people! As in meeting new people and catching up with old friends/colleagues/various lovely ex-tutors… IATEFL is such a grand social occasion! So please say hi if you see me! 🙂 And all the talking that goes with it. Nothing like a good discussion!
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This is me! (I shall try and carry this turquoise scarf with horses on it around either on my neck(!) or tied to my bag so you can identify me! 😉 )

  • Leeds Met M.A. ELT/Delta Q and A: I shall be hanging out with the Leeds Met lot, in capacity of ex-student willing to answer questions about my experience, probably on Friday morning during the break. Come and see what it’s all about if you like! 🙂 [Exact time and location tbc – I will update this post with details of location once I know them, so check back if you are interested!]
  • The exhibition: When I’m not running like a headless chicken from talk to talk, I must make time to have a look round all the lovely, colourful stands and see what all the exhibitors are so keen to show us all! 🙂
  • Just…being part of it: Just being there, part of all the buzz, soaking up all the positive energy and idea-sharing going on – a recipe for motivation and renewed vigour if ever there was one! 🙂

What else have I missed? What are you looking forward to?

Tell me what you’re looking forward to, what you’re excited about,  by commenting on this post: The more excitement, the merrier!

See you in IATEFL in a few days! 🙂

IATEFL 2014 – “Chain Reaction” interview with Mura Nava

“I choose two or three of this year’s registered bloggers and introduce them on my blog. These bloggers then in turn choose other registered bloggers and interview them… and so it goes on until you all have a good idea of who will be blogging about this years event.”  

I did my first chain reaction interview with Sandy Millin. This second one is with Mura Nava, who I discovered via my interest in and series of blog posts on wordandphrase.info (which is an interface for analysing a corpus – the COCA in this case) : Mura has a keen interest in corpus linguistics too. (For a list of the talks at IATEFL which are related to this area, see Mura’s first IATEFL 2014-related post .)

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Nearly time for IATEFL, wherever you are in the world! Click this image to find out how to follow online.

Here are Mura’s answers to the questions I got from Adam and adapted for use with Mura, who isn’t attending live but will be following avidly online:

Please introduce yourself

My name in Mura, I work as an English teacher in France. I have a soon to be 2 year old son who is at that age which is really interesting if you are into language learning. His current favourite word now (after ballon) is pantalon.

Which sessions are you looking forward to watching live or online this year? 

Well only the plenaries have been revealed as being filmed so for sure has to be Michael Hoey’s session. I have also heard that Russ Mayne’s (@ebefl) talk will be taped so will watch that.

I am hoping that Simon Smith’s session on Using lecture notes to create domain corpora will be taped, if not maybe one of your Harrogate-2014-going readers will cover it 🙂

Why are you interested in the areas represented by the talks/workshops you want to see?

I have seen Michael Hoey talk before and he is both informative and entertaining, I know Russ Mayne from twitter so be great to see him chat in real life and I am very interested in corpora and language learning/teaching so the session by Simon Smith suits me great.

What do you hope to learn from the sessions you plan to watch?

From Simon Smith’s session how to get students to build their own corpora as I am part of a project that will deal with similar issues.

Do you blog? Could you tell us about your blogs (s)?

Yes I do at eflnotes.wordpress.com though I am more active on the Google+ community for corpus linguistics – https://plus.google.com/u/0/communities/101266284417587206243

What other aspects of the conference are you looking forward to?

The online forum discussions sometimes throws up good stuff.

Why did you sign up as an IATEFL registered blogger?

I have been doing it last 2 years and in fact in 2012 coincided with me launching my blog (properly, as I had written first post sometime before then) so I remember how it helped me with an instant audience.

Thanks, Mura! I hope you enjoy following IATEFL online and that lots of the talks you’ve ear-marked are covered via filming or blogging!