Workshops: Teens/Adults – part 2

Introducing the rest of the teachers offering excellent training in just 3 weeks!

Mike Harrison (UK)

mike harrisonWhat has Swiss cheese got to do with language teaching? (teens/adults: B2-C2) Friday, Workshop C

Incorporating visuals with text can aid understanding – infographics, graphs and diagrams are used in business, science and the media to help us understand things. But can presenting information and thoughts visually help us with our and our students’ development in the language classroom? This workshop will analyse some decision making models, including the Swiss cheese model, SWOT analysis and the superficial knowledge matrix, and look at how they can be used by teachers and students to work on language skills and reflective practice. Participants will be invited to work hands-on with the models – so bring pens, paper and imagination!

Mike is an English language teaching professional who has been involved in the field since 2004. He has taught in Spain and the UK, and written material for teachers and learners. As a materials writer he has worked with the British Council, Cambridge English and BBC Learning English. He was one of the producers behind the BBC Learning English Learning Circles project. He is interested in using images, videos and sound in the classroom, and blogs about ELT-related things at http://www.mikejharrison.com. He has presented at various conferences in the UK and Europe. Outside of the language classroom, his interests include photography and swimming (although not at the same time!) mjah84@gmail.com www.mikejharrison.com

Elena Kovacikova (UKF – Slovakia)

Different learners in your English class (teens/adults: A1-A2) Friday, Workshop BElena Kovacikova

Discussions on teaching learners with specific needs are more and more in the center of attention as the number of inclusive pupils in our schools is higher every year. This workshop aims to provide practical tips on how to teach English to learners with learning difficulties within an approach suitable for everybody in the classroom. English lessons can be beneficial and comfortable for every learner without a feeling of being different and at the same time to the teacher’s satisfaction

Elena (MA, Music and ELT; PhD, ELT Methodology – Constantine the Philosopher University in Nitra) has officially taught general English to very young learners, young learners, teenagers and adults and English for specific purposes. Since 2012, she’s been a teacher at the Department of Language Pedagogy and Intercultural Studies at the Faculty of Education in Nitra. Her field of interest is and has always been didactics and she constantly feels the need to broaden her horizons in teaching different learners. She has co-authored several English textbooks for pupils (3rd and 4th graders) – That’s us 1 and That’s us 2 published by Priroda (2012) – and the soon to be released Cool English School by Taktik. ekovacikova@ukf.sk www.pf.ukf.sk

 Frank Prescott (IATEFL Hungary)

frankprescott2Using fieldwork for language learning (teens/adults: B2) Saturday, Workshop C

Fieldwork can be a great way to get learners involved in finding out about the world around them and also engaged in using and learning authentic English. This workshop will look at some actual examples of the use of fieldwork in a teacher training course and in classes of young adults in a Budapest university. Participants will be asked to consider different approaches for carrying out fieldwork projects, what principles a good fieldwork task needs to take into consideration, and come up with an idea for a possible project in their own learning context.

Frank studied English at the University of St Andrews in Scotland, graduating with an MA degree in 1988. In 1993 he received a PGCE in English from the University of Heriot Watt. He has been teaching English ever since, first in secondary schools in Edinburgh, and since 1997, in the Department of English Applied Linguistics at Eötvös Loránd University, Budapest. He completed his PhD in Language Pedagogy in June 2014, focusing on the experience of first-year students learning to write at university. Since 2011 he has been an active member of the organising committee of IATEFL-Hungary and is presently one of the four representatives for IATEFL-Hungary on the Cooperation in Teaching Associations (CITA) Erasmus+ Project which began in 2014, involving members of teaching associations from Hungary, Lithuania (LAKMA) and Mallorca (APABAL). The project aims to promote the mutual development and modernisaton of teaching associations in Europe. prescottfrank@gmail.com

This next two are for the those of us who want to use a bit more technology in our classes. There is limited space for this and sign up is required.

Eddy Moran (UK)

eddyMashups: Combining Web 2.0 technologies to produce interactive language learning activities (teens/adults: all English levels) Friday, Workshop A

This workshop will show participants freely available Web 2.0 technologies that can be combined in web pages called “mashups”. The workshop will begin with an explanation of what Web 2.0 is and then move on to materials authoring. The specific resources used will be selected from Rich Internet Applications (http://clear.msu.edu/clear/resources/rich-internet-applications/). Two RIA tools will be demonstrated and practiced: audio dropbox and mashups. Youtube videos will also be embedded in the mashup. Participants will create their own materials using these resources and this will be followed by discussion of the strengths and limitations of these technologies for language teaching.

Using an Online Comic Generator (teens/adults: all English levels) Friday, Workshop B

This workshop will demonstrate the use of an online comic generator (http://www.makebeliefscomix.com/) and discuss ideas for the use of short comic strips in the teaching and learning of English with particular attention to adolescent learners.  Participants will learn how to produce their own comics while discussion will focus on task and materials design.  No technical expertise is necessary.​

Eddy has been teaching for more than 30 years (in Japan, Taiwan, Dubai and the UK) in most of the contexts EFL teachers encounter including general English in language schools, ESP in companies and government training centres, and EAP in universities. He has an MA in Media Technology for Teaching English as a Foreign Language and a PhD in CALL (both from Newcastle University). Currently, Eddy is a lecturer in TESOL at the School of Education in Stirling University specialising in CALL, SLA, and Methodology. edward.moran@stir.ac.uk http://www.stir.ac.uk/education/staff-directory/academic/edward-moran/

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Workshops: Teens/Adults – part 1

Another of the workshop categories this year, because so many of us teach in secondary schools and language schools, is teaching teens and adults.  Here are just four of what’s on offer in just three weeks’ time.

Candy Fresacher (Austria)Candy2008

Finding your students’ strengths: The job interview (BE: B2) Friday, Workshop B

At any time, it is great for your students to be able to tell others about what they do well. Through the topic of a job interview, this can be the first step. This workshop will explain more about what kind of strengths students might have and look at the VIA Strengths which can give your students more ways to look at themselves in a positive way and get experience to prepare them for the job interview.

Candy, an American living in Austria for the past 35 years, has been teaching at various vocational colleges in Vienna for the past 23 years. In the past years she has become involved in teacher training as part of her position on the board and as Chair of TEA (Teachers of English in Austria). She has also edited their ELT News, a journal designed to disseminate information about new teaching trends and ideas to teachers of English in Austria and abroad. She has presented in Beijing, Manila, USA and throughout Europe as well as published a number of articles including, for example, in the online site Humanizing Language Teaching. c.fresacher@kabsi.at www.tea4teachers.org

Mark Andrews (SOL – UK)

What’s in a name? The power of vocabulary choice (teens/adults: B1-C2) Saturday, Workshop H

‘Refugee’ or ‘migrant’? Apart from teaching grammar, English markteachers have the opportunity to develop young adults’ linguistic and cultural awareness. By working with texts and pictures on a topic which is relevant to everybody living in Europe today, not only does a learner’s vocabulary range increase and their reading and critical thinking skills improve, but potentially they are able to interpret the information they hear with more clarity and respond to it with more humanity. Participants in this workshop will actively work with materials on current events learning how to use such materials with their own students.

Mark has been living and working in Central/Eastern Europe for 35 years, 12 as an ELT methodology teacher and advisor with the British Council (Czechoslovakia, the Czech Republic, & Hungary) and 15 as a teacher trainer at the Department of English Applied Linguistics, Eötvös Loránd University, Budapest. He is a big supporter of IATEFL-affiliated associations in the region and coordinated the IATEFL Hungary Culture and Literature Special Interest Group for 5 years. He is now a teacher trainer, EFL teacher on student courses, and course and materials developer for SOL (Sharing One Language). He’s taught summer schools every year since 1991, and this year has taught in Serbia, Finland, Slovakia, Croatia, Montenegro, Poland, the Czech Republic, Slovenia, Bosnia and Hercegovina, and England. He also taught the 2014 and 2015 SO(U)L camps in Slovakia. When he’s not doing ELT things, you’ll find him swimming in lakes, the sea, rivers, pools or wherever. maarkandrews@gmail.com

Angelos Bollas (Greece)

angelos bollas

An image Is worth… all language skills and systems (teens/adults: C1-C2) Friday, Workshop A

This workshop focuses on different ways through which teachers can exploit images in class to help their learners develop all language systems and skills. By the end of this workshop, teachers will have explored different activities for a variety of levels and ages through a series of hands-on tasks in which they will experiment with and evaluate the effect of tasks with images. Emphasis will be given on tasks with images that help learners prepare for language exams.

Angelos (Cambridge Delta, MA ELT) is based in Greece, the UK, and online. He is responsible for learning technologies and teacher training at an educational institution in Greece. He is interested in online education and CPD, as well as pre- and in-service teacher training. In his free time, he blogs, participates in and co-moderates #ELTchat weekly discussions on twitter, and connects with language educators around the world. He is an iTDi Blog contributor and is @angelos_bollas on Twitter. www.angelosbollastefl.com https://www.facebook.com/angelos.bollas twitter.com/angelos_bollas 

Louel Ross Calleja (CZ)

Language correctness: Black and white? Or a myriad shades of gray? Louel Ross Calleja(teens/adults: all English levels) Saturday, Workshop F

Most of us believe that error correction plays a crucial role in boosting our students’ developing linguistic system. For this reason, we painstakingly remind them to avoid using ‘Czenglish’ expressions as much as possible. But has it ever occurred to you that, maybe, just maybe, some of the items we have been stubbornly and categorically referring to as ‘errors’ may actually be part of a vast gray area of acceptable – if unlikely – language?

Louel is a former medical biologist/university lecturer of biology who realized that his heart did not belong in a science laboratory but in a language classroom. Originally from the Philippines, he has been teaching English in the Czech Republic since 2008. He currently teaches a wide range of advanced courses – conversation, general English, business English, CAE and FCE preparation courses, as well as English for Specific Purposes. He says that although teaching so many different courses is very demanding in terms of lesson preparation, his “inner geek” loves it as it gives him plenty of opportunities to learn new things. He also says that by making the classroom a venue for intercultural dialogue (he is proud of the fact that he has taught students of 25 different nationalities), he has gained a deeper insight into his students’ psyche. Louelross_84@yahoo.com www.skolapark.cz www.tirelessteacherbrno.com