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Day 2
 
Welcome and opening of Day 2 of the 2017 IATEFL Web Conference 10:00 - 10:15 GMT
 

Session 1 10:15 – 11:45 GMT
hosted by YLT SIG
Values education for children: issues, challenges and solutions
Carol Read

These days it is arguably more important than ever to integrate values education into our everyday classroom practice. But this can also present many challenges. This session unpacks what is meant by values and values education and looks at the reasons why values education is complex and controversial. It also explores how children learn values and suggests a ‘pedagogy of values’, which can be used flexibly by teachers of children in different contexts and with different ages and levels. The session includes a range of examples of practical activities and procedures that illustrate how to integrate values education into our lessons. By the end of the webinar, participants will have an understanding of why values education is important and how to go about it.

 
Elvis is not dead: dealing with ethics and fake news in the lower secondary classroom
Bruno Andrade
Teaching English is not a neutral act. In a world of political instability, social inequality, and ethnic, cultural and religious intolerance, teaching a foreign language provides unique opportunities to develop students’ social skills since it deals directly with language and communication. More than structures and forms, language can be taught holistically, with opportunities for developing the social and humanistic potential of learners. Particularly in the secondary classroom, enabling learners to reflect on issues such as values, ethics and morality is a way of helping them succeed in the future. This session will help teachers consider how lower secondary students (11-14 years old) can become more critical of fake news and how this phenomenon affects their behaviour, emotions and even wider society.
 

Session 2 12:00 – 13:00 GMT
hosted by LASIG
Developing learner autonomy in practice
Panel discussion

Panellists include: Leni Dam, Lienhard Legenhausen, Anja Burkert, Katherine Thornton and Gail Ellis.
Moderators: Giovanna Tassinari, Christian Ludwig, Katja Heim
While there seems to be common consent about the importance of giving students more autonomy, persistent preconceptions about the feasibility of the approach are still widespread. The aim of this panel discussion is to combat exactly these long-standing prejudices surrounding the concept of language learner autonomy. This will be done by revisiting some of its cornerstones as well as illustrating ways of implementing autonomy in various educational contexts. Special attention will be paid to the role of the teacher in the autonomous classroom. Internationally acclaimed speakers from six countries will come together on a single stage to share their opinions and experiences on the topic and discuss their successes and setbacks encountered when implementing (aspects of) language learner autonomy in their respective contexts. Our moderator will actively integrate the audience into the discussion by running live polls and collecting your pressing comments and questions from the chat room which will be posed to the presenters.
   

 
Session 3 13:15 – 14:15 GMT
hosted by GISIG
Teaching for Social Justice: From social context to teaching content
Margarita Kosior
In the face of serious global issues and social injustice, such as poverty, war, modern-day slavery, and many others, English Language Teaching has acquired a new dimension. With the added responsibility of not merely preparing our students for certification exams, but also equipping them with tools to become responsible world citizens, teachers are turning into educators with a mission of making the world a better place. Utopian and cliché? Possibly, but definitely a possibility to work towards. This session is about how social context can be used in ELT and turned into engaging, thought-provoking teaching content for teenagers, adults and young learners.
   

 
Session 4 14:30 – 15:30 GMT hosted by LAMSIG
Barricades and round tables: moving away from conflict
Ania Kolbuszewska
Conflict is simply part of life. When we deal with conflicts within our teams, our effectiveness will depend on understanding conflict in general, and on the tools we have developed to handle these challenging situations. It will also depend on how far we are aware of our own attitudes towards conflict. In this session we will define what conflict is, and explore how varying attitudes towards conflict may affect communication within a group or a company. We will also analyse some example situations of confrontation to see how we can move away from a barricade.
   

 
Session 5 15:45 – 16:45 GMT hosted by TEASIG
Teaching and testing – much the same actually?
Judith Mader
TEASIG as an integral part of IATEFL is a SIG primarily for teachers. So, despite what seems to be at worst an innate fear of testing and at best a reluctance to approach assessment issues and leave these to so-called experts (or is it perhaps just laziness?), I maintain the following: There are 1) more similarities between teaching and testing than are often assumed by teachers 2) the underlying principles of good teaching and good tests are very similar 3) we are testing evaluating and assessing (TEA) constantly while we teach. So, good teachers can make good testers and vice-versa. This session is intended as a practice-related talk to raise awareness of some general principles which good testing and good teaching have in common. There will be opportunity for questions and discussion.
   

 
Session 6 17:00 – 18:00 GMT hosted by PronSIG
Current thinking on how pronunciation is best taught
Piers Messum
Learning pronunciation is more than just learning to produce the sounds of a language and then putting these together into words. But the controversy about how best to teach sounds sheds light on wider issues. On the one hand, ‘listen and repeat’ (or some variant of it) continues to be the dominant approach to teaching sounds in practice. ‘Common sense’ (surely one learns pronunciation by copying existing speakers) and pragmatism (the limited skill set of most teachers with respect to pronunciation) both underpin this state of affairs. On the other hand, critics point to the poor results we obtain this way and to the claimed success of alternative approaches to argue that things should be done differently. I will explain the competing arguments and present the current thinking that aims to resolve and reconcile the disagreements.
 

   
Close of the 2017 IATEFL Web Conference 18:00 - 18:15
 
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