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Programme Overview

Time
(UK time)
Seminar Room 1 Seminar Room 2
10.00-11.00 Plenary 1: Taking Flight from the Intermediate Plateau  
   
11.15-12.00

Assessment training for language teachers

Developmental practice through evidence-based observations
 
12.15-13.00 The LearnEnglish Team - The LearnEnglish team's top ten tips Challenges to teacher professional development in low resource contexts
 
13.15-14.15 Plenary 2: Life Skills: Lessons taught; lessons learnt  
   
14.45-15.30 Making the transition from teacher to teacher educator Learning and teaching through English as an additional language in South Africa
 
15.45-16.30 Teaching for success: Establishing a culture of CPD Short mystery games to teach critical thinking skills
 
16.45-17.45   Plenary 3: Tick boxes don't matter, representation does
   
18.15-19.00 Celebrating Diversity in YL Literature My journey teaching SDGs and why you should start yours
 
19.15-20.00 Leveraging Communities of Practice for Continuous Professional Development Projects to spark language use, creativity and engagement
 
20.15-21.45   Plenary 4: Panel and Q&A: Exploring our ELT Footprint
   
 

Programme
   10.00 - 11.00
Plenary 1 - Seminar Room 1
Antonia Clare - Taking Flight from the Intermediate Plateau
Many learners encounter problems when moving from Intermediate (B1) to Upper Intermediate (B2).  They struggle to perceive their language progress and often feel frustrated.  This webinar looks at why this happens and offers strategies to help your learners take off from the Intermediate plateau.
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   11.15 - 12.00
Seminar Room 1
Carolyn Westbrook and Richard Spiby - Assessment training for language teachers
Assessment literacy is a subject which is often neglected or even omitted from teacher training courses, despite being an integral component of language education courses. Consequently, language teachers need to look to Continuous Professional Development if they want to learn about good assessment practice and implement this in the classroom. This presentation will address the reasons why knowledge of language assessment is essential for teachers, and where opportunities for Continuous Professional Development can be found. We will refer to freely available resources for teachers which have been created by the Assessment Research Group at the British Council.
 
Seminar Room 2
Georgia Papamichailidou - Developmental practice through evidence based observations
Observations can, at times, be a necessary evil or a tick-boxing practice for teachers, observers and students. They can be a difficult and complicated process and it might feel like no one is going anywhere. Could evidence-based observations be the happy medium? How can tailor-made tasks be included to good effect considering a teacher's professional development and a school's systematic review of its CPD policies? This session will be providing rounded and extended answers to how such evidence-based tasks can contribute towards more reflective teaching practice and how teachers can be more invested in the process of observations. The tasks will be of varying interest, that is demonstrating, justifying and sharing, which can be relevant to people whose job is to observe or not.
 
Breakout Room
Plenary 1 Question and Answer session
Your opportunity to ask further question and discuss issues raised in Plenary 1.
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   12.15 - 13.00
Seminar Room 1
Joanna Budden, Joanna Gore, Kirk Moore, Jonathan Rickard - The LearnEnglish team's top ten tips
Our team will show you selected highlights of the British Council's LearnEnglish Kids, LearnEnglish Teens and LearnEnglish websites which offer free, self-access learner materials that can also be put to excellent use in the classroom. We'll give you our ten top tips for making the most of the materials with your learners. Whether you teach children, teenagers or adults, you'll find something new to take into your classroom on Monday morning!
 
Seminar Room 2
Florence Muluh - Challenges to teacher professional development in low resource contexts
This talk aims to explore some of the challenges that teachers in low resource contexts face regarding professional development. This concern has emerged from my interaction with teachers of varying levels of experience within the framework of my local teachers association and a survey I carried out in 2016 which revealed that in service training, skills up grading, and acquisition of new knowledge wasn’t on the agenda of most respondents. This is the fate of most teachers in low resource contexts who are often limited in their attempts to achieve this goal. Underlying factors to be discussed are demotivating working conditions, systematic challenges and poorly designed professional development programmes, limited teacher autonomy, among others. These often lead to frustration and burnout, leaving teachers with no zeal to improve on their performance. However, this situation could be improved through a number of policy and practical changes.
 
Breakout Room - Staff Room chat
Chat with other teachers from around the world and share ideas on everything from ice-breakers and fillers to classroom management and lesson planning!
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   13.15 - 14.15
Plenary 2 - Seminar Room 1
Konstantina Ntomprou - Life Skills: Lessons taught; lessons learnt
21st Century Skills, Life Skills, Soft Skills are all popular concepts, but how far are we from fully implementing them in our teaching? Are these enough to equip learners for success in their future endeavours? We will explore how concepts like motivation, positive thinking, stress management and personal values fit in a language learning environment. I will be sharing my experience from delivering a series of skills workshops to young graduates and entrepreneurs for the British Council in Athens. We will discuss how ideas can be adapted for various contexts, for teachers and learners.
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   14.45 - 15.30
Seminar Room 1
Desislava Zareva, Nelson Arditto, Cristiana Osan, Teodora Naiba - Teacher educator discussion forum - Making the transition from teacher to teacher educator
In this round table discussion, we will show how teachers might plan their continuing professional development (CPD) in order to move into teacher education. Members of our teacher educator online community will discuss the challenges and rewards of being a teacher educator and give practical advice on differences between teaching and  teacher education and possible transferable skills. By the end of the session teachers will have a better idea of what the teacher educator role involves and what CPD activities can be done to develop into this role. Existing teacher educators will learn about tools and support available for their own professional development. There will also be ample opportunity to ask the panel questions.
 
Seminar Room 2
Vuyokazi Makubalo - Teacher reflections on learning and teaching through English as an additional language in South Africa
This talk aims at exploring some of the challenges that teachers in low resource contexts face regarding professional development, as well as reflecting on possibilities of overcoming some of these. The impact of quality teaching on learning needs not be overemphasized and this can only be attained if teachers continue to improve their practice through continuous professional developing; acquisition of new skills, broadening professional networks, research and theorizing from practice. Underlying factors to be discussed here are demotivating working conditions, systematic challenges and poorly designed professional development programmes, limited teacher autonomy, among others. These often lead to frustrations and burnout, leaving teachers with no zeal to improve on their performance. However, this situation could be improved through a number of policy and practical changes. Structured and institutionalized annual training programmes for in service teachers would go a long way to help teachers reflect and improve on their practice. Breaking stereotypes, provision of basic resources, as well as giving teachers a greater voice in policy matters would boost motivation for continuous learning and development.
 
Breakout Room
Plenary 2 Question and Answer session
Your opportunity to ask further question and discuss issues raised in Plenary 2.
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   15.45 - 16.30
Seminar Room 1
Lucy Norris - Teaching for success: Establishing a culture of Continuing Professional Development  
The British Council’s Continuing Professional Development (CPD) Framework supports teachers in understanding and planning their development. The Framework involves four stages of competency across twelve core aspects of professional practice. To address teacher needs at the first competency level - Awareness - the British Council has researched and developed a set of 12 self-study guides aimed at those areas teachers identified they need most help with.  In this webinar, we will give an overview of the booklets and look in detail at the structure – A: Analyse, B: Think, C: Try, D: Work together. We will discuss some teacher case studies, try out some activities, and look at work teachers have produced in reflection and action research activities. We will also discuss how teachers can collaborate and use the resources effectively to guide and establish their own culture of CPD.
 
Seminar Room 2
Walton Burns - Short mystery games to teach critical thinking skills
Teaching critical thinking skills has become a mainstream practice in the classroom. Mysteries make great critical thinking activities. Solving a mystery involves finding important details, evaluating those details, synthesizing information from different sources, and applying logic to come to a solution. Mysteries also provide a clear goal, which increases student interest and motivation. They're also fun!
I will briefly mention the benefits of mysteries. I will then discuss some of the difficulties of using mysteries in the classroom, such as potentially complicated language, genre conventions, and the difficulty of simultaneously processing language and solving a mystery.
Participants will be able to try out a mystery game where students are given the clues individually, simplifying the amount of information students have to process at a time. I will then discuss ways to create this activity at home.
 
Breakout Room - Staff Room chat
Chat with other teachers from around the world and share ideas on everything from ice-breakers and fillers to classroom management and lesson planning!
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   16.45 - 17.45
Plenary 3 - Seminar Room 2
Tyson Seburn - Tick boxes don't matter, representation does
I once asked English language teachers across the globe, “Collectively across a whole term, how well do you think people of your society are represented in your materials?” Only 5% suggested everyone, while 57% claimed most materials only included one type. Guess who…
In principle, most of us want to foster spaces where our learners feel included within our teaching practice. We can see evidence of this from the increasing frequency of the terms ‘inclusion’ and ‘diversity’ in social media discussions, conference talks, and organisational statements. In reality, we may not realize how our identities and those presumed of our learners impact our approaches to doing so, particularly in our materials choices and creation. It can be very tempting to include an LGBTQIA+ couple smiling at each other, tick the ‘inclusive practice’ box on our task list, and feel good about ourselves. So….
Do we represent our learners in our materials appropriately? Yes with an ‘if’, No with a ‘but’. 
Does representation really matter in an ELT context? Yes (without ‘ifs’ or ‘buts’)! 
In this talk, I’d like to explore these two questions and their answers in some depth by walking through the social spectrum of ELT materials from whitewashed to an array of brilliant colours. In doing so, these will illustrate how representation of learners, teachers, and the people of our societies more broadly can be accomplished effectively and appropriately to empower rather than (unintentionally) oppress. Tick boxes won’t ever look the same.

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   18.15 - 19.00
Seminar Room 1
Bella Szyszkowska, Ella Watkins - Eyes Open – Celebrating Diversity in YL Literature
This is a workshop celebrating the representation of diversity in literature. We aim to take advantage of this positive development and encourage educators to bring more inspiring materials into the classroom with an aim to normalise diversity. This practical workshop will make use of the models set by successful children’s literature and analyse the positive effects these stories can have on young learners. Participants will be given practical advice about how to incorporate diverse materials into their individual working contexts – whether in mainstream education, EFL, a liberal environment or conservative, so that they can start to positively make a change.
 
Seminar Room 2
Carolina Novak - My journey teaching SDGs and why you should start yours
After learning about the UN's Sustainable Development Goals in the language classroom through IATEFL's web conference I was eager to incorporate them in my teaching. It seemed a very consistent approach to global issues and so a wonderful journey of learning about and teaching SDGs started. The language classroom gives us flexibility to expose learners to a lot more than the subject matter, so we can often talk about global issues, but incorporating the SDGs to lessons makes all concepts and themes we can work with converge.
 
Breakout Room
Plenary 3 Question and Answer session
Your opportunity to ask further question and discuss issues raised in Plenary 3.
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   19.15 - 20.00
Seminar Room 1
Roxana ZapataLeveraging Communities of Practice for Continuous Professional Development
This presentation on communities of practice is a flexible “module” that can be tailored to the needs and roles of the participants. The overall objectives relate to a better understanding of the benefits of effectively implementing communities of practice for teaching and learning and how they can go about installing them. A description of what communities of practice are, what are key components of communities of practice, the conditions that foster effective communities and guiding questions for considering high-leverage issues to focus on using these collaborative CPD structures will be included.
 
Seminar Room 2
Vicky Saumell - Digital projects to spark language use, creativity and engagement
The session will aim at showcasing current creative ideas for digital projects in the English language classroom to maximise language learning and use. We will discuss the projects’ structure and objectives, the technology involved, and examples of students’ work. There will be a variety of projects to cater for different ages, language level and context.
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   20.15 - 21.45
Plenary 4 - Seminar Room 2
Daniel Barber and Kath Bilsborough - Exploring our ELT footprint
How can we as teachers, schools, conference delegates, publishers, examiners... and as a profession act to help reduce our footprint and help fight against climate breakdown? We'll be showcasing successful initiatives in the world of ELT, locally, nationally and globally, and exploring suggestions for new projects, as well as examining some of the wider issues that have played a part in driving change within the industry as well as resistance to change. We will also be presenting the #eltfootprint community.
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