For various reasons, not least the sheer size of the conference, there were various talks I missed during IATEFL. Thanks to the power of the internet, I’ve managed to catch up with some of them through tweets, videos and/or blogposts. Here’s a selection of them:
The ear of the beholder: helping learners understand different accents – Laura Patsko
Laura’s talk was on at the same time as mine so I wasn’t able to watch it. I know it started with her ‘having a cold’ to demonstrate how we can make meaning evefn when the sounds we hear don’t correspond with our expectations, and I’m intrigued to hear more about her suggestions. She’s shared her presentation, and hopefully there will be a video of at least some of it soon!
Here’s one of her tweets from another point in the conference:
Language changes thru usage. If sth ‘non-standard’ is dominantly used (through #ELF for example), it’ll become acceptable. @davcr at #iatefl
— Laura Patsko (@lauraahaha) April 14, 2015
Fostering autonomy: harnassing the outside world from within the classroom – Lizzie Pinard
Lizzie‘s talk was also in the same slot as mine and Laura’s – so many possible times and they put us all on in the same one! Lizzie has written a lot about autonomy on her blog, and demonstrated it with her own Italian learning. The aspect of learner training is key when trying to encourage autonomy, and is one I’m sure Lizzie’s presentation would have helped me with. Thankfully, she’s blogged about it as has Olga Sergeeva, but it’s not quite the same as hearing it first-hand. I’m hoping the gods of IATEFL shine on all three of us next year and put us on at separate times!
Where are the women in ELT? – Russell Mayne and Nicola Prentis
As with last year, the talk which Russ was involved in is one of the ones which seems to have taken on a life of its own after the conference. Nicola and Russ picked a subject which is another very important discussion point, after Russ tackled the myths of EFL in 2014. [Original text (see comments for why I’ve kept this) As with last year, Russ’s talk is the one of the ones which seems to have taken on a life of its own after the conference. He has a way of picking subjects which are very good discussion points, and this year he was ably assisted by Nicola Prentis.] Their talk immediately followed my own and was in a tiny room, so I knew it was wishful thinking to believe I might get in, but I tried anyway. A whole group of us were waiting outside, disappointed. Last year Russ’s talk was officially recorded (content is currently being updated on the IATEFL 2014 site), and Russ and Nicola have recorded their own version this year – thank you! This area is one of particular interest to me, being a woman and in ELT as I am. 🙂 Through the Fair List, I’d become aware of the fact that plenary speakers at conferences are often men speaking to a room full of women, which seems odd. As I understand it, Russ and Nicola were questioning the fact that men feature dispropotionately at the ‘top’ of the ELT profession, despite it being a female-dominated one in general.
They did an interview about it which you can watch as a taster:
Here are two of the blog posts which were triggered by their talk, both of which have fascinating discussions in the comments which are well worth reading:
- He’s not the Messiah, he’s a very naughty boy! Steve Brown highlights the amount of time that the ‘big’ names highlighted in Russ and Nicola’s talk have been at the top (something which they mentioned in their interview too)
- P is for Power: Scott Thornbury questions the balance of power in the ELT profession, not just in terms of gender, but also covering native/non-native speakers and the socio-economic circumstances that teaching takes place in.
Russ and Nicola have also set up their own website to examine gender equality in ELT, with a lot more information about their research. At other points in the conference there were tweets about increasing the number of non-native speakers visible at conferences and in the global community.
Higor wants discussion about how to NNEST to feel confident contributing to global ELT community #tdsig #IATEFL2015 pic.twitter.com/rJJ6Ragz9Y
— Tyson Seburn (@seburnt) April 10, 2015
#Iatefl give @teacherhigor a plenary next year so a non-native can stand up and discuss the role of language development for Non-NESTS.
— hugh dellar (@hughdellar) April 12, 2015
Walk before you run: reading strategies for Arabic learners – Emina Tuzovic
I saw Emina speaking about helping Arabic students with spelling at IATEFL last year, and she subsequently very kindly wrote a guest post summarising her talk for this blog. I’m hoping to encourage her to do the same again this year, as her ideas are very practical and deal with areas which there isn’t much coverage of in the literature I’ve read.
People, pronunciation and play – Luke Meddings
Luke shared a couple of his ideas in an interview:
I really like Luke’s focus on playing with language, which is something I’ve become more and more interested in.
Olga Sergeeva went to Luke’s talk and wrote a summary of the whole thing, although she admitted it was difficult because they were laughing too much!
Tools, tips and tasks for developing materials writing skills – John Hughes
John has shared his slides, which gives me a taster of the tips he has for developing these skills. I think the most important idea is to ‘develop a materials radar’, which echoes what Ben Goldstein and Ceri Jones talked about in their presentation on using images at the MAWSIG PCE.
Technology
Mike Harrison talked about using Vine to make short videos, and Shaun Wilden and Nikki Fortova looked at apps on the iPad to do the same.
Here’s an idea from Nicky Hockley to use a mobile phone to practise past continuous:
Mobile for past continuous – set alarm for 4, 6, 8pm;SS take selfies at that time, then share online with descrip. @TheConsultantsE #IATEFL
— Tyson Seburn (@seburnt) April 13, 2015
If you’re considering whether to use technology in your class or not, this handout could be useful:
This is the activity sheet that David Pearce has just used for the activity #IATEFL pic.twitter.com/Fg0gZdEKiD
— Oxford ELT (@OUPELTGlobal) April 12, 2015
Random tweets
These are things which I retweeted because they made me think. I’m sharing them here to make sure I don’t forget those thoughts and to see what you think. They’re loosely grouped into topics where possible.
Student abilities
#IATEFL Pete Rutherford: you can be a B1 student but able to communicate more competently than those at say C1.
— hugh dellar (@hughdellar) April 11, 2015
Memory and engagement
These link back to Joy Egbert’s plenary.
Lulu: “Finally… Brains need to work out!” Giving students a purpose to learn helps them actively engage #IATEFL pic.twitter.com/A64mnL0Bix
— macmillanelt (@MacmillanELT) April 11, 2015
Slide to highlight how the memory process works #IATEFL pic.twitter.com/lTVKLoWfXT
— macmillanelt (@MacmillanELT) April 11, 2015
Finally – something to try when reflecting on your teaching about how memorable your lessons are #IATEFL pic.twitter.com/JE7fJ6dkP4
— macmillanelt (@MacmillanELT) April 11, 2015
“Why do children learn English through video games?” They’re actively engaged, language has a purpose, repetition, reward #IATEFL
— macmillanelt (@MacmillanELT) April 11, 2015
Materials design and the importance of editors
An opportunity for anyone wanting to get into materials design?
I’m interested in how @Pearson_ELT and other publishers can/will work on more relevant materials for the key pre A1 stage #IATEFL
— Diana Tremayne (@dianatremayne) April 11, 2015
This looks amazing!
#iatefl2015 Audience fully engaged by tricky napkin task in PBL workshop by Helen Jackson 😉 pic.twitter.com/MKZDeQ1iGY
— Laura Edwards (@EdLaur) April 11, 2015
#mawig #iatefl Free and Fair is a FB page where a group of ELT authors share links to free resources pic.twitter.com/mhqAN7bCEX
— MaWSIG (@MaWSIG) April 12, 2015
#mawig #iatefl Authors lose income through illegal downloads, but there is also a need for free resources.
— MaWSIG (@MaWSIG) April 12, 2015
#mawig #iatefl @FreeFairELT Many people don’t understand copyright laws, for example that Scribd downloads aren’t always legal
— MaWSIG (@MaWSIG) April 12, 2015
#mawig #iatefl @FreeFairELT would like their page to become a reference point for teachers around the world, a library where teachers can go
— MaWSIG (@MaWSIG) April 12, 2015
#mawig #iatefl @FreeFairELT if we don’t want students 2 use other people’s work wrongly, plagiarism, we need to set a good example ourselves
— MaWSIG (@MaWSIG) April 12, 2015
#mawig #iatefl @FreeFairELT @esolcourses also making the point that free to use is not always the same as free to copy.
— MaWSIG (@MaWSIG) April 12, 2015
#mawig #iatefl @FreeFairELT will be preparing a document on Creative Commons to help people.
— MaWSIG (@MaWSIG) April 12, 2015
Objections to use of editors -Author says: ‘I can do a better job myself’ (No you can’t.), ‘We don’t have time.’ (Make time) #MaWSIG #IATEFL
— MaWSIG (@MaWSIG) April 12, 2015
Other problems an editor spots – typeface, formatting, answers on page, illogical content, wrong grammar and definitions #MaWSIG #IATEFL
— MaWSIG (@MaWSIG) April 12, 2015
Plenty of editors in the room! @KarenWhiteInk @editorhayley @conciselyn @askelitetext #MaWSIG #IATEFL
— MaWSIG (@MaWSIG) April 12, 2015
…and on Twitter!
‘The editor is the great unsung hero of English Language Teaching in many ways’ Hugh Dellar #IATEFL2015 #ELT @KarenWhiteInk
— Diane Nicholls (@lexicoloco) April 13, 2015
And if you decide to self-publish:
More ideas: email campaigns, sending copies to libraries, writing articles, school libraries. Put yourself & book out there #iatefl #MaWSIG
— MaWSIG (@MaWSIG) April 12, 2015
Research
In writing 4 teachers researchers should aim for length, practicality, engagement. #patsylightbown #IATEFL #research pic.twitter.com/pLQNZZ5TQE
— Beyza Yılmaz (@Beyza) April 11, 2015
Patsy’s accompanying blogpost is available on the OUP blog.
#IATEFL2015 #IATEFL @Simon_Borg Issues with AR: maintaining community, written report: for teachers rather than formal paper, broader impact
— Jessica Mackay (@JessBCN) April 12, 2015
Action Research needs to be seen as something that enriches what teachers do. @Simon_Borg #IATEFL
— Ana Garcia Stone (@AMGS1958) April 12, 2015
Empowering teachers
Yes, yes, yes to all of these!
“The mouth teaches the ear” be comfortable teaching your own accent #IATEFL #IATEFL2015 #pronsig pic.twitter.com/3WRNN88hEP
— Vivien Gilles (@VuivViv) April 11, 2015
#IATEFL2015 #IATEFL @bcnpaul1 Global framework for CPD can help to empower teachers & allows contact with online support community
— Jessica Mackay (@JessBCN) April 12, 2015
MT: @FUNDAmentalSKIL Teachers should have working knowledge of learners’ L1 and what intereference can be expected. #langdebate #IATEFL
— Cambridge ELT (@CambridgeUPELT) April 12, 2015
Training and professional development
Helping beginner teachers understand who they are is hugely neglected in teacher training says @AnthonyGaughan #IATEFL — Diana Tremayne (@dianatremayne) April 11, 2015
#IATEFL “teaching is the profession that eats its young” – we have to be concerned about early drop out rates and understand what drive that — Sarah Caton (@sarahcaton66) April 11, 2015
Know thyself! Fundamental for learning in TT and know who you are in the classroom. @AnthonyGaughan #IATEFL — Ana Garcia Stone (@AMGS1958) April 11, 2015
Momber: Successful teachers continue to focus on their development after they have finished their training #IATEFL
— Cambridge ELT (@CambridgeUPELT) April 14, 2015
Momber: High performing institutions enable teacher innovation and provide effective development pathways #IATEFL
— Cambridge ELT (@CambridgeUPELT) April 14, 2015
Nye: To get buy-in from teachers, involve them in the planning of their professional development #IATEFL
— Cambridge ELT (@CambridgeUPELT) April 14, 2015
Nye: We want to see a culture of professional development in institutions, so teachers see it as a normal part of their job #IATEFL
— Cambridge ELT (@CambridgeUPELT) April 14, 2015
Management
#IATEFL rate of teacher sickness is a great measure of health of an institution — Sarah Caton (@sarahcaton66) April 11, 2015
(Hoping the rate of sickness at IH Bydgoszcz doesn’t go up when I take over as DoS!) 😉
As a leader you need to exhibit behaviours you want to see from your colleagues says @johntomsett Also need to avoid fear #IATEFL — Diana Tremayne (@dianatremayne) April 11, 2015
‘I don’t put Ss 1st, I put Ts & Ss =1st. Motivated Ts turning up 4 class everyday is best 4 Ss.’ John Tomsett @IATEFL_LAMSIG #iatefl — Jane Cohen (@JaneCohenEFL) April 11, 2015
Teachers need to develop skills of self reflection – in short courses focus is often on what they are doing not if/why it worked #IATEFL — Diana Tremayne (@dianatremayne) April 11, 2015
Six hats for meetings. Duncan Foord. @iatefl @iateflonline #IATEFL2015 pic.twitter.com/HKlQqXgZzS — Carla Arena (@carlaarena) April 12, 2015
About language
#Iatefl the things you learn: of the 10,000 most frequent words, 45% are French derived, 32% Old English and 17% Latinate. — hugh dellar (@hughdellar) April 12, 2015
#Iatefl Jonathan Marks: what we often perceive as unusual new random coinings may well be old usages that have lain dormant for years.
— hugh dellar (@hughdellar) April 12, 2015
In the Middle Ages, you’d call your beloved names of fish, like “prawn”. Ha! @davcr teaches us to be historically romantic at #iatefl — Laura Patsko (@lauraahaha) April 14, 2015
Pronunciation
Best sesh I’ve seen so far: Using Synthetic Phonics for Listening. Inspiring & thought provoking research from @teachAdam. #IATEFL
— Siâny (@KTownLass) April 12, 2015
@sandymillin I’ve asked @teachAdam to write up his session for Speak Out!… Hopefully he’ll say yes and you can read about it there. 😉
— Laura Patsko (@lauraahaha) April 12, 2015
@sandymillin @teachAdam I’m really hoping there’ll be a book at some point…looking forward to hear what next cycle brings.
— Siâny (@KTownLass) April 12, 2015
Dyslexia
Research on dyslexia tends to focus on monolingual contexts;research on EFL disregards learners w specific learning difficulties. #iatefl
— ETpro (@ETprofessional) April 13, 2015
During exams, give dyslexic kids 25% extra time, allow electronic dictionaries, ignore their spelling mistakes & computerize exams. #iatefl
— ETpro (@ETprofessional) April 13, 2015
Use yellow or blue background for slides or handouts, and comic sans font can help dyslexic students. #iatefl
— ETpro (@ETprofessional) April 13, 2015
Dyslexia issues: time-keeping, left-right coordination, fine motor coordination issues. It’s not only reading and writing issues. #iatefl
— ETpro (@ETprofessional) April 13, 2015
Dyslexic learners have: memory problems, confuse letters, visual stress (jumping letters), lack of meta cognitive awareness. #iatefl
— ETpro (@ETprofessional) April 13, 2015
Strengths of Dyslexic learners: ICT skills, creativity, artistic ability, mechanical aptitude. #iatefl
— ETpro (@ETprofessional) April 13, 2015
Miscellaneous
Great talk from Mark Hancock yesterday at #IATEFL on developing sts use of dictionaries. Track the all the updates: http://t.co/Oyl0rU4KD3
— Oxford ELT (@OUPELTGlobal) April 14, 2015
#iatefl key concerns of IELTS candidates: pic.twitter.com/8sSVGKvdBf
— Oxford ELT (@OUPELTGlobal) April 14, 2015
#Iatefl Karen Momber: it’s the quality of teaching that has the single biggest impact on a student’s learning
— hugh dellar (@hughdellar) April 14, 2015
Other people’s blogging
Lots of people were blogging throughout the conference. You can find a full list of all of the IATEFL Manchester registered bloggers on the ManchesterOnline site.
As always, Lizzie Pinard was very prolific, and has helpfully indexed all of her posts. Apart from the plenaries, I only went to one of the same talks, so there’s a lot to catch up on! Olya Sergeeva also has an index of the posts she wrote about the sessions she went to, including some which I’ve linked to above. Tyson Seburn wrote about his bite-sized takeaways from the conference. Jen McDonald summarised the talks she saw in short paragraphs. The British Council had a number of roving reporters at the conference, one of whom was David Dodgson.
IATEFL online
Apart from the many sources I’ve mentioned above, there is, of course, the wonderful resources that is IATEFL online, full of interviews and recorded sessions, at least some of which I hope to find the time to watch at some point in the future. Are there any you would particularly recommend?
Hi Sandy. your write up of mine and Russ’s talk could not more perfectly underline the point we were trying to convey: that women are less recognised for their achievements than men and therefore remain less visible. Russ and I conceived of and researched that talk equally. It was not Russ’s talk and I definitely did not “assist” him.
It is exactly this that is the problem – the ingrained gender bias that leads to assumptions about women’s roles compared with men’s and I almost fear they run so deep we will never do overcome it. I know you don’t mean to offend and I don’t mean this personally. I think we all do it at some level or another as it’s embedded in our culture. I’d really appreciate it if you amended the post but left the original there so that this comment makes sense and it serves to teach people how easy it is to play out bias if we’re not constantly vigilant.
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Hi Nicola,
Thanks for the comment, and I suspected that you might pick me up on it. I certainly did not intend to give the impression that it was Russ’s talk, rather than an equal effort: instead I wanted to link back to last year, and draw attention to that talk again. I would have used the same phrasing with the names reversed had it been you who did the 2014 talk. I’ve now amended the post.
Sandy
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Thanks for making the changes
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Thanks for the mention, Sandy! I’ve got the video clips of my talk and will be uploading soon…
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Hi Sandy – unfortunately, the video clips I promised in my previous comment (above) never quite materialised. But on the bright side, there is a recording of the webinar I gave last week on the same topic! So sharing that now instead: https://www.youtube.com/watch?v=Dd6wSDIGGVI
Enjoy!
Laura
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Thanks a lot for sharing the link Laura, and sorry it took me so long to reply to your comment!
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