Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

Posts tagged ‘conference’

What I learnt at the ETAI 40th anniversary conference

On 3rd and 4th July 2019 I attended the English Teachers’ Association of Israel (ETAI) international conference. They were celebrating their 40th anniversary, so there were a few special events. This included a musical celebration hosted by Leo Selivan and Jane Cohen, which I really enjoyed. Attendees were mostly from Israel, but Poland, Serbia, Greece, Austria, and other countries were also represented. I learnt a lot about how the Israeli school system works, and particularly the shift to try to get more speaking in the classroom, hence my own session on Richer Speaking.

Ideas from the conference

Penny Ur has written A guide to talking which is a useful beginner’s guide for getting more speaking in your classroom, including a selection of ready-to-use activities.

There are resources available for 7th grade students to help teachers get their students comfortable with speaking (aged around 12). Let’s Talk includes games to teach the language of basic role plays. We were shown these by Rachelle Borenstein and Renee Binyamini.

Early on in her courses, Timna Hurwich asks her students to discuss the Einstein quote below and answer the questions ‘When is a mistake good?’ ‘When is a mistake bad?’

I happened to see the same quote in this street art two days before this conference presentation!

Mitzi Geffen said “There is no glue on the bottom of your shoes!” which I think is a great way to remind teachers to move around the classroom, or ‘circulate and facilitate’ as she put it.

She shared how she helps reluctant students get over their fear of speaking in an achievable way, in this case when she wanted them to talk about a project they had done at home.

  • Step 1: each person stands at the front and says “My name is [Sandy] and my project is about [Einstein].” Everybody claps. They sit down again. When they’ve all done that, Mitzi points out that they all spoke and nothing bad happened!
  • Step 2: in the next lesson, other students have to ask questions about the project. They can use the questions they based their project research on. As everybody has the same questions, it’s easy to be successful, and takes the pressure off the presenter to work out what to say next.

Mitzi also suggested a really simple structure for brainstorming ideas for a debate, using the phrases “Yes, and…” or “Yes, but…” Anybody can add an idea. For example:

  • Chocolate is really delicious.
  • Yes, but it’s unhealthy if you eat too much.
  • Yes, and you can get fat.
  • Yes, but you can exercise more.
  • Yes, but exercise makes you tired.
  • etc.

Marta Bujakowska woke us up with a series of lively activities, including a conditional chain of actions, and countable/uncountable conversations. I’ve asked her to write a guest post so won’t say any more here!

James Kennard suggested we rethink some of the terminology connected to leadership and management. He emphasises that we often talk about them both like they should be part of the same job, but that the role is almost always given the title ‘manager’, unless you’re in a political party! Would it make a difference if we changed the terminology? He tried it at his school and it didn’t change much, but still something to think about. He also believes that ‘focus’ is a better word than ‘vision’ when it comes to describing your priorities as an organisation. Leaders need to identify the focus of the organisation and articulate it to others, so that members of the organisation can make the right decisions every time, in line with this focus.

Books as bridges: why representation matters

The two talks given by Anne Sibley O’Brien were probably the most influential for me. She was born in the United States, but when she was 7 her family moved to Korea, and she grew up there. You can read more about her story in the interview Naomi Epstein did with her. Her background has led Anne to work in diversity education, and she is the author and illustrator of various children’s books. She talked about the development of our identities, including racial identities, bias, and contact theory. Her perspective is unusual as she grew up with a minority identity, but a privileged one. We all have a mixture of identities, and generally some of them fall into majority and some into minority categories.

We learn who we are by the mirrors that are held up to us and what is made salient to us.

For Anne, she was constantly told that she was American and white, but her Korean friends were never told they were Korean, thus emphasising her difference. Majority identities are taken for granted because they are ‘normal’ and they end up disappearing. Minority identities are highlighted and everything you do becomes tied to that identity.

For example, consider being the only girl in a football team, versus being a boy in the same team. The fact of being a boy is unlikely to be commented on in this case, whereas being a girl will probably always be commented on. Members of a majority identity stop seeing what is actually there or can never see it, whereas members of a minority identities can often say quite incisive things about the majority identity because they have to be aware of the other side too, not just their own. For example, white Americans often don’t see how race affects the everyday lives of non-whites.

Children already notice racial and cultural differences from a very young age – I think Anne said that it’s around 6 months old. They get their attitudes about race from community norms, more than from parental norms (consider the analogy of accents and where children pick them up from) and from their environment, including who visits their house and what is and isn’t talked about. Three year olds already know that we don’t talk about skin colour. Consider when you’re describing pictures in a book to a child: you would probably say that it’s a blue ball, or a yellow car, but you’re unlikely to say it’s a brown or a pink baby. This is an example of our silence when it comes to race.

We all see the world through lenses, but we’re often not aware of what we see.

Our brain uses cognitive processes to make it easier for us to deal with the world. It sorts things in an unbiased way all the time, for example familiar/unfamiliar, same/different, like me/not like me, etc. This sorting initially does not contain judgement, but then we layer associations onto the categories, which can add bias. For example, same = good, different = bad.

The brain creates bias based on what it’s fed. If it only sees ‘white’, it will create white bias, but by making conscious decisions about what we feed our brains, we can change the bias. We all carry bias, but if we don’t understand this, how can we help others? If you’d like to find out more about your own biases, Anne recommends projectimplicit.net.

We can also help children by referencing people they know and books they have read to start a discussion about race, instead of staying silent.

Aren’t we amazingly different? Look how we’re the same!

As we get to know each other, it can reduce prejudice and inter-group anxiety. This is known as contact theory. Anne has worked on something called The Storybook Project (?), where children and their teachers looked at 1 book a week for 6 weeks showing positive interactions between people of different races, followed by a short discussion of how much fun the children are having in the book. They found this made a difference to how children felt about interacting with people from the groups represented.

She also works on the diversebookfinder.org website to help people think about who is represented in the books they use, and how. Are there interactions between two named characters of different races? Are they positive?

Her two latest books I’m New Here and Someone New [Amazon affiliate links] tell the same story of three children arriving at a new school (one Guatamalan, one Korean, one Somali) from the perspective of the children themselves in the first book, and from the perspective of the other children in the class who don’t know how to react in the second book. I will definitely be getting copies of these!

Thank you to everyone at ETAI for organising the conference, and especially to Naomi Epstein and Leo Selivan who encouraged me to attend. As you can see, I had a really good time!

Being creative 3: One activity, multiple tasks – a minimal preparation workshop based on ELT Playbook 1

Way back in December I ran a 45-minute conference session based on a task from ELT Playbook 1, ‘One activity, multiple tasks’, which appears in the ‘Being creative’ section of the book.

ELT Playbook 1 cover

The book features 30 tasks designed particularly to help new teachers to reflect as they start out in ELT, but they are also suitable for managers and trainers who need ideas for professional development sessions. I was also partly inspired by the ideas in The Lazy Teacher Trainer’s Handbook by Magnus Coney [affiliate link], which advocates minimal planning and exploiting the knowledge in the room wherever possible. The final reason I chose this was that I was running out of time to plan my session as I was organising the whole day, and I needed to run two workshops! The other one was about how to learn a language, in case you’re interested.

Before the session, I choose an activity at random from a teacher’s book. The one I ended up with was to revise future forms, taken from page 146 of English File 3rd edition Teacher’s Book Intermediate Plus. It features a page of questions like this:

  1. A   Mum! I’ve dropped my ice cream!
    B   It’s OK, don’t worry – I’ll get / I’m getting you a new one!
  2. A   I’m freezing!
    B   Shall I turn on / Will I turn on the heating?

…and so on. There are 12 mini dialogues like this, each with two options to choose from – students can also tick if both are possible. At the bottom of the page is an ‘activation’ activity, where students write two mini-dialogues, one with will and one with going to. This planning stage took me about 15 minutes – 10 to decide what I was going to do in the session (i.e. which ELT Playbook 1 task I was going to exploit!), and 5 to pick and photocopy the activity.

In the abstract for the session it said that teachers would come away with lots of ideas for how to exploit activities. As the session started, I told them that those ideas would be coming from all of us in the room, not just me!

We started by them completing the original exercise. I demonstrated how to do quick feedback by getting different pairs to write their answers on the board, then just dealing with any questions where there was confusion. We were about 10 minutes into the session at this point.

In the same pairs, teachers worked together to list as many ways as they could think of to set-up, vary or exploit that same activity. They did this on the back of the sheet (minimal materials prep!) I put a few prompts on the board to help, something like: speaking, writing, listening, reading, alone, pairs, groups, class, etc. and elicited one or two examples to start them off. They had 10 minutes to make their lists.

At the same time, and once I’d checked they were all on track, I made my own list* on the back of my paper (minimal prep! Also, I ran out of time to do it before the session and thought it might be useful if at least some of the ideas came from me!)

We put our lists face up on our chairs for the ‘stealing’ stage. We read everybody else’s lists, putting a * next to any activities we didn’t understand. More *** meant that lots of people didn’t understand. This took about 5 minutes, so we were 25 minutes through the session.

Next people added any of the extra activities they liked the sound of to their own lists. 5 more minutes, 15 minutes left.

For the next 10 minutes, different people demonstrated the activities that had stars next to them in front of the whole group. As I expected, most of the ‘different people’ were me – I’d deliberately picked some slightly obscure things to stretch their range of ideas a bit!

In the final 5 minutes, I told them about ELT Playbook 1 and suggested they try this kind of brainstorming with other activities they want to use in class to help them vary their lesson planning. Right at the end, they had to tell their partner one activity they’d thought of or heard about in the session which they planned to try next week. The whole session went pretty well, I think, and I got good feedback afterwards. 🙂

*My list

These are the ideas I came up with in 10 minutes:

  • Remove the options.
  • Mini whiteboards.
  • I say A to the group, they predict B. Then in pairs.
  • Gallery walk (one copy of each question stuck up around the room)
  • Evil memorisation (one of my favourite activities, learnt from Olga Stolbova – the third activity in this blogpost)
  • Say all the sentences as quickly as possible (AQAP on my lesson plans!)
  • Banana sentences (replace the key words with ‘banana’ for partner to guess)
  • Extend the conversations (what was said before/after)
  • Decide who/where/when/why it was said (by)
  • Take the ‘wrong’ answer and create a context where it would be right
  • Translation mingle (students translate one conversation into L1 on a slip of paper, copying the English onto the other side. They then walk around showing other students the L1 to be translated.)
  • One group does 1-6/odd sentences. The other does 7-12/even sentences. Give them the answers for the other half. They check with each other.
  • Say them with different intonation/voices to create different meanings/situations.
  • Remember as many conversations as you can with your partner. Lots of variations for this: freestyle (no prompts), with A/B as a prompt, with (own/sketched/teacher-generated) pictures as prompts…
  • Hot seat/Backs to the board with a picture prompt for student looking at the board to say sentence A, person with back to the board says sentence B in response
  • Board race. Again, lots of variations: list as many sentences/conversations as possible on the whiteboard; teacher/a student says A, teams run and write B; combine with ideas above like banana sentences…
  • Teacher says first half of the sentence, pausing at a convenient point. Students say second half. Then in pairs. e.g. “Shall I…” “…turn on the heating?”
  • Students have A sentences. They write their own Bs on separate pieces of scrap paper, then mix them up. Another pair tries to match the As and Bs together.
  • Change A to the opposite/a slightly different phrase. What’s an appropriate B? e.g. “I’m boiling!”

Thanks to all of the people I’ve stolen those ideas from over the years 🙂

Let me know if you try out the brainstorming activity, the session, or any of the other tasks from ELT Playbook 1. I’d love to know how they work for you!

IH AMT conference 2016

From Thursday 7th to Saturday 9th January, I had the pleasure of attending my third IH DoS conference, or the AMT conference as it’s now known: Academic Management & Trainers. As always, the conference was a very useful weekend, not least for the networking. It was a great opportunity to meet with representatives from across IH Poland since I started as the Director of Studies at IH Bydgoszcz:

IH Poland contigent at the IH AMT conference 2016

Monica Green‘s presentation about how to maintain positivity and morale in our schools was one of the highlights of the first day. A key point was that the focus should be across the school, including support staff, not just in the staffroom. As she said, “You’re paying the same whether teachers are happy or not, but it’s nicer to work somewhere everyone is happy.” Here are a few of her tips:

  • Morale has to start with managers. If they’re positive, their team is more likely to be.
  • Simple things make a big difference: say ‘Good morning’. Be warm, kind and considerate, show an interest, and listen to people.
  • Be approachable. If you have your own office, leave your door open whenever you can.
  • Make the physical environment pleasant to be in.
  • People who eat together work better together.
  • Make a particular effort with THAT member of staff, rather than avoiding them and hoping they’ll go away.
  • Build relationships based on trust and fairness. Be genuine and believable. Be consistent.
  • Give credit. Show respect. Define your expectations. And avoid micro-management!
  • And if all else fails, great wifi is a good way to increase morale 🙂

The change in name led to a slight change in focus, with two tracks of afternoon sessions for day one, one covering management issues, and one focussing more on training. It was a difficult choice, but I ended up spending all of my time in the training sessions.

It made a pleasant change to hear Paula de Nagy speaking up for pre-service courses, and highlighting all the ways they really do help teachers, rather than focussing on all the problems with these short courses, which is all too often the dialogue we hear.

Magnus Coney shared some of the things he’s learnt from three books. All of them sound interesting, and the first was mentioned a few times during the conference. [These are all affiliate links, so I’ll get a few pennies if you buy through them.]

  • Visible Learning by John Hattie.
    A meta-analysis of over 800 meta-analyses relating to achievement in learning in general, including a ranking of which factors have the most impact on learning. The two excerpts from the list we saw during the conference included some surprises! Hattie has also published a couple of other books following up on the original.
  • Why Don’t Students Like School? by Daniel T. Willingham
    An explanation of how and why students learn, courtesy of a cognitive scientist.
  • Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger and Mark A. McDaniel
    Magnus shared a few interesting tips from here about how to help students remember things. One of the most interesting was that students learn things better if they’ve been tested on them before learning. I assume this is because they notice what they don’t know and are therefore motivated to fill in the gaps – a definite argument for test-teach-test! Another idea which I’ve got personal experience of is that things which are harder to learn stick better because you’ve processed them more.

By far the most useful talk on day two of the conference was by Jon Hird. His title was ‘Reaching every student in the classroom: dyslexia and learning English’. I’d highly recommend heading over to his blog and downloading the handout to find out more about what causes dyslexia, and how you can adapt materials so that they are more accessible for dyslexic students. Spoiler: dyslexia doesn’t just mean problems with reading and writing, and it certainly doesn’t mean that the person is not intelligent.

Day three brought my first experience of an Open Space event, ably coordinated by Josh Round. Here is a brief description of the format. We started by suggesting ideas/posing questions on post-it notes, which were then loosely grouped. I ended up in a group with questions about supporting newly-qualified teachers. Each group had a secretary who summarised the discussion, and all notes were shared on the IH management pages after the conference. It was a fascinating way to deal with issues pertinent to us, and to remind us that we’re not alone, and many other people have had the same problems as us!

Looking forward to next year already!

An announcement: Innovate ELT 2016

InnovateELT conference confirmed speakers: Ben Goldstein, Chia Suan Chong, Jamie Keddie and Sandy Millin

It is a huge honour for me to announce that I have been invited to speak at the second InnovateELT conference, which takes place in Barcelona on Friday 6th and Saturday 7th May 2016. It’s organised jointly by OxfordTEFL and ELTjam. It will be the first time I’ve been an invited speaker at a conference, and it’s incredibly flattering to see my name up there with Ben, Chia and Jamie, who are all people I look up to and have learnt a lot from.

The conference itself is something quite different from other ELT conferences, which is another reason I’m excited to take part. Ceri Jones wrote about a live class she taught with students during the first conference – one of the features of InnovateELT is the involvement of students, not just teachers, in the whole experience. Another idea is ‘mini plenaries’, just 10 minutes long (here’s Scott Thornbury’s rehearsal for his 2015 plenary). Topics covered also ranged into more unusual areas than standard conferences, including mental health and social inclusion in ELT and English for the Zombie Apocalypse. You can get an idea of the general atmosphere at last year’s conference by watching this video and find out all of the talks which were included by visiting the ELTjam website.

The theme for the 2016 conference is ‘Grassroots: Power to the teacher!’ If you want to get involved, you can find out more via the iELT 2016 website or the Eventbrite listing. Early bird tickets are available until 30th November 2015.

The call for papers has also gone out, with the following options:

  1. 60-minute session with learners
    These sessions will involve you teaching a class of 6–10 Spanish-speaking, B1/B2-level learners observed by delegates. The session should include opportunities for feedback and discussion of the lesson. The room will have an Internet connection and a projector. The students should be included in the feedback sections, which can be in groups or plenary or a combination.
  2. 30-minute workshop/talk
    These sessions will be in rooms with Internet connection and a projector.
  3. 10-minute plenary
    These will take place in the garden. You will have a microphone but no other technical aids. We are requesting submissions from people within and outside the ELT community.
  4. 5-minute pitch
    These will take place in front of a panel of experts from the world of publishing, EdTech and business. If you have a great idea, this is the time to pitch it. All pitches will receive 5 minutes of feedback from the panel.

You have until 1st December 2016 to submit your talk, and you get free entry to the conference if you are accepted for type 1, 2 or 3.

Finally, you can follow all of the announcements related to the conference via Twitter and facebook.

I hope to see some of you there!

IH Teachers’ Online Conference (TOC) 7

IH TOC 7 banner

The dates: Friday 8th and Saturday 9th May 2015.

The place: the internet.

The event: the 7th IH Teachers’ Online Conference.

On Friday, a series of 10-minute presentations, including one by yours truly taking you on a tour of IH schools

On Saturday, sessions dedicated to teaching languages other than English, including French, Spanish, Russian and German.

Here’s the full programme, including information on how to join the sessions, and the timetable (with a tab at the bottom to change from Friday to Saturday’s session).

There will be recordings of all of the sessions available after the event.

And if you can’t wait, why not watch a few of the presentations from previous incarnations of the conference: IHTOC60 (for the 60th anniversary of IH) and IH TOC6.

Five ways to raise your professional profile (IH TOC6)

For those who don’t know IH TOC is the regular International House Teacher’s Online Conference. This time round the conference has returned to the successful 10-minute presentation format of IHTOC60, which celebrated the 60th anniversary of IH.

My presentation offered advice on how to raise your professional profile. You can watch the video below:

Feel free to ask me questions about any of the ideas, or to ask for more advice. I’m always happy to help! You can also watch all of the other talks.

IHTOC May 2014 Raising your professional profile Sandy Millin

IATEFL Harrogate 2014 – a summary

[I wrote the first half of this post back in May last year, and now that it’s February 2015, I thought it was probably time to finish it! The first sentence is still true though, so I won’t change it] 🙂

IATEFL Harrogate was over a month ago now, and I’m still digesting what I learnt there. In this post I’ll attempt to summarise my conference experience and the talks I attended based on tweets and blogposts from the week.

Wednesday 2nd April

English and economic development – David Graddol’s plenary

David gave a lot of evidence about the relationship between English learning and economic development. The quotes above were the most interesting, because it questions the standards we set for school leavers, and the reasons why we require potential employees to be able to speak English. What is the point of training learners to a standard that isn’t good enough to get them a job? And/or what is the point of forcing students to learn more of the language than they’ll ever need to be employed? And is English just another piece of paper to show you’re qualified, or is it actually a necessary skill? You can watch a recording of the plenary.

Due to the dodgy wifi, I blogged the rest of the talks I went to on Wednesday:

I also liked these tweets from Hugh Dellar, because the first one summarises how I felt there too. I don’t drink though, so I’ve only experienced the second one via other people’s delicate heads! 😉

 Thursday 3rd April

It was my birthday so I decided to have a slow start! 🙂 Ela Wassell started my day off beautifully with a card which she’d got signed by lots of people there. Thanks Ela! My IATEFL 2014 birthday card I Speak Meme – Nina Jerončič How to use memes in the classroom, in the talk with the best title of the conference. She might be writing a guest post for me summarising the talk, although since I asked her a long time ago and forgot to remind her, I’m hoping that she’s still willing to do it!

How does the silent way work in the classroom – Roslyn Young ‘The Silent Way’ explained in such a way that I finally understood it!

Adam Simpson and I were interviewed by Ann Foreman and Paul Braddock from British Council Teaching English. We spoke about blogging and offered advice to those of you who(‘d like to) blog.

Mark Hancock’s talk ‘Pronouncing meaning – rhythm and stress games was full by the time I arrived, but he’s shared the materials on his site.

Practical pronunciation ideas for teaching in an ELF context – Laura Patsko and Katy Simpson Lots of things you can do to help your students deal with English as a Lingua Franca, in both multilingual and monolingual classrooms.

While I’m on pronunciation, Richard Cauldwell’s name was mentioned a few times during the day, and his book ‘Phonology for Listening‘ [affiliate link] was one of my birthday presents (thanks again Ela!). When I’ve read it, I’ll share my impressions, but until then, here’s what Hugh Dellar has to say:

Mike McCarthy ‘Collocation and the learner: wading into the depths’ was on at the same time as Laura and Katy. Luckily, Cambridge ELT were tweeting some of the highlights:

I found it particularly interesting that these mistakes could be divided by level:

I finished the day with Lizzie Pinard’s talk ‘Bridging the gap between materials and the English-speaking environment in which she described the process of putting together materials to help students take advantage of studying in an English-speaking environment. She later won a well-deserved ELTon for the same materials.

Other tweets which caught my eye on Thursday:

Friday 4th April

I had another slow start on Friday and missed a lot of sessions. The first one I went to was Emina Tuzovic’s ‘Spilling or Spelling? Why do Arabic EFL learners stand out?‘ Emina shared some very practical tips and activities for helping Arabic learners with their spelling, which was something I’d been looking for since I realised they had a particular problem not shared by any other L1 background. Emina was kind enough to write a guest post on my blog sharing ideas from her talk.

I took a break to prepare for my presentation. It’s available as a recording on my blog: ‘Stepping into the real world: transitioning listening‘. I was happy to see so many people there:

Lots of wonderful people at my IATEFL 2014 conference presentation

Lots of wonderful people at my IATEFL 2014 conference presentation

Cecilia Lemos taught us about ‘Making lesson observation a teacher’s best friend, not the enemy’, with a very interesting idea about a menu of observation tasks, which I’m looking forward to reading more about when she finds time to put it on her blog 🙂 In the meantime, you can read Lizzie Pinard’s summary of the session.

I used to work with Amy Brown at IH Newcastle, so it was a no-brainer that I would attend her talk ‘Reading for pleasure: a path to learner autonomy?’, especially because it is about extending the Personal Study Programme into a new area – PSP was my IATEFL topic in 2013. Amy discussed a project she implemented in partnership with The Reader Organisation, where trained readers came to the school to run guided reading groups. Again, Lizzie blogged about Amy’s talk.

My last ‘proper’ talk of the day was Pete Sharma introducing the Vocabulary Organizer: a new way to organize lexis’ [affiliate link to Amazon – I’ll make a few pennies if you buy via this link]. This was my only publisher talk of the conference, and I got a free copy of the organizer. 🙂 I really like the fact that there are two separate sections in it for ‘vocabulary to recognise’ and ‘vocabulary to use’. It’s specifically designed for EAP (English for Academic Purposes) students, but I think it might be useful for other students too. You can see Pete’s slides on slideshare.

That night, I was lucky enough to be one of the speakers for the Pecha Kucha evening, which was a fabulous experience. You can find out what Pecha Kucha is and watch the recording here – it’s a very entertaining hour, even if I do say so myself 🙂

Saturday 5th April

Sugata Mitra’s plenary generated a huge amount of debate, which I’m not going to get into here (as I haven’t got round to reading a lot of it yet!) Instead, I’ll give you a link to said plenary, and let you Google ‘Sugata Mitra IATEFL 2014‘ to find out what happened next…

The next talk was a reunion of sorts, since it was given by Teti Dragas, one of my CELTA tutors, who I hadn’t seen since I asked for advice a few weeks after the course finished. Her talk ‘Exploring culture in teacher education: reflections on a corpus-based study’ was based on a module done the MA TESOL at Durham University. In it, she compared Chinese attitudes to teaching and training to those in the UK, and the implications of this on the MA TESOL programme. She recommended moving away from assessed teaching practice towards a more general culture of reflective practice.

My final talk of the conference was another reunion, this time with Alex Cann, who did his Delta at IH Newcastle while I was teaching there. He was presenting on a similar topic to me, ‘Helping high-level learners understand native speaker conversations’. He shared some interesting activities to help students deal with pronunciation issues and activate their knowledge before starting to listen. He also shared my favourite video of the conference, demonstrating the importance of pronunciation and listening:

I wish I’d been able to go to this talk too:

You can see the full text of Anthony’s talk ‘The place is here and the time is now’ on his blog.

Jackie Kay, a poet, finished off the conference with a lovely selection of readings from her work and stories from her life. It was livestreamed but not recorded. Here’s an example of her reading Old Tongue, about losing her accent, so you can hear her lovely accent 🙂

Other people’s blogging

IATEFL runs a scheme where anyone can register as a blogger, regardless of whether they are at the conference or not. This creates a great picture of the conference as a whole, and promotes a lot of discussion. Here is the full list of Harrogate Online registered bloggers. It’s definitely worth taking a look – there are a lot of posts about the conference, and it’s a good place to start looking for other blogs you might want to read in general.

TeachingEnglish highlighted Lizzie Pinard’s coverage of the conference as being particularly good, and I’d second that! You might also enjoy Nicola Prentis talking about a glut of ELT celebrity encounters.

Not done yet…

As I write this [back in May!] I’m over a month behind on blog reading, and still have at least three talks I missed during the conference which I’d like to watch the videos of, with more probably being added to this list as I catch up with my reading. I still have one or two posts in my drafts which I’ll add to this summary as I publish them. I’ve also asked a few speakers to write guest posts based on their talks, which I’ll add too, so there’ll definitely be more to come from this year’s conference. Watch this space!

[February 2015 update: I think I’ve shared all of the planned posts, and I’ve caught up on my blog reading, but I still haven’t managed to watch the videos I want to, starting with Russ Mayne’s ‘Guide to pseudo-science in English language teaching‘ which I’m still hearing about regularly despite it being nearly a year since the conference. Russ, the buzz hasn’t died down at all!]

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