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

Posts tagged ‘learner autonomy’

IATEFL Manchester 2015: The ones I missed

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:

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.

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:

If you’re considering whether to use technology in your class or not, this handout could be useful:

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
Memory and engagement

These link back to Joy Egbert’s plenary.

Materials design and the importance of editors

An opportunity for anyone wanting to get into materials design?

This looks amazing!

…and on Twitter!

And if you decide to self-publish:

Research

Patsy’s accompanying blogpost is available on the OUP blog.

Empowering teachers

Yes, yes, yes to all of these!

Training and professional development
Management

(Hoping the rate of sickness at IH Bydgoszcz doesn’t go up when I take over as DoS!) 😉

About language
Pronunciation
Dyslexia
Miscellaneous

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.

IATEFL Manchester Online 2015 registered blogger

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?

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International House Newcastle Personal Study Programme (IATEFL 2013 presentation)

My presentation for IATEFL Liverpool 2013 is an introduction to the Personal Study Programme (PSP) which we run at IH Newcastle. It was part of the Learner Autonomy SIG day.

If you couldn’t be there, or you want to relive it, here is a recorded version:

You can also read about PSP on the IH Newcastle website.

Feel free to leave me a comment if you have any questions or suggestions.

Note: thank you to Amy Brown for helping me to put the presentation together.

Update:
A few bloggers have very kindly responded to my presentation. I will post the links here if you are interested. Please let me know if I have missed any:

Ana Inés Salvi on her IATEFL research

Like Sandy, I was very lucky to be awarded with the IATEFL – International House John Haycraft Classroom Exploration Scholarship, which gave me the opportunity to disseminate a successful story, and meet and share experiences and ideas with other practitioners.

My research was on learner autonomy and exploratory practice which is a kind of practitioner/ teacher research which involves learners in researching their own learning. This research was motivated by an interest in engaging learners in the classroom. I realised that by giving them more control over their learning process they became more involved and interested in learning. Also, suggesting working with their own interests and issues led to a deeper engagement with their learning experience.

I conducted this research in two different contexts: a summer school with teenagers and a pre-sessional course with postgraduate students at university.

If anyone is interested in watching my presentation, it is now available in the Teacher-Research section of the IATEFL Research SIG website at http://resig.weebly.com/teacher-research.html

Ana Inés Salvi

Note: Ana sent me this a few months ago, but unfortunately I managed to save it as a draft, rather than publishing it. Sorry! If you want to read about my IATEFL experience, click here.

An extension on a dictogloss

I used this activity with pre-intermediate learners, but you could adapt it for pretty much any level.

The dictogloss

Choose a short text, maximum 100 words, suitable for the level of your students. Our text was:

Hi Marek,

Italy are playing Germany in the World Cup tonight. If you’re free, we could watch it together. It’s on Sky Sports. I haven’t got satellite TV, but we could watch the match in The Castle. It starts at 8.00. What do you think?

Niko

Taken from ‘English Result Pre-Intermediate Student’s Book page 34

We had been practising phrases for making invitations the day before, so the learners were already familiar with the concept, but we hadn’t looked at a written invitation.

Read the text to your students at normal speed. Before you do this, tell them they need to write down key words  – don’t try to write every word! These will probably be nouns and verbs. They compare their key words to a partner. If they don’t have much at all, read it one more time, but no more.

Learners now work in pairs or small groups to construct a text which is a complete piece of logical English. You can decide how similar you want them to make it to the original text. My students don’t focus on accuracy, and aren’t very good at ‘stealing’ good English from other places to use in their own texts, so I wanted them to produce a text which was as similar as possible to the original. This prompts learners to discuss/consider language a lot more than is usual in class, and they are generally very engaged.

(I gave my students the first line ‘Hi Marek’ and the last ‘Niko’ so that they weren’t too confused about the names.)

Finally, ask them to compare their text to the original and note any differences. At this point students will often ask questions about why a particular form is used in the original – be prepared to answer these questions.

The extension

Now that learners have had time to thoroughly process the text, ask them to turn over all of their paper. They then work together to reconstruct the complete text on the board as a class (or in fairly large groups if you have a big class – 5-6 students).

Students compare their text with the original again. Ask them about any differences. For example, my students put ‘It’s starts’ not ‘It starts’ and ‘watch in The Castle’ instead of ‘watch the match in The Castle’. By asking them to explain why the original was different, they noticed the difference.

Clean the board, and repeat. The second time they worked together, my students produced the text almost perfectly, with only one capital letter and one article missing.

I tried it a third time, but here it went downhill, with quite a few more mistakes – it’s up to you how many times you do it!

The extension on the extension

To finish off the process I asked my students to write an invitation to another student in the class, using some of the phrases from the example. I suggested they try to remember the phrases first, then compare their invitation to the original. One student wrote something completely different  which didn’t make a lot of sense (there’s always one!) but most of them produced very well-written invitations. Completely by chance, each of my 6 students wrote to a different other student, so they then had a written ‘messaging’ conversation to arrange their meeting or offer excuses if they had refused.

At the end of the lesson, I asked how easy it was to write their own invitation, and pointed out to the students that this process of remember/write/check is something they could do at home. They were engaged throughout the lesson, and really annoyed with themselves when they made mistakes the second time they wrote on the board.

My Words – the new IH app

At the IH Online Conference 3 this morning a brand new app was launched. I’ve downloaded it, and have already started recommending it to my students.

It’s called ‘My Words’ and allows students to create their own personalised dictionaries in any of about 20 languages. For each word students can add the following:

  • translations in one or two languages;
  • a definition/example sentence;
  • a category (self-defined, so it could be e.g. furniture/food or week one/two or…);
  • the part of speech;
  • the pronunciation, recorded from anywhere, for example their teacher or an online dictionary, or even a film;
  • a photo, taken themselves.

Later, they can search for the words in a variety of ways, including by definition. This means that if they remember the definition but not the word, they can still find the word.

To delete a word, you need to click ‘list’ at the bottom, then swipe the word and a ‘delete’ button will appear.

The only drawback at the moment is that there is no way to rate the words so that only the most important words for you appear in the app. IH are looking for feedback on the app, so why not download it and let Sophie know what you think? sophie.montagne@ihworld.com

As soon as I restart my Chinese studies, I’ll be using it in earnest!

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