iatefl

LIVERPOOL
2019

53 International
rd

IATEFL Conference
and Exhibition

Liverpool, UK
2-5 April 2019

Conference
Preview Brochure
 2

Contents
About the conference
See some of the things we have planned for conference and how you can
prepare yourself for arrival in Liverpool

7
Conference schedule
Plan your week around the session times and the opening times of the
Registration Desk and Exhibition

8
Plenary sessions
Read the abstracts and biodata of each of our plenary speakers, including our
new interactive closing plenary: “Future directions in ELT: where are we headed?”

12
Additional sessions and events
Enrich your conference experience with a range of sessions and events, including
Signature Events , “How To...” sessions and Evening Events

17
Conference scholarships
An opportunity to thank the scholarship sponsors and congratulate this year’s
winners

20
Conference sponsors
Find out which companies and organisations will be contributing to this year’s
conference

23
Exhibition and Careers Fair
Discover our brand new Careers Fair and explore the list of exhibitors you will
find in Liverpool

35
Pre-Conference Events
Get an extra day’s focussed professional development by attending one of our
Pre-Conference Events arranged by our Special Interest Groups

42
Preview of presentations
Browse the list of the academic sessions by day and start to plan which ones you
would like to attend

80
Special Interest Group Showcases
Enjoy a day-long track of sessions selected by our Special Interest Groups (SIGs)
and learn what membership of a SIG can do for you at an Open Forum

1
About the Conference The conference
The IATEFL Conference is a four-day event
with over 500 sessions that takes place in
the UK every year. In 2019 it will run from
Tuesday 2 to Friday 5 April.
The conference brings together ELT
professionals from around the world
to discuss, reflect on and develop their
ideas. 13 Pre-Conference Events (PCEs),
organised by our Special Interest Groups
(SIGs) will take place on Monday 1 April.
Plenary Speakers
Paula John
Rebolledo Gray
Closing Event - Future directions in ELT: where are we headed?
Interactive plenary with Katherine Bilsborough, Evan Frendo, Amol Padwad
and Mercedes Viola
Find out more about our plenaries on pages 8 - 11
2
The exhibition
The Exhibition is a bustling hub for
delegates to find out about the latest
products, services and trends. With
a fantastic mix of exhibitors, special
areas including the internet station and
catering facilities, it is always a fun and
exciting aspect of the conference.
The Exhibition will be open Tuesday 2 to
Thursday 4 April, it is open to members of
the public and is free to enter.
The venues
Our main venue will be the ACC. This is
where the registration desk, Exhibition
and plenary hall will be found, as well as
many of the presentations.
Some sessions will also be taking place
at the Jury’s Inn hotel, located across a
piazza from the ACC.
The venues are a short walk from
Liverpool city centre in the busy docks
area. For more information about the city
of Liverpool, visit www.visitliverpool.com.
Aleksandra Lindsay
Zaparucha Clandfield
How to make and pay for your booking

About the Conference

Conference and Pre-Conference Events (PCE) bookings can be made at conference.iatefl.org.
Once you have made an online booking, payment can either be made online, by bank transfer
or by calling the IATEFL Head Office on +44(0)1795 591414. Alternatively, you can chose to make
your payment when you arrive at the conference venue. The deadline for making an online
booking is 16.00 (UK time) on Thursday 19 March 2019, after this date all bookings must be made
on arrival at the conference venue.

Conference fees
IATEFL student
IATEFL member Non-member
member
Early bird £170 £110 £248
Standard £221 £130 £282
Single day (Tuesday to Thursday) £95 £58 £116
Half day (Friday) £42 £31 £53
Local delegate rate £61 £61 £61
Early bird Pre-Conference Event £57 £57 £70
Standard Pre-Conference Event £73 £73 £86

Early bird rate: This rate applies if the booking and full payment has been received by 16.00
(UK time) on Thursday 10 January 2019.
Student rate: This rate only applies to delegates with student membership of IATEFL.
Local delegate rate: A special rate for ELT professionals living in Liverpool to attend the final
24 hours of the conference (from Thursday lunchtime). Proof of address will be required.

Changes and cancellations Visas and invitation letters

Any changes or cancellations must be made
in writing to conference@iatefl.org.
Cancellations made before Friday 1 March
2019 will incur a 50% cancellation charge.
Cancellations on or after this date will not
be refunded.
Once you have paid for your booking,
making a change to it may incur an
administration fee. We recommend that
you purchase suitable insurance to cover
any cancellations and/or losses that may
occur before or during the conference. For
full terms and conditions, including details
of administrative fees, go to conference.
iatefl.org/terms.
IATEFL is not able to provide any visa advice
to our delegates. We recommend that you
visit www.gov.uk/check-uk-visa to find out
if you require a visa. Delegates who require
an invitation letter in order to apply for a visa
must make a conference booking online
and under the Personal Information section
tick the box ‘Invitation letter required’.
You can also access a Justification Letter, in
a range of languages, for your line manager
at conference.iatefl.org/why_attend.
Don’t forget!
Online booking deadline:
16.00 (GMT) Tuesday 19 March 2019

3
 Accommodation in Liverpool Travelling to Liverpool
About the Conference We have arranged various accommodation
options for you through a booking agency,
By air: Liverpool John Lennon Airport is less
than an hour from the ACC Liverpool and offers
Reservation Highway. To see the list of over 70 inbound UK and European routes.
options and begin your booking, please go Alternatively, Manchester Airport is around
to www.reservation-highway.co.uk/efl19 two hours from the conference venue and
offers many direct long haul routes in to the
North West.
#iatefl2019 By rail: Liverpool Lime Street Station is a short
Find our Facebook event, International taxi ride or 20 minute walk from the ACC
Iatefl Conference and Exhibition 2019, Liverpool. Using Virgin Trains, you can travel
or search for #iatefl2019 on Twitter, from London Euston to Lime Street in just over
Facebook, Instagram or LinkedIn to 2 hours.
stay up to date with conference news.
Further details of getting to Liverpool can be
found on the Visit Liverpool website.
IATEFL Online
Working together with the
British Council, our Strategic
Partner, we are proud to be
able to make the conference
accessible to a large global
community of teachers and Manchester
educators, both members and
non-members, through IATEFL Liverpool
Online.
London
You can follow the online
coverage via the British Council
Teaching English website:
teachingenglish.org.uk
Remote delegates will be able IATEFL Projects during the conference. You
can learn more about IATEFL
to watch live video sessions IATEFL Projects offers our
Projects or download an
and recorded highlights of the Associates the opportunity
application form on our
conference, and access a range to bid for small grants that
website.
of resources from selected make a big difference to
sessions. language learning in their We will be raising money
local context. The projects for IATEFL Projects at
Coming to the conference
they undertake with these conference through the
isn’t possible for everyone, so
grants would not be possible always popular Raffle.
we hope that IATEFL Online
without IATEFL support. Tickets will be available to
will be a very good alternative
purchase for £5 and the list
for those unable to attend in We are currently accepting
of prizes will be announced
person. bids for 2019’s grant and
nearer the time. Thank you
the deadline for this is 28
in advance for your support.
February 2019. The winning
project will be announced

4
 About the Conference
DON’T FORGET THE CONFERENCE APP!
This year’s features include:
> Search the programme by time, focus or speaker name
> Add sessions and events to your personalised schedule
before downloading it to your device’s calendar
> Take notes during sessions and email them to yourself
and colleagues
> Plan your time in the Exhibition by searching
the exhibitor list
> Browse maps of the venues

Available from March 2019

Conference Guide for App Users
Get the most from the app by picking
up your copy of this lightweight guide
when you arrive at the venue. Use the
guide with the app to access all the
conference information you need.
Photos and filming
IATEFL photographers and videographers
will be in all areas of both venues taking
photos of delegates and doing video
interviews. If you do not want to be
included in the photos or videos, that is not
a problem, just let the photographers and
videographers know.
Photos and videos taken at the conference
will be used by IATEFL for journalistic and
marketing purposes. IATEFL’s privacy policy
can be found on our website.
Please be aware that filming in sessions will
not be allowed without consent from both
IATEFL and the presenter(s).
conference.iatefl.org/downloadapp
Jobs Careers Fair
This year we are relaunching our Jobs Fair
as the Careers Fair. It has been rebooted
with new features and opportunities for
delegates to develop their career, whether
they are just starting out or looking for a
change of direction.
There will be dedicated “How to...” sessions
and opportunities to speak to experienced
ELT professionals from a range of fields.
To find out more, head to page 23 or check
out the Careers Fair website.
Meet the IATEFL Patron
The IATEFL Patron, Professor David
Crystal, will be on the IATEFL stand
in the Exhibition during the lunch
breaks on Tuesday and Thursday.
Join us there to say hello, get your photo taken
with David or ask him a question.

Book Swap
sponsored by University of Liverpool English Language Centre
This will be a place where you can leave your old books, perhaps something you’ve read on the
plane on your way to Liverpool, and pick up a book that another delegate has finished with.
It’s completely free and a great way to recycle your books whilst discovering something new.

5
We are always looking for ways to ensure that our conference has
as little impact on the environment as possible.
Here are just a few ways we will be doing this in Liverpool:

The Conference
App and Guide Pens at the
for App Users Registration
give delegates Desk will be Our main venue,
access to all the made from the ACC, sends
information in recycled none of its waste
the Conference paper to landfill - it’s
Programme, but either recycled or
with less paper turned into fuel

re will be
. The re
rs

cy
se
Our Eco finished Free reusable es for App U

clin
Book Swap and take cups, for hot

g bins for b
allows you something and cold
to donate preloved drinks, will
a book to read for be available
id

you have free for all

Gu

ad
delegates s, Pr s& ge
ogramme

The Conference Programme

and Guide for App Users will Speakers will be
be printed on paper sourced
from sustainable forests able to share their
using vegetable based inks presentations
online instead of
printing handouts

Find out more at conference.iatefl.org/green

Monday 1 April
08.00-09.45 PCE Registration
13.00-18.45 Registration Desk open
17.00-18.30 Exhibition open
10.00-17.00 Pre-Conference Events
18.30-20.00 Welcome Reception
Tuesday 2 April
07.30-18.00 Registration Desk open
08.30-17.30 Exhibition open
08.15-08.45 “How To...” Sessions
09.00-10.20 Plenary: Paula Rebolledo
10.40-11.25 Sessions
11.25-11.55 Break
11.55-13.10 Sessions
13.10-14.10 Break
13.25-13.35 Poster presentations
14.10-16.25 Sessions
16.25-16.55 Break
16.55-18.10 Sessions
From 19.00 Evening events
Wednesday 3 April
08.00-18.00 Registration Desk open
08.30-17.30 Exhibition open
08.15-08.45 “How To...” Sessions
09.00-10.00 Plenary: John Gray
10.20-11.35 Sessions
11.35-12.05 Break
12.05-12.50 Sessions
12.50-14.15 Break
12.55-13.05 Poster presentations
13.05-14.05 IATEFL Annual General Meeting
14.15-15.30 Sessions
15.30-16.00 Break
16.00-18.15 Sessions
From 19.00 Evening events
Thursday 4 April
Conference Schedule
08.00-18.00 Registration Desk open
08.30-16.30 Exhibition open
08.15-08.45 “How To...” Sessions
09.00-10.00 Plenary: Aleksandra Zaparucha
10.20-11.35 Sessions
11.35-12.05 Break
12.05-13.20 Sessions
13.20-14.20 Break
13.35-13.45 Poster presentations
14.20-15.50 Sessions
15.50-16.20 Break
16.20-17.50 Sessions
From 19.00 Evening events
Friday 5 April
08.00-13.00 Registration Desk open
CLOSED Exhibition
08.15-08.45 “How To...” Sessions
09.00-10.00 Plenary: Lindsay Clandfield
10.20-11.35 Sessions
11.35-12.05 Break
12.05-12.50 Sessions
13.05-14.15 Closing Plenary Future directions
in ELT: where are we headed?
This schedule is correct at time of
publication. The finalised schedule
will be published in the Conference
Programme and Conference Guide
for App Users, both of which will
be available for download from the
Conference website in March 2019.
7
 Teacher empowerment: leaving the twilight zone
Plenary Sessions with Paula Rebolledo, Tuesday 2 April at 09.00
Over the past few years and in different fields, the word
“empowerment” has become increasingly used in talks, papers and
social media. Education, of course, has not escaped this trend and
the concept is frequently mentioned as a desired outcome of any
educational activity and teachers, among the lucky ones to benefit
from it. However, and interestingly, the notion of empowerment is
usually not defined and hardly discussed in depth. Is then empowerment such a common
concept these days that needs no clarification? Or, is it that its complexity deters any further
analysis? I believe the persistent calls for the empowerment of teachers demand a closer
study of the process and a critical appraisal of its occurrence. In this talk, we will examine
the concept of empowerment and ‘teacher empowerment’ more specifically. I will draw on
general education literature to present the different dimensions of teacher empowerment
and what research findings suggest regarding its role in students’ achievement. We will then
zoom in on English language teaching and look at how empowered English teachers claim to
feel by sharing stories of empowerment and disempowerment. In doing so, I will invite you to
reflect on enabling features, hindering factors and paradoxes identified to ultimately think of
ways forward if we ‘truly’ wish teacher empowerment to leave the twilight zone.
Paula Rebolledo has 20 years of teaching experience and has taught at primary, secondary, undergraduate
and postgraduate levels and in INSETT programmes. She currently teaches at MA level and works as a
researcher and consultant. She is the former coordinator of teacher education at the English Open Doors
Programme (EODP) at the Ministry of Education in Chile. Her research interests include teaching young
learners, teacher education, professional development and teacher-research. For the past six years, she
has been mentoring teacher-research initiatives such as the Champion Teachers programme and the
APTIS Action Research Award Scheme, both funded by the British Council, and the Laureate Action
Research Scheme funded by Laureate Languages. She co-authored with Richard Smith A Handbook for
Exploratory Action Research and co-edited the Champion Teachers Chile and Peru Stories of Exploratory
Action Research. She is the co-founder of RICELT, the first Chilean network of researchers in ELT.

Gender and sexuality in ELT – inclusive education

vs. queer pedagogy
with John Gray, Wednesday 3 April at 09.00
After more than half a century of profound social change and
legislative reform across much of the world, issues of gender and
sexuality remain problematic in English language teaching and
in education more generally. Despite limited progress in certain
domains, English language teaching materials, English language tests
and many teacher education courses continue to reproduce and reinforce heteronormativity
– referred to by Deborah Cameron and Don Kulick (2003: 55) as ‘those structures, institutions,
relations and actions that promote and produce heterosexuality as natural, self-evident,
desirable, privileged, and necessary’. Such a situation denies recognition to those students
who are gender and sexuality non-conforming, ignores those who are questioning their
gender identity or their sexual orientation, and fails to educate all about the complexity of
the world in which we live.
In this talk I explore some of the reasons behind this state of affairs and I look at ways in

8
which it has been suggested this can be remedied. On the one hand, there is the case for

Plenary Sessions
inclusive education in which recognition is accorded to previously erased groups. Drawing
on examples of how this has been done, I will suggest that there are pitfalls to such an
approach being thoughtlessly applied - as the appearance of terms such as homonormativity,
homocapitalism, homonationalism and pink-washing reveal. On the other hand, there is the
more radical case for queer pedagogy, which I will argue is congruent with the principles
of critical pedagogy and a view of education as ‘the practice of freedom’ (hooks, 1994).
Paradoxically, this approach may be more appropriate for teachers working in those parts of
the world where inclusivity is taboo.
Cameron, D. & D. Kulick (2005) Language and Sexuality. Cambridge: Cambridge University Press
hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. London: Routledge.

John Gray is Reader in Languages in Education at UCL Institute of Education, University College London.
His research interests are in the global spread of English and its promotion and marketization in late
modernity, as well as issues of gender and sexuality in language teaching and beyond. He has published
in Applied Linguistics, ELT Journal, Gender and Language, Language and Intercultural Communication,
Language Teaching Research and the Journal of Multilingual and Multicultural Development. He is the author
of The Construction of English: Culture, Consumerism and Promotion in the ELT Global Coursebook (2012) and
the edited volume Critical Perspectives on Language Teaching Materials (2013), both published by Palgrave
Macmillan. He is also co-author of Neoliberalism and Applied Linguistics (2012), published by Routledge
and written with David Block and Marnie Holborow, and of Social Interaction and English Language Teacher
Identity (2018), published by Edinburgh University Press and co-authored with Tom Morton.

Under one roof: considerations on integrating

content and language
with Aleksandra Zaparucha, Thursday 4 April at 09.00
Content and Language Integrated Learning (CLIL) describes an
approach to teaching non-linguistic subjects, like Physics or History,
through an additional language. Since the term was coined in the
mid-1990s, it has been gaining popularity, mainly in Europe but also
elsewhere. Thus, it is time to review CLIL and see what it has to offer.
First of all, although the term suggests there are two entities to be combined, this dichotomy
of content and language has never in fact existed. There is no content without the language
and no language without the content. Does this mean subject teachers should be allowed
to teach through the language that is not native neither to them nor to their students? What
are their credentials? And how is CLIL different from other forms of merging subjects with
languages, such as English Medium Instruction? Once these issues have been addressed,
I would like to look at 10 characteristics of CLIL, arguing they should be adopted to any
other situation where content and language are integrated, be it at primary, secondary or
tertiary education level. The most important notion would be that every CLIL lesson should
adequately ‘tune in’ the procedure through which the relevant content is offered to students.
Ignoring it would mean the whole CLIL structure is lacking an indispensable element which,
like a bridge, joins the language and the non-linguistic content. Finally, you might be asking
yourself: What is there for me, an EFL/ESL teacher? Why and how can I bring the real school
curriculum to my classroom? Am I qualified to teach about gases, volcanoes or chemical
bonds? With these questions in mind, come to my talk and I will try to convince you CLIL is
here to stay and both you and your students can benefit from getting involved.

9
 Aleksandra is a Geography and English teacher from Poland, with 30 years of experience in Geography and
Plenary Sessions EFL/ESL/EAP teaching, as well as teacher training, translating, examining and materials writing, including
15 years of engagement in Content and Language Integrated Learning (CLIL). She has worked extensively
in Poland and the UK, as well as Asia (Qatar, Uzbekistan, Kazakhstan, Azerbaijan, Turkey, Iraq, China). Twice
a year Aleksandra conducts CLIL training in Poland for a local publishing company. In 2014 her geography
workbook ‘Earth and People’ was nominated for the British Council ELTons Award and in 2016 she was
a winner of this award as a Tigtag CLIL team member. She has presented at national and international
conferences, mostly on topics related to CLIL and Global Issues in an English classroom. She is also a
regular contributor to magazines for Geography and English teachers.

Methodology, mythology and the language of

education technology
with Lindsay Clandfield, Friday 5 April at 09.00
Education is broken. Classrooms haven’t changed in hundreds of
years. Robots are coming for our jobs. We don’t need teachers. Our
learners are 21st century learners. Innovation and disruption. Adapt
or die. One of the most interesting aspects of digital education is
the nature of the discourse that surrounds it. The way people often
talk about the idea of digital education can have an impact on the way we do it. In this
plenary I’d like us to critically examine some of this language as it has come into the field
of English language teaching over the past 20 years. We’ll explore key words being used to
describe some EdTech developments (words like interactive, personalisation, gamification
and disruptive to name but a few) and the stories that surround these words. I’d also like to
question what happens when the more recent popular stories about education technology
collide with older narratives we’ve been telling about ELT.
Lindsay Clandfield is an award-winning writer, teacher, teacher trainer and international speaker in the
field of English language teaching. He has written more than ten coursebooks and is the main author
of the new young adult course Studio (Helbling Languages). His other courses include Global and
Straightforward (Macmillan). Lindsay is the series editor of the Delta Teacher Development books and has
co-written various methodology books for teachers, notably Dealing with Difficulties and Teaching Online
(Delta Publishing). His most recent methodology book was Interaction Online (CUP) which he co-wrote
with Jill Hadfield. Lindsay is also the creative force behind various web projects including the popular
blog Six Things, the e-publishing collective The Round and the sci-fi/adventure materials website Extreme
Language Teaching. You can find out more about him at his website www.lindsayclandfield.com.

Future directions in ELT: where are we headed?

with Katherine Bilsborough, Evan Frendo, Amol Padwad
and Mercedes Viola, Friday 5 April at 13.05
This plenary will be a team effort focusing on the future of our profession.
It will be kicked off by four mini-presentations and followed by an
interactive discussion with the audience both inside and outside the
plenary hall. The presentations aim to look at English teaching to future generations from
various angles: changing attitudes and learning habits, next generation workplace needs,
materials to support a changing learning context, and new roles for the teacher. Our four
contributors live in different countries, work in a range of teaching contexts and bring an
international perspective to the discussion. Without attempting to paint a comprehensive

10
picture, they will be sharing with us their personal wishes and predictions for the coming

Plenary Sessions
years.
The aim of this somewhat unusual plenary is to challenge all of us to step back, ask questions
and see how our day-to-day teaching concerns relate to wider trends in the profession. This
closing event will invite participants to review their conference experience and reflect on
what they are taking away. There will be opportunities for you to get involved, make your
own predictions and put questions to the four presenters both before and during the session.
Katherine Bilsborough  is an ELT
Amol Padwad  is the Director at
author. She is interested in principles
the Centre for English Language
for ELT writers. She’ll be sharing her
Education, Ambedkar University,
predictions about the future of ELT
Delhi and Secretary of the Ainet
materials and how we can ensure
Association of English Teachers.
writers create materials that meet
Amol will be looking at the
the needs and interests of future
changing role of the teacher.
generations.

Mercedes Viola  has an MA in

Evan Frendo  has worked in
TESOL, specialised in curriculum
corporate language training for the
development, assessment, inclusive
last twenty-five years. He will be
education and communication
looking at how English might be
skills. She is an international and
used in the future workplace, and
TED speaker and will focus on the
what this might mean for learners
attitudes and learning habits of next
and teachers.
generation learners.

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INTERESTED?
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day

www.lilalovetolearn.com/teachertraining

11

Additional Sessions and Events
As well as a broad programme of academic sessions, there is a variety of
additional sessions and events running throughout the conference to
complement the programme and enrich your experience.
IATEFL’S Annual General Meeting (AGM)
We invite all IATEFL members to attend the IATEFL AGM.
Is this your first IATEFL
It will take place on Wednesday 3 April from 1305 to Conference?
1405. The agenda will be available in the Member Area If you have not attend an IATEFL
of the IATEFL website nearer the time. Conference before, you are
invited to visit the IATEFL stand
in the Exhibition during the
Hornby scholars morning break on Tuesday 2
The name of A.S. Hornby is highly regarded in the ELT April. Come along to meet with
world, not only through his publications and ideas on other first timers and start some
teaching methods but also through the work of the new friendships!
A.S. Hornby Educational Trust. This was a far-sighted
and generous initiative to improve the teaching and
learning of English as a foreign language, chiefly by
Tribute session
providing grants to enable English teachers from This is an opportunity for you to
overseas to come to Britain for professional training. remember colleagues who have
died during the year since the
Owing to the generous support that the Hornby Trust
last conference. If you’ve lost a
has afforded IATEFL over the years, we continue the
colleague or former colleague,
tradition of featuring this year’s Hornby Scholars within
you’ll have an opportunity to say a
our conference programme. They will be presenting:
few words in their memory and, if
Addressing challenges in especially low-resourced parts of
you wish, to bring along a memento
the Global South on Tuesday 2 April. The discussion will
(book, teaching materials, etc.). Or
be facilitated by Martin Lamb, University of Leeds, UK.
you may just want to come to the
session to hear about colleagues
ELT Journal Debate who are no longer with us, and
perhaps to add any memories you
This house believes that EMI opens doors in our 21st may have. The Tribute Session will
Century world take place on Wednesday 3 April
English Medium Instruction (EMI) has become from 1730 to 1815.
increasingly popular in recent years, spreading from
higher education to the secondary and primary
sectors. Educational institutions hope to improve their students’ English language proficiency
while maintaining academic standards, in the belief that EMI open doors of opportunity in
a 21st century, globalized world. But is it always the case that doors are opened? What are
the necessary conditions for a successful EMI approach and what are the dangers if it is not
implemented well? Does an EMI approach always supersede EFL provision as the best option
for preparing students for success in the 21st century? Our two speakers will debate some of
the issues surrounding EMI. Please come along, have your say, ask questions – and join in the
vote!
Speakers: Alessia Cogo (organiser), John Knagg (speaker),
Emma Dafouz (speaker)

12
 Additional Sessions and Events
Signature Events
Our Signature Events showcase expertise and throw light on state-of-the-art thinking in
a key area which is relevant to the organisation hosting the event. Come along to find
out about upcoming trends, learn about new areas of research, and engage with well-
known, international experts in exciting, and often controversial, topics.

British Council
Equality, diversity and inclusion 11 years on from Exeter
Tuesday 2 April
More details about this Signature Event will be available nearer the time on the Conference
App and in the Conference Programme.
Macenta Publishing and Digital Solutions
What makes a good teacher good?
Wednesday 3 April
Teaching life skills to children is key for their future. We believe that this should take priority
over teaching to pass exams. Focus first on teaching life skills; the other success will come
automatically. When a teacher teaches a sense of responsibility to their students (life-coaching),
these students will work harder to be more successful at their lessons, a better person in
society, and more sensitive and responsive towards the problems in their environment and in
the world. Being a teacher already means making a difference in the world, so join us for this
session to find out how you can teach more than just your subject to give youngsters a better
education for life in tomorrow’s world. The success of a teacher is not how high their students’
marks are; it’s how better individuals these students become. You’ll agree: teaching life skills is
a priority over teaching to pass exams.

“How To...” sessions

Each day between 08.15 and 08.45 we will be running a series of “How To...” sessions that
are designed to inform and support delegates across a range of areas. This year, for the
first time, we will also be running professional development focussed “How To...” sessions
during break times in the Careers Fair (see page 23). You’ll see those marked in green.

How to get the most out of this conference with Cecilia Nobre
This session is for new IATEFL conference participants as well as those of you who have
attended many conferences but feel your experience could go deeper. We will analyze
the programme, form learning groups for those who wish to jigsaw their conference
Tuesday

experience, and share conference time management tips. This session will be repeated
at lunchtime.
How to get involved in an IATEFL Special Interest Group (SIG) with George Pickering
SIGs enable IATEFL members to develop themselves in an area of particular interest
to them. In this talk we will briefly discuss what SIGs are and how they can help you to
develop professionally, before discussing the different ways you can become active in a
SIG, from writing a newsletter article to volunteering to work on a SIG committee.

13
 How to give a presentation at an international conference with Sandy Millin
Additional Sessions and Events Giving a presentation can be a stressful experience. This session will give you ways
of organising yourself before your presentation and conducting yourself during your
presentation to reduce that stress. The aim of the session is to make your presentation
a more satisfying experience for you and for your participants.
How to move into language school management with Andy Hockley
Tuesday

This session will look at starting the transition from teacher to manager - including
reasons why you might think about making that move, ways of developing to prepare
yourself to take on new responsibilities, and issues that you might want to be aware of.
Come and see what is involved.
How to move from being a teacher to becoming a teacher trainer with Silvana
Richardson
It is often a challenge to go from being a teacher to a teacher trainer. In this session, I
will describe how you can develop the skills and knowledge that you need for the role,
as well as formal progression routes.
How to write successfully for IATEFL Conference Selections with Tania Pattison
Are you presenting at IATEFL? If so, you may write up your session for consideration for
IATEFL’s annual Conference Selections publication. The editor will provide guidance on
how to prepare your report, will show examples of past submissions that were accepted
for publication, and will answer any questions you have.
How to reflect on research talks at the conference with Daniel Xerri
In this session, we will explore how to make the most of the talks and presentations
we attend during the conference. In particular, we will focus on how to reflect on the
Wednesday

research we hear about and consider its relevance for and connections to our own
professional contexts.
How to use social media effectively – at IATEFL and beyond with Mike Harrison
Social networking affords great opportunities to connect with ELT professionals around
the world, but it can be difficult to know where to start. We will look at how to use social
media – focusing on Facebook, Twitter and blogs – for your personal ELT development
at IATEFL and beyond.
How to become a successful freelancer with Chia Suan Chong
In this session, we’ll look at what’s involved in being a successful freelancer. We’ll
cover these three key areas: 1) Organizational details – budgeting & finances, flexible
schedule, security 2) How to get work – self-marketing & professionalizing yourself 3)
How to keep work – quality control, referrals and solid admin.
How to write for IATEFL Voices and other English teaching magazines with Tania
Pattison
In this session I will outline how to come up with an idea, choose the right publication for
Thursday

it and then convert it into a publishable piece. I will include examples of genres; writing
styles; pertinent guidelines; and tips on how to work with the editor.
How to submit a speaker proposal with Madeleine du Vivier
In this session, we will review the criteria that are used to decide if a conference proposal
is accepted for the IATEFL Annual Conference programme. We will discuss what makes a
successful proposal, both in terms of the abstract and the summary, and how to ensure
that your proposal is accepted.

14
 Additional Sessions and Events
Thursday How to be successful in an ELT interview with Caroline Moore
Congratulations, you have persuaded a potential employer that you have the knowledge,
skills and experience for the job and been invited to an interview. The 3 As (Appearance,
Attitude & Awareness of your interviewer) will be critical for your success in a face-to-face or
online interview. We’ll look at these and questions you may be asked. You’ll have a chance
to practise, including answering questions for both teaching and management roles.
How to get published in a refereed journal with Alessia Cogo
This session will look at why you might want to get published in an “academic” journal,
and how to go about it. The editor of ELT Journal will share tips and suggestions for
getting your work in print.
Friday

How to write a review for publication with Diane Malcolm and Carol Everhard
Writing for publication can seem like a considerable challenge to the novice or
uninitiated. In particular, producing an appraisal of someone else’s volume of writing or
edited contributions can seem like an ambitious project. We will outline why writing a
review is a good idea, prepare you for the likely difficulties and snags you will encounter,
and highlight the advantages that you are likely to gain from the whole reviewing
experience.

Evening Events
A full and varied programme of events is being arranged for delegates to relax and meet
new people during the evenings of the conference. Details of the exact times and venues
of these events will be available nearer the time but for now, here are provisional details
of what we have planned.

Exhibition Preview
If you are arriving at the conference early, or have just attended a Pre-Conference Event,
make sure that you pop into the Exhibition between 17.00 and 18.30 for a cup of coffee
and a look around before attending the Welcome Reception.
Monday

Welcome Reception
Join us to celebrate the start of our 53rd IATEFL Conference. IATEFL President, Harry
Kuchah Kuchah, will welcome delegates to the event, and The Right Worshipful, The
Lord Mayor of Liverpool, Councillor Christine Banks, will welcome delegates to the city.
This will be followed by an opportunity to relax and meet other delegates as well as old
friends. Entry is by badge only, so please register first at our Registration Desk.
IATEFL International Quiz
The popular quiz is back again! A multimedia extravaganza under the management
Tuesday

of Gavin Dudeney. You’ll need a global team (you can come along and join one on the
night!) with diverse interests and knowledge, a sense of humour and a desire to meet
new people, have some fun, network and work together to score more points than
any other team. Music, fun... maybe a drink or two and the chance to be crowned quiz
champions of Liverpool 2019.

15
 Sharing stories
Additional Sessions and Events You have travelled from around the world to this international city of Liverpool, each
bringing your lifetime of stories with you. So let’s get together to sit back and listen
to each other’s stories. By stories we mean tales, myths and legends from our own
cultures or anecdotes from our life experiences. This long-established session is a
special opportunity for us to share what we all have in common: being human in this
ever-changing world. Andrew Wright and David Heathfield will be telling a few stories
themselves. It’s sure to be another beautiful evening of story sharing.
The Fair List, UK
Come and learn about The Fair List, UK - the ELTON-nominated award for excellence of
Wednesday

gender balance in plenary and keynote speakers and panellists at UK ELT conferences
and events. Come along to find out who is on the list for the year 2018 and cheer them
as they get their playful certificates. Each year we have a fun awareness-raising activity
too that might surprise (in a good way!). Find out more about The Fair List, UK at www.
thefairlist.org, where you’ll find loads of ideas for conference organizers, speakers,
participants, mentors and mentees interested in gender parity in UK ELT events.
Refreshments kindly sponsored by Greenall Florent Books Ltd. All welcome!
What professional areas are you interested in? Meet IATEFL’s Special
Interests Groups (SIGs)
Are you particularly focussed on certain groups of students? Young learners, or business
English, for example? Are you drawn to certain areas of practice in the classroom, such as
teaching pronunciation? Do you want to expand your horizons outside the classroom,
like writing materials or teacher training? Come to this engaging evening and meet
people who can share ideas, and work together for the development of the profession
and the ultimate benefit of our learners and perhaps join one of IATEFL’s 16 SIGs.
Pecha Kucha
Originating from the word “chitchat”, a Japanese term describing the sound of
conversation, we again offer you a Pecha Kucha evening. Each speaker is allowed a
slideshow of 20 images, each shown for 20 seconds, giving a total presentation time
of six minutes and forty seconds before the next speaker is up, keeping presentations
Thursday

concise and fast-paced. It promises to be as exciting as ever so don’t miss it!

Music Night - Songs of sorrow, songs of joy, songs of the world
Come and sing, play and entertain at a beautiful international evening of music. Anyone
with performance-ready material can join in and offer a song or two, depending on
demand. This ever-popular event is a wonderful opportunity to relax, enjoy music and
songs in English or any other language, and join colleagues from around the world.
Email smount222@gmail.com and tell us what you would like to do. But hurry! Space is
limited! The evening is hosted by Jeremy Harmer. Guitars and keyboard will be provided.
For anything else, you’ll have to bring your own!

Day to be confirmed
The C Group - creativity for change in language education general meeting
We will be meeting to report on what has been done since last year in Brighton and to discuss
possible initiatives for the coming year. We will also present the group, its goals and current
activities. Existing C Group members are asked to contribute actively. If you are not a C group
member, come anyway and find out more about the group. All are welcome!

16
Each year IATEFL offers a range of conference scholarships to enable

Conference Scholarships
teachers, trainers and other ELT professionals the opportunity to attend
the IATEFL Annual Conference.

This year’s scholarship sponsors

We would like to say a very big thank you to all of this year’s scholarship sponsors. Without your
generous contributions and support, these scholarships would not be possible.

If you would like to make a contribution to an IATEFL sponsored scholarship, you can do so
though our online Donation Form at any time.

How the scholarship process works

Each year, a month or so after the previous Conference, we open up the IATEFL Scholarship
process to ELT professionals across the world. The applications are open for 6 weeks, in
which time around 1000 applications are submitted.
Once the deadline has passed the applications are sent to the Scholarship Committee
and divided amongst various reading panels chosen by the scholarship sponsors. It can
take about 6 weeks for every application to be carefully considered and the winners to be
chosen. Once every panel has reached a decision, each applicant is emailed to let them
know the results of the panels’ deliberations before the winners are officially announced on
the Conference website.
If you have any questions about the Scholarship process, please contact Deputy Conference
Organiser, Sarah Ward, on sarah@iatefl.org. Someone from the Scholarship Committee will
also be available on the IATEFL Stand in the Exhibition during coffee and lunch breaks to
answer any questions you may have. So whether you are a current or past scholar, or a
potential applicant or sponsor, do come along for a chat.

17
 This year’s scholarship winners
Conference Scholarships
Africa Africa

Aicha Omar
Rahal Titki
Tunisia Morocco

Business English Special English Language Centre

Interest Group Facilitator Brighton Robert O’Neill

Andreea-Katia Kalinka
Nechifor Nikolaeva
Romania Bulgaria

English Language Centre

Express Publishing
Eastbourne Graham Smith

Evgeniya Yasmine Mohamed

Kuznetsova Abdelhamid Atwa
Russia Egypt

Gillian Porter Ladousse Gillian Porter Ladousse

Elena Eleni
Oncevksa Ager* Symeonidou
Macedonia Greece

IATEFL Gill Sturtridge First

IATEFL Bill Lee
Time Speaker

Janos Tamara
Ujlaki Ilia
Hungary Ukraine

IATEFL Latin America IATEFL Latin America

Julieta Sergio
Caffarel Justet Durand*
Uruguay Mexico

18
 Conference Scholarships
IELTS Morgan Terry
IATEFL Ray Tongue
Memorial

Renu Milind Sammy Sze Man

Dhotre Ming
India Hong Kong

Leadership and
Management Special LT123 Brazil State Sector
Interest Group

Neenaz Andreza
Ichaporia Lago
India Brazil

Learning Technologies
Special Interest Group Diana Macmillan Education
Eastment Roving Reporter

Serrana Zainab
Muniz Khalid
Uruguay Pakistan

Teacher Development Testing, Evaluation and

Special Interest Group Assessment Special Interest
Michael Berman Group

Adi Mona
Rajan Mersal
India Egypt

Trinity College London

The Creativity Group
Language Examinations

Hendrik Dirk Yuliana

Lagerwaard Lavrysh
The Netherlands Ukraine

Trinity College London If you would like to apply for a Scholarship

Teacher Trainer to attend our Manchester 2020 conference,
details of the awards will be available on
Alexsandro the IATEFL stand in the Exhibition and on
Silva our website from May 2019.
Brazil conference.iatefl.org/scholarships
* Winner deferred from 2018

19
THANK YOU TO OUR SPONSORS
AND STRATEGIC PARTNER

iatefl
LIVERPOOL
2019
 Conference Sponsors
Your IATEFL conference experience is of paramount importance to us and ensuring that
you each have a valuable and enjoyable time, we believe, is one of the keys to our success
and longevity.

We are always exploring new ways to enhance your conference experience and much of
this would not be possible without the support of our sponsors and strategic partner. The
invaluable contributions they offer not only help to make the conference happen, but
also ensure you have a memorable experience.

We would like to say a big thank you to each of our sponsors and strategic partner for their
dedication to IATEFL. You can find out a little more about each of them below.

The British Council is the UK’s international

organisation for cultural relations and educational
Strategic Partner

opportunities. We create friendly knowledge and

understanding between the people of the UK and
other countries. We do this by making a positive
contribution to the UK and the countries we work with – changing lives by creating
opportunities, building connections and engendering trust. We teach English in over 50
countries, train teachers of English worldwide and provide free online resources for learners
and teachers, increasing the knowledge and use of the English language across the world.
Founded in 1934, we are a UK charity governed by Royal Charter and a UK public body.

Visit: www.britishcouncil.org
Platinum Sponsor

Each school, each student, each country and each culture has its
own needs in learning.

At Macenta Publishing & Digital Solutions, we aim to produce

customized materials (both print and digital) to schools and students to personalize language
learning. We provide schools and institutions the right learning materials to support
their learners, their teachers and their vision. Let’s create your teaching story together.

Visit: macenta.com.tr

Macmillan Education has been advancing learning for over 175

years. Since the earliest days we have established ourselves
Silver Sponsor

as a world leading publisher, building strong partnerships

with educators, innovating in pedagogy and digital content,
and inspiring learners to achieve more. In classrooms around the world we know how
transformative learning English can be, and we are passionate about providing students and
their teachers with everything they need to succeed in education, in the workplace, and in life.
As education adapts and changes at an ever-increasing pace, we will always be there –
empowering the world’s teachers to inspire students on their lifelong journeys in education.

Visit: www.macmillaneducation.com

21
Conference Sponsors
Silver Sponsor
National Geographic Learning is a leading provider of English
Language Teaching materials for learners at kindergarten
right through to adult and academic education. Our unique
partnerships with National Geographic and TED mean we can
offer a unique range of authentic materials that can inspire and
bring your classroom to life.
For further information on any of our titles, please visit our website ELTNGL.com.

At Oxford University Press, we are committed to furthering

English language learning worldwide. We continuously bring
together our experience, expertise, and research to create
outstanding materials, bringing English to life for millions of
learners and teachers around the world. Our friendly team is
already looking forward to seeing you at the OUP IATEFL stand in Liverpool.

Visit: elt.oup.com/elt

Learning is a never-ending road of discovery, challenge,

inspiration, and wonder. For many people, learning English is the
route to a job, to support their family or to gain the skills to help
them progress in their career. That’s why Pearson is focused on
helping learners at every stage of their journey to discover a love of learning that helps provide
opportunities throughout their lives. Because wherever learning flourishes, so do people.
Bronze Sponsors

Visit: english.com/iatefl

At Pilgrims Teacher Training you are not a just another customer,

or a client or a student, you become part of our world wide
family of like-minded and like-hearted people with a passion
for teaching and learning. Our courses aren’t just methodology
courses, Pilgrims is a spa for your mind, body and soul!
Come and join our family and speak to Jim and Lizzie at the Pilgrims stand. Have a fantastic
conference!

Visit: www.pilgrims.co.uk

STUDY. TRAIN. RESEARCH. WORK.

The University of Sheffield’s English Language Teaching Centre

(ELTC) proudly sponsors IATEFL’s new Careers Fair. We believe
in ELT development and support thousands of learners and hundreds of teachers on their
career paths. Learners come to Sheffield for pre-sessional, professional and specific English
courses and teachers take pre/in-service qualifications (CELTA/Delta/TKT), various Masters-
level degrees and tailored international programmes. From January, we recruit teachers for
our summer programmes. Join us at the Careers Fair to find out more.

Visit: sheffield.ac.uk/eltc

22
The Exhibition will be a showcase of the latest resources, services and

Exhibition and Careers Fair

publications from international course providers, publishers, digital
innovators and many more!

Opening Times Exhibition Preview

On Monday 1 April the Exhibition will be open for
Monday 1 April 17.00 - 18.30
the Exhibition Preview from 17.00 to 18.30. If you
Tuesday 2 April 08.30 - 17.30 will be arriving at the conference early, or have just
Wednesday 3 April 08.30 - 17.30 attended a Pre-Conference Event, make sure you
Thursday 4 April 08.30 - 16.30 pop into the Exhibition for a look around before
Friday 5 April CLOSED attending the Welcome Reception.

Charging Stations Internet Station

sponsored by Pearson English
Thanks to Pearson English, the Exhibition will have two
Charging Booths that are free for you to use to charge
your devices. There will be a variety of sockets available
but if you are bringing a device from outside the UK
please remember to bring your own adaptor.
Food and Drink
There will be a variety of snacks and meals for you to
purchase in the Exhibition Hall, as well as free tea and
coffee being served, any time the Exhibition is open.
Once the Exhibition is closed on Friday free drinks will
be available elsewhere in the venue.
Use one of the computers at the
Internet Station to check your
emails, browse the web, and take
part in IATEFL Online, all for free.
Pop-up Presentations
The Pop-up Presentations will run
during the breaks on our designated
Pop-up Stage. The programme of
presentations will be listed in the
Conference Programme and App,
and at the Pop-up Stage. They are
not to be missed!

Careers Fair
sponsored by The University of Sheffield
Our new look IATEFL Careers Fair will be a dedicated hub for professional
growth and demonstrates our ongoing commitment to supporting professional development.
It is free to enter and open to the public, giving visitors the opportunity to find out more about
future career prospects, additional training and new job opportunities.
You’ll find top international recruiters on hand to discuss new vacancies available in ELT, as
well as course providers who will be happy to talk through the next steps in terms of ELT
qualifications.
The Careers Fair also hosts a professional CV Clinic by Write Stuff consultants, who will offer
expert advice and tips to showcase your skills and experience effectively. You’ll also be able to
hear from industry experts in our career focused ‘How To…’ sessions, as well as chat one-to-
one with experienced professionals about a range of ELT career areas.
Recruiters or course providers who would like to participate in the IATEFL Careers Fair in
Liverpool can email katy@iatefl.org for further information.

23
Exhibition and Careers Fair IATEFL

For over 50 years IATEFL has helped support, develop and link English language teaching professionals from
around the world as a global teaching community. Joining the association opens up a world of possibilities and
membership benefits, and you can personalise your membership by choosing to join one or more of our 16
Special Interest Groups.
Please visit our stand to find out more about:
• Joining IATEFL: take your career forward by joining the association, whether you are interested in
personal membership or institutional membership, publications, events, webinars, volunteering or
perhaps exhibiting, advertising or sponsorship.
• Associate Membership: IATEFL is delighted to have over 120 affiliated teaching associations creating
a worldwide network of over 100,000 teachers. Through our Associates we are able to offer IATEFL
membership at a reduced rate. We also provide funds to support IATEFL Projects by our Associates,
allowing them to make a difference to language teaching in their local context which might not be
possible without such support.
• Scholarships: Come and join us at morning breaks and lunch times to discuss applying for
scholarships or donating a scholarship for future conferences. The stand also serves as a meeting
point for their year’s winners, the Scholarships Committee, sponsors and friends.

www.iatefl.org O/A
E: info@iatefl.org
T: +44 (0) 1795 591414 Follow us: @iatefl

Anglia Examinations Aqueduto

Stand: 32
Anglia Examinations offers a comprehensive range of
English qualifications for learners in over 50 countries
through a unique Step-by-Step approach, ranging from
beginner to expert levels. Seven of the ten levels align to
the Common European Framework of Reference A1 – C2
and the top four levels are accredited by Ofqual through
our partnership with the UK awarding body, AIM Awards.
Stand: 31
Aqueduto (The Association for Quality Education and Training
Online) is a charitable membership organisation dedicated to:
• research in the field of online training and development
provision
• evaluation of blended and online training courses
against a quality assurance framework
• representation for providers of such courses in an
increasingly crowded marketplace
• guidance for professionals in identifying such courses,
and enrolling with confidence

www.anglia.org T www.aqueduto.com O/A

E: sebastiaan.posma@anglia.org E: gavin.dudeney@theconsultants-e.com
T: +44 (0) 1243812943 Contact: Sebastiaan Posma T: +44 (0) 7791158265 Contact: Gavin Dudeney

B Bookshop CP Course Provider D Digital/Online Services

O/A ELT Organisation / Association P Publisher T Testing & Assessment

24

BEBC
Stand: 17
BEBC Books for English is the UK’s leading ELT/EFL
Specialists.
We are a One stop shop - We supply English Language
materials from all major publishers.
We have an award-winning customer service team - With
over 45 years experience, we have the expertise to help.
We offer next day delivery to UK language schools
and very competitive and fast worldwide distribution.
Exhibition and Careers Fair
Bell Educational
Services
Stand: 30
Bell has over 60 years of teaching experience. At the
forefront of teaching and language education research,
we strive to develop outstanding teaching methods. We
help teachers develop their careers and create bespoke
courses worldwide. Silvana Richardson leads our trainers,
including leading ELT experts and published authors. Join
us for an immersive look at how we can support you.

www.bebc.co.uk B www.bellenglish.com CP

E: elt@bebc.co.uk E: enquiries@bellenglish.com
T: +44 (0) 1202715555 Contact: Nick Edwards T: +44 (0)1223278800

Black Cat Publishing British Accreditation

Stand: 13
Black Cat Publishing is one of the imprints of the De Agostini
Publishing Group and is a world leader in the production
of beautifully designed, innovative and dynamic teaching
materials for the study of the English Language. Present
on the international educational publishing market since
1973, our materials include graded readers, grammar
books, courses, exam books and cultural studies books.
Council
Stand: 21
British Accreditation Council (BAC) accredits over
230 providers in 22 countries. Our IATEFL Conference
promotion invites English language providers to
receive £1,000 reduction in provider set up fees for
BACs International English Language Provider (IELP)
accreditation scheme. BAC accreditation awards the BAC
quality mark that can help raise your organisations profile
in competitive markets. Visit stand 21 to learn more

www.blackcat-cideb.com P www.the-bac.org O/A

E: lorenzo.graziosi@deagostini.com E: info@the-bac.org
T: +39 0238086307 Contact: Lorenzo Graziosi T: +44 (0) 3003301400

British Council

Stand: 22

The British Council is the UK’s international organisation for cultural relations and educational opportunities.
We create friendly knowledge and understanding between the people of the UK and other countries.
We teach English in over 50 countries, train teachers of English worldwide and provide free online
resources for learners and teachers, increasing the knowledge and use of the English language worldwide.

British Council is our Strategic Partner for Liverpool 2019

www.britishcouncil.org
O/A
E: nasia.nikolova@britishcouncil.org
T: +44 (0)1619577838 Contact: Nasia Nikolova

25
Exhibition and Careers Fair Cambridge Canford Publishing

Stand: 11
Cambridge University Press and Cambridge Assessment
English support language teaching, learning and assessment
worldwide. Our learning materials, qualifications,
professional development and learning resources are
driven by cutting-edge research. Come and see our
newest publications and digital resources, and hear about
exciting developments in teaching qualifications and exam
publishing.
Follow: @CambridgeEng @CambridgeUPELT
Stand: 34
Canford Publishing is a small, independent publishing
company based in the UK and also in Muscat, Oman. We
publish ELT materials for the Arab World and also for the
international market. Materials for the Arab learner focus
on teaching basic writing skills. The main international
publications are Framework: Academic Writing and Critical
Thinking and Interface: English for Technical Communication.

www.cambridgeenglish.org P T

www.cambridge.org/cambridgeenglish www.canfordpublishing.com P

E: events@cambridgeenglish.org E: info@canfordpublishing.com
T: +44 (0) 1223553329 Contact: Kate Themistocli T: +44 (0) 7742002088 Contact: Richard Harrison

Clarity English Collins

Stand: 40
ClarityEnglish programs are used by schools, universities
and individuals in almost every country in the world.
We specialise in three areas: general English (grammar,
reading, writing...); IELTS preparation, through our co-
publications with the British Council; and placement
testing with the Dynamic Placement Test. Come to
our stand and experience mobile learning first hand!
Stand: 37
Collins has been publishing educational and informative
books for 200 years. Our ELT publishing continues to
deliver up-to-date and engaging resources to support new
initiatives and utilise the latest technology. We produce a
wide range of ELT products including for young learners,
graded readers, exam support and dictionaries. Visit
our stand to find out more about our latest publishing.

www.clarityenglish.com D www.collinselt.com P
E: elinor.stokes@clarityenglish.com E: collinselt@harpercollins.co.uk
T: +44 (0)7907026700 Contact: Elinor Stokes T: +44 (0) 1413063484 Contact: Charlene Cawte

Delta Publishing Eli Online

Stand: 28
Delta Publishing: Making language matter.
Visit our stand for free samples of our new summer
coursebook and browse our other new titles!
Don’t forget to attend the talks and workshops by our
renowned authors.
Stand: 10
A leading international publisher offering a wide range
of ELT publications from pre-school to university: course
books, graded readers, exams and grammar books, games,
magazines and various teacher’s resources.
Among the 2019 new publications:
• Smart Start, a pre-school course
• New graded readers
• Two new ESP titles
• Illustrated dictionary
• New exam books (Trinity 1-2 and CERT)

www.deltapublishing.co.uk P www.elionline.com P

E: sandra.savory@deltapublishing.co.uk E: intersales@elionline.com
T: +44 (0) 7794148355 Contact: Sandra Savory T: +39 3351368334 Contact: Mr Augusto Andreoli

B Bookshop CP Course Provider D Digital/Online Services

O/A ELT Organisation / Association P Publisher T Testing & Assessment
26
 Exhibition and Careers Fair
ELT Well ETS - TOEFL®

Stand: 03
ELT well combines expertise from experienced learning
support professionals to empower English teachers to
work more inclusively with neurodiverse students. Come
and explore:
• the “CAMLs” : tools for evaluating cognitive ability
• “English Sounds Fun”: a complete holistic and accessible
teaching programme (pre-A1 to A2)
• “Language Learning and Musical Activities”: for all ages
and abilities.
Listen out for us!
Stand: 42
As an English-language teacher, you inspire your students
to learn and grow every day guiding them on the path to
reaching their goals.
ETS is here to support you. Our new and unique set of
resources gives you access to everything you need to help
prepare your students for the TOEFL iBT® test, the English-
language proficiency test trusted by organizations around
the world. Please visit our stand number 42 to learn more.

www.ELTwell.com CP www.ets.org/toefl T

E: ams@ELTwell.co.uk E: jwrzesinska@etsglobal.org
T: +44 (0) 7792021127 Contact: Anne Margaret Smith T: +48 502718689 Contact: Joanna Wrzesinska

Express Publishing Garnet Education

Stand: 09
Express Publishing was established in 1988 with the
purpose of raising the standards of English language
teaching and is highly respected worldwide for producing
a wide variety of innovative teaching materials. Express
Publishing is recognised as one of the leading publishers
worldwide. The company has enjoyed steady,rapid growth
with a current list of over 3500 titles and sales in over 100
countries.
Stand: 04
Garnet Education has a global reputation for quality and
innovation in higher education materials. Complementing
our best-selling English for Academic Purposes series, we
also publish discipline-specific materials with our ESAP
and Moving into ESAP titles. We have recently launched
C21, a five-level international course for the General
English market, available in printed or digital format.

www.expresspublishing.co.uk P www.garneteducation.com P

E: inquiries@expresspublishing.co.uk E: ollytwist@garneteducation.com
T: +44 (0) 1635817363 T: +44 (0) 7875490448 Contact: Olly Twist

Global ELT Hamilton House

Stand: 15
Global ELT is a publishing company that produces Exam
Preparation materials for ELT Exams such as: CAMBRIDGE
Assessment English - TRINITY ISE & GESE, TOEIC, TOEFL,
IELTS & IELTS Life Skills, BULATS, Michigan, Pearson,
LanguageCert and others.
We also publish: Coursebooks, Grammar & Vocabulary,
Language Skills, Dictionaries, Idioms & Phrasal Verbs &
Graded Readers.
Publishers
Stand: 07
Hamilton House is an ELT publishing company
committed to developing materials that raise the
quality of English Language Learning around the world.
Our materials combine the latest developments in
education with CLIL, Values and Learner-centred
instruction that address the learning needs, interests and
cultural backgrounds of students and teachers and are
used in many schools around the world.

www.globalelt.co.uk P www.hamiltonhousepublishers.com P

E: orders@globalelt.co.uk E: enquiries@hamiltonhousepublishers.com
T: +44 (0) 1273251907 Contact: Lawrence Mamas T: +30 210962 6166

27
Exhibition and Careers Fair Helbling
Stand: 14
HELBLING is an innovative global publisher of flexible
educational solutions: course books, grammar books,
graded readers and resource books integrated in a versatile
Virtual Learning Environment. Recent publications
include two new course books for teen and young adult
learners (For Real Plus) and adult learners (Studio), plus an
innovative and engaging Shakespeare series and lots of
new titles in the Readers series.
Houghton Mifflin
Harcourt
Stand: 47
Houghton Mifflin Harcourt - The Learning Company.
Providing comprehensive learning solutions to help
all students achieve their maximum potential, HMH
serves as the leading source for personalized, flexible,
and dynamic instruction. From the first day of Pre-K
to graduation day, HMH programs offer teachers,
families, and administrators a path for raising student
achievement.

www.helbling.com/english P www.hmhco.com P

E: l.madsen@helbling.com karl.brady@hmhco.com
Contact: Lars Madsen +35 3879158501 Contact: Karl Brady

IELTS Independent Authors

Stand: 08
IELTS is the world’s leading English language test for higher
education and global migration, delivered at over 1,100
locations, and accepted by over 10,000 organisations. In
the past year, over 3 million IELTS tests were taken in over
140 countries. British Council, IDP: IELTS Australia, and
Cambridge Assessment English jointly own IELTS.
Follow us:
www.facebook.com/IELTSOfficial
www.youtube.com/IELTSofficial
www.linkedin.com/company/ielts-official
and Publishers
Stand: 02
IA&P is a collaboration of professionals from the
ePublishing world. We’re featuring an exciting collection
of low cost, high quality eBooks and paperbacks on a
variety of topics as well as other social issues. Check out
our materials and support the independent authors,
publishers and social-entrepreneurs that are the future of
ELT. Check out our live book signing schedule too.

ielts.org T www.facebook.com/groups/1247366922047086 O/A

E: rob-howard@outlook.com
T: +48 511333792 Contact: Rob Howard

International House International House

London
Stand: 01
International House London is in the top 1% of language
schools in the UK, judged by the latest British Council
inspections. We have been named best value school in
London and we have been teaching for over 65 years. We
train teachers at every stage of their career: from complete
beginner to the most advanced practitioner.
World Organisation
Stand: 24
International House World Organisation is a network of
160 language schools in 52 countries. We are renowned
for our well-qualified, enthusiastic teachers and delivering
excellent teacher training. We are at Stand 24 to provide
advice and support on the training and development you
need to progress in TEFL.

Please come along to say hello!

www.ihlondon.com O/A www.ihworld.com O/A

E: eva.uddin@ihlondon.com E: info@ihworld.com
T: +44 (0) 2076112425 Contact: Eva Uddin T: +44 (0) 2073946580 Contact: Giuliana Faldetta

B Bookshop CP Course Provider D Digital/Online Services

O/A ELT Organisation / Association P Publisher T Testing & Assessment
28
 Exhibition and Careers Fair
iTEP International LanguageCert
®

In
er

cy
na en

t
tio ici
n al T ro f
e s t o f E n g li s h P

Stand: 48 Stand: 35
The sole mission of iTEP from the beginning has been LanguageCert, a UK-based member of PeopleCert Group, is
to develop and distribute affordable, convenient, and an Awarding Organisation that develops its own language
accurate internet based English language assessment qualifications and partners with renowned organisations
exams worldwide. worldwide to offer high-quality language skills assessment
and certification to the global learners’ community.
We have a variety of assessment exams that are used by
universities, international businesses, secondary schools LanguageCert assesses language skills in English, Spanish
and English language programs. iTEP is the third largest and Turkish, offering the LanguageCert International
English testing company in the United States. ESOL, LanguageCert USAL esPro and LanguageCert AU
TOMER TurkYet qualifications respectively.

www.iTEPexam.com T www.languagecert.org T

E: tshandorf@iteponline.com E: Henry.Tolley@peoplecert.org
T: +39 055283161 Contact: Thomas Shandorf T: +44 7704282163 Contact: Henry Tolley

Learning Resource Let’s Learn English

Network
Stand: 41 Stand: 27
LRN is recognised as an awarding organisation by Ofqual. Let’s Learn English is the only learning platform that offers:
content and practice in all ELT subject areas, preparation
LRN is recognised for its portfolio of international English and practice for all major ELT exams, content for all ages
qualifications for those who want to provide evidence and levels of Young Learners, business English and TKT. It
of their English Language skills. These qualifications are is fully authorable and works with your LMS. It also costs
internationally recognised. less than £1 per month.

LRN also creates qualification in business, enterprise,

management, community awards, Islamic banking as well
as qualifications in education and training.

www.lrnglobal.org T www.letslearnenglish.com D

E: enquiries@lrnglobal.org E: angusesp@gmail.com
T: +44 (0) 2037933519 T: +44 (0) 7495061839 Contact: Angus Savory

Macmillan Education

Stand: 23
Macmillan Education has been advancing learning for over 175 years. Since the earliest days we have established
ourselves as a world leading publisher, building strong partnerships with educators, innovating in pedagogy and
digital content, and inspiring learners to achieve more. In classrooms around the world we know how transformative
learning English can be, and we are passionate about providing students and their teachers with everything they
need to succeed in education, in the workplace, and in life.
As education adapts and changes at an ever-increasing pace, we will always be there – empowering the world’s
teachers to inspire students on their lifelong journeys in education.

Macmillan is a Silver Sponsor for Liverpool 2019

www.macmillanenglish.com
P
E: help@macmillaneducation.com
T: +44 (0) 2078334000

29
Exhibition and Careers Fair MM Publications Multilingual Matters

Stand: 19
With offices, agents and distributors in more than a
hundred countries, MM Publications is one of the world’s
leading providers of ELT and E-Learning material. Our
unique range of international and customized solutions
makes learning a fascinating journey
Stand: 38
Multilingual Matters is an independent academic
publisher, dedicated to publishing the best textbooks and
research monographs in the fields of applied linguistics,
language education, multicultural education and
language learning. We are proud of our ability to publish
cutting-edge research from all over the world. We will be
selling our books at a special discount price at our stand
at IATEFL.

www.mmpublications.com P www.multilingual-matters.com P

E: info@mmpublications.com E: laura@multilingual-matters.com
T: +44 (0) 1173158562 Contact: Laura Longworth

National Geographic Learning

Stand: 18
National Geographic Learning, is a leading provider of English Language Teaching materials for learners at
kindergarten through to adult and academic education. Our unique partnerships with National Geographic and
TED mean we can offer a unique range of authentic materials that can inspire and bring your classroom to life. For
information on any of our titles, visit our website ELTNGL.com.

National Geographic Learning is a Silver Sponsor for Liverpool 2019

ELTNGL.com
P
E: elt.info@cengage.com

NILE

Stand: 25
Discover why NILE is considered one of the world’s leading
providers of professional development courses and
qualifications for ELT professionals, both face-to-face and
online.
Come to our stand to experience our wide range of
Don’t forget, there will be a Pop-up
programmes for both individuals and organisations, meet Stage in the Exhibition featuring short
the team and see how we can work together to meet your presentations between sessions. If
CPD requirements, in the UK and worldwide.
you, or your organisation, would like
to purchase a slot on the Pop-up stage
please email exhibition@iatefl.org for
www.nile-elt.com CP
more information.
E: registrar@nile-elt.com
T: +44 (0) 1603664473 Contact: Alison Lake

B Bookshop CP Course Provider D Digital/Online Services

O/A ELT Organisation / Association P Publisher T Testing & Assessment
30
 Exhibition and Careers Fair
Oxford University Press

Stand: 12 & 16
At Oxford University Press, we are committed to furthering English language learning worldwide. We continuously
bring together our experience, expertise, and research to create outstanding materials, bringing English to life for
millions of learners and teachers around the world.

Our friendly team is already looking forward to seeing you at the OUP IATEFL stand in Liverpool.

Oxford University Press is a Bronze Sponsor for Liverpool 2019

www.oup.com/elt
P
E: Elt.enquiry@oup.com

Pavilion ELT

Stand: 33 Free tea and coffee will be served in

Whether you’re looking for ideas for your next lesson or
want to learn new tips and techniques, Pavilion ELT can
support your teaching practice.
Visit our stand (33) to dip into our award-winning ETpedia
series; browse issues of our magazines: English Teaching
professional and Modern English Teacher; try out MyCPD;
and ask us about our special conference offers.
the Exhibition during opening hours
and food will be available to buy in the
catering area during lunch. On Friday,
when the Exhibition is closed, free drinks
will continue to be offered elsewhere
within the venue.

www.pavilionelt.com P

E: info@pavilionelt.com
T: +44 (0) 1273434943 Contact: Kirsten Holt

Pearson English

Stand: 26
We’ll be delighted to welcome you to the Pearson English stand, where we’ll be showcasing new
series for general and business English, EAP, test preparation and young learners, alongside our
range of English tests to help you place, benchmark and certify your learners. Please come by
and chat to a Pearson representative, discover the course that best suits your students’ needs, leaf
through our fabulous new Graded Readers, or test your skills with our new English Benchmark test.
Look out for our programme of events, with sessions, discussions and opportunities to meet authors and win prizes.
We’re looking forward to seeing you!
Pearson English is a Bronze Sponsor for Liverpool 2019
english.com/iatefl P T
pearsonpte.com
E: eltpearson@pearson.com (Pearson ELT) / richard.simpson@pearson.com (Pearson Assessment)

31
Exhibition and Careers Fair Pilgrims

Stand: 29
Inspired teachers inspire students!

We’ll inspire you to motivate and engage your learners. Come and speak with Jim, Lizzie and
Klaudia and we’ll explore how we can help you create the future you deserve!

Pilgrims is a Bronze Sponsor for Liverpool 2019

www.pilgrims.co.uk
CP
E: jim.wright@pilgrims.co.uk
T: +44 (0) 1227762111 Contact: Jim Wright

Pronunciation Club Richmond ELT

Stand: 43
Hi, Welcome to Pronunciation Club J
I presented at IATEFL in 2016 (poster) and 2017 (workshop).
Thank you for any feedback you gave me. It really helped
to further develop my pronunciation course into the
easiest way to learn English pronunciation! I’m excited to
welcome you and show you the new updates at Stand 43
beside the Pop Up Stage.
Stand: 46
Richmond publishes a wide range of innovative courses
and materials for primary, secondary and adult learners,
all supported by our state-of-the-art learning platform
and apps, as well as exam courses and practice tests,
grammar, vocabulary and teacher resources, and readers.
This year we are proud to exhibit our now complete adult
course, Personal Best, and our ELTON-longlisted primary
course, Compass.

www.pronunciation.club CP www.richmondelt.com P
E: marianne@pronunciation.club E: info@richmondelt.com
T: +353 (0) 867335516 Contact: Marianne Jordan

Silva Education Supermemo

Stand: 06
Silva Education is an independent publishers
specialising in high quality materials that develop
reading skills and cultural awareness. Based in the UK and
Brazil, we produce attractive, engaging and culturally-
sensitive educational materials that make learning more
accessible and enjoyable.
Stand: 44
SuperMemo World is an e-learning publisher with over 25
years of experience in providing services and content for
language learning. Our offer combines outstanding digital
and book content to learn over 10 languages. All resources
are available under one online platform accessible also via
mobile apps for Android and iOS.

www.silvaeducation.com P www.SuperMemo.com P

E: sales@silvaeducation.com E: sebastian.sobkowiak@supermemo.com
Contact: Rhiannon Ball T: 00 48 506195942 Contact: Sebastian Sobkowiak

B Bookshop CP Course Provider D Digital/Online Services

O/A ELT Organisation / Association P Publisher T Testing & Assessment
32

TELC
Stand: 20
Offering over 80 examinations in 10 languages, telc –
language tests is one of Europe’s leading examination
boards, recognised among others by Ofqual. We also
publish teaching and learning material and offer a wide
variety of CPD courses. Join us at stand 20 and see what
marvellous surprises await you this year! Come by – we
look forward to seeing you!
www.telc-english.net
E: info@telc.net
T: +49 69956246-10 Contact: Jana Christoffel
University of
Birmingham
Stand: 39
The Department of English Language and Linguistics
at the University of Birmingham is a leading centre for
postgraduate study in English Language. We offer MA
programmes in Applied Linguistics, Applied Linguistics
with TESOL, Language, Culture and Communication and
TESOL, and PgCert programmes in Applied Linguistics and
in TESOL, as well as supervising postgraduate research.
Distance learning options are available.
www.birmingham.ac.uk/elal
E: elalpg@contacts.bham.ac.uk
University of Central
Lancashire
Stand: C8
Recognised by industry professionals internationally,
our courses deliver a strong emphasis on practical and
vocational development. Our TESOL provision:
• BA (Hons) TESOL with a Modern Language (integrating
Trinity Cert TESOL)
• MA TESOL and Applied Linguistics (teaching experience
compulsory)
• MA TESOL (no prior teaching experience necessary)
• Cambridge TKT exams
We also offer Trinity Cert TESOL and a range of language
programmes.
www.uclanfcci.co.uk/language.html
E: JLeonard2@uclan.ac.uk
T: +44 (0) 1772893006 Contact: Josephine Leonard
Exhibition and Careers Fair
Trinity College
London
Stand: 36
Trinity College London is an international exam board and
educational charity that has been providing assessments
around the world since 1877. With more than 850,000
candidates a year in over 60 countries, Trinity English
language and teaching qualifications are recognised and
used in countries all around the world.
Visit: ww.trinitycollege.com/worldwide
T www.trinitycollege.com T
E: Lisa.Donald@trinitycollege.com
T: +44 (0) 7341072495 Contact: Lisa Donald
Some of our exhibitors will
be using badge scanners
during the conference. It’s
an easy way to exchange
contact details so they can keep in
touch with you. Your badge will not be
scanned without your permission. By
agreeing to have your badge scanned,
you accept that the exhibitor will receive
some of your delegate information
including your name and email address.
CP
University of Exeter
Stand: C9
The Graduate School of Education is ranked 6th in the UK
for world-leading research and internationally excellent
research in education (REF 2014). We offer an extensive
range of postgraduate TESOL programmes: PG Certificate/
Diploma; Full time and Summer Intensive Masters, and
Doctor of Education. Our academic staff will be available
to answer your questions and we look forward to meeting
you.
CP www.exeter.ac.uk/education CP
E: s.troudi@exeter.ac.uk
Contact: Dr Salah Troudi
33
Exhibition and Careers Fair University of Sheffield

Stand: C1
The ELTC supports thousands of learners and hundreds of teachers on their career paths. Learners come to Sheffield
for pre-sessional, professional and specific English courses and teachers take pre/in-service qualifications
(CELTA/Delta/TKT), various Masters-level degrees and tailored international programmes. From January, we recruit
teachers for our summer programmes. Join us at the Careers Fair to find out more.

University of Sheffield is a Bronze Sponsor for Liverpool 2019

sheffield.ac.uk/eltc
CP
E: eltc@sheffield.ac.uk
T: +44 (0) 1142221780 Contact: The University of Sheffield - English Language Teaching Centre (ELTC)

University of Stirling York Press

Stand: 45
The University of Stirling offers a range of Masters course
for those either working in, or planning to work in, any
area of teaching English to speakers of other languages.
Ranked top 5 in the UK for Education (Times and
Sunday Times Good University Guide 2019), our TESOL
qualifications offer an excellent balance between theory
and practice using a range of cutting-edge, innovative
teaching methods.
Stand: 05
York Press is a major force in international educational
publishing - digital, print, e-learning and assessment.
Founded in 1978 by Dr. Khalil Habib Sayegh, drawing
on the resources of a wide range of educational
experts, authors, consultants, developers and creative
professionals, York Press educational materials and
e-learning solutions are now sold in over 100 countries
worldwide.

www.stir.ac.uk CP www.york-press.com P

E: tesol@stir.ac.uk E: carol.salloum@ldlp.com
Contact: Anne Lawrie T: 00 96170151017 Contact: Carol Salloum

Mailability will be available on Thursday

afternoon and Friday morning for you to
arrange to post your purchases back home.
Make the most of this service to save some
valuable space in your luggage and avoid
paying for heavy baggage at the airport.

B Bookshop CP Course Provider D Digital/Online Services

O/A ELT Organisation / Association P Publisher T Testing & Assessment
34
What are Pre-Conference Events?

Pre-Conference Events
Pre-Conference Events (PCEs), organised by our Special Interest Groups (SIGs), will be held on
Monday 1 April 2019. They are designed for delegates who wish to concentrate on a particular
topic. PCEs are planned as professional development days and participants will receive a
certificate of attendance. Unless otherwise stated, PCEs will be taking place within the ACC.

How do I book a Pre-Conference Event?

You don’t need to be a member of a SIG to attend their PCE, all are welcome. All you need to do is
add one to your conference booking (see page 3). PCEs are full-day events so you can only book
one and we recommend that you book early as there are limited places available, your place at
the PCE will not be confirmed until payment is received.

Pre-Conference Event fees

IATEFL Non-
member member
Early bird
£57 £70
For bookings made and paid in full before 16.00 (UK time) 10 January 2019
Standard
£73 £86
For bookings made and paid in full after 16.00 (UK time) 10 January 2019
Please note, lunch is not included in the price of the PCE. There will be catering options
available to all delegates at the venue(s) or you are welcome to bring your own.

About 2019’s Pre-Conference Events

Business English and
Teacher Training & Education
Training (Business) English teachers to
prepare learners for modern workplaces:
Integration of soft skills
In a rapidly globalised world, adult English
learners today typically need communication
skills, such as negotiating, presenting and
managing meetings, as well as soft skills
associated with a workplace context, such
as collaboration, teamwork and intercultural
competence to be employable. Such soft
skills are often described as transferable skills
because they are not directly related to a
specific position or job. In this PCE, our aim is to
explore how best we can prepare and support
business English teachers in designing and
delivering courses which integrate soft skills
and help learners function more efficiently in
today’s business world.
The challenge is complicated by the fact that
English teachers tend to come to the job
either with a background in ELT, but limited
business experience, or with considerable
business experience but lacking the know-
how normally associated with trained
language teachers. In addition, teachers
may be required to teach in quite different
contexts, (e.g. tertiary, language schools or in-
company), which place completely different
demands on the teacher.
The day will start off with talks /workshops by
experienced practitioners in the field before
moving on to focus groups which will each
consider different parts of the challenge.
The final discussion will aim to bring the key
points and perspectives together.
Our speakers for the day will be: Ben Knight,
Gordon Lewis and Ros Wright.
ESOL
Meeting Challenges and Exploring
Solutions in the ESOL Classroom
The field of teaching ES(O)L is growing at
an urgent pace and ES(O)L practitioners
are required to navigate many challenges

35
 and issues in the classroom that are framed
Pre-Conference Events and impacted by external factors such
as   migration and globalization. Our PCE
is aimed at examining some of the most
pressing issues in our field, providing a space
for networking and discussion, and also
sharing practical ideas for our classrooms.   in Liverpool. Some of the core themes and
Presentations and workshops:
Dr. Mike Chick will discuss the contextual
challenges that ES(O)L practitioners currently
face. Basing his talk on research carried out in
Wales, he will share the lessons he has learnt
about ESOL in the UK and make the case for
creating a more unified ESOL profession,
reinforcing Simpson & Cooke’s (2009) call for
practitioners to ensure that they are informed
and organized. This call has never been more
relevant than during this current populist
political climate.
Jenifah Abu-Hassan will explore the challenge
of how ESOL practitioners can take a sensitive
subject such as feminism into the class
without creating tension among learners.
Johanna Sterling will present five strategies
and ideas on how to provide weak spellers
with the support that they need and which
grew out of Johanna’s research into how
spelling is taught to native-speaker children,
people with dyslexia, illiterate adults, and in
ELT and ESOL.
Emily Bryson will run a workshop on how
to create accessible learning materials for
the ES(O)L classroom, which inspire and
support learners with a range of educational
backgrounds and literacy levels.   of terminology and beliefs in EAP QA: Do you
Philida Schellekens will look at activities
which address the very difficult challenges
that multilevel classrooms presents.  She will
suggest ideas that will ensure teachers can
meet students’ individual needs and examine
the question of how to differentiate tasks for
classrooms.
We will end the day with final thoughts, a
panel discussion and networking.
36
English for Specific Purposes
Quality Assurance in ESP and EAP: 
academic and occupational perspectives
We are delighted to announce our pre-
conference event for the IATEFL Conference
questions we will explore are:
• Quality and accreditation in ESP and EAP
• Implications and challenges of setting
standards in ESP and EAP
• Does accreditation ensure quality?
• International versus local accreditation
schemes in ESP and EAP
For this year’s PCE in Liverpool, we will be
partnering with EAQUALS (www.eaquals.org)
– and BALEAP (www.baleap.org) - an exciting
opportunity for us to foster a link between the
field of ESP/EAP and quality assurance.
In the first half of the day, we will have plenary
speakers and panellists. Then, in the second
half we want to give all delegates the chance
to explore and discuss issues and challenges
surrounding quality in ESP and EAP through
breakout groups and mini presentations.
Finally, we will bring the day to a close with
reflections from the day.
Our speakers are:
Tony Prince, NILE, ‘The EAQUALS Academic
Purposes Framework project’
Conrad Heyns, BALEAP ‘Accreditation
Occupation’
Maxine Gillway, Chair BALEAP ‘The challenge
see what I see?’
Milena Tanasijevic, ESP scholarship winner
‘Quality Assurance in ESP Curriculum
Development in HE institutions’
Inclusive Practices & SEN
“Home”: Reaching Out to Creativity
Please note, this PCE will be held at The Quaker
Meeting House, 22 School Ln, Liverpool L1 3BT.
Delegates will be required to register at the ACC.
Many ELT materials are rich in visual images,
and most teachers make use of some songs or
roleplays in their lessons, offering some relief
from the traditional book-based learning.
How many of us, though, really scratch
deeply enough below the surface to build
our teaching around the use of creative arts
in deeply meaningful learning activities?
The interactive sessions in our PCE all take
a creative art form as a starting point and
explore its application in the ELT classroom,
considering how it can enhance inclusivity.
We’ll be looking at ways of using music, drama
and storytelling in the language classroom.
So get ready to roll up your sleeves and start
participating.
The central topic of the day is ‘home’: a topic
which all learners can relate to, but also
have very different views of. This range of
experience will be explored and embraced in
the three workshops and brought together in
a performance with all participants. The day
will also include time for the participants to
talk about their own practice and share their
experiences.
For more information about the workshop
sessions, please visit https://ipsen.iatefl.org.
Leadership & Management
Looking backwards, moving forward –
Effective evaluation & improvement
One of the key parts of the management cycle
is evaluation. We start with a vision, use it to
help us strategise and set goals and targets,
and then think about the standards we would
like to achieve. Then we evaluate our success
and make changes somewhere in the process.
But how best to evaluate?
This Pre-Conference Event will look at this
cycle, with a focus on evaluating what has
been done, and using this evaluation in
effective planning and implementation.
Would you like to take a step back, look at
what you do in your job and how your team /
department / school functions, and see if you
could be doing it better? Then this day-long
workshop is for you!
Pre-Conference Events
Learner Autonomy
Supporting educators in developing
language learner autonomy
It is exactly four decades ago that the
‘foundation document’ of learner autonomy
was published by the Council of Europe
(cf. Holec 1978). Although the term ‘learner
autonomy’ has been a buzz word in the
literature on language learning and teaching
ever since, the implementation of its
basic principles, i.e. supporting learners in
developing the ability to direct their own
learning in and through their target language,
leaves much to be desired. We know that there
are several reasons for this state of affairs.
Most important is probably the reluctance
and scepticism of practising educators to
move into the unknown as basic educational
changes tend to cause misgivings. The
question is how educators can be supported
in and when developing language learner
autonomy?
We are happy to announce that Prof. Ema
Ushioda, University of Warwick, will be our
first plenary speaker, opening the day with
her talk: ‘Motivational perspectives when
developing language learner autonomy’.
Her talk will be followed up by a workshop,
dealing with issues raised by the plenary.
After lunch, the day will continue with a
talk by Dr. Giovanna Tassinari on ‘Opening
spaces for learning language advising for
autonomy?’, and informal interactive poster
sessions, providing answers and/or solutions
to the misgivings of practitioners wanting to
develop learner autonomy (further details to
be announced).
The intention is – as always – to create an
interactive day resulting in an increased
impact of language learner autonomy not only
on everyday language learning environments,
but also on research-related issues.
37

Pre-Conference Events Learning Technologies
Feedback in a Digital Age
Please note, this PCE will be held at The Racquet
Club Hotel, 5 Chapel Street, Liverpool, L3 9AG.
Delegates will be required to register at the ACC.
Are you keen to innovate by providing timely,
interactive and effective feedback? Do you
want to know which tools to use to do so? If
so, the Learning Technologies SIG PCE is for
you...
Why you should join
Feedback is a powerful and essential element
in our learning and teaching journey. It
highlights and reinforces our strengths and
areas for improvement, and identifies specific
ways to approach and change the way that we
work. In fact, feedback is so vital that studies
conducted in the classroom have found it
to have a significant impact on learning and
learner satisfaction (Gibbs & Simpson, 2004).
However, delivering helpful and actionable
feedback effectively is no mean feat. Made
even more difficult by the expectation to go
digital and the wealth of platforms and tools
to choose from.
Beginning with a look at what we mean
by feedback, why use it and the various
types of feedback that can be delivered, the
morning offers a consideration of teacher and
technology merits, and how best to marry the
two. We’ll also examine the criteria on which to
base the choice of tool that fits your context.
Our Plenaries are:
• On Feedback (and ‘feedback’) by Angi
Malderez
• Making sense of digital feedback by Helen
Allen
• Speaking with AIs, feedback, and being
human by Joshua Underwood
• What can technology do for assessment
and feedback by Russell Stannard
Afternoon interactive sessions
To start delegates get practical with building
e-portfolios of different assessment tools,
trying speaking activities with Amazon
Alexa/ Google Assistant, plus seeing and
sampling tools such as Write & Improve/
Speak & Improve and Corpus Bot. Then,
delegates share their experience with digital
feedback in round table discussions providing
opportunities to discuss experience and best
practice with others.
See you in Liverpool!
Literature and Materials Writing
Creative Arts and Materials Writing
Most teachers who use texts taken from the
arts – be they literary, visual or musical –
create activities to accompany them, and
many of these teachers create materials for
publication, or would like to know more
about how to do this. Similarly, professional
materials writers often incorporate creative
materials into their publications, or would like
to explore how to do so. This joint event is,
therefore, a marvellous opportunity to share
expertise and experience.
We are delighted to announce that our day
will begin with a talk by David Crystal, who
will argue for the integration of the study
of language and literature into English
language courses. Anyone who has heard
Professor Crystal speak before will know that
we can expect an insightful, stimulating and
entertaining beginning to the day.
The event continues with a rich and varied
programme:
• learning from the literary greats:
encouraging creativity in the materials
writer and the learner
• creating materials for teaching extracts
from Shakespeare
• using contemporary stories and poems:
the BritLit project and teacher-generated
resources
• using artistic images to generate
imaginative responses and creative work
• graded readers: adapting classics vs
writing original stories and pitching ideas
to publishers
• developing materials based on plays, films

38
 and scripts which practise skills other than
reading.
Our speakers are:
• David Crystal, Language BLANK Literature:
from Conjunction to Preposition
• Christina Klein Wolf & Eduardo Wolf,
Shakespeare for language and literature
students: choosing extracts, designing
• Cheryl Palin, Taking a leaf out of the books
of great writers
• Alan Pulverness, BritLit: Teachers doing it
for themselves
• Hania Krystyna Bociek, The art of it all...
Paintings to inspire your material
• Alice Savage & Walton Burns, Play with
Language: Teaching Communication Skills
with Theatre and Video Scripts
• Helen Holwill & Nicola Prentis, How to
write Graded Readers (a.k.a. Get paid to
write fiction)
Pronunciation
“Pronunciation teaching: a kaleidoscope
of perspectives”
Pronunciation teaching can certainly have
a more active role in classrooms across
the globe. From helping learners to sound
more intelligible, to helping them to
better understand spoken – and written –
communication, resorting to a wider range
of strategies and teaching techniques can
enhance the quality of lessons and contribute
to helping learners to communicate more
effectively in English in a greater range of
contexts.
In this PCE, we will look at how skills and
systems can walk hand-in-hand with
pronunciation work, bringing more relevance
and applicability to the work done in class.
We will also discuss how learners can transfer
the strategies learned in class to real-life
contexts outside of the classroom, aiming at
maximizing their learning opportunities.
Pre-Conference Events
Research
Communicating and Learning from
Research
The IATEFL ReSIG PCE event in Liverpool 2019
will focus on the dynamic interaction between
academics and teachers in relation to research
with a particular focus on teacher research.
The morning session will begin with a plenary
talk by Anne Burns about possible ways that
teacher researchers can learn from academic
research. This will be followed by concurrent
poster presentations. The afternoon session
will commence with a second plenary talk
by Richard Smith on potential opportunities
for academics to learn from teacher research.
Subsequently, there will be a further poster
presentation session. At the end there will be
follow-up sessions to reflect on the plenaries
and poster presentations and to discuss future
action plans.
10.00-10.15 Welcome and opening of day
10.15-10.45 Plenary - Anne Burns on “What
can teacher researchers learn
from academic research?”
10.45-12.00 8 poster presentations including
time for coffee
12:00-13:00 Lunch break
13.00-13.30 Plenary - Richard Smith on
“What can academics learn
from teacher-research?”
13.30-14.45 8 poster presentations including
time for coffee.
14.45-15.30 Poster presenters’ individual
reflection on feedback from
delegates, and their ideas for
future action based on the
feedback.
15.30-16.15 Follow-up on plenary talks
and poster presentations
moderated by plenary speakers.
16.15-16.45 In groups discuss possibilities
of setting up (international)
collaboration groups.
16.45-17.00 Evaluation and winding up of
day.
39

Pre-Conference Events Teacher Development
and Global Issues
Are you a social justice warrior? Exploring
the ifs, whys, and hows of social justice in
our practice
This term can be loaded with both positive
and negative connotations depending on
your perspective and teaching context. Is it
our part of our professional mandate to be
social justice warriors?
This year’s PCE sets out to explore the
connotations of the term and ways it might
influence our work in the classroom with
students of all ages and levels. Our world
today includes a complex set of issues
that affect us all, namely climate change,
inequality, immigration, and discrimination.
Key questions will include: Is it our job as
language educators to bring issues of social
justice into the classroom? How do we create
lessons that inspire our students to improve
the social conditions around them? What
activities can we do in our lessons that enable
students to engage fully with the topic? Most
importantly, how do we develop our own
approaches to involving these types of topics
in our varying teaching contexts?
If you value the potential for ELT to
meaningfully involve students in global
issues around us all yet are unsure of our
roles as teachers in this scope, come to our
PCE in Liverpool 2019 and engage with
these challenges through a balanced mix of
plenaries, short talks, and open space sessions,
which will shape the discussions through
emergent and relevant paths to us. Plus, we’ll
celebrate the opportunities to connect our
two SIG communities and take advantage of
the networking that this event represents.
Testing, Evaluation & Assessment
Authenticity in Assessment of Productive
Skills
• What is authenticity and why is it important
in test task design?
40
• How do we match the skills from authentic
communication with test constructs?
• How do we balance authenticity and
practicality in test development?
• How do we as teachers source and
introduce our students to authentic tasks?
• Using the CEFR what productive skills are
important in maintaining authenticity?
• Where does authenticity fit into formative
and summative assessment?
• How is authenticity and test validity linked
and how can we prove it?
• Is authenticity directly linked to test
usefulness and washback?
• What tools do we have to help us source
authentic language?
In this 2-part PCE our experts will answer
the questions above and more in their
presentations and hands-on workshops to aid
and assist teachers source and prepare their
students for learning of speaking and writing
language in real-world communication.
We will demonstrate how to integrate
authenticity into both classroom assessment
and larger scale test development in order to
bridge the gap between what students learn
and what they will use in their target language
use domain – the real world that is!!
The PCE is aimed at teachers with all levels
of experience who wish to expand or refresh
their knowledge on this subject and put it
to practical use. There will also be room for
questions to the speakers during our panel
discussion on best practice at the end of the
afternoon.
Speakers (plenaries and workshops)
• John Pill, Lancaster University:
»» Plenary - Authenticity in Assessment:
What does it mean?
»» Workshop - Finding a Balance between
Authenticity and Practicality in Test
Development
• Sian Morgan, and Andrew Kitney,
Cambridge English:
»» Plenary & Workshop - Authenticity:
Turning Theory into Tasks
• Dana Gablasova, Lancaster University:
 »» Plenary - Computer-Aided Approach to upper secondary (ages 15 – 17).

Language Testing
»» Workshop - Corpus Analysis of Language
for Testing Purposes
Young Learners & Teenagers
Building bridges and finding common
ground in TEYLs
In many global contexts, pedagogies used in
English lessons in pre-schools, primary and
secondary schools remain completely separate
from the language-driven approaches found
in out-of-school English courses delivered by
private providers. The 2019 Pre Conference
Event aims to identify common ground and
build bridges to enable TEYLs practitioners to
emulate and integrate best age appropriate
practice from both worlds.
We will kick off with an opening plenary by
Janet Enever who will focus on early years
(ages 2 – 5) and primary (ages 6 – 10). This will
be followed with a second plenary by Dave
Spencer focused on lower (ages 11 – 14) and
Pre-Conference Events
The plenaries will be followed by four shorter
‘TED’ style talks:
• Early Years: Joan Kang Shin & Luciana
Fernandez
• Primary: Shelagh Rixon & Amanda Davies
• Lower Secondary: Dirk Lagerwaard &
Bruno Andrade
• Upper Secondary: Leticia Moraes & Simon
Pounder
After the Ted talks, delegates will be invited to
participate in an open space format. During
the open space, delegates will decide which
age range team (early years or primary or
lower secondary or upper secondary) they
prefer to join according to their interests. This
will offer delegates an excellent forum for
deeper engagement with the TED talkers via
Q&A.
We intend to wrap up the PCE with an
interactive workshop facilitated by Virginia
Parker exploring how we can reconcile the
‘two separate worlds’ in TEYLs.  

Get involved in IATEFL Special Interest

Groups and connect with other professionals
from within your ELT specialism

Share your ideas and work with your global peers

Network with like-minded professionals
Apply for exclusive scholarships
Attend local events

Visit www.iatefl.org for more information

41
 Please note that the ‘Preview of Presentations’ in this brochure is provisional
Preview of Presentations and will change before the conference. Updates will be on our app and
in the Conference Programme that delegates will receive on arrival at
the conference. The Conference Programme will also be available on the
IATEFL website in March.

Poster presentations
The poster presentations will be on display throughout the conference. A dedicated 10-minute
slot will be programmed each day for poster presenters to be at their poster to discuss it with
delegates and to answer any questions. The Conference Programme will show which presenter
is on which day.

RES, TD Teacher research through the lens of language teachers

Hamdan Alzahrani
EAP, TEA EAP: the paradox of the pre-sessional course entry/exit levels
Angeliki Apostolidou
EAP Going back to the roots: showcasing a vocabulary-building class
Irina Berger
LT, TTEd Digital literacies in the EFL classroom: a comparative pilot study
Claudia Burger & Polina Shvanyukova
EAP, TEA Do pre-sessional courses prepare students enough for their Master’s degrees?
Julie Hughes
GI, YLT Fostering global citizens through intercultural dialogue in the EFL classroom
Nermine Kotb
LT, TTEd E-portfolios in higher education for student EFL teachers
Oxana Loksha & Anna Budarina
TD Being nice to difficult students: does it pay?
Ekaterina Lukianchenko
GEN ELT through yoga: TPR approach to improve speaking and listening
Shaila Mahan
LT, MD Joining the EdTech revolution
Anna Neil
RES, TTEd Features of grammar that are difficult to learn for Chileans
Oriana Onate

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

42
 MD Strategies of teaching English to adults with low self-motivation

Preview of Presentations
Martha Ada Onjewu & Chinelo Nwokolo
ESOL, TTEd Reflection in EFL pre-service teachers practicum : a Chilean case study
Priscila Riffo Salgado
ESAP, ESP Motivating media students with cross-cultural video exchanges
Kate Sato & Birte Horn
AL, LA Investigating self-control strategies of university students learning English in Japan
Tatsuya Taguchi
GEN From passive to active learning for college students
Helen Takahashi
EAP, TTEd Opportunities, challenges and impact of co-teaching in the Nepalese classroom
Sanjaya Timalsina
LT, RES Digital creative writing and academic writing skills
Birsen Tutunis
BE, RES Take-up of English language training in a corporate context
Desiree Verdonk

Other presentations
The following pages list the presentation titles and names of presenters offering talks, workshops
and forums. Entries are listed alphabetically by surname under the day they will present.

Tuesday

LA Communication with AI in an EFL context in Japan

Makiko Abe
GEN Elevator Pitch - an innovative strategy to assess speaking
Yessica Aguilera
LT Student empowerment through the integration of virtual reality
Maria Belen Albarracin Fernandez
TTEd So what? Student-teachers’ reflections on their microteaching practice
Loreto Aliaga
BE, ESP Deconstructing TED talks to improve communication through project-based learning
Sarah Arce
EAP, PRON Pronunciation in the EAP classroom: strategies for increasing integration
Gemma Archer
TEA Functional. Not functional: rethinking IELTS Writing
Greg Archer
LT, TEA Using augmented reality applications in classrooms
Yasmine Atwa

43
 EAP, RES Pedagogic codes and students’ perceptions of an EducationUSA Academy (EAP)
Preview of Presentations AL, TD
James Badger
The four acts of language - statement, question, exclamation, command
Stefania Ballotto
GEN Why personal is best: which personalisation activities work and why
Daniel Barber
TTEd Contextualised CPD: bringing equality to teaching and professional qualifications
Ben Beaumont
TTEd Frameworks for teacher training sessions and workshops
Briony Beaven
LT, TEA Using automated scoring technologies in different learning contexts
David Booth
RES Vocabulary learning opportunities: are coursebooks enough?
Raffaella Bottini
LT Connecting with the video generation
Michael Brand & John Wolf
TD Teacher burnout: causes, effects and how to cope with it
Simon Brewster
ESOL, RES Critical pedagogy and teacher resistance: an exploration
Steve Brown
LT, MD LearnEnglish skills materials - for the mobile generation
Joanna Budden & Kevan Cummins
ESP, TTEd Developing curricula to meet learners' objectives in professional English
Neil Bullock
TD, YLT Four conditions for building classroom community
Walton Burns
TD Through the tunnel: a way into significant learning
Vera Cabrera Duarte
LT, RES Exploring students’ use of and beliefs about technology in class
Niki Canham
GEN Stand out with BACs International English Language Provider (IELP) scheme
Alexandra Carr & Paul Fear
BE, TD Helping learners become successful international communicators
Chia Suan Chong
IPSEN, TD Labels are for clothes – challenging gender stereotypes in the classroom
Georgie Clark
LAM Creating a culture of feedback
Lucie Cotterill

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

44
RES, TEA Teachers, learners and materials writers: best practices for exam preparation

Preview of Presentations
Niall Curry & Tony Clark
TEA, YLT Assessing pupils’ entering behaviour for productive skills using benchmark texts
Vanessa De Wilde & Geert De Meyer
AL, TD A dialogical approach to bilingual teacher identity shift
Kenan Dikilitas
MD ELT coursebooks and the perpetuation of ageist stereotypes
Heloisa Duarte
IPSEN, TD Supporting SEN learners in the language classroom: tips for teachers
Agnieszka Dudzik & Agnieszka Dzieciol
GEN Teaching adults: making it easy with andragogical principles
Aline Dyna
TTEd, YLT Storytelling and dramatization for young learners: a sample lesson
Aydan Ersoz
LA Reflective learning and teaching in higher education: why and how?
Hatem Essa
TD, TTEd Neuroeducation: multiple dimensions of the executive functions in the classroom
Andreia Fernandes
TEA Precision through adaptive testing: designing the Oxford Test of English
Colin Finnerty & Sarah Rogerson
TD The Tao of teaching - professional development using ancient texts
Diarmuid Fogarty
ESOL, TTEd Culturally and linguistically diverse pedagogical content knowledge in teacher
education
Elizabeth Franklin
PRON Accent management: an opera singer's strategies to improve pronunciation
Simon Gfeller
TTEd Connecting teacher education and teaching materials
Kathleen Graves & Sue Garton
GI, TEA Using the Common European Framework of Reference in Malaysia
Anna Greene
ESAP A case study of content-based pre-sessionals: challenges and benefits
Cheryl Greenlay

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

45
 TD, TTEd Managing individual differences in the language classroom
Preview of Presentations AL
Carol Griffiths & Adem Soruc
Towards a pragmatically determined approach to language teaching
Peter Grundy
ESOL, LA Exploring autonomous learning strategies that work well for refugees
Rasha Halat
GI, MaW How to tackle gender-based issues in the ELT classroom
We'am Hamdan
PRON Pronunciation: muscle, mind, meaning, memory
Mark Hancock
MaW, RES COBUILD English Usage: evolving language in a changing world
Penny Hands
LA Guilt-free teaching: when less planning leads to more learning
Katie Louise Harris
TD, YLT How to develop positive discipline with teens and young learners
Rachael Harris
LA Coaching students to success - classroom tools and techniques
Marcela Harrisberger
LIT, MD The free cypher - teaching creative response
Camilla Heath
IPSEN, TEA Inclusive practices to improve fairness and performance on EFL exams
John C. Herbert, David Taquet & Anis Ur Rehman
FD, RES Inquiry-based English learning in Bangladesh higher education: where to start?
Md Golam Jamil
LA Bringing the outside in: exploiting authentic materials chosen by learners
Andy Jeffery
BE, LT Ensuring cultural and workplace readiness for digital language learning
Andy Johnson
AL Linguistic competence and successful spoken English
Christian Jones
TTEd, YLT Liquorice allsorts: teaching mixed-ability teenage classes
Niki Joseph

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

46
LAM Giving quality feedback to teachers

Preview of Presentations
Natallia Kaliuzina
AL, YLT Authentic language use in primary CLIL: a corpus-based analysis
Ronald Kemsies & Georg Hellmayr
MD, YLT Developing life skills and learning through play
Delia Kidd & Roxana Herescu
TEA How do we know what progress our students are making?
Ben Knight & Clare Harrison
ESAP, LA Project-based learning meta modern environment in foreign language teaching
Inas Kotby
ESP, LT Re-examining the use of a wiki as a collaborative tool
Stella Kourieos
RES, TD Teacher agency and English language teaching in difficult circumstances
Harry Kuchah, Richard Smith, Rama Mathew, Amol Padwad & Prem Bahadur Phyak
LIT Don't kill the book! (incorporating extensive reading into language lessons)
Natalia Ladygina
TD Effective ELT for teens & young adults
Tery Lemanis
MaW, MD "For real": authenticity, relevance and credibility in EFL course materials
Marcel Lemmens
RES, TEA Films in English language teaching: from classroom methodology to testing
Jan-Erik Leonhardt
ESOL, TD Team teaching to support refugees: experiences of MA TESOL students
Cora Lindsay & Jane Evison
PRON Having fun with phonemes!
Cathy Lonngren-Sampaio
BE, ESP Error correction in Business English in the BELF paradigm
Virginia Lopez Grisolia
ESOL, MD Exploring equality, diversity and LGBT lives: a classroom resource
Jennifer MacDougall & Francesca Stella
MD, TD Re-imaging Bloom’s taxonomy
Alan Mackenzie
GEN The long and the short of it - passives re-examined
Jonathan Marks
TEA, YLT Assessing young learners: is it always black and white?
Jacque Martin
LAM, TD The purple pen of progress
Katherine Martinkevich
IPSEN 10 tips to make vocabulary accessible to all your students
Fiona Mauchline

47
 TD Where is TBLT now?
Preview of Presentations GEN
Neil McCutcheon
Lost in transcription: insights from students’ mishearings
Anne McDonald
YLT No iPads? No problem! Teaching digital literacy in low-tech classrooms
Laura McWilliams
GEN Teachable moments: creating them and using them
Piers Messum
TD, TTEd Teacher professional development through project-based learning: mission possible
Blerta Mustafa & Yllke Pacarizi
LA, RES Evaluating a self-access centre: a self-determination theory perspective
Jo Mynard & Scott Shelton-Strong
BE, LT Teaching business English before and after blended learning
Andreea-Katia Nechifor
BE, ESP Mindfulness-based interventions for Business English training
Karina Neira
LT, TEA Continuous assessment system: as a site for more learning
Gobinda Niroula
GEN Fun and benefits with The Beatles hits
Svetlana Nosyreva & Karina Malykh
MD, TD Co-constructing teaching and learning through multimodal tasks
David Nunan & Julie Choi
TD, TTEd Drawing on positive psychology to support language teacher well-being
Elena Oncevska Ager & Sarah Mercer
LA Delivering grammar in a brain-friendly way - neurolanguage coaching
Rachel Paling
EAP, TEA IELTS Writing Task 1: dealing with a 2-diagram task
Sarah Philpot
GI Ways of seeing: drawing activities as paths for deeper thinking
Emma Pratt
BE, LT You’ve levelled up! Motivating university students through gamified e-learning
Catherine Prewett-Schrempf & Anna Weninger
YLT Tinned tomatoes and divergent thinking: developing spontaneity, narration and language
Herbert Puchta & Jeremy Harmer
TD, TTEd From EFL to CLIL teacher in Estonia: pain and gain
Nina Raud & Olga Orehhova
LT, YLT Exploiting technology in student-generated content: the teacher’s role
Louis Ravanel

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

48
LA Learning through connecting: contributions from cognitive linguistics

Preview of Presentations
Sarn Rich
EAP, ESAP Academic writing discourse markers: misuse and overuse by Chinese students
Neil Roberts
ESP The Beatles in ESP: help or hinderance
Ian Michael Robinson
LT, PRON Using a MOOC to teach and research pronunciation
Pamela Rogerson Revell
LT Learner experience design in action
Berta Rojals & Katy Asbury
GI, TD Teaching for life
Maria Estela Ribeiro Jardim Rondon
GEN Towards more effective collaborative learning: a case study
Hend Sabry Etreby Moursi Wahdan
EAP, TEA TOEFL iBT® test resources for English language teachers
Stella Saliari
EAP, ESAP ANIE: a strategy to teach EAP in DRC
Raymond Sangabau
TD, YLT Improving project-based learning through success criteria
Sam Scaife
PRON, RES Affect and identity in learning, teaching and perception of pronunciation
Adam Scott
GI, TEA Bringing the Common European Framework of Reference up to date
Graham Seed
TTEd Playful - yet purposeful - reading
Paul Seligson
GEN What adult learners can learn from children
Leo Selivan
EAP, LT Mobile assisted language learning (MALL) and the EAP classroom
Michaela Seserman
GEN Speaking texts: pretext, context and subtext
Lindsey Shapiro-Steinberg

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

49
 ESAP, LT Creating e&m-learning materials (not just) for students of engineering
Preview of Presentations ESOL, TEA
Christine Sick
What are the effects of low-stakes exams?
Kathryn Sidaway
TTEd Current challenges and strategies for devising professional development for teachers
Alexsandro Silva
EAP, LA Teaching thinking to develop autonomous learners
An Sneyers
GI, RES Fostering students’ intercultural development in study abroad
Pawel Sobkowiak
GEN Using flipped classroom videos in ELT: some considerations and suggestions
Dave Spencer
FD, YLT Language teaching to make a difference: soft skills in action
Armanda Stroia
FD The use of storytelling in English-medium instruction
Birgit Strotmann
LIT Developing creativity and sense of identity through 'poetry of place'
Doris Suchet
IPSEN, MD Raise Up! - our experience creating truly diverse ELT materials
James Taylor & Ila Coimbra
LA, TD The psychology of language learners and teachers - informing best practice
Alex Thorp
GEN Join and grow through ELTeCS, the network of ELT professionals
Renate Marie Thummler Blum, Abdelmajid Bouziane & Alexey Ulko
TEA, YLT Collaborate, learn and develop confidence: project-based ideas for primary classrooms
Michael Tomlinson
GEN Creating contexts for learners' self expression
Adrian Underhill
LT Enhancing exam preparation with digital tools
Evgeny Usachev
IPSEN, YLT Universal design for learning - reaching out to all learners
Mercedes Viola

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

50
AL Lessons from cognitive psychology: distributed practice and the testing effect

Preview of Presentations
Neil Walker
LT Powering the classroom through ideas
Alex Warren
LIT, YLT Don’t refresh the page, refresh yourself - reading in digital worlds
Philip Warwick
MaW Do we really need so many questions?
Peter Watkins
ESAP, ESP Parallel language use OK - but what about the admin staff?
Pete Westbrook
LT, TEA Testing as an enabler, not an inhibitor
Russell Whitehead
GEN Task-based learning via online teaching?
Jane Willis
TD, TTEd Been teaching and teacher training for a long time?
Tessa Woodward
EAP, TEA Classroom activities for developing speaking skills for academic contexts
Joanna Wrzesinska
YLT The world is our classroom: international exchange partnership schools
Young Ae Yoon, Hyuk Ko & Soo Jung Sung
TEA Alternative assessment for a successful communicative classroom
Viktoryia Zelianko
Hornby scholars' presentation: Addressing challenges in especially low-resourced
parts of the Global South
Laurent Ahishakiye, Muhammad Fitri Bin Ahmad, Parwiz Hussain, Victoria Inwang,
Fareeha Manzoor, Marwa Masood, Elyanora Menglieva, Alex Diko David Morjakole

Forum on Vocabulary
EAP The pleasure of derivation - deeper understanding creates better language skills
Richard Hillman
AL, RES New insights into teaching collocations: the spacing effect
Marijana Macis
MD Collocation plus
James Thomas

Forum on Teachers' associations

LAM, TD The role of language teacher associations in professional development
Aymen Elsheikh
TD Growing through reciprocity
Laxman Gnawali
FD, TD Vision and mission in English language teachers’ associations
Beatrix Price

51
Preview of Presentations MaW, MD
Forum on Materials development
Mind the gap: materials, theory and practice
Heather Buchanan & Julie Norton
MaW, MD How (not) to jump into an ELT materials-writing project
Clare Maas
AL, MD Principled materials for diverse contexts and learners - future directions
Hitomi Masuhara

Forum on Graded readers

YLT Making the most of graded readers for children
Elsa Tragant & Anna Vallbona
LA Extensive reading as a project-based learning kick-start
Louise Emma Potter
MaW Designing an English reader with area studies bias
Amalia Babayan

Forum on Peer review for writing

EAP Peer editing of students' written essays: a deeper look
Sanaa Abdel Hady Makhlouf
LT Rethinking peer review with Google Tools for Education
Ana Netto & Barbara Pinto Duarte
EAP The effectiveness of peer feedback in the EAP classroom
Panagiota Tzanni

Forum on Communities of practice through collaborative development

TD Pakistan diaries: teacher development through outreach programmes
Naziha Ali Raza
TD Sharing success: context is key to useful CPD
Tilly Harrison
TD Teachers’ communities of practice: making learning impactful
Daniella You

Forum on Online student engagement

EAP, LT Collaborative learning through Mendeley: effectiveness and students’ attitude towards
it
Maysa Banat
LA, LT Enabling learner engagement on online classes for successful course completion
Rajul Goveas
LT, RES Using analytics to assess student engagement and enhance student success
Esin Caglayan

52
 Forum on IELTS writing

Preview of Presentations
ESAP, TEA IELTS Writing tasks: coherence and cohesion. How can we help?
Louisa Dunne
RES, TEA Developing writing skills for IELTS Writing Task 2 through debate
Natalia Kudinova & Daria Arzhadeeva
GEN Tips for lower-level IELTS writing
Lewis Richards

Forum on ESP course design

ESOL, ESP Assess Well - a vocational English course for the wellness sector
Julie Humble
MaW, YLT Evaluating and designing materials for ESP YLs Football course
Magdalena Salawa
ESP, MD Creating an effective online workspace using Padlet
Olga Stolbova

Forum on Teaching teens

YLT Building self-confidence in teenagers: activities with purpose
Sofia Leone
YLT Do role-play games work with teens?
Elena Peresada
YLT Engage the disengaged - movement games for kids and teens
Dominik Szulinski

Interactive Language Fair

The ILF is a 45-minute event of many presentations. After a brief introduction by the two
facilitators outlining the presentations, delegates will then explore their interests with the
presenters. The presenters will have individual tables and participants can join them to discuss
their presentation in more detail. The presenters will use handouts and a range of materials. This
is a feast of presentations in a single interactive format. The presenters in Tuesday’s Interactive
Language Fair are:
EAP, LT The connection between speed reading in English and Arabic
Fatma Abdelati Elshafie Mohamed
RES, TTEd Students write; students publish
Dario Banegas

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

53
 Interactive Language Fair continued
Preview of Presentations AL Mother tongue barrier for Bangladeshi Manipuri communities in learning EFL
Pranab Kanti Deb
YLT Bringing self-reflection tasks in learning portfolios to life
Azra Erdem
RES, YLT Through others we become ourselves: agency in the secondary classroom
Hendrik Dirk Lagerwaard
FD, GI Intercultural communicative competence and language education: a much needed
integration
Barbara Lapornik
AL Difficulty in learning phrasal verbs: exploring a new approach
Hui-ching Lin
ESAP, LT Mobile-mediated flipped language learning for Korean EFL learners in college
Punahm Park
AL, IPSEN An inquiry into successful Arab EFL learners' strategies
Muhammad Amir Saeed
GEN Spaced Repetition Systems: the neuroscientific approach to vocabulary acquisition
Harisimran Sandhu
TD, TEA 20 years of developing and testing plurilingual competence: a remake
Belinda Steinhuber & Isabella Gruber
FD EFL learners’ attitudes towards English medium instruction courses
Hui-Ju Tsai
GEN Embedding core skills in the DRC‘s secondary school national curriculum
Kaleba Walingene Joseph
RES, TD A study of English language teachers’ teaching conceptions and practices
Pei Zhang

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

54
 Preview of Presentations
Wednesday

TD, YLT Impact of teacher discourse in improving communicative competence of low-achievers

Saima Abedi
GEN The best things in life are free!
Maree Airlie
MD, RES Classifying teachers’ ways of approaching a prescribed reading textbook (Pathways3)
Laila Al Hajri
MaW, MD Deconstructing jigsaw activities
Jason Anderson
RES, TD How do experienced teachers deal with emergent language?
Nick Andon & Danny Norrington-Davies
TTEd Relating course planning to actual learning
Mila Angelova
TTEd Think out loud: scaffolding higher order thinking in feedback sessions
Nelson Arditto
YLT Learning centres: inspiring hands-on learning for (very) young learners.
Viviane Athila
TD, TTEd Hands tied or hands-free? Using constraints creatively in teacher development
Rose Aylett
TTEd Initial teaching qualifications: guff or gold?
Tim Banks
TD, TTEd Moving toward objectivity in lesson feedback
Jeanette Barsdell
LA, YLT Reforming the teenage EFL classroom – from external control to self-mastery
Carmen Becker & Annika Albrecht
FD, TD Tense moments: take a moment to visualise grammar
Sarah Blair
EAP "We are here!" - exploring EAP practitioner identity
Kat Borvinko
LAM, TD Awaydays – a way to explore, resolve and plan
Liam Brown
TEA How long does it take to learn English?
Simon Buckland
GI A teaching challenge: a study of large classes
Gambhir Chand
LAM, TD Developing professionalism in ELT to boost language learning
Marcela Cintra

55
 YLT Fun and challenge in the young learner classroom
Preview of Presentations LT, YLT
Shay Coyne
Quick wins with technology in the BYOD languages classroom
Joe Dale
TTEd, YLT Making the young learner session on Cambridge CELTA courses meaningful
Sinem Daridere
IPSEN Creating an inclusive school environment: strategies from around the world
Ellen Darling
YLT Real-world, relevance, resonance - breathing life into language learning for teenagers
Amanda Davies
LA Learning to learn in secondary and CLIL contexts
Silvana De Camilli
BE, EAP Perfectly formed: aligning learning objectives, critical thinking and academic language
Edward de Chazal
TD, TTEd Trainer development: Why? When? How?
Gabriel Diaz Maggioli
GI Using songs to nurture global citizens in the EFL class
Rita Diveki
BE, LAM Developing conflict management, negotiation and mediation skills through language
training
Ben Dobbs
TD, TTEd Reaching the hard to reach - innovations in teacher development (MENA)
Colm Downes, Hala Ahmed, Micheline Esso, Claire Duly, Yvonne Fraser & Caspar Mays
AL, MaW Creating discourse analysis-oriented reading activities to trigger critical thinking
Sergio Durand
BE, ESAP Meeting the challenges of the Business English classroom
Karen Eini
TD, TTEd Engaging teachers in transformative learning: reflections from a TEFL course
Dalia Elhawary
LA, TEA Drawing as a self-assessment technique for young learners!
Lamiaa ElSheikh
LAM, TD Creating nudges in teacher development
Chris Farrell
YLT The power of critical reading to ignite young learner's minds!
Luciana Fernandez
ESOL, GI diversophy® refugee: a game to integrate locals and newcomer
Anne Fox
BE The intricacies of giving and receiving feedback
Choreanne Frei
MaW, MD Getting it write: an overview of teaching second language writing
Clare Furneaux

56
RES, TTEd Learning together: developing an MA TESOL mentor training programme

Preview of Presentations
Jo Gakonga
GI, TTEd Drama in education for sustainable development in the ELT classroom
Alicja Galazka
YLT Fun and challenge in the young learner classroom
Shay Coyne
ESP, LIT Gilbert and Sullivan: opera, language learning and performance in Segovia
John Gardyne
TEA, YLT The revised Cambridge English Key and Preliminary - a users' guide
Phil Gibbins
LA The motivation mystery: what ELT can learn from wellness apps
Tim Gifford
FD, LAM New oceans for managers: designing courses for older adults
Marina Gonzalez
LAM, TD In-service lesson observation feedback: 3 tips in 3 videos
Natalia Gonzalez Brandi
GEN Bad language: errors and mistakes what you can let go
Frederick Gordon
RES, TTEd Primary student teachers' views of a successful picturebook-based EFL lesson
Tatia Gruenbaum
TEA An introduction to China’s Standards of English
Xiangdong Gu
LA Encouraging learner autonomy and self-reflection using coaching tools
Nivashini Gunasegaran
AL, TD Navigating fads and fashions in ELT: questions for teachers’ development
Graham Hall
AL, TEA Does test preparation work? Grounded theory research of TOEFL®-prep programme
Yuanyue Hao & Chang Liu
TD, YLT Getting teens talking in the age of social media
Janet Harfield
BE, MD The added value of in-company language training
Oksana Hera

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

57
 LIT, MD Asking the right questions: making and choosing effective after-reading activities
Preview of Presentations LAM
Robert Hill
How much a language course costs and why it matters
Andy Hockley
TD, TTEd Who does what in your classroom? Revisiting learner-centredness
Diane Hoggins
TD Teaching today: contexts, priorities and concerns
Susan Holden
MD Designing a sturdy curriculum that sets teachers and students free
Alexandra Holloway
TD Use it or lose it: how to activate professional knowledge
Kirsten Holt
LA EFL learners’ autonomous learning levels and development
Anwar Hussein-Abdel Razeq
IPSEN Out of your seats
Anette Igel
TTEd New Ukrainian school reform: changing education together
Viktoriia Ivanishcheva & Ganna Shovkaliuk
YLT Teaching young learners lexically?
Elisabeth Jackson
ESOL, ESP Real people, real jobs
Helen Jackson
LA Facilitating memory skills and confidence in adult learners
Anna Jancova
GEN Change is inevitable, growth is optional
Rachel Jeffries
LAM What about us? Managers' CPD
Jenny Johnson
LIT, YLT Goldilocks revisited – from folk tale to picturebook in primary EFL
Annett Kaminski
FD, GI Burning issues in ELT: we asked the experts
Yordanka Kavalova
BE, GI Intercultural Readiness Check (IRC): how ready are you really?
Ellen Keates & Ariane Niemeijer
YLT Developing emotional literacy with young learners
Katy Kelly

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

58
LA If learning styles are nonsense, why are we using them?

Preview of Presentations
Kerill Kennedy
GEN From communication to mediation in B1+ language classes
Hanna Kryszewska
LA Extracting the most universally useful lexical chunks from texts
Kenneth Lackman
RES, YLT Extramural English learning and digital media use
Samuel Lefever
TTEd Fiction and narrative in input design - a framework for trainers
Iulia Maria Lehner
TD Designing an online course: a Module 3 Delta experience
Robel Levano
TD Language coaching - the holistic view on teaching
Sandra Lindon
IPSEN Boosting fairness: identifying and reacting to gender bias
Leonina Loback
RES, TD Mental health awareness for employers in ELT
Philip Longwell
AL, RES A corpus-based study: get, go, grow, turn or become?
Jennifer Jean Lowe
TD, TTEd U.S. Department of State worldwide English language programs
Jen MacArthur
YLT A problem-based approach to the teaching of writing
Gokce Mandali Kurdoglu
TEA Developing students' word formation skills beyond exam tasks
Malcolm Mann & Steve Taylore-Knowles
ESOL, TD Anticipating problems: a case study
Peter Martin
IPSEN, TTEd Inclusive practices: meeting trainee needs on Cambridge teacher training courses
Jade Matos Carew
TD, TTEd Promoting reflective practice in tutor-student teacher ESL post-observation
conversations
Bede McCormack

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

59
 LT, TEA New CEFR descriptors: thinking outside the box
Preview of Presentations GI, TD
Russell Sean McDonald
Social justice beyond the classroom: cooperatives and teacher development
Neil McMillan
ESOL Promoting and valuing cultural identity in the ELL classroom
Chris Meoli
TD, TTEd Maximising success in online teacher learning
Karen Momber & Matthew Ellman
GEN How to be successful in discovering and publishing research
Caroline Moore
TEA, YLT Assessing through games
Yvonne Margaret Moore
GEN The glass ceiling: helping advanced learners break through
Steve Oakes
EAP, RES Phrases for academic writing: comparing EAP teaching materials and research
David Oakey
MD, TEA Testing grammar: Yes/no? Why? When? How?
Felicity O'Dell & Frances Treloar
TD, YLT Beyond decoding: guided reading on a national scale
Virginia Parker
GI, MD Visual literacy in ELT: conveying messages critically
Isabelita Peixoto
LA, TEA Designing individual learning projects and assessing them at Level B2
Hansjuerg Perino
GEN Kindful teaching: fostering a positive and productive learning environment
Melissa Perkins
LT, YLT How can we get students to surprise us?
Jeanne Perrett
YLT Why do we need more graded readers?
Terry Phillips
LT GUINEVERE - learn a language through games in virtual worlds
Heike Philp & Letizia Cinganotto
TD, TTEd Advanced teaching skills or chasing a wild haggis
Tatiana Polovinkina
TEA Ensuring test fairness in mixed-level classes
Ekaterina Popkova
YLT Using debates to promote critical thinking in the secondary classroom
Simon Pounder

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

60
TD, TTEd Stop raising awareness already!

Preview of Presentations
Kateryna Protsenko
TTEd, YLT Promoting high-quality thinking in the early years
Carol Read
FD, TD The joy of creative writing in EFL
Mario Rinvolucri
TD, TTEd Taking notice as teachers and trainers
Carole Robinson
BE Adding spice to the mix in the business English classroom
Marjorie Rosenberg
TEA Let's play exams!
Aida Sahutoglu
GI, YLT Enhancing teacher performance through remote team-teaching
Sahar Salha
LAM Using inspection as a tool to promote quality assurance
Philida Schellekens
IPSEN, MD This talk will make you gay (or your materials anyway)
Tyson Seburn
RES Teacher cognition and assessment
Susan Sheehan
LAM, TD Choosing, implementing and evaluating different models of teacher development
Joanna Smith
YLT How to size up kindergarteners’ foreign language learning potential
Grzegorz Spiewak
LT, YLT Escape the classroom!
Graham Stanley
TD, TTEd Dangerous minds: addressing the prism of disappointment
Joanna Stansfield & Marie Willoughby
TTEd Improv: preparing students for the spontaneity of life
Johanna Stirling
MD, YLT EMI: additional input for ESL development in rural Nepal
Motikala Subba Dewan

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

61
 TTEd, YLT Professional development for secondary teachers - what works?
Preview of Presentations TD
Lia Testa Teismann
What is a dynamic lesson?
Christopher Thirlaway
IPSEN, LAM Is TEFL recruitment racist?
Ross Thorburn
MD, TD Performing the coursebook
Brian Tomlinson
ESOL, IPSEN Utilizing performance art to empower social justice in refugee groups
Efi Tzouri
GEN When technology lets you down…
Janos Ujlaki
MaW, YLT "I’m not in my coursebooks" - hidden identities and silenced voices
David Valente
TEA, TTEd Assessing teacher discourse in a spoken English proficiency test
Odette Vassallo & Daniel Xerri
MD Genre awareness for EFL writing - why, what and how
Isabela Villas Boas
LA, YLT Today’s teens together: collaboration, project work and skills for life
Daniel Vincent
LIT, MD With a little help from my (ELT) friends
Chris Walklett
GEN A very good place to start. Lessons from teaching beginners
Andrew Walkley
TEA, YLT The new Cambridge B1 Preliminary exam: helping learners recognise success
Lindsay Warwick
FD, LT Video content or audio podcasts: which improves listening comprehension more?
Craig Wealand
TD, TTEd Towards the virtuous cycle: improving teacher training, motivation and self-efficacy
Chris White
TD Classroom choreography: ensuring everyone can – and does – play a part
Lynn Williams Leppich

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

62
MD, YLT Talk about it! Developing discussion tasks for young learners

Preview of Presentations
Michelle Worgan
LIT, YLT Useful ways of using stories and poems you find
Andrew Wright
YLT SLA on the carpet: teaching English to very young learners
Anna Zapart

Forum on Autonomous listening

ESOL, LA Teaching metacognitive strategies to improve students’ listening skills
Enrique Barba & Josefina Santana
BE The abracadabra of listening
Analia Duarte
EAP Academic Listening Circles: developing autonomous listening
Kerstin Okubo

Forum on Video in language teacher education

LT, TD Video-based observation and reflection with Thai teachers
Adam Edmett & Steve Mann
TD, TTEd Advancing teacher supervision through video-based self-observation
Laura Baecher
TD, TTEd From feedback to reflection: a video-based approach to scaffolding reflection
Teti Dragas

Forum on Novice teachers

RES, TD Portraits of novice English teachers’ sense of identity
Ella Ait-Zaouit
TD, TTEd Novice EFL teacher cognition and its impact upon self-efficacy
Natalie Donohue
TD Using growth mindset to build teacher confidence
Emma Johnston

Forum on Rethinking language teacher training and development

TD, TTEd Teachers' decision-making about training and development
Rod Bolitho
TD, TTEd Are CELTA and Delta the end of the road?
Maria Heron
TD, TTEd Developing expertise through experience
Alan Maley

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

63
 Forum on The new CEFR: how it affects your teaching
Preview of Presentations GEN The new CEFR-Companion Volume: how it affects your teaching
Rudi Camerer
TEA CEFR vs. assessment: how can new revisions help?
Maha Hassan Mohamed Abdel Iatif
LA, RES Making students’ progress become more apparent through CEFR can-do statements
Rafael Webster Souza

Forum on International cooperation and projects in EAP

ESAP, LT A UK-Chile online EAP collaboration for science students
William Guariento & Mauricio Miraglia
ESAP, LT Sociology meets EAP for business: a Finnish-Canadian virtual collaborative classroom
Nicole Keng
EAP, LAM Engaging student values in Transnational Education classrooms through project-based
learning
Laura McNabb

Forum on Language teacher identity

TD Language teachers negotiating collective thoughts and (imagined) identities
Gary Barkhuizen
LAM, TD Teacher identities: the construction of the teacher-self
Maria Araxi Sachpazian
TD, TTEd Exploring the professional identity development of ELT student teachers
Rana Yildirim

Forum on Project work: broadening horizons

YLT The 4Cs in project work
Jeanette Theuma
GI Working for a better world while learning English
Gerry Luton
ESOL, GI Living ELT - your thoughts on Greece - an experiential school project
Irene Stroumpas

Forum on Leveraging teaching knowledge to develop teachers’ classroom

English
ESP, TTEd Knowing English, teaching knowledge, and classroom practice
Donald Freeman
ESP, TTEd Using what teachers know to develop English for teaching
Anne Katz
ESP, TTEd The impact of English-for-teaching training in Vietnam
Pham Thi Hong Nhung

64
 Forum on teaching and learning online

Preview of Presentations
LT Uncovering the possibilities of virtual schooling for EFL
Susana Galante
LT, RES Interaction versus e-interaction: can you recreate classroom interaction electronically?
Lowri Mair Jones
LT Increasing engagement in online environments: goal-setting and inclusion
Maggie Sokolik

Forum on CLIL/EMI
AL, EAP English-medium instruction subject teachers’ challenges in Omani higher education
Awad Alhassan
EAP, ESAP In-class disciplinary writing challenges arising from EMI in engineering classes
Holi Ali
FD, RES Using English as medium of instruction: upper intermediate Mexican students
Ada Sandoval-Madrid

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

Thursday

GEN Student autobiographical comics to develop narrative and conversation skills

Susan Abrill
EAP, TTEd Resolving the challenges of teaching at tertiary level through English
Rachel Appleby
GEN Cultural views of smiling: implications for ELT
Joan Bartel
MD, TD What (SLA) principles are reflected in your classroom materials?
Marina Bouckaert
GI, TD Implementing ready-made teaching material against human trafficking and slavery
Judy Boyle
EAP, TD Lights, camera, action! Filming lessons for action research and CPD
Mandy Bright
MD Textploitation: exploiting tiny texts in the classroom
David Byrne & Mark Heffernan
LT, TTEd To play or not to play: gamification in ELT
Eugenia Carrion Canton

65
 MD Creating “aha” moments with simple drawings
Preview of Presentations LT, TEA
Gabriel Clark
Artificial intelligence: changing the face of international language testing
Rose Clesham
AL Something old, something new: patterns in language
David Connolly
RES, TD Enhancing the impact of written teacher research on teacher-readers
Robert Cooper
LT, TTEd Adding online components to your training course
Matt Courtois
LAM Servant leadership: feeble drivel or natural fit?
Barbara Craig & Sandra Pitronaci
EAP Using free TOEFL® resources to build academic English skills
Marian Crandall
TD, TTEd CPD: slow and steady wins the race, or does it?
Rima Daoud
LA, TEA A self-assessment tool to promote learner motivation and engagement
Maria Davou
ESOL, IPSEN Teaching dyslexic students to read: a method that works
Daniella De Winter
MD Authentic that works: useful degrees of authenticity in ELT videos
Elena Deleyto La Cruz
GEN Mapping out the path to success
Hugh Dellar & Damian Williams
LIT, TD English is to be understood not loved, right?
Tim Denton
RES Change in perception of teacher researcher after the research
Renu Dhotre
MD, YLT Integrating soft skills in materials for early years
Jen Dobson
IPSEN Maximising the language learning of senior learners
Kieran Donaghy
TTEd Here we go again: time to update your CELTA course?
Alastair Douglas

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

66
TTEd Future proofing CELTA

Preview of Presentations
Jacqueline Douglas
ESOL, PRON Relax into mindful pronunciation teaching
Joanna Duchesne
FD, LT Disruption ain't what it used to be: EdTech & ELT
Gavin Dudeney
YLT Stories, fables and the places they take us
Paul Dummett
RES, TD English language teachers becoming action researchers: identity negotiations
Emily Edwards
LAM, TD Transforming a school into a learning community through distributing leadership
Amal Farhat
TEA Improving assessments through item analysis
Michael Fields
BE, TTEd Passing the First Certificate for Teachers of Business English
Evan Frendo & Halyna Khinchuk
LT Smartphones as a pedagogical tool: a practical approach
Diana Galatiltiene
ESOL, LT Dynamics of videoconferencing-mediated co-teaching
Maricarmen B. Gamero M.
TD, TTEd Towards contextually-driven teacher development in local TESOL settings
Thomas Garside
GI, RES Challenges in ELT: a teacher association research survey in Nepal
Bhim Lal Gautam
ESOL, LT Marching into MOOCs: blissful battle among young learners in Nepal
Baman Kumar Ghimire
GEN Off book, not off piste: responding to emergent language
Caitlyn Gifford
GI, TTEd The challenges and opportunities of the Brazilian national learning standards
Cintia Goncalves
AL, MD 1000 hours of conversations: what does it mean for ELT?
Olivia Goodman & Robbie Love
TTEd, YLT The impact of a teacher development project in South Africa
Angela Govender, Jenny Joshua & Abraham Enos Dhladhla
GEN 21st century skills integration - some challenges and solutions
Christopher Graham
YLT Trust me I’m a teacher – taking steps towards teacher autonomy
Andreas Grundtvig
GEN My name is Millennial
Birgul Gulener

67
 LT, MaW How to create interactive online tasks
Preview of Presentations ESOL, GI
Jill Hadfield
English for Resilience: can it assist educating refugees in Ethiopia?
Stephen Haggard & Peter Hare
LAM, MD Agile course development: a radical new approach to ELT publishing
Laurie Harrison
EAP Improving critical thinking through asking questions
Richard Harrison
TD, TTEd Teacher, I can’t think… I’m reading!
Anna Hasper
GI Storytelling includes and supports Black, Asian and Minority Ethnic learners
David Heathfield
MD Developing materials that reflect the world: a realistic challenge?
Elaine Hodgson
TD, TTEd Observation and feedback: the state of the art
Amanda Howard
MD How to survive as an independent author
Robert Howard
LA, TD How about bringing back dictogloss
Judith G Hudson
GEN Personalizing the impersonal
John Hughes
AL Using songs to explore the expression of viewpoint
Maya Hughes
LAM, TD Managing remote teaching teams: making ‘work from home’ work
Neenaz Ichaporia
IPSEN, YLT Using Chilean sign language to teach English in early years
Maria-Jesus Inostroza
RES, TTEd ELT teachers' stories of resilience
Gwyneth James
IPSEN, TD CMC: the power of curiosity, motivation and creativity
Jana Jilkova
GEN Peer power: exploring the importance of peers in language learning
Ceri Jones
YLT Political issues in the EFL classroom: teacher and learner perceptions
Roger Dale Jones
EAP, TD Effective classroom management
Laila Kamal & Mona El Saady
MaW, MD Adapting museum education resources for language learning
Sylvia Karastathi

68
EAP Writing/righting the grammar: corrective feedback on grammar in ESL writing

Preview of Presentations
William Kerr
IPSEN, TTEd Multisensory approach - a way to facilitate SLA in struggling learners
Zainab Khalid
AL, FD How to teach English as a lingua franca
Marek Kiczkowiak
AL, MD Do different generations with same L1 speak the same language?
Monique Konings
GEN Developing communicative language competence
Kristy Kors
TTEd Becoming 'proper teachers': the aftermath of short teacher training courses
Karin Krummenacher
LA Teaching English in the Amazon: a very rewarding experience
Andreza Lago Dantas
LIT, TTEd Bringing the canon alive: introducing literary classics to trainee teachers
Delphine Laire
TD, TTEd What if we took away input?
Melissa Lamb
GEN Anatomy of an iceberg: the hidden power of TED talks
Lewis Lansford
ESP, TEA Peer and self-assessment at language learning classes: case study
Yuliana Lavrysh
EAP, FD EAP, fake news and pseudo-science: a way forward?
Philip Leeke
FD, TTEd Discovery learning or direct instruction? Cognitive load theory and ELT
Carol Lethaby
IPSEN, TD Teaching English to students with special educational needs
Luciana Locks
LIT, TTEd Creative approaches to Shakespeare in the EFL classroom
Conny Loder
TD Incorporating non-standard English and its cultural value into classrooms
Emily Lucas

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

69
 TEA, YLT Early years literacy assessment: learning from the literature
Preview of Presentations RES
Matthew MacGregor-Stubbs
Integrating WhatsApp into a general adult EFL programme
Jessica Mackay & Angels Pinyana
TD Get feedback, go foward
Colin Mackenzie
TTEd Global perspectives on the TESOL Practicum
Irshat Madyarov, Talin Grigorian & Rai Farrelly
BE, LIT Teaching business English through fiction
Elizaveta Maslova
LT Rethinking the use of mobile devices in the classroom
Sophia Mavridi
TD Online resources from the US Department of State
Kevin McCaughey
YLT Drama: beyond role play
Ceara McManus
TEA The effects of a self-paced listening test
Alice Middelkoop-Stijsiger
IPSEN Visuals for special educational needs
Kate Middleton
TTEd Examining the impact of a low-level of teacher L2 proficiency
Sandy Millin
TTEd Insights from psychology: add positive energy to your language
Maria Molashenko
LAM, TD Transformational leadership - building a 21st century learning organisation
Sarah Mount
YLT Reflecting on pedagogical principles for English in pre-primary education
Sandie Mourao & Gail Ellis
GEN Why use dictionaries when you can use a search engine?
Hilary Nesi
AL, TD Understanding students' willingness to communicate in the L2 classroom
Panagiota Nikoletou
LT, TD How do videos enhance teacher development programmes and self-development?
Cecilia Nobre
GI How to help your students have difficult conversations
Maged Nofal
TD Engaging with the English Profile - a CPD programme
Gerard O'Hanlon

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

70
BE Bridging the gap - work skills with a licence to thrill!

Preview of Presentations
Margaret O'Keeffe
BE, EAP Using active listening skills to improve listening comprehension in discussions
Melissa Oldroyd
RES, TTEd CPD through MOOCs: what teachers implement in their classrooms
Amos Paran
EAP Teaching grammar: context and concepts before rules
Prakash Parmar
TD, TEA Assessment literacy: what's in it for me?
Mina Patel
LT, TD Teacher training online: making it work
Susi Pearson
AL, LA Peer interaction on Facebook - what does it take to communicate?
Ward Peeters
MD, TD Designing teacher development workshops
Lauren Perkins
EAP, TTEd Interactive, cooperative reading groups that promote language acquisition and learning
Rhonda Petree
EAP, PRON How awareness of stress, intonation, pausing (SIP) affects listening skills
Penny Podimatopoulos
LT Artificial intelligence for the EFL student's speech recognition
Raquel Ribeiro dos Santos
GEN Teaching advanced vs. elementary levels
Marilis Rice
LAM, TD Continuing professional development evaluation for deeper learning and impact
Silvana Richardson
GEN Using your head: what neuroscience can teach us about learning
Rachael Roberts
IPSEN, TTEd Building resilience by creating a safe but challenging learning space
Fiona Robertson
YLT Eight practical principles for managing teens
Chris Roland
LIT, MD Designing photo essays when reading short stories
Barbara Roosken
LA, LT Getting things done: increasing accountability and autonomy through technology
Cristiane Alves da Paixao Rossi
TEA Technology-enhanced formative feedback: a catalyst for students’ self-regulation
Mona Saber Ali Mersal
LA, TTEd Practices that promote social inclusion in English language classrooms
Nupur Samuel

71
 EAP Using rhetorical strategies for effective communication within an academic setting
Preview of Presentations ESP, TEA
Analisa Scerri, Stefania Pace & Lorraine Bugeja
Assessing health professionals: what counts as effective communication?
Brigita Seguis & Lynne Stevenson
TTEd Developing teachers and enabling reform and internationalisation in higher education
Zhanna Sevastianova & Simon Borg
ESOL, LAM Language learning for newcomers: considering support programs across seven
countries
Hugh Douglas Sewell
LT, TTEd Virtual reality teacher training experience
Adriaan Sinke & Rufus Baas
LAM, TD Invisible observations - intercultural challenges and opportunities
Magda Sobczynska
GI, IPSEN Welcoming a transgender teenager in my mixed-age group
Glauco Augusto de Souza
LT, TTEd Embedding technology in teacher training: tools for the digitally apprehensive
Marie Therese Swabey
TTEd Mirror, mirror on the wall: reflective meta-skills
Eleni Symeonidou
TTEd CELTA - much more than a teacher training course
Emma Taylor & Simon Marshall
TTEd Transformative training: using experience design with initial teacher training
Rob Tesh
LAM Leading learning in modern educational institutions: knowledge, skills and practices
Burcu Tezcan Unal
GEN How to answer learners' grammar questions
Scott Thornbury
AL The visual dimensions of language (re)explored
Elka Todeva
ESP Introducing medical students to active learning in a local hospital
John Tremarco
AL, TD Exploring the potential of memes in teaching critical inquiry
Paolo Nino Valdez

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

72
GEN Thinking with your hands: Lego® in the language classroom

Preview of Presentations
Richard Venner
GEN The pattern approach: using Pattern Grammar in the language classroom
Crayton Walker & Susan Hunston
RES, TTEd Knowledge about grammar in pre-service native English speakers' TESOL education
Rhian Webb
LA, TTEd Talking techniques
Rosemary Westwell
MD Helping learners build core vocabulary: new Oxford word lists
Patrick White & Diana Lea
ESOL, GI TELL-Theater for English Language Learners
Judy Wong
MaW Power up your pairwork!
Jon Wright
AL, EAP From grammatical roles to semantic roles
Bengu Yurtseven
EAP, ESAP Skills and scaffolds: working with academic discourse for university success
Larry Zwier

Forum on Research informing materials writing

MD, TTEd Materials design in English teacher education: a neglected craft
Luis Carabantes
AL, MD Corpus and CLIL: a possible integration?
Andrea Geroldo dos Santos
EAP, MD An evidence-based re-evaluation of second language listening pedagogy
Jane Ward & Colin Campbell

Forum on Findings from research into writing at university level

EAP, LA Encouraging language development and learner autonomy through grammar logs
Celile Gursu
AL Enhancing writing skills within EFL contexts: case study
Suhair Al-Alami
RES Tutoring L2 tertiary writing students: performance and perceptions
Mansoor Al-Surmi

Forum on CPD
TD Communities of Practice for teachers: why, how and what
Ana Garcia-Stone
LAM, TD A change is as good as a rest: my story
Tamara Ilia
TD, TTEd Pedagogical meetings: promoting teachers’ development and achieving better results
Karine Santos

73
 Forum on Written corrective feedback
Preview of Presentations AL Written corrective feedback - to engage or not to engage!
Alia Moser
EAP, ESAP Strategies for giving written corrective feedback. What works best?
Nina Nellemann Rasmussen
EAP Making corrective feedback on students’ writing more effective
Peter Davidson

Forum on EAP speaking

LA The Socratic Seminar from a sociocultural perspective
Seher Balbay
EAP Helping students to become better presenters
Rachel Robinson
EAP, LA Academic Conversations: an innovative learning resource
Ella Tennant

Forum on Project-based learning (PBL)

GEN Cooperative project-based interventions for motivation and progress in EFL
Gloria R L Sampaio
GEN Implementing a project-based learning approach: curricular highlights and challenges
Jas Gill
TD, TTEd Implementing PBL in a language classroom: Georgian context
Nona Popiashvili, Gulnara Chkhikvadze, Tamar Kvachadze & Natalia Bagdavadze

Forum on Observation
TD, TTEd What can be learnt from watching experienced teachers?
Amanda Bailey
LAM, TD Avoiding conflict with objectives-based observations and evaluations
Alexander Fayle
TD, TTEd Some observations on evidence-based observations
Georgia Papamichailidou

Forum on Mentoring
TD, TTEd How mentors can develop professionally from mentoring others
Jane Hoatson
ESOL, TTEd Online teacher mentoring: reflections on a Brazilian favela EFL project
Claudia Bellizzi
LAM, TTEd A peer-mentoring framework: supporting teachers in EAP/ESP programs
Yuliya Miakisheva, John Quinn & Lindsey Gutt

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

74
 Forum on Critical thinking skills

Preview of Presentations
LA Some practical approaches to critical thinking
Christien Lee
LT Developing critical thinking skills and intercultural awareness in telecollaborative projects
Ruby Vurdien
EAP The discerning student: a framework for developing critical thinking skills
Dave Watton & Jake Groves

Interactive Language Fair

The ILF is a 45-minute event of many presentations. After a brief introduction by the two
facilitators outlining the presentations, delegates will then explore their interests with the
presenters. The presenters will have individual tables and participants can join them to discuss
their presentation in more detail. The presenters will use handouts and a range of materials. This
is a feast of presentations in a single interactive format. The presenters in Tuesday’s Interactive
Language Fair are:
AL, RES The effect of SEL on developing sociolinguistic competence and intellectual-awareness
Reem Alqahtani
MD, RES Hidden cultural meanings: teacher perceptions of topics, texts and visuals
Michael Bowles
ESAP How to generate inferences using self-questioning strategy in expository texts
Monal Dewle
TEA Helping learners improve their reading skills needed for exams
Erika Fauchere
ESP Skies without borders: is Aviation English an ELF context?
Natalia Guerreiro
LT Practices of EFL flipped classrooms: implication of Thailand’s Education 4.0
Jirajittra Higgins
RES, TTEd Empowerment of teacher trainers through using English: a narrative inquiry
Ashok Raj Khati
LA Fostering 21st century skills in the tertiary ELT classroom
Michael King
ESOL The motivational dynamics of Chinese students in college English classrooms
Yanru Li
GEN IATEFL and EFL teachers’ development: the case of Cote d’Ivoire
Marcos Koffi Ngoran
MD Teaching English using locally made/available materials
Rishi Ram Paudyal
EAP What do L2 writers believe about writing conferences at university?
Zulfi Qureshi
GEN The teacher-pupil relationship in the EFL classroom - student perspectives
Katharina Reiterer

75
 AL, RES Language aptitude and low SES background: disadvantaged pupils' learning strategies
Preview of Presentations AL, YLT
Fruzsina Szabo
EFL teachers’ beliefs about L1 use in Turkish primary schools
Serdar Tekin

AL = Applied Linguistics GEN = General MD = Materials Development

BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic
Purposes
ESOL=English for Speakers of Other
Languages
ESP = English for Specific Purposes
FD = Future Directions in ELT
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
Lit = Literature
LT = Learning Technologies
MaW = Materials Writing
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation &
Assessment
TTEd = Teacher Training &
Education
YLT = Young Learners & Teenagers

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

Friday

GI, TTEd How to investigate locally and compare globally in EFL classrooms?
Soren Hattesen Balle, Merete Olsen, Inge Alfredsen & Lise Oestbirk Bencard
RES, TD Professional agency of rural Costa-Rican NNESTs: claiming recognition and association
Lena Barrantes
FD, TD Oracy skills and the 21st century
Anil Bayir & Ishak Ersin Kirac
BE The duets: innovative pair work for the classroom
Roy Bicknell
LA The lexical notebook as a gateway to autonomous learning
Andrea Borsato
YLT Preparing young learners for exam success
Elaine Boyd
TTEd Effective lesson observation oral feedback: thematic cards for teacher trainers
Cath Brown & Erin Revell
PRON, TTEd Listening-decoding: the hum-and-buzz classroom
Richard Cauldwell
ESP Alumni success stories as a tool for motivation in ESP
Barbora Chovancova
LAM, TD Systematic professional development for senior educational staff
Olga Connolly
GEN Monitoring learners’ progress with the GSE Teacher Toolkit
Maria Leonor Corradi

76
LA, TD Teaching as gradual disappearance: practical steps toward learner autonomy

Preview of Presentations
Johnny Day
TTEd, YLT Processing instruction versus traditional instruction in vocational L2 classrooms
Adriaan de Korte
LIT, YLT Shakespeare uncut - enjoying original texts
Deborah Joanne Ellis
LAM, TD The role of trust in teacher success and satisfaction
Gerhard Erasmus
GEN Hello, have you eaten? - World Englishes in the classroom
Denise Gassner
BE Are you good at small talk?
Tatiana Golechkova
GEN English is music to my ears (teaching English with music)
Carlos Gontow
BE, ESP Job applications in 2030: do students have the right skills?
Tim Goodier & Mike Mayor
TTEd, YLT The Liverpool way: training young learner teachers in a rush
Martin Goosey
TTEd What’s the point in drilling? Exploring current practice
Bill Harris
LA, TEA Life beyond the exam – the language learner’s constant challenge
Deborah Hobbs
FD, LT The robots are coming! Chatbots in ELT
Nicky Hockly
FD Teaching English to older learners: Who? Why? How?
Jennifer Holden
LT Matching students’ and teachers’ expectations in blended learning
Rebecca Hooker & Felicia Heard
IPSEN, YLT Using cooperative learning to support language acquisition through picturebooks
Sharon Ingleson Ahlqvist
TD, TTEd Preparing (foreign) language teachers for multilingual and culturally heterogeneous
classrooms
Carina Kaufmann & Annika Kreft
IPSEN, YLT Developing reading skills in SEN students through graphic organizers
Julia Koifman
FD Equal voices in ELT: expanding our horizons
Sue Leather
LAM, TTEd Mindfulness for stress, wellbeing and resilience
Matt Lunt
GI, IPSEN Going beyond the rainbow: the LGBTIQ world in the classroom
Fernanda Aparecida Patucci de Oliveira Michelin

77
 YLT Project work meets management: what can we learn from it?
Preview of Presentations TEA, TTEd
Leticia Moraes
Enhancing 'English for teaching purposes' proficiency with the CEFR
Anzela Nikolovska
YLT How to empower our students to talk
Jozica Nuc & Gabi Caks
LT, RES Key insights into online language learning from OLLReN
Shannon Olson
EAP, MaW Writing EAP speaking materials: ten principles
Tania Pattison
FD, LAM Moving from goal setting to objective achieving
George Pickering
FD, MD Making it happen - transforming lives through bilingual education
Catarina Pontes & Virginia Garcia
TD, TTEd For goodness' sake do things differently next Monday morning!
Chaz Pugliese
FD Back to the future: the postmethod condition revisited
Alan Pulverness
FD A stranger in a strange land - risk-taking for success
Will Rennie
GI, TEA The future of assessment in the 4th industrial revolution
Nick Saville
FD, RES Early introduction of English in francophone Africa: dividend or danger?
John Simpson
EAP, LT Five international universities collaborate to support vulnerable migrants in HE
Angela Smith
YLT Letting the students choose
Kate Smook
FD, TD Life competencies for the 21st century: upskilling learners and teachers
Chris Sowton
FD, LT Authentic listening: a new way forward with redacto.co.uk
Matthew Steele
RES, TD Three steps to successful assessment for learning
Gordon Stobart
LT, YLT Make a game out of fluency! Gamification for automaticity
Alex Tamulis
ESAP, ESP Analysing workplace needs by means of self-built text corpora
Dietmar Tatzl
GI Bias - discrimination - preconceived ideas - prejudice: a topic for language classes?
Geoff Tranter

78
EAP, MD Teaching IELTS and the four skills: from separation to integration

Preview of Presentations
Els Van Geyte
GI, TTEd Beyond the ideal native speaker paradigm
Julie Waddington
MaW, TEA Taboo or merely controversial? Topics for teaching and testing
Cosima Wittmann

Forum on Peer observation in teacher practice

TD, TTEd Using online synchronous chat to develop reflection on CELTA courses
Paul Bates
TD Lessons learnt from observations: real-world, no-nonsense strategies for teachers
Sophie Handy
TD, TTEd Taking a new look at classroom observation for pre-service teachers
Josie Leonard, Melanie Carson & Gordon Dobson

Forum on Early years and primary learners

YLT Crafting puppets and telling stories: ludic learning for young learners
Valeria Benevolo Franca
YLT Integrating play into early years ELT
Helen Marie Chapman
YLT The affordances of picturebooks to develop language and content knowledge
Teresa Fleta

Forum on Online professional development

TD, TTEd Choosing an online teacher development course with confidence
Thom Kiddle
LT, TD Putting teachers’ professional development online
Julia Stanton
TD, TTEd Fostering teacher agency: embedding cascading in online in-service courses
Radmila Popovic

Forum on project-based learning

TTEd Projects in the EFL classroom: striving towards a common goal
Katja Heim
LT, YLT Project work with an IT facelift
Alicja Szyszkowiak
YLT PBL inventory for learning success in the 21st century classroom
Khrystyna Tsentsova & Yuliia Kulyna

Don’t forget that changes and cancellations will occur from now until conference.
Updates will be on our app and in the Conference Programme that you will receive
on arrival at the conference.

79

Special Interest Group Showcases
What is a Special Interest Group (SIG) Showcase?
From the speaker proposals submitted for the conference, each SIG chooses presentations
related to their SIG area. These presentations make a ‘SIG Showcase’ within the programme. If you
are interested in a particular SIG area, you have the opportunity to follow this track of selected
sessions throughout the day.
One session in each SIG Showcase is the SIG’s Open Forum. At a SIG Open Forum you can find out
more about the SIG, its events and its committee. Details, including which day each SIG Showcase
is on, are shown below.
Don’t forget to look through the Preview of Presentations to see what other interesting
presentations related to your areas of special interest are being held throughout the conference.

Business English (Tuesday)

Teaching business English before and after blended learning
Andreea-Katia Nechifor

Ensuring cultural and workplace readiness for digital language learning

Andy Johnson

Deconstructing TED talks to improve communication through project-based learning

Sarah Arce

Mindfulness-based interventions for Business English training

Karina Neira

You’ve levelled up! Motivating university students through gamified e-learning

Catherine Prewett-Schrempf & Anna Weninger

Error correction in Business English in the BELF paradigm

Virginia Lopez Grisolia

IATEFL Business English Special Interest Group Open Forum

English for Specific Purposes (Wednesday)

"We are here!" - exploring EAP practitioner identity
Kat Borvinko

Phrases for academic writing: comparing EAP teaching materials and research
David Oakey

IATEFL English for Specific Purposes Special Interest Group Open Forum

A UK-Chile online EAP collaboration for science students

William Guariento & Mauricio Miraglia

Sociology meets EAP for business: a Finnish-Canadian virtual collaborative classroom

Nicole Keng

80
Engaging student values in Transnational Education classrooms through project-based learning

Special Interest Group Showcases

Laura McNabb

Forum on Leveraging teaching knowledge to develop teachers’ classroom English

Knowing English, teaching knowledge, and classroom practice
Donald Freeman
Using what teachers know to develop English for teaching
Anne Katz
The impact of English-for-teaching training in Vietnam
Pham Thi Hong Nhung

Perfectly formed: aligning learning objectives, critical thinking and academic language
Edward de Chazal

ES(O)L (Tuesday)
Exploring equality, diversity and LGBT lives: a classroom resource
Jennifer MacDougall & Francesca Stella

Team teaching to support refugees: experiences of MA TESOL students

Cora Lindsay & Jane Evison

Exploring autonomous learning strategies that work well for refugees

Rasha Halat

Critical pedagogy and teacher resistance: an exploration

Steve Brown

IATEFL ES(O)L Special Interest Group Open Forum

What are the effects of low-stakes exams?

Kathryn Sidaway

Culturally and linguistically diverse pedagogical content knowledge in teacher education

Elizabeth Franklin

Global Issues (Wednesday)

Visual literacy in ELT: conveying messages critically
Isabelita Peixoto

Enhancing teacher performance through remote team-teaching

Sahar Salha

diversophy® refugee: a game to integrate locals and newcomer

Anne Fox

IATEFL Global Issues Special Interest Group Open Forum

81
 A teaching challenge: a study of large classes
Special Interest Group Showcases Gambhir Chand

Burning issues in ELT: we asked the experts

Yordanka Kavalova

Social justice beyond the classroom: cooperatives and teacher development

Neil McMillan

Intercultural Readiness Check (IRC): how ready are you really?

Ellen Keates & Ariane Niemeijer

Inclusive Practices & Special Educational Needs (Wednesday)

This talk will make you gay (or your materials anyway)
Tyson Seburn

Inclusive practices: meeting trainee needs on Cambridge teacher training courses

Jade Matos Carew

IATEFL Inclusive Practices & SEN Special Interest Group Open Forum

Is TEFL recruitment racist?

Ross Thorburn

Creating an inclusive school environment: strategies from around the world

Ellen Darling

Utilizing performance art to empower social justice in refugee groups

Efi Tzouri

Leadership & Management (Thursday)

Managing remote teaching teams: making ‘work from home’ work
Neenaz Ichaporia

Invisible observations - intercultural challenges and opportunities

Magda Sobczynska

Servant leadership: feeble drivel or natural fit?

Barbara Craig & Sandra Pitronaci

Transforming a school into a learning community through distributing leadership

Amal Farhat

Continuing professional development evaluation for deeper learning and impact

Silvana Richardson

Leading learning in modern educational institutions: knowledge, skills and practices

Burcu Tezcan Unal

82
IATEFL Leadership & Management Special Interest Group Open Forum

Special Interest Group Showcases

Transformational leadership - building a 21st century learning organisation
Sarah Mount

Learner Autonomy (Tuesday)

Delivering grammar in a brain-friendly way - neurolanguage coaching
Rachel Paling

Teaching thinking to develop autonomous learners

An Sneyers

The psychology of language learners and teachers - informing best practice

Alex Thorp

Evaluating a self-access centre: a self-determination theory perspective

Jo Mynard & Scott Shelton-Strong

Bringing the outside in: exploiting authentic materials chosen by learners

Andy Jeffery

Reflective learning and teaching in higher education: why and how?

Hatem Essa

IATEFL Learner Autonomy Special Interest Group Open Forum

Coaching students to success - classroom tools and techniques

Marcela Harrisberger

Learning Technologies (Wednesday)

Forum on teaching and learning online
Interaction versus e-interaction: can you recreate classroom interaction electronically?
Lowri Mair Jones
Uncovering the possibilities of virtual schooling for EFL
Susana Galante
Increasing engagement in online environments: goal-setting and inclusion
Maggie Sokolik

Escape the classroom!

Graham Stanley

IATEFL Learning Technologies Special Interest Group Open Forum

Video content or audio podcasts: which improves listening comprehension more?

Craig Wealand

GUINEVERE - learn a language through games in virtual worlds

Heike Philp & Letizia Cinganotto

83
 Quick wins with technology in the BYOD languages classroom
Special Interest Group Showcases Joe Dale

Literature (Wednesday)
Useful ways of using stories and poems you find
Andrew Wright

Asking the right questions: making and choosing effective after-reading activities
Robert Hill

Goldilocks revisited – from folk tale to picturebook in primary EFL

Annett Kaminski

IATEFL Literature Special Interest Group Open Forum

Gilbert and Sullivan: opera, language learning and performance in Segovia

John Gardyne

With a little help from my (ELT) friends

Chris Walklett

Materials Writing (Thursday)

Forum on Research informing materials writing
Materials design in English teacher education: a neglected craft
Luis Carabantes
Corpus and CLIL: a possible integration?
Andrea Geroldo dos Santos
An evidence-based re-evaluation of second language listening pedagogy
Jane Ward & Colin Campbell

Integrating soft skills in materials for early years

Jen Dobson

How to survive as an independent author

Robert Howard

What (SLA) principles are reflected in your classroom materials?

Marina Bouckaert

IATEFL Materials Writing Special Interest Group Open Forum

Adapting museum education resources for language learning

Sylvia Karastathi

How to create interactive online tasks

Jill Hadfield

84
Pronunciation (Tuesday)

Special Interest Group Showcases

Having fun with phonemes!
Cathy Lonngren-Sampaio

Pronunciation in the EAP classroom: strategies for increasing integration

Gemma Archer

Using a MOOC to teach and research pronunciation

Pamela Rogerson Revell

Accent management: an opera singer's strategies to improve pronunciation

Simon Gfeller

Pronunciation: muscle, mind, meaning, memory

Mark Hancock

Affect and identity in learning, teaching and perception of pronunciation

Adam Scott

IATEFL Pronunciation Special Interest Group Open Forum

Research (Thursday)
Change in perception of teacher researcher after the research
Renu Dhotre

Enhancing the impact of written teacher research on teacher-readers

Robert Cooper

CPD through MOOCs: what teachers implement in their classrooms

Amos Paran

Challenges in ELT: a teacher association research survey in Nepal

Bhim Lal Gautam

IATEFL Research Special Interest Group Open Forum

ELT teachers' stories of resilience

Gwyneth James

English language teachers becoming action researchers: identity negotiations

Emily Edwards

Teacher Development (Tuesday)

Co-constructing teaching and learning through multimodal tasks
David Nunan & Julie Choi

85
 The Tao of teaching - professional development using ancient texts
Special Interest Group Showcases Diarmuid Fogarty

Teacher burnout: causes, effects and how to cope with it

Simon Brewster

Labels are for clothes – challenging gender stereotypes in the classroom

Georgie Clark

Drawing on positive psychology to support language teacher well-being

Elena Oncevska Ager & Sarah Mercer

IATEFL Teacher Development Special Interest Group Open Forum

Forum on Communities of practice through collaborative development

Pakistan diaries: teacher development through outreach programmes
Naziha Ali Raza
Sharing success: context is key to useful CPD
Tilly Harrison
Teachers’ communities of practice: making learning impactful
Daniella You

Teacher Training & Education (Tuesday)

Frameworks for teacher training sessions and workshops
Briony Beaven

Contextualised CPD: bringing equality to teaching and professional qualifications

Ben Beaumont

So what? Student-teachers’ reflections on their microteaching practice

Loreto Aliaga

Connecting teacher education and teaching materials

Kathleen Graves & Sue Garton

Been teaching and teacher training for a long time?

Tessa Woodward

Current challenges and strategies for devising professional development for teachers
Alexsandro Silva

From EFL to CLIL teacher in Estonia: pain and gain

Nina Raud & Olga Orehhova

IATEFL Teacher Training & Education Special Interest Group Open Forum

86
Testing, Evaluation & Assessment (Thursday)

Special Interest Group Showcases

Improving assessments through item analysis
Michael Fields

Peer and self-assessment at language learning classes: case study

Yuliana Lavrysh

The effects of a self-paced listening test

Alice Middelkoop-Stijsiger

Technology-enhanced formative feedback: a catalyst for students’ self-regulation

Mona Saber Ali Mersal

Assessment literacy: what's in it for me?

Mina Patel

A self-assessment tool to promote learner motivation and engagement

Maria Davou

Assessing health professionals: what counts as effective communication?

Brigita Seguis & Lynne Stevenson

IATEFL Testing, Evaluation & Assessment Special Interest Group Open Forum

Young Learners & Teenagers (Thursday)

Stories, fables and the places they take us
Paul Dummett

Early years literacy assessment: learning from the literature

Matthew MacGregor-Stubbs

The impact of a teacher development project in South Africa

Angela Govender, Jenny Joshua & Abraham Enos Dhladhla

Using Chilean sign language to teach English in early years

Maria-Jesus Inostroza

Reflecting on pedagogical principles for English in pre-primary education

Sandie Mourao & Gail Ellis

Political issues in the EFL classroom: teacher and learner perceptions

Roger Dale Jones

Eight practical principles for managing teens

Chris Roland

IATEFL Young Learners & Teenagers Special Interest Group Open Forum

87
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