Monday, April 25, 2016

Interview with Silvana Richardson

Interview with Silvana Richardson
Silvana Richardson talked about her upcoming plenary which looks at the issue of discrimination in ELT and the ongoing bias against non-native speaker teachers.
 - See more at:

Thursday, April 21, 2016

Inspiring Curiosity Through Intercultural Learning

Inspiring Curiosity Through Intercultural Learning

This year, AFS-USA will be participating in Global Leadership Week, a conference that brings together administrators, teachers, nonprofit leaders, and students to inspire advocacy in global education. This weeklong conference (April 25-29th) is free to the public with the primary objective of connecting leaders in global education to encourage dialogue and promote resources to foster global competency.

AFS-USA will be hosting a virtual event that will demo an eLearning tool to foster global competency through Intercultural Learning. By exploring different topics, Culture Trek: Classroom Connections, will challenge students to think critically about pressing world issues and the important role of youth in promoting peace. Participants will be provided curriculum resources, lesson plans, and links to relevant online platforms in order to successfully embed global learning into classroom studies throughout the school year.

The session, Inspiring Curiosity Through Intercultural Learning, will be hosted onThursday, April 28th at 2:00 PM EST. To register for this webinar, click here.

To learn more about the events that will be taking place during GLW, please visit the GLW Event Directory. We encourage you to join an event and participate in the discussion using the hashtag #globaled16. 

We hope you can join us during Global Leadership Week 2016!

Saturday, April 16, 2016

Enhancing speaking and writing outcomes using Google Apps

Enhancing speaking and writing outcomes using Google Apps

Click on the link to watch the session.
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This practical talk focuses on using a range of Google Apps to support teachers and students in the classroom and beyond. Using collaborative tools, students can benefit from the knowledge of each individual in the group, with the teacher giving real-time feedback, intervention and guidance. Speaking work can be commented on and redrafted quickly and easily, producing extended results. - See more at:

Meet the IATEFL Online Team

Addressing quality assurance and professional development for online teachers

Addressing quality assurance and professional development for online teachers

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Click on the link to watch a session, please.
A good teacher is a learning teacher
 In order to make meaningful improvements in our work, one must be reflective, learn from others, take risks and measure success in our teaching.
Compare the number of websites, journals, etc. where teachers can find research, new ideas for:
face to face teachers
Through creating a consistent and transparent teachers’ learning and performance management process, we aim to support quality in the classroom by focusing on:
Providing tools for e-moderators’ professional development
Enhancing & maintaining teaching quality online
Managing and recognising performance
Enhancing career support for e-moderators
online teachers / E-moderators.       
Through creating a consistent and transparent teachers’ learning and performance management process, we aim to support quality in the classroom by focusing on:  Providing tools for e-moderators’ professional development  
      •Enhancing & maintaining teaching quality online  Managing and recognising performance  
      •Enhancing career support for e-moderators

5 Professional practices
Managing the course
Understanding how teachers learn
Assessing learning
Understanding the teaching  context
Focussing on  Professional Development

For a copy of the Professional practices for moderators and further information contact

TeachingEnglish CPD framework, publications and resources
Borg, S. (2015). Teaching for Success Contemporary perspectives on continuing professional development A report written for the British Council.
Walter, C. & Briggs, J.G. (2012). What professional development makes the most difference to teachers? A report commissioned by Oxford University Press.
International association for K12 online learning blended learning teacher competency framework

Friday, April 15, 2016

Interview with Burcu Akyol and Marek Kiczkowiak

Interview with Burcu Akyol and Marek Kiczkowiak
Burcu and Marek talked about some the the issues surrounding non native teachers in ELT and the development of the website. - See more at:
 Click on the link to watch;

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Thursday, April 14, 2016

ELTJ Signature Event - This house believes that teacher training is a waste of time

ELTJ Signature Event - This house believes that teacher training is a waste of time

ELTJ Signature Event - This house believes that teacher training is a waste of time


Session details:
Many people assume that a training course is valuable – even essential – preparation for professional English language teaching. But does training really help ... or is it just a waste of time and money? Should we call a halt to teacher training? Our two speakers will debate the issues. Please come along, have your say, ask questions – and join in the vote.
Speakers: Peter Grundy & Penny Ur
Chair: Graham Hall

TELC Signature Event - Can a language test measure integration

TELC Signature Event - Can a language test measure integration
Piet Van Avermaet
Horatio Clare
Sibylle Plassmann
Nick Saville
Session details:
Migration has become an increasingly debated topic over the last few years. The language and assessment industry is part of the debate and should have a sound position on its own rather than allowing policy-makers to dominate the discourse. However, important questions still remain open.
For example, how much language really is needed for participation in society? The telc signature event will explore the language needs of migrants as well as the role of mainstream society.  
The following speakers have been invited to contribute different perspectives in the panel discussion:
Piet Van Avermaet, Director of the Centre for Diversity and Learning, Ghent University, Belgium
Horatio Clare, writer, journalist and broadcaster
Sibylle Plassmann, head of test development telc – language tests
Nick Saville, ALTE Manager
Representative of the British Council (TBD)
Representative of the city office for Multicultural Affairs, Frankfurt, Germany (TBD)
- See more at:<iframe id="viddler-1e129cce" src="//" width="545" height="349" frameborder="0" scrolling="no" allowfullscreen></iframe>

Wednesday, April 13, 2016

Birmingham IATEFL Live Schedule Wednesday 13th April 2016

Birmingham IATEFL
Wednesday 13th April


Who would of thought it? The English language 1966-2066
Complaints about a supposed decline in standards of English continue to be made, with increasing frequency, in the British press. Although these are nothing new - as the long history of use of would of for would have illustrates - they do draw attention to the way we seem to be going through a period of unusually rapid language change. This paper illustrates the main changes in pronunciation, orthography, grammar, and vocabulary, discusses the chief factors involved - social mobility, globalization, and the Internet - and compares the changes that have taken place in the past fty years with those that are likely to take place in the next fty.

10:30    live studio starts
10:50    interview with Nicky Hockly
11:15    interview with Pete Sharma
11:30    interview with Adam Kightley
11:45    interview with Zeyneb Urkun 
12:00    interview with Silvana Richardson
12:15    interview with Jim Scrivener
12:30    interview with Gavin Dudeney
12:45    interview with George Pickering
13:00-14:00    break
14:00    interview with Hugh Dellar
14:00    interview with David Crystal
14:15    interview with Tessa Woodward
14:45    interview with Hornby scholars: Allwyn D'costa and Erkin Mukhammedor
15:00    interview with Hornby scholars: Mohammed Bashir and Abdallah Yousif
15:15    interview with Gail Ellis
15:30    interview with Hornby scholars Parwiz Hossain and Shoaib Jawad
15:45    interview with Alison Barrett
16:00    interview with Alan Maley
16:15    interview with Tim Phillips


Shakespeare lives: love, hate, death and desire in English language classroom
Speakers: Lisa Peter (The Shakespeare Birthplace Trust), Dr Christina Lim (lecturer, researcher and teacher educator), Shaheen Khan (actor), Lisa Peter (Shakespeare Birthplace Trust), Tonderai Munyevu (actor). Chaired by John Knagg, British Council.
Join the British Council to celebrate Shakespeare's work on teh 400th anniversary of his death. We will ecplore how Shakespeare has relevance to our society, students and classrooms today and how Shakespearecan speak to people from all around the world about universal human experiences like love, hate, death and desire.
The event will be practical, thought-provoking and fully interactive with the opportunity join in the discussion before, during and after, either in person and online. The audience will help to shape the event and on the day and participants will take away ideas to use in the classroom on how to address issues which feature in much of Shakespeare's work yet remain relevant today.
- See more at: Birmingham IATEFLBirmingham IATEFL

Monday, April 11, 2016

IATEFL Birmingham Online

Live coverage from IATEFL Birmingham Online begins on Tuesday 12 April, from 12.00 pm, UK time. Don't miss a thing! 
IATEFL President, Marjorie Rosenberg, gives you a warm welcome to the IATEFL Birmingham Conference.
Why not join one of the highlights of the English language teaching calendar? 
I am joining and you?

Friday, April 8, 2016

Localization: Taking eLearning Above And Beyond!

Localization: Taking eLearning Above And Beyond!:
Want to know if Localization can revolutionize eLearning? Check why Localization is the next big eLearning revolution and take eLearning above and beyond.
Education is coming out of the walled classrooms and crossing all physical barriers to empower hard to reach learners in the form of eLearning. But for the exponents of eLearning, it is important to understand that in order for this model to succeed, we cannot have a “one-size-fits-all” concept. The internet has melted the geographic barrier, but has it melted the language barrier too? English is still the most preferred medium of instruction for eLearning course developers, but in order to improve its efficacy, an eLearning course must be localized to suit the needs of the remote learner. While translating to native languages is one aspect, the power of localization can also be broadened to include the concept of on-demand learning. This article attempts to explore how localization can be the next big revolution in eLearning.
In its traditional definition, localization means to adapt a particular product to suit the linguistic and cultural sensibilities of a particular audience. When it comes to creating eLearning courses, developers are still using English to reach to a global audience. This is evident in the result of a Google search of “Top eLearning courses” (the results point to all English learning courses). But English is only the third spoken language in the world. Localizing a course to Mandarin, Spanish, or Hindi will give any eLearning course a mind-boggling number of audiences. 

Monday, April 4, 2016

Future Ready Leaders Trailer

Personalized Professional Learning for Future Ready Leaders 

Blended Teaching vs Flipped Teaching

Blended Learning vs Flipped Learning

By Halina Ostańkowicz- Bazan
According to Horn and Staker, blended learning is:
Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and/or pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and/or the step of their learning tracks.
Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.
The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.
Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.
Flipped Classrooms generally provides pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class, this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.
This is the perfect way to “invert” doings in the class with activities outside the teaching space.
Flipping is not just about video and technology.
Moreover, technology does not replace good teaching. It enhances good teaching.
Flipping helps us to get the best use of class time. It is a methodology that permits the instructor to involve students intensely in the collaborative community and produce a shared problem-solving workshop.

Sometimes, instead of giving lectures, I call for scholars to watch chosen PPT, videos or podcasts at home, so when we gather in the course of work, we are able to concentrate on the debate, as well as interpretation of the problem.
In my point of view, there are some significant ways to involve students during a lecture such as short demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.
I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further learning, or else to mature students' thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe and the majority of them are not used to blended learning as well as flipped classes.
Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.
Wolff, Lutz-Christian, and Jenny Chan. "Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.