IATEFL-HUNGARY REPERTORY
2015 1
Foreword to the Repertory Dear Reader, This an online Repertory, which includes all the presentations given at the past 25 IATEFLHungary conferences, indicating the name of the presenters (plenarists are marked in capital letters) and the year when the presentation was given, together with its title and abstract as it appeared in the respective conference brochure. I have made minor changes on the entries only for editorial reasons. In order to spare you the trouble of adding up the number of presentations and presenters, here are the figures: over 2,000 presentations by more than 1,200 colleagues – an incredibly high number! What accounts for the numerical difference between the presentations and the presenters is that many presenters stepped on the podium on more than one occasion. The most active presenters were David A. Hill, Enyedi Ágnes and Mark Andrews with 29, 26 and 21 presentations, respectively. Congratulations! As shown in the Repertory, a great number of speakers preferred working in tandem - a welcome sign of the collaborative spirit of our association. Similarly uplifting is to notice the wide range of topics dealt with. While some of these topics were evergreens, others disappeared or emerged at the behest of changing times and perspectives. In any case, seldom do we find such a huge amount of ELT data waiting to be processed and researched. To the attention of future researchers: please feel free to use this data bank at your convenience! I am particularly delighted to note that IATEFL-Hungary conferences have been truly international in character: altogether nearly 50 countries have honoured us by sending speakers over the years. IATEFL-Hungary has never been awash with money, and had it not been for our sponsors, we could not have afforded to invite so many outstanding ELT experts from all corners of the world. Here is the list of countries represented at our conferences: Austria, Belgium, Bosnia and Herzegovina, Brazil, Bulgaria, Canada, Croatia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, India, Iran, Ireland, Israel, Italy, Japan, Korea, Kosovo, Latvia, Macedonia, Montenegro, Netherlands, Norway, Poland, Romania, Russia, Saudi Arabia, Serbia, Slovakia, Slovenia, South Africa, Spain, Sweden,
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Switzerland, Taiwan, Thailand, Turkey, Ukraine, United Arab Emirates, United Kingdom, United States of America, Uzbekistan. I am also grateful to local authorities, institutions and organisers that volunteered to host our conferences. Without their wholehearted support there would have been no conferences held – and IATEFL-Hungary would have ceased to exist a long time ago. The year/town table of the 25 venues is as follows: 1991 Kecskemét
1999 Győr
2008 Balatonfüred
1992 Pécs
2000 Budapest
2009 Budapest
1993 Veszprém
2001 Nyíregyháza
2010 Zánka
1994 Gödöllő
2002 Veszprém
2011 Budapest
1995 Szombathely
2003 Budapest
2012 Eger
1996 Eger
2004 Szeged
2013 Budapest
1997 Budapest
2005 Budapest
2014 Veszprém
1998 Szeged
2006 Esztergom
2015 Budapest
2007 Budapest Finally, I hope that you will find this repertory not only a fascinating read, but also one which will inspire you to submit abstracts for the conferences to come. Just imagine how long the repertory will be when we are celebrating our 50th conference! With best wishes, Péter Medgyes Patron of IATEFL-Hungary and Editor of the Repertory P. S. Should you discover omissions or errors in the Repertory, please alert us. A great advantage of online publications is that anything can be remedied at the push of a few buttons. Acknowledgements My sincere thanks go to Helga Bálint, Zsolt Baráth, Kinga Bori, Gergő Fekete, Zsófia Jákli, Bernadett Molics and Andrea Vinkler for their assistance in typing the material of the conference brochures in the middle of the heatwave of summer 2015. I am also grateful to my dear friend, Géza Lőrincze, for helping me merge the files in one documen
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Repertory Surname
First name
Year
Title
Ábrahámné (et al.) Ábrahámné
Erzsébet
1991
A poster on using BBC Essential English Guide to Britain
Erzsébet
1994
What is YESOL? (About the Pitman Exam for young learners)
Ábrahámné
Erzsébet
2001
Christian aspects in teaching civilisation (based on a new coursebook compiled under the auspicies of the Leonardo project)
Ábrahámné (et al.)
Erzsébet
2002
A new approach to teaching English to children of 8-10
Ábrahámné
Erzsébet
2003
Various techniques to teach ESP vocabulary in Learn from me
Ábrahámné
Erzsébet
2006
Matura Plus – a useful friend when preparing for oral exams at B1 level
Ábrahámné
Erzsébet
2007
Aspects of multiculturism presented in English coursebooks with religious topics
Achim (et al.)
Alaviana
1996
Integration of skills – the author’s perspective
Adam (et al.)
Eva Ilona
1996
How well can they speak and read?
Abstract Why is being tested necessary for young learners? The history and the structure of the Pitman examinations. The levels and requirements. Typical language exercises of the test papers. Where and how to take this examination? Learn from me (by Ábrahám Károlyné and Egey Emese) deals with Christian aspects of civilisation: art, festivals, Sunday services, readings, acts of charity, famous persons, historical events and documents through the eyes of three students from the Continent who won a scholarship to Britain. A good coursebook should offer juniors real and fictitious situations to use English. Magicland’s characters make friends with a lady whose pets are in charge of parts of the English language. Children are asked to carry out different types of activities. Enter Magicland with the authors and have fun. Learn from me is a coursebook on ‘church English’. It is part of a four-language programme awarded with ‘The European Label 2002’. Here, the techniques of presenting specific vocabulary depend on the structural units such as framework story, Bible quotations, documents, literary excerpts, vocabulary extension, five-language glossary, etc. The aim of this workshop and talk is to explore: - The ways how Matura Plus is efficient, student friendly, teacher friendly, language competent, methodologically relevant - The principles of selecting the topics suggested by the Ministry of Education - The harmonisation with the Teacher’s Book 18+4 - The question types In Learn from me we hear about students from the Continent whose aim is to acquire the language of the mainstream churches in Britain. In The Hidden Treasure teenagers from Europe attend a multicultural camp in Hungary. To find the treasure, they need a common language, English for Specific/Religious Purposes. The treatment of skills in a coursebook is one of the major concerns of teachers and students. Variety, integration, progression are key concepts in devising skills activities. The speakers will focus on the aspects of integrating skills in meaningful context, and will show their experience of writing coursebooks for the lower and upper secondary level. The workshop would like to enhance a debate on intensive English teaching of secondary school entrance examinations. The examples
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Ádám (et al.)
Andrea
2005
Young teachers’ attachment scheme in the United Kingdom
Ádám (et al.)
Nóra
2004
A bank of student errors on the net
Adamová Adorján
Dominika Mária
2002 2012
see Fisher
Agócs Ajtay-Horváth
Adrienne Magda
1993 2001
see Bodóczky
Akayoglu
Sedat
2007
Curriculum development for online teacher training
Akyol
Burcu
2010
The 21st century teacher’s toolbox
Tourism English: 21st century content with 21st century technology
Language competence challenged by poetry
focus on reading and speaking. The young English teachers conducting this workshop all have one thing in common: they have had the opportunity to spend 3 weeks in London and Oxford during the summer, attached to a local language school, observing and teaching lessons to students from all over the world. In the first half of the session they will each share with the group one classroom activity that they saw or did during their stay and found especially useful or creative. This part will be followed by a discussion, where participants will be invited to share their thoughts about the activities presented and possibly add some more of their own. After the break the five young teachers will give a more general summary of the complex experience of working in a British language school, illustrating their reflections with plenty of photographs and realia. Last but not least participants will be asked to brainstorm ideas for the creation and running of a forum for young teachers of English that could serve as a professional support group discussing problems and exchanging ideas. With years of experience, teachers can often reliably predict student errors, otherwise known as interlanguage errors, at a particular level. However, systematic collection of characteristic error samples of students’ English can reveal surprises, errors that would not have been predicted. The presentation is based on the work of a seminar at ELTE CETT in which participants extended a nationwide bank of such samples produced earlier. A report will be given of lessons learned in the process as well as the internetbased (freely accessible) version of the error bank introduced and ways in which the bank can be a useful teaching and testing aid will be demonstrated. Tourism English, a new ESP course for BA English majors at Eötvös University, received overwhelmingly positive feedback from participants. The students described the content as modern and entertaining, the blended learning methodology as inspirational, and the digital portfolio they created for assessment as useful for their future careers. The lecture argues that poetry is able to provide a different perspective on life, and thus to challenge and improve the foreign language competences as well. The textcentred analysis of a number of poems aims at demonstrating methods and techniques of approach to poetry. As a conclusion the lecture claims that poetry is not much different from other modes of discourse we tend to feel more comfortable with, but understanding poetry involves creative reading in the first place. Dokeos is an online platform for creating online courses with many different features from conference to file uploading and it is really user friendly even for novice users of computers. This session will introduce how computer mediated communication tools can be used in the teacher training context. As 21st century teachers, we must be fluent in emerging technologies and harness the power of ICT to enhance our productivity and
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Al Khaiyali
Al Tiyb
2014
Fundamentals of explicit comprehension strategy instruction
Al Mansoori
Khalda
2005
Integrated learning project in the BEd TEYL programmes
Al Saedi
Amany
2014
The teaching of EFL speaking in secondary public schools for females in Saudi Arabia
Albert (et al.)
Ágnes
2001
Learner strategies for inferencing meaning of unknown words in reading
Albert (et al.)
Ágnes
2004
The unsuccessful language learner: demotivation, inappropriate strategies and misbeliefs
Albert ALDERSON
Tímea Charles J.
2005 1998
see Ádám Testing and teaching: the dream and the reality
professional practice and maximize student learning. This talk looks at a variety of Web 2.0 tools, including blogs and wikis, and examines how they fit into the classroom and impact on the teaching and learning that takes place. Teaching reading comprehension is not receiving the required attention, particularly in language learning classrooms. Based on this argument that was supported by a considerable numbers of researchers, this paper aims to introduce a model to provide a greater instructional space to teach reading comprehension, particularly in language learning classrooms. The presentation will focus on implementing the integrated learning project in the B.Ed. TEYL programme. The presenter will share her experience on how Project based learning (PBL) was successful in accommodating and promoting collaboration among students and the faculty in their training programme. Finally, she will discuss ways to implement and adapt the process to other contexts. This presentation evaluates the teaching methods and activities of English as a Foreign Language (EFL) speaking in developed secondary schools for females in Saudi Arabia against the international practice. The employed research methodology is a qualitative case study, in which the main data collection technique is classroom observation. Both teachers’ and students’ talk was audio recorded. Finally, recommendations will be made for future development of speaking instruction. The presentation discusses the methods and results of research carried out on the strategy use of ELTE English major students, who were required to infer the meaning of unfamiliar lexical items both in isolation and in context. This talk presents case studies about unsuccessful language learners. We focus on the lack of motivation, misbeliefs, and inappropriate strategy use of adults and adolescents who have failed to successfully acquire a foreign language. The causes for the lack of success are analysed and useful tips and activities are suggested. Teachers often complain about the washback effect of tests on teaching: test are said to force teachers to do things they do not want to do. But it has often been claimed that good tests will encourage teachers to do good things: communicative tests will encourage communicative teaching. However, empirical research shows that the real world is more complex. In my address I will give examples from a number of studies that show teachers doing strange and disturbing things in classes, and I will speculate on why this is. I shall argue that if tests are to have benefical effects on teaching, teachers will need to understand the rationale behind the test and they will need to reflect carefully on appropriate test preparation practices. Teacher training courses tend to avoid discussions of how to prepare for exams, as if this were unprofessional and undesirable, and instead concentrate on communicative teaching methodology. I shall claim that the skeleton in the cupboard needs
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Alderson
Charles J.
1999
Exploding myths?
Aleksic
Maja
2006
Student teachers to teacher students
ALEXANDER
Louis
1993
What is advanced level?
Al-Fadda Alivertis
Hind Julia
2008 2015
see Bayazid
Al-Jarf
Reima
2010
Assistive technologies for EFL students
Al-Jarf
Reima
2012
Online video lessons for EFL instruction
Al-Jarf
Reima
2012
Information and communication technology, curriculum, syllabus and materials design
Al-Jarf
Reima
2014
Test preparation with mobile apps
Allahyar (et al.) Allan
Negah
2006
Barriers of ICT use and Iranian EFL teachers’ perception
Douglas
1998
Materials making as methodology
Allan
Douglas
2000
Maximising potential with mixed classes
From verse to the subverse: using poetry in the classroom
to be unveiled and discussed, and we also need to ask ourselves whether the emperor really does have clothes on. Much controversy surrounds language education in Hungary, in particular in relation to the number of contact hours per week and the number of years needed in order to achieve particular levels of language proficiency. The Examination Reform Project for English has recently piloted experimental exams on over 1,000 secondary school pupils in years 10 and 12. The aim of this presentation is to focus on peer teaching in a foreign language class. The research is based on the observation of a group of adult upper-intermediate English students. The results show that peer teaching can contribute to students’ linguistic competence and performance and teachers’ professional development. What are the factors that make languages difficult? Can structures be arranged in increasing complexity? Is it a matter of vocabulary and collocation? How do we define an advanced syllabus? When does an ‘intermediate’ student qualify for ‘advanced’ status? Whether taken from the Canon or from the kids, poetry can be a wonderful way to share and develop language. From word play to thought play, we will move around in rhythm and not! We shall explore from poetic license to poetic justice, as well as some of the many literary devices. The presentation will show which assistive technologies can be integrated in the EFL college classroom to develop students’ listening, speaking, reading, writing, vocabulary, grammar, dictionary, and notetaking skills. Many EFL students have limited opportunities to practice English out of class, have listening comprehension problems and lack oral expression and fluency. They have reading and writing difficulties. To help EFL students with these problems, the presentation proposes the integration of online video lessons in EFL classroom instruction. Many EFL students have limited opportunities to practice English out of class, have listening comprehension problems and lack oral expression and fluency. They have reading and writing difficulties. To help EFL students with these problems, the presentation proposes the integration of online video lessons in EFL classroom instruction. The presentation gives examples of flashcard Apps that ESL/EFL students can download from Google Play or Apple Store and use to prepare for the IELTS, TOEFL and GRE tests. Attendees are introduced to standardized test flashcard app features, their different learning modes, and how words can be browsed, learnt and revised.
This interactive talk will examine the usefulness of materials-making INSET courses as a way of uncovering teachers beliefs about teaching and learning. Teaching mixed classes can be one of the most challenging but also rewarding experiences. This interactive workshop will
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Allan
Douglas
2001
Workbook/Powerbook: getting your workbook to work
Allan
Douglas
2002
‘Everybody needs friends’
Allan
Douglas
2002
Dot Com: internet resources
Allan
Douglas
2003
Preparing students for the new érettségi exam
Allan
Douglas
2003
Learning with dictionaries
Allan
Douglas
2003
Teaching teenagers
ALLAN
Douglas
2004
Confused and reluctant minds: engaging younger students
Allan
Douglas
2004
Successful input: successful output
focus on how to get the best out of your students and yourself. A good workbook can solve many teacherheadaches. This workshop aims to demonstrate how your workbook can be put to work. Examples will be taken from Longman’s Opportunities secondary coursebook. The session aims to look at what at the important role of motivation in learning languages. Of course students will have different motivations for learning English. Some will have their own desires and reasons for learning, others will have pressure on them from parents and so. However, what is obvious is that the more we understand about motivation the more effective our teaching in the classroom can be. Examples will be taken from Longman’s new course for 10 to 14 years olds called Friends. What’s on the web for us? Leaping the technology barrier can have rewards because once we master a few simple internet skills, a whole new world opens up to us. Everything we need to make our teaching lives easier is on the web – lesson plans, extra activities, tests, visual aids and much, much more. This workshop will highlight the benefits of getting better acquainted with the web. Many students today have high ambitions, dreams and hopes about their futures. English language plays a prominent part in these plans. Often this is mirrored by students’ enthusiasm for language examinations whether international exams such as Cambridge, or national school leaving exams. This workshop will look at how to train, sensitise and practice to ensure success in exams. Looking at the skills that upper secondary students need to develop their English, perform well in exams and get the most out of any future studies, with reference to Opportunities, the English course for upper secondary students. Teaching teenagers English today is not always an easy job. Compared to MTV, Hollywood action films and the latest voyeur TV shows, the English lesson can seem a bit dull. How can we engage teenagers in actively learning English and keep them happy at the same time? This workshop will aim to answer the question by highlighting the importance of teenager-centred learning, fascinating topics and colourful culture. Examples will be taken from Pearson Education’s new course for teenagers, New Snapshot. The continual search for effective learning has produced some rather curious classroom rituals. As error is often seen as a negative consequence of learning, classroom ceremonies have developed in which avoidance of error is paramount. Subsequently the challenge of learning is also removed. Every teacher knows the difference between explaining something that makes sense, and trying to ‘teach’ apparently pointless information to confused and reluctant students. This plenary will try to uncover some of the ways of providing students with input which helps them to learn the language and its uses simultaneously. The factors, which determine whether a young learner of a foreign language is successful or not, are varied and complex. Elements such as
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Allan
Douglas
2005
Across cultures – Teaching students about modern Britain
Almási
Anikó
2014
Flashcard games and activities
Ambrus ANDERSON
Gabriella Gary
2008 2001
see Kámánné Vajda
Anderson
Gary
2001
Keep on
[email protected] English
ANDERSON
Gary
2013
Professional development: how does your tree grow?
Anderson
Gary
2013
Tools for teaching – and taking – IELTS: fitting round pegs into square holes
ANDOR
József
1991
A lexical analysis of text representation in the TIT – Pécs EFL project
Multimedia in ELT: a modern must?
motivation, previous learning and the age of the learner, obviously play a crucial role in achievement. However this workshop will examine how successful attempts at communication are greatly influenced by the input provided and will suggest that input must provide a motivational stimulus and challenge. Teachers of English are forever intrigued by the discrepancies between images and the realities of modern Britain. Teaching learners about modern Britain can be very challenging both linguistically and culturally. This workshop will try to dig beneath the stereotypes about the British with some hard facts and figures about today’s Britannia and its young people. It will be of use to upper primary and secondary teachers, especially those teaching in ‘zero’ year classes. Flashcards are the heart of every YL classroom. We use and reuse them for introducing, recycling, reviewing vocabulary, for serious practice or pure fun. Don’t we all need new ideas on how? Come and find out from Anikó Almási! Multimedia components are becoming the standard rather than the exception in language learning: - Dictionaries include CD-ROMs with pronunciation. - Courses come with self-study CD-ROMs for students. - Business courses have dedicated websites for teachers. - ELT websites offer both teachers and students downloadable extras. While demonstrating Cambridge materials, Gary Anderson will ask participants to consider the place in their teaching situations. Working in English is a new intermediate business English course with modules on key areas of business communication plus a bank of extra materials for teachers. Gary Anderson will demonstrate a variety of activities from the course and show how the different components work: Student’s book, Personal study book with audio CD, Video, Teacher’sbook with CD-ROM and Website for teachers. How do you ensure your on-going professional development: personal reflection; action research; peer observation; reading professional materials; attending seminars and conferences; taking courses? We’ll discuss these and other ways to grow your own personal professional development tree while looking at Cambridge English Teacher where you can do even more online. Shouldn’t IELTS preparation also include language development for skills work and real-world learning strategies as well as exam tasks, training and tips? We’ll try out activities from coursebook and supplementary materials to use in – and outside – the classroom as teaching tools to fit students (‘round pegs’) into courses (‘square holes’). Text representation and interpretation are demonstrated using the methodology of lexical and frame semantics, whereby the empirical bases of dictionary and encyclopaedic knowledge structures are discussed from the point of view of EFL instruction. A brief description of the English
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Andor
József
1995
Which dictionary? The user’s expectations and needs
Andor
Katalin
1991
Thompson’s dictionary for Hungarian learners of English
Andor
Katalin
1994
Using TV commercials in the classroom
Andor
Katalin
1995
Warmers and fillers for the Business English classroom
Andor (etal.)
Katalin
2011
Not only the student, but YOU … – bridging the gap
Andrekovics Andrews
J. Mark
1999 1996
see Geczkó
Andrews
Mark
1997
Teenage texts
Andrews (et al.)
Mark
1998
‘Like a dog on a leash?’ Teachers on a study trip to Britain
Teaching of British Cultural Studies in secondary schools
Language Project of TIT’s Language School in Pécs is provided,whereafter samples of texts discussed in classes of intermediate and advanced level are demonstrated. The paper provides a multi-feature evaluation of lexical representation in 5 well-known dictionaries: (a) Longman’s DCE; (b) Hornby’s ALD (1995); (c) the COBUILD ED (1995); (d) the Cambridge IDE (1995); (e) Franklin’s LM-6000. The aim of the analysis is to see to what extent dictionaries represent the user’s lexical expectations and requirements correctly, based on his pragmatically and semantically grounded types of knowledge. The dictionary is aimed at Hungarian school learners of English. It is basically an EnglishHungarian, with a Hungarian-English index. The English entries have full grammatical and stylistic information. It has 8000 entries, which are translated into or explained in Hungarian. There are usage notes on points of difficulty for Hungarian learners. In the past few years teachers have become aware of the possibilities of using satellite TV programmes in the language classroom, but perhaps do not always know how to exploit this exciting new resource. The aim of this workshop will be to present a few practical ideas on how to use TV commercials for teaching purposes. The activities can be used from low-intermediate level upwards, with general or business English classes. The purpose of this practical workshop is to share with the participants a number of short activities which can be used as warmers and fillers in Business English classes. There will be a short theoretical introduction, but in the rest of the session, participants should be ready to take an active part. Psychodrama and bibliodrama can help you develop yourself and self-awareness. This workshop will explore our conference theme in further relation to ourselves. These techniques enable you to reflect upon your emotions and relationships, and discover your hidden resources, which you can also use in your profession. A better understanding of yourself leads to a better understanding of the world around you, your students, and how you can do your job more efficiently, and thus enjoy doing it more. This workshop will deal with methodologies of teaching British Cultural Studies in secondary schools. We will examine existing textbooks and try to establish principles of syllabus design. Are there ways of integrating the teaching of language and culture with other subjects? In what ways can 17 and 18 year old Hungarians engage with fictional texts which are written for British teenagers? This workshop will deal with both the problems and opportunities inherent in teaching language using material which focus on the lives of young people in Britain. There will be extracts from the winner of this year’s Carnegie medal, presented for an outstanding work of fiction for children in Britain. This talk will focus on the preparation, implementation and evaluation of the teachers’ study trip to Britain. We will look at its potential for cultural awareness and linguistic development and consider the
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Andrews
Mark
1999
Incorporating elements of British studies’ cross-cultural issues into the secondary school language class
Andrews (et al.)
Mark
2001
Zoom in – an intercultural coursebook for Hungarian teenagers. Just out!
Andrews
Mark
2002
English, half English or take down the Union Jack
Andrews
Mark
2003
Working with teenagers on combining learning English with Human Rights
Andrews (et al.)
Mark
2004
Practical classroom tasks for training teachers in intercultural learning skills
Andrews
Mark
2005
Andrews
Mark
2006
Teacher of open lesson: Teaching English through literature What do I have to do for people to like me?
Andrews
Mark
2007
2007: the year of two successful young girls
Andrews Andrews Andrews Andrews
Mark Mark Mark Mark
2008 2009 2010 2010
SIG moderator
Andrews
Mark
2011
Developing ethnographic fieldwork skills on both teacher and student courses at SOL in Devon
constraints as well as the gains of an intensive learning experience abroad. In the light of the aims of language teaching in the Hungarian national curriculum intercultural learning is taking on a more central role in the classroom. What is it and how might it be achieved? This session will draw on the experiences of a British studies methodology group here in Hungary. An intercultural coursebook written by 14 Hungarian teachers. It is about a journey to Britain for teenagers at intermediate level. It develops skills for cross-cultural learning through topics such as festivals, teenage relationships, bullying in schools, taking exams and a young Hungarian’s experience of living in Britain. We will look at two songs by Billy Bragg which examine both the Union Jack and what it means to be English in the Queen’s golden Jubilee year. There will be a series of activities after which there will be a discussion about how to deal with these topics when working with 16-18 year olds. This is a workshop where we will look at approaches to the teaching of human rights and practical activities which can be used in Secondary Schools. The workshop will draw on the work done in the Romanian human rights project out of which a textbook has been written. An insight into the content of one of the most popular in-service accredited courses in Hungary: ‘The Intercultural Learning through the Teaching of British Studies. Changing perceptions of English teaching to the teaching of culture.’ A practical guide to the planning execution and evaluation of the course. A lesson with the students of Dobó Katalin Secondary School. The lesson will be based on extracts from David Mitchell’s 2006 novel Black Swan Green. The book is set in 1982 England and traces the life of a 13-year-old boy as he is confronted with all the experiences of growing up. One of the extracts describes being at a disco and whether it is cool to dance or to stand and watch. The book is on the long list for this year’s Booker prize and by the time of the conference may well be on the short list. A lesson with the students of Városmajori Secondary School. The lesson will focus on the success this year of RúzsaMagdi and SzávayÁgi in the field of music and tennis and aims to look at role models and whether they are important for young people today.
SIG moderator SIG moderator A nineteenth century view of Balaton from the English traveller John Paget
John Paget was an Englishman who travelled throughout Hungary in the first half of the nineteenth century and his descriptions of life at Lake Balaton are fascinating insights into what he found striking about life in Hungary. Through pictures, videos and course diaries, if you come to this talk you will get a glimpse into the SOL courses taught this summer by Mark Andrews, Uwe Pohl and Simon Parker. Next year they will be joined by Luke Meddings for a Dogme Devon Unplugged Course.
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Andrews
Mark
2012
Teaching unplugged, Devon unplugged: How a summer course in Devon models a way of working with students which develops both responsibility and decision-making skills
Andrews
Mark
2013
Drawing on the local both in Devon and elsewhere
Andrews
Mark
2013
see Prescott
Andrews
Mark
2014
The Danube, the bridges of Budapest and making the familiar strange
Andrews
Mark
2015
20 years worth of presenting at IATEFL Hungary in 40 short minutes
Angeli
Zsuzsanna
2000
Using the Internet in the classroom
Angeli
Zsuzsanna
2003
Integrating online communication to promote students’ digital literacy development in an EFL methodology course
Antonaros
Suzanne
2009
Living values in education
Appleby
Rachel
1994
From needs analysis to course design ‘business English’
Appleby
Rachel
1998
Exploiting your student
The ELT classroom usually offers more opportunities to engage students with the world around them than other subjects. In this workshop we will explore how a summer course in Devon does this and what lessons can be drawn for working in a predominantly non-English speaking country. SOL (Sharing One Language) has an approach to language learning which is rooted in exploring the local. In this talk we will look at aspects of SOL’s work, both inside and outside Britain, which engage students and teachers in looking closely at the world around them with a view to understanding it better and maybe contributing to make it better. Exploring the local is a rich resource in ELT. Helping students to understand where they live better so they can communicate with people from other cultures is part of being a language teacher. We will use the river and the bridges in Budapest to demonstrate how this can be done. I haven't missed an IATEFL-Hungary conference in the 20 years I have been living in Hungary.The first one was in Eger in 1996 and the last in Veszprém in 2014. I will revisit those conference presentations and highlight some key special moments in those 20 conferences. In the last few years teachers have become aware of the possibilities of using the Internet in the language classroom but perhaps do not always know how to exploit these new resources. The aim of this workshop will be to present a few practical ideas on how to use the Internet for teaching purposes to deal with the change of the teacher’s role in the language classroom. The presentation describes an EFL methodology course that focuses on web applications and their integration into teacher education and TEFL.Nicenet – a web-based classroom environment – is used to give students a forum to collaborate and share ideas. The link-sharing, conferencing and document posting functions of Nicenet give additional space for students to work individually and also to interact with each other. Students enhance digital literacy skills in a task-based learning situation. An introduction to Living values in education used worldwide to invite children, young adults, parents and educators to explore twelve key values. Demonstrations of classroom activities which revolve around human values shared by people of many cultures and a discussion of how this approach helps develop personal, social and cognitive skills. Doing a detailed Needs Analysis with students can create high expectations of what their course will be like. Very rarely is it then ‘fair’ to provide them with a course book and hope their needs will be met. Yet this is often the easy option. This session will focus on using a pre-course Needs Analysis, and first lesson review thereof, to put together a course. A number of practical examples will be looked at and evaluated as to their usefulness for different types of students/groups. Of interest to those with little/no experience of teaching ‘incompany’. Teaching the book, or teaching the students?
12
Appleby
Rachel
1999
What makes a good business English teacher?
Appleby
Rachel
2000
Intelligibility: the prerogative of non-native speaker
Appleby
Rachel
2004
Giving the teacher the best chance possible
Appleby (et al.)
Rachel
2004
Human Resources management in ELT
Appleby
Rachel
2005
Teaching one-to-one: getting to the core
Appleby
Rachel
2008
‘One package – All styles’
Appleby (et al.)
Rachel
2010
Professional language development for teachers
Appleby
Rachel
2011
Students’ learning preferences and technology: using group websites to promote class coherence and autonomy.
Appleby
Rachel
2012
Exploiting short video clips in Business English classes
Appleby
Rachel
2014
The joy of discovery: language and the ‘wow’ factor!
This session looks at basing classroom activities on what the students have to offer, pitched to their level. Their involvement, without necessarily staying completely from ‘the book’, gives them greater ownership of language, and thus greater facility for remembering it! This talk will outline LCCI’s 30-hour Foundation Course for those wishing to become, or improve as teachers of business English. Describing how International House Budapest focuses the course, there will also be a number of tips and ideas for general business teaching purposes, as well. This session will look at issues concerning non-native speaker English, and at the features which can hinder intelligibility. After looking at characteristics which identify nationality, the session will turn to practical activities that can be used to raise awareness of and work on elements which ‘intrude’ in non-native speaker speech. How do you behave? How do your students, colleagues and/or boss perceive your behaviour? Put yourself on the line, and find out how valuable your behavioural skills are, in the context of the real outside ‘world of work’. A look at behavioural competences, and their relevance. In co-operation with the National Association of Private Language Schools (NYESZE) the British Council provided a ten-day workshop for NYESZE members. This session renews the core points of the workshop, and reflects on participants’ experiences in putting the new ideas into practice. This workshop will look at ways of finding out what your student’s needs are, as well as what they are interested in. We’ll look at various resources, and how best to exploit material in order to ensure effective, involving and student-led learning. Be prepared to share your own ideas too! This talk will illustrate the features of a new Business English course book series which enables the teacher to develop a package of exciting tasks and activities to meet a variety of student needs in an interesting and challenging way. The new MA in ELT at ELTE University includes a course on Professional Language Development – language development within a professional context. As an extra, this session will introduce two MA-student speakers to IATEFL. Each will give a minipresentation on their current research topic: Enikő on Vocabulary Learning Strategies, and Marcsi on Multiple Intelligences. This session looks at how we can help our students become more independent through drawing their attention to how they can use webtools, online resources and group websites. We’ll focus on the learners and their learning styles, so that they can maximize their learning opportunities. This workshop will showcase some short OUP business English videos (International Express / Business Result), which can be used with a variety of levels, and cover topics such as the business of football, the Internet and fashion. We'll discuss ways of using the videos in class, leading in and following up. Everyone loves the ‘Wow, I didn't know that!’ story: we are born with an innate interest to learn and find out. But how can we help our
13
Appleby
Rachel
2015
Two approaches: success with reading and listening texts
Arnejšek
Breda
2002
In favour of a short story…
Artner (et al.)
Viktória
2007
Turning into a teacher
Árva
Valéria
1994
CETTly, the very official newsletter of CETT
Árva (et al.)
Valéria
1994
What is really going on? Classroom-based enquiry for teachers
Árva (et al.)
Valéria
1996
English Speaking Cultures (ESC) in the primary classroom
Árva
Valéria
2010
David, Brown Bear and Fifty Below Zero – using authentic children's literature in the primary EFL classroom
Ashley (et al.)
Crystal
1993
Creative, low-stress approaches to medical English
ASLAN
Gülfem
2002
So who wanted to be a teacher anyway?
Aslan
Gülfem
2002
Learning and living the Lexical Approach
students ‘discover’? This session will look at how we can guide students to understanding how language works through engaging texts and topics. Reading and listening in a second language is difficult – but do our classroom exercises really help our learners? This talk will demonstrate strategies for dealing with any text, including those in exams, to provide useful skills for tomorrow, not just for today! Reading non-simplified short stories paves the way to studying longer literacy works for their school-leaving exam. In my workshop I wish to present how I work on my stories in class, trying to make the students grasp the relationships between characters and respond to the story in a creative way. Students at ELTE CETT are placed into schools for 5 months to learn about ELT at the chalkface. During this time they compile a teaching portfolio and conduct a classroom research project in their group. How can these become important tools for teacher development and how can these be relevant for the rest of usí, On the poster I would like to present CETTly, the student magazine of CETT, the process of preparation, the way it was set up and put sample copies on display. One of the first steps towards being a ‘reflective, collaborative teacher’ is to find out what is really happening in our own and our colleagues’ classrooms, and to separate fact from interpretations and reactions. It’s not easy... so this workshop will focus on some of the principles and techniques that can help. In our workshop we would like to give a brief summary of the discrepancies and lacks our trainee teachers often cope with concerning ESC in a primary classroom. We demonstrate what input our trainees receive during their studies and what knowledge and skills they need in their classrooms. We share some ideas of how the gap might be bridged. The aim of my workshop is to suggest ways of exploiting children's literature in the EFL classroom. I am going to revise criteria for selecting appropriate books and demonstrate techniques for classroom use through the example of some of my favourite books: David Goes to School, Fifty Below Zero and Brown Bear. At the Pécs Medical School, teachers of English are implementing creative methods in the Medical English Classrooms. This session will demonstrate and involve participants in several activities designed to help students retain technical matter, while reducing their stress and emphasizing intercommunication. Many young people ‘fall into’ teaching even though it is often the last thing they had planned to do. This is because teachers are generally underpaid, overworked and underappreciated. Or are they? This session proves how rewarding the teaching profession actually can be for people with the right qualities. No matter how long we have been teaching, there is always something else to learn. If you are tired of learning, you are tired of life. Well? Are you? This practical workshop introduces some basic tenets of the Lexical Approach while showing that learning is not really tiring, but satisfying, exhilarating and fun!
14
ASLAN
Gülfem
2004
Do we mince our words as well as our meat?
Astuti
Lucia
1992
The use of active educational posters in the teaching of foreign languages
Astuti
Lucia
1992
The use of images in the teaching of foreign languages
Astuti
Lucia
1992
The use of short stories in the teaching of foreign languages
Asztalos
Dávid
2004
see Ádám
Atkinson
David
1994
The L1 in the classroom: its role in elementary classes
Atkinson
David
1994
English only in the classroom: why do we do it?
Attila
Imre
2006
Tips from films
Austin
Elizabeth
1994
Reading can be creative too
Avsenik Avsenik Aynur
Bernarda Bernarda Baysal
2002 2003 2001
see Fidler
Babic
Nina
1995
Magazine and newspaper cutouts – towards greater communicative competence
What part does collocation play in standard classroom activities? We have all come across instances when learners make very strangesounding direct translations from L1 when trying to express themselves. Is it entirely their fault for ‘thinking in L1’, or does it have something to do with the methodology we use? The workshop will go further into the method the speaker wishes to demonstrate in her previous workshops, this time through the medium of active educational posters. The aim of the workshop is to show how and why the images presented in illustrated language publications facilitate and increase the students’ learning skills. The immediate impact of the visual material which accompanies the written word stirs the interest and entertains those who study a foreign language using this system. The workshop aims to show how and why short stories can be used in the language classroom. The speaker will demonstrate the same method as employed in her earlier workshop through different language teaching materials, this time short stories. If we accept, as I think we should, the idea that the students’ L1 has a role to play in ‘monolingual’ classes, then this raises the question of what exactly that role should be. This workshop explores the issue as it relates to teaching beginner and elementary level students. The notion that English should be taught only through English has been enormously influential in ELT for many years; indeed it is often considered to be at the heart of ‘communicative teaching’. I will argue that there are good ideological, psycholinguistic and methodological reasons for challenging this view. The workshop offers an example of using films during the English class, which can improve English and negotiations skills as well. In the first part participants are asked to describe a stereotypical first meeting between a boy and a girl, including possible problems in their communication. Then they will watch a fragment from a film presenting the first meeting between two would-be lovers and a discussion follows it. We require our students to use their imagination and creativity in speaking and in writing. However, in using reading materials or in teaching reading as a skill, we often suppress student creativity. This talk suggests why and how to make reading creative too.
see Fidler Who is the problem child: novice vs. expert teachers
Regarding classroom management, novice teachers face various problems during their first year of teaching. This paper focuses on the student behaviours labelled as ‘problematic’ by novice versus expert EFL teachers. It also discusses the techniques used by these two groups of teachers to handle ‘problematic’ students in the classroom. Learning a language is a constant struggle towards greater communicative competence. This workshop explores a strategy of activating class participation by presenting learners with various related and juxtaposed magazine and newspaper cutouts, encouraging
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them to form, articulate and defend opinions, explore alternatives and express emotions rather than merely retell something they have just read.
Babus Babus (et al.)
Ilona Ilona
2002 2013
see Fruttus
Bagyarik
Éva
2011
Designing a negotiated syllabus based on the needs analysis of adult learners of English – a case study examining a private language course in Balatonlelle, Hungary
Bailey
Adrian
1998
My English diary
Bajner
Mária
1996
A literature-based approach in language development classes
Bajnóczi (et al.)
Beatrix
1998
Teaching reading skills
Bajnóczi (et al.)
Beatrix
1999
Reading skills in the classroom
Bajnóczi
Beatrix
2002
Reading comprehension in language exams
Bajnóczi (et al.)
Beatrix
2004
Business English in classroom
Bajnóczi
Beatrix
2006
Creativity and business English
Opening the doors of business to secondary school students
During this session our aim is to introduce a unique talent development programme where students receive business English language and skills training, learn about the world of business and take part in a mentoring project. The programme received the European Language Award in 2008. This small-scale case study is part of a Brighton university MA ELT dissertation and it examines how a contextualized and personalized syllabus could be designed and taught in a private institution in Balatonlelle, Hungary. The negotiated syllabus is facilitated by the needs analysis of adult learners of English. Having your students write a diary is a relatively simple way of incorporating realistic use of the language into your course. We will discuss what it should include if it is to be an effective language-learning tool. Examples will be shown of primary and secondary weaknesses. This paper emphasizes the importance of a closer integration of language and literature in the classroom and sees literary texts as a resource – one among many types of texts – which provide stimulating language activities. It also intends to explore some of the underlying issues and concerns involved in using literature in language classes. A number of thoughts and ideas raised in the paper for reflection and discussion should help teachers in making more principled and coherent decisions about why and how to use literary texts while teaching ‘language’. The aim of the workshop is to help secondary school teachers teach reading and prepare their students for the reading component of the entrance/school-leaving exam. The speakers’ intention is to give practical advice on how to teach and develop different kinds of reading skills for different age groups. The participants of the workshop will gain insight into some possible tasks through active participation. The aim of the workshop is to present several types of reading comprehension tasks used in language exams. The main focus will be on a recently accredited language exam the ECL (European Consortium for the Certificate of Attainment in Modern Languages). With the help of some sample papers, participants will get an overview of this exam. A basic knowledge of business English is extremely useful not only for those involved in business life but for everybody who wants to understand the world around us and find their own place in it. The workshop intends to demonstrate how a business approach can be enjoyable for both the students and the teacher. A basic knowledge of business English is getting more and more important. Teaching business English in a creative way to English and / or American Studies major students is highly different from teaching English to business people. The lecture intends to give an overview of possible strategies to develop business skills of students in an academic environment.
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Bajzát Baka
Tünde Gabriella
2005 2014
see Ádám
Bakti (et al.)
Mária
2004
Teaching History, Geography and Biology through English multimedia CDs
Balan Balassa
Rada Katalin
1996 1997
seeAchim
Balázsi
Viktória
2004
We can’t all, and some of us don’t
Balçikanli
Cem
2007
The investigation of the attitudes of the future teachers towards teacher autonomy: a case study at ELT Department, Gazi University
Bálint
Zsuzsanna
1991
The video cassette recorder in the EFL classroom at the Technical College of Architectural Engineering of Debrecen
Balogh (et al.)
Ákos
2014
Teaching business skills to secondary school students
Balogh Bánhegyi (et al.)
Veronika Judit
2005 1997
see Dudás
The Great Gatsby: 20th centurey literature in the 21th century classroom
Guidelines for giving feedback – facilitating mentor development
Having fun in summercamps
Gabriella Baka will give a workshop on how to explore this timeless classic of American literature with the help of its symbols, film adaptations and drama techniques. She will be drawing from her own classroom experience working with the novel. We would like to introduce our multimedia CDs covering the topics of the Conquest of the Hungarians, the Peak District, and the Southern Great Plain. Our aim was to provide alternative tasks for primary school teachers so that they can teach some parts of their subjects through English, which can be a new tendency in Hungary. The guidelines suggest ways through which mentors can keep trainees motivated during the feedback sessions. They also attempt to show how we can give shape to these sessions while developing our interpersonal skills. Mentors will be invited to comment and add their own ideas. This workshop aims to provide a wide range of practical ideas for teaching culture. We would like to highlight the possibilities both from the learners’ and the teachers’ point of view; the variability and complexity of these tasks help learners to improve their autonomy even from a very early age. The tasks are fit to raise students’ interest in learning about cultural issues and easily applied in mixedability groups. This study aims to identify the attitudes of the future teachers towards teacher autonomy. The participants are made up of108 future teachersstudying at Gazi University, ELT Department. In order to collect the data, a questionnaire consisting of 6questions concerning teacher autonomy was administered to the future teachers in an openended section. The findings gathered by means of the questionnaire reveal that the future teachers are extremely positive towards teacher autonomy and regard this concept as a necessity in foreign language teacher education since the characteristics of the autonomous teachers are similar to those of the successful teachers. To sum up, the importance of teacher autonomy can easily be observed through the findings obtained in this study. Films and video, widely recognized as powerful communication media, can greatly enhance and diversify a second language curriculum. With careful selection and purposeful planning, films and videotapes can motivate students, thereby facilitating language learning. Moreover, the integration of pre-viewing, viewing, exploitation and post-viewing activities into the film/video lesson encourages natural language use and language skill development, making films and videotapes valuable teaching tools. During this session our aim is to introduce a unique talent development programme where students receive business English language and skills training, learn about the world of business and take part in a mentoring project. The programme received the European Language Award in 2008. We are going to introduce our experience of organizing a ‘real’ English summer-camp in
17
Hungary, telling participants about difficulties we faced and about ways to success. There will be special emphasis on young children and an introduction of some activities based on resources other than the coursebook.
Bánhegyi Bánhegyi
Mátyás Mátyás
2009 2011
see Sárosdy
Bánhegyi (et al.)
Mátyás
2012
Inspired by aboriginals: A Cultural Reader on Aboriginal Perspectives in Canada
Bankovic
Ivana
2015
Readers Theater
Bánóczy
Erika
2007
In the pursuit of good practice
Baranyai
Péter
2006
Open lesson
Barbarics
Márta
2015
see Lázár
Barber
Annabel
1994
‘But the way the book does it is so boring!’
Barber
Annabel
1995
Business in bite-sized chunks
Bárczy
Klára
2005
The new chapter of the output orientation of ELT in Hungary
see Nagy The workshop introduces the book entitled A Cultural Reader on Aboriginal Perspectives in Canada. It is divided into 36 units exhibiting varying levels of difficulty and abstraction. The Reader is ideal for general-purpose English language courses, intensive language programmes, language camps and Canada classes. The Reader comes with a Teacher’s Notes. Both materials are downloadable for free. This workshop will explore the use of RT in class. It will guide participant through the stages of preparing RT, give rationale and examples of RT as well as scripts that they can use with their students. It will also enable discussion on the benefits and challenges of using RT. The talk will present a case of a tertiary institution based state accredited language examination for specific purposes, provided by BGF, against the background of the language examination system in Hungary, with an emphasis on the changes in needs and requirements that have taken place in the last few years. The presenter of this lesson will deliver and English lesson using ICT as a tool. The lesson will be taught fishbowl style, with students from the school at the conference venue. Teacher-participants will have the opportunity to observe this lesson, and benefit from seeing how ICT can be incorporated as well as how the presenter confronts unexpected challenges, technological or other, as they arise. We would like to give participants a first-hand overview of how to apply concepts often presented in ICT workshops, but not observed. Furthermore, participants will have the opportunity, after the lesson to the secondary school students is completed, to ask questions about what they have observed, and introduce the challenges for incorporating ICT in their own contexts. As teachers, we often desperate not to be ‘dull’ in the classroom, not to ‘bore’ our students, to find ‘interesting’ ways to present and practise language points. But what does ‘interesting’ really mean? Very often, a teacher’s idea of fun does not correspond to a student’s. This is a practice as well as theoretical session which aims to give back some of the lost status to some old, but now despised traditional methods. Many teachers are finding themselves teaching more content, but lack background and confidence. Students are having to assimilate a lot in a short time. This session looks at ways to tackle the problem and goes some way to examine the relationship between Business as Business and Business as Language. The presentation is partly focusing on the experiences of the new maturity exam – from the point of view of a teacher, a teacher trainer, a multiplier and an examiner
18
Bardenhagen
Elizabeth
2013
IELTS and strategies
BÁRDOS
Jenő
1993
Reflections on the tradition of teacher training in Hungary in the mirror of the 90s
Barna
Beáta
2012
‘The only journey is the one within’ – developing multicultural awareness in the classroom
Barta
Edina
1993
Different roles for pictures – from the classroom to the exam
Baryshnikov
Nikolai
2004
English as instrument of teaching metacultural communication
Batár
Levente
2002
Politically incorrect English coursebooks
Baumann
Eszter
1998
Authentic reading material – how useful they really are
Baumann
Eszter
1999
Groups that don’t ‘get’ – What can we do?
Bayazid (et al.)
Lina
2008
How HOT should your YLs’ classroom be?
both in the written and the oral parts of the examination. On the other hand the aim of the talk is to illustrate how good coursebooks can help teachers in preparing the students for the new exam. The examples are going to be taken from the materials of the MM publications. IELTS is an increasingly important exam in the European Union and globally for both university admission and immigration requirements. This workshop gives an overview of the exam for teachers who want to familiarise themselves with the content of the examination, common task types and some pedagogical techniques to enhance student performance. Three models of TT are described to interpret the archetypes of Hungarian TT as well as early models of FL TT explicated as consequences.New models of TEFL TT of the 90s are contrasted with the postwar (WW II) paradigm. A glimpse of taxonomy patterns will help contemplate upon chances of survival. In the past decades English has become a global language, no longer the language of only so-called native speakers of English. By using a multicultural approach in ELT we can open our pupils’ minds to various cultures and lifestyles. Does this help them in their language learning, or in any other fields of their studies? In what way? I would like to talk about the exploitation of pictures in different situations. There are a number of ways using a picture during a lesson and for evaluation at the exam. The most difficult type of intercultural communication which we conventionally term overcultural or metacultural is the communication of representatives of different cultures by means of the language of intercultural communication - English. A talk between two interlocutors, one of whom belongs to the Russian culture and the other is a Hungarian, can be a characteristic example of metacultural communication. This type of communication questions the conventional assumption of obligatory patterning of cultural samples produced by native speakers. Evidently, cultural patterning is not relevant in the process of metacultural communication. Ethnic speech and behavioural strategies and tactics of communicators are quite acceptable. I examined popular English coursebooks in order to decide which of them is the most or the least politically correct. Teacher often complain that authentic materials cannot be used for lower levels, or it’s difficult to find good ones, or it’s the best thing a teacher can use but it’s not possible due to the syllabus. The session aims to focus on just how useful they really are, how they can be ‘adapted’ and where and how to find them. Teachers often say there are groups that simply don’t get, i.e.do not become a group but remain separate individuals without sharing any common aims. What can be done? This workshop will discuss how and why learning should allow for individual variations and personal exploration. Hands-on activities will demonstrate how creative and critical thinking activities support learners' higherorder thinking skills (HOTS) by offering choices and encouraging learners to become
19
Beck
Martin
2010
Quality improvement in online language test development
Beckman-Opp
Leslie
2002
An overview of web-based resources for ELT
Békés
Erzsébet
1995
Creating and teaching an English language course for international broadcasters
Bélavári Bélavári (et al.)
Noémi Noémi
1993 1999
see Bodóczky
Bélavári
Noémi
2001
No time to prepare...
Bélavári
Noémi
2001
English live! Bringing culture into the classroom using magazines
Beletic-Raunic
Adriana
2000
Let’s quiz!
Bell
Jan
1997
Elementary my dear Watson…or is it?
Bellingham
Nigel
2003
Welcome to the British Council
One-to-one teaching – a practical approach
more autonomous, and thus participating effectively in today’s rapidly-changing society. What institutes need is a cost-effective test which fulfils highest quality standards. Anyone who has taken on the task of developing a test knows how difficult and time-consuming test authoring is. The same technology that spawned blended learning provides the solution for state-of-the-art online language testing. Participants will get hands-on experience finding and evaluating pedagogically appropriate free web-based resources and tools for teaching. We still share ideas for incorporating these resources in English language learning environments that have zero to one or more computers. In August BBC English – the World Service’s language teaching department – held its 43rd summer school with 24 broadcasters among its students. This workshop is aimed at discussing how their excellence communicative ESP course was designed and how many of the tasks set could be exploited in an ordinary classroom. If you think 1-to-1 teaching is challenging, versatile, exciting, fun, full of unforgettable moments for both you and your student, you do not seem to be the target audience of our workshop. As the title suggests, the session will explore some theoretical and practical aspects of 1-2-1 teaching, focusing on the problems rather than looking at the bright side of it. After all, if everything is fine, why talk about it? When you feel tired…dried out…in a rush…This workshop presents you with some games and activities that you can take out of the drawer before class and use it almost any classroom situation. The collection includes worksheets and ideas from Timesaver Games, Festivals and special days in Britain and other Scholastic publications. Do you have problems motivating your teenage students? Want to bring colour into the classroom? Want to present information on English speaking countries to your students? Want to do all this without having to search for materials and spend time preparing and adapting exercises? The Mary Glasgow Magazines, with a lot of pictures, current issues, teenage topics, the accompanying tapes, exercises and even test papers, will help you. A number of amusing and intriguing quizzes prepared by teachers and produced by students, intended to enhance reading, revise grammar structures, write, talk,...or just for the fun of it. Does easy language mean easy teaching? Is the teacher’s skill more important at elementary level than the material used? How can we help elementary students use the language confidently and feel they have achieved something? We look at the issues involved in teaching at elementary level and provide some practical examples. Since 1991 the British Council has been closely involved in the development of English language teaching in Hungary. This talk presents the organisation’s aims, its current work in ELT in Hungary, and its plans for the future.
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Bellingham Bellingham
Nigel Nigel
2003 2004
see Szesztay
Bellingham
Nigel
2004
see Károlyi
Belozerova
Ekaterina
2010
Knowledge and understanding of the world – learning through English
Belozerova
Ekaterina
2011
Useful techniques in teaching English to very young learners
Benczúr
Judit
2003
see Fruttus
Benkő
Éva
1996
Pictures and boardgames in ELT
Bereczky
Enikő
2005
What to do on Holocaust Remembrance Day in the English lesson
Bereczky (et al.)
Klára
2004
Structure of the question & answer session in students presentations
Bereczky
Klára
2005
Becoming a business English teacher
Beréndy
Mária
2000
Some practical aspects of cooperative teaching
see Appleby
Learning English should not be limited to the language learning only. Let our learners explore the world around through English. In this workshop we have a look at several teaching techniques which can be easily applied in English class at primary or preschool. Different methods and techniques are applied in English classes according to age levels and students’ needs. In this workshop you will look at some very practical teaching ideas which really work with preschoolers and very early primary children. In this presentatıon Ekaterina is going to reveal some ‘secrets’ or techniques which work in classroom with very young learners of Englısh. You will look at the lesson structure and some activities, talk about material design and finding the right resources. All the ideas that wıll be presented at the workshop are very practical and may be applied the next day in the lessons. This practical workshop will explore various motivating and challenging ways of using pictures creatively and will present examples of ‘useful and easy-to-prepare’ boardgames. The workshop is designed to focus on ways of developing knowledge, values, attitudes and skills in this field alongside English language competencies for secondary school students. Topics of holocaust, genocide, racism are included in their school curriculum in other subjects, and as a crosscurricular approach it can also be dealt with in the English lesson. Besides, students can face problems of intolerance, racism and bullying in their every day lives, therefore, they have to be taught how to handle cultural, ethnic and racial differences and how to respect the other and develop empathy. On the Holocaust Remembrance Day English lessons can be devoted to this theme. I am going to provide some ideas and techniques about how we can approach this topic. I am also planning to suggest cautionaries, Do’s and Don’ts, when teaching about the holocaust. In addition, I will present a couple of classroom activities. e. g. how to use selections from Anne Frank’s Diary, using a Semantic Web, story telling, and films. The presentation addresses a relatively little researched area of ESP, Presentation skills.We will look at student presentations focusing on the question-answer session and compare their structure and the strategies used by the presenters and questioners to those covered by renowned course books. The findings might necessitate a modification in instruction. How does a General English teacher with education based on Humanities become a Business English teacher? The process is presented based on an interview showing the positive the and negative sides, the painful and funny elements that lead to success in the field of Business English. We have conducted a survey among students and teachers on ways of cooperation between teachers working with the same group and the effects these ways have on students’ learning
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Berényi (et al.)
Éva
1995
Drama Plus – teacher development programme
Berényi
Éva
1998
How to prepare students for Trinity exams
Berényi
Éva
1999
Effective communication at Trinity exams
Berényi
Éva
2000
Why to choose Trinity?
Berényi
Éva
2001
What’s the news about Trinity exams?
Berényi (et al.)
Éva
2001
Beresova
Jana
2003
How to choose a language school, how to choose a language exam? (all) Communicative language testing. – the school-leaving examination in English
Berezovskaya
Natalya
1993
Towards ensuring communication
Berger (et al.)
Norbert Georg
1995
Presentation skills in a Business English undergraduate programme at Graz University
Berisha
Mejreme
2014
Digital storytelling
Berry
Roger
1991
Pronunciation awareness games
Besnyi
Erika
1997
see Huszár
Betáková
Lucie
2004
Testing speaking skills of trainees in teacher-training programmes
effective
habits. Presenting our findings and including the experience of participants, we will work towards improving the ways teachers work together. Drama Plus is an integrated in-service training system for teachers of English. It is organized in the form of a 2 week-residential course in Bugac in the romantic Hungarian Puszta. The course includes classroom drama techniques and sketch material to improve both speaking skills and pronunciation, and art methodology involving all language skills. Some participants from previous years have even produced books, plays and tapes inspired by the course. The course is run by Ken &Dede Wilson.Poster presentation. Trinity exams test communication skills in English at 12 grades. How to grade the students? What material and techniques can help preparation? You will hear some tips. Trinity College London have updated their exams. During the workshop I am going to give some tips for successful preparation. The paper gives an insight into the philosophy of Trinity ESOL exams. Participants can learn about the specialities and get some practical ideas for preparation. The talk is about the latest issues concerning Trinity exams in Hungary. It also gives some practical advice and offers useful handouts. Round table discussion led by two representatives of the Association of Language Schools. In my presentation I would like to introduce written and oral testing in ELT in Slovakia. The testing materials as well as marking criteria for both oral and written testing will be available. The participants will be provided by samples – students’ papers. The talk focuses on an impetus for interactive activities of the learner in the target language. Interaction rests on two main factors: 1) reconstructing a scenario (frame) encoded in the mind of the speakers. 2) restoring social and cultural background. Thus interaction is a cognitive and social event. ! The tasks: share your impressions; amuse your listeners, hypothesize on possible results, etc. This workshop will discuss the framework, materials, and results of presentation skills training as the final part of Business English language training in the first diploma studies for students of Business, Economics, and Business Education. We will also show videotaped examples of ingredients of successful presentations and discuss the role of selfevaluation and feedback. In my presentation, before I share a digital story created by my students, participants will learn about digital storytelling activities and their pedagogical benefits. This workshop will introduce some games dealing with awareness of English pronunciation. Participants will be invited to play them and discuss their potential. The presentation will concentrate on testing speaking. I will have a look at different formats for testing speaking but primarily I would like to talk about my experience with testing authentic spoken interaction of advanced students of English tested in pairs, carrying out a discussion on a given topic.
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Betsis
Andrew
2013
Exam update – key features of the main ELT exams
Bhanot
Rakesh
2014
DITOW – dOING iT tHE oTHER wAY
Bicskei
Angéla
1998
How to make a better use of resource materials
Bicskei
Angéla
2000
Pop goes to music
Bicskei
Angéla
2001
Let’s go on a sightseeing tour
Bíró
Ágota
2014
Bring the world into your classroom with British Council resources and projects
Bíró
Ildikó
1997
Dictation – a flexible friend
Bíró
Pál
1999
The introduction of the Pitman Examinations
Biskupicová
Kvéta
1997
Games for very young learners
Biszák Blasszauer
Tibor János
2005 1997
see Földiné Szűcs Professional challenge and development in a country school
Universities, corporations and border agencies collectively recognise over 20 different ELT exams for work and study purposes; put simply, there are a huge array on offer, such that the task of choosing the right one can become very confusing. This talk aims to help make the decision easier. In spite of what some ELT ‘gurus’ say, there is no one single (best) method for teaching/learning languages; or, indeed, for doing other things. One can cite examples from many fields where ‘going against conventional norms’ can often prove to be more effective than sticking to traditional practices. This workshop will demonstrate how a number of long-established ELT classroom activities can be rendered more challenging and pedagogically more effective when they are conducted in an ‘other’ (often the opposite) way. This workshop is based on my experiences of ateacher development course I led for primary and secondary school teachers. I hope this workshop can help practicing teachers in their selection and evaluation of materials and activities. It can also give ideas how to run materials development courses. In this workshop you are invited to try out and reflect upon a selection of activities I have used in English classes. Come and see how music and songs make your lessons more enjoyable. In this topic based workshop I would like to present a selection of activities that can promote intercultural learning and can be used for improving all the four skills. Join us and take away some practical teaching ideas that can be stimulating and challenging for your students, too. Schools, teachers and young people need the skills and values base to make sense of what is going on in the rapidly changing and globalised world around them. Internationalizing education plays a crucial role in developing both language skills and critical thinking. This workshop will inspire participants with a selection of classroom and partner school activities designed by British education professionals and taken from the British Council’s SchoolsOnline website. This session will give participants a number of practical ideas for exploiting dictation in the classroom. It will focus on not just writing but on all the skills. Short history of the Pitman Examinations. The types and levels of the Pitman Examinations. Listening comprehension, Writing, Spoken examination. How to prepare for the examination. Children love to play games, they play while they are learning and they learn while they are playing. In this presentation the participants will learn some number games, word games and sentence games to use with their students. In a Hungarian country school that provides vocation to secondary school graduates, professional challenge and development go hand in hand. An English teacher faces a number of problems, among which one is the lack of interest in learning English. For a teacher this is a tremendous challenge to develop suitable strategies to still achieve some results.
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Blasszauer (et al.)
János
2002
Presentation on the Hornby International Multimedia Summer Course 2002
Blasszauer
János
2004
Mindmapping in ELT
Blasszauer Blatnik
János Tina
2005 2015
see Skop
Blažić
Dubravka
1993
Multiple intelligences and classroom activities
Blažić
Dubravka
1993
Joy and games in language learning
Blažić
Dubravka
1994
Do you have a good time with your students?
Blažić (et al.)
Dubravka
2004
Bring humour into your class
Bobyr
Oksana
2005
Multiple intelligences and the SL learner
Bódis (et al.)
Klára
1998
Drama techniques and their potential
Bodóczky (et al.) Bodóczky
Caroline
1992
Co-trainer training
Caroline
1993
Formative feedback dialogue
Bodóczky (et al.)
Caroline
1993
Classroom research in the third year at ELTE CETT
Bodóczky
Caroline
1994
Why do we need warmers, or
Listening unplugged!
The presentation will inform participants about the structure of the ICT course and will show some of the online projects that have been created by their colleagues. Participants will be invited to join the Internet classroom which stores all the important materials of the course. Mindmapping is a visual learning technique. Participants will get to know how to use a freemindmapping software and will see a number of applications of it in ELT, such as its use in creative writing, brainstorming, vocabulary teaching and telecollaborative projects. Culture forms an integral part of the language learning curricula. Linguistic competence is not enough for successful communication in a foreign language, one also has to master the cultural contexts in which the language occurs. This workshop will provide supplemental activities which will make culture learning a consistent component of your language classes. Learn how to address all the seven intelligences (after Prof. Gardner), how to activate the right brain that operates 1600 times faster than the left, acquire faster and retain longer. Use games, stories, role-play, music and have fun! Low stress environment, games, arts and a supportive class all facilitate learning if we stress the game rather than how difficult something is. Students will acquire the difficult part while having fun. Once alert, relaxed and motivated, students obtain better results. Learning can be fun and your class can be happy! Emotions and long term memory are directly connected in the brain. Information with high emotional impact is well remembered. You probably remember your first kiss, for example... This workshop will offer a relaxation technique, a psycho test and show how dry grammar or phrasal verbs can be made enjoyable. Brain research has shown that the state of deep relaxation (alpha) is ideal for learning. Humour or physical activity take us there. Laugh and make them laugh! Share with us some materials from the Internet prepared for use in the classroom - for busy and enthusiastic teachers! Incorporating Howard Gardner’s multiple intelligence approach into ELT classroom: content and methodology of ELT relevant to a particular intelligence. Involving the audience, we are going to try out exercises with feeadback so that participants will be able to use them in their own teaching practice. Questions, doubts and criticism are welcome.
I would like to show a means of class feedback we developed that gives students and course participants a chance to see how they help to form a course. This will be a presentation of CETT 3rd year classroom studies by a classroom studies tutor, and a summary of their classroom research by the third year students, who gained a distinction on their thesis. This talk-cum-workshop is to look at the real
24
coolers, or relaxation breaks?
Bodóczky
Caroline
1997
The myth of non-judgmental feedback
Bodóczky (et al.)
Caroline
2005
Hands-on mentor training through trainer training
Bodóczky Bodóczky (et al.)
Caroline Caroline
2006 2007
SIG moderator
Bodóczky Bodóczky (et al.)
Caroline Caroline
2008 2010
see Pohl
Bognár
Anikó
2000
Bognár (et al.)
Anikó
2005
Language teaching in dual language schools – in secondary schools CLIL in bilingual education
BOGUCKA
Mariola
2006
Meaningful adventures
Bogucka
Mariola
2006
Teachers and parents – a new type of partnership
The challenge of being responsible for beginning ELT teachers
The Bateson model
uses of warmers, and why they are not isolated beginnings of lessons. In this discussion, I would like to explore some of the myths surrounding nonjudgmental feedback, and I consider it a misunderstood and potentially unhelpful or even dangerous notion. I will then propose a model for post-lesson discussions with student teachers based on a constructivist view of learning. Having successfully run mentor training courses at ELTE University Budapest, Centre for English Teacher Training since 1991, in 2003 we introduced a new element: trainer training. On the 120-hour course, participants (practicing teachers) train a group of pre-service teacher trainees for twelve weeks. The training is followed by a post-lesson discussion led by a participant mentor. Training and mentoring skills are introduced systematically and relevant issues are dealt with as they arise. We would like to discuss the changes and share the strengths and weaknesses of the new programme as well as inviting comments and suggestions from the audience. In response to comments by many practising mentors, we felt that there should be a forum where they can share their experiences and get help with their problems. The workshop will be arranged around several typical mentor themes, e.g. observation, post-lesson discussions, action planning, and evaluation. It will consist of small group discussion of each topic followed by plenaries, where we can all share the issues. The leaders of the workshop will be facilitators and moderators, as no direct input is anticipated. The workshop will invite participants to explore the awareness raising opportunities provided by the model and to contemplate ways in which it can be used in different teacher development settings. Roundtable discussion We will give a description of the theoretical background to content-based instruction (CBI/CLIL), its approach and methodology. We will also show learning strategies in thinking skills, thus making learning cognitively engaging and challenging – on the basis of 17 years of experience in bilingual education in the Karinthy Frigyes Gimnazium. Successful learning is not just receptive or based on memorization, it is based on interpretation and constructing a meaning which is valid for each learner to be independent, to think critically and creatively. An English lesson should provide an opportunity for young children to make their own sense of what they observe and experience. The talk is illustrated with examples of activities from a primary class in Poland. Recent research into social education indicates how much school successes of young learners depend on the supportive atmosphere provided by their parents and the mutual understanding between school and home. The workshop will be devoted to the overall philosophy of the
25
new partnership and its implementation in the classroom. The practical part will focus on new ideas for ‘open lessons’ and a selection of activities and games will enable parents and children to explore the world of English together, immaterial of the coursebook used.
Bohuslavová Bölcskei
Liba Mária
2001 1997
see Jilková
Bolitho
Rod
1993
Dealing with change
Bolitho
Rod
1993
Language awareness
Bollas
Angelos
2015
Tweeting through the intermediate plateau
Bond-Taylor Bonneau
Troll Natalie
1995 2007
see Hughes
Borbély
Ágnes
1994
Wordplay posters for English for fun
Borbély Borg Bowing
Ágnes Simon Peter
2008 2002 2002
see Paschekné
Bowler
Bill
1991
Milking the sacred cow – literature in the language classroom
Bowler
Bill
2003
Pronunciation in the global English age
Bowler
Bill
2003
Books too are portals to virtual worlds
‘I would participate if…’ – a survey of in-service professional development needs
Kids Club – an introduction to LCF Clubs – new materials and methodology
In 1996 a survey was conducted to explore the in-service development needs of teachers of English working in secondary schools of Baranya County. The focus of the talk is on the findings of this survey concerning the area teachers need development in and their motivation for participating in developmental programs. This presents and describes some strategies which teachers and learners use when dealing with change, and also takes a look at how they might involve themselves in initiating change. A practical, experimental workshop providing an introduction to Language Awareness for teachers. Twitter has served teachers’ improvement and development for many years now. This presentation shows how Twitter can be beneficial for learners who do not progress further than the intermediate level – the ones that have plateaued – by exploring different uses of Twitter in the ELT classroom. LCF Clubs is a UK based company providing EFL tuition and materials for 2 to 11 year-old children around the world and has been operating in Hungary since 1993. LCF Club methods cater for different learning styles with emphasis on FUN through songs, stories, games and maximum exposure to the language. Materials include step-by-step lesson plans, many printed visual aids, song CDs and web-based resources. An exhibition, originally meant to be the poster version of Wordplay exhibition. As the poster version will only be ready in November, we will display ‘appetizers’ for Wordplay. Wordplay is a touring exhibition about the English language produced by the British Council and sponsored by The Economist. It opened in Manchester in 1993 and by 1997 it will have been shown in 13 countries in Central and Eastern Europe. The exhibition with audio, video and ‘hands-on’ elements illustrates what fun the English language is.
see Csene ‘I am your friend’. Preparing students for the Euro speaking exam
This workshop will look at the speaking skills tested in the new International House Euro exam and will give teachers ideas for fun speaking activities that prepare students for the exam. Various techniques will be demonstrated for exploiting literary texts in the language classroom which go beyond the traditional ‘kid gloves’ approach. This workshop shows practically how to integrate pronunciation work into ELT classes. The questions of benefits, regional accents, and of prioritizing pronunciation work – in a world where English is the new lingua franca and students no longer ‘need to sound exactly like a native speaker’ – will be addressed. How can be persuade today’s students to open – and to continue reading – a book in an
26
Bowler
Bill
2005
Tapping into the history powerhouse
Bowler (et al.)
Bill
2010
‘Textploitation’: intensive reading with graded reader ‘textlets’
Brabbs (et al.)
Philip
1994
Observation and TP: how about a bit of a system?
Brabbs (et al.)
Philip
1995
Supervision of fast track research projects
Bradley
Terence
1997
see Rogers
Bradley (et al.)
Terence
1998
We want your minds, not your money
Bradley (et al.)
Terence
1999
And the next question?
Blazić
Dubravka
2015
An Elephant of Facebook
Breka
Olinka
1994
Creative use of newspapers
Breka
Olinka
1995
Song as a vehicle
instant-gratification audio-visual technoworld? This workshop examines the role, use and benefit of graded readers in (and out of) ELT classrooms. Varied types of pre-, while-, post-reading and evaluative tasks are proposed. A focus on history studies in ELT classes can be a great way to raise awareness about students’ own cultural heritage and also educate them in international understanding and tolerance. This session looks at how a British history project can spark a personalized response which is perfect for project work. Extensive reading (ER) has all-round language learning benefits. However, persuading teenagers to read outside class can be challenging. This workshop briefly surveys OLD AND NEW graded reader use, after which participants will experience several engaging intensive reading (IR) ‘textploitation’ classroom activities which can help build bridges to outside class reading. The three year PRESETT course for basic school teachers in Plzeň is about to enter its third year. We are currently grappling with how to mould the various school observation and TP blocks during the course into a coherent programme. This workshop will describe our approach and invite comments. This talk addresses the following issues: overcoming student difficulties when writing projects (academic style, topic selection, research methods, analysis of results, computeracy, etc.); Guidance for supervisors; project assessment; and the value of research projects for trainee teachers. Comments and discussion are invited. Are there choices in INSET provision? Are there options for effectiveness? A model of INSET has been developed in Hungary which meets teachers’ real/classroom needs. We would like to explore the value and implications with you. When it comes to questions in your classroom are you a lawyer, a comedian, a policeman or Billy Quiz? This workshop looks at some of the critical elements of teacher talk: questions and explanations. Comprehension and memory can be enhanced by metaphors and comparisons. A synaptic connection, which is actually a bridge, is established in the brain by means of creating an image . Triune brain theory advises what to avoid and what to focus on in learning and teaching. As teachers we can help our pupils understand and memorise certain vocabulary, forms, irregular verbs and improve their pronunciation. Just build bridges! This workshop will take a look at a range of practical and creative activities most of which are based on learner-centred ideas and can help our students build up confidence and awareness of their personal response to the materials read. Songs should be an integral part of the learning and teaching process because they are motivating, enjoyable and can be used in many different ways, fulfilling many different goals (e.g. background music, to relax or energize your class, to practice integrated skills). This workshop will deal with a range of activities, useful and valuable both to
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Brennan
Bren
2012
From motivation zero to 2.0 hero
Brieger
Nick
1994
York Associates Communication Videos
Brieger
Nick
1994
Business English – English for business (same or different?)
Brieger
Nick
1994
Your English, my English – our English
Britschgi
Matthew
2013
Matching headings to paragraphs as an assessment tool and practice activity
Broskevic
Ivo
1995
TV commercials in the classroom
Brown
Steve
1998
/ka:nt/ or/kaent/? The role of received pronunciation in the classroom
Brózikné Piniel
Katalin
2003
Images – a Comenius project
Brózikné Piniel (et al.)
Katalin
2014
Teachers’ perceptions of teaching students with special needs
teachers and their students. No motivation for same old, same old teaching? Find out how the speaker went from this common state to blogging, tweeting, materials writing, being involved in a global PLN and importantly, how all this acted as a catalyst for creative teaching and the inspiration for a new love of teaching. An opportunity to view and discuss the use of the following videos in the classroom: Presentations, Meetings, Negotiations. Early materials in ESP focused in special language (grammar and vocabulary); recent course books focus in specialist topics and skills. ‘Business English’ implies the former; ‘English for Business’ the latter. In this talk I’d like to consider assumptions underlying each term; the scope of business language and implications for course design. The purpose of this talk is to look at the position of English today as an international language and what this entails. In particular, I would review the following four fallacies: English is learnt on order to communicate with native speakers. English is learnt on order to understand British and American culture. English is learnt on order to adopt native-speaker models.English is taught by native speakers. After this I would like to look at the implications of English as an International Language in terms of: the objectives of the language classroom, the topics to be used in the classroom, the methodologies to be used in the classroom. Just as there are different ways of reading, there are different ways of assessing reading proficiency. In this talk, we will discuss the development and use of matching headings to paragraphs tasks as they appear in the DExam C1 exam, and how teachers can use such tasks as practice activities. The aim of this workshop is to suggest how authentic British TV commercials can be used in English language teaching, helping to enrich vocabulary, improve listening comprehension, as well as imaginative aspects of conversation, and also to present various cross-cultural information concerning life in Britain. What is good pronunciation? And who uses it? The Queen? Bill Clinton? Mark Renton in Trainspotting? All of them, maybe? And what about our students? How high should our expectations be? And what kind of models should we be presenting? The aim of this seminar is to provide a setting in which conference participants can discuss these issues, hopefully find a few new answers, and perhaps even learn some new activities for teaching aspects of pronunciation in the classroom. The aim of this presentation is to give EFL teachers an overview of participating in an intercultural project such as Comenius. An example will be looked at, namely the project entitled ‘Images’ with the participation of ELTE Apáczai Gimnázium and the funding of the British Council and the Tempus Foundation. In our nationwide study our aim was to explore how secondary school language teachers working with Deaf and hard of hearing learners view their students’ language learning motivations, attitudes, and needs. With these insights we hope to encourage
28
Brózikné Piniel
Katalin
2015
Deaf and hard-of-hearing university students’ dispositions towards and experiences of language learning
Bruggeman (et al.)
Bernard
1992
Scoring higher while using less material in EFLT
Buchan
Hamish
2010
Movement in the primary English classroom
Buchan Buchan
Hamish Hamish
2010 2011
see Zeffer
Buchan
Hamish
2012
Young learner materials at your fingertips
Buchanan
Neil
2015
You’re/your history: how digital learning reimagined the time machine
Buchmeier
Therese
2003
TOEFL: using technology to build better language teaching tools and assessment
Budai
László
1993
A complex analysis of clause constituents
Bujakowska
Marta
2002
‘Teacherism’ – What do we really teach?
Bujtás
Barbara
2011
Taming of the Facebook Devil
language teachers to approach teaching the hearing impaired with more confidence. The purpose of our presentation is to provide insight into the views of six Deaf and severely hard-of-hearing university students on their foreign language learning experiences. Based on interview data, we would like to highlight issues relevant for the teaching of foreign languages to Deaf and hard-of-hearing learners in integration. In this presentation we will explain how large groups of 50 are tested in order to determine their level quickly and without any material. After the testing procedure, the practical teaching aspects will be discussed with a particular interest of keeping the students’ attention by means of imagination and memory-based activities. We will also invite participants to share their fund of experience. Young children love to move, so it makes sense for us, as teachers, to involve our students in drama and movement activities in our English classes. In this session, the presenter will use stories to introduce movement activities to develop our students’ creativity and as well as their English and cultural understanding, knowledge and skills. Warning: movement required.
SIG moderator Come and try out and discuss some effective materials and activities, available to you on the British Council’s website for children and teachers of children. The presenter will show a sample of stories, songs, games and worksheets and demonstrate how they can be used within a lesson. As an EFL teacher with an MA in History, I will examine how digital learning is applied in an English medium Bachelor of Science General Studies history course, in both face to face and independent contexts, to boost learner motivation, productive and receptive academic skills as well as linguistic dexterity. Educational Testing Service will describe how it is using technology to build better assessments. ETS will introduce a new speaking test and a four-skills TOEFL test that will be delivered via internet, and has introduced two innovative classroom software tools: a software package that helps teachers measure learning progress in communicative skills, and an online writing evaluation service. The contribution suggests a complex analysis of the obligatory and optional constituents of English finite and non-finite clauses to teacher-trainers. The complexity of the analysis consists in the threefold management of relevant syntactic and semantic features. The analysis is supported by a notion making the process visually perceptible. I would like to focus on deeper meaning of teaching. I want to reflect on the reason why we do what we do, to reflect on different phases of our professional development. In the practical part of my workshop I’d like the participants to try out some activities and think why we use them and what they actually teach our students. Social media is catching up at an amazing speed. As well as a ‘cyber-home’ for learners, it can also be a tool for educators. The aim of the presentation is to enumerate how social
29
media (Facebook) can be utilised in 21st century language teaching and education.
Bujtás
Barbara
2011
SIG moderator
Bujtás Bujtás Bujtás
Barbara Barbara Barbara
2012 2013 2014
SIG moderator
Bujtás
Barbara
2015
Let those creepers explode in your class-English through Minecraft
Bukor
Emese
2009
Exploring teacher identity: teachers’ transformative experiences of reconstructing and reconnecting personal and professional selves
Bukta
Katalin
2003
The process of assessing written performance at the school-leaving exam: from item writing to assessment
Búza (et al.)
Virág
1995
Learner independence: friend or foe?
Buzásné Mokos
Boglárka
2014
Language coaching: a transition from language teacher to language coach
Buzásné Mokos
Boglárka
2015
The role of the ESP teacher in autonomous and self-regulated learning
CAGNOL
Bethany
2013
The ELT Journey: from the charted to the uncharted
SIG moderator Four YouTube genres to bring the ‘wow’ factor in your classroom
Learners tend to find school and learning something boring, slow and flat. Most probably one of the websites they regularly visit is YouTube. This session will present you with some activities to harness the fun factor offered by four types of these short videos to increase engagement. Our learners are entertained 24/7 with products ranging from zombies to the Rubik’s Cube. Educators compete with providers of super-fun engagement. Hopeless? Not quite. Just use your young students’ beneficial passions and let engagement catch on. Practical Minecraftrelated TEFL ideas. This presentation summarizes a doctoral research project on language teacher identity that aims to explore the relationships among beliefs, assumptions and interpretations rooted in personal and professional experiences. This reflective, autobiographical study is conducted with ESL teachers in Canada. This presenter outlines her doctoral research topic and the preliminary research results. The paper would concentrate on the process of assessing written performance from item design to using analytical scales and training raters. I would like to show secondary school teachers the basic techniques of task design and present them the good practice in language testing nowadays. The talk is intended to be highly practical, with a selection of examples to support the theoretical issues involved. Are you familiar with the terms: ‘learner independence’, ‘motivation’? Do you think it is idealistic and out of this world to apply these concepts in an ordinary classroom? We would like to demonstrate how to put theory to practice in an everyday classroom. Language coaching as an alternative and supplementary tool for teaching business English one-to-one can be of interest to any teacher who is committed to help the high performance, focused learning and fast progress of their language learners. With the use of language coaching questions and techniques, learners are likely to gain a deeper understanding of their contributions to the learning process and will take more responsibility for their success. Participants will receive a voucher for trainings organised by the Language Coach Academy. Learner autonomy is a well established and widely researched concept in SLA research. Although the focus is often on the autonomous and self-regulated learner, this presentation purposes to examine the role of teachers in promoting and supporting autonomous and self-regulated learner behavior especially in teaching ESP for adult learners in corporate contexts. English language eaching is a bit like the universe, a mix of order and chaos and forever expanding. Some of us have recalculated our routes along the way while others may know where we are headed. In this talk I will ask you to drop a pin on your ‘ELT map’ and not only look ahead but also behind you to see
30
Camden
Mary
1997
Affective techniques
Camerer
Rudolf
2003
Working in Europe – The European Language Certificate
Cankova
Michaela
1998
Open channels
CAPEL
Anette
2004
Investigating learner competence through the Cambridge Learner Corpus
Capel
Anette
2004
Vocabulary development for C1 and C2 level learners
Cardu
Mihaela
2013
2gether/ gather IATEFL – a total learning experience
how far you’ve come. What brought you to this very moment in time? What challenges have you faced? What has made you the teacher you are today? As our profession becomes more demanding we will be under increased pressure to train our students to cope with the needs of tomorrow. However, until someone discovers a keyhole to peek into the future, more than ever, we will have to stick together, help each other and form ELT teams that can boldly go where no teacher has gone before. We can help apprehensive students to lower their barriers to learning. The teacher – with a repertoire of techniques – is able to create an atmosphere which is receptive, motivated and rewarding. Communicative competence is more than linguistics. All experts agree that communicative strategies a.o. ‘hidden codes’ count most when it comes to inter-cultural communication. How to define this kind of competence, how tot each and how to evaluate it? In compliance with the Common European Framework,The European Language Certificates have made this a central part of the approach to teaching, learning and assessing language competence. How to integrate literary texts into a broader cultural context of the period? The presentation will aim at suggesting some ways based on 20th century British literature. The focus will be on James Joyce and the 1920s. Both the historical/cultural context will be tackled as well as an extract from the Ulysses. As a Cambridge University Press author and Cambridge ESOL item writer, the speaker has gained many insights into learner ability from the Cambridge Learner Corpus, an electronic collection of Cambridge ESOL examination scripts at all levels. Her talk will investigate common types of learner error, including those of Hungarian candidates; the actual productive range of candidates will also be illustrated. This plenary talk will be derived from the first-hand evidence of Hungarian and other candidates’ performance at FCE, CAE and CPE. Prior to the talk, the speaker will be using the Cambridge Learner Corpus as a research tool, in order to assess common types of learner error and to investigate the actual productive range of candidates at B2, C1 and C2 Common European Framework levels. From this information, some priorities for exam preparation and writing skills development will be suggested. Teaching at CAE and proficiency levels can be immensely challenging, yet it also provides unique opportunities for personalised exploration of the language. This practical workshop will suggest ways of developing vocabulary, idiom and collocation, based on corpus-derived information about frequency, usage and actual learner competence at Common European framework levels C1 and C2. A unique opportunity to step out of your teacher shoes and step into those of a learner. Have you ever wondered what English smells, tastes or feels like from your students’ perspective? This unconventional workshop builds up a maze where teachers become learners, presenters become architects and English becomes the thread that connects us all.
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CARRIER
Michael
2012
Re-defining accesss to language learning using handheld and mobile learning
Carrier
Michael
2014
Speech recognition in ELT: its impact on teachers and students
Carrier
Michael
2015
Speech recognition in ELT: its impact on teachers and students
Carroll
William
1994
Making poets of your students
Caruana
Carmelita
1992
Focus on pro-active work – using action plans
Caruana
Carmelita
1992
Tips on time management
Caruana
Carmelita
1992
Writing your own action plan
Cassidy
Maurice
1993
Making the exams choice: international exams and your student’s needs
Cattlin
Mike
2003
Preparing for fluency
Čelikovič
Vlasta
1994
Using video in teaching
Handheld and Mobile Learning technology extends the range of the teacher by extending learning beyond the physical lesson in the physical classroom. Learners can use travel time as well as time at home to extend their learning, reinforce teacher-led lessons and achieve learning objectives more effectively. This talk shows how we can use mobile technology to support and supplement language learning and shares our experience in developing applications for phones and handheld devices, including classroom tablets from OLPC and Intel as well as individual phones. I will explain the technology, the research available and outline some of the experiments in the pedagogical application of this ground-breaking technology to language learning, as well as our future plans for development and research in the pedagogy of mobile education. Speech recognition has come of age. It is accurate and part of everyday life, and powering automatic translation and testing systems. What impact will this have on ELT and how should we develop appropriate pedagogical models, and prepare teachers for the application of speech recognition to our classrooms? I will give a critical appraisal of its pedagogical uses and dangers. Speech recognition has reached a level of accuracy where it is powering automatic translation and testing. What impact has it on ELT? How should we develop appropriate pedagogical models and prepare teachers for its application to our classrooms? I will give a critical appraisal of its pedagogical uses and dangers. Non-traditional forms of poetry can be the starting point for small group activities that integrate the four skills – and lower that nasty affective filter, too. This talk is intended for those involved or interested in educational administration or management. It describes from practical experience a type of planning that helps ensure that important developmental targets are achieved instead of being slumped by the demand of routine or reactive work. The speaker will describe a small number of techniques that helped her to organise herself to make the best use of her working time, because there is never enough time in her experience. So if this is your experience, this talk is for you. This workshop follows the talk on using action plans by the same speaker and provides participants with the opportunity of writing action plans for themselves and their jobs. The seminar and workshop is designed to raise teachers’ awareness of the benefits to them and their students of working towards an internationally recognized exam. In particular, it focuses on the features of the Cambridge Exams, such as the FCE and CAE. A twist on task-based learning: encouraging students to prepare for tasks with a focus on accuracy, followed by task performance with a focus on fluency. How can the teacher help achieve this in a classroom situation? How to create video-based language classes, activities based on video stimulus? How can video stimulate students? Imagination and creativity? The advantages and disadvantages of video-factors which should be taken into consideration while assessing video materials?
32
Čelikovič
Vlasta
1995
The magic of collocations
Čelikovič
Vlasta
1996
Single word lead-in activities
Cepuder Sedmak
Jasn
2006
Lesson plan that really works
Černa (et al.)
Monica
2002
Professional development during clinical year
Černa
Monica
2011
Empowered by the early start?
Chadwick Chandlerné Rozinka
Janet Stefánia
1995 2012
seeBrabbs
Chandlerné Rozinka
Stefánia
2012
Focus on English Prime Time
Chatwin
Robert
2010
see Gibson
Learning English through a profession
How to create your own materials from TV programmes? One of the problems teachers face teaching higher levels is how to make students aware of the complexity of words; how they collocate with other parts of speech, what possible collocations there are. Once students become aware of these facts, they start enjoying anticipating possible new expressions and eventually grasp the language. Single words, no matter how simple, can sometimes be an excellent springboard for developing imaginative and purposeful lead-in activities. This workshop will deal with a few practical classroom activities on how to start off your lesson in a rather different way by developing students’ imagination and language awareness. Formal letters. Student-oriented activities from asking for information to a letter of complaint. Formal support scheme for novice teachers is unfortunately non-existent in the Czech Republic. Therefore, clinical year represents a kind of ‘induction period’ shifted to preservice teacher training. The talk will present specific strategies (including a series of projects) deployed to enhance trainees professional development. The process of their professional learning will be discussed and the outcomes demonstrated (analysis of a video-recorded sequence of a trainee’s teaching performance). With the growing importance of English as an international language there has been an observed trend to start foreign language learning at an early age. Regarding the Czech Republic English is becoming a part of the curriculum of all kinds of institutions involved in pre-school education. There seems to be a discrepancy between the opinions of general public and expert opinion. The demand for very early language learning has increased considerably that in spite of some reservations it can no longer be ignored by teacher education. The question is, however, who is qualified for teaching very young learners. The presentation offers one of possible solutions – incorporating a specialized training course into pre-graduate teacher education. The need and desire to learn English for Specific Purposes have become a strong trend among young adult language learners in Hungary in the recent years. The talk would like to introduce the Career Paths Series by Express Publishing and highlight why teaching from these coursebooks presents not just a great opportunity for the teachers to teach something new in a different way but provides the solution to the students’ ESP needs from elementary to intermediate level (A1-A2-B1). The presentation focuses on a new development in mainstream TEFL by introducing the Prime Time series to the audience. This series is new for 2012 from Express Publishing and it is designed to bring together the best of the traditional language teaching methods with the most up-to-date high technology language learning facilities. This unique combination has the power not only to help but to inspire the teachers and students alike.
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Chefneux
Gabriela
1997
A course on testing for in-service teachers
Chen
Yueh–miao
2004
Literacy education at an elementary school in L.A.
Cherchalli
Safya
2009
From academic research to classroom research: an introduction to exploratory practice
Child
Marcus
1994
Catch my icons
Child
Marcus
1994
Getting learners buzzing in business English
Chinnery
George
2015
see Tiboldi
Chougarska
Katya
1996
Why study English?
Christensen (etal.)
Nickie
2010
Preparing students for IELTS academic writing
Chu
Vivian
2004
Teaching global unity through proverbs
The presentation will focus on a seven-day course on testing organised for secondary and high-school teachers in Romania. The way in which the course was devised, structured and taught, as well as the feedback from the participants will be presented. This paper presents a case study of literacy education at an elementary school in L.A.,USA. The researcher used participant observation and interviews to collect data and presented a descriptive account of the reading and writing instruction at an elementary school. Traditionally the mechanical application of expertise was thought to solve many of the problems encountered in the classroom. It is now suggested that we should help teachers view teaching as a research-based profession. But what kind of research? This paper discusses the concept of Exploratory practice which is said to be a powerful generator of understanding what goes on in a particular classroom. Icon systems, comprising arrows, geometric shapes and other simple graphics can strikingly represent key lexical items for business and professional learners. Icons are powerful tools for practising reformulation, activating functional language, developing structural knowledge, enriching and memorizing lexis. This workshop will demonstrate how trainers and learners can exploit icons in creative, tightly focused activities. Meaningful, interactive ideas for use with business learners on group courses. Tested activities designed to give pace, challenge and effective targeted practice. Language areas covered will include: introductions, questionforming, managing, conversations, agreeing and disagreeing, product description. Should motivation really be taken for granted? For the last few years our world changed completely: political systems, cultural attitudes and human values. More and more people begin to study English nowadays. Do they really know why? Focused preparation can truly make a difference in students’ IELTS performance. This presentation will give an overview of effective IELTS academic writing preparation and practice, including frameworks for writing tasks, essential essay elements, and timing strategies. This workshop presents a vision and provides hands-on interactive language learning activities designed from international proverbs, metaphorical language, and storytelling. Proverbs offer common ground for people from different cultures to express their shared humanity and wisdom. In the language of metaphors, the interweaving of images and words can create transcendent meaning from entities and ideas that are totally unalike. Storytelling is a powerful multi-dimensional communication process that enables individuals to speak from the heart, share values, explore depth and meaning, and access creativity. All three paths are workable for learners at various levels of English language ability, and can be used to focus on supporting peace, unity, and harmony between communities and in the
34
world.
Clandfield
Lindsay
2009
Blogging your way to being a better teacher
Clandfield
Lindsay
2012
The global M-Learning
CLANFIELD
Lindsay
2014
English, Edtech and the language of change
Clemens (et al.)
Bruce
1999
The little black book
Cmermanova
Ivana
2009
Integrating technology into young learners’ EFL curriculum
Čolić
Janja
2011
Learners with special needs – the gifted in the English classroom
Collins
Vicky
2004
The threeBilly Goats Gruff: from page to stage
Conjagic
Sanja
2015
see Josipovic
CONLEY
Sean
2003
Outside the testing framework: alternative approaches to assessment
Teachers are beginning to use blogs more and more to help their students. But how can this new medium help teachers to help themselves? In this talk I will take you on a tour of some of the top blogs by teachers for teachers and explore how these can aid in our development. We’ll look at what makes a good blog, how to get the most out of the blogosphere and some useful advice for those of you wishing to start your own blog for teachers. This talk aims to explore in detail this new and exciting area of education, looking at how you can easily incorporate an element of MLearning into your classroom practice and, more importantly perhaps, how you can harness aspects of M-Learning to enhance your students’ out of class learning of English. The way we talk about English language education has shifted significantly over the past ten to twenty years. Education technology is at the forefront in our changing perspective on what it is we do. What are the new buzzwords? What are the consequences of the changes being talked about? Who wins in the changing linguistic landscape? During this talk I will examine various key terms and aspects of this discourse of change and invite us all to think critically about what sort of future it is leading us towards. A workshop/seminar exploring the methods that are used both pedagogically and mentally in the storing of vocabulary at all levels. The author presents several possibilities of using features of CLIL to teach English in a group of young learners. She mainly discusses the possibilities to use computers in a group of so-called digital natives who were born into the data world and have no problem in handling and operating them. Intelligent children need stimulation and recognition if we want them to develop their potential to their maximum. If not, they are lost in the classroom. First, I am going to talk about the needs of the gifted and talented pupils. Then, I am going to talk about three models that have proved to be the most suitable for working with such pupils. All of these models involve several modifications to the curriculum in order to meet these students’ needs and interests. My presentation is going to be practically oriented as well; I will describe how teachers can keep gifted and talented pupils busy during the regular lessons based on my own experience of teaching them English in regular classes in the 7th, 8th and 9th grades of elementary school. I want to use a storybook in class but where do I start? This workshop takes the classic story of The three Billy Goats Gruff as its starting point. A variety of practical pre and post reading tasks will be demonstrated culminating with tips on how to stage your own class shadow puppet show. In this presentation we will consider the testing framework and then step outside it to look at alternative approaches to assessment. With specific examples drawn from a project on proficiency based instruction, we will consider the advantages and disadvantages of alternatives, such as rubrics based selfevaluation and video portfolios in the place of
35
Constantinides
Marissa
2013
From curation to creation
COOK
Guy
2003
Old dogmas – new directions
Cooke (et al.)
Alan
2004
BBC Prime in Hungary – an attractive and entertaining addition to traditional English learning methods
Costas
Andrea
2013
True or false: sharing is Caring?
Counts
Monika
2003
The testing conundrum: to norm or not to norm
Coward
Helen
1992
see Kipling
Cowle
Andrew
2002
Teaching practical use of English
Cowle
Andrew
2002
Learning to learn or doing homework?
traditional testing. Curating content may well be the latest online trend. Because most of the tools are also social networking tools, curating is a great first step to get connected with other like-minded teachers from around the world.This talk will outline steps to discover great content online, organize and save it for future use (curation) by showing some great bookmarking and curation tools. I also hope to share some ideas on how to evaluate, create or co-create your own content (creation) and how to share it with your colleagues or your learners. Ideas about language learning have proliferated over the last hundred years. The classroom consequences have been far reaching. Usually this history is viewed as one of progress, broadening horizons and liberating teachers. It is also possible, however, to see its net effect as a reduction of options, a narrowing of outlook, and an undermining of professional freedom. Drawing upon recent research into language use, and upon new ideas about teaching, this plenary lecture seeks both to reassess what has been lost and why, and to suggest new directions. BBC Prime, the flagship British cable channel shows the best of the BBC’s award-winning programmes from drama, comedy, children’s, documentary, film, music, lifestyle series and celebrity talkshows. BBC Prime supports and entertains English language learners through its Hungarian subtitled programmes while at the same time offering BBC Learning programmes that teachers can record for free and use in their classroom lessons. BBC Prime’s commitment is reinforced by its unique, nationwide BBC Prime Young English Speakers of the Year Award announced in September 2004 in partnership with the Ministry of Education and the British Council. The present workshop has a look at building connections to students and the advantages or disadvantages that can arise in this process through a series of classroom activities. How familiar can you or should you get with your students? The pros and cons of criterion-referenced versus norm-referenced assessment types and the creation of reliable common final exams will be explored. The Academic Bridge Program relies heavily on assessment to determine programmatic progress and therefore has worked to create reliable criterion-referenced tests. The results of our efforts will be discussed. When our students reach pre-intermediate level of English we need to start to offer possibilities for them to use their English outside the classroom. With these possibilities learners can feel that they can understand a lot, are able to enjoy real English and they feel like discussing the topics in peer groups. The workshop will provide some simple and highly motivating examples of doing this with the help of Mary Glasgow Magazines. The activities will be from pre-intermediate to advanced level. From the beginning of learning a foreign language teachers try to teach their pupils how to learn a new language. The task is difficult
36
Cowle
Andrew
2005
Ready-made lessons from photocopiable resource books
Crawley
Angela
1993
Hidden treasures – getting the most out of a learners dictionary
Cronin
David
2005
Dictionaries: developing learner autonomy
CROSS
Roy
2001
The importance of elsewhere
Csábi
Szilvia
2002
Csábi
Szilvia
2012
Dictionaries and course books published by the Akadémiai Könyvkiadó New English dictionaries – printed, on-line and e-dictionaries
Csapó Császár
Benő Zoltán
2001 2004
see Nikolov
Császár
Zsuzsa
2006
Foreign language libraries as opportunities and challenges for teachers
and often seems everlasting. We plan activities for students, make them practise in the lesson and give homework. Do these activities work? Is it worth the effort? Yes, but different activities work at different stages. Therefore, we continuously need to widen the range of activities. The workshop will provide examples of activities which develop independent learning skills with the help of the Mary Glasgow Magazines. This is a lively and practical presentation to give you lots of ideas and lessons to take away and use in class the next day, grammar and vocabulary lessons, games, songs, skills ac- tivities, for English language practice, literature, drama, and even British and American culture. It is ideal for teachers of both primary and secondary students. Free sample worksheets for all who attend. More info on the materials at www.link2english.com We will look at the ways in which students from elementary to intermediate level can be encouraged to dig deep into their dictionaries and make the most of the wealth of the information to be found there. In particular, learners dictionaries can be a valuable resource for topic-based lessons. Examples of worksheets will be provided, showing how students can be sent on treasure hunts throughout the dictionary collecting vocabulary and perfecting their dictionary skills as they go. This presentation is to show the ways in which dictionaries can be used in the classrooms of all levels to encourage and develop student autonomy as well as accelerating learning. We will look at the use of dictionaries with a range of activities, which will not be black/white board based only and will not involve photocopies. As Philip Larkin’s poem shows us, elsewhere is important. A sense of elsewhere sheds a powerful light on here and now – the advantages and disadvantages – of one’s own teaching situation. Without knowledge of elsewhere, cultural studies work is all but meaningless. Participation from elsewhere adds a fertile extra dimension to teacher development activity – at summer schools, for example. So where is elsewhere, and do we get there, with a little help from Philip Larkin and W. H. Auden?
The new English dictionaries of Akadémiai Kiadó were published using the most modern dictionary editing applications and can be used on the most modern digital devices. Based on László Országh’s legacy, the new dictionaries were edited under the guidance of chief editor Tamás Magay. The printed dictionaries are available with online as well as e-dictionaries. In the online version of the English–Hungarian dictionary the pronunciation of headwords can also be listened to.
see Ádám The Hungarian Ministry of Education has helped numerous schools throughout the country to establish and maintain their foreign language libraries within the Világ - Nyelv
37
Programme. These Resource Centres (RCs) (Forrás Önálló Nyelvtanulási Központok) are both golden opportunities and challenges for teachers of foreign languages. We should find effective ways to integrate the material of these RCs into our teaching practice. These RCs require TT to be able to use them independently, maybe in LLL. In my school, we have one of the 30-about earliest RCs in the country. We have been working and gathering experience in this field for four years.
Csath
Judit
2005
Csatlós Cseh (et al.)
Csilla Anna
2007 2011
Cseh
Anna
2012
How to present cultural information to the students with the help of ICT
Cseke
Ágnes Zsófia
2014
Activate and motivate your mixed ability groups with inclusive tasks
Csépes
Ildikó
1997
see Dávid
Csépes Csépes Csépes
Ildikó Ildikó Ildikó
2000 2001 2001
see Glover
Csépes (et al.)
Ildikó
2003
Into Europe: Handbook for assessing speaking
Cser Cseresznyés (et al.)
Roxane Mária
1995 2001
see Davies
Cseresznyés
Mária
2003
Into Europe. Preparing students for modern European examinations
Csibi
Erzsébet
1999
Competitions for all seasons
Teacher of open lesson: democracy in English Edited video lesson Don’t be afraid of using the IWB
Városligeti Bilingual School, History, Grade 5 In this short time we would like to persuade you that you can easily build up your own lesson with the IWB. It is a practical workshop when you can add your ideas and create a lesson plan together. Using ICT is a kind of expectation in the classroom nowadays. This practical workshop is for those who want to take advantage of the technology, but a little help is needed. I would like to introduce some easy practical tips how to introduce culture to your lesson. This workshop aims to introduce participants to inclusive pedagogy, which is a more general approach than special needs teaching methods. It can be useful for both mixed ability groups and integrated groups with special needs pupils. We will look at the characteristics of inclusivity and inclusive tasks and you will have a hands-on experience of three types of inclusive activities and receive descriptions of other possible techniques.
see Cseresznyés Is testing speaking in pairs a disadvantage for students?
Question and (possible) answers on érettségi
This workshop aims to highlight the learners’ perspective. Responses from 120 students’ reveal why they like or dislike this exam format and whom they regard as their ideal partner. Their views will be contrasted with ‘reality’ as their test scores are examined to dispel some of the major doubts. This talk will introduce a forthcoming publication on how to assess speaking in line with modern European standards in language assessment. Based on their experience in test development and examiner training, the presenters will highlight key features of good practice, showing video samples of various test formats and task types. A new English érettségi is in the making. The presenters have been working on it for years. In this panel discussion participants will get a chance to ask questions, and we will try to give answers based on what the exam looks like now. I will present a new textbook series which is being developed by the British Council to help students take modern examinations. I will present the series rationale, explain how the tasks were devised and piloted and exemplify with the first book in the series, on Reading and Use of English. I have organised competitions at the British Council Resource Centre in Veszprém and children enjoyed them very much. I would like to try out some of the tasks with you,
38
Csibi
Erzsébet
2000
Two call programs for language teachers
Csibi
Erzsébet
2000
Teaching culture with the help of dictionaries
Csibi Csibi Csibi
Erzsébet Erzsébet Erzsébet
2002 2002 2004
see Blasszauer
Csibi (et al.)
Erzsébet
2004
Teaching English to the new European professionals
Csibi
Erzsébet
2004
see Sperneac
Csibi
Erzsébet
2005
ICT in ESP – practical ideas
Csibi Csibi Csibi Csibi
Erzsébet Erzsébet Erzsébet Erzsébet
2005 2006 2007 2007
SIG coordinator
Csibi
Erzsébet
2008
Interactive whiteboards: how to reduce teachers’ workload?
Csibi
Erzsébet
2009
How to teach for exams
Csibi
Erzsébet
2010
Get the blender, get the cool!
which you can take home and use in the classroom. You can also have lots of fun. The aim of the talk is to introduce two authoring tools for language teaching purposes. Hot Potatoes and Wida Authoring Suite are easy to handle programs which may be recommended for the inexperienced ones, too. Examples of activities created with them will be shown. Several dictionaries deal with British and American culture. Sometimes we find it difficult or time consuming to prepare activities using such dictionaries. The aim of the workshop is to try out ready made tasks which need little preparation. Participants will be asked to take part actively.
see Komlósi Opportunities for learners – challenges for teachers
Using computers and Internet in the classroom offers new opportunities for learners and, at the same time, poses new challenges for teachers. In this presentation I wish to demonstrate ways of encouraging students to use ICT for learning English. Also, Iet al.d like to show how teachers can be helped to develop their own ICT skills and design internet-based teaching materials. In this workshop we are going to talk about the experiences and learning points of a Hornby Summer School Teaching English to the new European professionals, where participants got an overview of approaches to teaching ESP in secondary vocational schools to young people preparing for their future jobs in the EU working environment. We will also show some practical activities used in vocational oriented English language teaching. In this presentation we will look at some practical ideas how we can use Information and Communication Technology in the ESP classroom. The workshop will mainly focus on English for tourism and catering, but the ideas may be adapted to other areas of ESP as well. You will be asked to take active part in the workshop.
SIG moderator SIG moderator Competence-based materials for teenagers
This workshop will give a taste of the materials developed for competence-based language learning and teaching, in a national project coordinated by SuliNova. You can try out some of the materials, games and activities written for classes 7-12. Participants will have a chance to try out the interactive whiteboard through various activities. We will demonstrate that once you have mastered the technology and developed your own materials, your workload will decrease. If you would like a hands-on experience with the IWB, come and try, you won’t regret it! What is special about teaching an exam class? What qualities make a successful exams teacher? How to create positive washback? We will look at different methods, techniques of teaching and preparing students for different language exams. We will try out games and exercises, so that you can take a lot of practical ideas home! This presentation will investigate the great opportunities blended learning can offer. We
39
Csibi
Erzsébet
2011
The games we play
Csiby
Károly
1993
Teaching ESP at the Polytechnic of Dunaújváros
Csíky (et al.)
Anna
2007
Csíky Csíky
Anna Anna
2008 2008
SIG moderator
Csíky Csíky Csíky Csizér
Anna Anna Anna Kata
2009 2010 2010 2011
SIG moderator
Csizér
Kata
2011
see Kontra
Csizér (et al.)
Kata
2012
Individual differences and argumentative writing: lessons for teaching argumentative writing
Csizér Csizér Csizér Csizér Csobod Csolákné Bognár Csölle (et al.)
Kata Kata Kata Kata Éva Judit Anita
2013 2014 2014 2015 2014 2001 1994
see Tankó
Csölle (et al.)
Anita
1997
Learning from errors
Learning for life: what should teaching English in grade 12 be about?
will look at how dictionaries have changed over the past years to be more attractive and effective, what the internet and digital technology offer for us, and how e-learning (MyEnglishLab) can change our lives towards the better. This workshop will explore some aspects of educational computer gaming for young learners and describe the benefits being experienced by some teachers when embedding the use of computer games in learning.You don`t have to be a gamer to attend... Overview of the recent experience gained in teaching ESP (English technical language) for the students of our bilingual technical teacher training school. Students preparing for the school-leaving exam want preparatory tasks in every lesson but complain of being bored by the same tasks. In our presentation, we would like to show how a strong content that is relevant and challenging for students can lead to both skills development and task familiarity while maintaining or even increasing students’ motivation. The final year in secondary school is often the last opportunity for students to learn English for free, and definitely the last chance for teachers to provide them with survival tips for life. In this workshop we will look at how you can help students in practical terms by making English (classes) relevant for them.
SIG moderator see Lőrincz see Holló
This study aimed to measure those individual differences variables that might shape students’ argumentative writing achievement. Data was collected with a standardized questionnaire from 190 English language majors and was matched by variables measuring students’ achievement on an argumentative writing task. The findings are relevant for developing argumentative writing skills.
see Tankó see Brózikné Piniel see Brózikné Piniel see Duprey see Grezsu Group dynamics in EFL teaching: an empirical study
The talk describes an empirical survey of ten EFL groups in two Hungarian universities with the intention of investigating the influence of group dynamics on the language teaching process. Results show that group dynamics is a significant factor in creating efficient and well-functioning language learning groups. Practical implications will be discussed. The paper presents the findings of an empirical survey conducted to investigate the errors in the performance of intermediate EFL learners. The analysis examines learners’ language output on three tasks to see the feasibility of the tasks at this proficiency level.
40
Practical implications for task design are discussed.
Csölle Csoma
Anita Katalin
2001 2006
see Kontra
Csomay
Enikő
1997
Writing process
Csomay (et al.)
Enikő
1997
Scaring and sharing: internet for teachers
CSOMAY
Enikő
2015
Corpus, grammar, and vocabulary – whose body is it?
Csonka Dávid Csontos
Judit Erzsébet
2008 2004
see Paschekné
Csontos
Erzsébet
2005
BritLit – using contemporary literature in the English class
Csontos Csontos Csótiné Hajdú
Erzsébet Erzsébet Valéria
2005 2006 2010
SIG coordinator
Cullen
Philomena
1995
Coming to grips with grammar
Cullen
Philomena
1996
Parrots need not apply
Using an online content management system to teach ESP
It is not only the technical background that changes in the use of ICT in language teaching, but methods and approaches as well. This presentation aims at introducing a selfdeveloped online course on Tourism English using Moodle as an example of fostering cooperative learning and collaborative project work. Besides content, tools for individual learner tracking and help will be unveiled. Structure of the presentation: - Brief overview of the development of PL/CAI/CALL/ICT in ELT from technological and pedagogical perspective illustrated by examples with screenshots - Introduction to CMSs and Moodle - Presentation of own online Tourism English support course and blended learning structure - Questions from the floor Following the process of writing, this presentation and workshop will give participants the opportunity to try their hands on some of the writing tasks and activities that were designed specifically for the Hungarian secondary school audience. Beware! The WEB is here! In our towns, schools, homes... EVERYWHERE! No escape! Everybody’s talking about it! Are you scared to use the WEB? This session will give us the opportunity to share your/our fears, reservations, and positive experiences with the WEB! What are the most frequently used lexical verbs in English? How many ‘academic’ words did you use in your essay? Through examples of patterns of language use, this talk will illustrate how teachers and students can benefit from a corpus (a large body of texts) to answer questions about grammar and vocabulary.
see Andrews The workshop focuses on teaching materials based on British contemporary poems. The materials have been designed through the BritLit project specifically for Hungarian schools. We aim to demonstrate how contemporary British poetry can help us to deal with some of the most common topics for language classes in order to develop both language skills and intercultural competence and thus educate our students.
SIG co-ordinator A Tempus Közalapítvány pályázati lehetőségei
A Tempus Közalapítvány előadásában információkat kaphatnak arról, hogyan pályázhatnak a „Comenius szakmai továbbképzés pedagógusoknak’ programra a Magyarországon dolgozó pedagógusok. Ezen felül megismerhetik a Leonardo Da Vinci programot, melyre szakképző intézmények pályázhatnak. This seminar looks at activities dealing with grammar in the young learners’ classroom. Providing young non-analytical minds with fun ways of coming to grips with grammar. This session looks at classroom activities that provide students with meaningful and fun drills. Appropriate for teachers of adults and young learners.
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Curtis
Rhoda
1993
Problem-solving classroom structure for English usage
Czene (et al.)
Zsuzsanna
2002
‘I am not here to evaluate you.’ Observation, research and teacher development
Czene
Zsuzsanna
2008
Encounters of the different teaching roles during teaching practice
Czene Czéreová
Zsuzsanna Beáta
2014 1997
see Meszéna
Czirle
Klára
2013
Teacher survival camp – C conflict management through successful communication
Czirle
Klára
2015
Managing resistance
Dakos Dalidry
Enikő Heather
2010 1994
see Appleby
Daubney
Mark
2006
Teachers (re)searching themselves: recognising key emotions in the language classroom
Dávid
Gergely
1991
Objectivity, assessment and standardization in foreign language testing
Developing interesting reading materials
Assessing the writing skills of intermediate students
Participants in this workshop will learn through experience how to use a strategy for English usage in question-forming and problem-solving. This strategy has been used in U.S. classrooms for teaching ESL and EFL, and has proven to be very successful. It encompasses the concepts of cooperative learning, of group activity and individual accomplishment. There will be time for questions; handouts will be provided. Two purposes of observing teachers are collecting research data and promoting teacher development. In this talk we discuss our attempts to reconcile these purposes during a study in a Hungarian classroom. We discuss our individual perspectives on this experience and comment on how far both research and teacher development purposes are fulfilled. I am going to focus on the different attitudes teacher trainees are likely to select from and put to the test. I will also introduce a DVD film that trainees from ELTE DELP and I put together to illustrate encounters of the different teacher’s roles encouraged by theory and/or practice. This workshop will look at a technique which can help to develop interesting reading materials for all learners including those learning ESP. It brings variety into language classrooms and is relatively easy to produce. The workshop will concentrate on the process of developing materials based on this technique. I have run a successful international course ‘Teacher Survival Camp’, where my goal was to provide participants with practical methods and strategies, share experiences of challenging and excellent teaching situations, show some brain-friendly teaching techniques and to improve communication and classroom management skills. Now I would like to share these ideas with my Hungarian colleagues, too. Have you ever faced handling a difficult audience as a speaker, trainer or teacher? Well, you are not alone. This workshop will give you a chance to share your challenging experience and find ways to tackle such situations. The session will look at the assessment of written language in the First Certificate (FCE) examination. It will explain how assessment of writing skills fits into the mainstream examinations, look at criteria used to assess language in these papers, take a closer look at how the marking system works. This paper uses my research experience to put forward a framework for teachers to reflect on internal and external factors which are likely to influence their classroom practice, and how emotions such as motivation, anxiety, selfesteem and inhibition are key factors underlying successful interaction and teacher practice in language classrooms. The presentation focuses on aspects of foreign language testing, such as what part of the structure of an exam, the preparation of test materials and assessment have to play in the degree of standardization to be achieved. What degree of objectivity can be expected in the testing of different skills?
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Dávid
Gergely
1992
see Malderez
Dávid (et al.)
Gergely
1996
Bringing writing more into the classroom
Dávid (et al.)
Gergely
1997
Materials banks for language testing
Dávid
Gergely
2004
see Ádám
Dávid
Gergely
2004
Introducing the Hungarian Association of Language Examiners and Measurement Specialists
Davies
Mark
1994
Developing reading skills in an ESP course
Davies (et al.)
Mark
1995
ESP at universities
Davies
Mark
2011
Using ICT and Mainstream UK Literacy materials to teach primary children
Davis
Mark
1995
Charts, graphs, and tables
Davis
Mark
1996
‘What do I think?’
Dawson
Nick
1995
Exciting developments in language learning: does your dictionary meet the challenge?
Dawson
Nick
1995
Cultural aspects of international English
Writing is rather neglected in Hungarian education, greatly affecting the teaching of writing in English as a foreign language. This workshop, based on the experience of a course, is designed to give participants an idea of how the skill of writing may be brought more into the classroom. Participants will also hear the students’ voice on both the strong and weak points. Participants will be acquainted with the notion of a bank of student errors, how it is structured and with its possible uses in a school context. They will also have a chance to discuss and evaluate a small selection of good and bad items and decide whether they have or have not been based on the bank. The Hungarian Association of Language Examiners and Measurement Specialists, as the name indicates, is an organization that strives to involve language testing professionals in Hungary, in raising professional standards in testing and in working for rules and regulations that do not stifle the development of the field. This talk aims at describing past achievements and future plans. Since students might be expected to meet increasingly sophisticated texts during their ESP course, it seems a good idea to equip them with reading strategies to deal with these compley and lengthy tests. I propose to suggest some practical ideas to develop appropriate reading techniques for, among others, students of English for Business. This presentation will review the writing and piloting of an ESP course by a team of teachers. We will consider: - how specific an ESP course at university level can be, - the process of course design, - the problem of the communicative approach in ESP. A quick overview of using readily available ICT resources to facilitate language learningwith younger learners and the use of mainstream English teaching materials in a bilingual programme. This is one in a series of presentations by teachers writing a course in ESP at Gödöllő University. The workshop will focus on graphics for specific purposes: which to use, how and when to use them, why use them? No answers are provided. Just the means to help students decide for themselves. This workshop will examine a neglected area of ESP: expressing opinion. Activities will be shown to provoke students to evaluate and to formulate and express opinion. The presentation focuses on ESP teaching. This activity-based session gives you a preview of the latest discoveries in language learning. How your students can find the right meaning in half the time, how for the first time they can access the fascinating world of spoken English. Every language is imprinted with the culture of those who use it. English is the mother tongue of many cultural communities. International English contains aspects from diverse cultural origins. How can the learner make sense of this cultural confusion? This
43
Dean
Rob
2007
Technology and language learning – the way forward?
Debat Deckovic
Elba Branka
2008 2015
see Liruso
Dékány
Renáta
2002
Practical ways of using drama when TEFL in primary education
Delen
Büsra
2011
Empowered or not?: A comparison of classroom language use of prospective and experienced English teachers in Turkey
Deli Dellar
Kati Hugh
1995 2011
see Yeo
Deller
Sheelagh
1995
Classroom autonomy
DELLER
Sheelagh
2011
Who influences who inthe learning community
Deller
Sheelagh
2011
A learner centred approach – helping our students feel good about themselves
Deller
Sheelagh
2011
Getting our students to think
Authentic assessment
Lexis, speaking and the non-native speaker teacher
talk will provide some solutions based on material from the Blueprint series published by Longman ELT. This talk will consider the relevance of recent technological developments and their impact on the classroom. We will look at the exciting opportunities that technology can offer our learners – as well as the teacher, consider the challenges that technology can present and seek ways to overcome these. The talk will include a practical demonstration of interactive whiteboard and the New Cutting Edge digital software. Authentic assessment aims at evaluating students’ performance in real-world contexts. The students are involved in evaluation process, they become active learners. They are also given opportunities to demonstrate their understanding in more than one way. Along with some theoretical background, some practical examples of AA will be given as well. Three possible ways of using drama from the 12 years of my English teaching practice: - Creating drama with students of different age groups in summer camps; - Using cartoons of a course book in Year 5; - Fairy tales in rhymes instead of a course book in Year 7. The study in question aims to identify the patterns both prospective English teachers and experienced English teachers show in their use of classroom language in the parts of a lesson, namely warm-up activities, feedback and wrap-up. For too long, many non-native speaker teachers of English have either been condemned to a life of grammar-dominated teaching or else have been made to feel inadequate about their grasp of the language. In this provocative talk, I'll be explaining why non-natives are actually better suited to teaching lexically than natives! We will consider how much and what kind of autonomy helps to generate a positive learning atmosphere. There will be some simple and practical applications for the classroom. In education, as in very many other professions, there are conflicting interests and beliefs. This can have a negative effect. However, if we as teachers are able to teach effectively we need to acknowledge our constraints and those of others. We should be working together rather than against each other. I will consider why these conflicts exist and offer some solutions to our different and sometimes conflicting approaches and objectives in education. Quality learning requires learner consent. What can we do to earn our students consent? What conditions and opportunities do we need to offer? We will focus on motivation, self-esteem, learner independence, and achievement. In this workshop I will consider the factors that encourage or discourage our students to think. How can we as teachers give them the courage, skills and motivation to reflect and question appropriately? Some students may be critical, but that does not mean they are thinking! Others may be thinking but not necessarily critically. We have to show them
44
Derecskei (et al.)
Anita
2014
SIG moderators
Derecskei (et al.)
Anita
2014
Using technology in teaching all the skills
Des Forges
Paul
1994
Dictation
Des Forges
Paul
1995
Creative writing
Dévény (et al.)
Ágnes
2006
Enjoyment and/or usefulness: students’ satisfaction with their teachers’ methodology
Dévény
Ágnes
2007
Employers’ expectations in professional language usage
Dezsényi
Balázs
2013
Briticisms in American English
Dezsényi (et al.)
István
2014
Don’t panic, exams can be fun!
Dianocu
Monica
2011
Hierarchy collapsing – chaos or community?
Dicker
Craig
2005
When language and curricular content meet
the balance, so that they accept what they need to learn but with an enquiring and engaged approach. We’ve been using iPhones since 2007, so you might think that we already know what we have to know about technology in the classroom. However, the intriguing part of technology is that it never gets old, and it always finds creative ways to keep even the keenest teachers on their toes. No matter whether you’re a novice at tech, an enthusiast, or a real expert, our SIG session has something to offer for everybody who’s interested. We’ll be looking at questions in a ‘world café’ setting. In this interactive workshop, we are going to show you some tips for using technology in teaching all the four skills, both with larger groups and in a one-to-one setting. Your input will constitute an essential part of the session because it will be featured in the handout that will be published online! Dictation can be fun and involves far more than just the teacher talking and the students writing. This presentation gives a series of practical ideas for using dictation in a different way in the classroom. ‘Oh no!! I hate writing! It’s boring!’ Familiar words from your students? Here are a few ideas to fire students’ imagination, to inspire them and to enjoy writing in the classroom. A large-scale questionnaire survey involving 2000 students at Budapest Business School was made in 2005 to explore students’ language learning experience, their learning preferences and needs, and their perceptions of efficient language learning. The paper presents some of the results that may contribute to methodological improvement in the language class. Our research team from Budapest Business School investigated the language skills and activities that employers need from their employees in different positions and fields of business and tourism. The findings serve as a source of information for our new curriculum and help our students to acquire relevant language competences. ‘Ginger’, ‘cheers’, ‘twee’, ‘snog’ or ‘one-off’ – just a few of the many British expressions that are gradually making their way into US English. But why are they used so differently? What triggered this process? What are the consequences? The answer lies in the extraordinary relationship between British and American English. How to prepare your students for exams? A fresh look at what really matters and how to make preparation for exams fun and effective at the same time. Excerpts from oral and written exams, with useful tips and materials that can help. In this talk I would like to illustrate what factors have helped shaping a functional learning community of teachers in the context of a private language school in Timisoara, Romania. I will argue that learning organisations cannot work to their full potential unless participants are ready to go beyond traditional roles of teachers, learners, managers, school owners, and I will describe the day to day challenges of trying to function from a point of shared humanity. In this workshop, participants will examine some of the principles underlying content-
45
Diószeghyné Németh (et al.)
Dorottya
1994
Ten little trainees... and three cots
Djeric
Milos
2007
Learning strategies – more secrets to divulge
Djigunovič Mihajlevič
Jelena
2002
Foreign language anxiety: what every teacher should know
Djordjevic
Jasmina
2005
The understanding and application of culture in bilingual education
Dobányné Bors (et al.)
Lídia
1993
Sir Gawain and the Green Knight
Dobson
Gordon
1999
LCCI Cert. TEB – What next?
Dobson
Gordon
2003
Cambridge ESOL examinations – an overview
Dobson
Gordon
2003
The business of Cambridge Business English Certificates
Dobson
Gordon
2006
Teacher development and Cambridge ESOL Examination
oriented language instruction programs. Participants will assess classroom tasks given Cummins’ Quadrant model. They will then experience selected techniques that can be used to teach challenging curricular content in linguistically accessible ways. Ten little trainees went out to teach ... to have their whole-year teaching practice. Too long? Just enough? By the end of the year everything becomes clear. With this the similarities with Agatha Christie end as all survive. Three school-based co-trainers give their side of the picture. Auditory, kinesthetic or visual students? Learn to detect words or phrases they use, distinguish each type. Explore the activities used in the classroom, which can cater to different students’ needs. Find the best study strategies. Provide the best learning environment with an array of useful tools for successful language acquisition. The talk will focus on sources of language anxiety that EFL learners report when learning and using English. The relationship between FL anxiety and risk-taking, sociability and self-concept will be looked into. Ways of overcoming FL anxiety will be suggested, with special emphasis on what teachers can do to help. The modern world is no longer a place where nations can be defined by closed cultural and linguistic settings. That is exactly why cultural diversity must be at the essence of bilingual programs so that members of different cultures can learn to live together and tolerate their differences. In May 1993 we tried story-based tasks in our own adapted version of Sir Gawain and the Green Knight with two groups of 12-year-old learners at two different schools. We would like to share our experiences with you through asking you to do the same variety of tasks and then comparing materials and reflecting upon the outcome. This presentation sets out to explore the paths that could be taken by newly qualified Cert. TEB teachers. In doing so I will examine the areas covered by the certificate, describe the presenter’s recent experience as a course participant, and ascertain the course’s relevance to the situation of business English teachers. This talk introduces the Cambridge ESOL examinations for stakeholders, including endusers, teachers, school heads, academic managers, and other interested parties. Information will be provided on the organisation, level, range, candidature and administration of the examinations, as well as marking procedures, the examination revision process, and the Team Leader system. This workshop will take a very hands-on look at the three levels of BEC. Emphasis will be placed on the content knowledge and skills areas needed to succeed at the examination. Practical examples taken from the four papers (reading, writing, listening and speaking) will be used throughout. This will be a hybrid session introducing the range of examinations for students and teachers offered by Cambridge English for Speakers of Other Languages (CESOL) and showing how teaching towards such examinations or studying for them themselves can use the experience for their own
46
Dobson
Gordon
2007
Putting the specific back to ESP
Dóczi
Brigitta
2002
The task of testing or the testing task
Dóczi-Vámos
Gabriella
2010
Strategies for teaching languages to students’ with emotional and behaviour disorders (EBD)
Dóczi-Vámos Dókus Dókus (et al.)
Gabriella Tünde Tünde
2012 1995 1996
see Kontra
Dókus (et al.)
Tünde
1996
The Roman versus Romanian invasion of Britain: a new perspective of history
Dolakova
Sylvia
2005
Walking in the jungle
Dolakova
Sylvia
2014
Story based teaching for young learners (4-9)
Domány Bors
Lídia
1996
On books and friends: the Baranya Pleasure Reading Project
Dombi
Judit
2010
‘Me too, I want to wear
professional growth and development. Using examples from recently introduced ESP examinations this workshop will reconsider and role of the specific in the teaching, testing and methodology of ESP. The session will attempt to answer the question of why many publications, examinations, and, in particular, practitioners tend to adopt a broad approach to ESP. The process of developing a new oral proficiency examination for 1st year English major students will be in the focus of this presentation. Besides providing a general overview of the previous exam and highlighting important steps of decisionmaking, the designing and piloting of the tasks will be discussed in detail, including video samples. Practicing teachers face difficulties every day and develop their own techniques, methods and strategies to overcome problems. However, sometimes, thinking together and sharing our practice with each other not only gives us something new but may also reinforce the good practices we use every day. The objective of this session is to introduce some theoretical and practical aspects of modifying primary and secondary students’ emotional and behaviour disorders (EBD) in the language classroom.
see Fancsalszki ‘Great expectations’
There have always been rumours about entrance examinations but this year’s exam became especially infamous. In this talk we would like to investigate the possible discrepancies between the expectations would-be students should and have to meet in reality. The analysis involves the multi-level comparison of university ‘filter’ and entrance examination requirements, components and results. While making translations we were struck by the gross misinterpretations in student papers, and, thus we decided to analyse them. The papers to be examined involved those of second year English major students and first year Environmental engineers. Our interest was especially raised by the type of mistranslation caused by the seeming lack of general knowledge and the inability to apply existing knowledge. Drama based workshop introduces a lot of activities for very young children. They offer many different ways not only how to learn the names of the animals and/or their sounds but also games, music, action activities, and a bit of art. The learning skills are specified for children aged 4 - 12. Learning in quite an amusing way. Laughter free of charge. This workshop shows how to use a simple story to cater for all areas of children’s early learning – language (both L1 and English), maths, science, music, art and craft and physical activities, all of them on the basis of a story. Children are immersed in the story in every activity they do (CLIL), and they can absorb and compare the global perspective of different cultural backgrounds. This talk intends to call practising teachers’ attention to the importance of pleasure reading in the acquisition of EFL. The study aims to present findings of an
47
headscarves…’ – young learners on intercultural encounters
Donno (et al.)
Sarah
2000
Great activities from the Trinity TESOL course
Dooley
Jenny
2000
The need for the balanced integration of all four skills in EFL teaching.
Dooley
Jenny
2000
The art of writing
Dooley
Jenny
2000
Language learning and language acquisition at primary levels
Doonan
Jeffrey
2015
see Alivertis
Dörnyei
Zoltán
1991
Motivation in language learning: past and present research
Dörnyei (et al.)
Zoltán
1994
Group dynamics – from theory to practice
DÖRNYEI
Zoltán
1997
What can researchers offer teachers? The case of motivation
DÖRNYEI
Zoltán
2003
Psychological processes in the language classroom: group dynamics and motivation
DÖRNYEI
Zoltán
2013
Motivation and the vision of knowing a second language
empirical inquiry into young learners’ reflection on their previous intercultural encounters. Results reveal that participating children have no clear-cut picture of the differences between them and the ‘Others’, and they are willing to overcome possible difficulties arising from these differences. Here are lots of really useful ideas and activities: pronunciation, language practice, using authentic materials, evaluating your own teaching. We will also be giving out information sheets on the internationally recognised Trinity certificate Teacher Training Certificate course run by Langside College Glasgow with ILI Gödöllő. The talk will present an approach that provides beginners with extensive, systematic and well-integrated practice and development of the receptive and productive skills necessary for successful communication in both written and oral forms of the language. This talk will focus on the controversial issue of whether composition writing can be taught or not. It will provide a thorough presentation of the problems students encounter when dealing with composition writing. The talk will suggest a suitable methodology for enabling young beginners to acquire their second language through controlled exposure to appropriate linguistic input. Motivation is one of the major factors that affect language learning success, and its scientific study has a history of three decades. This talk will provide an overview of what has happened so far in the field and go on to describe the current developments, which suggest that there may be an exciting turningpoint in motivation research. This talk/demonstration will look at how insights form research into group dynamics is of immediate, relevant and practical use to all teachers or ‘managers of groups’. The first part of this lecture will look into the question of why so much of the research carried out on language teaching is not particularly useful for classroom practitioners. The arguments will be illustrated by describing the development of motivation research, which by now has reached a stagewhere it can offer practical suggestions and recommendations for day-to-day teaching practice. An example of this is the „Ten commandments for motivating language learners’, which have recently been compiled based on an extensive teacher survey. The success of language teaching depends on a number of factors, including the language input that the learners receive, the methodology of the instruction, and the general learning conditions. This talk will draw attention to a further component that is often neglected in teacher education: the psychological tapestry of the classroom. The focus will be on two key issues that have considerable practical significance: (a) language learning motivation and (b) the internal dynamics of the learner group that can either enhance or hinder the individual members’ learning achievement. This talk will describe motivation in terms of the learners’ vision of mastering a second language. Besides its theoretical novelty, this approach has considerable practical
48
Doroftei (et al.)
Dorina
1997
Sharing and enjoying the trials and tribulations of materials writing
Doszpolyiné Rozman (et al.)
Erika
2009
High-tech classroom
Dudás Dudás
Györgyi Györgyi
2012 2013
see Soproni
Dudás
Györgyi
2013
see Sazdovska
Dudás
Júlia
1992
Creating ‘soap operas’ – new approach to teaching English to young learners
Dudás
Júlia
1992
How to make a course in business English fun? – a motivating and challenging project
Dudás
Júlia
1993
Ways of developing a long-running soap opera
Dudás
Júlia
1997
World teenage survey
Dudás
Júlia
1998
Ten tips for 1-to-1 business English teaching
Dudás Dudás Dudás
Júlia Júlia Júlia
2000 2000 2002
see Donno
Dudás
Júlia
2003
see Wright
implications as it suggests that a highly effective way of motivating learners is to create in them an attractive vision of their ‘ideal language selves’. A syllabus outline of structures and functions is the doubtful starting point for materials development for publication. What are the difficulties in selection and development? Some of the issues will be discussed to enable teachers to share experiences. This lecture outlines the benefits of incorporating technology into education and offers practical tips on how to enhance language teaching and learning by using technologies especially iBoard. The iBoard brings the highest level of interactivity and creativity into the classroom. Combined with a computer and a projector the iBoardhas the power to create a dynamic learning, and working environment.
see Soproni
This talk will focus on how to utilize pupils’ imagination creatively by putting stories together during the English lessons. This project has proved to be a successful way of teaching vocabulary, topics and grammar differently, and it has helped pupils to improve their oral, writing and listening skills. This presentation will introduce an exciting and challenging project carried out with students preparing for the LCCI (London Chamber of Commerce and Industry) Examinations. Special focus is put on a/ how to exploit students’ imagination with a special approach to the ‘entrepreneurial mentality’. b/ how to integrate all skills needed in successful business communication c/ how to make use of authentic business materials in a communicative way. A continuously running, class-created community of fictional characters, living in a fictional community offers a number of important benefits to the language classroom. The characters, situations, and events are created by the students. In this workshop we will show you how to start and run such a project in the English language classroom, which will offer a lot of enjoyment & fun to both the students and the teacher. This talk will demonstrate the results of a worldwide teenage survey in teenagers interests, hobbies, values, beliefs, hopes, worries about the world, their future, etc. The handout can serve as a springboard for interesting classroom debates, project work, etc. In this talk I will describe at least ten techniques which I have found very useful in 1-to-1business English courses.
see Wright Favourite activities from the LCCIARELS Cert TEB Business English Teacher Training Course
Mark Powell and Andrew Wright have built up a reservoir of practical ideas for teaching Business English on their internationally recognised LCCI ARELS Cert TEB course held in Gödöllő. In this session I will be sharing as many of these ideas as I can with you.
49
Dudás (et al.)
Júlia
2005
’Hand-on’ experience: using Cuisenaire Rods
Dudás Dudás Dudás Dudás (et al.)
Júlia Júlia Júlia Júlia
2006 2007 2008 2009
see Wright
Dudás
Júlia
2015
Teaching with 21st century methods
DUDENEY
Gavin
2008
Making IT or faking IT? The rise and fall of technology in the classroom
Dudeney
Gavin
2008
An Introduction to Web 2.0
Dudley
Edmund
2005
Promoting intercultural learning at elementary level in the YILL classroom
DUDLEY
Edmund
2006
What’s the point?
Dudley
Edmund
2011
Dealing with vocabulary inside and outside the classroom
Dudley
Edmund
2015
Working with mixed-ability groups
What can be done for visual, tactile, spatial learners? Practical techniques for using Cuisenaire Rods, e.g. word stress, tenses, prepositions, word order, fixed phrases, describing graphs, trends, giving directions, story-making, explaining hierarchies, etc. A couple of the activities are from the LCCI CertTEB course run by Mark Powell at I.L.I.
see Wright see Wright Stories in business English teaching
We have been working on the idea of stories in business during the last few years and would like to talk about fourteen ways in which stories are used in business everyday. ‘Business’ really means society itself...but we will give examples, mainly from business. Not theoretical! Ideas for Monday! In our fast, technology-driven world it is a challenge for language teachers how to motivate their learners, how to take learning beyond the classroom walls. We will show you how we at I.L.I. have met these challenges. I.L.I. trainers have been awarded with Erasmus+ Mobility KA1 EU grants to attend ICT & EFL courses in the EU. The presenters will show some of the exciting methods, tools, etc. they have learned on these ICT courses. This plenary looks at how teachers, trainers and directors can integrate technology into their working lives - not only for personal and professional development, but as part of a continual professionaldevelopment package, enabling everyone to make the most of technology in the classroom. Technology is no longer something to be ‘consumed’, and the days of the ‘flat’ Internet are over. In the age of Web 2.0 we are all ‘producers’. This talk looks at some common Web 2.0 tools and considers how they can be taken into the classroom to help learners improve their communicative skills and reach a wider, global audience. I will be reflecting on some of the lessons I learned teaching an elementary-level gimnázium YILL group in the last school year. I will be considering the role played by the coursebook (Pacesetter Elementary) in integrating language and culture, and offering practical techniques for creating relevant supplementary materials that promote cultural awareness. Do our learners see English as a means of communication and an important tool for cooperation rather than a boring and compulsory school subject? The talk will offer a few new activities and ideas for language projects in the young teenagers’ classroom that will illustrate the versatile character and potential of the language learners. In this workshop we will look at motivating ways of dealing with vocabulary in the secondary classroom, and explore some of the options we have at our disposal when it comes to storing, displaying and revising lexical items. The workshop will use the Oxford Word Skills as a starting point. This session will share effective and practical ideas for handling the mixed-ability classroom, with an emphasis on using learners’ strengths as the basis for creating a positive learning environment. We believe that amazing things can happen when learners
50
Duff
Alan
1994
Can authentic EFL materials be created?
Duffek
Sylvia
1992
In-service teacher training for primary teachers in Austria. Ever heard of the Lollipop Project?
Dullers
Jean-Paul
1992
see Bruggeman
DUNN
Opal
1999
REAL picture BOOKS – a new addition to the Young Learners’ programme?
Dunn
Opal
1999
Enjoying REAL picture BOOKS in the classroom
Duprey (et al.)
Brendan Kenneth
2014
Environmental issues in the English language curriculum
Edwards Egri
Sally Katalin
1995 1993
See Gadó
Együd Együd
Györgyi Györgyi
2000 2001
see Glover
Együd
Györgyi
2002
Training interlocutors and assessors
Literature in the language classroom
Getting your students’ best in speaking tests: problems and solutions
get the chance to use language successfully on their own terms. Some reflections on seven years experience of working for BBC World Service – English by Radio. This talk will focus on a Viennese project of in-service teacher training for English as needed by non-specialist teachers in primary schools. Participants will be introduced to two new projects - Lollipop Project and Vienna bilingual schooling. Training courses as set up by the training centre will be introduced. REAL picture BOOKS are different from course books. They are written and illustrated for children’s enjoyment; they have no specific language teaching aim. REAL picture BOOKS provide a different, and what seems essential, component to a foreign language learning programme. Through REAL picture BOOKS children can encounter multi-layered experiences, which touch their senses and emotions, feed and challenge their thought, provide them with information and even spark their humour. This workshop introduces suitable fiction and non-fiction REAL picture BOOKS for young beginners. Suggestions are given on when and how to use REAL picture BOOKS. Creative work stimulated by using REAL picture BOOKS is discussed. Availability of REALBOOK NEWS (Editor Opal Dunn), published twice a year free, is also discussed in this session. The Regional Environmental Center (REC) and IATEFL-Hungary established the framework for cooperation and invited the REC to organize a workshop about environmental issues, which can be integrated in the school curriculum at primary and secondary schools. REC will provide Green Pack CD-s and educational leaflets for the participants. Through various activities and discussion the workshop is meant to throw light in why language teachers should consider literature as viable teaching material. By the end of the workshop participants will hopefully also have discussed what kind of texts to select, what activity types to choose, and how to exploit ‘simple’ forms of creative writing for language teaching purposes. How do teachers affect students’ speaking performance in test situations? By presenting video examples of oral examinations, and enabling participants to sample practical ideas for testing speaking, this workshop provides an insight into plans for the possible new érettségi developed by the Examination Reform Project Team of the British Council. Educational innovation in the area of language testing has been a hot issue in Central and Eastern Europe in the last decade. Examiner training has been a feature of standardised national an international language examinations for some time. This talk gives a flavour of how interlocutor and assessor training is being developed by the training team of the Examination Reform Project of the British Council Hungary to support the new school leaving examination in English to be introduced in Hungary in 2005.
51
Együd (et al.)
Györgyi
2002
Snapshots of the most international and professional fortnight of 2002
Együd Együd
Györgyi Györgyi
2003 2004
see Csépes
Einolghozati Ellis (et al.)
Alireza John
2006 1997
see Allahyar
Ellis
Melanie
1991
Action research: how to set up your own teacher development project
Ellné Bársony
Katalin
1992
New edition Longman coursebooks and teacher handbooks
Emmerson
Paul
1999
Business builder: your flexible friend
Enever (et al.)
Janet
1996
The iron man
Enever
Janet
1998
The foreign language genie: has it escaped? Should it be put back into the bottle?
England
Lizabeth
1992
Language professionals across borders: making connections
Quality control in assessing speaking skills
Kids club – teaching as a business opportunity for teachers
This colourful presentation will include two course directors’ impressions, experience and feelings about the 2002 British Council – Hornby Trust international summer school in Mályi. If you are interested in how a group of 50 teachers from 14 countries engaged in professional development entertainment at the wonderful Loch Mályi, please come along. In order to ensure a high degree of reliability of assessment and score comparability across different examination bodies, modern speaking examinations should be standardised in all possible aspects of the elicitation and assessment procedures. This talk will recommend a set of necessary quality control measures that can help standardisation. Teaching languages is a business opportunity as there is an increasing market for teaching English as a foreign language. Fun Languages International operates in 20 countries, provides a special method of teaching and unique teaching materials for all age groups. This talk explains what action research is, giving examples of work done in Poland; looks at the practicalities and problems of getting started and possibilities for teachers working together. Teacher and learner voices comment on what a project has meant for them. Longman has published a couple of coursebooks this spring and summer from elementary to intermediate/upper-intermediate levels: Frontrunner, Beginners’ choice, Intermediate matters and Higher intermediate matters. I would also like to introduce some books on practical English teaching techniques. What materials do you need to teach a business English Course personalized to the needs of your students? Business builder (Macmillan Heinemann ELT) offers you photocopiable stand-alone worksheets in every area of business communication. Activities are usefully split into language development and skills training. Mix and match to build a complete course, or use them to supplement a conventional coursebook. The session will explore the possibility that in many LP classrooms there is a tyrant at large. Its form is the adult ELT machine. We will address the question of how children & teachers may be crushed by the machine and question whether it is stoppable or replaceable. This presentation introduces some innovative cross-curricular materials in development for 8 year olds in Hungary. Video clips from the classroom will be used to illustrate the practical nature of the tasks and the children’s positive engagement in the topic. The session will explore how near we are to meeting this age group’s needs and the possible impact of the genie. Although different types of exchanges between foreign language and ELT professionals have been cited as helpful in the development of language classroom activities, little has been done to show how these exchanges help learners. Based on communicative language teaching/learning principles as applied in two different contexts (European and North American), this
52
Enoch (et al.)
Jerold
1998
Whole language learning and American culture
Enyedi
Ágnes
1991
Lessons from the wastepaper basket – using realia in the classroom
Enyedi (et al.)
Ágnes
1993
Methodology mix – a video help for teachers
Enyedi
Ágnes
1995
English as a school subject: pain or pleasure?
Enyedi
Ágnes
1996
Undisciplined disciples
Enyedi
Ágnes
1997
Marks and evaluation: a necessary horror?
Enyedi (et al.)
Ágnes
1998
Where have all the teachers gone?
Enyedi (et al.)
Ágnes
1998
What’s wrong with us?
workshop proved an example of an exchange of ideas between professionals in foreign and second language teaching. participants will be asked to perform the following tasks: 1/ Listening-Discussion: a brief discussion of ‘common ground’ in teaching foreign and second language 2/ Viewing-Critiquing: Videotapes of students in business English classes in Germany and the United States 3/ Planning-Presenting-Feedback: Participants are assigned small group tasks in which they plan, present and provide feedback. Whole language learning does not isolate individual components for their own benefit, but instead highlights them as a part of the whole. We will use American culture topics to present the possibilities of such a teaching method. The workshop will show you how English language brochures, catalogues, maps, bus tickets, rubbish and virtually anything you would normally throw into the wastepaper basket can be used for communication exercises, challenging reading exercises and for providing cultural background information. Some activities will be demonstrated. If you have ever felt short of ideas for your next lesson or you have no time or access to professional back-up, Methodology Mix will help you. This video resource material and workbook was developed by teachers for teachers to trigger ideas, consolidate methodology points and to contribute to professional self-development. Teacher trainers can also incorporate it in their methodology courses. The workshop will show how you can get the most out of Methodology Mix. (Why) are schoolteachers at the bottom of the EFL prestige hierarchy? Is it enough to be an EFL specialist to teach in a school or do you need any extra skills to survive? Are such extras ever taught in teacher training institutions? How to break through these barriers? Are your students little angels bursting of motivation all the time? Do they look at you as their great master soaking in every word you say? If not, come and share worries, experience and ideas about managing discipline problems, especially at the deep end of EFL, the state schools. It’s hard to decide who dislikes marks more: our pupils or ourselves. The workshop will look into the reasons why marking is one of the top priority problems in our job and will suggest ways in which our lives (and our pupils’!) can be made easier. What happens to English graduates of ELTE after they have received their degrees? Are they using their education? How many have become teachers? Where do they teach? How many have tried and given up? What are typical career patterns? Let’s look behind some figures together. Come and compare your own story with our findings. Are school teachers really the least prestigious group in the EFL world? If so, what keeps us in these jobs? What are the benefits of working in a school? Are we prepared for or even aware of them? In this workshop we hope to get some answers to such questions and make participants feel (even) better about
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working in a school context.
ENYEDI
Ágnes
1999
Culture shock in the classroom?
Enyedi
Ágnes
1999
I’ll just give them a test
Enyedi
Ágnes
2000
ELT – the coursebook approach
Enyedi
Ágnes
2000
Enyedi Enyedi
Ágnes Ágnes
2002 2002
Language teaching in state schools, exam reform see Rátz
ENYEDI (et al.)
Ágnes
2003
The portrait of the teacher as a young artist
Enyedi
Ágnes
2004
ELT – a job or a profession? (What’s the use of a conference)
Enyedi
Ágnes
2005
Reflective teaching or reflective learning?
Enyedi ENYEDI
Ágnes Ágnes
2005 2006
see Földiné Szűcs
Surviving without a photocopier
The very hungry caterpillar
Culture shock is something a traveller experiences in a country with a different culture. It comes from the stress of being without the signs and symbols, which guide you at home. Are our learners experiencing this stress in our classrooms simply through exposure to the foreign language? In this talk I am going to look at the similarities between the cultural experiences of a traveller and a language learner. Are unsuccessful learners simply those in culture shock? And what is a teacher’s role in guiding learners on their cultural journey? This workshop will show how a test writing situation can be one of the best indicators of what normally goes on in the classroom. It will also explore teacher’s practices in giving learners a test apart from discussing some basic dos and don’ts. You will be able to reflect on your own testing routines. You normally plan what you cook from the starter to the dessert. Coursebooks give you ideas but you are the one that has to do the work and feed your folks. Isn’t this very similar to teaching? More food for thought at this interactive talk, participants are welcome to share their favourite snacks. Roundtable discussion
This workshop aims to brush up memories and revise techniques we used to trust in before photocopier stopped us from using them. If you ever felt frustrated because the photocopier broke down, if you often prepare handouts, if you’ve ever worried about copyright you’ll be able to take a few ideas from the workshop. ‘In this plenary two eminent (though ageing) gurus tell you everything you need to know (and more!) about being a teacher.’ Or, if you prefer: ‘We will start out from some typical beginning teachers’ hopes, problems and worries, and hope to arrive at a more reassuring view of the profession, using parallels with the world of art.’ What are conferences for? Can you recharge batteries for the school year over a weekend? How to make your job into a profession? How to resist teacher burnout? These are some of the questions this session wishes to explore. Come and prepare for enjoying the conference. Learners need to become aware of what they have learnt, otherwise knowledge remains hidden and largely useless. In this talk/workshop participants will look at ways of helping their students become aware of what they have learnt through reflection. We will also examine how students’ feedback and reflection may become a useful tool for the teacher’s professional development. Speakers or learners of English go through a metamorphosis during the course of teacher education. Just like a caterpillar that turns into a butterfly, they turn into teachers of the language. Caterpillars build a cocoon inside which they develop into a new form, students of English spend years training to establish themselves as teachers. What happens in the ELT cocoon? What are the roles that we have
54
to play once we spread our wings? How to survive as a butterfly?
Enyedi ENYEDI
Ágnes Ágnes
2007 2007
seeArtner
Enyedi (et al.)
Ágnes
2009
The primary EFL teacher’s shopping MALL or is it worth being bilingual?
Enyedi Enyedi (et al.)
Ágnes Ágnes
2009 2010
see Lázár
Enyedi Enyedi
Ágnes Ágnes
2010 2011
Open Forum moderator
Enyedi
Ágnes
2014
It only takes a spark to stop burnout
Erdei (et al.)
Andrea
1994
Tempus project on learner autonomy
Erguig
Reddad
2011
see Laaboudi
Erice
Derya
2007
Digital storytelling in the EFL classroom
The rather fat caterpillar and the very hungry butterfly
Teacher as educator
Professional burnout and what we can do about it
Just like a caterpillar that turns into a butterfly, speakers of English go through their own metamorphosis when they turn into teachers of the language. Caterpillars build a cocoon and inside this they develop into a new form; ELT trainees spend years at colleges or universities to establish themselves as teachers. What happens in this ELT cocoon? What are their roles and responsibilities once their wings are spread? How to survive as a butterfly? The talk looks into these questions, describing various stages in the life of the ELT Butterfly, drawing on my experiences with teachers in training, and on their experiences in their classrooms. This talk will be shared by two second-degree students of ELTE DELP who will give an account of the research they have done for their theses. Bea's games and techniques used in Movement Accompanied Language Learning will focus on young learners while Márta's findings on the advantages and disadvantages of bringing up children bilingually will appeal to all those interested in the bilingual issue. Unlike other subjects, foreign languages have no given content to cover. So what determines the content we bring to our classrooms? The coursebook we are using? Our own interests as teachers? Student choice? How can the teacher’s role as educator be reflected in the choice of content? And in what other ways do we educate as language teachers? These will be the main focusing questions for this interactive session. Are you a less energetic and less enthusiastic teacher than you used to be? Do you sometimes feel physically and emotionally exhausted or that you simply don’t care what happens in class? Of course, not! But you might have colleagues for whom this is true. Join the workshop to find out how to help them while helping yourself to stay away from burnout. Professional burnout mostly affects people who work in helping professions. It is selfdestructive and contagious. Shall teachers join the club of professionals at this cost? Or can teachers, whose professional activity lies in motivating and inspiring students, also inspire their colleagues (and themselves) to escape from this condition? In the workshop I will share some teachers’ ideas about how to stay away from burnout. The English Department of the ELTE Teacher Training College has been involved in a Tempus Project over the past three years. The final stage of the project is a three-week study trip to London, where the 20 participating students complete their mini-projects. This joint presentation of the Project Coordinator and two participating students will give an account of the students’ mini-projects. This workshop will first introduce CLIL (Content and Language Integrated Learning) then focus on its place in English language teaching curriculum. The framework of in-
55
Éry
Anna
2015
Teaching Italian through English: how cognates facilitate vocabulary retrieval
Eszenyi
Réka
2004
Online chat in the in the secondary school EFL classroom
Fallier (et al.)
Erika
1993
Are teachers born, trained or both? – report on a Pro Renovanda project
Fancsalszki (et al.)
Andrea
1995
Media studies in higher education
Faragó
Lívia
1996
English through arts
Faragó
Lívia
2002
Drama activities with 6-10 year old young learners
Faragó
Lívia
2004
Making learning whole for young learners
Faragó Faragó Faragó
Lívia Lívia Lívia
2005 2006 2006
SIG coordinator
Faragó Faragó Farczádi Bencze
Lívia Zsuzsa Tamás
2007 2005 2005
SIG moderator
service training in Turkey will be outlined and an INSET model in which CLIL is integrated will be presented. The aim of my presentation is to promote the ‘cognate approach’ in foreign language teaching, a method which can be effective either if one of the two related languages is the learners’ mother tongue or none of them is. The main idea behind the ‘cognate approach’ is to exploit in a systematic way the (many) vocabulary similarities between two languages, making students aware of the fact that there are ‘good cognates’ and ‘deceptive cognates’ (or ‘false friends’). The topic of this talk is an experiment conducted in a secondary school EFL class. The participants performed various tasks in Internet Relay Chat (IRC) over a school year. By showing examples from the chatlogs I will show that chat as a means of communication can give added value to language teaching and learning. Teacher training is a contentious issue and so is teacher training. Over the past 12 months, a dozen teacher trainers form ELTE have been examining various principles and practices. The result is a number of suggestions, of which a short summary will be given here. The language of the media has long been neglected. Veszprém University’s curriculum offers students a chance to gain a deeper insight into this area. The presenters intend to share their experiences with other teachers and offer a short introduction with a variety of useful tasks and exercises. In my talk I will share my experiences concerning the advantages and benefits of a story-based cross-curricular language programme in the lower-primary classroom (6-10-year olds). Adventurers are welcome. The talk will be illustrated by slides and a short video recording. Children delight in make-believe. They are immediately at home in imaginary worlds, where they can act out a role, engage in ‘pretend activities’, or become another person. This workshop involves participants to experience and study activities that encourage children to communicate, even with limited language. Factors making drama a very powerful tool in the language classroom will also be considered. English as a foreign language is introduced in the first grades in many primary schools these days. How can we ensure that English language lessons play a quality part in children’s education? This session will show what makes learning whole for children and present ways of putting theory to practice.
SIG co-ordinator Language skills development through art repros in the teen-age ELT classroom
Art is around us. It comes to us on TV, in calendars, postcards, posters or the Internet. Why not use them for broadening learners’ horizon, motivating them while developing their language skills? This workshop will present several ways of getting learners to respond to pieces of art in an enjoyable way and highlight the potential of application of art repros in communicative language skill development.
see Dudás see Sárosdy
56
Farczádi Bencze
Tamás
2006
Cross-curricular approach with a special focus on culture
Farkas
Alíz
2005
Using the Internet for language teaching purposes
Farkas
Rita
1997
A report on the British cultural studies project in secondary schools
Farkas (et al.)
Rita
1998
Foreigners abroad
Farkas
Rita
2000
Is that all right? (Authentic materials in the classroom)
Farkasné Pintér
Márta
2000
Relevance of Celtic studies in English language teacher education
FARLEY
Sally
2010
Special needs – celebrating and working with difference
Farley
Sally
2010
Creativity, language and culture – the Pilgrims way
In the presentation the audience will get a survey of the various ways of integrating subjects into English classes. As communicative language teaching is intercultural, a special focus must be given to the cultures of the target nations and that of Hungary as well. In this workshop I would like to demonstrate that language learning possibilities offered by the Internet and course material can be successfully combined in order to plan interesting and motivating lessons for our learners. The tasks presented are designed for secondary school students with lower command of English. This poster will chart the progress of the BCS group of secondary school teachers who have been developing their work over the last year and who are presenting their work for the first time at this conference. In this workshop we will look at how a group of Hungarians make sense of a ‘Foreign experience’. We have all gathered loads of leaflets, brochures and other materials while in Britain – and then put them aside waiting for inspiration. In my workshop I would like to show ways of using them effectively so that pour students can learn something about another culture as well as about their own. Based on the research into the attitudes towards Irish culture and the teaching of my Irish studies seminar groups, I attempt to highlight certain aspects of relevance of Celtic studies in the English language education in Hungary. Our classes are often made up of students from diverse communities and backgrounds with a wide range of individual learning needs. Amongst them we are almost sure to encounter some with Specific Learning Difficulties, including Dyslexia, Asperger’s Syndrome, and Attention Deficit Hyperactivity Disorder (ADHD). Accommodating these students and helping them fulfil their potential is one of the greatest challenges facing teachers today. In this plenary, I will explore ways of implementing an anticipatory and proactive approach to creating a classroom culture that recognises and celebrates difference. Through examples and activities, I will introduce ways of identifying students with Specific Learning Difficulties and strategies to help them learn. Together we will explore methods to promote inclusive learning and embrace difference in the classroom. It will become apparent that adapting our teaching style and materials to accommodate diversity can often benefit all students. Focusing on individuals’ different areas of strength can lead to an enhanced learning experience for everybody. The aim is to create a class where the students feel part of a mutually supportive and inclusive TEAM because….. Together Everyone Achieves More! In this workshop, we'll try out a collection of creative and adaptable activities designed to amuse and to engage. They will include energizing warmers, multi-sensory techniques for discovering your 'inner poet', ways of defining 'culture', and insights into the latest 'slanguage' used in English youth culture – all with the inimitable Pilgrims 'twist'!
57
Farley
Sally
2010
Identifying and working with dyslexic students
Faur (et al.)
Cristiana
2002
Human rights in English. The way forward for the students
Faur
Cristiana
2002
Creativity through drama
Faur
Cristiana
2003
Who’s afraid of literature?
Fáy
Réka
2011
see Kókay
Fazekas (et al.)
Katalin
2003
New ESP language examination centre in the Hungarian market: IT English or computer English?
Fazekas
Katalin
2008
How do the tools of ICT serve our methodology
Fazekas (et al.)
Krisztina
2011
How to become an ESP teacher? Are you interested in IT?
Fehér
Judit
1996
On board!
Fehér
Judit
1997
Learner types – teaching styles
Fehér
Judit
2000
Flexibility and/or standardization? Curriculum and syllabus design in language schools
Dyslexia is a ‘hidden’ disability which adversely affects language processing and is thought to affect 10% of the population. This is a participatory workshop focusing on ways of identifying these students and strategies for supporting them, using their many gifts in order to overcome their difficulties. The presentation will focus on the way a Human Rights programme in English develops knowledge, values, attitudes, skills and language competencies with secondary students. Examples will be drawn from Rights in deed, the new course book written by a group of teachers as part of a British Council project in Romania. Drama is successfully used in language classes, as it provides adequate background and concrete situations, motivating students of all ages to communicate in the target language. The workshop will demonstrate this point by leading participants through a variety of student-centred activities, from pantomime to simulations and improvisations. Improvisation can be used to enhance one’s understanding of a dramatic text. I do not consider it to be a sacrilege, but a means to help the students get closer to a literary text, which otherwise would have been difficult, if not inaccessible. If we can identify at least one emotion or situation in the text that can be extracted and related to real experience, this can be used as an entry point into the fictional world of the text. This workshop will demonstrate how drama techniques, improvisation in particular, can be applied to literature. The introduction of our new ESP language examination centre: our target audience – specifications, requirements -samples of the tasks from both the written and the oral examinations –with handouts and specific tasks – the role of computer during the examination process – The European Framework of Languages and our aims – Hungary and the Information Age. After a short introduction to our EU project I will describe the planning stage of an online multimedia course for ESP (IT) English covering issues like electronic evaluation, collaborative learning management and portfolio task design. In the second part I will show examples from the online course. Számalk post-secondary vocational school has developed an in-serviceteacher training course for information e-technology teachers or teachers who want to improve their English competences and are interested in it. Minimum English language requirement is A2 level. This presentation would like to give you a chance to try different boardgames from those which focus on a target structure or vocabulary items, through freer conversational types to simulation games. How do we choose from the array of teaching methods and materials? Why do we like some exercises and just cannot stand some others? What personal qualities might shape our preferences in teaching? How can we tell the learner apart from the teacher? The coursebook. Students’ needs of preferences. Language exam, teaching styles. General courses, customized courses.
58
Fehér
Judit
2001
Language learning and language acquisition at primary levels
Fehér
Judit
2002
Preparing students for emelt szintű érettségi
Fehér
Judit
2002
How to choose a coursebook?
Fehér Fehér (et al.)
Judit Judit
2003 2004
see Scharle
Fehér
Judit
2006
Creative expression through a small thing
Fehér
Judit
2006
Hippo and her friends help preschool learners and their teachers
Fehér
Judit
2007
A taste of creativity
Fehér Fehér
Judit Judit
2007 2007
seeCsíky
Fehér
Judit
2008
Fun, success and exam preparation? YES! Your exam success – a brandnew course for 12th graders
The chairs of my classroom: now quiet, now musical
Transforming activities for creativity
Placement testing and end-of-term evaluation. How do you manage juggling these and more? This talk will suggest a suitable methodology of enabling young beginners to acquire their second language through controlled exposure to appropriate linguistic input. As well as assessing the importance of such criteria as close grading material, realistic learning goals, motivation and so on, the talk will consider natural learning and multi-sensory tasks, and outline a practical approach to vocabulary presentation, listening tasks, grammar issues and writing skills. We will look at the requirements of the new A-level exam in English and discuss appropriate methods, techniques and materials to meet them. Do you think coursebooks play a crucial role in teaching? Do you think it is important for young group to have the most appropriate one for them? Would you like to know more about the aspects of choosing a course book? Then come to this workshop. Taking the position and movement of chairs in the classroom as a starting point, we’ll invite participants to consider why some pair/group work activities may be risky or challenging and therefore perhaps less popular with practising teachers. We’ll work with some activities taken from widely used course books, and some others that may be less known in Hungary. A lot of people think they are not creative. Many believe they are shy to speak. Very often you only need a small thing to feel safe and motivated. In this workshop, we will try out some of these ‘small’ things, small prompts that may help creativity and expression. Our friendly Hippo and her friends introduce language to children in a way that comes naturally at this pre-school age. Actions and activities further reinforce learning. The stories in each unit are designed to encourage positive attitudes in children such as helping others and sharing. Come and join us in finding out how… Pilgrims teacher training courses emphasise a humanistic, person centred approach to teaching and learning which is both creative and effective. This practical workshop will allow you to participate in a variety of engaging and challenging activities taken from a range of courses, including Neuro-Linguistic Programming, Multiple Intelligences and Creative Methodology.You will also get information on how to apply for Comenius funding for a Pilgrims course. In this workshop, we will establish what the most important ingredient of creativity is. Then through lively classroom activities, we will see how we can add this indispensable element of creativity to ordinary classroom activities. Nemzeti Tankönyvkiadó’s new course, YES! is for learners preparing for the intermediate school leaving exam (érettségi). In this workshop, we will look at the course to identify what it offers for successful exam preparation. We will also share ideas as to what the teacher can add to the course to further increase learners’ sense of
59
Fehér
Judit
2009
Increasing learner involvement
Fehér
Judit
2011
Let’s play grammar!
Fehér
Judit
2012
Mobiles, trifles, knives and other things
Fehér
Judit
2012
Preparing students for ecommunication offline and online
Fehér
Judit
2013
Keep your course on a varied diet with regular meals!
Fehér
Judit
2015
Creativity in the language classroom
Fejes
Tímea
1998
see Bódis
Fejes
Tímea
1999
Playing with plays
Fekete (et al.)
Hajnal
1996
Good exams – bad exams. What difference does it make?
achievement and success. Most studying takes place in a group. Learning, however, happens in the individual, whose involvement is the most crucial condition of their learning. In this workshop, we will establish some techniques in constructing and organising activities for maximum individual involvement. The activity structures will also work with textbook-related materials. Have you ever experienced that your students were able to do traditional grammar exercises perfectly well but were unable to use the same structures in communication? Have you ever experienced that one student found your explanations and examples enlightening, while others could not even pay attention to it? We will look at different ways of learning and teaching grammar and try out some tasks that engage the learners in grammar-focused tasks in many different enjoyable and playful ways. In this workshop, Judit will show listening and speaking activities all based on free online materials from the British Council’s teaching and learning websites. These materials and activities will appeal to teenagers and young adults and engage them through different senses while raising their cultural awareness. Do your students have a computer each in your lessons? Do you think it is important to prepare them for communicating online in English? If your answer is ‘no’ to the first question and ‘yes’ to the second, this workshop is for you. We will look at different types of e-communication and try out some ideas of how to work with them offline and occasionally online as well. Most of us like to have choice, variety and some predictability to function effectively and feel safe and content. Some restaurants seem to understand this. Some language courses, too. We will see how a course can combine old, proven methods with new ones to offer teachers and learners choice and variety with the safe feeling: if one thing doesn’t work for me / my students, there are many other things in the course that may do. First, we will attempt to find the essence of creativity: an ingredient that can turn a classroom activity into a creative task. Then, we will experience different variations of this ingredient in creative activities from the British Council’s new publication, ‘Creativity in the English language classroom’. Finally, we will add this ingredient to some activities ourselves. The workshop will give participants an opportunity to explore ways of how literary texts (plays) can be suitably used in the EFL classroom. Prior experience in drama is not necessary for participants; however, the workshop will call for their active involvement in the groupwork. An experimental video training package consisting of a one-hour video accompanied by a trainer’s and a trainee’s booklet – produced to be used in pre-service and inservice examiner training (oral exams in general). Working from experience (the experience candidates and examiners share in an oral exam), it mainly aims at awareness raising focussing on the examiner’s moral responsibility – at times quite in an
60
Fekete (et al.)
Hajnal
1998
A baseline study for the Hungarian examination reform
Fekete
Hajnal
2002
Fekete Fekete
Hajnal Mónika
2003 1994
Corpus-based research in validating translation as an exam task see Major
Fekete
Mónika
1997
see Szili
FekőnéKardos (et al.)
Judit
2004
In-service teacher training on a regional basis
Felberbauer
Maria
2005
Bilingual Integrated Teaching – BIT
Felcser Fenn
Hanna Simon
1993 1993
see Ashley
Ferenczy (et al.)
Gyula
1993
A methodology of preparing students for a medical English examination
Ferenczy
Judit
1998
Cognitive linguistics and language learning: what conjoins reveal
How to exploit pair-teaching with young learners
The apple bites back
entertaining way. The aim of the Baseline Study was to determine to what extent the current socioeducational and English language situation in Hungary is favourable for the implementation of examination reform. The three editors, representing a team of colleagues having worked on the study, will give an account of the process, including the methods and the main results of the following 6 chapters: 1. The socio-educational and socio-linguistic context, 2. Stakeholders’ attitudes, 3. Testing situation in Hungary, 4. Testing situation, 5. Students’ level of performance, 6. Teacher education. Questions welcome
Two teachers in the classroom at one time is quite peculiar, but – as we have experienced – it is also very advantageous for both the teachers and the pupils. We wish to introduce how pair-teaching facilitates teaching and learning through an activity-based workshop. Tried and tested techniques are fun! Adult children are welcome! We are convinced that regional teacher development events play an important role in the lives of practicing teachers of English. We aim to give participants an insight into regional INSET in Northern Hungary during the past few years, trying to find out why this work has been so successful. We would also like to investigate how regional teams would live on under the umbrella of IATEFLHungary. Europe in general has experienced a boom in teaching content in a foreign language. The success of these attempts has not always lived up to expectations and the need to place this kind of teaching on a more professional level has been urgently felt for quite a long time. Seven European teacher training institutions – co-ordinated by the Pedagogical Academy of the Archdiocese of Vienna therefore developed a curriculum that may become a pathway to a new qualification as a CLIL teacher. The results were put into practice in a Hungarian Teacher Training Institution. In this informal talk, the speaker seeks to reexamine some of the traditional bonds and relationships at work between language learners, their teachers and their materials; between what learners do for their teachers, with their teachers, without their teacher and despite their teachers. Starting point: examination requirements. Parts of the medical examination. The methodology of preparing for each part. Developing oral and written skills. Classroom work and homework. Presentation of a part of classroom work. Possibility of using technical equipment. The presentation will focus on conjoint phrases, that is, coordinated expressions with a fixed order. Parallel with explanations from phonology, a cognitive linguistic approach will be presented. Final remarks on the teachability of conjoints and the methodological usability of cognitive linguistics will be made.
61
Ferenczy
Judit
1999
Pragmatics in language teaching
Ferenczy (et al.)
Judit
2000
How to make the fish take and talk
Feyér
Bálint
2012
The significance of pronunciation in English as an international language and its implications for language pedagogy
Fictumova
Jarmila
2003
Teaching and testing vocabulary online
Fidler
Soča
2002
How to raise language and intercultural awareness in primary school?
Fidler (et al.)
Soča
2003
Effects of language and international awareness of young learners’ perceptions
Filice
Serafina
2009
A CLIL science adventure using multimedia CD-ROMs
Filipovic
Snezana
2012
Some multiple skills activities to motivate students
Fischer
Andrea
1999
Newsweek in the classroom
Fischer
Andrea
2000
English reviews in action
Modern trends of linguistics, such as pragmatics, can be useful in language teaching, since most language learners use the language for a given purpose. Speech act theory is another approach which can shed new light on TEFL. An illustration of the above will be presented, namely in teaching indirect speech. Fishing for naïve language students is more than a pastime. Which are the best baits used by language schools to ensure their constant presence on the market? The answers will be searched for by examining the advertisement techniques of language schools. Come fishing with us now. The proposed presentation intends to demonstrate the results of an ongoing PhD research project investigating secondary school learners’ comprehension and attitudes pertaining to speech varieties of English, aiming to highlight the significance of the diversity of English pronunciation in international communication and its relevance to ELT. Based on her teaching experience, the presenter will demonstrate ways of using the Internet and electronic tools in teaching and testing vocabulary, especially English idioms and collocations. First we will briefly describe the international JaLing (Janua Linguarum) Comenius Project. thenwe will give two examples of how teachers can motivate their pupils for language discovery. Our main aims are to help pupils to develop interest in linguistic and cultural diversity and become enthusiastic and better language learners. After briefly presenting the aims and evaluation tools of a three-year project, we will give concrete examples of the tasks, show a class of fourth graders reflecting on a language topic and then look at the difference between their initial perceptions of language and their perceptions after a year’s work. How can we motivate young learners aged 1014? Using interactive CD-Roms with interesting interdisciplinary content, fun activities, enriched language and the added feature of technology. The talk will illustrate how to implement authentic CD-Roms originally created for L1 users with ESL learners in a CLIL Geology context. This workshop will focus on practical ideas how to involve all of the students in speaking and writing activities. In a very brief introduction I will talk about my personal experience with the students` attitude to writing and speaking. The practical part of the workshop will provide the participants with some activities that motivate students to talk, write and share their ideas with others. Finding motivating, authentic, up-to-date classroom resource material can be a problem. Recognising this Newsweekhas put together a package, the ‘English Review Programme’ to help teachers. The aim of this presentation is to introduce these task sheets in action. Participants will be asked to take an active role – but will also receive a gift! As a follow-up of last year’s presentation, this year’s workshop would touch more upon the practicalities. The Newsweek English Review offers various ideas to develop all language skills, nevertheless this time the workshop will focus on the how. All are welcome regardless
62
Fischer
Andrea
2001
‘Newsweekly’ skills
Fischer FISCHER
Andrea Andrea
2008 2015
see Pohl
Fischer Fischer Fischer (et al.)
Júlia Márta Márta
2000 2010 2011
see Lacsny
Fisher
David
2002
Jackie and the giant – an interactive theatre performance for students aged 6-11
Fisher
David
2006
Making a drama out of a story
Fister
Ilona
1998
Core skills in ESP
Flamich (et al.)
Mária
2006
Blind and partially sighted students in inclusion
Flamich (et al.)
Mária
2009
An accessible world - the role of assistive technology in teaching English to people with visual impairment
Florescu
Ana-Maria
1997
ELT textbooks – agents of change
Something Old, Something New…: Myths, Methods and Motivation
of how familiar you are with Newsweek and its teaching materials. Newsweek and its English Reviews offer a lot for language development at intermediate level and beyond. This workshop will focus on two important but often neglected or unpopular areas: reading and translation (sub)skills. Should be practical and fun. All welcome! In this talk I am going to take stock and share my reflections as a practising language teacher and teacher trainer. What are those maxims that I found rather limiting or limited in practice? What are those traditional methods or techniques that seem to stand the test of time and work even with low-motivated, lowlevel students? And how about motivating the Z generation? Finally, I will make a humble confession about how I manage to keep up my own personal-professional motivation –against all odds.
see Trebits How to use English in EU contexts?
Tempus Public Foundation together with the authors of the book EU English – Using English in EU Contexts developed a teacher training program and an ESP course both aiming on teaching EU English (B2) and EU content at the same time. The authors of the book/teachers of the course will present a mini-lesson on ‘How to use English in EU Contexts?’. Jackie and the giant is a very interactive fairy tale for young learners. A bad giant wants to eat Jackie and the children in the audience. They all need to speak English to survive! Motivating for children and inspiring for teachers, the performance is staged by the Bear Educational Theatre (Prague). Young students love to play out situations, they do it all the time. So why not have them act out their favourite stories in English? The problem can be how to harness this natural energy to make an activity that is really satisfying for the students. The aim of this workshop is to give teachers with little or no experience of doing drama with their students, and some basic tips on how to do this. The paper discusses the relationship between core skills in vocational education and the communicative approach in teaching ESP. It reveals how ESP can contribute to acquiring core professional skills. The number of students with special educational needs, including blind and partially sighted students, has rapidly been increasing in inclusion. Admittedly, the presence of children with visually impairment in classroom requires special attention, efforts and more work from the teacher. We wish to share our practical ideas and experience of 15 years gained in the field of teaching English to blind and partially sighted students. People tend to think reading and writing are of minor importance when teaching a foreign language to people with visual impairment, consequently, these two skills are often neglected. Our aim is to discuss these questions with colleagues and introduce some items of assistive technology. We encourage everyone to join us. Analysis of questionnaire data relevant to the idea that textbooks lead to change and
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professional development in ELT.
Florio Fodor
Joanna Mónika
2000 1996
Using dictionaries in the classroom
Fodor
Mónika
1998
Dimensions of cultural awareness raising
Fodor
Mónika
1999
How far do you think we are from the USA?
Fodor
Mónika
2001
A silly book … or there is more to language and culture
Fodorné B. Horváth
Judit
2004
Cultural awareness & successful communication
Foki
Lívia
1995
Education innovation – perspectives of the retraining courses of Russian language teachers
Földiné Szűcs (et al.)
Krisztina
2005
From a learner’s dream to a word-teaching computer programme
‘I have a dream’: integration of methodology into a Cultural Studies course in ELT
The paper introduces the materials created in order to tentatively integrate methodology and content-based cultural studies. The aim is to develop academic listening skills as well as teaching skills related to listening comprehension. The paper presents the detailed questions evaluation and assessment of a three year teacher development project from the point of view of cultural awareness-raising. Tendencies in developing cultural awareness will be shown and explained on the basis of participant responses to topic-related questions. The paper maps the role of excessive stereotyping in teaching American culture. The result of a survey will be presented and interpreted in order to find possible answers to the question. In this paper I will interpret the findings of a survey in which second generation Hungarian Americans were asked to read a Hungarian short story in translation and to reflect on their understanding of it. Their responses may help espouse how language expresses and embodies cultural reality; in what ways translation influences the transmission of cultural content; as well as what kind of understanding of culture would encompass the common assumptions of the readers about culture. Even if speakers are well-prepared for communication language-wise, being unaware of cultural differences may lead to embarrassing moments as well as a breakdown in communication. Whichever country you go to, you had better learn about local customs and specific phenomena in advance. Since Hungary joined the European Union and borders virtually no longer exist, this issue has become more up-to-date than ever before. Join this session and find out more about some theoretical background in this field and try a number of practical awareness-raising activities based on MGM Magazines you yourself could use during your lessons in order to prepare your students to survive and succeed in a culturally diverse English-speaking. The talk attempts to analyse some aspects of the process of innovation with which the Russian Retrainees are involved. Links between the Hungarian situation and general educational innovation features will be described with reference to problems and possible solutions to overcome these problems. Effective language teaching depends on many aspects, but teaching cannot be effective enough if the students do not prepare for lessons at home, or if they do not or cannot learn and practise words and spelling thoroughly. This new programme tries to solve these problems and, with its help, their education can become more effective and successful. The programme helps students to learn those new words which either occurred during previous English lessons, or that they faced in their homework. This programme gives the learners instant results, an opportunity for them to practise their present knowledge
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and, of course, they can see improvement during practice.
Fonyódi Forintos
Jenő Éva
2000 2002
see Katona
Forštner (et al.)
Milena
2002
Team teaching or How to share a lesson with a language assistant?
Forštner
Milena
2003
Writing and testing of writing
Fowler
Will
1996
All you ever wanted to know about testing and never dared to ask
Fowler
Will
1996
The revised Cambridge First Certificate Examination
Fowles (et al.)
Anthony
1995
Business English teacher training in Hungary – report on a course
Fox
Gwyneth
1992
Corpus evidence vs. intuition
Fox
Gwyneth
2004
Dictionary skills work in the classroom
FOX
Gwyneth
2004
Doing things with words
A walkabout – teaching Australian Culture
The aim of the workshop is to take a walk (A walkabout) around Australia with the help of a recently published textbook. The publication is designed and complied to cover subjects like geography, national symbols, education, political and legal systems, health, religion, press, holidays, multiculturalism and languages. A chapter is devoted to Australia’s indigenous peoples, and more can be read about Aboriginal art in the chapter that concentrates on Australian art. Participants will be invited to take part in a quiz. Due to Foreign Language Assistant Scheme in Slovenia pupils and students have the chance to benefit from having two teachers in the class during their language lessons. The aim of the workshop is to guide through all necessary steps of team teaching: mutual planning, lesson performance, evaluating, adjusting and re-planning, etc., which are components of collaborative, progressive and reciprocal team teaching. My workshop will be focused on the methods to help students to practise writing for the assessment to achieve good results. It will also deal with problems how to assess. I will also try to show the importance of adequate understanding of the criteria of the assessment of the writing for both students and teachers. Testing is not the enemy of teaching but an indispensible source of information if properly employed. The talk considers reasons for testing, the most appropriate tests for different purposes and uses past experience to suggest ways or avoiding the pitfalls that await test designers. The examination has been revised to reflect communicative needs and has therefore become more task-based. Initially this will favour older students in a native-speaking environment. The talk analyses the changes and their implications for students abroad and suggests ways of teaching techniques for overcoming their problems. This presentation, half-talk, half-workshop, describes an intensive training course for Business English Teachers, held at Fonyód in June/July 1995. As well as a summary of the course and the rationale behind it, there will be feedback from a participant, and a sample training workshop in a business communication skill. As teachers – and skilled users of English – we know all we need to know about the language. But do we? When we look at how English is actually used, we realize how partial our knowledge is, in both vocabulary and grammar. Examples will be given. Dictionaries are full of information about the language. We need to teach students how to use them, what they will find there, why they need them. This workshop will address these issues and will suggest many short, interesting activities that we can do to help our students develop dictionary skills. What people do with words, what they use them for, is as important as their actual words. Learners need to know what words are used to express common functions such as being polite and how to use the language for discourse purposes such as emphasising. Corpora give us this information.
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Franić
Reneé
1996
‘Tell it again, please’
Franić
Renée
1994
Poetry without tears
Franić
Renée
1995
We can work it out
Franić
Renée
1997
see Vucinic
Frank
Christine
2009
Vocabulary: working with words – playing with words – learning words
Frank
Marcella
1992
Using discussion to teach writing to intermediate students
FRANK
Tibor
1997
FREEMAN
Donald
1996
Internationalizing English or anglicizing the vernacular? Changing teaching, teaching change – reflective teaching and systematic development
Freeman
Donald
1996
Teaching as sense-making
Freeman
Simon
1996
The preparation and delivery of English for special purposes programmes: a pragmatic overview
French
David
2002
Building a teacher development community
Fresacher
Candy
2007
Time management
Sometimes we tell stories for pure pleasure. However, there are times when we want our students to participate. This workshop will be looking at ways of encouraging students to reproduce or transform stories in order to enrich vocabulary, practise grammar, and improve communication skills. Are you afraid of using poetry in the classroom? Are your students reluctant to read it? We are going to discuss a few practical and creative activities to help your students understand and love poetry. Song and film titles and humorous T-shirt slogans are other ways of bringing a glimpse of authentic language into the classroom. Moreover, students remember them better than ‘boring’ textbook examples. We will be discussing how they can be applied when teaching various aspects of the language. What students have to know when learning vocabulary items: how to practice new words and concepts using definition, association and categorisation techniques. I will demonstrate how I use the same outline to guide both class discussion and the composition topic. During the discussion, students will receive guidance in the use of needed grammar and vocabulary. The demonstrated topics will be geography and superstition, subjects which students can talk about easily.
From the premise that change is always embedded within – and therefore interacts with – the surrounding socio-cultural environment, this talk examines implications of this premise for individuals who are changing. By laying out broad parameters of the change process, the aim is to provide easily memorable points of reference within which to discuss reflective teaching as a specific change in teaching and what it can mean for individual teachers. Most classrooms focus either on content, on the teacher, or both, but not on learning. For students to make sense of what they are learning requires the teacher to think of how content and learning work from the students’ perspective. This workshop will engage participants in examples of classroom sensemaking, drawing on their and the presenter’s experience. The paper will examine the steps involved in identifying needs, in designing effective and appropriate programmes and in teaching these programmes to language students with highly specialized requirements. The steps involved include Needs Analysis, Programme Design, Material Selection, Induction of Teachers and Monitoring of Programme Delivery. In the Teacher Development and Autonomous Learning SIG (IATEFL Poland) we have moved away from the model of ‘expert speaks to passive, inexpert audience’ and have explored participatory models. Four years on the fruits of this approach are visible within the SIG itself and in the individual development of members. It seems as if all our newest technologies, instead of helping us be more efficient, add to our ever-increasing workload. In this session, participants can learn more about effective
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Fresacher
Candy
2009
Emotional Intelligence and teaching
Fresacher
Candy
2012
Optimism and positive psychology in the classroom
Fresacher
Candy
2015
Ways to use positive psychology activities in the EFL classroom
Frunza
Petrina
1997
see Doroftei
Fruttus (et al.)
Hajnalka
2002
Opening doors to a European castle
Fruttus (et al.)
Hajnalka
2003
Business teacher training & the Pitman Business Exam
Fülöp
Orsolya
2000
Can learning strategies be taught?
Furcsa (et al.)
Laura
2014
Transfer and continuity problems in early language education
Furcsa
Laura
2015
Discovering cognition of bilinguals by using cooperative techniques
ways to manage time instead of having time manage them. Knowing something about how you work and how others go about their work is a starting point. Investing one hour today could give you the abilities to better handle your tasks and so give you more time to do what you really want. Emotional Intelligence uses self-awareness, impulse control, persistence, self-motivation, empathy and social skills as guideposts along the road to success. Daniel Goleman wrote his book Emotional Intelligence in 1995 and since then his principles have become valuable tools in personnel training around the world. In this session, participants find out what EQ is, if they have it, how to get it and how to use it effectively in the classroom and how it can be used in the EFL classroom. Positive psychology and optimism bring about a better attitude to life. Within our classrooms we can improve the atmosphere by ensuring an optimist attitude in ourselves and promoting it in our students. Help students form more optimistic views to help them learn better, be happier and more successful. There are many activities in the field of positive psychology that can be used in the English Language Classroom so that our students can not only improve their language skills but also develop skills that help them reduce classroom anxiety and communicate better with others and generally become more resilient. Learn more in this workshop. The presentation is about a mentorship and Business English training programme for secondary school students in Ózd which is to demonstrate the cooperation of a multinational company, a language school and different other institutions to introduce students and teachers to the world and language of business of 21st century Europe. Lively introduction to Fast English’s accredited Business English Teacher Training programme, which prepares teachers also for Student preparation for the Pitman Business Examination. As more and more students struggling with learning difficulties study language at colleges and universities, a few pedagogists and language teachers at KJF launched a 3-year programme with the aim of improving our students’ language learning strategies. The first stage of this programme was realised this spring when 15 students in a non-integrated language strategy training, which proved to be successful. This qualitative research project investigates what language teachers think about how children coming from a bilingual nursery school integrate into a new, usually beginner language group in a monolingual primary school and how the language teachers assess these children, their future progress and early language education in general. Our workshop introduces cooperative techniques to discover various approaches to brain functions of bilingual speakers. Starting from the earlier approaches of detrimental effects of bilingual speakers we will focus on different positive cognitive effects of bilingualism. The workshop involves discussing how cooperative techniques can be used in different classroom settings.
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Futász
Réka
2013
Who should prepare PhD students for the teaching component of their future academic career?
Fűzy (et al.)
Annamária
1999
ELC/ICC language teaching and examination system
G. Havril
Ágnes
2007
Teaching and testing ESP to perceived needs
Gaál
Edit
2006
SIG moderator
Gabbitas
Veronika
2001
Why don’t your students create your teaching material?
Gabbitas
Veronika
2001
Harry Potter in the classroom
Gábor Gábor
Erika Katalin
1995 1998
seeBúza
Gacesa
Ksenija
2004
‘What have you been doing in your English class, son?’ ‘Oh, ...nothing!’
Gacesa
Ksenija
2005
Students Cry Out: ‘Teachers, Preachers, Give Us Your Ears!’
Gadó (et al.)
Szilvia
1995
The development of the ELT Methods course at JPU
The aim of this presentation is to examine where and in what ways existing models of teacher training for higher education fit in with the traditional process of teacher training in Hungary, and based on an overview of the different models, to see what, if anything, can be imported from other contexts to help PhD graduates become more proficient teachers. European language certificates/international certificate conference, a learner-centered system in teaching English for general and specific purposes, with six different levels of examination. The recent changes in the Hungarian higher education have had big influences on the traditional university language teaching/testing profiles. Our latest research project (needs-analysis) focused on the exploration of the changing needs of ESP students (1106 students) in Hungarian higher education (13 institutes) in the field of Social Sciences. Many teachers feel frustrated by the fact that they have plenty of good ideas what to do in the classroom, but they lack time to make materials for these activities. In order to prevent these ideas ending up in the dustbin, we can involve our students in the preparation of teaching aids. I would like to show some projects that deal with how to decorate the classroom, and furthermore what sorts of paper-bag puppets, dress-up dolls, ‘rhymeposters’ and board and card games can be prepared in a lesson which, apart from the time-saving effect for the teacher, all have educational purpose. The aim of this presentation is neither to give ideas on ‘skimming’ and ‘scanning’, not to present reading activities analysing the English version of J.K. Rowling’s books. Instead, I would like to show some fun activities such as using a Sorting Hat for grouping, Owl Post for writing, a Flying Car for grammar, a Hogwarts shopping list for vocabulary and Whomping Willow-like words for pronunciation activities in a classroom of young learners who have read H.P. books in Hungarian.
see Kövesi ‘What have you been doing in your English class, son?’‘Oh, ...nothing!’ That’s what I was silly enough to ask my 6 year old son, getting a bit frustrated about being shut out of his life for the first time. His answer was of course a typical one. I suppose a lot of our students’ parents get similar answers. The aim of this workshop is to explore what’s behind the ‘nothing’, because it somehow doesn’t match the excited, smiling and often sweaty faces that pour out of an English classroom. Not to mention the exhausted teacher who actually made the ‘nothing’ happen. We do ‘our thing’ and sometimes forget that students want to do their thing, too. The best moments are those when conscious thought disappears and things just go well. The workshop will explore the concept of FLOW where all the musts are pushed aside and learning becomes a festivity. This presentation will look at the teaching of existing ELT methods to students as potential
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Gall
Cecilia
2014
Orality vs the written word: teaching Australian indigenous literature in English
Gárdosné Illyés
Zsuzsanna
2015
see Dudás
Garton-Sprenger
Judy
1999
Interacting with text and context
Garton-Sprenger
Judy
1999
Shine in English
Gault
James
2006
Talking English – how well do you do it (or teach it)?
Geczkó (et al.)
M.
1999
Interactive language courses, Euro Plus + reward
Gedeon (et al.)
Éva
1991
Introducing the new book: 165let– a collection of teaching ideas for teachers of foreign languages
Gellai
Annamária
2015
see Dudás
Gergely
Zita
2015
Gergely
Zsuzsa
1995
Creativity in the language classroom Bilingualism – the beginnings
Gergely
Zsuzsa
1998
Picking up (and dropping) bad habits
Gergely
Zsuzsa
1999
Learning to read in two languages
teachers and consider the development of this course at our institution. We will also propose a syllabus for future practice that aims to encourage the relevance and practicality of the course for the students. In this workshop, I will show a possible way of introducing the oral literature of indigenous Australia to learners of English as a foreign language. Using Australian Aboriginal songlines as an example, it will be shown how difficult it is to pass down a correct as well as a poetic translation of oral traditional songs and we will discuss the implications of culture translations in this context. Texts that engage the language learner’s interest and imagination provide a rich resource for language development through personal association and response. This workshop will explore a variety of communicative activities which encourage a genuine response to the text. All the activities involve skills integration, where reading or listening input generates a real reason to speak or change to write. As we look forward to the 21st century, we are still seeking the answer to the question ‘What do teachers and learners of English really (really) want?’ This session will aim to provide some answers, with reference to Shine, the new upper primary/lower secondary course from Macmillan Heinemann ELT. After a short introduction to teaching speaking skills, I will describe how to develop speaking assessment methods and how to use them for teacher, peer and self-assessment. The session will include practical exercises in developing and assessing speaking activities. Come and watch a bestseller in English language teaching, a four-level interactive language course (Elementary, PreIntermediate, Intermediate, UpperIntermediate) which contains a wordbank, grammar page, Internet games and services, 5 hours of video, 15 hours of audio, ViaVoice speech-recognition, Voiceprint Analysis, built-in multimedia dictionary, up-to-date graded news, FORUM virtual chatrooms, online virtual services for teachers, tests, progress check. The authors present their forthcoming book 165let (165 teaching idea, games, activities for teachers of foreign languages). Short talk and demonstration of some of the ideas. The book, due out in April, will be published by Tankönyvkiadó.
The talk investigates the earliest phases of bilingualism through the media of literature and empirical experience, looking at how much is ‘picked up’ by the child and how much ‘taught’ or reinforced by the parent. The paper investigates strategies for problems of bilingual children starting from observations of herself (H.), husband (E.) and her own (Hungarian-English) son, and extending to the quasi-bilingual (quasiparental?) teaching environment. The paper will describe phonological awareness as the psycholinguistic prerequisite for starting to read, how it is transferred and
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how it can be enhanced by some playful ways.
Gersi
Károly
2002
see Szele
Ghanshyam
G. A.
2006
Potentiality of drama in teaching ESL
Gibson
Geoffrey
2006
New opportunities for degree level study in the Arts and Humanities at the University of Hull, UK
Gibson (et al.)
Paul
2010
Calling all school teachers! English in Action – practical tools to encourage fluency in the classroom
Gill
Nora
2010
Culture in TEFL? Yes, definitely. … but, what do you actually mean?
Gill
Simon
1993
The native speaker – oracle or obstacle, hit or myth?
Gill
Simon
1994
Integrated skills through songs
Gill (et al.)
Simon
1995
Advertisements: pockets of meaning
Gillan
Robert
1994
Teaching through the visual arts
Gillan
Robert
1995
Liven up your literature
Drama is creative activity and as such it fulfils the normal function of all creative activity. It provides a medium through which the individual can express his ideas – his reactions to the impressions he receives – and by expressing them. The paper aims at holistic development of students by introducing role play, improvisation and frozen image building and presents an outline of the drama-ineducation that resulted from their novel experience. Drama in ESL class not only trains the imagination but develops cognitive and kinaesthetic abilities as well. Drama, just like poetry, sharpens the aesthetic sensibilities of a person. If the learners are given opportunities to take part in plays, they have better chance to develop balanced personalities. The presentation will give information on a range of new undergraduate and postgraduate degree programs that are being developed at the University of Hull specifically for the European market. The programs cover different subject areas from International Business Studies to English language and culture, and form IT and Environmental Science to British popular culture and performing arts. English in Action: Activity-based, fun presentation/workshop aims to give you valuable ideas to spice up your lessons, motivate your students to speak and get your students talking confidently in class as well as giving you an idea of the courses we offer. The presentation covers the issues of culture and cultural diversity and contemplates their position and role in the educational process. It offers the results of a survey, realised in 2008 at two teacher-training colleges in the Czech republic with focus on students’ opinions on culture and their attitudes to otherness. A discussion in which we will explore what both native and non-native teachers bring to the classroom and consider ways of optimising the relationship between them. People who dislike music are few and far between. In this workshop we will look at ways in which songs of various types can be used to teach integrated skills at all levels. The emphasis is on hands-on experience through a series of stimulating practical activities. Advertisements with their easy availability and carefully chosen images and language, have enormous potential both as a doorway to culture and as a vehicle for language learning. In this workshop we will explore a range of activities that exploit both printed and TV advertisements in the classroom. This workshop shows teachers how to use pictures as texts for language teaching. Art is an international language; visual memory is the most powerful type of memory we have. If we can harness this international language via our visual memory we have a truly powerful vehicle for language teaching. One of the most effective ways of transporting information into our memory is literature. Throughout history, cultures have been able to learn vast sagas and to recite them by heart. This workshop shows teachers ways of increasing the memorability of literature and therefore our ability to learn a language
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Glover
Philip
1995
Are you looking at me in a funny way?
Glover
Philip
1996
Writing for fun and improvement
Glover
Philip
1997
Task-based learning for primary and secondary schools
Glover
Philip
1998
Jabberwocky!
Glover
Philip
1999
Mediation activities for teaching and testing
Glover (et al.)
Philip
2000
Testing spoken language in pairs for and against
Glover
Philip
2001
Training teachers for new examinations
Glückmann
Jakob
1992
Star and gate – through projection and story-telling going beyond superstition: is my ritual showing?
GODSAVE
Alan
2007
Verbs or vocations? What and why are we teaching?
Goldman
Leonora
1996
seeDókus
painlessly. This presentation asks why ‘peer observation’ is often recommended but rarely used in professional development, suggests some ways teachers can make watching lessons into a rewarding experience for observer and observed, and takes examples from the real experiences of two pairs of teachers. What do students do with their written work after we have marked it? Does our marking make a difference? A report on what students say about marking, plus some ideas for putting fun into writing, including: ‘Poetry in a bag, from metalanguage to metaphysics’. A workshop about task-based learning techniques for language use and language study, exploiting authentic materials, dictionaries and home-made recordings. Lewis Carroll’s famous rhyme raises interesting questions about the relative importance of grammar and vocabulary. This workshop explores the issues with some activities for teachers and some for language learners involving grouping, matching and skills-based tasks. This workshop will try out some classroom activities where learners have to speak in English about texts (leaflets, letters, adverts) in Hungarian. Participants will also share ideas on the skills that are needed for these activities. What are the arguments for and against using a pair format in speaking tests? Part dialogue, part debate, this workshop uses tasks to describe and encourage reflection on different test types. The session uses materials from the latest pilot exams for the new érettségi. This workshop uses tasks and texts to demonstrate highlights from an in-service course developed by the British Council. The ‘NETT’ course helps teachers prepare for the new skill-based examinations in Hungary, and gives an insight into plans for the possible new érettségi. Star and gate is a tarot like game for language learning, which uses cards. The paper will briefly outline the rules of the Star and gate system, and then analyzes how the game functions so successfully. The hypothesis is that the main point is the channeling of the learners’ projections, and not through any occult powers, however tempting it may be to try and predict the future. Star and gate should hover between deeply-rooted esoteric/New Age associations and de-mystified storytelling making use of client transference. The teacher may find this balance difficult, and some hypotheses are offered for these difficulties using post-psychoanalytic theories. Film or tape will be played with extracts from sessions. In order to be a successful communicator, it is essential to have a clear picture of the objectives and outputs from our teaching. Are we teaching English as a 'subject', a 'language', or as a 'passport' to career success? This presentation aims to focus on current needs in Business English and provide a framework and methodologies for delivering on the teaching promise. Needs Analysis, Syllabus Design and the use of modern technology are key stopping points along the path of uncovering our aims and developing systems for benchmarking success.
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Golubeva
Irina
2002
Teaching culture
González
Barbara
1995
Off-the-wall language practice
Gooch
Simon
1996
A sense of direction
Goode
Nick
2013
Online support and online communities
Goodman
John
1991
Gordon
Alec
1994
British life and institutions – BBC programme Vocabulary teaching in the context of British History and Civilization courses
Gorszkiné Síró Gorszkiné Síró
Enikő Enikő
2004 2005
see Balázsi
Gorszkiné Síró (et al.)
Enikő
2006
Lessons around storybooks – use our and design your own materials 2
Gorszkiné Síró Gower
Enikő Roger
2007 1995
See Radóné Karácsonyi
Gower
Roger
1995
Doing and knowing: language and use at pre-intermediate level
GOWER
Roger
1999
Doing as we would be done by – What can we learn about teaching from our language learning
Culture competitions for primary school students
Heart and mind: the role of the affective and analytic at intermediate level
My aim is to discuss the problems of teaching culture in FL classrooms, to highlight the problems of culture teaching and learning in adult classroom, and to provide the audience with some ideas to solve these problems. Interactive demonstration of languageeliciting activities that can be adapted to all age groups and all L-2 levels. Emphasis on vocabulary building, lateral thinking and humor. Why have a syllabus? What help should a syllabus give us? How can we write a syllabus based on a coursebook, the requirements of NAT and our students’ needs that is also userfriendly? Some possibilities will be discussed and explored. In this talk we will look at the internet as a source of inspiration for the classroom. We will look at some of the excellent Macmillan materials available online, some paid-for but mostly free of charge, and discuss how best to make the most of these in a classroom context.
The key semantic idea informing this presentation is that the meaning of a word is its use in specific historical and communicative contexts (in contrast with its etymological derivation or dictionary definition). Drawing on teaching material produced by the Open University and the schools Examination Assessment Council (SEAC – formerly the National Curriculum Council) in England a typology of different words with examples will be discussed. This workshop aims to give practical ideas how to organize culture competitions for primary school students. The content of the workshop is based on the presenter’s experience of running competitions in Zala county. Example task sheets of previous competitions will be shown and the underlying ideas will be discussed. Taking part in the Travelling Books Project we chose a storybook, panned how to present it to pupils, developed tasks, designed lesson plans then tried and passed on to other teachers to test and comment on it. The workshop aims to share experience and provide practical ideas how to use a storybook with a class of 8-year-old beginners. We would like to highlight the possibilities both from the pupils’ and the teacher’s point of view and encourage participants to start ‘Travelling’. At intermediate level students often suffer from restricted language and lack of motivation. To meet these problems, this talk suggests that materials and activities should focus on both the heart and mind, in order both to engage students affectively and help them become independent learners. Is the pre-intermediate level really different from the intermediate level? For example, can we really expect students to speak and to write very much at this level? The session will look at the potential for increasing confidence through an integrated teaching programme which aims to balance language use. What can we learn about teaching from our language learning experiences?
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experiences? Courses or resources? Writing materials for advanced learners
Gower
Roger
1999
Gráf Green
Zoltán Benedek Ronald
1996 1994
see Kovács János
Green
Ronald
1995
You and your textbook – Who is in charge?
Green
Ronald
1999
The importance of grammar in English language teaching
Green
Ronald
2000
EFL – Do we teach it or is it acquired?
Green
Susan
2000
Teaching grammar through visual prompts
Greenall
Simon
1994
Textbook lessons and classroom lessons
Greenall
Simon
1994
The ‘greening’ of English: developing a concern for the cultural environment
Greschik
Emőke
1998
see Enyedi
Greskovits
George
2012
Hungarian and English conventions of Academic Writing: how to write a teacher’s reference needed for applications to the UK
And now for something different: a novel approach to teaching English to intermediate high school students
Are coursebooks a contradiction when advanced learners have specific needs? Or do students at this level still need the sense of security and progress a coursebook can bring? This talk will examine ways of bringing the different needs together. Demonstration using materials developed by the author of an exciting, fully-integrated method of EFL teaching. Based on a readingcentred approach in which the usual ‘unit/topic’ division is replaced by open, cumulative activities that motivate students to move ahead. Should our lessons be textbook-orientated and if so, how can this be reconciled within a communicative approach to ELT? What do we want from our textbooks? Is there an alternative way? These and other core questions – such as the issue of ‘authentic language’ and the place of grammar in language teaching – will be discussed, giving practical examples and some answers. In an EFL setting, accuracy is as important as fluency. Through LASS – Language Awareness Support System – Grammar fulfils its role as a meaning-oriented system in the language learning process. Examples will be given of language consciousness raising activities that are generative, cumulative, contrastive and in context, showing how to use grammar as a facilitator of meaning. What is our function in the classroom? Are we teachers or are we facilitators? Taking a practical look into the English language classroom, we will discuss ways of getting students to learn English considering the practicalities in the EFL classroom. Reference will be made to linguistics and pedagogy. Real examples will be given and shaved out. This talk will focus on a motivating and increasing approach to introducing English grammar structures through the use of flashcards. We often find the word lesson in our textbook and use the same word in the classroom, but does it always mean the same thing? This talk will examine some of the criteria for a wellbalanced classroom lesson and will compare them with parameters and constraints imposed by the textbook. It will give an insight in how flexible textbook and classroom lessons may be combined, and will suggest practical techniques which teachers may like to use with their own material. In our everyday lives, we are encouraged to develop an awareness of, and a concern for our physical environment. Similarly, in the language class, it would be helpful to develop an awareness of, and a concern for the cultural environment in which the learners might use their newly acquired language competence. This talk will look at ways of extending the scope of traditional civilization and culture classes, so that it also addresses the broader issues of socio-cultural competence. The presentation given by the representative of the Milestone institute will concentrate on two connected themes, both of which are crucial for students who wish to continue their higher education in the UK or the US. On the one hand it will discuss the crucial differences
73
Grezsu (et al.)
Katalin
2001
Do it yourself: evaluation of new items on proposed érettségi
Gróf Gróf Groth
Szilvia Szilvia Brian
1994 2001 2004
see Diószeghyné Németh
Groth
Brian
2005
Getting two (or more) courses for the price of one using CLIL
Groth
Brian
2006
Using CLIL (Content Language Integrated Learning) to help students learn about themselves and others as well as their own and other cultures
Grozeva
Lily
1992
Grunwald Farkas
Miriam
2009
The Natural Approach and its implications to TEFL Teaching EFL through culture
Gulyás
Gabriella
2004
SIG moderator
Gunn
Cindy
2005
Reflections on group project work in ESOL classrooms
Gutierrez Eugenio
Esther
2013
What interpreter trainees were never taught in the language classroom
Gy. Kiss
Ágnes
1994
Billy in the morning, William in the evening
between the Anglo-Saxon and Hungarian practices of academic writing and on the other how Hungarian students can be prepared for the conventions they will face at undergraduate level. How to achieve an objective evaluation of an otherwise subjective task? By introducing the assessment scale, as well as presenting and evaluating actual writing scripts, this workshop gives a taste of a brand new task on the proposed érettségi developed by the Examination Reform Project Team of the British Council.
see Cseresznyés Let’s get real
In much of Europe many young people feel they already ‘know’ English after having been taught the language for many years at primary and secondary school and watching countless MTV programmes and films in English. How then do we motivate these older teenagers and young adults in the classroom? This talk may help teachers and trainers meet this challenge. CLIL stands for Content and Language Integrated Learning and is used to describe educational methods where subjects are taught through a foreign language to help students learn both the subject and the foreign language. We have used CLIL at our school even before the term was invented in 1994. This presentation will describe how we use it in three key business areas: business ethics, presentations and negotiations. Practice negotiations with the need for teams to prepare, negotiate and debrief cases provide an excellent forum for students from secondary school level and onwards to learn and practise English in realistic setting. But such negotiations are also very well suited to having students learn about themselves and others, and if the class is a multicultural one, about their own and other cultures. Based on the extensive experience in teaching these courses this talk will focus on how these latter benefits are best obtained. This workshop will focus on how using authentic texts such as literature, music and DVD’s provides our students with an inside view of the cultures we teach. The presentation will mainly focus on practical and easy to prepare activities for both primary and secondary EFL teachers to use. Is group project work viewed by students as conducive to learning? This paper deals with this question through a discussion of research involving 150 students. Students were asked about their attitudes toward group project work and were invited to suggest ways of effectively utilizing group project work in their classes. This case study aims to explore the different types of language deficiencies that advanced language users discover while they train to become professional interpreters. The results shed light into the language learning processes that take place in interpreting courses, and show potential areas of improvement for English teaching. One teacher = one attitude? Can you switch from one age-group to another? Are you sure
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(et al.)
Gyftoula (et al.)
Georgia
2004
Motivating young learners with ICT and network based language teaching
Gyöngy
Evelyn
2007
Collaborative project work on the Internet
Gyulavári
Judit
1997
Computers in action
Gyuriczáné Antal
Mária
1998
Language learning strategies
Gyuriczáné Antal
Mária
2004
ESP in the classroom
Gyurkáné Urbán
Eszter
2001
Some experience with a Comenius European educational project
Haavisto-Gombos
Kirsi
1998
see Bajnóczi
Haavisto-Gombos
Kirsi
1999
see Bajnóczi
Haavisto-Gombos
Kirsi
2004
see Bajnóczi
Hadfield
Jill
1994
Writing games
HADFIELD
Jill
2015
Motivation: a glance at the past and a look into the future
you can teach Mr Kovács (aged 43; accountant; divorced and re-married; having two teen-aged daughters from his first marriage and a two-year-old son from his second wife; with painful memories of secondary school Russian lessons; with a pressure to pass a threatening Rigó Street exam) off-hand? This presentation will deal with how the English language and ICT can be used as means for the exchange of information and the negotiation of meanings among young learners of partner classes. The presentation uses the context of an online networking scheme, The Euro e-pals to propose a teaching methodology that may enhance learners’ motivation. We live in the 21st century where many children are advanced when it comes to technology and computers, so teachers have to keep up with them in the classroom. A presentation on using the Internet in the EFL classroom will focus on the free sites www.think.com and www.thinkquest by Oracle. A short introduction to the system and the tools including some video clips from the classroom will show you the key features of the system and present how you can involve learners in writing, doing projects individually and in groups and interacting in English. For older learners aged 11-19 www.thinkquest can be taken into consideration as a great adventure and challenge for them both academically and English-wise. If you want to see a new way of motivating your learners in learning English, you have not used the internet in your lessons and have no ideas how to get started, come see for yourself. First I would like to give a brief description of what programmes we use and how they are used. In the second part I will illustrate them. What language learning strategies (LLS) are used by our pupils and how to teach LLS? The talk will reflect on a survey conducted at College of Agriculture, Szarvas on students’ LLS use, and it will provide some practical ideas for teaching. The workshop focuses on teaching English for specific group of learners. It provides activities at an intermediate level in listening, reading, speaking and writing. The teaching material covers topics in environmental sciences but it can be adjusted to any other area of ESP. Learning international co-operation, how to find partners, benefits and problems of a project and its impact on teaching.
A practical workshop introducing some ideas for using creative writing activities in the classroom. Recent motivation research explores the relationship between motivation and the learner’s identity. Dornyei’s Motivational Self System is a tripartite construct of L2 motivation, consisting of the Ideal L2 Self (the internal desires and vision of the learner), the Ought-To Self (external pressures and incentives) and the L2 Learning Experience (the actual experience of engaging in the learning process). This new approach has very
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Hadfield
Jill
2015
Teaching Grammar Creatively
Hajba
Judit
2010
Strategies of disciplining with the help of modern technologies, project work and ICT Activities in the ELT classroom
Hajba
Judit
2011
Inspire students – making it active!
Hajba Hajdara (et al.)
László Viktória
2014 2013
see Szesztay
Halácsy
Katalin
2011
see Andor
Halápi (et al.)
Magdolna
2003
New tasks – new exams – schoolleaving examination 2005
Halász
Renáta
2011
Texting – trendy way to communicate among teens
Halász
Renáta
2012
Character is higher than intellect – what is a value?
Halász
Renáta
2013
Risky online decisions by younger teens
Hamiloðlu
Kamile
2005
How is intercultural perspectives considered in ELT coursebooks?
Preparing students for Business Studies
direct practical implications as it opens up a whole new avenue for promoting student motivation through the use of the imagination, to create a vision of a future language speaking self. In this talk I will offer a short history of motivation research, outline new research, explain how a motivational programme can inspire language learning and suggest some practical activities. There are many reasons for promoting creativity in the classroom: such activities are engaging and motivating, can lead to deeper processing of the language and increase student self-esteem. However many teachers have a strict syllabus to follow and cannot afford the apparent ‘luxury’ of creative writing activities. This practical hands-on workshop will demonstrate a number of creative writing techniques and activities that can be used to practise grammar, and thus fit in with traditional syllabuses. Teaching cannot be successful if your learners are not disciplined. In this workshop we will focus on teaching ideas which might keep their alertness till the end of your lesson. You will be introduced to a selection of IWB programs, as well as practical examples, suggestions for youth-centered activities, topics and project-work. One of the keys to successful language learning seems to be the idea of making sure that the learning is active – that students are constantly engaging with the language in a way that not only keeps them occupied, but that also has meaning to them. The presentation will give information on the MGM magazines, ICT activities and other approaches and provide teachers with examples so that they can see how perfectly they work in class. This talk will provide an overview of how to prepare students who would like to study business in English at an international college or university. Participants will be provided with free Moodle online preparation materials and an example of an English entrance exam from the International Business School in Budapest. The presenters, all members of the Káokszi Exam Centre development team, will give a short overview of the new English language examination and its components adding useful remarks for preparation. After the presentation questions are welcome. Since most of the connected documents are in Hungarian, the presentation will be given in Hungarian. This workshop will focus on practical ideas, based on ‘text speaking’ in classroom. We will then learn how to get the ‘text message’ equivalent and decode this into proper English. A video based discussion will follow on the topic ‘Texting improves relationship.’ Values play an important part in our lives. They help us decide what we expect of ourselves and of others. Students with values make the right decisions. Watch real-life stories told by teens who have been victims of Internet exploitation and learn how to prevent it. Course-books have been one of the most eminent components of language teaching. Designing course-books has become a
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Hancock
Mark
2012
Motivation: the inside story
Hanis
Diana
1994
Developing a writing skill
Harangozó (et al.)
Hajnalka
2002
Fieldwork in the UK. Taking students abroad
Harangozó (et al.)
Hajnalka
2004
Intercultural learning at hand – ethnographic fieldwork at home and abroad
Harangozó
Hajnalka
2006
Choosing a coursebook – Let’s take a step ahead!
Harangozó
Hajnalka
2009
Green English: environmental education in the English lesson
Harangozó Harangozó
Hajnalka Hajnalka
2010 2011
see Poór
Harangozó
Hajnalka
2013
‘A box of chocolate or a bowl of cherries?’ – continuing professional development with the British Council
Harbord
John
1993
The syllabus and the lesson: conflicting ideas in EFL methodology
serious business from the 1990s so far. As intercultural disciplines have gained importance, a tendency towards exploiting this issue in course-books is in question today. This study intends to examine intercultural applications in ELT coursebooks within the history of language teaching. In this presentation, we will look at how materials can generate intrinsic motivation in the ELT classroom. I will present a classification of types of material and activity which have intrinsic appeal, and I will illustrate these with practical examples which you could try out in your own classrooms. This workshop is based on some activities which can help students develop skills and build up awareness of specific writing conventions: from controlled sentences to descriptive and narrative paragraphs, from developing topic sentences to organised sequenced writing, from collecting ideas to planning a paragraph (use of linking devices). Two Hungarian teachers aim at introducing a new British Council project titled Fieldwork in the UK by sharing their experiences about taking students abroad. The presenters intend to encourage teachers to maximize their students’ learning opportunities, to provide support in finding partner schools and to introduce teachers to the concept of fieldwork. The talk will present ways of introducing ethnographic fieldwork techniques to teachers and learners in order to: * make study trips abroad more meaningful in terms of language learning and intercultural communication; * deepen students’ cultural knowledge and understanding of their own culture and contemporary UK. Conference participants will be invited to try out some of the fieldwork tasks, and will be provided with copies of practical sample materials. We will also look at fieldwork resources available at www.intercooltural.hu. The workshop presents methods with the help of which you can choose a coursebook more easily and with more success. It also involves ‘ice-breakers’, you can try in practice with your students. It will also offer tasks to develop your students’ self-awareness and enable them to evaluate themselves and their knowledge of the English language. A wide variety of hands-on activities will be introduced to and tried out by the participants, which are connected to current issues and combine environmental education with the teaching of English to students of age 6-11.
see Poór Zs. The workshop facilitator will encourage the participants to relate the metaphors to certain views in continuing professional development, while identifying their own personal professional development stage. Several tools and techniques will be introduced during the workshop, and numerous opportunities will occur for participants to share their own experiences. Much Eastern European methodology is based in the unit of the semester or year syllabus, whereas British teacher training focuses heavily on the lesson as a unit. This can cause conflicts and weaknesses in teaching on both
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Hardcastle
Geoffrey
2004
Drama techniques to give students confidence to use English language
Hardcastle
Geoffrey
2008
Shakespeare’s As you like it
Hardcastle
Geoffrey
2009
‘A good SLAP’ will help your students
Hardcastle (et al.)
Geoffrey
2010
Music and drama in the elementary classroom
Harden (et al.)
Sara
1994
Teaching English is great fun!
Harden
Sara
1996
Kids Club: English is fun!
Harden
Sara
2002
Fun languages: acquire and communicate at any age
Harden (et al.)
Sara
2003
Kids Club –fun for learners and teachers.Come and see!
Hardi
Judit
2004
The attitude and motivation of primary school children for learning EFL
Hardwick
Keith
1999
English snobbery
sides. The talk addresses this problem and considers some solutions. The workshop will be very practical and will demonstrate how various drama techniques can be used to build students’ vocabulary, imagination and develop their ideas. Notes and supportive material will be available for all participants. The session will be carefully structured with an introduction, warm up, focus and final evaluation. This practical workshop will introduce students, with upper intermediate or advanced workingknowledge of English, to the language, text and interpretation of Shakespeare’s play. The work willfocus on Jacque’s speech, The seven ages of manand will enable students to develop both their oraland creative writing skills. Working notes and resource material will be given at the end of theworkshop. Looking at a number of scripts, lyrics and prose that I have used with students learning English as a foreign language, participants will have the opportunity to discuss and practically experiment with the material and discover how it can be helpful for creative writing, discussion, building vocabulary and speech practise. In this practical workshop we will show you how we have used Music and Drama side-byside in the English classroom for young learners. Delegates will have the opportunity to try out the various activities which will include songs, chants, rhythm and drama games, warm ups and Power Point activities. Ideas and resource material will be available for participants at the end of the session. Introduction to the Kids Club, a unique teaching programme for children aged 4-10. A talk on the basic aims and methodology, a host video presentation and display of teaching materials. Opportunity to join the already established and growing network of Kids Club teachers using this teaching package. Introduction to Kids Club, a unique course for children aged 4-10. A talk on the basic aims and methodology used, a short video presentation and display of teaching materials. Opportunity to join the already established and growing international network of Kids Club. Come and find out: nearly 4000 children all over Hungary enjoy English every week in the Kids Club. Games and activities from Fun Languages International. Well structured lesson plans, professionally produced teaching materials, training and support for all our teachers. Come and join us. Come and find out why nearly 4000 children all over Hungary enjoy English every week in the Kids Club. Games and activities from Fun Languages International: Well structured lesson plans, professionally produced teaching materials, training and support for all our teachers – come and join us! The presentation intends to show the results of an empirical study with 85 primary school children and reveal the motivational factors which contribute to their choice of a foreign language, the motives that maintain their interest, as well as their attitudes towards English as a subject. Revealing the hidden signs which allow Englishmen to recognise your social class. Every Englishman is Sherlock Holmes. He
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Hardwick
Keith
2000
To P or not to P
Hardwick
Keith
2001
The silent teacher (all)
Hare
Peter
1991
Language skills and contemporary issues
HARMER
Jeremy
2007
When were candles obsolete?
Harris
Michael
1996
‘Vampire bats have got twenty-two teeth’: how to bring educational content into the lower secondary language classroom
Harris
Michael
1996
Developing our students’ ability to handle oral communication
HARRIS
Michael
2002
Culture and identity in the secondary classroom
Harris
Michael
2002
A focus on the process of speaking
HARRIS
Michael
2006
Content-based learning at secondary
Harris
Michael
2006
Listening strategies for the digital age
can deduce from a person’s clothes, food, sports, dogs, cars, cleanliness and voice what social class his fellow countryman belongs to. This talk reveals all. The different uses of punctuation in English literature, business, correspondence, from a Hungarian learner’s standpoint. Using self-organising groups in language learning. The presentation is primarily directed at people involved in teaching high level classes. It might be of particular interest to teachers of courses on contemporary Britain, where language teaching methodology could ideally be integrated into what otherwise can appear as dry, academic course. It is based on eliciting students’ reactions to authentic materials. This plenary is about how teachers deal with new ideas and new technology. Do we welcome ‘the new’ or resist it? What questions do we need to ask? Did you know that Cairo is the largest city in Africa, that King Arthur’s father was called Pendragon and that vampire bats have got twenty-two teeth? By bringing real educational content into the language classroom we can both motivate our students and educate them at the same time. This session will look at practical ways of integrating cross-curricular and extracurricular elements into language teaching at lower secondary. As well as giving our students plenty of practice in speaking and listening to English, we also need to help them deal with communication itself (which can be much more difficult and traumatic to handle in monolingual EFL settings that in ESL situations where the target language is part of the environment). This session will present some practical activities to help learners become more aware of communication, to deal with their own feelings and to think about the communication strategies that they use. The use of native speaker models and the teaching of culture in ELT have come under attack from proponents of English as an International Language. In this session, I will propose that neither are a threat to the identity of learners and will look at examples of practical activities for ‘teaching’ culture. This workshop will look at practical ways in which we can get our students to deal with some of the features of real communication. It will then look at ways of helping students to communicate in English by focussing on the process of speaking. To motivate secondary students we need challenging topics which make students think. Topics need to be educational in the broadest sense and should develop students as people and not just as language learners. This session will look at how a topic-based framework can build up students’ language, communicative skills and learning strategies. Digital radio and television, audio and video podcasts, MTV, satellite TV, CDRoms, mobile phone downloads, MP3 uploads have all opened up a brave new world of listening for the English language learner and teacher. Before, we were restricted to the coursebook tapes and, if lucky, a video that always got stuck – now the world is our oyster. Or is it? There must be two important caveats. Firstly,
79
Harrison
Mike
2013
Exploring to learn: setting up experimental practice in ELT
Harrison
Mike
2014
The future of reading is… digital/social/accessible… (delete as appropriate)
Harrower
Mark
1996
Students teaching students
Harsányi
Margit
2015
see Lázár
Harsányi
Suzanna
1998
Wordflo– a practical and innovative tool for learner centered teaching
Harshbarger
Lisa
1994
From teacher training to trainer training: a Slovene experiment
Harshbarger
Lisa
2009
What RELO Budapest can do for you: programs and opportunities
Harshbarger
Lisa
2009
What works in the English language classroom
Harshbarger
Lisa
2010
Tolerance camps in Hungary – a way to share
Harshbarger
Lisa
2010
What every English teacher should know about how people learn
more than ever before, learners need to be equipped with an awareness of listening in a foreign language and strategies (both topdown and bottom-up) to handle all the wonderful new input that we can throw at them. Secondly, we should not forget the importance of ‘live’ listening and of the crucial role of the comprehension in interactive communication. This workshop will take a look at these two areas. Experimentation is a key element of learning. This is true for teachers; we should test out different methods, approaches, tools, techniques to determine which work best in our own contexts. This workshop aims to reveal the value of experimental practice, and invite participants to set up their own research. Mobile devices and computers have helped us take written texts and put them in our hands, whenever and wherever we want. This talk aims to provoke thought about the statement above, consideration of the opportunities and issues of screen-based texts, and how to foster happy reading in the future. For teachers who don’t know it ‘all’, can’t teach it ‘all’, and don’t really know what their students know. A session on student involvement, encouraging autonomous learning. Wordflo is a flexible personal organizer for English language students. It provides students with their own learner training system and enables them to build up their own personal database of vocabulary, grammar and useful phrases. It can be used alongside any coursebook and on any type of course. Wordflo helps your students to be better learners. This paper will outline two projects that have been developed in Slovenia for teacher and trainer training: an eight-week in-service course which is an overview of EFL methodology and a trainer training project for experienced teacher to share ideas with colleagues. Participants will receive a relevant bibliography. Come and learn about successful programs and opportunities for teachers and students alike that are available through the Regional English Language Office at the U.S. Embassy in Budapest, Hungary. This presentation analyzes a common component of most trends in English teaching methodology: the assumption that if English language students do poorly on exams, their teachers are clearly at fault and require further training. IATEFL-Hungary participants who attend this session will have a chance to analyze this assumption from both a personal and a practical point of view. The U.S. Embassy in Budapest has been organizing Hungary and regional Tolerance camps for the past five years. In the presentation we will discuss the objectives of such camps and work opportunities for Hungarian university students at these camps. Participants at this presentation will learn more about Hungarian English teacher involvement in these camps and the impact that camp participation has had on all involved. English teaching experts and experienced English teachers often give teachers and
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foreign languages
Hassal
Susan
2011
The art of English
Hayder (et al.)
Sawsen Al
2007
Interactive workshop in the house of future – explore the world through the eyes of disabled people
Hayes Hogan
Michael
2008
Composition and rhetoric in a classroom where grammar remains an issue
Hayes Hogan
Michael
2009
Composition across cultures, multicultural collaborative writing as a classroom tool
Hayman
Lesley
1992
British Council’s evaluation support scheme
Heavey
N.
1996
Winter warmers
Hegedűs (et al.)
Ildikó
1997
Using objects from English speaking countries in the classroom
Hegedűs
Ildikó
1998
see Tóth
Hegedűs
István
2010
DIY-E-learning – easy solutions at low cost or no cost
Hegyi (et al.)
Szilvia
2002
Room for culture in adult education: the Celtic Zone
Hegyi (et al.)
Szilvia
2002
Tips to prepare students for a Trinity pass
learners ‘tried and true’ techniques and advice that they claim will lead to painless English language learning, and confident, motivated English language learners and speakers at the end of a course. This workshop will give participants a chance to discuss popular assumptions about the best approaches to effective English language learning, based on their own experience, and whether some of the popular notions about effective English teaching are actually supported by facts. This presentation looks at ways that art and visual language can be harnessed in the service of English language teaching and looks at the symbiotic relationship between visual and verbal language. Try the blind or wheelchair labyrinth, the sensory games and share your experiences with others!The participants are given an introduction to the methods we use in the lessons in this interactive science museum. The installation we explore – the Ability Park – is a unique thematic amusement park in Europe. Our visitors become acquainted with the life of people with disabilities in an interactive and entertaining fashion that facilitates social inclusion. The results of research conducted in three culturally diverse composition courses that used workshops, group writing, and online collaboration tools in an effort to help students understand the relationship between a message’s sender and receiver. The results of research conducted in three culturally diverse composition courses that used workshops, group writing, and online collaboration tools in an effort to help students understand the relationship between a message’s sender and receiver. The British Council with the Polytechnic of West London has set up a scheme to provide support for the evaluation of the new ELT projects in the region including ELTSUP project Hungary. The paper will look at the purpose, scope and achievements of the scheme. Examples of short activities which should shake off the night before, while the teacher decides which day it is. In this workshop we will explore how objects from English speaking countries can be used in the EFL classroom. Participants will have opportunities to speculate on the issues and will be invited to put forward their own ideas, as plenty of objects will be passed around during the workshop. Look at e-learning as an opportunity to develop professionally and also as a means to tailor your service to the expectations of the Millennial Generation. At this presentation you will see examples of how you can easily create your own e-learning content. Are you afraid of using culture in your classroom because you think that your students over 18, especially business people, want ‘serious’ lessons? Would you love to use authentic materials such as contemporary literature, poplar music and current films? We’ll take you on a trip to Scotland and show you how to do this in a way so that students feel it’s useful and fun. Why do 95% of Trinity candidates pass? How can you prepare your students successfully?
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Come along and find out about the distinctive features of the exam, do some sample activities from the accredited Teacher Training Course run at Babilon School of Languages, and take part in the analysis of a recorded mock exam. (Trinity College London Examinations are accredited by the Hungarian Accreditation Board and they substitute for érettségi!
Heitzmann Heltai
Judit Pál
2005 1992
see Sheorey
Heltai
Pál
1993
Contrastive analysis in the classroom
Heltai (et al.)
Pál
1996
Dear Sir,
Herege Hevesi
Mónika Mihály
2003 2009
see Kiss
HEYWORTH
Frank
2000
The European Common Framework
Heyworth
Frank
2000
Most educational innovations fail – How to increase your chances of success?
Heyworth
Frank
2000
Finding your way around The European Framework
Teaching abstract vocabulary
The importance of personal curriculum in language acquisition and how to work with it
Reading for academic purposes requires extensive knowledge vocabulary. The most important group of words for any academic text belongs to the so-called subtechnical vocabulary – mainly abstract words. CA has an intuitive appeal to most non-native teachers of English, but has been brushed aside by second language acquisition research. The paper argues that CA is important for non-native teachers and it can be used to advantage in advanced classes. Problems in the evaluation of writing tasks have been investigated. It is suggested that in guided writing tasks marks for ‘content’ or ‘communicative value’ could be dispensed with. If teachers consider the interest areas, favourite lyrics, movies, novels etc. of their students the interest in language acquisition will be boosted in the class. How to find a personal curriculum and how to work with it. The revised version of the European Common Framework will be launched – during the European Year of Languages in 2001. The common Scale of Reference Wis likely to affect a lot of things in language hteaching, how the levels are described and objectives a set, the organisation of coursebooks t and public examinations. The Common ’ European Framework is, however, more s than just a scale; it’s an attempt to provide a coherent description of the options open i to language teachers and the choices they n have to make about aims, approach, methods and assessment. It is not prescriptive, i but poses a lot of questions and raises ta lot of issues for teachers to reflect on.The talk will present the background of 30 years work f in modern languages in the Council ofo Europe which led to the framework, the contents r of the revised version and the user guides which make it more accessible. It will outline t its relevance to teacher education programmes. e a c h e r s ? For anyone involved in trying to change things in their institution. What are the issues to be dealt with? A look at the conditions and strategies for carrying out changes. What typically goes wrong? How can understanding the process of change help you implement it more successfully? A hands-on exploration of the contents of the Common European Framework, looking at samples of the contents and discussing/reflecting on the questions and issues raised in it – with reference to language use, level descriptions, assessment, methodological options and teaching partial
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HICKS
Diana
2002
‘Two roads diverged…I took the ones travelled by…’
Hicks
Diana
2002
‘Funderstanding’ in the primary language classroom
Hicks
Diana
2002
Inclusive tasks for all language learners
HILL
David A.
1991
Hill
David A.
1991
Lesson planning and coursebook adaptation Responding to the visual
HILL
David A.
1998
Pragmatic competence: creating meaning in context
HILL
David A.
1999
Individualisation in ELT: a minimalist approach
Hill
David A.
1999
Take it from the top! Music and song in ELT
Hill
David A.
2000
Three ways of working on modern poetry
Hill
David A.
2000
Extensive reading: how and why
HILL
David A.
2001
Aspects of language change
competences. (Acknowledgement to Robert Frost for the title of this plenary.) There are more than two roads or paths in ELT but the one I have chosen – ‘the one less travelled by’ – is still under construction. This plenary offers both a practical and critical look at the road ahead for language and education in schools and questions why and where the pot holes and cracks appear in the route towards educational, content-based language teaching for school children. In this workshop I shall look at different ways we can combine ‘fun’ and understanding in the primary language classroom. What kinds of activities help to generate long term understanding instead of short term learning? What kinds of tasks can involve all the learners irrespective of ability?’ In this workshop I shall look at some practical ways of involving all children in the language learning process.
The sort of pictures which appear in magazines are an ideal ‘free’ source of teaching material. It is possible to teach almost any language using them, and this workshop aims to show you some of the possibilities, through a mixture of demonstration and participation. Pragmatic competence is a key factor in overall communicative competence. It involves speaker and hearer constructing meaning from what is uttered, in a context, by negotiation. Classroom language teaching has typically ignored pragmatic competence, concentrating on grammatical and lexical competences. This talk will examine the background to this issue and suggest ways of building pragmatic competence into the language syllabus. Individualisation is a word which frightens many teachers, and yet very often a simple rephrasing of instructions will make an activity student-centered. This session will show you how. If you think that songs are only for Friday afternoons, or that it’s difficult to use real songs in the ELT classroom, or instruments have no place there, this session is for you. Teachers often feel intimidated by the idea of using poetry as a source-text for teaching English to non-specialist learners. There is, however, a wealth of accessible modern poetry around, offering wonderful opportunities to the language teachers. This workshop will show three basic approaches to using poetry. (Sponsored by NILE) Teachers frequently pay lip-service to the idea that extensive reading is good for language learners without actually doing anything systematic about it. This workshop will examine recent research giving strong evidence of the benefits gained by encouraging extensive reading. It will then go on to show some interesting ways of working with readers. (Sponsored by Cambridge University Press) Languages are in constant change, and English more so than others because of its international nature. It is important that teachers keep up to date with these changes. This lecture will look at general aspects of language change, and illustrate them with
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Hill
David A.
2001
Be a smart teacher
Hill
David A.
2002
Smarten up your teenagers’ English!
Hill
David A.
2002
The power of reading
HILL
David A.
2002
What should English language teaching be about?
Hill
David A.
2003
Playing with poetry
Hill
David A.
2004
Creative writing
Hill
David A.
2005
ChickLit, Ladlit and Tobby Litt: an overview of recent British prose and poetry
Hill
David A.
2006
Kiddy in the Middle
Hill
David A.
2007
Recent British literature – extracts of recent poems, short stories and novels
Hill
David A.
2007
Change your students’ self-view through creative writing
some recent changes in English. This session discusses the characteristics of a good upper primary level coursebook, with reference to the new Smart series published by Macmillan. This workshop will offer some fun ways of working with teenagers (10-14) demonstrating how to take ideas from your coursebook and develop them. The session will be based on Macmillan’s new Smart course, written especially for Hungary. Everyone likes a good story!This workshop will give you one…and offer some interesting information about why reading extensively is crucial for language development, and good ideas for using readers. Examples will be taken from Cambridge English Readers Series. This is one of the most important, yet frequently unasked questions in ELT, with most of us content to let the coursebook dictate the topics we deal with. This talk will examine the issues from a range of perspectives and suggest ways forward. This workshop will present a range of interesting and engaging activities built around some contemporary British poetry. Participants can come along and enjoy it at their own level, and take away ideas for using such texts with their students. Come and enjoy an hour of personal writing in a workshop with David A. Hill (poet, short story writer, poetry translator). Write on your own level, and experience how you might do the same type of work with your own secondary/adult learners. Since the mid 1990s, British prose and poetry has witnessed the appearance of a number of new genres, not least ChickLit and Ladlit. There have also been exciting new additions to existing genres such as the Bildungsroman and the multi-ethnic novel. Old masters of prose such as Ian McEwan, Martin Amis, Graham Swift and Julian Barnes have all produced new novels since 2000, while new young voices like Toby Litt, Zadie Smith, Ali Smith and Andrea Levy are blossoming. In poetry there are similar trends, with much excellent writing from the elders (e.g. Seamus Heaney, Michael Longley) and a whole raft of younger poets. This workshop will discuss and illustrate these trends, and is intended as an update for all those who enjoy reading in English but are not sure what to choose any more. Contemporary short stories involving children. This session will present a range of recent short stories which have children as their main characters or main focus. As such, some of them may be suitable for working with teenagers in the language-literature interface. And all of them will be interesting to anyone who loves literature, or just an interesting story. Participants will go away with an overview of what is happening in the area and a wealth of references to follow up. This session will present a range of recent writing coming out of Britain. Participants will go away with an overview of what is happening in the area and a wealth of references to follow up. In this workshop participants will experience three simple creative writing activities which I guaranteewill change your students’ attitude to
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Hill
David A.
2008
Read your way to language health
Hill
David A.
2009
CLIL-ing your coursebook: a realistic interim approach to CLIL
Hill
David A.
2010
Traintime
HILL
David A.
2010
The essential nature of creativity
Hill
David A.
2010
Creativity in the classroom: some practical ideas
Hill
David A.
2011
The child, the image and the book
Hill
David A.
2012
Harrison and the ELT textbooks
themselves as language learners and language users. 2008 is the National Year of Reading in UK, however, for the language learner every year needs to be a year of reading. This workshop will work through a lesson based on a contemporary short story so participants can experience the approach and enjoy the story. Given the present lack of CLIL materials for ELT, the reasonable response is to ‘CLIL’ your coursebook. This workshop will show how one can go about this, using a specific teenage coursebook; however, the underlying principle is one which is suitable for teachers of all ages and levels. Trains have been a constant source of inspiration for writers and musicians almost since they were first used around 200 years ago.In this session we will explore the magic of travelling by train in word and song, through a sequence of interactive activities based on texts from a wide range of different sources. This plenary looks at the two meanings of the title. In the first place it will examine those elements which make up creativity. It will do this by examining the twelve techniques and approaches which enhance creativity (Nickerson, 1999): 1) purpose and intention, 2) basic skills, 3) domain-specific knowledge, 4) curiosity and exploration, 5) motivation, 6) confidence and risks, 7) mastery and selfcompletion, 8) beliefs about creativity, 9) opportunities for choice and discovery, 10) self-management, 11) techniques and strategies for creativity, 12) balance. These will all be clearly explained in simple terms, with examples, and applied to our ELT situation. In the second part, the talk will examine why creativity is essential to learning in general, and specifically to language learning, and how it helps motivation. It will show why some of what is often done in the language classroom is doomed from the outset. It will emphasise that while creativity is about producing work which is in some way original and unexpected, it must also be appropriate. Participants will go away with a useful framework for thinking about how to make their classrooms more creative for learners of all ages, all language levels, all abilities – including those with learning difficulties – and some suggestions for how to start producing suitable materials and activities. Participants will experience a range of enjoyable activities working on different aspects of creativity. The ideas presented will be adaptable to all ages and levels. Whilst being of interest to everyone, this workshop will also lead into David’s plenary on Sunday. This talk examines illustrations in fiction for children, and discusses the impact of images on the child reader. It then looks at how illustrations are used in ELT materials for young learners, explaining why it is important for teachers to select coursebooks with the right kind of images in them. Starting from the English used by Harrison, a Ghanaian boy in a British primary school from Stephen Kelman’s 2011 Booker Short-listed novel Pigeon English, we will examine the nature of the Englishes which are found in the real world. We will see how these relate to the English found in ELT textbooks, and what we
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Hill
David A.
2012
A lacuna in your classroom: traditional folk songs
Hill
David A.
2013
Hey, Attila, what’s a stamp? Taking account of (inter)cultural changes
Hill
David A.
2014
One hundred years on: working with World War I
Hill
David A.
2015
Responding to the visual – 25 years later
Hill
Robert
2006
Reading and the Common European Framework
Hill
Robert
2007
Expansive reading: the text and beyond
Hird
Jon
2015
Reaching every student in the classroom: dyslexia and learning English
Hock
Ildikó
2002
Validating the written part of the 2001 examination exam
Hock
Ildikó
2014
A comparison of two popular language examination methods
might do in class to integrate them, thereby ensuring that our students can master the different codes necessary to succeed in the real world and the ELT educational world, not least in the passing of City & Guilds International Spoken ESOL. Whilst pop songs, contemporary folk songs and even classical music have featured in English language lessons, teachers have tended to avoid the huge resource of traditional folk songs. In this practical and enjoyable workshop participants will work through an approach to traditional folk songs. It will include live performance. We will illustrate a number of classic icons of British culture, once standard in ELT textbooks, reflecting on which have changed, which are still around and which have vanished. We will then examine interesting and amusing ways to make our lessons relevant to the icons and language of today’s intercultural society. As 2014 is the 100th anniversary of the outbreak of World War I, it’s timely to examine approaches for dealing with this topic through English. This practical workshop will use written texts – literary and others –, film and other visual media to present a range of interesting and enjoyable teaching ideas. At the first IATEFL Conference in 1991 I did a workshop on this topic, which is still as relevant today as then. The abstract then referred to magazine pictures, but with the Internet and a printer at our disposal, the opportunities for picture use is vastly increased. This talk will explore what the Common European Framework says about the skill of reading: how to grade reading skills, what texts to use, how to grade texts, what is the importance of cultural content. The talk will attempt to show both the usefulness and limitations of the Framework. Debates about reading have traditionally been about intensive reading and extensive reading. In intensive reading, comprehension tasks have also led into practice in structures, skills and vocabulary. But – more importantly? – all texts are ideal for exploring CLIL-style connections with other subjects and for raising awareness of intertextuality – how a text is related to other texts and genres – and cultural background. Drawing on both theory and personal experience, this practical and interactive session explores what dyslexia is, how it affects the language learner and how we as teachers can help learners with dyslexia. In doing so, we will consider how teaching material can be selected, presented and, if needed, adapted for the dyslexic English language learner. The talk will look at some basic aspects of the validation process such as item analysis and the predictive value of the test. It will also handle task taker opinion and thus the acceptability of the test for the given population. The presentation raises awareness of major influences on language test performance and describes the findings of a small-scale research, which examined test-takers’ results on and perceptions about two commonly applied methods used for testing reading comprehension in B2 level English language
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examinations in Hungary. The methods investigated were banking cloze and openended questions, each presented in L2, on the same L2 texts.
Hoffmann Hoffmann Höfle Holden
Rita Rita Valéria Susan
2006 2009 1995 1991
see Flamich
Holden (et al.)
Susan
1991
In-service training – an ongoing support for Hungarian teachers
Holden
Susan
1999
What makes a good textbook?
Holden
Susan
2015
The world it a-changing: implications for teachers, learners and materials-providers
Hollett
Vicki
1994
Making business English students into good communicators
Holló
Dorottya
1992
Why should I speak, anyway? – developing oral skills
Holló (et al.)
Dorottya
1995
Crack the game – creating games for the language classroom
Holló
Dorottya
1995
Get the picture? – culture through printed and video materials
Holló
Dorottya
1998
Teaching culture: right, duty or insult
Holló Holló
Dorottya Dorottya
1999 2000
see Lázár
see Flamich seeSzücs Supporting the learner – and the teacher
Play your cards right
This session discusses the relationship between support and challenge for both learner and teacher, and illustrates ways in which published material can help this balance, drawing on the current range of Magyar Macmillan and Macmillan ELT titles. Modern English Teacher magazine will be published in a special Hungarian edition in order to provide continual classroom support and to help expand IATEFL Hungary membership. The general manager of Magyar Macmillan and the editor of the magazine explain this new venture. This talk looks at some of the aspects and principles of materials evaluation as relevant to the writers and publishers before publication and to the users after publication. The aim of the session is to produce a ‘materials evaluation checklist’ which will be useful at both primary and secondary level for teachers in Hungary. We are increasingly confronted with opportunities and challenges which did not exist even 10 years ago. Learners have an urgency to learn and use English for personal and professional reasons. The possibilities are exciting; the reality can often be frustrating. How can past and present guide us for the future? It isn’t just natural talent that makes some business people good communicators. There are specific communication skills that can be taught and learnt, but how? I will be demonstrating methods and materials that I have developed for a new intermediate course – business opportunities. The development in oral skills in EFL usually happens in conversation classes. However, this form of training does not always give sufficient practice for students in all forms and types of oral activities. The workshop will give the audience an opportunity to examine board and card games originally intended for native speakers of English. After trying them in their original form, the participants will be given hands-on experience of adapting the games to their specific teaching environments. The workshop will look at ways of exploring the cultural aspects of EFL. Participants will be asked to take an active role in discussing and experimenting with the exploitation of texts and video recordings with a view to using these techniques in their own classes. Teaching a language also means teaching cultural and behavior patterns. Understanding and acquiring these requires more than learning other elements of a foreign language and often seems like an invasion on the student’s personality. This workshop will demonstrate ways of integrating teaching language and culture in the EFL classroom. In this workshop we are going to use a card game to explore the nature of (inter)cultural clashes and to find ways of developing students’ cultural awareness and ability to deal
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Holló
Dorottya
2002
Changing gear: Changing Skies
Holló
Dorottya
2003
Materials and course design revisited
Holló (et al.)
Dorottya
2011
Group dynamics in language teaching: theory, practice and research.
Holló
Dorottya
2015
Language awareness – social awareness: gender biased language
Holman
Tom
1994
Sharing the class: native- and nonnative-speaker teachers in action
Holman
Tom
1995
Talking about words, their sound and spelling
Holman
Tom
1996
Re-pairing and re-grouping
Holmes
Adelina
2015
Mirror, mirror: the impact of culture on reflective practice
Hontz
Carol Ann
1996
Learning awareness – correction of learning disabilities
Hortobágyi
Ildikó
1993
New perspectives for teaching pronunciation in higher education language programmes
with differences. Teaching advanced students presents a number of challenges: - How can the learners’ interest and perseverance be kept up? - How can the complexity of their performance be increased? - How can their language and communication skills be refined? This workshop will explore possibilities and introduce a new course: Changing Skies. This talk looks at issues of course design through the presenter’s experience of cowriting, using and getting feedback on the Changing skies course, which integrates language and culture teaching. It will provide insights on how ready-made course materials can be tailored to suit our students’ needs and interests. This presentation provides an overview of issues in group dynamics from the theoretical aspect and from the perspective of its classroom application as well as describes research methods used to investigate it. We will be introducing a new volume on the topic of which the participants will receive a copy. This interactive talk draws attention to the power of EFL classes in raising students’ awareness of important social issues. Real-life examples will demonstrate gender biased language and ways of how these samples can be used to help English language learners recognise discrimination when it occurs, and respond to it effectively. Native-speaker teachers of English working in Hungarian schools are often asked to teach ‘conversation’ one a week to a large number of classes, even when they are qualified and experienced in TEFL. Is this the best use of their skills? This talk examines some of the other possible uses of native-speaker teachers. This workshop presents a set of short classroom activities, mostly games, which involve students in talking about words – especially their spelling and pronunciation – and offer opportunities for grammar practice and developing elements of a ‘metalanguage’ for describing formal features of vocabulary. Aimed mainly at upper primary and secondary-level teachers of English, this workshop shows how to enhance group dynamics in the classroom using a range of integrated skills activities which require little preparation, but produce plenty of student-tostudent communication. In this interactive workshop, participants will be exposed to a variety of examples of how the cultural background of the teacher/student can affect their responses to reflective practices. Strategies will be discussed and developed that can be applied in the classroom for immediate practical benefit. This lecture/workshop will inform participants of the cause and corrections of learning problems with demonstrations. Techniques will be presented which people can use themselves and with students to increase their learning awareness and become more creative, productive, happy and healthy. This process is gentle, effective and highly beneficial. This paper is aimed to highlight new stages in building the teacher trainee’s awareness and concern for correct pronunciation, with stress on the role of different disciplines in the teaching process.
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Hortobágyi
Ildikó
1994
Developing writer autonomy – Reformulation or correction?
Horváth (et al.)
Barbara
2013
Bringing international teachers together – the IVLP program of the US Department of State
Horváth
József
1992
English culture in Hungary
Horváth
József
1994
The Pécs corpus
Horváth
József
1995
EFL corpus online
Horváth
József
1995
Focusing on university essay assignments: a Pécs experiment
Horváth
József
1996
Essays in a flash
Horváth
József
1997
see Nikolov
Horváth
József
1998
Take-off: writing tips for intermediate and advanced students
Horváth
József
1999
Commenting on student writing: a source of corpus annotation
Horváth
József
2010
New media – classic titles
Horváth Horváth
Judit Lilla
2000 2014
see Ferenczy The attitude of the Hungarian Generation Z towards the English absurd humour
This paper aims to investigate some strategies that could help students develop their own criteria for judging the quality of their writing and accept responsibility for editing, correcting and proofreading their own tests. The International Visitors Leadership Program (IVLP) is the US Department of State’s premier professional exchange program. Through short-term visits to the United States, current and emerging foreign leaders in a variety of fields experience this country firsthand and cultivate lasting relationships with their American counterparts. The main aim of the presentation is to give an outline of the program through the experiences of an IVLP alumnus. This talk introduces a project that was launched two years ago at Janus Pannonius University, Pécs, to collect EFL writing for developing a corpus that would be the basis of linguistic research. The Pécs Corpus now comprises over 100,000 words. The talk will provide a statistical analysis and share ways in which the corpus is used in EFL writing skills development. This talk will demonstrate the ‘Pécs corpus’ project’s third stage via the second version of the speaker’s ‘JPU Essays’ software, which includes EFL student’s corpus. The talk will suggest ways in which the software and the corpus might be used in learning essay-writing skills. This talk will introduce an experiment on essay writing assignments at Janus Pannonius University. EFL students were invited to demonstrate their focusing, accuracy and organisation skills in developing in-class essays, one of the two cross-markers will share findings of the project. This talk, based on the innovations of a university essay writing course, aims to present one method for facilitating essay writing skills development in ELT. It uses the metaphor of photography in identifying subskills necessary for producing a relevant and engaging essay. Attendees to this talk please bring flashlight equipped cameras. This talk will share with you loads of innovative techniques and tips for writing in EFL. Come and add your own too. I will consider the benefits of the development and exploitation of a new type of corpus: one that combines student writing and teacher comments. As the developer of the largest Hungarian EFL learner corpus, I will discuss lexical and corpus research such as collection facilitates. Come along and contribute to a nation-wide project. The workshop will feature mimio® interactive, a portable, cost-effective and easyto-use device. We will look at digital materials to show how technology can motivate the growing population of ‘digital native’ students while also helping their busy but often ‘digital migrant’ teachers. Using humour in the classroom context is considered to be extremely beneficial to both sides, to teachers as well as students. However, once the humorous attempts are misunderstood, the devastating consequences
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Horváth
Mónika
2000
Teaching telephoning skills
Horváth Horváth
Nóra Veronika
1993 2008
see Bodóczky
Horváth
Zita
2010
Striking the right balance between personalisation and structure
Horváth (et al.)
Zsófia
2002
What do you have to know about TOEFL exams?
Horváth
Zsófia
2003
TOEIC (Test of English for International Communication) English for the workplace
Horváth (et al.)
Zsófia
2004
TOEFL/ITP-TOEIC English language exams
Horváth
Zsófia
2005
see Vajda
Xclass at your service
are difficult to be dealt with. Therefore, it is advisable to observe what kind of humorous impulse the students are able to appreciate in the classroom. The aim of this presentation is to provide evidence on how English absurd humour is perceived by Hungarian secondary school students. Giving hints and tips on how to teach telephoning skills in the business environment. XClass is a professional teaching software which helps create a perfect learning environment that disciplines, interacts and involves everyone. One of the main part of this system is a Digital Language Laboratory. With its functions, like pronunciation practice, video presentation, audio discussion and self practice this unique technique helps the language studies, makes the lessons genuinely efficient, and there is no need for hardware devices.In Hungary the sole distributor is the Smart Consulting Group Ltd. About more information: www.xclass.hu , www.xclass.eu The presentation sets out to show how the more informal and out of the norm context of the Business English classroom enabled the emergence of new approaches to language teaching, and how the spontaneity and freedom of these methods can fall back on ’uncool’ language teaching tools like grammar drills, choral repetition, and dictation for structure. The ETS (Educational Testing Service) representative will describe how it is using technology to build better assessments. For large scale testing ETS is using technology to introduce a new speaking test in 2003 and to introduce a four skills test that will be delivered via Internet platform starting in 2004. Also in fall 2002 ETS is introducing a new classroom software tool called LangEdge Courseware, a software package, which will help teachers measure learning progress in communicative skills at the university level. The TOEIC test was developed to satisfy the needs of international companies to measure the English skills of their employees. TOEIC can measure English language skills of the full range of language learners, from beginners to advanced level. The sections of the test, various possible uses of the test, testing administration will be demonstrated, and a comparison made between TOEIC and other language tests available in Hungary. For more than 40 years the Test of English as a Foreign Language (TOEFL) has been the leading academic English proficiency test in the world helping open a new world of possibilities for a new generation of achievers. The TOEFL test measures English language proficiency in reading, listening and writing and is offered on computer in most regions of the world. The TOEIC test was developed to satisfy the needs of international companies to measure the English skills of their employees. It can measure English language skills of the full range of language learners, from beginners to advanced level. The sections of both tests, various possible uses of them, testing administration will be demonstrated, and a comparison made between the two tests TOEFL/TOEIC and other language tests available in Hungary.
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Horváth
Zsófia
2012
How to prepare students for the TOEIC or TOEFL, which one to choose?
Horváthné Molnár
Katalin
1991
The role of non-verbal communication in language teaching
Hős (et al.)
Csilla
1997
Using media material to bring British life into class
Hős
Csilla
1998
Dating Shakespeare
Hős
Csilla
2001
International summer schools for teachers of English: four perspectives
Hős HŐS
Csilla Csilla
2002 2004
see Niemi
Hős (et al.)
Csilla
2004
Management training for ELT professionals
Hős
Csilla
2004
SIG moderator
Hős Hős
Csilla Csilla
2007 2011
SIG moderator
Teacher networks that work for teachers
Watch your VALUEables: personcentredness with Pestalozzi
Teaching and testing are inseparable. Students need to see if they are making progress to stay motivated, teachers want to know if they teach effectively. There is a growing demand for external, professional testing which is significant in today’s workplace and academic setting. The author deals with an unusual field of communication. As there are cultural and educational differences in the non-verbal system of the languages, teachers must acquainted with the non-verbal system of the language they teach. The author deals with the theory and practice of non-verbal communication in language teaching. This workshop explores how authentic televised or filmed material can be used in the classroom to bring life and everyday culture close to students’ interests. An account of how such material was used in a complex way and how all this fits into the curriculum will follow. The workshop deals with various ways of helping students experience Shakespeare’s poetry. Starting by looking at the manifestations of the Bard’s presence in our lives, we will go on to try out activities in which students can interact with Shakespeare’s text. ‘Thank you for the most interesting course for teachers in my life!!! I know that all the activities have influenced my life and my way of thinking forever. I am a new teacher now and a new person. Even my boyfriend says that I have changed.’ Wrote an enthusiastic Polish participant having returned home from one of the three summer schools organised by the British Council INSET project this summer. A course tutor, a local organiser and the project manager will share their experience of this exciting in-service event in Hungary, which brought together teachers and teacher trainers from seventeen countries (three continents!) and was jointly supported by the AS Hornby Educational Trust, the British Council and the Ministry of Education. The speakers will also bring in the most important forth perspective: that of the participants. On-going professional development, making a difference in one’s classroom and beyond, belonging to a community of committed teachers: these are some of the benefits ELT networks can provide for teachers. Yes, but only if…Use this conference to shape the networks you (can choose to) belong to. Make IATEFL-H work for you! Most teachers sometimes take on management responsibilities e.g. by organising school trips, leading international school exchange programmes, applying for project funds. Where can teachers develop the skills necessary for carrying out such tasks well? In our session you can find out about a management course specifically designed for teachers of English.
This workshop is based on the belief that teachers can play a significant role in bringing up generations who feel respect for people with different cultural and social backgrounds. By experiencing and discussing classroom
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activities designed with this goal in mind, we will be exploring the educational potential of ELT.
Houten Howarth
Michael Marianne
1995 2009
see Gill
Hudák
Ilona
1991
Buttons and paintings: my favourite teaching aids
Hudák Hudák
Ilona Ilona
1996 2004
see Árva
Hudák Hudák Hughes Hughes
Ilona Ilona Frances Glyn
2007 2007 1995 1999
see Kurtán
Hughes
Glyn
2003
(At least) two years in the life of Cambridge ESOL Exam
Hughes Hughes
Michael Michael
1996 2003
see Fekete
Hughes
Sarah
1993
The benefits of short period EFL courses with ‘See Europe’
Hughes (et al.)
Sarah
1994
See Europe Ltd.
Hughes (et al.)
Sarah
1995
How to organise an educational and cultural visit to Britain
Vivace Project: taking language learning to disadvantaged groups and communities
The VIVACE project, funded by the EU, led by Nottingham Trent University, with partners in Austria, Czech Republic, Hungary, Romaniaand Slovenia is taking languages to places they don’t normally reach, to learners with disabilities, to adults marginalised by poverty and limited educational opportunity, to children whose families work abroad. My presentation is for anyone who is interested in using ordinary buttons in order to develop his or her students’ speaking skills when inventing characters, writing and acting out dialogues. I also would like to share the experience of using famous paintings that helped me teach how to describe people’s appearances and characters.
SIG moderator SIG moderator See Kelemen How TBL are you?
Techniques and strategies for approaching exam reading
TBL has become very popular over the past few years, we have probably all tried it out at least once. This session looks at how to integrate TBL into our overall approach and also how to adapt material from popular coursebooks in order to make them more ‘task based’. This presentation is aimed at those wanting to know about how Cambridge ESOL ensures that their exams produce a fair and accurate reflection of the language ability of the candidates that take them. It will outline the procedures in place to ensure strict quality control throughout the production and marking of Cambridge ESOL examinations. This session will offer a brief overview of the different kinds of exam reading tasks that are often used, with particular reference to those used in CESOL Main Suite exams (FCE, CAE, CPE and PET): multiple choice, multiple matching and gapped text. We will look at why these task types are used and what reading sub-skills they are testing. We will then move on to various tips and strategies, particular to each task type, that we as teachers can pass on to our students to help them maximise their performance under exam conditions. We will also consider a variety of fun and challenging classroom activities that will help to keep exam preparation classes interesting and motivating. See Europe has been organising educational and cultural short period stays for over 20 years. We are specialist in value for money English Language courses in our teaching throughout Britain. All our staff are fully qualified EFL teacher and native English speakers. See Europe has been organizing educational and cultural home stays for youth groups for over 20 years. We believe the best way to improve language skills is to stay with a British host family and experience Britain’s culture and family life, first hand. Let See Europe helps you organise your school visit to Britain! We have 23 years of experience and we’ll give you step-by-step
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information on every aspect of your trip – coach booking, ferry details, recruiting the group, bank transfers, etc.
Hulme Hulya
Rupert Onay
1999 2007
see Clemens
Hundley
Lisa
2015
‘Seattle Writes’: creating poems, sharing values
Hunt
Roger
1993
Process and product: student centred learning with different age groups and levels
Hurják
Beáta
2011
see Cseh
Hurják
Beáta
2013
Drama in the Primary Classroom
Huszár (et al.)
Márta
1997
EnterTeen: A new English coursebook series for 12-14-yearold beginners
Iker
Erzsébet
1991
Introducing Magyar Macmillan
Iker
Erzsébet
1991
see Holden
Ilies
Beatrice Georgeta
1997
A global approach to professional development
Illés
Éva
1991
The professional standards and status of ELT
Illés
Éva
1992
Texts, visual and context in EFL coursebooks
Role of drama in EFL/ESL classes
If you are dreaming of a lively class where both the learners and the teacher have fun while actual learning takes place, this is the workshop for you. In this interactive workshop, we will look at some drama activities which will help bring an EFL / ESL classroom to life. The activities will focus on providing a purpose for the language use rather than the use of language itself. In this workshop based on the ‘Seattle Writes’ civic poetry contest, participants will compose one-of-a kind poems and examine how this medium can motivate learners to articulate values in the classroom and beyond. Participants will leave the session with lesson plans and materials that can be implemented immediately for a variety of levels, goals, and resources. The talk will provide practical examples, materials and activities to promote student centred learning. I will address specific differences between adults and younger learners. The workshop aims to introduce teachers to techniques and ideas for teaching drama, ideas for using drama and other creative activities to teach English and give an insight into the role of drama in primary education in Britain. The introduction of the National Core Curriculum (NAT) has brought about the demand for a new English coursebook series, specifically designed for Hungarian schools. EnterTeen will be a new, four-level course for Hungarian teenagers, taking 12-14-year old beginners up to intermediate level. Come and find out more about the first volume of EnterTeen (coming out spring 1998) and an entertaining way of teaching English to teenagers. Introducing 10 new Magyar Macmillan publications, forthcoming in 1991. These include journals for EFL teachers and coursebook packages, accompanied by recorded material for primary and secondary schools. Interdisciplinarity being a key word in education, it is probably a good idea to approach professional development with a similar wider perspective in mind. The aim of my paper is to show how improvement in any area, whether professional or personal, will inevitably contribute to one’s professional development. This workshop is designed to explore what professionalism means and how it can be maintained in the ELT practice. Among the issues raised there will be the myth of the native speaker teacher, the interdependent relationship between theory and practice, as well as the notion of teaching as a critical enquiry. This talk will focus on the role of visual aids: it will examine to what extent they serve as illustrations, selling point or functional elements in EFL textbooks. The question of the relationship between the verbal and visual components will also be raised.
93
Illés
Éva
2008
The implications of English as an International Language for ELT in Hungary
ILLÉS
Éva
2009
Let’s put the language back into language teaching!
Illés
Éva
2009
Pragmatic theory and communicative practice
Illés
Éva
2012
English as a lingua franca in English language teaching
Illés
Éva
2013
ELF methodology in the classroom
Illés
Éva
2014
English grammar around the world
Illés
Éva
2015
Why CLIL?
Illésfalvi
Iván
2006
The application of Meixner’s principles in language classes
Imre Iordachescu
Attila Ana Magdalena
2006 2004
SIG moderator
Iordachescu
Ana Magdalena
2005
I’m attractive, you’re attractive! – using NLP in ELT Practises
Come to your senses (using NLP in ELT practices)
The worldwide use of English is changing not only the language but also the contexts in which English is taught and spoken. Thetalk explores how this process may affect ELT in Hungary, including issues such as nativespeaker norms, keeping abreast of the latest developments and the teaching of culture. In this session I would like to move the focus back onto a neglected, yet fascinating aspect of language pedagogy – language itself. I will argue that the rapidly changing nature of the English language, as well as its myriad uses and varieties, make it an amazing object of study. Through examples and activities, I will demonstrate how the exploration of English can turn into an exciting journey of discovery in the language classroom. The talk aims to unveil the link between theories of language use and communicative language teaching. Illuminating examples will make theory accessible and help the journey through the terminological and conceptual jungle of ELT. The clarification of popular notions will shed light on what we do when we teach communicatively. In my presentation I will explore what English as a lingua franca (ELF) entails nowadays and argue that it should be seen as a particular context rather than as a variety of English. I will also discuss the practical implications ELF has for the methodology of English language teaching. The use of English as a lingua franca (ELF) in international contexts necessitates changes in the way we teach the language. Literature, translation, language awareness, content and language integrated learning as well as the creative exploitation of classroom communication can all contribute to the preparation of learners for ELF interactions. This talk focuses on the variations that can be found in the grammar of different varieties of English. With the help of a wealth of examples, the overall aim is to show the enormous diversity English represents and the relative nature of correctness. Content and language integrated learning (CLIL) has become the focus of attention lately. The talk aims to explore what makes CLIL an effective language teaching method, and how CLIL fits in with communicative language teaching and the practice of teaching English as a lingua franca. Ildikó Meixner invented a method, based on five principles, which help students with learning difficulties and acquire knowledge either at school or at home. Our school successfully adapted the method for language teaching, this article deals with the method and the necessary technical changes and complements. Did you know that multi-sensory teaching is more effective and more memorable than anything else? We stand a much better chance of retaining something if we learn it through several systems at the same time rather than just one: redundancy means that if one of those systems fails us when we come to access that information, one of the others may work. Come to your senses and experience NLPbased techniques in teaching English! A large part of our role as teachers is to create a supportive environment where learners feel confident and good about
94
Ittzésné Kövendi
Kata
1992
Long-term lesson preparation
Ittzésné Kövendi
Kata
1993
Music in English – a model for content-based language teaching
Ittzésné Kövendi Ittzésné Kövendi
Kata Kata
1995 1995
See Jobbágy
Ittzésné Kövendi
Kata
1996
Puzzles and riddles
Ittzésné Kövendi
Kata
2000
And when the conference is over?
Ittzésné Kövendi
Kata
2001
The birth of a dictionary
Ivanescu Cotuna
Carmen
1994
The future tenses within the web of communication
Jablonkai
Réka
2009
What happened and why? Exploiting critical incidents for intercultural learning
Jakóts
Éva
1997
see Pásti-Urbán
Jakóts (et al.)
Éva
1998
Life experience in teaching/learning culture
James
Ryan
2002
Classroom assessment: the EFL teacher as a researcher in the classroom
Jamieson
Robert
1994
A bridge to the real world – (nearly) a 101 reasons for using ELT videos
The family
themselves and each other, where they feel safe to try things out, take risks, make mistakes - and succeed. Because NeuroLinguistic Programming is of great help in ELT practices the workshop offers NLPbased hands-on activities that are conducive to creating a warm climate of confidence and trust, as well as to developing an extraordinary rapport with students. This paper will discuss the advantages of using topical supplementary materials. It will present ideas and samples on how to store and file materials for easy access. Ways of student involvement in the selection of material will also be dealt with. The model which can be used in other content areas will be introduced. Some exercise-types modified to musical content will be presented and ways of task-based learning will be discussed. The talk will also include elements of a workshop and you will be expected to participate. In this workshop we will work on teaching ideas in connection with the topic of the family. The techniques have been taken from various sources and most of them can be used in other topic areas as well. The activities are adaptable for any level. In this ws you will be ___ about a ___ of [klasrum] activities upgdeaorthe heading of P &R ??? Come, evlos them and çè the list. This is a ‘How to…’ talk for participants whose notes end up on a shelf after the conference. It gives you ideas about storing and retrieving the precious materials of a conference. A glimpse into the making of a bilingual ESP dictionary of musical terminology. Problems of sources, inclusion, selection, ordering, translation, British and American usage, professional proof-reading will be dealt with. The talk will also include workshop elements. As we always know, the future tenses represent quite a complicated set of attitudes about the future. This workshop will concentrate on communicative activities aimed at practising the future tenses. Participants will take an active part in the session and they will be given the opportunity to discuss and evaluate the activities. In this workshop I will show how stories of cultural misunderstandings can be used to make students understand cultural differences better. Practical tips, benefits and pitfalls of the technique will also be discussed. 1. Short introduction (importance & values of bringing life experience in classes), 2. Activities based on information collected abroad by students/teachers, 3. Discussion/conclusion Classroom assessment is a simple, yet effective way for teachers to assess their students’ learning progress as well as their own teaching style. The workshop will include all of the information and the materials needed to start you out as a researcher in your classroom. Are your students learning what you think you are teaching? On the way to acquiring the skills necessary to deal with ‘authentic’ English, learners can benefit enormously from using EFL videos – as long as the tasks proposed are appropriate.
95
Jamrik
Márta
1993
Teaching children is fun
Jamrik
Márta
1997
see Ellis
Jamrik Jana (et al.)
Márta Jilkova
2008 2001
see Szemeti
Jankowska
Aleksandra
1993
Pre-reading and pre-listening activities
Janssen
Kyra
1995
Creating a pedagogical grammar course for teacher trainees that is both practical and theoretical
Járay-Benn
Csilla
2013
Collaborative creative learning in professional training
Járay-Benn
Csilla
2014
Vision, role-playing and identity
Járay-Benn
Csilla
2015
What we can learn from students? The role of empathy in language teaching
Let them join in
Illustrated with examples from a range of Oxford videos, this workshop will demonstrate activities that help to make the most of this richest of teaching media. BEST ‘Kids Club’ is a system specialising in early language tuition in English for children from 4 to 10. The benefits of working with the kids club are 1) using professional and tested methods of a complete pedagogic course supplied with lesson plans and stimulus sheets, 2) complete back-up and support provided like newsletter with updated and new ideas.
This talk focuses on dyslexic students in mainstream Czech schools. We will present findings of two investigations conducted as part of the British Council supported project ‘teaching heterogeneous classes including learners with specific learning difficulties’ with a view to stimulating awareness among teachers of the issue of dyslexia. In my talk I would like to discuss the importance of pre-reading and pre-listening activities in ELT as a means of increasing the efficiency of the learning process. I would also like to present some examples of such activities. A challenge for teacher trainers is to provide a course in pedagogical grammar that increases students’ knowledge of grammar and develops their competency as teachers of grammar. She has designed a practical course incorporating student-led presentations and a final project of creating a file of activities and/or actual materials. How to extend professional training sessions outside the meeting room? How to create personalized content for individual trainees? How to ensure a long-lasting effect of a short Business English course? Collaborative Creating Learning techniques used through various technology tools can lead to achieving these goals. Seeing oneself as a successful L2 speaker is the core idea behind the vision theory by Zoltan Dörnyei and Maggie Kubanyiova (2014). This workshop will propose practical ideas on how role-plays and personal narratives can be used in the class to build this vision with both adult and teenager learners. Looking back over 15 years of teaching mainly adult learners, the terms ‘tailoring’, ‘customizing’, ‘adapting’, or ‘individualizing’ the content and our methods of teaching English could lead us to question what we, as teachers, can learn from our learners and how this knowledge impacts our teaching. Using the learner not only as a content resource but also as a source of inspiration necessarily evokes empathy from the teacher and sheds new light on teaching models and on the role as a teacher, with a shift from the model of teaching a foreign language (or the learner) to the model of helping learners learn a foreign language. Empathy has been identified as the main source of an emerging society by Jeremy Rifkin, economist, sociologist and political advisor, who says: ‘The age of Reason is being eclipsed by the age of empathy’. Concrete examples and tips will help you adopt an empathic teaching model to prepare for an ‘empathic society’ in the future.
96
Jeftic
Draginja
2010
New perspectives: powerful learning, powerful teaching
Jenkins
Simon
2004
see Cooke
Jensen
Kjeld Bjerrum
1992
The teaching of English at upper secondary level in Denmark
Jerkovic
Maja
2013
see Vujic
Jeronice
Nina
2014
I teach meme!
Jilková
Jana
2002
Evaluating for the future. In-service training in the Czech Republic
Jilková
Jana
2003
Disadvantaged needn’t mean incompetent
Jilly
Viktor
1991
Muzzy in Hungary
Jilly
Viktor
1992
This is the way; Series within the series – How to teach Muzzy
Jilly
Viktor
2006
Last minute English– preparing for the oral part of the new érettségi
Jilly
Viktor
2007
Emelt szintű szóbeli érettségi? No problem.
Are today’s schools providing opportunities for learners to master the necessary transferable strategies and skills to accomplish life-long learning? No? Changes need to be made… classroom strategies need to be reconstructed in order to effectively empower the learner and to develop more powerful teaching strategies. The major challenge today is…how? 1./ The structure of teaching of English at upper secondary level (general education). 2./ On the basis on some texts used in different forms, an impression of language as well as intercultural learning will be given. If you try to motivate teenage students, you’re going to have a bad time. But if you use the last sentence in the classroom, you’ll get immediate attention. Coincidence? I think not! If you want to speak the Internet English of your students and learn to exploit it, join me. BYOD! A team of teacher educators spent much of the academic year 2001-2002 conducting a large scale evaluation study of the British Council’s ELT projects in the Czech Republic over the previous ten years. An overview of the study on in-service training and some of the main findings will be presented. Based on the research Evaluation for the future and the presenter’s experience with dyslexia and general teaching, the talk will discuss possible approaches to learning difficulties and teachers’ and learners’ responses. It considers what is essential in exams and testing and ‘seeing the wood for the trees’. I’d like to talk about the various methods you can use when teaching 8-9 year old students through video, how to be effective and enjoyable at the same time, what special techniques teaching with video requires and what traditional methods are appropriate. This is the way will be a television series, which will begin on Hungarian Television in September 1992. It is based on the television version of BBC’s Muzzy in Gondoland. The 20 presentations, each of which will be approximately 20 minutes long, could serve as resource bank for teachers who wish to teach children with the help of Muzzy. This talk is to give preview to the series. Last minute English (published by Nemzeti Tankönyvkiadó) helps students prepare for the oral part of the new Hungarian érettségi. Its DVD contains six mock érettségi exams recorded by the Magyar Televízió. Its workbook gives clear instructions on what to do before, while and after watching the exams and gives practical ideas on how to overcome the psychological and language-related pitfalls of the érettségi. The presentation will show how to best exploit this material in the classroom. This talk will introduce a new practice book entitled Last Minute English 2 by NemzetiTankönyvkiadó. Last Minute English 2 is built around six authentic exams filmed by Magyar Televízió and will help students prepare for the speaking part of the ‘emeltszintűérettségi’. The talk will give ideas on how to best exploit the book in the classroom.
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Jilly
Viktor
2014
We shall overcome! – Live demo class
Jobbágy
Ilona
1992
Jobbágy (et al.)
Ilona
1995
Using grammar books in the classroom Making headway with the Headway series
Jobbágy
Ilona
1996
A dictionary? Which one?
Jobbágy
Ilona
1997
Background to Britain videos
Jobbágy (et al.)
Ilona
1999
The Oxford Guide to British and American Culture
Jobbágy
Ilona
2006
Grammar – in English or in Hungarian?
Johnson
Christine
1995
Developing learning strategies for learners in work
Johnson
Christine
1995
Running successful role-Plays and simulations
Jónai
Éva Hava
1991
The Jonai silhouettes multi-modal language foundation system for groups of children
Jónai
Éva Hava
1992
PLT – playful learning and teaching
Jónai
Éva Hava
1993
PLT, Playful learning and teaching – fun, intimacy, total physical, emotional, spiritual involvement
My demo lesson would like to give ideas on how to use the book entitled We shall overcome! in the classroom to combine language teaching for advanced learners with the topics of the civil rights movement in the US to explore the values of diversity, acceptance, solidarity and social inclusion After a short initial presentation of the new member of the family – Headstart – participants will be invited to acquaint each other with the various purposes they have used the series for so far. Facilitators present will also comment on the issues raised and will try to ensure that everybody leaves with a good number of ideas for their classes. Dictionaries have always been a most important resource for ELT. With so many specialized editions around us, it may be difficult, at times, to decide what suits our learners’ needs best. The session will advise teachers on dictionaries for various specialized requirements from very young learners to those more interested in e.g. computing. The talk will focus on a new line of products produced by OUP, which includes videos for different age groups featuring Britain, and suggests methods for developing language skills through working with them. (Titles include: Window on Britain, VT, Video File, New Headway Intermediate Video) The talk will focus on all the new materials, which are to be published in the last quarter of 1999. Special attention will be payed among other titles to the new Oxford Guide to British and American Culture as well as the Window on Britain CD-ROM. Participants will also be offered some of the latest supplementary materials form OUP. The session will illustrate the benefits of working with a bilingual grammar book that has explanations in Hungarian but offers tasks in English. Both classroom and self study opportunities will be detailed. Many adult learners in work have difficulty in maintaining and developing their language skills after the course. The language trainer can address this problem by focussing on learning strategies during the course. This talk examines the strategies and ways of developing them. How can you use role-play and simulation to develop valuable communication skills rather than merely as entertainment? This talk focusses on how to set up the activity and how to evaluate and give feedback. Video examples are used as illustration. Demonstrating some of the activities from the book of the same name published by Tankönyvkiadó. The activities are designed to develop personal awareness as well as language skills. Working with children shows how real motivation arises from the timeless enjoyment of play. The metaphoric language of games uses spatial, visual and auditive expressions, rhythm, action and humour. The techniques explored in this workshop will demonstrate the physical, spiritual and intellectual potential of community games as they apply to language learning. Practical workshop with lots of activities. The participants have the experience of a learning method in which they are very much aware of
98
Jónai
Éva Hava
1994
Playful learning and teaching – a holistic language foundation system
Jónai
Éva Hava
1998
Effective, emphatic communication through suggestopedia & photoreading
Jónás Jones
Andrea Christopher
1993 1992
see Bodóczky
JONES
Leo
2005
Helping students to discover the world – and discover themselves too
What about me? Meeting the individual needs of pre-intermediate students
their bodies rather than just their heads, so that they are involved in a ‘here and now’ experience. In the course of the activities spontaneous eye-contact and lots of physical contact with one another, as well as exploring vocal expression and contact through sound, allow the participants to feel a spiritual connection with the whole group. PLT, Playful Learning & Teaching is a Language Foundation System. Its aim is to awaken intrinsic motivation in learning by blending language information coming from the outside with the internal need for movement, physical awareness and contact with others. Everyone’s basic mother tongue is body language. PLT is a ‘bilingual’ approach in the sense that it connects the target language to body language, through playfully combining verbal and kinaesthetic faculties. Participants are invited to actively participate in the games, which involve interaction, improvisation, and exploring the inspiration of physical movement in verbal communication. The SEAL-Hungary Crossroads Society is launching a two-year teacher training project aimed at combining whole brain language acquisition & reading skills with effective, empathic communication skills, and producing a teaching package synthesizing the three modules for three sets of skills. The workshop gives an overview of the modules and a taste of the skills. For practical reasons, language learners are usually grouped together in classes at particular ‘levels’. Yet individuals in class are likely to vary considerably in their knowledge of grammar and vocabulary, and their listening, reading, writing, speaking and pronunciation skills. (This is particularly true at pre-intermediate level, where students who have just completed beginner’s course are often taught alongside ‘false beginners’ who are coming back to English after studying it at some time in the past.) Is it possible to teach the same ‘course’ to the whole class and at the same time meet the needs of individual learners? In this workshop, we will try to answer this question with reference to both syllabus and classroom methodology. (Examples will be taken from the new Cambridge pre-intermediate course Language in Use.) Students need English because it’s an exam requirement - and also for the real world. They need grammar, so that they don’t make too many mistakes. They need more vocabulary, so that they can express their ideas. They need to speak clearly, so that people can understand them. Listening and reading skills help them to discover more about the world. Students need to engage with informative texts from the real world and recordings of real people talking. These bring the real world into the classroom - and help students to discover more about other cultures. Reading and listening tasks which lead to speaking (and sometimes writing) activities encourage students to evaluate new ideas, react to them and discuss them. Speaking and writing skills help them to share their knowledge, ideas and feelings with others. Working in pairs or groups encourages them to share ideas, to listen carefully, to interact sociably, to exchange
99
Jones
Leo
2005
Ready for the exam? Er…no. Not yet!
Josipovic
Sonja
2015
Do it their way
Jovanovik
Natalja
2007
Real time survey
Józsa (et al.)
Krisztián
2004
Variables influencing students’ performances in years 6 and 10 in English and German
Juhász
Katalin
2011
see Fazekas
Juhászné Ungvári
Magdolna
2004
Green Hearts – Blue planet
Juhászné Ungvári
Magdolna
2004
see Fekőné Kardos
K. Horváth
Barbara
2015
Ebony and Ivory – fostering tolerance in the English language classroom
experiences, to compare ideas, to co-operate, and to help each other out. These are skills that are essential in real life too. Leo Jones will demonstrate a variety of classroom activities and exercises which can help students to develop these skills. Not only can they discover more about the people and the world outside the classroom, but they can discover more about each other within the classroom - and, sometimes, discover more about themselves too. Many students who are approaching an exam in English need a lot of help. They aren’t ready yet! The symptoms? Shaky grammar, poor writing skills, difficulty in understanding native speakers, dread of longer reading texts – and not enough vocabulary to participate in conversations confidently. What they need is: • a firmer grasp of grammar • the ability to write paragraphs • more confidence in listening to native speakers • strategies for coping with longer reading texts • more vocabulary and conversational gambits to take part more confidently in conversations. Leo will show how we can help students to develop these skills in an enjoyable nonthreatening way, and at the same time help them to develop communication skills which they can use in the real world. The aim of this highly interactive and fun workshop is to present different ways of exploiting reading texts. We`ll not only expand, reduce or reconstruct a text, there are transformations, quizes, body language reactions, video stories, sound simulations, to name but a few effective techniques. This workshop will help teachers to enable their students to analyze their environment critically and self-consciously by scouring local shops, pubs, TV stations, libraries and other public institutions of their choice by means of self-tailored surveys. It will also involve teachers in analysing the hotel surroundings as an illustration. In April 2003 a national sample of over 20 000 learners participated in a survey conducted by OKÉV. All students’ listening, reading and writing skills were assessed. The talk will explore the relationships between participants’ language skills in English and German and some variables related to their socioeconomic status, type of school. and conditions of language learning. Developing environmental awareness – and starting it as early as possible – is of key importance. Why not to use the English lessons to help focus the future generation on environmental issues? In this workshop I would like to concentrate on this topic and offer practical ideas. Gipsy, negro, gay and jew – curse (?) words you can often hear inside or outside the classroom. What should we, language teachers do in a situation like this? Shall we close our ears and go on without paying attention or shall we stop for a while and talk about differences? What about integrating multicultural topics into ELT to foster
100
Kabytayeva
Galiya
2013
Can a teacher be capable of taking on multicultural challenges?
Kácsor
Lóránt
2013
Green English: environment and sustainability in ELT – national and international trends
Kakulya
Mónika
2013
How to get the most out of a presentation opening
Kalicov
Szilvia
2005
Kalicov
Szilvia
2007
Teacher of open lesson: CLIL for young learners Edited video lesson
Kalinowski (et al.)
Fiona
1993
Activities for developing listening skills
Kálmán
Csaba
2014
The teacher’s role in generating and maintaining the motivation of adult learners
Kálmánné Vajda
Ildikó
2006
Open lesson with the students of Áldás utcai Primary School, Budapest
Kalmárné Máriás
Ildikó
2002
Read before watch or watch before read?
tolerance among our students? If your answer is a ’yessss’, then come to our workshop and learn some useful techniques and games that can be used in the English language classroom. Knowledge of your cultural intelligence provides insights about your capabilities to cope with multi-cultural situations, engage in cross-cultural interactions appropriately, and perform effectively in culturally diverse work groups. As a teacher I need to know more about students’ life if I want to prevent them from doing wrong things. What is Green English? If there is such a phenomenon how can we utilise it in the classroom? The talk will touch upon the following issues:Theory and practise, International trends, Resources, publications and best practices, Reach students, Go green. When teaching English for professional purposes or preparing students for exams, teaching presentation skills is part of our routine. However, teaching presentation skills in an inspiring way takes more than just routine – the Internet, famous speakers and courage also come into play. A crash course in effective presentation openings. Szabó Lőrinc Bilingual School, Science, Grade 6 A participatory workshop presenting a range of activities to develop listening skills for primary aged children. This talk gives an introduction to a pioneer study addressing teachers’ motivational impact on adult learners in a corporate setting. The rationale, the research method and the results of the pilot interviews are presented, pointing to three broad areas enhancing adult learners’ motivation: verbalism, a personalised methodology and the professionalism of the teacher. Stories are essential tools of making language learning an enjoyable and motivating experience for young learners. The English traditional story Jack and the beanstalkgives opportunities for integrated language learning involving the learners’ cognitive, emotional and social spheres into learning. In this lesson you can observe a group of 10-year-olds working around the story and carrying out several cross-curricular activities. I would like to collect all of the possible prereading activities, which are worth using during an English lesson. My purpose is to create new ways of introducing literary work from the aspect of different skills such as reading, speaking, writing and listening. Prereading activities may include a variety of exercises, for example matching the pictures and the characters, quiz about the chapters debate about the historical background, reading an extract and finding which literature work it belongs to, collecting a list of other works by the same author, completion of the titles, making an interview with the author of the book. My other aim is to find more and more creative exercises and divide them into two categories. One category tries to absorb students’ needs and interest the other category refers to the teacher’s aims. I would like to examine what happens if the learner has already seen the story of the book on the movie. The workshop focuses in
101
Kálmos
Borbála
2010
Dyslexia and EFL writing – lessons in accuracy and creativity
Kálmos
Borbála
2011
see Simkó-Várnagy
Kálmos
Borbála
2011
SIG moderator
Kálmos Kálmos Kalocsai Kámánné Vajda
Borbála Borbála Beatrix Ildikó
2012 2012 2007 2005
SIG moderator see Kontra
Kámánné Vajda (et al.)
Ildikó
2008
MOTIVA(c)TION, Motivating activities from the very beginning
Kamondi
Jozefa
2002
TheCommon European Framework of Reference and the European Language Portfolio in Hungary
KAPLAN
Robert B.
1991
Kaplan
Robert B.
1991
Current issues in TESOL and applied linguistics Workshop on writing
Kaptay
Ágnes
1996
Riddles on lessons
Kaptay
Ágnes
1998
Numbers – in usage
Kaptay
Ágnes
1999
Warmers with humour, puzzles picture riddles and tongue-twisters
contemporary literature: Harry Potter by J.K. Rowling, Sam Shepard, MacLaverty and Brian Friel’s works. ‘Special needs education’ indicates a shift in perspective that replaces the question ‘What is wrong with the student?’ with ‘What is it like being the student?’. This session addresses dyslexia and EFL writing within this paradigm. How do dyslexics express themselves when writing in EFL? How can teachers help them by designing appropriate writing tasks and by evaluating their written work?
seeArtner ‘Travelling Books’ project in Hungary
Let’s see: young learners, stories, project work, sharing ideas and materials and travelling. Do you like any of them? All of them? Come and see how they can be linked together and turned into an exciting material-writing project. Look at my three story packs and develop your own. Let’s do it together! Last year we took part in a teaching material development project which was part of a three-year team work, organized by Sulinova/Educatio kht. We prepared 4 modules for lower primary learners containing more than 60 activities. The participants can have a taste of our ideas and the whole project by trying out some of the activities in our workshop. The Common European Framework of Referencehas often been applied and referred to by curriculum-developers and professionals involved with exam reforms in Hungary and other countries. The Hungarian version has recently been published. The European Language Portfolio has been developed to support the application of the standards of the Framework and promote learner autonomy and self-evaluation-based development. The adaptation of the Portfolio has been developed in the framework of a national research project and three versions of it – for young learners, secondary school students and adult learners – were published last autumn. This workshop aims at introducing the main philosophies of the Framework and the Portfolio and highlights some aspects of their application in practice.
What are riddles? How can we use them to make our lessons more varied? What has a riddle got, but a song hasn’t? What has a teacher got, but a student hasn’t? If you are interested in the answer and like jokes, come to this workshop. N-X ways of practicing numbers/poems, songs, enigmas, picture-ridles, listening practice, games, memory games, etc. How you can use maps, timetables, advertisements and TV news for practising. Jokes, tongue-twisters, puzzles and riddles are inexhaustible sources of making your English lessons vivid, humorous, creating good atmosphere. During this workshop you can
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Karayankova
Martiyana
1993
Is empowerment a realistic goal when teaching literature to foreign learners of English?
Kardosné
Judit
2000
How to exploit graded readers in the classroom
Kardosné
Judit
2002
To confront or to conform to phrasal verb
Karfner
Judit
2010
Mindmapping: a first class tool for real learning
Kargerová
Lenka
2004
Learner autonomy in theory and practice – find ten differences
Kármán
Tímea
2008
A Tempus Közalapítvány pályázati lehetőségei pedagógusok és intézmények számára
Kármán
Tímea
2009
A Tempus Közalapítvány pályázati lehetőségei: az Egész Életen Át Tartó Tanulás Program
Károly Károly
Krisztina Krisztina
1994 1997
see Csölle
Károly
Krisztina
2002
A focus on the process of speaking
Károlyi (et al.)
Júlia
2004
Yeti experiences in England – summer 2004
Károlyi
Júlia
2004
SIG moderator
Károlyi
Júlia
2005
SIG coordinator
collect, solve some of this picture puzzles, practise some tongue-twisters. On the handout you will find riddles and tongue-twisters. The present shift of emphasis to literature as a means of developing language competence puts the notion of empowerment in the foreground of our thinking. The paper describes various ways of achieving this when teaching literature to upper-intermediate and advanced learners at the English language school in Plovdiv. Graded readers can be used at any language level with students of different ages and abilities. There are some practical ideas and activities to help teachers exploit the educational value of graded readers in the classroom. The area of phrasal verbs is one that inspires unnecessary terror in many students and teachers. To fix them in one’s mind, learn/teach them as and when they appear in context. Mindmaps can change mechanical learning into a complex mental process involving critical thinking, selecting and organizing information processes, and developing own ideas and opinions. As a visual representation that uses the power of association, it is an effective tool for synthethising and learning efficiently in class and home environment, too. In my presentation I would like to compare theory and practice concerning learner autonomy. There are several theoretical beliefs that lose their power when facing classroom reality. Az előadás során az érdeklődők összefoglalót hallhatnak az aktuális pályázati lehetőségekről, amelyek egyéni illetve intézményi pályázati lehetőséget nyújtanak. A bemutató során elsősorban az Egész életen át tartó tanulás programot helyezzük a középpontba, de emellett egyéb pályázati lehetőségekről is információk hangzanak majd el. The programme enables individuals at all stages of their lives to pursue stimulating learning opportunities across Europe. There are four sub-programmes focusing on different stages of education and training: Comenius for schools / Erasmus for higher education / Leonardo da Vinci for vocational education and training / Grundtvig for adult education.
see Csölle The paper demonstrates how corpus data and analysis may be exploited in ELT and related areas (language teaching/learning research, translator training and translator research, discourse analysis, construction of grammars and dictionaries). Within ELT, special emphasis is laid on the teaching of writing and translation, grammar and vocabulary, and materials design. In the summer of 2004 eleven young teachers of English from Hungary got the opportunity to spend three weeks attached to King’s School in London, Oxford and Bournemouth. We would like to give an account of our experiences and motivate other beginner teachers to be YETIs!
103
Kárpáti (et al.)
Anikó
1997
English for students of architecture: a design process
Kashina
Elena
2010
Teaching tips for all seasons
Kassis
Nazih
2007
Challenges of TEFL in multicultural, multilingual classes at Haifa University
Katona
Judit
1997
Recipes for business teaching
Katona
László
2014
Community theatre and teacher training
Katona
Lucia
1991
A new method of measuring language proficiency: the C-test
Katona (et al.) Katz
Lucia
2000
Hungarian language examinations
Elana
1991
Katz
Elana
2000
Hotline– the new Tom Hutchinson course for teenagers English for education or life? Identifying the right course
Katz
Elena
2005
Educating our future electorate
Kecskeméti
Edit
1997
Teaching translation in secondary schools
Keczerné Szalai KEDDIE
Éva Jamie
2010 2011
see Mátóné Szabó Teachers or postmen
Our talk is about a subject-specific course for students of architecture. We tried to choose topics and activities that could provide students with the language and skills they will need in their professional lives. We would also like to talk about the advantages of working as a team. Seasonal teaching tips give the students and the teacher a great chance to have fun while learning English in all seasons. Haifa University is a multicultural, multilingual university. The EFL Department has more than a thousand students that come from various multicultural, multilingual backgrounds. The teachers, who come also from various cultural backgrounds, face both intercultural challenges while teaching such classes. This talk will explore how teachers can cope with such multicultural, multilingual classes. In the activities and games of this workshop the emphasis is placed on creative thinking, problem-solving, team-building and simulations. This is the kind of training business people need in order to be successful in today’s business world. In this presentation László Katona will highlight the conclusions of nearly 10 years of experience in applying theatre activities in teacher training. The major finding is that the method might be the right solution to help Generation Y find the societal values and a way out of the cyber reality of the 21st century. The C-test is one of the latest measuring methods founded by German experts in the early 1980s. The talk gives an overview of the research that has been done to validate the Ctesting procedure. Roundtable discussion
There are so many factors to take into account when producing or choosing a coursebook. In this workshop we will look at some of the key issues that need to be considered when producing a new coursebook and indeed when selecting the most appropriate coursebook to fit the needs of a particular class. Upper secondary students will soon take their place as voters and shapers of society. In my presentation, I’d like to explore the skills that we as educationists need to provide upper secondary students to ensure that they grow up to be responsible citizens. What does the curriculum need to include to equip students to make reasoned decisions? If you prepare students for language tests, examinations in Hungary, you cannot avoid teaching them translation skills. This presentation will focus on some lexical and grammatical differences of the English and Hungarian language and will offer practical ideas to overcome the traps. What exactly do we expect to achieve with the materials that we take into the classroom? And how do we set out to do it? Well, perhaps it’s a question of delivery. In this talk, we will address two points: firstly, that one route to effective classroom practice lies in the teacher’s delivery technique and secondly, that mainstream beliefs may prevent such
104
techniques form flourishing.
Keddie
Jamie
2011
Videotelling
Kelemen
Csilla
2004
Rediscover writing as a key to fluency
Kelemen
Ferenc
1994
Preparation for ‘Rigó utca’ exams
Kelemen (et al.)
Ferenc
1995
Working with inexperienced and/or untrained teachers in Hungary
Kelemen
Ferenc
1996
Ways with Headway
Kelemen
Ferenc
1997
Why should I take my class to the computer lab?
Kelemen
Ferenc
1998
Black sheep in the family? – tips for vocab classes
Kelemen
Ferenc
1999
It would happen sooner than you might think
Kelemen Kelemen
Ferenc Ferenc
1999 2002
see Jobbágy Can they listen?
In this presentation, I would like to share a classroom technique which combines traditional storytelling devices with new media, especially online video. In Videotelling activities, visual material is delivered by the teacher. The result is a whole-class communicative event. As writing has been greatly expelled from the classroom, I am to focus on this rather neglected nonetheless crucial aspect of ELT. I would like to invite the participants to discuss problems of not only how and what types of tasks to set that could work well with mostly secondary students but also how to assess learners’ achievement with a view to effectively enhancing fluency. This session is for teachers with little experience in designing and running ‘Rigó utca’ exam preparation courses. Some attention will be given to ‘exam-English’, but most of the time will be devoted to practical ideas that can make lessons ‘Rigó-oriented’ and still EFL-like. The talk will describe two different kinds of short intensive courses trying to assist practising but untrained teachers of English at both primary and secondarylevel. The main question raised: What is it that these teachers need most? What kind of training methodologies apply to their working styles and special situation? The session will enumerate the instances when a major coursebook needs supplementing in Hungary, then see how the Headway series can cope with these challenges. It is hoped that a great number of participants will be ready to share ideas from their own teaching experience with each other. During the session there will also be opportunities to become more familiar with the latest newcomer The New Headway English Course. This session will aim to provide various options for those who have the hardware but may need more ‘TEFLware’. Simple tasks and demonstration activities plus a free copy of the OALD demo CD-ROM will be offered to those who are interested in experimenting and playing around with one of the latest development of technology influencing the world of EFL in the 90s. Using the phonemic chart from the first lesson with beginners? Keeping more elaborate vocabulary records than bilingual wordlists on a regular basis? Incorporating electronic picture and traditional monolingual dictionaries in our teaching routine? This session will attempt to provide practical examples to illustrate that these are typically far more simple and manageable tasks than what they may appear to be. What would happen if it suddenly turned out that as of the following term you will have to start teaching young learners aged 6-10? If your answer is ‘Panic, Panic’ you might benefit from this session where first we will take the point of view of a teacher trained to work with secondary and adult learners and then try and enumerate some techniques and ideas which might help him/her make a change like this happen as smoothly as possible. Improving listening skills means a great deal
105
Kelemen
Ferenc
2002
Making use of storylines
Kelemen
Ferenc
2003
A Matrix for maturity
Kelemen
Ferenc
2004
Classic tales
Kelemen
Ferenc
2004
The washback effect
Kelemen
Ferenc
2005
Project ideas for secondary schools
Kelemen
Ferenc
2006
It’s your turn now
Kelemen
Ferenc
2007
Varying approaches
more than constantly testing our learners’ ability to understand spoken English texts. This session will attempt to offer a few tips and thoughts on teaching learners how to listen more effectively. Most current courses for lower primary learners will have stories or storylines incorporated in their syllabus. This session will look at ways these stories could be exploited with full efficiency during the lessons. It seems now that the description and the requirements of the new matura have finally been clarified and made available to all. With the publication of Matrix we hope we have provided a series that will offer expert help in the preparation period for learners and their teachers alike. If you come along to this session you will see how Matrix PreIntermediate, (and its Hungarian Workbook component) can prepare your pupils for a successful középszintű érettségi. You will also have a chance to get a free complimentary copy of a Matrix of your choice. What advantages do traditional, often internationally well known children’s stories offer for us in the young learners’ classroom? What kind of activity types could help us exploit the potential in these classic tales to the fullest? While discussing answers to the above participants of the workshop will be working with some of the most popular examples of the genre like The Gingerbread man, the Enormous turnip to Three Billy Goats, to name just a few. It is often quoted that the rationale behind abandoning the current ‘érettségi’ exam for a different type lies in a much desired change shifting the focus from accuracy based practices towards more skills driven approaches in the average Hungarian secondary classroom. The session will look at the basic differences between the old and the new exams and will attempt to offer practical examples to highlight where and how this change could take place in our day to day teaching routines. ‘A project-based approach to language learning is best implemented with younger learners.’ This is a widely-held view but project work can be just as successful in the secondary school classroom. This workshop will look at practical activities for involving secondary learners in project work, addressing the needs and expectations of both highly motivated and less motivated learners. Participants will receive a book of their choice from either the Horizons or the Matrix course book series. Providing our learners with excellent tasks, clear models, explanations and keys will not necessarily make them successful language learners, as well. We are also responsible for offering them methods they can effectively apply when we are not there to help them. The session will demonstrate a few techniques to improve study skills taking the two levels of the new érettségi as examples. Maintaining our learners’ motivation level on intensive programmes like NYEK or YILL does not seem to be an easy task. In most cases it is possible to help the situation by making our general approach less predictable and more suited to the given teaching situation. This session will offer a few
106
Kelemen
Ferenc
2008
‘It won’t hurt you – it’s just a board’
Kelemen
Ferenc
2009
The baby and the bathwater
Kellartzi
Paschalina
2005
Towards individualised learning in educational software
KELLY
Keith
2005
Getting started in CLIL
Kenan
Barut
2007
Newest trends in EFL writing
KENNEDY
Chris
1991
Kennedy
Chris
1991
Innovation and teacher development Reading skills for the advanced learner
Kenny
Nick
1997
Speaking skills for First Certificate
alternative approaches for language input, practice and skills development stages. The IWB (Interactive White Board) will soon be there even in your school and that seems to be a fact by now. The workshop will attempt to offer some simple and easy to follow tips for incorporating the board into your every day teaching routine on the one hand and clear models you could follow when you design your own i-board stuff on the other. Sometimes it may appear that with the advent of digital boards all our lessons will need to take a brand new direction. During this session we will look at a few basic techniques and procedures we can use to ‘digitalise’ our existing plans and ideas and to turn them into classes with modern means but traditional EFL values. The present paper suggests how educational software can become more individualized, in order to deliver e-learning that is close to the needs and preferences of learners. Two vital concepts in Individualized e-learning are explained learning styles and learning objects (LO) – and a model LMS (Learning Management System) is suggested. More and more teachers are introducing CLIL into their language teaching. In some countries language teachers are being trained to teach content through the medium of the foreign language. In other countries CLIL is being introduced in other ‘experimental’ ways, such as language teachers working in tandem with their content teaching colleagues and preparing, teaching and developing CLIL lessons together with this colleague. Still other language teachers are introducing ‘content topics’ into their language curriculum through innovative project work. For those teachers who have perhaps heard a little about CLIL and were wondering how to begin, or for those colleagues who have suddenly found themselves with little choice, this paper offers key guidelines on how to get started and what to think about in terms of school conditions, teacher profile, learner support, materials, training opportunities. The paper will also offer a number of sample ‘language support’ activities as models for consideration as well as suggestions on networks and web resources colleagues might like to investigate. With the help of dramatic improvements in technology, new teaching approaches have opened horizons in writing studies. Technology can be effective in assisting students to simplify and explore potential for learning, finding, and sharing on Internet, an invaluable source and opportunity for social collaboration, available almost anywhere in the world. It is difficult to find interesting, motivating materials for the advanced learner. The workshop will explore ways of analysing texts to see whether such analysis could be the basis for materials design. For students, an oral language test is always a challenge and they like to be sure of what is expected of them so that they can feel prepared. This session will look at what is
107
Kenny
Nick
1997
Listening skills for First Certificate
Kernerman (et al.)
Ilan
2003
Password: a new, stimulating English learner’s dictionary for Hungarians
Kerr
Philip
2000
Inside Out
Kerr
Philip
2000
Humanising listening
Kerr
Philip
2014
Translate your coursebook
Kinsella
Laurence
1996
Time and tense
Kinsella
Laurence
1997
Reading: teaching the skills
Kipling (et al.)
Emma
1992
Error correction
Király (et al.)
Zsolt
1996
Quality control – for judgement or development?
Király
Zsolt
1997
A blessing or a curse: the ‘Rigóutca’ language exam from a teacher’s perspective
appropriate preparation for the First Certificate speaking paper and how this can be incorporated into the classroom. Students always get anxious about tests of listening and are often dissatisfied with their performance. This session will look at how we can improve our students‘confidence in their listening ability, whilst making sure that we develop appropriate listening skills to help them do well. Password angol-magyar tanulói szótár is a new dictionary designed explicitly for intermediate-level learners of English in Hungary. The presentation will highlight its innovative features and didactic approach, compare it with other dictionaries for Hungarian students, and invite the audience to share its views on dictionary use in ELT process. This talk will be an opportunity to discover Inside Out, the new intermediate course book for adults from Magyar Macmillan Heinemann ELT. We will look most closely at ways of integrating grammar and vocabulary work with personalized speaking practice. There will be lots of practical teaching ideas to take away and try out. This talk will explore the limitations of contemporary approaches to listening and will suggest alternative approaches. A consideration of the pedagogical and practical advantages of making greater use of the teacher’s voice will be followed with practical examples, which can be applied to any published material. There is nothing wrong with using the students’ own language in the classroom occasionally, so long as it is done in a principled way. Taking one coursebook page as an example, I will explore ways in which activities involving translation can (1) provide authentic communicative opportunities, (2) encourage students to notice differences between their own language and English, and (3) generate more speaking in English. This will be a rapid overview of the English tense system – followed by a closer study of forms used to discuss the future. The talk will be suitable for teachers of all kinds, but in particular those who teach adults. A summary of research: the skills transferable?, which material should be used?, how can we develop the skill?, etc. The workshop will first look briefly at types of students error, discuss priorities in error correction and students attitudes towards errors, followed by some suggestions for practical ways of correcting written work. Staff appraisal sounds good (to some people), but what does it really mean? Why do it? Can it be dangerous? Is it relevant to your institution? Our presentation discusses the principles and practice of staff appraisal, using ELTE-CETT’s experience to exemplify the possible advantages – and the risks! As an exam like the ‘Rigó’ utca exam assesses both the applicant’s language proficiency and the efficiency of the preparatory work at the same time, it often provokes adverse criticism from teachers and students alike. The workshop attempts to size up the contents of the exam so that we can form a more soberminded judgement on its influence on our teaching and also to draw up some guidelines for the planning of preparatory courses.
108
Király
Zsolt
2003
see Halápi
Kirchknopf
Andrea
1997
How to organise a successful language homestay in Britain
Kisné Bernhardt
Renáta
2015
see Furcsa
Kiss
Ágnes
1998
Learner autonomy & learning strategies
Kiss
Ildikó
1999
What shall I do with ESP courses?
Kiss (et al.)
Ildikó
1999
Issues in adult language learning
Kiss (et al.)
Ildikó
2012
Language coaching – a new profession serving professional language development
Kiss
Natália
2005
How to raise young learners’awareness of request forms through a story
Kiss (et al.)
Tamás
2003
Group dynamics in action: how to make groupwork effective
Kiss (et al.)
Tamás
2003
Professional development and networking: the ELTeCS story
KISS
Tamás
2009
1½ pillars of wisdom: globalisation and language teaching
We will outline the benefits to you and your students of a short language homestay in Britain and how See Europe can help you organise an enjoyable and stress-free trip! How to develop our students into autonomous, responsible learners. This workshop seeks to present a possible approach and practical techniques to achieve this goal. The primary aim of my workshop is to give an insight into the works of ESP teaching by giving practical and useful examples. The main fields to be covered are designing ESP courses and completing general BE course materials with ESP teaching techniques to make the courses really tailor-made. The panellists would like to make a brief contribution about adult language teaching which they think is a neglected area of ELT. Then a free discussion about the most burning issues is expected to lead to the sharing of views and options and perhaps the participants will leave the session with some solutions that they can apply in their own teaching situations. By the end of the workshop participants will understand coaching as a development method, they will be able to understand and define the difference between classic language teaching and language coaching, they will be presented with some the techniques of language coaching, for example how to move the language learner from the level of problems to the level of solutions, and how to evoke the client’s / language learner’s awareness and responsibility. This talk aims to find answers to questions whether type of input and instruction can raise young learners’ pragmatic competence. The study will show how EFL learners acquired one particular speech act – request – through a story. The participants of the study are 10-year-old Hungarian primary school students. This talk will present a research project which is aimed to examine the effects of different student groupings in a primary school classroom. The focus this time was not on the trial of grouping techniques but on how the individual students related to each other and how this influenced the effectiveness of their work. This talk aims to introduce participants to the British Council’s ELTeCS network and will demonstrate how participation in such a network can contribute to the professional development of teachers. Through examples and colourful illustrations we would like to show the ‘bright side’ of the ELT community and prove that professional development is not about ‘blood, sweat and tears’. The English Language is becoming a force that is difficult to ignore. As a result of growing demands for learning English, language teachers around the world not only need to look for practical solutions to meet the changing needs and motivation of their learners, but they also have to question the values and beliefs which seem to underlie their everyday classroom practices. Language teaching methods which used to form the basis of classroom practices are not systematically applied; therefore, it is seemingly difficult to
109
Kiss
Tamás
2009
Let’s(?) speak Singlish!
Kiss
Tamás
2015
Textbook analysis: Hidden culture?
Kissné Gulyás (et al.)
Judit
1994
‘Write a letter to a friend...’ An easy task?
Kissné Hős
Klára
2006
Helen Doron Early English – teaching English to infants and young children just like their mother tongue, based on early child development
Kiszely
Zoltán
1998
Coursebook writing activities assessed from a sociolinguistic perspective
predict what is going on in language classrooms around the world. Or is it? With the globalization of English and English language teaching, there is a chance that classroom practices are becoming uniform and there is no difference between how teachers go about their jobs in Budapest or Singapore. In order to understand EFL/ESL teachers’ beliefs in this post-method era characterized by changing educational objectives and transforming values we need to explore how new teaching techniques and values are spread and how changes in language teaching materials and classroom practices may be embraced or rejected in different social and cultural contexts. This paper will focus on why it is important for teachers to be aware of their own educational values, how these are formed, and how educational philosophy can be employed to discover one’s own place in the complex world of teaching and learning. It will also try to shed light on whether English as an International Language (EIL) has an impact on teachers’ classroom behavior and to what extent teachers need to be aware of the global variety of Englishes which are the everyday reality of the 21st century. Singlish or Singapore Colloquial English is a product of the multilingual, multicultural community of Singapore. This workshop introduces some of the basic features of Singlish through creative language teaching activities to a) provide some ideas for the language classroom, and b) raise awareness of the colourful varieties of Englishes spoken in the 21st century. This talk will first introduce the major trends in analyzing the cultural content of EFL textbook materials, before focusing more closely on a semiotic approach. I will point out that although traditional approaches (e.g. content analysis) may lead to some understanding of how materials promote cultural learning, they often present a onesided interpretation. I will argue that in the analysis of cultural content, it is important to consider how learners interact with texts and visuals materials within the framework of a pedagogic task the textbook provides. This joint presentation investigates applicants’ performance in one particular task of the university entrance examination test, guided composition. Our aim is to highlight some generalizable tendencies in the analyzed data. The findings raise several issues which may have important implications for those teachers who prepare students for the entrance examination. Helen Doron Early English is an immersion programme focusing on teaching young children English naturally, as they learn their mother tongue, i.e. through ‘learning by doing’, being creative, performing various tasks in real life situation. The presentation covers the main pillars of the method and the organisational structure in which we use it. Communicative competence has several components, one of which is sociolinguistic competence. In writing skills development it means the audience and purpose of the text. The aim of this talk is to show how these two issues are present in the writing activities of some recently published Cambridge First Certificate coursebooks.
110
Kitzinger
Arianna
1997
Colonial and immigration – Britain in the 20th century
Kitzinger Kleckova
Arianna Gabriela
2001 2006
see Andrews
Kleitz
Dorsey
1993
Oral history in the English language class
Kóbor
Annamária
2004
see Károlyi
Kocsárdi
Zsófi
2003
Being nasty in the English classroom
Kocsis
Julianna
2011
Activities for the VYL classroom
Köhler
Ineke
1991
Working with the media: a challenge?
Kókay (et al.)
Tamás
2011
Personalised skills development with digital tools
KOLKER
Danny
2004
Native speaker techniques for English as a foreign language learners
Kolker
Danny
2004
Installing the English sound card
Kollár Kollárné Kónya
Amarilla Irén
1993 2001
see Bodóczky
Elements of effective document design in teacher-made materials
How to choose a coursebook?
Chaucer is the father of English poetry (as every Hungarian student of English knows). Who are his great great grandchildren? This workshop will show fragments from three literary pieces of writers who are not English but are somehow connected with the mother country. If you can find the common roots, that is fine. I will also present video film extracts and music. By applying document design principles, EFL teachers can make their teacher-made materials more comprehensible to students. The presenter introduces basic design principles and demonstrates how commonlyused class materials can be made more comprehensible by applying effective design principles. This presentation examines the use of oral history projects as a meaningful way to improve language learning. The results of an oral history project carried out by students at the University of Veszprém in 1991 will be discussed. Lying, intriguing and arguing would simply not do – unless it makes you laugh. This workshop presents activities that allow your students to do what is forbidden outside the classroom and will turn the lesson into laughter. The role-plays introduced here are a second series to those presented at the Macmillan conference. The workshop aims at showing various activities to use in the (very) young learners classroom. Participants are going tohave the opportunity to get to know a number of activities already used with learners and to share their ideas to help others empower their ICT classroom. This workshop is about teaching integrated skills to intermediate and advanced students with authentic material taken from the media. It aims to show how stimulating and simple it is to do work with self-made material. Beside language skills students also develop their understanding of the world and their own viewpoints using creative activities. Based on the well-known Tell me more education digital study material we will prove that yes, you can handle mixed ability classes and develop your students’ skills in a personalised and well-balanced way. We will show how and ask our audience to participate and work out lesson plans with us. This programme will introduce the linguistic self-teaching techniques that native English speakers learn in childhood. It will demonstrate the crucial - but fun - conscious and unconscious internalisation processes. Experimental case studies from Austria, India, Mongolia, Hungary and elsewhere will illustrate problems and their solutions. How can we install an English sound card in our brains’‘operating system’? This interactive workshop will give an experience in installing the English sound system. It will show how the youngest learners can benefit from the same methodology as those polishing their fluency. There are too many coursebooks on the market and teachers are sometimes confused
111
Koltai
Andrea
2010
Are you motivated to learn EU language?
Komlósi
Edit
2002
Cultures without borders
Komlósi (et al.)
Edit
2002
Bridging the gap. ‘YETea…’ in Veszprém
Komlósi
Edit
2005
Test your knowledge of the European Union (tourism and catering)
Komlósi
Edit
2007
Open Business English lesson
KOMLÓSI
Edit
2014
Emotional intelligence as an important 21st century competence: Which wolf do you feed?
Kőművesné Nagy
Katalin
2008
Using multimedia to master the English language
Konceliková
Eva
1993
Kontra
Edit
1992
Association of Teachers of English of the Czech Republic An oral proficiency test for college students
when they have to choose the suitable one. The talk tries to help the colleagues how to make their way through the jungle of better and better coursebooks. Students’ motivation to learn specialized EU language at the Budapest University of Technology and Economics (BUTE) validating a qualitative interview schedule. The workshop aims at trying certain multicultural activities or possibilities in the classroom. Active participation is warmly welcome. Is it really important to teach different cultures and subcultures apart from that of the target language? Let’s find out. Our workshop intends to show how the Veszprém branch of YET (Young English Teachers) is opening up perspectives for novice and would-be teachers of English. We want to display our results, initiatives and invite you to take part in discussion. The workshop tries to involve participants in an active lesson for students of tourism and catering. The way they prepare for the intermediate ESP language exam can be interesting, exciting and at the same time hard work. This content-based (EU countries) workshop focuses on special activities and skills that occur at a language exam. Come and test your knowledge of Europe and tourism. A lesson with Human Resources students of the University of Pannonia, Veszprém. This interactive learner-centred session using modern technology will demonstrate how to motivate and teach pre-service clients effectively. Starting with the students’ projects we step-by step ‘create’ the lesson by activities and exercises that are suitable for both preparing for the Business English exam and work.Participants will go away with a feeling that studying and teaching Business English is not a nightmare but challenging and fun. ‘All learning has an emotional base’ – said Plato. When learning has a positive outcome unconsciously we smile and feel satisfied or even proud. On the other hand a negative outcome makes us sad, frustrated or even angry. To express and control our emotions is innate, but can it be learnt how to understand, interpret and respond to the miscellaneous impulses? You can have an extremely high IQ and be an expert in your field but with whom and how would you share your feelings? What makes you happy? Why would you volunteer? What makes you perform better? In this interactive plenary I explain the concept of emotional intelligence and attempt to answer to these questions by introducing the results of some research that have been carried out recently. Moreover, the secret of a long and content life is revealed spiced with a little emotional ‘mirror drama’☺ Computers can be a valuable and powerful tool in learning the English language with the use of interactive multimedia. Participants will have a chance to see how we can: increase students’ motivation / effectively present, practice and revise the target language / develop the four skills / ensure regular assessment as well as self-assessment. This poster will show the development, structure and activities of ATECR. OPTECS, an adaptation of C.A.E., is designed to test first year college students’ oral
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Kontra
Edit
1994
Peanut butter jelly – finger plays and action rhymes
Kontra
Edit
1994
Learner centred teaching: myth or reality?
Kontra
Edit
1995
With a piece of chalk
Kontra
Edit
1996
From a piece of chalk to the VCR
Kontra (et al.)
Edit
1999
How to get your ideas published in NovELTy?
Kontra (et al.)
Edit
2001
The language needs of English majors: a nation-wide survey
Kontra Kontra
Edit Edit
2002 2003
see Kormos
Kontra (et al.)
Edit
2004
The language learner: beliefs, methods, strategies
Kontra (et al.)
Edit
2006
Techniques and principles of teaching foreign languages to dyslexic learners
Kontra (et al.)
Edit
2011
ELF inside the gates: learners begin to challenge native speaker norms
Training teachers to mark compositions
proficiency. Candidates are examined in pairs by two examiners. The four phases of the exam are designed to elicit a wide range of speaking skills and strategies from both candidates. This is a workshop for those inexperienced or less experienced teachers of young learners, who wish to bring joy and liveliness onto their classes but do not really know how to do so. There will be songs and rhymes, singing and clapping and participants should be ready to get up and do it all. It must be quite hard to find teacher who do not consider their teaching ‘learner-centred’, but are we really as learner-centred as we believe ourselves to be? How can studentcentred teaching be implemented under the constraints of the Hungarian education system? These are the main questions this presentation will focus on. Teachers often believe that interesting learning tasks require fancy audio-visual aids. In this workshop participants can take part in activities for elementary and intermediate learners which need nothing more than a piece of chalk. In this workshop the presenter will introduce activities from her forthcoming book (coauthored by Dorottya Holló and Eszter Tímár) on language teaching methodology. Participants will be invited to set up, monitor and carry out a variety of tasks designed to practise the four skills. The new editors of NovELTy are offering this workshop to inform, encourage and help all colleagues and novice researchers to get their work published. Questions of content, format and language will be discussed with the use of illustrative samples. The presentation describes the results of a survey conducted at six Hungarian universities. We investigated English majors, many of whom intend to become English teachers. We wished to find out in what situations they foresee they will use the language. The findings can be relevant for all teacher training institutions. Compositions are often used for assessing the writing skills of language learners, and if two teachers mark the same composition, their judgements are likely to be rather different. This presentation demonstrates how training in the use of rating scales can improve rater reliability, and gives teachers some practical advice that is easy to follow. This presentation introduces a volume of case studies written about different types of language learners. The speakers focus on learner beliefs and learning strategies of successful adults and adolescents. The causes of success are analysed and a number of useful tips and activities for teachers as well as learners are suggested. Dyslexic students are severely hindered in acquiring foreign languages, but with professional help they too have a chance at achieving success. This presentation wants to help teachers recognize dyslexic learners in integrated classrooms and introduces methods, techniques and strategies which have been found useful in dealing with them. The global spread of English causes changes in how the language is learned and taught. In this presentation the speakers report on the
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Kontra (et al.)
Edit
2012
So you think English in dyslexia is not for you? Think again!
Kontra
Edit
2015
Panel moderator: Twenty-five years of teacher training: Where are we going?
Kontra
Edit
2015
see Piniel
Koprelova
Irina
2011
Bring fun into your ESP class
Koprelova
Irina
2012
What about going to the business zoo?
Korbel
Péter
2001
Self-development in the classroom
Korbel
Péter
2002
Let’s go down to business!
Körmendy (et al.)
Zsuzsa
2014
Teaching culture in EFL in Italy – Hungarian trainee teachers’ research
content analysis of 250 short student essays on whether one should strive to approximate native speaker competence or aim at acquiring effective communication skills for interacting with non-natives, i.e. ELF. This presentation introduces the bookDiszlexiával angolul written for teachers of English. After giving an insight into the underlying principles, we recommend methods that have been tried out and demonstrate the variety of ways in which the photocopiable materials that constitute a third of the volume can be put to use. The past 25 years have been more eventful in language teacher training than ever. The sudden need for masses of English and German teachers led to the setting up of the 3year teacher training centers. Hundreds of former teachers of Russian and other subjects took part in retraining programs. The introduction of the Bologna system gave birth to the short-lived MA in ELT whose failure has taken us to the present five-year double major teacher training program imposed on universities without prior consultation with those whose job is now to implement it. The panelists in this session have been invited to reflect on this process from their own point of view, to evaluate the current situation and consider options for the future. They will contemplate whether we are back to square one or actually making progress towards a desired and desirable goal. An important question to explore is the direction we would like to give our programs if we were asked. The short presentations by the panelists will be followed by an open discussion. Fun activities provide extensive language practice opportunities for both general and specific language skills and they are an integral part of a teaching programme. It is important to give students a chance to practise and play around with specialist vocabulary so that they can use it more confidently and effectively. In my presentation I’d like to take you through a ‘business zoo’ to find out and understand how English-speaking businessmen use names of animals when speaking about business matters. Self-development in the staff room. You can learn from books, you can learn from experience, and you can also learn through expressing your thoughts, and listening to others’. This workshop deals with the latter two: learning how to improve your teaching through listening and speaking. (Based on Julian Edge’s Cooperative Development, Longman) Macmillan has published two businessEnglish oriented books. In Company is for intermediate students of business English with lively, fresh and exciting material, which provides students with skills and knowledge for successful business communication. Business Grammar Builder is a unique grammar, which helps students improve their grammar skills with authentic activities. The workshop will be based on these publications. Based on our experiences as Comenius assistants in Italy, we conducted research on ways of incorporating culture in language teaching. The first project focused on
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Kormos
Judit
1995
Using American short stories in advanced ESL classrooms
Kormos Kormos
Judit Judit
1995 1996
see Holló
Kormos
Judit
1997
How much do our students talk?
Kormos Kormos Kormos
Judit Judit Judit
1999 2001 2002
see Kontra Hegybíró
Kormos
Judit
2004
see Albert
Kormos Kormos (et al.)
Judit Judit
2006 2007
see Kontra
Korpádiová
Gréta
2010
Global English or celebrity English?
Korpádiová
Gréta
2013
Refreshyourmethodology
Koruti Stroka
Ogerta
2015
Integrating Apps in EFL classes
Kos Kolobaric
Mirta
2014
Media literacy – deconstructing advertisements
Teaching conversational and cultural competence through roleplays
examining the cultural content of a coursebook used in primary school, while the second one concentrated on cultural stereotypes held by students. The workshop will show how American short stories can be used to develop the four skills and promote cultural awareness. The presenter will demonstrate and hand out a variety of tasks, which will be followed by a description of a model lesson. The participants will also design their own materials. On the basis of empirical research, the presenter will show that role-play activities can be used effectively for teaching students how to manage a conversation and what to say and how to behave in a communicative situation in a foreign culture. Sample role-play activities will be described and analysed. The paper reports the findings of a research project with 25 secondary school students in Budapest, in which it was investigated what factors it depends on how much students talk in an information exchange task.
See Kontra Lessons learnt from developing a proficiency test for English majors
Experiences from a dyslexic language classroom: methods, techniques and activities that work
The presentation describes the results of a project, in which a new proficiency exam for English majors is devised. First we surveyed students’ language wants in order to see for what purpose they use English. Based on the results, we developed test-tasks that reflect students’ real-life language use.
This talk will discuss the language learning difficulties of dyslexic children along with presenting a first author’s experiences with 6th grader dyslexic language learners in a public mainstream primary school. Methods recommended for dyslexic language learners will be introduced as well as classroom management techniques and strategies that can help to overcome discipline problems. Do you teach adults? Are you becoming tired of course books that claim to be very different but are often very similar? Come and hear about Global, a truly different adult course from Macmillan, that recognises that teachers are intelligent and often don’t want to know what Paris Hilton eats for breakfast! Have you been doing the same things for years? This seminar looks at the traditional lesson procedure and suggests alternative ways of carrying out various lesson stages such as lead in, grammar presentation and practice, drill exercises, finishing a lesson, etc. Out of a huge amount of free apps offered for educational purposes the presenters will present some student and teacher-friendly platforms/apps for digital devices and computers. Due to their flexibility and adaptability to differentiated learning, taking in consideration students’ learning style such apps/tools/platforms are also being used to extend classroom communication outside normal classes. This workshop outlines the scope and importance of media literacy curricula implemented in schools around the world. Several activities which can be used to teach students to be critical when reading advertisements and break the spell ads have on
115
Kosior
Margareta
2015
Teaching with TED talks: creating your own lesson with TED Ed
Kostelecky
Irene
1997
Open learning for beginners
Kovács (et al.)
János
1996
A-Z Angol – a contrastive approach to grammar
Kovács Kovács
János Judit
2001 1997
see Berényi
Kovács
Judit
1999
Kovács
Judit
2000
The role of talking in the process of learning to become a teacher Teaching the language by teaching through the language
Kovács (et al.)
Judit
2001
What’s happening behind classroom doors?
Kovács
Judit
2002
British civilisation for young teenagers
Kovács
Judit
2007
What have we achieved so far?
the majority of people will be presented in this workshop. This workshop is the place where English language instruction and social media meet and thrive. It is the result of a crossdisciplinary dialogue between a multilingual English instructor and an instructional technologist who is also a member of the TEDxThessaloniki organizing team. With TED-Ed, any TED talk or YouTube video can easily become teaching content. OLE is a student-centred approach guiding children to work independently. With partly game-like materials, they work according to their own needs, at their own pace, following a ‘menu’. Teachers are free to assist children who need help. My presentation includes a ten-minute video of OLE in action. One of the co-authors of Corvina’s brand new grammar practice book, A-Z Angolgyakorlókönyv, introduces the concepts and intentions of the authors and gives hints on how to make the best use of the book in the classroom or at home.
see Sárosdy Mentors and college-based tutors’ role in teacher development reflective talking. This workshop is based on the notes of a college tutor experiencing herself in teaching History through the medium of English in a dual-language primary school in Budapest. In the workshop some doubts and queries as well as rewarding efforts and positive results concerning this less-divorced but muchdebated issue will be shared with the audience. Some say that English language teachers are the most enthusiastic conference and workshop goers but how many of us go to observe colleagues? Thanks to many helpful people, we had the rare opportunity to do so and now it’s time for us to share some of the findings. Most recent ELT programmes seem to integrate some elements of civilisation. The question is whether these issues are treated in a way that is appropriate to learners aged 1014. This talk attempts to suggest ways how civilisation might be introduced and assessed in upper-primary classrooms. Why CLIL? How is it different from other types of foreign language learning? CLIL is a form of instruction in which both content and foreign (target) language are present in a harmonious, balanced proportion. Communicative language teaching has shown that languages can best be taught through meaningful content. This is what is always present in CLIL. It is even more obvious in the primary classroom since the primary curriculum provides ample meaningful content for the purpose of target language teaching.Hungary has gained a fame among European countries concerning the number and character of its primary CLIL programmes. There are only 6 European countries where primary CLIL does exist. The number of the Hungarian-English primary CLIL programmes has amounted up to over 40 nation-wide. In Hungary the issue of CLIL has been present in international projects, conferences as well as in research studies, and PhD dissertations. The Association for
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Bilingual Education, Hungary has been active in many ways, such as launching in-service teacher-training programmes, providing legal support and professional assistance to member schools as well as encouraging research and international ties.
Kovácsné Wágner
Anikó
2004
see Hős
Kővári
Csilla
2013
The Fulbright experience: multicultural and social challenges
Kováts
Beatrix
2011
see Lázár
Kövesi (et al.)
Éva
1998
Teaching vocabulary effectively
Kovič Šaubah Kowanda
Darinka Sally
2002 2007
See Marinic
Kowanda
Sally
2013
Motivation in the English classroom through games, warmups, songs and films
Kowanda
Sally
2014
Simple and fun musical interludes for your English lessons
Kozma
Edit
2015
Britain, I love you – a light pub quiz on Britain's past and present
Kozmér
Bianka
2003
see Fazekas
Krajevska
Agnieszka
2006
Pre-writing strategies as the way to motivate learners and as the key factor in self-evaluation and reflective learning
Across the curriculum: motivation through activities, movement, music and games in the English primary class
The main goal of the international educational exchange program or Fulbright program is to assist in the development of friendly, sympathetic and peaceful relations between the United States and other countries of the world. Hungary joined the Fulbright program in 1978. Through an analysis of interviews with former Hungarian Fulbrighters, I try to highlight the process of reciprocal learning from each other in a foreign country, in an informal way. Teaching implies a series of purposeful decisions made primarily before and during a course. On a vocabulary course these decisions including conscientious selection of vocabulary and pacing its recycling during the course are usually made by the course teacher but can also be influenced by the comments of observing colleagues. Teaching English across the curriculum becomes fun, easy and motivating through the use of simple stories, games, songs and activities. In the workshop you can try out English activities for the topics across the curriculum in the subjects art, sports, music and general studies, e.g. autumn and harvest festival, and experiment with guessing games, movement games, vocabulary revision activities, finger plays and story telling activities. We will take a look at different drama warmups as well as techniques for working with songs and films, Youtube clips and BBC series. We will try out ideas from useful websites, and have a look at some popular films, and discuss how to access and save them. Music puts us in a positive mood, and singing creates a good class feeling! Everyone loves to get up and stretch, move and mix, and rhythms with body percussion help language learning and concentration! Here are some motivating activities and songs – new and old – as well as stretch breaks, rhythms, rhymes and raps to try out. Are you here with good friends and colleagues? Try this challenging quiz covering some British high culture and pop culture issues. During the 30 questions you can drink some beer, munch some peanuts and brush up your knowledge in the field. Writing is not difficult. All you do is sit down at a typewriter and open a vein… Does it have to be like this in the case of your learners? Writing, which is regarded by both learners and teachers as the most difficult skill, does not have to be so difficult. The presentation will show various (level, aim of paper, age) pre-writing techniques that can be used in ELT to motivate students and to encourage them to self-evaluate their writing process: mind-tapping, using comics, using the Internet – websites (The Moodle, chats), graphic
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KRAMSCH
Claire
2000
Language, culture and voice in the teaching of English as a foreign language
Kroupová
Lenka
2012
The Jing thing
Kroupová
Lenka
2013
The floor is yours! Using presentation format to trigger interest and language production
Kun
Lászlóné
1993
Introducing ESP and English as work-language in studio in the course if urban studies
Kundrák Kurnosova
Attila Natalia
1994 2002
see Erdei
Kürt
Andrea
2013
Designing classroom tasks and activities in the light of students’ learning styles
Kurtán
Zsuzsa
1992
see Teemant
Kurtán (et al.)
Zsuzsa
1992
Team teaching in the dual-language training for engineers at Veszprém University (co-authors: RedlGyörgy and FarkasZoltán)
Transformation of informative sentence structures in the process of translation
organisers, WH-questions, short theory about writing as a process will be proceeded by the examples of activities, and the samples of students’ writing. The main areas of problems that Polish students have in writing will be presented. The audience will have the chance to practice the techniques. Learners of a foreign language must learn to abide by the cultural norms of grammatical accuracy and social appropriateness common to native speakers. But they must also learn to acquire their own voice as non-native speakers of the foreign language. This they can do by constructing cultural objects of knowledge, by exploiting diversity, change and contrast within and among foreign cultures, and by becoming aware of the choices they have as speakers and writers. This paper will present concrete ways of teaching both culture and voice in the classroom through various tasks and activities. Handout with bibliography provided. Jing is a great (and free) online tool that teachers can use in their classroom to foster student´s pronunciation and speaking skills and also to capture their professional activities. In this hands-on workshop, we will have a look at different ways of using Jing, an image and video capturing software, that you can directly start using in practice and share the results instantly over the web. Giving a presentation is usually perceived by students as a dull and stressful classroom activity. But what if we give the traditional powerpoint format a little twist and make sure students will look forward to preparing and presenting them? How? Technology and a bit of creativity can always help. An experiment aimed at enabling technical students to use English naturally as a tool in their professional work – done by a native American architect (with a TEFL certificate) together with Hungarian teachers of English. To preserve the informative structure of a sentence while translating from Russian into English one must construct the utterance which the informative components fulfilling the theme/rheme functions in the Russian original should retain them in the English translation, either occupying the same positions or being subject to syntactical modifications: inversion of the predicate, the use of there constructions, etc. The workshop explores how the VAK model of learning styles provides a basis for teachers to take learners’ differences into consideration when planning classroom activities. It considers how teachers can ensure that they include a range of activities and vary techniques in their lessons to make sure that all learners are engaged. Teaching engineering students poses particular problems for the non-technically minded teachers. Instead of running from the attitudinal, linguistic, methodological and organisational problems, we choose to tackle these through team teaching, i.e. close cooperation between language teachers, subject specialists and students themselves. The authors of this contribution represent all three sides of the above triangle. They have been involved in the language of students who
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Kurtán
Zsuzsa
1995
The integrating role of language pedagogy in ELT training programmes
Kurtán (et al.)
Zsuzsa
2007
Current issues and trends in CLIL Hungary – an overview setting up the CLIL SIG
Kusz Kuti
Viktória Zsuzsa
2005 1998
see Ádám
Kuti Kuti
Zsuzsa Zsuzsa
1999 2000
see Terence
Kuti
Zsuzsa
2002
What is ELTeCS and how does it work?
Kuti Kuti
Zsuzsa Zsuzsa
2003 2005
see Kiss
Kuti
Zsuzsa
2007
Good practice in teaching foreign languages to 10-14 year-old learners
Kuti (et al.) Kuti
Zsuzsa
2008
SIG moderator
Zsuzsa
2010
Teaching English – learningEnglish
are going to take their special subjects in Information Technology in English and will also have the option to write their theses in English. In this contribution we are going to try to demonstrate some of the communicative activities which were designed to prepare students to meet the special requirements. Based on the comparative analysis of the ELT training curricula of institutions within the ELTSUP programme, this paper examines the content areas in Linguistics, Applied Linguistics and Methodology. It argues for linking theoretical and practical studies, and attempts to demonstrate possible ways of integration to further improve quality ELT training. In the first hour of our afternoon with the participants’ help and blessful contribution we are planning to have a brief overview of Hungarian CLIL in various educational institutions. We will present data on existing institutions involved in CLIL and list their difficulties and answers to problems. Selection process, materials design, preparation for érettségi, curricular language requirement, ways of testing teacher development opportunities, teacher exchange programmes are the themes of this hour.
see Bradley Do you like poems?
New developments in English teaching materials for schools
Children’s poems are often neglected in our teaching. This workshop looks at ways of developing primary children’s responses to literature through some funny and nonsense poems. Participants will try out and reflect on some activities that encourage young learners to develop deeper contact and feel for the language. This session will begin with a short talk about the notion of a network and then look at the work and activities of the ELTeCS network in particular. It will go on and discuss how professionals can build and operate the network. I hope that this will be an opportunity to ‘plug into’ English language teaching events, projects and activities throughout the world, and to see what can come from building a professional ELT network. There will also be time to ask questions about the practicalities. This session introduces the competencybased materials development and teacher training project run by the Ministry of Education. It gives an account of the preparatory year of the project, introduces examples of teaching materials developed for piloting and describes the further plans. After the success of good practice in teaching foreign languages to 6-10-year-old learners, the second collection of recorded lessons has been published with the support of the Világ – Nyelv programme (OKM). This new DVD accompanied with a user’s guide with observation points gives you an insight about successful English and German lessons recorded in upper primary classes.
Find out how the British Council supports teachers of young learners who are looking for great teaching materials and exciting new
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Kwiatovska
Anita
2009
The application of the Multiple Intelligences Theory in young learners’ classes
Laaboudi (et al.)
Daouia
2011
On the resources that inform the Moroccan project-based learning classroom
Lacatus Lacsny (et al.)
Maria Magdolna
2002 1999
see Faur
Lacsny (et al.)
Magdolna
2000
Life anno…
Lacsny
Magdolna
2000
Laczkóné Rácz Ladaru Laffan
Edit Daniella Sinead
1994 2007 2015
Language teaching in dual language schools – in primary schools see Kissné Gyulyás
Laidlaw Laidlaw
Caroline Caroline
1996 1998
seeEnever
Lana
Julie
1998
see Enoch
Láng
Katalin
2006
Silly walks – drama activities in ELT
Láng
Zsuzsanna Angela
1997
Drama activities in TEFL
Lánská
Lenka
1997
Putting the puzzle back together: unifying the syllabus
László
Sarolta
1993
Me & Us: self-awareness – personal growth – Group dynamics
Challenglish
ways to develop professionally online. Learn about the LearnEnglish Kids website full of tips and resources and try out activities from the new TeachingEnglish Primary Essentials online course. The workshop will focus on making the teachers fully comprehend the multiple intelligences theory and putting it into practice. A variety of activities aiming at choosing creating appropriate resources will be presented and the participants will have a chance to discuss and reflect on their teaching styles. This paper discusses Project-Based Learning (PBL) as an effective teaching and learning tool which is increasingly being adopted in the Moroccan classrooms. Emphasis is laid on the different resources that actually inform teachers and students in their endeavours beyond the confines of the classroom: Internet, increase in parents’ literacy rate, etc. We would like to share some ideas of how to use the English language out of the classroom by giving pupils challenging tasks to practice the language in real situations while having fun. Let’s take a journey back into the past and we can find out together how to teach a new grammar structure, practising asking questions while exploiting students’ background knowledge and integrating ‘bigC’ and ‘little’ culture, and how to enrich our lessons with supplementary materials and creative tasks. Roundtable discussion
seeRadu The cult of schwa Intercultural learning through English: What’s new and what’s around the corner?
The session will invite participants to consider current issues, including Internet possibilities already available in a few classrooms, and perhaps, just around the corner for many more schools in Hungary. How many ways do you know of saying thanks? Join me and experience the fun of playing drama games like silly walks, handshakes, situation miming, one-word dialogues, or picture freezing. During this workshop you will have the opportunity to reconsider the potential enrichment of foreign language teaching through drama activities. The role of drama activities in language teaching; the presentation of different methods applied throughout the process of directing a play all the way to the stage. A few suggestions to help primary school teachers to develop skills and knowledge in order to make lessons well-organised units within a unified framework. The goal of our effort should be a balanced lesson with a clearly defined aim that is compatible with all preceding and following lessons. It can be reached by different ways. We will try to explore and assess a few of them. An attempt at a holistic approach to TEFL. It consists of verbal and non-verbal activities raising self-awareness at all levels of our being. They aim at personal and group development to create a nice and supportive
120
Latinovic
Jasmina
2015
Can learning English be fun for adult students?
Laufer
Batia
1993
Ease and difficulty in acquiring vocabulary
Laukova
Danica
2005
Language support in CLIL
Laurence
Eliot T.
1993
How to improve communicative style instruction
Lazar Lazar
Margarete Mark
2005 1997
see Felberbauer
Lázár
A. Péter
2000
New bilingual dictionary
Lázár
A. Péter
2001
Learners or bilingual dictionary: why and how less is more?
Lázár
Ildikó
1997
EFL’s greatest hits revisited (short games and activities)
Lázár
Ildikó
1998
Cultural games people play
Lázár (et al.)
Ildikó
1999
Culture teaching activities
TOEFL: the transition to computer based testing
atmosphere in class. It appeals to people (teacher or student) willing to reveal and explore themselves. Adult English students are not always willing to participate in tiring grammar, vocabulary and listening activities. Therefore teachers need to be prepared to offer something that will make them liven up, laugh and have fun after a dreadful day at work. This paper looks at vocabulary acquisition from the interlanguage point of view. How a combined influence of cross-linguistic and intra-lingual factors (e.g. similar sounding words) affect subsequent learning of new items through the leaner’s interlanguage. Students learning in the English medium are facing a dual task, that of learning the language in which the subjects are taught and, simultaneously that of learning the subject related content. Teachers too are facing a dual task – that of teaching language as well as subject content. This workshop focuses on discussing the rationale behind content based instruction and the role of language in content learning. The main purpose if this workshop is to share strategies and techniques that can be used to prepare students for the academic success in the English medium. The study will discuss some of the advantages and the drawbacks of the type of textbooks of which the popular ‘Streamline’ series is one example. It will contain several practical suggestions for improving the method of instruction. The TOEFL program will introduce a computer-based test in 1998 in most of Europe. This session will describe this testing initiative and its impact on educators and their students. Of the numerous new features of content and form marking this English-Hungarian and Hungarian-English dictionary, the talk will focus on some of the important ‘learner-anduser-friendly’ innovations that the authors hope allow specifically Hungarian users to gain faster access to more information in both decoding (E→H) and encoding (H→E) processes. The talk presents (i) a new desk-size (ii) an abridged desk-size English-Hungarian and Hungarian-English dictionary that target all Hungarian users of English but have many of the hallmarks of a learner’s dictionary. Learners need more, so what do you do to overcome limitations of size? A workshop based on Top Class Activities edited by Peter Watcyn-Jones and published by Penguin Books, presenting a variety of vocabulary games, discussion activities and quizzes. In this workshop we will try out several games and activities that can help students gain cross-cultural awareness. In order to assist our students in this process we have to present activities that highlight the differences and similarities between values, lifestyles and ways of thinking in various cultures. The talk will focus on the conclusions drawn from one particular Language through Culture course at ELTE. We would like to show you some cultural awareness raising tasks and games that have worked well in our English classes at
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Lázár
Ildikó
2005
Intercultural learning at TESOL
Lázár (et al.)
Ildikó
2009
IC-Europe
Lázár (et al.)
Ildikó
2011
What statue? Whose story? (Multiple perspectives and respectful communication in the EFL classroom)
Lázár
Ildikó
2015
Don’t be bystanders – create a community
Lee Lee
Michael Mike
1993 1996
see Hughes
Lee
Uliana
2005
The project approach to language education
LEE
William R.
1993
Four or five still unorthodox ideas about language learning
Leksi
Ymer
2015
see Koruti Stroka
Lemmer
André
1997
African story theatre: developing English skills across the curriculum
Lemmer
André
1997
Accredited inset programmes for underqualified language teachers from disadvantaged schools
How an EFL homestay can benefit your students and you
practically all levels and with all age groups from primary and up. This short talk will summarize the author’s contribution to and impressions of presentations on intercultural learning at the 2005 TESOL Convention in San Antonio, Texas. The main focus will be on the status of intercultural communication training in language teacher education with a few practical tips and tricks. This talk reports on an ongoing European project, ELTE DELP being one of the partners. It focuses on developing intercultural communicative competence in teenage EFL learners in four countries across Europe, through blended learning. The project involves materials design, preparing teachers to use them and monitoring the actual learning process. Materials, methodology and results will be shared with the participants. This interactive workshop introduces participants to activities and materials designed in the Pestalozzi Training Programme for Education Professionals (Council of Europe). The activities develop critical thinking, multiperspectivity and mutual respect through teaching EFL. Fifty tired teachers participate voluntarily in a professional development workshop in Budapest once every month on Friday afternoons. How come they keep coming back? The session will present this professional learning community through activities and discussions aiming to promote cooperation, inclusive education and successful intercultural communication in the EFL classroom and beyond. Come to Britain on one of See Europe’s homestay programmes! We offer short valuefor-money stays with lessons and/or sightseeing, in 36 centres throughout the UK. You may have tried the rest – now try the best! This workshop aims to equip teachers with techniques for designing and doing projects to provide learners with hands- on experience. We will discuss why the project approach is so important, its advantages and possible drawbacks. The teachers will have an opportunity to experience it firsthand and witness concrete outcomes. Bearing unilingual classes chiefly in mind, the speaker hopes to say something controversial about use of the learners’ own language at an elementary stage, continuity and discontinuity of teaching, learning from the learners, and the spirit of co-operation. (At least 20 minutes will be left for discussion.) The workshop will provide a demonstration of how activities flowing from drama scripts based on folk-tales from Africa can enable EFL students to develop the full range of English skills required by the curriculum while discovering the richness of the African cultural world. A large percentage (73%) of teachers in the Eastern Cape Province are underqualified. At the Centre for Continuing Education (CENCE) we are addressing this problem via accredited programmes (part-time) for inservice teachers who wish to upgrade their qualifications. The presentation will provide
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Lemut Novak
Tjaša
2010
Writing. CREATIVE writing.
Lévay
Andrea
2011
Play your way into English – National Geographic textbooks in Hungary
Lever
Steve
2003
Teaching for and beyond tests
Lever
Steve
2005
Personalising your classroom
Lever
Steve
2007
Lever
Steve
2007
Blockbuster 1-4
Lever
Steve
2015
From CLIL to ELT – learning to read, reading to learn
Lewis (et al.)
David
1997
Pitman exams: the what and the how
an overview of the principles and practices of the programme. Listening, reading, speaking and writing are all important when it comes to learning English. The first three are present in every lesson, well so is writing – in a way (i.e., through practising grammar, learning spelling, doing vocabulary exercises). However, there is much more to writing. Come to this workshop and ‘discover’ dozens of ways/exercises for creative writing that have worked in my classes. Maybe you’ll find some that will interest you and your students. This workshop helps teachers make young students reach their full potential as language learners. As teachers should always have a selection of challenging activities ready for eager students, the teaching tips and ideas on how to use Magical World materials help students learn more effectively. If learners are engaged in what they are doing they are more likely to learn. Small children need lots of short activities to keep them interested. There is focus on techniques to improve reading, writing, speaking and listening. In today’s seminar we will be looking at ways to maximize our students’ potential. Our role as facilitators of knowledge is to ensure that our teaching material contains activities which are holistic, humanistic and active. In this way we are preparing our students for tests as well as for the challenges they will face later on in life. The process of personalisation, which gives students the opportunity to utilise their own experiences, feelings and beliefs, helps ensure that they not only learn the language, but also how to use it. This talk will demonstrate how material should be structured to allow, support and encourage this. Access is a brand new series of textbook for young learners in upper primary. The four volumes give useful language, enjoyment and, in the meantime, it helps learners acquire language learning skills and competences, which will be extremely useful in their future language learning. The presentation will give information on the course components, the approach and provide teachers with examples so that they can see how perfectly it works in upper primary classes. Blockbuster is a new 4-piece EFL textbook series written for secondary schools. The presentation will provide information on the modular course content which incorporates cross-cultural approach, and focuses on developing the four skills following the guidelines of the European Framework (A1B1+). We would like to show how effective Blockbuster is in preparing students for the intermediate level final examination (B1 level). There has recently been a resurgence of in interest in CLIL. While implementation still remains problematic and to a certain extent controversial, teachers have recognised the value of combining language with other disciplines. We will discuss ‘soft CLIL’, the benefits, how to implement it in the classroom. The aim of this talk is to introduce the Pitman exams, as one possible international exam available in Hungary. Also to discuss our experiences in preparing and assessing
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Lewis
David
2000
Using authentic video
LEWIS
Gordon
2009
Bringing technology into the classroom
Lewis
Gordon
2009
Activities to promote thinking skills in young learners and teens
LEWIS
Michael
1995
The lexical approach
Ligeti
Róbert
1997
Students go public via the net
Liiv
Suliko
2002
Key messages towards mixed ability teaching
Liptay Liruso
Orsolya Susana
1999 2008
see Bélavári The use of portfolios in EFL/ESL teacher training
students for different levels over the past three years. I will be presenting some ideas on how to use authentic video (e.g. broadcasts, soap operas, films) and how to adapt the material for all levels. The digital revolution is changing the face of education. Materials designers are experimenting with new paradigms to fully exploit and integrate technology, but the process has not been easy and the results still feel rooted in the experiences of the world of print. As technology progresses, pedagogy- a methodology for teaching with technology, is not keeping pace. In this talk I will look at emerging best practices for digital media and program design. In the process I will work through the veritable jungle of jargon to understand key concepts such as learning objects, engines, social networking, and the ever elusive web 2.0 and their possible application in ELT materials design. In particular, I will explore the distinction between activities and tools and how new technology has the potential to offer students and teachers flexibility to modify and control their content through authoring and flexible delivery options. Most educators agree that language activities are more motivating when they are purposeful and challenging. Higher order thinking skills and problem-solving are two aspects of learning which can make an activity meaningful and exciting for students. In this lively workshop we will try out activities that have worked in YL and secondary classrooms around the world. Language does not consist of grammar and vocabulary, but of ‘chunks’. This has considerable implications for what we teach and how we teach it. I will explain the theoretical background briefly, then discuss and demonstrate practical exercise types and classroom methodology.Far from dull theory, the Lexical Approach presents teachers with a challenge and an opportunity to revitalise their teaching. Aspects are controversial, and much traditional methodology is challenged and discarded – but for good reasons, based on the nature of language and learning. The Approach will appeal most to teachers with an open mind and a sense of enjoyment who value their students’ efforts to communicate far above dry grammar and formal accuracy. Come prepared to relax, to be surprised and (maybe) to change your mind. In order to involve students in English communication and to let them experience real-life communicative situations, we organised a mini-project using the Internet in the class. First students ‘talked’ to strangers at Schmooze University, then published their own writings on the net. Publishing proved to be a great challenge for them by providing them with strong motivation. Most of our classes are heterogeneous. Teaching mixed ability classes is very timeconsuming but has always been a challenge. The talk will focus on the following issues: the role of a teacher, awareness of individual differences, co-operative learning and key issues towards mixed ability teaching. In this talk, we will describe the use of portfolios for promoting systematic reflection
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(et al.)
Liss
Kerstin Sylvén
2005
Extramural exposure to English among Swedish CLIL students
Lissák
Bertalan
2005
Pass to Emeltszintű Érettségi is FCE
Litovkina Tóth
Anna
1996
Integration of proverbial language into the English curriculum
Lloyd
Angela
2015
Have you ever touched a stranger on the head? Prioritising cultural content
Lloyd
David
1999
The Internet: learning English in a real environment
Loch Loch
Ágnes Ágnes
2001 2004
see Albert
Loch Loch
Ágnes Ágnes
2006 2006
see Dévény
Loch Logan
Ágnes Marina
2007 2012
SIG moderator
The role of teacher training in teacher development
What do they prefer? Teachers’ and learners’ opinions on test types
The CouchSurfing Project: quintessentially intercultural and
in a L2 teacher education programme at the Universidad Nacional de Cordoba, Argentina. The activities included in the portfolio are: observation schedules, journal writing, teacher and trainee e-mail dialogues and learning logs. Descriptions will contain real samples from the trainees. Being aware of students’ extramural exposure to English enables us to provide a meaningful content within the intramural curriculum. In this paper, results from a pilot study looking into what types of contact Swedish CLIL students have with English outside of the school curriculum are presented and discussed. In this workshop I draw attention to the striking similarities between the Cambridge First Certificate and the Emeltszintű Érettségi exams. Besides I wish to give practical help about how to prepare for the exam and will also provide the participants with a free copy of an exam preparation book from Cambridge University Press. The purpose of my paper is to show different ways of manipulating well-known American and English proverbs in the language classroom. Some areas where they can be incorporated into the language curriculum are discussed: 1) grammar and syntax 2) phonetics 3) vocabulary 4) culture 5) reading 6) speaking 7) writing. English courses for people working or preparing to work internationally also aim to teach intercultural skills. In this interactive session, we will consider what kind of intercultural knowledge is useful to achieve this goal, which methods make sense, and how the language choices we make reflect our intercultural competence. The Internet is not just another tool for education. It offers a new type of educational experience, and allows us to do things that were never possible before and to go where we could never go before. Through properly constructed integrative lesson plans, we are able at last to learn English communicatively and interactively. Using the Internet as an information tool, English is seen as, and becomes part of, the working environment. The presentation describes the three main components that build up teachers’ beliefs and knowledge (teachers’ former learning experience, teacher training and teaching experience). The study is based on interviews conducted with teachers who participated in the highly successful Service English Project (University of Edinburgh). Additional data were collected by using the foreign Language Attitude Survey and the Beliefs About Language Learning Inventory. The paper presents and compares the results of two questionnaire surveys on how teachers and language learners assess the testing potential of different task types. The results are analysed qualitatively and statistically, and are related to empirical research results from comparative studies on task types in testing reading comprehension. A web-based community, The CouchSurfing Project allows you to bring real people and
125
pedagogically practical
Lomniczi
Ágnes
2010
How contemporary is your English?
Lonćarić
Anja
1994
The elements of visualization in EFL
Lonergan
Jack
1991
Using video in class
Loras
Vicky
2013
Professional development for now and the future
Lőrincz
Tamás
2000
Be aware of the news
Lőrincz
Tamás
2001
Take a look inside
Lőrincz
Tamás
2002
The role of personalisation in teaching adults
Lőrincz
Tamás
2003
Bring ‘out’ what’s ‘inside’ an adult’s head
Lőrincz
Tamás
2003
Monolingual dictionaries: the real guide to real language learning
real intercultural communication into your home and into the classroom. Find out how this system works, what it is based on, and how you can use it for teaching purposes. This interactive talk is aiming to familiarise the participants with the experience of attending a teacher training course at Bell, Cambridge. We will look at the ways of dealing with new words appearing day by day and other interesting current trends in the use of contemporary English. Finally, there will be useful resources offered Relax your students, they will achieve better results. Visualization is a technique for using the imagination in a creative and positive way to bring about desired changes within ourselves. Relaxation technique. Early memories. A guided exercise – visualization in practice. Activities can be used in various stages of the lesson at various language levels. This talk will delve into the topic of professional development, both for novice and experienced teachers as an ongoing learning experience – which can be a pleasant and constructive / collaborative one at the same time. Not only course books (e.g. Prospects, Reward) but easily accessible sources of information (the Internet, radio or television news and other broadcasts) could be involved in dealing with events. In this workshop I would like to show some means of making dealing with the news a bit less enforced and much more regular and central to our teaching. We will take a look at some current news items and work with them in different activities ranging from 5-minute ones to long projects embracing several fields and numerous lessons. This workshop aims at introducing a new interactive adult course Inside out, which gives back adult students their selfconfidence. We are going to use a selection of activities which have been designed to develop real life communicative skills and powers of self-expression. Inside Out is Macmillan’s latest series for adults and young adults. Now the course is richer with a new level. The pre-intermediate level follows the tradition of incorporating learners’ own experience into the learning process. In this workshop we are going to see how this course exploits this very efficient teaching tool. Macmillan has finally completed their fresh, lively and exciting adult course. Inside out is a unique compilation of the latest methods and ideas. The principle of Inside Out is the respect paid to the learner. The authors’ endeavour with the course is to show how it is possible to bring out the best in our students, using them as resource of information. Macmillan has compiled a huge database and contracted the cream of the lexicographer profession and created a dictionary ESU Duke of Edinburgh award. In this workshop I would like to show what more you can use a monolingual dictionary for beyond looking up words. Concentration on the real needs of students at the appropriate level is at the heart of the ‘Macmillan dictionary writing method’. Identifying these needs and meeting them is our main objective with our Essential and
126
Lőrincz
Tamás
2004
Creative tasks to enhance adult learners’ skills in using English
Lőrincz
Tamás
2010
Customise your professional development
Lőrincz (et al.)
Tamás
2010
ICT: bringing the real world into the classroom – roundtable discussion
Lőrincz
Tamás
2011
Creating the ideal blend – using online resources in language exam preparation
Lőrincz
Tamás
2013
Mentoring – professionaldevelopment at its best
Lőrincz
Zsuzsa
1991
LOTT
Hester
2006
The present and future of MTV English New horizons in grammar teaching
Lowery (et al.)
Dennis
2011
Teaching tolerance and crosscultural understanding through summer camps
Łuczak
Agnieszka
2015
Classroom management – share the responsibility with your students
Lugossy
Réka
1995
A time to sing
Lugossy
Réka
1996
A wardrobe of one’s own
Advanced dictionary alike. In this workshop we are going to take a look at some activities from Inside Out Elementary. They prove that even at this level it is possible to be interesting, creative and personal. Some fun and interesting speaking and listening tasks, and motivating reading and writing activities will be introduced, which you can use with your groups to create a motivating teaching-learning environment. In this talk we are going to discuss how Twitter and Twitter-communities can help teachers become the masters of their own professional development. These practical suggestions and ideas will help teachers create and shape their own personal-professional learning networks to become confident practitioners who are passionate and enthusiastic about teaching. It has been a recurring request from IATEFLH ICT members at various events to have a roundtable discussion that would allow participants to talk about some of the issues connected to ICT in greater depth. We are very happy to announce the first such discussion with some of the speakers of the conference as well as some important representatives of ICT in Hungary. The internet is awash with free and not-so-free practice materials for different language exams; but choosing the ones that are appropriate and useful is a real challenge. Having a course supplemented with materials that are just right is a great help. This talk introduces the variety of blended learning solutions available for teachers preparing students for the Euroexam. Participants will get a taste of the brand new C1 preparation course too. In this talk I would like to encourage and convince teachers that the best way to become a dedicated life-long-learner teacher is by becoming a mentee and a mentor. Focusing on the professional development of another person makes us all the more dedicated to our own professional growth. I will be looking at grammar texts which are currently in common usage, and also at some new grammar textbooks. I will be exploring how they can be used in practice, with a view to establishing a clear, new approach to grammar teaching. Explore our summer camps for upper-primary school kids and their English teachers from across this region. Participants are of different ethnic groups living side by side, where experience to improve mutual tolerance is still developing. And find out how your school can apply for this summer’s cost-free international camp! Participants in this hands-on workshop can try out ways to improve their classroom management and involve students in the process. I will demonstrate how deal with common challenges in class by finding out possible reasons behind them and actively engaging students in problem solving and maintaining a positive learning environment. Monday-morning activities to rejoice in when presenting songs from Joseph (rock-opera), including suggestions for warm-ups, listening, reading and writing activities. Although one of those rare children’s books
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Lugossy
Réka
1997
This is the way I ‘mos’ my face: some features of Hungarian children learning English
Lugossy
Réka
1999
Young learners’ strategies in making sense of stories
Lugossy
Réka
2005
Teachers’ beliefs about using stories in the EFL class
Lukács Lukács
Krisztina Krisztina
1993 1997
see Fallier
Lukács
Krisztina
1998
see Szálka
Lukács
Krisztina
2000
LUKÁCS
Krisztina
2001
Roll call: who is missing in teacher education? What the English teaching profession can offer
Lukács
Krisztina
2003
Lyall
Renata Winker
Lyon
Janet
1993
Oral placement testing at Brno Technical University: a case study
Lytvyniuk
Olga
1994
Cross-cultural contact in English
The learner’s role in teacher development
which are enjoyed even by children The lion, the witch and the wardrobe is too scarcely known among Hungarian readers, the workshop will bring forward suggestions for interacting children’s literature and language teaching through a variety of activities developing more than four skills. Adaptable to different age groups. The talk will reflect on current research on children’s foreign language learning, with special focus on Hungarian children acquiring English between 7-10. The presentation will look at the strategies young learners seem to use when they make sense of a story told to them in English. It will also reflect on how teachers’ strategies build on learners’ strategies in order to scaffold the process of meaning making. In spite of the cognitive, affective and linguistic benefits of telling and listening to stories, the convention in most schools is to regard narrative as a decoration instead of exploiting its potential as a tool for learning. In my presentation I will analyse some of the explicit and implicit assumptions teachers have about using stories in the primary and secondary EFL class. What useful questions can teachers ask their learners about what they teach, and about how their teaching affects learning? Can they afford to listen? Can they afford not to listen? Roundtable discussion In this talk I would like to ask a few wideangle questions about language teaching in Hungarian state education, and some related issues of teacher training. Those of us working in these two fields may feel under-valued, overworked and underpaid, but is our morale getting undermined, too? We may be working in less than ideal circumstances, but what are our strategies to survive? Do we fight, do we flee, or do we stay and acquiesce? If we decide to stay and fight, do we have a voice? Do we have something worthwhile to say? What is our creed? What are our allegiances? Ultimately, what role are we prepared to play in today’s complex educational scene? What can we offer?
see Halápi Multiculturalism and teaching
Several theories and interpretations from various sources will be looked at, and the difficulties emerging from one’s definition of multiculturalism will be talked over. Application models of activities in multicultural teaching will be discussed, as well as their applicability from one country to another (eg. Canada --> Europe). The school as role model in multicultural teaching will be defined. Teachers of English as a subsidiary subject will be familiar with the problem of mixed ability classes. Where language teaching hours are limited there is a clear need to test students before their first lesson to maximise available language learning time. This workshop deals with the introduction of an oral placement testing system at Brno Technical University. The workshop will include assessment of videoed interviews. In the teaching of English, cross-cultural
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acquisition: how to reach harmony?
Macdonald
Mairie
2000
Using a dictionary CD-ROM in the classroom
Mack Mackenzie
Alasdair Ewan Robin
2002 1997
see Hegyi
MacWilliam
Iain
1993
‘How was it for you, darling?’ or the nature of supervisory intercourse
Madarász
Bea
2013
English language competitions can be fun!
Magay Maglic
Tamás Marko
2003 2008
see Kernerman
Magnucz
Zsolt
2002
Bible, crutch or treasure chest? The use of monolingual dictionaries
Magnucz
Zsolt
2003
Improving communication skills through task-based learning
Magnucz
Zsolt
2004
Multimedia courses: the flexible way to learning and teaching English
Maguire
Brian
1997
Calling cultures, strategies and styles
contacts concentrated on British studies can hamper English acquisition. The component involving studies of the learner’s own land in the teaching process helps greatly. To reach a harmonious solution to this problem, it is necessary to determine the ration and ways of presenting. Demonstration of the ways in which Cambridge International Dictionary of English can be used for lesson preparation and for self-study, a few tasks to the teachers and a look at how electronic dictionaries differ from paper ones.
Experimental learning: a case study
‘Gaming English’ – video games (MOLGs) and the foreign language learner
I shall present some materials deriving from an informal investigation into supervisory dialogues, in which trainer teachers and their supervisors/mentors discuss lessons which have been taught and absolved. Some conclusions will be drawn about the most profitable directions such discussions might take. English language competitions have a huge impact on the students’ motivation. Every year a language competition is organized for all class 8 children (age 14) coming from different elementary and secondary schools in Gödöllő, a small town near Budapest. This presentation focuses on breaking out from everyday teaching attitudes and it reinforces creativity, language and culture in an enjoyable way. Though arrived in the „Information Age’, video games still seem to be something ‘mysterious’ in school, as well as in the foreign language classroom. In this talk we will have a theoretical and practical look at current video games and their potentials for the language learner. The workshop explores the reasons why monolingual dictionaries can offer more in certain situations than bilingual ones. The main focus will be on a selection of exercises with the help of which you can eliminate the students’ uneasiness about using monolingual dictionaries. You will also have the opportunity to get familiar with the main features of successful Longman Dictionaries. Tasks are goal-oriented activities which create a real purpose for language use and provide a natural context for language study. These reallife and meaningful activities provide excellent opportunities for integrated skills development. We will have a look at how this approach is manifested in coursebooks. Multimedia courses offer new possibilities to students and teachers. This workshop will highlight the advantages of these new ways of learning and teaching English and also try to show the power of these next generation materials. In this talk I shall describe the procedures and outline the results of research into the relationship between field independence/dependence learner strategies and cultural background. One of my main research instruments was the CALL text reconstruction programme ‘storyboard’. By linking the computer up to a VCR I was able to record the performance of the task on videotape enabling me to analyze the data in terms of the strategies being used by students.
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Magyar (et al.)
Miklósné
2001
Testing writing in a communicative way
Magyarics
Péter
1993
Exploiting video resources in the teaching of grammar
Magyarics
Péter
1994
Hammering grammar?
Magyarics
Péter
1995
Humanistic ways of pushing the learner
MAINGAY
Peter
2000
Tactful teaching
Maingay
Peter
2000
Making writing fun: using rewriting techniques
Major (et al.)
Éva
1997
The new matura (year 12) and the basic examination (year 10)
Major
Éva
1998
see Fekete
These results were then related to individual cognitive styles and cultural determinants were then taken into consideration. The presentation aims to make the audience be aware of the relevance of the new communicative examinations. In the session some guided writing task types and text types will be introduced and analysed. There will be an opportunity to be familiarised with them. My experience as a teacher and teacher trainer tells me that if there is anything in ELT that poses a problem to the (in)experienced teacher and learner, it is how various structure items can ‘painlessly’ be incorporated into the teaching process. How can the highly stimulating video help overcome this? My talk will try to give an insight into the matter from a practical ‘down-to-earth’ point of view. The double meaning of the title suggests a major concern for the teacher: should grammar be hammered out of the teaching of English or should it be hammered into the students’ heads? My presentation will outline a few ideas how various structure items can be incorporated into the language learning process. Would anyone ever question the need for an environment where students can focus on their sense of security in themselves in the class and in the student-teacher relationship? How can the teacher then work into this environment the hard, cold reality of formal training and the pressure of examinations? Effective teaching is not only a matter of good planning, good material, good activities, good classroom management and motivated students. If we add these together, our description will fall short of a complete picture of effective teaching. What is missing in that picture is what I call tactful teaching or teaching intelligence. In this plenary talk I will attempt to describe both what that teaching intelligence comprises and how its development might be included in training or development programmes. I will also look at its parallels in teacher training – training intelligence. Is writing still the poor cousin? I’m not sure but I do know that it’s often not a very popular part of language learning, at least at secondary level. In this workshop, we’ll be trying out some textual intervention techniques – above all, re-writing – to see if they might turn out to be both motivating and effective in developing better writing. You might begin with rewriting this paragraph in a different genre – as an advertisement in a daily newspaper, for example, using some new wonder method. What changes did you make and why? Now come back to the original paragraph: Where does it deviate? Now write your own… or come to this workshop. Or both. Along with the reform of the examination system in Hungary, a national project is emerging to develop and administer the new Year 12 and Year 10 examinations in EFL planned to be introduced in 2002 and 2004. The project is supported by the Hungarian Ministry of Education, the Hungarian Ministry of Labour and the British Council. The presenters will briefly outline the framework of the project and invite future contributors to answer all (!) possible questions.
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Major
Éva
2003
see Halápi (2003)
Major (et al.)
Éva
2003
Lessons learnt from the first national trial school-leaving examination
Majoros Makarics
Éva Adrienne Ágnes
2007 2002
seeHayder
Makarics
Adrienne Ágnes
2006
A new revolutionary method of language acquisition
Makhlouf
Sanaa
2013
Structured academic controversies: creating friends, not foes in classroom debates
Malderez (et al.)
Angi
1992
Introducing the test of language competence – the orals
Malderez
Angi
1992
Poems in the language classroom
Malderez
Angi
1992
Tradition and innovation or music, substitution tables, poetry and songs
Malderez
Angi
1992
see Bodóczky
Malderez
Angi
1993
Evaluation of teaching experience component, Bp. ’92-‘93
Malderez
Angi
1993
How not to ‘throw out babies with the bathwater’?
Malderez Malderez (et al.)
Angi Angi
1994 1994
see Dörnyei
Malderez (et al.)
Angi
1994
Investigating drama as teacher development
Dictionary work with young learners
Pairing and grouping activities
In May 2003 the first comprehensive trial school-leaving examination was administered in 5 subjects: Hungarian language and literature, History, Mathematics, German and English. Approximately 400 students took the English language examination in 42 schools at two levels all over the country. The presentation will give a summary of the most important lessons learnt from the first statistical analysis, as well as implications for teachers preparing for the exam. The presentation will be given in Hungarian. The aim of this workshop is to show and teach fellow colleagues some student-generated activities for young learners at elementary and pre-intermediate levels. The tasks should teach young learners how to make dictionary work more enjoyable, more interesting and more intensive, especially at the early phase of learning a foreign language. We intend to present a brain activity and physiological parameters-guided learning process based on multimedia application. This system can bring the brain activity down to the alpha level. When this level is achieved the special visual and acoustic learning processes start. As the learned words and terms are stored in the long-term memory the remembrance process is faster. The purpose of this study is to explore a pedagogy known as Structured academic controversy, which aims at teaching students a debate-like strategy helping them present their own opinions but accept the others’. Students build consensus rather than disagreement; thus, the end result is a win-win rather than a win-lose situation. The new language proficiency oral exam aims to assess would-be teachers’ communication competence. Its interaction component is a group examination of three candidates, which is a departure from the traditional interview type exam to focus on interactive skills. For practising teachers. Taking some ‘traditional’ classroom activities and adding the ‘innovative’ and taking some ‘innovative’ activities and discovering the traditional roots. A workshop to provide not only ideas for classroom activities, but also food for thought. Talk on findings from the 7/8 data sources for Evaluation the T.E. component ’92-’93 at CETT, Budapest. (Paper presented at Hong Kong 2nd International Conference on Teacher Education, March ’93.) Workshop on incorporating communicative principles into tried and tested teaching methodologies. An active session where, hopefully, the above will be demonstrated. Modern ELT methods need students to work in pairs or groups. This area of classroom management can be a tricky one for teachers. The workshop will demonstrate some pairing and grouping activities which may help both make the best use of lesson-time and achieve interaction between all students in the group. The session will have two distinct phases. The first will report on the experience of drama
131
Malderez
Angi
1995
‘Choice’ in the secondary classroom
Malderez
Angi
1996
Mentoring: learning it & doing it
Malderez
Angi
1996
Personalise it!
MALEY
Alan
1991
Maley
Alan
1991
MALEY
Alan
2015
ELT in the nineties – continuity and change Writing in the EFL classroom – a student’s response The eternal triangle – past, future and present
Maley
Alan
2015
Writing Creatively: The Power of Constraints
Mándli
Szilvia
2006
Mándli
Szilvia
2006
‘This house believes that democracy is the best system of government for all nations’ Get debating!
courses in the context of an initial teacher education programme, from the perspectives of the tutor and the participants. The second phase will involve participants actively in ‘sampling’ some of the activities and processes used. We can only give learners choices in matters over which we have control. We will consider which of our decisions can – and might better – be made by our students. We will also begin to look at some practical ways of giving our learners choices. This talk explores roles of mentors in professional development, and how the skills for those roles can be learnt. Audience contribution will be appreciated. This is a new look at what it can mean to personalise activities and textbooks. It is a workshop which will give participants a few ideas to take away and use in their classrooms.
Kierkegaard claims that ‘Life must be lived forward but can only be understood backward.’ So I shall review the major developments in ELT since 1960, explaining why I believe an historical perspective to be useful, and regretting our relative neglect of where we have come from. The Spanish poet Machado proclaims that, ‘Hoy es siempre todavia.’ (Today, the present moment, is always becoming.) So I will explore the still point between the past, including our own personal pasts, and the unfolding future. I will address questions such as ‘How do new ideas come into being, and how do they spread?’, ‘How can teachers ride the wave of unpredictability as it surges through their classroom?’ ‘What part might spontaneity and improvisation play in our teaching?’ Concerning the future, ‘there are those who let it happen, those who make it happen, and those who wonder what happened.’ (John M Richardson). So what does the future hold for ELT, and what, if anything can we do about it? Some of the issues addressed include: the changing role of English in the world, the constant advance of control culture in education, the implications of technological change and consumerism leading to the end of humankind as we know it. Cicero reminds us that, ‘The future will give us something to think about.’ Too right! Contrary to popular belief, creative writing is not ‘too difficult’ in a foreign language. Neither is it a matter of ‘letting it all hang out’. To the contrary, one of the great advantages of writing creatively is the need to work within constraints. Activities combining constraints and freedom of personal expression will be at the centre of the workshop. We shall explore a number of simple techniques together – and generate some interesting texts. This will be a practical, hands-on workshop. Bring paper. Bring a pen. Bring your whole self along! Demo debate with the students of Révay Secondary Grammar School (Győr). Why? ‘It is the only useful activity I found in my school that helped me prepare my entrance exam’. The student has been admitted to the university of law. ‘Debate has made me more
132
Mándli
Szilvia
2007
Debate – why?
MARASESCU (et al.)
Monica
2002
Newly qualified teachers: roots and routes
Margittay
Lívia
1997
see Szirkó
Margittay (et al.)
Lívia
1998
Preparing and using up to date material for teaching culture
Margittay Marinič (et al.)
Lívia Zdenka
2001 2002
see Magyar
Markova
Zarina
2006
The adventures of Winnie-the-Pooh or how to engage various learners’ intelligences when teaching English
Markovic Hajdarhodzic (et al.)
Dijana
2014
Incorporating cultural identity in the English language classroom
MARSHALL
Simon
2006
I’m bored!
The Slovenian primary school leaving examination
confident. I got better grades at every subject.’ ‘I became more tolerant and open-minded and made great friends all over the world. I am hooked to debate.’ ‘It has helped me pass my advanced level of English after studying English only for 2 years.’ This is what my students think of debate.Join us for a demo debate. If your students don't have speaking skills, they'll develop them – quickly. Debating will teach them how to think on their feet. It will also help them learn how to make a clear and concise argument in a given amount of time. Debate not only helps them develop their speaking and reasoning skills, it's fun, too! – the workshop will provide plenty of ideas to take home and try out with beginner debaters. The roots of the project Support for newly qualified teachers were identified in the needs novice English teachers in Romania have in the period of transition towards a new system of teacher certification. The presentation will take you along the routes carefully chosen by the project team for the ‘cuties’ embarked upon this journey of teacher development. At certain ‘stops’, just like in a Formula 1 race, the support team were for them, offering the expertise of teacher trainers and mentors, as well as an up-to-date self-help resource centre. A report on the results of the field work of the British Cultural Studies secondary school group in England in June 1998. Slovenia is undergoing a major curricular reform in primary education, one of which is the introduction of external assessment at the end of primary school for all subjects. Developing examinations of any kind and for any purpose is a hard and time consuming process to which any shortcuts are warmly welcome. Participants of the presentation might benefit from the Slovenian Testing Commitee’s experiences that have been developing examination for English with the help of consultants from Lancaster University. The talk will inform you about the implementation of Gardner’s theory of multiple intelligences in primary school. The presenter will offer activities, based on Milne’s book Winnie-the-Pooh, which give students opportunities to learn English and demonstrate what they learned, in ways that align with their areas of strengths and interests. One’s identity in a multicultural society in the 21st century is a complex one which includes one’s ethnic or religious origins, and the society to which one belongs as a citizen. In this workshop we will demonstrate activities that encourage students to embrace their roles as individuals with complex identities. My plenary aims to address an area of concern to many teachers and learners. Novice teachers often feel responsible for the boredom of their students which causes them great anxiety. Based on research data, personal experience and action enquiry, I intend to identify the approaches to teaching which many learners find frustrating and, alternatively, those that they find liberating and motivating. The various meanings of ‘I’m bored!’ will also be investigated. We will also examine how we can fend off boredom from
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Marshall
Simon
2006
A taste of humanism: the Pilgrims way
MARTIN
David S.
1998
Enhancing cognitive development of ESL students
Martínez Madrigal Martinovic
Ágnes Anna
1994 2004
see Gy. Kiss
Máslová
Leona
1998
Learner training in the classroom
Máslová
Leona
1999
What makes listening difficult?
Matei
Gabriela
1996
Tools for thinking (about teaching): Tagmemics, metaphor and ‘loop writing’
Máthé
Elek
2002
‘I still haven’t found what I am looking for.’ A beginner’s guide to successful searches on the Net.
Máthé
Elek
2003
see Számadóné Bíró
Máthé
Elek
2004
SIG moderator
Máthé
Elek
2004
World – Language and the Year of intensive language learning
Using poetry to practice writing
our own teaching and revivify our classroom practice. This practical workshop will present a variety of activities which embody Humanistic Approach which has characterised Pilgrims Teacher Training courses for the past 30 years. You will gain insights into the world of NLP, Multiple Intelligences and many other creative and motivating ways to inspire your students. Overview of cognitive education and the critical thinking skills movement – Key terminology in the teaching of thinking – Planning lessons which incorporate critical thinking skills – Examples of critical thinking episodes – Comparison, categorization, sequencing, drawing conclusions, and cause and effect – Factors in adopting critical thinking programs into the classroom – Results of cognitive education programs with school-age learners – Applications of critical thinking to ESL learners – Questions to be investigated Poetry can be a useful tool for practising general writing skills, as well as learning about culture. Due to its brevity, poetry is ideal for use in the classroom. This workshop will demonstrate how a teacher can explain the overall structure of writing an essay, specifically an essay on literature, through a poem by one of Canada’s most esteemed writers, Margaret Atwood. Listening is still by far the most neglected skill. In this session we will look at some practical ideas to help students ‘to listen’ by addressing some of the sub-skills involved. The workshop will introduce activities based on the concepts of ‘loop writing’, tagmemics and metaphor as tools for helping people to gain new insights and ideas about their own teaching (and more!). There will be illustrations of these techniques being used by student teachers in an inquiry-oriented approach to teacher education. Do you always find exactly what you are looking for on the Net? Do you always find it quickly? If not, maybe you’ll get some tips during this workshop. A brief review and comparison of the major search engines and directories, their search algorithms and philosophies; which site to use for different types of searches, how to formulate a search phrase. The information you need is most probably available somewhere on the Net, but if you don’t have effective search strategies, you might never find it.
What are the experiences we have gained so far during the two years of the World – Language programme? What have we achieved and what are the issues still waiting to be addressed? What plans do we have for the future? What information about the Year of intensive language learning is there available? What kind of help can teachers hope to receive if they want to use computers in their teaching? Questions, questions... Let’s hope this talk will answer at least some of them...
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Máthé
Elek
2006
What’s all the buzz about Web 2.0 and how can it help me in my teaching?
Máthé
Elek
2008
‘Computers in teaching English’ – a teacher training DVD
Máthé
Elek
2011
An uncourse of ICT in ELT
Máthé
Elek
2014
Matheidesz
Mária
1994
You’re at school – please turn on your mobile phone Lists or know-how?
Matheidesz
Mária
1997
Taming management for teachers
Matheidesz
Mária
1998
Lessons from Criss Cross
Matić Cvejanov
Tamara
2015
Developing bilingual children by teaching drama in English to very young learners
Mátóné Szabó (et al.)
Csilla
2010
Expectations and reality – language course in a native setting
Mátrai Mautthner
Márta Ilona
2009 1997
see Enyedi
Mavar
Ana
1996
Enjoying reading
Mavridi
Sophia
2013
Digital plagiarism vs. digital citizenship: a war of words
Business English projects for engineering students
Web 2.0: how it is different from the ‘old’ web, and why is everyone so excited about it? I’ll offer some possible explanations and show why it is perfectly suitable for teaching English and why it is a goldmine for novice web user English teachers. Download the presentation materials from here. In April 2008, the Ministry of Education and Culture published a teacher training DVD, ‘Computers in teaching English’. It contains activities recorded at English lessons where computers are used and comes with an accompanying booklet plus has a support website, ictenglish.com. This talk will introduce this DVD. Web 2.0 is the antithesis of traditional education, so learning about it should reflect this nature. The ‘uncourse’ is aimed at being a free exchange of ideas, an open forum on using technology in ELT. Participants are encouraged to share their successes or failures using ICT, thus contributing to the discussion. Relevant questions will be answered, ideas will be shared. This talk will give some tips and ideas for using mobile devices for teaching English. The workshop will introduce ways of making teaching techniques and classroom activities ‘teacher-friendly’ and flexible for use in different situations. The main aim of the workshop is to encourage teachers to modify and design their own activities. The workshop will also give ideas on how to help teacher trainees with planning and setting of classroom activities successfully. This workshop will raise general management issues which are relevant to teachers as well, and some techniques and exercises will be presented which can help teachers develop an awareness with which to handle certain problems. The workshop focuses on stimulating and fun drama activities helping very young learners acquire English language in an enjoyable atmosphere. It is based on the research I have made working with very young learners in an international kindergarten in English language. The aim is to provide teachers with fresh teaching ideas. Spending some time in a native setting for a learner of a bilingual school is essential and a legal requirement. We regularly organize language courses in Barnstaple, England, and we intend to find out the real benefits of the course. To achieve our aims, we assigned and analysed a questionnaire. Based on the result of a needs analysis, a project-based syllabus has been developed to meet the specific needs of engineering students who need English in business situations. The paper discusses the development, implementation and evaluation of projects which have proved to be motivating and rewarding both for students and teachers. This presentation is concerned with our effort to involve young learners more in the reading process. Suggestions are made on how to help students become real ‘thinking readers’ and above all on how to find pleasure in reading. The internet has created new opportunities for students to easily access information and
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Mayer
Csilla Réka
2006
Self-respective practice in training EFL teachers (Video assisted microteaching)
McCabe
Peter E.
2005
The e-campus: embedding online learning in the ELT classroom
McCARTHY
Michael
1996
Spoken and written vocabulary
McCarthy
Michael
1996
Principle and practice in vocabulary teaching
McCLOSKY
Mary-Lou
2005
Visions: teaching English language through literature and content
McClosky
Mary-Lou
2005
Cooperative language learning: go with the flow
McCullough
Paul
1999
The chef, the conductor, the
plagiarise. In this interactive workshop, we will discuss how educators can empower students to be responsible digital citizens and explore effective and practical ways to help them understand that originality, integrity and ethical internet use do matter. Living in the 21st century’s world, hungry for communication and enthusiastic about developing different practical skills instead of filling heads with theoretical knowledge, we still face the same old situation in teacher training institutions: lectures, theory, definitions are still exceeding at the expense of creative and self-reflective practice. Theory is essential but it’s worth nothing to preservice teachers without some real or at least realistic practice. There I’m going to present my own solution for this problem since I have been using video supported microteaching sessions with university students at the Pannon University in the last three-four years. In recent years there has been considerable growth in web- based learning. However, this has yet to find its way into the ELT classroom. This presentation examines the way in which online materials can be embedded into the classroom curricula and used for in-school and out-of-school practice. The talk will consider corpus evidence for differences between spoken and written vocabulary, considering what difference there are in the items that occur and what difference there is in text coverage. It will also argue that corpus evidence is not enough and what really matters is the way the spoken language places distinct demands on vocabulary use. Implications for teaching will be explored. In this workshop we look at a number of principles in vocabulary teaching and how these may be put into practice in exercises/activities and classroom communication. We also consider some principles that refer to using reference works. Content-based English language learning is an efficient means of providing effective English language instruction while promoting essential content-area learning for English learners. Literature is one excellent source for a vehicle for content-based learning. This presentation includes research on and rationale for content-based instruction, models for content-based instruction, criteria for effective content-based instruction. Effective strategies for delivering contentbased instruction are outlined, including: making content clear and comprehensible, increasing interaction and engagement in learning, and improving learners’ thinking skills and learning strategies. Participants will discover the principles of effective cooperative learning and ways that cooperative learning can help to scaffold language learning experiences. Six effective and flexible cooperative learning structures that can be adapted for many language teaching and learning goals are demonstrated: Think-Pair-Share, Numbered Heads Together, Round Robin/ Roundtable, Peer Tutoring, Inside/Outside Circles and Carrousel Brainstorming. Handouts and web resources will extend the learning. Do you ever wonder how it is possible that
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gardener and the goose feeder
McDonald
Annie
2012
Helping students become more effective listeners
McEwan
Ian
2001
Literature corner
McLean
Alan
1993
British culture: What? + How?
McLean
Alan
1994
Only connecting: literature and cultural studies
McRae
John
1997
Enabling language
McRae
John
1997
Cultural awareness
Medalis
Christopher
1998
TOEFL: computer-based testing and beyond
Medalis
Christopher
1999
TOEFL exam: new technology, new testing tools
Medalis Medalis MEDGYES
Christopher Christopher Péter
2002 2005 1991
see Horváth
Medgyes
Péter
1992
MEDGYES
Péter
1994
your students can learn something by the end of one lesson and forget it all by the beginning of the next lesson? Would you like to hear what many people believe to be the most essential conditions for language learning? And would you like to know if you are a chef, conductor, gardener or goose feeder? Come by and find out! In this workshop, we’ll walk through a sample listening lesson which illustrates how we can exploit authentic texts to teach listening. We’ll consider features of task-design which address the challenges faced by B2-level learners. Such features help learners become more inspired, confident and autonomous listeners. Ian McEwan is the author of several novels: The cement garden, The comfort of strangers, winner of the Booker Prize, The child in time, winner of the 1987 Whitebread Novel of the Year Award, The innocent, and the most recently, Black dogs, also short-listed for the Booker Prize. He has also written two collections of short stories: First love, last rights, which won the Somerset-Maugham Award, and In between the sheets. McEwan lives in Oxford, England. What images of Britain are appropriate for EFL students? How can these be incorporated into EFL? And how can students’ own input be encouraged? Cultural studies and British studies both have their origins in literature and literary criticism. This talk illustrates ways in which literature can illuminate and enrich courses in British and cultural studies. What do we expect our students to say or write in their responses to texts or samples of cultural material? This workshop looks at some of the enabling techniques teachers can explore with their classes. Language awareness, textual awareness and cultural awareness are now familiar as related concepts in teaching and learning. This workshop will look at what such awareness involves for teachers and learners alike. In July 1998, the computer-based TOEFL exam was introduced in Hungary. The testing platform will provide the basis for the employment of new testing methods and evaluation techniques. This session will demonstrate the computer-based exam and introduce a new initiative in English language assessment, TOEFL 2000. This presentation will demonstrate the TOEFL (Test of English as a foreign language) exam, and will explain its design, components and scoring.
see Vajda An English teacher reminiscing – a brief overview of ELT in Hungary Who is worth more: a native or a non-native?
Peers in pairs – prolegomena
What I wish point out in this talk is that native and non-native-speaking teachers are different, a fact which results from the deficient English-language competence of the non-native teacher. This statement does not carry value judgement, but this difference does have serious consequences in terms of their teaching attitudes. Originally, I planned to present the first finding of an ongoing study which aims to investigate the teaching practice of students at CETT Budapest. I soon realized, however, that I would need to justify the rationale of
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MEDGYES
Péter
1998
The fifth paradox – What’s the English lesson all about?
MEDGYES
Péter
2000
The Ventriloquist
Medgyes
Péter
2002
Laughing matters
MEDGYES
Péter
2010
Why won’t the little beasts behave?
Medgyes
Péter
2011
The golden age of foreign language education in Hungary: 1989-2009
MEDGYES
Péter
2014
The dinosaur
Melis
Ildikó
1992
New approaches to writing in EFL teaching
this project. Unwittingly, my thoughts evolved into a full-length critical introduction. This plenary is followed by an interim report on the result of the study (see Nyilasi). The lecture is based on a dissertation written by an English teacher. The dissertation is unfinished because the author was murdered by his students. The crime was occasioned by the insistence on teaching along communicative lines. The lecture summarises the four paradoxes of language teaching as conceived by the author. They are as follows: 1 Foreign languages are unique subjects in the school curriculum 2 Learners have no messages to convey in the foreign-language class. 3 The foreign language is an inadequate means of communication. 4 The foreign language lesson is not suitable for creating real-life situations. I’ll add one more paradox to the author’s list – let it be a surprise for those attending the lecture! In our increasingly complex and elusive world, teaching is one of the messiest human endeavours. Teachers are entangled in a web of conflicting expectations and roles, partly externally imposed, partly self-induced. Perceiving their inability to find answers to their professional (and personal) problems, they dread change and suffer from anxiety. The unhappy teacher is an all too common sight these days. It looks as if there is no way out of this impasse. But there is! This plenary concludes by offering a few ideas about how you can regain your self-confidence and be a happy teacher (once again). This workshop addresses the issue of humour. In my view, humour is in short supply in the ELT class. Why so? Marketing policies? Political correctness? The workshop is designed as a forum for participants to express their opinions. The discussion will be presented with ‘fun activities’ from a teacher’s handbook, Laughing matters (Cambridge University Press, 2002). After a gap of twenty years, I returned to the classroom to teach a group of 16-year-olds. I held out for two years before the kids had made mincemeat of me. Why was I unable to cope? Are the kids any worse today than their predecessors were? This plenary examines classroom discipline and the problems relating to it. Examples will be drawn from the diary I kept during the harrowing experience. In this talk I wish to present my book, which was published earlier this year. I argue that the first twenty years after the change of regime of 1989 was, on the whole, a success story in foreign language education in Hungary. This plenary bemoans the unstoppable spread of ICT and its dramatic impact on ELT. It broods over the ever-widening gap between learners, who have been born into the digital age, and older-than-young teachers, who are desperately trying to keep abreast of it all. The lament ends by offering some ideas about how to survive – or die with dignity. Some of the most typical and conventional uses of writing in EFL classes will be described and new ways of dealing with this
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Melis
Ildikó
1993
Learning to learn: the study skills component in EFL
Melis
Ildikó
1994
That obscure desire for objectivity, or the pleasures of essay grading
Melis
Ildikó
1995
Reading – simplified or facilitated?
Menyhárt
Adrienn
2008
Improving general proficiency through teaching Business English
Merics
Barbara
2010
Teaching English to deaf students
Meszéna (et al.)
Gabriella
2014
Pestalozzi professional development for change in education
Metzger
Lawrence
2006
Material design fostering learner autonomy in the personalitycentered EFL classroom
Meyer
Nathan William
2015
Technology’s tribal warfare: erasing the divide between digital natives and immigrants
often unduly neglected skill will be suggested. Samples of students’ writings (representing both school ages, undergraduate and adult learners) will be used in illustrations. In this workshop participants will briefly discuss how learning a foreign language is different from other forms of learning. Study skills exercises from recently published course books will be used and ways of helping EFL learners to find their own most efficient styles will be discussed. The assessment of students’ compositions in English is a complex process. Understanding criteria and their consistent application both require a great deal of interaction by using samples from admission exams. This workshop will try to illustrate how this painful process can approach objectivity through negotiation and sharing among graders. What makes reading in a foreign language difficult or simple? Is it possible that Hungarian learners will learn English well enough to be able to read all those books in English that the Hungarian book publishers won’t be able to publish in translation any more? What can teachers do when students read in the classroom? These are some of the questions that the presenter wishes to explore with those who are interested. Business English is undoubtedly the most popular field within ESP and it is impossible to avoid especially if one wants to work in business. This workshop will show how to teach students business related topics in an effective and interesting way and how to improve their general language proficiency (speaking, writing, listening, reading) at the same time. In my presentation I will talk about my experience of teaching English to deaf adults using Hungarian Sign Language. In Hungary the usage of sign language in foreign language classes is not widespread. However, a change is to come given that in 2009 the Hungarian Parliament accepted a law according to which the Hungarian Sign Language is the natural language of the Deaf community. The law also states that from September 2017 bilingual education should be provided for those deaf students who require it. ‘What can we do to make the schools where we teach become places where everyone feels better?’ This is what a group of dedicated teachers have asked monthly at Pestalozzi Friday workshops in the past academic year. This workshop will give you a taste of these events through activities focusing on teacher roles and values. This workshop provides teachers with an overview of Jungian personality factors representing diverse learning styles identified through the MBTI and applied to Japanese ESL university students. Samples of personality-centered classroom materials will be provided focusing on learner autonomy in second language acquisition through proven lesson plans responsive to students’ needs. Technology in education often divides teachers into digital ‘natives’ and ‘immigrants’ but these are largely outdated distinctions when today anyone with internet access is part of a ‘global classroom’ with unlimited educational resources. This presentation dispels technology myths to show how to use online resources to flip classrooms,
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promote peer-to-peer teaching, and foster knowledge independence in the information age.
Miasnikov
Gréti
2014
see Prievara
Michalkova Miedema
Vladimira Rients
2012 1992
see Sandy
Milanova (et al.)
Nina
1994
Student-generated games and projects in the field of British cultural studies
Mile
Andrew
2011
SIG moderator
Mile
Andrew
2011
Multi-dimensional polaroid photo
Mile Miller Mills
Andrew Jay Patrick
2012 2010 1991
SIG moderator
Mills
Patrick
1991
Where do you meet your students? (Half way? Or not at all?)
Milosevic
Ivana
2012
Intercultural activities = lots of creativities
Milosevic Miltina
Olja Rasma
2005 1993
see Gacesa
Molnar
Claudia
2015
Course design-from needs identification to activities and materials
An oral examination in Holland
An oral examination of English after 280 lessons schoolteaching. A video presentation of an interpretation of the oral part of the exam. Two candidates work out a dialogue. The video-tape is the input for a workshop on criteria for the evaluation of student performance. A joint presentation of a project-based learnercentred methodology developed in the English medium school in Bourgas (Bulgaria). Participants in the workshop are asked to evaluate the games and activates invented by the students, and to discuss the issues of learner autonomy, peer-teaching etc. arising from this experiment. Using some given points, sounds, images and any others we feel significant we will consider the contours, dimension, colours, aspects, etc. of both the teacher and student communities. We will then expand this inquiry by searching for what gives us the strength, motivation, love, creativity to act even more bravely and understand better our vocation. Reflection, introspection, and communication are factors that may help us to advance personally and professionally and this workshop will seek to further empower us.
Story-telling in the classroom D.I.Y. communicative grammar exercises are possible
Literary text in a CTE/ESP class
The ‘communicative’ nature of many exercises is somewhat doubtful and greatly depends on the students ‘suspension of disinterest’. An exercise format is proposed which combines the opportunity and desire to communicate with the use and practice of specific language. Copies of several exercises will be available to participants. This workshop examines what happens when a teacher’s teaching style and a learner’s learning style do not match. Students may simply vote with their feet; but in serious cases there can be clashes, complaints and delegations. Where and why do things go wrong? This workshop offers feasible and useful ideas which are designed to liven up your classes. Warm-up your lessons with visual prompts and fun activities, while promoting communicative competence and raising your students’ cultural interest. The idea is to improve the quality of the end product – ‘your students’. The talk is on the application of a literary text (prose and verse) in a CTE/ESP class. Some general and practical aspects of the problem will be discussed. This session will focus on the practical elements of course design from needs identification through to planning teaching methods, activities and materials. I aim to present useful ideas and advice on creating fun, interactive courses which encourage learner autonomy through skills and confidence development in a supportive, communicative environment.
140
Molnár-Kovács
Judit
2014
Some ways of teaching English poetry for high school students
Molnárné Páli
Éva
2000
Themepacks – developing materials for lower primary children
Mónos
Katalin
2001
Towards a new strategy assessment scheme
Monostori Moor (et al.)
Klára Caroline
1999 1995
see Lacsny
Moor
Peter
1998
Making oral tasks work in the classroom
Moya
Sharon
1994
Grading as part of curriculum planning
Language teaching for nonlanguage graduates
(1) (2)
Muduroglu Muhari Muhedinovic Mullerova
Sam Éva Azra Alena
1994 2001 2014 2005
see Harden
Munteanu
Sonia
2004
Developing reading skills and technical vocabulary
Language coursebooks for high school students generally have only a few examples of contemporary literature , although teaching literature might be important both from cultural and psychological points of view.During my workshop I would like to show some interesting and funny poems using different methods to cover the form and the content of these examples. The aim of this presentation is to show how materials designed for lower primary language teaching have been trialled in a wide variety of language classrooms and what impact they had on participants of the trialling – teachers, parents and children. The talk will introduce the results of research into the learner strategies of Hungarian secondary grammar school students and discuss what the findings imply for FL instruction. Then it will provide an outline of a tool developed specifically to assess the learner strategies the target students use when solving the tasks of learning and using a foreign language, and argue that the application of such an instrument for strategy assessment purposes would be desirable. Increasingly, British Universities are confronting tradition by taking initiatives to meet the need within the EU for non-language graduates with professionally relevant FL skills. Their survey is intended to inform the debate in Hungary and other countries bordering the EU on university level FL teaching: the options available and the possible outcomes. Over the last few years there has been a growing interest in task-based learning. However, many teachers are still unsure what the nature of such tasks should be, and how they should be treated in the classroom. This talk will suggest a definition and examples, and will look in detail at their practical treatment in the classroom. Potential problems and solutions will be considered. Objectives: Building awareness of the relationship of curriculum planning, instruction, measurement and grading. Develop strategies for establishing consistent grading practices that reflect student progress in EFL. Method: Participants will work in small groups where they can practice setting standards for grading. Authentic students writing samples will be used for discussion purposes.
see Kovács see Markovic Hajdarhodzic Needs analysis in military context
The objectives of the workshop are as follows: To raise participants’ awareness of target needs, especially in terms of necessities and lacks, to refresh participants’ knowledge of gathering information about target needs, to point out an influence of the results of target needs on syllabus development and role of motivation in the learning process. This session will discuss reading skills development and types of exercises for building technical vocabulary through science and business texts. The Read Science! text book will be presented where science and
141
Murphy
Anne-Marie
2003
Putting brit kultúra into PET
N. Fenyvesi
Magdolna
2001
Ways of promoting learner independence
N. Tóth
Zsuzsa
1991
see Gedeon
N. Tóth
Zsuzsa
1992
Dialogue journals
N. Tóth
Zsuzsa
1993
Fluency activities with a newspaper advertisement
N. Tóth NÁDASDY
Zsuzsa Ádám
1994 1991
see Erdei
NÁDASDY
Ádám
1992
NÁDASDY
Ádám
1993
NÁDASDY
Ádám
2000
NÁDASDY
Ádám
2003
business texts are introduced in order to familiarise the learner with the technical discourse and technical vocabulary in English. I will also discuss the relevance of this material to the adult learner who prepares for the European labour market. Coursebooks are subject to sustained criticism, yet they remain popular, especially with exam candidates. We will start with a brief look at what we should expect from learners at CEF Level B1 and what tasks students taking the Cambridge ESOL PET are capable of. We will then look at a selection of tasks for the updated exam with an emphasis on brit kultúra. By showing how practising teachers can help their students to become more mature and independent in the Hungarian teaching context the presentation would like to ‘demistify’ ‘learner independence’. Dialogue journals are a learner-centred way of developing the writing skill. They can also contribute to mutual understanding between learner and teacher. The participants of the workshop (max. 24 persons!) will take part in a series of oral activities based in one single newspaper advertisement. The aim of the workshop is to give teachers practical ideas of how to exploit visuals creatively in the EFL classroom.
Exception and rule in English grammar English morphology: the dark horse The right accent – pronunciation and tradition in TEFL
Misrelated participles: their logic and etiquette
Within the teaching of English, pronunciation teaching looks back to a shorter tradition than other components. Even this short tradition, however, has come to a turning point. So far, pronunciation teaching has been based largely on phonetics, and aimed at providing the learned with ‘the right accent’ (RP or educated AmE). The lecture will argue that modern pronunciation teaching is more dependent on spelling than on phonetics, and the right accent is, in the eyes of many teachers and especially learners, one that bears the obvious marks of the speaker’s background, mother tongue, etc. English pronunciation also includes much that is in other languages ‘grammar’, and therefore is a more essential component to TEFL than many people think. In traditional grammar writing and language teaching the aim was to present, teach (and ideally to practise) the grammatical categories of the foreign language. It was left largely to the learner to use these in real-life situations, if ever the need aroused for real communication. Today the fashion is to do the opposite; the course concentrates on communicative acts – like asking for information, expressing hypothetical thoughts, or comparing one thing to another – more or less irrespective of whether the target language actually possesses these categories, or whether they are difficult for learners with a given native language. I will invite you to think over the advantages and the positive pitfalls of these two opposing strategies. Grammars (and examiners!) say that a participle is ‘well-related’ if its subject is
142
NÁDASDY
Ádám
2015
Phonetic transcription – curse or blessing?
Nagy Nagy
Edina Edit
1994 2003
see Malderez
Nagy Nagy (et al.)
Ildikó Judit
2003 2011
see Halápi
Nagy Nagy
Judit Nóra
2012 2014
see Bánhegyi
Nagy Nater
Orsolya Uli
2008 2007
see Pohl
Neilson
Sheilagh
2007
Using the teaching knowledge test to promote teacher &trainer developmentin Saudi Arabia
Supporting school teachers preparing for new exams
A triculturalempowerment: the Canadian-German-Hungarian Cultural Reader
Making the most of digital opportunities in the reading class
Montanalingua: combining foreign language and outdoor learning
identical to that of the main clause: Working hard, James earned well = it is James who worked hard. Otherwise it is ‘misrelated’. Really? Sitting on the plane, a thought occurred to her (says Quirk). Is this wrong? Was the thought sitting on the plane? In dealing with English, a phonetic transcription is more frequently used than with other languages, due to the unreliable nature of English spelling. Transcription seems to be a necessary and reliable tool. But there are problems with it. It will obviously represent one type of English pronunciation (e.g. Irish, or BBC, or New York); this can be confusing or unfair. More interestingly, any transcription implies an analysis of the sound system (the "phonology") of the language, based on which certain features of pronunciation are ignored, others foregrounded.. Users are often unaware of this covert analysis, thinking that what they see is "the pronunciation" of the language -which is like confusing a map with the actual surface of the earth. And just like a map interprets (= distorts?) the earth, a phonetic transcription interprets (= distorts?) the actual sound of the language. I will point out some such cases where the distortion is scientifically justified, yet may misguide the uninitiated user. I will also point out recent developments and innovations in representing English pronunciation in dictionaries. In this talk I will describe the work and achievements of the British Council project to provide teacher support for new schoolleaving examinations. Amongst other activities, New Examinations Teacher Training Courses have been developed and piloted, as well as courses to help teachers assess speaking and writing. The workshop introduces the CanadianGerman-Hungarian Cultural Reader. Thetricultural book is divided into 28 units exhibiting varying levels ofdifficulty and abstraction. The Reader is ideal for generalpurposeEnglish language courses, intensive language programmes, language camps andheritage classes. The Reader comes with teacher’s notes. Both materials aredownloadable for free. Which activities and technologies are the most suitable for encouraging our students to read more effectively in English? The aim of this workshop is to give teachers an overview of some methods and tools they can use to integrate digital and print-based reading and create a motivating classroom environment. The EU project Montanalingua combines TEFL with outdoor learning elements (creativity, problem solving, adventure activities and awareness of nature). Students leave the classroom and learn English through e.g. orienteering, crossing a stream or a photo rally in town. During the session participants will try out one of the activities themselves. The Teaching Knowledge Test (TKT) course forms the initial part of a 3-stage teacher & trainer development programme in the Ministry of Education, Saudi Arabia. This presentation charts the programme’s conception, development & revisions, and
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Nemerkényi
Előd
2011
Education in medieval schools
Nemerkényi Hidegkuti
Krisztina
1995
Németh
Anikó
1996
English through sports (Teaching sports specific English) Does thinking hurt? Guiding trainees to autonomous work through helping them learn to think critically
Németh
Anikó
1998
Integrated skills in a different way
Németh (et al.)
Anna
2007
Taking Tom Waits from the bar to the classroom – an experiment
Németh
Lenke
1996
Learning to think through literature
Németh
Zsuzsanna
2008
‘So how is your Maay-Maay?’
Németh
Zsuzsanna
2011
VoiceThread – enhancing language proficiency in the EFL classroom
Ness
Simon
2013
Motivation, self-efficacy and foreign language anxiety: an investigation of non-native English teachers
reflects on the challenges of balancing theory with practical training skills within local cultural contexts. The philology of Medieval Latin and the classical tradition in the Middle Ages provides an insight into how Latin language was taught by the masters of the medieval cathedral and monastic schools. In the context of the medieval notions of literacy and the seven liberal arts, especially grammar and rhetoric, one can survey the production and the storage of school material from the copying workshops (scriptoria) to the libraries. Medieval methods of teaching Latin can also be reconstructed from the manuscript tradition of the Latin classics as well as grammatical works. In addition to commentaries, various types of glosses (marginal and interlinear), anthologies (florilegia), and introductions (accessus ad auctores) serve as points of departure to reflect on medieval and modern methods of teaching a language and the life of teacher and pupils. Poster presentation This paper will discuss an approach to help trainees to get the flavour of what it is like to work on a teaching/learning problem evoked from their own experiences through thinking on their own in writing as well as thinking aloud with their colleagues and trainer. It aims to raise trainees’ awareness of critical thinking. CETT students will demonstrate how this approach worked in reality. In this workshop I will demonstrate with the help of students how they can intensively be involved in experiencing what it means to activate L2 they already know across the skills and to develop strategies for autonomous learning. This workshop opens up for discussion an activity sequence designed to raise adolescent learners’ interest in exploring short texts in English. Using a Tom Waits ballad will also raise the students’ awareness of certain features of coherent speech and help them discover the way the reading process works. The paper seeks to explore how novel ways of literature teaching in a teacher training context can contribute to the development of autonomous and creative teachers. It will be argued that the new approach to literature does not only foster students’ personal growth but it also satisfies the needs of present-day society. The presenter will outline the challenges and rewards of teaching English as a Second Language to students from diverse backgrounds in an urban middle school in Portland, Oregon in the US. She will also describe the components of successful service models and programs for refugee and immigrant children. This presentation will outline the benefits of using VoiceThread in the ESL/EFL class. Extending learning beyond the walls of the classroom, VoiceThread allows global access to students to practice their language skills and document their learning. The presenter will share her experience of using VoiceThread to increase students’ language proficiency. This presentation outlines a recent quantitative study with a sample of one hundred Hungarian English teachers working within the state school system. The aims of the investigation were to: (1) validate the L2 motivational self-
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Neubauerova
Jana
2003
Student-friendly way of preparing students for tests
Newby
David
1993
Learning to communicate with grammar
NEWBY
David
1994
Bad English and how to teach it
Newby
David
1994
Grammar through the learner’s eyes
Newby
David
1995
Method in my (gram)madness? To buy or not to buy...
Newby
David
1996
Communicating with grammar
Newson
Dennis
2006
Lists, links, blogs, wikis, podcasts and more: the internet as a resource for EFL
Nielsen
Schelie
2008
The Magical World of Dr. Klutz
Niemi
Mária
1999
Let’s Go together!
Niemi
Mária
2000
Three pupils, three corners, three wheels
Niemi
Mária
2001
Bravo
Niemi Niemi
Mária Mária
2001 2002
see Hős Experiences of a Hungarian course tutor in Uzbekistan
system for non-native teachers; (2) examine the relationships between motivation, foreign language anxiety and self-efficacy. Is it possible to prepare students for a nationwide, formal and standardised test in a friendly and positive atmosphere? This is a question a lot of teachers may ask. Although a test is considered by most students and teachers unpleasant, often frustrating necessity, the ways students are prepared for it can be ‘humanised’ to a certain extent if the teacher carefully plans what to do before, while and after administering the test. I shall use a variety of oral grammar activities to demonstrate a) how grammar is an important means of conveying meaning b) how a variety of ‘learning by doing’ activities can be used at different stages of the learning process. I shall consider certain aspects of English grammar, vocabulary and pronunciation which are regarded by some native speakers as ‘bad English’. I shall look at their criteria for considering language to be ‘bad’, shall explain why, on the whole, I think ‘bad’ English is good and suggest how you can make your students’ English ‘worse’ – and therefore better. I shall discuss some of the issues relating both to the use and to the learning of grammar and demonstrate various ‘communicative’ grammar activities. A Hungarian version of my book Grammar for Communication is shortly to be published. In my talk I shall present some of the features of the book – and explain why buying the book could result in madness... I shall consider how grammar rules and exercises can be re-oriented to show how speakers communicate messages in real situations. Focus on indirect speech. Examples of rules and group-work activities based on the recently-appeared Hungarian version of my grammar book Grammar for Communication. I shall concentrate on the use of the internet to support teachers preparing for their teaching. I shall deal with international Yahoogroups email lists and TEFL groups like Webheads and Learning with Computers that also use resources such as voice mail, chat, Skype, blogs, wikis, podcasts and webcasts. Through unconventional methods Dr Klutz (alias Schelie Nielsen) will teach and train teachers thebasics of communication and awareness using the TPR-Total Physical Response and MI-MultipleIntelligences, methods and techniques in the Performing Arts through the medium of drama, mime, clowning, magic, music and movement, storytelling and puppetry. Join my class and enjoy some activities of our favourite ones. Fun and drama in the class. I’d like to share some ideas with primary school teachers of English how to make the lessons lively and successful. I bring along some practical activities, the ones my pupils liked the best. Take a good coursebook, spice it with some good ideas, add high technology and yourself. A Hungarian course tutor, who has just returned from tutoring a course on a Hornby School in Tashkent, will share her experiences about people, places, and teacher development
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in an international context. This interactive presentation will also shed light on what Hornby schools are, where they take place and what their aims are.
Niemi Nikic Vujic (et al.)
Mária Bojana
2002 2013
see Együd
Nikolov
Marianne
1991
What to do with a reader in the classroom?
Nikolov
Marianne
1992
The best story competition
Nikolov Nikolov
Marianne Marianne
1993 1994
see Dobányné Bors
Nikolov
Marianne
1994
Hey Diddle: teaching foreign languages to young learners in NAT
Nikolov
Marianne
1995
‘It was a dark and stormy night’ – proficiency tests for OÁTV
NIKOLOV
Marianne
1996
Bon-hommy: insights from research for language teachers
Nikolov
Marianne
1997
see Major
Nikolov (et al.)
Marianne
1997
Helping students with real writing
Nikolov
Marianne
1998
Classroom reality? Insights for a secondary school observation project
Nikolov
Marianne
1998
see Fekete
Nikolov
Marianne
1999
Nikolov
Marianne
2000
Piloting tasks for the basic-level examination What can year 6, 8 and 10 students do in English
Nikolov
Marianne
2001
Improving reading and speaking skills through critical thinking
‘I study English ‘cause the teacher is short’: motivation in child FLL
What our students can do in the European Year of Languages
This workshop deals with the implementation of universal intellectual standards while choosing and dealing with reading comprehension texts, by looking at clarity, accuracy, precision, relevance, depth, breadth and logic within the texts; and the analysis of the reading comprehension questions via the application of Bloom’s Taxonomy in order to promote critical thinking in speaking. Have you ever wondered what to do with young learners and classroom readers? You might get some ideas if you come to this short workshop. All teachers of English have their favourite stories that they tend to tell learners. Do learners have stories? Can they be exploited for peer teaching? This workshop will concentrate on ways of using stories written by learners. Bring your own story along! The talk will describe details of a longitudinal study on attitudes and motivation among Hungarian children between the ages of 6-14 in three groups. The presentation will look at the two latest versions of the new National Curriculum in Hungary and issues related young learners’ foreign language programmes. The country competition (OÁTV) for 13-14year-olds has been organized in 4 different groups. The presentation will reveal how relevant these groups can be considered, how the different tests measured children’s proficiency and to what extent children, teachers and test developers have found tests and results relevant. This talk will explore some of the research areas offering teachers reasons for being cheerful: changes in the sociolinguistic context; findings related to aptitude and motivation; strategies, syllabus design and testing proficiency. We will address university students’ needs to express themselves clearly in writing. Presenting how EFL academic writing and research skills have been developed at Janus Pannonius University, we will give details of activities we have designed in introductory pre-service writing and classroom-based research skills courses. The talk will also feature a discussion and a demonstration of a revision technique. In preparation for the examination reform 118 English classes were observed in groups of average or below average conditions. The talk will explore what task-and text-types, languages and resources were used and how teachers characterize students’ strengths and weaknesses. This talk will analyse the findings of the 1999 trial of reading and writing tasks. I will present the findings of an empirical study on a representative sample of students in years 6, 8 and 10. A representative sample of year 6, 8 and 10 students were tested in 2000 in English and
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(et al.)
Nikolov
Marianne
2003
Taming young learners of English
Nikolov
Marianne
2004
see Józsa
Noble Noble Noble Noble
Helen Helen Helen Helen
1995 1995 1996 1996
see Moor
Noble
Helen
1997
see Kárpáti
Noble (et al.)
Helen
1997
‘Windows on the ESP classroom’: researching materials and learners in action
Noble (et al.)
Helen
2000
A common approach to tertiary specific purpose testing across disciplines
Noble
Helen
2001
Language skills for European Union accession
Nolasco
Rob
1995
The diary of a teenage language learner
German. The test booklets on listening, reading and writing were supplemented by a standardised test on inductive reasoning skills, and a questionnaire on attitudes and motivation. The talk will present some of the results. This exploratory qualitative study enquires into classroom processes of lower primary English groups and their teachers’ practices, views and theories. Thirty groups of young learners were observed in April; then, their teachers were interviewed. The talk will discuss findings concerning classroom talk and management, task types and discipline. Teachers’ actions will be compared to their claims.
seev Sárvári see Tóth The revised Cambridge First Certificate Examination: an approach to assessment
The revision of the Cambridge First Certificate Examination will be complete in December 1996, when the first papers are taken. This talk will describe the approach to assessment in the five papers of the examination, illustrated by sample materials and UCLES’ publications. ‘Windows on the ESP classroom’ is a classroom research project which evolved from a concern about a neglected phase of materials development – materials ‘in action’. Teaching teams have looked into each other’s classrooms to investigate their learners and their reactions to the materials used. We present different perspectives in WESP and its rationale. How can we harmonize language tests offered for graduates in business, medicine, engineering and law? This consideration is particularly important if higher education exit examinations are to provide useful information for test users, including employers, who often recruit across disciplines. A group of tertiary teachers have been developing a skills-based examination framework, which offers some novel solutions to the question. Hungary will probably be an EU member by the time this year’s freshers enter the job market. What consequences does this accession climate have for language provision in Hungarian universities and colleges? The talk discusses some of the findings in a preparatory survey carried out for a new higher education project. The survey links the workplace to the chalkface, profiling the current expectations and demands of employers and recent graduate employees, and the likely impact of EU accession on their language needs, before providing a snapshot of current classroom practice. Paul E Glot is aged 14 years and 1 month when he discovers that he is a gifted language learner. For the next year he proceeds to confide to his diary fascinating details about language learning from any available source. Extracts from his diary extend to subjects as diverse as discipline, homework, leaner training, motivation and generally surviving life in the classroom. This talk will use extracts from this unique document to help to outline a set of principles for teaching teenage
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Novak
Damir
1997
Is a teacher born or made?
Novák
Jiri
1996
Singing and chanting in ELT
Nováková
Irena
1993
Exploiting the BBC English teaching programmes in class
Nováková
Irena
1995
Nyilasi
Emese
1994
Peers in pairs – an interim report
Nyírő Nyírő O’NEILL
Zsuzsanna Zsuzsanna Robert
1994 2001 1994
see Diószeghyné Németh
O’Neill
Robert
1994
The iceberg factor
O’NEILL
Robert
1997
Crisis and alienation in the classroom?
Oakes
Steve
1994
Issues and ways of self-observation
Oakes
Steve
1997
What can a 4-week teacher training course achieve?
learners. The workshop focuses on motivation, on identifying one’s strengths and weaknesses. Through practical pair and group work we will see how practical and flexible we are in the classroom. We can motivate our students only if we are motivated. The aim of this workshop is to show how songs, chants and stress placement games can be used to make the learner more aware of rhythm, stress, pronunciation, and how songs can be applied in listening comprehension strategy and cross-cultural relations. Handouts will be provided for the activities. How to make lessons more interesting, more effective and more colourful. As a nonnative speaker I’m trying to use as many authentic materials as possible, and the BBS English Teaching Programmes is one of the sources of my materials. She will introduce some materials and photographs from the TESOL’94 Convention in Baltimore and from her visits to schools in Michigan – from Kindergarten to Universities. Poster presentation. Referring to Medgyes’s plenary lecture, I shall report on the first results of a longitudinal study. This study looks into the teaching practice of students at CETT Budapest, more specifically, into the difficulties they face while working with a partner. The survey is based on data obtained from questionnaires, interviews, B.Ed. theses – and hearsay.
see Cseresznyés The sacred cow of authenticity
What is accessible and authentic for one person or group may not be to another. What are the implications of this for the design of materials and methods for non-native speakers of English? Can language be spoken or written so that it will be accessible for non-native speakers also? The meaning of even the most ordinary language depends on different elements ‘below the surface’. These include syntax and other kinds of structure but go far beyond these. We use these unconsciously both to produce or understand language. How can we teach these elements that are ‘below the surface’? Some versions of the ‘communicative’ approach result in the radical de-skilling and down-grading of teachers. Far from helping to reach the desired aim of delivering communicative competence to learners, the opposite is usually achieved. The alternative is ‘Pragmatic Structuralism’. The presenter explains how and why. Can I observe myself with the perceptiveness of an outside observer? And what is an observation task, anyway? And what’s the connection...? This seminar will give you an insight into different ways of observing your own classes and into the various aspects of classroom behaviours you might investigate. It is presented by a teacher who devised selfobservation tasks to gain a better understanding of this own classroom, and who will take you through his own process of becoming a more reflective teacher. The notion of training the uninitiated to teach English in four weeks – the most common time frame of the RSA/CELTA course – provokes, well, varied reactions from those in
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Oakes
Steve
2002
Clouding the message in observer – teacher discourse
OAKES
Steve
2012
Embracing ambiguity
Oakes
Steve
2012
Bridging the authenticity gap – helping lower level learners connect with authentic language through video
Oana
Petrut Bianca
2001
Communication techniques for first year students minoring in English
Obee
Bob
2003
Exam writing task cycles
Öçel
Nilüfer
2002
Filming students. Having project work
Öçel
Nilüfer
2002
Writing scenarios. Role-playing in EFL classes
Odiņa
Indra
2002
How teachers face changes
OPP-BECKMAN
Leslie
2002
ELT and the information highway
teacher education. This talk will give you a forum to explore and challenge that notion – and, hopefully, to find out what makes the CELTA tick. A trainer (or mentor, or DOS) who has abandoned non-judgemental approaches to feedback still finds himself weaving obscure messages. There is something about observer – teacher rhetoric that often leaves a teacher not knowing where they stand. This talk looks at where the trainer goes wrong, and considers ways of clearing the skies. For as long as most of us have been in ELT, authentic material has been essential fare in coursebooks and one of the ways in which teachers supplement lessons. But at lower levels there is often resistance to using such materials on the part of teachers and learners alike. Where does this come from? Have we boxed ourselves in with a view of what’s difficult, and of what it means to ‘understand’ texts or a speech? Are we in fact depriving our learners of an essential element in their learning that will equip them to deal much better with all kinds of situations in English? In this talk we will explore ambiguity tolerance (AT) as one of the most important and most commonly overlooked learner traits, and look at ways of building AT in learners of all levels. In this session I start with the premise that language learners can benefit from regular exposure to authentic language from the earliest stages of learning, and that video is perhaps the best medium for achieving this. Using examples from Speakout, I will demonstrate some principles of authentic video materials selection and task design that enable learners to interact with the material and the language in a way that is meaningful, enjoyable and motivating. This paper brings into the foreground the way in which students of the ‘Petru Maior’ University of Tg.-Mures deal with communication techniques within a practical course, focusing on the possibilities of cooperation between the teacher as moderator and the group of students. This talk will explore the value of beginning to redefine notions such as ‘process’ and ‘product’ in exam writing classes in terms of the actual participants, i.e. the teacher managing the ‘learning’ and the student grappling with writing in English and sketch what a writing assignment task cycle within this perspective might include. EFL teacher trainees are usually lacking self confidence of speaking in front of the class or in groups. Instead, during the pair/group works they tend to whisper each other in L1. Filming students could not only force them to use L2 but also could make them produce excellent work. EFL Students could be more creative if they were given chances to produce their own material. They could write scenarios and have role-playing sessions as well as readers’ theatres. All would have a part in the activity and unite the class as a whole. Self-realization of the students. The workshop will deal with the experience of implementing changes in teachers’ in-service education. Innovations in computer-related technologies and the advert of the World Wide Web have
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Opp-Beckman
Leslie
2002
An overview of web-based resources for ELT
Orbán
Eszter
1997
see Bánhegyi
Orosz
Andrea
2004
see Bakti
Orr
Gregory
1991
EFL writing – the process of evaluation
Östör
Zsuzsa
1995
Can you really place your students on a five-mark scale?
Östör
Zsuzsa
1997
Summer camp projects for children
Östör
Zsuzsa
2002
What is this new Euro exam everyone is talking about?
Östör
Zsuzsa
2003
Euro Exams: real life needs, European standards
Östör
Zsuzsa
2005
Present perfect or sociolingustic competence? CEF requirements and teaching
Östör
Zsuzsa
2006
CEF based state accredited language exams. Changes of approach and practice in preparing students
Östör
Zsuzsa
2015
Working with the new mediation CEFR scales
made it possible for us, as educators, to forge ties with each other and enhance our classroom resources through the use of new and exciting resources. This session gives an overview of some possibilities that exist today and takes a look at what might await us in the future. Participants will get hands-on experience finding and evaluating pedagogically appropriate free web-based resources and tools for teaching. We will share ideas for incorporating these resources in English language learning environments that have zero to one or more computers.
This discussion/workshop will deal with how to evaluate student writing in the EFL classroom. Just as we have been diminishing our preoccupation with grammatical errors in oral work in the communicative classroom, we need to take the similar approach to the evaluation of student writing. Attention to grammar is only one part of the evaluation process which should include equal attention to mechanics, content, organization, and expression (both by teacher and peer evaluators). The need of assessment in state schools is often against real learning. The presentation offers alternative ways of testing and marking to avoid frustration, fear and cheating. This talk will look at the kind of ideas that can be exploited for developing into projects for primary and secondary school children. Examples will be shown, demonstrating how the children’s past experiences, as well as ambitions, can be drawn on for exciting and creative classwork. Why do so many students dislike examinations? Is it possible to design an exam that is more useful and more interesting – for students and their teachers? A thoughtprovoking look at the thinking behind examinations and an introduction to the new Euro examinations. With European integration around the corner, there is a growing need for language exams that conform to European standards and meet the needs of today’s European citizen. This presentation will look at how the Euro Exam, specifically designed around the guidelines laid out by the Common European Framework of Reference, effectively tests learners’ ability to communicate. The CEF ‘can do’ level descriptors make the life of teachers easier by reliveing teachers of the necessity of concentrating unduly on accuracy and grammar based teaching methods at the expense of communication. The workshop will examine ways of making CEF oriented teaching fun, motivating and successful. As all the accredited state exams have to be adapted to the CEF, the workshop provides a basic practical introduction to the contributions of the document to language teaching and testing. The CEF will be shown as providing the basis for useful and effective communicative language teaching, testing and syllabus planning. The CEFR Team is currently working out the mediation scales that has been missing from the document so far. Euroexam has taken part
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Osváth
Erika
1997
Games for younger learners
Osváth
Erika
1998
Vocabulary games
Osváth
Erika
1998
Vocabulary games
Osváth
Erika
2012
A second self: motivation, imagination and L2 identity
Osváth
Erika
2015
see Dudley
Ötvösné Vadnai
Mariann
2005
Do ‘Culture Matters’ matter?
Outi
Kálmán
1997
Building and people
Öveges
Enikő
1999
Developing the new school-Leaving exam in English: problems and possible solutions
Öveges
Enikő
2003
Világ – Nyelv (World-Language) programme
Öveges
Enikő
2015
Language coaching in school education
in several on-line international workshops in the validation of the new descriptors. The workshop helps to understand the concept of mediation in the CEFR context, and examines a few problems that teachers will have to face in connection with them. This session will demonstrate a number of fun activities/games which promote language learning for primary and secondary school children. I am going to present a few ways of presenting, practicing and revising vocabulary (mainly for children, with most of the games adaptable for adults as well.) I am going to present a few ways of presenting, practicing and revising vocabulary (mainly for children, with most of the games adaptable for adults as well). The L2 Motivational Self System (Dörnyei 2005) is an important new theory, backed by considerable research but which as yet lacks any direct practical applications which could be used by L2 teachers. In this workshop I will briefly outline how a motivational programme can have a positive effect on language learning and demonstrate some practical activities. During the workshop different issues of language and culture will be discussed, then ideas for teaching culture will be explored by examining what is taught in terms of culture and how cultural issues are handled by ‘Channel’ course book series. Characteristic marks of society can be examined from several aspects: food, fashion, language, architecture, etc. All reflect many sides of a community. This poster aims to concentrate on showing some fields of the objective environment that are specific to British society ranging from households to buildings and streets. It also looks for examples in the language that show these special features. The aim of this workshop is to give teachers of English insights into the process of developing the new school-leaving exam in EFL. The first part provides an overview of the current érettségi and describes our concept of the new exam, whilst the second one focuses on the different phases and aspects of our work such as the development of the detailed requirements and specifications or item writing and piloting. Several major initiatives were launched by the Ministry of Education in 2003 to develop foreign language teaching in Hungary. The talk will focus on two of these, Grade 9 for intensive language learning (nyelvi előkészítő év). The World-Language programme package (Világ – Nyelv pályázatok). The Világ – Nyelv programme supports bids in various areas of foreign language learning, from teacher training to materials development, to helping the underprivileged to ESP. The language prep year will be inserted as an extra year before the first year of secondary school, where at least 40% of lessons will be devoted to foreign language learning. This talk will give you an overview of these programmes and answer your questions. The workshop aims to focus on the aspects language coaching may support in school language education. It explores the ways
151
OXENDEN
Clive
2001
What’s up prof? (Teaching upper intermediate doesn’t have to be so dull)
Oxenden
Clive
2001
Pop songs in the classroom
Özmen
Kemal-Sínan
2007
Teachers for societies or for the system? Critical thinking in EFL teacher education
Paál Pajor Páli
Anikó Viktória Éva
2001 2002 2002
see Hős
Pálinkás
Magdolna
2010
MA thesis abstracts at the Department of English Applied Linguistics, ELTE: requirements and beliefs
Palmberg
Rolf
2009
Comprehension beyond sentences – reading exercises for logicalmathematical language learners
Palmer
Matthew
1996
Ways of seeing: using pictures in the classroom
Pálos
Ildikó
1993
Linguistics: friend or foe? (Teaching linguistics to prospective teachers)
Pálos
Ildikó
1998
Listening in the EFL classroom: teaching or testing?
Pálos
Ildikó
1999
Who is to know what I am worth? (on true self-assessment)
needs analysis, goal-setting, individualization, empathy, and reflection can be further integrated into our classrooms. The 45 minutes will be devoted to discussing the fundamental concepts, introducing ways of planning, and sharing classroom activities and practical tips. This practical talk challenges the common assumption that higher level teaching should by definition, be more ‘serious’ (in other words dull) and less ‘fun’ A practical workshop on using classic pop songs to motivate your students and make your classes more enjoyable. The presentation focuses on the critical thinking skills(CT) and dispositions and their possible applications in EFL teacher education setting. It is surprising that we cannot find adequate studies in literature relating to the implementation of CT skills in teacher education. When it comes to ELT situation, the picture is even a worse one. Therefore, the main aim of the presentation is to provide ELT professionals with the latest issues on CT skills and present an empirical study in an ELT program.
see Hegyi Teacher development through projects – Insights
The presentation intends to give an insight into professional development achieved by a number of teachers who have taken part in the project. This presentation focuses on many aspects of abstract writing. A recent small-scale research is presented here which investigated, with the help of different tools like interviews and questionnaires, what DEAL consultants or students consider as a proper MA thesis abstract. According to Gardner’s Multiple Intelligences Theory, logical-mathematical learners are particularlyfond of logical reasoning. They enjoy reading tasks that require them to draw inferences from what isstated in texts and texts that relate to their personal knowledge and experience. Five different types ofsuch reading tasks will be presented. The use of pictures is widespread within TEFL, they play an important role in examinations and in the classroom. This talk will look at the kind of questions and tasks we ask our students with the intention of provoking ideas for both examiners and examinees alike. Linguistics, in some form, is a basic component of language teacher training, However, most students regard it with some aversion, and these feelings are more often increased than diminished in the course of training. This workshop aims to consider possible reasons and our ideas about what and how to teach linguistics in these programs. Primarily intended for practicing EFL teachers, the workshop aims to evaluate the most frequent types of listening practice exercises used in the EFL classroom, and suggests practical ideas regarding how these can be made more practicing rather than testing in nature by incorporating strategyteachingin the ‘listening curriculum’. It is probably not only my experience that no truly effective (let alone affective) learning can take place with an apprehension concerning assessment (grading) being
152
Pálos
Ildikó
2002
Practicing grammar. What exactly do our learners need?
Pálos
Ildikó
2004
On the useful uses of the mother tongue
Pamukchieva
Ophelia
2011
First, but ehatis the first?
Panus
Michaela
2012
Teaching attitude in TOEFL and other spoken exams
Papke
Barbara
1991
In-service training for teachers of English – needs analysis and consequences in the Eastern Part of Germany
Papp
Andrea
1998
Children’s literature in primary teacher training
Papp (et al.)
Andrea
1999
New coursebook for children’s literature
Papp
Andrea
2004
Translation as the source of global knowledge
Papp
Andrea
2006
What shall we do with translation? Translating and retranslating children’s literature
constantly present in the learners’ minds, at the conscious and unconscious level. The workshop will explore issues surrounding selfassessment within mainstream education as a possible remedy for the situation. Have you ever felt frustrated and helpless (again and again…) practicing certain grammar items with your learners? This workshop reviews the basic ingredients of successful grammar practice in the light of some recent findings of SLA research, through practical suggestions that you can take home and try. Do you ever feel guilty of (over)using L1 in your classes? Or do you ever feel you are unwilling to feel guilty, although you know you ‘should’? Where is the balance? What are the ‘justified excuses’? - Come along and explore these issues with us. The students of a class, preparing for FCE, have different level of knowledge. How to make our lessons useful both for the weak and good students? The workshop includes practical ideas for helping students approach spoken exams with the right attitude. The workshop participants will experiment non-formal methods of education such as Improvisation Theater, Storytelling, Living Library and Photovoice and reflect upon using them in the context of exam preparation classes. The reunification of Germany has led to fundamental changes in the educational systems of the new Eastern Bundeslander. As a consequence, the teachers’ need to ELT inservice training have changed, too, and will have to be met by new types of INSET coursed programmes. Children’s literature has a very important role in primary teacher training: you can expand your trainees’ vocabulary, their language skills and, at the same time, increase their cultural awareness as well as their skills in methodology. During the past few years the teaching of children’s literature has become a very important part of the curriculum at the Budapest Teacher Training College. The lack of appropriate material made it necessary to compile a textbook consisting of short extracts from different children’s books with explanatory remarks, definitions of literature terms and exercises. The extracts are e.g. from: Alice, Mary Poppins, The Secret Garden, etc. The question is whether translation can help us with defining global knowledge. Translation is to give the meaning of something written in another language. Meaning is the thing one intends to convey especially by language. So translation should somehow convey the meaning of the source of knowledge. Translating children’s literature has always played an important part in our culture, especially in politically ‘bad’ times, when not only translating but writing kid’s literature was a way of escape for writers. In my presentation I want to focus on the translations of some famous Anglo-Saxon novels, characterizing the time they were written, then the time they were translated and retranslated trying to point out the whys and wherefores of retranslating these novels. The works in question are the following: Little women
153
Papp-Kuster
Klára
1999
Creativity, problem solving, love of work: keys to success
Páricsi
Zsolt
1993
New responsibilities and potentials of literature teaching in higher education
Parker
David
1991
see Ábrahám
Parminter Parrot
Sue Jeremy
2010 1998
see Bowler
Parrott
Jeremy
1993
Discovery methods in teaching the history of English
Parrott
Jeremy
1996
Making a movie: The stars of Eger
Parrott
Jeremy
1999
Sound sense: onomatopoeia revisited
Parsons
John
1994
How Nelson books can help you in the classroom
Paschekné (et al.)
Mónika
2008
Spooky Hour: Halloween Party ideas for primary classes
Pásti Urbán (et al.)
Leona
1997
Roles of teachers in British cultural studies (BCS) schoolwide
Pásti Urbán
Leona
1998
see Jakóts
Taboo or not taboo? That is the question
(1866), (the Hungarian translations are 1923, 1926, 1948, 2004), The happy prince (1888), (the Hungarian translations are 1904, 1908, 1919, 1922, 1945, 1958, 1968) The way the Vocational academy – a brand new bilingual primary and secondary school of economics in Győr – works under the auspices of the EU) The lecturer talks about the organisational structure, the sphere of activities in her school. She will present their key subjects, among them the European studies. This talk will focus on how the traditionally obscure relationship between the more academic type and the more classroom oriented aspects of literature teaching should be redefined in an ideal teacher-training programme replacing older university and college ones.
What is the current state of swearing in English? What can be said in polite (and not so polite) company? What will the media accept? What can be said? This presentation will try to answer these questions, engage you in considering your own tolerance and awareness of such language and widen your colloquial vocabulary. Background to teaching history of English language to Hungarian undergraduates. What is the purpose of such a course? Practical examples of techniques to bring the subject alive and involve students in actively discovering rules & processes in historical linguistics. We are going to script, rehearse and video a free and somewhat condensed version of GárdonyiGéza’s classic novel The Stars of Eger. After just one and a half hour’s work there may still be one or two rough edges, but I confidently expect the rushes to be ready to view by the end of the session. One view of the origin of the human language is that words mimicked naturally occurring sounds. ‘Pop’ and ‘miaow’ are obvious English examples. This workshop however will explore the notion of certain consonant clusters in English suggestive from their sound as proto-morphemic sounds. An introduction to various styles of classroom practice for a range of ages and levels, always bearing in mind that teachers of all kinds want to be effective and allow students to enjoy language learning. This talk concentrates on practical ideas for use in the classroom. We invite our colleagues to spend aSpooky Hour with us. We would like to share our ideas aboutorganising a Halloween party for primary classes. In this workshop you can try our selected partygames. Learn action songs and rhymes, rhythm practice activities and arts and crafts ideas. This talk will address the issues of fitting BCS into teaching practice and involving collegues in teaching it through lesson observation, discussions and sharing materials. Ways of involving students in encouraging them to collect their own materials and share their experience will also be looked at. Examples of making BCS files and putting together exhibitions on Britain will be shown.
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Patskó
Laura
2014
English learners’ needs and goals are changing. But are teachers?
Patterson PEACHEY
Guy Nik
1994 2010
see Milanova
Peachey
Nik
2010
The challenges of exploiting web based media with younger learners
Pearson
Sara
1996
Creative use of visuals in the TEFL classroom
Peckham
Don
2001
Noticing grammar and vocabulary as a goal of instruction
Peckham
Don
2006
Self-efficacy and second language learning: beyond strategies
Peckham
Don
2010
Using English as a lingua franca: the new normality
Peckham
Don
2011
Communities of learners: the power of belonging
Peckham
Don
2014
Issues of identity and community for EFL students
New learning technologies: the challenges and opportunities they offer to our students
What English do students need? As the language and its uses adapt and change, do teachers adapt and change their beliefs and methods? How can novice and experienced teachers achieve more sociolinguisticallyinformed practice? I will draw on my own experience as a teacher trainer to address some such questions. In this presentation, I will be exploring some of the potential that new web-based technologies offer our students and teachers of English. It has never been easier to create interactive sociable and motivating learning tasks for our students. These tasks can involve real communication while developing a range of digital literacies that our students will need for the realities of working and living in the 21st Century. During the talk, I hope to demonstrate some of these tasks and materials, and show how easy they are tocreate. Many teachers realise the need and the advantages of exposing younger students to a greater range of media and social networks and networking tools, but at the same time see many of the obstacles and potential pitfalls of doing this. In this session we will look at what teachers perceive to be the main obstacles to greater integration of technology into the syllabus for younger learners and also examine some possible solutions and tools that teachers can use to give students greater opportunities to engage with web based media. This presentation will focus on the use of visuals as a tool in communicative learning. It will emphasize student-student interaction in English as the goal. It will also address the concerns of those instructors who do not use textbooks and how visuals can be particularly helpful in their classrooms. One possible effect of instructing students in grammar and vocabulary is that students may then ‘notice’ what was taught in later input. This talk will raise the issue of the noticing as one goal of instruction. Empirical data will be presented which supports noticing as an effect of instruction. This presentation will draw on current work on the concept of self-efficacy, applying this concept to learning vocabulary and reading skills at the university level. This research will draw the conclusion that it is not strategies per se which mark more effective learners, but a strong concept of self-efficacy. The ‘new normality’ that students may well face when completing English courses is that of speaking English as a lingua franca (ELF) with other non-native speakers, yet what is this increasingly common way of using English like? This talk will address this issue and look at possible implications for teaching. Inclusion in a community is potentially empowering, while exclusion from one is potentially disempowering. Given the power of community, one important question should be: what kinds of communities do EFL learners see themselves being a part of or not being a part of as speakers of English? This talk raises issues of identity and community concerning EFL users. Two types of data are drawn on collected from English majors attending a Hungarian university. Results show that many students are finding community and identity through using English
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as a lingua franca.
Pečnick
Gordana
2001
Pečnick Pécsi
Gordana Amál
2002 2014
see Vidmar
Pere Perianova
Marianna Irina
2010 1996
see Hardcastle
Persicke
Gill
1991
Teaching students to write in English
Pervan
Mia
1996
Laughing off mistakes
Péter
Orsolya Adél
2002
Teaching reading
Petraskó
Judit
2008
CSI, House MAD, and JAG inmaterial design for writing and speaking group activities
Petring
Jane
2014
Greening your teaching
Petring
Jane
2014
Lotus leaves, woodpeckers and honey bees as agents of change
Vocabulary games, warmers and fillers
Cracking the cultural codes
Do you like singing and dancing with your students? If you do, come to this workshop which offers a lot of fun. You will learn useful action songs which have been tried out by students of various ages and ability levels. They were enthusiastic about the songs and the movements. . Games, games, games. Young learners thrive on them, and we are constantly looking for new ones for our ever-increasing repertoire. Amál Pécsi’s short stirrers and vocabulary games will provide you with fresh ideas on how to change the pace of your lessons and channel energy in the right direction. The common codes in a culture incorporate background knowledge, rituals, values and linguistic signs. These codes are different for speakers of different languages, and thus it is sometimes difficult to achieve a meeting of minds between people belonging to different linguistic communities. Thus it is very important for teachers to be aware of the learners’ codes and the target language culture codes. Writing is probably the most neglected of the four skills in the language classroom today. This workshop will focus on enjoyable ways to help elementary and intermediate students write simple English paragraphs. For teachers of students age 12 to adults in state & private schools. The paper explores the possibilities humour can offer in helping the EFL learner get rid of some typical language mistakes. It also suggests appropriate teaching materials which might help in achieving this aim. Practical questions and problems of teaching the reading skill will be discussed. Since young adults spend half of their lives watching TV series, it’s time to relate to these shows asforms of authentic material and use them as possible framework of storytelling in class. You will beintroduced to several activities in which students can take up the roles of crime scene investigators,doctors, and lawyers. This workshop will provide teachers with a wide range of online resources they can use to include topics related to environmental awareness in their lessons. Videos, online calculators, articles and games, along with lesson plans and teaching ideas will be shared. Some of the topics include Your Carbon Footprint, Plastic in the Oceans, Green Living, Collaborative Consumption, Biomimicry and more. Using Content and Language Integrated Learning (CLIL) in the English language classroom is a dynamic way to implement positive change in our rapidly changing environment. As concerns escalate over the impact our modern-day activities have on the planet, there is an urgent need to create sustainable technologies and practices. Fortunately, we are surrounded by brilliant teachers in the natural world who have had a very long time – some 3.8 billion years – to generate and refine innovations. Educators are discovering a compelling method to excite students by introducing them to the cuttingedge yet ancient practice of adapting nature’s
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Pfingstl
Tímea
2009
Be a modern teacher! Celebrate Christmas in the classroom with the World Wide Web
Pfingstl
Tímea
2009
English grammar is not your Bugaboo!
Piccinini
Veronika
2007
Multiple intelligences in the ELT classroom
Piccinini
Veronika
2008
Linguistics: an effective language learning tool
PICKERING
George
2013
Pirš
Gregor
2015
The future of ELT: mission impossible or voyage of discovery? We all can be creative with cuisenaire rods
Pisová Pohl
Michaela Uwe
2002 1993
see Cerna
Pohl
Uwe
1994
Making applied linguistics relevant to Hungarian teachers
Pohl
Uwe
1998
see Andrews
Pohl
Uwe
2000
Pohl (et al.)
Uwe
2003
The role of culture in teacher education Doing research while learning to teach: a story from two perspectives
Cultural awareness in the foreign language classroom
blueprints to solve human challenges. Discover how lotus leaves, woodpeckers and honey bees can contribute to implementing sustainable change while providing an opportunity for your students to improve English proficiency. Find out about a fun, creative and productive approach to reaching the young minds that will shape our planet in the very near future. Make use of the World Wide Web during your English lessons. In order to demonstrate this brand new,and innovative way of language teaching the workshop is to proceed the topics of Family Festivals andespecially Christmas with the help of some effective , profitable and of course downloadable shortfilms. Making use of these short films can improve the quality of language teaching. The workshopincludes some interesting and innovative oral and written exercises. The workshop focuses on presenting brand new methods of grammar teaching to help students build their grammar knowledge step by step. A short DVD film on adjectives and altogether 4 interesting tasks and exercises will enliven your lessons dealing with adjectives. They are using modern methods and up-to-date English vocabulary. The aim of the workshop is to present the new approach of incorporating the Multiple Intelligences theory in the ELT teaching process. In the second and more practical part of the workshop, I will describe and analyse a few MI-based activities, which will require active participation of the audience. The aim of the workshop is to present the advantages of introducing linguistics into the ELT teaching process. The participants will analyse a few activities based on contrastive as well as historical linguistics (e.g. etymology) which can help the students learn grammar and vocabulary in a meaningfuland creative way.
In the workshop we will learn what are cuisenaire rods, how to use them in FL classroom and what is sensory learning. The participants of the workshop will be actively involved. The activities will range from vocabulary teaching to grammar activies. An awareness–oriented approach to the teaching of culture in the foreign language classroom will be presented. The workshop will explore the potential of combining linguistic and cultural instruction on the basis of various kinds of input materials + activity cycles. The talk will present and discuss a framework for integrating applied linguistics into a teacher training programme (EFL); based on experience of running 3rd year AL lecture series at CETT Budapest. Roundtable discussion This joint presentation will give an account of the classroom investigation process as perceived by a teacher trainee and her thesis consultant. It will focus on the challenge of reconciling the different demands of language teaching and research as experienced by a beginning teacher during her school
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Pohl
Uwe
2006
How to shift from teacher to teacher trainer?
Pohl Pohl Pohl (et al.)
Uwe Uwe Uwe
2007 2008 2008
see Németh A.
Pohl
Uwe
2010
Two hats are better than one: the benefits of becoming a teacher – again
Pohl
Uwe
2011
Let’s check it out: how to get more out of checking homework and similar activities
Pohl
Uwe
2012
How to make your workshop work
Pohl
Uwe
2013
SIG moderator
Pohl (et al.)
Uwe
2014
Training to become a mentor: personal discoveries as stepping stones
Pohl
Uwe
2015
Teaching English with the three Cs
Poisel
Eva
2006
Process orientated portfolio work focusing on pluricultural experience and peer learning
Poisel
Eva
2007
CLIL – teaching subject knowledge
practicum. The presenters will also suggest some ideas which help the teacher-researcher to steer the investigation in the context of their classroom teaching. This talk will present a practical guide which has been designed primarily for the use of less experienced teacher trainers. We will discuss the shift from teacher to teacher trainer and look at the guide’s activities, information and resources related to a trainer’s job before, during and after training events.
see Szesztay All CETT and done? – a short (hi)story of FELT. (Fellowship in English Language Teaching)
In this light-hearted panel presentation a group of Hungarian ELT professionals will share their thoughts and experiences on ways of surviving and developing in a climate of change, school mergers and job insecurity. The panel members will talk about the values and passions that unite them and explore what it might mean to be an ELT professional in Hungary now and in future. In this presentation, I will share what I’ve learned from going back to school-teaching for one year. I will talk about the challenges I faced teaching a group of 11th graders and my status as a temporary member of staff. And I will show how I have benefited from this experience as a teacher and teacher trainer. In this workshop we will share ideas on how to make the practice of checking homework or answers to reading and listening tasks more enjoyable and meaningful for learners. As a participant of many EFL conference workshops I often felt they were lost opportunities because the audience somehow failed to engage with the experience and good ideas of the workshop leader. So when does a conference presentation feellike a workshop? What helps and what hinders the communication flow among those involved? Let’s have a workshop! In this talk we will present some important personal discoveries made by a group of Hungarian EFL teachers during their recent intensive mentor-training experience. Their thoughts, insights and questions provide a fascinating record of the mental and emotional shifts involved in becoming a mentor. For the teachers, these shared discoveries were both exciting and unsettling, each marking a stepping-stone of personal and professional development. In this workshop we will explore how teachers can bring creative, critical and compassionate thinking into their language classrooms. We will share why the three Cs have become a regular feature of the work we do as teachers and trainers. There will also be a chance for you to get a taste of ‘three-C’ classroom activities. After an introduction into the general principles of process orientated portfolio work and the teacher’s role the participants will explore the assets of peer learning and peer evaluation with particular focus on a pluricultural environment, followed by a discussion of the aspect of how to assess the student’s skills for these tasks. Teaching subject knowledge through English meets the language policy of the European Union in demanding academic proficiency. It means, however, new methodical and didactic
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Pók
Mária
1993
Paradise, lost (For ever?...)
Pók
Mária
1998
Global planning: cross-curricular themes in foreign language education
Pók
Mária
1999
Some realistic suggestions about cross-cultural education
Polgár Polyák
Mária Ildikó
2010 1993
see Abbleby
Polyák
Ildikó
1995
A stranger among us?
Polyák Polyák
Ildikó Ildikó
1999 2013
see Kiss
Poór
Zoltán
1991
Video project work with young learners
Poór
Zoltán
1992
see Poór Zs.
Poór (et al.)
Zoltán
1993
Cuckoo! – a new video course for primary ELT
Is fluency enough to communicate?
approaches which challenge subject- and language teachers. A theoretical overview based on the curriculum of the teachertraining course offered by the Pedagogical Institute of Vienna is supported by classroom material. Traditional language teaching has focused on grammar or literature, and more recently, on performance that fosters creative interaction among learners. Accepting Richards’ and Rodgers’ view about the language being ‘a vehicle for performance of social transaction’, I would like to move a step forward and present the idea that language should not be taught in isolation from subject matter, but integrated with content learning. In this specific, interdisciplinary approach I have chosen a topic (‘Home’) and will try to point out the possible advantages and probable difficulties of linking various subject matters through curricular methods, drawing on the achievement of whole classroom practice. Though I will address elementary (form 1 and 2) and college teachers in the first place, no experience but no open heart is preferred. Environmental education is chosen as content in this interdisciplinary approach. Advantages and difficulties of linking various subject matters through curricula methods will be pointed out presenting a programme designed by LANGWEST for a post-graduate teacher training course with a special emphasis on practical implementation at various educational levels. Several issues related to cross-cultural planning will be discussed in the framework of a detailed further training programme for in-service teachers offered by Langwest ‘96 BT of Eger. Special emphasis will be put on curriculum building, assessment techniques and on investigating principles. Even at an advanced level, teachers of English tend to focus on verbal elements of communication. Successful business people (i.e. negotiators), however, must be aware of all elements of communication so that they can receive and send messages effectively. This talk will show how communication training can be built into an ESP syllabus for pre-experienced learners. In this workshop I will present some activities taken from a coursebook I wrote for our Cross-Cultural Communication course. However, the book can also be used with students whose careers involve frequent encounters with foreigners.
see Sazdovska This talk and presentation of video sequences is to demonstrate that project work can be extended to the entire exploitation of video technology. Some techniques will be demonstrated in order to show how 6-14 year old students and their teacher can use the video camera for language acquisition purposes. The workshop is designed to present some techniques of applying one of the newest Longman videos for young learners. The
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exercises will mainly focus on ways of videopresentations in an absolute beginners class of 7-8 years olds, who are not familiar with English literacy.
Poór
Zoltán
1997
see Poór Zs.
Poór
Zoltán
1999
Poór (et al.)
Zoltán
2000
‘Arresting images’ for promoting comprehension and language learning Viewing to learn, learning to view
Poór
Zoltán
2004
The changing roles of teachers in contemporary modern languages education
Poór
Zoltán
2005
Projects in projects
Poór
Zoltán
2007
Business English discussion
Poór (et al.)
Zsuzsánna
1992
Wizadora, a new video course for young learners
Poór Poór (et al.)
Zsuzsánna Zsuzsánna
1993 1997
see Poór Z.
Poór
Zsuzsánna
2002
First steps together. A lesson with 10-year-olds
Poór
Zsuzsánna
2004
45 minutes around the world
Poór
Zsuzsánna
2005
Obstacle race with fun: crosscurricular themes for young teenagers
Poór
Zsuzsánna
2005
Teacher of open lesson: CLIL for
Tasks for children and teachers who enjoy challenges
The workshop will introduce an approach to use with authentic video recordings. This workshop is to introduce an unusual approach to use authentic videos to develop comprehension in a gradual way. Participants will have the chance to work with authentic videos in the capacity of learners and teachers/materials designers alike. This presentation will focus on various contemporary challenges teachers face: quality-management, supporting learner autonomy, and co-operative learning, crosscurricular initiatives, multicultural cooperation, etc. All these issues will be discussed from the point of view of teacher development. This presentation will look at all possible meanings of projects in the contemporary educational context. The author will specify a typology of project-related activities and will define them according to his experience. The main focus of the talk is to describe how projects promote the development of teachers and learners in a cross-curricular sense. Participants of this follow-up discussion will reflect on the session observed according to the criteria distributed prior to the particular English class. The facilitator will give everybody the chance to relate the experience to their own practice and bring up some issues that are specific for the Methodology of Teaching Business English. This workshop is planned to introduce techniques that the presenters applied when piloting Wizadora with their pupils at the very first stage of learning English. Designing tasks to facilitate primary school children’s language learning by using Aguila – a magazine for British children – opened perspectives like: theme-based language education and learner autonomy. This workshop will demonstrate these tasks, invite participants to design further tasks based on authentic articles of cross-cultural character and consider the teacher developmental aspects of the issue. It is going to be a lesson to be delivered in a ‘fishbowl mode’ to demonstrate the content and activities a new course book for Hungarian primary learners of English can offer. Providing information about the target language countries enables students to travel round and find out similarities and differences in cultures. It also gives us the opportunity to explore new fields as well as building on students’ knowledge and past experience. The participants of this workshop will have the opportunity to take part in playful activities in teams. They will get some idea of using various cross-curricular activities for task-based communication and learning by doing. The main focus is to show how these activities promote skills development of 12- 13-year-old learners.
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young learners Explore the world with English
Poór
Zsuzsánna
2006
Poór (et al.)
Zsuzsánna
2011
View on another world – Are you in the secret?
Popa
Bianca
1997
‘We draw, we sing, we do a lot of things’
POPOVICI
Ruxandra
2004
Educating English language learners for the 21stcentury
Poros Poros
Andrea Andrea
2002 2006
see Ábrahámé
Poros
Andrea
2009
Learn English family: parental involvement in language learning
Potter
Jocelyn
1994
Resources for materials writing: designing tasks
Potter
Jocelyn
1994
Key decisions in materials writing
POWELL
Mark
1998
Beyond the lexical approach
Puppets and young learners
Participants of this workshop will browse through course materials Teamto find examples of task-based and cross-curricular language teaching. They will have the chance to try out some of these activities. All the activities will put the learners in the centre of the language acquisition process. Teacher’s role in the personality-centred educational environment will also be discussed. The workshop facilitators - the authors introduce some intercultural aspects of the course material Secrets 2. Participants are encouraged to take part in some activities, which help them find out a lot about everyday life in England. These activities can help learners be successful with acquiring and using new vocabulary and structures in situations. They also motivate learners to build on their previous knowledge and creativity. Aim: To examine a few methodological issues regarding the use of poems and songs accompanied by drawing, gestures/mime with young learners. Why, advantages, disadvantages, objectives, possible tasks will result from the first activities. Stage II: Practical demonstration. Stage III: Talk about other ways of exploiting the material; evaluation sheet. Learning a foreign language is a process of interaction between cultures and a way of coping with the challenges of the 21st century. The foreign language class becomes a point of convergence of language, culture, citizenship and human rights education. This talk will focus on the specifics and the universals of an educational programme meant to develop knowledge, values, skills and competencies for the global citizens of the contemporary age. Using a puppet theatre in the classroom could add a new and exciting dimension to the way we teach English to young learners. The session will offer practical tips and ideas about incorporating a few special techniques and elements of drama into our lessons. UK research shows that when teachers and parents work together, and parents help their children with their learning outside of the classroom, the academic performance of the child in the classroom improves. The British Council has developed resources and guidance for parents to support their young children’s language learning. In this workshop I will offer a list of task prompt words that I find an invaluable aid to task design. Participants will have the chance to try out some of my tasks and produce some of their own. Many of the ideas in the workshop have informed me in writing of the Look Ahead classroom course. Materials writing is an almost inevitable aspect of the work of language teachers. What are the key decision-making points in the materials writing process? What resources exist to assist a principled set of choices and how can teachers become better materials writers? Few linguistic insights have had as profound an effect on English language teaching in recent years as the Lexical Approach, and many of us, having found it a helpful and effective change of focus in the classroom, now teach less grammar and vocabulary and
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Powell
Mark
1998
Presenting in English
Preis Prescott
Karl Frank
2006 2006
see Vogl
Prescott
Frank
2007
The Internet and students’ writing: friend or foe?
Prescott
Frank
2009
Should I be a digital virgin or a whiz kid? The 21st century teacher’s dilemma: a response to Scott Thornbury’s ‘A dogma for EFL’
Prescott
Frank
2010
Visions of light and colour: using the paintings of Egry József in the classroom
Prescott
Frank
2010
Myths & misunderstandings about ICT: a view rom no man’s land
Prescott
Frank
2011
Teaching writing in the digital age: some things I think I know
Prescott (et al.)
Frank
2013
Setting up regional branches
Prescott
Frank
2013
SIG moderator
Prescott Prescott
Frank Frank
2014 2014
SIG moderator
Promoting autonomy in a first-year EAP writing course
Observations from the language classroom – the importance of the group
more of the many naturally occurring multiword ‘chunks’ (collocations and fixed expressions) which cross the boundary between the two. But have we gone too far? Have we gone ‘collocation crazy’? Have we ditched grammar too soon? Are we stifling creative language use? And are the stereotypical expressions we’re teaching reinforcing stereotypes themselves? In this lively and controversial talk, the speaker will first demonstrate how lexical and creative language differ and then suggest methods of simultaneously incorporating both into classwork. Forget signpost language and graphs. The success of presentation has little to do with how well it is structured. What sets truly excellent presentations apart invariably has more to do with how the speaker paces their speech and uses simple rhetorical devices to create impact and rapport. In this session we take a radical new approach to both language and skills, and try some material which teaches even low-level learners to speak skillfully. An account of a qualitative study done in a Hungarian state university exploring the experience of first-year students learning to write academic English. The aim was to find whether students could be encouraged to become autonomous learner as a way of helping them overcome their problems adapting to university requirements. The talk will look at contemporary attitudes to students’ use of the Internet both in Hungary and more widely in Europe and America. The potential of the Internet as a writing resource will then be examined, focusing on some specific sites and some ideas for how they can be used. This will be an interactive presentation cum workshop which will encourage the audience to consider the use of high technology in the EFL classroom. Through a series of discussion and thinking tasks we will try to make some sense of the vast array of choices open to the 21st century teacher. Egry József is the local painter who the school is named after. He lived and worked in Badacsony andFrank Prescott’s session gives us the opportunity to explore how his paintings might be used in theclassroom. A look at some common misconceptions and shibboleths in the ongoing debate about the use of ICT in the classroom. This talk will present some ideas related to my own experiences teaching writing at ELTE. I will try to show how the teaching and learning of writing skills has changed and needs to change in the 21st century and also what core skills remain essential for students. This will be a report on the progress made in reinstating active regional branches in two areas of Hungary and a discussion of how important the existence of regional branches is in a national teaching association.
This presentation will focus on how different teachers of an introductory academic skills course for first-year university students handle
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Prescott
Frank
2015
21st century skills in 20th century classrooms: overcoming the digital divide
Pribanic-Katarinic
Livija
2006
Multiple intelligences: putting theory into practice
Price Price
Beatrix Beatrix
2009 2011
see Enyedi
Price
Beatrix
2013
SIG moderator
Price
Beatrix
2014
Stories and readers
Price
Ian
1994
Restrictive grammar
Prievara
Tibor
2007
Using digital photos and PowerPoint in the English classroom
Prievara
Tibor
2007
From Web 1.0 to Web 2.0 Exploring a new generation of Internet tools in the classroom
Prievara (et al.)
Tibor
2014
21st century skills at work in the classroom
Teaching through music and art
group dynamics and what the students themselves feel about the groups. It is based on observation data from my PhD dissertation. In particular, it will focus on certain techniques used by those teachers who were successful at building cohesive groups. The purpose of this workshop will be to examine the 21st century learning skills approach and learn from each other about the difficulties we might face in trying to implement such an approach in Hungarian classrooms. We will also share our ideas and experience for how we can foster more collaborative learning using the possibilities of new technolgy in our varied teaching realities and hopefully find ways we can support and collaborate with each other in order to develop ourselves as 21st century practitioners. The presentation will briefly cover the theoretical background of the theory of multiple intelligences. Basic terms like criteria for identifying, pathways, MIDAS, etc. will be explained. Through series of activities and discussions, participants will deepen their understanding of the MI theory and how it can be put into practice in real life and real classroom. A journey through different areas of arts, exploring creative processes in depth and integrating them into language teaching. Lift the veil on the internal motivation of pupils, explore the hidden talents of teachers, promote acquisition of good pronunciation and expand horizons beyond simple teaching to the developing human being. Have you ever wondered what to do with those useful-looking graded readers you have just ordered? How to motivate learners to read in English? What to do with stories, and how to ensure that students are begging for them? Beatrix Price may just have the answer! The presentation puts forward the argument that too much focus on Descriptive Grammar in teacher training is not only unnecessary but has a harmful effect on language capabilities of the majority of students. Digital cameras are available everywhere, you can take photos even with your mobile phone. Why not use them for teaching and learning English? PowerPoint is one of the most enjoyable working tools on the PC. This workshop will show some very simple techniques for using both digital pictures and PowerPoint in teaching English. The presentation aims at illustrating the pedagogical applications of the Web 2.0 revolution. Topics discussed will include using the Internet in a cost-effective way, the Internet as a tool for assessment, Internet safety, but also the Internet as a threat to privacy and the Internet misused. Finally, a collection of instant lesson plans and interactive Internet ideas will be presented for different age groups. How can one teacher change their immediate surroundings and introduce a 21st century learning design within the context of Hungarian public education? Does it require a firm financial background, a lot of equipment and extensive training? The answer is NO. In this workshop a practical approach will be introduced to a 21st century educational
163
Primalis
Dimitris
2014
Practical activities to develop exam and real life skills
Primalis
Dimitris
2015
Passive users or critical thinkers? Developing critical and creative thinking with technology
Prochazka
Anton
2002
The VAK approach for very young learners. A tester
Prochazka
Anton
2010
Enjoying stories with young learners
Prochazka
Anton
2011
Efficient language learning in Austria – primary CLIL as a challenge for the future
Prochazka
Anton
2012
Interactive CLIL-activities in- and outside the classroom
Prochazka
Anton
2013
Fit and fun: educating our students for a healthy future
Prochazka
Anton
2015
Projects for autumn and other seasonal activities
PRODROMOU
Luke
2001
Breaking frontiers: in search of a good lesson
setting – tried and tested. It even works sometimes. Do you feel that your examination prep classes are stagnating, losing their incentive? Do your students feel that their preparation bears no relation to real life communication? A workshop with practical activities on how to help your students develop their writing and speaking skills to deal with examinations. There will be special reference to the City &Guilds exams. Had enough with your students using their tablets or mobile devices to play games for non-thinking users? Project based learning with technology can be used creatively to stimulate students interest and develop their critical and creative thinking skills. A workshop with activities that can help students and teachers escape the class routine while learning. This practical workshop will show how very young learners (aged 6-8) can be motivated through a visual auditory and kinaesthetic approach. Participants will have the opportunity to experience various activities, e.g. a kinaesthetic Fantasy trip, games on a Magic rug, and other elements for spicing up their English lessons. This workshop will provide some ideas and suggestions on how to use stories creatively in the classroom in an enjoyable way and through a variety of activities (from the areas of listening, comprehension, retelling, acting, miming to inventing stories – from simple picture stories to creative shadow stories and the ‘story sack’). Cross-curricular teaching seems to be the perfect CLIL-solution for primary school. In this workshop will be shown how very young children – from grade 1 of primary school onwards – acquire contents of various subjects and learn a foreign language simultaneously, through a cross-curricular approach: a maximum impact on curricular learning with minimum requirements in the new language. As contact time with the foreign language is limited to time inside the classroom, it is desirable to motivate our children to engage themselves in using the foreign language outside the classroom as well. This workshop will show how very young children can become fascinated by various real-life activities. This workshop will provide some practical ideas and suggestions on how to integrate the topic Health and fitness in the classroom in an enjoyable way through a variety of interactive activities. The ideas presented will be adaptable to various ages and levels. Participants will experience these language teaching activities and will leave with some new ideas for spicing up their English lessons. This practical workshop will provide some ideas and suggestions on how to integrate the topic ‘Autumn’ in and outside the classroom in an enjoyable way through projects and various seasonal activities. Participants will experience these activities and will leave with some new ideas for spicing up their English lessons. What makes a good teacher? How can we continue to develop as teachers as the years go by and apathy sets in? This session describes a long journey in search of professional development and continued joy in teaching
164
Prodromou
Luke
2001
The power and the glory: the use of learner input in the classroom
Prodromou
Luke
2001
The ELT profession: state of art
PRODROMOU
Luke
2002
In dire straits: it never rains…for the ‘non-native’ speaker
Prodromou
Luke
2002
‘The elephant and the goldfish.’ The power of tests
Prodromou
Luke
2002
‘Righting’ students’ writing
Prowse
Philip
2000
Empowering the learner: success through power-sharing in the classroom
Prowse
Philip
2000
Shine on!
PUCHTA
Herbert
1999
Beyond materials, techniques and linguistic analysis
and learning. It looks at teacher training and teacher development and asks whether we’ve been looking in the wrong place. Enter Beethoven… This workshop suggests ways in which we can use learner texts and learner errors to accelerate learning and increase motivation. Many activities begin from textbook material and develop into learner-centred tasks. The approach makes the most of what learners bring to a mixed level class and encourage the most important factor in all learning: selfesteem. This is a panoramic of ELT methods and techniques using cartoons, music, and poems written by learners about what it means to teach and learn English. We will look at humanistic and communicative approaches; grammar and tests; discipline and motivation; teacher-centred and learner-centred approaches; good teachers and bad teachers and much more…if you have…poems on language teaching, prepared to read them now… So what is the difference between what we used to call ‘native’ and ‘nonnative’ speakers of English? What do native speakers know? And what about ‘expert users’? What do they know? What knowledge of language and culture do they have? What is the acid-test of ‘native speakerdom’ and ‘expertise’ that is in the 64 dollar question? …. or is it 65? Exams and tests have enormous power to distort and restrict the educational process. I define the difference between the process of ‘testing’ and the process of ‘teaching’: on this framework, I build activities which reconcile the often conflicting demands of testing and teaching. The main principle I draw on is that of learner input – using creatively the language and the ideas the learners themselves produce to ‘humanise’ the power of tests. What’s wrong with students’ writing? What’s wrong with the way we respond to the problems of such writing? This session looks at ways in which writing is handled within a textbook/exam framework on the one hand and within a more ‘right’ brain’ – humanistic framework on the other. Some examples will be drawn from the author’s published materials, others from learnerbased classroom activities. It’s easy to see the language learner as a passive participant in a classroom process controlled and programmed by teacher and textbook. Empowering learners can be threatening for teachers, yet until we are willing to, at least, share power, we are cutting ourselves off from our greatest resource – the learners themselves. We will look at and try out stimulating ways of getting students to participate fully in, and contribute successfully to the language classroom. Shine: easy to teach, easy to learn from and fun. Is this the way to simultaneously empower the learner and empower the teacher? We’ll look at the three levels of the new Heinemann Macmillan course, try out some activities, and enjoy ourselves. Following on from Earl Stevick’s provocative claim that in the teaching and learning of a foreign language, success depends less on materials, techniques and linguistic analysis, and more on what goes on inside and between the people in the classroom, this paper
165
Puchta
Herbert
1999
Playway to English – Cambridge gets younger
PUCHTA
Herbert
2009
On being a teacher – management skills versus leadership qualities
Puchta
Herbert
2009
Creativity and grammar teaching
Pugliese
Chaz
2010
Creative teaching: can it impact motivation?
Pugsley
Jenny
1992
Quality assurance and the paying customer: setting your goals
Puljar
Marijana
2004
see Blazic
Puon Castro
Yonatan
2015
see K. Horváth
Purda
Katalin
1997
War poems
Purda
Katalin
1998
see Farkas
Rácz
Gabriella
2004
see Harangozó
investigates the significant role that our students’ beliefs play in the foreign language learning process. It will be proposed that beliefs are guiding principles for our students’ behaviour and string perceptual filters. Examples from classroom research projects with young and adult learners will be used in order to demonstrate that our students have certain beliefs, they act as if they were true. Taking as our basis Bateson’s and Dilt’s work on logical levels in the human thinking process, we will explore why beliefs can have such a powerful influence on the students’ motivation to learn and on the development of their concept of self, how beliefs are formed and maintained and what a teacher can do in order to influence the learner’s beliefs in a respectful and positive way. Introducing Playway to English as a new Cambridge University Press series to young learners. In this workshop teachers will explore a concept of teaching children from beginner level upwards that Herbet Putcha calls the Smile approach: Skill-oriented learning, Multi-sensory learner motivation, Intelligence-building activities, Long-term memory storage of the language through music, movement rhythm and rhyme, and Exciting stories and sketches. A large number of different activities form Playway to English will be explored. It is leadership qualities rather than management skills that make a real difference to students. After defining management skills versus leadership qualities, we will discuss how the teacher can be successful as a leader and thus, in line with a famous saying of what leadership is all about, can create a ‘classroom culture that students want to belong to’. Have you ever wished practising grammar could be more enjoyable for yourself and your students? Are you keen on getting new and unusual ideas for practising grammar? Yes? Then this session is for you. We will look at practical and enjoyable ways of discovering grammar, and creative ideas for consolidation. In this session I will suggest that creativity has a huge impact on the students’ motivation. We will look at the different types of creativity, and outline strategies that can enhance our creative potential. We will finally experience a few exercises to see how these strategies work in the classroom. Participants will consider inspection criteria for EFL institutions in terms of management, qualifications, teaching and resources. The British Council accreditation schemes for EFL will contribute to data input for participants to re-model for their own context trying to reconcile ideal standards with practical constraints.
The workshop intends to present some sample methods for introducing poetry and other cultural materials in the language classroom. War poetry can be used with advanced students to compare their oral skills in an attempt to rely on their knowledge gained in Hungarian Literature and History classes.
166
Rádai
Péter
1991
see Gedeon
Rádai
Péter
1992
Who is afraid of … grammar?
Rádai Rádai
Péter Péter
1993 1997
see Enyedi
Rádai
Péter
1998
How should we check comprehension?
Rádai
Péter
1998
165+135=300
Rádai (et al.)
Péter
2000
Cardboard words – vocabulary cards for everyone
Rádai (et al.)
Péter
2001
Cardboard words: more activities, more opportunities
Rádai
Péter
2002
Developing monolingual dictionary skills with the Macmillan English Dictionary
Rádai
Péter
2008
Preparing learners for real life language useand EURO exam tasks
Rádai
Péter
2009
Developing writing skills meaningfully – for life and for the Euro exams
Rádai
Péter
2014
Raising students’ awareness in exam preparation
What is INSETT worth?
It is never too late to experience the joys of teaching grammar. Both experienced and less experienced teachers are welcome to join the workshop which is offering practical ideas and provocative thoughts on how to distract students’ attention from the harsh reality that they have to learn and practise the grammar of English or any other foreign language. The workshop will explore teacher’s personal and professional experience of the variety of INSET courses and programmes they have taken part in. Data gathered during the workshop will be used to draw conclusions about the type of INSETT teachers may find useful and relevant for their work. All textbooks are full of so-called comprehension questions. But do they really check to what extent the learner has comprehended a reading and listening text? This workshop will attempt to take a critical look at these task types, as well as to offer meaningful alternatives. After the huge success of the resource book 165 ötlet, the authors have published another 132 teaching ideas, activities (135 ötlet), more than 50 of which were sent in by colleagues working in Hungary. The workshop will offer a selection of these, hopefully presented by some of the contributing colleagues. The waiting is over,Cardboard words are finally available for teachers and learners alike! Should you be unaware of what kind of cards or words we are talking about, here is your great chance to find out about them! And if you have attended our earlier workshops, please join us to have more fun and experience ‘previously unreleased’ activities. In a couple of months of its launch, we will look at the new ways of using Cardboard words. A range of practical options will be introduced for both classroom and self-study. The presenters will also draw on the experience of colleagues who have already used the wordcards with their own students. Of course, learners from intermediate level use monolingual dictionaries. But do they use them effectively? Do we train them to make the most of this useful tool? The workshop will focus on practical activities and will illustrate how the new and highly innovative Macmillan English Dictionary can help teachers and learners in this activity. The workshop will present a number of awareness-raising and skills development tasks with which teachers can prepare their students for both authentic and autonomous language use, as well as for specific task types of the EURO Exam (e.g. writing, dictation and mediation). Helping learners to develop their writing skills needs more attention in our classrooms, after all, in our communicative age we are required to express ourselves clearly, purposefully, meaningfully. This workshop offers awareness-raising and writing activities to support students’ preparation for real life situations and writing tasks at the Euro exam. This workshop is presenting the brand new A2 level Euroexam, focusing on the competencebased testing ways of the exam. The workshop will give a chance for participants to get familiar with the specific needs of that low
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Radford
Neil
1994
Using logic problems for language practice
Radford
Neil
1995
‘Maria, ask Peter what his name is’
Radnai
Zsófia
2003
Self-assessments in language auditing – Hungarians from a European perspective
Radóné Karácsonyi
Enikő
2007
Improving languages skills while having a great time...
Radóné Karácsonyi
Enikő
2006
see Gorszki (2006)
Radu (et al.)
Catalina
2007
Theatre – unconventional method of implementing eurocompetences...
Rády
Annamária
2001
Are large classes really a scourge?
Rády
Annamária
2002
Mozart, John Lennon and that lot
Rády
Annamária
2002
English favoured with news
level in terms of task types and testing methods. Language-based logic problems offer an ideal basis for practising specific structures and topic areas. My presentation will show how traditional published logic problems are not suitable for language use for a number of reasons. With a little ingenuity teachers can modify such puzzles to suit their students’ needs. Plenty of examples will be made available. Too often questioning in classrooms is meaningless, especially if generated from books. Even information gap questions are not driven by a real desire to know. In this talk I will look at some techniques designed to generate genuine and purposeful questioning – and we will get some practice in too! In a current Leonardo da Vinci project on language auditing, a tool is being developed for assessing the foreign language needs of professionals in trade, industry and government. In this paper we report on the results of the try-outs in HU, PL, BG, GR and NL. This workshop aims at providing useful ideas and ways of planning, organizing and running Halloween parties for about a hundred pupils at a primary school. We would like to highlight the possibilities in such an event both from the teachers’ and the learners’ point of view. The variability and complexity of the tasks help to improve language skills and strengthen group cohesion. We present the result of the project which took place in our school during 2005-2006 through the theatre club. We worked in Romanian and English languages. It was a premiere for our students through which we wanted to promote the interdisciplinary, active and cooperative methods and also to develop the creativity and critical thinking. We studied and re-acted a drama which treats the antique Greek Oedipus’ myth from the perspective of the present day. Teaching large classes in most cases is not the choice of the language teacher. In a large class the teacher often feels obliged to dominate in order to maintain control. In my workshop I would like to introduce activities that require some imagination but little effort and result in warmer classroom climate, raise levels of motivation and enhance learning. When we teach English we do not only teach grammar, vocabulary and the four skills, but through the language we also teach subjects relevant to the general curriculum of our primary and secondary students. Although teaching music has been given less emphasis in the past few years in the National Curriculum, I consider music an essential part of our life. In my workshop I will share with the participating teachers some ideas of Ken Wilson (author of the Prospects series) and my own on how to make teaching music part of the English class. Since getting hold of the first copy of Newsweek some twenty years ago, I have considered the weekly magazine an essential part of brushing up my English, updating my vocabulary and knowledge of what is going around us. Why not pamper your students of English with something really authentic and
168
Rády
Annamária
2003
English flavoured with News(week)
Rády
Annamária
2003
Visiting Scotland plus gaining 80 credit points
Ramona
Hosu
2001
Political and/or cultural crisis reflected in literature
Ramsay
Gaynor
1992
Teaching advanced level activities
Ramsay
Gaynor
1992
Rankovic (et al.)
Snezana
1999
Ideas for generating activity and enthusiasm in language classes The elements of culture in business English – the case of pre-experience university level learners
Rátz
Mariann
2002
Eye teach English – An eye/ Iopener for sighted teachers
READ
Carol
2014
Reflections on how to be a highly effective teacher
thought provoking? Why not use news articles to change the routine of the classes? In my workshop I will introduce some of the activities I find Newsweek most useful. Since getting hold of the first copy of Newsweek some twenty years ago I have considered the weekly magazine as an essential means of brushing up my English, updating my vocabulary and knowledge of what is going on in the world. Why not pamper your students of English with something really authentic and thought provoking? Why not use news articles to change the routine of the classes? Practical ideas used at different level of learning the language will be presented and put into effort in the workshop. Getting the required amount of credit points within the given time has been a pain in the neck for most practising teachers in the primary and secondary sectors of education. Though the original idea of teacher training is most welcome by everyone, it is sometimes very difficult for busy teachers of English to try and squeeze the trainings in their everyday life during the schoolyear. Eleven lucky teachers have made it this summer. Sponsored by their schools and Departments of Education they spent a very exciting week in Scotland collecting authentic material and learning a lot about the culture of England and Scotland. If you want to learn more about the course and wish to know how you can become one of the teachers travelling next time, come and join us. The issue is that of deciding which of these two (i.e. culture/politics) is the ‘principal’ and which the ‘secondary’. The process of transcending from a social, economic, political and cultural stratum to a ‘superior’ one, under the pattern of change, presupposes a comparative study. Certain western pattern of social democracy.
In this talk we will be showing how the cultural elements in business communication are included in the training of students of management and economics, who are not always aware of the importance of crosscultural training. This talk offers an alternative view of teaching/learning and the relationships in the classroom through the experiences of a blind beginning teacher working with a sighted class. Special guests at the talk will include Molly, the Dog of the Year, 2001. In this session we will take for granted that teachers need to be confident in their subject knowledge and skilled in the craft of teaching in order to achieve desired curriculum outcomes. Instead we will aim to explore the more intangible personal capacities, attitudes and beliefs that make for highly effective teachers who have a profound influence and make a long-lasting difference to the lives of their learners. We will consider the role of the teacher as educator in fast-changing social and technological times. We will also discuss a notion of professionalism that supports learners in leading fulfilled and productive lives as citizens in both a local and global context. Among the areas that we will
169
Read
Carol
2014
Developing intercultural competence with children
Rebuffet-Broadus
Christina
2014
‘Yes, and...’: Improve theatre techniques for creativity and speaking skills
Reményi
Andrea
2015
What is a non-native language teacher worth?
Reményi
Judit
1997
English teaching in Hungary – a historical perspective
Reszler
Zita
2003
Mediation: just another name for translation?
Reszler
Zita
2004
The IH Euro exams. Reducing subjectivity in oral testing
Revell
Jane
1992
20 ways (at least!) to be a boring teacher!
Revell
Jane
1992
Connect – an exciting course for secondary schools
Revell
Jane
1993
Learning English through doing
REVELL
Jane
2015
Getting older … getting wiser?
Revell
Jane
2015
Use it or lose it!
investigate during the session will be selfawareness, personal development, emotional intelligence and engaging with other people. There will also be opportunities to reflect on your own ideas about what it means for you to be a highly effective teacher in your context. Intercultural competence is a combination of knowledge, skills, attitudes and awareness. But what does this mean for primary school children? This session presents a model for integrating culture in the primary language classroom and suggests a variety of enjoyable activities that bring the notion of culture alive in the classroom. This talk explores the benefits of integrating improvisational theatre activities in the business classroom. This talk will touch on reasons for including improvisational activities in language training, demonstrate practical ready-to-use ideas, and address ways of handling trainees who hesitate or refuse to participate. Hour-long interviews were conducted with 72 Hungarian-L1 teachers of EFL to understand how in their discourse they relate to a EU teacher mobility, and how they construct their identity as teachers. Although the majority are enthusiastic about longer-term mobility, most interviewees constructed the non-native teacher as of secondary value. Foreign language teaching (focusing on English) in Hungary since the 1850s. Aims, contents, methods, attitudes. How and why English became foreign language number one in Hungary. In this session we will be analysing the mediation tasks of the Euro Exams in terms of usefulness in real life. Then we’ll look at some typical problems students have and try out some practical activities that you could use in the classroom to help them with these. Is it possible to test oral communicative competence in a completely objective way? Obviously not, but the IH Euro Exam has taken a number of steps to reduce the subjectivity of testing and increase the candidate’s confidence in the results they obtain. The workshop will focus on a detailed look at how objectivity can be increased in oral testing. It is dull (and rather depressing) to think about how to be an interesting teacher. It is much more fun to discuss all the ways we can be boring in the classroom, and then work out opposite behaviour. And we find we are doing lots of things right after all. In this workshop we shall be looking at a course for secondary schools – Connect – order to see what makes it a bit different from other books, particularly in view of its attempt to connect English with different types of ‘content’ teaching whenever possible. There are lots of ways of ‘doing’ things in English in the classroom and lots of reasons for doing things in this way! Come and do! The aim of this plenary is to make you think a little, make you laugh a little, and leave you with some ideas to take away and use both inside and outside the classroom. We will experience stories, poems and anecdotes that relate to different stages of life and provide interesting food for thought for people of all ages. Memory is a vital part of learning, and that includes learning a language. We sometimes
170
Reves
Thea
1992
What makes a good FL-reader? From research findings to classroom practice
Révész
Judit
1991
Co-operative learning
Révész
Judit
1997
Listening activities with young learners
Révész
Judit
1997
Traditional songs & rhymes in action
Révész
Judit
2002
Pre-service teacher trainees and their attempts at establishing their authority
Révész
Judit
2002
Drama in a Snapshot
Révész
Judit
2003
Dramatic supervision in a preservice setting
Révész
Judit
2005
see Bodóczky
forget just how powerful our brain is and we often have limiting beliefs about our ability to remember things, especially as we get older. But essentially, it’s a question of practice. Our memory is like a muscle: the more we exercise it, the better it works. Use it or lose it! This session will look at some ways to help us remember, and suggest some simple practice activities for – and beyond – the classroom. The paper will relate to three main aspects: a/mental factors involved in the process of reading comprehension with special reference to scheme-theory b/ findings on a research project c/ application of the findings to classroom practice This workshop will show participants how to involve students in decision making concerning their own learning. We will share some practical ideas on how to find a balance between teacher control and student initiative. Children make sense of the world around them in peculiar ways. How can we make use of their special abilities in the language classroom? The songs and rhymes selected for this workshop are traditionally accompanied by some physical action. Participants will be encouraged to try these for themselves. One of the most demanding challenges of the teaching profession is to find a balance between the facilitator role and assessor/supervisor role of teachers. Even among experienced teachers are very few who can claim they have found the right answer to this perennial puzzle. Some of our trainees being halfway between two worlds: half students, half teachers sometimes fight a heroic battle for finding their own solution. In the lecture we are going to look at some paths teacher trainees and beginner teachers may take, some of the typical traps they may fall into and also what trainers and mentors can do to assist them in struggle. Language does not primarily describe, it acts, and most importantly, it mediates intentions between people. A large part of this mediation takes the form of rituals that are specific to a given culture. (The commonest of these are greetings.) These rituals usually have linguistic elements often referred to as ‘idioms’, ‘set phrases’, ‘expressions’, etc. During the workshop we are going to try out a few activities that may help learners act in these rituals with more confidence and creativity as well as add some spice to our lessons. Although we will be using texts from the Snapshot series, the activities will be adaptable to other course books, as well. Through case histories, the workshop aims at introducing socio-drama techniques that can be used to facilitate the professional development of teachers in training. The Centre for English Teacher Training, ELTE, Budapest has a 12-year long tradition of offering relatively long, approximately 60 hour teaching practice opportunities for its trainees. There is also a weekly support seminar provided by the programme to accompany the teaching experience. The methods we look at during the workshop have developed in the course of these sessions over the years.
171
Révész
Judit
2007
Traditional songs and rhymes in action
Révész Révész Révész
Judit Judit Judit
2008 2009 2009
see Pohl
Révész Révész
Judit Judit
2010 2012
see Bodóczky
Révész
Judit
2013
SIG moderator
Révész Reynolds Rezaei
Judit Lucia Bita
2014 1994 2011
see Pohl
Rézműves
Zoltán
2014
Ready for exams, ready for life: finding the balance
Rézműves
Zoltán
2015
Get Ready: update your exam skills
Ricketts
Keith
1993
Listening to Britain today – introducing the Cassette FM series
Ridder
Wolfgang
1991
A new kind of ‘supervision’?
Ridder
Wolfgang
1992
The ICC-Certificate – an overview and an appreciation
Tune, rhythm, physical movement and lyrics combined constitute an irresistible language development opportunity. Traditional songs and rhymes are also capsules of time and culture in so far as they carry the attitudes of the communities where they were created. During the workshop we are going to try out some choosing rhymes, skipping rope rhymes, circle and singing games and clapping rhymes.
SIG moderator Teachers of English: are we different?
The Lexical Approach – classroom techniques
The talk draws on a recent nationwide survey conducted among mentors around Hungary. It tries to answer the question whether teachers of English working as mentors display any significant differences from teachers of other subjects. The Lexical Approach promised a breakthrough in approaching langauge teaching and learning, however it delivered very little in terms of actual classroom procedures. During the workshop the participants will be able to try out a few activities based on the Lexical Approach idea.
see Hughes S. The glocal staffroom
The presentation aims to introduce the concept of glocal staffroom by looking at the ways learning communities are shaped around the world and suggests ideas on how to build the culture of interactive learning in local teacher development programs. There is a balance teachers must find in order to achieve both their objectives: training effective communicators and successful exam takers. This workshop will examine how testing tasks can be integrated into our classroom work without losing the focus on genuine skills development. From 2015, students take a new, revised version of the Cambridge English exams. What’s new? What skills will students need? How can we best prepare them so they are ready for exam success? Cassette FM is a new series from BBC English radio on audio cassettes with accompanying workbooks. The materials are appropriate for use as supplementary materials or self study. Two of the titles in the series are Britain Now and Women Today. The listening material on these cassettes is based on recent, popular BBC English radio programmes which use up to date interviews to explain aspects of contemporary British life and culture. The Cassette FM books contain background information to the programmes as well as comprehension exercises and classroom talks. There is a complete transcript of the tapes at the end of each book. After a number of years on the job nearly all teachers feel rather ‘spent’ and in need of a new ‘input’ to keep going. The speaker would like to present and try out a new procedure that’s easy to set up, less costly than ordinary ‘supervision’ and makes us listen, speak and solve problems together. Since 1967 the ICC-Conference has developed a full range of examinations in English which are used today in more than ten European countries as a Unit Credit system. This talk + demonstration will introduce the four major
172
Rijavec
Maja Marija
1997
A perspective on developing curriculum and materials for young learners
RINVOLUCRI
Mario
2008
Listening and Reading: these are creative and not merely receptive skills
Rinvolucri
Mario
2008
Relaxed listening and guided imagery
RIVERS
Wilga
1995
Cognitive processes and effective communication
Rixon
Shelagh
1991
Teaching children through activities and sound educational principles
Roberts
Mark
1997
‘Working in the dark’ – designing short INSETT courses for professional qualification
Robinson
Lynne
2010
Developing language and critical thinking through a simple machine design project
Robinson
Richard
1997
Relative clauses and the real world
examinations in English available: Stage I in English; Stage II in English; English for Business Purposes; English for Technical Purposes. The Certificate in English for Hotel and Catering Purposes will be touched upon too. The oral exams will be demonstrated by videotapes. The presentation includes views in the relevant factors that determine syllabus/material development, as well as the history of developing a course of English for 6-10-year-olds, tracing all phases of the process from observation and research into learner characteristics, forming principles, deciding upon appropriate teaching methods and learning goals to providing meaningful contexts and motivation activities, and finally, illustrating the material. When you closely examine the acts of listening and reading, it is clear that they normally include atleast these three activities: Deletion, Transformation, Elaboration. In this session, I will attempt to giveyou a storylistening experience which will allow you to notice just how you delete, transform and elaborate as you listen. The accurate realization of what we do as we listen and read challenges anumber of the most normal EFL practices, such as asking comprehension questions after a listening. There are students who are scared of listening comprehension which reduces their ability to sensibly decode a flow of English sounds. I will show you how to soften this state of mind and body through the use of physical relaxation and easy texts that introduce students to the pleasure that can be found in listening to a foreign language. To communicate effectively we need ready access to languageknowledge we have stored, however acquired, so that we can use it productively and receptively in all kinds of contexts. Imprecision, or getting meaning across somehow, will not suffice, whether in speech or writing, if students are to make use of the language they have been learning outside the classroom. Recent research into memory processes provides insights, with regard to both storage and retrieval for use, that are of considerable interest to all language learners and teachers. This session discusses the special nature of teaching the 8-11 age group, and draws in the speaker’s recently published drama course, TIPTOP (Magyar Macmillan, 1991) to present a range of activities and material for this age group. Professional qualification for English teacher forms part of the INSETT development requirement in the Romanian school system. The qualifying exams are set by university commissions with little information available to candidates. This presentation will focus on how a Simple Machine Design Project was developed at an engineering university not only to encourage students to apply critical thinking skills, but also to combine aspects of both the English and science curricula. Video extracts of students presenting their final posters will be shown. This session aims to give teachers ideas for dealing with relative clauses in an interesting and realistic way. We will also look at some dry transformation exercises, and evaluate
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Robinson
Richard
1998
Vocabulary records
Robinson
Richard
1999
Outside in
Rodgers
Theodore
1991
Creating co-operative learning activities from subject area texts
Rogers
John
1996
What’s your method?
Rogers (et al.)
John
1997
What’s a native speaker worth? It’s up to you!
Rogers
John
1999
Making the familiar strange
Rohonyi
András
1997
Wall (Web-assisted language learning)
Rooze
Richard
2003
Internet resources for classroom teachers
ROSENBERG
Marjorie
2015
Transitioning from general English to business English
what might be pros and cons of such exercises. ‘Learning words’ is what language learning is all about, yet few learners have any sort of system for doing it. This talk aims to explore some different ways of keeping records of vocabulary, and motivating learners to experiment with them. Ways of bringing the outside world into the classroom, in order to stimulate and motivate busy people who have little time for language study. Co-operative learning and content based language teaching are two of the most active areas of research development in EFL. This workshop leads participants in creating materials for co-operative learning from texts which are being used for subject matter study. We will adapt in co-operative format some schools and university text materials. Methods may come and go, but issues abide, which means teachers constantly have to make choices. At the heart of methodology lies the identification of issues, and the criteria we use to dissolve them. ‘Just make them speak’, ‘Teach them a bit of culture’. This is often the sort of brief native speakers get when they start working in a primary or secondary school, or when they go into classroom. Some alternative uses of native speakers will be suggested, and a number of practical activities tried out, focusing on listening. In this workshop participants will try out a number of practical classroom activities which enable the foreign language learner to gain a deeper understanding of the target culture on the one hand, while they encourage them to perceive their own culture. The paper presents the experience gained in a cross-cultural communication course at the University of Veszprém with the co-operation of partner universities abroad. The aims of the course were to enhance mutual understanding to improve the students’ language skills, to enrich their communication culture, and to teach them how to publish self-created materials on the World Wide Web. Some hands-on experience will also be offered for participants. This session will look at some of the freeaccess materials available on the Internet, in particular the web-sites provided and run by the British Council. It is aimed at teachers, and will cover resources and lesson-planning sites as well as sites that can be used by students. We will look at the process of using these resources as a whole, from planning, searching and navigation techniques through to some example classroom activities. There will also be some discussion about the advantages and disadvantages of web-based lessons. By the end of the session you should know: - Where to find a wider range of online resources - How to find activities, texts and so on which will be useful in your teaching - New ways to exploit these sites for planning or as part of the lesson General English teachers may be reluctant to make the change to business English, especially if they have never worked outside of the school or university system and feel
174
Rosenberg
Marjorie
2015
Getting Business English Learners to Speak
Rossner
Richard
1994
Awareness raising and the teaching of vocabulary
Round
Josh
2012
Putting the C & the P into CPD! (Content Focus = Professional Development)
Rouse
Andrew C.
1996
The folk muse at work in the British Studies seminar
Rouse
Andrew C.
1991
Building up a drama situation
Rouse
Andrew C.
1992
English under duress
Rouse
Andrew C.
1993
Personality in groupwork
Rouse
Andrew C.
1995
Folk song in the classroom
Rouse
Andrew C.
1998
The mummer’s play in the classroom
they don’t have the necessary business skills. This stretch, however, into a new area may be less daunting than many think. There are differences to be considered as business English may be more purpose-driven and generally needs to include specific areas of vocabulary, but for those interested in taking on the challenge, this plenary talk aims to provide practical tips on how to get started and point out what teachers can bring with them from their general English experience into this new field. Most business people would agree that communication is essential in today’s business world. Therefore speaking skills are often at the top of the list for business English learners. In this interactive workshop we will explore ways to build self-confidence in learners by helping them to express themselves and get their message across. For intermediate and advanced learners, vocabulary is crucially important. This workshop will look at ways of raising learners’ awareness of what it means to know a word. Participants will work with various activities for raising ‘vocabulary awareness’, and also look at ways of getting learners to focus on, study and use new vocabulary. Delivering an effective and all-encompassing CPD programme is a challenge for any DOS, and the relevance and demands of it may seem beyond manyteachers. This talks looks at what makes a good school CPD programme and confronts the greater challenge of how to engage teachers to enter into the learning process of reflective practice. The importance of Cultural Studies is on the up and up. The old nomenclature ‘britcivilizáció’ has become unacceptable and forced out of the Hungarian higher education vocabulary. The question inevitably arises, ‘So what do we do now?’ Media Studies offer one new angle, Gender Studies another. However, though we are warned that a ‘watered-down British History course’ is no longer acceptable (is that what you had?), a background in historical knowledge is essential to a working understanding of the present. The use of the folk song lyric may work as one way of serving up the past in an enjoyable and informative manner. The workshop will be a mixture of ‘doing’ and ‘discussing’. It is designed to show teachers how they can make their own situations, and what the essential ingredients of drama situations are, i.e how the drama language elements are interlinked. Problems of teaching under extradisadvantageous circumstances, based on a two-month period of teaching in a horizontal position. Please bring a cushion to this lecture. The talk concentrates on an awareness by the teacher of personality trails which infiltrate group work. It will be illustrated by a ‘Candid Camera’. The folk song has often been neglected by teachers in favour of popular music. This talk will set the balance by showing how folk songs can be used in the classroom for various purposes. The mummer’s play is the traditional folk play of England. The tale as it unfolds and the doggerel poetry in which it is unfolded is a delight on the village green and in the classroom.
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Rouse
Andrew C.
1999
The Sea-Shanty on board the HMS TEFL
Rouse
Andrew C.
2008
’I learnt more in five minutes than from eight years in school’ – popular education out of the classroom
Rozgonyi
Zoltán
2005
The first CEF-based national survey: findings of foreign language competence
Rozgonyi
Zoltán
2006
An idiot’s guide to the CEF
Rrezja
Fazli
2015
see Tiboldi
Rudnai Ruebeling
Mary Heinrich
1993 2003
see Ferenczy
Ruse
Christine
1991
How to use a learner’s dictionary?
Ruzsiczky
Rita
1997
see Lewis
Ryan
Christopher
1992
Bilingual education: theory and practice
Ryan
Christopher
1993
Research in teacher education: uses and results of an imaginary investigation
Ryan Ryan
Christopher Christopher
1994 1995
see Árva
Standardised language test in a European context
Self-service vocabulary – getting the learner to choose
The Sea-Shanty is an improvised maritime working song. While the original words must have included vocabulary utterly unsuitable to the classroom, the way the songs were created can be richly exploited. We are inclined to confine our analysis of the student's accumulation of knowledge to the classroom and to various methodological forms for which there is a vast store of literature. This paper takes a look at the transfer of knowledge in the non-teaching" environment, with special emphasis on the speaker's experience as a performing artist, particularly through his current "Canakins, or the Simply English Shakespeare Show." NYESZE, Medián and the Euro Exam Centre joined forces for the first representative national survey in Europe to measure the adult population’s competence in foreign languages against the Common European Framework. How do individual’s self-evaluation compare to their real ability to communicate? This and more findings will be revealed. There’s been a great deal of talk about the Common European Framework recently: three hundred pages of dense text, 50 tables, full competencies, strategies – all as easy to digest as a telephone directory. Keen conference goers have met these can-do lists a number of times, but what do we really know about the CEF? This workshop will provide a practical instruction. Questions about the CEFR that you didn’t dare to ask.
Standardised language tests in a European context are in operation within a network of more than 3000 examinations centres: TELC The European Language Certificates. TELC examinations are only possible by a high degree of standardisation of test formats, test items and evaluation and marking procedures which include standardised examiner and rater trainings. The talk will focus on the TELC standardisation across the four levels and eleven target languages of TELC examinations. The talk will give examples of standardised tests for the TELC Certificate in English.
A brief description of various bilingual educational programmes worldwide, with some discussion of factors affecting their success or failure, followed by an account of the first full five-year cycle in an experimental bilingual gimnázium in Budapest. Trainees at ELTE-CETT are required to carry out a classroom research project and report it in the form of a B.Ed. thesis (see joint presentation by Caroline Bodóczky et al.) Last year one of the CETT thesis supervisors decided to encourage his seminar group by inventing an imaginary research project of his own, choosing ‘CETT Trainees’ Attitudes to Research’ as his topic. But once the project has been invented, it seemed a pity not to carry on with it... How do we know which words they need to learn? After beginner-level, we probably don’t
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... I’d like to share one or two ideas that might help to solve the problem. If you’re interested, come along, and bring some ideas of your own.
Ryan Ryan
Christopher Christopher
1996 1997
see Király
Ryan
Christopher
1998
Lessons from CrissCross
Ryan
Christopher
1998
see Enyedi
RYAN Ryan
Christopher Christopher
2003 2008
see Enyedi
Ryu
Hoyeol
2012
Effect of positive comments from peer reviewers in a college EFL writing class
Sabathy Saffková
Maria Zuzana
2000 2005
see Poór
Saffková
Zuzana
2008
Building reading comprehension through on-line practice
Salamon (et al.)
Gábor
1993
Huron’s checkbook
Salánki Salas
Ágnes Spencer
2014 2009
see Dezsényi
Salas
Spencer
2010
What stands out? Macrostrategies for L2 teacher observation and
What do you really think about teachers?
Evaluating classroom activities
Reading and improving thinking through making associations
The contexts and circumstances of teacher supervision: local knowledge and pre-/in-service development
How much do you really know about your (and your colleagues’) professional beliefs and priorities? If you come to this workshop you’ll be investigating your own ‘personal constructs’ in relation to the questions ‘what makes a good teacher?’ The results may surprise you… Some of the contributors to Criss Cross, the new textbook family for teenagers, would like to share the lessons they learnt from participating in an international coursebook writing project. They will also show the lessons awaiting the users and illustrate their presentation with materials from the books themselves.
Trainees, mentors and trainers often find it difficult to decide - or at least to agree whether particular parts of a lesson "worked" or not. This session offers a simple approach to evaluating any kind of classroom activity, based on a three-level definition of "effectiveness". This study investigated the effect of positive comments from peer reviewers. Korean college students receiving the positive comments produced interesting and creative English writing pieces in the study. Their language use was also equally accurate. One interpretation of this is that the writing practices were viewed as an opportunity to communicate among them. The presentation will demonstrate the strategy of using associations as a means for involving students in the read-and-comprehend process and enhancing their cognitive abilities. This talk will aim at basic preconditions and effective on-line strategies, offered in the Reading for Academic Purposes on-line course, that can help students become active constructors of meaning and independent learners. The on-line activities are designed to practise reading skills which can be applied within the framework of a variety of texts of interest to EFL students. Huron’s checkbook, containing more than 6,000 authentic sentences, grouped under grammatical entries, is meant to be a reference guide and resource book for teachers and students of English in Hungary. It provides a ‘thesaurus’ of English sentences and their Hungarian translation covering problematic grammatical points from beginner to upper intermediate level, taking grammar out of grammar. This interactive paper examines common tensions surrounding pre/in-service teacher supervision and evaluation in local settings. The notion of ‘contextually responsive supervision’ is proposed and its implications for ongoing professional development are discussed. The interactive paper posits the need for teacher educators to articulate macrostrategies
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feedback
Sanches Lianes
Julianna
2015
Getting to know the English Language Learner: the teachers’ beliefs
Sandy (et al.)
Chuck
2012
Surpr@ise!
Sandy
Chuck
2014
A whole teacher approach to teacher development
Sántha Sántha Sántha (et al.)
Gergő Gergő Gergő
1996 2003 2008
see Dávid
Sántha
Gergő
2011
see Lowery
Sántha
Gergő
2013
see Horváth B.
Santos
Thomas
2002
Using theatre techniques in the language classroom
Santos
Thomas
2003
Compositions, a drama technique for expression
Sárdi
Csilla
1998
From language needs to language teaching
for interacting proactively with in-service and pre-service teachers. A presentation of six macrostrategies for L2 teacher observation and feedback is followed by an interactive discussion of their potential applications to local EFL contexts. Reflection on teachers’ beliefs about English Language Learners (ELL) is essential because they can affect our interactions and also shape our pedagogical approaches. Furthermore, awareness of our beliefs about ELL may enable us to extend our perceptions of foreign language acquisition, students’ expertise and the role of their background in language teaching. Surpr@ise combines surprise and praise and is built upon principles of gratitude and abundance. It’s a powerful structure with four steps: Surprise. Praise. Support. Collaborate. In our talk we’ll share how surpr@ise makes classrooms, schools, and communities shine and will leave you with a seed of surpr@ise to plant yourself. How could we better focus on wholeness in our teacher development programs and mentoring work? In this session, the presenter shares research results, proposes some possible solutions, models activities, facilitates reflective dialogue, and concludes with an offering of take-homes and a call to action.
see Számadóné Bíró Teaching tolerance through English
Come and see how and why, for the 3rd time, the Regional English Language Office (RELO) of the Embassy of the U.S.in Budapest held its "Teaching Tolerance through English" summer camp in Balatonlelle this summer. With U.S. Embassy support also from Belgrade, Bratislava, Podgorica, and Pristina, the camp hosted 36 primary school students and 6 teachers from schools in Montenegro, Kosovo, Serbia, and Slovakia. The program helped teachers and students to increase tolerance at their multiethnic schools through teaching English. The participants came from communities where different ethnic groups live side by side, and where practical skills and experience to improve mutual tolerance are still developing.
Participants will leave their shoes at the door and engage in a series of activities derived from the theatre. The activities are designed to build community, practice the four skills, and assist students in developing communicative competence. Participants will leave with ideas and materials to use in their classrooms. In this workshop participants will experience compositions. This is an exciting theatre technique developed by Anne Bogart, master theatre teacher, to help students explore expression. Using this technique, participants will create and perform a scene. They will also learn how to effectively process student drama projects. The presentation will show how students’ needs were taken in account during the implementation of a pilot needs based course at the College for Surveying in Székesfehérvár. Focused attention will be given to the syllabus, methodological
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framework & teaching materials.
Saric
Lejla
2015
Learn, teach, present... build yourself and improve your teaching
Sarkadi
Ágnes
2007
Techniques facilitating vocabulary acquisition for dyslexic students
Sarkadi Sarkadi
Ágnes Ágnes
2010 2010
SIG moderator
Sárosdy
Judit
1993
English teacher training for lower primary schools
Sárosdy (et al.)
Judit
1997
Teacher training for bilingual schools
Sárosdy
Judit
1998
English through curriculum
Sárosdy
Judit
1999
Intercultural aspects in teaching English
Sárosdy
Judit
2002
Content-based English teaching with a special focus on culture
Sárosdy
Judit
2004
Teaching English through the topic holidays
Sárosdy
Judit
2005
Language across the curriculum
The situation of dyslexic language learners in mainstream education: the teachers’ perspective
Be filled with enthusiasm, be honest and sincere, be humble but yet passionate, try to achieve more, try to be a good and inspiring teacher and presenter, and try to be a wonderful human being. My talk is about the growth of a small human being merely called a teacher. This talk gives an overview of vocabulary learning problems of dyslexic language learners and gives examples of teaching methods facilitating vocabulary acquisition for dyslexic learners of English. Different multisensory techniques and mnemonic devices are discussed, and it is also described how they helped vocabulary acquisition of dyslexic language learners in one-to-one teaching. This presentation focuses on language teachers’ perception of the situation of dyslexic language learners studying in mainstream education. On the basis of interviews with mainstream language teachers, I will talk about the challenges language teachers face when they teach dyslexic language learners together with non-dyslexic ones, and I will also present what special strategies these teachers employ to overcome difficulties and how they try to provide special attention to dyslexic language learners. How to teach English to young children? How to develop language-skills (listening, speaking, reading, writing) at lower primary level? How to use different activities in the English class to make the learning process more interesting? How to acquire a foreign language easily? As there is a great demand for qualified teachers working for bilingual schools, special curricula are necessary for bilingual teacher training at various levels. The presenter will speak about the problems of curricula, teaching staff and the special methods, resource-books, teaching materials required in bilingual education. English is taught not as a foreign language but as a lingua franca. It is used as a medium with the help of which children can get information about the world around them. How to integrate English in various subjects of the curriculum? While teaching English we present not only the culture of several English speaking countries but as English is a ‘Lingua Franca’ English teachers also have an important role in transmitting different ways of thinking. They are expected to act as politicians, ambassadors. As English is a tool of getting information about the world, we elaborate various ways and methods of content-based English teaching. How can the thinking and learning skills of our students be developed in English classes on culture? As communicative language teaching must be content-based language teachers are supposed to exploit all the topics of culture so that they can develop their students’ communicative competences. In the topic ‘holidays’ there are a lot of chances of expanding the students’ awareness of the target nation’s achievement culture as well as their own national values. Cross-Curricular Approach is the best way
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(et al.)
in primary schools
Sárosdy
Judit
2006
Learnerspecific activities in mixed ability classes
Sárosdy (et al.)
Judit
2009
Preparing students for intercultural communication by using the series Traveller
Sárvári (et al.)
Judit
1995
Native and non-native teachers in class
Sárvári
Judit
1997
English as an international language
Sárvári
Judit
1998
ESL in Hungary
Saryslan Sass Sassnick-Lotsch
Özlem Anikó Wendelgard
2000 1994 2011
see Yavuz
Sassnick-Lotsch
Wendelgard
2013
Germany’s latest developments in the education of EFL teachers
Şat
Figen
2002
A bunch of ‘trendy’ activities for teacher development
of making future generations competent in using English as a tool for getting information about the world. By giving some examples taken from primary coursebooks published by MM, in our talk we are going to present certain areas where this approach works in an effective way. In the presentation the audience will get a survey of the various strategies and teaching techniques through which teachers can take the wide varieties of language learners into consideration. Students belonging to different learner types must be taught in as many ways as our professional competences make it possible for us. The most important function of teaching English is to prepare students for intercultural communication. To achieve this aim English teachers are supposed to guide students to the different parts of the world, familiarize them with the various areas of life. The series Travellerprovides both learners and teachers with plenty of useful and exciting material for this purpose. A talk in which we will discuss what native and non-native teachers bring to the classroom, how to share the job, the role of a teacher, and how to utilise this experience in teacher development programmes. World Englishes – which one do we teach? The paper is aimed at discussing the different issues arising from the fact that teaching in English in multicultural groups and in nonnative environment is becoming more and more a reality. The paper is a report on a study carried out in a multilingual class of an English-medium school in Budapest. It is an attempt to analyse the most important factors shaping the community with special regard to language skills.
see Fekete Self-assessment in teacher education
The presentation will be about The European Portfolio for Student Teachers of Languages (EPOSTL), a tool for self-assessment which may encourage students and trainee teachers to reflect on their didactic competences of teaching during teaching education. EPOSTL is based on The European Profile for Language Teacher Education. Teachers are the main factor when it comes to students’ progress. In a constantly changing society teachers have to be ready for lifelong learning. The new teacher education model in Germany aims at creating a framework for lifelong learning by interconnecting the stages of initial teacher education, induction, and professional development. Some teachers succeed in being good teachers (Whatever this may mean!!!). They enhance their students’ achievement, set high goals for themselves, pursue these goals persistently and try to develop themselves. Other teachers cannot cope with their personal and professional responsibilities and tend to collapse under the burden of daily stress. Looking from our perspective, in ELT affective domain has mostly dealt with titles such as self-esteem, motivation, inhibition, risk-taking and empathy. The advent of new approaches like motional Intelligence (EI), Neuro-Linguistic Programming (NLP) and the positive influence of teachers’ self efficacy
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has helped scholars to deal with new aspects regarding affective domain in teacher development. In this workshop, we aim to present various activities based on EI, NLP and teacher efficacy which we applied in our Staff Development Unit (STU) to enable teachers to develop themselves and apply their personal learning experiences within their professional lives. We especially want to help teachers develop a system that may support them to cope with any problems related to their personal and professional lives.’
Saxon
Philip
2013
Saxon
Philip
2014
Saxon
Philip
2015
see Sousa
Sazdovska
Jasmina
2004
see Bereczky
Sazdovska
Jasmina
2006
Teaching Business English in context
Sazdovska
Jasmina
2007
Curriculum changes of a Business English Course and some of its ESP components
Sazdovska
Jasmina
2008
Helping international atudents integrate into the Hungarian context
Sazdovska
Jasmina
2009
Hooks: attention-grabbers guaranteed to wake up a snoozing class or audience
Sazdovska
Jasmina
2010
Outliers: outstanding students and what we can learn from them
Sazdovska
Jazmina
2011
Brighten up your business English class!
Sazdovska (et al.)
Jasmina
2012
Challenging teacher myths and stereotypes
Seven ways to ensure your students reallyconnect with audiences! Six thinking hats – the ultimate tool for communicative task design?
Edward de Bono (1985) promises teams will become much more ‘productive, focused, and mindfully involved’ in discussions if they separate thinking into six colour-coded functions and roles. This workshop will give teachers hands-on experience of a proven concept that they can afterwards put into use immediately.
The workshop will give the participants on opportunity to discuss the advantages and disadvantages of teaching various business skills (Negotiations, Presentations, Meetings) separately or combined within the given context of authentic case studies. An overview will also be provided of available teaching materials covering both separate and combined approaches. This is a case study that looks at the changes introduced over the last several years to the ‘Core English’ course at IBS both as a result of the Bologna process and school policy, and the effect these changes have had on the separate ESP components of the course. I would like to present a few extra curricula activities that we designed and introduced on the Intensive English Language Programme at the International Business School. The activities were intended to help the foreign students, especially those with a nonEuropean background, integrate more easily into the Hungarian learning environment. This fun workshop will provide a selection of techniques called hooks, which can be used both by teachers and presenters for getting the attention of students or audiences. They include jokes, short stories, amazing facts, rhetorical questions, quotations, games, songs, surprises and many more tricks. Outliers are people who are so accomplished that they lie outside our normal experience. This workshop will look at our outstanding students, try to draw conclusions about what it is that makes them so successful, and review some methodological approaches that would help foster success in the language classroom. Business English classes need not be dry, stuffy and boring. A little bit of extra planning can liven up even topics like ‘Banking and Finance’. This workshop will illustrate some activities that can brighten up an advanced Business English class, including games, jokes, songs and quotations. ‘ESL teachers should work to debunk popular and misguided myths that dominate the general public’s understanding of language’, but what happens if what teachers take for granted as fact is actually only an opinion? Following the Mythbusters model, this
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workshop will examine some myths and stereotypes so as to confirm or ‘bust’ them.
Sazdovska
Jasmina
2013
see Hajdara
Sazdovska (et al.)
Jasmina
2013
Language skills for the global workplace
Sazdovska
Jasmina
2014
Idiom vs. proverb
Sazdovska
Jasmina
2015
A brighter future for the non-native EFL teacher?
Schaff
Viktoria
2015
Multicultural education in the Hungarian-Chinese Bilingual Primary School
Scharle (et al.)
Ágota
2000
Learner autonomy –developing learner responsibility
Scharle (et al.)
Ágota
2003
Values and evaluation
Scharle
Ágota
2004
see Fehér
SCHARLE
Ágota
2006
A step into your learner’s mind
Schelie
Nielsen
2010
Dr Klutz’s Wriggly Wormshop
Schmitz
Roland
2002
Being ‘sense-able’: multi-sensory approaches to language learning
Schneider
Christel
2004
Getting started with language training online – concepts of virtual language training
In this talk the language and communication skills required of students at global companies are presented and discussed. We will review the essential language skills identified by a survey of employers who evaluated the competencies students need to develop in order to communicate successfully in a multicultural environment. This workshop provides examples of two forms of phraseology that language teachers can draw on in their classroom. While idioms are often featured in language textbooks and frequent reference is made to them in the descriptions of testing requirements, proverbs seem to be less prominent in language teaching. Through fun and thought-provoking examples, the workshop examines why this is so and whether it should it be the case. As language teaching methodologies change over time, how do the skills required of a language teacher change to follow them and is there a brighter future in stall for non-native teachers in view of the increasing spread of English as a lingua franca? The talk will introduce Hungarian-Chinese Bilingual School as a unique educational institution in Europe. The school aims to provide marketable knowledge in Hungarian, Chinese as well as in English for the students while the children enjoy multicultural learning environment with its social, academic and psychological benefits every day. Over-reliance on the teacher may be at the root of many classroom problems. This workshop offers practical guidance on how to help learners realise that their contribution to the teaching-learning process is crucial and how to encourage them to take an active role in their learning. In our workshop, we are going to look at some traditional, as well as some innovative evaluation methods and explore the range of values and principles they convey. The aim is to increase our awareness of the underlying values and principles so that we can make a conscious choice about the signals we are sending when we carry out evaluation. Learner autonomy implies at least two shifts in perspective. First, that the key to success is to focus on the process, rather than the outcome of learning. Second, that the learner has the most (though not all) the information about their inner processes of learning. What follows from this for classroom practice? An unconventional, interactive, hands-on, funfilled, user-friendly and pragmatic approach in using different skills and tools, techniques and methods in teaching foreign languages to children in the classroom through the Performing Arts. This workshop will review learning styles and retention issues, and will involve participants in interactive multi-sensory language learning methods. Be prepared to ‘work at playing’. This workshop is designed to give participants an insight into the benefits and drawbacks of employing and using various forms of learning languages online.Participants will look at the issues relating to different forms of
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Schreck
Adam
2002
Students can pass the Euro exam. Preparing students for success
Schreiber Schreiber (et al.)
Réka Réka
1993 1994
see Bodóczky
Schüszler Schwartz
Tamara Jay
2014 2002
see Körmendi
Sciamarelli
Malu
2015
Teaching literature using the five senses
Scrivener
Jim
1998
A confused beginner’s guide to English spelling
SCRIVENER
Jim
2008
Can teaching still be a subversive activity?
Scrivener
Jim
2008
New opportunities for teacher training with Bell at Cambridge University
Scrivener
Noémi
2008
A Hungarian in Bling Britain
Seidl
Monika
2000
Poetry, transfer and translation
Teaching English to adults: ‘Follow the Faló’
Avoiding cognitive incompetence through critical thinking and language awareness
language learning, blending online learning with existing forms of training and education, ways of successfully implementing e-learning in their organisation and the training necessary to deliver effective online courses.It will be useful for people who have either little knowledge on the subject or those who are at the early stages of using the e-learning medium. This session will look at how you can help your students to do better on the Euro B2 (középszint) exam. We will focus on what are seen as the more challenging parts of the exam, look at what these are testing, why students fear them, and ideas for helping them improve. This workshop aims to focus on one particular area of teaching English to adults: teaching acceptable pronunciation. With the active help of participants, we wish to explore current beliefs, presumptions or prejudices. We will demonstrate and evaluate certain activities in terms of their effectiveness. Today’s students must not only be Communicatively Competent but also Cognitively Competent. This practical presentation focuses on integrating critical thinking techniques, grammar contextualisation and advertising examples to help foster better receptive and productive skills. If you’ve ever told a class to ‘use your brains’, this presentation is four you. How can we encourage students to activate the five senses when they are introduced to literature? In this workshop we will carry out activities which show how teachers can prepare, affect and lead students in the study of literature and help them find their own creativity. A guide tour of the history, peculiarities and extraordinary events behind the oddities of current English spelling. This seminar will give you some insights into why spelling is like it is and maybe some ideas for helping your students with some of their problems. I’d like to take you back in time! To 1969. We’re going to take a new look at some ‘out of the box’ thinking from another era. This talk will revisit the classic book Teaching as a Subversive Activity by Postman and Weingartner. At the time it was considered extremely radical and dangerous. I would like to consider if its ideas may still be relevant to our profession in the 21st century and if it could help us to challenge any complacency about our current approaches. Find out about two exciting Teacher Training developments: The new World Teacher Campus run byBell at Cambridge University Faculty of Education. YOU can get Comenius funding for a great summer course in 2009. / Also find out how everyone can now take the New Modular Online DELTA –wherever you work. What is it really like to live in Blair and Brown’s contemporary Britain? How much is it like the idealised descriptions in coursebooks? Find out what it all looks like to a Hungarian and learn some interesting contemporary vocabulary. Robert Frost claimed that ‘poetry is what gets lost in translation’. In this presentation I will
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show what advanced learners of EFL can gain by engaging into various transfer activities themselves, including dramatic, visual and musical renderings of poetry.
SEIDLHOFER
Barbara
2013
see Widdowson
Selič
Mija
2015
Once upon a time in an early language classroom
Seligson
Paul
1997
Whole brain, whole body learning
Sendroiu
Eugenia
1997
Professional skills for the new-style school inspector
Senior
Rose
2009
Principles of class group development
Sereti
Vicky
2001
The multiple intelligence theory in EFL practice
Sereti
Vicky
2001
The art of writing for the young learner
Sereti
Vicky
2001
A journey of thousand miles begins with a single step
Sert
Nehir
2004
Early foreign language learning
Fairy tales are a ‘language’ any child would accept. The session will show how stories can be used in game-like activities, crosscurricularly focused, can address all senses and cover all of the curricular aims. Specific visual teaching aids, which promote cooperation, communication, socialization, learning grammar and vocabulary will be presented. This lively practical workshop demonstrates a variety of ways to capture children’s imagination and really encourage them to have fun with language. It shows how learners can participate with virtually every part of their bodies. Participants will try out activities as if they were children – and aren’t we all at heart?! Working from a questionnaire, participants will discuss the changing character of the inspector’s job as regards the balance between the roles of manager, adviser and evaluator, which calls for present or future inspectors to develop new combinations of professional and interpersonal skills. Participants will prioritise a list of skills, add their own suggestions and make proposal for inspector training. Central to the effectiveness of classroom teaching and learning is the quality of the class group. In this paper Rose Senior will present ten principles that all language teachers – regardless of their levels of experience and the composition of their classes – can follow to encourage their classes to develop cohesive atmospheres that enhance learning. Gardner’s Multiple intelligencetheory is increasingly being applied in the field of foreign language learning in an attempt to develop parallel coping strategies across the whole spectrum of language skill areas. This workshop will discuss the specific application of MI theory to current EFL practice and its resultant implications in understanding second language acquisition. This workshop will focus on the controversial issue of whether to teach writing at an early stage or not. Also, through this presentation, a variety of effective writing techniques will be highlighted, indicating how they contribute in providing systematic development of young learners’ reading and writing skills, based on real-life communicative situations. When teaching writing, the material needs to have purpose, so it will actually train students to acquire correct language habits. Writing has to be taught in a guided and well-structured way. This workshop will illustrate a well-balanced combination of creative and systematic approaches to language teaching which can nurture the development of children’s cognitive abilities whilst fostering social interaction and communication. Children’s progression is ensured provided they are given solid foundations on which to build their experience of the English language. Children’s linguistic development through songs, chants, and games will also be discussed. The status of ELT at pre-school phase in
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Shanklin
M. Trevor
1992
The consequences of linguistic theory for language pedagogy: a look at superlearning
Sheldon
Leslie E.
1992
Business ‘friends’: some issues of cross-cultural training
Sheorey Sheorey (et al.)
Ravi Ravi
2002 2005
see Szőke
Sheorey
Ravi
2006
Hungarian teachers’ beliefs about English language learning
Sheorey
Ravi
2010
On-line reading strategies of EFL college students
Sheorey
Ravi
2011
Hungarian students’ perceptions of their English accents
Sheorey
Ravi
2013
What does it mean to be really proficient in English?
Sherwin
Helen
2000
Why co-planning lessons with teacher trainees promotes teacher learning
An examination of foreign language anxiety among Hungarian English teachers
Turkey is non-statutory and there is no national curriculum attainment targets apply to this subject area in pre-school education. Therefore, the aim of this study is to evaluate ELT Curriculum at AyseAbla Private Preschool in Ankara/Turkey, against a preestablished quality guide. Krashen uses the concept ‘relaxed alertness’ in referring to superlearning (aka suggestopedia) (1982). The superlearning method stimulates a positive learning environment where students and teacher alike can overcome anxiety barriers, teaching by mutual creativity rather than fear and dependence - truly from a linguistic perspective, ‘an optional learning environment’. The presentation will consider cross-cultural communication problems in the context of doing business in Eastern Europe. The focus will be on sales/marketing and client support of commercial interaction and particular linguistic and behaviour examples will be cited. The workshop will examine a selection of published and in-house teaching materials and ‘checklist’ of cultural elements, which will help teachers to select their own teaching courseware. This paper reports on a study which examined foreign language anxiety amongst Hungarian EFL teachers, including the sources of anxiety and whether years of teaching experience, time spent in a native English country, and gender have an effect on the anxiety experienced. Pedagogical implications for teacher training are also discussed. This paper examines the beliefs or ‘mini theories’ about learning English held by Hungarian secondary school teachers of EFL (N=58) and how they are shaped by their cultural and educational background. Detailed results and implications of the study for teaching English in Hungary will be discussed. This presentation reports the results of a study which examined the reading strategies of EFL students (N =157) when they read online. The presenter will discuss the methodology and results of the study and implications of the study for teaching specific reading strategies to improve online reading comprehension. After a brief review of the main issues involved in determining goals of pronunciation instruction, the presenter will discuss the results of a survey of Hungarian college students’ perceptions of their own English accents. Implications of the study for improving pronunciation instruction will be offered. In this somewhat light-hearted talk about a very serious subject, the presenter will propose a set of minimum competencies the learners of English as a foreign language must develop in order to be considered truly proficient in English. This describes research into lesson planning and teacher learning where I outline what happened, suggest why co-planning works and draw implications for initial teacher education. Theoretical background will include – knowledge transfer from training to classroom context; challenging reflective teaching; acquisition theory.
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Sherwin
Helen
2002
How to write your own raps, songs, rhymes and chants
Sherwin
Helen
2014
Exploring the reflections of Hungarian primary teachers with differing levels of experience
Sherwin
Helen
2015
Drama in the primary English classroom
Sík
Péter
1993
A language teacher’s character and the models for student teachers
Sík
Péter
1998
The simple thing: training university students for using the internet in EFL
Sík
Péter
2004
Interactive writing in an international context.
Silaski Sillár Sillár
Nadezda Barbara Barbara
1999 2001 2004
see Rankovic
Sillár Sillár
Barbara Barbara
2007 2007
see Bodóczky
Simanovszky (et al.)
Judit
1999
Is memoriter an old-fashioned disaster?
Simanovszky Simkó-Várnagy (et al.)
Judit Judit
2001 2011
see Székely
This session looks at - What makes a song, a rhyme, a rap a chant, looking at the grammatical and phonological features? - Why and how we can exploit them in the primary classroom? - How to write one based on a course unit? This presentation describes a case study exploring the reflective capability of nine Hungarian primary English teachers: three ‘beginners’, three ‘accomplished beginners’ (experienced Hungarian, beginner English teachers), and three ‘experienced’ teachers. In this practice-based workshop, participants experience and reflect on a collection of drama activities appropriate for the 7–14 age group. The session aims to answer these questions: What drama activities can I use? Where can use them in teaching? The session is most appropriate for beginner teachers. We are all influenced by the good and bad models we can see at an earlier stage in our life. How do these influence our career in teaching and can this be modified? Is it possible to train good language teachers at all? The presentation will reflect on theory and practice with integrating Web materials into EFL classes. Training prospective language educators, though it may be a challenge with this rapidly changing technology, is a new responsibility of teacher training. The paper will focus on practical things, also thinking of those who have not used computer facilities before. Writing freely without stress helps students to open up and also to become more conscious with their own performance. Computers with on-line courses seem to be just another option. But they are powerful tools. They are effective, and promote creativity in a flexible way.
see Albert see Kontra Focus on communication
Dyslexic language learners – best practice
The workshop focuses on the aspects of oral communication adult language learners most need to master. We are taking a closer look at how the issue is approached and treated by a coursebook specifically designed for adult learners. Vocabulary and correct grammar have been a neglected area in English language teaching in recent years. In concentrating their efforts in communication, teachers overlook the fact that the students do not know the words and structures. Since there is no unified theoretical background behind dyslexia and since the ‘symptoms’ might vary from student to student, it is very hard to pick up sure-fire methods form handbooks that would work with every dyslexic student. Therefore, one of the best ways to learn about effective methods is to study ‘good practice’ in this field. Hence, a teacher who has been working with groups of dyslexic students for 10 years and a teacher/researcher who has been working with dyslexic pupils individually for 6 years and has done extensive research on the topic have teamed up to give you the ultimate presentation: some theory coupled with a rich
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description of ‘best practice’ with special emphasis on helping students memorize language elements and structuring your lessons and syllabuses in a way that would benefit dyslexic and non-dyslexic students alike.
Simon
Péter
1997
see Hős
Simon (et al.)
Péter
1998
Current issues for language development
Simon Singer
Péter Andrew
2000 2006
see Végh
Singer
Andrew
2007
Teaching Auden: an approach to teaching poetry to have more general appeal
Sinka
Annamária
Sinka Sinka Sinka
Annamária Hilda Hilda
2014 2002 2004
see Furcsa
Sinke (et al.)
Adrian
2013
Student-teacher professional development integration in curriculum, from separation to integration
Skinner
Andrew
1995
‘Nice work, Robyn!’(Lodging Landeskunde with literature)
Skop (et al.)
Gabriel
2005
English through ICT
Wholewheat toast and perfect Thursdays (sic): some insights on EFL learning in Hungary
Integrating art and high literature into teacher training
We will look at how materials about current events or issues concerning Hungary or Great Britain can form the content basis for students’ development of cultural awareness, group cooperation, social skills, and the way we can facilitate this development using our or the student’s resources. I would like to share with others some reflections on my 15 years of teaching EFL in Hungary, some of the misconceptions encountered, and how the twin pillars of a strong grounding in the underlying crosscultural context and a strongly personal approach can be helpful in bridging this divide. Poetry is the most inspiring and culturally unique use of language which exists, yet understanding and appreciating poetry is scarcely or not at all a part of EFL/ESL curricula. This talk is a hybrid demonstration lesson plus discussion of teaching poems by Auden, chosen to commemorate Auden’s centenary this year. This workshop strives to illuminate the importance and significance of providing students with outlets for creative expression and illustrate how the visual arts can be successfully integrated with all the required skills and content area knowledge. We focus on how EFL can be taught through the integration of visual arts and EFL standards.
see Harangozó see Harangozó Preparing for teaching careers: Moving from a 'Pillar'-system of separate teaching content modules in teacher training to a Professional Assignment System, which involves (action) research from day one and sees teaching as its starting point. A new curriculum approach at The University of Applied Sciences, School of Education (Hogeschool van Amsterdam). In which ways can one specific text be the main focus of Landeskunde and literary study? David Lodge’s industrial-cum-campus novel Nice Work, set in 1986, reflects ironically socio-economic realities in Britain at the height of Thatcherism. We will explore a range of strategies for handling the text and the TV film version. Computers are a ubiquitous presence in classrooms nowadays, but the pressure to use them in our teaching is not always matched by the training and support needed to use this technology meaningfully. The aim of our programme is to give teachers a first-hand view of how to apply concepts often presented in workshops, but not observed. After the lesson with high school students is completed, participants will have the opportunity to ask questions about what they have observed, and introduce the challenges for incorporating ICT in their own contexts. The post-lesson workshop will focus on: planning a lesson which can be
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-
Skrgic
Ilhana
2014
Metaphors we build by: teaching culture through famous monuments
Slavíková Slezakova
Libuše Ivana
1994 2007
see Brabbs
Smaranda
Stefonovici
2001
Towards a redefinition and treatment of errors in English
Smith (et al.)
Michelle
1998
Checked shirts and beer: presenting new vocabulary learning strategies
Smyrk
Tim
1995
‘Watch this space’
Snowball Sobocan
Lesley Lea
1993 2013
see Kalinowski
Sobocan
Lea
2014
Tell it with technology – writing for the connected generation
Sója Sokol
Eszter Alexander
1996 2004
see Dávid
CLIL at elementary school
Home-work? More like Home-fun!
Two birds with one stone – always impossible?
enhanced by the use of ICT assessing the readiness of students to participate, and ways of preparing students for optimum engagement in the lesson searching for relevant resources and using them appropriately Participants will be given handouts and they will be assisted in formulating their own action plans for incorporating ICT in content-based English language lessons. EFL students of the 21st century require new, cognitive-based ways of analyzing elements of our global environment. By introducing participants to the metaphors behind famous historical monuments of the world, this workshop will open a new window to the creative teaching of English language and culture. Presentation deals with the CLIL methodology and a research of such way of education at an elementary school in the Czech Republic. The content of education covers all the computer related topics starting with Windows and ending with designing web pages. The research describes the testing and contemporary research results. I regard all mistakes in language production as ‘negative’ appears to be a common view expressed by students of English in Romania in a survey. This paper not only attempts to redefine this attitude but also offers an insight into a re-evaluation of errors that may be caused by interference of the native language. Ever found that students have completely forgotten a word supposedly ‘learnt’ a week earlier? Students frequently lack effective vocabulary learning strategies. We offer some ways of helping them to maximize their vocabulary retention. Turn up, switch on and drop off. A technophobe’s guide to using television commercials in the classroom. With practical demonstrations at all levels. The most tedious part of any learner's life is homework. When you set homework, you can always expect moans and groans and eyerollings. Homework doesn't necessarily have to be pages and pages of exercises. In this workshop we will explore some different ways of setting and grading homework, both with the help of your trusty Internet and offline. Participants are encouraged to bring their own devices and leave their cell phones on! ‘I can speak English just fine, but I can't really write.’ The words are uttered by many students who have grown up on American films and music. Not only that they see writing as tedious and irrelevant. This workshop will aim to give some practical tips and online tools for teachers who wish to make writing matter more to the Internet generation. Special attention will be given to what to do in a low-tech environment, just one laptop and projector. Teacher development and learner training are usually seen as two different issues in the field of ELT. This workshop will attempt to unite them by presenting you with the Thinking Approach to language teaching - a tool for both professional development of teachers and
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effective training of learners.
SOKOL
Alexander
2008
In or out of the box? Reaflections on our teaching philosophy and the place of thinking skills in the language classroom
Sokol
Alexander
2008
A new sire for a new learner
Sokolov
Ivan
1993
Use of authentic materials in teaching ESP
Solti Solymosi
Magdolna Mária
1999 1998
see Kiss
Sólyom Sólyom (et al.)
Zsuzsa Zsuzsa
1999 2004
see Csontos
Somogyi-Tóth
Katalin
1997
An activity-based approach with children
Somogyi-Tóth
Katalin
2002
Portfolio-projects in initial teacher education
Somogyi-Tóth
Katalin
2003
The ‘post-method’ era and teacher training
Somogyi-Tóth
Katalin
2004
Teaching for thinking
Soproni Soproni Soproni
Zsuzsa Zsuzsa Zsuzsa
1993 1994 2007
see Bodóczky
This plenary will deal with our possible teaching philosophies and how they shape our classrooms. We will also see how the teaching philosophy may be an indicator of how much in or out of the box we actually are. This presentation will introduce you to a newly developed learning environment where English and thinking meet. Here the learners can plan and monitor their learning, develop and test own grammar rules, get feedback on their written works. You will also see how this resource may be used as a tool for your own professional development. The workshop aims at generating ideas for designing tasks for the ESP classroom. After a short discussion on the advantages of authentic materials, participants will be divided into interest groups to design tasks on provided materials. These will be finally evaluated and possible techniques and criteria summarized.
see Smith Poets in the classroom: bringing out students’ creativity
In this workshop we would like to share our experience of having two young British poets in our classrooms. We will share some of their creative activities, some student products and some of our reflections. Since the poets’ creative writing lessons were part of a larger British Council literature project, we also want to draw attention to the ‘budding’ Culture and Literature SIG, whose future members might decide to take part in similar events. Children are capable of learning language as a ‘whole’, rather than one structure or six new words at a tie. They work best when they are involved and when their work is valued. I would like to share with colleagues ideas for activities where children are introduced to a wide range of natural English, where the language is meaningful and understandable, because the activities are meaningful and understandable. The Higher Education Act 1997 (Chapter 111) rules hat students completing their university graduate studies for a degree in teaching shall submit a dissertation on educational matters. The Act does not specify what form this dissertation should take. I want to share the results and lessons of three years’ experiments and experience at Pázmány University. This talk looks at what we have to call the post method era of second language teaching and the choices and possibilities it leaves us with in the design of our training courses. We shall discuss Kumaravadivelu’s macrostrategies (Beyond methods, 2002) and see how such a practical approach to teacher training might be feasible in our context. This talk is about independence of mind, freedom of expression, and what ELT has got to do with it. We will consider the significance of loop-input: trainers need to practise what they preach and treat trainees to the same sort of diet as they expect them to treat their learners.
see Schreiber What makes business English?
The talk aims to summarize the results of investigations whether two specific kinds of
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Soproni (et al.)
Zsuzsa
2012
The international aspect: language, learning and teaching
Soproni (et al.)
Zsuzsa
2013
How to prepare learners for studying in an international environment?
Sousa
Mary
2010
What stands out about teaching business English today?
Sousa
Mary
2012
How to teach students who don’t improve (and don’t need to)
Sousa (et al.)
Mary
2013
Digital and traditional storytelling in ELT
Sousa
Mary
2014
SIG moderator
Sousa
Mary
2014
A new perspective in mentoring
software are adequate tools in characterizing the level and lexical difficulty of business English and general English texts. The corpus analysed in the present study consists of 45 articles used for testing reading comprehension in the International Business School (IBS). International and multicultural groups have transformed our classes and the milieu at International Language School including the garden and the canteen into an environment that necessitates the use of a lingua franca: international English. The talk aims at sharing our experience and research results concerning the challenges this presents to both learners and teachers. Student insights into learning English and its pedagogical implications will be discussed in this workshop that summarizes the findings of qualitative investigations conducted at IBS. The advantages and disadvantages of studying in an international environment emerged from the interviews with students of different cultural and linguistic backgrounds about English as the language of instruction and a lingua franca. A discussion of modern business English teaching methods, my own practical activities, and a summary of topics from the summer Pilgrims course on teaching English to business people. The talk includes some ways to use technology in teaching business English. Though non-improving students feel great, the teacher may not, because teachers focus on improvement, not ‘treading water.’ Most teachers know students who stay at one level for months or years, enjoy their lessons, and often ‘just want to talk’ in English. This workshop will explore some ways teachers can self-motivate and teach non-improving students. A description and comparison of digital and oral-traditional storytelling with demonstrations. Respective advantages, disadvantages, and applications will be discussed, along with results of a survey of student attitudes to the two formats. Participants will go home with a handout containing step-by-step instructions, resources, and a story bank. To mark the rebirth of the Business English SIG, Mary Souse will first give a general overview of what Business English in the twenty-first century involves and then using a pecha kucha format she will present some hot topics in BE to lead into a discussion of the issues of most interest to the group. The aim is to find out what the focus of future BE SIG events during the next year should be. Finally,she will say a few words about the eciting IATEFL BESig summer symposium being held in Budapest in June 2015.If you are interested in being part of our new BE SIG or you have some ideas for events and activities, please come along to this opening event. Why should you mentor with someone who knows nothing about ELT? This session shows how mentoring with someone outside the teaching profession worked effectively in solving a teaching conundrum: how to control preparation time without sacrificing quality or creativity. Participants will be encouraged to try out a non-teacher mentor themselves.
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Sousa
Mary
2015
Budapest, we mean business! Promoting and sharing great ideas for adult classrooms
Speight Speight Sperneac (et al.)
Anikó Mark Gabriel Sabin
1999 1999 2004
see Tímár
Spiegel
Marina
2000
ESOL in 2000 in the United Kingdom
Spiewak
Grzegorz
2003
The English verb – full monty
Spišiaková
Martina
1997
Cross-culture in communication of managers
Srbljinkovič-Čuček
Sanja
1993
Current trends in ELT in Croatia
Srbljinkovič-Čuček
Sanja
1994
Puppets with a difference
Stan
Vanda
1997
Language awareness: an integrated approach – the author’s perspective
Stan Stanimirovic
Vanda Tatjana
2002 2015
see Faur
Stanisoara
Codruta
2007
A new assessment tool in academic literature courses – the portfolio for appreciation of literature
This talk introduces IATEFL Hungary's new Business English special interest group. As teachers of Business English, ESP, or EAP you have particular needs and skills that this SIG can both serve and benefit from. Participants will also take away two group dynamic builders especially suited to Business English classrooms.
see Tímár Teaching leadership skills and human rights to ELT students
In an interchanging world and a new European Union, students need more then ever to develop new skills for integrating and leading in the new political context. Students need to create and develop leadership skills and basic human right knowledge in order to raise awareness upon the issues and problems the new European reality and ideals bring up. The workshop tries to present a view upon how students in Romania and Hungary the way they feel and perceive the rapid changes in their lives. Also, the workshop will try to debate ideas about how integration can be felt from inside and outside the European Union. This workshop will focus on giving information about answering questions on the state of ESOL in the UK – English language teaching with people aged 16 plus who are permanently resident in the UK or seeking asylum. The presentation will cover types and range of provision and the new ESOL National Curriculum. Not recommended for the faint-hearted. We will take on the most central problem of English grammar: tense and aspect coding – expose it to the full, and strip it of most of its meaning. Can we teach English without constant reference to some 16 tenses? Is there a simpler, more intuitive way? Which should come first: Present Perfect or Past Perfect? Does Present Simple mean anything at all? And do Harry Potter and the Yorkshire Ripper have anything to do with all this? The paper outlines a new intercultural dimension in Business English, focusing on a company culture with the aim to prepare future managers for international business environment. The talk will give an overview of ELT in Croatia on primary and secondary level of state school education with emphasis on the Zagreb project of Early Learning (pre-school and lower elementary level). Different ways of using puppets with students of all ages. Exercises, tips and possible activities. The workshop seeks to show how awareness raising activities can apply to select areas of the grammatical and lexical systems, the functions of the language, the structure of the discourse, etc. The presenter will draw on her experience as co-author of Pathway to English - an EFL coursebook for secondary level.
see Latinovic Assessment and evaluation in literature courses have opened many revolving doors in different ways for different teachers: there are ‘traditional’ and modern approaches, there are cases for not assessing and also a wide range of practicalities of assessment. Our approach is based on literature classroom practice with university students of EFL and its product is a
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Stankova
Eva
2005
Challenging the limits of ELT efficiency with ICT support
STANLEY
Graham
2011
Innovations in language learning spaces
Stanley
Graham
2011
Gameify your classroom
Stannard
Russell
2015
Making your learning more collaborative and interactive
STANNARD
Russell
2015
Simple technologies that can really impact on our teaching and learning
Stanowski
Marcin
2015
see Zieba
Starkey
Deborah
2007
Two new examinations from Cambridge ESOL: ILEC (Legal English) and ICFE (Financial English)
sample Portfolio for Appreciation of Literature which has been tested as a valuable tool of measuring assessable outcomes in the field of teaching literature. The presentation points to the possibilities of the English language study with ICT support at the University of Defence in Brno. A brief description of fundamental starting points, appointed tasks and expected results of the project is given. The 21st century has brought a revolution in the way people can and want to teach and learn languages. Much of this has revolved around the spaces where people choose to learn.Starting with a light-hearted look at traditional classrooms and how they have hardly changed, we'll examine what the digital revolution is doing to these spaces, with computers in the classroom and interactive whiteboards heralding a move towards the normalisation of technology. Then we'll move outside the classroom and look at other ways that people are learning nowadays and will be learning languages in the future. This will start with new methodologies such as 'Crazy English' , which is popular in China and has classes in spaces such as football stadiums and involves learners meeting on street corners to practise English together by shouting. Then we will take a trip through learning languages in computer games and virtual worlds, where teachers have been finding out how best to exploit the advantages that these exciting new environments afford, and which has been gradually winning the attention of those involved in distance education. From there, we will turn our attention to mobile learning spaces. All indications seem to point at a growing importance of these spaces for future language learning. We'll look at the learning taking place in these spaces now and show how you can become involved. Looking at ideas on using computer games with students. In this workshop, Russell will highlight some of the key technologies that we can use to promote more collaboration and sharing in our classes. Russell will focus on some free but very useful tools that can allow teachers to create discussions, share ideas, create polls, quizzes and much more. These tools are ideal for Blended Learning and can really help you to organise and run your classes in a different way. In this talk Russell will highlight just a few simple technologies that can really impact on our teaching and learning. Drawing from lots of real examples, Russell will show how just knowledge of a couple of technologies can revolutionise our teaching and learning. A talk packed with ideas, including his awardwinning ideas around feedback and developing students speaking skills, this is a presentation that even the most technophobic teacher will be able to relate to. Research indicates that holding an internationally recognized certificate in a special field can be beneficial to one’s career. Cambridge ESOL is breaking ground in this area with two new certificates, to be introduced here: ILEC (International Legal English Certificate) and ICFE (International Certificate in Financial English).
192
Stefán
Ildikó
1999
Intercultural learning in the lower primary English language classroom
Steinhäusler
Janet Ione
1997
Theme based teaching in the primary school in Austria
Stephanides
Éva
1998
Why do we distinguish –ing forms for Hungarian learners?
Stephanides
Éva
1999
Towards a minimum English grammar
Stephanides
Éva
2001
Culture in teaching
Stoica
Monika
2006
ICT in TEFL
Stoichkova
Olga
1992
Poster presentation
Stokic
Lidvina
1995
English across the curriculum
Straková
Zuzana
2009
First steps in developing learner autonomy with young learners via ICT
Strasser
Thomas
2015
Mind the app – simple but effective internet tools and apps to engage the EFL learner
Strasser Strasser Straub
Zsófia Zsófia Roland
1994 1995 2012
see Malderez
Between November 1998 and June 1999 the British Council organised a programme for writing school-based materials for intercultural learning. The Project Leader’s – Carolina Laidlaw’s – workshop on Intercultural learning at last year’s IATEFL Conference in Szeged first aroused my interest in intercultural teaching/learning. I joined the programme as a co-ordinator and with a team of 3 teachers we piloted our own materials for intercultural learning in 3 different schools in the region of Jászság. Since 1993 Morzg primary school has used theme-based teaching for English language acquisition. This talk will present what themebased teaching involves for the teacher and the child at the primary level. One theme for the lower and one theme for the upper primary level will be presented. Since the use of the gerund causes problems for Hungarian learnera in English, it must be distinguished from the present participle and contrasted with the infinitive for future teachers of English. How much grammar is needed for students with different purposes? Which part of grammar must be emphasized on a contrastive basis for Hungarian learners of English? Why teaching different cultures is important in foreign language learning, especially for teachers of English. Picture it All!A recipe for a tired yet still ambitious modern teacher: take some pictures from the Internet and display them. Give some quick instructions to the students. Lay back and enjoy the show. Delicious! This workshop intends to show how pictures from the Internet can be used in the English class making it enjoyable for both teachers and students, requiring little effort but offering multiple advantages. This talk is on the Croatian project of teaching English to young learners at primary school levels. The project is sponsored by the Council of Europe in Strasbourg. Two video films show our pupils in their first and fourth years of learning English trough contents of other school subjects. This presentation focuses on challenges teachers face while teaching young learners in the context of modern technology devices. Young learners need high quality input in order to succeed in the acquisition process. The presentation offers the experience of using out-of-class online development of receptive skills as well as learner autonomy with early language learners. Hands-on workshop for EFL teachers who would like to explore the world of apps (smartphone, tablet) and PC-apps (websites, programmes for the PC). The presenter will show how EFL learners can improve their writing, reading, listening, use of English and grammar skills by using so-called Educational Apps. The workshops will illustrate how effectively to combine traditional methods with digital skills (blended learning). Workshop for beginners, false beginners and experts.
see Búza To skype or not to skype – there is no question
I am going to showcase different ways of using Skype to not only the teacher’s
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Straub
Roland
2013
Edit. Hangout. Enjoy.
SUMMERS
Della
1998
Real language and corpus: how your student can benefit?
Surányi
Ágnes
1993
A change in the students’ needs for ESP
Sürmeli Svoboda
Emine Cakir Pavel
2002 2005
see Şat
Swan
H. A.
1999
Not an idiom?
Swan
H. A.
2000
The teacher’s nightmare – collocations and phrasal verbs
Swan
H. A.
2000
Harry Potter’s magic – why children’s books are important
Improving English listening skills by e-learning
advantage but also to the student’s. There are many user-friendly (easy) ways in which Skype can be used and I’d like to share with you the ones I’ve tried and feel the teachers and also the students would enjoy and benefit from. There will be some tips and tricks on how to create your own authentic videos, how to edit them and use them in an online course using Google Hangout. I would like to share some ways in which teachers and students can use their own videos in order to make even online courses (using Google Hangout) enjoyable, educational and less of a predicament. The advent of huge language databases such as the British National Corpus and or the Longman Spoken American Corpus, presents materials writers and dictionary publishers with an unparalleled opportunity to include more national language in the books that are used by students and teachers of English. Study of the spoken language in the corpora reveals interesting differences between written and spoken language. In conversations speakers jointly negotiate understanding, for example, by the use of repetition of unclear points and references to shared cultural knowledge. Writing, on the other hand, is typically used for the transfer of factual information or instructions. The wealth of authentic data provided by the new corpora have improved recent learner’s dictionaries and grammars such as the forthcoming Longman Grammar of Written and Spoken English, which can make the subtleties of English available to students and teachers of English in a way that was not possible before. With the wider possibilities of travelling great changes have occurred in our students’ needs for ESP. Their studies in foreign universities and firms, the presence of guest lecturers and newly arisen interest of subject specialists in teaching ‘in English’ make one reconsider the student’s needs and the role of teachers of ESP. The presentation will demonstrate what features of e-learning can be used for improving listening skills of the students of the University of Defence and what are the possible ways of designing interactive elearning materials for improving listening skills online. One major difficulty in the language classroom is to know exactly what language to present for ACTVE learning and use and what is peripheral – and indeed ephemeral. This difficulty is compounded by the rapid growth of ‘new language’ which sometimes confuses native and non-native speakers alike. Not an idiom will be dealing with the presentation of collocations including phrasal verbs in the language classroom and also outlining some of the problems presented by ‘new’ language. Collocations and phrasal verbs are a neglected if not an endangered species in the classroom and in textbooks. They are acknowledged as ‘difficult’ to teach (and some would say best avoided). Are there any practical solutions to this problem? I shall try and suggest some. I will discuss the relevance of children’s literature to adult and teenage understanding of English language and culture. I will also give ideas of how such literature can help in the classrooms at all levels and what types of
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SWAN
Michael
2011
What is happening in English, and how much does it matter?
Swan
Michael
2011
Q&A session with Michael Swan
Szabadkai Szabó Szabó
Bernadett Anita Csilla
2005 2000 1997
see Bognár
Szabó Szabó
Csilla Gábor
2008 1996
see Paschekné
Szabó
Gábor
1998
From soft-ware to hard evidence (making the most of test results)
Szabó
Gábor
1999
Listen to this! Pitfalls of text selection for listening texts
Szabó
Gábor
2002
‘We don’t need no education?’ Monitoring differences in proficiency between teachers and their would-be colleagues
Szabó
Ildikó
2009
Lower and upper primary continuity
Szabó
Imre
2004
ICT compass for EFL teachers
Szabó
Imre
2005
Communication tools for maintaining school connections
pleasure we can get from our reading of it. Do you care about the threat to the apostrophe? How do you feel about ‘Between you and I'? Do you twitch at sentences like ‘If you’d have asked me I’d have told you’? or ‘Charles is understanding French a lot better since he went to France’? Would you burst into tears if somebody said ‘He was like, well, I better go home now’? English, like all languages, is in constant flux. The talk will consider: the meaning of ‘correctness’; changes in modern English, and the various reasons for them; ways of keeping track of what is going on; how much emphasis we should give to correctness in language teaching; the importance (or not) of nativespeaker models for learners. If you have a question to Michael Swan about English grammar or are just curious to head what Michael has to say about his new book, the Oxford English Grammar Course, this session is for you.
see Scharle Memory and association games
How not to (pitfalls of some language test techniques)
The aim of the workshop is to provide practicing teachers of English with a number of memory and association games and activities that contribute to vocabulary learning and revision. The workshop also attempts to offer suggestions on how to deal with multi-word units and how to arrange them in students’ internal lexicon. The talk is to call attention to some of the potential dangers inherent in some of the most common test techniques used in language testing. Suggestions to avoid and fix problems will also be presented via practical examples of faulty items. The talk will present newly-developed Hungarian software for the analyses of language test items. The talk intends to give tips on how to decide whether a text is suitable for a test or not by exemplifying typical problems as well as good texts. The presentation will give the results of research focusing on the comparative analysis of the performances of college-degree teachers of English and students majoring in English at the University of Pécs on an English proficiency test. This workshop gives an insight into strategies for a continuous transition from the lower to the upper primary level in foreign language teaching. Furthermore, it introduces bridging tasks (specific tasks for the transition phase) and a collection of good practice material for diagnosis and assessment. It is about a brief history of our ICT story including two successful ELTeCS bid held in Tiszafüred. The main focus is on the output CD of the ICT Compass workshop held this year and its possible contribution to the Ministry of Education ‘World - Language’ programme. This presentation is a short summary of the available tools for maintaining and managing school partnership via the internet. When collaborating with schools far away abroad it is essential that you need certain tools for sharing information. This presentation is going to have an overview of the tools needed in an international project.
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Szabó
Klára
2004
see Bakti
Szabó
Péter
2002
Access Certificate in ELT: new award from Pitman Qualifications
Szabó Szabó
Réka Teréz
1995 1998
see Fowles
Szabó F. Szabóné Pákozdi
Andrea Mária
1996 2003
see Dókus
Szabóné Pákozdi
Mária
2006
International projects roundtable discussion
Szabóné Pákozdi
Mária
2006
The impact of film-viewing on incidental vocabulary acquisition
Szabóné Pákozdi
Mária
2008
The production of teaching materials in teacher education
Szálka
Márta
1993
The fourth ‘R’. Rhetoric in teaching advanced students
Szálka
Márta
1994
The National Curriculum
Szálka (et al.)
Márta
1998
Measuring student performances against European standards
Számadóné Bíró Számadóné Bíró (et al.)
Alice Alice
2003 2003
see Halápi
Pitman Qualifications, in association with the University of Manchester, has developed an exciting and up-to-date qualification, designed as an initial teaching certificate for non-native speakers of English. This award is also suitable for existing English language teachers who want to upgrade their skills.
see Szálka Getting ready for the new final exam in English
Webcourse: the first ELT teacher training course in Hungary – looking back and looking ahead
Through lively activities the workshop familiarizes teachers with the draft version of the new final exam in English. Participants will be encouraged to reflect on their own teaching techniques, a pool of practical ideas (e.g. organizing vocabulary) will be shared and a couple of exam tasks will be tried out (e.g. listening comprehension). Some issues to be discussed: What are the advantages of starting or joining an international project? How can you find partners? What kind of funds are available? How much extra work should you prepare for? Who can help? This presentation reports an experimental study which investigated incidental acquisition of target vocabulary items among advanced university EFL students through watching feature films. Data collection procedures included pre- and post-viewing vocabulary tests, comprehension tests and questionnaires on attitudes and film-viewing habits. Analyses of data revealed a minor but significant lexical gain as a by product of watching and listening for comprehension. Limitations and possibilities for future inquiry are discoursed and pedagogical implications are drawn. One way of approaching ELT Methodology is through the materials teachers use in the classroom. It is believed that the design and creation of such materials motivates preservice teacher trainees to learn about the profession. The talk will highlight what aspects of ELT can succesfully be dealt with while producing a coursebook unit. I would like to show how elements of modern rhetoric can be used to help students formulate their thoughts, arguments, organise them in a creative way, and how it can also help in dealing with long and complicated texts. Together with Antal Horváth I was commissioned to develop a version of the National Curriculum for modern languages. We would like to explain the ideas behind it and ask for feedback from colleagues. This report on a mock exam organized by FPI in spring 1998 (carried out as part of a British Council sponsored study in preparation for the new 2004 Matura) describes the rationale for using an ICC test to compare sample student performances (from a variety of secondary schools across Hungary) at the Threshold level. Teacher training implications will be discussed. What is the most logical way of learning how to use the Internet in teaching English? One possible answer is: you must learn it through the Internet itself. This is the view we adopted when we started the first completely online ELT teacher training course in Hungary in the
196
spring of 2003. In this short talk we’ll be looking back and reflect on what we, course facilitators learnt about conducting an online course. We’ll also be looking ahead and share what teacher trainers and those interested in using the Internet can learn from our experience.
Szarvas Szaszkó
Júlia Rita
2000 2014
see Szöllősy
Szaszkó
Rita
2015
see Sinka
Szatzker
Orsolya
2012
Dyslexic learners’ language learning strategies and selfregulation
Szatzker
Orsolya
2013
Controversies in teacher identity of EFL trainee teachers
Szegedy-Maszák Székely (et al.) Székely Székely (et al.)
Anna Mária
2014 1998
see Tóth
Mária Mária
1999 2001
see Simanovszky
Szekeresné Rózsa
Etelka
2001
Analysing learning needs of students of engineering
Szekeresné Rózsa
Etelka
2002
Teacher roles in the dual language classroom
Szele (et al.)
Bálint
2002
Learning strategies used in secondary grammar schools
Learners’ reading comprehension skills in bilingual lower-primaryschool education
Pair work, group work – a possibility or a must? Are their errors our fault?
This presentation will be on the research (Szaszkó & Jezsik, 2013, 2014), which was carried out into the language skills of second and third-formers divided into experimental (learners in the bilingual programme) and control groups (learners in the traditional Hungarian educational programme) at a Hungarian-English bilingual primary-school in central Hungary. The learning strategies, self-regulatory mechanisms, and learning autonomy of Hungarian secondary school dyslexic learners were investigated in an ongoing PhD research project. Results of the interviews will be presented in order to gain a better understanding of how they cope with foreign language learning, and whether it is different from learning in general. This presentation outlines research carried out with Hungarian prospective teachers during their teaching practice, focusing on how they perceive themselves as non-native teachers in the classroom. The aim was to gain an insight into the views and beliefs regarding the norms and standards that they follow and aim to represent for their learners. The findings imply that teachers need to adopt a critical approach to what models of language use they aim to represent given the global role of English as a lingua franca. Have you succeeded in these activities? Come either way and share your experience with us! The methodology of correcting grammatical and lexical errors is a continuous issue in the everyday practice. In this talk an attempt is made to overview different ways of solving this problem. The authors administered a survey among English language teachers about the topic. They were questioned about their experience and the methods used by them. In order to get better results, to find proper techniques and methodology and provide a stimulus learning both GE and ESP in the lessons the teacher must be well aware of the students’ purposes of and reasons for learning a foreign language. I shall present a rationale for needs analysis and partly material design. My main aim is to get a better picture of my students’ motivation and learning background. I plan to talk about some of the result of my investigations. Content-based teaching is a special task for teachers having been trained for teaching the language and the subject content separately. How it is possible to harmonize the special curriculum with the general requirements? What kind of special requirements do teachers have to fulfil teaching history in English? The presentation will outline the method and the procedure of a questionnaire research project carried out in several Hungarian
197
Szemeti (et al.)
Ottilia
2008
Kids Club – English is Fun!
Szepesi Szerdahelyi
Judit Judit
2008 1993
see Kuti
Szerencsi
Katalin
2001
Revisiting the schizophrenic teacher
Szesztay
Margit
1993
Ways of assessing methodology courses
Szesztay
Margit
1995
Exploring learning: a starting point for teaching methodology
Szesztay
Margit
1996
Making group discussion work
Szesztay
Margit
1997
Trainer as discussion leader
SZESZTAY
Margit
2002
‘Theory?...No thanks.’
Szesztay (et al.)
Margit
2003
Professional development in the UK for beginner teachers
Have you heard the news? – a third year language option
grammar schools. The results of the survey are presented and analysed according to strategy type (cognitive, metacognitive, memory, social, compensatory, communicative, affective) with special attention to gender differences. Happy 15th Birthday LCF Clubs Hungary! KIDS CLUB, TODDLERS CLUB, JAZZ-MATAZ, TEENS CLUB – and the brand new BABELZONE, have become familiar for more and more language learners. So why don’t you come and celebrate our 15 years of communicative language learning and have fun and games with us? This talk is to convey the experience of a 3rd year language option course called Have you heard the news?to CETT teachers offering language options or anybody interested in an integrated reading, listening, conversation course. Language teachers’ eternal problem because of being learners and teacher of the foreign language at the same time has almost ceased to be a burning issue by now. Since the change of regime, teachers of newly established language departments at colleges and universities – having barely identified their fields in teaching language for academic purposes – have been confronted with new challenges again, viz. teaching LSP. Issues like how the future generation of language teachers ought to be prepared for those functions will be addressed. This talk will look at various options for the assessment and evaluation of methodology courses in general, with specific references made to the 3-year teacher training programmes in Hungary. All issues/topics related to ELT methodology can be introduced from the learner’s perspective. We will try out/discuss practical examples. Your ideas for bringing the learners’ angle into methodology teaching are welcome. What strategies can help the teacher encourage students to participate more fully and take an active role in shaping group discussions? We will explore some solutions by trying out a series of activities and reflecting on how they went. Relevant to both teachers and teacher educators. This presentation plus discussion will focus on the role of the trainer as discussion leader. How can we make group discussion a worthwhile learning experience for all the participants? Do (beginner) teachers need theory? Does theory help when you are planning a lesson, or making a split-second decision in the classroom? Does understanding theories of teaching and learning play a part in becoming more confident and skilful, or are there purely practical-intuitive routes to teacher development? The plenary will explore these questions. A panel discussion will be held about the experiences of six beginner teachers who took part in a study attachment at the Kings Schools in the UK last summer with the participation of the teachers and the organisers on behalf of IATEFL Hungary and The British
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Szesztay
Margit
2007
Energy management for teachers
Szesztay Szesztay (et al.)
Margit Margit
2008 2008
see Pohl
Szesztay Szesztay Szesztay SZESZTAY
Margit Margit Margit Margit
2009 2010 2010 2012
Open Forum moderator
Szesztay
Margit
2012
The power of questions
Szesztay (et al.)
Margit
2014
SIG moderator
Szesztay
Margit
2015
see Pohl
Sziklainé Gombos
Zsuzsa
1993
Teaching ESP to different target audience
Szilágyi (et al.)
Anikó
2006
Yes, I have a private teacher…
Motivating yourself, motivating your students: where do you find the energy?
Council Hungary. This workshop will focus on the changing energy level of a classroom and ways in which the teacher can influence this in a positive way. Drawing on participants’ experiences we will look at different types of activities and consider the kind of classroom dynamic they help to create. We will also focus on recharging our own batteries as teachers. This interactive talk will focus on ways of motivating ourselves as teachers. How do we recharge our batteries and keep going? In turn, how do we help our students to be alert, attentive, engaged? … If you know the secret, come along and share it with us!
see Enyedi see Szesztay Teacher development A-Z
The plenary will focus on the changes I have undergone in the past 30 years as a teacher and teacher trainer. Some of the stories told will relate to being thrown in at the deep end, discovering the world of inner resources, questioning some of the basic assumptions of communicative language teaching, and meeting teachers and classrooms from around the world. While tracing my own development and looking at what has inspired me, I will be inviting listeners to reflect on changes they have undergone since they started to teach, and set future developmental goals for themselves. How often do you ask your students questions that trigger creativity or encourage reflection? Are your students given the opportunity to formulate their own questions? Classroom interaction can become so habitual that we can easily lose sight of who controls conversations and what type of conversations are initiated in our day to day teaching. We are all world citizens – students and teachers alike. Everything we do affects the rest of the world, and what happens in the rest of the world affects us. Every one of us can make a difference – and we as teachers can reinforce this message by what and how we teach. Come along and find out about resources and activities that you can use to bring a global perspective into your teaching. We will look at how to widen the horizons of our students and get them to think critically and compassionately by using video clips, poems, songs, news articles, stories, quotations and other internet-based resources. We will also give you a taster of an on-line event called Educational Technology and Global Issues: Cause for Concern, which will be launched in November. The presentation is devoted to questions of planning ESP courses for different kinds of target audiences, pointing out conceptual differences and illustrating the way of their realisation. Most language teachers do 1:1 teaching at a stage of their career. We have various reasons for it – so do the students when they decide to choose this form of teaching. Based on a recent survey among college students, this talk focuses on some of these reasons and attempts to draw some conclusions for both private and classroom teachers.
199
Szilágyi
Anikó
2007
Put your cards on the table – Using vocabulary cards in one-to-one
Szilágyi
Anikó
2010
What do language students want /need (in one-to-one and group situations)?
Szilágyi Szili (et al.)
Júlia Ágnes
2005 1997
see Ádám
Szirkó (et al.)
Zsuzsanna
1997
School competitions about Great Britain
Szirkó
Zsuzsanna
1998
see Margittay
Szirmai
Erika
2001
Aces in TEFL
Szőke Szőke (et al.)
Andrea Edit
2006 2002
see Szilágyi
Szőke
Edit
2004
Are they strategic speakers?
Szőke Szollás Szollás
Johanna Krisztina Krisztina
2014 2001 2006
see Derecskei
Szöllősy (et al.)
Edina
2000
MBA: Master Business Actively, new venture creation
Szőnyi
Andrea
2005
Holocaust education in the English lesson
Szűcs
Ágnes
1998
see Székely
Szűcs
Andrea
1998
Developing students’ personal ‘background skills’ in teaching
The internet in the language classroom
Reading strategies for Hungarian college students
One-to-one language teaching is one of the less represented areas in EFL/ESL teaching. This practical workshop intends to give some tips for making one-to-one lessons more personalised through the use of vocabulary cards, which can be used for presenting, practising, activating and revising vocabulary.Many of the activities are also suitable for classroom use. According to the data from a survey among first-year college students, most secondary school students take private lessons in foreign languages and in other subjects. The talk intends to look into some reasons why students choose this way of learning and also some expectations towards institutional and private teaching. We would like to share materials, ideas and methods that can help teachers apply the inexhaustible resource of information provided by the internet for the language classroom. We would like to demonstrate some practical ideas/tasks which can be useful for teachers who are thinking of organising school competitions about Great Britain. Through a variety of activities the workshop demonstrates how cards can be used in the foreign language class. This paper will report the results of a study which examined the reading strategies of Hungarian EFL students when they read academic materials. The presenters will discuss the survey instrument, analysis of the data, and implications of the study for teaching reading to Hungarian college-level students. This study examines international students’ speaking strategy use at Oklahoma State University. I focus on frequency of the use of individual strategies and strategy categories. I also examine what factors influence the learners’ strategy choice.
see Cseresznyés see Tankó Participants will be actively involved in a business-related simulation touching upon some basic elements of an advertising campaign. The workshop offers ideas and techniques and at the same time calls for adaptation and improvement for different teaching context. Introduction of the first volume of the bilingual series ‘Personal history’, produced by a group of students and teachers. The series contain personal memoirs of survivors of the Holocaust, the English text was translated by students. The publication comes with an interactive CD-ROM as well as with a methodology guide. Students need to develop their personal skills just as much as the academic skills in order to perform well at examinations, job interviews, business meetings, etc., where they need to use a foreign language. How can personal development be integrated in language classes, both general and highly specialized?
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Some answers will be provided.
Szűcs
Attila
1997
Computers and the changing role of the teacher
Szűcs (et al.)
Judit
1995
Training ESP teachers – an experiment
Szűcs
Judit
2002
Teacher training for ESP
Szűcs
Marianna
2004
Ideas on teaching business English – goodies from embassy CES, Hastings, UK
Szűcs
Marianna
2005
Teaching computer sciences in English – teaching subjectspecific vocabulary
Szulc-Kurpaska
Malgorzata
1997
An adventure with dinosaurs
Tamási
Gergő
2003
Debate programme in Hungary
Tamási Tankó
Gergő Gyula
2012 2003
see Sazdovska
Tankó (et al.)
Gyula
2006
WebEnglish a new British Council project
The use of dictionaries in language exams
Computers make a lot of difference. Especially if they are used in the EFL classroom. They change the teaching situation and the role of the teacher. How? How much? And how can teachers adapt? These are some of the questions we will be looking at. This paper sets out to introduce a modest experimental ESP teacher training certificate course that was launched at Berzsenyi College in 1993. It supplements the 3-year training programme and offers a certificate to students willing to teach ESP in secondary education or adult courses. The fact that teaching LSP and training LSP teachers have been among the priorities of the Council of Europe has had limited effect on LT and TT in Hungary. The aim of this paper is to investigate the case of TT for ESP in Hungary, focusing on a questionnaire study illuminating real life needs. This summer I attended a Teaching Business English Teacher Training Course in Hastings and I would like to summarise the most important aspects I learned there. This talk+workshopis useful primarily for teachers with little experience in Business English but experienced colleagues are also welcomed. The course was supported by SOCRATES Comenius programme so I can also provide useful information about applying for funding. I have been teaching Computer Sciences in English for 3 years, and in my experience, one of the major problems students face is acquiring the subject-specific vocabulary. I conducted classroom research into this field in January, 2005. I intended to explore effective methods for teaching and learning this special vocabulary. My talk aims to introduce my findings, which are of use for other subjects, as well. In my talk I want to present two videorecorded lessons which I taught to a class of ten year olds in a formal school environment. They show pre-reading activities, reading through a story and after-reading tasks. By using the examples I want to share my ideas on teaching young learners. In this talk I will present the results of the Debate programme in Hungary. A course for English teachers has been supported by RELO last year. I would like to share my experiences with the participants. The aim of this presentation is to give a survey of the empirical research studies that have investigated the effect of dictionaries in EFL tests, focusing especially on the use of dictionaries in writing tests. This issue is relevant to secondary school teachers who are preparing their students for the new schoolleaving exam and are interested in empirically grounded evidence on the use of dictionaries in language examinations. Preparing for language classes is time consuming, especially when teachers run out of printed resources or when their activity bank items prove outdated. Preparing lesson plans or conjuring up language teaching activities can easily become a real chore. However, there is wealth of resources (e.g. lesson plans, activity sheets, games to be used online and offline) for language teachers and
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Tankó (et al.)
Gyula
2013
The relationship between individual differences and argumentative writing skills
Tankó (et al.)
Gyula
2014
Taking responsibility: teaching and motivating students to write in English
Tankó
Gyula
2015
Summarisation as a language test task: its past, present, and future
Tantiverdi
Belgin
2007
Film analysis through linguistic base
Tanyi
Irén
1993
Teaching ESP through video
Tanyi
Irén
1995
Teaching ESP through video
Tartsayné Németh
Nóra
1994
Communicative orientation of EFL classes in Budapest
Tartsayné Németh
Nóra
1997
see Csomay
Tartsayné Németh
Nóra
1997
Write on the web
learners produced by the British Council and the BBC, which are available free and which should be better known to language teaching professionals in Hungary. The aim of this presentation is to introduce WebEnglish, a new website which facilitates the use of English language teaching materials developed by the British Council and the British Broadcasting Corporation for language learners and language teaching professionals. Individual differences (ID) influence students’ learning behaviour and have been researched extensively. However, the relationship between ID variables and argumentative writing achievement has not been investigated in nearly as much depth as it would deserve. This study aims to measure those ID variables that might shape students’ argumentative writing achievement. The aims of this presentation based on a quantitative study are to describe how students regulate their own writing, to provide students’ self-regulation profiles, explain the connections between motivation and selfregulation, and give practical information on how to teach writing and how to motivate students throughout the writing process. This presentation gives an overview of summarisation used as a language test task in written and oral parts of high stakes English language examinations such as TOEFL, IELTS or Pearson Academic. It provides item analysis based practical information for exam preparation on task types and their strengths and weaknesses. This study is about using films in language classrooms through a specially designed course, whose aims are to create a new context for students to improve their proficiency about language, to develop their critical thinking abilities and their creativity through films, in the English Language Teaching Department at Kocaeli University. How to design worksheets to ‘ESP’ video sequences? With the opportunity to go to an English speaking country and access to TV and video, interesting recordings can be made which can be used to ESP teaching. How can we convert this ‘raw material’ into meaningful teaching aid? What does the sequence lend itself to, what kind of activities can be based on it? Can we develop skills other than the listening skill? These and similar questions will be covered at the workshop. This presentation is one of the three by Gödöllő University teachers writing an English coursebook for Agriculture. IrénTanyi will demonstrate the use of authentic video material for teaching integrated skills through a short extract. The focus will be on agriculture but the methodology can be used in other ESP context. This classroom observation study describes the characteristic of a ‘typical’ EFL class in Budapest secondary and private language schools, specifically examining its communicative nature. Handouts summarize a number of specific details, including the proportion of L1 and L2 use, classwork, individual, pair and groupwork, the role of the students and the teacher and the materials. Teaching writing is not easy. What is there for
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Tartsayné Németh
Nóra
2007
Training teachers for and byusing the computer – what an on-line facilitator can offer
Tartsayné Németh Tartsayné Németh
Nóra Nóra
2008 2009
SIG moderator
Tartsayné Németh
Nóra
2013
see Sousa
Tartsayné Németh
Nóra
2015
Conducting an EFL Mobile App development event
Tatar
Sibel
2004
Why keep silent?
Tayanc
Gülden
2004
CBI, a means of educating learners through ELT
Taylor
Clive
1996
Taking the stress out of teaching
Teemant
Annela
1992
Teaching styles that encourage student interaction
Teemant (et al.)
Annela
1992
What ESP can contribute to your EFL
Tekdogan
Barkan
2014
Developing 21st century teaching skills
10 reasons why teachers should start Twittering
the students and the teacher on the Web? Writing labs, chat channels, games, real audience,…and much more. This workshop provides real-life experience with Internet. Write here. Write now. The advantage of distance training of inservice teachers for using computers in the classroom is that the participants learn about the pedagogical values of using computers by actually using them. The talk shows the complex nature of on-line facilitation, referring to the roles facilitators have to fulfill during the training. Twitter is the fastest ever application spreading on the web. Why should educators use Twitter? Tips and good practices will be discussed in the presentation as well as a list of names you should start following on Twitter. In May 2015, IATEFL-Hungary organised an international EFL Mobile App development event in Budapest. Together with the Croatian team (Irena Sinovcic Trumbic, Haidi Soric, and Ana Matijevic) in this interactive talk, we would like to show how the Learnathon experience shaped us. Follow us through the world of applications and wireframes and discover how technology is just the means and creativity the real end in the world and education of tomorrow. This presentation reports a qualitative multicase study of four Turkish students’ perceptions of participation in graduate courses at a U.S. university. Data were collected during one academic semester through interviews, observations and collection of relevant documents. The results showed how instructors, peers, and the course and classroom structure contributed to participants’ classroom participation. The aim of this presentation is to (1) look at the need to view the language not as an end in itself but as a means to teach learners content as well, (2) touch upon how CBI serves the need of the learners of academic English (3) give an overview of a thematic unit designed with the aim of integrating the four language skills and content. Teaching can be a stressful activity. There are many demands: from students, from the curriculum, from school authorities, from pressures within society. This workshop will analyse causes of stress and help teachers to explore simple systems of mutual support which can build confidence and professional strength. This workshop will look at the relationship between communication skills and teaching styles, and the combined impact on student interaction in the classroom. Specific suggestions will be discussed for creating a supporting classroom atmosphere and encouraging open communication in the classroom. This presentation is meant for general English teachers who would like an introduction to English for Specific Purposes. ESP will be defined and the contributions of adopting an ESP approach will be explored. The 21st century is the era of high-speed digital natives raised and educated very differently from the adults of today. Naturally,
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their needs and skills often exceed what their teachers and parents have been educated or trained to satisfy. This talk will discuss what skills and trainings teachers need to reach and teach these learners and whether schools and language teaching organizations have to change the way they approach teachers.
Tell
Ágnes
2003
see Pohl
Tennant
Adrian
2000
Pragmatics and cultural concepts
Tennant
Adrian
2001
Debunking jargon
Tennant
Adrian
2002
English and the English
Teravainen (et al.)
Anne
2013
Motivation for learning English: cross-cultural comparison of Croatia and Finland
Tettamanti
Zsófia
2000
Multiple intelligence in the classroom
Thekes
István
2013
Correlations of EFL idioms knowledge with some background variables
Thomas
Desmond
1994
Using video and audio to develop speaking skills
Thomas
Helen
1993
Innovation or imposition – bilateral co-operation and ELT in Hungary
Thomas
Helen
1995
Nag, bully, nanny or coach?
Thompson
Scott
1994
Smoking causes zoo breath! (free) Anti-tobacco materials in language
A quick tour of different cultures not defined by national boundaries but by language use, and how confusion arises when two differing languages meet. Should be fun and informative. As in every profession there is a plethora of jargon in EFL. To the unitiated it is a minefield of acronyms ( EFL, TEFLA, TTT, FCE, IELTS, IATEFL, etc.) along with such beauties as – milling, jigsaw reading, extensive listening and feedback (which has nothing to do with electric guitars!). This talk aims to show that in many cases the jargon has become sacrosanct – and yet it is, in reality, nothing more than an EFL straightjacket! An amusing and thought-provoking look at the language and the people. What are the people like? What is important to learn? How can you improve your English? This research investigated the differences in motivational factors for learning English between secondary school students in Croatia and Finland. A questionnaire was administered to gather data. The findings indicate that a significant difference does exist between the countries in terms of the strength of the motivational variables. In this workshop we will have a look at the ways to develop the multiple intelligence of young learners in the language learning. You will be invited to share your thoughts and experiences and we shall do a number of activities together that skilfully incorporate the development of intelligence in the language learning of young learners. Come along and have fun with us. The purpose of the study was to explore correlations between ESL idiom knowledge and some variables. 77 first-year Hungarian college students participated. For the diagnostic idiom test, 20 collocations were selected from PHRASE corpus. The ESL idiom test comprised twenty items. I found a significant relationship between ESL idiom knowledge and that of native language idioms. Video and audio can do more than provide listening or viewing comprehension material. In this workshop we’ll look at ways in which they can help develop speaking skills as well – in free conversation, interviews, discussions, structured debate and other speaking situations. This is a presentation to be followed by a discussion. Together these will explore issues thrown up by ELT projects in Hungary supported by the British Council, which contribute or hinder success in achieving innovation. In this session I want to look at some issues in the management of learning against specific examples drawn from an intercultural context. This session should be of general interest to those who manage or teach in contexts where different cultures meet. Another bombshell of dubious American ‘culture’ will soon drop on your country. But
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the target audience – kids – can relate to
Thompson
Seán
2015
MM-ELT Hungary
THORNBURY
Scott
2012
It’s getting better all the time
Thornbury
Scott
2012
My ten favourite grammar lessons
Thorpe-Jones
Janet
1995
Using drama activities in the language classroom
Thorpe-Jones
Janet
1996
Using drama and role play in the language classroom
Thurrell
Sarah
1991
Bringing the gap between textbook dialogues and real communication
Tiboldi
Tímea
2015
English for journalists
Tietzsch-Tyler TILINCA Tímár
James Mihaela Eszter
2003 2002 1997
see Harden
Tímár (et al.)
Eszter
1999
Lessons to be learnt from a World Bank teacher training project
Tímár Tímár
Eszter Eszter
1999 2011
see Kiss
Hungarians need not fear it, for this rare type of attack will actually improve the health of a country, and English teachers are uniquely qualified to help. Teachers typically start out full of illusions, but, faced with the reality of their day-to-day work, this initial enthusiasm can soon turn sour. In this talk I will chart the way that teachers’ hopes, dreams and fears evolve, and I will argue that it’s possible to retrieve something of that initial motivation by taking some easy little steps towards personal, professional development. It’s been my privilege – as a teacher trainer, examiner and former director of studies – to observe some really memorable classes. Let me share a few of these with you, and let’s see if we can draw up some principles for good grammar teaching. It will be nothing new or fantastic – more for teachers who would like to try some and are not sure where to start or those who are not convinced about using drama techniques in learning English. A practical demonstration of how drama + role play can be used beneficially in language learning. Aimed at teachers not convinced of the benefits of, or those who would like to try, such activities – but are not sure how to begin. Participants should be prepared to be active. Nearly all modern textbooks use dialogues to offer a functional and situational presentation of the new material. This practice-oriented talk will focus on how textbook dialogues, which are often contrived and frankly boring, can serve as the basis for meaningful communicative activities. Sharing experiences from Kosovo and Hungary teachers related to ’English for Journalists’ course, a 10-week online blended media course, where students enhanced their knowledge about English language skills through Journalism and knowledge about Journalism skills through English language. The presentation will cover two main aspects English language and Journalism.
see Marasescu Lesson observation, giving feedback
Dippy and Superstar in the light of young learners’ needs
Strongly believing that lesson observation is a way of helping teachers, rather than a nasty threat, I would like to share ideas on what to observe in a lesson, ways of taking notes, and especially on what to include in your feedback session, so that it should be as useful as possible. In late 1998 and early 1999, Bell Iskolák won two big projects for updating the EFL methodology vocational teachers use. We intend to introduce the outlines of the project, its organisation, curriculum, monitoring and follow-up. We have learnt some general points about teacher training, which we also wish to share. Introducing two new NTK series for young learners, Dippy 1 and 2 and Superstar 1 and 2, the workshop will demonstrate how the activities meet the needs of the given agegroups, thus building on and enhancing their psychological development: their linguistic, logical, spatial, musical, interpersonal and intrapersonal intelligence.
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Tímár
Eszter
2012
How do OKTV participants perform in writing? Analysing the content and language of compositions
Timková
Renáta
1997
Teaching ESP vocabulary
Todd
Helen
1994
Cross-cultural issues in business English
Toma
CorinaLavinia
2007
The universe of physics and the English language
Tomolák
Aranka
2006
Inspiration 3– Preparation for the spoken tasks of Érettségi
Tomolák
Aranka
2007
Inspiration 4 – the challenge for students and teachers alike
Tonic
Aleksandar
2010
Needs analysis in the light of triangulation
Tonic
Aleksandar
2011
School magazines – a way to empower
Török
Bálint
1997
see Bánhegyi
Törökné Kárpáti
Dorottya
2004
Teaching English as a foreign language to deaf students
Törökné Nagy Törökné Nagy
Krisztina Krisztina
2012 2013
see Kiss The added value of language coaching in comparison with
The presentation will be looking at students’ written performance in the 2012 National Language Competition. The content and language features of essays will be examined separately, as there is often a striking variance in them. Based on selected examples, ideas will be suggested to teachers for preparation for the challenge. My presentation will focus on various approaches for developing students’ vocabulary. I will present and practice some techniques and types of exercises which help students to learn new words and extend the vocabulary they already know. English now is an international language used in business by all nationalities. This seminar aims to raise awareness of differing cultural backgrounds and how this affects the way we react to each other through linguistic and nonlinguistic means, and will include practical examples of how to help students in the classroom. Suitable for teachers of Business and General English. The goal of this project is to develop in our students the ability to use the scientific English language for understanding texts with scientific character using the new methods regarding Content and Language Integrated Learning.In this paper we present our project, our experience and the advantages for both teachers and students in using such modern approaches in teaching. This workshop aims to demonstrate how the new Macmillan course-book Inspiration 3 can help teachers to train their students for the spoken tasks. It will also give the teachers useful ideas and tips to make lessons more interesting and inspiring whilst making the most of teaching/learning. This workshop aims to give you some practical ideas using a challenging book whether you are training your students for exams or would like to teach them up-to-date English. It will also attempt to introduce a course book which can easily be used with mixed-ability classes demanding minimal effort from the teacher. The presentation deals with the methodology of the communicative approach in ESP and needs analysis (NA). Development of communicative course design and materials is discussed, whereby stress is put foremost on methods and sources of NA. The presentation continues by focusing on a relatively recent procedure in NA – triangulation and triangulated sources. Primary school teachers often face the obstacle of inspiring pupils to write. Writing skillsincorporate grammar as well as vocabulary skills and inspiring pupils to write can be a means of learner empowerment that leaves both, the teacher and pupil, with broader horizons. The session presents my inschool magazine project I use to empower my learners and get them to write. Based on a qualitative research I aim to introduce the conditions of teaching English to Deaf learners in Hungary, and conclude that the problems arising in this field are consequences of incorrect approaches. I will demonstrate what the difference between language teaching and language
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language teaching
Torwong
Patumrat
2003
Assessing argumentative essays in EFL writing classes
Torwong
Patumrat
2006
Guidelines for revision: a need for careful crafting to improve EFL writing
Tóth Tóth
Andrea Béla
1993 2013
see Bodóczky
Tóth
Ildikó
1995
Listening in ESP
Tóth Tóth (et al.)
Ildikó Ildikó
1995 1996
see Davies
Tóth
Ildikó
1997
see Noble
Tóth
Ildikó
1997
see Hegedűs
Tóth (et al.)
Ildikó
1998
What are schools like in Devon?
Tóth
Ildikó
1999
Challenging the role of culture in the classroom
Tóth
Ildikó
2000
Cultural competitions
Tóth
Katalin
2011
The interactive white board – a double edged sword
Tóth
Marianne
1997
Teaching idioms
Blended learning in practice – from plans to implementation
Raising the profile of ESP through project-based approaches
coaching is, and what added value the latter brings to language development. Participants will try the coaching process in pairs and will have hands-on experience of how they can use language coaching in their field. This talk aims to present how to assess argumentative essays in EFL writing classes. The contents cover background information about the context in which the study took place, a method for grading essays as well as its strengths and weaknesses. For EFL student writers, specific guidelines for revision are essential. This paper presents the results of classroom research undertaken at Khon Kaen University in Thailand. The contents include the development of the guidelines, their effectiveness, and students’ attitudes towards the guidelines. In line with modern teaching trends, more and more teachers use blended learning methodology in their classes. Though most of us are familiar with this trend, we often lack the proper planning and course design skills. This presentation elaborates on planning, design, implementation and assessment of a blended learning course. This is the second of four presentations by teachers of Gödöllő University, writing a course in English for Agriculture. This presentation will illustrate an approach to producing and exploiting audio listening materials for an ESP course. Increasingly, tertiary ESP teachers need to promote their professional activity within the wider community they serve. We use examples from agriculture and engineering to suggest project work has potential for ‘bridging the gap’ between our classrooms and key sectors of the academic and professional communities while keeping learning in focus.
In this workshop we wish to portray a variety of schools in Devon, UK, to give you the opportunity to take a closer look at them. Many of us have never experienced what schools are like in England. Therefore having recently come back from Plymouth we would like to compensate for this through some activities in which you will be asked to participate. What is culture? What do we teach when we teach ‘culture’? In this workshop you will find thought-provoking activities to enhance your students’ understanding. In this workshop you will be introduced to how cultural competitions can be planned and carried out. We will try some activities and talk about their cultural reference. The presentation will give some ideas about the use of interactive white boards in teaching English, showing how the use of the board can affect the students’ motivation and attitude to learning. The presenter will share her own experience, and she will also focus on the advantages and risks of the use of interactive white boards. This presentation aims to explain why it is widespread assumption in the teaching profession that idioms are hard to acquire. If
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Tóth (et al.)
Vera
2014
SIG moderators
Tóth
Zsuzsanna
1997
Recycling warmers
Tóth
Zsuzsanna
1999
That’s rubbish! – or how to use clutter in language teaching
Tóth Tranter
Zsuzsanna Geoff
2005 2015
see Sheorey
Tranter
Geoffrey
2004
What does the Common European Framework of Reference for Languages (CEFR) mean for me as a language teacher?
Tranter
Geoffrey
2005
Ways to develop self-assessment and learner autonomy in the classroom
Tranter
Geoffrey
2006
Simple ways of designing communicative tasks for all competence levels
Tranter
Geoffrey
2007
Meeting the needs of advanced learners
Learning English through humour – fun for all in the English classroom
our goal is conceptual versus verbal proficiency, we cannot view, define, teach and learn idioms in the traditional way. As a practising secondary school teacher, I will offer an approach and several tasks based on recent cognitive theories and experiments that help to make the teachability/learnability of idioms easier. In this session we will review the SIG’s past activities and consider achievements as well as difficulties since it was launched in January 2014. In particular, we will discuss the role of Mentor, the new SIG blog, for reaching out to our target audience of school-based mentors. Session participants will also explore the challenges involved in peer-to-peer mentoring, that is, when mentors work with colleagues who are themselves experienced teachers. We are going to try a number of warmers in which the idea, the material or both can be ‘recycled’, that is used again for other activities. We are also going to do some brainstorming and hopefully come up with our own variations. In this workshop we are going to look at a cheap source of classroom materials: the rubbish bin. Materials to be worked with include used teabags, empty matchboxes and old graduation photos. Want to have fun AND teach English? Then this is the workshop for you. With a wide range of humour-based activities for vocabulary and grammar practice, for intercultural awareness, for reading comprehension, for teaching learning skills …. . With examples for all levels and all ages. Come along! LOLJ. You will probably have heard of the Common European Framework of Reference for Languages (CEFR), which was published by the Council of Europe in 2001 with the aim of providing a common basis for language learning, teaching and assessment throughout Europe, and the competence levels A1 – C2 defined in the CEFR as reference points relating to language proficiency as a means of establishing more transparency in language courses and examinations. Perhaps you will also have asked yourself: What does this actually mean for me in the classroom and for my learners? Do your learners treat you like a television? Switching you on at the beginning of the lesson, leaving the content of the lesson to you and then switching you off at the end of the lesson? This workshop will offer simple techniques for getting learners to think about their aims and approach to language learning. Teaching materials offer a wide range of activities often based on content dictated by the course book. Learning is more effective if learners can use the language for their own opinions, feelings and experiences. This practical workshop will present types that teachers can easily transfer to their own classrooms. English courses at advanced levels are a challenging task facing all teachers. There is the problem that progression in language competence is less easy to track and learners often have very specific needs. This workshop will offer ideas for choosing materials and designing suitable tasks for the classroom.
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Tranter
Geoffrey
2008
Multilingualism and plurilingualism for teachers and course designers
Tranter
Geoffrey
2009
Humour as an important intercultural skill
Tranter
Geoffrey
2010
Using humour to support vocabulary learning
Tranter
Geoffrey
2011
The role of humour in the English language classroom
Tranter
Geoffrey
2012
Using YouTube to support language learning in the classroom – smiles and more!
Trebits
Anna
2008
Designing corpus-based materials for teaching English for EUpurposes
Trebits (et al.)
Anna
2010
EU English – teaching English for EU purposes
Trendafilova
Svetla
1992
An experience in teaching ESP
Trentinné Benkő Trnova
Éva Michaela
2002 2008
see Ábrahám
Trnova
Michaela
2009
A walk through Bath
Trnova
Michaela
2011
Scotland in classroom activities
The Emerald Isle in classroom activities
The Common European Framework aims to promote language learning and language teaching to improve communication within Europe. This also includes the policies of ’multilingualism’ and ’plurilingualism’. We will examine these two concepts and present practical ways of putting them into practice in the classroom and discuss the role of assessment. Have you ever been together with a group of English-speaking people who suddenly burst out into laughter and you don’t know why? This workshop will present examples of humour conventions for use in the classroom to increase your learners' intercultural awareness and save their embarrassment! Besides being of intercultural importance, humour can also be used as a way of helping learners to widen their active vocabulary. This practical workshop will show how to combine the intercultural aspects of humour with lexical work, at all levels and in all types of courses, including Business English. Humour in the classroom is not only a way of creating a positive atmosphere, it can be used as a tool for training language, intercultural and comprehension skills – both in general and in Business English classes. The workshop will show practical activities that teachers can use at all levels. Humour is a useful tool for the language classroom. It can be used for several purposes, in particular to enhance intercultural awareness. The workshop will present a number of motivating practical activities using clips from YouTube that can be used at many levels and for many different types of courses. In my talk I will report on a corpus-based research project which aimed to develop materials for teaching English as it is used in EU institutions to intermediate level students of English. Materials weredesigned consistent with the lexical approach and data-driven language learning. In recent years, EU topics have become an integral part of English language teaching, including curricula and language exams. The workshop aims to present an EU English language course book at B2 level designed to help both teachers and learners to use English in EU contexts and become familiar with EU affairs in English.
A significant part of learning a language is learning about the culture of the countries in question. Ireland has had rich and turbulent history which is reflected in all ways of life. In my workshop I would like to provide the attendees with various activities they can use in class. Join me in a walk through the streets of Bath, where the ancestors left a lasting impression: from the ancient Celts to the gorgeous Georgians. We shall do various activities and enjoy Bath, designated a World Heritage Sight in 1987, in a powerpoint presentation, pictures and Jane Austen’s works. Do you know what a blackface is or where you can find seals? Would you like to sing about Glencoe or go postcard fishing? Then come to my workshop. A significant part of learning a language is learning about the culture of the country in question. I will focus
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Trotter
Mark
1997
Authentic text in the language classroom
Tsai
Bonnie
1999
Different strokes for different folks: a practical to using N.L.P. in the classroom
Tsai
Bonnie
1999
Building self-esteem: the road to success
TSAI
Bonnie
2012
Falling in love with teching (again?) – unlocking the potential of inspiration in the classroom
Tsai
Bonnie
2012
A taste of Pilgrims
Tsai
Bonnie
2012
Finding the hidden butterfly within
Tsepeli
Marianthi
2015
see Tzouri
Tsoneva
Anna Pavlova
1992
Tüll
Krisztina
2000
Teaching adult beginners - Learner centred activities Shy guys
on Scotland, its geography, history, culture and wildlife and provide you with a range of activities you can use in your lessons. Presentation will introduce a number of ways in which authentic written text can be used in advanced (and - with modifications - lower) level EFL classes. Variety of both text types and activities will be presented within framework of a lexical-awareness raisingcommunicative approach to language teaching. This workshop inspired by N.L.P. (NeuroLinguistic Programming) will give teachers a wealth of original activities highly usable in the classroom regardless of age and level. The selection of activities will be divided into two parts: Awareness: How to find out your own learning style and that of your students and then how to adapt and transform your class to better communicate with everyone. This workshop will set out to answer the following questions: How does the level of self-esteem effect the learner’s ability to learn? What effect does low-esteem have on classroom behaviour, test performance and general attitude? How can we ‘repair’ wounded learners through stories, affective teaching and music? This plenary will take you through a journey that many teachers take. The beginning when all is new, bright, exciting and maybe even a little scary. Then comes our growth and experience of teaching and we enter our comfort zone. We know what to do and how to do it. But then maybe one day we wake up and we don’t want to go to school. We don’t want to make yet another journey towards our classroom.This plenary will consider the following question: How do I get the ‘sparkle’ back and fall in love with teaching again?The following points so vital in successful teaching will be considered: - Raising and maintaining self-esteem of the teacher - Bringing joyful and playful learning into our classroom - Believing that we do make a difference This workshop is sponsored by Pilgrims of Canterbury and is designed to acquaint participants with the variety and choice of courses available at Pilgrims. The workshops as the title indicates will be constructed around courses of interest to many teachers such as primary, secondary, creativity, CLIL, Multiple Intelligence and more. After this workshop you will have a better idea of the style of our courses and at the same time have some new activities to use in your classes. This interactive workshop will center on issues around building confidence and selfesteem. It will demonstrate how teaching from the heart can bring about feelings of comfort and well-being in the classroom, which can speed up learning. This will be demonstrated though stories, songs, games – all designed to build self-esteem.
‘They’re so shy they just wouldn’t talk’ The bastards! In this workshop I hope to share with you some activities from my conversation classes that seem to have succeeded in getting students to talk and
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produce more than the frustrating Yes/No shoulder shrugging or even the worse ‘I agree’. (Some activities build on material from the matters series.)
Tüll Tüll Tüll
Krisztina Krisztina Krisztina
2000 2001 2001
see Rádai
Tüm
Gülden
2002
Give a man a fish for a day or teach him to fish for a life
Tüm
Gülden
2002
Empowering ELT students in speaking classes to produce more effective and complicated sentences
see Rádai Buzz!
Task-based approach, lexical chunks, facilitating the learning process, personalising and awareness raising are some of the buzzwords featuring recent methodologies and items of the Cutting Edge series. In line with the above I would like to invite you to engage in tasks aiming to facilitate your teaching process and classes in a personalised way. So come along and buzz with ideas and us. A study has been carried out at the University of Cukurova (Turkey) to see if graded readers had any impact on writing improvement of EFL students when they were given guidance to read whatever they wanted outside the classroom. It was also aimed to find out if they had a wide variety of vocabulary in their written products. Therefore, this study examined the contribution of graded readers on vocabulary improvement in compositions. 100 undergraduate students were assigned into two control and experimental groups. The experimental groups were given guidance to read novels in addition to their courses in an eight-week term. The written sections of the achievement tests were pre-tested and posttested at the beginning and end of the term. In this presentation, the results of the written sections of the achievement test based on the survey will be compared, analysed and the effects of reading and vocabulary improvement will be discussed. There have been many debates for the ways to make all students feel more self-esteem in speaking courses. Students are generally observed to have difficulty with expressing their opinions in speaking courses because of their lack of language skills. Hence, they pretend to be quiet during the activities. The reason for this attitude is usually observed teacher’s attitude, the materials classroom atmosphere, or the students’ personality to produce language in front of their friends in the classroom environment. When students are introduced the sentence-combining technique (SC), the problems to express feelings in hesitation could be solved. Therefore, the aim of this workshop is to investigate the effectiveness of SC technique in raising students of English as a foreign language (EFL) regarding their participation in speaking. In order to enhance students’ speaking skills, SC exercises are integrated in the course materials at an intermediate level in EFL programs. For this purpose undergraduate students at the Education Faculty at Cukorova University are chosen as 88 participants to form two control and two experimental groups. The students in the experimental groups are given a ten-week individualized systematic instruction on sentence constructions focusing on sentence formation and on combination of these syntactic units within stories while the control groups are given speaking courses. At the beginning and end of the ten-week term, both groups are orally pre- and post-tested. In this workshop, the results of the analysis of these test scores will be presented from the point of the contribution of SC technique on the
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Turányi
Zsófia
2010
To be taught or to be exempted? Teaching English to students with learning difficulties
Turányi
Zsófia
2011
Hard but possible – teaching English to children with ADHD (attention deficit hyperactivity disorder)
Turner
Sarah
1996
Is there life after essays? Alternative assessment instruments for literature
Tuyan Tyan
Seden Anna
2002 2002
see Şat
Tzouri
Efi
2015
Superheroes on a mission: let’s join forces to save the wor(l)d!
Tzouri
Efi
2015
Performance art in the ESL classroom
Tzouris
Dimitris
2015
see Kosior
Ujlakyné Szűcs
Éva
2002
Teaching as a career. Enthusiastic beginner language teacher or experienced ones
Ujlakyné Szűcs
Éva
2002
Developing skills with special focus on writing
Materials project for first year university students in Uzbekistan
development of students’ speaking skills. The presentation introduces the results of a two-year-long research on classroom practices employed in a foreign language classroom where students with learning difficulties (LD) are taught together with their peers. Effective and enjoyable activities are described in details to show that students with LD can be taught foreign languages. The aim of the presentation is to introduce teaching techniques and classroom practices which can be used to support the language development of students with ADHD. These practices combine the elements of a cognitive behavior therapy (developed by Vadaskert Foundation) and teaching methods using authentic tales. First the relevant symptoms of ADHD and the FLL skills it can influence are described along with the results of a smallscale research conducted in a primary school in Budapest, where ADHD children are taught FL in integrated classes. In the second part of my presentation those teaching techniques, activities, tales and practices are introduced which are not only effective but enjoyable for children while learning a foreign language. The presentation describes a project undertaken in the JPTE literature programme. On a survey course on Shakespeare the traditional essay was dropped and a directing project substituted. The aims of the experiment were: 1) to offer students a more creative and individualized opportunity to respond to literature, and 2) to avoid the negativity often associated with traditional essay-writing. The presentation describes how 18 6-hour units were designed for the 1st year English course at University of World Languages, Tashkent. The project includes a teacher’s book and listening cassette and concentrates on oral activities like dialogues, role plays and discussions. A criminal mastermind called ‘The Eraser’ has an evil plan! To wipe out all the English words! There is not much time left! Get your superhero gear on and come with us on this full-of-action workshop! We will solve riddles, do quizzes, search for clues and get ready for the final battle against the Eraser! Embedding art in the ELT classroom has been proved extremely beneficial for learners because cultural awareness can be enhanced through the study of specific artists or certain areas in art. In our presentation, we are looking at specific examples of using performance art in our classrooms. The talk is based on the results of a questionnaire-research project. The aim is to explore the changes of lesson plans and planning methods in the course of years of practice. Copying, matching, sentence transformation, taking notes, writing memos and letters. Writing activities can be tiring, time consuming and boring for both teachers and learners. However, creative writing activities need systematic planning and correction techniques. The workshop will highlight the difficulties and will provide participants with simple and effective examples that help
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Ujlakyné Szűcs
Éva
2003
Learning to learn with magazines
Ujlakyné Szűcs
Éva
2006
Real books in teaching English as a foreign language
Ujlakyné Szűcs
Éva
2008
Access workshop
Ujlakyné Szűcs
Éva
2008
Mary Glasgow workshop
UNDERHILL
Adrian
2001
Learning leadership and its relevance in ELT today
Underhill
Adrian
2001
The story of your teaching and learning
Underhill
Adrian
2003
The learning school: joined-up, whole-school learning
Underhill
Adrian
2003
Getting funding to attend teacher development courses at Embassy
teachers and learners overcome problems. From the beginning of learning a foreign language teachers try to teach their pupils how to learn a new language. The task is difficult and often seems everlasting. We plan activities for students, make them practice in the lesson and give homework. Do these activities work? Is it worth the effort? Yes, but different activities work at different stages. Therefore, we continuously need to widen the range of activities. The workshop will provide examples of activities which develop independent learning skills with the help of Mary Glasgow Magazines. Real books can be an effective way of teaching English as a foreign language to learners of different age groups and with different backgrounds. However, there seem to be difficulties in building real books into the local curriculum. After a short exploration of positive experiences and solutions to exciting problems, several examples and attached lesson plans will be presented in the workshop. Usborne books and Scholastic Publications might give ideas for crosscurricular activities and also for ways of supporting self-directed learning. Some results of developing language skills with real books will also be revealed. My aim is to give practical ideas to EFL teachers for using and enjoying real books available in Hungary. Access is a new textbook on the Ministry list. It provides both learners and teachers with useful, interesting and enjoyable materials. We would like to draw attention to its benefits by presenting cross-curricular teaching materials from the book. You will see how language learning can become fun for upper primary learners. Mary Glasgow Publications have been popular with teachers and learners for a long time. In this presentation a general overview of the latest publications will be provided with special focus on new Readers and Mary Glasgow Magazines. They will prove that reading can be developed successfully by using the right books. In this talk, illustrated with quotations from current ‘leadership literature’, I will discuss the emerging new paradigm of leadership and the practical implications for school leadership at every level: from learner to director. I will describe some of the approaches to leadership learning that I am involved with, including the development of wider perspectives and a system view, and the use of intuition and extend ways of knowing. In this workshop we will first create receptive ‘story space’, and demonstrate the special openings that can appear in such a space. Then we will each create a very short story (of approx. one paragraph) that relates one or more key episodes in our learning as teachers. These will be told in small groups, perhaps in the style of an ancient saga, or fable, or folk story. We will then work with a number of questions and finally ask ‘What can this tell us about our own personal and professional development needs?’ Comenius funding is available for intensive teacher training courses in the UK. What are the courses and how do you apply for the Comenius funding? Come and find out. I will talk informally about a vision of wholeschool learning that replaces in-service
213
CES in the UK
Underhill
Nic
2002
What makes a good test?
Vacek
Michal
2004
see Csibi
Váci
Krisztina
2012
Secondary school language teachers’ professional identity development: a grounded theory study
Vad
Ágnes
1998
see Kövesi
Vadai
Katalin
2013
Possible ways to develop students’ critical thinking skills
Vadnai Ötvös Vadnay
Mariann Marianna
1996 1992
See Heltai
Vajda (et al.)
Ágnes
2005
Bringing TOEFL and other ETS assessment tools to your institution
Valeanu
Dana
1995
Role-plays from a cross-cultural perspective
Valkó
László
2008
Everyday, practical use of Interactive Whiteboards
Valkó Vámos Van der Maten
László Gabriella Danielle
2009 2007 2013
see Doszpolyiné Rozman
Van Slyke Van Slyke
Timothy Timothy
2002 2002
see Blasszauer
training that may be arbitrary, unfocused, piecemeal and not evaluated, with an organisation-wide community of learning. This would involve teachers, managers, administrators and stakeholders in connectedup professional learning that would also help drive organisational change. I will refer to work in progress, and invite discussion and exchange. Exam results can have a lasting impact on people’s lives. University of Cambridge ESOL examinations are taken by million people around the world each year. This presentation looks at the procedures for quality assurance that allow the highest possible standards to be maintained for a large international candidature. Among novice teachers’ primary developmental tasks is the securing of a selfimage as a teacher. Accordingly, researchers are encouraged to provide an empirical base for the development of teacher education programs that promote the self-reflection skills of novice teachers. This talk presents the findings of a grounded theory study on teachers’ professional identity development and implications for teacher education. In an age when there is a proliferation of several types of electronically transmitted texts, it seems to be imperative to develop students' critical literacy, in order that they can be conscious, decisive, responsible citizens, who are able to read and think about texts critically. To explore the possible ways to develop learners’ critical thinking skills I conducted a case study in the spring of 2013. My presentation reveals the results of this research.
see Kurtán This session will focus on ETS¢, two highquality testing programs that are available to institutions for on-site testing purposes: the TOEFL Institutional Testing Program (ITP) and the Test of English for International Communication (TOEIC). Participants will learn how they can use either or both tests to evaluate and build the English language skills of their students in order to prepare them for the global academic or business environments. Institutions seeking income-generation activities to maintain/expand their programs are especially welcome to participate. Role-plays as a way to involve the whole class, to encourage students to voice their opinions, to raise their awareness of some cultural differences. Introducing different functions of the IW. Demonstrating the power and integrity of this equipment through everyday teaching experience. Challenging the participants to ask questions, debate, challenge.
see Kormos see Sinke Going interCOOLtural
This talk will introduce participants to a new website for ‘interCOOLturally-minded’
214
(et al.)
Vancáková
Romana
2010
Memory, lexis, memory
Varga
Ágnes
2004
see Horváth
Varga
György
1991
Language teaching and linguistics: a dilemma revisited
Varga
János
1992
Varga
János
1993
Varga
János
2000
The Heinemann ELT choice from young learners to university level The latest books by Heinemann ELT I am right – you are wrong
Varga
János
2000
Cyberjourneys
Varga
János
2002
A tribute to Louis Alexander
Varga
János
2004
Virtual classroom
Varga
János
2005
Inspiration for memorable teaching
Varga
János
2009
Making your lessons more communicative
Varga
János
2010
Success with CLIL in the classroom
Varga
Zita
2013
see Teravainen
Vargáné Csatáry
Tünde
2001
Using pictures and slides for various purposes
Vargova
Eva
2013
Making decisions, making choices: good authentic materials for the exam classroom
students, teachers and teacher trainers. This interactive site is the product of a British Council project, and has been designed to encourage dialogue between people who are interested in learning/teaching English through culture. This workshop aims to refresh your memory on how memory works and give you ideas for reviewing vocabulary in your classes. Some of the activities require minimal preparation and some are more laborious; however, all of them will make a difference to your lessons and will accelerate your students’ progress. This talk, intended primarily though not exclusively for an experienced audience, examines the past, present and maybe the future of the relationship between language teaching and linguistics in the departments of English at Hungarian teacher training establishments. There will be a brief introduction to the latest ELT materials published by Heinemann. This talk will show you how Edward de Bono’s ideas can galvanize teachers’ thinking. There will be special focus on the role of humour in ELT. Your travel guide/presenter will take you on an exciting series of cyberjourney exploring the future of ELT in the classroom. Don’t miss these virtual field trips if you are enthusiastic about new opportunities. Louis Alexander’s oeuvre belongs to the classics of textbook writing. His evergreen titles are much sought-after despite a wealth of choice in the ELT arena. What is the secret of his success? What can we learn from him? The Internet is an ideal tool to break the walls of the English language classroom. But how should we slot web links and cultural sources into the EFL curriculum? The lecture intends to offer virtual visits to British and Hungarian sights, which fit into any language program. Understanding the workings of the human brain can provide invaluable inspiration for memorable teaching. How does the structural arrangement and specific content areas of a course book facilitate our aim to make new information stick in the mind. With Inspiration, Macmillan’s new series for secondary schools, you can expect to create unforgettable lessons! This session will help develop an awareness of what makes good communicative activities that can be used in the classroom and will enable participants to meet the 'face2face' communicative needs of their learners better. This workshop will show how you can use the CLIL method successfully in your teaching practice. Different techniques based on magazine pictures and slides to teach and practise grammar, to develop skills, to introduce new vocabulary and to provide warmers and games. This presentation, which is particularly supportive to KET, PET and FCE Cambridge Exams, will present effective and useful examples of authentic material and how it can be exploited for our student’s needs. The aims
215
Varsányi
Mari
2011
A lesson in interculturality
Varsányi
Mari
2013
The ‘Countries Project’ - How to boost your school’s intercultural profile?
Varsányi
Mari
2014
From class to community: creating cooperative classrooms through ELT
Vasiliu Vaughan
Rasica John C. S.
1996 1993
see Adam
Végh
Gyöngyi
1997
see Hős
Végh
Gyöngyi
1998
see Simon
Végh (et al.) Végh Végh
Gyöngyi
2000
Using regional projects for education and language learning
Gyöngyi Gyöngyi
2001 2004
see Andrews
Végh
Gyöngyi
2004
Teachers’ lives around the world
Veláczki
Erna
2013
see Babus
Veláczki Velić Bešić
Erna Elma
2014 2015
see Balogh
Velušček Vicsek
Andrea German Annamária
2002 2002
see Fidler
Using videos for real English in the class
to explore what happens ‘behind the scenes’ in the decision-making process and how we arrive at that decision point. We will show real in-class examples of what to take into the classroom for our students to use and moreover what we do with that material when we integrate it into our lessons. Intercultural competence, empathy and tolerance: do you sympathize with these notions but don’t know how to include them in English teaching? Join in on this interactive workshop and see for yourself! Have you ever wished you could show your students the whole world but didn’t know where to begin? Have you ever started a new school year full of intercultural plans but ended it without realizing them? Have you ever thought of boosting your school’s intercultural profile?During this hands-on workshop you will get familiarized with a simple but brilliant intercultural project, learn how to implement it, and set up an action plan for your own school. Have you ever felt concerned because your students refused to work with each other? Have you ever wished your students participated more actively? Have you ever dreamed of a class where students bond and cooperate? During this hands-on workshop you will get familiarized with activities that help your students connect, cooperate and participate actively – while learning English! The talk will demonstrate the costeffectiveness of using authentic English on video, show a typical lesson and allay the natural fears of non-native teachers in using such materials.
Roundtable discussion
see Sólyom
Special education needs – difficulties we cannot see!
Teaching English to students with dyslexia and dysgraphia
In this open forum I would like to create some space and time for representatives of the partner teacher associations of IATEFL Hungary to exchange ideas and experiences about relevant professional issues (e.g. launching and running SIGs) with interested conference delegates.
Speaking in a learned language is a big challenge. I would like to take a look at different kinds of presentations and presenters to connect those skills to an appropriate age group or style. Speaking and presenting skills go hand in hand which is useful in many situations to enable one to become more confident in their English self-expression. Following a brief introduction on dyslexia and dysgraphia, the participants will get classroom-like projects to work on in small groups, in order to find new perspectives on ELT students with difficulties in reading and writing. Handouts will be passed out, summarizing facts and presenting new ideas and teaching methods…
216
Vicsek
Annamária
2003
Fun activities and language games – motivating students and enhancing communication
Vida
Sandra
2005
Modern songs in the secondary classroom
Vida
Sandra
2014
Lessons with music
Vidakovic
Mirna
2012
Using humour in a language classroom
Vidmar (et al.)
Vida
2002
Why bake it? Half ‘Baked Potatoes’
Vidmar-Cvitanović
Melita
1994
Seminar papers as a supplementary technique in a vocational school
Vidmar-Ninčević
Ksenija
1994
The joy of learning
Villányi VINCE
Ágnes Michael
1996 1996
see Dávid Get out your grammars
Fun games and activities will be played and tried out at the session. A great emphasis will be put on activities and games which don’t require reading and writing skills, but enhance verbal communication skills, and are just fun for students to play in order to motivate language learning. I will present some modern songs I successfully use with my students to teach grammar, vocabulary, build self-confidence and enjoy English language classes together. They are definitely something your students will remember for life. I share the passion for using songs in my ELT lessons with many teachers. I do not share the same passion for using the same boring gap fill exercises and vocabulary work with them so I am proposing a different approach to using songs in your classrooms that will make them into lessons worth attending for students and you as well. This workshop deals with the use of humour with university students and adult learners. Humour is a very powerful tool in creating an encouraging, motivating and enjoyable langauge learning experience. In this workshop I will try to highlight the beneficial aspects of its use and offer some practical ideas. Why write our own interactive exercises at all? Is it too difficult for a teacher? Do we have the necessary equipment? We will present the use of self-produced interactive exercises, the necessity for a teacher to write such exercises and the less time-consuming way to do it. The presentation will involve teachers who have never worked with such tools and those who are more familiar with the notion of distance learning and the use of Internet in the classroom. The most efficient way to communicate with your student is via Internet. We will present our own first hand experience with the use of it for effective communication with the students, having a better overview of their progress at home. A happy, well-motivated student can meet all our requirements. This technique, apart from four language skills involved (the stress being on speaking) puts students together, gives them chances to discuss life-problems. It fosters autonomous learning, provokes good learning atmosphere. Philosophy in a vocational school: yes, why not?! Make the most of all kinds of paper strips/pictures/other written materials to increase/develop all 4 communication skills whenever you decide to extend/revise/practise students’ knowledge within groups/pairs. Try grammar in authentic situations. You and your students will discover the joy of learning – that magnificent feeling that moves the world! This talk looks at attitudes to grammar, and some of the problems involved. It begins by examining the question ‘What is grammar?’ It goes on to look at the issue of correctness by looking at native-speaker utterances. It then deals with six areas: differences between spoken and written language; acceptable variants; correctness or preference; phonological aspects of grammar; lexical aspects of grammar; and teachability. It ends by looking at teacher-induced error, and indicates some of the problems in widely used pedagogical grammars.
217
Vince
Michael
1996
Using songs in the classroom
Vince
Michael
2003
Working with Language Practice: improving grammatical and lexical awareness
VINCE
Michael
2003
Is it grammar and is it practice?
Vince
Michael
2011
Grammar nightmares (…..and then I woke up….)
Vincze VINEY
Emőke Peter
1999 1996
see Papp
VINEY
Peter
2000
Using video actively
Viney
Peter
2000
Learning with Wallace and Gromit
Vital
Hedva
2000
Multiple media
Vivian
Chu
2004
Citizenship and identity
Vlachos
Kosmas
2004
see Gyftoula
Teaching English through communications skills
This talk will demonstrate a number of ways that songs can be used with teenage learners. It includes focus on grammar, vocabulary, pronunciation and the content of songs. This presentation uses examples from the grammar practice series to show ways of helping learners to gain more awareness of the grammatical and lexical systems. This talk examines the attitudes of teachers and learners to grammar, and looks at the usefulness of grammar rules and the idea of ‘practice’. It explores attitudes to the use of grammar practice books. This involves examining approaches to teaching and learning, and the attitudes of teachers and learners towards such issues as: What do teachers and learners think about grammar? Does this vary depending on the kind of school they are in? Are grammar practice books really of any use? What are grammar rules for? What role does thinking play? The presentation asks teachers to consider what they think grammar is, why and how they teach it and what its uses might be. A teaching programme can be designed around communication skills rather than structure or function. This talk explores an innovative approach to the teaching of adults and young adults, which also puts great emphasis on increasing cross-cultural awareness and on the central role of the teacher as an information resource. All too often video is used as an occasional treat rather than a major teaching method. Video should be bought into the mainstream of teaching and no longer regarded as a supplementary activity, nor used in a passive way. Practical techniques for teaching actively with video will be demonstrated. Nick Park’s animated characters, Wallace and Gromit, have starred in Academy Award winning short films. Two of the films, The wrong trousers and A close shave have been adapted for English language teaching. Peter Viney explains the problems of adaptation, which has a bearing on the differences between authentic video material and material specifically designed for teaching. The talk will be illustrated with extracts from the videos. What is multiple media? How can we use it in the classroom? What are the advantages of multiple media? What is the role of a teacher in a multiple media environment? Why should it be used in an ESL/EFL classroom? The workshop intends to discuss the following current issues: What does it mean to be a citizen in an age of fractured identities, global monoculture, and ethnic hatreds? In your experience, how has globalisation marginalized national identity? Do you identify with your nationality? What does it mean to you personally, to be a citizen of
? How diverse is the society in which you live? How do the various ethnic groups co-exist? How can we support learners’ exploration of their identities in diverse, multi-ethnic societies? What are some common constructs of ‘identity’ in a world full of diversity? How could the constructs of ‘universal national identity’ interface with ‘global citizenship’?
218
Vogl (et al.)
Gertrude
2006
Energy-management
Vörös
Ákos
1993
Preparing for TOEFL problems of business English
Vörös
Ákos
1995
Inter-cultural roots in the Isle of Man
Vörös
Andrea
2011
see Fischer
Vörösváry
Éva
2006
Identifying needs in language learning with Mary Glasgow Magazines
Vucinic (et al.)
Nada
1997
Did the cow really jump over the moon?
Walsh
Steve
1993
Teacher observation in pre-service teacher training
WALTER
Catherine
1995
Learner independence: why, what, where and who?
Walter
Catherine
1995
Success at intermediate levels with the new Cambridge English Course
Walter
Catherine
1995
Pronunciation: what’s worth teaching? How best to teach it?
Ward
Stanley
2009
Debate in the modern intercultural classroom: using debating to teach speaking skills in the intercultural classroom
This workshop features kinesiology, pacing, Qi-gong, relaxation, rhythm, etc. using your/his/her/their/our energy in down-to earth exercises to be used in everyday teaching. The latest pedagogy on how to beat the TOEFL, study in the preparation for and teaching of the TOEFL. Business communication: how to build skills in the areas of presentation for business meetings, conferences, interviewing and preparing to interview. The Isle of Man is unique. It is part of the British Isles but independent of the United Kingdom. English replaced the Manx language – part of the Gaelic family tree – only last century. My presentation is about the peculiar history of the Island’s people and animals! Mary Glasgow Magazines provide a great variety of supplementary materials for EFL teachers. Reading tasks, starting points for discussions, creative use of skills and knowledge can be found in MGM publications. In the workshop a great number of examples with lesson plans will be presented for teachers who would like to motivate their learners with interesting articles containing useful information. The examples will also focus on developing argumentative skills necessary in successful preparation for the school leaving exams. Sometimes nursery rhymes don’t make much sense to children (or even to adults). This is what inspired us to make up lead-in stories to provide a wider context for the nursery rhymes. These lead-ins also combine language learning with movement and motivate young children to participate actively. This workshop will consider ways in which classroom observation can be made more meaningful and less threatening for student teachers. Participants will have an opportunity to use and evaluate a number of observation instruments with video extracts of EFL lessons. Both new and experienced teachers benefit from asking themselves the usual whquestions about learner independence: Why do we encourage it? What aspects of the language or task types are best suited for it? Where is it best practised? Who benefits from it most (learners) and encourages it best (teachers)? NCEC 3 & 4 offer teacher- and learnerfriendly solutions to the common problems of intermediate classes: how to encourage effective learning for all in mixed-level classes; how to avoid the demotivating impression of a ‘plateau’; how to combine language learning and revision with useful skills work. How do you decide what aspects of pronunciation are worth teaching, and how do you go about teaching them? This very practical workshop will focus on teaching speakers of Hungarian to understand ordinary English speech and to produce spoken English that is comprehensible to native and nonnative speakers. A workshop for teachers to integrate parliamentary style debate within the language classroom, both for the purpose of fostering students’ English, but also to increase understanding of other points of view.
219
Ward
Stanley
2013
Using video in the classroom
Watkins
Sebastian
1997
Exploiting reading and listening
Watkins
Sebastian
1998
Make the words your own
Weiler
Andrew
2014
A model for continuous teacher self improvement
West
Debby
2015
Presenters and presentations for enhancing speaking skills
White
Chris
2015
IELTS reading success for your students
White
Christopher Paul
1999
Activities with four songs
White
Karen
2010
Dyslexia and learning a foreign language - helpful tips for teachers
White
Karen
2011
Empower your students to speak through games
Whitehouse
Carl
1991
Using poetry in the Hungarian classroom
Whitehouse
Carl
1992
Using novels to improve the language skills of intermediate through to advanced students
Whiteside
Edward
2004
Why Trinity?
This short session will look at different sorts of videos and activities to build around them that can be done in the language classroom with simple computer and video resources. Emphasis will be given on quick, easy activities that don’t require a large amount of prep or work to set up. This workshop will look at different listening and reading tasks which help to maximize student involvement and motivation. A demonstration of some practical ideas for giving students the opportunity to actively use target lexis. This presentation will provide teachers with a model for continuous improvement. There needs to be a balance between looking to others and looking at our own experiences to drive our own improvement as teachers. The importance of the latter is too easily overlooked as we keep looking to improve. Speaking in a learned language is a big challenge. I would like to take a look at different kinds of presentations and presenters to connect those skills to an appropriate age group or style. Speaking and presenting skills go hand in hand which is useful in many situations to enable one to become more confident in their English self-expression. IELTS (International English Language Testing System) is the world’s most popular high stakes English language test: it can help students live, study and work around the world. The workshop will focus on some of the reading skills required to find the answers faster! This workshop will demonstrate activities to use with four songs. It will be participating (but no singing)! The talk will begin with a short description of dyslexia, followed by a look at some of the problems facing students when learning English. The main part will concentrate on sharing practical tips which I have used successfully over the last six years with students with dyslexia. In this workshop, we will be looking at how our students can have fun while improving their speaking skills. This will include games for improving pronunciation and increasing fluency. They are cheap and easy to make and can be used at various levels and with different age groups. This workshop will investigate various ways of exploiting poems in the language classroom, emphasising how enjoyment and appreciation can be combined with skills development, especially in the areas of vocabulary and phonology. The talk will evaluate material already available in the area, while using original material within the workshop activities themselves. This workshop will demonstrate how the novel Cal of Bernard Maclaverty, with the assistance of the film version, can be used as an effective alternative to general language coursebook to develop the language skills for students from a good intermediate level upwards. Participants will be given the opportunity to attempt, discuss and evaluate various worksheets based around the novel with a view to using them in their own teaching. A brief introduction to the Trinity Examination Syllabus. How to prepare
220
WIDDOWSON
Henry
1999
English: subject and object language
WIDDOWSON
Henry
2005
Setting a good example: Dealing with meaning in learner dictionaries
WIDDOWSON (et al.)
Henry
2013
On the subject of English: ELF meets ELT
Wilkinson
Robert
1991
Innovation and the growth of English in Europe
Williams
James
1996
see Kiss
Williams
Melanie
1995
Stories in the young learner classroom – how to use them
Williams
Thomas
2004
Taking testing to task: using tasks to assess spoken language
Williams
Thomas
2005
What EGP can borrow from ESP
Willis
David
1991
A students’ grammar of English
students to pass successfully. Useful tips and ideas for creative teachers. It is commonly assured that English, the pedagogic subject, has to be defined in reference to how linguistics account for the language as an object of description. But subject and object language are clearly different phenomena, and exploring their differences can lead to a quite radical reconsideration of what goes on in classrooms. Now that learner dictionaries of English are based on corpora of actually occurring language, what new information about words and meanings do current learner dictionaries of English provide? How far do they capture the reality of language use, and how far are they actually relevant to the process of learning? The title of our talk is ambiguous: we might mean two different things by it. We might mean that we are going to talk about the English language in general, or that we are going to talk about English as a subject taught in schools. In fact, the ambiguity is deliberate because we are going to talk about both, and to explore the relationship between them. The first part of our presentation will be concerned with the globalized use of English as a lingua franca and how that calls for a critical rethinking of traditional attitudes and ideas about what the language is. The second part then looks at what implications this extended use of English in the world might have for how it is taught as a subject so that learners learn it in the most effective and appropriate way. What happens, or might happen, when ELF meets ELT? This is the question we want to explore in this joint presentation. The growth of English in Europe is a subject to the same factors that drive growth in industry, innovation and selection. This talk will illustrate how these factors play a role in the dynamic position of English in the multimarket scenario of Europe today. This workshop will look at practical ideas for using stories in the young learner classroom, following from an earlier talk on theory behind the use of story. During the workshop you will be able to discuss and try our new activities and exchange some favourite stories. This paper rests on the presumption that the ORIGO standard national proficiency exam has a major washback effect on language teaching in Hungary. Through a criticism of the oral part of the intermediate level, the paper proposes that a task-based test would create a more natural linguistic environment and therefore contribute to a more effective testing and teaching experience. The numbers for foreign language proficiency in Hungary give us cause for concern. But what is the way forward? This paper suggests that classroom learning is more likely to achieve results if it is centred on personally meaningful, taskbased communication and given the sort of instrumental purpose provided by ESP. What goes into a students’ grammar of English? A grammatical description must be detailed enough to provide useful guidance without being so complex as to be daunting and demotivating. What sort of exercises are useful for learners and how do they fit in the
221
Willis
Judith
2002
From monolingual to bilingual. Choosing the right dictionary
Wilson
Ken
1995
Impro power
Wilson
Ken
1995
Music power
Wilson Wilson
Ken Ken
1995 1998
see Berényi
Wilson
Ken
1998
Teenagers – What do they know?
Wilson
Ken
2000
Prospects upper intermediate – now it’s serious
Wilson
Ken
2000
What do you do with sketches if you don’t want to act them out?
Drama in your own words
overall teaching programme? This paper will look at these questions with reference to some areas of grammar such as the use of the articles and the tense system of English. It will draw on work done for the forthcoming Collins COBUILD Students’ Grammar of English. In this workshop we shall be comparing what monolingual dictionaries have to offer. After a brief overview of the development of the bilingual learners’ dictionary, we shall look in detail at some features of our recentlypublished dictionary for Hungarian learners and explore some ways of using the dictionary in the classroom. A series of ideas to help you unlock the creative powers of your students in a series of improvisation games and activities. Many of these activities are taken from the world of comedy entertainment and, with any luck, may be quite funny as well as useful. A series of activities using instrumental music (for brainstorming and story-telling), authentic songs (for specific language practice). We will listen to a lot of music and songs and try activities which include quizzes, jigsaw reading, singing and dancing. A series of classroom improvisation activities which are easy to learn, adapt and implement. Improvisation is the most exciting and memorable creative drama skill, but can also cause alarm and confusion if students have too much freedom and not enough direction. The activities in this workshop provide a clear and manageable framework to make sure that students (and teachers) know exactly what is expected of them. Teenage students now have astonishing awareness of the world through music, movies, sport satellite TV and the internet. The result is that teenagers from Budapest to Buenos Aires share references, influences and opinions, all of which teacher can access as a classroom resource. How can we encourage students to share this knowledge? And how can we help them express their thoughts in the target language? In this workshop, we will look at some activities in Prospects designed to encourage students who have something to say for themselves which is worth drawing out. If your students reached upper intermediate level, they should be getting serious about English. They should also be ready for more challenging texts and activities. This is also a challenge for writers, who are faced with several ‘how’ questions. How do we teach ‘new’ grammatical structures without losing sight of the difficulties of the old ones? How do we present exciting, stimulating new texts, overflowing with new vocabulary and expressions, without making the students overwhelmed? How do we re-cycle all this rich new material? How do we encourage more imaginative activities and devolve more responsibility on the students for what goes on in the classroom? And most important, how do we help the teacher to be in ultimate control of the activity? Eugene Ionescu was inspired by English coursebook dialogues to write and absurdist play, The bald prima donna. Most people are totally uninspired by modern coursebook dialogues, which are bland and uninspiring.
222
Wilson
Ken
2010
Ten things I think I know about teaching (and learning)
WILSON
Ken
2012
Ten quotes to make you think
Wilson
Ken
2012
Is anybody listening?
Winetroube
Simon
1997
E.S.P. Testing – How is it different?
Winetroube
Simon
1997
see Noble
Wingate
Jim
1993
The seven secrets of teaching young learners
Wingate
Jim
1993
Motivating your students to communicate
Wiwczaroski
Troy
2007
ESP – a cross-cutting issue
WORRALL
Anne
2005
Motivate to educate
Worrall
Anne
2005
Motivate to educate
Sketches, on the other hand, are funny but unrealistic, and there is a danger that students, or even worse, the teacher, needs to know how to act. Don’t worry, this is not true. Help is at hand in this workshop to devise ways of using sketches in the classroom and not forcing people to get up and act them out. The world of ELT is going through a revolution. On the one hand, technology has the potential to change the way we teach forever; on the other, dogme-style methods offer a back-to-basics approach. From a position somewhere in the middle, here are my current thoughts about teaching and learning. The quoted words of famous people are sometimes quite amusing, but a really good quotation makes you stop and think, and may even make you change the way you do things. In this talk, I’ll show you ten of my favourite quotes - from Albert Einstein to Marilyn Monroe - and explain how they made me change the way I teach. There will also be some thought-provoking cartoons that do the same. Students have three ways of improving their listening skills in class: listening to the teacher, listening to machines and listening to other students. Most students do the first two, but not the third. I will demonstrate activities that will have you listening intently to each other to complete tasks. This presentation will explore some of the special difficulties involved in testing and language proficiency for a special purpose. What are the common principles underlying ESP tests for various special purposes. A practical demonstration of what makes lessons work well. Insights into how you can make all your lessons work well. Developing your own insight to make your teaching more effective. This practical workshop will use the Heinemann coursebook ‘Bravo’ for young learners to demonstrate a way of teaching and learning. 15 practical classroom techniques to use with MGP Magazines for any coursebook. This workshop will demonstrate how to use magazines and coursebooks to make your students into active communicators. Individual employment opportunities and human capital development in a society depend largely on language education policy, of which technical language (ESP) education is a very special component. New language education policies cutting across the profile of a nation’s educational system should provide synergy between secondary and tertiary level technical language preparation. Successful language learning involves a great deal of repetition. Young children with their natural curiosity and their strong imaginations have a constant need for new and different activities. How do we keep young learners engaged whilst providing the repetition essential to acquiring a new language? Continuing the theme of motivation, the workshop will use pages from English Adventure Book 1 as a springboard to encourage participants to think up new and motivating ideas for presenting, practising and recycling the most basic language
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items. The aim is to prove that although children’s knowledge of the language may be limited, this need not limit the scope of their imagination.
Wright Wright Wright
Alexandra Andrew Andrew
2008 1993 1993
see Wright
WRIGHT
Andrew
1993
Is a car better than a bicycle?
Wright
Andrew
1994
Responding to stories
WRIGHT
Andrew
1997
Using language creatively
Wright
Andrew
1999
Three stories
Wright Wright (et al.)
Andrew Andrew
1999 2000
see Dudás
Wright
Andrew
2002
Make your own materials
Wright (et al.)
Andrew
2003
Stories in Business English
Wright (et al.)
Andrew
2006
Ways of adapting and inventing games
Wright (et al.)
Andrew
2007
Ideas and activities to boost your text book course
see Dudás Using stories in the language classroom
Free picture and how to use them
We all need stories, every day of our lives. We listen to and tell stories about our everyday experiences. We listen to the radio, watch television and read books to satisfy this need. Remember, even the BBC news reader says, ‘The main story today is...’ Stories offer the language teacher an immense resource, principally for the development of fluency in all four skills at all proficiency levels. In this workshop I will focus on techniques which help you and the students to create stories through speaking and writing. Is a car better than a bicycle? Doesn’t it depend on what you want to do and what resources you have? What is a good method in language teaching? Doesn’t it also depend on what you want to do and what resources you have? This talk examines the relationship between values, aims, learners, the situation of learning and techniques. In this workshop I will describe about twenty different techniques which you can use with any story. We will discuss the techniques and try some of them out. This talk argues that students should be given more opportunity, help and encouragement to use language creatively and expressively from the very beginning of their language study. Participants will be given the texts of three short stories which they can learn and tell in their classroom. We will work through some of the activities which can be done with these stories. The aim of the session is that you will leave with three stories, activities ready and a greater understanding of how to use a similar approach with other stories you might find. This will be a session in which we try to pass on as many practical ideas for using free pictures as we possibly can in the time available. Most teachers become dissatisfied with even the best of coursebooks and want to make their own extra materials. This is not an easy job. In this session I will describe how I go about it and give you examples and hope that you find some of the ideas useful and relevant to your own circumstances. Stories, storytelling and storymaking are fundamental aspects of running a business. In this session we will be giving examples of stories and what you can do with them in the teaching of business English taken from the LCCI Arels Cert TEB course run by ILI in Gödöllő. In this workshop we will offer several practical techniques for adapting existing games or for inventing new ones. The techniques are useful for the teaching of young people, for adults and for business English and for English for Special Purposes. The examples we give will be taken from the whole proficiency and sophistication range. In this session we plan to share with you some ideas and activities which you can use in order to create a more personal path for the class, for the individual students and for you as an individual and not a mere agent of the
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WRIGHT
Andrew
2008
Thinking out of the box
Wright (et al.)
Andrew
2008
The realities of autism
Wright Wright
Andrew Andrew
2009 2010
see Dudás
Wright
Andrew
2014
Stories and games as a way to success in the exams!
Wright
Andrew
2015
Some ways of being more creative in the classroom
Wright Wright
Tímea Tony
2008 1994
see Wright
Wright Wróblewski
Tony Batłomiej
1994 2015
Language awareness
Xidis
Vicky
2006
Brain-based learning in an EFL context
Yakovleva
Yelana
2000
Synonymity in prosodics: images in interplay
Orchestrating verbal and non verbal languages
‘Finding a voice’ – becoming inquiring teachers and learners
textbook. We hope you will find the workshop practical and enjoyable. This fascinating title has obsessed me ever since I was invited to give a plenary. At any time, night or day, in the bath, on the ski slope, fastening my daughter’s shoes, my mind springs out of the box of my head and away I go. I have spent my life making practical cups of tea but this title has lead to a well. At this point I don’t know what to say about the content of my talk but I will do my best to share, with you, sensibly, some of the ideas which have fluttered from the nest…box. As language teaching is inseparable from my life, I expect some of the ideas will be about language teaching. If I could say exactly what was going to be in my talk then I would be in the box and not out of it. Estimates suggest that 1 in 150 children have some form of autism. Autism affects social intelligence which in turn affects communicative ability. In this session we, as a family, will share with you the wonderful outcomes of autism as well as its challenges. We will offer ways for teachers to identify autism amongst their students and give some suggestions for how to respond. Words only exist if they are spoken or written. Here are basic activities teachers can introduce to help students to develop their power of using non verbal languages together with the verbal language they are learning. Swotting for exams is normally associated with worry, even desperation! The nature of the City and Guilds exam is to encourage creativity rather than ‘dead pan correct drilling’. So, preparation for the exam can be a time for fun and creativity while, at the same time, developing the necessary skills. In this session I will go through lots of examples and give you a handout describing them. An element of creativity in the organisation of classroom activities can transform language study into language experience. In this session we will look at simple ideas for encouraging creativity by the teacher and by the students. The talk/workshop will examine (partly experimentally, through activities) the nature of the relationship between ‘research’, teaching and professional development in ELT. I hope to establish a position in which teachers are seen as ‘inquiring practitioners’, a position more natural for teachers to adopt than as consumers of research.
see Zieba In this session, we will discuss the findings of brain-based research and their implications in EFL teaching. We will look at some basic facts about the brain and then examine recent findings concerning the way the human brain learns best. Finally, we will discuss how we can implement these findings in the language classroom. The paper focuses on the still little elaborated aspect of phonetic study of texts of verbal art – the problem of “understanding’ as dealt with by Philological Phonetics. The author draws on the experience of several years of teaching
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Yavuz (et al.)
Dilek
2000
The digital journey: the past, the present, the future
Yeo
Grenville
1992
Services for open learning offering language tours to England for teachers and pupils
Yeo (et al.)
Grenville
1995
Accessing native speech
Yeo
Grenville
2012
Focusing on observations and discovery speeds up language acquisition
Yeo
Serena
1996
Multiple choice tests are a) easy b) difficult c) the answer to teachers’ dreams?
Yeo
Serena
1997
Guaranteed to improve every class!
Yüksel
Sevde
2011
We give feedback, but do they get it? EFL learners’ use of feedback in writing
Yumru Zaharieva
Azime Mariena
2000 2008
see Yavuz
Zákány
Judit
1997
The importance of piloting (Learning by doing)
Strumming the strings of creativity
English to University Level Anglicists as well as on the recent research done by scholars of the MSU English Linguistics Department in this sphere. In this presentation three CALL team members form the foreign languages centre of Cukorava University are going to present their explanatory journey to find out best ways of using the computer in their classes, what they did in the last three years in CALL classes, what they are doing at present, and what they are planning to do in the following years. SOL is a new nonprofit organisation set up to support teachers in Eastern Europeans especially in Hungary. Its support is wideranging but is already enabling students and teachers of English in Hungary to travel to England, stay with families and follow a language course of immense benefit at low cost. English is all around us now, but chances to use it are naturally infrequent for most teachers and learners. SOL exists to provide such chances through lower-cost courses in England, teacher exchanges and native speaker teacher recruitment. Your ideas will be welcome in this talk and discussion. Developing observational skills and using fieldwork are very underestimated in language learning, especially in building confidence in using the language. Using these requires the focus being on the students’ own experiences or research rather than pages presented to them from a book or a worksheet and using the resources outside the classroom as much as within. This illustrated talk using film and images shows ways in which this can be achieved whether on a visit abroad or in their own locality. Multiple choice tests are often used as a way of checking students’ knowledge. Despite the advantages of this technique, it is not easy to write good questions. This workshop will consider the place of multiple choice testing and provide some guidelines for those wishing to write their own items. Advertisements are very versatile tools for language teachers. We can study aspects such as language, visual impact, target audience or message, and we can relatively easily find advertisements for use in ESP. This workshop will look at various ways to use advertisements with students of different levels, to practice different skills. The study aims to find an answer to the question whether students make use of teachers’ feedback in their written performance, in other words, whether it is effective in their written work. This workshop will demonstrate the advantages of tapping creativity for the purposes language acquisition. Participants will experience first-hand the stimulating effect of creating their own verses from given sets of derivatives or phrasal verbs – hopefully sensing the joy, as well as the usefulness of this exercise for upper-intermediate to advanced students. Before introducing any changes into an examination system, the hypothesis should be thoroughly analysed and final version piloted. We have designed some multiple choice gap fill exercises, focusing on grammar. My paper discusses the process and the evaluation of the
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project.
Zákány
Judit
1998
Internet materials in a learnercentered classroom
Zalotay Zamorska
Melinda Magdalena
1993 1996
see Salamon
Zeffer Zeffer Zeffer (et al.)
Szandra Szandra Szandra
2009 2010 2010
SIG moderator
Zeffer
Szandra
2011
SIG moderator
Zeffer Zeffer
Szandra Szandra
2012 2013
SIG moderator
Žemva
Natasa
2002
see Foršnter
Zerkowitz
Judit
1991
Cooling down exercises
Zerkowitz
Judit
2005
‘English’ as we see it
Zerkowitz
Judit
2008
Text kept up the teacher’s sleeve
Zerkowitz
Judit
2011
Language through literature then and now
Zeronis
Ron
1997
Use of monolingual dictionaries in the classroom
Zieba
Hanna
2015
Think globally, teach locally – how the Learnathon experience has influenced our teaching
Dramatis personae
Based on a SWOT analysis, students bring their materials – taken from the Internet – to be used for study purposes. They devise tasks focusing on grammar points, vocabulary development, and study the different structures used in various articles. This is basically a case study in LC methodology. An attempt at exploring various ways of enabling adult learners to overcome their speaking barriers or block through authentic approaches and techniques employed in the theatre: being an actor on the stage, rehearsing, contributing actively to the performance, production or even working in front of the camera.
SIG moderator Being tolerant is fun!
Young children should be taught how to be tolerant. Szandra Zeffer is a teacher at Szabó Lőrinc Bilingual School, and in this workshop she will demonstrate some ways in which she manages to make children more tolerant with each other. Participants will be invited to a workshop with lots of games and fun based on successful real life teaching.
SIG moderator
Warm-ups are well known and widely practised. This talk is an attempt at presenting ways at cooling down, winding off activities, useful endings. This talk inquires into how the message of ’English’ is changing over time and how that view finds expression in our teaching. The following questions were asked: What does ‘English’ mean for you? How does your view of English influence what you are teaching through the language? This talk will present ways in which supplementary texts, mostly literary, can be chosen, designed and used in the language class. First it will survey the kinds of texts that generally appear in the language class, then proposes ‘up the teacher’s sleeve’ texts, that will probably be memorable. This talk shows ways in which texts were and are presented when teaching future English teachers the methodology of language through literature. Some key features of now: the Internet, interest in the original function of the texts, the speaker’s intention, and pedagogical stylistics. This workshop will explore ways of exploiting monolingual dictionaries in the classroom. After a brief introduction, the focus will be on taking the participants through a series of activities as well as allowing them to share their own ideas and activities. Learnathon runner-up team from Poland aims at presenting examples of how we can use social responsibility topics while teaching EFL to young learners, adolescents and adults. Each speaker will lead 15 minute session in which they will provide participants with ideas of creative activities that use CLIL approach, cater for students’ lexical skills and raise students' awareness of global and social
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issues.
Zoltán
Ildikó Györgyi
2001
Animals in idioms
Zoltán
Patrícia
1998
EFL competence and creativity
Zságer
László
2010
Interdisciplinarity and its relevance in FLT/ ELT
Zságer
László
2011
Teaching English and ESP through culture, promoting culture through teaching English and ESP
Zságer
László
2012
Chiophygraphic English: the motivational power of sciences in ELT
Zságer
László
2013
Desertification in the English classroom
Zságer
László
2015
Everyday heroes in the classroom aka social responsibility and the importance of awareness raising
A study on the possible or probable origin and interpretation of English idioms with animals, together with a comparative approach to similar structures in Hungarian and Romanian, highlighting on obvious similarities and striking peculiarities. Empirical research carried out in the fall of 1997 examined whether there are correlations between English as a foreign language competence and creativity among elementary and high school students. Data of English and Torrance tests of 5th, 7th and 11th graders (n=840) from schools in Southern Hungary show significant correlations between EFL competence and creativity. Results also have direct relevance to everyday language teaching practices. A foreign language class can be the best opportunity for putting interdisciplinarity and cross-curricular education into realization. In this workshop, I want to show why and how to include sciences in FLT course syllabi and how to implement interdisciplinarity in a playful and enjoyable way while teaching a foreign language. In my workshop, I will focus on the ways teachers can raise students’ interest in ‘small C’ and ‘big C’ of a certain people or culture while teaching English and ESP, as well as the ways teachers can integrate other disciplines and technologies in FLT, and lastly the ways students’ skills ranging from cooperation skills to ICT skills can be improved in English lessons involving culture-bound materials. The implementation of interdisciplinarity and CLIL in FLT could result in more effective and successful education. In this workshop, I want to show how to incorporate natural sciences in FLT and how to implement interdisciplinarity in a playful and enjoyable, but meaningful way while teaching the language, keeping students motivated/ interested and giving them a sense of achievement. ‘What makes the desert beautiful… is that somewhere it hides a well.’ (Saint-Exupéry) A desert is an endless source of topics that can be exploited in ELT. In this presentation, I will present diverse ways of using ‘desert’ as a topic to teach grammar, vocabulary, ESP, and to develop/ improve skills and competences. We are living in a world full of conflicts, most of which could be avoided if people had better understanding of each other's problems. In this workshop, I will attempt to share several activities through which students can acquire social responsibility in ESL lessons as they are the next generation whose responsibity is to build a better society.
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