Click on the image to read the interview and to have access to the whole issue:
For more information about the ELTA Conference 2019,
follow the link below:
Alan Maley, who is the plenary speaker for the ELTA Conference in May 2019, talks to Vicky Papageorgiou in this issue of their newsletter.
Click on the image to read the interview and to have access to the whole issue:
For more information about the ELTA Conference 2019,
follow the link below:
Storytelling is not just for children like some might imagine. I spend a good part of time working with 'Adults and Storytelling' from entirely different brackets - Government officials, corporate employees, Associate Professors of universities, Research Scholars, school teachers and others. Some updates from my recent sessions. The last month found me travelling across the country spreading the magic of storytelling and learning along the way :)
Teacher training in Tirupathi, performing in Delhi meeting puppeteers. Being a judge for 'Sciensation's - Socratic Diaologue Competition during HLF Hyderabad Literary Festival. Performing the Musical Storytelling for Adults & Children - Bhakti Poets of India. Launching the book of dear friend Ramendra Kumar. Conducting a workshop for Associate Professors on 'Role of Storytelling in Teaching Soft Skills to under-graduates & post-graduates'. Speaking as the Chief Guest at St Francis College, Annual Art Celebration- 'La Fiesta' . Conducting a workshop at IIT Chennai for Post-Graduate students - 'Role of Oral Narratives and traditions'. 'Weaving Tales' collaborative Musical Storytelling for Adults & Children, with dear friend and an amazing teller Scottish storyteller Marion Kenny at the British Council, Chennai orchestrated by Eric Miller who brings storytellers together. Spoke at two presentations at National conferences with government officials at NIRD - for on 'Storytelling and its Possibilities' : for Drug Abuse Awareness and for advocacy : Sustainable development & Special Justice. Enjoyed fun story-sharing of nonsense tales with children at Kanpur. Musical Ramayana at Kiran Nadar Museum of Arts, Noida .
All these were possible thanks to many people Dr Viajy, Dr Rajesh, Prof Krishna Kumar, Shefali, Disha, Tarun, Venkat, Gayatri and Sammy !
And a very special episode has been recording an Audio Musical Story - It was in 1997 that my neighbour and dear friend Cecilia Abraham introduced me to All India Radio. "Why don't you apply for Yuvavani English Compere.The application is out. Auditions are next month" she said. She was doing a great job there and I was excited by the idea. I did apply. I remember the first time I entered the AIR studio for the audition, and many many times later for the training with our official boss the Program Executive, Mr Sumanaspati Reddy who was in every way a mentor to each one of us. I remember the adrenaline rush of going live. Still have my first cheque of Rs 600/- It was a beautiful journey over the next 5 years. Though with my Master's course I couldn't be as regular as I wished, yet the study of English literature at the Central University of Hyderabad, only fed into work at AIR and vice-versa. We had a great team, full of madness and zest for life. Stopping for small tea - breaks in between long editing and recording hours. Documentaries, drama, interviews, talk shows, music shows, tri-lingual Sunday shows. We did them all. And loved it all. Even the critical comments from Sumanspati Sir... especially the critical comments. If we heard nothing from him....it was a day to celebrate !! It meant 'You have done a good job'. A rare approval . But that's what grew us. We knew and yet didn't know how much, how deep the learning is. Whenever I am invited to the radio station for an interview talk show now, I get excited all over again.
Thankfully voice-over projects keep happening and I get to be in front of the microphone. And so working on the Afo Storytime Radio project for Malaysia was fantastic ! Thank you Sahnthini inviting me to share stories, to Panduranga for the amazing recording and Mohit Garg for valuable inputs. As good friends egged me on, I decided to upload the audio story on my SoundCloud (for those who are not familiar: think of it as an audio version of YouTube) It would truly warm my heart when you take a little time to listen to this 12 minute Musical story:
Andrew Wright and Alan Maley both believe that, as members of the C Group, we should 'walk the walk' as well as just 'talk the talk'. So they got together with Andy Rouse to put on a evening of stories, poems and folk songs at the English Department of Eotvos Lorens University in Budapest, Hungary, on 7 December 2018. The event was sponsored by IATEFL Hungary, in cooperation with the C group.
Andy Rouse has lived and worked in Pecs, Hungary for over 20 years. He is a passionate performer of English folk songs and has published a number of DVDs for teachers and others to use. Andrew Wright is a renowned story-teller, who has recently published his second volume of stories, 'Larger Than Life'. The stories he tells here are all his own. He too lives in Hungary. Alan Maley is a co-founder of the C group. He has recently published two volumes of his haiku ('What the Eye Sees' and 'How the Heart Responds'). All the poems he reads here are his own.
This is a video of the evening. We hope you will enjoy it.
If you have done any public performances similar to this - do share them with us on the C group website. If you haven't done anything like this, why not give it a try?
I am glad to share with you my journey. The year was 1989 and a 13 year old, wrote in her diary “I’d like to share stories with the world” and 3 decades later it turns out that she is travelling across the world and sharing stories! What began as the seed of a dream, grew into a bud in 1997: audio-storytelling in All India Radio and is blossoming as international storytelling even as 2019 even as 2019 peek-a-boos at the horizon.
From sharing ‘The butterfly story’ at a children’s camp in a little known town in India, to performing ‘Stories of Scotland- and India’s friendship’ at the National Library of Scotland in Edinburgh with a Scottish storyteller. The meandering flow with its twists and turns is a fascinating story in itself.
All along, as an educationalist I have been fortunate to explore opportunities of marrying 'Storytelling' and 'Its Pedagogical Possibilities' especially in English Language Teaching. With hundreds of performances and workshops, 15,000 teachers and 1 lakh children, it seems as though it was just yesterday that a teenager had penned down her wish to share stories.
I am thankful for living my dreams. And I am equally aware that there is a long way ahead: learning, sharing and growing together.
Stories and rhymes, music and movement, love and laughter fill me with energy. And I hope to touch more lives and be touched with this joyful engagement.
TED and other platforms have also helped me reach out to many more. If you’d like to stay connected with me and my work and know about upcoming performances, workshops and other developments, I invite to reach out through the medium of your choice:
You Tube https://www.youtube.com/user/storytellerdeepa
Email – firstname.lastname@example.org
Instagram – https://instagram.com/over2storyteller?utm_source=ig_profile_share&igshid=1bbwaajov8y0f
Blog - http://over2deepakiran.blogspot.com/ (Being revived)
As we seek possibilities of exploring the world together……I thank you and wish you best.
Last weekend I attended the Tesol Greece annual convention called Be creative and Inspire. I gave a workshop on art and creative thinking in ELT. We explored how the integrated use of artful stimuli and thinking routines woven around social topics can foster the development not only of students’ language skills, but also help them develop their thinking. I hope it gave participants food for thought and encouraged them to explore the potentials that such an approach can have in the English classroom. There were about twenty-five people who attended the workshop which had three parts.
In the first part we worked together on the Looking 10×2 routine with The Wrested Heart, an intriguing piece of artwork by Peggy Lipschutz, an American artist and activist. While the workshop participants were sharing their ideas, I wrote them on a flipchart board in a circle concept map. I used a red marker for their initial words and phrases and a green one for the ones they came up with when we repeated the routine. In the centre I wrote the title of the painting and the name of the painter.
It was interesting to see the difference in the level of abstraction between the students in my classroom (age 11) and the teachers in this workshop. Is this because young students and teachers have different approaches to perception when looking at art? Approaches sometimes referred to as either top-down in the case of adults or bottom-up in the case of children. Perception means that we hypothesize about what we see. When adults perceive and interpret art, prior knowledge and experience may influence their reactions. In the bottom-up approach which is what children do, their perception starts right at what they have in front of them. They focus on surface features of the paintings.
Yet having a second look or being provided with some additional information will influence their attention towards top-down processing. For example, when we worked on this routine in class, most of their first responses were factual (trees, woman, heart, hole, chest, hold, darkness) and at the same time their initial reactions were drawn more towards negative impressions (bad emotion, lonely, crying, sad). That looks quite natural to me since the image of a woman sitting alone in a dark forest with an empty hole in the place of her chest where her heart is supposed to be, alludes to something bleak. When we had a second look, however, their next round of words and phrases was different. They had the chance to notice details like the glow in the woman’s face which was a reflection of her shiny heart. This led them to observe more carefully her expression which now seemed to them peaceful and they came to conclusions that this woman may be sensitive, smiling and proud of herself.
In the second part we had a look at some more routines I have used in class. This part was not that interactive as the first one. In the final third part we looked at some artworks and engaged in a free exchange of ideas on the routine they would use or which topic they could associate the artwork with. There were interesting ideas put forward. For example, when I showed them Then what or What after, a painting by Louay Kayyali, a Syrian visual artist, one of the participants offered the idea of using the Sentence, phrase, word routine. This is a routine that is targeted towards reading and capturing the essence of a text. It may be an oxymoron to use it with an image instead of text, but it is a splendid idea. What this participant did was to turn a receptive routine into a productive one. Asking students to cut down their expression to a single sentence, phrase or word, calls for them to focus their attention better to the meaning they want to communicate.
Another interesting moment was when we were looking at the street art piece Killing ourselves by a Spanish artist, Santiago Pejac and discussed what topic they could associate it with. I had thought of linking it with forest destruction, but the participants put forward a range of other ideas. They suggested immigration, disconnected society, and social media alienation. It was a happy coincidence that they could not see the title of the painting at that moment because that would limit their ideas.
At the end of the workshop I asked them to reflect on the following questions of the “I used to think…now I think…” routine:
These are answers to the two questions:
I feel really grateful that the people who attended this workshop participated with warmth and were eager to contribute their ideas and comments even though what I showed might not apply to every individual teaching context. Here is the link to the workshop materials.
This post originally appeared at
Re-blogged here with kind permission of the author Chrysa Papalazarou
Interview with Alan Maley
By Paola Verando & Myrian Casamassima
We are delighted to publish this inspiring interview with Alan Maley, who is well-known worldwide for his work in the ELT field and for his vast number of publications. Over decades, many of his books of resources, which became popular in Argentina, have provided teachers with practical tools and ideas for their classrooms.
Your vast work in the field of ELT shows a concern with facilitating the work that teachers have to do in the classroom through techniques, materials and resources of different kinds. What motivated you to start working along these lines?
I think it goes back to the five years I spent working for the British Council in Ghana in the 1960’s. I worked mainly with primary school teachers in rural areas. Schools were poorly resourced, teachers were relatively untrained, and the kids were often malnourished as well as poor. At that time there was a lot of work going on in mother-tongue education in UK to promote ‘Oracy’, especially an emphasis on story-telling, poetry and performance, and in the New Maths, promoting interesting ways of teaching basic mathematical and scientific concepts. We tried to draw on some of this work and adapt it to the difficult, resource-poor environment. This ignited a lifelong interest in literature and the visual and performing arts as elements in language teaching.
I was then lucky in my next posting, to Italy, to arrive at a time of experimentation and change. I worked closely with Donn Byrne and our Italian colleagues to found a teachers’ association (Lingua e Nuova DidatticaLEND) which promoted the new ideas coming out of the Communicative movement which was gathering pace at the time.
From there I went to Paris, where I stayed for over six years. Again this was a time favourable to change. I was fortunate to have had a fairly free hand and was able to run workshops all over the country and to bring innovative professionals in to present new and experimental ideas. This was the time of the so-called designer methods: The Silent Way, Suggestopoedia, Community Language Learning, Total Physical Response, Psychodrama and so on. It also coincided with the first flowering of ELT publishing. So I was again fortunate to get in on the ground level with books offering new ideas, especially in the field of drama, creativity and so on. I also had the great good fortune to work with one of the most creative individuals I have ever met – Alan Duff, with whom I coauthored many books at this time.
So I think the answer to your question is that I was fortunate to be in the right place at the right time, when new and challenging ideas were at the centre of English Language Teaching and of Applied Linguistics.
Do you see teachers now more as material-designers than they used to be before the post-method era?
I am not really qualified to answer that. There has certainly been plenty of promotion of the idea of materials design and development by teachers as well as by publishers. The work of MATSDA (Materials Development Association: https://www.matsda.org/ ), and the many books authored and edited by Brian Tomlinson have been at the forefront of this movement. But I tend to encounter the more activelyengaged part of the profession. The teachers I meet do indeed develop many of their own materials, and draw on the dazzling array of resources now available on-line. I suspect that the vast majority of teachers are quite content to use the prescribed textbooks and materials in their schools. This may sound like a negative judgement but I think it is largely true. And we should also acknowledge that teachers can exercise great creativity and ingenuity even when they have to use largely unsuitable materials. It is not a necessary quality of a good teacher that they design their own materials, though it may be a desirable one.
A recurrent theme in your work seems to be creativity. Have you had to redefine creativity as ELT continues to develop?
You are right in thinking that I believe creativity to be an essential quality in teachers. In fact, not just in teachers but in humans of all kinds. The human race has developed and survived largely through its creative energy. I also believe that an education restricted to concentration on the cognitive aspects is profoundly wrong-headed. In general, education systems spend far too much time on transferring inert information and far too little on preparing students for the evolving and unpredictable world they will have to live in.
I would not say that I have had to redefine creativity. (It is one of the most complex human phenomena to define anyway). But I have had to think about it a lot in connection with my own writing and practice. (See below question 6.)I am concerned about different aspects of creativity: how we can help our learners become more creative; how we as teachers can become more creative as individuals; how we can extend the range of creative inputs we use in our classrooms – particularly by incorporating more aesthetic elements, like music, art, literature and drama; how we can develop more creative processes into our teaching; and so on.
I believe that the need to develop more creative teachers has radical implications for teacher training. Currently, we tend to try to prepare teachers for predictable circumstances in the classroom. But classrooms are not predictable. We need to offer trainee (and in-service) teachers opportunities to handle the unpredictable elements in the process. Improvisation and spontaneity will be the keywords for this kind of training, and both flow from and back into creativity.
You have lived and worked in many parts of the world. What would you say ELT is evolving towards?
I am not happy with many of the trends in our profession. The three most important for me would include:
~ the lemming-like love affair with technology. We continue as a profession to be deluded by the ‘newtoy’ effect. There is a tendency to accept blindly any new piece of emerging technology. This is not to say that technology is somehow ‘wrong’ or even ‘evil’. But it is a plea that we should treat technology as just one of the many resources we have available. It is to learn to ask the right question: What technology is appropriate to solve this pedagogical problem? Currently there is a tendency to ask the wrong question: Here is a lovely new gadget. What shall I use it for?
~ the trend toward the academification of teacher education. In my view, the over-emphasis especially on the PhD as a qualification for teaching and a passport to promotion is misguided. We need to recognize the essential difference between research and teaching, and to reward teachers for being good teachers, rather than as researchers.
~ the commodification of ELT. By this I mean the stranglehold of testing, of curricular frameworks (like the CEF), the packaging of materials as total solutions, the elimination of teachers as active stakeholders…
These tendencies are enough to drive anyone to despair. But hope springs eternal.
You have written and published many stories. Which is your favourite?
I tend not to have favourites. But one I like especially is Forget to Remember, in the Cambridge Readers’ series. I like it because it deals with a major and growing problem, namely the spread of dementia and especially Alzheimer’s disease. I like it too because it is based on my own mother’s condition leading up to her death. Another one I like, though it is so far unpublished, is I am a Slave. This is the story of a modernday slave in London, and aims to raise consciousness of the eternal scourge of slavery.
What are your current projects?
I am just coming to the end (I hope!) of a period of intense work on four books, more or less simultaneously. These were (are) the following:
~ Alan Maley & Tamas Kiss. Creativity in Language Teaching: From inspiration to implementation. Palgrave Macmillan. We have tried to start from the theories of creativity in general and to move to ways they have been realized in education, applied linguistics, methodology and materials development. We then explored what the qualities of a creative teacher are and how to develop them. We have offered some frameworks for implementing these ideas, and reviewed research, as well as recommending future research directions.
~ Alan Maley & Nik Peachey (eds). Integrating Global Issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals. The British Council.
~ Brian Tomlinson & Alan Maley. Authenticity. Cambridge Scholars. This is a selection of papers on various aspects of authenticity given at a MATSDA conference in Liverpool in 2016.
~ Alan Maley. 50 Creative activities for language teachers (provisional title) in the Cambridge University Press pocketbook series, edited by Scott Thornbury. This is just what it says on the label – a set of creative activities for teachers to draw on as appropriate to their needs.
It is highly unlikely that, aged 80 now, I shall ever write another book on ELT. But I have projects to publish both poetry, short stories and memoirs for as long as I have the energy and enthusiasm to do it.
We wish to thank you on behalf of Asociación Exalumnos del Profesorado en Lenguas Vivas “Juan Ramón Fernández” for this inspiring interview, and we hope to be able to read your new work soon.
This interview was originally published in Teachers’Centre AEXALEVI Forum, Issue XXVI / August 2017. Reposted here with permission from the Teachers’Centre AEXALEVI .
Here is a highly engaging game about educational planning, sent in by Dr Richard Watson-Todd at KMUTT in Thailand ( email@example.com ). Though designed with Thailand in mind, it has much wider implications. Possibly a good project for MA students?
The MinEd Game (Ministry of Education Game), where you can choose policies to influence English education in Thailand, is now online and ready to be played (in both Thai and English versions).
You can play it at http://meg.ibankstory.com/
(Note: it doesn’t work very well in IE, so please use Chrome, Firefox or Safari)
If you enjoy playing the game or find it useful, please forward the URL to friends (and students and anyone else who might be interested) and encourage them to play it, or post a message about the game on social media.
Just to remind ourselves why we learn languages, and what creative teachers can do to help.
(To read the article, click on the image below)
Associate Professor of English
Ethiraj College for Women, Chennai
The International Association of Teachers of English as a Foreign Language - IATEFL - mission is to link, develop and support English Language Professionals worldwide. The 51st annual conference and exhibition was held in Glasgow, UK from April 4th to 7th, with over 3,000 delegates in attendance. The venue was the SECC - Scottish Exhibition and Conference Centre - which is a truly world-class venue and one of Europe's highest profile conference centres. I was privileged to attend this conference as an Indian Associate Member of ELTAI.
On 2nd April evening, the SVA dinner, previously arranged by the British Council for the associates from different parts of the world, took place in Argyll 2, Crowne Plaza Hotel, Glasgow and we got acquainted with the IATEFL Patron Prof. David Crystal, President, Secretary and other conference co-ordinators. It was a big gathering, and the past and present presidents addressed the associates. This was the most memorable event of the conference as we got to know over 100 associates from different parts of the globe.
The event began with the pre-conference events (PCE) and Associates Day on 3rd April and I was registered to attend the Associates’ Day. Lou McLaughlin, IATEFL’s Associate Chair introduced and welcomed the Associates to Glasgow followed by the formal welcome by the out-going president Marjorie Rosenbergand and In-Coming President Margit Szestztay. They both spoke of their personal association with the associates and how much it meant to them to attend for part of the day. We had a warmer session called ‘Buddy System’. Then, Lou McLaughlin read the Associates’ Representatives Report followed by updates on the award winners of 2016-17 Hornby Trust – IATEFL Associates Award, IATEFL Projects Award and IATEFL Scholarships.
Following on from Scholarship Updates by George Pickering, IATEFL Special Interest Groups Chair and Lou McLaughlin provided an introduction to an online course for TA’ Committees, the details on pilot project and so on.
After the coffee break, we had an opportunity to listen to TED-style Presentations by the four Associates MATEFL, TESOL Arabia, ELPA (Ethiopia) and IATEFL Hungary. In this sessions, we explored the strategies followed by the associates of IATEFL globally for teacher training and networking.
The atmosphere in the room turned to be one of lively discussions during the poster sessions. I had been allotted poster presentation slot on Associates Day between 13.40 and 15.50pm. I had an opportunity to display information about our association (ELTAI), our events and our Publication details such as Virtual Learning Workshops, Shakespeare Festival 2016 and Academic writing workshops organized by ELTAI for teacher training. This was the perfect opportunity to discuss ideas for the future and begin tentative plans for collaboration. There were many ideas on display by the Associates.
As always, no day is complete without thanking all those involved in working behind the scenes: the IATEFL Committee with Lou McLaughlin and George Pickering who worked tirelessly throughout Associates’ Day and also the British Council who were the generous sponsors for both SVA dinner and Associates’ Day.
INTERESTING SESSIONS IN THE CONFERENCE
The conference began on 4th April with IATEFL How to…sessions. “How to get the most out of this conference” with Susan Barduhn was for new IATEFL conference participants as well as those who attended many conferences in and around their country. This has been introduced to form learning groups for those who wish to jigsaw their conference experience and to share conference time management tips.
How to get involved in an IATEFL SIG with George Pickering enabled IATEFL members in an area of particular interest to them. In this session, brief discussion on What SIG’s are and how they can help the members to develop professionally has been discussed, before the discussion the different ways of involving actively in a SIG, from writing a newsletter article to volunteering to work on a SIG committee has been explored.
Following this was a session on by “How to get published in a refereed journal” with Graham Hall. This session had thrown light on how to look at and to get published in an “academic” journal. The editor of ELT journal had shared some tips and suggestions for getting our work print in an academic journal.
The grand opening plenary of Gabriel Diaz Maggoli on the topic “Empowering teachers through continued professional development: frameworks, practices and Promises.” Gabriel Diaz Maggoli is a teacher who applied the lessons learned in the classroom to his roles as writer, researcher, administrator and teacher educator. He got his BA in TESOL in Uruguay and completed Masters and doctoral work at the University of Bath in the UK. He has acted as consultant for international organizations such as UNICEF, UNESCO, The European Union, Inter-American Development Bank. A frequent presenter at local and international conferences, Gabriel has shared his theory-in-practice with colleagues in America, Europe, the Middle-East and East Asia. He currently lives in Uruguay where he is a tenured Professor of TESOL methods at the National Teacher Education College.
In the Plenary Speech Gabriel stressed on the notion that language teachers need ongoing professional development opportunities should be considered a harmless platitude. Yet, as the field stands now, most of our colleagues have not been given such opportunities as part of their jobs. But even then we hear so many wonderful tales of exploration and discovery! Teachers have taken upon themselves to build these growth opportunities. In the plenary he had shared some stories, and weaved the plots of new stories to come by presenting a “state of the art” hawk eye view of professional development and recommending potential ways in which colleagues can help each other to learn and develop.
Followed by the plenary there were parallel sessions in ten halls and ten executive rooms. I have attended the following two presentations –
TELLING AND RETELLING: THE MAGIC OF STORIES IN ELT
The session by Jeremy Harmer (Freelance/The New school, NY) & Jane Revell (Freelancer) was an interesting one. Stories are important resource for language learning-especially when re-retold and ‘re-signified’. They both had effectively discussed on how teachers can tell stories most effectively; how they can use them for language learning, use them for memory training, and if students use stories and tell their own. This session dealt with the story-with passing reference to Jetstream (Helbling).
FACILITATING MEANINGFUL STUDENT-STUDENT COMMUNICATION ONLINE
This talk by Deidre Cliffers (Cambridge University Press) addressed the challenge of creating peer-to-peer interaction within a group in online learning. Drawing on experience of live online teaching using Viewpoint, we can identify actions teachers need to take to ensure that students actually talk to each other online. This session had ensured the teachers on how to create and manage communicative tasks for the online classroom.
SYMPOSIUM ON TEACHING-LEARNING STRATEGIES TO ENGLISH LEARNERS
This presentation described the teacher preparation programmes that help English teachers to integrate language learning strategies instruction into their classrooms. Speakers from the George Washington University, National Institute of Education, Singapore, Poland and Jill Robbins stressed on the role of learner metacognition in strategy learning, Teaching grammar learning strategies and Making learning strategies fun with a free web-based multimedia course.
5th April began with how to sessions by Alison, Madeline and Daniel Xerri. The presentations dealt with how to write for IATEFL voices, How to submit speaker proposal and how to reflect on research talks at the conference. This was followed on by plenary session by Sarah Mercer, Professor of foreign Language Teaching at the University of Graz, Austria. Her Plenary on ‘Connecting Minds: Language Learner and Teacher Psychologies’ reflected on the fundamental role played by psychology in the learning and teaching of foreign languages. She had addressed on the diverse aspects of psychology such as beliefs, emotions, sense of self, agency and engagement and how to help learners to connect mentally and emotionally to their language learning and how we can support teachers to ensure a positive level of professional well-being in their jobs. To sum up, this talk aimed to focus our minds on what matters most in language education: The stakeholders.
THE FUTURE OF ENGLISH: THE NEXT 20 YEARS
David Graddol had thrown light on the main factors guiding the future of English in the world over the next two decades.
6th April sessions began with How to give a presentation at an international conference with Jeremy day, ‘How to become a successful freelancer’ by Chia Suan Chong was an interesting one which dealt on the three key areas such as organizational details-budgeting and finances, flexible schedule and security, How to get work- self-marketing and professionalizing, and How to Keep work-quality control referrals and solid administration.
Plenary Speaker, JJ Wilson has taught in Egypt, Lesotho, Colombia, England, Italy and the United states, and has trained teachers in 30 countries. He is currently the writer-in-residence at Western New Mexico University, where he teaches ESL Methods, Linguistics, Publication, and Creative Writing.
His Plenary on ELT and social justice: Opportunities in a time of chaos dealt with teaching methodology. He argued that teaching is never neutral through their methods; classroom persona and the materials teachers use advocate certain values. In the plenary he looked at the arguments for including social justice issues in ELT classrooms.
MY IMPRESSIONS ABOUT THE CONFERENCE
I was delighted to attend the presentations, talks, symposia and panel discussions of English teaching professionals around the world. Many presenters spoke about the paradigm shift from teacher-centered to learner and learning-centered education. Many of them were worried on how to engage their learners all the time in the classroom and I found that all are interested in technology enhanced language teaching. The conference has provided a chance to meet teachers from all the corners of the globe to discuss the various classroom practices. I have also understood that teachers have stopped taking notes and instead they use their mobile devices to capture the presentations and when it is more interesting they video record the whole event.
A large resources exhibition involving around 70 ELT-related exhibitors was arranged in the conference venue. It gave a chance to witness the latest ELT publications and services in one place and I had the opportunity to serve as a staff representative in IATEFL stand on the first day, 4th April.
PLACES I HAVE VISITED IN THE UK
I spent a day in Lake District, few days in Scotland, Edinburgh, and London, and visited Westminster Abbey, Big Ben, London Bridge, Cruise in River Thames, London Eye, Buckingham Palace, St.James Park, Cavalry museum, Changing of the guard to the Queen, Hyde park, Edinburgh castle, and the Glasgow University.
The IATEFL Conference is a massive event with a multitude of sessions from 8am to 6pm. Even the coffee breaks are moments for further discussion and exploration of ideas among the English teaching professionals around the globe. I thank Almighty God for giving me such an opportunity to enjoy the conference and visiting UK. ELT@I has given me a platform to know about IATEFL and I thank the patron of ELT@I Dr. S. Rajagopalan for his constant motivation.
I thank our college and chairman for the constant support and encouragement in all our endeavors.
THE C Group Blog
This is our blog space led by our official blogger, Malu Sciamarelli.