Here is an interesting debate to come out of the recent IATEFL conference which does not involve Sugata Mitra.
I’ve just got back from my first IATEFL Conference, in Harrogate, still feeling elated from the buzz that such big conferences always produce. It’s been great to meet up with so many people I’ve only seen online before, and make new friends. It’s also been great to attend so many fantastic talks and workshops.
I’d like to thank everyone who came along to my session on exploiting video in the classroom. As promised, here is the link to the powerpoint of my presentation. The video clips used are in the same folder, just in case the links in the presentation don’t work. I hope you find it useful.
Write-ups for some of the activities included in the session can be found in the following posts:
Dubbing exercise (Armstrong and Miller RAF Pilots)
It’s been a hectic week, with TESOL Spain last week in Madrid and now TESOL Greece here in Athens. This is just a quick post to publish my powerpoint form this afternoon’s closing plenary. More to come soon.
JA: I come from Greece, where I live and work. I have worked both as a private and a stateschool ELT teacher for about 25 years teaching mainly teenagers. I have also worked as a part-time teacher trainer for state school teachers. I believe in education as a dynamic force and I have a passion for learning as well as teaching. In my opinion, learning as a lifelong process can be achieved in unlimited ways, inside and outside of a classroom; I really enjoy teaching and being taught by my students and my colleagues, either through observation, or interaction and collaboration. I find attending and presenting at conferences a wonderful opportunity to learn, reflect and share ideas, especially if you have the chance to present together with a colleague.
JD: I have been a teacher of English and the Social Sciences…
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I am an experienced teacher, teacher educator and conference presenter and run CELT Athens, a teacher development centre based in Athens and online that trains teachers from around the world. You can read all about me here and here and in all sorts of other places but here is my chance to say that I am even more passionate about my job now than when I started and I truly love to watch teachers develop and reach their true potential. These days, I do lot more work online, both training and presenting and I am very active in social networks where I volunteer a lot of my time for many ELT teachers’ free continuous professional development, both on Facebook as well as on Twitter.
2. Tell us a bit about your session…
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Diagnosing strengths and weaknesses in reading in a foreign language
The ability to read in a second or foreign language (SFL) is increasingly important in the modern world and therefore diagnostic language testing is potentially an important area of language test development and research. However, relatively little attention has been paid in language testing to the need to diagnose strengths and weaknesses in these important skills. Proficiency tests dominate the testing world, and although attempts have been made to derive useful diagnostic information from proficiency tests, tests like TOEFL or IELTS are not designed to provide detailed, usable information for teaching.
This presentation is in two parts: first I explore how diagnosis is carried out in other fields in order to learn lessons from other professions and to derive principles and implications for diagnosis in second and foreign language learning. The second part reports on the design and results of a four-year (2010-2013) research project into the diagnosis of SFL…
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Webs of Words: Issues in vocabulary learning and teaching and mapping lexis to CEFR levels.
Webs of Words: Issues in vocabulary learning and teaching and mappinglexis to CEFR levels. This presentation will highlight some of the key issues identified in recent research and projects such as Cambridge English Profile relating to best practice in vocabulary teaching learning and testing. It will explore the notion of what it means to ‘know a word’ and consider practical implications of this notion for teachers in preparing a wholesome and balanced lexical diet for their charges and for learners in developing well- grounded lexical manners and a keen sense of lexical repartee to bring to table.
Bob Obee was formerly the Director of Studies of the British Council teaching centres in Athens and Kuala Lumpur. His publications with Express Publishing and Cambridge University Press include Upstream Upper-Intermediate (Express Publishing) and the Grammar Activity Book (CUP). He currently works as a Professional Support Leader for Cambridge English Language…
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