|9.00-10.00||PLENARY 2: CLAUDIA MOLNÁR, NÓRA TARTSAY, SANDRA VIDA|
This was all planned
We invite you to join us on a journey exploring different aspects of teacher life. While packing for the trip, prepare for lots of interaction and all weather conditions. You will be guided by three experienced navigators of these often troubled waters. We can only survive if we all pull together.
|10.15-11.00||Éva Páli (OUP): Be a Club Member and improve your READING Skills|
Experts often worry about the fact that people read less and less. That might be partly true, as people do read, but they read different genres in a different format. When you see someone reading on their smartphones or tablets, the texts they read are mostly posts or articles on different platforms and websites, so the content and the language is fairly limited.
But reading is an important skill that is necessary in all walks of life. Most school teaching does not seem to encourage learners to read and, typically, learners do not want to read anything that is longer than a few pages. What can we do to revive learner interest in extensive reading (i.e., reading for pleasure), which can feed back into their mainstream studies and make them not only enthusiastic, but also competent readers?
Oxford Reading Club can work as a supplement to classroom teaching to improve language skills in an engaging way. Come to this session to find out more!
BIO: Éva Páli has an MA from SZTE in English and Russian and currently works as a teacher trainer and educational consultant for Oxford University Press. She started teaching in 1989 and has worked in different fields of education – in a teacher training college, and both in secondary and primary education, as well. She has been involved in teacher training since 1992. She has also worked as an examiner, translator and a materials writer before starting to work for OUP.
|Kristóf Hegedűs (Euroexam): Boost your students’ exam skills with the Writing Checklist|
Many of our students find writing to be by far the most difficult skill to master. This means that we, the teachers, need to be doubly self-confident when it comes to skills development and the perennial question: “Is this good enough for a B2 exam?” Join us for some hands-on experience of Euroexam International’s new formative assessment tool, the Writing Checklist!
BIO: Kristóf Hegedűs is responsible for academic development at Euroexam International, which includes both the development of Euroexam’s range of tests and also training programmes for teachers and prospective test takers. Besides having taught English in a variety of contexts for 25 years, Kristóf also leads the team of exam developers for the Hungarian National Matura in English language.
|||Rita Divéki: Embracing controversy in EFL classes|
Even though discussing controversial issues may be considered risky, these conversations undoubtedly have their place in our classrooms, especially in a world characterised by polarisation, tensions and conflicts. Dealing with controversy in our classes has numerous benefits for our students: they can explore the complexities of the world under the guidance of their teachers, develop their critical thinking and perspective-taking skills, and learn how to listen to understand, argue with information and express their opinion about issues in a polite manner. In this workshop, we will look at how we can create a brave space for discussing challenging topics and we will explore activities with the help of which we can encourage our students to take a stand respectfully. Hopefully, by the end of the workshop, the participants will have widened their methodological repertoire to deal with these challenging matters and will be ready to incorporate these complex issues into their lessons.
BIO: Rita Divéki is a language teacher and teacher trainer at the Department of Language Pedagogy at Eötvös Loránd University and a temporary lecturer at Pázmány Péter Catholic University in Budapest and a PhD candidate in the Language Pedagogy Program of ELTE. She is teaching ELT Methodology and Language Practice for (Future) Teachers. Her main interests include teaching controversial issues, global citizenship education, teaching with pop culture and using learning for skills development.
|||Rob Howard (IATEFL-Poland): Using Image Clusters as Triggers|
This hands-on workshop will illustrate how to design and utilize collections of images to incite students to creatively produce their own stories using target vocabulary, grammar, or structures. By using images to stimulate, trigger and unlock their imagination, students, alone or together in groups, will build their own verbal scripts in a captivating, entertaining and cooperative process. This method, when used properly, not only works on language skills, but also helps develop critical thinking and uses many of the soft skills at the same time. Teachers will actually take part in creating stories and presenting their results, just like in a classroom.
BIO: Rob Howard is the owner of Online Language Center and Business Language Training Institute. He is a teacher, writer and frequent worldwide speaker and trainer on Business English, Teacher Development, Entrepreneurship, teaching online, and using technology and images. He is Joint Coordinator of the IATEFL BESIG, Gallery Teachers Masterclass presenter, iTDi TOEFL course trainer, member of the C Group, Online Event Coordinator for the Visual Arts Circle as well as co-founder of the Independent Authors & Publishers. Rob is also the creator of EFLtalks, teachers teaching teachers, nominated for the 2016 British Council’s ELTon Award for Innovation in Teacher Resources.
|||Zoltán Rézműves (CUP): Roads to success: Integrating different learning goals|
Students in our English classes are on different learning journeys: some want to become confident in everyday communication, some have academic ambitions, and some hope to pass an important language exam to obtain qualifications. How can we empower all our learners to choose their own destinations, and help them to reach their respective learning goals?
BIO: When I started out as an English teacher in a Budapest secondary school in 1990, I had no idea I would still be involved in English Language Teaching 32 years later. Between 1999 and 2011, I worked as an editor for Oxford University Press, then set up my own publishing services company, Consonant Kiadó and became a freelance author, teacher trainer and editor. Among numerous teacher’s books, practice and test materials, I also co-authored the coursebooks Oxford Exam Trainer B1 and B2 (OUP), Achieve (OUP) and Straight to Advanced (Macmillan) as well as a B2 exam preparation course (telc). My teacher training and conference work has taken me to over 35 countries worldwide.
|11.30-12.15||Beatrix Price: Twist and shake – Warmers, coolers, energisers F2F and online|
Short class activities, warmers, coolers or energisers, have been credited with a number of advantages, such as increased motivation and improved learning outcomes. Spice up your lessons with some fresh examples, in order to enhance your students’ speaking skills by creating a safe and motivating learning environment F2F or online.
BIO: Beatrix works as a teacher and a teacher trainer at the Language Pedagogy Department at the School of English and American Studies, ELTE, Budapest. As a teacher trainer, she gives talks, workshops and courses internationally. Her interests include holistic education, using art in foreign language teaching, child and teacher development and teacher wellbeing. Her current PhD research explores how English language teachers’ associations provide continuing professional development.
|||Claudia Molnár (mmPublications): Two birds, one stone – really?|
Why develop language skills and exam strategies separately when we can do both at once? Rather than focussing on reading and listening comprehension, we shall explore the skills and strategies learners need to use when producing language in an exam situation, thus reducing exam anxiety on the big day!
BIO: I have been in ELT for over 20 years and love my job as much today as I did on day 1. I hold a Ph.D in Applied Linguistics, M.Ed. (TESOL), CELTA, DELTA and a PGCE. I am Associate Professor and Head of English Language Pedagogy at the University of Pannonia, Hungary and a freelance ELT consultant, teacher trainer and author. The more I work with teachers, the more I realise the diverse challenges learners face. Helping them overcome these gets me out of bed in the morning!
P.S. I love spa days and yoga!
|||Dóra Kovács (U.S. Embassy Budapest): Teaching resources provided by the U.S. Embassy|
U.S. Embassy Budapest offers various program opportunities for high schools, universities, and other local audiences (student groups, NGOs, etc.) covering a wide range of topics including environmental issues, security cooperation, media literacy, diplomacy, international relations, and more. The presentation will detail these programs and will also highlight how the American Corners and Education USA can help teachers to keep their students motivated to learn English.
BIO: Dora Kovacs works as an English Language and Education Outreach Coordinator at the U.S. Embassy Budapest. Her main focus is reaching underprivileged youth to offer exchange programs and other language-learning opportunities.
|||László Katona: English language drama festivals and language learning|
The session will take you on a tour on how English language applied theatre activities may facilitate English language learning. The goal is to motivate teachers to apply elements of English language theatre activities in the classroom. The rationale is that English language applied theatre activities show that stage is not only a perfect space of education but also a perfect tool to motivate the learners and to foster linguistic development. Theatre based activities are also ideal educational devices to promote the understanding of the importance of performing skills in every walk of life.
BIO: László Katona is a teacher of English language and literature – Chemistry. He gained his PhD in Applied Linguistics for his research into the role of foreign language theatre activities in teacher training. As a senior lecturer at the School of English and American Studies at ELTE, he delivers teacher training and applied linguistics courses to English major students. He also leads English language science courses for primary students in a local enterprise. His major scopes of scientific interest are CLIL (science in the English classroom and teaching sciences in English), multimodal classroom strategies and translation studies.
|||Mia Šavrljuga (HUPE): Talk is Cheap|
Tired of suffering from poorly rehearsed presentations, Wiki content copy/pasted haphazardly onto parent-assisted posters or those dang kids who think they can talk the talk, but can’t walk the walk (looking at you, poor language skills!). What gives? Can speaking as a skill (and its poor stepbrother, the oral presentation) be taught? Honed? Drilled? Or at least made easier to assess? Join me on a tumultuous adventure of finding how to rein in the glorious beast that is the speaking skill. Cheap time-saving ideas and ready-made materials included.
BIO: Mia Šavrljuga graduated from the Faculty of Philosophy with a degree in English and Spanish. In some 16 odd years of teaching, she has taught primary, secondary, university and adult students. She has also been an Editor at Profil Klett (incumbent and otherwise). Currently, she is juggling working as a secondary school teacher, co-authoring ELT coursebooks and managing everyday life.
|12.15-2.00||Lunch break / SAUNA SÉANCE 3|
|2.00-2.45||Flo Feast (Cengage/NatGeo): Finding your Voice|
When I ask learners why they’re studying English, the most common answer I receive is that they want to be able to speak to people, either when on holiday, studying abroad, or for work purposes. However, it can often happen that these same learners are then reticent to speak in class. In this workshop we’ll discuss activities and techniques we can utilise and adopt to help our learners find their voices in the classroom, and develop their confidence and abilities when speaking English. During the workshop, we’ll be using materials from National Geographic Learning’s brand new young adult and adult series Voices.
BIO: Flo has been working in ELT since 2010 and is CELTA and Delta-qualified. She has worked as a teacher, CELTA and Delta trainer, content developer and examiner in the UK, Italy, Vietnam, China, and Malta. She has run workshops and delivered seminars and webinars on a range of ELT topics both in Europe and Asia. Flo has worked for a number of ELT school groups including seven years at International House in a range of roles, and is currently the National Geographic Learning ELT Sales Executive for Central and Eastern Europe. In her free time, she enjoys travelling, reading psychological thrillers, and sampling wines from around the world.
|||Judit Kormos: Pathways to Success in Developing Writing Skills in an Inclusive Classroom|
Writing skills are one of the most difficult to acquire for second language learners, especially if they have literacy-related difficulties in their first language. Nevertheless with adequate support and guidance, all learners can achieve success in producing written texts at various levels of language proficiency. In this workshop we will consider what barriers learners with specific learning difficulties might face to become competent L2 writers, and discuss ways in which these can be overcome. We will evaluate and design writing tasks that can foster writing development of all learners and promote inclusion in the language classroom.
BIO: Judit Kormos is a Professor of Second Language Acquisition at Lancaster University. She was a key partner in the award-winning DysTEFL and Comics for Inclusive Language Learning projects sponsored by the European Commission. She is the lead educator of the Dyslexia and Foreign Language Teaching massive open online learning course offered by FutureLearn. She is the co-author of the book Teaching Languages to Students with Specific Learning Differences with Anne Margaret Smith. She has published widely on the effect of dyslexia on learning additional languages and is the author of multiple research papers that investigate the role of cognitive factors in second language acquisition.
|||Nóra Takács & László Németh: From Zero to Hero|
Language learning is fun, right? But what happens when your students have a feeling of hatred towards anything with English and to whom the lessons are just another tick on the to-do list? You can take two paths here: you either keep fighting them or start digging deeper. This workshop will present how you could go from zero to hero even with some of the most challenging groups by drawing on drama techniques, positive psychology, and social-emotional learning.
Nóra Takács started her teaching career in a bilingual primary school where she was teaching upper-primary classes. For three years, she has been teaching at Sage (Language School), Budapest. It is her happy place where teachers use methodologies she truly believes in. According to her, it is also an inspiring community to which it is a pleasure to belong.
László Németh is a full-time lecturer at the University of Pannonia, Veszprém, Hungary, and a part-time freelance English teacher, materials writer, and educational consultant. He has worked with Nóra on various projects and co-taught groups at Sage Language School. He is conducting PhD studies at the Multilingualism Doctoral School of the University of Pannonia debunking long-standing myths regarding language teaching. He has been on the IATEFL-Hungary Organising Committee since 2018, and currently acts as President of the Association.
|||Thom Jones (Express Publishing): Omega… The Universal Language: static education?|
As English has become a Lingua Franca, we are seeing the emergence of a new, international level of English. So what will our students need..and what we need to teach next? And can materials help?
There are universal tenets of language and communication that hold true in every culture and country. But as the internet and cheap travel mean an increased homogeneity of language and culture what is understood everywhere? Is the emoji the new meta-tongue? What can we use anywhere to say anything? What will your kids speak? And to whom?
There has been more change in human interaction in the last 50 years than the previous 50,000-are we looking at an Omega point of global understanding? What will this mean and how can we teach students to prepare for it? Is the book dead? Is education online the only option? What skills do we need to pass on? What will we lose to the language soup we are creating? Should we save anything?
Ideas, practical tips and great tunes.
BIO: Has taught, trained and run schools, everywhere. Twice. Has also learnt some things along that journey. Cycles, thinks, cooks. He is Principal of Cambridge College for SBC and a consultant for Express Publishing. His mother thinks he’s great.
|Zdravka Majkic (ELTA Serbia): Escape rooms in English classes|
We are often confronted with students’ lack of interest in learning! What can be done to stimulate popularization of education and support the improvement of the quality of teaching? When teaching the grammar of the native or a foreign language (which is something students do not happen to particularly like) you must be a very creative teacher in order to motivate them.
The use of web-based tools, interactive boards and mobile phones enhances the level of student interest in classes since these teaching aids are closely related to their everyday needs. Mastery of specialized programming skills is not a requirement for using digital tools in teaching. All that is needed is the willingness to do it and a little bit of research. There are numerous web sites with content already adapted to students’ needs , so for those who desire to use their imagination and create their own educational resources, there is a wide range of options available.
With web tool Genially we can make great Escape rooms, and lead students through many adventures and make learning fun. When you use interactive pictures you can make not only English classes but interdisciplinary classes also with other colleagues. In this workshop some interesting ideas will be presented and participants will have opportunity to create their own class resource.
BIO: Zdravka is not only an English teacher but also an edu-enthusiast. She believes that working in a small rural school requires enthusiasm and perseverance to teach great things with little resources. She is an author and co-author of several published lesson examples in the Proceedings of Good Practice, where she showcased her pedagogical ideas. She was the finalist of the first Science on Stage Serbia festival, where she merged language and science. She is very digital competent and curates an online blog English corner as well as Instagram page zm.thequeen, where she scaffolds students to learn English with fun. She is also a co-author of the website “Let’s share knowledge” and the seminar “With a little effort to STEAM skills”.
Zdravka is author of numerous published articles about education, among them is article in education magazine K12 Digest. She was also awarded in Serbia for creating educational softvers for English classes.She has been delivering different workshops about educational games not only in her country but in other European countries also.
|3.00-3.45||George Kokkolis Papadopoulos (Express Publishing): Project-Based Learning in Primary Education|
It is widely considered that Project-Based Learning (PBL) is an effective learning strategy that not only helps learners develop a deeper understanding of topics but also to demonstrate a range of soft skills such as communication, collaboration, critical thinking and creativity that can be readily transferred into real life situations. A common misconception is that PBL can only be implemented successfully at higher levels. This session will examine the practicality of PBL at Kindergarten and Primary levels so that learners are exposed to vital skills and academic experience from an early age.
|||Judit J. Tóth & Réka Gulyásné Pusztai & Zsolt Patrik-Pirk: Developing Global Competences in the English Classroom|
In this interactive workshop you will have a chance to consider a few attitude questions from the 2018 PISA Global Competences test and learn about what “Global Competence” means. From our own practice, we will show you some modules of varying length and levels which aim to develop certain aspects of global competences. We will also brainstorm about how to develop such materials in your own teaching context.
Réka has been an English teacher for 27 years and currently she is an English teacher and teacher trainer at ELTE Radnóti Secondary School in Budapest. Her professional interests include using CLIL and developing students’ global competencies in the classroom. She is involved in an Erasmus+ project which focuses on sustainability. She has also been a member of the IATEFL-H committee and enjoys taking part in IATEFL-H conferences.
Judit has been an English teacher at ELTE Radnóti since 1993. She is also a pre-service teacher trainer and the head of the English Department at her school, as well as a part-time drama teacher in 7th grade. She has been involved in Comenius/Erasmus+ projects and has coordinated an award-winning teacher training project between 2019-2021. The development of global competences is in the heart of her professional interests. She has been a member of IATEFL-Hungary for over a decade and was a committee member for four years. In her free time she is into improvisational theatre and free dancing.
Zsolt has been working as an English teacher for 25 years and presently he is a teacher and teacher trainer at ELTE Radnóti in Budapest. He has been involved in Erasmus+ projects at his school. Developing students’ global competences has been an important issue for him for years. He has a course on intercultural communication at Budapest Metropolitan University and he regularly takes students to learn English in Devon.
|||Natalie Lacković: Murder she wrote vol.2|
Who doesn´t love a good detective story? Full of cliffhangers and puzzles, crime stories are an exciting genre of fiction that can capture the reader´s imagination and keep them turning pages. Add some grammar, vocabulary, and mix in a few other subjects. Voila, the perfect recipe for how to captivate your students for more than 30 minutes!
BIO: Natalie Lackovic is a biology and English teacher at a bilingual grammar school. Born in Australia, she lives now in Slovakia where she mostly teaches English language & literature, biology in English and prepares future science teachers at university. Her goal is to make usually unpopular subjects enjoyable, especially those extremely important for us and future generations, either via community work or workshops and creative materials for teens and fellow teachers.
|||Nikola Lehotská: Integrating Media Literacy in Project-Based Learning|
In today’s information-saturated world it is pertinent for young people to understand messages online. The main reason for that is that daily we spend on average two hours and 27 minutes on social media (Statista, 2022). Throughout this time, we stumble upon various posts, memes, and messages that some of them might be anti-women, anti-Semitic, racist, or fake. To distinguish between fake news and true news and to catch the subtle nuance of a hateful meme requires certain level of media literacy. For this reason, our students need to engage in activities that are going to help them critically analyze the messages found online and thus become more media literate. To encourage the attendees in planning long-term media literacy-oriented projects the session is going to draw on Project-Based Framework by Beckett and Slater (2005) who emphasize the importance of verbalizing goals in three domains – content, language, and skills. Supported by the framework the session will highlight the goals in one particular example of a media literacy project-based virtual collaboration between Slovak EFL and U.S.-based ESL students. Additionally, the session will provide the attendees with ideas for media-literacy activities that could be included in a project-based learning.
BIO: Nikola Lehotská is a doctoral student of Constantine the Philosopher University in Nitra, Slovakia with ESL and EFL teaching experience. She is a graduate of Matej Bel University, Slovakia and Eastern Michigan University, United States. Her research interests include EFL pre-service teachers’ education, virtual exchanges, and digital literacies.
|Nóra Tartsay: Think again|
This practical workshop focuses on how digital technológiával tools can be used for teaching various thinking skills to learners of English. Teaching digital literacies means more than learning about apps and devices, learners also need training into how to think analytically and critically, how to interact with their peers and the learning materials, how they can become autonomous learners using digital tools, Teachers can assist learners by providing a technology-rich environment with multimodal scaffolding and by letting learners think.
BIO: Nora Tartsay Nemeth is a teacher and teacher trainer at the School of English and American Studies, Eötvös Lorand University, Budapest. She specializes in learning technologies and digital literacies, with a special interest in e-learning. She is the e-learning consultant of the Faculty of Humanities at ELTE, offering training in online course design in Moodle and Canvas. She is also the co-owner of Sage Budapest language school, an innovative school for teenagers.
|4.00-4.45||Ádám Lajtai: A basic online toolkit for reading and writing|
Who doesn’t like a quick and fresh exercise based on a text? In my workshop, I will talk about a variety of free online tools that you can use to analyze texts in terms of readability or to highlight useful vocabulary, and others that can be used for creating text-based reading, grammar or vocabulary exercises. Not only can these tools save you time and energy, but they can also be used as a tool for gauging improvement in students’ writing and also for raising students’ awareness to vocabulary, grammar and complexity.
BIO: Ádám Lajtai is a teacher of English at the Szabó Lőrinc Bilingual Secondary School and a PhD student in Language Pedagogy at ELTE. His main research interests are the use of ICT in language learning/teaching with particular focus on video games, bilingualism, and language testing.
|||Martin Jelinek (Macmillan): Whatever you Say, Say it Right. 2.0|
“WHATEVER YOU SAY, SAY IT RIGHT” takes you through methodology and practical examples of natural and cross-cultural acquisition of language skills needed for a high-standard as well as an unbuttoned daily communication.
Today’s language competence strives for more than just correct grammar and word order. It is a means of establishing one’s position in let’s hope open society and the worldwide business and intercultural communication of the 21st century. What is more, you are expected not only to understand, but to speak to and for others, address today’s current affairs and bring forward meaningful utterances that are both attention drawing and clear to understand. It is all about your communication competence.
BIO: Martin Jelinek is the founder and owner of Bright House Language Institute which focuses on teaching and learning innovation, communication, visual literacy, narrative and presentation skills. Martin has 20 years of experience teaching in Europe and Central America and besides running his own business, he works as an assistant lecturer at University of Presov and is also an active Cambridge Oral Examiner. Martin is listed with Macmillan Education as a freelance Teacher Trainer and regularly delivers talks/workshops at venues at home and internationally.
|||Sandra Vida (IATEFL-Slovenia): Stranger things (and other horror stories)|
I will share with you the anecdotes from my classrooms with the hope of healing and connecting and hopefully we realise we are all in the same boat and can help each other to keep it from sinking.
BIO: I am a secondary school teacher with a love of singing, dancing, poetry and peace. As such, I am very different to teenagers I have been teaching for more than 20 years. I also believe very deeply in giving back to the community so I have been active in IATEFL Slovenia.
|||Stephen J. Hall: Possibilities supporting engagement and modelling to build questioning in language learning|
As language educators, we often drive learning by the search for the correct answer and may neglect the importance of asking effective questions and developing learners’ use of a range of question types. There is a long heritage of the role of questioning as a learning tool, yet the predominance of the teacher upfront, as the supposedly omnipotent, content delivery person remains problematic. Information is everywhere, with the plethora of online sources signposting that the critical use of reliable multimodal sources and future- ready global competencies need to be developed. This talk will suggest that research and reflection on the types of questions used in classroom interaction, online or face to face, often reveal a limited range of questions. We will explore ways of learners generating questions about both language and content, while developing greater language fluency. The focus of this talk is a blend of theory and techniques, which aim to develop language learning of greater criticality, with frequent questioning and enjoyable engagement.
BIO: Stephen J Hall is Professor and Head of the Centre for English Language Studies, Sunway University. Malaysia, where he has worked for over fourteen years. He has managed Malaysian national education projects, been in business as a corporate trainer in Singapore and trained teachers ASEAN-wide. Dr Hall has over 50 publications, including 7 books and recently co-authored Manglish: Malaysian English at its Wackiest (2nd edition) with Lee Su Kim. He has been involved in TESOL for over 40 years and is passionate about teaching and learning in this digital time of great change.
|Tamara Schüszler: Positive psychology in the English as a Foreign Language classroom|
In my workshop, I would like to start with certain activities that I have done with my students as part of my disstertation project. Then, I would like to present my participants with the conclusions I have made so far based on student participant feedback provided in the first phase of my research regarding those tasks. Then, in an attempt to make my workshop more interactive, I would like to raise certain questions in the form of debate topics related to positive language education and our roles as English teachers in maintaining our students’ wellbeing.
BIO: Tamara Schüszler is a teacher of English who has been working in a Budapest-based secondary school for 8 years now. She is also doing her PhD in language pedagogy at Eötvös Loránd University. Her interests in the classroom and in research alike include emotional intelligence, social emotional learning, and positive psychology. That is why her action research focuses on the use of positive psychology-based tasks (with the element of mindfulness) in the secondary English classroom.
|Dragana Vasilijevic-Valent & Livija Pribanjic: DIGITAL and EMPATHIC|
The world of teaching has changed immensely over the last decade, but far more during the covid pandemic. The majority of educational world has been pushed into virtual world and all of a sudden virtual world became the most important environment not only for learning but also for communicating and socializing. This workshop addresses two important skills – digital literacy and emotional intelligence. The workshop starts with DigEmTab – a variation of famous game taboo. In this game participants will work in groups using set of cards and their task is to provide explanations of the key words related to both digital literacy and emotional intelligence. The second activity caters for inclusivity and empathy in the virtual world by answering the questions: Why is it important for people to practice respect, inclusivity and politeness when communicating with each other? How does online communication affect life offline? What responsibility do people have for their online communications? In this activity participants discuss the similarities and differences between virtual and real world and they develop the protocol for eliminating hate speech. The third activity presents materials designed at the Digital Literacy and Social Issues Course – S.T.O.P. protocol used in texting. The presenters start this part of the workshop with a short presentation of the materials piloting process in the teaching context. Then each group receives a poster and a set of messages related to a certain scenario. The task is to reply to the message in an emphatic way following the S.T.O.P. protocol. This workshop provides participants with ready-made materials for various teaching contexts.
Dragana Vasilijević-Valent, Ph.D., is an experienced language teacher and a teacher trainer. Her teaching experience includes language courses at the Faculty of Philology (University of Belgrade), Academy of applied studies, Aviation Academy, University of Innsbruck (Austria), and many private language schools. In 2021, Dragana obtained a Ph.D. degree in CLIL methodology. Since 2019 she has been active as a teacher trainer (accredited webinars for teachers conducted by Klett Serbia and ARGE Tyrol (Austria).
Livija Pribanić has been teaching English at Vocational high-school in Vinkovci for nearly two decades. During that time she has been active in her area of expertise: as teacher trainer she has held numerous workshops both in Croatia and internationally, as teacher mentor she has co-authored National English Curriculum and has conducted training sessions at the national level. At school, she has administered 10 EU funded projects (LdV VETRO, LdV IVT, Transfer of Innovation, Partnership programmes). She was the coordinator in the project i-Nastava where she reviewed video lessons for high-school. She also produced educational material for high-school students as part of her own video lessons.
|Martin Samuels (Quiz 42): Quizzes in the classroom. Like learning, only much more fun.|
Quiz42 (quiz-for-two) is like learning only much more fun. This is very much a hands-on workshop, where participants will take part in a group game, playing against each other in a fun and challenging English language quiz. Attendees will then have the opportunity to work in groups, setting up their own games and exploring more of the features built into Quiz42. The workshop is recommended for teachers of primary year 5 and upwards, who like taking technology into the classroom and who believe that learning should be fun.
BIO: Martin is a graduate of the University of Southampton and started teaching English in 1994 when he moved to Hungary. Working initially in the area of higher education, he also has considerable experience at secondary level and in the private sector. Martin now devotes more and more time to Quiz42, the project he first dreamt up several years ago. “Going into a school and watching kids playing Quiz42 is an incredible feeling. You can see how much they enjoy it, but you also know that you’re helping them practise and learn.” A keen linguist, Martin speaks French, Italian and Hungarian.
|Róbert Märcz & Zsuzsanna Soproni (HABFLE): Accredited foreign language examinations in Hungary: What’s new?|
The talk aims to give an overview of available accredited foreign language examinations in Hungary, specifically focussing on English language exams and the computer-based and online options that have recently been introduced. The talk will present findings of the research carried out at the beginning of 2022, the aim of which was to explore the perceptions of test-takers. It is hoped that the findings will help English language teachers decide what kind of learners the new formats are most suitable for.
BIO: The Hungarian Accreditation Board of Foreign Language Examinations (HABFLE) is an advisory body assisting the work of the Accreditation Centre for Foreign Language Examinations of the Educational Authority (AC). Apart from issuing accredited language certificates, the AC oversees the operation of accredited Hungarian language exam centres. It is also responsible for maintaining the quality and contribute to the development of foreign language examinations in Hungary. Current members of the HABFLE and the head of AC are Krisztina Babos, Szilvia Dömők, Szilvia Gróf, Júlia Kissné Adorján (head of AC), Magdolna Lehmann, Zoltán Lukácsi, Róbert Märcz and Zsuzsanna Soproni.
|Zita Kassai (NYU Abu Dhabi): NYU Abu Dhabi Overview|
Are you a Teacher of English ready to transform student outcomes? Are your students interested in studying abroad after completing high school? It is never too soon for students to begin planning their university careers! Learn more about US higher education, typical entry requirements and New York University’s global network from a university representative of NYU Abu Dhabi (https://nyuad.nyu.edu) and relay the message to your students. We look forward to connecting with you and your high school!
BIO: After completing her MA studies in English Literature at Pázmány Péter Catholic University, Zita gained experience in teaching English as a foreign language with different language schools in Budapest. Nevertheless, her career took a turn when she became Student Coordinator at the Department of International Affairs at ELTE Faculty of Humanities: she discovered her love for working in the international higher education scene. Currently, Zita works as an International Recruitment Specialist whereby she recruits talented high school students from across Europe (including Albania, Bulgaria, Germany, Hungary, Slovakia, Finland and Estonia) who are interested in studying at one of the most internationally diverse US higher education institutions, NYU Abu Dhabi. Zita would be happy to connect with ELT teachers interested in relaying the message of NYU Abu Dhabi’s opportunities to their students.
|Hetti Fejes-Szalai (Xeropan): Digital Language Learning with KRÉTA|
In cooperation with the KRÉTA Administration System and Xeropan International Ltd., the Foreign Language Preparation Module (IFM) available via the KRÉTA Language teaching has always been a challenge, but the digital natives of Generation Z are posing an even greater challenge than usual. In September 2021, KRÉTA revolutionized the lives of English and German public school teachers, collaborating with Xeropan to create the IFM; bringing a gamified learning experience directly to their classrooms. Providing three years of assignable content, covering A1 to C1 levels; structured by language skill and grammatical concept, among others. My presentation will introduce the IFM and highlight the functionality of this free app, available on mobile and web.
BIO: While working towards my master’s in English teaching, I realized that the future of education lay in the digital world. The affinity that the students of the Z and Alpha generations have towards technology is unparalleled. There is a clear need to adapt teaching and learning methods to match their voracious appetite for consuming digital content. Here is where Xeropan comes in; after graduating, I began working for Xeropan as a marketing manager and soon after took the reins as the project manager of the IFM dissemination. I set myself the lofty goal of bringing Xeropan to as many people as possible which is the reason I stand before you today.
I believe that Xeropan has the opportunity to transform the public education sector by taking carefully constructed foreign language curricula and transforming them into the digital world that students know so well.
|6.00-7.00||PLENARY 3: RACHEL APPLEBY|
Your instructions: the key to effective learning
As teachers, we spend much of our time focusing on the content of our lessons, ensuring it’s at the right level, and providing meaningful practice of new language, while also keeping students motivated. But there’s another key ingredient to effective lessons.
Are our instructions sufficiently clear so that students know exactly what to do at each stage of a lesson? How do we know? What are we asking of them, and how? Do we plan these parts of our lessons in advance? It’s very typical that our instructions – whether written or spoken – may seem crystal clear to us, but as clear as mud to others!
Removing distractions and extraneous teacher-talk helps students focus on what they really need to know for carrying out a task effectively. But there are extra benefits too: we help manage expectations, keep students on topic and target, and – not least – help ourselves to run leaner, and more efficient lessons. Being fully prepared is about being professional. It promotes teacher confidence, and creates trust with our students.
This session will take an interactive look at a few key crucial reminders to help meet these demands in class.
|7.00-9.00||Dinner / SAUNA SÉANCE 4|
|9.30-||SOCIAL EVENT: COSTUME CONTEST & PRE-HALLOWEEN PARTY|