|PLENARY: MARTIN JELINEK
PEER TEACH EACH / Premiere / Limited Series
Share knowledge, inspire to take action, inform and educate, and work on “work” and “world” skills (LIFE SKILLS). Embrace visual narration while focusing on its literacy, and broaden your horizons. This plenary talk can serve as a call to action regarding any matter that matters or might have any impact on us, be beneficial to or for us today, tomorrow, Toyota. 😊
Let’s create a story that may make an impact on our society. Along with the possibility to influence others, share, educate, entertain and learn. Everything counts, from how you hold yourself daily and educate yourself (or others) on your own rights. To solidarity with others 😊 We all have something we want others to know and understand better. That thing worth sharing. PEER TEACH EACH (PITCH)
|Claudia Molnár (mmPublications): The words we don’t use
Teachers often give exercises, go through the answers, and then carry out error correction and reflection. But, what is an error? What makes something a mistake? What about all those lovely distractors in activities? Can’t we do something with them? Of course we can! In this workshop, we shall be answering these questions and looking at the words we don’t usually focus on in exercises.
BIO: Claudia has been in ELT for over 20 years, holds a Ph.D in Applied Linguistics, an MEd. (TESOL), CELTA, DELTA and PGCE. She is Associate Professor and Head of English Language Pedagogy at the University of Pannonia, Hungary and a freelance trainer, ELT consultant and author. In her free time Claudia loves spa days and yoga.
|János Ujlaki: Using digital storytelling to develop presentation and language skills
Digital storytelling is a learning strategy that develops digital competencies and enhances self-expression and communication. This talk focuses on the importance of these skills since they are essential in the 21st century, where future employees need to present their ideas or tasks to engage the audience. The talk will also focus on how to make an effective and engaging digital story, and how students can benefit from making and sharing these stories.
BIO: I am a teacher of English and Mathematics at Európa 2000 Gimnázium in Budapest. Our school has evolved to one of the best digital schools in Hungary, giving me the opportunity to develop both professionally and digitally. I like to experiment with new apps, modern approaches and methods. I am also a Microsoft Certified Educator, and the vice-president of IATEFL-Hungary. I have taken part in numerous international ELT conferences as a speaker.
|Peter Holly (OUP): You CAN always get what you want: a focus on the learner
What are the 6 core elements EFL learners need from the teaching materials we use? We will explore these in this interactive workshop by taking a look at the squares, circles, and triangles of teaching and learning. Along the way we will identify the 9 things that the new English File 4th edition offers through its focus on the learner.
BIO: Peter Holly has over 40 years’ experience in ELT and education, having taught, trained and managed overseas all his life since university studies in the UK. He holds an MA in TEFL from the University of East Anglia, which he was awarded after his first time in Hungary – when he worked for the British Council as a ‘lektor’ in Rákóczi Gimnázium in Sárospatak and at József Attila University in Szeged. He has recently returned to Hungary as a freelancer, and now teaches students of all ages general English online, and adult students Business English face-to-face. He has delivered teacher training workshops in 19 countries including Hungary, where he is an active member of IATEFL-Hungary.
|Tamara Schüszler: Stress-relief in the English classroom – Don’t worry! But how?
By the middle of the academic year, we may have heard umpteen times already: „Don’t worry!” But how can we do that? How can we help our students with their worries? As we cannot simply tell ourselves not to think or not to feel certain ways, I am planning to explore simple ways of calming ourselves down and taking care of ourselves in our everyday lives. What is stress? What is mindfulness? How can they be related? How can we help our students write tests more effectively with the help of their breath? How can we nurture our and our students’ wellbeing? Let’s find out together in a workshop where I am not giving answers, just showing techniques and leaving the space open for discussion!
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.
|Barbara K. Horváth: Developing social competencies in the EFL classroom
Social competence is the ability to interact effectively with other people in social settings. As Zsolnai (2018) argues, there are enormous differences in the patterns of children’s competencies that can have a huge impact on their interactions inside and outside the school building. Therefore, it is one of the main tasks of all educators, to develop these competencies during their classes. Incorporating experiential learning activities in the English language classroom can give opportunities to address several burning issues. In this interactive workshop, we will try out, discuss and analyze an activity that can foster cooperation, tolerance, communication, and group dynamics.
BIO: I graduated from Kodolányi János University as a teacher of English Language and Literature and a Communication Specialist. Then I went on to study for a postgraduate degree in Assessment of Reading Comprehension at the University of Szeged and completed my MA at the University of Pannonia. Now I am a PhD student in the English Language Pedagogy Program at Eötvös Loránd University.
Apart from being a teacher, I am an enthusiastic learner, too. I have taken part in a lot of training courses and I have felt honored many times representing our association at conferences in Hungary and abroad. I also make a point of studying and carrying out research on multicultural issues, such as diversity, segregation and integration, and then implementing the best practices in the English language classroom in order to foster tolerance among my students.
|Cecília Barlai-Fülöp (MagazEnglish): Digital resources to make English learning/teaching fun
MagazEnglish was created with the aim of providing high-quality and useful materials for teachers and learners. The articles focus on an area of grammar, vocabulary, and listening exercises to help boost students’ knowledge. This workbook is a resource kit for teachers, that contains around 20-22 pages of ready-to-go, no-prep worksheets ready for you to take into your classroom. We all know that it’s really challenging to meet the student’s needs, and keep them engaged through the lessons, so with MagazEnglish and the games we create you can create a smoother learning experience.
BIO: The first time I knew English was something special to me was when I participated in an English learning camp at high school. I felt so free and relaxed around English people. Thanks to my English teacher at school, I fell more and more deeply in love with the language. Then I moved abroad for three years and I had the chance to learn English – mostly British English – from native speakers. After moving back home, I started to teach English. In 2014, I became a certificated TEFL teacher and specialized in teaching children and Business English. I’m passionate about my job and have been doing it for more than 12 years. With MagazEnglish, I can share and pass on my love of English.
‘The more languages you speak, the more types of person you become.’
|Flo Feast (NatGeo/Cengage): Get Your Game On!
Gamification is becoming increasingly popular in the language classroom, and, let’s be honest, who doesn’t like having a bit of fun while studying? However, the term ‘gamification’ can suggest the need to use a range of online resources and complex programs, but in this session, we’ll discover some quick and simple activities and techniques to gamify everyday activities. Yes, even a gap-fill can be fun! During the seminar we’ll be using National Geographic Learning’s brand-new young adult and adult series Voices,as well as other practical ideas to get your students engaged, motivated and having fun.
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.
|Nóra Tartsay: AI is here – should we panic?
In this presentation, we’ll explore the impact of artificial intelligence (AI) on English language teaching. From chatbots to speech recognition technology, we’ll discuss how AI can enhance language learning. Join us to discover the opportunities and challenges of incorporating AI into your language teaching practice (ChatGPT, 2023).
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.
|EXHIBITORS’ HOUR (FIRST FLOOR)
|AFTERNOON CHILL (CHILL ROOM aka. LIBRARY, GROUND FLOOR)
|Gabriella Kovács: Why finding your niche is the next step in CPD
This talk explores the changes that have and are taking place in language classrooms worldwide. With experience in both teaching and coaching, Gabriella will be discussing how to build trust with learners and ways to expand professionally with a 21st century mindset.
We will uncover what it means to work with the paradigm shift to enrich the professional self and unleash potential to accommodate for the needs of today. Attendees will understand how establishing specialisation/nicheing within language teaching can support learner needs to the fullest and impact everyday practices and wellbeing positively.
Takeaways will include practical, easy-to-apply self-reflection tips with specific references to A Comprehensive Language Coaching Handbook.
BIO: Australian-born Gabriella Kovács MA, PCC is an internationally certified language coach with ICF, a business communication trainer, language teacher, teacher trainer, international speaker and author of A Comprehensive Language Coaching Handbook. Her mission is to inspire a holistic approach in language learning processes and support corporate language learners. She co-founded ILCA, the International Language Coaching Association, supporting language practitioners globally.
|László Németh & Nóra Takács: True Colours: A one-lesson recipe
Prepare an empty mandala and a wide range of coloured pencils and put them on the desk. Take a short film and start peeling off the layers. Blend them with your feelings and roll out your emotions in a safe and supportive environment. Season the mandala with your colours to finish the specialty. Get a taste of others’ opinions and take away some food for thought.
László Németh is a full-time teacher trainer at the University of Pannonia, 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 in multilingualism, focusing on developing the digital intelligence of future generations. He has been on the IATEFL-Hungary Organising Committee since 2018, and currently acts as President of the Association.
Nóra Takács started her teaching career in a bilingual primary school where she was teaching upper-primary classes. For four years, she has been teaching at Sage (Language School), Budapest. It is her happy place where teachers use methodologies she truly believes in. She also shares these best practices with teacher trainee groups at ELTE, Budapest. She simultaneously works with different age groups ranging from lower-primary to tertiary students, and she always strives to provide inclusive learning experiences in her classes.
|Tünde Sütő: Who’s in the Mirror? – Portraits and Self-portraits in the Classroom
The workshop is based on a museum education activity book titled LOOK AT ME! – The Art of Béla Czóbel’s Portraits. It was written by museum educators Gabriella György and Tünde Sütő, published by Ferenczy Museum Centre, Szentendre. In the workshop we are going to gain some hands-on experience in how to use paintings (portraits and self-portraits) in the classroom. Our imagination is going to play an important part during this playful self-discovery journey enriched with drawing activities. Join the workshop: look into the mirror and create something new!
BIO: I was a teacher of English for more than 20 years. I taught Business English language courses to adults, but I spent most of my teaching career educating teenagers, since I worked as a secondary school teacher of English and literature for 13 years. I have had an interest in museums and museum education since 2008, worked for the Museum of Fine Arts and National Gallery, Budapest. At present I am a museum educator in Ferenczy Museum Center, in Szentendre.
|Zoltán Rézműves (CUP): Developing the whole learner: Teaching values, thinking skills, and building self-esteem in the English classroom
Learners go through a difficult transition period between adolescence and young adulthood, which affects nearly all aspects of their lives. Apart from physical changes, they also go through emotional changes, which have an impact on their attitudes and their behaviour, as they seek to establish their adult identity, their own sense of self. Teenagers also go through cognitive changes in order to develop the necessary higher-order thinking skills for life. We will look at how we can help develop our learners’ critical thinking skills, a healthy, balanced self-esteem, and how we can introduce the values that guide and hold together our society.
BIO: Zoltán Rézműves started out as an English teacher in a Budapest secondary school in 1990. Between 1999 and 2011, he worked as an editor for Oxford University Press, then set up his own publishing services company, Consonant Kiadó and became a freelance author, teacher trainer and editor. Among numerous teacher’s books, practice and test materials, he also co-authored several coursebooks preparing for international and local language exams.
|Katalin Fekete (ONYC): From English coursebooks to bilingual exams
How to prepare students for life and for bilingual exams- and why these bilingual exams might prove useful. The coursebooks try to immerse the learner in the language, which is great, but in the streets they often find themselves in situations when they have to use both languages. Monolingual exams cannot always reflect reality, and this is what ONYC’s exams try doing – they use tasks that are common in real life.
BIO: I used to teach English as a foreign language as well as UK-US Social Studies at a bilingual secondary technical school for over three decades. Due to the school’s always-changing profile, I gained a lot of experience in motivating and helping students to develop strong language and interpersonal skills. In 2018 I had the honour to support a team of three students along the rounds of the World Scholar’s Cup, winning silver and gold medals along the way and then at the Tournament of Champions at Yale University New Haven. Now I take care of the English exams at ONYC.
|László Katona & László Németh: Cooperation inside and out
Welcome to our workshop on transdisciplinary skills and collaboration. As educators, we must recognize the importance of preparing our students for the challenges of the future. We have been making an effort to explore innovative ways of fostering transdisciplinary skills, including social skills (collaboration on various levels), thinking skills (critical thinking and problem-solving), communication skills, as well as research skills in our classrooms. Join us for an engaging and thought-provoking session filled with surprises. We hope that participants can walk away with new insights and strategies.
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 Eötvös Lorand University, he delivers teacher training and applied linguistics courses to English major students. He has more than ten years of experience of teaching Chemistry both in Hungarian and in English as a foreign language, while 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), drama and media literacy, and multimodal translation strategies.
László Németh is a full-time teacher trainer at the University of Pannonia, and a part-time freelance English teacher, materials writer, and educational consultant. He is conducting PhD studies in multilingualism, focusing on developing the digital intelligence of future generations. He has been on the IATEFL-Hungary Organising Committee since 2018, and currently acts as President of the Association. He has been working with Laci at Sage Language School, their favourite projects being their joint summer camps.
|Martin Jelinek: GET INVOLVED, Season 1. Episode 1. (Pilot)
Most activities naturally invite us to navigate obstacles, solve tasks, or assess information. They teach us to think contextually, consider analytically, and critically. They are an instrument, teaching us the magic of life. But behind all magic, there is an explanation. Purposefully and thoughtfully select activities, resources, and assessments according to your teaching styles, educational settings, and your student’s needs and interests. While providing various routes to the same lesson outcome via skills which they can the transfer to other genres, situations and topics. Tackle complex and challenging subjects while making learning attractive, engaging, and, most importantly, impactful. Provide sound practice and pedagogy that inspire us all to achieve more. WDYT? Will you GET INVOLVED?
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.
|CONFERENCE CLOSING & RAFFLE (PLENARY ROOM)