|9.30-10.30||PLENARY 4: Hugh Dellar (CSERSZEGI)|
Space is the Place: Making magic in the EFL classroom
The real joy of teaching lies in the unexpected turns that lessons suddenly take, the stories, jokes and banter that suddenly bursts forth from our students. Learning how to create the space in which this kind of magic can occur takes time and requires a keen focus on language. In this talk, I’ll be unpicking the process.
|10.45-11.30||László Németh: Thanks, I’m fine.|
But are you really? How do we know for sure? What are the skills we must hone to better understand what we and our peers feel? In this session, we will uncover the four pillars of digital emotional intelligence (DEQ) through various classroom tasks that constitute an easy-to-implement framework for your future English classes.
BIO: László (Laci) is a university lecturer and freelance English teacher, materials writer, and teacher trainer, who has delivered a range of workshops in Hungary as well as abroad. He is conducting PhD studies at the Multilingualism Doctoral School of the University of Pannonia researching digital intelligence (DQ Institute, 2019). He has been on the IATEFL-Hungary Committee since 2018 and acted as President of the Association for two years now.
|Sylvie Dolakova: English From The Very First Word|
Do we know how to start teaching English to (very) young learners from the first moment? We don‘t want to or can’t translate every word, but will they understand English-only approach? And how can they learn about their progress? A few practical tips for working with young beginners the way they will enjoy (and you too). Immersion into English-only environment can help children acquire the language in a natural and effective way. Participants will be given the opportunity to experience activities composed and interlinked profoundly in the very first lessons.
BIO: I am a teacher trainer and a material designer focusing on working with children aged 2 – 15, with more than 30 years of experience. I specialise in teaching English through art and stories, I self-publish books and story-based teaching sets for children (Pearson ELT Teachers‘ Award for the best innovation). I have presented at conferences and webinars all around the world, I have been working as an ELT consultant (NILE Norwich, British Council etc.).
|Beatrix Price: To read or not to read? That is not a question|
This session aims to highlight how to make extensive reading successful, and how we can help our learners read as much as possible to enhance their language development. Examples are given from well-established practices, with authentic novels, poems, graded readers, e-books, introducing digital libraries, and a few classroom-based ideas are shared. Teachers will find advanced materials to immerse themselves in the beauty of language and literature.
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. She is a former president of IATEFL-Hungary. Her PhD focuses on EFL teachers’ continuing professional development supported by teachers’ associations.
|Anita Jokić: What can we learn from Winnie the Pooh?|
This multidisciplinary workshop (class project) combines ELT, mental health, history, psychology and Civic Education with modern technology, music and meaningful practical work. Focus of the workshop is Winnie’s world where main characters show signs of mental disorders and are not afraid to cope with them. The Hundred Acre Wood is a place where every problem has a solution, and everyone is offered a helping hand. Your students will practice improving social skills and empathy, as well as all four skills, discuss the materials, reflect, express themselves creatively and show what true friendship is all about. Materials provided.
BIO: Anita Jokic comes from Prva riječka hrvatska gimnazija, Rijeka where she majored in English and Croatian language and literature. She regularly takes teachers and her students abroad as a part of numerous teacher training sessions and educational interdisciplinary projects. She was twice president of HUPE Croatia, works as an invigilator and supervisor for the British Council. She has been a co-organizer of several conferences and summer schools and regularly gives lectures and workshops. She is also an associate at Maritime University and the Faculty of Humanities and Social Studies.
|Sanela Sabovic: Boosting Language Learning: Applying COACHING Models|
In this workshop titled „Boosting Language Learning: Applying COACHING Models,” you will discover the power of coaching in transforming the language learning experience. By integrating coaching techniques, we can create an enjoyable and effective learning journey. Embracing innovation and evolving needs, this workshop showcases proven coaching tools and models that calm learners’ minds, foster autonomy, and revolutionize language learning. Join us to explore practical coaching conversation scenarios that equip educators with essential skills to support their learners. Uncover the transformative potential of language coaching in this extraordinary workshop. Learn how to cultivate a positive and empowering learning environment for your students. Witness captivating live demonstrations and delve into innovative coaching techniques that amplify learner motivation. Join us and discover how coaching models can boost language learning in a dynamic and interactive workshop.
BIO: Language school owner, experienced teacher, and devoted language enthusiast. With a wealth of experience spanning over 8 years, our institution, Marigold Language Centre, is committed to empowering students in their mastery of English, Italian, Hungarian, and Spanish through engaging individual and group lessons. As an entrepreneur, I take pride in spearheading a thriving language school that fosters a dynamic and personalized learning environment tailored to each student’s unique requirements. As one of the esteemed pioneers among the first 1000 ICF accredited and certified Neurolanguage coaches, I bring cutting-edge techniques that optimise language acquisition. Additionally, I actively participate as a member of ELTA Serbia, staying connected with the latest advancements in the field of language education. Join me on an inspiring journey of transformative language learning today!
|11.45-12.30||Nóra Szalai: ‘5 Perc Angol’ in Action|
This is a workshop with Nóri Szalai aimed at demonstrating how materials from ‘5 Perc Angol’ could be incorporated into syllabi as well as used in classroom or private (one:one) settings for both live and online classes.
BIO: Nóra Szalai was born on September 3, 1977, in Budapest, Hungary, and already during her high school years, she was sure that she wanted to be a language teacher and content creator. In 1999, she and her husband Péter Tóth founded Millennium Language Centre, which quickly grew into the 5 Perc Angol brand, which has since become Hungary’s best-known English language teaching platform with hundreds of thousands of followers and students. Writer and creator of 11 bestselling books, a monthly, tabloid-like ESL magazine, numerous learning card-sets, and video courses, Nóra has been living in Italy for almost 10 years, where she also founded the Italian version of 5 Perc Angol, 5 Minuti di Inglese. 5 Perc Angol was the first Hungarian language teaching company and platform to win the first prize at the Love English Awards for the best online English language learning site, ahead of sites such as BBC Learning English and Voice of America Learning English.
|Emma Wyatt: Why do I teach?|
Often, we focus on our students and what they’re getting from the learning experience, but what about us as teachers? What are your core values for your work/life and how can you better bring those into the classroom in order to make sure you’re getting the most out of the experience too? In this session we will identify what your core values are and how to better make sure that they are in congruence with your everyday teaching.
BIO: Emma has a master’s degree in literature from Queen Mary’s College, University of London, a CELTA diploma from the IH London, and has completed the Coaching Practioner course with the Bridge, gaining her accreditation with the EMCC shortly after. She has been teaching for 10 years and was integrating coaching methods into her lessons before participating in the coaching course. She sees coaching as a great way to get to the heart of what students want from their language learning and a useful resource for teachers to help themselves as well, ensuring they’re getting what they want from their career.
|Rita Divéki: Empowering our students to take action for a better world|
During classroom discussions, it is concerning to see students’ pessimism and apathy towards the future and their lack of agency in addressing global issues, which were also highlighted by the low scores of Hungarian 15-year-olds in the OECD PISA (2020) global competence test. So, I often ask myself: what could be done to inspire some action among my students? In the past few years, I have been experimenting with ways of linking my classroom to the real world and bringing in experiential learning activities to enable my students to experience the state of flow and actually make a difference in their immediate surroundings. This workshop aims to explore practical activities that bridge the gap between the classroom and the real world. By the end of the workshop, participants will have expanded their methodological repertoire with easy-to-implement, low-preparation activities. Moreover, they will acquire pedagogical content knowledge that empowers them to nurture social responsibility among their students, fostering a sense of agency and a desire to create a better world.
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 Budapest Business School. She holds a PhD in language pedagogy. 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 materials development.
|Katja Dragar Gorjup: The flow of the classroom defined by students’ motivation|
The flow of a classroom is intrinsically linked to the motivation of its students. When students are motivated, they are more likely to ask questions, seek clarification, and collaborate with their peers, creating an environment where ideas flow freely. As an English teacher, I consistently explore engaging teaching methods. This includes incorporating technology like Quizlet into the classroom. Additionally, how I arrange the classroom environment plays a significant role in shaping students’ motivation to learn the subject. In this paper I would like to share some ideas with you.
BIO: Katja Dragar Gorjup is a dedicated educator and accomplished author. With a passion for language, she has been an English teacher at one of Ljubljana’s grammar schools for 17 years, shaping the minds of students aged 15-18. In 2013, she showcased her expertise by authoring an English practice book for secondary students, published by the Slovene national publishing house. Katja’s linguistic prowess extends beyond English; she has also taught Slovene to foreigners in both Slovenia and Italy, notably in Trieste. From 2004 to 2006, she served as a head teacher at the Centre for Slovene as a second and foreign language, affiliated with the Faculty of Arts at the University of Ljubljana.
|Annamária Molnár: The 4 Cs I learned at 4C|
I would like to share what I learned in the past academic year in a quite special Spanish private school about the importance of SEL (social-emotional learning). According to reseach, those who master the skills therein, will have less difficulty facing the challenges life puts in front of them later on. I would call the four main taeaways I identified and would like to share as Consciousness, Communication, Connection and Credibility. Even though the traditional school settings differ vastly from my Spanish experience, I believe there are ways we can implement certain practices for our and the students’ benefit. SEL could be helpful in establishing connections in the classroom which would make learning easier and would help students prepre to face the challenges of life beyond the classroom. Everyone who is interested in SEL is welcome but please do keep in mind that the school itself had students aged 2-12.
BIO: I spent the previous academic year in a Spanish private school which changed the way how I look at teaching and myself as a teacher. In the past year, I learned about the importance of social-emotional learning and its practical application. Through reflection and some research, I thought about ways the experience could be transplanted into the traditional language classroom.
|12.45-1.30||CLOSING CEREMONY & RAFFLE (CSERSZEGI)|