Here are details of the pre-conference events at
the IATEFL conference in Liverpool this year.
Sorry about the length for those who are not
interested, and apologies for any double postings
you might receive.
IATEFL Special Interest Groups Pre-Conference Events
Pre-Conference Events (PCEs) are being held on Tuesday 13th April
specifically for delegates who wish to concentrate on a particular topic.
PCEs are planned as professional development days and participants will
receive a certificate of attendance. This year, the Special Interest Groups
organising Pre-Conference Events are:
* Business English on Business English and
* ELT Management on Leadership and the learning
* Global Issues + Teacher Trainers & Educators
joint PCE on Integrating Global Issues into teacher
* Literature, Media & Cultural Studies + Testing,
Evaluation & Assessment joint PCE on Testing
* Pronunciation on Teaching pronunciation: where
theory meets practice
* Teacher Development on What colour is my
How to Pre-Register for a PCE
Delegates who wish to attend a PCE on Tuesday 13th April should complete and
return the conference registration form to IATEFL. This form has been
designed for delegates who wish to attend either the PCE, or the conference,
or both. We recommend that delegates pre-register early for a PCE as there
are limited places available. The PCE programmes will start at 10am and end
at 4pm. www.iatefl.org
Details of the PCE programmes:
Business English and Intercultural Training
The Stranger within my gate
He may be true or kind,
But he does not talk my talk -
I cannot feel his mind.
I see the face and the eyes and the mouth
But not the soul behind.
Companies across the world are increasingly recognizing that intercultural
competence is a key element in international business communication, and are
asking for training solutions. Many business English providers are adapting
their own skills and knowledge in order to meet this need. This PCE will
look at the interplay between intercultural and business English training,
and focus on possible synergies which can result when the two come together..
It will include a variety of talks and workshops run by experienced
practitioners in the field (James Chamberlain, Sabrina Mallon-Gerland, Vicki
Hollett, Adrian Pilbeam), and is aimed at anyone involved in business
English training who would like to enjoy a day with like-minded colleagues
discussing the issues and learning from each other's perspectives.
Leadership and the Learning Organisation
ELT Management SIG
Time was when the term leadership might conjure up images of military
heroes. Today there is greater awareness of the fact that leaders come from
all walks of life and that we can all play leadership roles at work, in
voluntary organisations or in the home. One of the key roles of a leader is
to help a group to develop a clear vision of where they want to go and what
kind of world they want to create. We shall look at the notion of the
learning organisation and what it might mean, as one idea that has inspired
others to develop people at the individual, team and organisational level.
This participatory workshop will give you the chance to reflect on your own
leadership style and consider how you can develop it and how you can
contribute to developing a learning organisation. Participants will be
invited to carry out a simple pre-course reading and a post-course activity..
Facilitators: Adrian Underhill and George Pickering
Facilitators: Adrian Underhill and George Pickering
Teaching Pronunciation: where theory meets practice
Pronunciation teaching: difficult? English phonetics and phonology: dry,
boring scary, even??
In order to communicate effectively in a language, clear pronunciation is of
vital importance. But many teachers lack confidence in dealing with
pronunciation, or feel that phonology is an unfathomable mystery. If this
describes you, or if you simply have an interest in teaching pronunciation,
come to the Pronunciation SIG PCE in 2004. Our aims are to help teachers
develop their understanding of theoretical issues in phonetics and phonology
which can affect pronunciation, to show how these issues relate to practical
classroom applications, to find out where to look for suitable pronunciation
teaching resources, and to think about how to fit pronunciation into your
class on a regular basis. There will also be a chance to try your hand at
The event will offer opportunities to:
* Discuss elements of English phonology, with a view to helping you,
the teacher, develop suitable teaching materials;
* Practise identifying specific and general areas of priority for
pronunciation teaching in both general and specific contexts;
* Evaluate existing teaching materials for independent and/or
classroom use in both book and electronic form;
* Practise phonemic transcription of English.
Dont miss this valuable opportunity to get to grips with English
pronunciation! We hope to see you there.
What colour is my teacher?
Teacher Development SIG
In this teacher development pre-conference workshop our aim is for you to
connect your awareness of who you are (becoming) as a teacher or trainer
with who you are as a person through a variety of teacher development
By the end of the day, you will feel confident to take a positive step in
your own personal development to enrich your future professional life. Using
your different intelligences, you will explore yourself as a professional,
look at your qualities as a teacher, and identify and work on skills
which you would like to develop. We shall work with, for example, ideas
from Co-operative Development (Edge, 1992: 2002), group dynamics and Howard
Gardners multiple intelligence theory to tap into and work on your
potential. This means we shall use activities in groups as well as
individual reflection and that we shall work with colour, movement, music
and pictures as well as words. You will also reflect on what TD means for
you and identify situations which contribute to your learning as a teacher.
After participating in this workshop, you will be a member of a group of
conference participants interested in TD with whom you can enjoy the main
conference. Expect to relax, reflect and relate.
Workshop facilitators -
Rosie Tanner, teacher educator (Institute of Education, Utrecht University,
Netherlands), mother of two and author.
Jenny de Sonneville, Head of Language Department (Hendrik Kraemer Institute,
Utrecht, Netherlands), an institute which provides courses for professionals
going abroad to work in church or development projects
Edge, J. 1992. Cooperative Development. Harlow: Longman.
Edge, J. 2002. Continuing Cooperative development. Michigan: University of
Integrating Global Issues into Teacher Education
Global Issues SIG and Teacher Trainers and Educators SIG
Being a teacher means fulfilling a dual role, i.e. that of conveyor of
linguistic knowledge and that of being an educator. One of the main aims of
this second role is raising awareness. Awareness, in turn, shapes our
attitudes and alters our beliefs. Teachers have a responsibility to raise
awareness, bringing to the fore issues of worldwide importance, such as
equality, human rights and ecological trends. English language teachers have
these same responsibilities. It is difficult to raise global issues in the
classroom and teachers need help to cultivate sensitive approaches and
skilful use of materials and techniques. A teacher education agenda should
include information and models of behaviour which help shape the attitudes
and beliefs of future teachers and hence future generations. This PCE aims
to focus on ways in which teacher trainers and educators can refine and
extend their practice to include education at a global level. Our speakers
- Rama Mathew, Professor of Education in the Department of Education,
Delhi University, and Coordinator of the Institute of Advanced Studies
- Kari Smith, Head of International Relations, Oranim Academic College of
- Alan Maley, freelance writer and consultant, currently Visiting Professor,
IELE, Assumption University, Bangkok.
Testing the Untestable
Testing, Evaluation and Assessment SIG and Literature, Media and Cultural
Our three plenary speakers will discuss the assessment and evaluation of
intercultural communicative competence, literary creativity and literary
studies. The day will end with a panel discussion in which the plenary
speakers, joined by Alan Pulverness (LMCS) and Carel Burghout (TEA), will
discuss issues arising from the day and respond to questions from the floor..
Lies Sercu (University of Leuven, Belgium)
The assessment and evaluation of intercultural communicative competence
The session will present a framework for the development of tools for
assessing intercultural competence (IC). Basic definitions and foundations
will be outlined, and implications for assessment discussed. A framework for
assessing test quality will be presented, and criteria affecting the quality
of assessment tools will be discussed. Examples of tests and assessment
measures will be shared and the framework for assessing test quality will be
applied to approaches to the assessment of IC commonly used in foreign
Jane Spiro (Oxford Brookes University)
Reading and transforming literature: assessing creativity
This session will look at methodology for appreciating literature through
the reconstruction of texts and creative responses. It will examine how
such an approach might be integrated into a Cultural Studies teaching
programme, and question how creativity can be assessed. Does assessment
stifle creativity? What are we trying to measure, and if it is measurable,
is it creativity? Should this element be assessed at all? Examples of
students creative response work will be shared, as well as several
approaches to the problem of assessment. We will consider the evaluation
process, from both the teachers and the learners perspectives, and
consider what can be gained, and what issues arise, from including this
creative element in a Cultural Studies programme.
Frits Schulte (Fontys College of Education, Tilburg)
Producing, implementing and assessing "curricular" webquests for literary
This session will look at the way trainers, trainees and teachers
collaborate in producing and implementing curricular webquests, which
combine codified (coursebook, teacher-driven) and episodic (Internet-based,
pupil-driven) knowledge and skills. It will look at the way in which
multimedial material is incorporated into webquests and assessment
procedures, based on a balanced mix of closed, digitalised and on-line forms
of testing, and open forms of testing. The session will be illustrated with
samples of good practice, taken from successfully implemented webquests on
Pride and Prejudice, Bridget Joness Diary and Multicultural New York.