Eaquals Events

Eaquals International Conference 2020, Belfast, United Kingdom

Event Programme

Key: Sesson Types

Management Training
Inspector Training & Professional Development Day
Language Teaching and Learning
Course Design, CEFR and Assessment
Staff Development
Leadership and Management
Business and Marketing

2nd
Thursday Programme

8:00 AM

Registration
8:00 AM  -  5:00 PM

9:00 AM

Session 1

22nd
Thursday Programme

9:00 AM

Management Training - Managing your teachers, from BB to Z, Session 1
Location: Grand 1 & 2
9:00  -  11:00 AM

ELT as the industry we know is at least 40 years old. When you look around your staff room you may be fortunate enough to see a range of generations: those Baby Boomers who began their careers years ago, through to Generation Zers who are in their first job. There may be a wide range of experience, from 40 years to a few months, from teacher trainers to teachers who are  straight off a training course. How can we cater for the needs of teachers in a multi generational, multi experienced workplace?

This workshop day will consider questions and issues arising from this, and include areas such as

  • Attracting teachers to your organisation
  • Induction to your workplace: culture, values and responsibilities
  • Teachers’ varying needs
  • Contracts and timetables
  • Motivation and CPD

 

Inspector Training & Professional Development: Looking back and looking forward
Location: Grand 4 & 5
Ludka Kotarska
9:00  -  10:00 AM

In this session we will report on the work done in 2019, present facts and figures for 2019 and developments planned for 2020.

10:00 AM

Inspector Training & Professional Development: Version 7.2 : Inspection Scheme Manual, Handbook for Inspectors and Guide for Language Centres
Location: Grand 4 & 5
Sarah Aitken & Ela Jarosz
10:00  -  11:00 AM

In this session we will present an updated  version of the Inspection Scheme Manual, the Handbook for Inspectors and the Guide for Language Centres and we will focus on the amendments made for Version 7.2. Inspectors will receive the documents in advance.

11:00 AM

Coffee & Exhibition
11:00  -  11:30 AM

11:30 AM

Session 2
Management Training - Managing your teachers, from BB to Z, Session 2
Location: Grand 1 & 2
11:30 AM  -  1:00 PM

ELT as the industry we know is at least 40 years old. When you look around your staff room you may be fortunate enough to see a range of generations: those Baby Boomers who began their careers years ago, through to Generation Zers who are in their first job. There may be a wide range of experience, from 40 years to a few months, from teacher trainers to teachers who are  straight off a training course. How can we cater for the needs of teachers in a multi generational, multi experienced workplace?

This workshop day will consider questions and issues arising from this, and include areas such as

  • Attracting teachers to your organisation
  • Induction to your workplace: culture, values and responsibilities
  • Teachers’ varying needs
  • Contracts and timetables
  • Motivation and CPD

 

Inspector Training & Professional Development: Standardisation session: assessment and grading of the key Categories
Location: Grand 4 & 5
Galya Mateva, Justin Vollmer, Ute Arnold
11:30 AM  -  1:00 PM

The purpose of this session is to promote consistency in the way inspectors evaluate particular Categories of the Scheme. We will explore a number of scenarios based on Version 7.2  and the HEI Scheme with regard to crucial areas of the Scheme such as Quality Assurance, Course Design and Delivery, and Assessment and Certification.

1:00 PM

Lunch & Exhibition
1:00  -  2:15 PM

1:45 PM

Inspector Training & Professional Development: Standardisation session: Assessment and grading of the key Categories - continued
Location: Grand 4 & 5
Galya Mateva, Justin Vollmer, Ute Arnold
1:45  -  2:30 PM

The purpose of this session is to promote consistency in the way inspectors evaluate particular Categories of the Scheme. We will explore a number of scenarios based on Version 7.2  and the HEI Scheme with regard to crucial areas of the Scheme such as Quality Assurance, Course Design and Delivery, and Assessment and Certification.

2:15 PM

Session 3
Management Training - Managing your teachers, from BB to Z, Session 3
Location: Grand 1 & 2
2:15  -  4:00 PM

ELT as the industry we know is at least 40 years old. When you look around your staff room you may be fortunate enough to see a range of generations: those Baby Boomers who began their careers years ago, through to Generation Zers who are in their first job. There may be a wide range of experience, from 40 years to a few months, from teacher trainers to teachers who are  straight off a training course. How can we cater for the needs of teachers in a multi generational, multi experienced workplace?

This workshop day will consider questions and issues arising from this, and include areas such as

  • Attracting teachers to your organisation
  • Induction to your workplace: culture, values and responsibilities
  • Teachers’ varying needs
  • Contracts and timetables
  • Motivation and CPD

 

2:30 PM

Inspector Training & Professional Development: Standardisation session: Presentation of the HEI Scheme: Standards and Detailed Criteria
Location: Grand 4 & 5
Sue Sheerin
2:30  -  4:00 PM

In this session we will present the rationale for the development of the Scheme for Higher Education Institutions, its Quality Standards and Detailed Criteria. We will take  a closer look at Section B Academic Management to highlight the main differences between the two Schemes.

4:00 PM

Coffee & Exhibition
4:00  -  4:30 PM

4:30 PM

Session 4
Inspector Training & Professional Development: Revised Report Format
Location: Grand 4 & 5
Justin Vollmer & Ludka Kotarska
4:30  -  5:30 PM

Writing an Eaquals report is a time consuming  process. How can we make it less onerous a task and at the same time ensure further standardisation of reports, reduce the narrative  and preserve its USP, i.e. the expert advice so much valued by language centres? In this session we will present a revised approach to report writing  and a proposed template for consideration.

5:30 PM

Inspector Forum – ‘Any questions’
Location: Grand 4 & 5
5:30  -  6:00 PM

Questions will be collected during the Training Day and addressed at the Forum.

6:45 PM

8:00 PM

23rd
Friday Programme

8:00 AM

Registration
8:00 AM  -  2:00 PM

9:00 AM

Conference opening
Location: Grand 1 & 2 & 3
9:00  -  9:25 AM

Presentation of Eaquals Teacher Award 2020

Announcing Scholarship Award Scheme Winners 2020

 

9:30 AM

Opening Plenary: Leading in times of Volatility  
Location: Grand 1 & 2 & 3
9:30  -  10:30 AM

This plenary examines the nature of management and leadership in conditions of volatility, uncertainty and risk. In doing so, it looks at some of our inherent assumptions about leadership and change and explores the behaviors and practices that help us lead when times get tough. In doing so, it conceptualizes leadership less as a role or a person and instead as a set of interactions between people at all levels. The plenary uses examples of those managing and leading through difficultly and uncertainty to explore the roles of people, networks, structures and symbolism in such circumstances and the lessons that managing at the extremes teaches us about everyday organisational practice.

 

10:30 AM

Coffee & Exhibition
10:30  -  11:00 AM

11:00 AM

Parallel Session
Eaquals Annual General Meeting—EAQUALS MEMBERS ONLY
Location: Grand 1 & 2 & 3
11:00 AM  -  12:30 PM
Introduction to Eaquals
Location: Grand 5
11:00  -  11:40 AM
Deeper Learning: focusing on what matters
Location: Copenhagen 1
11:00  -  11:40 AM

Our school is in a heavily exam-centered setting but we identify ourselves as a language learning school and not an exam prep center. This has surprisingly been welcomed with commercial success and educational prestige. To reinforce this image of an educational institution focusing on educational and pedagogical values instead of exam prep classes, we use a series of innovative tools, piloting one each year (formative assessment instruments, honor codes to promote ethics etc). This year we are piloting a new program called ‘Deeper Learning’. Drawn from the ‘Intermediate Plateau’ literature, CLIL frameworks and after analyzing the data on constantly lower ages of students at B2 level, we are introducing a program that breaks all rules in the language teaching “industry”. Deeper Learning competencies are the focus; content teaching becomes central: from poetry to comics and AI to myths, the program explores age-appropriate content in English without the use of coursebooks or practice tests. It brings Knowledge into the foreground along with philosophical enquiry, formal logic and art.

 

11:45 AM

Parallel Session
Quality Accreditation, an Essential Strategic Option for Business Excellence
Location: Grand 5
11:45 AM  -  12:25 PM

We are confident that the products we use daily are safe to use, we can be reassured because there is a system in place, it is called ACCREDITATION. Whether it is at home, work or leisure there are products and services that must conform to global regulations and standards.
Accreditation demonstrated the competence, impartiality and capability of these organisations.
Business organisations in all sectors including education use accredited services, as they recognise the benefits that accreditation can provide such as an opportunity to compete on a level playing field with larger competitors either to gain new business or retain existing customers.
In this presentation, we will look on how to build credibility and advance the sales through EAQUALS accreditation (IN-tuition Algeria Case study)

The impact of the development of neuroscience to language teaching
Location: Copenhagen 1
11:45 AM  -  12:25 PM

In this presentation, we will first share how and why we have chosen this topic, objectives will be shown, and our overview There is clearly a huge interest among teachers about the brain and how it works and how knowledge of how the brain works can affect teaching. One of the problems that has been identified is that teachers don’t have good up-to-date information about new discoveries in neuroscience and how this relates to teaching – we tend to read a lot in the popular media that has often been distorted and exaggerated to make it more accessible or eye-catching. We will share the main points we will work with the audience, what is neuroscience an its close relation with learning, and Educational neuroscience in context, Susana will talk about what can neuroscience offer educators and will mention some key resources. Before the presentation finishes , a Resource Pack will be shared with the audience.

 

Who's in Charge Around Here? Actually ... we all are: a new way to manage to fit the times?
Location: Copenhagen 2
11:45 AM  -  12:30 PM

This presentation discards some old ways of managing our LTO’s in favour of some new paradigms: employee as investor; manager as steward and customer/student as partner. We will consider practical avenues to relate these propositions to our own current contexts and measure these with our own “see-touch-feel” barometer: is this the way we want or need to go? how far off are we with these new approaches and what can we do to get there?

We also make some strong connections between these emergent paradigms of management to similar changes in notions of leadership.

We will examine at the end what these changes mean for people – individuals as well as groups and teams. We will determine whether these changes are passing fads or will have lasting impact.

 

12:30 PM

Lunch & Exhibition
12:30  -  2:00 PM

2:00 PM

Elective Session 1
Resilience: What it means for Organizations, Teams and Individuals
Location: Grand 1 & 2 & 3
2:00  -  2:40 PM

This session focuses on the concept of resilience and what this means at a personal, team and organisational level. Using an evidence based approach, participants are encouraged to think about what resilience means for them, how the idea of resilience has become a central narrative in organisational life and how resilience can be achieved within groups and teams. The session will them move on to discussions about organisational resilience, risk and decision making and how we build resilient organisations to better deliver on strategic objectives and absorb environmental shocks.

 

Assessing Young Learners: design, development and delivery of the LanguageCert Young Learners exams
Location: Grand 4
2:00  -  2:40 PM

As more and more countries set the starting point for L2 English instruction at an earlier age, LanguageCert attempts to address this need by developing an exam suite, specifically designed for young students in Primary education (7-12 yearolds). While ensuring fitness for purpose and maintaining standards, LanguageCert used descriptors of language competences of Young Learners based on the CEFR, to develop two qualifications, incorporating test specifications that are appropriate for and relevant to the target age group. Both in terms of test development as well as test delivery, the methods applied and the tasks used reflect assessment practices which ensure candidates are assessed in a most suitable manner while also being motivated by the test materials and through the assessment outcomes. By developing the Young Learners qualifications, LanguageCert aims to introduce young pupils to the testing experience in a positive and rewarding way, and provide educators with a practical assessment tool, which they can use to inform their pedagogical practice.

 

Classroom research and the whole teacher
Location: Grand 5
2:00  -  2:40 PM

Foreign language classrooms are complex and highly volatile environments, freighted with intellectual and emotional investment by all the participants. Much of the discussion of humanism in language teaching has centred on self-actualisation for the learner, while the teacher has been seen primarily as the agent who facilitates this process. Classroom research is a powerful instrument for teachers themselves to examine particular episodes of teaching and learning. Its investigative cycle of problematising, experimenting and reflecting can enable the teacher not only to be more fully conscious of what is happening in his/her classroom, but also to develop his/her relationship to the wider educational community. This talk will outline the principles and practice of classroom research, focusing particularly on its potential in terms of teacher development.

 

The perceptions of the team leaders working in a school of foreign languages about school effectiveness: A case study
Location: Rotunda
2:00  -  2:40 PM

It is a necessity for the educational institutions to follow the changes in the world to embrace innovations to ensure effectiveness. In the recent years, the successful institutions have prioritized collaboration and sharing authority by restructuring their organizations through teamwork; thereby, they have canalized into team system to implement talent management efficiently as learning organizations. Therefore, the educational organizations can also be effective in management and planning processes if they grasp the importance of team work. In this presentation, the participants will be briefly informed about the literature focusing on team work and its impacts on school effectiveness in a foreign languages school. Through this research, the participants will have a chance to see the value of sharing authority through teamwork. In the light of the findings of the research, the presentation will provide significant implications in the field of educational management.

 

Leading the pack: Harness academic data to separate your school from the competition
Location: Copenhagen1
2:00  -  2:40 PM

Your school is a unique place, defined by you and your team, but getting that message across in a crowded market can be difficult.  The main marketing challenge in a competitive industry is to demonstrate how you are different.  GEL works with some of the biggest and best organisations around the world, including the British Council, EC English, and ELS to track and demonstrate the quality and depth of their services to students and their agents.

This session is about marketing your differences.  Using examples from GEL clients, we will look at ways to track what is happening in the school, student progress, and use data both to drive quality standards and to demonstrate to students and agents the quality and depth of the experience you provide.

 

2:45 PM

Elective Session 2
Putting the focus on learning
Location: Grand 1& 2 & 3
2:45  -  3:25 PM

Have you walked away from a lesson knowing you had taught but unsure of what was learnt?

Have you watched a lesson and wondered what the students were learning?

Have you been in a lesson and wondered how this applied to your life?

Have you seen feedback being given and wondered what was actually received?

Perhaps this was because the focus was on teaching and not on learning. This session aims to redress the balance.

In this session we will review the latest research into effective learning and discuss the practical application of that research into the language classroom. We will look at how this can move the focus from ‘what works’ to ‘what works best’.

We will show how we have incorporated these techniques into our new elective syllabus and how it has informed our teacher training and support to enable a culture change.

Finally we will outline how we seek to evidence the impact of our changes through research and data collection.

 

Effective skills for online verbal communication in low- and high-stakes scenarios
Location: Grand 4
2:45  -  3:25 PM

As teachers, to what extent is our awareness of the shift from face-to-face to online communication translated into actual teaching practice? How can this be reflected in a computer-based test? First, we will look at how the different functions of language are represented in online verbal communication and observe that certain functions gain special importance due to the nature of the medium. We will explore how to raise awareness of and provide practice opportunities for salient features such as gestures and facial expressions in a video chat, effective turn-taking techniques when your conversation partners are not physically present or how to construct your message to help your listeners follow more easily. Besides making sure that our students will do well on a blended or online course or Skype job interview, we will also look at how the Speaking component of a computer-based test can preserve certain vital features of online communication and assess production and interaction in a meaningful way.

 

Professional Development for teaching staff: it makes a positive difference (you think ...._)
Location: Grand 5
2:45  -  3:25 PM

The talk explores the nature of professional development within the Language Education context. What is PD, why is it advocated so strongly as an essential component in QA systems, and how aligned are these two? What is the impact of PD in the institution, to the staff team, to the individual? In an age where accountability and return on investment is high on management agendas, how do you know that professional development is having the intended positive impact on improved practice for teachers and improved outcomes for students? Are the positive impacts retained and sustained? And it is having any unintended impacts? The recent literature raises some key questions, as well as proposes some ideas and solutions on how to approach these questions. This session hopes to ‘rattle the cage’ a bit, and hopefully you will walk away with lots of new ideas to think about!

 

Eaquals Frameworks: Current & Future
Location: Rotunda
Lou McLaughlin with members of Project Group
2:45  -  3:25 PM

This session will provide an overview of the Eaquals frameworks, those which are current and those which are a work in progress. The initial framework was the Eaquals TD Framework which is a familiar tool for most in the language teaching sector. Drawing and building on this over the last two years is the Eaquals LAP (Language for Academic Purposes) Framework. This will be officially launched at conference and this session will provide a brief introduction to this. The session will then focus on the work being carried out by the Eaquals project group on the Academic Management Competences Framework. The group will provide a summary of work done to date, outline future plans and invite participants to consider being involved in a pilot study.

 

Resources to support writing for academic purposes
Location: Copenhagen1
2:45  -  3:25 PM

This session will present resources and tools developed by Educational Testing Service (ETS), which can assist instructors in developing and assessing their students’ academic writing skills. The first part of the session will discuss the TOEFL iBT® test resources such as: writing rubrics, benchmark responses, sample test questions and sample test taker responses. These may help teachers reflect on their current approach to developing and assessing academic writing skills in the English for Academic Purposes (EAP) context. The participants of this presentation will also learn about the Writing Mentor®, a free Google Docs Add-on, which aims to support all learners with academic writing by providing feedback with the use of natural language processing (NLP) technologies. This tool may help teachers to guide their students to become more autonomous learners.

 

3:30 PM

Coffee & Exhibition
3:30  -  4:00 PM

4:00 PM

Elective Session 3
Language teachers and subject teachers: where’s the common ground?
Location: Grand 1 & 2 & 3
4:00  -  5:00 PM

This workshop will draw on our experience of researching and writing a recent book on language and languages in education. The experience offered new perspectives and raised many questions for us about the role languages play in education and whether teachers across the curriculum are well prepared for the complex task of helping learners and students of all subjects to develop the language and related intercultural competences they will need to reach their full potential in the world of work and personal life.
What is the relatonship between the diverse kinds of language learning that takes place across school curricula? How does pre-service and in-service teacher education help teachers of different subjects to cope with these challenges? In mainstream education do teachers of different subjects and of languages collaborate to enhance language awareness and competence across subject boundaries? – these are some of the questions we would address with participants.

Standards-based Assessment for ESL / EFL Program Accreditation
Location: Grand 4
4:00  -  5:00 PM

The purpose of this session is to provide language program administrators with practical insights on how to align a language study program with international accreditation standards for learner assessment. It will also address the importance of making an assessment system simple enough for large numbers of teachers to understand and apply successfully while being reliable, valid, and fair at the same time. Teachers will find the session useful by learning about concepts, strategies, and techniques that will make assessment of their learners more effective and compliant with international standards and frameworks, such as the CEFR and the GSE.
The session will include a discussion of “best practices” for assessment, as well as interactive activities that will offer the audience the opportunity to assess real learner samples for speaking and writing using standards-informed rubrics and criteria; all examples are based on past and current experiences with accreditation processes.

 

Sustaining Teacher Development
Location: Grand 5
4:00  -  5:00 PM

The session will begin with the premise that a lot of investment made in the area of teacher development, in terms of time, money, and human resources, is often misplaced or ineffective. Actual success in terms of teacher development is infrequently accounted for and institutions quite often tend to focus on the areas which can be measured (such as student satisfaction).
This session will begin to help the participants orientate their own institution and consider some clear goals for their teacher development programme. From these goals they will further extrapolate success criteria and simple assessment tools for each goal. This is based on similar work undertaken in Cente of English Studies.
From here we will look at a number of small changes that can be made in key areas in order to implement the changes necessary. This will generally focus on the principles of ‘Nudging’ in change management.
The session will end with an overview of what we have done in CES to make this process work for us.

 

CX - Satifaction Is Not Good Enough
Location: Rotunda
4:00  -  5:00 PM

Customer Experience (CX) is a growing trend and presents an exciting opportunity for language schools with a clear, customer-focused strategy to really stand out.
How can we ensure students, employees and agents feel personal connections with our schools, have great experiences at every touchpoint and remain loyal to our brands?
In this highly interactive workshop we will explore current trends and statistics, share examples from game-changing businesses and discuss how these apply to international education.
The session will begin by defining what CX actually is and how it differs from Customer Service. We will then identify who our customers are and how to create consistent and memorable experiences for them.
CX impacts all areas of a business. We will discuss the role of emotional connections, employee engagement and professional development in a CX strategy, as well as the importance of capturing, and acting on, student and employee feedback in real time.
Experience is the key loyalty driver and emotions are becoming the most valuable currency.

 

How To Scale Student Enquiries and Direct Course Enrolments With Facebook Ads
Location: Copenhagen1
4:00  -  5:00 PM

In this interactive session, you will learn how to fill your pipeline with qualified leads and direct course enrolments with Facebook Ads.

We will cover:

  • How To Create Scroll-Stopping, High-Converting Facebook And Instagram Ads
  • How To Achieve Omnipresence And Stay In Front Of Potential Customers
  • Why You Need To “Plug The Holes” In Your Sales Process And Online Presence Before Driving Traffic
  • – Real Case Studies And Examples Of Profitable Ads

 

5:05 PM

Elective Session 4
Applying the GSE to improve your ELT Programme
Location: Copenhagen1
5:05  -  5:45 PM

In this session, Matthew, Director of Foreign Languages from Bahcesehir College and Grant, from Pearson, will take you on a journey through a specific project, where a large institution in Turkey has taken an existing ELT course and aligned it to the GSE. They will also highlight their ambitions to measure student progress and performance using the GSE.

Matthew will walk the audience through the steps that Bahcesehir College took to introduce and implement the Global Scale of English (GSE) into their ELT program. He will focus on the goals they needed to achieve, the process of introducing the GSE to staff and parent groups and his vision for transformation of the program.

Grant will talk about how Pearson supported the implementation of the GSE and the customisation process, selecting elements from the GSE to establish goals and adapting the course content to meet the institutional needs and learners’ goals.

“I have never written a summary”. Preparing students for the digital TestDaF
Location: Grand 4
5:05  -  5:45 PM

Introduced in 2001, TestDaF has established itself as a standardised language assessment for determining university-level academic language proficiency in German. The validation of such a high-stakes test includes determining its construct validity. This means, test providers need to make sure that the test continues to measure characteristics that reflect the linguistic demands of relevant and current “real-life” situations. Based on such a validation process the TestDaF-Institut has developed the digital TestDaF, a new computer-based proficiency test of German for academic purposes.
This session will present and invite discussion of conceptual guidelines for preparing learners for the digital TestDaF. These guidelines focus on developing competences that are central to language use in a German university context. The session will outline such competences, explain how they are incorporated into individual test tasks, and present examples of appropriate learning activities for use in the language classroom.

 

Team Teaching as a Tool for Continuous Professional Development
Location: Grand 5
5:05  -  5:45 PM

Team teaching enables teachers to learn from each other by closely working together to plan, deliver and reflect on lessons to further improve their practice. The literature on team teaching emphasizes that it has many benefits for teachers, students as well as institutions, and also states that teachers taking part in team teaching mostly have positive experiences. With these in mind, a group of teachers working in the same teaching unit in an English Preparatory School in Istanbul, Turkey decided to participate in team teaching, and this talk aims to share the details on how this team teaching process was planned and implemented together with the teachers’ perceptions about the impacts of team teaching on their teaching and their feelings about their team teaching experience by referring to the data collected through individual interviews. Therefore, this presentation may enable teachers who are eager to develop professionally to find a way to do that and provide a viable option for institutions and managers aiming to offer development opportunities for their teachers.

 

Governance structures in the Irish ELE sector: current situation and future expectations
Location: Rotunda
5:05  -  5:45 PM

The presentation will show a few current governance structures in the Irish ACELS-accredited sector, will analyse their suitability from a QQI QA perspective and will address the QQI future expectations in terms of ELE governance.

 

Developing 21st Century English Language Learners
Location: Grand 1 & 2 & 3
5:05  -  5:45 PM

Our responsibilities as English language teachers have changed. Gone are the days when our sole responsibility was just teaching English grammar, vocabulary and the four skills. Over the past decade it’s developed into something much more as a result of the way in which English is used around the world and the changing needs of our learners. Understandably this has impacted on how we teach English. Not only do we need to teach them to use English effectively, but to have the necessary awareness, values, knowledge and skills they need to succeed in the 21st century. But how can we live that change in the classroom? In this session we’ll look to answer those questions and explore how using real world, global content can be used to develop the values and skills that our students need.

 

8:00 PM

24th
Saturday Programme

9:00 AM

Plenary: Motivating engagement with other languages: Looking beyond instrumentalist ideologies
Location: Grand 1 & 2 & 3
9:00  -  9:55 AM

In a global labour market where English language skills have become increasingly commonplace, there are growing motivational arguments for developing skills in additional languages in order to gain a competitive edge. Indeed, in the UK, foreign language skills have been highlighted as a key business need by the CBI (Confederation of British Industry). Yet despite the strength of such economic arguments, it seems that motivation to learn languages other than English often remains a problem, and not just in the UK or Anglophone educational contexts. In this talk, I will consider the value of looking beyond instrumentalist ideologies of language learning, and of promoting approaches to motivating engagement with other languages that highlight instead the multilingual and intercultural character of language learning and communication in the 21st century. From a motivational perspective, such approaches encourage a view of language learning as a process of developing one’s translingual and transcultural competence as a multilingual communicator, rather than a process of becoming and remaining a (proficient or deficient) non-native L2 speaker. I will outline the practical implications of such approaches for how we motivate our students and how we communicate the value and goals of language learning.

 

10:00 AM

Elective Session 5
English for Tourism in Georgia
Location: Grand 4
10:00  -  10:40 AM

The vocational education system in Georgia is undergoing widespread reform. Spurred on by its European aspirations, there is now a stated national priority for English language speaking staff within the country, as well as internationally employable, mobile Georgians. Grounded in an in-depth situation analysis, I was commissioned to write a CEFR-linked Tourism syllabus at B1 and B2 with four sub-levels each. This is a move away from the ‘General English’ approach taken previously. The syllabuses include adapted CEFR can do statements organised by hospitality themes with specific real-life job-related product requirements. For each unit there is an associated project which can be used to structure learning. This presentation explains the process taken in syllabus development, the rationale for it, and the resources used. Participants are invited to discuss the final product, issues in curriculum and syllabus development, as well as consequences for teaching and teacher development.

 

The future is plurilingual. Let’s make teaching qualifications plurilingual too
Location: Grand 5
10:00  -  10:40 AM

Popular ELT qualifications have long propagated the issue of native-speaker hegemony, using mono-linguistic assessment to judge international teaching. To counter these concerns, this talk will describe Trinity’s collaborative work to create a new plurilingual, in-service teaching qualification, the Certificate for Practising Teachers (CertPT), which aims to move teacher training discourse beyond the native-speaker issue and embrace contextualised and plurilingual CPD.

 

Language Assessment and Curriculum Reform
Location: Rotunda
10:00  -  10:40 AM

This presentation will focus on our recent experience of developing assessment material in the context of curriculum reform in lower secondary education in Ireland. We will share with you our experience of designing the assessment items developed to assess learning outcomes from a newly developed curriculum for French, German, Italian and Spanish in lower secondary education across Ireland which are broadly aligned to A1/A2 levels. The new curriculum for modern foreign languages is in line with global developments towards outcome-based assessment and the trend towards assessment which is aligned to CEFR descriptor levels. The presentation will present items across 4 languages which assess the five skills including integrated items with questions in the target language as well as students’ L1.

 

What can we do? Using Research to Guide Teachers, Learners and Materials Writers towards Exam Success
Location: Copenhagen 1
10:00  -  10:40 AM

Teachers and learners face many pressures in any process of teaching and learning but especially so in preparing for language examinations, pressures which are often linked to ineffective language learning, existing examination anxieties and poor working environments. From research in assessment, second language acquisition, and psycholinguistics, we know that language learning and examination preparation is challenging and many things can negatively impact language acquisition. Drawing on research across these fields, this talk uses practical examples and classroom data to exemplify how each of us can help equip learners not only with the required language and knowledge of test formats but also the skills to manage examinations affectively and, the capacity of learners to manage their own progress. Many of the topics and strategies covered are, naturally, of interest to ELT teaching in general – whether an examination is on the horizon or not.

10:45 AM

Coffee & Exhibition
10:45  -  11:15 AM

11:15 AM

Elective Session 6
Creative Writing for Students and Teachers.
Location: Grand 1 & 2 & 3
11:15  -  11:55 AM

I will first set out my views on the nature of creative writing, and its potential advantages both for students and for teachers.  These include significant gains in most language skills areas (not only writing), a greater sensitivity to nuances of language use, enhanced motivation, growth of self-awareness, self-esteem and confidence, development of a discovery orientation to learning and  increased  awareness and observation.

We will then explore together a number of simple, practical techniques for stimulating the creation of original and interesting texts.  Contrary to popular belief, creative writing is not ‘too difficult’ in a foreign language.  Neither is it a matter of ‘letting it all hang out’.  To the contrary, one of the great advantages of writing creatively is the need to work within constraints.  Activities combining constraints and freedom of personal expression will be at the centre of this part of the workshop.

 

Probing the Principles of EAP Course Design
Location: Grand 4
11:15  -  11:55 AM

This talk will focus on the process of how the English Language Centre at Goldsmths, University of London defined its principles of course design in preparation for a BALEAP accreditation. The BALEAP Accreditation Scheme is a peer-review quality assurance and quality enhancement scheme.
As is quite often the case when an institution prepares for a new kind of accreditation, it forces course stakeholders to review what it is they are doing in the light of a set of carefully considered criteria focussed on best practice in the sector.
What followed for us was a reflective process by which we questioned our beliefs about EAP and then how we retrospectively and collectively defined our four principles of course design.
In this talk I will outline the process we went through as a department, how it affected our final assessments in terms of constructive alignment and also what we needed to do to ensure that all our tutors were fundamentally on the same page as us in order to deliver the best possible and equitable student experience in terms of teaching and learning.

The Subtle Art of Unlearning
Location: Grand 5
11:15  -  11:55 AM

The Subtle Art of Unlearning refers to the process where we can learn at a deeper level by reflecting on learning and enriching it with the experience we gain as a practitioner. Trainee teachers often take half truths and convenient teachable generalisations from initial training courses. However, as they gain more experience teaching language they need to reflect on their practice and engage in continuous professional development to gain a deeper knowledge of language teaching and be able to share it with their learners.

 

Green Standard Schools
Location: Rotunda
11:15  -  11:55 AM

This session is based on the following four assumptions:

  1. Everyone is conscious of the need to lessen the impact of their business activities on the environment.
  2. There are a number of schemes that accredit companies for implementing an environmentally responsible policy (e.g. EMAS, ISO 1400) but none of these have been designed with the language teaching industry in mind and most of them are either too costly to implement or too general.
  3. All language schools (both study-abroad schools and local or community schools) are looking for ways to differentiate themselves from their competitors, to publicise their core values and attract more customers.
  4. A new accreditation system designed specifically to help language schools lessen their impact on the environment would appeal to the vast majority of language schools for two main reasons: a) it would help lessen their impact on the environment and b) it would become a powerful new marketing tool as it would enable them to publicise their environmentally friendly credentials to all their potential and existing customers.

 

Developing the Ideas of Mediation in the Classroom
Location: Copenhagen1
11:15  -  11:55 AM

Since the publication of the Companion Volume to the CEFR we have all heard lots about mediation. It is a key area of communication but what exactly does ‘mediation’ refer to? What skills are involved in mediation? How do we support students in our institutions to develop those?

In this workshop, we will look at why mediation matters and how you can teach its core skills. What goes into constructing and co-constructing new meaning from a text? How do we effectively illustrate, elaborate or simplify input to facilitate communication? With examples from Macmillan’s new general English course, Language Hub, we will look at a range of activities – some familiar, some new – that you can use to develop the mediation skills of your own students.

12:00 PM

Elective Session 7
What IF?
Location: Grand 1 & 2 & 3
12:00  -  1:00 PM

Interactive fiction, or IF, is a kind of story in which the reader decides what the main character(s) will do, making choices that determine the outcome of the story. It’s combination of receptive skills, English use, problem-solving and decision making have made IF an ideal educational tool since the early days of home computing. These days it is more popular than ever with its central game mechanic underpinning everything from escape rooms to mobile games and voice-activated speakers. Employing these in the language classroom has the potential for approaching receptive skills in a radically different way from a typical coursebook approach. Taping into approaches such as game-based and project-based learning, utilising this ‘technological’ range of IF can offer a different way for students to engage with, and practice language. This workshop invites participants to come along and play some IF before discussing both principles and activities for effective IF in the language classroom.

 

Mediating Mediation for Teachers: opportunities, challenges and lessons learnt
Location: Grand 4
12:00  -  1:00 PM

In this session I will describe the experience of preparing the teachers in my organisation to teach and assess relevant mediation activities and strategies. The workshop will explore the opportunities and challenges afforded by the new Mediation descriptors, with practical examples. I will then explain the process of supporting teachers that we put in place to embed mediation strategies and activities into learning intentions, teaching and learning materials and activities, and assessment tasks, while ensuring teachers’ buy-in throughout. I will share lessons learnt, and possible directions of future development.

 

The second customer revolution: putting staff first
Location: Grand 5
12:00  -  1:00 PM

The first customer revolution places the student/customer at the heart of everything we do. In this workshop, we will discuss how the second customer revolution involves putting the right internal customers (staff) first, and applying customer service models to the internal customer journey (recruitment, inductions, training, surveys). We will discuss research that indicates this approach benefits all stakeholders, including managers, teachers and students.

  • This interactive workshop will help participants to:
  • understand better the first and second customer revolutions
  • provide a list of guiding principles regarding the second customer revolution
  • plot the customer journeys of their teachers and
  • consider ways in which they can improve the training and support given to teachers.

 

Onboarding: sharing values through tiered interviews, peer support and mentoring.
Location: Rotunda
12:00  -  1:00 PM

In this workshop we will look at case studies of staff that had difficulty integrating and we will develop best practice for sharing values through scaffolded procedures. We ask you to share experience and contribute to a successful onboarding process through brainstorming and problem-solving to build on the best practice that we have been trialling.

Recruiting long term staff, whatever cultural or geographical background you work in, is difficult. We focus not the qualification and experience of applicants, but how to tap into emotional intelligence and share a deep-rooted understanding and accepting of the institutes’ core values and ethos.
The process allows all staff to participate in a structured mentoring process, reinforcing the school’s mission, values and quality standards whilst facilitating constructive relationships. We believe this will set up teaching staff for success as it builds empathy and facilitates ownership of the culture of the school. You will hear feedback from mentors and mentees that have been involved in the process.

 

Inbound Marketing Through the Language School Enrollment Journey
Location: Copenhagen1
12:00  -  1:00 PM

For language schools looking to attract more inquiries and bookings online, inbound marketing can prove to be a winning strategy. A multichannel approach that incorporates content marketing, SEO, social media, and email marketing, inbound helps institutions to cultivate strong connections with prospective students and gradually nurture them towards booking.

From awareness right up to enrollment, this session will look at inbound best practices through the lens of the enrollment journey, providing schools with actionable strategies to use across each channel at every stage. The topics covered will include:

  • SEO
  • Content Marketing
  • Social media marketing
  • Email marketing
  • Inbound marketing KPIs
  • And more!

 

1:00 PM

Lunch & Exhibition
1:00  -  2:00 PM

2:00 PM

Elective Session 8
Concept Attainment in the language classroom
Location: Grand 1 & 2 & 3
2:00  -  3:00 PM

Bored or unsure of how to teach the concept of stereotypes? Or maybe the concept of object pronouns? This workshop will explore a deductive strategy called “The Concept Attainment Model”, an instructional strategy founded by Jerome Bruner, which helps students learn concepts by analysing examples and then deducing key features of the concept, leading to a much deeper understanding of the concept in question.
The session will allow participants to experience this strategy first hand, using a number of examples from language teaching and learning followed by a short presentation of the theoretical background of this strategy. Teachers will take away a number of practical examples to use in their language classroom for beginners as well as intermediate learners of English.

The Psychology of Assessment – Informing best practice through insights into positive psychology
Location: Grand 4
2:00  -  3:00 PM

Why do many learners feel alienated or intimidated by assessment, and what can I do about it?
The answers are critical as they could have a direct and negative impact on learner performance, and they relate directly to psychology. A learner brings their whole self as a psychological entity to any classroom or assessment task, yet assessment practice is often driven by content and observed achievement, based on stimulus and anticipated response. This reflects outdated models of psychology and doesn’t necessarily take learner psychology into consideration. Through exploration into insights into contemporary educational and positive psychology, the notion of psychological capital is explored, incorporating key themes of Hope, Efficacy, Resilience, and Optimism. Their practical application is covered, both through classroom activities and consideration of implications to assessment task design and delivery. The talk considers how engaging the ‘whole’ learner as a psychological being can enhance learning outcomes and help ascertain a truer measure of a learner’s skills and abilities.

 

10 Steps towards Excellence in Language Learning
Location: Grand 5
2:00  -  3:00 PM

Using the Indicators of Compliance and of Excellence in Teaching and Learning, detailed in the Eaquals Inspection Manual, we will explore the philosophy of learner engagement and independence and offer a practical plan of action for teachers to follow in the classroom. While the presentation and discussion will be in English we hope to draw a wide variety of languages and learning situations.

This will be an interactive, dynamic session calling on the experiences and vision of all participants to arrive at a ten-step programme towards excellence in learning for your students.

 

Customer Participation: a vital ingredient of innovation.
Location: Rotunda
2:00  -  3:00 PM

Participatory leadership, including customers as well as employees, is a hot topic. No doubt your school conducts customer feedback, but how useful is it? To what extent is information systematically fed into business strategy, innovation, and quality management? Nowadays, driven by the technological advances in big data, management literature advocates greater customer involvement than ever before. During this session we will consider: What information is your school collecting and how is it being used? How are students systematically involved in improving products, services, and the learning environment? MIT Sloan Management Review (for example) has found that companies pay insufficient attention to customer voice in decision-making. Within this fully audience participatory session , you will be invited to share your thoughts and ideas on how best to involve students in innovation and change management.

 

From conflict to collaboration - how to develop a win-win culture in your school
Location: Copenhagen1
2:00  -  3:00 PM

We will look at some case studies from typical ELT contexts inside and outside the classroom, involving students, teachers, admin staff and managers. Participants will engage in discussions and role play activities. I will support this with input on tools we can use to develop win-win thinking in our mindset and in our schools in preparing conversations and written communication.

 

3:05 PM

Elective Session 9
Neurosensory auditory stimulation: its effects on the understanding and speaking of English as a foreign language: a new methodological approach
Location: Grand 1 & 2 & 3
3:05  -  3:45 PM

Many factors affect the learning of a second language, what is clear is that it is not easy to acquire a balanced level over the four skills. In most cases, not even in our own mother tongue can we profess to have the same level in all of the linguistic skills. Nevertheless, the difficulty in learning, and therefore mastering, the different skills may vary depending on the student’s mother tongue.

We would like to underline the importance of listening skills over oral skills; one depends on the other, as when we speak, it is so somebody hears us and receives our message and thus an act of communication takes place
.The courses presented here have a common and primary objective, that of improving oral comprehension and expression. The content, however, is complemented by a process of neurosensory auditory stimulation. The stimulation phase was designed taking into account the level of the student in accordance with the CEFR.

 

E-portfolios and Standards in the Language Classroom
Location: Grand 4
3:05  -  3:45 PM

The move towards a proficiency-based student-centered classroom over the past three decades has caused many educators to rethink how we assess language learners. Modern problems require modern solutions, and a possible solution to the issue of language assessment is already in the hands of our language learners. This presentation examines the use of an e-portfolio platform with pre-loaded can-do statements to create an evidence-based self-assessment for a language class. The speaker will discuss how an e-portfolio can be used within a course curriculum to provide more spontaneous and authentic language evidence in order to move towards a more holistic approach to language assessment. He will provide steps for incorporating the e-portfolio in a class and steps for creating tasks to go with CEFR standards. Educators of all languages will find the information useful for their students.

 

Developing a 21st-century Language Teacher: Adapting and Applying the Eaquals TD Framework
Location: Grand 5
3:05  -  3:45 PM

This session showcases how a large private K-12 school system in Turkey has used the Eaquals Training and Development Framework (TD Framework) to guide the evaluation of foreign language teaching and learning in its over 130 schools, as well as the professional development of its nearly 2,000 foreign language teachers. Requiring the adaptation of the TD Framework to a young learner context, this project has impacted nearly every aspect of the institution’s foreign languages program, from teacher profiling and recruitment, to orientation and training, to classroom observations and program evaluations, to strategic planning for teacher education and development. While still a work in progress, the main components of this program development project are in place, and results have begun to show. In this 40-minute presentation, the institution’s Director of Foreign Languages, and head of its TD Framework application project, will share the schools’ experience, offering a case study and possible blueprint for other Eaquals member institutions interested in making use of the TD Framework.

 

Decision factors in booking an educational programme
Location: Rotunda
3:05  -  3:45 PM

A successful school needs to develop an expertise in providing transport, accommodation, catering and tourism services in addition to their core educational activity. Schools often feel frustrated by with enquiries that ask nothing about the quality of the lessons and focus instead on the softness of the beds, the content of the sandwiches and the walking distances to the school. Is this a case of non-experts underestimating the importance of the educational content of the programme, or is it a realistic assessment of the relative importance of these factors as part of a tourism product. This talk is based on a survey of Future Learning’s clients about the factors that influenced their choice of programme in order to gain an insight into client’s decision making and learn how we can help them make an informed choice.

 

The value of placement testing
Location: Copenhagen1
3:05  -  3:45 PM

We will be exploring the importance of choosing a placement test that adds value by looking at the Oxford Online Placement Test; a flexible online adaptive test, reporting at CEFR pre-A1 to C2 level.

 

3:45 PM

Coffee & Exhibition
3:45  -  4:10 PM

4:10 PM

Elective Session 10
Moodling our way to Innovation: a QLS teaching protocol
Location: Grand 1 & 2 & 3
4:10  -  4:50 PM

Good lesson planning is essential to the process of teaching a foreign language. A teacher who is well-prepared is on their way to a successful and fulfilling instructional experience. Nonetheless, efficient and effective lesson planning can become a challenge in contexts where classes are back to back, with little time for teachers to prepare. For this reason, lesson planning is often neglected and if done, is focused on content delivery rather than planning of educational experiences to meet learners’ needs. QLS (The Quality in Language Services Association) has endured in an innovative protocol where an editor, a group of lesson planners and proof-readers have created tailor-made lesson plans on Moodle (LMS platform), broken down into segments to be used either as a whole or as supplementary material. This was done in order to 1)assist teachers’ and students’ needs, and 2)strengthen the quality of language lessons. The talk will elaborate on the endeavor, discuss how teachers have used the lesson plans to their advantage, and the benefits the protocol has had on QLS institutions

 

A UBD Curriculum Framework: Using Backwards Design
Location: Grand 4
4:10  -  4:50 PM

‘To begin with, the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.’ S., Covey, The 7 Habits of Highly Effective People, 1989’

This presentation is about how to integrate the ‘Understanding by Design’ (UbD) approach into a foreign language curriculum.’ Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment’.It is focused primarily on student learning and understanding. Along with the general philosophy of using this approach, the participants will receive information about the application of it at an Eaquals accredited K-12 school. This session is intended for curriculum designers, headteachers, ELT experts who are interested in enhancing student learning and understanding.

 

Leading the way: Oracy and conversational leadership
Location: Grand 5
4:10  -  4:50 PM

In a world where leadership skills are of concern, developing effective practices has become a priority for educators. This workshop looks at how oracy (Andrew Wilkinson) helps develop leadership skills, more precisely, conversational leadership from both research-oriented and practice-oriented perspectives in ELT. Starting with some theoretical aspects about conversational leadership and continuing with oracy, the workshop practically explains these notions and shows their applications.
It then turns to research oracy skills which encompass physical (voice, body language), social and emotional (collaboration, listening and responding, confidence in speaking), linguistic (vocabulary, language variety, structure, rhetorical techniques) and cognitive aspects of learning (content, clarifying and summarising, self regulation, reasoning and audience awareness). (Research Project, Faculty of Education, University of Cambridge)

It continues with hands-on activities,e.g. Home and Expert Groups (student-based cooperative learning), Round Robin (oral chain activity), Just a Minute (fluency activity)

 

Question & Answer Plenary Follow-up Session
Location: Rotunda
4:10  -  4:50 PM
Serve your customers better and boost your profits with the next generation of language examinations
Location: Copenhagen1
4:10  -  4:50 PM

Not all exams serve the same purposes

  • What is the difference between Placement Tests and Certifying Exams?
  • What features to look for in each category?
  • Are recognition, flexibility and affordability compatible?
  • What are the common traits of next generation exams?
  • What are the key decision factors for the candidate, for the teacher, for the school?
  • What delivery option (paper, computer, online) is best suited for each case?
  • How easily can exams be planned?
  • How fast can results be obtained?
  • How to manage your exams portfolio?
  • How much profit can be made?

We will try to answer all these questions in an orderly manner, with the aim of improving a language school’s business through increased customer base, better customer satisfaction and higher margins.

 

4:55 PM

Closing Plenary: Creativity: What is it? Why should we bother? How do we do it?
Location: Grand 1 & 2 & 3
4:55  -  5:50 PM

Creativity is a widely-touted term and is generally regarded as ‘a good thing’, even if it is less often implemented than it is advocated.  In this talk I shall first examine just what we might mean by Creativity.  Creativity is a complex phenomenon involving a number of factors: newness/originality, immediacy, spontaneity, playfulness, wonder, inspiration, making connections, relevance, Flow, etc.

I shall then attempt to justify a greater degree of creativity in EFL teaching programmes.  Language use and language learning are inherently creative processes. Creativity also tends to stimulate and motivate students and teachers. Creativity makes the difference between living fully and merely existing. And we need a degree of creativity to counter the prevailing culture of control and conformity in the educational system.  In this connection I shall examine the enemies of creativity in our current context.

I will suggest a number of ways to implement creative practices in language teaching: through heuristics, re-exploration of old practices, ‘feeder fields’, and new emerging areas.  However, creativity is not so much a major revolution.  Rather, we should think of it as something which permeates everything we do, even in small ways.  I shall argue for the importance of developing ‘spontaneity’ – the art of coping creatively with the unexpected –the small moment to moment decisions that matter most

 

5:50 PM

Conference Closing
Location: Grand 1 & 2 & 3
5:50  -  5:55 PM

8:00 PM

Dinner at 44 Hill Street in the Cathedral Quarter (pre-booking required), Meet in the lobby of Europa Hotel at 1930
Location: 44 Hill St, Belfast BT1 2LB
8:00  -  11:00 PM

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