Eaquals Events

Eaquals 30th Anniversary Conference October 2021, Belfast, United Kingdom

 at Europa Hotel

Event Programme

Download 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

21st
Thursday Programme

Registration

Session 1
Management Training - Managing a complex teaching staffroom, Session 1
Location: Grand 1 & 2
Management Training

Management Training - Managing a complex teaching staffroom, Session 1

Time: 
Location:  Grand 1 & 2

When you look around your staff room you may be fortunate enough to see a complex group: From those who began their careers years ago, through to some who are in their first job. There may be a wide range of experiences of different contexts and an array of competences and interests. This can bring its own issues and challenges, but it’s also an opportunity. At the EAQUALS workshop, we will explore how we can cater for the needs of all teachers in a multi-faceted workplace, and consider how we can make the most of this variety.

In doing so, we will take in areas such as:

  • Analysing teacher life-cycles
  • Identifying professional motivations
  • Managing performance in a complex environment
  • Supporting multidimensional professional development

When you look around your staff room you may be fortunate enough to see a complex group: From those who began their careers years ago, through to some who are in their first job. There may be a wide range of experiences of different contexts and an array of competences and interests. This can bring its own issues and challenges, but it’s also an opportunity. At the EAQUALS workshop, we will explore how we can cater for the needs of all teachers in a multi-faceted workplace, and consider how we can make the most of this variety.

In doing so, we will take in areas such as:

  • Analysing teacher life-cycles
  • Identifying professional motivations
  • Managing performance in a complex environment
  • Supporting multidimensional professional development
Inspector Training & Professional Development: Looking back and looking forward
Location: Grand 4 & 5
Inspector Training & Professional Development Day

Inspector Training & Professional Development: Looking back and looking forward

Time: 
Location:  Grand 4 & 5

We will report on developments, facts and figures covering  the period from April 2019 till October 2021, and present plans for 2022.

We will report on developments, facts and figures covering  the period from April 2019 till October 2021, and present plans for 2022.

Inspector Training & Professional Development: An overview of the Eaquals Accreditation Portfolio
Location: Grand 4 & 5
Inspector Training & Professional Development Day

Inspector Training & Professional Development: An overview of the Eaquals Accreditation Portfolio

Time: 
Location:  Grand 4 & 5

In this session we will present the rationale for the development of the Scheme for Higher Education Institutions and the Scheme for Online Providers. We will  highlight the main differences between the new Schemes and Version 7.2 .

In this session we will present the rationale for the development of the Scheme for Higher Education Institutions and the Scheme for Online Providers. We will  highlight the main differences between the new Schemes and Version 7.2 .

Coffee & Exhibition

Session 2
Management Training - Managing a complex teaching staffroom, Session 2
Location: Grand 1 & 2
Management Training

Management Training - Managing a complex teaching staffroom, Session 2

Time: 
Location:  Grand 1 & 2

When you look around your staff room you may be fortunate enough to see a complex group: From those who began their careers years ago, through to some who are in their first job. There may be a wide range of experiences of different contexts and an array of competences and interests. This can bring its own issues and challenges, but it’s also an opportunity. At the EAQUALS workshop, we will explore how we can cater for the needs of all teachers in a multi-faceted workplace, and consider how we can make the most of this variety.

In doing so, we will take in areas such as:

  • Analysing teacher life-cycles
  • Identifying professional motivations
  • Managing performance in a complex environment
  • Supporting multidimensional professional development

When you look around your staff room you may be fortunate enough to see a complex group: From those who began their careers years ago, through to some who are in their first job. There may be a wide range of experiences of different contexts and an array of competences and interests. This can bring its own issues and challenges, but it’s also an opportunity. At the EAQUALS workshop, we will explore how we can cater for the needs of all teachers in a multi-faceted workplace, and consider how we can make the most of this variety.

In doing so, we will take in areas such as:

  • Analysing teacher life-cycles
  • Identifying professional motivations
  • Managing performance in a complex environment
  • Supporting multidimensional professional development
Inspector Training & Professional Development Day - The HEI Scheme: evaluation of Academic Management
Location: Grand 4 & 5
Inspector Training & Professional Development Day

Inspector Training & Professional Development Day - The HEI Scheme: evaluation of Academic Management

Time: 
Location:  Grand 4 & 5

This session will focus on the HEI Scheme, its Quality Standards and Detailed Criteria in the four Categories of Section B Academic Management: Course Design and Supporting Systems, Teaching and Learning, Assessment and Certification and Academic Resources.  We will examine the process of applying Standards and Indicators and gathering evidence.

This session will focus on the HEI Scheme, its Quality Standards and Detailed Criteria in the four Categories of Section B Academic Management: Course Design and Supporting Systems, Teaching and Learning, Assessment and Certification and Academic Resources.  We will examine the process of applying Standards and Indicators and gathering evidence.

Lunch & Exhibition

Inspector Training & Professional Development Day - Version 7.2 standardisation session: assessment and grading of key categories
Location: Grand 4 & 5
Inspector Training & Professional Development Day

Inspector Training & Professional Development Day - Version 7.2 standardisation session: assessment and grading of key categories

Time: 
Location:  Grand 4 & 5

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 of the Inspection  Scheme covering Categories such as Quality Assurance and Teaching and Learning.

.

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 of the Inspection  Scheme covering Categories such as Quality Assurance and Teaching and Learning.

.

Session 3
Management Training - Managing a complex teaching staffroom, Session 3
Location: Grand 1 & 2
Management Training

Management Training - Managing a complex teaching staffroom, Session 3

Time: 
Location:  Grand 1 & 2

When you look around your staff room you may be fortunate enough to see a complex group: From those who began their careers years ago, through to some who are in their first job. There may be a wide range of experiences of different contexts and an array of competences and interests. This can bring its own issues and challenges, but it’s also an opportunity. At the EAQUALS workshop, we will explore how we can cater for the needs of all teachers in a multi-faceted workplace, and consider how we can make the most of this variety.

In doing so, we will take in areas such as:

  • Analysing teacher life-cycles
  • Identifying professional motivations
  • Managing performance in a complex environment
  • Supporting multidimensional professional development

When you look around your staff room you may be fortunate enough to see a complex group: From those who began their careers years ago, through to some who are in their first job. There may be a wide range of experiences of different contexts and an array of competences and interests. This can bring its own issues and challenges, but it’s also an opportunity. At the EAQUALS workshop, we will explore how we can cater for the needs of all teachers in a multi-faceted workplace, and consider how we can make the most of this variety.

In doing so, we will take in areas such as:

  • Analysing teacher life-cycles
  • Identifying professional motivations
  • Managing performance in a complex environment
  • Supporting multidimensional professional development

Coffee & Exhibition

Session 4
Inspector Training & Professional Development: Planning and conduction inspections in ‘new reality’
Location: Grand 4 & 5
Inspector Training & Professional Development Day

Inspector Training & Professional Development: Planning and conduction inspections in ‘new reality’

Time: 
Location:  Grand 4 & 5

The pandemic and its immediate aftermath have affected the way Eaquals inspections are carried out. Blended and online inspections have introduced to ensure continuity of operation. In this session we will explore various inspection scenarios and take a closer look at the preparation process and coverage of the programme.

The pandemic and its immediate aftermath have affected the way Eaquals inspections are carried out. Blended and online inspections have introduced to ensure continuity of operation. In this session we will explore various inspection scenarios and take a closer look at the preparation process and coverage of the programme.

Inspector Forum – ‘Any questions’
Location: Grand 4 & 5
Inspector Training & Professional Development Day

Inspector Forum – ‘Any questions’

Time: 
Location:  Grand 4 & 5

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

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

22nd
Friday Programme

Registration

Conference opening
Location: Grand 1 & 2 & 3

Conference opening

Time: 
Location:  Grand 1 & 2 & 3

Presentation of Eaquals Teacher Award 2020

Announcing Scholarship Award Scheme Winners 2020

 

Presentation of Eaquals Teacher Award 2020

Announcing Scholarship Award Scheme Winners 2020

 

Opening Plenary: Leading in times of Volatility  
Location: Grand 1 & 2 & 3

Opening Plenary: Leading in times of Volatility  

Time: 
Location:  Grand 1 & 2 & 3

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.

 

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.

 

Coffee & Exhibition

Elective Session 1
Q&A (Opening Plenary): Leading in times of Volatility
Location: Grand 1 & 2 & 3
Introduction to Eaquals
Location: Grand 5

Introduction to Eaquals

Time: 
Location:  Grand 5

This session will attempt to answer many of the questions commonly asked by those considering applying for Eaquals accreditation. What does the accreditation process involve apart from an inspection? How does Eaquals support applicant institutions? What standards are institutions expected to meet? What are the benefits of Eaquals accreditation?

We will look at a typical inspection programme and consider the different elements of the visit. We will focus on a specific area of the quality standards – the standards for academic management.

 

This session will attempt to answer many of the questions commonly asked by those considering applying for Eaquals accreditation. What does the accreditation process involve apart from an inspection? How does Eaquals support applicant institutions? What standards are institutions expected to meet? What are the benefits of Eaquals accreditation?

We will look at a typical inspection programme and consider the different elements of the visit. We will focus on a specific area of the quality standards – the standards for academic management.

 

Elective Session 2
Quality Accreditation, an Essential Strategic Option for Business Excellence
Location: Grand 5

Quality Accreditation, an Essential Strategic Option for Business Excellence

Time: 
Location:  Grand 5

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).

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).

Eaquals Focus: Discussion Groups
Location: Grand 1 & 2 & 3

Eaquals Focus: Discussion Groups

Time: 
Location:  Grand 1 & 2 & 3

Led by members of the Eaquals Board, the discussion groups will provide the opportunity for attendees to come together to reflect on the impact of the pandemic on both medium and long term in their own context. The various discussion groups will be for teachers, trainers, academic managers and directors who will share experiences and insights on how they worked through the challenges and the innovations and solutions they found.

 

Led by members of the Eaquals Board, the discussion groups will provide the opportunity for attendees to come together to reflect on the impact of the pandemic on both medium and long term in their own context. The various discussion groups will be for teachers, trainers, academic managers and directors who will share experiences and insights on how they worked through the challenges and the innovations and solutions they found.

 

Lunch & Exhibition

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

Resilience: What it means for Organizations, Teams and Individuals

Time: 
Location:  Grand 1 & 2 & 3

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.

 

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.

 

Classroom research and the whole teacher
Location: Grand 5
Staff Development

Classroom research and the whole teacher

Time: 
Location:  Grand 5

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.

 

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.

 

Attract the post-COVID wave of students with hybrid learning
Location: Copenhagen 1

Attract the post-COVID wave of students with hybrid learning

Time: 
Location:  Copenhagen 1

As COVID restrictions lift live classes are resuming, but risks related to social distancing reducing classroom capacity, group and travel restrictions, and possible quarantine remain.  Schools which successfully manage those risks are most likely to benefit as learners return.

Hybrid learning is a great solution, but it carries competitive challenges and introduces issues with quality management as teachers and students find new ways to work.

GEL is privileged to work with many of the top language education providers globally.  In this presentation we will discuss approaches taken by clients to help manage hybrid environments and remote users.  Our examples will be from our clients and GEL, but the lessons will be general and applicable to a broad audience.

As COVID restrictions lift live classes are resuming, but risks related to social distancing reducing classroom capacity, group and travel restrictions, and possible quarantine remain.  Schools which successfully manage those risks are most likely to benefit as learners return.

Hybrid learning is a great solution, but it carries competitive challenges and introduces issues with quality management as teachers and students find new ways to work.

GEL is privileged to work with many of the top language education providers globally.  In this presentation we will discuss approaches taken by clients to help manage hybrid environments and remote users.  Our examples will be from our clients and GEL, but the lessons will be general and applicable to a broad audience.

Elective Session 4
Who's in Charge Around Here? Actually ... we all are: a new way to manage to fit the times?
Location: Grand 5
Leadership and Management

Who's in Charge Around Here? Actually ... we all are: a new way to manage to fit the times?

Time: 
Location:  Grand 5

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.

 

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.

 

Putting the focus on learning
Location: Grand 1& 2 & 3
Language Teaching and Learning

Putting the focus on learning

Time: 
Location:  Grand 1& 2 & 3

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 our online courses 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.

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 our online courses 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.

Eaquals Frameworks: Current & Future
Location: Copenhagen 2

Eaquals Frameworks: Current & Future

Time: 
Location:  Copenhagen 2

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.

 

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.

 

Coffee & Exhibition

Elective Session 5
Language teachers and subject teachers: where’s the common ground?
Location: Grand 1 & 2 & 3
Language Teaching and Learning

Language teachers and subject teachers: where’s the common ground?

Time: 
Location:  Grand 1 & 2 & 3

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.

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.

The second customer revolution: putting staff first
Location: Grand 5
Staff Development

The second customer revolution: putting staff first

Time: 
Location:  Grand 5

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.

 

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.

 

Eaquals Focus: Celebrating Eaquals at 30!
Location: Grand 1 & 2 & 3

Eaquals Focus: Celebrating Eaquals at 30!

Time: 
Location:  Grand 1 & 2 & 3

Eaquals was founded 30 years ago in 1991 and we are looking forward to this session which will reflect on its growth and development over the last three decades.

We invite you to join us, take a seat, and take part in the conversation which will be hosted by Ludka Kotarska. Ludka, a previous Eaquals Chair, will interview some of our other previous Eaquals Chairs who will share some of their fondest memories of Eaquals through the years.

Make sure to follow all of our celebrations both at conference and throughout the year using #eaquals@30

Eaquals was founded 30 years ago in 1991 and we are looking forward to this session which will reflect on its growth and development over the last three decades.

We invite you to join us, take a seat, and take part in the conversation which will be hosted by Ludka Kotarska. Ludka, a previous Eaquals Chair, will interview some of our other previous Eaquals Chairs who will share some of their fondest memories of Eaquals through the years.

Make sure to follow all of our celebrations both at conference and throughout the year using #eaquals@30

23rd
Saturday Programme

Plenary: What’s really changed? Exploring the impact of the pandemic on values-based decision making in higher education
Location: Grand 1 & 2 & 3

Plenary: What’s really changed? Exploring the impact of the pandemic on values-based decision making in higher education

Time: 
Location:  Grand 1 & 2 & 3

Throughout the continued disruption brought about by the COVID-19 global pandemic, teachers and their managers have been making daily decisions about how best to mitigate the impact of the disruption for their students and colleagues. Decisions have been made rapidly in the context of a dynamic and prolonged emergency, demonstrating the capacity for higher education to be much more agile in its response than previously thought possible. Universities have been able to take decisions which have radically shaped how we conduct admissions, teaching and assessment.

Across all sectors of education, we have been making such decisions and this plenary offers a moment of reflection on decision making in times of crisis, drawing on a reflective diary kept by educational leaders from five different universities in the UK and Australia during 2020. Despite the constant challenges in education, it’s important that we make time for reflection and use the understanding we gain to help decide what comes next. The questions I’m asked most are ‘how much stays online?’ and ‘what should we do in-person?’. But are these the right questions?

In this talk we will explore the questions we have about the future of education and consider how we can make the decisions that are now needed. I will argue that the pandemic has made the things we value about education more visible, and that it is these values and principles which have shaped our educational approaches. As we start to look forward, perhaps what we should strive to retain is not online teaching per se, but a student-centred environment which better serves the needs of our learners. In order to do this, we will need to be mindful of how we collect and hear student voices, understand their needs and present them to leaders in ways which can inform their choices.

Throughout the continued disruption brought about by the COVID-19 global pandemic, teachers and their managers have been making daily decisions about how best to mitigate the impact of the disruption for their students and colleagues. Decisions have been made rapidly in the context of a dynamic and prolonged emergency, demonstrating the capacity for higher education to be much more agile in its response than previously thought possible. Universities have been able to take decisions which have radically shaped how we conduct admissions, teaching and assessment.

Across all sectors of education, we have been making such decisions and this plenary offers a moment of reflection on decision making in times of crisis, drawing on a reflective diary kept by educational leaders from five different universities in the UK and Australia during 2020. Despite the constant challenges in education, it’s important that we make time for reflection and use the understanding we gain to help decide what comes next. The questions I’m asked most are ‘how much stays online?’ and ‘what should we do in-person?’. But are these the right questions?

In this talk we will explore the questions we have about the future of education and consider how we can make the decisions that are now needed. I will argue that the pandemic has made the things we value about education more visible, and that it is these values and principles which have shaped our educational approaches. As we start to look forward, perhaps what we should strive to retain is not online teaching per se, but a student-centred environment which better serves the needs of our learners. In order to do this, we will need to be mindful of how we collect and hear student voices, understand their needs and present them to leaders in ways which can inform their choices.

Elective Session 6
English for Tourism in Georgia
Location: Grand 1 & 2 & 3
Course Design, CEFR and Assessment

English for Tourism in Georgia

Time: 
Location:  Grand 1 & 2 & 3

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 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
Staff Development

The future is plurilingual. Let’s make teaching qualifications plurilingual too

Time: 
Location:  Grand 5

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.

 

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.

 

Probing the Principles of EAP Course Design
Location: Copenhagen 2
Course Design, CEFR and Assessment

Probing the Principles of EAP Course Design

Time: 
Location:  Copenhagen 2

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.

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.

Coffee & Exhibition

Elective Session 7
Visible Thinking Routines in the English Language Classroom
Location: Grand 5

Visible Thinking Routines in the English Language Classroom

Time: 
Location:  Grand 5

The role of the teacher is multi-faceted – not only do we have the responsibility of developing our learners’ language knowledge and skills, but also the cognitive, social and interpersonal skills they need to in order to be successful in school, work and life in the 21st century. Not least amongst these is the need to get our learners to start thinking for themselves and asking questions, rather than being spoon-fed. With examples from National Geographic Learning’s Voices series, in this hands-on session I’ll show how we can incorporate visible thinking routines into our lessons to not only develop our students’ cognitive skills, but also to stimulate meaningful discussion involving all students.

The role of the teacher is multi-faceted – not only do we have the responsibility of developing our learners’ language knowledge and skills, but also the cognitive, social and interpersonal skills they need to in order to be successful in school, work and life in the 21st century. Not least amongst these is the need to get our learners to start thinking for themselves and asking questions, rather than being spoon-fed. With examples from National Geographic Learning’s Voices series, in this hands-on session I’ll show how we can incorporate visible thinking routines into our lessons to not only develop our students’ cognitive skills, but also to stimulate meaningful discussion involving all students.

Take Advantage of your Students
Location: Copenhagen 1

Take Advantage of your Students

Time: 
Location:  Copenhagen 1

Our ability to remember new language is greatly influenced by the way we process it. Information that is of particular importance to us will be processed at a deeper cognitive level, and the deeper the cognitive level at which information is processed, the more chance there is of remembering it. This practical session looks at how we can facilitate deeper processing through making language presentation and practice exercises and other classroom activities more engaging and meaningful by taking advantage of the students’ own experience, interests, knowledge and opinions and drawing on this rather than simply ‘going through the motions’. The session will be illustrated with activities from Macmillan’s new course book series ‘Language Hub’.

Our ability to remember new language is greatly influenced by the way we process it. Information that is of particular importance to us will be processed at a deeper cognitive level, and the deeper the cognitive level at which information is processed, the more chance there is of remembering it. This practical session looks at how we can facilitate deeper processing through making language presentation and practice exercises and other classroom activities more engaging and meaningful by taking advantage of the students’ own experience, interests, knowledge and opinions and drawing on this rather than simply ‘going through the motions’. The session will be illustrated with activities from Macmillan’s new course book series ‘Language Hub’.

Creative Writing for Students and Teachers.
Location: Grand 1 & 2 & 3

Creative Writing for Students and Teachers.

Time: 
Location:  Grand 1 & 2 & 3

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.

 

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.

 

Green Standard Schools
Location: Copenhagen 2
Leadership and Management

Green Standard Schools

Time: 
Location:  Copenhagen 2

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.

 

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.

 

Elective Session 8
The Subtle Art of Unlearning
Location: Grand 5
Staff Development

The Subtle Art of Unlearning

Time: 
Location:  Grand 5

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. Staff at an ELTO often take half truths and convenient teachable generalisations from initial training. However, as they gain more experience they need to reflect on their practice and engage in continuous professional development to better meet the needs of their ELTO’s clients.

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. Staff at an ELTO often take half truths and convenient teachable generalisations from initial training. However, as they gain more experience they need to reflect on their practice and engage in continuous professional development to better meet the needs of their ELTO’s clients.

Onboarding: sharing values through tiered interviews, peer support and mentoring.
Location: Grand 1 & 2 & 3
Leadership and Management

Onboarding: sharing values through tiered interviews, peer support and mentoring.

Time: 
Location:  Grand 1 & 2 & 3

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.

 

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.

 

Email Marketing: The Hidden Hero of Direct Student Recruitment
Location: Copenhagen1
Business and Marketing

Email Marketing: The Hidden Hero of Direct Student Recruitment

Time: 
Location:  Copenhagen1

Within the realms of digital marketing, email is an extremely powerful and cost-effective method of student recruitment. Explore this often-overlooked digital channel, and understand how successful email can be for those keeping a close eye on their marketing budget for 2022. Facts and figures, instances of best practice, and real-life industry examples will help you to gauge where you stand, and where improvements can be made to inexpensively bolster your direct bookings.

Within the realms of digital marketing, email is an extremely powerful and cost-effective method of student recruitment. Explore this often-overlooked digital channel, and understand how successful email can be for those keeping a close eye on their marketing budget for 2022. Facts and figures, instances of best practice, and real-life industry examples will help you to gauge where you stand, and where improvements can be made to inexpensively bolster your direct bookings.

Lunch & Exhibition

Elective Session 9
The Psychology of Assessment – Informing best practice through insights into positive psychology
Location: Grand 1 & 2 & 3
Course Design, CEFR and Assessment

The Psychology of Assessment – Informing best practice through insights into positive psychology

Time: 
Location:  Grand 1 & 2 & 3

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.

 

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.

 

Working Towards Excellence in Language Learning
Location: Grand 5
Staff Development

Working Towards Excellence in Language Learning

Time: 
Location:  Grand 5

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 whether in a face to face, hybrid, or on-line classroom. While the presentation and discussion will be in English we hope to draw on a variety of languages and learning situations.

This will be an interactive, dynamic session calling on the experiences and vision of all participants to explore a path towards excellence in learning for your students.

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 whether in a face to face, hybrid, or on-line classroom. While the presentation and discussion will be in English we hope to draw on a variety of languages and learning situations.

This will be an interactive, dynamic session calling on the experiences and vision of all participants to explore a path towards excellence in learning for your students.

CX – Satisfaction is Not Good Enough
Location: Copenhagen 2

CX – Satisfaction is Not Good Enough

Time: 
Location:  Copenhagen 2

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.

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.

Elective Session 10
E-portfolios and Standards in the Language Classroom
Location: Grand 5
Course Design, CEFR and Assessment

E-portfolios and Standards in the Language Classroom

Time: 
Location:  Grand 5

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.

 

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.

 

Decision factors in booking an educational travel programme, pre and post pandemic
Location: Grand 1 & 2 & 3
Business and Marketing

Decision factors in booking an educational travel programme, pre and post pandemic

Time: 
Location:  Grand 1 & 2 & 3

A successful school needs to develop an expertise in providing transport, accommodation, catering and tourism services, and operating effective health and safety protocols, in addition to being excellent at 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 and their cleaning regime. 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 seminar is based on a series of surveys of Future Learning’s clients, pre and post COVID, 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 of programme.

A successful school needs to develop an expertise in providing transport, accommodation, catering and tourism services, and operating effective health and safety protocols, in addition to being excellent at 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 and their cleaning regime. 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 seminar is based on a series of surveys of Future Learning’s clients, pre and post COVID, 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 of programme.

Coffee & Exhibition

Elective Session 11
Disruptive Innovation in English Language Assessment
Location: Grand 1 & 2 & 3

Disruptive Innovation in English Language Assessment

Time: 
Location:  Grand 1 & 2 & 3

The Covid-19 pandemic has accelerated change in the language assessment industry in an unpredictable way: through market adoption of pre-existing technological innovations. We are now in a second phase, in which some Examination Boards are taking the lead in bringing new solutions to a market that has become far more welcoming of and receptive to new things.

The purpose of innovation in the sector is to raise ACCESSIBILITY, SPEED and ROBUSTNESS, while continuing to put academic reliability first and retaining all the tangible elements which give maximum currency value to the qualifications.

We will look at the case of Trinity College London, who chose to lead the industry in innovation long ago, through the communicative nature of its tests, whom the pandemic caught with new delivery methods already in the pipeline, who rapidly and very successfully shifted from a face-to-face to a distance examination model, who is now about to launch to the market a set of disruptive innovations in communicative language assessment based on its strong academic principles, and who is also bringing to the table a whole new set of 21st Century teacher qualifications.

We will look at different ways in which this broad evolution is benefiting and will increasingly benefit the language schools’ business, in particular through the important notion of predictive validity. Thanks to their washback impact, assessment and certification are the finest catalyst for introducing ground-breaking teaching methods, up-to-date contents and more efficient tools, proving to be a powerful driver bringing teachers and learners together on board of a long-due 21st Century journey in Education.

 

The Covid-19 pandemic has accelerated change in the language assessment industry in an unpredictable way: through market adoption of pre-existing technological innovations. We are now in a second phase, in which some Examination Boards are taking the lead in bringing new solutions to a market that has become far more welcoming of and receptive to new things.

The purpose of innovation in the sector is to raise ACCESSIBILITY, SPEED and ROBUSTNESS, while continuing to put academic reliability first and retaining all the tangible elements which give maximum currency value to the qualifications.

We will look at the case of Trinity College London, who chose to lead the industry in innovation long ago, through the communicative nature of its tests, whom the pandemic caught with new delivery methods already in the pipeline, who rapidly and very successfully shifted from a face-to-face to a distance examination model, who is now about to launch to the market a set of disruptive innovations in communicative language assessment based on its strong academic principles, and who is also bringing to the table a whole new set of 21st Century teacher qualifications.

We will look at different ways in which this broad evolution is benefiting and will increasingly benefit the language schools’ business, in particular through the important notion of predictive validity. Thanks to their washback impact, assessment and certification are the finest catalyst for introducing ground-breaking teaching methods, up-to-date contents and more efficient tools, proving to be a powerful driver bringing teachers and learners together on board of a long-due 21st Century journey in Education.

 

Question & Answer Plenary Follow-up Session
Location: Grand 5

Closing Plenary: Creativity: What is it? Why should we bother? How do we do it?
Location: Grand 1 & 2 & 3

Closing Plenary: Creativity: What is it? Why should we bother? How do we do it?

Time: 
Location:  Grand 1 & 2 & 3

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.

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.

Conference Closing
Location: Grand 1 & 2 & 3

Dinner (pre-booking required) Meet in the lobby of Hotel Europa at 1930

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