Eaquals Online 2024

Unleashing the Creative Spark: Divergent Thinking in Language Teaching

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“Unleashing the Creative Spark: Divergent Thinking in Language Teaching” explores the pivotal role of divergent thinking in language education. This presentation provides educators with practical solutions to foster creativity in their classrooms, including specific activities, collaborative projects, and innovative materials. By examining current trends such as various collaborative activities, and the use of technology, the presentation highlights how these developments support divergent thinking. The talk also addresses the application of these concepts across different languages and educational contexts, offering adaptable strategies for primary and secondary education, as well as university settings. Through case studies and real-world examples, participants will see the successful integration of divergent thinking into language programs and understand its benefits. By the end of the session, educators will be equipped with the knowledge and tools to promote creativity and innovation, ensuring that their teaching methods inspire and engage students effectively. This presentation aims to empower teachers to transform their language classrooms into vibrant environments where creativity thrives.

Emotional Regulation – Why bother?

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The 1990s with their “Lunch is for wimps” approach to well-being are thankfully long gone. Lunch is no longer for wimps, and staff well-being is an established concept in all industries. In the language teaching industry, we have also come to understand that without staff well-being, student well-being is endangered.

However, research clearly shows that unless our students, as well as all staff and managers, have mastered the skill of emotional regulation, well-being risks remaining only a short-term goal or a short-lived solution.

Emotional regulation is to a large extent interconnected with language use. Therefore, in this practical talk I will focus on how L2 development can be enhanced by integrating emotional regulation into the teaching / learning process. We will also look at how to involve and support teachers in this process.

Going from ticking a box to having an impact

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In our industry we are often focused on achieving tasks, ticking boxes – whether that is covering the course book material in our lessons, completing a set number of observations or leading a specific number of CPD sessions each year. Does this lead to academic excellence?

In this session we’ll discuss the impact of this practice and explore practical ideas for moving away from ticking the box, putting the focus on assessing and growing our impact, both inside and outside the classroom.

Do we need to cover every exercise in a coursebook? By focusing on our impact as teachers we are able to make teaching decisions based on learning outcomes. By using clear lesson objectives, success criteria, feedback and reflection, we can ensure our learners know exactly what they’re learning, how well they’ve achieved it, and what they need to focus on in the future. We can clearly measure and discuss our impact.

But can the same approach be applied outside the classroom? In this session we’ll explore how engaging teachers in their development process how we can apply visible learning techniques to teacher training so that we, like our teachers, can clearly measure our impact.

Effective Educational Videos - How, When, and Why

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The integration of video in education offers a number of opportunities to enhance student engagement. Videos cater to diverse learning styles, making complex concepts more accessible through visual and auditory means. This presentation explores the process of creating and deploying dynamic and interactive content as a means of enhancing student engagement and comprehension.

A focal point of the discussion is the value of video in the context of Flipped Learning. By shifting passive learning to an at-home activity, students come to class prepared to engage in deeper discussions and collaborative projects. Video content thus becomes a valuable and evergreen tool, offering flexibility and enabling self-paced learning. We’ll discuss how it can include embedded formative assessment and highlight areas for differentiation.

Using video effectively requires us to meet a number of criteria – length, clarity, syncronisation of concept with audiovisual cues, and even aesthetics. We’ll explore the processes of creating resources and evaluating exisiting resources in alignment with current best practices.

This presentation aims to demonstrate how and why effectively integrating video into educational practices can foster a more engaging, personalized, and efficient learning environment. We’ll look at some ideas around the topic and some real-world examples of how it works.

What do teachers need to know about assessment in 2025?

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In the new era of learning-oriented assessment, teachers are expected to be assessment literate much earlier in their careers. This means teachers need to develop a deep understanding of the fairness and impact of the tests they deliver. In this session we will consider the three key elements of this holistic approach which apply to all assessments, however informal, and across all subject areas, including language learning. These are:

• evaluating the fairness and usefulness of a test
• knowing how to deliver a test so that it gives valid and reliable results
• managing the outcomes of an assessment so that it benefits the learners and their learning.

This is a practical session where we will look at examples of each stage of managing an assessment, and illustrate how the new LAPP Professional Development course supports teachers in developing their expertise so that assessment is rooted in learning and is a positive experience for learners.

A humanistic approach to teaching teenagers; Social Emotional Learning

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This talk will explore the theory and transformative power of a humanistic approach to supporting teenage learners, with practical examples from my own teaching and learning context.

Social and Emotional Learning, or SEL, is not just a buzzword; it’s a critical component in shaping the holistic development of young individuals. I will demonstrate how it encompasses the skills needed to manage emotions, set goals, show empathy, build relationships, and make responsible decisions. I will show how SEL, when implemented with a humanistic approach, can deeply resonate with our teens.

SEL fosters self-awareness, self-regulation, and interpersonal skills, which are critical in navigating the complexities of language and its use in social interactions. A humanistic approach emphasizes the individual learner’s needs, experiences, and emotions, making the learning environment more conducive to engagement and retention. Together, these approaches can create a more empathetic, supportive, and effective language learning environment where students are encouraged to connect with the material and with each other on a deeper level, enhancing their ability to communicate with empathy and cultural sensitivity.

A Teacher’s Own Path to Well being

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In-class observations play a pivotal role in enhancing teachers’ motivation, collaborative learning, and overall mental well-being. This session talk will delve into the multifaceted benefits of in-class observations, emphasizing their impact on fostering a supportive educational environment. By participating in peer observations, teachers gain valuable insights into diverse teaching methods and classroom management strategies, promoting a culture of continuous professional development. These observations facilitate a collaborative learning atmosphere where educators can exchange constructive feedback, share best practices, and collectively address challenges.

Furthermore, the presence of an observer provides a sense of validation and recognition, boosting teachers’ confidence and motivation. Regularly scheduled observations can also alleviate feelings of isolation, as teachers engage in meaningful interactions with their peers, reinforcing a sense of community and support. This collegiality significantly contributes to improved mental health, as teachers feel more connected and valued within their professional environment.

In summary, in-class observations are instrumental in motivating teachers, fostering a collaborative learning culture, and enhancing their mental health. This talk will highlight practical approaches to implementing effective observation practices and share success stories from various educational settings, underscoring the transformative potential of this powerful professional development tool.

Bust Language Learning Myths for Self-Directed Success

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In language learning, misconceptions often hinder progress and reduce learner autonomy. This presentation aims to debunk prevalent myths and replace them with empowering facts regarding effective language learning. Drawing on evidence-based research and personal language learning experiences, the speaker will explore how negative assumptions such as ‘I have no talent for languages’ or ‘Learning two languages simultaneously is impossible’ can be overcome. In this session, the speaker will cover effective and practical language learning strategies that foster a growth mindset, encourage consistency, and increase productivity. Attendees will also be familiarized with various practical tech tools to promote self-directed language learning. By emphasizing the importance of persistence, time management, and self-regulation, this session will equip educators with: a) ideas to enhance their students’ autonomy in language learning, assist struggling or demotivated students, support underchallenged students, and add variety to homework assignments, and b) tools to enhance motivation in language learning.

Beyond Language: Practical Strategies for Embedding Life Competences in Education

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In the rapidly evolving educational landscape, the integration of life competences such as critical thinking, communication, collaboration, and adaptability within language teaching has become essential. This presentation explores the significance of embedding these competences in language education, highlighting the innovative Future Skills Agency initiative by AISLi.

Participants will gain practical insights and strategies for incorporating life competences into language curricula, including project-based learning, collaborative activities, and problem-solving tasks. The session will also delve into current trends and developments in language education, showcasing examples from various educational contexts and languages.

Moreover, attendees will learn about the underlying reasons behind the Future Skills Agency project and the specific goals AISLi aims to achieve. We will discuss how the initiative seeks to equip students with essential skills to navigate and excel in an increasingly complex and interconnected world. By understanding the vision and objectives of AISLi, educators will be better positioned to implement these competences effectively, fostering a learning environment that promotes both language proficiency and essential life skills

Unlocking Synergies between Transition Skills and ELT in Higher Education

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In today’s ever-changing world, there is a growing need for skills that allow students to navigate the transitions they encounter in their lives. Higher Education is the ideal setting for developing these transition skills.

In this talk, we will discuss what transition skills are, why they are important and how they can be enhanced and developed in advanced English language classes at higher education level. We will also present a transition skills model which illustrates the interplay between these skills and language learning in colleges and universities. We will conclude our talk by exploring practical activities that facilitate the development of transition skills alongside advanced English language skills.

Using multilinguistic approaches to support language teaching and learning

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The use of other languages in language teaching was overlooked or devalued in methodological discussions for much of the 20^th Century. A monolingual approach was reinforced in policies, training programmes and influential literature, despite not being supported by many linguists or empirical evidence. Many teachers continued to use other languages in practice, often feeling a sense of guilt or being penalised for doing so.

Changes in recent years including increased recognition of multilingualism and plurilinguistic competence, a growing bank of research and methodologies like pedagogical translanguaging now do encourage the use of other languages in language teaching.

Monolingual language learning classrooms are increasingly becoming recognised as ineffective and outdated. Extensive exposure to the target language is still recognised as important, but making judicious use of learners’ existing linguistic knowledge is now well-established as bringing many inclusive, practical and affective benefits.

This presentation explores the rationale and benefits for taking a multilinguistic approach to language teaching. It will suggest ways in which teachers can make principled and contextually appropriate decisions for using learners’ other languages in their language teaching contexts, including:

• Addressing attitudes and beliefs.
• Creating an inclusive environment which values all languages.
• Activating and developing linguistic, strategic, and conceptual knowledge

Breaking Boundaries with MEF University’s Vision for Quality Language Learning

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At the Eaquals online conference in October 2024, I am glad to present our pioneering approaches that revolutionize language learning at MEF University School of Foreign Languages.

In my session, I will focus on the purposeful integration of technology based on the SAMR model which enhances both face-to-face and online learning in our classes. In my classes, I predominantly utilize two AI-powered tools to enhance the learning experience for my students both for receptive and productive skills. The first tool, Brisk Teaching, offers a comprehensive suite of educational functionalities, including providing feedback, adjusting reading levels, creating quick quizzes from various passages, and generating instructions complete with ICQs and CCQs. The second tool, Gibbly, a perfect AI tool at generating interactive quizzes based on YouTube videos in just a few minutes. By incorporating YouTube videos aligned with our lesson objectives, Gibbly enables us to create engaging and relevant educational games, meaningfully integrating technology into our curriculum. In this session, I will exemplify how proper utilization of these two tools can enhance the quality of teaching and learning experience.

Upskilling English Teaching: Life Skills for the Modern Workplace

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The global employability skills in the 21^st century workplace are critical for graduates worldwide (Tushar & Sooraksa, 2023). If studies conducted in the past showed that academic skills, communication, information and technology literacy, career-building, and management skills would be essential for a graduate to build a career (Andrews & Higson, 2008), more recently there has been a focus on life skills as a building block of sustainable successful careers of newly graduates, as well. Communication skills, team work and collaboration, problem-solving and critical thinking, digital literacy and adaptability together with social and emotional skills are among the most relevant nowadays (OECD,2023). This presentation proposes a framework for secondary education, and Intensive English Programs that might guide educators in integrating life skills in their curricula. It starts by giving an outline containing the structure of the program, e.g., needs analysis, skills development, learning activities, language integration, assessment, resources and technology integration. Next, the presentation continues by providing a general plan to integrate the teaching and assessment of life skills in 14 weeks. Finally, the session finishes by drawing some conclusions related to the how the integration of the life skills in any language program can benefit all the stakeholders.

Leveraging ECML Resources for Quality Plurilingual and Intercultural Education

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The Council of Europe emphasizes plurilingual and intercultural education as essential for harmonious coexistence. This workshop will demonstrate how to support quality practices in language teaching, focusing on plurilingual and intercultural education for democratic culture. We will illustrate how to utilize existing ECML resources to align teaching practices with the Council of Europe Recommendation CM/Rec(2022)1. Participants will be guided through aligning two sample ECML projects with the Recommendation and competences for democratic culture. These resources enable teachers and stakeholders to identify areas for improvement and adopt plurilingual and intercultural practices.

Attendees will discover how ECML resources can enhance teaching and learning by aligning educational goals with the Recommendation. We will showcase a toolkit and provide examples of successful whole-school and individual teacher initiatives, demonstrating their positive impact on teaching and learning outcomes. Participants will gain insights into the strategic use of ECML resources to promote plurilingual and intercultural education, benefiting both educators and learners, and improving language teaching and learning across various educational institutions in Europe.

This session aims to inspire active engagement with ECML resources, ensuring their effective integration into teaching practices and fostering a culture of plurilingualism and intercultural understanding.

Using L1 in an ESL classroom

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In this evidence-based session we will discuss what some of the most recent research has to say about using L1 in an ESL classroom, when doing so is appropriate and how our learners could benefit from it. We will also have a look at different scenarios (e.g., everyone sharing the same L1 vs everyone speaking a different language) and learning preferences. Based on that, we will see how you can use your learners’ L1 during lessons and manage their expectations. Finally, we will analyse some specific activities that make use of students’ L1 and that you can use with your learners next time you teach!

Responsible Use of Generative AI in Language Education

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As generative AI technologies rapidly transform the landscape of education, teachers and administrators find themselves at a critical juncture. This presentation explores the responsible, purposeful, and ethical integration of AI tools into language teaching practices, looking at lesson planning and materials development, assessment, policy writing, internal and external communication, and more.

I will examine both the potential benefits and pitfalls of leveraging AI in the language classroom. The discussion will highlight best practices that can enhance teaching efficiency and creativity, such as using AI for personalized learning content generation and rapid prototyping of lesson ideas. Conversely, I will address concerning trends, including over-reliance on AI-generated content, potential biases in AI outputs, and the risk of diminishing teacher autonomy and creativity.

The talk will also touch upon the importance of developing students’ AI literacy, enabling them to critically evaluate AI-generated content and use these tools responsibly in their language learning journey. By fostering a nuanced understanding of AI’s role in language education, we aim to empower educators to make informed decisions that balance technological innovation with pedagogical integrity.

Using Drama in The Classroom to Improve Student Confidence

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I have adapted this talk to be delivered online.

My talk will focus primarily on six practical activities, and I plan to include short film clips and pictures for illustrative purposes.

These are:

‘Talk and Stretch: An ideal activity for a ‘warmer’ that can be used from A1 to C2 level. Its primary aim is to improve eye contact and mirroring during conversation.

Word Repeat:  This can be used from A1 to C2 level, and is an activity designed to help students to internalise new and difficult vocabulary items.

Sentence Repeat: The principle of this activity is similar to Word Repeat, focusing on (but not restricted to)  functional language, and the need to internalise sentences that are useful for everyday life.

‘Camping Trip’: A popular exercise that is designed to enhance  listening and pronunciation skills, as well as narrative tenses, and the ability to speak to a group. It is slightly more challenging and is suitable for A2 upwards.

Be The Emotion: This exercise is designed to enhance students’ concepts of emotions, and empathising with them.

Finding The Space: An activity that uses counting to boost student confidence in finding a space in social interactions.

Inclusivity & Fairness in Assessments: A Proactive Approach

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From curriculum design to actual teaching practices, inclusivity is a very important consideration in high-quality education. One critical area where inclusivity is essential is assessment design, a crucial part of teaching that allows for monitoring and identifying students’ learning needs and making high-stakes decisions. For this reason, assessment design requires utmost care for fairness and inclusivity so they may provide learners with fair and equitable opportunities. Maximizing inclusivity and fairness in assessments necessitates proactive measures during the assessment design process as well as effective review procedures. In this workshop, the presenters will discuss the significance of inclusivity in assessments as a quality practice. Additionally, they will touch upon the social-emotional learning aspects of inclusivity and explore what proactive and reactive measures can be implemented to ensure fair and inclusive assessment design to help achieve high-quality standards in teaching and assessment.

Kamishibai Storytelling for ESL Primary Students

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The aim of the present session is to demonstrate the use of Kamishibai storytelling, a traditional Japanese form of narrative art, in primary ESL classrooms to teach in a captivating and effective way. Children are visually engaged through illustrated cards displayed in a portable wooden theater. While telling the story, the teacher changes the illustrated cards, asks questions, and encourages participation, keeping learners engaged and attentive.

Kamishibai storytelling not only fosters engagement and interaction with the audience but also provides a dynamic and interactive experience, especially for ESL learners. The combination of spoken words and images helps reinforce contextual language learning and vocabulary acquisition. The use of illustrations and expressive narration stimulates imagination and evokes strong emotional responses, helping learners connect more deeply with the content.

Additionally, the teacher can incorporate kinesthetic elements, making Kamishibai a multisensory learning experience that caters to different learning styles. Furthermore, Kamishibai storytelling allows students to experience a different cultural narrative style, fostering cross-cultural understanding and appreciation.

This session aims to show how Kamishibai storytelling can make the learning process more interesting and enjoyable by providing a concrete example with the story Little Water Drop.

Green Standards in Education – A Commitment to Sustainability

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At The Bridge Language School, sustainability is woven into the fabric of everyday operations. Founded by a former Greenpeace activist, the school is dedicated to addressing climate change through education. By adhering to the Green Standards Schools’ principles, the school integrates eco-friendly practices into its activities.

All events, including workshops and conferences, are vegetarian or vegan, reflecting their “best waste is no waste” philosophy. A Green Ambassador leads efforts within the community, fostering environmental awareness among teachers and students. The school also offers green-focused teacher development courses and has published an eBook on sustainable teaching practices.

This presentation will showcase how sustainability can be embedded in a school’s educational framework to drive positive change.

Leveraging AI for Language Learning and Teaching

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In language education, technology plays an important role in shaping how students learn and engage with the English language. Many teachers feel challenged by the revolutionary impact of Artificial Intelligence (AI). We are all surrounded by AI- driven language learning applications, chatbots, translation tools and virtual tutors. To keep pace with this technology and uphold academic integrity, we dedicate a significant amount of time.

This workshop aims to provide teachers with some strategies to harness the power of AI in the classroom, fostering greater student autonomy and language proficiency. In this workshop, we will explore practical in-class practices that enable students to use AI tools to enhance their learning. This will illustrate how AI-driven tools provide personalized language learning opportunities, deliver feedback, thereby facilitating self-directed learning.

Empowering students to take control of their own learning ensures that they not only learn English but also become autonomous and confident in the AI era

The Elephant in the Room... capturing impact in project design

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When designing a project, consideration of impact is typically the ‘elephant in the room’. There is attention given to inputs, outputs, outcomes – but what about impact? Without impact being considered as an essential component at the planning stages, how can the intended outcomes be enabled and integrated into policy and/ or practice beyond the end of the project itself? How can the intended outcomes be sustained? How can ‘grimpacts’ be avoided?

This talk will consider the ‘highs and lows’ of standard approaches to project design in a language education context, by:

• proposing some core guidelines to optimise the effectiveness of project planning;
• exploring how to replace a project-bound vision with a long-term perspective incorporating sustainability and agility;
• considering a possible impact framework by which to capture and value positive change in educational contexts.

Students First: Building a Student-Centric Language School

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“LEARNERS”, the core agent of the learning experience, need to be placed in the centre of the entire teaching and learning continuum and operations of the school. As a language school functioning part of a Foundation University in Istanbul, Turkey, we have developed a whole-school “student-centered approach” focusing on the needs, interests, and abilities of our students. In order to place learners at the centre of all learning and teaching processes, we have internalized a student-centred approach while not only designing the curricula but also formulating the school’s structure, mission, philosophy, and the learning environment. We believe that it is our main responsibility to fully support our students in their language learning experience and help them achieve the intended learning outcomes and their goals.

Appraisals as a Tool to Support Quality Practices During the Eaquals Accreditation Process: Piri Reis University Case.

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Nowadays, the quality movement in higher education is based on the idea that quality is a key factor in the process of national and international competition between higher education institutions, programs, and degrees. Eaquals provides an international framework for quality assurance in language education and training and it is a hallmark of quality, symbolizing that an institution meets high standards in areas such as teaching, learning, and management. Achieving and maintaining Eaquals accreditation requires a continuous commitment to quality improvement, and one of the most effective tools for fostering this commitment is the use of appraisals.

This article explores how appraisals support quality practices during the Eaquals accreditation process, examining their role in continuous professional development, organizational improvement, and the maintenance of high standards in language education. We dwell on the introduction of an appraisal as a quality tool that gives a clear identity and function to the varied activities of Piri Reis University English Preparatory Department in promoting teaching, learning, and assessment quality in general. By effectively implementing appraisals, our English Preparatory Department fosters a culture of excellence, aligns its practices with the Eaquals Quality Standards, and ensures it provides high-quality language education. The insights gained from appraisals inform strategic planning, enhance communication, and recognize and reward excellence, contributing to the overall improvement of the institution.