So, here we are, counting down to our FOURTH English Language Learning and Teaching conference! We have welcomed talented trainees, proficient practitioners and knowledgeable keynotes to our events over the last few years and we look forward to seeing even more of you at our next event on 29 October 2016.
As you will see from the programme, it is a jam-packed day and themes range from the fairly theoretical to the hands-on practical. We have a fabulous venue for you this year- overlooking Llandaff Cathedral and very easily accessible from the A48 and M4.
Tickets are on sale now through Eventbrite and delegates from LEW member institutions pay a reduced rate of £20.
We look forward to seeing you there but in the meantime, if you have any questions, please send an email to email@example.com.
|9:45||Welcome – Professor Dan Davies, Dean of Cardiff School of Education (Cardiff Metropolitan University)|
|10:00||Rachael Roberts: Don’t cry for me Aunty Tina: developing listening skills through decoding|
Lyndsey Fouracre-Reynolds and Jade Fouracre-Reynolds (Swansea University)
|Liz Smith (WE-Bridge Academy, Cardiff)
Using photographs in the classroom
The workshop looks at a variety of activities to demonstrate how we can use photographs, and especially students own, in the classroom. The activities will show how we can use photographs to develop all four skills, with a focus on speaking and vocabulary.
|Pierre Gaite (Cardiff Metropolitan University)
Reflections on self-reflection in the English Language classroom
The session explores a range of strategies and activities which can help students to improve their self-reflection skills, enabling them to consolidate learning outcomes in a current lesson, develop a greater awareness of their learner profile and better understand and express their thoughts and motivations on a variety of subjects.
|12:05||Sebastian Kozbial (Manchester Metropolitan University)
My kingdom for… motivation to read
The session looks at four strands of reading which can be used to support the development of reading for lower-level students, both in and outside class. Examples of tried and tested reading tasks will also be provided so that participants can adapt them to their own teaching contexts.
|Kenneth Chan (Cardiff Metropolitan University)
A 5-minute confidence building speaking warm-up activity
It can be a great challenge for overseas students studying at a UK university for the first time. Aside from the language, environmental, and cultural adjustments, most will also have to cope with a different style of teaching and learning. Speaking in front of an audience in English can therefore be a daunting task for them. This short warm-up activity is designed to give students the opportunity to gently ‘break in’ to their studies at university, to help build confidence, and at the same time to enhance their reading and critical thinking skills, which should prove useful in their academic studies.
|Jo Parfitt and Jen Welti (Swansea University)
The fear factor: getting the most from teaching observations
Everyone dreads an observation but how can it be more meaningful for the observer and the teacher? The session looks at this from the perspective of those who observe and those who are observed.
|13:55||Johanna Stirling: Feedback for moving forward|
|15:00||Dr David Greenslade (Cardiff Metropolitan University)
Writing in Education- How to get your TEFL article published
The session encourages writing itself and also looks at strategies used to approach an editor. David will explore the various stages of aspiration, motivation, the writing process, editing with publication in mind and submission.
|James Fenton (University of Westminster)
New tools for teaching L2 academic writing: What we can learn from our L1s
Building on recognition that L2 errors share developmental processes with L1 language learners (Corder, 1967; Ferris, 2011), this seminar aims to explore how developments in L1 acquisition can provide tools to serve L2 writers.
|Fiona Hardy (Swansea University) and Neil Harris (City School of Languages, Swansea)
Best practice(s) or bullish promise? Querying the concept of best practice in ELT
Although common currency, best practice in ELT “eludes definition” (Sheehan, 2015) and there is an even less clear understanding of how and indeed whether it can be operationalised. This workshop provides an opportunity to reflect on and then share understanding of best practice in our own institutions and more widely before examining some of the claims around ELT best practice. 3.40 . Posters, coffee
|16:00||Hugh Dellar : Following the patterns: colligation and the necessity of a bottom-up approach to grammar|
|17:00||Round-up and prize-giving|