Assessing speaking skills of young learners and teens is often considered one of the most challenging tasks for English language teachers. In this workshop, participants will first explore principles of task design and some traditional methods of assessing speaking. They will also be given opportunities to examine alternative methods of assessing speaking.
Providing meaningful reading activities for students at any level is one of the challenges for EFL teachers. This session will be useful for teachers who wish to use graded readers for the purpose of integrating speaking, listening, and writing activities into their reading curriculum.
Most teachers at some time have thought about running their own language school. What would it entail? What might a successful model be?
The Common European Framework of Reference for Languages (CEFR) was officially adopted as the national framework of reference for foreign language education in Vietnam in 2008 under Decision 1400/QĐ-TTG.
Many teachers give handouts of some sort in the classroom. Whether these are syllabi, activities or homework, the content of the handout is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements of the document are ignored.
In this two-part talk Mr. Campbell-Larsen will first present some findings of researchers who focus on the nature of spoken language. He will discuss some of the issues surrounding the research as they pertain to EFL/ESL (English as a Foreign Language / English as a Second Language) practitioners.
English education in Japan has its own unique set of issues to overcome.
English language education in Malaysia has gone through various changes in post-‐independent Malaysia due to ever-‐changing education policies. I will start by talking about the major policies and their impact on (i) English anguage education in schools and higher education, and (ii) the status of English in present-day Malaysia.
Speaking up in an L2 class risks harsh judgment from classmates in the fearful hearts of many students. This interactive presentation will explain and demonstrate various techniques for utilising the Contact Hypothesis conditions in the L2 classroom, including creating a “private language” [idioglossia] with shapes, in order to create an “in-group culture” where students feel they belong.
Do you share personal experience stories with students in the classroom? In this interactive workshop-presentation, the presenter will discuss her study on teachers’ use of personal stories or teacher personal narratives (TPNs) in the language classroom. Participants will learn of significant research findings which may affect the way language teachers instruct at all levels of education.