In recent years, the concept of Active Learning has been at the center of many discussions related to all fields of education, including language learning. However, it is difficult to find a clear definition of what it really means. In this presentation, I will discuss the idea of Active Learning and how it could be used in the language classroom. I will also introduce Carolyn Dweck’s Growth Mindset and how creating a classroom atmosphere that encourages this way of thinking can help students to be more prepared to take on the challenges that come with Active Learning. This presentation will be interactive, and participants will be expected to share their experiences, opinions, and ideas on a variety of topics.
1] Writing for Fluency or Accuracy—A Catch 22?
Often in an EFL writing class, we face a catch-22 situation. If students focus on accuracy, they may write very little. If they focus on fluency, they may write a lot, but with many mistakes. This presentation will describe a new writing coursebook that blends extensive writing and noticing tasks to encourage students to get writing first and focus on accuracy later. It will also provide a number of practical activities for the writing classroom.
2] Negotiated syllabuses: Do you want to?
It has been said that negotiated syllabuses can increase student motivation and involvement in the learning process. And yet, learner and teacher reservations towards gaining or relinquishing control of syllabus design decisions can often mean that negotiated syllabuses are difficult to implement. This presentation will look at three different teaching contexts in which negotiated syllabuses (or certain elements of negotiation) have been implemented (business courses, extension center courses, and university courses). It will describe the results of a qualitative research study into whether teachers and students really want to negotiate syllabuses. Finally, the audience will be invited to share their own experiences by answering the questions; have you and do you want to?