bbelt programme

Conference programme

70MEXICOYEARS IN

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BBELT 2013 Great Teaching, Great Learning1

Welcome

We would like to extend a very warm welcome to you all to BBELT 2013.

This is a wonderful moment for the British Council Mexico: in the year

of our 70th anniversary in Mexico, we also celebrate the return of our

prestigious Best of British English Language Teaching Conference,

BBELT – the BEST event for teachers.

This years’ conference theme is ‘Great Teaching, Great Learning’. We have

two exciting days ahead of us. We will reflect on what makes learning

successful and on how we can ensure our students’ learning experience is

successful and enjoyable. We will also have opportunities to analyze what

constitutes effective teaching, and explore ways in which we can help

ourselves teach effectively and passionately!

BBELT 2013 offers seven plenary talks and over seventy concurrent

sessions for you to choose from. We are lucky to have speakers joining

us from several different states within Mexico, as well as from Colombia,

the USA and the UK. I hope that you will take advantage of this wealth of

expertise and attend as many talks as possible.

It has taken a great effort to put together this huge event. We would

like to thank all our colleagues at the British Council Mexico for their

unconditional support. Our sincere gratitude goes to the English

team for their commitment and hard work. Many thanks as well to our

sponsors, who have made it possible for the British Council to organize

BBELT 2013.

We hope you will enjoy the conference and make the most of it personally

and professionally.

With best wishes,

Lena MilosevicCountry Director

Pilar Aramayo PrudencioDirector of English

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BBELT 2013 Great Teaching, Great Learning

Contents

Welcome 1

Conference rooms 3

Programme overview 4

British Council Mexico - English 6

Join the British Council Mexico 10

Academic programme: Friday, 25 January 2013 11

Academic Programme: Saturday, 26 January 2013 39

Exhibitors 58

Index by name 59

Index by topic 60

Acknowledgements 62

Questionnaire and Raffle ticket 63

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ROOM FLOOR

Reforma (Plenary sessions) Ground floorRevolución (Exhibition and coffee breaks) MezzanineAlameda 1, 2, 3, 4, 5, and 6 (Concurrent sessions) MezzanineJuarez (Concurrent sessions) MezzanineInsurgentes 3, 4, 5, 6, and 7 (Concurrent sessions) Floors 3, 4, 5, 6, and 7Anexo 5 (Lunch) Floor 5Bar Reforma (Lunch) LobbyGran Insurgentes (Lunch) Mezzanine


Programme overview Thursday, 24 January 16 : 00 – 20 : 00 Registrations

Friday, 25 January 07 : 30 – 09 : 00 Registrations

09 : 00 – 09 : 15 Opening ceremony (Reforma)

09 : 15 – 10 : 15 Plenary session A (Reforma) Charles Fadel: ‘21st Century Skills’

10:30 – 11:30

Concurrent sessions A

Online Learning and Internationalization for English Language Learners in Mexico

Pat Grounds

AlAmedA 1

Online and unplugged

Simon Harris

AlAmedA 2

Ethos and Professional Development: an everlasting ELT life continuum

Renate Thummler / Paloma Varela

AlAmedA 3

Speech Bubbles: Releasing the critical thinking power of comics

Tod Elsworth

AlAmedA 4

Can you CLIL?

Rosa María Peláez / Alma Patricia Salazar

AlAmedA 5

New trends and perspectives in the Mexican Basic Education system

Francisco Chávez / Fabián Andrés Pereda

AlAmedA 6

Active learning strategies to make phonics fun and exciting

Mauricio Ortega

Insurgentes 3

All the World’s a Stage

Angela Llanas

Insurgentes 4

Understanding by Design: Backwards planning

Felipe Estrella

Insurgentes 5

Pre-schoolers can use technology???????

Hedy Schabes / Jeanne Cohen

Insurgentes 6

Great Speakers need Great Listeners

JJ Wilson

Insurgentes 7

British Council online resources for learners

David Craddock

Juárez

11 : 30 – 12 : 15 Exhibition and coffee break (Revolución)

12 : 15 – 13 : 15 Plenary session B (Reforma) Carol Read: ‘Creative teaching, creative learning’

13:30 – 14:30

Concurrent sessions B

Scaffolding Reading Experiences: Easing The Trauma Of Tackling

English Literature

Andrew Watson

AlAmedA 1

Teaching Teachers to Speak (and Understand) Authentic English.

David Connolly

AlAmedA 2

Brain-compatible classrooms

Rafael Diazgonzalez

AlAmedA 3

The Ten Commandments of English Pronunciation

Carlos G. García / Imelda Lugo

AlAmedA 4

How to Cope with Mixed Ability Classes

Hilda Álvarez

AlAmedA 5

Competence-based Learning. Can there be a recipe for success?

Aideé Armenta

AlAmedA 6

Understanding, then Teaching Teenagers

Mauricio Ortega

Insurgentes 3

Let’s play to read: developing reading and writing skills in pre-school

Pamela Sabugo / Kiku ko Villegas / Liz Andrade

Insurgentes 4

Making the reading class more productive

Philip Haines

Insurgentes 5

Now presenting....The Ready Series for Cycles 1-4 for PNIEB

Idolina Camargo

Insurgentes 6

The Video Game Model for Brain-Based Learning

Joep van der Werf

Insurgentes 7

Online development courses with the British Council

Engeli Haupt

Juárez

14 : 30 – 16 : 00 Lunch

16 : 00 – 17 : 00 Plenary session C (Reforma) Jamie Keddie: ‘Videotelling – Using video in the ELT classroom’

17:15 – 18:15

Concurrent sessions C

Developing Learner Autonomy Using a Critical Thinking Teaching

Framework

Sarah Reid

AlAmedA 1

5 steps to creating a more learner-centred classroom

Kim Beadle

AlAmedA 2

Lesson Planning: Make it simple, meaningful and less time

consuming

Carmen Magaña

AlAmedA 3

Discourse digested: what is cohesion and how does it work?

Tanya Meyer

AlAmedA 4

Do b-learning basic courses at UAM-A develop autonomy?

Vida Valero / Gabriela Cortés

AlAmedA 5

Discover Nulu: Fresh News, Social Interaction, Online and Mobile

Access

Eitan Geft

AlAmedA 6

Getting beyond the hype and back to the content

Anna Whitcher

Insurgentes 3

Content, cognition, communication, and culture are KEYS to success

Dante Segura

Insurgentes 4

Developing Learner independence through project work.

Barbara Bangle

Insurgentes 5

What Are You Reading?

Annette Flavel

Insurgentes 6

Extended workshop (17:15 – 19:00) Pronunciation Activities with Young

Learners

Paul Seligson

Insurgentes 7

Developing Visual Literacy with Britain on Screen

Jake Russell

Juárez


19 : 15 – 20 : 30 Pecha Kucha Evening, facilitated by Simon Harris (Reforma) ‘20 you always wanted to know about…’


Saturday, 26 January 08 : 00 – 08 : 45 Exhibition and coffee break (Revolución)

08 : 45 – 09 : 00 Announcements

09 : 00 – 10 : 00 Plenary session D (Reforma) Paul Woods: ‘The English Language Crystal Ball’

10:15 – 11:15

Concurrent sessions D

Cn u netspk? Skills for Social Online Communication

Caroline Moore

AlAmedA 1

Online learning: learning styles, learners’ perceptions and

performance

Engeli Haupt

AlAmedA 2

Is blended learning the best option?

Clare Marie Roche

AlAmedA 3

The effect of eTandem learning on students’ English speaking

competence

Martha G. Hernández

AlAmedA 4

Creating Effective Blended Learning Environments

Luis Domínguez

AlAmedA 5

What is there after NEPBE?

Jean Denise Salazar Wolfe

AlAmedA 6

E-tutoring: So Far and So Close. What is Out There?

T Castineira / R Thummler / MC Contijoch / D Connolly / E Creemers / J Suárez

Insurgentes 3

Implementing technology in the language classroom

Noldi Vives

Insurgentes 4

Avatar-based Learning: The Next Generation in Digital Content

Francisco Muedano Lemus

Insurgentes 5

A critical perspective on ICT implementation

Dilip Verma

Insurgentes 6

National Geographic Learning – From the Classroom to the World

Jair Félix

Insurgentes 7

Our ELT profession. Professional Development: British Council and UK support –MA and PhD in ELT

Irma Piña Silva / Adriana Rebollo Philippe

Juárez


12 : 00 – 13 : 00 Plenary session E (Reforma) Gail Ellis: ‘Promoting diversity through children’s literature’

13:15 – 14:15

Concurrent sessions E

Managing your classroom activities to meet different learners’ needs

Mardi Senior / Paulo Vieira / Terry Beaumont

AlAmedA 1

Testing, assessing and evaluating your students

Julia Jennings

AlAmedA 2

Motivation: Creating a positive learning environment

Paloma Varela / Felipe Estrella

AlAmedA 3

Looking at Autonomy to Celebrate Diversity and Intercultural Learning

Luiza Collin / Margarita Hernández

AlAmedA 4

Differentiated Instruction through Task-based Language Teaching

Ana María Martínez

AlAmedA 5

Identifying students’ subjective needs in EFL classrooms to increase

motivation

Tomás Moreno

AlAmedA 6

Picture booksand cross-curricular themes

Carol Read

Insurgentes 3

Keeping Secondary students On Course for success

Noldi Vives

Insurgentes 4

Videotelling

Jamie Keddie

Insurgentes 5

Studying for the MA in TESOL with ITESO and Marjon, UK

Alison Clinton / Sarah Brown

Insurgentes 6

Lesson planning or internet browsing…,

Rene Ramírez

Insurgentes 7

Continuous Professional Development with the British Council

Keri Craig

Juárez

14 : 15 – 15 : 45 Lunch

15 : 45 – 16 : 45 Plenary session F (Reforma) JJ Wilson: ‘Mentors, Myths, and Memories: The Dream Lives of Teachers’

17:00 – 18:00

Concurrent sessions F

Teaching From the Heart: Re-Discovering Our Teacher Persona

Teresita García Bernal

AlAmedA 1

Reflecting on Students’s Attitudes Towards Learning English

Heriberto Díaz / Felipe Estrella

AlAmedA 2

Non-native English teachers’ professional trajectories in central

Mexico: Narrative inquiry

Fátima Encinas / Verónica Sánchez

AlAmedA 3

On Going Professional Development: Does a Teacher’s

Education Ever Stop?

Tery Lemanis

AlAmedA 4

Teachers’ beliefs: Their role in English language teaching

Ma Esther Lemus

AlAmedA 5

Processes and Tools for Professional Development

Ma Luisa Castanedo

AlAmedA 6

The Time Machine

Theatre play by ARTSPOT

Insurgentes 3

Furnished Imagination: how teachers learn in TESOL

Richard Kiely

Insurgentes 4

Lessons from Experience - Classroom Action Research

Barbara Taylor

Insurgentes 5

The Profesionalization Process: an End or the Beginning?

Emma Domínguez

Insurgentes 6

Magic as a teaching tool

Christian Leclerc

Insurgentes 7

What does success look like? Successful British Council Projects in Latin America

Dan Humm Soriano / Higinio Ordoñe

Juárez

18 : 15 – 19 : 00 Plenary session G (Reforma) John Knagg: ’Great Teaching, Great Learning: Let’s Make it Happen!’

19 : 00 – 19 : 30 Closing ceremony (Reforma)

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British Council Mexico - English

Country DirectorLena Milosevic

EnglishPilar Aramayo Prudencio, Director of English

Dan Humm-Soriano, Project Manager

Adriana Rebollo Philippe, Project Manager

Adriana Sánchez León, Project Manager

Guillermo Parra Malvaez, Project Officer

Teaching CentreKeri Craig, Teaching Centre Manager

Rajeev Bakhshi, Adult Courses Coordinator

David Craddock, Acting Young Learner Coordinator

ExamsDenise Long, Exams Manager

Berenice Alonso Vergara, Finance and Logistics Exams

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Join the British Council MexicoTeacher Training and Consultancy

We are always keen to hear from suitably qualified and experienced ELT professionals who would like to join our English Team as freelance Teacher Trainers and Consultants.

A British Council Trainer / Consultant:

• is educated to postgraduate level (DELTA/DOTE, Masters, etc.) . • has a C2 level of English, if not a native speaker.• has at least five years’ training experience.• has at least a year’s online teaching or training experience.• has experience in writing or developmenting materials for ELT.• is available to travel. • can work at weekends.• interacts well with others (colleagues, school/education authorities,

teachers, trainees, etc.).• works well individually and in a team.• shows commitment to projects and accountability for the outcomes.• delivers services with excellence.• is flexible, creative and solutions-oriented.• is self-motivated and actively seeking to continue his or her professional

development.

If you are interested in joining our team, please email an updated résume and a letter outlining your availability to Pilar Aramayo Prudencio ([email protected]).

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What should students learn in the 21st century? The last major changes to curriculum were effected in the late 1800’s as a response to the sudden growth in societal and human capital needs. As the world of the 21st century bears little resemblance to that of the 19th century, education curricula need to be deeply redesigned for the four dimensions of Knowledge, Skills, Character, and Metacognition. Adapting to 21st century needs means revisiting each dimension and the interplay between them.

Plenary session A09:15 – 10:15(reforma)

Academic programmeFriday, 25 January 2013

Charles Fadel ‘21st Century Skills’

Charles Fadel is founder of the Center for Curriculum Redesign; visiting scholar at Harvard, MIT, and Wharton/UPenn; senior fellow, human capital at The Conference Board; co-author of best-selling book 21st Century Skills. He has worked with education systems and institutions in more than thirty countries. He was formerly Global Education Lead at Cisco Systems. He holds a BSEE, an MBA, and five patents.

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Concurrent sessions A10:30 – 11:30

‘Online Learning and Internationalization for English Language Learners in Mexico’

Pat Grounds

Based on national and international online learning projects in Mexico, USA and UK, this session explains definitions of online learning, reports on experience and discusses the possible future of online training and language learning in Mexico. It includes an activity eliciting participants’ views on the viability of online course delivery in their own teaching contexts. The session closes with advice on planning, piloting, evaluating and certifying online training and language learning for teachers and learners.

Dr. Pat Grounds has worked in ELT (public/private educational institutions, Primary - PhD levels) in different contexts (Europe, Middle East, USA, Latin America, Caribbean). In Mexico, she has collaborated with the Anglo, British Council, International House, SEP, Cambridge, among others, on national and international training, curriculum design and testing projects.

‘Online and unplugged’Simon Harris

Online classrooms are typically viewed as at the opposite end of the pedagogic spectrum from recent teaching unplugged approaches to face-to-face classrooms. In this workshop participants will explore the similarities between these two seemingly different types of classroom and will be invited to ‘translate’ an unplugged face-to-face classroom activity for an online setting.

Simon Harris is a freelance ELT consultant based in Merida. He has a PhD in Applied Linguistics and an MA in Teaching English for Specific Purposes. He has trained teachers face-to-face and online at all levels and has developed courses an materials for BAs online and face-to-face. He is currently an online tutor for the University of Leicester and the University of Southampton in their distance MA programmes.

Reading your programme

Title of session Room

‘Great Teaching, Great Learning’ Jane Doe

ALAMEDA 1

P TYL

Speaker’s name Type of session Topic

Types of sessions: P = Presentation / W = Workshop / CP = Commercial presentation

Topics: CM = Classroom Management / CPD = Continuing Professional Development / CR = Curriculum Reform / DC = Diversity in the Classroom / ICT = Information and Communication Technology / LA = Learner Autonomy / MR = Materials and Resources / OTL = Online Teaching and Learning / Pron = Pronunciation / Sk = Skills/ TA = Teaching Adults / TEv = Testing and Evaluation/ TTP = Teacher Training Programmes / TYL = Teaching Young Learners

Alameda 1

W TTP / CPD

Alameda 2

W OTL

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‘Ethos and Professional Development: an everlasting ELT life continuum’Renate Thummler / Paloma Varela

Defined as the perceived degree of character or credibility that a person believes exists in another person or object, ethos plays an important role in who we are as teachers, communicators, instructors and co-constructors of knowledge. It is the trust we inspire on our students, institutions and colleagues around us. However, it must be given by the students, not taken or demanded.

Dip. R.S.A. Renate Thummler Blum is currently working for the British Council as an Academic Consultant and a certified examiner (Cambridge ESOL). At CENEVAL she is a BA in TESOL certifying panel member. She is the editor to the English Language Teachers Contact Scheme (ELTeCS) Latin America and the Caribbean.

PgCert. CerTEB, Paloma Varela is an Academic Consultant and e-tutor for various institutions among them the British Council; author and content editor for several publishers too. At CENEVAL she is a BA in TESOL certifying panel member. Currently, she is completing her master’s in TESOL at Sheffield Hallam University.

‘Speech Bubbles: Releasing the critical thinking power of comics’Tod Ellsworth

In the 21st century learners seek out mobile fun in and out of the classroom; EFL educators emphasize creative, communicative and multicultural interactions; and employers demand digital literacy, collaboration and problem-solving skills. Fortunately, comics fulfill these diverse demands and save the day! While exploring how comics/cartoons successfully promote life skills development, you will participate in empowering, practical mRecipes which easily integrate mLearning into your lesson plans and study tasks. Super-mPowered Educators Assemble!

Tod Ellsworth combines his BA in Psychology and MA in Teaching English as a Foreign Language by fusing ELT and technology on a daily basis. An engaging 21st century educator, Tod promotes digital advances in and outside the classroom throughout Mexico - and has for nearly half his life.

‘Can you CLIL?’Rosa María Peláez / Alma Patricia Salazar Díaz

Currently, the University of Colima (U de C) is encouraging the innovation of English Language Teaching and the extension of English to other subjects of instruction by means of implementing the Content and Language Integrated Learning (CLIL) approach. This workshop is intended to model a CLIL lesson from a current Hospitality Management syllabus. Participants will learn about CLIL basics by experiencing an extract of a real content class in English.

Rosa María Peláez holds a degree of Masters in Education in ELT Trainer Development by the University of Exeter, and a BA degree in English by the University of Colima. She has been an EFL teacher and an academic assistant at the English Department of the University of Colima for 17 years. She is interested in Professional Development of Teachers and CLIL, and she has worked in the design and delivery of training events for EFL Teachers at her institution.

Alma Patricia Salazar Díaz holds a degree of MEd in ELT and BPhil as Teacher Trainer in Education from the University of Exeter; and a BA in Business from UNAM. She heads the English Department at the University of Colima since 2004 and teaches at the School of Tourism. Her interests include professional development of language and content teachers in the study areas; CLIL, Collaborative Teaching; Assessment; Researching; Teaching Practice and E- Learning.

Alameda 3

W CPD

Alameda 4

W MR / ICT

Alameda 5

W CR / TA

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‘New trends and perspectives in the Mexican Basic Education system’

Francisco Chávez / Fabián Andrés Pereda

Based on national reforms which started years ago, the Mexican Basic Education System has had problems in dealing with the demand of prepared English teachers. Responding to that necessity the State Normal School of San Luis Potosí launched an ambitious B,A. Program in ELT in 2010. The intention of this presentation is to show how the BECENE has combined international certifications in ELT (ICELT, FCE and CAE, TKT) with the Normal schools parameters creating the newest program in teacher’s preparation for English language teachers in the country.

Francisco Ricardo Chávez Nolasco has been teaching for over 11 years. He is Master in ICT and a doctorate candidate in Education. He has been involved in projects related to ICT. At present, he is conducting a curriculum research and teaches in the B.A in ELT at the BECENE.

Fabián Andrés Pereda García has been working as an English teacher since 2005. He is one of the founders and the current coordinator of the new B.A. program in ELT at the BECENE. He is also the former coordinator of the English laboratory and the SEPA Inglés Program.

‘Active learning strategies to make phonics fun and exciting’Mauricio Ortega

How can you help students read English words? The answer is phonics! By learning phonics, students will be able to read new vocabulary and this will help enhance students’ reading skills. This presentation will explore three overarching questions in teaching phonics: 1) Why is phonics important? 2) Which materials should I use? 3) How can I design the lessons?

This presentation will introduce the interactive activities from the Clue & Key series Go, Go! Phonics that can be useful when teaching phonics to students. Hand-outs including comprehensive teaching materials will be provided during the session.

Mauricio Ortega (BSc UNAM) has been an ELT teacher since 1988. He has been working as an ELT consultant and teacher trainer since 1994 and has participated as a speaker at TESOL and IATEFL conferences in Canada, Mexico, and Bulgaria. A former professional actor and dancer, he is currently working as Academic Director for Empreser.

‘All the World’s a Stage’Angela Llanas

Most children like to act! It follows that it is a good idea to use theatre as part of the English language class. The success of classroom theatre depends on a good storyline. But what is a good storyline as far as children are concerned? Something they can relate to, as well as enjoy. And once you have a good storyline everything else will follow: good pronunciation, better listening skills, greater confidence, etc. The list goes on! For successful work with acting, it’s often wise to base classroom theatre on a well-known plot, so that one can concentrate on other things. But you have to make one or two changes, to ensure that everybody has fun!

In this session, participants will see how a text can come to life with dynamic presentation and interesting voices and then participate in a play that demonstrates the linguistic value of this approach.

Originally trained as an actress in Great Britain, Angela Llanas worked in the professional theatre before moving to Mexico, where she worked as a language teacher, teacher

Insurgentes 3

CP TYL

Insurgentes 4

P TYL

Alameda 6

P CR / TTP

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trainer, coordinator, head of department and director for many years at the Instituto Anglo Mexicano de Cultura.

She now works full time as an author and presenter, and has worked as co-author on many of Macmillan’s series, including Kids’ Club, Bounce, Adventures, English With Kiwi, Freestyle, Beeline Plus, Domino, New Selections, English Corner, Oxygen, Trends, and Reading Styles amongst others. More recently, Angela’s worked on the Bounce Now series. She also travels the world giving talks about techniques for English language teaching.

‘Understanding by Design: Backwards planning’Felipe Estrella

This is a planning method which purpose is to plan thinking first of the product that teachers want the learners to produce, and then working backwards in their planning, establishing the steps to be taken as well as the activities, in order to reach this aim or product. This can be planned for a semester, a year or any other period of time, as it is adaptable to each teacher’s and institution’s needs. Based on the PNIEB and the new way the SEP is working, this method can be really helpful, both for newer or experienced teachers to plan their courses.

Felipe Estrella is a teacher trainer, e-tutor and Exam’s Team Leader for the British Council. He is involved as a BC Trainer for Project English with the State of Mexico. He is an English Teacher at the CIDE and ULA. At CENEVAL, he is a BA in TESOL certifying panel member. Currently, he is a tutor in training for the ICELT.

‘Pre-schoolers can use technology???????’Hedy Schabes / Jeanne Cohen

In this session we will explore the multi-sensorial uses of technology in a pre-school environment. Parts of the session will be devoted to the integration of the interactive board in the early learning stages as a tool for teachers, and the other part will be to help kids develop the skill of learning to use and explore this fantastic resource.

Hedy Schabes has been a teacher for many years. She has worked in different areas in schools and is currently devoted to assessing teachers at schools and doing teacher training. Hedy has been a consultant for a primary school series and an author for a pre-school coursebook series.

Jeanne Cohen has been a pre-school teacher since 1985. She trained as a Montessori guide and worked as a guide for 10 years and later she became an English teacher. Jeanne creates material for her lessons using the Interactive Board as a tool. She has become an expert with this resource. Jeanne is currently participating as a co-author in a textbook series called Better Together for OUP.

‘Great Speakers need Great Listeners’JJ Wilson

This presentation focuses on active listening. Taking the notion of ‘the good listener’ as our model, we will first look at several strategies that help students to listen effectively. Then we will move on to a number of innovative tasks. These will include enjoyable micro-listening exercises, pre-, while- and post-listening activities, and collaborative tasks. All will focus on students working actively – sometimes physically – to get to grips with the input. Finally, we will look at some action-learning projects that are based on listening but which involve the other skills: reading, writing and speaking.

(See biodata on page 51.)

Insurgentes 5

P CR / CPD

Insurgentes 6

W TYL / ICT

Insurgentes 7

P Sk / MR

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British Council presents…

‘British Council online resources for teachers’David Craddock

English classes need to be holistic in content and style in order to cater for the different learning needs of learners. The internet is a useful tool to supplement the learner’s knowledge of English. The British Council has a multitude of resources available on the internet to compliment the work that learners are studying in the classroom. The Learn English website, the Learn English Kids website and the recent addition of the Learn English Teens website all contain a wealth of materials and exercises that students can use to develop their English. My presentation will focus on how teachers can integrate these internet resources into their classes and how they can effectively motivate students and parents to use them at home.

David Craddock is a teacher of English at the British Council Mexico. He received his CELTA certification in 2009 and since then he has developed his teaching experience in Spain and Mexico. He is currently developing in the specialism of teaching young learners and he has been the Acting Young Learners Coordinator at the British Council since August 2012. Next year he plans to take his DELTA qualification and continue to develop young learner classes in Mexico.

Juárez

P MR / ICT

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Creativity is an elusive concept to define and a challenge to develop and foster in the English language classroom, whatever the age or level of the students we teach. In this talk we will explore the notion of creativity and look at issues and tensions in the relationship between teaching, learning and creativity.

The talk will begin with examples from the world of art in order to establish a number of key points about the essential nature of creativity and how these may be applied to our own field. We will then go on to compare and contrast a range of definitions and assertions by key writers in recent creativity literature. While these capture core elements of the concept of creativity, they are also divergent and raise a number of complex questions.

In the main part of the talk we will explore the questions about creativity that are most pertinent to language teachers and learners through an engaging, interactive story quest. Participants will be invited to consider such matters as the differences between creative teaching, teaching for creativity and creative learning. We will also look at the differences between big ‘C’ and little ‘c’ creativity, and the implications that these have for our classrooms. A range of easy-to-implement strategies to promote creativity in teaching foreign languages to all ages and levels of learners will be offered. We will also squarely confront the reality of barriers to creativity in our classrooms that exist for all of us.

Carol Read has over 30 years’ experience in English language teaching as a teacher, teacher trainer, academic manager and materials writer. She has taught students of all ages and levels, from very young children to adults. Carol’s main specialisation is in primary language teaching and she has run numerous teacher education courses and worked as an educational consultant in many different countries in Europe, Latin America and Asia.

Carol has published extensively in the field of teaching English to young learners, including course books, supplementary materials, online storytelling and CLIL projects, as well as many articles on primary ELT methodology. Carol’s award-winning titles include Is it a Butterfly? which won an Extensive Reading Foundation Award in 2005, Bugs (with three co-authors), which won a British Council Innovation Award in 2006, and 500 Activities for the Primary Classroom which was Highly Commended in the ESU Duke of Edinburgh awards in 2007 (all published by Macmillan Education). Her most recent publication, Footprints, is a highly successful, fully-digital, primary coursebook series. Carol is currently Vice-president of IATEFL.

Plenary session B12:15 – 13:15(reforma)

Carol Read‘Creative teaching, creative learning’

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Concurrent sessions B

13:30 – 14:30

‘Scaffolding Reading Experiences: Easing The Trauma Of Tackling English Literature’Andrew Watson

The workshop aims provide some key instructional routines and practical strategies teachers need to help students extract and construct meaning from literature texts. Using the Scaffolded Reading Experience Framework (Graves & Graves, 2003) participants will be better equipped to plan reading skills classes, enabling them to identify exactly what they want the students to be able to do, and then work out all the steps involved in getting to that stage.

Andrew Watson is a teacher, ICELT tutor and a former Young Learners’ Coordinator at British Council Mexico. He got his first teaching job in South Korea in 1994 and has been a translator and journalist in Mexico City. He holds the Cambridge DELTA and is a candidate for the Open University’s MA in Education (Applied Linguistics).

‘Teaching Teachers to Speak (and Understand) Authentic English’David Connolly

Unlike Spanish, English makes extensive use of the weak form, contractions and blends. Also, although English and Spanish share essentially the same alphabet, the majority of the letters are pronounced differently. Many public sector teachers are not aware of this, yet are expected to teach it to their students. This presentation will make teachers aware of these fundamental differences between the two languages.

David Connolly is a teacher, teacher-trainer, academic coordinator, consultant, editor, proof-reader, translator and project developer who has authored, co-authored and edited a variety of EFL textbooks and delivered a great many seminars and workshops throughout Latin America. He is primarily involved in the preparation and delivery of online courses.

‘Brain-compatible classrooms’Rafael Diazgonzalez

Everyone knows some facts about these aspects of teaching: 1) environment; b) planning and; c) testing, but: Have you ever considered that your student’s brain can be enriched by the classroom, the syllabus and assessment resulting in a better learning? The objective of this presentation is to provide a non-technical background of the way the brain can be enriched during the learning process. Teachers and teacher trainers will find accessible activities and ideas to enhance learning taking students’ brains into consideration.

Rafael Diazgonzalez holds an M.D. in Applied Linguistics, COTE and CPE. With more than 20 years in ELT teaching experience he has widely participated in international seminars and also works as an Inspector for Cambridge ESOL. He currently teaches at UAEMex and is the editor of COLLEGIA magazine.

Alameda 1

W TYL

Alameda 2

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‘The Ten Commandments of English Pronunciation’Imelda Guadalupe Lugo / Carlos G. García

In 2011, the new English Syllabus for Basic Education was introduced and it has a considerable amount of pronunciation topics under the name “˜Acoustic features: tone, intonation and pronunciation’. Thus, there’s a need to train teachers in English prosody, so they can teach stress, rhythm and intonation in their classrooms and improve their students’ pronunciation skills. This keynote aims to present tips for helping teachers to understand the basic aspects of English pronunciation such as the English phonemic inventory, lexical and prosodic stress, rhythm and intonation; based on an intelligent ‘Ten Commandments’ format.

Prof. Lugo is professor of English Language at Universidad Juarez del Estado de Durango, where she teaches subjects related to ELT and English. She is also the director of the State of Durango English Programme in Basic Education. Prof. Lugo has a M.A. in ELT from the University of Southampton.

Prof. Garcia-Flores is associate professor of English Language Teaching and director of the Language Centre at Escuela Normal de Durango, where he teaches subjects related to ELT and theoretical linguistics, especially phonology. He has also served as director of the State of Durango English Programme in Basic Education (2001, 2009).

‘How to Cope with Mixed Ability Classes’Hilda Álvarez

In many ways students are not the same. We find in our classrooms a range of elements that make our group heterogeneous. For instance, age, level, competencies, background, motivation, attitudes, and more. Teachers must be aware of the kind of problems they can face and the possible solutions or treatment.

Hilda Álvarez Lagos achieved the DELTA in 2002 from the University of Cambridge and also holds a Bachelor’s degree from UNAM. As well as being a teacher for 20 years, Hilda was an Academic Consultant for Macmillan Publishers for two years and since 2010 has been a Coordinator and Commissioning Editor for Primaria in the Editorial department.

‘Competence-based Learning. Can there be a recipe for success?’Aideé Armenta

New teaching methods, theories, approaches and techniques emerge every decade; some methods resurface, others evolve. This is also true of the Competence-Based Approach which might appear difficult or even impossible to implement in our day-to-day teaching. But what does the teacher really need to know in order to integrate this approach efficiently with CLIL, multi-cultural lessons, literature readings, systematic preparation for Cambridge and Trinity exams, multimedia resources and coverage of the CEF functional syllabus? We propose a successful, tried and tested answer to that question - FOR REAL…

Aideé Armenta is an English teacher, teacher trainer and a consultant in ELT. She was part of the team that developed the SEP English Programme of Study for Secondary level 2006, which is still in use. She has written English textbooks for secondary and high school levels.

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‘Understanding, then Teaching Teenagers’Mauricio Ortega

Some people think that teaching kids is perhaps one of the most difficult of endeavors. Ask a secondary teacher and the answer will be a loud NO. Teaching teenagers is harder. We have to struggle against changes in mood, raging hormones and discipline defiance. Yet, there is always the possibility to find a way to reach them, work with them and at the same time, to deliver content.

Mauricio Ortega (BSc UNAM) has been an ELT teacher since 1988. He has been working as an ELT consultant and teacher trainer since 1994 and has participated as a speaker at TESOL and IATEFL conferences in Canada, Mexico, and Bulgaria. A former professional actor and dancer, he is currently working as Academic Director for Empreser.

‘Let’s play to read. Developing reading and writing skills in pre-school’Pamela Sabugo / Kiku Ko Villegas / Liz Andrade

When learning to read and write, children must understand the relationship between sounds and letters. That’s why Let’s play to read K-2 presents each letter of the English alphabetic system individually, while linking each one to its phoneme in the context of a word.

The book helps to develop reading and writing skills, such as phonemic awareness and visual perception. And while phonemes are presented as beginning sounds, children also have the opportunity to practice their fine motor skills by tracing different lines and shapes.

This book gives children many opportunities to practice reading and writing conventions such as reading from left to right, the use of capital and small case letters, spaces between words and rules of punctuation.

In addition to learning how to “sound out” letters, children also acquire vocabulary related to animals, colors, number and they learn adjectives presented in pairs of antonyms.

Pamela Sabugo graduated from college with a degree in Childhood Education, she also attended the Teacher’s Training Course and studied to be a Kindermusik Educator. She has worked as an early childhood educator for developing social, emotional, physical and intellectual skills through the use of music. Currently she works teaching children how to read and write in English.

Kiku ko Villegas certified as a bilingual teacher in Texas, USA. Worked as a bilingual teacher with immigrant children in Houston, Tx. Bachelor’s degree in preschool education. Master’s degree in environmental design at Cornell University, Ithaca, NY. Currently she is working as a bilingual teacher with preschool children.

Liz Andrade. Musical pedagogue certified by Orff Institute (Salzburg Austria). Bachelor’s degree in preschool education. She has extensive experience as a professional musician, songwriter, composer and music teacher. She has written more than 100 songs for children.

‘Making the reading class more productive’Philip Haines

Reading is a skill that not everyone enjoys and it is sometimes difficult to engage students when doing reading in class. As with any activity in the classroom, there are many factors which will determine its success or failure. In this workshop we will be looking what some of these factors are and identifying a checklist of the characteristics that make the reading class productive.

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Philip Haines is the Senior Consultant for Oxford University Press Mexico. He holds the DOTE and has been working as a teacher and teacher trainer since moving to Mexico in 1995. He gives talks both nationally and internationally and is also the author of several books published by OUP.

‘Now presenting.....The Ready Series for Cycles 1-4 for PNIEB’Idolina Camargo

In this session you will be presenting the materials Macmillan has written for the PNIEB. You will have the opportunity to see how the program has been integrated in our series making it fun and meaningful for your students, but most of all, motivating and easy to follow. Check out how easy it is to integrate competencies, learning environments, assessment, transversal content and more in a lesson. Join us and be ready!

English teacher for more than 30 years. She has extensive teaching experience with young learners and teacher training in Mexico. Has given seminars in Mexico as well as in Central and South America. Co-author of the Kindergarten series Squeeze for teaching English to Children 3 to 6 years of age. Currently Academic Coordinator for Young Adults and Special Projects for Macmillan Mexico.

‘The Video Game Model for Brain-Based Learning’Joep van der Werff

Scientists have amazing tools to look into the brains of living people. For example, they now know why children and teens find video games so addictive: the games cause a rush of the neurotransmitter dopamine. Neurologist and classroom teacher Judy Willis believes we can increase students’ dopamine levels in our classes to stimulate our students’ learning. Dr. Willis developed the Video Game MODEL, which is a set of classroom strategies (that don’t include video games). In this presentation, you will learn how the Video Game MODEL works, so you can incorporate it in your classes.

Joep van der Werff has worked in ELT for the last 20 years: as a teacher, teacher trainer, coordinator mostly at Interlingua, and as an author for Richmond Publishing. He is currently an editor at Richmond, where he works on print and digital materials for primary schools.

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‘Online development courses with the British Council’Engeli Haupt

Learning online has many benefits, such as being able to manage your own time and work at your own pace. The British Council offers a range of online development courses for teachers, including courses that introduce teaching English to young learners, language teaching methodology and training on the methodology and practice of Content and Language Integrated Learning (CLIL). There are various options suitable for beginning teachers as well as more experienced teachers who wish to improve their teaching skills. This presentation introduces the basic components of these online courses and what they can offer to teachers of different profiles as well as what you could expect from the online training experience.

Engeli Haupt is a teacher at British Council Mexico and has recently become involved in teacher training. She is currently doing research on online learning as part of a Master of Educational Technology. Her main areas of interest include learning styles and the use of ICT.

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In this practical talk, I would like to share a classroom technique, which combines storytelling with visual material, especially online video. ‘Videotelling’ is storytelling for the YouTube generation.

In the talk, we will see how the teacher may become a videoteller - a mediator between the visual material on one hand, and students on the other. Narratives that would normally be delivered visually by a computer screen are delivered verbally by the teacher.

In this way, a video clip is converted into a whole-class communicative event with discussion and learning possibilities along the way. In the talk, I will demonstrate how teacher-led videotelling can be an excellent way to draw attention to aspects of visual communication (stereotypes, for example) for analysis and debate.

Plenary session C16:00 – 17:00(reforma)

Jamie Keddie‘Videotelling – Using video in the ELT classroom’

Jamie Keddie is a Scottish teacher, teacher trainer, writer and presenter. He studied Biochemistry at the University of Aberdeen but found his true passion in life as an English teacher in Barcelona. Jamie is the founder of LessonStream.org, a site dedicated to the use of video clips and other visual materials in the language classroom. The site was formerly known as TEFLclips and won a British Council ELTons award in 2008. His publications include Images in the Resource Books for Teachers series by Oxford University Press, and his self-published ebook Videotelling. Jamie is an associate trainer at Norwich Institute for Language Education in the United Kingdom. Although he has shared his ideas with teachers all over the world, this will be Jamie’s first ever visit to Mexico. He is very much looking forward to the trip!.

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Concurrent sessions C

17:15 – 18:15

‘Developing Learner Autonomy Using a Critical Thinking Teaching Framework’Sarah Reid

Critical thinking skills and learner autonomy are inter-dependent desired goals of teaching practice and have increasingly become pedagogical objectives in education systems around the world. At the British Council, Bogota, focus groups show our language learners have undeveloped independent learning skills and apply basic critical thinking skills to their learning. This presentation examines the methodology of learner autonomy as well as critical thinking skills and provides a practical teaching framework that guides learners through the learning domains causing the learner to think critically about the learning process, become accustomed to good learning practices and to interact more fully with new language.

Sarah Reid is the YL Coordinator at the British Council, in Bogota, Colombia. She has been teaching English in a variety of teaching contexts for over ten years. Sarah is currently studying on a Masters Degree in Professional Development in Language Education, focusing on Learner Autonomy and materials development.

‘5 steps to creating a more learner-centred classroom’Kim Beadle

These days there is an unbelievable amount of teaching resources available to us, but just how much is directly related to our individual teaching contexts? In order to make lessons relevant for our learners, the most important teaching resource should surely be the learners themselves? In this workshop we will look at the theory of Dogme ELT and offer practical tips on using real conversational communication in the classroom instead of an over-reliance on published materials.

Kim Beadle works for British Council Mexico as teacher and teacher trainer delivering on and offsite tailored courses. She has the CELTA and FCTBE and is currently studying for the DELTA. Her interests lie in Business English development, Exam preparation and Teacher Training.

‘Lesson Planning: Make it simple, meaningful and less time consuming’Carmen Magaña

This workshop intends to provide teachers with some strategies on how to make Lesson Planning simple, meaningful and less time consuming. The purposes of the workshop are:

- to improve the effectiveness of participants, as teachers, using their existing skills and help them to developing them while planning their lessons,

- to make participants aware of what a good lesson planning should include,

- to make participants reflect, explore and use their knowledge to find different aspects that can simplify how planning a lesson,

- to offer participants resources in which they can find in theory some support to their new knowledge.

Carmen Magaña graduated in 2000, from the School of Foreign Languages at the Universidad de Colima with a BA in ELT, two MA in Education and ELT at Southampton and

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Marjon Universities, England 2011. Currently, she is an English academic tutor and teacher at the Universidad de Colima.

‘Discourse digested: what is cohesion and how does it work?’Tanya Meyer

This workshop shows us how to encourage students to slow down and look at language more closely, to bring out the magnifying glass, so to speak, and, in the role of an analyst or detective, notice how cohesion works in English, and through this understanding, to develop metalinguistic awareness, which in turn results in a better grasp of implied (rather than just literal) meaning.

Tanya Meyer is a teacher at British Council Mexico. She holds a BA in English Literature with a minor in Translation (UNAM) and obtained CELTA and then DELTA while living and working in London.

‘Do b-learning basic courses at UAM-A develop autonomy?’Vida Valero / Gabriela Cortés

The UAM-Azcapotzalco faces several challenges including giving an answer to every change of a globalized world. Trying to solve one of these challenges, the Coordination of Foreign Languages decided to develop b-learning courses of English for promoting autonomy in our students’ learning, among other things. This research aims to show the results of these two pilot courses (levels I and II), and their effect on the development of students’ autonomy in learning English.

Vida Valero studied English Literature at the UNAM and a Masters in Human Learning in Brunel University. She is a professor at Universidad Autónoma Metropolitana, Azcapotzalco. She has been appointed Coordinator of Foreign Languages at UAM-A twice. She has given over 60 presentations and has published over 50 research articles.

Gabriela Cortés has a master degree in Applied Linguistics by the UNAM. She is a professor and Academic Coordinator of English Saturday classes at Universidad Autónoma Metropolitana, Campus, Azcapotzalco. She is Director of the Electronic Journal, Re-Linguística. She has given over 55 presentations, and she has published over 40 research articles.

‘Discover Nulu: Fresh News, Social Interaction, Online and Mobile Access’Eitan Geft

Publishers and teachers do a wonderful job, but students still need more ENGAGEMENT both inside and outside of class. As the ultimate English supplement, Nulu engages students with FRESH content from what’s happening in the world each day and delivers this highly entertaining form of learning ONLINE and on mobile. Every news story is supported with PROFESSIONAL human translation, native speaker AUDIO and discussion, comprehension checks, and a personalized REVIEW system. With an EASY-TO-USE teacher tool to assign stories and manage PROGRESS, it’s no wonder Nulu is already being used by over 200 schools in the U.S.

Eitan Geft co-founded Nulu as a powerful application of the expertise he developed teaching English to people of all ages and levels in China, Japan, Vietnam and the U.S. for over ten years. For half of that tenure, Geft taught advanced grammar, vocabulary, reading and composition at Soka University in California.

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‘Getting beyond the hype and back to the content’Anna Whitcher

Teachers need solid content to help their students create their own messages and build their communication skills. These messages can take multiple forms and be delivered by video, phone app or print. The key is what’s behind the message, the story, the human interest, the ideas that help students to empathize and want to talk. I will discuss how a journalistic approach to content helps students build their language. Using controversial ideas, CLIL activities and real life stories, the Smart English / QSE Series delivers motivating content that encourages creative thinking and effective communication among 21st century learners.

Anna Whitcher is a teacher and writer of ELT materials with a strong interest in multimedia and film in the language classroom. She graduated from UC Berkeley and has a Master’s in English Composition. She teaches Spanish to teenagers as well as ESL and EFL in the US and Europe.

‘Content, cognition, communication, and culture are KEYS to success’Dante Segura

CLIL is an approach based on: Content, Cognition, Communication, and Culture. These principles are essential in establishing a dual focus on both language and academic content. In a CLIL classroom the focus can shift between content and language, but both are always accommodated. Joins us and get to know Key Science and Key Arts and Crafts, two new CLIL series that will enliven our lessons with fun, attractive and engaging activities for primary school students. In this session, numerous activities will be shown in order to understand the importance of integrating content into our students’ language learning process.

Dante Segura studied Journalism and is a certified English teacher and teacher trainer. He has been a department co-ordinator in different schools and has led diverse academic programmes, contributing to the professional development of teachers all around Latin America. He currently works as Academic Coordinator for University of Dayton Publishing.

‘Developing Learner Independence through Project Work’Barbara Bangle

Although teachers are interested in developing learner autonomy in their students, many times the demands of our programs do not let us explore farther than the established coursebook. Project work is a good example of a way to provide opportunities to develop learner independence. This workshop will look at some definitions of learner independence, and then take the participants through three different projects, analyzing the different stages and learning outcomes that can be expected in each, and then reflecting on the possibility of doing similar project work in our own contexts.

Barbara Bangle has been a teacher and teacher educator in Mexico and parts of Latin America for over 35 years. She has a BA in ELT and an MA in Education. She enjoys talking to teachers from different parts of the world and helping mentor new teachers. She has given workshops and seminars throughout Mexico and Central America. In addition to working as a full-time professor at the Facultad de Lenguas in the University of the State of Mexico, Toluca, she free-lances as a consultant with Oxford, and is an oral examiner for Cambridge University ESOL. She is co-author of the series Fireflies, a new 6-level series for primary school children published by Oxford University Press (2011).

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‘What Are You Reading?’Annette Flavel

What are you reading? is a question that book lovers constantly ask each other. Discussing stories is a unique way of sharing experiences, and it also develops language skills. So, how can we as ELT professionals also develop the joy of reading in our students? Based on a survey about what children are reading, what they like to read and who influences their reading we’ll discuss topics such as: creating lifelong readers; helping children feel ownership of their reading; and building reading communities.

Annette Flavel is an ELT author whose recently published titles include I’m Ready 3, Kites 3 and Kites 4. Her work over the last three years has been focused on Mexico’s primary program (PNIEB). Annette has worked as a teacher and teacher trainer in England, Japan, Australia, USA, and Mexico.

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Extended workshop (17:15 – 19:00)

‘Pronunciation Activities with Young Learners’Paul Seligson

This lively workshop will illustrate a series of practical, easy-to-implement ideas for 6-12 year olds intended to encourage both teachers and the children themselves to do more pronunciation work.

I will demonstrate activities for listening, awareness-raising, modeling, copying and discriminating sounds, stress and intonation, and of course, freer production. And to assist me, I will introduce an extraordinary cast of wonderful characters!

Paul Seligson has been ‘TEFLing’ worldwide for over 30 years and is well-known for lively, highly practical training. He is a CELTA assessor and works freelance from Brighton, England. His latest Richmond publication is English ID, a course in American English from Richmond for young adults.

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‘Developing Visual Literacy with Britain on Screen’ Jake Russell

Children commonly learn to communicate by using picture books. To begin to acquire literacy, children develop the link between the words that represent ideas and the pictures that embody them by natural resemblance. In the modern age, the moving image plays a central role in the lives of children; this existing knowledge can be built upon to develop literacy in the English classroom.

The British Council and British Film Institute jointly developed Britain on Screen, a resource pack that provides a variety of film and animated shorts on a range of subjects offering many opportunities to develop literacy and oracy skills as well as using fun creativity projects and exploring cross-curricular topics. This talk will present visual literacy theory followed by an entertaining exploration of some of Britain on Screen.

Jacob Russell is an experienced teacher of English at the British Council and has lived and worked in Mexico City since 2008. He teaches adults and young learners general English, business English and exam preparation courses. He also has taught English in various businesses throughout the city. Before moving to Mexico he taught in a Japanese high school in Fuji City on the JET programme and in a British primary school. Jacob designed several of the activity pages from the British Council and British Film Institute resource pack.

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Pecha Kucha Evening

19:15 – 20:30

‘20 things you always wanted to know about…’Facilitated by Simon Harris

20 slides…

20 seconds per slide...

Exactly 6 minutes and 40 seconds to make a point…

That’s what a Pecha Kucha (pe-chak-cha) is all about!

Join us in an informal but informative session, and discover 20 vital ELT notions from our six Pecha Kucha presenters.

Simon Harris is a freelance ELT consultant based in Merida. He has a PhD in Applied Linguistics and an MA in Teaching English for Specific Purposes. He has trained teachers face-to-face and online at all levels and has developed courses an materials for BAs online and face-to-face. He is currently an online tutor for the University of Leicester and the University of Southampton in their distance MA programmes.

Crossover Plus

into the World! (texto)

For more information please contact us at: [email protected]

01800 200 8400

A challenging, fun, dynamic, and interactive three-level course for young teenagers.

Crossover expands students knowledge of the world outside the classroom. It promotes the acceptance of all cultures, socioeconomic situations, ages, race, opinions, and beliefs.

The course provides all the tools necessary to run an effective and dynamic lesson through:

• A broad variety of content and literature topics• Comprehensive treatment of grammar and functions• Continuous opportunities for project work• Digital Books for interactive whiteboard at every level

The real world in your classroom

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Anun_Think_Speakout.indd 2 12/5/12 6:08 PM

Where Education is available to Everyone

Come and meet us at Booth #17,where a group of experts in publishing, academics and sales services will gladly help you �nd exactly

what you need.

Our aim is to provide you always with:

• High-quality, tailor-made materials to suit your immediate and future needs

• Updated teacher-training courses for you and your teaching team

• An honest, respectful and ef�cient service to back up and guarantee a successful

outcome in your day-to-day teaching practice

For more information, please contact us at: [email protected] or [email protected]

Tel: (52+1+55) 5571-7289 Visit our website: www.majesticeducation.com

What is there after NEPBE?Date: Saturday, January 26

Time: 10:15 a.m.

Where you’ll enjoy materials for real-teaching situations, work on achievable and successful activities and get useful rewards and prizes.

We’ll be waiting for you! Don’t miss it!

Comeand join our commercialworkshop:

Majestic Education Publishing Group

The real world in your classroom

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Anun_Think_Speakout.indd 2 12/5/12 6:08 PM

A whole new perspective

http://www.richmondelt.com/thebigpicture

Imagery ■ The Big Picture is Richmond’s new

general English course for adults. Highly visual and beautifully designed across all six levels, it brings a whole new perspective to the language course book. The thought-provoking images are eye-catching AND meaningful and each one plays an important role in the learning process. Whether used to present core vocabulary or encourage critical discussion, each image will engage both teacher and learner.

Skills Development■ The Big Picture includes a fully

integrated core vocabulary syllabus and extensive practice of the four main skills. It also contains functional language pages to help learners improve their everyday conversation skills and Bring it Together sections which combine the language learnt in skills-based tasks.

A fun opportunity for students to practise their new-found knowledge in true Big Picture style.

Digital■ The Big Picture seamlessly

combines print and digital with a wealth of resources which include a Learning Platform and Digital Book. The Platform is available to all users and combines the best of formal and informal learning with a regularly-updated portal, virtual learning environment (VLE) and test generator. Teachers will be able to assign extra activities, view individual and class scores or create personalised tests online or on paper.

Variety■ The Big Picture is genuinely

international. It is built around global topics and cultural material which will be immediately relevant to the lives and experiences of learners.

It also recognises the diversity of spoken English today and includes a wide variety of native and non-native voices in all of its audio recordings.

anuncio BBELT2012.indd 1 11/01/13 18:18

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We are going to gaze into a crystal ball to see how English language teaching might develop over the next few decades. The classroom of the future will be different to present-day classrooms. Books and libraries will disappear, to be replaced by online e-books. Virtual teachers will teach online in virtual spaces and students will get tailored comments on their responses. If all this sounds a bit scary, it probably is. Learning will take place on the move, at times which suit the learner. We might find robots replacing teachers, and sophisticated translation tools may mean you don’t need to learn a language anyway. In Uruguay, the British Council is managing a highly innovative project to deliver lessons to primary schools from other countries using telepresence technology.

However, there will always be a need for face to face teaching, because we are human beings. Research shows that small children exposed to TV don’t learn language from the screen. We are not machines, and the way people link shapes with sounds shows that language is much too complex to be reduced to a set of algorithms. So, the future of language teaching may be drastically changed by technology, but there will always be a role for face to face teaching.

Plenary session D09:00 – 10:00(reforma)

Paul WoodsThe English Language Crystal Ball

Paul Woods is the British Council’s English Language Adviser for the “southern cone” of the Americas. He has taught English, trained teachers and managed projects in ELT in over 40 countries. He is currently the Programme Manager for the Ceibal en Inglés Project in Uurugay. Amongst other large scale projects, he managed the British Council’s Peacekeeping English Project in 27 countries from 2001 to 2005 and the Secondary and Technical English Project in Mozambique from 1996 to 2001.

Academic programmeSaturday, 26 January 2013

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Concurrent sessions D

10:15 – 11:15

‘Cn u netspk? Skills for Social Online Communication’Caroline Moore

Social networking and virtual communication has become increasingly common in the last decade. However, for many learners of English as a second or foreign language it is quite a challenge to join in this global community of virtual communication. In this workshop I propose to identify some linguistic features of virtual communication (often refererred to as ‘netspeak’) and to explore ways to enable our learners to interact more effectively and to participate with more confidence in global social networks.

Dr. Caroline Moore is an ELT consultant for the British Council. She also works in the department of International Studies and Foreign Languages at the University of Guadalajara (CUCOSTA), where she teaches English to studnets of Design, Multimedia and Tourism.

‘Online learning: learning styles, learners’ perceptions and performance’Engeli Haupt

In this presentation, the speaker discusses research that she carried out on learning styles, learner’s perceptions and learner performance in an online course run by the British Council. She briefly outlines the objectives, participants and context, as well as instruments used. She then discusses her findings, conclusions and implications thereof.


‘Is blended learning the best option?’Clare Marie RocheP

English teachers, these days, are under pressure to change from their traditional face to face classes to blended or distance learning. However, before we take this step it is important to define what is meant by the terms “blended or distance learning”. Next we must analyse both the benefits and the drawbacks for EFL learners, taking into account their needs. Finally we need to know where to find high quality, ready-made materials or how to make our own.

Clare was born in Liverpool, England. She has a B.Ed from Liverpool University and a Master’s from UBC in Canada. She has taught for over 30 years and is a full time teacher at Universidad Regional del Sureste. She is a member of the Editorial Board of the Mextesol Journal.

‘The effect of eTandem learning on students’ English speaking competence’Martha G. Hernández

Previous studies have revealed the potential of eTandem learning between native speakers of two different languages. Most research however has focused on the development of learners’ writing skills through synchronous and asynchronous written Computer-Mediated Communication (CMC). This presentation reports findings from a study conducted between students of English from the Universidad Autónoma del Estado de Hidalgo and students of Spanish from the University of Southampton. The

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project focused on the effect that eTandem language learning through synchronous oral CMC with native speakers had on the improvement of Mexican students’ English speaking competence, based on their reflections and perceptions of improvement.

Martha Hernandez holds an M.A. in English Language Teaching from the University of Southampton and an Especialidad en Tecnología Educativa from the Universidad Autónoma del Estado de Hidalgo. Her work experience includes English language teaching in different academic programmes as well as materials design for online courses and Self-Access Centres.

‘Creating Effective Blended Learning Environments’Luis Domínguez

21st century education in Mexico assumes the development of two types of fundamental skills, competencies and Information and Communication Technologies; this session will focus on the latter. Technology and its multiple roles in the language classroom will be discussed through a series of meaningful and practical tasks during the session.

Fanny Riva Palacio (M.E.) is a professor and researcher of English-language instruction at the Universidad Autónoma de la Ciudad de México. She has offered undergraduate and graduate instruction at Colegio de México, Universidad Metropolitana, and FLACSO. She is also an e-tutor and author for RedNova. She has participated in the preparation of undergraduate teacher accreditation for CENEVAL.

Luis Domínguez has been involved in ELT for over 20 years working as a teacher trainer, coordinator, oral examiner and academic consultant. He has coordinated the editorial development of different Young Adult and NEPBE Primary and Secondary courses. Currently, he is Digital Project Development Manager at Macmillan Publishers.

‘What is there after NEPBE?’Denise Salazar

Teaching English at Basic Education in Mexico has shifted towards a very rich, updated and successful program that improves both, ELL and ELT processes, and which should be carried on to higher levels of education where students get prepared to successfully face the requirements of a global world, whether labor or academic. Join us in this commercial workshop where we’ll work on materials that provide students and teachers with achievable and successful activities; all aligned with the CEFRL parameters and aimed at fostering competent users of English in a globalized world. So Let’s Do It! Make the difference and see how Building up! knowledge and competences is as easy as counting 1, 2, 3!

Denise Salazar holds a BA in Medicine, a DOTE and an ISE III degrees. Her experience includes teaching at all levels including on-line tutoring, International Consulting, Teacher-training in EFL/ESL and editing English and Spanish educational materials for several international publishing companies for Mexico and Latin America. Denise is co-author in the series English for secondary schools, Let’s Do It! for Bachillerato Tecnológico, Building up! for DGB and Brilliant!, a new K-9 series for public schools and approved by SEP. She is the owner of Dynamic Solutions in Language Publishing, S.C., aimed at consulting, editing and producing EFL/ESL materials for worldwide use and is currently the Editorial & Academic Services Director at Majestic Education.

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‘E-tutoring: So Far and So Close. What is Out There?’Tere Castineira / Renate Thummler / María del Carmen Contijoch / David Connolly / Edouard F.H. Creemers / Jorge E. Suárez

This round table focuses on the teaching/learning experiences that several e-tutors (most working on e-tutoring courses for the BC) have had while tutoring online courses. The panelists will discuss: the contents of an e-course, the technical aspects, the social and motivational skills required, some online assessment practices, and effective online individual and group activities. Finally, the opportunities and challenges that online teaching/learning pose will be discussed. The panelists will answer questions from the audience.

Teresa Castineira is a professor/researcher at the BUAP. She’s been a BC consultant for over 10 years. She holds an MSc in English teaching from Aston University and a doctorate in Applied Linguistics from Macquarie University. Her main academic interests are distance teacher education, systemic functional linguistics and discourse analysis.

María del Carmen Contijoch Escontria holds a doctorate in Applied Linguistics from Macquarie University in Sydney. She works at the Foreign Language Teaching Centre at UNAM in Mexico City where she teaches in the Masters in Applied Linguistics programme. She has been involved in online tutoring for 10 years.

Renate Thummler Blum (See biodata on page 13.)

Paloma Varela (See biodata on page 13.)

David Connolly (See biodata on page 18.)

Edouard F.H. Creemers is a teacher, teacher trainer and translator. He has participated as an online tutor in several diploma courses, mainly on behalf of the British Council. He also coordinates a group of teachers and prepares students for Cambridge Colloquial and Business English exams.

Jorge E. Suárez holds an MA in Applied Linguistics from UNAM, the Diploma for Overseas Teachers of English from the University of Cambridge and the Formación de Profesores Lenguas Culturas Diploma from CELE, UNAM. He has worked as an English teacher, teacher-trainer, materials writer, examiner (Cambridge ESOL), translator and online tutor for the British Council and other institutions for over 30 years.

‘Implementing technology in the language classroom’Noldi Vives

Why do some teachers love to use technology in their classes while some just seem to avoid it as much as possible? Gaining confidence in using technology as part of their teaching practice is fundamental in the way teachers deliver content nowadays. If you are striving to make your lessons more varied and appealing to your students, this workshop will help you analyze the importance of using technology in today’s world. You will take a number of practical ideas and suggestions to use different websites that will help you reach your goal.

Noldi Vives (B.A. Foreign Languages, M.Ed.) is currently pursuing a Doctorate. He has studied in the U.S., Canada and Mexico and has obtained a Teacher Certification as an A1 Instructor, and a Diploma in Counseling and Educational Guidance. He works as an Academic Consultant for University of Dayton Publishing.

Insurgentes 4

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Insurgentes 3

P OTL

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‘Avatar-based Learning: The Next Generation in Digital Content’Francisco Muedano Lemus

LittleBridge.com, a next-generation software product, permits students to create their own personalized “avatar” in a rich 3-D world and to use it to interact with other live students around the world to learn English in a manner closely resembling the immersion method of second-language acquisition. The “playful learning” approach of this unique product improves student pronunciation and fluency in English and teaches language in a social context, all within a sturdy academic foundation and structure.

The unique virtual-reality digital platform of Little Bridge represents a quantum leap in educational technology. WELCOME TO THE WORLD OF LITTLE BRIDGE!

Francisco Muedano Lemus, LCP graduate of Technological University of Mexico, with over 12 years of experience in the educational publishing, has worked at companies such as McGraw-Hill, Oxford MS, University of Dayton Publishing Group and currently with the Ascensa Corp. with the company Chango Maniaco SA de CV, which has allowed him learn about the work of teachers in the classroom of institutions from basic education to the highest level in the public and private sectors in Mexico. It has witnessed successes and contributor in implementing projects focused on the job skills, the development of English language skills, the development of digital skills and technology and the implementation of an education from the school values.

‘A critical perspective on ICT implementation’Dilip Verma

Technology is often presented as a panacea for language teaching. However, teachers should carefully consider the repercussions, both beneficial and detrimental, when they decide to incorporate a particular technology into their classrooms. In this session a framework for selecting and using technology is presented to help teachers make considered choices when faced with the myriad of digital products currently on offer.

Dilip Verma is an EFL teacher, teacher trainer, online course developer and e-tutor. His interest in Educational Technology stems from a Masters Degree in Educational Technology taken at the University of British Columbia, Canada in conjunction with the Universidad Virtual of the Tecnológico de Monterrey.

‘National Geographic Learning – From the Classroom to the World’Jair Félix

Today’s interconnected world demands more than a shared language for people to successfully communicate with one another. It requires a global perspective — the ability to see beyond geographical and cultural borders, to knowledgeably relate to and comfortably navigate in our modern, globalized world.

Come to see how National Geographic Learning, a part of Cengage Learning, has developed an inspiring, innovative array of print and media solutions for taking your students from the classroom to the world

Jair Félix, National Geographic Learning – Cengage Learning Senior ELT Director for Latin America, has a BA in TEFL from UAS and a Teacher Development Certificate from Marjon, Plymouth, UK. Jair has been involved in language teaching and teacher training for 17 years, and is a frequent presenter at ELT conferences throughout Latin America.

Insurgentes 5

CP TYL / ICT

Insurgentes 6

P ICT

Insurgentes 7

CP MR

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‘Our ELT profession.Professional Development: British Council and UK support. MA and PhD in ELT’Irma Piña Silva / Adriana Rebollo Philippe

Planning professional development is an important area of decision making for teachers and authorities. In this informative session we will present the experience of the agreement SEP PROMEP- University of Southampton- British Council to offer MA and PhD to enhance ELT profession. We will briefly describe these online courses and how they can complement other teacher training programmes in your institution.

Irma Piña (Dip RSA) has been involved in the educational field since 1974. Her experience includes both academic and administrative positions in private and public institutions. She worked for The Anglo for 19 years where she developed as a language teacher, teacher trainer, Academic Supervisor and Head of Teacher Training and Development. She is a Cambridge examiner and ICELT Main Tutor. She has a BA in English Language Teaching and a Master’s Degree in English Language Teaching form the University of Exeter. She has worked for the British Council for over 5 years.

Adriana Rebollo has been involved in ELT for over 25 years. She has taught English at all levels and has been involved in teacher training and teacher development. She is an ICELT trainer (Adriana is a COTE graduate herself and she participated in the very first COTE course in Mexico!) and a Cambridge oral examiner at all levels. She also holds the DOTE (University of Cambridge Local Examinations Syndicate) and a BA in English Language Teaching. Adriana is a biologist (UAM) and also holds a Masters degree in Science, (UNAM). She is still involved in this field, as she has been teaching Biology and Climatology at UAM since 1986.

Juárez

P CDP / OTL

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In this talk I am to show how children’s literature can be used to raise awareness of diversity and citizenship as well as encourage children to see diversity within their own class. I will discuss why this is important for children and provide background on diversity and citizenship education to identify the main themes. I will demonstrate how different areas of diversity can be addressed in the context of an English language lesson through the use of a range of picture storybooks which cater for different interests and learning styles. Criteria for selecting storybooks will be discussed and two main categories will be presented:

• storybooks where a diversity theme is explicit through the story content

• storybooks where a diversity theme is implicit but can be imported and linked to the story content

A methodology will be presented including a framework which teachers can use to generate and plan their own sequences of work around picture storybooks or their own choice. Finally, the different roles of the teacher in promoting diversity will be discussed in order to inform training programmes for teachers. These roles include the following: affective, procedural, behavioural and interactive roles.

Gail Ellis has over 30 years’ experience in English language teaching and has taught children, teenagers and adults and trained teachers in many different countries including England, China, Mexico, Brazil and Turkey. She is Adviser Young Learners and Quality for the British Council and is based in Paris, France. She has published widely in the field of English language teaching, and was winner of the first Frank Bell prize in 1991 for Learning to Learn English published by Cambridge University Press. She has also published Tell it Again! The New Storytelling Handbook for Primary Teachers and The Primary English Teacher’s Guide New Edition, published by Penguin Longman. She is currently working on a book, Learning to learn English for young learners for Delta publications. She was awarded an MBE for her services to the teaching of English to young learners in the Queen’s Birthday Honours Awards in 2004.

With thanks to for sponsorship.

Plenary session E12:00 – 13:00(reforma)

Gail Ellis‘Promoting diversity through children’s literature’

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Concurrent sessions E

13:15 – 14:15

‘Managing your classroom activities to meet different learners’ needs’Paulo Viera / Terry Beaumont / Mardi Senior

Delegates will look at comparisons between teacher learner relationships. This will include dealing with individuals, course design for the individual learners versus groups. We will take into account cultural differences, language level and approach to learning. Given by experts in business and general English and young learners, delegates will have practical exposure on relevant topics such as strategies for reducing risk for the teacher, maximising activities, the importance of when to give feedback, demonstrate learning in mixed-interest and mixed-level groups and learners’ expectations, thus meeting the learners’ needs, allowing for a positive teacher experience. Activities may include materials from a range of coursebooks, commonly used EFL resources and reference books.

Paul Vieira moved to ELT after a spending time in management & economics and studies in International Relations. Starting off at the Australian College of English, Paul moved to the British Council Mexico in 2010. He specialises in English for specific purposes. Paul has taught groups at Mexico’s foreign ministry and the Bank of New York as well as at the British Council, Mexico City.

Terry (Theresa) Beaumont is a teacher at the British Council, Mexico City. She teaches adults at all levels, but her main focus is on teaching Business English. Prior to becoming a teacher Terry worked mainly in television, and more recently in the Risk arena, as a Marketing Director. She has contributed to several INSETT’s and workshops at the British Council and has taught high level directors at many multi-national corporations in Mexico. She holds both TEFL and TESOL, is a qualified Life Coach and is the President of New Friends in Mexico City.

Mardi Senior has 8 years experience teaching ESL in Spain, Australia, Colombia and Mexico. Coming from a background in Tourism and Hospitality, she has taught General English, Business English, Exam Preparation Courses and Young Learners. She has been working with British Council Mexico since March 2012.

‘Testing, assessing and evaluating your students’Julia Jennings

This workshop will help you to:

• Identify, describe and evaluate a selection of ways to assess your students.• Identify key needs and problem areas in testing.• Describe different kinds of tests and their purposes.• Develop a system of assessment for your classes, using informal and formal

assessment procedures and materials.• Create assessment tasks using different task types suitable to your testing

objectives.• Consider assessing your students’ work fairly and consistently. • Go away with a handout describing the activities we have looked at along with

other practical suggestions to aid you in your classroom assessment.

Julia Jennings has been working at the British Council Bogota since August 2010. Previous to her appointment in Colombia she worked for the Council in Cairo and Seoul, the latter where she was a Young Learner Coordinator. She has also worked in Thailand and Spain.

Alameda 1

W DC

Alameda 2

W TEv

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‘Motivation: Creating a positive learning environment’Paloma Varela / Felipe Estrella

Motivation is one of those thoughts like justice or fairness that in principle we all know they are favourable for our teaching, but it’s not quite so clear how to achieve it. Motivation is defined as the internal drive that prompts someone to carry out activity towards an end. The role of motivation in the teaching-learning process is crucial to student success. Lack of motivation is perhaps the biggest barrier faced by teachers all over the world. Experts in the field suggest that activities that fall within the framework of Humanistic View of Motivation could help teachers achieve this goal.

Paloma Varela (See biodata on page 13.)

Felipe Estrella (See biodata on page 15.)

‘Looking at Autonomy to Celebrate Diversity and Intercultural Learning’Luiza Collin / Margarita Hernández

This highly interactive workshop comes out of a soon to be published longitudinal action research study that looks at how diversity and intercultural issues contribute to, and affect autonomous learning. The researchers took part in a Diplomado called: Formacion de Formadores con Enfoque Intercultural with the federal Coordinación General de Education Intercultural y Bilingüe (CGEIB) and created an educational and pedagogical intervention that they would love to share with other teachers and trainers. Come, participate and examine your reactions to diversity, intercultural and autonomous learning!

Luiza Collin is a Teacher Trainer and the Coordinator of Professional Development at the Center for Languages and Applied Linguistics, Universidad Autonoma de Tamaulipas. She also teaches in the BA in Applied Linguistics. She holds a BA in Communication and Translation, an MSW, and ALAD and ICELT certification.

Margarita Hernandez Macias: is the Coordinator of the bilingual Bachelor of Arts program in Applied Linguistics at the Universidad Autónoma de Tamaulipas. She holds a B.A. in Spanish Literature from the Universidad Ibero Americana and a Masters degree in Educational Technology and ELT, from the University of Manchester.

‘Differentiated Instruction through Task-based Language Teaching’Ana María Martínez

English language teaching has experienced different swings since the old times of the audio-aural and behaviorism. On the other hand, cognitive and constructivist theories of learning assume that language instruction has to be student-centered and include communication and interaction, diversity, cultural and intercultural understanding, ICT and various topics. As a result, it is essential to understand what Differentiated Instruction is, but how can teachers carry out Differentiated Instruction in the classroom? We believe that Task-based Learning is a suitable approach to add differentiated instruction in our multi-level groups because teachers can include students’ interests, collaborative work, language skills and competencies.

Ana María Martínez is a current professor at FES Acatlán UNAM and holds an M.A. in Education, diplomas in Applied Linguistics and ICT. She has been concerned about language teaching, teacher training and tutoring students, her essential research interests are language teaching methods, evaluation and oral production among others.

Alameda 3

W DC

Alameda 4

W CPD / DC

Alameda 5

W DC

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‘Identifying students’ subjective needs in EFL classrooms to increase motivation’Tomás Moreno

For many EFL learners, the study of English is as a social undertaking, like the study of music or painting. For them, the notion of having to use English outside the classroom is not clear. Instead, they have needs of a different nature, sometimes called “subjective needs”� which have to do with their expectations for learning English, their individual cognitive style and learning strategies. Teachers working in these contexts must carry out activities to meet such subjective needs which may contribute to enhance the students’ interest and help them find purpose for what they do in the English course.

Tomás Moreno has taught English (EFL) at University of Morelos, Tec de Monterrey and CIEX Chilpancingo, as well as in Teacher Education degree programs. He’s a COTE graduate, was granted MA in Applied Linguistics by the University of London in 2003, and Doctorate degree of Applied Linguistics by Macquarie University in 2011.

‘Picture booksand cross-curricular themes’Carol Read

This workshop combines two of my passions in primary English language teaching: using picturebooks and teaching through real content. The main thesis will be that, for the most successfuland effective long-term outcomes, it is vital to balance and integrate content-based teaching with the use of stories and narrative texts during the primary years.

During the workshop we will focus on the role that picturebooks play in enriching children’s understanding of cross-curricular concepts as well as extending their language, nourishing their imagination, developing their emotional intelligence and fostering responsible citizenship. We will establish differences in the language we need to teach children for social communication and for academic study, and explore a continuum of different types of picture books that can be used for teaching cross-curricular content. We will also discuss a range of practical exampleswhichshow how to integrate content-based learning with language development and creative thinking skills.


‘Keeping Secondary students On Course for success’Noldi Vives

Teaching adolescents is a challenging task. Teachers need to involve learners creatively in cooperative tasks that enhance communicative competence and develop their language skills. American On Course is a new series for teenage students that will allow them to learn within their own contexts and areas of interest. Come and join us to explore how this series integrates cultural and cross-curricular content with English language learning. It also offers learners opportunities to use the language meaningfully in personalized activities and collaborative projects.


Alameda 6

W DC

Insurgentes 3

W TYL / MR

Insurgentes 4

CP TYL

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‘Videotelling’Jamie Keddie

This highly practical workshop will revisit and expand on the areas covered in Plenary C: ‘Videotelling – Using video in the ELT classroom’. Participants will analyse the role of the videoteller, they will explore techniques to use short videos in the classroom, and they will further reflect on the power of using video for ELT.


‘Studying for the MA in TESOL with ITESO and Marjon, UK’Alison Clinton / Sarah Brown

The MA in teaching English to Speakers of Other Languages (TESOL) is a part-time distance learning postgraduate programme for teachers of English which enhances their understanding of and skills in teaching, and their capacity to undertake research in TESOL. It is taught at ITESO, Guadalajara by tutors from UCP Marjon, UK who have expertise in TESOL research and scholarship, and experience of the Mexican context. It offers a double degree in postgraduate studies (MA in TESOL from Marjon, UK and a Maestría en docencia de Inglés from ITESO University, Guadalajara.).

Alison has been involved in ELT for over 20 years. She is currently head of the language centre at ITESO University in Guadalajara where among other things, she coordinates the masters degree program with Marjon. Her interests are EAP, intercultural communication and distance learning.

Sarah has been in teaching and teacher training for nineteen years. An experienced ICELT tutor and E-tutor with British Council, she is an instructor in training with UCP Marjon. She is also a freelance materials writer and editor. Her interests lie in professional development and bilingual education.

‘Lesson planning or internet browsing…’Rene Ramírez

This talk is aimed at discussing the options internet and other media provide for educational purposes, and it is implications for ELT. Arguing that both teachers and students would benefit more by using media resources in the classroom, to gain a better understanding of how languages work in a real context.

Rene Ramirez is the ESOL & TESOL Coordinator for Trinity College London; he is responsible for Mexico and other countries in Latin America. He designs and delivers courses for professional development and workshops on how to understand and implement ESOL international standards in the classroom.

Insurgentes 6

CP TTP / CPD

Insurgentes 5

W MR

Insurgentes 7

P MR

50

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‘Continuous Professional Development with the British Council’Keri Craig

You are on a journey as a teacher of English. But where do you want to go? What do you need to do to get there? What’s the best pathway for you? TeachingEnglish.org.uk – the new global home for English teaching on the web – brings together everything that busy teachers need to continue their professional development.

Whether you are new to English language teaching or are taking the next steps in your career and development, you will find valuable help and opportunities here – from classroom materials to ideas for development to online teacher training courses. You can also check our Continuing Professional Development Framework for a starting point, or browse through our downloadable publications, conferences and top story news items.

Keri Craig is the Teaching Manager at the British Council in Mexico. She holds a MSc in TESOL and the Cambridge DELTA and the IH Diploma in ELT Management. Her teaching experience spans 10 years in Mexico, the UK and Costa Rica. Her interests lie in Human Resource Management in teaching. This includes developing and implementing systems of learning and performance management as well as Continuing Professional Development for teachers.

She has recently developed a performance management and observation system for “Project English” a British Council cascade teacher training programme reaching over 10,000 teachers in the Estado de México in its pilot phase.

Juárez

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The first stage of Teacher Development is to look inwards. Our growth as professionals is rooted in personal narrative, understanding our lives as teachers and examining the different paths we might take. We need to ask ourselves: What type of teacher am I? How did I become this way? What type of teacher would I like to be? What do I need to do to get there? Through the lens of personal narrative, we will look at different ways of developing – for example, through courses, mentoring, and deep reading – and engage in some enjoyable activities designed to explore our identities as teachers.

JJ Wilson has taught in Egypt, Lesotho, Colombia, the U.K., Italy and the U.S., where he is currently the Writer-in-residence at Western New Mexico University. He has co-authored several ELT courses, including Language to Go, Worldview, and Total English, and was

Series Editor on the second edition of Postcards (all Pearson Education). His methodology book, How to Teach Listening, won an English Speaking Union prize for the Best Book for Teachers of 2008. His short fiction has been anthologised by Penguin and Pulp Faction, among others. JJ’s most recent ELT course is Speakout, Pearson Education’s new series for adults, which won the Duke of Edinburgh English Speaking Union prize for the Best Book of 2011.

With thanks to for sponsorship.

Plenary session F15:45 – 16:45(reforma)

JJ Wilson‘Mentors, Myths, and Memories: The Dream Lives of Teachers’

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Concurrent sessions F

17:00 – 18:00

‘Teaching from the Heart: Re-Discovering Our Teacher Persona’Teresita García Bernal

The participants will review some important aspects dealing with the human side of general and foreign language education in order to explore their teaching persona. They will be led by the presenter through several tasks which involve classroom situations analysis, introspection and sharing. Active participation and decision making is expected from teachers attending this workshop. This session is intended for a general audience where the participants can adapt their conclusions to their own teaching context

Teresita García Bernal B.A./ M.A. in ELT from U.A.N.L. Teaches at the B.Ed. and ELT Programs at U.A.N.L. Experience in ELT areas: management, personal / professional development, teacher training, course design, SACs and academic consultancy. ICELT and TKT tutor. IELTS, FCE, PET, KET, YL oral examiner. TKT P Assessor.

‘Reflecting on Students’ Attitudes towards Learning English’Heriberto Díaz / Felipe Estrella

In different teaching situations, teachers encounter discouraged students who seem to lack the motivation to learn a foreign language. However, what appears to be a lack of motivation might in fact be a lack of clarity and direction on the part of both students and English teachers. The aim of this workshop is to encourage teachers to reflect on their own learning -of both languages and other topics- and to apply these reflections to promoting students’ taking a more active role in their own learning.

Heriberto Díaz Vázquez, M.Sc. is the Coordinator of the Language Department at the Centro de Investigación y Docencia Económicas (CIDE), where he also teaches English and Spanish as foreign languages. With over twenty years of experience in EFL, he has taught English at all levels and in different environments.

Felipe Estrella (See biodata on page 15.)

‘Non-native English teachers’ professional trajectories in central Mexico: Narrative inquiry’Fátima Encinas / Veronica Sánchez

This study addresses the analysis of six non-native English teachers’ professional trajectories where 1) becoming an English teacher, 2) their English learning, 3) their critical moments, 4) non-nativeness, and 5) their future were the most salient themes. The results of this one-year longitudinal study will present pedagogical implications to inform the MA in ELT program in a public university in Central Mexico.

Fátima Encinas has been an English teacher and teacher educator for more than thirty years. She has coordinated the Licenciatura en Lenguas Modernas, BUAP, Diplomados en Enseñanza de Lenguas, Universidad Iberoamericana Puebla and the Maestría en Enseñanza del Inglés, BUAP. Her main research interests are literacy and teacher development.

Verónica Sánchez holds a PhD in Applied linguistics from Maquiarie University. She is the coordinator of the Maestría en Enseñanza del Inglés, BUAP. Her main research interests are teacher education and teacher development.

Alameda 1

W CPD

Alameda 2

W CPD

Alameda 3

P TTP / CPD

53

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Ongoing Professional Development: Does a teacher’s education ever stop?’Tery Lemanis

What makes a good teacher? What is the difference between teacher education, teacher training and teacher development? Can learner-centredness, a concept that has characterised much of the debate about Communicative Language Teaching in recent years, also be applied to thinking about teacher training? What is the role of theory and practice in teacher education programmes? How can a teacher progress and develop professionally? This session will try to answer these questions and examine different models of teacher education, discussing the effectiveness of each one in different teaching and learning contexts.

Tery Lemanis (B.A. in Education, B.M. in Music Performance) is an experienced teacher and teacher trainer and has conducted teacher training and professional development seminars in Colombia, Mexico, Turkey, Spain and Thailand. His main interests lie in incorporating New Technologies and Music in the English classroom. He is currently working for MM Publications.

‘Teachers’ beliefs: Their role in English language teaching’María Esther Lemus

Everything teachers do in the classroom is underpinned by their beliefs (Nunan, 2004). The teachers’ beliefs systems are constructed slowly and have different origins such as teachers own experience as language learners (Borg, 2003). The consistency with which teachers’ actions reflect what they claim to believe appears to be a vital aspect of good teaching (Williams and Burden, 1997). What are the sources of teachers’ beliefs? What is their role in teaching practices? The purpose of this talk is to share some findings of the research developed on teachers` beliefs and on the manner they delineate teaching practices.

Maria Esther Lemus Hidalgo holds an MA in Applied Linguistics from the University of Sussex where, at present, she is studying the International Doctorate in Education. Ms. Lemus Hidalgo, professor of the University of Aguascalientes, is mainly interested in language teacher education as well as in its research.

‘Processes and Tools for Professional Development’María Luisa Castanedo

Even if professional competencies are developed at a basic level, initial teacher training often “imposes” received approaches from the outside. However, professional development requires an inside view of the profession. We will analyze different processes and tools for development, with an emphasis on systematic reflection on our performance and needs.

María Luisa has been involved in language teaching, teacher training and testing for over 16 years. She holds a BA in Chemical Engineering from Universidad La Salle, the University of Cambridge COTE, and an MA in Teaching English to Speakers of Other Languages from Canterbury Christchurch University.

Alameda 4

W CPD

Alameda 5

P TTP / CPD

Alameda 6

P CPD

54

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‘The Time Machine’Theatre Play by ARTSPOT, Educational Theatre

THE TIME MACHINE is ARTSPOT’s 2011-12 theatre play created to make the learning of the English language more entertaining. To ensure thorough understanding of the piece, special care has been taken to maintain an uncomplicated but insightful vocabulary, to develop clear visual and musical concepts, and to expressly include the communicative aspect of body language. The educational value of the play is enhanced by a resource package to make this project a powerful educational tool.

Since its creation in 1997, ARTSPOT has been deeply involved in exploring alternatives and new sidelights to education through the art of theatre. ARTSPOT’s plays are created to make the learning of the English language more entertaining whilst extolling human values in the process. (www.artspot.com.ar)

‘Furnished Imagination: how teachers learn in TESOL’Richard Kiely

This paper looks at key themes in teacher learning, both in pre-service courses and in early career work. It examines both WHAT teachers learn, and HOW they learn. The talk explores the issues of pedagogical knowledge, teaching skills, professional identity formation, apprenticeship of observation, and learning as change, imagination, and confidence. Together, these constitute ‘Furnished Imagination’, a construct which illustrates both the substance and mechanisms of teacher learning.

Richard Kiely is Professor of Applied Linguistics and Language Education at UCP Marjon, UK. His research specialist area is English language teacher education, especially, how teachers learn. He is Porgramme Leader of the MA in TESOL currently offered in Mexico in collaboration with ITESO, Guadalajara.

‘Lessons from Experience - Classroom Action Research’Barbara Taylor

Lessons from experience “Classroom Action Research Despite the various developmental benefits that teachers can gain from examining and analyzing their own teaching practice, few teachers engage in Classroom Action Research, partly our of fear of the implications of the word “Research” and ignorance of what CAR is, and partly out of inertia” a certain conformity with the way things are. According to Nunan (1990), classroom action research does not require the standard formalization of a research project with a literature search, hypothesis testing, treatment conditions, etc. Instead it consists of seven basic steps to investigate a problem. It is more systematic than personal reflection, but more informal, personal and “doable” than formal educational research. The aim of this session is to demystify the process by looking in detail at the following areas: 1. What Classroom Action Research is 2. What it is not 3. The benefits for the teacher, learners and institution of engaging in CAR 4. What any process of development requires from the teacher eg. a sense of commitment, motivation etc. 5. The steps in the action research process 6. Where questions or areas for research can come from 7. Evaluating progress and finally 8. The importance of continuing professional and personal development in an increasingly competitive world.

Barbara Taylor, RSA Dip TEFLA, began her teaching career in Mexico over 40 years ago at the Anglo-Mexican Cultural Institute, where she also held administrative and managerial posts. She is an experienced teacher trainer and UCLES ESOL tutor, as well as an oral examiner.

Insurgentes 4

P TTP / CPD

Insurgentes 3

CP TYL

Insurgentes 5

W CPD

55

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‘The Profesionalization Process: an End or the Beginning?’Emma Domínguez

“Professionalization” is a buzz word for English teachers across Mexico these days. We know that language learning goes beyond contrived classroom communication activities and formal language elements. We need to facilitate effective personal learning experiences. Therefore the professionalization process must go beyond traditional “methodology” to include knowledge and skills related to other disciplines.

In this session, we will review the stages in the professionalization process, taking into account requirements for eligibility. We will look at the origins of Acuerdo 286 and analyze its implications on the professional development and validation of English teachers. Participants will reflect on possible options that follow the conclusion of the professionalization process.

This talk aims to generate reflection, so that participants analyze their values, beliefs, and needs and make commitments; to their own professional development, and to the vital role they play in the ELT world and in a broader context.

Emma Dominguez has been an English language teacher and teacher trainer for more than 20 years. She holds a degree in English language teaching from the University of Exeter and a Diploma in the same field by Cambridge University. She is an authorized speaking examiner for all levels of Cambridge ESOL certifications. Emma has written and published books for primary and secondary. After working for 19 years at Instituto Anglo Mexicano de Cultura, she is now Macmillan’s Publisher for Mexico.

‘Magic as a teaching tool’Christian Leclerc

In this lecture you will learn practical activities; to entertain, motivate, get pupils attention, challenge and most important teach students! You will learn the benefits and why using “magic tricks” in class. Combined with teaching, you will actually learn activities using flash cards, cardboard, whiteboard…etc. You will also learn some techniques to deal with large and small groups, especially on group management.

From Canada, Christian Leclerc is the author of Magia como herramienta de Enseñanza and Magia con Matemáticas (Magic as a teaching tool and Magic with Maths). The idea came up from his lesson plans and notes, where he introduced magic in his English and French lessons. The books were published in 2005 and 2008 and available in more than 9 countries. He has given more than 5000 lessons as well as more than 8000 close up magic presentations including magic consultancy for some TV Shows in Canada. Today he works for one of the most important language provider in the world and still has a big passion for Magic and language learning.

Insurgentes 7

CP TYL / MR

Insurgentes 6

W CPD / TTP

56

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‘What does success look like? Successful British Council Projects in Latin America’A dialogue between Paul Woods, Dan Humm-Soriano and Higinio Ordóñez

Telepresence Technology in UrUgUayan primary schools: The ceibal en inglés projecT

The British Council is managing an innovative English teaching project in Uruguay, called Ceibal en Inglés. The goal is to provide remote English language teaching using video conference connections to rural schools where there are no qualified English teachers available. Plan Ceibal made headlines when Uruguay became the first country in the world to supply every child in state schools with a laptop, and Ceibal en Inglés is part of a wider project bringing 21st-century skills to a new generation. As well as being technologically innovative in its use of remote video-based teaching to large classes of young learners, this project is also at the cutting edge of pedagogical development.


sUccess and challenges of large scale Teacher Training in mexico

British Council Mexico ran a pilot programme for large scale teacher training in the State of Mexico. This talk will explore how the programme operated, the features shared in many other global contexts as well as the approaches to take to replicate its successes and what was learnt from the challenges faced.

Dan Humm Soriano has worked in EFL for over 15 years and is currently working as the Project Manager for Programa British Council Formador de Facilitadores in the State of Mexico. His interests lie in teacher training and in developing online solutions for recurring educational problems.

Higinio Ordóñez is the Coordinator of the English Language Teaching in Basic Education in the State of Mexico. He has been actively involved in teacher training. He is a primary teacher and holds a BA in history and an MA in Higher Education. He was Director of Atlacomulco Teacher Training College and has participated as tutor on line for Georgia State University. He has participated in in academic visits related to English Language Teaching in Argentina, Spain and Peru. He has been a Language Assistant in Britain, Japan and the United States.

Juárez

P TTP / OTL

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We review the conference and invite you to reflect on how the messages can inspire you in your work. We look at Great Teaching and Great Learning from the perspective of the learner, the teacher and the policy-maker, and propose basic principles to lead to success. Some principles come from freely available British Council supported research and other sources of inspiration and continual development for the 21st century ELT professional. As the first month of 2013 draws to a close you are invited to make a final New Year’s Resolution.

Plenary session G18:15 – 19:00(reforma)

John Knagg‘Great Teaching, Great Learning: Let’s Make it Happen!’

John Knagg OBE is Head of Research and Consultancy for English at The British Council UK. John is a qualified teacher who has worked in Europe, the Middle East and East Asia as well as almost a decade in Latin America. He is responsible for British Council publications in English and conceived and commissioned the Directory of UK ELT Research, the British Council ELT Research Partnership Awards. John is the chief judge of the BC awards for Innovation in ELT (the ELTons), and is a member of the editorial panel of the English Language Teaching Journal. He has travelled widely to advise on policy matters in the area of English language education.

58BBELT 2013 Great Teaching, Great Learning

Exhibitors

EMPRESERContact: Mauricio OrtegaEmail: [email protected]

ITESOContact: Alison J. ClintonEmail: [email protected]

MACMILLANContact: Raúl RamírezEmail: [email protected]

MAJESTIC EDUCATIONContact: Denise SalazarEmail: [email protected]

NULUContact: Eitan GeftEmail: [email protected]

OUPContact: Lorena ToiberEmail: [email protected]

PEARSONContact: Mireya UriarteEmail: [email protected]

RICHMONDContact: Vania BautistaEmail: [email protected]

TRILLASContact: Lic. Jesús Galera LamadridEmail: [email protected]

UDPContact: Mireya CamposEmail: [email protected]

ARTSPOT Contact: Alicia GentileEmail: [email protected]

BODELI Contact: Erik Osnaya V.Email: [email protected] / [email protected]

CENGAGE Contact: Jenny RodríguezEmail: [email protected]

CESOL Contact: Cambridge EnglishEmail: [email protected]

CHANGO MANIACO Contact: Denise Valenzuela LópezEmail: [email protected]

CUP Contact: Cruz CastroEmail: [email protected]

DELTI Contact: Gabriela del OlmoEmail: [email protected]

EDIMSAContact: Juan Carlos Guazano MedinaEmail: [email protected]

EFContact: Christian LeclercEmail: [email protected]

EURO LATINAMERICAN BOOKSContact: Aidee Armenta O.Email: [email protected]


Index by name

Page

Knagg, John 57Leclerc, Christian 55Lemanis, Tery 53Lemus, María Esther 53Llanas, Angela 14Lugo, Imelda Guadalupe 19Magaña, Carmen 24Martínez, Ana María 47Meyer, Tanya 25Moore, Caroline 40Moreno, Tomás 48Muedano Lemus, Francisco 43Ordoñez, Higinio 56Ortega, Mauricio 14, 20Peláez, Rosa María 13Pereda, Fabián Andrés 14Piña Silva, Irma 44Ramírez, Renee 49Read, Carol 17, 48Rebollo Philippe, Adriana 44Reid, Sarah 24Roche, Clare Marie 40Russell, Jake 27Sabugo, Pamela 20Salazar Díaz, Alma Patricia 13Salazar, Denise 41Sánchez, Verónica 52Schabes, Hedy 15Segura, Dante 26Seligson, Paul 27Senior, Mardi 46Suárez, Jorge E. 42Taylor, Barbara 54Thummler, Renate 13, 42Valero, Vida 25van der Werff, Joep 21Varela, Paloma 13, 47Verma, Dilip 43Vieira, Paulo 45Villegas, Kiku Ko 20Vives, Noldi 42, 48Watson, Andrew 18Whitcher, Anna 26Wilson, JJ 15, 51Woods, Paul 39, 56

Page Álvarez, Hilda 19Andrade, Liz 20Armenta, Aideé 19ARTSPOT 54Bangle, Barbara 26Beadle, Kim 24Beaumont, Terry 46Brown, Sarah 49Camargo, Idolina 21Castanedo, María Luisa 53Castineira, Tere 42Chávez, Francisco 14Clinton, Alison J. 49Cohen, Jeanne 15Collin, Luiza 47Connolly, David 18, 42Contijoch, María del Carmen 42Cortés, Gabriela 25Craddock, David 16Craig, Keri 50Creemers, Edouard F.H. 42Díaz, Heriberto 52Diazgonzalez, Rafael 18Domínguez, Emma 55Domínguez, Luis 41Ellis, Gail 45Ellsworth, Tod 13Encinas, Fátima 52Estrella, Felipe 15, 47, 52Fadel, Charles 11Félix, Jair 43Flavel, Annette 27García Bernal, Teresita 52García-Flores, Carlos G. 19Geft, Eitan 25Grounds, Pat 12Haines, Philip 20Harris, Simon 28Haupt, Engeli 22, 40Hernández, Margarita 47Hernández, Martha G. 40Humm-Soriano, Dan 56Jennings, Julia 46Keddie, Jamie 23, 49Kiely, Richard 54


Index by topicClassroom Management (CM)Diazgonzalez, Rafael 18Álvarez, Hilda 19Continuing Professional Development (CPD)Grounds, Pat 12Thummler, Renate / Varela, Paloma 13Estrella, Felipe 15Connolly, David 18, 42Piña Silva, Irma / Rebollo Philippe, Adriana 44Collin, Luiza / Hernández, Margarita 47Brown, Sarah / Clinton, Alison J. 49Craig, Keri 50García Bernal, Teresita 52Díaz, Heriberto / Estrella, Felipe 52Encinas, Fátima / Sánchez, Verónica 52Lemanis, Tery 53Lemus, María Esther 53Castanedo, María Luisa 53Kiely, Richard 54Taylor, Barbara 54Domínguez, Emma 55Curriculum Reform (CR)Peláez, Rosa María / Salazar Díaz, Alma Patricia 13Chávez, Francisco / Pereda, Fabián Andrés 14Estrella, Felipe 15Armenta, Aideé 19Diversity in the Classroom (DC)Álvarez, Hilda 19Haupt, Engeli 40Vieira, Paulo / Beaumont, Terry / Senior, Mardi 45Varela, Paloma / Estrella, Felipe 47Collin, Luiza / Hernández, Margarita 47Martínez, Ana María 47Moreno, Tomás 48Information and Communication Technology (ICT)Ellsworth, Tod 13Schabes, Hedy / Cohen, Jeanne 15Craddock, David 16Moore, Caroline 40Roche, Clare Marie 40Hernández, Martha G. 40Domínguez, Luis 41Vives, Noldi 42Muedano Lemus, Francisco 43Verma, Dilip 43Learner Autonomy (LA)Armenta, Aideé 19Reid, Sarah 24Meyer, Tanya 25Valero, Vida / Cortés, Gabriela 25Bangle, Barbara 26Materials and Resources (MR)Ellsworth, Tod 13Wilson, JJ 15Craddock, David 16Sabugo, Pamela / Villegas, Kiku Ko / Andrade, Liz 20Haines, Philip 20Beadle, Kim 24Magaña, Carmen 24Geft, Eitan 25Whitcher, Anna 26


Index by topicFlavel, Annette 27Russell, Jake 27Salazar, Denise 41Félix, Jair 43Keddie, Jamie 49Ramírez, Renee 49Leclerc, Christian 55Online Teaching and Learning (OTL)Harris, Simon 12Haupt, Engeli 22, 40Geft, Eitan 25Moore, Caroline 40Castineira, T and others 42Piña Silva, Irma / Rebollo Philippe, Adriana 44Woods, Paul / Humm-Soriano, Dan / Ordoñez, Higinio 56Skills (Sk)Wilson, JJ 1Connolly, David 18, 42Haines, Philip 20Pronunciation (Pron)Lugo, Imelda Guadalupe / García-Flores, Carlos G. 19Seligson, Paul 27Teaching Adults (TA)Peláez, Rosa María / Salazar Díaz, Alma Patricia 13Hernández, Martha G. 40Teacher Training Programmes (TTP)Grounds, Pat 12Haupt, Engeli 22Magaña, Carmen 24Meyer, Tanya 25Seligson, Paul 27Roche, Clare Marie 40Brown, Sarah / Clinton, Alison J. 49Encinas, Fátima / Sánchez, Verónica 52Lemus, María Esther 53Kiely, Richard 54Domínguez, Emma 55Woods, Paul / Humm-Soriano, Dan / Ordoñez, Higinio 56Teaching Young Learners (TYL)Schabes, Hedy / Cohen, Jeanne 15Ortega, Mauricio 14, 20Llanas, Angela 14Watson, Andrew 18Diazgonzalez, Rafael 18Lugo, Imelda Guadalupe / García-Flores, Carlos G. 19Sabugo, Pamela / Villegas, Kiku Ko / Andrade, Liz 20Camargo, Idolina 21van der Werff, Joep 21Reid, Sarah 24Segura, Dante 26Bangle, Barbara 26Flavel, Annette 27Salazar, Denise 41Vives, Noldi 42, 48Muedano Lemus, Francisco 43Read, Carol 48ARTSPOT 54Leclerc, Christian 55Testing and Evaluation (TEv)Jennings, Julia 46


Acknowledgements

The British Council Mexico would like to thank the following people and organizations for their contributions to the conference:

Adriana Sánchez León (Conference management)

Ligia Espejo Vivanco (Conference coordination)

Adriana Rebollo Philippe, Guillermo Parra Malvaez, Mónica Terán (Conference support)

Eduardo Plaza Munguía (Design)

Ignacio Estrella (Website administration)

Cecilia Sevilla, Cecilia Ingelmo, Miguel Galván, Michelle Lezama, Dulce Díaz (Finance support)

Juan Carlos Hernández (Press and communications management)

Deborah Cedeño, Diana Rojas (Telemarketing)

Pilar Aramayo, Rocío Bermejo, Kate Harris, Denise Long, Giannina Trejo, Zoë Tysoe, Eloise Vivanco, Andrew Watson (BBELT 2013 Committee)

Ernesto Coeto, Eduardo Figueroa, Adolfo Aguilar (Logistics)

Voluntary members of staff (Customer care during the conference)

Imaquinando, S.A. de C.V. (Event production and branding)

Janet Roldán, Hotel Meliá (Event coordination)

S+S Editores (Proofreading and editing)

Duplicate Asesores Gráficos (Printing services)

DXpress (Printing services)

AHM Registro (Registration services)

Diseño y Desarrollo Marketing (Promotional products and services)

Impulso Comercializadora (Promotional products and services)

Reverso Creativo (Promotional products and services)

Archer Troy Publicidad (Design)

Hivisa Viajes S.A. de C.V. (Travel agency)

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