excitelt conference booklet

7/26/2019 excitELT Conference Booklet

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excitELTChallenging AssumptionsNamyejong International OfficeMarch 19th 2016


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excitELTContents

Introduction page 2

Getting to excitELT page 3Where to Eat page 4Schedule page 5Featured Speakers page 7Schedule by Time page 1310:2511:00 page 1311:1011:50 page 1412:0012:40 page 1512:451:20 page 162:202:50 page 173:003:40 page 183:504:30 page 204:405:10 page 225:206:00 page 236:106:40 page 24

We couldnt have organised thisconerence without the help omany people. We are blessed to bea part o a community o teacherswho are so giving o their timeand advice. We want to thank all

attendees or making this possibleand anyone involved or their help.

We would like to give a specialthank you to the ollowing people:

Josette LeBlanc and Chuck Sandyor the inspiration

Michael Griffin who was always oncall or advice

Innovate EL For all their helpearly on

Scott Tornbury and Dr. amara

Swensonor jetting in

Te partners o the excitEL teamwho can finally have us back afer

the conerence

Our volunteersor all theirtime

Alan Cromlish, Sean GwansooShin, and Haneul Myeong o

Namyejong International Officeor all their help and support

Heidi Namor recruiting her students

Magan Glidewellor jumpingin and lending a hand wherever

needed

Jeroen Chop Root and LukeJonesor helping spread the word

Namyejong International Officeor so kindly sponsoring us


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An Experiment in ELTConferencing

Tim Hampson

Tis conerence was born rom adesire to experiment with whatEL conerences look like. Wevetried out lots o different things.

We hope youll like what wevedone, but even i you dont findeverything to your liking, were sureeveryone will learn a lot finding outwhat works and what doesnt. Hereare our things weve aimed or:

1. DiversityIf you only read the books thateveryone else is reading, you canonly think what everyone else isthinking, A diverse conferencemeans a wide range of experienc-es are shared. Weve worked hardto build a day where you can learnfrom people of different genders,native languages, races and ages.

2. Hands on sessions

I have a story I tell a lot o beingstuck in a presentation about theimportance o reducing teacher

talk time. Te presenter didnt letanyone else speak or the ull houro his talk! o avoid this plenarieshave been trimmed down to tenminutes: enough time to get a mes-sage across, but not enough timeor waffle. Weve selected work-shops that are practical, hands on,and audience centered.

3. Demo classes

Most teachers want more opportu-nities to see other teachers teach.Our demo classes give you the op-portunity to see antastic teachers

at work, and discuss their processwith them. Teyll be showing youinnovative techniques or you toadapt to your own classroom

4. Networking

Lots o the best things that happen

at conerence occur in the gaps.Meeting other teachers, sharing acoffee, and answering questionscan be some o the most memo-rable conerence moments. Wevemade a lounge space you can useto relax and get a drink. Tere will

also be special times or network-ing and asking questions.


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Getting to excitELTexcitEL is being hosted by Namy-ejeong() University nearSinseoldong Station().

Its in the central Dongdaemunarea o Seoul and very easy to get torom all over the city.

Te address is:Namyejong Art Hall, 12 Hanbit-ro,Sinseol-dong, Dongdaemun-gu,Seoul, ROK.

73-3

From Inchon International Ai-

port

By train/subway: ake the airport

express railway to Seoul Stationand transer to subway line 1. Fol-low directions rom Seoul Station.

By bus: ake airport bus #6002.Get off at Sinseol-dong Station.Go lef at the crosswalk and make

a right to bring you to the closestcorner. Make two lefs. Namyejongwill be on the lef side.

From Gimpo International Air-

port

By train/subway:ake the airport

express railway to Seoul Stationand transer to subway line 1. Fol-low directions rom Seoul Station.

By subway:ake line 9 or fifeenstops to Noryangjin and transerto line 1 towards Soyosan. Go tenstops and get off at Sinseol-dong

Station. Walk straight out o exit1 or five minutes, away rom themain intersection. When the roadorks, stay lef. You will pass Hang-ar Coffee on your lef. NamyejongArt Hall will be on your right.

From Seoul Station

ake subway line 1 towards Soyo-san or 7 stops (about 12 minutes).Get o at Sinseol-dong Station.Walk straight out o exit 1 or fiveminutes, away rom the main inter-section. When the road orks, staylef. You will pass Hangar Coffee on

your lef. Namyejong Art Hall willbe on your right.

From Express Bus Terminal

(Gosok Terminal)

ake subway line 3 towards Dae-hwa or ten stops (approx 19 min-

utes). ranser to line 1 towardsSoyosan. Go our stops and getoff at Sinseol-dong Station. Walkstraight out o exit 1 or five min-utes, away rom the main inter-section. When the road orks, staylef. You will pass Hangar Coffee onyour lef. Namyejong Art Hall willbe on your right.


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Where to EatAttendees are welcome to bring abrown bag lunch (or doshirak, iyou preer) to eat in the lounge next

to the theatre. Tere are also manyrestaurants and coffee shops withinwalking distance rom Namyejong.While we have no official recom-mendations, rumor has it the plac-es below offer some decent eats.

Warning: I you cannot read Kore-an, it is recommended that you tagalong to lunch with other attendeeswho can or, even better, take outone o our hard-working volun-teers.

Cheongnyeon Kimbab*

53-1 Hajeong-ro, Dongdaemun-gu

Offers a decent selection o kimbab(Korean style rice wrapped in sea-weed with a range o fillings) alongwith spicy seaood ramyeon.

Tramia

Shinan Building, 17 Jongro 66-gil,Jongro-gu

Brick oven pizzas and burgers. Piz-zas run rom 13,000 to 16,000 wonand burgers start at just 4,500 won.

Chamchi Gongbang*

139-1 Bomundong 7(chil)-ga,Seongbuk-gu

Unlimited tuna sashimi rom25,000 won. Tey also offer dish-es such as hwoe deopbab (sashimiover rice) and albab (roe over rice)or a decent price.

Marushabu

61 Wangsan-ro Dondaemun-gu

Shabu shabu (bee and other good-ies cooked in a savory broth at thetable) and salad bar. Te bee sha-bu set runs around 18,500 won onweekends.

Coffee:Hangar Coffee is located across thestreet rom Namyejong Art Hall.You will also find Starbucks and

Ediya Coffee around the cornerbetween Namyejong Art Hall andSinseoldong Station exit 3.

*Tese resturants have Korean onlysignage. Look out or their namesin Hangul or go with someone who

can read Korean.

Lunch is rom 1:20 till 2:20.


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The Theatre The Lounge Room 303

10:00

10:25

Coffee andregistration

10:2511:00

Elizabeth May &Michael GriffinPlenary Sessions

11:10

11:50

Brandon PayneDemo Lesson

12:00

12:40

Scott TornburyWorkshop

Brandon PayneDemo Lesson

12:45

1:20

ChristopherGarland,

Rhett Burton &amara SwensonPlenary Sessions

1:20

2:20Lunch

2:20

2:50

Mikyoung Kim &Josette LeBlancPlenary Sessions

3:00

3:40

Anna LosevaDemo Lesson

3:50

4:30

Michael Griffin

Workshop

Brandon Payne

Demo Lesson4:40

5:10

Ki Young Kang &Scott TornburyPlenary Sessions

5:20

6:00

NetworkingSession

Stewart GreyDemo Lesson

6:10

6:40

Q&A Session withInvited Speakers


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Room 302 Room 308 Room 309

10:00

10:25

10:2511:00

11:10

11:40

Josette LeBlancWorkshop

Rhett BurtonWorkshop

12:00

12:40

Daniel SvobodaWorkshop

12:45

1:20

1:20

2:20Lunch

2:20

2:50

3:00

3:40

amara SwensonWorkshop pt. 1

(Bring a MacBook)

Mikyoung KimWorkshop

Heidi NamWorkshop

3:50

4:30

amara SwensonWorkshop pt. 2

(Bring a MacBook)

Gordon West

Workshop

Rhett Burton

Workshop4:40

5:10

5:20

6:00

Ki Young KangWorkshop

Sean GwansooShin

Special Lecture

6:10

6:40


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Scott Thornbury

Scott Tornbury lives in Spain andteaches on the MA ESOL pro-gram at Te New School in NewYork. His previous experience in-cludes teaching and teacher train-ing in Egypt, UK, Spain, and in hisnative New Zealand. His writingcredits include several award-win-ning books or teachers on lan-guage and methodology, includingeaching Unplugged (co-authoredwith Luke Meddings) and An A toZ o EL. His website is: www.scot-

tthornbury.com

Plenary session

Challenging AssumptionsTe current approach (inasmuchas there is one) to second languageteaching, and o English in particu-

lar, rests on a number o assump-tions. One o these is that languageis best learned incrementally in

Featured Speakersthe orm o bite-sized chunks (alsoknown as grammar macnuggets!)In this talk Id like to challenge thisand one or two other assumptions,

explore why they are so persistent,and suggest ways that they mightbe counteracted or, inecessary,subverted.

Workshop

Te Joy o (Short) extso see a world in a grain o sand

wrote Blake - and all language in ashort text. In this workshop Ill tryto show how even very short texts,like jokes, tea bag wrappers, andshort poems, can be exploited orthe huge variety o language ea-tures that they embed, not to men-

tion their pure pleasure.

Josette LeBlanc

Josette LeBlanc is a teacher, teach-

er-trainer, and learner. Her inter-ests include finding ways to inspireothers to find their superpowers,


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and exploring her own journey ogrowth and development. She hastaught, presented, and written onthe topics o reflection, compas-

sion, and personal and proessionaltransormation

Plenary session

Te Inevitable Reality o eacherBurnoutBurnout is a possibility, or i notan inevitable reality, or teachers

around the world. Consideringhow some education systems areorganized, it seems that this is aplausible assumption. I challengethis because I believe teacher burn-out not only harms teachers, butalso students, and in essence, the

larger community. I believe thereis a connection between emotion-ally healthy teachers and emotion-ally healthy communities. One wayto contribute to this orm o teach-er development is to provide themwith the tools needed to increase

their emotional awareness in orderto strengthen their emotional resil-ience. Tese tools include the prac-tice o emotional literacy and theparticipation in teacher supportgroups. In this talk I will share myexperience in offering these toolsto a small group o Korean teacherso English, and the positive resultsthat emerged. Presentation attend-

ees can expect to leave this talkwith a new lens on how to bypassthe path to burnout.

WorkshopEmotional Literacy and Communityin ELeaching can be a lonely proession.Although people surround you allday, ultimately its only you at theront o the class. During chal-lenging moments, this can leave

teachers eeling doubtul, upset,and conused. It doesnt have to bethis way. By being part o a teach-ers community that is prepared tosupport its members, you may re-gain the courage to step back intothe classroom you dread; you most

likely will receive insight into a nag-ging problem; but most importanto all, youll probably finally eelunderstood. Getting to this degreeo understanding, however, isntalways easy. It requires listeningskills that go beyond what is usual-

ly taught English language lessons.In this workshop, participants willlearn how to deepen their listeningskills by exploring common teach-ing challenges via the language oemotions. It is my hope that bydoing this, participants will gaininsight into what it takes to build ateachers community committed topositive transormation.


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Michael Griffin

Michael Griffin has been teachingfor around 15 years. He is current-ly based in Seoul where he teaches(mostly) English at Chung-AngUniversity. Currently, teachertraining and development is botha hobby and passion. Mike is alsoinvolved with #KELTchat, #iTDi,and the New School MATESOLprogram.Plenary Session

each Like a Freak

Perhaps Steven Dubner and StevenLevitt, authors o Tink Like aFreak (as well as Freakonomicsand SuperFreakonimics), canoffer insights into teaching notcommonly ound in methodologytextbooks or plenary talks.

In this talk the presenter will ex-plore the importance o incentives,the power o thinking like a child,

the upside o quitting, the pullo tradition, and the role o thethree most powerul words in theEnglish language in an attempt to

help EFL teachers see how think-ing like a Freak might be benefi-cial to those working in the ELfield in Korea and beyond.

Workshop

Examining Assumptions AboutGood and Bad eaching ech-

niquesTere is no shortage o receivedwisdom about what constitutesgood and bad teaching prac-tices in EFL. raining courses,conerences, and colleagues arecommon sources to learn what is

good and bad but chances toconsider why this is so might belacking .

In this interactive workshop par-ticipants will be asked to considerboth the positives and negatives

o widely-known teaching activi-ties. Ideas and assumptions aboutwhat constitutes good and badteaching will be challenged andparticipants can expect to walkaway with a clearer idea o theirown belies on common and com-monly mentioned techniques.


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Ki Young KangKiyoung Kang has challengedmany assumptions during her ca-reer as an EFL conversation teach-er or the dea and hard o hearing.She actively researches phoneticacquisition and is currently serv-ing as the director o AUD SocialCooperative, a group that providestechnology and assistance orsustainable communication andsharing with the hearing impaired.

Plenary session

eaching English as Foreign Lan-

guage to Students with HearingLossDespite the increasing necessityand desire to learn English amongindividuals with hearing loss, re-search on dea and hard o hearingL2 learners or interventions with

dea and hard o hearing EFLlearners is hard to find. Englishteachers ofen ace difficulty in

teaching students with hearing lossdue to inter-individual variabilityamong learners, in addition toa lack o teaching materials and

teacher training programs. Giventhis reality, the purpose o thispresentation is to raise issues andshare ideas regarding teachingEnglish as a oreign language tostudents with hearing loss.In this workshop, we will take alook at general inormation aboutlearners with hearing loss be-ore discussing the key points toconsider when teaching English asa oreign language. Based on theunderstanding o the challenge thestudents with hearing loss ace, wewillexplore ways to support the

students such as using visual aids.Participants will have a chance topractice employing lip-reading,using cued speech and articulationintervention in listening/speakinglessons, and adopting symbols ingrammar lessons.

Workshop

Considerations and strategies orteaching EFL students with hearinglossIn this workshop, we will take alook at general inormation about

learners with hearing loss be-ore discussing the key points toconsider when teaching English as


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Dr. Tamara Swenson

amara Swensons (Ph. D., Com-munication, U. Colorado-Boulder)research ocuses on the integra-

tion o technology in languageeducation, with emphasis oncontent-based materials or digitalenvironments. She is a proessorat Osaka Jogakuin University andhas led the universitys move rompaper-based texts to interactive

eBooks or iPads since 2012.

Plenary session

Use the ech, Keep the Connectechnology is not a panacea. Itis also not a demon. Just as good

English language teaching practic-es have always required learnersto make connections with eachother and their instructors, goodtechnology practices in EL class-rooms encourage these same con-nections. Te goal is keeping theconnect while using the tech.

Workshop

Creating iBooks or your StudentsTis workshop will cover the ba-sics o creating interactive iBooksusing the iBooksAuthor programthat take advantage o the ea-

tures o iPads (or iPhones). Tepresenter has authored or edited18 iBooks and will provide thematerials needed to quickly cre-ate an interactive iBook or ELclassrooms and the tools neededto create iBooks or your students.

Attendees are encouraged bringtheir MacBook computers will getthe ull experience, but even thosewho are not Mac users will takeaway ideas or effective materialsor tablet computers.

N.b. Tis workshop runs over twoworkshop sessions. Please plan yourday accordingly.

a oreign language. Based on theunderstanding o the challenge thestudents with hearing loss ace, wewillexplore ways to support the

students such as using visual aids.Participants will have a chance topractice employing lip-reading,using cued speech and articulationintervention in listening/speakinglessons, and adopting symbols ingrammar lessons.


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Mikyoung Kim

Mikyoung Kim is a high Englishschool teacher and teacher-trainerin Daegu. Trough her teachertraining experiences, she recog-nizes the importance o reflectionskills to acilitate better learning.

She is interested in helping herstudents develop reflection skills.

Plenary session

Reflective Classes or Korean HighSchool StudentsMany teachers would assume that

it is impossible to teach reflec-tive skills to Korean high schoolstudents. Students are always busystudying or K-SAs and they arenot cognitively mature enough topractice reflective skills, so theywould not be motivated to take

part in reflective classes. 30 Kore-an high school students participat-ed in a program designed to allow

students to experience team build-ing and problem solving activitiesin English. Te purpose was de-veloping reflective skills according

to the Experiential Learning Cycle(ELC). Students who took part inthe program challenged these as-sumptions and proved that Koreanhigh school students are ready tobe reflective students.

Workshop

Relective Classes or Korean HighSchool StudentsMikyoung will bring experiencesrom her high school classroominto this workshop. Participantswill experience a ew prob-lem-solving activities rom her

reflective program and then beacilitated to ollow the Experien-tial Learning Cycle(ELC) througha series o questions.

Trough this experience, partic-ipants will be aware o how the

reflective program or high schoolstudents was designed and how itwas delivered to motivate them.Tey will also brainstorm abouthow they will adapt their experi-ence in the workshop to their EFLclasses.


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SessionsSorted by time

10:25-11:00Te Teatre Plenary Sessions

Timothy Hampson

Opening comments

Elizabeth May

Challenge yoursel:Utilizing Online Resources to

Conduct Exit Surveys to ChallengeEducator Assumptions in Class

Looking across a classroom it iseasy to orm assumptions aboutstudent attitudes and understand-ing. It is also rare or educators to

have the time to check these as-sumptions one on one. With stu-dent satisaction and evaluationsplaying increasingly crucial rolesin the commercialized educationsector and ofen being a actor inan educators job security, it is be-coming more important to ensurewe check these assumptions.

But how can we have the time toindividually check student satis-action? By using online resources,educators can easily conduct exitsurveys each class. Te results are

ormulated online allowing the ed-ucator to look at class wide trendsand individual responses.

Tis plenary will discuss the ra-tionale behind such exit surveys,how to set up and conduct them,and how to look at the results.

Attendees may find it beneficialto bring a device (cell phone, tab-let, laptop etc.) that can connect tothe internet as a demonstration oSocrative, as an example resourcewill be conducted.

Michael Griffineach Like a Freak:

How Freakonomics Might InormEFL eaching

Perhaps Steven Dubner and Ste-ven Levitt, authors o Tink Like a

Freak (as well as Freakonomics andSuperFreakonimics), can offer in-sights into teaching not commonlyound in methodology textbooksor plenary talks. In this talk thepresenter will explore the impor-tance o incentives, the power o

thinking like a child, the upside oquitting, the pull o tradition, andthe role o the three most powerulwords in the English language inan attempt to help EFL teachers seehow thinking like a Freak mightbe beneficial to those working inthe EL field in Korea and beyond.


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11:10-11:50Room 303 eaching Demo

Brandon Payne

eaching Active Reading Strategies

Ofen reading instruction is carriedout with students comprehensiono a particular text as the primaryobjective. In a way, however, thisis not instruction in reading somuch as instruction o the text it-sel. Tis can be useul to studentsin the short term, but broader in-struction in the act o reading itsel,and the cultivation o sound read-ing habits can be said to have morelasting value.

Te goal o this demonstration is

to introduce students to habits oeffective readers and model the ap-plication through active reading.Te class will read a short story to-gether, and practice a variety o re-actions to the text. Closure will in-volve sharing individual reactions,

and application to other texts.

Room 302 WorkshopJosette LeBlanc

Emotional Literacy and Communi-ty in EL

eaching can be a lonely proes-sion. Although people surroundyou all day, ultimately its onlyyou at the ront o the class. Dur-ing challenging moments, this canleave teachers eeling doubtul, up-set, and conused. It doesnt have

to be this way. By being part o ateachers community that is pre-pared to support its members, youmay regain the courage to step backinto the classroom you dread; youmost likely will receive insight intoa nagging problem; but most im-

portant o all, youll probably final-ly eel understood.

Getting to this degree o under-standing, however, isnt alwayseasy. It requires listening skills thatgo beyond what is usually taught

English language lessons. In thisworkshop, participants will learnhow to deepen their listening skillsby exploring common teachingchallenges via the language o emo-tions. It is my hope that by doingthis, participants will gain insightinto what it takes to build a teach-ers community committed to posi-tive transormation.


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Room 308 WorkshopRhett Burton

Hagwon Start Up:A Practical Approach to Starting

Your School

Tis workshop is or anyone whowants to start up their own brando teaching as the owner o a studyroom, kyosupso, or hagwon. Wewill start the workshop by talkingabout the 5 things you should do

beore starting and some typicalassumptions teachers have. Next,we will discuss some o the dos anddonts o Starting Up. Ten, we willdiscuss some o the systems wellneed to help build a program anda brand. Participants will receivea checklist to help them ormulate

a plan to successully launch theirbusiness.

12:00-12:40Te Teatre Workshop

Scott Thornbury

Te Joy o (Short) exts!

o see a world in a grain o sandwrote Blakeand all language in ashort text. In this workshop Ill tryto show how even very short texts,like jokes, tea bag wrappers, andshort poems, can be exploited orthe huge variety o language ea-tures that they embed, not to men-tion their pure pleasure.

Room 303 Demo LessonBrandon Payne

Using witter in Active GrammarInstruction

One o the greatest resources an

English teacher has at her or his

disposal is many students ascina-

tion with English speaking celebri-

ties. Tis ascination can be used to

create grammar instruction that is

critically engaging. Te goal o thislesson is to model using the twitter

accounts o English speaking celeb-

rities to teach grammar concepts.

Direct instruction will involve ppt

based discussion o dos and donts

or the target grammar. Ten pre-selected tweets that use the target

grammar correctly will be used as

models or students own example

sentences. Lastly, student examples

will be chosen randomly and anon-

ymously or classroom discussion,

and retweet to source celebrities.


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Room 302 WorkshopDaniel Svoboda

Sing me a Song

Student presentation centered in-struction using music/Modern

music, especially pop music, has

always been a popular and engag-

ing way o learning a new language.

Te selection o a song, however, is

only the first o many steps on the

long and sometimes complicatedjourney o integrating music mag-

ic into the language learning class-

room. In this interactive presenta-

tion, a tried-and-tested approach

to integrating student presentation

centered instruction using music

will be examined.

Diverse music genres, lyric selec-

tion, as well as pedagogical objec-

tives and expected outcomes will

be analyzed. Te ocus will be on

areas where EFL students stand to

gain the most rom using songs inthe classroom. Te presentation

will culminate with a micro les-

son where participants may create

a student presentation utilizing

the skills outlined during the pres-

entation based on a song o their

choice.


Christopher Garland

A Meta-analysis o Gamification

in Education with Implications orSecond Language Education

Gamification is a newer conceptthat involves using game elementsin non-game contexts. It has beenshown that gamification can in-crease motivation and learning,but there have been conflicting re-sults, with some studies reportingopposite findings. Because o thesebenefits that have been reported,many researchers have attemptedto use gamification in educationalsettings. Again, these studies have

shown mixed results. However, as alarge number o studies have shownbenefits rom using gamification ineducational settings, it is importantto know exactly what aspects ogamification are beneficial so thatit can be properly used in second

language education. A meta-anal-ysis o gamification o educationresearch was conducted in order todetermine what aspects o gamifi-cation are important in educationalsettings, and how this inormationcan be used to successully apply

gamification in second languageeducation.


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Overall, it was ound that gamifica-tion typically had a positive effect.Additionally, several moderatorvariables were o importance, in-cluding the length o instruction,

inclusion o competitive aspects,and usage o time on task elements.Specifically, gamification worksbest on short courses when com-petitive aspects are included. Addi-tionally, gamification applicationsthat ocused on increasing time on

task showed a strong correlationwith success.

Rhett BurtonChallenging My Assumptions:I Can Create a Play Program

Have you ever had a dream? Have

you ever had a dream that hidesitsel in the world o possibilitiesbut is never given the opportunityto see the light? I did. I dreamedo having a program that lets chil-dren learn through play instead ocourse books. I stopped bringingmy student book and started bring-

ing toys, games and story booksinstead. I had more un than mystudents, but sadly, the dream ex-tinguished shortly afer the contractfinished. In this plenary, I will talkabout how my dream was born, ex-tinguished and then revived again.I will walk you through a roadmap

that will help you challenge yourassumptions one-by-one to achieveyour top goal.

Dr. Tamara Swenson

Use the ech, Keep the Connect

echnology is not a panacea. It

is also not a demon. Just as goodEnglish language teaching practic-es have always required learners tomake connections with each otherand their instructors, good tech-nology practices in EL classroomsencourage these same connections.Te goal is keeping the connect

while using the tech.

1:20-2:20

LunchSee page 4 or lunch options.


Mikyoung Kim

Reflective Classes or Korean HighSchool Students

Many teachers would assume that

it is impossible to teach reflectiveskills to Korean high school stu-dents. Students are always busystudying or K-SAs and they arenot cognitively mature enough topractice reflective skills, so theywould not be motivated to takepart in reflective classes.


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30 Korean high school students

participated in a program de-

signed to allow students to expe-

rience team building and problem

solving activities in English. Tepurpose was developing reflective

skills according to the Experiential

Learning Cycle (ELC). Students

who took part in the program

challenged these assumptions and

proved that Korean high school

students are ready to be reflectivestudents.

Josette LeBlanc

Te Inevitable Reality o eacher

Burnout

Burnout is a possibility, or i notan inevitable reality, or teachers

around the world. Considering

how some education systems are

organized, it seems that this is a

plausible assumption. I challenge

this because I believe teacher burn-

out not only harms teachers, butalso students, and in essence, the

larger community. I believe there

is a connection between emotion-

ally healthy teachers and emotion-

ally healthy communities.

One way to contribute to this ormo teacher development is to pro-vide them with the tools neededto increase their emotional aware-

ness in order to strengthen theiremotional resilience. Tese toolsinclude the practice o emotion-al literacy and the participation inteacher support groups. In this talkI will share my experience in o-ering these tools to a small groupo Korean teachers o English, andthe positive results that emerged.Presentation attendees can expectto leave this talk with a new lens onhow to bypass the path to burnout.

3:00-3:40Room 303 Demo Lesson

Anna Loseva

Once upon a time in a reading class...

Probably ew teenagers and evenewer grown-ups return to readingolk tales past their childhood age,

yet olklore in different cultures o-ers a simple way o learning aboutthe world. Reading such a storymay surprise or disappoint you,but it will never leave you indi-erent. In this light, it makes senseor a teacher to use olk tales or an

authentic reading experience in areading class.


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Te main purpose o this demo les-son is to engage the audience in astory, as well as create a space oran exchange o emotions and opin-

ions that any story naturally bringsabout. Te presenter will read aolk tale rom her own native cul-ture in English translation and givethe participants the opportunity toengage with the text on their ownduring discussion time. In the sec-ond part o the lesson the learn-

ers will be invited to read the storyout loud to each other in pairs, inthis way connecting with it on adeeper level. Finally, the audiencewill share their impressions o thetale with each other, much like anyreader would do in the world out-

side o a language class.

Room 302 WorkshopDr. Tamara Swenson

Creating iBooks or Your Students

n.b. Tis workshop will run over twosessions. Bringing a MacBook com-

puter to the session is encouraged,but not mandatory.

Tis workshop will cover the ba-sics o creating interactive iBooksusing the iBooksAuthor programthat take advantage o the eatureso iPads (or iPhones).

Te presenter has authored or ed-ited 18 iBooks and will provide thematerials needed to quickly cre-ate an interactive iBook or EL

classrooms and the tools neededto create iBooks or your students.Attendees are encouraged to bringtheir MacBook computers will getthe ull experience, but even thosewho are not Mac users will takeaway ideas or effective materialsor tablet computers.

Room 308 WorkshopMikyoung Kim

A Workshop on Reflective Classesor Korean High School Students

Mikyoung will bring experiences

rom her high school classroom intothis workshop. Participants will ex-perience a ew problem-solving ac-tivities rom her reflective programand then be acilitated to ollow theExperiential Learning Cycle(ELC)through a series o questions.

Trough this experience, partici-pants will be aware o how the re-flective program or high schoolstudents was designed and how itwas delivered to motivate them.Tey will also brainstorm abouthow they will adapt their experi-ence in the workshop to their EFLclasses.


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Room 309 Workshop

Heidi Nam

Using Student Observers to

Enhance Speaking Activities

eachers cannot give eedback

everywhere at once; however, i

students give eedback to each

other, the amount o eedback in

a speaking class could increase a

great deal. Although some students

may eel reluctant to comment ontheir peers perormances, teach-

ers can help students become more

comortable with peer eedback by

giving clear guidelines and mode-

ling. Student eedback will be most

productive i observers are encour-

aged to notice specific eatures otheir partners production and i

the eedback ocuses on successes

rather than errors.

Participants in the workshop will

be asked to take the roles o speak-

ers and/or observers. In each task,the observers will be required to

record some aspect o the speak-

ers perormances, such as number

o clauses, number o [target unc-

tion], or number o [target gram-

matical orm].

Afer experiencing several typeso observation, workshop partici-pants will reflect on the experienceby comparing sel-observation withpeer-observation, commenting onthe cognitive load or observers,discussing the effect o observationon subsequent speaking peror-mances, and proposing an obser-vation task or a speaking activity.

3:50-4:30Te Teatre Workshop

Michael Griffin

Examining Assumptions AboutGood and Bad eaching

echniques

Tere is no shortage o received

wisdom about what constitutesgood and bad teaching practic-es in EFL. raining courses, coner-ences, and colleagues are commonsources to learn what is good andbad but chances to consider whythis is so might be lacking. In this

interactive workshop participantswill be asked to consider both thepositives and negatives o wide-ly-known teaching activities. Ideasand assumptions about what con-stitutes good and bad teachingwill be challenged and participantscan expect to walk away with a

clearer idea o their own belieson common and commonly men-tioned techniques.


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Room 303 Demo LessonBrandon Payne

Classroom structures ormaximum engagement

Direct instruction can only takestudents so ar in their language ac-quisition. Te goal o this demo isto offer a template or maximizingstudent engagement that teacherscan adapt to a variety o learn-ing objectives. Te specific learn-

ing objective is bargaining andpurchasing interactions, but thestructure can be adapted to suit in-dividual teachers needs. Direct in-struction involves the introductiono target language, and a brie clipo Antiques Road Show as a set-

ting or the activity. Each studentreceives an antique and usesthe target language to trade withand purchase rom other students.Actual values or each antique arethen revealed, and the student withthe highest total value is declared

the winner.

Room 302 WorkshopDr. Tamara Swenson

Creating iBooks or Your Students

Tis is a continuation o Dr. ama-ra Swensons earlier workshop ses-sion. See above or details.

Room 308 WorkshopGordon West

I cant believe he said that!Dealing with Controversial opics

in Class

Instructors ofen use controversialtopics in EFL classes. Tese havemultiple pedagogical purposes.Tey encourage communicativelanguage use in the classroom andstimulate critical thinking. For in-

structors with a critical perspec-tive, which takes a more expansiveview o language teaching, con-troversial topics may be used as away o helping students examinetheir own belies and perspectives(Crookes, 2013). Other times, top-

ics or materials that instructors usein class may become unexpectedlycontroversial or provoke surprisingemotional reactions rom students.

One o the difficulties that instruc-tors ofen ace is how to effectivelymediate when class discussions or

debates become more emotionallycharged than they anticipated. Tisworkshop uses rameworks laidout by Benesch (2012) on teachersas emotion workers, and Kubota(2014) on using a poststructural-ist versus an empathy building ap-

proach to structuring discussionsaround controversial topics in EFLclasses.


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Te acilitator will first use exam-ples rom his own teaching andresearch to illustrate ways to ap-ply these rameworks in reflection.

Ten participants will share theirown examples and work with sam-ple situations to construct theirown mediation plans with the goalo having creating sae spaces ordiscussion in classes where contro-versial topics can still be vigorouslydebated.

Room 309 WorkshopRhett Burton

Playing with Stories

Tis workshop will provide story-telling strategies or young learners

o all levels. I will provide differ-ent constructive strategies start-ing rom chants and songs andprogressing to creative storytell-ing skills. We will first discuss theimportance o characters, settings,item and themes used in basic

stories, songs and chants. Ten,we will move into emergent sto-rytelling skills by adding contextthrough story plots. Lastly, we dis-cuss how these constructive strat-egies enable students to constructtheir own stories. Participants willlearn how to implement these con-structive strategies by creating theirown story using stories.


Ki Young Kang

eaching English as a Foreign

Language to Students WithHearing Loss

Despite the increasing necessityand desire to learn English amongindividuals with hearing loss, re-search on dea and hard o hear-ing L2 learners or interventionswith dea and hard o hearing EFLlearners is hard to find.English teachers ofen ace difficul-ty in teaching students with hear-ing loss due to inter-individual var-iability among learners, in additionto a lack o teaching materials andteacher training programs. Given

this reality, the purpose o this pres-entation is to raise issues and shareideas regarding teaching English asa oreign language to students withhearing loss.

Scott Thornbury

Challenging AssumptionsTe current approach (inasmuchas there is one) to second languageteaching, and o English in particu-lar, rests on a number o assump-tions. One o these is that languageis best learned incrementally in

the orm o bite-sized chunks (alsoknown as Grammar McNuggets!)


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In this talk Id like to challenge this

and one or two other assumptions,

explore why they are so persistent,

and suggest ways that they might

be counteracted or, i necessary,subverted.

5:20-6:00Te Lounge Networking Session

Tis is a session or teachers who

are interested in meeting other

teachers. Tere will be some ice-

breaker activities and a chance to

reflect communally on the day.

Room 303 Demo Lesson

Stewart Grey

A Montessori-Inspired Activity

Design or Student-Centered,

Collaborative English Practice

Tis demonstration is o an activ-

ity design inspired by the Mon-

tessori method, a method empha-

sizing students reedom to guide

and manage their own in-school

studies. Using this design, a teacher

prepares a varied series o activities

(including anything, rom games to

debate) each with its own clear set

o instructions and goals included,

and distributes them around the

classroom beore class.Students, working in groups, then

complete all o the activities in theclass time, tackling them in theorder o their choosing, collabo-rating and supporting each other,

and working at their own pace andlevel. Meanwhile, the teacher is onhand to assist, as a acilitator ratherthan a task-master, and little directteacher intervention is required,allowing or students to take re-sponsibility or their own learning.Tis approach is an alternative to a

linear, teacher-led class design, andis particularly appropriate or re-view o content covered in previousclasses.

Room 302 Workshop

Ki Young KangConsiderations and strategies or

teaching EFL students withhearing loss

In this workshop, we will take alook at general inormation about

learners with hearing loss beorediscussing the key points to con-sider when teaching English as aoreign language. Based on the un-derstanding o the challenge thestudents with hearing loss ace, wewill explore ways to support thestudents such as using visual aids.


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Participants will have a chance topractice employing lip-reading,using cued speech and articulationintervention in listening/speaking

lessons, and adopting symbols ingrammar lessons.

Room 308 Special LectureSean Gwansoo Shin

rends and Characteristics oKorean Higher EducationsInternational and English

Education

International education and Eng-lish education are continuously hottopics among Korean educators.Regarding advancing comprehen-sive internationalization, Korean

universities and colleges are mak-ing efforts to build up a firm base.In addition, English education hasbeen one o the top priorities orthe university curriculum. Tere-ore, understanding the trends andcharacteristics o Korean higher

educations international educationand English education is essentialor international teachers in Korea.

6:10-6:40Te Teatre Special Session

Q&A session with our invited

speakers

Tis is your opportunity to askquestions you might have to a panelo our eatured speakers. Trough-out the day, well be taking yourquestions and then asking them toa panel o our invited speakers atthe end o the day.

excitELT was organised by:

Georgeanna Hall,

Timothy Hampson &

Crystal Hecht

Find out more about excitEL atwww.excitelt.com

I you have any comments aboutthe conerence, wed love to hearrom you.

Our email is: [email protected]

excitelt conference booklet

Documents