Saturday

11/04

09:00 10:25

Exchange Hall
Plenary

Plenary session by Donald Freeman

Strictly Come CELTA. An analogy and some thoughts on feedback
Jo Gakonga (elt-training.com)

Saturday
11/04

10:40 11:25

Exchange 5
Workshop

Saturday
11/04

11:25 12:00

Exhibition Hall

What kind of CELTA trainer are you? An ebullient, ever positive Bruno
Tonioli or an abrupt and plain-speaking Craig Revel Horwood? And does
a numerical assessment system (seveerrrn!) give helpful clarity, or
prevent proper attention being given to feedback comments? In this
interactive workshop on feedback, we will explore some analogies
between Strictly Come Dancing and CELTA. Sequinned attire optional.
Coffee Break
Pronunciation coaching
Wayne Rimmer (IATEFL PronSIG Coordinator)

Saturday
11/04

12:00 12:30

Exchange 5

Pronunciation is primarily a physical process as learners need to

experience how to form target sounds. In an analogy with sport,
swimming is used as the parallel, simply showing learners what to do is
not sufficient and leads to drowning. The correct technique needs to be
coached so that the mechanics become natural and fluent. This talk
addresses this.
Market smarter to sell higher as a freelance trainer
Christina Rebuffet-Broadus (Freelance, Grenoble, France)

Saturday
11/04

12:35 13:05

Saturday
11/04

13:05 14:05

Exchange 7

In the competitive training market, it is crucial for freelance trainers to

prove their added value and differentiate themselves if they want to ask
for higher prices. This talk presents proven tools and techniques to do just
that. We will also identify common marketing practices to avoid if you
want to increase your chances for successful sales.
Lunch Break
Jazz and the dark matter of teaching
Adrian Underhill (United Kingdom)

Saturday
11/04

14:05 14:50

Charter 2-3
Workshop

My view is that spontaneity and playfulness are essential to learning and

creativity. Although spontaneity is everywhere in our lessons, it remains,
like dark matter, largely unseen. Our methodology does not value it
sufficiently for it to be discussed, critiqued, practised or improved. This
workshop offers a thinking frame for spontaneity, practical activities and
discussion.
Four weeks of pain: is the CELTA worth it?
Elizabeth Davies (ELTC, University of Sheffield)

Saturday
11/04

15:05 15:35

Cobden 2 Talk

Does an intensive CELTA course affect trainees pre-existing beliefs about

teaching and learning? Does input received on a pre-service course
influence classroom practices? How do beliefs and instructional practices
interact and change? Come along and find out what my research
revealed about the process of teacher learning and how this may aid the
design and implementation of future CELTA courses.
A new way to teach reading
Ken Lackman (Freelance)

Saturday
11/04

Saturday
11/04
Saturday
11/04

An approach to teaching reading that actually provides students with

strategies to become better readers rather than just test their
comprehension. This session will demonstrate a simple lesson framework
which gives students practice with transferable strategies to improve
comprehension and acquire vocabulary. Lessons are completely studentcentred and no preparation is required beyond finding a suitable text.

15:50 16:35

Exchange 9

16:35 17:10

Exhibition Hall

Coffee Break

17:10 17:40

Charter 2-3
Talk

Forever grammar: what every teacher needs to know

Martin Parrott (Freelance)

The subjective, complex and ever-shifting nature of the English language

pub requires a life-long commitment from us to extend, deepen and revise
our understanding. This talk will explore core skills and knowledge that
teachers need. It will also challenge some of the modern approaches to

teaching grammar and question assumptions made about the Dark Ages
of ELT in the 20th Century.
Intermediate plateau: helping our students with authentic material
Ila Cristina Coimbra (Brazil)

Saturday
11/04

17:55 18:25

Exchange 10

As English teachers, we often have students who cannot move forward

from the intermediate level. The aim of this talk is to discuss what the
intermediate plateau is, why students are unable to move beyond it, and
how teachers can include videos, podcasts, newspapers and articles in
their lessons in order to help their learners to go further.
How to become a successful freelancer
Mike Hogan

Sunday
12/04

08:15 08:45

Cobden 3

Sunday
12/04

09:00 10:10

Exchange Hall

In this session well look at whats involved in being a successful

freelancer. Well cover these three key areas:1) Organizational details
budgeting & finances, flexible schedule, security,2) How to get work
self-marketing & professionalizing yourself,3) How to keep work quality
control, referrals, and solid admin.
Plenary session by Joy Egbert
How to increase your market worth as an EFL teacher
Carol Bausor (ILTC)

Sunday
12/04

10:25 11:10

Exchange 7

Sunday
12/04

11:10 11:45

Exhibition Hall

This workshop provides a template to be applied if you wish to earn more

money doing the job you are already so good at: EFL teaching. Wherever
you work, whatever your status, the chances are that you use many skills,
but probably not those that will increase your market worth: attend this
workshop if you are interesting in changing.
Coffee Break
The Ultimate Guide to CELTA and self-publishing
Emma Jones & Amanda Momeni (Munich Volkshochschule)

Sunday
12/04

11:45 12:15
(If time allows)

Sunday
12/04

11:45 13:00
(if time allows)

Poster 15

Charter 2-3

The Ultimate Guide to CELTA is a self-published book written for trainees

about to begin a CELTA course. The authors, CELTA trainers themselves,
will introduce you to the book, present you with feedback from trainees
and tutors who have already used it to their advantage and provide
information about how to become self-published.
CAMBRIDGE ENGLISH SIGNATURE EVENT
The language debate
Speakers:Scott Thornbury, Silvana Richardson,Jeanne McCarten andMonica
Poulter.

Working with readers and genre using a project-based approach

Rafael Monteiro (Escola Mobile, Sao Paulo, Brazil)

Sunday
12/04

11:45 12:15

Central 3-4
Talk

Teachers often struggle to get teenagers involved in reading preestablished graded readers. In this talk I aim to explain how I have
implemented the project-based approach based on the genre of the set
text. I will also show how this kind of approach can be adapted to other
teaching contexts, and I will provide participants with some practical
ideas.
Are trainers really omniscient?
Ushakiran Wagle (Capital College and Research Centre, Kathmandu, Nepal)

Sunday
12/04

Sunday
12/04
Sunday
12/04

12:30 13:00

Exchange 2

13:00 14:20
14:20 14:50

In this talk, I shall share the modality and components of an EFL teacher
training programme guided by the principle of activity-based instruction.
How this innovation changed the notion trainers as omniscient and how
the novel experience increased motivation in trainees will be shared.
Finally, how the experiential tasks and the reflective components were
interwoven will also be presented.
Lunch Break

Exchange 7
Talk

Enabling teachers to teach emerging middle class students

Henrique Moura (Seven Idiomas)

The aim of this talk is to help teachers understand how the rise of
emerging markets has given millions of young adult students access to

education in the last decade, the characteristics and needs of these

students, and the seven abilities teachers must develop to better help
these students become speakers of English as a foreign language.
Initial teacher training: challenges and innovations in course design
Willy Cardoso (Freelance)

Sunday
12/04

15:05 15:35

Charter 4

How to provide more opportunities for experiential and reflective practice

in initial qualifications? How can we offer pre-service trainees more than a
survival kit in TEFL? In this talk, I will discuss how 4-week courses can
boost teaching practice hours, reframe the role of lesson planning, and
adopt a materials-light approach.
Grammar: deixis - pointing this way and that
Paul Davis (Pilgrims)

Sunday
12/04

Sunday
12/04
Sunday
12/04

Learners make loads of mistakes with the basic guts of English - this,
that, the, a, one, some, any. These little pointing words are (mis)used
every time they speak or write. I'll offer some practical exercises to deal
with this early on or to 're-teach' at higher levels. An experiential
workshop, although brief reference will be made to research and corpus
data.

15:50 16:35

Exchange 11

16:35 17:10

Exhibition Hall

Coffee Break

17:10 18:15

Exchange 3

FORUM ON NON-NATIVENESS IN ELT: IMPLICATIONS, KNOWLEDGE

OF LANGUAGE, AND CREDIBILITY
How to move into language school management
Andy Hockley

Monday
12/04

08:15 08:45

Central 5

This session will look at starting the transition from teacher to manager including reasons why you might think about making that move, ways of
developing to prepare yourself to take on new responsibilities, and issues
that you might want to be aware of. Come and see what is involved.

Monday
12/04

09:00 10:10

Exchange Hall

Plenary session by Ann Coton

Embedding quality deep in the schools culture: passion or threat?
Bruna Benedetti Caltabiano (Caltabiano Idiomas)

Monday
12/04

Monday
12/04
Monday
12/04

Schools are in need of a new approach to quality, one that goes beyond
the traditional Total Quality Management and where teachers are
passionate about quality as a personal value rather than threatened by
performance indicators. The purpose of this talk is to show the results of
an action research aiming at engaging teachers in building a culture of
quality.

10:25 10:55

Exchange 6

10:55 11:30

Exhibition Hall

Coffee Break

11:30 12:35

Central 3-4

FORUM ON THOUGHTS ON THE OBSERVATION PROCESS

Promoting more meaningful learning and critical thinking in class
J. Daniel Martin Neto & Claudia Freitas Triumpho (CEL LEP Idiomas)

Monday
12/04

12:05 12:35

Monday
12/04

12:35 13:35

Cobden 2

The majority of our current teaching materials claim to follow the

principles of CLT, advocating that meaning is paramount. However, many
exercises suggested in textbooks are neither meaningful nor take into
account critical thinking skills. In this talk, participants will realize that
minor but significant changes in exercises will make learners more
engaged in meaningful and authentic communication.
Lunch Break
Pronunciation to go: learning to learn from the dictionary
Mark Hancock (Freelance)

Monday
12/04

Monday
12/04

13:35 14:20

Exchange 9

14:35 15:20

Exchange 11

Pronunciation is one area where learners tend to be very teacherdependent. In this workshop, we will see how the dictionary can be a tool
for learner independence. We will try out classroom activities to raise
awareness of pronunciation support in the 9th edition of Oxford Advanced
Learners Dictionary, and help learners exploit this resource to the full.
Frameworks for creativity in materials design
Jill Hadfield (Unitec, New Zealand)

In this workshop theoretical insights into the writing process (Hadfield in

Harwood 2013 and EJALTEFL 2014) will be directly applied to the
practice of materials development. Participants will try out a range of
activities for before, during and after writing: framing principles; finding
core energies; dialoguing; imagining scenario; trying out; and checking.
Monday
12/04
Monday
12/04
Monday
12/04

15:35 16:05

Central 3-4

Teacher Development Special Interest Group Open Forum

16:05 16:40

Exhibition Hall

Coffee Break

16:40 17:10

Exchange 10

Teacher Training and Education Special Interest Group Open Forum

Bridging the technophobe-technophile gap in teacher training and
development
Tessa Woodward & Daniel Monaghan (Hilderstone College)

Monday
12/04

17:25 18:30

Central 3-4

On recent teachers courses participants have come from both new

technologies-lite and new technologies-saturated settings. They have
varied too in the support, training and practice time given to them. Add
layers of personal difference (and indifference) to the issue of
technological medium and the trainer has an interesting group to work
with. We offer a possible common ground for all.
The natural CELTA - a farewell to language?
Joanna Stansfield & Emma Meade-Flynn (International House London)

Tuesday
14/04

11:10 11:40

Central 7
Talk

Should language analysis take centre stage on a CELTA course? If you

removed explicit instruction on language systems from input sessions,
and instead focussed on developing practical teaching skills, could
trainees
still 'acquire' language awareness? This talk aims to explore these
questions. We will evaluate teaching practice outcomes of this, drawing
on trainer, trainee and student reflection and observations.