‘Second Language Acquisition Quotes’ by Chris STOLZ

What do we know about second language acquisition research?

Here we are a well-organized contribution to language teachers, which may help them to answer that question.

Continue reading at Second Language Acquisition Quotes

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A Wish List for the New Year

Inspiring and encouraging conclusion: “…hope to see all teachers valued for their professionalism and ability, regardless of their first language. I also hope conference organizers will offer more plenaries and keynote talks to non-native speakers and to that other underrepresented majority: women.” (JJ Wilson, 2016)

Source: A Wish List for the New Year

“Where angels fear to tread: intonation in English language teaching” by Jane Setter

Intonation is one of the earliest acquired aspects of speech; the crymelodies of infants are influenced by the intonation of their mothers, and very small toddlers are able to use intonation to indicate turntaking patterns in play conversations before they can form words. It plays a vital role in successful communication in English, as it does in other languages. If this is true, why is intonation neglected in English language pronunciation teaching, and how can it be taught effectively? This presentation takes the audience into the seldom-navigated region of intonation in English language teaching, focusing on the role of three main elements: tonality, tonicity, and tone. Drawing on material from a number of different sources, we explore the role of intonation in English and look at which elements are teachable, which are learnable, what resources are available to the teacher and the learner, and how intonation might be approached in the English language classroom and as a self-access learning activity. Expect a multimedia, audience participation experience.

Jane Setter is Professor of Phonetics at the University of Reading, UK, Secretary of the British Association of Academic Phoneticians, and a Senior Fellow of the UK Higher Education Academy, which is a mark of teaching excellence. She has taught in Japan, Hong Kong and Germany as well as the UK, and has published on English pronunciation, aspects of Hong Kong and Singapore English phonology, and intonation among children with speech and language deficits. She is probably best known as co-editor of Daniel Jones’s Cambridge English Pronouncing Dictionary (CUP: 18th edition, 2011), which is celebrating its 100th anniversary in 2017. She is also a  regular contributor to University College London’s annual Summer Course in English Phonetics, and – in her spare time – a rock singer. You can find her on YouTube, follow her on Twitter (@JaneSetter), or read her blog (www.aworldofenglishes.blogspot.co.uk).

“ELT and social justice: opportunities in a time of chaos” by JJ Wilson

“The job of a citizen is to keep his mouth open.” (Günther Grass) Teaching is never neutral. Through our methods, classroom persona, and the materials we use, teachers advocate certain values. These values depend on one’s beliefs – one’s conception of education and the teacher’s role. Some believe that all teachers should use their creativity and passion to bring about social change. They regard their role as pivotal in the development of students-as-critical thinkers who are able to challenge the status quo. Others see themselves as providers of language only. The question for us is: “Should language teachers only teach language?” Or should we include a covert curriculum that gets our students to think critically and speak up about injustice in the world?

In this plenary, I will look at the arguments for including social justice issues in ELT classrooms. I will summarize the literature, referencing major theorists such as John Dewey, Paulo Freire, and bell hooks. I will also examine relevant ideas and movements: critical pedagogy and conscientização; participatory teaching-learning; problem-posing and dialogic methods; “poor man’s pedagogy”; service learning; and “the banking method” versus education as the practice of freedom. Moving from theory to practice, I will then show ways in which teachers can include social justice issues in the classroom. These activities include drama, poetry, images, community projects, and so on. I will conclude with some remarks about professional development and the concept of education for social justice. I will stress that the ideas in this talk are not a methodology or a recipe for becoming a better teacher. They are a “way of being”. Each idea, each activity must be made afresh, re-created every time the teacher steps into the classroom.

JJ Wilson has taught in Egypt, Lesotho, Colombia, England, Italy, and the United States, and has trained teachers in 30 countries. He is currently the writer-inresidence at Western New Mexico University, where he teaches ESL Methods, Linguistics, Publication, and Creative Writing. He has co-authored, with Antonia Clare, several ELT courses, including Language to Go, Total English, and Speakout, which won the Duke of Edinburgh English Speaking Union prize for the Best Book of 2011 and was shortlisted for an ELTons award. His methodology book, How to Teach Listening, also won an English Speaking Union prize. Research and Resources in Language Teaching: Listening, co-authored with Michael Rost, came out in 2013. JJ also writes fiction, primarily about social justice issues, under the name JJ Amaworo Wilson. He is widely published in the US and the UK, and his novel, Damnificados, came out in January 2016. JJ blogs at blog.reallyenglish.com and jjawilson.wordpress.com

“Empowering teachers through continued professional development: frameworks, practices, and promises” by Gabriel Diaz Maggioli

The notion that language teachers need ongoing professional development opportunities should be considered a harmless platitude. Yet, as the field stands now, most of our colleagues are not provided with such opportunities as parts of their jobs. How is it then that we hear so many wonderful tales of exploration and discovery? Teachers have taken upon themselves to build these growth opportunities. In this plenary, I will share some stories, and weave the plots of new stories to come by presenting a “state of the art” hawk eye view of professional development and recommending potential ways in which colleagues can help colleagues learn and develop.

Gabriel Diaz Maggioli is a teacher who applies the lessons learned in the classroom to his roles as writer, researcher, administrator and teacher educator. He got his BA in TESOL in Uruguay and completed Master’s and Doctoral work at the University of Bath in the UK. He has acted as consultant for international organizations such as UNICEF, UNESCO, the European Union, the Inter-American Development Bank, the US Department of State and the World Bank. A frequent presenter at local and international conferences, Gabriel has shared his theory-in-practice with colleagues in the Americas, Europe, the Middle East and East Asia. He currently lives in Uruguay where he is tenured professor of TESOL Methods at the National Teacher Education College.

IATEFL Online Live Schedule 2017 | IATEFL Online

Join IATEFL Online at 09.00 (UK time) each day for all the latest from IATEFL 2017.

Source: IATEFL Online Live Schedule 2017 | IATEFL Online

Competency-based planning and assessing – Clare’s ELT Compendium

Competency-Based Language Teaching (CBLT) focuses on what “learners are expected to do with the language” (Richards & Rodgers, 2001, p.141). This approach emerged in the United States in the 1970s and can be described as “defining educational goals in terms of precise measurable descriptions of the knowledge, skills, and behaviors students should possess at the end of a course of study” (Richards & Rodgers, 2001, p.141).

Competency-based Language Teaching – Teflpedia. (2017). Teflpedia.com. Retrieved 10 March 2017, from http://teflpedia.com/Competency-based_Language_Teaching

As Clare Maas points out, “…language is taught as a function of communicating about concrete tasks; learners are taught the language forms/skills they will need to use in various situations in which they will need to function.”

Source: Competency-based planning and assessing – Clare’s ELT Compendium