239

THE BI-MONTHLY NEWSLETTER OF

THE INTERNATIONAL ASSOCIATION OF TEACHERS
OF ENGLISH AS A FOREIGN LANGUAGE

LINKING, DEVELOPING AND SUPPORTING ENGLISH LANGUAGE TEACHING PROFESSIONALS WORLDWIDE

July–August 2014 Issue 239

Celebrating diversity – Valerie Coultas | Al fresco writing – Djalal Tebib
Oldies but goldies? – Simge Gülaç O’Grady
Schools in the cloud or castles on ice? – Michał Paradowski
Giving them a voice! – Ros Wright
Four corners dialogue: teaching as a political act – Margit Szesztay
Giving it 100 – Damien Herlihy
ISSN 1814-3830
IATEFL Voices 239 a
 July–August 2014
Issue 239
ISSN 1814-3830

From the Editor

This bumper issue aims to convey the joy of diversity,
debate and professionalism of IATEFL. In our continued
collaboration with UK-based NATE, Valerie Coultas
Contents
explores the teaching and learning of multicultural litera-
ture as a way of developing aesthetic judgement, open 3 From the President
mindedness and critical literary skills. In Algeria, Djalal
Tebib takes his reluctant writers into the cool gardens to Feature articles
motivate and inspire them while Simge Gülaç O’Grady 4 Celebrating diversity
revisits the audiolingual method with her learners in Valerie Coultas engages with multicultural
Alison Schwetlick,
Editor Turkey. literature
Continuing the discussions kickstarted in Harrogate
by Sugata Mitra, Michał Paradowski offers his thoughts on the wisdom of 6 Al fresco writing
Self Organising Learning Environments. Ros Wright reports on a new event at Djalal Tebib takes his students into the
IATEFL that allows delegates more participation than is usual at conferences garden
as they shared their concerns, experience and knowledge with others. This 7 Oldies but goldies?
event will be repeated in Manchester. Margit Szesztay also reports on a highly Simge Gülaç O’Grady revives the
successful new event, this time run by GISIG where participants explored issues audiolingual method
together and everyone was free to contribute. Damien Herlihy picks up on yet 8 Classrooms in the cloud or castles in
another new event, the dialogue between Scott Thornbury and Jeremy Harmer the air?
on teaching and learning, as he embarks on an attempt to manage his learners’ Michał Paradowski comments on Prof.
learning opportunities by documenting and sharing his learning journey on the Sugata Mitra’s plenary
internet.
The traditional scholars’ impressions and Rachid Tagoulla’s photo-journal
10 Giving them a voice!
give us a taste of what it was like to be at Harrogate, continued by the SIG
Ros Wright reports on IATEFL Harrogate’s
feedback, the Associates news, The Fair List report, the tributes to members
new Open Space event
who have passed away over the last year and David A. Hill’s column on plenary 11 Four corners dialogue
speaker Jackie Kay. Sadly, David stepped down from his sterling volunteer work Margit Szesztay recounts an innovative
for IATEFL at the conference; we wish him well in his new projects. GISIG session
Last but not least, we thank Sandee for her hard work and untiring enthusi- 12 Giving it 100
asm as reviews editor and we are hoping to have a new reviews editor in place Damien Herlihy attempts to break
soon so that she can spend her free time on things other than IATEFL. through the frustration barrier
I hope we have helped you feel the buzz, cooperation and passion for teach-
14 Conference impressions
ing and learning that is so tangible at our conferences, and that even more of
Scholarship winners
you will be encouraged to attend next year in Manchester.
17 Harrogate 2014: a photo-journal
The International Association of Teachers of English as a Foreign Language was founded in 1967
Registered as a Charity: 1090853
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IATEFL 2–3 The Foundry Business Park, Seager Road, Faversham, Kent ME13 7FD Regular columns
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Email: generalenquiries@iatefl.org Web: http://www.iatefl.org
21 ELT news and tributes
Editorial Office
Correspondence relating to newsletter content should be clearly marked for the attention of ‘The Editor of IATEFL 22 Farewell to David A. Hill
Voices’ and sent to PO Box 3182, Pewsey, SN9 5WJ, United Kingdom. The Editor can also be contacted by email
at editor@iatefl.org 23 Literature: Jackie Kay
David A. Hill
Disclaimer
Views expressed in the articles in Voices are not necessarily those of the Editor, of IATEFL or its trustees or directors. 24 Materials reviews
Copyright Notice Sandee Thompson
Copyright for whole issue IATEFL 2014.
26 Practical teaching ideas: exam practice
Copyright for individual contributions remains vested in the authors to whom applications for rights to reproduce
should be made. Greg Gobel
Copyright for individual reports and papers for use outside IATEFL remains vested in the contributors to whom
applications for rights to reproduce should be made. IATEFL Voices should always be acknowledged as the original Inside IATEFL
source of publication.
IATEFL retains the right to republish any of the contributions in this issue in future IATEFL publications or to make 27 Focus on the SIGs
them available in electronic form for the benefit of its members.
30 Associates news
Cover photography this issue: Rachid Tagoulla © 2014
33 Coming events
September–October 2014 (240): 27 June 2014 Publications received
Copy
November–December 2014 (241): 29 August 2014
Deadlines 34 Who’s who in IATEFL
January–February 2015 (242): 24 October 2014

IATEFL Voices 239 1

2 IATEFL Voices 239
 July–August 2014 Issue 239
From the President
From the President
A personal take on the Annual Conference
in Harrogate
Informal feedback at the Annual Conference in Harrogate
in April 2014 was extremely positive. Delegates loved the
venue and range of world-class plenary speakers. Many
commented on the increased quality of talks and workshops
and appreciated this year’s innovative features such as ‘Meet
the Patron’, the ELT Conversation and Open Space event, as
well as the extensive resources exhibition and lively, varied
evening programme.
Given my current role, my experience of the conference
was inevitably different from previous years. It involved
a combination of adrenalin and nervous moments that
everything would work out smoothly, followed by a sense of
relief, delight and pleasure once each day of the conference
was successfully underway. Due to the constant demands
and meetings behind the scenes, I didn’t expect to attend
many sessions apart from the plenaries and key signature
events. I’d therefore like to share with you some other
aspects of the conference that stood out for me this year.
The Staff, Volunteers and Associates (SVA)
dinner
The SVA dinner is a traditional celebration which takes place
on the eve of the conference. It gives an opportunity for
three groups which form the vibrant hub of IATEFL to meet
in a relaxed way before the conference begins.
This year the SVA dinner took place in the Majestic
Hotel, Harrogate and was kindly sponsored by Cambridge
English. There were representatives from 58 of IATEFL’s 123
Associates as well as IATEFL volunteers and staff. After my
introduction and welcome, there were short, witty interven-
tions by Monica Poulter (Cambridge English) and IATEFL’s
Patron, David Crystal. Much talk and laughter ensued and a
great evening to start the 2014 conference ball rolling was
had by all.
The Opening Reception
The Opening Reception took place in the Royal Hall, a
beautifully re-furbished Edwardian theatre, which forms part
of Harrogate International Centre (HIC). This year we were
lucky enough to be graced by the presence of the Mayor of
Harrogate, wearing his magnificent mayoral chain of office.
When I asked the Mayor how I should refer to him in my
welcome speech, he said that strictly speaking it should be as
‘his worshipful Mayor of the Borough of Harrogate, Council-
lor Michael Newby’. He seemed surprised that I remembered
this without faltering, and responded by warmly welcoming
IATEFL delegates from over 100 countries around the world
to the attractive, friendly, former spa town of Harrogate for
the third time (our previous two Annual Conferences in Har-
rogate were in 2006 and 2010). The Opening Reception also
gave me an opportunity to intro- Carol Read
duce guests to our recently created has over 30
International Ambassadors, of years’ experi-
whom we’re extremely proud. ence in ELT
as a teacher,
teacher train-
The Scholars’ tea party er, academic
manager,
The Scholars’ tea party is a won-
materials
derful celebration to welcome all
writer and
the lucky and deserving winners of educational consultant. Carol’s
our Conference scholarships, and main specialisation is in primary
to thank our generous sponsors. language teaching and she has
published extensively in this area.
This year was no exception and it
was an enormous pleasure to meet
and congratulate so many happy scholarship winners from
different countries and to hear about their experience of
the conference.
For 2014 we had 34 scholarship winners, of whom 20
were also presenting at the conference. Unfortunately, and
regrettably, there were also four scholarship winners who
were unable to attend due to UK visa problems.
Feedback from former scholars suggests that attend-
ing an Annual IATEFL Conference can be a professionally
life-changing experience, and this is why we believe that
developing our Scholarship Scheme is such an important
aspect of our work.
The Annual General Meeting (AGM)
The AGM is an opportunity for IATEFL members to learn
about the previous year’s activities in reports by the Presi-
dent, Treasurer and other Trustees. As part of the renewal
of IATEFL Directors, the AGM also sees the recommendation
and appointment of new Trustees.
At this year’s AGM we said a fond farewell to Treasurer,
Amos Paran, and outgoing Vice President, Eric Baber. We
also welcomed Colin Mackenzie as new Treasurer and Péter
Medgyes as incoming Vice President. It was encouraging to
see so many IATEFL members there, and I enjoyed using the
IATEFL gavel, which only ever makes an appearance at the
AGM, to close this year’s meeting!
For our hardworking staff, the Conference Committee,
and dedicated volunteers from SIGs, the positive response
from delegates to the Annual Conference in Harrogate has
been a source of pleasure and pride, as well as motivation
to put on an even better conference in Manchester, 11–14
April 2015 with our SIG PCEs on 10 April. We’re working on
it—and very much hope to see you there!
IATEFL Voices 239 3
Feature articles
Celebrating diversity
Valerie Coultas engages with multicultural literature.
Valerie Coultas A recent visit to Argentina
taught in several reminded me how native English
London schools speakers are linguistically chal-
for more than lenged in foreign lands if they try
two decades
and speak a new language rather
as an English
and media than just expect others to speak
teacher, Head English. Suddenly we realise how
of English and many new skills, including non-
senior teacher verbal and visual codes, we need
before becoming an English tutor
at Kingston University’s School of to use to communicate when
Education in 2004. She is Chair of we have an unsure grasp of the
NATE’s Multicultural and Diversity language and also have much
Committee. to learn about the new nation’s
culture and heritage.
Celebrating linguistic and cultural diversity
The celebration of linguistic and cultural diversity is at the
heart of the work of the NATE multicultural and diversity
committee. This committee has a long tradition of research-
ing and promoting literature that can help pupils and
teachers in English lessons appreciate that all nations and
cultures have a vibrant literary heritage. We believe that
access to a wide range of literature is vital for all children to
feel included but also to help them understand that culture
is dynamic and always being transformed. Multicultural
literature has the power to engage all readers in developing
aesthetic judgement, open-mindedness and critical literary
skills.
As a committee we felt that multicultural literature could
be used more widely in classrooms and have therefore set
ourselves the task of revisiting some
texts used in the past and also to try
and research newer texts that fit into
A key issue in
this category that would elicit a posi-
engaging with tive response from pupils.
multicultural
literature is The ‘Readers’ Theatre’
allowing all approach
pupils to respond We started by revisiting the work of
and bring their Beverley Naidoo. Her stories have a
own knowledge, wide appeal to children and served
to educate many about the struggle
thoughts and
against apartheid in South Africa.
feelings to
A rereading of Journey to Jo’Burg
discussions around
(Harper Collins 2008), for example,
the text reminded me how potent this story is
for explaining the human casualties of
separate development and the effect
of this on the lives of families and children. The language of
the text is also powerful as it captures the voice of Africa.
Working with some English teachers we used the
4 IATEFL Voices 239
‘Reader’s Theatre’ approach, which involves turning a text
into a script for dramatic reading in order to listen more
closely to that voice, as we read the chapter where the chil-
dren enter the house where their mother works as a maid.
To deepen reader engagement with the mother’s dilemma
of having to beg for permission to leave the house to visit
her sick child in her homeland we used a talk frame that
allowed us to talk more about the mother’s situation and
about the place of servants under Apartheid, in the develop-
ing world and also in modern western societies.
Other texts by Beverley Naidoo were also considered for
use in the classroom. The short stories in Out of Bounds
(Puffin 2001) for example allow for a full chronology of
the struggle against apartheid and victory over it and could
inspire a series of tableaux illustrating each step of the
battle. A story such as The Other Side of Truth brings the
African story onto Britain’s doorstep by relating the ‘adven-
ture’ of two refugee children illegally smuggled into Britain
and forced to find their own solutions for survival when
abandoned by their trafficker.
Another writer whose work I have returned to recently
in the seminar room and the classroom is John Agard. His
poem ‘Half Caste’ from Half-caste and Other Poems (Hodder
Children’s books 2005) uses humour to satirise the views
of those who wish to defend the ‘purity’ of a nation. This
is a provocative poem that uses lyrical language with great
precision and force. Recently I asked some of my students
to explore the poem and put some questions to the poet.
My own feeble attempt at a first reading of the poem
was followed with a second reading by an Asian student
who had attended a school in East London and was better
able to capture John Agard’s voice. And then students lis-
tened to a final reading by John Agard himself from a video
tape recording. The resonance of the final reading was clear.
A question came from one group to another. Do you
think this poem has come to the end of its shelf life? Well,
no, came the reply. It’s still relevant because each generation
needs to be educated about racism. But–came back the
first group–have we not passed through this period (of
overt discrimination?) and is this poem not therefore passé?
No–again came the reply–these issues are still pertinent.
This lively discussion led us into a more literary discussion
about how the poet had made his point. We noted the
sharpness of the humour in the monologue, the resonance
of the dialect and how it interlaced with the rhyme. And
how the structure of the poem helped to underline the
poet’s message of needing the reader to listen with the
‘whole of yu mind’ to ‘de other half of my story’.
But the open discussion reminded me of how such
literature can spark controversy, debate and ‘real’ discussion
between students if the participants are allowed the space
to really explore a poem and develop their own responses.
 July–August 2014 Issue 239
Feature articles
And that, sometimes, real discussion is vibrant and fiery. New activities
Other Caribbean poets such as Valerie Bloom and James
A key issue in engaging with multicultural literature is allow-
Berry also use humour and dialect very cleverly to put par-
ing all pupils to respond and bring their own knowledge,
ticular cultural practices and events under the microscope.
thoughts and feelings to discussions around the text. The
A ‘Role on the Wall’ activity collaborative learning website includes a new activity on
Ground Rules for Talk that was trialled at this workshop and
Moving image texts are also able to provoke discussion has also now been used in France in an English Language
and exploration of the representation of different groups in Teaching classroom. A ‘Diamond
modern society. The 1982 TV play R.H.I.N.O. by David Leland Nine’ activity allows participants
(available on DVD in the collection ‘Tales out of School’) was to reflect in groups on the most
used alongside Educating Essex (Channel 4 On Demand) in
… the open
important ground rules for promot-
a recent workshop to contrast changing representations of discussion reminded
ing exploratory and collaborative
schools. R.H.I.N.O. tells the story of Angie, a truant who is a talk. This can prepare groups for
me how such
R.H.I.N.O. (Really Here in Name Only) because she gets her devising their own ground rules as literature can spark
mark and then leaves to look after her brother’s child each a class. Such a preparatory activity controversy, debate
day. Angie is bullied perhaps for her race or perhaps for her will help pupils really understand and ‘real’ discussion
size and seen as a problem by her teachers in school. the process and purposes of shar-
The image of school and school teachers in this play is
between students if
ing ideas about texts and allow for
very different from the representation we get from watching the participants are
a richer discussion of multicultural
a contemporary series such as Educating Essex. The narrative literature.
allowed the space
in Educating Essex does reveal the volatility of adolescent V.Coultas@kingston.ac.uk to really explore a
pupils but always ends on a happy note with the school If you want to join the multi- poem and develop
solving the problems of truancy and bullying. R.H.I.N.O. cultural committee’s search for their own responses
takes the opposite stance and satirises the work of the multi- multicultural literature which
agency panel who fiddle while Rome burns. For, while the would help to inspire pupils
panel talks, we see Angie get arrested in the supermarket. in the classroom contact V.Coultas@kingston.ac.uk or
In R.H.I.N.O., the school and the authorities are represented stuart.scott@collaborativelearning.org. Useful websites:
as impotent; the social context comes to the fore. Even the www.collaborativelearning.org ; www.naldic.org.uk
one adult on her side ends up advocating solutions that do
not help Angie. A version of this article was first published in NATE
A ‘Role on the Wall’ activity, where a large silhouette of Classroom 17, Summer 2012 (Editor)
the character’s dialogue and thoughts
is constructed, allowed us to discuss
both Angie’s dilemma and the views
of other characters. Such an activity
uses exploratory talk to clarify and
penetrate the character’s role and
motivation. From such activities it is
possible to build up improvisations,
role plays, predict outcomes, and dis-
cuss settings and social context in
more detail, all with a more secure
understanding of the text. Comparing
the two TV programmes would allow
for further discussion, writing, and
research on representations of schools
and schooling.

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IATEFL Voices 239 5

Feature articles
Al fresco writing
Djalal Tebib takes his students into the garden.
Djalal Tebib Introduction
is a part-
time teacher Writing is undeniably an ‘ogre’ in
at the the eyes of scores of students world-
University ofwide, particularly those who write in
Constantine a second or foreign language. Hence,
1, Algeria.
motivating students to write habitually
He has
an MA in and effectively is a real challenge. In
English linguistics and is work- effect, the challenge is great but our
ing towards a PhD in learner devotion and persistence should be
autonomy and meta-cognition.
greater. As a writing teacher, I have
adopted various methods and designed many activities to
nurture a love for writing in my students and al fresco writ-
ing is one example.
Let’s write al fresco
Last spring in an attempt to adjust students’ attitudes
towards writing, I organized an out-of-doors activity called
‘al fresco writing’ for the EFL learners who are members of
the writing centre I direct. A couple of days before the event
and after preparing everything, I told my students about the
idea and provided them with the necessary details. They
were very excited about it and waited for it on tenterhooks.
In the morning of the day of the event, we met in the
writing centre, prepared a standing board, on which we
wrote a short description of the activity, and all went out
smiling. We arrived at the location, placed the board and the
students sat in a circle under the shade of the trees, pens in
hand. To help my students relax, I gave them considerable
freedom: they were allowed to sit or lie on the grass; work
in pairs or groups; as well as put on their sun glasses and
drink water or juice every now and then. To egg them on, I
wrote alongside my students. As Peter-
son (2005) stated ‘teachers can show
the value of writing by sharing their
I noticed that
own joys and challenges as they write
the students alongside their students.’ I noticed that
started to work the students started to work coopera-
cooperatively, tively, helping each other with words,
helping each expressions, ideas and so forth.
The vast majority of the participat-
other with words, ing students were highly motivated for
expressions, ideas they were writing in the university’s
and so forth garden; it was something they would
never have expected. Those young
writers wrote excellent essays, full of
imagination and creativity, on a variety of topics and learned
a great deal from that sui generis experience. At the end
of the workshop, we took a few snapshots to immortalise
those remarkable moments.
6 IATEFL Voices 239
Why out of the classroom?
It goes without saying that the place of writing is all-
important as it influences the writer and thereby the final
product. Professional writers would not enjoy writing inside
a classroom packed with students, I would surmise. They
would rather write by the seaside or in a peaceful room
when the night breathes out its tranquillity and charm. Like-
wise, students seem to write better when they are beyond
the classroom walls lying in the arms of nature which helps
them get rid of stress, reluctance and monotony. For me,
teaching writing out-of-doors is enormously fruitful and a
source of inspiration.
Feedback
After the ‘open-air session’ student writers were asked to
provide both verbal and written feedback on the experience.
They all agreed that the activity was unique, enjoyable and
beneficial. They also said that the location was fantastic and
inspiring. ‘Writing has always been a synonym of boredom
to us but after this memorable experience, we confess that
writing is real fun’, said one participant. Students’ feedback
indicated that their assumptions about writing had started
to change. As a teacher, I think that writing can be enjoy-
able, if we only know how to bring its charm to light.
While my students were fully occupied with writing their
essays and enjoying the breeze, some other students, who
were passing by the garden, approached me and smilingly
said ‘we are surprised to see such an extraordinary activity in
our university, and we hope that our teachers can organize
a similar event for us’. That was indeed motivating; I was
delighted that the activity was receiving supportive feed-
back. Furthermore and as expected, many of my colleagues
also liked the idea, and intend to organize al fresco writing
sessions next spring, to add enthusiasm to their writing
classes. However, a few teachers rejected the initiative,
claiming that it was a waste of time because it would add
nothing useful. Although criticism is always welcome, I dare
say teaching is an art and only a few can value the painting!
Conclusion
Al fresco writing was a humble attempt to energise both the
learning and teaching of writing and to convince students
that writing is not an ogre but a Cinderella.
vis_oe@hotmail.fr
Reference
Peterson, S. 2005. Writing Across the Curriculum: All
Teachers Teach Writing. Winnipeg: Portage and Main Press.
 July–August 2014 Issue 239
Feature articles

Oldies but goldies?

Simge Gülaç O’Grady revives the audiolingual method.
As in our media-fed consumerist society, teaching methods – What will you buy? A DELTA
fade in and out, leading to generations learning the same – Just some eggs and cat food. trained teacher
language in completely different ways. Though it is a good – Sounds fun. Can I come with with an MA in
Management
thing that various methods are offered, what I object to is you?
in Education,
considering the good old methods as disposable and never – Fun? But men hate shopping! Simge Gülaç
looking back to see whether they could still be of use in the – Well, yeah, but I love you O’Grady has
contemporary communicative classroom. I experimented madly. eight years’
with the audiolingual method to find out if I could use it to – Aww! experience and
has taught in Turkey, France and
enhance students’ pronunciation skills.
I presented the dialogue to stu- the Middle East. Her research
dents by playing both roles (a bowtie interests include phonetics and
The method phonology in ELT.
/ ribbon helps – just place it on your
Having its roots in behaviourism and structural linguistics, neck when you are acting the part of the boy and on your
the audiolingual approach emerged in the 1950s. Using this hair for the part of the girl). At this stage students only
approach in class briefly means: concentrated on listening to me, without any written conver-
• The language is presented in dialogues, with students lis- sation in front of them. To help them memorize the dialogue,
tening and repeating continuously to memorise. Changing I drilled it with the whole class, in groups and with individual
specific parts of the dialogue (i.e. substitution drills) helps students. Volunteer pairs acted out the dialogue as well.
focus on distinct language features. In the next stage, I projected the dialogue onto the
• Recorded dialogues and videos are used frequently, and whiteboard but took out the words with target sounds
printed materials, if used at all, supplement classroom (shown in bold in the dialogue above). They completed
drills. the dialogue as they had memorized it by then, and we
• The teacher has an active and central role as the source categorized the target words according to their vowel sound
or introducer of input and the manager of the classroom on the board. I then moved onto the substitution drills with
activities. Students are expected to react to stimuli and the following sentences:
have no control over learning content. Just a hat and a cup.
• Positive reinforcement by the teacher plays an important Just some nuts and pens.
role in habit forming. Just a bag and bed sheets.
Although it enjoyed widespread use in the 1960s, the Just some apples and plums.
method lost importance especially with the emergence of Just a headlight and a candle.
more communicative methods in ELT classrooms. It needn’t Just some mushrooms and lettuce.
have done so, however, when you think of the obvious After drilling the target sentences, I distributed the words
advantages it offers: in the substitution lines and asked students to add them
• emphasis on accurate pronunciation together with stress under the correct vowel categories still on the board.
and intonation (parts of language usually ignored in
classrooms);
The results
• instant correction of errors preventing fossilization in the After the lesson, I observed an increase in both the declara-
later stages of learning; tive and procedural knowledge of my students. Most of
• the importance attached to oral competency, essential them were able to pronounce target words correctly and
especially in contexts like EAP where the power of the differentiate between sounds during the categorization
written language in instruction has led to generations activity. Some students became aware of the meaning
of learners successfully producing academic essays but differences that might occur as a result of mispronounc-
unable to greet their professors properly. ing the target sound, which raised their awareness of the
importance of accurate pronunciation. Plus, almost all the
The experiment students were participating actively, repeating the drills, and
The aim of my experimental lesson was to focus on the they had fun.
differences between the sounds /ø/ (as in up), /e / (as in egg) After teaching this lesson, I am confident that the
and /œ / (as in bank). I used the following conversation: audiolingual method has a lot to offer in contemporary
classrooms when focusing on pronunciation. It is fun and,
– Hi honey. What are you up to?
used regularly, it helps students pronounce words correctly
– Nothing, just getting ready to go to the bank. Then I’ll
and automatically.
go shopping. simgegulac@gmail.com

IATEFL Voices 239 7

Feature articles
Classrooms in the cloud or castles
in the air?
Michał Paradowski comments on Prof. Sugata Mitra’s plenary.
Michał B. Few IATEFL plenary speakers have
Paradowski managed to polarise the audience
is Assistant
and cause a ruckus on the web to
Professor at
the extent that Prof. Sugata Mitra did
the Institute
of Applied in Harrogate. His talk can be viewed
online at http://iatefl.britishcouncil.
Linguistics,
University of org/2014/sessions/2014-04-05/
Warsaw, teach- plenary-sugata-mitra. As language
er trainer, ELT consultant, invited
teachers, we can find much inspira-
speaker at 50+ events. His edited
volumes out this year are Teaching tion in the talk. Here is a list of
Languages off the Beaten Track points, some being Mitra’s original
and Productive Foreign Language arguments and some my subjective
Skills for an Intercultural World. reading thereof:
Lessons we can take away
1 Give children credit, they are often smarter than we think.
2 Instead of spoon-feeding children ready solutions, pose
engaging, provocative questions and let them try to work
out the answers by themselves, not passively consume.
3 Allow them to develop knowledge and competence
(including linguistic competence) in areas of their interest.
4 Children will read and often comprehend much of the
material normally intended for ‘more serious’ audiences.
Doing so can boost their reading comprehension (indeed,
many teaching materials overly simplify content and
language).
5 Reward effort. A little encouragement can go a long
way, it empowers learners, builds confidence and leads
to sustained engagement.
6 School is a place not only for competition, but also col-
laborative learning. Children like to share their discoveries
and newly learnt knowledge. Teamwork can be enforced
by giving one desktop to 4-5 children, assigning them a
task, and asking them to report the findings in front of
the class.
7 Make space for the internet in the syllabus and pedagogy.
8 Consider overhauling some exams to allow access to
resources such as the internet or dictionaries, if the aim
of the assessment is to replicate everyday tasks. Given
the washback effect that exams exert, this also means
the focus of education should shift from test-taking (TT)
towards solving more real-life problems.
9 A pretty neat alternative to the language lab or software
in self-assessment of pronunciation skills is using speech-
to-text software (if the goal is EFL rather than ELF).
Sugata Mitra is a masterful public speaker, which gives
power to his message, but some of his assertions may ring
alarm bells.
8 IATEFL Voices 239
Why we should be cautious
1 Lasting impact
In Mitra’s original ‘Hole-in-the-Wall’ (HiWEL) experiments,
there is too little information on how the incidental acquisi-
tion of English was measured. Given Harnad’s (1990) Symbol
Grounding Problem it is implausible that the children knew
no word of the language beforehand nor were offered
external scaffolding or bootstrapping. More crucially, so far
none of Mitra’s projects have provided data on the long-term
impact of the intervention.
A danger with interpreting much experimental classroom
research is that the results are not necessarily due to the
methods’ effectiveness, but the fact that pupils are keen to
engage with novelty. We know that the HiWEL computers
were mainly used for play, led mostly to low-level learning,
and failed in the long run (Warschauer 2003; Arora 2005,
2010).
2 Autonomy needs assistance
Self-study rarely happens simply because knowledge is at
hand. Children first need to learn how to learn. Torn Halves
(2013) draws attention to the ‘clear perception that auton-
omy could only be achieved after a period of heteronomy,
with children needing the pedagogic care of their Socratic
teachers in order to achieve their full potential’. Children
may lack the cognitive skills necessary to render unaided
peer-supported enquiry productive (cf. Kuhn et al. 2000;
Kuhn and Pease 2006; Dean and Kuhn 2007); evaluations
of programs such as One Laptop Per Child gave rather paltry
results (Cristia et al. 2012). And even with older and more
mature learners autonomy doesn’t work with everyone, as
evidenced, for instance, by the high incompletion rates on
Massive Open Online Courses (MOOCs) (Ho et al. 2014; Jor-
dan 2014) and language-learning software (Nielson 2011).
As a side-note, while it would be easy to propose that pupils
exercise responsibility for their learning, when they don’t it’s
we teachers who get evaluated.
3 First things first
Knowledge is incremental and requires competent scaffold-
ing. In order to learn new things, we need foundations to base
them on. Only then can you start asking students questions.
But for a ballanced, comprehensive, systematic education you
need to select good content, pose the right questions, and
prioritise, structure and organise the process. Google won’t
do this. If we just leave pupils to follow their and their peers’
interests, they are unlikely to get far. We need to show them
at least some of the possible paths and open the doors, so
they can look beyond their immediate concerns.
 July–August 2014 Issue 239
4 Striking home
The choice of questions matters, and they should be selected
in a wise and relevant manner. Rather than ‘beaming in’
grannies from a totally different culture wouldn’t it be more
useful for the kids to learn things that are tangibly usable
and locally pertinent? How is the knowledge from alien
cultures beamed through VR realistic for them? Wouldn’t
it be more appropriate to portray more achievable models?
Why not engage local grannies? Globalisation doesn’t obvi-
ate the need to navigate and function in local communities
and realities.
5 Teaching and education vs downloading bits of
information
We learn much more from people who are more experi-
enced and better educated than from similarly ignorant
peers. While teachers are not keepers of all knowledge, they
should know enough to gain their students’ trust and con-
fidence in their competence. Moreover, is a teacher just a
repository and transmitter of knowledge? Education means
the development of literacy (including digital literacy), reflec-
tiveness, critical thinking and the ability to synthesise facts. It
also includes fostering study skills and cultural transmission.
(It is not only or all about preparing for the workplace; there
is a reason why not all schools are vocational schools.) As
Jeremy Harmer (2014) points out, the role of the teacher
is that of a caregiver and counsellor, adapting instruction,
prompting and encouraging, ensuring students stay on task,
helping overcome obstacles, offering personal feedback
and guidance, fostering good learning habits, the ability
to predict problems and find solutions, being an authority,
acting as a role model, instilling values … you name it. How
many of these can be managed by a supervisor who can’t
teach anything because he doesn’t know anything. Nor will
the internet replace quality face-to-face interaction with a
live tutor, the genuine student-teacher relationship, or the
trust that ensues.
6 The devil in the detail
In Mitra’s Self Organising Learning Environments (SOLEs) it
is enough if the children know how to figure out the solu-
tions; the answers’ quality and veracity don’t matter: ‘Don’t
evaluate. Admire’. But carrying out successful web quests
requires extensive prior digital literacy training, cognitive
skills, and subject knowledge. The very SOLE Toolkit exposes
samples of children’s work which divulge substantive errors
and blatant failures of reasoning (pp. 12f.). As Michelle
Sowey (2013) cautions, facilitators mustn’t simply sit on
their hands and admire these answers; they should be able
to competently evaluate the arguments and hypotheses
that students come up with (as well as step in—or better
yet, prevent—when they encounter adult, hate and other
undesirable content). While there are several testimonies
around the web from teachers who have been applying
SOLE ideas in their classrooms reporting children’s engage-
ment and improvement in reading and presentation skills,
they were exactly that—carried out under the supervision of
knowledgeable instructors.
Feature articles
7 Seeing the trees in the woods
Mitra focuses on learning in groups. But shouldn’t education
and the teacher first focus on and benefit each individual
learner? Shouldn’t teachers praise not only group achieve-
ment, but also—if not primarily—individual achievement?
Also, while collaborative learning can bring benefits, chil-
dren also need to learn how to learn on their own.
8 Cold comfort in collaboration
Groups often mean problems. The HiWEL project benefited
the strongest on the street; girls and frailer children were
rarely seen on the computers. For many children, peer groups
mean social exclusion and isolation (Arora 2005). This is why
teachers are needed: it is one of their responsibilities to pre-
vent ostracism and provide universal access to knowledge.
The problems don’t stop once the group is formed. Group
work often means that one or two people do most of the
work while others are freeloading; as a result it’s not always
the most effective approach. At school, we have a limited
amount of contact time with the pupils. Accordingly, our
instructional approach ought to be effective, to facilitate
as much learning (both in and after
class) as possible. Thus, especially as
the (SOLE) sessions are to be ‘a chat Few IATEFL
about anything at all’, it seems viable plenary speakers
to use them if they complement other have managed
pedagogical practices, but not as the
sole (pardon the pun) valid alternative
to polarise the
to regular schooling. audience and
9 Omnia mea mecum porto, or
cause a ruckus
on the web to the
knowledge unplugged
Mitra makes a case for examinations extent that Prof.
focusing on the internet and col- Sugata Mitra did
laboration. But if our knowledge were in Harrogate
contingent on access to the internet
and a ‘lifeline’, this might lead to a
terrible sense of insecurity: What if there is no WiFi? What
if my battery goes flat? What when you leave school and
no longer have access to the internet or ‘granny cloud’?
(On another note, how long will the grannies’ enthusiasm
hold out?) Apart from the feeling of security, knowing also
endows us with a great sense of satisfaction and gratifica-
tion. Do we have the right to deprive children of that?
10 The language advantage
For both the above reasons we shouldn’t dispense with
learning languages simply because ‘maybe machines will
translate’ (let alone the emotional connection established
with another person when we can communicate without
a mediator). In addition to the practical benefits there are
also the numerous verbal and non-verbal advantages of
bilingualism (Paradowski 2011) that no machine translation
will provide.
11 Slowly but surely
SOLEs also seem better suited to learning subject content
than language. Hugh Dellar (2013) rightly reminds us
that linguistic development takes time, requires massive
exposure, graded input, scaffolded communication, refor-
IATEFL Voices 239 9
Feature articles
mulation, recycling, and repeated opportunities for practice.
All of these are best facilitated by an experienced classroom
practitioner with linguistic and methodological knowledge,
not a search engine or a virtual ‘granny’ available for a
couple of hours a week. Children don’t learn English as a
side-effect of engaging in webquests.
12 Everything in moderation
Finally, praise is good when deserved but it should be
administered with care. Constant unwarranted and over-
done praise soon deflates and results in insecurity. Likewise,
‘telling [pupils] that there are no rules’ may not be the safest
pedagogical approach; children need something they can
hold on to.
As I see it, the concept of school learning may have to
undergo another overhaul, but maybe not entirely along
the path or to the extent that Prof. Mitra suggests. What
do you think?
m.b.paradowski@uw.edu.pl
This piece was fuelled by thoughts from Donald Clark, Hugh
Dellar, David Deubelbeiss, Torn Halves, Jeremy Harmer,
Leonard James, Muralee Navaratnam, Simona Petrescu,
David Petrie, Michelle Sowey, Scott Thornbury, and Jake
West. A full-length discussion with the arguments spelt
out in depth and all relevant sources is available at http://
sciencebin.wordpress.com.
References available from the author on request

Giving them a voice!

Ros Wright reports on IATEFL Harrogate’s new Open Space event.

Ros Wright ‘Open Space values the conference Asked, ‘What is a burning issue for you in ELT today?’,
is a specialist goer and gives them a voice.’ participants in Harrogate proposed some 30 topics, includ-
in Medical ing: What would an interactive e-book for seniors look
English. She Developed in the 90s and employed
like? Managing 1:1 and Teaching ideas to support offender
has been a both in management and academic
learners in the UK, with the voting resulting in six parallel
member of spheres (and previously at some SIG
the IATEFL sessions. 30 minutes later, each ‘convenor’ presented a
events), the Open Space format
Proposals summary of their session, more topics were proposed and a
made its debut this year as part
Committee since 2008 and joined second round of discussions commenced.
the Conference Committee in of the mainstream conference pro-
Feedback from participants was overwhelmingly positive:
2010. gramme in Harrogate.
The traditional conference for- ‘there was so much knowledge in the room’
mat (workshop, forum, poster) ‘Good to have the space to let us share.’
tends to mitigate against spontaneity. Inclusion in the con- ‘After […] Open Space I’ll feel more confident about
ference programme implies that considerable preparation presenting myself in the future!’
has already taken place. Furthermore, conference etiquette ‘Liked networking and got good ideas for my work.’
dictates that speakers deliver their content as described In 2015, the same level of spontaneity will prevail, but
exactly in the programme. As for the delegates, despite lessons learnt means Open Space will be:
the ubiquitous Q&A and the odd pair-work exchange, their • … more focused—based around a theme or asking
voice is rarely heard. responses to participant questions;
As an antidote, Open Space, a mini-conference in itself, • … shorter–—two as opposed to 2½ hours;
provides the opportunity not only to discuss the topics that • … introduced in a more succinct manner.
matter, but also introduces participants to a new discussion So, feel valued, be heard and join us again in 2015 at
tool. Integral to this format is the idea that any participant, Open Space Manchester!
regardless of experience or background, can convene a ros_wright@hotmail.com
discussion. No preparation is required and the most popular Open Space 2014 was facilitated by Adrian Underhill,
topics on the day are the ones discussed. assisted by Margit Szesztay and Ros Wright.

Business English – besig@iatefl.org Materials Writing – mawsig@iatefl.org

Find out more about
IATEFL’s SIGS
If you would like more information about
IATEFL’s Special Interest Groups you can
visit the website at http://www.iatefl.org/
members.asp or contact the coordinators
of each group at the relevant email
address for details.
English for Specific Purposes – espsig@iatefl.org
English for Speakers of Other Languages –
esolsig@iatefl.org
Global Issues – gisig@iatefl.org
Leadership and Management – lamsig@iatefl.org
Learner Autonomy – lasig@iatefl.org
Learning Technologies – ltsig@iatefl.org
Literature, Media and Cultural Studies –
lmcssig@iatefl.org
Pronunciation – pronsig@iatefl.org
Research – resig@iatefl.org
Teacher Development – tdsig@iatefl.org
Teacher Training and Education –
ttedsig@iatefl.org
Testing, Evaluation and Assessment –
teasig@iatefl.org
Young Learners and Teenagers –
yltsig@iatefl.org

10 IATEFL Voices 239

 July–August 2014 Issue 239
Four corners dialogue
Margit Szesztay recounts an innovative GISIG session.
Recently some of the buzz-words in ELT have been ‘stu-
dent-centred with emerging content’, ‘creativity’, ‘critical
thinking’, and ‘constructing knowledge together’. By con-
trast, our annual conference seems expert-input driven, with
little space for meaningful participant involvement. Most
sessions are talks with a token Q and A–there is little space
for joint exploration, for tapping into the vast potential of
a gathering of fellow professionals with diverse cultural,
educational, social backgrounds and realities.
This year there were a number of innovate sessions to
explore more participant-centred formats, such as Open
Space (see Giving them a voice in this issue). What follows is
an account of Four Corners Dialogue: a session format that
allows for in-depth, focused exploration of a theme with
participant involvement. It needs four Speakers, a Facilitator,
and participants. At the session organised by the Global
Issues SIG, the roles were as follows:
Facilitator: Margit Szesztay
Speakers: Lindsay Clandfield (Canada), Cecilia Lemos
(Brazil), Christina Rebuffet-Broadus (France), and
Xiaobing Wang (China)
Participants: About twenty-five.
Before the event
The four Speakers and the Facilitator had a preliminary
discussion to identify four key aspects, or sub-topics of the
main theme. We did this via email and came up with the
following:
Content, language, methodology, culture.
Each Speaker chose a theme that they identified with
and came up with a 2-minute initial statement. The purpose
of these statements is to create interest and raise issues
based on personal experience. Making personal experience
the starting point here is important.
At the event
The speakers stood in each one of the four corners of the
room, which physically represented the aspect of the theme
they addressed. One by one they gave their Initial state-
ments. Here is a taster from each statement:
LINDSAY: Content
As a materials writer I recognise the potential power
that published material can have in shaping people’s
opinions. I am also aware that political decisions about
content are made at higher levels in publishing.
CECILIA: Language
The sole fact that English is the global language is politi-
cal. It has to do with the fact that the United States and
the UK are both economic, political powers in the world
today.
Feature articles
CHRISTINA: Methodology Margit
I see learning as a group effort Szesztay
where I’m meant to gently guide has been
involved
and counsel the learners’ con-
in teacher
struction of knowledge. I know education
that in some cultures, schools, for the past
and even for some teachers, this 25 years.
attitude could be considered Her profes-
sional interests include: learning
highly political.
through discussion, creativity in
XIAOBING: Culture ELT, the teacher as facilitator,
and building professional com-
What I’ve found most difficult
munities. She’s the coordinator
teaching in China was to develop of IATEFL’s Global Issues SIG. 
critical thinking skills. Students
don’t have any because their teachers don’t teach critical
thinking, because their teachers weren’t taught critical
thinking, either. 
Next, participants were asked to formulate a Question
or a Comment in writing related to the issues raised. Giving
some time for silent reflection activates participants and
maximises involvement. After this, a market-place type
activity followed, with everyone choosing a corner, making
a comment or asking their question and listening to the
comments and questions put by the others.
To round up, there was a plenary session where partici-
pants shared their original questions, and emerging insights.
This was done in the form of a round, everyone being given
a chance to contribute something, but having the option
to pass.
To give you a flavour of the plenary discussion, here are
some of the questions raised:
Since we are teaching English (and students may expect/
need this), how do we balance a language focus with a
global issues focus (which is often our passion)?
How do you manage with ‘not revealing’ your own politi-
cal beliefs/views in the classroom?
How can we encourage teachers/coursebook writers to
address more ‘taboo’ topics in class? Should we?
How can we get students to ask questions, challenge
authority in cultures where this has no tradition?
Finally, here are some participant views on the event:
It was enjoyable but also democratic—it enacted the kind
of principles global issues is talking about: facilitating critical
thinking about the world outside the classroom in ways
which give all the participants a voice; synthesising the dis-
parate opinions of a group so that the final statements are
richer for the dialogue that has preceded. (Luke Prodromou)
A number of key issues were raised and participants had
the chance to express their views. However, we didn’t have
the time to address them in depth. More sessions of this
type should be actively promoted. (Rick Sampedro)
margit.szesztay@gmail.com
IATEFL Voices 239 11
Feature articles
Giving it 100
Damien Herlihy attempts to break through the frustration barrier.
Damien Teaching in a non-English speak-
Herlihy ing environment offers a number of
has been challenges when trying to motivate
teaching students to use English outside the
English for
nearly ten
classroom and continue with their lan-
years and guage studies after an initial course.
runs his In an interesting blog on adaptive
own schoollearning Nicola Prentis notes that the
and teaching with technology
methodology we currently use ‘mostly
web site, www.tecsquared, in an
attempt to tear down the silos ofproduces plateauing B1 and quitting
A2 students’. This is often apparent in
teaching. He is currently based in
Thailand. my current teaching context in Thai-
land. So how do we get our students
to continue on their language learning journey?
I think what most of my students are hitting is the frus-
tration barrier which Josh Kaufman coined in his book The
First 20 Hours. The barrier is basically the ‘period of time in
which you’re horribly unskilled, and you’re painfully aware
of that fact’. Ultimately he goes onto say that many things
aren’t that much fun if you are grossly incompetent at them,
which stands to reason. This is very true as we watch our
students mangle consonant clusters, regress in grammar,
lack the vocab to express themselves
effectively and have a long list of priorities
We can build a in their lives other than focusing on learn-
better picture ing English. So, how do we help our
students get over the fear of failure and
of how we
smash through the frustration barrier?
learn and use In search of solutions to this problem I
it to break the came across a website called ‘Giveit100’,
frustration (www.giveit100.com), which was set up
barrier together by Karen X. Cheng. Karen wanted to
learn to dance and mapped her progress
and then by posting a video every day for a year
guide our on YouTube. She then decided to assist
own students others in reaching their goals by setting
through this up her own website. It is useful from a
pedagogical perspective in that it creates
process
accountability in users and turns a private
goal into a public challenge. People are
using this for language learning and I have started encour-
aging my students to use it outside class to practise their
English. When students look at this website they can see
there is no magic bullet that can help when learning a new
language and often it just takes a lot of consistent effort to
reach their goals.
12 IATEFL Voices 239
In a conversation between Scott Thornbury and Jeremy
Harmer at IATEFL 2014, Thornbury sees the teacher as ‘a
manager of learning opportunities’. So in order to become
better equipped with what I am supposed to be managing
in the classroom, at the start of the year, I decided to learn
about the process of learning and run some research on
myself. I am currently learning three new skills that I believe
will assist me in my English language teaching and in my
understanding of how I learn.
The first skill I have been working on is drawing which
will allow me to illustrate concepts or
new vocabulary quickly and effectively
to my students. The second is playing
I think what the ukulele, so I can explore the idea of
most of my musicality in the classroom. Finally, I want
to sing a song in Thai in public. To achieve
students are this I will use all of my pronunciation
hitting is the teaching techniques and apply them to
frustration myself in learning to speak clearly in the
barrier … Thai language.
You can follow my progress at
Giveit100—failures and all—and, hope-
fully, at the end I will have a clearer
understanding of the process of learning which will better
inform my teaching practices and help my students to break
through the ‘frustration barrier’.
Finally, I want this to be a collaborative process and I’m
asking other teachers to join me at Give It 100 and gain
some personal insights into the process of learning. Choose
a skill that you want to work on connected to your teach-
ing, become the proverbial rat in a cage and share your
experiences with your colleagues and students. We can
build a better picture of how we learn and use it to break
the frustration barrier together and then guide our own
students through this process.
damienmunchip@gmail.com; @chimponobo
References
Prentis, N. 2014. ‘Adaptive learning. It's us who need to
adapt’. Blog (Retrieved from http://www.eltjam.com/
adaptive-learning-its-us-who-need-to-adapt/)
Harmer, J. and S. Thornbury. 2014. ‘ELT conversation’.
CLIP. (Retrieved from http://iatefl.britishcouncil.org/2014/
sessions/2014-04-04/elt-conversation)
Give it 100 project link: https://giveit100.com/@tecsquared2
Kaufman, J. 2013. The First 20 Hours: How to Learn
Anything Fast. New York: Penguin.
IATEFL Voices 239 13
Feature articles
Conference impressions from
scholarship winners
Sharing my passion
Harrogate 2014 has infused me with self-confidence.
Being able to share my passion for pronunciation with like-
minded enthusiasts and attend thought-provoking talks,
has confirmed to me that professional development is never
a ‘lonely’ task, and that it should involve both stories of
classroom victories and reflection upon failure, if it truly aims
to inspire and encourage.
Marina Noelia Cantarutti
IH Brita Haycraft Better Spoken English Scholarship
marinacantarutti@gmail.com
Inspiring new interests
IATEFL has allowed me to interact with and learn from col-
leagues in the field of learning technologies and to expand
my personal learning network. Inspiring sessions on a wide
variety of areas have sparked new interests and the curios-
ity to engage in further learning. I also thoroughly enjoyed
being immersed in a truly multicultural atmosphere and
discovering that in spite of our different contexts, teachers
face similar challenges in our rapidly changing educational
landscape.
Cecilia Cicolini
IATEFL LTSIG Travel Scholarship
cecilia.cicolini@gmail.com
Bouncing ideas off each other
At times I look around the teachers’ room at my school and
wish there were a sounding board to bounce my ideas off.
Being given the chance to attend and present at IATEFL was
like being given the biggest teachers’ room ever. Not only
was I able to learn from the best of our profession but get
feedback on my ideas and improve on them.
Conchi Martinez de Tejada Gonzalez
OISE Young Learners 2013 Scholarship
azulaza@yahoo.es
Expanding thoughts on teaching and
learning
Attending the IATEFL conference gave me the opportunity
to get to know teachers from all over the world as well as
famous experts on the EFL field. Taking part in different
talks and sharing views with these professionals expanded
my thoughts on teaching and learning and the pedagogical
challenges we face when introducing technology into the
classroom.  the conference: thank you!
Angie Quintanilla, Chile
IATEFL Learning Technologies SIG
Diana Eastment Scholarship
anquinta@hotmail.com
14 IATEFL Voices 239
A dazzling display
The IATEFL 2014 experience was truly stunning: from the
impressive venue, super-efficient administration, and oppor-
tunities for luminary spotting to packed programmes of
engaging plenaries, presentations and back-to-back events
with over 2000 participants from 100 countries. I was struck
by the seamless interweaving of all these components into
one big dazzling display. I must confess I was only able to
catch my breath after it was over!
Sabina Pillai, India
Cambridge English: Teacher Training Scholarship
sabinapillai2000@yahoo.com
From overwhelmed to impressed
Arriving at the conference slightly overwhelmed by the
multitude of presentations, posters and participants, by the
time the conference ended I was impressed by the profes-
sionalism of both presenters and organisers. I was also really
happy with the discussion after my presentation and the
feedback provided by my colleagues. I am looking forward
to the 49th Annual Conference and Exhibition!
Anieszka Dzięcioł-Pędich
IATEFL W R Lee Scholarship
lumriel@gmail.com
United in a passion for teaching
As a first-time attendee I was astounded by the ‘universal-
ity’ of the participants—from Cote D’Ivoire to Nepal, from
Estonia to Kyrgyzstan or Oman. And yet, despite such
diversity, we were all united in a passion for teaching and a
commitment to excellence. While the outstanding academic
programme catered for all tastes, the social programme was
a great networking opportunity—and great fun!
Mariel Amez, Argentina
IATEFL Latin American Scholarship
mamez2222@gmail.com
An incremental model
Colours. Bright colours. Take a look. Some well-known,
some intriguing. The colours of the world. Like flowers in my
grannie’s backyard. One place for them all: Harrogate. One
language enabling you to get closer: English. One organiza-
tion kindly offering me a scholarship: Cambridge English.
One professional association making me live my colourful
dream: IATEFL. Two words to encompass my thoughts after
Catalina Cocan, Romania
Dr Peter Hargreaves’ Scholarship
narcisa_cocan@yahoo.com
July–August 2014 Issue 239
A warm and supportive audience
Apart from a wide array of exquisite talks and workshops
at the conference what struck me most was the very fact
that the audience at my talk was so warm and supportive.
They participated with keen interest in the topic, showing
astute observations and a certain preknowledge. Such a
valuable experience is definitely going to boost my future
career aspirations.
Danijela Bojanic, Serbia
Pilgrims Scholarship
dade@ptt.rs
Affirming my beliefs
I find myself directing my focus and energy towards
further exploring the subject of learner autonomy and
working on understanding my role better as a teacher in
the 21st century. The conference experience affirms my
belief that as a teacher, it is important to be open to new
ideas and keep abreast with the latest developments in
the education world.
Cynthia C. James
Onestopenglish Creativity in the Classroom Scholarship
cindyjbj79@yahoo.com
Rising to the challenge
The IATEFL conference gave me a wonderful opportunity
to rise to the challenge at every turn. First, approaching
David Crystal at a Welcome Reception was difficult though
highly rewarding. Second, giving a talk in front of profes-
sionals was not an easy task. And, last but not least, a
conference quiz which gave a perfect excuse to talk to
every other.
Aida Rodomanchenko
Trinity College London Language
Examinations Scholarship
a.rodomanchenko@gmail.com
Global professionalism
After attending the conference, it struck me more than
ever that there is a huge pool of EFL talent  whose first
language is not English. In fact, for me, it was often these
delegates that offered the most engaging perspectives
and teaching ideas. This highlighted that this conference
was truly ‘international’ in spite of regularly being hosted
in the UK.
Martin Dutton
Cambridge English: English Teacher Scholarship
martin_dutton@optusnet.com.au
An enriching experience
Being awarded the BESIG Facilitator Scholarship has been
an enriching experience. I enjoyed sharing with colleagues
and scholarship winners from all over the world and
socializing at the evening events. I was also delighted to
Feature articles
meet online friends and my BESIG colleagues with whom
we collaborate and develop professionally. All in all, I feel
grateful for having had this unique opportunity!
Dana Poklepovic
IATEFL BESIG Facilitators Scholarship
danapoklepovic@fibertel.com.ar
Exchanging ideas
Attending IATEFL this year was a terrific experience! My
main research interests are testing and assessment so taking
part in the TEASIG pre-conference event was a fantastic
opportunity. I also attended several presentations on TEA
and other issues, which gave me the chance to learn a lot
and exchange ideas with other ELT professionals.
Gladys Camargo
Cambridge English: John Trim Scholarship
gladysqc@uol.com.br
An energy boost
Sessions such as Daniel Barber´s on giving your teaching a
coaching twist and Barry Tomalin´s on teaching network-
ing skills, allowed me to reflect on my future as an English
trainer. Furthermore, the input of colleagues at the confer-
ence on ideas behind a new project of mine was paramount.
This opportunity to reflect and get feedback was the energy
boost that I needed develop myself and my business further. 
Justine Arena
IATEFL BESIG Facilitators Scholarship
justine@justinearena.com.br
A precious memory for my basket
Meeting important theoreticians and hearing their ideas on
English Language Teaching in the subcontinent as well as
exchanging ideas and expanding my professional network
with other professionals was a wonderful opportunity. In
addition, some of the presentations were eye-openers for
me as a young ELT practitioner and I believe that the experi-
ence I gathered is the most precious in my memory basket. 
Nasreen Sultana
International House Global Reach Scholarship
nasreensltn@yahoo.com
Absolutely addictive
From the moment I stepped into the Harrogate International
Centre, I felt as though I was in a dream. The number of
people swarming around, sharing ideas, laughing, talking
and debating was overwhelming, and yet the buzz put me
into some kind of hyperactive trance. The IATEFL conference
is absolutely addictive, and I’m already plotting how to get
my next dose in Manchester.
Nina Jerončič
IATEFL TDSIG Michael Berman Scholarship
nina.jeroncic@gmail.com
See page 18 for a photograph of the scholarship winners.
IATEFL Voices 239 15
 Xxxx

16 IATEFL Voices 239

IATEFL 48th International
Annual Conference
HARROGATE 2014
A photo-journal by Rachid Tagoulla
Rachid Tagoulla has six
years’ experience as an EFL
teacher in a middle school
in Southern Morocco. He
won the IATEFL Africa
Scholarship and attended
the Liverpool conference.
His passion for photography
allows him to travel, win
international awards, exhibit and conduct work-
shops in schools and youth centres in many
countries.
It was my great pleasure to be back at the
IATEFL conference as the official conference
photographer. I have been taking photographs
of teaching events for many years, but this
was my first experience in the UK. It was a real
pleasure to capture the pleasant mood and the
strong energy of the IATEFL staff, speakers and
delegates as there were so many.
Monday 31 March
Every year, the Staff, Volunteers and Associates’
(SVA) Dinner is arranged to thank all the associ-
ates, staff and volunteers for their continued
support of IATEFL. I was very happy to be
welcomed in the Majestic Hotel and meet some
familiar faces as well as new ones that evening.
It was an opportunity to informally meet repre-
sentatives of Teacher Associations, members of
the various IATEFL Committees, people working
at Head Office, the IATEFL SIG Coordinators,
and other friends and supporters of IATEFL.
Tuesday 1 April
On Tuesday morning, I experienced my first
British breakfast. I enjoyed the sociable gather-
ing around the tea and delicious food. The
conference started with the SIG Pre-Conference
Events (PCEs) and the Associates’ Annual Meet-
ing. ‘This year, more than 53 Associations
Maria Eisenmann, YLTSIG PCE
Conference Supplement 2014
Supplement sponsored by
TM
English Language Courses
Above: Associate Day participants
Right: TDSIG PCE
were actively involved’, accord-
ing to Associates Representative,
Les Kirkham. He led an interest-
ing discussion full of fruitful ideas
and experiences from Associate
members; their main concern was
to build professional teaching
communities by supporting new
Associations around the world and
establishing a mutually beneficial
network of TAs internationally.
As I teach English as a foreign language to not, and classes of mixed motivation levels.
teenage students in Morocco, my first PCE visit Maria Eisenmann showed how teach-
was to the YLTSIG. According to the speak- ers can promote the relationship between
ers, EFL teaching occurs now in multicultural motivation and individual differentiation or
and multilingual classrooms. This provides an individualisation in dealing with texts in mixed
opportunity for students from different cultures ability groups. The workshops ended with the
to bring their range of experiences, perspectives highlights of teaching and learning issues such
and insights to learning. However, it sometimes as identity investment and the inclusion of
becomes a challenge for teachers who teach diversity in heterogeneous classrooms. I left the
multilevel classes in some form: combined event with some great ideas in my toolkit, ready
groups of different year levels, groups of mixed to try them out in my classroom and pass on to
proficiency levels, classes with some students my colleagues.
who have studied English and some who have The day ended with the official conference
Carol Read opening the SVA Dinner
IATEFL Voices 239 17

Opening Ceremony and Reception in Harro-
gate’s elegant Royal Hall. This is a magnificent
Edwardian Theatre built in 1903 and recently
restored to its original splendour and often
referred to as the ‘Palace of Glittering Gold’.
IATEFL President, Carol Read, and the Mayor of
Harrogate, Michael Newby, welcomed us all to
the conference and the town. It was a memo-
rable party and another precious opportunity to
meet new delegates.
Wednesday 2 April
I enjoyed Jeremy Day’s workshop very much.
He gave us useful ways to reduce our stress
before and while presenting at an international
conference and how to make our presentation
a more satisfying experience for both ourselves
and the participants. For Jeremy, there are two
keys to a successful presentation: controlling
one’s nerves by more practice and having a
bottle of water.
Jeremy Day
Later on, I went to the main auditorium
where Carol Read, IATEFL President, opened
the conference and welcomed all the delegates.
The first plenary session was about English
and economic development by David Grad-
dol. He stated that there is an extraordinary
growth of English learning around the world
and English will help make its speakers and
their countries richer. From his research, David
explored the idea that English brings economic
benefits and the role it now plays in different
President and Board opening the conference
18 IATEFL Voices 239
48th International Annual Conference
Right:
IATEFL
Scholarship
winners and
sponsors
Below: Dave
’n’ Luke
teaching: the teachers’ voice, body
language and presence. The Dave
‘n’ Luke performances provided
opportunities for engaging learn-
ers, promoting second language
acquisition and raising topics for
discussion. It was the highlight of
the day.
Thursday 3 April
It was my great pleasure to meet
my friend and IATEFL former-
sectors of the economy, especially the services conference photographer Mike Hogan who
economy, which is growing, and the implica- presented ‘How to become a successful free-
tions of this for educational policy. lancer’. I then moved to Alison Schwetlick on
After lunch, I was happy to have the chance ‘How to write for IATEFL Voices and other
to meet the Patron, David Crystal, at the IATEFL English teaching magazines’. She gave tips on
stand. Participants were glad to chat with how to deal with the editor and outlined how
him and see his latest books. I then spent the
rest of the afternoon at the book Exhibition
hall getting to know the other delegates and
recognising a few well-known faces.
Next on my programme was the IATEFL
scholarship party. Again, it was lovely to meet
participants from a range of different countries.
In a very cheerful atmosphere, delegates
enjoyed the Dave ‘n’ Luke presentation on:
‘Hard times for English Teachers’. The present-
ers performed satirical sketches on everyday
topics written and played in collaboration
with students. David and Luke showed that
three things play a crucial role in effective Alison Schwetlick
IATEFL Head Office staff
Conference Supplement 2014
Harrogate 2014
Closing the AGM
to come up with an idea, choose the right pub-
lication and convert it into a publishable piece.
In the plenary session, Kathleen Graves
talked about ‘The efficiency of inefficiency: an
ecological perspective on curriculum’. She gave
an example of a specific classroom and how
a seemingly inefficient approach to teaching
language can lead to learning outcomes that
are deeply embedded in students’ lives and
experience.
The AGM was my next stop. It was interest-
ing to hear the reports of the various Board
members and learn more about how the asso-
ciation is run. It was also a good opportunity for
delegates to discuss new activities and future
projects directly with the people involved.
After that, I went to Jim Scrivener’s
From l to r: Mike Hogan, Chia Suan Chong with baby, Rakesh Bhanot
Conference Supplement 2014
Photo-Journal
Left: Kathleen
Graves' plenary
Right: From l
to r: Georges
Demba Seck,
Mbaye Ngouye
Sall and
Latsouck Gueye
from Senegal
need them and learn from them. However, he
explained how to make them genuinely engag-
ing, challenging and valuable. For instance,
teachers can give feedback which helps the
learner to move forward rather than using
weak praise. Instead of drilling, Jim suggested
teachers do the exercise three times but in dif-
ferent ways to help students learn the structure
and actually use it in the target language.
Jim’s presentation had impact and I left the
auditorium with great motivation to implement
his suggestions.
In the evening, I was invited by Rakesh
Bhanot and David Heathfield to the ‘Speaking
a World of Words’ event. It was an opportunity
for participants to share the words, poems,
stories and passages of prose from the cultures
and languages that mean most to them. It was
a joy and a fruitful experience to be exposed to
such a variety of languages and cultures.
Friday 4 April
I started the day with Madeleine du Vivier’s
session on submitting a speaker proposal. Mad-
eleine shed light on the various criteria used
to decide whether a conference proposal is
Jim Scrivener accepted for IATEFL’s Annual Conference pro-
gramme. She explained that speakers should
workshop: ‘Upgrade! Demand high to bring
read and think carefully about their session and
a grammar lesson alive’. We were told that it
ensure it offers something new and of practical
is OK to teach grammar in a traditional way
use to participants from all over the world.
using exercises and drilling because students
Rakesh Bhanot and David Heathfield, Speaking a World of Words
IATEFL Voices 239 19
Supplement sponsored by
TM
English Language Courses
Macmillan's World Record breaking attempt
After the plenary session by Michael Hoey,
who managed to succeed in proving that the
claims of Michael Lewis and Stephen Krashen
are in fact compatible with current linguistic
research (in this case corpus linguistic research),
I went to capture the Macmillan world record-
breaking attempt for the most people spreading
spread on scones simultaneously. Participants
had lots of fun and left with a commemorative
Macmillan Life Skills badge and official recogni-
tion of their participation in a Guinness World
Record attempt as well as free scones with
plenty of jam.
I then spent the afternoon exploring the
Exhibition hall and finding out about the latest
ELT books, materials and software.
Later, I went to the Tribute session, which
was an opportunity to remember and say a
few words on the memory of colleagues who
passed away during the year since
the last conference.
What was new this year in the
IATEFL conference was the Poster
Presentations. Natalia Puzanova
from Russia presented her poster
and discussed it with interested
delegates, answering all their ques-
tions.
In the evening, I went to enjoy
the Pecha Kucha event. Each
Timothy Phillips
Natalia Puzanova Sugata Mitra's plenary
20 IATEFL Voices 239
48th International Annual Conference
Above and above right: Teachers' talent at the Open Mic night
speaker was allowed a slideshow of 20 images,
each shown for 20 seconds, giving a total
presentation of around 6 minutes before the
next speaker is on. It’s a great challenge indeed
but worth a try. Next, I paid the IATEFL Open
Mic Night a visit. I realised that IATEFL has got
amazing talents. Teachers from different coun-
tries performed using the wonderfully universal
language of music.
Saturday 5 April
The last day kept the standards high. In the
morning, I attended Timothy Phillips’ workshop
about ‘How to be successful in an ELT inter-
view’. Timothy talked about better ways to get
yourself an AAA rating (Appearance, Attitude
and Awareness) and, of course, the job.
In the morning plenary, Sugata Mitra
took us from the origins of schooling to the
dematerialisation of institutions. According to
Mitra’s research and experiments, children can
self-organise their learning, read by themselves
and learn from each other. Surprisingly, he
stated that children who have access to the
internet can learn to use it on their own and
also learn anything by themselves—a good
example to demonstrate the strange new future
of learning.
After the tea break, I went to the closing
plenary where Jackie Kay took us through her
moving and amusing poetry and prose, reading
from her memoir Red Dust Road, and talking
about imagined lands in her work. For more
about Jackie Kay’s work, see David A. Hill’s
column (page 23 of this issue).
I left the conference very satisfied with
the extremely high level of professionalism in
the talks, presentations and the workshops.
I was glad to meet people from different
backgrounds, and earnestly hope to see them
again at the next IATEFL annual conference in
Manchester 2015.
rachid7tagoulla@yahoo.com
For more conference photographs, please visit
my flickr page: http://www.flickr.com/photos/
rachidtagoulla/
Conference Supplement 2014
 July–August 2014 Issue 239
ELT news
The Fair List, UK
At the IATEFL conference this year, The Fair List held our second ever
awards ceremony, complete with balloons, streamers and certificates.
You may remember from Voices 233 that The Fair List celebrates
excellence in the achievement of gender balance in plenary speakers,
presenters or speaker panels at ELT events, annually, in the UK.
We have now launched our website at www.thefairlist.org. It is
updated every month with new posts about issues, organisations,
books and events related to public speaking and women. So Phase
One of this lively venture is, happily, very successfully completed.
The Fair List wants to hear from organisers of events so that we can
help them achieve the gender balance that is our raison d’être.
On The Fair List for 2013 are:
• The University of St Andrews ELT, for their ‘Materials for thought’
EAP workshop, February 2013
• The IATEFL annual webinar series
• The IATEFL TTEd SIG for their Liverpool pre-conference event
• THE IATEFL Business English SIG for their Liverpool pre-conference
event
• THE IATEFL Leadership and Management SIG for their Liverpool pre-
conference event
• The IATEFL Learner Autonomy SIG for their Liverpool pre-conference
event
Tributes at IATEFL Harrogate
We remembered several colleagues. Mick Ashton worked for 20 years
in Cambridge Assessment after being a teacher and teacher trainer.
Admirably, he never lost his sense of the classroom and worked with
dedication, principle and perspective to design tests that were genu-
inely educational. Michael Berman published many ELT books, all
connected with spirituality in one way or another. He gave talks and
workshops at seminars and conferences worldwide; he was a brilliant
story-teller. He gave depth to everything he got involved in and was
a very good listener. Although a quiet man, his presence was strongly
felt wherever he was. Kevin Cleary served as an Associate Professor
in the International Exchange Center of the Tokyo Medical and Dental
University and was well known for his love of teaching and literature
and for his devotion to his students. He will be remembered in par-
ticular for his leadership as President of JALT. As a leader, mentor and
friend, Kevin possessed a unique ability to bring out the best in those
around him, to support and encourage them towards a shared goal.
He also had the humility to step back and allow others to take credit
for achievements. David Hall was a great scholar, editor and teacher.
He supervised many students with great care, support, encouragement
and a marvellous sense of humour. Sue Hicks, Head of Teacher Train-
ing at the British Council in Cairo, had previously worked at British
Council Bangkok and at International House London, Cairo and in Bue-
nos Aires as a teacher, teacher trainer and academic manager. Sue was
a world class trainer who mentored many teachers towards excellence
and was an exceptional friend who gave so much time and support to
Regular columns
• THE IATEFL ESOL SIG for
their Liverpool pre-confer-
ence event
• The IATEFL Conference
Committee for plenaries
at the Liverpool confer-
ence BESIG’s Cornelia Kreis-Meyer and
Andrzej Stesik with Tessa Woodward
• The British Council, for the
second year running, for their UK seminar series which achieved
almost exact parity between women and men speakers over a very
busy year
• Canterbury Christ Church University for their ‘Cutting Edge’ confer-
ence July 2013.
At Harrogate, the group explored a timeline of positive events in
civil rights for women in the UK over the last 100 or so years.
Phase Two is now starting. We have attracted a little sponsorship
to make parts of the venture easier. The Fair List will run its first webinar
on 13th September 2014, thanks to the IATEFL LAMSIG, on ‘Preparing
for your first keynote talk or plenary’. All are welcome to attend; it is
especially aimed at women. At the time of writing I have heard that
we have been short listed for the British Council ELTons. This will help
mightily with letting people know what The Fair List is and does.
Tessa Woodward, Founder of The Fair List
the students and teachers she worked with. Maria Sara Rodríguez
was a highly gifted teacher, trainer and author with a boundless zest
for life, an indomitable spirit and a great sense of humour. She wrote
her first course, the acclaimed primary series Snap!, with colleagues at
the Instituto Cultural Anglo-Uruguayo in Montevideo and subsequently
worked in Brazil and Mexico as Marketing Director for Heinemann
ELT, before returning to Uruguay. Throughout her career, she was
passionate about teacher education and set up her own Teacher
Education Centres in Mexico and Uruguay: ELT Services. Much of Earl
Stevick’s work focused on the importance of making the learning
process relevant and engaging for all involved, and has been seminal
in changing how language learning, teaching and the classroom
environment are conceived. He was a long-term teacher at the US
State Department’s Foreign Service Institute, and one of the founders
of the MA in Teaching degree at SIT Graduate Institute in Vermont.
Dave Willis’s achievement was to translate theory (of language and of
learning) into coherent, grounded and innovative classroom practice.
Given his formidable scholarship, he was also exceptionally modest and
undoctrinaire—a scholar and a gentleman, in short.
Immediately after the tribute session we heard of the death of
Margaret Wysocka. Margaret was an excellent English Language
Teaching mentor and very much liked and respected by her teachers,
colleagues, the Ministry of Education and everyone at Brighton Educa-
tion Malaysia.
Peter Grundy
IATEFL Voices 239 21
Regular columns
Farewell to David A. Hill
Of course, IATEFL is a huge association with the primary aim of offering
a platform for sharing professional ideas. At the same time, many col-
leagues base their professional ideas about teaching on their concept
of human relationships in and out of the classroom. From this point of
view, I have always regarded IATEFL and the conferences as my village.
Conferences are about personal sharing as much as about professional
sharing.
For this reason I think it important to mark the loss of a ‘village’
member who has contributed a great deal to the life and work of
IATEFL. David A. Hill announced his intention of standing down from
holding positions of responsibility in IATEFL at the Harrogate Confer-
ence after 26 years of doing so. During that time David has worked as
a volunteer in many capacities for IATEFL.
David joined IATEFL in 1988 and was immediately responsible for
establishing the IATEFL Italy Branch and running it for the following
ten years, thus attending the original Branch & Affiliates Committee
meetings at each Annual Conference. At that time he was the British
Council’s English Teaching Adviser for Northern Italy. Concurrently,
between 1990 and 1998, he was Newsletter Editor of the Teacher
Trainers SIG, producing its first twenty issues in that time. During a
22 IATEFL Voices 239
period without office, from 1998, he was a member of four SIGs, and
then from 2003 to 2007 he was on the IATEFL Publications Committee.
In 2008, he missed by only one vote (after two recounts!) being elected
as the SIG Representative.
In 2008 he became the Coordinator of the Literature, Media and
Cultural Studies SIG, following a year on its Committee as Events
Coordinator, and continued in that post until his resignation in 2014.
This latter service to IATEFL and its members suited David perfectly.
He is a published poet and short story writer. One of his books with
Cambridge University Press, How I Met Myself has sold 400,000 copies
in Malaysia and almost 100,000 copies elsewhere in the world.
Andrew Wright
Are you reading this online?
You can choose the way you receive IATEFL Voices in
the Members Area.
Just login at www.iatefl.org to change your settings.
 July–August 2014 Issue 239
Regular columns

The literature column

David A. Hill presents IATEFL Harrogate’s final plenary speaker, Jackie Kay.
For those readers who were present at the closing plenary session at I give my kids pure apple juice David A.
the IATEFL Harrogate Conference in April, or who have listened to it (no sugar less acid than orange) Hill is a
on Harrogate Online, Jackie Kay will be someone whose work has Buy my baby soya milk formula freelance
consultant
already been experienced—and I hope it has sent you scurrying to Now she’s off the breast
in English
your local bookshop or to the internet to buy her work for yourselves. (non dairy, no cholesterol, good language
And what a wonderful and varied body of work she has on offer! for their little hearts – apparently and
One novel (soon to be two), three collections of short stories and a their arteries can harden before five literature
wedge of poetry collections of which Darling: New and Selected Poems even). Water from the purifier. working
out of Budapest. Coordinator
(Bloodaxe 2007) will give you an excellent overview of the first four,
And later continues with: of the LMCS SIG 2008–2014,
and also four of her collections for children. he is the author of many
In Other Lovers (Bloodaxe 1993)—and the New and Selected Only to find the bloody English books for students
Poems—you will find a poem called Gastarbeiter (meaning ‘guest apples and teachers in various
are being sprayed with Alar and are educational sectors, as well as
worker’, if German’s not one of your languages), which is used to refer
carcinogenic; the soya beans are original and adapted readers,
to the thousands of migrant workers, particularly from Turkey and the and four collections of poetry.
Balkans, who used to travel annually from their home countries to cooked
work in Germany, and many of whom later became part of today’s in aluminium pots which give off deposits
German population. The poem speaks about things which are very in the brain; the cartridge in the purifier
familiar to those of our students learning English in a country which is collects things…..
not their own. Here are the first two verses: The wonderful irony of trying to live a healthy life in contemporary
When she moved to the new country society, and a suitable antidote for the bland fare of many a course-
the trees were tall strangers, book.
the light was the colour of metal I have talked about using short stories in earlier Literature Columns,
and the air was diesel and the processes described there would be suitable for
although her words for these use with Jackie Kay’s stories, too. Many of her stories
were different deal with topics not commonly dealt with, such as
Many of her
gay relationships, which would be excellent for use in
till she learned the new tongue stories deal educational situations where inclusion is a theme or part
and spoke it like a faltering step with topics not of the curriculum. You can find them in Why don’t you
wanting to please, thank you,
nervous, crossing the road, eyes
commonly dealt stop talking (2002), Wish I was here (2006) and Reality,
with, such as gay Reality (2012) – all published by Picador.
full of apologies, excuse me please,
For example, from Trout Friday from the first col-
walking, quick, quick to work relationships,
lection.
If you wanted to use this poem in class, then you which would be ‘If you want good teeth you must brush your gums
could ask your learners for their first impressions of the excellent for use as well. Gums cause more tooth loss than tooth decay.
things they saw around them on arrival in the new coun- in educational That’s what the paper said. Melanie went straight to
try—then they could read verse one. Next you could ask the chemist and bought a brand-new toothbrush. She’s
them how they felt about using the new language in
situations where
lost too much already and she was only twenty-three
public at first—then they could read the second verse. inclusion is a and she didn’t want to lose her teeth into the bargain.’
Or if you are doing something on organic food and theme or part of Give your class these opening lines from the story,
healthy eating—a perhaps overly common coursebook the curriculum and ask them to decide what kind of person Melanie
topic!—try using the poem I try my absolute best from is and what they think she might have already lost. I’ll
the Severe Gale 8 section of The Adoption Papers leave you to read the rest of the story and find out if
(Bloodaxe 1991), also in the New and Selected Poems. It’s a very your predictions are correct.
realistic view of the situation to finish up the coursebook unit with. Happy reading!
David A. Hill
The poem begins:
futured@hu.inter.net

We welcome news of general interest, replies to article writers and any

suggestions and comments relating to Voices. (Editor)

IATEFL Voices 239 23

Regular columns

Materials reviews
Sandee
Thompson is a
teacher trainer/
assessor. She
received her
MA TESL from
Edited by Sandee Thompson Birmingham
University and is
In this issue of Voices, Christopher Chisolm reviews for us for the first time and has some complimentary currently teach-
things to say about Macmillan’s new receptive Skills series, as well as some constructive feedback. Hilary ing EFL at the College of the North
Atlantic, Qatar.
Livingston reviews the writing part of a reinvented series by Garnet and Jennifer Feenstra explored a brand
new series by Macmillan which integrates tasks with the four skills. We hope we have provided both practical aid and food for thought.

in company 3.0, B1: includes form-focused activities aimed at extending learners’ linguistic
Pre-Intermediate Student’s Book knowledge. In addition, there are five more units focused on formu-
laic language for situation-oriented business communication, and
Pack
another five workplace scenarios that simulate authentic workplace
Simon Clarke circumstances, engaging learners in task-based, meaning-oriented
Macmillan, 2014 communication. Altogether, in company 3.0 provides well-rounded
158 pages and balanced exposure to useful target language with many oppor-
ISBN 978-0-230-45088-2 tunities for skills development through communicative language use.
in company 3.0, B1: While laudable for its selection of themes and content, in company
3.0’s presentation contains certain limitations. Although there has
Pre-Intermediate Teacher’s Book
been an attempt to use white space, colour and visuals to make the
Pack book more appealing, the layout on each page comes across as very
Helena Gomm busy and rather text-heavy. The font size is also quite small, making it
Macmillan, 2014 difficult to imagine a student actually writing responses on the text-
96 pages book pages. As such, the series may intimidate more visual learners,
ISBN 978-0-230-45514-6 requiring teachers to supplement or adapt material as appropriate.
Despite these drawbacks, in company 3.0 is a valuable resource
in company 3.0, B1+:
for teachers, who are able to take a lesson off the page. The range of
Intermediate Student’s Book Pack content and activities included in each unit make it possible for educa-
Mark Powell tors to design lessons to meet a variety of language and skill focused
Macmillan, 2014 objectives. This content is also highly relevant to the modern business
159 pages experience, making it an expedient resource for learners aspiring to
ISBN 978-0-230-45520-7 careers in English-speaking workplaces.
I think this book provides a rich and well-informed platform for
in company 3.0, B1+: Intermediate teaching business English.
Christopher Chisholm
Teacher’s Book Pack CELTA, MA Applied Linguistics and English Language Teaching
Helena Gomm christopher.chisholm@cna.qatar-edu.qa
Macmillan, 2014
104 pages
Skillful Reading and Writing,
ISBN 978-0-230-45526-9
Student’s book 1
in company 3.0 is the third edition of Macmillan’s
David Bohlke
business English series. It offers an integrated skills-based approach
ISBN: 9780230431928
geared towards adult learners wanting to improve their communica-
tive abilities in workplace contexts. Each book in the series is graded Skillful Listening and Speaking,
according to the Association of Language Testers in Europe (ALTE) Student’s book 1
proficiency levels, so users can choose the book best suited to their Lida Baker and Steven Gershon
needs. The series also comes with a complementary online workbook
Series Consultant: Dorothy E. Zemach
and student resource centre that can be used by learners for inde-
Macmillan, 2012
pendent language practice and by teachers for facilitating blended
ISBN: 9780230431911
learning opportunities.
Each student book pack has 15 units on themes surrounding These image-rich and stimulating companion text-
workplace encounters and current issues in business. While many books have the development of academic skills in
of these themes are featured in most business English textbooks, North American English at the CEF A2 (elementary)
in company 3.0 adds several novel contexts such as ‘office gossip,’ level as their focus. The same main topics and
‘passing the buck’ and ‘working lunch’, which give learners authentic grammar points are covered in both, with each unit arranged to carry
exposure to common workplace interactions. Each of these units also forward the topic through a number of activities, culminating in a prac-

24 IATEFL Voices 239

 July–August 2014 Issue 239
tical and realistic task utilizing the active skills developed in the unit.
The receptive skills are approached both holistically and analytically
throughout the units, with critical thinking skills also being introduced.
The final page of each unit offers tips and exercises for developing
good study habits, such as how to take useful notes or save time.
The main topics cover those one would expect in a textbook aimed
at elementary level students: time, home, life and work, with speed
and extremes adding some zest. The extension subtopics within each
unit expose the students to many current social issues and even to the
Fibonacci sequence. The grammar points covered are the basics of the
simple and progressive tenses in present, past and future, along with
comparatives, count and non-count nouns, etc.
The purchaser of a textbook receives a special code which allows
the downloading of the digibook version of the textbook. All the
same content is available in the online version, which also includes
supplementary exercises. There are also productive tasks and video
topics related to those in the textbook. When the student completes
any of the supplementary work online, the marks are sent automati-
cally to the teacher’s markbook, so both the student and the teacher
can assess the progress being made.
The major flaw to this otherwise attractive companion set is that
much of it is too complex for the average CEF A2/elementary student.
At this level, students can only give basic personal information, discuss
topics of immediate relevance to their daily lives or engage in simple
exchanges about their families and routines. The grammar points
are given simply, but there is very little practice and no examples for
completing the exercises. The vocabulary in many of the reading and
listening tasks is too advanced and would necessitate a great deal of
dictionary work on the part of the student and of explanation on the
part of the teacher. However, the textbooks have great visual appeal
and will undoubtedly develop excellent academic skills in stronger/
higher level students.
Jennifer Feenstra, MEd TESL (McGill)
EFL Instructor, College of the North Atlantic – Qatar
jhf2410@yahoo.ca
English for Academic Study: Writing
Course Book
Anne Pallant
Garnet Publishing Limited, 2012
93 pages
ISBN: 978 1 90861 439 1
English for Academic Study:
Reading and Writing Source Book
John Slaght and Anne Pallant
Garnet Publishing Limited, 2012
68 pages
ISBN: 978 1 90861 436 0
English for Academic Study: Writing
Teacher’s Book
Anne Pallant
Garnet Publishing Limited, 2012
90 pages
ISBN: 978 1 90861 440 7
English for Academic Study: Writing Course Book
is a thematically based eight unit academic writing
Regular columns
practice course, also corresponding to the texts found in the English
for Academic Study: Reading and Writing Source Book. It is targeted
at students with an IELTS band score of 5.0–7.5+ and would be useful
to anyone about to enter a university level course where information
needs to be gathered from readings and discussions, evaluated and
synthesized, then written about. It looks at writing for class assign-
ments as well as for tests. The accompanying English for Academic
Study: Writing Teacher’s Book provides guided support for the teacher
through the units as well as additional photocopyable resources. It also
recommends an average of 3 to 6 contact hours per unit to complete
the course.
Since the writing exercises are based on a theme presented from a
reading, one of the key components of this course is the development
of critical thinking skills. Students are encouraged to discuss their ideas
and their writing with classmates throughout the units as well as to
provide guided peer feedback at different intervals throughout the
writing process. As such, I believe this is the real strength of this series,
in that it presents academic writing holistically as part of an authentic
university course experience and not as a stand-alone topic. Some of
the more intriguing topics covered include sustainable fashion, tele-
medicine and human resource management. The broad writing skills
of planning, revising/editing and rewriting are covered in addition to
the micro-skills of writing effective introductions and conclusions, main
ideas and complex sentences, to name but a few.
The only slight drawback I feel I should mention is that the font is
a bit small and the pages are a little text-heavy in places. Still, I believe
this would be a great course book for serious, self-motivated students
in preparation for, or at, university level.
Hilary Livingston, CELTA, MEd
hilarylivingston@hotmail.com
Have you thought
of writing
for
Have you thought about writing something for Voices? Is there
something you feel strongly about? Something you would
like to say or share? Everyone who has ever had an article
published in our Newsletter started out by submitting an
article for the first time and Voices is particularly interested in
receiving material from people who are relatively new to the
profession. Perhaps you have an idea but it’s not enough for
an article? Well, brief can be just as good and often better. We
are especially interested in items as short as 400–800 words—
quite long enough in many cases to make a pithy point—and
shorter articles will give more people a chance to be heard,
regardless of who, where or how well ‘qualified’ they are.
Alison Schwetlick, Editor, IATEFL Voices
IATEFL Voices 239 25
Regular columns

Practical teaching ideas

Greg Gobel creates motivating exam practice materials.
I often hear how preparing learners for formal EFL examinations (FCE, plethora (3) ______ the exam- Greg Gobel
CAE, etc.) can be rather tedious. I also hear how teachers teaching type language (thankfully!) and works at the
exam preparation courses sometimes feel bound to the coursebook. I quite like the arbitrariness of British Council
In this issue, I shall address these myths and provide you with some (4) ______ we may find. So, Alcobendas
near Madrid
interesting and useful activities to help our learners to prepare for the find an article that hits the as Assistant
Cambridge suite. interests of your learners, or a Director of
current news article that would Studies. He likes
Making your own speaking tasks be useful: topics are (5) ______ to encourage
teachers to
It’s quite easy to make your own speaking tasks for the Parts 2 and 3 in limitless as the Internet. I’ve
experiment and challenge themselves
the FCE or CAE. For FCE Speaking Part 2, just find two images that are recently used texts on cigarette with unfamiliar teaching techniques.
comparable and copy and paste them into a word documents. Then, package warning labels, the
write the question and you’re ready to go! This takes very little time political situation in Ukraine and children losing touch (6) _____
and you can make a large bank of these materials very quickly (perhaps nature. Then, copy and paste it into a word document (and make sure
linked to the coursebook themes, your learners’ interests, current you acknowledge your source by copying the http address!). For FCE,
events). For example, if the coursebook unit is about communication parts 2 and 3 are the easiest to make and take very little time. For part
(eg, FCE Gold unit 6) you can select an image of someone giving a 2, just go through and gap out a variety of thirteen functional gram-
presentation and another of a mother talking to her child and pose this matical and lexicogrammatical words that (7) _______ part tests (eg,
exam-type task: ‘Here are your photographs. They show people com- determiners, pronouns, auxiliaries, prepositions, phrasal verbs, linkers,
municating with each other. I’d like you to compare the photographs words in fixed phrases, etc.). That’s it! For part 3, I recommend mak-
and say how you think the people might be feeling and why.’ ing a two-columned table (left wide, right narrow) and pasting your
For FCE Speaking Part 3, you just need to find six or seven photo- text into (8) ______ wide column. Then, find and gap out a variety of
graphs that could lead the learners through the decision-making task. ten words that demonstrate typical ‘word formation’ features such as
Then copy and paste them into a word document and pose a relevant affixation, changing a root word, change of part of speech, etc. Write
decision-making task question. For example, if you have a group of the original words in order down the narrow right-hand column. And,
teenagers, perhaps you can find images that represent fun weekend you’re done!
activities (going to a theme park, having a party with friends, attend- Answers for gaps above: (1) although, (2) should, (3) of, (4) what,
ing a spectator sporting event, hiking in the forest/mountains, going (5) as, (6) with, (7) this, (8) the.
to a shopping centre, going dancing, attending a concert, etc.). The
Parts 1 and 4 are significantly more time-consuming to create from
question could be something like: ‘You and your friends are trying to
scratch and involve an awful lot of thinking; so I tend to stick with
decide what to do over the weekend. The pictures show some activities
published material for these parts. But, to demonstrate I can adapt
that friends can do together. Discuss why each activity could be a good
this column a bit:
time and then decide which two activities you and your friends should
do together.’ Part 1: Make sure you don’t abuse copyright ______________
Making Part 2 and Part 3 tasks for the CAE is just as easy. A) rules B) restrictions C) bans D) controls
Make sure you don’t abuse copyright restrictions. Often putting Although there is no silver _______________
a source (http address) is enough, but here are some sites with free A) gun B) weapon C) bullet D) sword
images for educational use: Part 4: Perhaps you can find images that represent fun weekend
• pics.tech4learning.com activities.
• freedigitalphotos.net POSSIBLE
• coolclips.com (It could/might/may be possible to find images that represent fun
weekend activities.)
Homemade Use of English tasks
I don’t know about your students, but in my experience Use of English
Final recommendations
tends to be the most difficult area of the exams for both teens and I highly recommend exploiting images and texts that are on the Inter-
adults. (1) _________ there is no silver bullet, we can make the hard net to spice up your exam preparation course. The keys are to ‘mimic’
work more engaging by exploiting authentic texts and adapting them the exam formats as closely as possible and to address your learners’
to the form of typical exam tasks. interests as much as possible.
In theory, if the Use of English exam tasks are valid, we (2) ________ greggobel@gmail.com
be able to find the same types of language consistently throughout
authentic texts that we can easily find around the Internet. In my As always, I’d love to hear feedback on these ideas or any similar
experience, I’ve never had a problem as authentic texts contain a ideas you may have.

26 IATEFL Voices 239

 July–August 2014 Issue 239
Post-conference reflections from the
SIGS
The Business English SIG
Our PCE, sponsored by Cambridge English,
focused on teaching business skills. We began
with an overview by Jonathan Deer of develop-
ments in testing, their impact on teaching and
the increasing demand for hard and soft skills
instruction. Martin Lisboa offered tips on using
language training to increase students’ aware-
ness of the skills they need. Fiona Mee spoke
of using English effectively as well as collabora-
tion, problem-solving and e-literacy. The day
ended with a lively discussion.
On BESIG day Steve Flinders spoke on
a model for language in international HR
communication, Dana Poklepovic (2014 BESIG
Facilitator scholarship winner) on authentic
business game and Andrew Preshous on
enriching vocabulary using the corpus. In the
afternoon Gabrielle Jones spoke on soft skills
and building business relationships, Rudi Cam-
erer on the importance of English as a Lingua
Franca in international communication, Jus-
tine Arena (2014 BESIG Facilitator scholarship
winner) on tech-enhanced storytelling and
Evan Frendo asked whether we are teaching
business English correctly. The BESIG Open
Forum, sponsored by Cambridge University
Press, included Jeanne McCarten, our plenary
speaker for the 27th Annual BESIG conference,
Bonn, November 2014, presenting our scholar-
ship winners with a signed copy of her book
‘Grammar for Business.’
Marjorie Rosenberg, Coordinator
besig@iatefl.org
BESIG Dana Poklepovic, Jeanne McCarten and
Justine Arena
Inside IATEFL
The Pronunciation SIG
There was great excitement and buzz around
pronunciation at this year’s conference. It was
fantastic to see a growing interest in teaching
pronunciation and meet many teachers who
were sharing their tried and tested ideas on
integrating pron into their lessons.
Our PCE started with Alan Tonkyn on pro-
nunciation and fluency, Wayne Rimmer on the
need for a pronunciation syllabus and John Field
on the importance of phonological features in
assisting learners to listen. Robin Walker then
argued the case for exposing our learners to
a variety of English accents. Finally, Richard
Cauldwell demonstrated how to break down
spontaneous speech for better understanding.
Our SIG day brought other well-known
names, including Mark Hancock and Piers Mes-
sum , with Richard Cauldwell opening the day
for us; but there were many others, just as
inspiring, who presented. The day closed with
our PronSIG Open Forum that brought about
great debate and discussion on why pronuncia-
tion teaching is missing from most classrooms,
despite its importance and sparked ideas on
how to encourage teachers to incorporate and
integrate pron into their lessons. As Robin
Walker said, with the level of enthusiasm and
passion for pron that surfaced at the conference,
the future of pronunciation is very bright indeed.
Wayne Rimmer, Coordinator
Louise Guyett, Committee Member
pronsig@iatefl.org
The Testing, Evaluation and
Assessment SIG
Our PCE on Classroom Testing was sponsored
by Cambridge English and focused on ideas
and inspiration for teachers. Neil Jones (Cam-
bridge English) spoke about Learning Oriented
Assessment (LOA), the background to this,
Left:
PronSIG
PCE in
action
TEASIG Neil Jones, Cambridge English
what classroom and standardized assessment
should have in common and critical differ-
ences. Carel Burghout (TEASIG) spoke about
Assessment for Learning, discussed feedback
using terminology and examples at classroom
level and gave examples of strategies and
instruments from recent publications and his
own rubrics and worksheets. Barry O’Sullivan
with James Mapp, Louise Dunne, Bernadette
Maguire and John Tucker, (British Council)
reported on a British Council project catering
for the needs of (among other groups), teach-
ers using classroom assessment. The structure
of an assessment literacy programme and its
practical implications were described. Thom
Kiddle (NILE) focussed on how teachers can
deal best with classroom assessment and the
role of technology, addressing the question
of how and when technology helps or hinders
teachers and testers.
The presentations and photos of the PCE can
be found at http://tea.iatefl.org where informa-
tion, photos and slides of the TEASIG day at the
conference will also be available soon.
Judith Mader, Coordinator
teasig@iatefl.org
The Learning Technologies SIG
Our PCE ´Technologies in Contexts´ was a lively
event with Professor Adrian Holliday’s ‘Web-
IATEFL Voices 239 27
Inside IATEFL
based learning, cultural, travel and claiming
the world’, Dr Elizabeth Hanson-Smith’s ‘The
TESOL Technology Standards: concept and
execution’ and Nicky Hockly’s ‘No tech, low
tech? Teaching and technology’. In the after-
noon we had workshops, where participants
chose the topic they wanted to discuss from
the following:
• looking at the tech standards Can do state-
ments
• using technology for self access
• technology to support teacher or student
content creation / authoring
• technology to support student to student
communication in L2
• field work technology to support sharing
teacher- or student-created information
• criteria for selecting mobile apps
Harrogate 2014 SIG Day
A busy programme of 7 speakers, including
our two scholarship winners: Angie Quintanilla,
winner of the Diana Eastment scholarship, and
Cecilia Cicolini, winner of the LTSIG travel grant
scholarship. There were talks about MOOCs,
e-readers, m-learning materials in resource-
poor environments, flipped classroom tips for
IELTS, digital storytelling, effective tips for
online teaching and learning and online tools
for analysing grammar, lexis and discourse. It
was a day packed with quality speakers and
interesting and varied ideas.
Vicky Saumell
community-manager@ltsig.org.uk
ltsig@iatefl.org
The Materials Writing SIG
Committee members share their post-Harro-
gate impressions
Being in a room with about 70 others with
shared interests was educational and inspiring.
And the fantastic feedback we’ve had made it
extra worthwhile. (Karen White)
Lots of hoo-hah about Sugata Mitra, but,
back in the real world, people talking about
28 IATEFL Voices 239
LTSIG committee
and scholarship
winners
priming, using
corpora (back in
vogue?) and bot-
tom-up listening.
All trends to watch!
(Rachael Roberts)
For me, this
was a vintage IAT-
EFL,  with materials
writing—and the
effect technology is having on it—at its centre.
I was especially fascinated to notice a trend in
authors talking about their own self-publishing
and app development projects. (Nick Robinson)
IATEFL conferences are characterised by
delegates’ passion for learning. I took away
wonder, upset, admiration, irritation and
heated debate which will no doubt inspire
teaching, learning and materials—digital or
otherwise. (Hans Mol)
The highlight for me was our PCE: a seminal
moment in ELT materials development, a com-
munity coming together, sharing worries and
excitement about the opportunities and threats
of the coming years. (Sophie O’Rourke)
It was lovely to meet so many of the news-
letter contributors—and readers – and have
their feedback. And the packed room at our
Open Forum—priceless! (Lyn Strutt)
Highlight for me was the informal commit-
tee meeting at the Slug and Lettuce, putting
together exciting plans for activities next year.
So much to come; watch this space! (Byron
Russell)
Hans Mol, Committee Member
mawsig@iatefl.org
The MaWSIG committee (clockwise from
bottom left): Karen White, Nick Robinson,
Lyn Strutt, Rachael Roberts, Hans Mol, Byron
Russell and Sophie O’Rourke
The Global Issues SIG
Our SIG Day presenters (pictured above, clock-
wise from top right) were:
• Ken Wilson: Can global issues provide
authenticity and context in English teaching?
• Margit Szesztay: Widening horizons with
YouTube—ways of going deeper
• Thorsten Merse: Global education meets
visual literacy
• Barbara Enid James: Eco-conscious ESL—
reducing our carbon footprint with alternative
methodologies
• Rick Sampedro: Beyond story—the peda-
gogic and social potential of stories
You can watch Ken Wilsons’s session and
an interview with GISIG coordinator Margit
Szesztay on Harrogate Online. If you want to
find out more about the other sessions, please
visit our website: www.gisig.org
Margit Szesztay, Coordinator
gisig@iatefl.org
The Young Learners and
Teenagers SIG
One of the oldest IATEFL SIGs, it was one of
the first SIGs to supplement its Yahoo Groups
discussion list by introducing regular webinars
and in 2012 and 2014 ran a very well attended
series as part of TESOL’s Electronic Village
Online (EVO).
The SIG organised a conference with Cyprus
Teachers of English Association (CyTEA) on
‘Language Learning 2–6: International per-
spective on early years plurilingualism’, 23–25
May 2014 in Nicosia. It is collaborating with
KOTESOL (Korea) for its conference in Seoul,
3–5 October 2014. It is also negotiating other
joint ventures with teacher associations in
Ireland and Tel Aviv. It is supporting a group
from the committee who plan jointly to publish
an ELT book. The theme for the PCE 2015 at
Manchester will be ‘Learner first’.
The SIG offers a range of networking
 July–August 2014 Issue 239
opportunities for its members. Apart from the
open Yahoo groups email discussion list, it has
a YLTSIG Facebook page for the announce-
ment of events, and each special area of
interest—Very Young Learners, Young Learn-
ers, Teenagers and SEN [Special Educational
Needs]—has its own Facebook group.
At Harrogate, Hans Mol, stepped down and
Kalyan Chattopadhyay and Dennis Newson
have taken over as Joint Coordinators  Joint Coordinators
Kalyan Chattopadhyay and
Dennis Newson, Coordinators
yltsig@iatefl.org
The Learner Autonomy SIG
The PCE, ‘Developing learner autonomy in
different learning spaces: experiences and
examples’, was—one is tempted to say ‘as
usual’—again a success with excellent plenary
speakers as well as varied and intriguing inputs
from many parts of the world. The first plenary
speaker, Harry Kuchah, Cameroon, held par-
ticipants spell-bound with his account of how
he manages to get classes of 200 students
to work autonomously! Emma Crawley, UK,
reported on setting up Self-Organized Learning
Environments (SOLEs) in her primary classes in
Gateshead in close cooperation with Sugatra
Mitra (the plenary speaker on the last day of
the conference). If you want to be convinced
of her success, take a look at YouTube under
‘Emma Crawley’ and ‘SOLE’ to see her live. The
evaluations handed in at the end of the day
praised not only the input, but also the warm
atmosphere throughout the day.
Our LASIG Day turned out to be a memo-
rable experience as well with excellent sessions,
which to a large extent supported each
Vic Richardson talking about assessment for
learning
Inside IATEFL
other—something the organizers of course aim
at but don’t always succeed in. Learning dia-
ries/learner journals/assessment were some of
the topics. One of the speakers concerned with
the latter was Vic Richardson, the founder of
LASIG in 1986. We were of course very happy
to welcome him ‘back’ to the SIG. A mutual
feeling, I am sure.
Leni Dam and Lienhard Legenhausen,
lasig@iatefl.org
The Leadership and Management
SIG
LAMSIG kicked off their conference with a
successful PCE on the thorny area of Burnout.
Around 40 people enjoyed a varied programme
led by George Pickering, who gave an over-
view, Agnes Enyedi, who gave the story from
the teachers’ viewpoint, and Andy Curtis who
looked at various manager aspects. Questions
raised in the Panel Discussion extended the
theme and participant feedback showed that
participants were pleased with the day.
LAMSIG PCE presenters
Next was the SIG Day, with specially selected
talks representing the variety and breadth
of work of school and department leaders
and academic managers around the world.
Speakers were Janet Tufnell Recruiting the best
English language teachers for your business,
Geoff Hardy-Gould Cultivating a community
of practice, Josh Round Be the DoS you want
to be, Liam Brown Informal learning is the
new black in management, Silvana Richardson
Evidence-based observation - tips and tools,
Jane Cohen From INSETT to CPD—An ELT
autobiography, Oliver Beaumont Leading not
managing; assertive, aggressive or just plain
awkward?—a broad and interesting range of
LAM topics!
Around 30 people attended the Open
Forum to celebrate LAMSIG’s 25th Anniver-
sary! George presented the history of the SIG
with photos and timeline points of interest.
This will form part of the IATEFL History.
Finally, we discussed future plans, including a
series of Webinars, on topics such as Manage-
ment Research, Coaching and mentoring skills,
Appraisals and Peer observation. We are also
collaborating on a Webinar with The Fair List
on September 13th: ‘Preparing for your first
keynote talk or plenary.’
For details of the current committee please
see page 34 of this issue of Voices.
Jenny Johnson, Coordinator
lamsig@iatefl.org
The Research SIG
‘Teachers research!’ was the title of our PCE
on 1 April. This was designed as a participant-
centred event featuring research by teachers
for teachers. The event was attended by 65
people in total, and was structured around 19
short poster presentations—spread out during
the day—accompanied by informal discus-
sion, in combination with commentary by Dick
Allwright, Anne Burns and Donald Freeman.
There was also a general discussion of teacher-
research, and group discussions of more specific
themes, including how to get started, and how
to sustain and support teacher-research. We
have made a video record of presentations
and discussion available to view for anyone
interested: http://ow.ly/wcPYM.
Our SIG Day featured workshops by Chris-
tina Gkonou and Mark Daubney, and Felicity
Kjisik and Leena Karlsson, and a Forum on sup-
porting teacher-research (Fauzia Shamim, Mark
Wyatt, Richard Smith and Paula Rebolledo) and
talks by Annamaria Pinter and Rama Mathew,
Katie Moran and Susan Dawson. All these pre-
sentations were video-recorded and are freely
available for viewing here: http://ow.ly/wcR2h.
Richard Smith, Coordinator
resig@iatefl.org
Group discussion with Anne Burns during
‘Teachers Research!’ (ReSIG PCE)
IATEFL Voices 239 29
Inside IATEFL
From the Associates
IATEFL’s Associates Representative, Les Kirkham, brings news from
Associates’ Day
(A-Day) held on 1 April in Harrogate. We had visitors who came in
As you will expect, this time we are looking 57 attendees from 42 Associates in the Ripley from time to time
back at the pre-conference Associates Day Suite at the Holiday Inn, as well as a few other to observe proceed-
Les Kirkham, Associates
ings or to contribute Representative
their own vignettes.
The attendance was slightly down on last
year, and it seemed that a significant number
of people who had booked for A-Day were
not able to get visas, though I’m not sure
of the exact numbers of non-attendees for
that reason. However, this did not dampen
people’s enthusiasm and, as usual, the generous
sponsorship of A-Day by Cambridge English
provided a lunch that was the envy of all other
PCE attendees.

Some of the Associates Day

audience.

The programme could be divided into sessions Lubna Mohyuddin

that looked forward and those that looked reviewed the activities
back. A significant part of the day was spent of SPELT (Pakistan)
30 years on from its
describing the various awards that Associates
establishment.
are eligible to apply for, as readers of the
last Voices may remember. To review briefly,
Associates are now able to apply for a) the Maureen McGar-
Hornby Trust IATEFL Award, b) the Interna- vey from the IH Trust,
tional House Trust IATEFL Training Award, along with the judg-
and c) the IATEFL Projects Award. ing panel of Nazli
On behalf of the Hornby Trust IATEFL Güngör  and Harry
judging committee I had the pleasure of Kuchah, announced
announcing our two winners for 2014: the winner of the IH
OMELTA from Omsk in the Russian Federation Trust IATEFL Training
and MORCNeT from Morocco. Award, ELTA (Albania)

The ELTA (Albania) President, Shpresa Delija, Vice Dean of the Foreign
Language Faculty at Tirana University (left) receives the IH Trust-IATEFL
General view of some of the audience at A-Day listening to Lubna Training Award from Maureen McGarvey (right) of IH Trust, Nazli
Mohyuddin’s presentation about 30 years of SPELT (Pakistan) Güngör (second left) and Harry Kuchah (from the judging panel).

30 IATEFL Voices 239

July–August 2014 Issue 239
and felicitously, the ELTA President, Shpresa
Delija, was present in person at A-Day to
accept the award.
And finally, Gary Motteram, on behalf of
the IATEFL Board of Trustees, announced the
winner of the IATEFL Projects Award—ELTAI,
India.
Congratulations to all our winners, and
also many thanks for all other TAs who
submitted proposals. I hope to bring news
about the progress of the various projects
over the next year. If you didn’t win this time,
Inside IATEFL
don’t be discouraged; but do try again. And if
your TA did not submit a proposal this year,
consider doing so for next year. Invitations for
proposals will be sent out after the summer, so
get thinking now.
Besides hearing about funding available for
Teachers Associations, we were able to hear in
detail about the range of scholarships available
for individuals to attend the IATEFL Annual
Conference from Eryl Griffiths, the outgoing
chair of the Scholarship Working Party. She
emphasised that some scholarships are open
to non-members as well as members, and
that a number of scholarships, especially for
some Eastern European qualifiers, had very
few applications. The aim is to have fifty
scholarships available to the 50th IATEFL
Conference in 2016. All potential applicants
are advised to look out for announcements,
especially because the due date is being
moved forward, and the closing date for the
2015 conference is 24 July 2014, so some
advanced planning is needed.

Another common theme of A-Day this year followed by Leo Marin (IATEFL-Peru) who, regional grouping for TAs. Let’s hope this pro-
was the encouragement of co-operation besides getting us all on our feet in a bonding duces some results, as regional co-operation
between TAs and IATEFL SIGs. In many ways, exercise, was urging Latin American TAs to is a development that IATEFL is looking to
SIGs act as the main presence outside the work more closely together in furtherance of a foster amongst its 123 Associates worldwide.
UK for IATEFL as an organization, and by
co-operation with TAs, some of IATEFL’s
experience and world reach can be tapped
into by TAs. During A-Day, Richard Smith
and Harry Kuchah of the Research SIG talked
about a research project being undertaken
between the SIG and CAMELTA (Cameroon).
In addition, Margit Szesztay of the Global
Issues SIG also talked about various ways SIGs
and TAs can work together. This is an area
that many SIGs and many TAs are interested
in, so both are encouraged to make contact
and talk about possible joint events through-
out the world.
During the afternoon, we had a South
American flavour to our proceedings as Mariel
Amez described how FAAPI (Argentina) is
organized as an ‘association of associations’
in order to bring together many different Leo Marin (IATEFL Peru) livened up the audience after lunch and reviewed potential
organisations in a large country. She was co-operation between Latin American TAs.

Associates Day was completed by visits
from the IATEFL President, Carol Read, and
outgoing Vice-President Eric Baber, as well
as information from Marjorie Rosenberg
about the current series of IATEFL Webinars.
Nor should we forget to mention the valu-
able session by Monica Poulter from our
sponsors, Cambridge English, on Teacher
Excellence.
The day was rounded off in a way that
has become traditional, with one of our new
attendees giving a brief summary of the day
and their impressions of it all. This year Gulnara
Akunova of FORUM (Kyrgyzstan) was good
enough to share her thoughts with us and skil-
fully brought the whole day to a very positive
and good-humoured close.
Many thanks to all contributors and par-
ticipants for making Associates Day such an
enjoyable and worthwhile event. Finally, a very
warm farewell to Amy Jost, who has been
such an enthusiastic presence on the Associ-
ates Committee for the past 5 years. We will
miss her greatly. However, I would like to
extend an equally warm welcome to Nazli
Güngör and Harry Kuchah who are replacing
Amy, and who will be taking the committee,
along with me, into my final year as Associ-
ates Representative. We all hope to see you in
Manchester next April!

Considering Take a look at

http://www.iatefl.org/jobs/
a new role jobs-market
this year? for further information and to register for job alerts.

IATEFL Voices 239 31

32 IATEFL Voices 239
 July–August 2014 Issue 239
Inside IATEFL

Coming events
2014 DON’T FORGET 2015
June January
27–29 UK 11–14 April 2015 24–25 Switzerland
NATECLA National Conference 2014, ETAS 31st Annual Conference and
Sheffield 49th Annual AGM, Bern
Visit: http://www.natecla.org.uk/content/568/ http://www.e-tas.ch/events/agm
National-Conference-2014 International
July IATEFL Conference The most up to date version of the calendar can be
18–19 Chile and Exhibition found on our website,
http://www.iatefl.org/events/
IATEFL Chile XIII International
Conference, Santiago 10 April 2014
Motivation in the 21st century EFL classroom’ Pre-conference events Upcoming webinars
Event link:
http://www.iateflchile.cl/international- Manchester UK July–September 3 pm BST start
conference/ November 2 pm GMT start
See www.iatefl.org for more information and
August important deadlines July 6: Kieran Donaghy—‘Using Short Films in
21–23 India Business English Courses’
ELTAI 9th International and 49th July 19: Barbara Hoskins Sakamoto—‘The Lives of
Annual ELTAI conference, Jaipur November English Language Teachers’
‘English: From classes to masses’ 14–15 Albania August 3: Karen Eini—‘Using Tablets in Business
Submission deadline: 31 May 2014 ELTA Regional Conference, Berat English Training’
Contact shailamhn@yahoo.co.in or visit ‘English and Employability’
http://www.eltai.in/Conference.html Contact eltaalb@gmail.com or visit August 30: Nik Peachey—‘Getting the most out of
www.eltaal.org online video resources’
September September 13: Susan Barduhn and Simon Greenall—
14–16 France
12–14 Poland TESOL France 33rd Annual ‘Preparing for your first plenary talk’. An IATEFL
23rd International IATEFL Poland Colloquium Leadership & Management SIG / The Fair List joint
Conference, Lublin Plenary speakers Stephen Krashen and Carol event
‘Innovation and technology in foreign Read September 27: Susan Hillyard—‘Challenging
languages teaching: methodology, http://www.tesol-france.org ELT:Challenging Methodology to Reach Challenging
psychology, IT’
14–16 Germany English Language Learners’
Submission deadline 1 May 2014
Contact: conference2014@iatefl.org.pl or visit IATEFL BESIG 27th Annual November 29: Fiona Dunlop—‘How to access CPD’
www.iatefl.org.pl Conference, Bonn
 13 Germany Visit: http://www.besig.org/
12th ELTAF Conference, Wiesbaden 21–24 Japan Submissions for the calendar are welcome and should
Plenary speaker: Marjorie Rosenberg JALT 2014 40th Annual International be sent to glenda@iatefl.org and copied to the Editor at
Contact conference@eltaf.de or visit Conference and Exhibition on editor@iatefl.org. It is helpful to follow the format in the
www.eltaf.de Language Teaching and Learning, calendar above, and also to include submission deadlines
20 Switzerland Tsukuba for papers for potential presenters. So that we receive your
ETAS Professional Development Day, ‘Conversations across borders’ announcements in time, please check Voices (p.1) for the
Visit: http://jalt.org.conference copy deadline and the publication month of each issue.
Brugg-Windisch
http://www.e-tas.ch/events/pd-day/663-
pd-day-2014
26–27 Albania
ELTA Regional Conference, Lezha
‘Teaching and Learning English for Fun:
Publications received
Challenges and Solutions’
Contact eltaalb@gmail.com or visit The Editor has received copies of the following
www.eltaal.org publications: Publications from Teachers’
October Associations or special interest
Associates Publications groups received will be
23–26 China TESOL-Spain E-newsletter, April 2014 (ISSN acknowledged in this column and
CELEA 7th International Converence should be sent to the Editor at
on ELT in China, Nanjing 2255-0356)
TESOL-Spain E-newsletter, May 2014 (ISSN PO Box 3182, Pewsey, SN9 5WJ,
‘Localization and individuation: Reforms and
United Kingdom.
research in China’s ELT’ 2255-0356)
Event coordinator: China English Language Teaching Times, TESOL France, Issue 69 (ISSN: Please send only items published
Education Association
1266-7552) wholly or partly in English,
Visit: http://www.celea.org.cn/2014/english/ which should be received by the
24–25 Spain SIG Publications deadlines detailed on the contents
IATEFL TEASIG Event, Granada page of this issue. All further
Visit: http://tea.iatefl.org/ TTEdSIG e-newsletter, November 2013 (ISSN enquiries to editor@iatefl.org.
1026-4396)

IATEFL Voices 239 33

Inside IATEFL
Who’s who in IATEFL
Patron: Professor David Crystal, OBE, FBA
Advisory Council
As Patron: David Crystal
As Editor of the ELTJ: Graham Hall
Individual members: Herbert Puchta,
Catherine Walter and Adrian du Plessis,
Anna Searle
Board of Trustees
President: Carol Read
Vice President: Péter Medgyes
Treasurer: Colin MacKenzie
Secretary: Zeynep Urkun
Membership Chair: Gary Motteram
SIG Representative: George Pickering
Associates Representative: Les Kirkham
Electronic Committee Chair: Caroline Moore
Committee Members
Conference: Carol Read (Chair), Burcu Akyol,
Louise Atkins (Head Office), Bethany Cagnol,
Glenda Smart (Head Office), Alison Medland
(Head Office), Alison Wallis (Head Office),
Poppy White (Head Office) and Ros Wright
Finance: Colin MacKenzie (Chair),
Karsten Gramkow, Wayne Rimmer,
Lizzie Wojtkowska-Wright and Glenda Smart
(Head Office)
Publications: Péter Meydges (Chair), Roy Bicknell
and Martin Eayrs
ElComm: Caroline Moore (Chair), Louise Atkins
(Head Office), Mike Harrison, Heike Philp,
Paul Sweeney and Mercedes Viola
Membership: Gary Motteram (Chair),
Victoria Boobyer, Tilly Harrison,
Marjorie Rosenberg and Shaun Wilden
Conference Selections Editor: Tania Pattison
cseditor@iatefl.org
Voices Editor: Alison Schwetlick
editor@iatefl.org
IATEFL Representative on the ELTJ panel:
Carol Read
IATEFL Representative on the ELTJ
Management Board: Catherine Walter
IATEFL Scholarship Working Party (SWP):
Eryl Griffiths (Chair) eryl_griffiths@yahoo.
co.uk, Mojca Belak, Sophie Ioannou-Georgiou,
Maureen McGarvey, Patrick McMahon,
Amos Paran, Adrian Tennant
Head Office
Executive Officer
Glenda Smart: glenda@iatefl.org
Deputy Executive Officer
Louise Atkins: louise@iatefl.org
Finance Officer
Kay Cox: kay@iatefl.org
SIGs & General Administrator
Eleanor Broadbridge: eleanor@iatefl.org
Conference Organiser
Alison Medland: alison@iatefl.org
Deputy Conference Organiser
Poppy White: poppy@iatefl.org
Business Development Officer
Alison Wallis: awallis@iatefl.org
Membership Officer (Maternity Cover)
Natasha Cleary natasha@iatefl.org
Finance & General Administrator
Linda James: linda@iatefl.org
34 IATEFL Voices 239
Other
generalenquiries@iatefl.org
Special Interest Groups (SIGs)
Business English (BE)
http://www.besig.org
Coordinator: Marjorie Rosenberg
besig@iatefl.org
Newsletter Editor: Julia Waldner
julia.waldner@besig.org
Events Coordinators: Cornelia Kreis-Meyer
cornelia.kreis-meyer@besig.org and
Andrzej Stesik andrzej.stesik@besig.org
Treasurer: Bethany Cagnol
bethany.cagnol@besig.org
Development & Administration Coordinator:
Akos Gerold akos.gerold@besig.org
Website Coordinators & BESIG Online Team
Coordinators: Claire Hart claire.hart@besig.org
and Mercedes Viola mercedes.viola@besig.org
BESIG Online Team: Justine Arena
justine.arena@besig.org; Norbert Gálik
norbert.galik@besig.org; Matt Halsdorff
matt.halsdorff@besig.org; Michelle Hunter
michelle.hunter@besig.org; Pete Rutherford
pete.rutherford@besig.org
BESIG Editorial Team: Roy Bicknell
roy.bicknell@besig.org; Kristen Acquaviva
kristen.acquaviva@besig.org; Vicky Loras
vicky.loras@besig.org and Lynn Nikkanen
lynn.nikkanen@besig.org
English for Specific Purposes (ESP)
http://espsig.iatefl.org/
Joint Coordinators: Aysen Guven and
Prithvi Shrestha espsig@iatefl.org
Journal Editor-in-Chief (Professional and
Academic English): Mark Krzanowski
markkski2@gmail.com
Assistant Editors: Andy Gillett
andy@andygillett.co.uk; Bernard Nchindila
nchinbm@unisa.ac.za and Nadezhda Yakovchuk
n.yakovchuk@hotmail.co.uk
Membership Secretary: Jeremy Day
jday@poczta.onet.pl
Web Manager: Semih Irfaner
irfaner@bilkent.edu.tr
ESPSIG Reporter: Marcos Koffi Ngoran
ngoran.marcos@yahoo.com
English for Speakers of Other Languages
(ES(O)L)
http://esolsig.wordpress.com/
Coordinator: Caroline Okerika esolsig@iatefl.org
Newsletter Editor: Genevieve White
gwhite@shetland.gov.uk
Reviews Editor: Ryan Simpson
Committee Members: Michelle Bagwell,
Pauline Blake-Johnston, Janet Golding and
Philida Schellekens
Global Issues (GI)
http://gisig.iatefl.org/
Coordinator: Margit Szesztay margit.szesztay@
gmail.com
Newsletter editors: Dana Radler
dana_radler@yahoo.co.uk and Xiaobing Wang
icysprite0411@yahoo.co.uk
Web Content: Wolfgang Ridder
wori2051blfd@t-online.de
Webinars: Dennis Newson djn@dennisnewson.de
Event Organiser: Lindsay Clandfield
lclandfield@yahoo.ca
Membership & Social Networks: Vacancy
Webmaster: László Hajba
hajba.laszlo@icloud.com
Discussion List Moderator: Iqbal Dhudhra
iqbaldhudhra@yahoo.com
Discussion List Animator: Bill Templer
templerbill@gmail.com
Learner Autonomy (LA)
http://lasig.iatefl.org
Joint coordinators: Leni Dam and
Lienhard Legenhausen lasig@iatefl.org
Finance officer: Katja Heim
Katja.heim@uni-due.de
Webmaster: Christian Ludwig
christian.ludwig@uni-due.de
Publications officer: Jo Mynard
jomynard@gmail.com
Membership officer: Anja Burkert
aon.913308801@aon.at
Event organisers: Marcella Menegale
marcella.menegale@libero.it
Public Relations Officer: Luciana Favaro
luciana.favaro@unive.it
Editorial team: Natanael Delgado
ndelgado@ujed.mx, Irena Subic Jelocnik
irenasj@t-2.net and Ruth Wilkinson
ruth.g.wilkinson@gmail.com
Leadership and Management (LAM)
http://lamsig.iatefl.org/
Coordinator: Jenny Johnson lamsig@iatefl.org
Newsletter Editor: George Pickering
georgeuk32@aol.com
Secretary: Loraine Kennedy
kennedyloraine00@gmail.com
Website coordinator: Andy Hockley
adhockley@gmail.com
Committee members: Andy Curtis
andycurtiswork@gmail.com and
Josh Round joshsround@gmail.com
Literature Media and Cultural Studies
(LMCS)
http://lmcs.iatefl.org/
Coordinator: Chris Lima lmcssig@iatefl.org
Newsletter Editor: Alan Pulverness
alan@nile-elt.com
Treasurer: Amos Paran A.Paran@ioe.ac.uk
Discussion List Moderator: Christien van Gool
cmmhvangool@planet.nl
Membership Officer: Dario Banegas
Extensive Reading Liaison Officer:
Heather Doiron
Webmaster: Carel Burghout echidna2@xs4all.nl
Learning Technologies (LT)
http://ltsig.org.uk
Joint Coordinators: Shaun Wilden and
Nicky Hockly ltsig@iatefl.org /
coordinator@ltsig.org.uk
Newsletter Editor: Natalya Eydelman
newsletter@ltsig.org.uk
Finance Officer: Sophia Mavridi 
treasurer@ltsig.org.uk
Webmaster: Pete Mackichan 
webmaster@ltsig.org.uk
Events coordinator: Robert Martinez
alej71@hotmail.com
 July–August 2014 Issue 239
Inside IATEFL
Online events coordinator: Heike Philp Newsletter Editors: Ana Inés Salvi Newsletter Editor: Gabriel Diaz Maggioli
online-events@ltsig.org.uk anainess26@yahoo.com.ar; Gosia Sky diazmagg@newschool.edu
Community Manager: Vicky Saumell gosia.sky@hotmail.co.uk and Richard Smith Discussion List Moderator: Gospel Ikpeme
communitymanager@ltsig.org.uk resig@iatefl.org gospelikpeme@gmail.com
Materials Writing (MaW) Outreach Coordinator: Harry Kuchah Webmaster: Kalyan Chattopadhyay
Coordinator: Nick Robinson mawsig@iatefl.org H.Kuchah@sheffield.ac.uk profkalyan@gmail.com
Treasurer: Byron Russell  PCE Organiser: Yasmin Dar Publicity & Membership Officer: Burcu Tezcan
byron.russell@psa.eu.com Public Relations: Deborah Bullock burcu.tezcan-unal@zu.ac.ae
Membership Coordinator: Jill Florent  deborah.bullock@britishcouncil.es Webinar Manager: Cem Can 
jill.florent@btinternet.com Recording Secretary/Elections Officer:  cemcan01@gmail.com
Social Media Coordinator: Karen White  Shelagh Rixon shelaghr@hotmail.com Young Learners and Teenagers (YLT)
karen@whiteinklimited.co.uk Scholarships Coordinator: Larysa Sanotska http://www.yltsig.org
Events Coordinator: Sophie O’Rourke  sanotska@yahoo.com Joint Coordinators: Dennis Newson and
sophie@emcdesign.org.uk Teacher-research Forum Coordinator: Kalyan Chattopadhyay yltsig@iatefl.org
Deputy Events Coordinator: Rachael Roberts Paula Rebolledo prebolledoc@gmail.com Joint Network Coordinators Teens (T):
radbod1234@aol.com Treasurer: Siân Etherington Helen Davies helendavies06@gmail.com &
Publications Coordinator: Hans Mol s.etherington@salford.ac.uk ffinlo Kilner ffinlo@sul-schools.com
myconnexxions@gmail.com Website Editor: Christina Gkonou Network Coordinator Young Learners (YL):
Publications Editor: Lyn Strutt  Teacher Development (TD) Lou McLaughlin lniclochlainn@gmail.com
lyn@edit-ed.co.uk http://www.tdsig.org Network Coordinator Very Young Learners
Technology Coordinator: Jo Sayer Coordinator: Anthony Gaughan tdsig@iatefl.org (VYL): Charles Goodger
jonathansayers@gmail.com Events: Huseyin Demirel goodger.charles@gmail.com
Pronunciation (Pron) demirelhuseyin.demirel@emu.edu.tr Network Coordinator Special Educational
http://www.rdg.ac.uk/epu/pronsig Website content: Barbara Roosken Needs (SEN): Susan Hillyard
Coordinator: Wayne Rimmer pronsig@iatefl.org b.roosken@fontys.nl ssnhillyard@gmail.com
Newsletter Editor: Robin Walker Publications and Social Media: Willy Cardoso C&TS Newsletter Editor: David Valente
robin@englishglobalcom.com cardoso.elt@gmail.com david.valente@britishcouncil.org
Sub-editor: Laura Patsko Social Media: Sinéad Laffan tesol@oxfordtefl.cz Online Events & Website Coordinator:
Electronic Events: Alex Selman Nellie Deutsch nellie.muller.deutsch@gmail.com
Testing Evaluation and Assessment (TEA) Online Events Support: Graham Stanley
alex.selman@mac.com
http://tea.iatefl.org graham.stanley@gmail.com
Webmistress: Jane Setter
Coordinator: Judith Mader teasig@iatefl.org Online Events support: Christina Giannikas
j.e.setter@reading.ac.uk
Newsletter Editors: Ayşegül Liman christinagian@hotmail.com
Finance Officer: Piers Messum
ayseguliman@gmail.com and Susan Sheehan Events support & SEN Network Support:
p.messum@gmail.com
s.sheehan@hud.ac.uk Gemma Fanning gemmafanning@icloud.com
Electronic Resources: Marina Cantarutti
Events Coordinators: Carol Spoettl
Facebook Coordinator: Louise Guyett
c_spoettl@hotmail.com and Zeynep Urkun
Ex officio: Jonathan Marks Coordinating Committee Members and Committee Members
zeynepu@sabanciuniv.edu can be contacted by emailing generalenquiries@iatefl.org
Research (Res) Webmaster: Carel Burghout echidna2@xs4all.nl
http://resig.iatefl.org/ The Editor of Voices can be contacted by post at
Social Media Manager: Doris Froetscher PO Box 3182, Pewsey, SN9 5WJ, United Kingdom or by email
Coordinator: Richard Smith resig@iatefl.org doris.froetscher@uibk.ac.at at editor@iatefl.org
Discussion List Moderator: Mark Wyatt Training and Development Officer: Administrative staff, SIG Coordinators and Local Associations
Electronic Manager: Daniel Xerri Sue Hackett suefhackett@hotmail.com can be contacted directly at the addresses above.
Events Coordinator: Sarah Brewer Member-at-Large: Dave Allan dave@nile-elt.com In a large organisation like IATEFL people are always on the
s.m.brewer@reading.ac.uk move and contact details can rapidly become out of date.
Membership Coordinator: Sandie Mourão Teacher Training and Education (TTEd)
Please email generalenquiries@iatefl.org if you find any errors
nettlehouse@mail.telepac.pt http://ttedsig.iatefl.org or omissions in these listings.
Mentoring Coordinator: Maria Jesus Inostroza Coordinator: Birsen Tutunis ttedsig@iatefl.org

Associates (as of June 2014)

ATER (Rwanda) BETA (Burkina Faso)
Associates are now listed by name with email ANUPI (Mexico) kanrukundo@gmail.com sanguissou@yahoo.fr
and web contact details. In cases where igarrido@anupi.org.mx AVEALMEC (Venezuela) BNTEA (Benin)
Associates were in the process of signing or www.anupi.org.mx teadira@ula.ve bflapesi@gmail.com
renewing their Associate agreements at the http://avealmec.org.ve/
time of printing their names may not appear APPI (Portugal) (Portugal) BRAZ-TESOL (Brazil)
in the list below. In case of doubt please appi@appi.pt AzerELTA (Iran, Islamic Republic braztesol@braztesol.org.br
contact IATEFL Head Office. Modifications to www.appi.pt Of) www.braztesol.org.br
contact details in this list should be sent to ASOCOPI (Colombia) talebov@yahoo.com
CAMELTA (Cameroon)
Head Office. www.eltanet.org
asocopi@yahoo.com evelema@yahoo.com
AAELTA (Ethiopia) www.asocopi.org AzETA (Azerbaijan)
CELEA (China)
aaelta2012@gmail.com ASTEL (Sudan) azer_eta@yahoo.com
www.az-eta.org celea@fltrp.com
AATE (Algeria) neljack@hotmail.com www.celea.org.cn
BELNATE (Belarus)
aateemail@gmail.com ATECR (Czech Republic) CI-ATEFL (Cote D’ivoire)
www.aatealgeria.weebly.com yustulov@mail.ru
atecr@centrum.cz www.ir.bsu.by/kel/teachers/belnate.htm ngoran.marcos@yahoo.com
ALAK (Korea, Republic Of) www.atecr.cz
BELTA (Bangladesh) CLASS (Congo, The Democratic
alaksecretary@gmail.com ATEF (Finland) Republic Of The)
www.alak.or.kr info@belta-bd.org
english@suomenenglanninopettajat.fi www.belta-bd.org/ sangabau@hotmail.com
AMATE (Czech Republic) http://www.suomenenglanninoppettajat.fi www.classdrc.com
BELTA (Belgium)
amate@amate.cz ATEI (Iceland) E&M – GATE (Germany)
www.amate.cz beltabelgium@gmail.com
kristen@fa.is www.beltabelgium.com verwaltung@englisch-und-mehr.de
ANELTA (Angola) www.ki.is/feki http://englisch-und-mehr.de
BETA (Bulgaria)
angolaanelta@gmail.com ATEL (Lebanon) EATE (Estonia)
beta.iateflbg@gmail.com
atel_lb@hotmail.com www.beta-iatefl.org Leena.Punga@gmail.com
www.atel-lb.org www.eate.ee

IATEFL Voices 239 35

Inside IATEFL
ELTA (Serbia) IATEFL Hungary NATECLA (United Kingdom) TESOL Arabia (United Arab
elta.kancelarija@gmail.com office@iatefl.hu info@natecla.org.uk Emirates)
http://www.elta.org.rs www.iatefl.hu www.natecla.org.uk fathibenmohamed@yahoo.com
www.tesolarabia.org
ELTA (Albania) IATEFL Peru NELTA (Nepal)
eltaalb@gmail.com iatefl.pe@gmail.com ccnelta@gmail.com TESOL France
www.eltaal.org https://sites.google.com/site/iateflpe/ www.nelta.org.np/ tesol@enst.fr
www.tesol-france.org
ELTAA (Afghanistan) IATEFL Poland NETA (Namibia)
khalid_wlmar@yahoo.com office@iatefl.org.pl atjiramanga@polytechnic.edu.na TESOL Greece
www.eltaa.afghanistan www.iatefl.org.pl tesolgreece@gmail.com
NileTESOL (Egypt)
http://www.tesolgreece.org
ELTABB (Germany) IATEFL Slovenia mplumlee@auceqypt.edu
thechair@eltabb.com mateja.kores@iatefl.si http://niletesol.org/web/index.html TESOL Iraq
www.eltabb.com/main/index.php www.iatefl.si alizwair@yahoo.com
OmELTA (Russian Federation)
ELTAF (Germany) IELTA (Iran, Islamic Republic Of) omelta@bk.ru TESOL Kuwait
events@eltaf.de bitarezaei82@yahoo.com http://omelta.omsk.edu/ membership@tesolkuwait.com
www.eltaf.de www.ielta.ir www.tesolkuwait.org
Qatar TESOL (Qatar)
ELTAI (India) IETA (Indonesia) ismailfayed@gmail.com TESOL Macedonia-Thrace N.
eltai_india@yahoo.co.in andridefrioka@yahoo.com www.qatartesol.org Greece
www.eltai.in tesolmth@gmail.com
IndiaCALL (India) RATE (Romania)
www.tesolmacthrace.org
ELTAM (Macedonia) infoindiacall@gmail.com alice.cojocaru@britishcouncil.ro
elizabetahristovska@gmail.com www.indiacall.org www.rate.org.ro TESOL Spain
www.eltam.org.mk catt-boardman@tesol-spain.org
INGED (Turkey) SATEFL (United Kingdom)
www.tesol-spain.org
ELTA-OWL e. V. (Germany) nazlidemirbas_06@hotmail.com slesia1@yahoo.com
info@elta-owl.de www.inged.org.tr http://www.satefl.org.uk/ TESOL Sudan (Qatar)
www.elta-owl.de elsheikhaymen@hotmail.com
JALT (Japan) SATEIL (South Africa)
http://www.tesol-sudan.org
ELTAS (Germany) iac-chair@jalt.org catherine.roberts@wits.ac.za
chair@eltas.de http://jalt.org www.sateil.co.za TESOLANZ (New Zealand)
www.eltas.de hilary_smith@xtra.co.nz
KATE (Korea, Republic Of) SELF (Denmark)
www.tesolanz.org.nz
ELTAU (Germany) juniloh@pknu.ac.kr hkas@ucsyd.dk
eve.mullett@gmx.de www.kate.or.kr TETO (Togo)
SELTA (Senegal)
www.eltau.de togoenglishteachers@gmail.com
KOSETA (Korea, Republic Of) selta.instructor@gmail.com
English Australia marinej@paran.com www.selta.sites.google.com/site/ Thailand TESOL (Thailand)
sueblundell@englishaustralia.com.au www.koseta.org/ englishlanguagecell thailandtesolcm@yahoo.com
www.englishaustralia.com.au thailandtesol.org
KOTESOL (Korea, Republic Of) SLATE (Sierra Leone)
ETAG (Georgia) stoakley@gmail.com glrpalmer@yahoo.com UKBET (Bangladesh)
etag.tbilisi@caucasus.net http://www.koreatesol.org/ eahtashamul.karim@gmail.com
SLTA formerly LMS (Sweden)
www.etag.ge www.ukbet-bd.org
LAKMA (Lithuania) eva_z_p@tele2.se
ETAI (Israel) asociacija.lakma@gmail.com www.spraklararna.se URUTESOL (Uruguay)
etaioffice@gmail.com http://www.lakmaonline.lt urutesol@gmail.com
SNELT (Niger)
www.etai.org.il www.urutesol.org
LATE (Latvia) sirajjia@hotmail.fr
ETAS (Switzerland) andys@latnet.lv teacher trainer UzTEA (Uzbekistan)
catherine.shultis@fhnw.ch www.late.lv uztea@edu.uz
SPELT (Pakistan)
www.e-tas.ch www.uztea.uz
LATEUM (Russian Federation) sarwar.zakia@gmail.com
FAAPI (Argentina) n_kolesnik@hotmail.com www.spelt.org.pk VENTESOL (Venezuela)
president@faapi.org.ar www.lateum.org venezuelatesol@gmail.com
SPELTA (Russian Federation)
www.faapi.org.ar www.ventesol.ning.com
Levende Talen (Netherlands) tatiana-szelinger@yandex.ru
FEELTA (Russian Federation) p.rose@aps.nl www.spelta.stormway.ru YakutTESOL (Russian Federation)
feeltacon@dvgu.ru www.levendetalen.nl alnatnick@mail.ru
TEA (Austria)
www.feelta.wl.dvgu.ru http://yakuttesol.blogspot.co.uk
Libya TEFL (Libya) office@tea4teachers.org
FORTELL (India) aalkhaiyali@wsu.ed www.tea4teachers.org YARTEA (Russian Federation)
rachnasethi7@yahoo.com www.libyatefl.org yartea@list.ru
TEFL in Yemen (Yemen)
www.fortell.org www.yartea.ru
MATE (Morocco) k.alparaty@yahoo.com
FORUM (Kyrgyzstan) matemorocco@yahoo.com www.yementefl.webs.com ZATESL (Zimbabwe)
forumeltassociation@gmail.com www.mate.ma rmagadzire@gmail.com
TEFLIN (Indonesia)
FPACI (Cote D’ivoire) MATE (Haiti) dsukyadi@upi.edu ZETA (Zimbabwe)
patdagrou@yahoo.fr italien_jeanfrantzy@yahoo.com www.teflin-indonesia.org patsonmpofu@ymail.com
www.fpacitf.wordpress.com
MATE (Mali) TELTA (Tanzania, United Republic
GATE (Ghana) amela_mate@hotmail.com Of) In a large organisation like IATEFL
myisaiah20@yahoo.com jamalizer@gmail.com people are always on the move and
MATEFL (Malta)
www.facebook.GATE contact details can rapidly become out
jeantheuma@hotmail.com TESL CANADA (Canada)
GATE (Gabon) www.matefl.org admin@tesl.ca of date. Please email generalenquiries@
gate_gabon@hotmail.fr www.tesl.ca iatefl.org if you find any errors or
MELTA (Germany) omissions in these listings.
Geli (Cuba) treasurer@melta.de
alcgeli@ceniai.inf.cu www.melta.de
GELTA (Guinea)
gelta2008@yahoo.fr
META (Mauritania)
hachim.athie@yahoo.fr Reading this
HELTA eV (Germany) MEXTESOL (Mexico)
kilshaw@t-online.de
www.helta.de
administracion@mextesol.org.mx
www.mextesol.org
online?
HUPE (Croatia) MORCE-Network (Morocco)
hupe.iatefl@gmail.com abdellatif.zoubair@gmail.com You can choose the way you receive
www.hupe.hr www.morce.net
IATEFL Chile MSATE (MSSUA) (Czech Republic)
IATEFL Voices in the Members Area
iateflchile@gmail.com
https://www.iateflchile.cl
liba@karoliner.cz
www.mssua.info
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