The Future of
English Language
Teaching Conference

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BREAKOUT SESSIONS 1

Saturday 11 June, 09:15 - 10:00 (UK time)

The 13th objective of the Sustainable Development Goals (SDG) formulated by the United Nation, climate action, points towards the apocalyptic catastrophe that awaits the planet if the nations fail to address the issues. Different fields within the humanities discipline have already been responding to climate change and sustainable practices of co-existence and it is important to investigate how the field of applied linguistics offers its responses.

This paper documents an action research conducted in an Indian ESP classroom, using the theoretical framework of Social and Emotional Learning (SEL), in which the teacher-researcher incorporated aspects of environmental humanities into the course plan along with the language and communication objectives of the ESP course. The participants of this classroom research were 60 Engineering students, aged between 18-20, of a private university in India. The study was based on two research questions: what are the possible ways in which an ESP syllabus may embed aspects of climate action and sustainable practices? and what are the measurable results of the “green lessons” that learners were provided with? The findings of the study indicated that incorporating eco perspectives in ELT classrooms can result in learners increasingly being responsive towards climate change, focusing on sustainable practices along with enhancing their linguistic and communication skills. The study also found that similar teaching-learning practices develop critical inquiry and other 21st century skills which further provide holistic development of the individuals, which is a major focus of India’s new National Education Policy 2020.


 

The workshop investigates the effect of collaborative writing activities and negotiated assessment rubrics on learners linguistic and personality development. It also provides guidance on developing rubrics for learners that aim at maximizing the use of self and peer assessment that would in turn prompt learners’ autonomy and in doing so develop learners' personalities.

A major drawback that results from historically perceiving writing as a solitary activity is that it has been denied the benefits of collaboration and teamwork. As a result, writing classes for many learners have become very challenging and thus they are avoided largely in classrooms. It has become even all the more challenging as most of us are moving online.

One proposed model for enhancing students’ engagement in writing is the idea of collaborative writing and assessment. It recognizes the importance of assessment literacy to both the teachers and the students equally. It maximizes learners’ autonomy as learners become responsible for the production and the editing of their own work.

In this workshop, we will be exploring the role of online interactive whiteboards called Miro board. It provides many interactive features, which ESL teachers can implement in their classes on a regular basis both online and offline. The aim of this workshop is to share some of those practices with you. Focusing on areas such as stretched blending, isolating the first sound, phonemic segmentation and alphabetic principle, we will take a look at some specific activities and different ways in which this tool might contribute more effectively in the ESL classroom. By the end of this session, participants will be able to integrate Miroboard and also I will share many other online resources (Nearpod Library, Letter land, Kizclub, Reading eggs, Teach your monster read) to develop an awareness of the alphabetic principle.

 

What is Miro Board?

Thanks to the widespread change from traditional learning to distance learning a huge number of web platforms have appeared. Miro is one of them and it became one of the most popular online collaborative whiteboard platforms.

 

It is said that multilingual learners in a classroom with advanced linguistic repertoire can engage in critical-thinking and problem-solving at a higher level. This enables them to negotiate for meaning in multiple languages which would make the classroom experience more creative (Peal & Lambert, 1962). Therefore developing a translanguaging pedagogy by acknowledging the multilingual repertoire of learners can enhance their academic learning (Garcia, 2011). Although Indian classrooms are multilingual by default (Mohanty, 2015), teachers often have to conduct classroom transactions only in English adhering to the institutional decrees for a standard academic language. But teachers resort to language mixing in the classroom, even though they do not get any training for the systematic use of multilingual resources to scaffold ESL learning. So, cognitive-linguistic advantages of using L1 as an input for language and content learning remain untapped which result in poor academic performance of learners especially who are from lower socio-economic backgrounds (Tsimpli et al., 2020).


Raising teacher awareness of translanguaging strategies in the classroom can help for developing effective pedagogical practices (Lawrie et al., 2019). Therefore, a study was conducted to explore the aforementioned awareness and pedagogical practices of 4 Indian ESL teachers of eighth grade. The study observed that the teachers are aware of the purpose and benefits of translingual practices but they are less able to strategize L1 resources to frame an effective translanguaging pedagogy. This paper will present conversational excerpts from the study to address this gap in teacher awareness and expects larger implications for ESL teachers' training programmes.


 

This talk reports on a three-country survey on teachers digital CPD needs undertaken as a collaboration between Trinity College London and the British Council between November 2021 and March 2022. Using both questionnaires and interviews, a 10-person team of researchers conducted research with over 7,000 teachers in state sector education in China, Japan, and South Korea. The findings are specific to teachers and teacher educators working in the three target countries, but with the growing use of online CPD and commonalities to be found in state sector contexts globally, the recommendations have application for teachers and teacher education providers in other territories worldwide. I will first outline the nature of the research proposal and scale of the research undertaking, explaining the reasons for research aims and methods. I will then explain how the multi-phase analysis led to the research findings and conclusions. The main focus of the talk will be on the research findings and the implications for teachers and teacher educators.

 

BREAKOUT SESSIONS 2

Saturday 11 June, 10:15 - 11:00 (UK time)

his study examines the possibilities of using Design Thinking as a tool to inculcate 21st-Century skills, along with the required language skills that an ESP course demands. Conducted as a classroom research, the study uses Affect Theory as its theoretical foundation. Design thinking, with its steps like information gathering, problem analysis, idea generation, synthesis through modeling, and critical evaluation, create an affective space in classrooms for developing desired skills in learners. Participants of the study were sixty B.Tech. learners who took their ESP course for three months at the National Institute of Technology, Tiruchirappalli, over MS Teams Platform. This study is found on two research questions - How effective is Design Thinking in an ESP Classroom, and what are the implications of using a similar framework in an online/offline/hybrid teaching context? The methodology of the study included classroom teaching observations, teacher and learner interviews, and a critical review of relevant literature. The results indicated a remarkable increase in the learners’ higher-order thinking skills, problem-solving skills, and collaboration, along with specific linguistic skills such as fluency and vocabulary. Implications include assimilating more linguistic skills so that the speaking, reading, listening, and writing skills of the learners get developed. Rubrics for assessing learners’ 21st-century skills and language skills also need to be developed when the Design Thinking format is implemented in the English classroom.
Keywords: ESP Classrooms, Affect Theory, Design Thinking, 21st-Century Skills

Educators, for long, have used the Dual Route Cascaded (DRC) Model and the TRACE Model of Speech Perception to study and explain the lexical and semantic processes involved in teaching and learning languages. However, recent studies show these methods usually fit the language-learning processes of ideal learners and not learners with nominal I.Q. and intellectual abilities. These traditional teaching methods and practices, which John Dewey believed, often lead to a huge gap between the subjects and the mental capacities of the students forcing them to become passive participants in the teaching/learning process. These models also impose many limitations on the language acquisition and learning processes of pupils with intellectual and learning disabilities. However, English Language teachers and educators have inadequate and ineffective methods and practices to assist such language learners. Judit Kormos asserts that teachers and educators need to identify the obstacles and barriers that students with specific learning difficulties may face in the process of learning in order to develop effective learning strategies that could help such students gain access to new opportunities. The traditional methods being inadequate in teaching such students, educators have advocated a move that is more progressive like the experiential learning strategies, which focus on creating a classroom structure that allows students to learn in an exciting and challenging environment. This paper aims to study how teachers and educators can use Experiential Strategies like Art Integrated Learning, Multi-Sensory Learning and Jigsaw Learning to develop the English Language skills of students with specific learning disorders making the learning process reflective and multidisciplinary to cope with the challenges of the modern world.

There has been a lot of talk about the metaverse in the past year, and language teachers, teacher trainers and schools might be wondering what the relevance of it is for them and their students. In this sessions, we will first look at what the metaverse is by looking at different definitions and metaverse platforms and applications that already exist. I will then provide reasons why language teachers cannot ignore the metaverse developments and show how they can prepare for teaching in the metaverse. We will also look at what research says about learning in virtual reality, which is the most immersive experience in the metaverse, and what research tells us about language learning in virtual reality.

 

This is based on my dissertation for my MA in Professional Development for Language Education (MAPDLE) (for which received a Pass A grade in 2021).

It focuses on three main areas:

1) allowing trainees to choose an action plan for the final assessed teaching practice lessons
2) allowing trainees to select assessment criteria throughout the course
3) ensuring an input session on learner autonomy

The session will focus on the idea that the earlier we start encouraging autonomous teacher development the greater impact it subsequently has on promoting learner autonomy. Trainee teachers at entry-level require an experiential element of training course in order to understand how to promote autonomy in their own classrooms. This can also encourage motivation amongst entry-level teachers.

I propose to present the documents used in my own dissertation and explain how they were influenced by autonomous learning practices, including how to measure motivation using the Intrinsic Motivation Inventory (IMI).

While I don't propose to have all the answers it is a starting point to begin the conversation about how we encourage more autonomous, self-dependent learners to emerge from initial teacher training courses. I expect people to disagree with my approach.

 

21st Century education is about giving students the skills they need to succeed in the world and helping them grow the confidence to practice those skills. In our globally connected reality, all learners, from very young ones to adults, need new skills and knowledge to succeed. As education is responding to technological, economical, and societal shifts across the globe, educators are adapting and finding new ways to support their students.

Even though teachers have always helped students learn to think, the new reality is pushing us to move beyond remembering and recalling information into areas of higher-order thinking skills and deep learning. Bloom’s Taxonomy is a classification system used to define and distinguish different levels of human cognition. It is used as a common language for educators to define and discuss specific learning outcomes and assessment methods. The goal of an educator using Bloom’s taxonomy is to promote higher-order thought in their students by building up from lower-level cognitive skills.

This workshop provides teachers with practical ideas on how to use the taxonomy as a tool to assess and improve learning experiences in the classroom. Teachers will learn how to define their learning objectives and how to structure their lessons to help learners through the learning process within an organized framework. Because it is in the higher levels of thinking that our brains truly and deeply learn information, it’s important that teachers are able to integrate higher order thinking into their everyday teaching practice.

 

BREAKOUT SESSIONS 3

Saturday 11 June, 11:15 - 12:00 (UK time)

Calling all EAP teachers! Do you worry that you spend too much time in lessons supervising and explaining how to study? Do you feel that your students are too dependent on you and that they may be unprepared for the rigours of academic life? This talk is designed to give you techniques and approaches that foster learning autonomy, so that learners can feel empowered to make their own learning decisions and develop their own strategies.

One example of this is that teachers may help students to understand all the language and discourse features of a text, but then find that for the next reading, students are still experiencing the same comprehension problems. This can be frustrating, and push teachers to spend the majority of their lessons repeating information, without seeing much progress between sessions. Without giving students space and support to reflect critically on their own learning, it might become difficult to adequately prepare them for the level of independent study required.

Therefore, the introduction of better meta-cognitive techniques can have a direct and tangible effect on both the learners’ and teacher’s sense of success. In the session, attendees will be given a brief introduction to some of the research and literature behind the benefits of meta-cognitive techniques, and then explore different activities that help learners reflect on their academic skills. We will also look at student reflections on the use of MCT and how it helped created agency in their learning, and how they have been able to incorporate these techniques into their own independent study.


 

Shared storytelling and retelling have been found to have a nurturing effect on children’s narrative development. While stories serve as a model narrative, enabling children to notice structural elements, the event of narrative co-construction provides a meaningful context to develop their narrative and conversational abilities. Research shows that the nature of maternal scaffolding, elicitation, and elaboration during these narrative conversations is strongly linked to children's narrative comprehension and production (Peterson & McCabe, 1994; Fivush et al., 2006). Understanding how mothers and children interact during such narrative conversations can help develop effective approaches to integrating narrative co-construction into classroom pedagogy. This paper discusses how teachers can use story retelling in the classroom and presents some sample activities for young learners.

We would like to share our experience of creating a language development course for English language teachers in high schools in Guinea and how we used the materials on an eight-week course delivered mainly on WhatsApp. This was a collaborative project between the Guinea English Teachers’ Club and two teacher trainers from Bell, as part of the PRELIM 2 project.
The main aim of the course was to encourage the use of more English by teachers (and students) during English lessons. The course had three strands:
1/ Monday – a weekly cultural topic where we exchanged photos and descriptions. Topics included houses, shopping, school, special days, cultural norms and rules.
2/ Tuesday-Thursday – language for the classroom. Topics included giving instructions, eliciting, asking questions and using pictures, games and stories.
3/ Pronunciation Friday – the main features of spoken English (weak forms, word stress, sentence stress, linking, intonation and sounds) & an emoji task to share more about our lives and interests.
We would like to share our experiences and give examples of the participants’ experiences of this course.
In particular:
• how we designed the course, considering teachers’ limited Internet access and varying levels of English language proficiency.
• the rationale for our technology choices (lots of WhatsApp & a little Zoom)
• our experience of using WhatsApp as trainers to deliver course content
• the participants’ experience of using WhatsApp, what they practised and how they felt about this new way of experiencing teacher training
• the important contributions of the Guinea English teachers’ Club throughout the process


We will share some of the successes of the course and lessons learned for using WhatsApp in other low resource contexts.

 

The main focus for students to learn English is to be able to use English in oral communication. Debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways and is a potentially effective speaking pedagogical tool that can scaffold learning processes in ways that can lead to language development. Furthermore, in addition to providing meaningful listening, speaking and writing practice, debate is also highly effective for developing argumentation skills for persuasive speech and writing.


This highly interactive session aims to offer insights into the essential elements of debate and how the practice of debating can encourage creativity and thinking skills whilst offering motivating contexts for learners to communicate with one another, developing their ability to think critically, build cohesive arguments, and improving their delivery, listening and response skills.
The speakers will also introduce participants to key debating techniques and strategies that can inspire teachers in organising language classes where learners assume active roles in the contemporary classroom.


Examples of techniques and strategies for integrating debates and classroom discussions into your practice will be demonstrated. Web tools and digital repositories to support debating skills within international communities will also be highlighted.
Finally, the speakers will consider the implications of using debate with reference to assessment and national and international tests because assessment is a key component of learning and if students are able to see how they are progressing, they are also able to determine their next learning goals.

 

Using Edward De Bono's ( 1985) thinking hats model, in this presentation using parallelism as a systematic structural lynchpin, starting at A2, appropriate language functions ( Hat 1) are introduced and their corresponding grammar ( Hat 2), while a third eye ( Hat 3) is focused on topic specific collocations. For both the students who learn as well as the teacher who teaches, mnemonics are once again the primary aid which is steering all learning and in order to facilitate recall, a highly systematic approach to all three areas of language, I propose, is most suited.

Based on my experience preparing students for their A2 Trinity Foundation exam, firstly a highly lesson plan involving the topic sheet for the Trinity Foundation exam is presented in which the students had to identify four specific language functions highlighting the corresponding grammatical items and including some topic specific collocations. An authentic topic sheet completed by one of the students is presented, followed by the actual utterances of the student which were typed up. When the student is shown their spoken discourse they are then asked to make the appropriate corrections.

The above exercise in awareness raising is quite remarkable, as the student(s) is finally confronted with their actual spoken discourse in black and white. This lesson plan acts as a practical template to the 3 Hats Method which I twill then go on and demonstrate how it can be used at B1, B2 and C1 levels and which is particularly useful for preparing students for either Trinity or IELTS exams.

 

BREAKOUT SESSIONS 4

Saturday 11 June, 13:45 - 14:30 (UK time)

Ensuring that equality, diversity and inclusion (EDI) are values that permeate everything we do in society is an ongoing task. As we gain a better understanding of human rights, we need to constantly renew our commitment to guaranteeing people from all backgrounds, characteristics and needs are included, empowered and given access to opportunities of all kinds. In the TEFL world, this great work has begun, but the journey is still mostly ahead. In this presentation, we will report the approach followed by a grassroots group of teachers of English, at British Council Hong Kong, to embed EDI into our young learner classes. We will also comment on internal (teachers) and external (learners, parents) customer feedback, and the results of the project so far.


In this talk, we will outline the steps we followed to structure an EDI materials-design project, in order to produce single activities or whole lesson plans that our colleagues could readily use in their Early Years, Primary and Secondary classes. In coming up with this project, we had to tackle two central questions: 1) how do we go about designing activities and whole lessons based on EDI values, in a way that is fully integrated into our institutional syllabus and demands?; and 2) how do we gain buy-in from our fellow teachers, to enhance their engagement in materials-production?


This talk will be of interest to teachers, academic managers and materials writers who are looking for practical ways of promoting EDI in their classes and teaching centres. While our ultimate goal has been raising our learners’ awareness of people’s great diversity, and of the importance of seeing this as a value, we will also report on how the project has gained momentum among our colleagues in Hong Kong and beyond.

As English language teachers, we all know that each one of our students learns in their own way. However, and regardless of the different contexts of our teaching, our learners share something in common: they all learn more effectively when they are given plenty of timely, personalized feedback.

We teachers struggle to give such individualized support simply because we often have large classes of students at different skill levels. During our lessons, we do our best to respond to our students' unique needs. But even in the best circumstances, we can only help one person (or group) at a time, potentially leaving others with answered doubts.

But can we support individual student journeys while they are doing homework, and they get stuck, with neither guidance nor feedback? There is a way to empower their independent learning, but it requires the use of technology and a reconceptualization of homework.

The aim of this talk would be to go through the whole process of designing and implementing such an integrated homework session, from the learning objectives to the actual finished product. In order to make it relevant to the context of the Trinity College exams, we will prepare a session for students to practice the reading part of the ISE exams while receiving the feedback that they need when needed.

As supporting technology, we will use Google Forms, but any similar technology will do. We will see how to enrich our homework with text, video or audio files as hints. We will look into the design and content of those materials. That way, our students can get timely support as they complete the tasks, so they know whether they’re on the right track. In short, we will be better equipped to meet our students’ needs even when we are not with them.

 

What happens to pronunciation teaching if we move away from models, and with the times? Translingual practice (TLP) – based on situated creation and negotiation of meaning, which is co-constructed by its participants – gives us a guide. It recognises language as embodied, emergent and intersubjective and values both learners' identities and their wider language resources.

This talk outlines translingual phonology practices and leads participants through activities suitable for multi- and mono-lingual classes, including some Sensations English video resources. Tasks develop expanded awareness and pragmatic strategies (code meshing, accommodating differences, and achieving negotiated, shared pronunciation) and empowering personal pronunciation goals.

Intelligibility-focused approaches to pronunciation remove the focus on a native speaker norm but often replace these with an appeal to other norms, perpetuating a deficit model of pronunciation. Whereas intelligibility-based pronunciation's form-focused approach leaves unanswered questions about what model, authority and interpretation defines intelligibility, TLP recognises diversity, develops context-dependent co-construction of understanding, and reveals the arbitrary classification of English varieties.
Embodied translingual practice empowers learner identities with pragmatic, situated and functional pronunciation strategies, removing intelligibility's reliance on a lingua franca core with its unvalidated "neutral" status and exclusion of common pronunciation features.

Phonological diversity, context and the need to support learners in negotiating pronunciation when misunderstandings occur are inherent in TLP. Similarly, without imposed standards, intelligibility is a co-constructed, intersubjective, contextually dependent phenomenon emerging through ongoing pragmatic negotiation. This recognition of learners' identities aligns with TLP – developing pragmatic strategies and decoding practices in a way which shifting variety or relying on a "neutral" variety doesn't.

TLP moves away from racialised pronunciation forms, instead throwing learners into the world as "translanguagers" forging intelligibility through interaction. These receptive, productive and cognitive phonological skills, connected to but reaching beyond the speaker's own linguaculture, co-construct intelligibility in the creative spaces where gaps in understanding occur.

 

We sometimes (mistakenly) assume that given the right materials, the right aims, the right plans, the right method the right equipment, etc. learning will be more or less guaranteed. We need to move beyond this traditional idea that links learning success to mostly external academic factors and start examining the human elements that can facilitate or hinder learning.

We have a social brain that evolved in a tribal context and prefers to do things with others, including learning (Sousa, 2017; Tokuhama-Espinosa 2019). Based on the social brain principle, Cozolino (2013) vows for educators to recognise the complex connections between emotions and the social environment we live and learn in, and in turn, between emotions and cognition. Belonging, affiliation, emotional safety, etc. all play a key role in our classrooms that is sometimes overlooked or dismissed as not important. For Cozolino and other neuroscientists, human connections and the social environment can determine the failure or success of learning in any classroom.

This session will firstly explore the relationship between our social brain and the learning process. It will start by describing how the brain has been wired to learn with others and from others, and how the learning climate can operate in favour or against learners. It will continue to explore how we can facilitate English language learning by creating safe and inclusive learning communities where the right learning conditions are met.

 

BREAKOUT SESSIONS 5

Saturday 11 June, 14:45 - 15:30 (UK time)

Most students of English globally can now better be described as 'users' rather than 'speakers' of English, a development that is an implication of globalisation and the internationalisation of the English language. Users of English learn English in order to communicate with others for whom English is part of a dynamic multilingual mix and thus concerned more with the skilful, context-driven use of English in a particular context, rather than a generalised standard or code. Such developments have been explored and conceptualised within the field of English as a Lingua Franca (ELF). In this presentation, I will outline the development of a paradigm of ELF which many suggest is closely aligned or even identical to ESP. Having done so, I will then consider how the affordances of ESP can enable English Language teaching to better reflect the changing context for which most people now wish to learn English. I suggest such changes reflect developments which are urgent and significant, but which have so far not been extensively reflected in TESOL curricula, pedagogy, teacher education or assessment, to the detriment of learners and the profession. Drawing on the example of Business English as a Lingua Franca (BELF), I will suggest ways in which ESP can shape the teaching of ELF-informed English Language teaching.

 

Information books for children and young adults are non-fiction texts which aim at providing information on a variety of topics (Mallett, 2004). Generally, we can differentiate compulsory information books (those used in the school curriculum) from non-compulsory information books (read as a source of entertainment). The latter category will be the core of the present work.


It goes without saying that this group of information books must be able to combine two objectives: education and entertainment (known by the name of "edutainment", a blend of the previuous words). In order to achieve both goals, these books have to use a wide range of popularization strategies (Calsamiglia & Van Dijk, 2004) together with fictional passages and a captivating iconic apparatus. Even games might be inserted in order to make the book even more "enteratining" and "interactive".


The aim of the present work is to demonstrate the efficiency of scientific information books as a tool to teach English as a foreign language to children of "Scuola media" (lower middle schools 11-14 years old).
In the Italian school system, CLIL methodology (Content and Language Integrated Learning) is gaining importance in High schools, and the use of non fiction texts (together with a student's book which covers the main grammatical aspects) since "scuola media" will definitely be a step forward in the Italian school system.

This is the story of the first of many successful video self-reflection courses where our language instructors have the chance to make three structured, guided observations of their own lessons. The course is run without trainer intervention but still offers a heavily personalised learning experience to the teacher.

Our goal was to move observation from something associated with assessment to something that would appeal to individual teachers’ drive to improve the quality of their teaching and their own satisfaction with the classes they teach. The advantage to any observation of online teaching is that we automatically record all lessons for quality assurance purposes allowing for unobtrusive ‘observations’ to happen after the class. We wanted to offer some of these recordings for our instructors to observe in a secure, private way.

We ran a pilot course in 2021, based on ideas from the Best Foot Forward project developed by the Center for Education Policy Research (CEPR) at Harvard University, but the tools we offered teachers at the time made for a complicated course that relied heavily on the input and advice of mentors. This year, we enhanced our existing video observations with a timeline tagging tool and custom rubrics for each lesson type (private, group, exam practice etc.). These tools gave us an ideal format to structure self-reflection. We combined this with an LMS-based course to enable the instructors to set their own goals and select strategies to develop their skills before watching again to see how they were doing.

We finish our story by sharing the clear measures of success of this course and how we aim to build on this in the future to allow our instructors to drive their own professional development agenda and build the community of practice in our teachers.

 

Promoting social and emotional learning and wellbeing at schools has become increasingly important in the education area since research has shown that wellbeing develops healthier positive attitudes.
Most studies in this area to date have focused on the learner due to the fact that students’ wellness positively influences their learning process and outcomes, enhances intrinsic motivation, decreases behavioural problems, increases academic achievement, improves school satisfaction, and leads to the flourishing of individuals and school communities.
Comparatively, little attention is paid to understanding teacher psychology and emotions and a considerable amount of the research exploring teacher wellbeing so far has put the spotlight on teachers’ ability to cope with stress and reduce burnout rather than how to develop wellbeing.

However, a growing body of research on positive psychology applied to education leads us to think that the future inclusion of educators wellbeing programmes in CPD will have positive effects on the broader school community since flourishing teachers will bring about flourishing schools.

Based on wellbeing frameworks from positive education, our own research and follow-up studies, and educational leadership theories we explore how English language teachers and leaders perceive teacher emotional intelligence, happiness, and wellbeing and how those perceptions influence their staff and, consequently, their learners.

This presentation aims to provide an understanding of some central aspects of positive education and both leader and teacher wellbeing along with strategies that teachers and headteachers may use to support the wellbeing of teachers in their schools and promote high levels of thriving and flourishing in educational institutions.

 

Bilingual education has experienced a number of ups and downs over the last few decades, especially in countries like Spain where different bilingual programmes have had varying degrees of success in the state education system. What educators do seem to agree upon, however, is that for bilingual education to work well, high quality teacher training is essential, not only in languages but also in methodology and ICT. As a response to this need, in September 2016 the CARLEE Aragón was created in order to offer in-service training and support to teachers who work in the Aragonese bilingual education model (BRIT Aragón). The training that is provided from this centre includes a wide range of different activities and courses aimed at helping teachers improve their linguistic, methodological and ICT skills, thus enhancing the teaching and learning experience in the bilingual classroom.

In this workshop, participants will see a demonstration of how the teaching of English for specific purposes is combined with teacher education, as well as technology and innovation in the courses at the CARLEE Aragón, where the focus is always on teaching for the teachers.

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