The Future of English Language Teaching Conference

Saturday 10 June, 2023

Current time in London (UK)

Please note: All breakout sessions are running on a first come, first served basis.

 

Breakout sessions 2

10:15 - 11:00 (UK time)

 

Select a breakout session below to reveal more details and to access the button to join.

 

There has been a growing demand for specialists in a highly competitive labor market. As a result, most young specialists need help to find a suitable job or corresponding to the ever-changing and constantly developing market (Adri et al, 2020; Ghani & Daud, 2018; Griffin & Care, 2014). Therefore, the core problem has established concerns among educators and instructional designers on tackling shifting workplace requirements and integrating digital literacy and life skills in the curriculum for ESP students (Nadiyah & Faaizah, 2015; Branch, 2009). 


The workshop’s primary objective is to present a successful case study of implementing the new brand course “XXI Century skills” at Kimyo International University in Tashkent and teach private sector workers, tertiary education teachers, and instructional designers how to use the ADDIE learning model and the framework for 21st Century Skills Learning to design a syllabus and provide meaningful, effective and student-centered instruction to prepare a 21st-century skilled specialist for the labor market. The workshop consists of hands-on, interactive activities that will help educators to develop practical and instructional materials for curriculum and syllabus design in ESP, CLIL, and EAP contexts. 


The presenter will deliver a short presentation of the case study of the successful implementation of the course XXI Century Skills, which integrates Life skills, 4C of the 21st Century, and literacy skills for pre-service teachers and the ADDIE model used when designing a syllabus. Then, the presenter will conduct interactive activities allowing participants to get the most out of the model and learn how to develop their syllabi using the framework of 21st Century Skills and the Addie model.

 

Temur Shamustdinov

 

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Desirable difficulty is an approach resulting in better long-term learning, but which initially can lead to learner mistakes. As such, it offers both benefits and challenges in the classroom.


This presentation will introduce the concept of ‘desirable difficulty’ and explain the rationale behind choosing to adopt it. A parallel will be drawn to Krashen’s ‘i + 1’ comprehensible input theory, and the types of difficulties that are actually desirable will be explored.


The presenter will then demonstrate how desirable difficulty applies not only to the language being introduced but also to task design and classroom management techniques as well. A variety of simple and practical techniques will be demonstrated that participants can take away and implement quickly in their own practice.

 

Classroom culture around mistakes will also be explored, including how teachers can use positive language to change how learners feel about mistakes and encourage them to take more risks with their language usage. Methods to take mistakes from failures to learning opportunities will be showcased as well.
Participants will benefit from this session in feeling more confident and creative in task design that includes a higher level of challenge, and able to support their learners for long-term success.

Laura Jane McWilliams

 

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Humanity has had to reconsider how we educate and learn as a result of COVID-19 making it essential to use modern technology when teaching English, owing to extraordinary advancements made in a variety of professions and disciplines. It is crucial for the education sector to keep up with the global technology transformation by implementing cutting-edge technical tools like computerization, multi-media devices, mobile phones, audio/visual effects programs, and social media to maximize English language instruction by providing teachers the tools needed for connecting with students who are learning languages in the classroom in a structured and sophisticated way. Software, apps, a variety of supplementary platforms, and resources that can accelerate the instruction/ acquisition of English are all easily, instantly, and practically available on the Internet. The Next-generation digital technologies have made the virtual world a reality, which in turn heralded in the metaverse, a 3D digital arena that combines the actual and virtual worlds, that has been hailed as a promising future educational trend. Thus, the disruption caused by the pandemic demonstrated the importance of digital transformation for now and in the years to come, wherein language learning will also be transformed into an immersive process by embracing the metaverse. But the current research hardly ever explored the metaverse from the standpoint of education/learning. This paper explores the implications of virtual reality (VR) for ELT as there are convincing reasons to believe that language teachers should not dismiss the metaverse so quickly, considering the potential of immersive virtual environments for language acquisition. Furthermore, this paper also explores the possible uses of the metaverse for language learning, blended learning, competency-based instruction, and inclusive education. Finally, this paper concludes with some of the challenges entailed in using the metaverse and how teachers can prepare for its effective use in their language classrooms.

 

Vyomakesisri T

 

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The world is changing, and the landscape of education is changing with it. As teachers we need to ensure we’re on the right side of history. The future is in our hands, and we need to empower our students to make the decisions to go out there and shape it to be as bright as possible. 

The session starts by looking at some of the issues the world is currently facing with a focus on the climate emergency. It will then introduce the idea of changemakers and emphasise the positive impact they can have on the planet.

It then moves to look at practical ideas to helping students engage with the issues at hand (a quick trip through the UN's Sustainable Development Goals helps add clarity here)

In this session we’re going to think about what a changemaker is and how we can empower our students to make a real difference in the world. Be it a young learners class, a teenage class or an adult class. finding ways and means to connect our students to the issues and help them develop their passions. 

Next we'll take some simple steps on how we can turn eco anxiety into agency and prevent our students burning out and freaking out. 

Finally, we'll look at what we can do to help our students make the biggest differences they can. The ways in which they can go out there and make a difference. Our students may need our guidance at first, but soon enough they'll be the ones guiding us in our quest to make a change in ourselves and the world.

 

Harry Waters

 

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This presentation will explore the significance of teaching pragmatics and indirect speech acts in the ESL classroom. The focus will be on the importance of equipping students with the necessary language skills to navigate social interactions in English effectively. I  will share a variety of activities that can be used to teach pragmatic language use in context, including role-playing, discussions, and analysis of authentic materials. 

In addition,  the participants will be provided with a range of ready-to-use resources, including lesson plans, worksheets, and authentic materials, that can be adapted and used in their own classrooms. These resources will enable participants to teach and reinforce pragmatic language use and indirect speech acts with their students.

 By the end of the session, participants will leave with a range of practical tools and strategies that they can immediately apply in their own teaching practice; they will have a better understanding of how to incorporate pragmatics into their language teaching practice and how to create engaging and effective lessons to teach these important language skills to their students.

 

Svetlana Gritsenko

 

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