Language Teaching in a Multilingual Society - ICC

Transcription

Language Teaching in a
Multilingual Society
In co-operation with
25 - 26 March 2011
ICC 18th Annual Conference 2011in Winterthur, Switzerland
Published by the ICC International Language Network
Further Information about ICC can be found at:
ICC International Language Network
Berner Heerweg 183
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Tel: +49 40 645 329 63
Fax: +49 40 645 329 55
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and the publishers are not responsible for the accuracy of any facts or figures.
Design © Claudi Nir
Production Christel Schneider
ICC Head Office: Berner Heerweg 183, 22159 Hamburg, Germany www.icc-languages.eu
The International Certificate Conference e.V. (ICC) is an International Non-Governmental Organisation (INGO)
with participatory status at the Council of Europe
Venue
th
Friday, 25 March 2011
Kirchengemeindehaus Liebestrasse 3
Festsaal Kirchengemeindehaus
Liebestraße 3
8401 Winterthur
th
Saturday, 26 March 2011
Migros Klubschule
Club School Migros
Rudolfstraße 11
8401 Winterthur
Both maps taken from http://maps.google.com/
Conference Times
Friday, 25th March 2011
9.00 – 10.00 Registration
10.00 – 10.15 Introduction and Welcome
10.15 – 10.45 Keynote
11.00 – 12.30 Panel and small Group Discussions
14.15 – 16.00 Parallel Sessions
16.00 – 19.00 AGM for ICC Members
20.00 Conference Dinner
Please note different venue on Saturday
Saturday, 26th March 2011
9.00 – 10.00 Registration
10.00 Parallel Sessions
16.00 – 16.30 Closing plenary
There will be staff around outside the registration hours to assist
Language Teaching in a Multilingual Society
Issues and solutions
It seems almost too easy to say that we live in a global society. People move from country to country in
search of work, in search of a better life, to escape disaster or persecution in their homeland, or
sometimes they simply visit and decide to stay. For the language education this produces a whole series
of challenges. At the political level there are many questions: which languages to teach, what kind of
language user does society need; what resources to direct towards a growing need for tuition. At the
practitioner level we are faced with the issues of how to work with an increasing number of needs and
with students who often have vastly different expectations of what education is.
This year’s ICC conference offers a timely spotlight on issues surrounding plurilingualism and the
multilingual society. As an INGO comprising members from many fields in language education, its focus is
on the practical rather than the political. The conference approaches the issues under four main themes:
integration; classroom practice; materials development and evaluation. With speakers from the worlds of
publishing, intercultural communication, education management, ICT in education and those with a range
of teaching expertise, the conference offers an opportunity for lively debate on a theme that will influence
our concept of language education for many years to come.
The conference focuses on the following topics:
Teacher Qualification
Certification – Testing, Assessment
Integration and German as a Second Language
Classroom Practice
Impact of Technology
Multicultural Groups
Intercultural Training
ICT based language teaching solutions
Exhibitions
There will be an exhibition area at the conference, where member organisations, publishing houses and
suppliers of language tests and others present their latest products and services.
Our exhibitors this year are British Council Switzerland, CUP, Digital publishing, ECML, MONDIALETesting CH, SpeedLingua CH, Studieskolen Denmark and University of Cambridge ESOL examinations
Germany.
Conference Programme, Friday, 25th March 2011
Introduction and Welcome
10.00 – 10.15
Robert Williams, University of Westminster, UK
President ICC - International Language Network
Keynote
10.15 – 10.45
“Breaking down the barriers"
Russell Stannard, Principal Teaching Fellow University of Warwick, UK
Abstract
Technology is everywhere. Its impact on our lives and the way we work has been relentless. Words like
Twitter, Wiki, Facebook and blogging are part of our everyday language. In language teaching the fit
between our current understanding of language learning and the affordances which technology offers
seem to fit like a hand in glove. Yet, technology has not entered the language classroom to the same
degree as it has our everyday lives. In this talk
Russell Stannard will talk about some of the “barriers” that are holding back the adoption of technology.
He will argue that technology has been “badly sold” by the powers that be and by the developers and this
has been to the detriment of the teaching profession. What’s more he will outline a direction for those
teachers still reticent about using technology. This will be a plenary full of ideas and examples of just how
simple technology can be and what a massive impact it can have on teaching and learning. Whether you
use technology or not you will walk away from this talk full of new ideas.
Background
Russell Stannard runs one of the most successful training sites for technology in
education on the internet. www.teachertrainingvideos.com receives 20,000 unique
visits from teachers all over the world. It provides free step by step training videos to
help teachers incorporate technology into the language classroom. In 2008 Russell
won the prestigious “Outstanding Innovation in ICT award” from the Times Higher
and in 2010 he was awarded the British Council Innovation award. Russell currently
teaches in the Centre for Applied Linguistics at Warwick University and has been
working in ELT for over 20 years.
Awarded Times Higher "Outstanding Initiative in ICT" 2008
Awarded "Excellence in teaching and learning" University of Westminster 2008
Website of the year TEFLnet 2009
Winner of British Council ELTons award for Innovation 2010
Panel Discussion - Language Teaching in a Multilingual Society
11.00 – 11.45
Ian McMaster, Spotlight Business, Germany
Waldemar Martyniuk, ECML, Austria
Antonio Adrover, Flying Teachers, Switzerland
Michael Carrier, Director British Council, London, UK
Group Discussions
12.00 – 12.30
Small group discussions on issues raised in the panel discussion. Collection of statements for further discussions will
be picked up during the conference.
Parallel Sessions
14.15 – 15.00
"Providing relevant training to adults: scenarios and blended learning"
Timothy Phillips, SKYLIGHT GmbH, Germany
Abstract
A scenario is a sequence of interconnected and interrelated activities. In the world of business
communication a typical scenario would be:
a) organizing a meeting by mail
b) dealing with enquiries about the meeting by phone
c) confirming by mail
d) preparing the support documentation
e) preparing the meeting
f) holding the meeting
g) following up the meeting
all of which relate to a specific business goal which underpins the purpose of the meeting.
For language learning to be both effective and dynamic, the training process needs to reflect the relevant
context of the adult learner. Learning the language of meetings is insufficient and not necessarily
effective.
In today’s learning environment in which adult learners "do not have the time", the mental space, or the
motivation to participate in traditional approaches to language training, employees quite rightly demand a
learning environment which is:
•
•
•
•
directly relevant to the business processes of which they are a part
goals oriented, namely focused on business communication goals and not on linguistic goals
actively participative: the employee is actively involved in defining course content, design and
development
communication-oriented, with the main emphasis lying on the development of international
communication skills, not purely on language skills.
The scenario provides a framework which accomodates the above requirements for such a learning
environment. In this context, a scenario is a communication process which supports a business process
leading to a business goal.
This presentation will outline experience gained in using the scenario approach in business and in
vocational education. It will also draw on recent experience in introducing a blended learning approach to
training with scenarios. The recently developed eCLTC-Scenario Management System will be introduced
during the presentation to show how a blended approach can support the learner and the trainer when
using the scenario technique.
Use of the system is fully integrated into the training and learning processes, not only as regards the
development of a scenario but also as regards its delivery. Where it makes sense for an activity to take
place online, for example the writing of an email, it indeed does so. Where it makes sense for the activity
to take place face-to-face, then it is carried out in the training room. The time in the training room is
therefore usefully spent concentrating on developing learners' international communication skills to
achieve specific the business goals. The acquisition of language knowledge occurs in the employee’s
own time by his/her referring to the scenario, its activites and resource modules in the system.
Background
Timothy Phillips is Managing Director if SKYLIGHT GmbH, a consultancy
based in Cologne, Germany, which supports companies and training
organizations in providing effective and innovative training in international
business communication skills, including the learning of foreign languages.
Tim started his language training career in Germany in the late 1980s as a
freelance English trainer, primarily in the business and higher education
sectors. In the 1990s he supported the development of one of the first
computer-based, networked systems for the learning of Business English.
The implementation of this system caused him to develop a number of
blended learning concepts. It was during this time that he realized a large
gap of understanding had developed between many language training
providers and the training managers of their customers.
Tim therefore set up SKYLIGHT to help redress this balance and at the same time develop approaches to
adult language learning and training which take account of current work and learning environments.
Integration
Project ShowMi – Helping Migrants to show the value of their languages to others
Marija Bojanic, Swiss Federation for Adult Learning, Switzerland
Abstract
ShowMi is a European project funded through the Grundtvig Lifelong Learning Programme. It focuses on
the language skills of people with a migrational background living in Europe.
When talking about language learning and migration, too often the focus has been put exclusively on the
local language of the host country and on the difficulties migrants face when learning this language. Too
little regard has been put on the existing language competences of migrants in their own (native)
language(s).
The objective of ShowMi is to help people with a migrational background to show the value of their
languages and to enable them to more effectively use their language skills for their educational and
labour market perspectives in the host country.
Through the valorisation of language competences and the focus on what people “can” instead of
focusing on what they “can’t” the self-esteem of people with a migrational background should be
positively affected. This could also have a positive impact on their participation as well as on and their
status of migrants in their host country.
Background
Marija Bojanic holds a Master’s Degree in International Studies, with a
specialisation in Human Rights and International Development and
Cooperation.
She has been working at the Swiss Federation for Adult Learning (SVEB/FSEA)
since 2009. She is in charge of Swiss and European
projects in the field of promotion of low qualified people and basic skills
promotion.
Certification, Testing, Assessments
Developing language tests – a Technical English Exam
Martin Beck, MONDIALE-Testing GmbH, Switzerland with Geoff Tranter
Abstract
One of the most difficult areas in test development is the field of language certificates for professional
purposes. Factors such as the wide range of language demands at the workplace – specific job-related
skills, specific structural and lexical elements, etc. – make it difficult to bridge the gap between meeting
individual needs on the one hand (= flexibility) and providing a viable sustainable test on the other hand.
This particularly applies to Technical English where the degree of specialisation can easily lead to a
reduction in relevance if the necessary compromise between a common-core curriculum and job-specific
content is not achieved and where content can have a very short life-span as a result of the speed of
technical progress and innovation. And at the same time, (potential) employers have a vested interest in a
precise definition of linguistic and communicative competence. This workshop will present ideas on how
these circles could possibly be squared with the help of on-line tests.
Background
For 25 years Martin Beck has been involved in the areas of language teaching,
testing and consulting. After his studies at the University of Heidelberg, Berlin and
Lisbon he founded in Germany a language training centre. In 2001 he spun off the
testing facilities to form Mondiale Testing, a full-service language testing
organization based in Switzerland. He is Vice President of the ICC and a member of
the EALTA.
For many years Geoff Tranter has been active in further and adult education - as
head of department and course director, as a teacher and teacher-trainer, and has
also produced and co-produced a selection of teaching materials and course
books. He has also over 30 years of experience in language testing and examiner
training.
He regularly attends Conferences throughout Europe offering a number of
workshops and plenary sessions on topics relating to the CEF, testing and general
teaching methodology. He is at present a free-lance consultant for a wide range of
educational institutions and ministries including Ministries of Education and the
German Federal Ministry of Aviation.
Parallel Sessions
15.10 – 16.00
Delivering Effective Online/Blended Learning by keeping it simple
Gerard Prendergast, Abacus Learning Systems, UK
Abstract
E-learning and Blended learning are valuable tools that modern educators should be able to master and
use. Gaining experience in this form of course delivery and support will enhance educators’ ability to
maintain employment. Too many academic institutions, Adult Education colleges and Commercial
Training organisations have tried to introduce this form of learning in a haphazard manner. They have
‘under resourced’, under planned and failed to give adequate support to their teaching staff, when trying
to implement effective e-learning and blended learning methods to their organisations. For too many staff
members who were not hired originally to deliver courses over the Internet, lack of effective planning has
resulted in them being less than enthusiastic about getting actively involved.
The object of this paper is to show how teachers and trainers can ‘migrate’ easily from pure classroom
face-to-face teaching to effective online delivery, by building on their existing face-to-face tutoring skills.
The numerous types of E-learning systems that have been developed in the last 10 years add to the
difficulty teachers’ face when trying to develop their online teaching skills. Where do they start? Which
type of e-learning should they start to develop? I hope to advocate a simple way for tutors to develop
effective online skills without having to try out too many different types of online delivery systems. Once
tutors become proficient and comfortable using an effective type of online delivery, they can then expand
their online repertoire and experiment with many of the newer ways of delivering training online.
Furthermore I suggest ways of dealing with the effects of different cultures when delivering online training.
Background
Since the late 1980’s Gerard A. Prendergast has been successfully designing, planning
and delivering online training programmes. He has led workshops and delivered papers
on the subject for universities, government bodies and non-academic institutions around
the world. He has been visiting lecturer at the British Open University’s Institute of
Educational Technology and the Institute of Education, University of London and is now
the owner of Abacus Learning Systems.
Integration
A concept for Multicultural Education
Maggie Leitner, M.A., English Communication Trainer, Intercultural Trainer
Abstract
Multiculturalism is undeniable today. In the 21st century very few nations are monolingual or mono
cultural, which means in the modern world all of us encounter multilingual situations nearly in every
context. Undoubtedly, cultural diversity presents serious challenges, complexities, opportunities and
cross-cultural obstacles for today’s teachers and trainers. However, if we recognise and ‘celebrate’ the
differences, cultural diversity can be enriching, it can bring unity, understanding, sensitivity, awareness,
compassion and empathy. Educational institutions should foster positive attitudes toward multicultural
education in every subject being taught. Furthermore, it is us educators, who play a vital role in teaching
students from any cultural background how to demonstrate acceptance, appreciation and respect for all
cultures.
To achieve this goal of promoting intercultural communication, language and communication teachers
and trainers should develop intercultural competence and become ‘cultural negotiators’. A ‘cultural
negotiator’ is a person who can help people to cross cultural boundaries and communicate positively with
each other.
Background
Maggie Leitner is a fully-qualified TESOL, Business English teacher and
Intercultural trainer. She holds an MA in Applied Linguistics and ELT (University
of Surrey, UK - 2007) and an Intercultural Competence/Master Certificate (BVV
Munich - 2002). She also is an experienced bi-lingual (German/English)
freelance teacher/lecturer for English and Intercultural Studies, working in
commercial and academic fields. Furthermore, she designs and holds Business
English courses and intercultural training courses for business professionals in
international organisations and students at the University of Applied
Sciences. Before becoming freelance, she worked in international organisations,
teaching part-time, running teacher training courses and Business English
workshops in adult education institutes. Maggie has been teaching in the ESL
field for about 20 years and has a broad experience of different teaching and
learning styles. Her major interest are in intercultural studies, second language
acquisition, the relationship between socio-cultural and linguistic factors and in
communication development through increasing mobility in modern society.
Certification, Testing, Assesment
“accueil“, a model for special purpose examinations
Walter Horlacher, accueil Language Centre, Hotelfachschule Thun, Switzerland
Abstract
At the turn of the century, an international group of foreign language experts chaired by Tony Fitzpatrick,
former director of the ICC, laid the foundations to a number of foreign language examinations for
hospitality and tourism staff. As “accueil examinations” these have been operative since 2003. The
presentation highlights some characteristic features of these examinations, which may serve as models
for other special purpose examinations:
• Vocationally relevant language. What jobs of the hospitality and tourism industries are included and for
what reason? Which language skills are relevant to which vocational position? Which are the topics
relevant to which position? What levels of language competence is required for which position?
• Modular structure. Modules defined by language skill, vocational topic and competence level form
suite of “accueil” modules, from which individual vocational sets of modules can be derived.
• Flexibility. The modular structure allows further developments based on the vocational needs of the
hospitality and tourism industries. Existing sets of modules can be enlarged; additional vocational
functions can be included. Such development is ideally based on close cooperation between
hospitality experts and language experts.
• Synergies due to trilingual concept. “accueil” examinations are available in English, German and
French.
• Certification in terms of "can do" statements. These statements are used to facilitate communication of
language qualifications in the business world.
• Advantages of special purpose examinations over general language examinations. Examinations of
this kind improve vocational learners’ motivation to learn languages and contribute to their vocational
competence.
• “accueil”: sector-related and beyond. Each “accueil” examination includes a general business
language module.
Background
Walter Horlacher was born in 1948 in Schaffhausen, Switzerland. He studied
English and German language and literature at the University of Bern and FU
Berlin before receiving a diploma as a “Gymnasiallehrer”. He worked as a
German teacher in England as well as a German and English teacher at various
schools in Switzerland. Since 1988 he works at the Hotelfachschule Thun, Head
of Languages since 1996.
AGM Annual General Meeting for ICC Member Organisations
16.00 – 19.00
16. 30 – 17.30
Using humour in the English classroom to support language and intercultural learning
Geoff Tranter, Germany
Abstract
Have you ever been in a situation when all the people around you are laughing, and you don’t know why?
How did you feel? Isolated? Insecure? In a globalised world, appreciation of humour can be a valuable
asset. Secondly, the positive atmosphere created by humour can be very useful in the classroom to
increase motivation and to support learning. Moreover, enabling learners to be sufficiently creative in the
language to produce their own examples of humour can lead to higher levels of linguistic performance,
which perhaps why the CEF refers to “Can use language flexibly and effectively for social purposes,
including emotional, allusive and joking usage“ as one of the descriptors for C1 competence. The
workshop will look at both these aspects and offer ideas on how to integrate humour into English
language teaching.
17. 45 – 18.30
”10 years of Business Spotlight – what have we learned?”
Ian McMaster, Business Spotlight
Abstract
The first issue of Business Spotlight was published exactly 10 years ago, in
March 2001. In this talk/workshop, we will look at some of the lessons that have
been learned over the past 10 years about the changing needs of business
English learners.The talk/workshop will present some of the results of the regular
research done by Business Spotlight on the needs of German-speakers who use
English at work. It will look at some of the trends in business English teaching
over the 10 years and, in particular, the use of new technologies. There will also
be some fun classroom activities based on Business Spotlight’s products and
some practical takeaway for Monday morning. Participants will be encouraged to
share their experiences.
Background
Ian McMaster is editor-in-chief of the bi-monthly magazine Business Spotlight.
(www.business-spotlight.de) and a former joint-coordinator of IATEFL-BESIG
Conference Programme, Saturday, 26th March 2011
Parallel Sessions
10.00 – 10.45
Teaching Standards, Teacher Training, Technology and Quality
Rob Williams, Director, University of Westminster and Ministry of Defence Languages Examinations Board, UK
Abstract
There are many ways to describe teachers. There are many hats a teacher has to wear in order to fulfil
their role in the classroom. Everybody has a memory, recent or distant, of a ‘good’ or a ‘bad’ teacher. The
question is what are these impressions based on and is there commonality in our understanding of what it
means to be a ‘good’ teacher? To what extent is our notion of ‘good’ influenced by our expectation of
what a classroom should be like and how much is that influenced by our cultural background? If so, how
accepting are we of other, equally plausible, manifestations of teaching? And then there is the question of
‘progression routes’. What constitutes an ‘experienced teacher’? Is the only route to ‘promotion’ to be
taken out of the classroom and placed in managerial posts? Not only this, but is the market demand for
native speaker teachers, at times regardless of training and qualifications, undermining the notion of
language teaching as a profession?
Rob will lead an interactive session to consider these and other questions and whether we need a more
comprehensive understanding and precise description of what it means to be involved in language
education.
Background
Rob Williams is a Principal Lecturer in applied linguistics and communication at
Westminster University in London. He lectures on the MA TESOL – Current
Developments; Testing and Assessment – and is deputy course leader for the
MA International Liaison and Communication. In addition he lectures in language
enhancement for Conference Interpreters both at Westminster and at ESIT in
Paris. He is also Director of the UoW/Ministry of Defence Languages
Examinations Board, producing mediation testing at 4 levels in up to 46
languages. Away from the University, Rob has worked as a cross-cultural
consultant to the UK Department of Trade and Industry as well as companies in
the private sector. Rob is currently President of the ICC International Language
Network.
Integration
Inclusive, plurilingual education – learning languages in a multilingual society
Dr.Waldemar Martyniuk, Council of Europe, European Centre for Modern Languages, Graz, Austria
Abstract
In the work of the Council of Europe, as reflected in several documents and tools, adequate development
of language competences is viewed as a pre-requisite for unrestricted and fair access to good quality
education. This, in turn, constitutes the necessary basis for ensuring social cohesion, promoting
democratic citizenship, fostering intercultural dialogue and managing migration – priorities specified by
the Council at the Warsaw Summit 2005 aimed at building a more humane and inclusive Europe.
In this context, the European Centre for Modern Languages of the Council of Europe (ECML) invites
submissions for its fourth medium-term programme (2012-2015),with a focus on PROMOTING
INCLUSIVE, PLURILINGUAL AND INTERCULTURAL EDUCATION. This new programme reflects both
the mission of the Centre and the current concerns of its member states and partners in the area of
language education. It is based on a long-term vision aiming at developing inclusive, plurilingual and
intercultural pedagogic approaches reaching beyond the foreign language classroom and encompassing
all linguistic abilities and needs of all groups of learners in a lifelong-learning process (in-school and outof-school). The deadline for submissions is 1 May 2011. Details available at: http://www.ecml.at/call
The programme aims to achieve significant impact on language education by:
• developing practical tools and materials either directly for the use of learners or for teachers,
teacher educators and/or other actors in the field of education;
• communicating and disseminating results of relevant Council of Europe activities to key
stakeholders.
The principal target groups of the Call are:
• experts and researchers in language education, teachers and teacher trainers of all languages;
• experts in education with a strong interest in language education;
• representatives of related organisations/associations with a stake in good quality language
education (e.g. parents associations, school boards, business sector, media).
Background
Dr. Waldemar Martyniuk is Assistant Professor of Applied Linguistics at the
Centre for Polish Language and Culture of the Jagiellonian University in Kraków,
Poland.
Teacher trainer, author of textbooks, curricula and testing materials for Polish as
a foreign language, Visiting Professor and Lecturer at several universities in
Germany (Bochum, Giessen, Göttingen, Mainz, Münster), Switzerland (Basel)
and in the USA (Stanford). He translated the Common European Framework of
Reference for Languages (CEFR) into Polish (2003) and was seconded to the
Council of Europe, Language Policy Division (Strasbourg, France, 2005–2006).
Since October 2008 he has been the Executive Director at the European Centre
for Modern Languages of the Council of Europe, based in Graz, Austria.
ELTACS European Language Teachers Assessment and Certification
Jana Čepičková, University of West Bohemia, Czech Republic with Christel Schneider, Director ICC
Abstract
This presentation will present the ELTACS project, European Language Teachers Assessment and
Certification scheme (Project number: 505710-LLP-1-2009-1-CZ-KA4-KA4MP) which started in 2010. It is
a multilateral project for dissemination and exploitation of results funded by the EU Life Long Learning
Programme. ELTACS is coordinated by the University of Bohemia, Plzeň, Czech Republic and involves
10 partners from the Czech Republic, Bulgaria, Germany, Romania, Finland, UK, Greece and Lithuania.
The main objective of the project is to build on the existing EUROLTA* ICC teacher training and
accreditation scheme and make the accreditation and qualification framework available for the systematic
exploitation of results at European level. The dissemination and exploitation of results will be catered for
at regional, national and European levels.
Aims:
• to update and disseminate the already existing European Certificate in Language Teaching to Adults:
EUROLTA
• to collect evidence from a needs analysis and surveys of schemes
• to ensure that there is no available European Certificate in teaching languages to adults which is
applicable to any other language to teach without formal qualification
• to initiate an innovative teacher training scheme which complements the existing training model as
EUROLTA certification for teacher trainers.
Outcomes of the project are:
• a market research report
• an online course for EUTOLTA master trainers
• an ELTACS project master trainer certificate
•
translation of EUROLTA Framework and Handbook into 7 languages
•
EUROLTA Framework and Handbook in electronic form
•
Project website www.eltacs.eu
* EUROLTA is a scheme for certification of language teachers and accreditation of teachers training
institutions and training courses. It was developed in a European Socrates Lingua project
during the
nineties. The project developed:
•
•
A framework (with an accreditation handbook, auditor’s checklist, etc)
A trainee’s handbook
For further information please visit the ICC website: http://www.icc-languages.eu/eurolta.php
The content of this paper reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Background
Jana Cepickova teaches technical English at the University of West Bohemia in
Plzeň, Czech Republic. She is interested in blended learning and developing
multimedia materials for students of engineering. In addition, she has published
teaching materials for both general and technical English.
Background
Christel Schneider, Dipl.-Päd., FInstLM, Cert.OET, has been the Director of the
ICC - International Language Network since 2006, following a period as Head of
the Languages Department of the Schleswig-Holstein Association of Adult
Education Institutes. She has been the local secretary for the Cambridge ESOL
examinations and a co-ordinator and examiner for The European Language
Certificates (TELC), UCLES, and Goethe Institute examinations. Her published
works include a wide range of materials on course design and teacher training,
as well as articles and course books for adults.
Christel Schneider is regarded as an international expert in e-learning, and is a
certified online trainer with the Institute of Education at the University of London,
with ILM UK and for the online course Train the Online Trainer at the Northern
Illinois University, US
Parallel Sessions
11.00 – 11.45
Talk – Web 2.0 tools that can change your teaching
Abstract
In this talk Russell is going to focus on a whole range of quick and simple tools that you can use in your
language teaching. From tools to simple content, Russell will cover some of the most popular and most
effective website that he has come across. All the websites he shows will be the result of feedback from
the regular 20,000 teachers who use his site every month. There will be some real gems here and lots of
ideas that you will be able to take into your next class or apply in training sessions.
Integration
Using humour in the English classroom to support language and intercultural learning
Geoff Tranter, Germany
Abstract
Have you ever been in a situation when all the people around you are laughing, and you don’t know why?
How did you feel? Isolated? Insecure? In a globalised world, appreciation of humour can be a valuable
asset. Secondly, the positive atmosphere created by humour can be very useful in the classroom to
increase motivation and to support learning. Moreover, enabling learners to be sufficiently creative in the
language to produce their own examples of humour can lead to higher levels of linguistic performance,
which perhaps why the CEF refers to “Can use language flexibly and effectively for social purposes,
including emotional, allusive and joking usage“ as one of the descriptors for C1 competence. The
workshop will look at both these aspects and offer ideas on how to integrate humour into English
language teaching.
Online Testing – Challenges and Opportunities using the examples of BULATS
Lori Kaithan, Cambridge ESOL
Abstract
Companies and organisations need economical and easy-to-use testing and reporting systems which
offer a quick and reliable way of assessing language skills for the workplace.
BULATS is a business language evaluation tool, which is available in four languages. It provides
organisations with a fast and flexible way to assess language skills to support recruitment and employee
development. This presentation shows the advantages of an online language test. It also shows how
BULATS assesses languages skills online and introduces the new modules for testing Speaking and
Writing which will be available soon.
The test is supported by online and blended learning courses and a benchmarking system which will be
introduced in the presentation as well.
Background
After having completed her education in linguistics at university in the USA, Lori came
to Switzerland 40 years ago. She began teaching English and also worked for the
Cambridge exams as an invigilator and supervisor. In addition, Lori taught at a local
secondary school for 15 years introducing the Lower Main Suite (KET & PET)
Cambridge Exams there.
In 1989 Lori was appointed by the University of Cambridge to take on the
responsibility for the Winterthur Cambridge Exam Centre. In 1996 she was then
appointed to the Zurich Cambridge Centre and in 2001 Lori took on the position of
Centre Exams Manager for the Chur and Liechtenstein Centres.
In addition to Lori’s challenging and demanding job for Cambridge, she is still
involved in teaching a conversation and a post-proficiency class at the Migros
Klubschule in Winterthur. Both her teaching and the Cambridge work give Lori great
satisfaction and keep her in touch with ELT professionals throughout Switzerland.
Parallel Sessions
12.10 – 13.00
”10 years of Business Spotlight – what have we learned?”
Ian McMaster, Business Spotlight
Abstract
The first issue of Business Spotlight was published exactly 10 years ago, in March 2001. In this
talk/workshop, we will look at some of the lessons that have been learned over the past 10 years about
the changing needs of business English learners.
The talk/workshop will present some of the results of the regular research done by Business Spotlight on
the needs of German-speakers who use English at work. It will look at some of the trends in business
English teaching over the 10 years and, in particular, the use of new technologies.
There will also be some fun classroom activities based on Business Spotlight’s products and some
practical takeaway for Monday morning. Participants will be encouraged to share their experiences.
Background
Ian McMaster is editor-in-chief of the bi-monthly magazine Business Spotlight.
(www.business-spotlight.de) and a former joint-coordinator of IATEFL-BESIG
Integration
Removing natural auditive barrier to learning: A Remediation Process
Julien Pitton, Executive Chairman of Speedlingua SA
Abstract
The presentation will include the following:
-
Introduction.
The importance of audition in learning: volume, frequencies and the brain.
The Barrier, its impacts and the revolution from neurosciences.
The Remediation Process and its outcome.
The Physiology and the Pedagogy.
The Technology and the Accessibility.
Background
Mr. Pitton has devoted 20 years to structuring and financing of corporate
developments. He led the Investment Banking activities of a Private Bank in
Geneva and the development of the financial engineering group at Banque
Paribas London. Since 2003, he specializes in advisory on governance and
implementation of strategic business initiatives, particularly in the fields of
science and education.
In the field of Education, Mr. Pitton runs a “dedicated educational network”
involving the Ministry of Education of Canton of Vaud and the Faculty of
Psychology and Education Sciences of Geneva. He is a coach in residence at
the Hospitality School of Lausanne, a world leader in training in Hospitality
Management. In this capacity he participated in several working groups
dedicated to professional and specialized education. In the field of science, M.
Pitton works with the Faculty of Sciences for the implementation, in Geneva, of the International Center
for Sciences in Physics. He is a member of the Foundation and steering Committee of the International
Center for Earth Simulation (ICES), a "CERN“ on environment that integrates all areas of science related
to climate simulation. Internationally Mr. Pitton has been appointed ISO Officer and Treasurer in 2008.
ISO is a non-governmental organization that forms a bridge between the public and private sectors.
Therefore, ISO enables a consensus to be reached on solutions that meet both the requirements of
business and the broader needs of society. He is Vice President of Engineers of the World and Swiss
President. IdM is an NGO dedicated to the transfer of know-how and knowledge to developing
countries. On the entrepreneurial level, Mr. Pitton sits on several boards of directors whose activities
cover respectively architecture projects, administering international financial, assistance in crisis
management and professional training. Academics: University of Geneva, Social & Economics- IMD
Lausanne - Stanford University USA, Strategy and Organization - LBS, Executive Management -HEC
Paris Project Financing.
Certification, Testing, Assessment
Language testing – quality improvement in online test development
Martin Beck, MONDIALE-Testing GmbH, Switzerland
Abstract
Anyone who has taken on the task of developing a test knows how difficult and time consuming test
authoring is. And when the test is finished and handed out, often the photocopied test papers do not
meet the expectations after innovative, multi-media-oriented instruction. Luckily, the same technology that
spawned blended learning provides the solution for state-of-the-art online language testing. Beside an
elaborated test specification and a professional authoring team the used technology is a main part of the
quality improvement of the final product.
What institutes need is a cost-effective test which fulfils highest quality standards. Anyone who has taken
on the task of developing a test knows how difficult and time consuming test authoring is. The same
technology that spawned blended learning provides the solution for state-of-the-art online language
testing. There will be described the quality management which has to be part of the development process
to provide a valid and well calibrated online language test product. The presentation will give a first insight
in the project outline of an International Technical English Exam.
Background
For 25 years Martin Beck has been involved in the areas of language teaching,
testing and consulting. After his studies at the University of Heidelberg, Berlin and
Lisbon he founded in Germany a language training centre. In 2001 he spun off the
testing facilities to form Mondiale Testing, a full-service language testing
organization based in Switzerland. He is Vice President of the ICC and a member
of the EALTA.
Parallel Sessions
14.30 – 15.15
Teacher Training – Accreditation and Certification – a EUROPEAN Training Model
Mike Makosch, Migros Klubschulen, Switzerland
Abstract
The Common European Framework of Reference (CEFR) was written with a multilingual society in mind.
The European Language Language Portfolio is clearly and practically committed to promoting
plurilingualism. The CEFR's practical, action based approach is expressed most clearly through the use
of "can do" formulations to describe language competence. The influence of the CEFR on language
teaching has been remarkable and is well documented. No modern language learning programme gets
by without expressing itself through a series of “can do" statements.
But what about teacher development? To what extent has teacher development been influenced by the
action-oriented multilingual approach of the CEFR?
On the one hand the CEFR has become the default point of reference for teacher development programs.
On the other hand, the notion of "can-do" can also be applied to language teaching competence. In this
talk I will explore the notion of describing different levels of language teaching competence using "can do"
statements and argue that a truly European, multilingual model of language teacher training can only be
established by following the same methodological approach as the CEFR.
Background
Mike Makosch is Head of the Languages Department Coordination Office of
the Club Schools Federation of Migros Cooperatives in Switzerland. The Club
Schools cooperate at a national level through their Coordination Office in
developing and running language courses. Mike has represented Switzerland
in the Council of Europe’s modern languages projects and in a number of
further international projects.
Integration
Get Finternational – learn cultures through participation
Marjo Joshi, Turku University of Applied Sciences, Finland
Abstract
Turku University of Applied Sciences has students from all over the world. Get Finternational is a unique
course concept that gives both local and international students an opportunity to learn cross-cultural
communication and cultural awareness through participation in various formal and informal
activities, workshops and events.
The course is offered every semester to all exchange students, foreign degree programme students as
well as Finnish students, thus making the group truly multicultural: a typical number of participants on
the course are around 80, representing 10-15 different countries.
The students collect markings, ten in total, in order to complete the course. The markings can be gained
by attending a variety of formal and informal activities. There are workshops that are aimed at
developing their understanding and ability to manage in the multicultural world; lectures give factual
information about cultural aspects of a society; informal events organized by the Student Union or
Erasmus Student Network section encourage integration to the society and help students create social
networks; acting as assistant teachers in the university language courses or elementary schools allows
students to share their cultural heritage and skills. In addition, there are cooking nights, excursions and
other events that vary year on year.
The course delivery utilizes online solutions: The course details and instructions are given on the course
website, and the lecture and workshop materials are provided in the university online study platform
where the students also complete their course reports.
In conclusion, Get Finternational offers a variety of choice in a flexible framework that enables
students to experience cultures first hand through participation and engagement. According to course
feedback collected through online feedback system, the course is seen as a useful and fun way to learn
more about cultures!
Background
Marjo Joshi teaches English language and communication as well as cultural
studies at Turku University of Applied Sciences, Finland. She also trains local
companies in corporate communications, language skills and cultural issues. In
addition, she is specialized in online teaching. Currently she is also managing
a project to develop Finnish language materials for online studies for adult
immigrants.
Certification, Testing, Assessment
Language Portfolios for specific purposes – unpacking descriptors
Boian Savtchev, Director of Studies and International Projects Manager, ECET, Bulgaria
Abstract
Teaching foreign languages to learners with special educational needs and especially to blind pose a
great number of challenges and constraints. For a blind learner Reading becomes Listening to a screen
reader or reading Braille; Writing becomes Speaking or typing; and tasks like Look and Describe become
Touch and Describe, due to the Seeing-by-Touching phenomenon. There are also various technology
and environment issues like use of speech synthesizers, Braille, background noise, lack of visual prompts
such as gestures, body language, etc.
The presentation will review the approaches used in the development of a European Language Portfolio
for Blind and Visually-Impaired learners of foreign languages, validated by the Council of Europe (No
108.2010 - electronic ELP model for the Blind and Visually Impaired (ELPBVI)).
The project addresses the need for new Can-Do statements and Language Descriptors by analysing the
linguistic situations, the communication constraints which arise from these situations and the impact on
performance of these special educational needs learners caused by the above.
Following the recommendations of the European Language Portfolio Validation Committee the
partnership has taken to ‘unpack’ the descriptors introducing examples with regard to Competence,
Difficulty, Content, Topics and Situations of Language Use.
The main aim of unpacking is:
Help teachers and facilitators to help users, and
Help users by making the self-assessment
Easier to understand and
Easier to do
The project aims at finding solutions to the above by exemplifying the specific descriptors through
unpacking, reflecting the needs of the blind and visually-impaired learners.
Background
Director of Studies and International Projects Manager at ECET - European
Centre for Education and Training running 53 Europe Schools for Languages
and Management in 45 cities in Bulgaria.
Experience in developing and implementing training programmes, teaching
and training tools; training of trainers; training through the use of ICT;
assessment and evaluation; developing and coordinating educational and
training projects.
Promotor and coordinator of the Linguapeace Europe (EC Helsinki Awards
2006 Winner) and Deaf Port: European Language Portfolio for the Deaf and
Hearing-Impaired projects, and consultant to the ELPBVI: European
Language Portfolio for the Blind and Visually-Impaired project.
Co-developer of the Junior European Language Portfolio, European Language Portfolio for Vocational
Purposes and European Language Portfoliofor Peacekeepers.
Co-producer and developer of the Lingua Consult TV series, awarded a European Language Label in
2004.
Awarded a gold medal by the Bulgarian government (Dec 2007) for contribution to the implementation of
the European education and training programmes in the country.
Member of: ICC – The International Language Network, Lingu@net Europa and Euro-Languages Net.
Parallel Sessions
15.15 – 16.00
CLT Corporate Language Training – Globales Sprachentraining
Thorbjörn Trotzer , digitial publishing AG
Abstract
Das Corporate Language Training CLT von digital publishing baut auf der Erkenntnis auf, dass die
internationalen Kursteilnehmer ihre beruflichen Domänen auch vor einem lokalen und kulturellen
Hintergrund wesentlich besser durchdringen, als es ein Sprachtrainer je könnte. Das System von CLT
setzt dabei auf innovative Technologie, um “learner generated content” wie Hausaufgaben, E-Mails,
digital gespeicherte Sitzungen im Virtual Classroom und viele Daten mehr durch eine Gruppe von
weltweit 700 Tutoren kompetent bewerten und letztlich in neue Lerninhalte einweben zu können. Am
Beispiel global agierender Großunternehmen und aktueller Studien zeigt Thorbjörn Trotzer, welche Rolle
das ständig lernende Content Management System spielt und wie das Sprachentraining den Fokus heute
auf die individuellen Bedürfnisse der Kursteilnehmer in aller Welt setzt.
Background
Thorbjörn Trotzer ist bei der digital publishing AG als Account Manager
Corporate Business tätig. In seiner Funktion betreut er Unternehmen in der
Schweiz und in Österreich bei der globalen Einführung von online-basiertem
Fremdsprachentraining. Mit rund 15 Jahren Auslandserfahrung kombiniert er
seine Berufserfahrung im Key Account Management mit umfassendem
interkulturellen Wissen.
Integration
The role of FL in enhancing the quality of higher education – Teaching English for the
Global Environment
Rob Williams, Director, University of Westminster and Ministry of Defence Languages Examinations Board, UK
Abstract
As we become increasingly global and interfaces between people in different far flung corners of the
world become increasingly frequent, it is no longer the case, if it ever was that people learn languages to
interact with native speakers. Perhaps this is most obvious with English where there are probably more
users of English as another tongue than there are native speakers and international communication is
conducted through English as a lingua franca with no native speakers present. But English is not the only
example. As we become more multicultural the phenomenon of our mother tongues being used as a
lingua franca will be increasingly prevalent. Rob considers what this means in terms of choices we need
to make as teachers and course designers, particularly in terms of how we should frame the cultural
component for students who may have no desire to contact, let alone integrate with, the native speaker
community. As well as considering the wider implications, the session will offer practical activities for the
classroom.
Background
Rob Williams is a Principal Lecturer in applied linguistics and communication at
Westminster University in London. He lectures on the MA TESOL – Current
Developments; Testing and Assessment – and is deputy course leader for the
MA International Liaison and Communication. In addition he lectures in language
enhancement for Conference Interpreters both at Westminster and at ESIT in
Paris. He is also Director of the UoW/Ministry of Defence Languages
Examinations Board, producing mediation testing at 4 levels in up to 46
languages. Away from the University, Rob has worked as a cross-cultural
consultant to the UK Department of Trade and Industry as well as companies in
the private sector. Rob is currently President of the ICC International Language
Network.
Practice Enterprice and Intercultural Communication
PELLIC - Practice Enterprise for Language Learning & Intercultural Communication
Jana Čepičková, University of West Bohemia, Czech Republic with Christel Schneider, Director ICC
Abstract
Today's work force needs practical language and intercultural communication skills relevant to the
workplace in order to enhance competitiveness within Europe.
To meet these requirements the PELLIC project aims to provide a virtual learning space where students
can practice business communication skills in English within a Practice Enterprise
environment.www.pellic.eu
The activities take place within the interactive, simulated business life environment of Practice Enterprise
pedagogy. Project outcomes include the virtual learning environment where learners can set up and run
companies, models of business language relevant to a number of business activities, language lessons
which can be accessed when needed, and teacher support materials.
•
Writing a business plan and starting up a company
•
Planning a company website
•
Developing a marketing plan
•
Advertising and marketing products
•
Making arrangements for meetings, sales visits and exhibitions
•
Sales presentations and negotiations
•
Sending business letters and e-mails
•
Making business phone calls
•
Running and participating in meetings
•
Writing reports, minutes of meetings and other business documents
PELLIC (Project No: 504823-LLP-1-2009-1-FI-KA2-KA2M) is a project which has been funded with
support from the European Commission. It is coordinated by Turku University of Applied Sciences
(Finland) in cooperation with: Florida Centre de Formació, C.V. (Spain), University of West Bohemia,
Pilsen, (Czech Republic), King's College London (GB) and the ICC international Language Network
(Germany). The presentation reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Background
Jana Cepickova teaches technical English at the University of West Bohemia in
Plzeň, Czech Republic. She is interested in blended learning and developing
multimedia materials for students of engineering. In addition, she has published
teaching materials for both general and technical English.
Christel Schneider, Dipl.-Päd., FInstLM, Cert.OET, has been the Director of the
ICC - International Language Network since 2006, following a period as Head of
the Languages Department of the Schleswig-Holstein Association of Adult
Education Institutes. She has been the local secretary for the Cambridge ESOL
examinations and a co-ordinator and examiner for The European Language
Certificates (TELC), UCLES, and Goethe Institute examinations. Her published
works include a wide range of materials on course design and teacher training, as
well as articles and course books for adults.
Christel Schneider is regarded as an international expert in e-learning, and is a
certified online trainer with the Institute of Education at the University of London,
with ILM UK and for the online course Train the Online Trainer at the Northern
Illinois University, US
Closing Plenary
16.00 – 16.30
Stands and Exhibitions
digital publishing AG

Language Teaching in a Multilingual Society - ICC

Transcription

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