Monday

Tracking conferences and connecting with other speakers

From time to time, I read posts on Facebook from people who wish it were easier to keep track of the many ELT conferences that take place annually, and it's true - I expect it's on the wishlist of every ELT conference speaker and those who attend conferences, but rather than it stay simply a wish, what would be the best way to make it happen?

The major teacher organisations are probably in a good place to make it work, and it is true that IATEFL publish a listing of conferences in their Voices newsletter, but this is only available to members and so not accessible publicly online. TESOL publish a calendar of events, but this only seems to include those events related to the organisation or affiliates (the annual IATEFL conference is not included on the list, for example), so unless someone well-placed in either of these organisations takes it on, we'll have to look elsewhere.

The British Council is another organisation very well placed to manage such a list, especially given the support the organisation gives to ELT conferences around the world, on a local, national and international level. Perhaps the best place to host this list of conferences would be the excellent Teaching English website, and indeed there is a home for this list there, but "the directory of upcoming educational events and conferences around the world" currently only lists past conferences and so is hopelessly out-of-date.

A quick search on the Web leads to other listings, such as the Conference Alerts website, with a listing of language conferences worldwide and the ELT Calendar, which lists only events in Japan.

Individuals have also tried to compile lists, such as the 2013/14 conference calendar for Turkey published by Tony Gurr.

Perhaps the best way of promoting such a directory though, would be to adopt what other professionals in other sectors are doing, which is using the website Eventbrite to publish details of an event and to use the associated website Lanyrd to give details of speakers/attendees and help them connect to each other. Eventbrite is now being used a lot by some ELT associations to publicise events - I first realised its effectiveness for this during this TESOL Spain event in Barcelona - it seemed to make it easier for the organisation to manage the event and easier for the participants too.

As for Lanyrd, I came across it again last Sunday (although I'd actually signed up for an account in 2012) and discovered that BRAZ-TESOL have been flirting with it for a while now, although it doesn't seem they are using it for all their events and haven't used it recently. As a conference speaker it looks like a very interesting way of advertising what you have to offer and a great way of connecting with people at events, but this would only work if other people actually use the site (as is the case with all communities and social networks). What do you say, shall we give it a go, or do you know of a better way to keep track of ELT events and the people who attend them?

Revision to post:

I should have remembered this (Thanks to Julie Raikou!), but Tyson Seburn has been keeping a crowd-sourced ELT events calendar which is probably the best source that is available at the moment. There's a form where people can submit an event at the bottom of the page, so I encourage you to do so whenever you know of one that is happening.

TESOL EVO 2014

Looking forward to TESOL's annual Electronic Village Online this year, which has just opened its call for participation.

I am giving a session and helping out with the moderating of Teaching English to Young Learners and Teenagers. Their blog is here and communication between members is taking place on the TEYLT2014 Yahoo Group.


Crafting the ePerfect eTextbook promises to be a very interesting session, so I've signed up for that too. This group is connecting through a Google+ community and is using Listly to share resources and using the Twitter hashtag #EbookEVO. The session syllabus is here and the The list of moderators is extensive and includes many well-known teachers, teacher trainers and material writers. It's being sponsored by the IATEFL TD SIG and IATEFL MaW SIG and aims to help participants "outline, design and complete 1 chapter of an e-textbook that meets their learners' needs ". The moderators and other participants on the session will provide feedback during the five weeks.

The final EVO session I've signed up for is ELT podcasting. I used to do a lot of podcasting, but haven't done so much in recent years. I've decided I'd like to start a new podcast this year, and so through this group, I'm interested in connecting with other podcasters and seeing what's changed and what people are doing. This group has three blogs: a session blog, an activity blog and a readings blog. They are communicating through a Yahoo group and through Twitter (#podcasting2014 is the hashtag).

Are you participating in EVO2014? If so, what sessions have you signed up for?


Friday

Awards, prize, polls and virtual pats on the back

2013 was the tenth year of the annual Edublog awards and when I began this post (in December) voting had just opened for nominees. I remember when the awards started, back in the day when it was just about conceivable to regularly read all of the major edublogs, and I also remember being thrilled when my podcasting blog (now defunct) was short-listed for an Edublog award in 2005. Then, the awards were generally embraced by the educational blogging community as a way of recognising and highlighting the ground-breaking work that educational bloggers were doing. Blogging wasn't the mature form it seems to be now, and it was both exciting and necessary for the edublogging community to have something that brought us together and which drew attention to what individual edubloggers were doing.



This year, as in the past, the awards have attracted both valid criticism, but also cynicism and cheap jokes from a growing number of people. This is a wave that has been growing for some time. Back in 2008, Dave Cormier criticised the awards for the following reasons:
  • Fostering competition rather than collaboration and co-operation
  • They are promoted by people with vested interests
  • It's very easy to rig them
The main criticism of this type of award is that it is little more than a popularity contest, but I suppose this is true of many awards. It is probably true to say that there is no awards system which is not flawed. It would be fairer to judge it another way, maybe. A group of experts selected by the awards, perhaps using the Delphi Method? This is the way the winners of the British Council ELTon awards are decided and the identities of the judges are kept secret. But, then who selects the judges? Generally, past winners of the awards, along with ELT luminaries and British Council staff are are invited to be the judges (as far as I can tell).

However winners are decided, it is certainly a thrill to be nominated, and even more so to win an award. I remember being very excited when Digital Play was nominated for an ELTon in 2011, and it was totally unexpected honour when the book won - I really did not expect it (which was why I was in the Gent's loo when we were called up to accept the award and to make a speech). My second book, Language Learning with Technology (CUP, 2013) has just been awarded the English Speaking Union's HRH Duke of Edinburgh Award, and I have rearranged my travel plans to make sure I can attend the ceremony on 25th February. One of the reasons it is important is it makes you feel it all worth the effort. Methodology books never sell enough copies to make you feel the enormous amount of time and effort that you have invested in the writing and editing was worthwhile, so you have to find other reasons to justify the time you spent on them. Winning an award is recognition that you spent your time well, as is reading a review of the book and hearing from colleagues and friends that they are using the ideas in the book.

Writing a blog and sharing your thoughts, ideas and reflective practice can also be hard if nobody drops by to comment - if you feel there's an audience out there reading and appreciating what you write, however, then it feels that all is worthwhile. If nothing else, initiatives such as the Edublog awards encourage readers to blogs and draw people's attention to blogs they may not have otherwise come across - I always make sure I check out the winning and short-listed blogs and so I'm firmly on the side of these virtual pats on the back.

Monday

How well are the people of the world speaking English?

I recently attended the launch of the EF English Proficiency Index 2013 (full PDF report here) in Montevideo (left), where participants were told that Uruguay is still in the 'low proficiency' bracket and has dropped in points (from 53.42 to 51.49) since the EPI was last published in 2012. It was not included in the first EF EPI published in 2011.

The 2013 edition of the EFP ranks 60 countries and territories by adult English proficiency, was produced with data collected from 750,000 test-takers and is a report that attempts to rank average level of English skills amongst adults (Wikipedia).  Most of the data is collected by EF from the free placement test taken by people on their website.  As such, the report has been criticised for a lack of representative sampling in each country. As such, this makes the EPI an online survey rather than a statistically valid evaluation (Wikipedia). When we asked about the data at the launch in Montevideo, EF were open about this and details about data collection is also clearly mentioned in the report on page 42.

Despite the above, it has been very interesting to see just how much attention is being paid to the results. In Uruguay, the 'decline in English' in the country stated in the report made the major newspapers and the same seems to be true in many other places - it's been featured in the New York Times, the World Bulletin, the Bangkok Post, the Swedish Wire, and the Wall Street Journal, and I'm sure many other periodicals, newspapers and websites. It's all fabulous marketing for EF, who have found a way of delivering information that the world wants to know, and which no other organisation is trying to provide. 

Friday

Ceibal English blog posts

The Ceibal English (Ceibal en Inglés) is a project involving language teaching via video-conferencing in Primary schools throughout Uruguay. 

The British Council Uruguay is managing the Ceibal English (Ceibal en Inglés) project for Plan Ceibal and I was working as the project manager. (update: I am now Country Director for the British Council in Uruguay)

As it develops, expanding from 500 to 1,000 classes a week in 2013, and doubling again to 2,000 classes a week in March/April 2014, I am recording and relfecting on different aspects of the project. 

This page lists all of the blog posts I have written about the programme.

Start here:
More information: 
Last updated: 9th October 2016





Saturday

Frameworks for effective technology use: SECTIONS

When adopting or adapting technology for effective teaching and learning, it often helps to use a framework. One such framework, produced by Dr. Tony Bates, Research Associate for Contact North, is SECTIONS, devised by the University of British Columbia, and mentioned in Planning for Effective Teaching with Technology, part two of the great series of articles Understanding the Building Blocks of Online Learning.

SECTONS stands for:-

S - Student needs

E - Ease of Use

C - Cost considerations

T - Teaching and learning (your  approach to)

I - Interaction for students (desired level of)

O - Organisational support needed

N - Novelty factor

S - Speed with which the technology or materials can be adopted/adapted

Rather than just designed to be used at a teacher or classroom level, this framework has been devised "facilitate decisions with regard to choice of technology at both the strategic and the tactical level".

How to use the framework:

1. Define what you are trying to accomplish by answering a series of questions about what you want to achieve.

  • I want the students to learn...
  • I think this I could be more effective in facilitating this learning if...
  • The learning activity I've chosen is...
  • The technology I've chosen to support this learning is...

2. Assess by using a checklist to evaluate the technology you have chosen to investigate or use.

  • Ask questions on the checklist based on what your specific requirements are
  • Answers to the questions should be in the form of Yes, No, N/A
  • Include a column for Importance (i.e. how important this feature is for you)
  • Include also another column for considerations (i.e. aspects that need to be taken into account)

3. Implement the technology (if it passes the assessment stage above) for the first time and observe and gather impressions to help in the evaluation process. Questions to ask yourself include:-
  • When observing the students using the technology, I notice...
  • The technology I chose is enabling the learning because...
  • The technology I chose is a barrier to the learning because...
  • Feedback from the students is...

4. Refine your approach based on reflection
  • What worked?
  • What didn't work and why?
  • I need to change...
  • My plan to make this change is...



Wednesday

Use of L1 in Ceibal English Remote Teaching

One of the issues we have been discussing in the Ceibal English project is the use of L1 by the two teachers- the CT (classroom teacher) and the RT (remote teacher), and after observing a great number of classes, I can see this varies a lot.
Teachers attitudes to using L1 in the classroom varies a lot. I remember when I first started my teaching course, I was told that this was to be avoided at all cost, but when I started teaching young learners I realised that some use of L1 was necessary - mainly to save time and for classroom management reasons.

There are some very interesting posts about this. In particular, I encourage you to read what Scott Thornbury wrote on his blog about translation (and the comments!) and the response by Isabela Villa Boas.

In particular, I think the following points are most relevant to the Ceibal English situation:
  • Use of L1 interferes with the development of the L2 system
  • Dependence on L1, at the expense of the learner constructing an independent L2 system
  • Use of L1 is fine when it helps L2 acquisition, accelerates or prioritizes learning
I have heard from some of the RTs that they believe they need to use more Spanish than they would usually do in an English classroom because of the lack of English knowledge of most of the CTs. However, some of the teachers involved in the project, who are based in the Philippines, and who have limited ability to speak Spanish, are in general teaching their classes without speaking any Spanish (in most of the cases) and there have not been any complaints from CTs.

I decided to ask some RTs what they thought of this in the forum of the LMS we use to share ideas, thoughts, etc, This is what I posted:

I've now had the opportunity of observing a number of lessons, which has been fantastic. One of the things that I am interested in is how much Spanish the RT uses in lesson A and would like to ask you all your opinion about this as it varies a lot depending on the teacher.

For instance, I can see several different strategies at work when it comes to classroom instruction/classroom language:

1) RT uses English first then immediately afterwards speaks in Spanish
2) RT uses Spanish first then immediately afterwards speaks in English
3) RT only uses Spanish for classroom instruction / classroom language
4) RT only uses English (or 90% of the time)
5) RT uses English and the CT uses Spanish ("one teacher, one language")
6) RT started using mainly Spanish for the classes, but is moving towards more English as the CT and the children learn more.

Which of these do you think is best? Which do you use? Do you use different strategies depending on who you teach? Does the fact that this form of teaching is very different from normal classroom teaching affect your opinion on this?

Can't wait to hear what you have to say on the subject...

Here are a selection of the comments posted on the forum:

  • I personally have used strategy nº3 up until now, since I found it quite hard to explain activities or eliciting concepts purely in English. However, I have started using strategy nº1 with the more advanced groups, trying to gradually use more English in every class. That said, some groups -especially 4th graders- have a hard time with the contents of the class, so including too much English could be counter-productive. (Ramiro)
  • Actually, I think the use of Spanish mainly benefits the CTs. We know that children adapt very quickly and mine want to make me almost cry every week when I see how much they have advanced. I personally find it really hard to switch back and forth in the lesson so I end up using more Spanish (Spanglish?) than I ever would. (Christina)
  • I find strategy number 6 the most appropriate for me. Lately, I been trying to pay more attention to the amount of Spanish and English I use during each class and I'm doing my best to speak as much English as possible. (Viviana)
  • In order to lower affective filter, I wouldn't start using English right away, 100% in the class. You may scare them out and make students feel uneasy. I guess you'll move from Soanish to English as students feel comfortable and can follow the lessons. (Leo)
  • CTs tend to have a very low level of English, they're adult learners, and we all know adults have a harder time adapting to classes being delivered in English than children do. The way the CT feels towards the lesson greatly affects children's perception. Perhaps we could explain key concepts of second language acqusition to CTs in order to lower their affective filters as well. (Serrana)
We are now looking at producing guidelines and will be working with RTs to reduce the amount of Spanish used in class, but I'd be very interested in hearing what others think about this. 



Moving to Substack

  I've decided to start blogging on Substack rather than here.  Come and join me over there .