Colloquium 2006

The 25th Colloquium Anniversary


Impressions by John Hession


Plenary Sessions
Jane and Dave Willis   Innovations: Waves of the Future
Mario Rincolucri   Listening and Reading are Elaborative Not Simply Receptive Skills

Dave Allen       Action Research – A Tool to Benefit Language Teachers and Learners
Gary Anderson & Emily Jaguello   Back to the Future with the Cambridge E-classroom
Eric Baber   Innovative Technology in the EFL Classroom
Rita Baker   The Global Approach to Understanding English Tenses
Ian Bell       What’s New in Testing? (LCCI)
François Bourachot   GlobalEnglish: How to Better Communicate in English through the New Web Technology
  Stephen Brewer   Teaching and Self-regulated Learning
Denis Davy   Lexical Innovation in English
Steve Flinders    Bringing Management Training into the Business English Classroom
Pascale Gouteraux   The Communicative and Utterer-centred Grammar Methodology Workshop: an Integrated Approach
Glenys Hanson    The Challenges of a Distance Learning Course at “Licence” Level
Michael Howard   The London Tests of English
Joyce Kling   Can You Spot a Great Idea
Bob McLarty   Optimise Your One-to-One Teaching Time
Manuel Garduño,
Pauline Moore
  Reading Online: Does it Make a Difference?
Joy Johnston   Teaching Intonation to Enhance Communication Skills
Jean-Rémi Lapaire   Grammar on DVD: an Essay in Body-motion Conceptualization
Hester Lott   New Horizons in Grammar Teaching
Susan Loubet   Developing Innovative Class Materials: the Opportunities Presented by Podcasting
Mario Rinvolucri   How to Teach Oral Grammar
Rex Stewart   American Comic Books Used as Authentic Texts
Hugo Masse, Leticia
Hernández, René Pedroza   
  From Internot to Cyber-savvy: Breaking Technophobia Barriers in ELT
  Tonya Trappe   Shakespeare in the “Intelligent Business” English Classroom
Dave Vale   Toys and Teaching English
Dave Willis   Teaching Lexical Phrases and Lexical Patterns
Jane Willis   Task-based Language Teaching: Teachers’ Solutions to Problems Encountered
William Yeago     Innovation in Legal English



Plenary Sessions

Innovations: Waves of the Future

by Jane and Dave Willis

Innovation is often based on research. Recent research into language description suggests that we need to take a much closer look at the language we teach and expose learners to. In illustrating this, we shall explore four current 'waves' of innovation in ELT which we feel should gather momentum in the future:
  • the use of specifically tailored corpora for syllabus and course design
  • the identification and analysis of lexical patterns and chunks that reveal the relationship between vocabulary and grammar
  • the need for more emphasis on teaching aspects of spoken language
  • the implications of Second Language Acquisition (SLA) research findings and the opportunities of task-based teaching as a framework for achieving the above.

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Listening and Reading Are Elaborative Not simply Receptive Skills

by Mario Rinvolucri (Pilgrims)

To call the intensely creative acts of listening and reading "receptive» is clearly a serious misnomer. What actually happens is that the incoming message, either auditory or visual, triggers immediate responses from the person's own schemata and immediately produces an elaborated text, which is very different from the incoming text. Imagine the incoming text as the oceanic tide surging up the delta while the person's schemata are the waters of the Mississippi rolling out. The elaborated text is the result of the ocean and river waters meeting and mixing. If you accept the idea of elaborated text then all the EFL exercises that focus only on the "source" text are largely garbage. In the final part of the presentation we will look at reading and listening exercises that work usefully on the elaborated text.



Action Research – A Tool to Benefit Language Teachers and Learners

by Dave Allen (NILE)

This talk/workshop will consider action research both as a tool for teacher development and as a means of improving learning outcomes in specific classroom contexts. ‘Action Research’, exploration by teachers of what happens in their own classrooms, has been an instrument to foster improved classroom practice for more than 30 years now, during which time it has been both very effectively used and sometimes misunderstood. As Michael Wallace (1998) and Martin Parrott (1998) have put it, ‘Action Research is not just a theory that belongs in academic circles’ and ‘Action Research is not so much something that we do in addition to our teaching but something that we integrate into it’.
The first part of this session will examine what Action Research is and the different ways in which it can be carried out by language teachers, identifying specific methods and strategies available for different contexts. The second part, the workshop phase, will allow the participants to work together to explore how they might develop action research projects in their own contexts, to the benefit of themselves and their learners, both in the short and the long term.

Back to the Future with the Cambridge E-classroom

by Gary Anderson and Emily Jaguello (CUP)

If you are impressed by technology but feel happier with more traditional classroom methods, discover how interactive whiteboards with ‘whiteboardable’ software and real blended (not parallel) learning materials can help you combine both!
The goal of this workshop will be first to have some serious fun on the Hitachi Starboard with English365 and face2face digital courses and then to explore the new Global English Training (GET) blended-learning package which integrates e-learning and online interactions with face-to-face lessons for business English learners.
Innovative, yes; but evolutionary, not revolutionary.

Innovative Technology in the EFL Classroom

by Eric Baber (IATEFL BESIG)

In October 2004 the term "Web 2.0" was coined to describe a "renaissance" of the World Wide Web. The suggestion stated that instead of being used only for imparting information one-directionally, thanks to a new breed of tools the Internet is now being used to enable true interactivity. In this session we will look at some of these innovative tools - namely blogs, wikis, RSS, podcasts and Second Life - and see how they are currently being used for language teaching. We will (attempt to!) evaluate whether the tools offer true interactivity, or whether we still have a way to go.

The Global Approach to Understanding English Tenses

by Rita Baker

The Global Approach is a 'whole brain', visual and kinaesthetic way of teaching and learning, starting with the 'big picture' (right brain) so that the 'details' (left brain) can be understood in context. We are programmed to perceive whole patterns. Divide a picture into too many pieces - as with a jigsaw - and you lose sight of it altogether. (This is the dilemma of conventional approaches to foreign language learning). The Global Approach covers all areas of language, enabling learners to make rapid progress as they realise that they can make informed choices instead of trying to apply ill-fitting rules. This workshop will present tenses as system.

What’s New in Testing? (LCCI)

by Ian Bell

Have you ever wondered why tests and exams are the way they are? If you’d like to get a better idea of what makes good test practice come and discover how innovation in three main areas has had an effect on the format of tests and exams over the last 70 years: Improvements in technology have taken us from essay writing to web-based testing - via multiple choice tests with the famous soft pencils! A heteroclite group of professors of statistics have taken a lot of the drudgery out of testing by giving us ways shortening tests but still getting the information we need. Pedagogues have pushed us in different directions in their search for truth and the development of the European Framework is starting to have a washback effect on evaluation today.

GlobalEnglish: How to Better Communicate in English through the New Web Technology

by Francois Bourachot

Virtual Classes:
  • Unlimited speaking practice—Learners can practice speaking with a teacher and other students, anytime they like—24 hours a day, 7 days a week.
  • Highest-caliber teachers—All GlobalEnglish teachers are native speakers of English and have a master’s degree or equivalent.
  • A teacher always “by your side”—Students may use voice chat or text chat to ask the teacher a question on any topic related to learning English.

Text to Speech: The new tool provides instant support for users to improve reading, listening and pronunciation skills and help build vocabulary. It enables users to capture text (up to 500 characters, emails and word-processing programs from any website) and listen to it read aloud in English. Users may also copy and paste. The text may be heard at normal and slower speed to accommodate learners at skill levels.

Lexical Innovation in English

by Denis Davy

Over the last quarter century, thousands of new words have enriched the English language. Lexical innovation does not just happen in a haphazard manner; when speakers innovate lexically, they coin new words and expressions by means of a range of creative processes.
This paper will present a representative selection of English lexical innovations from the last 25 years and look at the word-formational processes which underlie their creation. The reasons why English, like all languages, is constantly innovating and enlarging its wordstock will also be discussed.
The paper will also consider how lexical innovation is covered in ELT materials and reference resources (paper-based and electronic) and present practical ways for sensitizing students to lexical innovation in English, thereby enabling them to understand and use up-to-date vocabulary in a principled and creative manner.

Bringing Management Training Into the Business English Classroom

by Steve Flinders (CUP)

Giving feedback, coaching, listening, achieving a better work-life balance... these are some of the buzzwords and phrases being used by people involved in people development in public and private sector organisations across the world today. In this talk-cum-workshop, we’ll look at how you and your students can develop some of the skills currently being emphasised in management training courses, with some reference to materials taken from the third (intermediate to upper intermediate) level of English365 (Cambridge University Press).

Reading Online: Does It Make a Difference?

by Manuel Garduño and Pauline Moore

Latest trends in evaluation are moving towards an on-line format, but little research has been carried out into the effects on candidate behaviour of a change from the traditional paper-based format. This session will report on the results of an experiment designed to identify differences in the reading comprehension process between on-line and paper-based texts.

Discourse-cloze tasks were designed for two texts in both on-line and paper formats. Ten students of intermediate level were chosen and asked to perform the task for one text on paper and for the other on-line. Think-aloud protocols were recorded during each task. On completion of the tasks, students were interviewed as to processes and strategies used. Findings will be presented and implications discussed.

The Communicative and Utterer-centered Grammar Methodology Workshop: an Integrated Approach

by Pascale Goutereaux

According to official guidelines, French teachers of English as a second language should adopt a communicative, cognitive and utterer-centered grammatical approach to language teaching and learning. Most teachers have been familiarised with enunciative grammar in the course of their studies, but find it quite a challenge to integrate this theoretical knowledge into coherent communicative and language-awareness learning tasks. The concept of “didactic transposition” endeavours to bridge the gap between theory and pedagogical practice while avoiding the pitfalls of applied linguistics. In a communicative and utterer-centered methodology workshop, trainees learn how to “read” written, oral, film documents and prepare lesson plans from an enunciative and communicative viewpoint. Examples will be given of work carried out with in-service teachers, such as the treatment of interrogative modality in Nick Hornby’s About a Boy or of noun determination in an apple pie recipe.

The Challenges of a Distance Learning Course at “Licence” Level

by Glenys Hanson

Presentation of the “Introduction to Academic Reading and Writing Course” run for the Licence de Sciences de l’éducation à distance: "Promotion de la santé et de la citoyenneté actions socio-éducatives, prévention des risques" at the Université de Franche-Comté in 2004-5 and 2005-6. About half the students live outside of France. The course is based on constructivist and socio-constructivist principles and aims at a high degree of interactivity via on-line exercises and collaborative tasks. The participants will be able to explore the course on its Moodle platform. The difficulties and rewards of this type of course will be discussed.

London Tests

by Michael Howard (Pearson Language Assessments)

These exams are modern, communicative and relevant, using authentic and realistic scenarios and are entirely mapped to the Common European Framework of Reference for Languages. They are theme based exams and are developed using a communicative approach to language learning and evaluation. They are technologically advanced in terms of results and feedback services and competitively priced, making them great value. The tests assess how well a candidate can use the language they know rather than test their knowledge of specific language points. They are therefore a true test of a candidate’s real ability to communicate.

Teaching Intonation to Enhance Communication Skills

by Joy D. Johnston

Recent research in discourse analysis, coupled with computer-enhanced analysis of natural speech samples, has suggested new models of the crucial role of intonation in communication. This seminar introduces participants to the main features of David Brazil’s description of English language intonation using examples recorded by Brazil as well as examples drawn from naturally occurring speech samples. A sample lesson will serve to illustrate one possible application of the model – to troubleshoot a business executive’s presentation skills. Participants will be given a resource list of further reading and teaching materials inspired by the model. If time and audience size allow: seminar participants will have the opportunity to work together to explore ways they might use this approach to intonation towards serve the needs of their own students.

Can You Spot a Great Idea?

by Joyce Kling (TESOL Inc.)

Can you recognize the difference between innovation and problem solving? Between innovation and change? Are you prepared to implement the future?
In this workshop we will answer these questions and, drawing from definitions from the business community, work together to build a common definition of innovation for our use in language teaching. We will then examine the role of innovation, identify the players in the process and consider the conditions necessary for successful promotion and implementation of innovation in language teaching. The workshop will combine input, exercises and discussion from participants.

Grammar on DVD: an Essay in Body-motion Conceptualization

by Jean-Rémi Lapaire

The knowledge systems used to make sense of language functioning are fundamentally embodied and imaginative. There are perceptual and motor equivalents of most grammatical notions relevant to foreign language teaching. E.g. opinion as “stance” or “viewpoint” ; certainty as “clarity” or “solidity” ; necessity as “force” ; “coercion” as “pressure” ; (in)equality as “(im)balance” ; negation as “rejection”, etc. Short metaphoric gesture performances – or KineGrams – performed by “the imaginary body of cognition” (IBC) can thus be used poetically to explain “how English works”. The presentation – both theoretical and practical – shows how the moving human body can provide an innovative alternative to traditional grammatical discourse and bring out the metaphysical depth and hidden poetic beauty of the “hard facts of syntax”.

New Horizons in Grammar Teaching

by Hester Lott (Marshall Cavendish)

The theory of teaching English has developed exponentially over the past decades, and has become an extremely sophisticated and impressive discipline. The grammar element of the syllabus, however, seems to have been stuck in a rut for many years. I believe a new and exciting movement has started, with the influence of corpus data, and more focus on context and ‘thinking beyond the sentence’, but this is in its early days. I will be looking at grammar texts which are currently in common usage, and also at some of the new grammar text books. I will be exploring how they can be used in practice, with a view to establishing a clear, new approach to grammar teaching. Let’s bring grammar teaching into the 21st century!

Developing Innovative Class Materials: The Opportunities Presented by Podcasting

by Susan Loubet

Bandied about in the press in 2004, coming into its own in 2005, and developing exponentially in 2006, podcasting is an innovative Internet technology that allows radio listeners to time-shift their favourite shows so they can listen at a time convenient to them. While initially aimed at die-hard fans of The Ricky Gervais Show or All Things Considered, podcasts represent a goldmine of audio (and audio-visual) resources for language teachers. We will see how to get started, listen to some extracts of shows appropriate to different levels of competency, look at classroom materials based on podcasts, and talk about how to introduce this technology into a semester-long module on news reporting.

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From Internot to Cyber-savvy: Breaking the Technophobia Barrier in ELT

by Hugo Masse, Leticia Guadarrama and René Pedroza

This workshop’s main objective is to present technophobic EL Teachers (or at least those with modest technological expertise) with easy-to-use, free-access technological tools to enhance their language classes. This workshop includes a brief introduction to the subject, exploring how computer resources can enhance professional practice and the theoretical foundations behind new approaches to education and language teaching, which benefit from information and communication technology.
Most of the workshop will be given over to a practical exercise where participants will see some of those tools in action, based on their own activity design.

Optimise Your One-to-One Teaching Time

by Bob McLarty (OUP)

“I never use published materials for my private lessons.”

“All my courses are tailor-made”
“I just chat and correct”
Are your one-to-one students pushed for time? Do you often fall into just chatting without goals or structure? Do your student’s sponsors demand to see evidence of progress?
In this presentation we will consider the challenges faced by the one-to-one teacher and demonstrate, with examples, how Business One: One meets these challenges face to face by:
  • providing a framework within which you can customise or extemporise as much as you want
  • encouraging the teacher and learner to work together as equal partners and measuring and recording the learner’s progress

How to Teach Oral Grammar

by Mario Rinvolucri (Pilgrims)

In their new Cambridge Grammar of English, Ron Carter and Mike McCarthy offer us a major attempt to analyse and describe the grammar of middle class, UK oral English. The problem that faces us teachers is how to turn this new knowledge into teacheable material. You will leave the workshop with some tentative exercises in this direction.
What is clear, though, is that we cannot afford to go on teaching the grammar of written English as if we had never heard of spoken grammar. Since March this year, when the Carter and McCarthy magnum opus came out, ignorance became culpable.

American Comic Books Used as Authentic Texts

by Rex Stewart

The comic is an important medium in America, but is not often used in ESL/EFL classes. While comic strips and comic books present standard usage, they are also a rich source for introducing idioms, paralanguage, and colloquialisms, as well as being less intimidating to students than short stories and novels.
The presenter will discuss how going beyond simple uses of comics can create a learning experience that includes language, social issues, and culture, while making learning fun for students. Participants will be led through hands-on activities that will culminate in the creation of participant-generated comic books.

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Shakespeare in the “Intelligent Business” English Classroom

by Dave Vale

Making toys, breaking, testing, improving, inventing – and playing with toys - provides an innovative and on-going resource of enjoyment, motivation, self esteem and learning – as well as the ideal context for the introduction and development of child-centred priority language – in English.
This workshop therefore aims to demonstrate fulfilling ways in which simple toymaking, using recycled or low cost materials, can be linked to rhymes, songs, movement and stories - and then to English as a medium/tool of communication. Teachers of children and adolescents in both mainstream education and private language schools are particularly welcome to come along and enjoy.

Teaching Lexical Phrases and Lexical Patterns

by Dave Willis

Research techniques
involving the use of large corpora have highlighted the importance of lexical phrases and identified links between words and the patterns associated with them. In this workshop we will define pattern grammar and classify lexical phrases, both fixed and variable. We will then go on to design classroom activities to bring them to the attention of learners. In the meantime I have italicised the patterns and phrases in this abstract to show what an important phenomenon this is.

Task-based Language Teaching: Teachers’ Solutions to Problems Encountered

by Jane Willis

What are the most frequently asked questions about task-based language teaching? What successes have teachers had? What advice do teachers give on the basis of their experience? This interactive workshop will report a wide-ranging survey of teachers’ experiences with TBL over the last eight years. It will illustrate practical solutions to some common problems and explore how these might relate to the audience’s own teaching contexts. It will end with a list of teachers’ top ten tips for successful task-based teaching and learning.

Innovation in Legal English

by William Yeago (Cambridge ESOL)

A presentation of the new International Legal English Certificate. This session will present ILEC (International Legal English Certificate), which is the first in a planned series of examinations in specialised English. ILEC is aimed at law students and practising lawyers and is not a test of law but of English for law. Participants will receive free handbooks which include a full sample paper. The session will be suitable for both experienced and less experienced teachers/trainers, whether they teach in law faculties, language schools or companies – anyone, in fact, who teaches legal English.

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