Meet our IATEFL panel!

As I announced a couple of months ago, I am proud to chair a panel discussion focussing on Young Learners in this year’s IATEFL convention. The panel is titled: Teaching English to Young Learners: Some International perspectives and you can read more about it here.

In this post, I want to introduce the brilliant teachers and scholars who will be joining me at the panel:

Juup Stelma

Juup StelmaJuup Stelma is the Programme Director of the MA TESOL at the University of Manchester. He has experience teaching English to young learners and adults in South Korea. His recent research is primarily framed by ecological theory, and his PhD research at Leeds (1999-2003) looked into the discourse of young learners in Norway who were doing task work in language classrooms.

In the panel, Juup is going to share some insights as to how young learners construct meaning as they engage with task-based learning.

Vicky Loras

Vicky LorasVicky Loras is an English teacher, born in the beautiful city of Toronto, Canada. She has been teaching English as a foreign language and literature to students of all ages, since 1997. She now lives in Switzerland and is the co-founder and owner of The Loras English Network, a school that she has opened with her sister Eugenia. Vicky and Eugenia teach English, train teachers and also hold children’s events. Vicky blogs at http://www.vickyloras.wordpress.com

Drawing on her experience in Switzerland and Greece, Vicky will discuss how Project-Based Learning can be effectively used with young learners.

María Muniz

MariaMunizMaría Muniz Stirling is Uruguayan and graduated as a Teacher of English in the year 2000 when she obtained her TESOL Certificate from Trinity College London.  She has taught students at different levels of proficiency in primary and secondary schools as well as in language schools. At present, she is Head of English Studies for Primary at Ivy Thomas Memorial School in Uruguay and Cambridge Speaking Examiner for KET/PET and FCE levels. She is currently a MSc in Educational Leadership (DL) candidate at the University of Leicester. She is also an English<>Spanish<> French certified Translator.

María will talk about the role of English language certification in Uruguayan primary schools.

Magdalena De Stefani

MadeDeStefaniMagdalena De Stefani graduated as a Teacher of English in Uruguay in 1997. She obtained her MEd in ELT in 2005 and completed her PhD in Education in 2012, both at the University of Manchester, UK. She is currently Head of Pre School and Primary at Ivy Thomas Memorial School in Uruguay and is also a Lecturer in Research Methods at Universidad ORT Uruguay. Since 2013, she has been a member of the Uruguayan national network of researchers (ANII, Sistema Nacional de Investigadores).

Magdalena is going to share her insights on introducing English at pre-school level in Latin America, and address the question of age in TEYL.

And now on to the awkward bit:

Achilleas Kostoulas

Achilleas KostoulasI have been involved in English Language Teaching in a variety of roles, such as teacher, Director of Studies and researcher since 1999. I graduated from the University of Athens with a BA in English Studies, and hold an MA TESOL and a PhD in Education from the University of Manchester. Much of my recent work has involved young learners, and I was recently involved in piloting TEYL projects in Greece.

In the panel, I will share some of my experiences from the introduction of TEYL courses to 6-8 year old students in Greek primary schools, and invite you to interrogate some political assumptions that have underpinned TEYL.

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The discussion will take place at Charter 2-3, on Saturday 11 April 2015, at 12:00 – 13:05, so if you are in IATEFL, we’d love you to join us! We have set aside a large time slot of audience participation and look forward  to learning from your own experiences too!


Featured Image: Manchester Central (G-Mex), viewed from Windmill Street. Shared by David Dixon [CC BY-SA-2.0], via Wikimedia Commons

Call for papers: Methodological Innovation in CALL Research and its Role in SLA

The 2017 Special Issue of Language Learning & Technology will focus on methodological innovation in Computer Assisted Language Learning (CALL) research, and a call has been put out for empirically-driven papers as well as “original, innovative and compelling” conceptual contributions. The following extract, from the call for papers, describes the scope of the issue:

For this special issue we seek proposals that highlight how specific innovative methodological choices allow us to capture and/or analyze aspects of learner-computer or learner-learner interaction in a way that illuminate the relationship between some aspect of CALL and SLA. Innovative methodological choices may include applying an existing methodological tool or technique from CALL or a cognate field in a new way or using a specific technology in a methodologically innovative fashion. An example of an innovative methodological choice would be if one were to conduct a stimulated recall session while a participant viewed a screen capture of her own eye gaze during a previous task-based CMC activity. Whereas stimulated recall is a widely used methodological technique in applied linguistics research, it is not often employed in conjunction with eye gaze recordings of CALL tasks. Likewise, though eye tracking technology has been used in reading research for decades, it has only recently begun to gain momentum in CALL as a tool for exploring the nature of learner attention to form during interactive tasks.

Submission guidelines are available for consultation here. Prospective authors are invited to submit a proposal containing a title and an abstract (250 words max.) to llt[at] hawaii[dot]edu, by 1st June 2015.

The publication timeline is as follows:

Submission deadline for abstracts 1st June 2015
Invitation to authors to submit a manuscript 15th June 2015
Submission deadline for manuscripts 1st November 2015
Publication of special issue 1st February 2017

You can find more calls for papers in the fields of linguistics, first and second language acquistion, and language teaching by following this link.


Featured image by Texas A&M University @ Flickr | CC BY 2.0

Call for Chapters: English-Medium Instruction in Japan

A call for chapters has been issued for an edited collection focussing on English Medium Instruction (EMI) in Japanese higher education. The book, to be edited by Howard Brown (University of Niigata), aims to generate “a picture of EMI in Japan, its development, its current situation and its future”, by looking into topics such as “how and why EMI is being implemented, the critical issues affecting that implementation and the roles of government, universities, faculty and students”.

Proposals are invited for the main book chapters (5,000-7,000 words, exclusive of references), which will focus on the following topics:

  • the context and current situation of EMI in Japan
  • issues with EMI faculty
  • issues with EMI students
  • the relationship between EMI and language teaching & learning
  • EMI as part of the internationalization of higher education
  • the social & political implications of EMI
  • EMI program outcomes
  • government policy concerning EMI
  • the future of EMI
  • towards a possible research agenda for EMI in Japan

In addition, proposals are invited for shorter chapters (3,000-5,000 words, exclusive of references), containing descriptive case studies of how EMI is being implemented in higher education contexts in Japan. These chapters will likely describe the institutional context, rationales for and drivers of the EMI program, a description of how the EMI program was originally developed and how it has evolved / developed over time, the program structure, critical issues the program faced or is facing, and a vision of the future of the program.

Proposals (one A4 page max.) should be sent as an MS-Word file attachment to emisubmissions[at]gmail[dot]com. Each file should indicate the lead author’s family name (e.g., Brown_EMI_Chapter.docx). Authors are reminded to include contact information and, in the case of co-authored papers, an indication of who the lead author is.

Publication Timeframe

Notification of Acceptance: 20th April 2015
Submission of Full Chapter: 31st October 2015
Review Results Returned: 30th January 2016
Submission of Final Revisions: 29th February 2016

Featured Image: eye/see @ flickr, CC BY-NC-ND

Αχιλλέας Κωστούλας Ιστοσελίδα και Ιστολόγιο

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