Pre-conference events will be held on the 23rd of November 2017 and will have a distinctive education angle in informal environment. Those who are teaching in the morning on that day join us for an afternoon of workshops, informal pre-conference talks by conference guests and keynote speakers ahead of the conference kick-off.

To participate, sign up for a workshop and follow the updates on the conference site or subscribe to the conference newsletter.

Pre-conference events
November 23, 20017




Registration for pre-conference events

Registration for the Working Group Meeting 5-100

Conference early registration begins 

Entrance Hall



Global Universities Association Event

Working Group 5-100 Project meeting

 By special invitation

13:00-15:30 Pre-conference workshops by registration
Mark Hancock




Teaching Tonicity



Mathew Overstreet


Teaching Multimedia Composing in PowerPoint via a “Workshop Model”

Chaz Pugliese


How can I motivate my students? You need a GPS!



Anna Volchanskaya


Integrating Arts and Humanities subjects into language training












Meet the key-note speakers and guests of the conference 

Prof. Ken Hyland, University of East Anglia UK

Is academic writing becoming more informal?

Craig Thaine, teacher, teacher trainer and materials designer, New Zealand

New Zealand Teachers’ Perspectives on EAP


Ben Knight, Director of ELT Research and Teacher Development, 

Cambridge University Press

How can research help improve our teaching of English?


Mark Hancock started teaching English in 1984. He’s worked in Spain, Turkey, Brazil and the UK. He has published many pronunciation books, including Pronunciation Games (CUP 1995), English Pronunciation in Use Intermediate (CUP 2012) and PronPack 1-4 (Hancock McDonald ELT 2017). He is owner of the website

Teaching Tonicity

Tonicity is a speaker’s use of stress to focus a listener’s attention. It’s an aspect of pronunciation which is often neglected, but is crucial in getting meaning across. In this session we will look at ways of presenting and practicing this important skill in the language class.

Chaz Pugliese is an author, trainer and presenter working out of Paris. He’s published ‘Being Creative’ (Delta, 2010) and more recently ‘The Principled Communicative Approach’ (Helbling, 2015) and Creating Motivation (2017, Helbling).

In 2013 Chaz founded, with Alan Maley the Creativity Group.

A keen musician, Chaz likes any music that’s honest, genuine and raw.

How can I motivate my students? You need a GPS!

This session draws from a study I conducted with my university students.  I will suggest that students can be motivated if the teacher pays sufficient attention to the group processes, promoting acceptance,  creating a feeling of palpable belonging, an environment that is psychologically safe.

Once the group has bonded, the students need to be primed for learning, that is to say, they should be mentally prepared for language work. Finally, the teacher should look for ways to stimulate the students and challenge them to go beyond the language. The session will offer food for reflection blended with plenty practice: participants will be invited to experience a bagful of exercises they can then use with their own groups.

Matthew Overstreet has taught English in China, Saudi Arabia and United States.  He is currently a lecturer at the New Economic School in Moscow, and a PhD candidate at the University of Pittsburgh in the US.  He is particularly interested in combining American-style composition theory and practice—focused on student writing, and informed by English literature—with ESL instruction.

Teaching Multimedia Composing in PowerPoint via a “Workshop Model”

Though we all use Microsoft PowerPoint, few know that it can be used to combine text, sound, images and video to create engaging, stand-alone multimedia presentations.  In this workshop, the speaker will present an assignment sequence in which students create multimedia presentations in groups using PowerPoint. 

The sequence was originally taught with native English speakers in a professional writing course at the University of Pittsburgh in the United States.  Because of the unique ability of multimedia composing to engage multiple skills (writing, speaking and design)—and the fact that many students already have PowerPoint—the speaker will suggest it could also be used in the Russian ESL classroom.  After a discussion of the lesson plan, and some hands-on work with PowerPoint, participants will brainstorm possible ESL applications. To get the most out of this activity, participants are asked to bring a laptop computer with Microsoft Office installed.  Free online versions of Microsoft products can be accessed at

Anna Volchanskaya got a BA degree from Moscow State Linguistic University and her MPhil degree in Education from the University of Cambridge, Homerton College. She also received her CLIL and Art History training at the University of Utrecht and Free University of Berlin. Currently she is a lecturer at the New Economic School in Moscow. Her MPhil thesis was dedicated to the issue of representing other cultures in ESP classrooms. Her particular interest is interaction between ESL teaching and instruction in art history, visual culture and intercultural communication, as well as the potentials this interaction opens for a more profound and conscious language learning.

Integrating Arts and Humanities subjects into language training

Man, to use the words of anthropologist Clifford Geertz, is an animal suspended in webs of significance he himself has spun. And language is the needle, the bobbin and the shuttle we all use on a daily basis to weave the intricate tapestry of culture we live in. The question is how does one approach the ‘weaving’ task in a second language classroom?

In this workshop, the speaker will talk about her experience of teaching content and language integrated courses within the Joint BA Programme at NES and HSE. “Intercultural Communication” and “Visual Culture: Concepts, Contexts, Practices” courses were designed for intermediate and advanced students of English respectively. These courses share the same grounding principles, such as the framing structure of the 4C’s of CLIL: Content, Communication, Cognition and Culture. And yet, they are characterized by remarkable and telling differences in approaches to task design and teaching methodology. The workshop will address concrete instruments and classroom practices that have shaped these courses, and will also reflect on the results that have been achieved in the past 3 years.

Register for a workshop you’d like to visit below.