Magnus Gustafsson directs the Division for Language and Communication at Chalmers University of Technology and focuses his work on ‘Integrating Content and Language in Higher Education’ (ICLHE) to promote learning and disciplinary communication. He has worked in the field of communication for specific or academic purposes and higher education pedagogy since 1997. He has worked with PhD students’ writing for publication in STEM and medicine since 2000 and with faculty training for supervising writing for publication since 2009.
At school, Mark Ibbotson was told he had a talent for writing, so he used his abundant imagination to plot a highly original career path. He studied civil engineering and management, spent the early part of his career working as a construction manager, retrained as an English teacher, moved to France, and worked as an in-company trainer specializing in business and technical English – before finally becoming an author of professional and general English courses for adults.
Irene Clark is Professor of English, Director of Composition, and Director of the Master’s option in Rhetoric and Composition at California State University, Northridge. Her publications include articles in The Journal of Basic Writing, Teaching English in the Two Year College, College Composition and Communication, WPA Writing Program Administration, Composition Forum, the WAC Journal, the Writing Center Journal, and the Journal of Writing Assessment. Her books include Writing the Successful Thesis and Dissertation: Entering the Conversation (2007), Writing in the Center: Teaching in a Writing Center Setting 4th Edition (2009), and College Arguments: Understanding the Genres 2nd edition (2016). She is currently working on a third edition of Concepts in Composition: Theory and Practice in the Teaching of Writing, scheduled for publication next year by Taylor and Francis. Her recent research focuses on the interconnections between genre, literacy and neuroplasticity, and she has recently published an article in the Journal of General Education, titled “Genre, Identity, and the Brain: Insights from Neuropsychology” and a chapter in a book titled Contemporary Perspectives on Cognition and Writing.
Eun Gyong (E.G.) Kim is a tenured Professor for the School of Humanities and Social Sciences at Korea Advanced Institute of Science and Technology (KAIST). She received a Ph.D. in foreign language education specializing in applied linguistics from the University of Texas at Austin, U.S.A. Her research interests include English-medium instruction, language policy, and language and gender.
Olga Capirci is currently senior researcher at the CNR’s Institute of Cognitive Sciences and Technologies (ISTC), head of Language and Communication Across Modalities (LaCAM) Laboratory, coordinator of the Action, Gesture, and Sign language (AG&S) Research Unit.
She has been working at ISTC since 1992 on developmental psychology and neuropsychology, with research focus on the study of the co-development of language and perceptuo-motor processes, conceiving language acquisition as semantically driven and embodied. In particular, her research has contributed to enhancing the relevance of a multimodal approach to communication; considering different modalities of expression (e.g. speech, gesture, signs) in children with typical and atypical development (e.g. deaf children, Down syndrome, Williams syndrome, and autistic spectrum disorders) at different ages and within different interaction contexts and cognitive tasks (e.g. interaction with caregivers, lexical naming tasks, narration tasks). She has also conducted extensive research on how caregivers’ production of speech and gesture can vary in relation to the child’s cognitive status, developmental level, and language ability.
She has contributed to the development of better taxonomies and use of novel tools to code multimodal communication (e.g., ELAN coding grids, use of body worn-sensors, use of optical motion capture and robotic applications).
Her current efforts are focused on the study of the progression from action to language – spoken and signed – and on the continuity from gesture to sign. In particular, her aim is to analyse formal features that appear to be influenced by the visual-gestural modality and differentiate such aspects from functionally comparable forms in verbal languages.
She is author of over 60 scientific publications both national and international, member of the International Society for Gesture Studies, member of the Directive board of “Italian Psychologist Association” (AIP), member of the ISTC’ Institute Committee and Ethic Committee, member of the Editorial Board of the peer-reviewed, open access journal Child Development Research.
In the last few years she has been in many Italian and EU programs, principal investigator (Horizon 2020, FP7) or senior supervisor (EACEA, FIRB). Among the many activities of teaching and tutoring, she is actually host supervisor of a MSCA fellowship.
ANDREJ A. KIBRIK
OLGA V. FEDOROVA
Andrej Kibrik is the Director of Institute of Linguistics RAS,
Professor of Lomonosov Moscow State University
Olga V. Fedorova
Institute of Linguistics RAS,
Lomonosov Moscow State University
Dr. Karen Ottewell is the Director of Academic Development & Training for International Students,The Language Centre, University of Cambridge
Christoph Zahner is the Deputy Director of the Language Centre, University of Cambridge (UK)
Katie Pelton is the Senior Director of Studies at Language Link Moscow. She studied French and German at the Robert E Cook Honours College at IUP in Indiana, Pennsylvania. Her passion for languages brought her to Russia five years ago, where she works as a teacher trainer, academic manager, and EFL teacher specializing in individual tuition and language acquisition for teenagers. She takes particular interest in bringing pop culture into the classroom and finding creative ways for students to practise language via non-traditional authentic materials.
Using Rube Goldberg Machines to Teach Writing for IELTS
A Rube Goldberg machine is a contraption which is purposely designed to complete a simple task in the most complex and ridiculous way possible. Analysis of these comical inventions can help students practise writing about a process for the IELTS exam in a fun, communicative way! They can even design their own! This exercise gives students the opportunity to learn and practise various verbs to describe movement as well as create a sequential process narrative from beginning to end.
Developing Exam Skills through Tabletop Roleplaying Games
Speaking exercises to prepare for exams can be boring and routine under normal circumstances, but through tabletop roleplaying games, exam preparation becomes an adventure! Lead your students on dangerous quests through deep forests and dark dungeons where they’ll meet characters which challenge their ability to use linking words and cohesive devices. They’ll solve problems with the other adventurers in their party using negotiation and opinion language. They’ll slay the mighty dragon using only their English skills (and a couple of dice)!
Andrew Johnston, Head of the Department of Foreign Languages at the International Gymnasium of the Skolkovo Innovation Centre
Scaffolding research and reflection in English for different proficiency levels
The inquiry-based approach to teaching is quickly becoming industry standard in the field of education. The cornerstone of this approach rests firmly on the interconnected concepts of research and reflection: students and teachers inquire into the Who, What, When, Where, How and Why of the topic at hand, all the while reflecting on the quality of their analysis, the reliability of their sources, and the strengths and weaknesses of their methods and approach.
When done right, research and reflection is far from an easy undertaking. So how do we teach our students to do it properly? What’s more, how do we teach them to do it in a language that isn’t their own? Where do we begin?
Andrew Johnson will discuss and illustrate the methods and approaches he and his colleagues use to get students thinking about real structured inquiry and reflection.
Practical classroom activities that scaffold research and reflection at advanced and pre-intermediate proficiency levels
The workshop will model a 50-minute lesson (divided into two 25 minute mini-lessons) to help teachers to find answers to the following questions: How do we get students to start thinking about real structured research at different proficiency level? How do we help them begin? How do we help them reflect on and evaluate what they have done, even while they are doing it?
Irina Simpson, Assistant Professor, Department of Humanities and Languages, New Economic School, Moscow, Russia
Pathways to successful classroom discussions
An energetic and engaging intellectual discussion is always the highlight of any seminar. But a discussion is also one of the most common classroom activities that could go wrong even minutes after a seemingly successful start. Whereas we often believe that best discussions are spontaneous and surprising, the classroom experience proves that the most effective group talks often result from thorough preparation on the part of both an instructor and students. This workshop will provide some practical ideas and a variety of strategies on how to prepare, initiate, and keep the discussion going in and outside of classroom, and how to diversify and assess it. In particular, we’ll speak about the following: how to model the discussion, how to overcome the challenges that inhibit productive discussion, how to organize online discussions and maximize their effectiveness. This workshop will also address the importance of a democratic discussion in the classroom and the benefits of the collaborative learning.
Sian Hill, Letovo School
What does it mean to others when we say we are “English teachers” in today’s world?
I have been teaching internationally for almost four decades and began my career in Greece where I worked at language institutes providing EFL instruction for a range of students, from young learners to adults, and a range of levels, from false beginners to proficiency, most of whom were preparing for one of the University of Cambridge Local Examination Syndicate (UCLES) English as a Foreign Language (EFL) examinations. After a decade in this field I moved into mainstream education working at international and bi-lingual schools developing and delivering a range of English courses for secondary school classes, from Year 7 to Year 13. The main educational focus for these students has been the internationally recognized qualifications obtained through Cambridge International Examinations (CIE) and the International Baccalaureate Diploma Programme (IBDP).
The aim of the workshop is to explore the various forms of English teaching and attempt to unravel the complications apparent in the myriad of acronyms and titles associated with different pedagogical roles and learning outcomes such as EFL, ESL, ESOL, ESP, L1, L2, LA, LB, BE and so on. Are all of these labels simply variants of a the same course or are there substantive differences in the motivation of the learner, the learning objectives of the course designer, the desired outcomes of the learner and the teacher’s choice of methodologies and assessment tools? How do we as teachers differ in our approaches to the learner in our different roles? How would we approach the same material in different learning environments? Can learners wear EFL, ESL, LA and LB hats interchangeably, comfortably doffing and changing them at will? When the L2 learner has acquired the language should they then move to L1 learning? What exit strategies should be available for the transitional student? These and many more sometimes puzzling aspects of our role as teachers will be the focus of our discussion.