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"Ten things to do with dialogues"
Synopsis: The dialogue has been a core activity for language teaching since the 16th century! Traditionally dialogues have been used as a context for language presentation, and as a means of providing speaking practice. We will look at activities that target both these purposes, but I will also look at dialogue as a means of 'framing' learning opportunities - what is sometimes called 'dialogic teaching'.
Scott Thornbury has written a number of books about language teaching (including How to Teach Grammar, How to Teach Vocabulary, Natural Grammar, About Language, Uncovering Grammar) as well as lots of articles for journals and magazines (such as Modern English Teacher and English Teaching Professional). Scott Thornbury has a special interest in teacher education (it was the subject of his MA dissertation at Reading University) and has been involved in writing coursebooks and overseeing the writing of an on-line learning course in general English. |
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"25 Great Activities, Games and Ideas for the Classroom "
Synopsis: "Funny...Lively...Practical...Creative...and Original.." are a few words used in the past to describe the plenary's talk. As a trained teacher, she believes in offering teachers real information that can be used daily in the classroom. Her talk will offer participants 25 fun and exciting ideas and games that can be adapted for the classroom. The speaker will offer participants practical activities that can enhance language learning in the classroom with all age groups. Concepts for improving language acquisition using authentic learner-centred activities will be presented.
Christine Canning Wilson teaches English as a Second Language at Berkshire Community College in Massachusetts. She taught for over 11 years in the United Arab Emirates at a variety of institutions and won the Higher College of Technology Improvement Grant for her 2000 book Teaching and Technology. She has over 62 academic publications, including articles for the Internet TESOL Journal and ELT. |
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"What Good Readers Do That Poor Readers Don't: Implications from Research Around the World"
What have we learned about good readers and poor readers and how they differ? What do we know about their differences in skills, strategies, attitudes and their expectations or dispositions for learning? How have national and international assessments such as TIMSS, PIRLS, PISA, NAEP, NAFER and others provided information to help us make informed decisions for our classrooms? Let's look at what we are doing well and where we might make changes to better meet our students' needs. Leave this session with a better understanding of literacy around the world, and some specific strategies to try in your own classroom.
Kathy Jongsma is currently the English Specialist at the Supreme Education Council, Doha, Qatar. Prior to coming to Qatar in August of 2007, she was an associate professor at Zayed University in Abu Dhabi, UAE, where she prepared teachers at the undergraduate and graduate levels and worked extensively with two innovative projects in government model schools, teaching math and science in English in the primary grades, and using native English speakers to teach English in the primary grades. She has taught and consulted extensively in the public schools, directed literacy programs for large school districts, and prepared teachers at many universities in the U.S. Additionally, she has consulted for school districts in the Pacific Islands, Mexico, and Central America and developed materials for state and national teacher-training initiatives. She is a past president of the Texas State Reading Association, and a past board member of the International Reading Association. Research interests include vocabulary development, reading comprehension, reading assessment, differentiated instruction, and using poetry in the classroom. |
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