27-29 February 2020
What if every teacher around the world could attend the same event?
Well, you can! In 2020, take your teaching to the next level at the 2nd Oxford English Language Teaching Online Conference.
Join us for a series of webinars delivered by leading ELT experts.
- Watch a variety of sessions focussed on global skills, assessment for learning, digital and vocabulary.
- Connect with experts and share your thoughts with colleagues around the world.
- Join any of the sessions and receive a certificate of attendance and exclusive ELTOC resource pack
Make sure you’re part of it. Sign up and we’ll keep you updated about event registration, speaker line up and other ways to get involved!
You must be a member of the Oxford Teachers' Club to view them. Not a member? Don’t worry. Registration only takes a few moments and is completely free.
Meet the speakers
The Basics of Edtech Products – AR and VR
Thursday 27th February 10:00-11:00 UTC
Do you know the difference between virtual reality and augmented reality? Ever wondered what artificial intelligence actually is? And how can smart speakers help students learn English?
Join Harry Cunningham, Partnerships and Innovation Manager at Oxford University Press, to explore the basics of Edtech and products you can use it with. Don’t forget to submit your questions before the session!
Harry Cunningham is an Innovation Manager at Oxford University Press in the ELT division. He’s focused on enhancing and bringing OUP’s English Language Teaching content to life with the latest and best technological solutions.
Thursday 27th February 11:00-12:00 UTC
One of the earliest recorded instances of language testing dates back over 3000 years. Sworn enemies of the Ephramites, the Giledite tribe would sort friend from foe with a simple test: to say the word ‘Shibboleth’. The Ephraimites, with no sh’ sound in their language, would fail the test. The consequences (in what could reasonably be called a high stakes test) were fatal. Language assessment has come a long way since those early days and in this session we’ll be looking at how computer-based adaptive testing has revolutionised language testing.
Colin Finnerty is Head of Assessment Production at Oxford University Press. He has worked in language assessment at OUP for eight years, heading a team which created the Oxford Young Learner’s Placement Test and the Oxford Test of English. His interests include learner corpora, learning analytics, and adaptive technology.
Critical thinking, Collaboration, Communication and Creativity
Thursday 27th February 13:00-14:00 UTC
The so-called Four Cs are as relevant and important as ever. Communication and collaboration are familiar features of English classes. In this talk I will suggest innovative ways to incorporate them into language activities. I will also share simple techniques for applying open-ended questions to topics and texts as a way of promoting creativity and critical thinking.
Edmund Dudley is a teacher trainer, materials writer and teacher of English with more than 25 years of classroom experience. Based in Budapest, he has extensive experience of teaching EFL at both primary and secondary levels. He works with teachers from around the world as a freelance teacher trainer and as a tutor at the University of Oxford’s ELT Summer Seminar. He is the author of ETpedia Teenagers (2018, Pavilion Publishing) and co-author of Mixed-Ability Teaching (2015, Oxford University Press).
Making it Stick: Vocabulary and the Brain
Thursday 27th February 14:00-15:00 UTC
Thanks to recent research, the mysteries of the human brain are gradually being revealed. We know how the parts responsible for memory storage and recall connect with language-switching, and what triggers them, so you could say it’s a ‘no-brainer’ to apply this knowledge to vocabulary teaching. In this practical webinar we’ll look at some brain-science and try out some engaging, adaptable activities to build a rich vocabulary and make it stick.
Fiona is a freelance teacher trainer, ELT author and short story writer based in Oxford. She has particular interests in neuroscience and language-learning, cognitive development in adolescents, and story and screenplay writing, and her publications include Tales for Adventurous Girls (Penguin Readers), Dive in! (summer course, Delta Publishing) and ETpedia Vocabulary (Pavilion ELT), all published in 2019. She is also the co-founder of EVE: Equal Voices in ELT.
Thursday 27th February 16:00-17:00 UTC
When I started teaching, if you wanted to use photos in class you’d find and bring physical copies with you. These days I walk into class with around 7000 in my pocket, as do many of my students, since almost all carry a mobile device. This session will look at getting started with using mobile devices in class, using photos as a starting point for language practice and development.
Shaun Wilden has been involved in English language teaching for over twenty-five years. He is the Academic Head of training and development for the International House World Organisation and also a freelance teacher, teacher trainer and materials writer. These days he specialises in technology and language teaching, especially in the area of mobile learning. He also teaches digital literacy at the University of Oxford. His latest book Mobile Learning was published in 2017 by OUP and was nominated for an English Speaking Union award. He is a trustee of IATEFL. For a hobby he makes ELTon nominated podcast for ELT teachers; the TEFL commute. Other than that he enjoys playing games both digital and table top. When doing neither of these things you’ll find him walking in the nearby woods or growing roses in his garden.
Thursday 27th February 17:00-18:00 UTC
Although there are strong claims in the literature that Assessment for Learning can enhance students’ learning, teachers still struggle to implement such practices in the classroom. In this talk, I will discuss the theory and practice of Assessment for Learning based on research studies and examples from the classroom.
Professor Therese N. Hopfenbeck is Director of the Oxford University Centre for Educational Assessment. She is the Course Director of the new Master in Educational Assessment at the Department of Education, and Lead Editor of the journal Assessment in Education, Principle, Policy and Practice.
Prior to her appointment at Oxford, she worked as a post-doctoral researcher at the University of Oslo’s research group for Measurement and Evaluation of Student Achievement at the Unit for Quantitative Analysis of Education. Therese’s research interests are focused upon large-scale comparative assessments and how international testing has shaped public policy across education systems. In addition, she is interested in different models of classroom assessment, such as linking assessment for learning and self-regulation. She was awarded the international research award The Association for Educational Assessment Europe New Researcher Award in 2010.
Mastering Phrasal Verbs
Thursday 27th February 19:00-20:00 UTC
Few vocabulary areas cause students as many headaches as phrasal verbs. In this session we are going to look at the most common mistakes students make when studying these lexical items and we are going to look at some easy and practical ways of helping students remember them better and use them more confidently.
Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been active in ELT for many years as a teacher, examiner, presenter and teacher trainer. He has worked for a number of publishers and examination boards and he has given seminars in several countries.
He has written extensively on Methodology, though he is better known for his Psychology and ELT articles which have appeared in numerous newsletters and magazines.
He is a firm believer in the idea of revitalising ELT by importing ideas from such disciplines as Marketing, Management and Social Psychology as he feels that this is bound to lead to greater student motivation.
His areas of interest include Student Motivation, Learner Independence, Teaching one-to-one and Humour. He has his own YouTube channel (Comedy for ELT) in which he often shares humourous clips along with worksheets for use in the classroom.
Introduction to Global Skills
Thursday 27th February 20:00-21:00 UTC
Global skills are essential to lifelong learning and success in the modern world. All English language teachers can develop global skills in their regular classes, whether these are part of the curriculum or not. In this session we will briefly define what global skills are and discuss how teachers can make simple adaptions to current practice to help their students develop global skills.
Philip Haines is originally from England but has been living in Mexico since 1995, where he works as the Senior Academic Consultant for Oxford University Press Mexico. He delivers sessions all over Mexico and internationally in three continents. Philip is the co-author of the primary series Discover Science published by OUP.
Barbara Hoskins Sakamoto
Assessing Young Learners
Friday 28th February 03:00-04:00 UTC
We all assess our young learners, whether it’s informally noticing language errors during activities or preparing them for formal, standardized tests, or something in between. How can we ensure our assessments are accurately showing us what our students have learned? How do we include assessment when we teach many classes for a short time each week or teach large classes? In this session we’ll look at ways teachers can include informal assessments in learning activities, how informal assessments can help prepare students for standardized tests, and introduce time-saving assessment resources for teachers.
Barbara Hoskins Sakamoto holds a US English teaching license and an MATESOL, and has taught Language Arts, ESL, and EFL. Barbara is co-author of one of the world’s best-selling textbook series for children learning English, Let's Go (Oxford University Press), co-author of the online course, English for Teachers (International Teacher Development Institute), and author of the chapter, The role of technology in early years’ language education, in Early Years Second Language Education (Routledge, 2015). She is an English Language Specialist with the United States State Department, and is Course Director for International Teacher Development Institute (iTDi.pro). Barbara has been invited to give keynote and plenary talks at a number of international conferences, and has conducted teacher training workshops in Asia, Europe, and the Americas. She has conducts courses and teacher training online. Her webinars are always popular with teachers around the world.
Vocabulary Learning and Graded Readers
Friday 28th February 04:00-05:00 UTC
We’re all aware of how important reading is to developing vocabulary. Selecting the proper Reader for vocabulary building is crucial for a young learner’s success. From illustrated story books to Graded Readers created to support the language of course books, the words serve a purpose and have meaning. After examining the roll of vocabulary with Readers, we will discuss helpful vocabulary strategies targeted at primary learners in the classroom.
Joon Lee has been involved in the EFL and ESL educational community at the positions of Academic Director, Content and Curriculum Developer, and Academic Advisor. At OUP he is part of the Asia Educational Services team and shares his experiences providing teacher trainings and professional development workshops.
Global Skills and Language Learning, Emotional Self-Regulation and Citizenship
Friday 28th February 06:00-07:00 UTC
This hands-on presentation will explore how to integrate global skills and language teaching by drawing on the concept of Positive Language Education (PLE)—the incorporation of positive psychology in language learning. While providing a myriad of real-life usable examples, we will intertwine specific language learning objectives with global skills aims that include emotional self-regulation, wellbeing, intercultural competence and citizenship.
Tammy Gregersen received her MA in Education and PhD in Linguistics in Chile, where she also began her academic career. She is currently teaching and researching at the American University of Sharjah where she also coordinates their Masters in TESOL program. She has co-authored/co-edited several books, with three more in press, on topics such as individual differences, nonverbal communication, positive psychology in the language classroom and language teacher education. She is particularly excited about the publication of an up-coming book with Oxford University Press that she is co-authoring with Sarah Mercer (University of Graz) on Language Teacher Wellbeing. She has also published extensively in reputable international peer reviewed journals and applied linguistics anthologies on similar topics. Tammy has presented at conferences and taught in graduate programs across the globe which deems an incredible privilege because it taps into her passions for traveling and exploring new cultures.
Video and Story in the Classroom
Friday 28th February 07:00-08:00 UTC
How do you use video in your classroom? This is a question that I have been asking teachers ever since YouTube was launched in 2005. And over that time, I have come to a conclusion: there is a tendency for us to focus on the video and neglect the story that it offers. In this practical talk, I would like to share some activities in which technology takes a backseat and good old-fashioned storytelling comes to the front of the class.
Jamie Keddie started off with a degree in Biochemistry from the University of Aberdeen in Scotland. Realizing that he actually wanted to be a musician, he spent most of his twenties studying at Leeds College of Music in Yorkshire, England. After that, he worked as a singer-piano player on ships, but nothing too glamorous.
In 2001 Jamie moved to Barcelona and became an English teacher. Gradually, his passion moved from music to education, video and storytelling.
As a trainer, Jamie has shared his ideas and insights with teachers and educators in over 40 countries. He is the author of Images (Oxford University Press, 2008), Bringing online video into the classroom (Oxford University Press, 2014) and Videotelling: YouTube Stories for the Classroom (LessonStream Books, 2017).
Helping Learners Build Core Vocabulary: Oxford Word Lists
Saturday 29th February 11:00-12:00 UTC
Vocabulary acquisition is a key aspect of language learning, but not all words are equally important to know. Which vocabulary will be immediately useful to learners and help them to achieve their communicative aims at different points in the language learning journey?
The Oxford 3000 and Oxford 5000 are core word lists for secondary and adult learners of English from A1 to C1 level on the CEFR. They are designed to help learners, teachers and materials developers make informed choices about the words most worth focusing on.
This webinar will explore the value of word lists in language teaching and consider some key questions: how many words do learners need? Which words are the most useful to know? It will outline the development of the Oxford 3000 and 5000, based on the key principles of frequency and relevance to learners, and how the lists have been aligned to the CEFR. It will look at the application of the lists to learning materials and suggest some practical ways in which teachers and learners can exploit the lists for themselves in the classroom or for self-study.
Diana Lea taught English to learners and trainee teachers in Czechoslovakia, Poland and the UK before joining Oxford University Press in 1994, where she works in the English Language Teaching Division on dictionaries and other vocabulary resources for learners of English. She is the editor of the Oxford Learner’s Thesaurus and the Oxford Learner’s Dictionary of Academic English. Most recently she has been working on Oxford Learner’s Word Lists and preparing the tenth edition of the Oxford Advanced Learner’s Dictionary, published in January 2020.
Assessing Global Skills
Saturday 29th February 12:00-13:00 UTC
We encourage our students to develop global skills such as communication, critical thinking and creativity. The difficult questions are whether, and how, we assess them. If we need to assess them, then conventional assessments such as tests and marks are unlikely to be fit-for-purpose. In this presentation I explore some alternative assessment approaches.
Gordon Stobart is Emeritus Professor of Education, Institute of Education, University College London and an Honorary Senior Research Fellow at Oxford University Centre for Educational Assessment (OUCEA).
Before moving to the Institute of Education UCL, he spent twenty years as a senior researcher in policy-related environments, firstly as head of research at an examination board, then at government education agencies. Prior to that he was a secondary school teacher and an educational psychologist.
Much of his recent assessment work has involved promoting formative assessment as part of improving teaching and learning. He was a founder member of the Assessment Reform Group which has promoted Assessment for Learning internationally.
He is a former editor of the international journal Assessment in Education: Principles, Policy and Practice and author of Testing times- the uses and abuses of assessment (Routledge, 2008). His current work is on how experts learn and the implications for classroom teaching and learning. His book on this is The Expert Learner – Challenging the myth of ability (2014, OUP/ McGraw-Hill).
Writing ELT Tests for Teenagers
Saturday 29th February 14:00-15:00 UTC
In this talk, you will learn about the high-level principles of English language assessment for teenagers. We’ll explore how assessment bodies design tests aimed at teenagers and examine some of the challenges OUP have faced in designing the Oxford Test of English for Schools. Finally, we’ll look at some tips for the classroom that teachers can take away to improve the assessments that they provide for teenagers.
Sarah Rogerson is Director of Assessment at Oxford University Press. She has worked in English language teaching and assessment for 20 years and is passionate about education for all and digital innovation in ELT. As a relative new comer to OUP, Sarah is really excited about the Oxford Test of English and how well it caters to the 21st century student.
Digital literacies in English Language Teaching
Saturday 29th February 15:00-16:00 UTC
Digital literacies are the technical skills and social practices needed to effectively interact with digital technologies. They are key 21st century or ‘global’ skills. But what exactly are digital literacies, and how are they related to English language teaching? This talk looks at some of the theory underpinning digital literacies, and also outlines some practical activities for the language classroom.
Nicky Hockly is the Director of Pedagogy of The Consultants-E, an award-winning online training and development organisation. She has worked in the field of English Language Teaching since 1987, is an international plenary speaker, and gives workshops and training courses for teachers all over the world. Nicky writes regular columns on technology for teachers in ETP (English Teaching Professional) magazine, and in the ELTJ (English Language Teaching Journal). She has also written several prize-winning methodology books about new technologies in language teaching, many of them with co-author Gavin Dudeney. The latest of her books are Focus on Learning Technologies (OUP, 2016), and ETpedia Technology (Pavilion Publishing, 2017). She is a member of the Oxford University Press ELT Expert Advisory Panel, a member of the NILE Advisory Panel, and a member of the TESOL Journal Advisory Board. Nicky lives in Barcelona, and is a technophobe turned technophile.
Let us know which talks you are excited about using the hashtag #myeltoc2020 on Facebook.
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