Flipping the EFL classroom with technology
Christel H. Broady
Georgetown, Kentucky, USA
In this session you will learn how to use technology to connect with your learners in lesson planning, instruction, assessment, and communication in the four skills (listening, speaking, reading, and writing). Aligning instructional activities in EFL classrooms with 21st century technology skills and instruction is a natural fit, in sync with language standards and career preparedness. In addition, technology offers incredible advantages to teachers. Some examples include
- Authenticity of communication
- Current resources
- Extension of the classroom into the cloud
- Learner differentiation
- Tracking English language development and progress
- Placing learning tools into student hands
- Data storage
- Future modification and reuse of materials
- Communication with students and families
- Immediate access to language community cultures and speakers
- Learner motivation
You will receive resources and strategies that you can implement right away into your classroom.
You will have resources to implement and knowledge of how to use technology in the ELT classroom in
- Lesson planning
is an award-winning teacher, teacher trainer, and internationally known speaker and author of books, articles, and social media. She has also been a recognized for her service to TESOL International Association, where she has been active in many capacities. She has served as president of Kentucky TESOL (KYTESOL) and as a long-time board members responsible for KYTESOL's professional development and advocacy issues; chair of TESOL's Elementary Education Interest Section; steering board member of TESOL's Video and Digital Media Interest Section; TESOL representative to Council for the Accreditation of Educator Preparedness; and as a member of the national task force for the establishment of the Seal of Bilingualism. Dr. Broady is also a consultant working with professional organizations and school districts on improving English language instruction. Dr. Broady runs a professional learning community for individuals interested in English language teaching and learning, and culture. It can be found on Facebook
, her blog
, and Twitter
. It is free and open to anyone who would like to join.
Assuring Language, Assuring Success
Independent Consultant Specializing in English Learners
Atlanta, Georgia, USA
To improve student outcomes as language learners, teachers must first evaluate their own teaching practices. This session will enable you to evaluate your current teaching practices as they relate to developing the domains of language: speaking, writing, reading, and listening. You will discuss the importance of incorporating all domains of language, challenges associated with incorporating language, and learn how to articulate the importance and challenges to educators outside the field of English language teaching such as administrators, program managers, and content-area teachers.
By isolating each language domain, discussing and practicing strategies, then working to incorporate those strategies back into their lessons, you will have an increased awareness of how best to support language development. You will be provided with materials and resources that support each strategy for use in your classroom.
You will learn how to
- Self-assess the areas of your own teaching practices and language domain development
- Discuss whole group results--the what and why--and to discern what factors might be influencing the results, for example, lack of resources, curriculum, or teaching/learning styles.
- Present and demonstrate isolated teaching practices that support language development (e.g., speaking, writing, reading, and listening).
- Incorporate strategies and differentiate based on learner needs
is an educator, author, and advocate for culturally and linguistically diverse learners. Dr. Cooper is a co-author of "Evaluating ALL Teachers of English Learners and Students With Disabilities: Supporting Great Teaching" and has contributed to the "WIDA Essential Actions Handbook," "Common Core State Standards in Language Arts, Grades 6-12" and "Common Core, Bilingual and English Language Learners: A Resource for Educators." She has held positions as an ESL teacher, ELL instructional coach, assistant professor, urban education teacher supervisor, ELL/Title III director, and independent consultant. She has designed and facilitated professional development for administrators and teachers, both preservice and in-service, in urban and suburban areas. Dr. Cooper has taught a number of graduate level courses in the areas of first and second language acquisition, sociolinguistics, assessment, and sheltering instruction for English learners across content areas. She is currently serving as chair of TESOL's Professional Development Standing Committee. Her professional interests include ESL teacher efficacy, effective professional development, and enhancing instruction for culturally and linguistically diverse learners.
Assessing (and Addressing) the Learning Needs of EFL Students
Director of Global Travel Exchange Programs, Colorado Academy
Golden, Colorado, USA
For teachers new to the classroom or veterans who merely want a refresher, this session will outline specific strategies for maximizing the effectiveness of English language learning, including needs assessments, student motivation, learning styles, and learner-centered instruction. You will have the opportunity to discuss and update your current practices through hands-on activities. In addition, several areas of new research in the field will be highlighted.
is an ELT Specialist based in Colorado, USA. Previously, he has served as a Regional English Language Officer (RELO) at the U.S. Department of State and Senior English Language Fellow in Mexico, India, and Cape Verde. Mr. Lopez started his career teaching world history and spanish in high school. He then went on to become a Fulbright Teaching Assistant in Ecuador, where he conducted EFL teacher-training workshops throughout the country. In addition, Mr. Lopez has served as an English language specialist in Venezuela, Saudi Arabia, Slovakia, Panama, Spain, and Bulgaria. He has also delivered two global webinars as part of the U.S. State Department’s Shaping the Way We Teach English series. He has worked as an Adjunct Faculty member at Red Rocks Community College, CU-Boulder, and Denver University. Outside the formal classroom, Mr. Lopez has been extensively involved in the field of international service-learning and experiential education, and he has coordinated student activism projects for Amnesty International and the Denver Justice and Peace Committee.
Creating and Holding Space for Teacher Reflection
Director of Centro Espiral Mana
Carr Invu, Costa Rica
In this session and paper the presenter will share theory and experiences that have come with 15 years of guiding and learning with teachers using Kolb’s experiential learning cycle, Dewey’s theories of reflective practice, and most recently prosocial skills focusing on compassionate communication and Lerman’s critical response process. We’ll consider what it means to create and hold space for a learner, ways of seeing and being with the whole-teacher, and explore personal values and concepts of adult learning and see how these can be applied in a variety of contexts for teacher reflection.
is the founder and director of Centro Espiral Mana, a small teacher-training center in rural Costa Rica. Mary has lived and taught in both public and private settings on three continents and has worked on teacher development projects in the Unted States, The Dominican Republic, Mexico, Japan, Libya, South Sudan, and Brazil. Mary is on the faculty at Marlboro College Graduate and Professional Studies and is affiliated faculty at World Learning's SIT Graduate Institute. She is a trainer and trainer-of-trainers for the SIT TESOL certificate course. A graduate of the School for International Training (SIT), Mary is currently pursuing a doctorate in adult learning and leadership at Teachers College, Columbia University. Mary is a frequent presenter at local, regional, and international conferences. She has presented on topics including prosocial education, leadership within the classroom, the role of creativity in language learning, the role of compassion in learning, reflective practice, observation and feedback, thinking skills, and intuition.