Dr Christine O’Leary est professeur de français àl’université Hallam de Sheffield et chef du Département de Langues et Cultures.  Durant une longue carrière dans l’enseignement, débutée dans le secondaire, Christine O’Leary a enseigné le français aux niveaux A1 à C2 du CECR. Elle a développé de nombreux cursus de langues tout en se spécialisantdans la didactiqueet la formation de professeur. Elle est l’auteur de nombreuses publications sur le développement de l’apprenant autonome, l’évaluation formative et la didactique des langues et autres disciplines, particulièremet dans le cadre d’une pédagogie pour l’autonomie.


Geraldo de Carvalho
Doktor im Bereich Übersetzungswissenschaft
Leiter der Spracharbeit, Deutschlehrer und Prüfungsbeauftragter am Werther Institut in Juiz de Fora/Brasilien
Vereidigter Übersetzer für Deutsch/Portugiesisch
Schriftleiter des Internationalen Deutschlehrerinnen- und Deutschlehrerverbands (IDV)

Strategien der Verbandsarbeit zur Förderung des Deutschen als „weiterer“ Fremdsprache neben Englisch

Die Nachfrage nach Deutsch als Fremdsprache verzeichnet weltweit einen Aufwärtstrend. Doch in nicht wenigen Regionen steht Deutsch institutionell als zweite Fremdsprache in Gefahr der Abschaffung oder einer sich als ungünstig auswirkenden Konkurrenzsituation zu anderen vermittelten Sprachen. Der Erhalt der Zweit- oder idealerweise auch Drittsprachen an den Schulen und eine angemessene Stellung des Deutschen bildet daher eine Priorität der Bemühungen der Deutschlehrerverbände, die durch politische Überzeugungsarbeit viel dazu beitragen können. Ziel dieses Impulsvortrags ist es, Möglichkeiten zu eruieren, über die Deutschlehrerverbände verfügen, sich bei wichtigen politischen Entscheidungen wirkungsvoll einzubringen. Zudem soll die Rolle der Vernetzung mit anderen Verbänden und des IDV qua Dachverband zur Sprache gebracht werden.

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Dr. Zuzana Tomaš earned her doctorate at the University of Utah. Since coming to EMU in 2011, Dr. Tomaš has taught graduate and undergraduate English as a second language (ESLN) courses for international students and TESOL (Teaching English to Speakers of Other Languages) teacher preparation courses. Dr. Tomaš has also worked with in-service teachers and university faculty through various professional development workshops and seminars in the United States, Slovakia, the Czech Republic, China, and Syria.

Enriching Learning, Saving Time: Designing Effective Writing Assignments

Teaching students to write in a second language is particularly demanding due to the need to provide out-of-class support, respond to drafts, and grade papers. In this presentation, teachers learn how to cope with these time demands while simultaneously maximizing their students’ learning. Participants will be challenged to apply at least two of the discussed recommendations to revise or design a writing assignment for their students.

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Penny Ur was educated at Oxford, where she read Hebrew and Arabic, and at Cambridge (PGCE). She completed her MA TEFL at Reading University in 1987.

Penny Ur has thirty-five years’ experience as an English teacher in elementary, middle and high schools in Israel. Now retired, she has taught BA and MA courses at Oranim Academic College of Education and Haifa University. She has presented papers at TESOL, IATEFL and other English teachers’ conferences worldwide.

She has published a number of articles, and was for ten years the editor of the Cambridge Handbooks for Language Teachers series.  Her books include Grammar practice activities (2nd Edition) (2009), Vocabulary activities (2012), A course in English language teaching (2012), Discussions and more (2014), all published by Cambridge University Press.


Two sources of professional knowledge in language teaching

Some claim that the main source of professional knowledge should be insights from empirical research; but for most of us, it is the actual hands-on experience that is the major contributor. In this talk I shall be looking at both of these sources, with some practical examples of what each can contribute, and draw some conclusions as to the place of each in language teacher education programs.


Making textbook exercises interesting

Perhaps the best way of motivating students is to make our lessons interesting.

One  problem with this is that the textbooks we use may not engage their interest: topics may not be relevant or attention-catching; tasks may not involve any interesting challenge.  In this workshop we shall look at, experience and discuss some textbook activities, and see what makes them more – or less! – interesting for participants.  In conclusion, we shall try to define some practical theories about what is and is not conducive to learner interest in classroom activities.

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Prof. Dr. Birsen Tütünis  has received her PhD from University of Sussex. She has been working in ELT field  as an  English instructor,  a lecturer and  an administrator for years. She has written articles and books on different issues related to our field. Her recent interest lies on professional learning. Prof. Tütüniş currently works for Istanbul Kültür University as the head of Department of Foreign languages.She has been the coordinator of Teacher Training and Education Committee (TTEd SIG) of IATEFL for six years. She is in the editorial board of the scientific journal “ELT Research Journal”. She is the Honorary Member of AzETA in Azerbeijan.


Student Teachers’  Journey in Professionalism

This plenary talk  is about a small scale research conducted at a Turkish university English Language Teaching Department on how student teachers are prepared to teach  and what they do in real life teaching situations.The pros and cons of teacher preparation will be discussed together with the data analysis. The discussion questions directed to the audience will hopefully lead to larger scale researches on student teacher preparation for professionalism

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Elka Todeva is a language educator with a doctorate in English applied linguistics. Her teaching and research are in the areas of second language acquisition, applied linguistics, pedagogical grammar, teacher cognition, and ecological approaches to teaching. Among her publications is the co-edited book “The Multiple Realities of Multilingualism: Personal Narratives and Researchers’ Perspectives” (Mouton de Gruyter, 2009).

She views the students and the teacher as co-explorers and promotes socially embedded brain-friendly teaching.  Her graduate courses encourage teachers to become public intellectuals who initiate or participate in discussions around language planning, language and power, multilingualism, and the role of English in the era of globalization.

From Roman to Möbius Bridges and Back: where are we taking ELT next?

Following the theme of the conference, the presenter will look at the role of English in today’s globalized world and how we both build new types of bridges to the future and enhance old frameworks and structures which have withstood the test of time. She will also explore the center-periphery dynamics in ELT, offering examples of how greater inclusivity leads to more plausible theory and practice.

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Professor Terry Lamb, BSc (Hons), PGCE, MA, PhD, FRSA, Chevalier dans l’Ordre des Palmes Académiques

A former secondary school languages teacher, Terry is Professor of Languages and Interdisciplinary Pedagogy and Director of the Centre for Teaching Innovation at the University of Westminster. He has published extensively in the areas of learner autonomy, multilingualism and language teacher development, and is founder editor of the academic journal Innovation in Language Learning and Teaching. He has carried out consultancies and presented keynote papers in many countries and been involved in numerous research projects, including several at the European Centre for Modern Languages in Graz. Terry has worked closely with the UK and other Governments, and has been awarded the honour of Chevalier des Palmes Académiques by the French Prime Minister.

Terry is Secretary General (and Past President) of FIPLV (Fédération Internationale des Professeurs de Langues Vivantes), an NGO of both UNESCO and the Council of Europe.

Building bridges for language learning and teaching

On the occasion of the launch of the FIPLV East European Region, this talk will explore the metaphor of the bridge in a number of ways that relate to language learning and teaching. It will focus on bridges to facilitate and enhance learners’ learning as well as teachers’ learning and teaching and it will also include the urgent need for the continual building and reinforcing of international and intercultural bridges.

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Marianne Hepp, Professorin für Deutsche Sprachwissenschaft an der Universität Pisa. Aktuelle Arbeits- und Forschungsgebiete: Wortbildung und Phraseologie des Deutschen, Textsortenlinguistik im universitären DaF-Bereich, Kontrastive Textologie. Gastprofessuren und DaF-bildungspolitische Tätigkeit auf internationaler Ebene. Seit 2009 Präsidentin des Internationalen Deutschlehrerinnen- und Deutschlehrerverbands (IDV)


Mehrsprachigkeit im akademischen Unterricht: Welche Möglichkeiten bietet eine kontrastiv orientierte Textlinguistik?

Obwohl auf internationaler Ebene an vielen Universitäten (und teilweise auch Schulen) mehrere Fremdsprachen gleichzeitig unterrichtet werden, erfolgt immer noch viel zu selten eine begleitende theoretisch fundierte Bezugnahme dieser einzelnen Sprachen und Sprachsysteme aufeinander, auch im Abgleich mit der Mutter- oder Ausgangssprache. Dieser Mangel besteht insbesondere auch hinsichtlich der einzelsprachlichen Textmuster und kulturellen Diskurstraditionen. Ausgehend von einer kontrastiv orientierten Textlinguistik möchte der Beitrag Möglichkeiten für eine mehrsprachige Herangehensweise an Texte aufzeigen. Durch den methodologisch basierten Vergleich von textsortenbedingten Makrostrukturen und Formulierungsmustern kann systematisch mehrsprachige Textkompetenz aufgebaut werden.

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Diane Larsen-Freeman (Ph.D. in linguistics) is Professor Emerita of Education, Professor Emerita of Linguistics, and Research Scientist Emerita at the University of Michigan, Ann Arbor. She is also a Professor Emerita at the Graduate SIT Institute in Brattleboro, Vermont and a Visiting Senior Fellow at the University of Pennsylvania. Her most recent books are Teaching Language: From Grammar to Grammaring (2003), Complex Systems and Applied Linguistics (2008, with L. Cameron), winner of the Kenneth Mildenberger Book Prize, the third edition of Techniques and Principles (2011, with M. Anderson), and the third edition of The Grammar Book, Form, Meaning, and Use for English Language Teachers (2015, with M. Celce-Murcia). She was the Editor of the journal Language Learning and is currently Chair of its Board of Directors. Professor Larsen-Freeman has been teaching for fifty years and is still learning.

Bridging to the future: The dynamic quality of language

Perhaps now more than ever before we can appreciate the dynamism of language — its fluid, changing nature. But what does this characterization of language portend for English language teaching? How can we help our students aim at a moving target? In this presentation, I will explore the dynamism of language in use, and I will offer some suggestions for how to manage its learning.

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9th Round of BETA Competition

Dear Colleagues,

We are happy to announce the 9th round of BETA competition open to all of you who would like to give it a try.
This year the conference is dedicated to Learning and teaching languages: Creating bridges to the future; the aim of this year’s event is to exchange practical ideas and research findings on a broad range of topics such as Blended Learning, Content and Language Integrated Learning, Global Issues, Literature, Media and Cultural Studies in ELT, Teacher Education and Development, Teaching English for Specific Purposes, Teaching Young Learners and Teenagers, Testing, Evaluation and Assessment. The competition is open to all English teachers and teacher trainers – members and non-members of BETA.
We believe that there are many of you who are ready to prepare a lesson focusing on practical teaching techniques for presenting grammar / vocabulary, or speaking, or reading, etc. Lessons for students at school (public or private) or university students are welcome. It will be highly appreciated if your lessons provide practical insights and solutions on teaching the language skills, integrating CLIL in the curriculum, cultural studies, assessment and evaluation of L2 knowledge and competences of learners, or the application of blended or e-learning in the ELT classroom.
1st prize
One Annual BETA Membership and attending 26th BETA Conference in 2017 with no fee
2nd prize
One Annual BETA Membership and attending 26th BETA Conference in 2017 for half price
3rd prize
One Annual BETA Membership
The winning entries will be published in BETA-IATEFL E-Newsletter.
To enter the competition you have to prepare a lesson plan (see the attached template) and provide evidence of the outcomes of the lesson based on students’ perceptions of the lesson efficiency (e.g. results from structured questionnaires with the students), examples of assignments or works produced by the students as a follow-up of the lesson, comments from colleagues observing the delivered lesson.
Please, attach the lesson plan, all materials (handouts, course book pages, etc.) used during the lesson, evidence material of the positive effect of the lesson on students’ knowledge and skills in the target language, pictures / video of the classroom (optional) and email them not later than 10th  May 2017 to providing your name, contact number / e-mail and school / organization.
We wish you inspiration and success!
Looking forward to learning about your wonderful ideas,
BETA 2017 Organizing Team
 Lesson plan template