The International Association of Teachers of English as a Foreign Language (IATEFL) is an organization dedicated to promoting excellence in English language teaching and learning around the world. Every year, IATEFL holds an annual conference, which is one of the largest and most prestigious events in the field of English language teaching.
The IATEFL Annual Conference brings together thousands of ELT professionals from around the world to share ideas, exchange best practices, and learn about the latest trends and developments in the field. The conference features a wide range of plenary sessions, workshops, presentations, and exhibitions, covering topics such as language teaching methodology, assessment, teacher training, technology in the classroom, and more.
Text by: Anastasia Spyropoulou
This year, the Conference returned to Harrogate, a destination that has proved to be a firm favourite with previous Conference attendees. Across four days, delegates had the chance to interact with like-minded colleagues, learn about the latest developments in the field, and access the most cutting-edge educational resources in the ELT world. This networking is perhaps the greatest perk of the conference besides the academic programme.
With eighteen concurrent sessions per time slot, with 144 sessions daily, we had access to a vast array of innovative and diverse talks, workshops, panel discussions and forums, in addition to a vibrant and varied social programme. Engaging and very relevant topics this year included ‘Automated learning and virtual reality’; ‘Translation and Translanguaging’, ‘Learner anxiety’, ‘Inclusive practice’ ‘Intercultural communication’, ‘Integrating global skills’, ‘Tolerance and diversity’, and the UN’s Sustainable Development Goals and ELT to mention just a few. Sessions started as early as 8:15 with Mindfulness practice and finished after 18:00.
I thoroughly studied the programme (110 pages) prior to my departure and highlighted the sessions I wanted to attend. Obviously, all plenaries were on my agenda, but, to my disappointment, there were a number of presentations I would like to attend that were scheduled on the same day at the same time slot e.g. Maria Diakou’s presentation, Ministry of Education, Cyprus, coincided with the presentation of George Kokolas, Express Publishing. Undecided about which one to attend I went to a talk that explored… the secret lives of consonant clusters.
The Plenaries
Plenary speakers addressed the following topics:
- Evan Frendo: English for the workplace – looking for new answers
Evan Frendo started his presentation with a story. Many years ago, Einstein set a test for his students. His assistant politely pointed out that he had already used the same test the previous year. Einstein’s response? The questions may be the same, but this year the answers are different.
In many ways, this is similar to what has been happening in language teaching for the world of work. The basic task is the same as it has always been; to help people become more effective at their jobs, but the way we do it has changed enormously in recent years and is continuing to change. Frendo discussed some of these changes. What do people in the international workplace need in terms of English communication skills? And what can we, as teachers, do to help them?
He talked about BELF (Business English as a Lingua Franca) focusing on how people use English in the business world. According to research findings, the English we use in business contexts is a little bit different from what we’ve traditionally been teaching in ELT because there is no adherence to native speaker norms, and there is no standard form that’s correct. It’s always context-specific, it’s very variable and very flexible. Language emerges from the situation as it were, so what is right in one context may not be appropriate in another context. Frendo used maritime English to illustrate his point. Looking into conversations between ships and shore base stations, we find out that every single conversation is between people from completely different cultures. They are normally non-native speakers who use English as a lingua franca in order to have their work done.
So, trying to help people operate in that sort of environment means you have to understand what it entails to use English in a lingua franca context. You have to change teachers’ attitudes and make sure that teachers help their students not to decide what is right or wrong but what is more effective in a particular situation. For example, teaching accommodation skills. Accommodation is when you change the way you speak in order to adapt to a particular person e.g. a mother talking to a young child speaks in a very different way from a mother talking to her boss at work.
Like Einstein’s students, we might all be able to reflect a little on what these new answers might be.
About Evan: Evan is a freelance teacher, trainer and author, specializing in business English and English for specific purposes. He has been working in this field since 1993. Most of his experience has been with corporate clients, although he has also written several coursebooks for mainstream publishers.
- Divya Madhavan: Lean on me – stories of coaching, mentoring and teacher resilience
Teachers have always been the heroes of quieter revolutions, such as tolerance and understanding, achieved only through education. And as teachers of the world’s international language, we know this reality of fostering understanding and acceptance through better communication all too well. We have always been the ones who fight the good fight that is education.
So, who shows up for teachers? When we’re overwhelmed, feel undervalued, or are simply just tired, who do we lean on? How do we find ways to look after teachers continuously and not just in specific moments of training? Whose responsibility is teacher well-being?
Teacher well-being refers to the physical, emotional, and mental health of teachers. As teachers play a vital role in educating students, their well-being is crucial for the success of the educational system. Teachers who experience well-being are better able to manage stress, maintain positive relationships with students, and perform their jobs effectively.
Factors that can contribute to teacher well-being include supportive school leadership, a positive school culture, manageable workloads, access to resources, opportunities for professional development, and a healthy work-life balance. On the other hand, factors that can negatively impact teacher well-being include high levels of job demands, inadequate resources, lack of autonomy, and poor working conditions.
There are several strategies that schools and teachers can use to promote teacher well-being, including providing opportunities for social support, encouraging self-care, promoting work-life balance, and offering professional development programmes. Additionally, schools can provide resources and support for teachers experiencing mental health challenges or other personal issues.
Top of Form
About Divya: Divya is the Director of the Department of Languages and Cultures at Centrale Supelec, an engineering school in France. Divya is also the Founder and Director of Universite Paris-Saclay’s Academic Writing Centre.
- Lesley Painter-Farrell: Sharing worlds and words – ESOL teachers as allies, advocates, and activists
Painter-Farrell highlighted the challenges that ESOL students face, including language barriers, cultural differences, and discrimination. She argued that ESOL teachers can act as allies, advocates, and activists to help their students navigate these challenges and succeed in their new environment.
As allies, ESOL teachers can build trust and rapport with their students by acknowledging and valuing their cultural and linguistic backgrounds. They can also create a safe and inclusive learning environment by promoting respect, empathy, and understanding.
As advocates, ESOL teachers can work to promote policies and practices that support the needs of ESOL students. This might involve advocating for additional resources, such as funding for bilingual programmes or language support services, or advocating for changes to curriculum or assessment practices that are more inclusive and culturally responsive.
As activists, ESOL teachers can work with their students to empower them to speak out and take action on issues that affect their lives. This might involve encouraging students to participate in community activism, such as advocating for immigrant rights or promoting cultural diversity.
Overall, Painter-Farrell argued that ESOL teachers have an important role to play in promoting social justice and equity for their students. By acting as allies, advocates, and activists, they can help their students overcome barriers and achieve their full potential in their new environment.
About Lesley: Lesley Painter-Farrell (M.Sc. Aston University, EdD in progress at Bath University) has worked as a teacher of English as a foreign language in Portugal, Poland, and many countries in Asia.
- Ofelia García: Translanguaging and teaching English as a foreign language
Ofelia García is a prominent scholar in the field of bilingualism and second language acquisition. She has written extensively on the topic of translanguaging, which refers to the use of multiple languages in communication and learning.
In her plenary on teaching English as a foreign language (EFL), García argued that traditional approaches to language teaching often emphasize the strict separation between languages and discourage the use of students’ native languages in the classroom. However, she suggested that this approach is not effective for many students, particularly those who come from multilingual backgrounds.
García advocates for a translanguaging approach to EFL teaching, which recognizes and values the multiple languages that students bring to the classroom. This approach encourages students to use their full linguistic repertoire to make meaning and learn new concepts, rather than relying solely on the target language (in this case, English).
According to García, incorporating translanguaging into EFL instruction can lead to improved language learning outcomes and a more inclusive and engaging learning environment for all students, regardless of their linguistic background.
Overall, García’s work on translanguaging and EFL teaching highlighted the importance of embracing linguistic diversity in the classroom and providing students with opportunities to use their full linguistic repertoires to learn and communicate.
- Awad Ibrahim: Race, popular culture and ESL in a post–George Floyd Moment
Awad Ibrahim’s session on ‘Race, popular culture and ESL in a post–George Floyd Moment’ explored the role of popular culture in the English as a Second Language (ESL) classroom in the wake of the George Floyd murder and subsequent protests for racial justice.
Ibrahim argued that popular culture can be a powerful tool for engaging ESL students in discussions about race and racism, as it allows them to explore these topics in a familiar and accessible context. He suggested that teachers can use popular culture texts such as music, film, and television shows to create a safe and inclusive space for students to share their experiences and perspectives on these issues.
However, Ibrahim also cautioned that the use of popular culture in the ESL classroom must be done carefully and thoughtfully, as it can perpetuate harmful stereotypes and reinforce existing power dynamics. He emphasized the importance of critically examining popular culture texts and their underlying messages, and using them as a starting point for deeper discussions about race and racism.
Overall, Ibrahim’s presentation highlighted the potential of popular culture to facilitate meaningful conversations about race and racism in the ESL classroom, while also emphasizing the need for critical engagement with these texts.
Special Interest Groups
Involvement in IATEFL Special Interest Groups (SIGS) is a fantastic way to really focus on one’s own specific areas of interest. All SIG groups had a Pre-Conference Event (PCE), the day before the main Conference began.
IATEFL Scholarships
There was also an event that profiled IATEFL’s Scholarship Programme. Each year, IATEFL offers a wide range of Conference scholarships to give teachers, trainers and other ELT professionals the opportunity to attend the IATEFL Annual Conference in the UK. These scholarships are offered by IATEFL, by a range of IATEFL Special Interest Groups, and by a number of other scholarship sponsors: institutions, companies, groups and individuals. The Harrogate event featured 23 awards and was one of the highlights of the Conference.
The Book Exhibition
The IATEFL Exhibition brought together the largest gathering and variety of exhibitors who specialise in ELT products and services. It provided a terrific platform to talk directly with industry leaders including publishers, ELT associations, examination boards and online services providers, and discover the latest materials and resources on offer. The Exhibition was also home to a career-focused area, dedicated to developing one’s professional growth by receiving one-to-one advice from an experienced professional or perfecting one’s CV at the IATEFL’s CV Clinic.
This year saw the addition of an online series of ‘How to…’ sessions in the run-up to the Conference. Interested individuals were able to attend a session on ‘Getting the most out of the IATEFL Conference and Exhibition’ or ‘How to get involved with an IATEFL SIG’.
Additional activities like this year’s Networking Zone shared space with the IATEFL stand – an excellent opportunity to meet new people and find like-minded professionals who share your own interests. There was also a ‘first timers’ meet-up on the first day of the Conference that welcomed people who were attending for the first time.
Evening Social Programme
The Evening Social Programme was designed to both make the most of the beautiful location and to entertain a global audience. The 2023 Conference featured a Welcome Reception, an Introduction to Harrogate, a Storytelling event, the fabulous International Quiz, the infamous Pecha Kucha and the Music Evening. In these times of global uncertainty and unrest, the opportunity to come together and unite with friends and colleagues from around the world, tell stories to each other, sing together and simply enjoy being in each other’s company was priceless.
Overall, the 2023 IATEFL Annual Conference was a highly successful and engaging event. The conference provided a valuable platform for ELT professionals to share ideas and best practices, and to stay up-to-date on the latest trends and developments in the field.
The venue
The Harrogate Convention Centre has been hosting events on the site of today’s Convention Centre for almost 200 years. In Visit Britain’s 2018 Business Event Survey, Harrogate was voted in the Top 5 UK event cities and Number One for delegates who would choose to return. With various different spaces available, the Centre includes 1,000- and 2,000-capacity auditoria, many combinations of breakout rooms with more meeting rooms in the interconnected Crowne Plaza hotel and an Auditorium directly accessed from the hotel via a covered footbridge.
Harrogate is a Victorian Spa town in the northeast of England. The spa heritage is still very evident and one of the most popular things to do here – and a welcome break from the hustle and bustle of the Conference – is to take a couple of hours out of your schedule to experience the stunning Turkish Baths and Health Spa and their huge range of spa treatments.
One of the most distinctive features of Harrogate is The Stray, a 200-acre, large open space surrounding the town centre. This gives the town a unique and spacious feel. Known as ‘Yorkshire’s most elegant destination’, Harrogate is also known for its well-kept parks and gardens, such as Valley Gardens, a Grade II listed attraction which receives 3 million visitors a year.
For those wanting to indulge in a little retail therapy, Harrogate has a reputation for ‘exquisite’ shopping, which includes independent outlets, quirky stores and high-street favourites.
