Thursday, 16th June, 2011

Session – I
12.15p.m. - 1.00 p.m.
Topic : Learning to Teach or Teaching to Learn: New Teacher in the 21st Century

Plenary Overview :
Teacher Development: the concept in making
Teacher development in Indian knowledge tradition
New dynamics of knowledge management: Teaching, Research & Extension
Teaching in the 21st century: New teacher & New student
Teaching: New challanges, new opportunities
Impact, Implications & Strategies for teachers of English in India

Plenary I: Dr. A. K. Singh
Indira Gandhi National Open University, New Delhi


Thursday, 16th June, 2011
Session – II

3.15 p. m. - 4.00 p. m. Plenary II : Adrian Tennant
(Special Invitee, British Council)

Topic : A Thali for ELTAI


Over the past few years I’ve become more and more involved in education projects that cover a wide-range of issues from textbook design to teacher training, from curriculum reform to assessment systems. Each of these areas involves complex systems, many of which overlap.

As the number of countries I visit increases, so does the number of times I come across people implementing one part of the educational process while neglecting the others (“we’ll do that later”, being the line I hear). One reason is a lack of awareness that systems are so complex and integrated. Another reason this happens is that people often have limited resources (money, people i.e. trainers etc) and feel that they can only tackle one particular area. A third reason is that often it’s a chicken and egg scenario – meaning that it’s difficult to see where to start. When choices have to be made and there is a feeling that you are unable to effectively cover all aspects, people often make a conscious decision to start with one area and then deal with the others later, saying things like, ‘If we try to do everything, none of it will be good.’ Although this may be true, it does not necessarily mean that what you do will be good anyway, as often there is so much dependence and integration that making changes in one area but not in another will still be ineffectual.

In this talk we’ll examine a number of issues that arise from this approach and try to look at what we should be doing. The format of the talk will be similar to an Indian Thali – a selection of dishes from different regions from which you can select what you want to eat at various times throughout the meal. The course of the talk will depend on which ‘dishes’ or topic are selected, and the order they come out, as we delve into the issues.

4.15 p.m.-5.30p.m. Workshops / Featured Speakers: British Council, RELO and ELTAI

Dr. Numa Markee, University of Illinois, Urbana- Champaign
English for Specific Purposes curriculum design
English for Specific Purposes (ESP) is an approach to curriculum design that services groups of learners (usually adults) who have relatively easily identifiable language learning needs (for example, engineers, doctors, and technicians). At one time or another in their careers, language teachers are likely to be faced with teaching such students, so that some knowledge of what ESP is and how it is implemented is a crucial part of any language teacher’s professional development. In this workshop, Numa Markee reviews how ESP curricula are organized in terms of four main phases of planning (needs analysis, materials development, teaching, and assessment) and discusses the principal issues and problems that are associated with each one of these phases. The workshop then invites participants to reflect on their knowledge of, or experience with, ESP work in their own country, and to identify how they might develop their own competence to engage in ESP-related work, either now or in the future.

Ms. Sheila Roy, British Council
How to be environmentally friendly – recycle your vocabulary!
The aim of the workshop is to present practical ideas and activities that will enable teachers to recycle vocabulary in class for their learners. The workshop focuses on tasks that will help learners overcome problems with remembering vocabulary. During the workshop teachers will have the opportunity to practise these activities. All the activities planned could be used in any classroom for any group.

Mr. Kalyan Sarkar,, Calcutta
A Journey From ‘Naïve To Start’ – ELT and
Digitization in Education has improved with time leaving a big chunk of conventional teachers untouched in its innovation and progress. This workshop attempts a headstart for the teachers who kept themselves away from the technological evolution across the globe happening progressively and day by day. Obviously keeping the theme of the conference in mind, the workshop would be focusing on the English Teaching through online Virtual Classroom with live examples of online teachers. is an online learning and teaching platform that connects educators and students through its virtual classroom technology. The only eligibility one has to ensure is the ability to teach, literally nothing else. This workshop would try and give real time experience to the available teachers on how easily they can start using WizIQ Virtual Classroom in their English teaching endeavor. WizIQ Virtual classrooms literally employ a variety of features which closely represent a traditional classroom environment.

Ms. Sarah Anderson, RELO-India
Step-by-step action research to improve your students’ speaking skills
Language teachers all around the world want to be effective teachers who provide the best learning opportunities for their students. Action research is continual professional development—a direct route to improving teaching and learning (Emily Calhoun, 2002). Action research can be a very valuable way to extend our teaching skills and gain more understanding of ourselves as teachers, our classrooms and our students (Burns, 2010). This workshop will give teachers a better understanding of the following questions: What is action research? What are the benefits of action research? How can I use action research in my classroom? The workshop will also give a step-by-step example of how to conduct a project in your classroom that will help to improve your students’ spoken English.

Ms. Colleen Garrett, RELO-India

Dr. Vinodhini Sara Reardon, RELO-Sri Lanka
Sabaragamuwa University, Sri Lanka (US Embassy, Sri Lanka)
Promoting Teacher Autonomy through Teachers’ Associations
The purpose of this paper is to examine the construct of “Teacher Autonomy” in the context of Teachers’ Associations. More specifically, it is the objective of the presenter to examine the ways in which a Teachers’ Association can contribute to the professional growth of a teacher, thus supporting teacher autonomy.
Clearly, Aoki’s (2000) idea that teacher autonomy underscores the “capacity, freedom and/or responsibility to make choices concerning one’s own teaching” has gained currency. Interestingly enough, teacher autonomy is perceived as a “teacher-learner interrelational construct” (La Ganza 2008) which I support. My own interpretation of this term is influenced by Smyth’s (1989) notion of “critical reflection” which I believe is central to understanding how collaborative learning contributes to teacher autonomy. No doubt, Teachers’ Associations provide opportunities for collaborative work, thus enhancing teacher autonomy.
Based on my own experiences as a teacher educator/trainer in the United States, Russia, and more recently in Sri Lanka, I do believe that when a teacher is a member of a Teachers’ Association, she is able to profit in terms of professional development, thus becoming an autonomous teacher. The objective of this paper is to show how this autonomy is achieved.

Dr. Chitralakshmi S.K, Govt. Engineering College, Salem
Production of Audio Files using TTS Tools, Mobile Phones and Converter software to
practise Listening Skills – Basic Level Workshop
Listening is an active skill that involves two or more people and hence it is an interactive activity. It implies that there are two individuals of a common language transmitting two thought processes with language skills that are at same or different levels and most importantly, with underlying intentions in the transmission of the message. With so many parameters at work in the simple skill of listening, the importance of training learners of English in listening cannot be underestimated.
One of the biggest problems in teaching listening has been the problem of creating, accessing and broadcasting audio files in classes. The workshop attempts to introduce participants to the mechanics of production of audio files to teach listening tasks. At the end of the session, trainees will be able to experiment with production of audio files at a beginner’s level and based on their interest and technical knowledge, be able to produce studio quality audio files later on.
Hardware needed
• Computer with Windows XP and/or other advanced Windows versions with internet connection
• Headphones with microphones and ear phones
• Mobile phones with Voice recorder (to be brought by participants)
• Systems to be loaded with VLC, Yakitome/VozMe , Praat , WavePad Sound Editor and Total Video Converter.
• VLC to ensure that audio files can be played in mp3 format.
• Yakitome/VozMe to create text files and get them converted to speech files in native voices
• Mobile phones with Voice recorder facility to record voices manually
• PRAAT to create audio files by recording voices manually
• WavePad Sound Editor to edit audio files
• Total Video Converter or any other Converter to edit audio files
Learners will be guided to use the above mentioned resources to create audio files in the mp3 format using hands on training and also using a PPT, supplemented by a handout.

Mr. Daniel Ringold, RELO-India
Directorate of Collegiate Education, Chennai
Multiple Intelligences for Effective English Teaching and Learning
This workshop introduces Gardner’s eight different intelligences and shows how each intelligence can be connected with language skills in an English language classroom at various levels. We will try several creative activities connected to various intelligences and use a survey to identify which intelligences are your strengths. In addition, some teaching and learning strategies will be discussed that can increase a teacher’s effectiveness with students who come to the classroom with a variety of intelligence strengths. Are you a visual learner, a “hands on” learner, or one who prefers aural instructions? Do you like to work alone or in a group? Come find out what your strengths are, and see how you can use multiple intelligences to your students’ advantage.

Mr. Ilangovan, ELT Consultant, Chennai

Dr. Firoozeh PAPAN-MATIN, University of Washington, USA

Prof. Francis Britto, Sophia University, Japan
English in Japan
Beginning from the Meiji Era, the Japanese have been studying English—perhaps with little success. That English has made few inroads in Japan is surprising given that the Japanese spend much time and money in learning English. In this paper, the author hopes to present a brief history of English in Japan, explaining the efforts taken to improve the standard of English. Besides identifying some reasons for the lackluster spread of English, the author explores possible solutions to better the situation. As the graying Japan is looking to other countries for manpower, Indians have many opportunities in Japan, not only in IT-related jobs but also in other language-related areas. This presentation may be of interest to EFL professionals and Japan aficionados. Japan’s successes and failures in the field of language teaching may offer useful hints to Indians as they move forward to take vital roles in the world arena.

Dr. Beena Menon, Chiang Mai Rajabhat University,Thailand
ESL/EFL Teacher – Where do I stand?
Both ESL and EFL refer to teaching English to speakers of other languages.
ESL is taught within the Anglo sphere to immigrants whose first language is not English, or in former British colonies where English is the official language although not the native language.
EFL is taught in non-native English speaking countries either within the state school system, or in private language schools or by tutors.

The fine distinction between teaching ESL and EFL is experienced in classrooms in countries where English is a foreign language.
In the absence of a (common) language to support teaching/learning, teachers of English as foreign language must develop and rely on specialised skills to aid comprehension and to deal with challenging situations that arise in the classroom.
These specialised skills range from developing the ability to make simple sketches, to modelling in order to simplify concepts and deal with socio-cultural issues that frequently arise.

Dr. A. Joycillin Shermila
Annammal College of Education for Women, Tuticorin
Integrating Technology in Teacher Education and
Helping Trainees for Multimedia Enhanced Language Teaching
Our society is changing today and our task as educators is to prepare our students to function in a future civilization created by the biggest leap in technology since the Industrial Revolution two centuries ago. Being an English teacher is to face challenges every day. Computers are all around us and more and more teachers feel the need to get acquainted to this sort of technology i.e to Internet resources, online activities, social networks and blogs that become part of the teacher’s repertoire when preparing and conducting lessons. Today’s technologies are essential tools in the teaching learning process. To use these tools well, teachers need visions of the technologies’ potential, opportunities to apply them, training and just-in-time support, and time to experiment. Teacher preparation on technologies should provide teachers with a solid understanding of the various media, their affordances and their constraints. The present paper discusses the following points -

• Technology in Language Learning
• Teachers and Technology
• Need for Pedagogical Shift
• Information Interpretation and Conversation Tools


Friday, 17th June, 2011

Session –III


Plenary III : Dr. Shreesh Chaudhary, Indian Institute of Technology Madras

Topic : Condemned without Crime : Grammar Translation Method

Non-native languages are learnt and taught throughout the world. India has an old history of learning non-native languages. There were hardly many users of English in India three hundred years ago, but today 220 million Indians use it as their first or second language.
Investigation shows that Grammar – Translation Method (GTM) has been a successful and popular method of foreign language learning, particularly in difficult circumstances. This is how Al Beruni or William Jones learnt Sanskrit, and this is how the Christian missionaries in India and Africa learnt the local languages. This is how Indians learnt English until about a few decades ago.
Yet India seems to have discarded GTM. GTM allegedly fails to teach idiomatic Spoken English, etc. An un-biast enquiry, however, shows that GTM fails, fully or partially, only when it is not used in its entirety. GTM has four modules, as follows:
1. Grammar Module
2. Translation Module
3. Reading & Writing Module, &
4. Speaking Module
In other words, GTM must be backed by rapid reading and focussed writing exercises. It must also be followed by elocution, debate, etc.
My talk will demonstrate how GTM works and will argue for the revival of this method of FL learning.

10.30a.m.-11.15a.m. Plenary III : Mrs. Aarthy Murali, Director, Pincushion

Session –IV


2.00p.m.-2.20p.m.Online - Special Lecture : Dr.Nellie Deutsch
Founder: Integrating Technology for Active Lifelong Learning
(IT4ALL) Canada

Topic : Teacher Development for EFL Teachers in a Blended Online Format


Learning online is becoming popular in higher education around the world. Students are
finding e-learning appealing because they can manage work, family, and their studies.
There is no need to waste time traveling to and from campus. The learning material and
class discussions can be accessed anywhere and at any time. Blended online learning (BOL) is one way of learning online that resembles the face-to-face class. BOL combines asynchronous (not dependent on time) with synchronous (time dependent) virtual learning environments. The presentation will discuss a 4-month fully online course on teacher development for teachers of English as a foreign language at a university in Mexico. Moodle course management system was used for the synchronous platform and WizIQ for the live virtual sessions. The students were exposed to other tools such as Mahara for e-portfolios, Google docs/google cloud with Microsoft Office, and Voicethread. The topics included theories of learning a second and foreign language, philosophy of learning, teaching style inventory, action research, reflective practice, and e-portfolios. This presentation will describe an EFL teacher development program and discuss online learning from the perspective of the teacher.

2.20p.m.-3.00p.m. Plenary IV : Prof. Vance Stevens
Petroleum Institute, Abu Dhabi

Topic : Learning2gether to achieve the aha! Moment

This talk explains how Learning2Gether came about, and how it draws on and expands its participants’ personal learning networks so that knowledge is transferred informally and peer to peer. A crucial aspect of the learning that takes place there is where teachers model to one another how to use Web 2.0 tools to leverage learning through networking, and to apply these to classroom and other professional development opportunities. The talk is couched it in the perspective of how teachers achieve the aha! Moment, where they 'get' how technology can become a critical enabler of what they ordinarily try to do pedagogically in their classrooms. In this presentation I will try to provoke an aha! moment by illustrating how a PLN works to enhance such learning by getting people from other virtual spaces to join us in real time, live and online.

4.15p.m.-5.30p.m. Workshops / Featured Speakers : British Council, RELO and ELTAI

Mr. Adrian Tenant, Special Invitee from UK, British Council
What kind of teacher am I?
This workshop takes a look at what makes us the teacher we are. Throughout the workshop participants are asked to reflect on their own teaching and examine the issues, beliefs and attitudes that influence their teaching. By looking at our behaviour and then trying to look at what influences this we will try to explore who we are as teachers and what this means for us in our professional life.

Ms. Anamika Basu, British Council
Technology for Teachers - a boon or a bane
While technology cannot be a substitute for teachers, it can certainly aid in enhancing skills and quality of the teachers. Teachers have an especially important role to play in technological advancements, as incorporating technology in the classroom can be both a learning tool for students and a teaching tool for the instructor. There are several innovative ways in which teachers can use technology in the classroom and many are already doing it. Some use interactive Smart Boards in place of traditional chalk or white boards in their classroom, computers for interactive learning etc. However budgetary constraints can impede such advancement in our Indian classrooms/schools. Having said that, teachers can still use technology in unconventional ways like emails and Google groups, Google docs, emailing worksheets etc.

In this presentation, I'll touch upon the various ways in which technology can be used by teachers in and outside the classroom, how teachers use technology across the world (a few examples) and share parents and teachers' views on it.

Ms. Clare O’Donahue & Ms. Daphne Pawelec, British Council
Keep quiet teachers! Give the kids a chance!

This workshop aims to challenge your role as teacher or trainer. Participants will discuss TTT, STT and QSTT looking at strategies and activities which facilitate maximum learner participation. Through a series of tasks you will learn how to change the dynamics in your classroom and create an interactive learning environment.

Dr. P. N.Ramani, Quality Assurance Specialist, Sultanate of Oman

Prof .Thiruvenkatasamy, Former Professor

Dr. Shiva Ramaswamy, AAC, Rochester,USA
The Ways to teach: the Dramatic Instinct of an English Teacher

Is there a place for histrionics in the classroom? Is the English teacher an impostor or impersonator if he shows a bit creativity and enthusiasm in his teaching methods? Some in the field consider pedagogy as sacred and therefore (it) should eschew deceptive practices that are against their values and beliefs. They feel mastery of subject knowledge alone performs the great good. Yet others see a place for histrionics in teaching if it is sincere and the context appropriate. This paper examines both sides of the issue in the context of student learning.

Dr. Saradha Rajkumar, SSL-English, VIT (Chennai Campus)
Teaching, Learning and Gen Y
The teaching and learning of English for Gen Y is indeed a challenge for present day teachers. The expanding circle of technology and their access to the Internet have branded them as natives of the digital world. In addition, in the midst of world Englishes, it is now necessary for us to think creatively in order to engage these netizens and enable them to develop communication skills. It is the media and tech world around them which fascinates them. The questions are aplenty – how do you teach, what do you teach, what tools and text materials do you use, do you give room for innovation and creativity, etc. With the opportunities laid open for e-learning, we have the power of paving way for honing their skills and using them appropriately in the years of endless boom of our technology world. It is therefore necessary for us to enable them find, understand and use relevant material with the best possible critical analysis for developing their required knowledge. What we as teachers offer in the classroom must be a two-way process helping them to manipulate and use what the digital world has in store. Above all, we are also in the process of learning together, networking together and growing together with our ever-demanding Gen Y.

Mrs. Uma Mohan, ELT Consultant, Chennai

Dr. Numa Markee, University of Illinois, Urbana-Champaign
Classroom research for language teachers — Classroom research involves studying what actually happens in language classrooms and is used, in most cases, as a source of information that can help researchers, teacher trainers, curriculum specialists, materials writers, and teachers develop more principled and more effective approaches to language instruction. In this workshop, Numa Markee reviews the goals and methods of different approaches to classroom research. The workshop then provides participants with some data samples and guides participants through a hands-on analysis of these data. Finally, participants are invited to identify issues and problems in their own teaching which they would like to research, and to discuss how they might set about developing a research project to tackle these questions.

Ms. Shefali Kulkarni, British Council
Incorporating Creativity for teaching skills
The workshop will present how creative thinking can be employed in reading, listening, writing and speaking activities. Participants think about what creativity is and share various ways they are already reading it in classes.
Using environment as the theme we will elicit various issues we face and then try to use ‘conditionals’ to create a paragraph trying to find creative solutions to existing challenges that have been identified.
Next, we read an authentic text and work in groups to try and express through a collage the gist of what we read.
The collages can be used to make a presentation to the class to explain what the article is about. Other groups are challenged to predict the gist based on the collage and check if their guess is correct.
The participants make a sequential story using the same theme and the vocabulary elicited.

Dr.Revathy Viswanathan & Mrs. Jeya Balasubramaniam
B.S. Abdur Rahman University & Easwari Engineering College

Mr.Kumar Arul

Mr.Anand Mahanand EFLU

Mr. Jayaraj, St.Josephs College, Trichy

Mr. Sajan Karan
Nepal English Language Teachers Association (NELTA), Nepal

Mrs. Gowri Sivashankar, Velammal Group of Institutions

Mrs. Fouzia Banu Jalaluddin
Nassarawa State University, Keffi, Nigeria
The Role of a Teacher-Counselor in Individualized Instruction in an African Context
This article discusses the importance and advantages of Individualized Instruction in foreign language learning and stresses the need for the abilities and interests of the pupils being tapped through innovative programs. It lays emphasis on “open-ended” techniques and professes the methods of its application in institutions where foreign language programs are carried out, with a view of achieving maximum success.
Reference has been made to the involvement of public and government bodies and the interest and hopes they have laid in these programs expecting an all round progress in the nation’s interest.
The various ways in which teachers and pupils are bound to benefit with these programs are discussed; the role of the teacher is analysed and the responsibility of pupils towards learning is advocated.
The need for replacing traditional methods of teaching with new and innovation techniques are suggested in a bid to eliminate the imposition of teacher-oriented and parent-directed spoon feeding which has destroyed the hopes and aspirations of many a pupil.
Finally, the paper presents an assessment of Individualized Instruction and open-endedness as set against “lock-step” class culture.

Mrs. Zakiya Ansari & T.Narayana, Manipal University, Dubai
Understanding Issues in Writing Skills with the Help of Technology at the Undergraduate Level

Effective ELT is possible by infusing technology with other non-technical teaching pedagogies to raise teaching standards. This novel procedure that I envisage should help in encouraging a learner-centered class with well-grounded classroom sessions.
The suggested model has the beneficial elements of the traditional classroom setting as well as a technologically-based testing. The notable feature will be a novel way of integrating technology with effective language teaching pedagogy. I have proposed a model specifically for writing skills which will identify weaknesses in writing skills and help improve accordingly. I have proved it to be beneficial to the learner by integrating it with the Conceptual structural equation model (Li-An-Ho, Roslyn Heights, 2009) and moved onto explaining how technology can help in the attempt to overcome these weaknesses. This procedure would be most ideal for a class strength of twenty five- thirty students. Basic knowledge of working with a computer is all that is required.

Key words: Technologically-driven teaching pedagogy, non-technological teaching practices, group study, individual study.

Mrs. Jasreen Grewal, Regional Institute of English, Chandigarh
Micropublishing- A Tool to Facilitate Interactive Competence through Writing


Writing skill of second language learners has reached a stage where CALL writing tools are offering linguistic benefits because they support interactivity in a constructivist learning environment. This paper throws insight at three such micropublishing tools - wikis, blogs and PowerPoint Presentations. Language teachers and learners are using these tools for improving on L2 writing skills. Today’s generation is called digital native as opposed to digital migrants for whom this world of electronic media is as new as stepping into another culture. Learners who have mastered these skills at a very early stage can also be referred to as electronically literate. Digital natives have the ability to find, select, organize, make use of the information, read and write in the new medium. This paper suggests that micropublishing tools can be used successfully and effectively with language learners to increase their spoken and written communicative language proficiency.



Saturday, 18th June, 2011

Session –V

10.30a.m.-11.15a.m. Plenary V : Dr. Numa Markee, University of Illinois, Urbana-Champaign
Plenary topic: Materials design: From the back of an envelope to full-fledged unit

Prof. Markee will argue that, as Prabhu (1987) so ably demonstrated in the ground breaking Bangalore Project that was implemented in southern India from 1979-1984, good materials design is fundamentally grounded in classroom experimentation by teachers. Prof. Markee will illustrate this position by showing how a task based module he presented at the Nepalese English Teachers Association conference in Kathmandu last year started out life in 1990 as a demonstration lesson of Task Based Language Teaching for teachers-in-training at the University of Illinois. Originally, the Hospital Drawing Task shown here consisted of a hastily drawn picture and a few scribbled notes on the back of an envelope. Over time, Prof. Markee had the opportunity to refine these ideas into "real" materials as he repeated this demonstration many times. In addition, he was able over time to incorporate various improvements based on evidence from video recordings of some of the early demonstration lessons. Professor Markee will conclude his talk by suggesting ways in which Indian teachers of English can adapt these ideas to their own teaching situations.

12.15p.m.-1.00p.m. Plenary Sessions VI : Dr.Raja Govindaswamy, Former Principal, Thiyagaraja College

Session –VI

2.00p.m.-2.20p.m. Online - Special Lecture :

Mrs. Claire Bradin Siskin, Director, Excelsior College, USA
Striking the balance with ESL-WOW


The ESL Writing Online Workshop (ESL-WOW) consists of an online multimedia program designed to guide non-native speakers of English through each stage of the writing process. ESL-WOW consists of 4 modules; 1) Getting Ready to Write; 2) Developing Your Ideas, 3) Revising Your Work, and 4) Editing and Polishing. A Faculty Writing Forum will provide a virtual meeting place for online instructors and tutors to meet, collaborate, and share ideas. A tutorial on plagiarism will also be available. ESL-WOW is designed for community college students and adult learners.

A critical concern in designing ESL-WOW has been to exploit the potential of various types of interaction. What types of human interaction are possible in an online environment? When may we use computer-based interaction instead? The presenter will show some of the activities available and explain how in each case the decision was reached to incorporate the various types of interaction.






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