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convention 2020

Email: TESOL-SPAIN 43rd Annual National Convention 6-8 March, 2020

Membership n°: Universidad de Salamanca, Facultad de
Individual member Filología, Salamanca
Institutional member
Click here to download information leaflet
login recover membership n° Click below to watch an introductory video about the
convention

Convention 2020
NEWS

We are following closely the recommendations of the Spanish Health Ministry regarding coronavirus. So
far the health minster says there is no cause for alarm and declared the risk as moderate and there are no
plans to suspend any events in Spain. We do not foresee any specific need for preventive measures except
the general ones provided by the Ministry.
Click here for advice for teachers at the University of Salamanca (in Spanish)
Click here for a link to the Ministry's website with recommendation and updates

Timetable grid 2020 click here

Cancellations in red

Pre-registration has now closed. You can register onsite at the convention in Salamanca.

Convention dinner
This year’s Convention Dinner will be held at NHC PALACIO DE CASTELLANOS, San Pablo,
58, Salamanca, on Saturday 7th March at 21.30.
Registration for gala dinner is now closed.

Plenary Speakers Click on name for abstract and biodata

Judit Kormos
Daniel Xerri

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Lindsay Clandfield
Sarah Mercer

Daniel Xerri

Making the Most of the Multicultural Classroom through Multimodal Resources

Abstract
As the classroom becomes increasingly multicultural, teachers can enhance students’ English language
learning experience by harnessing the potential afforded by multimodal resources. This talk considers the
benefits of using multimodal resources in a multicultural learning environment and how such resources
may help teachers and students to overcome some of the associated challenges.

Biodata
Daniel Xerri is a Lecturer in TESOL at the University of Malta. He is a member of IATEFL’s Conference
Committee and of TESOL International Association’s Research Professional Council. Between 2015 and
2017, he was the Joint Coordinator of the IATEFL Research SIG. He holds postgraduate degrees in
English and Applied Linguistics, as well as a PhD in Education from the University of York. He is the
author of many publications on different areas of education and TESOL. His most recent books are ‘The
Image in English Language Teaching’ (2017, ELT Council), ‘ELT Research in Action: Bridging the Gap
between Research and Classroom Practice’ (2018, IATEFL), ‘Teacher Involvement in High-stakes
Language Testing’ (2018, Springer), and ‘Becoming Research Literate: Supporting Teacher Research in
English Language Teaching’ (2018, ETAS).

Judit Kormos

Fostering second language reading skills: Inclusive Practices and Universal

Design

Abstract

Developing the reading comprehension skills of diverse groups students can be challenging for teachers
because they often lack the understanding of students’ difficulties and the tools to assist them. In this
presentation, first I will briefly explain what causes difficulties in reading in another language and show
how recent research findings on additional support can yield insights for an inclusive language
classroom. The talk will then outline several ways in which teachers can design and use reading texts and
tasks to foster the development of comprehension skills of all language learners, including those with
specific learning difficulties. Examples for inclusive digital teaching materials from the EU-funded
ENGaGE project will be shown to illustrate the recommended techniques.

Biodata
Judit Kormos is a Professor in Second Language Acquisition at Lancaster University. Her research
interests include the psycholinguistic aspects of second language acquisition, specific learning differences
and cognitive factors in language learning. She was a key partner in the award-winning DysTEFL project
sponsored by the European Commission and is a lead educator in the Dyslexia and Foreign Language
Teaching massive open online learning course offered by Future Learn. She is the author of the book
‘Speech production and second language acquisition’ and ‘The second language acquisition processes of
students with specific learning difficulties’. She has published several research articles in international
journals on the role of cognitive differences in second language learning.

Lindsay Clandfield

Automated Language Teaching – Are robots really coming for our jobs?

Abstract
We are told that automation and AI are two of the key features that will shape the economy of the near
future. However, the idea that ‘robots are coming for your jobs’ is hardly new in the world of science
fiction, and nor is it a new threat – or promise – in the world of education. How likely is the scenario to
take place in ELT? This plenary looks at the discourse and history of the push for automation and teaching
machines in language education. I’ll argue that some of the apocalyptic predictions of robot teachers might
not only be incorrect visions of the future, but are also harmful to our present-day practices.

Biodata
Lindsay Clandfield is an award-winning writer, teacher, teacher trainer and international speaker in the
field of English language teaching. He has written or co-written several coursebooks and is the main
author of the new young adult course Studio (Helbling Languages). Lindsay is the series editor a range of
Teacher Development books and has co-written various methodology books for teachers. Lindsay is also
 the creative force behind various web projects including the popular blog Six Things, the e-publishing
collective The Round and the sci-fi/adventure materials website Extreme Language Teaching. You can
find out more about him at his website www.lindsayclandfield.com.

Sarah Mercer

Positive Language Education: Teaching English and Life Skills

Abstract
In recent years, contemporary understandings of 21st century life skills have been expanded from the
traditional 4Cs to include skills such as, socio-emotional competence, citizenship, ecoliteracy, and
compassion among others. In this talk, I introduce Positive Language Education, which is a dual focused
approach to developing linguistic competence alongside life skills. I reflect on the rationale for integrating
language and life skills in sustainable ways, which are motivating for learners and teachers. We will
consider a range of practical ideas drawing parallels to CLIL approaches.

Biodata
Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is
Head of ELT methodology. Her research interests include all aspects of the psychology surrounding the
foreign language learning experience. She is the author, co-author and co-editor of several books in this
area. Currently and in the past few years, she has been Principal Investigator on various funded research
projects examining language teacher wellbeing. She works on the editorial board of various journals, was
co-editor of the journal System for several years, is currently vice-president of the International
Association for the Psychology of Language Learning (IAPLL), and serves as a consultant on several
international projects. In 2018, she was awarded the Robert C Gardner Award for excellence in second
language research by the International Association of Language and Social Psychology (IALSP).

She is the author, co-author and co-editor of several books in this area including, ‘Towards an
Understanding of Language Learner Self-Concept’, ‘Psychology for Language Learning’, ‘Multiple
Perspectives on the Self’ in SLA’, ‘New Directions in Language Learning Psychology’, ‘Positive
Psychology in SLA’, ‘Exploring Psychology for Language Teachers’ (Winner of the IH Ben Warren
Prize), ‘Language Teacher Psychology’ and 'Engaging Language Learners in Contemporary Classrooms.'

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