- BELTA Day 2019
- Online Events
- 'Sundays with BELTA' 2018-2019 Webinar Series
- The BELTA Blog
- The BELTA Bulletin
- PDA Fund
5 January 2019, 3pm GMT
If the first step in coaching our learners in their English pronunciation skills is to introduce them to the sound system of English, how can we help them produce and remember phonetic symbols as represented on sound charts like Adrian Underhill’s or the Pronunciation Science chart (v.3.0, 2017)?
Firstly, the sound chart is your learners’ road map to the English sound system. A colour-coded chart will visually support this system.
Secondly, the sound system is to be explored – not by you modelling but by your learners exploring all the sounds and raising their awareness of individual sound postures in their mouths. Creating presence, pointing at phonetic symbols, miming corresponding sounds, using supportive hand gestures and pointing at body parts to find words containing specific sounds are key in this respect. Your role as a teacher is to give feedback on your learners’ exploratory activities.
Finally, sound chart symbol cut outs will help your learners experiment with sounds and symbols in various ways, ultimately transcribing words by arranging the cut outs on their desks. The fascinating thing is that the cut outs will also allow for word stress and intonation representation!
Marieke van der Meer has been an English teacher for almost 30 years, specialising in English Pronunciation since 2016. During exam periods she works as a speaking examiner for Cambridge Assessment English, but most of the time she trains university/PhD students in the Netherlands, often from China, to pronounce English more effectively and to be more fluent when they communicate about their academic (research) projects, even if they are afraid to speak and do not feel very confident.
Her pronunciation lessons are very much hands-on and learner centred, tuning in to group dynamics as much as she can. She follows the articulatory approach, which she was introduced to in 2017 by Adrian Underhill, Piers Messum, Roslyn Young and Carrie Terry. Marieke believes in coaching rather than teaching her students to help them train their speech muscles and raise their articulatory awareness so that they can remember and produce sounds more easily.
Recent student feedback stated: "Marieke is helpful, professional & flexible. I learned a lot and, moreover, I had a lot of fun.”
12 January 2019, 2pm GMT
For many, teacher’s guides are the first door to be opened in publishing. Although they are not the big stars in any course book series, writing a high quality guide that will prove useful to teachers requires varied skills and a great deal of flexibility. In this webinar we will explore the main reasons why teacher’s guides are still considered important ancillary materials, what should be taken into consideration when writing one, as well as put forward some suggestions on how to develop guides that will be used effectively by teachers.
Elaine Hodgson is a freelance materials writer, as well as a tutor and supervisor in the Distance MA in TESOL at the University of Birmingham. She holds an MA and a PhD in Applied Linguistics and has written for publishers in Brazil, Mexico and the UK.
Find out more about Elaine via the website https://www.elainehodgsonelt.com
13 January 2019, 3pm GMT
In this webinar you will learn about how language coaching supports language learners, users in a business setting. The speaker will be addressing the following:
What language coaching is – is it sort of therapy or consulting…?
How it is similar / different to language teaching, language training, in four key areas
Who can be supported with the use of language coaching processes and tools?
The difference between a LC tool and a language teaching exercise with examples
Can you add a language coaching approach to your existing classroom/training activities?
2 case studies to present how ROI increases with application
Gabriella Kovács is an ACC, ICF-credentialed language coach and business communication trainer, teacher trainer. Originally from Australia she has over 21,000 hours of language learner-related expertise. She is currently head language coach of a corporate language school in Budapest, Hungary.
Managing her freelance activities in two fields she works with corporate clients as a coach and also supports teachers by regularly holding action-packed, thematic workshops and language coaching trainings at various venues through https://activelanguagecoaching.com/
Her mission is to raise awareness about this exciting new field of language acquisition support. She organized the first ever language coaching themed full day event in March 2018 in Hungary and will be working with teacher training institutes by adding language coaching modules to teacher trainee and CPD programmes offered.
19 January 2019, 2pm GMT
Online education is increasingly popular in the world of ELT, and one of the first areas it really arrived was in teacher education. From initial teacher training courses to in-service development and workshops, it is more and more common for this to occur in the online space. Teacher trainers are also increasingly being asked to create forum tasks, modules, webinars and other online activities as a key part of their work. This workshop looks at principles and practical ideas in task design for online teacher education.
Lindsay Clandfield is an award-winning writer, teacher, teacher trainer and international speaker in the field of English language teaching. He has written more than ten coursebooks for language learners and is the co-author of various methodology books for teachers, including the recent book Interaction Online with Cambridge University Press. You can find out more about him at his website www.lindsayclandfield.com
28 January 2019, 10am GMT
2 February 2019, 3pm GMT
Puppetry as a technique provides exciting opportunities for foreign language learners of all ages to express themselves in communicative situations. Moreover, puppet use has shown evidences of the powerful educational advantages fitting with Play theory, Developmentally Appropriate Practice theory, and Multiple Intelligence theory. This workshop will share some ideas regarding the importance of using of puppets in diversity of learning contexts, will provide practical situations to incorporate puppets to benefit all children´s enjoyment and learning and will foster puppetry making.
Eugenia Carrión Cantón is a graduated EFL teacher and holds a BA in English Literature from Facultad de Lenguas University of Córdoba and she is currently doing an MA in Education at UNQ University of Quilmes. She has been teaching in the field of EFL, Literature and Cultural Studies at different levels extensively. She has also presented at local and international conferences and published in international journals. She is a former curriculum developer for secondary and teacher education in the Province of Tierra del Fuego. She is also Fuegian Association of Teachers of English AFPI President and member and of Federation of Argentinian Associations of Teachers of English FAAPI executive committee .Presently she is a Teacher Educator and the vice chancellor of Teaching Training College IPES “Paulo Freire”, a lecturer at University of Tierra del Fuego in Río Grande City and a part time EFL speaker.
10 February 2019, 2pm GMT
23 February 2019 from 1pm GMT - further details coming soon!
2 March 2019, 3pm GMT
Most textbooks present an anglo-centric, male dominated, middle class utopia” (Luke Prodromou, 1988) – This is the starting point of our discussion, as a way to provoke thought: how far have we come in the last 30 years? More and more we discuss the status of English as a lingua franca, but has this impacted the way we include diversity in our textbooks and classrooms? During the first part of the presentation, I will give some definitions of diversity and briefly discuss the concept of critical intercultural education. I will also invite participants to reflect upon who the people responsible for incorporating diversity in ELT are and its importance for our practice. Finally, I will dedicate the second part of the presentation to showing some steps that have been taken in order to help incorporating diversity in books developed for the Brazilian K-12 market and we will also discuss strategies for the classroom. All the ideas that will be presented can be replicated in different contexts.
Carol Lopes has been working in ELT since 2002. She holds a BA in Languages and started her career as a teacher in private language schools before she moved into publishing. She is currently the Editorial Coordinator of StandFor.
6 July 2019, 3pm BST
Recently the Internet has come to influence and control our lives. How is this affecting the language we teach? There is already a widespread opinion that the Internet is bad for the future of language. However, from the perspective of technological integration in teaching and learning of English Language, technology has encouraged a dramatic expansion in the variety and creativity of language. Flexibility and resourceful learning is extremely important when considering teaching and learning through using technology. Great motivational and learner oriented resources can be used for interactive discussion so that learners get ample opportunities to develop their capacity for comprehending ideas and information. Moreover, diverse cultural ideas and cross-cultural communication through global participation presents the best opportunities and practice for developing shared culture and is the best way for learning and teaching in this 21st century. Therefore, in this presentation, I will introduce practical classroom activities that will help teenage students to develop all their linguistic skills through social networking apps and websites such as Facebook, Twitter, Instagram, Edmodo, Youtube, Blogs. Web guest participants will learn how to adapt and use memes, viral videos, live stories, etc. to teach English as a foreign language.
Hom Raj Khadka is an English Language instructor and International presenter. He has presented ample innovative papers in different international ELT associations. He has special competency in ICT and its integration in English language teaching as model of 21st Century. He did a Master in English and Sociology. He is currently pursuing a post graduate in distance and e-learning .