for TESOL/ESOL/EAP/EAL/EFL practitioners, students, language schools and colleges

How can we promote language learning motivation and investment through writing? In this talk, Dr Banegas will share the main takeways from an action research-based project carried out with teenage learners in Argentina.

• Meet TESOL employers, practitioners, students and job seekers in person. • Take part in a workshop discussion that evaluates the suitability of a metacognitive approach to teaching Listening skills to your students. • Limited spaces, please scan the QR code to register. • Free entry • Face-to-face

In this session we will look briefly at the social model of disability and the diagnosis process in England. We will then focus on the challenges Autistic students may face and the ways we can all help make things more inclusive and accessible.

I will discuss the role of corpus linguistics in language education, outline the opportunities it affords language teaching and learning, and signal the challenges we face when using corpora for English language teaching. I will also discuss some useful tools that you can use to work with corpora.

For many international students of English, perceptions of the language and its speakers are still intrinsically tied to outdated and unrealistic notions of prestige native speaker models. This, however, is at odds with modern English which is a global, diverse, and dynamic language.

This year’s conference brings together TESOL practitioners to share effective and/or innovative classroom practice and how it is informed by research into Language Acquisition or other TESOL areas. Please send us your proposals for conference contributions before 20th March.

Learning English and joining a class is quite often the first task for newly arrived immigrants into the UK. Many people usually access ESOL classes for their jobs, visa, citizenship or more generally their lives in the UK....A more reflective, creative approach to language learning is needed.

It is without question that EFL/ESL teachers should look to teach phrases as opposed to merely individual words, but this brings to mind the following questions: How should we teach collocations, implicitly and explicitly, to make meaning clear? What are the best methods? All this and more!