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Saturday 18th February "The international education mark and the vision for ELT in Ireland" by Mary Grennan QQI (Quality and Qualifications Ireland) is the state agency responsible for promoting the quality, integrity and reputation of Ireland’s further and higher education system. In ELT Ireland's opening plenary, Mary Grennan spoke about how Irish-based ELT providers can be part of the community of award providers. Mary made interesting points about quality assurance and the 10-level NFQ (National Framework for Qualifications) in Ireland and went on to speak about the International Education Mark (IEM) and the impact it will have. Involving significant amounts of due diligence, this is awarded to higher education and English language education providers who have demonstrated that they meet set national standards. This is one mark for any provider of education. The aim is to ensure a high-quality experience for international students. This is voluntary unless schools take non-EEA students. Mary highlighted the differing codes of practice for HE and ELE providers and how they compare and contrast. Implementation of the IEM has involved significant consultation with schools and other bodies. Applications for the IEM will open in Q3. ------------------------------------------------------------------------------------------------------------------------------------------ 'Beyond the correction slot" by Emma Meade-Flynn Emma started off talking about opportunities for feedback in the training room and emerging language. She talked about emerging (or emergent) language and unplanned language that the teacher chooses to focus on. This might be for clarification or modification. Emma posed the interesting question of where we focus our feedback and if we focus on errors, communication breakdowns, phrasing or something else. Her recommendation was to make dealing with emerging language the target of a lesson. She pointed out how "learning is more durable when noticed". Emma also stressed the need not just for responsive reactive feedback but also feedforward. She went on to differentiate between language in the form of exercises and genuine, interesting communication in which there are no set or known answers. Course books, Emma said, are about language and don't tend to be used in a motivational way. Using material is different to using activities she claimed! ------------------------------------------------------------------------------------------------------------------------------------------ "A framework for academic managers' CPD" by Lou McLaughlin Lou introduced some background to Eaquals and its objectives including to develop quality standards, to deliver accreditation and to develop practical resources. Lou discussed the Eaquals framework for language teacher training and development of 2016 and it's equivalent for academic purposes in 2020 and academic management in 2021. She stressed the importance of values being displayed in the classroom. Lou posed interesting questions about what academic management is, what am academic manager does and how the role if academic manager can be more attractive. She talked about four levels of development: 1. deliver existing systems 2. evaluate these systems 3. create the new at institutional level 4. facilitate development of people for benefit of the organisation. Lou also mentioned eight levels of competence for managers each with a range of skills and functions: - Managing self - People systems and processes - Professional development - Course and assessment design - Planning and administration - Managing resources - Change management - Quality, marketing and customer service ------------------------------------------------------------------------------------------------------------------------------------------ "VR in the Classroom" by Anna Maroutian Anna opened her talk with a personal recollection about her international experiences growing up. This was a hugely confident talk with no slides in which Anna posed questions about the audience's views on and experiences of VR and how it links to language training. Anna stated that VR today is viewed much like IWBs were years ago and now these are standard tools; space and costs, however, are two limiting factors. She gave us a demonstration of VR using "Noun Town" and an open critique of how VR fit educational purposes is at the moment and the sharp contrast in quality between VR in games and VR used for educational purposes. We were also introduced us to twee.com. ------------------------------------------------------------------------------------------------------------------------------------------ "Embracing Change: the Heart of the Matter" by Julia Aliverti In a characteristically inspiring plenary talk, Julia spoke about changes in her teaching and practice in Greece as experienced during demands for changes in working practice and the Covid-19 pandemic. She raised the issue of digital literacy and what level is needed in order to successfully learn virtually. Julia continued to introduce the principles of "techno-ethics" and the importance this has in ensuring success in virtual learning. She went on to describe what is needed for successful intercultural communication and what it takes to be an "intercultural speaker" with key traits such as empathy, active listening, adaptability, flexibility in communication and more. These are essential, Julia stated, for the internal environment of the classroom to be conducive. Julia proposed the use of empathy mapping and "I am from ..." poems in the classroom to develop understanding, empathy, self-awareness and authenticity. She firmly advocated the role of the teacher as an agent of improvement and change and helping others to "explore".

Finally, I am getting around to the follow up post I promised in my last post (Conference Attendance with Purpose). I got a bit distracted by being at the conference and in the thick of things that blogging got somewhat neglected. Luckily, my more focused business partner, Ben, picked up the slack. He posted 5 times during the conference based on some sage advice he'd read somewhere...!! The other reason for my reticence about picking up on where I left off last time ("how I manage all my conference "luggage", and especially, where to stash my business cards so they can be quickly and easily whipped out at a moments notice."), is that I didn't do so well with whipping out my business cards. Although, on the whole, I was successful in keeping the conference "luggage" to a minimum most of the time. At least, I didn't suffer from the sore shoulder and aching back of previous conferences this time. For 4 out for the 5 conference days, I had my cards in my jacket pocket - changed jacket on Wednesday and forgot to transfer them! BUT what I noticed overall is that very few people have business cards. There was hardly a need to hand mine out. Why is that? IATEFL-ers generally don't have / see the need for business cards? They're too expensive to create and print? It's not eco-friendly to produce more print material? People simply forget to hand them out? Business cards are not en vogue any more....? Most presenters have cottoned on to the convenience of a QR code at the end of their presentations - we do that too. So much easier to snap a code than write down an email address. Does that make a business card redundant? I'm old-school, I guess, from a generation of people for whom it was the norm, particularly working in businesses, to represent yourself / your job on a little rectangular piece of card. And I like designing them too - I wasted - no, invested, many hours playing with Canva. But perhaps it's time to let go of that little bit of paraphernalia? It doesn't add much weight to my conference "luggage" but it is one thing to have to think about (I was so annoyed when I realised they weren't in my pocked on Wednesday!) What about you, dear reader? Do you have a stack of business cards that you keep at the ready when you're out and about? Is it something, as a business English trainer, that you feel is an essential part of your professional persona, something to demonstrate to potential clients that you mean business? Or is it time to relegate the business card to the dustbin of old-fashioned, unnecessary items?

Attending one of the plenaries at IATEFL's 2023 Conference in Harrogate this week got me thinking about ways to engage with plenary talks at such events. Here are my thoughts on what a conference delegate could do (not) when listening to a plenary. Do: 1. Always attend a talk with an open mind even if it is not "your thing"; there will be something to learn or just to think about. 2. Find a way to engage in a way that works for you - this could be note-taking, active listening, asking questions, tweeting or blogging. Change your method if you feel you are becoming jaded. 3. Always question (ie: critically reflect). Do not think you have to agree with everything just because this is a plenary talk delivered by a "thought leader". 4. Think critically and feel free to reject the speaker's ideas if they do not work for you, your culture, your organisation, your students or your wider context. 5. Write up your notes and share with colleagues or the wider community in some form. 6. Talk to the speaker at a suitable time beyond the plenary session. Take a selfie if you can! Do NOT: 1. Dismiss the talk or speaker based on the title or their field, nor place them on a pedestal. 2. Panic after the talk and think you must change your entire teaching practice - test new ideas and adapt old ones based on what you learned. 3. Get swept along with a crowd; some plenaries can evoke a certain group dynamic which, on reflection may be over the top - either in a positive or negative way. 4. Jump on something because it is a fad; take ideas that will enhance your teaching, not just act as a substitute for something else. 5. Be afraid to critique openly - you can evaluate and be polite. A person's status in the industry (real or perceived) does not mean they are immune from being questioned. 6. Feel any form of guilt as a result of the plenary or think that what you have been doing is wrong! 7. Feel afraid to speak to a plenary speaker after their talk or when you see them around the conference venue. What do you think? What would you add to this list?

Next week sees the opening of IATEFL's annual conference in Harrogate. (The picture below was taken the last time I was in Harrogate for IATEFL, in 2014) This is one of the biggest and best international English language teachers' conferences in - dare I say it - the world!! And for business English teachers and trainers, it's a wonderful opportunity for our all important continuous professional development (CPD). For me, CPD includes not only the talks, workshops, plenaries and pop-up presentations where we can expand and deepen our knowledge; for me, it is also the chance to network with like-minded and passionate ELT professionals. In this short post, I share a couple of experiences from my first couple of IATEFL conferences and what I have subsequently learned about how to attend with purpose rather than rolling along just for the fun of it (which is also OK, if that's your intention). Perhaps the most useful thing I learned after my first IATEFL in Glasgow, 2011, was to read through the schedule ahead of time. Check through and earmark talks that catch your eye. If any "names" jump out at you, prioritize those if the topic is also up your street; it's nice to have someone / thing familiar to hook onto and orient yourself in readiness to take on board what is being said. I tend to suffer from drifting attention if I haven't primed my brain beforehand. Which brings me to another point: balancing talk attendance between a "sure bet" presenter and an "un-tried" presenter (thinking from your own perspective of who you have and have not yet seen in action). Time is precious; your brain can only cope with so much input each day (and there's A LOT to take in at IATEFL). Invest more of your time and energies in talks you know will be delivered well by an experienced speaker, but also give new speakers the chance to wow you. Even if their presentation skills are still developing, they may have valuable new knowledge or insights to offer. If this turns out not to be the case and a talk ends up as a flop, chalk it up to experience. Make a mental note of what you didn't like so you can avoid doing that yourself, and only share your critical (i.e.: "criticizing") views with trusted people, in private. One thing I was glad I did at my first IATEFL, was contact a speaker ahead of time and arrange to meet up after their talk. The topic was very applicable to my teaching practice at that time and I had bought a copy of the book on which the speaker had based the talk. Having reached out ahead of time meant that I was able to cut through the mass of people trying to talk to the speaker at the end of the session. We subsequently spent many an hour during the rest of the conference talking about our mutual interests and they signed my copy of their book! That's 2 aspects of attending IATEFL (or any conference) with purpose, neither of which is too onerous, and indeed are probably self-evident: check which talks are interesting ahead of time, and reach out to particular speakers to introduce yourself. Another aspect of attending with purpose is being mindful throughout the days you're there. As I already mentioned, the conference is very full-on. Not only do the talks require focus and attention, the bits in-between are exciting, stimulating and draining in equal measures. Be sure to allow time and space for the unexpected: an unforgettable conversation with someone over a coffee; absorbing discussions in the evening at the bar; spontaneous invites to dinner after the day's sessions have ended. Then take time for yourself, to catch your breath, clear your head and stretch your legs. When it comes to the interesting chats and discussions, keep track of them all; exchange business cards - make a memorable note on the backs of the cards you receive so you can get in touch after the conference. (Make sure you do if you've said you will!). Perhaps you like journalling, or blogging. The latter has increased in popularity over the years I've been attending IATEFL. There are some outstanding, instant bloggers who write while listening (see this article by top blogger and person who knows a bit about CPD, Sandy Millin: https://www.teachingenglish.org.uk/news-and-events/webinars/webinars-teachers/sandy-millin-professional-development-through-blogs-and). And others who post after the action (e.g.: https://teacherphili.com/2022/05/21/a-fishy-iatefl/) We believe it a good way of "attending with purpose" and of building your brand (there's a regular session at IATEFL which covers this subject - this year it's on Tue. 18 at 13:10-13:30 with Chia Suan Chong); Ben and I will be posting our impressions of IATEFL talks during and after the conference, so bookmark this page if you want to have a read... In the next blog post, I want to share how I manage all my conference "luggage", and especially, where to stash my business cards so they can be quickly and easily whipped out at a moments notice. See you back here then.