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Call for Papers ESOL PCE Brighton 9th April 2018

Prospective speakers who are interested in submitting papers for our PCE in Brighton next year (2018) are requested to submit abstracts for talks or workshops – 150 words maximum. Topics can include:

  • Working with beginners
  • New trends in ESOL teaching
  • Teaching reading skills
  • Teaching writing skills
  • Teaching listening skills
  • Teaching speaking skills
  • Activities for the ESOL classroom
  • Using online resources
  • Teaching ESOL using technology and media
  • Using and adapting course books
  • Exam preparation
  • ESOL teaching in different countries and contexts
  • Training volunteer teachers
  • Research

Speakers’ fees for members of the ESOL SIG will be waived.

Please submit your application to ESOLsig@iatefl.org before the end of September 2017

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Call for Papers ESOL SIG PCE Day Brighton 9th April 2018

 

Prospective speakers who are interested in submitting papers for our PCE in Brighton next year (2018) are requested to submit abstracts for talks or workshops – 150 words maximum. Topics can include:

  • Working with beginners
  • New trends in ESOL teaching
  • Teaching reading skills
  • Teaching writing skills
  • Teaching listening skills
  • Teaching speaking skills
  • Activities for the ESOL classroom
  • Using online resources
  • Teaching ESOL using technology and media
  • Using and adapting course books
  • Exam preparation
  • ESOL teaching in different countries and contexts
  • Training volunteer teachers
  • Research

Speakers’ fees for members of the ESOL SIG will be waived.

Please submit your application to ESOLsig@iatefl.org before the end of August 2017

IATEFL ES(O)L Special Interest Group

The ES(O)L SIG was set up in 2002 to provide a forum for teachers who teach English for Speakers of Other Languages (ESOL) and English as a Second Language (ESL).   Our main interest is the provision of English language learning for migrants, refugees and asylum seekers who have come to settle in countries where English is a national language, e.g. the UK, USA, Canada and Australia.
While we share many aspects of methodology and teaching and learning with general ELT, the backgrounds of our learners and the contexts in which they learn English do differ and can affect classroom priorities.  For example, learners need a focus on everyday language so they can communicate with their child’s school, access housing and find a job.  Another example is the fact that some of our learners are not literate in their first language.  This has a major impact on their language learning.