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excitELTChallenging AssumptionsNamyejong International OfficeMarch 19th 2016
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excitELTContents
Introduction page 2
Getting to excitELT page 3Where to Eat page 4Schedule page 5Featured Speakers page 7Schedule by Time page 1310:2511:00 page 1311:1011:50 page 1412:0012:40 page 1512:451:20 page 162:202:50 page 173:003:40 page 183:504:30 page 204:405:10 page 225:206:00 page 236:106:40 page 24
We couldnt have organised thisconerence without the help omany people. We are blessed to bea part o a community o teacherswho are so giving o their timeand advice. We want to thank all
attendees or making this possibleand anyone involved or their help.
We would like to give a specialthank you to the ollowing people:
Josette LeBlanc and Chuck Sandyor the inspiration
Michael Griffin who was always oncall or advice
Innovate EL For all their helpearly on
Scott Tornbury and Dr. amara
Swensonor jetting in
Te partners o the excitEL teamwho can finally have us back afer
the conerence
Our volunteersor all theirtime
Alan Cromlish, Sean GwansooShin, and Haneul Myeong o
Namyejong International Officeor all their help and support
Heidi Namor recruiting her students
Magan Glidewellor jumpingin and lending a hand wherever
needed
Jeroen Chop Root and LukeJonesor helping spread the word
Namyejong International Officeor so kindly sponsoring us
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An Experiment in ELTConferencing
Tim Hampson
Tis conerence was born rom adesire to experiment with whatEL conerences look like. Wevetried out lots o different things.
We hope youll like what wevedone, but even i you dont findeverything to your liking, were sureeveryone will learn a lot finding outwhat works and what doesnt. Hereare our things weve aimed or:
1. DiversityIf you only read the books thateveryone else is reading, you canonly think what everyone else isthinking, A diverse conferencemeans a wide range of experienc-es are shared. Weve worked hardto build a day where you can learnfrom people of different genders,native languages, races and ages.
2. Hands on sessions
I have a story I tell a lot o beingstuck in a presentation about theimportance o reducing teacher
talk time. Te presenter didnt letanyone else speak or the ull houro his talk! o avoid this plenarieshave been trimmed down to tenminutes: enough time to get a mes-sage across, but not enough timeor waffle. Weve selected work-shops that are practical, hands on,and audience centered.
3. Demo classes
Most teachers want more opportu-nities to see other teachers teach.Our demo classes give you the op-portunity to see antastic teachers
at work, and discuss their processwith them. Teyll be showing youinnovative techniques or you toadapt to your own classroom
4. Networking
Lots o the best things that happen
at conerence occur in the gaps.Meeting other teachers, sharing acoffee, and answering questionscan be some o the most memo-rable conerence moments. Wevemade a lounge space you can useto relax and get a drink. Tere will
also be special times or network-ing and asking questions.
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Getting to excitELTexcitEL is being hosted by Namy-ejeong() University nearSinseoldong Station().
Its in the central Dongdaemunarea o Seoul and very easy to get torom all over the city.
Te address is:Namyejong Art Hall, 12 Hanbit-ro,Sinseol-dong, Dongdaemun-gu,Seoul, ROK.
73-3
From Inchon International Ai-
port
By train/subway: ake the airport
express railway to Seoul Stationand transer to subway line 1. Fol-low directions rom Seoul Station.
By bus: ake airport bus #6002.Get off at Sinseol-dong Station.Go lef at the crosswalk and make
a right to bring you to the closestcorner. Make two lefs. Namyejongwill be on the lef side.
From Gimpo International Air-
port
By train/subway:ake the airport
express railway to Seoul Stationand transer to subway line 1. Fol-low directions rom Seoul Station.
By subway:ake line 9 or fifeenstops to Noryangjin and transerto line 1 towards Soyosan. Go tenstops and get off at Sinseol-dong
Station. Walk straight out o exit1 or five minutes, away rom themain intersection. When the roadorks, stay lef. You will pass Hang-ar Coffee on your lef. NamyejongArt Hall will be on your right.
From Seoul Station
ake subway line 1 towards Soyo-san or 7 stops (about 12 minutes).Get o at Sinseol-dong Station.Walk straight out o exit 1 or fiveminutes, away rom the main inter-section. When the road orks, staylef. You will pass Hangar Coffee on
your lef. Namyejong Art Hall willbe on your right.
From Express Bus Terminal
(Gosok Terminal)
ake subway line 3 towards Dae-hwa or ten stops (approx 19 min-
utes). ranser to line 1 towardsSoyosan. Go our stops and getoff at Sinseol-dong Station. Walkstraight out o exit 1 or five min-utes, away rom the main inter-section. When the road orks, staylef. You will pass Hangar Coffee onyour lef. Namyejong Art Hall willbe on your right.
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Where to EatAttendees are welcome to bring abrown bag lunch (or doshirak, iyou preer) to eat in the lounge next
to the theatre. Tere are also manyrestaurants and coffee shops withinwalking distance rom Namyejong.While we have no official recom-mendations, rumor has it the plac-es below offer some decent eats.
Warning: I you cannot read Kore-an, it is recommended that you tagalong to lunch with other attendeeswho can or, even better, take outone o our hard-working volun-teers.
Cheongnyeon Kimbab*
53-1 Hajeong-ro, Dongdaemun-gu
Offers a decent selection o kimbab(Korean style rice wrapped in sea-weed with a range o fillings) alongwith spicy seaood ramyeon.
Tramia
Shinan Building, 17 Jongro 66-gil,Jongro-gu
Brick oven pizzas and burgers. Piz-zas run rom 13,000 to 16,000 wonand burgers start at just 4,500 won.
Chamchi Gongbang*
139-1 Bomundong 7(chil)-ga,Seongbuk-gu
Unlimited tuna sashimi rom25,000 won. Tey also offer dish-es such as hwoe deopbab (sashimiover rice) and albab (roe over rice)or a decent price.
Marushabu
61 Wangsan-ro Dondaemun-gu
Shabu shabu (bee and other good-ies cooked in a savory broth at thetable) and salad bar. Te bee sha-bu set runs around 18,500 won onweekends.
Coffee:Hangar Coffee is located across thestreet rom Namyejong Art Hall.You will also find Starbucks and
Ediya Coffee around the cornerbetween Namyejong Art Hall andSinseoldong Station exit 3.
*Tese resturants have Korean onlysignage. Look out or their namesin Hangul or go with someone who
can read Korean.
Lunch is rom 1:20 till 2:20.
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The Theatre The Lounge Room 303
10:00
10:25
Coffee andregistration
10:2511:00
Elizabeth May &Michael GriffinPlenary Sessions
11:10
11:50
Brandon PayneDemo Lesson
12:00
12:40
Scott TornburyWorkshop
Brandon PayneDemo Lesson
12:45
1:20
ChristopherGarland,
Rhett Burton &amara SwensonPlenary Sessions
1:20
2:20Lunch
2:20
2:50
Mikyoung Kim &Josette LeBlancPlenary Sessions
3:00
3:40
Anna LosevaDemo Lesson
3:50
4:30
Michael Griffin
Workshop
Brandon Payne
Demo Lesson4:40
5:10
Ki Young Kang &Scott TornburyPlenary Sessions
5:20
6:00
NetworkingSession
Stewart GreyDemo Lesson
6:10
6:40
Q&A Session withInvited Speakers
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Room 302 Room 308 Room 309
10:00
10:25
10:2511:00
11:10
11:40
Josette LeBlancWorkshop
Rhett BurtonWorkshop
12:00
12:40
Daniel SvobodaWorkshop
12:45
1:20
1:20
2:20Lunch
2:20
2:50
3:00
3:40
amara SwensonWorkshop pt. 1
(Bring a MacBook)
Mikyoung KimWorkshop
Heidi NamWorkshop
3:50
4:30
amara SwensonWorkshop pt. 2
(Bring a MacBook)
Gordon West
Workshop
Rhett Burton
Workshop4:40
5:10
5:20
6:00
Ki Young KangWorkshop
Sean GwansooShin
Special Lecture
6:10
6:40
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Scott Thornbury
Scott Tornbury lives in Spain andteaches on the MA ESOL pro-gram at Te New School in NewYork. His previous experience in-cludes teaching and teacher train-ing in Egypt, UK, Spain, and in hisnative New Zealand. His writingcredits include several award-win-ning books or teachers on lan-guage and methodology, includingeaching Unplugged (co-authoredwith Luke Meddings) and An A toZ o EL. His website is: www.scot-
tthornbury.com
Plenary session
Challenging AssumptionsTe current approach (inasmuchas there is one) to second languageteaching, and o English in particu-
lar, rests on a number o assump-tions. One o these is that languageis best learned incrementally in
Featured Speakersthe orm o bite-sized chunks (alsoknown as grammar macnuggets!)In this talk Id like to challenge thisand one or two other assumptions,
explore why they are so persistent,and suggest ways that they mightbe counteracted or, inecessary,subverted.
Workshop
Te Joy o (Short) extso see a world in a grain o sand
wrote Blake - and all language in ashort text. In this workshop Ill tryto show how even very short texts,like jokes, tea bag wrappers, andshort poems, can be exploited orthe huge variety o language ea-tures that they embed, not to men-
tion their pure pleasure.
Josette LeBlanc
Josette LeBlanc is a teacher, teach-
er-trainer, and learner. Her inter-ests include finding ways to inspireothers to find their superpowers,
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and exploring her own journey ogrowth and development. She hastaught, presented, and written onthe topics o reflection, compas-
sion, and personal and proessionaltransormation
Plenary session
Te Inevitable Reality o eacherBurnoutBurnout is a possibility, or i notan inevitable reality, or teachers
around the world. Consideringhow some education systems areorganized, it seems that this is aplausible assumption. I challengethis because I believe teacher burn-out not only harms teachers, butalso students, and in essence, the
larger community. I believe thereis a connection between emotion-ally healthy teachers and emotion-ally healthy communities. One wayto contribute to this orm o teach-er development is to provide themwith the tools needed to increase
their emotional awareness in orderto strengthen their emotional resil-ience. Tese tools include the prac-tice o emotional literacy and theparticipation in teacher supportgroups. In this talk I will share myexperience in offering these toolsto a small group o Korean teacherso English, and the positive resultsthat emerged. Presentation attend-
ees can expect to leave this talkwith a new lens on how to bypassthe path to burnout.
WorkshopEmotional Literacy and Communityin ELeaching can be a lonely proession.Although people surround you allday, ultimately its only you at theront o the class. During chal-lenging moments, this can leave
teachers eeling doubtul, upset,and conused. It doesnt have to bethis way. By being part o a teach-ers community that is prepared tosupport its members, you may re-gain the courage to step back intothe classroom you dread; you most
likely will receive insight into a nag-ging problem; but most importanto all, youll probably finally eelunderstood. Getting to this degreeo understanding, however, isntalways easy. It requires listeningskills that go beyond what is usual-
ly taught English language lessons.In this workshop, participants willlearn how to deepen their listeningskills by exploring common teach-ing challenges via the language oemotions. It is my hope that bydoing this, participants will gaininsight into what it takes to build ateachers community committed topositive transormation.
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Michael Griffin
Michael Griffin has been teachingfor around 15 years. He is current-ly based in Seoul where he teaches(mostly) English at Chung-AngUniversity. Currently, teachertraining and development is botha hobby and passion. Mike is alsoinvolved with #KELTchat, #iTDi,and the New School MATESOLprogram.Plenary Session
each Like a Freak
Perhaps Steven Dubner and StevenLevitt, authors o Tink Like aFreak (as well as Freakonomicsand SuperFreakonimics), canoffer insights into teaching notcommonly ound in methodologytextbooks or plenary talks.
In this talk the presenter will ex-plore the importance o incentives,the power o thinking like a child,
the upside o quitting, the pullo tradition, and the role o thethree most powerul words in theEnglish language in an attempt to
help EFL teachers see how think-ing like a Freak might be benefi-cial to those working in the ELfield in Korea and beyond.
Workshop
Examining Assumptions AboutGood and Bad eaching ech-
niquesTere is no shortage o receivedwisdom about what constitutesgood and bad teaching prac-tices in EFL. raining courses,conerences, and colleagues arecommon sources to learn what is
good and bad but chances toconsider why this is so might belacking .
In this interactive workshop par-ticipants will be asked to considerboth the positives and negatives
o widely-known teaching activi-ties. Ideas and assumptions aboutwhat constitutes good and badteaching will be challenged andparticipants can expect to walkaway with a clearer idea o theirown belies on common and com-monly mentioned techniques.
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Ki Young KangKiyoung Kang has challengedmany assumptions during her ca-reer as an EFL conversation teach-er or the dea and hard o hearing.She actively researches phoneticacquisition and is currently serv-ing as the director o AUD SocialCooperative, a group that providestechnology and assistance orsustainable communication andsharing with the hearing impaired.
Plenary session
eaching English as Foreign Lan-
guage to Students with HearingLossDespite the increasing necessityand desire to learn English amongindividuals with hearing loss, re-search on dea and hard o hearingL2 learners or interventions with
dea and hard o hearing EFLlearners is hard to find. Englishteachers ofen ace difficulty in
teaching students with hearing lossdue to inter-individual variabilityamong learners, in addition toa lack o teaching materials and
teacher training programs. Giventhis reality, the purpose o thispresentation is to raise issues andshare ideas regarding teachingEnglish as a oreign language tostudents with hearing loss.In this workshop, we will take alook at general inormation aboutlearners with hearing loss be-ore discussing the key points toconsider when teaching English asa oreign language. Based on theunderstanding o the challenge thestudents with hearing loss ace, wewillexplore ways to support the
students such as using visual aids.Participants will have a chance topractice employing lip-reading,using cued speech and articulationintervention in listening/speakinglessons, and adopting symbols ingrammar lessons.
Workshop
Considerations and strategies orteaching EFL students with hearinglossIn this workshop, we will take alook at general inormation about
learners with hearing loss be-ore discussing the key points toconsider when teaching English as
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Dr. Tamara Swenson
amara Swensons (Ph. D., Com-munication, U. Colorado-Boulder)research ocuses on the integra-
tion o technology in languageeducation, with emphasis oncontent-based materials or digitalenvironments. She is a proessorat Osaka Jogakuin University andhas led the universitys move rompaper-based texts to interactive
eBooks or iPads since 2012.
Plenary session
Use the ech, Keep the Connectechnology is not a panacea. Itis also not a demon. Just as good
English language teaching practic-es have always required learnersto make connections with eachother and their instructors, goodtechnology practices in EL class-rooms encourage these same con-nections. Te goal is keeping theconnect while using the tech.
Workshop
Creating iBooks or your StudentsTis workshop will cover the ba-sics o creating interactive iBooksusing the iBooksAuthor programthat take advantage o the ea-
tures o iPads (or iPhones). Tepresenter has authored or edited18 iBooks and will provide thematerials needed to quickly cre-ate an interactive iBook or ELclassrooms and the tools neededto create iBooks or your students.
Attendees are encouraged bringtheir MacBook computers will getthe ull experience, but even thosewho are not Mac users will takeaway ideas or effective materialsor tablet computers.
N.b. Tis workshop runs over twoworkshop sessions. Please plan yourday accordingly.
a oreign language. Based on theunderstanding o the challenge thestudents with hearing loss ace, wewillexplore ways to support the
students such as using visual aids.Participants will have a chance topractice employing lip-reading,using cued speech and articulationintervention in listening/speakinglessons, and adopting symbols ingrammar lessons.
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Mikyoung Kim
Mikyoung Kim is a high Englishschool teacher and teacher-trainerin Daegu. Trough her teachertraining experiences, she recog-nizes the importance o reflectionskills to acilitate better learning.
She is interested in helping herstudents develop reflection skills.
Plenary session
Reflective Classes or Korean HighSchool StudentsMany teachers would assume that
it is impossible to teach reflec-tive skills to Korean high schoolstudents. Students are always busystudying or K-SAs and they arenot cognitively mature enough topractice reflective skills, so theywould not be motivated to take
part in reflective classes. 30 Kore-an high school students participat-ed in a program designed to allow
students to experience team build-ing and problem solving activitiesin English. Te purpose was de-veloping reflective skills according
to the Experiential Learning Cycle(ELC). Students who took part inthe program challenged these as-sumptions and proved that Koreanhigh school students are ready tobe reflective students.
Workshop
Relective Classes or Korean HighSchool StudentsMikyoung will bring experiencesrom her high school classroominto this workshop. Participantswill experience a ew prob-lem-solving activities rom her
reflective program and then beacilitated to ollow the Experien-tial Learning Cycle(ELC) througha series o questions.
Trough this experience, partic-ipants will be aware o how the
reflective program or high schoolstudents was designed and how itwas delivered to motivate them.Tey will also brainstorm abouthow they will adapt their experi-ence in the workshop to their EFLclasses.
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SessionsSorted by time
10:25-11:00Te Teatre Plenary Sessions
Timothy Hampson
Opening comments
Elizabeth May
Challenge yoursel:Utilizing Online Resources to
Conduct Exit Surveys to ChallengeEducator Assumptions in Class
Looking across a classroom it iseasy to orm assumptions aboutstudent attitudes and understand-ing. It is also rare or educators to
have the time to check these as-sumptions one on one. With stu-dent satisaction and evaluationsplaying increasingly crucial rolesin the commercialized educationsector and ofen being a actor inan educators job security, it is be-coming more important to ensurewe check these assumptions.
But how can we have the time toindividually check student satis-action? By using online resources,educators can easily conduct exitsurveys each class. Te results are
ormulated online allowing the ed-ucator to look at class wide trendsand individual responses.
Tis plenary will discuss the ra-tionale behind such exit surveys,how to set up and conduct them,and how to look at the results.
Attendees may find it beneficialto bring a device (cell phone, tab-let, laptop etc.) that can connect tothe internet as a demonstration oSocrative, as an example resourcewill be conducted.
Michael Griffineach Like a Freak:
How Freakonomics Might InormEFL eaching
Perhaps Steven Dubner and Ste-ven Levitt, authors o Tink Like a
Freak (as well as Freakonomics andSuperFreakonimics), can offer in-sights into teaching not commonlyound in methodology textbooksor plenary talks. In this talk thepresenter will explore the impor-tance o incentives, the power o
thinking like a child, the upside oquitting, the pull o tradition, andthe role o the three most powerulwords in the English language inan attempt to help EFL teachers seehow thinking like a Freak mightbe beneficial to those working inthe EL field in Korea and beyond.
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11:10-11:50Room 303 eaching Demo
Brandon Payne
eaching Active Reading Strategies
Ofen reading instruction is carriedout with students comprehensiono a particular text as the primaryobjective. In a way, however, thisis not instruction in reading somuch as instruction o the text it-sel. Tis can be useul to studentsin the short term, but broader in-struction in the act o reading itsel,and the cultivation o sound read-ing habits can be said to have morelasting value.
Te goal o this demonstration is
to introduce students to habits oeffective readers and model the ap-plication through active reading.Te class will read a short story to-gether, and practice a variety o re-actions to the text. Closure will in-volve sharing individual reactions,
and application to other texts.
Room 302 WorkshopJosette LeBlanc
Emotional Literacy and Communi-ty in EL
eaching can be a lonely proes-sion. Although people surroundyou all day, ultimately its onlyyou at the ront o the class. Dur-ing challenging moments, this canleave teachers eeling doubtul, up-set, and conused. It doesnt have
to be this way. By being part o ateachers community that is pre-pared to support its members, youmay regain the courage to step backinto the classroom you dread; youmost likely will receive insight intoa nagging problem; but most im-
portant o all, youll probably final-ly eel understood.
Getting to this degree o under-standing, however, isnt alwayseasy. It requires listening skills thatgo beyond what is usually taught
English language lessons. In thisworkshop, participants will learnhow to deepen their listening skillsby exploring common teachingchallenges via the language o emo-tions. It is my hope that by doingthis, participants will gain insightinto what it takes to build a teach-ers community committed to posi-tive transormation.
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Room 308 WorkshopRhett Burton
Hagwon Start Up:A Practical Approach to Starting
Your School
Tis workshop is or anyone whowants to start up their own brando teaching as the owner o a studyroom, kyosupso, or hagwon. Wewill start the workshop by talkingabout the 5 things you should do
beore starting and some typicalassumptions teachers have. Next,we will discuss some o the dos anddonts o Starting Up. Ten, we willdiscuss some o the systems wellneed to help build a program anda brand. Participants will receivea checklist to help them ormulate
a plan to successully launch theirbusiness.
12:00-12:40Te Teatre Workshop
Scott Thornbury
Te Joy o (Short) exts!
o see a world in a grain o sandwrote Blakeand all language in ashort text. In this workshop Ill tryto show how even very short texts,like jokes, tea bag wrappers, andshort poems, can be exploited orthe huge variety o language ea-tures that they embed, not to men-tion their pure pleasure.
Room 303 Demo LessonBrandon Payne
Using witter in Active GrammarInstruction
One o the greatest resources an
English teacher has at her or his
disposal is many students ascina-
tion with English speaking celebri-
ties. Tis ascination can be used to
create grammar instruction that is
critically engaging. Te goal o thislesson is to model using the twitter
accounts o English speaking celeb-
rities to teach grammar concepts.
Direct instruction will involve ppt
based discussion o dos and donts
or the target grammar. Ten pre-selected tweets that use the target
grammar correctly will be used as
models or students own example
sentences. Lastly, student examples
will be chosen randomly and anon-
ymously or classroom discussion,
and retweet to source celebrities.
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Room 302 WorkshopDaniel Svoboda
Sing me a Song
Student presentation centered in-struction using music/Modern
music, especially pop music, has
always been a popular and engag-
ing way o learning a new language.
Te selection o a song, however, is
only the first o many steps on the
long and sometimes complicatedjourney o integrating music mag-
ic into the language learning class-
room. In this interactive presenta-
tion, a tried-and-tested approach
to integrating student presentation
centered instruction using music
will be examined.
Diverse music genres, lyric selec-
tion, as well as pedagogical objec-
tives and expected outcomes will
be analyzed. Te ocus will be on
areas where EFL students stand to
gain the most rom using songs inthe classroom. Te presentation
will culminate with a micro les-
son where participants may create
a student presentation utilizing
the skills outlined during the pres-
entation based on a song o their
choice.
12:45-1:20Te Teatre Plenary Sessions
Christopher Garland
A Meta-analysis o Gamification
in Education with Implications orSecond Language Education
Gamification is a newer conceptthat involves using game elementsin non-game contexts. It has beenshown that gamification can in-crease motivation and learning,but there have been conflicting re-sults, with some studies reportingopposite findings. Because o thesebenefits that have been reported,many researchers have attemptedto use gamification in educationalsettings. Again, these studies have
shown mixed results. However, as alarge number o studies have shownbenefits rom using gamification ineducational settings, it is importantto know exactly what aspects ogamification are beneficial so thatit can be properly used in second
language education. A meta-anal-ysis o gamification o educationresearch was conducted in order todetermine what aspects o gamifi-cation are important in educationalsettings, and how this inormationcan be used to successully apply
gamification in second languageeducation.
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Overall, it was ound that gamifica-tion typically had a positive effect.Additionally, several moderatorvariables were o importance, in-cluding the length o instruction,
inclusion o competitive aspects,and usage o time on task elements.Specifically, gamification worksbest on short courses when com-petitive aspects are included. Addi-tionally, gamification applicationsthat ocused on increasing time on
task showed a strong correlationwith success.
Rhett BurtonChallenging My Assumptions:I Can Create a Play Program
Have you ever had a dream? Have
you ever had a dream that hidesitsel in the world o possibilitiesbut is never given the opportunityto see the light? I did. I dreamedo having a program that lets chil-dren learn through play instead ocourse books. I stopped bringingmy student book and started bring-
ing toys, games and story booksinstead. I had more un than mystudents, but sadly, the dream ex-tinguished shortly afer the contractfinished. In this plenary, I will talkabout how my dream was born, ex-tinguished and then revived again.I will walk you through a roadmap
that will help you challenge yourassumptions one-by-one to achieveyour top goal.
Dr. Tamara Swenson
Use the ech, Keep the Connect
echnology is not a panacea. It
is also not a demon. Just as goodEnglish language teaching practic-es have always required learners tomake connections with each otherand their instructors, good tech-nology practices in EL classroomsencourage these same connections.Te goal is keeping the connect
while using the tech.
1:20-2:20
LunchSee page 4 or lunch options.
2:20-2:50Te Teatre Plenary Sessions
Mikyoung Kim
Reflective Classes or Korean HighSchool Students
Many teachers would assume that
it is impossible to teach reflectiveskills to Korean high school stu-dents. Students are always busystudying or K-SAs and they arenot cognitively mature enough topractice reflective skills, so theywould not be motivated to takepart in reflective classes.
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30 Korean high school students
participated in a program de-
signed to allow students to expe-
rience team building and problem
solving activities in English. Tepurpose was developing reflective
skills according to the Experiential
Learning Cycle (ELC). Students
who took part in the program
challenged these assumptions and
proved that Korean high school
students are ready to be reflectivestudents.
Josette LeBlanc
Te Inevitable Reality o eacher
Burnout
Burnout is a possibility, or i notan inevitable reality, or teachers
around the world. Considering
how some education systems are
organized, it seems that this is a
plausible assumption. I challenge
this because I believe teacher burn-
out not only harms teachers, butalso students, and in essence, the
larger community. I believe there
is a connection between emotion-
ally healthy teachers and emotion-
ally healthy communities.
One way to contribute to this ormo teacher development is to pro-vide them with the tools neededto increase their emotional aware-
ness in order to strengthen theiremotional resilience. Tese toolsinclude the practice o emotion-al literacy and the participation inteacher support groups. In this talkI will share my experience in o-ering these tools to a small groupo Korean teachers o English, andthe positive results that emerged.Presentation attendees can expectto leave this talk with a new lens onhow to bypass the path to burnout.
3:00-3:40Room 303 Demo Lesson
Anna Loseva
Once upon a time in a reading class...
Probably ew teenagers and evenewer grown-ups return to readingolk tales past their childhood age,
yet olklore in different cultures o-ers a simple way o learning aboutthe world. Reading such a storymay surprise or disappoint you,but it will never leave you indi-erent. In this light, it makes senseor a teacher to use olk tales or an
authentic reading experience in areading class.
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Te main purpose o this demo les-son is to engage the audience in astory, as well as create a space oran exchange o emotions and opin-
ions that any story naturally bringsabout. Te presenter will read aolk tale rom her own native cul-ture in English translation and givethe participants the opportunity toengage with the text on their ownduring discussion time. In the sec-ond part o the lesson the learn-
ers will be invited to read the storyout loud to each other in pairs, inthis way connecting with it on adeeper level. Finally, the audiencewill share their impressions o thetale with each other, much like anyreader would do in the world out-
side o a language class.
Room 302 WorkshopDr. Tamara Swenson
Creating iBooks or Your Students
n.b. Tis workshop will run over twosessions. Bringing a MacBook com-
puter to the session is encouraged,but not mandatory.
Tis workshop will cover the ba-sics o creating interactive iBooksusing the iBooksAuthor programthat take advantage o the eatureso iPads (or iPhones).
Te presenter has authored or ed-ited 18 iBooks and will provide thematerials needed to quickly cre-ate an interactive iBook or EL
classrooms and the tools neededto create iBooks or your students.Attendees are encouraged to bringtheir MacBook computers will getthe ull experience, but even thosewho are not Mac users will takeaway ideas or effective materialsor tablet computers.
Room 308 WorkshopMikyoung Kim
A Workshop on Reflective Classesor Korean High School Students
Mikyoung will bring experiences
rom her high school classroom intothis workshop. Participants will ex-perience a ew problem-solving ac-tivities rom her reflective programand then be acilitated to ollow theExperiential Learning Cycle(ELC)through a series o questions.
Trough this experience, partici-pants will be aware o how the re-flective program or high schoolstudents was designed and how itwas delivered to motivate them.Tey will also brainstorm abouthow they will adapt their experi-ence in the workshop to their EFLclasses.
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Room 309 Workshop
Heidi Nam
Using Student Observers to
Enhance Speaking Activities
eachers cannot give eedback
everywhere at once; however, i
students give eedback to each
other, the amount o eedback in
a speaking class could increase a
great deal. Although some students
may eel reluctant to comment ontheir peers perormances, teach-
ers can help students become more
comortable with peer eedback by
giving clear guidelines and mode-
ling. Student eedback will be most
productive i observers are encour-
aged to notice specific eatures otheir partners production and i
the eedback ocuses on successes
rather than errors.
Participants in the workshop will
be asked to take the roles o speak-
ers and/or observers. In each task,the observers will be required to
record some aspect o the speak-
ers perormances, such as number
o clauses, number o [target unc-
tion], or number o [target gram-
matical orm].
Afer experiencing several typeso observation, workshop partici-pants will reflect on the experienceby comparing sel-observation withpeer-observation, commenting onthe cognitive load or observers,discussing the effect o observationon subsequent speaking peror-mances, and proposing an obser-vation task or a speaking activity.
3:50-4:30Te Teatre Workshop
Michael Griffin
Examining Assumptions AboutGood and Bad eaching
echniques
Tere is no shortage o received
wisdom about what constitutesgood and bad teaching practic-es in EFL. raining courses, coner-ences, and colleagues are commonsources to learn what is good andbad but chances to consider whythis is so might be lacking. In this
interactive workshop participantswill be asked to consider both thepositives and negatives o wide-ly-known teaching activities. Ideasand assumptions about what con-stitutes good and bad teachingwill be challenged and participantscan expect to walk away with a
clearer idea o their own belieson common and commonly men-tioned techniques.
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Room 303 Demo LessonBrandon Payne
Classroom structures ormaximum engagement
Direct instruction can only takestudents so ar in their language ac-quisition. Te goal o this demo isto offer a template or maximizingstudent engagement that teacherscan adapt to a variety o learn-ing objectives. Te specific learn-
ing objective is bargaining andpurchasing interactions, but thestructure can be adapted to suit in-dividual teachers needs. Direct in-struction involves the introductiono target language, and a brie clipo Antiques Road Show as a set-
ting or the activity. Each studentreceives an antique and usesthe target language to trade withand purchase rom other students.Actual values or each antique arethen revealed, and the student withthe highest total value is declared
the winner.
Room 302 WorkshopDr. Tamara Swenson
Creating iBooks or Your Students
Tis is a continuation o Dr. ama-ra Swensons earlier workshop ses-sion. See above or details.
Room 308 WorkshopGordon West
I cant believe he said that!Dealing with Controversial opics
in Class
Instructors ofen use controversialtopics in EFL classes. Tese havemultiple pedagogical purposes.Tey encourage communicativelanguage use in the classroom andstimulate critical thinking. For in-
structors with a critical perspec-tive, which takes a more expansiveview o language teaching, con-troversial topics may be used as away o helping students examinetheir own belies and perspectives(Crookes, 2013). Other times, top-
ics or materials that instructors usein class may become unexpectedlycontroversial or provoke surprisingemotional reactions rom students.
One o the difficulties that instruc-tors ofen ace is how to effectivelymediate when class discussions or
debates become more emotionallycharged than they anticipated. Tisworkshop uses rameworks laidout by Benesch (2012) on teachersas emotion workers, and Kubota(2014) on using a poststructural-ist versus an empathy building ap-
proach to structuring discussionsaround controversial topics in EFLclasses.
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Te acilitator will first use exam-ples rom his own teaching andresearch to illustrate ways to ap-ply these rameworks in reflection.
Ten participants will share theirown examples and work with sam-ple situations to construct theirown mediation plans with the goalo having creating sae spaces ordiscussion in classes where contro-versial topics can still be vigorouslydebated.
Room 309 WorkshopRhett Burton
Playing with Stories
Tis workshop will provide story-telling strategies or young learners
o all levels. I will provide differ-ent constructive strategies start-ing rom chants and songs andprogressing to creative storytell-ing skills. We will first discuss theimportance o characters, settings,item and themes used in basic
stories, songs and chants. Ten,we will move into emergent sto-rytelling skills by adding contextthrough story plots. Lastly, we dis-cuss how these constructive strat-egies enable students to constructtheir own stories. Participants willlearn how to implement these con-structive strategies by creating theirown story using stories.
4:40-5:10Te Teatre Plenary Sessions
Ki Young Kang
eaching English as a Foreign
Language to Students WithHearing Loss
Despite the increasing necessityand desire to learn English amongindividuals with hearing loss, re-search on dea and hard o hear-ing L2 learners or interventionswith dea and hard o hearing EFLlearners is hard to find.English teachers ofen ace difficul-ty in teaching students with hear-ing loss due to inter-individual var-iability among learners, in additionto a lack o teaching materials andteacher training programs. Given
this reality, the purpose o this pres-entation is to raise issues and shareideas regarding teaching English asa oreign language to students withhearing loss.
Scott Thornbury
Challenging AssumptionsTe current approach (inasmuchas there is one) to second languageteaching, and o English in particu-lar, rests on a number o assump-tions. One o these is that languageis best learned incrementally in
the orm o bite-sized chunks (alsoknown as Grammar McNuggets!)
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In this talk Id like to challenge this
and one or two other assumptions,
explore why they are so persistent,
and suggest ways that they might
be counteracted or, i necessary,subverted.
5:20-6:00Te Lounge Networking Session
Tis is a session or teachers who
are interested in meeting other
teachers. Tere will be some ice-
breaker activities and a chance to
reflect communally on the day.
Room 303 Demo Lesson
Stewart Grey
A Montessori-Inspired Activity
Design or Student-Centered,
Collaborative English Practice
Tis demonstration is o an activ-
ity design inspired by the Mon-
tessori method, a method empha-
sizing students reedom to guide
and manage their own in-school
studies. Using this design, a teacher
prepares a varied series o activities
(including anything, rom games to
debate) each with its own clear set
o instructions and goals included,
and distributes them around the
classroom beore class.Students, working in groups, then
complete all o the activities in theclass time, tackling them in theorder o their choosing, collabo-rating and supporting each other,
and working at their own pace andlevel. Meanwhile, the teacher is onhand to assist, as a acilitator ratherthan a task-master, and little directteacher intervention is required,allowing or students to take re-sponsibility or their own learning.Tis approach is an alternative to a
linear, teacher-led class design, andis particularly appropriate or re-view o content covered in previousclasses.
Room 302 Workshop
Ki Young KangConsiderations and strategies or
teaching EFL students withhearing loss
In this workshop, we will take alook at general inormation about
learners with hearing loss beorediscussing the key points to con-sider when teaching English as aoreign language. Based on the un-derstanding o the challenge thestudents with hearing loss ace, wewill explore ways to support thestudents such as using visual aids.
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Participants will have a chance topractice employing lip-reading,using cued speech and articulationintervention in listening/speaking
lessons, and adopting symbols ingrammar lessons.
Room 308 Special LectureSean Gwansoo Shin
rends and Characteristics oKorean Higher EducationsInternational and English
Education
International education and Eng-lish education are continuously hottopics among Korean educators.Regarding advancing comprehen-sive internationalization, Korean
universities and colleges are mak-ing efforts to build up a firm base.In addition, English education hasbeen one o the top priorities orthe university curriculum. Tere-ore, understanding the trends andcharacteristics o Korean higher
educations international educationand English education is essentialor international teachers in Korea.
6:10-6:40Te Teatre Special Session
Q&A session with our invited
speakers
Tis is your opportunity to askquestions you might have to a panelo our eatured speakers. Trough-out the day, well be taking yourquestions and then asking them toa panel o our invited speakers atthe end o the day.
excitELT was organised by:
Georgeanna Hall,
Timothy Hampson &
Crystal Hecht
Find out more about excitEL atwww.excitelt.com
I you have any comments aboutthe conerence, wed love to hearrom you.
Our email is: [email protected]