WORKSHOP: Collaborative Project-Based Learning

Most of the teachers of English face a common problem while choosing an appropriate project for learners to help them be active problem solvers and promote their civic engagement. Personally, I attended a webinar about Civic Engagement that inspired me of multidisciplinary goals that projects can help install within our learners. I will tackle in this workshop how to implement educational projects in class. Guiding learners to do projects, leaving the space for innovation and the freedom of choice. Providing examples for each criteria will be the core of my presentation. First, I will begin with a driving question aliened to a learning goal, appropriate to the type of students in the classroom. Second, the use of an inquiry process where students should use learned knowledge, ask and answer critical thinking questions to locate resources. Third, students find a solution to the driving question with creative models and presentations. The last step is to allow students publish their projects to the public and give them voices. Using the technique of think, pair , share, participants will work in groups to discuss all the steps along the workshop . Finally, participants would provide other possible ways to do it differently.


WORKSHOP: Teaching Writing, The Process

The writing process is something that no two people do the same way. There is no “right way” or “wrong way” to write. It can be a very messy and fluid process, and the following is only a representation of commonly used steps.

Process Writing is an approach to teaching writing that allows the teacher and the students to go through the process of producing a text together. In process writing, students have the chance to think about what they are going to write, produce drafts, revise, edit, give and receive feedback on their work before coming up with the final version of the text.

A process approach to writing contrasts with a product approach, where the main idea is to reproduce a model text.

I will rouse the importance  of the writing skill and its difficulties. Both productive writing vs the process writing should go hand in hand to help students produce a piece of writing.

My presentation starts with a group work dealing with a paragraph using strips, moving gradually to another step where the attendees will uncover the different steps of writing using a deductive strategy. At the end of my presentation, the participants will be asked to write their personal paragraphs going through (pre-writing, drafting, revising ,editing and publishing)


WORKSHOP: Collaborative Learning

Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts. Through defending their positions, reframing ideas, listening to other viewpoints and articulating their points, learners will gain a more complete understanding as a group than they could as individuals.                                                                               

 The purpose of this workshop is to aware teachers on the development of higher-level thinking, oral communication, self-management, and leadership skills, and Promotion of student-faculty interaction to increase in student retention, self-esteem, and responsibility. A teacher should also know the Collaborative Learning Strategies on how to establish clear group goals, and build trust and prompt open communication. However it is so important to distinguish between Collaboration and Cooperation.                                                                                                                                                                             

My presentation requires a theatre/ auditorium style room since it is a lecture like. The whole attendees should face the presenter and the screen of the projector


-ttps://teaching.cornell.edu › collabo… -IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 2 Ver. III (Mar – Apr. 2015), PP 00-00 https://www.evergreen.edu/sites/default/files/facultydevelopment/docs/WhatisCollaborativeLearning.pdf


WORKSHOP :                               The Stanley Parable:

                    Using Narration-Driven Video Games to Enhance EFL Students’ Receptive Skills

It is quite undeniable that learning, and particularly language learning, is most effective when it is enjoyable. The gamification of language learning is a viable option to boost EFL students’ engagement and improve their language skills through interactive games. Amongst the plethora of interactive videogames on the market, The Stanley Parable is an excellent example of a multiple ending narration-driven video game that is very suitable for English language learning. The game requires only basic understanding for first-person video game mechanics, and is jam-packed with insightful narrations and choices that the player can take. The narrator of the game, in eloquent spoken English, will attempt to guide the player throughout the game, and offers commentary on almost every action or choice that the player takes. Teachers and educators can use this game specially with auditory and kinaesthetic learners to develop their English listening and reading skills.

This workshop will attempt to get teachers and educators to try the game, learn how to guide and monitor students during gameplay, and regularly explain vocabulary and idioms uttered by the narrator to the classroom. The Ultimate goal of this paper is to encourage more EFL teachers to incorporate narration-driven video games in their classrooms to enhance students’ receptive skills

Mustapha Louznadji

WORKSHOP: Teacher Self-Care Matters

Being a teacher is a challenging job. With competing demands such as supporting students’ needs, preparing lessons, correcting tests, creating new resources,  attending workshops, continuing school, exam and parents’ pressures make teachers experience setbacks, frustration and anxiety. Keeping on top of everything can be exhausting.

Teachers do not find any support in and outside school. They are left behind. Isolation, stress and mental disorder are generally the key reasons for their burnout.

In this workshop, we think that teacher’s self-care matters. Self-care doesn’t solve all these problems, but it can change the impact they have on how they feel. It can be the difference between feeling overwhelmed and feeling re-energized and renewed.

In this workshop,  we want to demonstrate that self-care is an important professional development activity that helps teachers to cognitively, physically and emotionally ‘bounce back’ each day over their career.

Many activities such as brainstorming, doodling, gaming, rehearsing and singing are suggested to empower teachers with enough tools/tips to get ready to take care of themselves because their health and well-being matter!


WORKSHOP : How to Make Your Shy Learners Shine

But what about those students who stay shy and withdrawn through weeks and weeks of classes? We have all had a shy learner in the class. You know, that student who stays very silent during class work. The one who stares at her desk when you are looking for your learners to answer. The one who did his homework but never gave the answers aloud. The one who got great mark and teacher thinks he or she cheated because such learners never take part in the lessons nor behave as their mates Although it is great to have a range of different personality and temperaments learners in a classroom, teachers have to worry if learners are always quiet. It is not about getting these students to ‘overcome’ their shyness or turning them into extroverted students. It is about encouraging and supporting them, creating a learning environment that they feel comfortable in. They will provide you with a little more, but it takes time. They are not being disruptive or creating problems for the rest of the class, which makes it easy to just let them fade into the background and consider shyness as not special educational need, But putting in the effort to get those learners to participate is a big challenge for teachers. As a teacher, supporting and encouraging shy students in your class can sometimes be one of those ‘thoughts’ you have every good intention of focusing on. Shyness is a difficulty experienced by many learners. Learners who are shy will experience anxiety and want to avoid many educational situations. Teachers may falsely belief these students are less capable and less intelligent. As a result, these students are unable to reach their full potential in the academic setting. Teachers and other staff must be aware of the needs of shy students as well as know how to address them Teachers have many ideas about their shy students. Most agree that shyness can negatively impact student futures. However, we have seen that this does not have to be the case. Such ideas I will be very pleased to tackle them with my audience at ELT conference and see how we really can make our shy learners shine for better efficacious teaching and learning process.

The workshop is a variety of task , where the audience will be invited to work in pairs , groups in a room with round tables for interaction and theatre or classroom style while being invited to view and interact on particular situations on the power point presentation.

As a wrap up, the attendees are invited to share what they have learned.They will complete an evaluation worksheet so that  I can gauge what worked best about the workshop and what improvements need to be made.


WORKSHOP: The Impact of Edmodo as an E-Learning Platform to Promote EFL Learners’ Writing Skill

The shift towards E-Learning  in Algeria has made it challenging for teachers and learners to maintain continuity of the teaching-learning process outside the classroom setting, especially that it is a novelty in our education field. In this respect, teachers often struggle in teaching and assessing certain skills, especially writing, which is a complex productive skill. This situation inspired and encouraged the submission of the present paper which is based on a research study conducted during the academic year 2020-2021 at the level of the Higher College of Teachers’ Training in Laghouat, where a random sample of 33 students were selected and tested. To collect data on “The Impact of Using Edmodo as an E-Learning Platform on Promoting EFL Learners’ Writing Skill”, the mixed method was implemented through a single-group pre-test post-test experiment and a students’ questionnaire. Data collected was analyzed using SPSS and Excel, and results concluded that Edmodo E-Learning platform, if implemented effectively, promotes EFL learners’ writing skill and makes them more motivated to take part in the learning process.

An overview of Edmodo platform, its implementation and results from our study will be presented in 45mns, while 15mns will be devoted to answer the audience’s questions. By the end of this presentation, participants will be able to understand the concept of E-Learning and use Edmodo platform to teach and assess their students.


WORKSHOP: Unveiling The Efficiency of Co-Teaching in Improving Teaching and Learning Potentials

Language learning in the 21st C has evolved considerably. Teachers are instructing classes with the challenge of balancing students’ needs. Co-teaching, also known as collaborative-team teaching, is indisputably a practical solution that has attained attractiveness as a model for instructional delivery in meeting students’ varied academic needs. Co-teaching is the partnership of two or more teachers in front of the classroom who share instructional responsibility for one group of students and take turns delivering specific content, with equally active but different roles and styles throughout the lesson. In a co-taught class, teachers work together to gain each others’ perspective on how to plan lessons, use resources, teach effectively, monitor student progress, and manage the class, thereby valuable feedback is refined and professional relationship is improved. Students, likewise, would benefit from increased individual attention, engagement, and more interaction with teachers who use a variety of strategies and have access to diverse teachers’ experiences and perspectives. This article intends to inspire teachers to apply co-teaching in EFL classes to improve their teaching skills, raise professional satisfaction, and support each student’s learning. In this workshop, teachers will be invited to experience a hands-on session to get an idea of how to deliver a lesson during collaborative-team teaching

The presenter will design a myriad of activities for the attendees on how to co-teach in order to participate; thus, performing co-teaching. In other words, create genuine co-teaching situations.Finally, a discussion would be carried out about the challenges related to co-teaching and some remedies will be presented.


WORKSHOP: Lifelong Learning in Teachers’ Training and Education

Lifelong learning in Education is one of the major innovative topics in 2st century learning. With the advent of globalization and its main corollaries of information and knowledge explosion, along with the constant developments in Information and communication technologies, the school no longer holds monopoly over the provision of teaching and learning. Nevertheless, the school can now shift its emphasis to a nobler role, the one of teaching learners how to learn, i.e. promoting autonomy in the learners by equipping them with the necessary skills to be the agents of their own lifelong learning and development. Our present contribution to the National ELT Conference will focus on the language teacher and educator as a lifelong learner. We shall attempt to explore those needed skills and strategies likely to help language teachers and educators to reach their full potentials, i.e. to become the best professionals that they can be. Our foundational principles are two fold, firstly that lifelong learning is self -directed and thus must come from within to be effective. Secondly, that lifelong learning goes beyond teacher development in that its scope is from the cradle to the grave and encompasses all areas of life concerns. The presentation will be participant-centred, reflective and interactive. Themes: Teacher self- development – Teacher competency framework – comfort zone and risk-taking – growth strategies – goal -setting and time management – motivation – 21st century skills- self-assessment


WORKSHOP: Diagnostic Assessment to Test Competency Skills

      Currently, much research on diagnostic assessment focuses on the development of models estimating individual students’ attitude profiles. However, little is known about how to communicate these models and their outcomes to teachers, and namely how to translate formatively diagnostic information into teaching practices. Our work is an integrative framework that combines DA to instruction that is teaching and learning. As DA is primordially meant to uncover learners’ current knowledge, their set of skills and abilities, it is higly important to shed  light on the misconceptions that instructors have  on this teaching practice. Hence, our presentation will be demonstrating the authentic application of the DA framework in the EFL context. Particularly, our workshop will be presenting procedures of integrating EFL skills be them receptive or productive in diagnostic assessment. Overall, there is much evidence on the fact that teachers’ assessment procedures including phases of planning, framing, implementing and reflecting are influenced by their orientation, conception and attitude towards diagnostic assessment and approach to EFL instruction. Therefore, our demonstration provides evidence to the effectiveness of the integrative DA framework, showing that it could serve as practical guidance to the authentic implementation and use fo diagnostic assessment in the classroom.


WORKSHOP: Planning Learning, The Practice of a Philosophy

    We usually hear people say,” if you fail to plan, then, you are planning to fail.” Any teaching plan reflects the teacher’s credentials, knowledge and ideology. To know how to plan is crucial for even more experienced teachers since many of them differ in vision, methodology and teaching styles.

– So, what is it that unites planners?

– What do they need to have in common that adds to the success of a lesson?

– In other words, What basic elements should find their way into an effective lesson plan?

– How should a teacher approach a learning unit for a maximum impact on learners?

This ,along with salient other details, hopefully will spice the discussion in my presentation “Planning Learning, the Practice of a Philosophy “.


WORKSHOP: The Impact of Emotional Intelligence on Both Teachers and Learners

   The concept of Emotional Intelligence ( EQ) is somehow a new concept. It was first introduced by the American psychologist Daniel Goleman in the 1990’s. Therefore, not much attention or literature is given to it despite its importance , not only in education but also in our daily relations. I strongly believe that understanding and applying this concept in our lives will make it better and applying it in our teaching will make the learning of our pupils better as well. Since Education is not only about methods and techniques but also understanding the feelings of the pupils and knowing how to respond to them developing EQ appears to be a needed quality in every teacher and every pupil. Moreover, teachers can train the pupils on how to control their emotions to avoid depression and possible quarrels and guide them to be successful leaders and citizens on the whole. Teachers can significantly benefit from understanding this concept as well which I will demonstrate in the workshop. Therefore, the purpose of this workshop is to allow teachers to

– First, realize the meaning of EQ.

– Second, explain the skills needed to achieve it.

– Third, what is the plan to apply it in education ( teaching with empathy and confidence).

– Fourth, the benefits on both teachers and learners.

At the end, Participants will have the chance to discuss the experiences they lived before either on a personal level or at work hopefully they would be able to react positively to them in the future.


WORKSHOP: Innovative and Creative Teaching Methods Towards an Efficacious Teaching – Learning Process

This decade has witnessed many reforms and several changes in school education aiming at improving the quality of education in our country with a focus on the learners’ needs as they journey into a world requiring knowledge, skills and attitudes, the thing that compelled educators to give due weight to the need for lifelong learning, reflective practice and improving teacher professional development. This workshop then, as it is designed for educator -training, will provide attendees with some hints, ideas and information related in general to the teacher’s professional competencies taking into consideration the framework developed and teamed by the ministry of national education with the British Council and Ruskin Education. After that, a focus will be put on some practical ways, lively, interactive, creative and communicative tasks and techniques both indoor and outdoor, that participants will carry out themselves. Besides, ARC as an innovative teaching model will be introduced and tackeled to make the teaching- learning process more efficacious, a way that really aims at motivating, involving and engaging learners and add the “WOW” factor to their classes. All in all, participants will unleash their own creativity.


WORKSHOP: Algerian Teachers’ Perspectives Towards the Effectiveness of Using Grammar Games at Secondary School Level

In the 21st century, the use of games is becoming a trend within adults and youngsters, and has lately captivated a massive notice of academics, educators, and practitioners.Thus, it has been engaged within the context of language teaching and learning to improve English students’ linguistic skills. The primary aim of this study was to explore the effectiveness of using games in teaching grammar to young learners from the viewpoints of Algerian EFL teachers working in secondary schools. The opinions of 30 Algerian English language teachers were collected through a questionnaire and the results of this research paper demonstrated that the participants have positive attitudes towards the use of grammar games in the classroom and illustrate that games are mainly engaging and effective in enhancing our students’ both competence and performance. For this reason, the majority of teachers claimed that they use games to teach grammar, but rather occasionally due to a lack of materials, which require a specific budget and a lot of effort in preparation. Since games provide a good ground for students to practice the target grammatical structures, they should be widely embraced in EFL teaching within the Algerian secondary school textbooks.

My workshop would be mainly divided into three phases. In the beginning stage, I would introduce myself, thank my participants for their attendance, and present the title and the outline of my presentation in a PowerPoint format. During the middle stage, I would engage my attendees with a warm up activity followed by a demonstration of the main questions that any EFL teacher would ask before engaging such an approach, the case for when and how to include grammar games, and which effective games can they adapt while teaching grammar. After that, I will display the main results of my research study, and engage my audience in a group-work grammar game to see the theoretical part in practice. Since there will be a group-work activity, I believe that the seating arrangement of the room had better be appropriate, by dividing the participants either into pairs or groups so that they can collaborate and work together easily. Finally, I would distribute a flyer of five easy grammar games, since the audience always love to take something away from the presentation, and nothing is better than effective grammar games to end up the workshop with. In addition, there will be some time specified to ask questions and provide feedback.


WORKSHOP: Infusing Critical Thinking Into the Algerian First Year EFL Coursebook ‘At The Crossroads’

      Modern life has created a need for new educational trends and systems to cope with the demands of the world and of the society of the present time. The 21st learner is no longer the same as the one encountered few years ago. Today, learners are open up to the world with all its diverse ideologies, cultures, beliefs, customs and daily routines. Foreign language learners are the first to face such an ideological exchange since they are constantly looking for enhancing their communicative abilities by interacting with English speakers. The technological advancement characterizing modern life has made such global interaction easier. This reality calls for an urgent need to redesign the existing teaching EFL programmes and lessons toward developing learners’ critical thinking skills and reasoning abilities so that they will be able to examine the type of information that they receive. Foreign language learners now are in need for an education that helps them build strong ideological foundations based on reason and judgment to know the “oneself” and to know the others. This paper presents the findings of an analysis of standard first year EFL coursebook, “At the Crossroads”, of the Algerian secondary school level. The coursebook was analyzed using a framework to find out whether it targets developing learners’ critical thinking or not. The findings, unfortunately, exhibited that there is a general tendency to focus on developing the linguistic skills and language functions with little or no attention to enhance critical thinking. On the light of these findings, some lessons from first year coursebook were redesigned as an attempt to infuse critical thinking into the Algerian secondary school EFL class.

My workshop methodology includes:

– Presentation of the problem statement, research question and objectives,  results of the coursebook analysis and recommendations.

– Small group discussion of the framework used in the analysis of the coursebook and of the results of the analysis.

– Sharing ideas between the groups (general discussion).and small group discussion of the suggested lessons in the part of recommendations, commenting on them and suggesting improvement and the, work collaboratively to redesign other lessons from the coursebook “At the Crossroads”. All the groups decide first which lesson they would like to work on all together so that in the end different possibilities will be available for discussion…



The Use of the Application ClassDojo in assessing Pupils’ Progress With The Assistance of Parents

ClassDojo is a school communication platform that teachers, students, and families use every day to build close-knit communities by sharing what’s being learned in the classroom home through photos, videos, and messages. Sam Chaudhary and Liam Don, two education technology entrepreneurs with experience as teachers, launched ClassDojo in 2011 and have seen it grow to reach more than one million users.

 Some studies show that this application helped adjust students’ behaviour and improve their competencies. Others assert that it contributed to motivate students suffering from dyslexia and that it is a good platform for gamification.

In the workshop I will be  conducting, teachers are supposed to use their mobile phones or tablets and create their classdojo . They will explore the multiple uses of this application that help manage the  classroom, assess the students competencies, make instant contact with parents, make of the parent a partner in the education of the students, open ways to different activities in various formats ( videos, photos, drawings,  ..) and keep records of all the teacher’s remarks and tasks with each student.

With the advent of technologies that allow teacher and students to work virtually, classdojo seems a pertinent platform that add parents as observers and decision makers concerning some aspects in their children’s school cursus. Therefore it is high time we explored it and benefited from its advantages.  


WORKSHOP : Exploring Teachers’ Beliefs

      Usually, language teaching is described in terms of what teachers do: i.e in terms of the actions and behaviours which teachers carry out in the classroom and the effects of these on learners. However, in trying to understand how teachers deal with these, it is necessary to examine the beliefs and thinking processes which underlie teachers’ classroom activities.

     The aim of this workshop is to raise teachers’ awareness that their actions and behaviours are the reflection of what they know and believe, and that their knowledge and thinking provide the underlying framework which guides the teachers’ classroom actions.

     The workshop favours investigating tasks based on participants’ interaction through pair and group work to :

* help identify teachers’ assumptions about teaching, and

* how these assumptions affect classroom practices.


WORKSHOP: An Investigation into EFL Learners’ Preparedness for Blended Learning

Due to recent technological advances, the educational system is witnessing a convergence of two teaching systems: face-to-face instruction and online learning environment. As a response to this current trend, the Ministry of Higher Education and Scientific Research in Algeria is offering a yearly special training on digital education, “ICT and Pedagogical Monitoring”, to encourage newly appointed teachers design blended learning courses and, by the same token, support both pedagogical change and high quality teaching. The purpose of the present study is to investigate whether undergraduate EFL Algerian learners are in readiness for blended learning or not. The present study was conducted at the end of the first semester of the 2019-2020 academic year at the Department of Letters and the English Language, University of Constantine1. Data were collected using an attitude questionnaire, which contains 36 items divided into three main sections. Sixty second year students participated in the study. The findings indicate that the participants expressed more positive attitudes towards face-to-face learning (M=3.97/SD=.91), yet, the obtained mean of the positive indicators (M=3.74/SD=.96) was by far higher than the mean of the negative ones (M=2.87/SD=1.06), revealing their preparedness for blended learning, and recommending the urgency of designing some blended learning courses.

The workshop will assist attendees in understanding the importance of the training, learners’ preparedness for blended learning and the need for designing blended learning courses at the university. In the workshop, the participants will discuss their experiences in integrating educational innovations into their classrooms, and whether they are willing to use technology-mediated instruction and face-to-face learning in the EFL classroom or not, including the modules they think they could be better taught in a blended learning environment. The major part of the workshop will be spent working in small groups on questions about teachers’ and students’ preparedness for blended learning. The workshop will be interactive with examples from the investigation’s findings, case studies and group work interaction.


WORKSHOP: Covid19 era: Challenges and Solutions in ELT Education (Online and on-site)

Covid 19 disease has brought many challenges to English teachers of different levels. Among the lockdown and quarantine measures, onsite education was reduced and even disrupted in many institutions, especially in 2020. English language educators have thought of some innovative solutions to resume teaching via platforms and means of the mass media like E-learning platforms, Moodle, Microsoft Teams, Zoom…etc. These platforms have been utilized for didactic teaching and learning, evaluations (tests and examinations), and online vivas. However, this shift from onsite to online teaching is full of challenges and problems. Issues are mainly related to the effectiveness and usefulness of online education. This workshop sheds light on the different issues encountered by Algerian educators of English, where poor internet connection coupled with frequent power outages, resulting in profound consequences on the teaching/learning processes. The participants will also share solutions and innovative techniques to overcome some of the issues raised. A survey will be given to students, teachers and attendees (online via zoom or Google meet) for more tangible results. 


WORKSHOP: Implementing Project-Based Learning in EFL Classroom

This presentation aims to identify the major components that design the effective implementation of Project-Based Learning. Among these are: promoting the learners’ needs, providing them with appropriate materials in a safe environment where they can freely express themselves, and the teachers’ role in guiding them throughout the process with benchmarks so that they produce a genuine and relevant project.

More importantly, it explores PBL’s applicability in the classroom context. To do so, I developed an experiment with first and second-year secondary school learners. Also, I designed questionnaires that we need to discuss;

-for teachers to express their opinions about PBL, and

-for learners to provide us with feedback about their experience.

This presentation attempts to present recommendations that may aid teachers in their use and implementation of PBL. Upon the results of the experiment and the questionnaires, various speculations were established. First, most teachers implement PBL because it is part of the syllabus and vary its implementation according to their beliefs. Second, the experiment proved effective in spite of many obstacles since we could achieve the learning objectives mentioned in the project plan.

This shows that PBL can be practically implemented in EFL classes in Algeria. Last, the learners’ questionnaire indicated that PBL had a positive effect on them and their learning.

The workshop is a variety of tasks, where the audience will be invited to answer some questions, share their ideas and talk about their experiences. They can express themselves freely and ask questions by the end of the PowerPoint presentation.


WORKSHOP: Promoting Active Learning Using Socrative Application

Technology has become accepted in every field of life so far and has become one of the major parts of dynamic education. The current workshop aims to expose an active learning method in English teaching focusing on the use of Socrative Application (an Interactive Response System) that is applied in classroom activity. The study empahasizes on how Socrative program could be as a smart feedback agent as  effective in fostering students’ comprehension and active learning. The study was designed on a listening skill activity where the students have to watch to a video then reply on comprehension questions. The researach was conducted on a group of 12 upper intermediate students  in a private institution. Unsystematic interview with students on Socrative program efficiency was maintained.

The result revealed that students perceived the learning program positively and attended the activity actively. It reflected the students’ engagement comparing to the traditional instructional activities.

During the workshop, attendees are invited to watch  a TedTalks  video about multipotentionalities of 12 minutes.  Later, they use their mobile device to connect to Socrative Appplication with the speaker’s assistance. Once connected their names appear automatically in the speaker’s screen . After that, they start replying to the video questions. The activity is done in pairs. The, each pair will reply to the questions and get a score. The speaker has arranged a backup plan for any technology inconvenience.


WORKSHOP: Teachers’ Perceptions on the Role of Classroom Management in Improving Learners’ Target Language Learning and Behaviors. 

This presentation aims to discuss one of the core areas in teaching and learning “classroom management”. Classroom management is a key element to establish a successful learning environment in the classroom, to create a positive learning atmosphere and to control and foster learners’ behaviors.

The purpose of this presentation is (1) to present some classroom management strategies in an interactive way and (2) to discuss with the audience in what ways classroom management fosters the learning and controls learners’ behaviors in the class. It also seeks (3) to suggest some skills that may facilitate learning and help teachers in their jobs.

This presentation will be delivered in a form of workshop with some tasks and activities. The audience will be actively engaged to run this workshop and give some strategies which can foster learners’ target language learning and encourage a normal psychological growth of the learner. Some recommendations on the role of classroom management, the coping skills that can help teachers to support their learners and foster their behaviors will be provided and discussed with the audience.


WORKSHOP: Multilingualism in Practice

Do we use our languages in teaching English? 

In this workshop, we will discuss beliefs about use of our languages in English language teaching and ideas about how this might work in practice.

For many years, ELT has been influenced by ‘English only’, but multilingual approaches are supported by research findings, so policy guidelines are shifting. 

Did we always employ multilingualism anyway?!  Do we want to change how we use languages in our teaching? 

This workshop will investigate our languages, look at practical examples of activities to explore beliefs and views on languages, and explore ideas about how we might incorporate the L1/additional languages in ELT practices.