C group members
A - I
Adrian Tennant
'I have been involved in ELT for over twenty-five years and divide my time between writing, teacher training, giving talks & workshops at conferences around the world and working as an ELT consultant. I love travelling, and having the opportunity to work with teachers in lots of different countries is a joy. As a writer I’ve worked on a wide range of courses for all ages as well as writing materials and articles for a number of ELT magazines both in print and online. In my free time I like reading (travel books and crime novels), hiking, swimming and cooking, but usually not at the same time! I’m currently studying an Open Degree with the Open University, which has seen me take courses in International Development, Archaeology, Genetics, Forensic Science, Creative Writing and Childhood Studies & Child Psychology.'
Adrian Underhill
'What has always interested me is trying to 'see' the small inner moves of learning, so to speak putting on spectacles to make the learning moves more visible. This is an opportunity that working in classrooms can present. I'm also attracted by the way that a person's engagement in their learning can perhaps evoke something similar in another, and it has come to be important for me that the teacher (eg myself) should be learning at the same time as the student. This kind of thing has made me explore the skills of facilitation, and from there the notion and application of a school or organisation that learns. From there I got into the new paradigms of ('post heroic') leadership needed if an organisation is to be powered by its own learning, and if the people in it are to make sense of the complexity we have to function in. And then since complexity may be more than the cognitive mind can deal with I've started to look both at intuition and hunch in teaching and learning, and at the state of improvisation and playfulness in learning. These areas tend to merge too, and somewhere in there is my work with Jim Scrivener on Demand High teaching, and my work on pronunciation which, like learning to dance, is so much fun!'
Alan Maley
Alan Maley worked for The British Council from 1962 to 1988, serving as English language Officer in Yugoslavia, Ghana, Italy, France, and China, and as Regional Director in South India (Madras). From 1988 to 1993 he was Director-General of the Bell Educational Trust, Cambridge. From 1993 to 1998 he was Senior Fellow in the Department of English Language and Literature of the National University of Singapore, and from 1998 to 2003 he directed the graduate programme at Assumption University, Bangkok. For 20 years he was series Editor for the OUP Resource Books for Teachers series. He has published over 40 books and numerous articles. He is currently a freelance consultant. For the past 10 years he has been involved with the Asia Teacher Writers’ group, which publishes original stories and poems in English for use with students in the Asia region. His main current interest is in creative writing.
Alan Pulverness
Alan Pulverness is Assistant Academic Director at the Norwich Institute for Language Education (NILE). He has worked extensively with the British Council in Bulgaria, Hungary and Poland on cultural studies teaching materials and syllabus projects and in Russia on reader development and the British Council’s BritLit project. He was co-chair of the British Council’s Oxford Conference on the Teaching of Literature and is the co-author of a number of ELT course books, including Changing Skies (Swan) and the award-winning Short Course Programme (Macmillan), and has edited schools’ editions of Shakespeare’s Macbeth and Romeo and Juliet (Cornelsen). His most recent publications are Reading Matters (Helbling) and The TKT Course (CUP, with Mary Spratt and Melanie Williams).
Aleksandra Popovski
‘I am a teacher, teacher trainer and devoted conference goer. I have been running my own language school for 12 years now. I am currently doing my MA in Professional Development for Language Education at NILE, Norwich. My areas of interest are teaching young learners, materials development and teacher training’.
“Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” (Plato)
“Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” (Plato)
Aleksandra Zaparucha
'I’m a Geography and English teacher from Toruń, Poland, with 25 years of experience in Geography and EFL teaching, teacher training, translating, examining and materials writing, including over 10 years of CLIL. I have worked as a teacher trainer in Poland, the UK (Pilgrims, Bell), and Asia (Qatar, Uzbekistan, Azerbaijan, Albania, Turkey). Every autumn I organise and conduct a three-day CLIL training for Geography and History teachers for a local training company. In 2014 my geography workbook for lower secondary ‘Earth and People 1’ was nominated for the British Council ELTons Award in the category of Local Innovation. My LinkedIn site at http://tinyurl.com/qafq2bw '
Alexander Meier
'I am based in Switzerland and have been involved in EFL for decades as a teacher, as a teacher trainer, and as an organiser of workshops. I have been a school inspector helping to introduce quality management and autonomous learning. Teaching Modern Languages (team-teaching English-Français-Deutsch), a relatively new subject at some Swiss upper secondary schools in Canton Aargau, has been challenging but also a very rewarding experience for me, most probably because of a syllabus allowing plenty of time for experiments.
I love books, theatre, Italian operas. I like travelling and writing about it. I am getting more and more involved with teaching abroad. Gradually I have learnt more about Tanzanian schools. Last month I was giving a workshop in Arusha, at the foot of Mt Kilimanjaro.
These days making teaching more creative is of vital importance. Particularly because many schools are introducing – in top down manner - their BYOD philosophy.'
I love books, theatre, Italian operas. I like travelling and writing about it. I am getting more and more involved with teaching abroad. Gradually I have learnt more about Tanzanian schools. Last month I was giving a workshop in Arusha, at the foot of Mt Kilimanjaro.
These days making teaching more creative is of vital importance. Particularly because many schools are introducing – in top down manner - their BYOD philosophy.'
Ali Ata Alkhald
Ali Ata Alkhaldi is a senior lecturer of English language at Abu Dhabi Polytechnic in the United Arab Emirates. He is a course leader of an English language series, and he has been teaching English as a second language in the Middle East since the late 1990s. His research interests are Second Language Acquisition, English language education (ESP/EAP), creative writing, and materials development. He has participated in many international conferences, such as IATEFL, TESOL Arabia, MATSDA, and ESP.
Allen Davenport
Allen Davenport is the ELT Consultant for the Association of Southeast Asian Nations Regions at Cambridge University Press. He has been actively involved in the education field since 1999 and specifically with ELT since 2006. Allen holds a bachelor’s degree in anthropology and a master’s degree in education, with a focus in student development. He has been a keynote speaker and presenter at many conferences and events around Asia and the Middle East. In terms of creativity, Allen tries to help teachers to bridge the gap between creativity research and practical classroom application. In his presentations focused on the subject, he tries to demystify the concept of creativity and show teachers that, in the words of Sternberg and Williams, “Small changes in the way questions are asked, assignments are worded, and tests are crafted can make big differences in the lives of students.”
Alicja Gałązka
A teacher, linguist, a licenced coach and international trainer. An academic teacher, researcher, works at The University of Silesia in Poland and she is also a head of the Language Centre FUTURE in Poland. She is an author of over 100 articles published in Polish and English and an author of own method of teaching languages through drama Future Learning System based on cognitive psychology and neurology. A pioneer of using drama in language education in Poland. An international trainer on European courses for teachers “Learning and creativity“. She is an active member of Psychological Association of Creativity, Polish Association of NLP, ICI - International Association of Coaching Institute (vice president for Poland), National Drama Association, UK, Learning Teachers Network (a member of the board) IDEA (International Drama and Education Association) and IATEFL. She has been researching and practising drama for years. Her main interest is using drama in the ELT classroom in the neurological and psychological context. She is also a coordinator and participant of many international drama projects. Coordinator of two SIGs: Psychology in ELT and Drama in ELT in IATEFL Poland.
Amadeu Marin
'I've been a teacher of English as a foreign language for almost 30 years now. I've been school director, deputy director, head of studies, exam coordinator, distance programme coordinator and ICT coordinator. But I've never stopped being a teacher; as I get more experienced and progress in my career I feel more and more passionate about teaching, and I get more and more fun out of it. I think the reason I'm enjoying myself progressively in the classroom (both brick-and-mortar and virtual) is I've gradually moved away from institutionalised teaching, meaning things like syllabuses, textbooks and exams, to embrace a more creative teaching approach, which starts from the learners themselves, their lives and their expressive needs. I'm convinced that learning comes naturally for human beings, and also that we learn more and better in groups. Social learning is facilitated these days by ICT, especially web 2.0 tools, with their enormous potential for building personal learning networks.'
Amar Bahadur Sherma
'I have been working as an ELT since 2007. I did MA in English in 2013 at Tribhuvan University (TU) and an accreditation course on Global Education at Kathmandu University (KUSOED) in 2014. I won the Connecting Classrooms Reciprocal Visit Grant in 2014 to visit a school located in the UK. Both the accreditation course and the visit were funded by the British Council. I am also a founder member of Sustainable Education Group-Nepal (SEG-N), Editor-in-Chief of Writers’ Diary and Full Member of The Learning Teacher Network (LTN) based in Sweden. I have conducted some workshops and presented a paper in an international conference held in Tallinn, Estonia. I have a passion for writing, so I have published more than 60 short as well as long articles on education as well as contemporary issues in different national newspapers and some articles in an internationally published magazine. In 2013, I won an ELT Writing Contest of the Month, which was organized by the British Council Nepal. I have been sharing creative ideas, innovative information and opportunities through our blog: http://www.nepaleseteacher.org. '
Amol Padwad
'I became a teacher by accident but have stayed back in teaching by choice for over 34 years now. I am currently Professor & Director, Centre for English Language Education, Ambedkar University Delhi (India). Besides working as a teacher, trainer and consultant, I have also been interested in teacher networking and associations, CPD and mentoring teacher-researchers. I am also the Secretary of the Ainet Association of English Teachers (India), which is trying to promote creativity in the ways teacher associations think and function. For me, one important aspect of creativity in ELE is to explore and exploit the connections between an ELE context and the culture it is embedded in.'
Amos Paran
'Having started my EFL career as a teacher in secondary schools in Israel and as a materials writer, I am now Reader in Second Language Education at the UCL Institute of Education, University College London. My formal education includes an MA in Applied Linguistics and an MA in Education and Development: Distance Education, and a PhD in Applied Linguistics. More recently, I did a Certificate in Creative Writing: The New Biography, with the University of East Anglia. My main teaching and research interests are in the use of literature in language teaching, and the teaching of reading. I am also a classically trained singer, and have sung with various choruses in the London area.
I believe that creativity should permeate everything we do in the classroom – we ourselves should be creative as teachers and as trainers, and we should continuously provide our learners with opportunities to be creative themselves: opportunities to write creatively, to draw, to create music, and to expand their horizons. Throughout my teaching I have used creative writing exercises, drawing, and music in my classes. I have always asked my learners to expand the boundaries of the work they themselves produce and to define by themselves what they would like to do – and have found that an open mind encourages the learners to go further than they ever thought they would.'
I believe that creativity should permeate everything we do in the classroom – we ourselves should be creative as teachers and as trainers, and we should continuously provide our learners with opportunities to be creative themselves: opportunities to write creatively, to draw, to create music, and to expand their horizons. Throughout my teaching I have used creative writing exercises, drawing, and music in my classes. I have always asked my learners to expand the boundaries of the work they themselves produce and to define by themselves what they would like to do – and have found that an open mind encourages the learners to go further than they ever thought they would.'
Anca-Mariana Pegulescu
Anca-Mariana Pegulescu graduated ‘Al. I. Cuza’ University from Iași and had her PhD in contrastive linguistics at the University of Bucharest. She was a visiting fellow at the University of Southampton in 2007 and attended the programme of the International Visitors Leadership in USA, in 2008. She has administrative responsibilities as a general inspector for English, Japanese and Chinese in the Romanian Ministry of Education and Scientific Research, focusing on teaching assessment, curriculum monitoring and teacher training. As an associate lecturer of the University of Craiova, Drobeta Turnu Severin branch, she taught English grammar, semantics and pragmatics. She is currently teaching students of the Romanian Academy of Economic Sciences focusing on ESP and public administration and management. She published books on transitivity, phonetics and lexicology as well as on language communication.
Andrea Assenti del Rio
´An English teacher (UNLP) and MA TEFL (The University of Reading), in 2006 I was part of a Hornby Summer School in Brazil where I shared with teachers from all over Latin America a different vision of teaching and learning which shaped my later professional life: an intercultural perspective. (The result, a co-authored book: ICRP (https://www.teachingenglish.org.uk/sites/teacheng/files/icrp-july07.pdf), edited by the BC Brazil). As part of Home Intercultural learning (www.homeintercultural.com.ar), where I am DoS, I've done creative work joining disciplines – the arts, social sciences, ecology and languages - and helping learners become ethnographers (we're also part of the Intercultural connections programme, The University of Glasgow). I've also co- coordinated, together with Prof. John Corbett and now Malu Sciamarelli, Hugo Dart and Karin Heuert Galvão, the Intercultural Language Education SIG at Braz TESOL, Brazil. Our study group at Home intercultural learning - Home caleidoscope - does action research to incorporate creativity in the classroom every day. I cannot picture a profession or life devoid of creativity and I think it is indeed creativity which makes the world go round’.
Andreea Pasere
'Having volunteered for various museums in the past, I learnt about the important role art plays in our lives. Although not an artist but an English Teacher, I am interested in arts and crafts. I use shadow theatre, clay modelling, origami, music and drama in my lessons. I also organised creative workshops for children, such as felting wool and wool-puppets. In addition, I am trying to put together a craft-bank for young learners by looking into meaningful ways of using the students' creativity in the EFL context.'
Andrew Wright
'Storyman: I think I am now known as a storyman…without a hyphen, telling stories and helping students to make stories and books in many countries.
Gamesman: Games (with challenge as a driver rather than competition) and game like activities have been a key part of my life in language teaching both in teacher development and in publishing.
Pictureman: I have loved spending time thinking of hundreds of things we can do with pictures and on teaching classroom teachers how to draw on the board.
Methodology man: I hope my books manifest one of my fundamental beliefs that anything which is interesting and involves language is potentially language teaching material.'
Websitte: http://www.andrewarticlesandstories.wordpress.com
Gamesman: Games (with challenge as a driver rather than competition) and game like activities have been a key part of my life in language teaching both in teacher development and in publishing.
Pictureman: I have loved spending time thinking of hundreds of things we can do with pictures and on teaching classroom teachers how to draw on the board.
Methodology man: I hope my books manifest one of my fundamental beliefs that anything which is interesting and involves language is potentially language teaching material.'
Websitte: http://www.andrewarticlesandstories.wordpress.com
Angeliki Voreopoulou
'I have been an ELT practitioner since 1998 and I am currently working in a State Primary school in Northern Greece. I hold a BA in English from University of Kent and an MEd in TEFL from University of Bristol. I believe that students, especially the very young ones, can learn so much better when introducing colour, music, games and storytelling into language lessons. Their imagination and creativity sparks when there are opportunities for collaboration and meaningful communication. My main interests include visual materials, storytelling and the use of Web 2.0 tools into the classroom. I also adapt all time classic games (like Jenga, Monopoly, Battleship etc) that children love for the purposes of teaching English. Since sharing is caring I enjoy taking active part in seminars , talks and workshops.'
Anna Venuto
'I was born in Sicily and I got my degree in European Languages and Cultures (English, Spanish and Italian) at Catania University in 2007, a certificate (CEDILS) for Italian teaching in 2007, a training teacher course (CAP) in Spain, at Jaén University in 2008 and a Master in Applied Linguistics to English as a FL, in 2010. I've been working in Spain as a curious, committed and passionate English-Italian teacher, for only 5 years, both at private and run-state schools. This year, I have started some creative projects, focusing my attention on a different way of evaluation, where the students themselves have made up their own exam, and it has been carried out as a kind of competition game, organized in different tasks,( graded reader books, Moodle, Quizlet, classroom tasks) in a blended learning approach, promoting peer-evaluation. It has been a great experience and they are becoming more autonomous and are getting engaged with their learning process. At the end of May, they are going to produce some “creative” youtube videos as a final evaluation and again we are having a competition to vote for the best one. Basically my idea is to make them learn by doing learner-centred projects, creative and meaningful tasks, in order to make their learning personal and memorable. I will also include the e-PEL, to foster their self-evaluation'.
Ann Eastlake
'I work in teacher training and development. I’ve done performance poetry and I took my ESL students to perform their own poetry at an International Arts Festival. I was involved in scriptwriting a series of English Language radio programmes for children in Botswana. I have an MA in TV scriptwriting. I’ve attended and presented at conferences. In Malaysia, I've initiated a project where traditional stories were translated into English and then performed by pupils. I’ve also been working on creating interactive audio files for the ESL classroom with my teachers. I believe that creativity thrives within strict parameters:When forced to work within a strict framework the imagination is taxed to its utmost – and will produce its richest ideas.' T.S. Eliot
Attilio D'Agresti
'After a degree in Foreign Languages from the University of Bergamo, and a M.A. in English TESOL from Youngstown State University, I taught Italian in the foreign languages department at Youngstown State University (USA) for 2 years (as teaching assistant), and 1 year as adjunct professor at William Paterson University, in Wayne, New Jersey (USA). In Italy I am currently teaching English Grammar and Literature in High school. I also promoted basic and advanced English courses for adults. I am very interested in speaking activities, considering the fact that many Italian students of English, do not speak very much during their classes. Phonetics, Pragmatics and Second Language Acquisition are my main fields of research.'
Averil Bolster
'I have worked in ELT since 1995 and my career has been varied and taken me to many interesting places. I started as a general ELT teacher and have worked as an examiner, ESP trainer, manager and EAP materials developer and curriculum designer. I am a graduate of the IDLTM (International Diploma in Language Teaching Management) and my MA is in ELT and Materials Development. I have published several articles in the Materials Development Association (MATSDA) journal, Folio, and a book which I co-authored with Peter Levrai, Academic Presenting and Presentations, was short-listed for an ELTons Award 2016 in the category of Innovation in Learner Resources. I have presented at conferences in Europe, Asia and Australia and my research interests include collaborative writing, academic oral presentations, blended learning and the use of the UN’s Sustainable Development Goals (SDGs) in EAP courses. This year (2017), I will have a chapter in a new British Council ELT publication about Creativity in the English Language Classroom based on the UN’s SDGs edited by Alan Maley and Nik Peachey. There is also an article in the forthcoming edition of the European Journal for Applied Linguistics and TEFL titled, A Slow (R)Evolution: Developing a Sustainable EGAP Course.'
Barry Tomalin
Barry Tomalin MA is a leading authority on world culture and a trainer, public speaker and author, specialising in language and cross-cultural issues in diplomacy and business.
He is Director of the Business Cultural Trainers Certificate at International House and teaches International Communication, Cultural Awareness and Public Diplomacy at Loughborough University London. He is an advocate of using TV and Movies as a stimulus for language and cultural learning.
Barry’s book ‘The World’s Business Cultures – a Handbook (3rd Edition) was published by Thorogood Publishing) in September 2014. Among other books, Barry is the author of ‘Cross-Cultural Communication: Theory and Practice’ (Palgrave Macmillan 2013 as well as ‘Cultural Awareness’ and ’Film’ (OUP Resources for Teachers series).
Barry was for twenty years a producer and radio presenter at the BBC World Service and Editor of the BBC World Service English By Radio and Television service.
He has worked in over sixty countries on five continents and has an unrivalled knowledge of how cultures work and is an experienced and popular interactive trainer, with experience of delivering both plenaries and workshops at IATEFL conferences.
He is Director of the Business Cultural Trainers Certificate at International House and teaches International Communication, Cultural Awareness and Public Diplomacy at Loughborough University London. He is an advocate of using TV and Movies as a stimulus for language and cultural learning.
Barry’s book ‘The World’s Business Cultures – a Handbook (3rd Edition) was published by Thorogood Publishing) in September 2014. Among other books, Barry is the author of ‘Cross-Cultural Communication: Theory and Practice’ (Palgrave Macmillan 2013 as well as ‘Cultural Awareness’ and ’Film’ (OUP Resources for Teachers series).
Barry was for twenty years a producer and radio presenter at the BBC World Service and Editor of the BBC World Service English By Radio and Television service.
He has worked in over sixty countries on five continents and has an unrivalled knowledge of how cultures work and is an experienced and popular interactive trainer, with experience of delivering both plenaries and workshops at IATEFL conferences.
Beatrix Price
Beatrix Price works as a language teacher and a teacher trainer at the Language Pedagogy Department at the School of English and American Studies, ELTE University in Budapest. She has extensive experience in teaching children and adult learners. As a teacher trainer, she gives talks, workshops and courses in Hungary and other countries either on YL methodology or using art in ELT. Her interests include holistic education, using art in foreign language teaching, mother-tongue influence on second language acquisition, language teaching methodology, child and teacher development and salutogenesis.
Creativity has always been an important element in her teaching. She’s done different artistic trainings during her studies and work (drama, creative writing, puppetry, choral singing, visual arts, artistic biography work, etc.). She has also given workshops with the title ’Teaching English through art’ at conferences and teacher trainings.
She is currently the president of IATEFL-Hungary.
Creativity has always been an important element in her teaching. She’s done different artistic trainings during her studies and work (drama, creative writing, puppetry, choral singing, visual arts, artistic biography work, etc.). She has also given workshops with the title ’Teaching English through art’ at conferences and teacher trainings.
She is currently the president of IATEFL-Hungary.
Brian Tomlinson
'For almost fifty years I’ve been trying to foster creativity in the language classroom. I’ve been doing so all over the world as a teacher, teacher trainer, curriculum developer, university academic and academic consultant. I’ve also been doing it through my books and articles, my conference presentations and workshops and my work as Founder and President of MATSDA. In that time I’ve also been a kitchen porter in Blackpool, a film extra in Rome , a football coach in Zambia and in Vanuatu and a devotee of Liverpool FC.'
Carol Read
'I'm a teacher, teacher educator and materials writer with over 30 years' experience in English language teaching. My special area of expertise is in primary education, working with children between the ages of 3-12. I'm currently working as an international educational consultant on a range of projects from curriculum and course design to the delivery of customised teacher education courses. This work has taken me to many different countries in recent years. I am also a frequent speaker at regional, national and international conferences on English language teaching. My previous experience includes teaching, teacher training and academic management posts in Venezuela, Portugal and Spain.'
Ceres Pioquinto
Ceres Pioquinto is currently the Editor-in-Chief of ETAS Journal. Ceres has spent most of her professional life in the academe as Associate Professor of English and Literature, with over 25 years' experience. Her areas of expertise besides teaching, teacher training and pedagogy include academic publishing and journal editing, research, writing and publication, as well as administration. She moved to Switzerland in 2008 and joined ETAS and the ETAS Editorial Board in the same year. Ceres has a PhD in Contemporary Literary and Asian Cultural Studies from the University of Sydney.
Charlie Hadfield
'I’m a teacher, poet, trainer and materials writer. I am now lecturing on the M Ed TESOL at Exeter University, after ten years in New Zealand and previous work all over the world. My career-long main interest has been, and still is, how to integrate ‘creativity’ into language teaching , how to amalgamate my own view of poetics and writing with classroom practice.'
Chaz Pugliese
Chaz Pugliese is a trainer and presenter working out of Paris. Chaz has trained teachers in over 25 countries and is a regular speaker at all major international conferences. He’s currently working on a second title with Jane Arnold and Zoltan Dörnyei. His main interests are : Creativity and Motivation (the students’ as well as the teachers’), Spoken Grammar, Materials Development. Chaz loves jazz, is a keen guitarist, likes long distance running and collects toothpastes.
Chris Gyford
Chris Gyford has been an EFL Teacher for over 10 years, during which time he has worked within a wide variety of countries, contexts and constraints. Committed to the concept that creativity is innate to the human condition and an essential perquisite in both language learning and use, he is constantly on the lookout for innovative and creative ideas to try out in his classroom.
In close collaboration with his wife Yasemin, who is an artist and art teacher, he has been able to bring English into the study of art and art into the study of English in a number of cross-curriculum projects, including a recent story-telling exhibition and event at the Cambridge Art Salon.
An adherent to the ideal of open teaching, he aims to be a visible presence sharing ideas in his school staffroom and has recently begun delivering CPD and teacher training workshops to promote creativity in the classroom with colleagues and trainee teachers within his institution.
In close collaboration with his wife Yasemin, who is an artist and art teacher, he has been able to bring English into the study of art and art into the study of English in a number of cross-curriculum projects, including a recent story-telling exhibition and event at the Cambridge Art Salon.
An adherent to the ideal of open teaching, he aims to be a visible presence sharing ideas in his school staffroom and has recently begun delivering CPD and teacher training workshops to promote creativity in the classroom with colleagues and trainee teachers within his institution.
Christina Klein-Wolf
Christina Klein-Wolf is a teacher, teacher-trainer and materials writer. She holds a degree in English Literature from Goldsmiths College, University of London, an MA from the University of St Mark and St John, Plymouth and a PhD from the Open University. Her areas of research interest are English literature and language learning, teacher education and online professional networks.She teaches Shakespeare and Language and Literature and Language at the University of Leicester where she also works with learning technologies in EAP. She is the founder and coordinator of the ELT Online Reading Group, a Board Member of the Extensive Reading Foundation and the Coordinator of the IATEFL, Literature Media and Cultural Studies SIG. She is a heavy metal fan and a gamer.
Website: chriswolf90.wordpress.com/
Website: chriswolf90.wordpress.com/
Chris Walklett
'I have taught English for 20 years and academic English teacher for the last 12. Prior to this I studied literature and history for my first degree and this has remained my passion. I am particularly interested in bringing creativity into my classes and have done this increasingly in my pronunciation teaching and my teaching on the IFP. I have presented at the last three IATEFL Conferences all connected with the use of songs in EFL – this years it was a workshop – Twistin’ My Melon – Creative Uses For Songs and Song Lyrics in EFL. At university I also teach history, I have made a concerted effort to make the content thereof innovative, employing non written sources wherever possible for example. I would say overall I am a firm believer in creativity and committed to making the classroom a dynamic, interactive, even inspiring environment in which to learn.'
Christien van Gool
'I have been a teacher of English since 1980 and have worked mainly in secondary schools, the last few years in an adult college (secondary level). Apart from teaching I have been active in the Teachers’ Association in my country (Netherlands) organising seminars and conferences since 1986 and acting as main editor for Levende Talen Magazine.
At the moment I’m chair of Nationaal Congres Engels (bi-annual conference) and I work as a materials writer for Waspreporter.
Being creative is one of the most important characteristics a (language) teacher should have. Creativity I define as the ability to suit your lessons to the group you have in front of you and to use every possible means (be it music, pictures, videos or texts) to get your students involved and enhance their learning process.'
At the moment I’m chair of Nationaal Congres Engels (bi-annual conference) and I work as a materials writer for Waspreporter.
Being creative is one of the most important characteristics a (language) teacher should have. Creativity I define as the ability to suit your lessons to the group you have in front of you and to use every possible means (be it music, pictures, videos or texts) to get your students involved and enhance their learning process.'
Chrysa Papalazarou
Chrysa Papalazarou is an English teacher in a state primary school in Greece. She likes to encourage students' creative thinking through the integrated use of artful stimuli and Thinking Routines (Making Thinking Visible approach, Harvard University) in classroom projects that deal with topics on human values and social justice. She shares her experience on two websites (blogs); one has lesson proposals (Art Least), and the other classroom practice reports (Art in the English Class Project). She has also shared her practice in posts, webinars, talks, and workshops. She holds a BA in English Literature with a minor in Greek Studies from the University of Athens and a joint MA in Comparative Education and Human Rights from the Institute of Education (University of London) and the University of Athens.
Clarissa Rosa
Clarissa Rosa is a Brazilian Young Learner Language teacher and a master’s degree student in Literature. She is passionate about teaching children, telling stories and picture books. She believes that storytelling is one of the best ways to involve children in language classes and it also has the power to awaken creativity. Throughout her teaching, she has been using a variety of activities in which students are able to create, contribute and play in a meaningful and creative way. Clarissa believes that teaching goes far beyond preparing materials, marking tests and teaching pronunciation, in her opinion, teachers got the power to help students to build a strong sense of confidence and achievement.
Claudia Ferradas
Claudia Ferradas holds an MA in Education and Professional Development (University of East Anglia) and a PhD in English Studies (University of Nottingham). She is one of IATEFL’s International Ambassadors and has extensive experience as an international presenter, trainer, researcher and materials writer.
Based in Buenos Aires, Argentina, Claudia is a lecturer on the MA programme in Literatures in English at the National University of Cuyo, Mendoza. In the UK, she is a member of NILE’s Advisory Board. She often works as a consultant and teacher educator for Oxford University Press, Trinity College London, NILE and the British Council.
She is passionate about world literatures and their contribution to intercultural awareness and the construction of identity. She loves bringing her other passions into her teaching: singing and storytelling.
Based in Buenos Aires, Argentina, Claudia is a lecturer on the MA programme in Literatures in English at the National University of Cuyo, Mendoza. In the UK, she is a member of NILE’s Advisory Board. She often works as a consultant and teacher educator for Oxford University Press, Trinity College London, NILE and the British Council.
She is passionate about world literatures and their contribution to intercultural awareness and the construction of identity. She loves bringing her other passions into her teaching: singing and storytelling.
Consuela Popa
'I have been working as an English teacher for over 12 years already in the Romanian education system, high school mainly, but also all levels below high school. I have been a contributor of Humanising Language Teaching Magazine for years. I am into language acquisition research. I believe Creativity is Life itself. In order to preserve life that has been Created by God, we need to search continuously for passionate, dedicated and multi-angle ways of living life, we must do everything differently, we must create and be thankful for everything that was created before, we must pass on life and spirit. I am deeply interested in breaking the ice with short stories and children literature, or something else. I am reflecting and drafting, I highly value good quality training experiences. I fully agree to the fact that institutional pressures lead to numbness inside the Educational body and through Creativity, commitment and values we can heal education.
Csilla Jaray-Benn
'I have been teaching business English and general English courses in France for fifteen years to adults, graduate students in a business school and to teenagers. I founded a language training organisation, Business English Services in 2007. I graduated with MA degrees in English, French and Theatre Studies from Eötvös Loránd University, Budapest and Sorbonne Nouvelle, Paris 3. My main interests lie in motivational research and its application, creativity, innovation and use of technology and theatre based techniques in language education. I gave talks at TESOL and IAEFL conferences in the themes of one-to-one dynamics, collaborative creative learning, role-plays and vision in language learning. I am Regional Coordinator and Joint-Vice President of TESOL France and Director of a research group dedicated to a contemporary French playwright, Roland Dubillard. My blog (www.besenglish.com) was shortlisted as second for the IATEFL blog award for best coverage in 2013. I contributed to the IATEFL Manchester 2014 conference as a roving reporter with session reviews (https://iatefl.britishcouncil.org/users/csilla-jaray-benn). I enjoy writing, meeting people, learning about new ideas, and facing new challenges'.
Curtis Kelly
Popular speaker and writer, Curtis Kelly (EdD), has spent most of his life developing learner-centered materials for “3L” students, those with Low ability, Low confidence, and Low motivation. Since his life mission is to “relieve the suffering of the classroom,” he tries to write highly engaging or personally introspective materials for his textbooks, which include Significant Scribbles (Longman), the Active Skills for Communication series (Cengage), and the Writing from Within series (Cambridge). For example, activities in these textbooks include diary writing, information gap mysteries, and writing about an event that changed your life. To better understand his learners, he has developed a deep interest in psychology and more recently, the neuroscience of learning. He has made over 400 presentations on these topics at conferences in Asia. He is also the founder of the Mind, Brain, and Education SIG of the Japan Association of Language Teachers, a Director in the NeuroELT Research Group, and Director in the Center for Applied Social Neuroscience (CASN).
Daniel Xerri
Daniel Xerri is a teacher of English at the University of Malta Junior College. He also teaches on the university’s MA in TESOL. He holds postgraduate degrees in English and Applied Linguistics, and is currently reading for a PhD in Education at the University of York. His research focuses on the interplay between teachers’ and students’ beliefs, and pedagogy. His main research interest is teacher education and development in English Language Teaching. More information about his talks and publications can be found here: www.danielxerri.com
Danny Norrington-Davies
'I enjoyed a 20 year teaching career, working in Argentina, Botswana, Malawi, Peru, Saudi Arabia, South Africa, Thailand and the UK. I now work as a teacher and trainer at International House London and have an MA in ELT and Applied Linguistics from King’s College London, where I researched the effect of visualisation on learners’ recall of texts.My interests in language teaching are visualisation, memory, critical thinking, working with emergent language and using texts, and I have developed a healthy addiction to attending and presenting at conferences. As a trainer, my main goal is helping new teachers to leave space in lessons for genuine interaction and to work with what emerges. I truly believe that all teachers can do this - they just need the confidence to try'.
Danny Singh
Danny Singh, born in London, but based in Rome, has been heavily influenced by Pilgrims humanistic approach to teaching. He attended a Mario Rinvolucri's workshop when he was just a young teacher and later developed his own individual style; laughter yoga, gibberish, dancing, singing, improvisation, total physical response, multiple intelligences, neuro-linguistic programming, the use of the five/six senses, visualisation and creative writing are among his many activities.
He currently teaches with his own methodology laughnlearn www.laughnlearn.net , trains teachers, does team building and motivation work in companies,translates and interprets in Italian/English, proof-reading, is a qualified laughter therapist, reiki therapist, actor and writer.He has written hundreds of articles over the years on a variety of subjects, plus two books, one a guide to learning and teaching, the other an autobiography related to his laughter yoga experiences, written directly in Italian.Since 2013, he has been attending international teacher conferences in various countries around the world, where he usually presents interactive workshops demonstrating various language teaching skills and even volunteers as a special guest for the local teachers nearby.
Here is a 5 minute video demonstrating some of his teacher training activities at a school in Croatia in 2016: https://www.youtube.com/watch?v=jebXF306Dsc&t=56s
He currently teaches with his own methodology laughnlearn www.laughnlearn.net , trains teachers, does team building and motivation work in companies,translates and interprets in Italian/English, proof-reading, is a qualified laughter therapist, reiki therapist, actor and writer.He has written hundreds of articles over the years on a variety of subjects, plus two books, one a guide to learning and teaching, the other an autobiography related to his laughter yoga experiences, written directly in Italian.Since 2013, he has been attending international teacher conferences in various countries around the world, where he usually presents interactive workshops demonstrating various language teaching skills and even volunteers as a special guest for the local teachers nearby.
Here is a 5 minute video demonstrating some of his teacher training activities at a school in Croatia in 2016: https://www.youtube.com/watch?v=jebXF306Dsc&t=56s
Dat Bao
Dat Bao has worked with Leeds Metropolitan University in the UK, Cornell University in the US, the National University of Singapore, the Assumption University of Thailand, and is presently with Monash University. His expertise includes curriculum design, intercultural communication, materials development, classroom reticence, literacy development, creative pedagogy, and visual pedagogy in language education. With research experiences in England, Australia, China, Japan, the Philippines, and Thailand, he has given numerous presentations in four continents including being a plenary speaker at international conferences. He is also a creative writer and artist with poems, short stories, and illustration art works published in Malaysia, Singapore and Hong Kong. He is the author of Understanding Silence and Reticence: Nonverbal participation in Second Language Acquisition (Bloomsbury, London).
David Brennan
'I am currently a student on the MA TESOL program in the University of Limerick, Ireland. I worked in Japan teaching English mostly, but also Physics and Theory Of Knowledge for twelve years. I also do a lot of creative writing, fiction and poetry and also dabble in song writing, but am also interested in science, especially physics. My undergraduate degree is in physics. The creativity of science and indeed logic can also be useful in the classroom.'
David Gibson
David Gibson became a teacher in 1964 and taught for 15 years in elementary and secondary schools in England. His five diplomas were awarded by the universities of Nottingham, Bristol, and Cambridge. Moving to Greece in 1979, he taught in private language schools before joining the British Council, Thessaloniki, as a Teacher of English Language and Literature, Teacher-Trainer, and Coordinator of Student Cultural and Social Activities. In 1995, he joined Pinewood International Schools of Thessaloniki. He has worked for ESOL examinations for many years. David is an active member of TESOL Greece and a founder and three-time board member of TESOL Macedonia-Thrace, Northern Greece, giving regular presentations at conventions and conferences. He retired from teaching in 2008 in order to concentrate on other, mostly education-related projects. David is one half of the English Language Theatre Group, “Dave’n’Luke”
Website: http://davenluke.wordpress.com
Website: http://davenluke.wordpress.com
David Heathfield
'Storytelling and drama are at the core of my teaching because they are the most effective ways I know of language learners developing their listening and speaking skills and creativity. I am a freelance storyteller and teacher trainer and writer alongside my teaching at INTO the University of Exeter. Sharing and exploring oral stories from world cultures with adults, teenagers and children of all ages is my passion. It is my good fortune to run storytelling and drama workshops with teachers working around the world. In these ways, I learn wonderful stories by listening to them being told by students and teachers from everywhere.'
Website: https://sites.google.com/site/davidheathfield2/home
Website: https://sites.google.com/site/davidheathfield2/home
David Valente
David Valente is Academic Training Manager at The Anglo Mexican Foundation in Mexico City and has 20 years’ experience in English language teaching as a teacher, academic manager, educational consultant, teacher trainer and materials developer. His specialist interests include primary and secondary ELT, YL teacher education and equality, diversity and inclusion in ELT.
David has authored a range of teachers’ handbooks and bespoke courses for primary and secondary curriculum development as well as designed face to face and online ELT methodology training in Latin America, Asia, Europe, the Middle East and Australasia. He is the Coordinator of the IATEFL Young Learners and Teenagers Special Interest Group. David is also a tutor and external assessor for the Cambridge Delta Modules, Cambridge CELTA as well as a lead trainer for the Cambridge Celt Primary and Celt Secondary awards.
David has authored a range of teachers’ handbooks and bespoke courses for primary and secondary curriculum development as well as designed face to face and online ELT methodology training in Latin America, Asia, Europe, the Middle East and Australasia. He is the Coordinator of the IATEFL Young Learners and Teenagers Special Interest Group. David is also a tutor and external assessor for the Cambridge Delta Modules, Cambridge CELTA as well as a lead trainer for the Cambridge Celt Primary and Celt Secondary awards.
Deepa Kiran
'As the founder Story Arts India and an empanelled resource person with the Ministry of Culture, Government of India, CCRT (Centre for Cultural Resources and Training) it has been a challenging and rewarding journey working with educators in pre-schools, schools and the universities, to bring back the diverse oral storytelling traditions back into the classroom. Being both an artist and educationalist (with a post graduate specialisation in the teaching of English), my work bridges both art and learning. My workshops are designed to re-introduce and train teachers to weave in folk lore, regional languages, music and dance into the classroom performance. As a professional storyteller, educationalist, researcher, writer, voice-over artist, and founder Story Arts India, I get to engage with educators from across my city, state, country and the world. Academic research and documentation is also an integral part of the work. “The Royal Mistake” is my print-cum-audio book for children.' FB storyartsindiaofficial https://www.youtube.com/watch?v=Znf92hWUMsQ
Dimitris Primalis
Dimitris Primalis is an EFL teacher, author and oral examiner for C.E.L.A. and CamL.A. He has been teaching for more than 20 years and applies his knowledge and experience to introducing innovation and change into the daily teaching practice. He believes that creativity motivation, critical thinking, collaboration and communication can be the driving forces in T.E.F.L. His views and work are shared in his columns in the ELT News, the BELTA Bulletin and his blog ( A different side of EFL ). He has presented his work in many conferences in Greece and abroad. Dimitris was awarded the 2013 IATEFL Learning Technologies SIG scholarship and he has been selected as Expert Innovative Educator and Fellow by Microsoft in Education. He has also served as IATEFL Learning Technologies SIG e-bulletin assistant editor, TESOL Greece chairman, vicechair and Newsletter editor. He is working at a private primary school in Athens, Greece.
Dina Blanco-Ioannou
'I am a professional English Language Teacher and Teacher Educator with over 20 years experience. My ELT professional and personal interests lie in effective and affective ELT approaches. Particularly, I am interested in methodologies and approaches that embrace a more creative approach to language teaching and learning. This includes using language as a tool to creatively develop and foster a positive sense of self as well as to learn and develop key life skills. With this in mind, I founded Lessons-in-Self a unique transformational educational programme. With a two-fold objective, the ELT programmes engage participants in a unique English language learning experience. Whilst developing and furthering their English language skills, learners simultaneously transform their life in the process. As a result, they reach both their language goals and professional and personal goals. All in all, innovative and transformative English Language Teaching aimed for the 21st century.' To find out more visit: www.Lessons-in-Self.com
Dirk Lagerwaard
Dirk Lagerwaard is the proud winner of the Creativity Group scholarship for the 2019 IATEFL conference. He is a PhD candidate at the Pompeu Fabra University in Barcelona and teaches English at a secondary school in Barcelona and the Escola Oficial d’Idiomes in Cornellà. He also works at the Blanquerna University, where he teaches the subject “The Teacher as an Agent of Change”. Apart from that, he is the Social Media Coordinator of the IATEFL Young Learners and Teenagers Special Interest Group and started the vlog NovELTies, where he aims at bridging the gap between research and their practice with teachers from all over the world. In his thesis, he analyzes in the secondary classroom the implementation and effects of a designed approach that fosters student agency. The aim of the approach is to situate students communicatively and cognitively in their own unique way through mediation, in order to enable them to consciously act upon their own emotional involvement and express themselves as they want.
Donald Paul
Currently the Editor of the English Teachers Association Switzerland’s magazine, The ETAS Journal. Taught English as a Second Language at the high school level in Sudan. Lectured in English for Special Purposes and English Literature to BA and Honours students at the University of Khartoum. Obtained a CELTA diploma in 2017 and currently conduct private lessons for adults in conversational and Business English. As editor of The Big Issue, South Africa re-designed the magazine and Increased distribution from monthly to once every three weeks and achieved its highest circulation figures. Recipient of an Open Society Foundation for South Africa Media Fellowship for investigating the relationship between land reform, smallholder farmers, and food sovereignty. Published in BusinessDay. Worked as an editorial consultant on Media24’s team that launched Drum magazine into East Africa and established its foothold in the region. Took over The San Francisco Review of Books, increased frequency from quarterly to eight issues per month, and made it a significant literary platform for new writers.
Efi Tzouri
'I am a graduate of the English Language and Literature Department of Aristotle University of Thessaloniki. Having done studies both in Liverpool John Moores University and Royal Holloway University of London I became specialised in Theatre Education and Theatre Production. I love acting and directing and I am really keen on working with youngsters' theatre groups. I have been teaching English for almost 15 years. I have been a radio show co-presenter and I have collaborated with the Public Central Library of Serres on a digital storytelling project called "Storieschest" sponsored by Future Library and Niarchos Foundation. Currently, I am teaching English to young learners and teenagers. Also I have been a board member of TESOL Macedonia-Thrace Northern Greece Teachers’ Association for two years.'
Emi Slater
Emi Slater is a CELTA trainer, in service teacher trainer, EFL teacher and Drama/EAL workshop leader. She is MA and DELTA qualified. She has lived and worked in Russia, Ukraine, Poland, The Netherlands, South Korea, and Egypt. She is a creative writing mentor for Freedom from Torture and a published theatre journalist. Emi runs CELTA, pre-service and in-service teacher training, workshops teaching English through drama for EAL students in the UK and recently on-line story telling workshops in Palestine. She has a particular interest in Dogme approaches, teaching young learners and working with refugees. She spoke at IATEFL 2016 in Birmingham on “Beyond Drama - Stepping into the Unknown Classroom” and at IATEFL 2017 in Glasgow on “The Disappearing Teacher”. She ran her own international award winning touring theatre company Perpetual Motion Theatre for 10 years. She is based between London and Oxford.
Emma Lay
'I am an EAP Lecturer at University College Birmingham in the UK and have worked in ELT for 15 years in various guises as teacher, teacher educator and coordinator, both in the UK and abroad. I’ve taught in the Higher Ed sector since 2004 and over time my practice and beliefs have become more and more affiliated with critical and transformative pedagogy, DogmeELT, and creativity and authenticity. Classroom projects have included student-designed and delivered assessment and negotiated syllabi. I’ve delivered Dogme-informed EAP workshops and ponder about authenticity in teaching and learning at http://keepitrealemma.wordpress.com'
Ferhat Karanfil
‘I have been teaching English for seven years. I have started as a teacher in 2008. I have worked in a rural school as a timely paid teacher with no insurance or any other right. I used to have many students who are illiterate and we had a project. I encouraged mums who are illiterate too to come the writing and reading course with their kids. The result was great, the collaboration between the children and mothers help them to learn to read.
From 2011 to 2015, I have worked in Oxford University Press, Turkey. I was educational the educational consultant. We used to have promotional seminars in May and June. Teachers did not want to join because they were boring. I proposed in order to make them more interesting, we should have a talent show and people who do not want to exhibit talents were invited to dance with a coach. The results were great, the next year participant doubled. I currently work in Elazığ, a small city in the east part of Turkey.’
From 2011 to 2015, I have worked in Oxford University Press, Turkey. I was educational the educational consultant. We used to have promotional seminars in May and June. Teachers did not want to join because they were boring. I proposed in order to make them more interesting, we should have a talent show and people who do not want to exhibit talents were invited to dance with a coach. The results were great, the next year participant doubled. I currently work in Elazığ, a small city in the east part of Turkey.’
Fernando Guarany
Born and raised in the heart of the Brazilian Amazon rainforest, Fernando Guarany has worked in multiple TESOL roles for over 20 years (including academic coordinator – Cultura Inglesa Natal, Academic Manager Brazil, British Council, and member of BRAZ-TESOL’s advisory council). His ELT career has given him the pleasure to engage with educators in various contexts and from a variety of perspectives in Brazil and beyond. He strongly believes that every teacher and learner can be a Freire, a Dostoevsky or a Stevick and has an ardent desire to see as many as possible achieve their fullest potential. Guarany stands up for a responsive, dialogic and organic type of education that conforms to people’s individual needs (not the other way around). He works out of beautiful Natal (Brazil) where he loves cycling, sailing and playing with his grandson, João Roberto.
Filiz Etiz
'I am a lecturer at the Department of Modern Languages, Middle East Technical University, in Ankara, Turkey. I have been teaching in the EAP context for almost 25 years. I also teach General English to (young) adults at the courses offered by the university to the community. I hold an MA degree in Foreign Language Teaching and am doing a doctoral study in English Language Teaching. My main interests are teacher development, materials design and speaking assessment. I try not to keep within the boundaries of the coursebook and the syllabus whenever I feel the learners’ needs are beyond those limits so as to facilitate a better learning environment, one that is flexible and better addresses learner needs. Teaching is my passion; it must be since I have not got tired of it after so many years.'
Fitch O’Connell
Fitch O’Connell arrived at EFL via circuitous path involving careers in British secondary and special schools, the theatre, concert halls, and the cab of a double-decker bus (though not necessarily in that order.) He has a particular interest in promoting the use of literature and poetry in ELT, as well as critical literacy and a more liberating approach to reading. Is particularly proud of having established the BritLit project when working for the British Council. Widely published teaching materials (especially based on use of short stories) and in various professional magazines.Currently working as a freelance and is based in northern Portugal.
Flora Debora Floris
Flora Debora Floris is course leader for English Education Business programme at the English Department of Petra Christian University in Surabaya, Indonesia. Her research interests are teaching English as an International Language (EIL), educational technology integration, and materials development.
Flora has been an invited speaker at some international conferences including the 3rd UTIC Conference in Indonesia and the 11th Annual CamTESOL Conference in Cambodia. Her works also appear in some reputable journals such as RELC Journal and Asian Englishes Journal. In addition, Flora serves as a member of the Editorial or Review Board for highly respected academic journals including PASAA Journal, The Electronic Journal for English as a Second Language (TESL-EJ), and TEFLIN Journal.
In terms of creativity, Flora believes that creativity is the spark that will create a more engaged and positive learning atmosphere in the classroom. Creativity in language classroom will also improve students’ academic attainment and make teacher’s job more interesting. It is this belief that has brought her to join the C Group.
Flora has been an invited speaker at some international conferences including the 3rd UTIC Conference in Indonesia and the 11th Annual CamTESOL Conference in Cambodia. Her works also appear in some reputable journals such as RELC Journal and Asian Englishes Journal. In addition, Flora serves as a member of the Editorial or Review Board for highly respected academic journals including PASAA Journal, The Electronic Journal for English as a Second Language (TESL-EJ), and TEFLIN Journal.
In terms of creativity, Flora believes that creativity is the spark that will create a more engaged and positive learning atmosphere in the classroom. Creativity in language classroom will also improve students’ academic attainment and make teacher’s job more interesting. It is this belief that has brought her to join the C Group.
Freda Mishan
Freda Mishan is course director of the Structured PhD TESOL at the University of Limerick, Ireland and lectures on that programme as well as on the MA TESOL. Her publications in the field of materials development include Materials Development for TESOL (co-authored with Ivor Timmis, forthcoming 2015), Designing Authenticity into Language Learning Materials (2005), two co-edited books and chapters in recent volumes such as Developing Materials for Language Teaching (Tomlinson 2013). She is also editor of the Materials Development Association (MATSDA) journal, Folio. Her other research interests and publications include Blended Learning and Problem-based learning.
George Raptopoulos
George Raptopoulos has been an ELT practitioner since 1981, having served in various positions both in his native Greece and in the UK. Presently continuing his DELTA training , after having achieved Module 1,he is also serving as a board member of TESOL Macedonia-Thrace (Northern Greece) ,his second stint there.His passions in life are three : Teaching, Literature and Music .And he has been working at them since he started teaching, in the firm belief that all three and their various combinations are the means to international communication ,understanding and tolerance-the more you learn about the Other, their culture and themselves, the more you learn to accept them and your differences –which make this planet a wonderful place to be. Teaching (and lifelong learning) and culture are for George the tools to break down all barriers and unite the world.
Georgia Psarra
Georgia Psarra has been an ELT practitioner for 18 years .Having graduated as a German teacher, she went on to achieve a Master of Arts degree in Descriptive and Applied Linguistics at the University of Essex and has since been teaching both languages at her own private school in Thessaloniki, Greece. She is currently continuing her DELTA training and working in ELT projects. She is a member of TESOL Macedonia-Thrace (Northern Greece ) and aspires to serve as a board member in the next board. Georgia’s driving passions are Teaching and Literature and she has been striving to use both to promote worldwide communication , culture and international understanding, convinced that only though those means can the generations she teaches become better people and better world citizens. And it is teachers who will light the fire in their learners for this to be realized.
Glikeria Selimi
My name is Glikeria Selimi and I have been a teacher of English in the Greek Public Education for the past fifteen years. I am very interested in Literature, Art and New Technologies and, therefore, design my lessons through the use of various forms of art, web 2.0 educational tools and platforms. I enjoy working with colleagues who share the same interests with me and experiment with different educational approaches and I’m always eager to learn what is new in our field which is why I have become a member of C Group.
Gloria Gil
Gloria Gil is an Associate Professor in the Foreign Languages Department of the Federal University of Santa Catarina - UFSC. She has carried out qualitative research from a socio-cultural perspective within the area of teaching and learning English as an additional language. She has also researched in the area of additional language teacher education. Currently, she is researching on the impact of interculturality and creativity on the processes of classroom construction and on the identities of teachers and learners of English as an additional language.
Greta Raykovska
'I have been teaching English in Bulgaria for more than 27 years now. I teach mostly Teens and Adults. I work for a Vocational High School of Electronics, Sofia and I teach General and Vocational English. I am a teacher trainer and a mentor and regularly organize seminars and workshops for groups of teachers on topics related to modern teaching methods, 21st century skills, 4Cs and how to use teaching resources in a creative way. I also work with school teams and help them plan and organize their STEM (STEAM) projects, make their tasks creative, promote collaboration and teach through interesting and engaging activities. I strongly believe that students can have higher motivation and better study results if they have lots of opportunities to learn and practice English in their own way with the help of authentic materials and digital tools. I am interested in task design, storytelling, creative writing, using and adapting authentic materials for classroom, Arts, poems, songs and articles to teach English in an interesting and creative way.'
Hanna Kryszewska
Hanna Kryszewska is a senior lecturer at the University of Gdańsk, Poland, where she delivers general English, CLIL, pre-service and in-service teacher training courses. Since 1991 she has been a teacher trainer in Poland, in the UK and worldwide for local teachers’ associations (Greenland, Iceland, Belgium, the Netherlands, France, Hungary, Bulgaria, Luxembourg, Italy etc). She regularly presents at conferences in Poland and worldwide. In 2006 she became the editor of Humanising Language Teaching. Her fields of expertise include: early education, general methodology, teaching through Fine Arts, CLIL, spoken grammar, lexical chunking, teaching advanced levels (IELTS, CAE and CPE), inclusive teaching, creative methodology and humanism.
Harisimran Singh
'I'm based in India, and retired three years ago as a teacher of English after a career spanning more than three decades with the Indian government. During my career I taught in a variety of ESL and EFL situations, and also undertook further studies through a two-year sabbatical in the UK. It was there that I first got the opportunity to be part of a monthly poet’s workshop, under Susan Utting, at Reading. Some members of the group were published poets and it was edifying being able to learn from them. I found both, receiving feedback on one’s work, and giving on that of others’, equally instructive. There were occasions when we’d attend poetry events, or invite well-known poets to conduct special workshops for us. I remember two: one by Myra Schneider and the other by Jane Draycott. We saw the latter more often since she lived nearby in Henley-on-Thames.Besides, English poetry, I also enjoy poetry in Urdu, Punjabi and Hindi. I wish I could make my ELT classes more creative...like a poem'
Hugo Dart
Hugo Dart has been working as an English teacher and translator since 1998. Based in Rio de Janeiro, he holds Bachelor’s Degrees in Law and in Portuguese/ English, and a Postgraduate Degree in English Language. Since the 2012 course he took at NILE (Norwich), he has specialized in intercultural education. In 2015, he had an article published in English Teaching Forum about the Rio-Warsaw Connection, a project inspired by the work of John Corbett which has already reached over 250 students from institutions in seven countries.
He has been endeavoring to use his experience in ELT – and his seven years of professional experience in the theater – in order to foster intercultural awareness and creativity in the classroom. That is exemplified by his monograph about World War I poetry, which addresses both linguistics and literature concerns.
With other members of the C Group and teachers from all over the world, he plans to keep on contributing to make language classes richer and more meaningful.
He has been endeavoring to use his experience in ELT – and his seven years of professional experience in the theater – in order to foster intercultural awareness and creativity in the classroom. That is exemplified by his monograph about World War I poetry, which addresses both linguistics and literature concerns.
With other members of the C Group and teachers from all over the world, he plans to keep on contributing to make language classes richer and more meaningful.
Ian Lebeau
'I’ve been in the field of ELT for about 40 years now! I spent the early part of my career working abroad in Spain, Italy and Japan. For the last twenty-five years, I’ve been in higher education in the UK, directing and teaching on a wide range of programmes including foundation/EAP, General English, Business English, IELTS, and teacher education. I’m currently an Associate Lecturer at Anglia Ruskin University, in Chelmsford and Cambridge.
Among my pedagogical interests are: curriculum design, the use of content in language learning, critical thinking and writing skills. I’m a co-author of New Language Leader Elementary, Pre-Intermediate, and Advanced, published by Pearson, and have been a judge for the British Council ELTons awards.
I studied Modern Languages at the University of Cambridge, and did an MA in Applied Linguistics at the University of Reading. I have an RSA DipTEFLA (as it was back then!) and am a Fellow of the Higher Education Academy. In my work, I’ve always tried to be as creative as possible, not just in the classroom, but also as a syllabus designer and author, and even when producing examinations.'
Among my pedagogical interests are: curriculum design, the use of content in language learning, critical thinking and writing skills. I’m a co-author of New Language Leader Elementary, Pre-Intermediate, and Advanced, published by Pearson, and have been a judge for the British Council ELTons awards.
I studied Modern Languages at the University of Cambridge, and did an MA in Applied Linguistics at the University of Reading. I have an RSA DipTEFLA (as it was back then!) and am a Fellow of the Higher Education Academy. In my work, I’ve always tried to be as creative as possible, not just in the classroom, but also as a syllabus designer and author, and even when producing examinations.'
Inci Kartal
'I am a great believer in creativity. Over the years, I have noticed that adding a bit of creativity into the content makes learners flourish. With young learners, this comes naturally as their world is all colours and magic, and the more creative you get with them, the more they love the superhero’s lessons, and hence, they learn. With adult learners, all you need to do is to bring back that little, fun kid that is hidden inside of them, and then, magic indeed returns.
After teaching English to young learners for some years, I was truly impressed by their love for writing. It was another way of self-expression for them, and they loved creating simple notes, poems, or stories with this newly acquired skill. This made me combine my two passions in life: teaching and writing, and I obtained my M.A. degree in Tesol & Creative Writing at the University of Westminster in London. I now work at a university level, and creativity in any form is an indispensable part of my teaching.
After teaching English to young learners for some years, I was truly impressed by their love for writing. It was another way of self-expression for them, and they loved creating simple notes, poems, or stories with this newly acquired skill. This made me combine my two passions in life: teaching and writing, and I obtained my M.A. degree in Tesol & Creative Writing at the University of Westminster in London. I now work at a university level, and creativity in any form is an indispensable part of my teaching.
- I won the 2nd prize in Headway Scholarship, 2015, by focusing on creativity in teaching. (http://fdslive.oup.com/www.oup.com/elt/general_content/global/headway_scholarship_gallery_2015/entry_105.pdf)
- I am a published author for Cambridge University Press, primary guided reading series.'
Iryna Zuyenok
'I am an EFL/ESP teacher, teacher/trainer trainer and e-moderator from Ukraine. Syllabus design and materials writing as well as designing various assessment and evaluation tools, procedures and strategies are among my responsibilities as a language teacher and associate professor of the National Mining University FLD. I hold a Diploma in Linguistics, Teaching, Translation (English Language and Literature) (Dnipropetrovsk National University, Ukraine) and Postgraduate Certificate in Trainer Development (ELT) (University of Exeter). I am a co-author of the ESP National Curriculum for Universities, ESP University Syllabus and an ESP Coursebook for Mining Engineers etc. I am open to new inspiring ideas and experiences that may positively change EFL teaching and learning'.
Jamie Keddie
'I am a freelance teacher, trainer, writer and storyteller. My areas of interest include visual materials, the use of story and narratives, and teacher talk development. I am a great believer in the idea that a passionate teacher is key to motivated learners. For this reason, I enjoy working with other teachers to find out what makes them tick.'
Website: http://www.jamiekeddie.com
Website: http://www.jamiekeddie.com
Jana Jilkova
Jana Jilkova is a lecturer at Charles University in Prague, supervisor of dissertations, teacher and trainer (pre- and in-service), on-line tutor, coach and career advisor, regional coordinator of Association of teachers of English (ATECR) in the Czech Republic, IATEFL IP&SEN SIG membership coordinator. She has been an eTwinning and Scientix ambassador, served on Ministry of Education advisory committees for examinations, teaching materials, projects, has been involved in projects with the British Council, National Institute of Further Education, charities, etc. Jana has an MA in English and American Studies, MSc in Natural Sciences, and PhD, CH-Q & NLP certificates. She is an author and co-author of educational training materials, SELTIC (Science and ELT in the Classroom with Experiments) activities and also a keen advocate of creativity in ELT for personal and professional development, including CLIL, STEM, inclusive education, SEN, learner´s life and career skills - and loves challenges and sharing.
Jane Arnold
Jane Arnold is originally from California but has been living happily in Spain for decades. She is Professor of English Language Teaching Methodology at the University of Seville and has published Affect in Language Learning (CUP), Meaningful Learning. Earl Stevick’s Influence on Language Teaching, edited with Tim Murphey (CUP) , Imagine That! Mental Imagery in the EFL Classroom with Herbert Puchta and Mario Rinvolucri (Helbling Languages /CUP) and Seeds of Confidence with Veronica de Andrés (Helbling Languages). She has given workshops and MA courses in many countries and also participates frequently in teacher training courses with the Instituto Cervantes for teachers of Spanish. She likes to explore new and creative ideas.
Jane Spiro
'I am Reader in Education and TESOL at Oxford Brookes University in Oxford, UK, and run an MA and a taught doctorate programme for TESOL teachers. Alongside this, I am also a creative writer, writing stories and poems published both inside and outside a 'learner literature' context. I convene a poetry circle that has been meeting for 15 years, and we have run readings, workshops, exhibitions combining poetry and photographs, and local radio poetry programmes. All my teaching, at every level, combines creative writing with language learning. Another core interest of mine is to show that even assessed learning can be creative, right through to University level: and I have published several articles and chapters aiming to show what this really means in practice. In 2010 I won a National Teaching Fellowship for my work in these areas within the Higher Education sector.'
Janice Bland
Janice Bland, originally from London, worked in schools and then teacher education at several universities in Germany, before becoming Professor of English Language Arts Education, Nord University, Norway in 2017.
Her core interests are all connected to creativity in language education in school settings: children’s literature, creative writing, critical literacy and global issues, teaching with picturebooks and graphic novels, intercultural learning and drama methodology. Janice has published fairy tales and mini plays for young learners. With Bloomsbury Academic she has published Children’s Literature and Learner Empowerment – Children and Teenagers in English Language Education (2013) and the edited volumes Teaching English to Young Learners – Critical Issues in Language Teaching with 3-12 Year Olds (2015) and, forthcoming, Teaching English with Challenging Texts: Literature in Language Education with 8-18 Year Olds (2018). Janice is editor of the peer-reviewed open-access journal: Children’s Literature in English Language Education.
Her core interests are all connected to creativity in language education in school settings: children’s literature, creative writing, critical literacy and global issues, teaching with picturebooks and graphic novels, intercultural learning and drama methodology. Janice has published fairy tales and mini plays for young learners. With Bloomsbury Academic she has published Children’s Literature and Learner Empowerment – Children and Teenagers in English Language Education (2013) and the edited volumes Teaching English to Young Learners – Critical Issues in Language Teaching with 3-12 Year Olds (2015) and, forthcoming, Teaching English with Challenging Texts: Literature in Language Education with 8-18 Year Olds (2018). Janice is editor of the peer-reviewed open-access journal: Children’s Literature in English Language Education.
Jennifer Dobson
'I’m an ELT writer, teacher trainer, teacher and consultant. I love the variety of working with different ages, but I especially enjoy pre primary and primary. Passionate about tech, I like to balance a creative use of it with hands on projects. Creativity for me is about constantly learning from new experiences, and sharing these with the people we meet on life’s journey.'
Jennifer Verschoor
Jennifer Verschoor is an EFL teacher, technology consultant and teacher trainer in Argentina. She specializes in online teaching, mobile learning and training via virtual learning environments. She holds an M.A. in Virtual Environments with special interest in mobile learning. She completed a postgraduate course in Education and ICT offered by the Ministry of Education in Argentina. Currently, she is working as a teacher trainer for ESSARP, British Council, Cambridge English, SimpleK12, SBS International and Macmillan giving teacher training courses on technology integration. She has been hired by SBS International to co-moderate TIC en el AULA, nominated for the ELTons Award 2013 under the category of Local Innovation. She was nominated for the ELTons 2014 under the category of Innovation in Teachers Resources. She obtained scholarships to attend WorldCALL in 2008, IATEFL in 2012, and NILE in 2013.
Website: www.jenniferverschoor.pbworks.com
Website: www.jenniferverschoor.pbworks.com
Jessica Brook
'Having recently returned to Europe from a stint in Bogota I’m finding my feet in Barcelona, working at ESADE University with first and second year students, amongst other things. I’ve taught EFL off and on since 2005, in Japan, South Sudan, Colombia and the UK. I have an unhealthy obsession with how best to approach listening , thrive on moody teenage (and adult) classrooms and love the creativity this job offers. I'm currently building on my training experience as a TYLEC tutor, TKT assessor, delivering freelance sessions, blogging and mentoring. Career highlights include surviving the DELTA, pulling off a Teen Poetry Slam, completing my first qualitative research trialing Lesson Study in EFL classrooms for a PGCert with Leicester Uni, and discovering I can learn a language myself with a bit of effort.'
Jessica Pole
‘I’m interested in exploring how both students and tutors can be more creative in their English Language learning / teaching.
I’m interested in how setting creative projects and taking creative approaches to skills work can offer a way to cater for the idiosyncratic and distinct learning styles and tastes of learners. I’m exploring how use of reading circles, film projects, drama, visual note-taking and use of graphic novels can facilitate deeper, more engaged learning. I’m also interested in how encouraging students to explore their creativity can enhance learner autonomy.
I’ve been teaching English for 15 years – currently with pre-undergraduate students who are developing their academic English at the University of Leeds. I’ve presented on creativity at the Norwegian Forum on English for Academic Purposes (June 2016) and the Cutting Edges Conference (2010) and at language teaching forums at the University of Leeds.
I truly believe that as practitioners of learning we should be bold and call for creativity as an essential guiding principle in curriculum and course design. We can and should engage in creative tasks, creative topics and employ creative methodologies.’
I’m interested in how setting creative projects and taking creative approaches to skills work can offer a way to cater for the idiosyncratic and distinct learning styles and tastes of learners. I’m exploring how use of reading circles, film projects, drama, visual note-taking and use of graphic novels can facilitate deeper, more engaged learning. I’m also interested in how encouraging students to explore their creativity can enhance learner autonomy.
I’ve been teaching English for 15 years – currently with pre-undergraduate students who are developing their academic English at the University of Leeds. I’ve presented on creativity at the Norwegian Forum on English for Academic Purposes (June 2016) and the Cutting Edges Conference (2010) and at language teaching forums at the University of Leeds.
I truly believe that as practitioners of learning we should be bold and call for creativity as an essential guiding principle in curriculum and course design. We can and should engage in creative tasks, creative topics and employ creative methodologies.’
Jill Hadfield
Jill Hadfield has worked as a teacher trainer in Britain, France and New Zealand and worked on development projects with Ministries of Education and aid agencies in China, Tibet and Madagascar. She has also conducted short courses, seminars and workshops for teachers in many other countries. She is currently Associate Professor on the Language Teacher Education team in the Department of Language Studies at Unitec, New Zealand and has been appointed International Ambassador for IATEFL. She has written over thirty books on related areas.
Jim Scrivener
'I’m a freelance writer, teacher, trainer and speaker and also work as Teacher Training Ambassador for Bell. I’m probably best known for my ELT methodology books, such as Learning Teaching, Teaching English Grammar and Classroom Management Techniques. Along with Adrian Underhill I have been sowing the idea of a more challenge-rich, engagement-rich, learning-centred teaching that we have called "Demand-High". In my home town, Hastings, I run a drama club for Primary-aged children and have been involved in various creative writing and performing projects over the years – including co-founding the long-running Budapest Bardroom. My ambition is to leave one really good poem behind.'
Jim Wright
Principal, Pilgrims. 'I have worked for Pilgrims for nearly 30 years. I am passionate about helping teachers feel good about themselves and what they do. I am proud to have created an environment where Pilgrims trainers have the freedom and space they need to inspire teachers with their creativity and enthusiasm. I'm pleased and proud to support the C-group through sponsoring speakers, producing leaflets for events such as IATEFL and helping spread the word through our network of trainers and customers throughout the world.'
John Kay
'My name is John Kay, I was born in Bury in 1958 and I am a teacher and trainer at Athena Teacher Training in Bournemouth, UK. I have thirty years experience and have taught in many countries. As well as having a DipTEFLA and Diploma in NLP, I have a degree in Fine Art and recently (April 2015) had a sculpture exhibition at Bournemouth Library. (Facebook John Kay Artworks). I won the first and, so far, only EFL Poetry Competition and have had poems published in magazines and anthologies. I have published one collection of poetry, 'It wouldn't Do', and regularly perform my poems and songs. I have worked for The British Council on their Summer Lecture Programmes and was the presenter of their pod-casts on Speaking Skills. (Youtube - John Kay speaking). I am married to Yvonne, a DipTEFLA qualified Primary school teacher and we have five grown up children.'
Joris Van den Bosch
Joris Van den Bosch started his teaching career in 2005 and taught ESL in language academies in Thailand, Vietnam and Spain before returning to Belgium, his home country with his bilingual family. Since 2011, he has been teaching English as an Additional Language at the British School of Brussels. Joris has a great passion for international-minded teaching, educational equity and the creative use of students’ home language in the multilingual classroom. He develops and shares many innovative ideas through his blog ‘www.eal-time.com’, delivers plenary sessions and workshops at international schools and has contributed a chapter in Patricia Mertin's newly published book, ‘Translanguaging in the Secondary School’.
José Ignacio
'My name is José Ignacio and I have been a teacher of English for 15 years now. I have taught all ages and levels. At the moment I work for the University of Extremadura where I teach different levels from A1 to C1. I have also taught Spanish as a second language in Chicago (USA) and in Dublin (Ireland). I love teaching and sharing ideas and experiences with other colleagues'.
Judit Fehér
'I am a freelance teacher, teacher trainer and materials writer. My students’ age has ranged from five-day-old to sixty plus, and their levels from total beginner to advanced. I have taught at many different institutions ranging from pre-school to post-graduate, state and private, profit-oriented and non-profit. As a trainer, I have been running courses and workshops mainly in the UK and Hungary. I also have given workshops at many conferences. For me, both in teaching and in training creativity is indispensable for the students and the teacher/trainer as well. Most of the teaching materials I have written target Hungarian secondary students. These include textbooks, workbooks, teacher’s resource books and a collection of skills-based, task-based modular online materials, Creative Communication. My other creativity-related publications are Creative Resources with Bonnie Tsai (IAL, Atlanta ), a series of articles on the British Council Learn English website and a chapter in the British Council publication Creativity in the English language classroom.
Jürgen Kurtz
Jürgen Kurtz is Professor of English / Teaching English as a Foreign Language at Justus Liebig University Giessen, Germany. He is also advisory board member of the German Association of Foreign Language Research (Deutsche Gesellschaft für Fremdsprachenforschung, DGFF), chairman of the Hans-Eberhard-Piepho Prize Committee , and editorial board member of the German Journal for Foreign Language Research (Zeitschrift für Fremdsprachenforschung, ZFF). He previously taught at the University of Dortmund, at Karlsruhe University of Education, and at Saint Mary’s University, Halifax, Canada. Based on his ten-year experience as a former EFL teacher, curriculum advisor and textbook developer in Germany, his current research focuses on the role of improvisation and creativity in enhancing oral proficiency in EFL classrooms, on EFL textbook analysis, use and development, and on culture-sensitive foreign language education.
For further information: http://www.uni-giessen.de/cms/faculties/f05/engl/tefl/teflstaff/prof/JK.
For further information: http://www.uni-giessen.de/cms/faculties/f05/engl/tefl/teflstaff/prof/JK.
Kathleen Kampa
'I have been involved in English language education as a young learners' EFL/ ESL teacher, materials writer, teacher trainer, children's music composer, and publisher's consultant for over 25 years. Japan has been my home for most of that time. As a PYP (Primary Years Program) teacher, I use an inquiry-based approach to teaching through which students develop 21st century skills. As I collaborate with homeroom and specialist teachers, I nurture creativity through arts-based strategies while building content and English language skills. My husband Charles Vilina and I are co-authors of the ELT primary courses Magic Time, Everybody Up, and Oxford Discover, published by Oxford University Press. Oxford Discover recently received the 2015 ELTon award for Excellence in Course Innovation.
As a young child, I created poems, plays, songs, and dances. I believe that the seeds of creativity can easily be "planted" in young learners. By cultivating creative choices and solutions, I've seen curiosity, imagination, and motivation grow.'
As a young child, I created poems, plays, songs, and dances. I believe that the seeds of creativity can easily be "planted" in young learners. By cultivating creative choices and solutions, I've seen curiosity, imagination, and motivation grow.'
Kara Ahron
'I'm a professional musician with extensive experience in performance, song-writing and theatre, as well as a native English speaker living in Israel. I specialize in informal English enrichment based on songs, games, drama and other activities designed to encourage children to use the vocabulary and grammar they learn in their regular English lessons. I've developed a series of programs for children from pre-K and up, English is Fun, based on my motto "English isn't just a subject in school, English is a language". These activities include in-school and after-school programs in and around Yerucham, an annual musical at Kol Yaakov Elementary School and workshops for pupils and teachers throughout the country. I have produced five CDs of original songs and two booklets for EFL teaching.'
Website: www.englishfun.net
Website: www.englishfun.net
Karen Saxby
A writer of ELT teaching and testing material for thirty years, I have also been a graphic artist and hold interests in Gestalt therapy and psychodrama. I have been involved in the production of Cambridge YLE tests since their conception and am published by CUP and OUP. Alongside coverage of established A0-A2 syllabuses, I aim to promote a creative approach to teaching/learning through stories, poetry, songs, puzzles and other fun activities.
I have given talks and run workshops in various countries, my aim often being to explore the archetypal importance of ‘education’ (educare = to lead out), i.e. finding and nurturing the individual talents of children, in creative conjunction with classroom ‘instruction’.
Young children burst with creativity. As adolescents, that unbridled imaginative thinking has often been suppressed. Young children today will have information-rich futures. In my opinion, what they will need, therefore, will be the ability to think creatively and work collaboratively with that information… and to believe in themselves. As educators, I believe we should be heedful of that.
I have given talks and run workshops in various countries, my aim often being to explore the archetypal importance of ‘education’ (educare = to lead out), i.e. finding and nurturing the individual talents of children, in creative conjunction with classroom ‘instruction’.
Young children burst with creativity. As adolescents, that unbridled imaginative thinking has often been suppressed. Young children today will have information-rich futures. In my opinion, what they will need, therefore, will be the ability to think creatively and work collaboratively with that information… and to believe in themselves. As educators, I believe we should be heedful of that.
Kevin Gaudette
'My 25-year FL teaching/pedagogy career began in 1968, as a US Peace Corps Volunteer teacher in rural Sierra Leone. Having developed functional fluency in the Mende language, in 1969 I was invited to serve as Mende Language Program Coordinator for new Peace Corps trainees. This position enabled me to “un-school” the pedagogy, by introducing local Mende children into the Mende class, to be Conversation Partners with the teacher and with the Peace Corps trainees.
Years later, as an EFL teacher for 20 years in Hong Kong/Taiwan/Macao/China Mainland, I participated in NFE projects such as English Clubs and English Corners, and was deeply impressed by their effectiveness in “lowering the affective filter” and giving authentic input, with “real messages of real interest” (Krashen). During my 15 years in China, I taught in 12 Provinces, at prestigious universities (Beijing Broadcasting U., U. of International Relations, Sichuan U.) as well as at Corporations, K-12 schools, and After-school English classes.
According to the level of the class, I used elements of my MovieMagic approach—with circulating pairs of students using brief movie segments, for promoting Comprehensible Input/Audio Description/Role Play/Multiple Intelligences/Morphic Learning (Sheldrake)/Discussion based upon movie reviews (www.metacritic.com)/PBL/Wikinomics (especially Peer Production & Mass Collaboration).'
Years later, as an EFL teacher for 20 years in Hong Kong/Taiwan/Macao/China Mainland, I participated in NFE projects such as English Clubs and English Corners, and was deeply impressed by their effectiveness in “lowering the affective filter” and giving authentic input, with “real messages of real interest” (Krashen). During my 15 years in China, I taught in 12 Provinces, at prestigious universities (Beijing Broadcasting U., U. of International Relations, Sichuan U.) as well as at Corporations, K-12 schools, and After-school English classes.
According to the level of the class, I used elements of my MovieMagic approach—with circulating pairs of students using brief movie segments, for promoting Comprehensible Input/Audio Description/Role Play/Multiple Intelligences/Morphic Learning (Sheldrake)/Discussion based upon movie reviews (www.metacritic.com)/PBL/Wikinomics (especially Peer Production & Mass Collaboration).'
Khemraj Sharma Acharya
‘I was fascinated to teach when my Principal at school told me that, “teaching is the most sacred job of all”. I started teaching after I completed my intermediate level in English Literature. It has been 8 years I am in this field. I have completed my M.A from Tribhuwan University. I am currently an Access Instructor working at English Access Microscholarship Program, Nepal. I also work as an academic coordinator at a secondary school. I have conducted various trainings on using creativity in the classroom. I mostly prefer to blend literature with language for better learning. So I use stories, dramas, poem and music to teach English language. I am also the recipient of prestigious C-Group Creativity Award to participate in the IATEFL Conference. I have also presented papers on national conference and NELTA – Nepal English Language Teachers’ Association International Conference. I am also the member of NELTA, IATEFL and TESOL.’
Kieran Donaghy
Kieran Donaghy is a teacher, teacher trainer, international conference speaker and award-winning writer based in Barcelona. He holds Master's degrees in ELT, and Business Communication. His main areas of interest are the creative use of film in the classroom and empathy. He writes extensively about film and education, and is the author of Films in Health Sciences Education (University of Barcelona Press), How to Write Activities for Film and Video (ELT Teacher 2 Writer) and Film in Action (Delta Publishing).
His website on the use of film http://film-english.com/ has won a British Council ELTons Award for Innovation in Teacher Resources, and the most prestigious European media in education prize, the MEDEA Award, and an English-Speaking Union Award. Kieran is also the founder of the only conference exclusively on the use of images in language teaching, The Image Conference. You can find out more about Kieran and his work at at his website http://kierandonaghy.com/.
His website on the use of film http://film-english.com/ has won a British Council ELTons Award for Innovation in Teacher Resources, and the most prestigious European media in education prize, the MEDEA Award, and an English-Speaking Union Award. Kieran is also the founder of the only conference exclusively on the use of images in language teaching, The Image Conference. You can find out more about Kieran and his work at at his website http://kierandonaghy.com/.
'I am a teacher of English language and literature and Chemistry, and an educational expert and teacher trainer at the School of English and American Studies, Eötvös Lóránd University (Budapest, Hungary). I have been involved with several in-service trainings and courses for TEFL and vocational teachers, while I am also delivering media courses. My special interest is the application of English language theatre based activities to facilitate the linguistic and personal development of teacher trainees. I have been involved with the development of EFL course books on functional grammar, vocabulary and also on two ESP course books (political science and nuclear sciences). I am founder of the National English Language Drama Festival in Veszprém and have been co-chairing the event ever since it was founded in 2009. He was member of the managing committee of IATEFL-H between 2014-2016.'
László Katona
Laura Hadwin
'I am an English Language Instructor at Camosun College in beautiful Victoria, BC, Canada. I facilitate the Creativity in Education Community of Practice, which addresses the design, application and evaluation of our creative teaching approaches, lessons and materials in a supportive peer environment. We also discuss how to model, inspire and encourage creativity and creative problem-solving in our learners, and how this can be transferred to contexts both inside and outside of the classroom. I believe creativity is an inherent aspect of being a human, and am always looking for new creative projects! I love yoga, community engagement, volunteering, and exploring our beautiful world! I have taught English in South Korea, Spain, the UK, Turkey and Qatar, and am inspired by the creativity of my colleagues and learners, and believe that there is so much we can learn from one another! My research interests are teacher identity and beliefs, teacher development, transformative education, materials design and creativity. My teaching portfolio: auroraenglish.wixsite.com/english '
Lena Vaneyan
'I am an English teacher, researcher, translator and poet. I am a member of IATEFL LitSig (since 2013). I hold a Cambridge ICELT and a degree in Russian Literature from the Lomonosov Moscow State University. My major interests are poetry, short stories and storytelling, the history and theory of art and architecture, the history of the XX century, modern film and early music. As a self-employed teacher and also an educator in the Boris Pasternak museum near Moscow (since 2015), I have launched some projects supporting the spirit of creativity in my students, colleagues and friends as well as in myself.'
Website: http://wildimpatiens.weebly.com/
Website: http://wildimpatiens.weebly.com/
Leticia Moraes
'I’ve been involved in ELT for more than 15 years now. During this time, I’ve worked with young learners, teenagers and adults, but in the last 4 years I’ve been dealing especially with secondary learners, developing courses and training teachers to deal with this age range. My main interest at the moment is project work and how it fosters creativity among learners and teachers. I’m currently Joint Events Coordinator of the IATEFL YLTSIG, which helps me get in contact with different ELT professionals from all over the world. I’m also involved in professional development events, have articles published and experience as a speaker in conferences and online events in Brazil and abroad.'