Tour around the ELT conference circuit as our team shares conference highlights and session reviews.

Conferences

Stay up-to-date with ELT trends and ideas with articles from experts and teachers in the field.

Articles

<div class="white-box">
This September 15 and 16, 2022, we&rsquo;ll be hosting&nbsp;<a href="https://ellii.com/conference/2022" target="_blank">ElliiCon</a>, a free, two-day virtual conference to explore simple, effective, and practical strategies that will help you build stronger relationships with your students and engage them in a more meaningful way. This article is part of a series of posts introducing some of the conference&nbsp;speakers.
</div>

Karina Zew was born in Buenos Aires, Argentina, and raised in New Jersey, United&nbsp;States.

&ldquo;My passion for languages occurred to me while I was looking the other way,&rdquo; Karina said. &ldquo;As a bilingual child, I had always taken languages for granted. Learning how to speak English was something that just happened to&nbsp;me.&rdquo;

After high school, Karina moved back to Argentina. Like most young adults at this age, she was trying to figure out what she wanted to&nbsp;do.

&quot;In the meantime, I needed a job . . . ,&quot; said Karina. &quot;So that&#39;s how I started to teach.&quot;

Over the years, she&rsquo;s taught Business English classes at international companies and general English to young&nbsp;learners.

<h2>The beginning of a new chapter with&nbsp;Bridge</h2>

Today, Karina works at <a href="https://bridge.edu/" rel="noreferrer noopener nofollow" target="_blank">Bridge&nbsp;Education&nbsp;Group</a>.

She&#39;s a tutor for Bridge&rsquo;s online TEFL/TESOL courses and&nbsp;an ESL instructor for BridgeEnglish in Latin America. In these roles, she interviews and recruits teachers, observes classes and provides feedback for teachers, and tutors online TEFL students from around the&nbsp;globe.

&ldquo;I really enjoy being able to share with others what I have learned throughout these years, both from experience and from academic training,&rdquo; she said.

Karina&#39;s also spoken at many TEFL/TESOL conferences, sharing the knowledge she&rsquo;s gained from over 30 years in the field of English language teaching. She&rsquo;s lectured on a variety of topics, from teaching methodologies and lesson planning to scaffolding and using technology in the&nbsp;classroom.

&ldquo;Before COVID, online classes were quite frowned upon,&quot; said Karina.&nbsp;&quot;However, nowadays, they&#39;re actually many people&#39;s preferred method of learning. This opens up a whole new world! For example, our students who live in Chile have the possibility of taking lessons from teachers who live in South Africa. They exchange cultural experiences and share their views. This is beneficial not only for language learning but for life in general. It also forces us to become more familiar with new technologies, of&nbsp;course!&rdquo;

<h2>Learn about fostering 21st-century skills with Karina at&nbsp;ElliiCon2022</h2>

On September 15, Karina will be joining us at ElliiCon2022 to talk about fostering 21st-century skills for academic and business&nbsp;success.

She&rsquo;ll share how you can teach 21st-century skills&mdash;like communication, collaboration, leadership, innovation, and digital literacy&mdash;in the classroom and help prepare your students for success in academics, business, and&nbsp;more.

You&rsquo;ll also&nbsp;learn useful tips and techniques that you can implement to help your English language learners of all ages cultivate necessary, real-world&nbsp;skills.

<blockquote>
Join us at ElliiCon2022!

Want to attend Karina&#39;s presentation? <a href="https://www.airmeet.com/e/0ee877b0-e369-11ec-b1b2-394b94cc9521" target="_blank">Registers&nbsp;for&nbsp;ElliiCon2022</a>&nbsp;(it&#39;s&nbsp;free!).
</blockquote>

ElliiCon2022 Speaker Spotlight: Karina Zew

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<div class="white-box">
This September 15 and 16, 2022, we&rsquo;ll be hosting&nbsp;<a href="https://ellii.com/conference/2022" target="_blank">ElliiCon</a>, a free, two-day virtual conference to explore simple, effective, and practical strategies that will help you build stronger relationships with your students and engage them in a more meaningful way. This article is part of a series of posts introducing some of the conference&nbsp;speakers.
</div>

Readers of our blog will surely recognize this speaker! Emily Bryson is one of our Ellii bloggers. She writes&nbsp;<a href="https://ellii.com/blog/authors/emily-bryson" target="_blank">educational ELT articles</a> where she shares tons of insightful teaching tips, advice, and inspiration.&nbsp;We&#39;re thrilled to have her join us at ElliiCon2022 on September&nbsp;16.

Emily&rsquo;s teaching journey began in Poland where, during her summer break in university, she taught at a summer&nbsp;school.

&ldquo;I loved it so much that when I graduated, I took a job teaching young learners in Daegu, South Korea,&rdquo; said&nbsp;Emily.

In addition to being one of Ellii&rsquo;s bloggers, Emily is now an ESOL lecturer, ELT author, teacher educator, and graphic&nbsp;facilitator.

Her favorite part about being an ESOL lecturer? The&nbsp;students.

&ldquo;I&#39;ve taught some really wonderful people from all over globe,&quot; she said.&nbsp;&quot;We&#39;ve had a lot of fun, and I&#39;ve learned a lot about things I could never have&nbsp;imagined.&quot;

<h2>The importance of literacy, diversity, equity, and inclusion in&nbsp;education</h2>

Emily is particularly interested in literacy, accessibility, graphic facilitation, and <a href="https://ellii.com/blog/support-english-learners-from-refugee-backgrounds" target="_blank">supporting learners from refugee&nbsp;backgrounds</a>.

She spoke at length&nbsp;about the importance of adult ESOL&nbsp;literacy.

&ldquo;It&#39;s an underfunded area,&rdquo; said Emily. &ldquo;There must be so many learners in the world whose first script is not Roman, yet publishers mostly overlook things like phonics, handwriting, and very&nbsp;basic punctuation. So many of my learners have jagged profiles. Even at the intermediate level, I&rsquo;ll find students writing letters from right to left, struggling to read, or putting capital letters in the middle of words as they haven&#39;t had this explained. It&#39;s not covered in so many courses. I&#39;d love to see learners whose first script isn&#39;t Roman having the support they&nbsp;need.&rdquo;

She&rsquo;s also incredibly passionate about diversity, equity, and inclusion in the language&nbsp;classroom.

&ldquo;It&#39;s important that our lessons reflect the reality of our learners and give them a voice,&rdquo; said Emily. &ldquo;Talking about global issues in the classroom such as female empowerment, [LGBTQ+] rights, and refugee matters can lead to positive change and students who can advocate for&nbsp;themselves.&rdquo;

<h2>Graphic facilitation is a powerful teaching&nbsp;tool</h2>

Emily&rsquo;s workshops and training courses in graphic facilitation for ELT professionals have received rave&nbsp;reviews.

&ldquo;Graphic facilitation is my passion and my superpower,&rdquo; Emily said&nbsp;proudly.

&ldquo;When I did my first GF course, I&#39;d been teaching for years. I was in a bit of a slump,&quot; she admitted. &quot;But it rejuvenated me and reactivated the excitement I felt when I first started teaching. I realized how powerful [graphic facilitation]&nbsp;was as a teaching tool. A simple drawing can make everything instantly clearer. It makes learning more accessible, fun, engaging, inclusive, interesting, and creative. It helps learners remember and reduces processing&nbsp;load.&rdquo;

Graphic facilitation uses&nbsp;simple drawings to provide a template or prompt for&nbsp;learning.

Emily explained that this can support reflection, planning, ideation, or focus students&rsquo;&nbsp;thoughts.

&quot;The drawings are not art&nbsp;but a visual vocabulary which can be learned just like any other language, so anyone can draw to communicate,&quot; she&nbsp;said.

<img alt="A schetch note with a list of nine accessible teaching tips for ADHD, autism, digital skills, dyslexia, dyscalcula, literacy, sensory impairment, mobility, and study skills." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2651/content_Accessible_Learning_Tips_EmilyBrysonELT-com.jpg" />

One of Emily&rsquo;s sketch notes is pictured&nbsp;here.

<h2>Learn more about graphic facilitation for ELT with Emily at&nbsp;ElliiCon2022</h2>

On September 16, Emily will be joining us at ElliiCon2022 to talk more about how you can use simple drawings to engage learners. You&rsquo;ll learn about simple facilitation techniques such as visual templates, capture sheets, graphic organizers, and&nbsp;sketchnoting.

&ldquo;I&#39;ll be showing some&nbsp;basic GF techniques and tools which can save teachers time and make lessons engaging and accessible,&quot; said Emily.&nbsp;&quot;I&#39;ll be demonstrating some simple drawings too, so it&#39;ll be a really practical and fun&nbsp;session.&quot;

<blockquote>
Join us at ElliiCon2022!

Want to attend Emily&#39;s presentation?&nbsp;<a href="https://www.airmeet.com/e/0ee877b0-e369-11ec-b1b2-394b94cc9521" target="_blank">Register for ElliiCon2022</a>&nbsp;(it&#39;s&nbsp;free!).

To learn more about Emily, visit her <a href="https://emilybrysonelt.com/" rel="noopener noreferrer nofollow" target="_blank">website</a>. You can also follow her on <a href="https://www.instagram.com/emilybrysonelt/" rel="noopener noreferrer nofollow" target="_blank">Instagram</a>, <a href="https://twitter.com/Emilybrysonelt" rel="noopener noreferrer nofollow" target="_blank">Twitter</a>, and&nbsp;<a href="https://www.linkedin.com/in/brysonemily/" rel="noopener noreferrer nofollow" target="_blank">LinkedIn</a>.
</blockquote>

ElliiCon2022 Speaker Spotlight: Emily Bryson

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<div class="white-box">
This September 15 and 16, 2022, we&rsquo;ll be hosting&nbsp;<a href="https://ellii.com/conference/2022" target="_blank">ElliiCon</a>, a free, two-day virtual conference to explore simple, effective, and practical strategies that will help you build stronger relationships with your students and engage them in a more meaningful way. This article is part of a series of posts introducing some of the conference&nbsp;speakers.
</div>

Nik Peachey is a two-time British Council ELTons award winner for innovation in English language teaching and has been short-listed six times. He&rsquo;s also the founder and director of pedagogy at <a href="https://peacheypublications.com/" rel="noopener noreferrer nofollow" target="_blank">PeacheyPublications</a>, an independent digital publishing company based in the UK that designs digital learning materials for English language&nbsp;classrooms.

To say Nik is familiar with the education sector would be an understatement. Since 1990, Nik&#39;s&nbsp;worked as a teacher, trainer, and educational consultant. He also has more than 25 years of experience with online, remote, and blended learning&nbsp;environments.

He&rsquo;ll be joining&nbsp;us at ElliiCon2022 on September&nbsp;15.

Something you may not know about Nik is that he&nbsp;studied music in university and taught guitar at a prison. That&rsquo;s when he realized how much he enjoyed&nbsp;teaching.

But it was only after spending time in Egypt that he discovered just how deep his passion for teaching went. While in&nbsp;Egypt, Nik&nbsp;received his CELTA (Certificate in Teaching English to Speakers of Other Languages) certification and taught English to&nbsp;refugees.

&ldquo;I enjoyed helping people in that way and meeting people from other cultures,&rdquo; said Nik. &ldquo;I got hooked on&nbsp;teaching.&rdquo;

For 10 years, Nik taught English all over the&nbsp;world.

In 1999, he became interested in technology. This led him to go back to school to get his master&rsquo;s in educational&nbsp;technology.

<h2>The story behind PeacheyPublications</h2>

PeacheyPublications grew out of Nik&rsquo;s desire to write a book about educational&nbsp;technology.

He spoke to publishers about his idea for the book, but,&nbsp;unfortunately, they were limited on what they could do in book form. At the time, no one was interested in publishing a digital&nbsp;book.

That&#39;s when Nik decided to take matters into his own&nbsp;hands.

He wrote and published the book himself using the money he had raised from crowdfunding on Indiegogo. Later, he entered the book for a British Council ELTons award and&nbsp;won.

<img alt="" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2630/content_ElliiCon2022-Speaker_Nik-Peachey.jpg" />

Nik Peachey is pictured here&nbsp;holding his 2016 British Council ELTon&nbsp;Award for Innovation in Teacher&nbsp;Resources. He&#39;s&nbsp;also won the&nbsp;2012 British Council ELTon&nbsp;Award for Excellence in Course&nbsp;Innovation.

At the time, Nik thought to himself, If I want to keep [publishing books], then I have to find a better way to do&nbsp;it.

To write more books and publish them quicker, Nik founded PeacheyPublications.

Today, PeacheyPublications&nbsp;has 180 products, from lesson plans to books to online&nbsp;courses.

&ldquo;We get great feedback from the teachers who use our products,&rdquo; said&nbsp;Nik.

<h2>In the classroom</h2>

As someone who&#39;s passionate about educational technology, Nik believes that technology shouldn&rsquo;t just be used by teachers. Students should be using it too, and it shouldn&rsquo;t just be about replacing homework either.

&ldquo;Technology should be connecting them to people and enhancing their abilities to be creative,&rdquo; Nik&nbsp;said.

He also believes&nbsp;students should come away from a lesson learning three&nbsp;things.&nbsp;

&ldquo;They should learn something about the language, something about the world around them, and something about themselves.&nbsp;The goal isn&rsquo;t language learning; language learning is the means to the&nbsp;goal.&quot;

<h2>Learn about intentional listening with&nbsp;Nik at&nbsp;ElliiCon2022</h2>

On September 15, Nik will be joining us at ElliiCon2022 to talk about how to develop understanding through intentional listening. You&rsquo;ll discover activities that will help your&nbsp;students&hellip;

<ul>
	<li>empathize with others</li>
	<li>listen with the intention to better understand on a more emotional&nbsp;level</li>
	<li>build dialogue and find common ground with those that hold different worldviews than their&nbsp;own</li>
</ul>

<blockquote>
Join us at ElliiCon2022!

Want to attend Nik&#39;s presentation?&nbsp;<a href="https://www.airmeet.com/e/0ee877b0-e369-11ec-b1b2-394b94cc9521" target="_blank">Register for ElliiCon2022</a>&nbsp;(it&#39;s&nbsp;free!).

To learn more about Nik, follow him on <a href="https://www.facebook.com/ICT4ELT/" rel="noopener noreferrer nofollow" target="_blank">Facebook</a>, <a href="https://twitter.com/NikPeachey" rel="noopener noreferrer nofollow" target="_blank">Twitter</a>, or&nbsp;<a href="https://www.linkedin.com/in/nikpeachey/" rel="noopener noreferrer nofollow" target="_blank">LinkedIn</a>.
</blockquote>

ElliiCon2022 Speaker Spotlight: Nik Peachey

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<div class="white-box">
This September 15 and 16, 2022, we&rsquo;ll be hosting&nbsp;<a href="https://ellii.com/conference/2022" target="_blank">ElliiCon</a>, a free, two-day virtual conference to explore simple, effective, and practical strategies that will help you build stronger relationships with your students and engage them in a more meaningful way. This article is part of a series of posts introducing some of the conference speakers.
</div>

Shelly Sanchez Terrell is a digital innovator, international speaker, author of Hacking Digital Learning Strategies,&nbsp;Bammy Award winner, and the 2014 National Association of Professional Women&rsquo;s Woman of the Year. She&#39;ll be joining us at ElliiCon on September 16.

After graduating with an English degree, one of Shelly&rsquo;s friends asked her to work at a university-run summer camp for middle-school-aged kids from other countries. Since Shelly knew Spanish, she was a huge asset to the team. In addition to working with the campers, she was also able to translate for their Spanish-speaking parents.

After that summer, Shelly worked at&nbsp;a high school&nbsp;as an ESL teacher. She taught there for a few years before moving to Germany to teach English to kids and adults. She also spent two months teaching refugee students in Greece.

Currently, Shelly is a teacher in Texas. In addition to English to newcomers, she also teaches English language arts. Her favorite part about being a teacher is having &ldquo;the ability to give students a voice.&rdquo;

<h2>On using technology in the classroom</h2>

As an award-winning digital innovator and&nbsp;author of numerous education technology books, it&rsquo;s no surprise that Shelly believes it&rsquo;s important to integrate technology into the classroom. She believes technology works best in conjunction with authentic, non-digital materials.

&ldquo;Brainstorm on paper or with a dry-erase marker on a whiteboard or with others. Then tie that into technology. Take what you brainstorm and produce a book, video, presentation, or broadcast,&rdquo; said Shelly. &ldquo;The whole entire process mimics the real world. It&rsquo;s about using technology in a healthy and responsible way.&rdquo;

<img alt="Shelly presenting at TESOL in Texas." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2610/content_ElliiCon_Speaker_Shelly-Terrell.jpg" />

Shelly is pictured here presenting at the 2015 Texas TESOL State Conference.

As an international speaker and someone who has trained teachers in more than 20 countries as a guest expert, consultant, and ambassador for the US Embassy, Shelly helps other teachers&nbsp;not only teach with technology but also design a virtual learning environment.

&ldquo;It&rsquo;s important for students to have a digital home that supports the learning in the classroom and inspires them to practice outside of the classroom,&rdquo; said Shelly.

<h2>On controversial topics</h2>

In addition to EdTech, Shelly is also interested in education-related topics that are controversial and spark debate.

&ldquo;Teachers have different outlooks on policies like grades and homework. Should we have grades? Should we have homework? There are so many ideas and extremes. You see all these perspectives and they help shape your perspective.&rdquo;

<h2>Learn about tools and strategies to get students speaking with Shelly at ElliiCon2022</h2>

On September 16, Shelly will be joining us at ElliiCon2022 to talk about how to get students to speak up in class and use their voice in authentic ways. She&rsquo;ll be sharing strategies, activities, tips, and tools that will inspire even the shyest of English learners to find their voice.

<blockquote>
Join us at ElliiCon2022!

Want to attend Shelly&#39;s presentation?&nbsp;<a href="https://www.airmeet.com/e/0ee877b0-e369-11ec-b1b2-394b94cc9521" target="_blank">Register for ElliiCon2022</a>&nbsp;(it&#39;s free!).

To learn more about Shelly, visit her <a href="http://ShellyTerrell.com" rel="noopener noreferrer nofollow" target="_blank">website</a> and <a href="http://TeacherRebootCamp.com" rel="noopener noreferrer nofollow" target="_blank">blog</a>. You can also follow her on <a href="https://twitter.com/shellterrell" rel="noopener noreferrer nofollow" target="_blank">Twitter</a>.

PS. Did you know that Shelly used to be one of our bloggers? Explore her <a href="https://ellii.com/blog/authors/shelly-terrell" target="_blank">past blog posts</a> for tons of teaching tips and&nbsp;inspiration!
</blockquote>

ElliiCon2022 Speaker Spotlight: Shelly Terrell

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<div class="white-box">
This September 15 and 16, 2022, we&rsquo;ll be hosting&nbsp;<a href="https://ellii.com/conference/2022" target="_blank">ElliiCon</a>, a free, two-day virtual conference to explore simple, effective, and practical strategies that will help you build stronger relationships with your students and engage them in a more meaningful way. This article is part of a series of posts introducing some of the conference speakers.
</div>

Dr. Ken Beatty is the author and co-author of more than 140 textbooks and has given more than 500 teacher-training sessions in 35 countries. He&#39;ll be joining&nbsp;us at ElliiCon2022 on September 15. 
 
One of Dr. Beatty&#39;s&nbsp;first teaching jobs wasn&#39;t exactly what you would call ordinary. For 18 months, he taught&nbsp;prisoners who were 12&ndash;17 years old.

&ldquo;Although I knew a lot about Shakespeare, I was fairly clueless about how to help students struggling with nouns and verbs,&rdquo; said Dr. Beatty.

This experience led him to go back to school.

After receiving a diploma in applied linguistics, he&nbsp;moved to China to teach English as a second language.

&ldquo;Teaching abroad requires a high degree of empathy&mdash;putting yourself in the place of others to understand their contexts before working backwards from their local logic to imagine what can be improved,&rdquo; explained Dr. Beatty.

Teaching in China was his first year of 18 years abroad. His only regret? He wishes he&#39;d spent more time observing other teachers in the classroom.

&ldquo;Ours is a solitary profession, and we&rsquo;re all in danger of getting comfortable with the way we&rsquo;ve always done things, perhaps even parroting the ways our own teachers did them decades earlier,&quot; he said.&nbsp;&quot;Teaching should be&nbsp;a never-ending quest to do things better.&rdquo;

<img alt="Dr. Ken Beatty in a classroom with smiling students " src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2607/content_ElliiCon_Speaker_Dr-Ken-Beatty_01.jpg" />

Dr. Beatty is pictured here in Tegucigalpa, Honduras.

<h2>The human element of online teaching</h2>

Today, Dr. Beatty is a TESOL professor at Anaheim University. He teaches students pursuing their master&rsquo;s and doctorate degrees. He particularly enjoys&mdash;and was surprised by&mdash;how intimate teaching online can be.

When he was first invited to join the faculty 12 years ago, he expected it to be less personal than face-to-face classrooms. He has a story to illustrate why he was wrong:

<blockquote>
&ldquo;We all got to know each other well on the discussion forum and&nbsp;one day, John announced&nbsp;that his wife was pregnant. Over the next couple&nbsp;months of classes, we got updates and shared stories and advice. By chance, nine months later, John was enrolled in another of my classes and wrote one week to say he might not attend Friday&rsquo;s session as his wife was expecting any day now.

Then, Wednesday, he announced the birth of their baby girl, and I didn&rsquo;t expect to see him in class that week, but Friday evening he opened his laptop in his kitchen. The class and I shared our congratulations. And then I asked, &#39;Is the baby home yet?&#39;

&#39;Let me get her!&#39;

And suddenly, yawning on screen, we saw a three-day-old baby.

It was a moment like a thousand others that one wouldn&rsquo;t expect in a traditional graduate seminar. I get to know the students and the students all get to know each other much more than if we were in some brick building. Being online can open us to others&rsquo; lives.&rdquo;
</blockquote>

<h2>Technology is a great way to&nbsp;empower your language learners</h2>

Dr. Beatty holds a PhD in computer-assisted language learning and has written a few books on the topic as well. He recalls a time when he was a student and one of his teachers used technology in class.

<img alt="Dr. Ken Beatty holding a big stack of books" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2608/content_ElliiCon_Speaker_Dr-Ken-Beatty_02.jpg" />

Dr. Beatty is pictured here with some of his published books.

&ldquo;When I was in grade two, my teacher, Mrs. Babcock, asked, &#39;Now, which student would like to operate the film strip projector?&#39; Hand in the air, I remember straining every muscle in hopes I would be chosen,&quot;&nbsp;said Dr. Beatty.&nbsp;&quot;It was ridiculously simple, just turning the knob, but to my seven-year-old self, it seemed I was operating a spaceship.&quot;

&ldquo;What was the point?&rdquo; he asked himself, reflecting back on that day.

His teacher, he explained,&nbsp;used the task as a way to both reward good behavior and to give students a small sense of pride and empowerment. 
 
His advice for&nbsp;teachers who want to use technology in the classroom? 
 
Don&rsquo;t. Instead, get your&nbsp;students involved.

&ldquo;Our students tend to be digital natives and are better aware of how new technologies work,&quot; said Dr. Beatty.&nbsp;&quot;Need Quizlet quizzes? Let each student create one. Need to explain new conferencing software to the class? Let a few students teach the rest. They&rsquo;ll do so in ways they best understand and will better connect as friends. Everyone benefits.&rdquo;

<blockquote>
&quot;To teach is to learn twice.&quot;

&mdash;Joseph Joubert, French writer
</blockquote>

<h2>Learning English outside the classroom is just as important</h2>

Dr. Beatty believes that learning needs to happen outside of class time too since there never seems to be enough time to learn a language within the classroom.

A&nbsp;teacher he&nbsp;met in Shanghai gave each of her students wall space and told them to decorate it with English. Dr. Beatty said the students were confused about what to do but soon started putting up items they found outside the classroom, including&nbsp;menus, comics, maps, advertisements, and their own English annotations of pictures of things like soccer games.

&ldquo;It became a kind of subversive competitive treasure hunt,&quot; Dr. Beatty&nbsp;said.&nbsp;&quot;It was subversive because the students didn&rsquo;t understand that by focusing on finding and discussing English materials, they were learning English. Best of all, the teacher only had to start the ball rolling. Once in motion, students did all the work and chattered about each new contribution.&rdquo;

<h2>Advocate for your student&#39;s language learning needs&nbsp;</h2>

Dr. Beatty also believes that teachers should pay attention to politics in education.

&ldquo;As teachers, we are the ones who best understand our students&rsquo; needs. Not parents. Not administrators. Not elected officials,&quot; he said.&nbsp;&quot;Every teacher needs to be involved in the decisions being made about what to teach and how to teach.&rdquo;

If you&#39;re looking to get involved in politics, Dr. Beatty suggests to start by joining your local or national language association. Teachers could share their ideas about education at staff meetings,&nbsp;with friends and family, in blog posts, and in letters to the editor.&nbsp; 
 
From there, Dr. Beatty encourages teachers to identify the issues that matter on a personal level and find other teachers who agree. 
 
&quot;Think about what you can do together,&quot; he said.&nbsp;&quot;Are the needs of students not being met? Are teacher working conditions making it impossible to give students the attention they deserve? Are education budgets being slashed? Shout!&rdquo;

<img alt="Dr. Ken Beatty giving a speech" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2609/content_ElliiCon_Speaker_Dr-Ken-Beatty_03.jpg" />

Dr. Beatty is pictured here in Liverpool, England.

<h2>Learn about assessment with&nbsp;Dr. Beatty at ElliiCon2022</h2>

On September 15, Dr. Beatty will be joining us at <a href="https://ellii.com/conference/2022" target="_blank">ElliiCon2022</a> to talk about assessment.

Have you had this experience? You spend hours correcting students&rsquo; errors on their assignments only to see them glance at the final mark and crumple the paper into a ball.&nbsp;Students too often see assessments like court verdicts, not learning opportunities.

The title of Dr. Beatty&#39;s talk is &quot;Assessment: Agile, Simple, Effective.&quot; He&#39;ll kick off the session by asking&nbsp;why teachers assess students and then explore the&nbsp;key principles that apply to students of all ages and levels.&nbsp;

Here are the three key principles he will cover:

<ul>
	<li>Agile&nbsp;is about responding to students&rsquo; needs.</li>
	<li>Simple&nbsp;is about saving ourselves time.</li>
	<li>Effective&nbsp;is about ensuring that students learn from their assessments.</li>
</ul>

<blockquote>
Join us at ElliiCon2022!

Want to attend Dr. Beatty&#39;s presentation? <a href="https://www.airmeet.com/e/0ee877b0-e369-11ec-b1b2-394b94cc9521" target="_blank"> Register for ElliiCon2022</a> (it&#39;s free!).

To learn more about Dr. Beatty,&nbsp;<a href="http://kenbeatty.ca/" rel="noopener noreferrer nofollow" target="_blank">visit his website</a>.
</blockquote>

ElliiCon2022 Speaker Spotlight: Dr. Ken Beatty

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Did you watch <a href="https://www.teflonline.net/" rel="noopener noreferrer nofollow" target="_blank">International TEFL &amp; TESOL Training</a>&rsquo;s&nbsp;webinar on&nbsp;<a href="https://www.youtube.com/watch?v=VxoF1jJy6XA&amp;t=1677s" rel="noopener noreferrer nofollow" target="_blank">mistakes&nbsp;to avoid while teaching English</a>? If you missed it, don&rsquo;t worry&mdash;we&rsquo;ve got you&nbsp;covered.

Here are five&nbsp;key takeaways from the webinar we think every English teacher should know&nbsp;about.

<h2>Mistake #1: Neglecting your students&rsquo; goals</h2>

Every group of students will have different goals and&nbsp;motivations.

According to webinar host Linda Dunsmore, if the goal isn&rsquo;t clear from the type of class you&rsquo;re teaching, your job as the teacher is to find out why your students are interested in learning English in the first place. From there, you&nbsp;can&nbsp;tailor your lessons to better fit their needs and&nbsp;interests.

Lessons should be meaningful and relevant for your students. They should also&nbsp;relate back to their&nbsp;goals.

Not sure what your students&rsquo; goals are? Use the following&nbsp;assessment tools to find out what your students hope to accomplish with their language&nbsp;learning:

<ul>
	<li><a href="https://ellii.com/resource_categories/104/resources/2127" target="_blank">My Language Goals</a></li>
	<li><a href="https://ellii.com/resource_categories/104/resources/2224" target="_blank">Goal-Setting &ndash; Can Do</a></li>
</ul>

<h2>Mistake #2: Not thinking&nbsp;long-term</h2>

There&rsquo;s nothing worse than getting to the end of the year or the course and not having&nbsp;your students reach their&nbsp;goals. That&rsquo;s why Dunsmore encourages teachers&nbsp;to think long-term&nbsp;and to plan out the entire year or course ahead of&nbsp;time.&nbsp;

When you set goals, make sure to keep your students&rsquo; needs top of&nbsp;mind. Make a detailed&nbsp;outline of&nbsp;when each goal should be reached&nbsp;and then plan each lesson&nbsp;accordingly.

For helpful, ready-made planning templates, check out our assortment of&nbsp;<a href="https://ellii.com/resource_categories/106/resources" target="_blank">Classroom Management</a> tools or try out two of our most&nbsp;popular:

<ul>
	<li><a href="https://ellii.com/resource_categories/106/resources/2169" target="_blank">Weekly Planner</a></li>
	<li><a href="https://ellii.com/resource_categories/106/resources/2461" target="_blank">Monthly Planner</a></li>
</ul>

<h2>Mistake #3: Teaching every student the same&nbsp;way</h2>

Every student has different needs, interests, and talents. Some students might learn better through games while others may learn better through videos. That&#39;s why it&#39;s important to take the time to really get to know your&nbsp;students.

Once you learn a little more about them, Dunsmore suggests you adjust your lessons and teaching style to align with their learning needs and interests. If some students require more practice in one area, you can also assign them different homework&nbsp;exercises.

A good way to get to know your students is by having them fill out a questionnaire. You can make your own or use these&nbsp;assessment&nbsp;tools:

<ul>
	<li><a href="https://ellii.com/resource_categories/104/resources/2832" target="_blank">English Questionnaire</a></li>
	<li><a href="https://ellii.com/resource_categories/104/resources/2123" target="_blank">Autobiography &ndash;&nbsp;Beg</a></li>
	<li><a href="https://ellii.com/resource_categories/104/resources/2124" target="_blank">Autobiography &ndash;&nbsp;Int</a></li>
	<li><a href="https://ellii.com/resource_categories/104/resources/2125" target="_blank">Autobiography &ndash;&nbsp;Adv</a></li>
</ul>

<h2>Mistake #4: Overcorrecting grammar</h2>

Unless you&rsquo;re teaching a grammar class or your students are completing a written assignment, try to avoid correcting&nbsp;every single grammar mistake they&nbsp;make.

When you&#39;re having your students practice their speaking, your main goal is to get your&nbsp;students talking.&nbsp;Speaking a new language in front of other people is hard and can be intimidating for some. If you correct every grammar error they&nbsp;make, your students will get discouraged and may not want to&nbsp;talk.

<blockquote>
&quot;Fluency is more important than accuracy.&quot;

&mdash;Linda Dunsmore, TEFL &amp; TESOL Marketing Professional
</blockquote>

For more tips on how to get your students talking, check out our blog post on&nbsp;<a href="https://ellii.com/blog/key-takeaways-from-esl-talk-podcast-on-speaking-strategies" target="_blank">effective speaking&nbsp;strategies</a>.

<h2>Mistake #5: Thinking you&rsquo;re the only&nbsp;teacher</h2>

While you may be&nbsp;the teacher, you&rsquo;re not the only teacher in the room. There will be plenty of times when your students will teach you something&nbsp;new.

Be open to exchanging ideas and learning from each other. This builds rapport, creates a meaningful and safe learning environment, and gives your students the opportunity to share their ideas with you and the rest of the&nbsp;class.&nbsp;

<div class="white-box">
<h5>Share your thoughts</h5>

Teachers, what&nbsp;other mistakes do you see happen&nbsp;in the classroom that you think should be avoided? Let us know in the comments&nbsp;below.
</div>

Key Takeaways from International TEFL & TESOL Training Webinar on Mistakes to Avoid While Teaching English

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Posts describing lessons or activities for the ESL classroom.

Activities

Would you like to be a student in your own class?&nbsp;If Jeyan Babajanova were my teacher, then my answer is a resounding &quot;yes!&quot;.

Babajanova presented at the <a href="https://www.tesol.org/" rel="noopener noreferrer nofollow" target="_blank">TESOL 2022 convention</a>&nbsp;on&nbsp;&ldquo;Project-Based Teaching as a Solution to Low-Resource Contexts.&rdquo;

I attended countless inspirational presentations and keynotes during TESOL 2022, but hers stood out for me.&nbsp;

Project-based learning works on so many levels with students of all ages, and it&#39;s a teaching/learning method that teachers are passionate about.

This teaching method doesn&rsquo;t come without its challenges, but the benefits of a successful project make the effort worthwhile.

<h2>Challenges of Project-Based Learning</h2>

One of the challenges that Babajanova faced in her teaching context was low motivation from the students during the pandemic.

Globally, teachers&nbsp;and students alike faced the same dilemmas: how to effectively learn and engage in an online environment.

One solution is to find something that drives and motivates students. Find something that intrinsically motivates them to take control of their own learning. The tools are secondary.

<h2>Benefits of Project-Based Learning</h2>

Project-based learning helps students to develop a broad range of skills.

Team-based projects require effective communication, collaboration, critical thinking, and creativity (a major theme at&nbsp;the TESOL 2022 conference).

Babajanova&nbsp;needed to be flexible as her online toolkit was limited. Many sites such as YouTube are blocked in Turkmenistan where she&#39;s located. The key was to work with the tools&nbsp;students already had (such as their smartphones) and to learn ways to leverage the tools they were familiar with in order to do things in a different way.

<h2>How I Use Project-Based Learning in the Classroom</h2>

Project-based learning has been a part of my teaching toolkit for many years now, especially since I started teaching specialized workplace courses for adult newcomers. The projects provide opportunities to use real-world communicative skills, and in the process, students learn some language skills that they need in order to be successful.

One project I remember fondly was my own version of the &ldquo;30 Day Challenge&rdquo; by Matt Cutts.

His original challenge was simple enough: Do something new for 30 days.

Cutts experimented with creative projects, such as taking a photo every day, with health-based projects such as&nbsp;cycling to work, cutting out sugar, and other activities.

My version was to create small support groups where students would share their challenges and then act as motivational coaches to their team. They met regularly, discussed the benefits and challenges, and offered advice to each other. It was as simple as that.

Students don&rsquo;t look back fondly on their language classes and wax poetic about grammar practice worksheets. They remember the connections they created and the excitement when they discovered something about themselves.

<img alt="image of a poster board project" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2269/content_content_project-1.jpg" />

Student Vision Board Project

One former student told me recently that this challenge had a deep impact on his life.

He challenged himself to find and join a local volleyball team. It was important to him because this was an activity he had enjoyed before coming to Canada. Volleyball connected him to a community and increased his physical activity. His language skills also picked up a great deal as a result.&nbsp;

<h2>10 Tips for Successful Project-Based Learning</h2>

Project-based learning is easier to implement&nbsp;than you might think. Here are 10 tips I learned from TESOL for successful project-based learning&mdash;online and in class.

<ol>
	<li>Involve the students.&nbsp;Find out what they are interested in learning.</li>
	<li>Create a framework for learning. How will students demonstrate their learning? What will they do with it? Why is it important for them? What will they get out of it? What&rsquo;s the real-world goal?</li>
	<li>Create a timeframe for tasks and rubrics. Students need to see what the expectations are for each step or part of the process.</li>
	<li>Figure out what&#39;s in your students&rsquo; toolkits.&nbsp;What tech tools do they already have access to? What do they still need to learn in order to collaborate and communicate with their group?</li>
	<li>Reporting methods need to be worked out. This includes receptive skills (e.g., What listening/reading will students need to do?) and productive skills (e.g., How will students demonstrate their learning?&nbsp;Through blogs? Video diaries? Flipgrid?)</li>
	<li>Assign roles, and be clear! Especially if it&rsquo;s a group project. Consider accountability&mdash;to whom are the students accountable? To themselves, to each other?</li>
	<li>Do it.</li>
	<li>Present findings. Do a virtual demonstration with another language class or if face-to-face, bring back the presentations in the hallway.&nbsp;If you can, encourage a&nbsp;Q&amp;A session. If virtual, this can be a podcast or a breakout room session.</li>
	<li>Reflect on it.</li>
	<li>Archive it so you can&nbsp;share with future students.</li>
</ol>

<img alt="image of a model built by students" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2268/content_content_Project-2.jpg" />

Model of our school&#39;s courtyard - Student Renovation Project at TVDSB

This year, TESOL&nbsp;had more than&nbsp;300 presentations. The&nbsp;theme centered around developing student agency and empowering students to interact, engage and communicate.

Project-based learning encourages students to set meaningful goals, collaborate with each other, and then to reflect on their accomplishments.

<div class="white-box">
<h5>Share Your Thoughts</h5>

What projects have you helped&nbsp;design for your students? Let us know in the comments section below.
</div>

Takeaways from TESOL 2022: Project-Based Learning

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Find fun games and activities for teaching English to young learners and middle schoolers. 

Young Learners

Have you heard about the <a href="https://podcasts.apple.com/ca/podcast/esl-talk/id1548652844" rel="noopener noreferrer nofollow" target="_blank">ESL Talk podcast</a>?

As described on their Apple Podcast page, ESL Talk is &ldquo;a podcast for English teachers by English teachers.&rdquo; In each episode, the hosts and their guests discuss various teaching topics, methods, and approaches pertaining to ESL teachers. It&#39;s a fantastic way to&nbsp;hone your English teaching skills&nbsp;and to stay current in your career field.

Here are some key takeaways from ESL Talk&#39;s episode on <a href="https://podcasts.apple.com/ca/podcast/teaching-young-learners/id1548652844?i=1000530253318" rel="noopener noreferrer nofollow" target="_blank">teaching young learners</a>&nbsp;that you can incorporate in your classes.

<h2>Provide Reading Activities</h2>

Whether you&rsquo;re teaching online or in class, fluency can be built through reading and reading activities.

First, choose a reading that is age-appropriate and appealing to a younger audience.&nbsp;

Next, plan out pre- and post-reading activities. <a href="https://ellii.com/blog/pre-reading-activities-to-boost-comprehension" target="_blank">Pre-reading activities</a> can include a vocabulary review with the new words that students will encounter in the reading and a discussion about the context of the text. If you&rsquo;re reading a story, students can also make predictions about the plot. <a href="https://ellii.com/blog/9-post-reading-activities-to-help-students-reflect-on-a-text" target="_blank">Post-reading activities</a> can include further discussion and writing practice to test their comprehension.

At Ellii, we have plenty of ready-made&nbsp;reading-based lessons designed for young learners. Here are some of our most popular story-based lessons:

<ul>
	<li><a href="https://ellii.com/courses/132/lessons" target="_blank">Picture Stories</a></li>
	<li><a href="https://ellii.com/courses/134/lessons" target="_blank">Word Bank Readers</a></li>
	<li><a href="https://ellii.com/courses/90/lessons" target="_blank">Grammar Stories</a></li>
	<li><a href="https://ellii.com/courses/129/lessons" target="_blank">True Grammar Stories</a></li>
	<li><a href="https://ellii.com/courses/83/lessons" target="_blank">Easy Readers</a></li>
</ul>

<h2>Incorporate Movement</h2>

Young learners are full of energy!&nbsp;To help your young students focus, incorporate movement into your lessons.

You can dance for a few minutes partway through class. You can sing a song that matches the theme of the lesson. It can even be just as helpful to include a minute or two of stretching.

<blockquote>
&ldquo;Students love to get up and move around.&rdquo;

&mdash;Daniel Shaw, founder &amp; host of ESL Talk podcast
</blockquote>

Whatever movement you choose to incorporate, know that it will help your students stay focused, retain information, and remember the material.

Young students also learn by doing. They learn through their senses. Don&rsquo;t just show them a picture of a pencil. Have them actually hold and touch a pencil. Don&rsquo;t just show them a picture of someone waving. Get them to wave too!

<h2>Ask Questions</h2>

It&rsquo;s also important to make time each lesson to talk to your students. Build their conversational skills through simple questions.

You can start off by asking your young learners simple yes/no questions (e.g., Are you excited to learn today?).

When they&rsquo;re comfortable, you can ask questions using the five W&rsquo;s: who, what, when, where, and why (e.g., What did you do today?).

<h2>Build a Connection</h2>

Find a way to connect with your young students. Ask their parents what their child likes and dislikes so you can teach topics that are meaningful to them.

It&rsquo;s important to relate your lessons to their world. If your students&rsquo; have ideas for a lesson, try to incorporate them.

For example, if your students express that they like superheroes, try to include superheroes in&nbsp;the lesson.

Ellii has plenty of fun ready-to-use lessons designed to appeal to young learners. Here are a few of our most popular:

<ul>
	<li><a href="https://ellii.com/courses/134/lessons/3834" target="_blank">Hannah&#39;s Halloween</a></li>
	<li><a href="https://ellii.com/courses/134/lessons/3918" target="_blank">Carly&#39;s Christmas</a></li>
	<li><a href="https://ellii.com/courses/136/lessons/3678" target="_blank">Fairy Tale</a></li>
	<li><a href="https://ellii.com/courses/136/lessons/3828" target="_blank">Superheroes</a></li>
	<li><a href="https://ellii.com/courses/117/lessons/2752" target="_blank">Astronauts</a></li>
	<li><a href="https://ellii.com/courses/117/lessons/2507" target="_blank">Pizza&nbsp;</a></li>
</ul>

It&#39;s also important to show enthusiasm.&nbsp;Be excited about what you&rsquo;re going to teach! If you&#39;re excited to teach, your students will be excited to learn.

<blockquote>
&quot;Enthusiasm is contagious.&quot;

&mdash;Carina, guest speaker &amp;&nbsp;experienced&nbsp;ESL&nbsp;teacher&nbsp;on ESL Talk podcast
</blockquote>

Listen to ESL Talk&#39;s&nbsp;&quot;Teaching Young Learners&quot; episode on <a href="https://podcasts.apple.com/ca/podcast/teaching-young-learners/id1548652844?i=1000530253318" rel="noopener noreferrer nofollow" target="_blank">Apple Podcasts</a> or <a href="https://open.spotify.com/episode/2MMYO6usuTsJgjT1Sr6fB0?si=7wQraRPTToaKe3sg_SOeWg" rel="noopener noreferrer nofollow" target="_blank">Spotify.</a> 
&nbsp;

<div class="white-box">
<h4>Share Your Thoughts</h4>

Teachers, do you have any tips for teaching young learners? Let us know in the comments below.
</div>

Key Takeaways from ESL Talk Podcast on Teaching Young Learners 

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TESOL 2022 took place March 23&ndash;25 in Pittsburgh, Pennsylvania. Though I attended my ninth TESOL convention virtually this year, I came away with the usual inspired and empowered feeling at the end of the conference.&nbsp;I definitely missed&nbsp;hanging out with the Ellii team&nbsp;and chatting with attendees face-to-face at the booth, but I&#39;m glad I got the chance to attend some amazing&nbsp;prerecorded and livestreamed&nbsp;sessions.

One such session was entitled, &quot;Teaching Listening: New Strategies for Getting Students to Higher Levels,&quot; and the presenters were Jon Philips and Federico Pomarici from the Defence Language Institute Foreign Language Center.

This session presented attendees with an innovative&nbsp;model of listening instruction that&#39;s quite different from what most of us (myself included) do to help students improve their listening&nbsp;skills.

But before we dive into the new approach, here&#39;s a quick refresher on the more traditional model most teachers have grown accustomed to using in class.

<h1>Traditional Approach</h1>

Philips and Pomarici began by describing&nbsp;the way most teachers teach listening in class. These tasks, which many of us have employed again and again throughout our teaching careers,&nbsp;include:

<ul>
	<li>Pictures to activate&nbsp;content schemata&nbsp;(pre-listening)</li>
	<li>Vocabulary list to activate linguistic schemata&nbsp;(pre-listening)</li>
	<li>Transcription or&nbsp;fill in missing words/sentences (during&nbsp;listening)</li>
	<li>Info gaps (during&nbsp;listening)</li>
	<li>Content/comprehension&nbsp;questions&nbsp;(post-listening)</li>
</ul>

Philips and Pomarici explained that this traditional approach does not account for the actual challenges learners face when listening, and these types of tasks may not be the best way to help students improve their listening skills.

They&nbsp;argued that teachers are testing listening rather than teaching&nbsp;it.

<blockquote>
&quot;In the traditional approach, comprehension is a&nbsp;product&nbsp;of listening, focusing mainly on the final outcome of the listening process in the form of answers to comprehension questions.&quot;

&mdash;Philips &amp;&nbsp;Pomarici
</blockquote>

<h1>New Approach</h1>

Philips and Pomarici suggested that a new, different methodology would involve focusing on the process of listening instead of the&nbsp;product.

<blockquote>
&quot;In this new approach, comprehension&nbsp;is a process for listening&nbsp;and refers to the mental processes, skills, and strategies that serve as the foundation of skilled listening.&quot;

&mdash;Philips &amp;&nbsp;Pomarici
</blockquote>

They divided their new methodology into two phases and gave a brief&nbsp;example of each.

<h2>Phase 1: Structured Preview Phase</h2>

Philips and Pomarici&nbsp;explained how going beyond the usual vocab and/or image preview tasks can really set&nbsp;learners up for listening&nbsp;success.

They suggested&nbsp;four key tasks to use in this phase:

1. Preview content and voice: Play 1&ndash;3 lines&nbsp;while students read along with the transcript. The goal is to get them used to the speaker&#39;s voice and intonation. Have students employ their own content and linguistic background knowledge by asking them&nbsp;&quot;What is this&nbsp;about?&quot;

2. Predict&nbsp;emotional overtone: Play part of the excerpt while they read along. Elicit students&#39; thoughts on the speaker&#39;s emotional status (active or passive, positive or negative?) and have students underline any stressed&nbsp;words.

3. Raise&nbsp;awareness of sociocultural context:&nbsp;Give students a list of places, companies, events, etc. mentioned in the passage. Have groups of students do some research online about one item in the list and share it with the&nbsp;class.

4. Attend&nbsp;to functions of grammatical features:&nbsp;Choose a grammar target that you&#39;ve previously covered in class that is frequent in the listening passage (e.g., passive voice, imperative verbs, conditional sentences, etc.). Have learners transcribe sentences they hear that include the grammar target. Ask them how the grammar affects the&nbsp;meaning.

<h2>Phase 2: Selective Strategic Listening&nbsp;Phase</h2>

Philips and Pomarici discussed how to truly teach learners how to listen by going beyond the typical fill-in-the-blanks types of tasks.

They set out six tasks to use for this phase:

1. Build a storyline and stage information:&nbsp;Discourse order and chronological order are often quite different. Have students&nbsp;put the events they hear in chronological&nbsp;order.

2. Paraphrase to understand inferencing:&nbsp;Choose key sentences from the excerpt and paraphrase them so the meaning is the same for some and different for others. Have students decide which are different and why. This strategy helps&nbsp;them understand nuances and shades of&nbsp;meaning.

3. Use selective decoding strategies:&nbsp;Change some words in the transcript so there are inaccuracies (use&nbsp;other letters, similar sounds, word derivatives, etc., such as changing &quot;the same&quot; to &quot;the game&quot;). Have students listen and underline the words that have been changed to help them decode at different levels (phoneme, syllable,&nbsp;word).

4. Build relationships among paragraphs:&nbsp;Play a long text several times and ask students to write the first three words of any line they believe starts a new paragraph. This strategy will help them understand the relationship between paragraphs and the speaker&#39;s development of&nbsp;thoughts.

5. Differentiate between facts and opinions and justify selection:&nbsp;Make a chart with the headings &quot;Facts&quot; and &quot;Opinions&quot; and have students fill in the chart while you play an excerpt a few times. Ask them to explain why they think something is a fact or an&nbsp;opinion.

6. Build a comprehensive summary:&nbsp;Play the excerpt in segments, stopping after each to give students a chance to talk with a partner and make notes about what they heard. At the end of the passage, have learners use their notes and work in pairs to build a&nbsp;summary.

<h1>Final Thoughts</h1>

Philips and Pomarici ended their presentation by saying that listening comprehension is both a process and a product.

They explained that learners would greatly benefit if teachers adopted a balanced approach to teaching listening that included both methods in order to teach students how to listen, as well as to&nbsp;assess&nbsp;their listening&nbsp;skills.

My personal conclusion was that if I were still teaching, I would have loved to try incorporating&nbsp;the new process approach into my usual product approach. I think my learners (especially the lower levels)&nbsp;would have greatly benefitted from&nbsp;some or all of the preview phase tasks. My students (especially the higher levels) would also have benefitted from the strategic listening phase activities.

I can see how doing such tasks would greatly improve learners&#39; listening skills both inside and outside of the classroom because we&nbsp;would be training them&nbsp;to listen for factors that go well beyond the answers to comprehension questions.&nbsp;This would aid their overall comprehension and serve them well in their journey to fluency.

<div class="white-box">
<h5>Share Your Thoughts</h5>

How do you teach listening in your class? Are you inspired to try teaching listening in a new way? Share your comments below!
</div>

Takeaways from TESOL 2022: New Strategies for Teaching Listening 

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I&#39;ve just returned from <a href="https://www.tesol.org/home" rel="noopener noreferrer nofollow" target="_blank">TESOL 2022</a> in Pittsburgh, Pennsylvania,&nbsp;and it&#39;s time for my annual TESOL conference takeaways.

Though attending the convention&nbsp;in person was an option this year (most attended virtually), I could not bear to miss our 20th anniversary&mdash;the year we rolled out the white carpet as a Platinum Sponsor and <a href="https://ellii.com/blog/introducing-our-new-name-ellii" target="_blank">officially became&nbsp;Ellii</a>!&nbsp;

<img alt="Ellii at TESOL 2022" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2271/content_Ellii-team-photo-TESOL-2022-booth.jpg" />

The TESOL 2022 Ellii Team (left to right): Ben Buckwold&nbsp;(Founder/CEO), Tammy Wik (Director of Outreach), Lei Kayanuma (Group Accounts Specialist), Mari Lasnetski&nbsp;(Chief Impact Officer), Tara Benwell&nbsp;(VP of Publishing), Ken Volcjak (Director of Partnerships) on the comfy, white carpet that we became famous for at this year&#39;s event.

In the spirit of less is more this year, I&#39;ve lightened the load from my traditional 10 TESOL takeaways to just seven&nbsp;points to unpack!&nbsp;

<ol>
	<li><a href="#hybrid">Hybrid Hurts</a></li>
	<li><a href="#coffee">Coffee Chats Are Inclusive</a></li>
	<li><a href="#SEL">SEL Is on Overload</a></li>
	<li><a href="#thesimplest">The Simplest Tools Are the Best</a></li>
	<li><a href="#cell">Cell Phones Are <s>Welcome</s> Mandatory</a></li>
	<li><a href="#teachers">Teachers Are Advocates</a></li>
	<li><a href="#theworld">The World Needs More Stories</a></li>
</ol>

&nbsp;

<h2><a id="hybrid"></a>1. Hybrid Hurts&nbsp;&nbsp;</h2>

If there was one common pain point shared by teachers&nbsp;this year, it was a thumbs down for hybrid learning.

While the hybrid approach gave students the option of learning at home or in person&nbsp;during the pandemic, teachers at TESOL described&nbsp;the frustration of feeling like&nbsp;they couldn&#39;t service either group effectively, especially at the lowest levels.

In contrast, many teachers described significant gains their students had during periods of fully&nbsp;remote learning.

One teacher suggested that one week of virtual class before moving to in-class should be kept as a permanent solution. This allows everyone to get set up on a learning management system (LMS) with a&nbsp;Zoom link that can be reused during lockdowns or bad weather days.

The TESOL conference itself was hybrid this year, and many speakers and attendees expressed similar&nbsp;concerns about the experience. People at home felt left out of&nbsp;the conversation, while speakers had difficulty engaging with both a live and remote audience.

This year, the Ellii team tried&nbsp;to accommodate both groups by hosting <a href="https://ellii.com/blog/where-to-find-at-ellii-tesol-2022" target="_blank">in-person and virtual sessions</a>. While many of the sessions were successful, we still&nbsp;learned a few tricks that would help improve&nbsp;the experience for&nbsp;virtual attendees next time around.&nbsp;&nbsp;

<h2><a id="coffee"></a>2. Coffee Chats Are Inclusive</h2>

TESOL is well-known now for its informal Coffee Chats, and Ellii was&nbsp;pleased to be invited to one&nbsp;this year.

It was refreshing to hear our host, Diego, encourage everyone to use plain language. In an industry full of acronyms and academics with teachers from a wide range of&nbsp;programs and nations, a discussion&nbsp;about teaching can sometimes&nbsp;feel like a&nbsp;foreign language itself.

<img alt="TESOL Coffee Chat with Ellii" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2270/content_Screen_Shot_2022-03-29_at_9.34.30_AM.png" />

TESOL Coffee Chat with Ellii session.

During this hybrid session, we talked about 5 must-haves for English language teaching (ELT) materials. The remote audience felt included as they&nbsp;pinned themselves on a map, participated in surveys, and shared ideas in the chat about the importance of relevancy, design, and inclusivity in materials.

A speaker from the live audience came to the podium to ask a question, and&nbsp;a&nbsp;speaker from the chat went on video. We also had follow-up discussions after the chat.

Hybrid isn&#39;t so bad after all (if you have your own host and tech team)!&nbsp;

<h2><a id="SEL"></a>3. SEL Is on Overload</h2>

<a href="https://ellii.com/collections/academic-subjects/social-emotional-learning" target="_blank">Social-emotional learning (SEL)</a>&nbsp;was another common topic&nbsp;of discussion&nbsp;at TESOL this year.

From wordless books to mindfulness and meditation, ideas for emotional wellness and self-care were shared in almost every session.&nbsp;

However, one couldn&#39;t help but notice the whispers from the audience (or tweets from the virtual attendees).&nbsp;

Many&nbsp;teachers feel that SEL is just one more thing to carry in their overloaded backpacks. Do they care about their students&#39; well-being and emotional health? Of course! Do they want to record how many affirmations they hand out each week or which SEL standards they meet? Not if it&#39;s for a free doughnut or permission to wear jeans.&nbsp;

<img alt="Gabriela Kleckova, TESOL President" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2286/content_Gabriela-Kleckova-TESOL-President-screenshot-Ellii.jpg" />

Gabriela Kleckova, TESOL President.

<h2><a id="thesimplest"></a>4. The Simplest Tools Are the Best</h2>

Teaching conferences and exhibit halls are always full of exciting trends and tech (at the booth, we were excited to show off Immersive Reader, which is coming soon to Ellii). But teachers themselves often get the most delight in learning about&nbsp;the simplest tools.

In their session,&nbsp;&quot;Practice More, Prep Less: Quick Ideas that Generate Life-Long Skills,&quot; Cheryl Bucholtz-Magallon and Esther Lee shared&nbsp;<a href="http://Spinnerwheel.com" rel="noopener noreferrer nofollow" target="_blank">the&nbsp;spinning wheel</a> they use to&nbsp;randomize&nbsp;topics or student selection. They also shared a simple&nbsp;<a href="http://ccg.buzz/host" rel="noopener noreferrer nofollow" target="_blank">online buzzer</a> for their most competitive practice activities.

In her teaching tip session, &quot;The Power of Practice: Systematized Fluency Activities Which Build Community,&quot; Elka Kristonagy,&nbsp;English Language Program Lector at Yale University, described some basic, yet powerful ways to&nbsp;use&nbsp;Google Docs in hybrid classes for those who don&#39;t have an LMS, including using Google Forms for formative assessment and comments for collaborative work.

Meanwhile, keynote speaker Helaine W. Marshall shared how a colleague taught an entire Level 1 class using WhatsApp.&nbsp;

<img alt="" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2275/content_Ellii-team-art-TESOL-2022.jpg" />

The Ellii team taking a break to strike a pose with art by Pittsburgh artist Andy Warhol.

<h2><a id="cell"></a>5. Cell Phones Are <s>Welcome</s>&nbsp;Mandatory</h2>

One big change I noticed at TESOL this year was a shift in cell phone use&nbsp;in the classroom.

Instead of policing their use, teachers are embracing and even relying on cell phones.

During the session &quot;Should it Stay or Should it Go? Post-Pandemic Takeaways,&quot; a&nbsp;group of teachers from New York&#39;s Nassau Community College talked about this cultural shift.

They now rely&nbsp;on students to use their own data when the Wi-Fi goes down.

Students use cell phones for all sorts of resources, from looking up words&nbsp;to taking quizzes&nbsp;and accessing interactive activities with QR codes (not to mention confirming they don&#39;t have COVID-19 or requesting a washroom pass).

Personally, I didn&#39;t bother dragging my laptop around at TESOL this year. I took all my session notes&nbsp;on my phone (and brought home an empty paper notebook). Next year, I may lighten my load even more and not bother bringing a computer.

<h2><a id="teachers"></a>6. Teachers Are Advocates</h2>

In that same post-pandemic takeaways session, the speakers described how they advocated for&nbsp;6 out of 20 of their in-class hours to be switched to asynchronous learning.&nbsp;

This resulted in students becoming more independent learners (with the help of Ellii, I was happy to hear).

The most popular session I attended at this year&#39;s conference was &quot;6&nbsp;Strategies for Serving SLIFE&quot; (Students with Limited or Interrupted Formal Education).

During this session, Beth Evans (<a href="https://twitter.com/tofubeth/" rel="noopener noreferrer nofollow" target="_blank">@TofuBeth</a>) described how a 12-year-old SLIFE student&nbsp;did not qualify for a bus pass because he didn&#39;t live 1.6 miles from school. When she learned that her Level 1 youngster&nbsp;had to cross several busy lanes of traffic and&nbsp;railroad tracks to reach the school, she knew she had to advocate for special arrangements to be made.

<blockquote>
&quot;I don&rsquo;t have all the answers but I have a big voice.&quot;

&mdash;Beth Evans
</blockquote>

To advocate for our students, we need to get to know them on a personal level. And even more importantly, SLIFE especially must know and trust their teachers in order to learn from them.

As one teacher mentioned, bringing Zoom into the room has actually helped humanize the teacher who has real-life interruptions like pets, and children, and mail deliveries.

<h2><a id="theworld"></a>7. The World&nbsp;Needs More Stories&nbsp;</h2>

After sharing a tear about the&nbsp;boy and the bus pass, we shared a giggle about a group of SLIFE students in Ohio who threw their winter coats in the trash after their first winter,&nbsp;thinking &quot;phew, that&#39;s over!&quot;

The thing I love most in life is <a href="https://ellii.com/blog/improve-your-listening-with-true-stories" target="_blank">stories</a>. So,&nbsp;naturally what I love most about TESOL is the stories we hear and tell in a setting that&#39;s new every year. (Not to mention the characters we meet!)&nbsp;

At the beginning of the final keynote this year, Helaine W. Marshall showed a picture of her kitchen. She explained that&nbsp;she didn&#39;t want an island in her kitchen when she renovated it because she loves to dance. An&nbsp;island would have stunted her creativity.

After she told us three stories of teachers who were creating fertile spaces in their work lives, she asked us all to think about what islands might be standing in our way. It&#39;s stories&nbsp;like these that inspire us to create new chapters in our lives and in the lives of our students. Get plotting!

<img alt="Ellii at TESOL 2022" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2274/content_Ellii-team-TESOL-2022-booth.jpg" />

What&#39;s the story here? See Emly Bryson&#39;s post about&nbsp;<a href="https://ellii.com/blog/how-one-image-can-develop-visual-literacy-and-critical-thinking" target="_blank">how one image can develop visual literacy and&nbsp;critical thinking skills</a>.

See you next year in Portland, Oregon (home of the&nbsp;<a href="https://ellii.com/blog/tesol-portland" target="_blank">best bookstore</a> I&#39;ve ever explored)!&nbsp;

<div class="white-box">
<h5>Share Your Thoughts</h5>

What was your top takeaway from TESOL 2022? And if you didn&#39;t attend, what are your thoughts about hybrid teaching and learning? Let me know in the comments below. I&#39;d love to hear your thoughts!
</div>

<h2>Presentation Links</h2>

If you registered for TESOL, you can watch some of the recorded sessions mentioned in this post:

<ul>
	<li><a href="https://tesolconvention.evareg.com/full-schedule/recording/TESOL22_973%208876%202605_2278.mp4" target="_blank">Embracing the Balancing Act: ELT Professionals Empowering Themselves</a>:&nbsp;Gabriela Kleckova&nbsp;</li>
	<li><a href="https://tesolconvention.evareg.com/full-schedule/recording/TESOL22_96660302009_CC1.mp4" target="_blank">Coffee Chat with Ellii: What Are 5 Must-Haves for ESL Materials?</a>: Diego Boada, Ben Buckwold, Tara Benwell&nbsp;</li>
	<li><a href="https://tesolconvention.evareg.com/full-schedule/recording/ID%202272%20Social-Emotional%20Learning%20with%20ESL%20Library.mp4" target="_blank">SEL with Ellii</a>: Tammy Wik</li>
	<li><a href="https://tesolconvention.evareg.com/full-schedule/recording/TESOL22_97407350634_2314.mp4" target="_blank">Creating Fertile Spaces for Instructional Innovation in a Digital Age</a>:&nbsp;Helaine W. Marshall&nbsp;</li>
	<li><a href="https://tesolconvention.evareg.com/full-schedule/recording/TESOL22_93977902219_2279.mp4" target="_blank">Invisible Immigrant to Advocate</a>:&nbsp;Gisele Barreto Fetterman&nbsp;</li>
	<li><a href="http://drive.google.com/file/d/1IjLcYekXLqpq8XDgSBdc9Uzu31Wg_Rfq/view" target="_blank">6 Strategies for Serving SLIFE</a>&nbsp;(presentation slides)</li>
</ul>

&nbsp;

Takeaways from TESOL 2022: 7 Points to Unpack from Pittsburgh 

https://esllibrary-staging.s3.amazonaws.com/uploads/post/title_image/2152/Tara_TESOL-2022-in-Pittsburgh-Taras-Top-Takeaways_Banner.png

Are you attending TESOL this year? The&nbsp;convention welcomes thousands of educators from across the globe annually and this year Ellii (formerly ESL Library) is participating&nbsp;as a Platinum Sponsor.&nbsp;

TESOL is a&nbsp;hybrid event, which means you can join us online or in person!&nbsp; 
 
If you&#39;re in Pittsburgh,&nbsp;Pennsylvania, come see&nbsp;us in person at Booth 227 in the exhibitors&#39; hall.&nbsp;If you&#39;re attending virtually from home, you can find us at our <a href="https://tesolconvention.evareg.com/viewdetails/exhibitors/ellii?utm_campaign=Pre-TESOL+2022+Virtual&amp;utm_content=Pre%3DTESOL+2022&amp;utm_medium=email&amp;utm_source=customer.io" rel="noopener noreferrer 
nofollow" target="_blank">virtual booth</a>.&nbsp;

Looking forward to seeing you there!

<h1>Presentation Times</h1>

We&#39;ll be presenting throughout the event, and you can join in regardless of where you are. <a href="https://www.tesol.org/convention-2022/registration">Make sure to register first</a>.

To find each session online,&nbsp;<a href="https://tesolconvention.evareg.com/view-schedule" rel="noopener noreferrer 
nofollow" target="_blank">head to the schedule</a> and click through the time slots.&nbsp; 
 
This page will be updated with recorded versions of the sessions as they are made available.&nbsp;

<h2>Wednesday</h2>

<h3>Creating Quick and Engaging Flashcard&nbsp;Activities</h3>

8⁠⁠:⁠⁠30&ndash;9⁠⁠:⁠⁠15&nbsp;am&nbsp;EDT &mdash; <a href="https://tesolconvention.evareg.com/full-schedule/recording/ID%202270%20Creating%20Quick%20and%20Engaging%20Flashcard%20Activities.mp4" rel="noopener noreferrer 
nofollow" target="_blank">View Recording</a>&nbsp;

<h3>Digital Speaking Tasks for Assessment and Engagement</h3>

1⁠⁠:⁠⁠00&ndash;1⁠⁠:⁠⁠45&nbsp;pm&nbsp;EDT &mdash;&nbsp;<a href="https://tesolconvention.evareg.com/full-schedule/recording/ID%202271%20Digital%20Speaking%20Tasks%20for%20Assessment%20and%20Engagement.mp4" rel="noopener noreferrer 
nofollow" target="_blank">View Recording</a>&nbsp;

<h3>TESOL Coffee Chat with&nbsp;Ellii&nbsp;</h3>

5⁠⁠:⁠⁠00&ndash;6⁠⁠:⁠⁠00&nbsp;pm&nbsp;EDT&nbsp;&mdash;&nbsp;<a href="https://tesolconvention.evareg.com/full-schedule/recording/TESOL22_96660302009_CC1.mp4">View Recording</a>&nbsp;

<h2>Thursday</h2>

<h3>Teaching Social Justice Topics Online</h3>

10⁠⁠:⁠⁠00&ndash;10⁠⁠:⁠⁠45&nbsp;am&nbsp;EDT&nbsp;&mdash; <a href="https://tesolconvention.evareg.com/full-schedule/recording/ID%202247%20Teaching%20Social%20Justice%20Topics%20Online%20with%20ESL%20Library.mp4">View Recording</a>

<h3>Social-Emotional Learning</h3>

11⁠⁠:⁠⁠00&ndash;11⁠⁠:⁠⁠45&nbsp;am&nbsp;EDT&nbsp;&mdash; <a href="https://tesolconvention.evareg.com/full-schedule/recording/ID%202272%20Social-Emotional%20Learning%20with%20ESL%20Library.mp4">View Recording</a>

<h3>Using Images to Elicit, Teach, and Reinforce Target&nbsp;Structures</h3>

3⁠⁠:⁠⁠30&ndash;4⁠⁠:⁠⁠15&nbsp;pm&nbsp;EDT &mdash; Room 325 (livestreamed to virtual attendees)

<h2>Friday</h2>

<h3>Maximizing Student Success Using Ellii (⁠⁠formerly ELS&nbsp;Library⁠⁠) Content and Courseware</h3>

11⁠⁠:⁠⁠00&ndash;11⁠⁠:⁠⁠45&nbsp;am&nbsp;EDT &mdash; Room 325 (livestreamed to virtual attendees)

<div class="white-box">
Which presentation are you most looking forward to attending?
</div>

Where to Find Ellii at TESOL 2022

https://esllibrary-staging.s3.amazonaws.com/uploads/post/title_image/2147/Where-to-Find-Ellii-at-TESOL-2022_Banner.png

<blockquote>This article is the first in our TESOL Experts series where we feature professionals in the TESOL field and share their stories. <a href="https://www.tesol.org/" rel="noopener noreferrer nofollow" target="_blank">TESOL International Association</a> provides professional development resources, events, and publications for English language teachers around the globe. We hope this series inspires you to get involved with TESOL!</blockquote>

Dr. Arlene Costello entered the English language education world as an ESL&nbsp;teacher.

She taught multiple grade levels, traveling from one school to another, then later worked for the district, coordinating language programs and delivering&nbsp;training.

Today, she&#39;s an instructor and program specialist for the International Affairs Intensive English Program at the University of West Florida. She&#39;s also chair of the <a href="https://www.tesol.org/about-tesol/association-governance/professional-councils-and-governance-committees/conferences-professional-council" rel="noopener noreferrer nofolow" target="_blank">TESOL Conferences Professional Council</a>&mdash;the council in charge of coordinating the sessions, keynotes, and speakers for the upcoming <a href="https://www.tesol.org/tesol-convention" rel="noopener noreferrer nofollow" target="_blank">TESOL 2022 Convention</a>.

&ldquo;It&rsquo;s gratifying to be able to shape the full program and ensure that we have quality speakers and sessions,&rdquo; said&nbsp;Dr.&nbsp;Costello.

<h1>Making a Lasting Impact</h1>

Dr. Costello first joined Florida&#39;s&nbsp;<a href="https://sunshinestatetesol.wildapricot.org/" rel="noopener noreferrer nofollow" target="_blank">Sunshine State TESOL</a> (SSTESOL) as a member. She held various volunteer positions including the roles of Member at Large, secretary, and vice president, before becoming president of SSTESOL in&nbsp;2019.

As president, Dr. Costello was responsible for representing the organization at the&nbsp;national and international level, implementing the mission, vision, and strategic goals of the organization, and providing leadership to the&nbsp;board.

Some of her proudest achievements include:

<ul>
	<li>
	Getting the board to approve her recommendation to create the Reimagine and Rethinking Committee, which reinvented the board&#39;s structure so that Members at Large are now&nbsp;called &quot;Directors&quot; and have specific job&nbsp;descriptions
	</li>
	<li>
	Implementing quarterly support meetings for the eight local chapters within SSTESOL
	</li>
	<li>Revising the constitutions and bylaws to align with new recommendations</li>
</ul>

&ldquo;My personal goal was to establish an extended presence in the state and to make the organization a visible organization that supports our members in personal development, advocacy, and leadership,&quot; said Dr. Costello. &quot;We have expanded our presence and influence. I&rsquo;m really proud of that.&quot;

<img alt="Dr. Arlene Costello" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2132/content_Melissa_TESOL-Experts-Dr-Arlene-Costello.jpg" />

Dr. Arlene Costello is pictured here.

<h1>From Local to International</h1>

As someone who had heavily volunteered at the local level, Dr. Costello grew interested in becoming more involved at the international&nbsp;level.

TESOL&rsquo;s Conferences Professional Council appealed to her the most since she had coordinated many conferences at the local level and state level already. When an opening became available, she&nbsp;applied.

She held the associate chair position first before becoming the chair. As chair, Dr. Costello guides the professional council, coordinates the work, provides leadership, and advances the strategic aims. She also creates and delivers orientation sessions for all new council members. Since her term ends in April 2022, she&rsquo;s also been guiding the incoming&nbsp;chair.

&ldquo;A good leader shares responsibilities,&rdquo; she&nbsp;said.

When asked what motivates her to do the volunteer work she does for TESOL, Dr. Costello said,&nbsp;&ldquo;My love of the profession&nbsp;and my love to serve the organization. It&rsquo;s hard work but it&rsquo;s satisfying that my circle is so&nbsp;wide.&rdquo;

Her advice for educators thinking about joining TESOL?

&ldquo;Expand your circle of influence and network in order to seek the opportunities for involvement,&quot; she said. &quot;Getting involved in your profession is satisfying. You can help shape it by being involved. Advocate for your profession because no one&nbsp;else is going to.&rdquo;

Visit the <a href="http://www.tesol.org" rel="noopener noreferrer nofollow" target="_blank">TESOL</a> and <a href="http://www.sunshinestatetesol.wildapricot.org" rel="noopener noreferrer nofollow" target="_blank">SSTESOL</a> websites to learn more.&nbsp;

To attend the TESOL 2022 Convention in person or virtually, <a href="http://www.tesol.org" target="_blank">register&nbsp;online</a>.&nbsp;Advance registration closes March&nbsp;1, 2022.

Conferences

ElliiCon2022 Speaker Spotlight: Karina Zew

ElliiCon2022 Speaker Spotlight: Emily Bryson

ElliiCon2022 Speaker Spotlight: Nik Peachey