Mark Almond

Based on his own research, work as a teacher trainer and ongoing reflections on classroom practice, this session looked beyond mainstream language teaching methodology and enquired how and why teachers could apply a number of principles found in certain other practices and theories to adopt a more multi-disciplinary approach in the classroom thereby making it more inclusive. 

Developing Classroom Presence

Chantelle Walsh

This talk gave a very practical approach to teaching dyslexic students in the classroom. It covered a series of tips which teachers could reflect on, and introduce to their classroom setting. The ideas presented render teaching not just more approachable for students with learning differences, but create a more effective learning environment for everyone involved.

How to Create a Dyslexia Friendly Classroom

Andreas Grundtvig

In 2016, the Oxford word of the year was 'post truth'. Describing a state where facts have less influence than personal belief, it is also an appropriate term to describe the differences between what we teach and what our students 'know'. In language learning, for example, the rules for usage are often superstitions, 'correctness' is a grey area and there is disagreement about method. Andreas picked apart some of these 'truths' collected from students, scrutinised their sources and put them to the test in the social media 'echo chamber'.

Post-truths in the classroom

Arijita Mukhopadhyay

Arijita focused on practical classroom differentiation strategies teachers could use to ensure an inclusive learning environment. Teachers are very often at a loss with the ‘what, why and how’ of inclusive classrooms. The information available is scattered and theory based, which is to say it does not give the teacher a lot to run with on a Monday morning. The strategies presented during the session were research-based, ready-to-use activities relevant for diverse classroom settings.

Differentiation: Bridging the gap between practice and research

Emily Bell

In these times of post-truth politics and populism, it is timely to consider if language teacher education can buck the trend. Working with people from all backgrounds and cultures, teacher educators need to be inclusive in their practices, and encourage their student teachers to do the same. In this workshop, Emily presented ways that language teacher educators and language teachers, could be more inclusive in their education practices. Inclusion in this case refered to fundamental inequalities, not least those based in gender, race, and sexual orientation.

Inclusion in Language Teacher Education

Please reload

Speakers: Day One