Opening Plenary by Jane Setter
Intonation is one of the earliest acquired aspects of speech; the crymelodies of infants are influenced by the intonation of their mothers, and very small toddlers are able to use intonation to indicate turn taking patterns in play conversations before they can form words. It plays a vital role in successful communication in English, as it does in other languages. If this is true, why is intonation neglected in English language pronunciation teaching, and how can it be taught effectively?
This presentation takes the audience into the seldom-navigated region of intonation in English language teaching, focusing on the role of three main elements: tonality, tonicity and tone. Drawing on material from a number of different sources, we explore the role of intonation in English, and look at which elements are teachable, which are learnable, what resources are available to the teacher and the learner, and how intonation might be approached in the English language classroom and as a self-access learning activity. Expect a multimedia, audience participation experience.
from English Grammar Today
Pronunciation means how we say words. Most people speak the dialect of standard English with an accent that belongs to the part of the country they come from or live in. Learners of British English commonly hear RP (received pronunciation), which is an accent often used on the BBC and other news media and in some course materials for language learners, but it is also common to hear a variety of regional accents of English from across the world.
How we use spoken stress and rhythm is also an important part of pronunciation. For example, it is important to know which syllables in a word are stressed and how different patterns of stressed and unstressed syllables are pronounced. There are also common patterns of intonation in English which enable us to give special emphasis to particular words, phrases and sentences.
See also: Dialect, British and American English, SpellingIntonation
Here are some snapshots from the presentstion.
They talked a lot about technology in ELT. A panel of technology experts, bringing experiences from outside the ELT world, discussed trends such as machine translation, artificial intelligence, chatbots and future workplaces. Their perspectives should challenge our current thinking, and help us consider future possibilities.
We were listening to the experts describing their experiences with teaching English using new technologies.
The listeners asked questions such as;
- What does exactly technology bring to our English teaching?
- Can technology substitute the teachers?
- Do we have to be the digital teachers?
- Will technology improve the education in the poor countries?
Since computers started to be introduced in language learning (and in education in
general) people have rightly asked whether the investment we are making in these
technologies gives us value for money. As digital technologies have taken a hold
in society in general, this particular question is not asked quite so often, but it is
still important to make sure that the technologies that we have available are used
effectively. People are always tempted to try to make an argument for technology
having an impact on the development of pedagogy and in many cases we can see
that the use of technology has enabled teachers to re-think what they are doing.
We also see people trying to populate this domain by talking about notions like the
‘flipped classroom’, ostensibly a methodology that sees input as occurring at ‘home’
and physical classrooms being used as spaces to explore what has been presented
in the input. This is far from being a new idea, but these agendas are pushed for
a while and then disappear again. What is a contender for a methodology that is
central to the world of technology and language learning is that of blended learning
(Motteram and Sharma, 2009). We see this methodology still being developed, but
when handled best it is the most likely candidate for a starting point for getting
teachers to work with technology in their practice. It is still the case that most
teachers work in physical classrooms and looking at ways that these spaces can
be augmented with digital technologies is a very good starting point.
Empowering teachers through continuous professional development:frameworks, practices and promises
Gabriel Díaz Maggioli
National Teacher Education College, Uruguay
April 4, 2017
Main Points of Presentation
REALITY CHECK 2002
“…while particular ‘lighthouse’ schools and school systems are the exception, my sense is that professional development as it is experienced by most teachers and principals is pretty much like it has always been—unfocused, insufficient, and irrelevant to the day-to-day problems faced by front line educators. Put another way, a great deal more is known today about good staff development than is regularly practiced in schools.”
Dennis Sparks, 2002
SEC, Glasgow, UK
4th-7th April 2017
Pre-Conference Events and Associates’ Day, 3rd April 2017