LEND Italy August 2014 
Andrew Howarth 
Plenary: “Changes in the ELT learning environment. – Realistically implementing new technologies into language learning and teaching"
This plenary presentation shows how teachers can really make the most of digital materials available but more importantly when and how to best apply them within the learning environments both at school and at home. With reference to activity types, teaching plans and technology integration for classrooms, homework and self study.
I work as an educational consultant and teacher trainer for Pearson ELT.  A major part of my work is the implementation of digital tools and systems in state schools and universities.
I have been teaching in Italy since 2006 in Universities, state schools and private Language institutes. I also worked as an online language coach with students from corporate companies (IBM, Capgemini, Nestle ...) around the world.
My teaching qualifications are CELTA and DELTA (camb ESOL) 
I am based in Rome where I live with my wife and 14 month old daughter.
Andrew Howarth, "Improving language competence through web tools and apps”
Workshop participants will learn how to effectively plan lessons incorporating and exploiting digital tools, online and offline, in order to take our students confidently towards the recommended CEFR exit levels required across secondary school.
Diana Hicks
Plenary: How can we make the leap from CLIL theory to practical application and classroom use?
The plenary is designed to answer the following questions:
How can we integrate subject content and language learning?, What age can we start?, What is the role of Mother tongue in CLlL? , How do we prepare materials?. What and how do we assess language and content?and Is CLIL/Bilingual teaching suitable for all learners?.  I encourage all participants to come with other questions too.
First we will look at some example CLIL activities for younger learners and examine why they work, then compare them with some activities for older learners. All activities will encompass different learning styles and show how a spiral approach through a lesson and unit of work can create greater inclusivity, particularly in large classes. All activities have been designed to promote long-term understanding of content and language through active involvement rather than short term learning so often the result of passive responses.
I will also discuss both content and language aims and  make clear distinctions between the purposes of accuracy and fluency in the classroom in  reading and writing.  We will look at how important it is to start from the learner and look at practical and involving ways that this can be achieved.
The activities will focus on the key
Cs of content rich teaching: confidence ( teacher and student), co-operation, creativity, criticality and cognition.
Finally, I will offer some collegial planning strategies which will help co-operation in both staffroom and classroom. We will also discuss ways to assess the three pillars of education- understanding, skills and knowledge
and ways which self and peer evaluation can be used in the classroom.  
This workshop offers practical, active, tried and tested CLIL activities for learners aged 7-18. The activities are embedded in a theory of educational language learning appropriate for 21st century students and will draw on Science, History and Geography. The emphasis is on pupil engagement and participation underpinned by the importance of creativity and cognition in the classroom.  The need to shift from short term learning to long term understanding is fundamental for successful pedagogic practice and an awareness of how pupils process content and language together is key to managing CLIL.  The workshop is suitable for experienced and inexperienced language and subject teachers.
Diana Hicks has been a consultant trainer for CLIL/Bilingual Comenius teacher training courses for twenty years and has produced materials for many primary and secondary  CLIL and bilingual teachers courses across the EU and South east Asia.
She has been writing content rich ELT textbooks for students from aged 4-18 for more than 25 years.
She regularly gives presentations at conferences and runs workshops in schools and colleges across the world.
Sandie Mourão  
Plenary: Pictures, words and the gaps between: picturebooks in language education
Using authentic literature is an accepted approach to language teaching but picturebooks tend to be associated with younger learners. 
In my plenary I shall demonstrate that there is potential in picturebooks for teachers and their learners of all ages.
Workshop: Picturebooks and the development of thinking skills
Building on from my plenary this workshop will focus on using picturebooks in the primary classroom. 
Beginning with a look at how a picturebook is made and the meta-language we need to talk about picturebooks, this session takes a very practical approach to getting to know picturebooks. It will continue with suggestions using a variety of different titles for the primary classroom, that help teachers engage learners in thinking critically about what they can see, read or hear.  
Sandie Mourão is an independent scholar living and working in Portugal since 1987. She is a teacher educator, author and consultant specialising in early years language education, with a PhD in didactics and teacher education from the University of Aveiro. Sandie is also interested in picturebooks and writes an award winning blog, Picturebooks in ELT, http://picturebooksinelt.blogspot.com/, which promotes the use of picturebooks with language learners of all age groups.
Sandie has authored a number of language learning courses and resource books and is the co-author of the guidelines for primary English education in Portugal. 
She is a regular contributor to edited volumes, journals and magazines related to ELT. She is also co-editor of the CLELEjournal an open access online journal, which supports the integration of childrens literature and language learning: http://clelejournal.org/
See Sandies website for more information: http://sandiemourao.eu
Peeter Mehisto
Plenary: She CLILs and he CLILs, but how can we CLIL? Step one - redefining CLIL

Seeking clarity and synergy for CLIL: that is the focus of this talk. An individual teacher may do her own brand of CLIL, and do it well, but how does a CLIL programme capture the potential collective capacity of educators and other stakeholders in order to co-construct rich bi- or plurilingual learning environments? Internally and externally identifying and validating current best practice and good intentions is a start. Yet, without having a common understanding of what CLIL is and what it should in the long term strive to achieve, it is difficult, if not impossible, for an education system to systematically, purposefully and efficiently build effective CLIL environments. This talk will analyse some existing definitions of CLIL arguing why they are insufficient for building credibility in CLIL. They are often too general. Generalities regarding foundational concepts into which each individual can impute his or her own meaning are to be avoided if one is seeking to build a stable, well-grounded system. A new definition of CLIL will be proposed. Yet, new definitions do not easily take root. Some forces and mechanisms required to foster the widespread adoption of the definition will be discussed. 

WORKSHOP: Self-reflection as a motor for CLIL: Where are you on the CLIL continuum?   
Participants will work with belief statements, indicators of effective practice, and phrases that colleagues might ascribe to their practises to determine where they stand on a continuum that measures the integration of content and language. 
Tracey Sinclair
Plenary and workshop: CLIL – Competences Leading Intriguing Lessons
CLIL is now in schools in many countries as an alternative and sometimes an addition to teaching language for language
s sake. What does all of this mean in the Italian school system? Lets look at norms, practical ideas, suggestions and personal experiences, and how all put together can bring about some pretty intriguing lessons for learners to come to grips with the English language while also facing other school subjects. There is method in madness; lets try to make the madness less insanity and more fun.
Tracey Sinclair started teaching in state schools over 30 years ago in her native New Zealand. After teaching in the UK and France, she went to Italy where she has taught English to all ages and all levels. She started teacher training nearly 20 years ago. When not teaching, she works for ELI as a teacher trainer and international speaker.
Jessica Smith
Workshop - Activity types for the CLIL classroom 
"Living a CLIL experience" undoubtedly allows teachers a greater insight into the benefits and challenges of CLIL methodologies and makes them more sympathetic to their students' needs. When cognitively challenged in a CLIL environment teachers are inspired to adopt a more critical, collaborative and creative approach to their way of teaching. This workshop aims to put teachers in that position by focusing on activities for the CLIL classroom. Teachers will take part in different activities which can be used to help get students involved and encourage higher order thinking skills as well as developing language skills and increasing confidence.
The workshop is aimed at secondary school subject teachers. 
Biodata - Jessica Smith has been teaching English in Italy for twenty five years, both in the private and the state sector. She regularly delivers teacher training courses and seminars for the British Council, Milan and helped develop and pilot the British Council TKT CLIL training course which has now been running for four years.
Russell Stannard
Plenary: Talk-Tools that can revolutionise the classroom
Russell Stannard will highlight the 3 most popular tools from his website
www.teachertrainingvideos.com. These are tools that can revolutionise what we do in and out of the classroom with our students. The tools cover speaking, presentations, feedback, assessment and even the flipped classroom. The 3 key tools are easy to use, free and can have an immediate impact on your lessons. The talk will include lots of real examples of how the tools have been used with students. A talk not to be missed.
Russell will focus on a variety of free tools that can be used to encourage a range of activities in and out of  the class. Podcasting and video, creating quizzes and questions around YouTube videos, collaboration and brainstorming tools: this workshop will give you the chance to learn hands-on and work with some of the most popular and easy web 2.0 tools on the internet.
Russell Stannard runs www.teachertrainingvideos.com. A website that offers free step by step help videos to get teachers using technology in their teaching.In 2013 it received over a quarter of a million unique visitors. Russell won the British Council ELTons award for technology and the Times Higher award for 'outstanding technology idea' He writes regular posts in the English Teaching Professional and Teacher Trainer and works part-time at the University of Westminster on the MA in ELT. Russell is also a  NILE associate trainer and does consultancy work all over the world. 
Y.L. Teresa Ting
Plenary: The marriage of Language with Content: a good deal for Language?
 The answer is "yes". This talk will discuss why CLIL, done well, moves EFL education into the very rich pasture of literacy. What do we mean by 21st century literacy, why is it on the lips of education all over the world, why does CLIL automatically position literacy at the center of our learning agenda and how does CLIL help us do literacy beautifully?
Workshop: How Language can stay married to Content (and continue to enjoy it). Tips and Tricks

This workshop hopes to help teachers fall in love with literacy. We will see how a focus on literacy refocuses what we do in the classroom.  To do this, we will analyze a series of learning materials that were developed with literacy in mind: materials that help pre-reading youngsters think logically, but in English; CLIL materials on the History of the Earth that enabled 8-year-olds to understand the nonsense of some science fiction films (and we teachers, the nonsense that EFL learners must be 12 before they can learn the simple past); learning materials and processes which enabled 12-year-olds to explain complex chemical processes to older cousins; and finally, evaluate why the CLIL materials for upper secondary science won the ELTons (see biodata) – why did a focus on literacy optimize the language learning moments and facilitate the learning of otherwise complex upper secondary science?  Why should Language marry Content, stay married to Content and love Content (for what it can offer, and not expect more, of course).


After a degree in Biology as well as Psychology, Teresa completed a PhD in Neurobiology (USA), studying learning and memory in rats’ brains, in vivo and in vitro.  After 15-plus years in biomedical research, she landed the dream job of teaching English to Italian university students’ brains, in vivo, which prompted her to obtained an MA-TEFL (UK).  This has allowed her to continue researching learning and memory: after all, when we learn, we learn with our brain, and, although we cannot put electrodes in students’ brains (Alas!) we can research more effective ways to engage their learning organs (i.e. their brains… yes, if they are in class, they have one).  While the combination of EFL and Science took her into CLIL in 2001, she has stayed in CLIL because of the realization that, when done well, CLIL naturally prompts teachers to devise more “brain-compatible” learning environments.  A set of her CLIL materials received the 2013 ELTons Award (Macmillan Education Award for Innovative Writing); she is on an ECML research project entitled “CLIL and Literacy”; she is involved with CLIL Teacher-Training programmes in various countries (UK, Spain, Austria, Switzerland); in her free time, she prepares students at a local high school for the Cambridge IGCSE and teaches the verb “to be” to the University students of her dream job.

Julie Wallis
Plenary: In and out the classroom 

Increasingly the pressure is on to use modern technology and offer blended or e-learning options to our learners. More often than not, the search for the WOW factor and the focus on technology can distract us from our core aims and educational values. This plenary looks at how to create simple effective learning activities that motivate learners to take their learning outside the classroom and back again forming a continuous learning cycle. The focus will be on developing skills through collaborative, often learner led, tasks using simple tools and websites both in and out the classroom. You will be invited to participate wearing a number of hats; teacher / trainer, learner, observer with a chance to reflect and contribute. The plenary is not only for digital natives, but also for digital immigrants and digital foreigners!

Workshop: A little IT for little people

We can no longer ignore the fact that even 6 year old kids enjoy using computers and playing video games. Let’s take some very simple, cheap technology into the classroom by creating active, engaging lessons that encourage learners to practice all four skills. This workshop is not about the ‘WOW’ factor, but good solid teaching with clear objectives. We look at ways of using simple tools to enhance the learning experience. Bring your own laptop or tablet and let’s have fun.

I have been teaching English for nearly thirty years and have been run one of the best known language schools in the Veneto for twenty-five. I am the Education Officer for AISLi, the only association to set quality standards of excellence in language teaching. I have given presentations and run workshops in numerous national and international events and am a didactic inspector for AISLi, too.

I am totally passionate about my job and believe that helping learners attain success is one of the most rewarding achievements in life. 


Victoria Boobyer
Workshop: Making the Most of Graded Readers
Teachers have long-known the amazing potential of graded readers and how they can boost reading skills. The beneficial effects of reading are also well-known in terms of improving grammar and language awareness. Sometimes, however, it can be a little difficult to think how to creatively use graded readers in class. This workshop offers many practical and innovative ideas for bringing graded readers to life in the classroom and at home. Readers from different levels and genres will be used to show how to create both productive and engaging language lessons. We will turn reading into various types of speaking and writing activities and even enjoyable exam preparation. There will also be a session, with examples of students’ work, demonstrating how teachers can use the new generation of e-books in class.
Until the end of 2013 Victoria was an ELT teacher and then Academic Manager in schools in Greece, Vietnam and the UK. In 2014 she became a freelance materials writer and recently co-authored a graded reader along with many other resources for learners and teachers. She has written both digital and paper materials for young and adult learners. As well as writing, she gives training workshops internationally and is an online teacher trainer on the International House Certificate in Educational Management course and The Consultants-E's Cert ICT and E-Moderation courses. She co-created #ELTpics which was shortlisted for a British Council ELTon for Innovation in Teacher Resources in 2013.