Jacqui ECOUER, Bell Educational Trust, UK



Reflecting on Reflection: Let’s talk about it!

In recent years greater focus has been made on the professionalisation of teaching. The view of professionals is that they engage in their own development with an emphasis on learning; the teacher as a learner along side students as learners. Many models of continuous professional development with reflective practice at their heart have been put forward as processes to enhance learners’ opportunities to learn by giving teachers’ opportunity to develop and improve good practice. The presentation will explore different models of continuous development and reflective practice. In the talk different questions will be addressed and discussed; Which models work? Why/why not? Does reflective practice work? How does reflective practice work? Is it effective and why/why not? Can we make it more effective and, if we can, how? Would collaborative reflection work?




Jacqui Ecoeur has been the Teacher Training Programmes Manager for Bell Educational Trust since February of this year. She has a BSc in biochemistry and genetics, and originally qualified to teach secondary school science 20 years ago in the UK. On moving to Switzerland she taught biochemistry and chemistry in an engineering school before diversifying into teaching English as a foreign language finishing her MA in Applied Linguistics and becoming a CELTA and DELTA tutor. Ecoeur has managed private language schools in Switzerland and the UK. More recently worked in a large further education college in London as Head of Teacher Education and Development teaching ESOL and developing and delivering among other courses the PGCE for teachers in the Life Long sector. Her main area of interest is initial teacher education and continuous professional development.


Denise MCQUEEN-ÖZDENİZ, Sabancı University School of Languages, İstanbul (PEARSON, Longman)



Preparing your students for their next educational step and for learning on the job in a constantly changing world.


How can we bridge the gap between high school language classes and university? What language skills and knowledge do students actually need in their preparatory year, anyway? And in faculty? Then what tasks will they be asked to achieve in English once employed? Now, that’s difficult to pin down as the world is ever changing, so the ability to identify what’s needed and to learn on the job, would best equip students would they not? Am I then talking about marrying learning the English language along with a lifelong learning mindset? Does this have a high enough surrender value to engage students and empower then to move effectively from one rung to another on the learning ladder? But, what about the students who have a closed learning outlook and believe they can’t learn a foreign language or that it is not really useful anyway? How do I get them to be active learners, helping to create an enriching learning environment?

This is a typical snapshot of my brain thinking about my preparatory class students. My thirst for answers has launched me on a quest involving classroom based research, the observing of other teachers and the reading of many books. Yet, as we all know teaching and learning is beyond simple right and wrong dualistic thinking, rather its truths are multi-layered, contextual, and value based. So I cannot guarantee you answers, but would love to involve you in thinking about my glimpses of answers.




Denise McQueen Özdeniz has had the pleasure of working with groups of learners in a variety of contexts or 24 years. She has worked in the School of Languages Foundations Development Year at Sabancı University for since 2003. Here, she helps students make the transition from high school to university life by helping them develop the academic and self management skills needed to succeed in an English medium university.


Anne O'KEEFFE University of Limerick, Ireland



Learning from our learners’ grammar


Using a corpus to investigate language has had a huge effect on vocabulary teaching. For example, we teach phrases and collocations as well as single words. This presentation will consider how corpus research also influences how we see and teach grammar, for example, our view of correctness, what is frequent and what is important, and how ideas such as phraseology and patterning might affect grammar as well as vocabulary.

In particular, this talk will look at what students’ writing can tell us about what they have been taught, what they have learnt, what they haven’t learnt and what we should teach. This talk will be based on examples from the Cambridge Learner Corpus, a collection of over 30 million words (about 95,000 scripts) of student writing from the Cambridge exams. In this corpus, all of the errors have been marked and it contains the work of 125,000 students, with 130 different first languages, from 190 different countries.




Anne O'KEEFFE is senior lecturer in English Language Teaching at Mary Immaculate College, University of Limerick, Ireland. She has eighteen years’ experience as a teacher of English and teacher trainer. She is currently writing grammar materials for Cambridge University Press. In addition to writing ELT materials, she is author of numerous journal articles and book chapters and she has written three books, including From Corpus to Classroom with Ronald Carter and Michael McCarthy, (Cambridge University Press). She has just undertaken an exciting research project as part of English Profile. This project involves finding a corpus-based list of Reference Level Descriptors for the CEFL levels based on learner data.