Executive Director ECML
European Centre for Modern Languages of the Council of Europe
Promoting excellence in language education
Teaching languages in Europe today: challenge or privilege?
In her keynote Sarah will outline major European developments in language education, touching on policy, research and practice. She will consider what these developments mean for the classroom teacher and how both pre- and in-service training programmes need to reflect these changes if they are to support a profession in constant flux. She will present resources and activities from the Council of Europe and specifically from its European Centre for Modern Languages which recognise and value the important contribution of language teachers in building a better Europe.


Using CLIL in the classroom

In this workshop, we will examine the theory and principles behind CLIL and explore the pros and the cons if using CLIL in the English Language Classroom. By taking part in demo lessons, participants will be given the support and the tools needed to create challenging and engaging CLIL lessons, which will be tailored to their own students and teaching context. By the end of the workshop, participants will be able to take home practical ideas for creating lessons and materials, and for finding resources and activities that will appeal to all students and will get them actively involved in the lesson.

Cristina has been working at British Council Naples since 2013 as an English teacher and, recently, as the Assistant YL co-ordinator. She is specialised in Young Learners and is interested in SEN (Special Educational Needs), Teacher training and development, and CLIL.



Workshop for Primary School Teachers

It’s Storytime!
In this very hands on workshop we will explore the benefits and learning potential of story time for primary school children. Using video observations of children in story time sessions, we will explore how stories can inspire children on a personal level and develop social skills.
During the session we will build a repertoire of versatile activities and practical ideas that can be applied to any storytime situation - with large or small classes. We will look at how stories can be used for CLIL, and are a vehicle for creativity and critical thinking, not only building language skills. And of course, they are good fun.
Sophie Bennett AISLi Academic Coordinator

The impact of CLIL programs in Spain on (and beyond) foreign language learning
After nearly two decades of CLIL programs in Spain, it is time to take stock of their impact on foreign language learning and other learning outcomes. To do so, this session will first offer an account of the major findings on English as a foreign language in primary and secondary schools in Spain and then move on to address more particularly two pertinent issues: students' content learning and literacy development in the L1. The implications of these findings in terms of new teaching and learning paradigms will be discussed together with the changes in the professional development and profile of the EFL Teachers in the Spanish context.
Emma Dafouz is an Associate Professor in the Department of English Language and Linguistics at the Universidad Complutense de
Madrid. Since 2000 she has researched specifically on CLIL and English-Medium Instruction. Her research has been published in international journals (e.g. Applied Linguistics, International Journal of Bilingualism and Bilingual Education, Modern Language Journal, AILA Review, System, Language and Education) and publishers (CLIL across Educational Levels, Richmond). She has been a member of the international research team ConCLIL (Conceptualising CLIL) based at the University of Jyväskylä (Finland) and has coordinated an international project (INTER-LICA) funded by the Spanish Ministry of Education and Competitiveness on the role of English in the internationalisation of higher education. Since 2014, she is Policy Advisor for Curricular Internationalisation at her university.

Assessment in the Primary Classroom – Closing the Learning Gap
In this practical workshop the speaker will examine the fundamental concepts, issues and approaches to language testing and assessment in the English Primary Classroom.
Participants will look at answering the questions: Why do we choose a particular assessment? What types of tests are being used in the English Language Classroom? How are different tests used for different purposes?
The workshop will provide an overview of assessment for learning and assessment of learning and suggest practical ideas and activities for testing in the ‘inclusive’ primary classroom.
Donatella Fitzgerald is from London and she is a teacher and teacher trainer and her specialist research areas are CLIL, Assessment, Efficacy in teaching and learning, Young Learners and Extensive Reading. She was the former Area Manager South of Oxford University Press and she is currently ELT Sales Manager at Pearson Italia.
The CEFR Companion Volume with New Descriptors shining a light on soft communication skills
This plenary will provide insights into the content of the new CEFR Companion Volume published by the Council of Europe in 2017, and its relevance to the contemporary needs of learners in plurilingual and pluricultural education. The talk will draw parallels between the concepts exemplified in the extended set of illustrative descriptors, and aspects of the cross-curricular educational movement often referred to as ‘21st Century Skills’, which includes the nurturing of ‘soft’ skills as competences and strategies for successful international collaboration and exchange. The potential impact of the new CEFR descriptors on teaching, learning and formative assessment in language and CLIL classrooms will be discussed.
The CEFR Companion Volume with New Descriptors shining a light on soft communication skills
Participants will consider examples of best practice in the exploitation of the extended set of CEFR illustrative descriptors as ‘can do’ statements to support formative assessment of learning outcomes, and developing assessment criteria for productive skills. We will focus in particular on the areas of mediation and online interaction competences that are scaled with new descriptors. The workshop will also take a look at the typical challenges facing practitioners in structuring formative assessment and classroom test tasks around CEFR ‘can do’ statements, and we will discuss pedagogic approaches and strategies relating to the integration of formative assessment in course design and classroom practice.
Tim Goodier, Head of Academic Development at Eurocentres, was a member of the core authoring group for the CEFR Companion Volume published in 2017 by the Council of Europe, on behalf of the Eurocentres Foundation. He has worked in language education for 18 years as a teacher, project-manager, examiner, author, curriculum-developer, school inspector, and teacher-trainer. In his current role he has senior oversight of quality and innovation at Eurocentres, leading the development of ‘my.Eurocentres’, the fully blended learning platform for English and French. He is a member of the board of trustees and development group for Eaquals, and chaired the recent project extend the Eaquals quality standards with a set of indicators for blended-learning, with potential application to contexts such as in-company / distance tuition. Tim has consulted on numerous projects relating to the elaboration of the CEFR into pedagogic practice, including the British Council / Eaquals Core inventory for English and the mapping of European Language Portfolios for younger learners to the CEFR illustrative scheme.  He won the British Council ELTons Masters Dissertation Award with Best Potential for Impact on ELT for his qualitative study of teachers’ attitudes to working with CEFR can do statements.
Director of Pedagogy of The Consultants-E
Digital literacies:
Digital literacies, the technical skills and social practices needed to effectively interact with digital technologies, are key 21st century skills. They are increasingly important in educational curricula, across all subject areas, the world over. What exactly are digital literacies, and how might developing our students’ digital literacies to encourage them to become active and engaged 21st century citizens? This talk looks at some of the theory underpinning digital literacies, and also outlines practical classroom activities for students.
Getting creative with remix
Remix is an essential part of the digital age. In this workshop, we explore remix in detail: what it is, why it’s important, and how creativity is an essential part of remix. Through examples of remixed images, audio and video, you’ll develop your own remix literacy, and consider how remix culture can support your and your students’ creativity.
Nicky is Director of Pedagogy of The Consultants-E (www.theconsultants-e.com), and has been involved in ELT since 1987. She is author of several prize-winning methodology books about technology in English language teaching, and she gives plenary talks and runs training courses all over the world. Her research interests include blended and online learning. Nicky lives in Barcelona, and is a technophobe turned technophile.

  • MANUELA KELLY-CALZINI  (Trinity College London)

Assessment: role and potential in CLIL

Assessment is a notoriously challenging area to address in CLIL, and there are key questions as to the impact of assessment criteria on learning and whether there is a role for the CEFR or for established examination systems. How can assessment, even if non-CLIL specific, support CLIL learning objectives? Can the tasks used in assessment promote and develop learning strategies and thinking skills conducive to success in a CLIL programme?

This practical workshop seeks to demonstrate how teaching practices can be enhanced through constructive alignment, exploring the relationship between assessment, classroom activities and explicitly stated learning outcomes; highlighting the importance of clarity between them and the potential positive washback of applying a rigorous assessment system to a CLIL programme. Through a demonstration CLIL lesson constructed with specific reference to assessment criteria, this session introduces a taxonomy of tasks to engage increasing levels of critical thinking and incorporates declared learner outcomes. The objective is not only to demonstrate how content learning can be enhanced but also to show how application of tasks aligned to a valid system of assessment can limit learner reliance on processing memory and aid long-term language acquisition. The workshop explores how preparation for a CLIL compatible exam and use of explicit assessment criteria can help the development of learner skills and enhance both performance and achievement.

Manuela Kelly Calzini was born in Northumberland, England, and graduated from Royal Holloway, University of London. She is an experienced Teacher Trainer working mainly in EFL Teacher Education and Continuing Professional Development programmes. She is Academic Coordinator for Trinity College London in Italy. She is also author of the middle school coursebook Switch On, published by Zanichelli Editore, 2012 and co-author with Annie Broadhead and Ginni Light, of the B2 English coursebook Cult published by Black Cat, 2015. Manuela regularly contributes articles in teacher publications. Her main research interests are communicative skills assessment and washback of language testing.

Manuela qualified as a CLIL practitioner in 2007 and since then has been involved in CLIL research projects with Italian and EU partners and recently led a network of primary and secondary lower schools in an EU-funded project to investigate Content and Language Integrated Learning (CLIL). The innovative development of CLIL in mainstream education in Italy led to a 2015/2017 cycle of workshops and training events throughout the country “Getting Teachers CLILed up!”

  • JAMES PURPURA   Columbia University, New York


The Affordances of Using Scenario-Based Assessment for a Comprehensive Measurement of Content and Language-Integrated Learning Outcomes

The enduring promise of content-and-language-integrated-learning is that language curricula will be contextualized within some discipline-specific domain (e.g., ecology), where learners are exposed to and assisted with both disciplinary content (facts, concepts, generalizations) and associated linguistic content so that they will later be able to integrate and use these topical and communicative resources to perform simple and complex tasks that they would likely encounter in a real-life domain related to the discipline. Given that CLIL is situated in disciplinary practices, CLIL instruction is not just about content or effective communication standards—that is, the acquisition and integration of disciplinary content and related communicative resources, but it is equally about how learners need to use content and communication competencies to perform disciplinary specific tasks that potentially tap into, among other factors, a host of complex socio-cognitive processes (e.g., abstraction, reasoning, collaborative problem-solving). An example of such a situation would be when student ecologists are placed in a scenario where they have to work collaboratively to reason through a problem related to the potential impact on an ecosystem of the potential loss of one species in the food chain due to new construction. A successful resolution to this problem certainly involves the acquisition and integration of discipline-specific language and content related to this problem. However, success in this situation is also moderated by factors such as problem comprehension, peer instruction, reasoning skills, cognitive load, feedback and assistance processes, collaboration strategies, and socio-affective strategies. Given the number of factors involved in this real-life situation, what CLIL outcomes would be want to measure and how can we account for the moderating effects of the other factors? Or even, how can we structure the assessment task in a way that would require learners to engage in the kinds of complex processes they might encounter in a real-life problem solving task of this sort?

The purpose of the plenary is to discuss the potential of scenario-based language assessment (SBA) as a technique for eliciting performance and measuring a broadened range of constructs related to the assessment of CLIL outcomes. We will first define SBA. Then we will describe how scenarios, conceptualized as a purposeful set of carefully sequenced, thematically-related tasks designed to simulate real-life performance, can provide a concrete mechanism for measuring expanded range of theoretical constructs related to CLIL. The plenary then will show with an example how learning-oriented assessment can be used as a theoretical framework for designing SBAs. Finally, using the LOA framework, we will compare potential affordances of trait-based, task-based, and scenario-based assessment.


Using a Learning-Orient Assessment Framework to Design Scenario-Based Assessments of CLIL

In recent years, advances in technology, theory, and educational practice have opened the door for innovations in language assessment design and delivery. Simultaneously, the ways in which people communicate, collaborate, and apply problem-solving skills in real life contexts, and especially those with a disciplinary focus associated with CLIL instruction, have changed significantly. Despite these changes, the assessments used to measure these skills have not kept pace with how people apply their language knowledge, skills, and abilities (KSAs) in real world settings. Nor have they explored how assessments can be structured to impact student learning and performance, but can, perhaps more interestingly, conceptualize assessment as a learning event in and of itself. This workshop addresses the opportunities (and challenges) of refocusing assessment that has traditionally centered on the display of performance, to one that also support learning and instruction.

A recent approach to assessment that has shown great promise for measuring expanded constructs has been scenario-based assessment (SBA). Initiated by the CBALTM project (Bennett, 2010; Bennett & Gitomer, 2009) to address the limitations of traditional assessment related to math and English language arts in U.S. elementary and secondary schools, SBA is designed in a way that learners can demonstrate their knowledge, skills, and abilities in a meaningful and goal-oriented context. Through the utilization of a careful sequence of thematically-related tasks along with simulated interaction, SBA offers opportunities to elicit and measure learners’ independent and integrated language skills, topical knowledge, and strategy use (Sabatini et al., 2014; Purpura, 2016) across a goal-oriented task.

The current workshop provides participants with a rationale for SBA and will outline the affordances of SBA for the assessment of CLIL outcomes. The workshop will then introduce participants to Purpura and Turner’s (2016) learning oriented assessment framework (pre-reading for the workshop). Then, using an example, the workshop will demonstrate how this framework can be used to design SBAs. We will spend the rest of the time in a lock-step approach designing an SBA. To do this, participants will need to bring a laptop with PowerPoint installed on it. All materials to design the assessment will be shared electronically in the workshop.

James E. Purpura is Professor of linguistics and education in the Applied Linguistics and TESOL Program at Teachers College, Columbia University, where he teaches L2 assessment and L2 research methods. Besides his publications in journals and edited volumes, Jim’ scholarly books include: Strategy use and language test performance: A structural equation modeling approach (CUP); Assessing grammar (CUP). He is currently working on Learning-oriented assessment in language classrooms: Using assessments to gauge and promote language learning (with C. E. Turner) (Routledge) and The writings of L. F. Bachman: Assuring that what we count countsin language assessment (with A. J. Kunnan) (Routledge). Jim is currently the co-editor of Language Assessment Quarterly (with C. Leung), and is series co-editor of New Perspectives on Language Assessment (with A. J. Kunnan) (Routledge) and Language Assessment at ETS: Innovation and Validation (with J. Norris, S. Ross, & X. Xi) (Routledge). He was the President of the International Language Testing Association (2007-2008), and is an expert consultant for the European Association of Language Testing and Assessment. He served for several years on the Committee of Examiners at ETS, and currently serves on the Defense Language Testing Advisory Panel in Washington, D.C. In 2017, Jim was a Fulbright Scholar at the University for Foreigners of Siena.

Understanding and Implementing CLIL
When trying to organize a CLIL lesson one needs to consider some factors: the linguistic and subject goals to be used, the support techniques for understanding and using the second language, the role of the mother tongue while teaching and the techniques which will assist in achieving the planned goals on a higher level always taking into account the quality of the lesson.
During this workshop, participants will have the chance to take part in several activities both of Health and Physical Education. They will also have the chance to watch a video-recorded CLIL lesson taking place at a Cypriot Primary School and they will discuss the extent to which both the linguistic and subject goals were achieved and through which techniques.
Finally, they will get the chance to create their own CLIL lesson plan.

Plenary:   Being where we are:  creativity in its place

This plenary will share examples of projects which connect writers with  physical place - its geology, mythology, history and aesthetics.  These projects include physical journeys through actual landscapes,, and metaphorical journeys from childhood to adulthood.  The plenary will consider how engagement with knowledge and place can be triggers for creativity.  Principles for a pedagogy of place will be shared, as well as practical examples showing how it can lead to  creativity for learners of different ages and proficiency. 


Journeys from, journeys to

This workshop will give participants the opportunity to try out for themselves the different 'journey' and 'place' activities described in the plenary. They will be taken through a series of physical and metaphysical journeys, and invited to share, collate and reinvent knowledge about place in order to create something new.  The workshop will lead towards recommendations for a pedagogy of place with learners of all ages, a rationale for its use, and practical ideas to learn and develop language creatively across the curriculum. 

Jane Spiro is Principal Lecturer in the School of Education at Oxford Brookes University, UK, and a published poet and novelist. She is the author of Creative Poetry Writing and Storybuilding with Oxford University Press, Changing Methodologies in TESOL with Edinburgh University Press and Linguistic  and Cultural Innovations in Schools (2018) with Palgrave Macmillan. She has also published two collections of stories for language learners, a novel, and two collections of poetry; She has participated in many poetry projects including four exhibitions of poetry and photos, poetry on the Oxford buses, and a CD recording of poetry about Dartmoor.  Her readings and keynote addresses include those in Croatia, Finland, Sweden, and Malaysia, including several festivals in the UK.

What Google Sites can do for CLIL: Create a website, e-portfolio, group project etc.
In 2017, Google Sites was massively updated and is now perhaps one of the easiest and quickest ways to create a website. This is an ideal tool for student portfolios, group work activities, presentations, class projects and much more. In this workshop session you will actually create a website and learn why Google Sites is an ideal tool for a whole range of activities that we might like to do with out students. One tool that can offer a mass of options, it is easy to use and completely free. 
Russell Stannard is the founder of TeacherTrainingVideos.Com (Link etserno) and a NILE associate trainer. His website is used by thousands of teachers each year and was awarded the British Council ELTons award for technology. Russell writes a regular column in the English Teaching Professional on using technology in teaching and he trains teachers and gives workshops all over the world.