The BESIG Paris Summer Symposium 2012

The BESIG Paris Summer Symposium (in association with TESOL France) might have only been a day long, but it was certainly one of the best conferences I had ever attended.

It was well-organised. – From the moment the speakers’ proposals were accepted to the day of the conference, key information was disseminated in good time, queries were answered before they were even asked, and the speakers were even sent photos of the rooms that they would be presenting in.

It was well-programmed. – Like many conference goers, I had become used to attending conferences where inevitably there would be talks that might make one feel like the opportunity cost was little high, to put it diplomatically. This conference had no such talks. Every single session I went to either gave me useful ideas to implement in my teaching or brought up certain issues that made me think. And from what I heard, the sessions that I was unable to attend due as they clashed with the sessions I went to were just as good (Eric Halvorsen, Vicky Loras, Michelle Hunter, Adrian Pilbeam, Nick Robinson, Ian McMaster & Deborah Capras: Sorry I couldn’t come to your sessions, but I have been hearing so many positive things about your sessions!) So kudos to the selection committee and to the presenters for that.

It was well-attended.– There were about 160 delegates at the conference venue attending the talks, but there were also some 70 delegates that had congregated in Argentina, Serbia, and Croatia, watching some of the talks simulcasted live into their conference rooms. On top of that, there were those who were watching the talks live from the comfort of their own homes through the Adobe Connect rooms. This meant that talks like mine which had the privilege of being simulcasted were able to engage not just the live audience in the room but also the audience in Argentina, Serbia, Croatis, and those online, involving them in the workshops and the discussions.

However, by well-attended, I’m not simply talking about the large numbers in the audience. I’m also talking about the ‘quality’ of the conference delegates. The BESIG Summer Symposium was attended by some of the most influential people in the TEFL industry, from the iconic Business English book writers and speakers like Evan Frendo, Pete Sharma, Marjorie Rosenberg, to the intercultural experts like Barry Tomalin and Adrian Pilbeam, to the online celebrities like Brad Patterson and Vicky Loras and the new generation of TEFL movers and shakers like Nick Robinson, Mike Hogan, and Bethany Cagnol (conference organizer and speaker).

Kudos to the BESIG committee…
– photo by Mike Hogan
…and the folks of TESOL France!
– photo by Mike Hogan

For me, this conference was also about finally getting to meet up with some of the Twitter PLNers and Twitteratti in person (Christina @RebuffetBroadus, Eric @ESHalvorsen, Sue @SueAnnan, Vicky Loras @vickyloras, Brad Patterson @Brad5Patterson, Mieke @mkofab, and Carolyn @kerrcarolyn) and they are as marvellous if not more than their online presence!

The BESIG and Twitter PLN combined!

On the 16th June, the day of the conference, I walked from the hotel to Télécom ParisTech, where the conference was held. After an efficient registration process by the friendly TESOL France volunteers and committee members, and some early morning coffee with members of the PLN, I then headed to my first session, Barry Tomalin’s Teaching International Culture in Business – The Framework Approach ©.

Adding his own take to a mix of the dimensions and frameworks of Hofstede, Trompenaars and Richard Lewis, Barry creates the RADAR profile that helps us to learn about ourselves, before comparing our styles to others. Following some effective explanations and relevant examples, Barry had the audience first measure their expectations of business relationships by reflecting upon the following dimensions:

1. Are you more quality driven or cost/finance driven?

2. Are you more risk embracing or risk averse?

3. Do you prefer close contact or distance?

4. Are you more relationship driven or task driven?

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We then measured our communication styles through the following:

1. Do you tend to be direct or indirect?

2. Do you often state your objectives before the reason or the background to a task before the objectives?

3. Do you tend to be formal or informal?

4. Are you more likely to be emotional or neutral?

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Our organisational styles were measured according to the following:

1. Do you prioritise efficiency or effectiveness more?

2. Are you more time tight or time loose?

3. Do you tend to prefer top down or delegation?

4. Do you prefer individual decisions or team decisions?

Photo by Chia Suan Chong

Using framework provided by Barry, we marked out our answers to the above questions and then mapped it against the perceived styles of someone we work with, and considered the areas in which most gap was seen. Giving us the useful tip ‘Change 20% of your behaviour to get 80% of a change in the attitude towards you!’, Barry ended the session by encouraging us to think of a problem that we might have with another culture by going through the procedure he had taught us:

  • Identify your style;
  • Compare your style;
  • Empathise;
  • Manage your skills;
  • Reflect.

Judging from impressive attendance and the high levels of engagement, this session was certainly a resounding success. After a 15-minute coffee break, I managed to get a seat next to Christina Rebuffet-Broadus in one of the simulcasted talks, Pete SharmaApp-tivities for Business English’. Pete began by alerting us to several basic questions that we should ask ourselves about apps. Are they for the right platform? (Apple iPhone? Android? etc) Are they ELT apps or authentic apps? Do we need to pay for them? Is the app free-standing or does it need an internet connection to work?

Photo by Mike Hogan

He then went on to give us plenty of useful and exciting suggestions for teachers who own smart phones and iPads and would like to exploit their use more in the classroom. Here are some of them:

  • For listening practice, TED or BBC iPlayer.
  • For reading practice, newspaper apps can come in handy.
  • For pronunciation and familiarizing one with the IPE chart is Macmillan Sounds. The paid version comes with multiple activities for students.
  • Presentation tools like Brainshark or Prezi can be useful for the Business English Classroom
  • Prezi Viewer can help students to organise complex subjects like ‘culture’, ‘online learning’ or ‘the environment’.
  • Camera apps like Acrossair for geo-tagging, or Android apps like Google Goggles can provide information of one’s surroundings.
  • Screenchomp can turn our iPads into IWBs (Interactive White Boards)
  • Mindmapping software like Simple Mind can help our business clients with their tasks.
  • Fun and games like the British Council apps can motivate our learners.
  • Flashcode Reader reads QR codes. Using a QR code writer, a teacher can make treasure hunt clues, web quests, or simply send a students to an IELTS practice website.
  • Flashcard apps are widely available and can be used for vocab review

Pete’s book App-tivities is now in the labs of The Round, so we can go to www.theround/labs for a free sneak preview! Next up was Mike Hogan and Bethany Cagnol’s ‘Managing Your Brand as a Trainer’, where the freelancers and school owners in the audience were made to seriously think about their business plans and how much they invested in themselves and their brand. Asking the key question, ‘When people hear your name, what do they say? What does your brand say about you?’, Mike and Beth takes the audience through the different aspects of managing one’s brand, from professionalizing oneself by thinking about our niche markets and how we appear to our clients, to considering our online presence when a client or employer ‘Googles’ our name, to taking part in our clients’ conferences and courses/workshops, and even specialized training, so as to understand the environment our clients operate in.

Photo by Chia Suan Chong

Reflection clearly has a huge part to play when examining our brand. Amongst many other useful tips, the audience left the talk with the following questions resonating in their heads:

  • Are we able to present and negotiate our services with our clients?
  • Are we adapting to the changes in the market?
  • Are we investing in ways to boost the quality of what we offer?
  • Are we getting referred by our clients? If not, why not?

My talk was scheduled for the slot straight after lunch, so a few of us went to the nearby sandwich shop and I bought myself a ‘Skipper Sandwich’ with a chopped-up beef patty and fries between two chunks of bread, just to ensure that I would be as sleepy as my audience during my presentation.

Photo by Mike Hogan

As I often feel uncomfortable summarizing my own talks and presentations, let’s just simply say that my ‘Myths and Controversies in BE Teaching’ was largely based on the discussions that were had on the Devil’s Advocate interview here on chiasuanchong.com (see I’m trying to manage my brand! Mike and Beth would be so proud!). Polls were conducted both with the ‘studio audience’ and those watching from Argentina, Serbia and Croatia, and those at home, and we were able to get some very interesting discussions going. Thanks for participating, everyone!

The video of the talk will be up on besig.org soon! Another talk that was also simulcasted was Evan Frendo’s ‘Using Corpora in Materials Development’. Introducing the Hong Kong Corpus of Spoken English and the Enronsent Corpus for written corporate communication, Evan encourages us to get Wordsmith Tools, a concordancing tool that will enable us to analyse the corpora data using word lists and frequency lists. Keyword lists can also be another useful tool for ESP teachers as it helps us to find words that are significantly more frequent in a corpus when compared to another corpus. Demonstrating some possible uses of the corpora, Evan shows us the common collocates used when discussing a CNC machine, something guaranteed to be quite foreign to the lay person, highlighting the usefulness of a corpora to help us teachers become more familiar with the language our students’ need.

Photo by Chia Suan Chong

But using the corpora is not just for ESP teachers. The answer to the question “What is the difference between ‘going forward’ and ‘looking forward’?” can be found by simply looking up examples of use in the corpus data, therefore avoiding precarious situations that might arise from teachers guessing the use of certain lexis by using their instinct. Evan then ends his talk with an optimistic ‘Isn’t this what we do as Business English teachers? We analyse the language, and then we teach it.’ If only all BE teachers were this conscientious, Evan… Just before the closing plenary, Divya Brochier and Brad Patterson provided the audience with an interesting and useful way of encouraging speaking in the classroom with their presentation ‘Using Edward de Bono’s Six Thinking Hats to Boost Conversation Classes’.

Photo by Chia Suan Chong

Illustrating the fact that some students are simply not very motivated to talk through a hilarious roleplay with Brad and Rakesh Bhanot playing bored business students (Bravo for that French accent! It was so real I almost forgot that you both weren’t French!), Divya and Brad that goes on to show us how the use of the Six Thinking Hats could solve this problem.

The White Hat: Unbiased fact

The Green Hat: Creativity and Growth

The Red Hat: Emotions

The Black Hat: Problems. The Devil’s Advocate.

The Yellow Hat: Optimism and solutions.

The Blue Hat: Organisation

So the next time your student says something to the tune of ‘I don’t know’ when you ask them to comment on Global Warming or some topic in a reading text, try move around the six hats instead: What are the facts? (White) How do you feel about it? (Red) What are some of the problems with this? (Black) What are some of the advantages/benefits? (Yellow) How can we move forward from here? (Green) How would you summarise what’s been said? (Blue)

The fantastic conference then came to an end with David Crystal’s closing plenary ‘Language and the Internet’. David sets the tongue-in-cheek tone of the plenary by asking if we were addicted to the Internet and whether we check our emails when we wake up at night to go to the toilet? Surveying the audience with the questions, ‘How many of you here blog?’, ‘How many of you here tweet?’, and ‘How many of you here are tweeting right now?’ (I had my hand up to all three questions), David jokes about the fact that there now exists Twitter Scores that indicate how many people are tweeting in your talk. Clearly, the more people who tweet, the more important you must be!

How many of you tweet?
– photo by Mike Hogan

What was known as Computer Mediated Communication in the 1990s no longer seems to be an appropriate term as the distinction between phones and computers blur. We now talk about Electronic Digital Communication. In fact, the mobilization of the internet means that by 2020, 80% of access to the internet will be through mobile phones.

While adults criticize text messaging and text speak as the way young people are harming our language through abbreviations, David Crystal debunks this myth, stating that text messages are NOT full of abbreviations as only 10% of texts are abbreviated, and we are now seeing abbreviations die away in text-messaging perhaps due to the fact that the novelty has worn out. (One Twitterer tweeted as a response to this, saying that this could be due to the dominance of predictive texts…but I’m not sure if this applies to smartphone users).

Interestingly, using ‘U’ for ‘you’ and ‘c’ for ‘see’ have been around for at least two centuries, and the very parents that criticize today’s teenagers for abbreviating were probably just as guilty doing the same with acronyms like ‘SWALK’ (Sealed with a loving kiss) at the back of envelopes. More interestingly, the earlier one gets their mobile phone, the better a speller one turns out to be. Text messaging is upping our literacy and not harming it.

Photo by Mike Hogan

Defining the difference between electronic communication and the spoken language, David Crystal highlights that electronic communication features successive feedback as opposed to simultaneous feedback. But we can be rest assured that there has not been many changes to the lexicogrammar of our language even with the advance of the internet. Perhaps the most noticeable change is in orthography, i.e. spelling and punctuation, but even so, this is a marginal feature.

Moving on to Twitter, David shows how the move from asking ‘What are you doing now?’ to ‘What’s happening?’ has made tweets less introverted and less about ‘I’ and more about ‘they’. Twitter is now used for business and for reporting on the things that are happening around us.

Ending his talk with a bit on blogging, David entertains the audience with a little skit on ‘blue bottles’, demonstrating how the internet and blogging has led to the start of many romantic relationships between the online users who share a common interest. The one and a half hours flew by with David Crystal telling anecdote after anecdote that the audience could engage with and relate to, and making his points loud and clear, all without the help of any slides or notes. It was certainly an impressive and thoroughly enjoyable presentation, and a great way to end the BESIG Summer Symposium.

Here’s a fascinating interview David Crystal himself by the BESIG Online Team.

The Presentation Award winners
– photo by Mike Hogan

All that is left is to congratulate the winners of the BESIG first-time presenters’ Award Vicky Loras, Eric Halvorsen, and Luke Thompson and Andy Johnson, and it’s off to the nearest restaurant for some escargots and frog legs!

(For more photos of the BESIG Paris Summer Symposium by Mike Hogan, go here)

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My IATEFL Glasgow Diary Part 7 – 52 Subversive Activities & lots of parties

Tuesday, 20th March 2012, Glasgow Conference Centre.

IATEFL Day 1

The last session of the day was one that everyone had been waiting for – Luke Meddings and Lindsay Clandfield’s 52: A year of subversive activity for the ELT classroom. Fearing a repeat-scenario of Anthony Gaughan’s talk where the majority were left unable to enter the jam-packed room, some of us literally ran (yes, I mean it literally. We legged it!) at the end of Bruno’s session to Luke and Lindsay’s (as fast as the conference wind would take us!).  Thankfully, the room was big enough to house those that wanted in, and there was no scary bouncer/prison warden/riot control police-like presence in sight (Oi! @Scotchbouncer! Stop tweeting us! It’s scary!).

After the Twitteratti made neat little rows with their iPads and iPhones ready to team tweet and blog (@sandymillin, this was the moment I realized we worked fantastically as a team! Looking forward to more!), Luke and Linsay start their talk by roasting each other. Lindsay, being a famous coursebook writer, and Luke, being a famous founder and advocate of Dogme, were indeed an unlikely collaboration. However whether it be for coursebooks or for materials that act as a departure point for Dogme lessons, it was important to have topics that are stimulating and activities that engage and challenge our learners.

Photo by Mike Hogan

Introducing the concept of the book 52, Luke and Lindsay get the audience to break down the famous acronym PARSNIP, i.e. topics that publishers would like writers to stay clear of.

P is for Politics

A is for Alcohol

R is for Religion

S is for Sex

N is for Narcotics

I is for Isms (some said Israel)

P is for Pork / Pornography

While 52 is about subverting the norm and embracing the PARSNIPs, the co-authors warn that it is not necessarily for everyone and neither is their presentation.

Here are some ways to be subversive:

Subverting dress codes: Teachers could come to class wearing what they don’t normally wear. See if students notice and use that to stimulate discussions. Often, this could lead to conversations about expectations regarding what people wear, e.g. hoodies, veils, etc.

Subverting language points like ‘present simple for daily routines’ could be presented in a subversive and memorable context, e.g. a daily routine of an innocent person in jail, or a corrupt civil servant.

Subverting the special day: Discussion topic – What is a ‘Hallmark holiday’? It is one that exist only for the purpose of selling greeting cards or flowers. Do you agree?

Subverting the typical business coursebook activity: Telephone roleplays – Student A is the vice president and calling his company. You have been kidnapped and you need to speak to the president. Student B is the receptionist. The president is unavailable at the moment.

Subverting expectations using visuals and images: Use this to teach the 2nd conditional!

You can also:

Practice comparatives by asking the following questions –

Which is better? Love without sex? Or Sex without love?

Which is better? Money without love? Or love without money?

Love, sex, money. You can only choose two. Which would you choose?

Or get students to notice the chunks of language used on protest signs! Talk about the lexical approach!

52 is available as an E-book on Amazon for 5 Euros or you can go to smashwords.com and search with the word ‘subversive’.

If you prefer the T-shirts that Luke and Lindsay revealed to us in their version of a semi-striptease, they are available on the Round’s website in 2 colours: black and white.

Photo by Mike Hogan

But what is the Round?

The Round was formed to produce books that might not otherwise get published. Books like 52.

And offers writers more autonomy (and a bigger cut too!) over their books, while providing careful assessment and professional editing for projects.

For more information about the Round, click here.

Leaving the crowd cheering for more, Luke and Lindsay end their presentation with a little book trailer for 52 and getting teachers all excited about being subversive…

Photo by Mike Hogan

And so ends Day 1 of IATEFL Glasgow…

Or maybe not!

That evening saw the International House 50th Years of Teacher Training Anniversary Party.

All week long, International House had been giving out wonderful little blue badges at their stand at the exhibition hall. Badges that said ‘I trained with IH’!

(I sneakily wore two because I figured I should have one for my Celta and one for my Delta!)

The TEFL celebrities present at the party certainly spoke volumes about the results of the IH teacher training courses and the evening was spent amongst delicious nibbles and wine nostalgically reminiscing the days gone by in the different locations that International House London occupied and the memories of the people there. Simon Greenhall introduced the audience to three speakers, Ken Wilson, Susan Barduhn, and Jeremy Harmer, each of whom shared with us a memory of IH London, including the one where Luke Meddings apparently forgot to hand in his assignment on coursebooks.

After a fair bit of catching up with IH colleagues and ex-colleagues based in different IH schools around the world, a few of us proceeded to the ELTChat party where champagne and good vibes filled the room. The best news of that evening was of course the fact that ELTChat has been nominated for the ELTons.

Congratulations, @ShaunWilden, @ShellTerrell, @barbsaka, @rliberni and @Marisa_C ! You deserve every bit of this!)

As we drank the night away (some of us more than others…oops!), we came to the end of Day 1 of IATEFL Glasgow…

Watch this space for Day 2…

…to be continued…