Plenary Sessions


Elna Coetzer ( by OXFORD )


Elna Coetzer works as a freelance teacher trainer and educational consultant with Oxford University Press and various other training organisations. She comes from South Africa and has been living in Istanbul for the past 19 years working with OUP Turkey exclusively for the last 9.

She worked as a teacher and later as director of studies at a well-known language school teaching all levels, doing in-house teacher development and developing ESP courses. She also worked for Cambridge University Press as an educational consultant and teacher trainer. Additionally, she has experience in teaching Young Learners (working in a variety of contexts like the IB system, Cambridge International qualifications, etc.), ESP and Business English including preparing students for a variety of international exams. She is an accredited CELTA, DELTA and CELT-P/S tutor, works as an Oxford Teachers’ Academy trainer and is also an online moderator.

She has written numerous teacher training materials used internationally, most recently an online course to help teachers develop their online teaching abilities. She has also done some editing for various ELT publications and has published some articles in the IH Online Journal.

Her interests range from working with YLs and developing motivation and a growth mindset to using stories to lower the affective filter and incorporating creative activities to make learning more engaging. Literacy and reading development, developing effective talk or oracy skills in learners and supporting professional development in teachers are some of the subjects that she is passionate about.

She is based in Turkey and works internationally training teachers in a variety of contexts from VYL to adult. She is a fully qualified NLP Master Practitioner and life coach and is very interested in psychology.

Where's the cheese? Becoming your own change consultant

We all talk about change regularly. We all mention that something has to change. The tricky bit however, is to actually make that change a reality. In this session we will look at ways we can use to make changes in our own professional practice. We will - in a way - become our own change consultants. We will think of both major and minor ways in which we can make our teaching more effective, in which we can change our practice in order to become even more excellent. Join me to discover how we can make change happen.

 

 

Lisa Victoria Broomhead 
( by NATIONAL GEOGRAPHIC )


Lisa began her career many years ago in a comprehensive middle school in the UK, teaching Social Studies. From there, she went to the Isle of Man (find that on a map!), teaching History and Geography at GCSE and A-level. Developing a taste for adventure, the next post was in an international school in Singapore with responsibilities for teaching History and Anthropology at IB level as well as English-language teaching (EFL). It was in 1997 that she finally settled in Turkey.

 

The following years have been spent in Turkey as a teacher and Head of Department in private education and as a freelance teacher trainer. She is a published author, both nationally and internationally, including the Starter level of a Primary English series and an intensive ESL CLIL series. Living in Antalya, and working as an author and Academic Coordinator she is settled for the forseeable future.

No change is too small

Preparing our students to take their place in the world doesn't just mean social media and online games. It also means exploring where we came from, how we live today, and where we may find ourselves tomorrow. This session aims to demonstrate that no student is too young to begin understanding how the world around us works and the place of each individual in it. Our responsibility as teachers is to teach not only language, but about the world and how it works, empowering our students to succeed in it, and to make it a better place for us all to live. Let’s allow our students to learn English as a tool to allow them to make their own change.

 

Nilgün Akdoğan ( by DAS AKADEMIE )


Nilgün Akdoğan ist die Gründerin der DAS Akademie – Deutsche Akademie für Sprachen in Izmir und in Berlin. Seit über 21 Jahren ist sie aktiv im Bereich Deutsch als Fremd- und Zweitsprache tätig. Sie war von 2000 – 2005 Vorstandsmitglied im Deutschlehrerverband -  Zweigstelle Izmir. Ebenso ist sie Stiftungsgründerin und Stellvertretende Vorstandsvorsitzende in der Stiftung TAKEV (Türk Alman Kültür ve Eğitim Vakfı). Seit 2006 ist sie die Projektleiterin von www.minticity.com , was eine Interaktive Webseite für Deutschlerner ist und sich vor allem auf das Seh-Hör-Prinzip konzentriert und somit den Einsatz der Muttersprache der Lerner reduziert.

Nilgün Akdoğan DAS Akademie – Deutsche Akademie für Sprachen Izmir ve Berlin’in kurucusudur. 21 yılı aşkın bir süredir Yabancı ve İkinci Dil olarak Almanca alanında öğretmenlik yapmaktadır. 2000 – 2005 yılları arasında Almanca Öğretmenler Derneği İzmir Şubesi Yönetim Kurulu‘nda aktif görev almıştır. Aynı zamanda TAKEV Vakfının kurucu üyesi ve Yönetim Kurulu Başkan Yardımcısıdır. 2006 yılından beri de duyarak ve görerek anlama prensibini güden ve öğrencilerin ana dilini olabildiğince az kullanmasını sağlayan www.minticity.com interaktif web sitesinin proje yöneticisidir. 

Sei die Veränderung, die Du Dir im Unterricht wünscht.

Wir singen, spielen, tanzen und sehen uns sogar Filme im Unterricht an, sind also unsererseits vollkommen fern vom Frontalunterricht, aber trotzdem haben wir Schwierigkeiten beim Übertragen der Themen und vor allem bei der Festigung. Was können wir verändern? Das wird im Zentrum unseres Seminars stehen. Mit Erfolg zur Veränderung werden wir diese schaffen, wie gewünscht.

Derste değişim Sen kendin ol!

Derslerimizde artık şarkılar söylüyor, oyunlar oynuyor, dans ediyoruz hatta ve hatta filmler bile izliyoruz. Yani eski ve klasik eğitimden oldukça uzaklamış bulunuyoruz. Ancak, yine de konularımızı sağlık ve özellikle de kalıcı olarak aktarmakta sıkıntı çekiyoruz. Neleri değiştirebiliriz? Seminerimizin merkezinde de bu konu olacak. Değişime başarılı adımlar ile dilediğimiz değişime ulaşacağız.


 

Cavidan Şenuyar ( by HUEBER )


Cavidan Şenuyar (geb. Yörük), ist am 10.04.1960 in Bergama/ Yeniköy geboren. Sie ist in Deutschland aufgewachsen und hat an der Heinrich Heine Universität in Düsseldorf   Germanistik und Pädagogik studiert. 1986 hat sie ihr Germanistik Studium mit Magister abgeschlossen.  Seit 1988 arbeitet sie am Goethe Institut als Deutschlehrerin, bildet Praktikanten aus und führt Fortbildungsseminare durch. Seit 2016 ist sie auch Vorsitzende des DLV Izmir. Außerdem ist sie Refentin des Hueber Verlags.

In ihrem Unterricht und in den Seminaren legt sie viel Wert auf “Kommunikative Didaktik “ und “Spaß beim Lernen” spielt bei ihr eine groβe Rolle.

“ Jugendliche lernen anders”

  (Jugendliche ticken anders)

 Jeder von uns, der schon auf längere Zeit mit jugendlichen arbeitet, bestätigt oder beklagt es, dass die heutige Jugendgeneration völlig ganz anders als die vorherige tickt.

Man stellt sich die Frage. Was hat sich verändert? Was sind die Faktoren? Was muss ich als Lehrende tun? Was unterscheidet diese Generation von der vorigen?

Eins ist klar. Wer heute mit Jugendlichen arbeitet, sieht sich heute mit ganz neuen Herausforderungen konfrontiert. Wir werden uns in dieser Konferenz mit diesem Thema insbesondere mit den Auswirkungen beim Sprachenlernen beschäftigen und über die Methoden des Sprachenlernens diskutieren.

 

 

 

Paolo Praticò ( UNIVERSITA` DI ISTANBUL )


Paolo Praticò si è laureato in Lingua e Letteratura Italiana alla Facoltà di Lettere dell’Università di Perugia (ITALIA) nel 2001.

Si è poi specializzato nell’insegnamento della lingua italiana a stranieri alla Scuola di Specializzazione in Didattica dell’Italiano come Lingua Straniera (Master Biennale di Secondo Livello) presso l’Universitàper Stranieri di Perugia nel 2003.

Dopo la specializzazione ha lavorato come docente di Lingua e Cultura Italiana a Melbourne (AUSTRALIA) presso il Saint Bernard’s College, a Dubai (EMIRATI ARABI UNITI) presso l’American University, ad Izmir (TURCHIA) presso il Liceo Francese Saint Joseph e presso il Centro Culturale Italiano “Carlo Goldoni”, a Betlemme (PALESTINA) presso la Fondazione “Giovanni Paolo Secondo” ed infine ad Istanbul (TURCHIA), prima presso la Scuola Italiana Evrim ed attualmente presso la Facoltà di Lingua e Letteratura Italiana dell’Università di Istanbul, dove insegna sia Lingua italiana che Storia della Cultura Italiana.

In questo periodo (2004-2019), oltre alle precedenti esperienze all’estero, ha lavorato, quando si trovava in Italia, sia presso l’Università per Stranieri di Perugia che presso l’Università per Stranieri di Siena, sempre come docente di Lingua e Cultura Italiana.

Ad Istanbul, oltre ad insegnare all’Università, è somministratore degli esami CILS (Certificazione di Italiano come Lingua Straniera) per conto dell’Università per Stranieri di Siena.

Appassionato di lingue straniere (inglese, spagnolo, francese, turco e un po’ di arabo) e di linguistica, fa parte dell’associazione culturale LEND (Lingua e nuova didattica), con la quale intende sostenere il rinnovamento della scuola ispirandosi ai principi dell’educazione e della diversificazione linguistica in un’ottica prettamente interculturale.

 

COMUNICARE CON I TESTI


Tutti possediamo un concetto intuitivo di testo, che usiamo in genere tranquillamente e senza porci problemi; in ambito scientifico, però, la conoscenza intuitiva non è sufficiente: il linguista ed il comunicatore professionale devono saper andare oltre le intuizioni, facendo uno sforzo per esplicitare concetti, riconoscere e risolvere difficoltà e focalizzare i problemi nell’ambito di teorie tendenzialmente unitarie, anche se aperte ad inevitabili perfezionamenti.

Neanche gli approcci più formali, in realtà, consentono di fornire risposte definitive a tutti i quesiti che derivano dall’elaborazione di un testo ma molti progressi sono stati fatti negli ultimi decenni in ambito linguistico, semiotico, psicologico e neurolinguistico ed essi autorizzano almeno la formulazione di ipotesi non avventate riguarda alla costruzione di un testo, di un sillabo e più in generale sulla pertinenza del lessico.

  

Silvana Memaj ( UNIVERSITA` DI ISTANBUL )


Silvana Memaj si è laureata in “Insegnamento della lingua e della cultura italiana a stranieri” presso l’Università per Stranieri di Perugia (Facoltà di Lingua e Cultura Italiana) nel 2006; successivamente ha svolto lo stage presso la medesima Università.

Al conseguimento della prima Laurea ha avuto diverse esperienze lavorative presso la scuola media “Gjergj Kastrioti” a Lezhe (Albania) nel ruolo di docente di lingua e cultura italiana all’interno del progetto “Come imparare una seconda lingua”.

Nel 2008, ha lavorato all’Università di Gjirokastra (Facoltà di Lingue Straniere) come collaboratore linguistico, con finalità di elaborazione ed analisi dei dati linguistici tra gruppi di migranti e studenti.

Nel 2012 ha avuto l’incarico di collaboratore linguistico Italo-Albanese presso l’Istituto Nazionale delle Ricerche Linguistiche a Tirana.

Nello stesso 2012 ha conseguito la seconda Laurea Magistrale in “Lingua e Cultura Italiana in situazioni di contatto” presso l’Università per Stranieri di Perugia (Facoltà di Lingua e Cultura Italiana).

Nel 2015 si è trasferita ad Istanbul dove ancora oggi insegna Lingua e Cultura Italiana presso le Facoltà di Lettere (EDEBIYAT FAKÜLTESI ISTANBUL ÜNIVERSITESI) e di Lingue Straniere (YABANCI DILLER ISTANBUL ÜNIVERSITESI), nonché collabora con l’Università per Stranieri di Siena nella somministrazione degli Esami CILS (Certificazione di Italiano come lingua straniera).

COMUNICARE CON I TESTI


Tutti possediamo un concetto intuitivo di testo, che usiamo in genere tranquillamente e senza porci problemi; in ambito scientifico, però, la conoscenza intuitiva non è sufficiente: il linguista ed il comunicatore professionale devono saper andare oltre le intuizioni, facendo uno sforzo per esplicitare concetti, riconoscere e risolvere difficoltà e focalizzare i problemi nell’ambito di teorie tendenzialmente unitarie, anche se aperte ad inevitabili perfezionamenti.

Neanche gli approcci più formali, in realtà, consentono di fornire risposte definitive a tutti i quesiti che derivano dall’elaborazione di un testo ma molti progressi sono stati fatti negli ultimi decenni in ambito linguistico, semiotico, psicologico e neurolinguistico ed essi autorizzano almeno la formulazione di ipotesi non avventate riguarda alla costruzione di un testo, di un sillabo e più in generale sulla pertinenza del lessico. 

English

Workshops

 

Amir Hamidi ( by UES )


Amir Hamidi is an Educational consultant and teacher trainer at Unlimited Educational Services (UES) in Istanbul. He completed his BA and MA in TESOL specializing in learner-centred approaches to teaching English as a foreign/second language. He got his CELTA in Thailand and then started working as a language teacher assessor and Educational R&D board member. His job was to observe teachers’ performance and help them better the effectiveness of their teaching. He was also involved in running learning events, delivering workshops, producing learning content, and making language and placement tests. After 2015, he began training language teachers in various schools and language learning institutions. He was trained by London Teacher Training College, idp Australia, IELTA, the British Council, and University of Cambridge to add to the effectiveness of his training programs. For him, training is all about sharing the love of teaching and empowering the teachers to make the right decisions in their teaching context. 

Teaching Generation Z

Children born after the mid-90s (almost all our students) belong to a generational category referred to as “Generation Z”. These learners have special learning styles and demands, for which, unfortunately, traditional teaching methodologies are not adequate. What these learners say, how they behave, how they learn, and even how they look may seem odd to many of the teachers that belong to previous generations. But that does not necessarily mean they are better / worse than the rest. This workshop will deal with recognizing the fundamental differences and needs of Generation Z learners and help teachers with practical ideas on how to teach them more effectively. The session will also cover tips on enhancing some of the common routines teachers normally put into practice but fail to produce results with, especially in terms of classroom management, teaching grammar, and building rapport with their learners. The session will be beneficial for new and experienced teachers. 

 

Aslıhan Akçay Çelik ( by PEARSON EDUCATION )


Aslihan Akcay Celik, currently working for Pearson Education, completed her B.A. and M.A. degrees on ELT at Akdeniz University, where she conducted academic studies on Teaching Children English, Young Learners’ Motivation, 21st Century Learning and Generations. During her M.A. she had the opportunity to study as a guest student at University of Birmingham, which greatly helped her to master her English language and academic research skills. After serving as an Education Manager, Foreign Languages Department Coordinator, Researcher, English Teacher and Drama Instructor, she started her teacher training career four years ago.

As a Creative Drama Instructor and Master Trainer, she has delivered a great many teacher trainings and parents’ seminars all around Turkey as well as drama workshops to children, teenagers and adults both in English and Turkish.

 

Nurturing Creativity through Drama Games

Are you ready to step out of your comfort zones and be the change? Let’s get more creative and help learners foster their creativity!

Learners’ capacity for creativity can always be fostered when it is nurtured in the right way, one of which is to integrate Creative Drama games into the classroom.

During this highly interactive session, we will be exploring some drama games that will help learners to have multiple perspectives; improve their communication and collaboration skills as well as their creativity; but more importantly start the change with ourselves.      

 

 

Barbora Holkova ( by KOLIBRI EDUCATION )


Barbora Holkova is a certified language instructor  and teacher trainer. She completed her double major in English and French language teaching at the University of Presov, Slovakia. She worked in France and UK in the educational sector before moving to Turkey. She worked in several private schools in Ankara, most recently in TED Ankara College where she spent 5 years as an English teacher. During this time, she obtained several reputable certifications, such as CELTA and Pilgrims teacher training. She joined Kolibri Education with the desire to apply her experiences and practical knowledge into improving educational services. She is now conducting teacher training seminars and providing educational consultancy.   

Supporting weaker learners

How to help weaker link become strong through scaffolding techniques. 

 

Benek Arıoğlu ( by NÜANS )


Benek Arıoğlu, an English Language Teacher, studied English Language and Literature at Bilkent University. Her curiosity in Business Administration led her have her Master’s Degree (MBA) at Yeditepe University.  Her master’s thesis was based on a research that looked into The Influence of Leadership Styles on the Employee Productivity: In the Field of Education. She has worked in many private school chains in Istanbul as an English Language Teacher and Head of Foreign Languages Department. She assisted Eyüboğlu Schools in establishing the Toefl Test Center and worked as the Toefl Test Center Administrator and High School Toefl Test Education Coordinator. Then She worked in FMV Erenköy Işık High School as an English Teacher and Toefl Test Education Coordinator. She also worked in Istek Uluğbey High School, Kurtköy Bilfen Secondary School and Kayı Schools as Kindergarten-High School Head of Foreign Languages Department. She also worked as an English Drama Teacher. After a minimum of fifteen years of working as a teacher, she made a change in her career and started working for Nüans Publishing as an Educational Consultant and Teacher Trainer. Since then, she has been sharing her knowhow and experience with her colleagues through workshops and seminars.                             

THE POWER OF STORY TELLING AND DRAMA IN LANGUAGE TEACHING 

Future societies and jobs will require critical thinkers using logic, making judgements, finding relationships, and solving problems more than ever. Due to this, students will need to work effectively and respectfully with diverse teams and will need to be more flexible to adapt themselves to new situations, fast developing technologies and societies. Because storytelling and drama includes examples of events and characters from real life, they are perfect modelling for any situation or people students may encounter with in the future. Through the integration of storytelling and drama more into the designing of the lessons, not only the expression and language proficiency of the students are excelled, but also the social interactions, problem solving abilities and creativity are flourished. Once the students broaden their perspectives, they will investigate matters with new attitudes and will approach to matters with most effective solutions. Thus, they will differentiate and make a positive change in any setting.

 

 

Dawn Roberts ( by FARBE )


Dawn Roberts has been in Education for nearly 35 years and has taught students from pre-school to mature student ages.  However, her heart is in the Early Years stages which is where she has tended to specialise and is currently teaching in Eraslan School, Izmir.

Dawn has worked as a teacher trainer, curriculum specialist, resource coordinator and has recently been an Educational Consultant.  She has had a series of children’s interactive books published in England and was a co author in “New Horizons – A fresh look at Early Childhood Education in Turkey” 2012

Behind the Change

Early Years Education is the start of a life long journey of Inquiry, Creativity and Development.  It seems to me that as a teacher, we are in a unique position to nurture, stimulate and encourage our students.  So, we need to approach each new day with renewed energy, full of ideas and ready to provoke questions.

In my workshop I hope to provide a springboard of ideas on how to use differentiated techniques based on ideas outside of course books and worksheets.  I will share lesson plans, break them down into practical, fun tasks and share embedded, teacher-friendly but student focused assessment tools. 

I will do all the work for you, all you have to do is come with an open mind, ready to add to your professional repertoire, use some of the amazing Farbe produced materials \ library books and stimulate your inner child.

Become a catalyst of change in your classroom.  Instead of seeing how powerful we can be in the classroom, lets help our students see how powerful they can become!


Duygu Erdoğan ( by GORDION AKADEMI )


Duygu Erdoğan has been in the ELT world for 18 years. She has a BA degree in American Culture and Literature and MA degree in English Language Teaching. She holds an ICELT, DELTA, Teacher Training Certificate (Sabancı University) and Trainer Training Certificate (Anatolian Training Institute). She has worked at various institutions ranging from elementary schools to universities in different parts of Turkey. She is one of the founding members of TESOL Turkey Association (İngiliz Dili Öğretimi Ve Mesleki Gelişim Derneği). Her research interests include teacher research, in-service teacher education, and critical thinking in education. Currently, she is working as a freelance trainer. 

Change starts with YOU!

We have to admit that the world we live in is changing every milliseconds, and even when we are talking about change-it is changing! It is almost impossible to keep up with it! One major impact of change is on education. With the new gen-Gen Z, everything has changed; the materials we use, the environment we teach in, even the parents-the millennial parents. Ask yourself a question-have you changed?  If so, how? If not, are you happy? In order to be content, change has to start with YOU in the classroom.

Time on the job does not ensure fruitful experience or professional growth and successful teachers are those who continue to develop throughout their professional lives (Ur, 2012).This workshop will focus on the importance of continuous teacher development, present alternative ways to help teachers’ academic growth and enable teachers to share ideas.

 

Ebru Demiral ( by GLOBED )


Ebru Demiral is an English Teacher and a member of Academic Team at GLOBED which introduces top quality educational resources to international, private and public schools in Turkey and neighboring countries. She is in charge of supporting educators to integrate e-learning solutions to improve student achievement by providing guidelines for teachers/instructors, organizing educational content and developing curriculum alignments.

After graduating with honors from Boğaziçi University with a degree in Foreign Language Education Department, she has started her professional career at GLOBED as an Academic Consultant and taken part in discovering ways to enhance both teaching and learning experiences in cooperation with educators.

Currently, she also studies a Master of Arts degree in Linguistics at Boğaziçi University.

Every problem summons a solution and, without hesitation, there are numerous problem-solving techniques. There are, of course, self-imposed limits to creativity but these can often be removed by stimuli to foster awareness, drive, fluency, flexibility and originality in a classroom environment. The SCAMPER brain-storming technique uses questions which were directed to resolve a problem or meet an opportunity to turn a tired idea into something new and different.

In this session, we will discover the components of the SCAMPER technique to address these issues and how to use it as a learning tool in today’s classroom environment.

 

Erhan Aydın ( by İNKAŞ )


Erhan AYDIN after his education at an international school in abroad he continued and finished his education in Turkey and became an English Teacher. His professional experience has been diverse: public and private institutions, kindergarten to college levels, exam preparation such as TOEFL, IELTS and Proficiency. As being appointed the director of multi branched language schools he was responsible for education and management of all branches and train teachers about technological devices and integrating technology into the classroom. During his career Erhan always considered the most important aspect of teaching is to communicate and build relationship with students.
He recently joined the Academic Department at İnkaş as Academic Consultant. Having been educated and educator in Turkey, Erhan believes he has an advantage of understanding teachers and share a common point of view about the system and difficulties of English Language Teaching in Turkey. Travelling across country he provides various services and support programs in order to share his previous experiences and educational innovations which may support other educators teaching opportunities.

 Open your books! Let’s boost those ideas.

Is it one book, one syllabus or one lesson plan you need in your classroom? Or is it just you and your students? I have heard teachers say both, "I have to finish this, it is on my plan!" and "I do it my way whenever I want!" Both are correct yet incorrect. Deciding upon the best procedure, choosing the right activity, including the supportive touch of a teacher, in every activity there are multiple ways to boost our students’ creativity and make learning fun. This workshop is about guiding and activating students, inviting them to innovate, develop their ideas and share them with others through elaboration.

 

Ferhat Karanfil ( by BRITISH SIDE )


Ferhat Karanfil has been teaching for 11 years. He has delivered workshops and talks in many conferences and trained teachers in different contexts. He has BA and MA in ELT. He took his CELTA in İzmir. He gave webinars for IATEFL SIG groups before. He has vast experience in primary, secondary education and at tertiary level. He worked as an educational consultant for a publishing company and started training teachers and fell in love with it. He has been training teachers since 2011. He is an examiner for international speaking tests and the newly released OET for medical professionals. He joined teacher training courses from Cambridge and Oxford University, British Council and Arizona State University. Currently, he is a PhD candidate in ELT at İstanbul Bahçeşehir University.

Foreshadowing Learning of Future Generations and implications for ourselves

We are currently preparing students for jobs that don’t yet

exist . . . using technologies that haven’t yet been invented . . .

in order to solve problems, we don’t even know are problems yet.

 —Richard Riley, Ex Secretary of Education of USA

 “What foreshadowing does is prepare in advance for events that will follow later in the story, often in ways that will not be fully understood by the reader until the story is completed'' (Hills, 1977:27). The quote above describes our job as teachers. We prepare our learners for a world which is not predictable. In the workshop, the audience will learn and experiment ideas and activities while teaching 21st-century skills which are collaboration, critical thinking, creativity and communication and its learners. Participants will learn about some new terms that emerged recently and we are expected to include in our teaching repertoire such as; KWL charts and exit slips, HOTs and LOTs of questions, BICs and CALP, big questions and graphic organisers. They will also learn about child inventors and are expected to realise “Children are more creative than we think they are”. Finally, they will have a mini -experiment to relate the learning outcomes with 21st-century skills.

 

 

Gülsüm Şıvgın Baş ( GELİŞİM COLLEGE )


Gülsüm Şıvgın Baş has been an English Teacher and a freelance teacher trainer since the beginning of her career in 2007. She graduated from Gazi University with a degree in Teaching English as a Foreign Language, has worked at Ankara Maya Private School and is currently working at Gelişim College. She has taken active part in INGED as a Board Member and as a teacher trainer for the British Council and various well-known publishers. She has always been interested in drama and has written, adapted and staged many plays for her students. For this individual teaching, continuous learning and education has always been a passion.

EXPLORE OVER EXPRESS

While teaching we often ask students to express themselves by stating their opinions on a given topic or by talking about their lives, interests and hobbies. Such activities, when done over and over each year, are seen as dull and useless by many students. Why not ask the students to use the language we teach, not to express themselves but to explore? Humans are born as curious beings, let’s use this to our advantage to teach language! In this session we will try to evolve familiar activities into the ones where students can learn new things about themselves and if you are interested in finding out new things about your personality and your path in life, you are more than welcome to join…

 

Jessica Green ( by FARBE )


My name is Jessica Green and I come from England with a multicultural/bilingual background. I am an English language/skills teacher currently working in Eraslan school. I have had four years of teaching experience as an English skills teacher. I have had the chance of teaching kindergarten and preschool as well as primary and secondary students. I am particularly interested in mingling with young learners and therefore my research and ambition derives from that interest.

BE THE CHANGE

Once Upon a Now

Once upon a now, here you are, reading this text in order to decide whether you feel if this particular workshop will change you! Well, I believe that in order to be the change, we need to be open to change. And being open to change means that you have to acquire skills that help you tackle new and different concepts, create bright ideas, be ready for what is ahead of you and yet still be open to surprises! Story telling is all about this journey. Together I aim to explore various different styles, methods and techniques of using stories as a means for acquiring these set of skills. What you know is not as important as what YOU CAN DO with what you know!  So bring along your knowledge, I will bring along mine, and lets mingle, put the books away, and have some fun! And remember,  Emotion is key! So please bring along those with you too, for I will remember, what I feel, as we all do!

 

Margareth Perucci  ( by OXFORD )


Margareth Perucci is an energetic lecturer and researcher with over 25 years of experience teaching English and other languages in a wide range of countries and educational institutions. She is the co-author of Passages Teacher’s Manual (CUP) with Jack C. Richards and Chuck Sandy. She has also worked as educational consultant for different publishers. Margareth has led different projects on teacher training in different contexts using the RTL (Reflective Teaching and Learning) framework.  She is constantly inspired by the thought-provoking contributions learners bring into the educational environment.  Additional to regular teaching, Margareth works as a CELTA tutor and a Cambridge Examiner. A couple of year ago, she embarked on PhD research in the field of cognitive sciences (brain and language) with a focus on Phonological priming and multilinguals. She is passionate about education and all that it is able to transform/change. Margareth currently teaches at Yaşar University and is an enthusiastic learner.

An invitation to engage

An authentic task is an invitation to engage.  When combined with well-planned and enriched learning environments, authentic tasks speak louder to learners and their learning.  In our role as facilitators, among many others, how can we help learners harness learning through (more) authentic tasks and an engaging environment? In this session, we will experiment with some tasks together, and will then briefly look into some concepts of tasks and learning environments. As a follow-up, we will reflect on our experience bearing in mind the process of learning when tasks and learning environments are in tune.

 

Sam Whittam ( by UES )


Sam Whittam currently works for Unlimited Educational Services as a teacher trainer and educational consultant. For the past seven years he has been working in Turkey as a teacher, examiner and editor.

He has worked with all levels from kindergarten to high school in private colleges as well as university students and adults in Turkey.

Before coming to Turkey, he taught primary and middle school students in South Korea where he lived for a year and a half after graduating from Buckinghamshire University in England. He studied English Literature and Creative Writing at university, his passion for literature can often be seen in his teaching as he believes stories to be a cornerstone of any good education.

Sam is TESOL qualified and frequently attends workshops as a teacher and a trainer to better himself in every area of his occupation. He also has experience as an examiner for Primary School exams.

From material to the mind: how to engage with our students

Knowing how to engage with the students at the same time as finishing the assigned exercises are some of the many challenges that teachers face. In this session we’ll be looking at tips to connect with our students to encourage learner engagement not just in the lesson but to foster the will to learn that is inside all of us. We’ll look at hands-on activities that can be immediately taken to the classroom on Monday morning as well as addressing some of the challenges that we may face when it comes to engaging with our students. Our main challenge in the classroom is to ensure that the experience is relevant and we’ll build roads that encourage learners to take action and focus it in the right direction.

 

Sinem Atamsoy Koşar ( by CAMBRIDGE )


Sinem Atamsoy Koşar has been a teacher and a teacher educator  for about 26 years. She has been an instructor at Ege University, School of Foreign Languages since 1997. She has an extensive experience of language teaching, training language teachers and managers and preparing students for academic exams. Her experience also includes coaching students and testing. Sinem previously worked as a director of studies, a head of English department, an exam writer and a translator and she has been  actively involved in classroom observations of novice teachers.

She had also been a member of T-PLUS since the very first day of its establishment and she was chosen to be a sub-committee member in 2016.  She is one of the founding members and the executive board members of the newly-found association in Turkey, 'İngiliz Dili Öğretimi ve Mesleki Gelişim Derneği' (TESOL Turkey). 

Sinem has attended many certificate programmes on teacher-training, trainer-training, testing, management development, coaching and personal effectiveness (stress management, time management) presentation techniques and body language.

Her particular interest is in lifelong learning, and educational management and her mission is to collaborate with others to develop one another’s teaching, learning and management skills.

She has also attended many national and international conferences as a presenter.

‘’Leaders: born or made?’’

Do you think, as a manager, it is sometimes difficult to cope with all the details- problems, changes, meetings, and so on- at your institution? What about as a teacher? Sometimes, you do have hard times to make yourself understood by your managers, colleagues and students, don’t you? Do you think collaborating and working effectively with each other depend on our technical skills? As teachers of English, is it enough to help our students gain the needed language skills?

Adapting our schools and classes for the future and preparing our students for their future educational and professional lives are not only about putting ticks on our to-do-lists, following the curriculum and helping our students aquire the necessary language skills but also helping them become the’leaders’of their own learning.

 “The key to successful leadership is influence, not authority.” says Kenneth H. Blanchard. We must therefore think not about what leadership is but about what a leader does and what kind of key skills they have to help them positively interact with each other.

Therefore keeping these in mind, the workshop mainly focuses on what a leader does and what traits we need as ‘influencers’ to influence people in our learning environments.    

 

 

Deutsch

 

Workshops

  

 

Ayten Ertonga ( by  HUEBER )


Ayten Ertonga hat vor über 30 Jahren als Honorarlehrkraft am Goethe İnstitut angefangen DaF zu unterrichten, wo sie 10 Jahre tätig war. Nebenbei hat sie an verschiedenen Privatschulen unterrichtet. Sie war TELC Prüferin. Seit 5 Jahren ist sie Prüferin für das DSD und als Koordinatorin für das Fach Deutsch an einer DSD Schule in İstanbul tätig.

Sie wurde noch während ihres Studiums Mitglied des türkischen Deutschlehrerverbands İstanbul, wo sie zuerst 2007 Stellvertretende Vorsitzende wurde und seit 2018 Vorstandsvorsitzende des Verbands in İstanbul ist. Sie führt seit über 10 Jahren unter anderem Fortbildungsseminare im Namen des Verbands durch.

 Lese- und Hörübungen im  DaF Unterricht effektiv einsetzen

„Die Jugend will lieber angeregt als unterrichtet sein.“

Johann Wolfgang von Goethe

Einfach zuerst Texte lesen lassen, nicht Verstandenes unterstreichen und Vokabeln im Wörterbuch suchen…  das war gestern!

Wie bearbeitet man Lese- und Hörübungen, wie macht man sie verständlich?

Wie haben Schüler Spaß daran, Texte im Lehrbuch zu lesen, Gehörtes zu verstehen? 

Lassen wir es gemeinsam entdecken und Spaß an der Sache haben…

 

Elif Veziroğlu ( by KLETT )


Elif Veziroğlu geboren in Istanbul, aufgewachsen in Deutschland hat sein Studium am Darmstadt Universität absolviert. Bis 2006 war Sie in Deutschland berufstätig. Danach zog sie in die Türkei und wurde die Referentin für Klett Verlag Türkei. Seit 2013 ist Sie bei Pearson Türkei als Modern Langues Manager tätig. Wobei Sie hier neben DaF(Klett) auch ELE und FLE beratet.

Sie wird uns das neue online Portal: derdiedaf vorstellen.

 Auf dem derdieDaF-Portal finden Lehrende alles für Ihren DaF-/DaZ-Unterricht! Alles ist kostenlos zum Download verfügbar. Wir möchten DaF- und DaZ-Lehrenden Informationen und Unterstützung für die Unterrichtsvorbereitung anbieten und ihnen bei der Suche abwechslungsreicher Materialien und neuer Unterrichtsinhalte helfen.

 

 

Tuba Başer ( by DAS AKADEMIE )


Tuba Başer ist Education Asst. General Manager und İzmir Branch Manager der DAS Akademie İzmir (Deutsche Akademie für Sprachen). Sie ist seit über 18 Jahren aktiv tätig im Bereich Deutsch als Fremdsprache. Ihre Hauptaufgabe ist es, die Fortbildungsprogramme der Lehrer intern zu koordinieren bzw. zu organisieren.

Ebenso ist sie türkeiweit zuständig für die telc-Schulprüfungen.

Das “ich-du-wir” Lernprinzip

GEZIELTE ALTERSGRUPPE :  Alle Altersgruppen

ZUSAMMENFASSUNG: Schüler nehmen Mengen an Wissen auf, lernen stundenlang. Sind sie sich aber dabei bewusst, ob sie effektiv und richtig lernen?

Das neue Lernprinzip “ich-du-wir”, zeigt den Schülern einen der vielen Wege, wie sie kooperativ lernen können und den Lehrern, wie sie das Lernen der Schüler organisieren und strukturieren können.

 

 

Italiano

Workshops

 

Paolo Praticò ( UNIVERSITA` DI ISTANBUL )


Paolo Praticò si è laureato in Lingua e Letteratura Italiana alla Facoltà di Lettere dell’Università di Perugia (ITALIA) nel 2001.

Si è poi specializzato nell’insegnamento della lingua italiana a stranieri alla Scuola di Specializzazione in Didattica dell’Italiano come Lingua Straniera (Master Biennale di Secondo Livello) presso l’Universitàper Stranieri di Perugia nel 2003.

Dopo la specializzazione ha lavorato come docente di Lingua e Cultura Italiana a Melbourne (AUSTRALIA) presso il Saint Bernard’s College, a Dubai (EMIRATI ARABI UNITI) presso l’American University, ad Izmir (TURCHIA) presso il Liceo Francese Saint Joseph e presso il Centro Culturale Italiano “Carlo Goldoni”, a Betlemme (PALESTINA) presso la Fondazione “Giovanni Paolo Secondo” ed infine ad Istanbul (TURCHIA), prima presso la Scuola Italiana Evrim ed attualmente presso la Facoltà di Lingua e Letteratura Italiana dell’Università di Istanbul, dove insegna sia Lingua italiana che Storia della Cultura Italiana.

In questo periodo (2004-2019), oltre alle precedenti esperienze all’estero, ha lavorato, quando si trovava in Italia, sia presso l’Università per Stranieri di Perugia che presso l’Università per Stranieri di Siena, sempre come docente di Lingua e Cultura Italiana.

Ad Istanbul, oltre ad insegnare all’Università, è somministratore degli esami CILS (Certificazione di Italiano come Lingua Straniera) per conto dell’Università per Stranieri di Siena.

Appassionato di lingue straniere (inglese, spagnolo, francese, turco e un po’ di arabo) e di linguistica, fa parte dell’associazione culturale LEND (Lingua e nuova didattica), con la quale intende sostenere il rinnovamento della scuola ispirandosi ai principi dell’educazione e della diversificazione linguistica in un’ottica prettamente interculturale.

SCRIVERE UN TESTO

Dalla teoria passiamo alla pratica: come scrivere un buon testo?

Tre sono i passaggi importanti che ci possono aiutare: la pianificazione, la stesura e la revisione.

Pianificare un testo significa individuare l’argomento, soprattutto analizzando bene il titolo.

Stendere un testo vuol dire sviluppare i diversi punti della scaletta; nella fase di stesura ogni idea principale individuata nella scaletta diventa un paragrafo del testo che dobbiamo comporre.

Revisionare un testo equivale a correggere il contenuto e la forma per poi ricopiare il testo definitivo.

Allora che ne dite? Proviamo a comporre un bel testo insieme?

 

Silvana Memaj ( UNIVERSITA` DI ISTANBUL )


Silvana Memaj si è laureata in “Insegnamento della lingua e della cultura italiana a stranieri” presso l’Università per Stranieri di Perugia (Facoltà di Lingua e Cultura Italiana) nel 2006; successivamente ha svolto lo stage presso la medesima Università.

Al conseguimento della prima Laurea ha avuto diverse esperienze lavorative presso la scuola media “Gjergj Kastrioti” a Lezhe (Albania) nel ruolo di docente di lingua e cultura italiana all’interno del progetto “Come imparare una seconda lingua”.

Nel 2008, ha lavorato all’Università di Gjirokastra (Facoltà di Lingue Straniere) come collaboratore linguistico, con finalità di elaborazione ed analisi dei dati linguistici tra gruppi di migranti e studenti.

Nel 2012 ha avuto l’incarico di collaboratore linguistico Italo-Albanese presso l’Istituto Nazionale delle Ricerche Linguistiche a Tirana.

Nello stesso 2012 ha conseguito la seconda Laurea Magistrale in “Lingua e Cultura Italiana in situazioni di contatto” presso l’Università per Stranieri di Perugia (Facoltà di Lingua e Cultura Italiana).

Nel 2015 si è trasferita ad Istanbul dove ancora oggi insegna Lingua e Cultura Italiana presso le Facoltà di Lettere (EDEBIYAT FAKÜLTESI ISTANBUL ÜNIVERSITESI) e di Lingue Straniere (YABANCI DILLER ISTANBUL ÜNIVERSITESI), nonché collabora con l’Università per Stranieri di Siena nella somministrazione degli Esami CILS (Certificazione di Italiano come lingua straniera).

SCRIVERE UN TESTO

Dalla teoria passiamo alla pratica: come scrivere un buon testo?

Tre sono i passaggi importanti che ci possono aiutare: la pianificazione, la stesura e la revisione.

Pianificare un testo significa individuare l’argomento, soprattutto analizzando bene il titolo.

Stendere un testo vuol dire sviluppare i diversi punti della scaletta; nella fase di stesura ogni idea principale individuata nella scaletta diventa un paragrafo del testo che dobbiamo comporre.

Revisionare un testo equivale a correggere il contenuto e la forma per poi ricopiare il testo definitivo.

Allora che ne dite? Proviamo a comporre un bel testo insieme?

Registration

 

 

Sponsors

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

Programme

 

 

Contact

If you have any questions, you can contact Sertaç Ertunç by email at sertac.ertunc@gelisim.k12.tr or call +90 (232) 832 22 22

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