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CONTENTS
Message from Rob Lynes, Country Director, British Council India 2
Message from Prof Sunaina Singh, Vice Chancellor, EFL-U, Hyderabad 3
Introduction: Teacher Educator Conference 2015 4
Programme overview 6
How to get the most out of the Teacher Educator Conference 10
Programme schedule: Day 1 13
Programme schedule: Day 2 35
Programme schedule: Day 3 57
Index of presenters 79
Plenary speakers 82
Organising committee members 83
Venue maps 87
Acknowledgements 91
Programme overview pages
Feedback form
1

Message from
Country Director,
British Council India
Welcome to Hyderabad for the fifth International English Language Teacher Educator Conference. We are
honoured to once again be co-hosting this event with the English and Foreign Languages University (EFL-U),
working together on the largest conference for English language teacher educators in the world. The British
Council and EFL-U have a shared vision of enhancing English language teaching in India and a firm belief in the
importance of quality teacher education in improving learning outcomes for millions of young people.
The British Council is a cultural relations organisation and one of our core values is that of mutuality. We aim to
bring the best of UK education to India and to partner with Indian educational leaders and practitioners for the
benefit of both our countries. This conference symbolises our commitment to English, to teaching quality and to
the global agenda for progress in education.
The proposed theme is timely from both a national and global perspective. Internationally, the most recent Global
Monitoring Report on the six Education for All goals highlighted quality as its central concern. The foreword of this
report asserts:
An education system is only as good as its teachers. Unlocking their potential is essential to enhancing the quality of
learning. Evidence shows that education quality improves when teachers are supported – it deteriorates if they are
not.
The last decade has seen many positive developments in improving teacher education, including recent initiatives
by the National Council for Teacher Education in India to extend and enhance the quality of initial teacher training
qualifications and the recognition of the importance of continuing professional development for teachers in India
and across the South Asia region.
To achieve quality in education, there must be an emphasis on equity and an overarching agenda of inclusivity. The
individual and diverse needs of teacher educators, teachers and their learners must be accounted for in the
planning and implementation of policy. Mechanisms need to be established and maintained which encourage the
experiences of practitioners on the ground to be utilised in the formation of policy.
Working with our partners we have sought to select the very best and the most relevant speakers from the
hundreds of proposals we received. The comprehensive programme, together with the excellent facilities at the
Hyderabad International Convention Centre, provide some of the key ingredients that we hope will create a high
quality event. We could not have done this without the generous support of our principal sponsors: IELTS,
Cambridge University Press India, Collins India, and British Council Aptis. We thank you for your continued
collaboration and commitment.
We are also very appreciative of the support and advice that has been provided by the English Language Teachers’
Association of India (ELTAI) and the International Association of Teachers of English as a Foreign Language
(IATEFL). Both organisations are committed to the development of communities and networks of teachers, a goal
the British Council is delighted to support.
I wish you all the very best for a successful conference and I look forward to many more such collaborations.
Rob Lynes
Minister (Cultural Affairs) British High Commission
Director, British Council, India
2

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Prof. Sunaina Singh
Vice Chancellor
Vice Chancellor’s Message
I am delighted to be co-hosting the International English Language Teacher Education Conference
with the British Council once again in Hyderabad. The theme of the Conference this year –
‘Ensuring Quality in English Language Teacher Education’ – is extremely relevant in the context of
new changes that are emerging in the Indian society in general and in the field of teacher
education in particular.
India has embarked on a policy initiative to bring about radical changes in its teacher education
programmes across the country. A new curriculum framed by the NCTE is ready for implementation
from the ensuing academic year with greater emphases on providing ‘hands-on experience’ by
increasing the duration of the course and strengthening the teaching practice component. By
choosing to focus on enhancing quality in English Language Teacher Education, this year’s
conference hopes to give right direction in honing the teacher education curricula. The
Conference provides a platform for healthy discussion among academics drawn from different
corners of the world.
It is hoped that the Conference will usher in new ideas and provide for stimulating learning
experiences for both pre-service and in-service teacher education programmes.
My best wishes to the team of organisers for their commendable effort to foreground the
importance of quality assurance and sustaining the same in the teacher education programmes
offered across the globe.
3

Introduction
The academic and professional standards of teachers constitute a critical component of the
essential learning conditions for achieving the educational goals. The length of academic
preparation, the level and quality of subject matter knowledge, the repertoire of pedagogical skills
teachers possess to meet the needs of diverse learning situations, the degree of commitment to
the profession, sensitivity to contemporary issues and problems and the level of motivation
critically influence the quality of curriculum transaction in classrooms.
(National Curriculum Framework for Teacher Education 2009/10 p. 4)
2015 marks the fifth anniversary of the annual International English Language Teacher Educator Conference.
Our previous conference themes have covered a wide range of topics including stimulating and sustaining
teacher education (2011), assessment (2012), teacher education in diverse environments (2013) and
innovation (2014). The underlying theme of all these conferences was improved learning outcomes through
quality teacher education and teaching. This year, we will focus on ensuring quality in teacher education in
the belief that quality in teachers’ learning leads to better outcomes for our learners.
In adopting quality as the main theme of this year’s conference, we have committed ourselves to continuing
to provide a world-class experience for our conference delegates and speakers. We expect to welcome over
100 speakers and 1000 delegates to the conference, with many more following online through social media
and the live streaming of our web-casted sessions. The conference promises to generate debate and
discussion, with a wide variety of high quality plenaries, panel discussions, talks and workshops.
Conference sub-themes
The central theme of Ensuring quality in English language teacher education is articulated through three
sub-themes detailed below. These are relevant to pre-service and in-service teacher education and across
the primary, secondary and higher education sectors. During the conference, the themes will be applied to
examples of national, regional and local policy and practice, ensuring a diversity of perspectives and input.
Policy and quality initiatives
l developing standards and defining quality for teacher education
l incentives for implementation
l public, private and institutional initiatives
l global, national, regional and local best practice
l promoting access and inclusivity
Monitoring and evaluating quality
l learning from experience and experimentation
l teacher education programme evaluation and methods of measurement
l the impact of teacher education on learner outcomes
l qualifications, certification and frameworks
l tracking non-formal or self-directed continuing professional development
Enhancing the quality of curriculum, materials and methods in English language teacher
education
l efficacy of differing pedagogies and methodologies
l teacher education through digital platforms
l action research to improve classroom practice
l curriculum and syllabus development for teacher education
l modelling inclusive practices
We hope that you enjoy the conference as much as we have enjoyed selecting the speakers and organising
the event. We hope you will have a wonderful experience. Please don’t forget to complete the feedback form
at the back of this conference programme and deposit it in the collection boxes before you leave.
4

TEACHER EDUCATOR
CONFERENCE 2015
PROGRAMME OVERVIEW
5

Programme overview: Day 1
Friday 27 February 2015
Time Venue Event
08.00 – 09.30 Conference centre Registration
lobby
09.30 – 10.00 Main Hall Inauguration
10.00 – 11.15 Main Hall Key note address: Rod Bolitho – The ingredients of quality in
teacher education
11.15 – 11.45 Hall 4 Networking and coffee/tea break
11.45 – 13.00 Various Parallel sessions
13.00 – 14.00 Hall 4 Networking and lunch break
14.00 – 15.15 Various Parallel sessions
15.15 – 15.45 Hall 4 Networking and coffee/tea break
15.45 – 16.50 Main Hall Panel discussion: Moving from quantity to
17.00 – 18.00 Various Workshops
quality – implications for teacher education
18.15 – 19.15 Main Hall Debate: Moving away from traditional methodologies in language
education – the baby has been thrown out with the bath water
6

Programme overview: Day 2
Saturday 28 February 2015
Time Venue Event
08.00 – 09.00 Conference centre Registration
lobby
09.00 – 10.00 Main Hall Plenary: Learning to read in India: challenges and opportunities for
enhancing quality in teacher education (Rukmini Banerji)
10.15 – 11.30 Various Parallel sessions
11.30 – 12.00 Hall 4 Networking and coffee/tea break
12.00 – 13.00 Various Parallel sessions
13.00 – 14.00 Hall 4 Networking and lunch break
14.00 – 15.00 Various Parallel sessions
15.00 – 15.30 Hall 4 Networking and coffee/tea break
15.30 – 16.30 Main Hall Panel discussion: Evaluating the quality of teacher
16.45 – 17.45 Various Workshops
education programmes – what works?
7

Programme overview: Day 3
Sunday 1 March 2015
Time Venue Event
09.00 – 10.00 Main Hall Plenary: A fine balance – English language teacher education
10.15 – 11.30 Various Parallel sessions
in 21st-century India (Alison Barrett)
11.30 – 12.00 Hall 4 Networking and coffee/tea break
12.00 – 13.00 Various Parallel sessions
13.00 – 14.00 Hall 4 Networking and lunch break
14.00 – 14.30 Various Parallel sessions
14.45 – 15.45 Main Hall Plenary: Teacher education and quality assurance
(Paul Gunashekar)
15.45 – 16.15 Main Hall Valedictory
8

HOW TO GET THE MOST OUT OF THE
TEACHER EDUCATOR CONFERENCE
With over 100 parallel sessions, panel discussions and plenaries at this year’s conference, it can be
difficult to know how to best manage your time and ensure that you get the most out of the event.
This year, as with all previous years, there is a wide breadth of content to the conference. Some
sessions will focus on general policy relating to the theme of quality, others on specific examples
from the field. Some sessions draw on experiences of working within the state or private school
systems, at primary, secondary and higher education levels, while others explore what has been
learned from specific teacher education projects. Speakers attending the conference come from over
20 countries and have been carefully selected as they have something interesting to say. So how do
you choose which sessions to go to? How do you exploit all the different possibilities for interacting
with other professionals? Here are eight tips to help you get started.
1. PLAN
Our top tip for the conference is to plan ahead. Think about what it is you want to get out of the
conference – why are you here? What are your objectives? Take time out to read through the
conference programme, identifying the sessions that you are interested in attending. Familiarise
yourself with the conference schedule on pages 6–8. Then, read through the abstracts and details
for each of the sessions on pages 18–77. Try not to only focus on topics that you already know
about. Plan to go to some sessions which are exploring areas you have no experience in. Finally,
use the pull-out pages (in colour) at the back of the programme to record the sessions you are
planning to attend and keep this with you at all times.
Don’t forget to look at the map of the conference venue on pages 86–90 so you know where
you’re going! If you need help finding a room, getting set up for a session you’re delivering or
anything else, look out for the student volunteers from the English and Foreign Languages
University. They’re here to help and guide you.
2. MEET PEOPLE
Remember that a sizable proportion of your learning and the connections that you make will take
place outside of the scheduled sessions and workshops. The coffee/tea breaks that have been
programmed into each day are designed to offer opportunities for networking (as well as a chance
to have a hot drink and a biscuit). More than 1000 delegates are expected at this year’s
conference, from all over the world and a wide variety of backgrounds – from government officials
to trainee teachers. The knowledge, expertise and experience at this conference in the field of
teacher education is unparalleled. Why not set yourself a goal of introducing yourself to at least
three new people each day of the conference? You never know where a conversation might lead.
3. PARTICIPATE
Active participation by the delegates and speakers is what makes a conference successful. During
most of the parallel sessions, there will be time set aside at the end for discussion and for
participants to ask the presenters questions. This will also be the case in the panel discussions.
Share your ideas and experiences. Ask questions. Offer your own ideas and challenge or agree
with those you are hearing based on your own experience.
The key note and plenary sessions will be followed by dedicated ‘Q&A sessions’ held on the same
day as the talk is given. If you have questions or points you would like to discuss with these
speakers, make a note of them and come along – look out for when these sessions are scheduled
in the conference programme.
4. SHARE ON SOCIAL MEDIA
Many delegates and speakers will be using Twitter and Facebook throughout the conference to
share their experiences and what they are learning. Why not join them? The Twitter hashtag is
#TEC15. To share on Facebook, use @TeachEnglishinIndia and the same hashtag so people can
follow your posts more easily. Don’t forget to also like our Facebook page Teach English in India,
where you can also share your comments on the conference via our TEC15 event page.
10

5. VISIT THE EXHIBITION HALL
Don’t forget to visit the conference exhibition hall while you are here. Over 20 stands are
displaying information about their products and programmes. Several of the organisations
represented here will be running competitions and offering freebies to lucky conference goers.
6. REFLECT
With so many sessions and so much input over three days, there’s a danger of information
overload. Make sure you take time to reflect on what you are hearing. Do you agree or disagree
with the ideas being shared? How does it apply to your context? What might you do differently? At
the beginning of each of the day-by-day sections of the programme there is a Learning Journal
page where you can make notes and reflect on the sessions you have attended. Take time to do
this as the first stage of implementing what you have learned when you return to your own
teaching and training context. You might also be interested in attending the 'Room for Reflection’
sessions which are being held at the end of Day 1 and Day 2 from 17.00-18.00. Come along and
discuss what you have been learning with other conference delegates and speakers.
7. COLLECT YOUR CERTIFICATE
When you registered for the conference you will have indicated whether or not you wanted a hard
copy or soft copy of your certificate. If you opted for a printed version, you will be able to collect
this on Day 3 of the conference. Listen out for announcements about the location of the collection
point.
8. TAKE THE CONFERENCE WITH YOU!
Make sure you revisit your notes once you return home and get in touch with the people you met
while networking. Remember that you can also catch up on sessions you might have missed using
the recordings of the web-casted sessions. There will also be more recordings and information
from the conference on the British Council’s global teachingenglish.org.uk website.
Don’t forget to share what you have learned with your colleagues or team members who were
unable to make it to the conference this year. Why not organise a short workshop for them where
you share your highlights from the conference, or the top ten most interesting things that you
learned?
Finally, plan when you will try out the ideas that you got from the sessions you attended. To make
it more manageable, decide on three things that you are going to do differently as a result of what
you have learned – and then do them!
11

Day 1
Friday 27 February 2015
13

Reflections
Use the space below and on the following page to help you reflect on what you learn during the
sessions you attend.
Day 1: Friday 27 February 2015
Time Venue Event
08.00 – 09.30 Conference centre Registration
lobby
09.30 – 10.00 Main Hall Inauguration
10.00 – 11.15 Main Hall Keynote address: The ingredients of quality in teacher education
(Rod Bolitho)
What are three key things that you learned during this session?
Note down any questions you want to ask the speaker during the Q&A session later today.
11.15 – 11.45 Hall 4 Networking and coffee/tea break
11.45 – 13.00 Various Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
15

Reflections
Day 1: Friday 27 February 2015
Time Venue
Event
13.00 – 14.00 Hall 4 Networking and lunch break
14.00 – 15.15 Various Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
15.15 – 15.45 Hall 4 Networking and coffee/tea break
15.45 – 16.50 Main Hall Panel discussion: Moving from quantity to quality – implications for
teacher education
What are three key things that you learned during this session?
17.00 – 18.00 Various Workshops
Which session(s) did you attend?
What are three key things that you learned?
16

Reflections
Day 1: Friday 27 February 2015
Time Venue Event
18.15 – 19.15 Main Hall Debate: Moving away from traditional methodologies in language
What are three key things that you learned during this session?
education – the baby has been thrown out with the bath water
What are my key learning points from today?
What ideas or practices can I apply in my own work?
17

Day 1: Friday 27 February
Time Venue Activity
08.00 – 09.30 Registration
___________________________________________________________________________________
09.30 – 11.15 INAUGURAL SESSION
___________________________________________________________________________________
09.30 – 10.00 Main Hall Inauguration
Sunaina Singh, Vice-Chancellor English and Foreign Languages University
(EFL-U), Hyderabad
S Mohanraj, Dean, School of English Language Education, English and
Foreign Languages University (EFL-U)
Chris Brandwood, Director English – South Asia, British Council
George Pickering, Trustee, International Association of Teachers of
English as a Foreign Language (IATEFL)
Chair: Michael Connolly, Assistant Director, English Partnerships, British
Council India
___________________________________________________________________________________
10.00 – 11.15 Main Hall Keynote address: The ingredients of quality in teacher education, Rod
Bolitho
In this talk I will look at the issue of quality in English Language Teacher
Education from a number of different perspectives:
= how quality is defined and evaluated in Teacher Education in a range of
contexts
= the profile of a competent English Language Teacher in the second
decade of the 21st century
= ‘push’ factors which make it important to prioritise quality in Teacher
Education in India and the wider region
= ‘drag’ factors which make it difficult to give attention to quality in
Teacher Education in India and the wider region
= pre-service teacher education as a crucible for establishing a quality
orientation
= the importance of quality in in-service training (INSETT) and Continuing
Professional Development (CPD).
I will conclude by making a few radical recommendations, and by raising a
number of questions which might usefully be addressed during the rest of
the conference.
Rod Bolitho is Academic Director of Norwich Institute for Language
Education (NILE). He has been involved in teacher education and trainer
training for over 30 years. He has been a frequent visitor to India since
1986, and is currently involved in Teacher Education reform work in
Uzbekistan and Ukraine. With Amol Padwad he recently co-edited a
collection on Continuing Professional Development for the British Council,
India. His main professional interests lie in the fields of CPD, Materials
Writing and Language Awareness.
___________________________________________________________________________________
18

Day 1: Friday 27 February
Time Venue Activity
11.15 – 11.45 Networking and coffee/tea break
___________________________________________________________________________________
___________________________________________________________________________________
11.45 – 13.00 Various PARALLEL SESSION 1
___________________________________________________________________________________
11.45 – 12.15 Main Hall Rethinking teacher motivation for professional development,
Amol Padwad
Sustaining and enhancing quality of teachers is intrinsically related to how
they continue to grow, which in turn depends on their motivation for
professional development. This talk will try to highlight limitations in the
conventional thinking about teacher motivation in dealing with teacher
motivation to develop, drawing on some recent developments in
conceptualizing motivation. It will present some lessons and insights
towards a better understanding of and promoting teachers’ motivation for
professional development.
Amol Padwad teaches in J. M. Patel College, Bhandara. He is the
Convener, AINET, and an ELT consultant with a special interest in teacher
development.
12.30 – 13.00 Streaming of students: how to promote social justice and inclusivity,
Jayagowri Shivakumar
This presentation examines the pedagogical, ethical and social
implications of the streaming of students based on their linguistic
competence in English. It is a case study of the pedagogical initiatives by
NMKRV College for women, an undergraduate college in Bangalore. The
presenter will examine whether this institutional quality initiative is in
keeping with their ideology of social justice and their desire to maximise
learning opportunities for students without any academic or sociocultural
privileging.
Jayagowri Shivakumar teaches at NMKRV College for Women, Bangalore
India. Her area of specialisation is ELT and CPD.
___________________________________________________________________________________
11.45 – 12.45 G01/02 Learning to test or testing to learn? Washback and the learner,
Stephen Carey (IELTS)
Interest in and research into washback has gained momentum since the
1990s. Sometimes seen very simply as the impact of a test on teaching
and learning, washback is a more complex concept than initially appears.
Whether it is positive or negative depends on a variety of factors. With
particular reference to the IELTS test this presentation will discuss these
factors in the light of research which has and is shaping current thinking
about washback.
Stephen Carey, a Master's of King's College London, leads the global
marketing of the IELTS test at the British Council.
___________________________________________________________________________________
19

Day 1: Friday 27 February
Time Venue Activity
11.45 – 13.00 Various PARALLEL SESSION 1 continued
11.45 – 12.15 G03 ‘Necessity is the mother of invention’: maintaining quality assurance in
difficult circumstances, Sayed Najeem
This presentation will describe how, despite many constraints to project
implementation, quality assurance is maintained and developed through
monitoring, evaluation, training and feedback provision within the British
Council Afghanistan English for Security and Defence project. It will
highlight the increasing role of Afghan practitioners in this process,
professional development supporting this role and practitioners’ own
views of this process and present some monitoring and evaluation tools
developed through the project.
Sayed Najeem is the British Council Afghanistan English for Security and
Defence Project Senior Teacher and responsible on a daily basis for a
range of monitoring and evaluation.
12.30 – 13.00 Methods mastery to techno pedagogy: Kerala University’s curriculum
revision experience, Chandrasekharan Praveen
Quality enhancement measures led to the revision of the Bachelor of
Education (BEd) curriculum in Kerala University in 2013. A pronounced
shift in the new curriculum from mastery of methods to techno pedagogy
resulted in a crisis in curriculum transaction. This presentation critiques
the curriculum and sheds light on the efforts to overcome the crisis. The
paper also underscores the usefulness of mentoring roles and
collaborative tasks which benefit teacher educators in the digital age.
Chandrasekharan Praveen is an Assistant Professor in the Post Graduate
Department of Government Brennen College of Teacher Education,
Thalassery, Kerala, India, who specializes in media-based language
teaching.
___________________________________________________________________________________
11.45 – 12.15 G04 Peer observations as a means to improve teaching quality,
Burcu Tezcan-Unal
Peer observations in English language teaching as a component of
teachers' professional development have been implemented in many
institutions for both monitoring and improving teaching quality. This
workshop will invite teacher educators to explore real life concerns, and
attempt to offer tangible solutions while incorporating peer observations
in language institutions.
Burcu Tezcan-Unal has been an active member of the ELT community for
years. In Hyderabad, she will represent the IATEFL TT Ed SIG (Special
Interest Group) as the events coordinator.
12.30 – 13.00 Pre-observation, is it worth the effort? A study of ACCESS teachers,
Susmita Pani
This talk will present the findings of a study of eight teachers of the Access
programme at Bhubaneswar, which aims to examine the effectiveness of
the pre-observation stage in teacher education by examining its role in
helping the teachers improve the quality of their lessons. It will also
20

Day 1: Friday 27 February
Time Venue Activity
11.45 – 13.00 Various PARALLEL SESSION 1 continued
present findings on how teachers are influenced by this stage of
observation. This will help establish the importance of the pre-observation
stage in the preparation and implementation of a constructive teacher
education programme.
Susmita Pani superannuated from Ravenshaw University, Odisha as an
Associate Professor. Currently she is a freelance ELT consultant whose
research interests include teacher development and reading strategies.
___________________________________________________________________________________
11.45 – 12.15 G05 mLearning: lessons learnt in Bangladesh, Andrew Jones and Mostofa
Mohiuddin
British Council Bangladesh has been implementing a number of mobile
learning initiatives which we evaluate with a specific focus on the role of
teachers/facilitators in the m-learning process. The evaluation is based on
information we have obtained from participants and the conclusions and
inferences made are used to shape a set of presented recommendations
concerning the role of teachers/facilitators .
Andrew Jones is currently working as a Senior Training Consultant for
British Council in Bangladesh and responsible for a portfolio of projects
including m-learning.
Mostofa Mohiuddin is working in British Council Bangladesh as a Project
Manager. He is responsible for a portfolio of English self-access learning
projects in Bangladesh.
12.30 – 13.00 Exploring the usefulness of Whatsapp messenger for language
teaching and learning, Sunil Shah
This paper explores the usefulness of Whatsapp messenger for language
teaching and learning. Ten activities for enhancing basic language skills
were tried out using Whatsapp messenger on a group of postgraduate
students studying in MA (ELT) Semester II at H M Patel Institute of English
Training and Research, Anand, Gujarat. The potential and limitations of
using Whatsapp messenger for language teaching and learning were
studied through an analysis of data gathered from a questionnaire
distributed to the sample group.
Sunil Shah is an assistant professor in MA (ELT) programme at H M Patel
Institute of English Training and Research, Vallabh Vidyanagar, Gujarat.
___________________________________________________________________________________
11.45 – 12.45 101 Strategies for culturally responsive approaches in EFL Vietnamese
teacher education, Rosemary Orlando
Until fairly recently, ELT in Vietnam consisted primarily of translation and
grammar study. The changing global economy and the need for more EFL
teacher training resulted in new initiatives and international partnerships.
A Western language teacher educator based in Vietnam shares how she
helps Vietnamese English language teachers understand how culturally
constructed teaching methods can be expanded to bring about positive
change while successfully meeting the challenges of local EFL teaching
practices.
21

Day 1: Friday 27 February
Time Venue Activity
11.45 – 13.00 Various PARALLEL SESSION 1 continued
Rosemary Orlando teaches in the MSTEFL degree programme in New
Hampshire, USA and in Vietnam. Additionally, she has trained teachers in
many different countries and contexts.
___________________________________________________________________________________
11.45 – 12.15 102 Monitoring and evaluation: 9000 Malaysian English language teachers,
Annette Zammit
This talk presents the monitoring and evaluation of the Pro-ELT project, a
language proficiency and methodology project for 9000 Malaysian English
teachers. Innovative data collection methods are explored including pre-
and post-course online testing (Aptis), participatory video and new
software for observing lessons.
Annette Zammit is the project deputy director for the Pro-ELT project.
She has worked in education in Sri Lanka, Malta and Malaysia.
12.30 – 13.00 Monitoring and evaluating country-wide cascaded teacher training in
South Africa, Joanne Newton
Cascaded teacher training allows for large-scale impact, but in South
Africa, our undertaking to train 300,000 teachers of English has left us
with questions. Is the training getting from the department officials to the
teachers? Is the training making a difference in the classroom? This
presentation will suggest monitoring and evaluation procedures for
cascaded training and discuss interventions that can help ensure quality
teacher education at scale.
Joanne Newton is the English Language Teaching Adviser for the British
Council in South Africa.
___________________________________________________________________________________
11.45 – 12.15 103 In-service English teacher education through District Centre for
English: an impact study, Doss Munusamy
Do pre-service English teacher education programmes help teachers to
achieve subject proficiency and professional competence in English
language teaching? Mechanically organized in-service training
programmes have little impact on teachers. But after the advent of District
Centre for English Scheme in the UT of Pondicherry, its impact on teachers
and other institutions is very high because of its various interventions and
its modus operandi.
Doss Munusamy is an Academic Coordinator in ELT Centre, attached to
Achariya World Class of Education, Pondicherry. His areas of interest are
ESP and teacher education.
12.30 – 13.00 ESL teacher training: the weakest link, Rajinder Ahluwalia
Although India has a Bachelors in Education (B.Ed.) degree course to train
school teachers, surprisingly, no formal training course exists for college
teachers. It is assumed that a good MA in English is sufficient to teach ESL
effectively to undergraduates. However, the declining standards of ELT in
colleges indicates the failure of our existing model. In my presentation I
22

Day 1: Friday 27 February
Time Venue Activity
11.45 – 13.00 Various PARALLEL SESSION 1 continued
would like to make a case for a structured teacher training course for
college teachers.
Rajinder Ahluwalia is an Associate Professor at Guru Nanak Khalsa
College, Yamuna Nagar, Haryana. He holds a PhD in ELT from CIEFL,
Hyderabad, and is a UGC Post-Doctoral Fellow.
___________________________________________________________________________________
11.45 – 12.15 104 Participatory coordinating strategies for quality enhancement in
English language teaching and learning, Srivani L N
This presentation focuses on the changed demands of academic
supervision. It advocates supportive modalities like helping teachers in
planning and executing classroom process besides providing effective
sample teaching, interacting with learners and helping teachers to reflect
upon their teaching as ‘Participatory Coordinating Strategies’. It discusses
observation, interaction and comparative analysis of teaching-learning
achievement to assess the effectiveness of the strategies. It also gives
glimpses of success stories of teachers and learners in the South Indian
context.
Srivani LN, Education Coordinator, has rich experience as a teacher and a
trainer. She is doing research in comparative literature besides being an
academic and agricultural consultant.
12.30 – 13.00 Teachers’ perceptions about monitoring in English in Action (EIA)
primary schools, Farhan Azim and Md. Ashraf Siddique
English in Action is currently working with 12,500 English teachers in
Bangladesh to improve their classroom pedagogy. Government education
officers and EIA personnel regularly monitor these teachers’ classroom
activities. This presentation outlines teachers’ perceptions about
classroom monitoring and how it helps in improving their classrooms. The
findings will help in developing professional development materials for
monitoring personnel and will support in redesigning the process of giving
monitoring-information-based feedback to teachers.
Farhan Azim works as the Deputy Head of Research, Monitoring and
Evaluation at English in Action, Bangladesh.
Md. Ashraf Siddique works as a Research Officer at English in Action,
Bangladesh.
___________________________________________________________________________________
11.45 – 12.15 105 The significance of understanding learning anxiety among the ESL
learners in teacher education, Digambar Ghodke
L2 learning anxiety is an important area wherein much research work has
already been done; however, teacher training programmes often neglect
this aspect of L2 teaching. The present paper aims to acquaint teacher
educators with the significance of understanding L2 learning anxiety in
teacher training programmes to sensitize the future teachers they train,
and to prepare teachers to interact with their anxiety-ridden learners in
English language classrooms confidently and sensitively.
23

Day 1: Friday 27 February
Time Venue Activity
11.45 – 13.00 Various PARALLEL SESSION 1 continued
Digambar M. Ghodke, Assistant Professor, Department of English,
Sangamner College, Sangamner, Maharashtra, teaches English language
and literature at undergraduate and postgraduate levels.
12.30 – 13.00 105 How to get the most out of the TEC conference, George Pickering
Conferences can be inspiring, perspiring and tiring affairs! This talk will
outline how to get the best out of a conference both intellectually and
socially through a number of strategies including planning, setting
objectives, socialising, reciprocity, participating, reflecting and
implementing what you have learnt. This talk will help you not only to
survive the conference, but will also help you to thrive as a language
teaching professional.
George Pickering is an educational consultant and a Director and Trustee
of IATEFL.
___________________________________________________________________________________
11.45 – 12.15 106 Cambridge English Teacher Development: research, validation and
impact, Prakash CLN
Cambridge English is a leading provider of quality teacher education and
well known for research-led approaches to qualifications and assessment.
In this session we will introduce our teaching framework and the research
behind it. We will go on to describe how the Framework can be used by
teacher educators to create professional development programmes
incorporating appropriate training and qualifications. Finally, we will outline
the research we do to evaluate the impact of our teacher qualifications.
Prakash CLN works as a Senior English Language Teacher at Cambridge
English Language Assessment in Chennai, India.
12.30 – 13.00 Participating in a long-term ELT project: lessons from experience,
Lopamudra Kashyap Lahkar
Any project sets out specifications of the nature of the work to be done
and timelines to meet for achieving project objectives. Why are such
(usually realistic) deadlines so difficult to meet? Why do project
participants find themselves alone in spite of group support? How do
baseline studies contribute to participants’ understanding of project
objectives? This paper attempts to answer such questions from a
researcher-participant’s experience in an ELT project.
Lopamudra Kashyap Lahkar is a PhD Research Scholar in the
department of ELT, Gauhati University, Assam.
___________________________________________________________________________________
11.45 – 12.45 201 Creating a better classroom environment through innovative
classroom set-ups, Tara Varma (British Council workshop)
In this workshop, participants will experience a variety of ways that the
classroom can be set up, in order to improve the quality of the learning
experience and promote learner interaction with the classroom space.
24

Day 1: Friday 27 February
Time Venue Activity
11.45 – 13.00 Various PARALLEL SESSION 1 continued
Participants will also have opportunities to work in groups with their peers
to experiment with their own ideas for classroom set-up using kinaesthetic
techniques (e.g. Jenga blocks, Cuisenaire rods) and will later share their
ideas with other groups.
Tara Varma is a Training Consultant with British Council India and has
been working on teacher training and development projects since 2007.
___________________________________________________________________________________
13.00 – 14.00 Networking and lunch
___________________________________________________________________________________
___________________________________________________________________________________
14.00 – 15.15 Various PARALLEL SESSION 2
___________________________________________________________________________________
14.00 – 15.00 Main Hall Evaluation in teacher education programmes: a critical appraisal,
Geetha Durairajan (Cambridge University Press)
The current challenge in education is to explore formative assessment; to
do this, curricular changes aim to bring assessment closer to learning. By
contrast, current certification-oriented summative examinations in teacher
education programmes are mostly memory based, and expect timed oneshot
writing; teacher eligibility tests are even in the objective, multiple
choice format. The reasons for this contradiction, between what is taught
and actually practised, and plausible solutions will be presented in this
paper.
Geetha Durairajan is a Professor, Department of Materials Development
and Evaluation at the English and Foreign Languages University,
Hyderabad, India. She has worked for nearly 25 years at CIEFL/EFLU.
___________________________________________________________________________________
14.00 – 15.00 G01/02 Paradigms of enrichment in language and teacher education,
Elka Todeva (Regional English Language Office – U.S. Embassy)
For years our goals as language educators and teacher trainers have
been framed in deficit terms, as challenges to be overcome through better
teaching and training. This talk explores reframing models of teaching and
teacher education where teachers and learners are seen as resources
with valuable linguistic and cultural knowledge, which, if artfully tapped,
leads to expedited, congenial, socially embedded learning that benefits
individuals and their communities and fosters important competences for
today’s globalized world.
Elka Todeva is a language educator with a doctorate in applied linguistics.
She trains teachers internationally and advocates expedited learning
through socially embedded, plurilingual, brain-friendly explorations.
___________________________________________________________________________________
14.00 – 15.00 G03 Taking the CELTA forward: evaluating CELTA in the Indian context as a
benchmark qualification, Usha Venkat and Hemalini Guttery
The parallel ELT industry, consisting of private schools, language schools
and corporations, in the Indian sub-continent constantly seeks people with
25

Day 1: Friday 27 February
Time Venue Activity
14.00 – 15.15 Various PARALLEL SESSION 2 continued
internationally accredited qualifications. The size of this market is
significant. Does a qualification like the CELTA help develop and define
quality for teacher education in this context? What are the opportunities,
weaknesses, strengths and threats inherent in using CELTA as a
benchmark qualification in India? How can global standards meet local
needs?
Usha Venkat is an India-based CELTA tutor and assessor with over twenty
years' experience in in-service and pre-service teacher education,
corporate training and examining.
Hemalini Guttery is a freelance teacher educator, based in the UK. She
has been working exclusively as a CELTA tutor in India for the past four
years.
___________________________________________________________________________________
14.00 – 15.15 G04 Working with children as co-researchers: theory and practice?
Rama Mathew and Annamaria Pinter
This presentation will report on an ongoing collaborative research project
in English classrooms in Delhi in which teachers involve their young
learners (6 to 12-year-olds) as researchers. Teachers will present data
from the ongoing research project and we will address a range of issues
such as: ethical considerations, local constraints and benefits/challenges
for both teachers and children. We will also talk about lessons learnt so far
and ways forward both in theoretical and practical terms.
Rama Mathew, Professor at the Central Institute of Education, Delhi
University, works with teachers and is interested in teacher education,
language assessment and multilingual education.
Annamaria Pinter is Associate Professor at the Centre for Applied
Linguistics, University of Warwick, UK. Her research interests include all
aspects of language learning in childhood and teacher development.
Other presenters: Richard Smith, Esther Sahoo, Ranjani Shankar, M.
Sharada, Sonika Gupta and Usha Malhan.
___________________________________________________________________________________
14.00 – 15.00 G05 Developing materials for effective training sessions, Debbie Candy
What makes ‘good’ teacher education materials? How should we structure
teacher education workshops? This depends on our beliefs about what
and how teachers learn. In this session we will look at teacher education
from a constructivist viewpoint. We will put together a pedagogical
template for a workshop and you will leave with a list of practical points
which will help you to put together and facilitate quality learning
opportunities for teachers.
Debbie Candy is a freelance materials writer, editor consultant and
trainer. She is currently working with the British Council team producing a
contextualised version of the CiPELT for India.
___________________________________________________________________________________
26

Day 1: Friday 27 February
Time Venue Activity
14.00 – 15.15 Various PARALLEL SESSION 2 continued
14.00 – 15.00 101 It’s time for the international community of English language teachers
to define their own destiny, Susan Jones
The demands on English language teachers are ever increasing as
employers and ministries of education are constantly requiring higher
standards for learners of English in all areas. This workshop will take
teachers through the process of establishing a community of practice
within a school or area, and detail the ways in which the teachers
themselves can provide support and training to develop their skills and
knowledge. This includes participating in action research projects to
identify the needs of the students and the teachers, and peer evaluation
and support for developing new skills.
Susan Jones is Lead Academic-English Language (Asia) for Trinity College
London. Susan has been teaching and working in teacher development in
the Middle East and Africa for more than 20 years.
___________________________________________________________________________________
14.00 – 14.30 102 Collaboration in the cloud supported by Android-based mobile app to
enhance exposure and practice of ESL methods and techniques,
Surendrasinh Gohil and Mithun Khandwala
The presentation reports the use of cloud computing to engage the ESL
pre-service teachers beyond the classroom for extended exposure and
practice of ELT methods and techniques coupled with an Android-based
mobile application. The experimental research focused on finding out the
usability, reliability and pedagogical implications of the two technologies
for enhancing the quality of teacher education and helping teachers learn
to incorporate the same in the ESL teaching-learning process.
Surendrasinh Gohil teaches at Navsari Agricultural University, Navsari,
Gujarat.
Mithun Khandwala teaches at Cadila High school, Ahmedabad, Gujarat.
14.45 – 15.15 The digital platform as a cognitive tool for teacher training in
academic writing pedagogies, Neelaveni Kothagattu
This presentation focuses on using digital platforms as cognitive tools for
educating English language teachers in academic writing pedagogies
using corpus-based genre pedagogy. It shows how digital platforms can
serve to present extensive models of the target genres using corpus
materials and provide one-to-one instruction and also interaction. It
discusses how the medium can become an engaging cognitive tool,
personally involving the student teachers, ensuring deep processing and
thereby easy acquisition.
Neelaveni Kothagattu is Associate Professor of English at VNR Vignana
Jyothi Institute of Engineering and Technology, Hyderabad. He specializes
in ELT.
___________________________________________________________________________________
27

Day 1: Friday 27 February
Time Venue Activity
14.00 – 15.15 Various PARALLEL SESSION 2 continued
14.00 – 14.30 103 The effect of the feedback-discussion-reflection-revision cycle on
tertiary level writing performance, Shree Deepa
In this presentation I will talk about a study on the feedback-discussionreflection-revision
cycle on tertiary level writing performance. This paper
examines such a task done with students of the integrated masters’
programme at the University of Hyderabad. Both quantitative and
qualitative analyses demonstrate that when teacher feedback is coupled
with peer discussion and reflection, writing skills are enhanced.
Shree Deepa teaches at the Centre for English Language Studies,
University of Hyderabad. She is currently interested in the study of
including blind-visually-impaired students into mainstream education and
improving techniques of teaching English at the tertiary level.
14.45 – 15.15 The impact of final outline and self-assessment rubrics in the
composition writing of the English language teacher trainees,
Karunathevy Sivaji
This paper reports on the effect of the strategic employment of two
rubrics – a final outline format and a self-assessment tool at the pre- and
post-levels respectively of academic written composition sessions for
nineteen ELT practitioners. The comparison of pre- and post-test marks
and a questionnaire revealed a positive impact on their performance.
Karunathevy Sivaji is Senior Lecturer at the ELTC, University of Jaffna, Sri
Lanka and visiting teacher trainer at the Open University. She has an M.A in
English and TESL, and is currently pursuing a PhD.
___________________________________________________________________________________
14.00 – 15.00 104 Utilizing tablets and one-to-one coaching to develop teacher practice
for the creation of audio-visual OER, Lina Adinolfi and Snehal Shah
In this paper we describe an initiative in which Indian teacher educators
utilized tablet-based observations and one-to-one coaching to enhance
English language teachers' classroom practice in preparation for the
creation of audio-visual OER for use in a large-scale professional
development programme in India. Drawing on a range of data, we examine
the nature of the teacher-teacher educator partnerships forged and the
immediate and longer term effect of this intense collaborative initiative on
improving classroom practice.
Lina Adinolfi, Lecturer, OER Academic, TESS-India, The Open University,
UK
Snehal Shah, Senior Academic AV Production, TESS-India, The Open
University, UK
___________________________________________________________________________________
14.00 – 15.00 105 Q and A session, Rod Bolitho
This is your chance to ask any questions you may have about this
morning’s keynote address.
___________________________________________________________________________________
28

Day 1: Friday 27 February
Time Venue Activity
14.00 – 15.00 106 Training communicatively to teach communicatively, Donald Sargeant
If teacher educators believe that communicatively methodology is the
best way to ensure that learners become proficient users of the target
language, then we must train teachers communicatively. This workshop is
based on the principle that teachers will teach in the way that they
themselves have been taught. Ways of doing this and monitoring and
evaluating the quality will be demonstrated.
Donald Sargeant is a Regional Teacher Trainer Adviser in Oman involved
with in-service education of teachers with special interest in relating
theory to practice.
___________________________________________________________________________________
14.00 – 15.00 201 Using songs to teach English, Havovi Kolsawalla (British Council
workshop)
This is a hands-on workshop where participants will experience the use
and value of songs in an ELT classroom. Starting with a brainstorm on the
purpose of songs to teach language, participants will then work with songs
to teach vocabulary and grammar to young and older learners
respectively. They will also have an opportunity to present their own ideas
on using particular songs. Finally there will be some tips on selecting the
right songs for the classroom.
Havovi Kolsawalla is a freelance Training Consultant, working with the
British Council. Her special interests are in using songs, stories and drama
to teach language.
___________________________________________________________________________________
15.15 – 15.45 Networking and coffee/tea break
___________________________________________________________________________________
___________________________________________________________________________________
15.45 – 16.40 PANEL DISCUSSION
___________________________________________________________________________________
15.45 – 16.40 Main Hall Moving from quantity to quality – implications for teacher education
Panel: Colin Bangay (DfiD), Maya Menon (The Teacher Foundation),
Lina Mukhopadhyay (EFLU) and Amol Padwad (AINET)
Chair: Rittika Chanda Parruck (British Council)
___________________________________________________________________________________
16.40 – 16.50 Main Hall Continuing Professional Development Framework: going global
___________________________________________________________________________________
17.00 – 18.00 Various WORKSHOPS
___________________________________________________________________________________
17.00 – 18.00 Main Hall Blissfully developing teacher education materials, Huma Riaz and
Rosie Tanner
How can secondary school English teachers encourage interaction and
real communication in large classes with few resources? Our interactive,
hands-on workshop will introduce the audience to some of the
29

Day 1: Friday 27 February
Time Venue Activity
communicative teacher education materials that an experienced team of
Indian trainers and materials writers have developed for the British Council
BLISS (Bihar Language Initiative for Secondary Schools) project: a
teacher’s workbook and very detailed teacher educator’s notes, for Bihari
teachers and trainers.
Rosie Tanner, BA (Hons), MA, is a freelance education consultant working
in English language and bilingual teacher education.
Huma Riaz is a freelance consultant, working as a teacher, trainer and
materials writer for British Council, India.
___________________________________________________________________________________
17.00 – 18.00 G01/02 Collins English language quiz
Travel back into the past and around the world with the Collins English
Language Quiz. This fun-filled quiz will test everyone's knowledge of
English. Take part as an individual or join up with friends to form a team.
Round 1: Dialect and accent
Competitors will listen to a range of recordings of (native-speakers of)
English today, from all over the world, and will be asked to say where in the
world the speaker comes from.
Round 2: 1000 years of history
We will be playing recordings of how English words were pronounced
hundreds of years ago for competitors to identify. We will also see if
competitors can identify words from older (and obsolete) spellings. We'll
be looking at words from Old English (e.g. Beowulf), Middle English (e.g.
Chaucer) and early modern English (Shakespeare and Milton).
Round 3: The wonderful world of words
Questions focus on some of the weird and wonderful words used in English
in different parts of the world.
___________________________________________________________________________________
17.00 – 18.00 G03 Cambridge University Press book launch
Assessing Learners: a pedagogic resource by Geetha Durairajan from the
All About Language Teaching series
___________________________________________________________________________________
17.00 – 18.00 G04 Top tips on writing successful multiple-choice questions, Gwendydd
Caudwell and Mark Elliott
Multiple-choice questions are used in many tests and classroom materials,
but have you ever wondered what the best way is to write a good one?
There is more to it than you think! This practical workshop will give you tips
and tricks on how to write this kind of question, common pitfalls and how
to apply these questions to assess different language skills in your
classroom. This will help you save time and be confident that you are really
testing what you want to test and help your students to become successful
learners.
30

Day 1: Friday 27 February
Time Venue Activity
Gwendydd Caudwell is Aptis Product Development Manager at the British
Council, based in Dubai. She has significant experience as a teacher and
teacher trainer and is now heavily involved in assessment and is pursuing
a PhD in the assessment of young learners.
___________________________________________________________________________________
17.00 – 18.00 G05 How to be an IELTS examiner, Radhika Chebrol
This workshop will give attendees an overview on the role of the examiner
in IELTS. It will cover the minimum requirements needed to become an
examiner, the various stages of the recruitment process and the benefits
of being associated with the British Council. Aspirants can seek clarity
during the workshop and even register their interest to become an
examiner on the spot.
Radhika Chebrol has been in the field of English Language teaching for 15
years. Currently she is managing examiners for IELTS and Cambridge
exams for the British Council in India and Nepal.
___________________________________________________________________________________
17.00 – 18.00 101 Room for reflection
A chance for you to reflect on the day with some guided activities.
___________________________________________________________________________________
18.15 – 19.15 DEBATE
___________________________________________________________________________________
18.15 – 19.15 Main Hall Moving away from traditional methodologies in language education – the
baby has been thrown out with the bath water
Chair: Chris Brandwood
___________________________________________________________________________________
31

NOTES
#TEC15
32

Day 2
Saturday 28 February 2015
35

Reflections
Use the space below and on the following page to help you reflect on what you learn during the
sessions you attend.
Day 2: Saturday 28 February 2015
Time Venue Event
09.00 – 10.00 Main Hall Plenary: Learning to read in India: challenges and opportunities for
What are three key things that you learned during this session?
enhancing quality in teacher education (Rukmini Banerji)
Note down any questions you want to ask the speaker during the Q&A session later today.
10.15 – 11.30 Various Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
11.30 – 12.00 Hall 4 Networking and coffee/tea break
12.00 – 13.00 Various Parallel sessions
Which session(s) did you attend?
37

Reflections
Day 2: Saturday 28 February 2015
What are three key things that you learned?
13.00 – 14.00 Hall 4 Networking and lunch break
14.00 – 15.00 Various Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
15.00 – 15.30 Hall 4 Networking and coffee/tea break
15.30 – 16.30 Main Hall Panel discussion: Evaluating the quality of teacher education
programmes – what works?
What are three key things that you learned during this session?
16.45 – 17.45 Various Workshops
Which session(s) did you attend?
38

Reflections
Day 2: Saturday 28 February 2015
What are three key things that you learned?
What are my key learning points from today?
What ideas or practices can I apply in my own work?
39

Day 2: Saturday 28 February
Time Venue Activity
08.00 – 09.00 Registration
___________________________________________________________________________________
09.00 – 10.00 Main Hall PLENARY
___________________________________________________________________________________
09.00 – 10.00 Main Hall Plenary:
Learning to read in India: challenges and opportunities for enhancing
quality in teacher education, Rukmini Banerji
With more than 96% of India's children enrolled in school, it is now
important to look beyond schooling to what children are gaining in school.
The Annual Status of Education Report ASER effort started over ten years
ago as a citizen-led, nationwide, annual household survey focussing on
children's basic learning. Reading is one of the fundamental building
blocks of learning. Without learning to read and to understand, it is hard to
make meaningful progress in the education system (and perhaps in life as
well).
For the last ten years, the Annual Status of Education Report (ASER) has
tracked basic reading and arithmetic abilities of children in India in their
own language and also periodically in English.
This large-scale evidence collected over time from every rural district in
India provides important insights into how we can think about children
learning to read in India and how to enable teachers and parents to help
children more effectively. Some solutions will also be discussed, drawing
upon experiences in different parts of India where the assessment has led
to action.
The talk will focus broadly on language acquisition including English but
locate the entire problem in the broader context of language learning and
teaching in India and also on how basic assumptions underlying school
education in India need to be revisited, rethought and reworked.
The talk will conclude by looking at possible implications for improving
quality in teacher education in general and English language teacher
education in particular.
Rukmini Banerji has been with Pratham for 18 years and is a member of
the national leadership team. Since 2005, Rukmini has also been involved
in the design and implementation of ASER (Annual Status of Education
Report) – the largest annual study ever done by Indian citizens to monitor
the status of elementary education in the country.
___________________________________________________________________________________
10.15 – 11.30 Various PARALLEL SESSION 1
___________________________________________________________________________________
10.15 – 11.15 Main Hall Frameworks – they might look dull but actually they’re really useful for
all sorts of things, John Shackleton and Tim Phillips
Frameworks in education are useful for many things: describing
competence, assessing competence, setting standards, suggesting areas
to develop, organising resources, etc. – all with the idea of improving
teaching quality and helping our learners meet their learning outcomes.
40

Day 2: Saturday 28 February
Time Venue Activity
10.15 – 11.30 Various PARALLEL SESSION 1 continued
This presentation will look at three frameworks that have a direct impact
on professional development for teachers and teacher educators – the
CPD Framework for Teachers, the CPD Framework for Teacher Educators
and the Quality Standards Framework.
John Shackleton is a Senior Training Consultant at the British Council in
Delhi. He manages the Quality Standards Programme.
Tim Phillips is head of teacher development in English and Exams in the
British Council, based in Manchester, UK, with extensive experience of
training round the world.
___________________________________________________________________________________
10.15 – 11.15 G01/02 Assessing young learners: challenges and possible solutions,
Gwendydd Caudwell (Aptis)
Increasingly, teachers are required to produce language tests both for
classroom and summative use within the schooling system. One critical
aspect of developing appropriate assessments for young learners is
understanding how cognition develops. This paper looks at the cognitive
development of young learners aged 5-17, the English ability they can
achieve at different ages and practical considerations and examples for
building successful tasks for these age groups.
Gwendydd Caudwell is Aptis Product Development Manager at the British
Council, based in Dubai. She has significant experience as a teacher and
teacher trainer and is now heavily involved in assessment and is pursuing
a PhD in the assessment of young learners.
___________________________________________________________________________________
10.15 – 11.15 G03 Chat rooms, classrooms and capabilities: implications for education of
the evolution of English in 21st-century India, Rukmini Bhaya Nair
The sacred space of the Indian classroom has long granted a special place
to the English language. This paper examines the twin processes of the
'de-sacralization' of the Indian classroom and the 'out-sourcing' of English
as a communicative tool in contemporary India. It does so by presenting
results from a project undertaken at IIT Delhi which seeks to extend the
holistic yet culturally nuanced 'Capabilities Approach' to human
development (Nussbaum and Sen, 1993) to the field of education.
Rukmini Bhaya Nair is Professor of Linguistics and English, Department of
Humanities and Social Sciences, Indian Institute of Technology, Delhi.
___________________________________________________________________________________
10.15 – 11.15 G04 Inclusive quality education: core skills for students in the 21st-century,
Rittika Chanda Parruck
An increasing body of research indicates that every country in the world
needs a high quality, inclusive and equitable school system that develops
young people who are able to:
= live and work in a globalised economy
= use their knowledge, skills and values to contribute responsibly locally
and globally.
41

Day 2: Saturday 28 February
Time Venue Activity
10.15 – 11.30 Various PARALLEL SESSION 1 continued
The British Council is developing global programmes for teachers that
support the development of core skills and competencies for young
people. This session will share the rationale and approach that we have
taken to date, and the implications for language teacher educators.
Rittika Chanda Parruck leads British Council schools work in India. Her
interests include innovative approaches to school improvement and the
impact of international partnerships in basic education.
___________________________________________________________________________________
10.15 – 11.15 G05 Q and A session, Rukmini Banerji
This is your chance to ask any questions you may have about this
morning’s plenary talk.
___________________________________________________________________________________
10.15 – 10.45 101 English for All (EfA) Mumbai: the role of teacher educators in teacher
training programmes, Radhika Gholkar
This presentation will introduce participants to the British Council’s English
for All Mumbai EfA teacher training project. It will specifically focus on the
role, training and development of teacher educators so far on the project
stating the challenges and successes. Teacher educators can potentially
ensure quality and sustainability in teacher training initiatives.
Radhika Gholkar is a Senior Teacher Trainer with the British Council,
Mumbai. She works on teacher training projects in West India and is
pursuing the Cambridge DELTA qualification.
11.00 – 11.30 Multilingualism and multiliteracy: mother-tongue literacy paving the
ground, Jeanine Treffers-Daller and Ianthi Tsimpli
We present an outline of a research project investigating multiliteracy
development for bilingual/multilingual children in India. We propose to
investigate cognitive and linguistic measures of children who vary in terms
of a) mother-tongue literacy, b) English as a subject beginning at Year 1 or
Year 3 and c) English-medium instruction. A comparison among the
performance of children attending these different educational contexts
will allow us to draw conclusions on the effects of mother-tongue literacy.
Jeanine Treffers-Daller teaches Assessment and Measurement as well as
Second Language Learning and Teaching at the Institute of Education,
University of Reading, UK.
Ianthi Tsimpli teaches Child Bilingualism, Multilingualism and Language
Impairment at the School of Psychology and Clinical Language Sciences,
University of Reading, UK.
___________________________________________________________________________________
10.15 – 10.45 102 Using narratives to improve the English language proficiency of inservice
primary school teachers, Mala Palani
The presentation aims to share the methods and techniques the
researcher used to improve the English proficiency of her in-service
teacher trainees using action research. All the trainees were firstgeneration
English users. A course based on producing narratives,
42

Day 2: Saturday 28 February
Time Venue Activity
10.15 – 11.30 Various PARALLEL SESSION 1 continued
motivated the trainees to ‘notice’ their language and work towards
acquiring the relevant vocabulary and grammar. This has implications for
course designers and teachers on pre-service and in-service teacher
training programmes as they can learn from the experience.
Mala Palani has over ten years of experience in teaching teachers. She
works towards improving in-service teachers' English proficiency and
English language teaching skills.
11.00 – 11.30 102 Using the POGIL technique for improving listening, speaking, reading
and writing skills, Baishali Bhaumik Mitra
The presentation focuses on the case study of using the POGIL (Processoriented
guided-inquiry-learning) method in developing LSRW skills for
undergraduate engineering students in the English language
communication skills laboratory. The paper describes the approach to
using POGIL and discusses the teacher and the students’ observations
about their experiences of POGIL as an alternative and effective
pedagogy. The article concludes with recommendations for further uses of
POGIL to improve English communicative competence.
Baishali Bhaumik Mitra is a Senior Assistant Professor in VNR Vignana
Jyothi Institute of Engineering and Technology, Hyderabad, India. Her
interest area is CALL, MELL and Diaspora-Literature.
___________________________________________________________________________________
10.15 – 11.15 103 CBB project impact assessment: were the eight years of distance
teacher training worth it? Lesley Dick and Richard Lunt
The Council for Business with Britain Teacher Training Project has been
running since 2006. This year qualitative and quantitative evidence was
collated to demonstrate the project impact. A documentary was made
showcasing the project and an impact assessment was commissioned to
evaluate project impact. This talk will present the findings of this impact
assessment and their pedagogical implications, using clips from the
documentary to illustrate the talk. One of the longest Sri Lankan rural
teacher training projects, the results of and methods used in the impact
assessment have relevance to other countries in the region wanting to run
rural teacher training projects.
Lesley Dick works for British Council Colombo as the ELT Projects
Manager.
Richard Lunt is a freelance consultant based in Sri Lanka.
___________________________________________________________________________________
10.15 – 11.15 104 Making textbooks communicative, Rageshree Mukherjee
This interactive workshop explores ways of exploiting textbooks to add a
‘wow’ factor and make learning more interesting, fun and creative.
Techniques include: developing a culture of enquiry through questioning,
making use of drama and role play, transforming words into art, and
exploiting resources using ICT and collaborative learning.
43

Day 2: Saturday 28 February
Time Venue Activity
10.15 – 11.30 Various PARALLEL SESSION 1 continued
This workshop will be purely practical and especially useful for primary
and secondary school teachers as we’ll be trying out the activities
together.
Rageshree Mukherjee is currently working as a Senior Teacher Trainer
for the British Council in Mumbai. She manages teacher training projects
across West India for primary and secondary teachers.
___________________________________________________________________________________
10.15 – 10.45 105 Action research in a smart way via smartphones: the new mode to
meliorate teachers, Kannampurath Lakshmi
Is the smartphone an aid to improve teacher performance at the tertiary
level? Do the observation practices in groups through smartphone
applications help in improving oneself and a team of teachers
simultaneously? The presentation focuses on the impact of using
smartphones and instant messaging applications for action research in the
quality of performance of tertiary level teachers. Also it focuses on the
practice of group assessments of teachers for the betterment of the
English learning process.
Kannampurath Lakshmi is a research scholar specializing in ELT at VIT
University with one year working experience as a communicative English
trainer.
11.00 – 11.30 Enhancing soft-skills and communicative competence through an
innovative project in West Bengal, Arindam Sengupta
This presentation aims to introduce an innovative project entitled
‘Education to Employability’ undertaken to aid learners from low economic
status in West Bengal. The project focused on developing workplace
communication in ESL through a curriculum based on the CLT approach
and used relevant tasks to do so. Based on the feedback of the project,
methods to formulate curriculum and design materials to maintain efficacy
in ESL teaching will be recommended to teacher educators.
Arindam Sengupta teaches ESL and is a teacher-trainer and curriculum
designer. He is the key trainer of the ‘Education to Employability’ project in
West Bengal.
___________________________________________________________________________________
10.15 – 10.45 106 The role of institutional leadership in teacher training and quality,
Anagha Padwad and Amol Padwad
The school head is an important link between INSET policies and
programmes and their implementation with teachers. The school head’s
mediation can positively or negatively influence teachers’ response to
INSET policies and initiatives. In this case study of a CBSE-affiliated school
we discuss the challenges and opportunities of the school head’s
mediating role and some innovations she tried in her school. We also
discuss implications and insights from her experiences and experiments.
Anagha Padwad is the Principal, Sunny’s Spring Dale School, Bhandara,
and a teacher trainer and educator with 20 years’ experience in teaching.
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Day 2: Saturday 28 February
Time Venue Activity
10.15 – 11.30 Various PARALLEL SESSION 1 continued
Amol Padwad teaches in J. M. Patel College, Bhandara. He is the
Convener, AINET, and an ELT consultant with a special interest in teacher
development.
11.00 – 11.30 Curriculum review: need and modalities to endorse prerequisite
‘language competence’ in teacher education, Harisimran Sandhu
While the ELT context in India is peculiarly wide-ranging, teacher
education is not, being largely underpinned by a uniform curriculum that
seems out of sync, among other things, with the low language proficiency
among the vast majority of teachers. This presentation builds a case to
develop minimal ‘language competence’ before imparting language
awareness and pedagogical competence among teachers. This could have
far-reaching pedagogic implications to, eventually, optimize language
learning among the target population of students.
Harisimran Sandhu is a freelance ELT professional based in India, who is
an examiner, teacher-trainer and training consultant.
___________________________________________________________________________________
11.30 – 12.00 Networking and coffee/tea break
___________________________________________________________________________________
___________________________________________________________________________________
12.00 – 13.00 Various PARALLEL SESSION 2
___________________________________________________________________________________
12.00 – 13.00 Main Hall Are we supporting teachers to address student diversity in the
classroom? Dilemmas and solutions, Renu Singh
This paper draws on data from Young Lives, a longitudinal research study
that is tracking 3,000 children in Andhra Pradesh and Telangana, India
since 2002. There are worrying signs that learning standards have fallen
since 2006. The paper discusses the findings and explores teaching
quality within both government and private schools. Policy analysis further
highlights the gaps in professional development that teachers require to
support the most disadvantaged students. Recommendations will cover
what aspects of inclusive pedagogy are critical for addressing diversity in
classrooms.
Renu Singh has over twenty-six years of teaching experience in policy
analysis and research, teacher education, general and special education
and early childhood development. She is currently working as Director,
Young Lives, India, University of Oxford and is a visiting Professor, Jamia
Millia Islamia University.
___________________________________________________________________________________
12.00 – 13.00 G01/02 How to help teachers find, create, recycle and adapt good-quality
teaching materials, Katherine Bilsborough
In this workshop we will look at ways for teacher educators to help
teachers find, create, recycle and adapt good-quality materials that are
appropriate for their learners. We will explore ways to help teachers
exploit authentic materials for classroom use and we will see how teachers
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Time Venue Activity
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can use the same materials in different ways with different groups of
students.
Katherine Bilsborough has worked in ELT since 1986 as a teacher, trainer
and author. She lives in Spain and divides her time between ELT and
gardening.
___________________________________________________________________________________
12.00 – 13.00 G03 LearnEnglish Schools: ICT solutions for teachers and learners with
limited internet access, Deepali Dharmaraj, Nirupa Fernandez and
Samyuktha Balakrishnan
This talk covers the conception and development of an offline digital
resource for learners: LearnEnglish Schools. We will demonstrate the
content and share lessons learnt while using it in a wide variety of
contexts. We will also give practical suggestions for developing similar
material, outlining how digital content can be created and exploited in
both high- and low-resource areas. Case studies will enable those
attending to adapt the content for use in their contexts.
Nirupa Fernandez is Assistant Director, Samyuktha Balakrishnan is
Senior Project Manager, and Deepali Dharmaraj is Senior Teacher Trainer
with English Partnerships, British Council India.
___________________________________________________________________________________
12.00 – 13.00 G04 Multilinguality as a strategy to reach English language learners,
Kirti Kapur
The presentation shares my experience as a teacher participant-observer
in a government primary school for girls during a three-month field
research. Using a pedagogy that includes bilingual texts and activities in
the mother-tongue, I facilitated improved student participation and
engagement with English language learning. Detailing these processes
and learning outcomes will underscore the significance of reflection on
pedagogy and methodologies used for teaching English in a multicultural
and multilingual society.
Kirti Kapur, Associate Professor, works at NCERT, New Delhi. Her area of
specialization is curriculum, syllabus, textbook and teacher development
materials with training.
___________________________________________________________________________________
12.00 – 13.00 G05 Needs analysis for English language teacher development: lessons
from Gujarat and Madhya Pradesh, David Hayes
English is regarded as the key to economic advancement by parents of
children in schools across India who press state governments to
strengthen their teaching in schools. State governments respond by
developing in-service teacher education (INSET) programmes to improve
teaching quality and thus student outcomes. This presentation examines
needs analysis for INSET at the primary level in Gujarat and Madhya
Pradesh, the results of the analyses and recommendations for effective
INSET in these states.
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Day 2: Saturday 28 February
Time Venue Activity
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David Hayes has extensive experience of INSET programmes in South and
South-East Asia. He is the editor of the recent British Council publication
Innovations in the Continuing Professional Development of English
Language Teachers.
___________________________________________________________________________________
12.00 – 13.00 101 Providing feedback on students' writing: some effective strategies,
Kalyan Chattopadhyay
In this workshop, I will begin by investigating what steps teachers follow in
providing feedback on their students’ writing, how they structure such
feedback, and what strategies they use. Participants will work on examples
of two main categories and four types of feedback, relate them to the
current feedback writing practices, identify and discuss a range of
feedback strategies they may consider and adopt in students’ language
development.
Kalyan Chattopadhyay works as Director, English Language Centre at
Bankim Sardar College, Coordinator, IATEFL Young Learners and
Teenagers SIG, Vice-President of AsiaCALL, and Cambridge University
Press author.
___________________________________________________________________________________
12.00 – 13.00 102 Using cloze-based summaries to develop reading comprehension:
materials for ESL teachers, Lina Mukhopadhyay
Reading comprehension abilities range from understanding isolated bits of
information in a text to discourse level knowledge. This paper presents a
study in which discourse level comprehension abilities of a group of 25
foreign language learners of English could be assessed fairly accurately
through a cloze-based summary task. The findings indicate that teachers
and teacher educators can teach higher-level comprehension abilities by
using innovative materials as used in this study.
Lina Mukhopadhyay teaches at the Department of Materials
Development, Testing and Evaluation, EFL University, Hyderabad, India. She
researches in SLA, bilingual education and language assessment.
___________________________________________________________________________________
12.00 – 13.00 103 Monitoring and evaluating large-scale teacher education projects,
Sobia Nusrat
This presentation will discuss the issues and challenges faced in creating
and implementing a monitoring and evaluation framework for large-scale
projects, with emphasis on the Punjab Education and English Language
Initiative (PEELI), a teacher training project aiming to improve the ability of
180,000 Pakistani government school teachers to teach through the
medium of English.
Sobia Nusrat (Project Manager – PEELI) has been working with the British
Council since 2013. Sobia has a keen interest in education reform and
monitoring and evaluation.
___________________________________________________________________________________
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Day 2: Saturday 28 February
Time Venue Activity
12.00 – 13.00 Various PARALLEL SESSION 2 continued
12.00 – 13.00 104 Focused reflections: practical considerations for exploiting video-led
self-observation within teacher development programmes,
Christopher Thorn
The opportunity that the use of video offers teachers to observe and
review their own classroom practice makes it a potentially powerful
component of teacher development programmes. Drawn from
experiences within a current Malaysian in-service programme, this paper
considers the conditions required for a process of video-enabled selfobservation
to be effectively adopted by practitioners as well as the
options available to teacher development programme designers.
Chris Thorn supports the development of Malaysian state school teachers
through the provision of local mentoring and training as well as national
blended-learning programmes.
___________________________________________________________________________________
12.00 – 13.00 105 Ways of practising vocabulary in context, Jon Parnham (British
Council workshop)
In this workshop participants will experience different ways of practising
vocabulary in a specific context through a series of fun interactive
activities. Participants will be made aware of the different aspects of
teaching vocabulary (i.e. meaning, pronunciation and form). Upper primary
and secondary teachers, teacher educators and Master Trainers will
benefit from this workshop. Teachers will come away with a range of
activities and some games that they can easily use in their own context.
Jon Parnham is the Senior Training Consultant at British Council Mumbai
where he manages teacher training projects across West India for primary
and secondary teachers.
___________________________________________________________________________________
12.00 – 13.00 106 ET:TE+ Contrast of supportive and sustainable activities for rural state
teachers in Nepal, Vaishali Pradhan
This talk will present an overview of the British Council’s ET:TE+ (English
for Teaching:Teaching for English) project in Nepal (cascade delivery, in
conjunction with the Ministry of Education, Nepal). An outline of the three
stages of training will be presented highlighting the supportive purpose of
the first, the sustainable nature of the second, and the autonomy of the
third. Evidence and argument for pedagogically sound cascade teacher
training projects will be given.
Vaishali Pradhan is a CELTA certified teacher trainer who has been
working for the British Council Nepal since 2009. She currently manages
British Council Nepal’s projects in the areas of English and education.
___________________________________________________________________________________
13.00 – 14.00 Networking and lunch break
___________________________________________________________________________________
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Day 2: Saturday 28 February
Time Venue Activity
14.00 – 15.00 Various PARALLEL SESSION 3
___________________________________________________________________________________
14.00 – 15.00 Main Hall Can teachers teach? An introduction to Demand High, Jim Scrivener
Contemporary teachers have become mainly classroom managers and
operators of materials. Is this really what we wanted when we became
“communicative”? When I observe lessons I often see a teacher doing little
more than announcements to start up and close down activities. There is a
lack of “up-close” skills, no “hands-on” language work and minimal
engagement with the process of learning. This talk asks whether current
ELT may have painted itself into a corner. As an alternative I will propose
“Demand-High”, an argument for active, interventionist, challenging
teaching.
Jim Scrivener is a writer, trainer and Teacher Training Ambassador for
Bell. He wrote the prizewinning books Learning Teaching, Teaching English
Grammar and Classroom Management Techniques.
___________________________________________________________________________________
14.00 – 15.00 G01/02 The Survey of ELT Research in India: how can it help you?
Paul Gunashekar, Lina Mukhopadhyay and Richard Smith
In this talk we invite you to interact with the contents of the Indian ELT
research database which has been developed by EFL University, Warwick
University and British Council India via consultations with 25+ institutions
over the last two years. We discuss academic and technical issues
underlying its construction, demonstrate ways it can be searched for
different purposes, and provide an overview of its contents. Finally we
show how this is a dynamic database which you can update with details of
your own research.
Paul Gunashekar is a Professor in the Department of Materials
Development, Testing and Evaluation, and Dean, Publications at the
English and Foreign Languages University, Hyderabad. He edits the EFLU
research journal Languaging, and is the Indian English consultant to the
Oxford Advanced Learner’s Dictionary.
Lina Mukhopadhyay teaches at the Department of Materials
Development, Testing and Evaluation, EFL University, Hyderabad, India. She
researches in SLA, bilingual education, and language assessment
Richard Smith, University of Warwick, UK, coordinates the TELC network
(bit.ly/telcnet-home) as well as IATEFL's Research SIG
(http://resig.iatefl.org).
___________________________________________________________________________________
14.00 – 15.00 G03 'Located' teacher education: redesigning the curriculum of a teacher
training programme from a socio-cultural perspective, Meera Srinivas
The presentation examines the curriculum of a distance training
programme for English teachers in rural, backward areas, from a sociocultural
perspective. It critiques the 'top-down' approach of the curriculum
that ignores the socio-cultural constraints of learning and the 'voices' of
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Day 2: Saturday 28 February
Time Venue Activity
14.00 – 15.00 Various PARALLEL SESSION 3 continued
teachers and educators. It argues for an 'inclusive' curriculum that is
socially appropriate and mediated, to enhance the impact potential of the
programme. This will have profound implications for teacher education
curriculum design in multicultural contexts.
Meera Srinivas is an Associate Professor in English and Foreign
Languages University. Her areas of interest include curriculum design,
materials development and teacher education.
___________________________________________________________________________________
14.00 – 15.00 G04 Monitoring, evaluation and learning on innovation in English language
teacher education: a case study, John Simpson
The talk begins by recognising that ‘quality education’ is a broad term and
that there are quality issues to be addressed in many parts of the
education system, not only those linked directly to teaching. This
presentation mentions some of the current challenges to quality English
language teacher education (ELTE), then focuses on innovation in ELTE
and the monitoring, evaluating and learning (MEL) of this as means to
strengthen the quality of the classroom experience. Simple tools for
assuring the quality of an intervention will be shared, along with practical
ways of evaluating ELTE outcomes and disseminating learnings gained in
the processes of innovation. The potential impact of such approaches to
MEL for ELTE, particularly in state education systems, will be considered.
John Simpson is the British Council’s Senior Adviser in English for
Education Systems, sub-Saharan Africa. He is Director of the STEM project
(supporting teachers’ English through mentoring), and Technical Adviser
to Bristol University’s LaST innovation (language supportive textbooks and
pedagogy), research studies in Rwanda.
___________________________________________________________________________________
14.00 – 15.00 G05 Certifiable teachers: how to enhance your career through the IELTS
and DELTA Module 1 exams, Steven Baker
Is Continuing Professional Development important to you? This interactive
workshop looks at how the IELTS exam or the DELTA Module 1 can
enhance your career. Whether you wish to demonstrate your English
language abilities or find out how good your English language teaching
subject knowledge is, getting a globally recognised qualification not only
measures your existing skills and knowledge, it shows that you are willing
to take on new challenges and keep learning.
Steven Baker is an Academic Manager at the British Council teaching
centre in New Delhi. He has worked as an IELTS examiner and a Cambridge
Delta Local Tutor.
___________________________________________________________________________________
14.00 – 15.00 101 Establishing a connection: finding value in teacher networks, Kerry
Carruthers
In this age of instant communication and growing access to global
information, we have increased opportunity to connect with others. Then
50

Day 2: Saturday 28 February
Time Venue Activity
14.00 – 15.00 Various PARALLEL SESSION 3 continued
why do some teachers still feel so alone in their classrooms? Using a case
study of primary school teachers in East Malaysia, this paper will examine
a combination of social, cultural and institutional influences, exploring how
they are affecting the creation of teacher networks and discussing the
wider implications for continuing professional development.
Kerry Carruthers is a Teacher Mentor on the British Council ELTDP
project in collaboration with the Malaysian Ministry of Education.
___________________________________________________________________________________
14.00 – 15.00 102 Literature in the English language classroom, Suganthi T Krishnan
(British Council workshop)
This practical workshop explores the effective use of literature in young
adult and adult classes. The focus area is using literature as authentic
material to broaden learners’ horizons. Activities include using literature to
understand culture, to learn vocabulary, and to effectively use readers in
the teens/adults classroom to teach both General and Business English.
This workshop will be highly interactive and will be useful for secondary
school teachers, teacher educators and trainers.
Suganthi T Krishnan is an Academic Manager in the British Council’s
Chennai English Language Centre. She is a teacher-trainer, teacherdeveloper
and DELTA local tutor.
___________________________________________________________________________________
14.00 – 15.00 103 Internalization of English language for primary school learners
through a teacher enhancement programme, Sherin Shervani
The presentation focuses on the speaking power and English language
proficiency of teachers in English-medium schools in India. It is designed
as an (ESP) programme for teachers. The content of the programme is to
enhance the ability of the teachers to use English in their day-to-day
activities in the school. The use of English language in context helps them
to develop understanding of using simple English language phrases and
sentences with students.
Sherin Shervani is a teacher trainer at the Academy for Teacher Training,
Ilyas Educational Institutions, who is currently working in coordination with
Al Barkaat Public School and English Access Microscholarship Program,
Department of State, USA, Aligarh Muslim University, Aligarh.
___________________________________________________________________________________
14.00 – 15.00 104 The Regional English Support Centres network in Sri Lanka: an impact
evaluation consultancy, Christopher Tribble
The Regional English Support Centres were set up in Sri Lanka in 1988 to
support English language teachers in the government school system
nationwide. This paper reports on the impact evaluation consultancy. The
findings from this review process will be summarised and the extent to
which the RESC model might be used as a means for supporting
interventions to strengthen English language teaching in other parts of the
world will be commented on.
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Day 2: Saturday 28 February
Time Venue Activity
Christopher Tribble is currently lecturing in Applied Linguistics at King's
College London and he maintains his practice in project evaluation and in
documentary photography.
___________________________________________________________________________________
14.00 – 15.00 105 Storytelling techniques for improving the speaking skills of students at
the tertiary level, Pushpa Nagini Sripada
Storytelling techniques provide opportunities to improve spoken English.
The session shares with participants the materials to be used to enhance
oral proficiency like story telling techniques – use of idioms, pictures,
collocation, newspapers for developing stories. With slight modification,
most of the activities can be used by teachers for students at intermediate
and advanced level.
Pushpa Nagini Sripada is a Professor of English, Sathyabama University,
Chennai, India, and a storyteller, IELTS and soft skills trainer. With a PhD in
vocabulary teaching, her specialisations include syllabus design and
material development.
___________________________________________________________________________________
15.00 – 15.30 Networking and coffee/tea break
___________________________________________________________________________________
___________________________________________________________________________________
15.30 – 16.30 Main Hall PANEL DISCUSSION
___________________________________________________________________________________
15.30 – 16.30 Main Hall Evaluating the quality of teacher education programmes – what
works?
Panel: David Hayes (Brock University, Canada), Rama Mathew (Delhi
University), John Simpson (British Council), Renu Singh (Young Lives
India),
Chair: Sara Pierson (British Council)
___________________________________________________________________________________
16.45 – 17.45 Various WORKSHOPS
___________________________________________________________________________________
16.45 – 17.45 Main Hall Videocameras in English language teaching, Jamie Keddie
During the last few years, we have seen an increasing interest in videorecording
devices in language teaching and teacher training (camcorders,
webcams, mobile phones, etc.). In this practical talk, I will present a
number of videos which have been created by learners, teachers and
trainers. Out of this, we will examine a variety of applications for such
devices and evaluate them accordingly. We will discuss practical,
pedagogical, technological and social issues along the way.
Jamie Keddie is the founder of Videotelling.com and Lessonstream.org.
His publications include Images (OUP, 2009) and Bringing Online Video into
the Classroom (OUP, 2014).
___________________________________________________________________________________
52

Day 2: Saturday 28 February
Time Venue Activity
16.45 – 17.45 G01/02 Dictionaries and corpus workshop, Elaine Higgleton
All good dictionary publishers – such as Collins – have been using corpus
information about how language is used to write and update dictionaries
for nearly 30 years. It is a process that many of us are familiar with and
have seen presented many times before. In this combined talk and
workshop we will be hearing about some of the latest corpus-driven
updates made to the latest edition of Collins English Dictionary, trying our
hand at interpreting corpus data to spot recent changes in the language
and using corpus data to draft our own dictionary entries.
Elaine Higgleton is the International Publisher for Collins Learning, a
division of HarperCollins Publishers. She has had a long and varied career
in publishing, from the ELT Dictionary Division at OUP to Chambers in
Edinburgh and then moving to Collins in 2001.
_________________________________________________________________________________
16.45 – 17.45 G03 The role of IATEFL and the TT Ed SIG in the development of teachers
and teacher educators, Kalyan Chattopadhyay and Burcu Tezcan-Unal
(IATEFL)
In this talk we will explore how IATEFL and the Teacher Training and
Education SIG (Special Interest Group) can help teacher educators to
develop. Reference will be made to webinars, other online resources,
newsletters, workshops, conferences and links with other teacher
associations.
Kalyan Chattopadhyay works as Director, English Language Centre at
Bankim Sardar College, Coordinator, IATEFL Young Learners and
Teenagers SIG, Vice-President of AsiaCALL, and Cambridge University
Press author.
Burcu Tezcan-Unal has been an active member of the ELT community for
years. In Hyderabad, she will represent the IATEFL TT Ed SIG (Special
Interest Group) as the events coordinator.
___________________________________________________________________________________
16.45 – 17.45 G04 How to be an IELTS examiner, Radhika Chebrol
This workshop will give attendees an overview on the role of the examiner
in IELTS. It will cover the minimum requirements needed to become an
examiner, the various stages of the recruitment process and the benefits
of being associated with the British Council. Aspirants can seek clarity
during the workshop and even register their interest to become an
examiner on the spot.
Radhika Chebrol has been in the field of English Language teaching for
15 years. Currently she is managing examiners for IELTS and Cambridge
exams for the British Council in India and Nepal.
___________________________________________________________________________________
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Day 2: Saturday 28 February
Time Venue Activity
16.45 – 17.45 G05 Tips on how to write speaking assessment for your classroom,
Gwendydd Caudwell and Mark Elliott
This practical workshop is aimed at teachers who would like to learn more
about how to design useful classroom tests. A well-designed classroom
assessment can help your students become better at speaking. This
workshop will open your eyes to all the things you need to consider when
writing a speaking test for your students and help you make sense of
which is the best way to do it for your context. You will get practical tips
and advice from British Council assessment experts that you can
immediately put to practice in your classrooms.
Gwendydd Caudwell is Aptis Product Development Manager at the British
Council, based in Dubai. She has significant experience as a teacher and
teacher trainer and is now heavily involved in assessment and is pursuing
a PhD in the assessment of young learners.
___________________________________________________________________________________
16.45 – 17.45 101 Room for reflection
A chance for you to reflect on the day with some guided activities.
___________________________________________________________________________________
54

Day 3
Sunday 1 March 2015
57

Reflections
Use the space below and on the following page to help you reflect on what you learn during the
sessions you attend.
Day 3: Sunday 1 March 2015
Time Venue Event
09.00 – 10.00 Main Hall Plenary: A fine balance – English language teacher education in
21st-century India (Alison Barrett)
What are three key things that you learned during this session?
Note down any questions you want to ask the speaker during the Q&A session later today.
10.15 – 11.30 Various Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
11.30 – 12.00 Hall 4 Networking and coffee/tea break
12.00 – 13.00 Various Parallel sessions
59

Reflections
Day 3: Sunday 1 March 2015
Time Venue Event
Which session(s) did you attend?
What are three key things that you learned?
13.00 – 14.00 Hall 4 Networking and lunch break
14.00 – 14.30 Various Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
14.45 – 15.45 Main Hall Plenary: Teacher education and quality assurance (Paul Gunashekar)
What are three key things that you learned during this session?
60

Reflections
Day 3: Sunday 1 March 2015
Time Venue Event
15.45 – 16.15 Main Hall Valedictory
What are my key learning points from today?
What ideas or practices can I apply in my own work?
61

Day 3: Sunday 1 March
Time Venue Activity
09.00 – 10.00 Main Hall PLENARY
___________________________________________________________________________________
62
09.00 – 10.00 Main Hall Plenary: A fine balance: English language teacher education in
21st-century India, Alison Barrett
Over the last five years, the role of the teacher educator has risen to
prominence in India and beyond. Through the input and support that a
teacher educator provides to practising classroom teachers, the potential
contribution that she can make to achieving quality in the classroom is
immense. But to be effective, a teacher educator has to balance the
priorities of a number of different stakeholders within the system and she
needs to ensure that her approach is based on sound pedagogical
principles, is relevant, appropriate and feasible. Not only this, but a
teacher educator must balance what she knows from the evidence she
has gained from academic research and experience with the specific
realities and needs of the context within which she works. For example,
she knows that teachers must be motivated and supported to become
self-directed learners, but how can they be when they have no time,
resources or experience of autonomous learning? How can in-service
programmes move away from one-off face-to-face teacher training input
to holistic programmes of continuing professional development where
knowledge and experience is co-constructed rather than force-fed? How
can technology be best exploited to facilitate improvements in quality
teacher education when infrastructure is new and teachers ICT skills are
low? How can teacher educators balance the need for data which drives
accountability with data that drives improvements? This session will
explore the tensions that result from trying to balance what we know
theoretically with what can actually be done, and recommend some
practical ways to move forward in the 21st century.
Alison Barrett is Director English for Education Systems, South Asia,
British Council, and responsible for overseeing English language
development programmes in partnership with the public sector across the
region.
___________________________________________________________________________________
10.15 – 11.30 Various PARALLEL SESSION 1
___________________________________________________________________________________
10.15 – 11.15 Main Hall Towards understanding teacher motivation for professional
development, Krishna K Dixit
The aim of this paper is to explore some key factors affecting English
teacher motivation for professional development. The paper is based on a
study involving 100 teachers working at secondary, higher secondary and
tertiary levels. The findings indicate that support, incentives, recognition,
perceptions about professional development, career structure play a
crucial role in sustaining and cultivating teachers’ motivation for
professional development.
Krishna K Dixit is a teacher and teacher educator. He has an MA (English
Literature) and MEd (ELT) from Marjon (UK) on Hornby Trust Scholarship.
___________________________________________________________________________________

Day 3: Sunday 1 March
Time Venue Activity
10.15 – 11.30 Various PARALLEL SESSION 1 continued
10.15 – 11.15 G01/02 Why is English so difficult? Empowering teachers through a better
understanding of the history of the English language, Elaine Higgleton
(Collins)
Most Indian school teachers of English have studied the language
predominantly through literature. Language, when taught, focuses on the
functional and the communicative. But teachers often ask me: why is
English is so difficult? Why is English spelling so irregular? Why is the
plural of man MEN? Give me a magic bullet to make teaching English easy.
While there is no single magic bullet, teachers can be empowered to
become more confident about the complex rules of the English language
today.
Elaine Higgleton is the International Publisher for Collins Learning, a
division of HarperCollins Publishers. She has had a long and varied career
in publishing, from the ELT Dictionary Division at OUP to Chambers in
Edinburgh and then moving to Collins in 2001.
___________________________________________________________________________________
10.15 – 10.45 G03 Exploring metacognition of young learners: a study of three classroom
strategies, Kuheli Mukherjee
This presentation explores the practices of a West Bengali ESL teacher
who tries to enable learners to use metacognition to enhance their
learning and introduces learner autonomy in a large Indian classroom.
Three classroom strategies will be investigated to show how learners'
metacognitive strategies are used in evaluating teaching technique, in
diagnosing where learners need reinforcement and in developing
assessment rubric. Such activities have implication for teachers trying to
pave the way for learner empowerment and enhanced learning.
Kuheli Mukherjee, a senior teacher of ESL, won scholarships to specialize
in TESOL teacher education, has developed curriculum and materials and
presented in international conferences.
11.00 – 11.30 Learning to use digital materials: what makes the training of teachers
effective? Annie Besant Tresa Rani
With a wide range of digital resources available for teaching and learning
English, the challenge for teachers is how to implement these resources
efficiently and motivate their learners to use them successfully in the long
term. This process can be supported through training teachers on digital
resource implementation. This presentation aims to explore and identify a
possible framework for a successful digital training programme that can
help teachers ensure effective use of appropriate digital resources.
Annie Besant Tresa Rani works for the British Council as Editor – Online
learning, English Digital Partnerships. Non-traditional and digital publishing
are her forte.
___________________________________________________________________________________
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10.15 – 10.45 G04 Refresher courses in English: their role in ensuring quality in ELT,
Prithviraj Thakur
Refresher courses are mandatory for the career advancement of college
and university teachers in India. This presentation aims to discuss how
effective the refresher courses in English have been in the professional
development of English teachers at college and university level.
Prithviraj Thakur teaches English at the G. S. Science, Arts and
Commerce College, Khamgaon, Maharashtra. His interests are ELT, teacher
development and translation.
11.00 – 11.30 A Faculty Development Programme (FDP) on using corpus in ELT
classrooms: an evaluation, Vijayakumar Chintalapalli
This paper discusses the findings of a Faculty Development Programme
(FDP) on the viability of incorporating corpus-based language teaching
(CBLT) materials and methods in teaching English in technical institutions.
The data collected with the help of a questionnaire, a checklist, and a
researchers’ journal from 30 experienced professors of English are
analysed to evaluate the possibility. Implications for the practical
application of CBLT with regard to materials, task types and methodology
are presented.
Vijayakumar Chintalapalli is an assistant professor of English in VIT
University, Vellore. He has a PhD in ELE from the EFL University,
Hyderabad.
___________________________________________________________________________________
10.15 – 10.45 G05 Using assessment criteria to develop argumentative essay writing,
Sruti Akula
A study using assessment criteria as pedagogic tools to develop
argumentative essay writing was conducted with higher secondary school
learners. This study observed that assessment criteria can become
effective pedagogic tools to foster learner autonomy and enhance learner
awareness about the features of the genre. The approach adopted and
other ways and contexts in which assessment criteria can be used will be
discussed for teachers to experiment in their classrooms.
Sruti Akula is doing a PhD in English Language Education at The English
and Foreign Languages University, Hyderabad. Her areas of interest are
academic reading, teaching and writing.
11.00 – 11.30 Observation and reflection: study in the engineering context,
Venkateswara Udayakumar
This study investigates the importance of collaborative action research in
teaching English at the tertiary level in engineering colleges. The study
focuses on language teachers and their role in observing, reflecting and
tackling the problems of the learners in the language classrooms. The
present study was conducted at Kanyakumari District, Tamil Nadu, India.
Nine faculty members from three different engineering colleges
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participated in the study. The need for advancement in teaching practices
is discussed before the conduct of the research and the fruitful outcomes
are outlined in detail.
Venkateswara Udayakumar is a research scholar, working as Associate
Professor in the Department of English, St Joseph’s College, Chennai.
___________________________________________________________________________________
10.15 – 10.45 101 Transforming classroom practices with the aid of audio-visual teacher
professional development materials, Shahanaj Parvin
Classroom pedagogy explained only through definitions and discussions
are not enough to equip underprivileged rural teachers with skills to apply
in everyday teaching. Instead audio-visual materials can help them
internalize and practise the techniques more efficiently. English In Action
(EIA), a language development project in Bangladesh, has initiated a
programme using a combination of audio-visual and print-based materials
with the aim to make classroom teaching more contextual and interesting
compared to traditional practices.
Shahanaj Parvin, Senior Core Trainer in English In Action, is working in
the field of teacher education in Bangladesh.
11.00 – 11.30 The potential of dialogic interaction as a tool for mediating learning
during pre-service teacher education, Mike Chick
This paper examines how an emphasis on dialogic interaction and
exploratory talk during post-teaching meetings can be beneficial to preservice
Second Language Teacher Education (SLTE). The ways in which
such an approach promotes long-term reflective practice and how inquirybased
talk raises awareness of the complexity involved in developing
pedagogic expertise will be discussed. In addition, research findings
relating the importance to effective dialogic teaching of a linguistic and
methodological knowledge base will be presented.
Mike Chick is the award leader for the BA TESOL (Minor) Degree at the
University of South Wales.
___________________________________________________________________________________
10.15 – 10.45 102 Gauging learner-centredness of a language teacher-educator in India:
experiences from a DIET (District Institute of Education and Training),
Sumita Sarkar and Sarita Pandey
To learn actively in school, language, as the medium of instruction, has to
be learner-centred for primary school entrants. This presentation looks at
a case study of how a teacher-educator introduced language issues to her
class of student-teachers in a DIET. This ethnographically led research
collected data from classroom observations and semi-structured
interviews and analysed it thematically. What emerged in a lively
classroom discussion were challenges to the current three language
formulae, and many alternative suggestions.
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Sumita Sarkar is a PhD student at Centre for Research in Education and
Education Technology, Open University, UK. Her research interests are
teacher education, constructivism, education quality and OERs.
Sarita Pandey has been a lecturer at DIET, Lucknow for the last 17 years.
She teaches Hindi, English, Sanskrit, Geography and Pedagogy.
11.00 – 11.30 102 Academic reading and writing in English: the theory and practice,
Partha Sarathi Misra
This paper focuses on the importance of teaching academic reading and
writing in English for ensuring the quality of the professional growth of
English teachers who often struggle hard to engage themselves with
academic texts written in English. It also presents an analysis and a
summary of the academic reading and writing experiences of a group of
postgraduate students of Education of an Indian university who attended a
course on academic reading and writing.
Partha Sarathi Misra is a faculty member of Azim Premji University,
Bangalore. He teaches ‘Academic Reading and Writing’ and ‘Curriculum
Material Development in English.’
___________________________________________________________________________________
10.15 – 10.45 103 The usefulness of workshops in improving classroom teaching: a study
of in-service English teachers, Vivek Agrawal
The paper focuses on the usefulness of workshops in improving classroom
teaching organized on campus or off campus for language. To find out the
usefulness of these workshops, ten in-service ESL teachers were given a
questionnaire. The utility of workshops will be studied through the analysis
of questionnaire responses and classroom observations. The improvement
in their classroom teaching will be observed by the tools and techniques
used in their classrooms learned in workshops.
Vivek Agrawal teaches at IPS College of Technology and Management,
Gwalior, as an Associate Professor, and specializes in Communication
Skills, ELT.
11.00 – 11.30 Interface between training and classroom practices: a study of British
Council training on writing skills, Hitesh C. Bhakat
This paper discusses the efficacy of British Council training on developing
learner language skills in English. The paper is based on a research study
conducted to assess the effectiveness of training on writing skills. The
paper investigates the impact of training on learner learning outcomes
and assesses teachers’ awareness in understanding transactional skills in
classroom practices to maximize the training benefit and to improve the
quality of English education.
Hitesh Chandra Bhakat, Lecturer at the Regional Institute of English,
South India, Bangalore, handles professional development, produces
materials and undertakes research studies.
___________________________________________________________________________________
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10.15 – 10.45 104 A study on investigating the perception of task-based language
teaching among ESL teachers, Malathy Bakeerathan
Task-based Language Teaching (TBLT), one of the most influential
branches coming out of Communicative Language Teaching, drives the
learners to be engaged in meaningful acquisition of language. This paper
aims at investigating the awareness and attitudes of teacher trainees
towards implementing TBLT in their ESL classrooms. The forty teacher
trainees involved in the study were following in-service training in a
particular Teachers’ Training College in Sri Lanka.
Malathy Bakeerathan is a lecturer at English Language Teaching Centre,
University of Jaffna, Sri Lanka. Her research interests include TBLT.
11.00 – 11.30 Teacher education for all: analysing inclusivity in large-scale English
language teacher education programmes in Bihar, Samathmika Balaji
and Mrinalini Sen
This paper aims to present an analysis of how inclusivity is placed in the
current state policy for English language teacher education in Bihar. By
examining available documentation of teacher education initiatives by
Bihar state government via nodal educational agencies, the paper seeks
to identify successful and unsuccessful attempts to ensure inclusivity, by
presenting an assessment of its practical implementation in policy and
practice and creating models for better policy management in teacher
education.
Samathmika Balaji is a Senior Teacher Trainer East India, British Council,
Kolkata, and specializes in materials development for English language
teacher education and teacher education projects management.
Mrinalini Sen is Co-ordinator English Partnerships East India, British
Council, Kolkata and specializes in teaching young learners and teacher
education for primary and secondary school teachers.
___________________________________________________________________________________
10.15 – 11.15 105 'Set the word itself against the word'. How Shakespeare uses
vocabulary to unlock meaning and creative thought, John Gardyne
Shakespeare worked at a time when modern English was in its formative
stage. This interactive workshop explores how Shakespeare uses the basic
building blocks of grammar, structure and vocabulary to explore meaning
and nuance in spoken English in a way that can be accessed by students
at all levels of competency and how teachers can share these concepts
with their students.
John Gardyne is Head of Drama and Performance at Trinity College
London. He has spoken internationally at numerous events worldwide
about the synergies between drama and language learning, including
TEC13 and TEC14.
___________________________________________________________________________________
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10.15 – 10.45 106 Teacher educators’ attitudes and level of CALL use for EFL instruction:
a Yemen survey, Mohialdeen Alotumi
This paper examines teacher educators’ level of CALL use and the effect
of their attitudes on the level of CALL utilisation. The findings suggest that
teacher educators had a limited level of CALL use for EFL instruction and
they maintained positive attitudes towards the use of CALL. A correlation
analysis revealed a significant positive correlation between teacher
educators’ level of CALL use and their attitudes towards CALL. Greater
considerations are recommended for CALL utilisation.
Mohialdeen Alotumi is a PhD scholar at the English and Foreign
Languages University, Hyderabad. His Masters was in TESOL from Murray
State University, KY, USA.
11.00 – 11.30 A proposed vision for developing the teaching process in English
departments of Yemeni universities, Marwan Saeed Saif Moqbel
This paper sheds light on the teaching competencies required from a
university teacher and the importance of possessing them. It focuses on
the reasons behind the low quality of teaching in English departments of
Yemeni universities, offering a vision for improving the teaching process in
these departments. The paper may motivate Yemeni universities to rethink
about the terms of appointing new faculty members of English
departments and to start training the old ones in teaching.
Marwan Saeed Saif Moqbel teaches at Ibb University in Yemen. He has 12
years’ experience in ELT and has co-authored four research papers.
___________________________________________________________________________________
10.15 – 10.45 201 Value of workplace learning in teacher education: reflecting on an inservice
training programme, Anisa Al Maskari
This presentation explores the workplace-learning tasks required in an inservice
teacher training programme, the Centre Associates Programme, in
Oman. It presents the nature of these tasks, rationale and the
requirements of fulfilling them. It also sheds light on how effective those
tasks are in enhancing classroom teaching performance from the point of
view of both participants and trainers. Implications for improving the
effectiveness of workplace learning tasks will be explored
Anisa Al Maskari is an in-service teacher trainer working for the MoE,
Oman. She holds an MA in TESOL (Teacher Education) from the University
of Leeds, UK.
___________________________________________________________________________________
10.15 – 11.15 203 Teaching young learners: why one size doesn't fit all, Anagha Mukund
(British Council workshop)
This interactive workshop aims to:
a) raise awareness of different learner styles and
b) equip teachers and teacher educators with teaching techniques and
strategies required to plan interactive lessons which cater to different
learning styles in a Young Learner context.
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This session will be suitable for teachers of young learners, as well as
teacher trainers. Participants will practise a variety of games and activities
designed to engage and motivate different types of young learners.
Anagha Mukund has been working as a teacher since 2007. She is a
teacher trainer and Academic Manager at the British Council English
Language Centre in Chennai.
___________________________________________________________________________________
11.30 – 12.00 Networking and coffee/tea break
___________________________________________________________________________________
___________________________________________________________________________________
12.00 – 13.00 Various PARALLEL SESSION 2
___________________________________________________________________________________
12.00 – 13.00 Main Hall Reviewing and improving quality in large-scale teacher education and
development programmes, Sara Pierson and Duncan Wilson
The British Council has developed and implemented large-scale teacher
education and development programmes for English teachers in diverse
contexts globally. In 2014, we devised a comprehensive new approach to
reviewing the quality of these programmes. Importantly, this new approach
aims to facilitate the sharing of knowledge and best practice between
teams based in different locations. This session will provide an overview of
this Programme Quality Assurance Framework (PQAF), and discuss the
lessons learnt from piloting the framework in a variety of contexts.
Sara Pierson is Head of English for Education Systems with the British
Council in London and responsible for its English teacher development
programmes globally.
Duncan Wilson is Regional Director of English for Education Systems
(EES), and coordinates the British Council‘s English public-sector work
across 11 countries in East Asia.
___________________________________________________________________________________
12.00 – 13.00 G01/02 Enabling customized teacher education to maximize its effectiveness,
Balasubrahmanian S.
As the teacher is one of the prime enablers of learning, this presentation
will analyse teacher education broadly from a needs and possible
solutions perspective, through using the EZ Vidya Teacher Empowerment
Framework. This framework outlines the broad contours of teacher
education to enable us to look at various 'kinds' of teachers, the
implications and possible focus of training programmes being designed to
suit specific needs. The possible implications of the framework are
designing targeted teacher education programmes in the field that are
likely to be more effective.
Balasubrahmanian S., Head - Educational Partnerships, EZ Vidya, leads
the consulting arm of EZ Vidya, an education research and innovation
organization working with more than 1,000 schools across India and
abroad.
___________________________________________________________________________________
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Day 3: Sunday 1 March
Time Venue Activity
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12.00 – 13.00 G03 Reflection as a tool for sustaining and assessing self-directed
Continuing Professional Development, Padmini Shankar Kankata
This paper explores the role of reflection in individual-initiated, selfdirected
CPD. The content and the outcome of reflection of ten in-service
university teachers are examined with a view to a) identifying factors that
trigger reflection, and b) mapping areas of growth subsequent to
reflection, as assessed by teachers. Findings show that teachers’ urge to
develop themselves not only emerged from but was also closely aligned to
student learning, leading to instances of enhanced student achievement.
K. Padmini Shankar teaches at the English and Foreign Languages
University, Hyderabad, India. Her research interests include teacher
development, teaching young learners and psychology for language
teaching.
___________________________________________________________________________________
12.00 – 13.00 G04 Where there’s a will ...: facilitating effective blended learning for
Malaysian English language teachers, Lucy Lamazares and Kathy
Howard
How can you implement blended learning in regions with poor
communication infrastructure? Two coordinators from the British Council’s
Professional Upskilling Project for English language teachers will illustrate
how they successfully facilitate combined face-to-face and online teacher
training to 14,000 Malaysian schoolteachers. They will discuss how
reluctant teachers, with little or no ICT training, overcome barriers to e-
learning. Due to close collaboration between online and face-to-face
trainers, participants are embracing blended learning as learners and
teachers.
Lucy Lamazares and Kathy Howard work for the British Council, Malaysia
as Project Coordinators in Borneo.
___________________________________________________________________________________
12.00 – 13.00 G05 Continuing Professional Development: tips and techniques to deliver
teacher training workshops, Kamini Taneja
Continuing Professional Development (CPD) presents opportunities to deal
with new challenges and improve performance. This workshop illustrates a
range of factors that need to be present to make CPD sessions effective.
Furthermore, it critically analyses how CPD impact can be monitored and
evaluated. If you are a trainer or an educator, then this session is for you.
Kamini Taneja is a Senior Training Consultant at the British Council
specialising in corporate training. She has extensive experience in training
teachers and corporate clients.
___________________________________________________________________________________
12.00 – 13.00 101 How to write papers for publication, George Pickering
Many language teacher educators would like to be published in an ELT
publication but don’t know how to go about it. This practical workshop will
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help you to take your research and turn it into a paper. The session will
focus on how to produce a paper that might be accepted for the TEC15
publication, but will also be of use to those who want to publish
elsewhere. Particular attention will be given to structure, reporting
findings and referencing.
___________________________________________________________________________________
12.00 – 13.00 102 Tracking development of teachers’ language assessment literacy
online: a case study, Santosh Mahapatra
This paper attempts to track the development of teachers’ language
assessment literacy (LAL) as they participate in a needs-based online
professional development course on language assessment. A record of
teachers’ progress throughout the course was kept using various Web 2.0
tools. The presentation will present a report of an experiment with
capturing professional development online, an evaluation of the
effectiveness of the process and a framework for future use.
Santosh Mahapatra is a student of language assessment and an English
language teacher at BITS Pilani, Hyderabad Campus, India.
___________________________________________________________________________________
12.00 – 13.00 103 Don't talk to me about teaching! …well…unless you're also talking
about learning, Rhona Brown
This presentation will look at ways of embedding a focus on student
learning outcomes into teacher education programmes. English Teachers
in Action (ETIA), an in-service programme which focuses on developing Sri
Lankan students' listening and speaking skills, will be used to illustrate the
processes and the challenges of planning, monitoring and measuring the
impact of a small teacher education project.
Rhona Brown is a training consultant with the British Council, Sri Lanka.
She works on primary and secondary English teacher education
programmes.
___________________________________________________________________________________
12.00 – 13.00 104 Ensuring quality standards in teacher education through the new
Professional Award in Teacher Training, Simon Etherton
The British Council has developed a new award, The Professional Award in
Teacher Training, designed for teachers who want to make the transition
from teaching into training or for experienced teacher trainers who want
to refresh and test their skills. The qualification aims to provide status for
and recognition of teacher training expertise. The award specifies learning
outcomes and related assessment criteria for measuring candidates' skills,
knowledge and understanding relating to the professional standards
required to provide skilful, motivating and effective teacher training.
Simon Etherton works for the British Council supporting State
Partnership teacher education programmes in South India. His areas of
specialism include initial literacy, practitioner research and teacher
knowledge.
___________________________________________________________________________________
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12.00 – 13.00 105 Enhancing the awareness of teachers to evaluating writing through
small-scale research, Shehla Khan
The presentation focuses on the need for teachers to engage in smallscale
research to make themselves aware of the function of criteria in
evaluating writing to enhance the quality of their judgements about
learners’ level of writing. The presentation demonstrates how this
understanding of criteria can make huge differences in the way a teacher
may interpret an analytical score on a piece of writing and give formative
feedback.
Shehla Khan is currently a researcher at the EFL University, Hyderabad.
She has taught English for seven years before taking up research. Her
areas of interest include evaluation, writing and teacher education.
___________________________________________________________________________________
12.00 – 13.00 106 Are you being watched? Observation as a learning tool, Kim Beadle
Observation has traditionally taken an evaluative role in the EFL classroom
with teachers often feeling scared or intimidated by the process. This
presentation looks at observation as a learning tool, used to inform rather
than judge. It will consider benefits and means of using observation for
professional development and offer some practical methods that can be
used to encourage teachers to welcome it rather than fear it.
Kim Beadle is an Academic Coordinator in British Council Mexico. Her
main interests are teacher training and product development.
___________________________________________________________________________________
12.00 – 13.00 201 Learner-centred activities, Neil Sarkar (British Council workshop)
In this workshop participants will explore and reflect on learner-centred
activities through practical examples and discussion. Issues addressed
include the following: What is the rationale? How can we define a
classroom activity as learner-centred? Are some activities that we think
are learner-centred actually teacher-centred in disguise?
Neil Sarkar has worked as a teacher and manager in ELT and further
education. He is the Deputy Teaching Centre Manager, British Council,
South India.
___________________________________________________________________________________
13.00 – 14.00 Networking and lunch break
___________________________________________________________________________________
___________________________________________________________________________________
14.00 – 14.30 Various PARALLEL SESSION 3
___________________________________________________________________________________
14.00 – 14.30 Main Hall Curriculum change and innovation: insiders' perspectives, Ravinarayan
Chakrakodi
In this talk, the impact of the new curriculum introduced for Diploma in
Education (D Ed) and the factors that have contributed to the successful
implementation of the curriculum will be analysed. The English component
of the curriculum, with the focus on developing the language proficiency
of student-teachers in the first year and equipping them with the
pedagogical skills necessary for teaching English in the second year, is
beneficial to the majority of student-teachers.

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Ravinarayan Chakrakodi has an MA TESOL with distinction from
Lancaster University, UK, and works at the Regional Institute of English,
Bangalore.
___________________________________________________________________________________
14.00 – 14.30 G01/02 Integrating English with content learning in wet weather conditions in
India, Mike Scholey
A second/foreign language has long been regarded as just another
subject in the curriculum, whereas it is really more of a social and
occupational/professional communication skill for all curriculum subjects.
This presentation – relevant to teachers, teacher-educators and policymakers
– will argue why, and illustrate how, more effective language
learning could be integrated into the primary school English curriculum –
in a non-EMI environment – in order to better develop students’
proficiency in English.
Mike Scholey has 45 years' experience as a practitioner, trainer and
consultant in ELT, and has worked in over 20 countries.
___________________________________________________________________________________
14.00 – 14.30 G03 Teachers’ knowledge of English word structure: the missing
foundation, Shruti Sircar
Reading research supports the necessity for teaching about English word
structure to beginning readers. In the paper, primary teachers of reading
examined for this prerequisite awareness of language elements (e.g.,
phonemes, morphemes) and of how these elements are represented in
writing. The paper illustrates common gaps in teachers' knowledge and
explains why they exist. It argues for a lower level language mastery to be
made essential for a teacher education programme.
Shruti Sircar is an Associate Professor, Department of Linguistics and
Contemporary English at the English and Foreign Languages University,
Hyderabad.
___________________________________________________________________________________
14.00 – 14.30 G04 Affinity in curriculum for distance English language teacher education
programmes in India, Pranjana Kalita Nath
This presentation will first analyse the curricula of three distance
postgraduate programmes of English language teacher education in India
to show the common priorities in such programmes. It will then discuss
the possible pedagogical implications of the similarities and differences of
the contents of the curricula. There will be deliberations on why and how
the affinity among the curricula is important. Besides having academic
implications, the deliberations will hopefully have policy implications as
well.
Pranjana Kalita Nath is a PhD Research Student (UGC-SRF) in the
Department of English Language Teaching, Gauhati University, Assam,
India.
___________________________________________________________________________________
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14.00 – 14.30 G05 Trinity College Certificate Teaching English to Speakers of Other
Languages (Kerala): candidates’ qualifications and results, Helen
Macilwaine
The experience of developing the Certificate in Teaching English to
Speakers of Other Languages as part of the Oxford TEFL group and
validated by Trinity College London will be presented. This will be followed
by an analysis of the course participants comparing their academic
qualifications with their performance on the course. The implications for
teaching English communicatively in India will be considered.
Helen Macilwaine is Academic Manager, International Cochin
International Language Academy Oxford TEFL, Kerala, and Course Director
of Trinity College Cert TESOL.
___________________________________________________________________________________
14.00 – 14.30 101 Developing pronunciation, Rustom Mody (British Council workshop)
In this workshop, participants will experience some fun activities for
developing pronunciation, reflect on their benefits and suitability for
training their own learners and/or teachers, discuss how/when to set them
up, and how best to encourage teachers to use them in their classes. This
workshop is suitable for teachers and teacher trainers wishing to include a
practical focus on pronunciation in their teaching/training.
Rustom Mody is the Senior Training Consultant for the British Council,
North India. He has worked with the English Partnerships team on a range
of teacher development projects since 2009.
___________________________________________________________________________________
14.00 – 14.30 102 Collaborative action research: an effective tool to research, reflect
and renew teaching practices, E. Krishna Chaitanya
This paper reports the advantages that teachers experienced after
conducting collaborative action research (CAR). Thirty in-service ESL
teachers teaching professional courses in Hyderabad were given training
on CAR with an aim to explore a few problems in their teaching practices
and to find appropriate solutions. Research tools like questionnaires and
classroom observation were used to elicit data. Profound implications are
found in terms of enhancing teachers’ classroom research skills, reflective
thinking and innovative teaching practices.
E. Krishna Chaitanya is Faculty of English, MGIT, Hyderabad. He is MA, M
Phil., PGDTE, submitted PhD. His research interests are ELT and ESP.
___________________________________________________________________________________
14.00 – 14.30 103 Implementing the change from summative to continuous assessment,
Lisa Walsh
Summative assessment is often criticised for having a negative effect on
teaching. Yet, it dominates most educational contexts. This presentation
highlights the issues involved in changing from a ‘testing’ culture to a
continuous assessment system. Based on the English Language Teacher
Development Project (ELTDP) in Malaysian Borneo, the presentation
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focuses on how to educate stakeholders about the theoretical and
practical implications of this change and the positive and negative impact
of assessment on teaching.
Lisa Walsh has been an English Language Teacher Development Mentor
with the British Council in Malaysian Borneo since 2011 working with local
primary school teachers.
___________________________________________________________________________________
14.00 – 14.30 104 The potential of online in-service teacher training: an Omani
perspective, Sarah Rich and Salima Al-Sinani
In this talk we reflect on the introduction of a British Council teacher
training programme selected by the Ministry of Education in Oman to
complement existing face-to-face teacher training provision for
experienced state school teachers of English. Drawing upon evaluation
data we describe the benefits and challenges of online training provision
identified and consider the implications of this for the effective delivery of
future online training in Oman and elsewhere.
Sarah Rich works as a training advisor for the Ministry of Education in the
Sultanate of Oman.
Salima Al-Sinani is a teacher trainer with the Ministry of Education in the
Sultanate of Oman.
___________________________________________________________________________________
14.00 – 14.30 105 The stories of success: a study of strategies adopted by high
achievers, Anand Mahanand
This paper reports a study conducted with underprivileged learners of
high schools in Nuapada district of Odisha. It aims to study the strategies
adopted by high achievers among the underprivileged learners. It has
been found that high achievers usually adopt certain observable or nonobservable
strategies like using schema, memorization, making graphic
organizers and so on, consciously or unconsciously. It would be beneficial
for other learners if these could be standardized and adopted.
Anand Mahanand is interested in ELT in MLCs and has researched and
published in the area. His MPhil and PhD projects look at English in difficult
circumstances.
___________________________________________________________________________________
14.00 – 14.30 106 Diagnosing strategic reading in the English language classroom. A
research-based approach to language teacher education, Eva Wilden
This presentation will report on a pre-service EFL (English as a foreign
language) teacher training programme supporting novice teachers in
developing skills to diagnose their learners’ foreign language reading
strategies. In the programme EFL teacher students are asked to conduct
small-scale empirical studies in the process of which they observe,
analyse and evaluate their learners’ strategic readings skills. Data will be
presented from various student teacher projects to illustrate how it
supports continuous professional development.
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Eva Wilden works in the Department of English at the University of
Bielefeld, Germany.
14.00 – 14.30 201 Rising from the ashes – tales from an English for employability skills
project, Reesha Alvi and Manisha Dak
This presentation will discuss the design and delivery of an English for
Employability skills project piloted in two districts of Northern India. It
focuses on how a well-intentioned project was soon faced with unforeseen
challenges. This presentation will share how innovations around teacher
recruitment, projects models and CPD initiatives helped deal with the
challenges, contribute to the quality of the classroom teaching and
learning, and bring the derailed project back on track.
Reesha Alvi (Senior Project Manager) and Manisha Dak (Senior Teacher
Trainer) work on teacher education projects within the English
Partnerships team for the British Council in North India.
14.00 – 14.30 203 Q and A session, Alison Barrett
This is your chance to ask any questions you may have about this
morning's plenary talk.
___________________________________________________________________________________
14.45 – 15.45 Main Hall PLENARY
___________________________________________________________________________________
14.45 – 15.45 Main Hall Plenary: Teacher education and quality assurance, Paul Gunashekar
The National Curriculum Framework (2005) foregrounded three systemic
concerns of teacher education: in current teacher education practices
knowledge is treated as ‘given’ and there is no meaningful engagement
with the curriculum; the language proficiency of the teacher is deplorably
low and the centrality of language in the curriculum is ignored; and
teacher education programmes provide little scope for student teachers
to reflect on their experiences.
Based on this premise, the National Curriculum Framework for Teacher
Education (2009) strongly advocates the introduction of a reformed preservice
teacher education programme, the deployment of suitable
strategies for CPD, the need for research on curriculum implementation,
an orientation towards programme evaluation, an emphasis on
professional ethics, and the mobilization of resources for teacher
preparation. In essence, it argues for the infusion of quality into teacher
education programmes in India.
As a language teacher educator, my focus will be on exploring ways to
broaden the English curriculum in the new pre-service teacher education
programmes (proposed to be introduced from 2015) to include the
concept of learning as an embodiment of knowledge generation evolving
from a process of reflection and the benefits that will accrue in terms of
quality assurance. An attempt will be made to examine teacher education
curriculum transaction and evaluate the likely impact of renewed
76

Day 3: Sunday 1 March
Time Venue Activity
professional training on student teachers in a multilingual and multicultural
context.
Paul Gunashekar has been training teachers of English and developing
instructional materials for language teaching for over forty years. He is a
Professor in the Department of Materials Development, Testing and
Evaluation, and Dean, Publications at the English and Foreign Languages
University, Hyderabad. He edits the EFLU research journal Languaging, and
is the Indian English consultant to the Oxford Advanced Learner’s
Dictionary.
___________________________________________________________________________________
15.45 – 16.15 Main Hall Valedictory
___________________________________________________________________________________
77

NOTES
#TEC15
78

Index of presenters
Title First Name Family Name Email
Dr Amol Padwad amolpadwad@gmail.com
Ms Anagha Padwad anaghapadwad@gmail.com
Dr Anand Mahanand amahanand991@gmail.com
Ms Anisa Al Maskari buraimi_rtta@hotmail.com
Mrs Annette Zammit annette.zammit@britishcouncil.org.my
Ms Annie Besant Tresa Rani annie.besant@britishcouncil.org
Mr Arindam Sengupta mailarinsg@gmail.com
Dr Baishali Bhaumik Mitra dr.baishali@gmail.com;baishali_bm@vnrvjiet.in
Mr Balasubrahmanian S bala@ezvidya.com
Mrs Burcu Tezcan-Unal z9685@zu.ac.ae
Dr Chandrasekharan Praveen cpteach@rediffmail.com
Mr Christopher Thorn chris.thorn@britishcouncil.org.my
Dr Christopher Tribble ctribble@clara.co.uk
Dr David Hayes davidhayes54@gmail.com
Ms Debbie Candy debbie@esolsolutions.com
Mrs Deepali Dharmaraj Deepali.Dharmaraj@britishcouncil.org
Mr Digambar Ghodke dmghodke@gmail.com
Dr Doss Munusamy dcedoss@yahoo.co.in
Mr Duncan Wilson Duncan.Wilson@britishcouncil.or.th
Mr E. Krishna Chaitanya ekcr.81@gmail.com
Dr Elaine Higgleton Elaine.Higgleton@harpercollins.co.uk
Prof Elka Todeva etodeva@hotmail.com
Prof Dr Eva Wilden eva.wilden@uni-bielefeld.de
Mr Gabriel Diaz Maggioli diazmagg@newschool.edu
Dr Geetha Durairajan gdurairajan@gmail.com
Ms Gwendydd Caudwell Gwendydd.Caudwell@britishcouncil.org
Mr Harisimran Sandhu harisss2@rediffmail.com
Dr Helen Macilwaine info@cilakerala.com
Ms Hemalini Guttery hemjaw@yahoo.com
Mr Hitesh C. Bhakat hitesh_elti@yahoo.co.in
Ms Huma Riaz hhriaz@hotmail.com
Mr Jamie Keddie jamiekeddie@hotmail.com; jamiekeddie10@gmail.com
Dr Jayagowri Shivakumar jshiva_kumar@hotmail.com
Prof Dr Jeanine Treffers-Daller j.c.treffers-daller@reading.ac.uk
Mr Jim Scrivener jimscrivener@gmail.com
Mrs Joanne Newton joanne.newton@britishcouncil.org.za
Mr John Shackleton John.Shackleton@britishcouncil.org
Mr John Simpson john.simpson@britishcouncil.org
Prof Kalyan Chattopadhyay profkalyan@gmail.com
79

Index of presenters
Title First Name Family Name Email
Ms Kamini Taneja kamini.taneja@britishcouncil.org
Ms Kannampurath Lakshmi lakshmikannampurath@gmail.com
Mrs Karunathevy Sivaji karunasivaji@yahoo.co.uk
Mrs Katherine Bilsborough kathbilsborough@yahoo.co.uk
Ms Kerry Carruthers Kerry.carruthers@britishcouncil.org.my
Ms Kim Beadle kim.beadle@britishcouncil.org.mx
Dr Kirti Kapur kkapur07@yahoo.com
Mr Krishna K Dixit kksince1972@gmail.com
Ms Kuheli Mukherjee kuheli.mukherjee@gmail.com
Dr Lesley Dick lesley.dick@britishcouncil.org
Dr Lina Adinolfi lina.adinolfi@open.ac.uk
Dr Lina Mukhopadhyay linamukhopadhyay@gmail.com
Ms Lisa Walsh Lisa.Walsh@britishcouncil.org.my
Ms Lopamudra Kashyap Lahkar kashyap.lopamudra@yahoo.com
Ms Lucy Lamazares LucyAnna.Lamazares@britishcouncil.org.my
Mrs Mala Palani mala.palani@tges.org;malapalani10@gmail.com
Mrs Malathy Bakeerathan malabakee@yahoo.com
Ms Manisha Dak manisha.dak@britishcouncil.org
Mr Marwan Saeed Saif Moqbel marwan_s1977@yahoo.com
Ms Maya Menon mayamenon@teacherfoundation.org
Mr Md. Ashraf Siddique farhan.azim@eiabd.com; ashraf.siddique@eiabd.com
Dr Meera Srinivas meerasrinivase@gmail.com
Ms Melike Bulut edmbu@leeds.ac.uk
Mr Mike Chick mike.chick@southwales.ac.uk
Mr Mike Scholey mike.scholey1@gmail.com;
Ms Mina Patel Mina.Patel@britishcouncil.org.my
Mr Mohamed Tahar Asses mohamedtahar.asses@yahoo.com
Mr Mohialdeen Alotumi mohialdeen@gmail.com
Mr Mostofa Mohiuddin andrew.jones2@bd.britishcouncil.org
Dr Neelaveni Kothagattu neelaveni_k@vnrvjiet.in
Dr Padmini Shankar Kankata padmini.ciefl@gmail.com
Dr Partha Sarathi Misra partha.misra@azimpremjifoundation.org
Prof Paul Gunasekhar paul.gunashekar@gmail.com
Mr Philip Abbot Phil.Abbot@britishcouncil.org.my
Mr Prakash CLN prakash@cambridgeenglish.in
Mrs Pranjana Kalita Nath pranjanakn@gmail.com
Mr Prithviraj Thakur prithvithakur1@rediffmail.com
Prof Pushpanagini Sripada pushpanagini@gmail.com
Ms Radhika Gholkar radhika.gholkar@britishcouncil.org
80

Index of presenters
Title First Name Family Name Email
Dr Rajinder Ahluwalia r_s_walia@hotmail.com
Prof Rama Mathew ramamathew@yahoo.co.in
Mr Ravinarayan Chakrakodi ravirie@gmail.com
Dr Renu Singh bala@ezvidya.com
Ms Reesha Alvi reesha.alvi@britishcouncil.org
Ms Rhona Brown rhona.brown@britishcouncil.org
Ms Rittika Chandra P rittika.chandaparruck@britishcouncil.org
Mr Rod Bolitho rod@nile-elt.com
Prof Dr Rosemary Orlando r.orlando@snhu.edu
Ms Rukmini Banerji rukmini.banerji@pratham.org; rukmini.banerji@gmail.com
Ms Rukmini Bhaya Nair rukmini.nair@gmail.com
Ms Samathmika Balaji Samathmika.balaji@britishcouncil.org
Mr Santosh Mahapatra santosh@hyderabad.bits-pilani.ac.in
Ms Sara Pierson sara.pierson@britishcouncil.org
Dr Sarah Rich sarah.rich@moe.om
Mr Sayed Najeem sayed.najeem@britishcouncil.org
Ms Shahanaj Parvin shahanaj.parvin@eiabd.com
Ms Shehla Khan shehla.eflu@gmail.com
Dr Sherin Shervani shervani.sherin75@gmail.com
Dr Shree Deepa deepaeltc@gmail.com
Dr Shruti Sircar shrutisircar@gmail.com
Mr Simon Etherton Simon.Etherton@in.britishcouncil.org
Ms Sobia Nusrat sobia.nusrat@britishcouncil.org.pk
Mrs Srivani L N svaniminu@gmail.com
Ms Sruti Akula ssshruthisyamala@gmail.com
Mr Stephen Carey Stephen.Carey@britishcouncil.org
Mr Steven Baker steven.baker@britishcouncil.org
Mrs Sumita Sarkar sumita.sarkar@open.ac.uk
Dr Sunil Shah sunilshah76@gmail.com
Dr Surendrasinh Gohil surendragohil@gmail.com
Ms Susan Jones Susan.Jones@trinitycollege.com
Dr Susmita Pani panisusmita@gmail.com
Mr Tim Philips Tim.Phillips@britishcouncil.org
Ms Usha Venkat usvenkat2002@yahoo.com
Ms Vaishali Pradhan jovan.ilic@britishcouncil.org.np
Mr Venkateswara Udayakumar venkatpre@yahoo.com
Dr Vijayakumar Chintalapalli vijayakumar.c@vit.ac.in
Dr Vivek Agrawal vivek8872@gmail.com
Mr W. G. Donald Sargeant donaldsarg45@moe.om
81

Plenary speakers
Rod Bolitho
Rod Bolitho Is the Academic Director of Norwich Institute for Language Education (NILE)
and has been active in teacher education and trainer training for over 30 years. He has
been consultant to a number of international projects since 1989 and is currently
involved in Teacher Education initiatives in Uzbekistan, India and Austria. He has written
far too many articles (!) and a number of books, including (with Brian Tomlinson)
Discover English, (with Richard Rossner) Currents of Change in ELT, and (recently, with
Tony Wright) Trainer Development. I’m currently delving into CPD, change management
and issues in classroom observation.
Rukmini Banerji
Rukmini Banerji has been with Pratham for 18 years and is a member of the national
leadership team. Since 2005, Rukmini has also been involved in the design and
implementation of ASER (Annual Status of Education Report) – the largest annual study
ever done by Indian citizens to monitor the status of elementary education in the
country.
Alison Barrett
Alison Barrett, Director English for Education Systems, South Asia, is based at the British
Council in New Delhi and responsible for overseeing English language development
programmes in partnership with the public sector. Alison has nearly twenty years’
experience working in South Asia. She started her career as a teacher in a government
school in a remote part of Nepal in 1991. Since then, she has worked as a teacher,
teacher trainer, academic manager and programme manager in Japan, Pakistan, London,
South Korea and finally India, where she has worked with the British Council since 1998.
Alison has an MA in TESOL from the Institute of Education, University of London and is a
certified Cambridge CELTA tutor. Alison was recently awarded an MBE in the New Year
Honours list for services to the teaching and learning of English in India.
Paul Gunashekar
Prof. Paul Gunashekar has been teaching English, training teachers of English and
developing instructional materials for language teaching for over forty years. He is a
Professor in the Department of Materials Development, Testing and Evaluation, and
Dean, Publications at the English and Foreign Languages University, Hyderabad. He has
authored, co-authored and edited over two hundred ELT textbooks, workbooks,
supplementary readers and reading cards. He specializes in course design, teacher
development and English for Specific Purposes. He edits the EFLU research journal
Languaging, and is the Indian English consultant to the Oxford Advanced Learner’s
Dictionary.
82

Organising committee members
Anand Mahanand
Anand Mahanand has been on the faculty of the English and Foreign Languages
University, Hyderabad for more than fifteen years. Apart from his teaching and research
at the university, he develops materials and designs syllabus for learners and teachers of
English. He has authored more than fifteen books and developed materials for EFLU,
IGNOU and BROU. His major publications include English through Folktales, Real English,
English for Academic and Professional Skills, and Study Skills: Learning to Learn. He has
translated four collections of stories and published four collections of poems. At present
he is the All India Coordinator of District Centre Scheme, an outreach project of EFL
University, Hyderabad.
Dr RV Anuradha
Dr RV Anuradha teaches in the Department of Education at the EFL University,
Hyderabad. She teaches on the B.Ed and M.Ed programmes and offers research
guidance to PhD students. Her area of specialization is Teacher Development and ELT.
She has authored books and has written several papers for conferences and journals.
She is member, Board of Studies, Tamil Nadu Teacher Education University, Tamil Nadu
and Anurag Group of Institutions (Autonomous), Hyderabad; member of the Editorial
Board and Referee for ‘THE SOCIAL ION’ an International refereed journal with ISSN no:
2319-3581; life member and Secretary for the AP State Chapter of Indian Education
Congress; life member of Comparative Education Society of India, and Visiting Team
member of NCTE, Bangalore. She is presently doing a research project titled ‘A Study on
Proficiency Levels of Teachers and Children in English Language at Elementary Level’ for
the Education Department (SSA), Government of Telengana.
Sheba Victor
Sheba Victor is an Assistant Professor in the Department of Training and Development at
the English and Foreign Languages University, Hyderabad. She has taught English at
school and conducted training modules for adults in communication and leadership
skills in India, Vietnam, Singapore, the Philippines and the Maldives. Besides teaching she
is actively involved in designing and conducting Teacher Training programmes and
English Language Proficiency courses for professionals. She is also part of an Evaluation
team that develops test materials.
Dr Lina Mukhopadhyay
Dr Lina Mukhopadhyay teaches in the Department of Materials Development and
Evaluation at EFL University, Hyderabad. Her areas of academic interests are second
language acquisition, language assessment, literacy, bi/multilingual education, and
academic writing.
Dr Meera Srinivas
Dr Meera Srinivas teaches in the Department of Materials Development at the English
and Foreign Languages University, Hyderabad, India. Her areas of academic and
research interest include Curriculum and Syllabus Design, Materials Development, ESP
Course Design, Language through Literature and ESL Writing and Assessment. She is
actively involved in designing and teaching teacher training courses and has conducted
several training workshops in the country. She was the All India Coordinator of the
District Centre Scheme at EFL university from 2009-11. She has authored several schoollevel
English teaching books, including coursebooks, workbooks, literature readers,
teachers’ books and reading cards, for national agencies. She is a member of the core
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Organising committee members
committee of the TEC series of conferences jointly organized by the EFL University and
British Council. She is currently the Chief-Coordinator of the International Training
Programmes conducted at EFL_U under the ITEC/SCAAP scheme of the Ministry of
External Affairs, Govt.of India.
Prof S Mohanraj
Prof S Mohanraj is a senior member of the faculty in the English and Foreign Languages
University. At present he is the Dean, School of English Language Education. He has over
four decades of teaching experience with specialization in the areas of Materials
Development and Teacher Education. He has been honoured with Best Practicing
Teacher Award for the year 2010 by TESOL at its convention held in Boston. His areas of
interest besides teacher education lie in Education Technology and Professional
Development. He has travelled extensively both in India and outside conducting training
programmes and attending conferences for presenting papers, delivering keynote
addresses and chairing sessions. He has also published more than 150 research papers
in national and international journals.
Paul Gunashekar
Paul Gunashekar has been teaching English, training teachers of English and developing
instructional materials for language teaching for over forty years. He is a Professor in
the Department of Materials Development, Testing and Evaluation, and Dean,
Publications at the English and Foreign Languages University, Hyderabad. He has
authored, co-authored and edited over two hundred ELT textbooks, workbooks,
supplementary readers and reading cards. He specializes in course design, teacher
development, and English for Specific Purposes. He edits the EFLU research journal
Languaging, and is the Indian English consultant to the Oxford Advanced Learner’s
Dictionary.
Dr K Venkat Reddy
Dr K Venkat Reddy is a faculty in the Department of Training and Development, E.F.L-
University, Hyderabad. Dr Reddy has over two decades of rich and varied teaching and
research experience both in India and abroad. He worked in Afghanistan and Vietnam as
English language teacher educator on the education projects sponsored by the Ministry
of External Affairs Government of India. He has attended and presented papers in
seminars and conferences in addition to conducting numerous training programmes. He
has also published research papers in reputed journals and books. Currently Dr Reddy is
the all India coordinator of the ELTI Support Scheme.
K Padmini Shankar
K Padmini Shankar is an Associate Professor in the Dept. of ESL Studies, School of ELE in
the English and Foreign Languages University, Hyderabad , India. She teaches on the
M.A. TESL programme and offers research guidance to PhD students. She acts as a
resource person on the teacher training programmes at the University and elsewhere.
She has published and edited coursebooks for grades 3 to 8. She has presented papers
at national and international conferences in Taiwan, New Zealand, Thailand, Malaysia,
Singapore, etc. Her research interests include: classroom-based research, teacher
development, psychology for language learning, and teaching and assessing young
learners.
84

Organising committee members
Chris Brandwood
Chris Brandwood is Director English for the British Council’s South Asia region and is
based in the New Delhi office. Chris has held teaching and management positions with
the British Council in Naples, Rome, Sofia, Bilbao and Barcelona, before joining the South
Asia team in August 2010. Chris is a graduate of University College London and holds
teaching and management qualifications from Leicester University and Henley
Management College.
Michael Connolly
Michael Connolly has been Assistant Director English Partnerships for the British Council
in India since September 2013.
Michael began his career in ELT in 1998 in Japan, working as a language assistant in
local high schools. He has since worked in a variety of teaching, teacher training and
academic management roles in Spain, Egypt, Morocco, Jordan, the Palestinian Territories
and in India since 2011.
As Assistant Director English Partnerships India, Michael is responsible for the strategic
direction, leadership and management of the English Partnerships project which since
2007 has reached more than 840,000 English teachers in twelve Indian states, working
directly with over 8,000 Teacher Educators selected and trained by the British Council.
Michael has Cambridge CELTA and DELTA qualifications in English language teaching as
well as a BA and an MA from the University of Leeds in the UK.
Debanjan Chakrabarti
Dr Debanjan Chakrabarti is Head, English Language Policy Research and Publications for
British Council India. He has led on a number of large-scale partnership projects, both
nationally and internationally, which include working in Bihar, West Bengal and Assam,
some of the largest English programmes in the country. Projects he currently leads
include the Survey of ELT Research in India (with EFL University Hyderabad and Warwick
University as partners), the Language and Development Conference 2015 and a
multilateral research on multilingual education in Indian schools, led by the University of
Reading. He has a PhD in English and media studies from the University of Reading, UK,
and is the author of several international peer-reviewed publications. He writes
occasionally for national and international media on education, culture and sports.
George Pickering
George is a coach, trainer and consultant, who has delivered talks and consultancies in
over 60 different countries for the British Council and other organisations. He is the
academic director of the English UK Diploma in English Language Teaching Management
and a tutor on the International Diploma in Language Teaching Management. He is an
inspector of language schools for the British Council in the UK (Accreditation UK).
George was the co-ordinator of the IATEFL Leadership & Management Special Interest
Group for many years and is currently the SIG representative on the IATEFL Board of
Directors. He has degrees in Philosophy & Politics and Psychology & Anthropology, a
PGCE and a Masters in Second Language Learning & Teaching.
Amy Lightfoot
Amy Lightfoot is the English Language Advisor for the British Council’s English
Partnerships team, leading on the academic management and quality assurance of our
large-scale teacher education projects across India. She has worked in English language
teaching and teacher education for over fifteen years. Amy has special interests in
monitoring and evaluation and digital learning for teachers and students through online
and mobile platforms. She has worked in India for six years and on projects in
Bangladesh, Afghanistan, Bhutan, Portugal, Saudi Arabia and the UK. She has the
Cambridge DELTA, an MA in English Language Teaching and is currently pursuing an MA
in Education and International Development from University College London.
85

Organising committee members
Deepa Sundara Rajan
Deepa Sundara Rajan works for the British Council as Head English Partnerships South
India and is based in Chennai. Deepa has 15 years of experience in working in the Indian
social development sector. During this time, she has worked with bilateral programmes,
international NGOs and grass roots civil society organisations. She has worked
extensively in rural India on issues of poverty and development with a special focus on
women and children’s issues. She has in-depth knowledge of social development
concerns in the states of Andhra Pradesh, Telangana, Gujarat and Tamil Nadu. Deepa
holds a Masters degree in Social Work with a specialisation in community development
from the Tata Institute of Social Sciences, Mumbai.
Vernon D’Souza
Head Partnerships, English for Education systems (EES), India. Vernon D’Souza is Head
Partnerships EES India and leads on partnership, stakeholder engagement and
implementation plans. Earlier to this role Vernon led the British Council’s English team in
expanding their work in the government sector to include innovative projects with the
secondary schools and the Municipal Corporation of Greater Mumbai. Before joining the
British Council, Vernon has worked on many government projects in Mumbai,
Chhattisgarh North East and Delhi. His experience spans over 10 years working in the
development sector on large-scale public and private partnership models, project
management, operations management, partnerships and business development,
stakeholder management and content development.
Pratik Burman
Pratik Burman is the Head Business Development, English Partnerships, India. Pratik has
over seven years of industry experience in the Mobile, Education, Pharmaceutical and
Retail industry in a variety of general management roles across India. He has a breadth
of experience in business development, product management and managing partner
relationships. Prior to this, Pratik was leading the mobile education initiative at an
eLearning start-up. Pratik is an Engineer in Electronics and Communication and has an
MBA in Marketing from IMT, Ghaziabad.
Anu Thampi
Anu Thampi is a Senior Project Manager with the English Partnerships team based in
Chennai. She has over 10 years of project management experience and was previously
the lead manager for the International Climate Champions programme along with
managing the Marketing and Communications profile for the British Council in South
India. She has worked for the British Council in various capacities since 2004. Anu holds
an MBA in Marketing and a Post Graduate degree in Industrial and Personnel
Management. She also has a Certificate in Human Capital Investment Planning (ROI
Foundation Award) from abdi Ltd, UK.
Ranjini Seshadri
Ranjini Seshadri is Project Manager with the Programmes team based in Chennai. She
has over eight years of experience in customer/client relationship management and
project management. She has worked for British Council India in different capacities
since 2010. Her previous employers include Jet Airways, HDFC Bank Ltd and Hanmer &
Partners. Ranjini is a science graduate with a postgraduate diploma in International
Business.
86

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Exhibition Hall
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Ground Floor
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First Floor
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Second Floor
90

Acknowledgements
British Council India and the English and Foreign Languages University offer their sincere thanks to everyone
who has contributed to the planning and delivery of the conference, including all of the speakers and
delegates for their thoughtful input and active participation.
We would also like to extend special thanks to the following groups of people:
OUR SPONSORS
Co-sponsors
British Council Aptis
British Council IELTS
Cambridge University Press
Collins India
Exhibitors
Oxford University Press
Regional English Language Office - U.S. Embassy
TESS-India
Additional sponsors
Brain Feed
Education World
PAPER SELECTION COMMITTEE
Simon Etherton, Senior Training Consultant, English Partnerships, British Council, India
Rustom Mody, Senior Training Consultant, English Partnerships, British Council, India
Lina Mukhopadhyay, Assistant Professor in the Department of Testing and Evaluation
George Pickering, Academic Lead, Educational Coach, Trainer and Consultant
Padmini Shankar, Associate Professor in the Dept. of ESL Studies, EFL-U
Meera Srinivas, Associate Professor, Department of Materials Development, EFL-U
S Mohanraj, Dean, School of English Language Education, EFL-U
91

Acknowledgements
ENGLISH AND FOREIGN LANGUAGES UNIVERSITY
RV Anuradha, Assistant Professor, Department of Education
Paul Gunashekar, Professor, Department of Materials Development, Testing and Evaluation
C Jangaiah, Head, Department of Education
Anand Mahanand, Assistant Professor, Department of Materials Development, Testing and Evaluation
Prof S Mohanraj, Dean, School of English Language Education
Lina Mukhopadhyay, Assistant Professor, Department of Materials Development, Testing and Evaluation
Venkat Reddy, Associate Professor, Department of Training and Development
Padmini Shankar, Associate Professor, Department of ESL Studies
Meera Srinivas, Associate Professor, Department of Materials Development, Testing and Evaluation
Sheba Victor, Assistant Professor, Department of Training and Development
THE ENGLISH LANGUAGE TEACHERS ASSOCIATION OF INDIA (ELTAI)
Sanjay Arora, National President
INTERNATIONAL ASSOCIATION FOR TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE (IATEFL)
Carol Read, President
BRITISH COUNCIL
Alison Barrett, Director English for Education Systems, South Asia
V Bhuvaneswari, Head Programmes, South India
Chris Brandwood, Director English, South Asia
Pratik Burman, Head Business Development - English Partnerships
Debanjan Chakrabarti, Head English Language Policy Research and Publications, India
Michael Connolly, Assistant Director, English Partnerships
Vernon D'Souza, Head English Partnerships, West India
Poonam Karnik, Sponsor Relationship Manager
Amy Lightfoot, English Language Advisor, English Partnerships
George Pickering, Academic Lead, Educational Coach, Trainer and Consultant
Rajeswari Pradeep Kumar, Senior Manager, Marketing and Communications South India
Ranjini Seshadri, Project Manager Programmes Team, South India
Deepa Sundara Rajan, Head, English Partnerships, South India
Anu Thampi, Senior Project Manager, English Partnerships, South India
92

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94