ETAS OrganisationThe CommitteePRESIDENTAnn Humphry-Bakerpres@e-tas.chRegional Coordinators (RCs)BADENCaroline Ricklibaden@e-tas.chSIGs (Special Interest Groups)Business <strong>English</strong> (BESIG)Cindy Hauertbusiness@e-tas.chVICE PRESIDENTHazel Treppvpres@e-tas.chNATIONAL COORDINATORAnita Towersnatco@e-tas.chNATIONAL EVENTS CHAIRBarbara Chucknatev@e-tas.chPUBLICATIONS CHAIRCeres Pioquintopubl@e-tas.chPUBLIC RELATIONS CHAIRPeach Richmondpure@e-tas.chSECRETARYCatherine Shultissecr@e-tas.chTEACHER DEVELOPMENT CHAIRCindy Stiegertede@e-tas.chTREASURERRaymond Rogerstrea@e-tas.chWEB CHAIRHansjoerg Stiegerwech@e-tas.chETAS ADMINISTRATION(Office and Library)Corinne TschumiRue de l’Hôpital 32CH-1400 YverdonTel: +41 (0)24 420 32 54Fax: +41 (0)24 420 32 57email: <strong>of</strong>fice@e-tas.chwebsite: www.e-tas.chPhone hours:Monday and Tuesday 9 – 12 a.m.Wednesday and Friday 2 – 4 p.m.If you are a current member <strong>of</strong> ETASand want to join (or leave) a SIG,just contact ETAS Administrationemail: <strong>of</strong>fice@e-tas.ch(Please note that you need to haveemail access to join a SIG)BASELKatharina Hegy andAntoinette Breutel O’Donoghuebasel@e-tas.chBERN/NEUCHÂTELKim Bisson and Annette Leimerbern@e-tas.chCENTRAL SWITZERLANDVacantGENEVAVacantGRAUBÜNDENPeter Pasquillgraubuenden@e-tas.chSOLOTHURN/OLTENFiona Emms and Sue Niklessolothurn@e-tas.chST. GALLENLiudmila Viaroukinast.gallen@e-tas.chTICINONicole Jaks and Ruth Castaneraticino@e-tas.chVALAISBarbara Bréchet Mottiervalais@e-tas.chVAUDRuth Benvegnenvaud@e-tas.chZÜRICH/WINTERTHURSue Wood and Corinne Freizuri-winti@e-tas.chIndex <strong>of</strong> AdvertisersCambridge <strong>English</strong> Language Assessmentand Cambridge University Press 84Cambridge ESOL SG GmbH 2Cambridge University Press 8Cross-CulturalChristina Kwokcrosscultural@e-tas.chDrama & LiteratureIan Sowers and Bianca Müllerdrama@e-tas.ch<strong>English</strong> for Specific Purposes (ESP SIG)Alison Wiebalckesp@e-tas.chExaminations, Testing& Assessment (ETA SIG)Neil Bullockexamination@e-tas.chImmersion/CLIL (ICSIG)Eveline Reichelimmersion@e-tas.chLearning Technologies (L Tech)Illya Arnet-Clark and Anel Aubertlearning-tech@e-tas.chResearch (RSIG)JoAnn Salvisbergresearch@e-tas.chSchool Management (SM SIG)VacantTeacher Development (TD SIG)Michelle DiPietrodevelopment@e-tas.chTeacher Training (TT SIG)Gigi Saurerteacher-training@e-tas.chTeenUrs Kalbererteen@e-tas.chYoung Learners (YL SIG)LeAnn Barnesyoung-learners@e-tas.chCastle's <strong>English</strong> Institute 43Flying <strong>Teachers</strong> 19Macmillan Education 22Oxford University Press 66TLC - The Language Company 83University <strong>of</strong> Cambridge ESOL 63Moving? We’d like to move with you!Please let us have your new address BEFORE or right after you move.Send an email to <strong>of</strong>fice@e-tas.ch or use the change <strong>of</strong> address form on page 79.4 ETAS <strong>Journal</strong> 30/2 <strong>Spring</strong> <strong>2013</strong>
Editor’s NotesIn this issue. Thirty years is no small featfor any publication to hang around that long– obviously it’s doing something right! Threedecades ago, on December 1983, the firstETAS Newsletter premiered, making this yearETAS <strong>Journal</strong>’s 30th year <strong>of</strong> publication: atime that merits celebration <strong>of</strong> the past andthoughts on the future. Three decadeshence, ETAS J is still growing, and with thelessons we have learned in the archives,we are inspired to continually improve ourpr<strong>of</strong>ession and our practice by striving topresent significantly not just more articlesbut more <strong>of</strong> the kind that are as equallyentertaining and engaging as they areenlightening. Three decades hence, ETAS J’sproduction values remain committed toutmost quality, though with a far moredefined purpose: the cultivation <strong>of</strong> an activeand growing connection between our<strong>Association</strong> and the global ELT community.Thanks to various technologicaladvancements and the expansion <strong>of</strong> theinternet, our generation has been givenunprecedented access into the world’simmense store <strong>of</strong> human knowledge andequally unprecedented entry into the vastonline community <strong>of</strong> ELT pr<strong>of</strong>essionals,much <strong>of</strong> which had been unavailable to ourcolleagues only 20 years ago. Whateverelse can be said, ETAS J is enjoying amoment in the sun – right now, it is arguablysmarter than it has been in years!So it is both awesome and humbling to openthis publication year and find ETAS <strong>Journal</strong>’suniverse ever expanding. Consequently,readers will notice that since the last sevenissues we have actively sought to expandour audience and to widen our scope toreflect our continuing interest in promoting acritical and meaningful discussion, not justamong ourselves but with ELT pr<strong>of</strong>essionalsacross the globe. As Editor, I am immenselyproud <strong>of</strong> the diversity <strong>of</strong> our authors as wellas <strong>of</strong> the fact that their works resonatewith our own interests and way <strong>of</strong> thinking.I am overjoyed to note that our Call forArticles continues to draw responses thatexemplify good writing, research focus,and provocative inquiries expressed increative and erudite writings on a variety<strong>of</strong> ELT issues.This being an AGM issue, we open thisvolume with the Convention Supplement,including the Annual Committee Reportsdetailing the year’s accomplishments aswell as challenges – an excellent reason formembers to read them if they considerthemselves proud ETAS members and careenough about its future. Also included in thesection are workshop reports and we thankthe presenters for sharing their insights,expertise, and time, and our report writersfor their excellent summaries that bringthose presentations to life on these pages.For the first time, we are able to includethree outstanding papers presented at the“For goodness sake do something differentnext Monday morning.”John Fanselow“A language is not just a body <strong>of</strong> vocabulary or aset <strong>of</strong> grammatical rules… . Every language isan old-growth forest <strong>of</strong> the mind.”Wade Davis“The test <strong>of</strong> truth in life is not whether wecan remember what we learned in school,but whether we are prepared for change.”Andreas SchleicherPlenaries and we owe a pr<strong>of</strong>ound debt <strong>of</strong>gratitude to Adrian Underhill (Mess andDifficulty), Marion Williams (Developingthinking in young learners), and Tim Murphey(From curiosity to challenge in life and ELT)for generously sharing their respectivearticles with our readers.Readers will note the importance ETAS<strong>Journal</strong> attaches to the internationaldimension <strong>of</strong> <strong>English</strong> Language Teachingand to the thriving terrain that it opens forexploration to pr<strong>of</strong>essionals and researchscholars. In this spirit our Main Articlesrubric opens with Karlyn Butler’s Literaturereview: research and arguments for andagainst grammar correction. A Lecturer atthe University <strong>of</strong> Regina in Saskatchewan,Canada, Butler trains a critical eye on theopposing debates surrounding grammarcorrection, exploring the various studiesthat have been undertaken both in supportand in critique <strong>of</strong> grammar correction.Concluding that this “continuing battle” isunlikely to benefit teachers, Butler insteadcalls for studies that examine whichspecific forms <strong>of</strong> grammar correction aremore effective or have more short orlong-term benefits.In the second article in this section, Whatwe can do to make students believe inassessments, Turkey-based David Mearnsdescribes how he and his colleagues in aprivate school have developed a CEFR-basedformative assessment tool not just todetermine their students’ level <strong>of</strong> <strong>English</strong>,but to help them develop self-confidenceand assist them in realizing their learningneeds and outcomes.As part <strong>of</strong> ETAS <strong>Journal</strong>’s interest inhighlighting our myriad experiences in theclassroom, our section on Voices <strong>of</strong>Experience features articles by sevenexceptional writers from distinctly variedplaces <strong>of</strong> origin. In Reverse translations,Austria-based Philip Kerr revisits thedebates surrounding the assumptionthat <strong>English</strong> is best taught through<strong>English</strong> alone, arguing for the use <strong>of</strong> thestudents’ own language as a resource forlearning languages.In much the same trajectory, Tanju Deveci’sTeacher and learner motivation throughtranslation describes how his attempts t<strong>of</strong>ind an alternative approach to teachingthat is less troublesome to students ledhim to experiment on the different ways theGrammar Translation Method may be usedproductively to teach students whotranslate from their mother tongue to<strong>English</strong> and vice versa.Ken Lackman’s Corpora in the classroomunderscores the usefulness <strong>of</strong> the onlinecorpus website in providing essentialinformation about language usage suchas collocates and affixed forms and othergrammatical and lexical structures.Douglas MacKevett’s My term doing Dogmedocuments his experiment in the use <strong>of</strong> thismuch-debated alternative model <strong>of</strong> teaching.Putting Dogme’s key concepts andprinciples to test at a university-level coursefor 14 weeks only convinced MacKevett thatmaterials-heavy is still his preferred method<strong>of</strong> teaching.In Versatile beginnings, Elsbeth Mäderprovides valuable tips on using first andsecond sentences from stories and novelsfor teaching various language structuresand skills, with the added value <strong>of</strong> gettingstudents interested in reading.Teaching vocabulary and the associatedchallenges <strong>of</strong> finding the best method forteaching and the best way to motivatestudents are the central themes <strong>of</strong> AsliLidice Gokturk Saglam’s Teachingvocabulary and catering to different learningstyles. The article’s conclusion highlightsthe importance <strong>of</strong> teaching using tailor-madeactivities that accommodate a variety <strong>of</strong>learning styles as the key to effectivevocabulary teaching.The final article in this section, Classmanagement – chaos to calm or calm tochaos? by Sharon Noseley-Kalantzis,addresses one <strong>of</strong> the major issues ineducation: How do we maintain control inthe classroom yet still give our students thefreedom to explore, create, and experimentwith the language? Her conclusion providessome <strong>of</strong> the answers: “Classroommanagement involves not only how wedeliver the syllabus, but how well we createfor our students an environment conduciveto learning.”Moving on to our next section, Insights, itis a privilege to welcome two distinguishedguests: Dr David Britain, Chair <strong>of</strong> Modern<strong>English</strong> Linguistics at the University <strong>of</strong> BernETAS <strong>Journal</strong> 30/2 <strong>Spring</strong> <strong>2013</strong> 5
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