CARMELLA LIESKE
Bio
Carmella Lieske earned a Master of Applied Linguistics from the University of Southern Queensland in Australia. She has been teaching English in Japan since 1993. At Shimane University, she teaches all types of courses, including TOEIC, composition, conversation, and overseas preparation. She is also an avid language learner and has passed the highest level of the Japanese Language Proficiency Test. Carmella has been involved in numerous research projects. She is presently conducting research into students’ attitudes and beliefs about English as an International Language (EIL) and Asian English in Japan, South Korea, Thailand, and the United States, and she will continue this research in China and Hong Kong, and hopefully, Vietnam. Carmella has worked with four international publishers writing teacher’s editions, workbooks and worksheets, and test packages for 12 major series. Her most recent work includes writing workbooks for “Timezones” – a brand new series in collaboration with CENGAGE Learning.

Abstract
Plenary 2
Applying Global Trends into the Asian Context
As educators in the 21st century, we live in exciting times. The interdependence of people and countries has, perhaps, never been more obvious than during the economic struggles of the past few years. With estimates of well over one billion non-native speakers of English, it is not surprising that English is often referred to as the lingua franca for international communication. However, until recently, there has been a lack of coordinated research into English as an International Language (EIL) in Asia. Furthermore, the studies have tended to provide theory and statistics (e.g., how many Indians claim they can read English) without including (1) statistically-based analyses of how Asian students’ attitudes reflect (or don’t reflect) the globalization of English and (2) the pedagogical implications of these beliefs.

Do students think English is a means of international communication, or do they still assert that it is primarily a tool for communicating with “native speakers”? Have they heard of the term, English as an International Language? What languages do they perceive as most useful for international and Asian communication? How do they assess the communicative ability of Asian speakers of English (e.g., ability to fill awkward breaks, correct use of politeness)? Do they believe there are varieties of English such as Asian English and East Asian English, and it they do, how highly do they value them?
Drawing on data from research in Japan (N=1,141), Korea (N=456), and Thailand (N=216 students), I will discuss students’ responses to questions such as these. The session will explore these students’ beliefs, including those that might contribute to cross-cultural pragmatic failure, with an emphasis on how we can address these views in our second language classrooms, and, hopefully, increase students’ awareness, develop their competencies, and enhance their communicative ability.

Bio
Patrick Hafenstein has over 14 years experience in ELT. His extensive experience spans; teaching, training, management, examining, editing, writing and consultancy. He is currently employed by Macmillan Publishers as an Education Consultant for the East Asia region.

Abstract
Your Kids Live in a Digital World, do YOU?
More than a book is needed to bring your students to life. More than words on paper is needed to help your students learn. Kids are surrounded every day by animations, video and audio and your classroom needs to reflect this in order to teach the kids of today effectively. This presentation will show you how you can be high tech even if you are low tech. Demonstration lessons will be held on using digital materials in the classroom for teaching vocabulary, grammar, phonics, songs, writing and conversations. A digital classroom is an environmentally-friendly, highly motivational classroom conducive for learning.

Bio
Grant Trew has over 20 years experience as a teacher, trainer and materials developer in the UK, Middle East, SE Asia, and Japan. He has designed and run training courses, and has written materials for a number of corporate and academic institutions. He is the series advisor for Business Venture 3rd Ed, and is the author of the Tactics for TOEIC® books published by Oxford University Press.

Abstract
Teaching natural English: helping learners communicate more effectively and confidently
Traditionally second language classrooms have focused on teaching the building blocks of language, mainly grammar and vocabulary. Unfortunately these elements did not give the complete picture of what language learners need to function effectively in the real world.

Many students who do well in the classroom are not able to comfortably and confidently use English while traveling or in the workplace. Often they know enough words to express basic meaning, but can only do so in a way that sounds unnatural or inappropriate. This can cause them to be either misunderstood or even worse, create a negative impression with their listener. Also, lack of familiarity with natural English may inhibit their listening comprehension, even though they may actually know all the words being spoken.

This workshop will focus on two major aspects of natural English. In the first section we will look at the issue of using language appropriately. This includes how to handle such common speech acts as requests, offers, and complaints in a way which is not only understandable, but also in a way that sounds natural and polite. This section will look not only at the phrases and expressions native speakers use, but also the way they organize their speech to create a favorable impression. The second part of the workshop will focus on the problems posed by the sound of natural English. Rhythm, stress and features of connected speech not only pose a problem for learners who want to sound natural, they also have a dramatic impact on their ability to comprehend natural spoken English. This workshop will use examples of actual student conversation to illustrate the problems learners commonly face, and will demonstrate practical techniques teachers can use in the classroom to help their students to both understand, and use English more appropriately and confidently.

Bio
Gabriel Allison has worked as a teacher, writer, and curriculum developer in Spain, S. Korea, and Argentina. He holds a Bachelor of Arts from High Point University and a TEFL certification from Executive Business Communications International in Madrid, Spain. Among his other accomplishments, he has been a contributing author and editor on the EFL titles More Step By Step Listening, Reading Town, Reading World, and Reading Planet. He was also a contributing writer on an Internet-based EFL learning program entitled Online Content: Speaking E-tutor and Writing E-tutor.

Abstract
The Importance of Teaching Phonics for Children and its method
Phonics has been sweeping the EFL field, and with good reason. Phonics does more than teach the letters of the alphabet; it introduces proper pronunciation and allows students to identify troublesome English rules early in their education. In addition to teaching the rules of proper pronunciation, phonics teaches the exceptions to those rules. Phonics provides young learners with an advantage over students who enter the English classroom cold. The purpose of this presentation is to illustrate the advantages of teaching phonics for young learners while detailing how to keep in interesting and entertaining.

Abstract
Setting a standard: the CEF and the teaching of English
Setting standards is a current trend in education in Vietnam. The last ten years have witnessed whole-hearted attempts at ensuring quality in universities, high-schools, and elementary schools by establishing academic norms and standards. In the field of ELT, there has been discussion about adopting the Common European Framework of Reference for Languages (CEF) proposed in Europe in 2000, a professional tool for language learning, teaching and assessment which has increasingly been enjoying international popularity.

This paper aims to keep our teachers of English informed about the CEF. The paper attempts to explain its background, clarify some of its contents, and provide concrete examples of ways in which it has been used. Above all, the paper explores some possible implications the CEF can have for our Vietnamese teaching and learning context, guarding the teachers against glocalisation.

Bio
Nguyen Thu Ha has been an EFL teacher for eight years. She graduated from the Ho Chi Minh City University of Education in 2002. She got a Master’s Degree in TESOL (University of Canberra) in 2002. She has taught for many schools and universities in Ho Chi Minh City. And currently she is working for Vietnam USA Society English Language Center (VUS) as a Campus TQM (Training Quality Management) Manager. For many years working in the field of teaching EFL, she always shows her interest in the effective approaches that can satisfy both students’ needs and motivation in learning English.

Abstract
Teaching EFL to Low-level Adult Learners
In the situations of Vietnam’s global integration, there are more and more people seeing the necessity of learning English. It is usual now to see an English class with learners from different backgrounds, with different jobs and ages.

To face the fact of learners’ various interests and purposes of studying English, EFL teachers definitely must prepare their lessons carefully with relevant topics and methods. But more important than that, teaching low-proficiency adult learners is always the matter of concern.
The aim of this presentation is to raise a discussion on the advantages as well as difficulties when teaching EFL to low-level adult learners. Simultaneously, some suggestions in presenting vocabulary, giving instructions, etc. are also highlighted to make low-level adult classes effectively more communicative.

Bio
Katherine MacKay has been working in the education field in Asia for over 15 years. Her extensive experience in teaching, training, program coordination, curriculum development, sales and marketing is now utilized throughout the Asia Pacific, the Arab World & Latin America. She holds an MA in Teaching English to Young Learners from the University of York in the U.K and her CELTA qualification. Katherine now shares her expertise with teachers and schools online and internationally, for Pearson in Asia Pacific.

Abstract
Learning is a game we play
Those who believe in using games in education observe that game players regularly exhibit persistence, risk-taking, attention to detail, problem solving and critical thinking skills, all behaviors that ideally would be demonstrated regularly in school. As the ‘optimum’ age for effective learning English is lowering, local and global trends show how English in secondary schools is increasingly being preceded by English at the primary level. This shift demands that teachers of English to young learners recognize the different stages in how children learn and develop and maximize this in age-appropriate games. In this session we will discuss the shared skills and parallel paths between gaming and education through the use of digital tools and how introducing gaming methodology into the classroom can enhance and accelerate the learning process.

Bio
Paul Grainger has been active in ELT teaching and training for 16 years. He has taught English to students of all ages and levels in both Thailand and England.

In addition to being a language teacher, Paul has also been an active language learner. He studied German until the age of 18 and completed his BA in foreign languages - French & Dutch. He believes the experience of learning foreign languages himself has given him a good insight into the challenges that learners face when studying English.

He currently works as an ELT Product Specialist for CENGAGE Learning, one of the largest providers of English language teaching materials in the world. He is based in Bangkok, Thailand, and travels extensively around Asia visiting schools and universities, delivering workshops, and conducting demonstration classes.

Abstract
Practical activities for motivating today’s “global” students
Globalization and advances in technology have had a significant effect on our education industry. Satellite TV, the Internet and social networking sites, such as Facebook and You Tube have helped to widen students’ vision of the world. However, this is rarely reflected in the classrooms where many ELT teachers continue to use traditional teaching styles & materials, and fail to motivate their students effectively.

This workshop will explore practical techniques for motivating today’s ‘global’ students. Find out how even the most boring materials can be adapted to motivate today’s generation through personalization activities, projects, and critical thinking strategies.

Bio
Stephen Thomas holds a BA in English and an MA in Education from California State University, Bakersfield. In addition, he holds a CELTA and is credentialed to teach K-12 in the state of California, USA. He has worked as a teacher and teacher trainer for a number of educational institutions teaching a range of courses from young learners to adults for the past 20 years. He is currently the academic advisor for VUS-ETSC in Viet Nam.

Abstract
Presenting New Language
When a learner encounters a new language item, certain needs must be met before the learner able to use the item outside the classroom. There are various ways of expressing these needs. Basically, lessons and classroom activities are “staged”. In other words, activities are provided that deal with each need individually and the activities are arranged into a logical order. Learners spend time understanding the meaning of the item before understanding how to say and write it. The concept of staging is regarded by many people as being central to the effective teaching and learning of a foreign language.

Generally, when introduced to new items, learners have the following needs areas: meaning, Basic Form, Grammar Operation (internal & external), Generalizability (Appropriateness or Style, Range, Function or Use) and Confidence. Each of these needs are dealt with in a different stage of the lesson, with each stage concentrating on meeting the learner’s needs in one area. My workshop will focus on how to present new language items.

Bio
Prof. Anne Ediger is currently Chair of the Dept. of Curriculum & Teachingand Professor in the TESOL MA Program at Hunter College, City University of New York. She has taught ESL/EFL to students ranging in age from 5 to

75 for nearly 30 years, and has conducted teacher-training seminars in Japan, Korea, Vietnam, and Mexico for more than 20 years. She is co-author of three books on ES/FL reading, as well as numerous book chapters and articles. Since 1996, she has been training teachers of K-12 and Adult ESL for New York City schools, and works as a speaker, author, materials developer, teacher trainer, and consultant.

Bio
Prof. Martha Clark Cummings of the City University of New York has an MA and EdD in TESOL from Teachers College, Columbia University. She has taught at the Monterey Institute of International Studies, the New School Online University and at Teachers College in New York. She has been training teachers since 1988, in Cyprus, Thailand, Tunisia, and Turkey. She teaches in the Hunter College MA in TESOL with Anne Ediger, as well as the online MA in TESOL Program atAnaheim University with Kathleen M. Bailey, Rod Ellis, and David Nunan. She is currently the incoming chair of the TESOL Standing Committee on Diversity. She is the co-author of two ESL/FL reading/writing textbooks, Changes: Readings for Writers and Inspired to Write, and her articles have appeared in The Journal of Basic Writing, The Language Teacher, and PacCALL, among others. She has taught the core course “TESOL Classroom Practices” at the Teachers College, Columbia University Japan Campus for ten years.

Abstract
Facilitating Autonomous Language Learning
Research tells us that autonomous learners are more successful language learners, but how do we encourage our students to be more autonomous? Building from Voller’s (1997) three roles for teachers working within an autonomous pedagogy--as facilitator, as a counselor, and as a resource, this presentation/workshop explains the characteristics of autonomous learning and then, together with participants, helps create a list of strategies and suggestions for teachers to help their students become more independent learners. A list of resources for supporting autonomous learning will also be provided.