• 23 – 24 November 2012
  • (Auditoriums 1 and 2, FCSH; conference)
  • 15 December 2012
  • (workshop follow-up exclusive for English teachers in Portugal who need creditation; Auditorium 2, FCSH)

What do ELT professionals need to know?

about language

about learning

Keynote speakers (confirmed)

  • What do ELT professionals need to know about intercultural competence?

    Much has been written and practised concerning a cultural dimension in foreign language learning but mainly with a focus on learners and learning – what learners need to know/do. Starting from the assumption that language learning with a cultural dimension is indeed necessary if learners are to communicate successfully, I will also assume that the educational aims of language teaching are to be met through a cultural dimension and in particular an emphasis on ‘critical cultural awareness’. On this basis I will move to the implications for teaching/teachers (and assessing/assessors). There are questions of skills and knowledge required for teaching a cultural dimension, but there are also issues of judgement and ethics. Teachers who take seriously the notion of ‘critical cultural awareness’ need more than language skills, and more than the cultural knowledge and competence of native speakers. Assessment in particular raises a number of ethical questions which teachers need to take a position on. Furthermore all this is complicated for English Language Teaching because of the use of English as a lingua franca. To devise a full training programme is beyond the scope of a lecture but I will refer to research on teachers and teacher education to indicate the nature of what should be included in initial and/or in-service education and make some preliminary suggestions about how the needs can be met.

    Michael Byram (Professor Emeritus of Durham University. His work in the School comprised initial teacher education and being Director of Research Degrees with supervision of research students. He began his career teaching French and German at secondary school level and in adult education in an English comprehensive community school. After being appointed to a post in teacher education at the University of Durham in 1980, he carried out research into the education of linguistic minorities, foreign language education and student residence abroad. He supervised doctoral students in intercultural studies, language teaching and comparative education. He has published many books and articles including, most recently, Teaching and Assessing Intercultural Communicative Competence; Language Teachers, Politics and Cultures (with Karen Risager); From Foreign Language Education to Education for Intercultural Citizenship; and is the editor of the Routledge Encyclopedia of Language Teaching and Learning. His new book: The Common European Framework of Reference. The globalisation of language education policy (2012).

  • Teaching EFL learners to use dictionaries: the why’s and the how’s

    Dictionaries are useful tools for language learners. By using them, learners become more confident and autonomous. A well-designed dictionary can go a long way towards helping language learners in their efforts. We all know that dictionaries can be helpful in reading, but the real challenge of foreign language learning lies in production: writing and speaking. An adequate production-oriented dictionary can greatly improve students’ performance in writing tasks, including exams such as the written English examination forming part of the Portuguese Exame Nacional do Ensino Secundário. However, research into the process of dictionary use reveals that language learners use dictionaries rather inefficiently, not taking good advantage of the wealth of information found in modern learners’ dictionaries. Misunderstanding the lexicographic conventions can generate errors of its own (dictionary-induced errors), such as when a label is mistaken for an equivalent. To help language learners overcome such problems, they should be given systematic training in dictionary use, so that they can become more skilled dictionary users. The training should start with the needs and problems of learners as dictionary users, rather than focusing on the dictionary content itself. As it turns out, using a dictionary effectively involves a number of distinct skills. We will look at what those skills are, and how they can best be taught.

    Robert Lew (Professor at the Department of Lexicology and Lexicography, Adam Mickiewicz University, Poznań, Poland. His current interests centre around dictionary use, and he is involved in a number of research projects including topics such as access-facilitating devices, definition formats, dictionaries for production, space in dictionaries, and training in dictionary skills. He is Reviews Editor and Associate Editor for International Journal of Lexicography (Oxford University Press). In 2011 he edited a special issue of IJL on dictionary use. He has worked as a practical lexicographer for various publishers, including Harper-Collins, Pearson-Longman, and Cambridge University Press. During 2008-2010 he was advisor to Macmillan Dictionaries.)

  • “Using the Full Resources of the Mind”

    Here are some questions I’d like you to think about:

    1.  What do you do in your mind when you’re reading or listening in your first language?
    2. What helps you to understand and remember what you read or listen to?
    3. Do learners make the same use of their mental resources when using an L2 as they do when using their first language? Why?

    In my presentation I’m going to discuss these questions with you and refer you to some of the research which has tried to answer them. I’m also going to demonstrate procedures and activities which I’ve used to help learners of English as an L2 to make full use of the resources of their minds when learning and using English.

    Brian Tomlinson (Visiting Professor at Leeds Metropolitan University and Academic Director of TEFL International but he has done many other jobs in his life. He has worked as a kitchen porter in Blackpool, a film extra in Rome and a football coach in Zambia. He has also worked as a teacher, teacher trainer, curriculum developer and university academic in Japan, Indonesia, Nigeria, Oman, Singapore, UK, Vanuatu and Zambia. He is the Founder and President of MATSDA (the international Materials Development Association) and he has published many articles and books (e.g. Discover English; Openings; Materials Development in Language Teaching; Developing Materials for Language Teaching; Language Acquisition and Development: Studies of Learners of First And Other Languages; Superbird). His most recent publication is a book with Hitomi Masuhara which reports the results of longitudinal research into materials development (Research for Materials Development in Language Learning: Evidence for Best Practice).

  • “Magical Mystery Tour in your class? – The value of discovery approaches”

    In my session, I’ll show some evidence of how teaching materials tend to focus on knowledge transfer and not enough on providing opportunities for critical/creative thinking, skills development, autonomy and problem-solving – the kinds of life skills we use every day. I’d argue that one of the ways of nurturing such vital life skills is to make use of discovery approaches in materials development.I’ll demonstrate ways of making materials more challenging and engaging to help the learners think critically and creatively and take initiatives in their own learning.

    Hitomi Masuhara – Deputy Director of the MA in Applied Linguistics and the MA in TESOL at the University of Liverpool and also Secretary of MATSDA (Materials Development Association). She has worked at other universities in Japan, Oman, Singapore and the UK and has presented at Conferences all over the world. Her publications include journal articles (e.g. in ELTJ, MET, Simulation and Gaming), book chapters (e.g. in Materials Development in Language Teaching, CUP; Developing Materials for Language Teaching, Continuum; English Language Learning Materials, Continuum; Language Acquisition and Development: Studies of Learners of First and Other Languages, Continuum) and books (e.g. Materials and Methods in ELT (2013) Wiley, co-authored with J. McDonough and C. Shaw; Research for Materials Development in Language Learning (2010) Continuum, co-edited with B. Tomlinson and Developing Language Course Materials (2004) RELC, co-authored with B. Tomlinson). She has also been involved in the writing of eight coursebooks for Bulgaria, China, Ethiopia, Japan and Singapore. Her main interests include neural language learning, second language acquisition, teaching methodology, intercultural communication, materials development and teacher development.

  • Preparing for CLIL: what ELT professionals need to know”

    Content and Language Integrated Learning (CLIL) is currently burgeoning as a timely response to Europe’s need to upgrade foreign language proficiency. It  is increasingly considered the European label for bilingual education and has had an exponential uptake across this continent over the past two decades, gradually becoming an established teaching approach. However, it rapid spread has outpaced teacher education provision, which now acquires a heightened importance given the increased demands which CLIL places on the in-service practitioner. This is precisely the niche which the present talk seeks to address by presenting the outcomes of a European study on the main training needs which pre-service teachers, in-service teachers, teacher trainers, and CLIL coordinators consider they have in order to adapt to a bilingual education model. In doing so, it will attempt to answer a series of questions, beginning with why teacher training for CLIL needs to be stepped up at present. Here, the study will be fully justified by canvassing the main teacher training actions available for CLIL implementation in European countries with a firmly entrenched monolingual model and by identifying the main lacunae revealed on the teacher training front by prior research. The talk will then describe how the chief training needs of the afore-mentioned stakeholders have been charted by expounding on the research design of the study, which has drawn up, validated, and administered four sets of questionnaires to over 700 respondents across the whole of Europe. The bulk of the presentation will report on what training needs language and non-linguistic area teachers currently have in facing up to bilingual education, in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated CLIL, teaching materials and resources, and ongoing professional development. The talk will conclude by analyzing where these outcomes lead us, both in terms of future research and, more especially, from a pedagogical viewpoint. In this sense, the way in which the deficiencies diagnosed have been redressed via a specifically designed CLIL Master’s coordinated by the University of Jaén will be presented. The ultimate aim is to identify the main areas upon which we need to act in producing a cohort of well-trained professionals capable of successfully facing up to the challenge of bilingual education, and to base decisions regarding language degrees and teacher training courses on empirically-grounded guidelines in order to guarantee a success-prone implementation of CLIL in our continent.

    María Luisa Pérez Cañado (Associate Professor at the Department of English Philology of the University, of Jáen, Spain, where she is also Vicedean of the Faculty of Humanities and Education. Her research interests are in Applied Linguistics, English for Specific Purposes, and the intercultural component in language teaching. Her work has appeared in a notable number of scholarly journals and edited volumes published by Elsevier, Peter Lang, Multilingual Matters, Wiley-Blackwell, Routledge, or John Benjamins, among others. She is also author of four books on the interface of second language acquisition and second language teaching, co-author of an instructional method for the teaching of Spanish orthography and written composition in Spain and Mexico, and editor of three books and one ELT journal. She has currently edited the first monograph in Europe on the adaptation of English language teaching to the European Credit Transfer System (Peter Lang; Linguistic Insights Series) and has coordinated three governmentally-funded research projects on this topic.)

General information:

  • The conference will take place at the Faculty of Human and Social Sciences, Avenida de Berna, 26, Lisbon, Portugal. [Conference rooms are in main Tower B]See FCSH location on Google Maps


Auditório 1 / Auditorium 1


(Main building or Tower B, 1st floor)

  • The official language for the conference, including presentations and  submissions, is English. Each presentation should be 20 minutes plus 10 minutes for discussion. Each keynote talk will take 45 minutes plus 10 minutes for discussion. Since we will have 2 very busy days, it is crucial that every speaker respects his/her time limit.
  • If participants want to move from one auditorium to another, will you please do it during question time and not during presentation time out of courtesy to speakers.
  • The extra day of the Conference on 15 December 2012 is intended for Portuguese teachers only who need to submit a report for evaluation and creditation.
  • An attendance sheet for Portuguese teachers attending for “crédito de formação”will be available permanently at the registration desk and can be signed anytime during the day.
  • A selection of papers, on invitation, will be published in our E-Teals: an e-journal of Teacher Education and Applied Language Studies (peer reviewed) in 2013. Selected authors will be contacted later.


Esta conferência já está acreditada pelo Conselho Científico-Pedagógico da Formação Contínua com 1 crédito de formação (grupos 220 e 330): nº de creditação ACC72231/12; código da entidade: 183.


Style guide adopted: 

Archive of best reports from previous Conferences:

Deadline for sending the reports: 13 Jan 2013

Email: teals.fcsh@gmail.com

To pick up the certificates: Núcleo de Formação ao Longo da Vida – NFLV (nflv@fcsh.unl.pt) Torre B, 1º andar


  • General fee: € 75
  • UNL student (BA and MA) fee: € 40 (Student affiliation proof required)
  • Orientadores de escolas cooperantes dos estágios de Inglês da FCSH: gratuito
  • Docentes de Inglês das escolas cooperantes dos estágios de Inglês da FCSH: € 55
  • Speakers do not have to register or pay any fee.
  • Registration is open to anyone who wishes to attend the conference.
  • Important dates and payment:
    • Registration: 1 August to 22 November
    • Registration form here. Send it by email to: teals.fcsh@gmail.com
    • Please attach proof of payment to your registration form (add a scanned copy of your “Multibanco” receipt or add our email to your online transfer).
    • Registration is limited to 100 participants, due to the capacity of our auditoriums.
    • If you wish to attend our conference dinner, do please add 20 euros to your payment or pay on arrival to the Conference.

Conference dinner: 23 November, 20:30

  • 20 euros per person paid with your enrolment or at the registration desk on arrival (before 5pm)


Restaurante Valbom Marisqueira
Avenida Conde Valbom, 110

Accommodation (suggestions)

Sana Executive

Avenida Conde Valbom, 56 P – 1050-228

Modern building, strategically situated between Praça de Espanha and the Gulbenkian museum. Special fare for TEFL 4 participants.

Sana Executive website
Location on map
Book a room

Vip Executive Barcelona

Rua Laura Alves, 10 P – 1050-138

The closest to FCSH, only 2 minutes walk.

Vip Executive Barcelona website
Location on map
Book a room

VIP Berna

Av. António Serpa, 13, 1069-199 Lisboa

VIP Berna website
Location on map
Book a room

Hotel Alif Campo Pequeno

Campo Pequeno nº51, 1000-090 Lisboa
Book a room

Hotel VIP Executive Villa Rica

Av. 5 de Outubro 295, 1000-090 Lisboa

Book a room

Organizing committee:

  • Professor Carlos Ceia (Convener)
  • Dr Ana Matos
  • Dr Ana Frankenberg-Garcia
  • Vanessa Boutefeu
  • Allyson Roberts
  • David Hardisty
  • Dave Rowlands


  • TEALS [Teacher Education and Applied Language Studies], Centre for English, Translation and Anglo-Portuguese Studies (CETAPS)
  • Departamento de  Línguas, Culturas e Literaturas Modernas da Faculdade de Ciências  Sociais e Humanas
  • ILNOVA (Instituto de Línguas da Universidade Nova de Lisboa)
  • Associação de Centros de Línguas do Ensino Superior em Portugal (ReCLes.pt)
  • Offical contact: teals.fcsh@gmail.com


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