VIII
JORNADAS
PEDAGÓGICAS PARA
Language to Content!
Materials Development
Association
(MATSDA)
&
Cordoba English Teachers
Association
(CETA)
11th – 12th May 2007
Facultad de Filosofía y Letras
Córdoba
We would like to express our gratitude to the following institutions:
·
API (Asociación de Profesores de Inglés de Portugal)
·
The BRITISH COUNCIL
·
BURLINGTON BOOKS
·
CENTRO DE PROFESORES DE CÓRDOBA Luisa Revuelta
·
COPISTERÍA DON FOLIO
·
DELEGACIÓN
DE EDUCACIÓN DE
·
DEPARTAMENTO DE FILOLOGÍAS INGLESA Y ALEMANA (UCO)
·
DIRECCIONES GENERALES DE ORDENACIÓN
Y DE INNOVACIÓN EDUCATIVA Y FORMACIÓN DEL PROFESORADO, CONSEJERÍA DE EDUCACIÓN
Y CIENCIA, JUNTA DE ANDALUCÍA
·
EXPRESS PUBLISHING
·
FACULTAD DE FILOSOFÍA Y LETRAS (UCO)
·
GRETA (Asociación de Profesores de Inglés de Andalucía)
·
ILMO. AYUNTAMIENTO DE CÓRDOBA
(Oficina
Pro-Capitalidad Europea Córdoba 2016)
·
OXFORD UNIVERSITY PRESS
·
RICHMOND PUBLISHING
·
ST-STANLEY PUBLISHING
·
TESOL-SPAIN
·
UNIVERSIDAD DE CÓRDOBA
·
VICENS-VIVES
Friday
(17’30-18’30)
Content and Language
Integrated Instruction (CLIL) has suddenly become fashionable all over the
world at all levels and ages of language learning. It is potentially a very
effective approach but it cannot be assumed that learners who are taught
content through English will automatically acquire communicative competence in
English. In this presentation I will discuss and exemplify the principles and
procedures which I think need to be followed if CLIL materials are to be
effective in facilitating language acquisition and development.
Saturday (13’00-14’00)
Teacher
Education Courses as CLIL: what lessons can we learn?
For many non-native speaker
teachers of English, taking a professional development course such as an MA in
TESOL/ELT is, in effect, an exercise in CLIL: NNS teachers have the opportunity
to improve their own language use through studying ELT ‘content’. In this paper, I will use a study carried out
with NNS teachers on an MA course to raise the following questions:
1. How effective was the CLIL experience for these
NNS teachers in terms of language improvement?
2. What lessons can we learn from this study
about the potential benefits and pitfalls of CLIL as a methodology? How far are these lessons applicable to CLIL
in other contexts?
3. How can we ensure that
language really is integrated with content?
Saturday (19’45-20’45)
Teachers of all subjects have
always had to cope with the pressures of covering the given syllabus and
achieving high scores in tests. Being given another pressure, to teach content
through English may seem to some teachers an impossible task. In this
presentation, I argue that CLIL offers an opportunity for content and English
teachers to shift our attention from covering input to ensuring intake. Based
on relevant studies in cognitive/educational psychology and second language
acquisition, I would like to discuss principles and procedures for successful
CLIL that can be used for the evaluation, adaptation, and development of
materials by both English and content teacher.
Friday
(18’30-19’30)
Lucy
García Magaldi (CETA)
Secondary
Strategies Based Instruction: The Key to Success in
Language Learning
This talk will illustrate the importance of learning strategies in EFL
learning and teaching based on current theories and investigations on second
language instruction. The speaker will
also propose a taxonomy of learning strategies and a practical framework for
incorporating them into the English class in order to make learning and
teaching more successful.
Primary
Projects are an excellent way of combining language and content. In this
session we will define what a project is and talk about why projects are useful
in class. We will then look at a variety of easy to carry out projects that can
be used as an extension in the EFL class or employed by content area teachers
to reinforce key concepts.
All
Learning foreign languages is promoted by The Council of
Europe in the framework of plurilingualism as an approach that favours the development of
communicative competence in languages learnt/acquired in the course of a
lifetime. But to promote plurilingualism and preserve
cultural-linguistic diversity, a knowledge of English alone is insufficient. In
this talk, the speaker proposes and discusses the idea of adding a new subject,
“language”, to the school curriculum. This subject would develop linguistic
competence in general, rather than strategic communicative competence in just
one language. This general linguistic competence would help the citizen
learn/acquire languages in later life. (99)
Verissimo Toste (API)
Primary / ESO / Language School
Exposing learners to authentic texts in English is motivating. It
encourages independent acquisition and learner autonomy. BritLit
is a British Council project whose aim is to help teachers from around the
world to exploit English literature in the ELT classroom. You can find a range
of materials based around the works of various authors. BritLit
resource packs contain complete texts, tasks for students, teachers’ notes, as
well as audio recordings of interviews with the authors and readings from the
texts. This session will explore hoe teachers can use BritLit
to motivate their students to read authentic English at any level.
Andrea Hasapi (MATSDA)
All
Many of us panic when we hear the words ‘CLIL’, and we think it’s going
to radically change the way we’ve been teaching. How far is that true, though?
This is an invitation to work together and identify how content-based learning
has been a part of our lessons for quite some time, and to consider ideas as to
how we can integrate this even more.
Friday
(20’00-21’00)
All
Repeat Please!
This workshop aims to raise teachers’ awareness about how they and their
students signal incomprehension (breakdowns in meaning) in classroom discourse.
The title of the workshop is inspired by typical student language: Repeat
please. I suggest that although this signals a breakdown it does nothing to
clarify the cause of the problem and thus makes it harder for the speaker to
rectify: simple repetition, even though this is what is being requested, might
not help. We will identify different levels of (listening) comprehension and
explore ways in which we can make problems explicit thereby making them easier
to deal with.
Roisin O’Farrel (English Language Institute, Seville)
Primary / ESO / Language School
This workshop will take a look at some basic activities that are simple
to set up, can manipulated to practise a whole range of language and skills and
are so popular with students that they will play them over and over again.
Paul Mrocek (EOI Linares)
All
The CAL (Cursos de Actualización
Lingüística) are intended to prepare infant, primary
and secondary school teachers to impart their non-linguistic subject in a
foreign language. But, will they be capable of doing so once they finish? In
this talk Paul Mroček will analyse this subject,
talking about his own experience with CAL groups in the last two years.
Teresa Gerdes (Vicens-Vives)
All
Sheltered Instructional Observational Protocol or SIOP is currently the
leading content based methodology in North America. Developed by the Center for Research on
Education, Diversity & Excellence (CREDE), it is a methodological framework
which gives teachers the tools to successfully teach both language and content.
During this session we will look the eight components that make up this
step-by-step and discuss its implementation in the primary classroom.
David Vale (MATSDA)
Primary
Self made toys are educational
gems. This workshop
will share amazing ways in which simple toy-making can be integrated to various
curriculum areas – and to rhymes, songs and stories – using English as a
medium/tool of communication. CLIL? Come along and find out for yourself - ideally with your own crayons, glue, scissors, a
piece of (white or coloured) paper – and, of course, yourself.
Angel Anderson (Free-lance)
All
Video – images and sound – is such a useful tool, but often misused, if not abused. Far from “Oh,
it’s Friday afternoon, here’s a film”, let’s see how to use video effectively
- bringing a new dimension into the
classroom. We’ll look at a variety of techniques to get the most out of This
Video World.
J.R. Guijarro & R. Ruíz
(University
of Granada)
Primary
En esta ponencia, presentamos al profesorado
de inglés de Primaria una serie de materiales multiculturales para trabajar
valores de diferencia cultural con su alumnado. Entre otros, trabajaremos con
cuentos multiculturales (India, Australia, Turquía, Japón, Canadá, etc.),
trabajos manuales multiculturales en inglés, canciones, vídeos, o artes
visuales. La presentación tendrá un marcado carácter práctico con pequeñas
anotaciones teóricas donde el debate sea una práctica para la creación de
conocimiento crítico entre los y las profesionales del área.
Primary
How many times, as a teacher, do you wish you had a magic spell to make
spelling a fun, progressive and dependable skill to learn? When I became aware
of synthetic phonics I realised that I was teaching Reception pupils to read
and write in the most fun but effective and efficient way. It just seemed like
magic! The fact that the sounds were all taught by a combination of visual,
auditory and kinaesthetic methods really appealed to me and I loved the
child-centred approach of delivering them through story telling: a technique
that I have been using since joining the Bilingual Project to develop my
children’s vocabulary and language structure. But the method I have chosen,
Jolly Phonics, does not only cover the first reading and writing steps, but
progresses through Grammar 1 and 2 consolidating alternative spellings and
giving the children a progressive knowledge of grammar.
Pilar Montijano (MATSDA)
Adults
When facing EFL teaching, Speaking generally poses particular
difficulties to the teaching practitioner in question: it seems that, at higher
levels, controlled exercises are more manageable and thus teachers feel more
confident; however, what happens when learners have already acquired an
intermediate or advanced level of development in the interlanguage?
We will give ideas and teaching proposals for both learners and teachers so
that they gain confidence in what they do, something essential if their effort,
awareness and motivation are to trigger true learning.
Marina Arcos (MATSDA)
Primary / ESO
This
presentation concentrates on how English Language Materials Development can
help teachers to implement a plurilingual curriculum.
According to research and theory, the trinomial of evaluation, adaptation and
creation –which makes up materials development-, is a very relevant way to
contribute to the teaching-learning process. This three-fold process can help
teachers to be more affective in the implementation of a particular teaching
approach, method or strategy and to become more aware of students as
individuals with particular needs and motivations. In addition, materials
development can favour the development of teachers as true professionals,
capable of reflecting on their practice and of making decisions. In the light
of the above mentioned principles we will consider models of teachers according
to their attitudes towards materials development; different types of materials,
the characteristics of these materials and ways of exploiting them.
Saturday (11’45-12’45)
Paul Ashe (Blue Door English School)
ESO / Bachillerato / Language School
This workshop/talk is aimed at teachers of all backgrounds and levels of
experience. It aims to offer different ideas on how to exploit the hand-held
gadgets (digital cameras, mp3s, ipods, mobile phones
etc.) we have to make our classroom materials and activities more personalised
and will demonstrate some of the activities with the audience. It will argue
that personalisation is a major factor in engaging learners, even the most
apathetic of teenagers. It argues that mass produced CD-ROM material is simply
a form of creating 'AI' (Artificial Interest) by using computers as a hook to
catch learners' attention. The importance of personalisation will be justified
through reference to some popular ideas e.g. Krashen's
Affective Filter Theory and Rod Ellis' characteristics of a good language
learner. This workshop/talk will be a verbal extension of an article to be
published in the May edition of Etp.
Language School
David Vale (MATSDA)
Primary
Self made toys are educational
gems. This workshop
will share amazing ways in which simple toy-making can be integrated to various
curriculum areas – and to rhymes, songs and stories – using English as a
medium/tool of communication. CLIL? Come along and find out for yourself - ideally with your own crayons, glue, scissors, a
piece of (white or coloured) paper – and, of course, yourself.
Elena Chewedoruck (MATSDA)
All
Experimenting in English
In the modern world the need of international communication is essential
and our new generation has to speak at least one foreign language well. Unfortunately, traditional classroom
activities do not meet such expectations and new effective methods are being
searched. Concerning the needs of the students, my school has undergone a
project in which we have been implementing English into science classes by
means CLIC methodology. Project Experimenting in English is aimed at
introducing correlation between scientific subjects and teaching foreign
languages, in this case English. Methods
of teaching every subject are different. For example, science needs to be
explained and shown by experiments while foreign languages are taught by
speaking and listening. Within the project we apply unconventional techniques
of teaching/learning process taken from linguistic didactics into studying
science so as to intensify and attract students%u2019 attention and show clear
correlation between different subjects in real life situations. During the conference presentation
some practical activities are supposed to be shown along with the comments how
effective they have been. Additionally, the examples of students’ projects and
school statistics can be presented.
Liz McQuillan (MATSDA)
All
I developed a Kindergarten One teaching programme
called, Sounds Together, for Ghana for my dissertation. My proposal is for a content approach
that combines a total physical response and phonological teaching method that
integrates literacy, numeracy and an English teaching
programme.
Saturday (17’00-18’00)
Fiona Mauchline (Free-lance)
ESO / Bachillerato / University / Language
School
Ah, homework, the bane of learning. Teachers set it
(sometimes) and students do it
(occasionally). But as a way of maximising learning opportunities,
homework is a treasure trove. How can you make homework motivating, unscary and
engaging enough to get students to take the plunge, and actually enjoy doing
it? In this workshop, we'll look at some ways.
Bachillerato / University / EFL teachers & students
My presentation deals with the different compensatory strategies used by
L2 learners of English. On one hand EFL teachers are conscious of the
difficulties students face in oral production and how these difficulties may
inhibit the students in their progress. L2 learners, aware or not, use
compensatory strategies to overcome the gap in their limited vocabulary. These
strategies can be identified as part of the Sociolinguistics Approach or the
Psycholinguistics Approach. Several authors have worked in the area of
compensatory strategies among those Poulisse and Byalstock. They contributed in the creation of a taxonomy
which clarifies how the students overcome the lack of English lexicon. If we as
EFL teachers motivate our students in the use of these strategies we will help
them not only in terms of language acquisition, but also in confidence in their
L2.
Jonathan Mason (MATSDA)
Adults
British Studies is taught at Tunisian arts faculties as part of the
general English degree courses. These courses include language, linguistics,
literature and cultural studies, which is generally focussed on American and
British studies in equal measure. As well as teaching content, one of the aims
of the cultural studies courses is to develop students’ language abilities,
thus falling within the domain of Content and Language Integrated Learning
(CLIL). However, to date the teaching methodology used has generally followed
the traditional French ‘civilisation’ model, and has not employed specific CLIL
methodology. In this talk I will first explore some of the background issues to
teaching British Studies at Tunisian faculties. Then I will look briefly at the
relevance to the Tunisian context of each of the five dimensions highlighted in
the CLIL Compendium – culture, environment, language, content and learning.
Finally, I will move on to give examples of CLIL oriented course outlines and
materials that I have developed in some of my British Studies classes.
Vishnu Rai (MATSDA)
Adults
I don’t like songs, I like stories
Over the years a number of models and approaches for teacher education
have made their appearance based on the different views regarding teaching and
training. In practice however, the Craft Model which is based on the notion
that teaching is a craft and it is based learned by observing and imitating the
expert's technique and by following his advice and instruction still dominates.
The teachers imitate what their trainers had demonstrated during their
training. Very few of them try to be different from their trainers. Learners are
different and they prefer different styles or strategies of learning. This is
also true to teachers when they are trainees. There is, therefore, a need to
help teachers be innovative, think of the alternative ways to teach the same
teaching item. The present talk, 'I don't like songs: I like stories' does not
talk about the different models and approaches of teacher education. It does
not give any theory; it presents some practical ideas to show how the same
teaching item can be taught differently. It aims to help teachers think of the
different ways for teaching the same teaching item.
Rubena St. Louis (MATSDA)
All
The Internet and ITC tools
have already made a mark on foreign language teaching. Teachers can
download ready made materials from specialised websites and students use sites
and software to practice discrete language items. But how can the
Internet and ITC tools be used to teach language as a whole by encouraging
students to become more aware, not only of language and its use, but of their
own ability as learners to interact with the language and improve their
language skills? In an attempt to come to terms with these issues, an
online EST reading course at Universidad Simon Bolivar is being designed which
uses a Wiki as the platform for activities designed
to encourage learner autonomy by speaking directly to the student and using
interactive activities based on SLA theories.
Saturday (18’30-19’30)
Mª Dolores Pérez Murillo (IES Mariano José
de Larra, Madrid)
ESO
This paper draws on a longitudinal study in the Spanish school in
London, one area of the Spanish government provision for Spanish “residentes” in Britain. First, I will deal with some of the
structural characteristics that Hornberger (1991)
includes in her review of types of bilingual education programmes as a way in
to my account of the school under study. I will focus, in particular, on a) the
treatment of the languages in the curriculum and b) functions and patterns in classroom
language use. Next, I will turn to the need to conduct case studies on the
different CLIL programmes in the different Spanish Autonomous Communities to
gain insights into the classroom routines in those settings. Finally, some
conclusions will be drawn.
Olga Fernández Vicente (TESOL)
University
Learn and Fun. Integrated Skills
How can we convince our students that coming to class can be both useful
and enjoyable? In this session, we’ll try out some easy –to-set-up activities
that work with my students, need minimum preparation, fit in with any cousebook…. and are actually quite good fun!
Naeema Hann (MATSDA)
All
Function Versus Grammar, Compromise
or Solution?
This talk aims to raise questions about language learning priorities for
jobseekers in the UK. Can we get a group of migrant workers with varied
linguistic, geographical and educational backgrounds, with beginner to
intermediate level skills in English, into jobs in 32 hours? How (methodology)?
Where? What did the course contain (langauge and
resource priorities)? Did the learners pass national exams? Did their job
seeking and job retaining skills improve? The presentation reflects on the
efficacy of a short course in ESOL delivered to a group of male migrant jobseekers
in Bradford.
Raquel Criado (MATSDA)
Bachillerato / University / Language School
In their 2004 article, Tomlinson and Masuhara (two highly-considered materials experts)
highlight the generalized criticism targeted at textbooks due to their lack of
opportunities for actively “experiencing” the foreign language culture. In the
present talk we include the summarised results of the analysis of the pedagogic
orientation of all the activities with cultural elements as present in six
well-known EFL textbooks dated from 1989 until 2005. The insights from this
talk might allegedly be useful for language teachers and/or administrators
alike at the time of selecting and supplementing a coursebook
on the basis of the cultural angle.
Cecilia Treviño (MATSDA)
Developing and evaluating a blended Spanish
course for medics and otehr health professionals
We evaluated a package of e-materials which we created to teach Spanish
for Medicals Students at beginner’s level. The package includes pedagogical
assets, learning objects and a text book. We use the materials to teach a
technology enhanced course 90 per cent face to face and 10 per cent as a long
distance course using WebCT as a virtual learning
environment. After applying a questionnaire to classify the students according
the multiple intelligence theory, we evaluated the attitudes of the students to
the different types of materials, we also contrasted the learning of discrete
grammar points and vocabulary to see if we could find differences when the
students learn on their own or when they where taught face to face. We also
compared our sample with a group of medical students taking general Spanish.
They considered that working with the written materials and interactive
exercises was better suited to that aim.
BIODATA
Carmen Gloria Álvarez, M.A in Education (Bob
Jones University, U.S) and M.A in Linguistics (Universidad de Chile), has
worked as an EFL teacher in different Chilean and universities institutes.
Currently Head of the Translation department at Universidad Chileno-Británica
de Cultura de Santiago.
Angel Anderson was born in Scotland, he started teaching in
Sudan back in 1985. Since then he has taught in Spain, France and the UK.
Currently, he lives and work in Linares, involved mostly in Cambridge exam
preparation and helping with teacher development.
Marina Arcos
is an experienced teacher who has taught at different levels. She was a
linguistic advisor on a bilingual project for the MEC and the British Council
for three years. Marina is co-author of the books Inteligencias multiples. Múltiples
formas de enseñar. Megablum
(2002) and Didáctica
del inglés para primaria. Longman-Pearson (2003). Her main
field of research is materials development on which she has based her PhD
thesis and she is also interested in learning styles, self-esteem and
experiential learning. E-mail:
marina.arcos@telefonica.net.
Paul Ashe has been teaching General and Business English at
multinational companies since 1997. He gained his DELTA in 2003. He has written
coursebook materials for Pearson Education,
Macmillan, Richmond and OUP and has had articles published in Etp. Paul is also an Cambridge UCLES examiner and is
currently a teacher and teacher trainer at Blue Door.
Elena Chwedoruk is Master of
Science and Master of Languages, specialized in Teaching, Testing and
Assessment, and Methodology. She is a teacher of English and Russian, Lecturer
to preparation to CAE exams, and a translator. She has worked as an expert of
the Ministry of Education in Poland and Matriculation Examiner in English.
Active member of courses and workshops run by the British Council, Teacher
Training Centre, Program INSETT in Warsaw.
Raquel Criado is an Assistant Lecturer
at the English Philology Department at the University of Murcia (Spain). She
obtained the First Rank Outstanding Student Achievement Award at a Spanish
National Level in English Philology (1999-2000). She also holds a Master in
Translation and Interpretation (English-Spanish). She is currently doing her
PhD on foreign language learning materials. She has participated in several
national and international conferences related to this area, as well as to
Translation and Critical Discourse Analysis.
Inés Delgado-Echagüe
joined the MECD/BC Bi-lingual Project in 2000, after a
teaching experience of 15 years for British Montessori schools in Spain. Over
the past five years she has been invited to lecture about teaching English
Language to children in a variety of Teacher-Training Programmes funded by the
Spanish Ministry of Education and The British Council. She has also done
teacher training freelance for British, International and Bilingual schools all
over Spain. Also collaborates with the Universidad de Valladolid and the
University College Worcester as tutor and trainer of British students during
their teaching practice. Currently working
with infants at Segovia’s CEIPS “El Peñascal”
Lucía García Magaldi graduated from London University, she has worked as EFL teacher as well
as Adviser for English teachers in Córdoba. She was a Fulbright Summer
Institute Scholar in Massachusetts in 2005, and she has recently completed her
Doctoral Thesis based on the use of learning strategies by Spanish teenagers.
Teresa Gerdes is a teacher-trainer, educational consultant and
author. She holds a degree in bilingual education / ESL and has more than 20
years experience in the field. Teresa is a consultant on World, a Primary science course book
published by Vicens Vives.
She is also the author of the adult English language textbook series, Go Ahead, published by Stanley.
Juan Ramón Guijarro holds a PhD degree
in English Language and Literature Education at the Faculty of Education of the
University of Granada. He has lectured at the University of Birmingham, U.K.
and at the Université de Montréal, Canada. He is
currently researching on the concept of otherness and identity and their
applications to the teaching of foreign languages.
Olga Fernandez has taught English to all
ages and levels, co-directed an English academy and been a regional coordinator
for TESOL, Spain. She is currently
involved in Teacher Training for local Primary and Secondary teachers.
Until recently, Naeema Hann
managed a provision for ESOL (English For Speakers of Other Languages) and Bilingual
Skills at Bradford College and was on the executive boards of Natecla (National Association for the Teachers of English
and Community Languages), NCDU (National Council For the Development of Urdu). Naeema has edited and published the bilingual journal Urdutimesuk, and delivers training for organizations like
CILT (The National Centre For Languages), Natecla and
Becta . An accreditation scheme to record learners
achievements in basic literacy skills in Urdu, created by her, won the European
Award for Languages. Naeema delivers ESOL, Community
Language and Bilingual courses and is completing a PhD at Leeds Metropolitan
University.
Andrea Hasapi
is a CELTA and CELTYL trainer at International House, Barcelona, and has
recently finished an MA in Materials Development for language teaching. Teaching Young Learners and developing
lessons that they respond to has been a special interest of his for quite some
time.
Nina Lauder has been teaching since 1990 and for the past eight years has been
involved in educational consulting and teacher training. She has given
workshops all over Spain and has collaborated with the British Council and the
MEC on professional development programmes. She is also a materials writer for
ELT and CLIL books and has published several articles.
Liz McQuillan, MA Applied Linguistics, DipIC (Diploma in Intercultural Communications), MCIM
(Member of the Chartered Institute of Marketing), is a Kindergarten Education
Volunteer for Sabre Charitable Trust who is working in rural Ghana assisting
with state school education development. The Ghanaian Kindergarten One proposal
is for a content based approach that combines a total physical response and
phonological teaching method that integrates literacy, numeracy
and an English teaching programme.
Jonathan Mason has an M.A. from Cambridge University and an M.
Phil in Intercultural Studies. He is currently studying for a Ph.D. on
‘Intercultural Awareness and Materials Development in Teaching British Studies
in Tunisia’ at Leeds Metropolitan University, UK. He has been teaching in
Tunisia for the last 12 years. From
1995-1998 he taught at the British Council in Tunis. Then he moved to the
Faculty of Arts and Humanities at Kairouan from
1998-2004, and on to the faculty of Arts and Humanites
in Sousse from 2004. His main areas of teaching include cultural studies, oral
language and various areas of ESP including business English.
Dr. Hitomi Masuhara,
Secretary of the MATSDA, works as a core member of the Postgraduate, Research
and Consultancy Team and as Course Leader for the MA in ELT and Materials
Development in Leeds Metropolitan University.
Her main interests include the role of the brain in language
acquisition, materials & teacher development. She
has presented as invited plenary speaker at numerous international conferences. Her publications include 8 coursebooks, journal articles (e.g. ELTJ, MET), book
chapters and books on Materials Development and Language Learning (e.g. 1998,
CUP; 2003 , Continuum; 2007) and books (e.g. Developing Language Course Materials,
RELC).
Fiona Mauchline
has been in EFL for twenty years,
mainly working in different parts of Spain. She is currently based in Seville,
where she teaches, trains YL teachers and writes materials for coursebooks and
other EFL publications.
Pat Moore has been in ELT since the
mid-eighties. She has worked in Europe,
South America and Asia, gradually moving from the private sector into tertiary
education. Now in Sevilla,
she teaches at the Universidad Pablo de Olavide and
is working on a doctoral thesis focusing on discourse in CLIL classrooms.