conference schedule

Sunday • Jul 3

9:00 to 10:00

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10:10 to 11:55

Courses will run throughout the conference and you can choose one of the topics to follow for the three days


Tutors: Akemi Iwasa & Taylor Veigga

In this course, the tutors will give an overview of important elements of the publishing industry for those who are interested in writing materials. With a focus on diversity, ethics and inclusion, we will look at some key concepts involved when creating educational content, and draw conclusions on the positive impact that such materials can have on all English language learners. Examples and practical ideas will be presented and discussed throughout the whole course.

  • Day 1: We’ll look at some key concepts related to diversity, inclusive practices, and social justice education as well as some key principles related to materials writing.

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Tutor: Tatiana Canto
Sponsored by Express Publishing

Teaching Young learners has continuously challenged many teachers. Many teachers struggle at keeping kids engaged, making them connect and learn while having fun. If you are willing to understand more about keeping kids enthralled, join this course, and learn some tools and activities that will boost your lessons.

  • Day 1: We’ll explore some core concepts related to teaching young learners, such as YL’s features, YL’s development, and second language acquisition. We will also discuss how to consider it when planning a lesson.


Tutor: Letícia Moraes

Special Guest: Leandra Meddings

When we delve into learning and teaching English, we notice that language is something complex. This, however, doesn’t mean that our relationship with language has to be complicated or difficult. Something that can help us as teachers deal with language in the classroom is look at it from different perspectives. This course aims at exploring how teachers can look at language from three different yet related perspectives.

  • Day 1: We’ll present the language triptych, where it comes from and why we believe this can help us deal with language in a more comprehensive way. We’ll also explore the concept of language of learning in more detail and discuss how it can be applied to CLIL and ELT lessons.

12:45 - 13:35


In this presentation we will explore some of the ways in which globalization and rapidly developing technology are influencing the use of English, ELT course content and teaching methods with new topics such as visual, digital, and cultural literacies as well as the development of critical thinking skills.
Participants will be encouraged to share experiences so we can all gain insights into new ways for new needs in ELT.

13:45 - 14:45

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Luke Meddings

Scott Thornburry

It’s over 20 years since we proposed the idea that language teaching had lost its way, and that the founding principles of the communicative approach (i.e. that you learn a language by using it) had been submerged in a tsunami of materials, resources and ‘techno-consumerism’. We suggested that we look to the Scandinavian film movement, Dogme 1995, as a model for how we might return to our roots. In the words of the mission statement that prefaced a very long (10-year) conversation in an online discussion forum: “We are looking for ways of exploiting the learning opportunities offered by the raw material of the classroom, that is the language that emerges from the needs, interests, concerns and desires of the people in the room”. So, where are we now, two decades later, and is it time to revisit this pared-down, learner-centred pedagogy, especially now that so much teaching has moved online and depends on technology for its effectiveness? Is there still a need for such an approach? And how adaptable is it? In this wide-ranging and informal conversation we will attempt to answer these questions – and yours!

14:45 - 16:15

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Bruna Perez
Sponsored by Pós Estácio


Samantha Bernardo
Sponsored by Pearson


Vicente Vieira
Sponsored by Geppetto



Sponsored by Express Publishing

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João Madureira

Sponsored by Cambridge

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Eduardo Monaco

Sponsored by NatGeo

16:15 - 17:00

Webinar Slot

(Premium and Master partners webinars)

17:00 - 18:45


Courses will run throughout the conference and you can choose one of the topics to follow for the three days

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Tutor: Isabela Villas Boas

This course is not about how to create tests or mark papers. Nor is it about the cornerstones of testing or standardized assessment.
It is for teachers and instructional leaders who want to change their classroom assessment practices, with a view to reaching every student and guaranteeing equity, without losing sight of the necessary rigor.

  • Day 1- The nuts and bolts of formative assessment

Be ready to challenge your mental models on assessment and measurement!

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Tutor: Paulo Dantas

Every Sunday, the New York Times print edition features more information than the average person would have access to during a lifetime before the printing press was invented. Now, our news feed is updated several times a second and we are constantly bombarded with information wherever we look. Even bus stops and elevators may feature screens broadcasting the latest breaking news. How can we help our students navigate this sea of information and make relevant and appropriate choices? How do we help our learners become more critical thinkers and assess the validity and accuracy of information in a world of post-truth?


  • On the first day, we'll understand how to mediate the flow of information with our students. How can we help them become curators of content and how can we become curators of experiences?

18:50 - 19:50

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Task-based language teaching (TBLT) is now the approach mandated by a number of educational authorities throughout the world. In my talk, I will show how task-based language teaching (TBLT) grew out of communicative language teaching, drawing on both second language acquisition research and theories of education. I will trace its development from its early days, pointing to the multiple influences that have helped to shape its evolution. I will address key issues such as how to define ‘task’, how tasks have been classified, how they can be sequenced into a syllabus, and how a complete lesson can be built around a task. I will emphasize that TBLT is multifarious and conclude with a set of questions that can guide the ongoing development of TBLT.

19:50 - 20:00