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See and Do in Jerusalem

David Crystal

Gala Opening Session: Speaking Shakespeare: Fact and Fiction

   A light-hearted romp through Shakespeare

Plenary Session: Myths and realities of English on the Internet (abstract)

    'The internet is destroying the English language'. True or false

David Crystal is honorary professor of linguistics at the University of Bangor. He left full-time academia in 1984 to become an independent scholar, and has since worked as a writer, editor, lecturer, and broadcaster from his home in Holyhead, North Wales. He has written widely on the English language, linguistics, and applied linguistics. Recent books include an autobiography, Just a Phrase I'm Going Through (2009), and an introduction to language for young people, A Little Book of Language (2010). Books relating to the topic of the keynote are Language and the Internet (2006) and Txtng: the Gr8 Db8 (2008). For further details, see www.davidcrystal.com

Batia Laufer

Plenary Session: Quantity, quality, opportunity: three dimensions of second language vocabulary learning (abstract)

Batia Laufer is Professor of Applied Linguistics in the department of English Language and Literature at the University of Haifa, Israel. She was educated in Israel, the Netherlands, and the UK. Her research interests are in second language acquisition, particularly vocabulary acquisition, lexicography, cross linguistic influence, reading and testing. She has published several books and over 70 articles on these subjects, and Sessiond on them extensively in and outside of Israel. She serves on national and international academic committees and editorial boards, referees papers for many international journals, and is currently a member of the Council for Higher Education in Israel.
Homepage: http://english.haifa.ac.il/batia.htm

Joseph Lo Bianco

Plenary Session: English, Dilemmas of Identity and Globalisation (abstract)
Session: The Gigantic Periphery: English in China

Joseph Lo Bianco holds the Chair of Language and Literacy Education at The University of Melbourne and is also Associate Dean (Global Relations) Graduate School of Education. He is active in the Australian Academy of the Humanities.

He wrote Australia’s first National Policy on Languages in 1987, the first multilingual national language policy in an English speaking country. He was Director of the National Languages and Literacy Institute of Australia between 1989 and 2001. He has been an invited consultant advising on language and literacy planning, bilingualism, integration of indigenous and immigrant children into mainstream schools, intercultural and multicultural education in many countries including Australia, Canada, New Zealand, Ireland, Sri Lanka, South Africa, Thailand, Italy, Vietnam, several Pacific Island nations and Scotland.

His recent books include: Australian Literacies: Informing National Policy on Literacy Education (with P. Freebody, 2001); Australian Policy Activism in Language and Literacy (with R. Wickert, 2001); Voices from Phnom Penh, Development and Language, 2002; Teaching Invisible Culture: Classroom Practice and Theory (with C. Crozet 2003); Language Policy in Australia, (Council of Europe, 2004), a Special Issue of the International Journal Language Policy entitled The Emergence of Chinese (2007), Second Languages and Australian Schooling (2009); China and English: Globalisation and Dilemmas of Identity (with Gao Y-H and J. Orton, 2009). He has more than 120 refereed publications.

For his research and policy work Professor Lo Bianco was Fellow of the Australian Academy of the Humanities, Fellow of the Australian Council of Educators, was awarded the Order of Australia, the Centenary Medal, the title of Commendatore nell’ordine di merito della repubblica Italiana and was awarded the Australian College of Educators 2007 College Medal.

Elite Olshtain

Plenary Session: Where Have All the Methods Gone? (abstract)
Workshop: YALP -YACHAD Accelerated Learning Project - Working Together Across Borders (with Judy Yaron)

Kari Smith

Penary Session: Professional development in light of standards (abstract)

Kari Smith, University of Bergen, Norway/ Oranim Academic College of Education
Kari Smith (PhD) is Professor of Education at the University of Bergen, Norway where she is the Head of the University's teacher education programs. Her main research interests focus on evaluation and assessment for and of learning, teacher education, and professional development. She is currently involved with several Norwegian national projects, one of which is The National Research School in Teacher Education, NAFOL.
Prof. Smith worked as a teacher in a kibbutz school in Israel for 18 years, as a teacher educator at Oranim Academic College of Education in Israel where she became Head of the Teacher Education Department for secondary schools ( 1995-2003).
She is active in EARLI (The European Association for Research in Learning and Instruction) and has served as Coordinator for the Special Interest Group for Assessment and Evaluation. Prof. Smith was also the Coordinator of the Testing, Evaluation and Assessment Special Interest Group of IATEFL (International Association for Teachers of English as a Foreign Language) for eight years. She has published widely in English, Hebrew and Norwegian journals and acts as reviewer to a number of academic journals.

Plenary Session: Linking through grammar (abstract)

'Some grammar-teaching ideas that go beyond conventional gapfills and get students to 'link' with each other in real communication.'

Penny Ur has thirty years' experience as an English teacher in primary and secondary schools in Israel. She teaches courses on aspects of foreign-language teaching methodology at Oranim Academic College of Education.

She has published a number of articles on the subject of foreign-language teaching, and several books with Cambridge University Press, including A Course in Language Teaching (1996) and Grammar Practice Activities (2nd ed.)(2009).

Ramon Lewis

Plenary Session: Classroom Management: Are we seeking Obedience or Responsibility? Are we getting it? (abstract)
Workshop: The Developmental Management Approach

Ramon Lewis has specialised in the area of classroom management for over 25 years and has published six related books and many articles describing the outcomes of his research. His writing has reached a wide national and international audience of parents, teachers and community leaders as well as a professional audience of teachers, psychologists and human service personnel. Professor Lewis also consults with schools in a bid to explore the gap between theory and practice. He is currently involved in implementing his Developmental Management approach to classroom behaviour in all Primary and Secondary schools in the Northern Metropolitan Region. His writing has reached a wide national and international audience of parents, teachers and community leaders as well as a professional audience of teachers, psychologists and human service personnel.
Primary Institution: Latrobe University. Melbourne. Australia.

Zoltán Dörnyei

Plenary Session: Communicative language teaching in the 21st century: The principled communicative approach (abstract)
Session: How to Motivate Language Learners

Zoltán Dörnyei is Professor of Psycholinguistics at the School of English Studies, University of Nottingham. He has published widely on various aspects of individual differences and second language acquisition, and is the author of several books, including, Motivational Strategies in the Language Classroom (2001, Cambridge University Press), The Psychology of the Language Learner (2005, Lawrence Erlbaum/Routledge), Research Methods in Applied Linguistics (2007, Oxford University Press), Motivation, Language Identity and the L2 Self (2009, Multilingual Matters, co-edited with Ema Ushioda), The Psychology of Second Language Acquisition (2009, Oxford University Press) and Teaching and Researching Motivation (2nd edition, in press, Longman, co-authored with Ema Ushioda).

Wendy Henrietta Arnold

Penary Session: Who own's English? (abstract)
Plenary Session: State and Status of English
Session: Learning to Read = Reading to Learn

Wendy Arnold has worked as a teacher, teacher trainer, researcher, conference developer and materials writer. She is an active member of the IATEFL Young Learner's special interest group (Sig) and is the author and co-author of coursebooks and resources for young learners in Asia and Saudi Arabia. She has contributed to ELTJ (English Language Teaching Journal), CATS (Children and Teenagers) publication, English Language Learning Materials, and the British Council/BBC http://www.teachingenglish.org.uk. She has trained teachers in Asia (China, Hong Kong SAR, Singapore, India, Malaysia) the Middle East (Saudi Arabia), Africa (Cameroon) and Europe (UK and Italy). Her special interests are in the professional development of primary teachers of English and reading for young learner literacy.

Dr. Richard Curwin

Plenary Session: Why students are so hard to teach and what we can do about it. (abstract)

Dr. Richard Curwin is a professor at David Yellin College in Jerusalem. He is the author of Discipline With Dignity and Meeting students Where They Live: Motivating Urban Youth. Dr. Curwin has trained teachers, administrators, parents and counselors throughout the world in the areas of motivation and behavior management.

Elisheva Barkon

Plenary Session: Fluency Fitness! One larger size fits all! (abstract)
Session: Limelight on EFL Teacher Training : Establishing National Proficiency Standards (with Debbie Lifschitz)

Elisheva Barkon has been teaching linguistics at Oranim, the Academic College of Education, in Israel since 1981. She holds an MA in Linguistics and English Language Teaching from the University of Leeds (England) and a PhD in English from the University of Bar Ilan (Israel). Her work focuses mainly on reading in a second language and language acquisition, areas in which she has Sessiond extensively.

Dr. Lily Orland-Barak

Plenary Session: Touching base in learning to teach English: Assumptions and expectations revisited. (absract)

Lily Orland-Barak is chair of the Department of Learning, Instruction and Teacher Education and of the M.A. Mentoring Specialization in the Education Department. She is also head of the National Advisory Committee for Teaching English as a Foreign Language in Israel-in charge of foreign language teaching policy dissemination at all grade levels in the Israeli school system. Her research focuses on mentoring and mentored learning, second language teacher learning and curriculum development. She has published numerous articles and several books on these topics, and serves on national and international academic committees and editorial boards for international journals. She is a visiting scholar and academic consultant in numerous countries, where she has been involved in the design and coordination of programs for the academic accreditation and induction of teachers.

David Ian Hanauer

Penary Session: Towards Meaningful Literacy: Poetry Writing in the Language Classroom (abstract)
Session: Poetry Writing and the Meaning of Life; A Writing Workshop

David Ian Hanauer's research employs theoretical, qualitative and quantitative methods and focuses on the connections among authentic literacies and social functions in first and second languages. As an applied linguist his research has investigated scientific discourse, assessment in the sciences, the processes of scientific inquiry, scientific writing in L1 and L2, the genre specific aspects of poetry reading in L1 and L2, , graffiti research, cognitive aspects of literary education, cross-cultural understandings of fable reading and academic literacy across disciplines. His articles have been published in Science, Applied Linguistics, Discourse Processes, TESOL Quarterly, Canadian Modern Language Review, Research in the Teaching of English, Teaching and Teacher Education, Language Awareness, Cognitive Linguistics, The Arts in Psychotherapy, Poetics, and Poetics Today. He is the author of five books Scientific Discourse: Multiliteracy in the Classroom, Active Assessment: Assessing Scientific Inquiry; Poetry as Research: Exploring Second Language Poetry Writing; The Balanced Approach to Reading Instruction and Poetry and the Meaning of Life. Dr. Hanauer is the recipient of a National Science Foundation Grant for 2003-2005 for the study of science-literacy connections in the elementary school classroom, two Howard Hughes Medical Institute grants from 2005-2009 for work on scientific inquiry, representation and assessment in the field of microbiology, and a 2009 grant from the US Department of Education for the enhancement of science reading collections in the Pittsburgh School District. Dr. Hanauer is Professor of English at Indiana University of Pennsylvania and the Assessment Coordinator and educational researcher in the PHIRE (Phage Hunting Integrating Research and Education) Program in the Hatfull Laboratory, Pittsburgh Bacteriophage Institute at the University of Pittsburgh. Dr. Hanauer is co-editor of the Language Studies, Science and Engineering book series with John Benjamins.

Rick Rosenberg

Session: Fostering Communities of Practice for Interaction (absract)

Rick Rosenberg is the Regional English Language Officer for Jordan, Israel, the Palestinian Territories, Lebanon, Syria and Iraq. Rick has been a teacher, teacher trainer and administrator of English language programs for over 20 years. Places Rick has worked include Bosnia, Czechoslovakia, Ukraine, Brazil, and the United States. Rick’s areas of interest include CALL, ESP, materials development, and peace education.

Ofra Inbar

Session: Time to Move On: From Theme to CLIL Based Approaches (abstract)

Dr. Ofra Inbar is a Sessionr at the School of Education at Tel-Aviv University and at Beit Berl College, and the coordinator of the teaching certificates and of the MA TESOL program at Tel-Aviv University. She has presented and published her research extensively and serves on national and international academic committees. Her
current research interests are in the areas of language assessment, in particular language assessment culture and literacy, language teachers’ knowledge base, native and non-native language teachers and young language learners. She is the recipient of the TIRF (TESOL International Research Fund) award and a member of the TESOL Global Professional Issues Committee.

Judy Steiner

Plenary Session: Strengthening Partnerships

Judy Steiner is Chief Inspector for English, Ministry of Education

Brock Brady

Plenary Session: TESOL, A Profession in Transition: Challenges, Trends, and Aspirations
Session: Incorporating Pronunciation Instruction in all English Classes

Brock Brady is Co-Director of TESOL MA, Portland State University: http://www1.american.edu/lfs/faculty_brady.cfm

Phil Dexter

Plenary Session: Understanding Englishness - Unraveling a Mystery

Lucilla Lopriore

Plenary Session: ELLiE: a longitudinal transnational study on early language learning
Session: Fostering smooth transitions: Bridging continuity. The challenge of building significant language learning pathways across school levels

Dr Lucilla Lopriore is ELLiE Project Country Manager: http://www.ellieresearch.eu/italy.html

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