On-site Registration Desk
in BUILDING "A"


MOST IMPORTANT LINKS
live video stream of plenary lectures
session lectures' podcast

Eurocall 2008 Conference
3-6 September, 2008 | Székesfehérvár, Hungary


Accepted Pre-conference Workshops


W01 | Survival Hungarian

Target audience
All participants who wish to gain a basic knowledge of the Hungarian language

Prior knowledge required
none

Workshop objectives
This workshop aims at introducing participants to the basic vocabulary and grammar they may need in Hungary. Also the main structural characteristics of the Hungarian language will be presented.
The workshop consists of two sessions (2x3 hours). Participants will be able to acquire the pronunciation rules of the Hungarian language and practice them in a variety of exercises. Vocabulary and useful expressions will be selected to meet the needs of this specific group. Grammar structures will not be practiced in detail. The working language of the workshop will be English.
The workshop leader teaches Hungarian as a foreign language at the University of Szeged, Hungary and is the author of a series of textbooks which teaches Hungarian as a foreign language.

Workshop leader
Péter Durst
Hungarian & Central-European International Studies Center
University of Szeged, Hungary
www.arts.u-szeged.hu/hungarianstudies

W02 | Integrating Corpus Use into Language Teaching

www.sketchengine.co.uk

Target audience
Teachers of modern foreign languages in secondary and tertiary education. Although the workshop will be conducted in English with English examples, the approach applies equally to all languages. Corpora available for this workshop are in Chinese, English, French, German, Italian, Japanese, Portuguese, Spanish, Slovene.

Prior knowledge required
• Knowledge of English
• Basic familiarity with browsers

Workshop objectives
This half-day workshop will consist of hands-on sessions in which participants will firstly learn how to use the corpus software for language observation, discovery and exemplification. Secondly, we learn how to quickly and efficiently build our own corpora using either the worldwide web or our own documents. Target audience Teachers of modern foreign languages in secondary and tertiary education. Although the workshop will be conducted in English with English examples, the approach applies equally to all languages. Corpora available for this workshop are in Chinese, English, French, German, Italian, Japanese, Portuguese, Spanish, Slovene.

Prior knowledge required
• Knowledge of English • Basic familiarity with browsers.

Workshop objectives
This half-day workshop will consist of hands-on sessions in which participants will firstly learn how to use the corpus software for language observation, discovery and exemplification. Secondly, we learn how to quickly and efficiently build our own corpora using either the worldwide web or our own documents.

Abstract
This workshop will introduce the Sketch Engine’s tools that serve us pedagogically. We will do textbook tasks with corpus data, see how to consult a corpus when writing in a foreign language, experience its use in correcting written work, explore the criteria for selecting illustrative sentences that can used in worksheets and tests and in creating activities that enhance course books.

Dealing with questions that can be solved with data leads students to a view of language compatible with the thinking behind modern learner dictionaries and the Lexical Approach. Pedagogically, data driven learning, as the approach is known, is discovery learning, task-based learning and learner autonomy par excellence.

The Sketch Engine is a very user-friendly tool. Providing students with initial observation tasks via printouts or real time demonstrations via a data projector lets students see how data can be used to answer their questions and how the software works. They don't take much convincing after that.

By the end of the workshop, participants should be comfortable with using the software and be aware of a wide range of practical pedagogical applications.

Topical outline of the content
- What is a corpus?
- What language questions can we ask and how?
- What Sketch Engine tools do the work for us?
- Some surprising discoveries
- Using language data in teaching
- Creating worksheets and tests
- Correcting written work
- Building your own corpus from the web
- Building your own corpus from your own documents


Workshop programme
9:00 am Arrival, introductions
9.15 am Description and demonstration of the features of corpora in general and the concordancing program, Sketch Engine
9.45 am Hands-on session starts – language observation and discovery, the significance of significance, the use and selection of illustrative sentences.
10:30 am Coffee break
10.45 am Automatically your own corpora from the web (WebBootCat) and building a corpus of your own texts (Corpus Builder).
11:30 am Feedback, questions, discussion
12:00 am Workshop ends: lunch


Workshop leader
James Thomas
James Thomas has an MA in Applied Linguistics from Macquarie University. Has been working at Masaryk University in the Czech Republic for over ten years, originally in the Faculty of Education, now at the Faculty of Computer Science developing various approaches to using corpora in language teaching, e-learning and general aspects of ICT in ELT. He teaches courses in these to ELT teacher trainees from the Faculty of Arts and Faculty of Education. He writes articles and presents at conferences. He is a regular guest trainer on intensive courses in the UK and China.

W03 | A language teacher's dream come true: Web 2.0 - communication and cooperation

Aims
- to familiarise participants with the concept of Web 2.0 and its potential for language teachers
- to provide hands-on practice with Web 2.0 applications
- to assist participants in creating their own Web 2.0 materials to foster real communication and cooperation in their lessons

Intended audience
Language teachers (secondary or higher/older), teacher trainers, with some Web 2.0 experience

Prior IT knowledge required
Basic IT skills: familiarity with an operating system (e.g. Windows XP), file management, a word-processor (e.g. MS Word), a web browser (e.g. Internet Explorer)

Abstract
Web 2.0 services give learners (and their teachers) what modern language teaching should be about: a chance for cooperation and communication in the true sense of the word. In this workshop we will look at ways of exploiting this possibility. The main focus will be one of the most popular Web 2.0 websites, Facebook (facebook.com), a social community portal. This website offers so many features that even advanced users will find something new every day, especially if we consider the fact third-party add-ons are being developed continuously. Participants will be offered both practical and methodology tips and ideas for using Facebook with their students. In the spirit of learning by doing, participants will act as language learners and try out all the possibilities by actually creating a Facebook profile and interacting with each other.
Another popular Web 2.0 application is Flickr (flickr.com), a photo sharing website, which will also be covered in the workshop. Again, participants will be presented with practical tips for incorporating Flickr into their lessons.

Workshop objectives
By the end of the workshops participants should
- have increased their awareness of Web 2.0 and its possibilities
- be able to manage their Facebook and Flickr profiles
- be able to handle the advanced features of both websites
- gather practical tips for using these sites in their lessons

Workshop programme
Combination of lecture input and lab session.
9:00 am Arrival, introductions
9.15 am An overview of Web 2.0 and its features
9.30 am Creating a Facebook profile, basic management
10.00 am Advanced Facebook features: applications
10:30 am Coffee break
10.45 am Facebook and language teaching: methodology tips and tricks
11.15 am Flickr: management and features
11:45 am Feedback, questions, discussion of experiences and challenges
12:00 am Lunch break


Workshop leader
Elek Máthé
position: freelance online teacher trainer and English teacher relevant experience: online teacher training course developer and facilitator; conference organiser; website developer

W04 | CLIL integrated CALL lessons www.mskolej.k12.tr/hungary

www.mskolej.k12.tr/hungary

Target Audience
Primary and secondary English teachers; teachers of other subject areas

Prior Knowledge Required
• Basic familiarity with Windows XP
• Basic familiarity with Microsoft Office, especially Word and Power Point

Workshop Objectives
In the last years two important teaching methods have come to the fore; CLIL & CALL. The aim of this half-day presentation is to introduce the use of PC labs to the ELT environment while at the same time using the advantages of the overlap between two or more subjects in order to integrate curricula.

It is a generally accepted fact that successful learning takes places when students’ interest is encouraged and stimulated. Thus, the effectiveness of the multi-disciplinary interactive lessons we have developed in increasing student awareness and enjoyment during the learning process will be demonstrated. This way we will have helped our students to construct knowledge and eased the path so that they learn English as a second language in a meaningful context.

Using our own interactive designs, we will show the ways in which language teaching in a CALL session and other subject areas support and complement each other. An example lesson, whereby different subject areas, such as Maths and Geography, can be combined with an English language lab session will be presented. The participants will have ended the session having maximized their ability to combine the tried methods with the new teaching concepts.

Abstract
The aim of this presentation is to introduce the use of PC labs to the ELT environment while at the same time using the advantages of the overlap between two or more subjects in order to integrate curricula.
The last decade has witnessed dramatic changes in language teaching, due to huge advances in technology. However, the implementation of technology into the traditional learning environment does not always produce the desired effect. With the integration of CALL, the learning process becomes both more enjoyable and more effective. CLIL is a method which therefore combines the learning of another subject through a foreign language and the learning of a foreign language via the study of a content-based subject.
In our workshop, we aim to demonstrate, using CLIL and CALL, the effectiveness of interactive lessons which combine more than one subject area in a harmonious and effective manner to make the learning process more effective and meaningful.
An example lesson, whereby integrating different subject areas will be presented.
The workshop will be of interest to teachers of English as a Second/Additional Language and teachers of other subject areas at primary, secondary and high school levels, as well as to administrators, educators and researchers.

Workshop Programme (distribution of 3 hours)
13:00 pm Arrival, introductions
13: 15 pm Description of CLIL and CALL usage in our team
(Exemplary CALL lessons with CLIL based)
14: 30 pm Coffee break
14: 45 pm Hands-on session
15: 10 pm Presentation of the participants’ works; and sample real-time work
15: 45 pm Feedback, questions, discussion
16: 00 pm Workshop ends


Project team
Semra Isik – CALL Instructor, English Teacher, Turkey
Ali Ishan Oz - Information Technologies Teacher, Turkey
Taner Yesilada – Math Teacher, Turkey

W05 | Language Educators’ Introduction to Second Life (SL)

CANCELLED

W06 | WebCEF: Collaborative Assessment of oral language proficiency
          based on the Common European Framework of Reference

Target audience
Teachers of modern foreign languages in secondary and higher education

Prior knowledge required
- Familiarity with Windows (XP, Vista, 2000), especially locating folders and files and moving files from one folder to another
- How to use a Web browser, e.g. Internet Explorer, Firefox
- How to upload files to the Web

Workshop objectives
- Joint evaluation of oral skills and proficiency through a web-based environment
- Provide language teachers in Europe with tools to upload and share annotated video and audio materials on the internet
- Gain more insight in the CEF descriptors for oral proficiency
- Demonstrate the internet based tool and practise assessing oral proficiency using the tools
- Discuss the practiced assessments and their results
- Introduce participants to the online community where their assessments can be validated by their colleagues.

Workshop programme
9:00 am Arrival, introductions
9.15 am Introduction to background of the web based collaborative assessment of oral language proficiency: approach, didactic model, oral proficiency in the CEF, Presentation of WebCEF showroom with representative samples of oral productions at different CEF levels, validated and annotated by experienced teachers and assessors
10.15 am Hands-on session starts: Using the assessing and annotating tools with own samples or with samples from the showroom, using the online grid
11:00 am Coffee break
11.15 am Hands-on session continues
11:45 am Feedback, questions, discussion
12:00 am Workshop ends: lunch


Workshop leader
Antje Neuhoff
Director of Multimedia Language Centre at Dresden University of Technology, Germany

W07 | An introduction to providing student feedback with Camtasia Screen Recorder

www.techsmith.com/camtasia.asp

Target audience
All language teachers

Prior knowledge required
- Basic familiarity with Windows XP, especially locating folders and files and moving files from one folder to another
- How to use a word-processor, e.g. Microsoft Word

Workshop objectives
This half-day workshop will consist of a hands-on session in which participants will learn how to use the Camtasia Screen Recorder to provide feedback to students in the form of short media files.
Participants will initially learn how to create and edit short videos using Camtasia. They will then learn how to use the software to provide feedback on student assignments.
Participants will also learn the various ways in which the feedback can then be provided to students and evaluate their respective attributes and drawbacks e.g via VLEs.

Workshop programme
13:00 pm Arrival, introductions
13:15 pm Description and demonstration of the features Camtasia
13:45 pm Hands-on session starts
15:00 pm Coffee break
15:15 pm Hands-on session continues
15:45 pm Feedback, questions, discussion
16:00 pm Workshop ends: lunch


Workshop leaders
Billy Brick BA (Hons), M(Phil)
Elwyn Lloyd BSc, DELTA

W08 | Natural Language Processing in Call: Analyzing learner language

CANCELLED

W09 | Analyzing and using collocations in language teaching

Aims
To use software (collocate + MonoConc) to analyse collocations and incorporate them in teaching materials There is an increased awareness of the importance of collocations (set phrases, technical terms and discourse chunks) in language teaching. The main focus of the workshop is to explore the nature of collocations and to demonstrate different methods of using corpora to identify collocations within general and specialised language varieties. Most of the workshop will be devoted to hands-on practice in collocation extraction using a Windows software program: Collocate. The three main components of Collocate involve: (i) the production of bigrams and n-grams generally (ordered by frequency or the Mutual Information statistic); (ii) identifying collocations on the basis of word search of various kinds, with a subsequent ranking of the results by t-score, Log Likelihood, Mutual Information, etc; and (iii) collocation extraction for the whole corpus. The examples used in the workshop will be for English, but the techniques can easily be applied to other languages.

Length
half-day, morning session

Programme
lab session

Workshop leader
Michael Barlow
Associate Professor
Applied Language Studies and Linguistics, The University of Auckland, Auckland, New Zealand

W11 | Second Life and Lively by Google

Workshop leaders
Graham Davies and Lesley Shield

Target audience
Complete novices or near-beginners, i.e. participants with no experience or very limited experience of using Second Life and Lively by Google.

Pre-requisite ICT knowledge and skills
Basic ICT skills: familiarity with Windows XP, file management, a word-processor (e.g. MS Word), a Web browser (e.g. Internet Explorer), controlling a mouse, using the directional keys.IMPORTANT: We STRONGLY ADVISE participants to have read Section 14.2.1 of Module 1.5 at the ICT4LT website before attending the workshop. This will give them essential background and introductory information that we can build on and explore in more detail during the workshop itself.

Numbers
10 participants face-to-face and 4 participants online.

Duration:
Full day – 10.00–13.00 & 14.00–17.00.

Aims to
• introduce participants to multi-user virtual environments (MUVEs) and online 3D chat facilities
• provide hands-on practice in using:
   - Second Life (see below)
   - Lively by Google
• examine and discuss the language-teaching potential of Second Life, e.g. EduNation’s work and other educational initiatives;
• discuss the essential differences between Lively and Second Life and their pros and cons.


Format
Combination of presentations on projection screen and hands-on practice on individual computers. Online tuition for participants joining the workshop at a distance.

Fee
€90 for face-to-face participants. This year, participation in this workshop for online participants (who must not be registered at the face-to-face conference) is free, since they will have to deal with any technical problems themselves.

Technical specifications
For the purposes of this workshop, we will be using Windows XP and Internet Explorer with JavaScript enabled. Both Second Life and Lively run under other operating systems and using other browsers. Details may be found on the Second Life and Lively websites (see URLs below).
Hardware: Second Life: as indicated at: http://SecondLife.com/support/sysreqs.php.
Lively’s technical requirements are similar to Second Life (see http://www.lively.com).
Software: Second Life pre-installed, Lively pre-installed, QuickTime pre-installed.


IMPORTANT!
Face-to-face participants: This session will take place in a computer lab equipped with a projection screen and loudspeakers, and with individual workstations with headsets (earphones and microphone).
Online participants: Before taking part in the workshop, it is your responsibility to ensure that you have access to adequate hardware (see Technical Specifications above) and that you have downloaded and installed the Second Life, Lively and QuickTime software (http://www.apple.com/quicktime/download/) which is required to play videos in Second Life

Workshop content
HANDS-ON PRACTICE IN USING SECOND LIFE
• Accessing the Second Life website and downloading the software.
• Giving an overview of what Second Life is all about.
• Explaining the Second Life screen and what the important icons and menus mean.
• Creating an avatar.
• Changing an avatar’s appearance.
• Setting Preferences.
• Moving around: walking, running, flying.
• Navigation, using the mini-map and large map. Teleporting.
• Mouselook.
• Taking snapshots.
• Text chat, voice chat, in-world IMs.
• Adding a friend.
• Viewing images and videos on projection screens (e.g. in EUROCALL HQ).
• Accessing a website in the pop-up window.
• Using the inventory.
• “Buying” objects – including freebies – and adding them to the inventory.
• Marking landmarks, navigating to landmarks.
• Notecards: accepting, saving and using notecards.
• Searching.
• Creating objects in a sandbox.
• For participants wishing to revise and also learn more: Accessing the Second Life tutorials (http://wiki.SecondLife.com/wiki/Video_Tutorials) and EduNation video tutorials (these may be found in-world).

HANDS-ON PRACTICE IN USING LIVELY BY GOOGLE
• Viewing the Lively demo video
• Exploring an existing room: the EUROCALL Virtual Strand Room and Graham Davies’s personal room.
• Setting up a new Lively room.
• Furnishing and equipping a Lively room.
• Using text chat in Lively.