Tour around the ELT conference circuit as our team shares conference highlights and session reviews.

Conferences

On the second day of our ESL Library Virtual Conference, we were fortunate to have <a href="https://ellii.com/blog/meet-the-esl-library-virtual-conference-speakers-robyn" target="_blank">Robyn Brinks Lockwood</a> join us for a panel discussion on elevating teachers&rsquo; voices and the future of English language education technology. If you missed it, you can watch a <a href="https://ellii.com/conference/2021" target="_blank">recording of the session</a>.

The session began with a discussion on trends in the English language education, publishing, and technology spaces. Some of the trends discussed were blended learning, the importance of critical thinking, 21st century skills, and teamwork. We also discussed the differences between project-based learning and design thinking.

Project-based learning is teacher driven. It usually explores a narrow area and seeks to answer a specific question. The end product is the same for every student. For example, every student might be instructed to make a poster or write&nbsp;a&nbsp;report.

Design thinking (empathize, define, ideate, prototype, and test) on the other hand is more broad. Students don&rsquo;t have to focus on just one question; they have the opportunity to explore more areas and the end goal could be different for each student or group of students.

Whether you&rsquo;re implementing project-based learning or design thinking, Robyn emphasized implementing these techniques in small steps and stressed that they don&rsquo;t have to be implemented all at once.

Another trend we discussed was flipped learning. A teacher asked Robyn if she had any strategies for students who don&rsquo;t do the assigned pre-class work. Luckily, Robyn had plenty of helpful ideas for addressing this issue:

<ul>
	<li>Homework shouldn&rsquo;t be long or difficult</li>
	<li>Homework should be short and accessible</li>
	<li>Homework doesn&rsquo;t have to be more than 10 minutes</li>
</ul>

Robyn stressed that students tend to do the pre-class work if it&rsquo;s short and accessible. She also emphasized that flipped learning is versatile and that there&rsquo;s more than one way to flip a classroom. Similar to project-based learning and design thinking, flipped learning can also be implemented in small steps.

Teachers, are you familiar with any of the trends that we discussed? Which ones have you implemented in your classroom? Which ones do you want to try? Let us know in the comments below.

For more highlights and takeaways from our first-ever conference, check out <a href="https://ellii.com/blog/esl-library-virtual-conference-2021-highlights-takeaways" target="_blank">this blog post</a>.

ESL Library Virtual Conference: Panel Discussion with Robyn Brinks Lockwood

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Social-emotional well-being was a major theme throughout the ESL&nbsp;Library&nbsp;Virtual Conference that took place on September 17 and 18. Day 2&nbsp;began with a Coffee Talk devoted entirely to social-emotional well-being.

We started the session by checking in with each other and sharing how we manage our mental health throughout the day. Tanya&nbsp;Trusler, our Director of Language Development, said that she likes to take a walk after work while Ann&nbsp;Dickson, our US Editor, practices <a href="https://ellii.com/blog/practicing-mindfulness-in-the-classroom" target="_blank">mindfulness</a>. Tara&nbsp;Benwell, our VP of Publishing, explained how the <a href="https://www.donut.com/" target="_blank">Donut app</a>&mdash;an app that pairs co-workers up for a virtual chat and coffee&mdash;gives her a fun and relaxing break every couple of weeks.

Our wonderful community of teachers also shared their own thoughts and insights about building emotional resilience in our students and ourselves. Some of these amazing ideas were:

<ul>
	<li>Movement breaks</li>
	<li>Yoga breaks</li>
	<li>Breathing exercises</li>
	<li>Singing and dancing breaks</li>
	<li>Game breaks&nbsp;(scavenger hunt, I Spy, Simon Says, or Tic-Tac-Toe)</li>
	<li>Critical thinking session where students can share a reflection with no comment from others</li>
	<li>Thought jar where students can anonymously express how they feel</li>
</ul>

After exploring our new <a href="https://ellii.com/collections/academic-subjects/social-emotional-learning" target="_blank">Social-Emotional Learning collection</a>, the session ended with an optimistic closure:

<blockquote>
&ldquo;You can&rsquo;t pour from an empty cup. Take care of yourself first.&rdquo;
</blockquote>

Later that morning, we continued the conversation with <a href="https://ellii.com/blog/meet-the-esl-library-virtual-conference-speakers-dr-katie" target="_blank">Dr. Katie Welch</a>. Katie discussed how to incorporate social-emotional learning into adult ESL classrooms. When it comes to incorporating social-emotional learning into the classroom, there are three signature practices:

<ul>
	<li>Welcoming ritual</li>
	<li>Engaging practices</li>
	<li>Optimistic closure</li>
</ul>

The welcoming ritual takes place during the first five minutes of class. This ritual should welcome your students, set the tone, and build community. Katie recommended greeting students by name and pronouncing their names correctly. After greeting students, Katie also recommended using a feelings wheel to do an emotion check-in and connect with students.

Next up is engaging practices. According to Katie, engaging instruction can foster collaboration, cultural responsiveness, and self-efficacy. Engaging practices should engage the brain but should also include &ldquo;brain breaks,&rdquo;&nbsp;which are short mental breaks that help students stay focused and attentive. Brain breaks are especially necessary with virtual learning. Zoom fatigue is a real thing, so be sure to take breaks to breathe, stretch, and move. Crossing the mid-line can also energize the brain!

Lastly, there is the optimistic closure. Whether it&rsquo;s affirmations, a quote, or just a word, it&rsquo;s important to conclude with something positive and uplifting.

Katie stressed that it&rsquo;s also important to take care of yourself first! As we mentioned above, you can&rsquo;t pour from an empty cup!

Teachers, what does self-care look like for you? How do you incorporate social-emotional learning into your classroom? Let us know in the comments below.

For more highlights and takeaways from our first-ever conference, check out <a href="https://ellii.com/blog/esl-library-virtual-conference-2021-highlights-takeaways" target="_blank">this blog post</a>.

If you missed either of these sessions, be sure to <a href="https://ellii.com/conference/2021" target="_blank">check out the recordings</a>.

ESL Library Virtual Conference: Social-Emotional Well-Being

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Stay up-to-date with ELT trends and ideas with articles from experts and teachers in the field.

Articles

On September 17&ndash;18, 2021, we will be hosting a <a href="https://ellii.com/conference/2021" target="_blank">free two-day virtual conference</a> to explore current teaching trends and the future of education technology. At this conference, you&rsquo;ll connect with organizations and teachers, share your experiences and expertise, and help shape the future of English language education. This article is part of a series of posts introducing some of the conference speakers.

Meet Russell Stannard, an educational technology consultant and the Founder of <a href="https://www.teachertrainingvideos.com/" target="_blank">TeacherTrainingVideos.com</a>. Russell is a multi-award-winning educational technologist known for his work in using technology to enhance feedback, online teaching, and blended or flipped learning.

The idea for <a href="https://www.teachertrainingvideos.com/" target="_blank">TeacherTrainingVideos.com</a> began when Russell was writing about technology and feedback for an English language teaching magazine. People wanted to see what Russell was talking about so he started creating videos. Today, the website is still popular but Russell has expanded the initiative to a <a href="https://www.youtube.com/c/teachertrainingvideo" target="_blank">YouTube channel</a> with over 60,000 subscribers.

Russell also gets excited about student creativity and independence, as well as technology that helps teachers in a positive way.

<blockquote>
&ldquo;Anything that encourages students to be creative and encourages students to be more independent. Anything that helps teachers be able to do their jobs quicker, easier, and more effectively. Some technologies I really like because they do that but others I don&rsquo;t like because they actually make our job harder.&rdquo;
</blockquote>

Russell is also interested in digital literacy.

&ldquo;There&rsquo;s a big shift towards these competencies that will allow students to be able to study more effectively and allow citizens to survive in the 21st century.&rdquo;

Russell&rsquo;s work mainly focuses on how technology can enhance feedback. When giving feedback, Russell is a big believer in using screen capture technology to record his computer screen and voice as he marks, and then sending the video with this feedback to students.

&ldquo;They can see their work on the screen, see me going through their work and hear me as I mark.&rdquo;

On September 17, Russell will be joining us to discuss blended learning and how to make lessons more connected. He will explore how to make lessons more interactive, how to get students to engage more with the material, and how to encourage learning outside of the classroom.

To hear Russell speak, be sure to <a href="https://ellii.com/conference/2021" target="_blank">register for our virtual conference</a>. 
&nbsp;

Meet the ESL Library Virtual Conference Speakers: Russell Stannard

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On September 17&ndash;18, 2021, we will be hosting a <a href="https://ellii.com/conference/2021" target="_blank">free two-day virtual conference</a> to explore current teaching trends and the future of education technology. At this conference, you&rsquo;ll connect with organizations and teachers, share your experiences and expertise, and help shape the future of English language education. This article is part of a series of posts introducing some of the conference speakers.

Meet Dr. Margaret E. Malone, the Director of Assessment and Research at ACTFL. Margaret holds a PhD from Georgetown University and has more than three decades of experience in language education. Her expertise includes the development of language tests and materials, teacher training, data collection, and program evaluation. Her current research focuses on language assessment literacy, the influence of the Seal of Biliteracy on language teaching and learning, and the development of shortcut proficiency measures.

Margaret entered the English teaching world in university. When Margaret was an undergraduate student, she took a class on language teaching methods and volunteered at a middle school where she provided support for English learners.

These days, Margaret gets excited about assessment and research.

&ldquo;I love seeing how assessment and research can be used to improve education and make language education available to more students. Reading about ways that language programs serve learners from pre-k to adults reminds me that we are all lifelong learners and language is necessary to learning.&rdquo;

Margaret is also passionate about equity.

<blockquote>
&ldquo;We need to consider what tools our learners need and have and how we can best support them where they are. We also need to remember that people learn differently, and that we need to help all our learners.&rdquo;
</blockquote>

On September 17, Margaret will be joining us to discuss assessment in the digital age and maximizing technology to improve relationships.&nbsp;

&ldquo;During the pandemic, I focused a great deal on relationships and how to strengthen such relationships through online teaching and assessment. I think of assessment as a communication tool, and we need to use our tech tools to foster these relationships.&rdquo;

To hear Margaret speak, be sure to <a href="https://ellii.com/conference/2021" target="_blank">register for our virtual conference</a>.

Meet the ESL Library Virtual Conference Speakers: Dr. Margaret E. Malone

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On September 17 &ndash;18, 2021, we will be hosting a <a href="https://ellii.com/conference/2021" target="_blank">free two-day virtual conference</a> to explore current teaching trends and the future of education technology. At this conference, you&rsquo;ll connect with organizations and teachers, share your experiences and expertise, and help shape the future of English language education. This article is part of a series of posts introducing some of the conference speakers.

Meet Fely Garc&iacute;a L&oacute;pez, an Educator Innovation Lead at <a href="https://info.flipgrid.com/" target="_blank">Flipgrid</a>. Fely will be joining us on September 17 to talk more about Flipgrid and the four language domains.

Fely has always wanted to be a teacher. She grew up in Mexico and learned some English in high school. After her high school graduation, she moved to the United States with her parents.

&ldquo;I went straight to the university to ask what I needed to be a teacher in this country. I was met with countless obstacles. I was told&mdash;by an English teacher&mdash;that I was never going to make it in college, much less be a teacher. I struggled with the language and with the culture. Because of that, I decided to help others who were &ldquo;labeled&rdquo; as limited English proficient and empower them to overcome their obstacles. I was going to be the voice of the oppressed, the voice of those who couldn&rsquo;t speak&mdash;yet.&rdquo;

Before her current role, Fely taught ELAR and ESL for 15 years. For her first teaching job, she was a 6th grade ELA teacher.

&ldquo;More than half of my students were English learners, some recent immigrants. I was supposed to be teaching reading comprehension and inference skills, but the curriculum wasn&rsquo;t tailored to my students&rsquo; needs; my students couldn&rsquo;t connect to the literature. So, I did what any other teacher does: improvise, adapt, and overcome. I began to find local stories and texts that appealed to my students, and still targeted the state&rsquo;s student expectations. I found literature and photographs with characters and people that my students could connect with and had great success. I taught 6th grade for a couple of more years and then I went to teach 8th grade language arts,&nbsp;reading, and ESL to recent immigrants. I found ways to connect with my students and found ways for my students to connect to texts using real life experiences. I was always my students&rsquo; loudest cheerleader and biggest supporter.&rdquo;

Fely gets excited about technology integration in bilingual education, English as a second language, and dual language classrooms.

<blockquote>
&ldquo;I feel that technology, when made part of daily learning practices, can knock down many barriers and obstacles as it helps lower the affective filter. I am excited about being bilingual and about promoting bilingualism! I am a fan of Spanglish, for I feel it&rsquo;s part of my identity as a Mexico-Americana! Being bilingual vale por dos!&rdquo;
</blockquote>

Fely is also incredibly passionate about equity and inclusion.

&ldquo;Sadly, there are many students who do not have access to the resources to help pave their way into higher education. There is not only a learning gap between the different socio-economic groups, but also an opportunity gap. For this reason, I feel that it is imperative that we find means and resources to level the playing field for all students, regardless of skin colour, culture, ethnic background, or social status.&rdquo;

In 2015 and 2017, Fely went to a few different conferences. At all of these conferences, Fely saw a pattern.

&ldquo;Educators would highlight amazing things that their students would do with all the technology they had. In all these fantastic presentations, there was not a single student of colour, not a single student who looked like or talked like the ones that sat in my classroom. My students could do the same things and create similar projects with similar impacts, but with much less resources. Since then, I&rsquo;ve worked to highlight my students, their creativity, their veracity, and most importantly, their resilience as they fight battles that many can only dream of&mdash;well actually, nightmares! If my students can accomplish great things with limited resources, imagine their impact on the world if we provide them with the same opportunities!&rdquo;

Fely also believes in &ldquo;relationships before curriculum.&rdquo;

&ldquo;I always made it a point to learn about my students before they learned the content. Every child has a story to tell and to me it was, and still is, very important to listen to those stories. Students do academically and socially better when they know that their teacher cares about them and values them. That&rsquo;s why I always spent time at the beginning of the school year building relationships before language acquisition started.&rdquo;

To hear Fely speak, be sure to <a href="https://ellii.com/conference/2021" target="_blank">register for our virtual conference</a>.

To learn more about Fely, you can connect with her on Twitter at @FelyTeachnology and on <a href="https://www.facebook.com/groups/349304680156539" target="_blank">Facebook</a>. 
&nbsp;

Meet the ESL Library Virtual Conference Speakers: Fely García López

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On September 17&ndash;18, 2021, we will be hosting a <a href="https://ellii.com/conference/2021" target="_blank">free two-day virtual conference</a> to explore current teaching trends and the future of education technology. At this conference, you&rsquo;ll connect with organizations and teachers, share your experiences and expertise, and help shape the future of English language education. This article is part of a series of posts introducing some of the conference speakers.

Meet Dr. Katie Welch, an Educational Consultant for Welch Education. In this role, she provides professional development to language educators through partnerships with institutions like the US Department of State and Cambridge University Press.

Katie originally enrolled in a master&rsquo;s program in counselling, but after teaching ESL in Chile and providing ESL support to newcomers, she decided to pursue a Ph.D. in linguistics instead. Second language acquisition was the focus of her dissertation.

These days, Katie is interested in and passionate about multilingualism.

&ldquo;There is a significant shift happening in the field in how students&rsquo; home languages are viewed and used in the English language classroom. Significant theoretical conversations about translanguaging are beginning to trickle down into English classrooms, and we are seeing teachers more fully embrace students&#39;&nbsp;full linguistic repertoires.&rdquo;

Katie also gets excited about differentiation, technology in language teaching, and social-emotional learning.

&ldquo;I tend to be a very reflective practitioner and am constantly thinking about how to be a better teacher to my students. I particularly enjoy making theory-practice connections so that teachers can feel confident that their instruction is grounded in solid research.&rdquo;

<img alt="A woman speaking in front of a powerpoint presentation" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/1719/content_Melissa_Meet-Our-Speakers_Katie.jpg" />

Here, Katie is pictured presenting at a TexTESOL conference.

On September 18, Katie will be joining us to discuss how to incorporate social-emotional learning into adult ESL classrooms.

&ldquo;Social-emotional learning, or SEL, seeks to engage learners as whole beings with not just academic needs but with social and emotional needs as well. This is a topic that is especially timely due to the COVID-19 pandemic, as teachers have grappled with how to meaningfully connect with learners in online and/or socially distanced environments. In the session, we will identify three signature SEL practices that can be used in classrooms with adult learners. While practices can be used with any curriculum, I will specifically highlight some ESL Library tools and lessons that utilize a social-emotional framework.&rdquo;

To hear Katie speak, be sure to <a href="https://ellii.com/conference/2021" rel="noopener noreferrer" target="_blank">register for our virtual conference</a>.

To learn more about Katie, you can visit her website at <a href="http://www.welcheducation.com/" rel="noopener noreferrer" target="_blank">www.welcheducation.com</a>. You can also connect with her on Twitter at @drkatiewelch.

Meet the ESL Library Virtual Conference Speakers: Dr. Katie Welch

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On September 17&ndash;18, 2021, we will be hosting a <a href="https://ellii.com/conference/2021" target="_blank">free two-day virtual conference</a> to explore current teaching trends and the future of education technology. At this conference, you&rsquo;ll connect with organizations and teachers, share your experiences and expertise, and help shape the future of English language education. This article is part of a series of posts introducing some of the conference speakers.

Meet Robyn Brinks Lockwood. Robyn is a Lecturer in English for the Foreign Students Program at Stanford University. She teaches academic listening, speaking, and writing courses to graduate students. Robyn will be joining our panel discussion on September 18 about elevating teachers&#39; voices and the future of English language education technology.

<img alt="A woman smiling and standing next to a column" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/1717/content_Melissa_Meet-Our-Speakers_Robyn.jpg" />

Robyn got into the world of ESL by accident. Back when she was in graduate school, she was originally supposed to work as a Teaching Assistant for a Comp 101 class when the department asked her to work with second-language learners instead.

<blockquote>
&ldquo;My start in ESL was accidental&mdash;what I now call serendipity. From the first moment, I loved it. I haven&rsquo;t looked back since.&rdquo;
</blockquote>

Robyn loves researching and teaching speaking. In social situations, she likes to observe and let others talk in order to find patterns.&nbsp;

&ldquo;For example, introducing yourself, asking for and giving advice or compliments, and even greeting others, follows a certain pattern. We often even say the same phrases when we perform those functions. My students often fear speaking with native speakers because they can&#39;t control it. They feel they don&#39;t know what the other person will say. While that is true to some degree, these patterns in structure and common phrasing actually make my students feel they have some level of control when you can somewhat predict what someone is going to say. These observations led to some of my course content and eventually to a textbook called <a href="https://www.amazon.com/Speaking-Social-Contexts-Communication-Study/dp/0472037161/ref=sr_1_1?dchild=1&amp;keywords=robyn+brinks+lockwood+speaking+in+social+contexts&amp;qid=1630080601&amp;sr=8-1" rel="noopener noreferrer" target="_blank">Speaking in Social Contexts</a>.&rdquo;

Robyn also likes to research, discuss, and use the flipped learning approach.

The flipped learning approach gives more power and responsibility to the students. In it, homework is assigned before the class. This homework activity allows students to learn at their own pace beforehand and prepare questions ahead of time. During class, students can then practice what they&rsquo;ve learned and get more timely&nbsp;feedback.

&ldquo;There are many benefits to flipping. My main reasons are for the interactive nature of the classroom, the student-centered nature, and the relationship I build with students. The pandemic has made online teaching even more important, which means interactivity, student-centered rooms, and relationship-building is even more important since we can&#39;t be in a physical classroom. Flipped learning is a fantastic way to not lose these things despite teaching online. I&#39;m not sure what the &#39;new normal&#39; will hold for education in the post-pandemic world, but I don&#39;t think online, blended, and flipped learning will disappear.&rdquo;

While there are many benefits associated with flipped learning, there are many myths too. Robyn wrote about some of those myths in an e-book called <a href="https://www.amazon.com/Flipping-Classroom-Every-Teacher-Should-ebook/dp/B07B6QVS9N/ref=sr_1_3?dchild=1&amp;keywords=robyn+brinks+lockwood&amp;qid=1630080332&amp;sr=8-3" rel="noopener noreferrer" target="_blank">Flipping the Classroom: What Every ESL Teacher Needs to Know</a>. She has also recorded a <a href="https://www.audible.com/pd/Podcast/B08K55KGNC" rel="noopener noreferrer" target="_blank">blog about flipped learning</a> as well and is in the midst of recording another blog too.

To hear Robyn speak, be sure to <a href="https://ellii.com/conference/2021" target="_blank">register for our virtual conference</a>.

To learn more about Robyn, you can visit her <a href="https://www.linkedin.com/in/robyn-brinks-lockwood-35639a2" target="_blank">LinkedIn</a> and her <a href="https://profiles.stanford.edu/robyn-lockwood" target="_blank">Stanford Profile</a>. You can also check out more of her books at the following links:

<ul class="resources">
	<li class="external-link"><a href="https://www.amazon.com/Leading-Academic-Discussions-University-Student/dp/0472037951/ref=sr_1_7?dchild=1&amp;keywords=robyn+brinks+lockwood&amp;qid=1630080367&amp;sr=8-7" rel="noopener noreferrer" target="_blank">Leading Academic Discussions</a></li>
	<li class="external-link"><a href="https://www.amazon.com/Office-Hours-Every-University-Student/dp/0472037609/ref=sr_1_16?dchild=1&amp;keywords=robyn+brinks+lockwood&amp;qid=1630080400&amp;sr=8-16" rel="noopener noreferrer" target="_blank">Office Hours</a></li>
	<li class="external-link"><a href="https://www.amazon.com/Point-Speaking-Academic-Purposes-Introduction/dp/047203670X/ref=sr_1_fkmr0_2?dchild=1&amp;keywords=robyn+brinks+lockwood+speaking+in+social+contexts&amp;qid=1630080725&amp;sr=8-2-fkmr0" rel="noopener noreferrer" target="_blank">Speaking for Academic Purposes</a></li>
	<li class="external-link"><a href="https://www.amazon.com/THE6PRINCIPLESFOREXEMPLARYTEACHINGOFENGLISHLEARNERS-14139/dp/1945351683/ref=sr_1_5?dchild=1&amp;keywords=robyn+brinks+lockwood&amp;qid=1630080400&amp;sr=8-5" rel="noopener noreferrer" target="_blank">The 6 Principles of Exemplary Teaching</a></li>
</ul>

Meet the ESL Library Virtual Conference Speakers: Robyn Brinks Lockwood

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On August 15, the world watched in horror as the Taliban entered Kabul and took governmental control. Since then, <a href="https://ellii.com/courses/133/lessons/3770">thousands have tried&mdash;and are still trying&mdash;to flee the country</a>. Civilians fear that interpreters will be killed and that women&rsquo;s rights will be restricted. Under the previous Taliban rule, women were forced to wear burqas, could not travel by themselves, and were not allowed to work or go to school.&nbsp;

<h2>An Update from AIWR</h2>

<a href="https://ellii.com/blog/building-an-alliance-for-international-women-s-rights" target="_blank">Back in April</a>, we wrote about the&nbsp;<a href="https://aiwr.org/" target="_blank">Alliance for International Women&rsquo;s Rights</a> (AIWR), a volunteer-run organization that provides an online English language learning program and a mentorship program for women and girls in Afghanistan. Due to the heartbreaking situation in Afghanistan, AIWR has had to pause their programs.

Lisa and the AIWR team wrote about the crisis in their <a href="https://mailchi.mp/78db5275cf57/crisis-in-afghanistan?e=f438d22c72" target="_blank">recent newsletter</a>.

<blockquote>&ldquo;The women and girls in AIWR&rsquo;s programs are terrified and panicked and fear for their lives. Many of the women&rsquo;s rights advocates and women professionals in AIWR&rsquo;s mentor programs were already targets of the Taliban and are in imminent danger.&rdquo;</blockquote>

<h2>How You Can Help</h2>

Afghan women and girls&rsquo; lives are at risk. Here are some ways that you can help:

<ul>
	<li>Write to your political leaders asking that Afghan women&rsquo;s rights advocates and professionals be evacuated. You can send <a href="http://aiwr.org/wp-content/uploads/2021/08/AIWR-Petition-to-US-government-081421.pdf" target="_blank" rel="noopener noreferrer">AIWR&#39;s letter</a> or write your own, using their letter as an example.</li>
	<li>Send the link to <a href="https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/afghanistan/how.html#family" target="_blank" rel="noopener noreferrer">Canada&rsquo;s visa program</a> to women you know in Afghanistan.</li>
	<li>Donate to the following organizations:
	<ul>
		<li><a href="https://www.vitalvoices.org/2021/08/vital-voices-statement-on-the-women-of-afghanistan/?mc=afghanistan" target="_blank" rel="noopener noreferrer">Vital Voices</a></li>
		<li><a href="https://secure.unicef.ca/page/88400/donate/1?ea.tracking.id=21DIEM11GSE&amp;gclid=CjwKCAjwyIKJBhBPEiwAu7zll_laGUy0lx3QDdv2O_OXtha_zp8lw23OGd_Nynmd-_PDM8uUfvIzlRoCKrAQAvD_BwE" target="_blank" rel="noopener noreferrer">Unicef</a></li>
		<li><a href="https://give.unhcr.ca/page/86611/donate/1?ea.tracking.id=SEM21_AFG&amp;utm_campaign=CA_PS_EN_AFS&amp;gclid=CjwKCAjwyIKJBhBPEiwAu7zll83VnvIkDQNXOJ3T4VO-3PeO5djrpbGbyrLpnpG9xbsejgpQMcHraBoC2-AQAvD_BwE&amp;gclsrc=aw.ds" target="_blank" rel="noopener noreferrer">UNHCR</a></li>
		<li><a href="https://www.islamicreliefcanada.org/emergencies/afghanistan-emergency/" target="_blank" rel="noopener noreferrer">Islamic Relief Canada</a></li>
		<li><a href="https://tooyoungtowed.salsalabs.org/afghanistan-donations/index.html" target="_blank" rel="noopener noreferrer">Too Young to Wed</a></li>
	</ul>
	</li>
</ul>

If you have other ideas for how to help Afghanistan, please let us know in the comments below.

How to Help Afghanistan + An Update from AIWR

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Have you heard about the <a href="https://podcasts.apple.com/ca/podcast/esl-talk/id1548652844" rel="noopener noreferrer" target="_blank">ESL Talk podcast</a>? As described on their Apple Podcast page, ESL Talk is &ldquo;a podcast for English teachers by English teachers.&rdquo; In each episode, the hosts and their guests discuss various teaching topics, methods, and approaches specifically pertaining to ESL teachers. Here are some key takeaways from their episode on effective speaking strategies.

<h2>Incorporate more small group discussions</h2>

Whether it&rsquo;s for a warm-up exercise, a comprehension check-up, or an end-of-class discussion, try to incorporate discussion-based pair work and group work as often as possible.

<h2>Don&rsquo;t give the answer immediately</h2>

When your students ask questions, don&rsquo;t immediately give them the answer. Instead, ask your class what they think the correct answer is or put students into pairs to discuss what&nbsp;the right answer might be. If you&rsquo;re teaching a student one-on-one, you can first ask your student what they think the answer is. Giving your students the opportunity to discover the right answer on their own will get them talking and will help them to become more independent.

<h2>Provide students with positive feedback</h2>

After a speaking task, be sure to provide both constructive and positive feedback. Encouragement will increase your students&rsquo; confidence which will lead to chattier, happier students!

<h2>Give students options and choices</h2>

When assigning a speaking task, provide your students with choices. If your students can choose topics that they are interested in and passionate about, they will feel more comfortable to speak about that topic.&nbsp;

<h2>Create a friendly and safe environment</h2>

Create an environment where students aren&rsquo;t afraid to make mistakes. Lead by example when you make a mistake and remind your students often that they don&rsquo;t have to be perfect. Use humor too! Jokes will help to put your students at ease.

<h2>Speak as little as possible</h2>

At first glance this may seem odd, but try to speak as little as possible. As a teacher, you are the language facilitator. Your job is to check, clarify, and empower.

<h2>Related</h2>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/resource_categories/105/resources/3608">Speak Up (Beg)</a></li>
	<li class="lesson"><a href="https://ellii.com/resource_categories/105/resources/3594">Speak Up (Int)</a></li>
	<li class="lesson"><a href="https://ellii.com/resource_categories/105/resources/3611">Speak Up (High Int)</a></li>
	<li class="lesson"><a href="https://ellii.com/resource_categories/105/resources/3351">Conversation Questions (digital)</a></li>
	<li class="lesson"><a href="https://ellii.com/resource_categories/105/resources/3087">Conversation Questions (printable)</a></li>
	<li class="blog-post"><a href="https://ellii.com/blog/5-speaking-tips-for-students">5 Recording Tips for Students</a></li>
</ul>

Teachers, what speaking strategies do you use in your classroom to get your students to talk? Let us know in the comments below!

Key Takeaways from ESL Talk Podcast on Speaking Strategies

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Learn how to make the most of your Ellii subscription with tips from our publishing team.

Teaching with Ellii

This past weekend, Haiti was struck by an earthquake. Over 1,900 deaths have been reported so far and thousands more are injured. Tropical Storm Grace hit Monday night, adding to the devastation, delaying search and rescue efforts, and overwhelming hospitals that were already crowded. Sadly, as search and rescue operations resume, the death toll is expected to rise.

<h3>How You Can Help</h3>

On top of the struggles that already existed in Haiti including the COVID-19 pandemic, violence from gangs, increasing poverty levels, and the recent assassination of President Jovenel Mo&iuml;se, Haitians are now also grappling with injuries, homelessness, flash floods, mudslides, and the loss of loved ones as a result of the earthquake and storm. Haitians need our help. Here are some organizations providing aid in Haiti:

<ul class="resources">
	<li class="external-link"><a href="https://donate.redcross.ca/page/88246/donate/1?locale=en-CA&amp;_gl=1*o4v50c*_ga*MTY5Nzc3ODkyNS4xNjI4NTI0MTUz*_ga_376D8LHM0R*MTYyODk4NTQwNy40Ni4xLjE2Mjg5ODU0MzYuMA..&amp;_ga=2.166761662.147769486.1628985408-1697778925.1628524153&amp;_gac=1.20588874.1628985408.CjwKCAjw092IBhAwEiwAxR1lRg7aATOZdgaxY7JGXB9RBjVgqyjAcA31dOzUPkN7uNkKxa6u6h7M9xoCPSgQAvD_BwE " rel="noopener noreferrer" target="_blank">Canadian Red Cross</a></li>
	<li class="external-link"><a href="https://www.unicef.org/emergencies/massive-earthquake-devastation-haiti" rel="noopener noreferrer" target="_blank">UNICEF</a></li>
	<li class="external-link"><a href="https://www.worldvision.org/disaster-relief-news-stories/2010-haiti-earthquake-facts " rel="noopener noreferrer" target="_blank">World Vision</a></li>
	<li class="external-link"><a href="https://donate.mcccanada.ca/cause/haiti-earthquake" rel="noopener noreferrer" target="_blank">MCC</a></li>
</ul>

<h3>How to Approach the Topic of Haiti in the Classroom</h3>

Seeing, hearing, and reading about natural disasters can be distressing. Here are a few tips for discussing what&rsquo;s happening in Haiti with your students:

<ul>
	<li>Give students the opportunity to express their concerns and encourage them to ask questions.</li>
	<li>Be a good listener and acknowledge how they feel.</li>
	<li>Take action and do something positive together like making a donation, organizing a fundraiser, or writing an article that will raise awareness and that can be shared with students&rsquo; family and friends.</li>
	<li>Take some time together to learn about Haiti&rsquo;s history and culture.</li>
</ul>

Teachers, do you have other ways that we can help Haiti or other ideas for discussing Haiti in the classroom? Please let us know in the comments below.

How to Support and Discuss Haiti

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This article is part of a series of posts highlighting our community of teachers around the world. We hope you find their stories interesting and inspiring!

Keke never planned on becoming a teacher. She first worked as an actress and pursued a career in broadcasting; however,&nbsp;her plans changed in 2005&nbsp;when she got the chance to teach in Japan. She&rsquo;s now been a teacher for 14 years.

&ldquo;I have really enjoyed teaching. It is wonderful to teach students from all nationalities, backgrounds, and different age groups.&rdquo;

<img alt="A woman in a classroom writing on a whiteboard while students sit at their desks." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/1669/content_Picture_for_ESLlibrary_8.jpg" />

Here, Keke is pictured teaching pre-pandemic.

Currently, she&rsquo;s situated&nbsp;in Guadalajara, Mexico and is teaching online. In addition to teaching English as a Second Language, she also teaches Spanish, American Sign Language, and Mexican Sign Language. Her students vary in level and age, ranging from elementary school age to adults.

Keke enjoys the flexibility that comes with teaching online. She loves being able to teach multiple languages to students all over the world. Most days, she teaches classes from morning until night.

&ldquo;The nice thing about teaching online is that I get to take breaks in between my classes which helps to keep my mind refreshed and active.&rdquo;

<img alt="A laptop showing a Zoom call with several students." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/1670/content_Picture_for_ESL_library_6.jpeg" />

In this picture, Keke is teaching one of her online classes.

Keke is a big fan of ESL Library. Check out Keke&rsquo;s text response below to learn more about why she loves ESL Library and how she uses it with her students.

<blockquote>
💬 Hello!!!

My name is Kennyetta &quot;Keke&quot; Morales and I teach ESL and other languages online. I really enjoy using ESL library because it is so organized. Whether I am teaching a beginner&nbsp;or advanced ESL student, ESL Library has all the tools that I need to prepare my lessons in advance. Also, I think that it is great that I can give my students an <a href="https://ellii.com/blog/introducing-our-new-grammar-tests">assessment exam</a> to confirm what their level is before I actually start to teach my students. The assessment exam also gives me an opportunity to think about the needs of students and which materials will be appropiate for their level. ESL Library is one of the best online digital tools for teaching and I am so excited about using it.

Thank you ESL Library!

Language teacher, 
Keke Morales
</blockquote>

For Keke, the most challenging part about being a teacher is convincing her students that they are capable of learning English and that doing so will open doors for them.

&ldquo;I do my best to remind them that they can reach their goals but that it will not happen overnight. If they are determined to succeed, they can reach their goal of learning ESL.&rdquo;

The most rewarding part is seeing her students progress.

&ldquo;It brings joy to my heart and it makes me want to continue to teach as many people as I can&nbsp;and inspire them to never give up on their hopes and dreams. Being a teacher is a rewarding field even though at times it can be very challenging, but once you see the impact that you can have on the lives of others,&nbsp;you will never regret becoming a teacher.&rdquo;

Want to share why you love ESL Library and how you use it in your classroom? <a href="https://www.videoask.com/fw0f8td5x" target="_blank">Tell us here.</a>

Teacher Feature: Keke

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Have you heard about the <a href="https://podcasts.apple.com/ca/podcast/esl-talk/id1548652844" rel="noopener noreferrer" target="_blank">ESL Talk podcast</a>? As described on their Apple Podcast page, ESL Talk is &ldquo;a podcast for English teachers by English teachers.&rdquo; In each episode, the hosts and their guests discuss various teaching topics, methods, and approaches specifically pertaining to ESL teachers. Here are some key takeaways from their episode on flipped&nbsp;learning.

<h2>What is flipped learning?</h2>

In the traditional way of teaching, homework is assigned and expected to be completed at home after a teacher has given a lecture on the corresponding topic assigned. The flipped learning approach flips this traditional teaching style on its head. This method gives more power and responsibility to the students. In the flipped learning approach, homework is assigned before the class. This homework activity allows students to learn at their own pace beforehand and prepare questions ahead of time. During class, students can then practice what they&rsquo;ve learned and get more timely&nbsp;feedback.

<h2>Applying flipped learning in the&nbsp;classroom</h2>

To apply flipped learning in the classroom, you would first assign a reading, an activity, or a video to be completed prior to the beginning of the class. This homework assignment will set the stage for the class. Then, begin your class by facilitating a task that will check your students&rsquo; understanding of the homework material assigned to them. This task can also be used to address any questions your students may have. Just be careful not to repeat the whole homework lesson. Once this check-in task is complete, you can move to the main&nbsp;activity.

A speaking activity was recommended by the podcasts hosts as an oral task gives you the opportunity to provide feedback promptly and continuously throughout the&nbsp;class.

<h2>Give your students choices</h2>

The main activity should also involve a choice. Giving your students choices will allow the learner to pick a topic that they&rsquo;re interested in and passionate about. This will build their confidence, improve their motivation, and put your students at ease.&nbsp;

<h2>In summary</h2>

With the flipped learning approach, the teacher becomes the facilitator. The teacher simply provides the tools and instructions for the students. Then, the students take control and learn by using while the teacher monitors and offers timely and thoughtful feedback.

Teachers, have you applied flipped learning in your classroom? Let us know in the comments&nbsp;below!

VIEWING POSTS BY

Melissa Bender