Upcoming Webinars

Nik Peachey | Developing Materials for the Remote and Hybrid Classroom.
9th December 2021 | 17:30 CET


Delivering hybrid lesson to students in their homes while teaching others in the physical classroom is perhaps one of the most challenging tasks for teachers in the post pandemic world. This problem is made more difficult by the absence of materials designed for delivery in this context.

In this session Nik Peachey – Pedagogical Director at Peachey Publications will show you some simple tools and techniques that can make materials more accessible in the hybrid context. These tools and techniques have been used extensively in the design of the materials produced by PeacheyPublications and have led to the company being shortlisted for the British Council’s Award for Innovation in Teacher Resources for the fourth time this year.

By the end of this session you will be able to understand the challenges of designing materials for remote and hybrid classrooms and be ready to use some simple tools to make your materials more accessible and easier to use in this environment.


Nik Peachey is Director of Pedagogy at PeacheyPublications https://peacheypublications.com/ an independent digital publishing company that specialises in the design of digital learning materials.

He has been involved in Education since 1990 as a teacher, trainer, educational consultant and project manager. He has more than 20 years experience of working specifically with online, remote and blended learning environments.

He has worked all over the world training teachers and developing innovative and creative products. He is a two-time British Council Innovations award winner and has been shortlisted for the sixth time this year.

His customers include British Council, Eton College/EtonX, Open University, Google Creative Labs, OUP, CUP, Macmillan and International House.

His more recent projects have included two years as pedagogical manager for a 100% online school delivering language learning remotely to students in Brazil, Head of Content Development for EtonX a 100% online school owned by Eton College and content developer for an English and Interfaith Dialogue course designed for the British Council and Al-Azhar University in Cairo.

His books include:

  • Team Building Activities for the Remote Classroom
  • Digital Tools for Teachers
  • Thinking Critically through Digital Media
  • Digital Video – A Manual for Language Teachers
  • Hacking Creativity
  • Conversation & Listening – A series of lesson for the digital classroom

He also co-edited Creativity in the ELT Classroom and Creativity and the Sustainable Development Goals for the British Council

He is editor of the Edtech & ELT Newsletter: https://tinyletter.com/technogogy/

You can find out more about what he shares at:

Twitter: https://twitter.com/NikPeachey  LinkedIn: https://www.linkedin.com/in/nikpeachey

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Webinars archive

Geoff Tranter
25th November 17:00-18:00 CET

Strategic Competence – A Neglected Skill

We teach words, phrases, idioms; we teach morphology and syntax; we train reading, listening, speaking and writing skills. Is that enough? Is there more to effective communicative skills? Effective communication, in the sense of choosing from the various language options I have at my disposal the exponents that I believe will allow me to be as successful as possible in achieving my communicative aim, i.e. the end-product of the interaction I have embarked upon, is a key concept in many of the definitions of language proficiency in the Common European Framework of Reference (CEFR). Although the concept is mentioned almost exclusively in skill-based descriptors as from B2 level upwards, which on due thought should not be all that surprising, as it is only as from B1 onwards that learners actually have sufficient linguistic elements to choose from, it is worth considering the inclusion of communicative strategies at lower levels.

Today’s webinar will look at a number of everyday examples, and discuss ways to enable students to enhance their communication strategies, particularly when communicating in a second language.

Russell Stannard
19th October at 17:00 CEST

What are the key technologies impacting on teaching and learning?


In this presentation, Russell is going to focus on some of the most popular and widely used technologies in language education. Focusing on just the most widely used technologies, Russell will highlight how knowledge of just a couple of simple to use technologies can impact on a whole range of areas of teaching and learning. This is a talk full of practical examples that you will be able to apply in your teaching and learning immediately. Russell will cover feedback, speaking fluency, reflection, learning input and activities around making lessons more engaging.


Russell Stannard is a multi award-winning Educational Technologist and founder of www.teachertrainingvideos.com. He received awards from the British Council ELTONS, the Times Higher and the University of Westminster for his work in the use of ICT in education. He currently works as a consultant on educational technology at Kings College University London and as an associate trainer at NILE. where he teaches on the MA programme and runs courses in blended/flipped learning. He has more than 65,000 subscribers on his YouTube channel.

Chia-Suan Chong
30th September at 15:00 CET

Becoming more effective international communicators

Speaker Bio:

Chia Suan Chong

Chia Suan Chong is a writer, communication skills trainer and a teacher trainer. She is the author of Successful International Communication, where she presented her ADAPT model as a framework for dealing with intercultural conflict. Delivering both online and face-to-face training to teachers and learners around the globe, Chia specializes in interactive workshops that encourage reflection for more effective international communication and improved collaboration. Currently based in York, Chia holds a DELTA and a Masters in Applied Linguistics and ELT. She was English Teaching Professional’s award-winning resident blogger between 2012 and 2019 and now has a regular feature ‘Not Only But Also’ in the bi-monthly ETp magazine. She has been involved in several publications, has contributed extensively to the British Council Learn English website, and more recently, developed and co-wrote the Pearson ELTD – an entirely-online OFQUAL Level 6 teacher training course. Chia is also the co-author of VOICES, an integrated 7-book series by National Geographic Learning for adult learners of English, and is a regular presenter at language educators’ conferences.


We might teach our students to make meaning with words, but is this enough to help them communicate internationally? What interpersonal skills, communication skills and intercultural skills are needed in such interactions? What do we do to help them communicate effectively with people from different cultures? Do we prepare them for situations where they are faced with unexpected behaviour and communication styles? In this interactive session, we will consider the role culture plays in our interactions and explore the ways we can manage this complex and fluid social force. We’ll consider some engaging practical ideas using critical incidents and roleplays that encourage self-reflection and awareness in our students, and explore how my ADAPT model can be used to help them be more flexible and manage diversity.

Anna Soltyska MA
26th August at 17:00 CEST

From cheating to e-cheating in language assessment: (how) should we care?


The unprecedented acceleration in using digital technologies in numerous educational contexts during the Covid-19 pandemic has undoubtedly affected the way foreign languages are learnt, taught, and assessed. However, the same appears true for instances misconduct and fraudulent behavior in examination and assessment contexts: cheating has turned into e-cheating and its prevalence seems to be taking educators and test-developers alike by surprise. Furthermore, new technologies seem to challenge previous standards of what is acceptable in education and testing at all levels.

The webinar will address the following cheating-related questions:

  • What is meant by the term e-cheating?
  • How does this phenomenon threaten test security and reliability?
  • Which aspects of test security are of utmost importance when assessing foreign languages?
  • How can educational institutions, foreign language centers, as well as individual teachers prevent and counteract digital cheating in its various manifestations?


Lecturer in English for Academic and Specific Purposes at the University Language Centre of the Ruhr-University in Bochum (Germany). Active in the language teaching and testing industry since 2000. As a teacher trainer and presenter has held workshops and spoken at conferences worldwide, including Great Britain, Egypt, Finland, Poland, Russia and most recently Azerbaijan. The convenor of the working group “Language centres against academic misconduct” to promote awareness of academic integrity and non-cheating culture in educational contexts in Germany and beyond.

Geoff Tranter
22nd July at 17:00 CEST

Beware the Comfort Zone!


According to the Cambridge Dictionary, comfort zones are situations “in which you feel comfortable and in which your ability and determination are not being tested”. In other words: you are running ‘on the spot’ hardly making progress, possibly even going backwards! If in the language classroom either the teacher and/or the students have a tendency to remain within their individual comfort zones, the chances of progress in language proficiency will diminish accordingly. In this webinar, we will be looking at some (typical?) language classroom scenarios and ask ourselves to what extent the issue of comfort zones is a contributory factor and what counterstrategies can be applied.

Gabrielle Hogan-Brun
Thursday, 24th June, 17-18h CET

Why Study Languages?


Gabrielle will introduce her new book, Why Study Languages?

From a review: Gabriella Ferenczi, ProLingua Global

Languages have the power to shape our life, our future. In this great new book that’s full of inspiration but also pragmatism, Gabrielle illustrates just how. You’ll find here real-life stories of both ordinary and famous people. You’ll see how knowing languages helped them to become successful and find their place in the world. You’ll read about all sorts of careers you might consider using languages. And you’ll also learn how and where you can get started. If you wonder whether studying languages is the right path for you, this comprehensive and easy-to-understand guide will help you decide.’


Gabrielle Hogan-Brun is currently a visiting professor and senior researcher at Vytautas Magnus University in Kaunas, having previously taught at the Universities of Bristol and Basel. She lectures widely on language attitudes, policies and practices in multilingual settings, and on economic aspects of multilingualism. She serves on several international journal editorial boards and has worked with various European organizations on matters of language diversity.

A Salzburg Global Fellow, she is a co-author of the Salzburg Statement for a Multilingual World. She is the founding book series editor of Palgrave Studies in Minority Languages and Communities, and co-editor of The Palgrave Handbook of Minority Languages and Communities (2019), which won the BAAL book prize (in 2020). Among her other recent publications is Linguanomics: What Is the Market Potential of Multilingualism? (Bloomsbury Academic, 2017).

Rebecca Oxford and Matilde Olivero
Thursday, 27th May at 17:00 h (CET)


Peacebuilding Activities in the Language Classroom


Language teachers become peacebuilders when they weave flexible peace activities into the current curriculum, thus increasing students’ competencies in both language and peace. In the webinar, language teacher educators and book co-editors Rebecca L. Oxford and M. Matilde (Mati) Olivero encourage language teachers to become peacebuilders in their own classrooms. In doing so, they describe crucial peace dimensions from their new book, Peacebuilding in Language Education and lead several brief, experiential peace activities designed for language teachers and learners. Oxford and Olivero demonstrate the simplicity and importance of integrating the activities into language instruction.  Session participants receive ideas, suggestions, recommended bibliography, more sample activities, and contacts.

Rebecca L. Oxford, PhD, University of Maryland, USA
María Matilde Olivero, PhD Universidad Nacional de Río Cuarto, Argentina


Rebecca L. Oxford, Ph.D., Distinguished Scholar-Teacher and Professor Emerita, University of Maryland, holds two degrees in Russian language (B.A., Vanderbilt; M.A., Yale) and two in educational psychology (M.Ed., Boston University; Ph.D., University of North Carolina). She loves to teach – it is her personal and professional passion – and has received several teaching awards. More important than any academic prize or publication are the facts that a dear Korean doctoral graduate in Seoul named her first child “Becky” and that some additional students have also become “family” to Rebecca and her husband, Cliff Stocking. Compassion and caring propel her work.

A prolific writer and editor, Rebecca has published 15 books, including seven in the area of transformative education, spirituality, and peace, the latest being Peacebuilding in Language Education: Innovations in Theory and Practice (Oxford, Olivero, Harrison, & Gregersen, 2021, Multilingual Matters, UK). She has published eight other books, largely focusing on language learning strategies, a field she helped pioneer. This resulted in a Lifetime Achievement Award that stated, “Rebecca Oxford’s learning strategy research has changed the way the world teaches languages.” She currently co-edits two book series: Spirituality, Religion, and Education (Palgrave) and Transforming Education for the Future (Information Age Publishing). During 1993-2003, she co-edited the 69-volume Tapestry ESL/EFL book series with North American, Middle Eastern, Chinese, and Japanese editions. She has published 270+ articles and chapters and has presented talks, plenaries, and workshops in 43 countries.

Rebecca has led graduate programs in both language teacher education and psychology and has directed numerous dissertations. She is a part-time poet and photographer, as well as avid Netflix fan, waiting impatiently for the next seasons of “Outlander” and “The Crown” and catching up on “Grey’s Anatomy.”


María Matilde Olivero Matilde holds a Ph.D., in Second Language Acquisition from the University of South Florida, U.S.A. She is a second language teacher educator and researcher at Universidad Nacional de Río Cuarto, Argentina. She teaches second language teaching methodology, practicum, and foreign language education. For the past 6 years, she has worked intensively on theoretical frameworks, pedagogical interventions, and teaching materials to help language teachers build peace through the teaching of EFL. Her main research interests include affective factors and peacebuilding approaches in second language education. She has recently co-edited the book Peacebuilding in language education: Innovations in theory and practice.

 Peacebuilding in Language Education

Ian McMaster
Thursday, 22 April, 17:00 h


Authenticity in language and leadership: what is it and do we need it?


Authenticity is everywhere in business books and articles nowadays. Leaders and other professionals are urged to “be more authentic” or “be themselves”. But what exactly is authenticity? In this talk, we will discuss various dimensions of authenticity in relation to both language and leadership.

Ian McMaster, Editor-in-chief, Business Spotlight magazine

Geoff Tranter
Tuesday, 23 March, 17:00 h


The Comedy of Errors


Everybody makes mistakes, even in their first languages. But in the EFL classroom, errors should not simply be considered a sin (leading to a ‘syn-tax’?). Teachers can and should help their learners to learn from mistakes – and not only their own! Sometimes we learn even more effectively from mistakes made by other people, especially when the mistakes cause amusement. And in EFL we can also use to full advantage errors made by the so-called ‘native speakers’. We will be looking a various areas of ELT where this principle can easily be applied to everybody’s benefit and amusement! Edu-tainment pure!

Katharina Palcu and Myriam Fischer
18th February at 17:00 (CET)


EUROLTA and the changes to the Common European Framework of Reference (CEFR) focusing on Mediation – Katarina Palcu


Mediation is the latest buzzword in the teaching of languages but what exactly is mediation?

Why should I teach it? How do I teach it? How can I promote mediation and plurilingual/pluricultural competence? This webinar will focus on the changes to the 2001 published CEFR and explores the concept of mediation and its application in the language classroom. We will furthermore look at how mediation skills are integrated in the teacher-training programme EUROLTA (European Certificate in Language Teaching to Adults).

Katharina Palcu:

Katharina Palcu was born in Romania and lived there the first 30 years of her life. She studied Philology and Philosophy at the University of Temeschburg and, after coming to Germany in 1990, she started teaching English and working with adult education institutions, first as a teacher and later as the head of the English Department at the adult education centre Volkshochschule. She is a EUROLTA Trainer, a language books author and for some years she also taught Romanian at university.

Katharina Palcu is fascinated by the learning process and the instruments that modern methodology puts at our disposal in order to optimize learning.

Geoff Tranter
3rd December at 6pm (CET)

Smiles and More! – Humour as a Teaching Resource for Developing the Creative Use of Language

Humour has an important role to play in learning, especially language learning, but not simply as a way of creating an atmosphere that is conducive to learning. It can also be used proactively as a teaching resource to support many different aspects of learning. In particular, it offers many benefits in promoting creativity, including the creative use of the language students have acquired. This practical session will present for discussion a range of easy-to-prepare activities to meet the needs of learners of different age groups, levels and interests.

Elizabeth Mickiewicz
7th October, 12 pm CET

Collaborative Online International Learning (COIL) in language teaching

Collaborative Online International Learning (COIL) is the term that we use at Coventry University to refer to virtual mobility experiences. These are included within the curriculum and provide an opportunity to interact with international universities and industry professionals. COIL is used to develop intercultural competences and digital skills, while working with others on subject-specific learning tasks or activities.

In our global language programme, Linguae Mundi, we have embedded COIL into our courses to enable learners to interact, engage and collaborate with native speakers of the target language in their own countries. This webinar outlines the key principles of COIL projects, with examples of successful and well-received sessions that have helped our language learners cross borders, explore cultures and languages more widely and gain a deeper understanding.

About Elizabeth
Elizabeth Mickiewicz is currently working as an Academic Manager on a global languages programme at Coventry University. She is responsible for coordinating and delivering the EUROLTA (European Certificate in Language Teaching to Adults), accredited by the ICC. She also teaches on modules that develop intercultural communication skills in professional settings and trains mainstream teachers to work with individuals for whom English is an additional language.

Rob Williams
17th September, 5 pm CET

Teaching discourse management in the language classroom – artificial models vs real language?

All too often as second language users we find ourselves left out of conversations not because we have nothing to say, but because we are a split second behind the general flow of the discussion. Sometimes we don’t have the confidence to interject. Other times we feel we might have missed something important and don’t want to hold up proceedings. This can be both in social and professional contexts. And it can become a question of power, where the native speaker holds sway by virtue of being the native speaker. Teaching materials often offer lists of expressions for interruption, asking for clarification, etc. But are these really the tools people use to manage a conversation? And what role does understanding different cultural discourse patterns play? This webinar examines discrepancies between what is often presented in teaching materials and what second language users really need to do. It looks at a number of classroom activities that can hopefully give learners tools to interact with greater confidence. All attendees are more than welcome to share their own classroom practice in the discussion.

About Rob
Rob Williams is a Principal Lecturer at the University of Westminster, where he is course leader of an MA in International Liaison and Communication as well as teaching intercultural communication and current developments in methodology on the MA TESOL.

Barry Tomalin
27th August, 5 pm CET

The Business of Culture – key issues in corporate training

Language training is not like corporate cultural training. Its requirements, its culture and its rewards are different and need to be understood to ensure successful training. In this webinar Barry Tomalin, ICC Board member and leading international language and cultural trainer presents SEVEN KEY PRINCIPLES he has found to be essential in corporate cultural training.

About Barry
Barry has worked with corporations, government organisations and institutions from all over the world and has trained in over 60 countries. He is co-author of World Business Cultures-a Handbook, Cross-Cultural Communication; Theory and Practice and Cultural Awareness.