The International Language Symposium Brno 2017

The website is up and running! Keep posted and join the discourse in Central Europe’s gold-standard language symposium. Some of the world’s best speakers are already in! Dr. Stephen Krashen, Linda Li, JJ Wilson and so many more. Be sure to use #ilsb17

A letter from Eaquals following the Britain’s referendum
Sarah Aitken from Eaquals wrote a nice letter restating our values as an Accredited member of Eaquals. You can have a look at it here.

TEFL Equity Advocates
We at CA institute fully support the ideas set forth by TEFL Equity Advocates and we have signed on both as individuals and as a team.
I wrote a quick post:
Being the Founding Director of CA Institute of Languages in Brno since 1997, I have been a part of so many trends and changes in the field of language teaching and teacher training. I am a California native, but my father is Czech. So when I started teaching English in Brno in 1997, being able to communicate in both languages was a valuable asset in the classroom. It simply saved time in the monolingual classrooms that we had of the time. However, times have changed and we are now a global institute with students coming here from all around the world. At CA Institute of Languages our clients understand what it means to be accredited by EAQUALS. All of our teachers are not only highly fluent in the language that they teach, but also know how to teach it and are bilingual, trilingual and more. Even as part of our CPD it is necessary to learn other languages. Hence, we have all been in the shoes of the language learner. It all boils down to the efficacy by which a teacher can assist their students to move from one level to the next. Any teacher who has the tools, skills and personality to do so, always has a spot on our team.

What it Means to Have a Quality Education
Here is a little article about us in Jobmagazin on pgs.60-65

All Online Webinars, Seminars, Conferences and more
Check out our regularly updated calendar to stay in the loop with what’s happening in the world of language teaching!

Studies Suggest Multilingual Exposure Boosts Children’s Communication Skills
We would like to thank Dr. Beata Schmid from EF and Eaquals for bringing this article to our attention. Katherine Kinzler, associate professor of psychology and human development at Cornell University, is taking huge strides in her research on children being raised in multilingual environments. At CA Institute of Languages, we have been documenting young learners’ development and we could not agree more. This is the case even when the child is immersed in a multilingual environment for only 2-3 hours per week. You can listen to the NPR interview here.

13-15th of May – CA Institute of Languages will be there!

PASE Conference hosting some great speakers like: Raymond Murphy, Jeremy Harmer, George Pickering, Hugh Dellar, Carol Read, Tonya Trappe, Jim Scrivener and more!

Eaquals International Conference April 2016

Eaquals International Conference April 2016 – See the full programme here

The Eaquals 25th anniversary conference takes place from 21 – 23 April 2016 in Lisbon.

You can access the full programme here together with details of the sessions and profiles of the speakers.

The 3-day event includes a full-day management training workshop, on Thursday 21 April followed by a varied programme of practical professional development electives, sharing best practice and expertise in international language education.

Our keynote speakers will be

  • George Pickering, renowned educational coach, consultant and trainer
  • Neus Figueras, Expert member of the European Association for Language Testing and Assessment (EALTA), winner of the British Council 2015 International Assessment Award
  • Jackie Kassteen, Former Director of ICEF Monitor, and expert on international education marketing and policy
  • Philip Kerr, teacher trainer and author of the Inside Out coursebook series and methodology title ‘Translation and Own-Language Activities’
  • Sarah Mercer, Professor of Foreign Language Teaching at the University of Graz and co-author of ‘Exploring Psychology in Language Learning and Teaching’

They will be joined by expert trainers and presenters drawn from our international network of Accredited and Associate Members.

A draft pdf of the conference programme is now available.

Practical Guide 

Attending our 25th Anniversary Conference? Don’t forget to look at out Practical Guide for useful tips.

IATEFL Online starting Tuesday, April 12

Tune in for live coverage

***** Watch them live at CA Institute of Languages!*****


Wednesday 13th April
0915-1025 Opening Plenary by David Crystal

Check your local time

Who would of thought it? The English language 1966-2066

Complaints about a supposed decline in standards of English continue to be made, with increasing frequency, in the British press. Although these are nothing new – as the long history of use of would of for would have illustrates – they do draw attention to the way we seem to be going through a period of unusually rapid language change. This paper illustrates the main changes in pronunciation, orthography, grammar, and vocabulary, discusses the chief factors involved – social mobility, globalization, and the Internet – and compares the changes that have taken place in the past fty years with those that are likely to take place in the next fty.

Thusday 14th April
0900-1010 Plenary Silvana Richardson

Check your local time

Silvana RichardsonThe ‘native factor’, the haves and the have-nots

…and why we still need to talk about this in 2016. It is often claimed that much has changed in the eld of English Language Teaching since 1983, when Peter Medgyes rst described the struggle of ‘non-native’ teachers for visibility and due recognition. But has it? Away from academic circles, where the discourses that equated the ideal teacher with the ‘native speaker’ have been interrogated and critiqued, how has the situation really changed for the professional teacher of English whose rst or home language is a language other than English?
In this talk I will draw on research studies, anecdotal evidence and my own and my colleagues’ personal experiences to examine the state of equality and social justice in ELT with reference to the so-called ‘non- native speaker teacher’ thirty years on. I will look at how the logic of the market is used to justify current discriminatory recruitment practices that still perpetuate the view that a(n unquali ed) native speaker is preferable to a quali ed and professional ‘non-native teacher’.
I will re ect on the impact of the native-speaker bias and its dominance on developments in English Language teaching methodology, and how this dominance seems to have affected the emergence of context-appropriate pedagogies. Finally, I will address the ‘second best’ view of the ‘non-native teacher’ and its impact on their own construction of a legitimate professional identity and on their con dence in themselves as teachers, users and experts of an-other language.

Friday 15th April
0900-1010 Plenary by Diane Larsen-Freeman

Check your local time

Diane Larsen-FreemanThe justice and imperative of girls’ secondary school education – a model of action

Fifty years ago, around the time that IATEFL was founded, inquiries into the nature of additional language learning were begun. One of the earliest avenues of inquiry concerned the nature of the linguistic input that language learners were exposed to. Not only was the input thought to be the raw material that the learners had to work with, linguistic input was also thought to be a driving force in second language development. Researchers sought to demonstrate the effect of the input on what was called learners’ output. While this line of research been fruitful in contributing to our understanding of language learning, it has been encumbered by the use of its computer-related metaphors of input and output. Clearly, our students are not computers. We know that the way we talk in uences and re ects the way we think. One problem with ‘input’ is that it ascribes passivity to learners, robbing them of their agency. Another problem is that it suggests that there is a conduit between input and output. It overlooks the meaning-making nature of language use. A third problem is that the use of ‘input’ necessitates all sorts of terminological profusion, such as ‘intake’ and ‘uptake’. At this point, there is a need to move beyond input-output metaphors to embrace a new way of understanding, one informed by Complexity Theory with its ecological orientation – one of affordances. Affordances are two-way relationships between the learner and the environment. Affordances afford opportunities for action on the part of learners, provided that the affordances are perceived by learners. In this way, learners create their own affordances. Thus, affordances restore agency to learners. This also partially explains why learners’ developmental patterns are different. In this presentation, I will elaborate on affordances and discuss the implications of affordances for English language learning and teaching.

Saturday 16th April
0900-1010 Plenary by Scott Thornbury

Check your local time

Scott Thornbury1966 and all that: A critical history of ELT

In this talk I would like to use the occasion of the 50th anniversary of the IATEFL conference to review some of the major developments in the teaching of EFL since the mid-sixties and in particular the advent of the communicative approach, including the ideological context from which it emerged, its initial promise, its dispersion, its dilution, its normalization, and its discontents. I will interweave autobiographical detail throughout in order to illustrate some key landmarks in this narrative, while at the same time I will challenge the notion of progress and evolution, and suggest that the diversity of contexts, needs, and traditions that ELT currently embraces repudiates the notion of method, and challenges such established orthodoxies as cookie-cutter pre-service training, global textbooks, uniform examinations and even the notion of a standard English itself. I will argue that one way of making sense of all this diversity is to situate ELT within the wider orbit of education generally, which might mean re-con guring EFL/ELT/ESL/TESOL as simply LE: language education.


Saturday 16th April
1315-1415 Closing Plenary by Jan Blake

Check your local time

Jan BlakeMan, woman, life, love: stories from Africa, the Caribbean, and beyond

Listen to Jan Blake tell tales of lovers, shape-shifters, the wise, and the foolish. She will transport you to faraway places, wrapping you in the rhythm of her words and trans xing you with the power of her stories, before bringing you safely home. These tales will bring a tear to your eye, a smile to your lips, and put a spring in your step.