CELC Symposium National University of Singapore

To all the participants and presenters at the CELC Symposium 2016 on 25-27 May 2016, thank you for being there and for making the event such a huge success! We are certain everyone went away enriched and inspired by the sharing at the various sessions.

Selected papers of the Symposium will be published in an electronic form as a special edition of ELTWO (the online peer-reviewed journal of CELC). All symposium presenters are invited to submit their papers by 1st July 2016 for consideration. Those that are recommended by the peer reviewers will be published in Proceedings. For more information, please refer to the “Call for Papers” page on the Symposium website.

Thank you and see you at the next CELC Symposium!

Highlights from the 2nd day of the 5th CELC Symposium 2016

Highlights from the first day of CELC's 5th Symposium 2016!

Language communication isn’t purely verbal. In class, I use an analogy: When alighting from a bus or a train during rush hour, aside from saying “excuse me,” one must signal one’s imminent departure by visibly packing one’s things and turning toward the exit. @ Elmo Gonzaga

Do you agree with the essay that college lectures are unfair? Based on your own teaching experience, is the active-learning approach a more effective and inclusive mode of pedagogy?
@ Elmo Gonzaga

“I speak only one language, and it is not my own.” Would you agree or disagree with this quote from Derrida? @ Elmo Gonzaga

At the conclusion of one of her articles, our plenary speaker Ryuko Kubota asks: “What would a vision of language education look like in a more critical framework for transforming social, economic, racial, gender, and educational inequalities?” What are your thoughts on the answer to this provocative yet vital question? @ Elmo Gonzaga

Paulo Freire once said: “The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.” How do you, as a language teacher, make it possible for your students to become themselves? @ Elmo Gonzaga

CELC colleagues filling up the bags to give out at the symposium! Be sure to register and get yours.

When I was teaching at an Intensive English Language Program in the United States, another teacher once said to me, “If the teacher is working harder than the students, something is wrong.” So when I teach, I try to keep in mind that the students are the ones who should be engaged, solving problems and working hard. @ Natalie Hudson

@ Natalie Hudson

An integral part of ELT is teaching and learning about culture. @ Natalie Hudson