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The jury chooses ten best translations in each category, and the winners are invited to participate in the last round in Viljandi County Gymnasium. The second task was the following in and the students read a text about Estonian history in Estonian and compiled a summary of the text in English.

In the texts were about the people whose portraits were on Estonian kroons, and in they were about our presidents. The task itself was quite challenging and many students actually started translating the text. Therefore, it did not seem to be quite a suitable task for such an age group.

The students tended to forget that the task was writing only a summary. Correcting the task was also very time-consuming, although it clearly showed the best knowledge of the language. Still, all things considered, we decided to change it. This year the students learned about Estonian history events about regaining independence for 20 minutes, and then they were asked ten questions about the text.

At first, we had thought that the task was not demanding enough since the topic for the presentations was the same, but it appeared that the questions were not the easiest ones and the task worked very well. The third task was a presentation about events in Estonian history. Students prepared the presentations beforehand, and on the spot they had five to seven minutes to talk and show the slides. Their ability to forward the We have to say that the students took this task very seriously.

They had done a lot of research and interviewed many people; therefore, the result was magnificent. The presentations were highly interesting and informative, and the command of the language has been getting better and better every year. The presentations were judged by the staff of the History Museum and English teachers, and they have always been truly amazed by the astounding workload and desire to present important issues.

Although all the students did a great job, we needed to select the best among the best. Here are the names of the winners and their supervisors: Form 6.

We are happy that children do want to participate in such a competition and are willing to come from literally every corner of Estonia to Viljandi and share their knowledge and experience. We believe that the event is a clear example of integration of different subjects and values.

Everybody gains something from it — schools, students, teachers, parents and organisers. We would like to thank all the participants and supporters and hope to meet the next year. Part of the SECC is the Clyde Auditorium with its distinctive shape and a loving nickname of Armadillo , which is a superb purpose-built 3, seat conference and concert venue.

I am grateful to EATE and Erasmus programme coordinator at the University of Tartu for their funding and thus making this trip possible. I gather it is rather common now to have at least five or so Estonians attending an annual event and this year proved no exception. The Glasgow conference attracted about 2, delegates, presentations and presenters.

As in , the conference was broadcast online and every morning it was possible to wave hello to online attendees while sitting in a plenary session at the Clyde Auditorium.

The Glasgow conference target which stood at , online attendees was well achieved. A major innovation was the mobile app for smart phones where the entire conference programme was included in one app and free to download instead of carrying around pages or a kilo of a paper programme. The primary aim of this app, as anyone could guess, was the reduction in the number of trees that need to be chopped down for printing the programme. For less equipped people read: without a smart phone or similar the programmes included pull-out daily programmes and maps for orienteering which relieved you from carrying the heavy lot.

Since the programme was made available on the IATEFL homepage well before the conference, delegates could do their homework well in advance and choose the presentations best suited to their interests. Again, the reason was cutting down organising costs as well as reducing the footprint.

It was rather funny to hear on Thursday morning that the winners for the Wednesday quiz had been a mother and daughter who had actually won their free attendance to the Glasgow conference in the first place. It was a day densely packed with Most of the other presentations focused one way or another on materials and their design, the need for bilingual additional supplements for monolingual course books, and involving students in both class and online modes.

Monday evening saw the opening ceremony at the Glasgow Science Centre much like similar centres of Heureka in Helsinki or Ahhaa in Tartu with Eric Baber giving the welcome address. The following days were more than packed with the conference programme as it ran from 9 am to about Videos of the plenary sessions are available at: iatefl. Milada Krajewska had a very engaging practical workshop on drill thrills where she shared her experience and ideas for grammar drills with adults and used pictures, stories, disposable paper plates, paper clips, elastic strings, balls, noisemakers a toy piggy for her lively and attractive ideas.

Jill Hadfield was talking about the L2 Motivational Self System Dornyei , an important new theory, backed by considerable research, but which as yet lacks any direct practical applications which could be used by L2 teachers. What she pointed out among other concepts regarding motivation was an identity tree.

The tree has roots, which are influences on you as a teacher; a trunk, which is your main strengths; branches, these are your teaching abilities, things you know and your special talents; and finally you can add leaves, which are your possible new skills in the future, and your ways of development. Thereafter you could number the leaves by grading them from 1 — easily achievable to 5 — fantasy.

More on the topic can also be read in her articles in the English Teaching Professional magazine; her presentation slides are available online as well. Several companies are looking for prospective materials writers for lesson plans, worksheets, etc which will be published online.

In a digital-era nutshell: www. Aim for clarity above accuracy, and, above all, learn and teach your students to be likable in English. They and we! Lessons that do not demand that students think are a disservice to them. Quality feedback from above, below, sideways Reach out and connect instead of trying to be interesting — this is more interesting.

Solutions create unexpected problems somewhere else. Teaching is not rocket science; it is much more difficult than rocket science. Thinking out of a box might not be anything but thinking in a bigger box. When you chance upon a new digital tool, be critical: does the tool enhance the task or distract the learner from it? I still feel this is a wonderful experience, especially for first-timers. So, would you like to pluck up your courage and apply for a chance to present at one of the upcoming events?

I am a teacher of Estonian and literature but as I have just begun teaching a selective course of creative writing, I thought I might get some useful information on that and other topics as well. Overall it was a very informative and well-organized event and I am glad I decided to take part in the conference. I was well prepared and already before arriving had an almost clear idea which topics I would listen to.

It was a hands-on course and all participants were expected to take part in trying out different writing prompts. Volunteers read their examples and Alan Maley gave instructions when and how to use these prompts in a classroom. He also gave us reasons and theoretic background why we should do creative writing. I was extremely pleased that I was able to buy a book giving further ideas on creative writing and yesterday in my first creative writing lesson I tried out some of the tricks I learned.

Besides creative writing I was interested in courses that did not require teaching English as a prerequisite and could be applied to all subjects. The first one was quite interesting but concentrated too much on very young students, basically elementary school.

That said, I have to mention I got several good tips that can be applied to older students as well. The memory lecture was not the best one. On the one hand, it was unnecessarily complex and, on the other, at the same time it talked about things that everybody already knows about.

As I am a literature teacher I was very much interested in all courses dealing with reading and talking skills and discussing books. The former was very much to the point and gave very specific ideas on what to do before, during or after reading a book or even a fragment of a longer text. The latter introduced a fun programme called Prezi.

I was actually already familiar with the programme, but he did give good suggestions on how to use Prezi with texts and in literature courses. I would definitely consider visiting the IATEFL Conference again, but I have also started thinking about finding other associations more suitable for my preferred subjects.

This will be hard because world conferences in and on Estonian are an elusive dream. I think the time and money I invested in this trip was worth every penny and, besides the conference, I got to enjoy lovely Glasgow, visit some museums, do some shopping and stroll around the university campus.

The conference venue — the Scottish Exhibition and Conference Centre When and how did you discover the English language for yourself?

I have always been a keen mathematician. Mathematics was my favourite subject at school; I regularly took part in all kinds of competitions in maths and achieved quite good results. At the same time, I have always enjoyed studying languages and this interest is related to my passion for mathematics: it was exciting to learn the rules how different language structures can be formed, how words can be combined and how the message can change due to that.

So my primary interest in languages was related to linguistics, and at school I was a diligent student of the Estonian, English and German language. English was my favourite, probably because we had an enthusiastic teacher who tried to make the process of studying the language as varied and exciting as possible. Having graduated from the secondary school, I had a hard time deciding whether to study mathematics or English at the university.

I wanted to study both at the same time. Eventually, I decided that there is more of a mathematical logic in a language than there is a language in mathematics. Having started to study the English language and literature at the University of Tartu, I discovered that there is much more behind this major than just a language and I have never regretted my choice.

How would you compare university life from the viewpoint of a student and a teacher? Having entered the university, I was very excited because for me, it was a dream come true. I must admit that it was not easy for me to study at the university at first, especially in English.

I even used to record the most difficult lectures, then listened to these Dictaphone recordings at home and completed the numerous gaps in my notes. I even listened to these recordings when cleaning my room at the dorm or when cooking!

So, it is even good that I had difficulties in my studies at first. Certainly my life as a student did not mean just studying. I made several really good friends here and we still meet and have a good time together. We all have plenty of positive and funny memories about our university life. So, from the viewpoint of me as a student, and I still am a PhD student, university life is the exciting one. As a teacher, I enjoy working together with my colleagues, most of whom used to be my teachers.

And confirming my first impressions as a university student, I am still certain that they are highly intelligent and charismatic people. I also enjoy teaching at the university I must say that from the perspective of a teacher, the university life is also far from boring.

While my friends and I have numerous funny stories to remember about our experience as university students, my life as a university instructor also involves a lot of fun… I believe that because of being young, still remembering my own studies and having studied at the same department where I teach these days, I can understand my students, their interests and difficulties slightly better.

And so, I can cater for their needs more effectively. At the same time, because of my background, I think that I can also see through them a bit better, and it is more difficult for them to outwit me when they decide to do so. Who makes a good teacher? Having been a lucky student of several really good teachers, I would say that a good teacher is the person who is passionate about their work and who sincerely wants to share their knowledge and their passion with the students. At the lessons, lectures or seminars of such teachers the student does not look at the watch with the hope that the class is over soon, but rather, hoping that there is still plenty of time left to enjoy the class.

Some people are born excellent teachers, they intuitively know how to present the material in an exciting and motivating way, how to support and encourage their students in the process of learning. So, in order to be a good teacher, one has to be an avid learner too. What inspires you? As a teacher, I am always inspired by the eyes of my students shining with interest. Then I see that I am on the right way and I get even more energy to continue my work. It is also a great pleasure to see how the students progress, how they gain more knowledge and self-confidence.

I believe that at times every teacher needs this kind of proof that her efforts bring positive results. Do you find it easier to teach adults or teenagers? Well, when teaching teenagers, I tend to think that it is considerably easier to teach adults. When teaching adults, I feel that teenagers are not that bad either. The fact is, there are certain positive features and certain difficulties related to each age group and, after all, it also depends on the particular individuals who compose a group.

If I want to be a really good teacher, I just have to work hard, no matter what age group I am teaching. I hope that the more experience I get, the easier it will be to teach a particular group in the way most appropriate for these language learners Still, coming back to the question, I would say that the older I become, the better I understand my adult students and the easier it seems to assist them in their learning.

What are you best at? I would like to be good at teaching. My main strength used to be my ability to work hard in any circumstances, to keep all my promises and to complete all the work on time — I used to be proud of that.

So, I hope that nowadays I am at least good at being a caring mother… But I still enjoy teaching and I hope that now, having myself experienced all the possible difficulties with time planning and prioritising, I have become more flexible and understanding as a teacher. It does not mean that I am now ready to allow my students get away with doing nothing, but I am more open for compromise, which is also an important quality. I hope that as a teacher I am not bad at understanding my students and taking their interests and preferences into account; at least I am willing to be like that.

So, who knows, maybe someday I will make a good cook, designer or secretary! What have the following added to your experience of English as a language and to teaching of English? I have understood how much there is for me to learn yet. Actually, this is good, because I enjoy learning, especially when it is something practical, something that I can immediately try out in the course of my work. Moreover, my English has certainly improved considerably — it is well known that the best way to learn something is to start teaching it.

It is so, indeed; and as there is still a lot for me to learn about the English language and about teaching English, it is highly unlikely that I will switch over from the job of a teacher to that of a cook, designer or secretary in the near future.

Having tried to do some translation, I understood it once again, that in order to translate a text adequately, one needs to have a lot of background and cultural knowledge; it is not enough just to know a language well. It also demonstrated that regular contact with a language and practice are essential, otherwise one ends up looking for the right words when translating — they are somewhere out there but you just cannot remember them… That is why translation activities are useful for language learners and teachers should not abandon them — such activities would motivate the students to learn more and this would prevent their English from so-called fossilisation.

Having started my PhD studies, I have an opportunity to research in more detail the area of teaching that seems challenging to me — developing the oral communication skills of the learners of English. Hopefully, as a result of this work, I will get some useful insights that I can use in the future when teaching English, and I will also have some findings and techniques to share with my colleagues. Combining the role of a full-time mother with the career in teaching English is the greatest challenge for me.

I am still learning how to prioritise different tasks and how to get many things done in practically no time. There is still a lot for me to learn, but at least I have become more flexible and more realistic about my abilities: I have reached a valuable understanding that a teacher is just a human being, not a superwoman, and there is a limit to the work that can be normally completed within a certain period.

One just has to accept it But I made the most surprising discovery when I started teaching some courses after having been just a housewife and a mother for some time — I would have never believed that I can enjoy teaching that much and that I can get so much positive energy from sharing my knowledge with others. It is a hard work to be a teacher, but I love this job and I cannot imagine myself doing something different. What language do you dream in?

This is a good question! I guess it depends on the dream… I use three languages Russian, Estonian and English almost every day and all of them have become a natural part of my life; they are just associated with different contexts. These days I do not think in a particular language all the time and when speaking Estonian or English I certainly do not translate the sentences from my mother tongue, Russian. In different situations my thoughts are in different languages, the ones that I am expected to speak in that particular context.

I guess it is a sign that a certain level of language proficiency has been reached and I like the fact. I am sure that the more languages you can speak and the more cultures you can associate yourself with, the more interesting your life is. I am absolutely happy with mine! The Internet and the rise of computer technology undoubtedly affect the lives of modern people more than we actually acknowledge. We all know the importance of the digital gadgets we use daily and most of us cannot even picture life without computers.

I believe that the general topic was very good in the way that it left room for me to find a side of the subject that would be connected with my personal interests. Without long and difficult deliberations, I knew almost instantly that I would write about art. I have been a very creative person since childhood and I use the Internet for exhibiting my work as most contemporary artists do. Therefore, the question about the positive and negative effects of distributing art on the Internet sounded like a logical choice for me, since this topic is connected with my own habits and would provide great new information that I could take into account in the future.

I chose to limit my research to the USA, because most available sites on the Internet that deal with art distribution are of American origin; additionally, the English-speaking user base is biggest in the USA due to their enormous population. I decided to conduct my research in different parts, both acquiring information myself and asking the opinion of other people.

Luckily, I know several American artists who I have met online, so conducting a survey was not difficult. I got many very insightful and well thought-through answers that made compiling the paper much easier. The next portion of information I gathered from an e-mail interview with a famous American digital artist, Claudia McKinney. Finally, I took a closer look at the biggest art distribution site, deviantART, that I also use to exhibit my digital artworks.

I additionally searched for information from other sources, about deviantART, online copyright infringement and art blogging. Starting with the positive impact of the Internet on art distribution, I first concentrated on finding out why deviantART actually is so popular and regarded among artists as one of the best places to exhibit art online.

All of them are reasons why I also chose the site as the place for my online gallery. Next, I turned my attention to the widespread custom of writing blogs, trying to find out how they benefit art distribution. From the information I gathered, I understood that most people regard blogs as a great way to feel closer to their favourite artists or idols in general. Compared to art distribution sites, blogs are much more personal.

The artists might share some personal information or photos when writing a blog, maybe provide some useful tips about their working methods for people curious to know more about their style. Both Claudia and the people in the survey insisted that reading the blog of an artist you like helps to establish a more personal relationship, although often one-sided. When I moved on to the negative impact the Internet has on art distribution, I concentrated on the issues related to copyright infringement and loss of original thinking.

Copyright infringement has become almost Now, even on most art distribution sites with obviously original and privately owned material, the option of just right-clicking on the image and saving it to your computer is enabled.

This provides countless opportunities for potential art thieves, although, fortunately, the greater part of people saving artworks to their computers do not do it with evil intentions of profiting from the action.

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