mELTing Pot Silver Jubilee Edition 2015

Publication of IATEFL-Hungary

As part of the CITA project the 30-hour New Teacher Profile Course was held in Budapest from the 27-29 October with the aim of providing professional development for experienced English teachers. The objective of the Teacher Profile Course was to support teachers in rising to the challenges of the 21st century teacher, with particular attention to such evergreen topics as Continuous Professional Development, Special Needs Education (dyslexia, gifted children) Integration of ICT and Gamification and Content and Language Integrated Learning. Since all the 30 participants from the three countries were highly motivated teachers with considerable experience, the course was designed to have only a relatively small percentage of clearcut input sessions (5 hours) – the focus was more on sharing best practices in these areas in an international context. Here is a collection of the
hands-on ideas the participants enjoyed the most……so much so that they took them home and tested them with great results!

For more information, please click the link below: I came


mELTing Pot Silver Jubilee Edition 2015

Publication of IATEFL-Hungary

Co-operation in Teaching Associations (CITA) organised a 4-day workshop on CLIL teaching in the Lithuania University of Educational Sciences in Vilnius on June 29 to July 3, 2015. Lithuania (LAKMA) was organising and leading the course, but members of the other two associations, APABAL from Mallorca and IATEFL-Hungary, were also involved in the teaching of the course. The course was designed to give members of our associations – 10 CLIL teachers from all levels of education selected from each country – an overview of up-to-date CLIL methodology with an emphasis on practical techniques delivered by experts in the field. Another important aim was for the participants to learn from each other by working together, and the outcome of the course was a CLIL lesson created and given by groups made up of teachers from each country while the other teachers became the ‘pupils’ for each lesson. The lessons were extremely enjoyable and the whole course was a huge success both socially and professionally, a fact reflected in the very positive feedback given by the participants. Below you can read some of the feedback given by the 10 Hungarian participants after the course.

For more information, please click the link below: CLIL

Looking ahead with the “CITA PROJECT”

mELTing Pot Extra 2015

Publication of IATEFL-Hungary 

Carmen Moreno Huart a teacher of English and Spanish as a Foreign Language, teacher trainer and materials developer in the Balearic Islands, as well as in England and the United States, Carmen has been director of the Spanish Socrates National Agency at the Ministry of Education in Madrid and has coordinated the International Programmes Unit at the regional Ministry of Education of the Balearic Islands. After returning to teaching in 2010, she is currently the Head of the Foreign Languages Department of Bendinat High School in Mallorca. She is one of the founding members of APABAL and the coordinator of the CITA  project.

Los profesores de inglés lanzan la revista del método AICLE

Por Cristina Suárez

L’Associació de professors d’anglès (APABAL) de les Illes Balears lanza APACLIL magazine, la revista centrada en exclusivamente en el enfoque AICLE (Aprendizaje integrado de Contenidos y Lenguas Extranjeras) ya que, tal y como explican desde la asociación, el método “despierta un interés enorme entre los profesionales de la enseñanza del inglés”. El lanzamiento del quinto número de la revista coincide con el quinto año de recorrido de la asociación.

Press the link below to read all article.

Los profesores de inglés lanzan la revista del método AICLE


Building regional branches with planting trees

Planting trees is not only a follow-up to the environmentally conscious theme of the past events in our association, but also represents our growing community around the country which we want to nurture. At these events we connect old and new members, colleagues, language schools, publishers and other supporters.

IATEFL-Hungary planted eight trees in 2015 in Szombathely, Balatonfüred, Gödöllő, Veszprém, Pécs, Szeged and Kecskemét and two in 2016 in Nyíregyháza and Győr. In co-operation with the Széchényi University, it also marked the start of the Győr Regional Branch – an event so dear to our hearts, as we all know very well that branches are the only option to reach (out to) colleagues based elsewhere than Budapest.

We invited all teachers and learners of English to join us for this festive event, which was combined with a one-day mini conference.

We plan to repeat the event in other cities in the future, to fulfil our goal, to grow strong and grow together.

Job shadowing Budapest-Mallorca

English Language Teacher Associations play an important role in promoting the professional development of teachers in diverse countries and regions. Within the framework of the EU funded Erasmus+CITA (Cooperation and Innovation in Teachers’ Associations) project teachers’ associations from Hungary (IATEFL-H), Lithuania (LAKMA) and the Balearic Islands (APABAL) brought teachers from 3 countries together  to help us learn from each other by sharing our experiences and views. The project offered an excellent opportunity to learn about ourselves as teachers, as personalities and as our countries’ representatives by job shadowing.

 I had a partner job-shadower, Aina Trias Roca from CEIP Gabriel Comas i Ribas, Esporles, Mallorca, Spain. Aina is an experienced, enthusiastic teacher who is respected by students, parents and colleagues at her school, in the local community and among professionals of APABAL, the teachers’ association.

 Our job-shadowing work had two phases:

The first one took place in Karinthy Frigyes Hungarian-English Bilingual Primary School in Budapest, Hungary between 4-10 October in 2015. In this phase Aina visited my English and Civilization lessons, observed how my 13-year-old students are preparing for the Cambridge PET exam, how we share work with native teachers from the USA, participated in school activities, and introduced Mallorca, her school and students, Mallorcan traditions and festivals to me and my students. She observed my colleagues’ CLIL lessons and the native teachers’ English lessons in lower primary classes as well and learnt about features, benefits and challenges of bilingual education and content-language integrated learning, teaching a foreign language to young learners. She also got insight into the Hungarian educational system and gained experience of professional issues in workshops, talks and informal chats on the 25th conference of IATEFL-H.  During our free afternoons, we visited some famous sights of Budapest and tasted home-made Hungarian food.

In the second phase I travelled to Esporles, Mallorca and spent a week between 7-13 February in 2016 at Aina’s school in CEIP Gabriel Comas i Ribas. Esporles is a Catalan village with about 5,000 inhabitants in the Tramuntana mountains, about 15 km north of the capital, Palma de Mallorca. The school has 450 pupils from the age of 4 to 12 as it is a kindergarten as well. Some of them come to school from the neighbouring villages like Banyalbufar by the school bus everyday. The school is bilingual as they teach Catalan and Spanish but none of the school subjects are taught in the second language (which is Spanish for them). Pupils start studying English at the age of four and have 30 minute long lessons twice a week. From the age of 6 they have 3 lessons, 30 or 45 minutes long depending on their age. Methodology and materials are adequate for their age, motivating for all age groups. Each class has a class teacher who teaches all subjects for them; only English, PE and Music are taught by specialised teachers. The lessons start at 9am and finish at 4.15. Pupils have lessons from 9-10, 10-11 then 30 minutes break, 11.30-12, 12-12.30 which is followed by a 75-minute long lunchbreak when pupils can have lunch at school or go home to eat. The afternoon lessons are from 14.45-15.30 and 15.30-16.15. Having this type of system and timetable, I didn’t see children to get as tired as our students do.

During my job-shadowing week I observed lessons both in the kindergarten and in the primary school. I was involved and did peer teaching in the primary school part. I also taught some language games matching the course material and had a presentation about Hungary, Budapest, Lake Balaton, my school and festivals for the 6th graders in all the 3 classes. Pupils put questions about our traditions and everyday life. Our interaction was a motivating example for them to study English and use the language as a tool to get information about a very different country and contact people from other parts of Europe.

I participated in school activities like Pancake day where pupils learnt a rhyme for how to make a pancake followed by their teacher’s demonstration. The following day, the pancake race was organised then eating pancakes filled by the teachers (us) and practising how to ask for something.

I also learnt about the educational system of Mallorca, requirements for teachers and students, about the curriculum, 3 terms and holidays in the school year and got an insight into a staff meeting and the English teachers’ weekly planning session.

The week ended with participating in the conference organized by APABAL, the English Teachers’ Association of the Ballearic Islands and giving a presentation about the experiences gained during job-shadowing in the CITA project.

During the project we shared our experience, discussed and compared methodological issues, developed and shared materials fitting to our teaching situations. By learning about each others’ culture including everyday life, history, famous sights, traditions, food etc. we had the opportunity to compare and contrast the two countries and widen our horizon. I will include the acquired knowledge not only in the English lessons but in Civilization, too. The cultural activities I was really fond of eg. Jaia Corema’s tradition during Lent are now parts of my lessons to make certain topics more colourful, interesting or thought-provoking.

I found job-shadowing a very meaningful project where both teachers and students gain a lot by learning about other cultures while sharing the same language.

I also thought about action planning how we could make benefits of the project in the long run. On one hand, on a professional level by further cooperation among the teachers’ associations, joint projects between the schools or classes involved in the job shadowing process and between the two of us by sharing ideas and materials we found useful via e-mail. On the other hand, on a personal level. I think the two weeks of the project is a beginning of a lifelong friendship. We keep in touch and planning further meetings on the family level.

Concerning dissemination of this experience, I have already had some opportunities like the APABAL Convention in Palma (12 February 2016), the Creative Café organized by IATEFL (4March 2016) and informal talks with colleagues and friends.

From a personal point of view Aina was not only a professional teacher, expert on her field  and a good colleague but a fantastic host who helped me a lot to discover beautiful parts of the island, learn about its history and traditions, understand Mallorcan way of life, taste Mallorcan food and get lifelong memories of my stay.

It was a fantastic experience and feeling to meet new colleagues from different countries with different backgrounds and culture and share the same language, thinking and aims both as teachers and humans.

Thank you for this wonderful opportunity.

Siró Enikő, IATEFL-Hungary