Rakesh Bhanot
Rakesh Bhanot has been involved in various aspects of ELT since 1972. He is the founder editor of the UK-based journal LANGUAGE ISSUES. He was the winner at the IATEFL Failure Fest.

The session will demonstrate several activities that you can use when you meet a new group of students. We shall briefly discuss the pros and cons of each activity,and to what extent this initial encounter can subsequently influence how the students go on to interact with you and with one another during the course.
What do you say to your class after you have introduced yourself? Clearly,this depends on the level,age,even the culture,etc. of your students; but what is/should be the (main) aim of this first encounter? What are your,or the school's (institution,organisation) stated/agreed aims- if any? In one school,for example,the management encourages new students to take a VAK* test in order to identify their learning styles as the very first activity. Another school director insists that each class agree on some ground rules before the start of teaching. Some teachers use the first lesson to introduce themselves,and some simply say "Open your books"! What do YOU do? Why? Find out what else you could do; it may change the way you make a first impression forever.
 Alireza Ameri

A two-decade teacher and researcher of English language working with undergraduates,graduates and post-graduates of art and English studies,Dr. Alireza Ameri has been experimenting with this language in the capacity of faculty member,head of department,vice-dean of research,supervisor,advisor,examiner of a host of creatively themed qualitative theses at IAU,South Tehran Branch,and paper and workshop presenter at national and international academia. He hopes to seek ways to alternative pedagogy. He is also a published poet and translator and word experimenter.

Title: ELT Bricolage: Delectable Drums and Coy Conundrums

There are certain postulates and praxes in English Language Teaching that can varnish or tarnish its façade and content,of which stakeholders need to be cognizant. Experiment and experience betoken the fact that ELT through symposia like IATEFL is annually exuviating for betterment; however,there are untold issues,both happy and sad,in areas of teaching,learning,assessment,research,and professional development that call for heed. To give such perspective a holistic tint,it is quintessential that we ascribe interdisciplinarity to our guild through concepts drawing on ethics,art,and literature to be able to fairly respond to domestic and global requisites. 


Angelos Bollas 

Angellos Bollas (MA in ELT) completed his CELTA and Delta at CELT Athens in 2014. As of July 2016,he is an approved CELTA Tutor. Other than teaching and training,he enjoys being a member of IATEFL Conference Commitee,participated in and co-moderates #ELTchat weekly discussions on Twitter,and presents in various conferences around the world. He is a PhD candidate at Leeds Beckett University researching the effects of heteronormativity on LCBTQ students' motivation.

Title:  Writing an International CV 101

Having worked in a variety of ELT-related roles,I have realised that there is one thing most English language teachers are not good at: advertising themselves. In this presentation,participants will evaluate the effectiveness of some real examples of CVs sent to international organisations,they will be presented with a comprehensive Dos and Don'ts guide,and they will also evaluate the effectiveness of each other's CVs,suggesting ways to make them more attractive. Participants of all roles,level of experience,and backgrounds are welcome to attend. Don't forget to bring a hard-copy of your CV with you.


  Farzad Abareshi

Farzad Abareshi,born in Tehran in 1974,is a teacher trainer,master trainer and educational consultant with 20 years of hands-on experience. He has a long and consistent record of vigorously conducting awareness-raising and skills development workshops in many language schools across the country.

Teaching young learners is a multi-task profession involving a multitude of skills and deep awareness of what motivates children to pursue learning confidently.
The 5 KEYS is an awareness-raising workshop focusing on the essential tactics through which teachers as critical thinkers can find the right approach in planning and developing lessons for kids. In this fun and hands-on workshop,we explore how to devise tasks in a creative,multi-sensory,child-friendly and challenging but supportive way for our students.

Mehrdad Moloudi

Mehrdad Moloudi has worked in EFL for two decades with students from several countries. He is currently an Assistant Professor in TESL at KIA University,where he teaches EFL and runs lectures on English Language Methodology. He has presented in dozens of international conferences and his publications have been published in Asian and European journals. He is the founder and director of Mehrdad Language Academy since 2003. Furthermore,he has authored Magic Phonics series,a unique literacy program for Young Learners; the series as an award winner of ROSHD Educational Books Festival have become a nationwide best seller and won publicity of IRIB.
Jafar Dorri

Jafar Dorri is a Cambridge DELTA holder and a current PhD candidate. He is a Master Trainer and has trained teachers nationally and internationally. He has also been teaching English for nearly 19 years. Jafar has had publications in the field and is interested in teacher education and classroom practice.

The aim of the workshop is to introduce some very practical and art-related tasks in order to add variety to classroom practice. Encouraging cooperative learning,these activities give students ample opportunities to enjoy the classroom ambiance and practice the language in a real context. By suggesting some painting,poetry,drama,storytelling,and music related tasks,the trainer tries to share some interesting activities to teachers in order to enable them to break the classroom routines and norms.



 Ebrahim Tahassoni

Ebrahim Tahassoni is a TESOL-certified ELT professional. As an IELTS instructor with specific focus on developing reading and writing skills,and with a band score 9 in the academic module and a level 3 certificate in English,he has been an avid advocate of quick ways of developing genuine productive skills instead of teaching prefabricated materials. He has written for the EL Gazette and also mentors IELTS instructors and candidates worldwide.

The session aims to help English teachers,especially those new to the concept of teaching for IELTS,gain a deeper insight into the band descriptors for speaking and writing,and their implementation. Concerns about some of the more common approaches to fast-tracking IELTS preparation procedures along with the role and impact of English proficiency will be discussed.