The seminar, which was sponsored by OXFORD UNIVERSITY PRESS,  was held at The University Residence, Lija and was thoroughly enjoyed by all who attended. 

                                                                                          Paul Seligson

Paul Seligson has been TEFLing since 1978. He has taught and trained teachers in nearly 30 countries, including Italy, Greece, Turkey, Syria, Jordan, Egypt, Cyprus, Libya and Algeria. An MA in TEFL (Reading University), CELTA assessor, LCCI examiner, freelance trainer and author, he has written coursebooks at primary, secondary and adult levels, as well as a number of articles in ETP, EFL Gazette and over 20 international journals. He has published over 40 books, either as author, co-author or editor. His publications include English File 1 and 2 and most recently New English File Elementary and New English File Pre-Intermediate (all OUP). He has given sessions at hundreds of conferences worldwide and is known for giving lively, highly practical talks.


The Seminar - Trying to teach (rather than repeatedly test) Listening


Here is Paul Seligson's own description of the workshop:

Listening is the most difficult skill to describe, understand & teach and requires the most practice when learning a second language. Yet how many of us feel we teach it well? 


Artificially learning to listen in a foreign language, especially in a classroom teaching situation, is very different from the way we naturally acquired our first language listening skills. Yet much of ELT methodology still seems to be based upon replicating stages and skills of first language learning. Think how different it feels straining to understand every word in a foreign language compared with relaxed listening in your first language. Much of what we do in class is just replicate listening tests rather than get to grips with the difficulties of real listening.                                                          


This lively workshop is the result of my 27-year struggle to systematically teach rather than just test listening. As a general principle, we should increase the amount of intensive listening time in class, make listening the primary channel for learning new language as often as possible, ’force’ students to listen far, far more outside class, and focus in class on what’s hard rather than just what’s easiest to understand.  I will offer a range of practical techniques to help both teachers and students really get to grips with listening


We are extremely grateful to OXFORD UNIVERSITY PRESS, BOOKS PLUS and THE UNIVERSITY RESIDENCE. Their support of MATEFL  made this seminar possible.
© Malta Association of Teachers of English as a Foreign Language