 I want to know who you think among these might be the greatest European thinker. Anybody got an idea? There are lots of great thinkers here, yes? Erasmus! What a great choice. We're going to come and talk about Erasmus in a moment. I want to ask you, though, another question related to one of these. You've got to figure out who it is. There's a person who was asked, do you speak English? And he said, to speak English, you need to put your tongue between your teeth. And I have lost my teeth. Anybody know who that was? Close to Erasmus? Voltaire. It was Voltaire, absolutely, yes. And he was an enlightened thinker, but perhaps he wasn't enlightened enough to go with the English language. The English language is becoming increasingly important across the European Union. And many of our greatest thinkers now are going to the Brellingham Building in Brussels and work for the European Union. The European Union has given us great things. For example, it's given us the framework, the Common European Framework of A1 to C2. And some of you are all familiar with it, and we thank the European Union for this. But we also thank the European Union for Erasmus in his new role, which is not as a great thinker, but as an exchange program. In 1997 I was lucky enough to get Erasmus funding to go to Spain for an exchange and participate in studies in the university in San Sebastian. And thousands and thousands of students across Europe do this every year. Maybe some of you have done so as well. However, it's not just students who go in exchange anymore. It's also teachers. And it works this time. It's quite interesting that Peter was talking about working with teachers, because my speech is also a little bit about working with teachers. And they come because the European Union and their native government are using them to use English in their classes. In France, it's known as discipline, non-milistique. Or in German it's called Wiedingweil und Richt. Or in English you can call it Klil. I'm sure it goes as other names as well, because many teachers are not really that keen on doing it. They have a lot of reluctance. I've been teaching my biology class in German for the last 25 years. Why do I have to teach it in English now? Okay, well I know a little bit of English. I'll teach it exactly the same way. I know, because a Klil course is meant to be a content and language integrated learning system. So that's basically what Klil stands for. And there are four C's in Klil. Well actually, according to the theory, there it is. We call the first one content. Which is what the teachers know about most themselves. So presumably they know their thing. But if they come to a Klil teaching or teacher refresher course or a methodology course, which they might do, hopefully we're not going to focus too much on the content. We're going to focus on the things that we as PLT professionals, because that's what we are, can offer them. And the fact is that the European Union is providing funding through the Erasmus program for hundreds and hundreds of teachers to come to Britain and Ireland to get tuition and how to use it. And I think this is something that's very relevant for our industry here in Ireland. And what we can give them is the second and third C's and also the fourth one. We can use communication, which is what we do in our English classes all the time. And we can use cognition, which means that you think about what's happening. And you think about the material in a new way. And that helps us to learn. Maybe that's what helps us to get over that experience bias. And we can learn something new by interacting with it on a cognitive level. And the cultural aspect is to think about maybe geography, like rivers and mountains and rocks and so on from a different perspective. So not just thinking about France and French geography, but also thinking about maybe mountain lakes in Ireland or rock formations in the bourbon, rather than in the massive central. Okay, so what kind of teachers come up with subjects to these teachers who are coming for these little courses? Basically, it's the whole range. And you can think of anything from biology to history, geography, et cetera, sciences. But it's not necessarily the subject that matters. It doesn't really matter. What matters is the thought or the thinking. So I've written, it's the thought that counts. It's the thinking that counts. And it's the way that we as English teachers teach our subject that they can learn from us. That's what we can offer these people. So the idea of cognitive engagement, engaging with material as a learner who's dealing with it and looking at it from different aspects and thinking about how it can manipulate it and so on. And so we need to use our ELT procedures. And the European Union in its writings about the bill wants to impart this concept of procedurally rich collaborative tasks like we have in ELT. So what are our ELT methodologies? Well, there's a whole range. Of course, the community approach, which is the one that we're most familiar with and that we've been doing for the last 20 years. But also Michael Lewis's lexical approach where we're learning information and words and content from texts without knowing it before we start. We learn it without being taught in advance. And of course, we have pre-while posts and all the other things that we think about in our English methodology all the time. Let's say, well, let me just go back for a second. We might have missed that this is an Irish bulk and one of the things that I teach in my course when teachers come is about the Irish bulk because they're quite unique and I think it's important to offer something that people who are coming don't know anything about so that they can experience the idea of learning something that they don't know anything about through the English language and that's what happens. And so one of the tasks might be to figure out how the bulk are formed. And this is a great slide which shows the bulk formation and the right pattern. But as an English teacher, what would you do if there was a reading? So recently I had a group from Austria. They were all architecture and design students and there was one economics teacher among them. And they were the ones who knew about this context. So I didn't really focus on that. One of the students took, or I guess teacher trainees or teacher refresher people, she took this photograph here herself and you can see it's got her nice composition. She knows about design. She knows about architecture a lot more than I do. What we can focus on again is the communication aspect between you know something and I don't know something. For example, we've got a work, we've got maybe a crossword and you've got all the across clues and I've got all the down clues and we share them with each other. However, the concept of cognition would take it a lot farther. This would mean that instead of being just the communicator and doing the thing that we just described you would create the clues. You would understand the concept that's included in that word called let's say, bulk or turf or peace. And then you create a clue and then you offer that clue to another person and this cognitive process is what's going to help the students to learn. And the teachers, when they hear this, oh my goodness, it's amazing. I've never thought of this before and they haven't. There's not so much to offer and what I'm really saying to you is as ELT professionals we have so much to offer other teachers who are involved in non-discipline courses, let's say non-biology courses or biology courses and we're going to be doing this thing which is giving them the ELT methodology that they can use in their biology or their geography or their history class. And the culture, well that's an interesting thing. It's like why does an iron which we do open on the left instead of on the right or in this case, we're very lucky that the students or participants stayed mostly in a B&B here in Galway near Saltil and the lady of the house brought them into the kitchen and gave them a cookery class and someone took a photograph and they're making brown bread an Irish-paged double soup, you know. So the cultural aspect is a new perspective. It's like not making yeast bread we're making bread with buttermilk. Oh my goodness, quite interesting. And you can see she knows her content. So she's got everything laid out. She's got a nice concept in the right sequence, first, second, third and so on. It's a procedurally rich engagement with the material. Everyone's involved. Everyone's got a different role. He's got the recipe. They're explaining it to each other and they're learning and she's not really doing all that much kind of supervising, facilitating. And it's Werner Centres. The Werner's are the middle of the course and this is the English name which is teaching methodology. This is what we do every day. So when do the teachers actually get it? Now your question was an amazing question in a moment ago. Can we let people learn about their mistakes? And of course, I think, just like you said, I think we can. And it is, the idea would be that they do microteaching. And in a one-week program, potentially you're thinking, oh I'll do the microteaching at the end when they've understood all the theory. Well actually I started on the Wednesday five-day program. And we had one or two on the Wednesday and they do it and it's very collaborative and they're all involved and they're doing their thing. But there's only that for 10 minutes or so. But the feedback and the discussion and the interaction afterwards, that's where we give the time. So it's maybe 30, 40, up to 50. It depends on 50 minutes on the feedback session. And the people then learn from each other and hopefully the microteaching experiences of the next people on the Thursday and then again on the Friday are even better and close to what we expect it to be. And then the feedback sessions on the Friday are much shorter because it works. My goodness, I so much enjoyed this lesson. Now I know and now I understand and people are teaching something from their own area. So this is kind of what happens. We brought our course to an end. Got some smiling faces. But we also bring you to the pub afterwards. And you can see that some of them have now got their teeth back. They're smiling with their full teeth because they've enjoyed the program. Maybe they're prepared to go back to Austria in this case and teach design through English potentially. And we have provided them with the ELT light. And we've got the ground under their feet which is our teaching methodologies which are concrete, which are possible to support other teaching methods and ideas. And people go home satisfied with their teeth in their mouths and they're ready to smile and ready to use the English language and the new methodology in the test. Any questions there? I have a question. It's interesting you have the Austrian design or the architects thing. Yeah, the architecture and design of the teachers. One ecomist. Yes. So what happens that this is a deep problem? You know, you have scientists who have historians who use all sorts of small groups and if one is one economist, they're low-design students. Well, the reason she's an economist, they're actually all from the same technical school just outside Vienna. And the reason she's an economist in that school is because they're teaching people to be able to prepare to set up their own companies potentially. And so she taught in her micro teaching about a balance sheet and none of them had an idea about a balance sheet. But at the end of her micro teaching because she was on the Friday, they actually knew. And I think it's a benefit to have cross-discipline teachers in the group. If they all know the same subject, then maybe they're not thinking about the methodology of Klil, they're thinking more about the subject. And as I tried to say during the speech, it's basically about the methodology and not necessarily about the subject and the content. That's there, baby.