International House London is excited to announce our Future of Training Online Conference November 13th 2021!


Tickets are now available! Visit our Eventbrite page to book by clicking here. 


To download the conference programme, click here: 2021 Conference Programme (Future of Training)



After a tumultuous 18 months, our conference would like to focus on all the amazing developments and experiments that have been going on in the world of ELT and teacher education. Whether the changes have been big or small, we have all had to adapt our practice and we would like to hear about it! Here are three themes that speakers at the conference will be focusing on:

1. Aspects of training/training threads

2. Training in diverse contexts

3. Modes of delivery


Delivery of talk: all talks will be delivered using the zoom platform. We are planning on also inviting attendees to our Covent Garden School in London to join us for discussions, food and drinks! 

Find out what our speakers will be discussing:

2021 Speakers Announced! 

We have a fantastic range of speakers joining us for this years conference, we’ve highlight some below. More are still to be announced! 


Experienced writer and communications skills trainer Chia Suan Chong will be taking part in the conference as our plenary speaker.

In this talk Anastasiya will look at common problems that online CELTA trainees experience in teaching practice and share strategies to help them:

• recognize different task formats and adapt them with ease using the right online tool;

• engage the students, monitor them during the tasks and correct them;

• manage their digital “boardwork” and materials in practical ways during the lesson, making them feel more confident overall.

The presence of social media has never been more ubiquitous than in times of Covid. It can be a powerful tool to network and collaborate with like-minded teachers but how can teachers make social media work best for themselves and for their careers?

This talk reports on Trinity’s development of a new online course and qualification that supports teachers working in an online environment. We will first review how we arrived at the underlying pedagogical underpinnings and then talk about how these were implemented in the course design. Finally, we will consider data from impact studies to identify lessons learnt for future support.

Some trainees struggle with reflective writing, which has a negative impact on assessment. To address this we redesigned our teaching journal , introduced in-class group tasks, and created screencasts to scaffold ‘reflection on action’ and raise awareness of good reflective writing. This talk examines the impact of changes and includes examples of journal prompts, training materials and trainees’ reflective writing.

If there’s one thing the move to online did well, it was allowing schools to better understand CPD needs from all perspectives. In this session we will have a look at how IH Bucharest went about identifying teachers’ training and development needs, and how our findings have led to designing a holistic CPD programme tailored to each teacher’s individual needs.


Have you ever wondered what kind of impact you make as a trainer and how much your trainees have actually learnt and progressed as a result of having done a course with you? Have you ever wondered what happened after they completed all the tasks, received their final reports and put up their certificates on the walls? Did they teach happily ever after or not? In this session I am going to present the results of a survey that I carried out among the graduates of the IH VYL course at IH BKC Moscow with the implications for teacher training.

CELTA is often criticized for being very stressful and not keeping up with research findings about learning. This talk will focus on the rationale, process and results of flipping 2 intensive courses. It explores the positive outcomes and good results achieved in light of learner teacher-centred changes. There will be adequate time for questions.


The internet gains 700,000 users every day. The African Union plans for every individual on the continent to have internet access by 2030. With the assumption that English will remain the global language, how can language teacher training meet local needs in countries and cultures newly connected to the internet?


How do we transition between F2F and online (and vice versa) training programmes as a result of COVID19. This talk looks at the pros and cons of both scenarios, identifying good practice that can be used on future courses to benefit different home contexts. We have collected feedback from trainers and former trainees, as well as consulting current literature.

This presentation deals with CCQs (concept checking questions) as a language clarification technique. Trainees on pre-service courses and new teachers sometimes claim this technique is rigidly based on “the CELTA method” and does not work well in the real classroom where learners desire clear explanations. This session will question the validity of such a claim and propose practical strategies to deal with issues arising in this area.



Teaching online has given us the chance to re-examine techniques, including how to give effective, efficient and responsive feedback. This talk will look at the different online feedback options, how these are related to our choices of interaction patterns and monitoring, what students and trainee teachers think about it, and how offline lessons can benefit from our online teaching experience.

School closures due to the Covid-19 pandemic have led to learning loss at all levels of education, including for teachers. This talk reports on fully online teacher training projects that TCE have carried out over the last 18 months in data-poor contexts in Africa. Lessons learned about designing fully online teacher training courses for low resource contexts will be shared.

Featuring Abeer Ali Okaz, Giovanni Licata, James Egerton and Joanna Szoke.

In this session we will share our experience of using WhatsApp to offer development opportunities to large groups of teachers or teachers working in different locations. We will offer tips and advice on how to set up groups and set boundaries, encourage sharing and participation, and how to help teacher developers manage their time and commitments. We will finish by offering suggestions on how WhatsApp might be used on teacher development courses.

On a quest to become a better manager and overall working professional, I undertook an MSc in Innovation, Creativity and Leadership. The experience was transformative and I am keen to share some things I’ve learnt.

This talk will explore some of my relevant takeaways and places of growth while on that journey. We will look at key differences between management and leadership, shifting mindsets and beliefs, value identification, leadership behaviours, and best practices for learning and reflection.

We’ve all felt it – that sinking sense of dread that someone will find out that we don’t actually know what we are doing. The situation we have been living though has been like sand, constantly shifting under our feet and this lack of stability has, perhaps, caused even very experienced trainers to doubt their skills. This has consequences for our identity as teacher trainers, our motivation, and our interaction, engagement and empathy with trainees. This talk aims to explore potential consequences  of this ‘crisis of competence’ and provide potential strategies to address this.  



If you have questions about any of the above, you can email


Tickets are now available! Visit our Eventbrite page to book by clicking here.