Upcoming CPD Opportunities Summer 2026
Upcoming CPD Opportunities: Spring 2026
The lighter evenings are getting longer and the temperatures are rising steadily here in Spain! It’s a busy time of year for teachers here, with end-of-course exams and preparation for summer courses in the private sector. If you are lucky enough to have some well-deserved free time coming up and can manage to squeeze in a little self-directed CPD, here is the latest run-down of opportunities available over the next three months.
I will be updating the post regularly, so if I’ve missed something, do let me know in the comments.
Jessica
TITLE: “Once upon a time there was a teacher and some students…”
PRESENTER: James Santana Heal
DATES & TIMES: Thursday, 2nd July – 16:00 (UK time)
LANGUAGE: English
ORGANISED BY: Modern English Teacher
TYPE OF EVENT: Free webinar
SUMMARY
Reading opens up a whole new world full of colour and wonder. Plus, it is one of the most essential skills for academic success, personal growth and critical thinking, as well as a key part of English exams. However, as many teachers know, students are often reluctant to read either inside or outside the classroom. So how can we encourage students to show an interest in reading, and really get the most out of it?
In this interactive session, James will look at practical ideas on how to engage students’ interest in reading, develop their reading skills and provide some practical ideas to use in class when dealing with reading.
TITLE: Crafting Dynamic Environments for today’s learners
PRESENTER: Eugenia Dell Osa
DATES & TIMES: Saturday, 4th July – 15:00 (UK time)
LANGUAGE: English
ORGANISED BY: IATEFL
TYPE OF EVENT: Free webinar
SUMMARY
In today’s rapidly evolving ELT landscape, creating dynamic learning environments is essential for fostering student autonomy and deep learning. This session explores practical ways to integrate Michael Fullan’s 6Cs - Critical Thinking, Communication, Collaboration, Creativity, Citizenship, and Character - through the four language skills.
Participants will discover how Brain Gym activities can stimulate cognitive readiness and enhance learning engagement. The session also highlights the role of authentic materials in making learning relevant and meaningful while encouraging student-driven inquiry.
Additionally, the potential of Generative AI for ELT purposes will be explored, showcasing how AI-powered tools can support personalized learning, collaborative tasks, and creative content generation.
Through hands-on, classroom-tested ideas, participants will learn how to design tasks that promote deep learning while supporting language acquisition. Practical examples will include integrated projects, interactive games, and assessment strategies that build 21st-century skills.
By the end of the session, teachers will have a toolkit of adaptable, innovative strategies to craft engaging, future-ready classrooms where learners become active participants in their language learning journey.
TITLE: Assessing Voice in L2 Writing
PRESENTER: Cecilia Guanfang Zhao
DATES & TIMES: Tuesday, 14th July 2026 12:00 PM (UK time)
LANGUAGE: English
ORGANISED BY: IATEFL TEASIG
TYPE OF EVENT: Free webinar
SUMMARY
Voice is a popular concept in English rhetoric and composition, greatly valued in ELA writing classrooms as a key construct included in various writing standards and rubrics. The assessment of voice, however, proves challenging due to its slippery and contested nature. This talk traces how voice scholarship has moved from early debates about its relevance to L2 writing to empirical construct modelling and validation. Drawing on relevant research, I show (1) how voice can be operationalized as a multidimensional construct influencing score-based judgments of text quality; (2) how the dialogic nature of voice explains why even trained raters may still disagree; and (3) how voice and its assessment should be context-dependent, taking into account both language resources and sociocultural affordances across diverse writing environments. The session ends with an interactive discussion of voice construction and assessment in an increasingly more digital, multimodal, tool-mediated, and AI-enhanced multilingual world.
TITLE: The Learning GPS - Helping Students Navigate, Monitor and Recalculate Their Learning Journey
PRESENTER: Maria Eugenia Ianiro
DATES & TIMES: Wednesday, 15th July – 16:00 (UK time)
LANGUAGE: English
ORGANISED BY: Trinity College London
TYPE OF EVENT: Free webinar
SUMMARY
In this webinar, we will explore how metacognition can act as a learning GPS, helping learners navigate their learning journey with greater confidence and purpose.
Through practical examples, classroom routines, and ready-to-use reflection tools, participants will discover how to support learners in setting goals, monitoring progress, overcoming challenges, and evaluating their growth.
Suitable for teachers working in a range of contexts, this session offers engaging, adaptable strategies that foster learner autonomy while promoting deeper and more meaningful language learning.
TITLE: BEYOND SLIP vs SLEEP: DIAGNOSING PRONUNCIATION
PRESENTER: Donna Brinton
DATES & TIMES: Saturday, 25th July – 16:00 (CET)
LANGUAGE: English
ORGANISED BY: TESOL-SPAIN PronSIG
TYPE OF EVENT: Webinar (free for TESOL-SPAIN PronSIG members)
SUMMARY
The first step in any pronunciation course for second language learners is the diagnostic assessment of students’ second language (L2) pronunciation skills; this process serves the primary purpose of teachers being able to fine-tune their pronunciation curriculum. In this lecture we take a critical look at the past history of diagnostic assessment and at the current state of the art. Following a brief definition of diagnostic assessment, we’ll examine the deep roots of pronunciation assessment in the Audiolingual era and the underlying premises inherited from contrastive analysis which governed the diagnostic practices of the era. We next proceed to examine Audiolingualism’s diagnostic legacy (including minimal pair word and sentence perception/production tasks along with diagnostic passages and free speech samples used to assess learner production). Following this look at the beliefs and diagnostic practices of the past, we examine the disjunct between these practices and the underlying premises of communicative language teaching concerning L2 phonological acquisition, calling attention to the impact of these on current pronunciation diagnostic practices. We’ll conclude by surveying the current landscape of the diagnostic assessment of pronunciation skills, noting several promising trends. Lecture participants will come away with a more nuanced understanding of diagnostic assessment practices and how they can be made to better align with the principles of communicative language teaching.
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