2.- I´ve boght the computers. Now, can I make my teachers use them?
You have a group of expert teachers who are excellent class managers. You have students’ with Internet access. You invested on technology. Result: occasional use of computers in the classroom, with low effectivity in students’ learning and grumpy teachers who feel they are wasting their time. What’s wrong then?
We’ll deal with strategies and support so as to help all your teachers shifting their mindset, making effective and enjoyable of technology inside and outside the classroom.

Magíster Nora Lizenberg
Nora Lizenberg is a teacher of English,Instituto Superior del Profesorado "Dr Joaquín V.González", specialised in Educational Technology,Instituto de Tecnología ORT, and Master in Open and Distance Learning,University of Murcia and UNED-Spain.
She has worked as a Director of Studies at CIBADIST. She has also worked as a trainer in printed material for distance learning for the Ministry of Education in the Province of Corrientes, as an operational coordinator for OMEP sites at Fundación Telefónica’s “Educared” portal, and as a trainer and consultants in many other projects.
At present, she is working with Prof. Mark Bullen as a teacher of Management, Planning and Organization of Virtual Learning in University of Alcalá de Henares for its Official Master in Information Technology, and as a free-lance e-learning trainer and consultant.

3.- Predictable Mistakes in Spanish-speaking students: How to prevent and “cure” them
This workshop will help the teacher predict students’ mistakes in pronunciation. Becoming aware of them, you will be able to include very short activities when preparing your lesson to correct the most common pronunciation errors among Spanish speaking students. This will enable you to make students achieve a good oral production from the very early stages of learning, so that while reactivating vocabulary already seen or grammatical points covered in previous lessons, you will also be able to work on sounds. Predicting your students’ mistakes is thus an important step in the planning of your lesson.

Profesora Virginia Pérez de Casal
Virginia Casal es graduada del Instituto Superior del Profesorado "Dr Joaquín V.González".Fue profesora universitaria en la cátedra de Lengua I y II en la Universidad del Museo Social Argentino y en la carrera de Traductorado de la Universidad de Buenos Aires. Ha sido profesora de Fonología en Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernandez".Es profesora de cátedras de Fonética y Laboratorio en el Instituto Superior del Profesorado "Dr Joaquín V. González". Se encuentra actualmente escribiendo la tesis para la Licenciatura en Lengua Inglesa en la Universidad Tecnológica Nacional. Ha conducido talleres de fonología en distintas instituciones y ha sido disertante en varios congresos y jornadas. Es examinadora oral de Cambridge ESOL.

4.-  Darwin Now: the missing link between language and content
Who was Darwin? Why is his theory, presented 150 years ago, still relevant? Explore the activities proposed by the British Council to celebrate Darwin's anniversary and find the answer to these and other questions. The analysis of the principles underlying the activities will help participants become acquainted with the teaching of language and content in an integrated framework.

Magíster Leonor Corradi
Leonor Corradi holds an MSc in Education from Surrey University. She is a lecturer in Didactics at Instituto Superior del Profesorado “Dr. Joaquín V. González” and at Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”.
She is a coordinator of state bilingual schools in the City of Buenos Aires, co-author of the Curriculum Design for Foreign Languages, presenter at national and international conferences, and ELT author.

5.- Practical Tips on how to become the professional Business English teacher you always wanted to be.
If you are already teaching Business English or you plan to expand your opportunities branching out into this area one day your students will most likely tell you…..
Finance: "Our company is launching an IPO next month. The due diligence process is over."
Operations: "We adhere to the JIT principle so warehouse space if very limited."
Sales: "This is our most important product. In fact, it´s a cash cow."
When this happens, will you be able to...
engage in a conversation that will interest your student/s?
ask the right questions to foster use of language in meaningful contexts?
gather information to focus class activities on the topics your students need?
If your answer to these questions is...."Maybe, I'm not sure.", "Definitely not. I would change the subject immediately!" or, "Yes, but I wouldn't feel very confident"
and you value professional development you can't miss this presentation. It will help you develop the mindset of Professional Business English Teacher, become familiar with the corporate context and ¨speak the same language¨ as your students.

Profesora Gabriela Piccirilli
Profesora de Inglés from Instituto Superior del Profesorado, "Joaquín V. González". She has taught Business English at multinational firms for almost 25 years, specializing in the design and delivery of ESP workshops. She has trained and coached Business English Teachers for 15 years. She is the Academic Director of On Target Training & Assessment, a leading organization in Business English Training. She is the director of BET Business English for Teachers, a yearly professional development program on Business English. She is the editor of On Target Newsletter, an online publication for students of Business English.

6.- Nucleus placement in pre-fabricated language: proverbs, sayings and quotations
Sometimes, students at teacher training colleges in Buenos Aires and in the rest of our country are required to study long lists of fossilized expressions by heart. When asked to provide their discoursal contexts at oral exams they do not seem to be aware of the fact that their rendering of the tonic syllable may be wrong. Thus, the objective of this presentation is analyse the nucleus placement of some of these idiomatic expressions, and some proverbs and quotations, as well.

Magíster Roxana Basso
Roxana Basso holds an MA in ELT and Applied Linguistics from King’s College (London). She is a lecturer in English Diction I and in Phonetics II at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional, Phonetics II at Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernandez", Phonetics II and Lab I at Instituto Superior del Profesorado “Dr. Joaquín V González”, Phonetics I and II at Escuela Normal Superior en Lenguas Vivas “Sofía Broquen de Spangerberg”. She is currently teaching two postgraduate courses: “Pedagogía de la Fonética” and “La Entonación del Inglés” at Universidad Nacional de San Martín. She has given lectures in Santiago de Chile, Asunción del Paraguay, Córdoba, Mendoza and Buenos Aires. She was a joint co-ordinator of the Phonology SIG (APIBA) for three years, is a member of the Phono Group (Santiago de Chile), and of IPA (UK).

7.- Helping our students get hooked on reading and writing
To help students become fluent readers and writers of English, we need to give them the opportunity to engage in authentic use of the written language for purposes that are relevant to students’ daily lives. By giving them good literature to read and real purposes for writing, we hook them on literacy. In this session, we examine the principles of literacy development that support this notion and look at ways to apply these principles in the classroom.

Doctora Else Hamayan
Dr. Else Hamayan, former Director of the Illinois Resource Center in Arlington Heights, Illinois, continues to work with the Center as a special consultant, and continues to help teachers in schools in the US and internationally with issues of second language learning, dual language instruction, special education, culture learning and biliteracy. She has also helped administrators in program development, particularly in dual language schools. Dr. Hamayan learned then taught English as a foreign language in Lebanon, conducted research, and consulted with refugee programs and state boards of education in addition to PreK-12 schools. She is co-author of Dual Language Instruction: A Handbook for Enriched Education and another book called Special Education Considerations for English Language Learners. She has also co-edited a book on assessment of bilingual students with special needs and has co-edited a book entitled English Language Learners at School: A Guide for Administrators. Her most recent publication is Literacy Instruction for English Language Learners: A Teacher’s Guide to Research-Based Practices. 

8.- Tools and Strategies to improve your class performance: Peer Observation
It is currently being argued that teachers must be reflective practitioners who take charge of their professional development. But how can we do it? The aim of this presentation is to help teachers to develop professionally by exploring the benefits of peer observation. It will be argued that peer observation can be an empowering tool which can easily be put into practice and can actually make our work more interesting and enjoyable.

Magíster Gerardo Valazza
Gerardo Valazza is the Director General at Instituto Cultural Anglo-Uruguayo (Anglo) and Cambridge ESOL Exams Manager for Uruguay. He has worked at the Anglo since 1989, where he has been a teacher, teacher trainer and head of the teacher training, academic and international exams departments. He holds the University of Manchester MEd in ELT and the RSA Diploma in TEFLA. His main professional interest is teacher education.

9.- Dubbing and Subtitling: How do they do it?
Don’t you feel somewhat cheated whenever you watch a subtitled movie? Don’t you often think that subtitles in Spanish don’t exactly reflect all you’ve heard and understood in English?
But have you ever thought how difficult this task may be? And why? We’ll analyze the features inherent in subtitling and we’ll learn some of its basics to go about the task. Would you like to give it a try?

Traductora Pública Julia Benseñor
Julia Benseñor es traductora técnico-científica en inglés egresada del Instituto de Enseñnaza Superior en Lenguas Vivas "Juan Ramón Fernández" y traductora pública en inglés, egresada de la Universidad del Museo Social Argentino. Miembro de The American Association of Language Specialists (TAALS) y del Colegio de Traductores Públicos de la Ciudad de Buenos Aires (CTPCBA). Ex docente de la carrera de traductorado de inglés del INES en Lenguas Vivas (1983-1996), donde se desempeñó como profesora de Traducción Literaria durante 15 años.
Ha traducido más de veinte libros para editoriales así como numerosos artículos para distintas publicaciones. Obtuvo el Tercer Premio a la Traducción Científico-Técnica del Conosur 2001-2002 organizado por Unión Latina por la traducción de la obra “Clonación: Objeciones Judeocristianas” de Stephen Post, Publicación Revista Criterio.
Ha hecho numerosos trabajos en el área audiovisual, tanto para subtitulado como para doblaje, para diversas empresas, instituciones y organismos internacionales. Ha participado como expositora en diversos congresos sobre traducción.
Directora del CETI, Centro de Traducción e Interpretación, a cargo del departamento de traducción y audiovisuales.

10.- Make your classroom come alive with Drama Techniques
Drama and storytelling techniques are extremely useful tools for the teaching and learning of languages. In this theoretical-practical workshop we will explore the application of diction, role-play, imagination and creativity, the use of space, body language, drama games, improvisation and the creation and staging of stories and skits in the context of the classroom learning experience. Following the presentation there will be a feedback on how these techniques can be used by teachers to improve their own fluency and that of their students.

Alfred Seymour Hopkins B.A.
Born in Los Angeles, with a B.A. in journalism from the University of California at Berkeley, Mr. Hopkins is a Drama teacher and Diction at the Instituto de Enseñanza Superior en Lenguas Vivas “Juan.R. Fernández”.Founder of the Hopkins Creative Language Lab, dedicated to the teaching of English with dramatic technique,1986 and of Opus Imprevistus, investigaciones teatrales, 1996. Mr. Hopkins studied theater in Argentina with Toni Barquet, 1978-82 and Ricardo Bartis, 1995. He attended the 10th ISTA of Eugenio Barba in Copenhagen, Denmark, in 1996. The following year his solo performance of “The Resurrection of Hamlet” was invited to participate in “la dramaturgía del actor,” an event organized by La Casa de las Américas, in La Habana, Cuba. He has frequently presented workshops on theatre, storytelling, diction and journalism. He has published numerous newspaper articles and two books of short stories, “Abriendo puertas, cerrando ventanas” and “Tea for Two, a Tale for you.”

11.- Paper, pencil and a bit of inspiration: Can we teach our advanced students to write poetry?
In this workshop, we will discuss strategies for teaching advanced students to write original poems in English. First we will need to rid poetry of its rules and give students permission to write on any subject, in any style. By encouraging students to write on subjects close to their experience, we accomplish two objectives: 1) the student is emotionally invested in the learning process and 2) the student is having fun! We will talk about several approaches to writing poetry—from Emerson’s dictum that “bare lists of words are found suggestive to an imaginative mind” to Margaret Atwood’s opinion that “poetry isn’t written from the idea down. It’s written from the phrase, line and stanza up which is different from what your teacher taught you to do in school.” Finally, we will discuss how to hold classroom readings or public recitals.

Doctora Jillian Weise (abd)
Ph.D. coursework complete (Poetry), University of Cincinnati, 2007. Master of Fine Arts (Poetry), University of North Carolina at Greensboro, 2004. B.S., Florida State University, English, 2002.
Assistant Professor in The Structure of Poetry and Advanced Poetry Workshop, Clemson University. Teaching Assistantship in English Composition I and II, Creative Writing: poetry and Playwriting I, University of Cincinnati. Director, Winter Reading Series, Provincetown Theater, 2005. She has written: The Colony. New York: Soft Skull Press, forthcoming 2010, The Amputee’s Guide to Sex. New York: Soft Skull Press, 2007 and Translating the Body. Virginia Beach: All Nations Press, 2006.
Among her Fellowships & Awards are: Creative Writing Fulbright to Argentina. Project: “Parables from Patagonia: Charles Darwin, the Megathere, and the Legacy of Eugenics.” January-August 2009, Washington Square Review, 1st Place Poetry Award, 2009 and University Research Council Grant, University of Cincinnati. Proposal: “Defining Disability.” Summer 2007.

12.- Literary and Cultural Appreciation of song lyrics, a case study
The aim of this workshop is to address, through the use of popular music, the need for an analysis of the cultural, as well as linguistic aspects involved in the teaching of English.
By using a traditional American art form, specifically, in this case, jazz, and grounding it in its historical background, teachers will be made aware of the benefits of utilizing societal studies, which highlight formative national memories, develop a deeper intercultural understanding amongst students and can be excellent filters through which to analyze the US vernacular, with special reference to slang.

Kathryn Curtis B.A.
Kathryn Curtis graduated from Kalamazoo College, Michigan as a Bachelor in Liberal Arts with a major in Spanish Language and Literature and a minor in English Language and Literature. She also studied for a short period of seven months at the Universidad de San Francisco in Quito,Ecuador. She is currently on a Fulbright Scholarship in Buenos Aires, where she is an assistant teacher in the area of Language at Escuela Normal Superior en Lenguas Vivas “Sophia Broquen de Spangenberg. Her current research focus is Lunfardo and its effect on the porteño identity.

14.- Teaching Pronunciation in a globalized world: What accent should we teach our students?
The teaching of phonology presupposes a number of important decisions to be made. Among these, the choice of a variety of English is indeed an important issue to consider. Should we keep to the time-honoured Received Pronunciation (RP) standard alone, or should we add other varieties? Should RP be replaced by another model? If this is so, which other model serves the purpose of international intelligibility once boasted only by RP? This presentation is aimed to weigh up the different choices we can make in this area. Additionally, the presenter will attempt to describe a number of accents with which teachers of the twenty-first century should no doubt be familiar.

Profesor Norberto Ruiz Díaz
Graduado en el Instituto Superior del Profesorado "Dr. Joaquín V. González", con más de treinta años como profesor universitario ha alcanzado el grado de titular por concurso en prestigiosas instituciones como Instituto Superior del Profesorado "Dr. Joaquín V. González", Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández", Universidad de Buenos Aires, Universidad de Mar del Plata, Universidad del Museo Social Argentino, Universidad Católica Argentina, Universidad del Salvador, Universidad Argentina de la Empresa en cátedras del área Fonética y Dicción y Lengua Inglesa. Fue Jurado titular en diversos concursos para la titularización de profesores. Además de residir en el Reino Unido, realizó estudios de post-grado en la Universidad de Buffalo, Nueva York, incluyendo investigación en fonología. En la actualidad se desempeña además como profesor titular de Fonética Inglesa I y II en la carrera de Traductor Público de la Universidad de Buenos Aires, y profesor de post-grado en la carrera de Maestría en Traducción e Interpretación.

15.- TELL (Technology Enhanced Language Learning) and “Blended Learning”: How can I do it in my own classroom?
The answer is a YES. E-Learning is an umbrella term defined as "pedagogy empowered by digital technology" naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.
This practical lecture enhanced by digital technology illustrates how teachers can use e-Learning tools to enrich their classes. Teachers will peep into what e-Learning is, where e-Learning is heading towards, and discover a number of resources they could use to teach vocabulary, grammar, reading, writing, listening and speaking in their EFL classrooms.

Profesor Gonzalo Rosetti
Gonzalo H. Rosetti has graduated from Instituto Superior del Profesorado "Dr Joaquín V.González" as Profesor en Inglés and Profesor en Inglés para la EGB and specialized in Methodology at Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández", He holds a Diploma in Experto Universitario en Diseño de Material Didáctico Instruccional para e-Learning awarded by Universidad Tecnológica Nacional.
Gonzalo has worked as a school teacher, and head of department; he is currently working as a teacher trainer at Instituto del Profesorado del CONSUDEC, Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández", and as an e-learning designer for Shell.

16.- Power to the Teachers! How to get it through CLIL (Content and Language Integrated Learning)
Is a CLIL approach suitable for our teaching reality? How can we use it as a source of empowerment? We should first of all define CLIL and analyze its implications both for us, teachers, and for our learners. We all know that if our objective is communicative competence, we should respect certain classroom principles such as meaningful learning, production, a safe environment for students to feel confident in and therefore use the target language, etc. The main question is: How?
Next, we ought to focus on the wide scope of advantages that CLIL offers us, which range from student motivation to teacher self-development. Is it possible to put all this into practice in our context? How? Methodology has historically adjusted itself to certain times, needs and environments, allowing us to speak about “eclectic approaches” as a real alternative, as a chance to take the best or the most suitable from each method. Perhaps we should once again be selective, taking from CLIL what will best match our teaching style, our students’ needs and our reality… This has to do with content and with curricular integration as well as with teacher’s effort and empowerment.

Profesora Alejandra Ottolina
Alejandra Ottolina, Director of Studies at Santa Monica School of Languages, is an experienced accredited teacher trainer for: C.O.T.E (Certificate for Overseas teachers of English) and I.C.E.L.T. (In-service Certificate for English Language Teachers) - University of Cambridge. Alejandra is a Profesora de Inglés from the Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernandez”. She has lectured all over Argentina as well as in TEFL congresses in Uruguay and Paraguay. She is the Course Consultant for Winners and her work as an author includes the Winners teacher’s books, the CLIL section in the Switch On series and its teacher’s books,among others.

17.- Pride and Prejudice in everyday language: Political Correctness and Sociolinguistic reality
Politically correct language implies lexical selection free of  racism , sexism or any other kind of bias , presumably the only kind of selection based on democratic standards . Yet, informal speech does not always reflect this . Are we confronting a stylistic duality or a case of double standard?

Magíster Jorge Ghenadenik
Jorge Ghenadenik graduated as a Profesor de Inglés at Instituto Superior del Profesorado "Dr. Joaquín V. González" . He holds an MA in Linguistics from Ball State University (Indiana, US), and took his doctoral course (abd) at the University of Pennsylvania.
He lectured at West Chester University (Pennsylvania), and has been a tenured teacher of Language and Linguistics at Instituto Superior del Profesorado "Dr. Joaquín V. González" for over thirty years. He has also lectured in Grammar II and Methodology. He published a large number of articles on Linguistics and Methodology and lectured extensively in Argentina, US, Canada, and Uruguay.

18.- From sentence to paragraph to text: how to help our students develop and refine their composition skills.
It is known that getting students at any level to write sentences, paragraphs and texts that are meaningful and coherent is a challenging task. However, there are ways of drawing a short – cut.
In this workshop, the presenter will engage participants in the exploration of different techniques to develop sentences, paragraphs and eventually full texts. A journey from pieces to whole, and viceversa will be made. Diverse age groups as well as levels of English will be addressed.

Profesora Silvia Benson
The presenter holds a teaching degree granted by Instituto Superior de Formación Docente Nro 10 and a Diploma Superior en Ciencias Sociales con Mención en Lectura, Escritura y Educación from FLACSO. She is pursuing her Licenciatura en Inglés at Universidad Nacional del Litoral. She holds tenure at the School of Agronomy and the School of Law at Universidad Nacional del Centro. She has worked at state secondary schools. She runs her own language school. She was Head of a bilingual private school. She has lectured extensively throughout the country as well as Paraguay, the USA, the UK, Spain, Uruguay and Mexico on writing, ESP and school management. She has published articles in Argentina and Spain.

19.- Using a Topic-based Approach to Teach English to Teenagers and Adults
Why use a topic-based/content-based approach? Content motivates learners, helping them to acquire a foreign language more effectively. Learning about the world provides students with a sense of achievement, raising their self-esteem while they learn English.
In this presentation, Mady Casco will outline the characteristics of a topic-based approach and will invite participants to take part in a real class project based on ‘The Sixties’. Mady will share excerpts from language classes in which teenagers and adults speak about Kennedy, Martin Luther King and the 1960’s Civil Rights Movement in the United States.

Licenciada Mady Casco
Mady Casco graduated as Profesora en Inglés from Instituto Superior del Profesorado "Dr. Joaquín V. González"where she specialized in Methodology II. She also graduated as Licenciada en Educación from Universidad Nacional de Quilmes.
Mady has been a teacher trainer for more than 17 years, having taught at Instituto Superior del Profesorado "Dr. Joaquín V. González" and Universidad de Belgrano. Currently, she is teaching Trayecto de Construcción de las Prácticas Docentes 1 y 2 at Escuela Normal Superior en Lenguas Vivas "Sofía Broquen de Spangenberg". She has lectured widely on "Andragogy and Constructivism", "The Use of Video and DVD" and "The Use of Mind Maps". She is the director of "At Home-Buenos Aires", an organization devoted to teaching foreign languages and helping teachers develop professionally.

20.- Focus on the adult learner: Mistakes and Correction, a tug of war for teachers of English
Let’s explore this area of conflict. Where do you stand? Do you experience a permanent feeling of guilt? Do you pendulate/sway form overcorrection to under-correction? What issues are at stake? Are you helping adult learners or hampering/hindering their progress? Some adults complain teachers are not doing their job! Why? “I want my teacher to correct every single mistake, otherwise I will learn the wrong thing”. Do you feel trapped in this emotional mess? Let’s discuss a framework to go by based on recent research.

Licenciada Virginia López Grisolía
Profesora de Inglés , graduated at Instituto Superior del Profesorado "Dr. Joaquín V. Gonzalez"
Licenciada en Lengua Inglesa from Universidad de Belgrano.
At present doing a Master´s Programme in Discourse Analysis (Maestría en Análisis del Discurso) at Facultad de Filosofía y Letras, Universidad de Buenos Aires.
Has taught English for more than 27 years and acted as coordinator, teacher trainer and consultant for schools and private institutions for over 25 years.
She is the owner and Director of Studies at Interaction Language Studio, a company devoted to the teaching of business English since 1988.
She Has been lecturing on the teaching of Business English and on Business Language for 18 years. She has been an Executive Committee member at APIBA for more than 4 years now. She has been a Cambridge ESOL presenter for a year.
She has taught English Grammar I and II , Linguistics and Discourse Analaysis at Instituto Superior del Profesorado "Dr. Joaquín V. González" for 22 years.

21.- How to make spelling and pronunciation the best of friends: rules, tips and activities to work at any level
All teachers are aware that Phonetics is the area of language that deals with pronunciation and sounds. But can phonetics be a tool to improve our student’s spelling skills? Can we teach our students very simple and productive rules to help them predict the pronunciation of words? Can they predict how to spell a certain word? Or when to double a consonant and when not to? Is it, then, actually true that in English “there is no telling with spelling?” In this presentation we will explore the intricacies of the relationship between spelling and sound and how to deal with them. And, why not, you might discover a couple of interesting things yourself!!

Profesora Monica Terluk
Monica Terluk has graduated from Instituto Superior del Profesorado "Dr. Joaquín V. Gonzalez" as Profesora de Inglés and has been an EFL teacher for more than 20 years. She is currently studying Licenciatura en Lengua Inglesa at Universidad Tecnológica Nacional. She has specialized in the teaching of Phonetics and Phonology and has delivered several lectures and workshops on the subject. For the last 15 years she has been training teachers in the areas of Phonetics and Laboratory Practice at renowned Teacher Training Colleges, such as Instituto Superior del Profesorado "Dr. Joaquín V. Gonzalez" , Universidad Tecnológica Nacional, St Catherine’s and Sagrado Corazón, among others. She also runs a private Language School in Buenos Aires.

22.- Making language learning more fun: Integrating language and content in the classroom
One of the challenges faced by many EFL teachers is making language learning fun and interesting for students. When we integrate the instruction of content with language, we attain many important goals, one of which is that language learning becomes more fun. In this session, we examine the research and theoretical basis for integrating language and content in the EFL classroom and describe implications for the classroom.

Doctora Else Hamayan
(see biodata above)

23.- Fighting the “Sound of Silence” Syndrome: Helping our students develop their oral skills through Forum Drama
“Fools said I, you do not know : Silence like a cancer grows.
Hear my words that I might teach you, take my arms that I might reach you.
But my words like silent raindrops fell, And echoed in the wells of silence”
The Sound of Silence, Simon and Garfunkel
Have you ever felt in despair not knowing how to engage genuinely your students? I would like to share with you a drama technique named Forum Theatre, which enables students to change and open themselves to listen, speak out their ideas and fully understand that the whole is greater than the sum of its parts. If the change process works, students let go fears, insecurity and skepticism and begin implementing the change in a safe environment.
Since theatre is a representation and not a reproduction of reality, in Forum Theatre students will present a scene or a play that shows an unfair situation for them and that the protagonist does not know how to fight against, and fails. The other students, who are watching, are invited to replace this protagonist, and act out all possible solutions, ideas, strategies. The other actors improvise the reactions of their characters facing each new intervention, so as to allow a sincere analysis of the real possibilities of using those suggestions in real life. All students have the same right to intervene and play their ideas. Forum Theatre is a collective rehearsal for a better reality.

Magíster Carolina Echeverría
Carolina Echeverría holds a M.A. degree in Applied Theatre, Drama in the Community and Drama Education from Central School of Speech and Drama (CSSD), London (2004). She has organized and facilitated workshops within NGOs in UK, Brazil, Cambodia, Vietnam and Buenos Aires for various vulnerable groups.
She has also been a guest lecturer at Central for the postgraduate students in Applied Theatre about the use of Theatre of the Oppressed and Theatre for Development.
Carolina has been teaching Drama in institutions of higher education since 1996 in Buenos Aires and has taught for three years at the Gateway Academy in UK, where she created a Drama Behavioral Project for challenging and disturbed young people. She has been coordinating and teaching Drama within the Primary and Middle Years IB programme at St Catherine´s-Moorlands School since 2007 and directs the after school drama clubs for secondary years at both sites.
Actress graduated from Escuela de Arte Dramático de la Ciudad de Buenos Aires (1996); has performed in various mainstream plays within the fringe sector in Buenos Aires, such as The Suburban Players and the BAC and London, such as Rough Cut Theatre.

24.- Making the most of your translation skills
Muchos traductores tienen grandes habilidades y no lo saben, o no las han desarrollado.
En esta presentación, se verán cuáles son y cómo descubrirlas.Asimismo, se hará una repaso de los diferentes temas que los traductores deberán conocer para trabajar en forma competitiva en el mercado:
Competencias para traducir.
Diferencia entre traductor y proveedor de servicios de traducción.
Errores comunes —que detectan las agencias— en las traducciones.
Experiencia activa (¿qué es?).
Fuentes de información. No todo está en la Internet.
Habilidades de comunicación para tratar con los clientes.
Herramientas de Internet y herramientas informáticas.
Herramientas para el control y aseguramiento de la calidad.
Netiquette o etiqueta en la Red.
Qué piden las agencias de traducción.
Recursos bibliográficos (electrónicos y en papel).
Trabajo colaborativo en grandes proyectos de traducción.

Traductor Público Horacio R. Dal Dosso
Doctorando de la Universidad de Granada, del Doctorado Interuniversitario (Granada, Heriot Watt, Jaume I) en Traducción, Sociedad y Comunicación, que recibió la mención de Calidad del Ministerio de Educación y Ciencia de España.
Diploma de Estudios Avanzados (DEA).
Traductor Público de Inglés, Universidad Argentina de la Empresa.
Dictó más de100 seminarios a más de 2.500 personas en la Argentina, Brasil, España, México, el Perú, el Uruguay. Escribió artículos sobre Traducción, publicados en la Argentina, Chile, los Estados Unidos, Suiza y Venezuela. En 2005 fue nombrado «Traductor Ilustre» (Traduc-Lista) y en 2009: Publicó su glosario bilingüe para el ILEC (International Legal English Certificate): http://www.hdosso.com.ar/ILEC.xls

25.- Brighten up your lessons with unbeatable, easy-to-get resources: Video, Music and... Fun!
Using up-to-date material in our classes has never been as easy as it is today in terms of accessing great variety of resources such as music, images, videos and everything we can think of… by means of the internet! Whatever we may need to spice up our lessons is just a click away! Now it is our turn as teachers to design activities for that easy-to-get material, so at hand, which our students are also so familiar with! Let’s explore together some ideas and activities on how to use video and music in a way our students will love!
In this workshop, we will have the opportunity to watch video clips, listen to songs, discuss images and see how they could be used as an alternative or complement to standard materials in developing learning activities.

Profesor Gustavo Gonzaléz
Profesor de Inglés, Instituto Superior de Formación Docente N° 5, Pergamino. He has been in the ELT field since 1993, working as a teacher, school coordinator, and teacher trainer. He has delivered workshops all over Argentina and neighboring countries. He is one of the contributors to the book Imagination, Cognition & Language Acquisition: A Unified Approach to Theory and Practice (New Jersey City University). He is a teacher trainer for the Oxford Teachers’ Academy (OUP). He is the current vice-president of APIBA (Asociación de Profesores de Inglés de Buenos Aires) and vice-president of FAAPI (Federación Argentina de Asociaciones de Profesores de Inglés).

26.- Why do learners fail to learn?
Even though this question has puzzled teachers for years on end, few serious attempts have been made to find an answer to the question of why some learners fail to learn and when the problem has eventually been put under examination the answers have not been comprehensive, but limited to the advantages that a new more modern approach had to offer.
In an attempt to go over the matter, we will briefly discuss why different approaches that have been used along the XXth. century have not given the expected results and then we will focus our attention on what really works with students.
To develop these ideas we will look into certain often neglected factors that infuence the teaching/learning process such as teacher/students´ motivation, self-reflection on our practice, permanent teacher development and finally we will try to find and answer to the most important question that we as teachers should know: What do our students expect from us?

Licenciado Juan Carlos Udovín
Profesor en Inglés, Instituto Superior del Profesorado "Dr. Joaquín V. González".
Licenciado en Lengua Inglesa, Universidad del Salvador.
Licenciado en Psicología, Universidad Kennedy. Egreso 2007
Especialización en Psicología Deportiva. APDA (en curso)
Maestrando en Psicología Organizacional de la Universidad de Belgrano.
Profesor de Inglés en establecimientos varios desde 1981 a la fecha.
Fundador y Director General del Instituto Superior Cultural Británico (Institución de Formación Docente Terciario) Gran Buenos Aires 1988 a la fecha.
Fundador, Representante Legal y Director del Nivel Polimodal del Instituto Naciones Unidas del Mundo Fundador y Culturas Unidas del Mundo. Coordinador General de actividades culturales y educativas de la Sociedad Italiana de San Miguel.
Consultor Educativo y Organizacional. Docente de Psicosociología Laboral en la Universidad J.F. Kennedy. Disertante en Congresos Educativos en el interior y exterior del país.

27.- Oral Fluency Skills: How to make a myth become a reality
Speaking proficiency. To some teachers, it may be a myth if we consider our students’ oral abilities. But it can become a reality if we deal with it as a multifaceted modality that consists of various levels of competencies.
As the students of English at the Teacher Training College are expected to develop a sense of autonomy for their own learning, instructors of Language and Oral Expression have been forced to revise their agreed-upon set of strategies for the teaching of pronunciation and intonation communicatively and develop new ones. The diversification of methodological options has coincided with a diversification of learning goals, and this has in turn increased the complexity of pronunciation / intonation teaching enormously. In this scheme, one idea is clearly dominant: pronunciation as well as intonation are key ingredients to the development of the students’ communicative competence. Therefore, a more balanced approach that may value both accuracy and fluency in their oral skills needs to be adopted. Since pronunciation and intonation are viewed as integral components of communication, the lecturer will describe a number of stages to teach them through communicative interaction along with other aspects of spoken discourse such as pragmatic meaning, speed, breathing, and non-verbal communication.

Licenciada Nancy Fernández
Maestranda en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera – Universidad de Jaén, España (Beca Funiber).
Especialista en Lectura, Escritura y Educación. FLACSO – Facultad Latinoamericana en Ciencias Sociales.
Diplomada Superior en Ciencias Sociales con mención en Lectura, Escritura y Educación. FLACSO.
Licenciada en Lengua Inglesa. Universidad del Salvador. Profesora de Inglés.
Profesora Adjunta Ordinaria de Inglés Técnico I, Universidad Tecnológica Nacional, Facultad Regional Haedo. Profesora Adjunta de Inglés Transversal. Docente investigadora,
Universidad Nacional de La Matanza .Profesora Titular de Lengua y Expresión Oral I, II y IV, y de Lengua y Expresión Escrita IV.Instituto Superior de Formación Docente Nº 21 “Dr. Ricardo Rojas”, Moreno, Bs. As.y Profesora de Lengua y Expresión Oral IV,Instituto Superior de Formación Docente Nº 88 “Paulo Freire”, San Justo, Bs. As.

28.- Easy- to- play games for novice teachers

Games are a powerful tool in the modern classroom. Students enjoy language more when they are involved. Games are whole language activities that foster the development of the four language skills, cater for the three learning styles and bring energy into the classroom.
In this workshop you will play different and original games in a unique way and you will be able to use them and surprise your students on Monday morning.  At the end of the workshop we will reflect on the use of these games in your real classroom. The objective of the workshop is to move teachers by making them move.

Profesora Maria Celeste Grimau
Maria Celeste Grimau holds a degree of Profesora de Inglés graduated from  Instituto Santa Brígida. She  is the director of STEPS - Cultural Inglesa de Bariloche - and has been  Head of English Department of "Colegio del Sol". She has contributed articles on education to the Buenos Aires Herald an offered a number of workshops in Argentina. She has also written articles and activities for the magazine English Teaching in Action. She is a storyteller and specializes in storytelling as a teaching tool as well as games to teach languages.  She has developed her own methodology based on the use of games in the classroom.

29.- Español como lengua extranjera o segunda (ELSE). Recomendaciones prácticas para la enseñanza
En el mundo entero, el aprendizaje del español como lengua extranjera o segunda cobra importancia día a día en los ámbitos de uso social, laboral y académico. Nuestro país se ha posicionado como destino elegido de estudiantes de todo el mundo que llegan a la Argentina para aprender nuestra lengua.
Enseñar español a hablantes alófonos, inmersos en la comunidad que habla la lengua, representa un desafío y una responsabilidad, ya que implica la consideración de las dificultades y desafíos propios de esta situación de enseñanza-aprendizaje y el respeto por las necesidades, motivaciones e intereses de los estudiantes.
En este marco y tomando en cuenta nuestra experiencia en la capacitación de profesores de español como lengua extranjera y segunda, presentaremos, de manera práctica, algunos modos de abordar lo siguiente: el encuentro de lenguas en la clase de ELSE (el lugar de la lengua materna del alumno, el lugar de otras lenguas en el aula); la transferencia de saberes de un profesor de otra lengua, el inglés, por ejemplo, a la clase de ELSE; las diferentes variedades dialectales del español; la selección y el aprovechamiento de materiales; los desafíos de las clases multilingües; el trabajo con determinados temas de gramática.

Licenciada María José Bravo
Directora de Centro Alpha. Coordinadora las áreas de Actualización y de Publicaciones.
Licenciada en Letras de la Universidad de Buenos Aires, Argentina. Specialist Diploma in Comparative Education and Cultural Studies, University of London, Inglaterra.
Profesora en la Maestría de español como lengua extranjera de la Facultad de Lenguas Universidad Nacional de Córdoba. Argentina.
Es profesora de Lengua y Gramática Españolas en la Maestría en Traducción de la Universidad de Belgrano, Buenos Aires, Argentina.
Fue profesora de Lengua Española en las carreras de Traductorado (en Alemán, Inglés y Francés) del IES en Lenguas Vivas “Juan Ramón Fernández”, Buenos Aires, Argentina, y del curso preparatorio para el examen de ingreso de español para la carrera de Traductorado Público de la Facultad de Derecho y Ciencias Sociales, Universidad de Buenos Aires, Argentina. Fue profesora de Lengua Española I en la carrera de Especialización en Español como Lengua Segunda o Extranjera, en el IES en Lenguas Vivas "Juan Ramón Fernández", Buenos Aires, Argentina.
Ha publicado diversos artículos sobre didáctica del español en revistas especializadas.
Ha realizado capacitación en la didáctica del español para extranjeros en la Argentina, en Brasil y en los Estados Unidos.
Libros publicados:Macanudo nueva edición, manual de español para extranjeros, Editorial Libros La Araucaria, 2007, De naves espaciales, oficios y costumbres. Ejercicios para la práctica de la lectura y la escritura a partir de textos, Of. de Publicaciones de la Facultad de Derecho y Ciencias Sociales de la UBA, 2000), Gramática en juego. Cuatro lecturas desde una perspectiva gramatical, EUDEBA y La UBA y Los Profesores, 2000.

Magíster María José Gassó
Directora de Centro Alpha. Coordina el área de Español para Extranjeros (escuela de español).
Licenciada en Letras de la Universidad de Buenos Aires, Argentina. Master of Philosophy in Classics, University of Cambridge, Reino Unido. Cursa actualmente la Diplomatura en Educación y Nuevas Tecnologías en FLACSO.
Fue profesora de español para extranjeros en el programa ELE, en el IES en Lenguas Vivas "Juan Ramón Fernández" Buenos Aires, Argentina, y en la Facultad de Ciencias Sociales de la Universidad de Buenos Aires, Argentina.
Fue profesora de Lengua y Cultura Griegas, por concurso de antecedentes y oposición, en la Facultad de Filosofía y Letras de la Universidad de Buenos Aires.
Libros publicados:
Voces del Sur 1, manual de español para extranjeros para el nivel Elemental (Buenos Aires, LAMSAS, 2002), junto con B. Autieri, E. Malamud, L. Mosconi y P. Preve.
Voces del Sur 2, manual de español para extranjeros para el nivel Intermedio (Buenos Aires, Alei, 2004), junto con Beatriz Autieri, Elizabeth Daghlian, María José Gassó, Graciela Lehmann, Lilia Mosconi, Claudia Oxman, Mónica Plaza, Pablo Preve.

30.- With both feet into Creative Writing: helping our advanced students to write their own plays.

In this workshop, we will focus on the 10-minute play as an ideal companion for helping our students write, rehearse and perform nuances of the English language. Theater, like the classroom, is collaborative. Plays are made of people speaking to each other.. Since our students regularly engage in conversational activities, it’s a small step to turn these activities into plays. First we will talk about starting-points for playwriting, then we will address the rehearsal/critique process, and finally we will consider how, by using YouTube, student plays can be performed for a cyber audience.

Doctora Jillian Weise (abd)
(see biodata above)

31.- All is not “Lost” but “Lost” is not all: the use of TV series to teach the language skills
Have you ever felt that it is almost impossible to motivate your adolescent students to learn the language? Have you ever had the paralysing feeling that “nothing can be done”? During this talk, we will reflect on the contemporary challenges of teaching English to teenagers and discuss different ways through which the use of TV series can be of help for them to develop effective reading, listening, speaking and writing strategies. “Lost,” “Dr. House,” “The Simpsons,” “Friends” and other local TV series can become a great source of material to explore the language in real communicative contexts. If we can understand the challenges and get our students interested, we may be able to say “all is not lost”!

Licenciado Mariano Quinterno
Profesor de inglés egresado del Instituto Superior del Profesorado "Dr. Joaquín V. González". Licenciado en Educación egresado de la Universidad Nacional de Quilmes. Actualmente realizando la Maestría en Análisis del Discurso en la Universidad de Buenos Aires. Profesor de Metodología de la Enseñanza en la Licenciatura en Lengua Inglesa de la Universidad Tecnológica Nacional. Profesor interino en la cátedra de Literatura Norteamericana en el Instituto Superior del Profesorado "Dr. Joaquín V. Gonzalez". Profesor en la cátedra de Trayecto de la Construcción de la Práctica Docente en la Escuela Normal Superior en Lenguas Vivas "Sofía Broquen de Spangenberg". Se desempeña como profesor en el nivel medio en el Colegio Nacional de Buenos Aires y la Escuela Normal Superior en Lenguas Vivas Nº2 "Mariano Acosta”. Es co-autor del libro Construyendo puentes hacia otras lenguas (La Crujía, 2009).

32.- Count me in! Blog me in! The Use of Blogs in the ELT Classroom
The Web 1.0 brought about great changes to the teacher’s role, by making knowledge easily accessible to anybody, anywhere. Teachers were no longer the main providers of information and were confronted with the problem of leading their students in the process of selecting, processing and using the overload of information in the Web. Technological developments of the early twenty-first century have given us the Web 2.0, where users can not only find information but also upload content to the web, share and edit it, for example, through a blog. And the Web 3.0 is already here. The question is not, however, what we can do with a blog but what a blog can do for us in particular learning situations. Taking our students’ needs and interests into consideration, can a blog really serve a purpose at an EFL course? What can students do with a blog that they would not be able to do without it? The Web 2.0 is primarily a medium for sharing and collaborating. We should look into these possibilities to use it profitably as a learning-teaching medium.

Magíster Ana María Rozzi de Bergel
Profesora de Inglés, Escuela Normal Nª1 de Profesores “Dr Nicolás Avellaneda”, Rosario; Licenciada en Gestión Educativa, Magíster en Gestión de Proyectos Educativos, Universidad CAECE, Buenos Aires. She is the Coordinator of the Licenciatura in English Language Teaching, Universidad CAECE, where she also teaches Materials Design I and II and heads the Área de Educación a Distancia. Lecturer and textbook writer, a regular contributor to several electronic journals and a reviewer for Scientific Journals Online. Since 1983, a researcher in error analysis and learning hypotheses of adult learners.

33.- Teaching and Learning Flexibility: New Models for the Primary Classroom
The relationship between technology, neurosciences and education can provide important clues in relation to learning processes, and neurosciences can collaborate with pedagogy to provide some of the necessary tools for improving teaching methods.
Intelligence or intelligences are always an interaction between biological proclivities and the opportunities for learning that exist in a culture so the implementation of creative teaching-learning methods is of utmost importance We, educational managers and teachers are in a real laboratory and therefore we have to honour each person´s uniqueness and to do so effectively we must tap into the multiple pathways involved in the teaching-learning process and in memory formation.
In today’s fast paced world, many learners have poor levels of concentration, low self-esteem and/or Attention Deficit Hyperactivity Disorder, and it is also beyond all dispute that our students come from a wide range of backgrounds so new behavioural patterns are found in our classrooms posing thus one more challenge to educators.
In sum, enthusiasm, self-confidence, attitude, dynamism, availability to students, relationship with students, relationship with other members of the staff, positive attitude towards criticism and experiencing self-appraisal are some of the competencies that a teacher should develop and/or need to master paving the way to professionalism enhancing effectiveness.
Finally, we believe that the way we manage motivation and the teaching-learning process provides a window of opportunities. Therefore, educators as gifted people able to mold human beings should touch the future with openness and flexibility facing the needs posed by this challenging era.

Profesora Viviana Rondina
Graduate from Instituto Superior del Profesorado "Dr. Joaquín V. Gonzalez". Candidate to Licenciatura en Lengua Inglesa, Universidad Nacional del Litoral.
Several papers published. Teacher of regular courses and courses leading to International Examinations, and the Cambridge Teaching Knowledge Test (TKT) at A.A.C.I. Head of Primary at William Skakespeare School, Buenos Aires. APIBA Member. Foreign Languages Certificate Oral/Written Examiner (C.L.E.) Ministry of Education G.C.A.B.A. PR and Interpreter at International Olympic Events. She has delivered workshops and seminars in Language Acquisition and Methodology (FAAPI, APIBA, International Brain and Education Congress, Anglia Examinations International Congress, CUP Events and SHARE among others) Academic Research and Development Reviewer. Richmond Publishing advisor on ELT material and series consultant for different teens and adult courses.

35.- Beatles and Tenses
The Beatles played rock music through their most creative and productive years, the 60s. Almost 50 years later, they are still considered the most important rock’ n’ roll band, and many of us, teachers of English, still use their songs in our lessons.
In this workshop a selection of songs by The Beatles will be presented as different types of grammar in context and listening comprehension exercises. Each song will help us cover a different way of handling tenses. This is a very appealing session for those who like using songs to teach English, and especially those who love The Beatles. 

Profesora Mónica Tosi
Mónica Tosi is a graduate of Instituto Superior del Profesorado “Dr. Joaquín V. González”, a former teacher at T S Eliot Bilingual Studies and a tutor in Phonology at Barker Advanced College. She has been in charge of teacher development sessions both in Argentina and abroad. Mónica is also the coordinator of Science Across the World in Latin America. At present, she is in charge of in-company courses and teacher training.