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Techniques
and Activities to enhance Reading Comprehension with Teenage
students
Reading
is a psycholinguistic guessing game where schematic and
language knowledge permanently interact. This presentation
aims at evidencing that the goals we establish for the reading
classroom, the criteria we use to select the reading texts
and the kinds of tasks we prepare help to develop the reading
abilities of our teenage students.
Lic.
Gustavo Paz
Gustavo
Paz was awarded a Postgraduate Diploma in the Teaching of
English as a Foreign Language from the University of Reading,
UK. He graduated as an English Translator at Universidad
de Buenos Aires and as an English Teacher at Instituto Superior
del Profesorado "Dr. Joaquín V. González".
He holds a Licenciatura en Educación from Universidad
Nacional de Quilmes and a Certificate of Master-Practitioner
in the Art of Neurolinguistic Programming as applied to
Education from Escuela Argentina de PNL & Coaching and
Resourceful Teaching Institute.
He is a lecturer in Didáctica Específica at
Instituto Superior del Profesorado "Dr. Joaquín
V. González" and Instituto Sagrado Corazón,
and English coordinator at CIBADIST (Distance Teacher Training
College) and Limerick Secondary School. He is at present
writing the new English curriculum for secondary education
for Buenos Aires Province. He has lectured extensively on
methodological issues and trained teachers all over the
country and also in Spain. His main research interests have
to do with Brain-compatible and Accelerated Learning.
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| Evaluation
with a twist
In spite of the attention paid to the
evaluation component in teacher education curricula, in terms
of key concepts and classifications in this area of knowledge,
the actual practice of evaluation continues to be harassed
by deeply rooted practices- not always theoretically informed-
and by adverse contexts. After a brief look at how evaluation
procedures are frequently carried out, a change will be proposed
that builds on previously well known concepts such as summative
and formative, but that takes the latter further to turn formative
evaluation into a real pedagogical tool. The change is a way
of conceiving evaluation that makes room for students' active
participation not only in the use but also, whenever possible,
in the definition of the criteria with which these same students
will be evaluated. The sharing of the criteria set or agreed
upon for a certain course helps self-evaluation and co evaluation
and thus paves the way for agency and self-determination.
Looking into some of the attempts to put into practice these
ideas and examining the outcomes of the process as it develops
will help us to consider obstacles and potentials for adoption.
Lic.
Mónica Gandolfo
Profesora
en Inglés, Instituto Superior de Formación Docente
"Bernardo Houssay", Provincia de Buenos Aires. Licenciada
en Educación, Universidad Nacional de Quilmes.
She
teaches Inglés y su Enseñanza I and III, and
Espacio de la Práctica II and IV at Instituto Superior
de Formación Docente "Bernardo Houssay" and
Instituto Superior de Formación Docente "Próspero
Allemandri", Provincia de Buenos Aires. She is also Profesora
interina of Trayecto de Construcción de la Práctica
Docente 1/2, 3/4 at Escuela Normal Superior en Lenguas Vivas
"Sofía Broquen de Spangenberg".
She
has lectured extensively on methodological issues and has
co- authored several coursebooks. She has worked for the Ministry
of Education in the Province of Buenos Aires in the development
of the curriculum design for Polimodal and EGB . She is also
a former lecturer of Materials Design I and II of the Licenciatura
en Enseñanza del Idioma Inglés, Universidad
CAECE and of Metodología at the Licenciatura en Lengua
Inglesa and the Especialización Superior para Profesores
de Inglés, Universidad Tecnológica Nacional,
Facultad Regional Avellaneda.
Her
main interests are the teaching of English in disadvantaged
contexts and the study of lexical acquisition and the role
of lexis in comprehension and production.
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| Pronunciation
tips at the teacher´s fingertips
Views on teaching pronunciation
changed dramatically over the last half of the twentieth century.
What prevails nowadays is an interdisciplinary approach that
applies findings of various fields, thus, allowing teachers
to expand the repertoire of traditional classroom practices.
Magíster Patricia
Mauad
Patricia
Mauad is a Profesora en Inglés e Inglés Técnico,
Instituto Superior del Profesorado Técnico. M.A. in
Comparative Education and Cultural Studies, Institute of Education,
University of London. She has specialised in the teaching
of English Phonology and teaches at the Instituto Superior
del Profesorado Técnico of the Universidad Tecnológica
Nacional, the IES en Lenguas Vivas Juan R. Fernández
and the Universidad del Museo Social Argentino. She has been
Jefa de Carrera of the Profesorado de Inglés of the
Instituto de Enseñanza Superior en Lenguas Vivas Juan
R. Fernández. She has worked as an Academic Coordinator
at bilingual schools, the Universidad Nacional de San Martín
and is currently coordinating the Proyecto de Lenguas Extranjeras
del Ministerio de Relaciones Exteriores y Culto/ Instituto
de Enseñanza Superior en Lenguas Vivas Juan R. Fernández.
She has been a teacher educator in the Red Federal de Formación
Continua and at the CEPA projects and a tutor at the Master
in Educational Technology and ELT at Manchester University,
England. She has also been an oral examiner for Cambridge
University/UCLES.
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| How
creative can language get?
One
of the defining features of language is its flexibility and
creativity. This means that we can use language for a great
number of purposes and to convey a range of meanings and messages
that is practically impossible to measure. Achieving command
of a language not only involves handling its grammar, its
vocabulary and its sound system. A competent speaker needs
to understand and put to use the rules and conventions that
underlie the creative use of language.
As
teachers, we can help students become aware of this creative
power from very early on. Besides, our teaching will be all
the more memorable if our students can feel the joy and the
pleasure of handling language to express new, unexpected meanings.
My talk will explore these issues, with examples and suggestions
that stem from more than twenty years teaching language at
all levels.
Prof.
Celia Sabato
Profesora de Inglés, egresada del Instituto Nacional
Superior del Profesorado "Dr. Joaquín V. González".
Tiene a su cargo las cátedras de Gramática Inglesa
I, Adquisición de Lengua Materna y Extranjera y Lengua
Inglesa II (esta última, titular por concurso público)
en el ISP "Dr. J.V.González", y la de Introducción
a las Ciencias del Lenguaje en el Instituto de Educación
Superior en Lenguas Vivas "Juan Ramón Fernández".
Fue Directora del Departamento de Inglés (1997-2002)
y Rectora (2003-2006) en el ISP "Dr. J.V.González"
y actualmente se desempeña como Delegada Normalizadora
en el IES en Lenguas Vivas "J.R.Fernández"
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Are
you choosing a textbook or discriminating against your students?
In a globilized world, the socioeconomic
value that certain dialects are given may be perceived as
one of the significant features for teachers to bare in mind
when selecting textbooks, reading and listening material.
Which dialect will be most useful for students to master?
Will teachers' choices dramatically affect students' future
professional practices? The goal of the talk will be to provide
teachers with some of the essential tools to answer these
questions themselves and do away with prejudgement that leads
to linguistic discrimination.
Prof. Claudia Muñiz
Graduate from Instituto Nacional Superior del Profesorado
"Joaquín V. González"
Lecturer at Instituto Superior del Profesorado "Joaquín
V. González" for 17 years. Subjects: Introduction
to Linguistics, Field Work I, assistant teacher in Methodology
II
Lecturer at Escuela Normal Superior en Lenguas Vivas "Sofia
Broquen de Spangenberg" (former J.F.K.) for 5 years.
Subject: Introduction to Linguistics
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How
to correct compositions
The aim of this presentation is to
bring participants up-to-date with current thinking on the
correction of compositions at the stage of `free´writing.
The following issues will be explored and illustrated with
students´ examples:
(i) Approaches to writing: product vs process?
(ii) Errors and mistakes in writing.
(iii) Correcting compositions: accuracy vs content?
Magíster Alfredo Jaeger
MSc
in ELT Management (with Distinction), University of Surrey,
Guildford, UK.
Certificate in Educational Television, Centre for Educational
Development Overseas, London, UK.
Former lecturer in Language and Literature at Instituto
de Enseñanza Superior en Lenguas Vivas, Instituto
Superior del Profesorado "Joaquín V. González"
, Universidad Tecnológica Nacional and other state
and private institutions of higher education.
Former consultant for the Organisation of American States/CONET
Project in the field of English for Specific Purposes.
Former local tutor, Master in Educational Technology and
ELT, Manchester University, UK.
Lecturer in Estudios Literarios I and II, Licenciatura en
Lengua Inglesa, Universidad Tecnológica Nacional.
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Towards
Communication through Drama, Music, Poetry, Movement and…Grammar
Let
the enchanting words of a poem, the magic of your students´
smiles as they put their English on stage, the energy of
movement and the bewitching effect of music bring a gust
of fresh air into your classroom.
Professor Villarreal will take us on a quick tour of some
of the prevailing models for the learning and acquisition
of English, will revisit "die hard" grammar and
will illustrate his presentation with plenty of examples
you can adapt to suit the needs of learners of different
ages and different levels of linguistic competence.
Lic.
Omar Villarreal
Omar Villarreal is a Profesor de Inglés e Inglés
Técnico from Instituto Nacional Superior Del Profesorado
Técnico. He is a Licenciado en Ciencias de la Educación
con especialización en educación formal (summa
cum laude) from Universidad Católica de La Plata
and a Licenciado en Tecnología Educativa (summa cum
laude) from Universidad Tecnológica Nacional.
He is currently writing his doctoral dissertation for the
Doctorate in Modern Languages at Universidad del Salvador.
He is a University Lecturer in the area of Applied Linguistics
at UTN, Didactics of ESP at UCALP and English Language at
ISFD Nro 41 in Adrogué where he is also Head of Department.
He is the Head of Licenciatura en Lengua Inglesa Instituto
Nacional Superior Del Profesorado Técnico-UTN. He
is a member of the Editorial Board of Editorial Universitaria
de la UTN and has served as Consejero Titular Docente at
Instituto Nacional Superior Del Profesorado Técnico-UTN.
He has lectured extensively in all Argentinian provinces
as well as in Chile, Perú, Uruguay and Paraguay.
He is the author and co-author of more than 20 textbooks
for TEFL.
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The
Impact of DVD and video on the Development of Vocabulary
In this presentation Mady Casco will
explain how DVD and video can be turned into a powerful tool
to teach vocabulary to foreign language learners of different
ages. She will also show excerpts of real classes where the
device has been used to consolidate and develop the acquisition
of lexis.
Lic. Maria A. Casco
Mady
Casco graduated as Profesora en Inglés from Instituto
Superior del Profesorado "Joaquín .V. González"
and specialized in Methodology II with Prof. Ana Armendáriz.
She also graduated as Licenciada en Educación from
Universidad Nacional de Quilmes.
Mady
has been a teacher trainer for more than 15 years, having
taught at Instituto Superior del Profesorado "Joaquín
.V. González", Universidad Belgrano and Escuela
Normal Superior en Lenguas Vivas "Sofía 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 training teachers.
She
has created the following thematic projects: " A trip
through the 20´s", "A trip through the Greedy
80´s", "The Pleasures of Chocolate",
"Exploring the Sea", "Intelligence or Intelligences?",
"Witches", "Lions in Africa", "Music
in the Sixties", and "Mitos Argentinos".
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Stories
and laughter…still the best medicine for the English
classroom
Laughter
is always the best medicine. The EFL classroom is no exception.
This workshop is an invitation to explore techniques to
exploit jokes and humorous stories.
Prof.
Martha Crespo
Graduated from Instituto Superior del Profesorado "Joaquín
.V. González" in 1985.
She has been a coordinator in several schools of English.
She has been doing in-service training since 1990. She has
been a head teacher at Feedback School of English since
1988.
Prof.
Cristina Speranza
Cristina Speranza is a graduate from Instituto Superior
del Profesorado "Joaquín .V. González".
She qualified as a teacher in 1977.
She has been a coordinator in several schools of English.
She has been conducting workshops aimed at teacher development
since 1990. She has been a head teacher at Feedback School
of English since 1988.
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What
kind of teacher do I need to be to become a successful Business
English teacher?
Much
has been written and said about teaching adults. The demand
for business English teachers is on the increase. Teachers
must make a transition from children and teens to adults
and this switch is not simple. This change requires a completely
new mind set. It forces business language practitioners
to adapt to a new learner - teacher dynamic. In short, the
whole process seems to involve a shift from Pedagogy to
Androgogy. The key to success with adults has to do with
how to manage the cognitive potential and the emotive factors
to keep them motivated. The most relevant characteristics
of adult learning will be discussed at length to equip prospective
teachers with the necessary tools to cope with this complex
task. The final aim will be to arrive at a description of
the teacher profile required for an adult context in the
corporate world of today.
Lic.
Virginia López Grisolia
Profesora
de Inglés, Instituto Superior del Profesorado Dr.
Joaquín V. González.
Licenciada en Lengua Inglesa from Universidad de Belgrano.
Maestría en Análisis del Discurso, Facultad
de Filosofía y Letras, UBA (en curso)
She is a lecturer in Grammar II and Discourse Analysis at
Instituto Superior del Profesorado "Joaquín
V. González".
She has lectured extensively on language and grammar for
business English, financial English, the language of capital
markets and adult learning-teaching
Has taught English for more than 25 years and acted as coordinator,
staff recruiter and consultant for schools and private institutions
for more than 18 years. She is the owner and Director of
Studies at Interaction Language Studio, a company devoted
to the teaching of business English, since 1988.
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Every
teacher´s songbook: Music for learners of all ages
Ever wondered the powerful effect of
MUSIC on English Language Teaching? The idea of this presentation
is to show how music can be used to practise and introduce
language structures with students of different ages. Join
us and discover how chants, songs, song projects and more
can be used to enlighten your classes and to make English
teaching... and learning more enjoyable and fun!!!!
Prof. Fernando Armesto
Profesor
de Inglés e Inglés Técnico from Instituto
Nacional Superior del Profesorado Técnico de la Universidad
Tecnológica Nacional.
He is currently wrting his doctoral dissertation for the
Doctorado en Lenguas Modernas - Universidad del Salvador
Lecturer at Instituto Nacional Superior del Profesorado
Técnico de la Universidad Tecnológica Nacional
in the Chairs of Didactics for EGB 1 and 2 and Practicum
. Head of English- Primary and Secondary- at Colegio Belgrano
Uno. Former Lecturer in English Language at Universidad
Austral and Universidad del Museo Social Argentino and Head
of English at Instituto de Educación Integral . He
has specialized in ESP, in the fields of Tourism, Hotel
Catering and Management and Journalism. He is the co- author
of the resource book "Tourism" published by Macmillan.
He has been engaged in several Drama Clubs and Societies
and he has worked with Drama with children, adolescents
and adults. Actor and assistant director in various plays
with the Buenos Aires Players and the Suburban Players.
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The
Tension of Teaching Tenses: helping teenagers understand English
tenses
In an attempt to make grammar more accessible
to our adolescent learners, we teachers sometimes oversimplify
rules or present students with a grammar that is unnatural.
In this workshop, we will explore different ways to help teenagers
understand how - and why - English tenses are used in real
instances of discourse. By including films, songs, comic strips,
the Internet and many other sources of real language in use,
we intend to bring a sense of balance into the classroom,
so that this tension between the "textbook" and
the "real-life" English can be worked out.
Lic.
Mariano Quinterno
Profesor de inglés egresado del Instituto Superior
del Profesorado "Dr. Joaquín V. Gonzalez".
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 Insituto Superior del Profesorado "Dr.
Joaquín V. Gonzalez". Profesor interino en las
cátedras de Trayecto de la Construcción de
la Práctica Docente 3/4, 5/6 y 7/8 en la Escuela
Normal Superior en Lenguas Vivas "Sofía Broquen
de Spangenberg". Profesor titular de las cátedras
de Lengua y Cultura Inglesa II, Práctica en Inicial,
EGB 1 y 2 / Primaria y Práctica y residencia en EGB
3, Polimodal / Secundario en el Profesorado de Inglés
a Distancia CIBADIST.
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Do
we, teachers, make language mistakes too? You bet! A look
at "common errors" at an advanced level
Ever
since Pit Corder highlighted the importance of errors in
the language learning process in the 1960s, there has been
a growing understanding of the problems learners face in
their study of a language. The starting point of a teaching
career in English as a foreign language is marked by a shift
in status: the learner is now a teacher. However, this change
cannot let a professional believe that his/her production
will magically be error-free, as the ELT profession entails
the lifelong construction of a teaching persona, a process
in which simultaneous teaching and learning will be part
and parcel of professional life. In this light, regular
self-monitoring through language awareness and in-service
training seem to be elements that cannot not be dispensed
with. This presentation is aimed to delve into the world
of obviously flawed, subtly flawed, seemingly flawed and
'suspect' linguistic elements found in advanced language
courses at teacher college level and beyond.
Magíster
Juan A. Ferretti
Juan
A. Ferretti holds an M.A. in TESOL and Applied Linguistics
(University of Leicester, UK). He teaches Academic Writing
and Critical Discourse Analysis at Licenciatura en Lengua
Inglesa (Universidad Tecnológica Nacional) and 20th
Century Culture at (Universidad Tecnológica Nacional
- Teacher Education College), Language III and Language
IV (CONSUDEC Teacher Education College) and Academic Writing
(Instituto Superior del Profesorado "Joaquín
V. González"). His main interests are Academic
Writing, the Language-Culture Interface and Critical Discourse
Analysis.
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Helping
students with limited linguistic resources to develop their
creativity, thinking skills and personal voice
Mainstream
ELT practice has largely been dominated by the notion that
learners must be taught how to communicate in "real-life"
social contexts. Accordingly, materials, strategies and
tasks are, to a considerable extent, designed to elicit
the activation and manipulation of forms and functions rather
than content, with a clear informational, transactional
purpose. Any activities promoting genuine imaginative involvement,
when included at all, are accorded marginal status or reduced
to residual back-up resources that serve as time- fillers
on extraordinary occasions- and then again, available at
advanced levels only.
Transcending
the boundaries of the traditionally prioritised referential
use of language means presenting learners at all levels
with attractive and liberating opportunities for critical
thinking -through committed interaction with texts-, creativity
-through imaginative construction of meaning- and self-awareness
-through personal involvement with content and significance
rather than form. An exploration into activities stimulating
such representational uses of language and their serious,
reflective and coherent integration into the syllabus may
contribute to more constructive, culturally-alert, democratic
learning environments.
Lic.Valeria Van Dam
Valeria
Rodriguez Van Dam is a teacher of English with a postgraduate
degree in Shakespeare studies (Instituto Nacional Superior
del Profesorado "Joaquín V. González")
and a Licenciatura in Education (Universidad Nacional de
Quilmes). She has held different Language and Literature
chairs at several teacher-training colleges and is at present
a teacher of Language and Oral Expression III and IV (ISCB,
San Miguel) and Language I, Discourse Studies and Critical
Discourse Analysis (Licenciatura en Lengua Inglesa, Universidad
Tecnológica Nacional). She also works for the University
of Cambridge as a team leader and oral examiner and directs
a Shakespeare reading group.
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How
to help advanced students and ELT professionals become aware
of their phonological errors and remedy them
In
the world of ELT, both advanced students and professionals
will always fall somewhat short of the native-speaker ideal
in the area of pronunciation and intonation. Indeed, approximations
to this ideal are more or less successful depending on phonetic
training and a natural gift for foreign languages. Flawed
oral production in the target language is more often than
not traceable to the speaker's native language. This presentation
is aimed to help graduates and/or near-graduates become
aware of relatively subtle errors in their own speech and
deal with them.
Prof.
Norberto Ruiz Díaz
Graduado
en el Instituto Superior del Profesorado "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 "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
además se desempeña como profesor de postgrado
en la Universidad de Buenos Aires en la carrera de Maestría
en Traducción e Interpretación.
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Teaching
adults in a company setting: how to survive the experience
The use of English as the
global language for Business is becoming increasingly widespread,
with companies around the world - even in Argentina - adopting
English as their official language and many times requiring
their employees in any country to speak English at all times.
Therefore, more and more teachers are being asked to teach
Business English, but not many are ready for the challenge,
since this is a much neglected area at Teachers' Training
Colleges.
Teaching Business English covers a wide variety of activities,
such as learning about business (presentations, negotiation,
meetings), gathering relevant information (current affairs,
legal and economic matters), designing specific material
(e-mail and report writing, CVs and cover letters), using
the latest technological resources (videoconference, MP3
files), etc.
In the context of a globalized world, with multinational
companies performing a predominant role, multicultural and
intercultural training should also be a part of the Business
English class.
Business English teachers should also consider that every
company has its own corporate philosophy and every student
his/her own idiosyncrasy.
Such diversity is enriching, but it also poses various problems
which, unless properly addressed and solved, will negatively
impact on the teacher's image and performance. Consequently,
we should have customer satisfaction as our ultimate target.
The presenter will share useful tips and tools to meet the
needs of adult students taking In-Company, Business English
courses.
Lic. José
María Romero
José María Romero, Traductor Literario y Técnico-Científico
from Instituto de Enseñana Superior en Lenguas Vivas
"Juan Ramón Fernández", Licenciado
en Relaciones Internacionales from Universidad del Salvador
and candidate to Traductorado Público en Inglés
at Universidad Argentina de la Empresa obtained his Teaching
Credentials from the State of California and acquired his
teaching experience both in Argentina and the United States,
where he taught Elementary and Junior High students and
In-Company courses, and worked as a translator for the Argentine
Consulate in San Francisco and in Los Angeles and as an
interpreter for law firms in Los Angeles and for accounting
firms in New York. He has been teaching ESL and ESP courses
for multinational companies through CASOC for the last 15
years. He has specialized in Business English and Legal
English. He has also taught for Presidencia de la Nación.
He is currently teaching Estudios Culturales I and II at
Licenciatura en Lengua Inglesa - Universidad Tecnológica
Nacional, and Inglés II and English for Government
at Universidad Argentina de la Empresa. He is the Argentine
consultant for Brazil-based Global Trande, through which
he provides Business English training to Exxon Argentina.
He is a member of Pearson Argentina Counselling Committee.
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Strategies
for teaching Writing to Primary and Secondary School students
This workshop will deal
with one of the most hated aspects of teaching English:
writing. Though school books nowadays have devoted sections
to this skill, writing still remains as the scary bit of
the class. We will explore a showcase of controlled and
uncontrolled activities used to develop writing from the
early stages. We will see how to implement strategies to
make writing an enjoyable part of the class without having
to spend hours on the preparation of material.
Prof. Silvia Benson
Profesora de Inglés con más de 20 años
en la docencia en establecimientos estatales y privados
de nivel primario, secundario y universitario. Profesora
de ESP en la Facultad de Agronomía y la Escuela Superior
de Derecho de la Universidad Nacional del Centro de la Provincia
de Buenos Aires. Trabajando en la tesis de la Licenciatura
de ingles en la Universidad Nacional del Litoral. Cursando
la Especialización en Lectura, Escritura y Educación
de FLACSO. Oral Examiner para University of Cambridge Local
Syndicate. Ha disertado y publicado en el país y
en el extranjero sobre ESP, writing y school management.
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Paving
the way for Literacy with five year olds in pre-school
Teaching very young learners in different
contexts is a real challenge for all teachers. It has to do
with participant observation, with helping kids start constructing
their identities, i.e. with becoming one more kid in the class.
It has to do with the basic combination of routine and thinking,
kinaesthetic work and the building of confidence through significant
games and ideas that promote trust and a sense of industry.
Through 'Paving the way for Literacy with 5-year-olds in preschool'
we will be tackling meaningful activities of all sorts and
especially those that promote literacy in Kinder 5 in an interactive
way. Come and enjoy with us this coming back to our first
years at school.
Lic. Myriam Abalos
She is a teacher educador at Escuela Normal Superior en
Lenguas Vivas "Sofía E. Broquen de Spangenberg"
where she coordinates the TCPDs (Trayectos de Construcción
de la Práctica Docente). She worked as a teacher
of English at different schools and at different levels:
kinder, primary and secondary for more than eighteen years.
She also worked as a Methodology teacher and as a teacher
trainer at Instituto Superior de Profesorado 'J. V. González'
and at Instituto Superior Argentina 2000. At present, she
is coordinating part of the primary English Department of
Saint Brigid's.
She graduated as Profesor
en Inglés at Instituto Superior de Profesorado 'Joaquín
V. González' and specialized in Methodology II with
Ana María Armendáriz. She has a Licenciatura
en Educación (con especialización en Gestión
y Organización Institucional) from Universidad Nacional
de Quilmes. She is now taking a postgraduate course in 'Especialización
en Infancias y Nuevas Juventudes' at Universidad Nacional
de San Martín.
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The
"Conversation Lesson" with beginner and elementary
students
When
we ask our beginner and elementary students to speak, do they
really communicate or do they merely regurgitate prefabricated
language? Do they express their own thoughts and feelings
or do they barely reproduce ready-made discourse which fails
to transmit the message they have in mind? As teachers of
English, we have spent the past 20 years or so claiming that
we advocate the Communicative Approach only to discover that
our students can actually communicate only once they have
reached an intermediate level and above. The aim of this workshop
is to share some ideas on how to cater for your students'
real communicative needs and how to inspire and engage them
in authentic interaction.
Prof. Marcela Santafé y Soriano
Profesora en Inglés and Traductora Literario y Técnico-científico
from Instituto de Enseñanza Superior en Lenguas Vivas
"Juan R. Fernández", Marcela Santafé
y Soriano has vast experience both as an EFL teacher and Teacher
Trainer who has specialised in Methodology. She studied Licenciatura
en Lengua Inglesa at Universidad de Belgrano. She has run
courses for teachers for over 15 years now. She worked as
Language IV lecturer and Discourse Analysis lecturer at Instituto
Nacional Superior del Profesorado Técnico - Universidad
Tecnológica Nacional. She is currently teaching Estudios
Literarios I y II and Estudios del Discurso at Licenciatura
en Lengua Inglesa at Licenciatura en Lengua inglesa Universidad
Tecnológica Nacional. She has worked as an Oral Examiner
for University of Cambridge ESOL Examinations for the past
12 years and currently works as Language and Methodology lecturer
at Instituto Superior de Formación Docente No 52.
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The
Art of Teaching our students to Listen and Understand
The aim of this workshop is to show
how phonological difficulties can trigger true to life interaction
with our students, how we can make them sound more confident,
fluent, accurate and ready to answer or ask questions.
A phonological difficulty can help us train our students to
improve their performance.
We will first be working on the detection and anticipation
of these difficulties
( eg: contracted, reduced forms, etc) when dealing with listening
comprehension activities and how to go about them. These activities
aim to make our students not only be aware of these difficulties
but also become familiar with them when listening to a passage,
dialog, etc.
Secondly, we will proceed to the integration of accuracy,
vocabulary and fluency work based on listening tasks.
At the end we will be sharing conclusions.
Prof.
Patricia Claudia de Abreu
Patricia Claudia de Abreu graduated as a teacher of English
at Instituto Nacional Superior del Profesorado "Joaquín
V. Gonzalez". She has been teaching young learners,
teenagers and adults for over twenty years. She has lectured
at several ARTESOL conventions and development sessions,
workshops at Casoc-Clara Muñiz & Asociados and
congresses for teachers and students. She has developed
the Casoc listening comprehension modules. She has written
articles on Listening comprehension and activities for learners
and teachers. She has been teaching ESL/ESP courses in companies
and evaluating students through Casoc- Clara Muñiz
& asociados since 1986. She is currently teaching and
assisting the Communications coordinator at Liceo Nº3
and teaching Inglés ll, pronunciation workshops and
training courses for teachers at Universidad Argentina de
la Empresa.
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My
Treasure Box of Activities for Kinder and the first two grades
of Primary School
Teaching English to children can be
a highly gratifying experience. Unlike adults, children are
not afraid of learning a foreign language, provided we create
a positive learning environment. The aim of this workshop
is to demonstrate through real classroom activities and techniques
how to make the classroom an enjoyable and friendly place.
The types of activities to be presented include songs, routine
establishment, unforgettable and playful characters, riddles,
games, TPR and video.
Prof.
Alfredo Bilopolsky
Profesor de Inglés e Inglés Técnico
from Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional. Primary School
English Coordinator at Buenos Aires School and Kindergarten
teacher at Scholem Aleijem School, where he has been teaching
for over 12 years. He has delivered workshops on Teaching
Young and Very Young Learners in different conferences in
Argentina. He has taught General English to young children,
teenagers and adults at prestigious ELS´s in the city
of Buenos Aires. He is co-author of the Video "Descubriendo
en Inglés". He is an Assistant Lecturer in Didactics
II at Universidad Tecnológica Nacional.
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Using
the visual arts as a trigger for the acquisition of English
at all ages.
ART is a rich and stimulating resource
that will enable us to develop our creativity as teachers
and learners. It's a trigger for creative writing, speech,
imagination, improvisation, movement and vocabulary.
A different way to incorporate knowledge. Art will encourage
our students and us to engage our right brain. It is a visual
stimulus, an introduction to the sensory experiences of
Touching, Feeling, Seeing, Tasting and Listening. It encourages
discovering and incorporating knowledge in holistic manner.
The objective of this workshop is:
1. To use Art (visual reproductions) as a trigger or starting
point, not only for the teaching of English language, but
also for other subjects (Literature, History, Geography).
2. To introduce our students into the world and language
of visual arts.
3. Put teachers into action and get them to use their body,
trigger their imagination and creativity.
Teachers will be presented with a battery of exercises and
activities that they can adapt for their students according
to the level, type of group and subject.
The keywords to these activities will be:
1. Observation
2. Vocabulary
3. Speech
4. Description
5. Movement
6. Imagination
7. Creative Writing
8. Improvisation
Susan
Cocimano
Técnica en Comunicación Social. Instituto
Católico de Estudios Sociales. Psicodramatista. Sociedad
Argentina de Psicodrama. Drama Training at the British Theatre
Association, UK.
Drama Teacher/Trainer and Psycho-dramatist. She specialises
in Drama in Education and Creativity and Psychodrama in
Education. Teacher Trainer and former Head of English at
secondary level, she designs and conducts workshops for
teachers and for all those who are interested in learning
and teaching using these resources. She has presented her
workshops in the UK and Chile.
Susan works as a Drama teacher at Cardenal Newman School
(primary and secondary) and teaches the subject Drama in
Education at St Trinnean Teacher Training College in San
Isidro.
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"Crazy"
but sensible ideas to activate your students´ English
One of the main goals as ESL teachers
is to activate our students' English in meaningful contexts
to make learning memorable. This task is particularly demanding
with large classes from beginner to intermediate levels;
but not impossible.
In this session we will share ideas on how to foster our
students' creativity to help them activate their English.
Creativity means experimenting, inventing, breaking rules,
and having fun while carrying out "crazy" but
sensible activities. Among some of these activities, we
will explore different forms of poetry such as Acrostic
Poems and Shape Poems. We will also make use of the power
of images - photographs and pictures - to trigger off creativity.
By unlocking the mind's creative ability our students will
find it easier to achieve their potential.
Prof.
Julieta Carmosino
Profesora de Inglés para la EGB y Profesora de
Inglés egresada del Instituto Superior del Profesorado
"Joaquín V. González". Adscripta
a la cátedra de Metodología Especial y Observaciones
en el Instituto Superior del Profesorado "Joaquín
V. González". Actualmente cursando la Licenciatura
en Literatura Inglesa en la Universidad Nacional de Litoral.
Profesora titular de la cátedra de Taller para
la Creatividad de la Enseñanza del Idioma Inglés
en el Instituto "Sagrado Corazón" y de
la cátedra de Lengua y Cultura I en el Profesorado
de Inglés a Distancia CIBADIST. Con amplia experiencia
en nivel primario y medio.
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Phonology
in the primary and secondary school classroom?
Although pronunciation seems to be acknowledged
by most authors as an area of language learning that should
not be disregarded, in the actual teaching field it seems
to be given less attention than it should. This presentation
aims at showing that pronunciation can be taught without departing
from the subject of the lesson and that teachers do not need
to be experts to deal with it. What is more, the teaching
of pronunciation could be enjoyable if we make use of activities
that may keep our students entertained while in fact we are
secretly aiming at improving their oral performance.
Prof.
Mónica Terluk
Monica Terluk holds a teaching degree from Instituto Superior
del Profesorado "Joaquín V. González"
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 ISP Joaquín
V. González, St Catherine's and Sagrado Corazón
Teacher Training Colleges, among others. She also runs a
private Language School in Buenos Aires.
Prof.
Virginia Perez de Casal
Virginia Casal es graduada del Instituto Superior del Profesorado
"Joaquín V. González". Profesora
universitaria en la cátedra de Lengua en la Universidad
del Museo Social Argentino. 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 ISP "Joaquín
V. González". Se encuentra actualmente cursando
la licenciatura en Lengua Inglesa en la Universidad Tecnológica
Nacional. Ha conducido talleres de fonología en distintas
instituciones. Es examinadora oral de University of Cambridge
Local Examinations Syndycate (UCLES).
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Round
Table: Multiple Intelligences from an ELT practitioner´s
point of view.
Gardner's
M.I. theory is viewed by most psychologists who study intelligence
as unscientific. His evidence for the existence of innate
intelligences, while plausible to non-psychologists, is
inconclusive and Gardner himself has acknowledged that his
intelligences overlap and could be extended indefinitely
(Gardner, 1985). Also, his descriptions of linguistic and
other so-called intelligences say nothing about how skills
are actually learned.
As far as language teaching is concerned, the main appeal
of MI theory seems to be that it provides a justification
- if one was needed - for using different methodologies,
exercises, and activities. At best, "teaching multiple
intelligences in the classroom" is a commercial gimmick
that means little more than "making classes interesting".
At worst, Gardner's claim that linguistic intelligence is
innate and separate from other intelligences would seem
to imply that some students will never learn very much and
would actually be better off doing something else.
Magíster
Ana Maria 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 at Universidad CAECE, where she also heads the
Distance Learning Department and teaches Materials Design
I and II. Lecturer and Textbook writer, author of Master's
Review, Hachette; Connect! With Economy, resourcebook, and
Bright Sparks!, Teacher's Books I, II, III, Macmillan. Since
1983, a researcher in error analysis and learning hypotheses
of adult learners.
Magíster
Douglas Town
Professor
Town has a Bachelor of Science in Psychology and a Master
of Arts in English Language Teaching as well as a postgraduate
Diploma in English and Spanish Translation.
He has worked for many years as an academic consultant and
ESP (English for Specific Purposes) teacher in Spain. He
has also taught English for Academic Purposes at Manchester
University and at the University of Essex. He has given
seminars on Academic Writing and Contrastive Linguistics.
Currently a Lecturer at the Licenciatura and Maestria en
Inglés at the University of Belgrano, he has done
research in learning strategies, second language acquisition
and needs analysis.
Prof.
Univ. Diana Porto
Diana
has been teaching English for 20 years now. She is a Profesora
de Inglés y Literatura, Universidad Nacional de La
Plata and is currently taking her Master in Teaching English
as a Foreign Language at the University of Vigo . She has
been actively involved in researching on and applying techniques
used in methods derived from the Humanistic Approach and
she holds a Certificate in Suggestopedic Teacher Training.
She is teaching English Language II at Universidad Nacional
de La Plata , Written Expression III at the Instituto Terrero
in La Plata and several courses at the Instituto Cultural
Argentino Británico. She is a member of the Society
for Effective Affective Learning and of the Pearson Longman's
Counselling Committee. She has lectured in several universities
in Argentina, Chile and Italy.
Prof. Univ. Martha Cecilia Ortigueira
Moderator:
Prof. Univ. Martha Ortigueira
Martha Ortigueira is a Profesora en Inglés - Facultad
de Filosofía y Letras de la Pontificia Universidad
Católica Argentina. She is a candidate to the Doctorate
in Modern Languages at Universidad del Salvador. She is
a Lecturer at Instituto Nacional Superior del Profesorado
Técnico de la Universidad Tecnológica Nacional
in the Chairs of Theories of Learning and Residencia Pedagógica
and Academic Language I and II at Licenciatura en Lengua
inglesa - Universidad Tecnológica Nacional. She also
teaches Language II at Instituto del Profesorado del Consudec.
Head of English- Primary School at Instituto Santa María
del Rosario and director of her own school of English in
Barracas. Former teacher of English at Centro Cultural and
Centro de Graduados en Lenguas Vivas de la Universidad Católica
Argentina. Ms. Ortigueira is a Practitioner in Neuro Linguistic
Programming.
Using
Drama to tackle Discipline Problems in your classroom
Any teacher can create her /his own Behavioural Support
Plan. The emphasis is on the positive, building on examples
of good practice, early intervention, working with parents
and with the school's support specialists. Drama provides
both a method or tools to apply in other disciplines to
create key behavioural principles such as anger management,
peer mediation, conflict resolution and other effective
communication skills.
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, UK. She has organised
and facilitated workshops and seminars within diverse NGOs
in London, Sussex, Brazil, Cambodia, Vietnam and Buenos
Aires for various vulnerable groups such as refugees, disabled
young people and emotionally disturbed young people. She
taught for three years at the Gateway Academy in Essex,
UK, teaching drama in key stage 3 and preparing students
for drama GCSE - key stage 4. Carolina has also created
a Drama Behavioural Project for challenged behaviourally
challenged young people, managing and co-ordinating a team
of learning mentors and learning supporters. She has also
been a guest lecturer at CSSD for the postgraduate students
in Applied Theatre about the use of Theatre of the Oppressed
and Theatre for Development.
She
has been teaching Drama in state-run and private institutions
of higher education since 1996 in Buenos Aires and London.
She is currently teaching Drama in the Primary and Middle
Years IB programme at St Catherine´s-Moorlands School
and directs their after school drama club for secondary
school students. She is also involved in the creation of
a network between theatre for development NGOs from Buenos
Aires, Rosario, Uruguay and Brazil. She has been an actress
in various mainstream plays within the fringe sector in
Buenos Aires, London and with the Suburban Players.
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Using
Drama to tackle Discipline Problems in your classroom
Any teacher can create her /his own
Behavioural Support Plan. The emphasis is on the positive,
building on examples of good practice, early intervention,
working with parents and with the school's support specialists.
Drama provides both a method or tools to apply in other disciplines
to create key behavioural principles such as anger management,
peer mediation, conflict resolution and other effective communication
skills.
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, UK. She has organised
and facilitated workshops and seminars within diverse NGOs
in London, Sussex, Brazil, Cambodia, Vietnam and Buenos
Aires for various vulnerable groups such as refugees, disabled
young people and emotionally disturbed young people. She
taught for three years at the Gateway Academy in Essex,
UK, teaching drama in key stage 3 and preparing students
for drama GCSE - key stage 4. Carolina has also created
a Drama Behavioural Project for challenged behaviourally
challenged young people, managing and co-ordinating a team
of learning mentors and learning supporters. She has also
been a guest lecturer at CSSD for the postgraduate students
in Applied Theatre about the use of Theatre of the Oppressed
and Theatre for Development.
She
has been teaching Drama in state-run and private institutions
of higher education since 1996 in Buenos Aires and London.
She is currently teaching Drama in the Primary and Middle
Years IB programme at St Catherine´s-Moorlands School
and directs their after school drama club for secondary
school students. She is also involved in the creation of
a network between theatre for development NGOs from Buenos
Aires, Rosario, Uruguay and Brazil. She has been an actress
in various mainstream plays within the fringe sector in
Buenos Aires, London and with the Suburban Players.
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Creating
Activities to develop Language and Thinking Skills with Teenage
Students
As human beings, we are faced with different
situations throughout our lives. When, for instance, most
of us perform a simple activity such as going shopping, we
may either think of buying any item impulsively or rather
we may take our time to think about what is convenient for
us to buy. We may start thinking about the appropriate place
to find what we need and we will probably do so by comparing
not only different places, but also prices and quality. In
other words, what we are doing is comparing, contrasting,
evaluating, and prioritizing needs- we are thinking.
On the whole, we find thinking skills in any mental activity
that we perform in order to formulate or solve a problem,
make a decision or achieve understanding- we are making meaning
out of life.
This presentation aims at
raising participants' awareness on how thinking skills may
empower our students' minds beyond language practice. It
will also provide teachers with activities based on stories,
songs, newspaper articles among other things, focusing on
the four skills and promoting the use of thinking skills.
Prof. Especialista
Romina Hirniak
Romina Hirniak is a Profesora de Inglés e Inglés
Técnico from Instituto Nacional Superior Del Profesorado
Técnico de la Universidad Tecnológica Nacional.
She is currently finishing her Licenciatura en Lengua Inglesa
at Universidad Tecnológica Nacional. She is Supervisora
de Practicas Profesionales Docentes in Didactics for EGB
1 and 2 at Instituto Superior del Profesorado Técnico-
Universidad Tecnológica Nacional. She teaches English
in Primary school at Colegio Horacio Watson and Instituto
Amanecer. She has worked in kindergarten and at secondary
level. She has worked as coordinator at Learning Centre
Institute and a Language teacher training students for international
exams- FCE, PET, TRINITY.
Prof.
Noelia Tarquini
Noelia Tarquini is a Profesora de Inglés e Inglés
Técnico from Instituto Nacional Superior Del Profesorado
Técnico de la Universidad Tecnológica Nacional.
She is currently working on her dissertation for the Licenciatura
en Gestión Educativa- Universidad CAECE.
She is a teacher of English in Educación Primaria
Básica at Colegio Cardenal Copello.
She teaches History and Literature at secondary level and
she is also a teacher of Environmental Management IGCSE
level at Colegio Carmen A. de Marin. She has worked as a
Language teacher training students for international exams-
FCE, PET, TRINITY.
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| Mesa
Redonda: ¿Cuánto Inglés se puede enseñar
en la escuela pública?
Prof.
Beatriz Damiani
She graduated as Profesora en Inglés from Instituto
Nacional Superior del Profesorado en Lenguas Vivas J.R.Fernandez.
She has taught English from Primary School through University
and has also coordinated the English department at a private
school in Quilmes. She has lectured on language and methodological
issues in different seminars in our country and in Uruguay.
She has co- authored several coursebooks
She has taught Inglés y su Enseñanza I and III,
and Espacio de la Práctica I II and IV at Instituto
Superior de Formación Docente Nº 83 and Espacio
de la Práctica I II III and IV and Expresión
Oral III and IV at Instituto Superior de Formación
Docente Nº 24. Province of Buenos Aires.
She has worked for the Ministry of Education in the Province
of Buenos Aires in development of the curriculum design for
Polimodal and EGB.
Retired from the teaching activity at present, she is still
interested in the difficulties that arise in the teaching
and learning of English as a second language in state schools.
Lic. Mónica Gandolfo
(see Bio data above)
Lic.
Mariela Lucente
Licenciada en Tecnología Educativa - Universidad Tecnológica
Nacional.
Profesora en Inglés e Inglés Técnico
- Instituto Nacional Superior del Profesorado Técnico.
Maestranda en Ciencias del Lenguaje - Instituto Superior del
Profesorado "Joaquín V. Gonzalez".
Profesora de Metodología de la Enseñanza en
la Licenciatura en Lengua Inglesa de la UTN.
Profesora de Espacio de la Práctica en el ISFD Nro
88 de La Matanza.
Lic.
Andrea Coviella
Profesora
en Inglés - Instituto Superior del Profesorado "Dr.
Joaquín V. González".
Especialización en Didáctica de la EGB - Instituto
Nacional Superior del Profesorado Técnico de la Universidad
Tecnológica Nacional.
Licenciada en Gestión Educativa - Universidad Nacional
de Lanús.
Profesora de Didáctica Especial II en el Instituto
Nacional Superior del Profesorado Técnico de la Universidad
Tecnológica Nacional. Profesora de Lengua Inglesa II
y Espacio de la Práctica III en el Instituto Superior
de Formación Docente Nº 41 de Adrogué.
Se ha especializado en la enseñanza del Inglés
a niños, ocupando en los últimos 20 años
diversos cargos de maestra de grado en los Colegios "Norland",
"St.Marks" y "Nere Echea", Desde 1986
es Directora de Inglés de la Sección Secundaria
del Colegio "Norland".
Es co-autora de varios Resource Files de la serie Polimodal
English publicados por Macmillan Publishers.
Moderadora: Lic. Claudia Alvarez
Profesora en Inglés e Inglés Técnico
- Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional.
Licenciada en Tecnología Educativa - Facultad Regional
Buenos Aires de la Universidad Tecnológica Nacional.
Es, además, maestra especializada en destrezas para
el adolescente.
Profesora de Estudios Culturales I y II en la Licenciatura
en Lengua Inglesa de la Universidad Tecnológica Nacional.
Profesora de las cátedras de Didáctica I y Teorías
de Adquisición de la Lengua y Supervisora de Prácticas
Profesionales Docentes en el Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica
Nacional.
Directora de Inglés de Nivel Inicial, Primario y Secundario
del Instituto Orsino.
Capacitadora del Centro de Pedagogías de Anticipación
(CEPA) del Gobierno de la Ciudad de Buenos Aires. Docente
Titular del Gobierno de la Ciudad de Buenos Aires.Ex- Docente
de los Colegios "Horacio Watson", "Argentina
School" e "Instituto San Roque".Co-autora de
"Tourism" Resource File level 2, del libro de texto
"Polimodal English".
Relatora: Lic. Marina Kirac
University Lecturer in the Area of English Grammar at Universidad
Tecnológica Nacional. She is also a Lecturer in Grammar,
Linguistics and Phonology at various Colleges of Education
in the Province of Buenos Aires: Institutos Superiores de
Formación Docente Nros. 35, 41 and 18, where she is
also Head of Department. She is a Lecturer in Research Methods
at Licenciatura en Lengua Inglesa, Universidad Tecnológica
Nacional. She has taught English from Primary School through
University. She has been a Head of School for more than 10
years and a Lecturer at Instituto Superior del Profesorado
"Joaquín V. Gonzalez" and Instituto de Enseñanza
Superior en Lenguas Vivas "Juan R. Fernandez" .She
is a Profesora de Inglés e Inglés Técnico
from Instituto Nacional Superior del Profesorado Técnico
with a a post-graduate course of specialization in English
Grammar at Instituto Superior del Profesorado "Joaquín
V. Gonzalez". She is also a Licenciada en Gestión
Educativa from Universidad Nacional de Lanús. She is
a candidate to the Master in TESOL from Universidad de León,
Spain
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The
problems I faced learning Spanish as a foreign language in the
United States
The aim of this workshop is to address the problems the presenter
faced while learning Spanish in the United States. These problems
will be framed in largely linguistic terms including but not
limited to syntax, morphology, phonetics/phonology, and semantics.
In this context, the presenter will touch upon his difficulty
in transitioning from English to Spanish grammar, in learning
how to properly conjugate and place each verb, in pronouncing
certain sounds not used in English phonetics, and in applying
new meaning to certain words whose semantic value was previously
more limited. In synthesis, these problems point to the stark
gap between academic Spanish and real-life Spanish and the flaws
that exist in the Spanish-teaching curriculum.
Matthew D’Orsi
B.A.
Matthew D’Orsi recently graduated from Boston College
with a degree in International Relations and Political Science.
He is currently on a Fulbright Scholarship in Buenos Aires,
where he is studying the role of Argentine popular literature
and theater in the development of an Italian creole language
called Cocoliche. His academic plans include the completion
of a master’s degree in either Linguistics or International
Relations. Upon completing his master’s degree, he hopes
to work in the United Nations or a non-governmental organization
involved in international diplomacy
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