How come my teenage students can´t speak English? Constructing a Grammar for Communication
Students often come to class with an array of disconnected grammatical concepts and are expected to be able to communicate messages using the structures they already “know.” We soon discover that they cannot use them appropriately in realistic contexts. During this presentation we will explore the way we teach – and the way textbooks present – grammar in an attempt to question some of the myths in connection with the teaching of language structures. One possible hypothesis to explain our students’ difficulty in applying the grammar they have “learnt” is that we teachers at times present language as a system and do not work with language at the level of discourse. Obviously, a necessary effect of this approach is that our learners “know” grammar at an abstract level, but are unable to put it into work in a given communicative real-life situation. We will share ideas on how help learners construct a grammar of communication that can empower them to use the language effectively.

Lic. 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 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 y IV en el Profesorado de Inglés a Distancia CIBADIST. 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.

Read any good books lately?
The massive research conducted on reading strategies used by native speakers can definitely provide EFL teachers with a framework to help students become more successful readers in a foreign language.
In this presentation we will explore these reading strategies and practical ways to introduce and practise them in the classroom setting.

Prof Claudia Rey
Claudia Rey is a Profesora de Inglés graduate of Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramon Fernandez”, with vast experience in the teaching of English as a Foreign, Second and First Language.
A former lecturer in Children’s Literature at Instituto de Enseñanza Superior en Lenguas Vivas “Juann Ramon Fernandez”, Claudia currently works  as a middle school teacher and team leader  at Asociacion Escuelas Lincoln, the American International School in Buenos Aires, and teacher trainer at the Norwich Institute for Language Education, UK.
Since 1989 Claudia has been actively involved in professional development in the areas of Reading, Children’s Literature, Writing and Mathematics Instruction and has presented lectures and workshops in Argentina and abroad. Her experience as an international speaker includes sessions presented in Santiago, Chile; Sao Paolo, Brazil; Cambridge, UK and San Antonio, US.

Teaching one to one lessons to adults
Experiential Workshop
In this talk Mady Casco will start by describing the main characteristics of adult learners and the difficulties they encounter when trying to learn a foreign language in a group. Mady will move on to discuss the main issues that concern teachers when teaching adult learners. She will mainly refer to the impact group classes have on anxiety and inhibition.
Then, she will show participants a real one to one lesson designed for a real adult learner. Hopefully by doing so, she will illustrate why teaching one to one lessons provides one of the best alternatives to engage adult learners and succeed in the task of learning a foreign language.

Lic. Maria 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 16 years, having taught at Instituto Superior del Profesorado "Joaquín .V. González" and Universidad Belgrano. Currently, she is teaching Trayecto de Construcción de las Prácticas Docentes 1 y 2 at 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 helping teachers develop professionally.
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”.

The tricks of  the Trade
What are some of the challenges General English teachers are faced with in this conversion process into Business English practitioners?
Ever changing training needs
Constant class re-scheduling
On going need to update your knowledge of the English language
Permanent search for authentic materials in the web
How to unravel all this juggling around in the Business English training field? Join us to discover what kind of teacher you need to become to succeed in this exciting but extremely demanding environment. It surely takes linguistically curious and versatile professionals!
Teachers who can adapt/adjust to changing needs and schedules
Teachers who love to be lifetime language learners themselves
Teachers who are linguistically curious
Reality moves fast and language does too! Strong demand for a change in focus. The teacher as a learner vs. The learner as teacher. Have you ver thought of this diachotomy?

Lic. 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 25 years and acted as coordinator, teacher trainer and consultant for schools and private institutions for over 20 years.
She is the owner and Director of Studies at Interaction Language Studio, a company devoted to the teaching of business English since 1988.
Has been lecturing on the teaching of Business English and on Business Language for 18 years.
She has taught English Grammar, Linguistics and Discourse Analaysis at Instituto Superior del Profesorado "Dr. Joaquín V. González" for around 22 years.

Bookish English versus the "real" thing: the English we speak on the streets
"Your English is excellent, awesome, far better than my English... But you sound a little like my grandmother who's 86..." This may be the typical case of an English-speaking person meeting an Argentine teacher of English. Why is that so? This presentation will address those little details that sometimes make our English sound somehow stilted or even artificial.

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

Does it pay to try to enrich/update your vocabulary at all costs: to YouTube or not to YouTube?
In what appears to be a media- and Internet-dominated age, the unrestricted, indiscriminate search for words and expressions on the Web seems to be a trend among vocabulary fans. The sentence (in every sense of the word) “I saw it on the Internet” seems to be a final unappealable pronouncement, as the new virtual seat of knowledge is thought to contain all that we can see or learn. Valid and useful though they can be, Internet search results may not be at all reliable if the elements found are decontextualised or randomly obtained. This presentation will address Internet searches in a critical way, in an attempt to warn teachers and students that all that glitters as “googled” or “you-tubed” is not gold.

Magíster Juan A. Ferretti
Juan A. Ferretti holds an M.A. in TESOL and Applied Linguistics  from 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 Instituto Nacional Superior del Profesorado Técnico -Universidad Tecnológica Nacional , Language IV and Academic Writing at Instituto  Superior del Profesorado "Dr. Joaquín V. González”, Language III and Language IV Instituto Superior del Profesorado de CONSUDEC (Consejo Superior de Educación Católica). His main interests are Academic Writing, the Language-Culture Interface and Critical Discourse Analysis.

The New Curriculum Guidelines for Educación Secundaria Básica in the Province of Buenos Aires: From theory to practice.
The aim of this workshop is to discuss the practical side of the theory prescribed by the current documents of the “Diseño Curricular para secundaria” available in “Provincia de Buenos Aires”. We will share ideas and tasks related to:
Task-based communicative approach methodology adopted
Project-work planning
Contents included
Evaluation and implementation

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 a Traductor Público  at Facultad de Derecho, Universidad de Buenos Aires” and as a Profesor de Inglés at Instituto  Superior del Profesorado "Dr. Joaquín V. González”. He is also a Licenciado en Educación Universidad Nacional de Quilmes and holds 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 Collage) and Limerick 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.

Working with values at school need not be boring: try drama!
Many teachers find it extremely difficult to cope with discipline problems and lack of values in their everyday classes. The importance of Values Education is widely acknowledged at every level of our educational system as well as the need to equip teachers with a set of techniques and strategies to make values for life come alive in the classroom.
This presentation aims at showing how drama can help students to develop valuable insights on values for life through dynamic and inspiring activities in which our students will engage their whole selves. Values such as Companionship, Honesty and Respect ,among others, will be tackled as they are a crucial part of both drama and everyday life.
See how Applied Drama can be used to tackle such an abstract topic as "values" to turn it into a very concrete one!!
 
Prof. Fernando Armesto
Profesor en Inglés e Inglés Técnico from Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional
Lecturer at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional in the Chairs of Didactics for EGB 1 and 2 and  in Practicum. Head of English- Primary and Secondary- at Colegio Belgrano Uno.

Professor Armesto has finished writing his Doctoral Dissertation on Shakespeare’s Hamlet to receive his PhD in Modern Languages at Universidad del Salvador, Buenos Aires.
Former Lecturer in English Language at Universidad Austral and Universidad del Museo Social Argentino and Head of English at Instituto de Educación Integral .
Since 1996, he has specialized in ESP, working 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 as a teacher he has worked with Drama with children, adolescents and adults. He has also participated as an actor and assistant director in various plays with the Buenos Aires Players and the Suburban Players.

How to sound near-naïve…without really trying?
The attempt to sound near-native can be a major source of worry and distress to many teachers, who believe that their pronunciation and intonation may not be perfect, or who perceive that daily contact with foreign language learners may make sounds, stress and tones rust away. This presentation attempts to provide the ELT professional with the much-needed tips and tricks to keep one's English going, and going well!
 
Prof. 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 "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.

Secrets, half-truths and lies in the teaching of Business English
When teaching Business English you realize 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 goal.
Teaching Business English is no easy task, and many times teachers, facilitators, coaches and consultants base their strategies on misconceptions, which end up backfiring.
The purpose of this presentation is to demystify some of the most widespread half-truths and lies in order to exponentially enhance teachers’ performance and students’ success.
The presenter will share his vast experience in the field and provide a few little secrets to wow both your students and your employers.

Lic. José María Romero
José María Romero, Traductor Literario y Técnico-Científico from Instituto de Enseñanza 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. He 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.

Games for kids, games for teens, games for everyone!
There is no age or context in which games would not be extremely rewarding to enhance our students learning. Games have a set of rules they have to follow but still a space for their personal creativity to be developed. Games imply group work, collaboration and cooperative work towards a common goal. Games estimulate not only language skills but also intra and enter personal skills, making our students to gain confidence and empowering them to become better persons as well.  

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 emotional behavioural disturbed young people and adults. She has 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 Behavioral
Project for challenging and disturbed behavior young people, managing and
co-coordinating a team of learning mentors and learning supporters assistants. She has also been a guest lecturer at CSSD for the postgraduates students in Applied Theatre about the use of Theatre of the Oppressed and Theatre for Development and
She has been teaching Drama in state and private institutions of higher education since 1996 in Buenos Aires and London. She has coordinated and facilitated several trainee workshops for teachers and trainees. She is currently teaching Drama within the Primary and Middle Years IB programmes at St Catherine´s-Moorlands School and directs the after school drama club for secondary years at both sites. She is facilitating drama in prisons and involved in the creation of a network between theatre for development NGOs from Buenos Aires, Rosario, Uruguay and Brazil. Actress 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.

How to help your  students refine their composition skills?
Students at training colleges are expected to develop their writing competence as effectively as possible to be able to reach academic success. Process writing is purported to be an ideal approach for students to write, whether the instructor engages them in various activities through a prewriting phase, a composing phase, and a postwriting phase, or she guides them on how to collect information, plan and develop content as they create text. But writing is also conceived of as more complex than one single, although recursive, process. At this point, it is essential to examine what specific behaviours and strategies our students use as they actively create text, and how teachers’ methods and instructional contexts influence and shape their students’ writing. The lecturer will try to address these issues to ultimately suggest useful ways to help students refine their composition skills.

Lic. Nancy Luján Fernández
Profesora de Inglés  graduated from Instituto Superior del Profesorado del Oeste, Buenos Aires.
She holds the degree of Licenciada en Lengua Inglesa from Universidad del Salvador.
She also holds a Diploma in Social Sciences oriented towards Reading, Writing and Education from FLACSO University, Argentina. At present, she is attending the Specialisation course in Social Sciences at FLACSO University
Profesora Adjunta at Universidad Nacional de La Matanza, Bs. As. Member of a research team within the Programme of Incentives of the Ministry of Education.
Profesora Adjunta Ordinaria of Technical English Level I at Universidad Tecnológica Nacional, Sede Regional Haedo.
She is a lecturer in Language and Oral Expression I, II and IV, and in Language and Written Expression I and IV at Instituto Superior de Formación Docente N° 21 “Dr. Ricardo Rojas”, Moreno, Bs. As., and in Language and Oral Expression IV at Instituto Superior de Formación Docente N° 88, San Justo, Bs. As.
Her main areas of interest in Higher Education are process writing, phonology and pragmatics.

Who Can Stop The Music?
Who can stop the music? Nobody can stop the music!!! So why would we, then? It’s fun, it’s catchy, it’s motivating, it’s challenging, it’s useful, it’s authentic, it’s…you name it! Let’s flood our classes with music! Come get ideas, explore activities, have a good time and go back to class with a guaranteed lesson, a whole pack of song-based exercises, a great deal of motivation, and the satisfaction of having shared a workshop that is both enriching and useful!
Be here with bells on, with the strong belief that this workshop will be Music To Your Ears, And All That Jazz!!!

Prof. Gustavo González
Gustavo González is a Profesor en Inglés  from Instituto Superior de Formación Docente N° 5, Pergamino. After graduation in 1997, he went on to attend a Postgraduate Course for Faculty EFL Teachers at Universidad de Buenos Aires. He has been teaching English since 1991, both at elementary and high schools as well as private institutes and Teacher Training College. At present, he teaches General and Business English in companies and private students. Also, he has been part of the English Extracurricular Program at UBA and Assistant Professor at Facultad de Agronomía, Universidad de Buenos Aires.
He is one of the contributors to the book “Imagination, Cognition & Language Acquisition: A Unified Approach to Theory and Practice”, published by the New Jersey City University.
Essentially, he sees teaching as sharing; that is why he has been a presenter at international and national conferences since 2001. He has found a motivating and fulfilling experience in training EFL teachers all over the country, mostly on classroom practices. He has devoted himself to teacher training more deeply than ever in the last five years, both as a freelance speaker and as a presenter for Macmillan Publishers. He has been delivering seminars and workshops all over the country, sharing ideas on Methodology, American English (slang and idiomatic expressions, colloquialisms, pronunciation, vocabulary), the use of songs and movies in the classroom, Business English and how to exploit sit-coms for educational purposes.
He strongly believes in C.P.D. (Continuing Professional Development) as a way to become a better teacher day after day, having access to new methodologies, techniques and improvements that will help him be the best teacher he can be.

How to be an assertive teacher today. Coping with hyperactivity, disruption and violence at schools
How did you feel the last time a pupil or a student misbehaved in class?
Frustrated? Angry? Powerless? Threatened? Irritated? Listening to your gut
feeling is just the first step towards understanding why a particular
student is aggressive or disruptive and selecting the appropriate strategy
for dealing with the problem...

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. A senior lecturer (Traductorado, Licenciatura and
Maestría en Lengua Inglesa) at the Universidad de Belgrano, he also works
with leading psychologists in the area of systemic and psychoanalytic family
therapy. He was a secondary school teacher for many years and assesses
schools and universities on conflict management and classroom dynamics.

1.- Is it possible to be a “creative”  teacher of grammar?
Grammar teaching and learning does not have to be dull. The teacher can provide learner-led awareness raising activities, holistic methods in which structures are acquired subconsciously, and motivating opportunities for the students to express themselves creatively. Discover how grammar can be fun with lessons and activities that are guaranteed to stimulate the imagination, humour and creativity of your students and increase the effectiveness of grammar practice.

2.- Unlocking a good book – the key to extensive reading
There is compelling evidence that extensive reading helps students improve all areas of language learning. The secret lies in getting started. This talk will present the ground rules for extensive reading and offer practical, fun ideas and activities to arouse students’ curiosity and get them ready and eager to read.
This talk will start by briefly showing that research studies have now conclusively proved that extensive reading improves reading and writing skills, vocabulary and
Grammar, listening and speaking skills and exam results.

About 20 simple, fun, practical activities will then be demonstrated to show how teachers can arouse students’ curiosity and get them ready and eager to read. The activities can be used in any kind of teaching situation with all possible types of student. Finally, a few suggestions of in-class activities will be offered and the talk will end with.

Jack Scholes B.A.
Jack was born and bred in England. He has a first degree (B.A) in German and Russian from Liverpool University, a Post-Graduate Certificate in Education (PGCE) and EFL from London University, and he is also a Licensed Master Practitioner of Neuro-Linguistic Programming, having studied under Dr. Richard Bandler, the co-inventor of NLP. He has over 35 years experience in the field of English Language Teaching in many different countries around the world including England, Germany, Nepal, Australia, Hong Kong, Taiwan, Uruguay, Chile, Argentina and Brazil. He is now a freelance writer, trainer and ELT specialist. Jack has written many articles for national and international magazines and regularly contributes to New Routes magazine, of which he is also the editor. He is the author of Guitar Glory (Saraiva), Inglês para Curiosos (Papier), OK! Curiosidades divertidas do inglês (Campus), Slang – Gírias Atuais do Inglês (Disal), Modern Slang (Disal), Slang Activity Book (Disal), Gems of Wisdom (Disal) and Break the Branch? – Quebrar o Galho (Disal).

Getting it right and saying it right: The stressing of polysyllabic and compound words
In this presentation, some of the rules of primary and secondary  lexical stress in polysyllabic words will be explored. The phonological, morphological and grammatical dimensions of these words determine which syllable is stressed. Interestingly, these rules  may vary in a textual context. Thus, the stressing of complex words and compounds will be analysed and compared in discourse.

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 - third year- at Instituto Nacional  Superior del Profesorado de la Universidad Tecnológica Nacional, holds four chairs of English Phonetics II at Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”, at AACI’s teacher training programme and at its translation programme, and at Instituto Superior del Profesorado “Dr. Joaquín V González”. She’s currently teaching “Pedagogía de la Fonética” at Universidad Nacional de General San Martín and She teaches English at secondary school level at  Colegio Nacional de Buenos Aires (UBA) She has given lectures on Phonetics in Asunción del Paraguay, Santiago de Chile, Córdoba and Buenos Aires. She was a co-ordinator of the Phonology SIG (APIBA) for three years, is a member of the Phono Group (Santiago de Chile), and of the International Phonetic Association based in the UK.

Wikis, blogs, photologs, e-groups… the sky’s the limit!
The New Technologies in your English Classroom
Whether you have a high-tech classroom or students that just text each other while you’re speaking, there’s a wide variety of ways in which you can include new technologies in your classroom.
New Technologies do not only add motivation to your classroom, but also let you be part of your students´ own communication channels, prepare students for life-long, cooperative learning by stimulating autonomy,  and help them get ready to perform in a world where mediated communication is and will be the way to work and get in touch with others.

Magíster Nora Lizenberg
Nora Lizenberg is a Profesora en Inglés from Instituto Superior del Profesorado "Joaquín .V. González", specialised in Educational Technology at Instituto de Tecnología ORT and is a Master in Open and Distance Learning, Universidad de Murcia and UNED-Spain).
She has worked with 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. She has also worked as a trainer in printed material for distance learning for the Ministry of Education in Corrientes Province , 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 works as a Director of Studies at CIBADIST, and as a free-lance e-learning trainer and consultant.

Music Hits For The Little Ones
Music is a valuable activity that contributes immensely to the language development of very young learners. As far as the teaching of English is concerned, songs are memorable and useful for teaching grammar structures, vocabulary and pronunciation. If appropriately chosen, they contain words and expressions of high frequency and offer repetition. In this presentation Prof. Bilopolsky will show you different ways in which “authentic” songs can be used to enhance second language acquisition . Real effective classroom examples will be provided.

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 15 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 and Residencia Pedagógica at Universidad Tecnológica Nacional.

Boosting your teenage students’ vocabulary to optimize their writing
We all know that teenagers are reluctant to study or do things that imply effort. We also complain that they do not have a rich L1 vocabulary to transfer into their writing. Furthermore, most of them do not enjoy learning new words in L2. However, if variety and guidance are provided they might get hooked.
In this workshop we will try out a set of practical activities to increase teenagers´ vocabulary so that they can boost their writing. We will also have a go at strategies to guide them on their way to writing better.

Prof. Silvia Benson
Silvia E. Benson holds a Diploma in Reading, Writing and Education from FLACSO (Facultad Latinoamericana de Ciencias Sociales). She is also finishing her Licenciatura en Lengua Inglesa  at Universidad Nacional del Litoral.
She teaches ESP at the Schools of Agronomy and Law at Universidad Nacional del Centro de la Provincia de Buenos Aites.
She has been teaching at private and state primary and secondary schools for over 17 years and she owns her own language school.
She has lectured extensively throughout the country as well as in Spain, the USA, the UK, Mexico, Paraguay and Uruguay on her main fields of interest- writing, school, management and ESP.
She has published on ELT matters in Argentina and Spain.

Be right or die? Error exploitation, much more than error correction
Interlanguage is supposed to be the kind of language which reflects the learners’ transitional competence as they progress towards the final goal of mastering a second or foreign language. Considering that adult learners have different learning styles and strategies, that they learn as much as they need to satisfy their particular communicative needs and that they already have a concept of language, developed when they acquired their mother tongue, we may say they have a personal curriculum and know what, how much, when and how to learn. Their so-called interlanguage is the product of this curriculum and errors are one of its more visible manifestations. Their exploitation in the classroom can greatly enhance and accelerate progress, as it allows learners to cover their own curriculum while they also advance into the course syllabus. This lecture will examine the concept of errors as personal curriculum items and offer practical ideas on how to exploit them in the classroom.

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. Her book Learning from Learners’ Errors is currently in preparation.

“Sorry, teacher, I don’ t remember”: Empowering our students´ memory in the EFL classroom
Memory is undoubtedly one of the ways of studying our students need to resort to. How does it work? Does it always work in the same way? How can we optimize its use?
This talk aims at demystifying the use of memory and turning into a powerful tool for students to step forward in their process of learning a foreign language.
Come and experience some techniques yourself and share some teaching tips you will never forget.

Lic. Debora Nacamuli Klebs
Graduated as a Profesora en Inglés from Instituto Superior del Profesorado St. Brigid’s She specialized in Methodology  and is a Licenciada en Lengua Inglesa from Universidad Argentina de la Empresa.
Lecturer at present in Didáctica Específica y  Trabajo de Campo III  and assistant teacher in Didáctica Específica para el Nivel Medio y Superior II y Residencia at Profesora en Inglés from Instituto Superior del Profesorado "Joaquín .V. González". She has also been teaching at secondary schools for 18 years now,

Using DVD’s in your classroom...100% language and much more
It has been a long time since EFL practitioners only focused on language teaching.  Learning a foreign language is no longer a question of studying its grammar system and its lexis. The present demands of the globalised world we live in have pushed the EFL teacher to explore other lands, other cultures, other meanings. How can we teachers systematise the cultural awareness moments in our lessons?  How can we raise our students’ awareness of the close links between the target language and the cultural elements found in the native speaker community?

Lic. Virginia Casale de Lombardi
Virginia Casale de Lombardi is a Profesora and Licenciada en Lengua y Literatura Inglesa from Facultad de Filosofía y Letras de la Universidad Nacional de Cuyo . She has been involved in ELT for over 25 years as a teacher, teacher trainer, CLE examiner and school director.
She took different courses in the UK, like the International Certificate in Teaching English, Highgate, London and  Academic Management, Teaching young learners and Business English at Brighton and Hastings, England.
She is now the Director of Studies at Learning Centre Institute and has been working with Study Group- Embassy CES for more than 9 years.

Tips and tricks for teachers and translators using the Web
La Web puede convertirse en una buena aliada, si sabemos usarla bien.
En esta presentación, veremos cómo buscar información, cómo obtener resultados satisfactorios y cómo evaluar los contenidos encontrados.
¿Cuáles son los sitios más consultados por los traductores?
¿Dónde se puede encontrar material para preparar una clase?
¿Son confiables los diccionarios que aparecen en la Web?
Participe en este taller práctico para descubrir cuáles son las herramientas que facilitan y agilizan nuestra tarea.

Prof y TP Horacio R. Dal Dosso
Doctorando por la Universidad de Granada, de la que obtuvo el Diploma de Estudios Avanzados (DEA), Terrcer Ciclo del Doctorado en Traducción, Sociedad y Comunicación. Investigador de los recursos de Internet aplicados a la traducción. En 2006 publicó su base de datos con más de 600 recursos útiles para traductores:
Traductor Público (UADE) e Intérprete de Inglés (CIT). Profesor de Geografía y Ciencias Biológicas. Cursó la Tecnicatura en Administración de Empresas y es Operador de Exportaciones. Participó en varios seminarios relacionados con estas áreas, que se dictaron en los Estados Unidos, Italia y la Argentina.
Participó en varios  proyectos de traducción. En el año 2004, trabajó en Francia como Coordinador Lingüístico, en un proyecto de 4.000.000 de palabras (MBA). En el año 2006, dirigió un proyecto de traducción que fue publicado por la UNESCO.
Expositor internacional en el Brasil, España, el Perú, México y el Uruguay. Escribió varios artículos, algunos de los cuales fueron publicados en la Argentina, Chile, los Estados Unidos y Venezuela. Ejerce la actividad docente desde 1985. Es autor de varios cursos para traductores, presenciales y a distancia.
En 2006 recibió el “Reconocimiento por destacada trayectoria profesional” de la Universidad Ricardo Palma, Perú y e 2005 fué distinguido con la mención de Traductor Ilustre por Traduct-Lista, Perú.

How to help your students learn English and enjoy the process
In this presentation we will discuss some interesting ways to help students to get to know themselves better, take advantage of their learning styles, organise their study time and schedule more efficiently, tap into their internal resources, boost motivation and encourage reflection during the learning process. Applying the information about the new findings in neuroscience to effective learning and the philosophy and tools of NLP, we will discover together what our students need to learn English and enjoy the process.

Prof. Laura Szmuch
Laura Szmuch is  a Profesora en Inglés from Instituto Superior del Profesorado "Joaquín .V. González" and Master Practitioner and Trainer in NLP, certified Ontological Coach and Coach certified by Joseph O'Connor (Lambent do Brasil), and  member of the Internacional Coaching Community (ICC). She has co-developed an NLP training programme for teachers and other professionals. She is the co-founder and co-director of Resourceful Teaching, an Educational Consultancy.  She teaches, trains and coaches teachers in Argentina and abroad, and offers consultancy and life, career and institutional coaching services.  She has written a great number of articles which have been published in several countries.  She leads self-development workshops, courses and retreats, among them "A Spa for the Teacher's Soul".
She has  written "Aprendiendo Inglés, y disfrutando el proceso", and co-authored "Really Thriving" of forthcoming publication. She has participated as a speaker in National and International Conferences, and has trained teachers in many provinces in Argentina, in Perú and in England.
She is about to graduate as a Neuropsychoeducator and she is starting her Masters' degree in Cognitive Psychology and Learning (Flacso and Universidad Autónoma de Madrid).

A Practical approach to Phonology for Spanish Speaking Children
English is a foreign language in Argentina not a second language. Hence, except for the especially gifted ones, our pupils need to be taught to use the English phonological system.
Languages are best learnt if at the beginning we give priority to the aural senses. But we also need a visual help. For older pupils phonetic script can help immensely.
Young learners, however, need a different kind of visual stimulus to identify and remind them of the main English sounds and intonation patterns.
Teaching pronunciation needs to be carried out with love and care, in a lively and humorous manner and with a great deal of patience. Never should a child feel hurt or exposed or convinced that he cannot do it. Teachers in turn should not find the task overwhelming or feel tempted to give up in despair if they do not see immediate acceptable results. They will be surprised at their own resources to get the best of their students in their attempt to integrate phonology with the other aspects of the language. Playing with sounds can be fun; do it with passion and enthusiasm and it will turn into a highly creative and enjoyable experience. Mini Millie aims to provide this.

Clem B. Durán
Profesora egresada del Profesorado Nacional de Rosario. Diploma in Applied Linguistics Universidad de Edimburgo, Escocia, Reino Unido. Ex Coordinadora de Asociación Argentina de Cultura Inglesa.
Trabajo patrocinado por el Consejo Británico sobre la comparación del Español con el Inglés. Esto dio origen a los textos V.8. (niños) y Steps to Spoken English (adolescentes y adultos)
Ex Profesora de Gramática II en el Instituto Superior del Profesorado “Joaquín V. González”
Ex co-directora del Instituto William Blake.
En la actualidad dicta Pedagogía de la fonética en la Universidad Nacional de San Martín y diversos cursos en ESSARP (English Speaking Scholastic Association of the River Plate).

Silvia Bozzi
Egresada Instituto Superior del Profesorado “Joaquín V. González”
Asistente de cátedra de fonética del profesor Jorge Lewis.
Profesora Colegio Nacional de Buenos Aires.
Profesora y coordinadora de cursos del Instituto William Blake a cargo de la formación y acompañamiento de profesores jóvenes. Coordinación de clínicas de pronunciación para docentes.
Coordinadora Departamento de inglés Colegio Aula XXI.

“Tea for Two”: Storywriting in the Classroom
Language learning is enhanced when students are allowed to use their own experiences as raw material. This workshop is based on “Tea for Two, a tale for you,” a book of stories written by the presenters for learners of English. Participants will learn some of the tricks of story writing: narrating, carácter development, images, plot, conflict and deounement. Divided into groups they will rewrite or re-elaborate characters and diverse aspects of the stories. During the last 30 minutes they will do creative exercises and carry out brief writing tasks  inspired by real-life characters and situations observed in their own neighborhoods. 

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 drama teacher at the Instituto Superior en Lenguas Vivas Juan.R. Fernández, founder of the Hopkins Creative Language Lab and has frequently presented workshops on theatre, storytelling, diction and journalism.

Doctora María Alicia Ramasco
Profesora Nacional en Inglés,Universidad del Salvador (Diploma de Honor); Doctora en Lenguas Modernas,Universidad del Salvador, Fulbright Scholar, 1990, American Field Service Scholar, 1991. Completed her History studies at Mesa State College, Colorado, USA, with Honours.
Lecturer at the Pontificia Universidad Catòlica Argentina, Colegio Militar de la Nación, El Palomar. Teacher of English through distance learning at Instituto Terciario Raúl Scalabrini Ortiz. Co-author of the "Performance" series of ELT textbooks. In preparation: "Short Stories for ELT". She has published articles on ELT in The Buenos Aires Herald.

Young People in the US: Just the way we are, just the way we speak
Together with a panel of Argentinian graduate and undergraduate University students,
Casey Beck and Evangeline Reynolds will provide first hand information about the kind of English that young people speak in America, the way of life and  the way of thinking of the younger generations in the U.S.

Casey Beck B.A.
Casey was born in Boston, Massachusetts.  Soon after, she moved to Florida where she graduated from Naples High School.  As an undergraduate, she attended Tufts University, in Boston, and majored in Peace and Justice Studies with a concentration in Media Activism.  Over the past several years has made films for Mapendo International, Frontline/World, and the 100 Projects for Peace.  Currently, she is living in Buenos Aires as a Fulbright scholar, researching and producing a documentary film about independent cartoneros. 

Evangeline Reynolds B.A.
Evangeline Reynolds holds a B.A. from Wheaton College, in Illinois and is currently
is studying Political Science  and her Fulbright project is on Non-proliferation Export Controls in Argentina.  Having studying chemistry as an undergraduate, after graduation she began work at the US Department of Commerce in Chemical and Biological export controls for two years.  She then began the PhD program in Political Science at the University of Illinois, her home state.  

“Por Vos Buenos Aires”: La Enseñanza Comunicativa del Español Rioplatense como Lengua Extranjera
Esta presntación tiene por objeto describir el método de enseñanza-aprendizaje de español como L2 y LE Por vos, Buenos Aires, apoyándose en la teoría que lo sustenta, el mismo se centra en un enfoque comunicacional y la lengua en uso, sin embargo, al entender la complejidad de la tarea, se propone sumar diferentes abordajes, incluyendo la Gramática estructural, pero sin limitarse a ella. A la estructura tradicional, sus libros del alumno/a suman una gramática española comparada con seis lenguas. El método, compuesto por cuatro niveles, resulta de la experiencia con alumnos extranjeros, de la trayectoria de los laboratorios de idioma, de la reflexión cotidiana en el aula de español y de una preocupación concreta de la UTN-FRA por vincularse con las necesidades de la comunidad. Se abre aquí un abanico de posibilidades, que promete seguir generando espacios genuinos de intercambio.

Prof. Andrea Fabiana Hidalgo
Profesora De Castellano, Literatura y Latín.
Licenciatura  En Tecnología Educativa (a.b.d)
Coautora del método de enseñanza de español como segunda lengua y lengua extranjera Por vos, Buenos Aires.
Co-creadora y autora de la Tecnicatura Superior en Psicometría (Testista).
Especializada en lingüística y medios masivos de comunicación.
Autora de textos sobre formación de lectores y escritores.
Coordinadora de jornadas de lectura y escritura en la Feria del Libro y otras instituciones.
Profesora de Gramática castellana y elementos de análisis del discurso en el Instituto Nacional Superior del Profesorado Técnico de

Literature on its feet:  Staging 3 unforgettable short stories
Fabiana Parano will stage 3 short stories: A Rose for Emily  by William Faulkner,
The Daughters of the Late Colonel by Katherine Mansfield and Wilfrid Gordon McDonald Partridge by Mem Fox, that initiate a desire to read, to explore the realm of the author and tap into the imagination of the listener
The narrator becomes the story. She flows from character to character embodying their emotions, physicality and voices; thus striking a balance between words and actions, sound and silence, emotions and images that appeal to all senses and learning styles.

Prof. Fabiana Parano
Fabiana Parano is a Profesora en Inglés from Instituto Superior del Profesorado Argentina 2000 Storyteller and a Story Writer. She holds a Self-esteem Practitioner Degree (The International Council for Self-esteem, USA) and an Accreditation for Creative Writing (Cambridge University, UK).
She has majored in Staging Stories both in English (with Andrew Mckenna) and Spanish (Narración oral, Ana Padovani and Ana M. Bovo).
At the moment, she’s exploring the realm of Mime Acting (Escobar- Lerdunchi). She has given workshops and presentations throughout the country, at schools, teachers’ training colleges and for publishing houses, such as Pearson-Longman and Scholastic. She has also written stories based on the observation of daily conflicts within/among students, which she indulges in sharing with her varied audiences. She regularly gives performances at diverse institutions, catering from young learners to adults.
Fabiana has been a School Headmistress (Amapola School) and an English Coordinator (Jardinar-Septiembre School). At the moment, she’s the Director of DEAL (Dynamic English for All Learners).