2.- Want to develop your student’s writing skills? Why not give your classroom a sense of adventure?
Your community provides a wealth of rich learning opportunities. Using a book that presents the community of Key West, Florida, in the context of a ten-year-old boy growing up on a sailboat as a guide, you will learn how your students can construct a comprehensive account of their community. You will also learn how to enrich the information, and the learning, by designing multi-disciplined activities that draw on a vast range of thinking skills.  The presenter will then walk you through the steps of publication from the initial inspiration, through the writing process to the production of an interesting and stimulating final product. The bigger picture: imagine a world where children have many opportunities to exchange both similar and diverse cultural stories …

Janette Knutson Stone M.Ed.
Janette Knutson Stone received a Diploma in Teaching from Alexander Mackie College, Sydney, Australia, a Bachelor of Education majoring in secondary music and a Master of Education majoring in elementary curriculum from the University of Alberta, Edmonton, Canada. At the elementary level, she taught as a generalist, a music specialist, a teacher of children identified as gifted and served as school counselor. At the secondary level she taught language arts, band, French and health and worked as a practicum supervisor for the University of Alberta. She has presented papers at the University of Calgary, the American Educational Research Association meeting and the International Conference on Teacher Research. Currently, she resides in the United States where she has turned her focus to nonfiction writing.

3.- Constructing your own language tests: Practical tips to survive the process
Test construction is a big issue in the process of teaching EFL. Tests are a valuable means of information for the teacher. However, as teachers, we sometimes feel that the tests we prepare do not show how much our students really know…What are we doing wrong?
In this workshop we will provide some insight into what we can do (and how!) to improve our tests so that they really measure students’ abilities

Lic. Débora Nacamuli Klebs
Ms Nacamuli Klebs graduated as a Profesora en Inglés from Instituto Superior del Profesorado Santa Brígida. She specialized in Methodology and is a Licenciada en Lengua Inglesa from Universidad Argentina de la Empresa
Lecturer at present in Didáctica específica para el Nivel medio y Superior I y Trabajo de Campo III and asistant teacher in Didáctica Específica para el Nivel medio y Superior II y Residencia at Instituto Superior del Profesorado “Dr. Joaquin V Gonzalez”. She has also been teaching at secondary schools for 20 years now.

4.- Creative Writing: Exercises in Imagination and Exploration in English Language Teaching
In order to teach Creative Writing effectively, English Language teachers must develop an evolving set of tools that enable students to leap into their imagination in order to explore language.  This presentation will provide teachers with tools and underlying techniques to facilitate those leaps of learning.

Deborah Krainin M.A.
Deborah Krainin is the English Language Fellow sponsors by the US Embassy through a
U.S. Department of State program. At present she is working at the Faculty of Languages,
Universidad Nacional de Cordoba and at IICANA (Binational Center Cordoba). Deborah
Krainin has been teaching all levels of English language learners in the areas of Grammar/
Writing, Oral Skills, Reading/Vocabulary, and Listening/Conversation at Pace University
in New York, since 2008. Her teaching there also includes Academic Writing to advanced
undergraduate and graduate international students, as well as developing class curriculum and
testing. She has also led cultural activities and field trips both in and out of the classroom.
Prior to her work at Pace, she spent two years in Santiago de Chile where she taught in the
Pedagogy Department of Universidad Central, as well as English in a private language school.
At the university she redesigned and taught courses in Leadership, Education and Language, as
well as Cultural Studies of English Speaking Countries.
Leadership, Education and Language focused on methodology through concepts of leadership,
culture and education; with emphasis on teaching and leadership skills in public school
systems. The course's goal included enabling students to more deeply know their personal
teaching philosophy and to apply it to their profession. This class had an additional emphasis
in academic writing, helping students improve their writing skills
Cultural Studies was designed to teach both history and culture through literature (poetry,
fiction, non-fiction, essays), which served as a porthole through which identity, culture,
language and history can be viewed from multiple perspectives. It focused on countries
colonized by England and where the primary/international language spoken is English.
Additional emphasis was placed on developing academic writing skills.
Prior to teaching full-time, Deborah worked in the non-profit sector of Los Angeles with
underserved communities in the areas of affordable housing and health care. She also worked
in film and television for over a decade.
Deborah holds a Bachelor of the Arts in English/Creative Writing, a Master of Fine Arts
in Creative Writing, and received her TEFL and TESOL certification with distinction from
UCLA. She is a published writer, poet and translator of Chilean poetry. Since 1997 she has
been involved with supporting underserved communities through education, and founded a
creative writing workshop for homeless women in Los Angeles.

5.- Listening Comprehension Skills in In-Company Classes: What? When? How?
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 field at Teachers' Training Colleges.
One major area in which adult students need desperate and down-to-earth training is listening comprehension. More and more adults are carrying out their jobs through the Internet (video-chat), conference calls, video conferences, etc., which demand that they attain an ever-growing level of aural comprehension. Textbooks are standardized and as such they do not deal with the specific hurdles which our students face every day. Moreover, they hardly ever include any real-life material at all. The presenter will share his vast experience in the area and will challenge the usual practice, providing useful techniques to help adult students increase their listening comprehension level, using authentic listening material.

Lic. José María Romero
José María Romero, Traductor Literario y Técnico-Científico en Inglés, Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan R. Fernández”, Licenciado en Relaciones Internacionales, Universidad del Salvador, Traductor Público en Inglés, Universidad Argentina de la Empresa and a candidate to Master in Applied Linguistics for the Teaching of English as a Foreign Language,Universidad de Jaén. He obtained his Teaching Credentials from the State of California. He has been teaching Business English and General English for multinational companies for 18 years. He is a lecturer in Estudios Culturales I and II at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional. He is also teaching at Presidencia de la Nación, Universidad Argentina de la Empresa, Universidad Austral. As an international consultant for Exxon in Latin America he received the 2009 Instructor of the Year Award.

6.- All’s well that starts well: how to begin your lessons with an effective “appetizer”
The first few minutes of a lesson are crucial to get your class to forget the outside world, tune into English and get ready to learn. How do that in an easy and effective way?
This talk will give you a variety of fun, practical and tried-and-tested ideas to get your learners buzzing with energy, engaged and motivated to work.

Trad. Silvana Giménez Amadeo
Silvana Giménez Amadeo holds a translation degree, Traductor Literario y Técnico Científico en Inglés from Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan R. Fernández”.  She has also attained the IHCAM, Certificate in Advanced Methodology, issued by International House Teacher Training Institute and the DELTA 1 Cambridge Teaching Award. She is an international Cambridge examiner for IELTS. 
Silvana currently teaches FCE and CAE levels at International House San Isidro and First Language English IGCSE at Colegio Mallinckrodt Martínez.
She has also recently delivered teacher development sessions in schools in Buenos Aires and Córdoba.

7.- Choosing the right activities for the classroom: Do we care about what really matters?
The organization of language practice contributes significantly to language learning, especially in an EFL class, as different from an ESL class. What is the function of such practice? How can we help students acquire more automized knowledge and thus become more fluent? We normally take validity and previous knowledge as essential aspects of our success when we select activities and exercises but these are just two variables. We should consider several others such as keeping students focused, teacher’s roles, heterogeneity of the group, etc.
Let us analyze typical activities for the development of reading, speaking and listening skills and, in the light of the variables mentioned above, adapt them, make them more lively and purposeful. How can the sitting arrangement become a key to confidence? How can we work both reading skills and cognitive development? How important is cooperative learning nowadays? Together we will find the answers to these and many other HOW-questions!

Prof. Alejandra Ottolina
Alejandra Ottolina, Profesora en Inglés from Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan R. Fernández”, is an experienced trainer who has taught all levels in both the private and public sector and lectured in Argentina as well as in neighbouring countries. She is the Director of Studies at Santa Monica School of Languages and currently supervises the English department of thirty institutions. Accredited for the methodology areas of C.O.T.E., D.O.T.E. and I.C.E.L.T. (University of Cambridge), Alejandra has authored: Bonus for Winners, the C.L.I.L sections in the Switch On series and several Teacher’s books for Macmillan Publishers.

8.-  Computers to teach English to very young learners? That´s a great idea!
When teaching English to very young learners, teachers make use of a number of materials and teaching aids to create effective learning: CD players, flashcards, realia, etc. Over the last few years, computers have also become an important tool in the classroom. In this presentation Prof. Bilopolsky will show you different ways in which computers can be used to maximize the potential of the Internet and new technologies to help very young children improve their language and communication skills, thus making your lessons memorable! 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. English Coordinator at Buenos Aires School and Kindergarten teacher at Scholem Aleijem School, where he has been teaching for over 16 years. He has delivered workshops on Teaching Very Young Learners and on the use of computers for language learning in different conferences in Argentina. He is co-author of the Video "Descubriendo en Inglés", Primeros Pasos Producciones. He is an Assistant Lecturer in Residencia Pedagógica at Universidad Tecnológica Nacional.

9.- Challenging your Students’ Cognitive and Communicative Skills: Confronting Adult Students with the Unexpected
There might come a moment in the teaching-learning experience when both teachers and students could feel a little “stifled” in the inevitable routine of the class, which though necessary, may work against the natural spontaneity that a speaker should attain in the second language.
While structures, formulas and comprehension skills become consolidated in the process, readiness, i.e, the ability to react before the unexpected, might find little room for manifestation. It is known however that such a containing framework is highly welcomed by the adult community since they usually feel at a loss when left alone to resolve less controlled activities.
The purpose of this presentation then is to describe some activities which have proven to be effective at the time of helping adult learners let go of safe but rather mechanical behaviors in the second language in order to make them sound and perform more naturally when confronted with the unexpected.
It is in light of this challenge that the presenters will share their experience in dealing with this particular area of second language acquisition.

Prof. Alejandra Gabriela Navarro
Alejandra Gabriela Navarro, Profesora Nacional de Inglés, Instituto Superior del Profesorado “Dr. Joaquín.V.Gonzalez”. She has been teaching for more than 20 years already at different schools and institutions ranging from elementary schools like: Escuela Juana Manso, Escuela Asunción de la Virgen, Leeds School of English; adult training in In-Company courses, and ESL and ESP courses for multinational companies through CASOC. Further, she has worked as a translator, again in the business area and in the last 7 years she has been developing and implementing a special training program for professionals in the medical area. Such educational venture has taken her to hospitals like: Hospital Diego Paroissien, Hospital Zonal de Gonzalez Catán, Hospital de Ezeiza, Hospital Penna; among others, as well as research institutions, societies and foundations like: Fundasamin, Sociedad Argentina de Citología, SAP, etc. In addition to Business English then, medical English has become “her” area of expertise, which has placed her institute EMP among the most prestigious in this field.

10.- Make a huge success of Storytelling with Teenagers and Adults
An adventure in creating and telling stories for inquisitive learners based on teamwork. By means of games, improvisation and role play, participants will be guided towards creative expression. A story and a poem will be used to stimulate students' writing ability in an EFL classroom. During a feedback students will have the opportunity to exchange and evaluate work done in the workshop.

Doctora Alicia Ramasco
Dr. Alicia Ramasco holds a PhD in Modern Languages, granted by Universidad del Salvador. She is an experienced ELT teacher, having taught for nearly 30 years at diverse public and private institutions in Buenos Aires. Dr. Ramasco has travelled several times to the USA to take part in specialized  courses. She was awarded a Fulbright scholarship to study at State University of New York, in Stony Brook, New York. Alicia is the co-author of "Performance" a series of three textbokks for ELT published in Argentina and sold all over country. At present, she works at Universida Católica Argentina, CMN  and Instituto Raúl Scalabrini Ortiz, where she teaches distance courses. Her doctoral thesis deals with the development of creative writing for EFL students.

Alfred Seymour Hopkins B.A.
Born in Los Angeles, California, U.S.A. with a B.A. in journalism from the University of California at Berkeley, Mr. Hopkins wrote for “The Casper Morning Star,” “The Lockport Sun and Journal,” and “The York Gazette and Daily” before coming to Latin America in 1967 as a free lance reporter. He was a stringer for World Press Review for more than 25 years.
Hopkins studied theatre in Buenos Aires under Toni Barquet and Ricardo Bartis. He taught theatre and storytelling at Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan R. Fernández” from 1986 to 2005 and is founder of The Hopkins Creative Language Lab. He has frequently presented workshops on theatre, storytelling, diction and journalism, at English congresses or as part of tours combining workshops with solo performances. The shows include: “Hamlet,” “The Tell-tale Heart,” “Songs of Love and Madness,” “Knock-Knock, a radio show,” and “For God’s Sake.” He also frequently participates in writer’s conventions.
Together with Alicia Ramasco, he published an ELT reader, “Tea for Two, a Tale for you.” After having won a prize in 2005 sponsored  by  Editorial Aires a collection of his stories were published under the title “Abriendo puertas, cerrando ventanas.”  Mr. Hopkins directs the web magazine “The Jaquemate Press.”

11.- WebQuests – A powerful tool to develop your students’ communicative and intercultural competence
This workshop will explore the usefulness of WebQuests in developing communicative and intercultural competence among high school students enrolled in intermediate English as a foreign language (EFL) classes. Specifically, it will address the question of why WebQuests are important as well as present basic definitions and foundational concepts regarding communicative and intercultural competence. Moreover, it will discuss the design and implementation of a specific short-term WebQuest on the U.S. and evaluate the teaching-learning process as it relates to the learners and the teacher.  Participants will be encouraged to design their own WebQuests and discuss possible applications of the WebQuest model to their own classroom settings.

Magíster Marina Falasca
Marina Falasca has taught English and Spanish as foreign languages at the secondary school and university levels both in the United States and in Argentina. She received her B.A. in teaching English as a foreign language (EFL) from Instituto de Enseňanza Superior en Lenguas Vivas”Dr. Juan R. Fernández”, and she holds a Masters in Education, Curriculum and Instruction, with an emphasis in Adult and Higher Education from South Dakota State University, where she served as Fulbright Foreign Language Teaching Assistant of Spanish in 2005-06. She also holds a Masters in Latin American Studies and a Future Professoriate Graduate Certificate from Virginia Tech, Blacksburg, USA. At present she lectures in Critical Discourse Analysis and Literature at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional.

12.-  Can we help our students to become more effective communicators through literature?
The word literature can often strike fear into the souls of both teachers and students alike.  Many of us carry the scars of bad literature experiences in the classroom.
During this session we will look at some of the benefits of using literature on a regular basis in the classroom.  We shall look at how any fan of reading can embrace literature in their lessons without needing to be an expert.  Finally in answering the question whether literature will help our students become more effective commnicators, we will also look at ways to nurture and encourage our students as they embark on a journey into the world of English literature.

Emma Cresswell B.A.
Emma holds a BA (hons) in European Studies Combined Languages from the University of Kent at Canterbury, England. 
She completed her TEFL training with TEFL International in Ban Phe, Thailand.
Emma currently teaches at International House San Isidro where she is in the process of obtaining the Cambridge DELTA Teaching Award.

14.- Great writing with limited language resources: from elementary to pre-intermediate levels
On the principle that effective writing is a necessary asset in the modern world, we will try to instill, in our elementary and pre- intermediate students, the pleasure of self- expression, by developing a set of graded writing activities that will recycle their limited vocabulary and restricted syntax. It is our aim to stir the students’ imagination with inspiring situations that will encourage critical thinking and reflective thought within the realm of their limited language resources.

Lic. Susana García Cahuzac
Profesora de Inglés egresada del Instituto Superior del Profesorado  “Dr Joaquin.V. Gonzalez” . Licenciada en Gestión Educativa,Universidad del Salvador:
Head of the Teacher Training College “Santa Trinidad”. Teacher of English Grammar and Stylistics. Co-author of the Macmillan textbook series for EGB2 “Sailing”  and “Explorer” for EGB 3. Author of the Teacher’s books for the Macmillan series “Evolution”

15.- Ten Typical Mistakes we make when we embark on the translation of a text
We’ll pick up some myths behind the work of a translator and discuss the most important mistakes that derive from them when translating from English into Spanish. We’ll not only identify such myths and mistakes but also learn how to develop strategies to avoid them and deliver a first-quality translation, meeting our customers’ expectations.

Traductora Pública Julia Benseñor
Julia Benseñor es traductora técnico-científica en inglés egresada del Instituto de Enseňanza Superior en Lenguas Vivas”Dr. Juan R. Fernández” y traductora pública en inglés, egresada de la Universidad del Museo Social Argentino. Miembro del Equipo Docente de la carrera de traductorado de inglés del Instituto de Enseňanza Superior en Lenguas Vivas”Dr. Juan R. Fernández”, donde se desempeñó como profesora de Traducción Literaria durante 15 años y actualmente tiene a su cargo una Cátedra de Residencia. Ex Directora del CETI, Centro de Traducción e Interpretación, a cargo del departamento de traducción y audiovisuales.
Ha traducido más de veinte libros para editoriales así como numerosos artículos para distintas publicaciones. Obtuvo el Tercer Premio a la Traducción Científico-Técnica del Conosur 2001-2002 organizado por Unión Latina por la traducción de la obra “Clonación: Objeciones Judeocristianas” de Stephen Post, Publicación Revista Criterio.Trabaja para diversas empresas, instituciones y organismos internacionales en el campo de la traducción escrita en todas sus formas, incluido el subtitulado de material audiovisual. Ha participado como expositora en diversos congresos sobre traducción.

16.- Games Attack. There is something for everyone: children, teenagers and adults.
Can English language teaching and fun go hand in hand?
A challenge for educators is how to capture students' interest and involve them in the learning process so that they will retain and eventually use the language to communicate successfully.  The use of innovative teaching strategies, such as games focus on  learning and can create a unique, fun, and stimulating learning experience for those that are involved.
Playing a game is an interactive process that can foster active learning, teamwork, and increase motivation. Games offer a creative and interactive alternative to traditional classroom activities and they are an excellent way to teach content, create community among students and teachers, and enhance students' critical thinking abilities.
In this workshop you will explore yourself many games to enchant your students on Monday morning. Most of these games are useful for everyone: children, adolescents and adults. At the end of the workshop we will reflect on the use of these games with different age groups in real classroom situations.

Prof. Maria Celeste Grimau
Maria Celeste Grimau holds a degree of Profesora de Inglés graduated from  Instituto Superior del Profesorado “Santa Brígida”.  She  is the director of STEPS –Cross-Cultural Understanding - and has been  Head of English Department of "Colegio del Sol" in Bariloche. She has contributed articles on education to the Buenos Aires Herald and has been a presenter in  many international conferences in Argentina and Chile. She has also written articles and activities for the magazine English Teaching in Action. She is a storyteller and at the moment she is studying drama at the Universidad Nacional de Rio Negro  She has developed her own methodology based on the use of games in the classroom.

17.- Advanced Language: There´s still time to learn all those proverbs and idioms you always wanted to know
Proverbs and sayings constitute vital parts of folk wisdom and experience, which have been accumulated and handed down for many generations. Proverbs generally represent relatively brief and highly evocative visions, and often have a marked rhythmical structure. They can convey highly emotional images and reflect situations in a myriad imaginative forms. Interestingly, they can also undergo several transformations to suit different communicative contexts. This presentation is aimed to explore a number of English proverbs and sayings, with a view to tracing their sometimes curious origins, examining its multiple transformations and discussing their possible Spanish equivalents.

Magíster Juan A. Ferretti
 Juan A. Ferretti holds an M.A. in TESOL and Applied Linguistics (University of Leicester, UK). He teaches Academic Writing, Postcolonial Literature and Critical Discourse Analysis at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional, , and Twentieth-Century Culture at Insituto 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 at Instituto Superior del Profesorado del CONSUDEC. His main interests are Academic Writing, the Language-Culture Interface and Critical Discourse Analysis.

18.- Can we get our teenage students hooked on Reading? You bet!
Reading as a mega-skill should be understood as the ability to learn content through interaction with the texts. Secondary school teachers must be prepared to provide students with the possibility to close gaps in vocabulary and critical thinking skills.  To teach reading for understanding, therefore, means going beyond presenting them with information, teaching vocabulary and checking comprehension. It is our task, as teachers, to help them retain important information, understand topics deeply and actively use the knowledge they have gained.
The aim of this workshop is to find strategies you can implement today to build adolescent students’ self-confidence in reading and nurture the literacy skills that foster a sense of competence and enthusiasm in them. To do so, we will deal with activities related to issues such as classroom conditions and practices to support success in reading, identification of individual students’ strengths and challenges with printed/visual materials, linking of the cognitive and affective domains to build students’ skills and development of positive teacher-student relationships to facilitate reading comprehension.

Lic. Gustavo Paz
Gustavo Paz was awarded a Postgraduate Diploma in TEFL (University of Reading, UK).  He graduated as  Traductor Público, Universidad de Buenos Aires and Profesor de Inglés, Instituto Superior del Profesorado “Dr. Joaquín V. González”. He holds a degree of Licenciado en Educación, Universidad Nacional de Quilmes, and a Certificate of Master-Practitioner in NLP, Resourceful Teaching Institute.
He is a tenured lecturer in Didáctica Específica at Instituto Superior del Profesorado “Dr. Joaquín V.Gonzalez” and Instituto del Profesorado “Sagrado Corazón”, English coordinator of CIBADIST and Head of the English Department at Limerick School. He is currently writing the new English curriculum for secondary education for the Buenos Aires Province. He has co-authored the book Construyendo puentes hacia otras lenguas (Editorial La Crujía, 2009).

19.- Motivation, language and football: bridging the gap
We teachers are worried about a number of issues throughout our professional life, many of which are related to motivating learners. We may spend hours trying to find answers ‘outside’ when the key is in our hands. This presentation will look at motivation from the perspective of making learning English and through English meaningful to learners.

Magíster Leonor Corradi
Leonor Corradi is a graduate teacher and holds an MSc. in Education from Surrey University. She teaches Didactics at Instituto de Enseñanza Superior en Lenguas Vivas”Dr. Juan R. Fernández” and at Instituto Superior del Profesorado “Dr. Joaquín V. González”. Coordinator of plurilingual schools of Ciudad de Buenos Aires, presenter at national and international conferences, she is the author of the Curriculum for Foreign Languages for Ciudad de Buenos Aires (English). She is an ELT writer. At present, she is teaching blind people as part of a new project.

20.- Meet and enjoy the challenge of teaching young learners with effective tools in your hands.
A teacher affects eternity because he can never tell where his influence stops, said Henry Brooks Adams. Teaching young learners entails a great responsibility because the students' experience at this stage is crucial for their success in their lifelong path of learning. It poses a daily challenge to our creativity and resourcefulness because it entails planning classes that must respond to each group's and child's particular characteristics, interests and needs and their short attention span, while bearing in mind that learning is multi-sensory, active and experiential and that it takes account of multiple intelligences and different learning styles. We must create a warm and relaxed learning atmosphere which is essential for learners to get permanent support to overcome difficulties and to derive a sense of achievement in their efforts. We are expected to manage our classes and any conflict that may arise; we must also comply with school's and parents' expectations while providing varied, attractive and meaningful activities to enhance learning.
In this workshop we are going to share some tips and tools that have proven to be effective in making teaching more enjoyable, less energy depleting and learning more fun and memorable.

Lic. Marta Graciela García Lorea
Postgrado en Educación a Distancia Universidad Nacional Educación a Distancia (Spain), Licenciada en la enseñanza de Inglés, graduate from Universidad CAECE. Profesora Nacional de Inglés, Instituto Superior del Profesorado “Dr.Joaquín.V. Gonzalez”, cum laudae. Maestra Normal, Escuela Normal en Lenguas Vivas "Sofía B. de Spangenberg", Bachiller, Liceo Nº 1, José F. Alcorta.
Currently ELT consultant and Project Liason Manager; Relax&Learn director; ESP immersion courses and professional development seminars. Presenter at national and international congresses. Former Foreign Language Supervisor, Head of Schools of Languages, Primary and high school teacher, Ministerio de Educación de la Ciudad de Buenos Aires. Co-author, Teacher’s Guides for Blossom, Mc Graw Hill kinder series. 

21.- My Students are Talking in English! Speaking Activities for your Teenage Students.
Getting your teenage students to speak in English in class often seems like a minor miracle: it’s seen as hard work and it’s not “cool”. This is a great shame: since the advent of Communicative Language Teaching, speaking has been recognised as the most interactive skill in second language acquisition; and besides, our teenagers chatter away perfectly happily in their L1, don’t they?
Come and see how we can solve these problems and make our teenage students as enthusiastic and comfortable about speaking in English as they are in Castellano. We will look at ways to engage our adolescent students in the speaking process, by involving them in tasks and activities that bring home the relevance of English speaking to their lives, and not something that is limited to the lesson.
In this session, we will see an abundance of activities to help develop your teenagers’ speaking, from debates to dating, and from games to gossiping. We will soon have your students enjoying the speaking process and not only speaking in English with you, but between themselves and others both inside and outside the classroom.

Alastair Grant B.A.
Alastair Grant is an English teacher and the Teaching Development Manager at International House in San Isidro.  He holds an Honours Degree in English Literature and Philosophy from the University of Warwick in the UK, completed the International House Certificate of Advanced Methodology last year and is currently completing the Cambridge DELTA.  As Teaching Development Manager in International House San Isidro, Alastair organizes and delivers sessions in teacher training both in-house and at schools and institutions. His special interests are Process Writing and Discourse Analysis.

22.- From cassettes to mp3, mp4, mov, avi, flv, podcasts and You Tube: Has the role of the EFL teacher changed?
The Internet  entices EFL teachers with innumerable resources downloadable with just a click to develop learners’ listening comprehension skills. But once the mp3 file, podcast or video has been downloaded, even the most experienced teacher may be overcome with a feeling of uneasiness. Videos from You Tube or podcasts from different sites may work perfectly well with advanced learners but what about elementary and intermediate learners?
In this presentation, Mady Casco will discuss the relevance of comprehensible input and scaffolding and the role of the EFL teacher when developing listening skills through authentic material with learners at lower levels. Furthermore, she will share two real cases to illustrate the use of authentic and meaningful material obtained online with lower intermediate learners. In both examples, learners not only managed to grasp the gist of what they watched but were able to summarize its content orally integrating new vocabulary and structures as well.

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

(see biodata above)

23.- From Bookish English to the Everyday English we speak in Britain today
In this presentation Cameron Riddle will examine ways of bridging the gap between the English students learn to read and write and the English that is spoken in the contemporary United Kingdom.  At a time when traditional methods of language teaching, with their focus on grammar and the printed word, are being superseded by an emphasis on speaking, this theme is more important than ever to the evolving world of English language teaching.  The term “bookish English” refers to the mainly formal and technically correct English with which students are likely to become familiar at a relatively early stage of their learning process.  The everyday English we speak in Britain today, with its variety of regional accents, colloquial expressions and other peculiarities, is likely to present the learner with a daunting challenge.  A number of the forms of conversational English found in Britain today will be introduced, along with the question of how they may best be taught and appreciated.  It is hoped that this presentation will equip English language teachers to prepare students at various stages of development for the discovery of English as spoken by natives. 

Cameron Riddle M.A.
Cameron Riddle first came to Buenos Aires in 2005 through the British Council’s Language Assistants’ Programme.  That year he assisted in various institutions including Instituto Superior del Profesorado “Dr. Joaquín V. Gonzalez”.  He subsequently graduated from the University of Edinburgh with an MA (joint honours) in Modern European Languages in June 2006.  Since then he has attained a Cambridge CELTA certificate from the Randolph School of English, Edinburgh, and has spent one academic year (2006-7) teaching English in Hangzhou Foreign Language School, Hangzhou, China.  He has also taught business English in Buenos Aires with the Institute Pensaris Corporate Training.  He currently teaches Lengua Especializada I and Historia y Cultura Inglesa in Universidad Nacional de Lanús.

24.- Phonology Round Table: What variety of spoken English should we teach?
The choice of what variety of English we should teach in our classrooms is gaining increasing interest among syllabus and materials designers, Phonology specialists and EFL/ESL teachers at large. Questions like: Should we keep to the time-honoured Received Pronunciation (RP) standard alone, or should we add other varieties? Should RP be replaced by another model? If this is so, which other model serves the purpose of international intelligibility once boasted only by RP? To what extent should we offer our students systematic training in Standard American English? What place is the so called “Estuary English” likely to have in the 21st century classroom?
A group of renowned Phonology lecturers will discuss their particular views on this issue and will then answer the questions from the audience.

Coordinator

Magíster Patricia Mauad
Patricia Mauad is a Profesora en Inglés e Inglés Técnico, Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional and a Master of Arts in Comparative Education and Cultural Studies, Institute of Education, University of London.
She has specialised in the teaching of English Phonology and teaches at  Instituto Nacional Superior del Profesorado Técnico, Universidad Tecnológica Nacional and  Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan R. Fernández”. She has been Jefa de Carrera of Profesorado de Inglés of the Instituto de Enseñanza Superior en Lenguas Vivas “Dr.Juan R. Fernández”.
She has worked as an Academic Coordinator at bilingual schools, Universidad Nacional de San Martín and is currently coordinating the Proyecto de Lenguas Extranjeras del Ministerio de Relaciones Exteriores y Culto. 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.

Panelists

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

Prof. Clem Durán
Profesora Nacional de Inglés graduada en el Instituto del Profesorado Nicolás Avellaneda de Rosario (hoy Olga Cossettini). Diploma in Applied Linguistics( Edinburgh University) U.K.
Ex Co Directora del Instituto William Blake por 30 años.
Ex Profesora Gramática II  en el Instituto Superior del  Profesorado  “Dr.Joaquín V. Gonzalez”. Miembro del Jurado para los concursos en el Instituto de Enseñanza Superior en Lenguas Vivas “Juan R. Fernández”, la Universidad de la Plata y el Instituto Superior del  Profesorado  “Dr.Joaquín V. Gonzalez”.
Co autora (con Sylvia Bozzi) de MINI MILLIE Fonología para Niños.
Autora del Trabajo de Investigación sobre los problemas de hispano-parlantes al aprender inglés. Patrocinado por el Consejo Británico. Este trabajo culminó en la confección de textos para alumnos y manual de profesores. Steps to Spoken English  (Adultos y Adolescentes) y V.8  (Niños) publicados por Longman.
Ha dictado numerosas conferencias en Uruguay, Chile y nuestro interior. Ha dictado
Cursos de Pedagogía de la Fonética en el Colegio  Cardinal Newman, el Colegio San Bartolomé  de Rosario, el Colegio Los Médanos (Trenque Lauquen),el Colegio de la Costa (Pto Madryn) ESSARP ( Educadores Asociados del Rïo de La Plata.), Asociación de Ex Alumnos del Lenguas Vivas. A  partir  de 2004 dicta en la Universidad Nacional de San Martín cursos sobre Didáctica de la Fonética.

Magíster Leticia Arcioni
Profesora en Inglés del Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan Ramón Fernández”. Masters Degree en “Comparative Education and Cultural Studies”, University of London Institute of Education.
Se ha especializado en la enseñanza de la Fonología Inglesa y dicta cátedras en el Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional, el Instituto Superior del  Profesorado  “Dr.Joaquín V. Gonzalez”, el Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan Ramón Fernández” y la Universidad del Museo Social Argentino (UMSA).
Se ha desempeñado como coordinadora y docente del departamento de Lenguas Extranjeras de la Fundación Universidad del Cine (FUC). Ha sido docente en diversos establecimientos de enseñanza media. Ha sido capacitadora de la Red Federal de Formación Continua.Se ha desempeñado como tutora de la maestría en “Educational Technology and ELT” de la Universidad de Manchester, Inglaterra.Trabaja en el proyecto de Lenguas Extranjeras del Ministerio de Relaciones Exteriores y Culto/ Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan Ramón Fernández”.Fue examinadora oral para la Universidad de Cambridge. (UCLES)

Prof. Esp.Mónica Terluk
Monica Terluk graduated from Instituto Superior del Profesorado “Dr.Joaquín V. González” as Profesora de Inglés and has been an EFL teacher for almost 25 years. She is currently working on her Dissertation for Licenciatura en Lengua Inglesa at Universidad Tecnológica Nacional and has started her studies for Maestría en Tecnología Educativa at UBA. She has specialized in the teaching of Phonetics and Phonology and has delivered several lectures and workshops on the subject.  For the last 20 years she has been training teachers in the areas of Phonetics and Laboratory Practice at Instituto Superior del Profesorado “Dr.Joaquín V. González” , where she is also the Head of the Phonology Area. She has also worked at other renowned Teacher Training Colleges, such as Universidad Tecnológica Nacional, St Catherine’s and Sagrado Corazón, among others. She also runs a private Language School in Buenos Aires.

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

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

25.- From Humor To Humoring Our Students. Anything Goes?
Humor is a valuable teaching tool and when used thoughtfully, it can foster a sense of openness and respect and can help relieve stress in both the teacher and the students, contributing to effective teaching and learning. But is humor, in the many forms it can take in the classroom, always suitable for a safe learning environment? Let’s share some thoughts and views on this as well as practical hands-on LOL and ROTFL activities! You’ll be taking home lots of ideas, ready-to-use humor-based exercises, a big smile on your face, and a laughing soul!

Prof. Gustavo González
Profesor de Inglés – Instituto Superior de Formación Docente N° 5 (Pergamino). Teacher, school coordinator, teacher trainer and presenter. He has been delivering workshops all over Argentina, neighboring countries and overseas. One of the contributors to the book “Imagination, Cognition & Language Acquisition: A Unified Approach to Theory and Practice” (New Jersey City University). Teacher trainer for the Oxford Teachers’ Academy. Former vice president of APIBA (Asociación de Profesores de Inglés de Buenos Aires) and FAAPI (Federación Argentina de Asociaciones de Profesores de Inglés). 

26.- English in Action: Teaching English through Drama for Children with Special Needs
Susan Hillyard and her English in Action team will deliver a dramatic presentation of the process undertaken to propose and implement a new research project based in the Special Education Department of the Ministry of Education of the City of Buenos Aires. The project, designed last year in collaboration with the Department of Foreign Languages, was created to teach English in Special Schools, Hospital Schools, Home Visits and Orphanages, related to inclusion. The teachers are all English Language Teachers with an interest in helping SEN students acquire a foreign language, not in the traditional way, but rather through storybooks and educational drama techniques such as games, role play, improvisation, song, poetry and movement. We will show how the students have been engaged in active lessons which develop, particularly, their listening and speaking skills so that they can communicate in the foreign language with confidence. Each teacher designed their own materials and has motivated the students through the language of that stimulus material using the many educational tools afforded by drama such as puppets, art and craft, singing, TPR and vocal work. The teachers will tell of their myriad experiences and evaluate the success of using drama to teach language in Special Education.

Susan Hillyard B.Ed.
Susan Hillyard, B.Ed.(Hons) Warwick University (U.K.) She has work experience in fifteen countries as a speaker, workshop facilitator, consultant, researcher, on-line tutor. She was Prof. Language IV at both Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional and Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan Ramón Fernández in Buenos Aires, Argentina. Now a  NILE  Associate Trainer, at the University of East Anglia, Norwich, UK after co-authoring  a Resource Book for Teachers “Global Issues” for OUP. She teaches  Language and Globalisation, MA TESOL, University of La Sabana Bogota, Colombia. She co-authored the TDI-TKT on-line course for Pearson, New York. Now coordinator: English in Action, teaching English through Drama in  Special Education, Ministry of Education, City of Buenos Aires, Argentina.

27.- When Syntax means much more than learning the rules
In this presentation I will explore the way in which grammar is much more than just a subject of study. Indeed, it is an effective tool to convey meaning. In order to achieve this aim, I examine the way in which syntactically marked sentences are used by the character Master Yoda in the film Star Wars: The Empire Strikes Back, and is thus characterised. In this way, grammar becomes the means by which the spectator can fully understand and enjoy the essence of this character

Prof María Elena Pignataro
María Elena Pignataro is Profesora en Inglés and she graduated from Instituto  Superior del Profesorado “Dr. Joaquín V. González”. In 2008 she attended Licenciatura en Inglés at Pontificia Universidad Católica Argentina “Santa María de los Buenos Aires”and she is currently working on the final Thesis. At present, she is a teacher at Asociación Argentina de Cultura Inglesa. From 2003 to 2005 she was profesora adscripta of  English Grammar I at Instituto  Superior del Profesorado “Dr. Joaquín V. González” with Licenciada Patricia Simeone.

28.- Integrating Cultural Awareness, Creativity and Technology in class
This session features an international project recognized with the 2009 MEAD Leadership Award at the NECTFL (North East Conference on the Teaching of Foreign Languages) in New York City:  “Going Global in the Classroom and Beyond”. The focus is on connecting to the community of world languages through technology in order to promote intercultural awareness and engaged learning. Over the course of three years, this project has grown in several language institutions in the USA, Argentina, and Peru, and has helped create personal connections that go beyond language proficiency. The presenter firmly believes that teaching and learning languages can be both transforming and empowering and extends this warm invitation to witness how. The Going Global Project envisions language learning as key to intercultural understanding and personal and professional growth. As language educators, we can prepare our students for success in the global environment of the 21st century while contributing to the creation of a more tolerant world. Participants will be encouraged to jump on board this project or to launch their own. Don’t miss out on this unique opportunity!

Mónica Domínguez Mulholland
Master of Arts in Foreign Languages from George Mason University (2006), EFL teacher from the Instituto Superior del Profesorado “Dr. Joaquín V. González” (1988). She now lives in Virginia, USA, and is pursuing her PhD in Spanish Literature at the Catholic University of America while teaching Spanish to college students. She was honored with the 2009 Best Teacher of State Award for Washington DC, and with the Mead Leadership Award at the 2009 Northeast Conference in New York City. Monica has worked extensively in the field of Methodology, and specializes in The 5 C's of Language Learning: Communication, Culture, Connections, Comparisons, and Communities.

29.- Advanced Language: The Way Young People speak English in the United States
Teen Talk all in any language is always different from the more fixed, conservative and standardized forms of the language spoken by adults. To what extent are we, teachers and translators of English in Argentina, prepared to cope with the kind of English young people in the United States of America speak today?
Two young native speakers of American English with different life and academic backgrounds will act as informants and answer the questions from the audience with the coordination of an Argentinian Language lecturer.

Coordinator

Magíster Juan Ferretti

Panelists

Cole Rizki B.A.
Master’s Candidate ,University of Wisconsin,Madison, Madison WI.
Bachelor of Arts, Highest Honors,Smith College, Northampton MA  Program for Mexican Culture and Society , Benemérita Universidad Autónoma de Puebla   in Puebla, PUE, México  TESOL Certification Course at School for International Training, International Language Institute, Northampton MA.
Awards: Fulbright Grant recipient, 2010.
Publications: “Una lectura transgénera de El beso de la mujer araña” Tiresias, University of Michigan, published Spring 2009.
“La postergación de la realización de la identidad en Pedro de Urdemalas”, presented at Mimesis, graduate conference, University of Wisconsin-Madison, 3/2008.
“Properties of Twisted Involutions in Signed Permutation Notation,” co-authored with Professors Haas and Helminck. Published in Journal of Combinatorial Mathematics and Combinatorial Computing, spring 2007. 
Teaching Assistant, Department of Spanish and Portuguese, University of Wisconsin.

Abby Feldman B.A.
Summa Cum Laude Bachelor's of Science in Broadcast Journalism, Concentrations in Political Science and Spanish,  S.I. Newhouse School of Public Communications, Syracuse University.  
Currently a Contributor Radio Bilingue, Fresno, Californa  and Development and Production Assistant Good Eye Video, New York, NY 
Fulbright Scholarship Grantee in Buenos Aires, Argentina 2010:
Honors: Philo T. Farnsworth BEA Scholarship,National Society of Collegiate Scholars,Phi Eta Sigma National Honorary Society, National Dean's List,S.I. Newhouse School Dean's List,Mark and Pearle Clements Internship Award.American Field Service Scholarship,Kodak Young Leaders Award,Prudential Spirit of Community,President's Council Volunteer Service Award.

30.- How to download, trim and edit videos from YouTube and other practical tips to squeeze the Internet.
Do you depend on your friends, colleagues, children or other people who have “the know-how” to bring a little technology into your classes? Learn how to:  
Turn your old tapes into CDs.
Select videos from You Tube, save them on your PC so that you can watch them every time you want, trim them, burn them onto DVDs and bring them to your class.
Turn Word documents into PDF files.
Download, send and receive heavy files - like whole books - on the Internet.

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

31.- From “dictionary words” to the “new new” words in American sitcoms and soap operas
The study of informal, colloquial spoken English may present quite a challenge for the advanced learner who may not have the chance to be fully immersed in an envioronment where native speakers interact in a non-academic context. Cultural references, rate of delivery and the innovative nature of language itself add to the difficulty as in the following examples: Do people cave? If so when? Can you bail on someone? What could take a swipe at someone’s jugs or ride on someone’s coattails mean? If by now you are way in over your head, and about to have a meltdown, cool it. Kick back with a frosty and have fun. Become acquainted with a number of expressions and turns of phrase—often heard in sitcoms and soap operas-- to be presented in a playful, lighthearted and enjoyable way

Magíster Oriel E. Villagarcia
Profesor en Inglés, Universidad Nacional de Tucumán. Master of Arts in Applied Linguistics, University of Lancaster. Graduate studies, University of Texas. Fulbright and British Council Scholar. Master Practitioner in NLP, Certificate of Completion, NLP University, Santa Cruz, California. Certified Administrator, MBTI, Florida. Member of the Advisory Panel for the Macmillan English Dictionary, First Edition. He has taught at the Univesidad Catolica de Salta, Universidad Nacional de Rio Cuarto and Universidad Nacional de Santiago del Estero. At present he runs advanced language and methods workshops from his own institution, Tools For Teachers.

32.- Spelling and Pronunciation: from tension and struggle to reconciliation
The British Isles were originally peopled by Saxons, Normans and Romans.At some point in time, English, French and Latin were spoken.
Norman invaders ( French ) as well as Romans (Latin) had brought along their culture and  new and more precise words were incorporated: stool  for chair -  belly for stomach and so forth. Also new adjectives were introduced famous, enormous, delicious etc. and many of the ous / eus-euse endings from French adjectives.
Around 950 Sir Orm (a clergyman ) was entrusted by the regnant King to organize the national language considering that English began to evolve as the spoken language. Sir Orm had one big problem ahead: how to reconcile pronunciation of foreign words into the Saxon vocabulary while  keeping spelling and writing in harmony. He set some rules, the ones that we may find in every language, Spanish included. Through some simple rules we are able to understand that both spelling and writing in English work in a logical manner.

Doctor Antonio J. Recca
Antonio J. Recca graduated as Profesor en Inglés y Traductor Científico at Instituto Superior del Profesorado "New Castle". He holds an M.A. in English Language from the University of Pennsylvania. He is a Doctor in English Literature from Ashwood University,USA. He is a Lecturer in Language, Grammar, Phonetics and English History at Universidad Nacional de Lanús. He was also a Lecturer in English Literature at Saint Mary´s School in the UK.
He holds a Maestría en Administración de Empresas con especialización en Relaciones Laborales from Universidad Nacional de Lomas de Zamora where he is a lecturer in Strategic Planning and Finance.

33.- I’m a teacher of English. Can I be an interpreter too?
Interpreting in everyday life.
Conference interpretation as a profession.
Simultaneous, consecutive, whispering, voice-over, and new modalities of interpretation.
Skills a conference interpreter must have: translation, expression, public speaking, social skills and crisis management.
Acquisition of two languages for specific purposes.
The pros & cons of language teachers as conference interpreters.

Prof. y Trad. Olga Álvarez
Olga Álvarez is a conference interpreter, member of the International Association of Conference Interpreters, AIIC; Asociación de Intérpretes de Conferencias de la Argentina –ADICA; Associação de Intérpretes de Conferência –APIC, and Colegio de Traductores Públicos de la Ciudad de Buenos Aires.
She graduated as Traductora técnico-científica y literaria en idioma inglés and Profesora de inglés from Instituto de Enseñanza Superior en Lenguas Vivas“ Dr.Juan Ramón Fernández”; and Traductora pública de portugués from Universidad Argentina de la Empresa.
She participated in the Fulbright Teacher Exchange Program, and did research on training at Universidade Clássica de Lisboa.
She is the head of EXCELTI.

34.- Singing between the lines: Developing Listening Comprehension Strategies through songs
Even though listening comprehension is very often practised in most EFL classrooms, students still complain that they have difficulty understanding what they hear. A possible explanation is that learners lack the necessary strategies to reconstruct the meaning of an oral text. In view of this, songs provide us with engaging material to help our students become better listeners. The aim of this presentation is to discuss how language educators can help learners develop strategies for different phases of comprehension through the use of well-known songs. The participants will be provided with examples of tasks which allow students to have access to “veiled” meanings in listening texts. Only in this way will learners be able to “sing between the lines.”

Lic. Mariano Quinterno
Mariano Quinterno graduated as a Profesor de Inglés from Instituto Superior del Profesorado “Dr. Joaquín V. Gonzalez.” He is also a Licenciado en Educación from Universidad Nacional de Quilmes. He is currently pursuing his Master’s degree in Applied Linguistics to the Teaching of English as a Foreign Language at Universidad de Jaén (Spain). He teaches Metodología de la Enseñanza at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional. He is a lecturer in Literatura Norteamericana and Lengua Inglesa I at Instituto Superior del Profesorado “Dr. Joaquin V. Gonzalez” and Residencia para el nivel medio at Escuela Normal Superior en Lenguas Vivas “Sofía Broquen de Spangenberg.” He has co-authored the book Construyendo puentes hacia otras lenguas: reflexiones sobre la enseñanza de lenguas extranjeras en la escuela media (La Crujía, 2009).

35.- Words that Heal: The Affective Domain in Language Learning
A sense of security, confidence, belonging, purpose and competence in language learning…  How to nurture them? How to build them through caring teaching strategies? In this workshop we will explore how we can use words to frame questions and routines in an atmosphere where affect and positive energy flow. Talk, active listening and non-competitive games will also be presented as part of the core of resources that recognize self-esteem and feelings of self-worth as the cornerstone of any human endeavour. A session that will address language learning needs far and beyond.
This talk is based on The Seeds of Confidence by Verónica de Andrés and Jane Arnold-Hebling Publishing

Prof. María Teresa Manteo
Marí¬a Teresa Manteo holds two teaching degrees as a Primary School English Teacher  as well as a Secondary School English Teacher from the Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan Ramón Fernandez”, where she also completed a post-graduate course in English Literature II. She has obtained a Further Professional Studies Certificate in Education Management from the University of Bristol, UK as well as a Practitioner's Certificate in Neurolinguistic Programming Applied to Education from the Escuela Argentina de PNL y Coaching
She has taught Literature at IGCSE and International Baccalaureate levels and lectured for various publishers of English reading materials. As Support Learning Educational Consultancy Director, she trains teachers in affective methods in the teaching of reading and writing. She also runs SL educational programme Touch the Author Workshops for Children as well as their new reading project in Spanish Arte y Lectura.