Abstracts & Biodata
Using vocabulary games to enrich your students’ critical thinking process
Language learners cannot easily string discrete words together to be understood in the target language without some knowledge of grammar. Yet, without vocabulary, there is truly no language. Therefore, it is time to revisit how vocabulary is taught in the classroom and ask ourselves as teachers of a language if what we do with words embraces cognitive learning retention. Having said that, we also must find ways to creatively engage our 21st century students in effective classroom strategies that pay off in productive results. This presentation will focus on these ideas from established methods to modern applications of vocabulary preservation.
Professor Trina L. Goslin
English Language Fellow, US Department of State
Emerita Professor, University of Nevada, Reno
Intensive English Language Center
Integrating Skills in Language Learning units for pre-intermediate and intermediate students
For the last 80 years or more the field of Didactics has been haunted by the idea of thematic units or centres of interest which, as it has been purported, would subsume all the “elements of language” around one common topic that would be enticing enough to capture the students´attention for a number of lessons, be that Arbour Day, The Farm or Sailing up the Amazon. At one time or another, one part of the ELT world would, in turn, become obsessed with the idea as well, while, contrariwise, another sector would still insist on a rag bag approach which followed the old adage that “variety is the spice of life”. But, which is right and which is wrong? Is it possible today to offer an attractive unit of work that would integrate all four skills and the new-new (?) 21st century skills of Communication, Critical thinking, Collaboration and Creativity with a sharp focus on language development?
Doctor Omar Villarreal
Omar Villarreal is a Doctor in Modern Languages (summa cum laude) from Universidad del Salvador. He is a Licenciado en Ciencias de la Educación con especialización en Educación Formal (summa cum laude) from Universidad Católica de La Plata and a Licenciado en Tecnología Educativa (summa cum laude) from Universidad Tecnológica Nacional.
He is also a Profesor en Inglés e Inglés Técnico graduated at Instituto Nacional Superior del Profesorado Técnico and holds a Diploma de Lengua Italiana por la Asociación Dante Alighieri de Buenos Aires.
He has recently retired as a tenured University Lecturer in the area of Applied Linguistics at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional and a lecturer in Didactics for ESP at UCALP. He is currently lecturing in Applied Research Methods at Licenciatura en Lengua Inglesa, Facultad Regional San Nicolás de la UTN.
Omar has taught English at all levels: Kindergarten through University for 42 years now. He was the Director of Profesorado en Inglés e Inglés Técnico (INSPT-UTN) and Licenciatura en Lengua Inglesa (FRVM-INSPT) de la Universidad Tecnológica Nacional until his retirement.
He was a Secondary School Head for more than 10 years. He was also Head of the School of English at Universidad Austral and Principal of Instituto Superior del Profesorado Modelo. He has lectured extensively in all Argentinian provinces as well as in Uruguay, Paraguay, Chile and Perú. He was the President of the Organizing Committee of the Seventh and Ninth National Congress of Teachers and Students of English and chaired its Academic Committee in 2000, 2003,2005 and 2006. He has been the editor of SHARE e-magazine for 18 years now and has been organizing the SHARE Convention annually for 12 years now.
Omar has been an author and co-author of textbooks for the teaching of English, among them, the Programaciones and Orientaciones Didácticas for Let’s go for EGB published by Longman and the 33 components of the series Polimodal English, as well as Grammar Explorer and the best seller series Top Teens and English Class all of them published by Macmillan. He is also the author of a number of papers and articles in English and Spanish in his field of specialization. He is a member of SADE (Sociedad Argentina de Escritores).
Rediscovering our roots: how the original elites of ELT taught us everything we need to know, or did they?
Fads and fashions in education come and go: what remain are the principles upon which we base them.
Despite calls for up-to-the-minute technological practices in our classrooms, and the constant demands on us to change the way we teach, it is those original pedagogical practices that, while often overlooked, ultimately guide us and our students to become successful communicators in English.
In this session, we will explore practical in-class applications of the wisdom of ELT’s founders, who have always been one step ahead in conceiving of ways for our students to become proficient users of English. Indeed, as Lev Vygotsky reminds us, “the only ‘good learning’ is that which is in advance of development.”
Alastair Grant B.A.
Alastair Grant is an English Teacher, Teacher Trainer and coursebook materials writer. He is a teacher trainer for International House Montevideo, where he runs the Cambridge Delta 1 course and where he was previously Director of Studies.
He is the Academic Director at Colegio Nuevo Las Lomas, In-Schools Director at the International Language Training Centre in Buenos Aires and has lectured in Methodology at Universidad Tecnológica Nacional in Buenos Aires. Previously, he was also Director of Studies at International House San Isidro and at Colegio San Luis, Victoria.
Alastair holds an Honours Degree in English Literature and Philosophy from the University of Warwick in the UK, has completed the International House Certificate of Advanced Methodology and all modules of the Cambridge Delta.
Your students can have the time of their lives with drama in their classroom
Drama is an important tool for helping student’s global growth, heightens their self esteem, motivation and spontaneity, increases the capacity for empathy and lowers the sensitivity to rejection. Drama exercises create a relaxing atmosphere where students feel accepted by the group and get ready to discover more about themselves and about their potential and as a consequence, leads to their competence in the foreign language, because the emphasis is put on other objectives and English becomes the vehicle of communication instead of the main issue. In this workshop, the participants will be actively involved in experiencing some practical exercises .
Profesora y Traductora Joice de Brito e Cunha
Joice de Brito e Cunha graduated from Pontifícia Universidade Católica do Rio Grande do Sul in 1972 as a teacher of English and worked at Instituto Cultural Brasileiro Norte-Americano from 1974 to 2007. She founded the DRAMA CLUB there, which she coordinated for 16 years. She is also an actress and theater director and participated in 20 plays as an actress and in 11 as a theater director. She has given workshops on Drama Techniques for teacher training in Brazil, Argentina and Uruguay.
She was awarded two prizes, one for poetry in 1978 “Apesul Revelação Literária” and the other one the “Tibicuera” prize for the best actress for children plays in 1980.
She is also a “puppeteer” and worked in programs for children in two local TV stations (TV Guaíba and TV Educativa).
The role of noticing and reformulation tasks in the language classroom
The role of noticing and reformulation tasks in the language classroom has been the focus and subject of attention for some time now in the field of ELT, with authors such as Schmidt and Thornbury highlighting their potential for focusing learners’ attention not just on form, but on meaning as well.
This talk is aimed at classroom teachers of intermediate levels and above. We’ll start by defining the concepts of noticing and reformulating and we will then analyse how noticing and reformulation tasks can help us teachers maximise both learning and teaching opportunities that will help our students move to a higher level of linguistic competence.
References and a bibliography will be included so that participants who are interested in the topic can read more extensively about the issues raised and discussed.
Magíster Teresita Curbelo
Teresita Curbelo is Academic Director at Instituto Cultural Anglo Uruguayo, where she also works as a teacher and teacher trainer. She is one of the Methodology tutors in the Anglo Diploma in TEFL, a Cambridge DELTA Module 2 Personal Tutor, and Cambridge English Speaking Examiner, Team Leader and presenter. She holds the University of Reading MA in TEFL, and has delivered talks and workshops on behalf of Instituto Cultural Anglo-Uruguayo in both local and regional conferences
Energy and Motivation Strategies for Teachers and Students
“Education is not the filling of a pail, but the lighting of a fire.”
How can we motivate others when our own fire is going out? What are our main energy eaters? What can we do about them? What energizes you? Do you know that you can energize your classroom and yourself at the same time?
High-energy classrooms stimulate learning and set off a positive domino effect.
Come to this fun and highly interactive workshop and learn:
Why willpower is not enough
How to counteract apathy and how to get yourself out of a slump
Patricia Ameijeira de Griese
Educated and trained in the U.S., England, Argentina and Germany.
A 20-year veteran of the training field, Patricia has worked with multinationals and public organizations around the world. Her interactive and brain-friendly workshops cover: teacher development, train-the-trainer, accelerated learning techniques, cross-cultural awareness, emotional intelligence, ESL, presentation, negotiation and communication skills. She is also a regular speaker at international conferences in Europe (DGSL Conference, IATEFL, BESIG, TESOL)
Licencianda en Resolución de Conflitos y Mediación, Universidad 3 de Febrero, Buenos Aires, Argentina
Traductor Literario, Técnico y Científico en Inglés, Instituto de Enseñanza Superior en Lenguas Vivas
“Dr. Juan Ramón Fernández”, Argentina
Systemischen Coach und Change Manager (Systemic Coach and Change Management), INeKO, Institut an der Universität zu Köln, Germany.
Total Trainer, Designing and Delivering Instructor-Led Training Certificate Program, Training Magazine, USA.
Facilitator of Games, Activities and Simulations, Sivasailam Thiagarajan USA
Trainer for Emotional Intelligence. Six Seconds, USA
Trainer for Intercultural Awareness, International House, London, UK
Facilitator of Games, Activities and Simulations, Sivasailam Thiagarajan USA
Trainer for Emotional Intelligence. Six Seconds, USA
Trainer for Intercultural Awareness, International House, London, UK
In our EFL context, it is clear that we ought to establish a connection between the vocabulary and grammar we teach, and the reading/ listening texts we use. However, if we are to develop comprehension strategies that integrate new information with students’ prior knowledge, that is not enough. We should aim at more complex thinking processes; we should develop their critical thinking skills from the very start in order to guarantee more meaningful learning.
How can they achieve this? Bloom and Anderson may help us. Let’s rediscover their taxonomies to make our lessons not only more effective but also challenging.
Profesora Alejandra Ottolina
Alejandra Ottolina is a graduate from Instituto de Enseñanza Superior en Lengua Vivas “Dr.Juan R. Fernández” who has been involved in teacher training for more than thirty years. Director of Studies at SANTA MONICA School of Languages and Macmillan’s Academic Consultant, Alejandra has lectured in Argentina as well as in neighbouring countries. She has conducted teacher training courses for international certificates such as COTE and ICELT – University of Cambridge, and has authored several teachers’ books: For Winners, Switch On and Phases, among others.
Is Technology the best route towards more creative schools?
Technology is brand new, Technology is fresh, Technology is present day, but it can hardly be called spontaneous, impromptu, improvised ...on the contrary we tend to think of it as rigid, canned, planned, programmed! Then, how much can it help us to develop creativity in our students. In this workshop I will try to practically demonstrate some "creative" solutions.
Magíster Jennifer Verschoor
Jennifer Verschoor graduated from St. Andrew's Scots School. She holds a degree in Literary, Technical and Legal Translation and a Bachelor's degree in Educational Management from Universidad Católica Argentina. She obtained a scholarship to complete an online programme called English Teaching and ICT in the Classroom validated by Trinity College London. She holds a degree in Virtual Environments and a Specialization in Education and ICT offered by the Ministry of Education in Argentina. She is a Magíster en Educación en Entornos Virtuales from Universidad Nacional de la Patagonia Austral.
She is the co-author of My First Digital Journey, an ebook published by The Round in December 2012. She specializes in online teaching, mobile learning and training via virtual learning environments.
Currently she is working for a British international school as Digital Facilitator. She has participated and presented papers in many national and international seminars, workshops and conferences. She is a teacher trainer for ESSARP, Universidad Tecnológica Nacional, Cambridge English and SimpleK12 giving teacher training courses on the integration of ICT. She has been hired by SBS International to co-moderate TIC en el AULA, nominated for an ELTon Award in 2013 under the category Local Innovation. She is a Microsoft Innovative Educator 2014 and Microsoft Fellow 2016.
Who said there´s little we can do to help our students to have a good pronunciation?
How can we help our students to get or improve their English sounds if we never move farther than the pages of the long-established sacred books of English Pronetics by Wells, Gimson, Jones and O´Connor and Arnold? All of these phoneticians have made exceptional contributions to the field and are worshipped by linguists, theoreticians and teachers of English alike, but they tell us very little about HOW to teach pronunciation or remedy faulty sounds in the ordinary language classroom? This talk humbly aims at offering a series of tips on how to deal with pronunciation in ordinary classrooms with ordinary students who want (need ,or have to) learn English for international communication in the 21st century.
Licenciado Martín Villarreal
Martín Villarreal graduated as a Profesor en Inglés e Inglés Técnico at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional. He is also a Licenciado en Lengua Inglesa (summa cum laude) from Universidad Tecnológica Nacional. He holds the Certificado Universitario de Especialista en Lengua Inglesa from Facultad Regional Villa María de la UTN and Certificado Superior de Especialización en Lengua Inglesa from INSPT- UTN where he also got his Certificado de Profesor Especialista en Fonética y Fonología Inglesas (summa cum laude).
Martin has finished his Especialización en Administración de la Educación at Universidad Torcuato Di Tella and is currently writing his dissertation for his Maestría en Marketing Estratégico at Universidad UCES . He was a secondary school teacher of English at Colegio Nacional de Buenos Aires (UBA), at Universidad Siglo XXI and a Lecturer in Phonetics at St. Trinnean´s College of Education. He is currently teaching at INSPT-UTN, Universidad Nacional de Lanús, Escuela Normal Superior en Lenguas Vivas “Sofía E. Broquen de Spangenberg”, Facultad Regional Buenos Aires - UTN and Oakhill Bilingual High School. He is the Executive President of SHARE Education and as from November 5th, 2014 a board member for Red Lide (Red de Liderazgo Educativo).
He attended the International Visitors Leadership Program in the US on a scholarship from the Department of State of the US and in 2010 he finished (summa cum laude) his Course on Critical Thinking in the Teaching of English as a Second Language in the Linguistics Department of the Universidad de Oregon, USA.
It's rhyme time! Finger plays you'll love!
Fingerplays are one of those little joys of childhood that can be brought into the classroom to spice up language learning. They can become part of an enjoyable and valuable learning experience because of their disguised language learning aims: teaching vocabulary, sentence structure, and the sounds and rhythm of the language with the extra benefit of involving the body. In this workshop, the theoretical framework will be blended into the demonstration and practice of a variety of “little rhymes”.
Magíster Sarah Hillyard
Sarah Hillyard graduated as “Profesora de inglés” from Asociación Argentina de Cultura Inglesa and Profesorado Daguerre and holds a Masters Degree in Teaching English to Young Learners from the University of York, U.K. She has taught English in Kindergarten and is currently the Kindergarten Coordinator at Florence Nightingale School. She has also taught at Secondary level and has been tutor of "Children's Literature" at Instituto Nacional Superior del Profesorado Técnico, Universidad Tecnológica Nacional. She has become tutor of NILE's online course "Teaching English in Pre-Primary Education", UK. She spent two years travelling as an actress with "The Performers" (TIE). She now develops workshops and has published articles focusing on teaching English to very young learners
The best of two worlds: online + offline activities = great results
Most modern, up-to-date teachers of teens and adults like to think that we live in a high-tech world where technology can never go wrong. Unfortunately, this is not always the case in our country and technological foul-ups are bound to happen more often than we normally expect. What to do when your lesson depends on that link for a video segment, podcast item or piece of news that cannot be accessed because the Internet connection falters? That is one of the reasons why, well prepared teachers should always have both online and offline classroom activities or homework at the tip of their fingertips, one of the others is because a combination of both online and offline tasks will always make lessons more varied and dynamic. Let me help you to show you how.
Licenciado Alejandro Manniello
Alejandro Manniello is a Profesor en Inglés from St. Trinnean's College in San Isidro.
He is also a Licenciado en Lengua Inglesa graduated at Universidad Tecnológica Nacional.
He has been teaching English for twenty years now at primary, secondary and tertiary levels. Former Coordinator of the English Section at Colegio San Juan Bosco. He has a vast experience in the area of ICTs in Education and was awarded the distinction of 'Outstanding Teacher' by Rotary International. He is currently an assistant tutor in Applied Research Methods at Licenciatura en Lengua Inglesa, Facultad Regional San Nicolás, UTN and a secondary school teacher at Escuela Secundaria Técnica “Henry Ford”, in the Pacheco industrial centre.
Rediscover Visual Literacy with Digital Tools and flip your classroom
In this session, we will explore different digital tools that can be useful to foster critical thinking when working with visuals. We will make reference to copyright issues and to free visuals that can be used with our students both in and outside the classroom. We will show some possible uses of digital tools to foster creativity in school tasks and other tools that can be used to flip your classroom.
Licenciada Paula Ledesma
Paula Ledesma is Profesora en Inglés from Instituto Superior del Profesorado “Dr Joaquín V. González “and Licenciada en Lengua Inglesa from Universidad Tecnológica Nacional. She has completed her specializations as Profesora Especializada en Aplicaciones de Informática aplicada a la enseñanza del Idioma Inglés (Tecnología Educativa) at UTN- INSPT, and in Historia de Los Estados Unidos at Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”. Paula is currently a Maestranda en Tecnología Educativa at Universidad de Buenos Aires. She is a teacher trainer and an e-learning course designer and author for the Ministry of Education. She is an international Senior Examiner and Team Leader for the International Baccalaureate (IB) History papers.
Rediscovering films, video clips and other audiovisual material in the light of the new visual literacies
In this day and age, more than ever, students have unlimited access to audiovisual materials. So, where do we stand as teachers? What can we do in this era of new visual literacies? We can no longer surprise students bringing some film to class, but we can work our magic and do things with films, clips and other audiovisuals in order to facilitate learning and make language more meaningful and alive to students. So, here I offer some ideas to kick start…
Profesor Fernando Capó
Fernando Capó is the Academic Consultant for International Exams at Instituto Cultural Anglo Uruguayo, Head Teacher and Teacher Trainer. He is a Cambridge English Speaking Examiner, Team Leader for BEC and Cambridge English presenter. He holds RSA (Royal Society of Arts) COTE and DELTA Mod 1 and a degree in Social Communication (Técnico en Ciencias de la Comunicación Social) from Universidad Católica del Uruguay.
Rediscovering Evaluation in the 21st century: more meaningful ways to assess our students.
Evaluation is one of the crucial cogs in the wheel of the education system. Throughout most of the 20th century, classroom evaluation was considered a mechanism for providing an index of learning with a predictable pattern. More recently, however, this approach to assessment has come into question as societal expectations for schooling have changed, cognitive science has provided new insights into the nature of learning, and the traditional role of assessment in motivating student learning has been challenged. The significance of assessment of and for learning; the critical difference in their concept, purpose and approach; the importance of teachers’ competency in assessment methods and test development, and the significance of monitoring and evaluation systems are key issues to change our practice for the 21st century skills.
Profesora Especialista Patricia Guzmán
Patricia Guzmán is Profesora en Lengua y Literatura Inglesas from Universidad Nacional de La Plata. She has attained the Diploma Superior en Ciencias Sociales con mención en Gestión de las Instituciones Educativas (FLACSO) and Especialización Docente de Nivel Superior en Educación y TIC (Ministerio de Educación de la Nación). She is currently completing Especialización Docente de nivel Superior en Educación y Derechos Humanos and Maestría en Literaturas Comparadas (Universidad Nacional de La Plata). Tenured lecturer in Lengua y Cultura II & III at ISFD 97, “Almafuerte”, La Plata where she is also the Head of Studies. She works as Teacher trainer in the English Teacher Education Programme for the Ministry of Education of the Province of Buenos Aires. She is co-author of two books: Introducción al Diseño Curricular. Serie de documentos para capacitación semipresencial de ESB 1° Año. (Inglés) and Made to Measure. Argentina. (British Council Argentina). She has lectured extensively in the province of Buenos Aires and several Argentinian provinces. Her main interests are Didactics, Methodology and Literature. She is also a published short-story writer.
Rediscovering the coursebook, an exciting journey
Coursebooks may be considered a salvation or a curse! In this session we will look at different ways to make the most of coursebooks according to our teaching beliefs and learners’ needs. We will find ways to reuse materials in different ways by adapting, extending, personalising and supplementing the existing tasks. We will deal with grammar, vocabulary, skills, visual literacy, critical thinking and technology. Coursebooks can become a flexible and updated resource so join me and find out how to make your materials come alive!
Licenciada Vicky Saumell
Vicky Saumell holds the following degrees: Traductor Literario y Técnico Científico Asociación Argentina de Cultura Inglesa (AACI), Licenciada en Tecnología Educativa from Universidad Tecnológica Nacional and a Diploma in the Theory and Methodology of TESOL (Eurolink and the College of Teachers). She is co-author of Teacher Development Interactive: Preparation for the TKT (Pearson), series consultant for English in Common (Pearson) and technology consultant for Kid’s Box series (CUP). She has taught New Learning Environments for the Master’s in ELT at Universidad de La Sabana, Colombia. She is the coordinator of the EFL department at Instituto San Francisco de Asís in Buenos Aires, Argentina.
Empathy: the real challenge of the 21st Century Educator
Are your classes empathy-driven? Would you like to help your students connect to this basic, though extremely important value? As educators, incorporating empathy into instruction can have positive results for your immediate classroom, as well as for the community outside of the school building. Here’s why: Empathy builds positive classroom culture, strengthens community and prepares your students to be leaders. In this hands-on session we will explore each of these 3 concepts, sharing and building together tips and resources that hone one of the most important aspects of Social and Emotional Learning: our ability to connect and not only understand, but also appreciate our differences and similarities.
Licenciada Mónica Rodriguez Salvo
Monica is a “Profesora Nacional de Inglés” graduated from Instituto de Enseñanza Superior “Victoria Ocampo”, Concepción del Uruguay, Entre Rios, Argentina. She is also Traductora Pública Nacional, and holds a degree as “Licenciada en Dirección de Recursos Humanos” from Universidad de Belgrano. She is a Mindfulness practitioner for Education Level 2, graduated from University of California (UCLA). As teacher trainer, she has delivered professional development courses on Methodology, Assessment, ICT in the classroom, Emotional Intelligence, Social and Emotional Learning and Mindful Education in Argentina, Uruguay, Chile and Germany. She has developed courses and materials for teacher training courses both face to face and online. Previously, she led the Regional Coordination of the Academic Consultancy Unit and Teacher Trainer department for Pearson Education Argentina, Peru, Uruguay, Chile and Ecuador. She was also Southern Cone responsible for the project “Efficacy”, focused on Educational Research and Learning outcomes worldwide. Speaker at IATEFL Chile 2015, FAAPI 2015 and 2016, ARTESOL 2014, FAAPI 2012, FAAPI 2014, Anglo Congress Montevideo 2016, Advice Summer Seminar 2014, SHARE Congresses, Mindful Teaching Uruguay, and recently in the 1st Naurolanguage Conference in Germany. She also authored the new section on Social and Emotional Learning for the 3rd edition of the book “What’s up”. Currently she runs her own Educational Institution: MAR Consultoria Educativa, and works as a freelance Speaker and Teacher Trainer.
Digital storytelling: enhancing students’ voice in the 21st century
Storytelling has an important role to play in our EFL teaching. It can serve different purposes. Storytelling is not only to tell a story. It is not only for kids, either. Today, digital storytelling is an invaluable way to help students speak their minds in the English class. When we give students the possibility of expressing themselves, they always have something interesting to say in relation to topics of global interest. In this talk, I will present different digital tools to foster students’ creativity so that they can communicate their ideas to a wide audience going beyond the classroom walls.
Licenciada Silvana Carnicero
Silvana Carnicero is profesora en inglés from Instituto Superior del Profesorado “Dr.Joaquín V. González”. She is Licenciada en Educación from Universidad Nacional de Quilmes. She specialized in Entornos Virtuales de Aprendizaje at OEI, Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura, and she is Especialista en Tecnología Educativa from Universidad de Buenos Aires. At present, she is doing her thesis on telecollaborative projects for her degree as Magíster en Tecnología Educativa (UBA). She currently heads the Language Department at ET Nº33 in CABA and she works at Universidad Nacional Arturo Jauretche. She is also a remote teacher for Plan Ceibal in Uruguay (AEXALEVI) and a virtual tutor for Instituto Nacional de Formación Docente (INFOD).
Rediscovering songs for the teaching of English : A Step beyond.
The presentation will lead teachers into discovering unconventional ways to deal with songs in class favoring an organic approach to their use. The potential of songs is sometimes neglected, left to mere “fill in the blanks exercises” which do not articulate with the general purpose of a given class, not to mention the whole syllabus. Teachers will be exposed to a number of activities which unravel new dimensions of song treatment, considering: Kinesthesia, senses allure, critical thinking, anchoring, and most importantly, the meaningful side to the “fallen-from-grace pentagram princess”.
Arms wide open, hearts expanded, soulful hints, songs are here again to our teacher´s beat!
Profesor Carlos Galizzi
Prof. Carlos Galizzi is a graduate teacher from Instituto Superior del Profesorado “Dr.Joaquín V. González”. He has been a teacher trainer at the "Programa de Desarrollo de Habilidades Docentes", Universidad de Belgrano. He has also trained teachers at CEPA, Education Secretariat City of Buenos Aires. He has obtained a Diploma in "Gestión y Conducción del Sistema Educativo y sus Instituciones” at FLACSO Argentina, an organization created by a UNESCO initiative. He has taught, coordinated courses and done research in ELT for 25 years. He has specialized in Methodology at ISP “Dr.Joaquín V. González”. Carlos is also an actor currently training with Julio Chavez. He is teaching Drama courses in English and training teachers in Drama techniques to improve the teaching/learning experience. He is the creator of “Songs by British Bands for ELT”, a seminar for English teachers. He has toured Argentina and Latin America with this seminar.
So you think you cannot be creative? These activities will show you how. There actually is a recipe!
“Creativity is intelligence having fun,” claims Einstein. Creativity, innovation and imagination play a central role in today’s world, but are we born creative or is it developed and trained? The latest research suggests creativity arises when perseverant obsession intermingles with periods of focus, change and relaxation. This very notion seems to turn the development of learning tasks into unapproachable endeavours. Yet, unlike what many tend to believe, there actually are simple recipes to grease our creative engines. This workshop immerses the audience in a fun spree, getting it to play, adapt and design activities around key creativity metrics.
Licenciada Cecilia Sassone
Cecilia Sassone is a Profesora de Inglés from IES en Lenguas Vivas “Juan R. Fernández” and a Licenciada en Lengua Inglesa from Universidad de Belgrano. She holds three diplomas in e-learning from Universidad Tecnológica Nacional/Net-Learning. She is currently the Director of the English Teacher Training Department at IESLV “JRF” where since 1997 she has delivered the Workshop on Games, Music, Crafts and Technology. She has lectured at different conferences nationwide, worked at all levels of education, and coordinated and taught adults and executives extensively. Her 22 year-research into adult language learning have resulted in the birth of her Spiderweb Method® for teenage and adult language learning, which has earned her the “Innovation and Achievement Award 2015” by the Share Education Committee.
Your teen students like to say no? Give them brain-friendly games!
Are your teenage students impulsive, moody and self-centered? This is all you need to have a successful class! Make the most of your students’ skills and plan your classes using brain-friendly activities. Teach vocabulary and grammar in context engaging your students in their own process and progress. Help them discover the close link between feelings and how well they can learn things. In this interactive session we will share dynamic games, activities and ideas to activate your students’ brain holistically.
Profesora Eugenia Dell’ Osa
Eugenia Dell’Osa graduated as Profesora de Inglés from Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional. She has been a Whole Language facilitator and an English in Action teacher, teaching English to SEN students through Process Drama. She is currently an Educational Consultant and Material Designer for The Buenos Aires Players®; and an Alternative Language Learning® Teacher Trainer and Material Designer. She ran her own language school for babies and VYL. She founded Plan Up, to provide teachers with practical hands-on tools and strategies from real experience and has delivered workshops and talks in Argentina and Chile. She is Deputy Head at a Bilingual Kindergarten in GBA.
Play is big deal: Rediscovering play in educational contexts
Much has been said and written about the role of playing in ELT contexts and in education in general. But, do we really know what playing implies? What makes a game a game and not just an enjoyable activity in which our students have fun? In this workshop, we will explore the “ingredients” of play and how to include them in the ELT classroom. We’ll rediscover the significance of games by playing a full kit of them, bearing in mind diverse language levels, ages and environments of all kinds.
Profesora Especialista Fabiana Parano
Fabiana Parano is Profesora en Inglés from Instituto Superior Argentina 2000. Especialista en El Juego en Contextos Educativos from Escuela Normal Superior N°4 “Estanislao Severo Zeballos¨, an actress and a storyteller. She has majored in Storytelling at Estudio de Narración Oral Ana María Bovo. She has done intensive training as Clown, the Art of Mimicry (Mimo teatro Escobar-Lerchundi), Physical Theatre and the Use of Masks on Stage (Estudio Belisario, Marcelo Savignone).
She teaches Storytelling in the Classroom at Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan Ramón Fernández” and at Escuela de Maestros (ex CePA , Ministerio de Educación, Ciudad de Buenos Aires.
Are you happy with textbook English? Have a taste of the super new real English of the real world
Have you ever thought that most of us have been taught English by people who in turn learnt the language in the 50’s or the 60´s or even before? Have you ever stopped to think that the books we´re using were, in cases, written in the 80´s or 90´s? Don´t you think we might be teaching outdated English nobody really speaks in the streets of London, New York or any other English –speaking country today?
We might be speaking (or writing) the English that Marty Mc Fly would have spoken in the 1950’s had he really had the chance to go back into the “future”! The big problem is that the English that our students will need when they go out into the real world has nothing to do with the English of the 50’s or the 80's.
In this presentation, I will help you to get a taste of up-to-date English and provide practical examples on how to keep au courant with the brand new English that our kids will probably be using in the next years to come.
Profesor Especialista Mariano Nastri
Profesor en Inglés e Inglés Técnico and Licenciando en Lengua Inglesa (abd) from Universidad Tecnológica Nacional.
University Assistant Lecturer in Language III and IV at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional.
Primary and Secondary School teacher at various educational institutions.
He has specialized in in-company EFL teaching training professionals and executives for more than 10 years.
Happy classrooms, happy kids, powerful learning
The fact that fun is an essential part in the learning process of the very young learner is undisputable. Although Maria Montessori stated almost a century ago “Play is the work of the child”, still today, many educators are not familiar with play as a method of thinking and ¨fun discourse¨ or how to implement these in their classrooms.
In this talk, we will explore these principles and analyze practical examples of their application in
activities such as songs, shared book experiences and big books to create powerful speech-print connections and paving the way to literacy.
Licenciado Carlos Petrini
Carlos Petrini is a Profesor de Inglés from Instituto Superior Santa Cecilia and a Licenciado en Lengua Inglesa from Universidad Tecnológica Nacional. He teaches primary, secondary and tertiary levels in chivilcoy Buenos Aires. Taught Práctica Docente at Instituto Superior Santa Cecilia for four years, he also teaches English at Instituto Integral Católico, Colegio Santa Cecilia and Centro Universitario Chivilcoy
Hitting the “refresh” button on skills.
The training of skills has never been more relevant as we are constantly updated on our learners and their environment. But how can we keep up with these changes when there is so much pressure in terms of time and the syllabus at our schools and institutes?
Fortunately, where there's a need there's a way: we know that our students need to pass exams and these exams seek to train them for the ever-increasing demand to use English out there in the real world, where skills are a fundamental necessity.
Rather than changing the paradigm, in this session we will look at practical and time-efficient skills training, providing our students with the tools to approach reading, writing, listening and speaking with confidence: even knowing how to do so when you, their teacher, are not around.
Florencia Clarfeld CELTA, IHC TYL, IHC ELE-ESL
Florencia Clarfeld is an IELTS Teacher Trainer at IELTS Argentina, where she coordinates, writes and delivers online and face-to-face training for teachers.
She coordinates IELTS courses at universities around the country and is currently working as an academic consultant for the language department at Universidad Nacional de la Patagonia.
Florencia has taught adults, YLs and VYLs across a full spectrum of levels and Cambridge main-suite exams in both Uruguay and Argentina.
She holds the Cambridge Certificate in English Language Teaching to Adults, the Cambridge Certificate in the teaching of Younger Learners and Teenagers and the International House Certificate in Teaching Spanish as a Second Language.
Keep Talking - Developing Speaking Skills with Adolescents and Adults
It is often the case that we are faced with a silent classroom, no matter how simple the question we ask. This is often very frustrating, since we aim at developing all skills equally. In the case of teens and adults, it becomes an even more pressing matter as their ability to speak is the one they need to rely on the most in the world beyond the classroom. In this session we will explore together the reasons behind this apparent lack of engagement and share different examples of classroom practice that aim to overcome this hurdle and get our students to Keep Talking.
Profesora Marina Sak
Marina Sak graduated as Profesora en Inglés at Instituto de Enseñanza Superior en Lenguas Vivas "Dr. Juan Ramón Fernández" and has a vast experience in TEFL. She has worked for the Government of the City of Buenos Aires as well as other public and private institutions. Since 1995 she has been part of the staff at Asociación Argentina de Cultura Inglesa (AACI), where she has been teaching the various levels offered by the centre and participated in numerous training events both for AACI staff and associated teachers. She is also a Cambridge English Speaking Examiner for Young Learners, General English and Business English.
Emotional Intelligence Boosters
In this session we will deal with a brief description of the theory of Emotional Intelligence and an approach connected to it as well as with practical ideas to boost emotional intelligence in the classroom using the enactive, iconic and symbolic modes of thought, bearing in mind the role of the teacher as a facilitator.
Licenciada Cecilia Ramirez
Cecilia Ramirez is a Profesora de Ingles from Instituto Superior de Formación Docente Nro 21 "Dr Ricardo Rojas" and Licenciada en Ciencia de la Educación from Universidad del Salvador .Her main academic interests are Methodology and Emotional Intelligence.
She is the author of “Tales for the beholder” (1999), “ Aprendiendo a Encontrar Heroes” (2016) and “ Tales on the mind/heart highway” (2016) as well as other tales, poems and songs to boost emotional intelligence in the classroom and in everyday life.
She has been teaching Ingles y su Ensenanza and Espacio de la Practica at Instituto del Profesorado “D.F. Sarmiento since 1997.
Going Global: giving CLIL a chance at state-run schools.
The theoretical rationale behind the teaching of English at High Secondary Education in the province of Buenos Aires is mainly framed within the principles of CLIL and TBL learning.
The aim of this presentation is to show a series of CLIL-based tailor-made booklets designed for the integration of contents common to the Natural Sciences and Social Studies orientations.
We will explore at some activities which, albeit promoting the understanding and analysis of expository texts as the reference point for all the continuing work, enhance, at the same time, the development of linguistic competence as a vehicle of learning about issues related to the process of Globalization in different spheres of human life.
Magíster Maria Paula de la Peña
María Paula de la Peña graduated as Profesora Nacional de Inglés at Escuela Nacional Normal Superior del Profesorado, Junín. She is also Licenciada en Enseñanza de Inglés como Lengua Extranjera from Universidad CAECE and has a Master of Arts in teaching English as a Foreign Language (TESOL), University of Jaén, Spain.
She has taught English for 21 years at primary and Secondary levels both at state-run and private schools in the urban as well as rural area in the province of Buenos Aires. She is currently teaching at EES N 4, EES N 6 and Colegio San Jose in her hometown, Bragado. Maria Paula has also run a private English Language Teaching Center for 19 years. She gained experience in Teaching Training as she worked at ISFD N 78 teaching Ingles y su Enseñanza I, II and III, Espacio de la Práctica Docente II and Lengua y Cultura II.for more than 8 years.
She also had an ad honorem position as a co-teacher in Linguistics and Foundations for Language Teaching for two years at the Licenciatura en Enseñanza de Ingles Universidad CAECE. She spent one school year in the US participating in an International Visiting Faculty Programme as an ESL teacher at Woodington Middle School in Kinston North Carolina. There she made gained experience in CLIL methodology as she was in charge of teaching Language Arts, Biology and Social Studies to foreign students
Argentina en Vivo (Español para extranjeros): la argentinidad for export
“Argentina en Vivo” es la presentación de un curso de español como lengua extranjera para jóvenes y adultos que deseen comunicarse dentro del contexto de la República Argentina. Haciendo énfasis en valores federales, inclusivos y democráticos, el docente se acerca a una propuesta que pone en contacto al estudiante con las costumbres, aspectos culturales, hábitos y formas de pensar y actuar de los habitantes de este país, proveyendo un marco de diversidad que promueve el desarrollo de habilidades comunicativas y la oportunidad de convertirse en un hablante interculturalmente competente.
Profesora y Traductora María Chiaraviglio
María A. I. de Chiaraviglio es Profesora de Inglés y Perito Traductora en Inglés egresada de la Universidad Nacional de Córdoba en la que también realizó cursos de posgrado en la enseñanza de español como lengua extranjera. Fue Becaria Adjunta de Español en Davis and Elkins College en Estados Unidos y realizó cursos de Lingüística y Metodología en la Universidad de Reading becada por el Consejo Británico. Se desempeñó como docente de Lengua Inglesa, Metodología y Práctica en el ISP 2 “J. V. González”, coordinadora del Departamento de Lenguas Extranjeras de la Universidad Tecnológica Nacional y en la actualidad es profesora de Español como Lengua Extranjera.
Profesora y Traductora María Eugenia Marzioni
María Eugenia Marzioni es Profesora y Traductora de Inglés egresada del ISP Nro. 2 “J.V.González” (Rafaela), Licenciada en Gestión (UCSE, Rafaela), Especialista en Lectura, Escritura y Educación (FLACSO, Buenos Aires), Especialista en Educación y TIC (INFOD, Buenos Aires) y tiene un posgrado en Enseñanza de Español como Lengua Extranjera (IES 28, ROSARIO). Se capacitó en Metodología y Cultura en Claremont College (Claremont, CA, USA) becada por Fullbright y IREX (USA). Es directora y docente de la EESO 429 “Mario. R. Vecchioli” y docente de Seminario de Integración y Síntesis del ISP 2. Es directora de teatro en inglés y español de los elencos “The Troupe”, “The Globe” y “Bambalinas” y presidente del Centro Ciudad de Rafaela.