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Professional
Development Conference
30th
Anniversary
INSPT - UTN |
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CONCURRENT SESSIONS Abstracts and Bio Data of Presenters
GROUP
1 10:00
- 11:00 hours
Presentation
1 Room
# 2.04 - Second Floor Rediscovering
Narrative Writing In
a globalised society ruled by science and technology, narrations seem to
have lost their lure. However, we live most of our lives in a world built
by the norms and mechanisms of narrations. Without the capacity to narrate
we would have no biography, no memory, no culture. The skill to tell and
write engaging stories carries major implications for our students, not
only at a linguistic level, but at a metacognitive one. Prof.
Noralí Karamanian Profesora
en Inglés - Instituto Superior del Profesorado "Dr. Joaquín V. González".
Actualmente se encuentra preparando su tesis de grado de la Licenciatura
en Gestión Educativa de la Universidad CAECE donde también cursa la
Licenciatura en Educación. Profesora de Lengua Inglesa I en el Instituto
Nacional Superior del Profesorado Técnico de la Universidad Tecnológica
Nacional.Profesora del curso de ingreso al Profesorado de Inglés en el
Instituto Superior del Profesorado "Dr. Joaquín V. González". Ex-
profesora de lecto-comprensión a estudiantes de 3er año de la Carrera de
Economía de la Universidad Nacional de General Sarmiento. Ex-
Coordinadora del área de Inglés en el nivel medio de New Model School
donde también se desempeñó como profesora de Literatura Inglesa para el
Bachillerato Internacional. Presentation
2 Room
# 2.05 - Second Floor The
Acquisition of the Double Negative Construction in EFL. The
Double Negative Construction (e.g.: I don´t have anything) is a late
acquisition for Spanish speakers learning English as a Foreign Language. Lic.
Mariela Lucente Profesora
en Inglés e Inglés Técnico - Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional. Licenciada
en Tecnología Educativa - Facultad Regional Avellaneda de la Universidad
Tecnológica Nacional.Candidata a la Maestría en Ciencias del Lenguaje -
Instituto Superior del Profesorado "Dr. Joaquín V. González".Lecturer
in Language II, Language and Culture I y Language Teaching Practices II en
el Instituto Superior de Formación Docente N°88, Prov. de Buenos Aires. Profesora
de Language Teaching Practices III en el
"Instituto San José de Calasanz", Prov. de Buenos Aires.
Former Chair of Technical English and ESP at Universidad Tecnológica
Nacional, Facultad Regional Haedo
- Buenos Aires. Presentation
3 Room:
Auditorium - Second Floor A
Chicken without Bones or The Use of Magic in the Teaching of
Communication. We
all want our students to communicate. We all want our students to be
flexible and fluent in their actual "use" of the language but we
often shy away from grammar, or we believe in the magic of "grammar
boxes" and "grammar summaries" strategically placed at the
end of the book. After all, we have been told once and again that
"while we focus on communication, grammar will take care of
itself". But will it? If
it won't,how much grammar should we teach and how? Should we start writing
grammar with a capital "G" again? Lic.
Omar Villarreal Profesor
en Inglés e Inglés Técnico - Instituto Nacional Superior del
Profesorado Técnico. Licenciado en Ciencias de la Educación con
especialización en Educación Formal - Universidad Católica de La Plata.
Licenciado en Tecnología Educativa - Facultad Regional Avellaneda de la
Universidad Tecnológica Nacional.Técnico en Medios Audiovisuales
Aplicados a la Enseñanza - Centro de Enseñanza de Alta Capacitación,
Barcelona, España. Estudios de post-título en Lingüística Aplicada en
el Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández".
Estudios de Postgrado (en curso) en Investigación Educativa (Maestría
CAE - Universidad Nacional de Córdoba). Profesor en el Área de
Lingüística Aplicada en la Universidad Tecnológica Nacional y en Lengua
Inglesa I y IV y Didáctica en el Instituto Superior de Formación Docente
Nº 41 de Adrogué. Profesor de Didáctica del Inglés para Propósitos
Específicos en la Licenciatura en Inglés - Universidad Católica de La
Plata. Ex- Profesor de Estudios Culturales: Sociología en la Licenciatura
en Lengua Inglesa - Facultad Regional Villa María, Córdoba. Capacitador
de la Red Federal de Formación Docente Continua, Centro de Pedagogías de
Anticipación del Gobierno de la Ciudad de Buenos Aires y del Ministerio
de Educación de la Provincia
de Buenos Aires. Ex-
Director de la Escuela de Inglés de la Universidad Austral y
Director del Instituto Superior del Profesorado Modelo. Ex-
Director de Secundaria del Instituto Modelo de Banfield y del Colegio
"Los Molinos". Ha dictado conferencias en todas las provincias
argentinas así como en Chile,
Paraguay, Uruguay y Perú. Es el autor y co-autor de más de 20 libros de
texto, entre ellos: "Polimodal English", "Resource
Files", "Grammar Explorer" y "Top Teens"
publicados por Macmillan Publishers. Presentation
4 Room
# 1.07 - First Floor Literary
Linguistics or the way to Literature through Linguistics. Literary
Linguistics is the newly emerging science of modern linguistics which is a
descriptive tool for accounting for literature. Trad.
Silvia Sneidermanis English-Spanish
Translator from Universidad
Argentina de la Empresa. Post-graduate studies in Interpreting. Candidate
to the M.A. in Literary Linguistics - University of Nottingham, England.
She specialized in English Literature II (Chair: Prof. Ricardo Cavallini)
at Instituto Superior del Profesorado "Dr. Joaquín V. González".
Lecturer of Contemporary Literature at Instituto Nacional Superior del
Profesorado Técnico de la Universidad
Tecnológica Nacional. Language
Teacher at Martin Buber School (IGCSE, CAE, FCE). Interpreter
at various International Film Festivals (Mar del Plata - Buenos Aires).
Presentation
5 Room
# 1.08 - First Floor Effective
Marketing for Language Schools Marketing
is an essential tool to find new students, to keep the ones already in our
institutions happy and to find and keep the right people who would be
able to lead the right communication strategy and achieve the
planned goals. Using those needs as a frame of reference, the aim of this
workshop is to focus on the practical formation of habits related to proactive attitude,
synergizing, negotiation, time management and definition of objectives
that lead to develop effective, collaborative and interdependent talents
in educational organizations. Lic.
Nancy Cortell M.A. Masters
Degree in Marketing - UCES - Universidad de Ciencias Empresariales y
Sociales, Argentina. Certificate in Effective Communication in Education
with Merit - Trinity College, London. Advanced Diploma and TESOL
Diploma - Eurolink
Examination Board, London. Head
of English at Info English Belgrano from 1995. Presentation
6 Room
# 1.10 - First Floor How
Drama Techniques can help you to become a better communicator and...a
better teacher The
purpose of this workshop is to help teachers and future teachers to feel
more self-confident in their command of the English language, as well as
giving them the chance to acquire more fluency and practice while having a
good time. It is quite frequent to hear in academic areas that students
feel afraid of using the language they are being trained to teach when
they are in front of others. The reasons are varied and they range from a
fear of making mistakes and being judged, to feeling too self-conscious
about the content of what they are about to say. Pupils claim that they do
not consider their comments to be interesting or relevant enough to be
mentioned in a class. However, all these sensations are absolutely
contradictory with the career they are planning for their future: to
become teachers, a profession which requires the skill of standing in
front of others and feel comfortable speaking to them in your second
language. Prof.
Cynthia Fridman Profesora
en Inglés - Instituto Superior del Profesorado "Dr. Joaquín V González".
Cursos de Especialización en Literatura Inglesa a cargo de las profesoras
Nelly Shakespear y Beatriz Mac Nab. Se
desempeñó como profesora en distintos institutos, escuelas y
universidades, entre las cuales se encuentran el Lincoln School (Lengua
Inglesa), Escuela Secundaria Martín Buber (a cargo de la preparación
para los exámenes internacionales de la University of Cambridge Local
Examinations Syndicate PET - FCE - CAE), Universidad Tecnológica Nacional
(Lengua Inglesa I y Jefa de Trabajos Prácticos de la cátedra de Lengua
Inglesa III). Además
se desempeñó como directora de "N.E.W" (Native English
Workshop), Instituto Hamilton, y Upgrade School of English. Presentation
7 Room
# 1.14 - First Floor Strategies
for the Teaching of Intonation in Higher Education Although
intonation pedagogy is usually considered a nightmarish task, most
intonation problems can be overcome if trainers adopt a positive approach
from the start. The aim of this workshop is to help teachers of Oral
Expression at the Training College in the formulation of new strategies
for the teaching of intonation, to provide their students with a more
meaningful interactional explanation of the significance of the speaker's
tone choices. Revising
Brazil's studies of intonation and meaning, the Workshop leader will focus
on a set of more "natural" pedagogic strategies to draw up when
planning the syllabus of Oral Expression. She will show that intonation is
best introduced by engaging students' own emotions: "Loves and
Hates", "Preferences and Dislikes", "Satisfaction and
Inadequacy", without ignoring the equally useful approach to the
status of "givenness" and "newness" in the information
structure. Lic.
Nancy Fernández Profesora
en Inglés - Instituto Superior del Profesorado del Oeste. Licenciada en
Lengua Inglesa - Universidad del Salvador. Senior
Assistant Teacher - Universidad Nacional de La Matanza. Lecturer
at Instituto Superior de Formación
Docente N° 21,
Moreno, and at Instituto Superior de Formación Docente
N° 88, San Justo. Member
of a Research Team at Universidad Nacional de La Matanza. Presentation
8 Room
# 1.16 - First Floor To
translate or not to translate: Is that the question? In
this workshop participants will briefly discuss the relationship between
translation and language teaching in the past, and explore the new
possibilities open to teachers in the light of modern translation studies,
teaching strategies and linguistic trends. It will be essentially
"hands on" and will involve analyzing different sources and
scenarios as well as drawing on personal experience to work out group
activities under the guidance of the workshop leader. Trad.
Claudia Hortas Claudia
Hortas holds a degree in Technical, Literary and Scientific Translation
from Instituto de Eenseñanza Superior en Lenguas Vivas "Juan R. Fernández".
She taught Technical Translation
at the Instituto Nacional Superior del Profesorado Técnico de la
Universidad Tecnológica Nacional between 1977 and 1989 and is currently
teaching General Translation and Technical Translation at the Instituto de
Enseñanza Superior en Lenguas Vivas "Juan R. Fernández". Her
work as an independent translator has involved mainly translating
scientific papers into English. Presentation
9 Room
# 0.02 - Ground Floor James
and the Giant Peach: A magic trip through Writing and Reading The
six traits, main ingredients in the Writing Process, serve as flexible
scoring rubric guiding teachers in order to better understand students'
needs and performance. They prove to be a useful tool for Elementary,
Middle School and High School kids to assess themselves fostering
successful readers and writers. During
this workshop we will embark on a trip with James and the Giant Peach,
where strategies and useful tips on the use of the 6 traits will be
revealed. Prof. Judy Kievsky M.A.
Presentation
10 Room:
Computer Lab - First Floor Prof.
Alfredo Bilopolsky
Alfredo
Bilopolsky is Profesor en Inglés e Inglés Técnico - Instituto Nacional Superior de Profesorado Técnico de la
Universidad Tecnológica Nacional. Director
of Studies at Escuela Integral Natan Gesang. He is a British Council
Consultant in Computers & Internet Training and he has delivered
workshops on this subject in different conferences in Argentina. He
has taught General English to young children, teenagers and adults at
prestigious ELS´s in the city of Buenos Aires. GROUP
2 11:30
- 12:30 hours Presentation
11 Room
# 2.04 - Second Floor Teaching
Comprehension and Exploring Multiple Literacies Whatever
grade level, content, or texts you teach, your ultimate goal is to develop
your students' understanding of what they read. This workshop offers a
wealth of ideas to help your students comprehend different types of texts
and literacies, from technology literacy to visual, theater, and music
literacy. You'll find instructional strategies and activities on a wide
range of topics, including narrative and expository texts, graphic
organizers, as well as picture books integrating music, reading, and
writing. Prof.
Maria Teresa Manteo María
Teresa holds a degree as an English Teacher for Primary and Secondary
School from Instituto de Enseñanza Superior en Lenguas Vivas "Juan
R. Fernández", where she also completed a post-graduate course in
English Literature.
Presentation
12 Room
# 2.05 - Second Floor And
now...English for Babies Babies,
as from four months of age, are learning English in Argentina and other
Spanish speaking countries. María Marta Suárez will deal with the four
reasons (phonological - grammatical - developmental - affective) she has
found to start teaching English to such a young age group. Prof.
Maria Marta Suarez Presentation
13 Room:
Auditorium - Second Floor Travelling
across the curriculum. Crosscurricularity in the classroom Let's
start an exciting journey across the curriculum! Prof.
Fernando Armesto Profesor en Inglés e Inglés Técnico - Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional. Profesor de Didáctica I, Residencia Pedagógica y Supervisor de Prácticas Profesionales Docentes en el Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional. Director de Inglés de los niveles Primario y Secundario del Colegio Belgrano Uno. Ex-Profesor de Lengua Inglesa en la Universidad Austral y la Universidad del Museo Social Argentino. Ex-Director de Inglés del Instituto de Educación Integral. Desde 1996, se ha especializado en ESP, trabajando en las áreas de Turismo, Catering, Periodismo y Administración Hotelera. Es co-autor del Resource File "Tourism" publicado por Macmillan Publishers. Ha participado en varios grupos y sociedades de teatro educacional y como profesor ha enseñado teatro a niños, jóvenes y adultos. Se ha desempeñado, asimismo, como actor y asistente de dirección en varias obras de teatro en las compañías The Buenos Aires Players y The Suburban Players. Presentation
14 Room
# 1.07 - First Floor It's
story time, folks! Reading
aloud and storytelling bring children and the world of literature together
by stimulating their imagination and creating enthusiasm for reading,
writing, listening, thinking and telling stories. Prof.
Patricia Gómez Profesora
en Inglés e Inglés Técnico - Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional.
Coordinadora
para el Tiempo Libre graduada en el Estudio "Inés Moreno".
Narradora Oral graduada en el Instituto Argentino de Narración Oral.
Actriz. Lecturer in Language
I and Children´s
Literature at Instituto Nacional Superior del Profesorado Técnico
- Universidad Tecnológica Nacional. Former lecturer in Children´s
Literature at Instituto de Enseñanza Superior en Lenguas Vivas "Juan
R. Fernandez". Former coordinator of English at Instituto Lange Ley.
Former director of school shows and grade teacher at Columbia School.
Former editor of English Teaching in Action, a magazine for teachers of
English. As
an actress she has played roles in plays with The Buenos Aires Players and
The Suburban Players. She is now performing with the acting company of
theatre Actors Repertory Theatre at the British Arts Centre. Pat
is an active lecturer on drama, games and storytelling and has conducted
workshops and seminars all over the country. She has specialized in her
field of work both in English and Spanish. She has recently published her
first book: "Rhymes and Fingerplays". Presentation
15 Room
# 1.08 - First Floor The
Search for Quality in Education: How to evaluate your school. How
good is my school/department? How would my school/ department compare with
other successful schools/departments? Can my school/department become a
"high quality" one? Are there any standards that I can use to
effectively evaluate my school/department? Will those international
standards help me to improve the quality of my school/department? Lic.
Marina Kirac Profesora
en Inglés e Inglés Técnico - Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional. Licenciada
en Gestión Educativa - Universidad Nacional de Lanús. Completó
su Curso de Adscripción en Gramática Inglesa II en el Instituto Superior
del Profesorado "Dr. Joaquín V. González". Profesora
de Gramática Inglesa II en el Instituto Nacional Superior del Profesorado
Técnico de la Universidad Tecnológica Nacional, de Lengua y Expresión
Escrita I en el Instituto Superior de Formación Docente Nº 35 y de
Lengua y Expresión Escrita III en el Instituto Superior de Formación
Docente Nº 41 de Adrogué. Directora
de Inglés de los Niveles Inicial, Primario y Medio del Colegio Modelo
Lomas. Ex-Profesora
de Gramática Inglesa II en el
Instituto Superior del Profesorado "Dr. Joaquín V. González" y
el Instituto de Enseñanza Superior en Lenguas Vivas "Juan R.
Fernández". Ex-Directora
de Inglés de los Colegios "Belgrano Uno" y "San Agustín".
Ex-Rectora
(Secciones Español e Inglés) de "Generation College" y
Directora de Estudios del Colegio Secundario "Antonio Mentruyt".
Co-Autora de "Resource Files for Polimodal English",
"Grammar Explorer" y de la serie para adolescentes "Top
Teens", todos publicados por Macmillan Publishers. Lic.
Andrea Casareski Licenciada
en Gestión Educativa - Universidad Nacional de Lanús. Profesora
de Inglés e Inglés Técnico - Universidad Tecnológica Nacional. Profesora
de Historia (Inglés) en el Colegio "St. Michael´s" - Adrogué.
Ex-profesora
de Historia (Inglés),Literatura (Inglés) y Lengua (Inglés) en el
Colegio "Newlands" - Adrogué. Ex-profesora
de Lengua (Inglés) para IGCSE en el Colegio "Generación" - Témperley.
Ex-profesora
de Inglés Técnico en el Instituto Superior del Profesorado "Pbro.
Dr. Antonio Maria Saenz" - Lomas de Zamora. Ex-profesora
de Inglés (Nivel Primario Bilingüe) en el Colegio "Los
Molinos" - Olivos. Ex-profesora
de Inglés Nivel Primario (Inglés Intensivo) en el Colegio
"Grilli" - Monte Grande. Presentation
16 Room
# 1.10 - First Floor
Let's
build up aspect together! Are
events grammatical objects? Is it possible to construct aspect? Presentation
17 Room
# 1.14 - First Floor Promoting
self-directed learning: a strategic approach Without
a real say in their own education, students are unlikely to transfer
'learning strategies' to situations outside the classroom. This seminar
will show how the use of a negotiated syllabus and the sharing of roles
once exclusive to the teacher, such as assessment, provide a framework for
self-directed learning.
Professor
Town has a Bachelor of Science in Psychology and a Master of Arts in
English Language Teaching as well as a postgraduate Diploma in English and
Spanish Translation. He
has worked for many years as an academic consultant and ESP (English for
Specific Purposes) teacher in Spain. He has also taught English for
Academic Purposes at Manchester University and at the University of Essex.
He has given seminars on Academic Writing and Contrastive Linguistics. Currently
a Lecturer at the Licenciatura and Maestria en Inglés at the University
of Belgrano, he has done research in learning strategies, second language
acquisition and needs analysis.
Presentation
18 Room
# 1.16 - First Floor Using
a Literary Text for Language Practice. Prof.
María Isabel Copello Prof. Caridad Teresa Noriega de Mayor Profesora
en Inglés - Instituto Nacional Superior del Profesorado "Dr. Joaquín
V. González". Ex-Directora del Departamento de Inglés de Colegio
Nacional de Buenos Aires dependiente de la Universidad de Buenos Aires. Ex-Profesora
de Lengua Inglesa II en el Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional. Presentation
19 Room
# 1.18 - First Floor
Development
of Writing Skills in the EFL classroom.
The
development of writing skills in the EFL class has proven to be of
paramount importance for a teacher not only teaches to write but
encourages students to write to learn. This workshop attempts to
demonstrate how motivating activities can enhance/boost writing skills in
an EFL class. Dra.
Alicia Ramasco Ph.D.
Alicia
is a PhD in English from Universidad
del Salvador. She was a Fulbright and an American Field Service
scholar. She has got an Honours Diploma in American History from Mesa
State College, Grand Junction, Co., United States of America. She has been
teaching English as a Foreign Language for 25 years at different schools
and institutions. In 1997-1998 she worked as Secretary to the English
Department at Pontificia Universidad Católica Argentina. Currently,
she teaches American History at Pontificia Universidad Católica Argentina
and works as an on-line English teacher at Instituto R. Scalabrini Ortiz.
She is also the co-author of the "Performance" series, 3
textbooks for TEFL published by Editorial Stella, Buenos Aires. Presentation
20 Room
# 0.01 - Ground Floor
Teaching
Adults in a Business Setting The
purpose of this presentation is to provide useful tips and tools to teach
adults in a Business setting. The focus will be laid on the profile an
ESL/ESP teacher should have in order to teach executives. Lic.
José María Romero
José
María Romero is a Teacher and Technical, Literary and Scientific
Translator from Instituto de Enseñanza Superior en Lenguas Vivas
"Juan R. Fernández". He also holds a degree in International
Relations - Universidad del Salvador. He acquired his teaching experience
both in Argentina and the United States, where he taught Elementary and
Junior High students as well as In-Company courses, and worked as a
translator for the Argentine Consulate in San Francisco and in Los Angeles
and as an interpreter for law firms in Los Angeles and for accounting
firms in New York City. He has been teaching ESL and ESP at companies
through CASOC for the last 13 years. He has specialized in Business
English and Legal English. He also teaches for Presidencia de la Nación. Presentation
21 Room
# 0.02 - Ground Floor International
Exams: Bridging the Gap between Esol (PET,FCE, CAE) and IGCSE Examinations Lic.
Ana B. Tornese de Pérez Moreno
Licenciada
en Administración y Gestión de la Educación - Universidad Nacional de
General San Martín. Profesora en Inglés - Instituto Superior del
Profesorado "Dr. Joaquín V González". ICT (British
Certification). Head
of English Primary School at St. Gregory's College. FCE,
CPE and IGCSE teacher. Ex-head of English (KG, Junior & Senior School)
at Colegio Jesús María, Bella Vista. Ex-head
of the English Language Department at St. Peter's School. Ex-head of
English Senior School at Pilgrims' College. Ex-teacher
trainer at Instituto Superior del Profesorado "Dr. Joaquín V González"
(Diction I & III). Ex-teacher
trainer at Instituto Nacional Superior del Profesorado Técnico de la
Universidad Tecnológica Nacional (Language III & Methodology).
Ex-teacher trainer at St. Catherine's Teacher´s Training College
(Language I & Methodology). GROUP
3 14:30
- 15:30 hours Presentation
22 Room
# 2.04 - Second Floor
Proactive
Management for Language Schools. Traditionally,
as one of their main functions, managers/directors were expected to react
to institutional problems, students' complaints, parents' demands and
market needs. Proactive management has come to change those views and,
particularly, the relation cause and effect between problems detected and
solutions offered. Lic.
Juan Carlos Udovin Profesor
en Inglés - Instituto
Nacional Superior del Profesorado "Dr. Joaquín V. González".
Licenciado en Lengua Inglesa - Universidad
del Salvador. Candidate for a degree in Psychology - Universidad Argentina
"John F. Kennedy". Former Lecturer at Instituto Nacional
Superior del Profesorado Técnico - Universidad Tecnológica Nacional. He
has started and run several educational projects that include a language
school, a teachers' training college and a private school. He has lately
focused his interests on how psychology can influence and improve the
management of different organizations. Presentation
23 Room
# 2.05 - Second Floor Shhh!!!
- Teachers reflecting! What
do teachers bring into the classroom apart from knowledge? We can enumerate hundreds of "visible"
things, but very few would think of those "invisible" -although
perceptible- aspects that make our classes the greatest success or the
most catastrophic failure. In our workshop we will discover and unveil
through psychological games and tests those aspects that may turn our
classes into one of the most unforgettable events in the lives of our
students, and we'll also have some guidelines to help us change those bits
we might not be comfortable with.
Lic.
Diana Porto Diana
has been teaching English for 20 years now. She has obtained her degree as
Teacher of English Language and Literature at Universidad Nacional de La
Plata and is currently studying for her Master in Teaching English as a
Foreign Language at the University of Vigo. She is a certified
Hypnotherapist and has studied Psychology for three years at Universidad
Nacional de La Plata. During the last 8 years she has been actively
involved in researching on and applying
techniques used in methods derived from the Humanistic Approach. At
present, she is teaching English Language II at Universidad Nacional de La
Plata, Written Expression III at the Instituto Terrero in La Plata, and
several courses of different levels at the Instituto Cultural Argentino
Británico. She is also a member of SEAL - Society for Effective Affective
Learning - and of the American Association of Professional
Hypnotherapists. She has lectured in many Universities around the country
and at the University of Genoa, Italy, where she has presented topics
related to Suggestopedia, the Humanistic Approach and Affective Learning.
Presentation
24 Room:
Auditorium - Second Floor English
for Science and Technology in Secondary Schools: Teaching for Success. This
talk aims at providing teachers with tools to be able to teach English to
students in the field of science and technology. An approach that fosters
the use of students' previous knowledge and sees the teacher as a
facilitator and mediator that empowers the students and helps them become
efficient interpreters of the language in order to become high achievers
beyond the school walls, in the real world.
Lic. Graciela Gazzanego Profesora
en Inglés e Inglés Técnico - Instituto
Nacional Superior del Profesorado Técnico de la Universidad Tecnológica
Nacional. Licenciada en Tecnologías de la Comunicación Educativa -
Universidad CAECE. Profesora de Metodología de la Especialidad y Práctica
Docente en el Instituto Nacional Superior del Profesorado Técnico de la
Universidad Tecnológica Nacional. Directora
de la Sección Inglés en el
Colegio "Beth" en los niveles inicial y primario y profesora en
la Escuela Martín Buber Secundario. Ex-capacitadora
para el Centro de Pedagogías de Anticipación (CEPA) y consultora
para el Ministerio de Educación
en Diseño de Programas para Polimodal. Presentation
25 Room
# 1.08 - First Floor Teaching
and Learning History in the Primary and Secondary School Classroom Let's
face it, History is boring! Especially for younger kids who tend to get
lost in the facts. So why not turn to creativity instead of simply
following the order in the textbook? Prof.
Marina Falasca Marina
Falasca is a graduate of Instituto de Enseñanza Superior en Lenguas Vivas
"Juan R. Fernández". She has been teaching History and Creative
Writing at different bilingual schools in Buenos Aires for the last six
years and has been recently appointed Practicum Supervisor at Instituto
Nacional Superior del Profesorado Técnico - Universidad Tecnológica
Nacional, where she also serves as Graduate Assistant to the Chair of
Didactics II. Presentation
26 Room
# 1.10 - First Floor Revisiting
Effective Strategies for Storytelling Training
in storytelling technique is an especially effective language tool capable
of enhancing diction, fluency, re-telling and basic language structures.
Learning how to tell stories stimulates the creative use of language; it also "personalizes" the learning
experience, breaks down barriers and allows both teachers and students to
participate in a process of transformation that launches learning
far beyond the confines of text books: the author's words and
phrases are reborn on the storyteller's lips and take on a meaning of
their own. In this workshop we will explore, investigate and provide hints
on how to use storytelling as pedagogical tool. Alfred
Hopkins B.A. B.A.
in Social Science and Journalism, University of California at Berkeley.
Journalist, actor and English teacher, Mr. Hopkins studied theatre in
Argentina under Toni Barquet and Ricardo Bartis. He
teaches Diction, Acting and Storytelling at the Instituto de Enseñanza
Superior en Lenguas Vivas "Juan R. Fernández," and has taught
Applied Drama teacher for the Trinity College Licentiate Diploma at CENTUM
since 1999. He is founder of Living Lab of Drama and Communication and of
Opus Imprevistus, investigaciones teatrales. He has published numerous
articles, stories and poems, in English and in Spanish. Presentation
27 Room
# 1.14 - First Floor The
Incidence of the Age Factor in the Development of Linguistic Skills. There
is plenty of bibliography which discusses the age factor in the
acquisition of a second language in the second language environment, but
does this apply to our educational situation, in which English is taught
for only two or three hours a week? Does age have any incidence in these
cases? Are children really more successful than adults in handling the
language under these conditions? The aim of this workshop is to create a
space where teachers and educators will be able to discuss the incidence
of age in the learning of English as a second language.
Prof
Ana
Kuckiewicz Profesora
en Inglés e Inglés Técnico - Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional. En
la actualidad se encuentra en el tramo final de la presentación de su
tesis de la Licenciatura en Inglés por la Universidad Nacional del
Litoral. A su vasta experiencia como profesora de Inglés en todos los
niveles del sistema educativo se une su especialización como
administradora de instituciones educativas. Es Profesora Ayudante en la cátedra
de Metodología de la Especialidad I en el Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional. Es autora y
co-autora de diversos ensayos y artículos en su campo de especialización.
Presentation
28 Room
# 1.18 - First Floor How
to deal with word stress without getting stressed Stress
is often a stumbling-block
for the EFL learner whose mother tongue is Spanish. Thus in this workshop
a considerable number of rules concerning the stressing of two-word units
will be provided. In all cases, practice will follow to illustrate such
rules. Prof.
Roxana Basso M.A. Master
of Arts in ELT and Applied Linguistics de King's College, University of
London. Profesora de Fonética II en el Instituto de Enseñanza Superior
en Lenguas Vivas "Juan R. Fernández" y en el Profesorado de
Inglés de la Asociación Argentina de Cultura Inglesa (AACI). Profesora
de Dicción I en el Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional. Es
Profesora de Inglés en el Colegio
Nacional de Buenos Aires dependiente de la Universidad de Buenos Aires.
Fue coordinadora de un Grupo de Interés Especial (SIG) de Fonología en
la Asociación de Profesores de Inglés de Buenos Aires (APIBA). Presentation
29 Room
# 0.01 - Ground Floor Metaphors
in Financial English: Helping teachers and translators disentangle the
mess. A
Semantic Perspective to help the English Language Professional in the
comprehension of journalistic texts on finance Prof.
Virginia López Grisolía Graduate
from Instituto Superior del Profesorado " Dr. Joaquín V. González".
Specialization Course in English Grammar at Instituto Superior del
Profesorado "Dr. Joaquín V. González". B.A.
in English Language from University of Belgrano - Licenciatura en Lengua
Inglesa (thesis pending). Lecturer in English Grammar II at Instituto
Superior del Profesorado "Dr. Joaquín
V. González". Lecturer
in English Grammar I at Instituto Superior del Profesorado
"Dr. Joaquín V.
González". Director of Studies and Owner of Interaction Language
Studio.Professor of Technical English at Universidad del Salvador. Has
been a Teacher Trainer in Methodology, Language and Grammar for the last
15 years. Some of the courses and workshops taught include: Teaching
Adults in Companies, The Adult Learner, Correction of Mistakes, Business
English: a big enterprise, The Language of Capital Markets for Teachers
and Translators, Business Language and Grammar for Teachers. Former
English Grammar Lecturer at the Translator´s Course at Facultad de
Derecho - Universidad de Buenos Aires. Presentation
30 Room
# 0.02 - Ground Floor Frialthy,
Thy Name Is Grammar! "You
don't know your Grammar". "This is a Grammar mistake!", and
the like, can be heard hovering about in English language classrooms,
particularly, in advanced courses and teacher training colleges. Moreover,
these complaints are usually accompanied by threatening and enraging
written comments in red, or in the pedagogically recommended soothing
green, "Study your Grammar!" "Pay attention to your
Grammar!!", etc. But
what do teachers mean by GRAMMAR? Lic.
Efraín Davis M.A. Master
of Arts en Lingüística Aplicada - University College of North Wales -
Reino Unido de Gran Bretaña. Licenciado en Administración de la Educación
Superior - Universidad Nacional de la Matanza. Licenciado
en Gestión Educativa - Universidad CAECE. Profesor
Superior de Inglés. Universidad Nacional de Catamarca. Profesor de Inglés
por el Instituto Superior del Profesorado "Dr. Joaquín
V. González". Profesor
Titular Ordinario - Universidad Tecnológica Nacional - Facultad Regional
Haedo. Jefe de Cátedra -
Inglés Técnico II, Departamento de Ingeniería Universidad Nacional de
La Matanza. Profesor Titular de la
Cátedra de Inglés e Inglés Técnico II del Departamento de Ingeniería
e Investigaciones Tecnológicas - Universidad Nacional de La
Matanza.Profesor titular de Lingüística Aplicada; Lingüística
Contemporánea y su Enseñanza; Lengua Especializada - Universidad CAECE.
Tiene a su cargo cursos de
post-grado para graduados en la Universidad Nacional de San Luis y la
Universidad Nacional de La Pampa. Coordinador del Centro de Lenguas de la
Universidad Nacional de Quilmes. Investigador
Categorizado (II). Director y
evaluador de proyectos de
investigación y artículos para publicación. Director
de tesistas de maestría y licenciatura. Consultor curricular, autor,
conferencista a nivel nacional e internacional. Presentation
31 Room:
Computer Lab - First Floor How
good is good? The Choice of materials for the EFL classroom:
Myths and traditions vs. Facts, theory and experience. We
usually take the use of audiovisual aids as a beneficial factor in the EFL
classroom, how true is it? The way we will try to answer this question is
a whole discovery in itself. If you believe that making decisions based on
experiential knowledge is not enough, but research work leaves too many
questions unanswered, come and analyse the role of a professional teacher
with us. Prof.
Claudia Alvarez Profesora
en Inglés e Inglés Técnico - Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional. Actualmente
se encuentra en proceso su
tesina de grado de la Licenciatura en Tecnología Educativa - Facultad
Regional Buenos Aires de la Universidad Tecnológica Nacional. Es, además,
maestra especializada en destrezas para el adolescente. Completó su Curso
de Adscripción en Metodología de la Especialidad I en el Instituto
Nacional Superior del Profesorado Técnico de la Universidad Tecnológica
Nacional. Profesora de las cátedras
de Didáctica I y Teorías de Adquisición
de la Lengua y Supervisora de Prácticas Profesionales Docentes en
el Instituto Nacional Superior del Profesorado Técnico de la Universidad
Tecnológica Nacional.
Directora
de Inglés de Nivel Inicial, Primario y Secundario del Instituto Orsino.Capacitadora
del Centro de Pedagogías de Anticipación (CEPA) del Gobierno de la
Ciudad de Buenos Aires. Docente Titular del Gobierno de la Ciudad de
Buenos Aires.Ex- Docente de los Colegios "Horacio Watson",
"Argentina School" e "Instituto San Roque".Co-autora
de "Tourism" Resource
File level 2, del libro de texto "Polimodal English". Prof.
Mónica Zaffaroni Profesora
en Inglés e Inglés Técnico - Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional. Se dedicó a
la enseñanza de Inglés en los niveles primario y secundario en la
Escuela Argentina Modelo, concentrándose en la preparación para los exámenes
de la Universidad de Cambridge / University of Cambridge Local
Examinations Syndicate.A nivel terciario, se concentró en ESP (English
for Specific Purposes) y dictó clases para estudiantes de Periodismo en
Links English Language Centre y de hotelería
y turismo en la Escuela Internacional de Hotelería y Turismo CENCAP. Actualmente
dicta Teorías de la Adquisición de la Primera y Segunda Lengua y de la
Lectura y Escritura en la Primera y Segunda
Lengua, y es Profesora Ayudante de Método III en el Instituto
Nacional Superior del Profesorado Técnico de la Universidad Tecnológica
Nacional. Prof.
Claudia Bourda Profesora
en Inglés - Instituto Superior del Profesorado "Dr. Joaquín V. González".
Traductora
Técnico Científica y Literaria - Instituto de Enseñanza Superior en
Lenguas Vivas "Juan R. Fernández".Traductora Pública -
Universidad Argentina de la Empresa.Profesora de Teorías de la Adquisición
de la Lengua en el Instituto Nacional Superior del Profesorado Técnico de
la Universidad Tecnológica Nacional. Profesora de Lengua Inglesa III y
IV, Metodología de la Investigación de la Lengua Inglesa y Lingüística
General y Aplicada en la Universidad Argentina de la Empresa y de
Adquisición de una Primera y Segunda Lengua y Práctica Docente IV en el
Instituto del Profesorado "25 de Mayo".Ex-Profesora Asociada de
Lengua I y Lengua II en la Carrera de Traductorado Público de la
Universidad de Buenos Aires.Ex-Directora del Departamento de Inglés
(Primario) del
"Colegio de la Esperanza" (Tigre) y del "Colegio
Piaget" (San Isidro). GROUP
4 16:00
- 17:00 hours
Presentation
32 Room
# 2.04 - Second Floor Tailor-making
an ESP course: a case study This
workshop will outline basic guidelines for the design of tailor-made ESP
programmes based on the learners' authentic materials, through the
analysis of a real case. he
creation of a tailor-made course will be presented within the framework of
the client-based approach, based on the company's requirements, the
learners' needs and interests, and their possible match or
mismatch.Participants will discuss different tools for needs analysis,
linguistic analysis and syllabus design as the starting point for the
actual production of an ESP, tailor-made course. This will be followed by
a discussion of the activities designed in the case under analysis and the
various ways in which achievement can be assessed. Suggestions will be
made for the management of tailor-made courses and the relationship
between the company, the course designer, the teacher and the learners. Lic.
Ana Maria Rozzi de Bergel
Profesora
en Inglés, Escuela Normal Nº 1 de Profesoras, Rosario.Licenciada in
Gestión Educativa, Universidad CAECE, currently working towards her
Master in the Coordination of Educational Projects. Coordinator
of the Licenciatura in Teaching English as a Foreign Language, Universidad
CAECE.Coordinator of the English Department at CENTUM, a Trinity College
London's and London Chamber of Commerce and Industry Examination Board's
teacher-training centre. Author of the first Applied Drama syllabus for
teacher education and various textbooks for TEFL.
researcher and lecturer in the field of applied linguistics and
methodology. She has had extensive experience in corporate teaching and
consultancy services, including the design of ESP programmes for companies
and universities. Presentation
33 Room
# 2.05 - Second Floor Problemas
de los Estudiantes de Fonología I Informe de un Trabajo de Investigación de G. Moyano & Ma. Isabel Santa Reflections on why students at Teacher Training Colleges cannot finish their courses,re-attend courses or fail in final exams of the subject Phonetics I, made us start our Action -Research.We incorporated an instrument of evaluation to improve the planning and adjust the assessment of students and teachers' work alike. We designed assessment sheets to verify the student's performance, the teacher's performance and the bibliography used. Data was collected and results were processed for further development of the project. The students' feedback allowed us to interpret the material both quantitatively and qualitatively. Lic.
Maria Isabel Santa Profesora
en Inglés - Instituto de Enseñanza Superior en Lenguas Vivas "Juan
R. Fernández". Licenciada en Educación con orientación en Inglés
- Universidad Virtual de Quilmes.Ha enseñado Inglés a nivel secundario,
terciario y universitario por más de 30 años. Se ha especializado en
Fonología y Práctica de Laboratorio y actualmente es profesora del
Instituto Nacional Superior del Profesorado "Dr. Joaquín V.
González", Instituto Nacional Superior del Profesorado Técnico de
la Universidad Tecnológica Nacional y de la Escuela Normal Superior en
Lenguas Vivas "Sofía B. de Spangenberg".Coordina el Grupo de
Interés Especial (SIG) de
Fonología de la Asociación de Profesores de Inglés de Buenos Aires
(APIBA). Presentation
34 Room:
Auditorium - Second Floor Academic
Writing. "Academic
Writing" will explore the ability to write analytically. It will
foster the kind of high-level thinking and writing skills that are
generally viewed as essential for success in most Higher Education
programmes at both under-graduate and graduate levels. Prof.
Patricia Mauad M.A. Profesora
en Inglés e Inglés Técnico - Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional.M.A. en
Comparative Education and Cultural Studies, Institute of Education,
University of London.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
de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández" y
la Universidad del Museo Social Argentino. Ha sido Jefa de Carrera del
Profesorado de Inglés del Instituto de Enseñanza Superior
en Lenguas Vivas "Juan R. Fernández". Se ha desempeñado
como Coordinadora Académica en colegios bilingües, en la Universidad
Nacional de San Martín y actualmente coordina el Proyecto de Lenguas
Extranjeras del Ministerio de Relaciones Exteriores y Culto/ Instituto de
Enseñanza Superior en
Lenguas Vivas "Juan R. Fernández". Ha sido capacitadora de la
Red Federal de Formación Docente Continua y tutora de la Maestría en
Educational Technology and ELT de la Universidad de Manchester.
Actualmente es capacitadora de los proyectos de fortalecimiento del CEPA
(Centro de Pedagogías de Anticipación) y examinadora oral para la
Universidad de Cambridge/ UCLES ( University of Cambridge Local
Examinations Syndicate). Prof.
Leticia Arcioni M.A. Profesora
en Inglés del Instituto de Enseñanza Superior en Lenguas Vivas
"Juan R. Fernández".Masters Degree en Comparative Education and
Cultural Studies, Institute of Education, University of London.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. González" y la Universidad del Museo Social
Argentino (UMSA). Es ex-docente del nivel superior del Instituto de Enseñanza
Superior en Lenguas Vivas "Juan R. Fernández".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 y ha sido capacitadora de la Red
Federal de Formación Docente 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
"Juan R. Fernández". Es examinadora oral para la Universidad de
Cambridge/ UCLES (University of Cambridge Local Examinations Syndicate). Presentation
35 Room
# 1.08 - First Floor Teaching
Very Young Learners: Choosing and creating activities for the little ones.
As
teachers of English, we love getting all new types of teaching material we
come across with, but we usually lose interest in what we have been
storing for years, just because we believe we must keep up with the latest
fashion. Can't we strike a balance between what is new and what is not?
Should we, for example, leave drill-type activities completely out? When
can these become useful or
necessary? At what stage in our lesson plan should we include them and
why? Why not recycling and adapting old material to our needs in
language teaching? How can we create our own material? Lic.
Andrea Coviella Profesora
en Inglés - Instituto Superior del Profesorado "Dr. Joaquín V. González".Especialización
en Didáctica de la EGB - Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional.Licenciada en Gestión Educativa -
Universidad Nacional de Lanús.Profesora de Didáctica Especial II en el
Instituto Nacional Superior del Profesorado Técnico de la Universidad
Tecnológica Nacional. Profesora de Lengua Inglesa II y
Espacio de la Práctica III en el Instituto Superior de Formación
Docente Nº 41 de Adrogué.Se
ha especializado en la enseñanza del Inglés a niños, ocupando en los últimos
20 años diversos cargos de maestra de grado en los Colegios
"Norland", "St.Marks" y "Nere Echea", Desde
1986 es Directora de Inglés de la Sección Secundaria del Colegio
"Norland".Es co-autora de varios Resource Files de la serie
Polimodal English publicados
por Macmillan Publishers. Presentation
36 Room
# 1.10 - First Floor Advanced
Language: Care for a top-up? Ready
for a cocktail party of words? Many
vocabulary items do not fall into easily taught lexical sets, yet provide
richness in the language of native speakers.
In this fun, experiential session, set in the context of a party,
you will be presented with and practise a wide variety of words,
terms and expressions used in natural spoken and written English, with
which to enrich your vocabularies. Jamie
Duncan B.A. B.A.
(Bachelor of Arts) in French and English and LLB. (Bachelor of Laws) -
Victoria University, Wellington, New Zealand.RSA Diploma in TEFL (A.C.E.
Sydney, Australia).Candidate to the M.Ed. in English Language
Teaching - University of Sheffield, United Kingdom.Master Practitioner and
Trainer in NLP. Lecturer at
the Instituto Nacional Superior del Profesorado Técnico - Universidad
Tecnológica Nacional, Buenos Aires.Jamie runs courses for
teachers with Laura Szmuch under the name Resourceful Teaching.
He
published "Passionfruit" a resource book of teaching ideas in
2000. Co-author of "Really Thriving", an NLP-based handbook for
teacher development of imminent publication. Presentation
37 Room
# 1.14 - First Floor
English
for Science and Technology at university: a daunting task for teachers and
students. English
for science and technology may be a daunting task for teachers as well as
students. Being able to find materials that will keep students motivated
is hard. Designing a class to suit students' needs is paramount. Avoiding
boredom and drop outs is another factor to take into account. Therefore,
in this workshop we shall explore some ideas and techniques in order to
develop material that will engage students. Besides, we shall consider
methodological issues concerning the teaching of ESP and we will look at
student feedback at two different colleges at the end of their courses. Prof.
Sylvia Benson Sylvia
is a teacher at Universidad Nacional del Centro, at the School of Agronomy
and the School of Humanities. Presentation
38 Room
# 1.16 - First Floor Received
Pronunciation, Estuary English or General American? This
workshop will focus on two aspects of accent: phonetic description and
social implication of accents. The audience will be encouraged to
contribute to both aspects of the discussion.The instructor will outline
the phonetic characteristics of RP, EE and GA relying heavily on feedback
from the audience. RP rather
than be described will serve as a point of reference as it is taken for
granted that most Argentine graduates and undergraduates in English, are
familiar with RP. The
origins of RP and EE, both in the southeast of England, will be touched
upon as well as the need of the British upper classes to tone down their
accent.The age-old quandary of the choice of a standard for our Argentine
graduates in English will be raised once more as well as the advantages
and disadvantages of each available choice. Prof.
Norberto Ruiz Díaz
Graduado
del Instituto Nacional Superior del Profesorado "Dr. Joaquín V. González"
lleva ya treinta años de trabajo como profesor universitario en
las materias Fonética y Lengua Inglesa en Profesorados, Traductorados e
Interpretariados. Ha ejercido la docencia, llegando a la categoría de
Profesor Titular en la Universidad del Museo Social Argentino, Universidad
Argentina de la Empresa, Universidad del Salvador, Universidad de Buenos
Aires, Universidad Nacional
de Mar del Plata, Instituto Nacional Superior del Profesorado "Dr.
Joaquín V. González" e Instituto de Enseñanza Superior en Lenguas
Vivas "Juan R. Fernández". Llegó a la categoría de profesor
asociado en la Universidad Católica Argentina. Accedió a varias de estas
cátedras mediante concurso de antecedentes y oposición. El profesor
residió en Inglaterra y realizó estudios de post grado en la Universidad
de Búfalo, Estados Unidos, incluyendo investigación. Además ha actuado
de jurado para proveer de profesores titulares y adjuntos en universidades
nacionales. Presentation
39 Room
# 1.18 - First Floor An
Introduction to the Poetry of Ted Hughes. A
presentation of the British poet laureate, the poet who defied the
conventional. An approach to the understanding of his poetry which he
considered an organism, "an assembly of living parts moved by a
single spirit". Prof.
Maria Marta Furmento Profesora
en Inglés - Instituto de Enseñanza Superior en Lenguas Vivas "Juan
R. Fernández".Completó el Curso de Adscripción en Literatura
Inglesa en la misma institución. Profesora del Programa Actividades de
Extensión del Nivel Superior (AENS) en el Instituto de Enseñanza
Superior en Lenguas Vivas "Juan R. Fernández" y de Literatura
de los Pueblos de Habla Inglesa en el Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional. Presentation
40 Room
# 0.01 - Ground Floor Metaphors Metaphors
are very common in everyday language, in literature and literary
criticism, in science, in understanding the world around us, in teaching,
etc. Metaphors are extremely useful, but they can also be deceiving. So
watch out! Prof. Aldo Blanco M.A. Profesor
en Inglés - Instituto Superior del Profesorado “Dr Joaquín V. González”.
Presentation
41 Room
# 0.02 - Ground Floor Dramathink,
Teaching Higher Order Thinking Skills through Educational Drama. It
has become widely understood that effective language learning involves
more than the four integrated skills of ELT. The missing link is the fifth
dimension .......that of teaching thinking. This workshop will explore the
cognitive processes employed by learners in a drama lesson and see how
they relate to the development of higher order thinking skills.
Reference will be made to Fisher's model of language learning,
Heathcote's premise that drama IS education, Baldwin's cross reference
chart and Cummins´ quadrant of cognitive processes. There will be some
theory and lots of activity. The workshop is based on a replication of a
small scale investigation (Obiglio 2002) into " Teaching Thinking
Skills to six year olds in the Second Language" currently being
conducted at Wellspring School, del Viso, with thirteen year olds. Susan
Hillyard was awarded a B.Ed.
from Warwick University (United Kingdom) in 1972 in Educational Drama and
Sociology and has lived and worked, since then, as a classroom teacher, a
coordinator, Head of Sector, teacher trainer, or speaker in five different
countries (United Kingdom, Singapore, Saudi Arabia, Spain and Argentina). Presentation
42 Room:
Computer Lab - First Floor Technology
and Language Learning Technology
provides an excellent opportunity to interact across borders. This talk
deals with the interaction of two groups of students with different native
languages that are learning each other's native language. We will look at
the discourse produced by two groups of University students:
fifty students of Spanish in the USA exchanged emails, contributed
to Bulletin Boards forums and participated in conversations using Instant
Messaging with fifty students of English in Buenos Aires.
An analysis of the language produced by these three methods showed
a variety of discourse functions, including negotiation for meaning. Lic.
Susana Trabaldo M.A. Traductora
Técnico Científica y Literaria - Instituto de Enseñanza Superior en
Lenguas Vivas "Juan R. Fernández".Licenciada en Administración
de Educación Superior - Universidad Nacional de La Matanza. Diploma de
Postgrado en Educación a Distancia, Universidad CAECE.Master en Educación
Abierta y a Distancia - Universidad Nacional de Educación a Distancia,
España.Ha enseñado Inglés en los niveles primario, secundario y
universitario durante los últimos 26 años. Le interesa la Didáctica en
general y en especial la aplicación de las nuevas tecnologías en la enseñanza
del idioma. Está a cargo de las materias Seminario de Integración Didáctica,
Multimedios Aplicados a la Enseñanza del Idioma y Aplicaciones de Informática
Educativa a la Enseñanza del Idioma en el Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional.Dirige la
escuela de idiomas y de perfeccionamiento docente Bridge English y una
empresa de educación a distancia NET-Learning.
GROUP
5 17:30
- 18:30 hours Presentation
43 Room
# 2.04 - Second Floor Español
para Extranjeros: Enseñar la propia lengua a otros Enseñar
español para extranjeros en situación endolingüe y cuando los
profesionales a cargo son hablantes nativos de la lengua que se enseña
hace que se pongan en juego muchos factores. A nivel de las naciones, políticas
lingüísticas estatales; a nivel de la enseñanza misma, su
"historia" y sus tradiciones; a nivel del mercado, el
crecimiento de la actividad, y la necesidad de políticas editoriales y de
difusión. De ellas, el equipo a cargo de este taller focalizará en las
que atañen al lugar del profesional frente a esta tarea: su formación;
consideraciones acerca de las variedades lingüísticas y sus
representaciones, decisiones acerca de los recortes culturales,
responsabilidad social frente a la enseñanza de la propia lengua.
Lic.
Maria José Bravo M.A. María
José es co-directora del Centro Alpha. Coordinadora de las áreas de
Actualización y de Publicaciones.Licenciada en Letras - Universidad de
Buenos Aires. Specialist Diploma in Comparative Education and Cultural
Studies, University of London, United Kingdom.Es profesora de Lengua Española
I en la carrera de Especialización en Español como Lengua Segunda o
Extranjera, en el Instituto de Enseñanza Superior en Lenguas Vivas
"Juan R. Fernández". Profesora
en cursos de postgrado de español como lengua extranjera de la Facultad
de Lenguas de la Universidad Nacional de Córdoba. Está a cargo del curso
preparatorio para el examen de ingreso de español para la carrera de
Traductorado Público de la Facultad de Derecho y Ciencias Sociales -
Universidad de Buenos Aires, y del diseño, de la toma y de la corrección
de ese examen. Ha publicado diversos artículos sobre didáctica del español
en revistas especializadas.Libros publicados: De naves espaciales, oficios
y costumbres. Ejercicios para la práctica de la lectura y la escritura a
partir de textos (Of. de Publicaciones de la Facultad de Derecho y
Ciencias Sociales de la UBA, 2000), y Gramática en juego. Cuatro lecturas
desde una perspectiva gramatical, (EUDEBA y La UBA y Los Profesores,
2000). Presentation
44 Room
# 2.05 - Second Floor Teaching
Business English: Making a Case for Using Business Case Studies
Is
there a case for using case studies in Business English courses or this
just another teaching-fad?
Caroline
Gwatkin Dip. Ed. Froebel, R.S.A. TEFL
Since
arriving in Buenos Aires in 1981 she has worked as a Teacher Trainer
specialising in Business English, language/curriculum consultant and
Language Auditor. In 1990 she opened THE PLACE which offers In-Service
Training or Development courses and online e-mail modules for Teacher
Development both in Argentina and abroad. Presentation
45 Room:
Auditorium - Second Floor Changes
in School Management: The Personal Dimension In
today's changing world, human resources need more attention than they have
ever before received. School managers, both in public and private sector
settings, should work on the assumption that running an educational
organisation involves transforming teachers from neutral, technical units
into participants who have a particular stamp, sensitivity and commitment.
This presentation will a) introduce and overview the relationship between
individual and professional development in a changing environment and b)
examine how different organisational cultures look at, respond to, and
manage change. Prof.
Alfredo Jaeger Alfredo
R. Jaeger se graduó de Profesor en Inglés en el Instituto de Enseñanza
Superior en Lenguas Vivas "Juan R. Fernández". Realizó
estudios de especialización en Televisión Educativa en el Centre for
Educational Development Overseas de Londres y años después obtuvo su PGD
en ELT Management en la Universidad de Surrey, Reino Unido. Actualmente se
encuentra realizando el proyecto final para su MSc in ELT Management bajo
la dirección del Dr. Charles Mann del Department of Linguistic, Cultural
and Translation Studies de la Universidad de Surrey.
Presentation
46 Room
# 1.07 - First Floor
Integrating
Phonetics and Phonology into the Curriculum
Ever
since the methodologies and approaches to teaching English as a second
language became communication-oriented, an obvious need of our society
since the technological wave, the role of Phonetics and Phonology in the
classroom has been an issue difficult to deal with for teachers. In this
meeting we will deal with: Lic.
Leonor Architector Licenciada
en Administración y Gestión de la Educación - Universidad Nacional de
San Martín.She graduated from Instituto Superior del Profesorado
"Dr. Joaquín V. González" in 1983 and since then pursued a
career in teaching adults working in companies for 12 years. She was a
supervisor for in-company courses and designed projects to work inland
(Tierra del Fuego) in oil campsites. She also wrote articles for Idiomanía.
During this time, she devoted herself to exploring N.L.P.
(Neuro-Linguistic Programming), Visualization with therapeutic effects,
the Theory of Multiple Intelligences and its practical application in the
classroom, the Emotional Intelligence in learning and T.P.R. (Total
Physical Response) for adults through Circle dancing and Yoga breathing
and exercises, all of these aimed at improving oral performance in
English. Currently, she's covering a wide range of teaching levels, from
primary school to post - graduate courses.She holds the Chair of Phonetics
and Phonology at Licenciatura en la Enseñanza de Inglés at Universidad
CAECE. Presentation
47 Room
# 1.08 - First Floor Crafting
and Re-crafting Arguments
The
paper grows out of the belief that a thorough scrutiny of literary texts
is not only an enriching experience that promotes the development of
critical thinking, but it also plays an essential role in the development
of writing skills. It provides learners with literary texts: Prof.
Marina Mayor Profesora
en Inglés e Inglés Técnico - Instituto Nacional Superior del
Profesorado Técnico de la Universidad Tecnológica Nacional.She has been
teaching, designing materials and training teachers at I.C.A.N.A
(Instituto Cultural Argentino-Norteamericano) for a number of years now.
She is currently a teacher at I.C.A.N.A. Escuela Superior, in the areas of
Methodology and Creativity. Presentation
48 Room
# 1.10 - First Floor The
Ethnography of Speech: The Exercise of Power through Language Do
we use or abuse the power words give us? Is power only in the words? Is
this particularly so in the classroom context? How do the elements of
context affect the exercise of power? Can something be done to remedy
"unwanted" situations in the use of power through language? This
presentation will provide a very brief introduction to the study of the
Ethnography of communication as a branch of Sociolinguistics. Prof.
Patricia Onganía Profesora
en Inglés - Instituto Superior del Profesorado "Pbro. Dr. Antonio
Saenz".Actualmente se encuentra abocada a la escritura de su tesis de
Licenciatura de la Licenciatura en Inglés
con orientación Lingüística de la
Universidad Nacional del Litoral.Profesora de Expresión Escrita I,
II, III y IV (Área Gramática y Lingüística) en el
Instituto Superior del Profesorado "Pbro. Dr. Antonio
Saenz".Ex Profesora de los Colegios Bilingües Generation College y
Newlands. Presentation
49 Room
# 1.14 - First Floor
Drifting
into a Coma: The Precarious Health of Reading in the Content Areas
The
data collected in studies, tests and our daily experience in the classroom
show that most students are "at risk" when they tackle reading
activities. The situation becomes even more serious in the case of content
area reading. Prof.
Claudia Rey
Claudia
Rey is a graduate of Instituto
de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández",
with vast experience in the teaching of English as a Foreign, Second and
First Language. Since 1989 she has been actively involved in professional
development in the areas of Reading, Children's Literature, Mathematics
Instruction and Brain-based Teaching and has presented lectures and
workshops in Argentina and abroad. Her experience as an international
speaker includes sessions on Multiple Intelligences and Proportional
Reasoning (National Council of Teachers of Mathematics Annual Meeting, San
Antonio, Texas, United States of America, 2003), Teaching Reading
Strategies with Picture Books (International Symposium, Homerton College,
Cambridge, United Kingdom, 2000) and Brainwashing, an Introduction to
Brain-based Learning (Association of American Schools in South America
Annual Conference, Santiago, Chile, 1999). She is a former lecturer in
Children's Literature at Instituto de Enseñanza Superior en Lenguas Vivas
"Juan R. Fernández" and currently serves as Middle School
Mathematics Head of Department and English and Social Studies teacher at
Asociación Escuelas Lincoln, the American International School in Buenos
Aires. Presentation
50 Room
# 1.16 - First Floor How
to turn students on through Positive thinking? This
workshop will be divided into two sections:
A) an introduction and B) a practical part.In the first part, the
lecturer will give an overview of the topic: "Positive
Thinking". This theoretical presentation will comprise the following
items: ositive
Thinking: Definition - Universal principles based on both Eastern and
Western traditions, and the empirical laws of science and metaphysics.Main
founders of this philosophical/ spiritual movement: Ernest Holmes, Norman
Vincent Peale, Joseph Murphy, etc.How to tap directly into these laws to
positively jumpstart your life.Doing away with
the old paradigm: "Seeing is believing".New
paradigm: Using your mental power within to create the life you
long for.The Pygmalion Effect: How it works when applied to the
educational context.How to apply the principles of positive thinking to
education.In the second part of the workshop, participants will form
groups and will be given worksheets with special activities they will have
to carry out to see how to implement these philosophical
concepts in the
classroom. Prof.
Luisa A. Liev Profesora
Nacional en Inglés e Inglés Técnico - Instituto Nacional
del Profesorado Técnico de la Universidad Tecnológica
Nacional.Adscripta a la cátedra
de Lengua Inglesa IV en el Instituto Nacional del Profesorado Técnico de
la Universidad Tecnológica Nacional.Profesora de Lengua Inglesa I
en el Instituto Superior del Profesorado "Dr. Joaquín V. González".Ex
Profesora de Lengua Inglesa IV en el Instituto Nacional del Profesorado Técnico
de la Universidad Tecnológica Nacional.Beca (IGE) Intercambio de Grupos
de Estudio otorgada por el Rotary International en 1994 como representante
Argentina en República Dominicana.Profesora de Inglés Técnico en el
Instituto Superior del Profesorado "Dr. Joaquín V. Gonzalez" y
en el Instituto Nacional del Profesorado Técnico de la Universidad Tecnológica
Nacional.Jefa de Trabajos Prácticos en la Cátedra de Inglés Técnico de
la Universidad de Buenos Aires (Facultad de Agronomía).Profesora de Inglés
Médico en la Carrera de Medicina de la Universidad Maimónides.Profesora
de Inglés en las Escuelas Técnicas ORT.Maestría de Reiki realizada en
el año 2000 en California, Estados Unidos.
Presentation
51 Room
# 0.01 - Ground Floor Art
and Creativity in the classroom. "An
image is something carved by the human hand on a stone or marble... or any
other malleable material. That piece is moulded by a human hand and
sometimes placed in temples and adored by some men. But it is still man's
creation, an image. We mould our own images, we frame them with our hands
and with our limited minds, our limited thoughts, our limited experience,
our limited knowledge and our limited understanding which is also framed
from our struggles, conflicts, pains...And when we grow older that human
framed figure becomes imposing, stronger and persistent. We base our
existence on that limited image, and we sometimes miss the real beauty,
the depths of our potential. We must look deeper and find joy and growth
in what is farther away from mean impulses and limiting views ".
(words adapted from a conference given by Jaime Barylko). Prof.
Marcela Alicia Vidal. Profesora
en Lengua y Literatura Inglesa - Universidad Nacional de La Plata.Adjunta
Interina a cargo de la Cátedra Práctica de la Enseñanza y Metodología
en Inglés, Facultad de Humanidades, UNLP.Directora del Instituto de Enseñanza
de Inglés International English School - La Plata.La profesora
Marcela Vidal se desempeña en dicha cátedra hace 20 años en forma
ininterrumpida. Ha participado dando charlas en varios congresos, Dicta
cursos de perfeccionamiento Docente en diversos ámbitos educativos.Se ha
especializado en Psicodrama, Programación Neurolinguistica, Sociodrama y
Logoterapia ya que considera a
la enseñanza del Inglés como una posibilidad más de ayudar
a la formación integral de
quien esté abierto a nuevas formas de conocimiento, trascendiendo lo
meramente intelectual.Tiene experiencia docente nacional e internacional,
habiendo dictado clases en dos escuelas en Washington DC y Fairfax. Presentation
52 Room
# 0.02 - Ground Floor Is
the Native Speaker Dead? The
concept of native-speakership occupies a very curious position in Applied
Linguistics. It has been used as a benchmark for linguistic competence as
well as a criterion for employment. However, definitions are somewhat
elusive and the time-honoured supremacy of native speaker teachers has
recently been brought into serious question. With the aid of a
comprehension game, this workshop is aimed to explore the role of the
native speaker in the field of ELT and the different interpretations of an
ambiguous concept that includes both myth and reality.
Juan
Ferretti is a graduate of Instituto Nacional Superior del Profesorado
"Dr. Joaquín V. González" and holds an M.A. in Applied
Linguistics / TESOL from the University of Leicester, United Kingdom.He
teaches Language III and Language IV at CONSUDEC (Consejo Superior de
Educación Católica) Training College
(Buenos Aires), and also Language III, Language I
and Methodology at 25 de Mayo College (San Isidro, Buenos
Aires).His main interests are the Language-Culture Interface and Critical
Discourse Analysis.
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