Street tango dancing in front of a traditional San Telmo café
Semiplenaries: Abstracts and Biodata
 
1.- How to teach teenagers
We all probably agree that teenagers are a difficult age group to teach since many times our teenage students do not want to stay in class in the first place and often their minds can be on other things when we are giving an English lesson. However, teen classes can also be fun and very rewarding for both the teacher and students if teachers find original activities that both capture and hold students' interest.
All of the ideas in this lecture will aim to inspire and engage teenage learners of English and to activate their learning through the right choice of tasks, classroom management techniques and planning strategies to apply.

Lic. Gustavo Paz
Postgraduate Diploma in the Teaching of English as a Foreign Language from the University of Reading, UK. Traductor Público, Universidad de Buenos Aires and Profesor de Inglés, Instituto Superior del Profesorado Dr. Joaquín V. González. He holds a "Licenciatura en Educación" from Universidad Nacional de Quilmes and a Certificate of Master-Practitioner in Neurolinguistic Programming as applied to Education from Escuela Argentina de PNL & Coaching and Resourceful Teaching Institute. He is a lecturer in Methodology at Instituto Superior del Profesorado "Joaquín V. González", Cultural Inglesa de Buenos Aires and Instituto "Sagrado Corazón", and English coordinator at CIBADIST (Distance Teacher Training College of the Cultural Inglesa de Buenos Aires). He is at present working for the Ministry of Education in the Province of Buenos Aires in charge of the curriculum design of "Educación Secundaria Básica". He has lectured extensively on methodological issues and trained teachers all over the country and also in Spain. His main research interests have to do with Brain-compatible and Accelerated Learning
.

2.- How to teach English to children
The aim of this workshop is to reflect upon the makings teachers of young learners should have in order to teach them as naturally as possible. Practical activities will be shown to integrate speaking, listening comprehension (based on live material), writing and reading.We will try to analyze all these activities with a grown up´s mind and a kid´s heart.
Let´s explore this world of fantasy where cartoons, short stories, songs, unforgettable characters, riddles and games will fill our minds and hearts.

Prof. Patricia Claudia de Abreu
Patricia de Abreu is a Profesora en Inglés Instituto Superior del Profesorado "Joaquín V. Gonzalez". She has been teaching young learners, teenagers and adults for twenty years. She has lectured at several ARTESOL conventions and workshops at Casoc,Clara Muñiz & Asociados. She has developed the Casoc listening comprehension modules. She has published articles on Listening comprehension and activities for learners and teachers.

3.- How to teach English in Kindergarten
Most adults find foreign languages quite difficult. They must struggle and put in long hours of hard work to make even small gains in their ability in a new language. However, a child seems to just pick it up out of thin air. To a child, it is all play and no work. Teaching English to very young children can be a very rewarding experience for both pupils and teachers. In this presentation you will be shown how to deal with very young learners and how to help them develop their language skills through a variety of teaching activities and techniques, including TPR, video, songs, games and multimedia and most importantly, how to foster a positive attitude towards learning the language. Real effective classroom examples will be provided.


Prof. Alfredo Bilopolsky
Profesor de Inglés e Inglés Técnico from Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional.. English Coordinator at Hilel School and Kindergarten teacher at Scholem Aleijem School, where he has been teaching for over 12 years. He has delivered workshops on Teaching Young and Very Young Learners in different conferences in Argentina. He has taught General English to young children, teenagers and adults at prestigious ELS´s in the city of Buenos Aires. He is co-author of the Video "Descubriendo en Inglés". He is an Assistant Lecturer in Didactics II at Universidad Tecnológica Nacional.

4.- How to teach a foreign language to adults from a constructivist perspective

In this talk Mady Casco will start by describing what is meant by a "Constructivist Perspective" and then she will analyse the main characteristics of adult learners stated by Malcolm Knowles in his books on Andragogy. After this short theoretical background, Mady will move on to discuss the main issues that concern teachers of foreign languages when teaching adult learners. She will focus on anxiety and inhibition and its effect on motivation. Then, she will engage participants in different tasks that will help to illustrate how the principles of Social Constructivism can be applied in the teaching of adults with excellent results.


Lic. Maria A Casco

Mady Casco graduated as Profesora en Inglés from Instituto Superior del Profesorado "Joaquín .V. González" and specialized in Methodology II with Prof. Ana Armendáriz. She also graduated as Licenciada en Educación from Universidad Nacional de Quilmes.
Mady has been a teacher trainer for more than 15 years, having taught at Instituto Superior del Profesorado "Joaquín .V. González", Universidad Belgrano and Escuela Normal Superior en Lenguas Vivas "Sofía Spangenberg". She has lectured widely on "Andragogy and Constructivism", "The Use of Video and DVD" and "The Use of Mind Maps".She is the director of "At Home-Buenos Aires", an organization devoted to teaching foreign languages and training teachers. Currently, she is designing topic-based units to teach Spanish as a second language to adults.She is also the head of the Capacitación y Desarrollo in Medanito S.A., an oil and gas company with its headquarters in B.A city.

5.- How to use games for all skills in the EFL classroom
Come and share the thrill of playing real games and explore their potential educational value. Discover how working with games can afford your students powerful language practice in all four skills and become an unforgettable experience both for them and for you.

Prof. Fernando Armesto
Profesor de Inglés e Inglés Técnico from Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional.
Candidate to the Doctorado en Lenguas Modernas from Universidad del Salvador.
Lecturer at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional in the Chairs of Didactics for EGB 1 and 2 and Practicum . Head of English- Primary and Secondary- at Colegio Belgrano Uno. Former Lecturer in English Language at Universidad Austral and Universidad del Museo Social Argentino and Head of English at Instituto de Educación Integral . He has specialized in ESP, in the fields of Tourism, Hotel Catering and Management and Journalism. He is the co- author of the resource book "Tourism" published by Macmillan. He has been engaged in several Drama Clubs and Societies and he has worked with Drama with children, adolescents and adults. Actor and assistant director in various plays with the Buenos Aires Players and the Suburban Players.

6.- How to use rock and pop hits in the classroom
You can have the time of your life listening to Lenny Kravitz, Green Day, Robbie Williams, and many other top performers as you learn 40 different techniques for exploitation of rock and pop hits in the classroom with your teenage students so that they can learn lots of English and have great fun too!

Lic. Omar Villarreal
Omar Villarreal is a Profesor de Inglés e Inglés Técnico from Instituto Nacional Superior Del Profesorado Técnico. He is a Licenciado en Ciencias de la Educación con especialización en educación formal (summa cum laude) from Universidad Católica de La Plata and a Licenciado en Tecnología Educativa (summa cum laude) from Universidad Tecnológica Nacional.
He is a candidate to the Doctorate in Modern Languages at Universidad del Salvador and is currently working towards his Maestría en Gestión del Conocimiento from Escola Superior d'Enginyeria Industrial de Barcelona, Universitat Politècnica de Catalunya.
He is a University Lecturer in the area of Applied Linguistics at UTN, Didactics of ESP at UCALP and English Language at ISFD Nro 41 in Adrogué where he is also Head of Department.He is the Head of Licenciatura en Lengua Inglesa Instituto Nacional Superior Del Profesorado Técnico-UTN.He is a member of the Editorial Board of Editorial Universitaria de la UTN and has served as Consejero Titular Docente at Instituto Nacional Superior Del Profesorado Técnico-UTN.He has lectured extensively in all Argentinian provinces as well as in Chile, Perú, Uruguay and Paraguay. He is the author and co-author of more than 20 textbooks for TEFL.

7.- How to teach your students to analyze fiction and poetry
The principal aim of this workshop is to show, in practical rather than theoretical terms, how to liberate literature teaching from approaches that leave students daunted, mystified, or simply bored. Non-specialist teachers will be introduced to the essential analytic and interpretative skills that are needed for literary appreciation and evaluation. Practical procedures for use in the secondary school classroom will be analyzed.

Magíster Alfredo Jaeger
Alfredo R. Jaeger holds an MSc in ELT Management from the University of Surrey, has been teaching English Literature in state and private institutions of higher education since 1970. He has organised work-shops and run seminars all over the country and abroad and has served as an ESP consultant for the Organisation of American States/CONET in the field of English for Specific Purposes. Mr Jaeger is currently a tenured lecturer in Language and Literature at Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández".

8.- How to help your students develop an "English" accent
We all want to sound as "native-like" as possible. But is this possible? More sophisticated transcriptions might be one of the key factors in our struggle achieve a more "native-like" pronunciation. In this talk, Professor Ruiz Diaz will address this and other latest developments in the teaching of phonology to speakers of languages other than English. Only basic knowledge of Phonetics required to profit from this presentation.

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

9.- How to teach listening comprehension
When communication between people takes place , this generally occurs with them looking at each other and this means that each of them can see what the other is doing with his hands , face and body while talking; therefore teaching listening comprehension goes beyond what up to now has been taught. This talk aims at exploring how to interpret those symbols.

Lic. Marta Lerena
Marta Lerena is a Profesora en Inglés from Instituto Superior del Profesorado "Juan Bautista de La Salle". She is an Auditor en Calidad Educativa (IRAM and The Cambridge Business Group-2006), holds a Certificate in English for Language Teachers, highest level, Cambridge and also a Certificate as a School Mediator. She has vast experience in Managerial positions as Head of bilingual schools since 1978. She works as syllabus designer and acts as in-service Methodology trainer and Consultant in schools in the Northern Gran Buenos Aires area. She was Head Manager and Methodology teacher in Expertise, School for teachers (1989-1994) and above all she has many years of teaching practice. At present she is Middle and Senior School Head at Southern Cross School, Beccar, Buenos Aires province.

10.- How to teach Business English
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.The presenter will share his knowledge and experience to respond to various problems that might crop up when teaching adults in a corporate setting.
One point of major relevance to be dealt with will be that of how a teacher can train to teach professionals.
The necessary teacher profile will be extensively discussed.Noteworthy will be the treatment of the material that may best meet the needs of this kind of students and useful examples from real life will be presented.
Attendees will be provided with a most useful list of resources that will grant added value to their In-Company classes.

Lic. José María Romero
José María Romero, Traductor Literario y Técnico-Científico from Instituto de Enseñana Superior en Lenguas Vivas "Juan R. Fernández" and Licenciado en Relaciones Internacionales from Universidad del Salvador and 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 In-Company ESL and ESP courses through CASOC for the last 14 years. He has specialized in Business English and Legal English. He has also taught for Presidencia de la Nación. He is currently teaching Estudios Culturales I and II at Licenciatura en Lengua Inglesa - Universidad Tecnológica Nacional, and Inglés II, and Corporate Business English and International Relations at Universidad Argentina de la Empresa.

11.- How to teach adolescents to read films, songs and images
Texts usually present us with a universe of ambiguities and uncertainties which can only be unveiled by an in-depth exploration of their form and meanings. When we approach films, songs and images as texts, we can unravel their richness from new, surprising viewpoints. Together, we will find ways to empower adolescent learners by providing them with tools to decode any type of texts they are confronted with.During the presentation we will share ideas on how to use films and songs by suggesting tasks other than the commonplace fill-in-the-blanks exercises. We will also work on images as a source of analysis and language study. After all, we all know that any text - and life, for that matter- is a box of chocolates: you never know what you're gonna get!

Lic. Mariano Quinterno
Profesor de inglés egresado del Instituto Superior del Profesorado "Joaquín V. Gonzalez". Licenciado en Educación egresado de la Universidad Nacional de Quilmes. Actualmente realizando una Maestría en Análisis del Discurso en la Universidad de Buenos Aires. Profesor interino en las cátedras de Trayecto de la Construcción de la Práctica Docente 1/2, 3/4 and 5/6 en la Escuela Normal Superior en Lenguas Vivas "Sofía Broquen de Spangenberg". Profesor titular de las cátedras de Enseñanza de la Lengua Inglesa, Lengua y Cultura Inglesa II, Práctica en Inicial, EGB 1 y 2 / Primaria y Práctica y residencia en EGB 3, Polimodal / Secundario en el Profesorado de Inglés a Distancia CIBADIST.

12.- How to help your students develop their writing skills at the intermediate level and beyond
Good writing is not an act of magic but the result of a process. Writers of all ages and levels can improve their writing skills by applying a Process Writing approach and the introduction of Trait Writing, a model of writing instruction and assessment successfully applied since the 80's. This session will concentrate on specific activities to enhance students' competence in the areas of Ideas, Organization, Sentence Fluency, Voice, Word Choice and Conventions which can be used in narrative, expository, argumentative writing, poetry and other genres.

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, Writing and Brain-based Teaching and has presented lectures and workshops in Argentina and abroad. Her experience as an international speaker includes sessions presented in Chile, Brazil, the United States and England. Claudia is a former lecturer in Children's Literature at Instituto de Enseñanza Superior en Lenguas Vivas, "Juan R. Fernandez", and currently serves as Middle School Pre-Algebra, English and Social Studies teacher at Asociacion Escuelas Lincoln, the American International School in Buenos Aires.

13.- How to market and run your language school successfully
In this presentation you will receive essential information on most things a coordinator needs to know to be able to run a language school successfully. From creating or reformulating your statement of aims to managing human resources, building up your business plan, evaluating and reshaping it and the always necessary marketing tips to make your enrolment grow.

Lic. Juan Carlos Udovín
Juan Carlos Udovín is a Profesor en Inglés from Instituto Superior del Profesorado "Joaquín V. Gonzalez". He has started and runs several educational projects that include a language school, a teacher training college, a private school and an English bookshop. As the Director of the Instituto Superior Cultural Británico in Buenos Aires, Argentina, Juan Carlos is now offering the Universidad Tecnológica Naconal Licenciatura for Teachers of English, a post-graduate course for teachers. He´s at the moment working on his pre-professional practice as a psychologist and writing his thesis at Universidad Argentina "John F.Kennedy". He has lately focused his interests on how the use of institutional psychology can influence and improve the management of different organizations. He has given talks in different events in Argentina and has also been invited to present as a speaker at an ELT management event in Lima, Peru supported by the Peruvian British Council and organized by Camelot Teacher Training Center. His latest project is Update- CS, where he works as an educational consultant and teacher trainer

14.- How to choose and adapt a textbook

When choosing a textbook, the starting point should not be the materials but the students. A careful exploration of their needs, interests and language level is mandatory for a good choice. However, even when this is done – which is not always the case – the teacher will find that a lot of adaptations will be required. This talk will provide some practical tips on how to choose and adapt materials so as to subordinate them to the learners’ needs.

Magíster Ana María Rozzi de Bergel
Profesora de Inglés, Escuela Normal N°1 de Profesores, Rosario; Licenciada en Gestión Educativa y Magíster en Gestión de Proyectos Educativos, Universidad CAECE, Buenos Aires. Coordinator of the Licenciatura en Enseñanza del Idioma Inglés and the Institute of Modern Languages, lecturer of Materials Design I and II, Universidad CAECE. Teacher of Language and Literature to AICE level at Master College, Buenos Aires. Author of several textbooks for TEFL. Extensive experience in teaching, coordination and school management. A researcher in the fields of Error Analysis and Learning Hypotheses, with a focus on the study of Language Ceiling in adults.

15.- How to deal with your students´ language mistakes and errors
In the world of language teaching, the term error has traditionally been used to refer to an utterance that does not comply with the standards of correctness and/or appropriacy of the language being taught. However, the professional teacher often faces some degree of confusion when it comes to handling errors. This situation may indeed be literature-induced, as the latter has generally seen an error either as a deviant element that needs to be eradicated altogether, or as a developmental episode that does not merit the teacher's undivided attention. This practical session is aimed (a) to delve into the nature and scope of errors, mistakes, slips and faux pas, (b) to describe and explain common errors and (c) to suggest ways to include the practice of error analysis in a teaching agenda.

Magíster Juan A. Ferretti
Juan A. Ferretti holds an M.A. in TESOL and Applied Linguistics from University of Leicester, UK. He teaches Academic Writing and Critical Discourse Analysis at Licenciatura en Lengua Inglesa from Universidad Tecnológica Nacional and 20th Century Culture at Universidad Tecnológica Nacional (Teacher Education College), Language III and Language IV at CONSUDEC Teacher Education College (Buenos Aires) and Academic Writing at Instituto Superior del Profesorado "Joaquín V. González." His main interests are Academic Writing, the Language-Culture Interface and Critical Discourse Analysis.

16.- How to integrate poetry, rhythm, music and songs into the English lesson
An exploration of alternative ways to stimulate learners' sensitivity to a different medium of expression. Ideas, techniques, suggestions and response activities, adaptable to all levels, to enrich the language syllabus- and for teachers to enjoy and share with their students.

Prof.Valeria Rodriguez Van Dam
Valeria Rodriguez Van Dam is a Instituto Superior del Profesorado "Joaquín V. González" graduate with a postgraduate degree in Shakespeare studies. She has held different Language and Literature chairs at several teacher-training colleges and is at present a teacher of Language and Oral Expression III and IV (Instituto Superior Cultural Británico, San Miguel) and Language I and Discourse Studies (Licenciatura en Lengua Inglesa - Universidad Tecnológica Nacional). She also works as an oral examiner for the University of Cambridge and directs a Shakespeare reading group.

17.- How to teach writing at pre-intermediate and intermediate levels
Writing is, almost invariably, a hard macro-skill to deal with for both students and teachers at all educational levels.
In the last years, the lecturer has embarked upon a re-consideration of writing in junior courses in an attempt to not only accommodate herself to the needs of a heterogeneous student population, but also enable the students to confidently manage their own texts.It can be asserted, at face value, that the pieces produced by students at these levels are, at an initial stage, poor in grammar control and sentence structure, with little attempt at development. It is at this point where teachers may find themselves in a pedagogical dilemma: Should they insist on the use of coursebooks, in the hope that such material can provide the students with the necessary writing practice? Or should they raise their awareness of the importance of producing their own material through an integrated genre-based approach where writing is seen as a social construction, and where discourse is used communicatively and situationally? The aim of this lecture is to resolve such a dilemma by describing a genre-based approach in pre- intermediate and intermediate level courses that profitably helps students develop their writing competence.

Lic. Nancy Fernandez
Profesor de Inglés from Instituto Superior del Profesorado del Oeste. She holds a degree of Licenciada en Lengua Inglesa from Universidad del Salvador.
Miss Fernández is currently Profesora Adjunta Ordinaria of Technical English I at Universidad Tecnológica Nacional - Facultad Regional Haedo, and Researcher and Profesora Adjunta of Inglés Transversal at Universidad Nacional de La Matanza. She is also a tenured lecturer in Language and Oral Expression I and Language and Oral Expression II at Instituto Superior de Formación Docente N° 21, a lecturer in Oral Expression IV both at Instituto Superior de Formación Docente N° 21 and Instituto Superior de Formación Docente N° 88, and a lecturer in Language and Written Expression I and IV at Instituto Superior de Formación Docente N° 21. She has specialized in English Phonology and Writing. She has delivered several workshops in those fields and presented research papers in various congresses organized by national universities of the country.

 
18.- How to teach and assess speaking at intermediate and advanced level
At times, students feel that classroom-based speaking practice does not prepare them for the real world. The teaching of speaking usually consists of language practice activities or is used to practise a specific grammar point. Neither teaches patterns of real interaction. This workshop aims to explore why students so often highlight listening and speaking as their biggest problems and to discover how certain teaching strategies can be brought into the class to foster motivation and raise self-confidence in developing the oral skill.
The workshop will offer teachers activities that focus on listening and speaking as it occurs in the real world. It is hoped participants will be encouraged to make broader use of their teaching skills as a means to enhance real life communication.

Prof. Marcela Santafé y Soriano
Profesora en Inglés and Traductora Literario y Técnico-científico from Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández", Marcela Santafé y Soriano has vast experience both as an EFL teacher and Teacher Trainer who has specialised in Methodology. She is currently finishing her Licenciatura en Lengua Inglesa -Universidad de Belgrano. She has run courses for teachers for over 15 years now. She worked as Language IV lecturer and Discourse Analysis lecturer at Instituto Nacional Superior del Profesorado Técnico - Universidad Tecnológica Nacional. As of 2006, she will be teaching Estudios Literarios at Licenciatura en Lengua Inglesa at Licenciatura en Lengua inglesa Universidad Tecnológica Nacional. She has worked as an Oral Examiner for University of Cambridge ESOL Examinations for the past 10 years and currently works as Language and Methodology lecturer at Instituto Superior de Formación Docente N0 52.

 
19.- How to do 40 activities with 40 students in 40 minutes
Is it a just a question of possessing the right teaching strategies, cartloads of creativity or the necessary conservation instinct? In this practical demonstration we will provide 40 concrete examples of tasks to make the most of those 40 minute lessons with large classes from beginner to intermediate level.

Lic. Marina Kirac
University Lecturer in the Area of English Grammar at Universidad Tecnológica Nacional . She is also a Lecturer in Grammar, Linguistics and Phonology at various Colleges of Education in the Province of Buenos Aires: Institutos Superiores de Formación Docente Nros. 35, 41 and 18, where she is also Head of Department. She is a Lecturer in Research Methods at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional. She has taught English from Primary School through University. She has been a Head of School for more than 10 years and a Lecturer at Instituto Superior del Profesorado "Joaquín V. Gonzalez" and Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernandez" .She is a Profesora de Inglés e Inglés Técnico from Instituto Nacional Superior del Profesorado Técnico with a a post-graduate course of specialization in English Grammar at Instituto Superior del Profesorado "Joaquín V. Gonzalez". She is also a Licenciada en Gestión Educativa from Universidad Nacional de Lanús. She is a candidate to the Master in TESOL from Universidad de León, Spain

 
20.- How to understand our students´ emotions and moods and their impact on learning
In this presentation, participants will be exposed to the principles of Brain-based Education. Drawing in particular from the work of E. Jensen, J. Vos, C. Pert, D. Eden and Y. Goodman, they will understand how cognition is shaped by emotions and explore strategies to unfold students' potential. Within a holistic approach, we will look at alternatives to address the learning process designing both a curriculum and an environment where moods DO matter.

Magíster Judy Kievsky
Judy Kievsky holds an M. A. in Education from Boston University and a degree as English-Spanish translator from Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernandez". She has taught English in Haifa, Jerusalem, Boston and Buenos Aires. She has also done post-graduate work in the fields of History of Art and English Linguistics at the Hebrew University of Jerusalem, Israel.
As a SEAL member, Judy has a strong commitment to Brain-based teaching and Self-esteem, attending International Conferences in Great Britain since 1995. In her presentations, she tries to blend a holistic approach to teaching with brain friendly practices, together with the impact of emotions on the Learning Process.Judy has presented workshops in Panama (International Reading Association, 2004), Chile (AASSSA), Las Vegas (2006) and different provinces in Argentina.
Judy is also a member of IRA (International Reading Association) and NCTE (National Council of Teachers of English, USA).

 
21.- How to teach ESP (English for Specific Purposes) through reading comprehension
Teaching English through reading comprehension in ESP courses is not an easy task for different reasons. One of the most important ones is the choice of method to apply. In the last few decades, reading strategies have stepped in to facilitate ESP teaching. However, when secondary/polimodal graduates enter Higher Education institutions, we soon realize they lack the mature reading strategies to succeed academically. In this session, we will discuss a number of strategies that may help our students overcome some of the obstacles ESP reading poses.

Magíster Efraín Davis
Master in 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 "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 en la Universidad .CAECE. Tiene a su cargo Cursos de Posgrado para graduados en la Universidad Nacional de San Luís 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.

 

22.- How to design effective tests for the classroom
Tests have always been part of the teachers´ world together with teaching and learning strategies, motivation and planning among other elements. This powerful instrument used to assess learners´ ability seems to provoke all types of emotions and reactions both in teachers and learners. This talk aims at reflecting upon a number of fundamental principles of assessment and designing practical examples of testing for the classroom and considering different tools for evaluating their effectiveness.


Dra María Inés Capurro de Castelli
Ph.D. in Modern Languages - Universidad del Salvador. Magister in Methodology and Technology of on-line Teaching -Universidades del Veneto. Specialist in Politics and Management for Higher Education - Universidad de Buenos Aires. Full Professor, Head of the Language Department and Academic Coordinator of the Program Spanish as a Foreign Language (SFL) at Pontificia Universidad Católica Argentina. Academic Advisor for Asociación de Profesionales de Medios. Evaluation: different interpretations and realizations at Higher Education (2006), Quality Assessment of On-line Tutoring (2003), Tutoring Needs in Higher Education (2001), Comprehension Difficulties of Foreign Languages (2000) and English Grammar Course (2000) are among her many publications.

 
23.- How to teach creative writing to students of all ages

In this presentation, participants will be guided through an array of easy-to-apply writing techniques that will help their students take a quantum leap as active learners of the language. By means of self-discovery tasks, participants will also engage in a series of exercises specially designed for exploring the advantages of using creative writing in their classrooms. Join us and learn how to profit from applying this tool effectively!
Prof. EGB Gonzalo Camp & Prof. Pablo Scoponi

Prof. Gonzalo J. Camp
Profesor de Inglés para la EGB, Instituto Superior del Profesorado "Joaquín V. González". Candidate to a Licenciatura en Psicología at Universidad de Buenos Aires (finishing this year). He is the Co-Director of WELLS. Assistant Lecturer in Psicología Social at Universidad de Buenos Aires and Didáctica Especial Del Primer y Segundo Ciclo de la EGB at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional. He is specializing in Educational Psychology.

Prof. Pablo Scoponi
Profesor de Inglés para la EGB, Instituto Superior del Profesorado "Joaquín V. González". Candidate to a Licenciatura en Lengua Inglesa at Universidad Argentina de la Empresa. He is the Co-Director of WELLS, where he works as an Educational Consultant for many well-known institutions. He was an Assistant Lecturer in Práctica en Laboratorio, Fonética y Dicción and Lengua Inglesa at Instituto Superior del Profesorado "Joaquín V. González" for five years. He has specialized in Yoga, NLP and communication techniques and has been running Teacher Development Courses for the last six years. At present, he is working at Universidad Argentina de la Empresa as an assistant lecturer

 
24.- How to enrich traditional textbook activities

Classroom activities clearly determine how much language will be "produced "by learners as opposed to "consumed" by learners.In this workshop we will explore ways in which we can create unique classrooms by identifying and choosing the most effective language learning activities for our students.

Lic. Débora Nacamuli Klebs & Lic. Andrea Rompato

Lic. Débora Nacamuli Klebs
Debora Nacamuli Klebs is a Profesora en Inglés from Instituto Superior del Profesorado Santa Brigida in 1990. She did her specialization (Adcripción) in Methodology in 1991-1992. She is also holds a Licenciada en Lengua Inglesa from Universidad Argentina de la Empresa.

Lic. Andrea Rompato
Andrea Rompato is a Profesora en Inglés from Instituto Superior del Profesorado "Joaquín V González" and a Licenciada en Lengua Inglesa from Universidad Argentina de la Empresa
She did her specialization in Methodology at Instituto Superior del Profesorado "Joaquín V González" and is a Master Practitioner in NLP from Primer Escuela Argentina de Programación Neurolingüistica

 
25.- How to help your students consolidate and expand their vocabulary
As teachers, we demand creative use of vocabulary in both oral and written contexts and tend to complain about the repetitive use of certain words and phrases. Our students certainly lack the necessary tools to deal with these problems effectively. The study of vocabulary-learning strategies is a promising area of enquiry.Learning is experience. We all learn by doing, so the aim of this workshop is to engage the audience in lively activities to show different ways of dealing with vocabulary, to practically demonstrate how to help our students anchor their vocabulary items in their long-term memory and never face the wind of forgetfulness, and how to generalize the learning productively into other areas to optimise results.

Prof. Viviana I. Rondina
Profesora en Inglés from Instituto Superior del Profesorado "Joaquín V. González".
Candidate to the Licenciatura en Inglés from Universidad Nacional del Litoral (several papers published).
Headmistress at William Skakespeare College, Temperley, Buenos Aires. She teaches IGCSE subjects and is a Multimedia Assistant at Asociación Argentina de Cultura Inglesa. She has run workshops on learning techniques, vocabulary and Neurolinguistics and has been PR and interpreter at International Olympic Events

 
26 .- How to work with visual literacy
This workshop, for teachers of young learners, explores activities related to learning by doing, facilitating first hand experiences and finding tasks to develop visual literacy in the ELT classroom. The stimulus will be a poster exhibition borrowed from the British Council. The participants will be offered a handbook of specifically designed tasks which we will work through together. A little theory related to the values of first hand experiences and the need to teach visual literacy in a world of media imagery will be explored but the main emphasis will be on task design for the comprehension and interpretation of the visual image.

Susan Hillyard B.Ed (Hons)
Susan Hillyard was awarded a Bachelor of Education in Educational Drama and Sociology from Warwick University in 1972. She has worked as a classroom teacher, co-ordinator, Head of Sector, teacher trainer, and speaker in the UK, Singapore, Saudi Arabia, Spain, and Argentina.
She works as an Educational Consultant, delivering presentations on a variety of topics including creative teaching and learning, global issues, drama in education, teaching thinking skills, and classroom management, and is studying for a Masters Degree in Professional Studies in Education and Training with the University of Surrey.
She is co-author of "Global Issues", a resource books for teachers.

 
27.- How to make the most of drama techniques in the classroom
Like other important educational experiences, Drama is a way of exploring and understanding the world. In common with Language, it teaches communication skills and the use of language and imagination. It involves physical development and co-ordination and it shares with Art an interest in creativity and self-expression.
Drama allows children to explore the world directly; it makes them more aware of themselves, other people's perceptions and more sensitive to the feelings of others.
The objective of this workshop is:
1. For teachers to learn how to use Drama as a tool for the teaching of English language and other subjects.
2. Focusing on Speech, Movement and Improvisation
3. Supply a battery of exercises and activities that they can adapt for their students according to their level type of group and subject
4. To create their own material, develop their ideas and put them into practice.


Susan Cocimano

Técnica en Comunicación Social. Instituto Católico de Estudios Sociales Psicodramatista. Sociedad Argentina de Psicodrama.Drama Training at the British Theatre Association, UK Drama Teacher/Trainer and Psycho-dramatist. She specialises in Drama in Education and Creativity and Psychodrama in Education. Teacher Trainer and former Head of English at secondary level, she designs and conducts workshops for teachers and for all those who are interested in learning and teaching using these resources.Susan works as a Drama teacher at Cardenal Newman School (primary level) and teaches the subject : Drama in Education at St Trinnean Teacher Training College in San Isidro.
28.- How to teach english to young learners using poems, rhymes and fingerplays
Humans acquire language in only one way: by understanding messages, or receiving “comprehensible input”. Teaching activities should be designed in such a way so as to supply the child with enjoyable and easy to understand input. Songs, rhymes, fingerplays and poems are comprehensible, enjoyable, authentic and full of language our students need in real life. They are part of our lives and they are around us. What we, as teachers need to do is share them with our students with a little planning before entering the class. Come and have fun in this workshop and enter the fantastic world of singing, playing, rhyming and chanting.

Lic. María Eugenia Marzioni de Della Torre

Profesora y Traductora de Inglés, egresada del Instituto Superior del Profesorado Nro. 2 de Rafaela, y Licenciada en Gestión de Instituciones Educativas, Universidad Católica de Santiago del Estero. Es docente del Instituto Superior del Profesorado, en la cátedra “Seminario de Integración y Síntesis”, en escuelas secundarias y de EGB y en English Learning Center, en el cual también ejerce la tarea de coordinación. Es directora de ELT city, website para profesores de inglés y autora de Timeline, material educativo para la enseñanza del inglés.

Ha estado involucrada en actividades dramáticas durante muchos años y en la actualidad, se dedica a aplicar el teatro a la enseñanza del idioma inglés, no sólo dirigiendo obras teatrales educativas, sino también representando grupos de teatro en esa actividad, capacitando docentes sobre ese tema y dirigiendo un taller de teatro para niños.
Ha publicado cuentos cortos y poemas en inglés en el International Journal for the Teaching of English Writing Skills, Robbie Dean Press, Minnessotta, USA y su cuento, “The Gipsy”, ha sido seleccionado como obra destacada en la publicación. Es miembro de West Virginia Writing Association, la que ha seleccionado y publicado su cuento breve “Alfonsina Airlines”, en la categoría Postcard Prose. Ha escrito obras de teatro en castellano e inglés y guiones para proyectos fílmicos educativos.

29.- How to Deal with Literal and Inference Questions in a Reading Comprehension Class
This workshop will present ways of analysing college students' answers to a reading comprehension test which includes literal and inference questions. Reading assessment is generally based on literal questions, which aim at developing students' mnemonic capacities. However, inferential comprehension is little practised in reading comprehension courses. In this sense, Parodi et al. (1997) point out 'our interest in inferential comprehension does not mean to reject literal comprehension, in fact, both must coexist'.
In this workshop, the presenter will first ask participants to answer the following literal and inference questions, based on the text 'Medical Advances: An Important Change of the Twentieth Century':


Prof. Especialista Jorge Sánchez
Jorge Sánchez is Profesor de Enseñanza Media y Superior en Lengua y Literatura Inglesa. Facultad de Filosofía y Letras. Universidad Nacional de Cuyo and he is also Especialista en Docencia Universitaria. Rectorado. Universidad Nacional de Cuyo. He teaches ESP at Political Science College - Universidad Nacional de Cuyo and at the School of Medicine, Universidad del Aconcagua . He has given presentations in different Argentinian provincies as well as in Chile; Paraguay and Colombia.

30.- How to breathe life into words
Adequate breathing technique is essential for the correct pronunciation of English. The systematic practice and re-education of our use of air not only enables the speaker to enhance his or her language: it also is essential in the prevention of voice disorders, most of which are caused by faulty breathing habits. Correct breathing brings relaxation to the speaker and to the listener and allows him or her to adequately project the voice without shouting. In this workshop we will present a series of simple daily "do it yourself" routines increasing breath control and putting life into the words we speak.

Alfred Seymour Hopkins B.A.
Alfred Seymour Hopkins was born in Los Angeles, California, graduated with a B.A. from the University of California at Berkeley in Social Science and Journalism and studied theatrical art in Buenos Aires under Toni Barquet and Ricardo Bartis. His workshops and solo performances have visited numerous schools in Buenos Aires and in the provinces. His has frequently presented activities such as applied drama, storytelling, diction and journalism at English congresses. He is in charge of the Creative Language Activity Workshop at the "Institute Superior en Lenguas Vivas" and is founder of the Hopkins Creative Language Lab. Web page: http://www.a-hopkins.com

 
 

Plus three bonus semiplenaries on
Discipline and Classroom Management

Aulas Turbulentas: pre-adolescentes y adolescentes en la escuela

Dr. Eduardo Sapia
Abogado - Universidad Nacional de Lomas de Zamora.Postgrado: Especialista en Derecho de Familia - Universidad Nacional de Lomas de Zamora. Mediador - Fundación Retoño. Orientador Familiar - Universidad Austral. Se desempeña como profesor de curso y profesor tutor de nivel medio desde hace 16 años.

Lic. Jorge Ricci
Licenciado en Psicología - Pontificia Universidad Católica Argentina. Profesor en Psicología - Instituto Superior del Profesorado "Pbro. Dr. Antonio Saenz" Psicólogo en el Hogar "Crecer Juntos", ONG que atiende a la problemática del chico de la calle. Investigador Interdisciplinario en Adolescencia. Profesor en el Instituto Superior de Formación Docente Nro 41 de Alte Brown. Ex- especialista de Servicio de Adolescencia del Hospital "Luisa C. de Gandulfo".

Cómo tratar con niños y jóvenes en crisis

Dra. Silvia Germani
Médica - Universidad Nacional de Buenos Aires. Medica Especialista en Psiquiatría y Terapia Familiar - Ex-Residente de la Provincia de Buenos Aires. Master en Minoridad y Familia - Universidad Nacional de Lomas de Zamora. Perito Médico Psiquiatra del Juzgado de Menores de la Provincia de Buenos Aires. Becaria del Ministerio de Salud de la Provincia de Buenos Aires.

Identidad, Autoridad y Disciplina en el Aula

Dr. Nicolás Andrews
Obtuvo su titulo de grado universitario en la Universidad de Buenos Aires. Realizó estudios de posgrado como Orientador Familiar en la Universidad Austral, Buenos Aires. S
e graduó como profeosr en el Instituto "La Salle" . Se desempeña como profesor de Nivel Medio y profesor tutor desde hace 15 Años.

 
     

San Pedro Telmo Church