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10th National Congress
of Teachers & Students of English |
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Workshop Astracts and Bio Data
Recommended for:
Teachers of Children : Kindergarten -Primary
Teachers of Pre-teens & Teens: Secondary
Teachers in general
University Lecturers & Teacher Educators
Language School Administrators
Workshops and Workshop Leaders 1.- Prof. Graciela García M.A
How
to improve receptive and productive pronunciation skills at an
advanced conversational level. As
a Phonology teacher trainer, I found
that my students
felt embarrassed when they had to produce or understand pieces of
spoken discourse, and I thought this might be due to to
lack of confidence or
sufficient exposure to the spoken language. After carrying out an Action
Research Project and analysing
all the data collected, I found
two main types of issues: methodological and psychological/
affective, and aspects related to the
contents and degree
of difficulty the subject posed. All
this reflective process led
me to come up with an idea for
international communication that could give
a unifying force to all the languages in the world.Taking my
analysis somewhat further, I deepened the implementation of certain
techniques I had been using randomly, like phonology-through-video,
-drama, -storytelling and -
music, and decided to combine the communicative methodology I was
already using with some techniques taken from other more humanistic,
holistic approaches, like” “Suggestopedia”, “Multiple
Intelligences Theory”, “Emotional Intelligence”” ,
“Neurolinguistics” ,” and
“Educational Psychology”.. 2.-
Lic. Douglas Town M.A.
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. 3.-
Prof. Norberto Ruiz Diaz
Latest Trends in Phonology: Sophistication of Transcription to achieve a more native like Pronunciation.
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. 4.-
Prof. Judy Kievsky M.A.
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. 5.-
Dra Alicia Ramasco Ph.D.
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. 6.-
Prof. Viviana Soler
English
in the world of science. That
the language of science is English, is a general truth. Non-English
native researchers are therefore confronted with two problems: a
scientific one and a linguistic one. The former refers to
science-related topics and their experimental procedures leading to new
knowledge. The latter refers to the language proper of science, which
involves a variety of items, such as the rhetoric of science, the codes
of the scientific community, the textuality of science, etc.. Of these
two, this lecture will focus on the linguistic problems that scientific
discourse poses to non-English native researchers, particularly those in
Argentina.In this respect, science has become - to teachers and
translators of English - an important field to work on. Still, to be
able to work in this field teachers and translators of English should be
competent in the use of Spanish, English, and the language of science.
7.-
Prof. Sylvia Benson
Sharing
Strategies to improve our students´Writing Skills. In
this workshop the presenter will share simple, cheap, easy to apply
strategies which foster the successful development of the writing skill
at different levels. These strategies in some cases will follow the
latest trends and in others, will be revived from a chest of good old
things that still work. There will be a theoretical framework to support
them as well as guidance as to when, how and where use them. Participants
will try out some of them and will also be invited to provide those
strategies that have proved useful in their classes. 8.-
Prof. Claudia Rey She
is a former lecturer in Children’s Literature at IES en Lenguas Vivas,
J. R. Fernandez and currently serves as Middle School Mathematics Head
of Department and English and Social Studies teacher at Asociacion
Escuelas Lincoln, the American International School in Buenos Aires.
Drifting
into a Coma:
The Precarious Health of Reading in the Content Areas
This
workshop will focus on strategies and technology resources that can be
used to enhance the process of reading in the content areas and the
dynamic relationship among the reader, the text and the context for
reading. 9.-
Lic. Diana Porto
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. 10.-
Prof. Cristina Speranza and Prof. Marta Crespo
Mini
S.A.G.A.S. (Short, Attractive, Generative, Authentic, Stimulating texts) A
mini saga is a stimulating story that has been compressed into fifty
words. Due to its brevity and effectiveness this bonsai art form lends
itself well for the EFL lesson. This workshop attempts to explore
various strategies to exploit the mini saga as a powerful source of
authentic material. 11.-
Lic. Ana Claudia Saraceni Lic. Graciela De Nucci Profesora
de Inglés graduated from the Instituto Superior del Profesorado del
Oeste. Literary Translator graduated from Instituto Nacional Superior
del Profesorado en Lenguas Vivas "Juan Ramón Fernández",
Licenciada
en Administración de la Educación Superior from Universidad Nacional
de La Matanza.Teacher
Educator at the I.S.F.D. N° 88, San Justo. Lecturer and Researcher at
Universidad Nacional de La Matanza. A New Stance in the Teaching of Culture at TTC: Myths, Legends, Tales and Stories from Romeo and Juliet to Cacique Loncopan and his wife Pilmaiquen In
order to comply with the contents on Language and Culture I for 1st
year of the English Teacher Training College, the workshop leaders have
concentrated on ethnical
groups and folklore as well as on individual and collective memory. The
underlying theoretical position is Multiculturalism, briefly defined as
“the awareness of the distinctively plural and hybrid nature of
all cultures.” (Pope, 1997) Different
text types of various sources have been selected: tales, oral
traditions, legends and short stories produced by indigenous peoples,
gauchos and native speakers of English who have written about Argentina,
with the aims of: 12.-
Lic. Andrea Coviella
Teaching
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 usefull 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 aour own material?
13.-
Caroline Gwatkin Dip. Ed. Froebel, R.S.A. TEFL
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? 14.-
Lic. Nancy Fernández
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. 15.-
Alfred Hopkins B.A.
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.
16.-
Prof. Marina Falasca
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? The
aim of this presentation is basically to provide current and
prospective primary and secondary school History teachers with some tips
or ideas which will hopefully make their History lessons more exciting
and memorable. Among other things, we will discuss why it might be
important for children and teenagers to learn History, we will go over different
suggestions in connection with how to approach the teaching of History
in a more creative way, and we will explore different ways to
incorporate the Internet into the teaching of History. Finally, we will
discuss how to go about testing History.
17.- Lic. Juan Pablo Labandeira Profesor
de Inglés from ISFD Nro 21 de Moreno. Licenciado en Enseñanza del Idioma
Inglés from Universidad CAECE. Profesor en la
Universidad del Ejercito Argentino, en el Instituto Superior “San José
de Calasanz” y en el ISFD Nº 29. He is the co-author of
"Connect" a series for Secondary Education published by
Macmillan.
Refining
our Strategies for Testing Assessment
is one of the key components of any English course and testing is the
instrument through which this is accomplished. But when testing are not
stated clearly enough, students are bound to be mis-assessed and the
whole task of assessment fails. Besides, students feel this instance is
negative and stressing, mainly because often they are not aware of what
they are being tested on. In this workshop different examples of typical
test exercises will be examined and some considerations made as to how
to make testing clearer and fairer both for teachers and students alike.
18.-
Prof. Laura Szmuch
The
Ceremony of Learning The
main objective of this workshop is to present different ways to create
"the mood for learning", analyse the role of rituals and
ceremonies in the learning context and learn how to maximise the
acquisition of the language using neurological associations or
"anchors".
19.-
Prof. Maria Teresa Manteo She
has taught Literature and English at IGCSE and International
Baccalaureate levels, and worked as Literacy Consultant to Scholastic
Argentina. At present she coordinates the EGB English Department of St
Mary of the Hills- Pilar and runs in-service programs at schools as
SUPPORT LEARNING Educational Consultant.
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.
20.-
Lic. Maria José Bravo M.A.
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 careca de las variedades lingüísticas y sus representaciones, decisiones acerca de los recortes culturales, responsabilidad social frente a la enseñanza de la propia lengua.
21.-
Prof. Juan Ferreti M.A.
“Who
plays golf?”: an insightful reading of foreign cultures The
language-culture interface has been a major focus of attention in the
realm of language teaching over the
22.- Lic. Juan Carlos Udovín Profesor de Inglés from Instituto Nacional Superior del
Profesorado " Joaquín V. Gonzalez".
Licenciado en Lengua
Inglesafrom Universidad del Salvador.Candidate for a degree in Psychology - Universidad Argentina "John
F.Kennedy".He has started and run several educational projects that
include a language school,a teachers’training college and a private
school.
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. This
presentation aims at showing that a leader should provide the answers to
satisfy the needs before they arise and that he should have a breadth of
vision to make his institution make history and delight “customers”
rather than just deal with difficulties as they crop up.
23.- Prof. Marcela Santafé
y Soriano
Beyond
Multiple Intelligences: Sharpen your senses to sharpen your language
skills. This
workshop aims to explore the fascinating insights of NLP and to discover
how attention to different learning styles can be brought into the class
to foster motivation and raise self-esteem in our students… and in us!
The workshop will lay out basic ideas about NLP and demonstrate strategies that will offer teachers activities that appeal to different perception and learning styles. The participants will have an opportunity to have some hands-on experience on techniques applied to promote language development. It is hoped participants will be encouraged to make broader use of their teaching skills both as a language development tool and as means to enhance their personal and professional lives.
24.-
Dr. Kenton Sutherland Ph.D. (see Bio Data in "Plenaries")
Fluency
Builders 25.-
Laurie Sullivan B.A., Dip
Ed.EFL
Currently
Senior Partner of T.E.L.S. in
Merlo ( San Luis), Director of S.E.S., and Marketing Manager for the
JET/SET exams of
Assessment and Qualification Alliance (A.Q.A.).A frequent speaker
at national and international conferences .
Has published poetry and Short stories in U.K. and U.S.A.
Evaluating
Evaluations Evaluating
and Teaching go hand in hand, but good teachers do not always make good
evaluators, and, worse still, do not often understand the concepts and
necessities that make an evaluation efficient, fair, and meaningful. 26.-
Prof. Cristina Speranza and Prof. Marta Crespo
Newspapers:
A window on the world One
of the plus points of using newspapers in the EFL lesson is that they
allow us to bring the world into the classroom, enabling us to talk
about ‘the things that matter’.A further advantage that newspaper
work has is exposing students to rich and varied input which plays a
vital role in helping them grasp and deal with the intricacies of the
authentic use of language. 27.-
Prof.. Ana Kuckiewicz
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. 28.- Lic. Susana Trabaldo M.A.
Making
the most of the New Communication Technologies in EFL classroom. Language pedagogy cannot and should not be immune
to the advantages the Internet offers- in information, in resources and
in opportunities for global communications.
Some teachers are concerned about these changes and have feelings
of anxiety and confusion.
Others are uncritically enthusiastic, they have a feeling of
fascination.
What will the context be in the near future?
This workshop is based on successful experiences and deals with
some of the practical skills teachers may need to face this new
paradigm.
29.- Prof. Alicia Lopez Oyhenart A graduate from the Instituto
Nacional Superior del Profesorado "Joaquín V.González",
Alicia López Oyhenart specialized in English for Special Purposes at
Columbia University, New York. Co- author with Mabel Uranga of How?
1&2 and with Celia Zubiri of Bessland Parts A & B-
Kel Ediciones, she is the current Editor of E-teachingonline as
well as a regular contributor to The Buenos Aires Herald (Education)
since 1999, among a wide variety of teaching activities at secondary and
University level.
Teaching Resources for the 21st Century. The technological era
provides teachers with new tools to be used as resources in the
profession: computers, the Internet, e-mails, CD-Roms, Cable TV, videos,
and so on. Mrs. Lopez Oyhenart will explore how, when, where, how
often to use these aids wisely. Hands-on material, linking
theory and practice, will be shown in this one-hour semina/workshop. 30.- Lic. Nancy Cortell M.A.
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.
31.- Prof. Maria del Pilar Martinez
Singing along the road to effective learning. “If you always do what you have always done…” [ Music ] allows us to enter alternative worlds in which alternative schemata, including alternative language and text schemata, are used in processing. This is so because we relate to music in ways which are unique to us for [music] compensates for the illogicality, lack of connection and disorder of the real world.(de Beaugrande, 1981) . This workshop, based on research on Psychoacoustics (the study of the perception of sound and of our psychological responses) has as its main aim to prove that song lyrics and acoustic images are a magic blend for teachers to foster interaction and compromised opinion making.
32.- Prof. Silvina Lizé Rodriguez M.A. Prof. Analía Castro Prof. Castro graduated as a teacher of English at Universidad Nacional del Comahue. She has worked at different schools and Institutes since 2000. She has been working as an assistant for the Methodology Area at the School of Languages since 2001. Her areas of interest include Methodology and Teacher Development.
Seek and you shall find. Action Research in the Classroom. The aim of the present workshop is to present and discuss the main tenets in relation to action research. It is our belief that this way of investigating problems in the classroom is quite feasible and will give teachers practical tools to improve their teaching and learning situations. Identifying problems and trying out different alternatives might help not only individual teachers but also their fellow colleagues since collaborative work is one important element within action research. By means of different activities participants of the workshop will be encouraged to reflect upon the difficulties encountered in their daily practice and to become aware of how to overcome them. 33.- Prof. Mónica Rodriguez Sanmartino Prof. Maria Inés Zabaleta Prof. Gabriela Gonzalez
Is
forgetting a natural fact in language learning? When does the
“dramatic” forgetting occur? Don’t panic! There is good
psycholinguistic basis for believing that the mind stores “ready to
go” lexical chunks that require little or no additional processing
This presentation aims at a) showing how “chunking” can help expand
the capacity of short-term memory, and b) exploring a range of memory
and cognitive strategies, such as categorizing, personalising, using
semantic maps, images, sounds and physical action, and why not? playing,
to
anchor MWUs in memory We will also share “ways of packaging a
lesson” so that learners don’t forget.
34.- Lic. Maria Fernanda Guerra Lic.
Jessica Vidal
Intérprete se nace o se hace? Un aporte a la Educación Bilingüe. El taller está dirigido a profesores, traductores, intérpretes
y estudiantes, que deseen conocer la dinámica del trabajo del intérprete,
métodos y técnicas de instrucción, y los obstáculos a sortear para
formar intérpretes profesionales. Las disertantes explorarán la enseñanza
orientada a las exigencias de un entorno globalizado. Se analizarán: Los participantes están invitados a realizar una práctica
de Interpretación, con el propósito de experimentar los desafíos del
intérprete.
39.- Prof. Magdalena Zinkgraf M.A.
"...Then
you wouldn´t need to say that you love me ´cause I´d already
know..." The
purpose of this workshop is to sensitise teachers to the advantages of
using songs in the EFL classroom within a lexical perspective, as well
as to encourage the practical exploitation of collocations typically
encountered in love songs. Participants in this workshop will explore
the lyrics of several love songs in order to analyse the collocational
patterns present in these songs with a view to helping learners build up
a bank of multi-word units. This will be achieved by means of tasks
aimed at encouraging, first, noticing and recognising and, then,
retrieving some of the collocates in a chunk through gap-filling
activities and re-assembling lines in a stanza and stanzas.
40.- Prof. Silvina Riccio de Bottino M.A. Prof. Melina Barbero de Amado Melina Barbero de Amado is a graduate
teacher. She teaches EFL to children and adults in a private bilingual
school and different institutes. She is the Lab Assistant at UNCPBA
(Olavarría). Prof. Juan Ignacio Palacio. Juan
Ignacio Palacio is a graduate teacher. He is in charge of EFL
extra-curricular courses at UNCPBA and Assistant in the Licenciatura en
Arqueología. He also teaches EFL to children and adults in a private
institute.
Proposing
Human Rights Education in Pre-Service Training
41.- Lic. Maria Laura Capello.
Literature in the English Class. This
workshop has been designed to show the multiple possibilities the
literary text provides when teaching non-native students, such as:
literary analysis, language practice, cultural background. The different
approaches and their conception of Literature, its importance and its
usefulness will be referred to. After considering all the historical
review, a new proposal to deal with Literature in the classroom will be
presented, together with suggested strategies and activities. 42.-Prof. Maria Teresa
Abelaira Prof. Patricia Galazzo Prof. Jorge Trujillo.
Lighten
Up: It’s Video Time! The
use of video segments in the ESL classroom might become a versatile tool
that can be exploited from different linguistic points of view: it not
only provides students with new linguistic data but also gives them
important cultural information usually not found in any ESL textbook.
In this sense, the presenter of this workshop believes that video
segments constitute an excellent opportunity for learning through
pleasure and entertainment and hence, for triggering students’ sense
of achievement. The purpose of this workshop is to present instructors
with a different focus on video segment exploitation. 44.- Prof. Nora Muñoz Maradona Prof. Sandra
Brizuela
Prof. Mariela Busleimán Prof. Marisa Montoro
Prof. Nuria Busleimán
Lively Activities and Lots of Ideas to use the DVD in the EFL Classroom. This
workshop intends to share with colleagues a number of practical ideas
and lively tasks that integrate the use of images, colour, music,
characters and language showing respect for students’ different
learning styles and multiple intelligences. Modern technology offers a
wide range of opportunities for the EFL teaching and learning process.
Therefore, teachers should become aware of the importance of introducing
DVD´s as a new and more innovative tool in the class. In this
workshop the advantages of DVD´s will be demonstrated
through activities based on a film that can be enjoyed with students of
different ages and social backgrounds. It will be a hands-on-workshop in
which the audience will be invited to take an active role.
45.- Lic. Aurea Obesso.
The Lexical Approach: A New Vision of Lexis Michael
Lewis gives vocabulary and
grammar a new dimension. Our
vision of language, and
therefore our way of teaching it, are completely changed by the power
of Lexis. Language is
seen as a personal resource rather than an abstract idealisation.
Is accurate language,
successful language? Real English at all stages guarantees a rich
internalisation of the language that comes hand in hand with exploration
and experimentation of the second language. Teaching should be based on
the idea that language production is the putting together of ready-made
units. 46.- Prof. Maria Carolina Orgnero M.A.
Effective Feedback to Enhance Learning in Composition Classes. Feedback
can either improve or inhibit student performance in EFL composition.
The presenter examines four research-based principles that characterize
effective feedback and enhance learning. The principles focus on: (a)
the content of feedback messages, (b) individual reaction to receiving
feedback, (c) individual interpretation of feedback, and (d) benefits of
discussing and practicing feedback in the writing class. Participants
will practice each of the principles by using students’ writing
samples and discuss differences between their own ways of providing
feedback and the new proposed model. Implications for teaching and
learning are discussed.
47.- Prof. Mónica Coni de Reggini
Content Based Learning and a "Call" from the Past. Through a hypertext computer application
that interweaves the lives of such American Trascendentalists
writers and educators as Ralph W. Emerson, Nathaniel
Hawthorne, David Thoreau, Louisa Alcott, and Horace Mann, it will be shown how the computer can be
used as a powerful medium of expression. Participants
will also analyze how, diaries and journals can be used as excellent
models to enhance the writing process and they will also discuss how to
encourage students to produce similar pieces to foster self-awareness.
48.- Prof. Patricia A. Verano.
TPRS
- Total Physical Response Storytelling : This
Workshop aims to present Total Physical Response
Storytelling (TPRS) as a relevant bilingual method of teaching
languages. TPRS ,developed by Blaine Ray during the 1990s, uses stories
a a nurturing web into which all prior students´ knowledge and native
data is poured. Rather than a lesson that wants
to be taught, TPRS stories are a piece of the students’ lives that
needs to be told. And this is
what really makes the difference in a TPRS class. The
“theatrical” face of TPRS, made up by all the acting, props and
gestures, invest the class with the right amount of visuals which are
necessary to help build comprehensible input. Through many anticipatory
facts, TPRS provides the lesson with the right hook for students to rest
on at the time the story is narrated. A
TPRS lesson uses bizarre,
personalized situations and
also exaggeration to bring and maintain interest while the story
is retold
49.-
Scott
E. “Scottie” Fredrickson M.S. Master of Science
in Management, Troy State University, Troy, Alabama. Bachelor of
Arts in Humanities, Florida State University. Post-graduate work
in Spanish Language and Education Studies for Teacher Certification,
Jacksonville University, Jacksonville, Florida. Owner of Concordia
Programs, a publishing company that creates, edits, prints and
distributes educational materials for second language learning, and
offers for sale materials that enhance cultural education in foreign
languages and related subjects. Formerly teacher of Spanish and French
at public and private educational institutions, including Concordia
Lutheran School, Miami, Florida , Episcopal High School of Jacksonville,
Florida and Duval County Schools, Rota Community College, Rota, Spain.
Author and editor of a number of books and educational materials for
foreign language learning.
101 Games for the EFL classroom A practical, down-to-earth and hands-on demonstration of numerous games for the foreign language classroom. An unforgettable experience for your students and...for you. 5 50.- Prof. Olga A. Liberti Profesora
en Inglés- Instituto
Critical
Discourse Analysis: Reading the Non-said. My
presentation aims, first, at explaining Critical Discourse Analysis as a
new
theoretical and methodological framework to study discourse as,
fundamentally, a social practice, engendered, conditioned, and limited
by the society we live in, thus addressing the problem of language in
its relations to power (understood as asymmetries between participants)
and ideology (understood as the sum total of beliefs, assumptions,
convictions, knowledge that constitute every individual’s particular
vision of the world). The second step is to highlight some surface
properties of texts that help reveal and/or conceal those relations
(that is, to see the text as “texture” rather than as
“content”).
Finally, I argue that this approach to discourse may contribute
to a heightened language awareness and consequently become a significant
objective in language education.
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