SEMI-PLENARIES AND CONCURRENT SESSIONS
Abstracts
and Bio Data of Presenters
The
"Optimist" Regatta on the Paraná
Dr. Ann Snow Ph.D.
Marguerite Ann Snow (Ph.D.
in Applied Linguistics, UCLA, 1985) is Professor in the Charter College
of Education at California State University, Los Angeles where she
teaches in the TESOL M.A. program and serves as program coordinator.
From 1991-1997 she directed Project LEAP: Learning English for Academic
Purposes, a Fund for the Improvement of Postsecondary Education (FIPSE)
grant, U.S. Department of Education. She is co-author of Content-based
Second Language Instruction (1989), co-editor of The Multicultural
Classroom: Readings for Content-Area Teachers (1992) and The Content-Based
Classroom: Perspectives on Integrating Language and Content (1997), and
editor of Implementing the ESL Standards for Pre-12-Students in Teacher
Education (2000). She has published in TESOL Quarterly, Applied
Linguistics, and The Modern Language Journal. She had a Fulbright
fellowship in Hong Kong (1985-86) and, in 1989 she received, along with
her co-authors, the Pimsleur Award from ACTFL for the best research
study in foreign language education. She was given the Outstanding
Professor award at California State University, Los Angeles in 1999. In
addition to working closely with local public school teachers, she has
trained EFL teachers in Argentina, Brazil, the Czech Republic, Hungary,
Italy, Japan, Latvia, Morocco, Pakistan, Russia, and Spain.
Standards:
What do they offer EFL teaching?
Why is there so much talk about standards these
days? What are standards anyway? Can they help teachers? Can they be
applied to EFL? These are some of the questions which I will address in
this talk. In my talk, I will provide background information for
teachers new to the standards movement, suggest some possible reasons
why standards might be important to teachers, students, and programs,
and provide some examples of standards projects in EFL settings that
might be of relevance to the Argentine context.
English for Academic
Purposes: A Model of Academic Literacy
This talk will
provide an overview of academic literacy and its key components. It will
consider: 1) linguistic characteristics such as lexical, syntactic,
discourse, and academic language functions; 2) background knowledge,
including content, cultural, and scripts for literacy; 3) cognitive
knowledge which includes knowledge structures and critical thinking
patterns; and 4) knowledge of the specific discourse community. Teachers
will be asked to consider priorities for EFL students with different
goals for the use of English.
_______________________________________________________
Dr. Sarah
Briggs Ph.D.
Sarah Briggs is a
Research Associate in the Testing and Certification Division of the
English Language Institute of the University of Michigan.
She holds a B.A. in English from Hanover College and an M.S. in
International Education and Ph.D. in English Education from Indiana
University.
Sarah’s
career in English language teaching and testing began in the 1960’s as
a Peace Corps volunteer in Yirgalem, Ethiopia and she later served as a
K-12 ESL Specialist for the Madison, Wisconsin Public Schools.
She also has been an Instructor of English as a Foreign Language
at Kuwait University in Kuwait and a Lecturer of General Linguistics and
English Grammar at University Mohammed ben Abdullah in Fez, Morocco.
At
the University of Michigan, where she has been for more than twenty
years, she is extensively involved in test development, administration,
research and review of various English language examinations including
the Examination for the Certificate of Proficiency in English (ECPE),
the Examination for the Certification of Competency in English (ECCE),
Michigan English Language Assessment Battery (MELAB), the Academic
English Evaluation (AEE) , and the Graduate Student Instructor Oral
English Test (GSI-OET). She
is particularly interested in the assessment of oral language ability
and was a developer of the Michigan Corpus of Academic Spoken English
(MICASE).
Session
1: The features of spoken language of textbooks, language tests, and
real-life oral communication.
In this presentation,
participants will explore the characteristics of English as evidenced
in the growing body of resources available on spoken language
collected in real-life speaking situations outside the language
classroom and compare them to the language of English language
learning textbooks and language tests.
Drawing in particular from a corpus of spoken academic English
that is available on the internet, participants will compare teaching
materials based upon real-life oral communication in an American
university setting with more generic English language learning
materials. Participants
will also examine language test items and tasks that have developed
from investigations of oral communication in U.S. universities.
The purpose of the workshop is to expand familiarity with new
resources available to promote the learning and assessment of English
as a second language.
Session 2: Developments in the assessment of spoken language
Assessing
spoken language continues to be a challenging endeavor.
However, recent technological developments have allowed us to
better understand the nature of spoken language and the dynamics of
language use in speaking tests. Technological
developments have also led to new methodologies for assessing spoken
language.
Concerns
about reliability, validity and the fairness of the tests have
fostered investigations of spoken language in various domains of
language use as well as investigations of the various factors that
impact on speaking test performance and scores.
A review of the speaking component of several major speaking
tests will show how theoretical
assumptions have influenced the actual practices of testing spoken
language and have resulted in quite different methodologies of
language assessment.
This
presentation will highlight the key aspects of speaking assessment,
namely the speaking construct or what we want to evaluate; the tasks
that examinees are asked to do in different tests; the participants in
the tasks which may or may not include an actual interlocutor
interacting with an examinee or a group of examinees; and the rating
process which includes a rater or evaluator and the scale used for
evaluating speaking performance. The
implications for those making speaking tests, giving speaking tests or
preparing students for speaking tests will be discussed.
_______________________________________________________
Lic.
Douglas Andrew Town M.A.
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.
Catering
for individual learning styles: from psychological theory to classroom
practice.
A growing body
of literature suggests that learning styles - the ways in which
different people approach language learning and other types of
instruction - can be measured on a relatively small number of dimensions
and that the profiles thus produced can be used to assess learners’
strengths and weaknesses and to design customised training programmes.
However, there is considerable disagreement about the dimensions
involved and the extent to which learners can change or extend their
learning styles.
This talk will begin by clarifying basic assumptions and terminology. It
will then summarise some of the most influential models of learning
styles and evaluate them for reliability and validity. Next, it will
consider the thorny issue of whether learning styles can be modified by
instruction in learning strategies and, if so, in what cases and to what
extent. Finally, it will show how a learning styles theory was used to
enrich materials design and methodology on a company training course.
_______________________________________________________
Lic.
Gustavo Paz
Gustavo Paz graduated as an English Translator at Facultd de
Derecho, Universidad de Buenos Aires and as a Teacher of English at Instituto Superior del Profesorado “Joaquín V. Gonzalez”.
He is a Licenciado en Educación from Universidad Nacional de
Quilmes and a Certificate of Master Practicioner in the Art of
Neurolinguistic Programming as applied to Education from Escuela
Argentina de Programación Neurolingüística and Coaching and
Resourceful Teaching Institute. He was awarded a Postgraduate Diploma in
the Teaching of English as a Foreign Language from the University of
Reading,U.K.
He is a lecturer in Methodology at Instituto Superior del Profesorado “Joaquín V. Gonzalez”,
Cultural Inglesa de Buenos Aires and Instituto Superior "Sagrado
Corazón". He is the Coordinator of CIBADIST, a Distance Teacher
Training programme. He has lectured extensively on methodological issues
and trained teachers all over the country and also in Spain. His main
interests have to do with Brain-compatible and Accelerated Learning.
Realistic
Lesson Planning: some models and…the choice is yours
Although planning is
acknowledged as an essential tool in our teaching profession, teachers
tend to think of a plan as something that takes ages to prepare and is
many times changed while using it in a real class.
This presentation will firstly introduce different kinds of planning
models to show that the choice is yours depending on many factors such
as your own experience and the policy of the institution where you work..
The second part of the presentation will focus on the need to change the
traditional Teacher’s Perspective Model where you plan to cover the
content to be taught and concentrate on the Learning Perspective Model
where you plan to uncover learning in your students.
_______________________________________________________
Prof.
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.
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.
Session
1: Passionfruit:
Developing creativity and passion in language practice activities
One of the keys
to effective learning is an active, flexible and creative mind. In this
practical session we will explore activities designed to develop the
creative skills of your students while engaging their interests and
passions.
Session 2: 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.
This
presentation is designed to give teachers exposure to and practice in
lexical items commonly encountered in native speaker language, but
seldom dealt with in coursebooks or similar material.
Some of the items do not come within the most familiar lexical
sets, while others are synonyms for words which are perhaps overused by
learners.
The
objective of this presentation is primarily to make the participants
aware of this language, examining meaning, collocation and connotation
and then to practise the language in appropriate contexts.
The participants will leave the session with a wide selection of
new words and expressions to update and amplify their vocabulary store.
_______________________________________________________
Prof.
Juan Ferreti M.A.
Juan Ferretti holds an M.A. in Applied Linguistics
from the University of Leicester, United Kingdom.
He is a Lecturer in Academic Writing at Licenciatura en Lengua Inglesa
de la Universidad Tecnológica Nacional.
He teaches Aspects of Contemporary Culture at Instituto Nacional
Superior del Profesorado Técnico UTN,
Language III and Language IV at Profesorado del CONSUDEC (Consejo
Superior de Educación Católica) ires), and also Language III, Language I
and Methodology at 25 de Mayo College (San Isidro, Buenos Aires).
He was formerly a Lecturer in Specialised English Language I at
Licenciatura en la Enseñanza del Idioma Inglés -Universidad CAECE.
His main interests are the Language-Culture Interface and Critical
Discourse Analysis.
You
try
doing it with a class of forty!
Informed
by an article written by Rob Nolasco and Lois Arthur some years ago,
this semiplenary session will address some controversial areas in ELT
where theory and practice seem to be dramatically separated and even
irreconcilable. This disagreement seems to be due to the characteristics
of some professional settings, which have driven teachers to think that
some modern approaches are sometimes hardly applicable or even unviable.
A closer examination of the central discrepancies between theoretical
issues and actual teaching practice will inevitably lead to the
difficult and sometimes scary areas of innovation and change in
teaching.
_______________________________________________________
Annette Capel
M.A.
Annette Capel holds an Honours Degree in European Studies, and a
Masters Degree in Applied Linguistics. She has also gained a Post
Graduate Certificate of Education in teaching English as a Foreign
Language.
She has taught EFL in Sweden, Spain and England.
She is a freelance consultant in the area of Testing and has been
closely involved with Cambridge ESOL exams at all levels since 1990. She
is currently Chair of item writers for PET Paper 1, and is also an item
writer for KET Paper 1, KET Paper 2, and PET Paper 2, as well as being
an examiner for PET, FCE, and CAE.
Annette is the co-author of Advanced Masterclass CAE, KET Practice Tests,
and PET Masterclass, published by Oxford University Press and of
Objective First Certificate, Objective Proficiency and Objective KET,
published by Cambridge University Press. She is also the author of
Collins Cobuild Concordance Samplers 1 published by Collins Publishers
Limited.
Cambridge Learner Corpus
The Cambridge
Learner Corpus is an up-to-date source of learner performance data from
around the world. Currently standing at more than 18 million words, this
electronic collection of candidate scripts offers researchers and
writers unique insights into the productive competence of different L1
language groups. The Learner Corpus not only flags up common errors,
through its detailed system of error codes, but also shows the actual
structural and lexical range of students. Annette's talk will focus on
South American Spanish output from A2 to B2 levels, illustrating in
particular what Argentinean students of English typically can and can't
do. Annette will also consider some of the many advantages of using text
corpora in language teaching.
______________________________________________________
Alfred
Hopkins B.A.
Alfred Hopkins is a native of Los Angeles, California. After receiving
his B.A. in journalism and social science from the University of
California at Berkeley he worked on several newspapers in the U.S.A. As
a free lance journalist, he has traveled throughout Latin America. He
studied theatre in Buenos Aires under Toni Barquet and Ricardo Bartis,
and has acted in numerous shows in Spanish and in English. Founder of
the Hopkins Creative Language Lab, dedicated to the teaching of applied
drama and storytelling, he has fquently presented workshops on drama,
storytelling, diction and journalism—combined with solo performances of
shows including “Hamlet, “The Telltale Heart,” “Knock-Knock”—to schools
here and in the provinces. He taught
Diction
at the Instituto
de Enseñanza Superior
en Lenguas Vivas “J.R. Fernandez” from 1989 to 2000 and since 1992 has
been directing acting and storytelling workshops at the institute. He
has published numerous articles, stories and poems. A story in Spanish,
“Abriendo puertas, cerrando ventanas,” was awarded first prize June 16,
2005 by the Instituto Cultural Latinoamericano. Hopkins also directs the
online magazine, “The Buenos Airres Journal,” at
http://www.a-hopkins.com.
Do
you want to keep your students awake and moving?
The Motivator: inter-active narrative techniques
Since the dawn
of history men and women have been inventing and retelling stories for
entertainment and for spiritual and intellectual enrichment. Hence, it
is not surprising nowadays to see teachers turning to storytelling as an
especially effective language classroom 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. Giving students the opportunity to tell a story in
the classroom is an especially effective strategy because it introduces
them to a world of magic, logic, emotion, graphic imagery, grace of
expression, dialogue, clarity, ambiguity, nuance of meaning and the
complexities of the human condition. If additionally learners are given
the opportunity to create their own stories inspired by their own lives
and cultural surroundings, the experience can unite language with social
integration and the search for identity. In this workshop we will
explore, investigate and provide hints on how to turn storytelling ito
an effective pedagogical tool.
_______________________________________________________
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.
The
sad story of two star-crossed lovers:Theory and Practice
In the last
decades ,the inter-and transdisciplinary fields of applied linguistics
and the sciences of language have been undergoing long periods of
intense and heterodox experimentation towards change intended to
eradicate “traditional theories”(sic) and their correlative”old-fashioned
practices “(sic) from the foreign language classroom.
Consequently,practitioners have been experiencing the instability and
uncertainty of what many
“experts” have labelled as “the process of change leading to a new
paradigm”.
In the meantime,teachers have attended courses, lectures,seminars,
workshops ,and have been bombarded with materials after the “new
theories”. Spellbound and flabbergasted , they
have been trapped in the midst of the struggle and have been faced with
a dilemma:
either they resist the new trends and stand by their beliefs ,experience
,knowledge base and intuition,running the risk of being labelled as
“old-fashioned and traditional”,or they change their ways to conform to
current thinking,thus running the risk of losing part ,if not all,of
their self-assurance in the process.
Cautiously, other practitioners have combined old and new theories and
practices in order to safely trudge up the paths of change and hopefully
counterbalance its overwhelming force.
The unresolved struggle has provoked attitudes ranging from the most
ardent adherence to the staunchest resistance towards the ideas
underlying the relationship between theory and practice.
This presentation will discuss those attitudes and ideas ,and will
critically analyse their impact on the classroom and on its actors;i.e.,
teachers and students.
_______________________________________________________
Dr.
Fernando Fleurquin
Fernando
Fleurquin joined the English Language Institute,
University
of
Michigan
, in May 2004. There he supervises the administration
of the ELI Certificate Exams in
Latin America
,
Europe
and
Asia
, providing test centers with curricular guidelines,
administrative support and marketing strategies. He also participates in
the development of new exams and services for test centers. Before
joining the ELI, Fernando worked at the Bi-national center in
Uruguay
as an EFL teacher, teacher educator, materials
developer, testing specialist, and Academic Director. He has been
evaluator for the National Quality Award, and has served as a consultant
to several educational institutions and companies. He has been awarded
the Spaan Fellowship and the TESOL Leadership Mentoring Award. He is
graduated as an EFL teacher in 1983, as a medical doctor in 1992, and
holds a Master's Degree in Marketing and Business Administration (2004).
Session
1: Advanced Vocabulary development: from research to the classroom
Starting
with examinees’ data from the vocabulary and writing sections of the
University
of
Michigan
’s Examination for the Certificate of Proficiency
in English, we will analyze possible reasons for vocabulary errors. We
will explore the latest research on vocabulary development and go over a
variety of activities to work on vocabulary development at advanced
levels.
Session 2: What dya say? Teaching and Testing listening
comprehension
Teaching and
assessing EFL listening comprehension at differing proficiency levels
and for young language learners is challenging. This session provides an
overview of most recent research on the development of listening skills
as well as practical guidelines to consider when developing or choosing
materials to teach and test listening comprehension in EFL contexts.
_______________________________________________________
Prof. Judy Kievsky M.A.
Judy
Kievsky holds an
MA. 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 in 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 committment to Brain-based teaching
and Self-esteem,attending International Conferences in Great Britain
since1995. In her presentations, she tries to blend a holistic approach to
teaching with brain friendly practices. Judy has presented workshops in
Panama (International Reading Association ,2004), Chile (AASSSA) and in different provinces in Argentina.
Self-esteem:
Snowhite´s Stepmother wasn`t the only one. Do you own a magic mirror
too?
" If you
never take a plunge, you'll never discover the delights of the water".
Abstract: Fostering Self-esteem should be integrated into the daily
fabric of the classroom...the ultimate determinant of success.
To learn most effectively, a strong sense of Self-esteem is necessary to
accept and celebrate who we are ...and let go of our Magic Mirror.
Self-esteem has been defined as the disposition to consider oneself
competent to cope with the challenges of life.It entails having
confidence, a strong sense of self-worth:accepting ourselves
unconditionally. The best way to enhance Self-esteem is to change our
self-image: the lens through which we view the world.
What we learn and how we view ourselves as learners depend on how we are
viewed by others.The reality we see is shaped and colored by our beliefs
and interpretations: the lenses through which reality is filtered.
The amazing power of vision transforms the way we view the World .Therefore,it
is imperative to learn to trust our vision and values in order to find a
balance and harmony in a stunning world which offers choices and new
perspectives to reality, allowing us to take charge of our lives.
"Once upon a time learning meant chalk and talk", says Colin Rose. Not
any more!
The latest Brain- Research has found critical links between emotions,
learning and memory. Emotions resonate in our brain enhancing learning
or creating blocks, making it hard and boring.They are responsible for
allowing the learner to think rationally or experience meaning.
Today,schools are accepting the need of re-shaping the role of
Education.The core of the new curriculum should include "subjects " as
important as empathy, compassion and the ability to build Self-esteem in
order to grow and bloom.Therefore, an appropriate curriculum should
synthesize body, mind and spirit blending the cognitive and the
emotional, engaging positive feelings within the learner.
Because learning is hooked on emotions, thoughts and feelings have a
tremendous impact in the way we learn.
Students' moods,energy levels and emotional states are constantly
changing, according to well known author Eric Jensen. Since these
factors are directly related to future success, " we should influence
our students behaviours ...in order to arouse curiosity, enhance
understanding, instill pride and ownership in learning."
During this plenary, I will offer you a vision of Education which will
do away with the myth of The Ugly Duckling
In fact, there is no such thing as an ugly duckling; that was a myth
created by swans!
_______________________________________________________
Prof.
Norberto Ruiz Diaz
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.
RP
(Received Pronunciation) ,
Estuary English or American English?
Thispresentation 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 presenter 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.
Last
but not least, the susceptibilities of vast numbers of people, both
native and non-native speakers, to questions of accents will be gone
into with, it is hoped , some objectivity,
as well as the connection of the whole issue of accent with
political correctness, acceptability and intelligibility.
_______________________________________________________
Lic.
José Maria 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(Licenciado) 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.
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.
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.
_______________________________________________________
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.
Let´s be friends and stick together. Teaching Values in the language
classroom.
Participants
will discover the importance of “Values Education”, going deep into the
most important values students should incorporate into their daily lives.
A detailed look at each of the values and exercises to focus on them
will be played. Later on in the presentation , the possibility of
working with Values in drama will be explored by using different
springboards such as stories and videos. The audience will participate
in a hands-on experience in which values and drama unite in creative
problem solving improvisations.
_______________________________________________________
Lic.
Nancy Fernandez
Nancy Luján Fernández es Profesora de Inglés (I.S.P.O.) y Licenciada en
Lengua Inglesa (Universidad del Salvador). Actualmente se desempeña como
Profesora Titular de Lengua y Expresión Oral I y Lengua y Expresión Oral
II, Lengua
y Expresión Oral IV y Lengua y Expresión Escrita IV en el Instituto
Superior de Formación Docente N° 21
"Dr.
Ricardo Rojas",
Moreno, Bs. As., y Profesora de Lengua y Expresión Oral IV en el
I.S.F.D. N° 88, San Justo, Bs. As.
Es Jefa de Trabajos Prácticos y docente investigadora en la Universidad
Nacional de La Matanza, Bs. As. Ha dictado talleres sobre Fonética y
Escritura Académica y ponencias sobre trabajos de investigación en
congresos y jornadas organizados por diferentes universidades de
Argentina.
How
can we help our College students to develop an “English” accent?
At the roots of much of our
teaching profession lies our actual experience with the foreign language,
that is, the way we learn English and the way we are taught to think
about it. In Argentine training colleges the issue of “good” speech in
English – Standard English – is deeply confused, as is in itself a major
source of controversy among those teaching Oral Expression particularly,
giving rise to sharp and even ideological divisions among institutions
and staff members as well. Moreover, most of us (foreign learners of the
language) have the hackneyed image that RP is the “best” accent, an
accent of privilege and great prestige throughout the world, the “ideal”
pronunciation. Likewise, it must be remembered that although
pronunciation is infinitely variable, when it comes to teaching
intonation, we tend to adopt a single system, on the assumption that
there are no differences in tonal inventory among the countless
varieties of the language. However, intonational differences do exist,
along with the distinctive contrasts in pronunciation, among all “Englishes”.
So, in this Tower-of-Babel scenario, what are we actually doing in the
classroom? Do we allow our college students to make a legitimate choice,
or do we force them to hold on strongly to the belief that there is a
standard in pronunciation and another in intonation, discouraging them
from learning other alternatives?
This lecture aims to help both trainers and trainees reflect upon
different theoretical standpoints concerning the teaching-learning of an
“English” accent, and develop a more conscious awareness of the risks of
advocating the acquisition of one form in the classroom.
_______________________________________________________
Prof.
Patricia Gomez
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”.
An
Unforgettable Journey into the World of Stories, Rhymes, Songs, and
Fingerplays.
Literature is an
adventure, and those who work with children have the responsibility and
the privilege of guiding them on an unforgettable journey that will last
forever.
Children first experience literature through lullabies, chants, rhymes,
fingerplays and songs. They enjoy repeating and singing them, dancing
and playing with them.
And therefore they acquire language. Then they get into the world of
picture books and stories. And eventually they learn to read.
Let´s see how to choose the appropriate oral and written material. Let´s
analize some effective approaches with practical ideas and meaningful
activities that will help you plan enjoyable lessons for your students
and you. Bring more books, rhymes, poetry and stories into your
classroom! Little by little you will see your children´s love for
literature bloom and grow as they discover the magic of literature.
_______________________________________________________
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.
A
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.
Applied
Drama for the Design of Effective Role-Play Activities.
Role-play is
basically an applied drama activity which needs a conflict with a plot,
roles, and a setting.Within this framework, the key to success is the
balanced and enthusiastic participation of all those involved, which can
be achieved by using dramatic triangles and “hidden agendas” for the
design. It is also vital to define the teacher’s role and to ensure that
all the language skills are integrated in a meaningful fashion. Teachers
should be empowered to design activities to suit the needs of specific
groups of learners, but most training in this field is aimed at
providing practical ideas without theoretical substantiation. The
lecture will briefly explore some general principles for the design of
role-play activities and outline practical ideas for their
implementation in the classroom
_______________________________________________________
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.
By
Heart: Memory, the Brain... and all that jazz! Fostering retention and principles
for improving memory.
How can
tomography scans, functional magnetic resonance imaging and information
about the brain help us become better learners and teachers? Fortunately,
we don’t need to be neurologists to understand and use memory lanes,
brain-compatible strategies and the most effective techniques for
storing and retrieving information. In a user-friendly, non-technichal
setting, we will explore the implicit and explicit systems, memory
devices, strategies to promote explicit learning….and all that jazz!.
_______________________________________________________
Lic.
Mariano Quinterno
Graduate Teacher from Instituto Superior del Profesorado “Joaquín V. Gonzalez”
.Postgraduate Degree in Education from Universidad Nacional de Quilmes.
Lecturer in Trayecto de la Construcción de la Práctica Docente
1/2,3/4 and 5/6 at Escuela Normal Superior en Lenguas Vivas
"Sofía Broquen de Spangenberg." Lecturer in Enseñanza de
la Lengua Inglesa, Lengua y Cultura Inglesa II and Práctica
en Inicial, EGB 1 y 2 / Primaria at CIBA’s Virtual Teacher
Training Course. Assistant Teacher in Language I at Universidad
del Museo Social Argentino. Co-Director of "Piccadilly Language
Centre."
The
Power of Words: Teaching Vocabulary for Diversity.
Diversity means
not only accepting but also celebrating the difference. Vocabulary
teaching is an excellent opportunity to acknowledge the fact that every
learner we teach is unique. This presentation aims at exploring various
ways through which you can help your students learn vocabulary by
catering for their different learning styles, their different socio-economic
backgrounds and their different interests and needs. By providing all
our learners with the words they need to describe their personal
universe, we serve the twofold purpose of empowering them and making
them more tolerant to the difference.
_______________________________________________________
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.
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.
Juan Carlos Udovín
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 currently runs 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.
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.
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.
Suggestopaedia:
Why it Works and How it Works.
Suggestopedia :
the method most teachers are curious about but not many dare to unveil.
An “esoteric” way of teaching believed to control the minds of students
by teacher-enchanters wearing white gowns...so far away from reality!
Behind the heavy curtains of misconception and pre-judgement, there is
the world of hard working teachers, dense lesson planning, exhaustive
training and vast knowledge of psychology.
The result of the use of this different paradigm has two faces: on the
one hand, the acceleration of learning, and ,on the other, emotional
balance and personality development. How it is achieved is not a mystery
anymore, Psychology and Medicine have already demonstrated these facts
that psychiatrist Georgi Lozanov stated in the ‘60s.
Would you dare take a glance at the tip of the iceberg that may change
your teaching experience for good?
_______________________________________________________
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” Advanced Language Studies
which offers In-Service
Training or Development courses and online e-mail modules for Teacher
Development both in Argentina and abroad.
Ms.
Gwatkin is a Team Leader and oral examiner for University of Cambridge
ESOL, and acts as examiner for the speaking and writing papers for
BULATS and IELTS. In 2001 she first issued "biziteachers",
an e-zine, and she has since been invited to join the Edboard of tesl@cunyvm.cuny.edu
of the City University of New York.
Selling
your services as an EFL professional: meeting Management and Marketing
today.
Business-like or
business-wise?
Selling your services as an EFL professional: meeting Management and
Marketing today.
What is the difference between being ‘business-like’ and being
‘business-wise’ in EFL/ESL teaching? Surely it is more than just the way
one dresses?
This plenary will take a slightly different look at the three stages in
every teacher’s professional career, what to do to get the job, keep the
job and finally, leave the job with dignity.
_______________________________________________________
Prof.
Magdalena Prinster de Botto
Magdalena Prinster de Botto is a graduate English language teacher
from Escuela Normal Nº l de Profesoras "Dr Nicolàs Avellaneda", Rosario,
at present IES Nº28 "Olga Cossettini". She is a tenured lecturer in
English Language both at the Profesorado
and Traductorado
en Inglés
at the IES "Olga Cossettini"
Her
main field of interest has been discourse analysis and she has lectured
extensively on this issue.
She is Oral Examiner, Team Leader and Presenter for Cambridge ESOL and
APrIR SIG Coordinator for Cambridge ESOL Exams.
Developing Visual
Literacy Skills: a sure path the Discourse Management
A text may be written or visual. Thus, developing visual literacy skills
will enable our students to become communicatively competent and fully
operational in the command of the language.
Mastery of the language implies verbalizing associations and resorting
to interpretative procedures to define the structure of what we are
looking at.
This presentation will be focused on how to develop Discourse Management
through Performance Tasks:
- interactive based
- rooted in the context of a situation
- linguistically contextualized
- characterized by purposes and authenticity
Let us remember that, like words, visuals can define and label, evoke
emotions, activate our schema and
develop our illocutionary competence
_______________________________________________________
Lic.
Ana Tornese de Perez 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).
The
Nature & Treatment of Learners´ Errors.
Why
do learners make errors? What type of errors do they make? What is the
role of instruction and correction? Can errors be totally eradicated
from tasks that demand a spontaneous personal response?
These are some of the questions that will be analysed and discussed in
the light of a case study undertaken in a bilingual school. The model
for the treatment of learners’ recurrent errors that was successfully
implemented in the course of the case study will be offered and shared
with the participants.
_______________________________________________________
Prof. Gonzalo José Camp
Profesor
de Inglés, ISP Joaquín V. González. Candidate for a Licenciatura en
Psicología at UBA (finishing this year). He is the Co-Director of WELLS.
Assistant Lecturer in Psicología Social Seidmann at UBA. He is
specializing in Educational Psychology. He is also working in the
development of educational material for SFL.
Prof. Pablo Hernán Scoponi
Profesor
de Inglés, ISP Joaquín V. González. Candidate for a Licenciatura en
Lengua Inglesa at UADE. He is the Co-Director of WELLS, where he works
as an Educational Consultant for many well-known institutions. Since
1998 he has been an Assistant Lecturer in “Práctica en Laboratorio”,
“Fonética y Dicción” and “Lengua Inglesa” at Joaquín V. González. He has
specialized in NLP and communication techniques and has been running
Teacher Development Courses for the last five years. At present he is
working at UADE in “Fonética” and “Expresión Oral”. He is also working
in the development of educational material for SFL.
The fabrics of classroom interaction: getting to know yourself and who
you are working with
This presentation seeks to show the real nature of classroom
interaction, in which both students and teachers play very important
roles as members of the system they belong to. In the first part,
participants will approach the topic through self-discovery activities.
Then the second part will introduce an array of tools that will help the
teacher not only to enhance his /her ability to spot different student
types but also to become aware of his/her own type. Finally, a suggested
set of activities based on this approach will be carried out in order to
show how easily all this can be transferred into the classroom.
_______________________________________________________
Prof. Elba Villanueva de Debat
Elba Villanueva de Debat is an EFL methodology tenured professor and
researcher at the Facultad de Lenguas, Universidad Nacional de Córdoba,
Argentina.
She has taught English at all levels. She has made presentations in
Argentina, Chile, Brazil and Spain. She is a former ACPI president She
is conducting research on “The development of Communicative Competence
in Foreign Languages and its relationship with pedagogic
activities”Facultad de Lenguas, Universidad Nacional de Córdoba
Celebrating diversity: practical techniques that accommodate diverse
learners
Research
in educational psychology has demonstrated that learners approach
learning in different ways. It is important to look at differences not
as a stumbling block but as an inherent fact that may lead us to enrich
our lessons. This workshop will provide first an overview on learning
styles followed by hands-on practice on the use styles inventories, and
of various techniques, including drawing and poetry, that accommodate
diverse learners and a cyclical model for lesson planning at all levels
that in its four stages incorporates tasks that cater for different
styles
_______________________________________________________
Dra María Isabel
Pozzo
Profesora y Licenciada en Ciencias de la Educación
Doctora en Humanidades y Artes, mención: Ciencias de la Educación
(Facultad de Humanidades y Artes-Universidad Nacional de Rosario)
Magister en Formación de Profesores de Español como lengua Extranjera
(Universidad de Barcelona).
Becaria posdoctoral del CONICET.
Profesora Adjunta de Trabajo de Campo I y II (Escuela de Ciencias de la
Educación-UNR)
Profesora del Taller de Tesis (Doctorado en Humanidades y Artes, mención:
Ciencias de la Educación-UNR)
Profesora de español de los becarios de la Agencia Japonesa de
Cooperación Internacional
Profesora del Taller de Docencia I (Profesorado en Inglés-IES Nº28 "Olga
Cossettini" de Rosario)
Fundamentos para el análisis y diseño de libros de enseñanza de
español como lengua
extranjera
El presente
espacio de trabajo y reflexión apunta a proporcionar criterios
sistemáticos para el análisis de libros de enseñanza de español para
extranjeros a la hora de seleccionar y / o diseñar los materiales
didácticos. Para ello, se presentan algunos conceptos claves que
fundamentan dichos criterios, al tiempo que se analizan fragmentos de
libros para el alumno en el ámbito señalado a partir de dichas
orientaciones, en el marco de una dinámica participativa. El planteo es
transferible a profesores de otros idiomas, quienes podrán aportar
también otros materiales (preferentemente, en formato filminas).
_______________________________________________________
Dr Alicia Ramasco Ph.D.
Profesora Nacional en Inglés-Universidad del
Salvador,Diploma de Honor.
Doctora en Lenguas Modernas,Universidad del Salvador.
Becaria Fulbright 1990. Becaria American Field Service,1991
Completó estudios sobre la Historia de los EEUU,Mesa State College,
Colorado-Diploma de Honor
Profesora en la Pontificia Universidad Católica Argentina "Santa María
de los Buenos Aires"
Escribe y diseña materiales de estudio para ELT en el Colegio Militar de
la Nación,El Palomar.
Profesora online en el Instituto Terciario R. Scalabrini Ortiz
Co-autora de la serie "Performance",3 libros de texto para ELT. En
preparación: "Short Stories for ELT" a publicarse en el corriente año.
Leadership and ELT today
The
formal study of leadership as an academic area of inquiry,is a fairly
recent development by comparison with other academic subjects.The field
of leadership lies on the frontier of human endeavour and the academic
and scientific study of leadership is in a period of robust growth.
This workshop intends to tackle the importance of incorporating
leadership tenets and techniques
in order to gradually become a "leader-teacher" capable of creating a
more relaxed and enjoyable atmosphere in the EFL classroom,developing in
this way our students' eagerness and motivation to learn more
effectively and...much more pleasantly!
_______________________________________________________
Prof.
Liliana Geranio
Profesora de Nivel Superior en Inglés (UCU), Profesora Nacional de
Inglés (INSP), Curso Posgrado en la Universidad de St. Joseph,
Filadelfia, Pensilvania (EEUU), Capacitadora de docentes de EGB3,
Polimodal, Terciarios y Universitarios, Docente de la Facultad de
Gestion Universidad Autónoma de Entre Ríos, Docente de la Escuela de
Comercio Nª 1 de Paraná, Directora del Instituto Do & Say (Paraná),
Curso posgrado Universidad de San Luis (Argentina)
Prof. Viviana Iglesias
Profesora de Nivel Superior en Inglés(UCU), Profesora Nacional de Inglés
(INSP) Curso de posgrado - English Language Centre en Brighton-
Inglanterra. Docente de la facultad de Gestión Universidad Autónoma de
Entre Ríos. Docente de la Escuela de nivel Medio “Brig. Gral. Zuloaga”,
Rectora de la Escuela de Nivel Medio-Polimodal N• 120 “Olegario Víctor
Andrade” de Paraná, miembro del equipo redactor de “Orientaciones
didácticas para el nivel polimodal: espacios curriculares del primer año”
(Entre Ríos).
Adapting Tasks to Learning
Styles
What does
success in language teaching and learning depend on? How can we make it
happen?.
The brain is the site of language acquisition. How can teachers "help
brains” learn faster and better?
Different authors have showed that people “think” differently, get the
information, process it, keep it and recover it in different ways.
Choosing the appropriate tasks is one important step and it will depend
on the level the students have and also on their learning styles.
So, we teachers face an extraordinarily important challenge in a world
in which “learning to learn” is one of the capacities of social survival.
_______________________________________________________
Prof. Rita Zeinstejer
EFL teacher, Instituto Nacional Superior del Profesorado, "Olga
Cosettini", de Rosario. with 30 years' experience teaching English at
all levels, mainly preparing students for Cambridge FCE and CAE.
Cambridge Oral Examiner, Area Manager for Advanced Courses, and Self
Access, Laboratory and Multimedia Coordinator at Asociación Rosarina de
Cultura Inglesa.
As from March 2000 she has given several PPT Presentations on ICT (Information
and Communication Technology) and on CMC (Computer Mediated
Communication) for Language Learning in Rosario, in Buenos Aires and in
Brazil, after a course in Cambridge in August, 1999, on CALL.
She has been coordinating the Computer SIG in APrIR, the Association for
Teachers of English in Rosario, for 5 years now.
She has participated in online Conferences and Congresses (Global Day 5,
EV Online 2002, Networking 2002), and is now member of an online
Community of Practice, Webheads in Action, aimed at doing research on
Computer Mediated Communication Tools for Language Learning.
The
Blogging Phenomenon: its Impact on Language Learning
It is no news to anybody in the EFL teaching profession that the
Internet has added a wealth of possibilities to Language Learning: in
the age of Communication, the net has become the most practical,
cheapest, fastest source of information and the second most authentic
means of communication, both synchronously and asynchronously.
This presentation will draw teachers’ attention to weblogs or blogs,
relatively new cybertools which can be incorporated into any type of
class for all reading-and-writing-aged students.
Blogs allow students to publish their own ideas, thoughts and words on
the Internet, by typing directly into the browser using free, user-friendly,
internet-based blogging services, thus creating both a resource for
teachers and a record of learning. A blog is also an interactive means
to communicate with other bloggers, as threaded discussion is open:
students can post their comments in other bloggers’ sites, they can
share links, they can get experts to visit their blogs and leave their
comments. This interaction allows for critical thinking, increases
students’ interest, and fosters ownership and learning by receiving
input and insight from others.
Blogs cannot only be opened for classroom work, but to a limitless
international audience.
This presentation will look at blogs for educational purposes, point to
their benefits and stress their advantages, while providing an overview
of sample blogs already in use by teachers all over the world, with
students at different levels.
_______________________________________________________
Lic. Pablo Jorge Labandeira
Pablo Jorge Labandeira is a
graduate teacher from ISFD Nº 21, Buenos Aires, and holds a degree as
Licenciado en Enseñanza de Idioma Inglés from Universidad CAECE. Having
started his teaching practice in 1987, he has been a teacher at upper
primary and secondary schools since 1992. At higher level, he has taught
at English teacher training colleges since 1994 and at ISFD Nº 29 since
July 2003. He has also been a university teacher since 1995 and a
speaker at regional and national congresses on pedagogy in ELT. He is co-author
of the Macmillan series Connect!.
Tips at your fingertips. A journey into the
neverending perspectives of texts, songs and videos
So you have a text, a video, a song, a story; why not make them worth
two, or perhaps three, times their original value? This workshop will
provide you with some practical ideas to deal with these materials. You
can derive a myriad of possibilities from any kind of material at hand
and at the same time engage your students in learning tasks which will
hardly ever look like work. By making the most of your materials and
your lessons, your students will get the most from your teaching.
______________________________________________________
Prof. Marcela Santafé y
Soriano
Profesora en Inglés
y Traductora Técnico-científico y
Literario from Instituto de Enseñanza Superior en
Lenguas Vivas “Juan Ramón Fernández”, Marcela Santafé y Soriano is
currently finishing her Licenciatura en Lengua Inglesa, Universidad de
Belgrano. Marcela has vast experience both as an EFL teacher and Teacher
Trainer specialising in Methodology. 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 de la Universidad Tecnológica
Nacional. She has worked as a
Cambridge Oral Examiner for the past 10 years and currently works as
Language and Methodology lecturer at Instituto Superior de
Formación Docente Nro 52, Provincia de Buenos Aires.
Beyond
Multiple Intelligences:
Sharpen your senses to strengthen 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.
______________________________________________________
Lic. María Eugenia Marzioni
de Della Torre
Profesora y Traductora de
Inglés, Instituto Superior del Profesorado Nro. 2, Rafaela.
Licenciada en Gestión de Instituciones Educativas, Universidad Católica
de Santiago del Estero, Rafaela
Directora y co-fundadora de “The Troupe”, grupo de teatro en inglés del
ISP No.2
Directora del grupo de teatro para niños “Bambalinas”, Centro Ciudad de
Rafaela
Directora de ELTCITY, resource site for teachers of English
Directora del English Fun Show y Storytime, espectáculos teatrales en
inglés.
Storyteller and writer, has Published short stories in the International
Journal for teachers of English Writing Skills, Robbie Dean Press,
Minnessotta.
Has lectured in International Congress for Teachers of English, Jornadas
de Experiencias de Lectura en la Escuela, How to Approach Cannonical and
Non-cannonical text in the classroom.
Teaching
with young learners through a Creative
Drama - based approach
Would you
like your classes to be more creative, imaginative, fun and magical? You
just have to make them children-friendly!
We all know that children are remarkably perceptive. Their eyes ever
observe, their ears ever listen, and their minds ever process the
messages they absorb. A child-classroom is full of contradictions. It is
calm, yet dynamic; predictable, but full of surprises; active and hands-on,
but sometimes quiet and reflective.
By exploring at the way young children learn, this seminar gives some
hints and practical, easy-to-carry out ideas for those teachers wishing
to teach with children, instead of just
teaching to children, implementing a
drama-based approach in their lessons.
Just relax, let the curtains rise, and enjoy the magic of creative drama
and teaching children!
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