Errors in written discourse committed by EFL teacher trainees
The presenter will show the results of a study that accounts for the grammatical errors committed in a writing activity by future EFL teachers of four different levels in order to approach a description of their interlanguage. Results reveal major differences of interlanguage between first year and fifth year participants.
What to do when rubrics go wrong?
Rubrics have become one of the most consistent tools to assess written and oral performances in English. How to make sure, then, that those rubrics effectively give us the information we need? Participants will use the techniques and procedures presented to help improve faulty rubrics.
Fostering the learning of research genres in higher education
Mastery of a foreign language is a priority for personal and professional development. At university, ESP courses should enhance the teaching and learning of research genres. Thus, this presentation informs about an on-going research project related to empirical informative abstracts conducted at the School of Political and Social Sciences, UNCuyo.
Lilian ZAMBRANO & Leonardo HERRERA
How are we assessing our English Learners?
This presentation will depict the results of a study conducted in a Teacher Education Program at a Colombian university. It was aimed at analyzing classroom assessment mechanisms, identifying participants’ perceptions regarding assessment, and providing suggestions in terms of strategies that may enhance the evaluation process in the aforementioned program.
Florencia L. MORGUILLO
Gender issues through Songs at Secondary School
The current legislation in Argentina (LEN 26206/06) states that an integrated view of Health and Sexual Education for adolescents should be included in the syllabus at secondary school. The presenter will address this issue by explaining how to use authentic material for authentic learning to cater for these pedagogical dimensions.
Adriana María MORALES VASCO
Exploring in-service teachers´ cognition: discourses vs. practices
Classroom practices are thought to reflect what teachers think, know, and believe (teachers´ cognition), but can both agreements and disagreements between teachers´ cognition and actual classroom actions be identified? How? Findings from a descriptive-exploratory study will attempt to answer these questions and shed light upon implications for language teachers´ professional development.
Developing fluency and stress in the EFL Classroom
English Pronunciation is a very valued skill among students. However, there are challenges with teaching it in an EFL setting. This presentation will focus on two classroom activities to practice and reinforce the teaching of fluency and stress using suprasegmentals.
María Laura GONZÁLEZ & Mariela HUALPA
Disciplinary reading in English: a genre- based proposal
A reading comprehension course of disciplinary texts in English for students of Spanish at Universidad Nacional de San Juan helps them familiarize with some of the genres they need to handle in their discourse community. The presenters will show how they organize the course from a genre- based perspective.
Patricia Alejandra INSIRILLO & Patricia del Valle ORTIZ
Students’ vocabulary learning strategies profile in reading comprehension courses
Teaching strategies to learn vocabulary can speed up the process of vocabulary learning in reading comprehension courses. The purpose of the study is to explore the VLS profiles of students attending reading comprehension courses at the beginning of their instruction period in the School of Philosophy and Arts, UBA.
Erickzon Dany ASTORGA CABEZAS
Grammaring: The effects on EFL learners’ communicative skills
This study examines the results of implementing Grammaring to improve grammar proficiency in writing skills of low-level EFL learners. Data from 50-students control group and 50-students experimental group are gathered and interpreted. The results from a comparative analysis of pre- and post-tests will demonstrate improvements in EFL learners’ written skills.
Language Mentoring Project: make them learn!
Mentoring seems to be an effective strategy to meet each student’s needs in a mixed-ability group with few hours of class per week. The presenter will share the experience and demonstrate the benefits of a language mentoring project implemented with mixed-ability groups of 17-year-old students in a secondary school.
Viviana María VALENTI & Marisa Andrea GALIMBERTI
How to design hypermedia material to ensure knowledge construction
What should teachers consider when designing digital material? This workshop will aim at helping teachers develop a criterion to produce hyperlinked documents. The theoretical framework used combines features of Learning, Language and Hypermedia. Groups will criticize digital documents and finally agree on guidelines for the design of on-line teaching material.
Nylia Elena MONTÉ
Brain-Based Learning: building a bridge between Neurosciences and Education
Knowing how the brain works is essential for teachers to select strategies and design activities that go hand in hand with how students’ brains learn. In a fun way, using a variety of interactive activities, this workshop will bring teachers closer to a very wise way of teaching.
María Ines PISTORO
Describing Listening Strategy Patterns by Upper Secondary School Students
The presenter will describe the listening strategy patterns of direct and indirect strategies used by upper secondary school students of English in Córdoba, Argentina. In addition, she will specify the categories of memory, cognitive, compensation, metacognitive and social affective strategies, and will compare gender differences according to the task performed.
Lead to believe. Believe to teach.
Teachers are visualized as commanders in charge. They are in a position to lead but not always aware of it. During this workshop, attendants will be able to discover the leader they carry inside and how to help students find the one inside themselves.
Marcela QUINTANA & Lucia RAMOS
Metacognitive and cognitive processes in lesson planning
This presentation will show the results of a study on metacognitive and cognitive processes that occur in the mind of pre-service EFL teachers when planning a lesson. This knowledge will eventually allow to determine better ways to support and improve our students’ higher order thinking skills.
Creative and Constructive Solutions to Teaching Challenges
The presenter will provide a framework for her Supervised Teaching class, and model a professional development module: Creative and Constructive Solutions, in which collaboration will provide participants the opportunity to reflect on their own context, encourage positive solutions, and discuss guiding our new and student-teachers to implement the same strategy.
Lia BRENNEMAN & Maria Victoria MUÑOZ
Plan B, Your Back Pocket Activities When Technology Fails
The goal is to create communicative, back-up lesson plans for a classroom with no technology. The participants will be grouped to develop lesson plans in a collaborative round-robin pairing of receptive and productive skills, which can in turn serve as a model lesson plan sharing exercise in any context.
Viviana A. INNOCENTINI & Ana Barbara FORTE
Networking in ELT: understanding teachers’ needs, goals and expectations
Despite the availability of updating courses for EFL professionals, they might fail to address the teachers’ concerns. A possible explanation may be an increasing gap between course designers and classroom practitioners. Preliminary insights regarding pre-service and in-service teachers’ identified gaps and needs in terms of professional training will be shared.
Lyda LEIBOVICH & Patricia SAMPIETRO
Integrating ICT through the virtual campus into face-to-face teaching
Virtual campuses offer tools that can be integrated into face-to-face teaching. Are we teachers aware of the benefits of introducing them in our classes? In this presentation, we will demonstrate how the tool Glossary has been used to help students categorize technical vocabulary in an ESP course in Mechatronics Engineering.
María Susana GONZÁLEZ & María Claudia ALBINI
Importance of abstracts as a mini academic genre
Students who are being trained in reading comprehension at the School of Philosophy and Letters, Universidad de Buenos Aires, should become aware of the fact that the reading of abstracts takes place during the anticipation period and that this activity is really important for the formulation of specific hypotheses.
The modern language classroom: how technology changes teachers’ roles
Internet and free access to language learning software does not replace language teachers, but it does mean that the teacher’s role changes. What are skills that learners cannot get online? This presenter will provide techniques to incorporate production, critical thinking, and social skills into lessons to stimulate learner autonomy.
Viviana INNOCENTINI, Alicia María NOCETI, Jorge SÁNCHEZ, & María Susana GONZÁLEZ
Genre awareness in ESP courses at University level
In this round table we will present and debate the particular Format of ESP courses at four Argentine Universities. Courses are designed considering the prototypical genres used in different academic fields and the tenets of the schools of the genre based approach: ESP, the New Rhetoric, and the Sydney School.
More sessions coming soon.