ARTESOL

Commercial Presentations

• An Overview of the PTE suite – Pearson Education

In the teaching-learning process, it is utterly important for decision makers, teachers and students to be able to have a clear picture of where they are at. ELT is not different; thus there is an ever-growing need for assessment. Beyond this clear picture, assessment is a pedagogical tool that favors data driven decision making to benefit individuals, educators and institutions all the same.  Pearson, a leading company in educational solutions, is aware of these needs and their importance, and offers a suite of certifications. We present Pearson Test of English,in two versions: General and Young learners, a set of international certifications administered by Pearson in partnership with the prestigious exam board EDEXCEL and regulated by OFQUAL and CEA, the most important certification boards in the United Kingdom. Our exams are rigorous, accurate, and they hold recognition worldwide for their standards of quality. We hope you will consider us when choosing English language certifications.

Presenter: Paula Domanski

• Games Galore! A Treasury of Useful Ideas for Teachers.

The book Games Galore! A Treasury of Useful Ideas for Teachers has been created to make your job a little easier, banishing boredom from your classes. The book facilitates the frequent use of games in class. Come and learn simple ways to spice up your lessons with lots of games!

Presenter: Nylia Monté

• Dudley REYNOLDS

 40. Teaching Organization for Writing – School Auditorium

(workshop #01)

Ever looked at a student’s paper and felt completely puzzled by what they are trying to say? The vocabulary is appropriate. The sentence structure seems mixed up in places, but you can understand what was intended. But when you read the text as a whole, you feel like a ball on a squash court. You know the issue is organization, but how do you address it? In this workshop we will use sample essays to consider why students may have problems organizing their writing, how we can work with them one on one, and finally how we can teach organization to a whole class without dictating what to write.

• Siorella GONZALES SÁNCHEZ

41. Mobile learning and the flipped classroom – Salón AMICANA

(workshop #106)

Using mobile learning and the Flipped classroom will definitely help us improve as professionals and make our teaching a lot more interactive and fun. As 21st century teachers we need to give our students the ideal tools to improve the skills required and transform our teaching style into a more attractive, authentic, and meaningful experience.

• Jennifer RAMOS

42. Capturing students’ best performance with valid classroom language assessment – Room 7

(workshop #150)

This workshop is targeted at educators who wish to improve their understanding of valid language-testing principles and techniques to capture students’ best performance. Workshop participants will discuss a variety of testing scenarios and design sample assessments and scoring tools. Participants will work with sample test data to practice item analysis.

• Gloria Estela QUINTEROS RIVEROS, & Diana RUIZ GAMA,

43. University English students as architects of their own knowledge – Room 8

(workshop #139)

The session’s goal is to provide strategies to help University students develop basic soft skills such as team-spiritedness, self-management, decision-making, and problem-solving through specifically tailored Project Based Learning (PBL). The presenters will illustrate the PBL stages and lead participants through a PBL activity to develop their own projects.

• Nylia MONTÉ

44. Spice up your classes with lots of games! – Room 9

(workshop #140)

Having fun in class is a serious thing! Come to this workshop and learn simple ways to spice up your lessons with lots of games. Learn the benefits of using them in class and take home a new collection of games to use with students of different ages and levels.

• Alastair GRANT

45. Collaborative Learning: making ourselves unnecessary – Room 25

(workshop #116)

We are aware of the importance of grammar and vocabulary, but we also know the younger generation learn better from peers. How can we develop this autonomy and also ensure they pass exams? Let us explore the benefits of students engaging in collaborative learning, and strategies to make ourselves unnecessary.

• Nolwenn GAUTIER

33. Language Mentoring Project: make them learn! – Poster Rooms

(poster #123)

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.

• Ileana BONETTO, Silvia DELLA VEDOVA, María Laura GODOY, Anabella IOTTI, & Marcela PUEBLA,

34. Blended-learning in Teaching Reading Comprehension in English – Poster Rooms

(poster #130)

This is a qualitative study which will describe the implementation of blended- learning in the context of a recently-created university as an attempt to answer the following question: “Is the hybrid method of teaching effective for this specific community of students?”

• Estela Raquel RAMOS, María Julia FORTE, Ana Laura BACCI, & Mariana PAGELLA

35. Facilitating school to university transition: an articulation project – Poster Rooms

(poster #136)

The Articulation Project for the English class between the School of Engineering (UNLPam) and EPET3 (Informatics Orientation) was designed to address the need for better articulation between secondary and university education. The purpose of this project is to improve students’ linguistic abilities and connect them to the university academic programs.

• Estela Raquel RAMOS, Mariana PAGELLA María Julia FORTE, & Ana Laura BACCI

36. A virtualization program at Facultad de Ingeniería UNLPam – Poster Rooms

(poster #137)

Technologies in the 21st century have made an impact on the way knowledge is accessible to students, making educational processes available beyond the classroom. In an attempt to create ubiquitous learning environments, a virtualization project is being implemented to reinforce the English courses at the university.

• Dinorah SAPP

37. Posters to Engage and Empower Students in Grammar Class – Poster Rooms

(poster #119)

Intensive English Program (IEP) students taking grammar classes are often overwhelmed by the amount of rules needed to test their knowledge.  This poster session presents an alternative form of assessment for grammar classes for any level or skill.  The presenter will show a lesson plan, rubrics, and pictures of posters.

• Viviana A. INNOCENTINI

38. Uncovering interaction in research articles’ abstracts – Poster Rooms      

(poster #145)

Research articles’ abstracts have become a genre of increasing interest; most studies have identified and described its characteristic elements as a genre awareness resource for helping writers improve their writing. Interaction represents an emerging area of interest, which the presenter will explore through the framework of metadiscourse.

• Viviana A. INNOCENTINI & Ana Barbara FORTE

39. Networking in ELT: understanding teachers’ needs, goals and expectations – Poster Rooms

(poster #146)

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.