ARTESOL

• Patricia Alejandra INSIRILLO & Patricia del Valle ORTIZ

27. Students’ vocabulary learning strategies profile in reading comprehension courses – School Auditorium

(research paper #121)

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.

• Lía BRENNEMAN

28. Creative and Constructive Solutions to Teaching Challenges – Salón AMICANA

(demonstration #135)

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.

• Eladio DONOSO

29. The use of Spanish in EFL Chilean classrooms – Room 7

(research paper #101)

The goal of the presentation is to report a study that accounts for the perceptions of 229 EFL teacher trainees regarding the use of Spanish as L1 in EFL classes. These future EFL teachers belong to their first and fourth year course levels of training in tertiary education in the degree in English Pedagogy of four Chilean universities.

• Lyda LEIBOVICH &  Patricia SAMPIETRO

30. Integrating ICT through the virtual campus into face-to-face teaching – Room 8

(demonstration #149)

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

31. Importance of abstracts as a mini academic genre – Room 9

(research paper #151)

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.

• María Ines PISTORO

32. Describing Listening Strategy Patterns by Upper Secondary School Students – Room 25

(research paper #128)

 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.

• Alastair GRANT

21. Learning Strategies: encouraging our own education – School Auditorium

(workshop #115)

For decades we have brushed up our teaching techniques, focussing on ways to improve our students’ performance. However, we are just beginning to discuss autonomy, while most of our work creates a culture of dependency. This session will explore six approaches that demonstrate that students can learn autonomously and meaningfully.

• Dinorah SAPP

22. Experiential Learning to Improve Grammar, Speaking, and Writing Skills – Salón AMICANA

(workshop #118)

English as a Second Language (ESL) teachers want their students to learn concepts beyond a textbook page.  How can language teachers create experiential projects where students improve their language skills? This workshop will demonstrate three kinds of experiential activities and participants will create their own to implement in their classrooms.

• Samiah HASSAN, & Cristina BOCCIA

23. Teaching to understand and produce texts: A pedagogy  – Room 7         

(workshop #147)

Understanding what a text does as a social activity, how it does this and what language resources are implicated are essential to develop genre literacy in modern EFL courses. In this workshop, participants will take the steps of a pedagogy leading to the scaffolded production of texts.

• Alejandra FARÍAS, Emilia MORESCHI, & Mercedes ROMERO DAY

24. Meanings in images: comprehending and producing visual narratives – Room 8

(workshop #134)

Presenters will help participants explore visual resources used by picture book illustrators to place readers as outside observers or invite them to participate in the story world. Possible applications of this analysis will be considered for the EFL classroom and some comprehension and production activities will be put into practice.

• Viviana INNOCENTINI, Alicia María NOCETI, Jorge SÁNCHEZ, & María Susana GONZÁLEZ

25. Genre awareness in ESP courses at University level – Room 9

(round table #157)

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.

• Rita ALDORINO

26. Sounds, words, rhythm: creating contexts toward our summit – Room 25

(workshop #120)

Sounds combine to create words, phrases, sentences, which help convey the musicality of language. This workshop intends to demonstrate how the use of poetry can integrate these components to support oral- aural skills in the EFL class. The audience will experience alternative ways to further these abilities in everyday lessons.

• Carina CAPORALINI, Eliana HENRIQUEZ, & Gabriela GARCÍA

15. Spontaneous speech and listening: activities and assessment  – Room School Auditorium         

(demonstration #152)

The presenters will seek to explain how the knowledge and intensive practice of prosody and the features of fast natural speech can influence attentive listening, resulting in a successful handling of the message. They will show classroom activities and assessment methods which could enhance the participants’ teaching practice.

• Liza Perez MIRANDA, Lucía RAMOS LEIVA, & Leslye ESCOBAR

16. Empowering preservice teachers by practicing out of educational contexts – Room Salón AMICANA

(research paper #129)

This presentation shows how incorporating service learning with a focus on social justice in an instructional methods course impacts the preparation of EFL teachers in Chile. Attendees will hear the benefits and challenges of this project, and discuss how EFL teaching courses can develop social responsibility along with pedagogical skills.

• Florencia L. MORGILLO

17. Gender issues through Songs at Secondary School – Room 7

(demonstration #108)

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

18. Exploring in-service teachers´ cognition: discourses vs. practices – Room 8     

(research paper #109)

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.

• María Laura GONZÁLEZ & Mariela HUALPA

19. Disciplinary reading in English: a genre- based proposal – Room 9

(research paper #117)

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.

• Eladio DONOSO

20. Errors in written discourse committed by EFL teacher trainees – Room 25

(research paper #102)

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.