ARTESOL

• Anna McCOURT

10. The modern language classroom: how technology changes teachers’ roles – School Auditorium

(workshop #154)

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.

• Lia BRENNEMAN & Maria Victoria MUÑOZ

11. Plan B, Your Back Pocket Activities When Technology Fails – Room: Salón AMICANA

(workshop #141)

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.

• Nylia Elena MONTÉ

12. Brain-Based Learning: building a bridge between Neurosciences and Education – Room 7

(workshop #126)

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.

• Elsa ACETO

13. Lead to believe. Believe to teach – Room 8

(workshop #131)

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.

• Viviana María VALENTI &  Marisa Andrea GALIMBERTI

14. How to design hypermedia material to ensure knowledge construction – Room 25

(workshop #125)

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.

• Carolina VERGARA-MERY

5. What to do when rubrics go wrong?  Room: School Auditorium

(demonstration #104)

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.

• Erickzon Dany ASTORGA CABEZAS

6. Grammaring:  The effects on EFL learners’ communicative skills – Room: Salón AMICANA

(research paper #122)

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.

• Jorge LEMOS SHLOTTER         

7. Let’s ‘Grammar’ with and from Systemic-Functional Linguistics  – Room 7         

(demonstration #148)

English grammar teaching in EFL classes should be neither challenging nor frustrating, but fun with and from Systemic-Functional Linguistics (SFL). Approaching teaching from such a perspective helps students internalize and use grammar meaningful and purposefully in contextualized discourses. To use such an approach improves students’ language intelligibility and performance.

• Jorge SÁNCHEZ

8. Fostering the learning of research genres in higher education – Room 8

(research paper #105)

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.

• Marcela QUINTANA & Lucia RAMOS

9. Metacognitive and cognitive processes in lesson planning – Room 25

(research paper #132)

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.

• Paula CABRERA

1. Developing fluency and stress in the EFL Classroom – Room: School Auditorium

(demonstration #114)

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.

• Paola DANESI

2. Critical thinking tasks to boost language development – Room: Salón AMICANA   CANCELLED    

(demonstration # 155)

Most children graduate from school today without having developed the critical thinking skills they need to face today´s demands. The speaker will present a portfolio of CT tasks to shake up students´ minds and help them enhance their language skills.

• Nicolle SUAZO ALBORNOZ

3. English Language Teachers’ perceptions towards Critical Pedagogy in ELT – Room 8  CANCELLED     

(research paper #103)

English language teaching needs to go beyond cognition with few socio-political implications. It requires to transform both students’ and teachers’ perspectives towards the society they are immersed. This research analyses the perceptions and attitudes of English language teachers towards critical pedagogy in ELT.

• Beatriz CASTIÑEIRA & María Rosa MUCCI

4. Are you listening to me? Multidimensional classroom talk – Room 25    

(demonstration #124)

Discourse analysis is a useful tool in ESL/EFL teaching for the selection of material, to increase students’ participation, and even to avoid students’ exclusion. This demonstration aims to show the use of DA to empower teachers by analyzing classroom interaction, thus enhancing communication.