Ricardo Ramírez

Ricardo Martín Ramirez graduated from UADER, Universidad Autónoma de Entre Ríos, where he now lectures on British and American culture.  At present, he is writing his Master’s dissertation on ICT in education for Universidad de Jaén, Spain.  In 2010 he received the IVLP scholarship granted by the US Department of State.  He works for the Ministry of Education and the Conectar Igualdad Program in the province of Entre Ríos.  In March 2013 he made a presentation on EdTEch at the TESOL convention in Dallas, Texas, US.  This presentation had been awarded TESOL Best of Affiliates.


Dealing with No Internet Connectivity in the EFL Classroom


EFL teachers trying to fully incorporate the use of computers in their classrooms usually have to endure adversities when it comes to having a class get wired to the internet.  This presentation seeks to explore software that can be used offline as a viable solution to connectivity hitches.

María Susana González

Maria Susana González is a teacher of English, a  B.A. in Letters and an M.A. in Discourse Analysis, graduated at Buenos Aires University.  She is in charge of the Chair of Reading Comprehension in English at Facultad de Filosofía y Letras, Universidad de Buenos Aires where she has been teaching since 1988 and doing research since 1995.  She has made presentations in national and international conferences.  She was also a teacher of English and Spanish in a state high school.


The Relevance of Reading Comprehension of Expository and Argumentative Texts at High School and University Level


The interaction of several variables affects the nature of reading in a foreign language: reader variables, text variables, and variables that depend on the context or situation.  At High Schools and Universities we have to teach English to heterogeneous groups of students with different threshold levels of the English language and different interests.  reading expository and argumentative texts presents several difficulties for our students who, in general, are not trained to cope with these text types.  Therefore, the purpose of this conference is to socialize theoretical and practical information about the possibility of including reading comprehension lessons at High schools to prepare students to face the reading of expository and argumentative academic texts at Universities.

Rachel Moran, ELF

Rachel Moran, English Language Fellow, has taught ESL/EFL for 26 years. She received an M.A. in TESOL from San Francisco State University and a B.A. in British Studies from Richmond University in London, England. Rachel has taught all levels and all subjects in ESL including Basic English to refugees up to advanced courses for Post-Doc Fellows at Johns Hopkins University plus advanced seminars for EFL teachers in Argentina. She has also developed and taught the following ESP courses: Voices of America, ESL through Film; Writing and Grammar via the Media; Conversations on the Presidential Election; Blended Skills for Teachers-in-Training; and Pronunciation, Idioms & Slang for International Teachers. Additionally, Ms. Moran co-wrote the curriculum for Santa Fe University of Art & Design’s Immersion English Program, in Santa Fe, NM, and chaired the curriculum writing committee for the College of Notre Dame of Maryland. Currently, Rachel is the English Language Fellow in Argentina, a program sponsored by the U.S. State Department and the U.S. Embassy in Argentina. Her host institution is AMICANA the Binational Center in Mendoza.

Music: Indispensable to TEFL, ages: 12 and up

Music is not the fluff of the EFL classroom:  it is critical to accelerate language acquisition. Rationale for this thesis will be discussed and five songs  played and used in activities.  Attendees will  create a lesson plan for using a song in ten minutes and receive a song handout.