ARTESOL

• TISCORNIA, Teresa

Making thinking visible in the Literature classroom

(Demonstration)

The presenter will begin by introducing the theory of Visible Thinking as a valuable tool to promote motivation in the Literature classroom and achieve higher -order thinking. In today´s diverse classrooms it has become fundamental to build a culture of independent thinkers who nourish from the thinking process itself as well as the thinking of others.
She will then share a concrete set of strategies to incorporate thinking routines into everyday literature lessons as a creative, original way to approach Literature and to value independent thinking as an aim in itself.

• CAICEDO, Vladimir

Unleash your Power…Point. Teaching resources to foster motivation

(Demonstration)

Grammar teaching has always been a matter of concern in the EFL classroom due to its prescriptive nature. Several teachers only rely on ELT textbooks to teach grammar, posing limitations on students’ engagement and motivation since most textbooks’ contents and themes lack of relatedness to students’ daily life context and their approach to practice is monotonous. This presentation will walk participants through the basic principles of theme-based learning and gamification to design teaching and learning resources on PowerPoint based on students’ interests to foster intrinsic motivation in the ELT classroom.

• MONTÉ, Nylia

Brain Matters! Enrich your classes with Brain-based Learning

(Workshop)

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: Brain-based Learning. We will learn very practical ways to enrich our students’ brains by applying knowledge from the field of Neurosciences and Education.

• INNOCENTINI, Viviana

A study of interaction in scientific discourse

(Research paper)

Interest in scientific and academic discourse has been on the rise over the last decades, with numerous studies addressing research papers and their abstracts as the main genres to be analyzed. A solid body of research exists on the stereotypical rhetorical organization patterns of moves and steps -or sub-functions- of these genres, yet interaction and negotiation within the discourse community remain to be further investigated. This study explores interaction in abstracts within the framework of metadiscourse from a contrastive rhetoric perspective. The presenter will refer to its theoretical-methodological frame, the process of corpus construction and analysis, and preliminary findings.

• BERARDO, Eliana

Direct vs. indirect feedback in EFL writing

(Research paper)

Is it necessary that writing instructors provide solutions for their students’ mistakes, or should they point them out and let students find a solution on their own? The presenter will begin by summarizing recent research on the matter and she will continue to present the results of her own study on the effectiveness of direct and indirect feedback in helping first and third-year EFL college students improve their compositions in academic writing courses. A quantitative and qualitative analysis of the first and second draft of their assignments was carried out to draw conclusions and propose plans to improve feedback practice.

• GONZÁLEZ, María Susana, ALBINI, María Claudia; ROCCA, Ana María

Application of a Reading Comprehension Model to Academic Texts

(Demonstration)

In the reading comprehension courses in English at a state university in Argentina, a model of academic text reading that responds to the tenets of a strategic, interactive reading approach has been developed considering students with a low level of knowledge of the foreign language (mainly A1-CPF). In this demonstration, the presenters will apply this reading model to short academic texts and the audience will participate as students. The aim of the demonstration is to show how it is possible to help students become strategic readers and abandon linear reading in a short instruction period.

• CASTIÑEIRA, Beatriz;  MUCCI, María Rosa

Too academic to play games? Jeopardy at university

(Demonstration) 

Many popular games are usually included in ESL/EFL classrooms with the intention of transforming a learning activity into an engaging experience. For example, Jeopardy is a classic game in different fields such as accounting, chemistry or health care. In this demonstration the presenters will show how this game can be used not only as an ice breaker but also as an evaluation tool. They will also share the benefits that the game provides following an experience with students in higher education.