ARTESOL

• 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.

• 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.