Concurrent Sessions

22. July 2024 · Comments Off · Categories: Uncategorized

ARTESOL Awards

Concurrent Sessions

Giving directions: maybe it’s not you but me
Demonstration

Giving directions is an ability some teachers usually take for granted; after all, some of them have spent years doing it in the classroom. Then why do students ask what they need to do right after the directions were given? Or end up doing a different task altogether? So far, teachers tend to blame students not paying attention; however, that is not always the case. In this demonstration, participants will get to know common mistakes teachers usually make that result in confusing directions, as well as some tips on how to avoid them.

Vergara-Mery, Carolina, MA in TEFL, teaches graduate and undergraduate assessment courses at Universidad Católica del Norte in Antofagasta, Chile. She has also given a number of workshops and training courses to teachers in Assessment and Testing. Her research interests are Language Assessment, Inclusive Assessment Practices, and Teacher Training.

An Enhanced Intonation Toolkit Empowered by AI

Demonstration

Intonation is now made accessible through the lens of Artificial Intelligence. What if students could have a smart assistant to relieve them from the pressure of checking grammar when creating oral texts or choosing the right tones to express their thoughts without needing to rely on the teacher? And what about the teacher? Can we get an AI assistant to help us create intonation tasks? I’ll unveil an Intonation Toolkit designed to empower teachers and learners in mastering English intonation with AI assistance. By leveraging this toolkit, learners can effortlessly select appropriate intonation patterns, leading to clear and intelligible oral communication.
Master Stella Palavecino is a teacher, a teacher trainer, ELT material writer, author, editor and consultant specialized in English Phonetics. She lectures in Phonetics and Phonology at teacher training colleges and translation programs. She has delivered presentations in the fields of phonology, language labs and phonetics pedagogy at ESL/EFL symposia.

University Students’ Perception of Explicit Instruction in EFL Classrooms
Research paper

The presenter will expose a study that delves into the perceptions of Chilean university students regarding explicit linguistic explanation and the use of metalanguage in the teaching of English as a foreign language (EFL). Data were gathered through a semantic differential scale, supplemented by open-ended questions. The findings reveal a strong preference among participants for explicit explanations of language features and the incorporation of metalanguage in their English classes. Consequently, the study suggests that the sampled individuals highly value the explicit instruction of language, particularly when delivered in their mother tongue, Spanish.

Eladio Donoso’s teaching at the Universidad Católica del Norte, Chile goes along with his research interests that involve linguistics, education and teacher training. Donoso holds an EFL/ESL teacher degree, an M.A. in English Linguistics, an Advanced Studies Diploma in Spanish Language, and a Ph. D. in Linguistics.

Lexico- grammatical units that facilitate the identification of different positions.
Research paper

The detection of different positions about an issue is of utmost importance for undergraduate university students who read research articles from the field of humanities. This results of this study show that verbal and mental conjugated verbs facilitate the identification of different positions in the introductory sections of research articles.

María Susana González holds a Master degree in Discourse Analysis (UBA), a B.A and a teacher degree in Letters (UBA). She is an ESP and EAP teacher and researcher at the School of Philosophy and Letters (UBA).

María Claudia Albini is a graduate teacher of English, a teacher of Music, a B.A. in Education and a B.A. in Arts. She is a researcher and professor at Philosophy and Letters –UBA and at DAMus-UNA. Editor of ARTESOL EFL journal. Main research interests: Reading Comprehension and the relationship between Music and Languages.

Discovering your teaching philosophy: a reflective journey for educators
Workshop

The presenter will guide participants on a reflective journey to uncover their teaching philosophies, grounded in reflective practice and collaborative learning principles. Reflective practice involves continuous self-assessment and adaptation of teaching methods based on experiences and feedback, fostering greater self-awareness and teaching effectiveness. Participants will explore defining characteristics of their teaching, engage in thought-provoking questions, and participate in collaborative discussions. Emphasizing the importance of sharing insights and strategies with peers, this workshop aims to foster a supportive learning community. This engaging session promises introspection, collective problem-solving, and professional growth.

With over 20 years of experience, Prof. Gonzalo Díaz, an alumnus of Universidad Nacional de Tucuman, holds an ACE and language assessment specialization from the University of Oregon. As an edupreneur and proactive US Embassy alumnus, his motto “teachers never stop learning” inspires global collaboration.

Songs for memorable learning: bring the music joy to class
Workshop

Music can greatly enhance learning, since it helps to improve memory and retention by engaging the parts of the brain responsible for memory and learning. Also, songs provide a valuable source of rich authentic material, exposing students to challenging samples of English used by native speakers, which can enhance listening comprehension skills and pronunciation. Come to this fun workshop and learn creative ways to use songs strategically in your classes, for varied teaching purposes such as elicitation of grammar rules, engaging grammar and vocabulary practice, creating rich communication and debate, writing assignments… and sheer enjoyment of the bliss music brings.

Nylia Monté is a Psychologist (USAL), English Teacher (UTN) and has Postgraduate Studies in Neurosciences (U.B., U.C.A., U. San Andrés and in the USA). Head of English at NEA 2000 School and teacher trainer at ICANA. Author of the books Games Galore 1 and Games Galore 2, published by IDL.

Textual intervention and chat GPT: a welcome partnership?
Demonstration

AI is considered a powerful tool in the EFL classroom, with Chat GPT probably being the most popular AI app used. The presenters will show an experience with TTC students in the province of Buenos Aires who produced a textual intervention by combining systemic-functional linguistics and literary theory as well as the subsequent assessment of the productions by Chat GPT. The presenters will include concepts such as coherence, hybridity and plagiarism with a view to discussing the potential of this tool in the evaluation of students’ texts.

Beatriz Castiñeira, PhD., a specialist in discourse analysis and composition, teaches in I.S.F.D. N° 100 and I.S.F.D. N° 11. She also teaches in Universidad Nacional de Quilmes and she is Co-director of the BA English Language degree program at UTN Fra, where she coordinates the Discourse Analysis and Research Methodology areas.

Maria Rosa Mucci, PhD., a specialist in cultural studies, teaches at Universidad Nacional de Quilmes. She is Director of the BA English Language degree program at Universidad Tecnológica Nacional, Facultad Regional Avellaneda where she coordinates the Cultural and Literary Studies areas.

Innovating ELT: engaging frameworks for learners
Workshop

The presenter will explore specialized educational frameworks designed for English Language Teaching (ELT) learners. Participants will discover strategies to integrate Connection-Based Learning, Curiosity-Based Learning, and Authentic Learning into their teaching. Emphasizing reflective practice and collaborative learning, the session will provide practical examples to enhance engagement and innovation in ELT classrooms. This workshop aims to equip educators with the tools to create dynamic and supportive learning environments. Join to revolutionize your teaching approach and ensure it remains impactful for learners of all ages.
With over 20 years of experience, Prof. Gonzalo Díaz, an alumnus of Universidad Nacional de Tucuman, holds an ACE and language assessment specialization from the University of Oregon. As an edupreneur and proactive US Embassy alumnus, his motto “teachers never stop learning” inspires global collaboration.

Flourishing your AI skills
Demonstration

Educators overwhelmed by rising demands? This workshop equips you to craft effective prompts and use GenAI tools to generate activities, brainstorm projects, and create quizzes. Explore real-world apps while developing your AI skills – a rapidly growing competency. The presenter will demonstrate how AI tests and empowers your critical thinking and expertise, enhancing teaching and saving time. Level up to an AI pro and flourish in the classroom.

M. N. Godoy is an ELT Teacher & Specialist in Educational Management & Technology. She develops curriculum, evaluates educational programs, and assists schools in implementing innovative policies. She Provides training for teachers in Buenos Aires City school districts through Escuela de Maestros and CONSUDEC teacher training program.

Cyberpals: A technology mediated exchange project in primary school.
Demonstration

During this demonstration the presenter will explain and share the different phases of the project “Cyberpals”, a six-month long technology mediated learning experience carried out between two public primary schools: one in Buenos Aires, Argentina, and the other one in Dublin, Ireland. The aim of this presentation is to show the benefits that internet sites of personal design can offer to foster real communication and meaningful learning experiences among children, while promoting the development of the four macro-skills in a real context and creating unforgettable cross-cultural bonds among students and educators.

Romina Estalles is a graduate ESL Teacher from ISP “Joaquín V. González”, with more than 25 years’ experience working in state and private schools. As ESL Coordinator for The Secretary of Education in Vicente López, she has become involved in the development of public policies and specialized in curriculum design.

The ins and outs of publishing academic papers

Msde easy session
Attention, novice teachers! Are you eager to learn the ins and outs of publishing academic papers? Join us for an engaging debate where you’ll have the opportunity to actively participate and discover the challenges and advantages of publishing articles or pedagogical experiences while gaining valuable insights from fellow teachers. This event promises to be a dynamic platform for knowledge exchange, enabling you to enhance your understanding of the publication process. Don’t miss out on this chance to expand your expertise in an informal discussion on the topic.

Patricia Insirillo is an English Teacher (J. V. González) and a Bachelor in Education (UNQ) . She attended a Master’s Program in Applied Linguistics for the Teaching of EFL (Jaen University). She is a teacher and researcher at the School of Philosophy and Letters and the School of Psychology, UBA.

Cynthia Quinteros is an English Teacher (ISP “Dr. Joaquín V. González”) doing her M.A. in discourse analysis (UBA). She is a researcher at Facultad de Filosofía y Letras UBA, and Universidad Nacional de General Sarmiento. She teaches reading comprehension and English for specific purposes courses.

Elida Rolli is a teacher of English and she holds a BA in Education (UCAECE). She is a teacher at the School of Philosophy and Letters (Universidad Nacional de Buenos Aires) and she is editor of ARTESOL EFL Journal. She also taught at secondary level for forty years.

Enhancing language skills: effective speaking activities
Demonstration

Speaking activities are vital in language learning, fostering communication skills, confidence, and practical language use. This demonstration will highlight effective speaking activities for different ages and language levels that can be easily implemented in any educational setting. After laying the foundation of the importance of speaking activities in and outside the classroom, sharing from their own experience, the presenters will showcase speaking activities they have created and/or used with their students from young learners to adults.

Erika E. Roger is an English teacher with 22 years of experience teaching students from young learners to adults. Mrs. Roger has been working at ASICANA since 2008, where she is an English teacher and assistant in the academic department.

Paula A. Patanchon is an English teacher who completed her studies at ISFD N° 1. She has been working as an English teacher in ASICANA since 2017 and is an assistant in the academic department.

Removing barriers with Universal Design for Learning
Demonstration

Universal Design for Learning (UDL) brings a change of perspective. It aims at making the classroom dynamic, inclusive and flexible. Students are given the chance to participate in meaningful tasks and authentic learning. Teachers use UDL as a guide to explore how the brain learns in a better way and adapt their classes to multiple means of representations, action & expression, and engagement. The presenter will begin by introducing the principles of UDL and then she will offer different strategies to apply these principles in the classroom for students to become expert learners who are motivated, resourceful and strategic.

BA Marazita has worked as a teacher trainer at Institute Saenz, and UNL. Romina specializes in E-learning and Instructional Design. She has completed her TESOL and ACE Certificate through AZU (USA) and OU (USA). She is also a Neuro Education Consultant and holds a Master’s degree in Neuropsychology for Education (Spain)

ESP/EAP in higher education: achievements and weaknesses
Round table

In this round table, presenters will offer an overview of their own ESP/EAP teaching and learning contexts. They will also discuss issues concerning the role of ESP and EAP in higher education, the theoretical frameworks underpinning their teaching practices, university authorities’ requirements regarding the teaching and learning of the speciality, among many other topics. The presenters will also reflect on the need to place ESP and EAP at a more central role, particularly, at many national universities teaching training careers where there is still a gap related to university graduates’ teaching practices within ESP and EAP contexts.

Diana Waigandt is a teacher of English and French, Master in TESOL, ESP and EAP teacher and researcher at UNER, Co-founder of the Red Argentina de Instituciones Lectoras y Escritoras de Educación Superior (RAILEES).

Beatriz Castiñeira holds a PhD., a specialist in discourse analysis and composition, teaches at I.S.F.D. N° 100 and I.S.F.D. N° 11. She also teaches at Universidad Nacional de Quilmes and she is Co-director of the BA English Language degree program at UTN Fra, where she coordinates the Discourse Analysis and Research Methodology areas.

Maria Rosa Mucci holds a PhD., a specialist in cultural studies, teaches at Universidad Nacional de Quilmes and she is Director of the BA English Language degree program at Universidad Tecnológica Nacional, Facultad Regional Avellaneda where she coordinates the Cultural and Literary Studies areas.

Jorge Sánchez holds a Master degree in Applied Linguistics, he is Professor of English Language and Literature; Specialist in Teaching at Higher Education (UNCuyo) and Diplomado in Social Sciences (FLACSO-Buenos Aires). He is an ESP and EAP teacher and researcher at UNCuyo.

The Coaching factor in teaching
Workshop

Teaching has mostly revolved around knowledge transfer; one being the authority and the others being the recipients of information. For hundreds of years, the educational system has imposed a kind of indoctrination instead of true education where students have been asked to do and to obey, rather than be. They have been deprived of their inner voice and deepest thoughts, being confined to just sticking to a syllabus and to being punished if not. How is Coaching connected to education? In this Workshop, The presenter will discuss the roots of Coaching as well as concrete tools to substantially improve your teaching practices.

Roxana Areán is a graduate English Teacher and a Translator with a Master’s degree in Audiovisual translation from the UCA, Spain. She is certified as a Neurolanguage Coach® (Efficient Language Coaching, UK), a Neuropsycho Educator (Asociación Educar- Arg) a Biodecoder, and holds a Masters’ in NLP (Neuro-Linguistic Programming).
Proposal 16: Cancelled

Slow Look, Fresh Hook: Renewing Education
Demonstration

In Slow Look, Fresh Hook: Renewing Education we will embark on a journey to reimagine the role of art and observation in education. This presentation explores the concept of Slow Looking and its profound impact on student engagement, critical thinking, and creativity. From analyzing artworks to leveraging AI-generated content, participants discover innovative approaches to enriching classroom experiences and fostering deeper connections with subject matter while fostering 21st-century skills. By embracing creativity, collaboration, and curiosity, educators will learn to cultivate dynamic learning environments that inspire students to explore, question, and create.

Marcela Cecilia Danowski, an accomplished English educator with over two decades of experience, specializes in General and Business English. With diplomas in English Phonetics, Educational Management, and Curriculum Accommodations, she currently teaches at various teaching training colleges and universities. Additionally, Marcela serves as a Speaking Examiner for English Language Assessment Institutions, presents talks at conferences globally, and contributes articles to academic journals.

Maximizing the potential of an interactive reading model
Workshop/ Demonstration

Maximizing the Potential of an Interactive Reading Model is a workshop that zeroes in on enhancing reading skills vital for learners at different levels. Recognizing the need for classroom reinforcement, this session offers a comprehensive suite of intensive and extensive activities designed to strengthen the interactive reading model. Participants will explore practical strategies adaptable to various contexts, equipping them with the tools to foster improved reading comprehension and application. By attending, educators will gain actionable insights to support learners’ development, thereby positively inspiring their performance in the classroom.

Oderay Quijada has a bachelor’s degree in English and a master’s in TESOL. Oderay, former Panama TESOL president, has participated as a presenter at different TESOL affiliates’ conventions. With more than 20 years of teaching experience, she works at IPT Don Bosco and the University of Panama.

Zuleika Zapateiro has been working and teaching EFL for more than 20 years and has participated in national and international educational events. Zuleika has taken different roles as an EFL teacher, academic coordinator, teacher trainer, and Panama TESOL volunteer and board member. She works with the Ministry of Education and Universidad Latina. She is the president of the Panama TESOL Association.

Sustaining our future: the power of Quality Education
Demonstration

The presenter will explore the power of Quality Education in shaping a sustainable future, focusing on Sustainable Development Goal 4, Target 7. Emphasizing the transformative potential within classrooms, the presenter will highlight the role of English teachers, showcasing the language as a vital tool. The integration of sustainability topics across all subjects will be demonstrated, with a special focus on Environmental Education as a cornerstone of necessary educational reform. After a brief theoretical overview, the presenter will use interactive techniques such as role-playing and audience participation to illustrate practical applications. Benefits and remaining challenges will also be addressed.

Marcela Villán is a global educator and international speaker from Argentina. She holds a TESOL certification and a Bachelor’s degree in Language Teaching and has worked extensively in the teaching field. Marcela specializes in Environmental Education and Global Citizenship and firmly believes in their inclusion in today’s classrooms.

Learning landscapes: a powerful tool to boost personalized learning
Turbo talk

In our present and diverse educational landscape, the need for personalized learning is key. Learning landscapes place emphasis on the importance of changing the one-size-fits-all education model to a more personalized, inclusive, and flexible approach. The presenter will describe and show how learning landscapes are aligned with Bloom’s Taxonomy and the theory of multiple intelligences. She will then give practical examples to observe how this tool can be combined with various methodologies, such as flipped classrooms and project-based learning. Interactive templates will be offered for teachers to use and apply this tool in their classrooms in a practical way.

BA Marazita has worked as a teacher trainer at Instituto Saenz, and UNL. Romina specializes in E-learning and Instructional Design. She has completed her TESOL and ACE Certificate through AZU (USA) and OU (USA). She is also a Neuro Education Consultant and holds a Master’s degree in Neuropsychology for Education (Spain).

Translanguaging and Task Based Teaching: Inclusive practices in ELT.
Research paper

The presenter will state the two main focused questions related to the main objective of the research paper. Firstly, there will be an explanation of main concepts and categories from the theoretical framework regarding Task Based Language Teaching and Translanguaging Approach. Secondly, the presenter will explain and discuss the data collected from the research instruments, by coding the information into the categories presented before. Finally, it will be concluded that the results show both the implementation of the TBLT and the use if Translanguaging in the three schools under study correspond to what authors propose in their theories.

Mariela Lucente, works at ISFDyT. N° 88 “Paulo Freire” and N° 30 “Leonardo Da Vinci” and Regent of ISFDyT 88. She is a teacher of English (ELP), a B.A. in Educational Technology, UTN and in Psychomotricity, UNTREF. Graduate student of Master degree in Culture and Literature in English Literature, UNLAM.

Online teaching: facilitating flipped EFL reading comprehension

Research paper

This presentation will explore the role of online teaching in facilitating flipped EFL reading comprehension at university level. It will examine strategies for implementing flipped learning to enhance reading skills. The presentation will outline practical approaches and digital tools that can be used to create an interactive and student-centered learning environment. Attendees will gain insights into the benefits and challenges of flipped learning in virtual learning environments.

Veronica Pintos is working at three universities in Buenos Aires. She is an educator and researcher who specializes in EAP, instructional design, and online teaching. Her publications focus on online methodologies, teachers’ digital competences, and EAP reading and writing. Veronica is pursuing a PhD in Higher Education.

Artificial Intelligence may mean BACK TO THE FUTURE
Demonstration

The presenter will start the presentation by discussing the risks or fears teachers may experience when facing the challenge of incorporating AI into their classrooms. Going back in time, the analysis of personal negative experiences with smartphones will help participants see that the situation with AI is similar. They may see that difficulties with attention, misbehavior might occur. The possibilities it offers for cheating: using ChatGPT to write entire essays, answer questions, or do their homework. However, reflection and group discussion will perhaps lead to the conclusion that it is time to get ready and change the future.María Rosa Mariani is a teacher of English who worked in the different levels of the educational system until 2020. Supervisor of Higher Education and ELT materials designer, she produced Spanish versions of literary texts and anthologies. With a life in Quilmes, at present she devotes herself to investigating local History.

Enhancing L2 grammar instruction in EFL/ESP through input processing
Demonstration

Teaching L2 grammar has mainly been associated with production practice. However, several authors have underscored the fact that at initial stages of L2 acquisition, learners may profit from a focus on form through input processing. In this demonstration, the presenters will walk the audience through a series of strategies to develop form-focused input activities, such as structured input, in which comprehension of the target language item is essential for task completion. Additionally, participants will explore ways to create their own activities following this model. The activities shown will be applicable to both English for General and for Specific Purposes.

MILLA, Melisa: Teacher of English (ISFDN°88); BA in English Language (UB); Specialist in Online Teaching (UNQ). She teaches English in the Reading Comprehension Chair at FCS-UBA, Foundations of English Teaching and Learning I at ISFDN°88, and EFL at secondary schools. She also serves as Academic Coordinator of English at UMET.

PAMPILLO, Soledad: MA in TESOL (California State University) and BA in Psychology (UBA). She teaches L1 and L2 Acquisition at ISPJVG. Head of the English Chair at FCS (UBA). Co-author of Léxico y gramática en contexto. Manual de referencia para la lectura de textos de Ciencias Sociales en inglés.

BB. Beyond boredom
Demonstration

This session is designed for attendees who are eager to enhance their practice by transforming classes into engaging, interactive experiences. This will be done by exploring first hand through the use of technology and innovative tools and strategies, including gamification, authentic materials, and assessment methods.

Andersen, Denisse is about to finish her Bachelor’s degree in education at UNQUI. She was in charge of the Access Program (U.S. Embassy) at UPE, where she teaches at the Language Centre. She is the head of Education Engineering at ES, a Cambridge Speaking Examiner and U.S. Embassy Alumni.

Moving towards provocative topics and tasks in ELT
Research paper

The presenters will begin by outlining the research goals that include exploring teaching designs in relation to the “Intercultural Reflection” axis in La Pampa’s curricular guidelines and the theoretical framework of Postmethod Pedagogy supporting this work. She will then present the problematic situation which initiated this research study where focus on methodological innovation, the implementation of TBL, teaching materials design, and transcurricular contents like CSE, Human Rights, Citizenship and Environmental Education articulate to foster better levels of engagement and learning. She will also share the preliminary findings of the study and student-teacher productions.

María Laura Gómez is a professor at Universidad Nacional de La Pampa, Facultad de Ciencias Humanas. She oversees the subject Práctica Educativa III: Residencia en Escuelas Secundarias. She holds a Specialist degree in Social Studies and Curriculum from FLACSO and is interested in methodological innovation and materials design for ELT.

María Magdalena Muller is a teacher of English (UNLPam) and a Specialist in teaching Spanish as a Foreign Language (UNLP). She is working as an assistant teacher in the subject Práctica
Educativa lll at the Universidad Nacional de La Pampa. She is doing research in material design based on Corpus Linguistics.

Jorgelina Elena Rodríguez is a teacher of English (UNLPam). She holds a Master’s Degree in Teacher Training of EFL. (Tech University). She works as an assistant teacher in the subjects Práctica Educativa lll, Preliminares de Lengua Inglesa and member of a research project in Education in Digital Environment at UNLPam.

Digital resources for a more dynamic classroom
Demonstration

As the citizens of tomorrow, students are going to live in the age of digital technology and teachers need to embrace the use of technology in any classroom; online or face-to-face. In this demonstration, the presenters will share a handful of user-friendly digital resources, online and offline websites and apps, to help teachers make classes more dynamic and in that way, keep students engaged in the learning process. And they will also share how to access the resources, how to make the best use of them for more than one task, how to benefit from them inside and outside the classroom.

Joaquin Anrriquez is an English language teacher who has been teaching English for five years at ASICANA, a Binational Center located in Santiago del Estero, to different groups of students ranging from young learners to adults.

Andrea Trujillo became an English teacher in 2003 and has been working for ASICANA for fifteen years, having a positive experience of both young learners and adult education.

The threat of irrelevant variables in language assessment
Demonstration

An irrelevant or “contaminating” construct refers to a factor that is not directly related to the linguistic skills or abilities being measured. If considered, then, it would end up compromising the validity and/or reliability of the results. Educators know in theory that these extraneous elements should not be assessed. However, not only do they assess them but also see them as important. In this demonstration, participants will identify common irrelevant constructs teachers have systematically been using in assessment, so much so that they have even taken for granted, and why they should be avoided.

Learner Corpus Research: Evaluative language in writing assignments
Research paper

Writing is a pervasive feature of academic life and remains a central topic in Applied Linguistics. Written assignments foster the use of evaluative language to build authorial stance. Framed by the principles of Corpus Linguistics and Learner Corpus Research, this exploratory study aims at investigating evaluative- that constructions in a corpus of essays and critiques written by undergraduate students of an ELT program. Preliminary findings show that evaluative-that constructions are inscribed differently in both target texts as they belong to genre families with similar social functions but different communicative purposes. Pedagogical implications for writing in university settings are provided.

Natalia Muguiro holds a PhD in English Language and Applied Linguistics from the University of Birmingham, UK. She is a lecturer and researcher at Universidad National de La Pampa. She has published works on Corpus Linguistics and English for Academic Purposes and given presentations at academic events in several countries.

Martín Marusich teaches English Grammar and Language at Universidad Nacional de La Pampa (UNLPam) and holds an MA in Teaching Spanish as a Foreign Language from the Universidad Nacional de Córdoba. He is a researcher at UNLPam and has published works and given presentations at national and international academic events.

Gabriela Bessolo holds a degree in English Language Teaching from Universidad Nacional de La Pampa and she is pursuing her master’s degree in Applied Linguistics at Universidad Nacional de Córdoba. She is an assistant professor and researcher at Universidad Nacional de La Pampa.

Heterogeneous primary classrooms: diversity is the mother of creation.
Workshop

This workshop aims at primary school teachers who are interested in working on inclusive, engaging activities for diverse classrooms when dealing with storytelling and literature. Triggered by an engaging story, participants will explore different activities that foster learning through imagination and creativity. Teachers will leave with practical tools to create dynamic learning environments that meet the needs of all students. They will have the chance to enrich their teaching practices and transform their classroom into a vibrant, inclusive community of learners.

Cynthia Cristelli
Psychologist and Psychology teacher (U.B.A.) Teacher of English (I.S.P. “Joaquín V. González”). Degree in Constructivism and Education en Constructivismo y Educación (FLACSO). Currently working as Deputy Head in Primary School Colegio Palermo Chico; teacher in secondary schools and Teacher Training Colleges in GCABA.

Karina Belén Durán
Bachelor’s degree in Language (Universidad de Belgrano). Teacher of English (ENSLV “Sofía E Broquen de Spangerberg”). She has been specializing in Introduction to Literature and in Children and Young Adult’s Literature. She works in a primary school and Teacher Training colleges in CABA. She is passionate about literature, creativity and (very) young learners.

The power of art in ELT
Workshop

Integrating arts into ELT significantly enhances students’ academic performance and personal growth. For instance, Drama techniques in ESL classrooms develop social-emotional skills and language proficiency, transforming learning environments into engaging spaces where students actively participate and practice language in meaningful contexts. This reduces speaking anxiety and boosts confidence. Art also stimulates creativity, imagination, and critical thinking. Either reflecting on an art piece or producing one fosters learner’s imagination. The presenter will discuss theoretical frameworks, benefits, and practical activities done in different Buenos Aires schools, demonstrating how art transforms learning and allowing attendees to experience the power of art.

María Luz Etchegaray, an English teacher with 20 years of experience, holds a Master’s in Education and works as the deputy head of a private primary school in Buenos Aires. With six years in leadership, she prioritizes student development and ongoing learning, demonstrating empathetic and dynamic teaching.

Four must-dos for successful PBL in primary education
Workshop

Engaging primary students in EL lessons is challenging due to a lack of connection to their lives, causing them to lose motivation. Project-based learning (PBL) addresses this by integrating interdisciplinary tasks that foster critical thinking, problem-solving, self-confidence, communication, and collaboration, thereby enhancing student motivation and autonomy. The presenter will share successful PBL experiences from bilingual primary classes in Buenos Aires, emphasizing four key strategies: triggering wonder, promoting a do-it-yourself culture, questioning students, and encouraging action. These strategies aim to provide ELT practitioners with practical methods to engage primary students effectively.

Boosting learning and enhancing teaching effectiveness with AI
Demonstration

Artificial Intelligence (AI) is revolutionizing education, offering tools to enhance teaching and learning significantly. This session explores AI’s applications in the ELT classroom, including big data analytics, predictive modelling, adaptive learning, and automated feedback systems. Participants will learn how AI tools can provide insights into student performance, personalize learning experiences, and support instructional strategies. The session will also address the ethical implications of AI use in education. Attendees will leave with practical knowledge and strategies to leverage AI effectively, boosting student engagement and outcomes.

Héctor Ordóñez Zúñiga started his training and teaching career in the Anglo-Mexican Foundation. He worked for five years for the Socio-Economic Institute of Vyatka in the Russian Federation. Since 2006, lecturer at the National Polytechnic Institute in the Architecture College, in the Foreign Language College and the Foreign Language Centre.

American Spaces in Argentina: how they can help you.
Workshop

Did you know that there are 15 American Spaces in Argentina that work very closely with the US Embassy in Argentina to provide quality programs free of charge to the public and serve as a source of reliable information about many exchange opportunities for English teachers and students? During this session, the presenters will share information about the American Spaces in Argentina, the services and programs that they offer as well as details about programs, exchange opportunities and resources for teachers available through the US Embassy in Argentina, EducationUSA and the Fulbright Commission.

Katherine Carabajal is the Academic Director at ASICANA, the binational center in Santiago del Estero. Originally from the US, she has been living and working in Argentina for the past 12 years. She has over 15 years of experience teaching English to speakers of other languages.
Claudia Corimayo, a graduate EFL teacher from Lenguas Vivas IFD Salta, specializes in Educational Technology and Academic Programs Management. She is the Academic Director at ISICANA BNC Salta since 2006, participated in the US TESOL exchange program in 2019, and has served on the ARTESOL Board for 4 years.

Graciela Martin is a graduate from ISP J.V. González, and holds a degree in Education from UNQ. Graciela was president of ARTESOL (2012 – 2017) and served on the TESOL International Board of Directors, where she chaired the Finance Committee (2021-2024). She worked at ICANA for over 35 years.

Empowering EFL Students: Speaking and Writing about Social Justice
Workshop

This session explores how to boost students’ speaking and writing skills through engaging social justice themes. By blending language learning with meaningful content, students not only improve their language proficiency but also enhance their critical thinking and content knowledge, empowering them to express their thoughts more confidently. The presenter will share practical techniques for creating a safe and inclusive classroom where students feel comfortable discussing significant topics and promoting democratic values while building a strong sense of community and belonging. Attendees will also get a hands-on experience developing an activity, making it easy to apply these techniques in their own classrooms.

Changes in assessment practices: facing challenges and taking initiatives
Workshop

In the past few years, guidelines for assessment have been handed down by local authorities requiring a revision and an adjustment of our practices. In this presentation, the presenter will go over some of the changes required- with a focus on state-run schools. From the perspective adopted by the documents (formative assessment/ assessment for learning), we will analyze tools and practices that can help assess and provide feedback that is constructive and supportive of the desired improvements in autonomy and performance. We will also look critically into some AI technological tools that can help us cope with the new demands.

Mónica Gandolfo has been a teacher educator for over 40 years and has co- authored several coursebooks. She has lectured extensively locally and abroad on methodological issues. Her main interests are the teaching of English in challenging contexts and the study of lexis related issues in comprehension and production.

Revolutionizing the English classroom with comprehensible input
Workshop

What is the difference between learning and acquiring language? How does rich, comprehensible input allow students to maximize their English language abilities? In this session, we will explore the power of Stephen Krashen’s comprehensible input theory and how its implementation benefits both teachers and students in the English classroom. The presenter will give a demonstration of a comprehensible input lesson, allowing teachers to take on the role of students in a beginner-level language class. Further, the presenter will provide teachers with comprehensible input strategies they can easily implement in their own classrooms.

Kevin L. Parker holds a Bachelor of Arts in Spanish with a minor in secondary education from East Tennessee State University and a Master of Arts in Curriculum and Instruction from Tusculum University. He is currently serving as the English Language Fellow at ASICANA in Santiago del Estero.

Embracing diversity to create a student-centered classroom
Workshop

How can teachers embrace students’ backgrounds, identities, and cultures to create a more inclusive, student-centered classroom environment? How does this impact students’ language acquisition and production? In this workshop, the presenter will demonstrate several instructional strategies for creating a classroom environment in which students’ interests and lived experiences become the driving forces for English language instruction. The presenter will utilize comprehensible input techniques to embrace diversity in the classroom, which participants can implement in their own classrooms.

Integrating environmental awareness into the English language classroom
Workshop

As environmental change becomes a pressing issue in today’s global world, English language teachers at all levels are in a unique position to educate their students concerning these issues. In this session, the presenter will begin by demonstrating a lesson about environmental awareness using comprehensible input strategies. Then, participants will collaborate to brainstorm topics and strategies related to teaching environmental awareness in order to reach a wide variety of learners in addition to enhancing students’ English language proficiency by integrating the four domains of reading, writing, listening, and speaking.

Customizing Learning Pathways: Differentiated Instruction for Young Learners
Workshop

The Differentiated Instruction approach to teaching aims to address the varying needs of students. This framework recognizes and supports learning diversity by employing flexible instructional methods that are tailored to specific classes, and through ongoing assessment, among other strategies. The presenter will begin with a brief theoretical introduction, followed by sharing examples of various differentiated instruction strategies for working with young learners, taking into account the law for inclusive education in Argentina. Participants will then be invited to design differentiated instruction activities in small groups.

Anabella B. Herfert is an English teacher who graduated from ISP “Dr. Joaquín V. González”. She holds a BA in English from UTN and is currently working to get her Master’s Degree. She pursued studies in Methodology and specialized in Digital Technologies at FLACSO. Anabella teaches at different teacher training colleges in CABA. She is passionate about children’s literature and is a picturebook enthusiast!

All I really need to know I learned in kindergarten

Eugenia Dell’Osa, with over 20 years of classroom experience, Eugenia Dell’Osa specializes in bilingual curriculum development for kindergartens and primary schools. She is a freelance speaker at national and international conferences and an educational advisor at different institutions. She coordinates groups of EFL teachers in different educational settings, leads two innovative Diplomas in Teaching EFL at Universidad de Morón, and is a passionate lifelong learner interested in non-traditional teaching methods.

Based on Robert Fulghum’s (1986) poem “All I really need to know I learned in Kindergarten” this presentation aims to prove that second language acquisition needs to be meaningful and in context to be successful. The crucial steps of a kindergarten lesson will be discussed as well as its contents. Innovative and hands-on ideas will be presented to help teachers of young learners broaden their lesson repertoire while immersing their students in the target language by using authentic materials. By the end of this talk, participants will take a handful of ideas to apply in their everyday lessons.