• 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.


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.

  • Alastair GRANT

21. Learning Strategies: encouraging our own education – School Auditorium

(workshop #115)

For decades we have brushed up our teaching techniques, focussing on ways to improve our students’ performance. However, we are just beginning to discuss autonomy, while most of our work creates a culture of dependency. This session will explore six approaches that demonstrate that students can learn autonomously and meaningfully.

  • Dinorah SAPP

22. Experiential Learning to Improve Grammar, Speaking, and Writing Skills – Salón AMICANA

(workshop #118)

English as a Second Language (ESL) teachers want their students to learn concepts beyond a textbook page.  How can language teachers create experiential projects where students improve their language skills? This workshop will demonstrate three kinds of experiential activities and participants will create their own to implement in their classrooms.

  • Samiah HASSAN, & Cristina BOCCIA

23. Teaching to understand and produce texts: A pedagogy  – Room 7         

(workshop #147)

Understanding what a text does as a social activity, how it does this and what language resources are implicated are essential to develop genre literacy in modern EFL courses. In this workshop, participants will take the steps of a pedagogy leading to the scaffolded production of texts.

  • Alejandra FARÍAS, Emilia MORESCHI, & Mercedes ROMERO DAY

24. Meanings in images: comprehending and producing visual narratives – Room 8

(workshop #134)

Presenters will help participants explore visual resources used by picture book illustrators to place readers as outside observers or invite them to participate in the story world. Possible applications of this analysis will be considered for the EFL classroom and some comprehension and production activities will be put into practice.

  • Viviana INNOCENTINI, Alicia María NOCETI, Jorge SÁNCHEZ, & María Susana GONZÁLEZ

25. Genre awareness in ESP courses at University level – Room 9

(round table #157)

In this round table we will present and debate the particular Format of ESP courses at four Argentine Universities. Courses are designed considering the prototypical genres used in different academic fields and the tenets of the schools of the genre based approach: ESP, the New Rhetoric, and the Sydney School.


26. Sounds, words, rhythm: creating contexts toward our summit – Room 25

(workshop #120)

Sounds combine to create words, phrases, sentences, which help convey the musicality of language. This workshop intends to demonstrate how the use of poetry can integrate these components to support oral- aural skills in the EFL class. The audience will experience alternative ways to further these abilities in everyday lessons.