Compromiso con la profesión

FAAPI13 - APIBA
FAAPI13

FAAPI13 (34)

Escrito por Miércoles, 06 Noviembre 2013 00:53

FAAPI 2013 Conference E-book

Roots & routes in language education: Bi-multi-plurilingualism, interculturality and identity. Selected papers from the 38th FAAPI Conference. Edited by Darío Banegas & Laura Renart. ISBN 978-987-20307-0-4

Escrito por Lunes, 30 Septiembre 2013 00:31

Certificates

 


 

You can download your Certificate of Attendance HERE

 

PLEASE NOTE: Enter your full name as listed on your name tag. Surnames with Ñ=N; Ü=U. For example: for NUÑEZ you should enter NUNEZ 

 

 

 
 
 
Escrito por Martes, 24 Septiembre 2013 23:25

Prensa

 


 

 

  • Agencia ADN Ciudad: www.adnciudad.com/content/view/22435/1/ (23/09/13)
  • Cabeza Radio- FM La Tribu FM 88.7 (25/09/13)
  • "Semanario 1030", Radio Del Plata (28/09/13) Escuchar AQUÍ
  • Agencia DyN
  • "Voces del Sur"- Radio Nacional
  • "La Mañana de Mónica y Cesar" Radio Del Plata de 9 a 12 hs (26/09/13)
  • "Territorio Comanche" Nacional Rock Sábado de 9 a 12 hs (28/09/13)

 

Nora Bellani

Productora Cultural- Agente de Prensa

www.nbproducciones.com.ar

 
 
 
 
 
 
Escrito por Jueves, 19 Septiembre 2013 11:44

Meet & Greet Sessions

 

 


 

Each Meet & Greet session consists of a gathering of a small, casual group of colleagues to discuss current topics of interest with a Keynote Speaker. Each Meet & Greet session is limited to ten attendees.

 

Ticketed session - Cost: AR$120 each. Unsold tickets to Meet & Greet sessions can be purchased on-site at the registration desk. Tickets are not transferable and are only valid for the Meet & Greet session printed on each ticket.


ONLY AVAILABLE FOR REGISTERED PARTICIPANTS TO FAAPI'13

 

Buy your ticket HERE

 

Buy your ticket HERE

 

By invitation ONLY

 

Buy your ticket HERE

 

Buy your ticket HERE

 

Buy your ticket HERE

 

Sábado, 14 Septiembre 2013 22:46

Virtual Platform Sessions & Biodata



 

Papers


VP P1 El uso de ‘préstamos’ como fenómeno lingüístico intercultural en el cuento “Más estrellas que en el cielo” de Alberto Fuguet

En la actualidad, alrededor de 40 millones de inmigrantes hispanohablantes conforman la primera gran minoría étnica y lingüística en los Estados Unidos. El español no es sólo lengua de intercambio conversacional, también existen voces que se plasman literariamente en lo que se ha dado en llamar 'latino literature'. Una de las personalidades literarias más representativas en los Estados Unidos en estos momentos es Alberto Fuguet, escritor de origen chileno, editor, junto con el boliviano Edmundo Paz Soldán, de la antología Se Habla Español: Voces Latinas en USA (Alfaguara, Miami, 2000). En ella, se reúnen cuentos de 36 jóvenes escritores latinos residentes en los Estados Unidos que expresan su experiencia de mirar el Norte pero con los ojos del Sur. Esta propuesta literaria resulta cultural y lingüísticamente integradora: deja al descubierto nuevas identidades y nuevos discursos que se materializan en una variedad lingüística, el Spanglish. Esta variedad tiene la impronta de la tensión del contacto que se realiza mediante la alternancia entre lenguas; esto es, a través del uso de préstamos – del inglés al español – y de cambios de código – del español al inglés –.
En este trabajo, analizamos instancias del uso de préstamos en el cuento “Más estrellas que en el cielo” de Alberto Fuguet (antologado en Se habla Español. Voces latinas en USA) a la luz de los aportes teóricos de sociolingüistas como Gumperz (1982), Poplack (1982) Myers-Scotton (1993), Appel y Muysken (1996); Hipperdinger (2001). Buscamos ilustrar lo que hay “de ellos en nosotros y de nosotros en ellos” a través de este tipo de transferencias léxicas. En otros términos, “una vez abierto el abismo de la diferencia cultural, puede hallarse un mediador y metáfora de la otredad que contenga los efectos de la diferencia” (Bhabha, 2002: 51).

Weller, Patricia es Profesora en Lengua y Literatura Inglesas y Traductora Pública Nacional (UNLP), Magister en Inglés (Universidad de Illinois, USA) y Doctoranda en Lingüística (UNS). Profesora Titular de Inglés I y II y de postgrado para doctorandos en Ciencias Económicas (UNER y UTN, Concordia, E.R.). Investigadora categorizada III en el campo de la psico-sociolingüística y análisis del discurso. Expositora y panelista en numerosos congresos. Cuenta con publicaciones de capítulos de libros, artículos y actas.

 

VP P2 New identities in the EFL classroom: teaching digital natives

21st century students think and process information in fundamentally different ways than those who have been raised and taught during the pre-digital era. Does this new breed of students need a nuanced teaching to learn something successfully? How can we teach them EFL catering to their learning styles? This paper will seek to answer these questions as it delves into the world of digital natives.

Ramírez, Ricardo is an ARTESOL (Argentina TESOL) board member who lectures on the history and culture of English-speaking countries at UADER (Universidad Autónoma de Entre Ríos). At present, he is writing his Master’s dissertation on the role of ICT in education for Universidad de Jaén (Spain) and working for the Ministry of Education of Entre Ríos. 

 

VP P3 El lugar de la cultura en la enseñanza de lenguas segundas o extranjeras. Diferencias culturales visibles en las variedades lingüísticas.

Este trabajo se propone abordar desde el cine, discutir y analizar el papel de lo sociocultural en las líneas curriculares de enseñanza de ELE. Desde el Marco Europeo de referencia para la enseñanza de las lenguas hasta los materiales de enseñanza, los contenidos que apuntan al desarrollo de una competencia “intercultural” se declinan en una diversidad de propuestas, que van desde el listado de temas “culturales”, hasta los clichés. Dicha competencia supone un acercamiento tanto a los referentes de la cultura legitimada –lo que algunos autores denominan “cultura con mayúsculas” (Miquel y Sáinz, 2004)- como a los parámetros culturales de la vida diaria (o cultura con minúscula). El abordaje de estos contenidos supone un desafío integrador que apunte al desarrollo de un hablante de la lengua segunda como “intermediario cultural” (Byram, Zárate & Neuner, 1997). En este trabajo, presentamos una propuesta didáctica que intenta aunar y sistematizar estas reflexiones. Esta propuesta aborda los componentes socioculturales que entran en juego en los movimientos migratorios, la identidad y el sentido de pertenencia. Partimos de la base de una serie televisiva, “Vientos de Agua”, que aborda la inmigración desde dos puntos de vista : el exilio español hacia Argentina en 1934, por causas políticas y económicas, y el exilio argentino hacia España después de la crisis del 2001 por causas económicas. Este paralelismo nos permite analizar ambas corrientes migratorias y los presupuestos socioculturales que éstas movilizan; entre ellos las variedades de español presentes en la serie. Se trata de un drama histórico, del director Juan José Campanella y consta de 13 capítulos de una hora aproximadamente. Sobre esta base, analizaremos escenas correspondientes al capítulo 1, en las que nos enfocaremos en la observación y el análisis de los diferentes aspectos de la variedad de español: fonético-fonológico, gramatical , morfosintáctico, y otras particularidades ligadas a este aspecto.

Dabove, Claudia & Larrus, Patricia

Davobe, Claudia N. Es Profesora en Lengua y Literatura Inglesas y Traductora Pública Nacional en Lengua Inglesa UNLP. Es Magister en Enseñanza de Inglés y de Español como Lengua Extranjera. Se encuentra actualmente cursando un Master en Educación y una Especialización en Tics. Es profesora del nivel superior y capacitadora de la provincia. Es profesora de inglés y coordinadora del área de Lenguas Extranjeras en el Bachillerato de Bellas Artes UNLP.

Larrus, Patricia Es Profesora en Lengua y Literatura Francesas y Traductora Pública Nacional en Lengua Francesa egresada de la Universidad Nacional de La Plata. Master en Lingüistique en Langue et discours, Université Libre de Bruxelles (ULB) Bélgica. Master en Langue et Littérature Comparée, Université de Genève (UNIGE), Suiza. Experto Universitario ELE, Universidad Nacional de Educación a Distancia (UNED), Madrid, España. Docteure ès Lettres en Linguistique et littérature espagnoles, UNIGE. Se encuentra realizando un Master en Género, sexualidades y educación, UNLP. Es profesora de francés en el Bachillerato de bellas artes UNLP.

 


 

Digital Posters

 

VP DP 1 Intercultural Communication Workshop in English

A virtual poster designed using Glogster.edu will show the objectives and partial outcomes of an extension course led at UNLPam called “intercultural Communication Workshop in English” (Res.227/13 CD Human Sciences Faculty). It was started in 2013 and will continue during two years. Teachers from the Foreign Languages Department, university students and an English Teacher Assistant with Fulbright travel to different towns in the province to share three-hour classes with students at High School level and their English teachers. The aims of the workshop are to develop intercultural awareness through activities that include interviews based on the Autobiography of Intercultural Encounters by Byram (2010).

One of the purposes of the English Teacher Education Programme at UNLPam is to enable students to reflect critically on the role of Intercultural Education. This is transversal to the 2009 syllabus and two subjects of this programme: Socio-Cultural Studies and Practice II, Didactics of ELT have developed an extension project to be carried out during 2013-2014 in different towns of the province where the presence of native speakers of English is not common, and thus the students have few opportunities of interaction using English.The English Language Assistants Programme from Fulbright Commission allows for the presence of a native speaker who teaches English in our context. This Programme encourages a certain number of people to live, learn and integrate into the culture of other countries. At the same time, the new curricular guidelines for English at Secondary School level all over the country consider the importance of intercultural education and reflection following the NAP (Priority Knowledge Areas, Res. CFE N°181/12).Thus, this project fulfills different aims: secondary school students interact with a native speaker and reflect critically upon stereotypes related to other cultures and share their views with the native speaker. University students view diverse teaching contexts and thus gain insights into their future careers, and they also share with secondary school students their views about different courses that students may follow at UNLPam. The three-hour meeting includes a class related to intercultural topics and the experiences shown in videos included in the glogster poster seem to indicate that the project is an enriching experience for all those who participate from it.

Braun, Estela (APPI) & Virani, Sabena

Braun, Estela N. is a Teacher of Higher Education in English, graduated from UNLPam (1986). She holds a tenure in Didactics of ELT and Practicum at Elementary Schools at the Humanities College, UNLPam. She works for the Ministry of Education of La Pampa designing curricular guidelines and participated from the design of NAP LE. She was editor and co-author of a book “Towards a Didactics of English for Children at Primary School level” (EdUNLPam, 2011), and has coordinated several professional development courses for English teachers.

Virani, Sabena is a Fulbright English Teaching Assistant working at the National University of La Pampa. She graduated with a dual degree in Spanish and International Communication Studies from Pepperdine University in Southern California, USA. In the future she wants to take a graduate course on Conflict management and use her Spanish skills to mediate cross-cultural conflict with Spanish-speaking clients.

 

VP DP 2 APIBA Young Learners SIG

APIBA Young Learners SIG Institutional Presentation. Summary of the 2013 activities by APIBA Young Learners SIG. More information

 

VP DP 3 APIBA Methodology SIG

APIBA Methodology SIG Institutional Presentation. Summary of the 2013 activities by APIBA Methodology SIG. More information.

 

VP DP 4 Teachers’ beliefs about culture and the teaching of culture in the EFL classroom

For many decades now, foreign language teaching has been moving away from a more traditional approach with a focus on the development of linguistic competence, and has started to view language and the teaching of language as inextricably connected to culture. This new approach considers that learning a language cannot be separated from learning about the cultures of the people that speak that language. Byram (1997) argues that, if culture is an integral part of the language curriculum, students can learn to critically compare their own culture to the target culture and understand different world views. In Argentina, this intercultural view of English language teaching and learning is taken into consideration in the proposed curricula for national and state foreign language teaching, which give a central role to interculturalism. Given the importance that the intercultural communicative approach currently has in our context and considering the impact of teachers’ beliefs in their course design and teaching methodologies, a research study was conducted to find out what English-as-a-foreign-language teachers in Río Cuarto, Córdoba believe about culture teaching and how present the cultural dimension is in the courses they teach. To this end, we designed a beliefs questionnaire that was administered to primary and secondary school English language teachers in Río Cuarto. In the questionnaire, teachers shared their beliefs about culture, the teaching of culture, their preparation to teach culture, among other aspects. The data were analyzed using inferential statistics. In this poster we will summarize our research project, present some preliminary results of the study, and suggest teaching implications.

Salcedo, Natalia (ARPI) & Sacchi, Fabiana (ARPI)

Salcedo, Natalia is a teacher of English graduated from Universidad Nacional de Río Cuarto, who is currently attending the last year of the Licenciatura program at that institution. She has taught a variety of EFL courses at public and private schools, language institutes and at Universidad Nacional de Río Cuarto.

Sacchi, Fabiana M.A., teaches undergraduate and graduate courses at Universidad Nacional de Río Cuarto. Her research interests include the relationship between language, culture, and identity, and the role of beliefs in language learning/teaching. She is a member of the Asociación Riocuartense de Profesores de Inglés board of directors.

 

 


 

Slide Presentations


VP SP1 The special interest group on learning technologies

APIBA ETL SIG Institutional Presentation. Summary of the 2013 activities by APIBA ETL SIG. More information

 

VP SP2 Language and Phonology SIG

APIBA Language and Phonology SIG Institutional Presentation. Summary of the 2013 activities by APIBA Language and Phonology SIG. More information.

 

VP SP3 Professional Issues SIG

APIBA Professional Issues SIG Institutional Presentation. Summary of the 2013 activities by APIBA Professional Issues SIG. More Information.

 

VP SP4 Identity and Belonging Intercultural experience with Barthi Public School (Delhi, India)

This project helped to question some aspects of our identity that seemed obvious and increased learners’ openness to diversity, a communication skill stimulated by the exchange with students from India. In their first English-speaking intercultural experience, this group with an elementary level of English was able to overcome language barriers, as well as cultural, and achieved an empowerment that will –we hope- increase confidence in their own learning. The collaborative learning approach has been most appropriate as teamwork is quite challenging for this group and the use of new IT tools has also been of great help in this sense.

Giancarlo, Laura 1° Premio Concurso English Week" (Embajada Británica, DOLE GCBA, APIBA) Leer más

 

VP SP5 Experiencia Intercultural en el aula de Inglés

This work is part of the Identity and Belonging Project, promoted by the British Council and Fundación Evolución. When implementing it, besides giving my sixth form primary students the opportunity to communicate with a school from a very distant part of the world and with a different culture, I tried to obtain all the benefits derived from Collaborative Learning. It was performed by using web tools and with my strong conviction that when learners understand the value of interculturalism they are ready to help us to build a better world where identity and diversity are both valued and fostered.

Pilomeno, Mónica (1° Premio Concurso English Week" (Embajada Británica, DOLE GCBA, APIBA) Leer más

 

VP SP6 Climate Change: How Can We Help?

Last year the project proved to be a very rewarding and enriching experience in which both my students and I learnt a lot about working collaboratively, other cultures, the environment and how to take care of our planet. Each week, they worked on different tasks, creating wordmaps, leaflets and drawings. Students were keen to share their work and were amazed to see other students’ productions, such as a group of students from London singing “The 3 R’s Song” with their music teacher strumming on his guitar. We also prepared a video, a poster and a board with all the material produced.

Denegri, Iberia J. (2º Premio Concurso English Week" (Embajada Británica, DOLE GCBA, APIBA) Leer más

 

VP SP7 Caperucita Coya/Little Red Riding Hood

Collaborative project carried out by the teachers of 3rd grade, English, the Library teacher and the ICTs assistant who, in accordance with the PEI (Our Identity), worked together using the regionalized version of the story “Caperucita Coya" and its traditional version in English “Little Red Riding Hood”. This project compared the version of Little Red Riding Hood located in the Northwest of our country and the traditional European story analyzing the differences and similarities in both cultures. The final products of the project were a photo comic created using the program “Comic Life” and a video of both versions.

Caserta, María Gabriela (3º Premio Concurso English Week" (Embajada Británica, DOLE GCBA, APIBA) Leer más

 

VP SP8 A place called Home

Group: Students mainly coming from different provinces and neighbouring countries. Objectives: To value community traditions and share cultural experiences. Activities: 1) Students grouped within the same area of origin socialized information related to three topics: A) Geographical characteristics, B) Celebration, C) Traditional Food 2) Students from different places divided into three groups according to topics A, B and C. 3) Students´ presentation: Written text on construction paper, videos on the internet, traditional food to taste. Evaluation of the project: Students shared meaningful information about their culture and place of origin and they used English to communicate their feelings and ideas.

Ansaldo, Matías (3º Premio Concurso English Week" (Embajada Británica, DOLE GCBA, APIBA) Leer más

 

VP SP 9 Fostering students’ motivation and enhancing their technological abilities through the use of the “1 to 1”model

The “1 to 1” model provides students, as digital natives, the possibility of being immersed in a technological context which is natural to them. It also gives students an “active role” in their learning process due to the fact that they can carry out multi-tasks related to their interests, have a direct unlimited ubiquitous use of the ICT. As a result, peer and group interaction and/or collaboration can be developed in and within the classroom. The acquisition of new technological applications and the use of multimedia will certainly foster students’ motivation in learning different topics, such as comparing cities, and will, in turn, broaden students’ “cultural horizons”.

Russo, Adriana

 


 

Video Presentations


VP V 1 Making Learning Memorable for Catholic Schools

The purpose of this video is to show teachers, especially those working in Catholic schools, how they can make learning memorable and hopefully more enjoyable for their teenage students. Among other things, Catholic schools differ from other institutions by the fact that apart from educating young men and women to develop into good citizens for the betterment of society, just like many other schools, their mission statement is intimately connected with the transmission of the catholic faith.
Ever since they enter a religious school, learners are taught the prayers of the catholic faith in their mother tongue. When it comes to the teaching of the foreign language, other short prayers are taught instead. The reasons for this may be diverse, but one of them may be that they are probably regarded as hard-to-learn. The video tries to provide teachers with some suggestions and activities that aim at making the teaching of a prayer such as the one demonstrated here a fun, memorable activity.
The video was made with two large groups of 5th year students, 17 years of age. They have a two-hour class, once a week.Therefore, it is really important to make learning as relevant and memorable as possible, considering that they do not have the chance to practice as much as they would probably need to in order to remember what they learn during those 120 minutes.
The video shows how to introduce, practice and reinforce the learning of the “Hail Mary”. In it, I will make brief reference to some aspects of brain functioning and highlight those I have taken into account when designing the language learning activities you will see in the video. On the one hand, I stress the importance of movement in the learning process, as movement helps encode memories through the cerebellum. Teaching learners how to use their bodies to create memory pegs can help them remember the language more easily. On the other, I point out the need for visual support in order to create more powerful memories.

Leiguarda de Orué, Ana María (ACPI)

 

VP V 2 Caperucita Coya/Little Red Riding Hood

Collaborative project carried out by the teachers of 3rd grade, English, the Library teacher and the ICTs assistant who, in accordance with the PEI (Our Identity), worked together using the regionalized version of the story “Caperucita Coya" and its traditional version in English “Little Red Riding Hood”. This project compared the version of Little Red Riding Hood located in the Northwest of our country and the traditional European story analyzing the differences and similarities in both cultures. The final products of the project were a photo comic created using the program “Comic Life” and a video of both versions.

Caserta, María Gabriela (3º Premio Concurso English Week" (Embajada Británica, DOLE GCBA, APIBA) Leer más

Escrito por Sábado, 14 Septiembre 2013 21:03

PCEs

 

 


 

Pre-Conference Events

Co-organised by APIBA and the Foreign Language Units of the Ministries of Education in APIBA’s jurisdiction

Please note: If you are a teacher of English in a state-run school in the City of Buenos Aires or Greater Buenos Aires, you should be summoned (“convocado”) by your supervisor / Ministry authorities to attend these sessions.

 See photos HERE


 

Tuesday, 24 September 2013

Programa de Educación Plurilingüe e Intercultural, Dirección General de Cultura y Educación, Provincia de Buenos Aires 

Venues

Morning: Universidad Nacional Arturo Jauretche (UNAJ), Av. Calchaquí 6200, Florencio Varela, Prov. de Buenos Aires

Afternoon: Escuela Normal Superior "Próspero G. Alemandri" / Instituto Superior de Formación Docente N° 100, Av. Belgrano 355, Avellaneda, Prov. de Buenos Aires

See 24 September Programme HERE

 


 

Wednesday, 25 September 2013

Dirección Operativa de Lenguas Extranjeras, Ministerio de Educación, Ciudad Autónoma de Buenos Aires

Venues

Morning: Instituto Félix F. Bernasconi D.E. 6, Cátulo Castillo 2750, Ciudad de Buenos Aires

Afternoon: Escuela 8 D.E. 1, Talcahuano 680, Ciudad de Buenos Aires

See 25 September Programme HERE

 


 

The following in-service training sessions are offered free of charge by APIBA to teachers of English of state-run Primary and/or Secondary schools in APIBA’s jurisdiction

Estatutos de APIBA. Artículo 2º.- Del Objeto.- La Asociación tiene por objeto. a) Fomentar el perfeccionamiento de los profesores de inglés y trabajar por la constante superación y actualización de los planes de estudio, programas y métodos de enseñanza de la especialidad en todos los niveles. (…) Read more: www.apiba.org.ar/quienes-somos/estatutos  

 

Session 1 “Seven!”

Gabriel Diaz Maggioli (Macmillan)

There are 7 days in a week, seven colors in the rainbow and, mystics say, seven energy centers in our bodies. In this presentation we will explore seven certainties about learning and see how we can help learners achieve them through our teaching.

Gabriel Díaz Maggioli is Dean of the School of Language Learning at Teaching and Director of the MATESOL program at The New School, a university in New York. His research revolves around Sociocultural Theory as applied to the development of a viable pedagogy for teacher education.

Download HERE

 


Session 2 “Sounds Fun”

Robin Walker (Oxford University Press)

Research has shown that young learners are very good at imitating the sounds, rhythm and intonation that characterize the pronunciation of English. We now also have a much clearer idea as to which features of English pronunciation are essential for successful oral communication. This talk first explores our priorities when working on pronunciation with young learners, and then looks at a variety of practical techniques to help us to teach pronunciation in a meaningful, motivating manner.

Robin Walker is a freelance language teacher, teacher educator, and materials writer. He has been involved in ELT since moving to Spain in 1981. In this time, he worked for over 20 years in ESP as a lecturer in English at the University School of Tourism of Asturias. He has also collaborated extensively with many of Spain’s state teacher training centres, with the University of Oviedo, and with Oxford University Press España. Robin is co-author of Tourism 1 (Provision), Tourism 2 (Encounters) and Tourism3 (Management) in OUP’s Oxford English for Careers series. In 2010 he published Teaching the Pronunciation of English as a Lingua franca for the OUP teacher’s handbook series. A former Vice-president of TESOL-SPAIN, he is the Newsletter editor of the IATEFL Pronunciation Special Interest Group. http://oupeltglobalblog.com/tag/robin-walker 

Download HERE

 

Session 3 “Becoming a writer: helping pupils develop their writing skills”

Clare Furneaux (The University of Reading)

Writing is one of the most difficult activities humans do. How can teachers help children to learn how to do it well? This session will discuss what learning to write involves and how teachers can help their pupils develop this important skill – both in their mother tongue and/or a foreign language.

Clare Furneaux, The University of Reading, UK. Academic Director for the campus-based MA Applied Linguistics and MA English Language Teaching programmes; Academic Director for the MA English Language Teaching by Distance Study; Postgraduate programmes in Applied Linguistics Board of Studies Member. Clare teaches the following modules: Core Issues in English Language Teaching, Language Curriculum Design, Language Teaching Portfolio: Classroom Practical component, The Teaching of Written Language, Teaching English to Young Learners, Teaching the Language Skills, Literacy: Social, educational and cognitive perspectives. Clare currently supervises 8 PhD students in the areas of second language writing. Clare's EdD included an Institution Focused Study entitled 'Undergraduates and Technology: Uses and Attitudes', and a thesis entitled 'Masters Level Study in a British Context: Developing Writers'. Her research interests are concerned with developing second language writing skills (especially in English for Academic Purposes contexts) and on-line/distance learning. She also supervises research in the areas of curriculum design and study skills.

Download HERE 

 

Escrito por Sábado, 14 Septiembre 2013 14:20

FAAPI 2013: Recorded presentations


Dr. Cristina Banfi holds a Teacher’s degree from INES en LV “JRF”, an M.Phil. in Linguistics from the University of Cambridge and a Ph.D. in Linguistics from University College London. She has worked in educational institutions at all levels, from pre-school to higher education. She has organised and participated in international conferences, published papers and books and edited journals. She was president of APIBA (two terms), Head of the Department of Languages at Universidad Católica Argentina and International Affairs Officer at the CONEAU (Comisión Nacional de Evaluación y Acreditación Universitaria).She is currently Director of Foreign Languages at the Ministry of Education of the City of Buenos Aires and teaches at IES en LV ‘J. R. Fernández’, ISP ‘J.V. González’, ENS ‘S.B. de Spangenberg’, Universidad de Belgrano and Universidad de Buenos Aires. Her main areas of interest are: educational management and research, professional development, theoretical and applied linguistics and bilingual education.

KEYNOTE PRESENTATION: The Landscape of English Language Teaching: Roots, Routes and Ramifications 

The last two decades have seen considerable changes in the landscape of English language teaching in our midst. This presentation will outline the background to these changes, the current trends worldwide and in our region, and how they influence the reality of teachers of English today. The influence of legislation, market forces, disiciplinary developments, and different types of actors has been felt in various ways and continue to shape the professional lives of teachers. Enhanced awareness of these influences is an essential component of professional development that will allow teachers to make informed decisions about their careers.


Dr. Fernanda Coelho Liberali has a PhD in Applied Linguistics from the Post-graduate Program of Applied Linguistics, of the Pontifical Catholic University of São Paulo (PUC –SP/ BR), where she has worked as a professor and researcher since 2000. She holds a fellowship from Conselho Nacional de Desenvolvimento Científico e Tecnológico, a national funding agency. She was the Brazilian representative for the International Society for Cultural and Activity Research (2009-2011) and now she participates in the Global Perspectives on Learning and Development with Digital Video-Editing Media, a project funded by the Marie Curie Actions, an EU funding Agency. She acts as a consultant for the Secretariat of Education of the City of São Paulo, which involves 545 schools, and for some private schools. In a socio-historical-cultural perspective, her extramural, consultancy and research concerns are related to school management, teachers’ and teacher educators’ development, teaching-learning issues, literacy, citizenship education, multicultural education and argumentation. She has published articles, chapters and books in Portuguese, English and German. 

WORKSHOP: Real life activities as the basis for teaching in multilingual contexts

This workshop offers the opportunity to discuss how different content areas can be articulated in order to connect learning to students’ every day activities. According to Leontiev (1977), an activity, supported by rules, division of labor and community, takes place within three focal points: the subjects, the object on which they act and the specific artifacts developed from the experiences of previous generations. Working with real life activities in the classroom promotes students’ insertion and transformation of reality. In other words, teaching-learning involves both the knowledge accumulated by previous generations in the form of scientific concepts and the understanding and perception of the role of everyday concepts and experiences in creating perejivanie - strong cognitive and emotional experience (Vigotski, 1933-34/2006, p. 383). In multilingual teaching contexts, working with activities involves learning different subject areas while, simultaneously, performing roles in social activities recreated in play inside the classroom. In order to illustrate this process, participants will play with data from a research project that works with bilingual teacher education (English-Portuguese and French-Portuguese) and create possibilities to reflect about their own contexts.


Gabriel Diaz Maggioli is Dean of the School of Language Learning and Teaching and Director of the MATESOL program at The New School, a university in New York. His research revolves around Sociocultural Theory as applied to the development of a viable pedagogy for teacher education. 

KEYNOTE PRESENTATION: Leonardos in the Classroom or a Renaissance for Teachers

In this plenary we will explore the many facets of a teacher's tasks by drawing comparison between our profession and the traits and characteristics that made people like Leonardo da Vinci so unique. We will explore how we, too, can embody those characteristics so that they result in effective teaching for effective student learning.

WORKSHOP: Four perspectives in teacher education

The last century saw the birth of teacher education as a profession and with it, the influx of various perspectives which many times contradicted one another. In this workshop, we will explore in depth three of those competing perspectives and attempt to rescue their most effective areas. Finally, we will put forward a fourth emerging perspective which bears the potential to bring together the old and the new.


Claudia is an experienced presenter and ELT author who travels the world as a teacher educator. A graduate from the I.E.S. en Lenguas Vivas “Juan Ramón Fernández”, Buenos Aires, she holds an MA in Education and Professional Development from the University of East Anglia, and a PhD in English Studies from the University of Nottingham, UK. In Argentina, she is a lecturer at the I.E.S. en Lenguas Vivas “Juan Ramón Fernández” and on the MA programme in Literatures in English at the Universidad Nacional de Cuyo, Mendoza. She also works as an ELT and Education Consultant for the British Council Argentina. In the UK, Claudia is a teacher trainer for NILE (Norwich Institute for Language Education).

Video

KEYNOTE PRESENTATION: Communicating across cultures: encounters in the “contact zone” 

One of the central concerns of foreign language learning is how to communicate our changing identities in languages used to express worldviews different from our own. In a context of growing intercultural communication, reading and responding to texts in which cultures come into contact can help us develop intercultural awareness, as the encounter with otherness can encourage reflection on how meanings can be communicated across cultures. 

Intercultural competence is at the core of the national guidelines (“Núcleos de aprendizaje prioritarios”) for foreign languages and is a transversal objective in foreign language curricula in different regions of Argentina. However, teachers often find it challenging to plan their classes with an intercultural focus. This presentation explores a variety of literary texts written in English in which intercultural encounters are highlighted and proposes activities and resources for the classroom which aim at developing the linguistic repertoire necessary to express our own meanings in English.


The University of Reading, UK. Academic Director for the campus-based MA Applied Linguistics and MA English Language Teaching programmes; Academic Director for the MA English Language Teaching by Distance Study; Postgraduate programmes in Applied Linguistics Board of Studies Member. Clare teaches the following modules: Core Issues in English Language Teaching, Language Curriculum Design, Language Teaching Portfolio: Classroom Practical component, The Teaching of Written Language, Teaching English to Young Learners, Teaching the Language Skills, Literacy: Social, educational and cognitive perspectives. Clare currently supervises 8 PhD students in the areas of second language writing. Clare's EdD included an Institution Focused Study entitled 'Undergraduates and Technology: Uses and Attitudes', and a thesis entitled 'Masters Level Study in a British Context: Developing Writers'. Her research interests are concerned with developing second language writing skills (especially in English for Academic Purposes contexts) and on-line/distance learning. She also supervises research in the areas of curriculum design and study skills.

WORKSHOP: Routes into writing: Developing writing skills

There are three major perspectives in writing research in the last 30 years: writing as process, product and social activity. This workshop will look at ways of helping students develop their writing skills through exposure to activities focussing on each perspective: exploring how we write (process), what we write (product) and writing as a social and cultural activity. For continuity, the examples will be from an English for Academic Purposes context, but the workshop will be accessible to all.


Fred Genesee is Professor in the Psychology Department at McGill University, Montreal. He has conducted extensive research on alternative forms of bilingual and immersion education; his current research interests include language acquisition in pre-school bilingual children, cross-language adopted children, and the language and academic development of students at-risk in bilingual programs. He has served as a consultant on second/foreign language and bilingual education in countries around the world, including Japan, Spain, Germany, Estonia, Hong Kong, Latvia, Russia, and Italy. He is the author numerous professional and scientific research reports and books, including Learning Through Two Languages: Studies of Immersion and Bilingual Education (Newbury House, 1987), Educating Second Language Children (Cambridge, 1994 ), Classroom Based Evaluation in Second Language Education (Cambridge, 1996), Beyond Bilingualism: Multilingualism and Multilingual Education (Multilingual Matters, 1998), Dual Language Instruction: A Handbook for Enriched Education (Heinle & Heinle, 2000, with Nancy Cloud and Else Hamayan), Trends in Bilingual Acquisition (John Benjamins, with J. Cenoz), and Dual Language Development and Disorders (with J. Paradis & M. & M. Crago, Brookes, 2004).  

KEYNOTE PRESENTATION: Myths and Misunderstandings about Dual Language Acquisition in Young Learners

There has been growing interest in children who learn language in diverse contexts and under diverse circumstances. In particular, dual language acquisition has become the focus of much research attention, arguably in response to growing awareness that dual language learning is common in children. A deeper understanding of dual language learning under different circumstances is important to ensure the formulation of theories of language learning that encompass all language learners and to provide critical information for clinical, educational, and other practical decisions that touch the lives of young language learners. This talk will review research findings on dual language learning in both school and non-school settings, among simultaneous and sequential bilinguals, and in typically-developing learners and those with an impaired capacity for language learning. Key findings with respect to common myths and misunderstandings that surround dual language acquisition in young learners will be reviewed and discussed and their implications for both theoretical and practical matters will be considered.


Profesor Titular de Lingüística, Departamento de Antropología, Universidad Autónoma Metropolitana (UAM), México, D. F. Director del Programa interinstitucional “Comunidad indígena y educación intercultural bilingüe” (CIEIB), y coordinador del Proyecto permanente “Políticas del Lenguaje en América Latina” de la Asociación de Lingüistas y Filólogos de América Latina (ALFAL). Campos de investigación: bilingüismo y educación bilingüe, políticas del lenguaje, globalización y lenguas, análisis del discurso. Profesor e investigador visitante en las Universidades de Stanford, UC Santa Bárbara, UC San Diego, EEUU, Campinas y Belem, Brasil, y Frankfurt, Mannheim y Friburgo, Alemania.

Video 1   Video 2   Video 3

KEYNOTE PRESENTATION: La enseñanza de las lenguas extranjeras en la construcción del plurilingüismo en América Latina

La enseñanza de las lenguas extranjeras, en su larga historia en América Latina, se ha concebido y practicado en forma bastante aislada de los contextos de multilingüismo y sus condicionantes socio-culturales y económicos. Sin embargo, los avances de la investigación interdisciplinaria ponen en relieve las complejas interrelaciones lingüísticas, cognitivas y socioeconómicas que determinan este campo y lo relacionan con dos espacios de bi y multilingüismo que se ubican en polos opuestos de la escala social: la educación indígena bilingüe y las escuelas bilingües privadas de élite, cada una con sus respectivas comunidades de sustento. Una política integradora de las lenguas y la educación tendrá que señalar de qué manera los espacios de las lenguas extranjeras, lenguas inmigrantes y lenguas indígenas podrán contribuir a una transición desde posiciones tradicionales que consideran la diversidad lingüística como un problema, hacia orientaciones y prácticas que promueven un plurilingüismo enriquecedor de las sociedades latinoamericanas en su conjunto.

WORKSHOP: Educación intercultural bilingüe indígena en México: La integración de lenguas, culturas y asignaturas

En la charla se presentará el vídeo documental “T’arhexperakua – creciendo juntos” que relata la experiencia de un proyecto educativo p’urhepecha, un pueblo indígena mexicano, que elaboró su currículo intercultural y bilingüe propio, basado en la alfabetización y enseñanza de todas las materias en lengua indígena (L1) y la enseñanza del español como segunda lengua (L2). Desde hace más de diez años, este proyecto escolar cuenta con el acompañamiento de un equipo académico con quien desarrolló un proceso de investigación colaborativa e intervención escolar. Se discutirán con el público los temas enunciados en el título.


Luci Nussbaum es Licenciada en Filosofía y Letras por la Universidad de Barcelona y tiene un Doctorado en Filología Románica por la misma universidad. Profesora del Departamento de Didáctica de la Lengua, la Literatura y las Ciencias Sociales (Universitat Autònoma de Barcelona) y coordinadora del equipo de investigación GREIP (Grup de Recerca en Educació i Interacció Plurilingües). Ha publicado numerosos libros y artículos y dirigido tesis doctorales en la Universidad Autònoma de Barcelona.

Virginia Unamuno es doctora en Filología por la Universidad de Barcelona y especialista en sociolingüística aplicada a la educación. Después de trabajar más de diez años en la Universitat Autónoma de Barcelona, es actualmente investigadora adjunta del CONICET, donde coordina un proyecto sobre Plurilingüismo y Educación Intercultural Bilingüe en la provincia del Chaco. Su investigación se centra en el estudio del multilingüismo en contextos escolares desde una perspectiva interaccional, así como en las relaciones entre la gestión de las lenguas en las escuelas y las políticas lingüísticas y educativas. Es autora de Lenguas, escuela y diversidad sociocultural (Barcelona: Ed. Graó) y de diversos artículos en revistas especializadas.

KEYNOTE PRESENTATION: Prácticas y repertorios plurilingües escolares: miradas desde la etnografía y la interacción

La sociolingüística contemporánea ha mostrado que el trabajo etnográfico y el análisis interaccional pueden coexistir en una propuesta de investigación cualitativa orientada hacia la descripción de las formas en que se despliegan y se modifican los repertorios lingüísticos en contextos escolares. Para estas investigaciones, la descripción de las prácticas y repertorios plurilingües necesita no sólo considerar la mirada del investigador en la adscripción de los rasgos verbales a una lengua u a otra, sino, especialmente, el estudio de las formas en que los propios hablantes categorizan o “tratan” las formas del habla, explotando comunicativamente o bien el contraste entre sistemas verbales –base del cambio de lenguas o codeswitching-, o bien, la convergencia, potencialmente emergente en formas mixtas, híbridas o bivalentes.

Este giro epistemológico, que descentra el monolingüismo en la teoría lingüística contemporánea y pone en evidencia la necesidad de nuevas categorías para describir los códigos semióticos en juego en interacciones multilingües, impacta, creemos, en la didáctica de las lenguas, la cual se ve interpelada por nuevos datos y nuevas categorías, muchas veces incompatibles con la visión fragmentaria y parcializada de las lenguas, las culturas y sus relaciones, vigente en las propuestas actuales de enseñanza.

Es objetivo de esta ponencia poner en diálogo los resultados de estas investigaciones con algunas propuestas didácticas actuales, que recuperan la actividad, la diversidad y la interdisciplinariedad como ejes centrales de trabajo en el aula. Para ello, seexpondrán dos casos distantes y en diálogo. Por un lado, el estudio de la socialización lingüística escolar de niños y jóvenes migrados a Barcelona (2004-2009), que nos servirá para revisar tres nociones importantes para una didáctica plural de las lenguas: prácticas plurilingües; repertorios plurilingües; comunidad de habla. Por otro lado, el estudio de las interacciones bilingües en escuelas wichis del Chaco (2010-2013), las cuales nos posibilitarán adentrarnos en las relaciones complejas entre identidad, poder y aprendizaje de lenguas.


Dr. Cristina Banfi holds a Teacher’s degree from INES en LV “JRF”, an M.Phil. in Linguistics from the University of Cambridge and a Ph.D. in Linguistics from University College London. She has worked in educational institutions at all levels, from pre-school to higher education. She has organised and participated in international conferences, published papers and books and edited journals. She was president of APIBA (two terms), Head of the Department of Languages at Universidad Católica Argentina and International Affairs Officer at the CONEAU (Comisión Nacional de Evaluación y Acreditación Universitaria).She is currently Director of Foreign Languages at the Ministry of Education of the City of Buenos Aires and teaches at IES en LV ‘J. R. Fernández’, ISP ‘J.V. González’, ENS ‘S.B. de Spangenberg’, Universidad de Belgrano and Universidad de Buenos Aires. Her main areas of interest are: educational management and research, professional development, theoretical and applied linguistics and bilingual education.

Fred Genesee is Professor in the Psychology Department at McGill University, Montreal. He has conducted extensive research on alternative forms of bilingual and immersion education; his current research interests include language acquisition in pre-school bilingual children, cross-language adopted children, and the language and academic development of students at-risk in bilingual programs. He has served as a consultant on second/foreign language and bilingual education in countries around the world, including Japan, Spain, Germany, Estonia, Hong Kong, Latvia, Russia, and Italy. He is the author numerous professional and scientific research reports and books, including Learning Through Two Languages: Studies of Immersion and Bilingual Education (Newbury House, 1987), Educating Second Language Children (Cambridge, 1994 ), Classroom Based Evaluation in Second Language Education (Cambridge, 1996), Beyond Bilingualism: Multilingualism and Multilingual Education (Multilingual Matters, 1998), Dual Language Instruction: A Handbook for Enriched Education (Heinle & Heinle, 2000, with Nancy Cloud and Else Hamayan), Trends in Bilingual Acquisition (John Benjamins, with J. Cenoz), and Dual Language Development and Disorders (with J. Paradis & M. & M. Crago, Brookes, 2004).  

ACADEMIC CONVERSATION: What are the Drawbacks of Being Bilingual? 


Thematic Panel 1: Bi/Multi/Plurilingüismo, Interculturalidad y Política Lingüística

Moderator: Mario López Barrios (ACPI Member)

Barboni, Silvana is Head Teacher of ELT Methodology at Universidad Nacional de La Plata. She holds an MA in TEFL from the University of Reading and is now completing her Doctoral Studies at the University of London. She coordinates the Programme of Plurilingual and Intercultural Education of the Province of Buenos Aires.

Corradi, Leonor (APIBA Member) es profesora en inglés y magíster en Educación y Formación Docente (Universidad de Surrey, RU). Es la referente de inglés del Equipo de Lenguas Extranjeras del Ministerio de Educación de la Nación, y se desempeña como formadora de formadores en el área de la didáctica del inglés en carreras del nivel Inicial y Primario y del Nivel Medio y Superior en el IES en Lenguas Vivas Juan Ramón Fernández e ISP Dr. Joaquín V. González. Ha dictado numerosos cursos de formación docente y desarrollo profesional en esta área y ha participado en congresos, jornadas y conferencias en Argentina y en el exterior. Es coordinadora de las escuelas de Modalidad Plurilingüe del Gobierno de la Ciudad de Buenos Aires. Es responsable de la organización de los contenidos de inglés en el Diseño Curricular de Lenguas Extranjeras de Ciudad de Buenos Aires y ha trabajado en las reformas y creaciones de planes de estudio en institutos de formación docente. Actualmente está enseñando inglés a ciegos como parte de una experiencia piloto en el área de Educación Especial.

Espíndola, María Martha (APIM Member) es profesora y licenciada en Lengua Inglesa egresada del Instituto Superior Antonio Ruiz de Montoya (1982) y la Universidad Nacional del Litoral (2008), respectivamente. Experta Universitaria en Administración de Educación (UNED). Se desempeñó como profesora de inglés en los niveles primario y secundario desde 1979 y en el nivel superior desde 1983. Desde 2004 integra el equipo técnico del Área de la Modalidad Educación Intercultural Bilingüe de la Provincia de Misiones y desde 2008 está a cargo de su coordinación pedagógica. Ha brindado cursos de capacitación y conferencias respecto de la didáctica y adquisición de lenguas, literatura inglesa y el bilingüismo y la interculturalidad en educación.

Prytz Nilsson, Liliam Sofía (APIM Member) Profesora (ISARM) y licenciada en Lengua Inglesa (USAL y UNL). Experta Universitaria en Administración de la Educación (UNED- Madrid). Actualmente es Profesora titular de Lingüística Aplicada y del Trayecto Integrador de la Practica II en el Instituto Superior Antonio Ruiz de Montoya (ISARM). Es Directora Ejecutiva del Servicio Provincial de Enseñanza Privada de Misiones, y desde el año 2012 está a cargo de la Dirección Ejecutiva del Instituto de Políticas Lingüísticas (IPL) dependiente del Ministerio de Cultura, Educación, Ciencia y Tecnología de la Provincia de Misiones. Fue Coordinadora Provincial del Proyecto Integral de Educación Intercultural Bilingüe- sub proyectos de Modalidad Indígena y de Frontera de ese Ministerio.

Revale, Sandra (APIBA Member) especialista en Didáctica Específica de la Lengua Inglesa y ex-presidente de APIBA, se desempeña actualmente como Responsable de Examen de idioma inglés en las Certificaciones en Lenguas Extranjeras (CLE) y como Coordinadora de Enseñanaza de Idiomas en la Dirección Operativa de Lenguas Extranjeras, dependiente de la Dirección General de Planeamiento Educativo del Ministerio de Educación de la CABA . En el ámbito privado es Coordinadora General del Liceo Cultural Británico.


Thematic Panel 2: Bi/Multi/Plurilingualism, Interculturality & Technology

Moderator: Gabriela Madera (APIBA Member)

Amez, Mariel (APrIR Member) is a Teacher of English (INSP Rosario and UNR). She is currently a lecturer in English Literature at IES “O. Cossettini” and ISPI “San Bartolomé” (Rosario), a Cambridge English Speaking Examiner and Secretary to APrIR’s Executive Committee. Her research interests include literature, online learning and teacher education.

Artusi, Alicia (APIBA Member) is a Teacher of English Language and Literature graduated at Universidad Nacional de La Plata, and holds a Postgraduate Diploma in Education and Professional Development with NILE and the University of East Anglia, UK. She’s now writing a dissertation on Blended Learning as the last module to finish her MA in Education with NILE and the University of Chichester, UK. She’s the co-author of Engage and ECCE Result, among other coursebook series, all published by OUP, UK and is currently working with the British Council as a Materials Developer and Coordinator for Plan Ceibal and writing a series of listening books for Hong Kong with Popular World Publishing company.

Furneaux, Clare, University of Reading, UK. Academic Director for the campus-based MA Applied Linguistics and MA English Language Teaching programmes; Academic Director for the MA English Language Teaching by Distance Study; Postgraduate programmes in Applied Linguistics Board of Studies Member. Clare teaches the following modules: Core Issues in English Language Teaching, Language Curriculum Design, Language Teaching Portfolio: Classroom Practical component, The Teaching of Written Language, Teaching English to Young Learners, Teaching the Language Skills, Literacy: Social, educational and cognitive perspectives. Clare currently supervises 8 PhD students in the areas of second language writing. Clare’s EdD included an Institution Focused Study titled ‘Undergraduates and Technology: Uses and Attitudes’, and a thesis entitled ‘Masters Level Study in a British Context: Developing Writers’. Her research interests are concerned with developing second language writing skills (especially in English for Academic Purposes contexts) and on-line/distance learning. She also supervises research in the areas of curriculum design and study skills.

García, Aurelia (APPI Member) is an English Teacher (UNLPam). Evaluation Specialist (UNLPam). Higher Diploma in Social Sciences in the field of Education and New Technologies (FLACSO). FULBRIGHT scholar DAT 2010: “The Incorporation of ICT Resources to the Teaching of English as a Foreign Language using Task-Based Methodology”. Teaching assistant professor in Didactics and Educational Practice III, UNLPam. Teacher trainer “Propuesta de Formación y Desarrollo Profesional Docente en Web 2.0”.

Simón, Liliana (APIBA Member) is a teacher of English, administrator of UNLP VLEs, and a British Council E-moderator. She worked as a co-coordinator for Conectar Igualdad, BA. She develops e-material, delivers presentations and courses on Learning Technologies, Plurilingual and Intercultural Programme and ADULP/UNLP. She obtained a fellowship at Open University, UK.


Thematic Panel 4: Bi/Multi/Plurilingüismo, Interculturalidad y Diversidad

Moderator: Ricardo Javier Palma (APIT Member)

Iummato, Silvia (APIBA Member) es profesora de Gramática Inglesa I y II del IES en Lenguas Vivas, Estructuras Comparadas en el Traductorado de la Universidad de Belgrano y profesora investigadora de la Universidad Nacional del Comahue donde dicta Semántica, Análisis del Discurso e Introducción a la Lingüística. Fue Secretaria de APIBA en los años 2000 y 2001.

Portilla, Mariángeles (APIBA Member) es profesora de inglés graduada. Tiene Diploma Superior en Educación y Nuevas Tecnologías de FLACSO. Actualmente se encuentra cursando la Especialización en Gestión de Lenguas en la Untref y el Diploma en Políticas Públicas en la Universidad de San Juan. Ha trabajado por más de 14 años en escuelas de gestión estatal en la CABA. Junto a Cristina Banfi y Laureana Moreno conforman la Subcomisión SEEDS (Sembrar Experiencias, Evocando Diversidades) de APIBA.

Rusell, Gabriela es Lic. en Letras (UBA). Doctora por la Universidad Complutense de Madrid. Directora Académica del Postítulo “Interculturalidad y Enseñanza de Español como Lengua Segunda y Extranjera”, del IES en Lenguas Vivas “J. R. Fernández”. Jefe Técnico de Alfabetización de la Dirección Provincial de Educación Especial de la Pcia. de Buenos Aires. Investigadora de la UBA y profesora en la Universidad Nacional de Lanús y en la Universidad Nacional de Quilmes.

Unamuno, Virginia es Doctora en Filología por la Universidad de Barcelona y especialista en sociolingüística aplicada a la educación. Después de trabajar más de diez años en la Universitat Autónoma de Barcelona, es actualmente investigadora adjunta del CONICET, donde coordina un proyecto sobre Plurilingüismo y Educación Intercultural Bilingüe en la provincia del Chaco. Su investigación se centra en el estudio del multilingüismo en contextos escolares desde una perspectiva
interaccional, así como en las relaciones entre la gestión de las lenguas en las escuelas y las políticas lingüísticas y educativas. Es autora de Lenguas, escuela y diversidad sociocultural (Barcelona: Ed. Graó) y de diversos artículos en revistas especializadas.

Viñas Urquiza, María Teresa (APIBA Member) Profesora de Inglés (UNCba), Master (Northwestern Univ. USA), abogada (UBA). Trayectoria como formadora de profesores y traductores en universidades e institutos terciarios. Profesora invitada maestrías (UBA, UB) y licenciatura (UNLitoral) Autora de “Lengua Mataca” Tomo I y II (UBA) y “Ambiguity Keys. Part 1: Subjunctive” (Edit. Dunken). Ponencias, cursos, seminarios, talleres y conferencias sobre el tema.

Escrito por Sábado, 07 Septiembre 2013 21:48

Thematic Panels

 


 

Thematic Panel 1 – Thursday 26 September, 14.30 – 15.30, Room B

Bi/Multi/Plurilingüismo, Interculturalidad y Política Lingüística

Barboni, Silvana is Head Teacher of ELT Methodology at Universidad Nacional de La Plata. She holds an MA in TEFL from the University of Reading and is now completing her Doctoral Studies at the University of London. She coordinates the Programme of Plurilingual and Intercultural Education of the Province of Buenos Aires.

Corradi, Leonor (APIBA Member) es profesora en inglés y magíster en Educación y Formación Docente (Universidad de Surrey, RU). Es la referente de inglés del Equipo de Lenguas Extranjeras del Ministerio de Educación de la Nación, y se desempeña como formadora de formadores en el área de la didáctica del inglés en carreras del nivel Inicial y Primario y del Nivel Medio y Superior en el IES en Lenguas Vivas Juan Ramón Fernández e ISP Dr. Joaquín V. González. Ha dictado numerosos cursos de formación docente y desarrollo profesional en esta área y ha participado en congresos, jornadas y conferencias en Argentina y en el exterior. Es coordinadora de las escuelas de Modalidad Plurilingüe del Gobierno de la Ciudad de Buenos Aires. Es responsable de la organización de los contenidos de inglés en el Diseño Curricular de Lenguas Extranjeras de Ciudad de Buenos Aires y ha trabajado en las reformas y creaciones de planes de estudio en institutos de formación docente. Actualmente está enseñando inglés a ciegos como parte de una experiencia piloto en el área de Educación Especial.

Espíndola, María Martha (APIM Member) es profesora y licenciada en Lengua Inglesa egresada del Instituto Superior Antonio Ruiz de Montoya (1982) y la Universidad Nacional del Litoral (2008), respectivamente. Experta Universitaria en Administración de Educación (UNED). Se desempeñó como profesora de inglés en los niveles primario y secundario desde 1979 y en el nivel superior desde 1983. Desde 2004 integra el equipo técnico del Área de la Modalidad Educación Intercultural Bilingüe de la Provincia de Misiones y desde 2008 está a cargo de su coordinación pedagógica. Ha brindado cursos de capacitación y conferencias respecto de la didáctica y adquisición de lenguas, literatura inglesa y el bilingüismo y la interculturalidad en educación.

Prytz Nilsson, Liliam Sofía (APIM Member) Profesora (ISARM) y licenciada en Lengua Inglesa (USAL y UNL). Experta Universitaria en Administración de la Educación (UNED- Madrid). Actualmente es Profesora titular de Lingüística Aplicada y del Trayecto Integrador de la Practica II en el Instituto Superior Antonio Ruiz de Montoya (ISARM). Es Directora Ejecutiva del Servicio Provincial de Enseñanza Privada de Misiones, y desde el año 2012 está a cargo de la Dirección Ejecutiva del Instituto de Políticas Lingüísticas (IPL) dependiente del Ministerio de Cultura, Educación, Ciencia y Tecnología de la Provincia de Misiones. Fue Coordinadora Provincial del Proyecto Integral de Educación Intercultural Bilingüe- sub proyectos de Modalidad Indígena y de Frontera de ese Ministerio.

Revale, Sandra (APIBA Member) especialista en Didáctica Específica de la Lengua Inglesa y ex-presidente de APIBA, se desempeña actualmente como Responsable de Examen de idioma inglés en las Certificaciones en Lenguas Extranjeras (CLE) y como Coordinadora de Enseñanza de Idiomas en la Dirección Operativa de Lenguas Extranjeras, dependiente de la Dirección General de Planeamiento Educativo del Ministerio de Educación de la CABA . En el ámbito privado es Coordinadora General del Liceo Cultural Británico.

Moderator: Mario López Barrios (ACPI Member)


 

Thematic Panel 2 – Friday 27 September, 11.30 – 12.30, Room A

Bi/Multi/Plurilingualism, Interculturality & Technology

Amez, Mariel (APrIR Member) is a Teacher of English (INSP Rosario and UNR). She is currently a lecturer in English Literature at IES "O. Cossettini" and ISPI "San Bartolomé" (Rosario), a Cambridge English Speaking Examiner and Secretary to APrIR's Executive Committee. Her research interests include literature, online learning and teacher education.

Artusi, Alicia (APIBA Member) is a Teacher of English Language and Literature graduated at Universidad Nacional de La Plata, and holds a Postgraduate Diploma in Education and Professional Development with NILE and the University of East Anglia, UK. She’s now writing a dissertation on Blended Learning as the last module to finish her MA in Education with NILE and the University of Chichester, UK. She’s the co-author of Engage and ECCE Result, among other coursebook series, all published by OUP, UK and is currently working with the British Council as a Materials Developer and Coordinator for Plan Ceibal and writing a series of listening books for Hong Kong with Popular World Publishing company.

Furneaux, Clare. University of Reading, UK. Academic Director for the campus-based MA Applied Linguistics and MA English Language Teaching programmes; Academic Director for the MA English Language Teaching by Distance Study; Postgraduate programmes in Applied Linguistics Board of Studies Member. Clare teaches the following modules: Core Issues in English Language Teaching, Language Curriculum Design, Language Teaching Portfolio: Classroom Practical component, The Teaching of Written Language, Teaching English to Young Learners, Teaching the Language Skills, Literacy: Social, educational and cognitive perspectives. Clare currently supervises 8 PhD students in the areas of second language writing. Clare's EdD included an Institution Focused Study entitled 'Undergraduates and Technology: Uses and Attitudes', and a thesis entitled 'Masters Level Study in a British Context: Developing Writers'. Her research interests are concerned with developing second language writing skills (especially in English for Academic Purposes contexts) and on-line/distance learning. She also supervises research in the areas of curriculum design and study skills.

García, Aurelia (APPI Member) is an English Teacher (UNLPam). Evaluation Specialist (UNLPam). Higher Diploma in Social Sciences in the field of Education and New Technologies (FLACSO). FULBRIGHT scholar DAT 2010: “The Incorporation of ICT Resources to the Teaching of English as a Foreign Language using Task-Based Methodology”. Teaching assistant professor in Didactics and Educational Practice III, UNLPam. Teacher trainer “Propuesta de Formación y Desarrollo Profesional Docente en Web 2.0”.

Simón, Liliana (APIBA Member) is a teacher of English, administrator of UNLP VLEs, and a British Council E-moderator. She worked as a co-coordinator for Conectar Igualdad, BA. She develops e-material, delivers presentations and courses on Learning Technologies, Plurilingual and Intercultural Programme and ADULP/UNLP. She obtained a fellowship at Open University, UK.

Moderator: Gabriela Madera (APIBA Member)


 

Thematic Panel 3 – Saturday 28 September, 10.00 – 11.00, Room B

Bi/Multi/Plurilingualism in Latin America

Hamel, Rainer Enrique es Profesor Titular de Lingüística, Departamento de Antropología, Universidad Autónoma Metropolitana (UAM), México, D. F. Director del Programa interinstitucional “Comunidad indígena y educación intercultural bilingüe” (CIEIB), y coordinador del Proyecto permanente “Políticas del Lenguaje en América Latina” de la Asociación de Lingüistas y Filólogos de América Latina (ALFAL). Campos de investigación: bilingüismo y educación bilingüe, políticas del lenguaje, globalización y lenguas, análisis del discurso. Profesor e investigador visitante en las Universidades de Stanford, UC Santa Bárbara, UC San Diego, EEUU, Campinas y Belem, Brasil, y Frankfurt, Mannheim y Friburgo, Alemania.

Coelho Liberali, Fernanda has a PhD in Applied Linguistics from the Post-graduate Program of Applied Linguistics, of the Pontifical Catholic University of São Paulo (PUC –SP/ BR), where she has worked as a professor and researcher since 2000. She holds a fellowship from Conselho Nacional de Desenvolvimento Científico e Tecnológico, a national funding agency. She was the Brazilian representative for the International Society for Cultural and Activity Research (2009-2011) and now she participates in the Global Perspectives on Learning and Development with Digital Video-Editing Media, a project funded by the Marie Curie Actions, an EU funding Agency. She acts as a consultant for the Secretariat of Education of the City of São Paulo, which involves 545 schools, and for some private schools. In a socio-historical-cultural perspective, her extramural, consultancy and research concerns are related to school management, teachers’ and teacher educators’ development, teaching-learning issues, literacy, citizenship education, multicultural education and argumentation. She has published articles, chapters and books in Portuguese, English and German.

Díaz Maggioli, Gabriel is Dean of the School of Language Learning and Teaching and Director of the MATESOL program at The New School, a university in New York. His research revolves around Sociocultural Theory as applied to the development of a viable pedagogy for teacher education.

Rettaroli, Silvia (APIBA Member) is a teacher and teacher educator (I.S.P. "J.V. González). Worked in the Research and Educational Development Unit of the MEyC (1998-1999). Organised and participated in national and international conferences, published papers and textbooks. Areas of interest: professional development (OL and f2f), bilingual education/CLIL, assessment. CLE (Foreign Languages Certifications) coordinator (2008-2011). English Unit coordinator at the CLE (ME - City of Buenos Aires).

Moderator: Darío Banegas (APIZALS Member)


 

Thematic Panel 4 – Saturday 28 September, 14.00 – 15.00, Room B

Bi/Multi/Plurilingüismo, Interculturalidad y Diversidad

Iummato, Silvia (APIBA Member) es profesora de Gramática Inglesa I y II del IES en Lenguas Vivas, Estructuras Comparadas en el Traductorado de la Universidad de Belgrano y profesora investigadora de la Universidad Nacional del Comahue donde dicta Semántica, Análisis del Discurso e Introducción a la Lingüística. Fue Secretaria de APIBA en los años 2000 y 2001.

Portilla, Mariángeles (APIBA Member) es profesora de inglés graduada. Tiene Diploma Superior en Educación y Nuevas Tecnologías de FLACSO. Actualmente se encuentra cursando la Especialización en Gestión de Lenguas en la Untref y el Diploma en Políticas Públicas en la Universidad de San Juan. Ha trabajado por más de 14 años en escuelas de gestión estatal en la CABA. Junto a Cristina Banfi y Laureana Moreno conforman la Subcomisión SEEDS (Sembrar Experiencias, Evocando Diversidades) de APIBA.

Rusell, Gabriela es Lic. en Letras (UBA). Doctora por la Universidad Complutense de Madrid. Directora Académica del Postítulo "Interculturalidad y Enseñanza de Español como Lengua Segunda y Extranjera", del IES en Lenguas Vivas "J. R. Fernández". Jefe Técnico de Alfabetización de la Dirección Provincial de Educación Especial de la Pcia. de Buenos Aires. Investigadora de la UBA y profesora en la Universidad Nacional de Lanús y en la Universidad Nacional de Quilmes.

Unamuno, Virginia es doctora en Filología por la Universidad de Barcelona y especialista en sociolingüística aplicada a la educación. Después de trabajar más de diez años en la Universitat Autònoma de Barcelona, es actualmente investigadora adjunta del CONICET, donde coordina un proyecto sobre Plurilingüismo y Educación Intercultural Bilingüe en la provincia del Chaco. Su investigación se centra en el estudio del multilingüismo en contextos escolares desde una perspectiva interaccional, así como en las relaciones entre la gestión de las lenguas en las escuelas y las políticas lingüísticas y educativas. Es autora de Lenguas, escuela y diversidad sociocultural (Barcelona: Ed. Graó) y de diversos artículos en revistas especializadas.

Viñas Urquiza, María Teresa (APIBA Member) Profesora de Inglés (UNCba), Master (Northwestern Univ. USA), abogada (UBA). Trayectoria como formadora de profesores y traductores en universidades e institutos terciarios. Profesora invitada maestrías (UBA, UB) y licenciatura (UNLitoral) Autora de “Lengua Mataca” Tomo I y II (UBA) y “Ambiguity Keys. Part 1: Subjunctive” (Edit. Dunken). Ponencias, cursos, seminarios, talleres y conferencias sobre el tema.

Moderator: Ricardo Javier Palma (APIT Member)

 

Escrito por Viernes, 06 Septiembre 2013 23:48

Professional Development Track

 


 

Presented by APIBA and the British Council 

Friday 27 September, 15.30 - 16.30, Room B

PD 1 “ICT and Teaching: Collaborating to build knowledge?”

We have often heard there is fear of technology among educators. Some believe MOOCs will kill the class or that data will dehumanise college, or perhaps that e-books will kill the book. What is the current situation in our classrooms? How does ICT impact our teachers and students? Teaching and learning with ICT does not facilitate a common experience, but rather facilitates an experience each person can make their own, it allows for a different timing, and degree of awareness-raising.

María Inés Cambiasso, former APIBA President, former e-TL SIG Coordinator
Jennifer Verschoor, APIBA Member, EdTech specialist
Claudia Antinori, Marcia Balda and Silvana Lopardo, APIBA e-TL SIG co-Coordinators

 

Friday, 27 September, 17.00–18.00, Room B

PD 2 British Council Continuing Professional Development Framework & APIBA Professional Development Programmes

A language teacher’s career begins with initial training and grows into a lifelong journey where no two people take the same path. The British Council’s Continuing Professional Development Framework identifies six stages in a teacher’s career, from Starting to Specialist, and serves as a guide to the opportunities available to progress. Along these lines, APIBA will present Programmes that foster the continuing professional development of its Members and of teacher trainees at various stages of their careers: APIBA SIGs, APIBA Professional Issues SIG, APIBA Junior & Senior Programmes, APIBA Mentoring Programme.

British Council Continuing Professional Development Framework

Pablo Toledo, British Council English Consultancy Services Manager


APIBA Professional Development Programmes

APIBA SIGs (2000 - to date) Romina Arena & Viviana Myslicki, APIBA SIGs Liaison Officers
Professional Issues SIG (2010 - to date) Débora Bagüez & Graciela Moyano, SIG Coordinators
APIBA Junior / Senior Programmes (2012 - to date) Graciela Moyano & Claudia Naom, former APIBA Executive Committee Members
APIBA Mentoring Programme (2012 - to date) María Inés Cambiasso, Programme Coordinator, former APIBA President

 


 

Escrito por Viernes, 06 Septiembre 2013 23:15

Training for Teacher Associations Track

 


 

Capacitación para Asociaciones Civiles sin Fines de Lucro

“Los SI y los NO de una Asociación de Profesores de Inglés (API)”

 

T1 Friday 27 September, 11.30 – 12.00, Room J

"Temas contables para APIs: los SI y los NO"

Con el apoyo de Estudio Montenegro - Feldman y Asociados

Aspectos impositivos, contables y de control interno para una mejor gestión.
Algunas cuestiones vinculadas a la asociatividad: modelos para el desarrollo de la actividad.

Graciela L. Montenegro Contador Público (UM), consultora de empresas y entidades civiles. Ex Vicepresidente 2da. Consejo Profesional de Ciencias Económicas (2010-2013). Socia de Montenegro – Feldman y asociados, firma dedicada al asesoramiento integral a las pequeñas y medianas empresas. Tenemos una amplia experiencia en la consultoría lo que nos permite agregar valor a nuestro asesoramiento al empresario asistiéndolo en una variada gama de temas necesarios en la toma diaria de decisiones.

T2 Friday 27 September, 12.00 – 12.30, Room J

"Voluntariado para APIs: los SI y los NO"

Con el apoyo de AFS Programas Interculturales www.afs.org.ar 

Diferentes modelos de voluntariado: acción única, compromiso a largo plazo, task force. Ley Nacional de Voluntariado: definición de voluntario, derechos y obligaciones de los mismos y de la organización. Ciclo de vida del voluntario: qué hacer en los distintos momentos para motivar y apoyar la labor voluntaria. Espacios para el voluntariado en las APIs.

Lucas Barchuk estudió Psicología en la UBA y actualmente, además de su práctica clínica, se dedica a la facilitación de actividades de aprendizaje y procesos grupales. Desde 2007 se desempeña en AFS Programas Interculturales como Coordinador de Capacitación y Encargado de Aprendizaje Intercultural, diseñando e implementando entrenamientos para empoderar y proveer de herramientas a los voluntarios de la organización.

Laura Copteleza cursó sus estudios de Lic. en Organización y Dirección Institucional en la Universidad Maimónides. Actualmente se desempeña como Directora de Desarrollo Organizacional en AFS Programas Interculturales, organización para la cual trabaja desde 1995, ocupando diferentes roles en las áreas de programas, formación de voluntarios, facilitación de talleres para estudiantes y docentes y proyectos estratégicos especiales, entre otros.

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T3 Saturday 28 September, 14.00 – 14.30, Room J

"Aspectos Institucionales de una API: los SI y los NO"

¿Qué desafíos plantea la participación en la CD de una institución? ¿Cómo lograr que la tarea de sus integrantes potencie las expectativas de sus asociados? La sesión estará destinada a compartir ideas y estrategias de gestión útiles para aquellas personas que desinteresadamente colaboran con su tiempo e ideas en hacer posible los proyectos de una asociación sin fines de lucro.

María Cristina Thomson (APIBA Member). Profesora de inglés (INP Rosario), Profesora de teatro (ENAD), Profesora en Literatura Infantil-Juvenil (SUMMA); National Diploma in Children's Literature (Christchurch, Nva. Zelanda), Maestría en Literatura para Niños (UNR). Dicta seminario posgrado Literatura Infantil (UNC). Con Tabaré, publica Relatos (in) mortales, título premiado por Banda Dibujada 2013. Ex Presidente de APIBA y FAAPI.

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T4 Saturday 28 September, 14.30 – 15.00, Room J

“Algunas reflexiones sobre la dinámica de los grupos pequeños”

¿De qué manera ayudan algunas reflexiones sobre la dinámica de los grupos pequeños a encarar y/o mejorar situaciones que pueden resultar conflictivas? A partir de una brevísima exposición recordaremos algunos principios y en este espacio interactivo discutiremos estrategias para optimizar nuestro funcionamiento.

Susana Gullco Groisman (APIBA Member) Graduada del ISP JVG (Buenos Aires), profesora titular de Literatura Inglesa Contemporánea (ISP JVG); ex-Directora del Depto Inglés ISP JVG; ex-Presidente de APIBA y ex-Coordinadora del Lit. SIG. Actualmente pertenece al equipo de capacitadores de ESSARP y ha sido recientemente designada Mentora en APIBA. Especializada en Dinámica Grupal (Asociación Argentina de Psicologíay Terapia Grupal).

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