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