The Organisers of the 2001 FAAPI Conference are pleased to announce the following plenaries and semi-plenaries:
• Dr. Cristina Elgue de Martini, Ph.D. TBA (sponsored by 2001 FAAPI Conference)
• Prof. Alicia Camilloni "El Futuro de la Formación Docente"
• Dr. Peter Hargreaves, Ph.D. "The Common European Framework of Reference and Its Implications for Language Assessment" (sponsored by UCLES)
• Dr. Christine Helot, Ph.D. "Bilingualism and Bilingual education: cognitive, social and affective dimension" (sponsored by 2001 FAAPI Conference)
• Dr. Robert Phillipson, Ph.D. "The English of Globalisation".
Respondent: Ana María Armendáriz, (sponsored by 2001 FAAPI Conference)
• Prof. David Rosewarne, M.A. "Accents in Great Britain: Estuary English" (sponsored by The British Council)
• Dr. Brian Tomlinson, Ph.D. "Humanising the Coursebook" (sponsored by Leeds Metropolitan University & MATSDA)
• Ron White, M.A. "Globalization and the futures of English Language Teaching" (sponsored by 2001 FAAPI Conference and ESSARP)
Dr. Robert Phillipson – “The English of Globalisation” (Video Presentation)
Respondent: Ana María Armendáriz
The talk will contrast the many ways in which the use of English is expanding, and serving to homogenise culture worldwide, with the increasing recognition of minority language rights, the importance of maintaining cultural and linguistic diversity, and the strengthening of foreign language learning in schools. It will consider whether English in continental Europe has its own norms, factors that determine language policy in the age of globalisation, and implications for teachers of English.
Sponsored by FAAPI 2001 San Agustín Auditorium
Thursday 20th 10-11
Dr. Cristina Elgue de Martini – “Locational thinking and the psycho-cultural approach to education”
Major contemporary trends in the late 20th Century intellectual and academic debate, such as Postmodernism and Deconstruction, Cultural Studies and Postcolonialism, have agreed on their rejection of essentialisms and universals. It is now a widespread conviction that the so called “universal” European theories emerged to suit the needs of particular cultural traditions. Thus, language theories, as well as epistemologies and value systems, all have the mark of the contexts in which they have emerged. The need to create new critical concepts to account for the new historical and cultural realities definitely challenged the supposed ‘universals of modern rationality’ and created a new form of rationality which is based on location, hence the expression ‘locational thinking’ associated with this approach. The relevance of location is but a natural consequence of the movement to new loci postcolonialism introduced into critical debate; but it is also related to the importance that Cultural Studies, as well as Sociolinguistics and Text Linguistics, have given to the context. Locational thinking calls for a deconstrual and reconstrual of language, since traditional modern epistemology -that epistemology based on the opposition object/subject, which in a sort of oversimplification operates on the basis that there is a coherent reality which a subject can know and language must correspond to- is rooted in a set of languages that also conceive themselves mainly as objects. Finally, the emergence of this new epistemology coincides with a parallel emphasis on the role of the context -of culture- in the mental development and the new widespread belief in the “narrative construal of reality”, as Jerome Bruner calls this different way of making sense of the world. The presentation will attempt to develop these central concepts.
Sponsored by FAAPI 2001 San Agustín Auditorium
Thursday 20th 11.30-12.30
Dr. Brian Tomlinson – “Humanising the coursebook”
This session will start by demonstrating how most coursebooks are not humanistic (i.e. do not sufficiently take into account the resources of the learner as a human being). It will then propose and demonstrate principled ways in which coursebooks can be humanised, either by the teacher replacing or adapting the coursebook or by writers setting out to write a humanistic coursebook. I will refer to examples of resourceful teachers humanising their coursebooks and to attempts I have been involved in to produce humanistic coursebooks.
Sponsored by Leeds Metropolitan University & MATSDA San Agustín Auditorium
Friday 21st 14.30-15.30
Dr. Christine Hélot – “First and second language learning in early bilingual education: cognitive theories and their implications for teachers”
The paper will explore the relationship between L1 and L2 acquisition/learning in bilingual education programs, from a cognitive point of view. The theories of Cummins (CUP model, Threshold, BICS and CALP) on the relationship between cognitive functioning and bilingualism will be presented as well as research carried out in France (Luc Bailly, 1992, Castelloti, 2000) on the importance in a formal language learning situation of reflecting on the way different languages (mother tongue as well as L2) work.. The aim of the presentation is to give teachers involved in bilingual education at primary level, some insight into different research perspectives, in particular the correlation between a certain level of competence in L1 for the successful acquisition of L2 and how a reflexive approach to L2 learning can also have a positive influence on L1. The presentation will be child centered and classroom oriented so as to help teachers examine their teaching approaches within a bilingual setting in the light of such theories without forgetting that bilingual education and school achievement rest on many other factors (cultural, social, political, teachers’ expectations, home factors etc.).
Sponsored by: IUFM Alsace/Université Marc Bloch, Strasbourg, Groupe de Recherche sur le Plurilinguisme Européen (GEPE), FAAPI 2001, ESSARP San Agustín Auditorium
Saturday 22nd 9-10
Ron White, M.A. – “Globalization and the futures of English Language Teaching”
The development of English as an international language coincides with the growth of economic globalization. In this talk, I will consider some of the implications for English language teaching of these complementary developments: What are the politics of the globalization of English? Which varieties of English are to be used as a reference point? What changes are occurring in the ways in which English is used? In what ways do inter-cultural differences affect communication in a common language? In what ways is English language teaching becoming a global industry? What are the accreditation and professional requirements for teaching? What are the futures of ELT?
Sponsored by FAAPI 2001 & ESSARP San Agustín Auditorium
Saturday 22nd 14.30-15.30
Dave Allan, M.A. – “Intercultural Issues in Language Testing and Assessment”
This presentation will consider the key areas where cultural factors can have significant impact upon the validity and reliability of test instruments and assessment procedures. We will seek to identify those aspects of language performance which are particularly susceptible to evaluation in terms of culturally specific criteria, and explore those aspects of learner behaviour and assessor attitude where the definitions of what is communicatively effective cannot be divorced from societally conditioned beliefs.
Sponsored by NILE San Agustín Auditorium
Friday 21st 9-10
Dr. Peter Hargreaves – “The Common European Framework of Reference and its implications for language assessment”
The year 2001 has been designated the European Year of Languages (EYL) and organised jointly by the Council of Europe and the European Union. To mark this year, the Council of Europe has launched two initiatives: The Common European Framework of Reference for Languages: Learning, teaching, assessment and The European Language Portfolio. This presentation reviews the activities in the Year of Languages and the work of the Council of Europe on these two projects.
Sponsored by UCLES San Agustín Auditorium
Friday 21st 10-11
David Rosewarne, M.A. – “English Accents: Estuary English”
After a rapid round-up of English accents, Estuary English will be described. The main differences between Estuary English and RP will then be outlined.
Sponsored by The British Council San Agustín Auditorium
Friday 21st 11.30-12.30
Michael Carrier, M.A. – “Teachers’ use of IT in ELT: training and resources for teachers”
Students, clients and companies expect ELT teachers to be increasingly technological in their lesson content and delivery. Yet we spend little time and resource on training and developing teachers’ skills in this area, especially compared to the time spent on devising new ways to use traditional textbooks. This talk suggests ways of supporting teachers with training, development and resources to enable them to make better use of technology and take control of technological resources.
Sponsored by International House, London San Agustín Auditorium
Friday 21st 16-17
Daniel Reznik, M.A. – “Improving Language Development for EFL Teachers”
Although teachers are well acquainted with traditional aspects of culture, the cultural dimension of language development is often a deficit area in teacher education. Additionally, excessive reliance on dictionaries and textbooks does little to help trainees cope with the pace of language change. This presentation advocates a model that trains educators for their tripartite role as teachers, learners and explorers of language.
Sponsored by FAAPI 2001 San Agustín Auditorium
Saturday 22nd 10-11
Paul Seddon – “E-mancipating the Learner: Exploiting the WWW for ELT”
While some teachers are not comfortable with using the Internet for language teaching, others use the Internet for Self-Access and research. This talk however focuses on practical ways of exploiting websites for language learning, integrating the Internet into classroom activities and suggests a generic methodological framework for teachers to apply in order to create their own successful web lessons and examines the methodological and pedagogical implications inherent in these kind of lessons.
Sponsored by Bell Schools San Agustín Auditorium
Saturday 22nd 11.30-12.30
P1 Álvarez, Zelmira – Universidad Nacional de Mar del Plata
“Grammar and Discourse in ESL”
This presentation sets to analyze pedagogical grammars of English for advanced students in the search for theoretical assumptions underlying the linguistic descriptions that they provide. It explores linguistic discourse in pedagogical grammars of English with the intention of evaluating its potential for the consolidation of Advanced ESL courses and teacher education programs. Rm: 1
Friday 21st 10.20 – 11
P2 Altamirano, Ana – Asociación Puntaltense de Cultura Inglesa
“Learning Strategies: Methodological Implications”
How can the teacher and materials help to develop effective learning strategies in the weaker students? Most frameworks for strategy instruction, which are aimed at first and second language learning, provide essential elements that may be adapted to the EFL classroom. This talk will focus on selection of strategies and materials across skills, presentation of samples of materials designed for the FL classroom and a suggested methodology for strategy training.
Sponsored by: Macmillan Heinemann Rm: 5
Friday 21st 9.00 – 9.40
P3 Artigas de Cambiasso, María Inés; Josefina Blanco & Luciano Camio – English Department, Colegio Champagnat – Member of APIBA (MIAC)
“Innovation and Change: Action Research in the EFL Classroom”
How successful can the introduction of action research and case study be as a regular practice in the school? How do we adapt to innovation and change in the EFL classroom? How do these changes impact in a given school culture? How do teachers and students react to these changes? This presentation shows the results of an action research carried out at Champagnat School, aiming at highlighting the importance of collaborative research as a tool for teacher development. Rm: 7
Friday 21st 9.00 – 9.40
P4 Lothringer, Raquel & María Corina Balbi – Instituto de Enseñanza Superior, Paraná, Entre Ríos – Members of APPI
“Let’s be cautious, let’s be respectful: Some Remarks on the Use of Readers in the Literature Class”
The use of anthologies for the teaching of literature has a long-standing tradition. Varied as they are, readers involve selection and editing. The first of these practices is associated with canonicity and the second with texture. New perspectives on the synergistic nature of texts as well as innovative categories for character analysis allow us to disclose the rationale and conceptual frameworks underlying ten anthologies and to discuss the use of readers in the classroom. Rm: 2
Friday 21st 9.00 – 9.40
P5 Barbeito, María & Graciela Placci – Universidad Nacional de Río Cuarto – Member of ARPI
“Activities for Developing Successful Strategies for Autonomous EFL Learning”
In this presentation we will describe the approach used in an EFL adult course in an autonomous setting and suggest activities for practical application of strategy training. We will mainly focus on the description of different activities (adapted from Oxford’s taxonomy of language learning strategies) aimed at providing explicit teaching about the nature of foreign language strategies their significance, and how to use, monitor, evaluate, and transfer them.
Sponsored by: Universidad Nacional de Río Cuarto Rm: 5
Friday 21st 9.40-10.20
P6 Berrone, María L. & María A. Portela – Universidad Nacional de Córdoba
“Looking Back into Training, Thinking Forward into Quality: An Examination of an English Teacher-Training Researchers”
This paper reports on the results of a researcher’s study which analyses the oral organisational competence of graduate English teachers. Such results suggest a reorientation in the training of teachers towards text-based classroom tasks. The session will present a brief introduction to the background and methodology of the study, a detailed account of the results and an examination of the implications for the institution where the study was conducted and for similar teacher-training institutions.
Sponsored by SECyT, Universidad Nacional de Córdoba Rm: 7
P7 Bulleraich, Graciela – Universidad Católica Argentina – Member of APIBA
“The Treatment of Register Varieties in an ESP Course”
ESP is an umbrella term embracing a number of sub-divisions aimed at the study of languages variation or what has come to be known as register analysis. This paper focuses on the distinctive features that characterise three major areas of the ESP market: Business English, the Legal Register and Newspaper language. Special consideration will be given to examples of spoken/written discourse, findings from published teaching material, magazine/newspaper articles and excerpts from an authentic audio recording. Rm: 1
Friday 21st 9.40-10.20
P8 Busso, María A.
“From Classroom Experience to a Workbook”
This paper intends to show the design of a classroom workbook, which was the result of 5 years of teaching Business English at Polimodal level. For the design of this practical workbook, the following aspects were considered: the limited language exposure students have at school in the new curricula, the possible future situations in which students may need to use the English language, and the certainty that students hardly ever study English at home. Rm: 2
Friday 21st 9.40-10.20
P10 D’Andrea de Mirande, Lucrecia; Rosa Perea de Otrera & Sara Isabel López –
Facultad de Filosofía y Letras de la U.N.T. – Member of APIT (LDM)
“The Textbook in the EFL Classroom: A Case Study in Tucumán, Argentina”
This paper is intended to investigate what role is assigned to the textbook by ELT professionals in Tucumán, Argentina; whether it is considered an agent of change or a script dictating the course of action. The findings offered, which derive from the analysis of teachers’ opinions about textbooks, express the reasons that explain and, in a way, justify the role assigned to the textbook in a complex socio-political and economic context. Rm: 10
Friday 21st 9-9.40
P11 Dobboletta, Analía – Asociación Rosarina de Cultura Inglesa
“The Conditions for Language Use in the Classroom and their Impact on the Learners”
This case study explores the impact of a series of workshops intended to improve the pedagogic conditions for language use in the classroom with a group of students on their Teacher Training programme. Different data-collection methods were used in order to analyse the factors at play that the learners perceived as relevant. From the analysis of the results obtained, the implications for language teaching will be drawn. Rm: 2
Friday 21st 10.20-11
P12 Forquera, Daniela – Universidad J.F. Kennedy – Member of APIBA
“Multiple Intelligences Theory. Implications for Classroom Management”
The main tenets of Howard Gardner’s Multiple Intelligences Theory will be briefly presented. Potential beneficial changes in learning quality on applying MI principles to classroom planning on a daily basis will be analysed and this will be followed by the presentation of a program which incorporates MI elements to planning. As a final step, evidence on the learning outcome that emerges when applying the theory will be displayed and analysed. Rm: 10
Friday 21st 11.30-12.10
P13 Ioli, Silvana M.
“Present-day England: Myths and Reality”
This Language and Culture session is for teachers who want to know more about current English culture and enjoy teaching up-to-date lexis. It will explore how contemporary customs have enriched the English language with new lexical items, by looking at issues like the eating habits of the English; their “pub behaviour”; popular television programmes and how these reflect and influence Standard spoken English. Participate in what I hope will be a lively and practical presentation. Rm: 7
Friday 21st 11.30-12.10
P14 López Barrios, Mario & Elba Villanueva de Debat – Universidad Nacional de Córdoba – Members of ACPI
“The Teaching of Foreign Languages in Argentina as Reflected in Locally-Produced Textbooks”
Foreign language teaching textbooks reflect a certain methodological approach that is characteristic of the different trends in FL teaching. Authors base the design of textbooks on the findings of linguistic and foreign language learning theories. In addition, there are a number of socio-political factors that have an impact on the design of materials to be implemented in certain contexts. This paper will present the findings of a research in progress on textbooks produced in Argentina. Rm: 10
Friday 21st 10.20-11
P15 López Cano, Paula – IES Lenguas Vivas “J. R. Fernández” & ISP “Joaquín V. González” – Member of APIBA
“Globalization, the Politics of Cultural Creation and the Practice of ELT”
Globalization has been at the center of contemporary debate in the media and academia for more than a decade. This presentation will explore the different theories of globalization and analyze how ELT has developed as part of an ever-growing English language-dominated publishing industry. The aim of the presentation is to raise awareness of the implications of recent trends in ELT and to promote greater understanding of our roles as teachers in times of change.
Sponsored by: Asociación de Ex-Alumnos del Lenguas Vivas Rm: 1
Friday 21st 11.30-12.10
P16 Martínez, Iliana – Universidad Nacional de Río Cuarto – Member of ARPI
“Cooperative Teaching in Academic Writing Courses”
I propose a form of cooperation that has proved productive in the postgraduate academic writing courses at the Universidad Nacional de Río Cuarto. In these courses I attend to the language needs of the learners by taking advantage of the content knowledge that they already possess. I focus the learner’s attention on the linguistic aspects related to the research article genre by directing them to observe the phenomena in articles in their own fields. Rm: 2
Friday 21st 16-16.40
P17 Mayol, Cristina – Universidad Nacional de Misiones – Member of APIM
“To Teach is to Touch a Life Forever … The Notion of Teacher Development Through Case Study”
This piece of work attempts to explore the notion of teacher development through case study. Framed within the qualitative paradigm, and through in-depth phenomenological interviews to three teachers from ex secondary school in Argentina, I have tried to listen to their voices, taking as backdrop the status of education in this country, the alarming decay in educational standards in 9.40-10.20
P18 McDonagh, Eamonn
“‘No es el chancho sino quien le da de comer’: Standards, Foreign Experts, Local Élites and Linguistic Imperialism”
The “profesorados” - basing themselves on an erroneous view of what constitutes standard English - place excessive pressure on trainees to produce RP. Negative consequences of this tendency are outlined and a possible course of action suggested. Attitudes to RP are linked to the role of, and attitudes to, foreign experts in Argentine ELT. An attempt is made to link all of this to broader debates about the role of foreign countries in Argentine life. Rm: 13
Saturday 22nd 10-10.40
P20 Michel Torino, María Marta
“Bilingualism (Diversity vs. Uniformity)”
This paper aims at examining why languages have different statuses in bilingual communities, and the consequence that follows, i.e. preeminence of additive languages versus retreat, even abandonment, of subtractive ones. The case of Chorote, in Salta, is chosen both to illustrate the topic and to suggest a course of action. It is concluded that research and subsequent action by individuals and private and public institutions could help prevent minority languages from disappearing. Rm: 1
Friday 21st 12.20-13
P21 Moyano, Graciela; Viviana Myslicki & Ma. Isabel Santa – I.N.S.P. Técnico / Universidad Tecnológica Nacional – Members of APIBA
“Teacher Growth through Computer-Based Collaborative Work”
Recent advances in communications and information technologies offer multiple opportunities for collaborative interaction and professional development. We have undertaken two computer-based activities for individual growth, cooperative feedback, and teaching improvement: Collaborative Testing in Phonology: a test designed by different teachers for different groups in different institutions which can also serve for self-evaluation and Distance Learning: teachers as virtual learners exploit technology and become active members of an online community, deriving experience for their students. Rm: 10
Friday 21st 12.20-13
P22 Muñoz Maradona, Nora – Universidad Nacional de San Juan – Member of ASJPI
“Another Concrete Contribution: Environmental Terminology”
When compiling and drawing up-to-date a bilingual English-Spanish glossary of geological, mining and metallurgical terms, researchers, scientists and technicians dealing with such specialized fields suggested it might be useful to widen the initial scope of scientific interest and to include environmental terminology. It is necessary to translate such material perfectly from the point of view of terminology. Its practical applicability would facilitate not only their technical task but also their knowledge of legal concepts and documents as well, helping them to prevent or face up potential conflicts effectively. Rm: 1
Friday 21st 16-16.40
P23 Negrelli, Fabián – Universidad Nacional de Córdoba
“An Analysis of Some Recurrent Segmental Errors by Spanish Speaking English Trainees: from Research Findings to Teaching Implications and Instructions”
This presentation sets out to explore the competence in pronunciation exhibited by a group of teacher-trainees at Córdoba University. The concerns include an analysis of a group of learners’ production focusing on errors that occur at the segmental level to later proceed with an attempt to explain the underlying causes of these errors. The attempt also includes a number of pedagogical implications arising from the findings and some methodological activities ready for implementation in the pronunciation class.
Sponsored by: Facultad de Lenguas, Universidad Nacional de Córdoba Rm: 2
Saturday 22nd 10-10.40
P24 Pardo Herrero, Myriam
“An insight into FCE/CAE writing skills: Approaches, Assessment Criteria and Recommendations”
This paper aims to: a) provide an overview of the main aspects to be considered when preparing students sitting for FCE/CAE Exams, in order to deal successfully with the tasks on Paper 2-Writing; b) "freshen-up" the major points implied in each type of writing; c) raise awareness of assessment criteria; d) provide useful recommendations for teachers. All issues will be discussed and sample scripts will be provided. Rm: 7
Friday 21st 12.20-13
P25 Pérez de Pereyra, Alicia & Beatriz Aguilar de Espinosa – Universidad Nacional de Córdoba – Members of ACPI
“Reading Comprehension ESP Courses: Should Learning Strategies be ‘Taught’?”
The objective of this paper is to focus on an important aspect of the teaching/learning process of reading comprehension in English for Specific Purposes (ESP): the learning strategies that maximise the acquisition of the skill. The inclusion of the explicit teaching of learning strategies is proposed as a systematic feature in foreign language reading comprehension courses both in the traditional and in the distance learning modes.
Sponsored by: Facultad de Ciencias Agropecuarias, Universidad Nacional de Córdoba Rm: 1
Saturday 22nd 10-10.40
P27 Riccio de Bottino, Silvana – Universidad Nacional del Centro de la Provincia de Buenos Aires
“Something More about Old and New Language Learning Strategies”
This paper provides an overview of key issues concerning the use of language learning strategies in foreign language learning and teaching. It examines their background and summarises the relevant literature. It outlines how LLS training has been used and it also poses questions for further research. What kind of strategies can help us and our students to interact profitably with new technologies? Do we need new strategies, or perhaps a mixture of old and new? Rm: 5
Friday 21st 10.20-11
P30 Lowen, Elizabeth – Edexcel International – London Examinations
“What is a Good Test and Who is it Good for?”
The speaker will outline the basic principles of good EFL testing for learners from 8 to 80. She will then discuss the more controversial issue of who the tests are good for with reference to the various stakeholders: awarding body, candidates, their teachers and parents, school owners and gatekeepers.
Sponsored by: London Examinations Rm: 5
Saturday 22nd 10.40-11.20
P31 Lucente, Mariela – Universidad Tecnológica Nacional & ISFD N°88
“Writing in EFL as a Recursive Cognitive Process”
What makes people write what they write? What is the difference between an expert and a non-expert writer? These questions are formulated by Hayes & Flowers in their theory of Writing as a Cognitive Process. Results and conclusions from an investigation based on their model of production and protocols as a method of language production analysis will try to throw light to the issue of the Process of Writing in EFL.
Sponsored by: ISFD N°88 / UTN Rm: 2
Friday 21st 16.50-17.30
P32 Rozzi de Bergel, Ana María – CENTUM & CAECE
“Understanding the Adult Learner: an Exploration of his Built-in Syllabus”
The adult learner has a built-in syllabus and a built-in method for learning, conditioned by his communication strategies, his learning hypotheses, his cultural level, motivational and psychological factors. This is usually associated to the learner’s language ceiling. My research into these processes, which started in 1978, has disclosed some of the characteristics of this built-in syllabus which we should exploit to the learner’s advantage rather than contradict, a concept which questions the usefulness of learner training. Rm: 3
Saturday 22nd 10-10.40
P33 Sarasa, Ma. Cristina – Universidad Nacional de Mar del Plata
“Cultural Categories for EFL Textbook Analysis”
This presentation aims at exploring different cultural categories for analysing EFL textbooks. The conceptual headings to be utilized are derived from theoretical research carried out by an interdisciplinary social science team (locally known by its acronym GICIS, i.e. Social Science Research Group) working at the School of Humanities in Universidad Nacional de Mar del Plata. Rm: 10
Friday 21st 9.40-10.20
P34 Sarasa, María Cristina; Marcela Beatriz Calvete & Juan Ariel Gómez – Departamento de Lenguas Modernas, Facultad de Humanidades, Universidad Nacional de Mar del Plata
“Kramsch’s Dichotomies: Facing the Challenge”
This presentation is a case of study of how to overcome those seven dichotomies that Claire Kramsch postulates as ruling the field of ELT. The presenters will first analyse the theoretical concepts that help to come to grips with the oppositions manifiested by the authors. They will then proceed to describe an actual instance of the integration of language use, multiple literacies, and cultural studies in the EFL Teacher Education Program at Universidad Nacional de Mar del Plata. Rm: 1
Friday 21st 16.50-17.30
P35 Storni, Verónica – I.E.S. en Lenguas Vivas “J. R. Fernández”, CONSUDEC & Santa Teresa School – Member of APIBA
“Otherness in Literature. The Awareness of the Reader in the Text Target Audience: Language and Literature Teachers”
Reception theory draws attention to the active role the reader plays in the reading process. Some writers exploit this awareness of the reader’s participation in the text. Shakespeare’s Othello, T.S. Eliot’s early poetry, Roger Mc Gough’s “The Newly Pressed Suit”, and Tony Morrison’s Jazz will be anlaysed to exemplify this relationship. Language and Literature teachers need to be aware of the power of the reader in the text, and the implications this has in our classes. Rm: 11
Saturday 22nd 10-10.40
P36 Traversa, Ana – Universidad CAECE & I.E.S. en Lenguas Vivas “J. R. Fernández” – Member of APIBA
“Facilitating the Development of Teachers’ Academic Literacy: A Blueprint for Action”
This paper aims to present the case of a group of experienced Argentine teachers of English as a foreign language taking their first exploratory steps into professional writing. They gain in awareness of their role as potential active members of their academic community at the same time as the possibility of “shaping” it becomes apparent, given the budding nature of academic literacy in the local EFL / Applied Linguistics milieu. Rm: 14
Saturday 22nd 10-10.40
P37 Valsecchi, María Inés; María Edith Chiappello & Ana María Longhini – Universidad Nacional de Río Cuarto – Members of ARPI
“A Proposal for Evaluating Listening Comprehension”
This paper is a proposal for evaluating listening comprehension at different levels of proficiency. It is based on an adaptation of Anderson’s (1983, 1985) cognitive theory that views listening comprehension as the construction of meaning on the basis of three interrelated processes: perceptual processing, parsing and utilization. The presenters will provide a practical model of how this theory can be put into practice in listening evaluation tasks. Rm: 20
Saturday 22nd 10-10.40
P38 Aparicio, Malvina – Universidad Católica Argentina & Universidad del Salvador
“The Karate Kid in the English Classroom: English, Learning and the ‘transversal contents’”
We deal with a requirement of the Educational Reform to ‘traverse’ all knowledge we teach with the contents specified in point VI of the Law, namely, the attitudes & values that foster a balanced, ‘whole’ personality in learners.We do so by proposing the film-viewing in class of an American movie that, treated as ‘cult’ by teenagers, has hardly received any academic attention up to now. We’ll ground our choice on its continued popularity since 1984. We’ll then analyse it from different angles, psychological, cultural, philosophical, etc. Although participants are expected to be familiar with the film, key scenes will be shown as reminders. And while at it, we’ll examine & reflect upon the film-structure which consists of the progressive stages of a learning process! Rm: 18
Saturday 22nd 10-10.40
P40 Fortuny, Liliana – Universidad Nacional de Salta
“A syllabus design for an ESP Reading course at University level”
A syllabus design for an ESP reading course for undergraduate students at university level. The syllabus, based on a communicative perspective, proved to be operative since the approach used gives students self-confidence, makes them understand the social dimension of reading, helps them to get to the writer’s intentions, and finally, all activities tend to make them understand the communicative value of the text, the final target of our reading course. Rm: 12
Saturday 22nd 10-10.40
P41 Fortuny, Liliana; Silvia Sastre; Susana Briones & Martha Botto de Pocoví – Consejo de Investigación, Universidad Nacional de Salta
“From nominal compounds to efficient abstract writing”
One of the most important issues in an abstract writing course is to teach how to produce nominal compounds (NCs) to achieve higher lexical density and greater objectivity, to facilitate thematic progression, and to develop concise referencing and a synthetic language. Nominalization is an essential resource for constructing scientific discourse. We will discuss the problems students face when producing NCs and the strategies developed to cope with them. Rm: 12
Saturday 22nd 11.30-12.10
P42 Sassone, Cecilia – ISP Lenguas Vivas “J. R. Fernández” & Asociación Argentina de Cultura Inglesa (Bs. As.)
“Self-access language learning – Challenging our views on ELT?”
The presenter will share the results of her research and experience in the design of a self-access language learning programme – the first of this kind carried out in Argentina. She will cover the various steps and tasks involved and the results obtained. The topic aims at raising awareness of the implications, advantages and pitfalls of foreign language self-access learning, providing further insights about teacher roles and ELT methodology in order to minimise potential problems and maximise learning. Rm: 19
Friday 21st 10-10.40
P43 Ruiz Montani, Carolina
“Creating Knowledge Ecologies in a life-long learning perspective: Merging the Virtual and Physical Learning Space”
Successful teachers in the future might be those who can mediate knowledge online and those who can displace the notion of ownership of information, not those with high profile publications. Knowledge ecologies might develop at an amazing speed. The most challenging role of teachers might be to redefine their roles as e-moderators and promote change in how knowledge is built, used, disseminated, shared and recycled. The presenter will provide examples of how knowledge is built in computer mediated conferencing. Rm:1
Friday 21st 9-9.40
P44 Corine Arguimbau – I.E.S. en Lenguas Vivas “J. R. Fernández”
The purpose of this paper is to introduce the notion of interactive feedback and to discuss how this style of written feedback contributes to trainees’ reflective thinking. The material for this paper, which has been drawn from a case study done at the practicum at IES Lenguas Vivas “Juan Ramón Fernández”, represents a personal concern for development of trainees’ critical reflection by providing different types of written feedback during the observation of trainees’ practice lessons. Rm: 15
Satuday 22nd 10-10.40
W1 Alemani, Patricia & Patricia Veciño – ICANA
“Language and Content”
Presenters will show how the topic of “The Roaring 20’s” can be used for stimulating language activities and skills. The novel “The Great Gatsby” and the short story “Babylon Revisited” will be the starting point to examine genre, the biography of the author, and to move into other related areas. Practical issues will be raised, and the role of both teacher and learner will be seen in a different light.
Sponsored by: ICANA Rm: 11
W3 Ávila, María Noemí – Member of APIBB
“Business English Terms through a Technique for Teaching Vocabulary”
Vocabulary teaching is sometimes a neglected area in the teaching process, nevertheless, our students need to increase their vocabulary as much as they need to acquire new and more complex grammar structures. One of the techniques that help students learn vocabulary is classification. During this workshop the participants will be able to apply this technique themselves in the context of Business English vocabulary. Rm: 14
W4 Carrier, Michael – International House London
“Designing Lesson Plans for Online Lessons”
In this workshop we will look at specific Internet sites and plan how to create lessons around theses sites. We will design pre-tasks, draft worksheets for students to use, and follow-up tasks to make the best of the Internet’s stimulating authentic materials.
Sponsored by: International House London Rm: 21
W5 Casamassina, Myriam – I.E.S. en L.V. “J.R. Fernández” & Asociación de Ex-alumnos en Lenguas Vivas
“The Principles of Brain-compatible Learning”
The application of research to education has resulted in what is known as Brain-compatible Learning. We now know how the brain learns best. By applying brain-compatible principles, we can optimize and accelerate learning processes. The aim of this workshop is to become aware of what these principles are and what practical implications they have for our work in the classroom.
Sponsored by: Asociación de Ex-alumnos en Lenguas Vivas Rm: 19
W6 Castelli, Graciela – Teacher Training College at St Bartholomew’s – Member of APrIR
“Helping Students Become Independent Learners”
If students are duly empowered they will learn even without the help of a teacher. They should only use a number of cognitive and metacognitive strategies that will benefit the learning process and allow them to assess their own progress towards achieving their objectives. Portfolio assessment will remove some of the teacher’s responsibility and bestow it upon the student. As a result we may build up students’ self-confidence and willingness to learn. Rm: 9
W7 Morera, Graciela & Graciela Cerutti – Ex-ICANA – Members of APIBA
It is common practice that notetaking tasks should be limited to jotting down information from a reading or listening text. This workshop seeks to explore the multiple processes involved in the development of notetaking strategies. To this purpose, various procedures that systematically aid both comprehension and speaking skills, will be illustrated. Presenters will also address issues concerning the implementation of notetaking strategies in the context of content-based instruction, EAP, ESP, and general English courses. Rm: 17
W8 Domínguez , Mónica – Colegio Sagrado Corazón
“I Create, you Create: Creativity and Multiple Intelligences in class”
Innovative ideas are said to be like rabbits running through our conscience; if we don’t catch them at once, they run away for ever. This workshop will explore Howard Gardner’s Theory of Multiple Intelligences and its relation to Creative Thinking. Colours, music, movements and words will magically turn into jewels of linguistic expression. The result? .... Often students put it like this: “I’m amazed, I didn’t know I had so much inside me”. “Creativity can indeed transform our lives and the way we look at the world around us” Daniel Coleman. Rm: 22
W9 Gelemur, Paula – Cambridge University Press
“How Can we Promote Long-Lasting Learning?”
Within Stevick’s framework for the study of memory in language learning, we first illustrate the different kinds of memory available to us. By means of example activities the audience will witness how neural connections form images in our brains through networks and how cognitive and affective feedback enhance long-lasting learning. Finally, the audience will be invited to criticise and improve language activities as well as to reflect on their own teaching techniques, following Stevick’s methodological suggestions. Rm: 20
W10 Goodchild, Jeremy – Helen Keller Institute, Bahía Blanca, Pcia. de Bs. As.
“Battle of the Sexes – Lighthearted Look at British Television Commercials”
Using authentic television advertisements, the presenter will demonstrate how the roles of men and women in British society are in turmoil. It will demonstrate that a Battle of the Sexes is currently being waged through media advertising as part of the War of Words. Rm: 21
W11 Goodchild, Jeremy – Helen Keller Institute, Bahía Blanca, Pcia. de Bs. As.
“Argentina in English”
Using authentic television excerpts, the presenter will consider how the English language is not just the preserve of native speakers when discussing everyday life. Considering “mate”, “asado” and “dulce de leche” the workshop will encourage the expression of Argentina in English. Participative language development and a testing listening activity provide participants with the opportunity to enhance their existing vocabulary by considering their own culture and society in English. A diverting look at aspects of Argentina. Rm: 4
W12 Hopkins, Alfred Seymour – IES en Lenguas Vivas “J. R. Fernández”
“Dramatizing Stories and Poems”
Dramatizing stories and poems opens up a vast array of potential learning experiences that go beyond the mastering of structure and content. Learning how to narrate stories or bring poems to life allows us to more deeply “connect” with images and emotions which we then appropriate as our own, sparking enriching work on diction, idiomatic expressions, accents, and the secrets of style. Participants will form study teams to investigate techniques and dramatize stories or poems. Rm: 14
W13 Leiguarda, Ana – Universidad Nacional de Córdoba
“Exploiting Brain Power to Internalize the Language Better”
Recalling songs, jokes or rhymes is usually easier than remembering what we learn at school. The reason for this may be found in the way our brain processes and internalizes information. The latest research in brain-compatible learning suggests that the students’ ability to remember may be influenced by the way the information gets stored into their minds. In this workshop several practical ideas will be presented to see how brain-based learning can be put into practice. Rm: 5
W14 Lizárraga, Carlos; Silvia Granado & Alina Terán – Colegio San Patricio, Tucumán
“What content? Whose culture? Where to go and how to get there.”
If culture is an intrinsic part of the EFL class, which culture should that be? We shall explore concepts such as the role of the ELT professional in Argentina in the light of the status of English as an international language in a globalized world. We shall discuss how to approach the teaching of culture, review the cultural content of popular textbook lessons critically, and share lots of culturally appropriate activities to accompany authentic texts and supplement the imported EFL textbook.
Sponsored by: Colegio San Patricio Rm: 5
W15 López, Charlie – Big Ben Institute
“Self and peer-observation through video recording as a tool for teaching development”
The teacher’s own reflection on daily classroom events is, perhaps, one of the most important steps towards professional progress. For such reflection to take place, teachers must first of all, be aware of what they do in class. The aim of this paper is to analyse the advantages and disadvantages of video recordings in classroom observation as a tool for teaching development. A practical case will be presented on video and the importance of self and peer- observation and their use for reflection will be discussed.
Sponsored by: Macmillam Heinemann & Eurocentres Rm: 13
W16 Martín, Graciela & Patricia Veciño – ICANA – Member of APIBA (GM)
“Realia and Technology in the Classroom”
The purpose of this workshop is to help you increase your materials resources for different age groups and EFL settings through the use of realia which is available in our environment on a daily basis. Both novice and experienced users of technology will be presented with samples of activities combining and exploiting diverse sources of authentic materials for the sake of developing macro, micro and critical thinking skills.
Sponsored by: ICANA Rm: 9
W17 Martínez, María Pilar & Gustavo González – I.S.F.D. N° 5, Pergamino, Pcia. de Bs. As.
“What you Get … is What you See?: A New Focus on the Teaching of Literature”
Deconstructing in order to construct is the way to foster critical thinking. The implementation of the principles of “centers” and “plurality of interpretations” as seen by Jacques Derrida casts a new light on how to approach literary works in the Literature class. We best learn what we construct, and what is personal construction if not the putting together of the scattered pieces of a puzzle?
Sponsored by: I.S.F.D. N° 5, Pergamino, Pcia. de Bs. As. Rm: 11
W18 Masuhara, Hitomi – Leeds Metropolitan University
“Multi-dimensional Approaches to Language Teaching”
This session will demonstrate how multi-dimensional experiential approaches to language teaching facilitate language acquisition effectively and explain why they do so by referring to relevant theories. It will then report the results of a major survey review and show how most coursebooks typically concentrate on the vocabulary and grammar of a text, thus encouraging uni-dimensional learning experience. This session will demonstrate how sequencing the experiential activities first before going on to linguistic work can provide deep processing and durable learning.
Sponsored by: Leeds Metropolitan University & MATSDA Rm: 23
W19 McQueen, Teresa & Pedro Luchini – Universidad Nacional de Mar del Plata
“Phonetics classes are a real drag …”
Phonetics has always been considered as one of the most “arduous” and “tedious” tasks for teachers and students alike. Many reasons contribute to this feeling of frustration. However, through research and experience, we have envisaged an eclectic approach to teach English pronunciation that focuses on our learners’ needs as an immediate goal. In this workshop, we will present our “user-friendly” view and, in doing so, highlight the role of “language” as an overall whole. Rm: 20
W20 Needham, Sheila – Trinity College London
“Examining Oral Competence – Examiners’ Views on Assessment Issues”
This workshop will be based on the data obtained from a small-scale UK research project, undertaken to investigate oral examiners’ views on assessment issues such as the weighting of accuracy and fluency and global versus discrete criteria. Participants will be invited to interact with the research instrument in order to predict and discuss the responses. The issue of whether the views expressed have any effect on the way oral competence is assessed will be explored.
Sponsored by: Trinity College London Rm: 22
Saturday 22nd 11.30-13
W21 Pérez Galluccio, Roberto – Florida State University, USA
“Using Instructional Design Principles for the Production of your Instructional Materials”
This presentation will introduce the audience to the field of Instructional Design. The ADDIE model of instructional materials design will be described, and participants will be provided with practical tools they will be able to use to improve the design of their own instructional materials. This presentation will be of interest to those foreign language professionals that, as part of their tasks, need to select, adapt, or prepare their own classroom materials. Rm: 7
W22 Pisani, Viviana – Universidad Católica Argentina & Asociación de Ex-Alumnos en Lenguas Vivas
“Portfolio Assessment: An Attempt at Implementation”
The purpose of this workshop is to enable participants to become familiar with portfolio assessment, and inform them about an attempt to implement it in a school of languages in Buenos Aires. The session will deal with the main features of authentic and portfolio assessment, a discussion of some of the problems of implementation and their solutions, and the portfolio of a nine-year-old student at Asociación Ex-Alumnos del Profesorado en Lenguas Vivas.
Sponsored by: Asociación de Ex alumnos en Lenguas Vivas Rm: 19
W23 Pron, Alejandra – ICANA – Member of APIBA
“Celebrating Diversity: The Challenges of Mixed-Ability Classes”
This workshop discusses the challenges inherent in developing a curriculum for a class with divergent abilities and interests. The initial segment provides an overview of the theoretical principles that account for mixed-ability classes, while the final segment involves demonstrations and debriefing opportunities. Rm: 8
W24 Ramírez, Cecilia
“Multiple intelligences and the entry point approach”
The theory of Multiple Intelligence gave birth to the Entry Point Approach. During this session participants will learn about the nine intelligences discovered by Howard Gardner and the five entry points or “windows” for effective learning. Sample activities for different ages and levels to include in EFL lesson plans will be carried out. Rm: 9
W25 Allan, Dave – Norwich Institute for Language Education, UK
“Intercultural Issues in Language Testing and Assessment”
This workshop will explore in detail the broad issues raised by the above title, examining from a number of different perspectives the cultural factors which operate to determine the models of language according to which we assess language ability.
Sponsored by: NILE / MATSDA Rm: 13
W26 Bell, Lise – International House Buenos Aires
“Developing Writing Skills with Younger Learners”
Younger Learners are often reluctant to write more than a sentence, even though they may be quite creative orally. This session aims to consider why they feel that way and how we, as teachers, can help motivate students and prepare them for the demands of this skill.
Sponsored by: International House Buenos Aires Rm: 15
W27 Cavallini, Ricardo – ISP “J.V. González – Member of APIBA
The purpose of this workshop is to provide attendees with practical tools to enhance self-esteem in themselves and their students. The first giant step towards this end is to become aware of how we structure our subjective experience and thus the image we have ourselves. Once we have developed this awareness or mindfulness we will be able to create the most resourceful emotional state conducive to successful teaching / learning interactions. Rm: 19
W28 Fernández, Daniel – Universidad Nacional del Litoral (Santa Fe) – Member of ASPI
“The Pragmatic Domain of Language Awareness: Raising Pragmatic Consciousness in the Foreign Language Classroom”
The not long ago widely held slogan “teach the language and not about the language” has been replaced with the more updated “teach the language and about it”. It’s now accepted that the use of metalanguage enhances explicit and implicit linguistic knowledge. This workshop explores different means of raising pragmalinguistic awareness in the EFL classroom and the bearing this has on performance in L2 instructed acquisition. After talking about the different meanings of meaning, we will join in problem-solving pragmalinguistic activities. Rm: 14
W29 Larner, Tad & Helen Finnerty – International House Buenos Aires
“The Magic of a Good Story”
Harry Potter is the book that has taught a generation to read again. In this worshop, we will demonstrate how the best thing to hot EFL since Aardman Animations’ “Wallace and Gromit”, can be used practically in the classroom for both linguistic and skills-based reasons. We will emphasise that it can be used at all levels and with adults and adolescents alike. We feel it is not necessary to grade materials in order to exploit them successfully.
Sponsored by: International House Buenos Aires Rm: 1
Saturday 22nd 11.30-13
W30 Lavagno, Gabriela – International House Buenos Aires
“Reading Skills: Beyond the Reading Race
When reading, what exactly is it that students don’t understand when they say they don’t understand? What is it that blocks comprehension when the grammar and vocabulary are clear? Why do coursebook comprehension questions or vocabulary matching excercises often fail to help? By looking at texts at sentence and paragraph level and by focusing on the process of reading as well as content, we’ll explore ways of helping our students more poficient readers.
Sponsored by: International House Buenos Aires Rm: 2
W31 Richardson, Vic – International Teacher Training Institute, Embassy CES
“Classroom Power and the Teacher Student Relationship”
Why not come along to a workshop, which should prove to be quite lively and might possibly have an immediate and practical impact on your teaching? But first: How helpful is it to look at the relationships that can exist? What kinds do exist? What kinds are (un) desirable? And crucially can/should we consider surrendering our classroom power?
Sponsored by: Embassy CES Rm: 5
W32 Sampedro, Ricardo – Education for a Change
“Global issues in Focus”
The growing interest in Global Issues in the ELT area coincides with world events that make these issues come to the fore as millions of people are affected by globalisation, trade, and new health, education and working standards seem to be setting in everybody’s lives. In this workshop, different novel techniques will be approached to introduce work with Global Issues in the classroom using authentic materials, videos, textbooks, songs and the Internet. Rm: 17
W33 Suárez, María Marta – IACA – Member of APIBA
“Alternative Language Learning. A Holistic Class”
This class aims at the whole of the learner: his heart, brain and body. Different accelerative learning techniques become useful tools to achieve this successful and harmonious learning experience. A sample class in Swedish, will be delivered so that participants have a chance to experience the learning process in themselves. Teachers will also perform activities which they will be able to put into practice in their classrooms immediately afterwards.
Sponsored by: IACA Rm: 14
W34 Tavella, Gabriela – Asentamiento Universitario San Martín de los Andes, Universidad Nacional del Comahue
“Understanding Instructions: A Way towards Autonomous Learning?”
It was observed that 6-year old students had developed a high degree of autonomy after being confronted to materials aiming at developing student’s autonomy. However, it seemed that as more written language was introduced, students became more dependent on the teacher. A series of action steps were planned and implemented geared towards increasing children’s understanding of instructions. It was observed that as children’s comprehension gradually improved, they tended to rely less on their teachers. Rm: 19
W35 Wolff, Betty – BEW NETWORK
“Performance Assesment = Task + Rubrics”
Performance assesment requires students to do, but for every task we need a rubric, a set of scoring criteria. I will talk about the rubric’s elements and its different types, how to share it, where to find it and how to develop your own, including creative ones for web lessons. Rm: 15
W36 Yael, Linda – Instituto Balseiro
“Using Short Stories in the Language Classroom”
This workshop will get participants to experience for themselves an alternative technique for using short stories in the language class, not for testing comprehension, but aimed at engaging reluctant readers. The participants will then be invited to reflect upon the technique used. There will be a guided discussion regarding further techniques, and the purpose of each. Although the story presented is aimed at adults, the techniques can also be applied with other age groups. Rm: 18
W37 Pena Lima, Beatriz – INES en Lenguas Vivas “J. R. Fernández” & ISP “J. V. González” – Member of APIBA
“Nursery Rhymes in the Language Class: a Revaluation”
To most teachers, nursery rhymes still remain untrodden ground, overlooking the enormous teaching potential that these cute, often irreverent and even subversive rhymes may have in the language class. It will be the purpose of the workshop a) to help demystify common prejudices against the genre, b) to build crosscultural bridges between nursery rhymes in English and in Spanish and c) to use the rhymes as springboards for creative writing activities for even early stage learners. Rm: 23
W38 Masullo, Pascual – Universidad Nacional del Comahue
“The syntax-lexicon interface and the advanced language teacher”
Sponsored by: FAAPI 2001
For the past twenty years of so, the internal organization of the lexicon and the way it impinges on syntax has been in the forefront of linguistic research within Chomsky's generative framework. As a result, our understanding of phenomena such as argument alternations, derivational morphology, resultatives, adjectival passives and light verb constructions, among others, has increased to such an extent that we are now in a position not only to do regimented comparative analyses, but also to apply these results quite successfully to foreign language teaching, in particular at the upper intermediate and advanced levels. This worshop aims precisely at such an application. Rm: 22
W39 Cuello, Mónica; Graciela Ospital & Viviana Rondina – Member of APIBA (MC)
“Shedding Light in Vocabulary Learning Techniques”
In this workshop our plan is to provide our fellow colleagues with a suite of techniques to deal with vocabulary items. By encouraging lively practical activities, enthusiasm, imagination and self expression will be the result of the cocktail of tasty ideas we will share with our audience. We all learn by doing, so our proposal is to show different ways of dealing with this particular aspect of a lesson in a quick and effective manner, without the need of spending long hours at home preparing material. Rm: 3
W40 de Zabaleta, Ma. Inés; Mónica Rodríguez Sanmartino & Mariana Lázzaro – Universidad Nacional de Mar del Plata
“Taking students off the beaten track”
During this workshop we will share a classroom research project carried out with a group of students at intermediate level. The aim was to help them become more successful language users by raising their awareness of “ready-made” language. Both the teaching of Vocabulary and Grammar were approached from a different angle in order to train learners develop the ability to “chunk” language successfully. Results and comments by students will be provided. Rm: 2
W41 Duncan, Jaime & Laura Szmuch
“Making Learning Memorable”
Fixing learning is one of the biggest challenges facing teachers. What are the factors that help us to remember what we have learnt? In this workshop, based on the techniques from NLP, you will discover the answer to this and learn practical ways of implementing these features in the classroom. Rm: 20
W42 Luciani, María de las Mercedes & Nora Poloni – Proyecto de Investigación CAID 2000 “Universidad y Plurilingüismo”, Facultad de Humanidades y Ciencias, Universidad Nacional del Litoral.
“More than words”
Will learners become competent users of a language by only displaying a sound knowledge of that language system? As teachers, we feel we should go beyond the forms and structures of the language and focus on aspects of what is unsaid and yet communicated. The cinema, by using sound, image and movement to depict genuine situations, certainly provides a privileged means to explore the pragmatics of discourse – speakers’ intended meanings. Rm: 19
W43 Lainz, Cecilia – Escuela Argentina Modelo
“Integrating Training in Learning Strategies with Regular Language Instruction”
The learner’s active role and personal involvement in the learning process are fundamental. Learners must take responsibility for their own learning, developing autonomy and skills in learning how-to-learn. How can we devise and successfully put into practice a programme that focuses not only on the development of language skills, but also on the development of skills in learning how-to-learn? I invite you to discover, by engaging in hands-on activities, the wonders such a programme can make on our students. Rm: 11
Saturday 22nd 11.30-13
W44 Rodríguez Sanmartino, Mónica & Ma. Inés De Zabaleta – Universidad Nacional de Mar del Plata
“Words: Just the Tip of the Iceberg”
How can we help students increase their communicative power? It is not only the knowledge of words that matters, but also the ability to use them in combination with other words in a natural way. We will follow a step-by-step procedure for introducing collocations and ready-made chunks of language in the classroom, which can help speed the process of language acquisition. Activities will be based on examples from current coursebooks of different levels. Rm: 10
W46 Hélot, Christine – IUFM Alsace / Université Marc Bloch, Strasbourg, & Groupe de Recherche sur le Plurilinguisme Européen (GEPE), France
“The Phonetics of English: what teachers need to know”
This workshop aims to show that phonetics can be fun when working with young learners. Games to work on stress, sounds, intonation will be included as well as a new approach to the phonetic alphabet as a useful tool for teachers. Understanding the basics and the importance of a good model will be discussed. It will be exemplified with stories and pronunciation: examples to work on sounds, intonation, poems, rhymes and chants to work on rhythms and stress patterns of English.
Sponsored by: IUFM Alsace/Université Marc Bloch, Strasbourg, Groupe de Recherche sur le Plurilinguisme Européen (GEPE), FAAPI 2001, ESSARP Rm: 13
W47 O’Neill, Sheila – Griffith University Centre for Applied Linguistics and Languages, Autralia
“A practical approach to modelling writing: developing the discussion genre”
The workshop will begin with an overview of the difficulties associated with developing and assessing writing and the use of connectives to order ideas. It will focus on a practical sentence-sequencing strategy as a springboard to develop the discussion genre. Attendees will participate/interact in this activity in pairs or small groups. They will be directly involved in modelling processes and discussion to examine how this strategy can be applied to develop and improve writing.
Sponsored by: Griffith University Rm: 22
W48 Blair, Alison – Richmond, United Kindgom
“Ready, Steady, Write”
Increasingly there is more interest in developing children’s foreign language skills globally and teachers are looking for ways to include reading and writing skills from the early stages of learning. This talk will look at lots of ways of incorporating writing for a real purpose within a basically oral approach to language learning. Activities will range from copying at word level to creating short texts.
Sponsored by: Richmond Santa Cecilia Aufditorium
W49 Hird, Jon – Bell Schools, Oxford, United Kindgom
“Take advantage of your students”
This workshop is based on the basic principle that what students like talking about best is themselves. Through practical demonstration we will look at a range of classroom activities which are designed to present and practise language using only the experience, knowledge and expertise that students bring to the classroom. Students are always happy to be taken advantage of! Come and learn how.
Sponsored by: Macmillan-Heinemann Rm: 24
W51 Morales, José Luis – Instituto de Cultura Inglesa & Colegio Jesús María, Montevideo, Uruguay
“Building a Wonderful World for Children Learning English”
If we listen hard enough we can gain essential insights into our children’s learning and affective needs. With these in mind, we can build a wonderful world full of language and content learning opportunities for them. In this presentation I hope to examine the principles that underlie successful language teaching to children. Participants will then be invited to take part in activities that make learning English more meaningful, memorable and fun.
Sponsored by: Macmillan-Heinemann Rm: 12
Posters will be displayed on September 21st and 22nd. Authors will be available to answer questions and discuss the contents of the posters on both days between 11 and 11.30, and between 15.30 and 16.
PP1 Aguilar, Edith; Marisel Bollati & Rosa Cúneo – Departamento de Lengua y Literatura Inglesa; Facultad de Filosofía, Humanidades y Artes; Universidad Nacional de San Juan
“Efficient Reading Comprehension in English”
This research is meant to enhance the reading comprehension skills of students attending the English Language Courses of the careers offered by the English Department of FFHA, UNSJ. Within the framework of Cognitive Psychology, and on the basis of analysis of recurrent mistakes in our population, a taxonomy of reading strategies is devised. This project also includes the implementation of the resulting taxonomy to train students in the use of strategies to achieve successful comprehension.
Sponsored by: Departamento de Lengua y Literatura Inglesa; Facultad de Filosofía, Humanidades y Artes; Universidad Nacional de San Juan
PP2 Borgnia, Claudia Alejandra & Susana Luisa Chiatti
“A skills – Based Approach to Teach Maritime English”
Many factors account for the origin of ESP, though mainly a growing demand for an international language for science, technology, and commerce. Questions of origin point but to one direction: learners’ needs. Thus, in this session we aim to analyse and show the way needs analysis has shaped our approach to Maritime English at Escuela Nacional de Pesca. We will concentrate on samples of the activities, materials and assessment devices informing our teaching practice.
PP4 Lobillo, Paola; Romina Caviglia & Gabriela Botello – Rainbow, Lomas de Zamora
“A meaningful process towards Meaningful Learning”
The poster will display different factors that attribute to meaningful learning. The presentation aims at discussing informally the relevance and awareness of prior knowledge as the most important single factor influencing learning. How students are taught as well as students’ existing knowledge schemes affect how well students learn.
PP5 APIBA Applied Linguistics SIG
Our recently established “AL SIG” seeks to find through cooperative endeavour refreshing and creative answers to ever-present classroom challenges. By means of enlightening journal articles and selected chapters from books on Applied Linguistics, APIBA AL-SIG members are invited to share experiences and reconsider viewpoints with a view to honing their everyday classroom practice. Our poster describes the study methodology implemented in our SIG and lists some of the topics to be tackled in future meetings.
PP6 APIBA Business SIG
Growing demand for knowledge of business-related matters and lack of specific training at Teacher Training Colleges have sparked the need for creating an active study group which has greatly contributed to our professional development. APIBA Business SIG members have designed this poster presentation to describe group performance over 2000-2001. The aim is to share our fruitful experience with our colleagues so that we can help improve quality standards in Business English training.
PP7 APIBA Computers SIG
The goal of APIBA Computers SIG is for members to share what they know about computers and foster their use in the language classroom. This poster presents some of the topics dealt with in 2000-2001, including: Advantages and Disadvantages of C.A.L.L., Criteria for Site Evaluation, Effective Searching on the Web, Exchanging Information through Mailing Lists, Resources for the Classroom on the Web, How to Create a Homepage and Professional Self-Improvement on the Net.
PP8 APIBA Cultural Studies SIG
Globalisation and the impending economic difficulties around the world today have prompted a group of colleagues to call upon Cultural Studies teachers and students to create a forum where to exchange updated data, state-of-the-art developments and any likewise information. This poster presents the major topics dealt with 2000-2001, such as the use of sources in the Cambridge History exams and the relevance of Literature to History classes.
PP9 APIBA Grammar / Linguistics SIG
APIBA Grammar and Linguistics SIG aims to provide members with an opportunity to discuss issues relevant to this area and to evaluate their contribution to the teaching of grammar and linguistics at tertiary level. Our poster presents some of the topics tackled in 2000-2001, namely the analysis of different linguistic models and their value for our teaching practice, the discussion of recent publications and the sharing of videos, syllabi and other materials suggested by SIG members.
PP10 APIBA Language SIG
The purpose of APIBA Language SIG is to share knowledge and queries about the English language. Our poster answers some questions concerning what APIBA Language SIG is, when, where and why we meet, and what topics were dealt with in 2000-2001, such as theories of Language and Gender (how men and women talk), a “how-do-you-say spot” with language queries and translation problems and the exploration of language through authentic video material (sit-coms, films and TV shows).
PP11 APIBA Literature SIG
This poster presentation shows a variety of interests and work done individually or in pairs in 2000-2001. The aim of APIBA Literature SIG is to share a space where there is room for study, reflection, discussion and debate in a friendly atmosphere and with the main concern of reading with pleasure. Some of the topics included are: The Canon; Intertextuality; Ghost Stories; Language through Literature or Language and Literature?; and Exploring the Harry Potter world.
PP12 APIBA Phonetics / Phonology SIG
The APIBA Phonetics / Phonology SIG poster includes information on work done in 2000-2001. This heterogeneous group, formed by students and lecturers from different teacher training colleges and universities, have dealt with subjects related to Phonology covering academic issues, different teaching approaches as well as the use of technology for enhancing teaching and learning. In addition, the group have engaged in the exchange of printed and recorded material, have collected a number of websites and have contacted specialists from different countries.
PP13 APIBA Professional Development SIG (Don Torcuato)
Our recently established APIBA Professional Development SIG (Don Torcuato, Prov. of BA) was created as a result of our need to share our professional experiences with colleagues in the area. We seek to enlarge our knowledge in the different fields of English language teaching. Our poster includes some of the topics suggested by SIG members which will be tackled in our future meetings.