The Conference Dinner will be held on Friday 21st, September at Los Dos Chinos - Brasil 764 - Buenos Aires
This will be the menu:
Tickets for this event can be purchased from the Conference Office for:$35
As part of the conference programme, you will have the possibility of enjoying the following plays. All plays will take place at the Santa Cecilia Auditorium.
• "The Tempest" – The Performers
by William Shakespeare
There is a certain island in the sea, on which there live an old man, whose name is Prospero, and his daughter Miranda, a very beautiful young lady. Quite devoted to the science of magic, Prospero raises a terrible storm. When his daughter asks him about the reasons for that spell, he confesses that twelve years ago, being the Duke of Milan, he trusted the rule of his state to his brother, Antonio, in order to devote himself completely to the occult sciences. But his brother, driven by ambition, allied himself with one of Prospero’s enemies, The King of Naples. An army of traitors rose up in arms and on the appointed night they opened the gates of Milan; Prospero and his daughter were taken prisoner. Then, they forced him and his daughter into a small boat, where they were left to die. Fortunately, and thanks to Gonzalo, a noble Napolitan who provided him with clothes and food, the boat brought them to this island. Now, twelve years after those events, fate caused a ship-wreck that brought his enemies to these shores, where he now wants to take revenge.
It is on this island where Prospero found some imprisoned spirits, who started obeying him as soon as he freed them from a spell. One of these spirits is Ariel, a very loyal servant to whom Prospero promised complete freedom.This spirit, following Prospero's orders, brings the people from the ship-wreck and disperses them on the island. And that is how a chain of events starts developing, because, while Ferdinand, the son of the King of Naples, meets Miranda and falls in love with her at first sight, his father is desperately sad, looking for him and thinking that he has drowned in the sea. At the same time, Antonio, Prospero’s brother, is planning to kill the King of Naples in order to add more territory to his kingdom. None of them know that all these events have been carefully planned by Prospero beforehand.
Throughout the development of the story, the characters become aware of the cruelty of their past actions, and repent. As Prospero had expected this, he forgives them and announces the marriage of his daughter to Ferdinand.
Love, fantasy, treason, magic, loyalty, and forgiveness, a mixture that results in a powerful creation.
• "Marco Polo, The Traveladventurer" – The Group
Es una obra infantil que consiste en parte de la historia de Marco Polo, el cual lleva un mensaje de paz por el mundo.
El mismo, tras recorrer diversas experiencias (culturas) con sus viajes, llega a China para dar su mensaje al Emperador.
Es muy bien recibido por todos, especialmente por su hija. Al mismo tiempo el general había pedido la mano de ella y como la tradición indica, debería casarse con él.
La princesa no tiene ninguna intención de realizar esa boda ya que se había enamorado de Marco Polo.
El general le prepara una trampa y hace que el emperador crea que Marco Polo es un traidor.
El mismo tiene que irse del imperio y se refugia en un templo donde aprende artes marciales para poder defenderse y no para atacar.
Luego regresa para demostrar su inocencia y logra recuperar la confianza del Emperador y en especial de su hija.
El general es destituido de su cargo y tiene que retirarse del país.
Marco Polo y May por fin pueden disfrutar de su amor.
• "To Be or Not To Be" – The Buenos Aires Players
Martin, a middle-class adolescent and a positive leader at school, is shocked to hear that his father will be dismissed in spite of having been a good employee for twenty years. This means he will have to leave the private school he attends and finish his last year in a public school unless he gets a part-time job. Cynthia, a shy classmate who is in love with Martin, tries to help without showing her real feelings. She thinks Martin loves Glenda, the sexiest girl at school. Cynthia is a high-class adolescent whose mother, Helen, and stepfather, Charly, are too busy to pay attention to her worries. Dolly, the maid, feels great sympathy for the lonely Cynthia. Martin starts wondering what he wants to be. In his search for role models, he finds it hard to pick one to emulate. While looking for a job he meets interesting characters that represent society nowadays: Mr. Mackinson, the Manager of Pizza Quick; Miss Jones, a very efficient secretary; Nick a drug dealer; Ramón, a Paraguay boy; etc. Martin feels that mass media also plays an important role in his daily life. His restless conscience is represented by a chorus. Martin is determined to find the right path in this demanding world. Will he be able to fulfil his aim?
As Shakespeare said in Hamlet: “You will have to take arms against a sea of troubles”
• "Camelot" – Artspot
Long ago in Britain, the noble Kind Arthur ruled over a kingdom founded on peace and justice: the magnificent Camelot. Almost everywhere in Camelot lived together happily and loved their king. Everyone except Malagant! Malagant had other ideas of how a kingdom should be run. Driven by greed and evil intentions, he left Camelot to create the kingdom of his desire.
Leonesse was a small town near Camelot, ruled by the beautiful Lady Guinevere. Malagant was obsessed with her and felt that with Guinevere by his side and Leonesse under his rule, his dream would be complete. To prevent this and to protect her people, Guinevere accepted King Arthur’s recent proposal of marriage.
On her journey to Camelot, Malagant plotted to trap the young lady, but Lancelot saved her! Lancelot was a brave young man who travelled from place to place in search of a peaceful and just land. Lancelot and Guinevere quickly fell in love, but the wealth of her people depended on her marrying King Arthur. A future together would be impossible.
Upon arriving in Camelot, Lancelot and Lady Guinevere were received by the noble king and he showed them the beauty of his fair city. As a reward for an heroic rescue, Lancelot was offered a position in the royal army but, he refused! He dreamed of living in a place of justice, but with Guinevere marrying Arthur, Camelot was not the place for him. So once more, in pursuit of dreams and new adventures, Lancelot set off. Inside though, he felt sadness for he was leaving his love.
Malagant, stewing over his previous failure, entered Camelot and kidnapped Guinevere! Julie, Guinevere’s best friend, witnessed the kidnapping and called Arthur for help. This also brought Lancelot racing back to Camelot to search for Malagant’s hide-out. Our hero eventually found Lady Guinevere under the custody of Vile, the courcerer who helped Malagant to carry out his evil plans. Lancelot once again rescued his love and carried her back to Camelot.
By now Lady Guinevere and Lancelot were clearly in love, but what could they do? Lancelot said his farewells and left his love as she prepared for her wedding. Naturally, King Arthur was thrilled to find Guinevere safe but inside, he knew that she was suffering. So Camelot was veiled in a mist of sadness and Malagant’s evil revenge was about to begin.
Plays with discounts for conference participants include:
"Art" with Ricardo Darín, Germán Palacios & Luis Brandoni
FAAPI 2001 has the following support:
The following individuals have received grants and scholarships to attend FAAPI 2001
Travel & Accommodation Grants for APIBA Members
- Liliana Arana, APIBA Member
- Bibiana Hoffmann, APIBA Member
Scholarships for APIs
- Roxana Embón - APICU (Concepción del Uruguay), President
- Marta Guridi - APICU (Concepción del Uruguay), Member
- Esther de Souza - AFPI (Tierra del Fuego), Member
- Mariela Hualpa - ASPI (San Juan) - Treasurer
- Alcira Fernández - ASPI (San Juan) - Member
- María Alejandra Soto - APPI (Paraná) - Secretary
- Juana Roger - APPI (Paraná) - Member
- Roxana Córdoba - APISE (Santiago del Estero)
- Sara Martínez - APISE (Santiago del Estero)
- Andrea Salvador Echave - APIZALS (Bariloche) - Vice-President
- Alicia Vatteone - APIZALS (Bariloche) - Member
- Elba Villanueva de Debat - ACPI (Córdoba) - President
- Claudia Lambertucci - ACPI (Córdoba) - Member
- Soledad García Luna - APIBB (Bahía Blanca) – Member
|Aguilar, Edith - Language and English Literature Department, Facultad de Filosofía, Humanidades y Artes, Universidad Nacional de San Juan.||PP1|
|Aguilar de Espinosa, Beatriz - Teacher of English, BA in Language and English Literature, teacher of “Didáctica Especial I y Observación y Práctica de la Enseñanza I”, Escuela Superior de Lenguas, associate professor at Facultad de C. Agropecuarias, Universidad Nacional de Córdoba. Co-author of “Initial Steps in Reading Comprensión” (1996) and “Curso a distancia de iniciación a la lecto-comprensión en inglés orientado a las Ciencias Agropecuarias” (1998).||P25|
|Alemani, Patricia G. - Graduate of INSP “Joaquin V. González”, is a Teacher Educator at ICANA Teacher Education College in the area of Language and Content. She is also a Syllabus Designer for advanced level courses, and is currently teaching American Literature and Children’s Literature as part of a Content-Based teacher development program for graduate students.||W1|
|Allan, Dave - Is Director of the Norwich Institute for Language Education (NILE), Chair of MATSDA, Deputy Co-ordinator, IATEFL TEASIG and consultant for the British Council, the Council of Europe and UCLES. He has run courses and workshops in over 40 countries. Since 1980 he has been a regular visitor to Argentina, where he now has hundreds of past students and many good friends and collegues.||Semi-Plenary& W25|
|Altamirano, Ana - M.A. in ELT and Applied Linguistics from the University of London, teacher trainer at I.S.P. “Juan XXIII”, Bahía Blanca, Director of Asociación Puntaltense de Cultura Inglesa, co-author of Jump into English!, a series for the teaching of English at EGB 2 level published by Macmillan Heinemann. Has lectured in Argentina, Chile, Brazil and Paraguay.||P2|
|Álvarez, Zelmira - Holds a Specialist Degree in Higher Education from Universidad Nacional Mar del Plata. She has been teaching English Grammar I and II for about 15 years and is currently in charge of “Teorías del sujeto y su aprendizaje”. She is Head of the Modern Languages Department and has extensively worked in EFL Teacher Education Curriculum Innovation.||P1|
|Aparicio, Malvina Isabel - Professor in English Language & Literature, Universidad Nacional de La Plata, currently Ph.D. candidate at the Universidad del Salvador, Buenos Aires. Has taken postgraduate studies at Oxford, Birmingham and London Universities in the UK and at the University of Paris (Sorbonne I). Has been lecturing in English, American & Postcolonial Literatures at UCA, Carreras Oficiales de AACI and Universidad del Salvador for some 20 years now. Has also published essays on her twin fields, Literature & Teaching.||P38|
|Arguimbau, Corine - CA is a graduate teacher from I.E.S. Lenguas Vivas ‘Juan Ramón Fernández’ where she holds the Teaching Practice Chair in the Teacher Training Course. She is at present awaiting her M.A. in English Language Teaching from King’s College University.||P44|
|Armendáriz, Ana - Holds tenure in Grammar, Linguistics and Methodology, and is a course tutor and academic coordinator of Licenciatura en Inglés, Universidad Nacional del Litoral. She has coordinated the production of the national documents on Foreign Languages, Ministry of Education. She has acted as consultant of FLs curriculum designers and university quality control units.||Plenary|
|Artigas de Cambiasso, María Inés - She is a graduate teacher from I.E.S. en Lenguas Vivas “Juan Ramón Fernández”. She holds an M.A. in Education at the University of East Anglia, U.K. She has been engaged in teacher development in private and state schools and colleges for a number of years. She is Head of the English Department at Champagnat School and holds a chair at I.E.S. in Lenguas Vivas “John Fitzgerald Kennedy” Teacher Training College.||P3|
|Ávila, María Noemí - Holds a Degree in TEFL awarded by Instituto Superior Juan XXIII and has designed and run Business English Courses since 1992. Former teacher and co-ordinator of Business English courses at Banco Bansud. Former teacher of Language I and II at Instituto del Profesorado “J. J. Passo”. Head of Rainbow School of English.||W3|
|Balbi, María Corina - Author of papers on Literature and Methodology. Graduate of the Instituto de Enseñanza Superior, Paraná, Entre Ríos. Professor of English Literature and Civilization, Head of English Department. Universidad Nacional de Entre Ríos, former Head of English chair.||P4|
|Barbeito, María Celina - M.A. in TESOL University of Arizona, USA, Assistant Lecturer in Phonetics and Applied Linguistics at the Universidad Nacional de Río Cuarto. Currently Researching on Affective Factors in Autonomous and Strategic Learning. Former Fulbrighter.||P5|
|Bell, Lise - Is a freelance teacher-trainer currently running a Cambridge DELTA course at International House Buenos Aires. She has worked in Spain, Portugal, Hong Kong and Eastern Europe, running a number of training courses for teachers of younger learners. For the past four years she has also been involved in training programmes for teachers at Portuguese State Schools.||W26|
Berrone, María L. - Holds an M.A. in Sociolinguistics (State University of New York, USA) and is a Lecturer of Grammar and Linguistics at Facultad de Lenguas, Universidad Nacional de Córdoba.
|Blair, Alison - Has been teaching for twenty years and for the last ten years has also been training teachers and writing materials. For many years she worked for the Teacher Development Unit of the British Council in Madrid, coordinating the primary training. She is co-author of Boomerang and Frisbee published by Richmond, and Zig-Zag island and Zig-Zag Magic published by Oxford University Press. She is a great believer in children’s potential to learn and teachers potential to teach.||W48|
Blanco, Josefina - Has been working as an English teacher for the last 9 years. She graduated as a Technical, Scientific, and Literary Translator from I.E.S. en Lenguas Vivas “Juan Ramón Fernández”. She has been working at Champagnat School for the last 8 years.
|Bollati, María Marisel - Holds a teaching degree in English Language and Literature for Higher Education and a degree in Public Translation (Universidad Nacional de Córdoba). Holds a specialization degree in Teaching at University Level (UNSJ). Teaches “English Language II” (1st and 2nd levels) at the Department of English Language and Literature FFHA, UNSJ. Is a member of the English Department Council - Research Category: IV||PP1|
|Borgnia, Claudia - Has been working at (UNMDP) for the last five years in English Literature II, Discurso Escrito I, Discurso Oral I, and Phonetics and Phonology. She teaches ESP at Escuela Nacional de Pesca. She is currently studying towards her M.A. in Hispanic Literature at Universidad Nacional de Mar del Plata.||PP2|
|Botello, Gabriela - Has a degree in Anthropology and has been a teacher at Rainbow for six years.||PP4|
|Bulleraich, Graciela - Teacher and translator from Universidad Católica Argentina. Holds the chair of English Language IV at UCA and is a Lecturer in Legal Language IV at UBA. Currently finishing Ph.D. in Linguistics at Universidad del Salvador. Has published many articles on Translation, Bilingualism, and Discourse Analysis.||P7|
|Busso, María Amanda - Is a Teacher of English graduated at Universidad Nacional de Río Cuarto. At present she is teaching English at secondary level in 1st year of Polimodal Education and 9th year of EGB. She is also Headmistress of a Private Institute. Her research interest are: Business English and Autonomous Learning.||P8|
|Camio, Luciano - Has been working as an English teacher for the last 8 years. He graduated as a Technical, Scientific, and Literary Translator from I.E.S. en Lenguas Vivas “J.R. Fernández”. He has been working at Champagnat School for the last 7 years and is also working at El Salvador School.||P3|
|Calvete, Marcela - English graduate of Universidad Nacional de Mar del Plata, is a Teaching Assistant in English History and Overall Communication. She team-teaches extension courses on the value of culture as a Language Learning resource for local teachers. She was a Fulbright Teacher Exchange scholar in Tulsa, Oklahoma in 1998. She also teaches adult EFL courses.||P34|
|Carrier, Michael - Has been involved in ELT for over 25 years as a teacher, trainer, author and School Director. He has worked in germany, Italy, Poland, UK and for 12 years was head of Eurocentres operations in the USA. He is now Director of the International House affiliate Network, based in London, working with over 100 schools in 35 countries.||Semi-Plenary&W4|
|Casamassina, Myrian – Graduate of I.E.S. Lenguas Vivas (1996); Post-graduate studies in Methodology at I.E.S. Lenguas Vivas; Trinity College Lic. Diploma in TESOL; Methodology Lecturer at I.E.S. Lenguas Vivas; Teacher at Asociación de Ex-alumnos en Lenguas Vivas; lecturer for the Red de Formación Continua del GCBA, 2000.||W5|
|Castelli, Graciela - Head of English Primary and Teacher Training College at St Bartholomew’s in Rosario, Argentina, has lectured on Methods at TTC level and at numerous conferences. She coordinates APrIR’s Common Interest Meetings on Methodology and is working towards a Master’s Degree in Education and Professional Development, UEA, UK.||W6|
|Cavallini, Ricardo - Has many years experience as an EFL teacher and teacher trainer specialising in British Literature and Business English. He is Lecturer in British Literature at I.S.P. “J.V. González” and runs Corporate English Language training at several Companies in B.A. He has worked broadly in NLP as trainer and consultant to businesses, schools and professionals.||W27|
|Cerutti,Graciela (ICANA) Is ICANA former Academic Secretary. She is a graduate from Universidad Católica Argentina and has a Masters Degree in TESOL from California State University, Los Angeles.||W7|
|Caviglia, Romina - Is a Scientific and Literary Translator of English and has been working as a teacher at Rainbow for three years.||PP4|
|Chiatti, Susana L. - Has been teaching Phonology and ESP for the last twenty years at Universidad Nacional de Mar del Plata (UNMDP). At present she holds the chair of English Phonetics and Diction III and IV at Universidad FASTA. She also teaches an ESP Course at Escuela Nacional de Pesca “Comandante Luis Piedra Buena”, Armada Argentina.||PP2|
|Chiappello, María Edith - She is teacher of English at the Universidad Nacional de Río Cuarto. At present, she is Vice-Head of the Department of Foreign Languages and teaches English Language (ESL) and English for Specific Purposes in Social Communication. Her research interests are: Learning Strategies, self-access and Interactive Multimedia Instruction.||W39&P37|
|Corona, Elena Teresita Inés - She holds a teaching degree in English for Secondary and Higher Education (UNSJ). Is currently attending a Master’s Program in Applied Linguistics at the National University of Cuyo. Teaches “English Language I” (1st and 2nd levels) and “English Language II” (1st level). Is a member of the Faculty Council and a member of the Academic and Research Committees (FFHA, UNSJ). Is the current President of ASJPI. Is a Cambridge Examiner.||
|Cuello, Mónica Beatriz - Graduate of I.S.P. “Pbro. Antonio Sáenz”. I am a student at Licenciatura en Inglés at the Universidad Nacional del Litoral. I have been teaching adolescents for 15 years. I have taught Creative Writing and Comprehension at St. Michael’s College for 10 years.||W39|
|Cúneo, Rosa Inés - Holds a teaching degree in English for Secondary and Higher Education (UNSJ). Teaches “English Language III” and “English Language V” at the Department of English Language and Literature of the FFHA, UNSJ. Is a former Head of the Department of English Language and Literature, FFHA, UNSJ. Has worked on Curriculum Development and on Research Programs in Linguistics. Research Category: IV.||PP1|
|D'Andrea de Mirande, Lucrecia - English teacher graduated from Universidad Nacional de Tucumán. Master of Arts in Linguistics TESOL from the University of Surrey, UK. Vice-Head of the Cátedra de Didáctica General y Especial – Facultad de Filosofía y Letras de la UNT. Participant of the project “Polos de Desarrollo” of Instituto Superior del Profesorado de Lenguas Vivas, Salta.||P10|
|Domínguez, Mónica - “Joaquín V. González” graduate, Head of Creative Learning Centre for Teacher Development and Methodology teacher at “Sagrado Corazón” Teachers’ Training College. Post-graduate studies in Methodology, Multiple Intelligences, NLP, Drama and The Arts in Argentina, England, USA and Australia.||W8|
|Duncan, Jaime - Jamie is from New Zealand. He is a lecturer in Language III at the I.N.S.P.T. of the Universidad Tecnológica Nacional in Buenos Aires. He is Master Practitioner and Trainer in Neuro Linguistic Programming and as founder of Resourceful Teaching has run courses and workshops for teachers on the application of NLP to education since 1998.||W41|
|De Zabaleta, María Inés - She is a teacher with over 25 years experience, also teaches English at Universidad Nacional de Mar del Plata. She has been running Teacher Development Courses since 1996. Her current research interest is Vocabulary.||W40 & W44|
|Dobboletta, Analía - Is a Language Lecturer in the English Teacher Training Programme at I.E.S. “Olga Cossettini”, Rosario. She teaches at Asociación Rosarina de Cultura Inglesa and is a CEELT II tutor at Asociación Argentina de Cultura Inglesa, Paraná. She holds an M.A. in English Language Teaching and Applied Linguistics from King’s College, University of London.||P11|
|Elgue de Martini, Cristina - She is Dean of the Facultad de Lenguas, Universidad Nacional de Córdoba, lecturer of “Cultura y Civilización de los pueblos de habla inglesa” and associate professor at Laval University, Canada. Holds a Ph.D. from Laval University and a postgraduate degree of “Especialista en Lingüística” from the Universidad Nacional de Córdoba. At present, she directs two research projects with Universidad Nacional de Córdoba: “Universidad y sociedad: el impacto de las demandas del medio en la caracterización de la competencia comunicativa oral del profesor de inglés” and “Culturas en contacto: El discurso poscolonial en lengua inglesa”. She is founding member of the Asociación Argentina de Literatura Comparada and vice-president of the Asociación Argentina de Estudios Americanos.||Plenary&Panel|
|Fernández, Daniel - EFL teacher trainer. M.A. in Applied Linguistics, ELT and Educational Technologies, University of Durham. Author of: Interactive Computer-Mediated Teacher Training, UNL, Santa Fe, and several other articles on EFL and Pragmatics. He is currently teaching English Grammar, English Language and Linguistics at Instituto Superior del Profesorado N°8 and N°1, Santa Fe, and Universidad Nacional del Litoral. Academic Coordinator: Licenciatura en Inglés and Foreign Languages Area UNL.||W28|
|Ferradas Moi, Claudia - Tenured Lecturer in English Literature at the I.E.S. en Lenguas Vivas “Juan Ramón Fernández”, Claudia holds an M.A. in Education and Professional Development (University of East Anglia, U.K.). A presenter with extensive international experience, she is also a teacher at the Universidad Virtual de Quilmes and a trainer for Norwich Institute for Language Education, U.K.||Panel|
|Finnerty, Helen - Has been teaching English for 10 years. She has been working at International House Buenos Aires, where she is currently Director of studies, since 1995. She has previously taught in Turkey, the Czech Republic, Brazil and London.||W29|
|Forquera, Daniela - Daniela holds an M.A. in Education and Professional Development form University of East Anglia, UK. At present she is a teacher trainer at Instituto Superior Cultural Británico, and a language tutor at Universidad Kennedy and T.S. Eliot Bilingual Studies. She was a member of the materials design team for the Licenciatura en Educación, Universidad Virtual de Quilmes. She has been a speaker at national and international conferences.||P12|
|Fortuny, Liliana - Public translator. Has been teaching ESP reading comprehension at the Facultad de Humanidades, Universidad Nacional de Salta for the last fifteen years. She belongs to the research team that has carried out several projects on different subjects related to ESP at university level.||P40&P41|
|Gelemur, Paula - Teacher and Translator, Universidad Nacional de La Plata. Paula has eight years’ experience teaching children, adolescents and adults at private language schools and also at Instituto Cultural Argentino Británico, and is currently doing a Postgraduate Specialisation course in Phonetics II at I.S.P. “Joaquín V. González”. She also works as Senior Educational Consultant for Cambridge University Press, where she gives talks and presentations and counsels teachers.||W9|
|Gómez, Juan Ariel - Holds a Degree in English of Universidad Nacional de Mar del Plata, where he is a Teaching Assistant in Literature, Overall Communication, and Advanced English. He is involved in University Management work and is at present working towards a Master’s Degree in Literature. He also teaches Literature in local secondary and tertiary institutions.||P34|
|González, Gustavo - Is a teacher at I.S.F.D. N° 5 (Teacher Training College) in Pergamino, Bs.As. He is also the Co-ordinator of the English Department of a private school, where he also teaches Polimodal students and trains students for Cambridge Exams. He has lectured locally on various occasions on American Slang, idioms and informal language.||W17|
|Goodchild, Jeremy - Formerly of London and Norwich, native English speaker Jeremy Goodchild teaches English as a foreign language at the Helen Keller Institute in Bahía Blanca. Specialising in coaching students for higher level international examinations, he also co-writes and presents language and culture workshops for EFL teachers in the south of Argentina.||W10&W11|
|Granado, Silvia - EFL Teacher. Graduated at Universidad Nacional de Tucumán in 1989. Taught English History at I.E.S. “Lola Mora”, and English and American Literature at A.T.I.C.A.N.A. Teacher Training Institute. Has taught courses in preparation for TOEFL, FCE, PET, and IB. Currently teaching 9th year and 1st Polimodal at San Patricio IB High School; class for adolescents at A.T.I.C.A.N.A.||W14|
|Hargreaves, Peter - Chief Executive of UCLES EFL in Cambridge. He joined UCLES in 1988 after working for over 20 years with the British Council, mainly in the fields of ELT and language testing.||Semi-Plenary|
|Hélot, Christine - Holds a Ph.D. from Trinity College, Dublin, Ireland, on "Bilingual children: a linguistic and sociolinguistic study". She is also Maître de Conférences English at Institut Universitaire de Formation des Maîtres (IUFM) in Alsace, France and at Université Marc Bloch, Strasbourg, France and a member of GEPE (Groupe de Recherche sur le Plurilinguisme Européen). Her interests areas are: bilingual children, multilingualism and multiculturalism, language awareness and language education for early learners as well as migrant languages.||Plenary&W46|
|Hird, Jon - Currently teaching at the Bell School in Oxford. Has been a teacher and teacher trainer for over twelve years and during this time he has taught in France and very briefly in India and Vietnam while travelling through. Particularly involved with Inside Out, a textbook by Macmillan, having contributed to the Student’s Books, co-authored the Intermediate and Advanced Teacher’s Books and also written for the Resource Packs, for which he was the classroom consultant. Co-authored resource books for ELT in Spanish secondary schools and is currently involved in several other ELT writing projects.||W49|
|Hopkins, Alfred Seymour - B.A. in Journalism and Social Science, University of California at Berkeley, U.S.A., did feature reporting for 15 years. He studied drama in Argentina with Toni Barquet and Ricardo Bartis. Actor and English teacher, he has taught diction and drama at the Instituto Superior en Lenguas Vivas since 1989.||W12|
|Ioli, Silvana M. - Is an experienced Teacher trainer and Lecturer. She is a graduate EFL teacher from I.S.P. “Dr. Joaquín V. González”, has specialized in Methodology and worked as Assistant Methods 2 teacher at I.S.P. “Dr. Joaquín V. González”. She lives in the UK, where she works as an EFL teacher.||P13|
|Laciar, Ana María - Holds a teaching degree in English for Secondary and Higher Education (UNSJ) Is currently attending a Specialization Program in Teaching at University Level at UNSJ. Is a former Fulbright Exchange Teacher. Teaches “English Language II” (1st and 2nd levels). Teaches the Preparation Course for the TOEFL Examination offered by FFHA, UNSJ. Is a member and teacher of the Program for Admission to the careers offered by the English Department.|
|Larner, Tad - Has been teaching English for 8 years. She has been working at International House Buenos Aires, where she is currently Education ADOS, since 1996. She has previously taught in France, Urkraine and Wales.||W29|
|Lainz, Cecilia - Finished “Adscripción a Método II” with Silvia Stagnaro at the I.E.S. en Lenguas Vivas “Juan Ramón Fernández”. Final paper, marked with a 10, about learning strategies, a subject she has studied in great depth and which has come to fascinate her. At present, working at Escuela Argentina Modelo, teaching English to 4th and 5th year students at secondary level.||W43|
|Lavagno, Gabriela - Is a Senior Teacher at International House Buenos Aires, where she has been teaching since 1990. Her professional interests include: the teaching and learning of receptive and productive skills, teaching exam classes, and exploiting a student’s first language in the classroom.||W30|
|Leceta, Andrea Viviana - Holds a teaching degree in English for Secondary and Higher Education (UNSJ). Is currently attending the “Licenciatura en Inglés (Orientación Literatura)” at the FFHA,UNSJ, Teaches “Introduction to Pronunciation” at the Department of English Language and Literature FFHA, UNSJ. Is a member and teacher of the Program for Admission to the careers offered by the English Department.|
|Leiguarda, Ana M. - Graduate Teacher of English as a Foreign Language from the School of Languages, Universidad Nacional de Córdoba, Argentina, (1997). Primary and Secondary School teacher in Córdoba. Worked as a Counsellor and Credit Teacher of Spanish for Concordia language Villages, MN, USA. Especially interested in Brain-Based learning, and Neuro-Linguistic Programming.||W13|
|Lizárraga, Carlos - EFL Teacher. Master of Science in Education (English) State University of New York at New Paltz. Has taught at Millbrook School (New York), State University of New York (Departments of ESL, and Foreign Languages), I.E.S. “San Miguel”, and I.E.S. “Lola Mora”. Currently a faculty member at Universidad Nacional de Tucumán, and Colegio San Patricio, where he heads the intensive English program; visiting instructor of Spanish as a FL every summer since 1999 to the Language Immersion Institute at SUNY, New Paltz, USA. Has conducted workshops in the Northwest of Argentina, including Catamarca’s 1997 FAAPI, and in the USA about Spanish as a FL. Co-author of the Curriculum Designs for English in E.G.B. 2 and 3 for the province of Tucumán.||W14|
|Lobillo, Paola - Is a teacher in preparation who has worked at Rainbow, Lomas de Zamora, for six years and in a bilingual school as well.||PP4|
|Longhini, Ana María - Holds an M.A. Degree from Northern Illinois University, USA. Lecturer in Text Grammar, Teaching Training and ESP for students of Humanities. Her main research interests are: learning strategies, self-efficacy, learning styles and autonomous learning. Director of research projects at the Universidad Nacional de Río Cuarto.||P37|
|López, Charlie - M.A. in Teaching English as a Foreign Language, University of Reading U.K. Licentiate Diploma in TESOL, Trinity College London. Director of Big Ben Institute, Buenos Aires. Author of: Whizz Kids 2 Resource Pack, Heinemann; Sam on Radio 321 Video, Longman. Producer and Presenter of YeS TV Programme.||W15|
|López, Sara Isabel - Graduate teacher of Universidad Nacional de Tucumán. Master of Arts in Applied Linguistics of Southern Illinois University at Carbondale, USA. Associate professor of English Grammar II of the English Department at Facultad de Filosofía y Letras de la Universidad Nacional de Tucumán. Coordinator of the English secondary school department at Colegio Nueva Concepción in the city of San Miguel de Tucumán.||P10|
|López Barrios, Mario - Graduated as a Teacher of English and German at the Escuela Superior de Lenguas, Universidad Nacional de Córdoba and holds a Ph.D. in Applied Linguistics from the University of Kassel, Germany. He is a reader and researcher in TEFL and Research Methods at the Facultad de Lenguas, UNC.||P14|
|López Cano, Paula - Is a graduate of I.E.S. en Lenguas Vivas “Juan Ramón Fernández”. She holds an M.A.. in American Studies of the University of Kansas. She teaches U.S. History at I.E.S. Lenguas Vivas “J.R.F.” and I.S.P. “Joaquín V. González”. She is also a teacher of English at the Asociación de Ex-Alumnos del Profesorado en Lenguas Vivas and co-coordinator of the Cultural Studies APIBA SIG.||P15|
Lothringer, Raquel - Author of papers and articles on Literature, Linguistics and Methodology. Graduate of Instituto de Enseñanza Superior, Paraná, Entre Ríos. Professor of English and U.S.A. Literature, Professor of Northern European Literature, and Head of the English Department. Univesidad Nacional de Entre Ríos former Head of English chair and Head of Modern Languages Department.
Lowen, Elizabeth - Has an M.A. in TEFL and has taught EFL candidates in the UK and abroad. She also taught English-second-language pupils in Argentina (St. Hilda’s School) in the 80’s. At present, she is Operations Manager for Edexcel International. Edexcel is one of the key awarding bodies in the UK. Elizabeth is responsible for co-ordinating the production and processing of all the London Examinations including the London Tests of English and the London Tests of English for Children. Both of these suites of tests are widely available throughout the world.
Lucente, Mariela - Tenured Lecturer in “Language and Culture I”, “Language II”, and “Language Acquisition I” at Instituto Superior de Formación Docente N°88, Buenos Aires. Chair of Technical English and ESP at Universidad Tecnológica Nacional, Buenos Aires, Argentina. Researcher of UIDI (Unidad de Investigación Interdiciplinaria) of Inst. Sup. “Joaquín V. Gónzalez”. Lic. in Educational Technology, Universidad Tecnológica Nacional.
|Luchini, Pedro - Graduate of Universidad Nacional de Mar del Plata. Currently TA to Discurso Oral II and Language IV, Teacher Training, UNMDP. Holder of Language II and “Especialización I”, Traductorado Mar del Plata Community College. Co-director of Language Dpt., MdPCC / Universidad CAECE. Coordinator of Language Studies at CADS (private school). Teacher of FCE.||W19|
|Luciani,María de las Mercedes - EFL Teacher (Profesorado Superior Número 1, Santa Fe). Doing an M.Sc. in Didácticas Específicas (UNL). Teacher at AACI. UCLES Oral Examiner. Researcher Proyectos CAID, UNL||W42|
|Martín, Graciela - Is a Graduate of I.N.S.P. “Joaquín V. González”. She was a high school English teacher at Escuela Superior de Comercio “Carlos Pellegrini”. She has worked as Materials Designer for Elementary and Intermediate Adult EFL couses at ICANA. At present she is the head of the Intermediate Department at ICANA, where she is involved in Materials Design as well as Teacher Development.||W16|
|Martínez, Iliana - Has an M.A.. in Applied Linguistics of the University of Birmingham. She lectures in English Grammar and Linguistics and in Academic Writing in the Department of Languages at the Universidad Nacional de Río Cuarto, Argentina. Her research interests include Genre Theory and Pedagogy and EFL writing instruction.||P16|
Martínez, María Pilar - Is a teacher at I.S.F.D.N°5 in Pergamino, Bs. As.. She has been teaching Contemporary Literature, Language III and IV for 18 years now. She is a teacher at secondary school and at E.G.B. levels at Escuela Normal in Pergamino.
|Masuhara, Hitomi - Projects and is involved in the M.A. in Materials Development for Language Teaching in the M.A. in Professional Development for Language Education and as a Ph.D. supervisor. She is Secretary of MATSDA and her publications include the ELTJ survey review “EFL Courses for Adults” and a chapter in Materials Development in Language Teaching (CUP).||W18|
|Masullo Pascual - Is a graduate from Instituto Nacional Superior del Profesorado “Dr. Joaquín V. González”. As a Fullbright candidate, he obtained his M.A. degree and Ph.D. on Theoretical Linguistics, both at the University of Washington, Seattle, USA. At present he is tenured lecturer in Linguistics at Escuela Superior de Idiomas and Facultad de Humanidades de la Universidad Nacional del Comahue. He is the Director of the M.A. and Ph.D. in Linguistics programmes and of several research projects.||Panel&W38|
|Mayol, Cristina - Is currently Assistant Professor at the Universidad Nacional de Misiones, in charge of the English Chair and also Head of the Department of Teacher Development of the School of Sciences. A teacher for more than 30 years, formerly Academic Secretary of this University, she has specialised in teaching adults and EAP at undergraduate and graduate levels. She holds an M.A. in Education & Professional Development, University of East Anglia, UK.||P17|
|McDonagh, Eamonn - He is a graduate in History and political Science of the National University of Ireland, Galway. He also holds an M.A. in TEFL from the University of Reading, UK. Involved in ELT since 1988, he has worked in Korea, Italy and Turkey. He has lived and worked in Argentina since January 1999.||P18|
|McQueen, Amelia T. - Holder of the chairs of Discurso Oral II and Comunicación Avanzada I at Univesidad Nacional de Mar del Plata. At Universidad FASTA: Holder of the chairs of Laboratory I, Language II, III and IV. At a private institute: TOEFL, CAE and FCE teacher for adults. FCE examiner.||W19|
|Michel Torino, María Marta - Degree in Translation (Traductora Pública en Inglés, Universidad Católica Argentina, Buenos Aires, 1980). Headmistress and English teacher at private institutes. Teacher of Translation (Licenciatura en Inglés) and of Advanced Language (Universidad Católica de Salta). University of Cambridge oral Examiner. Free-lance translator since 1980.||P19|
|Morales, José Luis - Teacher and teacher educator with 20 years’ experience in the field of EFL/ESL. He is a founder and board member of the Centro de Estudios Jean Piaget. At present he coordinates a teacher development programme at the Instituto de Cultura Inglesa, Colegio Jesús María of Montevideo and is Macmillan-Heinemann ELT’s Manager for Uruguay and Paraguay.||W51|
|Morera, Graciela - Graduate of “Joaquín V. González” Institute and holds an M.A. in TESOL. She currently teaches at ICANA Teacher Education College in the area of Language. She has experience in Teacher Training and at present she is Involved in Course Design Concerning Content-based Intruction.||W7|
|Moyano, Graciela - Holds a Degree of Teacher of E.F.L. of Instituto Nacional Superior del Profesorado en Lenguas Vivas “J.R. Fernández”. She has specialized in the teaching of Phonetics and Phonology and Lectures at I.S.P. “J.V. González”, I.N.S.P. Técnico/UTN and Esc. Normal Sup. en Lenguas Vivas “J.F. Kennedy”. She is also the author of Ingles@info, the First Guide on the English Language in Argentina.||P21|
Muñoz Maradona, Nora - Is a High School and University Teacher of English who has been working for the Instituto de Investigaciones Mineras and Departamento de Ingeniería de Minas, Facultad de Ingeniería, Universidad Nacional de San Juan - for more than twenty years as a Teacher, Translator and Interpreter. She is responsible for Conversation courses in Mineral Resources Management and Extractive Metallurgy Masteries. Full-time Associate Teacher in charge of human resources plans. Since 1985 she has been included in the researcher career programme. Student on the Maestría en Letras, F.F.H.A., U.N.S.J.. President of Asociación San Juan de Profesores de Inglés (A.S.J.P.I.) 1998-2000.
Myslicki, Viviana - Holds a Degree of Teacher of English of Instituto Nacional Superior del Profesorado “Joaquín V. González”. She has specialized in the teaching of Language and Phonology, and currently Lectures at I.N.S.P.Técnico-UTN, and Universidad de Belgrano. She is also Co-Director of Studies at T.E.L. Center.
|Needham, Sheila - Is a self-employed Educational Consultant, Examiner, Teacher-trainer and Lecturer. She presently holds the Post of Chief Examiner ESOL at Trinity College London. Sheila is based in the UK but travels extensively, visiting examination centres and supporting examiners in the field.||W20|
|Negrelli, Fabián – Fabián Negrelli holds degree of Teacher of English Language and Literature (Univ. Nac. de Cba.) and Specialist in University Teaching (Univ. Tecnológica. Nac.) Has completed an MA Course in Applied Linguistics at University of Leicester, England, and an MA in University Education at Univ. Tecnológica. Nac. Currently taking an MA Course in Applied Linguistics at Facultad de Lenguas (U.N.C.) Lecturer in Phonetics and Phonology at Univ. Nac. de Cba. and Univ. Nac. de La Rioja. Lecturer in English Grammar at Univ. Nac. de Cba. and Inst. Sup. de Formación Docente “Ntra. Sra. del Sgdo. Corazón” (Córdoba).||P23|
O’Neill, Sheila - Ph.D., Senior Research Fellow at Griffith University Centre for Applied Linguistics and Languages. Highly experienced in teaching, research, evaluation/assessment and consultancy, particularly in the area of language policy and programs in language and literacy education. She convenes the Graduate Certificates in Language Assessment & Second Language Teaching (Teaching English as a Foreign/Second Language) and related Professional Development Programs. Supervises Ph.D. research in applied linguistics.
|Ospital, Graciela Lilia - Graduate of the Instituto Nacional del Profesorado en Lenguas Vivas and a student at the Licencatura en Inglés (Universidad Nacional del Litoral). Has been teaching children and adolescents for 18 years. Has taught different subjects: creative writing, language, literature, orals and comprehension.||W39|
|Pardo Herrero, Myriam - Graduate teacher of Profesorado Superior de Lenguas Vivas de Salta, has worked as teacher and teacher trainer in Argentina and Brazil. At present, she is at Cultura in Salta as teacher and U.C.L.E.S. Oral Examiner, teaches in-company Business English and is studying for Licenciatura en Lenguas Modernas at UNAS (Universidad Nacional de Salta).||P24|
|Pena Lima, Beatriz - Is a lecturer in British Literature and Literature in the Language Class at I.E.S. en Lenguas Vivas “J.R. Fernández” and I.S.P. “J.V. Gonzalez”. She has worked as a literary consultant for foreign languages in the Curriculum Transformation Programme of the Ministry of Education. She has been a teacher trainer for Red Federal de Educación and ESSARP for the last six years. She also teaches literature at St.Catherine’s-Moorlands School.||W37|
|Perea de Otrera, Rosa - Teacher of English graduate of Universidad Nacional de Tucumán. Master of Arts in English Sociolinguistics at University of New York – College at Portland, USA. Associate professor of “Didáctica General y Especial – Inglés” at Facultad de Filosofía y Letras, Universidad Nacional de Tucumán. Vice-head of “Escuela Normal Superior de Lenguas Vivas Bautista Alberdi”, San Miguel de Tucumán.||P10|
|Pérez de Pereyra, Alicia - Profesora de Inglés, Licenciada en Lengua y Literatura Inglesa, Profesora Asociada, Coordinadora del Laboratorio de Idiomas de la Facultad de Ciencias Agropecuarias, Universidad Nacional de Córdoba.||P25|
Pérez Galluccio, Roberto G. - Is a graduate of the Profesorado Medio y Superior en Inglés, Universidad Nacional de La Pampa, Argentina. He obtained his Master of Science (M.Sc.) in Instructional Systems at Florida State University, USA. He has provided support to faculty and staff to integrate Technology into education, and has given presentations in this area in national and international conferences.
|Phillipson, Robert - Research Professor at the Department of English of Copenhagen Business School. He has worked in Africa, Eastern Europe and London, and since 1973 in Denmark. He has written books on language pedagogy, language rights, and linguistic imperialism. His current research is concerned with globalisation and English, and language policy in the European Union. He is the author of Linguistic Imperialism, the ground-breaking study of global English and language rights.||Plenary|
|Pisani, Viviana - Graduate of INES en Lenguas Vivas (1982); co-ordinator at Asociación Ex-Alumnos del Lenguas Vivas; teacher of Cambridge exam-oriented courses at AACI; oral examiner for UCLES; lecturer in History of England and co-ordnator of the area of History at UCA; presenter at LABCI (1993); M.A. candidate at University of East Anglia, UK.||W22|
|Placci, Graciela - Lecturer in ESP for undergraduate students of Humanities, Lengua III (reading comprehension strategies), Lengua Instrumental and Lengua Académica, (writing for academic purposes). Currently researching on affective factors in autonomous and strategic learning. Former Fulbrighter.||
Poloni, Nora - EFL Teacher, Profesorado de Formación Docente Número 8, Santa Fe. Teacher at AACI. UCLES Oral Examiner. Holds a CEELT II, University of Cambridge.
|Portela, María A. - Is a nearing the end of her M.A. in TESOL, University of Leicester, UK, and is a Lecturer of English at the Facultad de Lenguas, Universidad Nacional de Córdoba.||
|Pron, Alejandra - Has been an EFL Teacher and Educational Consultant for more than 15 years. She is currently an instructor at ICANA Escuela Superior in Buenos Aires. She earned her M.A. from California State University, Los Angeles.||
|Ramírez, Cecilia - She is a Lecturer in Methodology I, II and III at two Teachers’ Training Colleges in the west of Buenos Aires. She is co-author of “Tales for the Beholder”. She researches into Traditional and Alternative Teaching Methods. She has completed a specialization course on Multiple Intelligences of Harvard University.||W24|
|Reznik, Daniel - Mr Reznik, a graduate of INSP “Joaquin V. González” in Buenos Aires, holds an M.A. in TEFL (University of Reading, U.K.). He is a teacher trainer in I.S.P. “J.V. González” and in I.E.S. en Lenguas Vivas “J.R. Fernández”. His research interests are: language and culture and linguistic change.||Semi-Plenary &Panel|
|Riccio de Bottino, Silvana - Graduated of the Escuela Superior en Lenguas, Universidad Nacional de Córdoba, as a Teacher of English and Translator of Italian. Master in Applied Linguistics and TESOL, University of Leicester, England. Associate Professor and Researcher at UNCPBA. Jefa de Área and Methodology teacher at the ISFD N° 22, Olavarría.||
|Richardson, Vic - Director of the International Teacher Training Institute, and Director of Education for Embassy CES in England. He is a teacher trainer, course book writer and academic manager. He is particulary interested in learner autonomy and founded the IATEFL Learner Independence special interest group.||
|Rodríguez Sanmartino, Mónica - She is a teacher with over 25 years’ experience, is Co-ordinator and Headteacher at secondary level. She has been running Teacher Development Courses since 1996, her current research interest is Vocabulary.||
|Rondina, Viviana Irene - Graduate teacher of INSP “Joaquín V. González”. At present I am a student at the Licenciatura en Inglés at Universidad Nacional del Litoral. I have been teaching for 20 years (public schools, bilingual private schools and AACI) Nowadays I am teaching IGCSE subjects: History, English as a First/ Second language and other international exams.||W39|
|Rosewarne, David - Holds an M.A. in Modern History, University of Oxford, and an M.A. in Applied Linguistics, University of London. Has been working as a Senior Lecturer in EFL in different Universities in England and abroad. In 1984 he coined the term “Estuary English” to describe the speech of millions of people in London and the south-east whose type of English did not fit into any existing description. He then made a number of important publications on “Estuary English” and has lectured all over the world on the changes of English pronunciation and some implications for the use and teaching of English for international communication.||
|Rozzi de Bergel, Ana María - Coordinator of Trinity College London’s TESOL Applied Drama courses at CENTUM, the College’s centre in Buenos Aires. Coordinator of the Licenciatura para Profesores de Inglés at Universidad CAECE. Editor of “The ELT Forum”, Idiomania’s supplement for English teachers. Sine 1978, most of her work has been devoted to research into the adult learner’s learning strategies, hypotheses language ceiling and built-in syllabus.||
|Ruiz Montani, Carolina - Received her degree as a Teacher of English in Buenos Aires and completed studies getting a Foundation Certificate for Teachers of Business English, issued by the London Chamber of Commerce and Industry Examination Board. She has specialised in Distance Learning delivered by CALL/SALL and the Internet through Programa CENET 99 at the Centro Nacional de Educación Tecnológica - Ministry of Education. She is a Licenciate candidate at Universidad Nacional del Litoral, Argentina. She is also member of Argentina - TESOL, ESP IS. She works as a TEFL consultant specialized in Open & Distance Learning in Argentina and abroad.||P43|
|Sampedro, Ricardo - Graduate translator of I.E.S. Lenguas Vivas, worked as teacher for adults and as teacher of Environmental Matters at Villa Devoto School in 1992-1993. Worked for Oxford University Press until January 2000, when he decided to launch an independent teacher training project called Education for a Change. While in OUP he dictated over 400 workshops all over the country on different teaching strategies, many of which also addressed social issues, an area that has been of his entire interest from his days as a Greenpeace International campaigner and translator. In the last three years has been researching on the use of global issues (which include values) as content matter for the English language classroom.||W32|
|Santa, María Isabel - She is a teacher of English as a Foreign Language from Instituto Nacional Superior del Profesorado en Lenguas Vivas “J.R. Fernández”, has specialized in Phonology and Laboratory Practice and currently lectures at Instituto Superior del Profesorado “J.V. González”, I.N.S.P. Técnico/UTN and Esc. Normal Sup. en L. Vivas “J.F. Kennedy”.||P21|
|Sarasa, María Cristina - Is an ELT Teacher Educator at the UNMDP, where she teaches English History and Overall Communication. She also coordinates admission to the local EFL Teacher Education Program, belongs to an interdisciplinary research team, and does extension work. She has recently obtained a postgraduate degree in higher education.||P33&P34|
|Sassone, Cecilia - Works as consultant in educational technology in companies, schools and institutes, training teachers and designing learning programmes. She delivers postgraduate workshops on Games and Technology at Lenguas Vivas and Distance Teacher Training Courses for the Cultural Inglesa de Buenos Aires. She coordinates executive programmes in companies and has developed a learning methodology for teaching English to adults: “Spider Web Didactic Toolkit and Cards”.||P42|
|Seddon, Paul - Taught English in Japan and North Africa before returning to the U.K. to become a teacher trainer. He has a keen interest in Computer Assisted Language Learning and now mainly works as an online Development officer for the Bell Educational Trust designing interactive language websites. Paul also designs language learning websites for the BBC World Service.||
|Soler, Lidia - Master of Arts in Phonetics, Leeds University, England. Professor of English Phonetics and Phonology I and II, School of Languages, Universidad Nacional de Córdoba. Coordinator of the M.A. Programme in Applied Linguistics and in Anglo- American Literature, School of Languages, UNC. Co-director of a research project subsidized by Secyt- Córdoba.||Panel|
|Szmuch, Laura - Laura is a graduate of the I.N.S.P. “Dr. Joaquín V. González” and has her own studio in Versailles. She is Master Practitioner and Trainer in Neuro-Linguistic Programming and as founder of Resourceful Teaching has run courses and workshops for teachers on the application of NLP to education since 1998.||W41|
|Storni, Verónica - I.E.S. Lenguas Vivas “J.R Fernández” graduate specialized in English Literature. She is now teaching English Literature at I.E.S. Lenguas Vivas, English History at CONSUDEC, and Language and Literature at IGCSE and AICE levels at Santa Teresa School. She is doing a Licenciatura en Inglés at Universidad Nacional del Litoral.||P35|
|Stagnaro, María Silvia - M.A. Language and Literature in Education, E.S.O.L., University of London. Lecturer in Methods II, Language II and Language III at I.E.S. en Lenguas Vivas “J.R. Fernández”. Tutor of the modules on Materials Design (Module 4). Evaluation (Module 8) and Practicum (Module 10) for the Diploma in English Teaching of the University of London Tutor of the module on Selection, Analysis, Evaluation and Development of material (Module 10) for the Academic Programme of Tertiary Level Teachers (E Circuit) of the I.E.S. en Lenguas Vivas “J.R. Fernández”.||Panel|
|Suárez, María Marta - Co-founder of IACA. Former lecturer of Methods I at I.S.P. “Joaquín V. González”. Trainer, school manager and textbook writer. She has developed a holistic methodology on which she has based her EFL courses and Teacher Trainings in Argentina and at the Findhorn Foundation College in Scotland.||W33|
|Tavella, Gabriela - She is a graduate teacher of U.N.L.P., Profesora Adjunta at Asentamiento Universitario San Martín de los Andes, U.N.C. She is currently pursuing an M.A. for EFL practitioners at the University of East Anglia, Norwich, UK. Her present interest is research in learner autonomy and affective learning.||W34|
|Traversa, Ana - Holds an M.A. in English Composition Theory and Method, University of Massachusetts Amherst and is a Ph.D. candidate in Rhetoric and Linguistics, Indiana University of Pennsylvania. She is training as a researcher in intercultural literacies while teaching the EAP and ESP components of Universidad CAECE’s Licenciatura en Inglés as well as Language at Lenguas Vivas (JFK and JRF)’s translation programs in Buenos Aires.||W36|
|Terán, Alina - EFL teacher. Graduated at I.E.S. Lola Mora. Currently teaching at New Way English school and San Patricio High School, preparing students for PET and Trinity College examinations.||W14|
|Tomlinson, Brian - Reader in Language Learning and Teaching at Leeds Metropolitan University, where he runs the M.A. in Materials Development for Language Teaching, the M.A. in Professional Development for Language Education and a Ph.D. programme. He is also Founder and President of MATSDA and the author of numerous books and articles, including Discover English and Materials Development in Language Teaching.||Plenary|
|Valsecchi, María Inés - Holds an M.A. degree of Georgia State University, USA. She is at present teaching English language, English Grammar and Teacher Training at the National University of Río Cuarto. Her research interests are: testing, interactive multimedia instruction and autonomous learning.||P37|
|Veciño, Patricia - She is a graduate of I.N.S.P. “Joaquín V. González”. She worked as a high school English teacher. She has worked as materials developer and teacher trainer for ICANA elementary and intermediate adult courses. She was also involved in ESP materials design. She is the head of the Children Department at ICANA, where she is responsible for materials development as well as teacher training. She is currently teaching Methodology and in charge of the Practicum at ICANA Escuela Superior.||W1&W16|
|Villanueva de Debat, Elba - Is an EFL methodology teacher and teacher trainer at the Facultad de Lenguas, Universidad Nacional de Córdoba. Her areas of interest include methodology, bilingual education and teacher development.||P14|
|White, Ron - Former Director of the Centre for Applied Language Studies (CALS), University of Reading, UK. He is currently chairman of the British Institute of English Language Teaching (BIELT). His interests include the role of management in ELT, intercultural communication and the teaching of academic writing.||Plenary &Panel|
|Wolff, Betty - She is the Executive Director of BEWNETWORK, a research center based in Buenos Aires, and coordinates the BCTT, and organisation based in Barcelona, and represents IALC (the International Association of Language Centres).||W35|
|Yael, Linda - Teaches at the Balsiero Institute, Universidad Nacional del Comahue, Bariloche, and at a local teacher-training college. I am also an UCLES Oral Examiner. During 1994-5 I taught for the British Council in Madrid. At present I am working on a Master’s at Nile / University of East Anglia.||W36|
Panel 1 – Thursday 20th, 14 hrs – San Agustín Auditorium
María Silvia Stagnaro, M.A. – “The Challenge of the Present: Responding to the Requirement of Total Quality in our Classrooms”
Dr. Pascual Masullo – “Can Generative Linguistics shed any light on foreign language teaching?”
Lidia Soler, M.A. – “Some considerations on past, present and future practices in the teaching of pronunciation”
Panel 2 – Thursday 20th, 16 hrs – San Agustín Auditorium
Claudia Ferradas Moi, M.A. – “Literature revisited”
Daniel Reznik, M.A. – “Business English”
Dr. Cristina Elgue de Martini – “Cultural Studies: Its impact on cognition”
Ron White, M.A. – “Managing the Future”
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.
These one-day sessions will take place over Wednesday 19 Sept.(9 am to 6 pm)
The following events will be a good opportunity to do intensive work in a particular area.
Phonology (in Honour of Prof. George Lewis)
Speakers: Roxana Basso, Zulima Molina, Lidia Soler, Nilda Zenobi
Literature (in Honour of Prof. Anita Monner Sans)
Speakers: Susana Groisman, Susana Mayorga, Claudia Moi, Delia Rubens
Materials Design (in Honour of Prof. Susana García Posadas)
Speakers: Dave Allan, Hitomi Masuhara, Brian Tomlinson and a panel of Argentine materials designers
Speakers: Inés Cambiasso, Ron White
API Members $25
FAAPI 2001 Conference day-by-day Schedule: To open / download the FAAPI 2013 Conference day-by-day Schedule in PDF format, right-click on the link and select "Open link in new tab". Then, right-click again and select "Save as" to download it as a PDF file. You can apply the zoom using the (+) (-) icons.
"Looking Back, Thinking Ahead: Merging the past, present and future of ELT"
20-21-22 September 2001
Universidad Católica Argentina
Alicia Moreau de Justo 1300 - Buenos Aires
Registration: To secure a place at the conference, you should pre-register by following the instructions on the Registration Form.
Pre-registered participants will be able to collect their conference packs on Thursday 20th, between 8 and 9 am. If you have not pre-registered, we cannot guarantee that you will have a place.
Important: Remember to bring with you your deposit slip or the receipt for payment you have received, as well as a piece of ID.
Opening & Closing Ceremonies: The Opening Ceremony will take place on Thursday 20th at 9.30 am, and the Closing Ceremony on Saturday 22nd at 6pm.
Address: The venue of the conference will be Universidad Católica Argentina, Av. Alicia Moreau de Justo 1300.
Structure of the Conference: The academic components of the Conference include Plenary, Semi-plenary sessions; Panels; Papers; Workshops; Poster Presentations. It is NOT necessary to register for individual parallel sessions as places will be allocated on a “first come, first served basis”.
Other activities of the conference include the showing of an educational video, plays, a Resources Exhibition, the welcome cocktail, the Conference dinner, and much more!
Exhibitors and Other Sponsors
AACI – Asociación Argentina de Cultura Inglesa
Asociación de Profesores de Inglés de Buenos Aires
Australia & New Zealand Travel
CUP – Cambridge University Press
English Teaching Professional
Heinle & Heinle - Thomson Learning
ICANA - Instituto Cultural Argentino Norteamericano
Institute of Continuing & TESOL Education/The University of Queensland
Interlink Language Centre
Learning Centre Institute
Leeds Metropolitan University
Leeds-School of English/London Examinations
Lenguas Educational Counselling
LCCIEB - London Chamber of Commerce and Industry Examinations Board
NILE (Norwich Institute for Language Education - Leeds Metropolitan University)
OUP – Oxford University Press
Pickwick Educational Consultancy
Pitman Qualifications - 37 Warren Street
SEA Schools of English Association
The Buenos Aires Players
Trinity -The International Examination Board
UCA – Universidad Católica Argentina
UCLES – University of Cambridge Local Examinations Syndicate
Other sponsors include:
The following organisations have supported the organisation of the FAAPI 2001 B.A. Conference in a variety of ways, e.g. advertising in the programme, etc.
Asociación de ex-alumnos del profesorado en Lengua Vivas "J.R Fernández"
Buenos Aires Herald
Creative Learning Centre
The Guardian Weekly
ICANA - Instituto Cultural Argentino Norteamericano
Il Gatto Trattorias
Learning Centre Institute
Liceo Cultural Británico
LCCIEB - London Chamber of Commerce and Industry Examinations Board
NILE (Norwich Institute for Language Education ) - T.S.Eliot
OUP – Oxford University Press
Pickwick Educational Consultancy
The British Council
Trinity -The International Examination Board
UCA – Universidad Católica Argentina
UCLES – University of Cambridge Local Examinations Syndicate
University of Illinois
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Universidad Católica Argentina
Alicia Moreau de Justo 1300 - Buenos Aires
The “2001 FAAPI CONFERENCE” will bring together ELT professionals from Argentina and other countries to discuss, reflect and develop their ideas. The conference programme offers multiple opportunities for professional contact and development.
Presenters will deliver workshops, talks, panel discussions and poster sessions for over 1000 participants. Our aim is to link, develop and support English Language Teaching professionals in Argentina and the annual conference is its key event.
The conference provides a unique opportunity for English language professionals to present their work. It enables both new and established members to contribute to a programme that reflects the diversity and variety of the profession.
The conference also allows members to enjoy professional networking by exchanging experiences informally and/or presenting and debating their professional views. Papers from teachers working in Latin America are particularly welcome. Given equivalent academic merit, papers from members of FAAPI Associations will be given preference. Those wishing to propose panels or special sessions should contact the organisers.
a) Type of presentation
b) Presenter’s Form
You should complete the Presenter’s Form attached stating whether you are submitting a proposal for a poster presentation, a 40 minute paper or a 90 minute workshop and listing the target audience, maximum numbers of participants, the title of your presentation, author(s), author affiliations (including FAAPI Association membership if applicable), contact address, telephone and fax numbers, e-mail addresses, and a 50-word paragraph about the presenter(s).
c) The summary
We are asking everyone to submit a summary narrative of 500 words that provides a clear understanding of the presentation's content. You should outline exactly what you are going to talk about in the session and how the session will be structured. The summary will not appear in the conference programme. It should be clear from your summary exactly what you are going to talk about. Please ensure that you are as explicit as possible as participants get very frustrated when they go to a session and find that the abstract in the programme does not reflect what the speaker talks about.
d) The abstract
The abstract will appear in the conference programme. It should accurately reflect the content of what you are going to talk about as it is on the basis of your abstract that participants will choose whether they wish to attend your session. The abstract should be clear and unambiguous and you should submit an original and two copies of 75 words. (Abstracts, which are over 75 words, cannot be considered for inclusion in the programme)
Related to the teaching of English, including but not limited to: Linguistics, Applied Linguistics, Phonology, Literature, Computer & Technology, ESP/EAP, Testing, Material Design, Educational Reform, Teaching Training, Postgraduate Education, Curriculum Design, Language & Culture, Young Learners, International Examinations, Teaching Content in a Foreign Language, Writing, (Self-) Assessment, Research.
f) The Content of your Session
Your proposal will be considered for inclusion in the programme if it fulfils the following criteria:
Postponement of Deadline for Submissions - New Deadline: May 18, 2001
SUBMISSION DEADLINE: MAY 1, 2001
SUBMISSIONS SHOULD BE SENT TO:
Sarmiento 835 1st floor
Office Hours: Tuesday & Thursday 10.30 a.m. to 4.30 p.m.
C1041AAQ Buenos Aires
For further information please contact María Elena Iturbe and Silvia Zárate.