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Concurrent Sessions





P 1 What do Gibraltarians speak? 

The purpose of this paper is to delve into the interesting form of bilingualism used in Gibraltar. Llanito is neither a language nor a dialect. It is a combination of Andalusian Spanish, English, Dutch, and Hebrew in which code-switching plays the main role. Mispronounced English words as if they were Spanish, words from other languages and unique Gibraltarian words, all combined, reflect the nature and history of Gibraltar.

Ferreiro, María del Carmen (APIZALS)


P 2   Narrative Enquiry within Argentinean EFLTE: Crafting Professional Identities and Knowledge through Students' Tales

This paper summarises a narrative inquiry developed in 2007-2011 with students attending the sophomore course Overall Communication, EFLTE Program, School of Humanities, UNMDP. It analyses the written biographical narratives and descriptions that emerged during and after classes. Categories of analysis derived from narrative examination of gathered texts are interpreted in their contexts of production and reception. Results indicate that, in sharing their stories, students redefined their professional identities. These outcomes reposition narrative inquiry within EFLTE.

Sarasa, María Cristina (with the support of Facultad de Humanidades, UN Mar del Plata)                                 


P 3   Interculturalidad en las Clases de Lenguas Extranjeras: Uso vs. Forma y Estructura.

La enseñanza de las lenguas extranjeras ha cambiado notablemente. Ahora prevalece la idea de que los estudiantes adquieran conocimientos acerca de la cultura de los países donde se hablan esas lenguas. En los nuevos enfoques de enseñanza de lenguas extranjeras se da mayor énfasis a la competencia intercultural. Se privilegia el uso de la lengua sobre su forma y estructura. Se analiza la experiencia concreta en la Universidad Nacional del Sur.

Oostdyk, María Patricia (APIBB)


P 4   Life of Pi: A Winding Route Towards Cherishing One's Roots

The aim of this paper is to explore the metafictional techniques applied by Yann Martel to his 2001 novel Life of Pi. Pi Patel, a 16 year old Christian, Muslim and Hindu Indian boy is the protagonist of this adventure story. It is the contention of this paper that through those techniques the author questions the nature of fiction and exposes the illusion in order to delve into issues of spirituality and practicality.                           

Cuello, Mónica B. (APIBA)


P 5   The Use of Multimodal Resources to Explore a Text’s Voices

Based on a systemic functional approach to language and drawing on multimodal studies, this paper proposes the use of some multimodal tools to help students identify and graphically represent the various voices present in a written text.  We believe that such identification and representation process can help students become more critical readers by recognizing the identities construed in a given text instead of viewing a text as a single-voiced, indisputable cultural product.

Cúneo, Rosa I. (ASJPI) & Sánchez Romera, Carolina N. (ASJPI)


P 6   ESP: A Medium to Develop Linguistic Competence and Professional Identity

Teaching English for Specific Purposes at University poses a two-fold objective - develop linguistic competence to help students meet their academic and labour needs and contribute to the construction of their professional identity. This presentation will show how learning can be enhanced by applying an autonomizing methodology that leads students to explore discourse types typical in their particular community. The results obtained will demonstrate the importance of sustaining the use of such methodology in time.

Valenti, Viviana (APrIR) & Galimberti, Marisa


P 7   Meet the Words: A Philological and Socio-Cultural Approach to Discourse Analysis at Teacher Training College  

This paper intends to pose a reflection on the way language should be presented to, analysed and experienced by advanced college students in order to enhance successful processing and production. Words gain new significance because their story, the very essence of their existence helps the learner grasp its full signification. It is only through this ‘non-arbitrary’ approach that their hidden voice becomes heard.

Viale, Florencia (APrIR)


P 8   Integrating "Culture and Communication" as a Reading Course at Secondary School                                               

This paper is intended to share the experience of integrating “Culture & Communication”, a school subject, into the school curriculum as a reading course in English. It will display a number of classroom activities to illustrate various reading strategies. Also, reference will be made to the learners’ progress as readers who can profit from the reading experience not only to improve L2 linguistic competence but also to enrich their knowledge of a specific subject matter.

López, Sara I (APIT)


P 9   Integration of Students with Special Educational Needs                                                           

The paper will present a case study of a teaching experience with a 17-year-old learner with borderline personality disorder at secondary school: the factors that affected the process and the participants who intervened in the instances of success and failure will be discussed plus the suggested procedures, arrangements and adaptations carried out to cater for his special educational needs. Finally, reflection on the whole experience and its impact on teachers´ personal and professional development will also be put forward.

García, María Silvina (APIER) & Graizzaro, Gabriela (APIER)


P 10   The Role of Vocabulary Teaching and Learning in the Development of Intercultural Communicative Competence in EFL Textbooks                                        

This paper aims to explore the ways in which vocabulary teaching and learning contribute to the development of intercultural communicative competence (ICC) as reflected in EFL coursebooks currently employed for elementary level General English courses in Argentina. Three locally produced and three international / global textbooks have been examined in order to provide some insights into the instructional practices presently deployed for dealing with vocabulary as a key component of ICC in classroom settings.

Helale, Gabriela (ACPI); San Martín, María Gimena (ACPI); Barboza, Paola (ACPI) & Alcázar, María José (ACPI) with the support of ACPI


P 11   What's in a Label? Identity and Liminality in "Bra" by Rhina Espaillat     

The poem ‘Bra’ by Rhina Espaillat explores complex thoughts about identity and language and hints at a subtle critique of neocolonialism and the comfortable complicity that supports it. We will use Francine Kral’s reflections on identity and language, García Canclini’s thoughts on hybridization and Roger Fowler’s concepts on linguistic criticism, among others, to analyze the formal and thematic features that make ‘Bra’ such an enriching text. 

Alemán, María José (ASPI); Michel, María Marta & Company, Susana (ASPI)


P 12    Pensamiento Crítico, Reflexión, Conciencia Cultural Crítica: Características de la Interculturalidad en la Lectura en Lengua Extranjera                                                                                

Este trabajo informa sobre un estudio que utiliza el Modelo de Competencia Intercultural (MCI) de Byram (1997, 2008, 2012) para investigar la dimensión cultural de la lectura en lengua extranjera en un contexto universitario. Este modelo sirve como sustento teórico y se constituye en medida de análisis. Partiendo de dos instrumentos de investigación (respuesta textual, entrevista), los resultados indican un alto nivel de conciencia cultural crítica, central en el MCI.

Porto, Melina (APIBA)


P 13    21st Century Skills for Young Learners   

We live in a rapidly changing world, one that is increasingly interconnected, and young learners need to learn skills that will enable them to successfully communicate and collaborate across borders and cultures. When teaching children how to use English as an international language. This session will answer the questions: What are 21st century skills and how can teachers of young learners foster them in their English language curriculum?

Kang, Joan (with the support of National Geographic Learning)


P 14   Barriers, Borders and Crossings in British Postcolonial Fiction. A Gender Perspective

The purpose of this session is the presentation of my book Barriers, Borders and Crossings in British Postcolonial Fiction. A gender Perspective, just published by Cambridge Scholars in the U.K. The book analyses and compares contemporary British novels by writers of migratory origin within the context of postcolonialism, postmodernism and contemporary gender theories. Although there is similarity in the philosophical and literary approach of the writers studied, I propose that the masculine and the feminine perspectives manifest themselves in the choice of genre of their respective novels.
Acquarone, Cecilia (APrIR)


P 15    Comparative Analysis of Cultural Expressions

The presentation intends to share with the audience the results of a project carried out by teachers of English from Jujuy in a rural school in Iturbe (Quebrada de Humahuaca). This project was the winner of the Small Grant Competition organized by the US Embassy in Argentina.  It was based on a series of talks on Argentine and U.S. cultures for youth from Quebrada de Humahuaca and neighboring towns.

Rodríguez, María Fernanda (AJPI); Ferrara, Candelaria (AJPI) & Salinas, Silvia (AJPI)


P 16    Celeste or Blue? The Importance of Culture in Teaching Vocabulary

The purpose of this talk is to remind ourselves, teachers of English, of the importance of culture in the process of vocabulary acquisition in L2. Firstly, I will delve into the process of concept formation focusing on the influence of culture in that process. I will refer to linguistic determinism as an extreme version of that influence before concentrating on Pinker’s Mentalese and Fodor’s theory. The conclusion is meant to be awareness-raising.

Esquerré, Analía (APIBA)


P 17    The Future Teacher of English in Argentina: The Roles of the Humanities, Research and Collaboration in the New Curricula                                                     

According to the proposal made by the Consejo Federal de Educación (Res. 167/12) and the schedule designed by Ministry of Education, curriculum designs for teacher education should be revised for implementation in 2015 at the latest. This paper reviews the role the new curricula give to the humanities, research and collaborative work to uncover the way in which teacher education and the role of English Teachers within the Argentinean educational system are envisaged.

Ibañez, María Susana (ASPI) & Lothringer, Raquel (APrIR)


P 18    Interweaving Critical Reading of Media Texts and Culture in a First Year Teacher Training College

We had three main purposes. A first aim was to raise students’ awareness on the construction of ‘the Other’ in the written media and how language and the social sphere become essential in this process. Another aim was the introduction of critical reading in our classes. Thirdly, we aimed at introducing research work during a first year course at Teacher Training College. The texts chosen by the students showed how power structures shape the construction. 

Naom, Claudia (APIBA) & Carreño, Leandro (APIBA)


P 19    Between Worlds: Two Intercultural Bilingual Programs in Misiones          

Two bilingual programs are being implemented in Misiones: one involving schools on the borderline Argentina-Brazil, and the other directed to Mbya Guarani children. Both programs are framed within an intercultural bilingual education approach and carried out in schools that belong to the Bilingual Intercultural Education Modality. We hereby discuss the peculiarities of each of the experiences, their strengths and weaknesses, from the viewpoint of public officers coming under the Ministry of Education in Misiones.

Prytz Nilsson, Liliam (APIM) & Espíndola, M. Martha (APIM) with the support of MCECyT (Misiones)


P 20    How Do Languages, Culture and Identity Interact in the EFL Classroom Today?              

This communication aims at presenting some preliminary observations of an intercultural experience of EFL learners from a language school in the city of San Juan with English speaking students, from the USA, whose language and culture they are studying.

Femenía, Pamela (ASJPI)


P 21    TIC en el Aula: A Free Platform for Teachers by Teachers                              

It is of crucial importance for all professionals to keep abreast of changes, and educators --mainly teachers of English, who are fortunate to have myriads of online alternatives for professional development-- will find in this workshop the chance to evaluate many annual conferences, social networks and communities of practice which will be mentioned, as attendees share their views and experiences using them in their own personal contexts.

Zeinstejer, Rita (APrIR) & Verschoor, Jennifer (APIBA) with the support of SBS Argentina


P 22   Reflecting on Identity and Intercultural Issues through Literature            

This paper explores identity and interculturality in two literary texts: the famous novel Beloved by Toni Morrison and a short story by Cecilia Rodríguez Milanés called ‘Abuela Marielita’. In spite of their notorious differences, they may be used in advanced classrooms for the discussion of discrimination, gender violence and tolerance.  Ideally, this presentation will encourage the audience to familiarize with the texts and try them out in their classrooms to arouse cultural awareness.

Maceri, María Ximena (APIBA)


P 23    Swap with Swing

This project has allowed students and teachers not only to enjoy the language but also get to know about several aspects of culture from different English speaking communities. The engaging atmosphere created by the enchanted presentations of the group of teachers has raised students´ motivation to the extreme that they would not miss any of the ‘Swapping Days’ lessons: a new experience to teach and learn by doing the ‘unexpected’.

Segura, Mónica (APIZALS)


P 24   True / False Activities in the Spotlight                      

The utilization of textbooks seems to be a common pattern in most EFL classrooms. Experts from different fields make contributions to the creation of these valuable tools. Not only do they determine content, but they also propose different types of comprehension activities cover it. Although these resources prove to be time-saving, some of them tend to be so prescriptive that the role of the teacher can be reduced to that of an executor. Where is the educators’ identity during this impersonal process where so many decisions have been made already?  One way to make your presence felt is to develop a set of scientific criteria to understand the design of these tools. The aim of this paper is to analyze a True / False reading comprehension activity so as to determine the way in which its design facilitates comprehension.

Torres, Leandro (ASJPI)


P 25    Computer and Internet Mediated Narrative Construction in EFL                 

The old and the new can be brought together in educational settings to create a collaborative learning project by integrating narrative (case development, Litwin et al, 2004) and technology. Narrative is the basis of human knowledge, and probably the oldest genre. Case development was the spine and the excuse that fostered activities that involved the use of computer and internet mediated resources in order to develop the language syllabus.

Chiappero, M. Cecilia (ACPI); Schander, Claudia (ACPI) & Massa, Agustín (ACPI)


P 26   Multiculturalism in the ESP Reading Class                          

Working in multicultural teams and having intercultural experiences is a 21st century reality many students’ particularly those from rural areas and smaller towns are not entirely aware of. The purpose of this paper is to analyze the importance of creating room for reflection on multicultural awareness in the undergraduate ESP reading comprehension classes by means of texts and exercises that meet syllabus requirements but also enhance a multicultural vision.

Company, Susana (ASPI); Loutayf, Ma. Soledad (ASPI) & Irrazábal, Fernanda (ASPI)


P 27    La Lectura Multimodal Propuesta por el Libro-Álbum: Puente hacia Nuevas Perspectivas Cognitivas                              

Investigación cualitativa exploratorio-descriptiva, pondera los alcances de la lectura multimodal en lectores alfabetizados segundo ciclo, nivel primario de dos escuelas estatales de Capital Federal. Para ello, se seleccionan libros-álbum cuyos códigos semánticos--palabra e imagen fueran  interdependientes,  agregándose  la lectura de reproducciones pictóricas.  Los resultados obtenidos muestran los alcances cognitivos, estéticos y lingüísticos que promueve en los niños la lectura multimodal de este tipo de libro-álbum.

Thomson, María Cristina (APIBA)


P 28    How Much Does Instructional Format Influence Learning? Cognitive Load Theory and Reading Comprehension Skills: A Case Study with Young Learners                         

The purpose of this presentation is to analyze the effects of the Redundancy Effect on two groups of L2 learners' reading comprehension skills as a result of extraneous cognitive load imposed on their reading process. Data were analyzed, interpreted and compared with previous findings using the Cognitive Load Theory as framework. To conclude the presentation, the participants’ own reflections on the reading process and some pedagogical implications related to the findings will be explored. 

González, María Paz & Vázquez, Daiana


P 29    Designing Intercultural and Bilingual E-material for Primary and Secondary Schools

This presentation focuses on the description of EFL learning material for students who attend Public schools in the province of Buenos Aires and who do not have access to printed material.  The content of this material involves the use of English and Spanish tangled with the cultures and languages of the communities that live in our province; and, on the introduction of e-learning material with the support of the Learning Technologies. 

Simón, Liliana (APIBA) & Barboni, Silvana


P 30   The Influence of Little Women on Argentine Women over the Decades                   

The purpose of this paper is to analyze the influence of Little Women in Argentina since it appeared in different collections of books for children. The novel has been continuously reprinted, staged, filmed, condensed, referenced, and translated. Little Women has represented the quintessential American narrative of girlhood and growing-up women. The novel is a classic that showed the importance of womanhood's many different roles, without denying any part of womanhood itself.

Lanzi, Adriana


P 31   La Formación Docente en la Era de la Enseñanza de Lenguas Extranjeras Basada en un Enfoque Integral de Suficiencia Lingüística                    

Este trabajo se centra en la formación de docentes de lenguas extranjeras en los Estados Unidos basada en el modelo de suficiencia lingüística propuesto por el American Council on the ‘Teaching of Foreign Languages’. La presentación incluye un panorama del estado de la cuestión y de los estándares nacionales para la enseñanza de lenguas extranjeras en el siglo XXI, así como una propuesta de aplicación directa de este modelo a la formación de futuros docentes.

Levi Altstaedter, Laura (with the support of East Carolina University, USA)


P 32   Border Pedagogy: Towards Re-routing Roots in Intercultural Education                                

The constitution of transnational identities in Englishes springing from interconnected ‘travelling cultures’ characterises the experience of multicultural communities whose roots hybridise in every new route. English language represents cultures which are always ‘in the making’ and in a constant process of ‘becoming’ through intercultural mediation. Border pedagogy offers the opportunity for students of English to delve into the multiple references that constitute different cultural codes and works actively on critical cultural awareness and intercultural interpretation.

Perduca, Florencia (APIBA)


P 33    An Experience with ICT and University Students                                                

The implementation of ICTs with university entrance course students, who come from different socio economic and cultural backgrounds, has provided a new environment for both teachers and learners. This paper presents the theoretical background, the T-PACK among others, an analysis of our experience and the results achieved, which confirmed the positive impact on our students when using technology in the classroom.   Key words: ICTs, teachers, learners, university students, different backgrounds, T-PACK.

Martino, Daniela; Arzuaga, Julia E. & Marchel, Ana Laura


P 34   Cultural Experiences in the ELT Class   

Culture and language are intimately related, but sometimes teaching about a foreign language puts our own culture in perspective because at home, we are rarely prompted to reflect on our cultural selves. Outcomes of the presenter’s experience during the Fulbright Teaching Exchange Program and the effects of its inclusion in ELT classes will be shared with the audience.

Burgos Pawlak, Marcela (AJPI)


P 35   Using Spanish in an Academic English Language Learning Environment                                              The aim of this paper is to explore teachers' and learners' beliefs and attitudes towards the use of Spanish within the context of an adult academic EFL class. We will reflect upon instances when it would be convenient to resort to L1 and will analyze the particular reasons for tipping the scales in favor of translation to foster language learning.

González, Nancy (APIZALS) with the support of Instituto Balseiro


P 36   Academic Identities in Research Articles: The Presence of 'Self' and 'The Other' through the Analysis of Stance and Voice                                                         

Starting from the concept of identity as the social positioning of self and other, this paper examines the interplay of some stance and voice devices in a corpus of Research Articles written by NES and NNES with the aim of finding out how those linguistic forms and patterns are associated with the construction of academic identities. The results of this small-scale, corpus-based empirical study were analyzed and interpreted qualitatively based on different theoretical perspectives.

Muguiro, Natalia F. (APPI)


P 37   Female Disempowerment in the Discourse of Advertising                    

The discourse of advertising pervades contemporary Western societies and has an impact on the contruction of people's self-worth and self-definition. Although advertising seems to show women as independent and self-sufficient individuals at present, a deeper analysis reveals how they are actually objectified and disempowered through the perpetuation of outmoded forms of representation of gender roles.

Ferreyra Fernández, Daniel


P 38   Cultural Awareness and Language Enhancement through Social Networks                            

The purpose of this paper is to provide insight into the use of social networks in the English classroom as tools to develop and improve language skills and to raise students´ awareness of cultural differences. Twitter and Facebook have been used to present, practice and carry out follow-up activities in a specific syllabus unit from a secondary school course. Formative assessment evidences language progress, cultural understanding and greater students' motivation as well.

Cad, Ana Cecilia & Barboza, Paola (ACPI)


P 39   Metacognition and Foreign Language Teaching: The Effects of Explicit Instruction on Transfer                                     

This presentation will explore the effects of teaching the concept of transfer and a particular metacognitive strategy to a group of L2 college students. The aim of the study was to measure the extent to which direct instruction on this subject affects the likelihood of future transfer to occur. A description of the data collected as well as of the results of the study will be presented, together with an analysis of its implications for teaching.

Vázquez, Daiana


P 40   Cultural Bonding in the 21st Century Language Classroom                                           

This paper intends to reflect the result of classroom experiences with adults at university level and with young learners at a language school. In the light of CLIL, these classroom research projects try to develop intercultural awareness.   The projects’ goals are to further develop local identity, to create bonds with other groups, to broaden learners´ views of the world around them, to respect otherness and to promote values related to cultural diversity.

Tavella, Gabriela (APIZALS) & Fernández, Carina (APIZALS) (with the support of Huellas Servicios Educativos)


P 41   Kinder 3 Goes Irish: The Experience of Bilingual and Bicultural Education at St Patrick's School                                                         

The aim of this paper is to share with the audience the marvellous experience of working at Kinder 3. Habitual classroom practices will be debriefed psycholinguistically and socio-culturally in an attempt to describe the benefits of early bilingualism and bi-cultural educations.

Viale, Florencia (APrIR)


P 42   La Inserción a un Sistema Educativo Diferente: Experiencias de Estudiantes de Intercambio Extranjeros en Escuelas de la Argentina

La presencia de jóvenes extranjeros en las aulas argentinas es un hecho que no podemos negar, pero ¿qué hacemos para incorporarlos a una dinámica educativa y cultural diferente a la suya? Además de esto, la migración interna del país hace que la diversidad cultural en las aulas exija cierta conciencia y manejo de esta realidad. ¿Cómo podemos incorporar estas diferencias culturales en el aula enriqueciendo la experiencia de todos?

Sainz, Evangelina & Sánchez, Sergio (con el apoyo de AFS Programas Interculturales en Argentina y Uruguay)


P 43   Literary Logs: From Literary Appreciations to Literary Criticism

In this paper I will argue that the writing of a literary log enhances the thinking process necessary to move from literary appreciation to literary criticism. This activity was carried out at a Teacher Training College in the southern suburbs of Buenos Aires with second year students.

Sühring, Ingrid (APIBA)


P 44   Future Teachers: Identities, Trajectories and Projections                                               

This presentation intends to communicate the findings of an investigation carried out in the context of FL teacher education in a college in Santa Fe, Argentina, with the support of Instituto Nacional de Formación Docente. The research group delved into the student teachers’ backgrounds, their trajectories in the teacher education college and their expectations as regards the teaching profession with the purpose of making a contribution to prospective curriculum reforms.

Bonadeo, Flavia (ASPI) & Ibáñez, María Susana (ASPI) with the support of INFD


P 45   Digital Identity and Teacher’s Role in the 21st Century Classroom

While the digital identity of our students and their technology related behaviour tells as much about themselves and the way they learn, we seem to ignore this valuable information to create good practices. Network society calls for a new role for EFL teachers – that of designers of ecosystems of learning, where the English class is everywhere and at any time, rather to have technology in the classroom.

Lizenberg, Nora (APIBA)


P 46   Students' Interactions through Forums in the Virtual Component of a Blended Learning Course                                     

This research is intended to analyze and interpret key factors regarding social interaction of an ESP group in the online component of a Blended Learning environment with students of Electrical Engineering at University to show how they constructed knowledge and meaning making by using technical English.  This case study accounts for the interaction process from a qualitative view through forum transcripts, field notes and an interview to report on how this community interacted.

Ochoa, Carol Anne (with the support of Universidad de Santo Tomás, Colombia)


P 47   Watering Our Cultural Roots

After having lived in the US for 10 months the Roots-Routes process can be related to our previous experience. Now, we not only teach about culture but we also share our personal experiences, prompt our students to open their minds to diversity, to reflect on many aspects of their own culture from another perspective. We enrich our classes designing activities that help learners be tolerant, embrace cultures and value their roots and identities.

Ortega, Mariana (AJPI) & Ferrara, Candelaria (AJPI)


P 48  ¿Se Puede Hablar de Oportunidades de Aprendizaje 'Intraculturales'?   

"Intraculturalidad"  como la red de conocimientos culturales compartidos que los aprendientes traen como aprendizaje desde su cultura, empezar a construir los aprendizajes significativos en la LE no tanto desde las pautas culturales establecidas e institucionalizadas, sino desde una comunidad cultural que ayude a entender la importancia de la construcción de conocimiento en colaboración, en cooperación, y no en forma tan individualista como se produce esta construcción a menudo en nuestras aulas .

Lizárraga, María Evangélica (AJPI)


P 49   Using Task-Based Language Teaching and Learning in Argentinian Classrooms

Task Based Language Teaching and Learning is one of the latest trends in communicative foreign and second language teaching and has been used all over the world for the last 25 years or so.  TBLT implies a paradigm change from the former PPP model and emphasizes the use of authentic language through meaningful tasks. I will analyze briefly its structure and strongest points such as Motivation, a Sense of Purpose and Exposure to the language.

Galiano, Liliana (APIBA)


P 50   A Multidisciplinary and Multicultural Class at University: Materials Development from 3 Different Points of View   

To cater for the needs of a multidisciplinary and multicultural group of university students I have started an on-going project of materials development. In addition to that, since I have been appointed coordinator of the language courses, I have attempted to train the teachers I work with on materials design as they teach coursebooks bound classes. I would like to analyze my experience with materials design from three perspectives: teachers, coordinator and students.

Curátolo, Carolina (APIBA)






W 1  On Becoming Interculturally Competent in English                                     

As English is used internationally to communicate across cultures, English as a foreign language (EFL) classes must take responsibility to build students? intercultural communication skills in order to prepare them to be effective speakers of English in global contexts. An important first step is to build a ‘sphere of interculturality’ (Kramsch, 1993) in the EFL classroom that promotes a healthy process of learning about cultural difference through reflection of one?s own culture. 

Kang, Joan (with the support of National Geographic Learning)


W 2   School Leadership for Success     

Do you aspire to senior leadership or even to be the Principal of a school? Recent research suggests that a school almost never exceeds the quality of its leadership.  This session will examine school leadership, current educational thinking, recent research and a case study of the journey to success of one school.

Wright, Pam(with the support of the British Council)


W 3   Information Communication Technology: Bridging geographical distances, academic and cultural gaps           

In this workshop, the presenter will demonstrate how different Web 2.0 tools can be applied to organize and deliver classes for learners of all ages and levels: from First Grade and High school to student teachers at Tertiary Level. The aim of this workshop is also to provide the participants with the knowledge that will give them the chance to eventually provide their learners with blended, extended or full virtual language training.

Suárez, María Marta (APIBA)


W 4   Technologies in the 21st Century Classrooms in the Development of a Project-Based Learning History Unit of Work.

In this workshop we will demonstrate materials and activities specially designed to apply Project-based Learning in the teaching of History in English at our school. We will also share how our students succeeded in acquiring knowledge of English and History and how they were able to develop a number of skills relying on the new technologies as their main tool for research and for the creation of their final product.                 

Rettaroli, Silvia (APIBA); Toti, Cristina & Gavilán, Mariana


W5  Shaping Our Students’ Lives

In the midst of growing concern for the preservation of childhood this workshop will talk about what is essential in any child’s life. We will discuss what schools and educators should be doing in order to meet both the needs and interests of the modern student together with the deeper values that are important for the future development of societies.  This session will include group discussion, storytelling, useful ideas and poignant reflection!

Crichton, Lucy (with the support of Macmillan)


W 6  Breaking the Vicious Circle? How Circle Work can Calm and Cure the Modern Child

The humanistic quality of circle work connects language and identities in a harmony of music, words and rhythms. For the young learner it represents unity, safety and a safe place for self-expression, offering pleasurable moments away from desks and books where language can be ‘felt’ rather than ‘thought’. As we provide children with a sense of security we are also building up self-esteem and self-expression, important qualities for the 21st century classroom.       

Crichton, Lucy (with the support of Macmillan)


W 7 Confidence Leads to Competence: Creative Activities to Develop Both Language Skills and Self-Esteem

Create a classroom climate in which real language learning can grow using creative activities that develop security, identity, belonging, purpose and competence in your students. Become more resourceful and enhance your teaching practice and your motivation balancing your classroom language routine with innovative techniques that will establish a productive and respectful learning atmosphere where all cultures and identities are considered. Come to this workshop to celebrate the differences!
Bertolini, Grace


W 8  Oppa Gangnam Style: Models of Culture in Language Teaching

What's the difference between teaching "oppa" and teaching "Gangnam style"? What do we teach about when we teach about culture? Is culture a set of facts, ideas and attitudes, or is it embedded in the language? Are we teaching culture when we teach Shakespeare? The recipe for shepherd's pie? Phrasal verbs?

Toledo, Pablo (APIBA)


W 9  Using New Technologies to Teach Language, Literature and History

Tired of old Power Points in class? Tired of carrying the CD player all over the school? Tired of heavy bags full of thick books? Let your students use their mobiles or laptops! This workshop intends to foster the use of internet apps in classes addressed to secondary students both in state and private schools. On the one hand, we will use sections of a free digital interactive novel and some apps in response to an English Language syllabus based on the state curricula. On the other hand, we will enjoy apps and tools to put into practice in their History and Literature class in which students are trained to sit for IGCSE or IB. We will also find solutions to sort out obstacles that may arise when working with varied technologies. It’s recommended to attend with mobiles or laptops preferably with internet connection but it is not a must.

Bagüez, Débora (APIBA)


W 10  Informal Writing in the 21st Century: Too Strange 4U?

When teaching informal writing at upper-intermediate level, we usually focus on grammatical and lexical accuracy, but tend to overlook the actual informality that this kind of writing entails. We will explore practical alternatives to introduce real informal language in the classroom and then apply it with the help of technological resources, such as texting, social networks and other useful tools.

Fusco, Vanesa & Córdoba, María Inés


W 11: Identity and Engagement in Language Teacher Education

This session looks at a range of approaches to language teacher education in the 21st century, from face-to-face courses through blended learning to fully online courses and asks how the roles of course tutor and course participant in the different models affect identity, and the shape and content of the course. There will be direct reference to a new, online, tutor-guided language teacher education project and its development process.

Kiddle, Thom (with the support of NILE)


W 12: Images, Language and Culture

The exploration of culture involves immersion in language and images. Images are everywhere - from websites to graffiti sprayed on city walls. This workshop demonstrates ways of using images and language in the intercultural classroom to develop ‘visual literacy’ and to promote acquisition. Language teachers have long used images to bring the outside world into the classroom, and to practise new language; this workshop suggests systematic ways of ‘reading images’ to explore familiar and unfamiliar cultures.

Corbett, John (with the support of Cambridge University Press)


W 13   Improving Writing through the Use of Visual Arts: The Blending of Two Creative Processes towards the Enhancement of Written Productions

This workshop will focus on encouraging students to overcome the typical problems they face when writing by using the powerful resource of the visual arts as an effective tool to boost creativity and self-confidence. It blends the four main skills and students’ specific needs in an integrated fashion paying special attention to the development of effective writing.

Frascino, Vanessa (ACPI)


W 14   Introducing Local Cultural Content to Enhance English Language Learning in Secondary School 

This workshop aims at exploring oodles of teaching ideas based on the use of local culture content to enhance English language learning in secondary school. In this session, participants will analyze as well as design a series of tasks in which students are invited to share what they know about their local reality, expand their previous knowledge about their own community, and put all that into English.

Carlassare, Jorgelina


W 15   Practical pronunciation

Pronunciation teaching has taken a one-size-fits all approach, based on ‘standard’ Received Pronunciation textbooks for too long. Dialect coach Helen Ashton will question the position of RP, and argue that the goals of pronunciation teaching ought to be considered on a case by case basis, and tailored to meet students’ needs. Drawing on her training as a voice coach, Helen will demonstrate that speech is a physical act – speech sounds are formed by muscles of the mouth and breathing system. These muscles develop habits, which enable us to easily, habitually speak with our own accents. In order to pronounce English speech sounds differently, these muscles need to be trained to move differently. Helen will introduce you to techniques that enable this, as well as presenting a hierarchy of goals for a systematic approach to pronunciation teaching. In this seminar she will highlight the deal-breakers, quick fixes and basic anatomy that EFL teachers need to know to help develop students’ clarity and fluency, rather than training them to speak verbatim RP.

Ashton, Helen (with the support of the British Council)


W 16  A World of Difference: An Anthology of Short Stories from Five Continents: “Martha Martha” by Zadie Smith and “Storm Petrel” by Romesh Gunesekera  - Presented by APIBA Literature SIG / Reading Group

The APIBA Literature SIG / Reading Group invites readers to explore two short stories from A World of Difference. An Anthology of Short Stories from Five Continents: “Martha Martha” by Zadie Smith and “Storm Petrel” by Romesh Gunesekera. The aim is to look into what displacement, social and linguistic alienation and the expression of a sense of “otherness” are like and to be reminded of Salman Rushdie’s thirty-year-old dictum: “The Empire writes back” and Frank O’Connor’s “intense awareness of human loneliness”.

Corino de Weber, Cecilia (APIBA); Cuello, Mónica (APIBA) & Masutti, Sofía (APIBA)


W 17   L1 and L2 in EFL Lexical Development: Happy Marriage, Marriage of Convenience or Divorce?                                     

Research has shown that the L1 constitutes a point of reference and that it plays a scaffolding role in the construction of the L2. Although the L1 can be used as a resource to make vocabulary learning more efficient, EFL coursebooks seem to assign it a marginal role. In our presentation we analyze the involvement of the L1 in vocabulary learning in elementary EFL coursebooks, propose new roles for the L1 and show sample activities.

Villanueva de Debat, Elba (ACPI) & López Barrios, Mario (ACPI)


W 18     Interculturality in a Beer Can

The participants will get involved in hands-on activities based on songs, videos, pictures, commercials and realia that will take them through a variety of practical ideas on how to foster intercultural competence in the English as a Lingua Franca classroom.  The presenter will guide the participants through a field of critical thinking on several topics to unveil intercultural issues, and will revisit some possible steps to plan intercultural projects following the ‘iceberg theory of culture’.

Greco, Rosana


W 19   The Mindful, Soulful and Joyful Teacher

In order to appreciate and profit from the diversity our classrooms provide us with, we teachers need to be present in our minds, bodies and souls. Apart from the knowledge of the subject we teach, we need to develop qualities of heart and mind and observation and communication skills that are not simply a question of good will. They also require some training, reflection, and awareness.                                      

Szmuch, Laura


W 20   Exploring Identity and Culture through Creative Tasks and Technology                     This workshop aims at showcasing and discussing different ways in which creativity and technology can be used to explore identity and cultural diversity issues. A brief theoretical framework of culture and identity will be followed by practical advice on how to develop creative tasks using technology. Examples of such tasks and projects done by students, including the tools used, will be showcased to demonstrate how they can be introduced into different contexts.

Saumell, María Victoria


W 21   Do, Re, Mi: The Sound of Music in Our Classrooms

Presented by APIBA Methodology SIG

Music can open pathways to the learning of a second language and to the fostering of multicultural integration.   It is highly memorable and motivating, it can improve cognition and creativity, and it is also an important part of students’ lives.  We would like to share with the audience a set of music-related tasks that have proved effective in the classroom either in developing language acquisition as a whole, or in celebrating multicultural diversity more specifically.

Yermos, Nibia (APIBA); Paradiuk, Andrea (APIBA) & Larrosa, María José (APIBA)


W 22   Story-Telling and Identities in the EFL Classroom                                              

We will explore the diverse routes to implement storytelling in the classroom. We will compare Paivio’s Dual Coding Theory to the techniques applied when telling a story in a foreign language. We will work on the creation of visual, auditory and haptic scenes by the storyteller and the transfer of imagery to the audience. We will also work on the inclusion and manipulation of puppets and props to enhance the storytelling event.

Parano, Fabiana (APIBA)


W 23    Exploring Intercultural Language Education from a Multidiscipline Perspective                                              

Intercultural approaches to language education are multi and interdisciplinary in themselves, drawing, as they do, on methodologies that originally pertain to the field of anthropology, e.g. ethnography. This workshop explores ways in which Intercultural language education can grow as it works together with teachers, researchers and professionals from other fields.

Sardina Kuchen, M. Eugenia; Montes, Rocío & Assenti del Río, Andrea (with the support of Home Intercultural Learning)


W 24    Exploring the Fun Side of Using English and Spanish in Class                                        In this workshop, I will share very practical activities illustrating how Spanish and English coexist in today’s learning scenario and how they can interact in class in a fun way. The use of carefully designed activities can help students raise awareness on aspects such as translation, humor and culture, literal translation and slang-uage from movies, songs and TV shows. Both English and Spanish will be used throughout the presentation.

González, Gustavo (APIBA)


W 25   Women in Texas

The participants will get involved in hands-on activities based on songs, videos, pictures and realia that will take them through the biography of several women in Texas history and culture. The presenters will guide the participants through a field of critical thinking to unveil intercultural gender stereotypes and cross-cultural issues, will recall the possible steps to plan intercultural projects following the ‘iceberg theory of culture’. 

Greco, Rosana; Monserrat, Liliana (APPI) & Paz, Marcela


W 26  Una Carrera de Obstáculos: Adultos de Nivel Elemental Aprendiendo uan Lengua Extranjera en Clases Numerosas 

A la hora de aprender una lengua extranjera, los adultos tienen necesidades diferentes a las que tienen niños y adolescentes. La inhibición, la ansiedad, la urgencia, la grupalidad y la amenaza de pérdida de identidad al hablar otro idioma son  vallas que alumnos y docentes deben sortear en el proceso. En este taller vamos a analizar estas dificultades y proponer estrategias para llegar a la meta, a pesar de  los obstáculos.

Casco, Mady (APIBA)


W 27 Back to Basics: Giving Feedback to Avoid Cultural Misunderstandings in ConversationFluency based approaches like TBL or Dogme ELT emphasize the importance of learners' production. Teachers always get learners to talk but are our students improving? Are they aware of the mistakes they systematically make? This workshop aims to provide teachers with tools to help students become aware of their own spoken production and the areas that cause misunderstandings and the importance of giving feedback and successful post-task stages to reformulate areas to work on.

González Brandi, Natalia


W 28    Opening Doors to Writing

Writing is often perceived as a daunting task by some of our learners who are sometimes reluctant to engage in writing tasks and also feel frustrated.  However, if we open the right doors by taking into account their needs and preferences, students will become more involved and will succeed in producing more meaningful texts. The aim of this workshop is to provide a wide range of strategies that can help us reach this goal.

Bain, Vanessa (APIBA)


W 29 Gender-Friendly Strategies to Enhance Learning
There are substantial cognitive gender differences that can make a considerable impact on how boys and girls approach learning. At the same time, we are aware that society determines what boys and girls can do, which can give them confidence to persevere or convince them they should not even try.  This workshop will provide insight into those differences, and introduce strategies and tools for teachers to make their classrooms more welcoming to boys and girls.
Martino, María Gabriela


W 30 A Connected Educator in Progress: Building Cultural Bridges Between People by Opening Yourself and Your Classrooms to an Ever-shrinking Networked World

For all of us, teachers of English, English means many things.  In this workshop I intend to put forward how this meaning shifted for me as I gradually incorporated webtools to my teaching practice and started interacting with other likeminded teachers over the internet.  By reflecting on this process I hope to encourage other teachers to take the leap of faith into the 3.0 web pool.

Colussa, María del Carmen


W 31  Developing Spheres of Interculturality through Performative Activity

SLA can better be regarded as performative activity than as naturalized acts of speech production by extending the natural activity of childhood play into the language classroom. In this way, SLA is made more palatable and productive. A little theory and lots of practical experience will show participants how knowledge is embodied  in creative processes and rooted in a world of lived sensorial experiences.

Hillyard, Susan


W 32  Games in the Bilingual Class

We will explore how children learn through play and how physical, social, intellectual, emotional and language development are enhanced by using games in class. We will show you plenty of ideas for card and board games, revision games and games with movement. This will be a very practical workshop full of great ideas to apply in your class as from tomorrow!

Monté, Nylia E.


W 33  Kamishibai: The Art of Japanese Story-telling in Your English Class

The participants will listen to Japanese stories told within the KAMISHIBAI art of storytelling. The presenter will share some basic tips for this kind of storytelling and invite the participants to reflect upon the importance of introducing new ways of storytelling and  immersing students into another culture and literature. This workshop let its participants have a holistic experience that can be later shared with their students in order to open their minds to different worlds.

Ansaldo, Matías (APIBA)


W 34  Improvisation as a Teaching Tool: A Route to Success

In this workshop, participants will explore a dynamic, experiential approach to teaching, in which Improvisation becomes a medium through which any life experience may be explored, with a focus on content. Students and teacher work together to create fictional worlds that provide meaningful and engaging contexts. Different disciplined Improvisational activities and techniques will be presented and experienced as a multi sensory teaching tool to promote real communication and deep learning.

Molla, María Fernanda


W 35  What? Write a Test? Me? But I Have No Idea!

This workshop aims to demystify the seemingly problematic ‘science’ of writing tests that are valid and reliable, showing how by judiciously applying some techniques and strategies classroom teachers can write test items that are appropriately constructed, and at a level relevant to the students’ ability. We shall take the CEFR as our reference point, and look at different test types in the context of the different skills, critiquing sample test items as we go along.

Eayrs, Martin


W 36   Free Professional Development for the 21st Century Educator

It is of crucial importance for all professionals to keep abreast of changes, and educators --mainly teachers of English, who are fortunate to have myriads of online alternatives for professional development-- will find in this workshop the chance to evaluate many annual conferences, social networks and communities of practice which will be mentioned, as attendees share their views and experiences using them in their own personal contexts.

Zeinstejer, Rita (APrIR) & Jennifer Verschoor (APIBA) (with the support of SBS Argentina)


W 37 Grouping Together

This practical workshop explores the challenges to group work in class, particularly due to the influence of technology and its effects on the functioning of our brains.  Students are increasingly conditioned by virtual worlds which seem vastly different to our schools.  Nevertheless, the classroom is an important space in which to acquire life skills.  We will see techniques to enhance focus and attention, integrate groups, develop thinking skills and maintain an open mind for learning.

Szmuch, Laura & Duncan, Jamie


W 38   Design 21st Century Schoolwork that Breaks the Barriers of ICT Instrumentality

Would you like to design meaningful learning enhanced with ICT? Let me share my experience as a teacher educator and an instructional designer and leave this workshop with both resources and strategies to be used beyond the instrumentality of ICT and the opportunity to rethink your lesson plans so you can design effective T.E.L.L. (technology enhanced language learning) schoolwork your students will want to do.

Rosetti, Gonzalo (APIBA)


W 39  Apps that Support and Enhance the Value of Twitter as a Professional Development Tool

As the major promoter of Microblogging, Twitter can help educators in many ways. It can help develop fluency in written and oral skills; students could learn how to focus on what they say with more precision through tweeting themselves; teachers can differentiate and help to reinforce what they have introduced in their classrooms.  In this presentation all Twitter features will be highlighted and some applications that can enhance its value will also be introduced, as the audience participates actively with ideas on how to integrate them into their classes.

Zeinstejer, Rita (APrIR)


W 40 La Comunicación Intercultural

Estudios demuestran que para lograr una completa comprensión de un idioma debe haber una comprensión amplia de la cultura del lugar al que pertenece este idioma. ¿Sucede lo mismo con una segunda lengua enseñada o aprendida en las aulas? La comprensión de los diferentes estilos de comunicación es clave para el entendimiento entre las culturas y complementa al aprendizaje de un idioma.

Sainz, Evangelina & Sánchez, Sergio (with the support of AFS Programas Interculturales en Argentina y Uruguay)


W 41  Giving Students a Voice by Exploring Identities

The aim is to promote our students’ exploration of their and others’ identities: classroom oral interaction to maximize learning opportunities, using literary and non-literary texts to reflect on their cultural perspectives, values clarification activities, and using concrete lessons whose purpose is the exploration of diverse cultural manifestations. By strengthening learners’ sense of identity, we’ll be fulfilling a higher purpose: to give students a voice, and prioritize the affective domain of their experience in English. 

Lizárraga, Carlos


W 42 Technology Enhances Teaching Provided You Know How to Use it!

Universal fact: None of us like spending long hours creating materials for our classes. We are constantly struggling to optimize our time. We will show you how to make the best out of the most useful and trendiest web tools out there. You will not just get a bird’s-eye view of a couple of websites - you will get the full tour.
Córdoba, María Inés & Fusco, Vanesa


W 43  Making TBL Visible

Suggesting an exploration of competencies for 21st century learning, the workshop illustrates the importance of visual literacy, defined as the ability to interpret images as well as to generate images for communicating ideas and concepts through a teaching proposal that promotes the development of learners’ visual skill. Task-based learning (TBL) which concentrates on carrying out tasks is redefined when highlighted by the insertion short films in its different stages.

García, Aurelia (APPI) & Frank, Carolina (APPI)


W 44  Digital Literacy

After attending this workshop attendees will be ready to implement a new paradigm that integrates four literacy groups across the curricula. We will discuss the integration of hypertexts in our English classroom and the importance of helping learners develop their creative and innovative abilities. A variety of ways in which technology can be used for learning in the classroom will be demonstrated using language literacy, connection literacy, information literacy and remix literacy.

Verschoor, Jennifer (APIBA)


W 45  Initial Stages in a Narrative View on Planning a Unit of Work

Inspired in Bruner´s narrativity, we will seek to conceive the plan for a unit  as a story to be told. We will attempt to show an alternative path to planning from a narrative view, based on Burke´s pentad for the analysis of dramatism. Planning may pose a challenge for trainers, coordinators and teachers trained before the Post-method Era. We will reflect on usefulness of this innovative approach for the 21st century classroom.

Casamassina, Myrian (with the support of AEXALEVI)


W 46  "Who We Are" – Empowering Teachers and Learners to Explore their Identities

What’s in store for teachers who decide to help their learners explore their sense of identity and belonging? Is this just another “ordinary lesson”? Or may the process bring about a renewed sense of identity not only for the students but also for the teachers themselves? Let’s learn from the experience of several English teachers who took the plunge and got their high school classes registered for an international collaborative project to explore multiculturalism!
Baya, Gladys (APIBA)




Good Practice Stories: Teens

Coordinator: Rettaroli, Silvia (APIBA)


GPS 1  Recreational Reading in the Secondary School Classroom: Accounts of a Promising Project

The Good Practice Story that I intend to share with the audience involves a reading for pleasure project I carried out in a secondary school. Students were encouraged to select their own books and were guided through the process of acquiring the habit of pleasure reading. This experience has shed positive light on motivation, autonomy and identity. It would seem to lend support to the idea that recreational reading contributes to the development of bilingualism.

Aza, Laura (APIBA)

GPS 2  Empathic Writing in Literature: A Path towards Interculturality and Bilingualism
In the 1980’s, scientists believed that our brain structure mostly developed during childhood. Nowadays, research has proved the opposite: our brains act and react in constantly-changing ways all through our lives. This revolutionary conception of our minds as ever-changing, known as neuroplasticity, has affected the way in which we conceive language acquisition and the path towards bilingualism. Literature offers itself as a bridge between the language and our students’ ability to learn through empathy.
Gambarrutta, Ivana (APIBA)


GPS 3 Two Languages, Insects and a Remote Microscope: How Do They Match?
The presenter would like to share how the remote use of a microscope by means of netbooks in a biology class can mean learning how to formulate questions and read in real time. This class was carried out at a secondary agrarian school in combination with the University of Illinois. Two teachers worked on the project and the outcome was successful.
Benson, Silvia


Good Practice Stories: Young Learners

Coordinator: Rettaroli, Silvia (APIBA)


GPS 4  Teaching English in Kindergarten: Challenging my Knowledge, Reinforcing my Beliefs

Teaching English in kindergarten is a challenge. Most teachers do not have the proper instruction to do it. Along the Good Practice Story I will attempt to show how I discovered the effective practices that work at kindergarten. Most of the resources that resulted effective were those which I enjoyed as a child. But of course, this is not enough: we also need love which everyone can understand in any language.

Pérez Peña, Lucía (APIBA)


GPS 5  Showing and Watching Reading

Advocates of Whole Language Education emphasize the idea that learners and learning are not passive, but active. Learning can be more effective when learners work with whole natural language and not pieces of it. Learning is meaningful and more memorable when students become involved and responsible for their actions. Within this framework, reading is fundamental because through it, skills can be taught in context.   Language is used to show and share what they have learned.

Dagnino, Cecilia Isabel (APIBA)


GPS 6  Olympics in the Classroom

The students learnt about different sports, countries and things related to the Olympic Games using EFL as a means to learn about a specific content. They could also practise and improve their skills since this same project integrated the four skills.

Lopardo, Silvana (APIBA)


GPS 7  Kamishibai: Relato y Reflexión sobre un Proyecto de Literatura Japonesa en Inglés con Alumnos de Temprana Edad

La presente exposición narra un proyecto de aula centrado en el Kamishibai (Arte de narración tradicional en Japón).  El expositor explicará en qué consiste el KAMISHIBAI, seguido de una breve descripción del presente proyecto con alumnos de inglés de temprana edad. Finalmente invitará a los participantes a reflexionar sobre la importancia de darles a nuestros alumnos la oportunidad de encontrarse con otra cultura a través de la literatura.

Ansaldo, Matías (APIBA)



Discussion Groups


DG 1 Remixing, recontextualizing and going multimodal. New horizons for the literary?
The ongoing development of ICTs and their use to produce literature (by either recontextualizing or remixing classical printed texts or by producing new ones) are the central concerns of this discussion group. The presenters will challenge the long standing hegemony of the book and the written text and will argue that as current generations of students are entering the classroom having had years of “screen time” it is absolutely necessary to reconsider traditional teaching practices.
Amez, Mariel (APrIR); Ferradas, Claudia (APIBA) & Hasbani, Yael (APIBA)


DG 2: L1, L2, LX + C1, C2, CX: Posibilidades de Interacción en la Enseñanza de Lenguas-Culturas Extranjeras

En esta presentación abordamos tres temas relacionados con la interacción entre las lenguas y culturas propia(s) y extranjera(s): el rol de la lengua materna (L1) vinculado a la identidad de los estudiantes; el rol de la L1 en particular en la adquisición del vocabulario de otras lenguas; y partiendo de allí, conceptualizaciones actuales sobre la educación en lengua extranjera que incluyen la noción de educación ciudadana intercultural.

Villanueva de Debat, Elba (ACPI); López Barrios, Mario (ACPI) & Porto, Melina (APIBA)


DG 3: The ELT Crystal Ball: A Glimpse into the Future of Language Teaching and an Example of Where It’s Already Happening

How will ELT change over the next few decades?  Books will be replaced by digital materials.  Teaching will be offshored, just like banking has been, to Asia and Eastern Europe where the quality is high but costs are lower. Teachers will be facilitators rather than a source of knowledge and information. Content will be held on learning management systems where students and teachers can upload materials and take online tests. Teaching may even be done by robots or avatars. Much of this is already taking place in Uruguay where the Plan Ceibal project is promoting the wider use and learning of English in primary schools. The challenge now is to expand what is working well on a small scale to cover the entire country.

Woods, Paul & Madera, Gabriela (APIBA) (with the support of the British Council)



Digital Posters


Digital Posters will be displayed on Friday 27 & Saturday 28 September during the morning & afternoon coffee breaks: DP 1 Room B; DP 2  Room E; DP 3  Room F


DP 1 ¿Están los Profesores de Inglés Preparados para Diseñar Materiales para Entornos Virtuales de Aprendizaje?

 Presentamos una experiencia en la que convocamos a profesores de idioma inglés para el diseño de materiales para el entorno virtual. A pesar de la intensa capacitación específica que realizaron los profesores para llevar a cabo la tarea, a lo largo del proceso de diseño surgieron problemas que requirieron distintos tipos de intervenciones para su solución.  Compartimos los desafíos y  las estrategias para superarlos.

Trabaldo, Susana


DP 2  Break the Cage – Teaching Quest

This poster presentation aims to unfold a one year creative process in which a quest to liberate a wire woman inside a cage proved to be a very effective teaching strategy. Participants will be able to watch the process step by step, following Kolb’s 'cycle of learning', in which, concrete experiences'  lead to 'observations and reflections' that are assimilated into 'abstract concepts' which can be 'actively tested' creating new experiences and activating deep learning.

Molla, María Fernanda


DP 3  Matching Needs and Materials: A Case of English in ‘Grado de Nivelación’ C.A.B.A.

The poster describes the match made between students’ literacy and cognitive needs in the first year of a ‘grado de nivelación’ in the city of Buenos Aires. Designing the materials for groups with specific needs is a challenge EFL teachers must be able to meet. In this spirit, we will try to share a case where this challenge was faced and solved to a certain extent.

González, Marina




Publicado en FAAPI13