Jul 23, 2016 - SantÃsima Concepción âDeveloping Writing Skills through. Collaborative Work .... Room A605: Juan Cuev
XIV International Conference
“ELT: Where are we now? Where are we going?” July 22/23 - 2016 Universidad San Sebastián Bellavista
Conference Programme www.iateflchile.cl
Some useful notes: • Parallel plenaries are offered simultaneously at certain times, you should choose one of these to attend (either in the Aula Magna or Auditorium). • For security reasons, you are expected to keep your nametag on you at all times. If you loose your nametag you can ask for a new one at the registration desk. The cost of getting a new nametag is $8.000 chilean pesos. • Assistants will be in key areas to guide you. • Arrive at your Conference Room on time. • Turn off your mobile phones, or set them in silent mode during all sessions. • Please, please… avoid side-talking. • Please, locate the emergency exit closest to you. In the improbable case of a fire or earthquake, please remain where you are and await instructions from security personnel. • Don't leave personal belongings unattended. If you come from other city or country, you can leave your luggage in room A-601. • Certificates will be delivered in digital format by email after the conference. Make sure you wrote your name as you want to appear on it. • All programs (online/printed) are subject to last minute alterations in the event of unforeseen circumstances beyond our control. We respectfully request your consideration and understanding should this occur. If there is any change, we will publish the new information on the boards disposed next to the registration desk.
XIV International Conference “ELT: Where are we now? Where are we going?” 22 & 23 of July, Universidad San Sebastián-Campus Bellavista, Santiago
Conference Programme Day 1 Friday, July 22, 2016 08:30-09:00 09:00-09:15
09:15-10:15
10:20-10:50 11:00- 12:00
REGISTRATION – CENTRAL HALL OPENING CEREMONY - AULA MAGNA - Welcome words by IATEFL Chile’s President Thomas Connelly - Welcome words by Universidad San Sebastián authorities Opening Plenary - Aula Magna Scott Thornbury - IATEFL Chile "Communicative language teaching: Forty years on" BREAK SESSION 1 Auditorium: Graeme Harrison - Cambridge English “Do the Write Thing: The positive impact of writing assessment on communicative language learning” WK/EA/AL Room A602: Theresa Saint John - Universidad Católica de la Santísima Concepción “Pre-service Chilean EFL Teacher Perceptions of the Final Practicum Experience” - RO/EXP/TER Room A603: Anne Westmacott – Universidad Chileno-Británica “Encouraging Vocabulary Register Use – Why? (And How?)” RO/AA/SEC&AD Room A605: Mercedes Foligna – Universidad Nacional Tres de Febrero, Argentina “Lowering Affective Filter in Secondary School Students at State Schools” RO/AA/SEC Room A701: Daniela Avello “English World: a vocabulary teaching methodological proposal based on CLIL” - RO/AA/PRI Room A702: Annjeanette Martin – U. de los Andes “Promoting Active Discussion through ‘Hevruta’: An Action Research Project”- RO/AA/AL
Room A703: Evelyn del Valle – Universidad Autónoma Temuco “Teaching strategies for students with special needs” RO/AA/AL Room A705: Héctor Vega – Universidad Católica de la Santísima Concepción “Developing Writing Skills through Collaborative Work Mediated by ICTs”- PO/AA/AD
12:10-13:10
13:20-14:20 14:30-15:30
SESSION 2 Auditorium: Thomas Keller “What Do We Want From English” RO/EXP/AL Room A602: Malba Barahona & Ximena Ibaceta – PUCV “Enhancing collaboration in learning to teach EFL” - RO/AA/AD Room A603: Benjamín Cárcamo – PUCV “The Assessment of the Autonomy of Foreign Language Learners” - PO/AA/SEC&AD Room A605: Silvia Rettaroli & Mariana Gavilán - Newlands School, Argentina “Project-based learning: enhancing students’ skills and knowledge in the 21st century English classroom” PO/AA/SEC Room A70: Claudio Albornoz & Constanza Vásquez – Universidad Chileno-Británica “Speaking Activities: Difficulties and Strategies of EFL School Teachers” - RO/AA/PRI Room A702: Cristiane Perine & Fernanda Rivas - Federal University of Uberlandia/Federal Institute of Triangulo Mineiro, Brazil “Feedback practices in a distance English teacher education course” - RO/AA/AL Room A703: Pablo Demarchi - IEC – CityCollege, UK, Argentina “Drag Your Students’ English Pronunciation to the XXI Century” WK/AA/AL Room A705: Paula Ross & Francisca Gallegos - English UC “8 reasons why not only teaching practices impact learning outcomes” - RO/AA/AL LUNCH BREAK Plenary 2a – Aula Magna Paul Seligson - Richmond "Hooking English: using song lines to build on existin knowledge” Plenary 2b – Auditorium Lisa Peter – British Council Chile "Shakespeare in the Language Classroom"
15:40-16:40
16:45-17:45
SESSION 3 Auditorium: Christopher Vasiliou - MM Publications “Alone we can do so little; together we can do so much.” - WK/AA/AL Room A602: María Antonieta Hidalgo “English Teaching in Chilean English Teacher Training Programmes” -RO/AA/AD Room A603: Mauricio Véliz-Campos “A Need for Interrogation of TESOL Systemic Structures and Practices” RO/EA/SEC&AD Room A605: Astrid Campos & Mónica Cardenas - Pontificia Universidad Católica de Valparaíso “The listening challenge: helping L2 learners comprehend with transcripts” PO/AA/SEC Room A701: María Jesús Inostroza “Teaching English to Young Learners: experiences from Chilean classrooms” RO/AA/PRI Room A702: Joaquín Triandafilide –Britcham “Memory, Retention, and Learning: How the Brain Works” - WK/AA/AL Room A703: Daniel Guim “Tapping Into Your Students’ Prior Knowledge and Creativity” - WK/AA/AL SESSION 4 Auditorium: Luciana Fernández - National Geographic Learning “What does being literate in the 21st century mean?” - RO/AA/AL Room A602: Erickzon Astorga – UMCE “What aspects in improving speaking skills should teachers of English focused on considering a TEFL context?” - RO/AA/AD Room A603: Alicia Páez & Carmen Montes – UDP “Promoting pedagogical content knowledge at the UDP ELT program” - RO/EXP/TERC Room A605: Diego Muñoz & Carmen Briceño – Universidad Católica del Maule “Exploring Ways to Improve teaching knowledge transferability: Current challenges” RO/EXP/AD Room A701: Silvia Rettaroli & Viviana López - Newlands School, Argentina “Bringing the World into the Classroom: an Innovative Global Project” - PO/AA/PRI Room A702: Antonio García – ICHN “Concept Checking Questions: Why Use them in The Communicative Classroom” - WK/AA/AL
17:50-18:20 18:30-19:30
Room A703: Michael Leitch – AMCO “Visible Thinking: Activating Complex Thinking in the English Classroom” WK/EA/AL Room A705: Ignacio Rojas “Compelling and Energising, Calm and Relaxing: Resources for a Virtuous Complex” - WK/AA/AL BREAK Plenary 3a – Aula Magna Jeremy Harmer – Helbling Languages "Back between the covers: should coursebooks exit in modern age?" Plenary 3b – Auditorium Lucrecia Prat-Gay – Oxford University Press "Promoting the 3C´s: creativity, curiosity and cooperation in our classrooms"
19:30
End Day 1
• TYPE OF PRESENTATION: WK=Workshop / RO=Research-Oriented Presentation/PO=Practice-Oriented Presentation/PS=Poster Session • KIND OF AUDIENCE: EA=experienced audience/IE=inexperienced audience/AA=all audience • FOCUS ON: PRI=primary teaching/SEC= secondary teaching/AD= adult teaching/TER=terciary/AL=all levels
Day 2 Saturday, July 23, 2016 08:30-09:10 09:15-10:15
10:20-10:50 11:00- 12:00
12:10- 13:10
REGISTRATION – CENTRAL HALL Plenary 1a – Aula Magna Claudia Ferradas – Trinity College London "Ourselves in English: focusing on identity in language teaching" Plenary 1b –Auditorium Paula Rebolledo – RICELT "Red Hot Chile TEFL: An evidence-based approach with local flavour" BREAK SESSION 1 Auditorium: María Leonor Corradi – Pearson “From ELT to ELL: the Paths of Teacher Education” - WK/AA/AL Room A602: Ángel Bonilla - Macmillan Education “Employability Skills: Preparing Students for the Market Needs” WK/AA/AD Room A603: Amalia Ortíz de Zárate & Andrea LIzasoain “The Project Spanglish Theatre en tu Colegio 2012-2015”RO/AA/SEC&AD Room A605: Kewlani, Rodríguez, Villagrán, & Sato “Peer interaction training in video-based synchronous computer-mediated-communication” - RO/EA/AL Room A701: María Elena Ramírez - Books and Bits “SHORT AND SWEET 2.0” - WK/AA/PRI&SEC Room A702: Lucrecia Prat-Gay – Oxford University Press “BOOKS as BRAINY tools to teach universal Values and critical thinking” - WK/AA/AL Room A703: David Solsona – Felipe Mora – Grupo Educativo Inglesa “Managing a coursebook successfully to improve learning” - WK/AA/AL Room B304: Margarita Aguayo & Pablo Jara – Universidad del Bio Bio “Socrative as a Feedback Tool as Part of a Flipped Learning Model” - WK/AA/AL SESSION 2 Auditorium: Michael Leitch – AMCO “Maximizing time through effective planning” - WK/AA/AL Room A602: Paul Kearney “In-House Teacher Translator: A Necessary Professional” - PS/AA/AD
13:20-14:20 14:30-15:30
Room A603: Carlos Reynoso - Universidad Nacional del Litoral, Argentina “Crossing Borders: From Critical Theory to the ELT Classroom” - RO/AA/SEC&AD Room A605: María Laura García - IES EN LENGUAS VIVAS “JUAN R. FERNANDEZ”/ISP DR.“JOAQUIN V. GONZALEZ”, Argentina “Digital content creation in initial teacher training” PO/EXP/SEC&AD Room A701: Mark Briesmaster – Universidad Católica de Temuco “University teacher trainers need to go back to school!” - RO/AA/AL Room A702: Derek Straat - US Embassy Fellow “Verb Tenses Live: teaching kinaesthetically in the cell phone era”-WK/AA/AL Room A703: Nicolás Dantaz, Uruguay “To CLIL or not to CLIL that’s not the question!” - WK/AA/AL Room B304: Juan Molina “MALL: Ideas to teach vocabulary with a Mobile Application and videos based on the New General Service List” - WK/AA/AL LUNCH BREAK Plenary 2a – Aula Magna Scott Thornbury – IATEFL Chile Plenary: Fossilization: is it terminal, doctor? Plenary 2b – Auditorium Paul Seligson – Richmond "Latino-friendly pedagogy – at last!"
15:40-16:40
SESSION 3 Auditorium: Laura Lewin, Argentina “The Caring Classroom” WK/AA/AL Room A602: Brandee Marie Strickland – Universidad de Concepción “Writing for the (Virtual) Other: Exploring Bakhtinian Intertextuality within Online Language Exchanges” RO/AA/AD Room A603: Angie Quintanilla - USS Concepción “How do pre-service teachers correct errors in writing?”- RO/AA/SEC&AD Room A605: Juan Cuevas – UBO “What are you APP to? Spicing up your classes with ICTs” - WK/AA/AL Room A701: Cecilia Bastías & Alejandra Torres - USS Concepción “Reflective E-Portfolios in the English Pedagogy at
San Sebastian University” -RO/AA/AL Room A702: Jorge Rosales - Universidad Católica de Temuco “Befriending Technological Learning Distractors: Positive Outcomes Using Applications and Games” - PO/AA/AL Room A703: Fernando Verdugo - Universidad Autónoma “A Descriptive and Correlational study about Language Teaching Strategies” - RO/AA/AL Room A705: Yasna Yilorm & Pedro Yáñez – UACH “Playful didactic strategies towards the development of EFL students’ personality” - RO/AA/AL
16:45-17:45
17:50-18:20 18:30-19:30
19:30-20:00
SESSION 4 Auditorium: Martha Epperson & Claudia Bustos “Two Steps Forward: Welcoming Mistakes in the Classroom” - WK/AA/AL Room A602: Laura Lewin, Argentina “The Leadership Challenge- a workshop for English coordinators!” - WK/AA/AL Room A603: Gracielle Pereira(PUC) & Rachael Jiménez-Lange (U.Talca) “Moving Towards Student to Student Feedback on Written Work” - WK/AA/SEC&AD Room A605: Adrian Barnes – ICHN “Top Ten Tactics for Tackling International Tests” - WK/AA/AL Room A701: Juan Careaga “English and the Linguistics Paradigms in Chile – An Exploratory Introduction” - RO/EXP/AL Room A702: Erick Aravena & Gabriel Morales “The whys and hows of anxiety in the English classroom” - RO/AA/AL Room A703: Jorge Correa “The B.R.A.I.N Learning-Teaching Model: Five Educational Tenets Derived from Neuroscience” RO/AA/AL Room A705: Juan Pablo Moro - Wold Studies “Presentación Comercial” - PS/AA/AL BREAK CLOSING PLENARY- AULA MAGNA Jeremy Harmer – Helbling Languages "The grammar catchers: how students get language from the air" CLOSING CEREMONY - AULA MAGNA - “Shakespeare in Song: a Musical Recital by Jeremy Harmer" - Closing Statement by IATEFL Chile’s President: Thomas Connelly. - Raffle.
Plenary sessions
Scott Thornbury I’m a teacher and teacher educator, with over 30 years’ experience in English language teaching, and an MA from the University of Reading. I am currently Curriculum Coordinator of the MA TESOL program at The New School in New York. My previous experience includes teaching and teacher training in Egypt, UK, Spain (where I live), and in my native New Zealand. My writing credits include several award-winning books for teachers on language and methodology, as well as authoring a number of papers and book chapters on language and language teaching. I am series editor for the Cambridge Handbooks for Teachers (CUP). I was also the co-founder of the dogme ELT group (see Articles). And, currently, I am an associate of the International Teacher Development Institute (iTDi), an online campus dedicated to teacher development. Opening Plenary: Communicative language teaching: Forty years on It is 50 years since Dell Hymes first coined the term ‘communicative competence’ and it took only another
ten before the concept became the foundation of a new approach to second language teaching. Forty years on, where is the communicative approach? Are the goals of language teaching still communicative competence? If so, what happened to the idea that ‘you learn to communicate by communicating’? In this talk I shall review the core concepts that inspired CLT, and trace how they were developed and then – through want of a coherent learning theory – abandoned. Betrayed, even. I will argue that it is well past time that we revisited the foundational principles of CLT and argue that there are now good grounds – including a coherent theory of learning (or two) – to rehabilitate it. Plenary: Fossilization: is it terminal, doctor? It’s a truism, perhaps, that many learners reach a ‘plateau’, beyond which no amount of instruction or use seems able to budge them. Are there any (psycholinguistic, sociolinguistic) grounds for believing that this so-called fossilization is terminal? Based on my own experience of attempting to kick-start my fossilized Spanish, I will look at the role of such factors as classroom instruction, extensive reading, vocabulary memorization and real language use as possible antidotes to ‘arrested development’ in a second language.
Jeremy Harmer I am a writer of books in the field of English Language Teaching. These include Methodology titles, course materials, and learner literature (often called graded readers). I am a frequent presenter, seminar leader and teacher both in the UK and, more frequently, around the world. I hold a BA in English Literature from the University Of East Anglia, UK and a Masters in Applied Linguistics from the University of Reading (UK). As a teacher and trainer in the field of English Language Teaching (ELT) I have worked for International House, London, Eurocentre Bournemouth, Anglia Ruskin University, Cambridge, the Bell School, Cambridge, and at the Instituto Anglo Mexicano de Cultura (in Mexico DF, Ciudad Satellite and Guadalajara – where I was branch director for four years). The IAMC is now part of The Anglo Foundation. Currently I work as an online tutor for the MATESOL at The New School, New York.
Plenary: Back between the covers: should coursebooks exist in a modern age? Coursebooks are under attack from many different directions: the digital world which threatens to engulf them; their one-size-fits-all pedagogy; their relentless gramar syllabuses; and their lack of ‘unpluggedness’. Coming back to coursebook writing has made me confront these issues. This talk is the result of those confrontations! Closing Plenary: The grammar catchers: how students get language from the air If scientists can ‘catch’ fog from the air – even in the Atacama desert – perhaps students can catch language from the world around them in the same way? But how many do? Is compelling input enough? Or do teachers have to construct grammar catchers to help? How can we do this?
Plenary sessions
Claudia Ferradas Claudia has extensive experience as an international speaker, consultant, lecturer, materials writer and research supervisor. She holds an MA in Education and Professional Development from the University of East Anglia, and a PhD in English Studies from the University of Nottingham. Based in Argentina, she travels the world as a teacher educator and is an IATEFL International Ambassador. She is part of the NILE (Norwich Institute for Language Education) Advisory Board and the Extensive Reading Foundation committee. She often works as a
consultant for publishers and educational institutions, such as the British Council, Trinity College London and Oxford University Press, and is an Oxford Teachers’ Academy trainer. She has co-chaired the Oxford Conference on the Teaching of Literature on five occasions and she has also worked as Project Manager for the Penguin Active Readers Teacher Support Programme. Plenary: Ourselves in English: focusing on identity in language teaching In a context of growing international contact, it is essential to develop intercultural competence: the capacity to understand the values and customs of others and express our own meanings so that others can understand them. How can English as the language of international communication contribute to achieving these aims?
Paula Rebolledo Dr Paula Rebolledo holds an MA in TESOL for Young Learners and a PhD in Education from the University of Leeds. She has taught at primary and secondary school levels and as a
teacher educator for professional development programmes in Chile and the UK. Currently, Paula works at the English Open Doors Programme (EODP) at the Ministry of Education in
Chile. Her research interests include young learners, teacher education, professional development and teacher-research. She has been mentoring teacher research on the APTIS Action Research Award Scheme and the Champion Teachers project funded by the British Council and co-edited the book Champion Teachers: Stories of Exploratory Action Research. She is the co-founder of RICELT, the first Chilean network of researchers in ELT.
Paul Seligson Paul Seligson has been TEFLing worldwide for 38 years and is well-known for lively, highly practical training. A CELTA assessor, his many publications include English File, Helping Students to Speak, Kids Web 1-5 and English ID, a 6-level course from Richmond now in both American and British English, and the first
Plenary: Red Hot Chile TEFL: An evidence-based approach with local flavour Classroom practices can be influenced by knowledge, experiences, sometimes intuition but less often by research-based evidence. If such evidence is accessible to teachers it is usually incomprehensible and it may not be relevant for the Chilean classroom. Therefore, practices grounded in evidence collected in the Chilean context are essential.
specifically written for Romance Language background learners. The fifth, upper intermediate level IDentities 1 has just been published. He works freelance based in both Brighton and Rio de Janeiro - and is delighted to be returning to IATEFL Chile for the fourth time. Plenary: Hooking English: using song lines to build on existing knowledge Songs are probably our most effective and motivating source of authentic listening, at all levels and with all age groups, in and out of class. But, rather than just use the best or most useful bits from lots of songs, we tend to
Plenary sessions think of them as long texts and ‘do’ whole songs, which greatly restricts both the number and range we can use. This lively, highly practical talk addresses this problem and demonstrates lots of quick and, dare I say, original ways to use short song extracts in class. Come along to see how song lines are superb language reference and pronunciation models and can be used to input, to elicit, present, practice, personalize, extend, move & ‘hook’ almost anything. You may never think of songs in quite the same way again!
Lucrecia Prat A life-long learner who has been teaching for 34 years and coordinating since 1990, she co-founded Río de la Plata Sur School and is its Head of English. Lucrecia is a Neurosicoeducator, with a Self-Esteem Practioner Degree and the author of “From passion to action: developing emotional intelligence in the classroom”. She has studied Brain
Plenary 2: Latino-friendly pedagogy-at last! We teach Spanish speakers, who ought to get up to B1 level - and beyond- in English significantly faster than most other learners. But, in the main, they don't. Why not? I believe it's largely because the approach, methods and materials that we've been using are too 'international', and neither sufficiently based around nor tailored to our students' strenghts and main needs. This highly practical session will demonstrate 20 ways to greatly improve the fit between your day-to-day teaching and the pedagogical needs of Chilean teens and adults.
Based Learning overseas, and has been successfully putting the model into practice for the last sixteen years. Lucrecia is a retired actress, an International Teacher Trainer for Oxford University Press and a Speaker for Asociación Educar. Plenary: Promoting the 3C´s: creativity, curiosity and cooperation in our classrooms We are moving away from the “Information Age” to the “Conceptual
Age”; aptitudes such as the capacity to detect patterns or create artistic beauty will now be highly appreciated. The right brain qualities of inventiveness and empathy will now determine who flourishes and who flounders. In this workshop we will outline lesson plans that develop
creativity and emotional intelligence since these will influence any profession. Through music and movies we will discover the “whole new mind” emerging before our eyes!erging before our eyes!
Lisa Peter Lisa Peter is the International Lecturer in Shakespeare Studies at the Shakespeare Birthplace Trust. In her teaching at the Trust, Lisa particularly looks after international groups whose first language is any other than English, and she specialises in Shakespeare translations and the Shakespeare reception around the world. Her new range of educational sessions for language learners at the Trust was launched in 2015 and for the Shakespeare anniversary year 2016 she co-developed the MOOC Exploring English: Shakespeare together with the British Council. In addition, Lisa contributed to the BBC Learning English series Shakespeare Speaks and she has written study guides for Digital Theatre Plus. Lisa offers teacher training sessions for language teachers at the Trust and she regularly speaks at international conferences on the topic of teaching Shakespeare to language learners.
Shakespeare in the Language Classroom This special year for Shakespeare fans around the world offers a fine opportunity to introduce new generations to the most famous playwright in the English language. Yet there are a number of hurdles in addition to the usual language barrier that need to be overcome to make Shakespeare successful in the language classroom. Drawing on the expertise at the Shakespeare Birthplace Trust of working with students from all over the world, this plenary will introduce and showcase some of the methods we apply when working with language learners. How is it possible to get their attention and keep it focussed on more than 400-year-old stories? How to make sure they feel encouraged to engage with Shakespeare and his language instead of being daunted by the complexity of it?
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