programa faapi 2013 by apiba
DESCRIPTION
FAAPI 2013 Conference Programme, organised by APIBA, Buenos Aires English Teachers' Association. 26-27-28 September 2013, U.C.A., Puerto Madero, Buenos Aires, Argentina www.apiba.org.ar/faapi13TRANSCRIPT
1
38th FAAPI Conference26-27-28 September, 2013UCA – Universidad Católica ArgentinaAlicia Moreau de Justo 1680, Puerto Madero, Buenos Aires
CONFERENCE PROGRAMME
ROOTS & ROUTES IN LANGUAGE EDUCATIONHow do languages, cultures and identities interact in 21st-century classrooms?
www.apiba.org.ar/faapi13 /apiba #FAAPI13
Delegate’s name:
2
FAAPI Executive Committee
Academic Committee
Acknowledgements
Organisation
FAAPI 2013 Organising Committee & APIBA Executive Committee
President: Analía KandelVice-President: Corine ArguimbauSecretary: Belén TurTreasurer: Cecilia CicoliniDeputy Treasurer: Laura Karina López (Web & Social networks)Members: Laura Renart (Academic Team), Mariángeles Portilla (Virtual Platform), Valeria Kharsansky (Volunteers & Social Programme), Laureana Moreno (Administration)Collaborators: Mariela Enrici, Silvia Rettaroli, Luciana De Bartolis (Treasury); Darío Banegas, Luciana De Bartolis (Academic Team); Liliana Simón & Jennifer Verschoor (Virtual Platform e-moderators); Silvia Rettaroli (Good Practice Stories)Selected Papers E-book Co-editors: Darío Banegas & Laura Renart
President: Cristina Mayol (APIM Misiones)Vice-President: Gabriela Tavella (APIZALS Zona Andina y Línea Sur)Secretary: Emma Figueroa (APISE Santiago del Estero)Treasurer: Marisel Girardi (ACPI Córdoba)Members: Perla Angélica Pereyra (AsCaPi Catamarca), Ricardo Javier Palma (APIT Tucumán), María del Rosario Baigorria (APISN San Nicolás), Ana Isabel Agüero de Renner (APISE Santiago del Estero)Accounts Committee: Claudia Naom (APIBA Buenos Aires), Silvia Pérez (APIT Tucumán)
Mariel Amez (APrIR Rosario), Alicia Artusi (APIBA Buenos Aires), Darío Banegas (APIZALS Zona Andina y Línea Sur), Cristina Banfi (APIBA Buenos Aires), Claudia Ferradas (APIBA Buenos Aires), Emma Figueroa (APISE Santiago del Estero), Silvia Iummato (APIBA Buenos Aires), Mario López Barrios (ACPI Córdoba), Claudia Naom (APIBA Buenos Aires), Cristina Mayol (APIM Misiones), Ricardo Javier Palma (APIT Tucumán), Silvia Rettaroli (APIBA Buenos Aires), Sandra Revale (APIBA Buenos Aires), Gabriela Tavella (APIZALS Zona Andina y Línea Sur), María Teresa Viñas Urquiza (APIBA Buenos Aires), Elizabeth White (APIBA Buenos Aires)
Conference Coordination: Paula De GennaroConference Organisation: Ana Finochietto – Innovación Estratégica
APIBA would like to thank: FAAPI Executive Committee; sister FAAPI Teacher Associations; Dirección Operativa de Lenguas Extranjeras, Ministerio de Educación GCBA; Programa de Educación Plurilingüe e Intercultural, Dirección General de Cultura y Educación, GPBA; British Embassy; US Embassy; British Council; University of Reading; Orquesta de Cámara de la Escuela de Música N°12 D.E. 19 GCBA; ARTESOL; AEXALEVI; SEA; AFS Programas Interculturales; Estudio Montenegro - Feldman y Asociados; Fundación Río Abierto; CESYT; Macmillan and Trinity for sponsoring Keynote Speakers; Macmillan, OUP & University of Reading for participating in the PCEs; Boletín “Política Lingüística” GCBA; Fundación Lúminis; ELTeCS; English & Fun; SBS bookshop.
Cristina Banfi, Fernanda Coelho Liberali, Rainer Enrique Hamel, Virginia Unamuno for waiving their fees as Keynote Speakers; Members of the Academic Committee; Organising Committee collaborators; Meet & Greet speakers; Thematic Panel speakers and moderators; Training for TAs Track & APIBA Professional Development Track speakers; Members of the Jury of the “English Week” Competition; concurrent sessions speakers; Darío Banegas & Gabriela Tavella (FAAPI 2012); Viviana Myslicki & Romina Arena (APIBA SIGs LOs); APIBA SIGs’ Coordinators & SIG Members; Angel Kandel; Paula De Gennaro; Ana Finochietto; Verónica Casela; Constanza Martínez Benegas; Sebastián Kladniew (graphic design); supporting ad contributors; Delegates; Sponsors & Exhibitors; Volunteers.
The FAAPI 2013 Conference is organised by
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Index
General information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Welcome to FAAPI 2013 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Conference Day-by-day Schedule . . . . . . . . . . . . . . . . . . . . 6
Pre-Conference Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Conference Virtual Platform . . . . . . . . . . . . . . . . . . . . . . . . 10
Social Programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Official And Academic Endorsements . . . . . . . . . . . . . . . 12
Grants and Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Academic Programme
Keynote Presentations . . . . . . . . . . . . . . . . . . . . . . . 13
Academic Presentations . . . . . . . . . . . . . . . . . . . . . . 31
Thematic Panels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Training for Teacher Associations Track . . . . . . . . 37
Professional Development Track . . . . . . . . . . . . . . . 43
Meet & Greet Sessions . . . . . . . . . . . . . . . . . . . . . . . 45
Concurrent Sessions
Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Workshops . . . . . . . . . . . . . . . . . . . . . . . . . 54
Good Practice Stories . . . . . . . . . . . . . . . . 61
Discussion Groups . . . . . . . . . . . . . . . . . . . 62
Digital Posters . . . . . . . . . . . . . . . . . . . . . . 63
Index of Presenters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Commercial Presentations . . . . . . . . . . . . . . . . . . . . . . . . . 65
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Resources Exhibition
List of Exhibitors & Other Sponsors . . . . . . . . . . . 71
Floor Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
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General information
Conference social networks: /apiba #FAAPI13
FAAPI 2013 Conference badges must be worn at all times in the Exhibit Hall and while attending sessions .
Please check designated noticeboards frequently for last-minute Programme changes and cancellations.
According to FAAPI regulations, the Conference raffle will be conducted under notary supervision on Friday 27 September in the morning . Winners will be announced in the afternoon on signs near the Resources Exhibition area .
Some exhibitors will announce “Happy Hour” special offers on Friday 27 September during the afternoon coffee break and on Saturday 28 September during the morning coffee break .
The FAAPI 2013 Selected Papers E-book is available from the Conference Virtual Platform www.apiba.org.ar/faapi13
Online certificates of attendance and Conference evaluation forms will be available from www.apiba.org.ar/faapi13 after the event .
We regret that no responsibility can be taken by the Conference Organisers for the loss of personal belongings . Lost & Found at the registration desk .
Please turn your mobile phone off during sessions .
IATEFL Wider Membership Scheme subscription for Members of FAAPI
Associations at APIBA-FAAPI stand on Friday 27 September during the morning
and afternoon coffee breaks. See www.iatefl.org/wider-membership-scheme
APIBA SIGs General Meeting: For SIG Members, SIG Coordinators and anyone interested in finding out more about / joining APIBA SIGs . Thursday 26 September, 13.45 – 14.30, Room E
FAAPI Associations Meeting: For representatives of the 21 FAAPI Associations and the FAAPI Executive Committee . Friday 27 September, 13.00 – 14.30, Room F
Any queries you may have will be cleared up at the registration desk .
Please note
FAAPI Announcement
Meetings
Enquiries
WiFi access is free throughout the Conference .
A Conference photography service is offered for delegates to purchase photos to take as mementos of the event .
Services
5
Dear Delegates,
On behalf of the APIBA Executive Committee, I would like to extend a very warm welcome to you to the 38th FAAPI Annual Conference. A hard-working team has gone out of their way over the last year to ensure you have a stimulating and memorable Conference.
This is the third edition of the FAAPI Annual Conference held in the City of Buenos Aires and organised by APIBA. FAAPI 1994 was held at the Escuela Normal Superior en Lenguas Vivas “J. F. Kennedy” (now “S. B. Spangenberg”) and FAAPI 2001 was held at U.C.A. We hope that FAAPI 2013 at U.C.A.’s new Convention Centre will live up to the high standards set by its two Buenos Aires predecessors as well as by the many successful past FAAPI Conferences organised by our sister Associations.
In planning FAAPI 2013, we have aimed to strike a balance between tradition and innovation. In the next pages you will find an extensive programme including pre-conference events, 10 Keynote Speakers, over 150 papers, workshops, as well as new presentation types such as discussion groups, good practice stories and digital posters. There are also four academic presentations, four thematic panels, a Professional Development track, a Training for Teacher Associations track, Meet & Greet sessions, commercial presentations, an exhibition of the latest in teaching materials, and a social programme with plenty of opportunities for entertainment and networking. FAAPI 2013 will also provide an “unconference” space, where everyone will have the chance to meet informally and engage in fruitful conversation and knowledge socialisation. Apart from the traditional meeting of FAAPI Associations, there will also be a SIGs Meeting, to which all SIG Members, and those who would like to find out more about SIGs, are most welcome.
We would like to highlight very specially the FAAPI ’13 Virtual Platform, which brings our conference to teachers who are unable to attend in person. Both on-site and virtual delegates will be able to watch and download papers, slide and video presentations, and digital posters. Keynote Presentations will be recorded and/or broadcast live and, throughout the Conference, there will be online forums and social networks for everyone to exchange ideas.
We have also striven to offer a fair representation of international, regional and national speakers, with colleagues from BA, GBA and various Argentine provinces. Throughout the Programme and in the Index of Presenters you will see APIBA has continued what we consider a good institutional habit of highlighting which speakers are members of FAAPI Associations as a way of fostering a sense of belonging to a Professional Association of graduate teachers.
The Conference is the result of the painstaking work of a team of highly-committed individuals and organisations that support our mission to provide quality professional development. A big thank you to all of them, and especially to you, conference delegate, for devoting the next three days to your professional growth.
Welcome to Buenos Aires, enjoy the conference and I hope you have a truly enriching experience.
Analía Kandel, M.A.APIBA [email protected]
Welcome to FAAPI 2013
6
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-19:30
KEYN
OTE P
RESE
NTAT
ION
The L
ands
cape
of E
nglis
h La
ngua
ge Te
achin
g: Ro
ots,
Rout
es
KEYN
OTE P
RESE
NTAT
ION
Less
ons f
rom
Res
earch
on
Imm
ersio
n Pr
ogra
ms i
n Ca
nada
Fred
Gen
esee
KEYN
OTE P
RESE
NTAT
ION
Root
s and
rout
es in
dev
elopi
ng
writ
ers
Clare
Furn
eaux
THEM
ATIC
PANE
L 1Bi
/Mul
ti/Pl
urilin
güism
o, In
tercu
l-tu
ralid
ad y
Polít
ica Li
ngüí
stica
Barbo
ni, Co
rradi,
Espín
dola,
Prytz
Nilss
on,
Reval
e. Mo
derat
or: M.
Lópe
z Barr
ios.
GOOD
PRA
CTICE
STOR
IESTE
ENS
Coor
d: S.
Ret
taro
li
OPEN
ING
CERE
MONY
WEL
COME
COCK
TAIL
REGI
STRA
TION
[ 11:30
] COF
FEE B
REAK
LUNC
H BR
EAK
Coffe
e Bre
ak
Coffe
e Bre
ak
APIB
A SIG
sGe
nera
l Mee
ting
COMM
ERCIA
L PRE
SENT
ATION
1Tru
e Lea
rnin
g Ta
kes T
ime
MACM
ILLAN
COMM
ERCIA
L PRE
SENT
ATION
2In
tercu
ltura
l Lan
guag
e Acti
vities
CAMB
RIDG
E UNI
VERS
ITY PR
ESS
PAPE
R 1:
Wha
t Do G
ibralt
arian
s Spe
ak?
PAPE
R 2:
Narra
tive E
nquir
y with
in Ar
gent
inean
EFLTE
PAPE
R 3:
Interc
ultur
alida
d en l
as
Clases
de LE
: Uso
vs Fo
rma y
Estru
ctura.
PAPE
R 4:
Life o
f Pi: A
Wind
ing Ro
ute
Toward
s Che
rishin
g One
's Roo
tsPA
PER
5: Th
e Use
of M
ultim
odal
Reso
urce
s to E
xplor
e a Te
xt's V
oices
PAPE
R 6:
ESP:
A Med
ium to
Deve
lop
Lingui
stic Co
mpete
nce an
d Prof
ession
al Iden
tity
PAPE
R 7:
A Philo
logica
l and S
ocio-C
ultura
l Ap
proac
h to D
iscou
rse An
alysis
at TT
CPA
PER
8: Cu
lture
and C
ommu
nicati
on
as a R
eadin
g Cou
rse at
Secon
dary
Schoo
lPA
PER
9: Int
egrat
ion of
Stud
ents
with
Speci
al Ed
ucati
onal
Need
s
PAPE
R 15
: Com
para
tive A
nalys
is of
Cultu
ral E
xpre
ssio
nPA
PER
16: Ce
leste o
r Blue
? The
Impo
rtance
of Cu
lture i
n Teac
hing V
ocabu
lary
PAPE
R 17
:The F
uture
Teache
r of E
nglish
: Hu
manit
ies, R
esearc
h and
Collab
oratio
n
PAPE
R 10
: Vocab
Teachi
ng/Lea
rning in
the
Develo
pment
of Inte
rcultur
al CC in
EFL te
xtbook
sPA
PER
11: Wh
at's in
a Labe
l? Iden
tity an
d Lim
inality
in "Br
a" by
Rhina
Espai
llatPA
PER
12:
cia Cultu
ral Crít
ica: Int
ercultu
ralidad
en Lec
tura en
LE
PAPE
R 18
: Inter
weavi
ng Cr
itical R
eading
of
Media
Texts
and C
ulture
in a F
irst Ye
ar TTC
PAPE
R 19
: Two
Inte
rcultu
ral
Bilin
gual
Prog
ram
s in
Misio
nes
PAPE
R 13
: 21st
Cent
ury S
kills
for
Youn
g Ler
ners
PAPE
R 14
: Brit
ish P
ostco
loni
al Fic
tion.
A G
ende
r Per
spec
tive
PAPE
R 21
: TIC
en el
Aula:
A Fre
e Pla
tform
for T
each
ers by
Teac
hers
PAPE
R 22
:Int
ercult
ural Is
sues th
rough
Litera
ture
PAPE
R 20
: How
Do Lan
guages
, Cultur
e and
Identit
y Intera
ct in th
e EFL C
lassroo
m Toda
y?
WOR
KSHO
P 1
On B
ecom
ing
Inte
rcutu
rally
Co
mpe
tent
in En
glish
KEYN
OTE P
RESE
NTAT
ION
La en
seña
nza d
e las
leng
uas
extra
njer
as en
la co
nstru
cció
n de
l pl
urilin
güism
o en
Am
érica
Latin
aRa
iner
E. H
amel
KEYN
OTE P
RESE
NTAT
ION
The P
oliti
cs o
f Pro
nunc
iatio
nHe
len A
shto
n
KEYN
OTE P
RESE
NTAT
ION
Four
per
spec
tives
in Te
ache
r Ed
ucat
ion
G. D
íaz M
aggi
oli
WOR
KSHO
P 2
Scho
ol Le
ader
ship
for S
ucce
ssW
ORKS
HOP
3In
form
atio
n Co
mm
unica
tion
Tech
nolo
gy
WOR
KSHO
P 4
Tech
nolo
gies
in th
e 21st
Cent
ury
Class
room
s in
the D
evelo
pmen
t of
a Pr
ojec
t-Bas
ed Le
arni
ng
Histo
ry U
nit o
f Wor
k.
WOR
KSHO
P 5
Shap
ing
Your
Stud
ents'
Live
sME
ET &
GRE
ET 1
Fred
Gene
see
Co
nfer
ence
Day
-by-
day
Sch
edul
eTh
ursd
ay
26
Sep
tem
ber
Ro
om
AR
oo
m B
Ro
om
CR
oo
m D
Ro
om
ER
oo
m F
Ro
om
GR
oo
m H
Ro
om
IR
oo
m J
Ro
om
K
7
KEYN
OTE P
RESE
NTAT
ION
Build
ing
Cultu
ral C
ompe
tenc
e in
the 2
1st Ce
ntur
y Stu
dent
’s To
olkit
Myria
m M
et
KEYN
OTE P
RESE
NTAT
ION
Real
life a
ctivit
ies as
the b
asis
for t
each
ing
in m
ultil
ingu
al co
ntex
ts Fe
rnan
da Co
elho L
iber
ali
KEYN
OTE P
RESE
NTAT
ION
Educ
ación
inte
rcultu
ral b
ilingü
e ind
ígena
en M
éxico
: La i
nteg
ració
n de
leng
uas,
cultu
ras y
asign
atur
asRa
iner
E. H
amel
ACAD
EMIC
PRES
ENTA
TION 1
So w
hat’s
so g
reat
abou
t Brit
ain?
Robi
n W
alker
Oxfor
d Univ
ersity
Press
ACAD
EMIC
PRES
ENTA
TION 2
Movin
g be
yond
the a
pp: W
hat
coun
ts as
a se
rious
tech
nolo
gy-
med
iated
instr
uctio
n?G.
Díaz
Mag
giol
i | Ma
cmilla
n
PROF
ESSIO
NAL D
EVEL
OPME
NT 1
ICT A
nd Te
achin
g:Co
llabo
ratin
g to b
uild k
nowl
edge
?Ca
mbi
asso
,Ver
scho
or, A
ntin
ori,
Bald
a & Lo
pard
o
KEYN
OTE P
RESE
NTAT
ION
Rout
es in
to w
riting
: Dev
elopin
g wr
iting
skills
Clare
Furn
eaux
PROF
ESSIO
NAL D
EVEL
OPME
NT 2
Britis
h Cou
ncil C
PD Fr
amew
ork &
APIBA
Pro
fessio
nal D
evelo
pmen
t Prog
ramme
sTo
ledo,
Mys
licki
, Are
na, B
agüe
z, Mo
yano
, Nao
m &
Cam
bias
so
KEYN
OTE P
RESE
NTAT
ION
Myth
s and
Misu
nder
stand
ings
abou
t Dua
l Lan
guag
e Acq
uisiti
on
in Yo
ung L
earn
ers
Fred
Gen
esse
ACAD
EMIC
PRES
ENTA
TION 4
Esse
ntial
skills
for 2
1st ce
ntur
y lea
rner
sMi
chae
l Har
ris |
Pears
on
WORK
SHOP
15Pr
actic
al Pr
onun
ciatio
nWO
RKSH
OP 16
APIBA
Liter
atur
e SIG
A W
orld
of
Differ
ence
. An A
ntho
logy o
f Sho
rt Sto
ries f
rom
Five
Cont
inent
s.
WORK
SHOP
17L1
and L
2 in E
FL Le
xical
Deve
lopm
ent:
Happ
y Mar
riage
, Mar
riage
of
Conv
enien
ce or
Divo
rce?
DISC
USSIO
N GRO
UP 1
Remi
xing,
recon
textua
lizing
and g
oing
multim
odal.
New
horiz
ons f
or the
lite
rary?
WORK
SHOP
18In
tercu
ltura
lity i
n a B
eer C
anWO
RKSH
OP 19
The M
indf
ul, S
oulfu
l and
Jo
yful
Teac
her
WORK
SHOP
20Ex
plor
ing
Iden
tity a
nd Cu
lture
th
roug
h Cr
eativ
e Tas
ks an
d Te
chno
logy
WORK
SHOP
21AP
IBA M
etho
dolog
y SIG
Do,
Re,
Mi:
The S
ound
of M
usic
in O
ur
Class
room
s
WORK
SHOP
22St
ory-
Tellin
g an
d Id
entit
ies in
th
e EFL
Clas
sroom
WORK
SHOP
23Ex
plor
ing
Inte
rcultu
ral L
angu
age
Educ
atio
n fro
m a
Multi
disc
iplin
e Pe
rspec
tive
WORK
SHOP
24Ex
plor
ing
the F
un Si
de o
f Usin
g En
glish
and
Span
ish in
Clas
s
WORK
SHOP
25W
omen
in Te
xas
WORK
SHOP
26Ad
ulto
s de n
ivel e
lemen
tal
apre
ndien
do u
na LE
en cl
ases
nu
mer
osas
.
WORK
SHOP
27Gi
ving
Feed
back
to A
void
Cu
ltura
l Misu
nder
stand
ings
in
Conv
ersa
tion
WORK
SHOP
28Op
enin
g Do
ors t
o W
ritin
gDI
SCUS
SION G
ROUP
2Po
sibilid
ades
de I
nter
acció
n en
la
Ense
ñanz
a de L
engu
as -
Cultu
ras E
xtra
njer
as
GOOD
PRA
CTICE
STOR
IESYO
UNG
LEAR
NERS
Coor
d: S.
Ret
taro
li
REGI
STRA
TION
LUNC
H BR
EAK
Coffe
e Bre
ak
Meet
ing
of
FAAP
I Ass
ociat
ions
PAPE
R 23
: Sw
ap w
ith Sw
ing
PAPE
R 24
: Tru
e /Fa
lse A
ctivit
ies
in th
e Spo
tligh
tPA
PER
25: C
ompu
ter an
d Inte
rnet
Media
ted Na
rrativ
e Con
struc
tion i
n EFL
PAPE
R 29
: Desig
ning In
tercul
tural/
Bilingu
al E-m
aterial
for Pri
mary a
nd Sec
ondary
School
sPA
PER
30:
Little W
omen
on Ar
genti
ne Wo
men o
ver th
e Deca
des
PAPE
R 31
: La FD
en la Er
a de la E
nseñan
za de LE
PAPE
R 26
: Mul
ticul
tura
lism
in
the
ESP
Read
ing
Class
PAPE
R 27
: La Lec
tura Mu
ltimoda
l Propue
sta por
el Libr
o-Álbum
: Puente
hacia N
uevas P
erspecti
vas Cog
nitivas
PAPE
R 28
: How
Much
Does
PAPE
R 32
: Bord
er Pe
dago
gy: To
wards
Re
-routi
ng Ro
ots in
Inter
cultur
al Edu
cation
PAPE
R 33
: An
Expe
rienc
e with
ICT
and
Unive
rsity
Stud
ents
PAPE
R 34
: Cul
tura
l Exp
erien
ces
in th
e ELT
Clas
s
PAPE
R 35
: Usin
g Spa
nish in
an Ac
adem
ic Eng
lish La
ngua
ge Le
arning
Envir
onme
ntPA
PER
36: Ac
ademic
Identi
ties in
Resear
ch Art
icles:
The Pr
esence
of 'Se
lf' and
'The O
ther'
PAPE
R 37
: Fem
ale Di
semp
owerm
ent
in the
Diso
urse o
f Adv
ertisi
ngPA
PER
38: Cu
ltural
Aware
ness
and
Langua
ge Enh
ancem
ent thr
ough S
ocial N
etwork
sPA
PER
39: M
etacog
nition
and F
L Teach
ing:
The Eff
ects o
f Explic
it Instru
ction o
n Tran
sfer
PAPE
R 40
: Cult
ural B
ondin
g in t
he
21st C
entur
y Lan
guag
e Clas
sroom
PAPE
R 41
: Kind
er 3 G
oes Iri
sh: Bil
ingual
and
Bicult
ural Ed
ucatio
n at St
Patric
k's Sc
hool
PAPE
R 42
: La i
nser
ción
a un
siste
ma e
duca
tivo
dife
rent
e
TA TR
AININ
G 1: T
emas
cont
ables
pa
ra A
PIs
G. M
onte
negr
o
TA TR
AININ
G 2: V
olunt
ariad
o en u
na
API L
. Bar
chuk
& L.
Copt
eleza
WOR
KSHO
P 6
Brea
king
the v
iciou
s circ
le: H
ow
circle
wor
k can
calm
and
cure
th
e mod
ern
child
WOR
KSHO
P 7
Com
pete
nce:
Crea
tive A
ctivit
ies
to D
evelo
p Bo
th La
ngua
ge Sk
ills
and
Self-
Este
em
MEET
& G
REET
2My
riam
Met
MEET
& G
REET
3He
len A
shto
n
WORK
SHOP
29Ge
nder
-Frie
ndly
Stra
tegi
es to
En
hanc
e Lea
rnin
g
WORK
SHOP
30A
Conn
ecte
d Edu
cato
r in P
rogr
ess.
WORK
SHOP
31De
velo
ping
Sphe
res o
f In
tercu
ltura
lity t
hrou
gh
Perfo
rmat
ive A
ctivit
y
WORK
SHOP
32Ga
mes
in th
e bilin
gual
class
WORK
SHOP
33Ka
mish
ibai: T
he A
rt of
Japa
nese
St
ory-
Tellin
g in Y
our E
nglis
h Clas
s
WORK
SHOP
34Im
prov
isatio
n as
a Te
achi
ng To
ol:
A Ro
ute t
o Su
cces
s
WOR
KSHO
P 35
Wha
t? W
rite a
Test?
Me?
But
I Ha
ve N
o Id
ea!
WORK
SHOP
36Fre
e PD
for t
he 21
st C.
Educ
ator
MEET
& G
REET
4Fe
rnan
da Co
elho
Liber
ali
Co
nfer
ence
Day
-by-
day
Sch
edul
e
Coffe
e Bre
ak
THEM
ATIC
PANE
L 2Bi
/Mul
ti/Pl
urilin
guali
sm,
Inte
rcultu
ralit
y & Te
chno
logy
Amez
, Artu
si, Ga
rcía,
Furn
eaux
&
Sim
ón. M
oder
ator
: G. M
ader
a
WOR
KSHO
P 8
Oppa
Gan
gnam
Style
: Mod
els o
f Cu
lture
in La
ngua
ge Te
achi
ng
WOR
KSHO
P 9
Usin
g Ne
w Te
chno
logi
es to
Teac
h La
ngua
ge, L
itera
ture
and
Histo
ry
WOR
KSHO
P 10
Info
rmal
Writ
ing
in th
e 21st
Ce
ntur
y: To
o St
rang
e 4U?
WOR
KSHO
P 11
Iden
tity a
nd En
gage
men
t in
Lang
uage
Teac
her E
duca
tion
WOR
KSHO
P 12
Imag
es, L
angu
age &
Cultu
reW
ORKS
HOP
13Im
prov
ing
Writ
ing
thro
ugh
the
Use o
f the
Visu
al Ar
ts.
WOR
KSHO
P 14
Intro
ducin
g Lo
cal C
ultu
ral
Cont
ent t
o En
hanc
e Eng
lish
Lang
uage
Lear
ning
in Se
cond
ary
Scho
ol
ACAD
EMIC
PRES
ENTA
TION 3
Co
nnec
ting
Class
room
sRu
bén
Mazz
ei | B
ritish
Coun
cil
ACAD
EMIC
CONV
ERSA
TION
Draw
back
s of b
eing
bilin
gual
COMM
ERCIA
L PRE
SENT
ATION
3Ho
w to
brin
g yo
ur cl
assro
om to
Life
w
ith N
atio
nal G
eogr
aphi
c Life
!
NATIO
NAL G
EOGR
APHI
C LEA
RNIN
G
COMM
ERCIA
L PRE
SENT
ATION
4Qu
ality
Lang
uage
Trav
el to
UK,
USA
, CA
N , N
Z , SA
sinc
e 198
1
VIC O
RGAN
IZAT
ION
COMM
ERCIA
L PRE
SENT
ATION
5Br
ight
en u
p yo
ur le
sson
s with
Ca
mbr
idge
Engl
ish fr
ee re
sour
ces
CAMB
RIDG
E ENG
LISH
Ro
om
AR
oo
m B
Ro
om
CR
oo
m D
Ro
om
ER
oo
m F
Ro
om
GR
oo
m H
Ro
om
IR
oo
m J
Ro
om
K8:0
0-9:0
0
9:00-1
0:00
10:00
-10:30
10:30
-11:00
11:00-1
1:30
11:30-1
2:00
12:00
-12:15
12:15-
12:30
12:30
-13:00
13:00
-13:45
13:45
-14:30
14:30
-15:15
15:15-
15:30
15:30
-15:45
15:45
-16:00
16:00
-16:30
16:30
-17:00
17:00
-17:45
17:45
-18:00
Frid
ay
27
Sep
tem
ber
8
KEYN
OTE P
RESE
NTAT
ION
Com
mun
icatin
g acro
ss cu
lture
s: en
coun
ters
in th
e “co
ntac
t zon
e”Cla
udia
Ferra
das
KEYN
OTE P
RESE
NTAT
ION
Prác
ticas
y re
perto
rios p
lurilin
gües
es
colar
es: m
irada
s des
de la
et
nogr
afía
y la i
nter
acció
nVi
rgin
ia Un
amun
o
KEYN
OTE P
RESE
NTAT
ION
Leon
ardo
s in t
he Cl
assro
om or
a Re
naiss
ance
for T
each
ers
Gabr
iel D
iaz M
aggi
oli
KEYN
OTE P
RESE
NTAT
ION
Perfo
rming
in a
Creat
ive Pr
e-Se
rvice
Bilin
gual
Teac
her E
duca
tion
Fern
anda
Coelh
o Lib
erali
THEM
ATIC
PANE
L 3Bi
/Mul
ti/Pl
urilin
guali
sm in
La
tin A
mer
ica
Díaz
Mag
gioli
, Coe
lho Li
bera
li,
Hame
l, Re
ttaro
li. Mo
d: D.
Bane
gas
KEYN
OTE P
RESE
NTAT
ION
Imm
ersio
n in t
he U
SMy
riam
Met
THEM
ATIC
PANE
L 4Bi
/Mul
ti/Pl
urilin
güism
o,
Inte
rcultu
ralid
ad y
Dive
rsida
dIu
mm
ato,
Ruse
ll, U
nam
uno,
Po
rtilla
, Viña
s Urqu
iza. M
od: R
. J. Pa
lma
REGI
STRA
TION
LUNC
H BR
EAK
Coffe
e Bre
ak
PAPE
R 43
: Lite
rary L
ogs: F
rom Lit
erary
Appre
ciatio
ns to
Literar
y Criti
cism
PAPE
R 44
: Futu
re Tea
chers
: Ide
ntitie
s, Traj
ector
ies an
d Proj
ectio
ns
PAPE
R 47
: Wat
erin
g Ou
r Cul
tura
l Ro
ots
PAPE
R 48
: ¿Se P
uede
Habla
r de O
portu
-nid
ades
de Ap
rendiz
aje 'In
tracul
turale
s'?
PAPE
R 45
: Digi
tal Id
entit
y and
Te
ache
rs Ro
le in
the 21
st c.
Classr
oom
PAPE
R 46
: Stu
dent
s' In
tera
ction
s thr
ough
Foru
ms
PAPE
R 49
: Usin
g TB
LT in
Ar
gent
inian
Clas
sroom
sPA
PER
50: A
Multid
isciplin
ary/Mu
lticult
ural
Class a
t Univ
ersity:
Mater
ials De
velopm
ent
WOR
KSHO
P 39
Apps
that
Supp
ort a
nd En
hanc
e th
e Valu
e of T
witt
er as
a PD
Tool
WOR
KSHO
P 37
Grou
ping
Toge
ther
WOR
KSHO
P 41
Givin
g St
uden
ts a V
oice
by
Expl
orin
g Id
entit
ies
WOR
KSHO
P 42
Tech
nolo
gy En
hanc
es Te
achi
ng
Prov
ided
You
Know
How
to
Use i
t
WOR
KSHO
P 43
Makin
g TB
L Visi
ble
WOR
KSHO
P 44
Digi
tal L
itera
cyW
ORKS
HOP
45In
itial
Stag
es in
a Na
rrativ
e View
on
Plan
ning
a Un
it of
Wor
k
WOR
KSHO
P 46
"Who
We A
re":
Empo
werin
g Te
ache
rs an
d Le
arne
rs to
Expl
ore
Their
Iden
tities
DISC
USSIO
N GRO
UP 3
The E
LT Cr
ysta
l Ball
: a G
limps
e in
to th
e Fut
ure o
f Lan
guag
e Te
achi
ng an
d an
Exam
ple o
f W
here
it's
WOR
KSHO
P 38
Desig
n 21
st Ce
ntur
y Sch
oolw
ork
that
Bre
aks t
he B
arrie
rs of
ICT
Instr
umen
talit
y
WOR
KSHO
P 40
La Co
mun
icació
n In
tercu
ltura
lME
ET &
GRE
ET 5
Clare
Furn
eaux
MEET
& G
REET
6Ra
iner
Enriq
ue H
amel
Co
nfer
ence
Day
-by-
day
Sch
edul
e
Coffe
e Bre
ak
COMM
ERCIA
L PRE
SENT
ATION
6:
Prep
arin
g YL
for t
he 21
st C.
with
Na
tiona
l Geo
grap
hic O
ur W
orld
NATIO
NAL G
EOGR
APHI
C LEA
RNIN
G
COMM
ERCIA
L PRE
SENT
ATION
7:
NILE
and
NILE
Onl
ine:
Lang
uage
te
ache
r edu
catio
n in
the 2
1st C.
NILE
TA TR
AININ
G 3: A
spec
tos I
nstit
ucio-
nales
de un
a API
M. C
. Tho
mson
TA TR
AININ
G 4: La
diná
mica
de lo
s gr
upos
pequ
eños
S. G
ullco
Grois
man
CLOS
ING
CERE
MONY
Ro
om
AR
oo
m B
Ro
om
CR
oo
m D
Ro
om
ER
oo
m F
Ro
om
GR
oo
m H
Ro
om
IR
oo
m J
Ro
om
K
Satu
rday
28
Se
pte
mb
er
8:00-
9:00
9:00-1
0:00
10:00
-10:30
10:30
-10:45
10:45
-11:00
11:00-1
1:30
11:30-1
2:30
12:30
-13:15
13:15-
14:00
14:00
-14:30
14:30
-14:45
14:45
-15:00
15:00
-16:00
16:00
-16:30
16:30
-17:30
9
10
Pre-Conference Events
Co-organised by APIBA and the Foreign Language Units of the Ministries of Education in APIBA’s jurisdiction:
Programa de Educación Plurilingüe e Intercultural, Dirección General de Cultura y Educación, Gobierno de la Provincia de Buenos AiresTuesday, 24 September 2013. Venues: Universidad Nacional Arturo Jauretche (UNAJ), Av. Calchaquí 6200, Florencio Varela, Prov. de Buenos AiresEscuela Normal Superior “Próspero G. Alemandri”, Instituto Superior de Formación Docente N° 100,Av. Belgrano 355, Avellaneda, Prov. de Buenos Aires
Dirección Operativa de Lenguas Extranjeras, dependiente de la Dirección General de Planeamiento Educativo, Ministerio de Educación, Gobierno de la Ciudad de Buenos Aires Wednesday, 25 September 2013 Venues: Instituto Félix F. Bernasconi, D.E. 06, Cátulo Castillo 2750 - Ciudad de Buenos AiresEscuela 8 D.E. 1, Talcahuano 680, Ciudad de Buenos Aires
The following in-service training sessions were offered free of charge to teachers of English of state-run Primary and/or Secondary schools in APIBA’s jurisdiction:
Session 1: “Seven!”
Gabriel Díaz Maggioli with the support of Macmillan
Session 2: “Sounds Fun”
Robin Walker with the support of Oxford University Press
Session 3: “Becoming a writer: helping pupils develop their writing skills”
Clare Furneaux with the support of The University of Reading
Conference Virtual Platform
FAAPI 2013 will be held not only on-site but also online at www.apiba.org.ar/faapi13
The Conference Virtual Platform gives delegates access to papers, slide presentations, video presentations and digital posters, which can be downloaded or watched online.
All Keynote Presentations will be recorded in high definition and four will be broadcast live during the Conference. They will all be available from the virtual campus after the Conference.
The Virtual Platform offers the following functions: Immediate access to the Programme and other relevant Conference information Forums for posting questions to the speakers Connection to the Conference social networks /apiba #FAAPI13 Chat online with the speakers to be broadcast online
Enquiries: [email protected]
Virtualplatform
11
All day: Unconference (Unconference Hall)
18:00 Welcome Cocktail (Room A)
13:00 Body Break (Unconference Hall)
20:00 Conference Dinner
27/9: 13:00 | 28/9: 12:30 Puerto Madero Walking Tour
FAAPI 2013 provides an “unconference” space, where everyone has the chance to meet informally between or during sessions and engage in fruitful conversation. Do pop in to voice your opinion and exchange ideas with colleagues in an alternative forum for learning and knowledge socialisation.
With the support of Fundación Río Abierto www.rioabierto.org.ar
We all need breaks now and again to make it through the day. Your mind needs to rest and recharge. Like a muscle, your brain needs to take a break after focusing on a task for a long period of time. Body Break will help you get some blood flowing to both your muscles and your brain, providing them with much needed oxygen. This is ‘the’ place for you to unwind, recharge batteries, and then keep on making the most of the Conference.
An evening of fine dining, entertainment and networking, this traditional dinner is the main social event of the Conference.
With the support of CESYT www.cesyt.edu.ar
Take a walk in Puerto Madero, the newest and glossiest ‘barrio’ in the city of Buenos Aires. Visit this recovered area which sports the latest trends in architecture: a series of preserved and restored brick and iron warehouses and luxurious restaurants, apartments and offices. Admire “Women’s Bridge”, the Yacht Club , the Hilton hotel and the magnificent “Las Nereidas” fountain.
With the support of:
The Cocktail marks the opening of the social programme of the Conference. It is an opportunity for all participants and speakers to socialise.
Meeting point: Registration area
725 Continental Hotel, Av. Roque Sáenz Peña 725
Thursday
26SEPTEMBER
Friday
27SEPTEMBER
Friday
27SEPTEMBER
Fri - Sat
27-28SEPTEMBER
Social Programme26-27-28
SEPTEMBER
12
Official And Academic Endorsements
Official EndorsementsMinisterio de Educación de la Nación. Resolución Nº 422. 6 de mayo de 2013.Secretaría de Cultura. Presidencia de la Nación. Resolución Nº 1940. 24 de abril de 2013.Ministerio de Educación. Subsecretaria de Gestión Educativa y Coordinación Pedagógica. Gobierno de la Ciudad Autónoma de Buenos Aires. Resolución 2013-729. 20 de mayo de 2013.Dirección General de Cultura y Educación, Gobierno de la Provincia de Buenos Aires. Legislatura de la Provincia de Neuquén. Declaración 1274 y 1275.Ministerio de Educación, Ciencia y Tecnología de la Provincia de Misiones. Resolución Nº 367. 16 de julio de 2013.Ministerio de Educación de la Provincia de Santiago del Estero. Resolución Nº 386. 1 de julio de 2013.Ministerio de Educación de la Provincia de Chubut. Resolución N° 4834/10 ampliadaMinisterio de Educación de la Provincia de Río Negro. Resolución N° 2696/13 Embajada BritánicaEmbajada de los Estados Unidos de AméricaBritish Council
Academic EndorsementsUniversidad Nacional de La Plata, Facultad de Humanidades y Ciencias de la Educación Departamento de Lenguas y Literaturas ModernasUniversidad Nacional del Comahue, Facultad de Lenguas (Río Negro) Resolución Nº 080. 25 de julio de 2013.Universidad Tecnológica Nacional, Instituto Nacional Superior del Profesorado TécnicoUniversidad Católica Argentina, Facultad de Filosofía y LetrasUniversidad de Belgrano, Facultad de Lenguas y Estudios ExtranjerosEscuela Normal Superior en Lenguas Vivas “Sofía Esther Broquen de Spangenberg”Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”Instituto Superior del Profesorado “Dr. Joaquín V. González”Instituto Superior del Profesorado “Pbro. Antonio María Sáenz”Instituto Superior Nuestra Señora de la PazProfesorado Superior del CONSUDECInstituto Superior de Formación Docente N° 100
FAAPI 2013 has the following support:
Grant for Members of FAAPI Associations Reglamento de Congresos FAAPI www.faapi.org.ar/informacion/congreso-faapi/reglamentoArtículo 13.1: Para posibilitar la asistencia al Congreso Anual de un miembro de la Comisión Directiva de cada Asociación Federada, o del socio que ésta resuelva, se otorgará una inscripción al Congreso, abonada en partes iguales por FAAPI, la Asociación Organizadora y la Asociación federada. El socio favorecido deberá concurrir a la Reunión Informal de Representantes de Asociaciones de FAAPI que se realiza durante el Congreso.
Members of the 21 FAAPI Associations have received this grant:ACPI, Asoc. Cordobesa de Prof. de Inglés - AFPI, Asoc. Fueguina de Prof. de Inglés - AJPI, Asoc. Jujeña de Prof. de Inglés - APIBA, Asoc. de Prof. de Inglés de Buenos Aires - APIBB, Asoc. de Prof. de Inglés de Bahía Blanca - APICH, Asoc. de Prof. de Inglés del Chaco - APICU, Asoc. de Prof. de Inglés de Concepción del Uruguay - APIER, Asoc. de Prof. de Inglés de Entre Ríos - APIM, Asoc. de Prof. de Inglés de Misiones - APISC, Asoc. de Prof. de Inglés de Santa Cruz - APISE, Asoc. de Prof. de Inglés de Santiago del Estero - APISN, Asoc. de Prof. de Inglés de San Nicolás - APIT, Asoc. de Prof. de Inglés de Tucumán - APIZALS, Asoc. de Prof. de Inglés Zona Andina y Línea Sur - APPI, Asoc. Pampeana de Prof. de Inglés - APrIR, Asoc. de Prof. de Inglés de Rosario - ARPI, Asoc. Riocuartense de Prof. de Inglés - AsCaPI, Asoc. Catamarqueña de Prof. de Inglés - ASJPI, Asoc. San Juan de Prof. de Inglés - ASPI, Asoc. Salteña de Prof. de Inglés - ASPI, Asoc. Santafesina de Prof. de Inglés
Other grants APIBA First-time Speaker Scholarship - APrIR First-time Speaker Scholarship
Grants and Scholarships
13
17:00 (Room A)The Politics of Pronunciation
Helen Ashton trained at The Central School of Speech and Drama, graduating with Distinction from the MA in Voice. She specialises in speech and accent work, which she teaches at the Royal Academy of Dramatic Art (RADA), in London. She has coached actors in many different accents for Stage and Screen appearances. Helen is co-author of the pronunciation guide Collins’ Work On Your Accent which was published in 2012, and teaches English pronunciation to speakers of all languages. Helen also holds an MA with First Class Honours in History from The University of Edinburgh. www.helen-ashton.com
by Helen Ashton with the support of
Keynote Presentations
Thursday
26SEPTEMBER
Traditional approaches to teaching English pronunciation are based on Received Pronunciation. This is often presented as being the ‘standard’ or ‘correct’ form of spoken English. But the linguistic landscape is continually changing – even Received Pronunciation as a speech system is changing. What was considered ’standard’ 30 years ago now sounds ‘old fashioned’... In the UK, Received Pronunciation is no longer held up as being the only ‘correct’ way to speak English. What does this mean for English Pronunciation teaching in an international context? Can we still speak about ‘standard’ accents in the era of Globish?Accents reflect our identities, and no one way of speaking is inherently better than another. However,
this doesn’t mean that pronunciation teaching should be abandoned altogether. There is a middle ground: there is a difference between training people to talk like RP drones, and helping them to speak in a way that is expressive and clear to anyone listening. Although individual accents should be respected, there comes a point where pronunciation habits can be a limitation to fluency.This presentation will show that pronunciation teaching should be flexible, and tailored to students’ individual goals, and will present key skills and concepts that are useful for teaching different pronunciation models. There is space for both sensitivity and rigour within pronunciation teaching, and without either one of them, we are letting our students down.
14:30 (Room C)Workshop 15: Practical pronunciation
Friday
27SEPTEMBER
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.
14
10:30 (Room A)The Landscape of English Language Teaching: Roots, Routes and Ramifications
12:30 (Room B)Academic Conversation: “What are the drawbacks of being bilingual?”Cristina Banfi & Fred Genesee
Cristina Banfi (APIBA Member) holds a Teacher’s degree from INES en LV “JRF”, an M.Phil. in Linguistics from the University of Cambridge and a Ph.D. in Linguistics from University College London. She has worked in educational institutions at all levels, from pre-school to higher education. She has organised and participated in international conferences, published papers and books and edited journals. She was president of APIBA (two terms), Head of the Department of Languages at Universidad Católica Argentina and International Affairs Officer at the CONEAU (Comisión Nacional de Evaluación y Acreditación Universitaria). She is currently Director of Foreign Languages at the Ministry of Education of the City of Buenos
Aires and teaches at IES en LV ‘J. R. Fernández’, ISP ‘J.V. González’, ENS ‘S.B. de Spangenberg’, Universidad de Belgrano and Universidad de Buenos Aires. Her main areas of interest are: educational management and research, professional development, theoretical and applied linguistics and bilingual education.
by Cristina Banfi with the support of
Keynote Presentations
The last two decades have seen considerable changes in the landscape of English language teaching in our midst. This presentation will outline the background to these changes, the current trends worldwide and in our region, and how they influence the reality of teachers of English today. The influence of legislation, market forces, disciplinary developments, and
different types of actors has been felt in various ways and continue to shape the professional lives of teachers. Enhanced awareness of these influences is an essential component of professional development that will allow teachers to make informed decisions about their careers.
Thursday
26SEPTEMBER
Friday
27SEPTEMBER
15
10:00 (Room A)Real life activities as the basis for teaching in multilingual contexts
15:00 (Room A)Performing in a Creative Pre-Service Bilingual Teacher Education
Fernanda Coelho Liberali has a PhD in Applied Linguistics from the Post-graduate Program of Applied Linguistics, of the Pontifical Catholic University of São Paulo (PUC –SP/ BR), where she has worked as a professor and researcher since 2000. She holds a fellowship from Conselho Nacional de Desenvolvimento Científico e Tecnológico, a national funding agency. She was the Brazilian representative for the International Society for Cultural and Activity Research (2009-2011) and now she participates in the Global Perspectives on Learning and Development with Digital Video-Editing Media, a project funded by the Marie Curie Actions, an EU funding Agency. She acts as a consultant for the Secretariat of Education of the City
of São Paulo, which involves 545 schools, and for some private schools. In a socio-historical-cultural perspective, her extramural, consultancy and research concerns are related to school management, teachers’ and teacher educators’ development, teaching-learning issues, literacy, citizenship education, multicultural education and argumentation. She has published articles, chapters and books in Portuguese, English and German.
by Fernanda Coelho Liberali with the support of
Keynote Presentations
This workshop offers the opportunity to discuss how different content areas can be articulated in order to connect learning to students’ every day activities. According to Leontiev (1977), an activity, supported by rules, division of labor and community, takes place within three focal points: the subjects, the object on which they act and the specific artifacts developed from the experiences of previous generations. Working with real life activities in the classroom promotes students’ insertion and transformation of reality. In other words, teaching-learning involves both the knowledge accumulated by previous generations in the form of scientific concepts and the understanding
and perception of the role of everyday concepts and experiences in creating perejivanie - strong cognitive and emotional experience (Vigotski, 1933-34/2006, p. 383). In multilingual teaching contexts, working with activities involves learning different subject areas while, simultaneously, performing roles in social activities recreated in play inside the classroom. In order to illustrate this process, participants will play with data from a research project that works with bilingual teacher education (English-Portuguese and French-Portuguese) and create possibilities to reflect about their own contexts.
This plenary will discuss pre-service bilingual teacher education within a socio-historical-cultural perspective (Vygotsky, 1934/2001 & Leontiev, 1977). Teacher education is seen as a network of revolutionary activities in which transformation is defined in and by the process of production of new realities for all participants. This perspective of bilingual teacher education follows a creative
inspiration, which understands that participants are active in the construction of their professional skills. That is, they do not simply talk about teaching and teaching practices but they engage in activities that are present in school contexts. So they play with the reality they are learning, performing as teachers (Holzman, 2009; Vygotsky, 1930).
Friday
27SEPTEMBER
Saturday
28SEPTEMBER
16
Gabriel Diaz Maggioli is Dean of the School of Language Learning and Teaching and Director of the MATESOL program at The New School, a university in New York. His research revolves around Sociocultural Theory as applied to the development of a viable pedagogy for teacher education.
by Gabriel Diaz Maggioli with the support of
Keynote Presentations
11:30 (Room A)Leonardos in the Classroom or a Renaissance for Teachers
In this plenary we will explore the many facets of a teacher’s tasks by drawing comparison between our profession and the traits and characteristics that made people like Leonardo
da Vinci so unique. We will explore how we, too, can embody those characteristics so that they result in effective teaching for effective student learning.
Saturday
28SEPTEMBER
17:00 (Room B)Four Perspectives in Teacher Education
The last century saw the birth of teacher education as a profession and with it, the influx of various perspectives which many times contradicted one another. In this workshop, we will explore in depth three of those competing
perspectives and attempt to rescue their most effective areas. Finally, we will put forward a fourth emerging perspective which bears the potential to bring together the old and the new.
Thursday
26SEPTEMBER
17
9:00 (Room A)Communicating across cultures: encounters in the “contact zone”
Claudia Ferradas (APIBA Member) is an experienced presenter and ELT author who travels the world as a teacher educator. A graduate from the I.E.S. en Lenguas Vivas “Juan Ramón Fernández”, Buenos Aires, 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, UK. In Argentina, she is a lecturer at the I.E.S. en Lenguas Vivas “Juan Ramón Fernández” and on the MA programme in Literatures in English at the Universidad Nacional de Cuyo, Mendoza. She also works as an ELT and Education Consultant for the British Council Argentina. In the UK, Claudia is a teacher trainer for NILE (Norwich Institute for Language Education).
by Claudia Ferradas with the support of
Keynote Presentations
One of the central concerns of foreign language learning is how to communicate our changing identities in languages used to express worldviews different from our own. In a context of growing intercultural communication, reading and responding to texts in which cultures come into contact can help us develop intercultural awareness, as the encounter with otherness can encourage reflection on how meanings can be communicated across cultures.
Intercultural competence is at the core of the national guidelines (“Núcleos de aprendizaje prioritarios”)
for foreign languages and is a transversal objective in foreign language curricula in different regions of Argentina. However, teachers often find it challenging to plan their classes with an intercultural focus. This presentation explores a variety of literary texts written in English in which intercultural encounters are highlighted and proposes activities and resources for the classroom which aim at developing the linguistic repertoire necessary to express our own meanings in English.
Saturday
28SEPTEMBER
18
14:30 (Room A)Roots and Routes in Developing Writers
17:00 (Room A)Routes into Writing: Developing writing skills
Clare Furneaux University of Reading, UK. Academic Director for the campus-based MA Applied Linguistics and MA English Language Teaching programmes; Academic Director for the MA English Language Teaching by Distance Study; Postgraduate programmes in Applied Linguistics Board of Studies Member. Clare teaches the following modules: Core Issues in English Language Teaching, Language Curriculum Design, Language Teaching Portfolio: Classroom Practical component, The Teaching of Written Language, Teaching English to Young Learners, Teaching the Language Skills, Literacy: Social, educational and cognitive perspectives. Clare currently supervises 8 PhD students in the areas of second language writing. Clare’s EdD included an Institution Focused Study entitled ‘Undergraduates and Technology:
Uses and Attitudes’, and a thesis entitled ‘Masters Level Study in a British Context: Developing Writers’. Her research interests are concerned with developing second language writing skills (especially in English for Academic Purposes contexts) and on-line/distance learning. She also supervises research in the areas of curriculum design and study skills.
by Clare Furneaux with the support of
Keynote Presentations
Over the last 30 years writing has gone from being the Cinderella skill, to a core area of communication in 21st century life. Our children may not see it is as developing writing skills every time they post on Facebook, text or tweet, but these are forms of writing on an evolving continuum of spoken-written language and, as such, they influence how writing develops.This Plenary will discuss the ‘roots’ – the range of experiences - people draw upon in developing their
writing skills, including the burgeoning range of online writing contexts available today. It will then move on to consider how we as teachers can provide ‘routes’ into writing for our foreign language learners. Issues involved include background (academic, linguistic, genre etc), personal characteristics (eg expectations and approaches to learning) and the resources drawn upon (including the new concept of ‘literacy brokers’).
There are three major perspectives in writing research in the last 30 years: writing as process, product and social activity. This workshop will look at ways of helping students develop their writing skills through exposure to activities focussing on each perspective:
exploring how we write (process), what we write (product) and writing as a social and cultural activity. For continuity, the examples will be from an English for Academic Purposes context, but the workshop will be accessible to all.
Thursday
26SEPTEMBER
Friday
27SEPTEMBER
19
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12:00 (Room A)Lessons from Research on Immersion Programs in Canada
14:30 (Room A)Myths and Misunderstandings about Dual Language Acquisition in Young Learners
Fred Genesee is Professor in the Psychology Department at McGill University, Montreal. He has conducted extensive research on alternative forms of bilingual and immersion education; his current research interests include language acquisition in pre-school bilingual children, cross-language adopted children, and the language and academic development of students at-risk in bilingual programs. He has served as a consultant on second/foreign language and bilingual education in countries around the world, including Japan, Spain, Germany, Estonia, Hong Kong, Latvia, Russia, and Italy. He is the author of numerous professional and scientific research reports and books.
by Fred Genesee with the support of
Keynote Presentations
Second language immersion programs were first introduced in Canada in 1965 as an alternative and more effective approach for promoting second language proficiency. At their inception, these programs were considered radical because they not only taught the second/foreign language as a subject, but they also taught non-language subjects, such as science and mathematics, through the second language. Immersion programs can now be found in many communities around the world and have been the subject of intense and extended research attention. In this presentation, I will discuss the rationale for immersion and describe alternative forms of immersion and key
features of each. I will then summarize research findings on the effectiveness of these programs. Findings from research will be used to address the following questions: How effective are immersion programs in promoting students’ proficiency in a second language? Do students’ first language skills or academic achievement suffer? Are immersion programs suitable for students with learning challenges? Is it better to start immersion early and is more exposure to the second language advantageous? Are there certain pedagogical practices that are particularly effective? The implications of these findings for program development and instruction will be discussed.
There has been growing interest in children who learn language in diverse contexts and under diverse circumstances. In particular, dual language acquisition has become the focus of much research attention, arguably in response to growing awareness that dual language learning is common in children. A deeper understanding of dual language learning under different circumstances is important to ensure the formulation of theories of language learning that encompass all language learners and to provide critical information for clinical, educational, and other practical
decisions that touch the lives of young language learners. This talk will review research findings on dual language learning in both school and non-school settings, among simultaneous and sequential bilinguals, and in typically-developing learners and those with an impaired capacity for language learning. Key findings with respect to common myths and misunderstandings that surround dual language acquisition in young learners will be reviewed and discussed and their implications for both theoretical and practical matters will be considered.
Thursday
26SEPTEMBER
Friday
27SEPTEMBER
12:30 (Room B)Academic Conversation: “What are the drawbacks of being bilingual?”Cristina Banfi & Fred Genesee
Friday
27SEPTEMBER
24
16:00 (Room A)La enseñanza de las lenguas extranjeras en la construcción del plurilingüismo en América Latina
15:30 (Room A)Educación intercultural bilingüe indígena en México: La integración de lenguas, culturas y asignaturas
Rainer Enrique Hamel es Profesor Titular de Lingüística, Departamento de Antropología, Universidad Autónoma Metropolitana (UAM), México, D. F. Director del Programa interinstitucional “Comunidad indígena y educación intercultural bilingüe” (CIEIB), y coordinador del Proyecto permanente “Políticas del Lenguaje en América Latina” de la Asociación de Lingüistas y Filólogos de América Latina (ALFAL). Campos de investigación: bilingüismo y educación bilingüe, políticas del lenguaje, globalización y lenguas, análisis del discurso. Profesor e investigador visitante en las Universidades de Stanford, UC Santa Bárbara, UC San Diego, EEUU, Campinas y Belem, Brasil, y Frankfurt, Mannheim y Friburgo, Alemania.
by Rainer Enrique Hamel with the support of
Keynote Presentations
La enseñanza de las lenguas extranjeras, en su larga historia en América Latina, se ha concebido y practicado en forma bastante aislada de los contextos de multilingüismo y sus condicionantes socio-culturales y económicos. Sin embargo, los avances de la investigación interdisciplinaria ponen en relieve las complejas interrelaciones lingüísticas, cognitivas y socioeconómicas que determinan este campo y lo relacionan con dos espacios de bi y multilingüismo que se ubican en polos opuestos de la escala social: la educación indígena bilingüe y las
escuelas bilingües privadas de élite, cada una con sus respectivas comunidades de sustento. Una política integradora de las lenguas y la educación tendrá que señalar de qué manera los espacios de las lenguas extranjeras, lenguas inmigrantes y lenguas indígenas podrán contribuir a una transición desde posiciones tradicionales que consideran la diversidad lingüística como un problema, hacia orientaciones y prácticas que promueven un plurilingüismo enriquecedor de las sociedades latinoamericanas en su conjunto.
En la charla se presentará el vídeo documental “T’arhexperakua – creciendo juntos” que relata la experiencia de un proyecto educativo p’urhepecha, un pueblo indígena mexicano, que elaboró su currículo intercultural y bilingüe propio, basado en la alfabetización y enseñanza de todas las materias en lengua indígena (L1) y la enseñanza del español como
segunda lengua (L2). Desde hace más de diez años, este proyecto escolar cuenta con el acompañamiento de un equipo académico con quien desarrolló un proceso de investigación colaborativa e intervención escolar. Se discutirán con el público los temas enunciados en el título.
Thursday
26SEPTEMBER
Friday
27SEPTEMBER
25
9:00 (Room A)Building Cultural Competence in the 21st Century Student’s Toolkit
14:00 (Room A)Immersion in the US
Myriam Met is an independent consultant, having left the University of Maryland in 2008 where she was Acting Director at the National Foreign Language Center. Dr. Met has been a supervisor of foreign language programs for major urban and suburban school districts, where she was responsible for initiating and overseeing a variety of innovative programs, particularly immersion programs, including the first Mandarin immersion program in a US public elementary school. Her current work focuses on support for K-12 immersion in a variety of languages. She has served as a consultant to government agencies, universities, educational systems, and schools within the US and countries around the world.
by Myriam Met with the support of
Keynote Presentations
Now more than ever, understanding other cultures and using language so that we can communicate across cultures without distortion or misinterpretation are vital competencies. Intriguing questions face us as language educators such as:Can you be bilingual without being bicultural?What does it mean to be bicultural? Multicultural?
What do we mean when we say that you can’t learn another language without learning its culture? What does that look like in our classrooms?As language teachers, how do we decide what students should learn about intercultural communication? When should they learn it, and how? How will we know if students have learned well?
The number of immersion programs in the US has skyrocketed in the last decade. While these programs are located throughout the country, they serve a range of purposes and enroll diverse student populations. Despite differences, one factor remains constant:
because immersion programs deliver schooling through a new language, immersion teachers must be skilled as both content and language teachers. This session will provide details on program types, teacher skill sets, and include video clips of immersion classrooms.
Friday
27SEPTEMBER
Saturday
28SEPTEMBER
26
10:00 (Room A)Prácticas y repertorios plurilingües escolares: miradas desde la etnografía y la interacción
Virginia Unamuno es doctora en Filología por la Universidad de Barcelona y especialista en sociolingüística aplicada a la educación. Después de trabajar más de diez años en la Universitat Autònoma de Barcelona, es actualmente investigadora adjunta del CONICET, donde coordina un proyecto sobre Plurilingüismo y Educación Intercultural Bilingüe en la provincia del Chaco. Su investigación se centra en el estudio del multilingüismo en contextos escolares desde una perspectiva interaccional, así como en las relaciones entre la gestión de las lenguas en las escuelas y las políticas lingüísticas y educativas. Es autora de Lenguas, escuela y diversidad sociocultural (Barcelona: Ed. Graó) y de diversos artículos en revistas especializadas.
by Virginia Unamuno with the support of
Keynote Presentations
La sociolingüística contemporánea ha mostrado que el trabajo etnográfico y el análisis interaccional pueden coexistir en una propuesta de investigación cualitativa orientada hacia la descripción de las formas en que se despliegan y se modifican los repertorios lingüísticos en contextos escolares. Para estas investigaciones, la descripción de las prácticas y repertorios plurilingües necesita no sólo considerar la mirada del investigador en la adscripción de los rasgos verbales a una lengua u a otra, sino, especialmente, el estudio de las formas en que los propios hablantes categorizan o “tratan” las formas del habla, explotando comunicativamente o bien el contraste entre sistemas verbales –base del cambio de lenguas o codeswitching-, o bien, la convergencia, potencialmente emergente en formas mixtas, híbridas o bivalentes. Este giro epistemológico, que descentra el monolingüismo en la teoría lingüística contemporánea y pone en evidencia la necesidad de nuevas categorías para describir los códigos semióticos en juego en interacciones multilingües, impacta, creemos, en la didáctica de las lenguas, la
cual se ve interpelada por nuevos datos y nuevas categorías, muchas veces incompatibles con la visión fragmentaria y parcializada de las lenguas, las culturas y sus relaciones, vigente en las propuestas actuales de enseñanza.Es objetivo de esta ponencia poner en diálogo los resultados de estas investigaciones con algunas propuestas didácticas actuales, que recuperan la actividad, la diversidad y la interdisciplinariedad como ejes centrales de trabajo en el aula. Para ello, se expondrán dos casos distantes y en diálogo. Por un lado, el estudio de la socialización lingüística escolar de niños y jóvenes migrados a Barcelona (2004-2009), que nos servirá para revisar tres nociones importantes para una didáctica plural de las lenguas: prácticas plurilingües; repertorios plurilingües; comunidad de habla. Por otro lado, el estudio de las interacciones bilingües en escuelas wichis del Chaco (2010-2013), las cuales nos posibilitarán adentrarnos en las relaciones complejas entre identidad, poder y aprendizaje de lenguas.
Saturday
28SEPTEMBER
27
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Academic Presentations
10:00 – 11:00 (Room B)So What’s So Great About Britain?
11:30 – 12:30 (Room B)Moving Beyond The App: What counts as a serious technology-mediated instruction?
Friday
27SEPTEMBER
AP1
Friday
27SEPTEMBER
AP2
Big Ben, bowler hats, Brighton pier and tea for two – Great Britain in a nutshell. Or is it? In fact, is it perhaps time to drop the Great so as to be able to get a better view of the Britain? Or is it time to get a better view of Britain in order to see why it should still be called Great? Come with me for a unique tour of the country I’ve spent half my life looking at from inside, and the other half pondering over from the outside.
As with many innovations in Education, the use of technology for instructional purposes has been tied to a view of teaching not very dissimilar from that promoted by traditional approaches. Because of various reasons (lack of adequate teacher preparation, strong pedagogical traditions, insufficient technical support, among others), the implementation of technology-mediated learning has received more criticisms than compliments. In this presentation we will go beyond the “frills and thrills” of technology in the classroom. Bymoving beyond the tools (applications, programs, and platforms) and focusing on the interactions that ensue from teacher and student involvement with technology we will disclose the principles for a sound online pedagogy. In short, we will attempt to redirecttechnology-mediated instruction towards its true goal: that of promoting quality student learning.
Robin Walker
With the support of
Robin Walker is a freelance language teacher, teacher educator, and materials writer. He has been involved in ELT since moving to Spain in 1981. In this time, he worked for over 20 years in ESP as a lecturer in English at the University School of Tourism of Asturias. He has also collaborated extensively with many of Spain’s state teacher training centres, with the University of Oviedo, and with Oxford University Press España.
Gabriel Díaz Maggioli
With the support of
Gabriel Diaz Maggioli is Dean of the School of Language Learning and Teaching and Director of the MATESOL program at The New School, a university in New York. His research revolves around Sociocultural Theory as applied to the development of a viable pedagogy for teacher education.
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Academic Presentations
12:30 – 13:00 (Room A)Global Learning In The Curriculum: The case of Connecting Classrooms
14:30 – 15:30 (Room B)Essential Skills For 21st Century Learners
Friday
27SEPTEMBER
AP4
Friday
27SEPTEMBER
AP3
The implementation of the intercultural dimension in our classes is not limited to the content we select to learn about other culture(s) but, most importantly, to the interaction learners have with cultural contents. In this talk we will outline how to plan international collaborative projects in the Connecting Classrooms Programme that focus on the themes, skills and outcomes the students need to know and acquire in order to develop intercultural awareness.
Rapid technological change, shifting job markets and the increasingly connected nature of society mean that people need key skills to become active global citizens. In this session we will look at such “21st century skills”: lifelong learning strategies; information processing and thinking skills; intercultural and interactive communicative competence; digital literacies.
Ruben Mazzei
With the support of
Ruben Mazzei is a university EFL and literature teacher and a sworn translator (U.N.L.P) and is currently working on his thesis in Linguistics. He teaches at secondary, tertiary and university levels, and is a researcher for U.B.A. He has delivered and produced CPD courses and materials since 2005 for Dirección de Formación Continua -Province of Buenos Aires- and is currently coordinating the team of CPD teachers. He has participated in several of the British Council activities such as developing material, facilitating reading groups and coordinating the Connecting Classrooms programme. He is currently facilitating workshops on Global Citizenship.
Michael Harris
With the support of
Michael Harris has taught in Spain, Bolivia and Colombia and has done extensive teacher training in Spain and other countries in Europe, South America and the Middle East. Michael is the co-author of the following coursebooks: World Class (Longman, 1994); World Club (Longman, 2000); Opportunities (Longman, 2002); New Opportunities (Longman 2005); Challenges (Longman 2006); Choices and New Challenges (2013) He has also published articles and methodology books on the following topics: syllabus design; self-assessment; continuous assessment and testing; learner development: oral skills; culture and language learning.
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Thematic Panels
14:30 – 15:30 (Room B)Bi/Multi/Plurilingüismo, Interculturalidad y Política Lingüística
Thursday
26SEPTEMBER
TP1
Barboni, Silvana is Head Teacher of ELT Methodology at Universidad Nacional de La Plata. She holds an MA in TEFL from the University of Reading and is now completing her Doctoral Studies at the University of London. She coordinates the Programme of Plurilingual and Intercultural Education of the Province of Buenos Aires.
Corradi, Leonor (APIBA Member) es profesora en inglés y magíster en Educación y Formación Docente (Universidad de Surrey, RU). Es la referente de inglés del Equipo de Lenguas Extranjeras del Ministerio de Educación de la Nación, y se desempeña como formadora de formadores en el área de la didáctica del inglés en carreras del nivel Inicial y Primario y del Nivel Medio y Superior en el IES en Lenguas Vivas Juan Ramón Fernández e ISP Dr. Joaquín V. González. Ha dictado numerosos cursos de formación docente y desarrollo profesional en esta área y ha participado en congresos, jornadas y conferencias en Argentina y en el exterior. Es coordinadora de las escuelas de Modalidad Plurilingüe del Gobierno de la Ciudad de Buenos Aires. Es responsable de la organización de los contenidos de inglés en el Diseño Curricular de Lenguas Extranjeras de Ciudad de Buenos Aires y ha trabajado en las reformas y creaciones de planes de estudio en institutos de formación docente. Actualmente está enseñando inglés a ciegos como parte de una experiencia piloto en el área de Educación Especial.
Espíndola, María Martha (APIM Member) es profesora y licenciada en Lengua Inglesa egresada del Instituto Superior Antonio Ruiz de Montoya (1982) y la Universidad Nacional del Litoral (2008), respectivamente. Experta Universitaria en Administración de Educación (UNED). Se desempeñó como profesora de inglés en los niveles primario y secundario desde 1979 y en el nivel superior desde 1983. Desde 2004 integra el equipo técnico del Área de la Modalidad Educación Intercultural Bilingüe de la Provincia de Misiones y desde 2008 está a cargo de su coordinación pedagógica. Ha brindado cursos de capacitación y conferencias respecto de la didáctica y adquisición de lenguas, literatura inglesa y el bilingüismo y la interculturalidad en educación.
Prytz Nilsson, Liliam Sofía (APIM Member) Profesora (ISARM) y licenciada en Lengua Inglesa (USAL y UNL). Experta Universitaria en Administración de la Educación (UNED- Madrid). Actualmente es Profesora titular de Lingüística Aplicada y del Trayecto Integrador de la Practica II en el Instituto Superior Antonio Ruiz de Montoya (ISARM). Es Directora Ejecutiva del Servicio Provincial de Enseñanza Privada de Misiones, y desde el año 2012 está a cargo de la Dirección Ejecutiva del Instituto de Políticas Lingüísticas (IPL) dependiente del Ministerio de Cultura, Educación, Ciencia y Tecnología de la Provincia de Misiones. Fue Coordinadora Provincial del Proyecto Integral de Educación Intercultural Bilingüe- sub proyectos de Modalidad Indígena y de Frontera de ese Ministerio.
Revale, Sandra (APIBA Member) especialista en Didáctica Específica de la Lengua Inglesa y ex-presidente de APIBA, se desempeña actualmente como Responsable de Examen de idioma inglés en las Certificaciones en Lenguas Extranjeras (CLE) y como Coordinadora de Enseñanaza de Idiomas en la Dirección Operativa de Lenguas Extranjeras, dependiente de la Dirección General de Planeamiento Educativo del Ministerio de Educación de la CABA . En el ámbito privado es Coordinadora General del Liceo Cultural Británico.
Moderator: Mario López Barrios (ACPI Member)
34
Thematic Panels
11:30 – 12:30 (Room A)Bi/Multi/Plurilingualism, Interculturality & Technology
Friday
27SEPTEMBER
TP2
Amez, Mariel (APrIR Member) is a Teacher of English (INSP Rosario and UNR). She is currently a lecturer in English Literature at IES “O. Cossettini” and ISPI “San Bartolomé” (Rosario), a Cambridge English Speaking Examiner and Secretary to APrIR’s Executive Committee. Her research interests include literature, online learning and teacher education.
Artusi, Alicia (APIBA Member) is a Teacher of English Language and Literature graduated at Universidad Nacional de La Plata, and holds a Postgraduate Diploma in Education and Professional Development with NILE and the University of East Anglia, UK. She’s now writing a dissertation on Blended Learning as the last module to finish her MA in Education with NILE and the University of Chichester, UK. She’s the co-author of Engage and ECCE Result, among other coursebook series, all published by OUP, UK and is currently working with the British Council as a Materials Developer and Coordinator for Plan Ceibal and writing a series of listening books for Hong Kong with Popular World Publishing company.
Furneaux, Clare. University of Reading, UK. Academic Director for the campus-based MA Applied Linguistics and MA English Language Teaching programmes; Academic Director for the MA English Language Teaching by Distance Study; Postgraduate programmes in Applied Linguistics Board of Studies Member. Clare teaches the following modules: Core Issues in English Language Teaching, Language Curriculum Design, Language Teaching Portfolio: Classroom Practical component, The Teaching of Written Language, Teaching English to Young Learners, Teaching the Language Skills, Literacy: Social, educational and cognitive perspectives. Clare currently supervises 8 PhD students in the areas of second language writing. Clare’s EdD included an Institution Focused Study entitled ‘Undergraduates and Technology: Uses and Attitudes’, and a thesis entitled ‘Masters Level Study in a British Context: Developing Writers’. Her research interests are concerned with developing second language writing skills (especially in English for Academic Purposes contexts) and on-line/distance learning. She also supervises research in the areas of curriculum design and study skills.
García, Aurelia (APPI Member) is an English Teacher (UNLPam). Evaluation Specialist (UNLPam). Higher Diploma in Social Sciences in the field of Education and New Technologies (FLACSO). FULBRIGHT scholar DAT 2010: “The Incorporation of ICT Resources to the Teaching of English as a Foreign Language using Task-Based Methodology”. Teaching assistant professor in Didactics and Educational Practice III, UNLPam. Teacher trainer “Propuesta de Formación y Desarrollo Profesional Docente en Web 2.0”.
Simón, Liliana (APIBA Member) is a teacher of English, administrator of UNLP VLEs, and a British Council E-moderator. She worked as a co-coordinator for Conectar Igualdad, BA. She develops e-material, delivers presentations and courses on Learning Technologies, Plurilingual and Intercultural Programme and ADULP/UNLP. She obtained a fellowship at Open University, UK.
Moderator: Gabriela Madera (APIBA Member)
35
Thematic Panels
10:00 – 11:00 (Room B)Bi/Multi/Plurilingualism in Latin America
Saturday
28SEPTEMBER
TP3
Hamel, Rainer Enrique es Profesor Titular de Lingüística, Departamento de Antropología, Universidad Autónoma Metropolitana (UAM), México, D. F. Director del Programa interinstitucional “Comunidad indígena y educación intercultural bilingüe” (CIEIB), y coordinador del Proyecto permanente “Políticas del Lenguaje en América Latina” de la Asociación de Lingüistas y Filólogos de América Latina (ALFAL). Campos de investigación: bilingüismo y educación bilingüe, políticas del lenguaje, globalización y lenguas, análisis del discurso. Profesor e investigador visitante en las Universidades de Stanford, UC Santa Bárbara, UC San Diego, EEUU, Campinas y Belem, Brasil, y Frankfurt, Mannheim y Friburgo, Alemania.
Coelho Liberali, Fernanda has a PhD in Applied Linguistics from the Post-graduate Program of Applied Linguistics, of the Pontifical Catholic University of São Paulo (PUC –SP/ BR), where she has worked as a professor and researcher since 2000. She holds a fellowship from Conselho Nacional de Desenvolvimento Científico e Tecnológico, a national funding agency. She was the Brazilian representative for the International Society for Cultural and Activity Research (2009-2011) and now she participates in the Global Perspectives on Learning and Development with Digital Video-Editing Media, a project funded by the Marie Curie Actions, an EU funding Agency. She acts as a consultant for the Secretariat of Education of the City of São Paulo, which involves 545 schools, and for some private schools. In a socio-historical-cultural perspective, her extramural, consultancy and research concerns are related to school management, teachers’ and teacher educators’ development, teaching-learning issues, literacy, citizenship education, multicultural education and argumentation. She has published articles, chapters and books in Portuguese, English and German.
Díaz Maggioli, Gabriel is Dean of the School of Language Learning and Teaching and Director of the MATESOL program at The New School, a university in New York. His research revolves around Sociocultural Theory as applied to the development of a viable pedagogy for teacher education.
Rettaroli, Silvia (APIBA Member) is a teacher and teacher educator (I.S.P. “J.V. González). Worked in the Research and Educational Development Unit of the MEyC (1998-1999). Organised and participated in national and international conferences, published papers and textbooks. Areas of interest: professional development (OL and f2f), bilingual education/CLIL, assessment. CLE (Foreign Languages Certifications) coordinator (2008-2011). English Unit coordinator at the CLE (ME - City of Buenos Aires).
Moderator: Darío Banegas (APIZALS Member)
36
Thematic Panels
14:00 – 15:00 (Room B)Bi/Multi/Plurilingüismo, Interculturalidad y Diversidad
Saturday
28SEPTEMBER
TP4
Iummato, Silvia (APIBA Member) es profesora de Gramática Inglesa I y II del IES en Lenguas Vivas, Estructuras Comparadas en el Traductorado de la Universidad de Belgrano y profesora investigadora de la Universidad Nacional del Comahue donde dicta Semántica, Análisis del Discurso e Introducción a la Lingüística. Fue Secretaria de APIBA en los años 2000 y 2001.
Portilla, Mariángeles (APIBA Member) es profesora de inglés graduada. Tiene Diploma Superior en Educación y Nuevas Tecnologías de FLACSO. Actualmente se encuentra cursando la Especialización en Gestión de Lenguas en la Untref y el Diploma en Políticas Públicas en la Universidad de San Juan. Ha trabajado por más de 14 años en escuelas de gestión estatal en la CABA. Junto a Cristina Banfi y Laureana Moreno conforman la Subcomisión SEEDS (Sembrar Experiencias, Evocando Diversidades) de APIBA.
Rusell, Gabriela es Lic. en Letras (UBA). Doctora por la Universidad Complutense de Madrid. Directora Académica del Postítulo “Interculturalidad y Enseñanza de Español como Lengua Segunda y Extranjera”, del IES en Lenguas Vivas “J. R. Fernández”. Jefe Técnico de Alfabetización de la Dirección Provincial de Educación Especial de la Pcia. de Buenos Aires. Investigadora de la UBA y profesora en la Universidad Nacional de Lanús y en la Universidad Nacional de Quilmes.
Unamuno, Virginia es doctora en Filología por la Universidad de Barcelona y especialista en sociolingüística aplicada a la educación. Después de trabajar más de diez años en la Universitat Autònoma de Barcelona, es actualmente investigadora adjunta del CONICET, donde coordina un proyecto sobre Plurilingüismo y Educación Intercultural Bilingüe en la provincia del Chaco. Su investigación se centra en el estudio del multilingüismo en contextos escolares desde una perspectiva interaccional, así como en las relaciones entre la gestión de las lenguas en las escuelas y las políticas lingüísticas y educativas. Es autora de Lenguas, escuela y diversidad sociocultural (Barcelona: Ed. Graó) y de diversos artículos en revistas especializadas.
Viñas Urquiza, María Teresa (APIBA Member) Profesora de Inglés (UNCba), Master (Northwestern Univ. USA), abogada (UBA). Trayectoria como formadora de profesores y traductores en universidades e institutos terciarios. Profesora invitada maestrías (UBA, UB) y licenciatura (UNLitoral) Autora de “Lengua Mataca” Tomo I y II (UBA) y “Ambiguity Keys. Part 1: Subjunctive” (Edit. Dunken). Ponencias, cursos, seminarios, talleres y conferencias sobre el tema.
Moderator: Ricardo Javier Palma (APIT Member)
37
“Temas contables para APIs: los SI y los NO”
Con el apoyo de Estudio Montenegro - Feldman y Asociados
11:30 – 12:00 (Room J)
Friday
27SEPTEMBER
T1
Aspectos impositivos, contables y de control interno para una mejor gestión.Algunas cuestiones vinculadas a la asociatividad: modelos para el desarrollo de la actividad.
Graciela L. Montenegro Contador Público (UM), consultora de empresas y entidades civiles. Ex Vicepresidente 2da. Consejo Profesional de Ciencias Económicas (2010-2013). Socia de Montenegro – Feldman y asociados, firma dedicada al asesoramiento integral a las pequeñas y medianas empresas. Tenemos una amplia experiencia en la consultoría lo que nos permite agregar valor a nuestro asesoramiento al empresario asistiéndolo en una variada gama de temas necesarios en la toma diaria de decisiones.
Training for Teacher Associations Track
Capacitación para Asociaciones Civiles sin Fines de Lucro“Los SI y los NO de una Asociación de Profesores de Inglés (API)”
“Voluntariado para APIs: los SI y los NO”
Con el apoyo de AFS Programas Interculturales www .afs .org .ar
12:00 – 12:30 (Room J)
Diferentes modelos de voluntariado: acción única, compromiso a largo plazo, task force. Ley Nacional de Voluntariado: definición de voluntario, derechos y obligaciones de los mismos y de la organización. Ciclo de vida del voluntario: qué hacer en los distintos momentos para motivar y apoyar la labor voluntaria. Espacios para el voluntariado enlas APIs.
Lucas Barchuk estudió Psicología en la UBA y actualmente, además de su práctica clínica, se dedica a la facilitación de actividades de aprendizaje y procesos grupales. Desde 2007 se desempeña en AFS Programas Interculturales como Coordinador de Capacitación y Encargado de Aprendizaje Intercultural, diseñando e implementando entrenamientos para empoderar y proveer de herramientas a los voluntarios de la organización.
Laura Copteleza cursó sus estudios de Lic. en Organización y Dirección Institucional en la Universidad Maimónides. Actualmente se desempeña como Directora de Desarrollo Organizacional en AFS Programas Interculturales, organización para la cual trabaja desde 1995, ocupando diferentes roles en las áreas de programas, formación de voluntarios, facilitación de talleres para estudiantes y docentes y proyectos estratégicos especiales, entre otros.
Friday
27SEPTEMBER
T2
Presented by:
38
Training for Teacher Associations Track
“Algunas reflexiones sobre la dinámica de los grupos pequeños”
14:30 – 15:00 (Room J)
Saturday
28SEPTEMBER
T4
¿De qué manera ayudan algunas reflexiones sobre la dinámica de los grupos pequeños a encarar y/o mejorar situaciones que pueden resultar conflictivas? A partir de una brevísima exposición recordaremos algunos principios y en este espacio interactivo discutiremos estrategias para optimizar nuestro funcionamiento.
Susana Gullco Groisman (APIBA Member) Graduada del ISP JVG (Buenos Aires), profesora titular de Literatura Inglesa Contemporánea (ISP JVG); ex-Directora del Depto Inglés ISP JVG; ex-Presidente de APIBA y ex-Coordinadora del Lit. SIG. Actualmente pertenece al equipo de capacitadores de ESSARP y ha sido recientemente designada Mentora en APIBA. Especializada en Dinámica Grupal (Asociación Argentina de Psicología y Terapia Grupal).
“Aspectos Institucionales de una API: los SI y los NO”
14:00 – 14:30 (Room J)
Saturday
28SEPTEMBER
T3
¿Qué desafíos plantea la participación en la CD de una institución? ¿Cómo lograr que la tarea de sus integrantes potencie las expectativas de sus asociados? La sesión estará destinada a compartir ideas y estrategias de gestión útiles para aquellas personas que desinteresadamente colaboran con su tiempo e ideas en hacer posible los proyectos de una asociación sin fines de lucro.
María Cristina Thomson (APIBA Member). Profesora de inglés (INP Rosario), Profesora de teatro (ENAD), Profesora en Literatura Infantil-Juvenil (SUMMA); National Diploma in Children´s Literature (Christchurch, Nva. Zelanda), Maestría en Literatura para Niños (UNR). Dicta seminario posgrado Literatura Infantil (UNC). Con Tabaré, publica Relatos (in) mortales, título premiado por Banda Dibujada 2013. Ex Presidente de APIBA y FAAPI.
Capacitación para Asociaciones Civiles sin Fines de Lucro“Los SI y los NO de una Asociación de Profesores de Inglés (API)”
Presented by:
39
Boedo 555 - Sáenz 740 - Lomas de Zamora
Tel . 4292-8168 / 4292-8941
www.institutosaenz.edu.ar mail: [email protected]
Instituto Superior Antonio Sáenz
Adhesión INSTITUTO SUPERIOR DE PROFESORADO
PBRO DR ANTONIO MARÍA SÁENZDIPREGEP 4409
40
Ricale Viajes SRL
Teléfono 5776-4056 o 15 4 406 8288Email [email protected]
Contacto Rodrigo Delgado
Desde 1992 enseñando idiomas con calidad, vocación y profesionalismo.
Sede Avellaneda: Entre Rios 265Tel (011) 4228-4900
Sede Lanús: Avda. Máximo Paz 783 Tel. (011) 3221.-3505
Adhesión
Adhesión Adhesión
41
Claudia Ferradas PhDReading and Discussion Groups in
Contemporary Literature
Azcuénaga 1988 - 6º D (1128) CABATel. (011) 20553994
Adhesión
Mariela Kaddour
desde 1971
/apiba
Hace a la profesión
Adhesión
42
Adhesión
MARIA CRISTINA THOMSON
Adhesión
SUSANA GULLCO GROISMANCapacitadora docente
www.institutotseliot.com.ar
Laura RenartRepresentante de NILE en Argentina
Adhesión
INéS CAMBIASSO
Adhesión Adhesión
43
“ICT and Teaching: Collaborating to build knowledge?”
15:30 – 16:30 (Room B)
Professional Development Track
Presented by:
We have often heard there is fear of technology among educators. Some believe MOOCs will kill the class or that data will dehumanise college, or perhaps that e-books will kill the book. What is the current situation in our classrooms? How does ICT impact our teachers and students? Teaching and learning with ICT does not facilitate a common experience, but rather facilitates an experience each person can make their own, it allows for a different timing, and degree of awareness-raising.
María Inés Cambiasso, former APIBA President, former e-TL SIG CoordinatorJennifer Verschoor, APIBA Member, EdTech specialist Claudia Antinori, Marcia Balda and Silvana Lopardo, APIBA e-TL SIG co-Coordinators
British Council Continuing Professional Development Framework & APIBA Professional Development Programmes
17:00 – 18:00 (Room B)
A language teacher’s career begins with initial training and grows into a lifelong journey where no two people take the same path. The British Council’s Continuing Professional Development Framework identifies six stages in a teacher’s career, from Starting to Specialist, and serves as a guide to the opportunities available to progress. Along these lines, APIBA will present Programmes that foster the continuing professional development of its Members and of teacher trainees at various stages of their careers: APIBA SIGs, APIBA Professional Issues SIG, APIBA Junior & Senior Programmes, APIBA Mentoring Programme.
British Council Continuing Professional Development Framework • Pablo Toledo, British Council English Consultancy Services Manager
APIBA Professional Development Programmes• APIBA SIGs (2000 - to date) Romina Arena & Viviana Myslicki, APIBA SIGs Liaison Officers • Professional Issues SIG (2010 - to date) Débora Bagüez & Graciela Moyano, SIG Coordinators• APIBA Junior / Senior Programmes (2012 - to date) Graciela Moyano & Claudia Naom, former APIBA Executive Committee Members• APIBA Mentoring Programme (2012 - to date) María Inés Cambiasso, Programme Coordinator, former APIBA President
Friday
27SEPTEMBER
PD1
Friday
27SEPTEMBER
PD2
44
acompaña a APIBA en el Congreso FAAPI 2013
Charcas 3949 - (1425) Buenos Aires - ArgentinaTel: 4833 2607 / 4832 4547
Adhesión
Adhesión
45
Meet & Greet sessions
Each Meet & Greet session consists of a gathering of a small, casual group of colleagues to discuss current topics of interest with a Keynote Speaker. Each Meet & Greet session is limited to ten attendees.
Ticketed session - Cost: AR$120 each. Unsold tickets to Meet & Greet sessions can be purchased on-site at the registration desk. Tickets are not transferable and are only valid for the Meet & Greet session printed on each ticket.* For further information on each Keynote Speaker, please refer to the biodata in the Keynote Presentations section.
Thursday
26SEPTEMBER
Meet & GreetKeynote Speaker
FRED GENESEE
With the support of
MG1
Main areas of specialism: Bilingualism. Immersion education.*
14:30 – 15:15 (Room K)
Saturday
28SEPTEMBER
Meet & GreetKeynote Speaker
RAINER ENRIqUE HAmEL
With the support of
MG6
Main areas of specialism: Bilingüismo y educación bilingüe.
Políticas del lenguaje. Globalización y lenguas. Análisis del discurso.*
14:00 – 14:45 (Room K)
Meet & GreetKeynote Speaker
MYRIAM MET
With the support of
MG2
Main areas of specialism: Foreign language
immersion programs.*
11:30 – 12:15 (Room K)
Friday
27SEPTEMBER
Meet & GreetKeynote Speaker
FERNANDA CoELHo LIBERALI
With the support of
MG4
Main areas of specialism: School management. Teachers’ and
teacher educators’ development. Teaching-learning issues. Literacy.
Citizenship education. Multicultural education. Argumentation.*
17:00 – 17:45 (Room K)
Friday
27SEPTEMBER
Meet & GreetKeynote Speaker
HELEN ASHToNPresented by APIBA
Language & Phonology SIG
With the support of
MG3
Main areas of specialism: Pronunciation.
Speech and accent work.*
15:45 – 16:30 (Room K)
Friday
27SEPTEMBER
Meet & GreetKeynote Speaker
CLARE FURNEAUxPresented by APIBA Young Learners SIG
With the support of
MG5
Main areas of specialism: Developing second language writing skills.
Curriculum Design. Young Learners. Study Skills. On-line/Distance learning.*
10:00 – 10:45(Room K)
Saturday
28SEPTEMBER
by invitation only
46
Concurrent Sessions – Papers
P1 • 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)
P2 • 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)
P3 • 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)
P4 • Life of Pi: A Winding Route Towards Cherishing One’s RootsThe 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)
P5 • The Use of Multimodal Resources to Explore a Text’s VoicesBased 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)
P6 • ESP: A Medium to Develop Linguistic Competence and Professional IdentityTeaching 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
P7 • 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)
47
Concurrent Sessions – Papers
P8 • 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)
P9 • 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)
P10 • 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
P11 • 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)
P12 • 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)
P13 • 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)
48
Concurrent Sessions – Papers
P14 • 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)
P15 • 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)
P16 • Celeste or Blue? The Importance of Culture in Teaching VocabularyThe 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)
P17 • 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)
P18 • Interweaving Critical Reading of Media Texts and Culture in a First Year Teacher Training CollegeWe 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)
P19 • 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)
P20 • 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)
49
Concurrent Sessions – Papers
P21 • 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
P22 • 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)
P23 • Swap with SwingThis 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)
P24 • 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)
P25 • 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)
P26 • 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)
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Concurrent Sessions – Papers
P27 • 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)
P28 • 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
P29 • Designing Intercultural and Bilingual E-material for Primary and Secondary SchoolsThis 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
P30 • 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
P31 • 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)
P32 • 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)
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Concurrent Sessions – Papers
P33 • 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
P34 • 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)
P35 • 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
P36 • 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)
P37 • 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
P38 • 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)
P39 • 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
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Concurrent Sessions – Papers
P40 • 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)
P41 • 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)
P42 • 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)
P43 • Literary Logs: From Literary Appreciations to Literary CriticismIn 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)
P44 • 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
P45 • 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)
P46 • 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)
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Concurrent Sessions – Papers
P47 • Watering Our Cultural RootsAfter 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)
P48 • ¿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)
P49 • Using Task-Based Language Teaching and Learning in Argentinian ClassroomsTask 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)
P50 • 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)
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Concurrent Sessions – Workshops
W1 • 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)
W2 • 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)
W3 • Information Communication Technology 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)
W4 • 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’ LivesIn 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)
W6 • Breaking the Vicious Circle? How Circle Work can Calm and Cure the Modern ChildThe 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)
W7 • 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
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Concurrent Sessions – Workshops
W8 • Oppa Gangnam Style: Models of Culture in Language TeachingWhat’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)
W9 • Using New Technologies to Teach Language, Literature and HistoryTired 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)
W10 • 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
W11 • Identity and Engagement in Language Teacher EducationThis 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)
W12 • Images, Language and CultureThe 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)
W13 • Improving Writing through the Use of Visual Arts: The Blending of Two Creative Processes towards the Enhancement of Written ProductionsThis 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)
W14 • 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
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Concurrent Sessions – Workshops
W15 • Practical pronunciationPronunciation 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)
W16 • A World of Difference: An Anthology of Short Stories from Five Continents: “Martha Martha” by Zadie Smith and “Storm Petrel” by Romesh GunesekeraPresented by APIBA Literature SIG / Reading GroupThe 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)
W17 • 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)
W18 • 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
W19 • The Mindful, Soulful and Joyful TeacherIn 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
W20 • 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
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Concurrent Sessions – Workshops
W21 • Do, Re, Mi: The Sound of Music in Our ClassroomsPresented by APIBA Methodology SIGMusic 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)
W22 • 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)
W23 • 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)
W24 • 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)
W25 • Women in TexasThe 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
W26 • Una Carrera de Obstáculos: Adultos de Nivel Elemental Aprendiendo una Lengua Extranjera en Clases NumerosasA 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)
W27 • 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
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Concurrent Sessions – Workshops
W28 • 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)
W29 • Gender-Friendly Strategies to Enhance LearningThere 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
W30 • A Connected Educator in Progress: Building Cultural Bridges Between People by Opening Yourself and Your Classrooms to an Ever-shrinking Networked WorldFor 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
W31 • Developing Spheres of Interculturality through Performative ActivitySLA 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
W32 • Games in the Bilingual ClassWe 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.
W33 • Kamishibai: The Art of Japanese Story-telling in Your English ClassThe 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)
W34 • Improvisation as a Teaching Tool: A Route to SuccessIn 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
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Concurrent Sessions – Workshops
W35 • 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
W36 • Free Professional Development for the 21st Century EducatorIt 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)
W37 • Grouping TogetherThis 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
W38 • Design 21st Century Schoolwork that Breaks the Barriers of ICT InstrumentalityWould 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)
W39 • Apps that Support and Enhance the Value of Twitter as a Professional Development ToolAs 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)
W40 • La Comunicación InterculturalEstudios 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)
W41 • Giving Students a Voice by Exploring IdentitiesThe 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
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Concurrent Sessions – Workshops
W42 • 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
W43 • Making TBL VisibleSuggesting 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)
W44 • Digital LiteracyAfter 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)
W45 • Initial Stages in a Narrative View on Planning a Unit of WorkInspired 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)
W46 • “Who We Are” – Empowering Teachers and Learners to Explore their IdentitiesWhat’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)
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Concurrent Sessions – Good Practice Stories
Good Practice Stories: Teens Coordinator: Rettaroli, Silvia (APIBA)
GPS1 • 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)
GPS2 • Empathic Writing in Literature: A Path towards Interculturality and BilingualismIn 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)
GPS3 • 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)
GPS4 • 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)
GPS5 • Showing and Watching ReadingAdvocates 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)
GPS6 • Olympics in the ClassroomThe 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)
GPS7 • Kamishibai: Relato y Reflexión sobre un Proyecto de Literatura Japonesa en Inglés con Alumnos de Temprana EdadLa 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)
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Concurrent Sessions – Discussion Groups
DG1 • 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)
DG2 - 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)
DG3 • The ELT Crystal Ball: A Glimpse into the Future of Language Teaching and an Example of Where It’s Already HappeningHow 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)
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Concurrent Sessions – Digital Posters
Digital Posters will be displayed on Friday 27 & Saturday 28 September during the morning & afternoon coffee breaks.
DP1 (Room B) • ¿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
DP2 (Room E) • Break the Cage – Teaching QuestThis 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
DP3 (Room F) • 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
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Index of presenters
Acquarone, Cecilia (APrIR Member)Alcázar, María José (ACPI Member)Alemán, María José (ASPI Member)Amez, Mariel (APrIR Member)Ansaldo, Matías (APIBA Member)Antinori, ClaudiaArena, Romina (APIBA Member)Artusi, Alicia (APIBA Member)Arzuaga, Julia E.Ashton, HelenAssenti del Río, AndreaAza, Laura (APIBA Member)Bagüez, Débora (APIBA Member)Bain, Vanessa (APIBA Member)Balda, Marcia (APIBA Member)Banfi, Cristina (APIBA Member)Barboni, SilvanaBarboza, Paola (ACPI Member)Barchuk, LucasBaya, Gladys (APIBA Member)Benson, SilviaBertolini, GraceBonadeo, Flavia (ASPI Member)Burgos Pawlak, Marcela (AJPI Member)Cad, Ana CeciliaCambiasso, Ma. Inés A. de (APIBA Member)Carreño, Leandro (APIBA Member)Carlassare, JorgelinaCasamassina, MyrianCasco, Mady (APIBA Member) Coelho Liberali, FernandaColussa, María del Carmen Company, Susana (ASPI Member)Copteleza, LauraCorbett, JohnCórdoba, María InésCorino de Weber, Cecilia (APIBA Member)Corradi, Leonor (APIBA Member)Crichton, LucyCuello, Mónica (APIBA Member)Cúneo, Rosa I. (ASJPI Member)Curátolo, Carolina (APIBA Member)Chiappero, María Cecilia (ACPI Member)Dagnino, Cecilia (APIBA Member)Díaz Maggioli, GabrielDuncan, JamieEayrs, MartinEspíndola, María Martha (APIM Member)Esquerré, Analía (APIBA Member)Femenía, Pamela (ASJPI Member)Ferradas, Claudia (APIBA Member)Fernández, Carina (APIZALS Member)Ferrara, Candelaria (AJPI Member)Ferreiro, María del Carmen (APIZALS)Ferreyra Fernández, DanielFrank, Carolina (APPI Member)Frascino, Vanessa (ACPI Member)Furneaux, ClareFusco, Vanesa
Galiano, Liliana (APIBA Member)Galimberti, MarisaGambarrutta, Ivana (APIBA Member)García, Aurelia (APPI Member)García, María Silvina (APIER Member)Gavilán, MarianaGenesee, FredGonzález, Gustavo (APIBA Member)González, MarinaGonzález, Nancy (APIZALS Member)González, María PazGonzález Brandi, NataliaGraizzaro, Gabriela C. (APIER Member)Greco, RosanaGullco Groisman, Susana (APIBA Member)Hamel, Rainer EnriqueHarris, MichaelHasbani, Yael (APIBA Member)Helale, Gabriela (ACPI Member)Hillyard, SusanIbáñez, María Susana (ASPI Member)Irrazábal, Fernanda (ASPI Member)Iummato, Silvia (APIBA Member)Kang, JoanKiddle, ThomLanzi, AdrianaLarrosa, Maria José (APIBA Member)Levi Altstaedter, LauraLizenberg, Nora (APIBA)Lizárraga, CarlosLizárraga, Ma. Evangélica (AJPI Member)Lopardo, Silvana (APIBA Member)López, Sara (APIT Member)López Barrios, Mario (ACPI Member)Lothringer, Raquel (APrIR Member)Loutayf, Ma. Soledad (ASPI Member)Maceri, María Ximena (APIBA Member)Madera, Gabriela (APIBA Member)Marchel, Ana LauraMartino, DanielaMartino, María GabrielaMassa, Agustín (ACPI Member)Masutti, Sofia (APIBA Member)Mazzei, RubenMet, MyriamMichel, María MartaMolla, María FernandaMonserrat, Liliana (APPI Member)Monté, Nylia E.Montenegro, Graciela L.Montes, RocíoMoyano, Graciela Clelia (APIBA Member)Myslicki, Viviana (APIBA Member)Muguiro, Natalia F. (APPI Member)Naom, Claudia (APIBA Member)Ochoa Alpala, Carol AnneOostdyk, María Patricia (APIBB Member)Ortega, Mariana (AJPI Member)Paradiuk, Andrea (APIBA Member)
Parano, Fabiana (APIBA Member)Paz, MarcelaPerduca, Florencia (APIBA Member)Pérez Peña, Lucía (APIBA Member)Portilla, Mariángeles (APIBA Member)Porto, Melina (APIBA Member)Prytz Nilsson, Liliam Sofía (APIM Member)Rettaroli, Silvia (APIBA Member) Revale, Sandra (APIBA Member)Rodríguez, María Fernanda (AJPI)Rosetti, Gonzalo (APIBA Member)Rusell, GabrielaSainz, EvangelinaSalinas, Silvia A. (AJPI Member)Sanchez Romera, Carolina N. (ASJPI Member)Sánchez, SergioSan Martín, María Gimena (ACPI Member)Sarasa, María CristinaSardina Kuchen, María EugeniaSaumell, María VictoriaSchander, Claudia (ACPI Member)Segura, Mónica (APIZALS Member)Simón, Liliana (APIBA Member)Suárez, María Marta (APIBA Member)Sühring, Ingrid (APIBA Member)Szmuch, LauraTavella, Gabriela (APIZALS Member)Thomson, Ma. Cristina (APIBA Member)Toledo, Pablo (APIBA Member)Torres, Leonardo (ASJPI Member)Toti, CristinaTrabaldo, SusanaUnamuno, VirginiaValenti, Viviana (APrIR Member)Vázquez, DaianaVerschoor, Jennifer (APIBA Member)Viale, Florencia (APrIR Member)Villanueva de Debat, Elba (ACPI Member)Walker, RobinWoods, PaulWright, PamYermos, Nibia (APIBA Member)Zeinstejer, Rita (APrIR Member)
You can read the presenters’ biodata at www.apiba.org.ar/faapi13
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Saturday
28SEPTEMBER
Thursday
26SEPTEMBER
Friday
27SEPTEMBER
13:00 - 13:45 (Room C)
True Learning Takes TimeLucy Chichton
13:00 - 13:45 (Room D)Intercultural Language ActivitiesJohn Corbett
13:00 - 13:45 (Room C)How to bring your classroom to Life – with National Geographic Life!Ian Martin
13:00 - 13:45 (Room D)Quality Language Travel to UK, USA, CAN, NZ, SA since 1981 Susana Carmona
12:30 - 13:15 (Room D)Preparing Young Learners for the 21st Century with National Geographic Our World Joan Shin & Ian Martin
13:00 - 13:45 (Room E)Brighten up your lessons with Cambridge English free resourcesGustavo González
12:30 - 13:15 (Room E)NILE and NILE Online: Language teacher education in the 21st centuryThom Kiddle
Commercial Presentations
CP1
CP2
CP3
CP4
CP5
CP6
CP7
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39th FAAPI Conference“EFL Teaching & Learning in the Post Method Era”
18-19-20 September, 2014FORUM – Centro de Convenciones y Exposiciones
Santiago del Estero
Reaching out to ELT professionals to share our
mission and vision since 1971
www.faapi.org.ar
FAAPI’s Academic Journal. Free subscription.
ISSN 2314-3576 (online)
www.faapi.org.ar/ajal/home.html
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38th FAAPI ConferenceBuenos Aires, 26-27-28 September, 2013, UCA – Universidad Católica Argentina, Puerto Maderowww.apiba.org.ar/faapi13
ROOTS & ROUTES IN LANGUAGE EDUCATIONHow do languages, cultures and identitiesinteract in 21st-century classrooms?
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38th FAAPI ConferenceBuenos Aires, 26-27-28 September, 2013, UCA – Universidad Católica Argentina, Puerto Maderowww.apiba.org.ar/faapi13
ROOTS & ROUTES IN LANGUAGE EDUCATIONHow do languages, cultures and identitiesinteract in 21st-century classrooms?
69
38th FAAPI ConferenceBuenos Aires, 26-27-28 September, 2013, UCA – Universidad Católica Argentina, Puerto Maderowww.apiba.org.ar/faapi13
ROOTS & ROUTES IN LANGUAGE EDUCATIONHow do languages, cultures and identitiesinteract in 21st-century classrooms?
70
38th FAAPI ConferenceBuenos Aires, 26-27-28 September, 2013, UCA – Universidad Católica Argentina, Puerto Maderowww.apiba.org.ar/faapi13
ROOTS & ROUTES IN LANGUAGE EDUCATIONHow do languages, cultures and identitiesinteract in 21st-century classrooms?
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List of Exhibitors & Other Sponsors
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UCA - Universidad Católica ArgentinaAv. Alicia Moreau de Justo 1680, Buenos Aires
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