PRESENTATION TITLES AND ABSTRACTS

PRESENTERS (in alphabetical order)
PRESENTATION TITLES AND ABSTRACTS
Balsa, Juan Martín
(AppLoad / Ivy Thomas Memorial School)
iTeaching and iLearning: incorporating iPads and tablets in
the 21st century classroom
Ing. Juan Martín Balsa is founding associate and CEO of
AppLoad, a company which specializes in software
development, mobile and web applications. He has been
working at Ivy Thomas Memorial School for over 12 years as a
teacher and head of the ICT Department, where he has
directed the introduction of iPad technologies in secondary
school. He holds a degree in engineering from Universidad
Católica and is currently finishing an MBA at IEEM
(Universidad de Montevideo).
In this presentation we outline the whys and hows behind the
use of mobile technologies such as iPads and tablets in the
Uruguayan classroom. We discuss the roles of teachers and
students as well as the pedagogical and technological
challenges presented by this new teaching and learning
paradigm. We share an example of a bilingual school in
Montevideo which has successfully integrated these
technologies, showing specific examples of pedagogical
practices and reflecting on the technological support
required for the success of an endeavour of this kind.
Berasain, María Inés
(Instituto Cultural Anglo – Uruguayo / Colegio Seminario)
Maria Inés Berasain obtained her Anglo diploma in TEFL in
1999 and has been working at Instituto Cultural AngloUruguayo ever since. She currently holds the position of
Academic Assistant and is Cultural Background tutor in the
Anglo Diploma in TEFL, as well as a Cambridge English
Speaking Examiner for FCE and CAE. She is also Head of the
English Department for Preschool and Primary School at
Colegio Seminario.
De Stefani, Magdalena, PhD.
(Instituto Cultural Anglo – Uruguayo / Ivy Thomas Memorial
School / Universidad ORT)
Dr Magdalena De Stefani holds the University of
Manchester's MEd in ELT (2005) and PhD in Education (2012),
and is a member of SNI (Sistema Nacional de Investigadores
www.anii.org.uy ). She has been working at the Anglo since
1997, where to date she has been nvolved in pre- and inservice teacher training. She is also Deputy Head and
Coordinator of the English Department for Primary at Ivy
Thomas Memorial School. At Universidad ORT, she is Lecturer
in Research Methods and supervises Masters students'
theses.
Betarte, Ana
(Instituto Cultural Anglo - Uruguayo)
Ana Betarte is a teacher and teacher trainer at Instituto
Cultural Anglo-Uruguayo. She is also a Cambridge English
Speaking Examiner, Team Leader for KET, PET, CAE & CPE, and
has been trained as Cambridge ESOL presenter. She has
Where do we draw the line?
In olden days the teacher was practically the sole source of
input and the coursebook and tape his/her most loyal
companions. In this day and age students have become very
independent in their learning second language acquisition
worked as a teacher trainer in C.E.R.P. and has experience
teaching Aviation English for DI.NA.CIA, being a Certified Oral
Examiner in English for Aviation. She holds Cambridge RSA
COTE and has studied Linguistics at Facultad de Humanidades
(UDELAR).
process simply because they have very easy access to real
samples of language through cable/satellite TV, films, pop
music and the internet. Nevertheless, that input does not
always seem to match the output required when dealing with
quality academic work, like the one students are expected to
produce in examinations and term papers.
Capó, Fernando
This talk will go over samples of language students usually
find by themselves easily and the kind of mismatches which
might arise from language misuse or lack of awareness.
(Instituto Cultural Anglo – Uruguayo)
Fernando Capó is the Academic Consultant for Cambridge
English at Instituto Cultural Anglo Uruguayo, Head Teacher at
Anglo Pocitos and Teacher Trainer. He is a Cambridge English
Speaking Examiner, Team Leader for BEC and Cambridge
English presenter. He holds RSA COTE and DELTA Mod 1 and a
degree in Social Communication.
Cordery, Lindsey
(UdelaR – Facultad de Humanidades y Ciencias de la
Educación)
Lindsey Cordery is Associate Professor of English Language
and Culture, Carrera de Traductorado, and of English
Literature, Facultad de Humanidades.
Her most recent work has been on Elizabeth Barrett
Browning and on Virginia Woolf, with publications on both
these writers. She has just edited a collection of essays on
Woolf, Virginia Woolf en América Latina, published by
Linardi&Risso.
Coudannes, Paula
(Cambridge University Press)
Paula Coudannes Landa is a graduate teacher of English.
She joined Oxford University Press as an Educational
Consultant in 1998. She then assumed marketing, teacher
training, and management responsibilities.
In 2004, she became Area Manager with OUP.
Paula joined Cambridge University Press as Country Manager
in 2007.
I n 2 0 0 9 s h e s t a r t e d m a n a g i n g U r u g u a y.
Eliot, Joyce: Montevideo, Buenos Aires
This paper has as its point of departure, T. S. Eliot´s poem
"Sweeney Among the Nightingales" (1918), located in
Montevideo. One of the main influences on Eliot´s work was
Montevideo- born French poet Jules Laforgue (1860-1887).
Together with this link, I shall be looking at the implications of
Eliot´s choice of name for his title-character, who appears in
other poems as well. Sweeney is an Irish name, the name of a
legendary king, and, like the other character named in the
poem, Rachel née Rabinovich, the names are clearly not
arbitrarily given. T. S. Eliot´s anti-semitisim is well-known; his
main character, Sweeney, may be productively linked with
Irish immigration to the River Plate, like Joyce´s character
Eveline, from Dubliners, and references to Buenos Aires in
Finnegans Wake. A close reading of the poem and close
attention to the contexts of both the poem and short story
will allow us to tease out meanings from the texts, which, read
from a clearly localized perspective may signify in new ways.
Enhancing children's capacity for thinking
Skills that were appropriate 20 years ago no longer prepare
children for the world beyond school. Just acquiring factual
information is not enough now to face the challenge of the
future.
This session stems from the belief that thinking can be
learned and taught, and that by enhancing children's capacity
for thinking, we'll be preparing them for the challenge ahead
of them.
In believing so, we have designed this workshop which
reviews the main concepts of the teaching of thinking skills
and offers a variety of activities to help students become
better learners and thinkers.
Curbelo, Teresita
(Instituto Cultural Anglo – Uruguayo)
Can teaching English as opposed to teaching English to pass
an exam be reconciled?
Teresita Curbelo is Academic Department Director at
Instituto Cultural Anglo Uruguayo, where she also works as a
teacher and teacher trainer. She is a Cambridge English
Speaking Examiner and Team Leader and has been trained as
Cambridge English presenter. She holds the University of
Reading MA in TEFL.She has delivered talks and workshops
on behalf of Instituto Cultural Anglo-Uruguayo in both local
and regional conferences.
Cambridge English: First, Advanced and Proficiency are wellknown international exams both for teachers and students.
We are all concerned that our students are as prepared as
they possibly can for these examinations, and at the same
time we want to help our students move from one acquired
level of competence to a higher level of linguistic
competence. We will therefore analyze the steps to be taken
in order to achieve a desired balance between teaching and
exam preparation. Reference will be made to Demand High
Teaching as proposed by Jim Scrivener and Adrian Underhill
by discussing the demands it poses on both teachers and
students, and its relevance when working with advanced level
students.
De Barbieri, Alejandro
(CELAE)
Cuidando a los que educan. Claves existenciales para salir
del pesimismo.
Alejandro De Barbieri Sabatino es Psicólogo Clínico,
egresado de Universidad Católica del Uruguay en 1994. Es
también logoterapeuta egresado de la Fundación Argentina
de Logoterapia “Viktor E. Frankl” en 1996, Director del CELAE,
Centro de Logoterapia y Análisis Existencial, desde 2000 al
presente y Coordinador y docente de los cursos de 1er, 2º y
3er año de Logoterapia, CELAE. Se doctoró en Psicología,
Universidad de Flores, Buenos Aires, Argentina, 2007.
Es docente de la Universidad Católica de la materia Análisis
Existencial y en el Posgrado de Drogodependencias. Es
columnista en ABREPALABRA, (Océano FM) en un espacio
llamado "TEXTO Y CONTEXTO" junto a Gustavo Rey y autor de
los libros: "Lo que cura es el vínculo" y "Economía y Felicidad:
una vida con sentido" (Ed Fin de Siglo, 2012).
Esta charla tiene por objetivo fortalecer a la persona, su
desarrollo personal y grupal y promover la motivación de
trabajar con sentido y optimismo, revitalizando, y reeditando
cada uno sus propios capacidades y fortalezas en la
construcción de una actitud sólida y positiva.
Este taller tiene como intención llegar al mundo afectivo y
emocional de manera constructiva, ayudando a recuperar el
entusiasmo por la tarea. Es una invitación a salir de la fatiga
cotidiana y recuperar la alegría de vivir.
Se presentan y analizan los "motivos de desgaste" de la
persona del trabajador actual, motivos que incluye la
multiplicidad de roles en la vida actual, la necesidad de estar
"hiperconectado" y el confundir "empacho" con felicidad.
Después de este análisis sociocultural, salpicado con
anécdotas que aclaran el panorama, se aborda la situación de
"Burn- Out" (síndrome del quemado), analizando los
síntomas, como la falta de libertad, de creatividad y de
valoración de los vínculos como de la tarea. Cuando uno
recupera el sentido, recupera lo valioso de la tarea,
independientemente de cual sea, siendo más efectivos y
creativos en el trabajo. Como salida del "Burn - Out" se
presenta la actitud optimista, se analiza como dicha actitud se
contagia al igual que el pesimismo. El taller culmina con un
video breve que deja en claro que si uno llega a su trabajo
dando lo mejor de sí, todo cambia en su entorno y se vuelve
más efectivo y feliz.
Deakin, Geoffrey
(Instituto Cultural Anglo – Uruguayo)
Tarzan vs. Einstein or… What to do when a student says,
“I know English but I just can't speak it.”
Geoffrey Deakin has been teaching English since the early age
of eighteen, being in front of a classroom has been first nature
to him.
Many times teachers have to face the problem that, even
though a student has an extensive knowledge of English, they
are either too shy to speak out loud or have some kind of
obstacle that doesn't allow them to verbalise their thoughts
in a normal coherent way. I call this the Einstein vs. Tarzan
syndrome: bright students have unintelligent conversations.
He has had the good fortune of living in various countries and
absorbing their cultures so as to enhance his perception of
learning difficulties.
British subject born in Uruguay, brought up in Brazil and lived
in Colombia for more than three decades. He's been living in
Uruguay for the past five years with his lovely spouse in
Solymar.
This interactive talk will give teachers a mean s to recognize
these problems and a few possible solutions.
Dondo, Ema
(Crandon Salto)
Where do we teachers stand as human beings? Let's share
some tips.
Ema has been teaching for more than 30 years. She has
developed both a career as a language teacher and
veterinarian. Currently is a staff member of Asociación
Educar where she has studied Neuropsychoeducation and
works at Crandon Salto.
As EFL teacher she holds a B.A. in TESOL from University of
London IH. She is a retired teacher trainer from CeRP and a
retired effective teacher from Secondary School.
In today's hectic world we are perpetually leaving ourselves
behind for different reasons; work, lifestyles, deadlines,
family, just to mention a few. Does it have to be like that? Can
we strike a healthy balance? Certainly yes provided we are
willing to. Shall we give it a go?
Elorza, Cecilia
(Universidad de Montevideo, International House London
Institute)
The challenges of teaching ESP
Cecilia Elorza has been teaching ESP for 15 years at the
University of Montevideo,she has taught technical English at
the Schools of Business Administration, Engineering,
Humanities and since 2012 she teaches Medical English. She
also taught English for Electrical and Electronics Engineering
at the Udelar and has been a teacher trainer at the UM and
International House London Institute for more than 10 years.
She has an M.A in Tesol from Sheffield Hallam University, UK.
In a fast growing labour market young professionals face the
challenge of using English at work. National and
multinational companies now seek graduates who can
function effectively in English, students who can read
manuals, write technical reports, make effective
presentations in English and travel abroad.
This presentation intends to provide prospective University
teachers with guidance on theoretical and practical
considerations which will help them face the challenges of
teaching ESP at college level in Uruguay.
Ferraro, Analía
(Asociación Argentina de Cultura Inglesa / Plan Ceibal)
Remote Teaching for Plan Ceibal in Uruguay: a road to
democratisation
Analia Ferraro is a pedagogic coordinator at AACI - Asociación
Argentina de Cultura Inglesa - and is in charge of developing
and implementing e-learning courses and programmes. She
The "Plan Ceibal Ingles" project in Uruguay is groundbreaking in its impact both educationally and socially. Linked
to the overall purpose of Plan Ceibal, which is to provide
is a graduate English Teacher and Translator from IES en
Lenguas Vivas. She holds an MA in ELT and Applied Linguistics
from King's College, University of London. She has completed
a certificate in E - tutoring and is currently working towards
the completion of a Diploma in E Learning and Open Source
Resources. She has worked as an online tutor for the Off Site
MA in ELT from King's College, University of London and also
as a remote teacher and e-moderator for Plan Ceibal Inglés, a
joint venture of the Uruguayan government and the British
Council Argentina in which AACI has an active participation.
Woods, Paul
(British Council / Plan Ceibal)
Paul Woods has worked for the British Council in a variety of
roles including Country Director, Project Manager and English
Adviser since 1977. Currently the Programme Manager for
the Plan Cebal Project and English Adviser for Uruguay, he had
a very close association with ABCI in the early 90's when he
was the British Council´s English Language Officer for 4 years
in Brazil, where he helped to inspect new and existing
Culturas, developed joint projects to support computer
assisted language learning - which was still in its infancy at the
time - and led on a joint British Council ABCI/Cambridge
ESOL/British Council Examinations management plan. More
recently he has managed the global Peacekeeping English
Project, the EducationUK website and acted as English
Adviser for the Southern Cone countries.
access to learning and networking via laptops for all children
in state primary and secondary schools throughout the
country.The project is partnering with Culturas in Argentina
and Uruguay, as well as British Council teaching centres in
Colombia and Mexico, and other institutes in Uruguay, to
teach English in rural schools where there is a chronic
shortage of English teachers working within the state school
system. We will show a short video produced by Plan Ceibal
which underlines that the driving force behind the overall
project is to provide free access to computer-mediated
learning to children from all social classes throughout the
country. Paul will describe how the project is structured and
what its eventual scope will be, and Analia will describe the
project from the remote teachers' perspective and outline
how it is not only improving pupils' English skills but also the
English of Uruguayan classroom teachers, by providing
coaching and mentoring on the lessons to be taught in the
schools as well as support for an on-line language
development programme for teachers.
Forti, Liliana
(Instituto Cultural Anglo – Uruguayo)
Mission impossible: motivating unmotivated students in
the classroom
Experienced teacher of English, teacher trainer and former
Director at Instituto Anglo Salto.
Former teacher of English at Veterinary Faculty (UDELARRegional Norte/Sede Salto.
Teaching qualifications: C.O.T.E (RSA) CAMBRIDGE
UNIVERSITY / CEELT 2 (CAMBRIDGE UNIVERSITY), ATCPT
TRAINER (ICAU-MONTEVIDEO).
She has participated as presenter at LABCI, ANGLO
CONGRESSES, URUTESOL CONVENTIONS and PEARSON
ANNUAL CONFERENCES.
Hobbies and interests: reading, watching films, playing the
piano,doing gym,dancing, gardening and photography.
Is this quite an impossible mission to achieve? Not really so!
In this workshop,we will briefly discuss why students are
unmotivated as well as analyse the reasons to generate
motivated and self-driven learners in the classroom and
outside it. We will also examine our attitudes to learners and
see how these attitudes may have considerable influence
over their behavior and performance. Finally, we will talk
about how to drive students' motivation through the
interaction of human and technological resources.
Galleno, María José
(Instituto Cultural Anglo – Uruguayo / St Brendan's School)
Slow it down or speed it up? Just flip it over!
María José has been teaching English as a foreign language for
Wouldn't you like to cater for each and every student? What
the past 10 years. During this time she has always been
interested in the use of technology in her classroom. She is a
British Council Moderator for online courses and a teacher
trainer for the Cambridge TKT Practical, TKT Online and the
Malaysian English Language Teacher Development Project .
She is also a Cambridge English Speaking Examiner for YLE.
if there was a way that you could do this without going mad?
In this talk we will be looking at a practical way of teaching
English through CIT to all learning speeds. We will see how a
simple flip of the classroom could help so many students.
González, Gustavo
(Macmillan, Argentina)
Exploring the fun side of using English and Spanish in class
Teacher of English holds a postgraduate degree from UBA, the
National University of Buenos Aires. He's just finished a
postgraduate diploma course on Education and New
Technologies at Flacso. Has been in the ELT field since 1993,
working as a teacher, school coordinator and presenter. Has
delivered seminars all over Argentina, Uruguay and South
East Asia.
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.
Grant, Alastair
(Richmond / International House San Isidro)
Who's afraid of teaching writing? The Process Writing
revolution in class
Alastair Grant is an English teacher Director of Studies and the
Teacher Development Manager at International House in San
Isidro. Alastair organises and delivers sessions in teacher
training both in-house and at local schools, institutions, and
conferences in Argentina and abroad. His special interests are
Process Writing and Discourse Analysis.
Learners know that they have to write: often, they don't
enjoy doing it and we are reluctant to teach it. Fortunately,
this isn't the end of the story. This workshop will begin by
asking why writing is frequently relegated to a homework
task and then focuses on how we can help our learners
engage in an interactive and enjoyable writing process,
which makes for as communicative an activity as we want
would all of our classes to be.
The bigger picture: discourse analysis in the classroom
The traditional linear-style of syllabus is the one most of us
follow; but are we leaving behind language before our
learners properly acquire it, and how can we help them make
this language part of their use of English?
This workshop will focus on how mining texts can reveal
many gems for a more holistic language-awareness and how
we can do this on a class-by-class basis. We will look at
motivational discourse-based activities to afford our
learners a richer understanding of their whole syllabus.
Harmer, Jeremy
(Pearson / The New School – New York)
Yes, but do we need teachers at all?
Jeremy Harmer is a writer, teacher and trainer and has strong
connections with LABCI (he once worked at The Anglo in
Mexico). Among his books are Essential Teacher Knowledge
(2012) and The Practice of ELT (2007), published by Pearson.
We all think that teachers should motivate their students
and help them to become successful learners - but what
does that actually mean? And what is the balance of 'theteacher-as-motivator', and the teacher who knows - and
Jeremy Harmer is also a performer of the spoken word and a
singer-songwriter (jeremyharmer.wordpress.com).
knows how to help students know?
Furthermore, in a world where people are offering digital
solutions to learning problems, how has/will the teacher's
role change?
This session will look at opinions from English language
teaching – and from outside the field – to come up with a new
way of looking at how we can help our students to be more
effective.
The marriage of true minds – poetry, music and language
learning
Sometimes it seems as if language learning is just about
learning the present perfect and the third conditional (you
can pick your own structure and vocabulary here!) But surely
it is more than that! Language is how we express our
profoundest emotions, and never more so than with poetry.
Part performance, part lecture, this session will discuss the
value of poetry (and music) and ways of using them in the
language classroom.
'Only connect!' That's the rainbow bridge between prose and
passion, between language learning and art.
Lanzaro, Gabriel
(Instituto Cultural Anglo – Uruguayo)
EFL and ESP teacher for 28 years, currently working as an ESP
teacher at Anglo In Company Training Department. National
and international presenter for TESOL and other
organizations for the last 20 years, using his own
methodology, MBL (Music Based Learning), in which music,
songs, images and art are put together, creating topics
where the student feels confident not only to learn the
language but also to work with his/her higher thinking
capacities and emotions. Also a jazz singer.
“To the rescue of Pepperland” by MBL
Video clips are nowadays integrating our everyday life
and have become an important aspect of our culture.
Apart from giving importance to the images, video clips
add another powerful element: MUSIC. Both together can
work a miracle.
The technique of the video clip offers the possibility to
make a long story short, where music plays an important
role. Sometimes the clip is just a support to the song and
some other times it adds new ideas to what the lyrics
says by itself.
By using music videos properly we are able to cover all
four classic skills plus the fifth one: thinking. A full
exploitation out of them will guide us to the threshold
of the world behind sound and images. The cartoon video
clip I present is especially built out of the film “Yellow
submarine” by The Beatles.
Leite, Cecilia
(Instituto Cultural Anglo – Uruguayo)
Skills @ work
Cecilia Leite has been in ELT at Instituto Cultural Anglo-
Business English Skills are becoming taken as given in this
Uruguayo since 1995. Director of Anglo Palacio. She holds a
degree in TEFL, Business Administration and a Masters in
Strategic Management. She is a specialist in finance, business
and content courses. Teacher trainer: ACT, TKT, TKT Practical
tutor. Cambridge English Speaking Examiner of ICFE, FCE, ILEC
and TKT Practical assessor. Freelance speaker.
Méndez, Fernanda
(Instituto Cultural Anglo – Uruguayo / The Anglo School)
Fernanda Mendez has been a TESOL Graduate since 2004 and
holds the In-Service Certificate in English Language Teaching.
She is currently working at ICAU and The Anglo School and
has worked with a wide variety of levels, from beginners to
CPE. Since she started teaching, she has dealt with different
types of learners in different environments from
kindergartens to Universities.
Pombo, Patricia
(Instituto Cultural Anglo – Uruguayo)
Patricia Pombo is an ESOL teacher who has been working at
Instituto Cultural Anglo-Uruguayo since 2004. She has
experience working with different age groups and levels,
from elementary students to advanced ones. She has been an
Anglo Oral Examiner for 10 years.
Since the beginning, she has been working in different
educational contexts, from kindergartens and primary
schools to University contexts. She is also part of the Anglo
Diploma in TEFL Mentors' programme, working with and
evaluating teacher trainees; and a participant of the Flying
Tutors programme.
She is a Cambridge English Supervisor.
Murray, Anna
(Universidad de Montevideo / Woodlands School)
I am from Dublin, Ireland. I studied Drama and Theatre
Studies in Trinity College Dublin, and in the University of
California, San Diego. I then obtained a CELT post graduate
diploma in CES Dublin. I currently teach EFL and literature in
the University of Montevideo, and drama and theatre at
Woodlands School.
world of global communications; therefore the necessity of
perfecting them nowadays is vital. Traditional ways of
working are disappearing. Old jobs are going and new ones
are taking their place. Our job is to deepen and extend
participants' ability to tackle key professional skills areas in
English: meetings and videoconferencing, presenting, email, correspondence and report writing, telephoning,
networking and socializing. In this workshop we will go
through these skills and see how we can help our students in
this quest.
Tic-tac-talk! Speaking Skills for juniors and seniors
Have you ever felt at a loss when planning a speaking lesson?
Have you ever had problems motivating your teen students?
The answer to these questions will generally be “YES!”
This workshop aims at both novice and experienced teachers
who work with junior and senior groups. We all know
working with adolescents is specially challenging. The aim of
this workshop is to outline and refresh some of the basic
concepts of speaking lessons and CLT as well as sharing some
practical ideas that could make our classes more motivating
and our planning more enjoyable.
If you want to tackle Speaking from a different perspective,
this may be a good starting point.
The Mantle of the Expert as a language teaching tool
The presentation will expose teachers to Dorothy
Heathcote's educational tool, 'Mantle of the Expert'. This
technique is ideal for teachers who are looking for practical,
engaging language teaching tools and solutions. Used in
drama in education, 'Mantle of the Expert' is designed to
“help teachers who [don't] understand creating tension […]
and to cut out the need for children having to act, or express
feelings and behave 'like other people'" (Heathcote, 2002).
Mantle of the Expert works to create a low focus, fictional
space that the children become invested in, creating an
impetus for authentic language use and possibilities for
motivated language production--making it highly useful for
improving language and literacy.
Naveas, Alejandro
(Oxford University Press)
Trained as EFL teacher at Universidad de Chile.
M.A. in Applied Linguistics in ELT from Lancaster University.
Currently teacher trainer and Director of Academic Affairs at
Universidad Chileno Británica de Cultura, lecturer at
Universidad de Santiago and freelance academic consultant
.
To think or not to think: that is a critical question!
It is healthy and logical to understand that people learn a
foreign language as they want to use it to communicate with
others.
Communication patterns change, however. Years ago, there
were topics which were considered to be taboo, or at least,
they were not overtly discussed in public. Today everyone is
expected to express his or her ideas and exchange views
which may sound and look natural to some people but still
irritating to others.
This presentation will attempt to analyse the role of critical
thinking in communication and the implications for foreign
language learning and teaching.
Oliveri, Alejandra
(Instituto Cultural Anglo – Uruguayo / Colegio Seminario)
From teacher to coordinator: where do teaching and ELT
management meet?
Alejandra Oliveri, who holds an MA from Sheffield Hallam
University, has been working as an ESOL teacher and teacher
trainer for more than thirty years. She is also a Cambridge
English Speaking Examiner for KET, PET, FECE, CAE and IGCSE
English as a First and Second Language. Currently she is the
Head of the English Department at Colegio Seminario –
Secundaria and test writer, teacher trainer and DELTA tutor at
ICAU.
Many Coordinators and Heads of Departments find
themselves in their new roles without much previous
preparation. Students and learning are at the heart of
everything we do in ELT, and therefore teachers, those
closest to both students and learning, must be the engine of
educational management. The aim of this talk is to go over
some practical aspects in everyday ELT management to avoid
quality teaching being drowned by administrative and
paperwork constraints.
Rovegno, Silvia
(Richmond Publishing)
Silvia Rovegno is a teacher, teacher trainer and psychologist.
She is a tutor at Certificate in TESOL and Diploma in TESOL
from Trinity College London and a Cambridge English
Speaking Examiner for FCE. She has worked in primary and
secondary bilingual school as well as language schools,
teaching students at all levels of proficiency. She holds DELTA
1 and is about to start her MA at the University of Manchester.
Targeting the intermediate plateau
Much has been said about the so-called intermediate
plateau, students seem to have a swift learning process up to
this point, and then it's a matter of swim or sink!! They
complain they understand the texts in the coursebook but
don't seem to get a word from authentic English sources. In
the productive side, they lack the vocabulary to get their
message across. In this workshop we will look at practical
ideas to bridge the gap between the B1, B1 plus and B2 levels
using examples from the Big picture series.
Stanley, Graham
(British Council)
After 18 years working in language education in Spain,
Graham is now in Montevideo, working as project manager
for the British Council on Plan Ceibal English. His special
interest is learning technologies and he has recently written a
handbook for teachers (Language Learning with Technology)
published by CUP.
Villareal, Martín
(Universidad Tecnológica Nacional, Bs As / Universidad
Nacional de Lanús, Bs As / Universidad Empresarial Siglo
XXI, Bs As)
Profesor en Inglés e Inglés Técnico and Licenciado en Lengua
Inglesa from Universidad Tecnológica Nacional. Postgraduate Diploma in English Phonetics and Phonology from
InstitutoNacional Superior delProfesoradoTécnico. Master in
Strategic Marketing from Universidad UCES and Master in
Educational Administration from Universidad Torcuato Di
Tella (completion pending).
University Lecturer at Universidad Siglo XXI, Universidad
Nacional de Lanús and Universidad Tecnológica Nacional
.College lecturer at Instituto del Profesorado “St.
Creative Pedagogy, Language Learning and Technology
This workshop considers how the combination of creative
pedagogy and technology can promote learning in the
language classroom. The relationship between technology
and creative pedagogy will be explored, demonstrating through practical classroom activities - how using technology
in the classroom can foster a creative learning environment,
where both creative thinking and learning are enhanced.
You can be a true 21st century teacher: you've got what it
takes!
These seem to be the years of hyper-technology and
electronic classrooms, so much so that many teachers panic
tech” at the thought of teaching unplugged. Still, the
technological classroom can be flipped upside down and it is
clear that being a 21st century teacher is more a question of
sound knowledge and attitude than technological expertise.
Trinnean's”.
Wolff, Bet
(BEWNetwork)
Bet E. Wolff: teacher, translator, interpreter. Bet has travelled
around the world extensively. Her native language is German.
Bet has developed a strong Spanish, and speaks fluent
Portuguese. Graduated as an IT Engineer, studied an MA in
Education at the University of Bath, UK. Today she is giving
her final touch to her thesis in Finance, heading into to a PHD
in Economics in the USA.
IELTS, TOEFL, MBA, GMAT and the English Language Teacher
Business is more than just money, it is the engine of
development in our capitalist world. English is the language
of Economics and Finance. Today to run an innovative
company, to become a top manager at a multinational
corporation a bilingual or trilingual MBA is a must. The
English teacher is the resource bank, she/he has the language
skills needed by the candidate to be successful. She/he has
to assist students to sit for IELTS, TOEFL and GMAT´s, write
essays, polish their resumes, review recommendation
letters, translate documentation, and pass Skype interviews.
Vital instruments to aid the language teacher will be
provided.