Learners in Action: Citizenship Education and Transformative Language Teaching

The challenge of teaching English in secondary school today requires that we should question not only what and how we teach a foreign language, but also why we do so.  Based on critical perspectives to language education, this presentation aims to explore how we can approach the language skills with a view to helping our learners become responsible citizens who may both question their sociocultural context and commit themselves to acting upon it.

Magíster Mariano Quinterno

Mariano is a graduate teacher of English from Instituto Superior del Profesorado “Dr. Joaquín V. González”. He is a Licenciado en Educación from Universidad Nacional de Quilmes. He holds an M.A. in Applied Linguistics to the Teaching of English as a Foreign Language, Universidad de Jaén, Spain. He is a lecturer in Lengua Inglesa III at Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan Ramón Fernández”and at Instituto Nacional Superior del Profesorado Técnico, Universidad Tecnológica Nacional. He lectures in Literatura Norteamericana and Lengua Inglesa I at Instituto Superior del Profesorado “Dr. Joaquin V. Gonzalez.” He is a tenured teacher at Colegio Nacional de Buenos Aires. He has co-authored the book Construyendo puentes hacia otras lenguas: reflexiones sobre la enseñanza de lenguas extranjeras en la escuela media (La Crujía, 2009).

Charlemos sobre integración en la escuela

Magíster Marina Kirac

Marina is a Magíster en la Enseñanza del Inglés como Lengua Extranjera from  Universidad de Jaén, España. She holds a Diploma of  Especialización en Metodología de la Investigación Científica from Universidad Nacional de Lanús. She is also a Profesor en Inglés e Inglés Técnico graduated at Instituto Nacional Superior del Profesorado Técnico, UTN  with a a post-graduate course of specialization in English Grammar at Instituto Superior del Profesorado "Dr.Joaquín V. González" and  a Licenciada en Gestión Educativa from Universidad Nacional de Lanús.She has taught English from Primary School through University and has been a Head of School for more than 10 years.

She is a University Lecturer in the Area of English Grammar at Universidad Tecnológica Nacional  and a lecturer and researcher at Universidad Nacional de Lanús. She has also been a Lecturer in Grammar, Linguistics and Teaching Practicum at various Colleges of Education in the Province of Buenos Aires: Institutos Superiores de Formación Docente Nros 41, 35 and 18. She was also a Lecturer in Research Methods at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional.

Marina  has been a co-author of textbooks for the teaching of English, among them, the the 33 components of the series Polimodal English, as well as  Grammar Explorer  and the best seller series Top Teens and English Class all of them published by Macmillan.  She is also the author of a number of papers and articles in her field of specialization.

Learning Strategies: encouraging our own education.

“Ask not what your country can do for you – ask what you can do for your country”. When John F. Kennedy said these famous words, he might well have been talking about teaching – just try replacing the word “country” with the word “education”.

Many of the methods and approaches we have been taught about and indeed practise, seem to have been designed with the idea of what how we, as teachers, must deliver our classes, but are we not creating a culture of dependency in doing so?

This session seeks to redress the balance and show how, in providing our students with ways of working things out for themselves, they can do as much for their own education as we can.

Alastair Grant  B.A.(Hons)

Alastair Grant is an English Teacher, Teacher Trainer and ELT materials writer. He is the Academic Director at Colegio Nuevo Las Lomas and In-Schools Director at the International Language Training Centre in Buenos Aires. He is a teacher trainer for International House Montevideo, where he runs the Cambridge Delta 1 teacher-training course. He is a consultant on the Profesorado de Inglés at the Universidad Tecnológica Nacional in Buenos Aires, where he has also lectured in Methodology.

He holds an Honours Degree in English Literature and Philosophy from the University of Warwick in the UK, has completed the International House Certificate of Advanced Methodology, all modules of the Cambridge Delta and the Cambridge “Train the Trainer” Certificate.

Not just sounds, but music to my ears (in the English classroom!).

There is no denying that today, being English a lingua franca all across the universe, everyone speaks English with an accent and that the same world preeminence of English increases its dynamic and  changeable nature which it shares with all languages, therefore, it goes without saying that the English that we hear and speak today in the most diverse contexts is far from the English that we were taught in school and College. It is also true that the way you sound is your best (as much as it can be your worst) letter of introduction and that first impressions really count. Gone are the days in which you had to sound English, but being easily understood is still imperative. In this presentation we will consider ways in which you help your students to speak

more than acceptable up-to-date English that will definitely sound like music to everyone´s  ears.

Licenciado Martín Villarreal

Martín graduated as a Profesor en Inglés e Inglés Técnico at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional. He is also a Licenciado en Lengua Inglesa (summa cum laude) from Universidad Tecnológica Nacional. He holds the Certificado Universitario de Especialista en Lengua Inglesa from Facultad Regional Villa María de la UTN and Certificado Superior de Especialización en Lengua Inglesa from INSPT- UTN  where he also got his Certificado de Profesor Especialista en Fonética y Fonología Inglesas (summa cum laude).

Martin has finished his Especialización en Administración de la Educación from Escuela de Gobierno, Universidad Torcuato Di Tella and  is currently writing his dissertation for his Maestría en Marketing Estratégico at Universidad UCES . He was a secondary school teacher of English at Colegio Nacional de Buenos Aires (UBA), at Universidad Siglo XXI.He  is currently teaching at INSPT-UTN, Universidad Nacional de Lanús, Escuela Normal Superior en Lenguas Vivas “Sofía E. Broquen de Spangenberg”, Facultad Regional Buenos Aires - UTN and Oakhill Bilingual High School. He is the Executive President of SHARE Education

He attended the International Visitors Leadership Program in the US on a scholarship from the Department of State of the US and in 2010 he finished (summa cum laude)  his Course on Critical Thinking in the Teaching of English as a Second Language in the Linguistics Department of the Universidad de Oregon, USA.

Integrating Culture in the Language Classroom

Given the closely intertwined nature of culture and language, it is difficult to teach language without an acknowledgement of the cultural context in which it is used. Culture has always been present in the language classroom and has always been closely linked to early conceptions of communicative competence (Hymes, 1972) which stated that "communicative competence is what students need in order to be communicatively competent in a speech community". However, the  English language being used today as a global lingua franca, has extended its use in a huge range of different cultural contexts, making it clear that a correlation between English and some particular cultures is problematic, for our language learners will probably have more chances to use English with people from all over the world than with those of only English-speaking countries.

It is the aim of this presentation to get teachers to reflect upon how critical it is to move from cultural awareness to multicultural awareness as a concept and skill that will allow our learners not only to use English in dynamic contexts, but also use English to talk about and discuss their own culture and compare and contrast with others. Practical ideas for the classroom will be explored and presented.

Profesora Luciana Fernández

Luciana Fernández is a Profesora en Inglés, Instituto Superior del Profesorado “Pbro. Dr. Antonio Saenz”. She  has been teaching English for the past twenty-one years. She has specialized in Methodology and Teaching Practice and she holds a Diploma in Educational Research from the University of Cambridge, Faculty of Education.

She is a Reading and Literacy expert and has been training teachers in this area for the past ten years. She is a teacher educator and has designed several presentations and courses for professional development both in Argentina and abroad. Her presentation at ARTESOL 2015 was selected to be presented at TESOL International as a Best Affiliate Session. She is one of the 50 scholarship winners who attended and presented at IATEFL,  held in Birmingham in April 2016.

She is a teacher educator and has been the Head at several bilingual IB institutions in Buenos Aires. At present she is a Learning Consultant and reader for National Geographic Learning. She is also a facilitator at ESSARP (English Speaking Scholastic Association of the River Plate), where she trains heads and teachers from the most important bilingual institutions in Argentina.

From Readers to Grammar

Much has been said about new forms of literacy, blended learning, and XXI century teaching stategies, but what is the role of grammar in this context? How can we benefit from the use of readers when access to information is at the click of a mouse? Are there any features of sentence structure that may help students develop critical literacy?

In this talk we will explore challenges and solutions for our rapidly changing ELT classrooms. Join us!

Profesora Alejandra Ottolina

Alejandra is a graduate from Instituto de Enseñanza Superior en Lenguas Vivas “Dr.Juan R. Fernández” who has been involved in teacher training for more than thirty years. Director of Studies at Santa Monica School of Languages and Macmillan’s Academic Consultant, Alejandra has lectured in Argentina as well as in neighbouring countries. She has conducted teacher training courses for international certificates such as COTE and ICELT – University of Cambridge, and has authored several teachers’ books: For Winners, Switch On and Phases, among others.

Making SENSE out of the inclusive classroom

Our senses are the first tools that we use for exploring the world around us, learning, growing and understanding. The use of sensory input in the classroom can create an environment more conducive to learning as our senses control how we feel. It is our job to reach all our learners in an inclusive classroom, offering learning experiences that involve the senses in a variety of ways. This presentation will allow teachers to discover different modes of sensory integration using the body, manipulatives, visual and tactile representations to support the diverse needs of learners in their classrooms.

Magíster Sarah Hillyard

Sarah Hillyard graduated as “Profesora de inglés” from Asociación Argentina de Cultura Inglesa and Profesorado Daguerre and holds a Masters degree in Teaching English to Young Learners from the University of York, U.K. She has taught English in Kindergarten and is currently the Kindergarten Coordinator at Florence Nightingale School. She has also taught at Secondary level and has been tutor of "Children's Literature" at Instituto Nacional Superior del Profesorado Técnico, Universidad Tecnológica Nacional. She has become tutor of NILE's online course "Teaching English in Pre-Primary Education", UK. She spent two years travelling as an actress with "The Performers" (TIE). She now develops workshops and has published articles focusing on teaching English to very young learners

Create Curiosity and watch them learn!

The old English saying goes “Curiosity killed the cat”, but we, as teachers, now that we can ,  undoubtedly , add “And it ignited learning”. We will all readily agree that many creative processes in the most diverse fields from Science to History and even the Fine Arts are driven by our intrinsic sense of curiosity. Now, the million dollar question is: how can we arouse that curiosity in our language students to unbridle powerful learning processes? This workshop will try to unveil some possible answers and provide practical examples.

Profesora Marina Sak

Marina Sak graduated as Profesora en Inglés at Instituto de Enseñanza Superior en Lenguas Vivas "Dr. Juan Ramón Fernández" and has a vast experience in TEFL. She has worked for the Government of the City of Buenos Aires as well as other public and private institutions. Since 1995 she has been part of the staff at Asociación Argentina de Cultura Inglesa (AACI), where she has been teaching the various levels offered by the centre and participated in numerous training events both for AACI staff and associated teachers. She is also a Cambridge English Speaking Examiner for Young Learners, General English and Business English.

From paper to stage…through games

 Alejandro will be working on how to implement Drama Games into the different stages of an English Language lesson and provide practical ideas to spice up your classes.

Besides, in this workshop, he will be walking you through the process of implementing Storytelling in EFL classes, characterization exercises, stage movements and how to develop the basic strategies which lead to a successful performance

Profesor Alejandro Diharce

Alejandro Diharce is an experienced English Language Teacher and Academic Coordinator, graduated over 20 years ago at Teachers´Program Alianza Americana Uruguay – Estados Unidos, who has undergone formal training in the Performing Arts.

He has taught English Language and Drama in various Bilingual Schools and English Institutes, always linking Language & Art in the different contexts.

Mr. Diharce has attended Drama in Education courses in New Zealand. He is also a Speaking Examiner (Cambridge University), IGCSE Drama Examiner and Teacher Trainer (Oxford University).

From “I Can’t” to “I Can!”. Multisensory Activities for Students with Specific Needs

In this semiplenary we will define SEN and explore teachers’ beliefs or feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. The basic premise will be that ALL students can learn if the teacher caters for differentiated learning needs.  It is essential to develop an understanding of the SPICE of ELT and how to build a tool kit of strategies and techniques using creative and multisensory activities. Both teachers and students should be able to change the refrain from “I can’t to I can!” to make the language learning process more effective and joyful.

Susan Hillyard B.Ed.(Hons)

Susan has a B.Ed. (Hons.) degree from Warwick University, UK. Her long career: Teacher, Head of Dept, Teacher Trainer, Conference/Webinar Speaker, Workshop Facilitator, Author, Materials Writer, Researcher, On-line tutor and Coach and Consultant for The Performers. Presently she is Director of SHELTA, Susan Hillyard’s English Language Teachers’ Academy, teaching teachers on a global scale to teach English through Drama. She is also a consultant for the British Council on EMI in China. Her interests lie in Inclusion, Drama for ELT, Spoken English, EMI, Global Issues, World Englishes, Professional Development and Trainer Training.

A Taste of Storytelling

We all need to tell and share our own anecdotes and we all love to listen to narratives as well. People, all along history, have told stories. Tales have been handed down from generation to generation and stored in cultural baggage of diverse areas in the whole world.

Being storytelling a human need, more than a mere strategy, why not incorporating this traditional form of art in the classroom?

In this presentation, participants will be exposed to several stories and taste the impact of Storytelling on the listeners. Tips as regards how to adjust oral tales in an EFL context will be given.

Profesora Especialista Fabiana Parano

Fabiana Parano is Profesora en Inglés from Instituto Superior Argentina 2000. She is also a Especialista en Juego en Contextos Educativos from Escuela Normal Superior N°4 “Estanislao Severo Zeballos¨, an actress and a storyteller. She has majored in Storytelling at Estudio de Narración Oral Ana María Bovo. She has done intensive training as Clown, the Art of Mimicry (Mimo teatro Escobar-Lerchundi), Physical Theatre and the Use of Masks on Stage (Estudio Belisario, Marcelo Savignone).

She teaches Storytelling in the Classroom at Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan Ramón Fernández” and at Escuela de Maestros (Ministerio de Educación, Ciudad de Buenos Aires.

A new generation, a new way of teaching

How should educators teach the Z generation? This new generation needs a change in education. The content and skills educators teach today are not going to be useful in the near future. That means teachers should develop further skills to adapt to this new mindset and empower students. Innovative ways of thinking, learning and working must be taught in schools. The implementation of new approaches in your class may seem a drop in the ocean, but if it generates a change in the way students learn it is more than enough. If educators innovate they will generate value and make a genuine impact on the Z generation.

Silvina Bisio

Silvina is a Licenciada and Profesora de Lengua Inglesa graduated from Universidad Siglo 21, she has a Certificado en Gestión de Equipos and Coaching from Universidad de Barcelona, Spain. Currently, she works at Academia Argüello School. She is the current Secretary of ACPI, Asociación Cordobesa de Profesores de Inglés. Together with Trinidad Gavier she has been passionately training teachers as Two Trendy Teachers.

Trinidad Gavier

Trinidad Gavier is a Profesora de Lengua y Literatura Inglesa graduated from Universidad Nacional de Córdoba. She is working on her Final Project Course to become a Licenciada en Gestión de Instituciones Educativas from Universidad Blas Pascal. At present, she works at Academia Argüello and Universidad Blas Pascal. She is the President of ACPI, Asociación Cordobesa de Profesores de Inglés. Together with Silvina Bisio she has been passionately training teachers as Two Trendy Teachers.

Teachers get smart, students get hype, we all go digital!

Technology is all around us. It is hard to conceive of a classroom without technology. But,

Are all digital tools user-friendly?

Up to what extent does technology upgrade and accelerate language learning?

Are kids and teens naturally and intrinsically attracted by technology, or, do we still have to motivate them?

Can all teachers become leaders of a technological revolution in their schools?

This presentation will offer a repertoire of technological tools from which everyone can profit, from students for language growth and teachers for their own professional development.

Licenciado Alejandro Manniello

Alejandro Manniello is a Profesor en Inglés from St. Trinnean's College in San Isidro and a Licenciado en Lengua Inglesa from Universidad Tecnológica Nacional. He has been teaching English for twenty years at primary, secondary and tertiary levels and is currently a coordinator and classroom teacher at Escuela de Educación Secundaria Técnica “Henry Ford”, in Ford Argentina’s industrial centre. He has a vast experience in the area of ICTs in Education and was awarded the distinction of 'Outstanding Teacher' by Rotary International. He is currently a tutor in Applied Research Methods at Licenciatura en Lengua Inglesa, Facultad Regional San Nicolás, UTN.

Face the Music...with Technology.

Teaching English as a foreign language is a quite complex task for a teacher. Language learning should be more fun and enjoyable for students to learn. One of the challenges we face teaching a daily language class is finding novel and creative ways to maintain students' interest throughout lessons. Today’s kids are digital natives, and today’s technology is a great resource for education, Music is the perfect subject for using new technology in the foreign language classroom, and clever use of tech can make your teaching far more effective and motivating.  In this presentation Prof. Bilopolsky will you different ways in which music and technology can be integrated  to create fun, meaningful, relevant and exciting activities for students. The activities and tools to be presented have been effectively used in the classroom.

Profesor Alfredo Bilopolsky

Profesor de Inglés e Inglés Técnico from Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional. English and ICT Coordinator at Escuela Scholem Aleijem. He has delivered workshops on Teaching Young and Very Young Learners in different conferences in Argentina. He is co-author of the Video "Descubriendo en Inglés". He is an Assistant Lecturer in Residencia Pedagógica at Universidad Tecnológica Nacional. He is a teacher trainer for Oxford University Press. He has completed a postgraduate course in ICT and Education at Universidad CAECE. He is a Google Certified Educator and a member of the International Society for Technology in Education (ISTE).

Help! I have to teach a large class of mixed ability students!

 Although mixed ability classes are sometimes seen as the only possibility in some developing countries due to economic or time constraints, they are gradually catching on as a trend that might just as well pose more benefits than pitfalls in high achieving educational systems such as those in Finland, Canada and Japan. Mixed ability or ‘heterogeneous’ classes are made up of students of different proficiency levels. However, as Penny Ur (1991) claims, these terms are misleading since no two learners are really alike and ‘homogeneous’ classes do not actually exist. Thus, whether large or small, it is unlikely that our classes will be totally homogeneous, so even if we do not have a mixed ability class, mixed ability teaching strategies may definitely come in handy to most teachers.

The present workshop is aimed at exploring the advantages and drawbacks of this ‘mixed blessing’ and at empowering teachers to develop a true “I can” feeling in all learners by fostering meaningful inclusion and support of lower attainers while stretching the skills of the most able ones. The activities we will engage in will help us reflect on appropriate teaching strategies, learner differences, lesson pace, classroom management, materials design and learning environment.

Licenciada Cecilia Sassone

Cecilia Sassone is a Profesora de Inglés from Instituto de Enseñanza Superior en Lenguas Vivas en Lenguas Vivas “Dr. Juan R. Fernández” and a Licenciada en Lengua Inglesa from Universidad de Belgrano. She holds three diplomas in e-learning from Universidad Tecnológica Nacional/Net-Learning. She is currently the Director of the English Teacher Training Department at Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan R. Fernández” where since 1997 she has delivered the Workshop on Games, Music, Crafts and Technology. She has lectured at different conferences nationwide, worked at all levels of education, and coordinated and taught adults and executives extensively. Her 22 year-research into adult language learning have resulted in the birth of her Spiderweb Method® for teenage and adult language learning, which has earned her the “Innovation and Achievement Award 2015” by the Share Education Committee.

Integrating Thinking and Emotions in the process of teaching and learning.

During this workshop we will focus on how to become drummers empowering both students and teachers through a multiplicity of paths, understanding that our Personality ( the way we THINK, ACT and FEEL creates our Personal Reality

Heart / Brain: How coherence between both impact the Learning Process.

How to create  strategies and competencies to empower social and cognitive skills.

Emotions have a strong influence in the way we learn. Which are the avenues conducive to harmony and coherence in the classroom?

 “We are caught in an inescapable network of mutuality(… )Whatever affects one directly, affects all indirectly.”

Magister Judy Bruetman

Judy holds a Master of Education in Teaching English to Speakers of Other Languages (TESOL) K-12 from Boston University, USA. She is an  English-Spanish translator with a degree in Literature from Instituto Nacional Superior del Profesorado en Lenguas Vivas “Dr. Juan Ramón Fernández”, Buenos Aires. She has also taken courses in English Linguistics and History of Art in Israel, at the Hebrew University of Jerusalem and at the University of Haifa.

Judy has been teaching ESL for more than 20 years both in Argentina and abroad while serving as English Vice Head ( Michael Ham), Head of Primary School ( St Matthew's College), English Coordinator ( Arlene Fern J.C School), ESL teacher (Asocociación Escuelas Lincoln) and  Curriculum and Learning Experience Consultant, in TEDx  several schools and organizations in Argentinana. She has recently returned to our country from a 3-years experience in New York where she has devoted herself to the study of Neurosciences and the place Emotions have in the Learning Process.

How to spice your English lessons and make English enjoyable

As the ancient adage goes “I see and I forget, I hear and I remember, I do and I master it”.

There seems to be a widespread consensus today about the need to use authentic materials in the language classroom in readiness for what our learners are going to find in the real world, but what is often underestimated is that, as Widdowson puts it, “authenticity not as a quality residing in instances of language but as a quality ... created by the response of the receiver”

This presentation intends to provide an array of ideas on how to exploit songs, podcasts, movie clips, commercials, and music videos in the way these instances of language were meant to be used: for authentic communication.

Profesor Especialista Mariano Nastri

Profesor en Inglés e Inglés Técnico and Licenciando en Lengua Inglesa (abd) from Universidad Tecnológica Nacional. He is a Profesor Especialista en Lengua Inglesa from Facultad Regional Villa María, UTN.

University Assistant Lecturer in Language III and IV at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional.

Primary and Secondary School teacher at various educational institutions.

He has specialized in in-company EFL teaching training professionals and executives for more than 10 years.

Gamification: What is it? And Can we do it?

Our students today are surrounded by digital media and are used the constant stream of stimuli offered by new technologies. We, teachers, usually complain that we find it hard to motivate students or to keep their attention much. We would all like to have them as concentrated in our lessons as when they are playing with their digital devises. So, what is there in games that can be used in education to motivate this generation? What elements of gamification can be used in a classroom both with and without technology? And how far is Gamification different from Game-based Learning? Let’s share some ideas in this talk!

Licenciada Paula Ledesma

Paula Ledesma is Profesora en Inglés from Instituto Superior del Profesorado “Dr Joaquín V. González” and Licenciada en Lengua Inglesa from Universidad Tecnológica Nacional. She is Profesora Especializada en Aplicaciones de Informática Aplicada a la enseñanza del Idioma Inglés (Tecnología Educativa) from Instituto Nacional Superior del Profesorado Técnico de la UTN. and in Historia de Los Estados Unidos from Instituto de Enseñanza Superior en Lenguas Vivas “Dr. Juan Ramón Fernández”. Paula is Maestranda en Tecnología Educativa at UBA, currently in the process of writing her thesis. She is a teacher trainer and an e-learning course designer. She has worked as author of e-learning courses for the Ministry of Education and is an international Senior Examiner and Senior Team Leader for the International Baccalaureate (IB) in History.

Playing and Learning English with little kids

Today, 21st century teachers strongly believe in what famous Italian educationist Maria Montessori said more than a century ago“Play is the work of the child”and nobody denies the power of play in early cognitive, emotional  and motor development. In this workshop we will explore and experience games, songs and stories to apply this basic and fundamental principle in our language classrooms with that playful twist that children and teachers love.

Licenciado Carlos Petrini

Carlos Petrini is a Profesor de Inglés from Instituto Superior del Profesorado “Santa Cecilia” and a Licenciado en Lengua Inglesa from Universidad Tecnológica Nacional.  He teaches primary, secondary and tertiary levels in Chivilcoy, Provincia de Buenos Aires. He has taught Práctica Docente at Instituto Superior Santa Cecilia for four years and he currently teaches English at Instituto Integral Católico, Colegio Santa Cecilia and Centro Universitario Chivilcoy.

How to foster personal growth in the English classroom

As teachers of English, we tend to have a humanistic approach to our lessons and our students. This is invaluable to them, more than ever now, when education needs to go far beyond the teaching of tenses, language skills and vocabulary.

What is needed in this century are educators who are fully committed to helping their students develop as learners and as members of their communities. For this reason I invite you to join me in exploring different tasks and ideas we can put into play in the English classroom  to encourage our students to become not only more proficient in English but also empowered learners and well-rounded individuals _ academically, personally and socially.

Traductora y Profesora Silvana Giménez Amadeo

Silvana Giménez Amadeo holds a translation degree, Traductor Literario y Técnico Científico en Inglés from Instituto de Educación Superior en Lenguas Vivas “Juan Ramón Fernández” and  a teaching degree Profesorado en Disciplinas Industriales from Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional. She has also attained the DELTA 1 Cambridge University Teaching Award and has completed a course on Critical and Creative Thinking with Harvard Graduate School of Education.

Silvana teaches First Language English and Thinking Skills at a bilingual school and trains students for the Preliminary and First for Schools Cambridge exams. In addition, she is an educational tutor and coordinator at Middle School level.

You can make a difference in your classroom …with stories! By Marian Derfler, Story Fields®

In a world and age where everything happens on a screen and where our children and students tend to live their lives through technology and devices, Marian feels the urgent need to go back to the essence of things. Who we are, what we are doing here and where we are going are concepts intrinsically connected with STORYTELLING.

If you believe, as Marian does, that stories can change the world, and in a more concrete context, they can transform your classroom and therefore your students’ lives, join this highly experiential session: a smooth combination of stories to enjoy and tips to make a difference in your classroom through the art of storytelling.

A story is a break: a break for the mind, and a break for the soul. Take a break! Come and listen to stories!

Profesora Marian Derfler

Marian Derfler is a storyteller and “Profesor en Inglés” from “ISP en Lenguas Vivas J.R. Fernandez,” where she has been an adscripta in “Children’s Literature.” She is the Kindergarten and Primary School English Coordinator at “Colegio San Pablo.” She is a course-book and story writer and an ALL® Teacher Trainer. She has been a Work Pack Designer for an educational theatre company in Buenos Airess, and part of English in Action, created by Susan Hillyard to teach English to SEN (special educational needs) students.

Marian has created Story Fields®, a storytelling experience which she takes all over the country. Through Story Fields® she has trained teachers in Storytelling, sharing her stories and her expertise at Training Colleges, workshops and former CePA courses.

Kids go wild! Teachers get creative!- Classroom Management ideas.

Have you ever felt you can´t control your class? Are you tired of warring with disruptive kids? Do you have some students who are too loud? Do you find it difficult to keep your students organized and focused? Do you have some kids who won´t stay in their seats? Do you have some students who disrupt in class with clownish antics?

If your class is out of control, students won’t learn and you will feel frustrated.

Come to this workshop and leave with plenty of practical ideas and new strategies to use in the classroom. You don´t need to get crazy. Just get creative!

Profesora María Laura Perrotta

M. Laura Perrotta is a graduate teacher from Instituto de Enseñanza Superior “Victoria Ocampo”, Concepción del Uruguay, Entre Ríos. She is currently doing the NILE's MA in Professional Development for Language Education, University of Chichester, UK. She has been an English teacher for 19 years now and a Director for 17. She has taken courses in Education in Argentina, Uruguay, Canada, UK and USA. She has founded 3 English Schools and applies a revolutionary method she has developed herself, in which English is taught to kids, teens and adults in a relaxed environment and practical way. She trains and advises teachers on new trends of teaching.

Pronunciation is more than sounds

This workshop aims to present a connected speech-based approach which places sounds in their natural environment and thus highlights the interrelatedness of various aspects of spoken English. This procedure allows learners to concentrate on differences between sound sequences and the role of rhythm and intonation in the flow of speech. The relationship that in this way is created between speaking and listening comprehension

helps the development of a listener-friendly pronunciation. Participants will experience a variety of techniques which will demonstrate how the teaching of pronunciation in a contextualized setting can help students improve their fluency and speech clarity effortlessly.

Profesora Patricia Arbona

Patricia Laura Arbona is a teacher, teacher trainer and researcher. She graduated as a profesora de Inglés at Instituto Superior de Formación Docente nº 127 in San Nicolás, Buenos Aires.

She holds a diploma in British History and in Phonology from ISFD n° 127 and a diploma in English language from UBA. She has taught Phonology for more than 30 years. As an independent researcher since 2006 she has focused on active learning and on paralinguistics and has done experimental work at home and abroad. She is the founder of LudoDrama, a group of innovative educators, and delivers talks and workshops in both Spanish and English

What is Flipped learning and what use can I put it to?

Flipped classroom is a blended learning strategy in which the traditional learning environment is inverted by delivering instructional content outside the classroom.  Students learn fundamental concepts at home often by means of online lectures, collaborative discussions and free up class time for project work and interactive tasks that might otherwise have been assigned as homework . This presentation will provide participants with tools and techniques to embrace the flipped classroom concept and adapt it to their everyday classes to challenge their students’ abilities and motivation to ensure learners have 24/7 access to extraordinary teaching.

Licenciada Lorena Muzzicato

Lorena Muzzicato is a Profesor en Inglés e Inglés Técnico from Universidad Tecnológica Nacional. She is also a Traductora Pública and Licenciada en Lengua Inglesa from Universidad Argentina de la Empresa.  Ms. Muzzicato is a candidate for an MA in Applied Linguistics in Spanish Language Teaching at Jaén University, Spain.  In addition, she has been lecturing in English and Spanish language for over twenty years and has run workshops about methodology, literature and multicultural competence in Argentina and abroad.  She is the Director of Resources Language School and in 2014 she co-founded Eager Beaver Supplies, a company that designs and produces teaching resources for language teachers.

Language Learning and Technology: Looking for the perfect match

“Language is a process of free creation; its laws and principles are fixed, but

the manner in which the principles of generation are used is infinitely varied.

Even the interpretation and use of words involves a process of free creation.”

Our innate capacity for language, is that essence which seems to establish the connections between symbols and referents and gives us the clue to produce language. Then we learn our language from an oral/visual/emotional

input that seems to be incomplete, without explicit rules or that appears to be too much symbolic but our “mental”capacity (as Chomsky mentions in his his book),reorganizes, categorizes the information , and then we are able to

produce unbounded, unique sentences. To learn is a challenge. So Our own inner learning construction is characterized at first by uncertainty and disturbance. However, if we as helpers, guides or tutors become aware of this “precariousness” and have the necessary tools to guide the learner to go

through this situation, he will get over and keep on trying. The resilience

factor is an essential component of the learning ecosystem as it is diversity

of response.

Licenciada Gabriela Bonofiglio

Argentine Teacher of English-Researcher and Entrepreneur- The Only Hipanoamerican Speaker Summoned and Selected to attend EdTechSummit Singapur, held on the 31/10-01/11 2017 at MaxAtria, Singapur

She is head and founder of Carrots&Apples-Learning Field, her own designed label for this innovative “scenario” for learning ESL in/with iPad.

Passion for Life LongLearning Ownership are the best words to define Mrs. Bonofiglio’s professional “learning” career, She has performed different roles at public and private institutions as Teacher of English and Head of English departments. Additional to Cambridge Certificate (CEELT II) Mrs. Gabriela Bonofiglio, attended all the subjects in the “Licenciatura en Lengua y Literatura Inglesa” (UCEL) and wrote papers on Comparative Literature and on American Culture as a member of the Argentine Association of American Studies. She has conducted debates concerning how to deal with adolescents

issues at Rosario Cultural Centre.

Always ahead of new trends in neuro learning and technology she got the certificate of Flipped Learning by Emerging Ed tech US, in 2015 and “Afasias Primarias Progresivas” by INECO in 2016. Now, she is doing the three year course to become a trainee in NLP.

Emotions go to school, too.

Emotions are felt by everyone, teachers and students alike and it is undeniable that the emotional state of a class guarantees its success or failure. School is a microcosm no matter which level you work at. As such, we should bear in mind our role at the time of motivating students and to do so we can work with emotions explicitly or implicitly. The Theory of Emotional Intelligence and the R.U.L.E.R approach (Brackett) provide us with many ideas to bear in mind. During this presentation participants will be engaged in different types of activities and/or games to foster emotional education that could be later be used in their own practice.

Licenciada Cecilia Ramirez

Cecilia Ramirez is a Profesora de Inglés, Instituto Superior de Formación Docente Nro 21 “Dr Ricardo Rojas”  and Licenciada en Ciencia de la Educación Universidad del Salvador .She holds a posgrade degree in Educación Emocional (UNVM). She is head of CR-eee (Emotionally Efficient Environments), author of “Tales for the beholder” (1999), “Aprendiendo a Encontrar Heroes” (2016) and “Tales on the mind-heart highway” (2016) as well as other tales, poems and songs to boost emotional intelligence in the classroom and in everyday life. She has been teaching Ingles y su Enseñanza I & III and Espacio de la Práctica at Instituto Superior “D. F. Sarmiento” (San A. de Padua) since 1997.

Profesor Nicolás Campins

Nicolas Campins is a Profesor de Ingles graduated from Instituto Superior “D. F. Sarmiento”  and specialized in Inglés y su Enseñanza  I during his two-year assistantship at the same Institute . He is currently working as a teacher in private and state secondary schools and part of Cecilia’s research team.

Communication comes first: leading by example and teaching with a purpose.

With today’s world revolving around communication, successful communicators break barriers, take the lead and reach higher. We train our students to meet this goal, but how can we keep them engaged when all they see is a sequence of gap fills and tests?

To help them understand the real-life impact of our teaching, we should bring the outside world into the classroom. It is not only the topics, but the communicational purpose behind every language unit that we must teach.

This workshop will explore ways in which we can deliver our lessons with the communicational purpose in mind as the infrastructure on which to build and develop language skills.

Profesora Florencia Clarfeld CELTA, IHC YLT , IHC Spanish

Maria Florencia Clarfeld is a Cambridge trained teacher and teacher trainer.She has been working as an academic consultant, coordinator and teacher trainer for IELTS Argentina and designed the first and only teacher training course for IELTS teaching worldwide, which is delivered both online and at the official exam centre in Buenos Aires.

She has helped open IELTS courses at various centres around the country and coordinated the IELTS courses at Universidad de la Patagonia San Juan Bosco.

She has trained and worked at International House San Isidro and International House Uruguay as a CELTA and IHC Spanish teacher and Teacher of Younger Learners and teenagers.

She is now one of the few people in Argentina to be a CELT-P and CELT-S certified tutor by Cambridge and has specialised in international exams which was her passion as a student, now delivering workshops to teachers in the training and preparing candidates for this experience.

Emotional Learning and Brain Learning.

Neuroscience has become popular during the last 10 years and something teachers and educators should know is how the brain works. Of course, nobody has taught or told us about this. Emotional & Brain learning leads us to re think our classes, syllabuses…and focuses on latest trends such as multiple intelligences, sensory learning among others. All this, shapes our students’ brains that are definitely under construction and, therefore, sets ourselves as “brain fillers”. Whatever is learned being emotionally hooked assures content goes directly to the long-term memory.

Knowing how the brain works is essential for teachers to select strategies and design class activities that go hand in hand, with how our students’ brains learn. In a fun way, using a variety of interactive activities, this workshop aims at bringing teachers closer to a very wise way of teaching: Brain-emotional- based Learning.

Profesora Sandra Fratini

Sandra Frattini, teacher of English from Instituto Superior del Profesorado “Dr. Joaquin V González”, Master Practitioner in Neurolinguistic Programming (NLP) applied to education from Escuela de PNL y Coaching. She is the founder of SF IDIOMAS and E&N (Educación y Neurociencias).  She has given many talks in Spanish as well as in English focusing mainly on Neuroscience and the Teenage brain. She has just finished a “Diplomatura en Educación Emocional“ at Universidad Nacional Villa María, Córdoba. She is also writing a book “Obra Maestra en construcción Cuidado!” which is about the teenage brain, its development and how careful teachers should be at dealing with it. She is the coordinator of the English department at a High School in one school, and a teacher of Language, Global Perspectives and Neuroscience at another bilingual school in Campana where she lives.

Cómo enfrentar el problema de cyberbullying

Bullying es una palabra inglesa, también conocido como “acoso escolar” o “hostigamiento escolar “, bullying está compuesto por la voz “bully” que quiere decir “matón” o “peleón” más la terminación “ing” que indica la acción o el resultado de una acción. Este vocablo no está dispuesto en el diccionario de la real academia, pero puede ser definido como el maltrato o la conducta agresiva de un determinado individuo hacia otro, que constantemente se repite con el fin de producir daño premeditadamente a este. Este tipo de acoso se caracteriza por optar por un comportamiento cruel, brutal y muchas veces inhumano con el principal objetivo de infligir daño a una determinada persona para asustarlo o someterlo.

Cómo detectarlo, cómo actuar según sea el actor de la Comunidad Educativa que intervenga, cómo enfrentar la nueva modalidad del CyberBullying.

Magíster Diego Flannery

Obtuvo los grados de Licenciado en Psicología y Profesor Universitario en Psicología por la Universidad Argentina “John F. Kennedy”.

Es Magister en Salud Mental por la Universidad de León, España.

Es Doctorando en Psicología Social (UK). Es Coordinador Académico,Universidad Argentina “John F. Kennedy “, CABA y Profesor Adjunto de la Facultad de Ciencias Psicológicas de la misma Universidad.

Charlemos sobre integración en la escuela: Enseñando Inglés a jóvenes sordos.

¿Es posible enseñar inglés a personas sordas? Teniendo en cuenta el concepto de “zona de desarrollo próximo” de Vygotsky y sus aportes sobre el aprendizaje en personas sordas, sabemos que compartir una lengua habilita al otro (par o adulto) a actuar realmente en esa zona y a ofrecerle al alumno sordo un andamiaje donde podrá ejercitar sus funciones cognitivas cada vez de forma más autónoma. Un sordo adulto se daría cuenta inmediatamente cuando un alumno no comprende y extremaría sus recursos para lograr la comprensión plena de lo enseñado por el oyente. Sin este tipo de aprendizaje colaborativo resulta difícil imaginar una verdadera inclusión.

Licenciada Vanina Celeste Lopérfido

Vanina Celeste Lopérfido es Profesora de Inglés (Instituto Superior “ J.N. Terrero” La Plata. Es Licenciada en la Enseñanza del Idioma Inglés, Universidad CAECE. Se desempeñó  como docente de distintas materias del Profesorado de Inglés en el Instituto Superior de Formación Docente de la FEB y en el Instituto Superior de Formación Docente Nº 49. Es docente de la Escuela de Enseñanza Secundaria Nº 3. Es Profesora de Inglés II en la carrera de Trabajo Social y de Inglés Técnico en la carrera de Seguridad e Higiene en el Instituto Superior “Monseñor Lodigiani”.  Asesora pedagógica  (curso de Lengua de Señas Argentina) en la Asociación de Sordomudos de La Plata y también dictó taller de Inglés a jóvenes y adultos sordos. Es autora colaboradora en PSICOCODE  y en PSICOLOGÍA Y MENTE. Es socia directora en BABEL – Centro de Idiomas La Plata. Se encuentra actualmente estudiando la Licenciatura en Psicología en la Universidad Nacional de La Plata.

Charlemos sobre integración en la escuela: Tengo chicos con ADD y ADHD en mi aula. Cómo los ayudo?

Esta presentación estará centrada en el ADD y ADHD, Trastorno por déficit de tención con hiperactividad. . Se explicará la diferencia entre ambas y  la sintomatología que presentan, al mismo tiempo se darán recomendaciones acerca de cómo trabajar en el aula con niños que presentan esta problemática.

Licenciado Andrés Luraghi

Andrés Luraghi es licenciado en psicología recibido en el año 2011 en la Universidad de Buenos Aires. Cursó su práctica profesional de la facultad en la atención de las adicciones.

Una vez recibido, comenzó a formarse en la orientación cognitiva- conductual. Realizó en el 2015 el “Diplomado Superior en Técnicas y Herramientas de Terapia Cognitiva Conductual” en el Instituto de Terapia Cognitiva Conductual (ITCC).

En 2017 realizó el curso “Trastornos del Espectro Autista, Nivel Avanzado”, en la Fundación Equipo de Terapia Cognitiva Infantojuvenil (ETCI).

En 2018 se recibió en la Escuela de Especialización en Terapia Cognitiva Conductual del Colegio de Psicólogos de la Provincia de Buenos Aires- Distrito San Isidro.

Actualmente continúa desarrollando su carrera profesional en la atención en consultorio particular en Martínez.

Charlemos sobre integración en la escuela: Estrategias de Enseñanza y Aprendizaje con niños y jóvenes con discapaidad intelectual.

El trabajo escolar con niños y jóvenes con discapacidad intelectual requiere atender a la heterogeneidad en primera instancia, y esto es posible si al planificar y trazar proyectos educativos nos detenemos en las particularidades de cada proceso de aprendizaje, en el modo en que cada uno aprende, y pensamos una planificación diversificada, es decir, un camino, una progresión didáctica que despliegue estrategias y permita el uso y la adquisición de herramientas para el acceso al contenido propuesto, para el acceso al conocimiento.

Pareciera que si hablamos de niños y jóvenes con discapacidad intelectual el acceso al conocimiento podría estar vedado por las propias dificultades y limitaciones en el área cognitiva, pero si en lugar de detenerse en la discapacidad se identifican las características de cada proceso de aprendizaje, se podrán también pensar estrategias que resulten adecuadas para transmitir y permitir el acercamiento al objeto de conocimiento.

Licenciada Mariana Damonte

Profesora Universitaria en Psicopedagogía,Universidad Argentina John F. Kennedy.

Licenciada en Calidad de Gestión de la Educación, Universidad del Salvador.

Psicopedagoga, Instituto  Supoerior del Profesorado del Consejo Superior de Educación Católica.

Maestra especializada en Educación Inicial, Instituto Superior de Formación Docente Nro  N°39.de Vicente López.

Maestranda en Integración de personas con discapacidad, Universidad de Salamanca, España.

Vicedirectora del Nivel Primario en Instituto Infancias. Psicopedagoga miembro del Equipo Terapéutico de AIDIS- Asociación Mutual de Asistencia e Integración para personas con discapacidad. Capacitadora Docente en Andamios para el Aprendizaje. Profesora Adjunta en Universidad Argentina John F. Kennedy hasta 2016.

Charlemos sobre integración en la escuela: Enseñando inglés a chicos con discapacidades intelectuales. Cómo? Dejame que te cuente.

Silvia is going to deal with the difficulty  teachers face when they  have to teach English to students with special needs. These students are usually overdemanded in a traditional classroom ,but this is not the case in language lesson in which drama techniques are implemented . When they come to the language classroom “to play”, they and their teachers do not focus on their strengths  or their  weaknesses. They just interact naturally in a relaxed atmosphere.

Drama techniques play a fundamental role in the inclusion of children with special needs and some  remarkable deep attitudinal changes have been made evident in language lessons with a strong drama component.

Silvia Vammaro

Silvia trained in English at Universidad Católica Argentina and at Instituto Superior del Profesorado “Dr. Joaquín V. González” and in theatre arts with several actors and directors in our country.

In her long career , she served as an English instructor at a number of private schools in Buenos Aires and has taught children with specific abilities in Buenos Aires and Córdoba.

In 2017, Silvia participated in Evora,Portugal. in a Drama World Meeting organized by IDEA (International Drama Educational Association) representing Argentina.

Charlemos sobre integración en la escuela: Cómo enseñar inglés a chicos con dislexia ?

There is a reality that has been neglected for years but it is high time we were aware of the importance of taking action in the process of teaching students with Specific Learning Differences (SLD), such as dyslexia.

Language teachers tend to give all students the same challenging tasks without taking into account that among them there could be someone silently suffering and feeling ashamed for facing difficulties in reading and understanding. Being aware of the fact that seven to ten percent of the population is in this situation makes teachers realize that one of these students can be in every class. Every time they are asked to read aloud, answer questions to show comprehension or finish a task at a set time, a feeling of inferiority grows stronger inside of them.

Authorities, coordinators and teachers claim that quality assessment should be based on Validity, Reliability and Fairness, but pretending students with SLD’s respond the same way as others to the same stimuli is not consistent with this assertion.

What can teachers and coordinators do in order to help these students? How can we become more inclusive schools? We can easily provide tools for all students to achieve their maximum.

Licenciado Ricardo Spizzo

Ricardo Spizzo is a profesor de inglés graduated from Instituto Superior de Formación Docente y Técnica Nº 52. He holds a degree as Licenciado en Lengua Inglesa  from Universidad del Salvador and the Cambridge Certificate in English Language Teaching to Adults. He has been a teacher for more than twenty years at kinder, primary, secondary and university levels.

He is currently working as teacher and facilitator at Colegio Los Molinos,

Assistant Professor at Universidad de Buenos Aires and Director of ‘The English House’ Institute.

Former Linguistics Teacher for Universidad del Salvador and Profesor de Práctica Docente para nivel Inicial for Centro Cultural Italiano.

Memoria y Aprendizaje

Haremos un recorrido de distintos psicólogos que han estudiado la memoria para luego reflexionar acerca de cómo estos hallazgos podrían impactar en el proceso de enseñanza-aprendizaje hoy en nuestras aulas. Ebbinghaus, la curva del olvido y la importancia del repaso. Tulving y la distinción entre memorias semántica, episódica y procedimental. George A. Miller y el mágico número siete. De la mano de las neurociencias nos atrevemos a incursionar por el hipocampo para encontrarnos con la potenciación a largo plazo, mecanismo celular que explicaría el aprendizaje. Finalmente, se destaca la importancia de recurrir a la emoción en el aula para lograr que un aprendizaje sea memorable.

Licenciada Vanina Celeste Lopérfido

Vanina Celeste Lopérfido es Profesora de Inglés (Instituto Superior “ J.N. Terrero” La Plata. Es Licenciada en la Enseñanza del Idioma Inglés, Universidad CAECE. Se desempeñó  como docente de distintas materias del Profesorado de Inglés en el Instituto Superior de Formación Docente de la FEB y en el Instituto Superior de Formación Docente Nº 49. Es docente de la Escuela de Enseñanza Secundaria Nº 3. Es Profesora de Inglés II en la carrera de Trabajo Social y de Inglés Técnico en la carrera de Seguridad e Higiene en el Instituto Superior “Monseñor Lodigiani”.  Asesora pedagógica  (curso de Lengua de Señas Argentina) en la Asociación de Sordomudos de La Plata y también dictó taller de Inglés a jóvenes y adultos sordos. Es autora colaboradora en PSICOCODE  y en PSICOLOGÍA Y MENTE. Es socia directora en BABEL – Centro de Idiomas La Plata. Se encuentra actualmente estudiando la Licenciatura en Psicología en la Universidad Nacional de La Plata.

Cómo trabajar con chicos con autismo en el aula

El objetivo de la charla será poder definir el Trastorno de Espectro Autista. Explicar acerca de cuáles son las alteraciones que conlleva. Poder dar herramientas a los docentes para poder incorporar la enseñanza de una manera eficaz y adecuada frente a este diagnóstico.

Licenciado Andrés Luraghi

Andrés Luraghi es licenciado en psicología recibido en el año 2011 en la Universidad de Buenos Aires. Cursó su práctica profesional de la facultad en la atención de las adicciones.

Una vez recibido, comenzó a formarse en la orientación cognitiva- conductual. Realizó en el 2015 el “Diplomado Superior en Técnicas y Herramientas de Terapia Cognitiva Conductual” en el Instituto de Terapia Cognitiva Conductual (ITCC).

En 2017 realizó el curso “Trastornos del Espectro Autista, Nivel Avanzado”, en la Fundación Equipo de Terapia Cognitiva Infantojuvenil (ETCI).

En 2018 se recibió en la Escuela de Especialización en Terapia Cognitiva Conductual del Colegio de Psicólogos de la Provincia de Buenos Aires- Distrito San Isidro.

Charlemos sobre integración en la escuela: Estrategias de Enseñanza-Aprendizaje con niños ciegos y con discapacidad visual.

La atención educativa  de las personas con discapacidad visual, (baja visión y ceguera) cuenta hoy con un sustento teórico, legislativo, experiencial y operativo que facilita un modelo de intervención basado en la escuela inclusiva o la escuela para todos  desde las edades más tempranas, atravesando cada uno de los niveles del sistema hasta el universitario.

Cada trayectoria educativa es única y requiere de un real compromiso de todas las partes involucradas. El rol del docente de integración es nodal para sostener  a la escuela y al docente que recibe a este alumno, asesorando a los profesionales que intervienen en el proceso educativo en diferentes aspectos: características generales de la deficiencia visual, y cómo estas llevan consigo la dificultad visual, condiciones favorables para un mejor funcionamiento visual, incidencia de la deficiencia visual en la actitud y el comportamiento. Técnicas, instrumentos y adaptación del material y otras medidas para lograr el acceso al curriculum. Sugerencias respecto a la baja visión y estrategias a seguir en el aula.

En un mundo globalizado intercultural nos exige el conocimiento de otras lenguas, su cultura, y este se logra al acceder a la enseñanza de otro idioma. Podemos señalar diferencias significativas en el tratamiento de la didáctica de esta área, los objetivos, los contenidos sus secuencias y la dificultad de los procedimientos.

Una mención especial son los recursos materiales para la baja visión y su correcta utilización, tanto de medios ópticos como no ópticos. La  incorporación de técnicas específicas y metodología adecuada no solo para lograr el aprendizaje sino para que este aprendizaje sea significativo  y motivador.

Profesora especialista Gabriela Vale

Profesora  Especializada     en    Discapacitados Visuales, Instituto Superior del Profesorado en Educación Especial. Especializada en la Integración de Personas con Necesidades Especiales y Ludotecaria; técnica y diseñadora de juegos y juguetes.  Especialista en Atención Temprana y especialista en Baja Visión.

Se desempeña tanto en el ámbito público como privado, en la actualidad como docente de integración  de niños con baja visión al sistema educativo ordinario. Rehabilitadora visual de jóvenes y adultos con discapacidad visual.

All by Myself, a  one-woman show for adults

“All by Myself” is a One-Woman show, with audition pieces by different authors, such as William Shakespeare, Bertolt Brecht, Dario Fo, etc., plus some poetry (Poe, Frost, Wordsworth, among others). The idea is to make the audience laugh, think and be moved by the words of such awesome writers. Entertainment and food for thought.

Profesora Irene Bianchi

“Profesora de Lengua y Literatura Inglesas” (Facultad de Humanidades, UNLP); bilingual actress and stand up comedian; co-founder and member of Comedy Club”, an improvisation & stand-up Group; Co-founder of “IPEI” “Instituto Piloto de Enseñanza de Inglés (1974-2014);  Drama critic and weekly columnist for “El Día” newspaper (La Plata) since 1991; weekly letter writer for “Buenos Aires Times” (Readers Write Section); Drama coach.