PRESENTATIONS AND PRESENTERS' BIODATA

Presenters appear in alphabetical order. Multiple presenters are listed by the name of the person who appears first on the Programme. Ladies who use their married names are listed by their husbands' surnames.

A
____________________________________________________________________________________________

Prof. Patricia Claudia de Abreu
CasoC -Clara Muñiz y Asociados
Liceo Nº 3 y Esc. de Comercio Nº 4

Patricia Claudia de Abreu graduated as a teacher of English at Instituto Superior del Profesorado Joaquín V. Gonzalez. She has been teaching young learners, teenagers and adults for about twenty years. She has lectured at several ARTESOL conventions and workshops at Casoc. She has developed the Casoc listening comprehension modules. She has published articles on Listening comprehension and activities for learners and teachers.

Training teenage learners with authentic listening material- a worthy challenge that paves the way to integrate all the other skills
This workshop will be based on the presenter´s experience after having taught young learners, teenagers and adults for about twenty years. The presenter will:
* show the importance of using authentic listening material in class.
* make a point of how to integrate all the other skills (speaking, reading and writing) by means of follow up activities carried out during and after the listening task.
* explain how to develop students´inference and ability to react promptly to what they might not understand.
* focus on the difference between testing and training students in listening comprehension.

The presenter will convey the idea that listening comprehension tasks should be carried out as naturally as possible. She will have the audience participate actively during the presentation by requesting opinions or role playing different situations.

_______________________________________________________________________________________________________

Lic. Claudia Alvarez
Universidad Tecnológica Nacional

Prof. Claudia Viviana Alvarez is a lecturer at Instituto Nacional Superior del Profesorado Técnico- Universidad Tecnológica Nacional in the chairs of Didactics of the EGB 1 and 2 and Observation, Theories of Second Language Acquisition and practicum supervisor in the chair of Didactics II.
She graduated as a Licenciada en Tecnología Educativa. Universidad Tecnológica Nacional - Facultad Regional Buenos Aires. She is a lecturer at the Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional-Facultad Regional Villa María.
She is the head of the English Department at Instituto Orsino and former Capacitadora de docentes de inglés for the Centro de Pedagogias de Anticipación ( CEPA- GCBA). Co-author of "Tourism" Resource File of the textbook "Polimodal English", published by Macmillan Heinemann.

Second Language Acquisition: A hands-on experience with basic models, principles and processes
Through this talk you will have an overview of the most prominent theories of Second Language Acquisition. We will also reflect on our everyday practice in the teaching of English from a different perspective: the class as an ongoing laboratory into which we can look. Both theory and experience, along with good observation are key factors for an efficient approach in the language class. Let us find out more about this complex process and be better prepared for the challenge of getting our students to learn a foreign language!

_______________________________________________________________________________________________________

Dr Marta Ancarani
Universidad Nacional de Villa María

Lecturer in English Literature; lecturer in English (different courses), former Coordinator at Profesorado en Lengua Inglesa, Universidad Nacional de Villa María (Profesora Asociada Efectiva). Ph D in Modern Languages, Specialization: English (Universidad Del Salvador). Researcher in Literary Studies and Applied Linguistics. Designer, former Coordinator, and lecturer of English at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional, Facultad Regional Villa María. Former Coordinator, and lecturer of English Literature, and English (different courses) at Profesorado Gabriela Mistral, Villa María, Córdoba.

Revisiting Saul Bellow's "Herzog," or The Return of the Mythical Hero
Following Joseph Campbell's particular structure of the heroic journey, in Revisiting Saul Bellow's "Herzog," or The Return of the Mythical Hero we will uncover the hidden clues of the remarkable journey of Moses Helkannah Herzog, Saul Bellow's professor and charmer, and render his spiritual quest after the primitive heroes of lore. Along the road of trials, Herzog will not only reveal his own personal battles and the state of man in modern America, but he will bring before our mind's eye the most relevant ideas and concepts that have fueled and modeled humankind along history.

_______________________________________________________________________________________________________

Dr Liliana Anglada
Universidad Nacional de Córdoba

Dr. Liliana Anglada graduated as a Traductora y Profesora de Inglés from the Facultad de Lenguas, Universidad Nacional de Córdoba. She holds an MA in Applied Linguistics from Ohio University and a Ph.D. in English from Texas Tech University. She has conducted workshops and taught graduate courses on the use of technology and the teaching of foreign languages. At present, she teaches English Language, Grammar, and Linguistics at the Facultad de Lenguas. Her research interests focus mainly on Systemic Functional Linguistics, EFL writing instruction, and computer-mediated communication. She has presented papers in various national and international conferences and has published articles on those areas of knowledge.

Working with authentic texts: A reading-writing connection

Even though EFL writing teachers should be respectful of the individual voices of their students, common sense would dictate that if students are expected to function within a particular discipline and to write for a particular audience, they should read and analyze texts typical of that discipline, as these texts will provide a springboard for effective writing. Research indicates that, although the nature of the interaction between the processes of reading and writing is difficult to determine, there is an undeniable connection between the two activities, a relationship that should be exploited in the writing class. This presentation, therefore, intends to show how this connection can be strengthened through analytical reading and follow-up writing assignments.

_______________________________________________________________________________________________________

Prof. Fernando Armesto
Universidad Tecnológica Nacional

Lecturer at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional in the Chairs of Didactics for EGB 1 and 2 and Practicum . Head of English- Primary and Secondary- at Colegio Belgrano Uno. Former Lecturer in English Language at Universidad Austral and Universidad del Museo Social Argentino and Head of English at Instituto de Educación Integral . He has specialized in E.S.P., in the fields of Tourism, Hotel Catering and Management and Journalism. He is the co- author of the resource book "Tourism" published by Macmillan. He has been engaged in several Drama Clubs and Societies and he has worked with Drama with children, adolescents and adults. Actor and assistant director in various plays with the Buenos Aires Players and the Suburban Players.

Applied Drama: An Invitation to Noise and Misbehaviour?
It is often thought that Drama classes are the moment to play and relax… and do nothing else!!! Applied Drama can be a powerful tool in English Language classes, if used in the right way. In this talk, possible sources of misbehaviour will be examined as well as different types of conflicts. A deep study of how to turn those conflicts into positive and enriching experiences will follow and the amount and type of teacher intervention will also be discussed. Come and share your concerns and get some fresh ideas about how to handle and solve difficult situations in the real classroom.

B
____________________________________________________________________________________________

Magíster Roxana Basso
Universidad Tecnológica Nacional
Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernandez
Asociación Argentina de Cultura Inglesa
Colegio Nacional de Buenos Aires - Universidad de Buenos Aires

Roxana Basso holds an MA in ELT and Applied Linguistics from King's College (London). She is a lecturer in Phonetics and Diction at Instituto de Educación Superior en Lenguas Vivas Juan Ramón Fernández, Asociación Argentina de Cultura Inglesa and Instituto Superior del Profesorado de Inglés Técnico. She is currently teaching English at Colegio Nacional de Buenos Aires
(UBA) and Sociology and Theology (in English) at CONSUDEC (Consejo Superior de Educación Católica). She was a former Phonology SIG Co-ordinator (APIBA).

Phonological Analysis With A Twist: The Case Of Commercial Slogans
In this presentation, some interesting texts called 'advertising slogans' will be studied and exemplified. The main focus being their phonological aspect, which through simultaneous manipulation with other levels of linguistic analysis, generates the intended meaning and effect inducing consumers to be favourably dInstituto Superior del Profesoradoosed towards their product, thus making slogans memorable

_______________________________________________________________________________________________________

Prof. Sylvia Benson
Universidad Nacional del Centro de la Provincia de Buenos Aires

Teacher of English at School of Agronomy and Law (Universidad Nacional del Centro) for over 15 years; owner of SEB English Institute. MA candidate at Bath University and working on thesis for a Licenciatura at Universidad del Litoral. Lectured around the country as well as in Uruguay, Paraguay, Mexico, USA, UK and Spain. Research in the field of writing, reading and ESP.

How to get students to write: the case for accuracy, flexibility and creativity.
This workshop will deal with finding the balance between accuracy, flexibility and creativity in writing classes from kindergarten to high school. Participants will be exposed to a number of inexpensive easy-to-prepare activities as well as being asked to try out some.

_______________________________________________________________________________________________________

Magister Ana María Rozzi de Bergel
Universidad CAECE

Profesora de Inglés, Escuela Normal N°1 de Profesores, Rosario; Licenciada en Gestión Educativa y Magíster en Gestión de Proyectos Educativos, Universidad CAECE, Buenos Aires. Coordinator of the Licenciatura en Enseñanza del Idioma Inglés and the Institute of Modern Languages, lecturer of Materials Design I and II, Universidad CAECE. Teacher of Language and Literature to AICE level at Master College, Buenos Aires. Author of several textbooks for TEFL. Extensive experience in teaching, coordination and school management. A researcher in the fields of Error Analysis and Learning Hypotheses, with a focus on the study of Language Ceiling in adults.

Teacher-induced errors: the way to hell is paved with good intentions
In their wish to "make things easier" for students, teachers often over-generalise or over-simplify grammar rules or attach incorrect meanings to words or constructions. Research into these error-provoking teaching practices has spotted several error-provoking teaching practices, which this lecture explores. However, the question which remains unanswered appears to be: are teachers leading students into errors because they want to facilitate learning and do not know how to do this properly, or are they simply underestimating their students? We will attempt to answer this question through some practical examples drawn from lesson observation and will explore ways and means of avoiding error-provoking teaching.

_______________________________________________________________________________________________________

Prof. Alfredo Bilopolsky
Universidad Tecnológica Nacional

Profesor de Inglés e Inglés Técnico from Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional.. English Coordinator at Hilel School and Kindergarten teacher at Scholem Aleijem School, where he has been teaching for over 12 years. He has delivered workshops on Teaching Young and Very Young Learners in different conferences in Argentina. He has taught General English to young children, teenagers and adults at prestigious ELS´s in the city of Buenos Aires. He is co-author of the Video Descubriendo en Inglés. He is an Assistant Lecturer in Didactics II at Universidad Tecnológica Nacional.

Teaching English and Teaching Children
Teaching English in kindergarten is a wonderful experience. However, at times, teachers do not take into account the profound differences that exist between teaching preschool children and older ones, and thus failing to achieve their intended objectives. Children learn new languages very easily, almost too easily .In this presentation you will be shown how to deal with very young learners and how to enhance their listening and speaking skills through a variety of teaching tools including TPR, video, songs, games and multimedia. Real effective classroom examples will be provided.

_______________________________________________________________________________________________________

Lic. María José Bravo
Centro Alpha
Universidad Nacional de Córdoba
Magíster María José Gassó
Centro Alpha

María José Bravo es Licenciada en Letras de la Universidad de Buenos Aires, Argentina. Specialist Diploma in Comparative Education and Cultural Studies, University of London, Inglaterra.

María José Gassó es Licenciada en Letras de la Universidad de Buenos Aires, Argentina. Master of Philosophy in Classics, University of Cambridge, Reino Unido.

Formación de Formadores en Español para Extranjeros
En los últimos años, en el mundo entero, ha aumentado el interés por estudiar español como lengua extranjera, lo que conlleva la necesidad de formación de formadores en el área que puedan dar respuesta a esta demanda, en diferentes niveles de enseñaza-aprendizaje. Nuestro país no escapa a este interés y a esta necesidad. Llegan a la Argentina, por diferentes motivos, extranjeros de todo el mundo que quieren aprender nuestra lengua para comerciar, para estudiar, para viajar, para integrarse en nuestra sociedad.
Como equipo formador de formadores hemos venido desarrollando programas de capacitación para formadores en español para extranjeros, presenciales y a distancia, con el objetivo de dar respuesta a esta demanda, enmarcados en el enfoque comunicativo, respetuosos de las variedades lingüísticas del español y que toman en cuenta las necesidades de la situación de enseñanza-aprendizaje endolingüe. En este taller exploraremos y analizaremos los puntos más importantes de esta tarea de formación de formadores.

_______________________________________________________________________________________________________

Lic Marta Braylan
Lic Claudia Rosales

Lic. Marta Braylan es Especialista en Psicopedagogía (Postgrado Fundación EPPEC). Bachelor of Science en Psicología de la University of Florida (USA). Asesora Pedagógica y Coordinadora de inglés en escuelas primarias. Especialista en Capacitación, autora de proyectos aprobados por la Red Federal de Formación Docente de la Municipalidad de Bs. As. Ex docente de la Universidad de Buenos Aires ( Facultad de Psicología). Ex docente de nivel primario y secundario en instituciones educativas de Argentina y de USA.

Lic. Claudia Rosales es Licenciada en educación (Universidad de Quilmes).Profesora de enseñanza primaria.
Docente de nivel inicial y primario.Coordinadora de nivel primario. Asesora institucional.Autora de textos escolares de nivel primario. Capacitadora pedagógica e institucional

Proyecto institucional integrado Castellano-Inglés, un desafío posible.
En este taller se presentará un abordaje pedagógico para integrar los aprendizajes de la lengua materna y la lengua extranjera. Se reflexionará sobre la necesidad de articulación de los contenidos castellano-inglés con el objetivo de lograr proyectos institucionales coherentes y significativos. Se presentará una breve fundamentación del abordaje y se brindarán ejemplos de aplicación en el aula.

_______________________________________________________________________________________________________

Prof. Trad. Graciela Bulleraich
Facultad de Derecho - Universidad de Buenos Aires
Pontificia Universidad Católica Argentina

Profesora en Inglés y Traductora Pública en Idioma Inglés egresada de la Universidad Católica Argentina. Candidata al Doctorado en Lenguas Modernas por la Universidad del Salvador con especialidad en Lingüística. Actualmente se desempeña como Prof. Titular en las cátedras de Lengua Inglesa IV y V del Traductorado Público en Inglés y Licenciatura en Lengua y Literatura Inglesas de la Universidad Católica Argentina y como Profesora de Lengua Inglesa IV en el Traductorado Público de la Universidad de Buenos Aires. Ha participado en varios congresos internacionales y sus áreas de interés son el inglés con fines específicos, análisis del discurso y traducción jurídica.

Exploring a variety of texts to consolidate student´s reading competence
This work sets out to provide solutions to the problems arising from the study of particular and restricted types of communication in specific reading contexts. To this end, ESP courses have been devised to meet the needs of foreign-language learners interested in what is commonly referred to as legal, technical, or business jargon and more formally as register analysis. This presentation will first describe reading strategies to facilitate textual comprehensibility in these areas of ESP and then offer participants extra exposure to excerpts from an authentic audio recording designed to reinforce and extend the specialized material analyzed in the workshop.

C
____________________________________________________________________________________________

Prof. Silvana Carnicero
Instituto Superior del Profesorado del Liceo Cultural Británico

Silvana Carnicero graduated as Profesora de Inglés at Instituto Superior del Profesorado Joaquín V González in 1999. She has specialized on Metodología y Observación de la Enseñanza in that institution. She is coordinator of the APIBA's Computer SIG. She has been a school coordinator at IPAM Matulaitis for five years. She has been a teacher trainer at Instituto Superior del Profesorado del Liceo cultural Británico for three years. She has been an online facilitator on collaborative project-based learning for International and Educational Resource Network and Red Telar. She has been awarded a prize by Fundación Telefónica for the online project "AIDS and HIV beyond your own backyard"

Integrating Content, Technology and Language Learning
When reflecting on what goes on in the foreign language classroom, teachers find that motivation is one of the most important problems they have been facing. Many teaching strategies have been tried out to solve it but not many of them have been successful enough. The development of technology has set a a new light for teachers to motivate students by connecting the real world they live in to the classroom tasks they work with. Collaborative-computer based projects are a good example of how to upgrade students' proficiency in the foreign language in a meaningful way for them.

D
____________________________________________________________________________________________

Magíster Efrain Davis
Universidad CAECE
Universidad Nacional de La Matanza
Universidad Nacional de Quilmes
Universidad Tecnológica Nacional

Master of Arts in Applied Linguistics - University College of North Wales, United Kingdom. Licenciado en Administración de la Educación Superior, Universidad Nacional de La Matanza. Licenciado en Gestión Educativa, Universidad CAECE. Profesor Superior de Inglés, Universidad Nacional de Catamarca. Profesor de Inglés por el Instituto Superior del Profesorado Joaquín V. González, Profesor Titular Ordinario, Universidad Tecnológica Nacional, Facultad Regional Haedo. Jefe de Cátedra, Inglés Técnico II, Departamento de Ingeniería e Investigaciones Tecnológicas, Universidad Nacional de La Matanza- Profesor Titular de Lingüística Aplicada, Lingüística Contemporánea y su Enseñanza y Fundamentos de la Didáctica del Inglés como Lengua Extranjera, Universidad CAECE. Cursos de post-grado para graduados de la Universidad Nacional de San Luis y la Universidad Nacional de La Pampa. Coordinador del Centro de Lenguas de la Universidad Nacional de Quilmes. Investigador Categorizado (II). Director y evaluador de proyectos de investigación, artículos y tesistas de maestrías y licenciaturas.

Teacher Educators and Student Teachers at stake
" Good teaching is a direct function of the judge´s value systems. And judges do not always agree"( Brown, 1975:10). To counter this argument may turn into a futile endeavour since what "good teaching " means is a question of personal points of view, of personal knowledge and experience. To put it bluntly, it may mean anything you want it to mean. I will discuss a number of ideas on the models underlying current research on learning to teach in the hope that it may help language teacher educators, language teachers in service, and language student teachers find a way to some common ground where a fruitful and necessary dialogue may flourish .

_______________________________________________________________________________________________________

Lic. Elba Villanueva de Debat
Universidad Nacional de Córdoba.

Lecturer in Didáctica General, Didáctica Especial I and Observación y Práctica I at the Facultad de Lenguas, Universidad Nacional de Córdoba. She was ACPI (Asociación Cordobesa de Profesores de Inglés) president from 1999 to 2001. As a member of the CEDILE (Centro de Investigación de las Didáctica de las Lenguas Extranjeras), she is currently carrying out research on "The development of Communicative Competence in Foreign Languages and its relationship with pedagogic activities". She is also working on her final dissertation for the M.A. in Applied Linguistics, Universidad Nacional de Córdoba. She has made presentations in Argentina and abroad and has authored and co-authored articles on L2 teaching for specialized journals.

Uncovering, reflecting, understanding: paths towards teacher development
Our decisions in the classroom are influenced not only by pedagogical knowledge but also by our educational and professional biographies. Before change can occur, deeply-rooted conceptions must be made explicit since they influence our perception and actions. We will then be in a better position to take principled decisions. This self-awareness is also a key to identifying areas that need to be changed. All innovations must be linked to our schema for teaching. Uncovering our beliefs about teaching and learning, reflecting upon our actions and attitudes and understanding their consequences are paths towards development. This presentation will deal with self-awareness as a key to professional growth.

_______________________________________________________________________________________________________

Jamie Duncan B.A.
Universidad Tecnológica Nacional

Teacher, teacher trainer and Master Practitioner and Trainer in Neuro Linguistic Programming. Jamie teaches Language III at the Profesorado, Instituto Superior del Profesorado Técnico, Universidad Tecnológica Nacional, Buenos Aires and runs courses for teachers with Laura Szmuch under the name Resourceful Teaching. Published "Passionfruit" a resource book of teaching ideas in 2000. Co-author of "Really Thriving" an Neuro Linguistic Programming-based handbook for teacher development, for imminent publication.

English is my oyster: Advanced Language and Metaphor
We often use metaphors to illustrate a point or to be less direct in our language. Metaphors also help us to understand other people's internal maps and as language users we enrich and expand our lexis.
In this fun practical workshop, participants will identify, respond and learn to generate metaphoric language and thereby widen their spectrum of expressions and vocabulary.

E
____________________________________________________________________________________________

Isabella Entwistle B.A.(Hons)

British graduate from Leeds University U.K.
At present employed by Northlands school in Buenos Aires, Argentina as Head of English.
Theatre: well known and respected in the local Buenos Aires amateur dramatic theatre scene.
Workshops: under the name "Footlights" on stage, screen and literature studies for students and teachers.
The British Council: workshops in 2004 in Buenos Aires and the provinces on the work of Ian McMillan

Voices of the Twentieth Century :A time of transition and uncertainty reflected in the words of poets, novelists, playwrights and speechmakers of the century
An interactive presentation of alternative approaches to the teaching of different genres insisting on authentic contexts and placing literary material in it´s rightful dimension as art forms ex: recognise the role of the actor and the director and space and time in the teaching of a play or scene.
Listen to some of the voices of the last century and discuss their effect on our perceptions of the world. Experience how art is relevant to life and not only valuable as an instrument for assessment in education.

F
____________________________________________________________________________________________

Prof. Marina Falasca
South Dakota State University, Brookings, South Dakota,USA
Universidad Tecnológica Nacional

Marina Falasca is a graduate English Language Teacher from Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernández. She taught English and World History at different bilingual schools in Buenos Aires from 1997 to 2004, and for the last two years she has been working both as an Assistant Lecturer in Didactics II and a Practicum Supervisor at the Universidad Tecnológica Nacional.

In December 2004, Ms. Falasca was awarded a Fulbright scholarship to serve as Foreign Language Teaching Assistant of Spanish at South Dakota State University, in Brookings, USA, where she taught beginning and intermediate Spanish during Fall 2005 and Spring 2006. Currently, she is completing an M. Ed. in Curriculum and Instruction through the same university.

The Classroom Teaching Log and the Classroom Learning Log: Is there any way to reconcile them ?
More often than not, our teaching style and the students' learning styles are difficult to reconcile. If the teacher and the students come from different backgrounds or cultures, the gap may become even wider. How do we bridge the gap? This presentation will explore such issues as "multiculturalism" and the dimensions of culture. At the same time, it will provide you with simple but captivating activities that will help you bring together the classroom teaching log and the classroom learning log while encouraging your students to appreciate similarities and differences among cultures.

_______________________________________________________________________________________________________

Lic. Nancy Fernandez
Universidad Nacional de La Matanza
Universidad Tecnológica Nacional
Instituto Superior de Formación Docente N° 21
Instituto Superior de Formación Docente N° 88.

Profesora de Inglés (Instituto Superior del Profesorado del Oeste) y Licenciada en Lengua Inglesa (Universidad del Salvador). Profesora Adjunta Ordinaria, Inglés Técnico I - Universidad Tecnológica Nacional (Sede Regional Haedo). Jefa de Trabajos Prácticos, Inglés Transversal - Universidad Nacional de La Matanza. Se ha especializado en la enseñanza de la Fonología Inglesa y en la escritura en Inglés. Dicta cátedras titulares de Lengua y Expresión Oral I y Lengua y Expresión Oral II en el Instituto Superior de Formación Docente N° 21 (Moreno, Bs. As.); de Lengua y Expresión Oral IV en dicho Instituto y en el Instituto Superior de Formación Docente N° 88 (San Justo, Bs. As.); y de Lengua y Expresión Escrita I y Lengua y Expresión Escrita IV en el Instituto Superior de Formación Docente N° 21.

Reflecting upon the negative implications of teacher feedback in writing
Extensive research has shown that when students in a process-oriented writing course read their teacher's comments, they frequently misinterpret what their instructor has written. Although the lecturer assumes that the response is intrinsically positive, at times teacher feedback is not concurrent with reflecting upon the way it is provided. Negative teacher feedback has a directive, prescriptive nature. Positive teacher feedback can also be appropriative in the sense that the teacher's priorities are more important than those of the students. Can these practices be effectively mitigated and avoided? The lecturer intends to reflect upon the negative aspects of teacher feedback in writing and their pedagogical implications.

_______________________________________________________________________________________________________

Magíster Cecilia Ferreras
Universidad Nacional de Córdoba
Prof. Especialista Fabián Negrelli
Universidad Nacional de Córdoba
Instituto Superior de Formación Docente "Nuestra Señora del Sagrado Corazón"

Cecilia Ferreras is Lecturer in English Phonetics and Phonology at the School of Languages, National University of Córdoba. She is Profesora and Licenciada en Lengua Inglesa y Perito Traductora de Inglés. She also holds an MA in Applied Linguistics from the University of Leicester. She carries out research in the field of applied linguistics.

Fabián Negrelli is Lecturer in English Phonetics and Phonology and English Grammar at the School of Languages, National University of Córdoba. He is Profesor de Lengua y Literatura Inglesa. He is Especialista in Docencia Universitaria and has finished his MA program in the same field at Universidad Tecnológica Nacional. He has also completed the courses leading to the degree of MA in Applied Lingusitics at the University of Leicester (England) and those leading to the MA in Applied Lingusitics at the School of Languages, National University of Córdoba. He carries out research in the field of applied linguistics.

Reflecting Upon the Use of Intonation in Lesson Talk
It is an agreed fact that suprasegmental and paralinguistic features play a crucial role in the achievement of successful spoken discourse (Sinclair and Brazil 1982; Coulthard 1985; Dalton and Seidelhofer 1994; Ladd 1996, among others). The intention here is to analyze the significance that kernel intonation choices have in an EFL lesson. The discussion is targeted on the differential treatment of intonation contours by teachers and learners. More specifically, attention is given to the meaning associations and explanation relationship that can be established between prosodic realizations in teacher talk and prosodic realizations in learner talk. Care will be taken to raise awareness as to the pedagogic relevance underlying such analysis.

_______________________________________________________________________________________________________

Magíster Juan Ferretti
Universidad Tecnológica Nacional
Instituto Superior del Profesorado del CONSUDEC

Juan A. Ferretti holds an M.A. in TESOL and Applied Linguistics (University of Leicester, UK). He teaches Academic Writing and Critical Discourse Analysis at Universidad Tecnológica Nacional (Licenciatura), Twentieth Century Culture at Universidad Tecnológica Nacional (Teacher Education College), Language III and Language IV at CONSUDEC Teacher Education College (Buenos Aires). His main interests are Academic Writing, the Language-Culture Interface and Critical Discourse Analysis.

Whose culture do we teach? Hidden agendas behind ELT materials
In alignment with critical approaches to education, this session is aimed to explore dominant culture as it emerges in ELT materials. The model presented purports to unveil and analyse the ways in which dominant forces in a society construct textual versions of reality that favour the interests of a given social group. After a brief exploration of a set of basic postulations, a critical discourse survey of some ELT materials will be conducted. Conclusions will finally be drawn concerning the importance of a critical stance to ELT practice, which sometimes makes publicity for seemingly "innocent" materials, and which may sometimes tend to trivialise the notion that culture often involves control and disempowerment.

_______________________________________________________________________________________________________

Prof. Julio Fóppoli
Ashley Elementary School, Fayetteville, North Carolina, USA

Profesor de Inglés, Universidad Tecnológica Nacional, Buenos Aires. He has taught English at several schools in Buenos Aires. He is the founder and director of IETONLINE, an online School of English specialising in audiovisual instruction over the Internet, and also of ESAUDIO.net, an educational institution specialized in teaching Spanish online to native speakers of English. He has worked at Cumberland County Schools, North Carolina, USA. MacWilliams Middle School, Armstrong Elementary, Ashley Elementary, Eastover Central Elementary School, Sunnyside Elementary School. He has presented at Cumberland Country Schools, North Carolina, USA: Spring Lake Middle School, Manchester Elementary School, Ramsey Alternative School, and in 2004 and 2005, presented Creating Great Classrooms and From Good to Great Schools, in NC, USA.

Using Technology for Teaching Languages: You CAN do it too!
We will briefly describe the advantages of the use of technology in the classroom, from a theoretical and a practical standpoint. No computer jargon or complex terminology will be used! This is an ESL teacher talking to other ESL teachers about hassle-free tools to make the most out of their classes. Attendees will see first-hand how, in just 10 minutes, they can create their own ESL website even if they have absolutely no computer skills. They will also learn how to upload their own website to the Internet or to make it fully work in their own PCs, even WITHOUT an Internet connection. They will also learn about simple means to empower their teaching through their website, by adding an audio-visual dimension to it, displaying written information, audio and video.

_______________________________________________________________________________________________________

Magíster Daniela S. Forquera
Universidad Argentina John F. Kennedy

Daniela Forquera, holds an MA in Education and Professional Development from the University of East Anglia, UK. She is a language instructor at Universidad Kennedy and a teacher educator in charge of Language and Written Expression III and IV at Instituto Británico, San Miguel. She has been recently appointed head of Teaching Solutions Argentina. She has lectured extensively both nationally and internationally. At present, she is working towards her Phd at Phoenix University.

The Hows and Whys of Teaching Collocation
Vocabulary acquisition has always been recognized as an area of major importance in English language teaching. However, many times the teaching of vocabulary and collocation has been perceived as isolated from the teaching of grammar and skills. The changes brought about by the communicative and natural approach and the lexical approach, emphasized the importance of vocabulary development, originating more widespread interest in the area of vocabulary and collocation teaching. The objective of this session is to explore vocabulary teaching through an in-depth analysis of the lexical approach, an approach to teaching vocabulary in which major emphasis has been put on the teaching of collocation. We will provide concrete and clear exemplification of how to approach the teaching of collocation in a lexical way. The session also deals with innovative ways to teach collocation that will ideally provide participants with practical ways to integrate this approach in the classroom.

_______________________________________________________________________________________________________

Prof. Cynthia Fridman
Universidad Tecnológica Nacional
Escuela Normal Superior en Lenguas Vivas "Sofía Broquen de Spangenberg".

Profesora de Inglés egresada del Instituto Superior del Profesorado Joaquín V Gonzalez en 1989, docente y coordinadora en la materia. Es profesora de Drama y Lengua Inglesa I en ENSLV "Spagenberg", y JPG en Lengua Inglesa III, Universidad Tecnológica Nacional. Ha desarrollado una carrera de actriz, con obras tales como "Sueño de una noche de Verano" W.Shakespeare, "Arlequín" Goldoni, "La señora mayor" C. de Urquiza, "La edad de la ciruela" A. Vargas, y "Ni la peor de mis pesadillas" C. de Urquiza (en cartel - UPB). Está a cargo de drama workshops (Profesorado y Traductorado de Inglés Escuela Superior de Lenguas Vivas D. Spagenberg - 4to año-), talleres actorales en castellano y grupos de puesta en escena en inglés en la UPB.

Drama Techniques in the Classroom? Let's Give it a Try!
The purpose of this workshop is to help teachers and future teachers to feel more self-confident in their command of the English language, as well as giving them the chance to acquire more fluency and practice while having a good time. Students will also learn new tools to use with their own pupils in the future to help them feel more confident with their use of English. English is a language - nothing more, nothing less -, and the key word to define any language is communication. If we cannot express what we want to say, convey meaning or share our feelings, the process does not work, the message is not transmitted and the magic of communicating with the other does not happen.

G
____________________________________________________________________________________________

Prof. Maria Eugenia Gatti - Prof. Esp. Marcela Rogé
Instituto Bet El

María Eugenia Gatti graduated as Profesora en Inglés at the Instituto de Enseñanza Superior del Profesorado en Lenguas Vivas Juan R. Fernández. She has finished the first year of Neuro Linguistic Programming practitioner course, at Resourceful Teaching. She has attended a Business English Course at Eurocentres, Leegreen, London, UK.

Marcela Rogé graduated as Profesora en Inglés, Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernández and as Profesora en Inglés con Especialización en Informática Educativa at Instituto Superior de Pedagogía y Estudios Judaicos ORT N 2.
Publication: The symbolism of the candle: Global Classroom Project. (2000) Presentation: CD de Técnicas de Estudios. Una experiencia de trabajo colaborativo. (2005) II Congreso Iberoamericano de Educa-Red, Buenos Aires, Argentina.

The Sentence Maker: Playing with syntax at EGB 1.
It has always been hard to start off with writing at a young age. But the Sentence Maker has proved an invaluable tool to motivate children to play with syntax, grammar and semantics. It will be shown how, through the use of the "syntactic cards", children make meaningful sentences for a descriptive paragraph. You are invited to play with the "syntactic cards" a variety of games.

_______________________________________________________________________________________________________

Dr José María Gil
CONICET
Universidad Nacional de Mar del Plata
Universidad CAECE, Mar del Plata

Profesor and Licenciado en Letras from the Universidad Nacional de Mar del Plata and Doctor en Filosofía from the Universidad de La Plata. He has taught at all levels, except kindergarten. A lecturer in Logics at the Universidad Nacional de Mar del Plata, and assistant researcher at CONICET since 2005. He is the author of the well-known manual Introducción a las teorías lingüísticas del siglo XX (RIL, Santiago de Chile, 2001)and he has also published articles about lingüistics, phylosophy and education.

An Interpretation of Philosophical and Linguistic Problems in Terms of A Translation Theory
First, I will try to establish a link among a rather heterogeneous array of issues that have been interesting for philosophers of science, philosophers of language, and linguists:
a) the incommensurability of scientific theories according to Kuhn,
b) Davidson's idea of translation,
c) Searle's expressability principle,
d) the linguistic relativity hypothesis belonging to Sapir and Whorf,
e) the deficit theory refutation developed by sociolinguistic schools.
These problems can be strongly related, provided they are analysed in terms of a translation theory which deals with the notions of Universal Grammar and relevance, and also with the relation between language categories and thought categories.

_______________________________________________________________________________________________________

Lic. Valeria Goluza
Instituto Superior del Profesorado "Grilli"
Apple Consultancy
Lic. Gabriela Diaz
Apple Consultancy

Valeria Goluza is a Profesora de Inglés from Profesorado Presbítero Sáenz, she has continued her postgraduate studies at Belgrano University. She is currently Secondary English Coordinator at Colegio del Libertador in Capital Federal and teaches Language and Culture II and Teaching Practice at Instituto Superior Grilli and Instituo Sáenz.

Gabriela Cecilia Díaz is a Profesora de Inglés from Instituto Superior del Profesorado Joaquín V. González, she specialized in Methodology and Teaching Practice. She is currently coordinating a teachers´ training college in Great Bs As where she has organized and delivered many workshops for students and teachers of other institutions in the area. Currently doing Licenciatura en Gestión Educativa at Universidad de La Matanza, she has experience in all levels of the educational system.

Strategies for skills work
For teachers who are teaching at all levels of state or private schools and who are interested in creating an autonomous classroom atmosphere. The participants will have the chance of analyzing the different strategies their students use while working with language skills. They will also develop different materials and ideas on how to help students become autonomous and responsible for their own learning process by making them aware of the strategies available. This is a practical workshop which aims at introducing the different learning strategies and their application on our daily teaching. The objective is to develop a series of techniques and resources to be worked with our students to make learning more personal. Activities will be analyzed in order to relate the strategies mentioned to the four basic skills, reading, listening, writing and speaking.

Authentic Assessment: The need for a comprehensive approach in EFL/ESL contexts
For teachers who are teaching at all levels of state or private schools and who are interested in creating an autonomous classroom atmosphere. The participants will have the chance of analyzing the different ways to evaluate learners. They will reflect on the different methods they use in their classrooms and develop different materials and ideas on how to assess students. Using authentic assessment in the classroom and applying its results to instruction will eventually bring about self-directed learning, motivation and learner autonomy. By offering an array of authentic assessment approaches which are practical, realistic and easy to implement we will improve teaching and learning.

_______________________________________________________________________________________________________

Prof. N. Sup. Liliana Geranio
Prof. N. Sup. Viviana Iglesias
Universidad Autónoma de Entre Ríos

Prof. Liliana Geranio.es Profesora de Nivel Superior en Inglés (Universidad de Concepción del Uruguay), Profesora Nacional de Inglés (Instituto Superior del Profesorado), Curso Posgrado en la Universidad de St. Joseph, Filadelfia, Pensilvania (EEUU), Capacitadora de docentes de EGB3, Polimodal, Terciarios y Universitarios, Docente de la Facultad de Gestion Universidad Autónoma de Entre Ríos, Docente de la Escuela de Comercio Nª 1 de Paraná, Directora del Instituto Do & Say (Paraná), Curso posgrado Universidad de San Luis (Argentina)

Prof. Viviana Iglesias es Profesora de Nivel Superior en Inglés(Universidad de Concepción del Uruguay), Profesora Nacional de Inglés (Instituto Superior del Profesorado) Curso de posgrado - English Language Centre en Brighton- Inglanterra. Docente de la facultad de Gestión Universidad Autónoma de Entre Ríos. Docente de la Escuela de nivel Medio "Brig. Gral. Zuloaga", Rectora de la Escuela de Nivel Medio-Polimodal N· 120 "Olegario Víctor Andrade" de Paraná, miembro del equipo redactor de Orientaciones didácticas para el nivel polimodal: espacios curriculares del primer año" (Entre Ríos).

A Practical Lesson On Reading Comprehension
Teaching reading is building a bridge between theories of reading, learning to read and the students' strategies and methods of teaching reading bring two things to mind. One is the strategies teachers use for teaching the students to read. Another is the strategies the students use when reading. Teaching reading is a hard task. Teaching to understand and comprehend what is read, is not only a hard, but also a complex task. Reading comprehension can be taught to large classes and enables the teacher to integrate English to the other subjects in the students' curriculum in a truly interdisciplinary task.

H
____________________________________________________________________________________________

Alfred Hopkins B.A.
Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández"

Born in Los Angeles, with a B.A. in journalism from the University of California at Berkeley, Mr. Hopkins is drama teacher at the Instituto Superior en Lenguas Vivas Juan.R. Fernández, founder of the Hopkins Creative Language Lab and has frequently presented workshops on theatre, storytelling, diction and journalism.

Get a whang out of Slang" or "translated" into English "Have a great time with Slang"
"The use of slang," said Oliver Wendell Holmes, "is at once a sign and a cause of mental" atrophy." Yet slang has made its way into every household and become a puzzling yet essential part English. The introduction of "questionable" figures of speech into "acceptable" speech reflects the dynamic and ingenious attempt of speakers to fit language to reality. Many of these expressions contradict the rules of grammar, (he ain't got nothin') yet language inevitably builds upon the experience of those who speak it. Our intention here is limited to introducing slang as a valid, meaningful and provocative communicational tool.

I
____________________________________________________________________________________________

Trad. Cecilia Andrea Irrazábal
Centro Cultural Universidad Católica Argentina

Cecilia Andrea Irrazábal. Traductora Pública en Idioma Inglés, Pontificia Universidad Católica Argentina. She is currently working on her thesis on globalisation and translation to get her degree as Licenciada en Lengua Inglesa from the Universidad Nacional del Litoral. She works as a free-lance translator and specializes in legal and business translations and has worked as an in-company instructor for 10 years. She also works as expert witness in courts (perito traductora) and has been teaching Legal Translation as Assistant Professor at UCA for 8 years. She has also been teaching English for Law Students and Lawyers for the last five years. She currently works as LE Teacher at the Universidad Católica Argentina's Cultural Center and teaches LE for legal counsels in two renowned Argentine companies.

Teaching Legal English: An introduction and practical tips for designing class activities
Teaching Legal English is a growing field within ESP as globalisation and international business transactions require that the supporting legal documentation for such world-scale operations be understood and successfully handled in English. This poses a challenge both for lawyers and law students who are not native speakers of English and…. for ESP instructors!
In this workshop, the presenter will attempt to provide some background as to the main features and materials used in teaching legal English and will propose a case study that will lead to practical tips for designing courses and activities based on an initial assessment of students' needs.

J
____________________________________________________________________________________________

Magíster Alfredo Jaeger
Universidad Tecnológica Nacional
Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández"

Alfredo R. Jaeger holds an MSc in ELT Management from the University of Surrey, has been teaching English Literature in state and private institutions of higher education since 1970. He has organised work-shops and run seminars all over the country and abroad and has served as an ESP consultant for the Organisation of American States/CONET in the field of English for Specific Purposes. Mr Jaeger is currently a tenured lecturer in Language and Literature at IES en Lenguas Vivas Juan R. Fernández.

De-mythologising the Canon. Current Trends and Directions in the Teaching of English Literature at Colleges and Universities in Argentina.
Mr Jaeger will explore some of the key issues involved in the teaching of English literature in institutions of higher education. How can teachers make literature relevant for their students in today´s global village? What is the best way to teach it? How can teachers help underequipped students cope with the heavy reading requirements in their literature classes? Taking a critical stance, Alfredo Jaeger will look at the advantages and limitations of the different approaches currently in use in most tertiary level courses.

_______________________________________________________________________________________________________

Lic. Alejandra Jorge
IES en Lenguas Vivas "Juan R. Fernández"
Universidad CAECE

Profesora de inglés para la enseñanza media and Traductora literaria y técnico-científica en inglés from the Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernández. Licenciada en la enseñanza del idioma inglés from Universidad CAECE. Tenured lecturer of "Traducción Técnico-científica I", and "Introducción a la Interpretación" at Instituto de Enseñanza Superior en Lenguas Vivas. Former lecturer to "Metodología de la enseñanza I" at IES en Lenguas Vivas. Former teaching assistant to "Fundamentos de la didáctica del inglés como lengua extranjera" and "Lingüística Aplicada", Universidad CAECE. Director of Studies and General Coordinator at CAIT, an institute devoted to the teaching of business English in companies.

Teaching listening as a bridge to teaching speaking: integrating it all
This session will focus on the relationship between listening and speaking. The processes involved in developing each of these skills will be analyzed in the light of the latest theories of how our brain processes information. The lecturer will then suggest some activities the teachers can use with their students to better develop their pragmatic, strategic and linguistic competence on the basis of the integration of both skills. Samples will be taken from current materials in the market. These materials will be assessed in terms of how well they help achieve our aim of taking our students from mere listeners to active participants.

K
____________________________________________________________________________________________

Lic. Marina Kirac
Universidad Tecnológica Nacional
Instituto Superior de Formación Docnte Nro 18
Instituto Superior de Formación Docente Nro 35
Instituto Superior de Formación Docente Nro 41

University Lecturer in the Area of English Grammar at Universidad Tecnológica Nacional . She is also a Lecturer in Grammar, Linguistics and Phonology at various Colleges of Education in the Province of Buenos Aires: Instituto Superior de Formación Docente 35, 41 and 18, where she is also Head of Department. She is a Lecturer in Research Methods at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional. She has taught English from Primary School through University. She has been a Head of School for more than 10 years and a Lecturer at Instituto Superior del Profesorado Joaquín V. Gonzalez and Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernandez .She is a Profesora de Inglés e Inglés Técnico from Instituto Nacional Superior del Profesorado Técnico with a a post-graduate course of specialization in English Grammar at Instituto Nacional Superior del Profesorado Joaquín V. Gonzalez. She is also a Licenciada en Gestión Educativa from Universidad Nacional de Lanús. She is a candidate to the Master in TESOL from Universidad de León, Spain

40 activities for 40 students in 40 minutes
Is it a just a question of possessing the right teaching strategies, cartloads of creativity or the necessary conservation instinct?
In this practical demonstration we will provide 40 concrete examples of tasks to make the most of those 40 minute lessons with large classes from beginner to intermediate level.

_______________________________________________________________________________________________________

Magíster Judy Kievsky
Lincoln International School

Judy Kievsky holds an M. A. in Education from Boston University and a degree as English-Spanish translator from Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernandez. She has taught English in Haifa, JerUniversidad del Salvadorem, Boston and Buenos Aires. She has also done post-graduate work in the fields of History of Art and English Linguistics at the Hebrew University of JerUniversidad del Salvadorem, Israel.
As a SEAL member, Judy has a strong commitment to Brain-based teaching and Self-esteem, attending International Conferences in Great Britain since 1995. In her presentations, she tries to blend a holistic approach to teaching with brain friendly practices, together with the impact of emotions on the Learning Process.
Judy has presented workshops in Panama (International Reading Association, 2004), Chile (AASSSA), Las Vegas (2006) and different provinces in Argentina.

Emotions in motion
In this presentation, participants will be exposed to the principles of Brain-based Education. Drawing in particular from the work of E. Jensen, J. Vos, C. Pert, D. Eden and Y. Goodman, they will understand how cognition is shaped by emotions and explore strategies to unfold students' potential. Within a holistic approach, we will look at alternatives to address the learning process designing both a curriculum and an environment where moods DO matter.

_______________________________________________________________________________________________________

Lic. Ana Kuckiewicz
Universidad Tecnológica Nacional

Ana Kuckiewicz is a graduate teacher of English from Universidad Tecnológica Nacional where she is currently a Lecturer in Didactics II. She holds a Licenciatura en Inglés from Universidad Nacional del Litoral (final thesis, Incidence of CP in Adult EFL Learning). She has delivered workshops and teacher training sessions in different conferences in our country. She has a wide experience both as a primary and secondary school teacher and a school manager.

The Challenge of Teaching Adults
The purpose of this presentation is to analyse the problems the EFL teacher must face when teaching adults. Issues such as motivation, anxiety, time pressure, learner histories, misconceptions about what learning English is all about and concept of self worth will be dealt with through the consideration of practical cases. Participants will also be provided with useful tips to help adults to learn English in a more enjoyable and effective way.

L
____________________________________________________________________________________________

Lic. Pablo Labandeira
Instituto Superior de Formación Docente N° 29.

Pablo Jorge Labandeira graduated from ISFD Nº 21 and holds a university degree in ELT. Having started his teaching practice in 1987, he has been a teacher at upper primary and secondary schools since 1992. He has taught at companies, university and English and Spanish teacher-training colleges since 1994. At this level, he has done research on several topics and been a member of the selection committee at competitive examinations. He has authored several articles and co-authored a series of textbooks for Polimodal. He has also been a speaker at regional and national congresses on pedagogy in ELT in several provinces.

Making Reading Comprehension easy.
One of the main concerns in the teaching profession nowadays has to do with our students' lack of reading comprehension skills, not only in English but also in other languages. What is it that happens inside our students' minds when they read a text? What are the obstacles that impede understanding? What can be done to attempt a solution to this problem? In this workshop we will revise several traditional reading comprehension techniques - and other non-traditional ones - from a cognitive perspective to try to come up with some answers to what the problem is with our students' comprehension skills.

_______________________________________________________________________________________________________

Prof. Marta Lerena
Colegio "Southern Cross"

Marta Lerena is a graduate teacher from Instituto Superior del Profesorado Juan Bautista de La Salle (1973), holds a Certificate in English for Language Teachers, highest level, Cambridge and is doing a Modular Course on e-learning Management. She has vast experience in Managerial positions as Head of bilingual schools since 1978. She has worked as syllabus designer and acted as in-service Methodology trainer and Consultant in schools in the Northern Gran Buenos Aires area to the present. She was Head Manager and Methodology teacher in Expertise, School for teachers (1989-1994) and above all she has many years of teaching practice. At present she is Middle and Senior School Coordinator at El Buen Ayre School, Beccar.

Eavesdropping? Is that what we are teaching? Practical Tips on Teaching Listening Comprehension
Practical tips on Teaching Listening Comprehension from cassette to DVD : stages, formats, updated techniques and activities for specific teaching points. Dictation, why and how, variations.

_______________________________________________________________________________________________________

Magíster Sara López
Universidad Nacional de Tucumán

Profesora en Inglés, Universidad Nacional de Tucumán. MA in Applied Linguistics. - University of Southern Illinois (USA).
Profesora Adjunta con Dedicación Exclusiva de Gramática Inglesa II at the Facultad de Filosofía y Letras de la Universidad Nacional de Tucumán.

Music Videos in the EFL Classroom
The purpose of this workshop is to present the music video, a short film made to advertise a popular song, as a resource to teach English. Other than dealing with the basic features of this authentic video material, the workshop will suggest a number of classroom activities centered on the content of the music video. Its various elements, basically the verbal and visual messages, offer interesting input to improve not only the students' linguistic skills but
also their ability to behave as critical viewers. Added to the most basic ELT goal, which is the growth of L2, the material proposed may also collaborate in the process of developing the students' media literacy, i.e. the ability to consume media messages with a critical attitude.

_______________________________________________________________________________________________________

Magíster Estela López Loica
Universidad Tecnológica Nacional
Universidad del Museo Social Argentino

Estela Irene López Loica graduated first as a Profesora de Inglés at the Instituto Nacional Superior del Profesorado Dr. Joaquín V. González and several years got her Master of Arts' Degree in Humanities from California State University. She has taught at primary and secondary levels, and at present lectures at Teacher Education Colleges and at Universidad del Museo Social Argentino and Universidad Tecnológica Nacional. She is also doing research into Theatre.

Turning the concept of "The classroom as a battlefield" upside down. Practical hints to deal with discipline at school.
Discipline and student behaviour are the most frequent concerns of both novice and experienced teachers. Problems often emerge as a result of confusion over rules, roles, and expectations. In this matter, prevention is better than cure. Creating a classroom climate in which potential problems are pre-empted is certainly better than trying to deal with problems once they have arisen. In our modern culture, there are many new and varied pressures on teachers that did not exist ten years ago. Many of the parameters of discipline and control that once existed are no longer accepted. We will present tools, strategies, concepts, and ideas that have survived the test of experience and hard knocks. Here you will find ideas that work.

_______________________________________________________________________________________________________

Prof. Alicia Lopez Oyhenart
E-teachingonline

A graduate of the Instituto Superior del Profesorado Joaquín V. González, she specialized in English for Special Purposes at Columbia University, New York. Co-author with Mabel Uranga of How?1 & 2 -Co- author with Celia Zubiri of Bessland Parts A & B-Kel Ediciones, Editor of E-teachingonline, the first activity magonline for E. teachers in Argentina. A regular contributor to The Buenos Aires Herald (Education) since 1999 among a wide variety of teaching activities at Secondary and University level.

Big Laughs: Special teachers use special resources: Resort to HUMOUR to teach language
A lively workshop with loads of activities to help your students understand sitcoms, movies, songs, etc. Some language reviews and updates. We will deal with some of those current colourful idioms and everyday expressions that brighten up your class.

_______________________________________________________________________________________________________

Magíster Pedro Luchini
Universidad CAECE
Universidad Nacional de Mar del Plata

Pedro Luchini holds an MA in ELT and Applied Linguistics, King's College, University of London. Head of the Language Department at Mar del Plata Community College and CADS (Colegio Atlantico del Sur). In charge of Lengua y Gramatica Inglesas at the Traductorado Técnico y Científico, Mar del Plata Community College. Also teaches Discurso Oral II (former Fonetica y Dicción II), Comunicación Avanzada I and II (former Lengua y Diccion III and Lengua IV), at Teacher Training Program, Universidad Nacional de Mar del Plata. 1997, Ex-Fulbright scholar, College of DuPage, Illinois, USA. 2003, ELT at Shanghai Normal University, Shanghai, China.

Raising learners´ speech awareness through self-assessment and collaborative assessment in the pronunciation class
Pronunciation pedagogy has been a neglected area from ELT mainstream worldwide. However, in recent years, there has been a persistent movement to bring pronunciation back on stage since it is an indInstituto Superior del Profesoradoensable component of communicative competence and, as such, it should be given high priority. This paper critically analyzes the effects and implications of using self-assessment and collaborative assessment with student teachers attending Discurso Oral II (former Phonetics and Phonology II), at Universidad Nacional de Mar del Plata, in relation to the development of pronunciation skills. In this small-scale study, the instructor also working as assessor and evaluator, critically analyzed what happened as a result. Data were collated from learners´ achievements and self-assessment reports. After discussing the findings obtained, some suggestions for further investigation were given.

_______________________________________________________________________________________________________

Lic. Mariela Lucente
Universidad Tecnológica Nacional
Instituto Superior de Formación Docente Nro 88

Profesora en Inglés e Inglés Técnico - Instituto Nacional Superior del Profesorado Técnico.
Licenciada en Tecnología Educativa - Facultad Regional Avellaneda de la Universidad Tecnológica Nacional.
Candidate to Maestría en Ciencias del Lenguaje - Instituto Superior del Profesorado Joaquín V Gonzalez.
Lecturer in Methods at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional, Sedes Buenos Aires, Merlo y San Miguel.Tenured Lecturer in Language and Practicum I at ISFD N°88

Discipline conflicts in the classroom: Have the different methodologies got something to offer us to solve them?
Discipline is a usual problematic issue when we plan our lessons. How and when can we deal with this problem? What can different methods provide to help us solve conflicts in class?. Results and conclusions from a research based on anti-punishment teaching practices will try to throw light to the issue of discipline in EFL teaching.

M
____________________________________________________________________________________________

Prof. Nadja Fernandes Maciel
Perth International College of English, Australia

Nadja Fernandes graduated from the Profesorado de Inglés para Nivel Medio at the Asociación Argentina de Cultura Inglesa" in Buenos Aires, 2002. She started working with Patricia Rosetti at the English Teaching Institute in Devoto, after which she flew to Australia, where she presently resides. After having her qualifications accepted by the Australian Department of Education, Nadja successfully completed the Cambridge CELTA course in 2004 and started working for Perth International College of English. She also passed the National Accreditation Authority for Translators and Interpreters test and is an accredited translator (from English into the Portuguese language).

Maximizing Your Reading Resources
How to use authentic reading material, especially fiction material, in class? In this presentation, Nadja Fernandes will proceed to show some of the techniques she's been using with her students in Australia. The methodology in question is about using short stories and exploring them to the most, not only for reading comprehension purposes, but for specific language purposes; the work includes giving students practice in using different dictionaries and boosting their confidence in reading "lengthy" texts. Nadja demonstrates how to break texts down and use their relevant parts with students of various levels.

_______________________________________________________________________________________________________

Dottoressa Mariangela Marcello
ALCIES - Associazione di Lingua e Cultura Italiana dello Espírito Santo, Brasil

Degree in Foreign Languages and Literatures ( Laurea in Lingue e Letterature Straniere - Università di Bari. Italia). Degree in Psychology (Laurea in Psicologia differenziale. Università di Bari. Italia). General Practitioner in Neurolinguistic Programming ( University of Kent. Canterbury. England). Master Practitioner in Neurolinguistic Programming (Sociedade Brasileira de PNL. São Paulo. Brasil) , former University Lecturer, Italian Ministry of Foreign Affairs (Lettrice dell'Università del Ministero degli Affari Esteri Italiano : UFES.Vitória. ES. Brasil - The University of Sydney. Sydney. Australia).

Teachers and Learners: a dialogue or two solitary monologues? Do their 'maps' ever meet? Let's ask Neurolinguistic Programming.
Recent studies on the human brain and how it works have shed light on the strict connection between the sensorial perception of the reality and the emotions experiences trigger in each individual. For so many years education has been 'from the neck up'. Are teachers aware of the massive amount of potential that is left out of the classroom experience when learning is not 'reframed' from the student's sensorial and creative point of view? Indeed learners, sometimes in spite of their teachers, link learning to life in their own way. Do teachers really want to be excluded from that experience?

_______________________________________________________________________________________________________

Magíster Liliana R. Martinez
Universidad Tecnológica Nacional

Liliana R. Martínez holds an MA degree in ELT & Applied Linguistics from King's College, University of London. She is currently Co-Director of her private language institute Gateway School of English (Buenos Aires) and assistant lecturer for Didactics I and Methods at Instituto Superior Nacional del Profesorado Tècnico. She is also teaching Cultural Studies I and Cultural Studies II at the Licenciatura en Lengua Inglesa of the Universidad Tecnológica Nacional. Her main interest is orality, particularly storytelling, focussed primarily on young learners. Locally, she lectured on Storytelling at FAAPI Congress 2000 and at the University of Mar del Plata in 2001.

Are you a good storyteller?
If a teacher is asked "Are you a good storyteller?", chances are h(she) does not think so.
However, anyone who is willing to invest some time in careful preparation and practice, can become a good storyteller. The potential for the making of a good storyteller is in everyone (it is not beyond anyone's capabilities!). A theoretical framework for storytelling will be provided. It will focus on :
* The three elements in storytelling: the story , the storyteller and the audience
* What the storyteller has to do before telling the story
* How to organise storytelling sessions
*How to compile a story notebook.
The theory will actually come to life through the presenter's delivery of stories and the audience ´s participation.

_______________________________________________________________________________________________________

Lic. Adriana Mássimo
Universidad Nacional de La Matanza
Instituto Superior de Formación Docente Nro 21

Profesora de Inglés, Licenciada en Administración de la Educación Superior, she is currently working as a tenured teacher of Language and Written Expression II and III, and Pedagogic-Didactic Perspectives at the Instituto Superior de Formación Docente Nº 21, and is also a teacher of English IV at Universidad Nacional de la Matanza, at the International Trade courses. She is a recognised teacher and researcher

Following Alice into the rabbit hole: The mysterious land of writing for children.
The first questions that come to the minds of both experienced and novice teachers when they reflect upon their teaching practice, whether at college with colleagues, or at the bookshop while choosing text books or even in the solitude of home -in front of a blank computer screen, are... What am I teaching writing for? What´s the use? What will my students do with this? What does teaching writing mean? Rather than discussing the theoretical bases, the aim of this presentation is to share strategies and techniques that can help to develop and improve the writing skills of Training College students who are willing to uncover the secret and at last, learn why they are doing it.

_______________________________________________________________________________________________________

Magíster Alexandra McCormack
Universidad Nacional de Río Cuarto

Master of Educational Technology, Arizona State University, USA. Associate Professor at Universidad Nacional de Río Cuarto. Lecturer and researcher in foreign language teaching, English for Specific Purposes and Educational Technology. Author of publications in Argentina and overseas. Developer of multimedia educational material and Web-based courses for EFL and ESL students.

Bringing technology into the classroom to increase learner's interactions
New communication technologies and computer-mediated communication (CMC) contribute to the teaching and learning process of foreign languages from different perspectives. A wide variety of electronic support applied to education may be noticed, comprising the essential use of a computer, the net technologies via WWW, the application of interactive software in the students' activities. The objective of this paper comprises the scope of new interactive technologies that may foster students' interactions in the ESL/EFL classroom. Interactive technologies support student-centered learning, shifting from instructor-centered learning, towards a social constructivist paradigm, where students are encouraged not only to work individually to solve relevant problems in academic disciplines, but also to work collaboratively in their endeavors. Interactive technologies are presented aiming at raising teachers' consciousness about the prospective benefits of technology integration into the teaching and learning process.

_______________________________________________________________________________________________________

Magíster Patricia Mauad
Universidad Tecnológica Nacional
Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández"
Magíster Leticia Raffo
Universidad Tecnológica Nacional
Instituto Superior del Profesorado "Joaquín V. González"
Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández"

Patricia Mauad is a Profesora en Inglés e Inglés Técnico, Instituto Superior del Profesorado Técnico. M.A. in Comparative Education and Cultural Studies, Institute of Education, University of London. She has specialised in the teaching of English Phonology and teaches at the Instituto Superior del Profesorado Técnico of the Universidad Tecnológica Nacional, the IES en Lenguas Vivas Juan R. Fernández and the Universidad del Museo Social Argentino. She has been Jefa de Carrera of the Profesorado de Inglés of the Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernández. She has worked as an Academic Coordinator at bilingual schools, the Universidad Nacional de San Martín and is currently coordinating the Proyecto de Lenguas Extranjeras del Ministerio de Relaciones Exteriores y Culto/ Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernández. She has been a teacher educator in the Red Federal de Formación Continua and a tutor at the Master in Educational Technology and ELT at Manchester University, England. She is presently a teacher educator at the CEPA projects and an oral examiner for Cambridge University/UCLES.

Leticia Raffo is a Profesora en Inglés from Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernández. Masters Degree in Comparative Education and Cultural Studies, Institute of Education, University of London. She has specialised in the teaching of English Phonology and teaches at the Instituto Nacional Superior del Profesorado Técnico of the Universidad Tecnológica Nacional, the Instituto Superior del Profesorado Joaquín V González and the Universidad del Museo Social Argentino. Former teacher at the Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernández. She has worked as a coordinator and teacher at the Foreign Languages Department of the Fundación Universidad del Cine (FUC). She has been a teacher at several secondary schools and has been a teacher educator within the Red Federal de Formación Docente Continua. She has been a tutor at the Maaster in Educational Technology and ELT at Manchester University, England. She is currently working in the Proyecto de Lenguas Extranjeras Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernández / Ministerio de Relaciones Exteriores y Culto. She is a University of Cambridge/UCLES (University of Cambridge Local Examination Synicate) oral examiner.

Towards Academic Writing
This presentation explores a set of basic principles used to guide students at undergraduate levels towards a more critical/ analytical style of writing.
_______________________________________________________________________________________________________

Dr Barbara Hiles Mesle
Dr C. Robert Mesle
Graceland University, Iowa, USA

Dr. Barbara Hiles Mesle is professor of English at Graceland University. She received her Masters Degree in English from the University of Chicago and her Ph.D. in English with Honors from the University of Kansas. Her areas of specialization are British Romanticisms, Toni Morrison, composition theory, African-American women writers, and trauma narratives. She has won "Teacher of the Year" two times at her institution, Graceland University. Dr. Mesle has a chapter called "Trauma, Re-Memory, and Cultural Identity: Storytelling in Toni Morrison's Beloved" in a book which will be published next year.

Dr. C. Robert Mesle is professor of Philosophy and Religion at Graceland University. He earned his PhD from Northwestern University, and his M.A. in Christian Theology from the University of Chicago Divinity School. He has published four books, sixty articles, and forty book reviews. He has recently presented papers in Hungary, German, Korea, and China, as well as at the World Congress of Philosophy in Istanbul, Turkey. His book, Process Theology: A Basic Introduction, (recently translated and published in Korean) is used in universities, seminaries, and churches, and is the most widely used introduction in its field.

An Inter-Disciplinary Humanities Course, "Suffering and Meaning," as an example of teaching
"There are only two or three human stories, and they go on repeating themselves as fiercely as if they had never happened before," wrote Cather. Pain hurts more when it feels meaningless. Consequently, people are often driven by their suffering to "find" or create meaning in it. Ethical problems arise when this quest for meaning implies that all events are really good, that nothing bad ever happens. This interdisciplinary course uses a range of texts to explore both creative and destructive ways people respond to suffering. Our presentation will describe our efforts at interdisciplinary education in this course.

_______________________________________________________________________________________________________

Prof. María Rosa Mucci
Instituto Superior de Formación Docente N° 24
Universidad Tecnológica Nacional

María Rosa Mucci. Graduate English Teacher from Instituto Superior de Formación Docente 24-Bernal. Licenciada in Education from Universidad Nacional de Quilmes. Language and Culture III teacher at Instituto Superior de Formación Docente 100 in Avellaneda. Written Expression IV teacher at ISFD 24 in Bernal. Lecturer in Literary Theory at Licenciatura en Lengua Inglesa- Universidad Tecnológica Nacional. Teacher of English (diplomatura en Ciencias Sociales y Ciencia y Tecnología) at Universidad Nacional de Quilmes. Head of English department at San Vicente de Paul school in Avellaneda (EPB- ESB and POLIMODAL level). Second year PhD candidate at Universidad del Salvador (Buenos Aires): Research on deconstruction in literary analysis as a philosophical position.

Re-writing "Literature" for the classroom and in the classroom
There are different modes of critical intervention of a text. It is worth trying alternative ways other than the dominant and traditional practices. Evidently, at the outset, it is necessary to explore these "alternative"modes, that in fact are not opposed but complementary. In this particular case, the intervention will be done at the macro, as well as, at the micro-textual level of analysis. Above all, the intention is to emphasize the process of writing rather than the written products, and the possibility of considering a different view of textuality.

N
____________________________________________________________________________________________

Prof. Especialista Fabián Negrelli
Universidad Nacional de Córdoba
Instituto Superior de Formación Docente "Nuestra Señora del Sagrado Corazón"
(See biodata with Magíster Ferreras)

Reflecting Upon the Contributions of Contrastive Grammar to the Teaching of EFL
Most teachers would theoretically recognise the important role played by grammar in language acquisition (LA). However, a few seem to resort to the grammar of the L1 in order to focus on specific grammatical properties of the L2. Thus, most EFL teachers underestimate the pedagogical relevance of making a contrastive analysis of the grammar of the L1 and L2 to explain the grammatical system of the target language and to understand the students' achievements as well as their areas. In this context, the aim of this presentation is to make EFL teachers aware of the contributions of contrastive grammar (morphology, syntax and phonology) when teaching and learning a foreign language.

O
____________________________________________________________________________________________

Prof. Martha Ortigueira
Universidad Tecnológica Nacional

Martha Ortigueira is a Profesora en Inglés - Facultad de Filosofía y Letras de la Pontificia Universidad Católica Argentina. She is a candidate to the Doctorate in Modern Languages at Universidad del Salvador. She is a Lecturer at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional in the Chairs of Theories of Learning and Residencia Pedagógica and Academic Language I and II at Licenciatura en Lengua inglesa - Universidad Tecnológica Nacional. She also teaches Language II at Instituto del Profesorado del Consudec. Head of English- Primary School at Instituto Santa María del Rosario and director of her own school of English in Barracas. Former teacher of English at Centro Cultural and Centro de Graduados en Lenguas Vivas de la Universidad Católica Argentina. Ms. Ortigueira is a Practitioner in Neuro Linguistic Programming.

Thinking Lexically, Teaching Lexically: Focusing on the "How To".
Over the years the methods of teaching and learning languages have changed considerably. However, the content and the way in which language is presented and sometimes explained to students may have not. The tendency to teach grammar and words separately is still with us. The purpose of the present semi-plenary is to reflect on the way we think about language and the importance of noticing (a key strategy in the Lexical approach) to help us put new theoretical insights to practical use directly into the classroom. When teaching lexically grammar and words interact . We are going to see this interaction in a different full light, suggest ways to develop the teaching of language and skills, deal with speaking in class, see some sample exercise and activity types and discuss core ideas such as collocation, fixed expressions and the role of the learner's mother tongue.

_______________________________________________________________________________________________________

Magíster Rosa Perea de Otrera
Magíster Lucrecia D'Andrea de Mirande
Universidad Nacional de Tucumán

Rosa Perea de Otrera. Profesora en Inglés, Universidad Nacional de Tucumán, MA in Sociolinguistics, Surrey University, United Kingdom. Profesora Adjunta con Semi-Dedicación de Didáctica Especial Inglés en la Facultad de Filosofía y Letras de la Universidad Nacional de Tucumán.

Lucrecia D'Andrea de Mirande, Profesora en Inglés, Universidad Nacional de Tucumán,MA in Linguistics TESOL., Buffalo University, New York, USA. Profesora Asociada con Dedicación Exclusiva de Didáctica Especial Inglés en la Facultad de Filosofía y Letras de la Universidad Nacional de Tucumán.

Challenges for the trainee teacher doing his/her prácticas in peripheral contexts: a case study in Tucumán, Argentina. Sharing experiences
This work makes a plea for greater attention to the heterogeneity of contexts in which some EFL trainee teachers carry out their teaching practices in Tucumán, Argentina. It describes and analyzes some aspects of the work done by a group of prospective teachers of English at Facultad de Filosofía y Letras (UNT). It refers to their practice developed in schools situated in economically deprived contexts in San Miguel de Tucumán. Some of the problems identified and analyzed were related to the social, cultural and cognitive difficulties of students coming from such contexts, to learn a foreign language. Others had to do with the tension generated in the actors of the pedagogic relationship plus the difficulty of student teachers to bridge the gap between the theory learnt at the university and the competence required to cope with these various drawbacks. The aim is to provide student teachers with the possibility to turn their own teaching into object of analysis and therefore help them to examine their own practice and exercise critical reflective teaching

Ethics as ELT content.
This workshop focuses on the ethical and moral aspects of TEFL. Its aim is to raise an awareness of just how pervasive and important ethical and moral considerations are in our field and how little attention has been paid to them hitherto. Such issues are important as part of the practice of TEFL in different contexts. TEFL has always been concerned in developing the learners' skills in listening, speaking, reading and writing but nothing is done to raise awareness of how one might respond to moral issues, yet we make moral choices all the time. In this workshop we attempt to help teachers become concerned with making the teaching of English moral in nature through different activities suggested for this purpose.

P
____________________________________________________________________________________________

Prof. Liliana Palermo
Prof. Laura Pastorino
Instituto Cultural Argentino Norte-Americano

Liliana Palermo is a graduate from Instituto Superior del Profesorado Joaquín V. González. She has been a teacher at ICANA for 17 years. She is a teacher and has been a coordinator and a materials developer for adolescents' courses for 12 years. For the past five years, she has been a member of the Teacher Development Team, which works to promote professional development in the teaching field both at ICANA and in other educational settings.

Laura Pastorino is a graduate from Instituto Superior del Profesorado Joaquín V. González. She has been a teacher at ICANA for 24 years. She is a teacher and has been a coordinator and a materials developer for the advanced courses. For the past five years, she has been a member of the Teacher Development Team, which works to promote professional development in the teaching field both at ICANA and in other educational settings.

The Role of Class Observation in Teacher Development
The objective of this workshop is to explore the process of teacher development and to analyze class visits as an instrument to promote that development. After a brief reference to Donald Freeman's model of Language Teacher Education participants will engage in a guided discussion of class observation tasks Next, as a result of their reflection on a needs analysis questionnaire, participants will identify the changes they want to generate in their classroom practice. We'll discuss the role of the teacher and the counsellor and the manifestations of professional growth grounded on both interaction with a collaborator and on the internal shifts that occur in teachers' awareness of what goes on in their classrooms.

_______________________________________________________________________________________________________

Magíster Laura Pantelakis
Universidad Tecnológica Nacional
AACI - Asociación Argentina de Cultura Inglesa

Laura Pantelakis is a graduate teacher from Instituto Superior del Profesorado "Joaquín V. Gonzalez. She also holds an Master of Arts in ELT and Applied Linguistics from King´s College London, University of London.

She is currently an almost full-timer at AACI, Asociación Argentina de Cultura Inglesa, teaching Cambridge ESOL Courses besides running specialised courses in Language through Literature and Phonetics. In addition, she lectures on Estudios del Discurso for Licenciatura en Lengua Inglesa at Universidad Tecnológica Nacional..

The way to Language through Literature in the teenage classroom

The aim of this lecture is to attempt to demonstrate how the exploitation of literary texts can become the springboard for an array of highly stimulating language activity. Given that it can be argued that students learn more and better if they are involved in the learning experience, the challenge is to select those texts that have a strong appeal to affect to create the adequate atmosphere that will lead to language enrichment. Of greater concern is how to overcome adolescents resistance against reading and turn this resistance into an opportunity for learning.

_______________________________________________________________________________________________________

Lic. Gustavo Paz
Instituto Nacional Superior del Profesorado "Joaquín V. González"
Instituto Sagrado Corazón
Cultural Inglesa de Buenos Aires

Postgraduate Diploma in the Teaching of English as a Foreign Language from the University of Reading, UK. Traductor Público, Universidad de Buenos Aires and Profesor de Inglés, Instituto Superior del Profesorado Dr. Joaquín V. González. He holds a university degree in Education from Universidad Nacional de Quilmes and a Certificate of Master-Practitioner Neurolinguistic Programming as applied to Education from Escuela Argentina de PNL & Coaching and Resourceful Teaching Institute.
He is a lecturer in Methodology at Instituto Superior del Profesorado Joaquín V. González, Cultural Inglesa de Buenos Aires and Instituto Sagrado Corazón, and English coordinator at CIBADIST (Distance Teacher Training Collage of the Cultural Inglesa de Buenos Aires). He has lectured extensively on methodological issues and trained teachers all over the country and also in Spain. His main research interests have to do with Brain-compatible and Accelerated Learning.

There's nothing wrong with being a teacher … and acting like one!
Although new approaches tend to consider the role of facilitator as paramount to the detriment of those of teacher and lecturer, this presentation aims at evidencing that the three of them are necessary to foster different stages of the learning process. A good "lecturer- teacher-facilitator" should be prepared to present the content to be taught (lecturer) applying the latest techniques (teacher) to organize and help learners experience and acquire new knowledge (facilitator).

_______________________________________________________________________________________________________

Prof Beatriz Koessler de Pena Lima
Instituto Superior del Profesorado "Joaquín V. Gonzalez"
Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernandez"

Tenured Lecturer in British Literature at the Instituto de Enseñanza Superior en Lenguas Vivas Juan Ramón.Fernández and Instituto Superior del Profesorado Joaquín V..González, where she also lectures on "Literature in the Language class". She teaches Literature at Moorlands School and is a literary consultant to many bilingual schools and institutes in Buenos Aires. Currently doing an M.A. in Literary Linguistics at Nottingham University.

Big Names in Young People´s Literature of Today
The objective of this workshop is to acquaint teachers with some of today´s big names in young people´s literature- apart from J.K. Rowlings´. Gone are the novels portraying ideal families in idyllic settings. Today´s social realist novels present a more complex and disturbing world in which adults are often weak, failing or non-existent. However, these novels also contain great tenderness, subtle humour and truly uplifting messages. We will also text and reader response centred approaches to novels by David Almond, Anne Fine, Beverley Naidoo, Jacqueline Wilson, Benjamin Zephaniah and Mark Haddon

_______________________________________________________________________________________________________

Pernbaum, María V. :
Graduate from ISPAMS (Instituto Superior del Profesorado Pbro Dr Antonio Saenz). She has done research on how to make Literature accessible for all levels. Lecturer on the field. Has been teaching English for thirteen years . At present, she is teaching at Colegio Nacional de Buenos Aires and Liceo Cultural Británico.

Abstract of Presentation
Discussion of some underlying concepts of reading, followed by practical advice and suggestions on how to exploit Class Readers to promote language and develop both perceptive and literary skills. It emphasizes activities which encourage the student's own personal response, while facilitating exploration and extension of language . there are activities for individuals, pairs and groups at all levels. Also, ideas for all stages before, during and after reading, treating the Reader as total language learning resource.

_______________________________________________________________________________________________________

Prof. María Verónica Pernbaum
Colegio Nacional de Buenos Aires- UBA
Using readers for language development: practical ideas for practical teachers!

Magíster Adriana Podestá
Instituto Superior de Formación Docente 127.

Adriana Podestá was born in San Nicolás, Bs.As.She is Profesora de Castellano, Literatura e Inglés, graduated from Escuela Normal Superior del Profesorado de San Nicolás, and Magister en Enseñanza de la Lengua y la Literatura, graduated from Facultad de Humanidades y Arte (Universidad Nacional de Rosario). She has taken a good number of courses in English Language and Literature, both at home and abroad. She has contributed articles to the API bulletin (San Nicolás), Revista Espacio 127 (San Nicolás), APrIR Journal (Rosario), Stones Harbour (Villa Constitución) and Share electronic magazine. She is a lecturer on English Language (Curso de Formación Básica), Written Language III (Profesorado de Inglés) and Lingüística y Gramática II (Profesorado de Lengua Castellana) at I.S.F.D. Nº 127 de San Nicolás. She also teaches at E.G.B. and Polimodal.

The Exercise Of Power Through Language
This presentation will explore the relationship between language and power within the theoretical framework of Critical Discourse Analysis. C.D.A. focuses on the way control over discourse is abused to manipulate people's beliefs and actions in the interest of dominant groups. The tenets of C.D.A., its goals and its history will be dealt with. As an example of theory in action, a political discourse -a speech by President Bush- will be analysed. The analysis will show how specific linguistic resources have been used in the expression and manipulation of power.

_______________________________________________________________________________________________________

Magíster Alejandra Portela
Universidad Nacional de Córdoba

Alejandra Portela is a graduate EFL teacher and Licenciada from School of Languages, Universidad Nacional de Córdoba. She holds a Master's degree in Applied Linguistics from the University of Leicester, England. She is a lecturer in English Literature I and English Literature II at the School of Languages. She does research in the fields of Comparative Literature and Applied Linguistics.

Interweaving literary texts and literary theory to develop critical thinking
There are at least five major goals that should guide the processes of teaching/learning a foreign language: awareness, affective, knowledge, skills, and critical thinking. Critical thinking is one of the most difficult -and, at the same time, most important- abilities that learners should master during their training. There are several strategies that can be put into practice in order to develop such ability; however, it is my contention that literary texts offer the best options since they constitute "zones" where all procedures for making sense of a text can be exploited. Some of such procedures are provided by literary theory and, thus, through the development of literary competence (Culler, 1975), EFL learners improve their linguistic competence.

_______________________________________________________________________________________________________

Prof. Diana Porto
Universidad Nacional de La Plata

Diana has been teaching English for 20 years now. She is a Profesora de Inglés y Literatura, Universidad Nacional de La Plata and is currently taking her Master in Teaching English as a Foreign Language at the University of Vigo. She has been actively involved in researching on and applying techniques used in methods derived from the Humanistic Approach. She is teaching English Language II at Universidad Nacional de La Plata, Written Expression III at the Instituto Terrero in La Plata and several courses at the Instituto Cultural Argentino Británico. She is a member of the Society for Effective Affective Learning and of the American Association of Professional Hypnotherapists. She has lectured in Argentina dn in Italy.

Failure and Success in Language Learning and how they are related to the unconscious messages we send to our students
Most teachers mainly concentrate on what they have to "say", on what they need to "teach", on whether the students handed in the required homework. But this is only part of the job. There is a fine veil that hides a bigger and more profound world: the world of the unconscious. In this world live all the other elements that will turn what we say, teach and do into a success or a failure, because in every single act we perform there are imperceptible messages that go deep into the minds and souls of our students, determining the result . Our deeper thoughts and beliefs are put into motion and speak louder than what we say. Join us, and let's go hand in hand unveiling some of those imperceptible things, because "every breath you take, every move you make, they'll be watching you!"

Q
____________________________________________________________________________________________

Lic. Mariano Quinterno
Escuela Normal Superior en Lenguas Vivas Sofía Broquen De Spangenberg.

Graduate Teacher from Instituto Superior del Profesorado Joaquín V. Gonzalez. Postgraduate degree in Education from Universidad Nacional de Quilmes. Specializing in American Literature at Instituto Superior Del Profesorado Joaquín V. Gonzalez.
Lecturer in Trayecto de la Construcción de la Práctica Docente 1/2, 3/4 and 5/6 at Escuela Normal Superior en Lenguas Vivas S.B. de Spangenberg. Lecturer in Enseñanza de la Lengua Inglesa, Lengua y Cultura Inglesa II, Práctica en Inicial, EGB 1 y 2 / Primaria and Práctica y residencia en EGB 3, Polimodal / Secundario at Cultural Inglesa de Buenos Aires's Virtual Teacher Training College. Co-Director of Piccadilly Language Centre.

Textual Power: Teaching Adolescents to read films, images and music.
Texts usually present us with a universe of ambiguities and uncertainties which can only be unveiled by an in-depth exploration of their form and meanings. When we approach films, songs and images as texts, we can unravel their richness from new, surprising viewpoints. Together, we will find ways to empower adolescent learners by providing them with tools to decode any type of texts they are confronted with.
During the presentation we will share ideas on how to use films and songs by suggesting tasks other than the commonplace fill-in-the-blanks exercises. We will also work on images as a source of analysis and language study. After all, we all know that any text - and life, for that matter- is a box of chocolates: you never know what you're gonna get!

R
____________________________________________________________________________________________

Doctor María Alicia Ramasco
Pontificia Universidad Católica Argentina "Santa María De Los Buenos Aires"

Profesora Nacional en Inglés( Universidad del Salvador, Diploma de Honor); Doctora en Lenguas Modernas (Universidad del Salvador), Fulbright Scholar, 1990, American Field Service Scholar, 1991. Completed her History studies at Mesa State College, Colorado, USA, with Honours. Lecturer at the Pontificia Universidad Catòlica Argentina, Colegio Militar de la Naciòn, El Palomar. Teacher of English through distance learning at Instituto Terciario Raùl Scalabrini Ortiz. Co-author of the "Performance" series of ELT textbooks. In preparation: "Short Stories for ELT". She has published articles on ELT in The Buenos Aires Herald.

"And you can tell everybody this is your song": Music to boost Language Learning
Some of the reasons for using songs to boost language learning are the following ones:
1) Songs help create a friendly and co-operative atmosphere so important for any learning process.
2)Songs are themselves vehicles for language learning. They provide both subject-matter to be learned as well as practice in language learning.
3)They offer insights into the culture of different peoples and societies.
4),They ameliorate the skills of listening and speaking tremendously.
In this workshop, we will attempt to show these ideas at work and give practical activities to enhance a learner's performance both effectively and enjoyably.

_____________________________________________________________________________________________________

Prof. Cecilia Ramírez
Instituto Superior del Profesorado "Sarmiento"

Cecilia Ramirez de Ricci is a graduate from Instituto de Formación Docente N° 21.She has been teaching Methodology and working with trainees since 1997. She is co-author of " Tales for the Beholder" and has been in charge of the education section of Posta Sur Magazine since May 1994. She directs her own Language School in Padua. She has been researching into methods, approaches , theories and techniques such as: Multiple Intelligences, Neuro Linguistic Programming, Suggestopedia, Accelerated Learning, The Mozart Effect, Self- Esteem, Brain Friendly Ideas, Drama , Holistic Learning , Neo Humanistic Education and others. She has finished a specialization course on Multiple Intelligences from The School of Graduates at Harvard University .

Principled eclecticism: how to get the most out of ELT theories, methods and approaches
Times change fast and sometimes teachers fail to motivate students because they do not use the most suitable techniques to reach them. Nowadays it is important to focus on mixed abilities and be able to combine ideas from different sources.
In Techniques and Principles in Language Teaching ( Oxford 2000), Diane Larse-Freeman states that "when teachers who subscribe to the pluralistic view of methods pick and choose from among methods to create their own blend, their practice is said to be eclectic. Teachers who have a consistent philosophy and pick in accordance with it could be said to be practising " principled eclecticism".
The workshop I have designed aims at showing how easy it is to be eclectic

All you ever wanted to know about American culture and you never dared ask
Native informant: Thomas Schiro
Thomas Schiro comes from Milwaukee, U.S.A. He is a certified math and reading tutor through Literacy Volunteers of America. He has been working with Cecilia for the last year.

Linguists call for an integrated connection between language and culture teaching. We will explore how Americans feel their languages set up the communicative profile that someone outside the language, seeking to learn it, encounters. We will deal with specific pre-formulated contexts and a follow-up that will concentrate on verbal , non-verbal and extra-verbal displays, sense of face, speech acts, ideologies about language and the nature of communication. We will try to compare how English is used in the USA and how much foreign teachers and teachers-to-be know about it while we work on myths and facts about the country. We will pay special attention to issues such as life cycles, roles and interpersonal relationships, decorum and discipline, time and space as well as values and traditions.

_____________________________________________________________________________________________________

Prof. Marcia Ras
Universidad Tecnológica Nacional

Marcia Ras is a lecturer in Medieval History at the University of Buenos Aires and of Critical Discourse Analysis at the Universidad Tecnológica Nacional. For a number of years she has taught history at schools preparing students for International Baccalaureate Organization and International General Certificate of Secondary Education exams.
She was founder of the Laboratorio de Idiomas of Facultad de Filosofía y Letras and Head of Studies at the Programa Extracurricular de Inglés at the Universidad de Buenos Aires. She is a graduate teacher of history from the Universidad de Buenos Aires and holds a Diplôme d'Etudes Approfondies from the Université de Toulouse-Le-Mirail, France.

Methodological Approaches to the teaching of History in bilingual schools
Teaching 'history' for the requirements of international examinations requires a radically different approach to that of teaching 'historia'. A fundamentally different perception of the nature of this social science calls for specific methods of instruction. Some of these methods will be explored throughout this session.

_____________________________________________________________________________________________________

Prof. Natalia Raschcovsky
Universidad Tecnológica Nacional

Natalia Raschcovsky is an Instituto Superior fel Profesorado Técnico - Universidad Tecnológica Nacional graduate and a Specialist Professor of English from Universidad Tecnológica Nacional. At present, she is attending the Licenciatura en Inglés at Universidad Tecnológica Nacional. She is a JTP (Jefe de Trabajos Prácticos) at Theories of Learning (Instituto Superior del Profesorado Técnico - Universidad Tecnológica Nacional). She teaches English at primary schools and companies. Her main interests are Linguistics and Applied Linguistics.

Language and Language Learning in the light of Chaos/Complexity Theory
Chaos/complexity theory deals with systems that are dynamic and non-linear, adaptive and feedback sensitive, self-organizing and emergent. Surprisingly, language and language learning also show these characteristics. This presentation will provide an overview of Chaos/complexity theory, trying to present the striking similarities between this theory and language and language learning.

_____________________________________________________________________________________________________

Prof. Claudia Rey
Lincoln International School

Claudia Rey is a graduate of Instituto Superior del Profesorado Juan Ramon Fernandez, with vast experience in the teaching of English as a Foreign, Second and First Language. Since 1989 she has been actively involved in professional development in the areas of Reading, Children's Literature, Mathematics Instruction and Brain-based Teaching and has presented lectures and workshops in Argentina and abroad. Her experience as an international speaker includes sessions on: The M&M's of Middle School Mathematics (AASSA:Association of American Schools in South America Annual Conference, Sao Paolo, Brazil, 2004) Multiple Intelligences and Proportional Reasoning (National Council of Teachers of Mathematics Annual Meeting, San Antonio, Texas, US, 2003) Teaching Reading Strategies with Picture Books (International Symposium, Homerton College, Cambridge, UK, 2000)
Brainwashing, an Introduction to Brain-based Learning (AASSA Annual Conference, Santiago, Chile, 1999).

"Trait Writing": in black and white, - And it's not a zebra!
Trait Writing provides an effective way to assess writing, improve writing skills and refine instruction within the framework of Process Writing. In this presentation we will explore the beauty and power of this model, which focuses on the qualities found in outstanding written pieces: Organization, Ideas, Sentence Fluency, Word Choice, Voice and Conventions.

_____________________________________________________________________________________________________

Lic. José María Romero
Universidad Tecnológica Nacional
CasoC

José María Romero is a Technical, Literary and Scientific Translator (Instituto de Enseñanza Superior en Lenguas Vivas Juan R. Fernández), and holds a degree in International Relations (Universidad del Salvador). He taught Elementary, Junior High and In-Company courses in the US, and worked as a translator for the Argentine Consulate (San Francisco and Los Angeles) and as an interpreter for various firms. He has been teaching ESL/ESP at companies through CASOc since 1992 (Business and Legal English). He has also taught for Presidencia de la Nación. He is currently teaching Cultural Studies I and II at Licenciatura en Lengua Inglesa - Universidad Tecnológica Nacional, and English II at Universidad Argentina de la Empresa.

Teaching Business English: meeting the students' needs
When teaching Business English, you realize that every company has its own corporate philosophy and every student his/her own idiosyncrasy. Such diversity is enriching, but it also poses various problems which, unless properly solved, will negatively impact on the teacher's image and performance. Many students express concerns: "The teacher does not plan the classes"; "The teacher does not know anything about my area"; etc. We should be able to deal with such complaints and have customer satisfaction as our target. The presenter will share useful tips and tools to meet the needs of adult students taking In-Company, Business English courses.

_____________________________________________________________________________________________________

Prof. Norberto Ruiz Diaz
Universidad de Buenos Aires
Universidad del Museo Social Argentino
Instituto Superior del Profesorado "Joaquín V. González"
Instituto de Enseñanza Superior en Lenguas Vivas "Juan R. Fernández"

Graduado en el Instituto Superior del Profesorado Joaquín V. González, con más de treinta años como profesor universitario ha alcanzado el grado de titular por concurso en prestigiosas instituciones como Instituto Superior del Profesorado Joaquín V. González, Instituto de Enseñanza Superior en Lenguas Vivas, Universidad de Buenos Aires, Universidad de Mar del Plata, Universidad del Museo Social Argentino, Universidad del Salvador, Universidad Argentina de la Empresa en cátedras del área Fonética y Dicción y Lengua Inglesa. Fue Jurado titular en diversos concursos para la titularización de profesores. Además de residir en el Reino Unido, realizó estudios de post-grado en la Universidad del Estado de Nueva York, Buffalo, incluyendo investigación en fonología. En la actualidad además se desempeña como profesor de postgrado en la Universidad de Buenos Aires en la carrera de Traductorado.

Narrow Transcription: Diacritics
This presentation will focus on details on British English pronunciation to be observed if one is to have a near-native accent. It is the belief of this lecturer that frequent exposure to the narrow detail of transcription encourages advanced students of phonetics to keep up the standards of their oral performance and even improve it in a non-English-speaking environment.

S
____________________________________________________________________________________________

Prof. Marcela Santafé y Soriano
Universidad Tecnológica Nacional
Instituto Superior de Formación Docente Nro 52

Profesora en Inglés, Traductora Técnico-científico Literario, Instituto de Enseñanza Superior en Lenguas Vivas Juan Ramón Fernández, Licenciada en Lengua Inglesa, Universidad de Belgrano. Marcela Santafé y Soriano has vast experience both as an EFL teacher and Teacher Trainer specialising in Methodology. She has run courses for teachers for over 15 years now. She worked as Language IV lecturer and Discourse Analysis lecturer at Instituto Superior del Profesorado Técnico - Universidad Tecnológica Nacional. As of 2006, she teaches Estudios Literarios at Licenciatura en Lengua Inglesa at Universidad Tecnológica Nacional. She has worked as a Cambridge Oral Examiner for the past 10 years and currently works as Language and Methodology lecturer at I.S.F.D. N0 52.

The speaking skill in class and in the real world! Uh-oh… Not quite the same thing.
At times, students feel that classroom-based speaking practice does not prepare them for the real world. The teaching of speaking usually consists of language practice activities or is used to practise a specific grammar point. Neither teaches patterns of real interaction. This workshop aims to explore why students so often highlight listening and speaking as their biggest problems and to discover how certain teaching strategies can be brought into the class to foster motivation and raise self-confidence in developing the oral skill.
The workshop will offer teachers activities that focus on listening and speaking as it occurs in the real world. It is hoped participants will be encouraged to make broader use of their teaching skills as a means to enhance real life communication.

_____________________________________________________________________________________________________

Prof. Pablo Scoponi
Instituto Superior del Profesorado "Joaquín V. González"
Prof. EGB Gonzalo Camp
Diversity in ELT

Prof. Scoponi, Pablo Hernán - Profesor de Inglés, Instituto Superior del Profesorado Joaquín V. González. Candidate for a Licenciatura en Lengua Inglesa at Universidad Argentina de la Empresa. He is the Co-Director of WELLS, where he works as an Educational Consultant for many well-known institutions. Since 1998 he has been an Assistant Lecturer in "Práctica en Laboratorio", "Fonética y Dicción" and "Lengua Inglesa" at Joaquín V. González. He has specialized in Neuro Linguistic Programming and communication techniques and has been running Teacher Development Courses for the last five years. At present he is working at UADE in "Fonética" and "Expresión Oral". He is teaching "Expresión Escrita III & IV" at PIO XII in Avellaneda, where he is the Coordinator of the English Department.

Prof. Gonzalo José Camp - Profesor de Inglés, Instituto Superior del Profesorado Joaquín V. González. Candidate for a Licenciatura en Psicología at UBA (finishing this year). He is the Co-Director of WELLS. Assistant Lecturer in Psicología Social Seidmann at UBA and Didáctica Especial Del Primer y Segundo Ciclo de la EGB at Universidad Tecnológica Nacional. He is specializing in Educational Psychology. He is also working in the development of educational material for SFL.

Exploring Learning Styles, Learning Environments and Learning Activities
Students learn in many different ways and teacher teach in many different ways. If you know about learning styles, you are well aware of the importance of catering for diversity in the classroom and the endeavour this represents. This presentation seeks to show the real link between learning styles, learning environments and learning activities. Through self-discovery tasks participants will be guided through an array of exercises specially designed for each learning style that will help you enrich your daily lesson plan even more.

_____________________________________________________________________________________________________

Trad. Silvia Sneidermanis
Universidad Tecnológica Nacional

Sworn Translator. Lecturer on Contemporary Literature at Universidad Tecnológica Nacional and on Estudios Literarios I and Estudios Literarios II at the Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional. MA Student in Literary Linguistics - University of Nottingham - UK. Interpreter in Film Festivals held in Argentina

Post Colonial Literary Theory
What does the term Post Colonial mean? What kind of literatures are included in this term? The term Post Colonial will be analysed together with the distinctive and special features which arise from the literatures that emerged from countries which experienced the process of colonisation. The characteristic elements which make up this kind of literature together with examples from different post colonial writers from Nigeria, Jamaica, India, the United States and New Zealand will be presented and analysed.

_____________________________________________________________________________________________________

Lic. Ernesto Adolfo Solari
Universidad Nacional de La Matanza
Instituto Superior de Formación Docente Nro 21

Prof. Laura Szmuch
Resourceful Teaching

Laura Szmuch is a graduate from Instituto Superior del Profesorado Joaquín V. González, and Master Practitioner and Trainer in Neuro Linguistic Programming. She teaches English and is co-founder of Resourceful Teaching. She has co-developed materials, courses and workshops for teachers with practical application of Neurolinguistic Programming techniques and philosophy in the teaching-learning process. She published "Aprendiendo inglés y disfrutando el proceso" in 2003 and is the co-author of "Really Thriving" of forthcoming publication.

The Gift of Learning
It is very important to be aware that one of the greatest human capacities is that of acquiring, creating and using knowledge intelligently, adapting to change and striving for excellence. For this to happen, we need to WANT to take our lives in our own hands, that is, become active learners. In this presentation we will see the importance of individual internal motivation to learn and different ways to encourage our students to value the fact that learning is their birthright. We will work with ways to challenge them to take the reins of their own learning and the development and growth of the gift they were born with.

T
____________________________________________________________________________________________

Dr Susana Tuero
Universidad Nacional de Mar del Plata

Susana Tuero holds a degree as Profesora de Inglés from the Universidad Católica de Mar del Plata, a Master´s Degree in TESOL, and a Ph.D in Applied Linguistics from Michigan State University, USA. At present, she is a Full Professor at the Universidad Nacional de Mar del Plata; her areas of interest are writing, vocabulary, and testing.

What makes our writing ´sound´ foreign?
A well-written piece calls for complex cognitive and linguistic processes. Successful writing is the result of turning and twisting our brain to generate ideas, to think of relevant details, and to organize such elements logically so that our ideas are effectively and efficiently communicated. In some language classes teaching writing means practice of grammar structures, spelling rules, and punctuation. Even though those are essential elements for writing to be successful, texts that do not present any grammar, spelling, or punctuation errors may still sound stilted. In this presentation we will consider three basic aspects that make writing sound foreign: logics, linguistic patterns, and wordiness. We will also discuss how writing teachers can help their advanced EFL students overcome such problems.

_____________________________________________________________________________________________________

Doctor Susana B. Tuero
Prof. Claudia Borgnia
Universidad Nacional de Mar del Plata

Claudia Borgnia holds a Teaching Degree in English from the Universidad Nacional de Mar del Plata, and is currently working towards her Master's Degree in Spanish Literature. She has been working at the UNMdP for the last six years, teaching courses in the areas of Phonetics, and Writing. She also teaches ESP courses at the Escuela Nacional de Pesca, and general English courses at the Instituto Cultural Americano.

Peer Feedback and Teacher Feedback in a College Writing Class. A Comparative Study
The purpose of this colloquium is to present the results of a comparative study carried out at the Universidad Nacional de Mar del Plata. Feedback provided by EFL college students on their peer writing was compared to the feedback provided by the course writing teachers on the same texts. The aim was not only to quantify the comments provided by each part but also to analyze the quality of such comments.

_____________________________________________________________________________________________________

Doctora Susana B. Tuero
Universidad Nacional de Mar del Plata
Student Aids : María Pía Gómez Laich & Paula Carolina Suárez
Universidad Nacional de Mar del Plata

María Pía Gómez Laich is a student at the Department of Modern Languages, Universidad Nacional de Mar del Plata and has been a student aid (estudiante adscripto) in three language courses.

Paula Carolina Suarez is also a student at the Department of Modern Languages, Universidad Nacional de Mar del Plata and has been a student aid (estudiante adscripto) in two language courses.

Teaching vocabulary: Semantically-related sets versus semantically-unrelated sets of lexical items.
The purpose of this colloquium is to share with the audience some preliminary findings of a research project that has been planned to compare two methods of vocabulary teaching, the lexical-related set method and the lexical-unrelated set method. When working with a lexical-related set, students learn words that belong to the same semantic domain; words such as stroll, stride, shuffle, and plod are studied together since all of them belong to the walking domain. When the lexical-unrelated method is used, students learn sets words that belong to different semantic domains. The analysis of the data collected will be examined and conclusions of the results will be discussed. The colloquium will conclude with a discussion of the pedagogical implications of the findings

U
____________________________________________________________________________________________

Lic. Juan Carlos Udovín
Instituto Superior Cultural Británico
Colegio Naciones Unidas del Mundo

Juan Carlos Udovín has started and runs several educational projects that include a language school, a teacher education college, a private school and an English bookshop. As the Director of the Instituto Superior Cultural Británico in San Miguel, Juan Carlos is now offering the Universidad Tecnológica Nacional's Licenciatura en Inglés. He has lately focused his interests on how the use of institutional psychology can influence and improve the management of different organizations. He has given talks in different events in Argentina and has also been invited to present as a speaker at an ELT management event in Lima co-organized by the Peruvian British Council. His latest project is Update- CS, where he works as an educational consultant and teacher trainer.

Understanding Motivation
Most of us often wonder why it is that some people succeed in achieving their goals while others with the same cognitive capacities fail in doing so. The answer lies in self-motivation. In this talk we will analyse how self -motivation moulds our behaviour and we will also discuss ways to make our needs and expectations work as a powerful engine to move forward rather than hinder our personal growth. We will finally compare the views different psychological schools support on motivation, the practical implications they have and the conclusions we can make out of them.

V
____________________________________________________________________________________________

Prof. Valeria Rodríguez Van Dam
Instituto Superior del Profesorado Cultural Británico
Instituto Santo Tomás de Aquino

Valeria Rodriguez Van Dam is an Instituto Superior del Profesorado Joaquín V. González graduate with a postgraduate degree in Shakespeare studies. She has held different Language and Literature chairs at several teacher-training colleges and is at present a teacher of Language and Oral Expression III and IV (ISCB, San Miguel) and Language I and Discourse Studies (Universidad Tecnológica Nacional). She also works as an oral examiner for the University of Cambridge and directs a Shakespeare reading group.

The LIVING Poets' Society -Working Poems into the Fabric of EFL Lessons
Poetry -like all of Literature- is most certainly not dead and it should not be missing from EFL teaching curricula- despite recent and current official efforts to the contrary. Whether beginners or advanced, all learners deserve to experience pleasure and to gain critical and linguistic awareness from the reading of poetry. When selected and prepared with Sense and Sensibility, poems enhance the EFL lessons in a number of ways. A humanistic exploration of the benefits of using poetry in the language classroom will open up a universe of ideas, techniques, suggestions and response activities, adaptable to all levels, for teachers to enjoy and share with their students. A society of "living" poets in the EFL lesson is possible, after all- despite recent and current official efforts to the contrary.

_____________________________________________________________________________________________________

Magíster Oriel Villagarcía
Tools For Teachers

Profesor de Inglés with a Magna Cum Laude distinction, Universidad Nacional de Tucumán. Fulbright and British Council Scholar. Post graduate studies, University of Texas. M.A. in applied linguistics, Unversity of Lancaster. Certified Administrator of the Myer Briggs Type Indicator, Florida. Former lecturer at the Universidad Catolica de Salta, Universidad Nacional de Río Cuarto, Universidad Tecnológica Nacional, Universidad Nacional de Santiago del Estero. Certified practitioner in the healing arts of massage, reflexology and Breema.

Steps Towards Wisdom: Getting to know yourself and others in your life
It may be difficult for many of us to realize that the way we look at the world and act upon it is not the same as that of our fellow men. In fact, we may not even be aware of our own model of the world and the filters that determine how we sort and perceive reality.
This introductory presentation will offer some elements that will hopefully contribute to a better understanding of ourselves and others. This seminar may well be for some, at least, the first step in complying with the socratic dictum Know Thyself.

_____________________________________________________________________________________________________

Lic. Omar Villarreal
Universidad Tecnológica Nacional
Universidad Católica de La Plata
Instituto Superior de Formación Docente N°41

Profesor de Inglés e Inglés Técnico from INSPT. Licenciado en Ciencias de la Educación con especialización en educación formal (summa cum laude) from Universidad Católica de La Plata and Licenciado en Tecnología Educativa (summa cum laude) from Universidad Tecnológica Nacional.

He is a candidate to the Doctorate in Modern Languages at Universidad del Salvador and is currently working towards his Maestría en Gestión del Conocimiento from Escola Superior d'Enginyeria Industrial de Barcelona, Universitat Politècnica de Catalunya.
He is a University Lecturer in the area of Applied Linguistics at UTN, Didactics of ESP at UCALP and English Language at ISFD Nro 41 in Adrogué where he is also Head of Department.Principal of Licenciatura en Lengua Inglesa INSPT-UTN.
Capacitador for Red Federal de Formación Docente Continua, Centro de Pedagogías de Anticipación del Gobierno de la Ciudad de Buenos Aires and the Ministry of Education of Provincia de Buenos Aires. Former Head of the School of English of Universidad Austral and Principal of Instituto Superior del Profesorado Modelo de Banfield. He is a member of the Editorial Board of Editorial Universitaria de la UTN and has served as Consejero Titular Docente at INSPT-UTN.He has lectured extensively in all Argentinian provinces as well as in Chile, Perú, Uruguay and Paraguay. He is the author and co-author of more than 20 textbooks for TEFL.
He is the editor of SHARE, an e-magazine, with over 11,000 subscribers.

Tasks in the ARC Model
The questions of Authenticity and Creativity in the teaching of the macroskills

Over the last decade creativity and authenticity seem to have stopped being "desirable" traits to be found in TEFL material, to occupy the centre of the stage. The demand to develop our students´ creativity (even at the expense of correctness and intelligibility) and providing them with authentic bits of language (even if we have to sacrifice teachability) has gained ample consensus in our profession. But how "authentic" and "creative" can we get with students with limited language at their disposal? In this presentation, Professor Omar Villarreal will revisit the concepts of authenticity and creativity and provide concrete examples of tasks for the development of the macro-skills in the light of Scrivener´s ARC model (Authentic- Restricted - Clarification).

W, X, Y, Z
____________________________________________________________________________________________

Magíster Magdalena Zinkgraf
Universidad Nacional del Comahue

Magdalena Zinkgraf teaches the English IV and V courses at the Teacher- and Translator- Training programmes, Universidad Nacional del Comahue. She holds an M.A. in English Language Teaching and Applied Linguistics with King's College, University of London and is currently studying the EFL acquisition of collocations for her Doctorate's Thesis with Universidad Nacional a Distancia, Madrid, Spain. She has also been investigating first language acquisition of derivation and compounding since 1996. She has worked as an in-service trainer in Río Negro and Neuquén, and has authored and co-authored numerous contributions presented in national and international conferences.

Birds of a feather flock together: uncovering patterns in Language

With the advent of corpora linguistics the centrality of grammar to language has come under criticism, giving rise to new pivotal issues in language organisation (production). Multi-word units and collocations have thus gained recognition and their study has proved that it is around words and the company they keep - rather than grammar - that language is organised and generated. This radical change in perspective towards a chunk-oriented view on linguistic patterning sheds a different light on the role of foreign language teachers in the English classroom and on students' acquisition processes. The results of a study into the written production of university EFL teacher- and translator- trainees will serve as support to the claim that multi-word units need to become central to teaching.