ARTESOL Board of Directors Argentina TESOL is an association of teachers of English affiliated to TESOL International and governed by a board of elected directors:
President: María Susana González First Vice President: Silvia Breiburd Second Vice President: María Claudia Albini Secretary: Elida Rolli Treasurer: Graciela Encina Members: Susana B. Tuero -Viviana Innocentini-Martha Godoy Jorge Alberto Sánchez -María Celeste Grimau Deputy Members: Adriana Alvarez -Katherine Elaine Carabajal- Diana Waigandt Audit Committee Members: Claudia Corimayo-Débora Susana Nacamuli Klebs Deputy Members: María Rosa Mucci- Patricia Insirillo- Beatriz Castiñeira Board of Directors' Advisors: Mabel Gallo- Vivian Morghen ARTESOL 2022 Board of Reviewers María Susana González -UBA Silvia Breiburd - ISFD Pedro Poveda INSPT (UTN) María Claudia Albini -UBA UNA Élida Rolli -UBA Susana B. Tuero- UNMDP Viviana Innocentini- UNMD Martha Godoy- UNM Jorge Alberto Sánchez- UNCuyo María Celeste Grimau Director of STEP Adriana Álvarez -ASICANA Katherine Elaine Carabajal- ASICANA Diana Waigandt - UNER Claudia Corimayo- ISICANA Débora Susana Nacamuli Klebs- INSP Joaquín V. González María Rosa Mucci - UNQUI UTN Regional Avellaneda Patricia Insirillo- UBA Beatriz Castiñeira- UNQUI UTN Avellaneda ISFD 100 y 11
Argentina TESOL Organizing Committee would like to express special recognition to the following people and institutions for their support, participation and academic endorsement:
➢ United States Embassy Argentina. Public Affairs Section ➢
Dr.
Christine Feak, Faculty member at the English Language Institute, University of
Michigan ➢ Dr. Ken Beatty, Anaheim University TESOL Professor ➢ Dr. Mario Luis López-Barrios ➢ MA ELT & Applied Linguistics ANNIE ALTAMIRANO, TESOL Spain ➢ ICANA, Instituto Cultural Argentino Norteamericano ➢ Martin Castañeda, DG especialista en entornos virtuales ➢ International and national presenters ➢ ARTESOL Organizing Committee and collaborators ➢ Pearson Argentina ➢ Macmillan Argentina ➢ Our Scape ➢ On the road ➢ Level up Village
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CONVENTION PROGRAM FRIDAY 08:30-8.45
Accreditation and access to room
08:45-09:20
Opening Ceremony BOTTS, Rita Regional Public Engagement Specialist, United States Embassy in Buenos Aires LOWERY, Denise, Regional English Language Officer for the Andes and the Southern Cone. GONZÁLEZ, María Susana Artesol Board President
Room C
09:30-10:30
Keynote speaker Dr. Christine FEAK Responding to the Changing Landscape of Graduate Student Writing PLENARY HOST: Jorge Sánchez
Room C
10:40-11:40 Concurrent Sessions
11:50-12:50 Concurrent Sessions
13:00-13.30 Commercial Presentations Virtual booth
13:30-13:50
1-Special guest speaker ALTAMIRANO Annie-TESOL Spain Building Bridges-Building Communities
Room A ´ HOST: Susana Tuero
2-GAER, Susan and REYES, Kristi Triple-E Framework: Engage, Enhance and Extend with Technology Integration (Demonstration)
Room B
1- MUSE, Romina @Jane Austen: from heroines to media influencers (Demonstration)
Room A
2- NELSON Andrew Increasing production and improving feedback with fun online tools (Demonstration)
Room B
3- MUCCI María Rosa and CASTIÑEIRA Beatriz I feel good: Academic response to texts (Demonstration)
Room C
1- Our Storyscape
Room A
2- PEARSON Virtual Booth
Room B
LUNCH BREAK
14:00-15:00
15.10 -16.10 Concurrent Sessions
16:20-17:20 Round Table and Concurrent Sessions
Keynote speaker BEATTY, Ken Language Teaching: New Models, Tools, and Attitudes PLENARY HOST: Débora Nacabuli Klebs
Room C
1- ERAZO, Beatriz Reflective Learning Strategies: Students' Feedback for Teaching Practice Improvement. (Demonstration)
Room A
2- ANRRIQUEZ, Joaquín and JAPAZE, M. Lucrecia Best of both worlds: supporting F2F classes with platforms (Demonstration)
Room B
3- SARACENI, Ana Claudia, FERNÁNDEZ, Nancy Luján, KONICKI, Bárbara Andrea, MORENA, Iris Susana and ROSAS, María Ofelia Learning singularities: inclusive English lessons at UNLaM (Research Paper)
Room C
1- BASABE Enrique Alejandro and HERRÁN Joana Belén Engaging the self through arts and creativity in ELTE (Demonstration)
Room A
Room B 2- SALAS, Araceli The evolution of research in ELT: building knowledge bridges (Research Paper) Room C 3- WAIGANDT, Diana, INNOCENTINI, Viviana, SANCHEZ, Jorge, LEIBOVICH, Lyda, and SAMPIETRO, Patricia ESP/EAP contributions to academic literacy development in higher education Round table moderator: WAIGANDT, Diana
17-30-18.30 Round Table and Concurrent Sessions
1-BOTTIGLIERI, Laura, COMPANY, Susana María, LOUTAYF, M. Soledad and RAMALLO, Carina Reading-comprehension and ICT tools: blended learning at university Round table moderator: COMPANY, Susana
Room A
Room B 2 -VILLAN, Marcela Breaking the Classroom Walls (Demonstration) Room C 3- RIOJA, Alba and PASTRANA Patricia -ISICANA Developing video literacy skills in the EFL classroom (Workshop)
18.40-19.40 Round Table and Concurrent Sessions
1- COMPANY, Susana, María LOUTAYF, M. Soledad and IRRAZABAL, M. Fernanda Developing Intercultural communicative competence in EFL reading comprehension classes Round Table moderator: COMPANY, Susana
Room A
Room B 2- GRIMAU, Celeste Empowering English learners with games and creative activities (Demonstration) Room C 3- ERAZO Beatriz Grammaring or not Grammaring: That is the Question! (Workshop)
19.50 -20.50 Round Table and Concurrent Sessions
1-ADEM, Adriana, GONZÁLEZ María Susana, GANDOLFO Mónica INNOCENTINI Viviana, INSIRILLO Patricia and TUERO Susana Issues in ESP teaching and researching Round table moderator: María Susana González
Room A
Room B 2- BREIBURD Silvia The alpha and omega of next-gen teaching and learning (Demonstration) Room C 3- MONTÉ, Nylia and CARBONELL, Natalia Repetition: key to learning. Make it fun with games! (Workshop)
SATURDAY 08:45-09:00
Accreditation and access to room
09:00-10:00
Keynote speaker LÓPEZ BARRIOS Mario EFL coursebook contents and local curricula PLENARY-
Room C
HOST: María Susana González Room A
1- REYES, Kristi and GAER, Susan Make it Stick: Vocabulary and Technology Come Together (Workshop) 10.10-11.10 Concurrent Sessions
Room B 2- GONZÁLEZ, María Susana, ALBINI, María Claudia and QUINTEROS, Cynthia Importance of students’ recognition of moves in abstracts (Research paper) Room C 3- IANIRO, María Eugenia and OJEDA, Sandra Guadalupe Tips, tools, and techniques to make our lessons dyslexia-friendly. (Workshop)
1- D’ANUNZIO, Gabriela Inés, D’AURÍA, Abigail, DE LA ORDEN, Cecilia SANTINELLI, Luciano Javier and SUCHECKI, Myriam Verónica English for academic and professional purposes: a didactic action (Research paper) 11.20 -12-20 Concurrent Sessions
Room A
Room B 2- DIEZ, Paula Araceli and OJEDA, Sandra Guadalupe Applying neuroscience strategies in the EFL classroom (Workshop) Room C 3- VÁZQUEZ, Daiana and LOVISA, Ma. Laura Integrating digital storytelling and gamification in the EFL classroom (Demonstration)
12.30-13.00 COMMERCIAL PRESENTATIONS
DESWARTES Florencia Introducing Pearson CertELTD
13:10-13:50
LUNCH BREAK
Room A
Room A 1- CORREA LARROCA, César Flipping through digital pages: using literature in virtual contexts. (Workshop) 14:00-15.00 Concurrent Sessions
Room B 2- PAGELLA, Mariana, MORÁN, Ana Belén and FERNÁNDEZ, Noelia The value of digital escape games as a learning experience (Demonstration) Room C 3- MARTÍN, Graciela Tools and strategies to foster interaction in online classes (Workshop) Room A 1- TUMBEIRO, Marisa Reading comprehension at a school of sports journalism (Demonstration) Room B
15.10-16.10 Concurrent Sessions
2- URIBE HOYOS, Claudia María Sharing Expertise and Experience in English Rural Education (Demonstration) 3- CANESE, Valentina and MAZZOLENI, Rocio Capitalizing on the affordances of virtual professional development: PARATESOL's case (Research paper)
Room C
Room A
16.20-17.20 Concurrent Sessions
1- LÓPEZ CASOLI, Marina, BORGNIA, Claudia and SELESÁN, Marina Effectiveness of rubrics to assess writing: EFL student views (Research paper) Room B 2- MONTÉ, Nylia and CARBONELL, Natalia Rock your classes with games with movement! (Workshop) Room C 3- VERGARA-MERY Carolina Fair at last: Universal Design for Assessment (Workshop) Room A
17.30- 18.30 Concurrent Sessions
1- ROGER, Erika and PATANCHON, Paula Moving beyond personal interviews for speaking assessment (Demonstration) Room B 2- MOHAMMED Tessa Acculturation among Venezuelan Youth Learning English in Trinidad (Research paper) Room A 1-CASTIÑEIRA Beatriz, D’AURÍA Abigail and MUCCI María Rosa Issues in EFL teaching and researching Round Table Moderator: María Claudia ALBINI Room B
18.40 - 19.40 Round Table and Concurrent Sessions
2- GARIBOTTO Gabriela and GARFINKIEL Noelia A creative toolkit for your English classes (Workshop) Room C 3- ESPINOZA DE AYESTAS, Juana The role of Blended Learning (Workshop) Room A
19.40-20.00
Closing Ceremony
KEYNOTE Speakers DR. CHRISTINE FEAK Christine Feak is a faculty member at the English Language Institute, University of Michigan, where she is the lead lecturer for dissertation writing and writing for publication courses. She is co-author (with John Swales) of Academic Writing for Graduate Students and the English in Today’s Research World book series focused on the writing of research genres and subgenres. In addition to teaching and textbook writing, she also serves as co-editor of ESP, an international peer-reviewed journal focusing on topics relevant to the teaching and learning of discourse for specific communities. Her current research interests include academic writing in education, medicine, and business; writing for publication needs of scholars in developing countries; and the development of effective academic writing curricula.
Friday, June 3, 09:30-10:30.
Responding to the Changing Landscape of Graduate Student WritingPLENARY The academic writing challenges faced by the new generation of graduate students are becoming more complex. It is no longer enough to master traditional research genres such as conference proposals, literature reviews, and journal articles; graduate students today must also write to share their research and expertise with non-expert audiences within and outside the academy and to navigate new rules of research engagement. To be successful graduate students need a more enhanced set of knowledge brokering skills and a broader genre repertoire that will allow them to transport their research and expertise across many boundaries. This talk will explore the changing landscape of graduate student writing and ways that EAP writing programs can respond through new course offerings that allow students to develop writing agility.
DR. KEN BEATTY Dr. Ken Beatty, Anaheim University TESOL Professor, has worked in Asia, the Middle East, and North and South America, lecturing on language teaching and computer-assisted language learning from the primary through university levels. He’s author/co-author of 148 readers and textbooks and has given 500+ teacher-training sessions and conference presentations in 35
countries. He
is Series
Consultant
for:
Pearson’s StartUp. english.com/startup kenbeatty.ca
Friday, June 3, 15:00-16:00.
Language Teaching: New Models, Tools, and Attitudes Times of stress in society are known to produce political, pedagogical, and technological innovations. Sometimes, these innovations are temporary solutions that disappear with the problems that inspired them. Other times, innovations become part of the fabric of everyday life. This presentation examines new models, tools, and attitudes around teaching and learning languages: Models include completely online and hybrid classroom models; tools include social media platforms that accommodate different forms of interaction and learning opportunities, and; attitudes rethink such ideas as teacher, student, and parent roles, strategies for shifting responsibility for learning to students, and a re-thinking of assessment. Overarching concerns include teachers' and administrators’ engagement with digital technologies that make new learning possible.
DR. MARIO LUIS LÓPEZ-BARRIOS
Mario Luis López-Barrios holds a Dr. phil. (Universität Kassel, Germany) and a degree in Language Education in English and German (Universidad Nacional de Córdoba, Argentina). Professor of Foreign Language Teaching (School of Languages, UNC). Areas of interest: Foreign Language Teaching, Materials Development, Research Methods in Applied Linguistics and Second Language Acquisition. mario.lopez.barrios@unc.edu.ar
Saturday, June 4, 09:00-10:00.
EFL coursebook contents and local curricula The syllabus typically states the actual subject matter of a language course and its organization. In the school context, the topics included in EFL curricula are decided by an educational authority in accordance with national guidelines that frame the organization of the teaching and learning processes. In the Province of Córdoba, Argentina, themes are labelled in the curriculum as ámbitos de experiencia e interés, i.e. topics that relate to the experience and interests of the target learners, and include, apart from the typical everyday situations, cross-curricular topics from the social or natural sciences. Because some of these topics are controversial, they tend to be underrepresented or absent in commercial EFL materials. Despite the relevance of the nonlanguage contents in foreign language education, these have scarcely been the object of research. Thus, this presentation examines their presence in five EFL coursebook series popularly used in some local schools and analyses them quantitatively to determine the coverage of said curriculum topics by the coursebooks. The study aims at raising awareness of the relevance of the inclusion of interest areas in teaching materials and at providing further insights into this marginal topic in materials development.
SPECIAL Guest MA ELT & Applied Linguistics ANNIE ALTAMIRANO Annie Altamirano has over 30 years’ experience as a teacher, teacher trainer and author. She has given teacher-training workshops in Latin America, Europe and Asia. She has co-authored courses and supplementary materials for all main publishers. She is currently a mentor with the Cambridge Teacher Support Service and the VicePresident and Liaison Officer of TESOL-SPAIN.
Friday, June 3, 10:40-11:40.
Building bridges – Building communities For many years, TESOL-SPAIN has been working closely with a handful of Teacher Associations such as IATEFL and TESOL and local associations. However, in recent times, our network has extended beyond the Spanish borders to include sister associations in faraway places like ARTESOL or Korea TESOL. This has made it possible to learn about what other teachers are doing in other countries and to share problems and objectives. In this brief presentation, I would like to explain what TESOL-SPAIN has been doing, the benefits this liaison has brought to us and our plans for the future.
Concurrent Sessions at a glance
FRIDAY
DAY
TIME
ROOM A
ROOM B
10.40 11.40
Building Bridges Building Communities
Triple E Framework: Engage, Enhance, and Extend with Technology Integration
11.50 12.50
@ Jane Austen: from Heroine to media influencers
Increasing production and improving feedback with fun on-line tools
I feel good: academic response to texts
15.10 16.10
Reflective learning strategies: students’ feedback for teaching practice improvement
Best of both worlds: supporting F2F classes with platforms
Learning singularities: inclusive English lessons at UNLaM
16,20 17.20
Engaging the self through arts and creativity
The evolution of research in ELT: building knowledge bridges
ESP/EAP contributions to academic literacy development in higher education
17.30 18.30
Readingcomprehension, and ICT tools: blended learning at university
Breaking the classroom walls
Developing video literacy skills in the EFL classroom
18.40 19.40
Developing Intercultural communicative competence in EFL reading comprehension classes
19.50 20.50
Issues in ESP teaching and researching
Empowering English learners with games and creative activities
The alpha and omega of next-gen teaching and learning
ROOM C
Grammaring or not Grammaring: That is the Question!
Repetition: key to learning. Make it fun with games!
SATURDAY
DAY
TIME
ROOM A
ROOM B
10.10 11.10
Make it stick: vocabulary and technology come together
Importance of students’ recognition of moves in abstracts
Tips, tools, and techniques to make our lessons Dyslexia friendly
11.20 12.20
English for academic and professional purposes: a didactic action
Applying neuroscience strategies in the EFL classroom
Integrating digital storytelling and gamification in the EFL classroom
14.00 15.00
Flipping through digital The value of digital pages: using literature escape games as a in virtual contexts. learning experience
Tools and strategies to foster interaction in online classes
15.10 16.10
Reading Comprehension at a school of sports journalism.
Capitalizing on the affordances of virtual professional development: PARATESOL’s case
16.20 17.20
Effectiveness of rubrics Rock your classes with to assess writing: EFL games with movement! student views
17.30 18.30
Moving beyond Acculturation among personal interviews for Venezuelan Youth speaking assessment Learning English in Trinidad
18.40 19.40
Issues in EFL teaching and researching
Sharing expertise and experience in English rural education
ROOM C
Fair at last: Universal Design for Assessment
A creative toolkit for your The role of blended English classes learning
Friday Concurrent Sessions Friday, June 3, 10:40 -11:40
1- ALTAMIRANO Annie-TESOL Spain Building Bridges-Building Communities For many years, TESOL-SPAIN has been working closely with a handful of Teacher Associations such as IATEFL and TESOL and local associations. However, in recent times, our network has extended beyond the Spanish borders to include sister associations in faraway places like ARTESOL or Korea TESOL. This has made it possible to learn about what other teachers are doing in other countries and to share problems and objectives. In this brief presentation, I would like to explain what TESOL-SPAIN has been doing, the benefits this liaison has brought to us and our plans for the future.
2- GAER, Susan and REYES, Kristi Triple-E Framework: Engage, Enhance and Extend with Technology Integration How are you going to integrate technology into your post pandemic language classrooms? You have learned so much over the past two years and are ready to move forward. The Triple E Framework empowers you to make decisions about effective technology integration for both you and your learners. It includes simple rubrics for engaging, enhancing, and extending learning goals. The presentation will explain the framework and inspire good instructional practice.
Friday, June 3, 11:50-12:50 3- MUSE, Romina @Jane Austen: from heroines to media influencers Jane Austen’s Pride and Prejudice (1813), a timeless realist novel, has been adapted and reimagined through different mediums and contexts. What if teachers stepped into Austen’s classic from the perspective of a YouTube series, which has given life to Austen’s heroines as social media influencers? Come to this talk eager to discover ‘transmedia storytelling’, a field which will enable you to look at your students’ digital practices as an alternative means to explore and analyze a literary classic. “It is universally acknowledged that any 21st century teacher in possession of a good literary classic must be in want of social media. 4- NELSON Andrew
Increasing production and improving feedback with fun online tools Giving corrective feedback is essential for language growth, but teachers need their students to communicate in order to correct them. Unfortunately, in an online environment, students are more likely to be reluctant to communicate, so valuable opportunities for correction are lost. This presentation will address these concerns. During this one-hour demonstration, participants will learn techniques for increasing students’ productive output through the use of go-to websites such as FlipGrid, Wordwall, Padlet, and Pear Deck. Then the participants will learn how and when to correct students’ mistakes that are produced during these engaging and interactive activities.
5- MUCCI María Rosa and CASTIÑEIRA Beatriz I feel good: Academic response to texts Academic literacy involves the ability of reading and writing academic texts proficiently. While it is recognized that academic writing has been widely investigated, reading remains relatively unexplored. One gap to fill in academic reading and writing research is the fact that responses to academic texts rely too heavily on a personal perspective and do not generally include a reflection on the process of reading. This experience has a twofold purpose: to describe nonacademic features and to find a way to help students improve their responses so as to produce an academic reaction to texts that focuses on the reading process.
Friday, June 3, 15:10 – 16:10 6- ERAZO, Beatriz Reflective Learning Strategies: Students' Feedback for Teaching Practice Improvement English teachers usually reflect on their practice to benefit their students' learning experience. In this demonstration, participants will share strategies to get feedback from the learners that can provide essential information regarding their teaching practice. These reflective practices lead to changes in the students' attitudes, and an improvement in their learning experience as a result of a positive impact on the teacher’s practices.
7- ANRRIQUEZ, Joaquín and JAPAZE, M. Lucrecia Best of both worlds: supporting F2F classes with platforms The presenters will share efficient online platforms that blend perfectly with faceto-face classes and offer entertaining learning strategies and effective follow-up activities which benefit both the students and the teacher. The presenters will show the resources, games, and features these platforms provide and the way each can be adapted for use both in and out of the classroom and how each helps the teachers keep track of the students' activities. They will explain how to run the platforms, activities, and tracking according to the level and age of the students, to have an entertaining, dynamic, and successful ESL class.
8- SARACENI, Ana Claudia, FERNÁNDEZ, Nancy Luján, KONICKI, Bárbara Andrea, MORENA, Iris Susana and ROSAS, María Ofelia Learning singularities: inclusive English lessons at UNLaM The presentation will report on an ongoing research project entitled “Learning singularities: How to interpret them to facilitate inclusion in the English classroom at UNLaM”, which is being carried out at the National University of La Matanza (UNLaM), where English is a four-level curricular subject in all undergraduate programs. This project aims at analyzing the present English courses and making the necessary improvements to cater to the needs of students who have hearing impairments and Specific Learning Difficulties (SpLD) such as dyslexia. This will be achieved by designing and implementing a technological didactic resource that may facilitate their inclusion.
Friday, June 3, 16:20 - 17:20 9- BASABE Enrique Alejandro and HERRÁN Joana Belén Engaging the self through arts and creativity in ELTE The presenters will demonstrate the ways in which a personal growth approach to the teaching of literature can be beneficial for the development of reading and writing skills in English language teacher education (ELTE). The experience was carried out in the context of an English language course at the ELTE program at UNLPam in 2021, and it required the students’ reflection on a central text in Mexican-American fiction written by women. The presenters also integrated artistic expression and creative writing to language teaching, in an attempt to make the case for personalizing the reading and writing experience in the language classroom.
10- SALAS, Araceli The evolution of research in ELT: building knowledge bridges Research contributes to the construction of knowledge bridges among all fields. Since English teaching became a recognized profession and future teachers should pursue college preparation before they go into the classroom, research in ELT has evolved. This presentation will take attendees in a journey on how research in the ELT field has evolved and expanded along with the profession. The presenter will explain how research has changed in time from presenting teaching techniques to exploring internal and external factors that may impact on the teaching and learning of EFL. The presentation will end analyzing the current research topics published since 2020.
11-WAIGANDT, Diana, INNOCENTINI, Viviana, SANCHEZ, Jorge, LEIBOVICH, Lyda, SAMPIETRO, Patricia ESP/EAP contributions to academic literacy development in higher education Academic literacy (AL) has been identified as a key issue in higher education since students are not only confronted with specialized content, but rather with disciplinary discourse practices and genres circulating in the academy. Despite sound evidence from research around the world on the importance of AL, its development across the curriculum in Argentina is still under explored. The
purpose of this round table is twofold: a) to describe ESP/EAP approaches to AL in three Argentinian universities (UNCUYO, UNER, and UNMdP) and b) to highlight potential contributions to other ESP contexts.
Friday, June 3, 17:30 - 18:30 12- BOTTIGLIERI, Laura, COMPANY, Susana María, LOUTAYF, M. Soledad and RAMALLO, Carina Reading-comprehension and ICT tools: blended learning at university This roundtable discussion will explore some didactic possibilities of using ICT tools when teaching reading comprehension skills to approach academic-scientific texts in English as a Foreign Language. Presenters will share some tools and reflections concerning the didactic potential of ICTs in the development of students’ digital skills in blended learning contexts in higher education.
13- VILLAN, Marcela Breaking the Classroom Walls The presenter will start with a reflection on 21st century adolescents' characteristics and their needs for a better future. She will also deal with the changes in education brought about by COVID 19 and she will be introducing the Sustainable Development Goals created by the United Nations in the year 2015. Teachers will leave the webinar with a clear idea on how to integrate these Global Goals into the EFL classrooms and what kind of teaching practices are necessary these days to help our students thrive in this modern world.
14- RIOJA, Alba and PASTRANA Patricia -ISICANA Developing video literacy skills in the EFL classroom Videos are undoubtedly valuable resources that can be implemented in EFL classes in a variety of ways with different purposes. Throughout the history of ELT, videos have been employed mainly to practice listening skills. In this workshop the presenters will propose implementing videos to enhance visual literacy skills, emotional intelligence and critical thinking skills through a wide range of resources and frameworks for analysis. Video-based resources and practical activities will be shared and tried with the workshop audience
Friday, June 4, 18:40 – 19,40 15- COMPANY, Susana, María LOUTAYF, M. Soledad and IRRAZABAL, M. Fernanda Developing Intercultural communicative competence in EFL reading comprehension classes This roundtable discussion will examine the role of Intercultural Communicative Competence (ICC) in reading comprehension classes that approach academicscientific texts in English as a Foreign Language. Presenters will refer to concepts and frameworks for the development of ICC and share some experiences, questions and reflections concerning the development of ICC, as well as the didactic potential of information and communication technology (ICT) in the development of students’ intercultural and digital competences.
16- GRIMAU, Celeste Empowering English learners with games and creative activities Games are whole language activities that foster the development of the four language skills, cater for the three learning styles and bring energy. Students feel empowered when they are part of games and feel they can take action and make decisions for themselves and their group. In this workshop the presenter will show some examples of games making the audience participate in the activities. Participants will leave the session empowered and full of energy and ideas about how to implement games into their lessons.
17- ERAZO, Beatriz Grammaring or not Grammaring: That is the Question! Learning preferences and teaching styles may collide when deciding how to learn and teach grammar. For example, while teachers might focus on the communicative aspect of teaching English, students would see learning grammar as long explanations of rules. Adopting the principles of grammaring (teaching grammar in terms of use, form, and meaning [Diane Larsen-Freeman, 2003]) could combine those two perspectives. In this demonstration, participants will be guided on designing lessons and strategies based on grammaring and communication. They will get a theoretical background and strategies that promote a communicative way of teaching grammar in the EFL classroom.
Friday, June 3, 19:50 – 20,50 18- ADEM, Adriana, GONZÁLEZ María Susana, GANDOLFO Mónica, INNOCENTINI Viviana, INSIRILLO Patricia and TUERO Susana Issues in ESP teaching and researching Language instructors generally detect certain difficulties in their classes and they wonder how to solve them; such questions may become research questions. In this round table, a summary of three research projects developed in Argentinian Universities will be presented by instructors who do research in Higher Education. In this case, these projects studied two of the variables that affect the reading process: the text and the reader.
19- BREIBURD Silvia The alpha and omega of next-gen teaching and learning It is undeniable that English language learners’ collective identity has changed lately and that their distinct idiosyncratic needs pose a challenge to ELT practitioners. This demonstration will show how to connect teaching objectives with postCovid-19 students’ learning requirements by providing attendees with tools and strategies for the new academic normal. Participants will be introduced to ways of reaching students’ interest through less stressful teaching and their concrete take-away will include five keys for achieving successful outcomes with Generation Z and Alpha students.
20- MONTÉ, Nylia and CARBONELL, Natalia Repetition: key to learning. Make it fun with games! Repetition is essential for the brain to fix things in the long-term memory, and thus, to learn. However, this repetition should include some variety so as to be interesting and engaging for students. Come to this workshop and learn many useful ideas of very simple games to make repetition in your lesson’s fun and motivating. The games presented may be used with students of different ages and varied levels of English.
Saturday Concurrent Sessions Saturday, June 4, 10:10 - 11:10 21- REYES, Kristi and GAER, Susan Make it Stick: Vocabulary and Technology Come Together Do you want your students to really learn vocabulary? Word knowledge is a strong predictor of academic success, and through effective vocabulary instruction, students can develop literacy, retain what they learn, and use new vocabulary effectively. Participants will learn a process for teaching vocabulary that, when infused with technology, enhances students’ engagement as well as vocabulary production and retention.
22- GONZÁLEZ, María Susana, ALBINI, María Claudia and QUINTEROS, Cynthia Importance of students’ recognition of moves in abstracts Information provided by abstracts helps advance reading hypotheses of research articles since they are concise summaries of longer pieces of writing that focus on the most significant ideas covered. If students can recognize the different moves in abstracts, they will advance specific hypotheses which will guide them in their propositional reading and personal reconstruction of the text. The presenters will show the results of the administration of an experimental instrument to detect advances in specific hypotheses formulation based on the tenets of the genrebased pedagogy developed in the Sidney School
23- IANIRO, María Eugenia and OJEDA, Sandra Guadalupe Tips, tools, and techniques to make our lessons dyslexia-friendly. The impact of dyslexia is real and it affects millions of children and adults around the world. It is generally accepted that ten percent of people experience dyslexia, and about four percent in a significant way. Then, in classes averaging thirty students, there will be at least one child who experiences notable dyslexia, and a few more who may experience literacy problems. Therefore, adopting a dyslexiafriendly pedagogy can help dyslexic students to feel included in the learning environment. In this workshop, we will share tips, tools and resources teachers can use to make their EFL and non-EFL classrooms inclusive.
Saturday, June 4, 11:20 - 12:20 24- D’ANUNZIO, Gabriela Inés, D’AURÍA, Abigail, DE LA ORDEN, Cecilia, SANTINELLI, Luciano Javier and SUCHECKI, Myriam Verónica English for academic and professional purposes: a didactic action Learning English for Academic and Professional Purposes (EAP) involves the identification, comprehension and production of genres that are typical of a certain professional and academic field. Nevertheless, only a teaching methodology focused on receptive competences is usually implemented at university. This paper presents a research project carried out in programs at Universidad Nacional de la Matanza which implement EAP in their curricula. Therefore, exposure to audiovisual genres and oral tasks relevant to the students’ specific working fields was the main focus of our didactic action requiring meaningful oral production. This would enable successful interactions in the professional and social environments.
25- DIEZ, Paula Araceli and OJEDA, Sandra Guadalupe Applying neuroscience strategies in the EFL classroom Many authors claim that neuroscience can help teachers understand how the brain learns new information. A large number of educators have implemented neuroscience in the EFL classroom for several years. However, there are several English teachers who are not aware of which strategies based on neuroscience they could incorporate in their lessons to help their students in their learning paths. The aim of this workshop is to share some insights into the theoretical background of how neuroscience can benefit both learners and teachers. Furthermore, diverse strategies, brain breaks and metacognition activities will also be presented.
26- VÁZQUEZ, Daiana and LOVISA, Ma. Laura Integrating digital storytelling and gamification in the EFL classroom In this presentation, speakers will provide a theoretical explanation, examples and resources on digital storytelling and gamification in the context of teaching English to high-school students and teacher trainees. Digital storytelling is an amazing tool for students to communicate their personal understanding of topics since it
creates a bridge across content areas and provides opportunities for students to break free from print literacies to add a deeper dimension to their work. Presenters will show how the different elements of a story within the digital world come into play in a concrete example of a project carried out with EFL learners.
Saturday, June 4, 14:00 - 15:00 27- CORREA LARROCA, César Flipping through digital pages: using literature in virtual contexts. ´ Not many students (and teachers) like to study (and teach) literature. Reading, analyzing and interpreting a literary work may be a time-consuming and exhausting task especially for those who are not bookworms. How can teachers motivate students to read literary works and make them develop critical thinking? In the age of digital natives where everything starts and ends with a “click” on the swift keyboard, this seems to be a far-fetching undertaking. However, the use of audio-visual devices and various online educational tools in teaching both –foreign language and literature –may trigger motivation and encourage the learning process.
28- PAGELLA, Mariana, MORÁN, Ana Belén and FERNÁNDEZ, Noelia The value of digital escape games as a learning experience Our responsibility as teachers of 21st century learners is to design learning environments which foster collaboration, critical thinking, communication, and creativity. Educational escape games are designed as adventurous environments, where participants have to cooperate, communicate and be curious in order to accomplish different missions and discover solutions for different challenges. The presenters will show the audience a demonstration, the key elements in the design of an escape game and how to use a variety of digital tools to create it.
29- MARTÍN, Graciela Tools and strategies to foster interaction in online classes After two years of intensive online teaching, one might conclude that teaching an online class and a face-to-face class are quite similar. After all, the greatest challenge always lies in keeping students’ attention and motivation going! But are speaking skills equally developed in an online medium? The presenter will
showcase tools and strategies to foster both verbal interaction and motivation in online classes.
Saturday, June 4- 15:10 - 16:10 30- TUMBEIRO, Marisa Reading comprehension at a school of sports journalism The presenter will begin by describing the context of teaching at the School of Sports Journalism, characterizing the syllabus and pedagogical challenges that prompted this presentation. Next, the speaker will describe the methodology in use at the School of Philosophy and Letters, focusing on Goodman and Hirschmann´s approach. Then, she will describe how this methodology can be applied to the area of Sports Journalism as part of a reading comprehension course. She will finish by describing and reflecting on the most salient aspects of the techniques applied and she will show some samples of material elaborated following this methodology.
31- URIBE HOYOS, Claudia María Sharing Expertise and Experience in English Rural Education In this demonstration, the presenter will talk about how Asocopi, in partnership with Colombian scholars and teachers, planned and carried out a professional development workshop with 50 elementary and high school teachers in the public sector from ten regions: the Caribbean and Pacific coasts, Andean, Orinoquia, and Amazon. During the exercise, the presenter will show the challenges English teachers have in rural areas and how through listening to their own voices- and recognizing what rurality really entails- takes Communities of Practice in coconstructing and creating projects that enrich the vision of English in our country.
32- CANESE, Valentina and MAZZOLENI, Rocio Capitalizing on the affordances of virtual professional development: PARATESOL's case. Since 2018, PARATESOL (TESOL International Affiliate in Paraguay) has been steadily increasing the number of professional development opportunities in the Paraguayan English teaching community. Due to COVID-19, all activities organized by the association at first were put on hold. In May, the Paratesol board decided to take the challenge offering weekly free online workshops for teachers in
Paraguay and the region through the Zoom platform. This presentation will focus on describing how this organization capitalized on the affordances of the virtual environment to offer an unprecedented number of professional development activities for English teachers in Paraguay and around the world.
Saturday, June 4- 16:20 - 17:20 33- LÓPEZ CASOLI, Marina, BORGNIA, Claudia and SELESÁN, Marina Effectiveness of rubrics to assess writing: EFL student views Many educators claim for the effectiveness of rubrics to assess writing in EFL and, as a result, they adopt them in their classrooms. However, the decision to use rubrics to assess students’ written performance is often based on teachers’ own perceptions of what they believe works best to assess their students’ linguistic competence. The purpose of this study is to explore students’ perceptions on the effectiveness of rubrics to assess their writing. Knowing their perceptions can help teachers make more informed choices about their feedback practices.
34- MONTÉ, Nylia and CARBONELL, Natalia Rock your classes with games with movement! It has been thoroughly proved that movement deeply enhances learning. Having students sit quietly in rows is the worst scenario for the brain, since in order to learn, it needs participation from its partner, the body. Movement is crucial to every brain function, including memory, emotion, language and learning. Come to this workshop and learn a collection of useful ideas of very simple fun games that incorporate movement, to teach both vocabulary and grammar that may be used with students of different ages and varied levels of English and with different class dynamics.
35- VERGARA-MERY Carolina Fair at last: Universal Design for Assessment Assessment is an integral part of the teaching-learning cycle. How can we ensure, then, that it becomes an effective way for students to show achievement instead of a possible obstacle in their learning process? The presenter will show the main principles related to Universal Design for Assessment and contrast them to the
more traditional techniques we usually use. That way, participants will be able to find the main challenges our current testing techniques may have.
Saturday, June 4- 17:30 - 18:30 36- ROGER, Erika and PATANCHON, Paula Moving beyond personal interviews for speaking assessment For many years the personal interview has been the principal tool used to evaluate students’ speaking skills. However, ‘real’ life communication requires speakers to interact in many other types of situations. How can we incorporate other types of activities in our evaluation of students’ speaking? In this presentation, the speakers will share how ‘Oral Assessment Tasks’ were successfully incorporated into the curriculum to offer a broader range of speaking activities and opportunities for students to practice and excel in their speaking evaluation. The speakers will demonstrate a variety of activities that have been used with different age groups and levels.
37- - MOHAMMED Tessa Acculturation among Venezuelan Youth Learning English in Trinidad This study views the second language acquisition circumstances in Trinidad among Venezuelan youth ages 15-24 as non-ideal. It considers the impact of potential hardships in language acquisition. Traditional acculturation models have overlooked the community experience of forced migration in favour of classroombased studies. Results indicate that younger migrants in Trinidad with fewer familial responsibilities have an easier time adjusting to life in the host society.
Saturday, June 4- 18:40 - 19:40 38-CASTIÑEIRA Beatriz, D’AURÍA Abigail and MUCCI María Rosa Issues in EFL teaching and researching Language teachers generally detect certain difficulties in their classes and they wonder how to solve them. Sometimes, such questions may become research questions that are answered by the conclusions of an action research project or they may trigger a theoretical reflection on the topic that causes difficulties. In this round table, a summary of an action research project about the teaching of argumentation and a theoretical reflection to establish differences in writing progress tests in English for General Purposes (EGP) and English for Specific
Purposes (ESP) will be presented by teachers who work with higher education students.
. 39- GARIBOTTO Gabriela and GARFINKIEL Noelia A creative toolkit for your English classes Over the years, educators have been accompanying advances in education by searching for those strategies or techniques to help their students acquire skills and competencies to face world challenges. However, experience has shown that what happens in the classrooms does not always agree with the well-known theoretical frameworks. Following the yardstick of Neurodidactics, Flipped Learning, Literature, Reading and Writing skills, and active and brain-friendly principles, this workshop aims at exploring a unique toolkit of creative ideas, games and activities ready to be used by teachers in their classes which are the result of diverse teaching experiences as EFL educators.
40- ESPINOZA DE AYESTAS, Juana The role of Blended Learning This presentation aims to demonstrate how Blended Learning has an important role in the teaching and learning process and how it contributes to develop academic activities that promote critical thinking skills and encourage students to develop independent learning processes. The participants will learn about experiences using this approach in a classroom setting.
Biographical Statements
ADEM Adriana is a teacher of English and a researcher at the School of Philosophy and Letters and a teacher trainer at the Escuela Normal Superior en Lenguas Vivas Sofía E.B de Spangerber. She has taught several courses and seminars to primary, secondary and university teachers.
ALBINI María Claudia is a graduate teacher of English, a teacher of Music, a B.A. in Education and a B.A. in Arts. She is a researcher and professor at FFyLUBA and at DAMus-UNA. Editor of ARTESOL ESP journal. Main research interests: Reading Comprehension and the relationship between Music and Languages.
ANRRIQUEZ Joaquín is a teacher of English Language. He works at one of the thirteen binational centers in Argentina, ASICANA; located in Santiago del Estero, Argentina. In recent years, he’s worked with a varied group of students of different ages, from young learners to adults.
BASABE, Enrique Alejandro is a teacher educator in the Department of Foreign Languages at the National University of La Pampa (UNLPam). He holds an MA in ELT and BCS and a PhD in Education. His main interests are teacher education and cultural issues in the English, American, and Latin American contexts.".
BOTTIGLIERI Laura I.: Teacher of English (Profesorado Superior de Lenguas Vivas, Salta). She holds a BA in English Language (Universidad Católica de Salta) and a Master degree in Language Sciences (Universidad Nacional de Salta). Her research focus is on legal language and reading comprehension in English in higher education. BORGNIA Claudia holds a BA in English teaching and an MA (UNMDP) in literary translation. She is pursuing a doctorate in linguistics (UNS). She teaches academic writing (UNMDP) and ESP reading comprehension and oral communication (UNCPBA). Her research interests include corpus applications in TEFL, literary translation and academic discourse. BREIBURD Silvia is a teacher and researcher with wide experience in primary and secondary teaching and managerial positions. Silvia has authored numerous articles on adjusting teaching to new educational paradigms. An international lecturer and teacher trainer, Silvia advocates generationalfriendly sustainable leadership, teacher empowerment through action research and 21st century education. She teaches at INSPT (UTN) and the ISFD Pedro Poveda. CANESE Valentina, Ph.D. is currently the Second Vice-President of PARATESOL, TESOL International Paraguayan affiliate. She is also the Director at the Instituto Superior de Lenguas, Universidad Nacional de Asunción. Her research interests include: pedagogical and sociolinguistic issues in the teaching of languages, technology in education and distance education.
CASTIÑEIRA, Beatriz, holds a PhD degree in Modern Languages, sp. in English, Universidad del Salvador (USAL). She is a specialist in discourse analysis and composition. She is a teacher at ISFD N° 100 (Avellaneda) and at I.S.F.D. N° 11 (Lanús). She also teaches at Universidad Tecnológica Nacional (UTN Facultad Regional Avellaneda) and Universidad Nacional de Quilmes (UNQUI, Buenos Aires).
COMPANY Susana M.is a Teacher of English (Universidad Nacional de Tucumán) and Master of Arts in English Language and Literature (University of Maryland, USA; Fulbright). She is a current lecturer and researcher in Anglophone Literatures at Universidad Católica de Salta and ESP at Universidad Nacional de Salta, focusing on intercultural issues, digital literacy and reading comprehension.
CORREA Cesar A. holds a Diploma in TESOL, London University, where he lived in 2004, he has also been a student adviser and counsellor at Oxford University for more than 2 years. He is now shortlisted for the BEST DEDICATED TEACHER AWARD, 2022 by Cambridge University Press. He has been a Lecturer as per Pronunciation, Virtual Methodology in many URUTESOL Seminars around Uruguay, Paraguay, The Middle East and South Cone Conventions, more than 20 years of loving English Language and teaching.
D’ANUNZIO Gabriela Inés is a Teacher of English II and III, Technical English I and II, and researcher at National University of La Matanza. Sworn translator of English, University of Morón, 1995. Master of English as a Foreign Language, University of Jaén, 2010. Diploma in integrating TIC into the curriculum, University of Morón, 2018
D’AURÍA, Abigail is a Teacher of English II and III, Technical English I, and researcher at National University of La Matanza. Teacher of English, Ward College, 2014. BA in English, University Nacional de La Matanza, 2017
DE LA ORDEN, Cecilia is a Teacher of English I, II, Technical English II and researcher at National University of La Matanza. Teacher of English I at National University of Quilmes. BA in Pedagogy in English, Caece University, 2007.
DIEZ Paula Araceli is an English teacher graduated at the Universidad Autónoma de Entre Ríos (UADER), MA in Teaching English as a Foreign Language (UEA), Specialist in Neuroscience Applied to Education (UCU), Educator at Universidad Autónoma de Entre Ríos and an active member of the ELT community who has participated in several seminars.
ESPINOZA DE AYESTAS Juana holds a TESOL degree from the National Pedagogical University. US Embassy accredited teacher trainer 2008 and certified trainer of trainers since 2010. ESL professor since 2009; she is a well-known presenter at national and international TESOL conventions. Currently working as ESL professor at Zamorano University also member of HELTA TESOL Board.
ERAZO, Beatriz, MA in TESOL, Fulbright alumna, is a highly committed and collaborative teacher trainer at San Andres Higher University and San Pablo Bolivian Catholic University. She is interested in promoting students’ autonomy, motivation, reflective learning-teaching, and critical thinking within the framework of Blended Learning, Flipped Classroom, and Experiential Learning. FERNÁNDEZ, Noelia is an advanced student at Licenciatura en Lengua Inglesa (UNLPam). She is a private tutor since 2018. She has taught English online since 2020. She is interested in class planning and material design using Technology.
FERNANDEZ; Nancy Luján Teacher of English and researcher at UNLaM. PhD student in English Philology: Linguistic and Literary Studies, UNED, Spain. MA in Applied Linguistics for TEFL, University of Jaén; Specialization in Reading, Writing and Education in Social Sciences, FLACSO; BA in English Language, University of Salvador.
GAER Susan is a retired professor, and Past-President of California TESOL. She is passionate about the power of technology in student learning. She has two Master's degrees. One is in English: TESOL San Francisco State University, and the other is in Educational Technology from Pepperdine University.
GANDOLFO Mónica is a teacher of English at the UNLAM (Universidad Nacional de la Matanza). She was a former teacher and researcher at the School of Philosophy and Letters (Universidad Nacional de Buenos Aires). She was also a teacher trainer at Institutos de Formación Docente in the province of Buenos Aires. She has taught several courses and seminars to primary, secondary and university teachers.
GARFINKEL, Noelia is an international speaker and she holds a BA in Teaching English and Materials Design (UCAECE). She holds a Higher Diploma in Reading, writing, and education (FLACSO), a certificate in Creative Writing for educators (FLACSO), and has specialized in Storytelling (IESLV "Juan Ramon Fernandez"").
GARIBOTTO, Gabriela is an international speaker and she holds a BA in Teaching English and Material Design (UCAECE). She also holds a degree in Neuropsychological Education (UBA) and a Diploma in Innovation and Educational Technology (UTN). And she is attending her Master in Educational Technology at UAI.
GONZÁLEZ, María Susana is a teacher of English, a B. A. in Letters, and an M. A. in Discourse Analysis. Until 2021 she was a professor and a researcher at the School of Philosophy and Letters (U.B.A) She is the director of ARTESOL ESP Journal.
GRIMAU, Celeste, Licenciada Celeste Grimau – director of STEPS, international speaker, specialist in games and creativity, story teller, drama student and writer. Author of Vitamin Shock Games. ARTESOL Board member
HERRÁN Joana Belén is a Teacher Assistant at the National University of La Pampa (UNLPam). She has completed the MA in English with a concentration in Applied Linguistics (UNRC) and is currently working on her dissertation. Her main interests are teacher identity and ELT in the context of the Practicum.
IANIRO María Eugenia is a teacher of English and holds a degree as Licenciada en Lengua Inglesa. She is writing her dissertation for the NILE MA in Professional Development for Language Education, Chichester University. She is a teacher trainer at Teacher Education Programs. She has specialized in phonology and methodology.
INNOCENTINI, Viviana, is a teacher of English as an additional language, holds a Master's degree in TEFL and is a Doctoral candidate. She is researcher and Assistant Professor at Universidad Nacional de Mar del Plata. Her research interests include academic writing, metadiscourse, multilingual communication skills and academic literacies.
INSIRILLO Patricia is a teacher of English and she holds a BA in Education (Universidad Nacional de Quilmes). She is a teacher and researcher at the School of Philosophy and Letters (Universidad Nacional de Buenos Aires) and she is also a teacher at the School of Psychology (UBA)
IRRAZABAL M. Fernanda Teacher of English (Universidad Nacional de Tucumán) and BA in English Language (Universidad Católica de Salta). She is a current lecturer and researcher at Universidad Católica de Salta and Universidad Nacional de Salta focusing on ESP, reading comprehension, digital literacy and intercultural issues.
JAPAZE Maria Lucrecia English Language Teacher, graduated from Instituto Superior San José. She teaches at the binational center, ASICANA, in Santiago del Estero, Argentina with students ranging from age 5 to teenagers."
KONICKI, Bárbara Andrea is a Teacher of English and researcher at the National University of La Matanza, Argentina. English Teaching Major, University of Morón, Argentina. BA in TEFL, CAECE University, Argentina. MA in Applied Linguistics to TEFL, University of Jaén, Spain.
LEIBOVICH Lyda, teacher of English (UNLP). Researcher and teacher of English (ESP, EAP) at the Facultad de Ciencias de la Alimentación (UNER) and at Facultad de Humanidades, Artes Y Ciencias Sociales (UADER). Her research interests focus on genre pedagogy, English for Academic and Specific Purposes and academic literacies.
LOPEZ CASOLI, Marina, Universidad Nacional de Mar del Plata (UNMDP), holds a BA in TEFL (Argentina) and an MA in English Language and Rhetoric (USA). She is a high-school EFL teacher and a teacherresearcher in the TEFL program at UNMDP. Her research interests are feedback practices and grammar instruction.
LOUTAYF M. Soledad (Hornby and Fulbright Scholar): Teacher of English (UNT), Sworn Public Translator (UCASal), Master Degree in Applied Linguistics (Universidad de Jaén, España), Master Degree in Teaching English (University of Warwick, UK). She is a current lecturer and researcher at UCASal and UNSa, focusing on ESP/EAP, criticality, intercultural issues and digital literacy.
LOVISA, María Laura is a teacher of English (ISFD n°100) and has an Education Management degree (Escuela de Maestros, CABA). She has completed the Bachelor’s Degree in English Language (UTN). She is a teacher trainer and researcher at CIIE Avellaneda and at ISFD n°100.
MARTIN Graciela is a graduate from ISP Joaquín V. González and holds a degree in education from UNQ. Her areas of interest include technology in education, materials design and teacher training. Graciela is a former president of ARTESOL and a current member of the TESOL International Association Board of Directors. She is the academic coordinator at ICANA
MAZZOLENI Rocio holds a Master degree in Applied Linguistics (2000) and one in Neuropsychology and Education (2019). She is a professor of Sociolinguistics and Didactics as well as the Academic Coordinator at the ISL, UNA and a bilingual school in Asunción. She is currently the PARATESOL president.
MONTÉ, Nylia is a Psychologist (USAL), English Teacher (UTN) and has Postgraduate Studies in Neurosciences (U.B., U.C.A., U. San Andrés and in the USA). Head of English at NEA 2000 School and English teacher at ICANA. Author of the book “Games Galore! A Treasury of Useful Ideas for Teachers.”
MORÁN, Ana Belén is an advanced student at UNLPam. She has been private teacher of English since 2016 both, in person and online. At the moment, she is an Au pair in the USA. She is interested in educational technology.
MUCCI, María Rosa, holds a PhD. degree in Modern Languages, sp. in English (summa cum laude), Universidad del Salvador (USAL), a specialist in cultural studies. She teaches at Universidad Tecnológica Nacional (UTN – Facultad Regional Avellaneda) and Universidad Nacional de Quilmes. MUSE, Romina has a degree in English from ISP Dr Joaquín V González and a Diploma in Neuropsychology and Learning Disabilities from FNCUniversidad de Morón. She also holds a BA in English Literature & Film Studies from UNSAM. She is currently working for the British Council as a remote teacher of English. She studied in Cambridge, England, where she took courses in ESL and taught Spanish as a foreign language. She has been lecturing at conferences organized by TESOL, IATEFL AND FAAPI for several years now. NELSON Andrew holds a Bachelor’s of Arts in Music Performance and a Master’s degree in TESOL. He has extensive experience teaching adults and teaching at the university level. He has been teaching at Yachay Tech since August, 2017, where he employs a teaching philosophy of helping students become selfdirected learners.
OJEDA Sandra Guadalupe is an EFL teacher, translator and holds an MA in TEFL. She has specialized in Education, Inclusion, Technologies and Teaching Practice. She is an experienced educator at EFL Teacher Education Programs and an active member of the ELT community, both as a participant and presenter.
PAGELLA Mariana. Profesora de Inglés (UNLPam). Especialista en Educación y Nuevas Tecnologías (FLACSO). Cursa la Maestría en Tecnología Educativa (UBA), habiendo aprobado el trayecto de Especialización. Se ha desempeñado en todos los niveles educativos. Docente de Inglés en la Facultad de Ingeniería (UNLPam). Ofrece clases privadas presenciales y online.
PATANCHON Paula A. is an English teacher who completed her studies at ISFD N° 1. She has been working as an English teacher in ASICANA since 2017 and is an assistant in the Academic Coordination department.
PASTRANA Patricia has been teaching EFL for over 15 years. She works as a teacher at a state-run language school, as an Academic Coordinator at ISICANA and she is currently teaching at college level as well. She is a Fulbright alumnus as she was granted an FLTA scholarship in 2010.
QUINTEROS Cynthia is a teacher of English. At present, she is doing her M.A. in discourse analysis. She is a researcher and professor at FFyL UBA and UNGS. Main research interests: academic literacy and its relationship with reading and writing in the disciplines.
RAMALLO Carina B. Teacher of English (Profesorado Superior de Lenguas Vivas, Salta). She holds a BA in English Language from Universidad Católica de Salta. She is a current lecturer and researcher at Universidad Nacional de Salta. Her research interests include L2 vocabulary learning and digital literacy.
REYES Kristi, MA TESL, has taught ESL to adults since 1998. She is a provider of professional learning opportunities for the adult education field in the state of California."
RIOJA, Alba Carolina, Licenciada and Especialista en Didáctica de las Lenguas Extranjeras, is a teacher educator at Lenguas Vivas Salta where she lectures in various pedagogical subjects. She also teaches at secondary school, university level and at ISICANA. In 2017, she was awarded the Fulbright scholarship “Teaching and Excellence Achievement Program”
ROGER Erika E. is an English teacher with 22 years of experience teaching students from 5 years old to adults, she completed her studies at ISFD N 1. Mrs. Roger has been working at ASICANA since 2008, where she is an English teacher and assistant in the academic department.
ROSAS María Ofelia Teacher of English and researcher at the National University of La Matanza. Sworn translator, University of Morón. BA in Education, University of Quilmes. Specialization in university teaching, National University of Cuyo.
SALAS Araceli has a PhD in Language Science and an M.A in TESOL. Dr. Salas is a professor /researcher at Benemérita Universidad Autónoma de Puebla, Mexico. She is an associate editor of the MEXTESOL and TESOL journals and has published several articles and chapters in the field.
SANCHEZ Jorge, MA in Applied Linguistics; Professor of English language and literature; Specialist in Teaching at Higher Education and Diplomado in Social Sciences. Professor and researcher at National University of Cuyo (Mendoza-Argentina). Areas of interest: Genre Analysis and English for Academic and Specific Purposes. Member of TESOL and IATEFL international associations.
SANPRIETO Patricia S. Licenciada en Inglés (UNL) and teacher of English (I.E.S. “Victoria Ocampo”). Teacher and researcher (ESP, EAP) at Facultad de Ciencias de la Alimentación (UNER) and teacher trainer at ENS N° 15. Her research interests include academic literacies, genre pedagogy, English for Academic and Specific Purposes.
SANTINELLI Luciano Javier Teacher of English I and IV, Technical English I, and researcher at National University of La Matanza. Teacher of English, Ricardo Rojas Institute, 2011. BA in English Universidad Nacional de San Martín, 2014
SARACENI Ana Claudia Teacher of English and researcher at National University of La Matanza, Argentina, Master's degree in Applied English Linguistics from UNED, Spain. Bachelor's degree in English Language from the University of El Salvador, Argentina. Bachelor's degree in Administration of Higher Education from UNLaM, Argentina.
SELESÁN Marina holds a BA in English teaching and is a Specialist in University Teaching (UNMDP). She teaches academic writing to TEFL majors at UNMDP. She does research on EFL college writing.
SUCHECKI, Myriam Verónica -Teacher of English I and II, Technical English I and II and researcher at National University of La Matanza. Teacher of English, University of Morón, 2000. Master in Distance Learning, University of Morón, 2014.
TUERO Susana holds a Master's Degree in TESOL and a Ph.D. in Applied Linguistics -English. She has taught ESP courses at Facultad de Ciencias Agrarias, language courses at Facultad de Humanidades and is a member of the research group Cuestiones del Language, UNMdP.
TUMBEIRO, Marisa is a teacher of English, an English translator, and a simultaneous and consecutive translator in English. At present, she teaches reading comprehension in English at the School of Philosophy and Letters and at the School of Pharmacology and Biochemistry (UBA) and at the Universidad del Museo Social Argentino. She also teaches English at the School of Sports Journalism
URIBE HOYOS Claudia Maria. is a full-time faculty member from Licenciatura en Lenguas Extranjeras con Enfasis en Inglés, member of the research group Education, Childhood and Foreign Languages at Universidad Católica Luis Amigó (Medellin) and Asocopi Children Language Learning SIG´s Facilitator.
VAZQUEZ Daiana is an English teacher (UNMdP) and has a Master’s degree in TESOL (UEMC) and a diploma in Neuroscience and Education (Grupo Congreso). She is coordinator of the English Department in a private school and an instructor in writing and ESP courses at UNMdP.
VERGARA MERY Carolina, MA in TEFL, teaches graduate and undergraduate assessment courses at Universidad Católica del Norte in Antofagasta, Chile. She has also given presentations regarding assessment in national and international conferences. Her research interests are Language Assessment and Teacher Training.
VILLÁN Marcela is a qualified teacher of English from Argentina. She specializes in Education for Sustainable Development, Environmental Education and Global Competence. In the last years, she has delivered webinars on the topic all around the world.
WAIGANDT Diana, MA in TEFL. Professor of English (ESP, EAP, ERPP) at the Facultad de Ingeniería (Universidad Nacional de Entre Ríos - Argentina). Her research interests focus on academic literacies development in the disciplines in higher education, both in L1 (Spanish) and in English as an additional language.