Conference 2020-21 by ANUPI

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TABLE OF CONTENTS

Welcome Message

Sponsors

International Conference Daily Schedule

Exhibitors

Summaries

What is COPEI?

See you next year in…?

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Dear colleagues, On behalf of ANUPI & COPEI, we welcome Keynote Speakers, Speakers, participants, and Publishers to our Virtual International Conference with the general theme “Bringing the World into the ELT Classroom”. The demand of online learning is at its highest, and both associations have worked tirelessly to improve the quality of English teaching online and continue to lead the change of finding new and innovative ways to teaching and learning of the English language during this pandemic. This year´s conference will provide educational sessions and career enhancing networking connections for speakers and participants. It is also a good opportunity to seek out new ideas, resources, and technology to be successful in your classroom situations. We recognized ANUPI Executive Committee & COPEI Board of Directors, and all those involved, for their tireless effort in impacting change both locally and globally. We know that this new online environment demands participants to be active listeners while reflecting on their own innovations and interact with others. It is our hope that after listening, learning, and discussing what is new and what is changing, and taking time to explore the advantages of virtual platforms offer. Finally, we would like to show our appreciation to Cristina Segui our office manager, Omar Alcasena our web master, Antonio Cerda our digital program editor, and Roxana Martinez who has been a key factor in the organization of this virtual conference and Francisco Sanchez and his team from Troya Digital. We are also grateful to our sponsors this year: iTEP (International Test of English Proficiency), Oxford University Press, ETS TOEFL, MacMillan Education, UKS (Universal Kvalitet Services), IMAC Ingles Total, and Bridge Education Group for their cooperation, confidence, and support. Please accept our best wishes for an enjoyable and informative conference, and much success in the future.

Sincerely,

Ismael Garrido y Rivera

Gabriela Adriana Elizondo Regalado

COPEI President

COPEI Vicepresident

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Celia Magdalena Sanchez Sosa ANUPI President

We would like to show our appreciation to the following sponsors:

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SCHEDULE FRIDAY - MARCH 19th, 2021 08:30 – 08:50

Welcome message – Conference Organizer

08:50 – 09:00

Time to go to a Meeting room

09:00 – 09:30

Papers and Demonstrations

Speakers

Session #

Meeting room A

9 secrets for great results

Patricia Ochoa Tristán ENESMAPO

Meeting room B

Using online platforms to promote student's autonomy

Verónica Beatriz Mendoza Huerta Bertha Guadalupe Paulo Guerrero Escuela Normal Superior de México

Meeting room C

“I can’t imagine life without…”

Guadalupe Alejandra Durán Colín IPN Sto. Tomas

Meeting room D

Blended English course design based on the Triple E Framework

Jessy Hernández Alcántara Nimbe Gallegos Estrada UAEMéx.

Faculty-driven professional development at Columbia’s American Language Program

Dr. Frances Boyd Dr. Carol Numrich Columbia University

Meeting room E

09:30 – 09:40

Time to go to a Meeting room

09:40 –10:30

Workshops

Speakers

Session #

Meeting room A

Global skills and how to incorporate them into the classroom

Philip Haines Oxford University Press

Meeting room B

The Matrix, Fully Loaded: lesson design which engages Multiple Intelligences

Fernando A. Ontiveros Tapia Innova y Educa

Meeting room C

The 1-2-3 of a successful workshop

Ana Cristina Ortega Vanegas Elvira Karolina Alvarez López Universidad de Sonora

Meeting room D

Learning Management Systems LMS: the Present of Education

Luis Cabrera Rocha UNAM/OUP

10:30 – 10:40

Time to go to a Meeting room

10:40 – 11:10

Papers and Demonstrations

Speakers

Session #

Meeting room A

Language learning strategies: from theory to classroom implementation

Gabriela Ladrón de Guevara de León U. A. de la Cd. De Mex

Meeting room B

Lip Sync = Mind Sync

Pablo Enrique López Mijares Colegio Ignacio Zaragoza, A.C – ITESM

Meeting room C

Digital projects to learn English in High School students

Enrique Rodríguez Tapia Esc. Nal. Prepa. UNAM

Meeting room D

The Creation of an Artificial Language to Facilitate Expression

Fernanda Carvalho Santos Cynthia S. Wiseman BMCC CUNY

Meeting room E

Double-Communication Lines Using Zoom

Beatriz Erazo Ferreira Mayor de San Andrés University

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11:10 – 11:50

Book Exhibit & Time to get a cup of coffee Please visit the sponsors this year!

11:50 – 12:00

Time to go to a Meeting room

12:00 – 12:50

Workshops

Speakers

Session #

Meeting room A

Pushing Learners to Take a Stance: Developing Pluricultural Competence in ELT

Mark Arthur Macmillan México

Meeting room B

Guided-Reading for Upper Elementary and Middle Years via Distance Learning

Khaled Mohamed Mahmoud Chaima Laoufir Colegio Ingles, N.L, México

Meeting room C

How to make ONLINE English teaching more "user and teacher friendly"

Diana Guadalupe De la Luz Castillo María Guadalupe Talavera Curiel Univ. De Guadalajara

Meeting room D

Let us translate nonsense poetry. How difficult could it be?

Luis Juan Solís Carrillo Alma Leticia Ferado García UAEMex

Almost Everything You Need to Know About Effective Academic Writing Strategies

Robert Cote University of Arizona

Meeting room E

12:50 – 13:00

Time to go to a Meeting room

13:00 – 13:30

Exhibitors’ Sessions

Meeting room A

Making online practice work with your students

Philip Haines Oxford University Press

Meeting room B

Ready for School! Ready for Work! Ready for Life!

Mark Arthur MacMillan

Meeting room C

TOEFL Test Day at Home

Jesus Rojas ETS

Meeting room D

iTEP, the solution to the challenges of remote testing

Carlos Aceves Michael Salenko iTEP

Meeting room E

Adapt. Excel. How to Succeed in the Virtual English Classroom

Kevin Mermel International Program Advisor Bridge Education Group

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13:30 – 13:40

Time to go to the Auditorium

14:40 - 15:20

Lunch time – Enjoy your meal! / Networking Session

15:20 – 15:30

Time to go to a Meeting room

15:30 – 16:00

Papers and Demonstrations

Speakers

Session #

Meeting room A

Corrective Feedback for Foreign Language Writing Accuracy at Higher Education

Lorena Paulina Velázquez Macias Luis Humberto Rodriguez Silva Universidad Autonoma de Aguascalientes

Meeting room B

Bringing Cultural Capital of Teachers to a new world professional development

Alejandra López Olivera Cadena UAEMex

Meeting room C

Training Employees for Innovation in an ESP course in the Hotel Industry

Karen Anaid Perfecto Chávez UAGro.

Meeting room D

Bridging the Gap through Professional Evolution for iGeners' EFL Education

José Martin Afanador Gutierrez Noe Refugio Valdivia Ruiz Univ. De Guanajuato - CBTis 174

Meeting room E

Developing management competences in foreign language learners

16:00 – 16:10

Luis Gustavo González Martinez Esc. Nal. Prep. UNAM Univ.Panamericana

Homero Antonio Márquez R. ALSEA de México

Time to go to a Meeting room

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16:10 – 17:10

PANEL

Speakers

Session #

Meeting room A

The pull-factors and experiences of five international students in Guanajuato

Karina Josefina Clemente Escobar Sofiya Sarkisova Jhon Alejandro Marín González Universidad de Guanajuato Moderator: Gabrielle Faucher

Good practices: cooperation and learning from each other

Juan Diego Hernández Alarcon, Claudia Andrea Durán Montenegro Javier Othon Fuentes Ordóñez Moderator: Celia Magdalena Sánchez Sosa. ANUPI President

Innovation in times of Covid19

Sofia Fernández López, Jessica Mariela Rodriguez Hernandez. Universidad Autónoma de Nuevo León Karin Rossbach de Ocheita, Universidad del Valle de Guatemala Moderator: Gabriela Elizondo COPEI

Meeting room B

Meeting room C

17:10 - 17:20

Time to go to the Auditorium

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SATURDAY MARCH 20th, 2021 08:30 – 08:50

Welcome back to our Virtual Conference – Conference Organizers

08.50 – 09:00

Time to go to a Meeting room

09:00 – 09:50

Workshops

Speakers

Session #

Meeting room A

Teach me how to ask and I will be mightier

Ana Cristina Ortega Vanegas Elvira Karolina Alvarez López Ana Cynthia Vanegas Universidad de Sonora

Meeting room B

Real vs. Pedagogical Translation in ELT Classes

Daena Cortés Verduzco Verónica Alicia de los Santos Campos Universidad Autónoma de Ciudad Juárez

Meeting room C

The Importance of L1 in the EMI Classroom

Gloria Montiel Oxford University Press

Meeting room D

Strategies that work: Internationalization and Teaching Empowerment

Diana Guadalupe De la Luz Castillo Vilma Zoraida del Carmen Rodríguez Melchor Universidad de Guadalajara

Meeting room E

Promoting Creativity in the EFL Zoom Classes

Jaime Ancajima Alama Univ. De Piura, Perú

09:50 – 10:00

Time to go to a Meeting room

10:00 – 10:30

Papers and Demonstrations

Speakers

Session #

Meeting room A

What is good Classroom Management?

Juan Manuel Martínez Acosta Univ. Estatal de Sonora

Meeting room B

Teacher feedback and linguistic profiles can help to improve learners' writing

Silvia Rodríguez-Narciso Benjamín Lee Stewart Luis Humberto Rodriguez Silva Universidad Autonoma de Aguascalientes

Meeting room C

Interdisciplinary projects to learn two or more subjects

Sergio Reyes Crespo Esc. Nal. Prepa. UNAM

Meeting room D

The use of oral corrective feedback in online EFL lessons

Gabrielle Faucher Univ. de Guanajuato

Meeting room E

A formative-alternative assessment proposal: Embracing more democratic practices

Leonardo Herrera Mosquera Marolly Andrea Vargas Parra Jhon Jairo Losada Rivas Univ. Surcolombiana

Book Exhibit & Time to get a cup of coffee. Please visit the sponsors who trusted ANUPI & COPEI this year!

10:30 – 11:00 11:00 – 11:30

Papers and Demonstrations

Speakers

Session #

Meeting room A

Zoom Interviews as Teaching Materials

Brittany Ober Columbia University

Meeting room B

Foreign language learning through triphasic and eclectic activities

Catalina Juárez Díaz María Elena Rincón González BUAP

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Meeting room C

Motivational strategies: Perceptions of elementary school English teachers

Karina Josefina Clemente Escobar Univ. de Guanajuato

Meeting room D

ESL going online ASAP

Manuel Alfredo Garduño Oropeza UAEMex

Meeting room E

Using Poetry to Increase Speaking and Language Skills in the University Context

Héctor Ramiro Ordóñez Zúñiga Instituto Politècnico Nacional

11:30 – 11:40

Time to go to a Meeting room

11:40 – 12:10

Papers and Demonstrations

Speakers

Session #

Meeting room A

Controlled activities to promote accuracy in speaking skill development

José Luis Carrillo Valdés María Amelia Xique Suárez BUAP

Meeting room B

Eight most common Phonetic misconceptions when practising English: a handbook

Erika Ehnis Duhne ENALLT and CEPE, UNAM

Meeting room C

Does learning happen by playing video games? Updating theories

Jesús Gilberto Flores Jaime Univ. de Guanajuato

Meeting room D

Teaching English in the Age of Covid: PEER Model at UAM-A

Gabriela Estela Cortés Sánchez Mónica Berenice Vargas Luna UAM - Azcapotzalco

Meeting room E

BICS and CALP: unleashing our students' potential for a culturally diverse world

Juan Olmeda González Univ. de Guadalajara

12:10 – 12:30

Book Exhibit & Time to get a cup of coffee. Please visit the sponsors who trusted ANUPI & COPEI this year!

12:30 – 12:40

Time to go to a Meeting room

12:40 – 13:30

Workshops

Speakers

Session #

Meeting room A

AppSolutely Engaging Lessons: Digital Motivating Learning Experiences

Teresita de Jesús García Bernal Esc. Normal Humberto Ramos – UANL

Meeting room B

What is the craic? The importance of teaching English varieties and how to do it!

Gloria Denisse Martínez. Figueroa Germán Ríos Bojorquez Univ. Estatal de Sonora

Meeting room C

Reflect! Learn! Develop! Professional Development is here to stay!

Beatriz Ceballos Blanco Oxford University Press

Meeting room D

Strategy-based instruction to boost speaking and listening skills

Martin Rumenov Nikolov Universidad Autonoma Nacional de México

Meeting room E

Dynamic Collaborative Writing: Making the Academic Writing Process Amicable

Beatriz Erazo Ferreira Mayor de San Andrés University - Bolivia

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13:30 – 13:40

Time to go to the Auditorium

14:40 – 15:20

Lunch time - Enjoy your meal! / Networking Sessions

15:20 – 15:30

Time to go to a Meeting room

15:30 – 16:00

Papers and Demonstrations

Speakers

Session #

Meeting room A

Classroom culture as ritualized social practice: Power struggles and learning

Michael Thomas Witten Astrid Díaz Cabrera BUAP

Meeting room B

Too many words to teach? Here is the solution!

Anamaria Aurelia Logojan Univ. A. de Chapingo

Meeting room C

Challenges of remote assessment at UNAM High School

Enrique Rodríguez Tapia Sergio Reyes Crespo Esc. Nal. Prepa. UNAM

Meeting room D

Theoretical-functional model for the UAEMex Self-Access Centers

Noelia Romero Reyes UAEMex

Meeting room E

Integrating CLIL culture and autonomy in online university language courses

Elin Emilsson Alma Daniela Otero Sosa Gabriela Ruiz de la Rosa Universidad Pedagógica Nacional

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16:00 – 16:10

Time to go to a Meeting room

16:10 – 16:40

Papers and Demonstrations

Speakers

Session #

Meeting room A

A grammatical approach: virtual education vs distance education

Rolney Leonardo Díaz Pascuas Javier Rojas Calderón Universidad Uniminuto

Meeting room B

The use of games as tools to create knowledge and to assess learning

María del Carmen Serratos Vázquez Rosa Natalia Moncada Morales UAM

Meeting room C

SAC support for English language students in a blended learning program

Diana Jaimes Cortés María Eugenia Alvarez Orozco UAEMex

Vocabulary Development through Learning Strategies and CBI in Biology Learners

María Inés Badillo Campos Univ. A. de Tlaxcala

Evaluation criteria for intercultural competence tasks

Luis Gustavo González Martínez Esc. Nal Prep. UNAM/ Univ.Panamericana

Meeting room D

Meeting room E

16:40 – 16:50

Time to go to the Auditorium

16:50 – 17:00

Getting ready for the Live Concert

17:00 – 18:00

An afternoon to enjoy the sound of Music!

18:00 – 18:10

Final remarks, raffles and announcement of our next conference - Auditorium

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SUMMARIES 1. 9 SECRETS FOR GREAT RESULTS Can your remote or hybrid sessions be more effective and bring forth optimum assessment outcomes? Do your classes generate an optimal impact on the strengths of students? Become aware of how you can easily begin to implement 1 or all 9 of these simple yet effective strategies and you and your students will be amazed at the results! Patricia Ochoa Tristán ENESMAPO Patricia Ochoa Tristan is a Formador de Ingles. She is a certified English teacher with 20 years experience in educating students at university level and recently became a teacher trainer. She is eager to create a positive learning environment using teaching methods and techniques that help students improve their results.

2. USING ONLINE PLATFORMS TO PROMOTE STUDENT'S AUTONOMY We live in a digital world, where technologies have an empowering presence. Technology and English are the universal languages for Science, Finances and Knowledge. Mexico is a country in acute development. How can we take advantage of online platforms to bridge the learning gap and help our students become citizens of the new societies? Verónica Beatriz Mendoza Huerta Escuela Normal Superior de México English teacher, engineering intern and chef. Currently teaching at ENSM. Masters in Competencies for Education and Educational Technologies and Innovation, ICELT, CPE and TKT holder. Over twenty years of experience working in education, both in and out of classroom. Bertha Guadalupe Paulo Guerrero Escuela Normal Superior de México English teacher, engineering intern, and chef. Currently teaching at ENSM. Former MEXTESOL Chapter Committee member. Masters in Competencies for Education and Educational Technologies and Innovation, ICELT, CPE and TKT holder. Over twenty years of experience working in education, both in and out of the classroom. Runner (when injuries allow), baker, reader, gamer and writer in her free time.

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3. “I CAN’T IMAGINE LIFE WITHOUT…” This learning-practice task (Tarea Integradora) develops learners’ communicative competencies through a series of well-structured tasks with the help of ICT. The resulting video can be carried out by teachers with distance students in synchronous or asynchronous mode. Learners talk about personal information at A1 CEFR level. Guadalupe Alejandra Durán Colín IPN Sto. Tomas Teacher with over 12 years’ experience at different settings. Currently teaching young adults from A1 to C1 levels. Co-author of the General English Institutional Program at IPN. Coordinator of the Summer Course CENLEX Sto. Tomás 2019. Holds an MA in Education.

4. BLENDED ENGLISH COURSE DESIGN BASED ON THE TRIPLE E FRAMEWORK The Triple E Framework (Engagement, Enhancement and Extension) carefully outlines the components that should be considered when integrating technology into the instructional design to meaningfully accomplish learning objectives, taking tasks beyond classrooms as a bridge to demonstrate knowledge in a differentiated way. Based on this Framework, the English courses in the UAEMéx were designed and are currently taught. Jessy Hernández Alcántara UAEMéx. Jessy Hernández Alcántara holds a BA in English, an MA in Educational Technology. She is head of the Department of Educational Technology for Languages at the Autonomous University of the State of Mexico. She has worked as an English teacher for more than 10 years and has collaborated in online course design projects. Nimbe Gallegos Estrada UAEMéx. Nimbe has a BA in English, postgraduate studies in Education and in Teaching Spanish as a foreign language. She is passionate about engaging students in language teaching and has collaborated as a designer of online courses. She is currently leading the Language Learning Department of the Autonomous University of State of Mexico.

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5. FACULTY-DRIVEN PROFESSIONAL DEVELOPMENT AT COLUMBIA’S AMERICAN LANGUAGE PROGRAM To energize and inspire teachers’ work over the span of lengthy careers, we have a multi-layered culture of faculty-driven continuous professional development at the American Language Program. We describe and illustrate the character, range, and management of these activities on four interconnected levels: Teacher, Program, University, and Profession. Dr. Frances Boyd Dr. Carol Numrich Columbia University Dr. Frances Boyd and Dr. Carol Numrich are colleagues at Columbia University's American Language Program, where they have taught for over 35 years. Both have served as Assistant Director of Faculty Development. Specialists in content-based curriculum and critical thinking, they collaborated as designers and editors of NorthStar, a prize-winning series of academic English textbooks.

6. GLOBAL SKILLS AND HOW TO INCORPORATE THEM INTO THE CLASSROOM Global skills can be defined as the set of skills which are critical for lifelong learning and success. If we accept this as part of the teacher’s remit, then we need to be incorporating global skills into the classroom. This session looks at how we can do this without taking away from the limited time we already have. Philip Haines Oxford University Press Philip Haines is originally from England but has been living in Mexico since 1995, where he works as the Senior Academic Consultant for Oxford University Press Mexico. He delivers sessions all over Mexico and internationally in three continents. Philip is the author/co-author of several ELT series published in Mexico.

7. THE MATRIX, FULLY LOADED: LESSON DESIGN WHICH ENGAGES MULTIPLE INTELLIGENCES This fun and fast paced breakout session includes hand-on materials for differentiating your instruction for your students of multiple intelligences. Fernando A. Ontiveros Tapia Innova y Educa Dr. Fernando Ontiveros has traveled most of the Mexican Republic promoting educational programs of excellence for b25 years of experience as a teacher of ESL. Interpreter certified by LLS International. For more than 20 years, Dr. Ontiveros has ventured into different fields of educational promotion and has been internationally recognized. Certified by Time to Teach U.S.A., it is now the exclusive representative in Mexico to teach the seminars on Classroom Management and SME.

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8. THE I-2-3 OF A SUCCESSFUL WORKSHOP The Triple E Framework (Engagement, Enhancement and Extension) carefully outlines the components that should be considered when integrating technology into the instructional design to meaningfully accomplish learning objectives, taking tasks beyond classrooms as a bridge to demonstrate knowledge in a differentiated way. Based on this Framework, the English courses in the UAEMéx were designed and are currently taught. Ana Cristina Ortega Vanegas Universidad de Sonora Ana Cristina Ortega Vanegas graduated from advertising and marketing and studied a master degree in business direction. She began as an English teacher since 2013 in several private and public schools, including preschool, elementary, junior high, high school and university. Currently working at UNISON and SEC. Ana Cynthia Vanegas Lizarraga Universidad de Sonora ANA CYNTHIA VANEGAS LIZARRAGA is the current EFL Program Coordinator at UNISON, Caborca Campus. She has a Master degree in International Commerce from UNISON. Since 1984 she´s worked at different private and Public English Centers, including junior high, high school and University.

9. LEARNING MANAGEMENT SYSTEMS LMS: THE PRESENT OF EDUCATION Learning Mangement Systems are becoming a necessary tool for the updated professor at any educational institution; however, how easy or difficult is it to us platform to evaluate students? The platform Schoology offers a wide range of tools teachers can use to create and manage not only gradebooks but also quizzes or exams. In this workshop, attendees will have the opportunity to create a quiz using different kinds of exercises. Come and learn new things about Schoology. Luis Cabrera Rocha UNAM Luis Cabrera graduated from the Mexican American Institute in Mexico City and has worked at ENALLT, UNAM for 29 years. He has given workshops on listening and pronunciation at TESOLSpain, ArgentinaTESOL, BrazTESOL, MexTESOL and GreeceTESOL. He conducted an educational TV program on listening in Mexico and a cultural one in China.

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10. LANGUAGE LEARNING STRATEGIES: FROM THEORY TO CLASSROOM IMPLEMENTATION According to Oxford (1989), language learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable. They are useful tools for students and teachers in their learning experiences. The purpose of this demonstration is to present different concepts and models of learning strategies in order to promote their flexible implementation in the classroom. Gabriela Ladrón de Guevara de León U. A. de la Cd. De Mex Gabriela Ladrón de Guevara de León. English teacher, teacher trainer and in-service tutor. Professor and researcher at Universidad Autónoma de la Ciudad de México. She has a BA in English and BA in Teaching English. She holds a MA in Education Sciences a MA in Learning Strategies and a PhD in Education.

11. LIP SYNC = MIND SYNC Lip-sync offers both teachers and students a different role in the teaching-learning process. Students find a different way to perform in class by lip-singing a song of their choice, the teacher motivates students to learn lyrics, expressions, and bring about their artistic abilities. Monitoring, observation, and a good evaluation rubric are essential in this new experience with the language. Pablo Enrique López Mijares Colegio Ignacio Zaragoza, A.C – ITESM Mr. Pablo López, also known as Mister Pi, is a Pedagogue and English Teacher. With more than 10 years of experience he continues working as a Middle School English Teacher for the Colegio Ignacio Zaragoza. He also forms part of the Teaching Body of the ITESM Language Center.

12. DIGITAL PROJECTS TO LEARN ENGLISH IN HIGH SCHOOL STUDENTS This paper deals with the use of EFL into a collaborative approach, through the designing of digital projects by the students, so they can be able to adapt different digital resources, and contextualize the language according to specific linguistic situations. This has been an alternate form of classroom working in which teacher has a role of monitor and learning facilitator. Enrique Rodríguez Tapia Esc. Nal. Prepa. UNAM Degree in Pedagogy from FES Acatlán, UNAM. Master’s in educational technology from the Latin American Institute of Educational Communication (ILCE). Full-time English teacher Holder&quot; B&quot; at the National Preparatory School. Member of the Committee dictating teacher training courses at the ENP. Responsible for teacher training courses.

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13. THE CREATION OF AN ARTIFICIAL LANGUAGE TO FACILITATE EXPRESSION This paper presents the creation of Aovrit Mahogick, a unique language system that combines phonetic, morphological and syntactic elements from more than forty languages. Through online research, collection of data from bilingual/multilingual individuals, and analysis using the International Phonetic Alphabet, the phonological, lexical and syntactic systems were developed to create a language that is easily accessible to speakers of diverse languages. Fernanda Carvalho Santos BMCC CUNY A Studio Art student at CUNY interested in Linguistics who has done research in the creation of artificial language and presented on the experience with co-requisite class and value of ePortfolios in language education at NYS TESOL 49th Annual Conference and at ANUPI-COPEI, co-authoring research paper on same topic. Cynthia S. Wiseman BMCC CUNY Cynthia S. Wiseman is Professor, Academic Literacy & Linguistics, at City University of New York, where she teaches Linguistics. Wiseman served as a US Fulbright Scholar in Vietnam at Pham Van Dong University in Quang Ngai City in South Central Vietnam. More recently, Wiseman’s interests focus on student scholarship mentoring.

14. DOUBLE-COMMUNICATION LINES USING ZOOM It is possible to adapt the successful in-classroom activities and strategies used to teach remotely and promote interaction among second language learners. This variation of Double-Communication lines provides a clear description of how to use this activity using Zoom and its breakout rooms to increase students’ confidence, engagement, and motivation while improving their speaking skills. Beatriz Erazo Ferreira Mayor de San Andrés University Beatriz Erazo from Bolivia, MA in TESOL, is a highly committed and collaborative EFL teacher and teacher trainer. She has presented in different national and international conferences, sharing techniques that promote students’ autonomy, motivation, reflective learning-teaching, and critical thinking within the framework of Blended Learning, Flipped Classroom, and Experiential Learning.

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15. PUSHING LEARNERS TO TAKE A STANCE: DEVELOPING PLURICULTURAL COMPETENCE IN ELT The newly developed descriptors for developing plurilingual and pluricultural competence in 2017 Common European Framework Companion Edition hold particular relevance for adult language learners in Mexico, many of whom will need to overcome cultural barriers that they encounter working in contexts where English is used as an international language. This session explores and demonstrates practical techniques requiring minimal resources for developing pluricultural competence with young adult English learners. Mark Arthur Macmillan México Mark has been working in ELT since 2000 as a teacher, teacher trainer, director of studies, materials writer and now academic consultant. He holds the CertTESOL and DipTESOL from Trinity and a degree from the University of Birmingham. His areas of interest include teaching with minimal resources, and blended learning.

16. GUIDED-READING FOR UPPER ELEMENTARY AND MIDDLE YEARS VIA DISTANCE LEARNING This workshop focuses on the challenges that teachers might face when they implement an online guided reading class with upper elementary and middle years students. The workshop will encourage teachers to use varieties of online tools that will help them to foster creativity, use 21st century skills, and finally become innovative with their digital learners. Khaled Mohamed Mahmoud Colegio Ingles, N.L, México Upper Elementary Homeroom Teacher (Language Arts, Mathematics & Science) Chaima Laoufir Colegio Ingles, N.L, México Middle School Teacher (Language Arts, Social Studies, United Nations).

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17. HOW TO MAKE ONLINE ENGLISH TEACHING MORE "USER AND TEACHER FRIENDLY" Online English teaching became a nightmare for teachers during the COVID19 Pandemic, because they were used to face-to-face classes. Classroom management is very different in a physical room and in a virtual room. These kinds of differences lead teachers to become crazy when designing and evaluating activities online. This workshop will be a demonstration on how design more user friendly activities for both: teachers and students. Diana Guadalupe De la Luz Castillo Univ. de Guadalajara Diana Guadalupe De la Luz Castillo holds a BA in ELT, an MA and a d PhD in Education She has been teaching English and training English teachers for more than 25 years. She has experience at the private and public systems of education; teaching at elementary, mid-high school, high school, in BA, MA and PhD programs. She has also headed students’ exchanges to the USA, Canada, UK and Australia. Nowadays she is investigating, teaching and publishing books on language teaching. María Guadalupe Talavera Curiel Univ. De Guadalajara Maria Guadalupe Talavera Curiel got her MA in TESOL at CALSTATE LA. She has taught for 15 years. She has experience teaching all subjects to elementary and high school students in California as well as ESL to adult learners. Currently, she is as an associate professor in the language department at UDG campus CUCOSTA

18. LET US TRANSLATE NONSENSE POETRY. HOW DIFFICULT COULD IT BE? In this workshop first we will briefly present the definition, the characteristics, and the main authors of nonsense poetry. Then we will distribute examples of nonsense literature and the participants will translate them. Afterwards, we will have feedback about the translations made, and we will talk about the difficulties faced while translating this kind of literature. Luis Juan Solís Carrillo UAEMex Holds a Ph. D. in Humanities. Is a full time teacher in the School of Languages UAEM, where he teaches in the areas of English, Translation and Literature. Has PRODEP profile and is a member of the CA “Literature, translation and culture”. Has published several articles and chapters. Alma Leticia Ferado García UAEMex Holds a Ph. D. in Education and a Master’s in Applied Linguistics. Is a full time teacher in the School of Languages UAEM, where she teaches in the areas of research, English and linguistics. Has PRODEP profile and is a member of the CA “Literature, translation and culture”.

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19. ALMOST EVERYTHING YOU NEED TO KNOW ABOUT EFFECTIVE ACADEMIC WRITING STRATEGIES This informative and highly interactive workshop presents helpful hints and practical examples of ways to overcome the most common errors that second language learners encounter when writing academic English. Through a series of fun but challenging writing tasks, participants will learn to both identify and avoid numerous writing pitfalls, including incorrect word choice, ambiguity, redundancy, disorganization, wordiness, and punctuation errors. Robert Cote University of Arizona Dr. Robert Côté has worked as an administrator, teacher trainer, and instructor in universities, education centers, and high schools globally as well as a State Department English Language Specialist involved in academic integrity projects in Russia and Ukraine. Research interests include second language writing, peer review, CALL, and at-risk students.

20. CORRECTIVE FEEDBACK FOR FOREIGN LANGUAGE WRITING ACCURACY AT HIGHER EDUCATION This paper links the literature of an in-progress study that addresses the treatment of errors that students make when creating foreign language academic texts in Higher Education. Morphological, syntactic, and lexical errors are identified and analyzed for the adequate practice of the different corrective feedback approaches to develop learners’ ability to write accurately. Lorena Paulina Velázquez Macias Universidad Autónoma de Aguascalientes Lorena Paulina Velázquez Macias studies a PhD in Educational Research; she holds an MD in Educational Research and a BA in English Language Teaching. She has worked as an Educational-researcher of the Departamento de Educación and as a Professor-researcher of the Departamento de Idiomas at Universidad Autónoma de Aguascalientes. Luis Humberto Rodriguez Silva Universidad Autónoma de Aguascalientes Luis Humberto Rodríguez Silva works at Universidad Autónoma de Aguascalientes. He holds a PhD in Applied Linguistics with a specialization in “The role of cognitive individual differences in learning difficulty in instructed adults’ explicit and implicit knowledge of selected L2 grammar points: A study with Mexican learners of English”.

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21. BRINGING CULTURAL CAPITAL OF TEACHERS TO A NEW WORLD PROFESSIONAL DEVELOPMENT From a sociological point of view, teacher’s development today needs to take into consideration the symbolic and cultural capital they have, in order to face today’s challenges. The more capital a teacher has, the better the performance and adaptation will be and, as a positive consequence, the better the teaching-learning process’ aims will be fulfilled. Alejandra López Olivera Cadena UAEMex Full-time teacher at UAEMex for over 20 years. Has been in charge of different institutional projects such as Cronista, Consejera Universitaria, Presidente de Academia, Jefe de Departamento de Titulación. Has participated in several research projects. Nowadays, is finishing her PhD in Social Sciences.

22. TRAINING EMPLOYEES FOR INNOVATION IN AN ESP COURSE IN THE HOTEL INDUSTRY Innovation in the hotel industry increases significantly in the service department, as a result, the professional training appears as efficient productivity and performance. Encouraging employees to learn the English language will allow to transform the information into acquired knowledge to achieve the maximum work productivity. In addition, the teaching process will obtain positive aspects to maximize the efficiency un the communicative competence under the English for Specific Purposes approach (ESP). Karen Anaid Perfecto Chávez UAGro. Karen Anaid Perfecto holds a B.A in Language Teaching and is currently pursuing an M.A at the Center for Innovation, Sustainability and Competitiveness of the Autonomous University of Guerrero. She has also been teaching English at all levels and has created course materials, assessments , projects and a variety of instructional techniques and materials for her students.

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23. BRIDGING THE GAP THROUGH PROFESSIONAL EVOLUTION FOR IGENERS' EFL EDUCATION The present research study aims towards exploring how language teachers can reach better performance levels when engaging iGeners’ EFL Education. Currently we can witness the existence of a large technological gap between digitally depending students and technologically indifferent teachers. This investigation provides information regarding the importance of both professional development and the implementation of technology for bettering the learning experience. José Martin Afanador Gutierrez Univ. de Guanajuato – CBTis 174 José Martín Afanador Gutiérrez holds a BA in TESOL and is a former student on an MA in Applied Linguistics by the Universidad de Guanajuato. He is currently teaching at the Universidad de Guanajuato and at Centro de Estudios Técnicos industial y de servicios 21. Noe Refugio Valdivia Ruiz Univ. De Guanajuato - CBTis 174 Noe Refugio Valdivia Ruiz holds a BA in TESOL by the Universidad de Guanajuato and is finishing an MA in Teacher Training by the Universidad Virtual de Guanajuato (UVEG). He is currently teaching at the Centro de Bachillerato Tecnológico industrial de servicios 174.

24. DEVELOPING MANAGEMENT COMPETENCES IN FOREIGN LANGUAGE LEARNERS Developing learners’ competences in a foreign language nowadays implies more than interdisciplinary work, but strategic teaching towards the adequate skills and attitudes to put their communicative capabilities into real practice beyond academic matters. This presentation’s aim is to make instructors know what is required to do to offer students real-life craftsmanship to succeed after college life. Luis Gustavo González Martinez Esc. Nal. Prep. UNAM Univ.Panamericana Master's degree in Pedagogy, Bachelor's degree in International Relations and English Language Teaching Diploma, all issued by The National Autonomous University of Mexico. English language teacher since 1992 and Permanent professor for Escuela Nacional Preparatoria UNAM since 1997. Four Diploma programs in Language Teaching, Reading Comprehension strategic teaching and Didactics for Language-culture. Homero Antonio Márquez R. ALSEA de México Bachelor's degree in Business Administration at Universidad del Valle de México Lomas Verdes Campus, with a wide experience in management and cusomer's service positions in different transnational companies as well as in training customer's service staffs, specially in the development of skills and attitudes towards quality assistance and talent development; and awarded with honors due to his efficient performance and management strategies…

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25. THE PULL-FACTORS AND EXPERIENCES OF FIVE INTERNATIONAL STUDENTS IN GUANAJUATO Why do international students choose Mexico for their higher education? What brings English teachers to study a master's degree? In our globalized world, education has taken a different place. Opportunities for travelling, studying, or migrating abroad have opened. This has affected the English teaching profession in different ways. The researchers will discuss these topics from their experiences as international students/teachers. Karina Josefina Clemente Escobar Universidad de Guanajuato Karina is a Venezuelan English teacher. She has been teaching English for more than 11 years to students from different educational levels (from primary school to higher education) and nationalities: from primary school to higher education. She is currently studying an MA degree program in Applied Linguistics and English Language Teaching at the University of Guanajuato. Sofiya Sarkisova Universidad de Guanajuato Sofiya Sarkisova is currently receiving a master's degree in Applied Linguistics in English Language Teaching at University of Guanajuato. Originally from Turkmenistan, she received her bachelor's degree in Russia at Voronezh State University. She holds a major degree in Translating and Interpreting and a minor degree in English language teaching. Jhon Alejandro Marín González Universidad de Guanajuato Alejandro is a Colombian English teacher. He has been teaching for 5 years in different education levels: from primary school to technical and technological education. Now, he studies the master degree in Applied Linguistics in English Language Teaching at Universidad de Guanajuato. Moderator: Gabrielle Faucher Gabrielle is a French-Canadian language learner and language teacher, now studying the Master's in Applied Linguistics to English Teaching at the University of Guanajuato. She speaks 4 languages fluently and is currently learning 2 more. She has taught French and English in classrooms and in tutoring sessions, in person and online.

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26. GOOD PRACTICES: COOPERATION AND LEARNING FROM EACH OTHER Nowadays, colleges and universities across Mexico are transitioning from traditional face-to- face classes into fully online, blended, or web-facilitated courses. This is not only due to pandemic situation but the need to maintain a competitive edge and make classes more accessible to many students. Furthermore, online teaching also offers new and exciting opportunities to create and consider new learning environments, teaching techniques, and new learning strategies. This panel will share some insights into this topic. Juan Diego Hernández Alarcon Juan Diego Hernández Alarcón is an English teacher at the University of Veracruz Language Center in Veracruz with 30 years of experience. He also teaches translation at the University of Cristóbal Colón. His interests are English learning and translation research. He is currently the head of the translation center at UCC and a proudly member of ANUPI. Claudia Andrea Durán Montenegro Claudia Andrea Durán Montenegro holds a Ph.D. and is Professor of the Language Center of Veracruz with more than 25 years of experience Teaching English as a foreign language, she has been member and coordinator in different language academies. Her main interests are Language Teaching and Translation; she has published her research in Language Teaching, Translation and Culture. She has also been involved in language-teaching projects at the Universidad Veracruzana. Javier Othon Fuentes Ordóñez Javier Othón Fuentes Ordoñez holds a B.A in English and French from the Faculty of Languages of the Universidad Veracruzana, an M.A in Higher Education from the Cristóbal Colón University. He has taught English and French at different levels and in different institutions over the years. He currently works as a Full-time Professor at the Language Center, Universidad Veracruzana in Veracruz, Mexico, and his main interests are translation and TEFL. Moderator: Celia Magdalena Sánchez Sosa, ANUPI President Celia Magdalena Sánchez Sosa holds a B.A in English Language, an M.A in Teaching and a Ph. D in Education. Her research concerns are in the áreas of teaching practice to improve learning environments. She is a founding member of Colegio de Profesionales en la Enseñanza del Inglés, and President of Asociación Nacional Universitaria de Profesores de Inglés. She is currently the Coordinator of the Language Center, Veracruz Region, Universidad Veracruzana.

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27. INNOVATION IN TIMES OF COVID19 COVID-19 has brought a new context to education, a great challenge for teachers and students who had to move from a classroom to a screen. Teachers’ planning has also been affected by these changes, and technology nowadays has become one of our precious tools to face this situation. How can English teachers take advantage of technology and innovation to improve English classes? In this panel, three experts in TEFL present great options that will help teachers: 1) GAMIFICATION, to increase motivation and excitement in class; 2) FLIPPED CLASSROOM, to learn from different sources in students’ own time and space to come to the virtual classroom to share, solve, design, implement, and 3) FORMATIVE FEEDBACK THROUGH "TURNITIN" to discover relevant technological strategies to help students improve their plagiarism awareness and academic writing level. Sofia Fernández López Universidad Autónoma de Nuevo León Sofía Fernández holds a Master Degree in Applied Linguistics in Language Teaching in Universidad Autónoma de Nuevo León (UANL). She has been an English teacher at language centers and private and public educational institutions in levels ranging from junior high school, high school, and bachelor's degrees. Ms. Fernández has published articles about the relationship between plagiarism and academic writing in EFL undergraduates. In 2019, she won the Turnitin Global Innovation Award for promoting academic integrity. Nowadays, she is the coordinator of the bilingual program and the language center of Preparatoria No.2 and she teaches English Composition in the double degree program of City University of Seatle. Jessica Mariela Rodriguez Hernandez Universidad Autónoma de Nuevo León Jessica Mariela Rodríguez Hernández. Degree in Applied Linguistics on Didactics (2002). Master in Teaching English as a Second Language (2006), and PhD on Education (2011) by the Universidad Autonoma de Nuevo Leon, Mexico. She has more than 20 years of teaching experience and is currently working at Nutrition and Public Health School as a teacher of both EFL and CBI. Her most recent presentations have been about digital tools to make classes more interactive. Karin Rossbach de Ocheita Universidad del Valle de Guatemala Karin is the Director of the English Language Teaching Department at Universidad del Valle de Guatemala. She has a B.A. and a Masters in University Education from UNIS. She has been teaching for over 20 years, and believes education is the solution to every problem of humanity. She considers herself an agent of change for a better world, and has contributed to the ELT field in different ways: shaping and witnessing the transformation and development of ELT professionals. Moderator: Gabriela Elizondo COPEI

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28. TEACH ME HOW TO ASK AND I WILL BE MIGHTIER In this workshop you will practice with activities that help in the development of skills and abilities to ask questions, once we guide students to ask, they will be empower to be successful, in both, asking and responding at an appropriate time. They will be able to express interests and needs to achieve the desired objectives. Ana Cristina Ortega Vanegas Universidad de Sonora ANA CRISTINA ORTEGA VANEGAS graduated from Advertising and Marketing and studied a master's degree in Business Direction. She began as an English teacher since 2013 in several private and public schools, including preschool, elementary, junior high, high school and university. Currently working at UNISON and SEC. Elvira Karolina Alvarez López Universidad de Sonora ELVIRA KAROLINA ÁLVAREZ LÓPEZ graduated from Education and studied a Master's in Education. She began as an English teacher since 2011 in several private schools, including preschool, elementary school and university. Currently working at Universidad de Sonora, campus Caborca and Universidad Pedagógica Nacional. Ana Cynthia Vanegas Universidad de Sonora ANA CYNTHIA VANEGAS LIZARRAGA is the current EFL Program Coordinator at UNISON, Caborca Campus. She has a Master degree in International Commerce from UNISON. Since 1984 she´s worked at different private and Public English Centers, including junior high, high school and University.

29. REAL VS. PEDAGOGICAL TRANSLATION IN ELT CLASSES Language and culture are without a doubt indivisible; therefore the process of translation plays an essential role in acquiring intercultural knowledge and competence. This workshop advocates for translation only as a useful tool to increase language awareness. When used appropriately it can help learners use their minds to truly engage in their process of successfully learning a second language. Daena Cortés Verduzco Universidad Autónoma de Ciudad JuárezI have been involved in the ELT field for 20 years; in addition I am a Certified Translator duly authorized by the State Professions Department of the State of Chihuahua, I am certified in Cambridge ESOL Examinations TKT, Trinity College London, International English Language Test System and In-Service Certificate in English Language Teaching. Verónica Alicia de los Santos Campos Universidad Autónoma de Ciudad Juárez I have been in English teaching field the last 20 years, working the most in UACJ, Certified English teacher by Trinity College London, also a Certified Translator supported by Federal Government and Head Owner of "English for Everyone", a company which provides English classes to local business. 33

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30. THE IMPORTANCE OF L1 IN THE EMI CLASSROOM Many people consider using the students’ first language in the EMI classroom something wrong. However, there are many arguments for incorporating it, even if it seems counterintuitive. In this session we will establish what we mean by EMI and its varied context, we will look at the benefits of using L1, and see how it can best be incorporated. Paola González Oxford University Press Paola González is the EMI Specialist for Oxford University Press Mexico who has worked as an Educational Consultant for thirteen years and now is in charge of all the EMI product line. She studied English Literature and has an MD in Medieval Literature from the National Autonomous University of Mexico.

31. STRATEGIES THAT WORK: INTERNATIONALIZATION AND TEACHING EMPOWERMENT Language learning strategies involve many actions in which students are aware on how to get information, remember, organize thoughts, evaluate knowledge and memorize, for instance. In this workshop, there will be a demonstration on how to use strategies to empower teachers and students: rehearsal, organizational, comprehension, active and relaxation, among others. Diana Guadalupe De la Luz Castillo Universidad de Guadalajara Diana Guadalupe De la Luz Castillo holds a BA in ELT, an MA and a d PhD in Education She has been teaching English and training English teachers for more than 25 years. She has experience at the private and public systems of education; teaching at elementary, mid-high school, high school, in BA, MA and PhD programs. She has also headed students’ exchanges to the USA, Canada, UK and Australia. Nowadays she is investigating, teaching and publishing books on language teaching. Vilma Zoraida del Carmen Rodríguez Melchor Universidad de Guadalajara Maestra en Estudios Internacionales y Jefa del Departamento de Estudios Internacionales del Centro Universitario de la Costa en Puerto Vallarta por Parte de la Universidad de Guadalajara. Tiene más de 20 años de experiencia en la docencia de francés e inglés y encabeza uno de los departamentos de la UDG donde más profesores de idiomas imparten clases.

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32. PROMOTING CREATIVITY IN THE EFL ZOOM CLASSES Creativity and innovation are not for special days and not for a select few; They are life skills we use on a daily basis. We combine elements of a language in a way that we have never heard before and express thoughts that are truly ours. Jaime Ancajima Alama Univ. De Piura, Perú He holds a Bachelor’s Degree in Education and has two TESOL Certificates he got in England and in Costa Rica. He’s given workshops in Peru, Mexico, Costa Rica, Colombia, Spain and in Ecuador. He works at Universidad de Piura as the Teacher Trainer Unit coordinator and professor at the Education school.

33. WHAT IS GOOD CLASSROOM MANAGEMENT? This demonstration will show teachers how important is classroom management, in order to have successfull sessions and giving the best of us, everything works as it has to be functioning. Juan Manuel Martínez Acosta Univ. Estatal de Sonora Juan Manuel Martinez Acosta holds a B.A. in ELT from UES. He is currently working as an ELT Teacher at UES, he has been a presenter in many internal and local events. He works at the General Academic Secretary as the Academic Organization and Operation Coordination at Universidad Estatal de Sonora.

34. TEACHER FEEDBACK AND LINGUISTIC PROFILES CAN HELP TO IMPROVE LEARNERS' WRITING This talk links the current literature with teaching practice regarding a study that addresses teacher feedback on lexical, syntactic, and morphological writing errors of English language learners. Attendees will leave the talk with a new perspective in getting the most out of assessing errors that have the greatest impact on improving English language learner outcomes. Benjamín Lee Stewart Universidad Autonoma de Aguascalientes Benjamin L. Stewart is a full professor in EFL teacher training and a researcher at the Universidad Autónoma de Aguascalientes with an interest in transparent professional learning. He holds a PhD in education with a specialization in instructional and curriculum leadership, and a master’s degree in education, curriculum instruction: technology. Luis Humberto Rodriguez Silva Universidad Autonoma de Aguascalientes Luis Humberto Rodríguez Silva works at Universidad Autónoma de Aguascalientes. He holds a PhD in Applied Linguistics with a specialization in “The role of cognitive individual differences in learning difficulty in instructed adults’ explicit and implicit knowledge of selected L2 grammar points: A study with Mexican learners of English”. 35

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35. INTERDISCIPLINARY PROJECTS TO LEARN TWO OR MORE SUBJECTS Interdisciplinary projects at ENP-UNAM are done in collaborative teams. In these projects we got English programs, different ICTs, researching skills, programs from other subjects, and we use the communicative approach and the constructivism method. Teachers are guides during the project’s process and use all the time the different rubrics for the steps of the project. Sergio Reyes Crespo Esc. Nal. Prepa. UNAM Studied English Literature and Master in Pedagogy. Six Diplomas in teaching at UNAM and the University of Arizona. Five Diplomas in the ICTs at UNAM. Founder and designer of the self-access center at Preparatory 7, ENP-UNAM. He has been a member evaluating committees at UNAM and ENEP ZARAGOZA.

36. THE USE OF ORAL CORRECTIVE FEEDBACK IN ONLINE EFL LESSONS A new era of teaching has begun, which has prompted the evergrowing popularity of online learning. However, some language teachers have been teaching online long before the pandemic, sought after by students who wanted easier access to native speakers across the globe. This research looks into this peculiar English teaching field, particularly at how these teachers deal with providing oral corrective feedback in online one-on-one lessons. Gabrielle Faucher Univ. de Guanajuato Gabrielle is a French-Canadian language learner and language teacher, now studying the Master's in Applied Linguistics to English Teaching at the University of Guanajuato. She speaks 4 languages fluently and is currently learning 2 more. She has taught French and English in classrooms and in tutoring sessions, in person and online.

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37. A FORMATIVE-ALTERNATIVE ASSESSMENT PROPOSAL: EMBRACING MORE DEMOCRATIC PRACTICES This study explored the effects of a formative-alternative assessment proposal in the language learning process of students from an English Language Teacher Education Program. Findings suggest that students developed positive attitudes towards the use of alternative assessment procedures such as constant feedback, self and peer assessment practices as well as the promotion of constant reflection within the classroom. Leonardo Herrera Mosquera Univ. Surcolombiana Leonardo Herrera earned his Bachelor´s degree in English Language Teaching as well as in Business Administration from Surcolombiana University. He holds a Master´s degree in TESOL from Greensboro College, North Carolina. He is currently the Dean of the School of Education at Universidad Surcolombiana. His research interests include assessment and testing, discourse analysis, and the use of technology in language teaching and learning. Marolly Andrea Vargas Parra Univ. Surcolombiana Marolly Andrea Vargas Parra holds a M.A in English Didactics from Universidad Surcolombiana. She’s a member of APRENAP research group at Universidad Surcolombiana. She is currently working at The Secretaría de Educación del Huila in a public school and she’s also a part-time professor at Universidad Surcolombiana. Her research interests include ICTs, Differentiated Instruction and Assessment. Jhon Jairo Losada Rivas Univ. Surcolombiana Jhon Losada Rivas is an English language educator who works at Universidad Surcolombiana as an Adjunct assistant professor of the ELT program. He holds a B.A. in ELT and a M.A. in English Didactics. His research interests include the study of assessment practices, bilingualism and educational policies for language teaching.

38. ZOOM INTERVIEWS AS TEACHING MATERIALS The presenter shares the process of conducting and recording interviews with guest speakers on Zoom and how she blended principles of critical and extensive listening to write listening materials based on these interviews. A brief literature review, challenges, and benefits will be discussed. Participants will leave with a bibliography and practical applications. Brittany Ober Columbia University Brittany Ober is a Lecturer in Language at the American Language Program, Columbia University. She has recently given teacher training seminars at Universidad Panamericana, Guadalajara, and in 2020, she presented the webinar “Reflections on Remote Learning” to the faculty at Extensión San Miguel de Allende de la ENES, León: UNAM. 37

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39. FOREIGN LANGUAGE LEARNING THROUGH TRIPHASIC AND ECLECTIC ACTIVITIES Learning styles characterize the way and pace students analyze information. This qualitative exploratory study was carried out in a public university in México to identify the students' learning styles and perceptions of the eclectic and triphasic activities used in an English course. The findings show acceptance of eclectic and triphasic activities because they facilitated the foreign language learning. Catalina Juárez Díaz BUAP Dr. Catalina Juárez Díaz holds a bachelor degree in Modern Languages (English). She is a professor of the Language School at the Benemérita Autónoma University of Puebla, Mexico, her research focused on learning styles and foreing language learning. She has some national and international indexed journal publications on learning styles and experiences. María Elena Rincón González BUAP María Elena Rincón González is a professor at the language faculty of the Benemérita Universidad Autónoma de Puebla. She holds a bachelor degree in Modern Languages (English). She is president of the General University Training Academy. She has collaborated in the creation of programs for the institution.

40. MOTIVATIONAL STRATEGIES: PERCEPTIONS OF ELEMENTARY SCHOOL ENGLISH TEACHERS This paper reports on a qualitative study that investigated the motivational strategies that EFL teachers implement in their classrooms, and the main challenges they face during their implementation. To do this, a questionnaire and semi-structured interviews were conducted with six EFL teachers working in public primary schools located in central Mexico. Karina Josefina Clemente Escobar Univ. de Guanajuato Karina is a Venezuelan English teacher. She has been teaching English for more than 11 years to students from different educational levels (from elementary school to higher education) and nationalities. She is currently studying an MA degree program in Applied Linguistics and English Language Teaching at the University of Guanajuato.

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41. ESL GOING ONLINE ASAP The presentation will show results of research made when EFL teachers of traditional language courses had to transfer such courses to online education. In the presentation attendees will find ways to face new challenges of redesigning language courses to suit the needs of learners in virtual environments. Manuel Alfredo Garduño Oropeza UAEMex Holds and M. A. Applied Linguistics from UNAM, has 30 years of teaching experience in language teaching, teacher training and international certifications instructor.

42. USING POETRY TO INCREASE SPEAKING AND LANGUAGE SKILLS IN THE UNIVERSITY CONTEXT Speaking skills is a relevant part of language acquisition in universities. Teachers focus on the communicative and psychological aspects to command oral skills. While it is a crucial factor, practice is not fully understood. By regularly using literature, especially poetry, and short activities to correct speaking, students report increasing their confidence to speak naturally in real-life contexts. Héctor Ramiro Ordóñez Zúñiga Instituto Politécnico Nacional He is a professor and researcher at the National Polytechnic Institute in Mexico. He obtained a master’s degree in teaching from Universidad Latina. He has conducted research in several topics related to English language learning and teaching. He has presented in several congresses of national and international reach.

43. CONTROLLED ACTIVITIES TO PROMOTE ACCURACY IN SPEAKING SKILL DEVELOPMENT Controlled activities have shown an excellent scaffolding for some skills in which speaking skill is included, not forgetting how important the learning styles are. This qualitative research was applied in a public university to foster language accuracy through the use of controlled activities in a three-stage design. The findings showed the use of note-taking activities allowed the learners’ speaking development. José Luis Carrillo Valdés BUAP José Luis Carrillo Valdés holds a M.A. degree in English language Teaching from the Benemérita Universidad Autónoma de Puebla and a M.A. degree in Interpretation and Translation Studies from the Universidad Madero. His areas of specialization are English for Specific Purposes, Content and Language Integrated Learning, Professional Development. María Amelia Xique Suárez BUAP María Amelia Xique Suárez holds a Ph D in Education from Camaguey, Cuba and the BUAP. She is a member of the research group Planeación, Evaluación e Innovación Curricular and also participates as an editor for the Mexican Journal of Materials Science and Engineering of Universidad Autónoma de Yucatán. 39

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44. EIGHT MOST COMMON PHONETIC MISCONCEPTIONS WHEN PRACTISING ENGLISH: A HANDBOOK There has being a research going on for years at ENALLT, UNAM with the participation of more than 350 advanced English students, regarding their pronunication skills, There were eight constant facts recognised that affect accurate English pronunciación in our students. Some of them refere to acoustic or articulatory difficulties, but also to cultural differences. Activities will be shown. Erika Ehnis Duhne ENALLT and CEPE, UNAM Studied Hispanic Literature and Hispanic Linguistics at the Faculty of Philosophy and Letters at UNAM, and several private Teacher´s Courses for teaching languages. Has taught Spanish for foreigners and English to Mexican students At UNAM. Studied Terminology at Colmex. Has written many articles and several language books.

45. DOES LEARNING HAPPEN BY PLAYING VIDEO GAMES? UPDATING THEORIES This academic talk is a literary review on researchers around the world, and their results on the role that video games play not only on the entertainment side but also on its own narrative models. It also examines the impact of playing video games on learning, and in general for education without putting aside its risks. Jesús Gilberto Flores Jaime Univ. de Guanajuato Jesús G. Flores is a Ph.D. student in education technology innovation. He has an extensive ELT experience. He is a former Coordinator of the Language Department in the Business and Economic Division of the University of Guanajuato. Currently, he works as a Business Communication professor for the UGTO and the UVEG.

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46. TEACHING ENGLISH IN THE AGE OF COVID: PEER MODEL AT UAM-A This work describes all the technological and pedagogical aspects that the teachers in UAM-A needed to adapt from the face-to-face English courses in order to meet the requirements of PEER model. This paper also includes the results of a survey based on students’ and teachers’ opinions and experiences in this remote program for learning English during 2 quarters. Gabriela Estela Cortés Sánchez UAM – Azcapotzalco Degree in Law from UAM-A, Master in Applied Linguistics at UNAM, Certificate of Proficiency of Teaching English as a Foreign Language by Anglo Mexicano de Cultura. Full-time research professor at UAM-A. Academic Coordinator of Saturday Foreign Languages Program at EDUCON-CELEX, UAM-A-. Director of “Re Lingüística” Electronic Journal. Mónica Berenice Vargas Luna UAM – Azcapotzalco Bachelor's degrees in Communication Sciences at UNAM - F.C.P. and S. and the BA in Linguistics at UAM Iztapalapa, MA in Linguistics. Teacher Training Course at The Anglo and the Teacher Development Course (TDC). Specialization in Teaching and Learning English as a Foreign Language EEAILE at the National Pedagogical University Campus Ajusco.

47. BICS AND CALP: UNLEASHING OUR STUDENTS' POTENTIAL FOR A CULTURALLY DIVERSE WORLD The purpose of this work is to analyze the relationship between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) into the foreign language learning process as well as strategies to take advantage of this relationship to thrive in a culturally diverse world based on a one-year research in a public technical high school in Guadalajara Jalisco, Mexico. Juan Olmeda González Univ. de Guadalajara I graduated in psychology and I also have a Master's Degree in Communication and Educational Technologies as well as a Specialty in Teaching Skills. I have taken and given several courses in teaching, didactics and educational management. I have published two book chapters and one more waiting for approval.

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48. APPSOLUTELY ENGAGING LESSONS: DIGITAL MOTIVATING LEARNING EXPERIENCES This workshop does not intend to be another “this-is-a-wonderful-App” presentation in pandemic times or teach you how to register or navigate. Your technological skills and preferences are highly trusted and respected, so the aim here is sharing ideas on Apps use to engage students and boost their thinking skills to work in a more autonomous way in online education settings. Teresita de Jesús García Bernal Esc. Normal Humberto Ramos – UANL B.A./ M.A. in ELT. Coordinator of Academia de Inglés and Programa de Internacionalización del Currículo at Escuela Normal de Especializaciòn “Humberto Ramos Lozano where she works as Formadora de Inglés C. Teacher at Licenciatura en Enseñanza de la Lengua Inglesa at Relaciones Culturales and Licenciatura en Lingüística Aplicada at UANL.

49. WHAT IS THE CRAIC? THE IMPORTANCE OF TEACHING ENGLISH VARIETIES AND HOW TO DO IT! Language and culture can’t be separate, but we are still teaching “standard” English in a world of English varieties. Learning about linguistic differences enhances social, and cognitive awareness necessary to better understand other speakers. In this workshop, participants will learn how to create a balanced approach to introducing the English language and English varieties in a fun and useful way. Gloria Denisse Martínez. Figueroa Univ. Estatal de Sonora Denisse Martínez holds a B.A in English Language Teaching from UNISON. She has taught EFL at different institutions and levels. She’s currently working as a linguistics professor at the B.A in English Language Teaching at UES, and she is the Academic Coordinator of LEC an Education Consulting Company in Hermosillo. Germán Ríos Bojorquez Univ. Estatal de Sonora Germán Ríos is working on his research paper to graduate from the B.A in English Language Teaching from Universidad de Sonora. He is currently working as an EFL teacher at Universidad de Sonora. His teaching and research interests include technology and materials used in EFL courses.

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50. REFLECT! LEARN! DEVELOP! PROFESSIONAL DEVELOPMENT IS HERE TO STAY! ‘An education system is only as good as its teachers’ (UNESCO, 2014: 9) and enhancing teacher quality at all stages of a teacher’s career is thus a key factor in improving the quality of learning that students receive (Borg, 2015:2). Our session will focus on key features, tools, activities and materials to help enhance the educators’ professional development, We will also explore e-learning as a way to facilitate PD. Beatriz Ceballos Blanco Oxford University Press Beatriz Ceballos has been involved in ELT, assessment, teacher training, teacher development and curriculum design for the last 28 years. She has worked for The Anglo, International House and Cambridge English. She is currently working for Oxford University Press as Assessment and Professional Development Specialist.

51. STRATEGY-BASED INSTRUCTION TO BOOST SPEAKING AND LISTENING SKILLS The four innovative demonstrations in this workshop on strategy-based instruction will inspire EFL instructors how to assist learners levels A1 through C2 in effectively and efficiently boosting their speaking and listening skills with engaging techniques personally developed by the presenter as a result of having taught English as a foreign language and English for specific purposes for 15 years. Martin Rumenov Nikolov Universidad Autónoma Nacional de México Martin Rumenov Nikolov has been a foreign language instructor since 2004. In 2014, he became an Academic Director and a teacher trainer. In 2019 he was employed with UNAM as a business English instructor and course developer. He has a Master´s degree and is currently working on his PhD.

52. DYNAMIC COLLABORATIVE WRITING: MAKING THE ACADEMIC WRITING PROCESS AMICABLE In this modified version of the Academic Writing Process, students work on writing while developing the other three main skills within a Collaborative Learning framework. They also are provided with freewriting and assessment opportunities using rubrics. More importantly, this is an activity that helps learners avoid frustration when writing. Beatriz Erazo Ferreira Mayor de San Andrés University – Bolivia Beatriz Erazo from Bolivia, MA in TESOL, is a highly committed and collaborative EFL teacher and teacher trainer. She has presented in different national and international conferences, sharing techniques that promote students’ autonomy, motivation, reflective learning-teaching, and critical thinking within the framework of Blended Learning, Flipped Classroom, and Experiential Learning.

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53. CLASSROOM CULTURE AS RITUALIZED SOCIAL PRACTICE: POWER STRUGGLES AND LEARNING This presentation reports on a study examining how teachers and learners engage with the multimodal characteristics of the EFL classroom. It seeks to explain classroom culture and the multiple literacies required to successfully participate within this environment. Through an analysis of interactional patterns, the different roles and identities that are enacted within the classroom context are explored, providing insights into how the classroom as a culture provides differentiated opportunities for learning. Michael Thomas Witten BUAP Michael Witten is a full-time professor at the Language Faculty of the Benemérita Universidad Autónoma de Puebla. His research interests include Multimodal Literacies, Critical Discourse Analysis and Pedagogy. Astrid Díaz Cabrera BUAP Astrid Díaz Cabrera is a master's student at the Language Faculty of the Benemérita Universidad Autónoma de Puebla. Her research interests include Multimodal Literacies, Critical Discourse Analysis and Translation.

54. TOO MANY WORDS TO TEACH? HERE IS THE SOLUTION! Vocabulary is essential for the receptive understanding and productive use of English. Due to the breadth and depth of vocabulary, classroom time is insufficient to deal with it. Therefore, training students to use vocabulary learning strategies has been proved to be an effective way of helping them to become independent learners and achieve higher vocabulary gains. Anamaria Aurelia Logojan Univ. A. de Chapingo Anamaria Aurelia Logojan has 15 years of experience in teaching English at different levels and is currently working at the Agricultural Preparatory School at the Universidad Autonoma Chapingo. She holds an ICELT, and her teaching and research interests include vocabulary learning strategies and beliefs about language learning.

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55. CHALLENGES OF REMOTE ASSESSMENT AT UNAM HIGH SCHOOL In the context of the current global health situation, face-to-face education faces challenges for which it was not prepared. Teachers and students must change their current forms of work; this paper gives some proposals for distance assessment derived from the needs to adapt work strategies with students from the face-to-face modality at UNAM´s National Preparatory School, with positive results. Enrique Rodríguez Tapia Esc. Nal. Prepa. UNAM Degree in Pedagogy from FES Acatlán, UNAM. Master’s in educational technology from the Latin American Institute of Educational Communication (ILCE). Full-time English teacher Holder&quot; B&quot; at the National Preparatory School. Member of the Committee dictating teacher training courses at the ENP. Responsible for teacher training courses. Sergio Reyes Crespo Esc. Nal. Prepa. UNAM Licenciado en Letras Inglesas, Maestro en Pedagogía, ha cursado diplomados relacionados con la enseñanza, las TIC y literatura. Participante en el diseño, organización y funcionamiento de la Mediateca del plantel 7, ENP–UNAM. Diseña e imparte cursos en línea y presenciales para profesores y alumnos.

56. THEORETICAL-FUNCTIONAL MODEL FOR THE UAEMEX SELF-ACCESS CENTERS Today there are various questions associated with Self- Access Centers (SACs) in the field of language policies and technological growth. Thus, to understand the SACs, it is important to study them on different levels to point out the factors that have contributed to its development in order to organize learning and new forms of interaction. Noelia Romero Reyes UAEMex Noelia Romero Reyes studied the B.A. in English, the M. in Ed. and currently educational research Ph. D. student at the Autonomous University of the State of Mexico (UAEMex). She has worked as an English teacher, instructional designer, material developer and independent study assessor at different levels (both online and in-classroom) since 2005.

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57. INTEGRATING CLIL CULTURE AND AUTONOMY IN ONLINE UNIVERSITY LANGUAGE COURSES This paper presents an integrated model of online language teaching and learning which enables students to acquire language skills, course contents, intercultural communication and autonomous learning in an online program linked to a career major. We discuss the underlying course design rationale, the challenges faced and the results of the pilot study, including suggestions for its generalization. Elin Emilsson Universidad Pedagógica Nacional BA in Anthropology and Linguistics, MA in Language Sciences, 40 years linked to applied linguistics and discourse analysis, co-author of more than 15 language textbooks and online courses for English, Spanish, Portuguese, and Literacy. Has worked at CELE and CEPE-UNAM, INEA. Professor of languages and indigenous education at UPN. Alma Daniela Otero Sosa Universidad Pedagógica Nacional Alma Daniela Otero Sosa holds a Master’s in Higher Education and in English Language Teaching. She has worked at UPN for almost 20 years in English language teaching. She participated in the creation of the Specialization and is the responsible of the program. She is also a member of the research team analyzing the assessment of the program. Gabriela Ruiz de la Rosa Universidad Pedagógica Nacional BA in Education and in Administration, Specialization in English Language Learning and Teaching, MA in English Teaching, 20 years of experience in the field of ELT. UPN Faculty since 2014, collaborating in the EEAILE and English Language Program.

58. A GRAMMATICAL APPROACH: VIRTUAL EDUCATION VS DISTANCE EDUCATION This mixed method of sequential design study, seeks to analyze the relationship between virtual and distance education in terms of university students’ grammatical structures strengthen. The target population chosen corresponded to students from the different programs that take the English courses they must cover. The statistical analysis was carried out through a t student. Rolney Leonardo Díaz Pascuas Universidad Uniminuto Mr. Diaz holds a bachelor degree in English as a foreign language from Universidad Surcolombiana. He has been working as an English teacher since 2011 in the secondary levels in public schools. He is currently teaching in a public school to students from 6th to 8th grade and in Universidad Uniminuto. Javier Rojas Calderón Universidad Uniminuto Mr. Rojas holds a bachelor degree in Philosophy and Spanish Language from Universidad Santo Tomás. He has been working as a Spanish teacher since 2010 in the secondary levels in public schools. He is currently teaching in a public school to students from 9th to 11th grade and Universidad Uniminuto. 46

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59. THE USE OF GAMES AS TOOLS TO CREATE KNOWLEDGE AND TO ASSESS LEARNING In the search for activities that prove motivational and attractive to English language students at CELEX in Universidad Autónoma Metropolitana Units Iztapalapa and Azcapotzalco, we have chosen the use of games. Literature has usually focused on using games as a transformative pedagogic activity that transmits knowledge, but has left behind the possible potential of them as evaluating tools and knowledge creators. Which was our focus on this paper. María del Carmen Serratos Vázquez UAM Maria Serratos holds a Bachelor degree in ELT from FES Acatlán and an MA in ELT from the University of Southampton. She is a full time English Language Teacher and Researcher at UAM Azcapotzalco. She has taught English for more than 15 years at different public universities such as UNAM and UAM. Rosa Natalia Moncada Morales UAM She holds a BA degree in Hispanic Literature from UAM Iztapalapa and a MA in ELT from the University of Southampton. She has worked at IPN-ESIME Culhuacán, Fundación UNAM-ENALLT, and is currently working as a part-time professor at FES Zaragoza and at UAM Iztapalapa.

60. SAC SUPPORT FOR ENGLISH LANGUAGE STUDENTS IN A BLENDED LEARNING PROGRAM This research had the purpose of knowing the way in which the self-access center supports the learning of nursing students who are studying English with a blended learning modality. The methodology of this work was quantitative; since it was mainly based on data collection and analysis; which were obtained from the design and application of a digital instrument. Diana Jaimes Cortés UAEMex Master in Education at UAEMéx. She studied the B.A in English at the same University where she has been working since 2001. She was the coordinator of the Self-Access Center from 2004 to 2007 at CELe (Language Teaching Center), UAEMéx. She is currently a Full Time Academic Technical Professor at the Nursing and Obstetrics Faculty. María Eugenia Alvarez Orozco UAEMex PhD. In Permanent Education. Master in Education, full-time professor with a desirable PRODEP profile at the Nursing and Obstetrics Faculty, UAEMEX. She has several national publications and has been a Speaker in international conferences.

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61. VOCABULARY DEVELOPMENT THROUGH LEARNING STRATEGIES AND CBI IN BIOLOGY LEARNERS Conceiving vocabulary as the core part of language learning, it requires devoted time and purpose; it can be built considering academic needs, learners´ interests and proficiency level. Learning strategies can be an essential tool developing vocabulary knowledge supported by context determined by the discipline (CBI) in which University learners are being formed from a basic language proficiency level. María Inés Badillo Campos Univ. A. de Tlaxcala Maestra en Educación en la Universidad Autónoma del Estado de México. Profesor Técnico Académico de Tiempo Completo en la Facultad de Enfermería y Obstetricia. Responsable de Centro de autoacceso, investigadora por iniciativa propia, ha participado como ponente en varios congresos internacionales ANUPI, COPEI y BUAP.

62. EVALUATION CRITERIA FOR INTERCULTURAL COMPETENCE TASKS Current trends in ELT emphasize the development of intercultural competence, as it is a paramount component in language learning. This implies an articulation of strategies and techniques to achieve the transformation of students into social agents, part of a changing and dynamic world; therefore, educators need to understand what criteria make a language task an intercultural experience. Luis Gustavo González Martínez Esc. Nal Prep. UNAM/ Univ.Panamericana Master's degree in Pedagogy (UNAM), Bachelor's degree in International Relations (UNAM), English as a foreign language teacher certificate (UNAM). Educator since 1992 in high school and university levels in private and public schools like The National High School, The School of High Studies in Politics and Social Sciences,The School of High Studies in Economics, and the Centre for Foreign Language Teaching (UNAM) and Universidad Panamericana High School.

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Los profesionales afiliados al Colegio de Profesionales en la Enseñanza del Ingles, COPEI A.C., tienen un valor agregado considerable, ya que favorecen de forma integral a la organización profesional de los que laboran en la enseñanza del inglés, además de contar con el reconocimiento por Profesionales de la S.E.P. como integrantes de este campo de estudio. ¿Qué es el Colegio de Profesionales en la Enseñanza del Inglés, COPEI A.C.? • • •

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Es una Asociación Civil integrada por profesionistas que tienen Título y Cédula Profesional en el área, interesados en agruparse para trabajar en beneficio de la profesión. Es la instancia de opinión critica en busca de garantía de calidad y certeza en el ejercicio profesional. El Colegio de Profesionales en la Enseñanza del Inglés, COPEI A.C., es el organismo idoneo para acreditar programas, emitir dictámenes y Reportes Técnicos por su conocimiento académico, pedagógico y científico. Los profesionistas afiliados al COPEI A.C., son los responsables de promover acciones en beneficio de la población, escencialmente a través del servicio social profesional que, de acuerdo con la ley, deben prestar todos los profesionistas, desempeñando tareas directamente relacionadas con su profesión, cuya finalidad sea elevar la calidad de vida de la comunidad.

MISION Agrupar a los Profesionistas con grado academico en la Enseñanza del inglés en el pais con la finalidad de tener una asociacion que trabaje en beneficio de la profesión en diversos ambitos, entre los que destacan: la enseñanza profesional del inglés, la consultoria académica, desarrollo curricular en el área, diseño de materiales didácticos innovadores, evaluaciones, dictámenes, formación de peritos, acreditaciones y certificaciones. VISION Constituirse como una asociación de profesionales en la enseñanza del inglés, visionarios e innovadores, con una clara idea de las necesidades y realidades sociales, para trabajar siempre en pro de la excelencia de la profesión, y en beneficio de la comunidad.

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Conference 2020-21

Articles inside

Summaries