Friday, June 4, 19:40 – 20,40
22- MONTÉ, Nylia Time for fun! Games galore to rock your classes! This workshop will start with a very brief introduction of the benefits of using games or play-activities in class, based in the field of Neurosciences and Education (Brain-Based Learning). Games provide students with effective practice of linguistic aspects, such as vocabulary and grammar, which favor storage of concepts in long-term memory. Play activities also help students develop higher order skills and cater for different learning styles. A collection of useful ideas of games will be presented. Mechanics to adapt simple games to the teaching of different topics and to different age groups and language proficiency levels will be discussed. 23-FABRINI, Rosario The Involvement Load Hypothesis in L2 vocabulary learning. Research findings in the area of teaching-and-learning a foreign language have suggested new ways to teach L2 vocabulary. In this talk, the presenter will define the Involvement Load Hypothesis. Then, she will describe a research study that she conducted, report the results and discuss the evidence that indicates that to consider the tenets of the ILH when teaching new English words to secondary school students with low proficiency may help them improve their vocabulary 24- DANESI, Paola Engaging tasks to boost critical thinking and language skills Most students go through school without having developed their critical thinking skills. It is vital that they become critical thinkers since they will need to solve problems, evaluate information and make smart decisions in the future. EFL classes are a good opportunity to help them learn the language and develop their high order thinking skills at the same time. In this presentation, the speaker will present a portfolio of activities and strategies to engage students in more challenging tasks, promote the development of their thinking skills and enhance their language skills.
Saturday Concurrent Sessions Saturday, June 5, 10:10 - 11:10
25- LOVISA, María Laura and VÁZQUEZ, Daiana Empowering students through the development of global skills Formal education is undergoing countless transformations and so are teachers’ and learners´ roles. Teachers need to rethink their daily practice considering new teaching- learning practices which are encompassed within the framework of Global Skills so as to prepare students for lifelong learning and success. On these terms, this workshop will aim at helping teachers build opportunities to develop students’ Global Skills in project- based learning environments. Concrete examples and practical ideas will be shared with attendees through dynamic activities that will make the audience active participants in the workshop. 26- LÓPEZ CASOLI, Marina When is it best to tackle grammar? The presenter will discuss the perceptions of Argentine first-year majors in the Teaching English as a Foreign Language program at a public university regarding when they prefer to receive grammar instruction, whether it should be integrated to or isolated from the communicative practice in a class sequence (integrated fromfocused instruction or isolated form-focused instructions respectively). The results show that students prefer integrated to isolated form-focused instruction, which is in line with the theoretical views that highlight the relevance of integrating grammar instruction into the communicative practice. However, results show that students also highly value isolated form-focused instruction.
