40 -20.40 Concurrent Sessions 1- MONTÉ, Nylia Room A

22- MONTÉ, Nylia

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

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

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.

25- LOVISA, María Laura and VÁZQUEZ, Daiana

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

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.

27- ERAZO, Beatriz

Experienced and novice English teachers, by will or force, have integrated technology (applications, software, and different devices) in their practice for decades now. How is this happening? How is it serving the learning process? This workshop will provide participants with a framework to reflect and improve how they are integrating technology into their classes. It will also allow them to develop a plan to include learning apps in their teaching practice, trying them first-hand, focusing on the learning and teaching process above all.

28- RIOJA, Alba

How can we empower and equip students with visual literacy skills through literature? We can do it through the implementation of picture books in our lessons. Picture books are considered visual art forms where images and text interact. This workshop will introduce story time by employing a co - constructive approach which aims at both promoting students’ active participation and enhancing visual literacy skills. Practical activities based on the frameworks of Visual Thinking Strategies and the Whole Book Approach will be shared with workshop participants who will also have the possibility to browse a variety of picture books.

29- BORGNIA, Claudia

Portfolio use to aid writing assessment has been implemented since the 80s in a large part of the Englishspeaking world. However, its application in Argentine settings has not been so widespread. The presenter will begin by outlining what portfolio assessment consists in and its value as a testing device for writing courses. Then, she will explain how she implemented it in a freshmen writing class at the TEFL program at UNMDP. The presentation will end with a demonstration of some sample portfolios and the future integration of the tool in other courses in the program.

30- DEMARCHI, Pablo

Traditional pronunciation lessons zealously pursued accuracy and, to achieve such aim, heavily relied on meaningless repetition. This approach seems to have shaped corseted non-native speakers with a stilted pronunciation and a choppy intonation. In view of this, it is of paramount importance to go beyond and teach pronunciation in a more meaningful way so that students can acquire practical strategies that will boost their speaking performance. This talk is aimed at sharing authentic activities which will surely enhance your students’ pronunciation and empower them as language users.

31- FABRINI, Rosario

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

32- ERAZO, Beatriz

Due to the need to teach remotely, English teachers need to find online tools that promote collaboration and peer-assessment to integrate the four skills, improve the learning process, and enhance social responsibility. In this workshop, participants will learn how to use Google Docs and Kaizena to give and receive feedback, the challenges that may arise in the process, and their benefits.

33- MONTÉ, Nylia

Social Neuroscience research has revealed an astonishing array of influences that social contact has on the brain. Prof. Eric Jensen states that “significant social experiences take place in the classroom and in the school, and we know now that students’ brains will be altered by those experiences". To ignore the social influence on students’ brains is irresponsible. It is very important then, that educators in general and EFL teachers in particular, see students' search for social relationships as a natural and survival-oriented need, not as a distraction, and find ways to profit from it.

34- CORREA, Alonso

Since COVID-19 arrived in Peru, many institutions, schools, universities and professionals turned to technology to help teaching in a remote mode. Then, some apps and platforms like WhatsApp and g-suite were adopted as daily tools but some questions arise: Are these tools enough to teach a class? How can we integrate technology into our classes? What tools/apps should we use in our classes? This workshop gives insights of the SAMR model, which helps teachers to integrate technology into their classes and will provide some practical apps and platforms that help foster creativity and collaboration.

35- BASABE, Enrique

The presenter will reflect on his experience in integrating Sex Education to the teaching of literature in the ELTed program at the Universidad Nacional de La Pampa in 2019 and 2020. Based on documents and class observations, he will provide an account of the ways in which he used a short story by Ernest Hemingway to spark response and debate around consent in sexual relationships. The presenter will then describe the lines of action he will take in his plan to include Sex Education as cross-curricular content in the literature course under consideration. ´

36- PÁEZ, Ana Claudia and TEJEDA, Paula Mercedes

The 2020 pandemic has altered all the aspects in society life. The teaching of classes at universities changed: content had to be adjusted and new strategies developed to adapt to virtual settings. The presenters will share ideas on how Zoom and Moodle can be used to enhance collaborative learning synchronically and asynchronically and to create personalized evaluation forms. They will also demonstrate how breakout rooms in Zoom favor student-student interaction. As regards the use of Moodle, they will explain how to create glossaries, games and a question bank to apply personalized evaluations will be presented.

37- TUMBEIRO, Marisa and GONZÁLEZ, María Susana

University undergraduate students need to acquire reading strategies to select bibliography to read. Abstracts in reviews and research articles provide information about the paper content and rhetorical organization, therefore it is important for students to be familiar with the different moves in these pieces of writing because if they can recognize them, they will advance specific hypotheses which will guide them in their propositional reading and personal reconstruction of the text. In this paper we will concentrate in the first step of a longer research project: the description of moves in review abstracts of Pharmacology, Optics, and Nuclear Medicine.

38- ETCHECHOURY, Sabrina and ORTIZ, Mariné

During this last year Covid has taken over our lives and jobs so teachers had to reinvent their teaching process developing different strategies and new methodologies. Hybrid and blended learning have become trending topics but how should we put them into practice? The presenters will explain the difference between these two terms and share with attendees plenty of ideas and strategies they can use in their classes. Practical tips, ready to apply activities, and useful websites will also be presented.

39- GRIMAU, Celeste

Games can be used in language instruction as part of any teaching method. In this workshop the presenter will show how some action games can be used by making the audience participate in the activities. Participants will leave the session full of energy and ideas about how to implement games into their lessons.

40-DANESI, Paola

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.

41- HERFERT, Anabella

The presenter will begin by discussing notions of game-based learning in order to provide a brief theoretical framework. Then, ideas and examples for games, game-like activities and resources to use in the EFL class with young learners will be shared. Some of the questions that this demonstration will try to address are: What tools and resources can be used to create digital games for young learners? How can traditional games be adapted to design digital versions?

42. KARRAS-LAZARIS, Bessie; PHUNG, Linh and McDOUGALD, Jermaine

Round table moderator: PAPPLE, James

Over the course of the last year, teaching associations have faced substantial hurdles in supporting and communicating with members. This panel will explore responses from associations around the globe and how they maintained and thrived through transformative processes and resilience.

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 FFyL-UBA and at DAMus-UNA. Editor of ARTESOL ESP journal. Main research interests: Reading Comprehension and the relationship between Music and Languages.

BASABE, Enrique is a lecturer at the Department of Foreign Languages at Universidad Nacional de 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 American, and Latin American contexts.

BERARDO, Eliana holds an EFL degree (UNMdP) and a Master’s degree in TEFL (UNINI- Puerto Rico). She is working toward a PhD in Language Sciences at UNMdP. She is a member of the research group Cuestiones del Lenguaje (UNMdP). Her main research interests are written corrective feedback and task-based learning.

BREIBURD Silvia defines herself as a curious everlasting learner who loves to share her own questions in search of collaborative answers. She advocates generational-friendly sustainable leadership, and adjusting teaching to new educational paradigms. She has authored several articles and blog post and presented at and overseas conferences.

BORGNIA, Claudia holds a TEFL degree and an MA in literary translation. She is in charge of two writing courses at the TEFL program at UNMDP and ESP courses at UNICEN. She is pursuing her Ph. D. in linguistics and is a member of the research group “Cuestiones del Lenguaje”.

CASTIÑEIRA, Beatriz, PhD., a specialist in discourse analysis and composition, teaches in I.S.F.D. N° 100 and I.S.F.D. N° 11, UTN Avellaneda and UNQUI.

CARROLL, Kim, MARTIN, Rachel, and SAPP, Dinorah met as English Language Fellows for the U.S. State Department in 2019-2020. They have been classroom teachers, curriculum designers, teacher trainers, and program directors. They continue to support teachers in Paraguay, Peru, and Chile, as well as English language learners around the world.

CORREA, Alonso is a computer science engineer and language teacher. He holds a master’s degree and PhD in education. As a presenter, he has made presentations related to the use of technology in education at TESOL Chile, ASOCOPI, TESOL Peru, IATEFL Peru, BETA Bolivia and in Ecuador as well

DANESI, Paola holds an international certificate on Communicative Language Teaching Materials Design from the Institute of Education, University of London. She is in charge of the subject 'English language III' at IES Lenguas Vivas (J.R. Fernández). She is also a teacher trainer at the Escuela de Maestros, Gobierno de la ciudad de Buenos Aires and has co-authored teachers´ books for primary schools, Macmillan.

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

DEMARCHI, Pablo holds a Bachelor’s Degree in English Language and a postgraduate degree in English Language Teaching from Universidad del Salvador (USAL). Completed the intensive programme on Contemporary Phonetics at University of London. Currently pursuing his Master's Degree in Communications at UADE. Managing Director of Path Examinations Latin America

ERAZO, Beatriz, MA in TESOL, is a highly committed and collaborative teacher trainer at Mayor de San Andres 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.

ETCHECHOURY, Sabrina is an English teacher; she holds a post título in Education and Human Rights. She has specialised in young and very young learners' education and is well experienced in project-based learning.

FABRINI, Rosario holds a teaching degree in EFL by the UNSJ and an M.A in TEFL by the UEA (Spain). She teaches ESP at university level in UNSJ and ESOL in secondary schools in San Juan. She also works as a remote teacher for the British Council (Plan Ceibal- Uruguay).

GARFINKEL, Noelia holds a BA in Teaching English and Materials Design (UCAECE). Noelia holds a Higher Diploma in Reading, writing, and education (FLACSO) and is currently specializing in Storytelling (lESLV "Juan Ramón Fernández") She has taken teacher development workshops such as "Juegos y espacios lúdicos and Creative writing for educators (FLACSO).

GARIBOTTO, Gabriela holds a BA in Teaching English and Materials Design (UCAECE). Gabriela holds a Diploma in Neuroscience in Education (Universidad de Buenos Aires - Asociación Educar). Gabriela has specialized in Flipped Learning (Flipped Learning Global Organization). She is currently doing the Diploma in Innovation and Educational Technology in Universidad Tecnológica Nacional.

GONZÁLEZ, María Susana is a teacher of English, a B. A. in Letters and a M. A. in Discourse Analysis, graduated at Buenos Aires University. At present, she is in charge of the Chair of Reading Comprehension in English at the School of Philosophy and Letters (U.B.A) and a researcher.

GRANT Alastair is a Teacher Trainer and ELT materials writer. He is the Academic Director at Colegio Nuevo Las Lomas. He is a consultant on the profesorado de inglés at the Universidad Tecnológica Nacional in Buenos Aires, where he has also lectured in Methodology and Discourse Analysis.

GRIMAU, Celeste, director of STEPS, international speaker, specialist in games and creativity, story teller, drama student and writer. Author of Vitamin Shock Games. Former ARTESOL Board member.

HERFERT, Anabella graduated from “ISP Joaquín V. González” and finished her BA in English Language at UTN. She is also a Digital Technologies Specialist graduated from FLACSO. She has taught in schools for 18 years. At teacher training college she teaches ICT and Methods for kindergarten and primary.

HUACCHO, María Isabel is an experienced English teacher. She holds an MA TEFL and certificates from the LCCI Business English, Cambridge and IH. She has presented in events organized by IATEFL and TESOL International. She specializes in teacher training and ESP courses. Her main interests are soft skills, ICT and intercultural awareness.

INNOCENTINI, Viviana, Master in TEFL, PhD candidate, is Adjunct professor and researcher at Universidad Nacional de Mar del Plata. She teaches reading comprehension courses for undergraduate students and writing for academic purposes courses for graduate students at the School of Agricultural Engineering. Her research interests include academic genres and metadiscourse

KONICKI Bárbara Andrea is a Teacher of English and researcher at the National University of La Matanza. In 1999, I graduated as a teacher of English from the University of Morón. I received a Master's degree in Applied Linguistics to TEFL from the University of Jaén in 2012.

LAURÍA de Gentile, Patricia, MA., teaches Special Didactics and is in charge of the final Practicum of the teaching track at Facultad de Lenguas, UNC. She currently directs the research project on Intercomprehension in Germanic Languages (IGL), which focuses on the design of an online IGL course.

LAVARDA, Julieta is a teacher and translator who teaches EFL at Colegio Gabriel Taborin and Asociación Argentina de Cultura Británica in Córdoba. She is currently part of the research team on Intercomprehension in Germanic Languages (IGL), which focuses on the design of an online IGL course.

LOPEZ BARRIOS, Mario holds a Dr. Phil. (Universität Kassel, Germany) and a degree in language education in English and German (Universidad Nacional de Córdoba (UNC), Argentina). Professor of foreign language teaching (School of Languages, UNC). Areas of interest: foreign language teaching and learning, materials development, research methods in applied linguistics.

LOPEZ CASOLI, Marina, Universidad Nacional de Mar del Plata (UNMdP), holds a BA in TEFL (Argentina) and MA in English Language and Rhetoric (USA). She has taught EFL at different academic levels for over 20 years. Currently, she teaches at high-school level at a bilingual school, is a teacher-researcher in the Teaching English as a Foreign Language program at UNMdP, and does research on feedback and evaluation practices

LOVISA, María Laura is a teacher of English (ISFD n°100) and has an Education Management degree (Escuela de Maestros, CABA). She has fulfilled the Bachelor’s Degree in English Language (UTN). She is a teacher trainer and researcher at CIIE Avellaneda and at ISFD n°100.

LUCHINI, Pedro holds a Postdoctoral degree in Linguistics, Universidade Federal Rio Grande Do Sul, Brazil; Doctor in Letters, Universidad Nacional de Mar del Plata (UNMdP), Argentina, 2015; MA in ELT & AL, King’s College, University of London, England, 2003. EFL teacher, UNMdP, 1993. Currently: Full Professor and research group director, UNMdP.

MENDOZA, Grazzia is a US State Department Alumna recognized for project development for teachers’ professional growth and has been in the field for 28 years. Research interests include CALL, CBLT and Methodological approaches to Professional Development. She is TESOL International Association Board Member (Chair Finance Committee) Education Specialist USAID Honduras.

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.”

MUCCI, María Rosa, PhD., a specialist in cultural studies, teaches in UTN Avellaneda and UNQUI, former teacher at I.S.F.D. N° 24 and I.S.F.D. N° 100.

MUSE, Romina is a teacher and researcher from Buenos Aires, Argentina. She holds a degree in English and a diploma in Child Neuropsychology. She lived in England where she taught Spanish and English. Romina has presented her work at TESOL-Spain; FAAPI; BETA TESOL- IATEFL; Ministry of Education- SEN Weeks.

NACAMULI KLEBS, Débora is a passionate teacher trainer and coach, supporter of high-quality professional development and mentoring, with wide experience and expertise in secondary teaching. She has lectured on ELT Methodology for 25 years and is a presenter both nationally and internationally, and a present board member of ARTESOL.

ORTIZ, Mariné holds a BA in Educational Management from FLACSO; is an ‘English-for-Babies’ instructor, a storyteller, a songs-lover; has specialized in working with very young learners and shares practical tips at @brightideas.elt. She enthusiastically embraces the use of technology and describes herself as a techieteacher.

PAEZ, Ana Claudia is an English teacher at UNLPam. She holds a Specialization in Education and New Technologies (FLACSO). She is in charge of the Chairs Technical English and Level I of English Language – Level II of English Language in the teacher training programme Education Sciences both at UNLPam.

RIOJA, Alba Carolina, Licenciada y Especialista en Didáctica de las Lenguas Extranjeras, is a teacher educator at Lenguas Vivas Salta where she lectures in Special Didactics. She also works at a technical school and at ISICANA. In 2017, she was awarded the Fulbright scholarship “Teaching and Excellence Achievement Program”

SUCHECKI Myriam Verónica is a 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.

TEJADA, Paula Mercedes is an English teacher and translator. She holds a Specialization in Scientific and Technical Translation (UNC). She is an assistant teacher in the Chair of Technical English at Exact and Natural Sciences College (UNLPam). She has worked with teenagers and adults in private institutes and public schools.

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.

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 a university writing instructor.

VAZQUEZ, Esther is an experienced teacher and teacher trainer and a specialist in the field of neurosciences, neurodiversity and education. She has lectured extensively in South America and the USA and in 2017 she received a TESOL Professional Development Scholarship. In 2019 Esther founded EVenio Educational Consultancy.

VILLALBA, Andrés is an EFL teacher with a BA in Applied Linguistics from Universidad Nacional del Litoral de Santa Fe, Argentina, and a specialization from Ohio University in USA. Andrés delivers conferences about education for universities, ministries of education and teachers’ associations in Argentina and abroad. (This year he has received the Tesol International Association Award for International Participation.)