3 Jeremy Harmer has written courses, readers and books about teaching (The Practice of English...

www.colombobogota.edu.co

COLOMBO SYMPOSIUM 2017 | BOOK OF ABSTRACTS

3

Jeremy Harmer has written courses, readers and books about teaching (The Practice of English Language Teaching and Essential Teacher Knowledge). His most recent publication is a 6-level course for young adults/adults called Jetstream that he has co-written with Jane Revell (published by Helbling English).

jeremyharmer.wordpress.com

If human beings can ‘catch’ fog from the air and turn it into water, then why can’t students ‘catch’ grammar (and other language) in the same way? What can we do to help them become good at taking language for themselves?

In this talk, I will suggest that ‘what we give our attention to is what thrives’ and show examples of how this might be achieved because it is only when students start taking language for themselves that we can truly believe they are on their way to a mastery of the language.

THE GRAMMAR CATCHERS

Thursday SEPTEMBER 14th

COLOMBO SYMPOSIUM 2017 | BOOK OF ABSTRACTS

Apart from being an author, Jeremy has also trained and entertained teachers and students around the whole world. He is a faculty member on the MATESOL at The New School, New York. Away from ELT, he is a musician and spoken word performer. With his friend Steve Bingham he has toured a show called Touchable Dreams, and is a regular performer in folk clubs in and around Cambridge UK (where he lives). His children’s oratorio, Island, was premiered in 2015.

KEYNOTE 1. 9:30 – 10:20 aM.SALA TAIRONA - CENTRO COLOMBO AMERICANO

Helbling

COLOMBO SYMPOSIUM 2017 | BOOK OF ABSTRACTS 4

Christine Bauer-Ramazani (MBA, MA, MEd) is an instructor of English and teacher trainer at Saint Michael’s College in Vermont, U.S.A. Christine’s specialty is integrating Computer-Assisted Language Learning (CALL) into the classroom, a topic that she has presented on at conferences around the world. Her presen-tations and workshops focus on pedagogical uses of technology. Christine co-founded the Electronic Village Online of TESOL and is a regular online teacher for TESOL, training teachers in the principles of teaching online. More recently she has focused on assessment of English language learning for TESOL accreditation and taught a graduate course on testing and assessment.

academics.smcvt.edu/cbauer-ramazani

Teachers are IN, and with that, pedagogy is IN. Now that online, mobile, and blended learning are ubiquitous, it is time for teachers to refocus their efforts on integrating this technology into a comprehensive approach to create environments where everyone has a voice. As the NMC Horizon Report: 2017 Higher Education Edition claims, “Fluency in the digital realm is more than just understanding how to use technology” (p. 2). Thus, in this presentation, the speaker will show how technology can be used to not only inspire and support students in 21st century pedagogies, skills, and literacies but also fit into the curricular framework of the Four-Strands Model (Nation and Macalister, 2010). Through examples, the presenter will show how teachers can leverage technology in order to provide their learners with meaning-focused input, meaning-focused out-put, language-focused learning, and fluency development. The presenter will illustrate tools and projects for the different language areas as well as for collaborative learning in blended, flipped, or online contexts.

BACK TO PEDAGOGY: INSPIRED TEACHING WITH TECHNOLOGY


KEYNOTE 2. 10:50 – 11:40 am. SALA TAIRONA - CENTRO COLOMBO AMERICANO

U.S. E

MBAS

SY A

ND CE

NTRO

COLO

MBO

AMER

ICANO


COLOMBO TEACHERS ARE INIn this series of short, dynamic presentations, 6 outstanding Colombo teachers are going to share some of their most innovative, inclusive and inspiring initiatives.

SALA TAIRONA - CENTRO COLOMBO AMERICANO

INITIATIVES. 2:00 – 2:50 PM.


PRESENTER TITLE

Astrid Wilches Blended Learning for Teachers & Students Best Practices.

Marcela VargasUsing Models to Help Students in Basic Courses Enhance their Oral

Performance in Class

Isabel Mesa Building Teaching Communities of Practice

Rolando Moreno Beyond Imagery

Lina Díaz

Let's Write Together! A Collaborative Approach to Writing

CENT

RO CO

LOMB

O AM

ERICA

NO

Camilo Morales

Self and Peer Assessment: Going Beyond Compliments


Joan Kang Shin, PhD is an Associate Professor of Education at George Mason University and the Academic Coordinator of the Teaching Culturally & Linguistically Diverse & Exceptional Learners (TCLDEL) program. Dr. Shin specializes in teaching ESL/EFL to young learners and teenagers and has provided professional deve-lopment programs and workshops to English language teachers in over 100 countries around the world. She is also an expert in online TESOL education and conducts research on building international virtual communities of practice for English teachers. In 2016, Dr. Shin was named one of the 30 Up and Coming Leaders of TESOL by TESOL International Association.

Dr. Shin is a series editor for a groundbreaking 6-level primary English series for National Geographic Learning called Our World, which won the 2014 HRH Duke of Edinburgh English Language Book Awards for Winner of Best Entry for Learners. She is also a series editor and author of the new 3-level preprimary series Welco-me to Our World as well as the host of a professional development video series that she designed for Our World. Her book Teaching Young Learners English, co-authored with Jodi Crandall, received the prestigious 2013 Ben Warren International House Trust Prize.

In addition, she is an English Language Specialist for the Office of English Language Programs (OELP) in the U.S. Department of State and has conducted EFL teacher training programs with hundreds of teachers in Brazil, Cambodia, Costa Rica, Egypt, El Salvador, Guatemala, Laos, Libya, Morocco, Peru, Russia, Saudi Arabia, Serbia, South Korea, Thailand, Turkey, Venezuela, Vietnam, and the U.A.E. She has reached audiences of up to 2,000 through online webinars and digital videoconferencing.

sites.google.com/site/shinjinshil/home

We live in a rapidly changing world, one that is increasingly interconnected. While this century is an exciting one because of its fast-paced, technology-driven nature, it is also a challenging one. Our students who are young global citizens need to learn values and skills that will enable them to successfully communicate and collaborate across borders and cultures. As English teachers we are building skills for global communication, which includes digital, new media, and visual literacy because communication in English is inextricably linked to these 21st century literacies.

This session will demonstrate ways to integrate specific 21st century skills to help our young learners and teens succeed in this technology-driven and global century, and hopefully, will inspire every teacher to be a true 21st century teacher.

ARE YOU A 21ST CENTURY TEACHER?

SALA TAIRONA - CENTRO COLOMBO AMERICANO

KEYNOTE 3. 3:00 – 3:50 PM.


Natio

nal G

eogr

aphic

Lear

ning


EducationUSA is a U.S. Department of State network of over 400 international student advising centers in more than 170 countries. The network promotes U.S. higher education to students around the world by offering accurate, comprehensive, and current information about opportunities to study at accredited postse-condary institutions in the United States. EducationUSA also provides services to the U.S. higher education community to help institutional leaders meet their recruitment and campus internationalization goals. Educa-tionUSA is your official source on U.S. higher education.

www.colombobogota.edu.co/page/nuestra-oficina

EDUCATIONUSA FAIR

EXAM ROOM – AUDIENCE: ALL

EducationUSA FAIR. 3:30 – 5:00 PM.


Educ

ation

USA

Certified U.S. college and university representatives, who also participate in the 2017 EducationUSA Fair, are going to offer their graduate programs in Languages, Education, Humanities, TE-SOL, and related areas, as well as short English courses and teacher training programs. This is an excellent opportunity to seize the possibility to study in The United States and have an enriching experience both at a personal and a profession level.


helbling

BACK BETWEEN THE COVERS: WHAT ROLE FR COURSE BOOKS IN 2017

The role of coursebooks in the world is changing, and so it should.

Coursebooks, far example, have to be more outward-looking than befare

because (a) they can be and (b) the modern world demands it. Coursebooks

have to reflect an ongoing preoccupation with learner- rather

teachercentred pedagogy by putting the learner experience at the centre

of what they offer.

Jeremy Harmer has written courses, readen and books about teaching (The Practice of English Language Teaching and Essential Teacher Knowledge). His most recent publication is a 6-level coune for young adults/adults called Jetstream that he has co-written with Jane Revell (published by Helbling English).

Apart from being an author, Jeremy has also trained and entertained teachef'S and students around the whole world. He is a faculty member on the MATESOL at The New Schoo� New York. Away from ELT, he is a musician and spoken word performer. With his friend Ste,,e Bingham he has toured a show called Touchable Dreams, and is a regular performer in folk clubs in and around Cambridge UK (where he lives). His children's oratorio, Island, was premiered in 2015.

jeremyharmer.wordpress.com/

CONCURRENT SESSION 1. 4:00 - 4:50 PM.SALA TAIRONA - WORKSHOP – AUDIENCE: ALL



Fernando Valenzuela is recognized as one of Latin America’s most capable digital transformation leaders with direct influence over hundreds of institutions and thousands of solutions that have impacted millions of users in over 25 countries. Trilingual senior executive, entrepreneur, consultant, speaker, with Global multi-industry and multi-cultural capabilities. Expert in Latin America and Hispanic content markets. Able to work in the US, Europe & Mexico. Lived in Miami, Sao Paulo, Medellin, Mexico.

Has decisively accelerated digital transformation, with deep understanding of the needs of new generation digital natives, by re-envisioning seemingly disconnected delivery models, designing data driven engaging ex-periences, capitalizing diverse formats-devices-digital assets. Brings broad perspective and inspirational lea-dership skills, a culture of global high performance executive teams within complex environments, dealing equitably with people.

Track-record of setting & implementing breakthrough strategic agenda both for creating and growing new businesses as well as for transforming under-performing organizations into collaborative environments. Suc-cessfully delivering profitable multi-million, complex projects in high profile situations of multiple stakeholders broad segments and diverse portfolios.

Ex-professional soccer player and Professional Soccer coach creatively uses competitive leadership lessons from the sport world to motivate and develop talent.

linkedin.com/in/ferval/

EdTech has been experiencing a boom in the number of startups, events and mentions that are discussed in media around the world. We are in the middle of one of the great revolutions in the history of education. Over the years, extensive resources have been invested in initiatives that combine technology and education, but, no great shake-up has taken place in the educational field as a result of this introduction and have not led to the required paradigm shift. It took us a while to learn the balanced innovation coming from technology and pedagogy that is required for education. In 2013, the world spent a collective $4.6 trillion on education products and services, across all categories. And yet, the combined market cap of all education companies that are publicly listed, and which possess market caps in excess of $500M, was barely $100 billion, or approximately 2% of the total global spend. All of these operators combined constitute what is the smallest market capitalization index of any major sector in the economy.

Just a few years ago, there were no more than 50 private EdTech startup companies, active with some type of professional investment. By the end of 2013, that number had risen, tenfold, to over 500, and there are hundreds more of these startups backed by angels and founder teams operating throughout the world. I have closely witnessed how some of the major obstacles to broadly impact education globally are beginning to fall down. More impactfully, how education has finally been perceived as an attractive field for capital investment and innovation. By being late, we now know how contribute to the aggregate market capitalization and social impact for the education sector. Creating value in education does not depend on policy, it has to be driven by an increasing and impactful supply of innovative approaches to the long standing challenges and to the new realities of life long engaging learners. I call now for the Edupreneurs the curators and the socially aware to step up to the accelerated field of Edtech.

THANK YOU FOR BEING LATE TO EDTECH

MAIN LIBRARY – AWARENESS SESSION – AUDIENCE: ALL

CONCURRENT SESSION 1. 4:00 – 4:50 PM.



Rick Rosenberg is the Regional English Language Officer based in Panama, covering Colombia, Costa Rica, Nicaragua, Venezuela, the Dominican Republic, Haiti, and the Caribbean. Rick was previously The RELO posted in Brazil, the Materials Branch Chief for the Office of English Language Programs in D.C., and was the RELO covering Jordan, Syria, Iraq, Lebanon, Israel, the West Bank and Gaza. Rick is widely known as the “Papa” of the Trace Effects language learning 3D video game. As Materials Chief, Rick directed teams of writer/editors who published extensive online, print, and mobile content and developed the American English portal for EFL educators and learners worldwide (americanenglish.state.gov). Rick and his team also developed and delivered the American English webinar course series, reaching tens of thousands of teachers in over 90 countries. Rick was a Fulbright scholar in both Mostar and Nicksic Yugoslavia (former), and has taught, done teacher training, and administered language programs in over a dozen countries, including the United States, Czechoslovakia, and Ukraine. Rick’s professional areas of interest include materials develop-ment, English for specific purposes, computer aided language learning, and peace education.

This hands-on workshop will provide participants practice with activating task and materials to maximize critical thinking, learner engagement, and communication. The skills of elicitation, gap-ping, extending and adapting will be used to improve activity and game design.

ACTIVATING MATERIAL AND TASK DESIGN

ROOM 301 – WORKSHOP – AUDIENCE: ALL



U.S. E

mbas

sy -

Pana

ma a

nd Co

lomb

ia


Yeni Jiménez is the Academic Department Coordinator for Cambridge University Press Colombia since 2015. She has been an English teacher and teacher trainer for over 22 years. From this position, she has supported schools all over the country to consolidate their Institutional English Programs with an emphasis on teacher professional development initiatives. Yeni also led the “Programa Nacional de Bilingüismo” at the Colombian Ministry of Education for four years.

[email protected]

Many students measure their own progress through their ability to speak in spontaneous situa-tions. However, within the classroom, getting students to actively participate in speaking activities can often be a challenge due to fear of judgement and/or lack of confidence. This presentation describes practical, research-informed advice for teachers on how to create a judgement-free classroom – a “safe speaking environment” - by integrating findings from research on peer inte-raction and teacher feedback.

SAFE SPEAKING ENVIRONMENTS - WHAT? WHY? HOW?

ROOM 302 – PUBLISHER SESSION – AUDIENCE: SECONDARY TEACHERS



Camb

ridge

Univ

ersit

y Pr

ess


Mauricio Rivera has a Bachelor degree in Journalism and a postgraduate degree in international Affairs from Universidad Jorge Tadeo Lozano with 18-year experience in English teaching and teacher training for different universities and PLS´s in Bogotá. He is presently working as National ELT and VIP Coordinator for Higher Ed at Pearson Colombia.

[email protected]

Wider World reflects the way that today’s teens access information and entertainment: from the internet, using personal devices such as tablets, laptops and mobiles. The content and the style in which it is presented is designed to inspire and challenge teenagers.

By interacting with the content, rather than just practicing, students acquire the language at a dee-per cognitive level. Rather than just another subject on the curriculum, English becomes the tool through which they access a Wider World of knowledge, skills and experience.

USING ENGLISH TO ACCESS A WIDER WORLD OF KNOWLEDGE, SKILLS AND EXPERIENCE

ROOM 303 – PUBLISHER SESSION – AUDIENCE: SECONDARY TEACHERS



Pear

son

EDUC

ATION


Sergio Osejo is the ELT Manager for National Geographic Learning; M.A in ELT from University of Southamp-ton, United Kingdom, and B.A in Modern Languages from Pontificia Universidad Javeriana. Certified in IELTS and DELF, Sergio has taught English to children, youngsters and adults for more than 10 years. He has also worked for different publishers, developing English programs and classroom management strategies. Being a teacher trainer at several institutions allow him to share his experience and joy for teaching.

[email protected]

The 21st century has come to change civilization, as we know it: from the possibility of reading the newspaper in our phone up to the option of updating our Twitter status through our watch. We have now become 21st Century Citizens and as such we must adapt to an ever-changing en-vironment. We communicate in a faster way, and Social Media and Networking Sites have come to contribute in these changes. On the other hand, most of the users of these tools are between 19-29 years old. A population that is usually receiving some degree of education in a foreignlanguage, especially English.

Thus, this generation, born between 1980 and 2000, is called: “Millennials,” “Generation Y,” “Ge-neration WE,” “The Boomerang Generation,” “The Peter Pan Generation,” (Abbot, 2013) and it presents specific characteristics:

Millennials are multitaskers and as such “they can juggle many responsibilities at once. This also means that they are easily distracted and find social media and texting hard to resist”. (Abbot, 2013). Being connected means that as they are driven to social media they “know everything there is to know about social media because they are living it. They are constantly perusing Face-book, Twitter, Instagram, etc. It’s how they share and get information”. (Abbot, 2013).

This generation is also known to be difficult to motivate. They appear to like nothing and to be moved by nothing. Time Magazine’s Joel Stein defined Millennials as “lazy, entitled, selfish and shallow” (2013) Therefore bringing this situation to our ELT context, the inevitable question is: Could we use the like for Social Media and turn it into a motivation trigger to help people learn a language? This workshop introduces an overview of the use of Social Media Tools regarding to ELT motivation whilst displaying useful appealing activities for future reference in the classroom and out of it.

#SIMPLEISBETTER: MILLENNIALS, MOTIVATION AND ELT

CONCURRENT SESSION 1. 4:00 – 4:50 PM.ROOM 304 – WORKSHOP – AUDIENCE: ALL

THURSDAY SEPTEMBER 14th

Natio

nal G

eogr

aphic

Lear

ning


Javier Rojas Serrano holds a B.A in Philology and Languages from Universidad Nacional de Colombia in Bogota. He has been an English teacher, tutor, teacher supervisor, and assistant coordinator at the Centro Colombo Americano in Bogota. He has published articles related to ELT and citizenship, technology in ELT, teacher collaboration, and assessment.

[email protected]

Teaching requires constant reflection and reengineering. The fact that teachers encounter cha-llenges and troublesome situations in every single class makes them come up with really creative and imaginative ideas that sometimes are the result of in-depth study of a topic, inner reflection, and organized thinking, as it is the case of action research and pedagogical innovation. As this problem solving process becomes so mechanical and frequent, some teachers may think that their efforts are not worth sharing with others and they just talk bashfully about it with their peers at the teacher’s lounge. However, when they are aware that the challenges that they have are shared by a lot of teachers out there, they may start thinking about making their results known to the community, and it involves publishing their work.

This presentation is directed to those teachers who would like to embark in academic writing to have their work widespread among the teaching community. Therefore, we will discuss the different issues to consider in order to have their papers accepted by a peer-reviewed journal. These issues comprise ethics, content, structure, and style among other considerations that edi-ting committees usually bear in mind to accept or reject an academic article.

FROM THE CLASSROOM TO THE COMMUNITY: TRANSFORMING PRACTICE INTO PUBLISHABLE WORK

ROOM 311 – AWARENESS SESSION – AUDIENCE: ALL



Cent

ro Co

lomb

o Am

erica

no


Yamith José Fandiño Parra holds a B.A. in English Philology from the National University of Colombia and an M.A. in Teaching from De La Salle University. He is also a specialist in virtual learning environments from Virtual Educa Argentina. His research interests range from foreign language learning to teacher education and language policies. Currently, he is working as a full time professor of the School of Education Sciences at De La Salle University.

[email protected]

Traditionally, EFL decisions and actions are taken by politicians, advisers, experts, and designers. They dictate and establish laws, regulations, and programs than ministries of education, education secretariats, and educational institutions have to follow and implement. EFL teachers are regarded as passive recipients of such processes, whose opinions and interests are disregarded and delegitimized (Ricento, 2006; Hornberg, 2006). As a result of this state of affairs, many studies tend to examine the nature and scope of EFL national programs, focusing on their contradictions and weaknesses. This approach is necessary, but not sufficient. Instead, Colombian EFL undergraduate and graduate programs as well as Colombian EFL teacher educators should focus on situated and contextualized issues such as the practices EFL teachers adopt when implementing aspects of macro plans and policies and the discourses EFL teachers construct when interpreting them (Baldauf, 2006). Within this context, this awareness session will describe what language planning and policy (LPP) is about, present traditional and innovative approaches to LPP, and propose the design and implementation of micro-level studies and teacher-centered projects. Issues such as language agency, appropriation, and ecology will be approached as the basis of a necessary academic discussion on how Colombian EFL teachers interpret, (re)create, and activate EFL plans and policies in their classes and schools.

References• Baldauf, R. (2006). ‘Rearticulating the Case for Micro Language Planning in a Language

Ecology Context. Current Issues in Language Planning, 7(2), 147-170.• Hornberger, N. (2006). Frameworks and models in language policy and planning. In T. Ricento

(Ed.), An introduction to language policy: Theory and method (pp. 24-41). New York: BlackwellPublishing.

• Ricento, T. (Ed.). (2006). An introduction to language policy: Theory and method. NewYork: Blackwell Publishing.

TEACHER-CENTERED LANGUAGE PLANNING AND POLICY: A CALL FOR CRITICAL EDUCATION SHIFT




univ

ersid

ad d

e la

sall

e


Mauricio Castaneda González received his Bachelor of Arts in English Teaching in 2006. After college, he moved to the US where he was part of a cultural exchange program and performed as a teacher’s assistant for seven months. While in the US, he also audited a Public Speaking class at St. Thomas University where he grew, even more, his passion for teaching. Since he returned to Bogotá in 2007, he has worked as an EFL teacher for adult learners and teacher supervisor at the Centro Colombo Americano. He is currently pursuing a Master’s degree in Education at Universidad de los Andes. His research interests are motivation-sensitive practices, adult language learning, learning environments assisted by ICTs, teachers’ professional develop-ment, reflective teaching, and Sociocultural approaches in SLA.

[email protected]

MOTIVATING LEARNERS THROUGH RELINQUISHING STRATEGIESWhen motivation is low, learning English can become a tedious process for both students and teachers. Educators are constantly looking for strategies that help them keep students motivated to succeed as language learners. Motivation is still believed to be the second predictor of language learning trailing only aptitude. Experienced researchers have also claimed that highly motivated students could even overcome aptitude barriers and find their own ways to learn. All in all, the power of motivation in a language classroom is unquestionable.

The study of L2 motivation has seen an unprecedented boom during the past decade giving the field new directions to explore. An aspect that has called researchers’ attention has to do with the use of motivational approaches that encourage students’ agency by developing metacognitive and self-regulation skills. One of the techniques that has been suggested is the use of relinquishing strategies as a way to encourage and motivate learners to take control of their own learning.

During this workshop, attendees will be shown different ways in which relinquishing strategies can be implemented in class in order to keep students motivated.

CONCURRENT SESSION 1. 4:00 – 4:50 PM.ROOM 313 – AWARENESS SESSION – AUDIENCE: ALL


Cent

ro Co

lomb

o Am

erica

no


Ricardo Nausa holds a bachelor’s degree in Philology and Languages from Universidad Nacional de Colom-bia and a master’s degree in Applied Linguistics to TEFL from Universidad distrital Francisco José de Caldas. He is currently a PhD student in the program of Applied Linguistics and English Language in the University of Birmingham. He is also a professor in the IPD (inglés para doctorados) program at Universidad de los Andes. His research interests include academic writing and oral presentations, discourse analysis, conversation analy-sis, and the teaching of EAP.

[email protected]

First person pronouns can be used to perform different discourse functions (Hyland, 2012), adopt authorial stances (Tang & John, 1999) or project identity roles (Zareva, 2009). In oral presentations (OPs), pronouns also help presenters construct persuading arguments and engage with their audience. This study analyses how a group of Colombian PhD-level students, from different disciplinary fields and enrolled in the same EAP course, use pronouns in their OPs to project their academic selves. Pronoun use was explored in a corpus of 58 pairs of essays and their corresponding OPs transcriptions (84755 tokens) to identify projected identities, phraseolo-gy, and discourse functions and how these varied by levels of achievement in OPs (high, medium, and low) and discipline (hard vs soft). To achieve these objectives, statistical significance analyses were performed. These were complemented with corpus and discourse analysis procedures. The analyses show that high-achieving students take an active role in co-constructing explanations with their audience, as evidenced in their use of inclusive “we” (Kuo, 1999) and also exhibited a higher projection of the knowledge originator role (Tang & John, 1999) as evidence by the high uses of “I” and “my” and their accompanying (nominalized) cognitive verbs. In the disciplinary divide (Becher & Trowler, 2001), hard science students privileged their projection of roles that showed them as adhering to their disciplinary practices while soft discipline students preferred identities that showed their stance towards the ideas presented. Tendencies in pronoun use, phraseology functions performed, limitations, implications, and perspectives for future research are also discussed.

ACADEMIC IDENTITY PROJECTION IN THE ORAL PRESENTATIONS OF COLOMBIAN PHD-LEVEL STUDENTS: LEVEL OF ACHIEVEMENT AND DISCIPLINARY DIFFERENCES IN AN EAP CLASS

ROOM 315 – RESEARCH REPORT – AUDIENCE: UNIVERSITY TEACHERS



Univ

ersid

ad d

e los

And

es


Edmund Dudley is a teacher trainer, materials writer and teacher of English with more than 20 years of classroom experience. Based in Budapest, he has extensive experience of teaching EFL at both primary and secondary levels. He works with teachers from around the world as a freelance teacher trainer and as a tutor at the University of Oxford’s ELT Summer Seminar. He is the co-author of OUP’s Mixed-Ability Teaching and has also contributed materials to several OUP textbooks and training courses.

Unmotivated or hard-to-reach students can make the job of language teaching especially challen-ging. Sometimes we need to look beyond language in order to create the kind of conditions in which students feel secure and are able and willing to participate. In this session we will consider the emotional and psychological dimensions of classroom relationships, and try out a variety of activities designed to strengthen both individual self-esteem and group harmony. We’ll also be looking at strategies and techniques for sustaining and developing our own motivation as teachers.

MOTIVATING THE UNMOTIVATED




Oxfo

rd Un

iver

sity

Pres

s


Ryan Geiger serves as Assistant Director of the Office of International Student Programs at Saint Francis University, where he leads the student advising team, manages student success and retention strategies, and assists in international student recruitment. Founded in 1847, Saint Francis University is the oldest Franciscan institution of higher learning in the United States. Saint Francis University is a Catholic, coeducational liberal arts University sponsored by the Franciscans of the Third Order Regular.

This session will examine the international student orientation process including pre-departure, on-campus, and extension orientation. We will review topics to promote international student’s transition including awareness of U.S. culture, U.S. university culture, facilitating integration into the campus and local community, and other strategies to promote the student’s successful cul-tural and academic experience. Lastly, we will discuss an extension orientation course designed at a university in The United States, including course content and the reason behind creating the course. We will also evaluate international student first-semester performance data.

REINVENTING INTERNATIONAL STUDENT ORIENTATION TO PROMOTE STUDENT SUCCESS

ROOM 317 – WORKSHOP – AUDIENCE: ADMINISTRATORS



Saint

Fran

cis Un

iver

sity


Alexis Kreun is an instructor in the ESL Program at the University of North Carolina Wilmington. She also engages in international promotion for the university, visiting high schools and colleges in countries around the world. Prior to teaching in Wilmington, North Carolina, Alexis held ESL positions in Iowa & Arizona (USA), Sonora (Mexico), and Henan (China). Alexis is fluent in Spanish and is happy to speak with you in Spanish or English following her presentation.

This session will be a joint workshop and research report about the use of cross-cultural simu-lation in the ESL classroom to build understanding and empathy for others unlike ourselves. Par-ticipants will engage in a simulation called BaFá BaFá, followed by a time of reflection and group discussion. The presenter will share an example of how BaFá BaFá was used effectively in an ESL classroom at a university in The United States. Finally, she will share research about best practices of using simulation to train students in critical thinking and conflict resolution skills.

BAFÁ BAFÁ: EXPLORING THE EFFECTIVENESS OF CROSS-CULTURAL SIMULATION IN THE ESL CLASSROOM




Univ

ersit

y of

Nor

th Ca

rolin

a W

ilming

ton

DYNAMIC PROGRAMS FOR ENGLISH LANGUAGE LEARNING SUCCESS

makes learning English a fun game for kids, while teaching foundational language skills!

provides an integrated approach to learning and literacy development for successful English language acquisition.

determines students reading levels and matches them with books to build comprehension and motivate reading.

engages students with an online e-book library so they can grow as successful readers!

TIMELINE advert v2.indd 1 18/08/2017 11:17


Fernando Valenzuela is recognized as one of Latin America’s most capable digital transformation leaders with direct influence over hundreds of institutions and thousands of solutions, that have impacted millions of users in over 25 countries. Trilingual senior executive, entrepreneur, consultant, speaker, with Global multi-industry and multi-cultural capabilities. Expert in Latin America and Hispanic content markets. Able to work in the US, Europe & Mexico. Lived in Miami, Sao Paulo, Medellin, Mexico.

Has decisively accelerated digital transformation, with deep understanding of the needs of new generation digital natives, by re-envisioning seemingly disconnected delivery models, designing data driven engaging ex-periences, capitalizing diverse formats-devices-digital assets. Brings broad perspective and inspirational lea-dership skills, a culture of global high performance executive teams within complex environments, dealing equitably with people.

Track-record of setting & implementing breakthrough strategic agenda both for creating and growing new businesses as well as for transforming under-performing organizations into collaborative environments.Suc-cessfully delivering profitable multi-million, complex projects in high profile situations of multiple stakeholders broad segments and diverse portfolios.

Ex-professional soccer player and Professional Soccer coach creatively uses competitive leadership lessons from the sport world to motivate and develop talent.

linkedin.com/in/ferval/

We have entered an age of dizzying acceleration due to the exponential capabilities brought by technology. They came so fast that we now face an era of great inconsistencies and wider gaps.

Education still holds the power to enable people to navigate through this era, but to understand How do these changes interact, and how can we cope with them we need a nonlinear approach and balanced perspective from conflicting angles?

This session will provide a broad and reflective analysis of epic trends in education and their consequences.

It offers tonic suggestions for fostering ‘valuable education innovation’ allowing us to see far more clearly what we’ve been looking at all along; new forces are upending your role as a teacher

LOOK BOTH WAYS

SALA TAIRONA – CENTRO COLOMBO AMERICANO

KEYNOTE 4. 8:15 – 9:05 AM.

FRIday SEPTEMBER 15th


COLOMBO TEACHERS ARE INIn this series of short, dynamic presentations, 5 outstanding Colombo teachers are going to share some of their most innovative, inclusive and inspiring initiatives.

INITIATIVES. 9:45 – 10:35 AM.SALA TAIRONA - AUDIENCE: ALL


CENT

RO CO

LOMB

O AM

ERICA

NO PRESENTER TITLE

Carolina VegaStand up to the Boogeyman: Bring tech tools to your class bridges

Gisell EspitiaPractical Tips to Foster Speaking

Mauricio AcostaBonding

Katherin Soto Learning Strategies: Going Beyond

Diana Peñuela Building Bridges


Professor Anne Curzan is Arthur F. Thurnau Professor of English at the University of Michigan. She also holds faculty appointments in the Department of Linguistics and the School of Education, and she is currently the Associate Dean for Humanities. Her research focuses on the history of the English language, attitudes about language change, language and gender, dictionaries, and pedagogy. Professor Curzan has received uni-versity awards for outstanding research and undergraduate teaching, including the Henry Russel award and the John Dewey Award. She has published dozens of articles and multiple books, including Fixing English: Prescriptivism and Language History and How English Works: A Linguistic Introduction. She has also created the audio/video courses “Secret Life of Words: English Words and Their Origins” and “English Grammar Boot Camp” for The Great Courses. Professor Curzan can be found talking about language on the blog Lin-gua Franca for the Chronicle of Higher Education and on the segment “That’s What They Say” on local NPR station Michigan Radio.

acurzan.english.lsa.umich.edu/

Many worry that texting is degrading written English. This talk presents a different perspective on the effects of texting, arguing that the language of texting is far from chaotic. Texting has created a new register of written English, with its own fairly elaborate set of conventions. The talk will describe some of these new conventions and offer teachers ways to use students’ knowledge of texting to talk about the conventions of more formal registers of written English.

TEXTING AND THE FUTURE OF ENGLISH

SALA TAIRONA – WORKSHOP – AUDIENCE: ALL

CONCURRENT SESSION 2. 11:00 – 11:50 AM.


CAMB

RIDGE

UNIV

ERSIT

Y PR

ESS


Greg Kessler is the Director of the Language Resource Center and Associate Professor of Computer As-sisted Language Learning in the Department of Linguistics at Ohio University. He is also an affiliated faculty member in Instructional Technology in the Patton College of Education. His research addresses instructional technology, teacher preparation, language teaching and associated human behavior. He has published widely and delivered featured talks around the world. He holds a Ph.D. in Instructional Technology, Ohio University. MA in TESOL from California State University-Sacramento. BA in English with a focus on Poetry/Creative Writing from Southern Illinois University-Carbondale.

linguistics.ohio.edu/linguistics/?page_id=249

The presenter will share a number of examples of new media, resources and intelligent tools with participants. He will guide them through the assessment, customization and implementa-tion of a handful of such resources. Participants will become familiar with these intelligent tools and develop an understanding of how they can be used in specific learning contexts. They will explore applications related to assessment, individualized instruction, and feedback and student engagement.

PREPARE YOURSELF FOR THE FUTURE: SOCIAL MEDIA, INTELLIGENT AND AUTOMATED TECHNOLOGIES IN YOUR OWN CLASSROOM

MAIN LIBRARY – WORKSHOP – AUDIENCE: ALL



PEAR

SON

EDUC

ATION


Liliana Cuesta Medina is a professor at the Master’s programs in English Language Teaching at the De-partment of Languages and Cultures, Universidad de La Sabana. She holds a PhD in English Philology from the Faculty of Humanities at UNED, Madrid. Her research areas include CALL, CLIL, academic writing, and lear-ners’ self-regulation in blended/virtual learning environments, on which topics she has led research projects, and published in books, international journals and conference proceedings.

[email protected]

In this presentation, the author will examine how blended learning (BL) has become one of the ruling approaches in contemporary education. Issues concerning the design, development, and evaluation of BL tasks will be analyzed, being based on the examination of approaches and models presented in the research literature. Not only will the author illustrate some of the best practices in BL from diverse higher education institutions across the globe, but she will also sup-port her analysis on two specific research studies conducted with tertiary level blended language educators, with the aim of articulating a series of guidelines that support educators in their initial contact and further engagement with BL practices. Several challenges, transformations and adap-tations in BL planning, delivery, and assessment stages will be revisited in order to guide effective design and development of BL initiatives, according to the types of blends proposed (task, lesson, course, and/or program). Throughout this session, attendees will learn about strategies for the design and assessment of BL tasks in language learning, highlighting the value of core principles such as self-regulation of learning, collaboration, interaction, and multimodality, viewed as es-sential elements that the modern educational curricula should include. Reproducible handouts will be handed in to participants, which can be adapted to varied BL contexts to enhance users’ knowledge of informed technology-assisted language learning practices.

EFFECTIVE BLENDS IN THE ENGLISH LANGUAGE CLASSROOM




Univ

ersid

ad d

e la

Saba

na

MKT_ColombiaELT_Agenda_c.indd 1 8/16/17 1:26 PM


Harold Castañeda-Peña holds a PhD in Education from Goldsmiths, University of London. He currently coordinates the ELT EDUCATION major in the Doctorado Interinstitucional en Educación at Universidad Distrital Francisco José de Caldas. His research interests revolve around identity, information literacy and videogaming in relation to English language teaching and learning. He is a member of the research group Aprendizaje y Sociedad de la Información. He is the 2017-2018 president of ASOCOPI.

[email protected]

This presentation is an academic reflection and reviews local research on the interphase of gen-der and English language teaching and learning. Over the last decade, most Colombian scholarly work, related to this interphase, has customarily dealt with gender representations in English-language teaching-learning materials and with gendered discoursive practices within the language classroom. A third emergent research area has genderly explored language teacher education. This research committment is admittedly innovative not because the wish to practice toward fin-ding answers but because the will to practice toward finding questions. Thus gendering ELT local research defies answers whilst opening up opportunities to better comprehend the potentialities of a gendered ELT pedagogy. The main question to be asked is about English language teaching/learning practices as ethical practices that simply draw on subversion. In that sense, such practices must be continually revisited, reconceptualized and reassessed. Taking this stance would mean boning up on ways of English-language teaching-learning based on the social justice turn that com-plements the critical turn. Additionally, in this particular reading of English-language teaching-lear-ning practices, there is an opportunity for innovation bearing in mind a decolonial possibility. The problem of decolonial choice is comprehending and unveiling the assault or theft of the gendered identities. Both language teachers and students appear to be constituted as disposable beings by the structuring of hierarchies and systems of power-knowledge where the dispossession is the center of the problem and not exclusion which has been normalized as a research finding. This could possibly indicate where to move forward.

GENDERING ELT LOCAL INNOVATIVE RESEARCH: WHERE TO MOVE FORWARD?

ROOM 302 – RESEARCH REPORT – AUDIENCE: ALL



Unive

rsida

d Dist

rital

Fran

cisco

José

de Ca

ldas


Diego Fernando Ubaque Casallas works for the Centro Cultural Colombo Americano and Pontificia Uni-versidad Javeriana (Colombia) as an EFL teacher. He holds a master in applied linguistics to the teaching of English from Universidad Distrital Francisco José de Caldas (Colombia).

[email protected]

Freddy Samir Pinilla Castellanos works for the Centro Cultural Colombo Americano (Bogotá) as an EFL teacher. He holds a Bachelor’s degree in education from the University of South Carolina (USA). His research interests have to do with assessment practices in the EFL classroom.

[email protected]

This qualitative phenomenographic study looked into language learners´ written production to understand their identities and social discourses when discussing different topics in a B1 EFL classroom in a public school in Bogota, Colombia. The study took on identity as constructed in/by discourse. The study intended to document, from a methodological viewpoint, the way of experiencing these social phenomenon, and variation in ways of experiencing them to account for different interpretation and constructions of reality. Findings revealed that identities are shaped by existent social discourses. Identities are as well socially, personally, historically and context determined. Data also showed that learners’ discourses are spread and contended in a process of discursive interaction when these get to be mobilized within the EFL classroom.

DOING PHENOMENOGRAPHY IN DISCOURSE ANALYSIS: EXPLORING IDENTITIES AND SOCIAL DISCOURSES FROM EFL LEARNERS THROUGH WRITTEN TASKS




Cent

ro Co

lomb

o Am

erica

no


Andres Cifuentes holds a BA in Philology and Languages from Universidad Nacional de Colombia and he has an M. Ed. in Educational Leadership from Virginia Commonwealth University. He has taught at the Universi-dad Nacional de Colombia for both the Philology and languages program and for the extension department of the Human Sciences School. He has served as a classroom teacher in the United States and in Colombia from elementary school through adult education in foreign languages. He is currently a Market Intelligence, Product Specialist at Oxford University Press.

Francisco Tovar is a professional in the field of English teaching as a foreign language with 8+ years of expe-rience in both, schools and universities. He also has 3 years of international teaching experience. He holds a Bachelors’ Degree in philology and languages from the National University of Colombia, a Specialization Degree in English to Spanish Translation from the Rosario University and a Master’s Degree in Educational Leadership from the Virginia Commonwealth University. He is currently working as an Educational Consultant for Oxford University Press.

[email protected]

Today’s classroom is changing rapidly. New technologies, new methodologies, a growing empha-sis on exams and results, increased expectations from parents and students, and pressure to introduce English from an earlier age all place huge demands on teachers. A well-chosen profes-sional development program enables teachers to rise to these challenges – and students who are taught by skilled and motivated teachers achieve better results. That is the reason why Oxford University Press professional development services have evolved and expanded, with face-to-face and online Oxford Teachers’ Academy courses now available on a broad range of topics to develop the skills teachers need to deliver educational goals.

Governments, schools and parents around the world are choosing to invest in English language teaching for their children and young people. But this investment will only be worthwhile if the right people are teaching, and if those teachers have the skills to teach well. Research shows that for professional development to be effective it has to be concrete and classroom-based, that teachers benefit from working with peers, and bringing in expertise from outside the school is also important. Oxford Teachers’ Academy courses meet these essential needs so that the time spent on professional development leads to more effective teaching in the classroom.

In this session, we will also examine the range of available courses for teachers of all age groups, from young learners to adults, for teaching using digital tools, and for teaching English for Acade-mic Purposes, and more.

IDEAS ONLINE TODAY, INSPIRATION FOR CLASS TOMORROW

ROOM 304 – PUBLISHER SESSION – AUDIENCE: ALL



Oxfo

rd Un

iver

sity

Pres

s


Anne-Marie Truscott de Mejía, Ph.D in Linguistics in the area of Bilingual Education (Lancaster University) and M.A in Applied English Linguistics (Birmingham University), is currently working in the Faculty of Edu-cation at Universidad de los Andes, Bogotá and is the Director of the Ph.D Programme in Education. Her research interests include bilingual classroom interaction, the construction of bilingual curricula and processes of empowerment, and bilingual teacher development. She is author of a number of books in English and Spanish which include, Empowering Teachers across Cultures with Christine Hélot (Peter Lang, 2011) Bi-lingüismo en el Contexto Colombiano with Beatriz Peña Dix and Alexis López (Ediciones Uniandes, 2011), Exploraciones sobre el Aprendizaje de Lenguas y Contenidos en Programas Bilingues (Ediciones Uniandes, 2012) and Empoderamiento, Autonomia y Pensamiento Crítico en las Aulas de Lenguas Extranjeras with Beatriz Peña Dix and Nicole Bruskewitz (Ediciones Uniandes, 2016).

[email protected]

Critical thinking has long been valued as a means of being able to take informed decisions and to think creatively as well as being able to see thinking skills as an ongoing learning process (Shirkhani & Fahim, 2011). La Universidad de los Andes, along with many other universities is increasingly aware of the need to help students develop critical thinking strategies during their course of study. This presentation is based on a recent research project carried out in the Department of Languages and Culture of the same university, where the researchers were interested in finding out how language learners developed their own routes towards the goal of critical thinking. The results of the study provided evidence to show that the students were motivated by activities involving critical thinking, particularly in relation to critical reading and how this led to reflection, discussion and debate among the students. However, the results also showed that although in theory most teachers in the Department had a clear vision of what critical thinking entailed, in fact, there was little consistency in how this was introduced into the different language courses.

Shirkhani, S. & Fahim, M. (2011). Enhancing critical thinking in foreign language learners. Procedia – Social and Behavioural Sciences (29), 111-115.

CRITICAL THINKING AND THE TEACHING OF FOREIGN LANGUAGES IN HIGHER EDUCATION: OPPORTUNITIES AND CHALLENGES




Univ

ersid

ad d

e los

And

es


Edmund Dudley is a teacher trainer, materials writer and teacher of English with more than 20 years of classroom experience. Based in Budapest, he has extensive experience of teaching EFL at both primary and secondary levels. He works with teachers from around the world as a freelance teacher trainer and as a tutor at the University of Oxford’s ELT Summer Seminar. He is the co-author of OUP’s Mixed-Ability Teaching and has also contributed materials to several OUP textbooks and training courses.

Traditionally, the role of the teacher has been at the heart of language-teaching methodology; in the mixed-ability classroom, however, the needs of the learners are paramount. Finding the right approach to take with a group of students can therefore involve making a difficult choice from a rich menu of methodological possibilities.

This talk will first argue that there is room for traditional methodologies in the modern mixed-ability classroom, and will suggest innovative ways of drawing from a variety of different approa-ches in an attempt to meet the specific needs, strengths and preferences of individual learners.

Just as disparate ingredients combine to make a good salad, an informed and flexible approach that recognizes and celebrates individual diversity and personal preferences can allow us to en-hance and enrich the learning experience for all.

SOUP OR SALAD? INFORMED ECLECTICISM IN THE MIXED-ABILITY CLASSROOM




Oxfo

rd Un

iver

sity

Pres

s

Helbling’s new 6-level coursefor adult learnersby Jane Revell, Jeremy Harmer, Mary Tomalin, Amanda Maris, Deborah FriedlandJANE REVELLJEREMY HARMER

Student’s Book

Beginner

Amanda Maris with Jane Revell

Real language & memory training

Language in Action videos

JETSTREAM Cloud with LMS

AMERICAN JETSTREAM is the brand new Helbling Languages 6-level course for adult learners.Its carefully balanced pace and challenge offer a learning experience that is fun and motivating and onethat prepares students to use their English effectively in work and life.

www.helblinglanguages.com

• Cloud Book

• Cyber Homework

• Language in Action videos

• mp3 audios

• Pronunciation

• Exam practice

• CLIL Projects

www.helbling-ezone.com

on

• Motivating topicsGet you interested and communicating

• Focus on vocabularyHelps you find the right words

• PersonalizationYour opinion, your voice - right from the start of the lesson

• Grammar in focusThe right grammar at the right time, plus a full grammar reference

• Emphasis on speakingEngaging activities to get you talking

• Thinking & MemoryEncourages thinking and memory training

• Cross CultureMaximize your social and cultural awareness

• StoriesLively stories for extra reading practice

• Language in Action videosAn engaging way to practice real language

• JETSTREAM WorkbookReview and practice, progress checks, and writing skills development

• PLUS - fully integrated digital componentsLots of options for flexible blended learning

Stud

ent’

s B

oo

kB

egin

ner

CEFR A1

Student’s Book

beginner

Real language &memory training

Dialogue karaokevideos

JETSTREAM Cloudwith LMS

CEFR A1

JETSTREAM is the brand new Helbling Languages6-level course for adult learners. Its carefullybalanced pace and challenge offer a learningexperience that is fun and motivating and whichprepares students to use their English effectivelyin work and life.



• PersonalisationYour opinion, your voice - right from the start of the lesson

• Grammar to goThe right grammar at the right time plus a full grammar reference



• Cross cultureMaximise your social and cultural awareness

• Dialogue karaoke videosAn exciting way to practise real language

• JETSTREAM WorkbookRevision and practice, progress checks and writing skills development


• Cloud Book

• Cyber Homework

• Dialogue karaokevideos

• Mp3 audios

• Pronunciation

• Exam practice

• CLIL Projects


on


Student’s Book

beginner

Amanda Maris

Real language &Memory training

Dialogue karaoke


beginner

Student’s B

ook

Student’s Book

elementary

Jane Revell ∙ Mary Tomalin


Dialogue karaoke


elementary

Student’s B

ook

pre-intermediate


Student’s Book


Everyday EnglishVideos


pre-interme

diateStude

nt’s Book

Student’s Book

intermediate

Jeremy Harmer ∙ Jane Revell




intermediat

eStude

nt’s Book

Student’s Book

upper intermediate





upper inter

mediate

Student’s B

ook

Student’s Book

advanced

Mary Tomalin ∙ Deborah Friedland




advanced

Student’s B

ook

Amanda Mariswith Jane Revell

begi

nner

Stu

de

nt’

s B

oo

k

Student’s Book

elementary














• Dialogue karaoke videosAn exciting way to practise real language


• PLUS - fully integrated digital componentsLots of options for flexible blended learningwww.helbling-ezone.com

on

Student’s Book

beginner

Amanda Maris




beginner

Student’s B

ook

Student’s Book

elementary





elementary

Student’s B

ook

pre-intermediate


Student’s Book


Everyday Englishvideos


pre-interme

diateStude

nt’s Book

Student’s Book

intermediate





intermediat

eStude

nt’s Book

Student’s Book

upper intermediate





upper inter

mediate

Student’s B

ook

Student’s Book

advanced

Mary Tomalin




advanced

Student’s B

ook

elem

enta

ryS

tud

en

t’s

Bo

ok


• Cloud Book

• Cyber Homework

• Dialogue karaoke videos

• Mp3 audios

• Pronunciation

• Exam practice

• Testbuilder

• CLIL Projects

CEFR A1/A2

pre-intermediate


Student’s Book













• VideosEveryday English brought to life



on


Student’s Book

beginner

Amanda Maris




beginner

Student’s B

ook

Student’s Book

elementary





elementary

Student’s B

ook

pre-intermediate


Student’s Book




pre-interme

diateStude

nt’s Book

Student’s Book

intermediate





intermediat

eStude

nt’s Book

Student’s Book

upper intermediate





upper inter

mediate

Student’s B

ook

Student’s Book

advanced

Mary Tomalin




advanced

Student’s B

ook

pre-

inte

rmed

iate

Stu

de

nt’

s B

oo

k

• Cloud Book

• Cyber Homework

• Everyday English videos

• Mp3 audios

• Pronunciation

• Exam practice

• Testbuilder

• CLIL Projects

CEFR A2/B1

Student’s Book

intermediate

















on


• Cloud Book

• Cyber Homework

• Everyday EnglishVideos

• Mp3 audios

• Pronunciation

• Exam practice

• CLIL Projects

inte

rmed

iate

Stu

de

nt’

s B

oo

k

Student’s Book

beginner

Amanda Maris


Dialogue karaoke


beginner

Student’s B

ook

Student’s Book

elementary



Dialogue karaoke


elementary

Student’s B

ook

pre-intermediate


Student’s Book




pre-interme

diateStude

nt’s Book

Student’s Book

intermediate





intermediat

eStude

nt’s Book

Student’s Book

upper intermediate





upper inter

mediate

Student’s B

ook

Student’s Book

advanced





advanced

Student’s B

ook

CEFR B1

Student’s Book

upper-intermediate

Jeremy Harmer ∙ Jane RevellJETSTREAM is the brand new Helbling Languages6-level course for adult learners. Its carefullybalanced pace and challenge offer a learningexperience that is fun and motivating and whichprepares students to use their English effectivelyin work and life.








• Writing skillsModel texts and practice to improve your writing skills


• JETSTREAM WorkbookRevision, practice, progress checks and extra reading



uppe

r-in

term

edia

teS

tud

en

t’s

Bo

ok


on

• Cloud Book

• Cyber Homework

• Everyday Englishvideos

• Mp3 audios

• Pronunciation

• Exam practice

• CLIL Projects



Writing skills


CEFR B2

advanced



Writing skills


Student’s Book

Mary Tomalin ∙ Deborah FriedlandJETSTREAM is the brand new Helbling Languages6-level course for adult learners. Its carefullybalanced pace and challenge offer a learningexperience that is fun and motivating and whichprepares students to use their English effectivelyin work and life.








• Writing skillsModel texts and practice to improve your writing skills


• JETSTREAM WorkbookRevision, practice, progress checks and extra reading




on

• Cloud Book

• Cyber Homework

• Everyday EnglishVideos

• Mp3 audios

• Pronunciation

• Exam practice

• CLIL Projects

adva

nced

Stu

de

nt’

s B

oo

k

Student’s Book

beginner




CEFR A1


• Motivating topicsGet you interested and communicating• Focus on vocabularyHelps you find the right words• PersonalisationYour opinion, your voice - right from the start of the lesson• Grammar to goThe right grammar at the right time plus a full grammar reference• Emphasis on speakingEngaging activities to get you talking• Thinking & MemoryEncourages thinking and memory training• Cross cultureMaximise your social and cultural awareness• Dialogue karaoke videosAn exciting way to practise real language• JETSTREAM WorkbookRevision and practice, progress checks and writing skills development• PLUS - fully integrated digital componentsLots of options for flexible blended learning• Cloud Book• Cyber Homework• Dialogue karaokevideos

• Mp3 audios• Pronunciation• Exam practice• CLIL Projectswww.helbling-ezone.com

on


Student’s Book

beginner

Student’s Book

elementary pre-intermediate

Student’s Book

Student’s Book

intermediate

Student’s Book

upper intermediate

Student’s Book

advanced

Amanda Mariswith Jane Revell

beginner

Student’s Boo

k

Student’s Book

elementary






• Motivating topicsGet you interested and communicating• Focus on vocabularyHelps you find the right words• PersonalisationYour opinion, your voice - right from the start of the lesson• Grammar to goThe right grammar at the right time plus a full grammar reference• Emphasis on speakingEngaging activities to get you talking• Thinking & MemoryEncourages thinking and memory training• Cross cultureMaximise your social and cultural awareness• StoriesLively stories for extra reading practice• Dialogue karaoke videosAn exciting way to practise real language• JETSTREAM WorkbookRevision and practice, progress checksand writing skills development• PLUS - fully integrated digital componentsLots of options for flexible blended learningwww.helbling-ezone.com

on

Student’s Book

beginner

Student’s Book


Student’s Book

Student’s Book

intermediate

Student’s Book

upper intermediate

Student’s Book

advanced

elementary

Student’s B

ook


• Cloud Book• Cyber Homework• Dialogue karaoke videos• Mp3 audios

• Pronunciation• Exam practice• Testbuilder• CLIL Projects

CEFR A1/A2

pre-intermediate


Student’s Book





• Motivating topicsGet you interested and communicating• Focus on vocabularyHelps you find the right words• PersonalisationYour opinion, your voice - right from the start of the lesson• Grammar to goThe right grammar at the right time plus a full grammar reference• Emphasis on speakingEngaging activities to get you talking• Thinking & MemoryEncourages thinking and memory training• Cross cultureMaximise your social and cultural awareness• StoriesLively stories for extra reading practice• VideosEveryday English brought to life• JETSTREAM WorkbookRevision and practice, progress checksand writing skills development• PLUS - fully integrated digital componentsLots of options for flexible blended learningwww.helbling-ezone.com

on


Student’s Book

beginner

Student’s Book


Student’s Book

Student’s Book

intermediate

Student’s Book

upper intermediate

Student’s Book

advanced

pre-interme

diateStude

nt’s Book

• Cloud Book• Cyber Homework• Everyday English videos• Mp3 audios

• Pronunciation• Exam practice• Testbuilder• CLIL Projects

CEFR A2/B1

Student’s Book

intermediate






• Motivating topicsGet you interested and communicating• Focus on vocabularyHelps you find the right words• PersonalisationYour opinion, your voice - right from the start of the lesson• Grammar to goThe right grammar at the right time plus a full grammar reference• Emphasis on speakingEngaging activities to get you talking• Thinking & MemoryEncourages thinking and memory training• Cross cultureMaximise your social and cultural awareness• StoriesLively stories for extra reading practice• VideosEveryday English brought to life• JETSTREAM WorkbookRevision and practice, progress checksand writing skills development• PLUS - fully integrated digital componentsLots of options for flexible blended learningwww.helbling-ezone.com

on


• Cloud Book• Cyber Homework• Everyday EnglishVideos

• Mp3 audios• Pronunciation• Exam practice• CLIL Projects

intermediat

eStude

nt’s Book

Student’s Book

beginner

Student’s Book


Student’s Book

Student’s Book

intermediate

Student’s Book

upper intermediate

Student’s Book

advanced

CEFR B1

Student’s Book

upper-intermediate

Jeremy Harmer ∙ Jane RevellJETSTREAM is the brand new Helbling Languages6-level course for adult learners. Its carefullybalanced pace and challenge offer a learningexperience that is fun and motivating and whichprepares students to use their English effectivelyin work and life.

• Motivating topicsGet you interested and communicating• Focus on vocabularyHelps you find the right words• PersonalisationYour opinion, your voice - right from the start of the lesson• Grammar to goThe right grammar at the right time plus a full grammar reference• Emphasis on speakingEngaging activities to get you talking• Thinking & MemoryEncourages thinking and memory training• Cross cultureMaximise your social and cultural awareness• Writing skillsModel texts and practice to improve your writing skills• VideosEveryday English brought to life• JETSTREAM WorkbookRevision, practice, progress checks and extra reading• PLUS - fully integrated digital componentsLots of options for flexible blended learning


upper-inter

mediate

Student’s B

ook


on• Cloud Book• Cyber Homework• Everyday Englishvideos

• Mp3 audios• Pronunciation• Exam practice• CLIL Projects



Writing skills


CEFR B2

advanced


• Motivating topicsGet you interested and communicating• Focus on vocabularyHelps you find the right words• PersonalisationYour opinion, your voice - right from the start of the lesson• Grammar to goThe right grammar at the right time plus a full grammar reference• Emphasis on speakingEngaging activities to get you talking• Thinking & MemoryEncourages thinking and memory training• Cross cultureMaximise your social and cultural awareness• Dialogue karaoke videosAn exciting way to practise real language• JETSTREAM WorkbookRevision and practice, progress checksand writing skills development• PLUS - fully integrated digital componentsLots of options for flexible blended learning

• Cloud Book• Cyber Homework• Dialogue karaokevideos

• Mp3 audios• Pronunciation• Exam practice• CLIL Projectswww.helbling-ezone.com

on


beginner

Student’s Book& Workbook

elementary


pre-intermediate


intermediate


upper intermediate

Student’s Book& Workbook Student’s Book& Workbook

advanced



Writing skills


Student’s B

ook

Student’s Book


DA AGGIONARE advanced

CEFR C1

9783990453599_cvr.indd 1 14/10/16 09:56

Student’s Book

Elementary




AMERICAN JETSTREAM is the brand new Helbling Languages 6-level course for adult learners. Itscarefully balanced pace and challenge offer a learning experience that is fun and motivating, preparingstudents to use their English effectively in work and life.












• PLUS - fully integrated digitalcomponentsLots of options for flexible blended learning

• Cloud Book

• Cyber Homework


• mp3 audios

• Pronunciation

• Exam practice

• CLIL Projects


on

Jane Revell • Mary Tomalin

CEFR A1/A2

Stud

ent’

s B

oo

kEl

emen

tary

9783990453629_American Jetstream SB elementary.indd 1 14/10/16 12:49

Student’s Book

Pre-intermediate




AMERICAN JETSTREAM is the brand new Helbling Languages 6-level course for adult learners. Itscarefully balanced pace and challenge offer a learning experience that is fun and motivating, preparingstudents to use their English effectively in work and life.












• PLUS - fully integrated digitalcomponentsLots of options for flexible blended learning

• Cloud Book

• Cyber Homework


• mp3 audios

• Pronunciation

• Exam practice

• CLIL projects


on

Jane Revell • Mary Tomalin

CEFR A2/B1

Stud

ent’

s B

oo

kPr

e-in

term

edia

te

9783990453650_American Jetstream SB pre-intermediate.indd 1 03/11/16 11:03

Student’s Book

Intermediate




Jeremy Harmer • Jane Revell



• Cloud Book

• Cyber Homework


• mp3 audios

• Pronunciation

• Exam practice

• CLIL Projects


on












CEFR B1

Stud

ent’

s B

oo

kIn

term

edia

te

9783990453681_cvr.indd 1 14/10/16 12:25

Student’s Book

Upper-intermediate

Jeremy Harmer • Jane Revell










• Writing skillsModel texts and practice to further improve your writing skills


• JETSTREAM WorkbookReview, practice, progress checks, and extra reading


• Cloud Book

• Cyber Homework


• mp3 audios

• Pronunciation

• Exam practice

• CLIL Projects


on


Writing skills



CEFR B2

Stud

ent’

s B

oo

kU

pper

-int

erm

edia

te

Student’s Book

Advanced

Mary Tomalin • Deborah Friedland



• Cloud Book

• Cyber Homework


• MP3 audios

• Pronunciation

• Exam practice

• CLIL Projects


on













Writing skills



DA CORREGGERE

CEFR C1

Stud

ent’

s B

oo

kIn

term

edia

te

9783990453742_cvr.indd 1 14/10/16 15:13

• Cloud Book • Online Training • Cyber Homework • Exam practice...and much more on our dedicated platform: helbling-ezone.com

100 Clements RoadLondon SE16 [email protected] helbling.com/english


Carlos Augusto Arias Cepeda holds an MA in Applied Linguistics to TEFL from Universidad Distrital Fran-cisco José de Caldas, and is currently pursuing his PhD studies at the same university. He works as a full- time professor at Institución Universitaria Colombo- Americana, ÚNICA. His research interests include identity, linguistics, and critical discourse analysis.

[email protected]

Bilingualism and multilingualism as cultural capitals can be strengthened institutionally, but also can be undermined due to the epistemological positioning that is used as the lens to gauge languages, and the cultural tenets associated to them. In the Colombian case, although there is a de jure recognition of the pluri-linguistic diversity of the country, the approach towards bilingualism has been divided between mainstream bilingualism and ethnic bilingualism. The first one is regarded as a desirable trait to have based on tenets of global insertion, whereas the second one has been less appreciated and the de facto enactment of policies falls short in dodging the threats to its existence. In the pursuit of reaching international standards of mainstream Spanish-English bilingualism, EFL (English as a foreign language) teachers have reached for professionalization. However, among the many undergraduate students who pursue a career in EFL teaching, there are also members (even if they are not a representative figure) who come from a diverse ethnic background; namely, indigenous origin. The aim of this awareness session is to instill reflection on how the covert and overt ideologies towards languages and their prestige (emerging from the de jure and de facto language policies) might play a deterministic role in how these EFL indigenous teachers constitute their identities and the need to visibilize their agentive roles when dealing with the discourses and sociocultural practices of bilingualism.

LANGUAGE IDEOLOGIES AND THEIR IMPACT IN INDIGENOUS EFL TEACHER’S CONSTRUCTION OF THEIR IDENTITY




Instit

ución

Unive

rsita

ria Co

lomb

o Ame

rican

a - UN

ICA


Monica Nichols is a World Language Spanish teacher since 2015 and was an English teacher for nine years. She has worked with students of all ages, and has also been a teacher trainer. She currently implements technology to assess her 600+ students' learning and uses the data to inform and differentiate her instruction.

[email protected]

USING TECHNOLOGY TO ENHANCE STUDENTS’ COMMUNICATION SKILLSIn this session educators will get ideas on how to use technology to enhance students’ communication skills, differentiate instruction, and assess their understanding of a lesson or topic. More specifically, teachers will learn how to use different websites and apps to assess students quickly and efficiently. They will see examples of how students use different apps and tools to express their ideas. Finally, the audience will reflect on their own practices, and decide which will be their new approach in their teaching for the 2017-2018 year. This session will be done via video conferencing.

CONCURRENT SESSION 2. 11:00 – 11:50 AM.AVM LAB – WORKSHOP – AUDIENCE: ALL


Cent

ro Co

lomb

o Am

erica

no


Rigoberto Castillo holds a Ph.D from The University of Texas at Austin. He teaches at Doctorado Interinstitucional en Educación and at the TEFL program of the Universidad Distrital Francisco José de Caldas. Recipient of Premio Nacional Claire de Silva de La Asociación Colombiana de profesores de inglés. Member of the Scientific Board of several Journals. His book “Teaching and Learning another Language strategically” was nominated to the ELTons Award in the U.K -which Universidad Distrital has made available at: http://die.udistrital.edu.co/node/9278

[email protected]

This session shares the presenter’s reflections on the formation of educators, on the manage-ment of undergraduate research and on the support that communities of practice may offer to both. The presentation draws an extended analogy with Robert Frost’s poem “The Road Not Taken” in reference to the pre-service teachers who venture ‘to take the road less traveled [that of teacher-research] and make all the difference’. It is put forward that an education that promo-tes inquiry-based teaching practices aid pre-service teachers gain understanding of pedagogical issues, allow them to learn how inquiries inform the profession, and help them make decisions based on empirical evidence (Castillo & Diaz, 2012). It is also argued that becoming involved in an inquiry permit better comprehension of published works, and lead practitioners in their first steps to think like scholars. Some suggestions on the management of undergraduate research are reviewed. In the discussion, the presentation brings several undergraduate proposals the author has been involved with. Confidently these illustrate the issues under scrutiny.

THE ROAD TAKEN: REFLECTIONS ON THE FORMATION OF PRE-SERVICE TEACHER-RESEARCHERS




Unive

rsida

d Dist

rital

Fran

cisco

José

de Ca

ldas


Jimena Lizalde has extensive experience in ELT as teacher of Young Adults, ELT administrator, teacher trai-ner, international consultant, and ELT author (Teacher Guides for Kites and All Ready!, Macmillan Publishers). She holds a TESOL Certificate from Arizona State University and has specialized in communicative language teaching, education planning and ELT management. She worked for Macmillan Publishers in Latin America bet-ween 2005 and 2014, having held several positions there: Academic Services Coordinator, General Manager for Colombia and Editorial Research Manager for Latin America. She joined Richmond in 2015, as a member of the Global Languages Team, where she has held the position of Young Adult Product Manager since.

[email protected]

Students in the Young Adult classroom today have characteristics unique to the digital age. They expect to be engaged in their learning and do not do well being passive learners. They can be more motivated to learn by authentic learning experiences rather than factual lectures. For these learners, doing is more important than knowing and multitasking is a way of life. Games and audiovisual stimulation can help these learners visualize complex concepts better. Connectivity is key for them.

To address all these characteristics, teachers must offer deliberate and meaningful learning ex-periences and opportunities where students can see the connections between new material and its application in the real world. As every teacher knows, doing the work, page after page of a book, doesn´t necessarily mean that the students take away anything useful from a lesson. In this session, we will explore Personal Best Teaching as a way of helping busy Young Adults maximize their English language learning experience, bringing together a strong focus on practice as a driver of improvement and a variety of resources and media to ensure deeper learning.

PERSONAL BEST TEACHING




Richm

ond


Johana Andrea Melo Fique is an Academic Coordinator at Centro Colombo Americano, Bogotá. She holds a Bachelor of Arts in Philology and Languages from Universidad Nacional de Colombia and a Master of Arts in Teaching from SIT Graduate Institute with a Fulbright Scholarship. She has been an English teacher in Co-lombia and in the United States in a varied range of settings and with different kinds of populations. She has been involved in curriculum design and teacher training for over ten years. Her most recent areas of interest and research are language assessment and online learning.

[email protected]

Luz Libia Rey Garzón received her BA in Philology and Languages and her MA in Linguistics from Uni-versidad Nacional de Colombia. She has over 20 years of experience in ELT, curriculum design and teacher training. She is currently the Academic Director of the Centro Colombo Americano, Bogotá. Luz Libia is co-author of the book Maximize Your English Study published by Pearson Educación de Colombia.

[email protected]

The purpose of this study is to analyze the impact of a professional development project based on the Action Research cycle applied by 50 English Language teachers at a binational center in Bogotá, Colombia. Particularly, the project intends to measure the impact of AR in teachers’ perceptions on professional development. This study will present teachers’ perceptions gathered through an online survey and an interview to measure the effect of AR in terms of teachers’ knowledge, skills and attitudes towards their professional practice and performance in the clas-sroom. Finally, the project will explore additional organizational results related to the application of this professional development project.

TEACHERS’ PERCEPTIONS ON ACTION RESEARCH FOR PROFESSIONAL DEVELOPMENT




CENT

RO CO

LOMB

O AM

ERICA

NO


Greg Kessler is the Director of the Language Resource Center and Associate Professor of Computer As-sisted Language Learning in the Department of Linguistics at Ohio University. He is also an affiliated faculty member in Instructional Technology in the Patton College of Education. His research addresses instructional technology, teacher preparation, language teaching and associated human behavior. He has published widely and delivered featured talks around the world. He holds a Ph.D. in Instructional Technology, Ohio University. MA in TESOL from California State University-Sacramento. BA in English with a focus on Poetry/Creative Writing from Southern Illinois University-Carbondale.

linguistics.ohio.edu/linguistics/?page_id=249

Language learners have an amazing wealth of digital resources to support their opportunities for extensive practice with the target language. Increasingly, these resources offer varied forms of automation or other intelligent characteristics. These features can provide learners with authen-tic, meaningful and actionable feedback that support further language practice. Many of the-se resources also provide opportunities to engage with others through social media supported practices. Such practices can promote learning by engaging students in the compelling nature of participatory culture, which encourages participants to actively communicate with others as they co-construct knowledge. This engagement allows learners to practice their use of the target language extensively with others who have a shared interest in successful communication albeit relying largely upon tools and resources that were not designed specifically for language learning. In fact, many of these tools are simply intended for the broader purpose of supporting the parti-cipatory nature of social media practices. Consequently, these contexts appeal to learners in the same compelling way that many social media practices can. The presenter will share a number of recent developments related to language and technology, including automated assessment tools, speech and gesture control interfaces, and a variety of forms of natural language processing. The presenter will share thoughts about the need to embrace these developments as we move toward a new era of language learning: One in which these intelligent assistants and resources will be commonplace.

PREPARING TEACHERS FOR THE FUTURE: LANGUAGE LEARNING THROUGH INTELLIGENT AND AUTOMATED TECHNOLOGIES


KEYNOTE 5. 1:30 – 2:20 PM.


PEAR

SON

EDUC

ATION


Joan Kang Shin, PhD is an Associate Professor of Education at George Mason University and the Academic Coordinator of the Teaching Culturally & Linguistically Diverse & Exceptional Learners (TCLDEL) program. Dr. Shin specializes in teaching ESL/EFL to young learners and teenagers and has provided professional deve-lopment programs and workshops to English language teachers in over 100 countries around the world. She is also an expert in online TESOL education and conducts research on building international virtual communities of practice for English teachers. In 2016, Dr. Shin was named one of the 30 Up and Coming Leaders of TESOL by TESOL International Association.

Dr. Shin is a series editor for a groundbreaking 6-level primary English series for National Geographic Learning called Our World, which won the 2014 HRH Duke of Edinburgh English Language Book Awards for Winner of Best Entry for Learners. She is also a series editor and author of the new 3-level preprimary series Welco-me to Our World as well as the host of a professional development video series that she designed for Our World. Her book Teaching Young Learners English, co-authored with Jodi Crandall, received the prestigious 2013 Ben Warren International House Trust Prize.

In addition, she is an English Language Specialist for the Office of English Language Programs (OELP) in the U.S. Department of State and has conducted EFL teacher training programs with hundreds of teachers in Brazil, Cambodia, Costa Rica, Egypt, El Salvador, Guatemala, Laos, Libya, Morocco, Peru, Russia, Saudi Arabia, Serbia, South Korea, Thailand, Turkey, Venezuela, Vietnam, and the U.A.E. She has reached audiences of up to 2,000 through online webinars and digital videoconferencing.

sites.google.com/site/shinjinshil/

Do you use songs to teach English? This lively workshop will present practical tips for using songs more effectively to teach English to young learners and teenagers. Teachers will leave the room with a collection of musical games, activities, and techniques that are effective for teaching and practicing the language in songs.

GET UP AND SING! GET UP AND MOVE!

SALA TAIRONA – WORKSHOP – AUDIENCE: ALL



NATIO

NAL G

EOGR

APHIC

LEAR

NING


Christine Bauer-Ramazani (MBA, MA, MEd) is an instructor of English and teacher trainer at Saint Michael’s College in Vermont, U.S.A. Christine’s specialty is integrating Computer-Assisted Language Learning (CALL) into the classroom, a topic that she has presented on at conferences around the world. Her presen-tations and workshops focus on pedagogical uses of technology. Christine co-founded the Electronic Village Online of TESOL and is a regular online teacher for TESOL, training teachers in the principles of teaching online. More recently she has focused on assessment of English language learning for TESOL accreditation and taught a graduate course on testing and assessment.

academics.smcvt.edu/cbauer-ramazani

In this demonstration participants will see how technology is leveraged to support pedagogy in both face-to-face and flipped classroom situations. The presenter will show how mobile phones, computer applications, and cloud storage were integrated to conduct a speaking project. The project had to meet learning outcomes for interaction and collaboration in an authentic environ-ment and using technology for the co-creation of content and communication.

Participants will see how high-intermediate-level learners used scaffolded materials, instructions, and examples on a shared Google Drive document to construct their project. The presenter will show how the computer app PollEverwhere was used to construct a survey and how the same app was used on mobile phones to poll 15 members in the campus community. Participants will see how the survey results were integrated into Google Slides or PowerPoint and how Google Drive was used to construct and then share the slide presentations. Videos of the survey inter-views and the presentations shared on Google Drive will also be shown.

A SPEAKING PROJECT WITH POLLEVERYWHERE, GOOGLE SLIDES, AND GOOGLE DRIVE

MAIN LIBRARY – DEMONSTRATION – AUDIENCE: ALL



CENT

RO CO

LOMB

O AM

ERICA

NO


Carolina Rodriguez Buitrago is a full time professor at Institucion Universitaria Colombo Americana -UNI-CA in Bogotá - Colombia. Her research interests inlcude flipped learning, educational technology, formati-ve research and technological mediation in the language learning process. She is currently directing Simon Ramirez’s thesis project.

[email protected]

Simon Ramirez Saenz is a teacher for the KTP at the Centro Colombo Americano in Bogota - Colombia. He is also a tenth semester student at Institución Universitaria Colombo Americana -UNICA. He is currently writing his thesis project entitled “Effects of flipping the grammar lessons through videos in students’ learning in a third semester English class at UNICA”.

[email protected]

When thinking about what to flip in an EFL classroom, grammar might be the most logical choice since it is the only “lecture” type information language teachers give. But how to take it further considering that YouTube is full of grammar videos and teachers might just assign those to watch making the flip predictable and unimpressive for students, not to mention impersonal? Take some grammar structures from your book, mix them up with Mazur’s ideas about peer-instruction for the creation of instructional videos, add a bit of station-rotation to the mix and you’ll get a spicy grammar classroom! In this workshop, the presenters will take you through the process of crea-ting your own grammar flipped class and will share some insights of their own experience flipping. In order to fully experience flipped learning, participants to our session are invited to watch the following video before the conference and take notes about it!

Link to the video: https://www.youtube.com/watch?v=PROqxVOoDj0&t=3s

What’s flipped learning? - At Carolina Rodríguez Buitrago’s Youtube channel

SPICING UP YOUR CLASSROOM BY FLIPPING GRAMMAR THROUGH PEER-INSTRUCTION AND STATION ROTATION




Instit

ución

Unive

rsita

ria Co

lomb

o Ame

rican

a - UN

ICA

A Part of Cengage


Jaime Galindo, Master in Applied Linguistics from Concordia University, Specialist in French-English trans-lation from Universidad del Rosario and EFL Teacher from Universidad Distrital Francisco Jose de Caldas. Currently working as a supervisor at Centro Colombo Americano.

[email protected]

This quantitative study delves into the oral performance of 60 EFL participants to shed light on the effectiveness of communicative tasks designed under an iterative framework. Pioneering theories and studies have claimed that previous experience with task features allows for a more complex, fluent and accurate oral performance since the cognitive work initially used to internali-ze, organize and verbalize information remains accessible in subsequent tasks, and thereby freeing more capacity for new cognitive processes or attentional resources (Bygate, 1999b, 2001; Skehan 1996, 1998). This quasi-experimental research analyzes such claims in a classroom context at three different levels: procedural iteration, content iteration and a control group (no iteration). Findings revealed the extent to which these two iteration varieties impact on the accuracy and fluency of beginner students.

FOSTERING ACCURACY AND FLUENCY THROUGH ITERATION

ROOM 302 - AWERENESS SESSION - AUDIENCE: ADULT ENGLISH TEACHERS AND CURRICULUM DESIGNERS



Cent

ro Co

lomb

o Am

erica

no


Martha Ramirez has an MA in Education from Universidad de Los Andes with emphasis on Bilingualism and Technology. She is currently the Head of the Languages Department at Colegio San Mateo Apóstol in Bogotá, where she teaches English Literature and Public Speaking. She is also an independent academic consultant, providing academic support for educational projects and offering workshops on current teaching topics. Martha is engaged in research regarding pronunciation pedagogy, flipped learning and the use of ICTs in English language teaching.

[email protected]

Imagine a class where your students are learning a topic for the first time, but you are not the one explaining it. Your students are working by stations and can access the explanation to the new topic in a video (possibly made by you), a reading, a link, or other resources; your main role is to monitor, clarify, give feedback and get a closer glimpse at what each one of your students is understanding and struggling with. Students genuinely become the center of learning and can work at their own pace and according to their personal needs. All this is possible when direct instruction is flipped. In this session, attendees will become familiarized with the flipped learning approach and with how to carry out an in-class flip, which consists of flipping content within the class space through station work (Gonzalez, 2014). This session will be developed as an in-class flip intended for participants to not only understand the know-how of this type of approach, but also the student’s perspective in the process. For this workshop, it advisable to bring along earphones and mobile devices.

IN-CLASS FLIP FOR STUDENT-CENTERED CLASSES




Saint

Mat

thew

Scho

ol


Beatriz Peña is an ED D. candidate at Durham University and assistant Professor in Foreign Language Tea-ching and Foreign Language Pedagogy at the Universidad de los Andes (Bogota, Colombia), where she has been teaching, since 1999 in the Department of Languages and Culture. Some of her main academic concerns are foreign language methodologies, didactics and teacher training strategies, in addition to other related topics like bilingualism, bilingual education and intercultural language teaching in contexts where the second language has no official status. Co-author of : Bilingüismo en el contexto Colombiano: iniciativas y perspec-tivas en el siglo XXI (2011); Exploraciones Sobre El Aprendizaje De Lenguas Y Contenidos En Programas Bilingües. Una Indagación En La Escuela Primaria (2012) y Empoderamiento, autonomía y pensamiento crítico en las aulas de lenguas extranjeras. Indagaciones en la educación superior colombiana (2016).

[email protected]

Today there is lots of capitalized awareness and acceptance that one of the most significant changes in foreign language education has been the recognition of the cultural and intercultural dimensions as a key components in foreign language teaching and learning (Byram 1991, 1997; Seelye, 1993; Kramsch 1993, 2009, 2013; Sercu et al., 2005; Liddicoat & Scarino, 2013; Porto & Byram 2016). Teaching English now means the shift from communicative to (inter) cultural fore-ign language teaching. That is, being aware that cultures are relative, and there is no one correct or established way of doing things, but that all behaviours are culturally malleable and variable (Liddicoat & Scarino, 2013). In Colombia, still experiencing a version of the cultural turn through communicative language teaching, a strong call for moving forward intercultural approaches is fundamental. This awareness session aims at reflecting on how interculturality significantly en-riches ELT practices because it challenges traditional teaching approaches: the aim is to evolve foreign language teaching from the modern language paradigm or target language-target culture relationship model and move beyond the construction of dynamic cultural spaces or Third Spaces that arise from mutual negotiation (Baker, 2012). In the end, an intercultural approach to ELT prompts teachers to re-examine the most basic assumptions about what language does, and what a language course should seek to achieve (Corbett, 2003, p. 1) as ICC English language teaching should attribute compulsory reflective spheres to teaching practices.

DEVELOPING INTERCULTURAL AWARENESS AND INTERCULTURAL COMMUNICATIVE COMPETENCE (ICC) IN ELT

ROOM 304 – AWARENESS SESSION – AUDIENCE: SECONDARY TEACHERS



Univ

ersid

ad d

e los

And

es


Carlos Rico Troncoso holds a PhD in ELT at LeedsMet University- UK. He also holds a M.A in Education from Universidad Pedagogica Nacional de Colombia. He works as a full time teacher at the Language Department in Pontificia Universidad Javeriana- Bogotá. He has more than nineteen years of experience as teacher as well as researcher of Applied Linguistics in some universities in Bogota. Mr Rico Troncoso has written articles and chapters about language methodology and evaluation, language materials and language competences.

[email protected]

Action research offers a “means for teachers to become agents rather than recipients of knowled-ge about second language teaching and learning, and this contributes toward the building of edu-cational theories of practice” (Dornyei, 2007:193). By using this definition I want to demonstrate to the audience the importance of exploring action research as a pedagogical tool for teachers to transform or adapt the materials they use in their language classrooms.

Developing materials is not just a practical undertaking; it is a field of study (Tomlinson, 2003), which requires the exploration of some methodologies that can be used to support this activity. Certainly action research can be a tool for teachers to use when adapting or developing their own language materials.

ACTION RESEARCH: A RESEARCH TOOL FOR TEACHERS AS MATERIALS DEVELOPERS

ROOM 311 – RESEARCH REPORT – AUDIENCE: ADULT PROGRAM TEACHERS



Pont

ificia

Univ

ersid

ad Ja

veria

na


Carolina Castaño Cardona holds a degree in Modern Languages from Los Andes University and has a Master’s degree in Teaching English as a Foreign Language from Jaén University in Spain. Her professional experience started as an English teacher and Head of English Department in well-known bilingual schools in Bogotá and this experience has taken her to teach university students, prepare candidates for international programs and exams and train teachers in Master’s Degree and Professional Development programs. Af-ter more than 15 years in the education community and because of her passion for students’ learning and teacher’s profesional development, she has become a teacher trainer for publishing companies and she is now part of Scholastic’s team in Latin America as the Regional Digital Specialist. Her dream is to continue contributing to education in the region through the provision of quality materials and programs for both learners and educators.

Digital Literacy skills are a new trend in education. Scholastic offers programs that support schools and teachers promoting independent reading and the development of foundational skills for fluency and comprehension. Let us show you how to make students fluent and independent reading.

SCHOLASTIC DIGITAL LITERACY PROGRAMS

ROOM 312 – PUBLISHER SESSION – AUDIENCE: ADULT PROGRAM TEACHERS



Scho

last

ic Inc

.


Jill Fortune is currently the director of a university languages department in Bogota, Colombia, Jill has been working in the field of ELT since 2001, carrying out roles ranging from teacher, trainer, examiner and resear-cher to department head and language education consultant. She has worked in Europe and Latin America, for both State-run and private entities.

[email protected]

Despite attempts in recent years to encourage more acceptance of EIL in the Colombian clas-sroom, as opposed to the traditional choice between US-UK English models, there is often some reluctance to engage fully with this idea. Many institutions still struggle with the choice between adopting a US- or UK- based textbook as the basis for their programme, and when hiring tea-chers, the NEST is still often preferred over local teachers, even showing further preference for US or UK-born candidates.

The speaker hopes to raise awareness of the possible dangers of these issues for ELT in Co-lombia, and will suggest how participants themselves can become agents of change, in order to ensure not only a more even playing field for ELT teaching staff in this country, but also a more enriching and overall more effective learning process for students.

Participants will be invited to consider the benefits and drawbacks of using EIL in the Colombian context, both in terms of classroom practice and staff hiring procedures. Issues regarding the lin-guistic capital of different Englishes will be considered, as well as language ownership and cultural identities, with specific reference to the Colombian context.

EIL AND THE NEST-NNEST DEBATE




Univ

ersid

ad Ex

tern

ado

de Co

lomb

ia


Julian Montaño is the academic services coordinator at Macmillan Publishers – Colombia.

With a background in business administration from Rancho Santiago College in California, Julian has been an English language teacher, teacher trainer, and ELT Consultant since 1997, he holds Cambridge English’s tea-ching certifications, a virtual teacher program certification from the University of California Irvine - Advanced Instructional Strategies in the Virtual Classroom, Emerging Trends & Technologies in the Virtual K-12 Clas-sroom, Performance Assessment in the Virtual Classroom, Foundations of Virtual Classroom Instruction, an E-learning and Digital Cultures certificate from the University of Edinburgh, and a Common Wealth Education Trust’s certificate on Writing For Young Readers. He has worked as an ELT Consultant both in the public and private sector for companies such as 2TK Consultores, Gobernación de Risaralda’s Secretary of Education,and as Books & Books’ Coffee-Region Manager. He’s also worked as TKT and TOEIC exam supervisor for the British Council, and as an English teacher in various schools and Universities in Colombia.

Views on the use of life skills and subskills in the English language classroom have become relevant and challenging to implement. Teaching students how to learn and most importantly, how to de-velop skills for everyday life and to be better qualified makes teaching and classroom experience significant to everybody.

The aim of this session is to raise awareness in developing life skills and language subskills when planning a lesson, to show how a life skills and subskills step by step lesson plan can lead students to acquire these type of skills helping them go beyond the classroom, and finally to offer students a way to use English with a meaningful purpose by helping teachers provide substantial lessons throughout the implementation of our well-designed series “Go beyond”.

GO BEYOND – LIFE SKILLS AND SUBSKILLS




Macm

illan

Publ

isher

s Col

ombia


Yuly Bueno Hernández is a teacher of English and an academic supervisor for the Kids and Teens Program at Centro Colombo Americano. She holds a bachelor degree in Bilingual Education from UNICA (Institución Universitaria Colombo Americana) university and an M.A. in English Language Teaching with emphasis in Autonomous Learning environments from Universidad de la Sabana.

[email protected]

Writing is often the neglected component of literacy (Graham & Perin, 2007) and the language program both in first and foreign or second language teaching (White & Arndt, 1997). In some cases when writing is addressed in the classroom, it is used as a support skill to show langua-ge mastery (Gordon, 2008); this emphasizes the product-oriented methodology, where form is more important than meaning. However, the teaching of writing should not be only focused on helping students strengthen, explore, and practice grammatical structures and vocabulary, but it should also deal with meaning and text structure. Therefore, in this study, the process writing approach was implemented as a strategy to help A2 English level university students overcome their difficulties coming up with ideas and organizing them in paragraphs.

This awareness session describes the usual role given to the English writing skill, highlights the importance of training and assisting students in writing through the implementation of writing strategies, feedback tools, and authentic tasks that foster meaningful communication among lear-ners, and provides a feasible possibility to improve learners’ paragraph writing skills through the process writing approach, which is a recursive (Harmer, 2004) thinking process (White & Arndt, 1997) focused on four main stages: planning, drafting, editing, and final version, rather than on the final product (Leki, 1991). In addition, the session aims at revealing the impact of the process writing approach along with peer-feedback on learners’ second language (L2) paragraph structure writing after carrying out a small action research study.

THINKING, CRAFTING, AND COMMENTING: AN APPROACH TO IMPROVING PARAGRAPH STRUCTURE

CONCURRENT SESSION 3. 2:30 – 3:20 PM.ROOM 317 – AWARENESS SESSION – AUDIENCE: ALL

FRIDAY SEPTEMBER 15th

Cent

ro Co

lomb

o Am

erica

no


Professor Anne Curzan is Arthur F. Thurnau Professor of English at the University of Michigan. She also holds faculty appointments in the Department of Linguistics and the School of Education, and she is currently the Associate Dean for Humanities. Her research focuses on the history of the English language, attitudes about language change, language and gender, dictionaries, and pedagogy. Professor Curzan has received uni-versity awards for outstanding research and undergraduate teaching, including the Henry Russel award and the John Dewey Award. She has published dozens of articles and multiple books, including Fixing English: Prescriptivism and Language History and How English Works: A Linguistic Introduction. She has also created the audio/video courses “Secret Life of Words: English Words and Their Origins” and “English Grammar Boot Camp” for The Great Courses. Professor Curzan can be found talking about language on the blog Lin-gua Franca for the Chronicle of Higher Education and on the segment “That’s What They Say” on local NPR station Michigan Radio.

www-personal.umich.edu/~acurzan/index.html

Is it acceptable to use “data” as a singular mass noun? “They” as a singular gender-neutral pro-noun? How should ESL/EFL instructors or students decide? Anne Curzan offers a lively historical perspective on well-known grammar/style rules and an insider’s look at completing the annual ballot for the American Heritage Dictionary Usage Panel. The talk then introduces ways of tea-ching grammar that empower students both to master and to engage critically with the conven-tions that govern formal writing.

JUDGING ACCEPTABILITY IN ENGLISH USAGE


KEYNOTE 6. 3:50 – 4:40 PM.


CAMB

RIDGE

UNIV

ERSIT

Y PR

ESS

PRESENTA:

POWERFUL ENGLISH

UN PROGRAMA QUE SE AJUSTA A TUS OBJETIVOS DE APRENDIZAJE. SI VAS A VIAJAR O QUIERES LLEVAR TU PERFIL A OTRO NIVEL,

ESTA ES LA OPCIÓN PARA TI.

¿Qué encontrarás? • Conten ido de tu área de interés, actualizado diariamente desde fuentes como Financia!

Times. Bloomberg and the Associated Press .

• Programa de estudio personal izado según tus objetivos de aprendizaje.

• Disponibilidad en cualquier momento y lugar a través de tu teléfono, tableta y web contutores en vivo 24/7.

• Estándares de evaluación reconocidos internaci onalmente como CEFR, Global Scale ofEnglish y IELTS.

¿Y tú, qué esperas para probarlo?Carrera 7 No.156-68, piso 26 North Poinl 111, BogotA +S7 { 1) 294 0800 -www.pearsonenespanol.com

@ Pearson

Books Services Company S. A. S distribuidor exclusivo de Express publishing, libros en Ingles

para Colombia – Argentina-Ecuador- Centro America- Mexico.

Ubicados en Bogota calle 25a • 33-81Tel : 2692542

@Pearson

COLOMBO TEACHERS ARE IN: SYMPOSIUM 75 YEARS OF INNOVATIVE,

2 O 17 INCLUSIVE, ANO INSPIRING

TEACHING

SEPTEMBER 14-15, 2017 DOWNTOWN BRANCH

SPONSORED BY

USCHOLASTIC 1 --1 macmil)an1

educat1on

3 Jeremy Harmer has written courses, readers and books about teaching (The Practice of English...

Documents

Transcript of 3 Jeremy Harmer has written courses, readers and books about teaching (The Practice of English...