Conf Programme Faa Pi 2012

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TABLE OF CONTENTS

Welcome Letter 4

Tributes 5

Organisers 6

Academic and Ofcial Backing 8

Information for Participants an Guests 15

Expo (reference plans) 10

City Map 12Conference Programme 16

Plenary Sessions 21

Semi-Plenary Sessions 23

Panels 24

Papers 25

Workshops 32

Commercial Presentations 37

Bioata 40

Exhibitors Guide 49

Useful Information 50

ORGANIZA NQN EentosTown: San Martn de los Andes. NeuqunPhone: +0054 2972 420949Mail: [email protected]


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Dear Colleagues

APIZALS would like to welcome you all to FAAPI 2012. This annual conference has represented a great

challenge and at some points an unattainable dream. However, here we are, once more, with a shared

aim: Our professional development.

We have designed a high- quality agenda under which you will have the opportunity to meet excellent

national and international speakers in the eld of research on autonomy and motivation. We are sureyou will return home with fresh ideas and renewed energy.

Working in the name of those who were true to their ideals has provided us with boundless strength to

keep going. Indeed, THEY have been the ones to guide us along this difcult path.

It has been a very difcult year for the ELT community and particularly for FAAPI. It is impossible

not to remember our president, Daniel Fernndez. When we started planning the conference in the

south and pooling ideas about the main theme, his generous professional advice was of fundamental

importance. He suggested options, claried concepts and provided warm support. Knowing that he

would no longer be with us was a tremendous shock. Nevertheless, we knew that it was not the

moment to give up. The whole FAAPI Committee encouraged us to continue steering this boat.

We would like to thank the FAAPI and scientic committees, our presenters, and sponsors and all thecommunity of San Martn de los Andes. We would also like to express our gratitude to Cristina Mayol,

our president in-ofce, for supporting us unconditionally. Thanks to each of you that contributed to

make this dream come true.

Hope you enjoy being here, in our beautiful town, surrounded by friends, colleagues and the whole ELT

community.

The Organising Committee

WELCOME TO2012 FAAPI CONFERENCE


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Dr. DANIEL JOS FERNNDEZ(1954 2012)It should not be hard to attempt to write about the signicance an undisputed

giant in the eld of ELT has had in his community, bearing in mind the countless

contributions he made in Argentina and abroad. What makes it difcult is to put

in black and white such an account, without signs of emotion.

Daniel Fernndez was born in Santa F, where he generously participated in

many public and community services; he graduated as a teacher of English atthe history-laden Profesorado de Paran. Throughout his esteemed professional

lifetime and career, he obtained different degrees as a specialist in Didactics of

Foreign Languages, M.A. in Applied Linguistics at Durham University and Doctor in

Language Sciences at Universidad Nacional de Crdoba, Argentina.

A recognized scholar, he was a member of multiple associations and bodiesdevoted to FLs in this country and abroad, like Nucleo PELSE as an example.

A research fellow, a beautiful mind, he was a full time member of faculty at

Universidad Nacional del Litoral, where he played a leading role as head of the

Centro de Idiomas, head of the on-line Journal INDICE among others.

As a national leader in research, policy, and practice in Language Teacher

Education and Foreign Languages, he was highly respected by his peers throughoutthe nation and abroad.

He embodied all of the values and commitments of a good teacher. He was

reelected as President of FAAPI on March,31st 2012 but unfortunately he passed

away on May, 9th. A great loss for FAAPI and the community of English teachers,inee

Far beyond his further studies and laurels was Daniel Fernndez, the humanbeing, a loving husband, father and grandfather, and a dear friend. All of us will

remember him for his generosity,his humble attitude, his way with people, hisattitude to sharing, his eternal smile, his enthusiasm and passion for teaching, and

denitely, for learning. At the moment of his untimely death, he was beginning apostoctoral programme

At FAAPI he will be honoured as a revered teacher and mentor of many colleagues.He will be missed, and remembered with great fondness for his dedication,

integrity and collegiality. Daniel, as APIZALS wrote, you WILL be in FAAPI 2012.

His lively attitude and outlook on life makes one recall some lines from a poem

by Henry Scott Holland (1847-1918), which run:

Call me by my old familiar name,Speak to me in the easy way you always used.Put no difference in your tone,Wear no forced air of solemnity or sorrow.

Prof. Cristina Emilia Mayol, M.A. - FAAPI President

Profesora ANA MARA ARMENDRIZ(1950-2012)

Ana Mara, Ana for all of us, was also a beautiful mind. A graduate from InstitutoSuperior del Profesorado Dr. Joaqun V.Gonzlez, where she later held different

tenure chairs. She excelled as a teacher in Grammar, Linguistics, Methodology,

Applied Linguistics and Curriculum Design. She fell ill in December 2011 and left forEternity on February, 9th 2012.

A dedicated teacher, a warm person to everybody, almost obsessively devoted to

correcting with attention to detail, her students always admired her smart matching

clothes. They remember her as a nice, outgoing teacher, quick for intelligent

confrontation, who challenged her students to think. With high professional

standards, she left her indelible mark on the whole country through her post asCoordinator of the Foreign Languages team for the National Reform in the nineties,

a tenure position, where she was a leading voice for teachers, teacher educator andaministrators

She devoted her life, her stamina, and perhaps her health to this endeavor. She

travelled around the country creating networks of teachers, either in person orby email. She was an indefatigable scholar, who wrote innumerable documents,

which constituted a landmark in the teaching and learning of Foreign and aboriginal

Languages in this country. Ana Mara had a distinguished scholarly career, and could

build bridges between theorists and practitioners from her professional standpoint.

The best tribute to Ana will be a heart-felt decision for professional development

on our part, for quality in education,for perfection. She was a perfectionist herself,a real illuminator for her students, able to instill the scientic spirit in each of them.

Of strong personality and determined as a Basque descendant, she might be telling

us the following:

When you awaken in the mornings hushI am the swift uplifting rushOf quiet birds in circling ight.

I am the soft star-shine at night.Do not stand at my grae and cry,I am not there; I did not die.

Mary Elizabeth Frye (1932)

Prof. Cristina Emilia Mayol, M.A. - FAAPI President

ADRIANA ALvAREZ(1951- 2012)Adriana was born in La Plata and attended primary and secondary school there, at

Escuela Normal N.2. She graduated as an English Language and Literature teacher

from Universidad Nacional de La Plata, where she also began her teaching career.

She moved to General Roca and it was in 1984 when she started work at Universidad

Nacional Comahue. It would be this same institution which would, years later, granther an MA in Linguistics. For more than 25 years she was a teacher trainer deeply

committed to the professional development of future teachers.

At Universidad Nacional del Comahue she occupied varied and numerous posts-

Director of Escuela Superior de Idiomas, Research Secretary, Director of the

Masters in Linguistics- showing a sustained and admirable professionalism. Her

contributions to the eld of ELT both on Methodology and Language Acquisitionwere invaluable.

Her liveliness, warmth and passion for the profession were some traits of her

outstanding personality. She was an extremely generous and supportive colleague,

a loyal friend and a passionate teacher trainer. Adriana will be missed by all herworkmates, she will be missed at professional meetings but above all, she will be

missed as having been a GREAT human being.

The Organising Committee - FAAPI 2012

IN MEMORIAM


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ORGANISERS2012 F.A.A.P.I. CONFERENCE is organised by the Asociacin Profesores de Ingls Zona Andina y Linea Sur (APIZALS) on behalf of

the Federacin Argentina de Asociaciones de Profesores de Ingls (FAAPI)

Asociacin Profesores de ingls Zona Andina y Lnea Sur | Executie CommitteePresient Mnica Segura (Bariloche)

Vice-president Gabriela Tavella (S. M. de Los Andes)

Secretary Ana Mara Ruiz (Bariloche)

Treasurer Fabiola Barresi (Bariloche)

Committee Member Dario Banegas (Esquel)Auiting Member Marina Ins Roncoroni (Bariloche)

Shadow Auditing Member Clara Beatriz Schaub (Bariloche)

2012 F.A.A.P.I. Conference | Organising CommitteePresient Gabriela Tavella

Vice-president Mnica Segura

Web Master Ana Mara Ruiz

Treasurer Silvia Taborda

Acaemic Consultants Mnica Lorenzo

Dario BanegasSupport Team Carina Fernndez

Guillermina Cordone

Fabiola Barresi

Scientic Committee

Coorinators Members

Dr. Daniel Fernndez Prof. Laura Renart Prof. Anne L. Jordan

Prof. Mnica Lorenzo Dr. Claudia Ferradas Prof. Ana Isabel Agero

Prof. Dario Banegas Prof. Leonor Corradi Prof. Susana Liruso

Prof. Mara Lelia Pico Prof. Liliana Anglada

Dr. Mario Lpez Barrios Prof. Elizabeth WhiteProf. Raquel Lothringer Prof. Emma Figueroa

Prof. Elba Debat


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Federacin Argentina de Asociaciones de Profesores de Ingls | Executie CommitteePresident Cristina Mayol (APIM, Misiones)

Secretary Emma Figueroa (APISE, Santiago del Estero)

Members Marisel Girardi (ACPI, Cordoba)

Mara Paola Sviatsch (ACPI, Cordoba)

Anglica Pareyra (AsCaPi, Catamarca)

Ricardo Javier Palma (APIT, Tucuman)

Ana Isabel Agero (APISE, Santiago del Estero)

Claudia Naom (APIBA, Buenos Aires)

Ana Elisa Trboli (ASPI, Salta)

AsociacionesACPI Asociacin Cordobesa de Profesores de Ingls

AFPI Asociacin Fueguina de Profesores de Ingls

AJPI Asociacin Jujea de Profesores de Ingls

APIBA Asociacin de Profesores de Ingls de Buenos Aires

APIBB Asociacin de Profesores de Ingls de Baha Blanca

APICH Asociacin de Profesores de Ingls del Chaco

APICU Asociacin de Profesores de Ingls de Concepcin del Uruguay

APIM Asociacin de Profesores de Ingls de Misiones

APISC Asociacin de Profesores de Ingls de Santa Cruz

APISE Asociacin de Profesores de Ingls de Santiago del Estero

APISN Asociacin de Profesores de Ingls de San Nicols

APIT Asociacin de Profesores de Ingls de Tucumn

APIZALS Asociacin de Profesores de Ingls Zona Andina y Lnea Sur

APPI Asociacin Pampeana de Profesores de Ingls

APrIR Asociacin de Profesores de Ingls de Rosario

ARPI Asociacin Riocuartense de Profesores de Ingls

AsCaPI Asociacin Catamarquea de Profesores de Ingls

ASJPI Asociacin San Juan de Profesores de Ingls

ASPI Asociacin Saltea de Profesores de Ingls

ASPI Asociacin Santafesina de Profesores de Ingls

ACPI

AFPI

AJPI

APIBA

APIBB

APICH APIM

APISC

APISE

APIT

APIZALS

APPI

APrIR

ARPI

AsCaPI

ASJPI

ASPI

ASPI

APICUUruguay

Zona Andina y Linea Sur


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ACAdEMIC ANd OFFICIAL BACkING

Ministerio de Educacin de la Nacin, Resolucin N 127 SE (22/3/2012)

Subsecretaria de Gestin Educativa y Coordinacin Pedaggica Gobierno de la Ciudad Autnoma de

Buenos Aires, Resolucion N 2050 (15/08/2012)

Auspicio de la Universidad Nacional de Ro Negro Resolucin N 509 (22/6/2012)

C.P.E. Ministerio de Educacin de la Provincia de Ro Negro Resolucin N 2554 (28/8/29012)

Consejo Provincial de Educacin de la Provincia de Neuqun, Resolucin N 1279 (10/8/2012)

Consejo Provincial de Educacin de la Provincia de Santa Cruz, Resolucin N1062 (17/5/2012)

Concejo Deliberante San Martn de los Andes, declaracin C.D. N 33/12 - 14/6/2012

Legislatura Provincia del Neuqun , declaracin N1275 -9/5/2012

Ministerio de Educacin de la Provincia de Santiago del Estero, resolucin Interna N71/12

( 25/4/2012)

Resolucin N201/12 del Ministerio de Cultura Educacin Ciencia

y Tecnologa e la Provincia e Misiones

Facultad de Lenguas, Universidad Nacional del Comahue, Resolucin N 30 (20/4/2012)

Asentamiento Universitario San Martin de los Andes. Universidad del Comahue Disposicin

C.D.A.U.S.M.A. N021/12 (7/5/2012)

British Council

Embajada de Estados Unidos

Embajada de Canad- Centro de Estudios Canadienses


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EXPO


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EXPO - Open from 9 am to 8 pm

SALN MUNICIPAL DE EvENTOS

Sector A - Hotel Le village | First Floor1 ADVICE BOOKSHOP

2 TRINITY COLLEGE LONdON

Sector B - Hotel Le village | Groun Floor3 NATIONAL GEOGRAPHIC LEARNING / CENGAGE Learning

4 y 5 MACMILLAN

6 OXFORD UNIVERSITY PRESS

7 Anglia Ascentis ESOL ExaminationsChichester College

8a Asociacin Ex Alumnos del Profesorado en Lenguas Vivas Juan Ramn Fernndez

8b HAMPSTEAD SCHOOL OF ENGLISH Viajes de Capacitacin a Londres

9 FASE 2 TURISMO EDUCATIVO

10 kEL Eiciones

11 UNIVERSITY of CAMBRIDGE ESOL Examinations

Sector C - Saln Municipal de Eentos12 VIC Organization

13 NILE - Norwich Institute for Language Education

14 CORdOBA IMMERSIONS

15 y 16 PEARSON17 BRITISH COUNCIL

Lounge APIZALS FAAPI / APIBA FAAPI 2013


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HOTEL LE vILLAGE

HOTEL LE vILLAGE


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La Vieja EsquinaRESTAURANTE

vMenu 1

vPastas con variedad de salsas

Helado c/ salsa frutos rojos y Bebida

$ 90.-

vMenu 2

vGoulasch de Ciervo

Helado y Bebida

$ 100.-

vMenu 3

vPollo variedad de guarnicin

Helado y Bebida

$ 100.-

GENERAL ROCA 1190

TEL: (02972) 427052


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VENUESHotel Le village Expo, Registration, Semi-Plenaries, Workshops, CommercialGral. Roca 816 - Tel. 02972 427 020 Presentations and Coffee breaks

Gimnasio Escuela 134 Plenaries, Semi-Plenaries and Commercial PresentationsRuecino Roca y Capitan drury

Centro Cultural Cotesma Semi-Plenaries and WorkshopsGral Roca 1154 - Tel 02972 428 399

Teatro San Jos Panels, Workshops and Commercial PresentationsCapitan drury 640 - Tel 02972 424 803

Saln Municipal de Eentos Expo and Coffee breaksCapitan drury 665 - Tel 02972 424 804

Escuela del Sol Papers and WorkshopsRhode 1068 - Tel. 02972 428 761

Seats are allocated on a rst-come, rst-served basis. We encourage attendees to arrive a few minutes prior to the scheduled beginning of the session. San Martn de los Andes is a smoke- free town . Then, smoking is forbidden in all premises. Certicates and e.books will be handed in at registration desk

For Tourist information contact: NetSur Viajes - Carolina S. - 0294 15 4 310205

FAAPI 2012 AMBASSAdORSLocal students from both private and state-run secondary schools, and from language institutes will be our FAAPI 2012 ambassadors. They

will be ready to provide you with information about the congress venues and the different facilities and services in our town.

These volunteers have been selected by their teachers because of their willingness to speak English and to help others. They will be glad to

answer your questions.

SOCIAL EVENTS

Welcome CocktailSaln Hotel LeVillage y Saln Municipal de Eventos Thursday 20th 20.15hsAn opportunity to meet old friends and make new ones. It will be held at the beautiful conference venue.

Walking Tour - Would you like to visit SMA historic corners?After a morning of lectures, coffee and socializing, dont miss the chance of discovering the history of our beautiful SMA. Future tourguides from Universidad Nacional del Comahue will go with you on walking tours around the centre of the town. These guided tourswill be carried out in Spanish and they are free of charge. If you are interested, enroll at the registration desks on Thursday.

Gym Session Breathe, release and relaxHotel LeVillage - Friday 21st - 19:30hsCome an relax after a ay of a very intensive acaemic agenaJust bring your gym suit. Sports shoes are not necessary.

Farewell Party - OptionalRincn de los Andes, Juez del Valle 611 - Saturday 22nd - 21:30hsTime to enjoy and celebrate. Time to say goodbye.Informal Dinner Party at Rincn de los Andes, a cozy mountain restaurant.Get your tickets at registration desk on Thursday. $ 140 - Places are limited

INFORMATION FOR

PARTICIPANTS ANd GUESTS


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Thursday 20th September

Time Actiity Speaker venue/Room08.30 - 20.00 Registration Saln Hotel LeVillage

10.00 - 11.30Workshop 001: Go Digital 1: Reading screens: developing digital readingskills. Participants are recommended to bring their laptops/netbooks

Ferradas, Claudia with the

support of the British Council

- Oxfor University Press

COTESMA Sala Gunther Blaas

10.00 - 11.30Panel 001: English for Specic Purposes: The State of the Art at UniversityLevel

Aguilar, Malena /Montemayor-Borsinger, Ann

/ Zuain, Silvia / Tavella,

Gabriela

COTESMA Sala Auitorio

10.00 - 11.30 Workshop 002: Schools OnlineBaya, Gladys with the support

of the British CouncilCOTESMA Sala Amancay

10.00 - 11.30Workshop 003: Exploring the new literacies and English LanguageLearning

Martin, Ian sponsored by

National Geographic Learning

- Cengage Learning

Teatro San Jos

Commercial Presentations

11.40 - 12.20

CP 001 NATIONAL GEOGRAPHIC LEARNING/ CENGAGE Learning :What National Geographic can do for your English language classroom

Martin, Ian Teatro San Jos

CP 002 UNIvERSITY of CAMBRIDGE ESOL Examinations : Speakingassessment across CAMBRIdGE ESOL Exams

Besenyi, Soa COTESMA Sala Amancay

CP 003 vIC Organization :Travel with your students for free to the destination of your choice: UK,

USA, IRE, CA, SA.

Carmona, Susana COTESMA Sala Gunther Blaas

CP 004 ADvICE BOOKSHOP: Using the Interactive Whiteboard in theEnglish Class

Berutti, Claudio and Zallocco,

danielaCOTESMA Sala Auitorio

12.00 Walking Tour

14.00 - 15.30Panel 002: Information and Communications Technologies: ICT in theclassroom: motivator or distractor?

Ferradas, Claudia with the


- APIZALS / Zuain, Silvia /

Chrobak Erika / Garca Aurelia

COTESMA Sala Auitorio

14.00 - 15.30Workshop 004: Surviving teaching today: Blended Learning to EnsureEngagement

Gonzalez, Gustavo sponsored

by Oxfor University PressCOTESMA Sala Amancay

14.00 - 15.30Workshop 005: Go Digital 2: Integrating mobile learning and social mediain your class. Mobile devices, welcome!

Artusi, Alicia with the support

of the British Council - Oxford

University Press

COTESMA Sala Gunther Blaas

14.00 - 15.30Workshop 006: Autonomous learning: A realistic view - Making studentsmore autonomous to avoi iscipline problems

Ottolina, Alejandra sponsored

by MACMILLANTeatro San Jos

15.30 - 16.00 Coffee Break Sectors: A - B - C17.00 - 18.00 Opening Ceremony Gimnasio Escuela 134

18.00 - 19.00 Plenary 001: Motivation: Is L2 learning a special case?Ushioda, Ema with the

support of the British CouncilGimnasio Escuela 134

19.00 - 20.00Plenary 002: Two views of learner autonomy and their implications forapplied linguistics research

Little, David sponsored by

APIZALSGimnasio Escuela 134

20.15 Welcome Cocktail Saln Hotel LeVillage

CONFERENCE PROGRAMMEFAAPI 2012


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Friday 21st September

Time Actiity Speaker venue/Room

09.00 - 10.00Plenary 003: Research in foreign language learning and teaching: Engaging,inspiring, empowering

Lpez Barrios, Mario spon-

sored by APIZALSGimnasio Escuela 134

10:00 - 10:30 Coffee break SECTORS: A - B - C

10.30 - 11.10

Paper 001: Gender differences: Do they matter at school? Martino, Mara Gabriela Escuela el Sol ROOM 1

Paper 003: Moodling the students moods Azua, Marcela Escuela el Sol ROOM 3

Paper 004: Developing reading skills at university level: how to make themost of texts

Barbero, Melina Escuela el Sol ROOM 4

Paper 005: Assessment of online performance: an experience in teachereucation

Amez, Mariel Escuela el Sol ROOM 5

Paper 006: Eap students motivation to learn English: What do theybelieve in? Placci, Graciela / Barbeito,Mara C. / Valsecchi, Mara I. Escuela el Sol ROOM 6

Paper 007: Towards learner autonomy in EFL academic writing: Peerfeedback and self-monitoring

Dalla Costa, Natalia / Gava,

Ileana / Gonzalez de Gatti,

Marcela / Kofman, Gustavo

Escuela el Sol ROOM 7

Paper 008: Lexical Cohesion: Its use in expository and narrative texts byavance EFL stuents

Tuero, Susana / Gonzlez,

Mara PazEscuela el Sol ROOM 8

Paper 009: An autonomy open to debate: Dogme as sustainable educa-tional evelopment

Grant, Alastair Escuela el Sol ROOM 9

10.40 - 12.10

Workshop 007: Go Digital 3: Take your digital pick! Selecting On/Ofinetools and materials. Participants are recommended to bring their laptops/

netbooks.

Kandel, Anala with the sup-

port of the British Council -

Oxfor University Press

Saln Hotel LeVillage

10.40 - 12.10Panel 003: Language Policies: Teacher education, language policies, au-tonomy and motivation: Do they meet?

Corradi, Leonor / Liruso,Susana / Masullo, Pascual Jos

/ Prsico, Mnica

Teatro San Jos

10.40 - 12.10 Semi-Plenary 001: Motivating the 3.0 ELL StudentIngraham, Nissa sponsored by

FulbrightGimnasio Escuela 134

11.20 - 12.00

Paper 010: L1-L2 read right: Motivating the huge leap - On how EFL might(e)motivate literacy evelopment

Walsh, Cecilia / Duarte, Paula Escuela el Sol ROOM 1

Paper 011: Meeting the needs of EFL learners is crucial for motivation Omar de Temperini, Myriam Escuela el Sol ROOM 2

Paper012: Meeting the needs ofEnglish and special needs: A possible mar-riage that breeds autonomy

Portilla, Maringeles Escuela el Sol ROOM 3

Paper 013: The study of macrostructure as a way to develop studentautonomy in the reading of research articles

Perez de Pereyra, Alicia /

Aguilar, Norma / Belmonte,Andrea / Tossi, Cecilia /

Lauria de Gentile, Patricia


Paper 014: I am the teacher: Two experiences of empowering students Ansaldo, Matas Escuela el Sol ROOM 5

Paper 015: Helping young learners to learn grammar an become autono-mous: A theoretical foundation

Valenti, Viviana Escuela el Sol ROOM 6

Paper 016: Towards leaner autonomy in EFL academic writing: Teacherfeedback and student self-correction strategies

Kofman, Gustavo / Gonzlez

de Gatti, Marcela / Dalla

Costa, Natalia / Gava, Ileana


Paper 017: Using reading strategies to improve comprehension amongsecondary school students and enhance their motivation to learn English

as a foreign language (EFL)

Bell, Paula Escuela el Sol ROOM 8

Paper 018: When academic literacy is taken for grantedRegueira, Ana La / Caielli,Elisabet / Williams, Jenifer /

Berardo, Liliana


12.30 a 14.30 FAAPI Meeting - Rafes under notary supervision


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12.30 - 13.10

CP 005 MACMILLAN: Teaching young learners: time to shape up! Ottolina, Alejandra Saln Hotel LeVillage

CP 006 PEARSON: Bringing the world into the classroom Perret, Jeanne Gimnasio Escuela 134

CP 007 Anglia Ascentis ESOL Examinations Chichester College: Paving

the way for the big Anglia day. Preparing lessons for international examswith a twist Kunz, Chris Teatro San Jos

13.20 - 14.00

CP 008 FASE 2 TURISMO EDUCATIvO Nacional e Internacional: Im-mersion Camps

Amore, Luisa Saln Hotel LeVillage

CP 009 Oxford Uniersity Press: Explore stories for project work Crosta, Carla Gimnasio Escuela 134

CP 010 HAMPSTEAD SCHOOL OF ENGLISH: Learn English in The Unitedkingom

Ulanowicz, Mariana Karina Teatro San Jos

12.30 Walking Tour

15.00- 16.00 Plenary 004: Motivating the person rather than the L2 learnerUshioda, Ema with the sup-

port of the British CouncilGimnasio Escuela 134

16.00- 16.30 Coffee break Sectors: A - B - C

Announcement of rafe winners

16.45 - 18.15

Workshop 008: Motivation with creativity. From paper to technology...The magic is in you

Raimondi, Patricia / Gobo

Joannas, CristianEscuela el Sol ROOM 1

Workshop 009: Topic-based projects, multimedia, motivation and au-tonomy in EFL classes

Casco, Mady Escuela el Sol ROOM 2

Workshop 010: How to foster motivation in the ELT primary classroom Alfonso, Mara Regina Escuela el Sol ROOM 3

Workshop 011: Interactive whiteboard teaching: a 3d world of a difference

De Lassa Stewart, Mara S.

Goyeche, Martina / Gerbino

Pastor, Mara A / Montero,

Victoria


Workshop 012: Motivating ELL Students through Multiple StrategiesIngraham, Nissa sponsored by

FulbrightEscuela el Sol ROOM 5

Workshop 013: Making reading communicativeHouse, Dayna sponsored byUS Embassy


Workshop 014: Divising and implementing techniques to develop autono-mous learners

Valenti, Viviana Escuela el Sol ROOM 7

16.45 - 17.25

Paper 019: EducationUK. Study in the UK; four countries, a world of diver-sity

MacLaggan, Calum with the

support of the British CouncilEscuela el Sol ROOM 8

Paper 020: Materials Design: How to supplement an exam-geared text-book to increase university students motivation and intercultural compe-

tence

Liendo, Paula Escuela el Sol ROOM 9

Paper 021: Self-correction and independent learning: a helpful guide forstudents and teachers

Ziraldo, Ana C / Somale,

Marisel / Tarducci, SusanaEscuela el Sol ROOM 10

17.00 - 18.30Workshop 015: Fostering autonomous pronunciation learning in ELT- Howto motivate learners to become independent judges of their own English

pronunciation

Kunz, Chris sponsored byAnglia Ascentis ESOL Examina-

tions Chichester College

Teatro San Jos

17.00 - 18.30Workshop 016: Go Digital 4: Integrating technology to develop listeningand speaking skills.

Artusi, Alicia with the support

of the British Council /Oxford

University Press


17.00 - 18.30Panel 004: Content and Language Integrated Learning: To what extent isCLIL an innovation to promote motivation?

Banegas, Dario sponsored by

APIZALS / Bell, Paula spon-

sored by APIZALS / Renart,

Laura / Rettaroli, Silvia

Gimnasio Escuela 134

18.40 - 19.20 CP 011 CORDOBA IMMERSIONS Teatro San Jos

18.40 - 19.20

CP 012 PEARSON: Should we TELL more?Ferrante, Silvina / Rosetti,

Gonzalo Saln Hotel LeVillage

19.30 - 20.30 Gym Session Breathe, release and relax Saln Hotel LeVillage

CONFERENCE PROGRAMME FAAPI 2012


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Saturday 21st September

Time Actiity Speaker venue/Room

9.30 - 10.30 Plenary 005: Interview Motivating intercultural readers: Classroom experi-ences on the work of Susan Wilkinson

Wilkinson, Susan sponsored

by Canaian Embassy - API-

ZALS / Claudia Ferradas withthe support of the British

Council - APIZALS


10.30 - 11.00 Coffee break Sectors: A - B - C

11.15 - 11.55

Paper 022: Technology-mediated activities as a boost to motivation in thepronunciation class

Orta Gonzlez, Dolores /

Cardozo, AndrsEscuela el Sol ROOM 1

Paper 023: Multimodal resources in textbooks: powerful motivatorsLiruso, Susana / Bolleti, Mari-

sel / Requena, PabloEscuela el Sol ROOM 2

Paper 024: Social actors in newspaper articles about ArgentinaBessega, Mara Eugenia /

Ortega Bernal, Ana Paula /

Desimone, Rosina Antonella


Paper 025: Tagging Facebook in the ELT picture: Developing studentmotivation with social networks

Massi, Palmira / Risso Patrn,Zoraida / Verd, Mara An-

glica / Scilipoti, Paola


Paper 026: The use of technology as a motivating tool in pronunciationteaching

Castro, Patricia / Leceta,

AnreaEscuela el Sol ROOM 5

Paper 027: Translation as a motivational teaching tool: Friend or foe? Liendo, Paula / Alvarez, Diego Escuela el Sol ROOM 6

Paper 028: Teacher motivation and autonomy in curriculum changeimplementation

Soto, Mara A. Escuela el Sol ROOM 7

Paper 029: On teacher motivation: From classroom to conference andback. Some personal and professional insights of IATEFL Glasgow 2012

Viale, Florencia Escuela el Sol ROOM 8

Paper 030: Creating connections: A road to e-learningFerraro, Anala / Lpez Lpez,

GabrielaEscuela el Sol ROOM 9

Paper 031: Do laptops in schools promote learner autonomy and achieve-ment?

Woods, Paul with the support

of the British CouncilEscuela el Sol ROOM 10

11.30 - 12.30Semi-plenary 003: Motivation and Autonomy through CLIL. A collabora-tive undertaking

Banegas, Daro sponsored by


11.30 - 13.00 Workshop 017: Motivation, language and football: bridging the gapCorradi, Leonor with the sup-

port of the British CouncilTeatro San Jos

12.05 - 12.45

Paper 032: Motivation and its inuence on language performance: A casestudy on year 1 students at an English teacher training programme

Sartore, Edith Mercaich / Sol-

lier, Mara L / Soto, Mara A.Escuela el Sol ROOM 1

Paper 033: Fostering professional development in future teachers byproviding strategies for teaching and learning in digital environments

Braun, Estela / Cheme Arriaga,

Romina / Monserrat, LilianaEscuela el Sol ROOM 3

Paper 034: Time well-spent: Fostering students motivation and autonomy

at teachers training collegeLpez Cano, Paula Escuela el Sol ROOM 4

Paper 035: Diving into the depths of identity construction and motivationof a foreign language learner

Lzzaro Salazar, Mariana Escuela el Sol ROOM 5

Paper 036: Exploring the motivation of students entering teacher andtranslator-training courses at university level

Orta Gonzlez, Dolores /

Cardozo, AndrsEscuela el Sol ROOM 6

Paper 037: Interactive narratives as a means to develop motivation, au-tonomy and sociocultural comprehension in pedagogical experiences

Castro, Silvia / Manzur, Gra-

ciela / Atienza, Ana / Arrabal,

Myriam


Paper 038: Variability in reading performance as related to students at-titues an motivation after failing an ESP course

Tuero, Susana / Innocentini,

Viviana / Forte, Ana / Bruno,

Claudia / Martinez, Amelia


Paper 039: Towards autonomy and citizenship building. An experience inSanta Rosa, La Pampa. Siderar, Silvia / Paez Ana Escuela el Sol ROOM 9

Paper 040: The motivation of EFL teachers in Brazil: A qualitative researchstudy at the public primary education level

Costa Ribas, Fernanda Escuela el Sol ROOM 10


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13.00 -13.40

CP 013 MACMILLAN: Teenage motivation: Why phases matter Ottolina, Alejandra Gimnasio Escuela 134

CP 014 KEL Ediciones: How is it possible that children learn grammar?Teaching ESL grammar in 1st and 2nd grade

Dold, Mara Alejandra Saln Hotel LeVillage

CP 015 TRINITY COLLEGE LONDON: Teaching a myriad of ages and

levels? The challenge of nding internationally recognised exams to suitall needs!

Berntz, Erna Elizabeth Teatro San Jos

13.50 - 14.30

CP 016 OXFORD UNIvERSITY PRESS: Digital natives: the challenge ofreaching their wonderful brains!

Lucrecia Prat Gay Gimnasio Escuela 134

CP 017 Asociacin Ex Alumnos del Profesorado en Lenguas viasJuan Ramn Fernndez: AEXALEVI Exams - National Exams, Interna-tional Stanars

Luna, Liliana / Ogando, Diana Teatro San Jos

CP 018 PEARSON: Raising standards in teaching Salvo, Mnica Rodriguez Saln Hotel LeVillage

13.00 Walking Tour

14.45- 16.15

Workshop 018: Mobile phones on, please! Cicolini, Cecilia Escuela el Sol ROOM 1

Workshop 019: The fth skill: some tips to develop the thinking skill at

kindergarten

Viale, Florencia Escuela el Sol ROOM 2

Workshop 020: Collective intelligence and social networks - How tofoster independent and motivated students using the web

Maueco, Mariana / Resa,

MalenaEscuela el Sol ROOM 3

Workshop 021: Creativity and motivation in your class is it possible?Practical Learning Experiences for sparking Creativity in your daily lessons!

Bertolini, Grace Escuela el Sol ROOM 4

Workshop 022: Engaging students through storytelling Parano, Fabiana Escuela el Sol ROOM 5

Workshop 023: Using different games and techniques to motivate teens Grimau, Mara Celeste Escuela el Sol ROOM 6

Workshop 025: Hornby ScholarshipCelebrating 10 Hornby Scholars from Argentina

Banegas, Dario / Bell, Paula

/ Soto, Alejandra - with the



15.00 - 15.40 Paper 041: Using blogs and wikis to teach writing as a process Raguseo, Carla Escuela el Sol ROOM 7

15.00- 16.30 Workshop 026: Talk the Walk Godward, Mary with the sup-port of the British Council Teatro San Jos

15.00- 16.30 Workshop 027: Becoming an Online TeacherZallocco, Daniela sponsored

by Advice BookshopSaln Hotel LeVillage

15.00- 16.00Semi-plenary 004: Managing to motivate: what makes language educa-tion professionals work better?

Allan, Dave sponsored by NILE

- APIZALSGimnasio Escuela 134

16.30- 17.00 Coffee break Sectors: A - B - C

17.00- 18.00Plenary 006: Language learner autonomy in practice: Dynamic, tools,activities and research

Little, David sponsored by


18.00 Closing Ceremony Gimnasio Escuela 134

21.30 Farewell Party Optional Rincn e los Anes

Thanks to the teachers from SMA, Cristina Bozzoli, Vernica Daz, Paula Alessandro, Celina Orti, Cristina Venturini, Laura Dominguez,Adriana Acosta,Thamara Miranda, Mnica Castro, Marcela Lima and Florencia Fernndez Huergo for their time and willingness to help;

and thanks to all APIZALS members for their support.

CONFERENCE PROGRAMME FAAPI 2012


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Plenary 001Ushioda, Ema (Uniersity of Warwick) with the support of the British CouncilPlenary 1 - Motiation: Is L2 learning a special case?

Motivation is widely recognized as a variable of importance in the L2 learning process and as a key factor

that distinguishes rst language acquisition from second language acquisition. Put simply, while motivation is

not really an issue in the case of infants acquiring their mother tongue, being motivated or not can make all

the difference to how willingly and successfully people learn other languages later in life. Yet motivation is

similarly critical to all forms of conscious and intentional human learning and has been a major pedagogical

and research issue across the eld of education. A question we might therefore ask is whether L2 learning

represents a special case in the psychology of learning motivation, giving rise to distinctive motivation theo-

ries and concepts specic to this domain of learning; or whether L2 motivation can broadly be explained in

terms of general theories of learning motivation. As I will explore in this talk, the answer to this question haschanged over the years, and tracing these changes offers a useful framework for examining past, current and

future theoretical and research perspectives on L2 motivation.

Plenary 002Little, Daid (Trinity College Dublin, Ireland) sponsored by APIZALSPlenary 1: Two iews of learner autonomy and their implications for applied linguistics research

It is generally agreed that autonomous learners take charge of their own learning. There are, however, two

distinct views of what this implies for autonomy in L2 education. One view is chiey concerned with learner

self-management; it implies a theory of formal learning in general but has little to say about the relation

between learner autonomy and the development of L2 prociency. The other view also equates autonomy

with agency the individuals capacity to make choices and act upon them but it argues that L2 learner au-tonomy is a matter of channelling the learners agency through the target language from the very beginning.

This implies a theory of L2 learning that coincides with the recent social turn in theories of L2 acquisition.

My presentation will summarize both views of learner autonomy and the kinds of research they invite, and

will argue that only the second view and the research it stimulates are likely to make a signicant different

to L2 learning outcomes

Plenary 003Lpez Barrios, Mario (Facultad de Lenguas - Uniersidad Nacional de Crdoba) sponsored by APIZALSResearch in Foreign Language Learning and Teaching: Engaging, Inspiring, Empowering

FAAPI Conferences over the last decade have witnessed a signicant growth in EFL teaching and learning

related research in Argentina. From its beginnings as a teacher development seminar gathering less than one

hundred participants and with master classes by renowned local and foreign specialists, the FAAPI Confer-

ence turned into a massive event where, apart from plenary presentations by keynote speakers, local teacher-

researchers take the oor to make their research accessible to colleagues. Who are these researchers and

where do they work? What types of research do they carry out? What research topics are the most frequent

ones? Have these changed over the years? My presentation will explore these questions in the belief that

research is engaging, inspiring and empowering - both for those who produce it as well as for those who

consume its outcomes

Plenary 004Ushioda, Ema (Uniersity of Warwick) with the support of the British CouncilPlenary 2 - Motiating the person rather than the L2 learner

As my rst plenary will conclude, current thinking emphasizes the importance of self and identity conceptsin the analysis of L2 motivation, and in particular, the need to consider how L2 motivation ts within a

persons overall motivational self-systems and current and future self-representations. This entails a shift in

conceptual focus from abstract L2 learners to a more holistic perspective on real persons, with particular

identities, personalities and histories, situated in particular sociocultural contexts. As I will highlight in this

Thursday 20th

18:00 19:00

Opening Plenary


Thursday 20th

19:00 20:00


Friay 21st

09:00 10:00


Friay 21st15:00 16:00


PLENARY SESSIONS

ACAdEMIC PROGRAMME


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talk, this shift in focus has signicant implications for classroom practice. To date, theory and research on L2

motivation have yielded generalizable models and strategies for motivating certain types of L2 learners, but

have not helped teachers deal with the complex and uniquely individual people in their classrooms. I will

discuss in practical terms what motivating the person rather than the L2 learner means, in light of current

theorizing. However, in doing so, I will also make the case that good language teachers have long known the

importance of motivating the person and found ways of doing so, and that it is motivation theory that has

lagged behind effective classroom practice in this regard.

Plenary 005Wilkinson, Susan sponsored by Canadian Embassy - APIZALS / Ferradas Claudia, with the support ofthe British Council - APIZALSMotiating intercultural readers: classroom experiences on the work of Susan Wilkinson

In this session, author Susan Wilkinson will be interviewed by Claudia Ferradas and will read from her works

about Argentina. Intercultural classroom experiences based on those texts will be presented, focusing on how

students were motivated to look critically at their own reality while learning the vocabulary which empow-

ered them to express their own meanings in English.

Plenary 006Little, Daid (Trinity College Dublin, Ireland) sponsored by APIZALS

Plenary 2: Language learner autonomy in practice: dynamic, tools, actiities and researchThis presentation will focus on classroom practice that is informed by the second of the two views of learner

autonomy explored in my rst plenary. It will begin by describing an interactional dynamic calculated to sup-

port the development of learner autonomy as an integral part of the learners target language prociency.

Then, with particular reference to general language learning at lower secondary level, it will explain how

simple tools and learning activities can be used to launch and maintain this dynamic. It will also suggest ways

of adapting the approach described to the needs of other educational levels. The presentation will argue that

in the autonomy classroom teachers are co-learners and learners are co-researchers, and will conclude by

proposing that the key role played by documentation of the learning process provides a powerful stimulus

to action research.

Saturay 22n

09:30 10:30


Saturay 22n

17:00 18:00



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SEMI-PLENARY SESSIONS

Semi-Plenary 001Ingraham, Nissa sponsored by FulbrightMotiating the 3.0 ELL Student

This 60 minute presentationwill center on current research being ensued in the ELL eld. Topics to be dis-

cussed include increasing student motivation through professional development for pre-service and current

mainstream teachers in the eld. Another research area touching on intrinsic motivation of ELL students will

be research on student preference of perceived nationality of ELL teachers. This will be bolstered by the

concept of ethnolinguistic vitality in the school setting.

Semi-Plenary 003Banegas, Dario sponsored by APIZALSMotiation and Autonomy through CLIL. A collaboratie undertaking

In this presentation I describe and discuss how motivation and autonomy emerged from a research project

which focused on developing language-driven CLIL through collaborative action research at a secondary

school in Chubut. During one school year, three teachers and their students engaged in infusing content in

their EFL lessons. By developing context-responsive CLIL didactic transposition, teachers and students ex-

plored how their motivation and autonomy improved by negotiating contents, sources of input and activities.

Semi-Plenary 004Allan, Dae Director NILE sponsored by NILE - APIZALSManaging to motiate: what makes language education professionals work better?

This session will explore some of the key factors underlying effective performance by professional practition-

ers involved in the eld of language education. Since the time when I researched the motivational factors

involved in foreign language learning as a postgraduate in Cambridge, I have been fascinated by what makes

people tick, what makes individuals and groups give of their best in particular contexts both in the shorter

and the longer term. I have been fortunate in having the chance not only to research how things like effective

leadership and team building can have dramatic impact in elds apparently as far removed from the world of

language teaching as trade unions and professional football, but also to explore the reality of how particular

policies, processes, attitudes and actions work out in practice in the context of managing an organisation

that has had direct contact with over 30,000 teachers from some 60 different countries and from widely

varying cultures. While there may be no universally valid answers to the questions I have posed, there are

undoubtedly key principles which should underpin how we behave with the people we want to enable to

do their best, some of which are perhaps surprising in the light of widely accepted beliefs in the literature of

management in professional contexts

Friay 21st

10:40 12:10


Saturay 22n

11:30 12:30


Saturay 22n

15:00 - 16:00



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Panel 001ESP English for specic purposes

The state of the art at uniersity leel

Moderator: Aguilar, Mara Elena sponsored by APIZALS

Panel Members:Montemayor-Borsinger, Ann / Zuain, Silia / Taella, Gabriela - sponsored by APIZALS

In this panel we will present different perspectives concerning the state of the art in the teaching of English

for Specic Purposes. The issues dealt with will give us a general panorama of the main topics that worry

ESP teachers today. Each panelist will have a 15 minute presentation on different aspects related to the eld:

academic discourse approach, motivation, integrated skills and the use of new technologies in ESP. After the

presentations there will be ten minutes for questions from the audience.

Panel 002ICT - Information and Communications TechnologiesICT in the classroom: motiator or distractor?

Moderator: Dr. Claudia Ferradas, with the support of the British Council - APIZALS

Panel Members:Chrobak, Erika / Garca, Aurelia / Zuain, Silia - sponsored by APIZALS

In this panel we will discuss the impact of ICT on literacy in general and foreign language learning in particu-

lar. It is believed that a technology-rich lesson will be more motivating than one which does not rely on ICT.

But is technology a motivator per se? Or does its contribution to learning depend on content and pedagogic

strategies? Are students developing multiliteracies and multitasking skills or just being lured by attractive

(and expensive!) distractors?

Panel 003Language Policies Panel DiscussionTeacher education, language policies, autonomy and motiation: Do they meet?

Moderator: Corradi, Leonor with the support of the British Council - APIZALS

Panel Members:Liruso, Susana / Dr. Masullo, Pascual Jos / Prsico de Stadler, Mnica - sponsored by APIZALS

Motivation and autonomy are central themes in ELT. Even though they do not form part of the main issues at

play in the eld of teacher education, connections exist between them, which can be seen in the number of

people who want to take up teaching, among other examples. This panel will address this topic, presenting

different cases related to the policies implemented at this level.

Panel 004CLIL - Content and Language Integrated LearningTo what extent is CLIL an innoation to promote motiation?

Moderator: Banegas, Daro Luis sponsored by APIZALS

Panel Members: Bell, Paula / Renart, Laura / Rettaroli, Silia - sponsored by APIZALS

In this panel we will discuss the links between CLIL and motivation. First, we will share personal explorations

based on CLIL. Second, we will react to different quotes from a recent paper presentation at IATEFL which

raised controversial issues about motivation and innovation in CLIL. Third, the panel members will answer

the title-question of this panel discussion before a general conclusion. Last, there will be room for questions

from the audience.

PANELS

Thursday 20th

10:00 11:30

Cotesma

Sala Auitorio

Thursday 20th

14:00 15:30

Cotesma

Sala Auitorio

Friay 21st

10:40 12:10

Teatro San Jos

Friay 21st

17:00 18:30



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Paper 001Martino, Mara GabrielaGender differences: do they matter at school?

Over the past years, many ELT experts have tried to nd explanations for pupils differential success. There

are also calls for learning opportunities to be differentiated in the classroom, to match the pupils needs.

Experts on education and gender claim that students success is inuenced by innate and socio-cultural

gender differences and urge us to raise the awareness of gender within the classroom, coed or single-gender,

and bring best practice into the classroom for boys and girls.

Paper 003Azua, Marcela

Moodling the students moodsBlended learning through Moodle gives teachers the opportunity to cope with their students ambivalent

moods. The digital natives who crowd and sparkle the classrooms look for spaces to show their tech abili-

ties and their imagination. Moodle is a learning platform with resources which may foster enthusiasm and

participation. Webquests, portfolios, glossaries, wikis and built-in web 2.0 activities give teachers the tools

to engage students and give them the chance to show and share.

Paper 004Barbero, MelinaDeeloping reading skills at uniersity leel: how to make the most of texts

The development of reading skills at university levels has proven to be of paramount importance for the suc-

cessful future professional. This presentation has a two-fold purpose: on the one hand, to show the resultsof action research carried out at a medical college and on the other hand, to provide the audience with some

learning/teaching strategies which may help learners make the most of the texts.

Paper 005Amez, MarielAssessment of online performance: an experience in teacher education

Digital technologies can make a signicant contribution to learner autonomy. While their inclusion in EFL

and teacher education has become widespread in recent years, assessment of the many variables present

in multimodal productions is still a challenge After reviewing principles of feedback practice, formative as-

sessment and criterion-referenced instruments, this paper presents an experience in the self-assessment of

online performance carried out with Literature students in Teacher Education and comments on its impactin the learning process.

Paper 006Placci, Graciela / Barbeito, Mara C. / valsecchi, Mara I.Eap students motiation to learn english: what do they beliee in?

Motivation is important when learning a foreign language. An exploratory study was conducted with stu-

dents in two EAP reading classes in the elds of Humanities and Exact Sciences in order to: a) explore whether

these students were motivated to learn English, and b) nd out whether and how motivation in the two

groups compared. This presentation will describe the process of creating the scale developed for our study,

the methodology used and the results obtained. Pedagogical implications will be presented

PAPERS

Friay 21st

10:30 11:10

Escuela el Sol

Room 1

Friay 21st

10:30 11:10Escuela el Sol

Room 3

Friay 21st

10:30 11:10

Escuela el Sol

Room 4

Friay 21st

10:30 11:10

Escuela el Sol

Room 5

Friay 21st

10:30 11:10

Escuela el Sol

Room 6


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Paper 007Dalla Costa, Natalia / Gaa, Ileana / Gonzalez De Gatti, Marcela / Kofman, GustaoTowards learner autonomy in EFL academic writing: peer feedback and self-monitoring

The objectives of this investigation are to assess whether the use of specic social/affective and metacogni-

tive strategies for EFL academic writing, namely cooperation through peer-feedback, and self-monitoring,

leads to changes in students self-perceptions. The results showed that social/affective and metacognitive

strategy training lead to improved performance on EFL academic writing and greater learner autonomy. This

study concludes with limitations, pedagogical implications and avenues for further research.

Paper 008Tuero, Susana / Gonzlez, Mara PazLexical cohesion: its use in expository and narratie texts by adanced EFL students

A research study was carried out to examine whether the rhetorical type of text determines the use of lexi-

cal cohesion and the semantic-lexical relations used in each case. An analysis of the data collected will be

presented and the conclusions will be discussed. The presentation will end with a discussion of the peda-

gogical implications of the ndings: how raising students awareness as regards the use of lexical cohesion in

academic writing can promote autonomous learning.

Paper 009Grant, AlastairAn autonomy open to debate: dogme as sustainable educational deelopment

For over ten years, Dogme ELT has been a hotly debated approach. What has been completely overlooked,

however, is that it is this debate itself which is changing the way we teach today. We will focus on how the

Dogme debate has produced the only process approach we have in ELT; an approach able to evolve with

the needs of both students and teachers, motivating the students to teach each other and become more

autonomous

Paper 010Walsh, Mara Cecilia / Duarte, PaulaL1-L2 read right: motiating the huge leap - On how EFL might (de)motiate literacy deelopment

This presentation focuses mainly on the literacy development of young learners in bilingual educational

programmes, exploring the potential drawbacks to the simultaneous acquisition of skills in L1 and L2 students

might encounter. The fundamental role played by motivation and fostering literate environments will be de-

scribed. Metacognitive strategies will also be addressed as a key to enhancing progress and engaging learners

positively as active agents of their own learning experience in the English classroom and beyond.

Paper 011Omar De Temperini, MyriamMeeting the needs of EFL learners is crucial for motiation

This presentation will analyse the validity of Abraham Maslows position in the learning process of English

as a Foreign Language (EFL). It will show that only those learners whose needs are met are able to reach the

following higher category in Maslows Hierarchy of Needs, becoming in this process self-motivated inde-

pendent learners (Gross Davis, 1999).

Paper 012Portilla, MaringelesEnglish and special needs: a possible marriage that breeds autonomy

This presentation introduces projects that have been carried out in different state primary schools in the

City of Buenos Aires from 2010 to date. It explores the possibilities of children with special needs in the EFL

classroom and discusses different theories about inclusion of them to the lessons. It also shows technical

tools to adapt curriculum that have been implemented throughout the projects.

Friay 21st

10:30 11:10

Escuela el Sol

Room 7

Friay 21st

10:30 11:10

Escuela el Sol

Room 8

Friay 21st

10:30 11:10

Escuela el Sol

Room 9

Friay 21st11:20 12:00

Escuela el Sol

Room 1

Friay 21st

11:20 12:00

Escuela el Sol

Room 2

Friay 21st

11:20 12:00

Escuela el Sol

Room 3


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Paper 013Perez De Pereyra, Alicia / Aguilar, Norma / Belmonte, Andrea / Tossi, Cecilia / Lauria De Gentile,PatriciaThe study of macrostructure as a way to deelop student autonomy

in the reading of research articles

In academic discourse, the Hypothetical-Real Pattern is a recurrent binary relation existing between what

is known which constitutes the Real component and what is not known, is controversial or could be

dened as hearsay or simply as reported which constitutes the Hypothetical component. We will refer tohow the application of a macrostructural approach to reading has enhanced our students reading capacity

in a discerning mode and contributed to their becoming autonomous readers.

Paper 014Ansaldo, MatiasI am the teacher: two experiences of empowering students

What if your students become the teachers? Two experiences, one in kindergarten and the other with adults

show how students, when given the role of the teacher, become more responsible, autonomous and aware

of their language learning. Do you want to know how?.

Paper 015valenti, viianaHelping young learners to learn grammar and become autonomous - A Theoretical Foundation

How could we adapt our techniques so that our young students can learn grammar and become autono -

mous? This paper will present and analyze the way in which 8, 9 or 10 year old students think and generate

linguistic knowledge with the ultimate aim of discussing an approach to teaching that respects such char-

acteristics and, thus, optimizes the possibilities of helping students become autonomous since an early age.

Paper 016Kofman, Gustao / Gonzlez De Gatti, Marcela / Dalla Costa, Natalia / Gaa, IleanaTowards leaner autonomy in EFL academic writing: teacher feedback

and student self-correction strategiesThe main objective of this study was to assess the impact of different types of teacher feedback on student

self-correction and rethink classroom practices to enhance learner autonomy. The discussion focuses on

the analysis of students perceptions in light of their preferences regarding explicit indirect feedback and

minimal indirect feedback (Ferris, 2006). Results demonstrate that most students valued opportunities for

the enhancement of learner autonomy, which will be used to improve the ways in which specic types of

feedback may facilitate increasing self-sufciency in writing.

Paper 017Bell, Paula with the support of the British Council - APIZALSUsing reading strategies to improe comprehension among secondary school students

and enhance their motiation to learn english as a foreign language (EFL)The present work introduces and discusses an innovative project that fosters students Motivation and Au -

tonomy by promoting the development of Reading and Learning Strategies in the last years of secondary

school. It includes an analysis of the interrelations existing among Reading Comprehension Strategies, Learn-

ing Strategies Development and Motivation and Autonomy theories. Samples of the texts, activities, Reading

and Learning Strategies developed in class, as well as conclusions and projections for the future, will be

iscusse

Paper 018Regueira, Ana La / Caielli, Elisabet / Williams, Jenifer / Berardo, LilianaWhen academic literacy is taken for granted

The paper discusses autonomy in relation to learners who enter the ELT academic world to pursue highereducation studies. To become part of this academic culture, learners are expected to adopt new values

and behaviours. Among other things, students have to adapt their nature as readers to become members

of a new discourse community. The paper delves into how the lack of academic literacy affects learners

autonomy and, therefore, hinders progress in higher education.

Friay 21st

11:20 12:00

Escuela el Sol

Room 4

Friay 21st

11:20 12:00

Escuela el Sol

Room 5

Friay 21st

11:20 12:00

Escuela el Sol

Room 6

Friay 21st11:20 12:00

Escuela el Sol

Room 7

Friay 21st11:20 12:00

Escuela el Sol

Room 8

Friay 21st

11:20 12:00

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Paper 019McLaggan, Calum with the support of the British CouncilEducationUK Study in the UK; Four Countries, a World of Diersity

There are no limits to the range of English language and postgraduate courses offered in the UK. Over 800,000

learners a year come to the UK to help achieve their ambitions, to experience modern UK life, and to use the

language in its natural home. Why not join them?

In this session Calum McLaggan from the British Council talks about study options in the UK for English teach-

ers, as well as scholarship opportunities.

Paper 020Liendo, PaulaMaterials design: how to supplement an exam-geared textbook to increase uniersity studentsmotiation and intercultural competence

Adopting or adapting a textbook to enhance its motivational value and suit learners needs is difcult, par-

ticularly at advanced levels. This work responds to the need to enhance the sociocultural competence of

a target group (English V students, FadeL, UNCo). It analyses the speaking activities in the coursebook (an

exam-geared one), presents the theoretical foundations and methodological approach for the analysis and

design of materials, and discusses the results of the design process.

Paper 021Ziraldo, Ana C. / Somale, Marisol / Tarducci, SusanaSelf-correction and independent learning: a helpful guide for students and teachers

Correcting compositions may be made easier for the teacher by her using adequate tools to foster students

self-correction and learning, and by encouraging EFL teachers at the same institution to share unied error

correction criteria. The aims of this research were rstly to help students raise awareness of common er-

ror types, mainly those that render texts incoherent; and secondly, to facilitate the learners subsequent

improvement of their own written texts.

Paper 022

Orta Gonzlez, Dolores / Cardozo, AndrsTechnology-mediated actiities as a boost to motiation in the pronunciation class

This paper will describe classroom practices that contribute to enhancing students motivation and auton-

omy in a teacher training context. It will focus on the development of the students metacognitive abilities

which provide the foundation for autonomous, lifelong learning. It will analyze these practices in the light of

current research on motivation and autonomy and discuss the long-term impact of their implementation on

the construction of students professional identity.

Paper 023Liruso, Susana / Bollati, Marisel / Requena, PabloMultimodal resources in textbooks: powerful motiators

In this presentation we will share some ndings from a study on multimodal resources present in EFL text -

books, with special reference to charts, images and framing devices. Our study is based on a systemic func -

tional view of language and it also draws on multimodal studies. The presentation will include relevant

examples from our corpus and will challenge participants to re-analyze the teaching materials they are using

in terms of their motivational potential for learners.

Paper 024Bessega, Mara Eugenia / Desimone, Rosina A. / Ortega Bernal, Ana PaulaSocial actors in newspaper articles about Argentina

Drawing on van Leeuwens (1996-2009) Social Actor theory, we present some analytical linguistic categories

to improve students reading comprehension abilities and foster their critical thinking when dealing with

newspaper articles. We focus on the way in which social actors are portrayed in articles about Argentina

which are part of the corpus of a research project called The representation of Argentina and its people inthe discourse of English-speaking media, currently being conducted at FFHA.

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Paper 025Massi, Palmira / Risso Patrn, Zoraida, verd, Mara Anglica / Scilipoti, PaolaTagging facebook in the elt picture: deeloping student motiation with social networks

This paper presents a case study on the use of Facebook in the English II Course at Facultad de Lenguas

(UNComa). Throughout the academic year, the teaching team monitored this project and collected students

feedback regarding the advantages and disadvantages of using this site as an informal learning environment

in the ELT classroom. Some preliminary conclusions are shared concerning the potential and relevance of

social networks and their uses by both teachers and students.

Paper 026Castro, Patricia / Leceta, Andrea / Torres, MarcosThe use of technology as a motiating tool in pronunciation teaching

Nowadays technology plays a pivotal role in our personal and professional lives. This paper springs from a

Research Project in progress at the Department of English Language and Literature of FFHA-UNSJ, entitled

Teaching and Learning English Pronunciation with the aid of virtual settings. Our presentation intends to

show how the use of ICTs contributes to heightening motivation and autonomy when acquiring the phono-

logical component of the English language in a more innovative learning environment.

Paper 027Liendo, Paula / Alarez, DiegoTranslation as a motiational teaching tool: friend or foe?

The communicative movement is being heavily criticized and is falling short of ideas. The rediscovery of

translation in CLT has proved to be not only effective but also motivational. This work views translation as a

communicative teaching tool in different contexts, at secondary and university levels. It includes theoretical

and practical examples of meaningful uses of translation, delineates benets and potential drawbacks of

translation in teaching and provides guidelines about materials selection for suitable contexts.

Paper 028Soto, Mara A.Teacher motiation and autonomy in curriculum change implementation

During 2008-2010 the General Council of Education of Entre Ros undertook a reform of the secondary

school curriculum, including the curriculum for foreign languages. After a piloting phase in 2010, the new

curriculum was implemented in all secondary schools as from February 2011. This paper focuses on teacher

motivation and autonomy to implement the innovation and its purpose is to reect upon those factors that

seem to hinder teachers motivation to adopt the change.

Paper 029viale, FlorenciaOn teacher motiation: from classroom to conference and back.

Some personal and professional insights of IATEFL Glasgow 2012

The purpose of this paper is to discuss the role of teacher motivation and the value of continual professionaldevelopment to contribute to keep up teaching standards, especially focusing on conference attendance and

paper presentations, based on my recent experience at IATEFL Glasgow 2012. I will debrief this experience

and explain its positive impact on career promotion, classroom practices, institutional development and

personal growth.

Paper 030Ferraro, Anala / Lopez Lopez, GabrielaCreating connections: a road to e-learning

Technology is altering and rewiring our brains and the tools we use dene and shape our thinking. Many

changes have occurred as a result of increased accessibility to information and connectivism attempts at

explaining this phenomenon. In this paper, we will discuss how connectivism is changing how our brain works

and how these changes - by customizing learning and catering for multiple intelligencies - foster motivationan promote more autonomous learners

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Paper 031Woods, Paul with the support of the British CouncilDo laptops in schools promote learner autonomy and achieement?

Do laptops in schools promote learner autonomy and achievement in English Language learning? I will review

some research ndings which suggest the jury is still out, and outline an innovative project with Plan Ceibal in

Uruguay which we hope will demonstrate that, with sufcient support, training for teachers, and appropri-

ate materials, learners can achieve results through lessons delivered via telepresence technology, supported

by classroom teachers with only a very limited knowledge of English.

Paper 032Mercaich Sartore, Edith/ Sollier Mara L. / Soto, Mara A.Motivation and its inuence on language performance: a case study

on year 1 students at an english teacher training programme

Since the 2001 foundation of the Universidad Autnoma de Entre Ros, it has been observed that the number

of matriculated students at the English Department, FHAyCS, has signicantly increased. The aim of this paper

is to reect on the motivation that may move Year 1 learners to choose this course of studies and whether

such motivation is sustained in time in the light of different possible impinging factors, such as the expected

level of attainment

Paper 033Braun, Estela / Cheme Arriaga, Romina / Monserrat, LilianaFostering professional deelopment in future teachers by proiding strategies for teaching

and learning in digital enironments

Moodle Platform and blogs were used to create a community of practice, following the underlying hypoth-

esis that they could improve participation and reection on the part of student teachers. The use of blogs

in Practice II and the implementation of Moodle Platform in Practice III were organized to motivate student-

teachers of ELT Practicum at UNLPam throughout their education and to provide them with strategies for

teaching and learning in a digital world.

Paper 034Lopez Cano, PaulaTime well-spent: fostering students motiation and autonomy at teachers training college

This paper will describe classroom practices that contribute to enhancing students motivation and auton-

omy in a teacher training context. It will focus on the development of the students metacognitive abilities

which provide the foundation for autonomous, lifelong learning. It will analyze these practices in the light of

current research on motivation and autonomy and discuss the long-term impact of their implementation on

the construction of students professional identity.

Paper 035Lzzaro-Salazar, MarianaDiing into the depths of identity construction and motiation of a foreign language learner

Moving away from the bilingual assumptions that have traditionally informed the study of language learnersidentity construction, this paper draws on cutting-edge SLA and sociolinguistic theories to explore the close

relationship between identity and motivation in non-bilingual contexts. This paper presents some preliminary

observations of a case study in progress involving a language learner who struggles to display his identity with

the linguistic resources available to him, which acts as a motivating force for improving his language skills.

Paper 036Orta Gonzlez, Dolores / Cardozo, AndrsExploring the motiation of students entering teacher and

translator-training courses at uniersity leel

The issue of motivation has been in the light of debate in recent decades. Although the concept of motiva-

tion has not always been clear, different kinds have been proposed, with the purpose of nding ways toimprove L2 learning. This session aims at shedding light upon the role of motivation in L2 learning at a high

academic level, where students face an unfamiliar environment which requires a completely different level

of commitment

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Paper 037Castro, Silia / Manzur, Graciela / Atienza, Ana / Arrabal, MyriamInteractie narraties as a means to deelop motiation, autonomy

and sociocultural comprehension in pedagogical experiences

Many scholars, such as Prince (2011), contend that narratives can foster motivation and autonomy. In the digi-

tal era, narratives are also constructed through cyberspace. Thus, interactive narrative is deemed meaningful

in education. This paper, based on a blended learning course addressed to teachers of English, aims to pro -

mote reection upon the inuence that constructing and de(re)constructing our own and others narratives

may have on autonomous and engaging pedagogical experiences as well as on our worldviews.

Paper 038Tuero, Susana / Innocentini, viiana / Forte, Ana / Bruno, Claudia / Martinez, Ameliavariability in reading performance as related to students attitudes

and motiation after failing an esp course

Learners attitudes and motivation play a vital role in hindering or fostering reading comprehension. Re-

search suggests that highly motivated students select adequate reading strategies, thus leading to higher

performance. This study will evaluate attitudinal differences towards the L2 and the reading of eld-specic

texts. The attitudes of students who have previously failed an ESP course will be compared to those of stu-

dents taking the course for the rst time, and further correlated with their performance.

Paper 039Siderar, Silia / Paez, AnaTowards autonomy and citizenship building. An experience in Santa Rosa, La Pampa.

This research group aims at creating authentic material using Identity as the crosswise idea to teach English

in 6th grade of a peripheral primary school in Barrio Los Hornos, in Santa Rosa. In this neighbourhood, families

hardly ever go downtown. Instead, they have traditionally made a living by making and selling bricks. As this

research group takes into account popular culture as an access to critical culture, we commit ourselves to

develop teachers autonomy creating teaching materials.

Paper 040Costa Ribas, FernandaThe motiation of EFL teachers in brazil: a qualitatie research study

at the public primary education leel

I report on a qualitative research study in progress, carried out with two English teachers, working in primary

education in a public school in Brazil. I will focus on: 1) the theoretical framework and the data collection

instruments; 2) aspects of the learning context; 3) characteristics of the teachers motivation, and the factors

that affect them; 4) the areas of teachers concerns identied in the data, and their impact on the teachers

level of enthusiasm.

Paper 041Raguseo, Carla

Using blogs and wikis to teach writing as a processThis paper aims at analyzing how the structure and functionality of blogs and wikis, implemented within a

socio-constructivist framework, contribute to the development of a socio-cognitive process approach to

writing based on contextualized classroom practices that emphasize the communicative purpose of the task

and the importance of socializing students productions with a real audience. Authentic ELT experiences will

be presente proposing a peagogical scaffol to articulate face-to-face an online activities in orer to

develop the different stages of the writing process.

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WORkSHOPS

Workshop 001Ferradas, Claudia with the support of the British Council Oxford Uniersity PressGo Digital - Reading screens: deeloping digital reading skills

Is it true that young people dont read? Or are they reading more than older generations, only on screen? In

this session, participants will reect upon the impact of ICT on reading. They will become acquainted with

digital resources that can encourage young readers to explore and respond to text on screen as well as in

print. Participants will then be encouraged to design reading and writing tasks incorporating digital media.

Participants are recommended to bring their laptops/netbooks.

Workshop 002Baya, Gladys with the support of the British CouncilSchools Online

British Council Connecting Classrooms programme builds links and partnerships between schools in the UK

and around the world. Through these partnerships, the programme develops trust and understanding be-

tween different communities, and gives young people the skills and cultural awareness they need to live and

work in a global society. This year we are working on Connecting Classrooms through Schoolsonline, which is

a British Council platform that offers schools a number of online resources such as a partner nding service,

online forums, project spaces and opportunities for professional development.

Workshop 003

Martin, Ian sponsored by National Geographic Learning Cengage LearningExploring the new literacies and english language learning

There is a global conversation among educators about how to keep learners motivated. Countries every-

where are looking for ideas and ways to educate their learners to prepare them for the globalized, knowledge

economy they live in. Discover how content-rich texts not only increase their learners language skills but also

allow them to connect with the wider world. Through a dynamic multimedia approach to learning language,

students can develop into engaged, condent and visually-literate learners.

Workshop 004Gonzalez, Gustao sponsored by Oxford Uniersity PressSuriing teaching today: Blended Learning to Ensure Engagement

Overwhelmed by technology, we need to survive these fast-changing times! And we will, only when we un-derstand that the roles of both teachers and students have changed. So if we keep teaching todays students

the way we taught yesterdays, we rob them of tomorrow. Lets blend some practical, refreshing and inspiring

teacher-friendly ideas on the use of songs, videos and new technologies we can adopt and adapt to survive

teaching in this digital time!

Workshop 005Artusi, Alicia with the support of the British Council Oxford Uniersity PressGo digital: integrating mobile learning and social media in your class

Social media and mobile technology are gaining ground and playing an important role in how students learn.

Learning takes place anywhere, at any time. Students have their own personal learning environments and

networks inside and outside the classroom. This session will address the question of how we can best benet

from integrating social media and mobile technology into our classes to encourage learning and work on thelistening and speaking skills. Mobile devices, welcome!

Thursday 20th

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COTESMA

Sala Gunther Blaas

Thursday 20th

10:00 11:30

COTESMA

Sala Amancay

Thursday 20th

10:00 11:30

Teatro San Jos

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Workshop 006Ottolina, Alejandra sponsored by MacmillanAutonomous learning: a realistic iewMaking students more autonomous to aoid discipline problems

In our 2.0 reality, it seems to be getting more and more difcult to empower students and promote language

learning. This is often translated into lack of motivation and discipline problems but Autonomous Learning

may be of great help. Why is it important to develop autonomous leaning strategies? How can we do so

when we have just a few contact hours a week and about thirty students in class? Can C.A.L.L. help?

Workshop 007Kandel, Analia with the support of the British Council Oxford Uniersity PressGo Digital: Take your digital pick! Selecting On/Ofine tools and materials

Do you sometimes feel overwhelmed by the countless resources you come across online? Do you ever feel

at a loss when having to decide which tool is the best to full your teaching aims? If so, join this session,

which will provide you with useful information and ideas to nd and select on/ofine tools and materials to

suit your pedagogical needs. Participants are recommended to bring their laptops/netbooks.

Workshop 008Raimondi, Patricia / Gobo Joannas, CristianMotiation with creatiity. From paper to technology... The magic is in you

Motivation in the classroom is a key element to guarantee success in education. But not only students should

be motivated, teachers too. In this intensive workshop, the audience will be presented with creative ideas

for the classroom which will help them engage in motivating activities. Innovate create enjoy. An array

of resources: from a simple sheet of paper to the funniest technological devices.

Workshop 009Casco, MadyTopic-based projects, multimedia, motiation and autonomy in EFL classes

In this workshop, the presenter will analyse what is understood by the term multimedia and how it can

be applied in topic-based projects to engage learners; develop their sense of self-efcacy; raise their self-

esteem; and foster learner autonomy. She will then share an excerpt from a real topic-based project designed

for upper-elementary learners in which multimedia resources were used by the teacher and the learners to

communicate ieas meaningfully an purposefully

Workshop 010Alfonso, Mara ReginaHow to foster motiation in the ELT primary classroom

ELT classes can be enhanced and empowered through the use of simple cross curricular activities which,combined with the application of ICT, encourage students imagination. Not only do they allow children to

grasp English in a real context but they also help the curriculum become more relevant. I have always liked

a challenge, and being inside a classroom with the same students three hours a day, four days of the week

is a real one!

Workshop 011De Lassa Stewart, Mara S. / Goyeche, Martina / Gerbino Pastor, Mara A.Interactie whiteboard teaching: a 3d world of a difference.

Through IWB teaching, learning becomes a dynamic process where the students submerge into a 3D world

of sound, image, motion and words. Learners are motivated with authentic contemporary materials that are

felt as real. Their second language jumps off their books and becomes easier to absorb. Presenters will givean insight into teaching adolescents through IWB technology. While participants will engage in IWB games,

videos and quizzes, they will also be provided with a wealth of ideas to enrich their own teaching.

Thursday 20th

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Workshop 012Ingraham Nissa sponsored by FulbrightMotiating ELL Students through Multiple Strategies

This 90 minute workshopwill allow participants to learn about varying techniques used in the ELL classroom,

practice instructing in the various techniques and discover how those techniques help to motivate varying

students. Some of the techniques to be discussed will include: Sheltered Content Instruction, Silent Way In-

struction, and Translations, and the use of Real-time Captioning. Materials will be shared with participants ei-

ther in hard-copy or in electronic format. Computer aided language learning devices will be reviewed as w

Conf Programme Faa Pi 2012

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Transcript of Conf Programme Faa Pi 2012