TEACHERS RESEARCH! BUENOS AIRES 2017 The Second Annual Latin American Conference for Teacher-research in ELT
May 6th, 2017 | I.E.S. en L.V. “Juan R. Fernández”
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ABOUT THE CONFERENCE
Following on from the April 2016 Teachers Research! Chile 2016 conference in Santiago, this will be the second in what is hoped will be a series of annual conferences which will be in a different place in Latin America each year and which will be a focal point for the promotion of teacher-research in Latin America. Teacher-research - that is, research initiated and carried out by teachers into issues of importance to them in their own work - is increasingly seen as a powerful means of continuing professional development (CPD) for practising English language teachers. Accordingly, the work of teachers themselves is put at centre-stage in this conference. There will be plenary presentations by groups in Argentina, Brazil, Colombia, Chile and Uruguay which have received support from the British Council Aptis for Teachers ARAS (Action Research Award Scheme) in 2016–17. There will also be poster presentations of teacher-research from teachers across Latin America. You will be made to feel welcome at this participatory, informal and friendly event!
CONFERENCE SCHEDULE
2
09.30 - 10.00
Onsite registration
10.00 - 10.15
Introduction
Auditorium
10.15 - 11.15
ARAS Project Presentations - Part 1 Introduced by Richard Smith, Alex Wood, Carlos Rico Troncoso & Paula Rebolledo: 1. Fernanda Goncalves (Brazil) 2. Johana Andrea Melo (Colombia) 3. Bertha Ramos Holguín, with Jahir Aguirre Morales (Colombia) 4. Víctor Peña Villarroel, with Elena Adriana & Llanquileo Aranda (Chile) 5. Leyla Verónica Núñez Aguilera (Chile)
Auditorium
11.15 - 11.25
Coffee break
11.25 - 12.25
Poster Presentations - Part 1
12.30 - 14.00
Lunch
14.00 - 15.00
ARAS Project Presentations - Part 2 Introduced by Darío Luis Banegas, Magdalena De Stefani, Carlos Rico Troncoso & Inés K. Miller:
See p. 5-6
Rooms 1-6
Auditorium
1. Mercedes Perez Berbain & María Laura García (Argentina) 2. Mariana Acosta Guimaraes & Paula Trejo (Argentina) 3. Laura Flores, with Natalia Bonello, Leticia Dobrotka, Fabiana Silveira & Valentina Perini (Uruguay) 4. Mariana Serra & Silvia Severino (Argentina) 5. Maria Cunha, with Debora Muramoto Castilho, Marcia Reis, & Mariana Caldas (Brazil) 15.10 - 16.10
Poster Presentations - Part 2
16.10 - 16.30
Coffee break
16.30 - 17.00
Round-up plenary & evaluation
See p. 9-10
Rooms 1-6 Auditorium
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POSTER PRESENTATIONS
PART 1 (11.25 - 12.25) Gloria del Carmen Corzo Arevalo: Teaching strategies to improve writing skills in English for students majoring in Tourism
Room 1
Alexandra Simoes Andrade: Why isn’t my advanced students’ English advanced? Voices echoed in Brazil Christine Elizabeth Dickinson: Why don't they do it Gabriela Brun and Paola Cossu: Reading strategies at the English teachers' training college Viviana Valenti, Marisa Galimberti, Carla Raguseo, Paola Bianchi: Applying a metacognitive approach to a digital environment: Effects on ESP learning Alfredo Daniel Nuñez: Summative evaluation: An analysis of linguistic competences acquired in English as a foreign language by 7th form Public School students
Room 2
Alicia Edith Laucirica: Teaching learning strategies: Helping EFL students become better learners Ana Janneth Gómez Gutiérrez: Collaborative inquiry in the EFL classroom Bruno Andrade: BrELT: a case study of continuous professional development through social networks María Mercedes Capomaggi: Feedback as an assessment tool and its impact on trainees’ efficacy Carla Alberio and Lidia Casalini: Meaningful experiences through language exchanges Carolina Curátolo, María Inés Córdoba, Mercedes Rego Perlas, Nolwenn Gautier, Julia Vanodio: A joint strategy to develop and assess speaking fluency: Why? What? How?
Room 3
POSTER PRESENTATIONS Débora Muramoto Alves de Castilho: Why does my school resist the system?
6 Room 4
Daiana Vazquez: Metacognitive skills training: Note-taking and information recall Edith Luna Villanueva and Maria de los A. Vergara Aibar: TEFL to children: Volunteering as a quality pre-stage to institutionalized teacher training Elena del Carmen Amigo Cappelli: The importance of group work to engage all the students in the learning process Elisa Viviana Pavón: Helping students to become aware of their autonomy
Room 5
Fabiana Mallón: Motivation of CT and students through the implementation of Drama in remote English lessons Federico Rojas: Widening the scope: introducing new features into the classroom Gisela Laurent and Constanza Agusti: How to give teaching a DRAMAtic twist Griselda Luján Lucchesi: A view into how teachers teach writing Itala Susana Diaz España: Using Glogster to support writing outcomes in ESL classrooms: a blended learning strategy Juan Andrés Pereira de Souza: Academic research writing improvement: An experience on paragraph formation with teacher trainees Julia Garbi and Melina Porto: On the construction and negotiation of common cultural identities in the primary school English class
Room 6
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POSTER PRESENTATIONS
PART 2 (15.10 - 16.10) Laura Colombo: Commenting, not correcting: Reframing peer-review activities in the writing classroom
Room 1
Laura Flores, Natalia Bonello, Leticia Dobrotka, Valentina Perini and Fabiana Silvera: Fostering and evaluating students' oral production through a genre-based approach Laura Marina Aza: Scaffolding in a recreational reading project at secondary school Laura Valsangiacomo & Myriam Pacheco: Tech goes to class Julieta Cabrera: To store or not to store: Using Portfolios in Ceibal en Inglés
Room 2
Lidia Casalini: The benefits of online games in the English classroom Liliana Barro Zecker, Alexandra Panos and Kristine Schutz: Scaffolding Teacher Research: Learning and Developing a teaching-as-inquiry stance. Mónica Eberle and Viviana López Larretchart: What do young learners need to learn to read in English effectively? María Cristina Sarasa and Daniela Solís: Becoming an English teacher: Narrating the three commonplaces of initial education curriculum María de los Ángeles Vázquez and Carolina Vizcarra: SHOULD WE GET A BASKET? Action research and mobile learning Martha Rocío Conchas Gaytán: Strategies for improving vocabulary learning in today's Normal Schools
Room 3
POSTER PRESENTATIONS 10 Mariana Pires e Albuquerque Caldas: Why does my group of teenage students like Snapchat so much?
Room 4
Marina González and Román Martire: International projects through technology: Challenges and learnings Rubén Daniel Mazzei: Fixed mindset - growth mindset: An exploratory study through classroom-based research Sandra Liliana Hortua Bravo and Milton Pájaro Manjarres: Gamifying the classroom: Using the kahoot platform to assess formatively vocabulary learning Stella Maris Palavecino: Prominent or non prominent? That is the question
Room 5
Valentina Perini, Laura Flores, Natalia Bonello, Leticia Dobrotka and Fabiana Silvera: Fostering and evaluating students' oral production through a genre-based approach Veronica Varela Guzman: Why students don't do well on listening tasks Yanilis Romero: Lazy or dislexic? Viviana Noemí Miglino: Reading comprehension strategies: The neglected tools Patricia Carabelli: Code switching in the English classroom: Fostering an adequate balance Estela Raquel Ramos, María Julia Forte and Ana Laura Bacci: An interdisciplinary project at Facultad de Ingeniería (UNLPam) Raquel Silvano Almeida: English language teaching through audiovisual media in a Brazilian teacher education program Ricardo Benevides Silva de Oliveira: Collaborative curriculum design in professional education Rosa Rodriguez Leon: How can we involve parents into the ELP of their children
Room 6
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