14th National ELT Conference: Innovation and professional development in ELT by British Council

14th National ELT Conference: Innovation and professional development in ELT

Conference Handbook and Programme

Pontificia Universidad Javeriana

Bogota, Colombia. 19 to 21 September 2011

14th National ELT Conference: Innovation and professional development in ELT

Conference Handbook and Programme

Pontificia Universidad Javeriana

Bogota, Colombia. 19 to 21 September 2011

© 14th National ELT Conference Handbook and Programme ISBN 978-958-99799-0-7 September, 2011 Editorial Team: Liliana Cuesta Dayana Cortés Natalie Raeched Aída Salamanca Rigoberto Castillo Copy Editors: Carl Anderson Natalie Raeched David Baum Portal Traducciones

Programme Editors: Liliana Cuesta and Dayana Cortés Graphic design: Natalie Raeched Carolina Giraldo Miró Diseño Creativo LTDA Printed by: Miró Diseño Creativo LTDA

Table of Contents Conference Committees

Page 6

A Milestone in History: Our National ELT Conference

Page 12

Venue: Pontificia Universidad Javeriana

Page 14

University Map

Page 16

Conference programme

Page 20

Keynote Plenary Speakers

Page 28

Concurrent sessions

Page 54

Informative sessions

Page 136

Index of presenters

Page 145

Blank pages for notes

Page 149

Table of Contents

1 2 3 4 5 6 7 8 9 10

14th National ELT Conference: Innovation and professional development in ELT

Conference Committees

Organising Committee Pontificia Universidad Javeriana Consuelo Vargas / Liliana Gonzalez

ASOCOPI Edwin Martínez / Álvaro Quintero

British Council Aída Salamanca / Dayana Cortés/ Natalie Raeched

Cambridge University Press Alejandra Nieves / Clara Guerrero

Centro Colombo Americano María Esther Maldonado

MacMillan Jimena Lizalde

MM Publications Fitzroy Kennedy

Oxford University Press Nicolás Márquez / Ricardo Romero/ Ángela Corredor

Pearson Mauricio Rivera/Javier Pinto

Richmond Publishing Andrés Guerrero

Universidad de los Andes Camilo Quintana

Universidad de La Sabana Liliana Cuesta / Ivonne Gonzalez

Universidad de La Salle Jair Ayala

Universidad Distrital Francisco José de Caldas Rigoberto Castillo/ Margarita Vargas

Universidad Externado de Colombia Astrid Núñez

Universidad Nacional de Colombia Rodolfo Suárez

Universidad Pedagógica Nacional Zulma Buitrago

Academic Committee British Council Aída Salamanca

Cambridge University Press Alejandra Nieves

Centro Colombo Americano María Esther Maldonado

Oxford University Press Ángela Corredor

Pontificia Universidad Javeriana Consuelo Vargas

Universidad de La Sabana Liliana Cuesta

Universidad de La Salle Jair Ayala

Universidad Distrital Francisco José de Caldas Rigoberto Castillo

Universidad Pedagógica Nacional Zulma Buitrago

Logistic Committee British Council Dayana CortĂŠs Natalie Raeched David Baum Carolina Giraldo

Pontificia Universidad Javeriana Consuelo Vargas Magda RodrĂguez

Universidad de la Sabana Liliana Cuesta

Asociación Colombiana de Profesores de Inglés: Better Teachers, Better Teaching Cra. 27 A # 53 – 06 Of. 405, Bogotá T: + 57 (1) 2115018

British Council Colombia Carrera 9 No 76-49, Piso 5 T: + 57 (1) 325 9116 F: + 57 (1) 325 90 91 www.britishcouncil.org.co

Colombo Centro: Calle 19 N° 2-49 T:3347640 - 5606066 Colombo Norte: Calle 110 N° 15-36 T:2755052 Colombo Niza: C.C. Bulevar Niza, Local 356, 3er piso T:5207888 www.colombobogota.edu.co

The Anglo Publishing House Cll 79 # 14-36 T: + 5716216721/6216727 www.anglopublishing.com

Cr 16 # 141-08 T: 5716490625 www.cambridge-la.org

Macmillan Publishers SAS Calle 119 #13-45 Oficina 403 Bogota, Colombia T: +571 7437556 to 58 www.macmillan.com.co

Cr 7 # 156-68, piso 26 T: +5712940800 www.pearsoncolombia.com

Oxford University Press Cr 16 # 141-73 T: -5716052095 www.oup.com/elt

Richmond Publishing Cll 96 # 11 A 61 T: + 571 6396000 Ext. 1231 www.richmond.com.co

Campus Universitario del Puente del Común, Km. 7, Autopista Norte de Bogotá Chía, Cundinamarca. T: + 57 (1) 861 5555 / 861 6666 / Ext. 1517/1542 F: + 57 (1)8615555 Ext. 3341 www.unisabana.edu.co

Universidad Distrital Francisco José de Caldas Carrera 3 N. 26 a 40 Piso 6 T: 3238400-2869666- 3239300 Ext 3037, 3038, 3039 www.udistrital.edu.co

Tr. 4 # 42-00 Piso 6 T: 5713208320 www.javeriana.edu.co

Cr 1 # 18 A 12 T: 5713394949 www.uniandes.edu.co

Centro de Lenguas de la Universidad de La Salle, Carrera 15 #49-71 Bogotá, Colombia T: + 57 (1) 340 4300 – 340 4335 http://unisalle.lasalle.edu.co/

Carrera 1 No. 12-53 T: +57 (1) 282 6066 ext. 1166 www.uexternado.edu.co/englishlink

Cr 30 # 45-03 Edificio 231 T: 5713165000 Ext 16762 http://www.humanas.unal.edu.co/ home/

Universidad Pedagógica Nacional Calle 72 No. 11-86 T: 5713471190 http://www.pedagogica.edu.co/facultades/humanidades/

A Milestone in History: Our National ELT conference The first National ELT Conference was held in Colombia in 1998 and served as a forum for the ELT community to share their research and experiences. Over the years, the conference has combined the efforts of several large publishing companies which operate in Colombia, as well as organisations and institutions with a more academic background, such as ASOCOPI, British Council and Centro Colombo Americano Bogotá, and some local universities.

A milestone in history

Every year, researchers, teachers, academic coordinators, practitioners and decision makers submit their presentation proposals which an academic committee then reviews to ensure quality and to make sure that the presentation topics fit with the theme of the conference. It has been hugely rewarding to welcome an ever increasing number of attendees on a yearly basis from a diverse number of countries from around the globe. We warmly welcome all visitors attending this years conference, and are sure that you will not only benefit greatly from the wealth of experienced speakers presenting at the conference, but will also be enchanted by our capital city, one of the most attractive, cosmopolitan destinations in Latin America and the world. It has been our ongoing mission to cover and develop many trends in our conferences, a goal which is regularly achieved. This provides the audience with an opportunity to receive updates in the ELT field and reflect upon educational practices at individual, community and even global levels. Below is a thorough list of topics which have been covered in the conference since its conception: 1998 – Evaluation 1999 – National ELT Conference on Language Skills Development 2000 – Materials 2001 – National ELT Conference: Skills Revisited 2002 – Professional Development 2003 – Beyond Evaluation

2004 – Self-Directed Learning 2005 – 40 years of professional challenges (In conjunction with ASOCOPI) 2006 – English: A window on the world 2007 – Information Technology and ELT 2008 – The Critical Thinker: Mind over Matter 2009 – Perspectives in Bilingualism: Current Views and Trends 2010 – Challenges for the ELT Syllabus: Developing Competencies for the XXI Century

The 14th National ELT Conference In 2011, the conference will focus on Innovation and Professional Development in ELT. It will include 6 plenary sessions, 23 awareness sessions, 20 research reports and 11 workshops. Presenters will deliver sessions around the following sub-themes: - Current trends in research: Pedagogy, learning, linguistics - Lifelong Learning - Information Technologies in ELT Professional Development - Assessment and Testing - Developing literacy processes in the ELT classroom - Teacher development - Intercultural awareness - The EFL teacher as educator This year, our conference returns to Pontificia Universidad Javeriana. We acknowledge their collaboration and we also thank all of the people who have contributed to organise this conference, sponsors and partners who made this event possible. We look forward to meeting you at our conference this year! Welcome to our 14th National ELT conference!

National ELT Conference Organising Committee

Venue Pontificia Universidad Javeriana Pontificia Universidad Javeriana derives its name from Saint Francis Xavier, a doctor from the University of Paris. It is a private, non-profit, higher-education institution founded in 1623 and is directed by the Society of Jesus. It is a corporate body of ecclesiastic law under the sponsorship of the Archbishop of Santafe de Bogota, and is acknowledged by the Colombian State. The university is one of the oldest, most traditional Colombian universities. Its headquarters are located in BogotĂĄ, and it also has a sectional division in Cali. It is one of the 31 universities entrusted to the Society of Jesus in Latin America, and one of 114 worldwide.

Venue

The religious orientation of the university implies a commitment to carrying out the dialogue between both the Christian faith and its culture and the Christian faith and life. The universityâ&#x20AC;&#x2122;s pontifical character reaffirms its faithful commitment to the Catholic principles that inspire it, as well as to the principles of respect and observance concerning norms and guidelines issued by the Holy See. The university, with an enrolment of 22,000 students, consists of 18 Schools comprising 62 departments and 193 academic programs in different areas of study which give the university its multidisciplinary nature. Currently, it offers seven PhD programs, thirty one Masters Programmes, ninety six specializations and thirty nine undergraduate programs. Its campus has 46 buildings spread over 44.5 acres, and is located in a strategic, easily accessible part of the city. The specific objective of the university is the multi-dimensional development of men and women together with the conservation, transmission and development of science and culture, going beyond merely informative and technical levels. In the near future, the main focus of Javeriana University will be to promote research and curricula-centred integral education. A further aim is to strengthen its nature as an interdisciplinary university, which will reinforce its presence in the country and ultimately aid in the solution of its major problems.

Universiy Map

University Map

Baron 18

Edificio Bar贸n. Rooms 001 to 004

Edificio Bar贸n. Rooms 101 to 104

Building

Edificio Bar贸n. Rooms 201 to 204

Conference Programme

The Organising Committee of the 14th National ELT Conference is very proud to present this yearâ&#x20AC;&#x2122;s programme. Our mission is to promote high quality English language teaching and learning in Colombia by offering a forum for researchers, teachers, practitioners, leaders and stakeholders specialised in the area to discuss and share recent findings in the field. It would not be possible to organise such an event were it not for the work and dedication of all of our partners. The call for papers received a record response, with 121 proposals submitted for review by the Academic Committee. Each abstract was reviewed by at least three ELT specialists. They were made anonymous for review to avoid any bias in the selection procedure. The specialists assessed each abstract based on the following criteria: 1. Relevance to the Conference topic 2. Sound theoretical background research 3. Appropriateness to the mode of delivery (type of session) 4. Clarity, coherence and organisation 5. Innovation and creativity

Presenters will share their ideas and proposals with their respective audiences and then encourage further discussion on the topic. This year, there has been an increase in the number of researchstudy based proposals which attests to the growing scholarship in the field. To get the most out of this event, attendants are encouraged to plan their schedules according to their topics of interest. To help you decide which sessions you might want to attend, ask yourself: What would I like to get from this conference? What would I like to take with me? If you are coming with colleagues, you might consider attending different sessions and then sharing the content. The power point presentations of the sessions will be published on the Conference website after the event. Over the next few pages you will find detailed timetables of the presentations and workshops taking place over the three day duration of the conference. On the first day, the trend will be professional development. The second day will focus on Lifelong Learning, Innovation and Intercultural awareness, while the emphasis of day three will be on the Current Trends in Research, Literacy, Assessment and Testing.

Room 00 1

Room 002

Room 003

Room 004

Room 101

Room 102

Room 103

Room 201

Room 202

Room 203

11:30 -11:50

12:00 -13:00

14:10 -15:10

Room 00 1

400

Plaza outside Sports Hall

13:00 -14:00

400

Sports Hall

10:30-11:30

400

Sports Hall

400

Sports Hall

Maximum Attendees

10:00-10:30

Location

08:30-09:45

Time

First day: 19 September Professional Development

Teacher development

Intercultural awareness

Teacher Development

Teacher development

Teacher Development

Teacher development

Teacher Development

Teacher development

Developing literacy processes in the ELT classroom

Trend

Conference Programme

Research report

Workshop

Awareness session

Workshop

Awareness session

Workshop

Research report

Awareness session

Research report

Awareness session

Plenary 1

Activity Registration

Patricia Colorado

Michael Carrier

Presenters

The Role of Teacher Cognitions in the Design and Planning of a

Lunch Break

Fashioning an Intercultural Voice

Chris Stobart

Ben Goldstein

Margarita L贸pez

Maria Consuelo Velasco

Piaget meets the CEFR: is my classroom developmentally appropriate? Growing as Teachers: EFL Professional Development

Yeisy Molina, Breiner Saleth

Angela Corredor

Teachers as managers of change: the quest for authentic improvement. What keeps the fire burning? Keeping your motivation to teach

Nick Lidwell

Lisseth Rojas, Sandra Silva

Inservice Teachers' Profesional Development- A Reflective experience Developing Teacher Trainers for ELT

Gillian Moss

El proyecto "Fortalecimiento de programas de licenciatura en lenguas extranjeras/ingl茅s" del Ministerio de Educaci贸n de Colombia: resultados, avances y proyecci贸n

Teaching Children: A collaborative approach in initial teaher training Oscar Montoya and Nancy Echeverry Education

Making a Case for Professional Development: The Missing Link

Coffee Break

Innovation in ELT - new ways of supporting teachers and learners

Opening Ceremony

Title

400

Room 003

Room 004

Room 101

Room 102

Room 103

Room 201

Room 202

Room 203

Barón Building

Room 00 1

Room 002

Room 003

Room 004

Room 101

14:10 -15:10

15:15 -15:35

15:45-16:45

Informative session

Universidad de La Salle

Universidad Distrital

Richmond

Cambridge University Press

Centro Colombo Americano

Awareness session

Current trends in research: Pedagogy, learning, linguistics

Teacher development

Workshop

Research report

Awareness session

Research report

Workshop

Teacher development

Intercultural awareness

Teacher Development

Teacher development

Intercultural awareness

Astrid Núñez, Judith Castellanos y María Fernanda Téllez

Promoting professional development in ELT through the design of materials for the instructional component of a research project

Paola Forero, Angela Quintero

Enhancing Language Learning Processes: a communicative and task-bases approach at La Salle University Languages Centre

Room 102

Room 103

15:45-16:45

Informative session

Digital skills work: true interaction for students and teachers Maestría en Enseñanza de Lenguas Extranjeras - Universidad Pedagógica Nacional

Oxford University Press

Universidad Pedagógica Nacional

Judith Castellanos

Ricardo Romero

Alba Olaya

Andrés Guerrero

Carolina Rodríguez

The B.A. In EFL at Universidad Distrital

Professional Development: Learning English

Blended Learning: A 21st century need

Professional Development Opportunities at Centro Colombo Americano Bogota

Luz Libia Rey

Liliana Valle and Sol Herrera

Mentors and Tutors in Practice: an innovating experience in Monteria Coffee Break

Carlos Andrés Rico Castillo

Complexity Theory - Dynamic Systems Theory: New Challenges for the EFL teacher

Barbara Noel

Norman Gómez

Presentation of the Handbook for Teaching Translation of Scientific and Technical Texts: English/ Spanish (A didactic proposal)

De-Mystifying Clasroom Action reseaerch When English is your L2

Oscar Montoya

Reflections about teaching practice: A proposal to improve

Joan Rubin

Consuelo Cedano

From a Language Teacher to a Mentor: a step to professional development Learning a Language is soo Much More!!

Laurie Crouch

Chris Stobart

Ben Goldstein

Teacher Development in a Long, Thin Country: a Chilean approach

The Role of Teacher Cognitions in the Design and Planning of a Content-based Class

Lunch Break

Fashioning an Intercultural Voice

Conference Programme

Room 002

14:10 -15:10

Room 00 1

Room 203

14:10 -15:10

13:00 -14:00

12:00 -13:00

Room 101

Room 102

Room 103

Room 201

Room 202

Room 203

Room 204

Sports Hall

15:45-16:45

16:50 -17:50 Plenary 2

Professional Development

Room 00 1

Room 002

Room 003

Room 004

Room 101

Room 102

09:30-10:30

400

Sports Hall

08.15 - 09.15

400

Maximum Attendees

Sports Hall

Location

08.00 - 08.15

Time

Awareness session

Research report

Information Technologies in ELT

Current trends in research: Pedagogy, learning, linguistics

Information

Awareness session

Plenary 3

Leonor Portilla y Tatiana Páez

A Collaborative Approach to Peer Observation and Feedback in Teacher Development

Social Responsibility: Teachers Building Society

Effects of Online Video-making Tasks on B1 University Young Adult Learners’ Negative Language Transfer in their Written Discourse

3 – 2 – 1… On Air: Participating in a Radio Show to foster Speaking Confidence in the ELT classroom

Angélica Rojas

Edgar Garzón

Consuelo Lemos

Samuel Reales

Kostas Pexos

Are Learners’ Perceptions and Motivation about Technology Determined by Teachers’ Skillfulness to Use it?

Ben Goldstein

Presenters

Go with the "Transcultural" Flow

Title

Language, Culture and Communication: How and Why Language is used and How its use Varies in Different Cultures

Opening of day 1, Highlights of the day

Teacher development

Intercultural awareness

Trend

Joan Rubin

Nick Lidwell, Aida Salamanca

Continuing Professional Development Framework for Teachers of English Challenges in Promoting Learner Self-Management

Mark Beavis

Kostas Pexos

Pedro Maldonado

Speak out with "Speak Out"

Get Smart Super Teacher

A path to professional development: Challenges and opportunities

Judith Castellanos

Conference Programme Activity

British Council

Pearson

MM Publications

Universidad de la Sabana

Maestría en Enseñanza de Lenguas Extranjeras - Universidad Pedagógica Nacional

Universidad Pedagógica Nacional

Ricardo Romero

Paola Forero, Angela Quintero

Enhancing Language Learning Processes: a communicative and task-bases approach at La Salle University Languages Centre Digital skills work: true interaction for students and teachers

Alba Olaya

The B.A. In EFL at Universidad Distrital

Oxford University Press

Universidad de La Salle

Universidad Distrital

Informative session

Second day: 20 September Lifelong Learning, Innovation and Intercultural Awareness

400

Room 004

15:45-16:45

400

Room 103

Room 201

Room 202

Room 203

Barón Building

Room 00 1

Room 002

Room 003

Room 004

Room 101

Room 102

Room 103

Room 201

Room 202

Room 203

09:30-10:30

10:35 -10:55

11:00-12:00

Research report

Information Technologies in ELT

Lifelong Learning

Research report

Pedagogical Media and Mediations in Initial Teacher Training under Distance Modality

Building the Speaking Skill

Developing Teacher Trainers for ELT

Blogging for real: Bridging the gap between ICTs and Language Learning

Dual Immersion via Teleconferencing for Language Exchange

Gloria Liliana Moreno

Ben Goldstein

Nick Lidwell

María Isabel Gutiérrez

Adriana Valencia, Oscar Mora

Andrés Hernández, Jorge Mejía

Sol Herrera

The Impact of Mixed-Ability Groups: B1 and A2 level teachers together in a teacher developmnet programme ICT and Teachers' Beliefs, Attitudes and Competencies: An Action Research Study.

Laurie Crouch

Teacher Development in a Long, Thin Country: a Chilean approach

13:45-14:45

Room 001

Yezid Páez

Joan Rubin

Mélida Blanco

Rigoberto Castillo

Fitzroy Kennedy, Martha Vargas

Fabio Bonilla

Angélica Rojas

Edgar Garzón

Growing Together in the Field of Classroom Assessment: A Preliminary Analysis on the Feasibility of Implementing Rubrics in an Edgar Picón EFL Program

The Use of Weblogs by High School Students as a Means of Developing Writing and Speaking Skills in English.

Learning a Language is soo Much More!!

Coffee Break

Thinking Critical Skills that may Enhance Interaction in On-line and Off-line Courses

The Quest for Funding for Continued Professional Development.

Rethinking Literature Teaching in the Colombian EFL Setting: Literary Techniques, Literary Elements and Literary Analysis.

Collaborative Inquiry: Knowledge and Understanding of ICT

Lunch Break

Workshop

Information Technologies in ELT Workshop

Awareness session

Information Technologies in ELT

Teacher development

Research report

Information Technologies in ELT

Current trends in research: Pedagogy, learning, linguistics

Awareness session

Teacher development

Teacher Development/Assessme Research report nt and Testing

Awareness session

Intercultural awareness

Workshop

The EFL teacher as educator

Workshop

Developing literacy processes in the ELT classroom Awareness session

Awareness session

Information Technologies in ELT

Lifelong Learning

Research report

Current trends in research: Pedagogy, learning, linguistics Social Responsibility: Teachers Building Society

Effects of Online Video-making Tasks on B1 University Young Adult Learners’ Negative Language Transfer in their Written Discourse

Research report

Information Technologies in ELT

12.15 - 13.30

Room 102

09:30-10:30

Room 101

09:30-10:30

Confidence in the ELT classroom

Technologies in ELT

Room 001

13:45-14:45 12.15 - 13.30 11:00-12:00

35 35

30 30

400 30

Room 002 001

Room 002 Room 003 001

Room 003 Room 004 002

Room 004 Room 101 003

Room 101 Room 102 004

Room 102 Room 103 101

Room 103 Room 104 102

Room 104 Room 201 103

Room 201 Room 202 104

Room 202 Room 203 201

Room 203 Room 204 202

Plaza outside Sports Hall Room 204 203

Sports Hall Plaza outside Sports Hall Room 204

Sports Hall Plaza outside Sports Hall

Sports Hall

13:45-14:45 13:45-14:45

14:50 -15:10 13:45-14:45

15:15 -16:15 14:50 -15:10 13:45-14:45

15:15 -16:15 14:50 -15:10

15:15 -16:15

Awareness session Research report

Workshop

Research report

Workshop

Lifelong Learning

Plenary 4

Workshop

Teacher development

Lifelong Learning

Plenary 4

Workshop

Workshop Workshop

Workshop Research report

Workshop Research report Report

Research Report Awarenessreport session

Research AwarenessReport session

The EFL teacher as Teacher development educator Lifelong Learning

The EFL teacher as Teacher development educator

Current trends in research: Pedagogy, Teacher Development Assessment and Testing learning, linguistics Current trends in research: Pedagogy, Teacher Development learning, linguistics Developing literacy Current trends in processes in the ELT research: Pedagogy, classroom learning, linguistics Developing literacy Current The EFL trends teacherinas processes in the ELT research: Pedagogy, educator classroom learning, linguistics Developing literacy The EFL teacher as processes educator in the ELT classroom

Teacher Development Assessment and Testing Awareness session session

Assessment and Testing Awareness Teacher Development Awareness session session

Assessment and Testing Awareness Awareness session session Teacher Development Intercultural awareness

Teacher Development Intercultural awareness Lifelong Learning

research: Pedagogy, Teacher development learning, linguistics Lifelong trends Learning Current in research: Pedagogy, learning, linguistics Intercultural awareness Lifelong Learning Ben Nick Goldstein Lidwell

Noldin Salas, Sandra Santamaría Mélida Blanco Fitzroy Kennedy, Martha Vargas

Thinking Critical Skills Teaching that may Enhance Interaction in On-line and Rethinking in the Colombian How do EFLLiterature State Colombian Teachers' Cope? EFL Setting: Off-line LiteraryCourses Techniques, Literary Elements and Literary Analysis.

Lifelong Learning in the Teaching and Learning of Languages

Lifelong Learning in the Teaching and Learning of Languages Coffee Break

Lifelong Learning in the Teaching and Learning of Languages Coffee Break Research Models in Action for the ELT Professional

Coffee Break Research Models Action forTeachers' the ELT Professional How do EFL State in Colombian Cope?

Franklin Cárdenas

Yeni Jiménez

Franklin Cárdenas

Yeni Jiménez Noldin Salas, Sandra Santamaría

Yeni Jiménez Noldin Salas, Mélida BlancoSandra Santamaría

Mélida Blanco Fitzroy Kennedy, Martha Vargas Johanna Vera

Thinking Critical Skills Teaching that may Enhance Interaction inSetting: On-line and Rethinking Literature in the Colombian EFL Perception and Production of the Vowel Schwa /ə / by Colombian Off-line Literary Techniques, Literary Elements and Literary Analysis. SpanishCourses Speakers of L2 English

Thinking Critical Skills that may Enhance Interaction in On-line and Research Models Action forTeachers' the ELT Professional How do EFL State in Colombian Cope? Off-line Courses

Fitzroy Martha Vargas Johanna Vera and Sandra Kennedy, Velasco Mauricio Lora

Rethinking Teaching in the Colombian EFL Perception Literature and Production of the Vowel Schwa /ə / bySetting: Colombian Devolution, evolution? Literary Techniques, Literary Elements and Literary Analysis. Spanish Speakers of L2 English

Ana Muñoz Kostas Pexos Martin Horkley

Action Research, a Greatinthe Option for Teacher Professional Assessment andFairness Testing: Common European Framework Understanding Testing and Considerations when Development Specifications and theirTools Practical Implications Developing Evaluation for in-house Assessment

Johanna Vera and Mauricio Lora Sandra Velasco Ana Muñoz

Kostas Pexos and Julia Posada Martin Horkley Eliana Garzón

Assessment Testing: Common Understanding Fairness inthe Testing Considerations when Bridging the and Gap Between Theory and European Practice inFramework Pre-service Specifications and theirTools Practical Implications Developing Evaluation for in-house Assessment Teaching

Perception and Production of thefor Vowel Schwa /ə/ by Colombian Action Research, a Great Option Teacher Professional Devolution, evolution? Spanish Speakers of L2 English Development

Martin Horkleyand Julia Posada Eliana Garzón Pilar Sarmiento

Understanding Fairness in Testing Considerations when Bridging the Effectiveness Gap Between Theory and Practice in Pre-service Intercultural in the Classroom: Meaningful Project Developing Evaluation Tools for in-house Assessment Teaching Samples

Sandra Velasco and Mauricio Lora Ana Muñoz Kostas Pexos

Eliana Garzón and Julia Posada Pilar GloriaSarmiento Liliana Moreno

Bridging the Effectiveness Gap Between Theory and Practice in Pre-service Intercultural in the Classroom: Meaningful Project Pedagogical Media and Mediations in Initial Teacher Training under Teaching Samples Modality Distance

Action Research, a Great the Option for Teacher Professional Assessment and Testing: Common European Framework Devolution, evolution? Development and their Practical Implications Specifications

Pilar GloriaSarmiento Liliana Moreno

Ben Goldstein

Gloria Liliana Moreno

Intercultural in the Classroom: Meaningful Project Pedagogical Effectiveness Media and Mediations in Initial Teacher Training under Samples Distance Modality Lunch Break

Pedagogical Media and Mediations in Initial Teacher Training under Distance Modality Lunch Break Building the Speaking Skill

Building the Teacher SpeakingTrainers Skill Developing for ELT

Conference Programme

400

400 400

400 400 30

30 35

Room 203

13:45-14:45 12.15 - 13.30

Room 203 202

11:00-12:00

400

Room 001

Room 002

Room 003

Room 004

Room 101

Room 102

Room 103

Room 201

Room 202

Room 203

Sports Hall

09:45 -10:45

11:00 -12:00

12:00 -12:30

12:30-13:30

400

Sports Hall

Plaza outside Sports Hall

09:20-09:40

400

Maximum Attendees

08.15 - 09.15

Sports Hall

Location

08.00 - 08.15

Time

Jeniffer Posada

Kostas Pexos

Assessment and Testing: the Common European Framework Specifications and their Practical Implications

Children's Narratives: A Mirror of Their Social Sensitivity

Certificates

Closing Ceremony

Understanding What Literacy is and where It Comes From: Lessons and Implications from a Study of Teachers and Teacher Educators

Developing literacy processes in the ELT classroom Plenary 6

Choose the Best Answer: A,B or C

Assessment and testing Workshop

Research report

Developing literacy processes in the ELT classroom

Raúl Mora

Marisol Triana and Sonia Hernández

Paola Quevedo

Leyla Lobos, and Paula Jullian Romani

Maria Consuelo Velasco

Piaget Meets the CEFR: Is my Classroom Developmentally Appropriate? A Proposal of an Instrument to Assess Oral Production in EFL

Workshop

Kelly Puentes

Is this my Grade? How come?!: Exploring Feedback on Oral Tests

Assessment and testing Research report

Teacher development

Assessment and Testing Research report

Ingrid Bello

Analyzing University Students' Discourses as Citizens in the EFL Classroom

Research report

How to Design a New English Language Test – A Practical Approach Christopher Hurling

Assessment and testing Awareness session

Presenters

Developing literacy processes in the ELT classroom

Assessment and Testing Awareness session

Research report

Eleventh Graders’ Perspectives and Functions of Code Switching

Martin Horkley

Barbara Noel

Current trends in research: Pedagogy, learning, linguistics

Coffee Break

Professional Development through Content-Based Instruction

Title

Understanding Fairness in Testing and Considerations when Developing Evaluation Tools for in-house Assessment

Plenary 5

Opening of day 2, Highlights of the day

Activity

Assessment and Testing Awareness session

Teacher Development

Trend

Third day: 21 September Current Trends in Research, Literacy, Assessment and Testing

Keynote Speakers

keynote Speakers

Michael Carrier British Council, London, UK Michael Carrier is Head of English Language Innovation for The British Council, based in London. He has been involved in ELT for over 30 years as a teacher, trainer, author, school director and network director. He has worked in Germany, Italy, Poland, UK and the USA, and lectured in many other countries worldwide. He was formerly Executive Director of Eurocentres in Washington D.C. and until 2008 CEO of the International House World network of schools. He has written a number of ELT course books and skills books, including the Break into English series, Front Page series, Business Circles, Intermediate Writing Skills and Spotlight Readers. His special field of interest is in e-learning and the application of technology to Language Teaching, and he is the Editor of the Technology section of the Modern English Teacher (MET) journal, and was recently Associate Professor at New School University, New York. He is currently serving on the Board of the EAQUALS organization as Special Advisor, and was formerly Chair of the Marketing Committee. He is also a member of the Board of the English Language Teaching Journal (ELTJ, from OUP) and CUPâ&#x20AC;&#x2122;s Language Teaching journal. He is a Fellow of the Royal Society of Arts, a Member of the Institute of Directors (IOD) and a Member of the Society of Authors, London.

Innovation in ELT - new ways of supporting teachers and learners Trend: Developing literacy processes in the ELT classroom Audience: All September 19th, 10:30 -11:30 In our rapidly changing global world, we need to make sure we use the latest ideas, newest research, best learning technologies, and most innovative methods to keep our teaching fresh and our courses relevant and attractive to learners. To achieve this, we can learn from other professions and specialists, as well as from current theories on innovation and change. Applying theories of innovation and best practices to ELT can help us to provide the most up-todate, learner-relevant, innovative and motivating learning opportunities for our students. Research shows us that innovation is often met with resistance (White 1991, Christison 1997). We often need to work closely with our colleagues to consult, involve, and empower staff so that they feel comfortable with innovation. Theories of innovation in the business world—where innovation is critical to success—show that innovation involves not just the creation of new ideas but is itself a process of change that needs to be continuous. The principles of change management—with their emphasis on involvement and empowerment of staff—need to be followed if innovation is to be successful. However, innovation is rarely successful unless it is part of a structured change management process, which involves an “innovation champion” taking the lead in design of the scope and framework. This champion then needs to follow traditional change management processes and to involve all staff in detailed and interactive communication and consultation so as to ensure that staff feel empowered, consulted, and involved so that any resistance to change and innovation is addressed and dealt with. One example of this change management process is Lewin’s threestep model, which involves unfreezing current behaviour, changing behaviour, and then refreezing the new behaviours into the organisational culture. This kind of virtuous cycle is also aligned to the Deming cycle underpinning TQM, which consists of the four stages

of planning, doing, checking, acting on change. This is especially true in the area of technology for language education, where programmes often underestimate the amount of teacher training and teacher ownership that need to be factored into the use of technology. This may be attributed partly to the effect of disruptive innovation, which underpins much of technological innovation—such as the impact of Apple’s iPods and iPhones, disrupting how people feel music or phones ought to work (Christensen 2003). Similarly, technology may disrupt how people feel languages should be learned and taught, but equally we should be looking at ways to harness this opportunity. This presentation outlines the theoretical issues behind innovation and its implementation in ELT contexts, setting out examples of best practice and also the processes by which teachers and colleagues can be best involved in ensuring a consultative approach to innovation and change—including coaching and mentoring for innovation. It also touches on some technological aspects of innovation, as well as how methods, resources, and materials are shaped by approaches to innovation. It looks specifically at the introduction of digital content to the classroom through the use of Web resources, media content such as TV and radio, and the use of interactive whiteboards where available. Examples are provided from new developments in classroom hand-held learning, in which schools are experimenting with individual student devices (for example: OLPC, iPads, Classmates) to provide students with broader access to authentic content and classroom tasks. In the case of Classmate, the presentation draws on case studies from British Council research in Egypt; in the case of OLPC, it uses examples from Uruguay and Peru. In addition, the presentation looks at innovative technology beyond the classroom: how learners can continue to learn in their own time, at their own pace, under their own control by using the Web, smart phone applications, and social media communities. When considering new approaches to teaching, it is crucial to consider the learning styles so as to ensure that our approach matches the majority of our students’ learning styles and enhances both instrumental and integrative motivation (Gardner & Lambert 1959). Learning styles have been unavoidably affected by the technological advances of recent years, and research by Ashridge Business School in UK reveals some of this impact in preferences for peer learning, more constructivist approaches, and impatience with long texts.

This presentation explains how innovation can bring motivation and new value into ELT through the application of new technologies such as the Web, social media, and mobile phones. Participants will engage with concrete examples of new ideas of classroom teaching, new teaching materials, new technological support for learning and teaching, and new ideas on the management and process of change in ELT.

References Christensen, C. (2003). The innovatorâ&#x20AC;&#x2122;s dilemma. New York: Harper. Christison, M.A. (Ed.). (1997). A handbook for language program administrators. Burlingame: Alta Book Center. Gardner, R.C. & Lambert, W.E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology, 13 (1959), 266-272. Graddol, D. (2006). English next. London: British Council. Schofield, C.S. & Honore S., (2009). Generation Y and learning. Ashridge Journal, 2010 edition, 26-32.

Joan Rubin Universidad de la Sabana, Bogotá, Colombia Dr Joan Rubin, Visiting Professor, Universidad de la Sabana, has pioneered the study of Expert Language Learners. In this connection, she conducted research first to identify the strategies of expert learners and then conducted two major research projects to determine whether intervention could enhance learners’ listening skills. She has used these results to develop courses and training workshops for student teachers and teachers in many countries around the world including: Mexico, Spain, France, Cambodia, Italy, Thailand, Egypt and Sweden, among others. The book which she and Irene Thompson, How to Be a More Successful Language Learner has been translated into several languages. In addition, Dr. Rubin whose doctorate is in anthropology (Yale University) has contributed to the development of speech act theory (Her article “How to Tell When Someone is Saying ‘No’ has been republished several times). Dr. Rubin has also given many workshops and courses on Cross-Cultural Communication.

Challenges in Promoting Learner Self-Management Trend: Teacher Development Audience: All September 19th, 16:50-17:50 In theory, most people would agree that developing autonomous language learners is critically important because in order to become a competent speaker of a language, learners need lots of non-classroom opportunities to develop their language skills. For example, the U.S. Foreign Service Institute curriculum involves over 600 hours for students learning Spanish to reach a level 3 (general professional proficiency). However, in most educational institutions, students never get that kind of exposure; if they want to use their target language, they need to get more exposure outside the classroom on their own. In addition, becoming more autonomous in language learning can help learners become more effective at other kinds of learning and be more successful life-long learners. Because learners all have distinct background knowledge, learning experiences, learning styles, goals, and interests that they alone can manage, it is essential for learners to learn to self-manage. Finally, when I teach, I tell my students “I can’t teach you anything. I can only help you learn.” However, a major challenge for the language-teacher educator lies in helping student teachers and teachers new to learner self-management (LSM, or learner self-regulation: LSR) develop the knowledge and skills to promote greater self-management. It is easy to set a goal of learner and teacher autonomy, but it is a huge challenge to change their paradigm to one that is learner-focused and learner determined. Even teachers who claim they believe in learner autonomy may “talk the talk” but not “walk the walk”. It is, however, not enough to talk about LSM, the process of teacher development to actually facilitate LSM effectively is a long and challenging one which must also address the challenges of the institutional context. Learner self-management is a complex process that includes both procedures and knowledge and beliefs. Procedures include: planning, monitoring, evaluating, problem-identification and problem-

solution, and implementation of problem-solution. Knowledge and beliefs include: background knowledge, strategy knowledge, task knowledge, self-knowledge, and beliefs about the learning process. The way in which individual self-management develops is highly dependent on the context in which learning takes place. A second major challenge lies in the institutional constraints present in the development and expansion of this approach. Although teachers may be well-trained to effectively carry out LSM in their classroom, most recognize there are many obstacles to this, including student expectations of the teacher-student role, other teachers’ use of more traditional approaches, complaints from parents, time constraints when there are mandated curricula, and the syllabi, textbooks, tests that must be utilized in order for the teacher to be positively evaluated. Although many of the issues connected with these two major challenges are not new—and many of us encounter them in many different settings (primary, secondary, and university level programs as well as in other institutions such as government and industry) —in this presentation, I link these challenges to successful practices that I (and others) have identified in beginning to address them. Many of the practices derive from challenges I have encountered as a language-teacher educator in settings both in the United States of America and elsewhere (in Europe, Latin America, Africa, and Asia) on LSM in pre- and in-service teachers and in workshops of 20 hours on LSM and on improving listening comprehension through LSM. Some of the issues encountered in the first challenge (that is, of teacher as learner) include: beliefs about the relationship of teaching to learning, beliefs about the nature of learning, theories of teaching, and concerns about the application of the theory to practice. Issues encountered in the second challenge derive from existing macro-structures, including: lack of institutional support (Allwright and Hanks 2009; Vieira 2003), mandated requirements for textbooks, high-stakes tests, required adherence to syllabi, classroom size and configuration. As Rodgers (2002, p. 237) noted, “When a teacher’s attention is on the book, on the lesson plan, on listening for the right answer instead of listening to students’ thinking, on worrying about where students should be instead of where they are, then it is not on the learning ....” As many have acknowledged, helping prospective and existing teachers move toward a more learner-centred perspective can be a

long process that depends not only on the teacher as learner but also on students, sometimes on the parents of students, on the teacher’s colleagues, and on each of these three groups’ beliefs, expectations, goals, interests, and aspirations. This presentation discusses some of the solutions to the challenges for the teacher educator who is working to facilitate the development of the skills and knowledge of LSM for their teachers. These include: raising teacher awareness of the learning process, developing teachers’ knowledge of LSM and helping them make the connection between theory and practice, scaffolding and guided feedback, allowing sufficient time on task, providing expert role models, promoting self-evaluation, providing on-going professional development to enhance teacher knowledge and skills, and encouraging a community of learning. Johnson (2009, pp. 4-5) concurs with many of these strategies, noting that for concept development to emerge, “teachers must have multiple and sustained opportunities for dialogic mediation, scaffolded learning, and assisted performance as they participate in and learn about relevant aspects of their professional world.” Equally, teachers need to learn that their students require the same kind of opportunities in order for concept development and use of LSM to occur. A major conclusion of this presentation suggests that a full-scale integration of a learner self-management perspective requires a combination of effective training, on-going teacher education, a community of learning, the development of more appropriate beliefs about the learning process, and strong institutional support, as well as reconsideration of some of the mandated requirements such as textbooks, syllabi, and high-stakes tests. If a more learner-centred perspective that promotes learner selfmanagement is to really take hold, teacher educators not only need to help teachers gain the knowledge and skills needed, but also teacher educators need to work collaboratively with administrators, parents, students, and other stake-holders to ensure that the necessary support is in place so teachers can do their job.

References Allwright, D. & Hanks, J. (2009). Teacher training and the learner. In The developing language learner (pp. 58-79). Johnson, B. (2009). Second language teacher education. A socio-cultural perspective. New York: Routledge. Rodgers,C. (2002). â&#x20AC;&#x153;Seeing student learning; Teacher change and the role of reflection.â&#x20AC;? Harvard Educational Review, Summer (72:2:230- 253.0). Rubin, J. (2005). The expert language learner: A review of good language learner studies and learner strategies. In K. Johnson (Ed.), Exper tise in second language learning and teaching. Houndsmills, Basingstoke, Hampshire RG21 6XS, UK: Palgrave Macmillan. Vieira, F. (2003). Addressing constraints on autonomy in school contexts: Lessons from working with teachers. In D. Palfreyman & R.C. Smith (Ed.), Learner autonomy across cultures. Language education perspective. Houndsmills, Basingstoke, Hampshire RG21 6XS, UK: Palgrave Macmillan.

Ben Goldstein Richmond, Barcelona, Spain Ben has taught English for over twenty years in the UK, Spain and Hong Kong. He currently teaches on The New School’s online MATESOL program (New York). He is lead author of the adult course book series ‘American Framework’ and ‘New Framework’ (Richmond), co-author of ‘English Unlimited Advanced’ (Cambridge – forthcoming) and has published the teachers’ methodology handbook ‘Working with Images’ (Cambridge). His main interests lie in intercultural issues, images and video and English as an International Language.

Go with the Transcultural Flow Trend: Intercultural Awareness Audience: All September 20th, 08.15 - 09.15 The texts found in ELT materials often provide little intrinsic motivation that make learners to want to read them. There are various reasons for this. Global publishing means topics are often bland and superficial, and the texts chosen often belong to a mock magazinestyle genre that students find ephemeral or patronizing. As such, texts remain largely informational and do not allow for a personalized response from learner. Finally, the subject of a text can be far removed from students’ world experience, focusing on aspirational and target culture contexts that may even alienate a learner. Rather than writing about what might interest us, how do we redress the balance and place the learner at the centre? An important issue to consider when putting together relevant materials for the ELT classroom is celebrating the new flexibility that globalization and the digital age have brought us: As Pennycook

(2008) has said: ‘In the fast-changing digital world in which many of us now operate, it is important that we link what we do in our classrooms to the shifting, sometimes virtual environment in which our students live’. This plenary presentation first introduces the concept of ‘transcultural flows’ and Alastair Pennycook’s academic work in this field. It is shown how ‘transcultural issues’ can be understood as a natural continuation of work on intercultural awareness in class, as established by academics such as Kramsch (1993) and Byram (2003). It then focuses on two particular areas of interest in popular culture: hip-hop and football. In these, English—often in a reinvented form— is used to produce new forms of global identification. Alastair Pennycook has referred to the term ‘transcultural flows’ not only ‘to address the ways in which cultural forms move, change and are reused to fashion new identities in diverse contexts ...’ but also to show how ‘subordinated or marginal groups select and invent from materials transmitted to them by a dominant or metropolitan culture’ (2008). In this way, certain cultural forms use a common vernacular—English—to reach the widest number of people possible, and this helps redefine their identity and re-imagine their communities. In other words, English is better suited to carry particular meanings or to perform particular genres because it can provide users with a bigger audience. However, questions remain about whether such a use of English represents slavish duplication or ingenious forms of imitation. And how exactly is English used? Does English merely serve as a way to achieve international intelligibility while local languages remain for local audiences and identities? Some of the examples used in the presentation are outlined below. Firstly: football. The presentation makes references to the www. britishcouncil.org/premierskills Web site, which features interviews with foreign footballers playing in Britain’s Premier League with answers to such questions as ‘When did you learn English?’ and ‘What’s the best way to learn it?’. What is interesting about such examples is that students do not consider these figures as having a celebrity status. On the contrary, the footballers speak about their lives in a way that makes it clear that learning English is part of their everyday routine. English is, of course, ultimately necessary to them as the lingua franca on the playing field. An interesting related task would be to get your students looking for online materials (for example, on YouTube) that feature international footballers (or others sports personalities) speaking in English. Allowing learners to hear their

output may even make them feel good about their own English level. Alternatively, find a news story that paints a different picture of the footballing world, such as one about 18-year-old Seth Burkett, the only English player in the Brazilian league. Secondly: rap and hip-hop. This music is often seen as representing an obscure subculture, far removed from our students’ lives. However, what is fascinating about it are the multiple levels at which this music can operate, creating different meanings for different people. Many raps include cultural codes, intelligible to an international audience through English, but simultaneously feature many references to the artist’s/artists’ local context (for example, the use of another language in their lyrics) that position these artists in particular ways vis-à-vis global hip-hop culture. The other thing that distinguishes hip-hop is its use of language play: here there is language on display, often with a political message, and often couched in poetic language. Ask students to investigate hip-hop (or an equivalent music culture that exploits English in their community), and present them with the following questions: How would you define the music? What kinds of groups exist? How is English used, on its own or in combination with other languages? How is it supported by media—graffiti, dance, body movement, other images? How much of the music’s identity is local or global in origin, and how much of it is a hybrid? What kinds of fans would this music attract, and why? What is the message behind the music, and to whom is it directed? Students can even create their own rap! Whilst I am not suggesting that we fill our classrooms with football and rap music at every opportunity, such examples provide us with contexts in which new combinations of language and culture readily emerge. We need to keep in touch with these new forms, and that means accessing and understanding movements in popular culture with which our learners are engaged, as these can lead to intensely creative and engaging classroom tasks. As demonstrated, popular music and football are powerful phenomena that ‘unsettle common distinctions between the local and global, the traditional and contemporary, and reflect the flows, fluxes and fluidity of life in an era of globalization’. For such reasons, they are excellent topics to introduce in the classroom. Students can identify with them because they can be readily localised and personalised. If we want to understand our students and the worlds they inhabit, we need to keep up with that flow.

References Byram, J. (2003). Developing intercultural competence in practice. Multingual Matters. Kramsch, C. (1993). Context and culture in language teaching. OUP. Pennycook, A. (2007). Global Englishes and transcultural flows. Routledge. Pennycook, A. (2008). Changing practices in global ELT. IATEFL Conference Selections.

Franklin Cรกrdenas Universidad Autonoma de Bucaramanga, Floridablanca, Colombia A native Spanish speaker, trilingual, holding a degree in English-French from the University of Pamplona, and an MA in ELT from Thames Valley University in London. He has 18-years teaching experience in countries such as Colombia, England, France and China. The fields he has worked in include tourism, business, health, research and Exam preparation. He taught English and French in a Colombian secondary school for 4 years; with a British Council scholarship, he assisted Spanish teachers in England. For 7 years, he taught English and Spanish at different institutions in France. He then taught IELTS at Beijing Normal University, China, for three years through the University of Memphis, US. Back in Colombia, he has been coordinating the ESP Nursing programme at UNAB, as well as teaching English, which he also teaches at UIS, and doing research,. He is also an examiner for the British Council (KET, PET and FCE).

Lifelong Learning in Language Teaching and Learning Trend: Lifelong Learning Audience: All September 20th, 15:15-16:15 Our world today inflicts on us, professionals, different requirements that we are to meet if we wish to cope with the demands that the workplace imposes. (Avis, Fisher, Thompson, 1997. p. 97). Given that this goal pursuit becomes a necessity and not a choice, we are always looking for strategies to enhance our teaching process; as language instructors, we share a number of concerns regarding the choice of the best approach to take to our classrooms. Although it would seem safer to adopt the way we were once taught, as a pos-

sible alternative to succeed, the current demands of students and language evolution remind us that stagnation is not advisable; we need to continuously innovate if we want to remain competitive and grow with our beloved students. Faced with these circumstances, the teacher needs to somehow understand that he is not an island (Wallace, M. 1998, p. 211) and challenge his predetermined beliefs by opting for a thorough approach that allows him to pursue a twofold strategy: that is, to meet his studentsâ&#x20AC;&#x2122; requirements by enhancing his knowledge and, also to improve his performance by both improving his language proficiency and adapting his teaching methodology. Therefore, his favoured approach will not only allow him to satisfy his thirst for knowledge but, through constant development, it will enable him to transmit his infectious enthusiasm to his students. Lifelong learning then stands out, among other methods, as it offers those opportunities for satisfying the needs described above. By means of an in-depth approach conducive to ongoing development, the teacher will find a reason to gain self confidence in his performance and engage the students in the achievement of the curriculum goals. Due to the fact that he underwent their same learning process, he is able to identify the studentsâ&#x20AC;&#x2122; difficulties more directly and will definitely have more insights into their professional instructional experience, (Harmer, 2001, p. 351). Lifelong learning encompasses every learning stage in our studentsâ&#x20AC;&#x2122; -and also in our- lives. Not only would we be acquiring knowledge through formal instruction but, by learning new things every day in informal situations (Johnston, R. in Leicester and Field 2000, p. 13), we will be able to inspire our students to adopt permanent learning as their best approach. This would be a perfect strategy to remove some demotivating factors, which according to students, highly affect their learning experience in the Colombian context. For one, it is not a secret that our context is not the most appropriate for learning a foreign language. Other than the classroom, the students have no opportunity to practise the foreign language as they do not feel the need to use it to communicate. Students also complain about the lack of preparation, bad pronun-

ciation, low pedagogical skills and even very little motivation of some of their foreign language teachers. As a result, they are not willing to invest time in language learning when they do not see their teachers as encouraging models to follow. Last but not least, English is not regarded as an asset by some institutions; as a matter of fact, students claim to have had a handful of frustrating learning experiences by being taught by teachers who became language professionals “magically”. That is, in order to save money, their institution would delegate the teaching of such a key subject to someone without the minimal skills or required motivation to teach. As a result, it is not surprising to know that throughout their education, a great deal of students have acquired ways of thinking that do not favour the work of a teacher in any way and, what is worse, it makes it even more difficult. But who is there to blame then if, apart from the demotivating factors described above, after 10 years of schooling, their inability to take part in simple conversations in English disorients them a great deal. As for teachers, they also face some frustrating situations; some are not even inspired to fulfill their crucial role as language instructors. This could be a result of low self-confidence due to their low English proficiency; or it might also be their comfort zone that prevents them from making drastic changes conducive to the betterment of their classroom performance. If we were to link the students’ demotivating factors to the teacher’s lack of commitment, we would then see that there is ground for improvement and that the adoption of lifelong learning as our favoured approach would be more than welcome. Personally, I underwent a similar experience; innumerable were the occasions when, due to my poor proficiency skills, I would avoid every opportunity to speak the language; my lessons were limited to a set of structures I was familiar with. Needless to say, the students were very much affected by this lack of confidence and knowledge. This frustrating experience encouraged me to tackle the matter myself, and although I have lived abroad for some years, I must confess that it was through my own efforts as a lifelong learner that I was finally able to improve my knowledge and confidence to teach and communicate in English. I am now a teacher who enjoys teaching very much and my lessons -far from being those customary boring and scary rendez-vous with students- are now full of joy, humour

and lots of creativity. I only hope that my experience can be taken into consideration by those teachers who, like me, have struggled or are still struggling to fulfill the requirements of foreign language teaching in the Colombian context. In this presentation, the audience will be given an account of lifelong learning, a description of some demotivating factors of students and teachers, information that I have accumulated through conversations and observations, as well as personal experiences. Using research to put this information into a theoretical framework, I have analysed the situation and have finally come up with a proposal to adopt lifelong learning as an effective approach to improve our learning and teaching skills. It is my belief that only when we have inspired our students towards ongoing learning autonomy, and find ourselves constantly examining our teaching performance (Osdeniz, D. in Willis, D. and J. 1996, p. 110-111), that we will understand our true mission as language teachers and will eventually excel at teaching. References Avis, J. Fisher, R. Thompson, R. Teaching in Lifelong Learning, A guide to theory and practice , pp 74. OUP Harmer, J. 2001 The Practice of English Language Teaching, Third Edition, Longman. Essex, England. Leiceter and Field, 2000. Lifelong Learning, Education Across the Lifespan. Great Britain. TJ International Ltd Padstow, Cornwall. Wallace, M. 1998. Action Research for English Teachers. Cambridge Teacher Training and Development. Series Editors: Marion Williams and Tony Wright. Cambridge University Press. Willis D. and J. 1996: Challenge and Change in Language Teaching. Heineman ELT. Oxford.

Barbara Noel ( Ph.D.) Department of State - Office of English Language Programs and Institucion Universitaria Colombo Americana (UNICA) Bogotá, Colombia Dr. Barbara Noel is currently representing two institutions: 1. U.S.Department of State - Office of English Language Programs, and 2. Institucion Universitaria Colombo Americana (UNICA) in Colombia, where she has been Dean of Academic Affairs. She also teaches graduate level courses for masters students at George Mason University and the University of Alabama. Her focus includes bi-literacy and bilingual teacher research in the content areas. Dr. Noel has also been a bilingual classroom teacher.

Teacher Development through Content-Based Instruction Trend: Teacher Development Audience: All September 21st, 08.15 - 09.15 This session demonstrates the effectiveness of a model universitylevel, bilingual teacher-training program. It shows how Content-Based Instruction (CBI) was implemented with professors and aspiring bilingual teachers in a teacher’s college aimed at serving students from lower socio-economic backgrounds in Bogotá, Colombia. These teacher candidates, who come from some of that city’s lowestperforming public schools, have since scored at some of the highest levels on Colombia’s standardised ECAES exams for degrees in bilingual education. What occurred between entering and exiting the program?

Participants will learn: (a) what CBI is, and why it is effective; (b) what CBI looks like when professors teach English through content courses on topics such as socio-linguistics and pedagogy to trainee teachers; (c) how graduates apply CBI in their schools; and (d) practical applications for beginning to teach under the CBI model. The CBI methodology has been specifically developed for secondlanguage learners. It is used in classrooms that teach content—such as maths, science, or social studies—with instruction in the second language. Students learn content concepts and the target language simultaneously. This engages them in a number of complementary intellectual processes, such as problem solving in science lab experiments or social case studies. Information processing—for example, summarizing expository texts, comparing ideas, or judging the quality of a presentation—is another normal type of CBI activity. Additionally, this methodology helps develop discourse in subjectspecific vocabulary and grammar structures. For example, the word ‘power’ is understood differently in the field of history than in maths or science. Equally, grammar structures common in mathematics may rarely be found elsewhere; for example, ‘five times as high as ...’, ‘divided by …’, or ‘divided into ...’. Yet it is just these types of structures and vocabulary that help our students communicate effectively in the second language. The effectiveness of CBI is due, in part, to its integration of learning through the simultaneous development of all four language skills—listening, speaking, reading, and writing—as these are used for authentic purposes. Linguistic systems such as lexis, syntax, semantics, and phonology are practised in natural ways, as meaning is negotiated in the classroom to address communication needs. This drives the development of social and cultural competences even while learning remains closely connected to specific contexts of meaning (for example, in biology classes, as students touch and smell artefacts, listen to animal behaviours, and look through microscopes). Results show the effectiveness of CBI within the context of the undergraduate program considered in this study. English language learners (ELLs) from modest socio-economic backgrounds often enter the five-year degree program with very low levels of English; in terms of the Common European Framework (CEF), they mostly enter at an A1 level. As students learn English through a subject, they gradually develop materials for teaching that reflect their emerging proficiency; they learn through English while they take courses in

areas such as cultural studies. By the end of the tenth semester, undergraduate students have completed a full research project, written this up in academic English, and presented it as their thesis project. A three-year, university-wide research study shows that students are able to develop their English to a minimum of B2 (CEF) level with bilingual pedagogical skills because they are well supported by the CBI methodology, which is continuously modelled by professors guiding their development. This methodology is modelled in classes such as phonetics in fifth semester, as well as in the educational technology course offered in seventh semester. Additionally, students learn directly how to plan, deliver, and assess their future students using CBI through specialised pedagogy courses. Finally, students must demonstrate their mastery of this methodology during their student teaching year as they apply it in elementary school classrooms. As undergraduate students gain their degrees in bilingual education, they move into local schools to teach. Many continue to apply CBI as they teach content through English. Others apply CBI to teach English as a subject. As a result, school administrators are beginning to adopt CBI as a regular part of their school or department level methodology. Untrained teachers tend to give content classes in ways that resemble how they were taught as native language learners. Teaching through CBI requires specific and sustained training for teachers; if this does not occur, second-language students are often taught in ways that are entirely incomprehensible to them, with the result that their time is wasted and very little learning occurs. Second-language content teachers need to remember that language is the medium through which students learn concepts and processes; for second-language learners this is a critical factor. Accordingly, second-language teachers need to plan specific objectives for content and language. These objectives need to be measurable, specific, and observable. When language is not an integral part of lesson planning, second-language learners are left with little support for learning concepts. By accurately identifying and planning for the linguistic needs of our second-language students, we build a bridge that helps them succeed with content-based instruction. This approach connects to

language learning as much as it connects to understanding how to teach it. References Collier, V. (1995). Promoting academic success for ESL students: Understanding second language acquisition for school. Elizabeth, NJ: New Jersey Teachers of English to Speakers of Other Languages-Bilingual Educators. Cummins, J. California Department of Education. (1981). The role of primary language development in promoting educational success for language minority students (Schooling and language minority students: A theoretical framework). Los Angeles, CA: California Department of Education. Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible for English language learners: The SIOP model (2nd ed.). Boston, MA: Pearson/Allyn & Bacon. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.

Raúl Mora Universidad Pontificia Bolivariana Medellín, Colombia Raúl A. Mora holds a Ph.D. and an M.A. in Curriculum and Instruction from the University of Illinois at Urbana-Champaign and a B.A. in Modern Languages from UPB-Medellín. Dr. Mora has taught EFL and methods courses and presented his research on literacy, ELT, and qualitative inquiry in Colombia and the U.S. He is an Assistant Professor in the Graduate Program at the School of Education and Pedagogy at UPB-Medellin. He serves as Editorial Board Member for PROFILE and HOW and helped as external evaluator for National Ministry of Education EFL Standards. Internationally, he is an Editorial Board member for the International Journal of Progressive Education, a Guest Reviewer for Research in the Teaching of English and Journal of Adolescent & Adult Literacy, and a Research Partner at the Learning by Design Project, with researchers from the U.S., Australia, Greece, and Finland.

Understanding what Literacy is and where it comes from: Lessons and implications from a study of teachers and teacher educators September 21st, 11:00 – 12:00 The study and presentation for this plenary, which stems from a larger research project (Mora Vélez, 2010), will explore three issues framed in the following research questions, 1. What are the main concepts and influences in the way a group of teachers and teacher educators understand literacy? 2. What are the major changes the participants experienced regarding the connections between literacy, texts, and technology?

3. How are these ideas about literacy applicable and relevant to the current context of ELT in Colombia? To address these questions, the conceptual framework for this study is formed through the interplay and coexistence of five of the most influential literacy paradigms from the last 50 years: Basic Literacy (Bloom, 1994; Hirsch, 1987, 2006); Functional Literacy (UNESCO, 1970; ICAE, 1979); Critical Literacy (Freire, 1970; Freire & Macedo, 1987, Short, 1999; Morrell, 2008; Willis et al., 2008); New Literacy Studies (Street, 1984, 1995, 2005b; Schultz, 2002; Pahl & Rowsell, 2006); and Multiliteracies (New London Group, 1996; Cope & Kalantzis, 2000, 2007, 2009; Kalantzis & Cope, 2008). Inspired by Dyson’s (1994) idea of the ‘permeable curriculum’ (a space in which ideas and concepts interact to create a different curricular model for contemporary schools), I argue that the idea of a ‘permeable literacy continuum’ (Mora Vélez, 2010, p. 25) must recognize that (a) the boundaries between paradigms are not clear-cut once practitioners enter their classroom, and (b) binary oppositions tend to do more harm than good in the process of teacher preparation (Stone, 2003). The permeable literacy continuum, as opposed to traditional binary oppositions in literacy research, also focuses on overlaps and common ground between different literacy paradigms in their use of literacy as a tool for human growth and agency. Finally, as an analytical tool, a continuum that recognizes how all five paradigms are in states of flux and convergence in contemporary classrooms provides researchers with better tools to describe and understand the array of practices found in current social, educational, and political arenas. This qualitative study relied on in-depth interviews (Kvale, 2006; Seidman, 2006) to describe and make sense of the literacy beliefs and practices of a group of 12 participants. Participants included English instructors and methods course instructors at university level, as well as first-year and veteran teachers. All participants were affiliated in some capacity with a U.S. university. Besides interviews, the author collected documents from all participants, including course syllabi, entries from blogs and Web sites, classroom assignments from methods courses, and lesson plans. Findings from this study showed that all participants had a fluid definition of literacy that has continually defied the boundaries of traditional, school-based notions of reading and writing. Participants reflected on how discussion of whether or not to link literacy and technology was moot given our schools’ and society’s current con-

text. Instead, their reflections were focused on finding meaningful ways to combine technology and literacy. In these reflections, participants revealed the desire for their students to maximize their use of digital practices without losing track of ideas such as the use of formal and informal language, which sometimes digital technologies seem to blur and merge. In these constructions of literacy, education (particularly graduate education) and overall experience as practitioners emerged as two of the most influential factors that both complicate and help construct more evolved definitions of literacy. Even the novice teachers moved on from reductionist views of literacy as reading and/or writing. Their ideas, albeit simple, show a degree of concern for how literacy must go beyond traditional understandings of reading or writing to include multicultural genres and a variety of modes of expression. In terms of the acts of reading and writing, the participants acknowledged that the aforementioned links between literacy and technology have created a renewed sense of where we can find resources to read and how we refine our ideas about audience. With the presence of digital technologies, the question of for whom we write has gained a renewed sense that affects how teachers are constructing their teaching of writing. Questions remain, however, about how teachers should expand their inquiry about what it means to read in a digital world, what kinds of new skills we need, and how a linear model of writing (which seems to work well for printed text) fails to fully encompass what it takes to maximize the usage of texts on a screen or that are available online. Although this study was carried out with data collected in the U.S. context, literacy as a concept and a field transcends national boundaries. The acts of reading and writing are universal, access to digital technologies is widespread, and the need to reflect on how international research can be adapted to local contexts is ever pressing. The results of this study have triggered a process of reflexivity (Bourdieu & Wacquant, 1992; Mora, 2010) on how these findings can help the ELT community at large in Colombia rethink some ideas about literacy. As a result of this reflexivity (which can be defined as an intensive process of â&#x20AC;&#x153;social rethinking of practices with a sound theoretical and scientific basisâ&#x20AC;? [Mora, 2010, p. 3]), three challenges are posed for ELT: 1. To think critically about what kinds of literacy skills we are promoting in our classrooms. 2. To think critically about what literacy means and entails for the

Colombian context. 3. To look very carefully at what literacy beliefs, practices, and paradigms are present in our schools and teacher education programs. A process of reflexivity around these three challenges will enable us to analyse what is required to expand those traditional boundaries of first and second language literacy so as to respond to the political, social, and technological shifts that the new cadres of teachers and students will face in the coming years. References Dyson, A. H. (1993). Negotiating a permeable curriculum: On literacy, diversity, and the interplay of children’s and teachers’ worlds. National Council of Teachers of English. Concept paper, 9. Kvale, S. (2007). Doing interviews. Thousand Oaks, CA: Sage. Mora, R. A. (2009, August). It’s not how literate we are, but how we are literate. ASOCOPI Newsletter, 2-4. Mora Vélez, R. A. (2010). An analysis of the literacy beliefs and practices of faculty and graduates from a preservice english teacher education program (Ph.D. Dissertation). Available from https:// www.ideals.illinois.edu/bitstream/handle/2142/16829/MoraVe lez_Raul.pdf?sequence=3 Seidman, I. (2006). Interviewing as quali tative research (3rd ed.). New York, NY: Teachers College Press.

Concurrent Sessions

Concurrent sessions

Making a Case for Professional Development: The Missing Link Patricia Colorado Pearson Education Bogotá, Colombia Session Type: Awareness Session Trend: Teacher development Audience: Heads of Department September 19th, 12:00 -13:00 Professional development for educators has been an issue ever since formal education came into being. One common erroneous assumption has been that all teachers graduate equipped with all the skills and knowledge they need to cope with the realities of the classroom. Even if this were the case many teachers, arguably, feel that although educational trends often move too fast to keep up with, keeping their knowledge and skills up-to-date is a must. Even though authorities, researchers, administrators, and teachers themselves all agree that there is an urgent need for professional development within our institutions—and within the field of education generally— many are wary of actually making clear and well organized initiatives towards sustainable professional development. Why is that? This session will focus on a body of studies that supports the need for professional development within education in general, and within Colombia in particular. Ministry of Education documents supporting the case for professional development will be discussed. Above all, a series of questions regarding professional development will be explored: Who should do it? How to plan for it? Who should pay for it? How should it be assessed? How can we build a case for professional development? The presenter draws on her own experience as educational consultant working for different companies, including the British Council, in order to explore generic cases in which professional development has been needed, what its results have been, and the different conclusions that can be drawn from hands-on experience in the field.

References Cooper, J. D. Professional development: An effective research-based model. Houghton Mifflin Harcourt Professional Development. Desimone, L. M., Porter, A.C., Garet, M.S., Yoon, K.S., & Birman, B.F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24 (2), 81-112. DuFour, R., & Berkey, T. (1995). The principal as staff developer. Journal of Staff Development, 16(4). Mizell, H. (2010). Why professional development matters. Retrieved from http://www.learningforward.org. Murphy, M. (2000). Stopping short of effective staff development. Retrieved from: Results.www.nsdc.org/library/results/11-00murp. html.

Teaching Children: A collaborative approach in initial teacher training Education Oscar Montoya and Nancy Echeverry Universidad del Quindío and Normal Superior del Quindío Armenia, Colombia Session Type: Research Report Trend: Teacher development Audience: Teacher Trainers September 19th, 12:00-13:00 This presentation discusses the results of a qualitative, action-research study of a collaborative teacher training process carried out with two different groups of pre-service teachers during their initial teacher education process in two different institutions in Armenia, Colombia. This was a joint project between two tutors and students from a local high school that trains primary school teachers and a modern language programme at a local university that also trains pre-service teachers. The objective was to improve the quality of primary-level English teaching in response to a need within this tea-

ching community. The project was aligned with policies from the Ministry of Education and the National Bilingual Programme 20042019. The project was composed of the following stages: 1) student teachersâ&#x20AC;&#x2122; training; 2) piloting co-teaching; 3) co-teaching; 4) evaluation. All stages were part of an epicycle that shows the action research cycle (Plan-Act-Observe-Reflect). Data collection was performed through classroom observations, questionnaires for student teachers, diaries, and audio and video recording. The study revealed certain advantages from collaborative work in initial teaching education, as both groups within the study evinced different strengths. Students from the university showed an improvement in their performance as teachers at primary school level, while students from the high school showed improvements in their classroom teaching delivery (particularly in terms of such aspects as appropriate design of materials and activities, classroom management, lesson planning, and appropriate methodologies for teaching children). Further strategies to strengthen such processes and to cope with trainee teachersâ&#x20AC;&#x2122; needs are suggested. References Jaques, D. (2000). Learning in groups. London: Routledge. Johnson, W. & R.T. Johnson. (1996). The role of cooperative learning in assessing and communicating student learning. Association for Supervision and Curriculum Development in ProQuest Education Journals, 25 Lazarus, E. (1996). Teacher trainer and student teacher: Sources of divergence in perceptions of learning? In Claxton, G. et al., Liberating the learner. London: Routledge. Osborn, M. (1996). Teachers as adult learners. In Claxton, G. et al., Liberating the learner. London: Routledge. Oxford, R. & Nyikos M. Interaction, collaboration, and cooperation: Learning languages and preparing language teacher. The Modern Language Journal, 81(4), 440-442.

The Colombian Ministry of Education’s “Fortalecimiento de programas de licenciatura en lenguas extranjeras/inglés” project: Results, progress, and plans. Gillian Moss Ministerio de Educación Nacional British Council Bogota, Colombia Session Type: Awareness session Trend: Teacher development Audience: University Teachers, Teacher Trainers September 19th, 12:00 -13:00 One of the most important elements of the Colombian Ministry of Education’s National Bilingualism Programme is the consolidation of university undergraduate teacher education programmes in English. As an aid to institutions consolidating such programmes (but without affecting their institutional autonomy), a two-phase procedure was developed to identify opportunities in the design and implementation programme planning, thus ultimately improving the quality of English teaching at national level. This presentation first describes the objectives of the project and the methodology used in the two phases, especially those aspects that specifically characterize the project and differentiate it from evaluative visits. In the first phase of diagnostic study (Norris, 2009; Barkhuizen & Borg, 2009), “peer friends” (as opposed to “peer evaluators”) visit the institution and apply a variety of ethnographic techniques and instruments. Based on analysis and interpretation of the data gathered, these peers then present a proposal for an improvement plan. On the basis of this proposal, the institution then presents its own modified improvement plan to the Ministry of Education. In the second phase, one of the peer friends accompanies the institution in implementing the improvement plan (Owen & Rogers, 1999). Thus far, twenty universities, both state and private, have participated in the diagnostic phase, and fourteen of them have gone on to the accompaniment phase. Secondly, the presentation offers a summary of results from the

diagnostic phase, emphasising strengths and critical issues identified within many of the analysed programmes. Additionally, progress made by those institutions that have participated in the accompaniment phase is described. Finally, the plans proposed for the project for the period 2011 to 2014 will be presented. References Barkhuizen, G., & Borg, S. (2010). Editorial: Researching language teacher education. Language Teaching Research, 14(3), 237-240. Norris, J. M. (2009). Understanding and improving language education through program evaluation: Introduction to the special issue. Language Teaching Research, 13(1), 7-13. Owen, J. M. & Rogers, P. J. (1999). Program evaluation: From evaluation findings to utilization, London: Sage Publications Inc.

In-Service Teachers’ Professional Development: A reflective experience Lisseth Rojas and Sandra Silva Universidad Surcolombiana Neiva and Universidad Pedagógica y Tecnológica de Colombia Neiva and Tunja, Colombia Session Type: Research Report Trend: Teacher Development Audience: Secondary School Teachers September 19th, 12:00 -13:00 The Teacher Development Programme is an approach to in-service teacher training addressed to English teachers of public educational institutions that was created by the Colombian National Ministry of Education in 2005 and offered through agreements with various Colombian universities. In the department of Boyacá, this programme has been implemented twice, in 2008 and 2009, under the guidance of two tutors (full time teachers at the Universidad Pedagógica y Tecnológica de Colombia and Universidad Surcolombiana, respectively). The 2008

course consisted of eight teachers from different schools in the city of Tunja; all were classified at the B1 level and all had volunteered to participate in the programme. The 2009 group consisted of ten in-service teachers from different schools in the western region of the department; these were classified at the A2 level. As both courses were carried out in different contexts, and with teachers from different regions (urban and rural), particular characteristics and differences were identified and taken into account in the course for the second group. These changes are reflected in improvements to their daily teaching practice at their institutions in terms of their use of the language and in methodological issues. Data was collected through means that included video recordings, observations, and surveys to determine whether trainees were successfully encouraged to reflect systematically on their teaching practice, and to implement strategies for continuing their professional development. Some of the main findings include: • Observation is an important tool for development • There is a remarkable need to focus on communicative/interactive activities. • Theory needs to be translated into practice. • There is a need for continuous improvement. This presentation illustrates the achievements and findings obtained through the implementation of the described courses. It also provides a reference for other in-service teacher trainers interested in working, and carrying out research, with such groups. References Edge, J, & Garton S. (2009). From experience to knowledge in ELT. Oxford University Press. Richards, J. C., and Renandya, W. (2008) Methodology in Language Teaching. Cambridge University Press. Murray, A. (2010) Empowering Teachers towards Professional Development. English Teaching Forum. Wallace, M. (1991) Training Foreign Language Teachers – A Reflective Approach. Cambridge. Cambridge University Press. Harmer, J. (2007) The Practice of English Language Teaching. Pearson Longman Wajnryb, R. (1992) Classroom observation tasks. Cambridge University Press.

Developing Teacher Trainers for ELT Nick Lidwell British Council Bogotá, Colombia Session Type: Workshop Trend: Teacher development Audience: Teacher Trainers September 19th, 12:00 -13:00 September 20th 11:00-12:00 Trainers/developers of English language teachers are often not trained themselves. Many are teachers of English or university researchers who are set to run teacher training courses without any specific formation. There is a need in Colombia for teacher trainers to deliver a range of practical, in-service, teacher-trainer training courses for teachers in the public and private sector in order to meet the aims of the Colombia Bilingüe Project. Consequently, there is also a need for both courses and systems to develop new teacher trainers for ELT and also a system to monitor, support, and standardise teacher trainers. The British Council Colombia has run a number of courses to develop teacher trainers in recent years. A trainer-development mentor system was designed in 2009 for the MEN TDP Project, an initiative of the Colombian Ministry of Education in coordination with the British Council. In 2010, the British Council ran a trainer development orientation course in Bogotá that included orientation for trainers in six courses: TKT, Classroom Language, Skills for Primary Teachers, Learning Technologies, and CLIL–Content & Language Integrated Learning. This workshop examines some of the skills needed by teacher trainers and looks at delivery models for organising trainer development with reference to the experience gained by the British Council in this area. Some real case studies will be discussed to examine the kinds of issues faced by teacher trainers in designing and running teacher training courses.

62 References Bartlett, L. (1990). ‘Teacher development through reflective teaching’ in Richards, J.c. & D.Nunan. 1990. Second Language Teacher Education. CUP. Ellis, R. (1986). ‘Activities and Procedures for teacher training’. ELTJ 40/2. Maingay. 1998. ‘Observation for Training, Development or Assessment’. In Duff, T (ed). 1988. Explorations in Teacher training. Longman Mugglestone, P. (1979). ‘Mirroring classroom procedures’. In Holden, S. (ed). 1979. Teacher Training. MEP

Teachers as Managers of Change: The quest for authentic improvement Angela Corredor Oxford University Press Bogotá, Colombia Session Type: Awareness Session Trend: Teacher development Audience: Teacher Trainers September 19th, 12:00 -13:00 The changing roles of teaching practitioners have transformed the ways in which they interact with learners and with other professionals, their teaching resources, and even the way in which they face changes. Teachers are being called on to transform their roles from controllers to facilitators of learning and to collaborate with their colleagues, transforming their collegiality into authentic collaboration. They also need to become better acquainted not only with technology but also with the ways that it can be implemented with their digital-native students. The appropriate integration of these multiple changes on an almost daily basis calls for teachers and schools (or any educational institution) to become more aware of educational change. Top-down approaches to change assume that teachers are implementers of decisions made by school administrators, heads of districts, or the national government. In this scheme, teachers are not part of the initiative to be integrated: rather, they basically implement it. The lack of involvement of teachers in this approach makes the top-down

approach to change a weak one. According to Fullan (2001), the problem with educational change is that it is not a series of isolated changes. Rather, changes in education happen simultaneously, yet demand something different from the teachers every time. Whether it is the introduction of standards of competencies to teach English, the use of a new method to control student performance, or a new regulation to interact with parents, teachers have made change part of their professional lives. Their response to change might determine the success or the failure of a particular initiative. Usually initiated by institutions, teacher development has been one way that schools attempt to provide teachers with the information, skills, or knowledge they need to cope with a specific change, for example, a session or set of sessions on a new teaching method, a new programme or subject, new software, or a new system for TQM (Total Quality Management). While providing sufficient information can be an effective way to implement changes, very often this type of teacher development does not respond to an intrinsic need of the teachers. On the contrary, it might be a quick-fix to an immediate need (see, for example, Reeves et al., 2002) perceived by the institution, not by teachers themselves. The authentic implementation of change should start, therefore, with acknowledgment of the implications of educational change itself— the conditions for change and the instrumental role of teachers in making change part of the culture of the school—rather than as just a reaction to isolated events. In such a scenario, teacher development becomes only one of the strategies that can be used to provide information to teachers, not a final solution for change. Furthermore, teacher development that comes from the teachers as a natural response to change and to continued learning could have a much clearer impact on effective teaching and learning. Such conditions, when working in harmony with effective school leaders and a school culture in which educational change is possible, should lead to greater school effectiveness (Mahony & Hextall, 2000). Thus, one of the most important tasks for schools is guiding teachers to respond effectively to change by helping them transform their role from that of implementers of daily changes to managers of educational change. Note The term ‘school’ refers to educational institutions in general.

64 References Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press. Fullan, M. (2001). The new meaning of Educational Change. (3rd ed.). London: RoutledgeFalmer. Fullan, M. & Hargreaves, A. (1992). What’s worth fighting for in your school? Buckingham: Open University Press. Mahony, P. & Hextall, I. (2000). Reconstructing teaching. Standards, performance and accountability. London: RoutledgeFalmer. Reeves, R., Forde, C., O’Brien, J., Smith, P., & Tomlinson, H. (2002). Performance management in education. Improving practice. London: Paul Chapman Publishing.

What Keeps the Fire Burning? Keeping your motivation to teach Yeisy Molina and Breiner Saleth Secretaría de Educación de Barranquilla Barranquilla, Colombia Session Type: Awareness Session Trend: Teacher development Audience: Secondary School Teachers September 19th, 12:00 -13:00 This presentation provides public-sector EFL teachers with an opportunity to reflect on intrinsic and extrinsic motivation in their everyday teaching practice. Many questions come to mind: What motivates teachers to become teachers? How long does the passion to teach last? How do we keep the desire to continue learning? What decreases our motivation to teach? (Pettis, J., 2002). Motivation is indeed a key issue when talking about the development of in-service public-sector EFL teachers. Accordingly, this presentation considers maintaining motivation for teaching to be a central part of professional development agendas and foregrounds strategies to retain that motivation. Teachers have a wide variety of different academic and pedagogical backgrounds, each with their unique experiences. Moreover, teachers have different specific roles (Gonzalez, Montoya, & Sierra, 2002) as professionals (Ur, 2002), as workers, and as human beings.

Each of these roles creates expectations within teachers’ institutions as well as within society at large. These expectations are changing as society itself changes, presenting teachers with the challenge of adapting to such changes as new trends in education emerge (Schaak & Cady, 2004; Partin, 2009). This presentation discusses factors that can trigger and help maintain the motivation to teach. With regards to this, some researchers (Ur, 1991; Harmer, 1998, 2008) suggest that personal reflection, research work, the building of an academic community, sharing with colleagues, participating in in-house staff meetings, opportunities for teacher appraisal, and attending conferences and courses can have a positive impact on teachers’ motivation. This presentation reviews existing work on these issues and contrasts it with the presenters’ own experience and with that of teachers in their community. Participants are involved in analysing factors that affect teachers’ motivation and discussion of the most critical issues that can positively or negatively affect teacher motivation. References González, A., Montoya, C., & Sierra, N. (2002). What do EFL teachers seek in professional development programs? Ikala, 17(13), 29-50. Harmer, J. (1988). The practices of English language teaching. Edinburgh: Pearson Longman. Pettis, J. (2002). Developing our professional competence: Some reflections. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An Anthology of current practice (pp. 393- 396). New York, NY: Cambridge University Press. Schaak, L. & Cady, J. (2004). Talking teaching: Implementing reflective practice in groups. Oxford: Scarecrow Education. Ur, P. (2002).The English teacher as professional. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 388-392). New York, NY: Cambridge University Press

Piaget Meets the CEFR: Is my classroom developmentally appropriate? Maria Consuelo Velasco Freelance Bogotá, Colombia Session Type: Workshop Trend: Teacher development Audience: Primary School Teachers September 19th, 12:00-13:00 September 21st, 09:45 -10:45 Teaching English to young speakers of other languages presents teachers with a unique challenge—but, at the same time, a world of opportunities. Knowing, understanding, and respecting children’s developmental stages is crucial for the preschool and primary teacher, yet few teachers have received the training necessary to develop programs to suit this very special group of learners. The content of instruction needs to be consistent with the learner’s developmental level. Teachers of young learners are given a precious window of opportunity; the early years are a time for exploring, experimenting, and discovering. At this stage, children are eager to absorb new information about their environment. They need language to satisfy their needs, control others’ behaviour, establish relationships, acquire knowledge and understanding, communicate information, and express themselves and their imaginative inner world. It is the teacher’s role to facilitate learning by providing a variety of experiences and appropriate content. Goals, objectives, and activities need to be provided in such a way as to fit the students’ level of proficiency. Asking them to perform at too low a level can make them lose interest; conversely, activities that are too difficult can be demotivating. The CEFR provides guidance as to what learners are expected to be able to do with the language at specific reference levels in reading, listening, speaking and writing. Program development and lesson planning can be based on the CEFR’s competency statements. This ensures that learners are faced with tasks that engage and challenge them, helping them

progress in their acquisition of the new language. This presentation offers tools for understanding the unique needs of young students in order to design and implement developmentally appropriate programs and learning activities for them. It explores the classroom implications of developmental psychology and the use of a standardised framework for program development. References Webb, P.K. Piaget: Implications for Teaching in Theory Into Practice, Spring80, Vol. 19 Issue 2, p93, 5p. Pulaski, M.A.S. (1978). Your baby’s mind and how it grows. Piaget’s theory for parents. Harper & Row, New York. Consejo de Europa. Departamento de Política Lingüística. Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Publicación digital en la web: http://cvc.cervantes.es/ obref/marco/

Growing as Teachers: EFL professional development Margarita López Universidad de Caldas Manizales, Colombia Session Type: Awareness Session Trend: Teacher development Audience: Secondary School Teachers September 19th, 12:00 -13:00 Questions that we, as teachers, commonly ask in our daily practice include: What is the difference between a technician and a professional in ELT? How can we continue to grow professionally? What are our professional goals? What are effective language teaching characteristics? Although many teachers do not pursue additional training after graduating from college, the end of formal education is only the beginning of a lifelong struggle to learn and help others become competent English speakers. Murphy (in Celce-Murcia) states that “Gaining teaching experience, participating in teacher-development courses, thinking about and discussing published scholarship, attending conferences, consulting colleagues and getting to know students

better are but some of the many ways that English language teachers can grow as professionalsâ&#x20AC;? (2001:499). Additionally, Crandall (2001) mentions some strategies in which teachers can continue to grow and become better-informed ESL professionals: participating in professional associations, researching classroom issues and practice, subscribing to journals, participating in electronic discussion groups, attending or giving in-service workshops and seminars and working collaboratively with other teachers among others. This presentation begins by establishing the differences between a professional and a technician in ELT. This leads to a group discussion of professional goals (Pennington, 1990), the attributes of a good language teacher (Allen, 1980), and some practices of reflective teaching in ELT (Murphy, 2001), followed by some macro-strategies for language teaching (Kumaravadivelu, 2003) that can help teachers self-observe, self-analyse, and self-evaluate their own teaching acts. This presentation aims to help teachers succeed in meeting their professional goals and to integrate all these techniques into their daily practices. References Allright, D., & K Bailey. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge University Press. Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy. Longman-Pearson. Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Heinle &Heinle. Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale Language Series. Yale University. Nunan, D. (1999). Second language teaching and learning. Oxford University Press.

Fashioning an Intercultural Voice Ben Goldstein Richmond Barcelona, España Session Type: Workshop Trend: Intercultural Awareness Audience: All September 19th, 12:00 -13:00 Intercultural awareness and pluri-lingualism are central concerns of the Common European Framework. Such ideas challenge the way culture is traditionally treated in language teaching materials. At the same time, the status of English as a Lingua Franca and the subsequent need to introduce non-native speakers of English into the classroom has led to certain changes in the cultural content of ELT materials. In line with these changes, this workshop promotes the use of global and local topics that are easy for teachers to personalise. At the heart of ‘interculturality’ lies the need for learners to reflect on their own language and culture before embracing the ‘target’ culture. This presentation examines ways to achieve this in class by challenging cultural stereotypes and misunderstandings as well as the often aspirational values that dominate the world of English Language Teaching in which a superficial treatment of target cultures still prevails. It discusses how much cultural input is focused on semantic and pragmatic goals rather than the exploration of aesthetic or sociological issues, while tasks that seem to be ‘doing culture’ present nothing other than a kind of ‘pop anthropology’ in which topics such as negative etiquette or cultural dos and don’ts predominate. In such contexts, learners may acquire necessary language skills but learn little about the societies around them. Finally, this presentation suggests alternative texts that could stand as models to encourage students to reflect on the multiple cultures and languages that surround them. It examines some practical tasks that empower learners to reflect on their identity and seek out what Kramsch called a ‘third space’. Once this has been found, learners can develop a voice and vision of English that they can call their

own. To round off the talk, some examples from published work are discussed. The spirit of the workshop can be summed up in this quotation from Mark Warschauer (2000): â&#x20AC;&#x2DC;If English is imposing the world on our students, we can enable them, through English, to impose their voices on the worldâ&#x20AC;&#x2122;. References Byram, J. (2003). Developing intercultural competence in practice. Multingual Matters. Corbett, J. (2009). Intercultural language activities. CUP. Kramsch, C. (1993). Context and culture in language teaching. OUP. Warschauer, M. (2000). The changing global economy and the future of English. Tesol Quarterly, 34, 511-536.

The Role of Teacher Cognitions in the Design and Planning of a Content-based Class Christopher Stobart Universidad del Norte Barranquilla, Colombia Session Type: Research Report Trend: Teacher development Audience: University Teachers September 19th, 14:10 -15:10 This presentation is based around the issue of how teachers make decisions when planning syllabi and individual classes. It focuses on the influences of teacher cognitions; that is to say, beliefs, assumptions, and knowledge (BAK) (Woods 1996) and how these affect this planning process. BAK can cause conflicts between what teachers think is right and what other stakeholders of the process believe to be right. Teachers often spend a significant percentage of their time planning classes and syllabi and designing materials. Frequently, and for varying reasons, such planning is done on a subconscious level and without taking into consideration the future implications of associated decisions. Teachers commonly make decisions based not on student needs but on what they believe to be correct and what has worked well for them in the past. It has been shown in

numerous studies (Lortie, 1975; Richards, Ho, & Giblin, 1996; Bailey, 1996; Breen 1991; Borg, 2009) that teacherâ&#x20AC;&#x2122;s BAK has a big part to play in the decisions they make. Accordingly, the research on which this presentation is based focuses on whether these sorts of decisions, which derive from past cognitions, have a positive or negative impact on the quality of class and syllabus planning. A qualitative analysis of journals, recorded observations, and lesson plans was carried out over the planning and teaching of a unit, a period of six classes, in order to identify pre-class, interactive, and post-class decisions so as to study their origins and underlying motivations. The decisions were classified according to their cognitive origin (beliefs, assumptions, or knowledge) to identify important themes and patterns emerging from the data. Subjectivity was addressed through triangulation, documented data, and regular revision from external parties. References Bailey, K. M. (1996). â&#x20AC;&#x153;The best laid plans. Teachers in-class decisions to depart from their lesson plans. In K.M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 15-40). New York: Cambridge University Press. Borg, S. (2003). Teacher Cognition in Language Teaching: A review of research on what language teachers think, know, believe and do. Language Teaching 36, 81-109 Borg, S. (2009). Introducing language teacher cognition. Retrieved 2010 from http://www.education.leeds.ac.uk/people/staff.php?staff=29 Breen, M, P. (1991). Understanding the language teacher. In R.K Johnson (ed.): The Second Language Curriculum. Cambridge: Cambridge University Press. Kagan, D, M. (1990). Ways of evaluating Teacher Cognition: Inferences Concerning the Goldilocks Principle. Review of Educational Research. Vol 60 No. 3. Pp. 419-469 Richards, J.C., Ho, B. & Giblin, K. (1996). Learning how to teach in the RSA Cert. In Freeman, D. & Richards, J.C. (Eds.), Teacher learning in language teaching (pp.242-259). Cambridge: Cambridge University Press.

Teacher Development in a Long, Thin Country: A Chilean approach Laurie Crouch Instituto Chileno BritĂĄnico de Cultura Santiago, Chile Session Type: Awareness Session Trend: Teacher Development Audience: Teacher Trainers September 19th, 14:10 -15:10 September 20th, 11:00-12:00 This talk focuses on the development of a practical, online teacher development tool in Chile: the Online ELT Cookbook. This resource was designed to meet the needs of ELT teachers who have minimal access to face-to-face workshops. The talk considers the themes of online vs. face-to-face training, theory vs. practice in teacher development, and the challenges faced during the process of creating an online resource that is both practical and interactive. A country over 4000 kilometres long and rarely more than 200 wide, Chileâ&#x20AC;&#x2122;s unique geography has serious implications for access to teacher development opportunities for those teachers who live outside the capital city, Santiago. In practical teacher development workshops conducted throughout the country, teachers expressed a desire for access to more dynamic ELT activities; these needs led to the development of the Online ELT Cookbook between 2008 and 2011. Considerations dealt with in this talk include: the implications for online delivery of practical content (as contrasted with the theoretical nature of much existing online teacher development material); how the online environment affects the types of training that can be offered, and whether this is a realistic alternative to face-to-face workshops; the impact of filming real classes on the teachers and students involved; the effect of the contrast between developing effective self-reflection skills and external observation of teachers; the effect of a focus on activities versus a focus on whole lessons; teacher versus student awareness of activity aims; and the distinction between an individualised course and a shared resource pack.

The presentation refers throughout to the contents of the Online ELT Cookbook, which includes lesson plans, videos, quizzes, discussion forums, and teacher and student feedback. Participants are invited to try the free version of this resource. References Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge. Richards, J. & Rodgers, T. (1986). Approaches and methods in language teaching. Cambridge. Scrivener, J. (1994). Learning teaching. Heinemann. Wallace, M. (1998). Action research for language teachers. Cambridge.

From a Language Teacher to a Mentor: A step to professional development Consuelo Cedano Universidad de IbaguĂŠ IbaguĂŠ, Colombia Session Type: Awareness Session Trend: Teacher Development Audience: Teacher Trainers September 19th, 14:10 -15:10 It has been widely agreed among professionals in the teaching field, that learning to teach is an ongoing process. In other words, the teaching profession is a lifelong learning experience, which demands great responsibility from the teachers. It has been one of the responsibilities of the universities to plan, design and deliver courses for in-service teachers. These courses usually come in a variety of shapes and sizes, and almost always are aimed at primary and secondary English teachers. But how do foreign language teachers at university level develop professionally? Extensive research has contributed to define ways in which English teachers can be educated. However, discussion is still needed on the issue of how teacher educators develop professionally. Foreign language teachers in our context become teacher educators in diffe-

rent ways, depending on the requirements and needs of universities, which vary a lot. A research carried out in our country concluded that teacher educators grow professionally through five strategies: teaching advanced courses, attending or presenting at international conferences, doing research, reflecting on practice and involving themselves in independent study and networking. (Gonzalez, A and Ospina, N. 2005, p. 21- 33). What I would like to share with colleagues and people involved in the field is: how being part of the group of tutors and moderators for the TDP project of the Ministry of Education within the framework of “Colombia Bilingue” has given me the possibility of experiencing professional growth on a wide spectrum. On one side are in-service language teachers, while on the other side are English language teachers at university level becoming teacher trainers—and teacher trainers becoming moderators within the bilingual programme. All of this experience is gained outside the framework of a postgraduate course, but within a very solid proposal aiming at promoting teacher development. The characteristics of the programme facilitated considerable growth for the involved community of teacher trainers by challenging them to deliver courses for in-service teachers in different regions in the country. This was accompanied by, among other important aspects, the development of a coherent plan of action that demanded critical reflection, active learning, and collaborative work. References González, A. S. Nelly. (2005). “ Professional Development of Foreign Language Teacher Educators: Another Challenge for Professional Communities”. Ikala, revista de lenguagje y cultura 10. (16). Hayes, J. (2000). “Cascade Training and Teacher´s Professional Development”. ELT Journal 54/2. Moon, J. (2004). Handbook of reflective and experiential learning. London: Routledge Falmer.

Learning a Language is sooo much more!! Joan Rubin Universidad de la Sabana Bogotรก, Colombia Session Type: Awareness Session Trend: Intercultural Awareness Audience: All September 19th, 14:10 -15:10 September 20th, 11:00-12:00 Communication is at the heart of why people make the great effort to learn a second language. Every time we open our mouths or are silent, we communicate. When people communicate, they are trying to accomplish something (make friends, get a job or scholarship, order food and drink, exchange views, get vital information). The fact that communication is so full of variation (cultural, regional, situational, and interactional) makes expression and interpretation challenging, especially for foreign language learners. In addition, communication has both verbal (language) and non-verbal components that may or may not be parallel to what is said and that can vary from culture to culture. Underlying this variation are values and beliefs and how each person sees the world (that is, what is important to you, and what role tradition plays). These factors can affect how we present ourselves and how we interpret what a person means when they speak or write. If our purpose as teachers is to enable learners to communicate effectively, we need to present some of this variation in our lessons early on. Languages also vary in how they express speech acts (such as compliments, requests, apologies, expressions of gratitude, or complaints). It is helpful to know that speech acts follow regular patterns and can differ between languages. This presentation provides examples of many kinds of variation, how values and beliefs affect expression and interpretation, and how speech styles vary cross-culturally. Participants also have an opportunity to consider what their own communication style is and how their own values and beliefs affect communication. Finally, the

session introduces some resources that can be used in introducing these important sociolinguistic and pragmatic concerns (Paige, Cohen, Kappler, Chi and Lassegard, 2006; Lo Castro, V. 2006; Sykes, J. and A.D. Cohen, 2011). Participants are expected to come away with a deepened awareness of the importance of culture and how it can—and should—be integrated into language learning. Learning a language is so much more than just learning grammar, vocabulary and pronunciation. References LoCastro, V. (2006). An introduction to pragmatics. Ann Arbor, MI: University of Michigan Press. Paige, R.M., Cohen, A. D., Kappler, B. , Chi, J. C., & Lassegard, J.P. (2006). Maximizing study abroad. A student’s guide to strategies for language and culture learning and use. Minneapolis, MN: Center for Advanced Research on Language Acquisition. Rubin, J. (1976). How to tell when someone is saying no. Topics in Culture Learning. Honolulu, HI: East-West Center, August. Sykes, J. & A.D. Cohen. (2011). Dancing with words. Strategies for learning pragmatics in Spanish. Retrieved from: carla.umn.edu/ speechacts.

Reflections About Teaching Practice: A proposal to improve Oscar Montoya Universidad del Quindío Armenia, Colombia Session Type: Research Report Trend: Teacher Development Audience: Teacher Trainers September 19th, 14:10 -15:10 This study proposes redesigning the teaching practice scheme of a modern languages programme in Colombia. The proposal aims to fulfil student teachers’ needs in their teaching practice; the specific needs were determined through analysis of responses to a questionnaire administered to trainers, school teachers, and current students

in this initial teacher training programme. A qualitative approach was taken to the data analysis. Aspects for improvement identified by the respondents included time, content knowledge delivery, and feedback on teaching practice. The proposal presented adopts an apprenticeship model; it would include an observation scheme outline and devises a mentoring system involving schoolteachers and teacher trainers. The new teaching practice scheme would comprise three stages: familiarisation, shared experience, and teaching. This process of adaptation to teaching practice would start earlier in the curriculum than in the current scheme. Overall, the proposal represents a new approach to learning to teach that argues against technical rationality (Schön, 1983), grounded in an understanding that learning ‘on the job’ with experienced colleagues is more effective and natural than first learning content knowledge and then trying to apply it. It is hoped that this proposal brings new light to modern language programmes and that it fosters change and improvement in teaching practices for English teachers in schools. References Aspland, R. & G. Brown. (1993). Keeping teaching professional. In Bridges, D. & T. Kerry (Eds.), Developing teachers professionally. London: Routledge. Bailey, K. (2006). Language teacher supervision. Cambridge: Cambridge University Press. Brookfield, S.(1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. San Francisco, CA: Jossey-Bass. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.

Presentation of the Handbook for Teaching Translation of Scientific and Technical Texts: English/Spanish (a didactic proposal) Norman Gómez Universidad de Antioquia Medellín, Colombia Session Type: Research report Trend: Teacher Development Audience: University Teachers September 19th, 14:10 -15:10 This research report gives an account of the results obtained from a project called “Approximation to the Translation of Scientific and Technical Texts (English to Spanish)” that forms part of the Master’s Program in Education – with Emphasis on the Didactics of Translation at the University of Antioquia, Colombia. Drawing on the work of researchers such as Delisle (2005), Gamero (2001), Hurtado-Albir (2003), and Nord (2005), the presentation offers an introduction to the project’s objectives and an explanation of its methodology. This is followed by a discussion of the translation handbook Módulo para la Enseñanza de la Traducción de Textos Científicos y Técnicos del Inglés al Español, which represents the practical part of the project’s didactic proposal and includes several workshops with their corresponding theoretical support, some teacher-student guidelines to maximise these workshops’ use, learning activities, and a self-assessment portfolio. Designed as tools to help teachers and students in the translation teaching and learning process, the handbook’s workshops can be applied and adapted according to teachers’ needs and teaching environment. Students, on the other hand, can use the set of activities to develop their autonomous and collaborative work in translation. In addition to a methodological explanation and a selection of texts, each of the six workshops in the handbook includes multimedia and resource-based activities that demonstrate the complete translation process and its assessment for students. These activities serve as warm-ups that introduce students to the topic of each workshop. Moreover, each workshop is preceded by a discussion of its theoretical framework, helping students understand the included concepts. Since teaching translation is supported by, and strongly connected

to, language teaching in general—as both kinds of teaching share the need to use and transmit the target language to the learners— this presentation also explores experiences related to the didactics of translation with the intention of aiding those who want to use or adapt such experiences for language teaching. Accordingly, the project as presented here represents both a general invitation to rethink our approach to teaching languages, whether for translation or for other purposes, as well as a more specific invitation to investigate, use, adapt, and improve the workshops offered in the handbook with the intention of empowering students’ learning processes to help them become more competitive and better prepared to fulfil modern society’s demands for language skills. References Delisle, J. (2005). L’enseignement pratique de la traduction. Beyrouth: Université Saint Joseph, Faculté de Lettres et des Sciences Humaines. Gamero, S. (2001). La traducción de textos técnicos. Barcelona: Ariel. Hurtado Albir, A. (2003). Enseñar a traducir: Metodología en la formación de traductores e intérpretes. Teoría y fichas prácticas. Madrid: Edelsa. Hurtado Albir, A. (2005). La adquisición de la competencia traductora: Aspectos teóricos y didácticos. In E. Rodríguez (Ed.), Didáctica de la traducción y la terminología (pp. 17-50). Cali: Universidad del Valle.

Promoting Professional Development in ELT through the Design of Materials for the Instructional Component of a Research Project Astrid Núñez, Judith Castellanos and María Fernanda Téllez Universidad Externado de Colombia Bogotá, Colombia Session Type: Research Report Trend: Teacher Development Audience: Teacher Trainers September 19th, 14:10 -15:10 This research report presents progress made in a research project conducted within a Masters’ Programme in Education with Emphasis on English Didactics (MEED) with in-service teacher students during the planning of their research project instructional design in the last two years. This case study includes a population of nine

in-service teachers. The methodology applied has two phases: Data collection and data analysis. The former involves data gathering by means of two instruments, a survey implementation and an in-service teachers’ Materials Development (MD) samples compilation and the latter comprises the accurate analysis and triangulation of the data gathered using the lenses of MD scaffolding and critical pedagogy. With respect to the in-service teachers’ subjects, it is worth mentioning that they engaged in the design of specific pedagogical actions that involve the development of teaching and learning materials. In-service teachers need to widen their body of knowledge about approaches (theory of learning and theory of language) and design (methodology, objectives, syllabus, teaching and M activities, teacher and students’ roles, role of the materials and assessment) if they want to plan and implement effective pedagogical interventions. In addition, this study explores the role of a theoretical framework for materials development (MD scaffolding) in planning and developing their instructional design and describes the inservice teachers’ experience in this process. Results from a survey demonstrate the utility of MD scaffolding in this process: it guided them in developing their material, provided information relating to identifying the methods and approaches that underlie the materials development, pointed out differences between learning goals and objectives, and led the decision-making process for the adaption or creation of teaching/learning materials. Teachers reflected on relevant learning materials and focused their attention on improving their teaching practice and becoming agents of change. References Brown, D. (2001). Principles of language learning and teaching. New York, NY: Longman Publishers. Graves, K. (1997). Teachers as course developers. New York, NY: Cambridge University Press. Nuñez, A. & Tellez, M.F. (2008). Meeting students’ needs. ENLETAWA Journal, 1, 65-68. Nuñez, A., Tellez, M.F., Castellanos, J. & Ramos, B. (2009). A practical materials development guide for EFL pre-service, novice, and in- service teachers. Bogotá: Publicaciones Universidad Externado de Colombia. Pineda, C. (2001). Developing an English as a foreign language curriculum: The need for an articulated framework. Colombian Applied Linguistics Journal, 3(1), 6-20.

De-Mystifying Classrvom Action Research When English is Your L2 Barbara Noel Department of State -Office of English Language Programs and Institución Universitaria Colombo Americana (UNICA) Bogotá, Colombia Session Type: Workshop Trend: Teacher Development Audience: Secondary School Teachers September 19th, 14:10 -15:10 Help Wanted: Curious minds, dedicated teachers wanting to stretch. Engaging in action research studies can be intimidating to most teachers, but even more so when English is new too. Learn how to systematically organise information from your daily classroom activities to show results you feel confident to share. Have you ever wondered how to best teach the unmotivated second language (L2) learners in your classroom, or tried to figure out why it is so hard to teach a certain grammar structure in your class? Non-native ELT teachers can come together to answer many of these questions using their classroom experiences to inform their answers in systematic ways. Through the action research process, they can identify specific, relevant, and innovative solutions that add up to big positive changes—not only in their classrooms, but across their institutions, resulting in improved student learning. Specifically, action research is a very accessible and valid method for effectively exploring teachers’ daily experiences in extraordinary ways to systematically gather information, interpret it, and develop a corresponding action plan. This session is aimed at helping L2 teachers of English and administrators who are interested in creating sustainable changes in their practice and conception of professional development. This can be done through an ongoing collaborative learning community, utilizing either face-to-face meetings and/or technological platforms enabling teachers who have very limited research experience to

meet the following goals: (a) identifying reliable steps for collecting and analyzing classroom information; (b) using authentic examples of other research studies to guide their own action research efforts; and (c) building a triangulation matrix to organise classroom information in ways that generates results they can confidently share with colleagues, both locally and globally. Action research empowers and promotes inquiry, reflection, and life-long learning for both teachers and their students. References Kolb, D. A. (1984). Experiential learning. experience as the source of l earning and development. Englewood Cliffs, NJ.: Prentice-Hall. Lewin, K. (1951). Field theory in social science. In D. Cartwright (Ed.), Selected theoretical papers. New York, NY: Harper & Row. Mills, G. (2011). Action research: A guide for the teacher researcher. Columbus: Merrill Prentice Hall. Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York,NY:Doubleday/Currency.

Complexity Theory - Dynamic Systems Theory: New challenges for the EFL teacher Carlos AndrĂŠs Rico C. Universidad de los Andes BogotĂĄ, Colombia Session Type: Awareness Session Trend: Current trends in research: Pedagogy, learning, linguistics Audience: Heads of Department September 19th, 14:10 -15:10 For decades, applied linguistics research has used methods that were originally implemented by the physical sciences (Finch, 2004). In consequence, research in second language acquisition (SLA) and even language teaching has usually been carried out under very controlled conditions. Researchers have focused on identifying, analyzing, and explaining (mainly) cause-effect (linear) relationships at specific moments in time, and they have concentrated on

quantitative interpretations. Even though their findings have helped teachers better understand some learning processes, three aspects must be considered: 1) those results came from artificial environments; 2) (probably) “non-observed” factors also played a role in the development of the experiments; and 3) social relationships in real classroom settings can be quite distinct from those perceived under laboratory conditions. Trying to comprehend SLA from a reductionist and linear approach might lead teachers and researchers to misunderstand many relevant aspects of the process (Byrne, 1998). However, the use of new theoretical frameworks—such as Complexity Theory (CT), Dynamic Systems Theory (DST) and related research methodologies—may offer people in the field new perceptions and understandings of the whole SLA process. The major area in which CT/DST approaches differ from more traditional research methodologies is how researchers understand and attempt to explain what they observe (Larsen-Freeman & Lynn, 2008). In traditional research, there is considerable emphasis on determining cause-effect relationships, whereas in CT/DST approaches the focus is on observing changes that take place within a system (and its subsystems) over time. Accordingly, the goal in CT/DST research is not defining what causes what consequence, but how certain behaviours and patterns emerge from the interactions of the different components of a system. With regards to such approaches, some particular research methods already exist (for example, in ethnography and action research), while others remain to be developed or improved (for example, in computer modeling). References Byrne, D. (1998). Complexity and the social sciences. London: Routledge. Finch, A. (2003). A systems view of the EFL class: Mapping complexity. English Linguistic Science, 11, 15 – 26. Finch, A. (2004). Complexity and systems theory: Implications for the EFL/ teacher researcher. Journal of Asia TEFL, 1(2), 27-46. Larsen-Freeman, D. (1997). Chaos/Complexity science and second language acquisition. Applied Linguistics, 18(2), 141-165. Larsen-Freeman, D., Cameron, L. (2008). Complex systems and applied linguistics. New York: Oxford.

Mentors and Tutors in Practice: An innovating experience Liliana Valle and Sol Herrera Universidad de Córdoba Montería, Colombia Session Type: Awareness session Trend: Teacher Development Audience: Teacher Trainers September 19th, 14:10 -15:10 Many Colombian universities have been running teacher development programs for some years now. The Ministry of Education has also contributed to this process by designing and implementing professional development schemes such as the MEN TDP (Ministry of Education Development Programme). This programme started in 2007 with the purpose of developing state-school teacher’s proficiencies as users of language, their knowledge about language, their practical teaching skills, and to encourage their reflection on teaching practice and the implementation of strategies for their continuing professional development. After two years of implementation and evaluation of the TDP scheme, its positive impact on the English teaching community led to an expansion of the programme. As part of this expansion, a new group of English teachers were selected for a new training scheme delivering TDP courses to in-service state-school teachers at levels A2 and B1. This new scheme lasted 12 months and included various stages, including an orientation conference, on-course tasks (tutor observations, mentor observations, a moderator visit, input sessions, and feedback sessions), and a final report written by mentors and moderators. This presentation shares the enriching experiences from two new tutors during the implementation of this new scheme, their reflections on professional development during the implementation, the improvements to their professional practice and the benefits of using this kind of scheme for continued innovation in the language classroom. The presentation also explains the training model, the process of its implementation, and its results. Participants will gain new awareness about the potential of this kind of scheme for improving the quality

of teacher education and how it can help them achieve the goals of the National Bilingual Program in their own contexts. References Feeney, J.K. (2002). Being an effective mentor: How to help beginning teachers succeed. Thousand Oaks, CA: Corwin Press. Malderex, A. & Bodoczky, C. (1999). Mentor Courses: A resource book for trainer-trainers. Cambridge, UK: Cambridge University Press. Ministry of Education & British Council, â&#x20AC;&#x153;Teacher Development MEN TDP: New Tutors Development and Portfolio Course Guideâ&#x20AC;?. (Bogota, 2009). Richards, J. & Farrel, T. (2005). Professional Development for Language Teachers: Strategies for teacher learning. New York, NY: Cambridge University Press. Wallace, M. (1991). Training Foreign Language Teachers: A reflective approach. Cambridge, UK: Cambridge University Press.

Language, Culture and Communication: How and why language is used and how its use varies in different cultures Kostas Pexos MM Publications Canada Session Type: Awareness Session Trend: Intercultural Awareness Audience: Teacher Trainers September 20th, 09:30 -10:30 This talk deals with how language use varies across different cultures. Language is a socially situated cultural form that cannot be separated from how and why it is used. While many of the functions of language are universal, the ways in which communication take place in a society to serve these functions is language specific. Therefore, it is not enough for a foreign language learner to know what to say in a language in order to communicate appropriately. It is also essential to know what not to say, as well as when and where to say something, to whom and by whom something can be said, and in what manner and under what specific social circumstances. Social contexts determine how much and what people say in different situations and varieties of language can be associated with a

number of factors such as purpose, region, ethnicity, social class, and age. The presentation includes specific examples of the aforementioned categories and also focuses on the use of alternative varieties of language, indirect speech acts, linguistic routines, code switching, and style shifting, as well as how these affect the message one wants to convey. Forms of address—that is to say, the words speakers use to designate the person to whom they are talking—are also discussed, and power and solidarity, the two key factors determining the choice of address forms, are analysed. Finally, the role of silence—given that silences often carry their own meanings—in different speech communities is discussed. The presentation includes a plethora of illustrative examples and practical activities encouraging reflection and group discussion on the part of the participants. The questions posed in these activities and the answers to them enable the audience to better understand their and others’ language behaviour and also to better apply the conclusions drawn to their language teaching practice. References Hymes, Dell. (1972). Models of the interaction of language in social life. In Gumperz and Hymes 1972 pp. 35-71. Hymes, Dell. (1972). Towards ethnographies of communication: the analysis of communicative events. In Giglioli 1972 pp.21-44. Brown, Roger and Gilman, Albert. 1972 The pronouns of power and solidarity. In Giglioli 1972 pp. 252-282. Sapir, Edward. (1921). Language. New York: Harcourt, Brace Fasold, Ralph. (1990). Sociolinguistics of Language. Oxford, UK: Blackwell Publishers. Saville-Troike, Muriel. (1982). The Ethnography of Communication. Cambridge, Massachusetts: Blackwell Publishers.

A Collaborative Approach to Peer Observation and Feedback in Teacher Development Leonor Portilla and Tatiana PĂĄez Universidad Industrial de Santander Santander, Colombia Session Type: Awareness Session Trend: Teacher development Audience: Teacher Trainers September 20th, 09:30-10:30 This awareness session provides an opportunity to share experiences about peer observation and group feedback through the collaborative approach as MEN-TDP mentor and tutor. Since 2005, the Programa Nacional de BilingĂźismo has been working on improving English language teaching in Colombian stateschools through the MEN-TDP programme for in-service teachers; this programme incorporates peer observation and feedback as fundamental aspects of teacher development. However, participating teachers often view peer observation and group feedback as a threatening experience and are, accordingly, often reluctant to take part in them. Accordingly, the MEN-TDP developed priorities to disassociate the notion of observation from that of evaluation and to encourage teachers to view observation as a positive rather than a negative experience. A collaborative approach to peer observation and group feedback offers teachers the opportunity to grow professionally by observing, and being observed by a group of peers who collaboratively analyse and seek solutions to problems that arise during class observations. In this process, teachers support each other and manage their own professional development. Peer observation and receiving feedback are instrumental parts of teacher development programmes. The purpose of these activities is that teachers get information about their (and othersâ&#x20AC;&#x2122;) teaching performance so that they can develop their own reflective practice, share good teaching strategies, gain new ideas about teaching, enhance teaching skills and improve their attitude in the classroom. Most commonly, however, class observation and feedback are

carried out for supervisory purposes, involving a supervisor who is not a peer but a person in a position of power over the teacher being observed. In such cases, the main objective is typically for the supervisor to evaluate the teacher’s performance based on certain criteria. Consequently, the developmental aspect of peer observation and feedback is lost. A collaborative approach to peer observation and feedback implies reciprocal processes in which a group of peers observe one another’s teaching and provide each other supportive feedback by posing, analysing, and seeking solutions to problems. In such an approach, the observers do not judge but rather collaborate with the observed teacher in a constructive relationship. Accordingly, this collaborative approach promotes confidence in teachers’ abilities to effectively cope with a variety of classroom situations and instils in teachers an inquiry-based approach that facilitates further professional development. References Allwright, R. (1988). Observation in the language classroom. Longman. Evans, L. (2002). What is teacher development? Oxford Review of Education, 28(1), 123-137. Donnelly, R. (2007). Perceived impact of peer observation of teaching in higher education. International Journal of Teaching and Learning in Higher Education, 19(2). Retrieved from www.isetl.org/ijtlhe/. McMahon, T., Barrett, T., & O’Neill,G. (2007). Using observation of teaching to improve quality: Finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education, 12(4), 499 – 511. doi: 10.1080/13562510701415607. Poumellec, H., Parrish, B., & Garson, J. (1992). Peer observation and feedback in teacher training and teacher development. The Journal of TESOL-France, XII(1), 126-140.

Are Learners’ Perceptions and Motivations about Technology Determined by Teachers’ Skillfulness to Use it? Samuel Reales Centro Colombo Americano Bogotá, Colombia Session Type: Awareness Session Trend: Information Technologies in ELT Audience: Heads of Department September 20th, 09:30-10:30 “Students always have positive and optimistic ideas for using computers in the classroom and it gives opportunity for students to create new ideas and develops their problem solving skills while providing self-responsibility thus students feel comfortable.” (İşman et al. 2004) Most twenty-first century teachers have been exposed to the Internet. In fact, most schools and language institutes have invested in placing audio-visual devices in every classroom and adding wireless connections to the media-equipped environment. Learners have access to a myriad of mobile gadgets that allow increased opportunities for almost instant communication with friends and classmates. This research project sought to gauge English language students’ motivation by, and perceptions towards, the inclusion of technology in a bi-national centre location. In discussing a curriculum that embraces media literacy and on-line learning as cornerstones of the daily learning process, but does not dictate best practices to be performed by teachers, this presentation offers an insightful account of the ways that social networks, mobile connections, and text-based applications became irreplaceable elements in the daily routines of the six instructors and learners that the project observed, surveyed and interviewed over a period of six months. Conclusions are drawn about the way students perceived computer-mediated learning and how their motivation changed as a result of their instructors’ mastery (or not) of the computer-mediated applications and tools. References Hadley, M., & Sheingold. (1993). Commonalities and distinctive patterns in teachers’ integration of computers. American Journal of

90 Education, 101, 281-315. Mayora, C. (2006). Integrating multimedia technology in a high school EFL program. English Teaching Forum, April. Nowaczyk, R. (1998). Student perception of multimedia in the undergraduate classroom. International Journal of Instructional Media, 25, 367-368. Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning and Technology. 165-180. Wang, Y. (2004). English magazines, motivation+ improved EFL writing skill. English Teaching Forum, January.

3 – 2 – 1… On Air: Participating in a Radio Show to Foster Speaking Confidence in the ELT Classroom Consuelo Lemos Universidad de la Sabana Bogotá, Colombia Session Type: Research Report Trend: Information Technologies in ELT Audience: Secondary School Teachers September 20th, 09:30-10:30 Planning oral activities in some learning environments is a challenge for the teacher, considering that such activities often provoke anxiety in learners. The permanent observation of students’ interests and the exploration of activities can facilitate the design of strategies to encourage student participation, especially by directing their curiosity towards mass media, more specifically, radio. This aim of this action research project was to improve speaking confidence in a group of state-school 8th graders through their participation in cooperative learning-based strategies mediated by the creation and implementation of an online radio show. The project examined background literature regarding anxiety in language learning and its influence in L2 learning. Additionally, the project evaluated the use of cooperative interpersonal learning and group skills as proposed by Gillies (2007), as well as the implications of the use of radio for academic purposes in schools and the use of Web-casting (online broadcasting) in the classroom. Data collection instruments used in this research included: surveys, teachers’ journals, and student artefacts. Data analysis procedures included a blend of induc-

tive analysis, grounded theory, and trend analysis. Results from the pedagogical intervention process, analysed through the stages of producing a radio show—including its planning, recording, editing, and listening—indicate that the strategies implemented were successful in improving the students’ speaking confidence. The project was also an opportunity to support and improve the teacher’s performance, as the teacher became a facilitator who helped students make their own decisions about how to overcome their initial lack of speaking confidence. Student use of tools such as Audacity™, Winamp™, and ShoutCast™ in the creation of the radio show also provided opportunities for the teacher to become acquainted with new approaches and technologies for learning, as well as strategies to foster learner confidence. References Corbin, J. & Strauss, A. (2008). Elaborating the analysis. Basics of Qualitative Research. USA: SAGE Publication, 198 - 200 Gillies, R. (2007). Cooperative Learning: Integrating Theory and Practice. U.S.A: SAGE. Hughes, R. (2002). The Problem of real speech. Teaching and Researching: Speaking. U.K.: Pearson, 50. Kozamernik, F. and Mullane, M. (2009). An Introduction to Internet Radio [pdf document] . Retrieved from http://www.ebu.ch/en/technical/ trev/trev_304-webcasting.pdf Montoya, A. & Villa, L. (2006). Producción radiofónica. Radio Escolar. Bogotá: Paulina: Centro de Comunicación Social, 90.

Effects of Online Video-Making Tasks on B1-level Young Adult University Learners’ Negative Language Transfer in their Written Discourse Edgar Garzón Universidad de la Sabana Bogotá, Colombia Session Type: Research report Trend: Information Technologies in ELT Audience: University Teachers September 20th, 09:30-10:30 This paper reports an action research project that examined the effects of online video-making tasks on B1 university young adult learners’ negative language transfer in their written production. The study was devised to tackle three crucial issues identified through

observation of the participants’ behaviours, a preliminary survey and teaching reflexions. The first issue was the presence of ‘false friends’ in students’ written discourse. The second was the need to bridge the gap between language learning and ICTs (more specifically, Web 2.0 tools). The third was the lack of autonomous learning behaviours amongst the students, as revealed throughout the course. These aspects were addressed by the study due to their relevance to the students’ needs and their interest in the use of technology for academic purposes. The study was conducted at the University of La Sabana with 14 students at (according to that university’s standards) level 4 pre-intermediate or (according to the CEF) B1 level. The project’s main objective was to highlight the importance of technology for not only the acquisition of a second language but also for promoting autonomous learning behaviours. Students made videos using Xtranormal and One True Media (Web 2.0 tools for online video creation) in order to practise vocabulary and grammar learnt in class, with particular focus on ‘false friends’ in English and Spanish that were seen to have affected their written discourse. Surveys were used to establish student’s perceptions towards the use of these Web 2.0 tools for academic purposes, and grounded theory (Glaser & Strauss, 1967) was used to analyse the data. The results show an increase in student awareness about ‘false friends’ in English and Spanish, as well as the positive influence of videos for fostering autonomy. The study claims that through the use of Web 2.0 technologies such as video-making tools, young adult learners can increase their language awareness of ‘false friends’ as well as the motivation for the academic use of such tools. References Benson, P (2001). Teaching and researching autonomy in language teaching. Harlow: Pearson Education Limited. Bull Susan. (1995). Handling native and non-native language transfer in CALL. Theory and practice. Language teaching and learning in higher education: issues and perspectives, in association with the centre for information on language teaching and research (CILT). London. Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications, Inc. One true media. (2011). Retrieved July 25, 2011, from http://www.onetrue media.com/ Xtranormal. (2006-2011). Retrieved July 25, 2011, from http://www.xtranormal.com/

Social Responsibility: Teachers Building Society Angélica Rojas Corporación Universitaria Minuto de Dios Bogotá, Colombia Session Type: Research report Trend: Current trends in research: Pedagogy, learning, linguistics Audience: University Teachers September 20th, 09:30-10:30 Teaching English should transcend mere linguistic instruction to broaden horizons and enhance the general education of the professionals and citizens that play an active role in the construction of community. The world and its society demand that we reflect on our actions to create a more tolerant and dignified society. In response to this necessity, there is a global tendency to see education as something more than the transference of information. Rather, contemporary social reality requires teachers to educate people as citizens, fundamental to the fabric of society, rather than as isolated individuals. This research report covers the perceptions of English language teachers at university level towards the relationship between social responsibility and teaching. The results draw on theoretical foundations to reveal meaningful conclusions on a conceptualisation of social responsibility related to English language teaching—for example, in comparison of general conceptions of social responsibility with the particular conception arising from teachers in this study. Moreover, through discourse analysis and open coding, the analysed data sheds new light on our understanding of social responsibility. It provides examples of types of actions undertaken by teachers in a demonstration of different contexts and spaces in which teachers can evince social responsibility. The results lead to a constructed concept of social responsibility and the actions that sustain it; how teachers are role models for students; how they teach in such a way that theoretical content can be integrated to the wider education of human beings that are part of a community; and the importance of classroom commitment, as well as teaching that transcends the physical boundaries of classrooms. It could be argued that the concept of social responsibility is limited

to companies, but this study supports a view that teachers are also committed to being socially responsible in the classroom. The difference is that, as teachers, we need to acknowledge and account for our participation in the education of citizens. This research report also offers insights from several specialists and successful experiences in other countries in terms of social responsibility and the possible pedagogical implications for other colleagues and institutions, with special consideration for current social conditions in Colombia. The report is framed within the principles of applied linguistics and its function as represented by Davies (1999): ‘Like medicine there is little disagreement about the purpose of applied linguistics, which is to solve or at least to ameliorate social problems involving language’. In this sense, the presenter would argue that primary aims for language educators are remembering their status as human beings and providing people with tools to build better societal conditions. References Alvarez, J. A. (2006). El discurso de género en la emisora juvenil Radioactiva. Una aproximación desde el análisis crítico del discurso. Bogotá: Enunciación. Universidad de La Salle: In Press. Andrzejewski, J. & Alessio, J. (1999). Education for global citizenship and social responsibility. Monograph Series, 1(2). Retrieved from http://www.uvm.edu/~dewey/monographs/.htlm. Arhar, J. & Kasten, W. (2001). Three orientations to knowledge and methods of research. In Action research for teachers. Columbus, OH: Merrill Prentice Hall. Ayers, W. et al. (1998). Teaching for social justice. New York, NY: The New York Press. Davies, A. (1999). An Introduction to applied linguistics. Edinburg: Edinburg University Press.

Collaborative Inquiry: Knowledge and Understanding of ICT Fabio Bonilla Universidad Distrital Francisco José de Caldas Bogotá, Colombia Session Type: Awareness Session Trend: Information Technologies in ELT Audience: University Teachers September 20th, 09:30-10:30 This session aims to promote a new understanding of the role Colombian English teachers’ practices play in the construction of knowledge and understanding about ICTs, highlighting some ways in which ICTs can be used for professional development. In exploring some current theoretical and research based inquiries, concepts, and findings, participants will collaborate to socially construct a wider understanding of the role ICTs play in language education and in their professional development. According to Warschauer (2000, 2002), foreign language teaching is not merely about teaching the forms and functions of a foreign language, but in fact primarily about aiding the growth of the learners’ personal and social development, as well as the development of their community. As stated by Wenger (1999), for one to learn, one should participate and contribute to the practices of the community. For the community to learn, it should reshape its practices and open its doors to new members. So how are ICTs used to strengthen our personal and collective sense of identity, our values and history as members of a community of English language teachers in Colombia? This presentation explores some possible ways that English language teachers can use ICTs to enhance their potentials (Farias & Oblinovic 2009, Quintero 2008, & Clavijo et. al, 2009), capitalise on the cultural resources of their communities (Vygotsky 1978) such as their values and their community ties (Warschauer, 2003b), and to promote different ways of working with others by participating in a variety of activities and tasks to strengthen their professional development. We now live in an age in which innovative learning and teaching environments are in continual development, and these

96 environments incorporate ICT to support development (Conacher et. al, 2004). Accordingly, we must reflect, make decisions, and evaluate how we can best adapt ICTs to our context and transform our language learning teaching needs. References Conacher, J., Taalas, P., & Vogel, T. (2004). New language learning and teaching environments: How does ICT fit in? In A. Conacher, J. Littlemore, J. (ed.), ICT and language learning: Integrating Pedagogy and practice. Birmingham: University Press Birmingham. Clavijo, A., Hine, N., & Quintero, L. (2009). Exploring the EFL curriculum through the use of a virtual forum. Farias, M., Obilinovic, K. (2008). Building communities of interest and practice through critical exchanges among Chilean and Colombian novice language teachers. Colombian Applied Linguistics Journal, 11, 63 – 79. Quintero, L., (2008). Blogging: A way to foster EFL writing. Colombian Applied Linguistics Journal, 10, 7 – 49. Warschauer, M. (2004). Of digital divides and social multipliers: combining language and technology for human development.

Rethinking Literature Teaching in the Colombian EFL Setting: Literary techniques, literary elements and literary analysis. Fitzroy Kennedy and Martha Vargas Universidad la Gran Colombia and Colegio Saludcoop Norte Bogotá, Colombia Session Type: Workshop Trend: Developing literacy processes in the ELT classroomAudience: Secondary School Teachers September 20th, 09:30-10:30 and 13:45-14:45 Every so often, the need comes up to teach literature in the foreign language classroom and in such cases many teachers resort to just teaching reading comprehension. Some schools actually have reading classes, but they rarely go beyond the teaching of reading skills and developing reading strategies. Literature is Reality + Language + Aesthetics and Creativity (Naipaul, 1990). The general goals of teaching literature in the foreign language classroom can be understood as:

• The development of linguistic and communicative awareness. • appreciating a foreign culture. • reassessing the learner’s own culture. • analysing literary works as authentic texts (samples of language). • accepting literature as an essential pedagogical tool. • entertainment and aesthetic enjoyment. Literature is the product of interaction between language, culture, and society; thus, it forms an integrating element for the competences involved in learning a language (communicative competences). Because the study of literature can awaken a person’s spectrum of the world in which they live, it is vitally important to teach students about the tools (literary techniques) that writers use when they write and the elements (for example, plot structure, characterization, foreshadowing, genre, and tradition) that are employed. This leads to discussion of how to write an analytical essay that conveys a sense of what a text is saying and by what means it creates its meaning through the use of literary elements and techniques. This workshop provides participants with theoretical fundamentals for teaching literature, as well as practical group activities to identify the uses of literary techniques and elements using excerpts from various authors. Expected outcomes from this workshop include: 1. familiarising participants with essential literary elements and techniques, and how to teach them, 2. encouraging teachers to reflect on their own collaborative and academic writing, 3. making teachers rethink their own literature teaching methodology so as to provide learners with powerful tools to compete at a global level. References Bertens, Hans.(2001). Literary Theory: The Basics. New York, NY: Routledge Bloom, Benjamin. (1956). Taxonomy of Bloom. Chicago, IL: Chicago University Press. Eco, Humberto. (1976). Theory of Semiotics. Bloomington: Indiana University Press Smith, Frank. (2004). Understanding Reading. 6th Ed. Toronto: University of Toronto. Naipaul, Vladimir. (2009). A Writers People: Ways of Looking and Feeling. New York, NY: Random House.

The Quest for Funding for Continued Professional Development Rigoberto Castillo Universidad Distrital Francisco José de Caldas Bogotá, Colombia Session Type: Awareness Session Trend: Lifelong Learning Audience: University Teachers September 20th, 09:30-10:30 This presentation is based on the idea that an application for funding for professional development should take the form of a project. That is to say, there should be stages of careful planning, researching, writing, and execution. It is argued that a persuasive presentation of the strength of your work and of the mission and vision of the institution with which you are affiliated contributes to the success of such a proposal. As in every project, team work is deemed fundamental. The presentation distinguishes between organisations, programs, and opportunities. In the quest for funding, finding the right entity is of the utmost importance. Funding bodies often look for candidates in academic networks, making connection with such networks vital when seeking professional development opportunities. It is necessary to ‘learn the ropes’ in order to get what one wants. For instance, developing the appropriate credentials, references and requirements may require months of preparation; not knowing this can result in missed opportunities. This awareness session covers issues such as tools for grant writing; why, where, and how to obtain grants, scholarships and internships; why, where, and how one can find sponsorship; why, where, and how to get published; and how to bring a scholar or teacher to your institution. With this knowledge, it is hoped that language teachers, as intercultural communicators, will be more aware of their potential to become leaders in professional development and international cooperation for the school or college for which they work. References Curso sobre Formulación de Proyectos. Retrieved from:

http://foundationcenter.org/getstarted/tutorials/shortcourse/ index.html. Guía para Publicar en una Editorial. Retrieved from: http://www.oupcanada.com/esl/publishing/guidelines.html. Guía para Solicitud Becas, Pasantías y Financiación at: http://schoolgrantssources.com/college-scholarships/guide-to- submitting-scholarship-applications. Martin, Brian. (2000). Research grants: Problems and Options. Australian Universities’ Review, Vol. 43, No. 2, pp. 17-22. Pearson, C & S.Vandrick (eds). (2003). Writing for a Scholarly Publication: Behind the Scenes in Language Education. NJ: Lawrence Earlbaum.

Thinking Critical Skills that may Enhance Interaction in Online and Offline Courses Mélida Blanco Pontificia Universidad Javeriana Bogotá Colombia Session Type: Workshop Trend: The EFL teacher as educator Audience: University Teachers September 20th, 09:30-10:30 and 13:45-14:45 This workshop considers the EFL teacher an educator and emphasises new teacher roles regarding the integration of information and communication technologies (ICT) in face-to-face and online language teaching. The target population chosen partake in face-to-face and online general English courses at the presenter’s university. The purpose is to show how a change in the teacher´s role can be directly related to the management and use of critical skills both online and offline. For example, if learners lose focus on social and argumentative dialogues when they are making contributions, the moderator or the teacher can enter as a personal muse or as a reflective guide in order to reorient their interactions, which can also be supported by suitable critical thinking strategies, such as a focus on key points or making connections. The technological tools selected for the pedagogical experience have been chat and Skype, and the samples of dialogues generated by students in the chat and in Skype have been taken from different

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class sessions. Participants are to make a comparative analysis of these dialogues based on categories proposed by Collison (2000). References Collison G., Bonnie Elbaum, Sarah Haavind, and Robert Tinker (2000). Facilitating Online Learning: Effective Strategies for Moderators, Chapter 7, Atwood Publishing, Madison, WI, USA. Gilly Salmon., (2003). E-moderator: The Key to teaching and learning on-line. Second Edition. Taylos & Francis Books Ltd. London. Lorin W. Anderson, David R. ., (2002). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives . (Ed.) Krathwohl.

The Use of Weblogs by High School Students as a Means of Developing Writing and Speaking Skills in English Yezid Páez Universidad Nacional de Colombia Bogotá, Colombia Session Type: Research Report Trend: Information Technologies in ELT Audience: Secondary School Teachers September 20th, 11:00-12:00 This presentation reports on an action research project which examined how pedagogical use of weblogs could help develop speaking and writing skills in English amongst tenth and eleventh grade students at an evening school. The target school follows a curricular system called Educación por Ciclos in which two school grades are taught in the same classroom. This type of curriculum is designed to help adults and young people finish their high school education. The school community is made up of a main body of sixty students and four teachers. The time allotted for the English class is only one hour per week, which is an obstacle to the development of a steady language learning process. The research project focused on a pedagogical design for teaching and learning English that would provide various opportunities for real-life experience and interaction with others. The goal was to support and to guide learners in the process of establishing effective communicative skills through the implementation of Web tools. The use of weblogs helped students

develop speaking and writing skills in a cooperative way. Students did interactive exercises, reflected on daily topics, watched videos, and worked together in order to communicate in the target language. Findings indicate that the use of weblogs provided a greater exposure to the English language and motivated students to write and speak about their real-life experiences. The use of technological tools helped students gain confidence and create an atmosphere of participation and motivation when learning English. The results are especially relevant to blended learning settings in which the time allotted for face-to-face activities is normally insufficient. References Cennamo, K. (2010). Technology integration for meaningful classroom use. Retrieved from http://www.ohio.edu/linguistics/people/kessler/ tech_integration_classroom-1.pdf. Medina, R. (2009). Interaction online tutoring sessions: An opportunity to knit English language learning in a blended program. PFDP Profile. Bogot谩: Universidad Nacional de Colombia. Warschauer, M. & Meskill, C. (2000). Technology and second language learning. Retrieved from http://www.gse.uci.edu/ person/warschauer_m/tslt.html. Warschauer, M. (2002) A developmental perspective on technology in language education. Retrieved from http://www.gse.uci.edu/ person/warschauer_m/docs/developmental.pdf. UNESCO. (2002). Information and communication technologies in teacher education. Paris: Division of higher Education.

Growing Together in the Field of Classroom Assessment: A Preliminary Analysis on the Practicality of Implementing Rubrics in an EFL Program Edgar Pic贸n Universidad de Antioquia Medellin, Colombia Session Type: Research Report Trend: Assessment and Learning Audience: Teacher Trainers September 20th, 11:00-12:00 Assessment of learning is a complex topic in which teachers often need training. Studies carried out in a public university in Colombia have identified a lack of clarity about the construction of evaluation strategies in the teaching and learning of foreign languages and a

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lack of common assessment criteria as key issues. As a strategy to cope with these issues, a study group bringing together academic coordinators and teachers from this university with the intention of promoting their professional development in the fields of testing, assessment, and evaluation was created. This presentation reports some preliminary findings from a collaborative action research project (carried out by the study group) that focused on the design of scoring rubrics to promote more useful, democratic, and fair assessment practices. The presentation is divided into four main parts: The first part briefly describes the creation of the group. The second part examines the study’s theoretical bases, including qualities and principles of assessment. The third part explains the research methodology and presents some preliminary findings related to the practicality of implementing rubrics as the scoring method in an EFL program. The fourth part discusses the impact of the study group on the participants’ professional development. References Altrichter, H., Posch, P. & Someck, B. (1993). Teachers investigate their work: An introduction to the methods of action research. London,NY: Routledge. Arias, C., & Maturana, L. (2005). Evaluación en lenguas extranjeras: discursos y prácticas. Ikala: Revista de Lenguaje y Cultura, 10, 63- 91. Arias, C., Estrada, L., Areiza, H. & Restrepo, E. (2009). Sistema de evaluación en lenguas extranjeras. Medellín, Colombia: Reimpresos, Universidad de Antioquia. Bachman, L. F. & Palmer, A. S. (1996). Language testing in practice. NY: Oxford University Press. Birchak, B., Connor, C., Crawford, K. M., Kahn, L.H., Kaser, S., Turner S., & Short K. (1998). Teacher study groups: Building community through dialogue and reflection. Urbana, Ill: National Council of Teachers of English.

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The Impact of Mixed-Ability Groups (B1 and A2 Level Teachers) on a Teacher Development Programme Sol Herrera Universidad de Córdoba Montería, Colombia Session Type: Awareness Session Trend: Teacher Development Audience: Secondary School Teachers September 20th, 11:00-12:00 Colombia faces a current need to raise the standards of teacher and student education in English. To meet this challenge, in 2005 the National Ministry of Education (MEN) began piloting its Teacher Development Programme (TDP) with distinct schemes aimed at different kinds of populations. Two courses intended for teachers at B1 and at A2 language levels respectively, were designed and implemented by a group of universities in consultation with the British Council, Colombia. The B1 level course is intended to develop teachers’ proficiencies as language users, their knowledge about language, and their practical teaching skills, as well as to encourage reflection on practice and to implement strategies for continuing professional development at B1 level. The A2 level course has the purpose of developing language skills, developing participant teachers’ practical classroom teaching skills, and improving their awareness of the need for reflection as a means of improving professionally. However, some Secretarías de Educación (local education authorities), in order to build a bigger professional community in their regions and expand the motivation for self-development in teachers, asked for courses in which B1 and A2 level teachers are together. This presentation shares results from such experiences in which mixed ability groups of teachers worked together to grow professionally in order to provide better educational opportunities to their students. It focuses on how this experience contributed to the development of these teachers’ senses of professionalism, cooperative work, self-reflection, and responsibility towards both their students

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and themselves. It is hoped that this will also raise awareness about the opportunities for implementing this kind of programme in other regions, with the aim of improving the quality of English teaching and learning through more active and participatory methodologies. References Ministry of Education & British Council. (2007).Teacher Development MEN TDP: B1 level: teacher´s course guide, Bogotá, Colombia. Ministry of Education & British Council. (2009).Teacher Development MEN TDP: A2 level: teacher´s course guide, Bogotá, Colombia. Richards, J. and Farrel, T SC (2005). Professional Development for Language Teachers, New York:Cambridge University Press. Wallace, M (1991). Training Foreign Language Teachers: a reflective approach, Cambridge: Cambridge University Press. Bailey, K. M., Curtis, A, & Nunan, D. (2001). Pursuing professional development: The self as source. Boston: Heinle & Heinle. Hess, N. (2001).Teaching Large Multilevel Classes, S. Thornbury, (Ed.). Cambridge: Cambridge University Press.

ICT and Teachers’ Beliefs, Attitudes and Competencies: An action research study Andrés Hernández and Jorge Mejía Universidad de La Salle Bogotá, Colombia Session Type: Research Report Trend: Information Technologies in ELT Audience: Secondary School Teachers September 20th, 11:00-12:00 The needs and interests of contemporary society have encouraged greater study of the roles of information and communication technologies (ICT) in education, and Colombia has been no exception to this trend. The Plan Nacional de Desarrollo 1998–2002 included ICT for the first time as part of Colombia’s model for economic and social development. In response to this, in 2000, the Colombian Ministry of Education’s initial implementations of ICT, with specific relevance to the field of English as a Foreign Language (EFL) education, included

the donation to various schools of language labs and an interactive software package called English Discoveries. More recently, the Plan Nacional Decenal de Educación 2006–2016 mandates that all schools be provided with a technological infrastructure to support pedagogical processes. Nevertheless, despite such efforts and several studies on how and why to incorporate ICT in schools, there have been relatively few attempts to explain how teachers’ beliefs, attitudes, and ICT competencies are influenced by training programs on the use of ICT. Many experts agree that, in order to develop effective ICT implementation processes, not only should teachers’ ICT competencies be modified but also their beliefs and attitudes towards them. Within this context, this action research study sought to determine the impact of an ICT qualification process on a group of eighteen English teachers from four public schools in Bogotá. A three-step process was designed to introduce new technologies to EFL teachers through wikis. Surveys, diaries, and questionnaires gathered data focusing on teachers’ beliefs, attitudes, and competencies related to ICT that were examined through qualitative content analysis. Initial results suggest that teachers do change their beliefs and attitudes, and this seems to facilitate the integration of new competences (knowledge, skills, and values) into their teaching practice. References Chapelle, C. A. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2 (1), 22-34. Retrieved February 14, 2006, from http://llt.msu.edu/ vol2num1/article1. Dudeney G. (2007) The Internet and the language classroom, Second Edition, Cambridge: Cambridge University Press. Fotos, S., and Browne, C. (2003). New Perspectives on CALL for second language classrooms. Lawrence Erlbaum Associates Inc., Publishers 10 Industrial Avenue. Goodwin-Jones, B. (2000). Emerging technologies: Literacies and technology tools / trends. Language Learning and Technology, 4(2), 11–18. Warschauer M. & Healey D. (1998) “Computers and language learning: an overview”, Language Teaching 31: 57-71.

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Dual Immersion Via Teleconferencing for Language Exchange Adriana Valencia and Oscar Mora Pontificia Universidad Javeriana Cali Cali, Colombia Session Type: Awareness Session Trend: Information Technologies in ELT Audience: University Teachers September 20th, 11:00-12:00 As part of the challenge of internationalisation and international education assumed by the Pontificia Universidad Javeriana, the Department of Communication and Language offers courses in French, Italian, Japanese, Chinese, German, Portuguese and English. It regards such steps as fundamental for the achievement of academic excellence, In the English courses, particularly, students have the opportunity to participate in online sessions via Skype which have become part of a Virtual Exchange Program via Dual Immersion. With the use of desktop computers, video technology and Dual Immersion education, language learners participate in a learning partnership with a number of North American universities that support cultural exploration and second language acquisition. Virtual Dual Immersion via Dual Immersion refers to the reciprocal interaction between two people of different mother tongues in real time in which collaboration fosters communication skills and sociocultural development in the second language through sharing language and global perspectives. This program requires planning before sessions start. Teachers establish goals and expectations for their language courses. With these targets set, they then determine how the program will be incorporated into their course syllabus. First they develop a host activity, which can be an introductory conversation. Then, they invite a guest speaker to class virtually. Finally, they coordinate regularly schedu-

led virtual dual immersion sessions in which students have some conversation tables previously designed by teachers which serve as a starting point for their conversations. These conversation tables provide support, structure and contextualized input for language learners to acquire communication skills through interacting with native speakers while gaining intercultural competency. Results have been positive in terms of motivation and development of fluency in students. They show more respect and a better understanding of a new culture; they communicate with each other on a weekly basis, discover not only another culture but also learn about their own, and of course develop their language proficiency. References Fleming, M & M. Byram (1998). Language learning in Intercultural Perspective: Approaches to Drama and Ethnography. Cambrige University press. Bringle, R. G and Hatcher, J.A Reflection in service-learning: Making meaning of Experience. In: Campus Compact, Introduction to service-learning toolkit: Reading and Resources for Faculty (2nd edition) Providence, RI: Campus Compact. Gerhard N. et al (2003). Intercultural Competence. Council of Europe, May Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Blogging for Real: Bridging the gap between ICTs and Language Learning María Isabel Gutiérrez Corporación Universitaria Minuto de Dios Bogotá, Colombia Session Type: Workshop Trend: Information Technologies in ELT Audience: University Teachers September 20th, 09:30-10:30 Information and Communication Technologies (ICTs) are now part of our everyday language when it comes to lesson planning and curriculum decisions. Using ICTs effectively though, is a matter of knowing why and how we want to use them for pedagogical pur-

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poses. However, it is sometimes hard for teachers to keep up with ever evolving technologies and their possibilities in the classroom. Robert and Chun (2008) assert that in order to make the most out of technology, it is necessary to see it as a methodological tool rather than the methodology to improve students’ learning. In that sense, virtual rooms as part of ICTs aim to promote real communicative and interactive educational practices that will eventually lead students towards becoming more autonomous and responsible for their own learning development. Virtual rooms offer multiple alternatives to introduce students into new learning environments. One of these tools is blogs. Kirk and Johnson (2010) conclude that “weblogs can be used as an effective pedagogical tool to increase efficiency by the professor, enhance participation and engagement in the course by students, and create a learning community both within and outside the classroom”. Regarding the use of forums for language learning purposes, Clavijo, Hine & Quintero (2008) agree on the premise that “language structures need to serve a real purpose for language use in order for it to be learned” (p,3). Similarly, Garrison, (1993) as cited by Corich, Kinshuk, & Hunt, (2004), states that “forums provide a platform that fosters the sharing of ideas, providing a medium where learners can critically evaluate each others ideas and blend elements to create new ideas” (p,2). With respect to process writing, Gardner and Johnson (1997) and Tompkins (1990) propose some stages that guide students into writing and give them various opportunities to revise their writing and end up with a refined product. Refined blogs can be posted and made public so that others within our communities can read and comment on them. Blogs, forums and chats are to name a few of these tools that are rapidly becoming very desirable choices to stimulate students into becoming members of online communities and improve their language skills. This workshop presents a pedagogical application of blogs and forums in which participants will use process writing as the trigger for “real” communication and interaction in the EFL classroom. Participants will be writing blogs, sharing them with their colleagues and responding to the comments received. At the end of the session, conclusions will be made regarding the pedagogical effect web 2.0 tools have on students’ learning development. References Clavijo, A; Hine, N y Quintero, L (2088). The Virtual Forum as an Alternative Way to Enhance Foreign Language Learning. Profile

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Issues in Teachers` Professional Development. Retrieved from: http://redalyc.uaemex.mx/src/inicio/ArtPdfRed. jsp?iCve=169213804013. ISSN 1657-0790. Corich, S.,Kinshuk, &Hunt, L. M. (2004, July 4-8). Using Discussion Forums to Support Collaboration. Paper presented at the Proceedings of the Third Pan-Commonwealth Forum for Open Learning, Dunedin. Gardner, A., & Johnson, D. (1997). Teaching personal experience narrative in the elementary and beyond. Flagstaff, AZ: Northern Arizona Writing Project Press. Kirk & Johnson (2010, December 3rd). 1, 2, 3, Blog: Using Weblogs as a Knowledge Management Tool in the Classroom” (web log research article in progress). Retrieved from http://delaney.typepad.com/ files/kirk-johnson-swam-2010-proceeding-1-1.pdf. Robert, j. and Chun, d. Brave New Digital Classroom: Technology and Foreign Language Learning. Blake: Georgetown University Press, 2008. Stone, S (1995). Process Writing. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk11. htm.

Building the Speaking Skill Ben Goldstein Richmond Barcelona, España Session Type: Workshop Trend: Current trends in research: Pedagogy, learning, linguisticsAudience: University Teachers September 20th, 11:00-12:00 The development of Communicative Language Teaching (CLT) began over 30 years ago. With its emphasis on a functional syllabus, real-life language, and authentic materials, speaking has naturally become more prominent in the classroom. But what kind of speaking really goes on in classrooms today? And why do students struggle so much with this skill? The answer may lie in the kind of tasks that we present to learners. As Thornbury says, “the speaking activities of many course books are often simply exercises in vocalising grammar” (Thornbury 2005). Now, a new generation of materials are changing the parameters by using corpus research to inform the

speaking syllabus (Carter, McCarthy, & O’Keefe 2007). This research can help us to understand the linguistic information that fluent speakers can call upon. Participants in this practical workshop will exchange ideas about these topics. First, they will analyse this linguistic information, looking at spoken grammar and the importance of formulaic chunks in spoken discourse. By examining the question “What makes a good speaker of a language?” they will analyse fluency aids and strategies at the disposal of successful language learners. Next, they will analyse how this linguistic information can be made available to learners. In doing so, five key criteria for speaking tasks are established: productivity, purposefulness, interactivity, challenge and authenticity. Thirdly, participants will focus on the teacher’s role in guiding students to develop the speaking skill through a process in which learners first become aware of this linguistic knowledge (awareness-raising), then integrate these features into their existing inter-language (appropriation), and finally develop the capacity to mobilise these features in real-time conditions (autonomy). Finally, the point is made that spoken language emerging in the classroom can be seen as a communal product derived through a jointly constructed process in which the teacher and learner work together (Breen 1985). References Thornbury, S. (2005). How to Teach Speaking. Longman. Thornbury, S. & Meddings, L. (2010). Teaching Unplugged. Delta Publishing. Nunan, D. (1988). The Learner-Centred Curriculum. Cambridge University Press. McCarthy, M., Carter, R., O’Keefe. (2007). From Corpus to Classroom. Cambridge University Press. Breen, M. (1985). The Social Context for Language Learning from Studies in Second Language Acquisition. 7, 135-158. Cambridge University Press.

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Pedagogical Media and Mediations in Initial Teacher Training under Distance Modality Gloria Liliana Moreno Universidad Distrital Francisco José de Caldas Bogotá, Colombia Session Type: Research Report Trend: Lifelong Learning Audience: Teacher Trainers September 20th, 13:45-14:45 This presentation is based on a research project carried out as part of doctoral work for an inter-institutional Ph.D. in Education. The period 1999-2010 was selected because, although the use of new information and communication technologies (ICT) in distance education (DE) began in the 1980s, it is only at the end of the 1990s that its impact began to revolutionise this methodology (Delacote , 1996). An understanding of ICTs as new forms of pedagogical media and mediation implies the emergence of new ways of interaction and dialogic relationships, not only between educational agents but between knowledge, culture, and the teaching-learning process. This situation makes it necessary to rethink teachers’ initial formation in terms of this methodology. In any teaching-learning process, media and mediations play a central role. In DE programmes, especially, this educational modality has certain characteristics that differentiate it from the face-to-face modality; these include a need to develop high levels of autonomy, to promote direct communication, and the organisation of a guided didactic way of mediated conversation. These aspects are studied in focus groups to establish the effectiveness of the means and mediations implemented and to establish the effects they have on the initial training of teachers. This presentation discusses issues including the professionalisation of teaching in Colombia, initial teacher training, distance education, pedagogical media and mediation, problem statements, international and national experience in DE, and existing gaps. References Bruner, J. (2000). La educación, puerta de la cultura. Col. Aprendizaje.

112 (pp. 29-62). Madrid: Visor. Delacote, Goéry. (1996). Enseñar y aprender con nuevos métodos: La revolución cultural de la era electrónica. Madrid: Gedisa. Díaz, M. (1998). Pedagogía, Discurso y Poder. In Pedagogía, Discurso y Poder (pp. 39-68). Bogotá: CORPRODIC. Eco, U. (1993-1979) Lector in fábula: La cooperación interpretativa en el texto narrativo. Barcelona: Lumen. Fainholc, B. (1999). La interactividad en educación a distancia. Buenos Aires: Paidós.

Intercultural Effectiveness in the Classroom: Meaningful project samples Pilar Sarmiento Universidad de La Salle Bogota, Colombia Session Type: Concurrent session Trend: Intercultural awareness Audience: University Teachers September 20th, 13:45-14:45 One of the challenges for us language teachers comes when referring to interculturalism and how to apply it properly in the classroom. Teachers foster several skills but there is still one that should not be neglected: the intercultural communicative competence (ICC), a concept that is being integrated in the Council of Europe. Lynn Parmenter (2003) found that “ICC requires that students acquire the knowledge, skills, attitudes and critical cultural awareness necessary to communicate interculturally.” (p.119) Hence, the main purpose of this presentation is to first define interculturalism in order to understand the implications it has in the university curriculum. I will also attempt to show the most meaningful experiences in the classroom with intercultural projects carried out by VIII semester students from Mastering English Skills II, a subject in the Modern Languages curriculum at La Salle University. Students worked on these projects throughout the semester. They were given certain parameters first and by using new technologies and very creative activities, they showed the best of countries such as New Zealand, Jamaica, Australia, etc, in terms of sports, indigenous cultu-

res, customs, gastronomy, cinema, music and beliefs. These projects aimed to raise students’ awareness of the impact of having an integral knowledge of countries in which English is an official language apart from the USA or the UK. As students were presenting their projects they also highlighted some aspects of our own Colombian culture which were related to these other cultures. The result: an interesting balanced interaction among several cultures worth being shared. All this productive work is inextricably linked to the PAC (crosscurriculum project for cultural literacy) that La Salle University is successfully leading. This broad project and the ones we came up with in the classroom intend to show the community that each culture has its own modes and ways to communicate, think and act. Keesing (1974) (p.75) References Parmenter, L. (2003) “Describing and Defining Intercultural Communicative Competence: International Perspectives” In M. Byram (ed.) Intercultural Competence, Strasbourg: Council of Europe, pp.119-147. Keesing, Roger M. 1974. “Theories of Culture.” Annual Review of Anthropology [online], volume 3, 73-97. Available: http://links.jstor.org/sici?sici=00846570%281974%292%3A3%3C 73%3ATOC%3E2.0.CO%3B2-R. Byram, M. and Fleming, M. (eds.) 1998, Language Learning in Intercultural Perspective. Approaches through drama and ethnography. Cambridge: Cambridge University Press.

Bridging the Gap between Theory and Practice in the Development of EFL Teachers Eliana Garzón and Julia Posada Universidad Distrital Francisco José de Caldas Bogotá, Colombia Session Type: Awareness Session Trend: Teacher development Audience: Teacher Trainers September 20th, 13:45-14:45 This presentation illustrates the rationale, the tenets, and the actions of a B.A. program in TEFL and reflects on the controversial field of undergraduate language programs in Colombia, as well the profile of the professionals emerging from them. The presentation begins by discussing the target program’s interdisciplinary dialogue and how it

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helps bridge the gaps between theory and practice through specific examples drawn from classroom and project-based tasks. Results from the curriculum experience implementation are then outlined. Teacher development is understood as a continuous process that begins with a B.A. program and continues through professional development courses for in-service teachers. The syllabus of the target program focuses on unresolved issues (núcleos problémicos) that encourage the examination of current classroom practices and the proposal of contextualized innovative practices. The process of formation and development in the target program is different from those in which teacher education is seen as “training”. In the target program, the concept of teacher education evolves through a reflective approach. According to Wallace (1991), in a reflective approach the teacher gains an active, participative, and critical role. One of the main objectives in teacher formation is to help future teachers evaluate their own beliefs and conceptions about teaching, learning, and language. When pre-service teachers are active observers, they accept a role of teacher-researcher (Richards, 1994). In this way, they learn to contribute to their school communities and to the educational field in general. Field experiences offer a means of transition from an academic environment to a field-based, learning environment. Carter & Anders (1996) affirm that the skills students develop in the academic world (for example, reading books, writing papers, and cramming for exams) are considerably different than the skills needed to learn from their own teaching and field experiences. Field experiences are prime opportunities for pre-service teachers to develop experiential understandings of the students they will be teaching, and also provide opportunities to foster appropriate teaching strategies. Connections between the fields of language learning, communication, ethical-political issues, research, and pedagogy are also discussed. These fields attempt to form educators who can propose innovations and contribute to the transformation of schools. Nieto (2003) states that changes and transformations in socio-cultural realities should stem from teachers, who need to learn about their students, feel identified with them, build teaching from their own strengths, and reveal the privileges and prejudices of the educational communities in which they are immersed. Therefore, innovative teachers are those who abandon the comfort, the recipes, and the prescriptions for teaching and who live possibilities inside the classroom that imply risks in personal and professional levels (Wink, 2000).

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References Carter, K., & Anders, D. (1996). Program Pedagogy. In F.B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers. San Francisco: Jossey-Bass. Nieto, S. (2003). Language, culture and teaching. Critical perspetives for a new century. New Jersey, NJ: Lawrence Erlbaum Associates Publishers. Richards, J.C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press. Wallace, M. (1991). Training foreign language teachers. A reflective approach. Cambridge: Cambridge University Press. Wink, J. ( 2000). Critical pedagogy: Notes from the real world. New York, NY: Addison Wesley.

Understanding Fairness in Testing and Considerations when Developing Evaluation Tools for In-house Assessment Martin Horkley Freelance Bogotá, Colombia Session Type: Awareness Session Trend: Assessment and testing Audience: University Teachers September 20th, 13:45-14:45 September 21st, 09:45 -10:45 What makes a test fair? Although all teachers aim to offer fair tests, are the complexities of fairness when producing tests really understood? We have all heard students say “The test wasn’t fair” or we may have been the ones saying it when we were being assessed. As teachers, assessment is part of our daily lives, but how many of us have had formal training in the subject, or an annual standardisation of expected performance for students at a particular level within our institutions? This awareness session aims to help understand the broader considerations when producing fair in-house tests, both in relation to fairness and to quality standards. This session will look at the main issues, such as the need for standardisation in both spoken and written instructions, appropriate procedures, types and range

of questions and the need for internal standardisation of grading productive skills. Simon Lebus (2010), from Cambridge ESOL, stated that “Assessment is one of the most powerful instruments we have available for achieving improved educational outcomes” and that “It therefore needs to be grounded firmly in the education that it is designed to support”. However Hughes (2006) warns us that “Too often language tests have a harmful effect on teaching and learning, and fail to measure accurately whatever it is they are intended to measure.” (p.I). Even the administration of the tests need to be consciously managed “ensuring that raters or interlocutors in a speaking test employ the behaviours that are needed to elicit a rateable speech sample” (Fulcher & Davidson, 2007, p. 258) So, unless we consider the implications of fairness whenever we assess students’ language abilities, then we may well fail them as teachers and professionals, with serious implications for both the institution where the assessment is being made and for the students being evaluated. This awareness session is aimed at highlighting the need for fairness in testing within all types of institutions thus “avoiding bias in favour of, or against, test takers from certain social groups” (McNamara & Roever, 2006, p. 6). Participants will leave with a clear understanding of considerations to bear in mind when designing and implementing fair tests and how unfair tests can seriously affect the performance of a student in either the production of a sufficient sample for assessment or in the evaluation of the sample. References Fulcher, G, & Davidson, F (2007) Language Testing and Assessment ‘An advanced resource book’. Abingdon: Routledge. Hughes, A (2006) Testing for Language Teachers. Cambridge: CUP. Lebus, S (2010) Proceedings from Cambridge Assessment 2010 Network Conference. UK: Cambridge ESOL. McNamara, T, & Roever, C (2006) Language Testing the Social Dimension. Oxford: Blackwell.

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Assessment and Testing: the Common European Framework specifications and their practical implications Kostas Pexos MM Publications Canada Session Type: Awareness Session Trend: Assessment and testing Audience: Teacher Trainers September 20th, 13:45-14:45 September 21st, 09:45 -10:45 One of the many roles a language teacher assumes is that of assessor; many of the decisions made during a language course are related to tests and examinations. This presentation aims to refresh the participants’ knowledge in the area of assessment, linking academic principles with practical needs. A number of fundamental theoretical concepts are discussed, particularly the differences between tests, assessment and evaluation, and also the three key features that should characterize tests: validity, reliability and feasibility. Different types of assessment—such as achievement and proficiency assessment, norm-referencing and criterion-referencing assessment, formative and summative assessment, direct and indirect assessment and holistic and analytic assessment—are briefly discussed, and the key features of each of these types is highlighted. Special emphasis is also to be given to self-assessment, placement tests, speaking tests, and the ways in which new technologies such as CD-ROMs and the Internet can make the compilation and administration of tests easier and more effective. Also explored are ways of using the Common European Framework of Reference in relation to tests and examinations. With the help of the CEF guidelines, language teachers can specify the content of tests, interpret students’ performances, and make comparisons between different examination systems. In this way, the decisions made help ensure that the types of assessment selected are relevant to the needs of students, culturally appropriate, feasible, and rewarding in terms of teacher development. Finally, the concept of the

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portfolio (as specified in the Common European Framework of Reference) can play a significant role as an evaluation tool. It is meant to include not only officially awarded recognition but also a record of more informal experiences involving contact with languages and other cultures, and thus enables an individual to record and present different aspects of his or her language biography. References Alderson, J.C. & Bachman, L.F. (Eds.). (2000). Assessing reading. Cambridge Language Assessment Series. Cambridge: CUP. Alderson, J.C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge: CUP. Bachman, L.F. (1990). Fundamental considerations in language testing. Oxford: OUP. Brindley, G. (1989). Assessing Achievement in the Learner-Centred Curriculum. NCELTR Research Series National Centre for English Language Teaching and Research. Sydney: Macquarie University. Douglas, D. (2000). Assessing Languages for Specific Purposes. In J.C. Alderson & L.F. Bachman (Eds.), Cambridge language assessment series. Cambridge: CUP.

Action Research, a Great Option for Teacher Professional Development Ana Muñoz EAFIT Medellín, Colombia Session Type: Awareness Session Trend: Teacher Development Audience: Heads of Department September 20th, 13:45-14:45 Teacher education courses can be disconnected from teachers’ actual needs, or lack the required quality or applicability. Even when an institution has a good teacher education program, it is important to offer teachers space to reflect on their beliefs, values, and abilities, as well as the way that these affect, and are affected by, students, curricula, and the context. Such reflective teachers can systematically document their inquiries by observing different phenomena in their own classrooms to learn

more about themselves and their students. This systematic and documented inquiry in a specific classroom is called action research (as defined by Chamot). Besides learning new teaching methods and techniques, and strengthening assessment techniques, through this approach teachers can improve their understanding of what works and why, and can become more confident, critical, and creative. As part of their professional development, the adult program coordination at the Universidad EAFIT invited teachers to reflect on their instructional practices and systematically record data on a topic they identified as an area for self-improvement. Teachers who participated in this programme had to perform a review of relevant literature, design instruments, to collect data, design lesson plans, strategies and materials, and evaluate a particular phenomenon in their own classes. Although these teachers had never participated in any action research activity, and what they did was mainly empirical, they followed the suggested standard steps: identifying a problem, planning a course of action, implementing the plan, and observing and evaluating its impact on teaching and learning. Out of the seven projects in this study, four focused on fostering autonomous learning through listening activities; another project focused on the use of web-based activities to promote independent practice; and the other two projects focused on how to teach vocabulary and grammar. This presentation discusses the steps in conducting action research and the presenter’s experience as a coordinator, as well as showing some posters from the projects done by teachers who participated in the study. References Chamot, A.U. (1994). The teacher’s voice: Action research in your classroom. FLES News, 8 (1), 4p. Washington: EIRC. Chamot A U et al, Barnhardt S and Dirstine S. (1998). Conducting Action Research In The Foreign Language Classroom. Northeast Conference 1998, New York, NY. Koçak, Mihri. Mitchell, S., Reilly, R. Logue, M.E. (2009) Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education 25, 344–349p. Chou, Chiou-hui (2010). Investigating the effects of incorporating collaborative action research into an in-service teacher training program. Procedia Social and Behavioral Sciences 2 2728– 2734p. Abou B. El-Dib, M. (2007) Levels of reflection in action research. An overview and an assessment tool. Teaching and Teacher Education 23 24–35p.

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Perception and Production of the Vowel Schwa (/ə/) by Colombian Spanish speakers in L2 English Johanna Vera Freelance Bogotá, Colombia Session Type: Research Report Trend: Trends in research: Pedagogy, learning, linguistics. Audience: University Teachers September 20th, 13:45-14:45 This study assessed the performance of a group of speakers of English as a second language (L2) when perceiving and producing the English vowel schwa (/ə/). In addition, it evaluated the hypotheses proposed by the Speech Learning Model (SLM), developed by Flege and colleagues (1988, 1992, 1995, 1999, and 2002), which suggests that L2 speakers are capable of creating new phonetic categories for new L2 sounds. Ten L2 speakers living in England and whose first language was (Colombian) Spanish, and five native English speakers, participated as informants. The effect of orthography was chosen as an important variable that could be affecting the L2 speakers’ perceptual and productive abilities, as this factor had not been previously studied. The study was carried out in three stages. The first stage evaluated the initial L2 speakers’ perceptual and productive abilities. The second stage consisted of three sessions of pronunciation training. Finally, the third stage evaluated whether the learners had improved in a post-training context. Perception was evaluated by having L2 informants judge several English words that included correct and incorrect pronunciations. Percentages of correct answers were contrasted to the results obtained from the native speakers. Regarding production, acoustic measurements of the quality and duration of the L2 learners’ vowels were taken for comparison with the native speakers’ productions. Results suggest that most of the L2 speakers were influenced by the orthography of the words; therefore, they perceived and produced the English schwas as instances of their native vowels. In consequence, as predicted by the SLM, there was a blocking effect on the creation of new L2 phonetic categories,

and no improvement was seen after the training in terms of quality. On the other hand, it was interesting to note that the model schwas produced by the native English speakers also appear to be influenced by the orthography and are not as stable in quality as would be expected for this vowel phoneme. References Flege, J.E. (1988). The production and perception of speech sounds in a foreign languages. In: Harris Winitz (Ed.), Human communication and its disorders: A review (pp. 224-401). Norwood, NJ: Ablex. Flege, J.E. (1992). Speech learning in a second language. In: C. Ferguson, L. Menn & C. Stoel-Gammon (Eds.), Phonological development: Models, research, and implications (pp.565-604). Timonium, MD: York Press. Flege, J.E. (1995). Second-language speech learning: Theory, findings, and problems. In W. Strange (Ed.) Speech perception and linguistic experience: Issues in cross-language research (pp.229-273). Timonium, MD: York Press. Flege, J.E. (1999). Age of learning and second-language speech. In: D. Birdsong (Ed.), New perspectives on the critical period hypothesis for second language acquisition (pp.101-132). Hillsdale, NJ: Lawrence Erlbaum. Flege, J.E. (2002). The relation between L2 production and perception. In: J. Ohala, Y. Hasegawa, M. Ohala, D. Granville, & A. Bailey (Eds.), Proceedings of the 14th international congress of phonetics sciences (pp. 1273-1276). Berkeley, CA: Department of Linguistics.

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How do EFL State Colombian Teachers Cope? Noldin Salas and Sandra Santamaría Secretaría de Educación de Barranquilla Barranquilla, Colombia Session Type: Workshop Trend: The EFL teacher as educator Audience: Secondary School Teachers September 20th, 13:45-14:45 This presentation discusses different challenges faced by Colombian state English teachers, as well as ways in which they have been met (Tenti Fanfani, 1995, 1998, 1999; Tedesco, 198, 1999). This presentation offers insights into facing challenges stemming from various sources, from the classroom up to governmental policy. The first part discusses challenges faced at three distinct levels. At the classroom level, teachers constantly face issues related to student motivation. At the institutional level, they face administrative planning issues related to the English curriculum (for example the number of hours for the program, expectations about exit level, and lack of professional development opportunities). At the governmental level, teachers face pressures from the demand established in the Colombian Ministry of Education’s Programa Nacional de Bilingüismo. The government’s aim is for eleventh-grade students to reach a B1 language level and teachers a B2 level (few teachers, at present, have achieved this), by 2019. Moreover, teaching methodologies are not up to date, and opportunities to update them are difficult (Usma, 2009). Moreover, at the governmental level (and impacting the institutional and classroom levels), teachers also face a requirement to implement the Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés, based on the Common European Framework of Reference for Languages (CEFR). The presenters will show how they themselves have coped with the aforementioned challenges. Growing awareness of their role as educators and professionals, active participation in learning communities, and constant reflection and integration of theory and practice, amongst other practices, have helped them cope with the demands

of their students, institutions, and the regional and national governments (Shon, 1991; Hords & Sommers, 2008; Clarke, 2008; Tedesco & Tenti Fanfani, 2003). Particular strategies which are applied to help them cope are explained, and participants are invited to share their own coping strategies. Finally, audience contributions are to be integrated with the presenters’ experiences and some relevant scholarship on teachers’ professional development will be shared (Lave & Wenger, 1991; Cárdenas & Nieto, 2010; Avalos, 2001; Hargraves, 1999). This session is intended to contribute to the ongoing discussion on how teachers develop and construct their identities as ELT professionals within their own contexts and realities (Mejia, 2008). References Avalos, B. (2001). El desarrollo profesional de los docentes. Proyectando desde el presente al futuro. Support document of the Seminario sobre Prospectivas de la Educación en América Latina y el Caribe (August 23rd-25th, 2000). Chile. Cárdenas, M., Nieto, M. (2010). El trabajo en red de docentes de inglés. Serie Lenguas Extranjeras. Bogotá, DC: Universidad Nacional de Colombia. Foulger, T.S. (2005). Innovating professional development standards: A shift to utilize communities of practice. Essays in Education, 14. Retrieved from http://www.usca.edu/essays/vol14summer2005.html Shön, D. (1991). The reflective practitioner. How professionals think in action. London: Ashgate Publishing Ltd. Usma, J. (2009). Globalization and language and education reform in Colombia: A critical outlook. Íkala, Revista de Lenguaje y Cultura, 14 (22).

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Eleventh Graders’ Perspectives and Functions of Code Switching Jeniffer Posada Centro Colombo Americano Pereira, Colombia Session Type:Research Report Trend: Current trends in research: Pedagogy, learning, linguistics Audience: Academics- Teacher trainers September 21st, 09:45 -10:45 According to Kasperczyc (2005, p. 1), ‘code switching is the alternation of two codes (languages or idioms) between people who share those particular codes’. Therefore, code-switching is the switching of languages in the development of a conversational act between bilinguals. However, Koziol (2000) emphasized that fluency is one of the most important features in code-switching between languages, taking into account that this is closely related to the level of bilingualism, or mastery of the two languages, and a rule-system that makes code-switching an alternation, not interference. To illustrate code-switching, consider the sentence ‘I like to eschuchar pop music’. In this sentence, the verb “listen” is substituted with a word of equivalent meaning in Spanish. Poplack (2000, p. 228) calls this process equivalent constraint (2000, p. 228), supporting Brice & Brice’s (cited in Hughes et al., 2006, p. 7) definition of code switching as ‘the use of complete sentences, phrases, and borrowed words from a language other than the first language’. This research project on code-switching had as its main objectives the identification and description of the functions of, and perceptions about, code-switching among eleventh-grade students in a bilingual school. Information about twelve functions and perspectives about code-switching was gathered through interviews (semi-structured and informal), audio-recordings, and field notes. Data analysis revealed that the participants indeed used these twelve functions and that three of the participants conceived code-switching as a communicative strategy, without even realising that they were doing it. It was also found that the participants used code-switching for hu-

morous effect, to transmit a certain message, or to express particular aspects of the individual interlocutor. Accordingly, it was concluded that students code-switched because they understood the classroom and the English as a Foreign Language class as a bilingual setting in which they could use not only the target language, English, but in some cases the mother tongue in order to achieve greater fluency of meaning. This reveals the intentions of balanced bilinguals, such as the participants, when code-switching and, in addition, the participants’ own perspectives on this topic, which in turn shows how code-switching can tell us more about their communicative oral skills. This presentation focuses on sharing findings about code-switching in the specific setting mentioned and on raising awareness of teachers about this phenomenon in the EFL classroom. References Hughes, C. et al. (2006). Code switching among bilingual and limited English proficient students: Possible indicator of the giftedness. Journal for the Education of the Gifted, 30(1), 7- 28. Kasperczyc, L. A. (2005). Implementing code-switching in the classroom. Retrieved from http://www.daemen.edu/academics/SRT/articles_files/DURF_ Kasperczyk_2005_Paper.pdf. Koziol, J.M. (2000). Code switching between Spanish and English in contemporary American society. (Unpublished undergraduate thesis). St. Mary`s College of Maryland, Maryland. Poplack, S. (2000). Sometimes I´ll start a sentence in Spanish y la termino en español: Toward a typology of code-switching. In L.Wei (Ed.), The bilingualism reader (pp. 221-256). London: Routledge.

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How to Design a New English Language Test: A practical approach Christopher Hurling Universidad Externado de Colombia Bogotá, Colombia Session Type: Awareness Session Trend: Assessment and testing Audience: University Teachers September 21st, 09:45 -10:45 This presentation shares experiences of test development processes at a university in Colombia. The context is that of a proficiencytype test at CEF B2+ level, which all students must pass in order to graduate, regardless of whether they studied English at the university. Although this test was in place for a number of years, assessing reading, writing and speaking skills, there were many issues with its validity and reliability: • Content validity: an inadequate range of skills were tested (for example, reading items predominately tested scanning for specific information). • Construct validity: the number of questions to accurately assess specified skills was inadequate (for example, only ten items from one text were used to test reading ability, and there was only one writing task). • Criterion-related validity: the level of English required to pass was uncertain and varied from test to test. • Face validity: there was mistrust of the test by both teachers and students • Reliability: open-answer reading items were graded subjectively, and different graders gave different scores/grades because no pass standard had been set, nor had teachers been trained how to grade. A project management approach was adopted with a clear specification and plan containing key deliverables and milestones. The department leaders decided that listening skills would not be directly tested on grounds of practicality, but that reading, writing

and speaking skills would be tested directly. Benchmarking of public proficiency exams produced a specification for reading texts and a prioritized list of item types. Two pilot versions of the exam were tested on 6 groups of students representing a range of abilities within one level above/below the standard of the exam. Reading items were analyzed using item facility and item discrimination methods. Test results were compared to IELTS/TOEFL scores for a sub-segment of the pilot group. Piloting provided criterion validity for the new exam, and future versions of the test. The new test that was developed as a result is more reliable than the old one due to the use of analytical rubrics to score writing and speaking skills, more objective assessment through short-answer and multiple-choice reading items, teacher training about the new test, and a grader calibration session. Finally, this presentation considers the pedagogical implications of designing such an exam, including backwash on the curriculum and syllabus. At the university, this has led to: • Updating of formative and summative testing to integrate the new item styles. • Teacher training on how to teach skills. • Revision of course material (for example, the introduction of a genre-approach to complement existing process-writing). • Supporting learners through exam training. References Alderson, J.C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge: Cambridge University Press. Brown, H.D. (2004). Language assessment principles and classroom practices. New York: Pearson Education Inc. Fulcher, G., & Davidson, F. (2007). Language testing and assessment – an advanced resource book. Abingdon: Routledge.

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Analysing University Students’ Discourses as Citizens in the EFL Classroom Ingrid Bello Universidad Distrital Francisco José de Caldas Bogotá, Colombia Session Type: Research report Trend: Developing literacy processes in the ELT classroomAudience: University Teachers September 21st, 09:45 -10:45 This research report describes and presents results from a classroom-based study that explored the social discourses and citizenship competencies of a group of university students in an academic EFL setting. The pedagogical intervention consisted of project-based activities that were conceived from a contextualist and sociocultural perspective of language learning (McKay & Wong, 1996; Norton & Toohey, 2002) to unveil the learners’ social identities, cultural models and societal discourses (Gee, 1999; 2004). Accordingly, the theoretical discussion addresses three focal topics: language learning as a social practice, students’ discourses on social issues, and the EFL classroom as a place for citizenship education. Within that framework, the presentation discusses the process developed to plan, implement, and evaluate an innovative instructional proposal to connect the contents of the EFL class with the learners’ social reality in accordance with the principles of project-based learning (Stoller, 2002). In addition to explaining the pedagogical strategies employed in the project, the report shows how a discourse analysis approach was used to identify and interpret the students’ social representations, their critical stands on topical issues, and their interests in social transformation. Examples from the data gathered from student artefacts, transcriptions of project oral reports, and a conference with the participants, were used to illustrate the findings. This presentation provides an enriching learning experience for other EFL educators who are interested in bringing their students’ experiences and background knowledge into the classroom in order to enhance the social construction of knowledge. As a practical application of various ELT theoretical principles, this presentation is also an invi-

tation to acknowledge the influence of ‘the outside world’ on the teaching and learning practices that take place inside the language classroom and to engage in the challenging but worthwhile task of exploring that outside world with students. References Gee, J. (1989). Literacy, discourse, and linguistics: Introduction. Journal of Education, 171(1), 5-17. Gee, P. (1999). An Introduction to discourse analysis: Theory and method. New York: Routledge. Gee, P. (2004). Discourse analysis: What makes it critical? In An introduction to critical discourse analysis in education (19-50). Retrieved from http://jamespaulgee.com/sites/default/files/pub/CriticalDiscour se.pdf . McKay, S. & Wong, C. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66(3), 577-609. Norton, B. & Toohey, K. (2002). Identity and language learning. In Robert Kaplan (Ed.), The handbook of applied linguistics. (pp. 115-123). Oxford: Oxford University Press.

“Is this my Grade? How come?!”: Exploring feedback on oral tests Kelly Puentes Universidad de La Salle Bogotá, Colombia Session Type: Research Report Trend: Assessment and testing Audience: University Teachers September 21st, 09:45 -10:45 This presentation aims to highlight the relevance of feedback on EFL oral tests by examining and discussing the process and findings of a research project focused on analysis of feedback practices on oral tests that was conducted at a private university in Bogotá. This descriptive, interpretive, and qualitative study described and interpreted both feedback provided by teachers, and their insights regarding this practice, and also the types of feedback students received on oral tests, as well as their expectations about, and insights on, such feedback.

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Data was collected by analysing written feedback provided by teachers, administrating questionnaires to teachers and students, and conducting semi-structured interviews. Data was analysed with the grounded approach using the scientific software Atlas.ti. It was found that teachers mainly provided written feedback focusing on students’ mistakes in terms of various linguistic aspects. Teachers highlighted the importance of feedback, but they reported a number of limitations in providing well elaborated comments. Students also acknowledged the importance of feedback for their language learning process, but most also reported a number of weaknesses in the practice. Students had a number of expectations about feedback on oral tests, most of which were not being fulfilled. These findings were analysed from a Critical Language Testing perspective (as proposed by Shohamy 1997, 1998, 2001a, 2001, 2004), which suggests that testing practices should become more democratic by admitting the collaboration of those tested. In this way, teachers can turn tests into powerful pedagogical tools to improve and facilitate second language learning. This presentation analyses the findings and pedagogical implications of the project as an aid to enrich participants’ feedback practices in any setting. Keywords: Critical language testing, feedback, students’ insights, teachers’ insights, students’ expectations. References Baker & Montgomery (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16(2007), 82–9. Retrieved from JSTOR Database. Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards to classroom assessment. London: Kings London College. Shohamy (2001). The social responsibility of language testers. New perspectives and issues in education language policy. Philadelphia:John Bejamins Publishing. Shohamy, E. (2004). Assessment in multicultural societies: Applying democratic principles and practices to language testing. In: Critical pedagogies and language learning. UK: Cambridge. Shohamy, E (2005). The power of tests over teachers: The power of teachers over tests. In D.J. Tedick (Ed.) Second language teacher education: International perspectives (Chapter 6). New Jersey: Lawrence Erlbaum Associates

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A Proposal of an Instrument to Assess Oral Production in EFL Leyla Lobos and Paula Jullian Romani Pontificia Universidad Catolica de Chile Santiago, Chile Session Type: Research Report Trend: Assessment and testing Audience: University Teachers September 21st, 09:45 -10:45 This research report will present a proposal of an instrument of evaluation to assess oral competence in an L2. The definition of clear assessment criteria for oral skills in a foreign language is essential for an accurate description and evaluation of a speaker’s performance given the difficulty of assessing such competence due to its fleeting nature (Luoma, 2004). Besides, the presence of pseudo-linguistic features in speech affects oral performance, and may also affect the evaluator’s subjective perception. Thus, the assessment of oral performance in an L2 depends, to a large extent, on the assessor(s), who may judge these features quite differently. This may lead to a considerable disparity in the grading of the same learner, thus violating one of the key principles of evaluation: validity and reliability. (Hughes, 1989; Luoma, 2004) These criteria are normally based on International Standards (CEFR, 2001); however, these may not comply with the particular needs of an institution. Therefore, we devised an instrument of evaluation which aims to combine both, following what we have called an additive approach identifying different criteria, subcriteria or axes and bands. Our proposal includes specific descriptors which grade students within the level of a given course of instruction, defining the expected linguistic behaviour for that particular level and grading that outcome in three sublevels of achievement. This instrument enables the evaluators not only to identify whether the speaker has achieved the expected level of performance or not, but also to grade the quality of such performance as ‘achieved’, ‘achieved +’, ‘achieved ++’. These descriptors are also associated to quantitative scores so

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as to meet the requirements of the local curricula and institutional needs. These rubrics have been used in our educational context for the last 5 years, where they have confirmed their potential, despite being under permanent scrutiny to improve and refine the description of the linguistic behaviour expected. References American Council on the Teaching of Foreign Languages. (1999). ACTFL proficiency guidelines. Retrieved from http://www.actfl.org/i4a/ pages/index.cfm?pageid=3325 Cambridge ESOL. (2008). Common European Framework of Reference for Languages (CEFR). Retrieved from http://www.cambridgeesol.org/ what-we-do/europe/cefr.html Council of Europe. (2001). Common European Framework of Reference for Languages. Cambridge: Cambridge University Press. Hughes, A. (1989). Testing for language teachers. Cambridge and New York: Cambridge University Press. Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press. Palmberg, R. (1983). On the use of Lexical Avoidance Strategies in Foreign Language Communication. Psycholinguistics and Foreign Language Learning, Papers from a conference. Stockholm: Sweden & Abo Finland. Trinity College. (2008).Trinity Exams Guidelines Integrated Skills in English Examinations, Period 2008-2010. London: Author.

Children’s Narratives: A mirror of their social sensitivity Paola Quevedo Universidad Pedagógica Nacional Bogotá, Colombia Session Type: Research report Trend: Developing literacy processes in the ELT classroom Audience: Primary School Teachers September 21st, 09:45 -10:45 Traditional instructional practices and an interest in bridging the gap between school philosophies and the socio-critical dimension of writing are the primary issues addressed in this presentation. It discusses the development of a pedagogical intervention intended to encourage children’s social sensitivity, voice, and awareness with

regard to their immediate realities through the writing of narratives related to their life stories. Participants in this study were accustomed to writing papers oriented towards academic and technical aspects of writing; however, with the creation of a writing centre oriented towards the exploration of their social views, their exercise of writing transformed into a social practice. This writing centre encouraged them to express their social views and other issues that took into account their own realities. It also promoted and inspired children to develop a socio-critical dimension in their writing. In writing narratives, children “narrativise” the experiences they have lived and expand on their awareness concerning the social issues encapsulated in such life stories. The intention was to provide them with a social environment in which they could recall and make sense of their particular experiences by reflecting and valuing their written products. Conferences served as expansions of their voice and as supportive instruments through which students could assert their awareness, interest, and understanding of the related components surrounding the experience. In this way, this research project attempted to provide students with a transformative writing experience that empowered their identity as social beings who nurture this reality and contribute to a more literate society. This case study used a qualitative interpretive case methodology and was carried out in accordance with the fundamental principles of Critical Pedagogy theory (such as voice, conscientisation, and reflexivity), drawing on the work of Freire (1973) and Wink (2001). In addition, considerations regarding narratives and writing as a social practice were based on McEwan and Egan (1995), Lerner (2001), and Goodman (1990), all of whom promote and value the literacy process as an unfolding of reflective awareness that permits subjects to ”narrativise” and humanise their surroundings. Participants will particularly learn how such social practices were reflected in the narratives, voices, and human consciousness of the 10 fifth-grade participants. References Freire, P. (1973). Concientización. Bogotá, Colombia: Colección Educación Hoy, perspectivas latinoamericanas, pp. 36 segunda edición. Goodman, Y. (1990). How children construct literacy-Piagetian perspectives, pp. 95 London, England: International Reading Association. Lerner, D. (2001). Leer y escribir en la escuela: lo real, lo posible, lo necesario, pp. 12-69. México, D.F.: Fondo de Cultura Económica. McEwan, H. & Egan, K.(1995). La narrativa en la enseñanza, el aprendizaje y la investigación, pp. 48-125. Columbia University: Teachers College Press.

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Wink, J. (2001). Critical pedagogy, Introduction: welcome to my real world. Chapter 2: Critical pedagogy: what in the world is it? pp. 27 – 74 .Addison Wesley. Longman.

Choose the Best Answer: A, B, or C Sonia Hernández and Marisol Triana Pontificia Universidad Javeriana Bogotá, Colombia Session Type: Workshop Trend: Assessment and Testing Audience: University Teachers September 21st, 09:45 -10:45 Testing is one of the tools used to gather information on teaching and learning processes that, along with other forms of assessment, allow teachers and administrators to make decisions that ensure quality in those processes. This is the very purpose of evaluation; thus it is extremely import to have good tests. However, those involved in teaching often pay insufficient attention to testing. In some cases, tests are simply copied from different test booklets, books, or other sources (such as the Internet). In other cases, the types of items included in tests are dependant on the time it will take to grade them, with multiple choice questions often being preferred by teacher-designers – though without real awareness of what the design of multiple choice items really implies. This workshop shares what the presenters have learned through their work on test design for the English courses offered by the EFL division at Pontificia Universidad Javeriana, in order to raise awareness of the need for subject testing items designed by those directly involved in the process from teaching to evaluation. Accordingly, participants are asked to design a testing item on a given topic. After sharing these items, there is a discussion about their nature, and afterwards participants receive and analyse some faulty items on the same topic so that they can make any necessary corrections or propose alternative tasks to improve them. Finally, participants share their work and it is compared with the presenter’s work. Ultimately, the intention is that participants come to understand that it

is much better to have multiple choices of items instead of a multiple-choice-item exam. References Alderson, C., Claphan, C., & Wall, D. (1995). Language Test Construction and Evaluation. Cambridge: CUP. Bachman, L. F. & Palmer, A. (1996). Language testing in practice. Hong Kong: Oxford University Press. Brown, D. (2004). Language assessment: principles and classroom practices. USA: Longman. Savignon, S. (2005). Communicative language teaching: Strategies and goals. In Handbook of research in second language teaching and learning. New Jersey: Lawrence Erlbaum Associates, Inc.

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Informative Sessions

Infomative sessions

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Professional Development Opportunities at the Centro Colombo Americano, BogotĂĄ Luz Libia Rey Centro Colombo Americano Bogota-Colombia Session Type: Informative Session Audience: All September 19th, 15:45-16:54 This informative session will highlight information of interest to EFL teachers engaged in professional development activities. First, the session will present the Amity Exchange Program, for which the Centro Colombo Americano serves as screening officers. This program offers two exchange opportunities in the U.S. for teachers. The Amity intern program offers one-year assistantships for students studying to be teachers in Colombia, as assistants in Spanish language classrooms in the U.S. The second, the teacher exchange program, offers 1-3 year full-time teaching positions for established teachers of English and other content areas. The session will also highlight the services of the Colomboâ&#x20AC;&#x2122;s testing office and describe the English language proficiency exams offered by this office, particularly those that may be of interest to teachers of English, including tests from the University of Michigan (MET, ECCE, ECPE). Finally, the presentation will introduce teachers to the new online TEFL Certificate offered by the Centro Colombo Americano. This program offers an accessible, affordable way for teachers to update their current knowledge of ELT methodology. Upon successful completion of the program, participants receive the First TEFL Certificate from Hunter College (CUNY).

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Blended Learning: A 21st century need Carolina RodrĂguez Buitrago Cambridge University Press Bogota-Colombia Session Type: Informative Session Audience: All September 19th, 15:45-16:54 The 21st century and its demands call for a new kind of learner. Critical thinking, autonomy, cultural literacy, global citizenship, and IT skills, among others, are the qualities expected from a learner nowadays. Therefore, learners are preparing to become competent in this new and globalized world. Every day, students are looking for places, techniques, methods and approaches that can help them improve their skills to succeed and achieve their goals. A combination of rapid advances in technology and studentsâ&#x20AC;&#x2122; pressing needs, have lead to innovative forms of learning gaining strength in our Colombian educational setting. More and more students around the country are trying to find alternative ways to learn English because of their busy lives and tight schedules; and because they realise that nowadays, English is a need, not a luxury. Besides, time and physical distance are not an issue to find a place to study anymore. One just needs to have the need or desire to learn and a thousand tools are available. Consequently, Cambridge University Press, in its urge to satisfy studentsâ&#x20AC;&#x2122; needs with the best products, is launching B1 Online. B1 online is a 100 hour blended course that offers students the chance to go from a solid A2 level to a B1 level. In this session, attendees will be informed of the benefits this new product has to offer, and of its importance and relevance in fulfilling the new blended learning needs of our students.

Professional Development: Learning English AndrĂŠs Guerrero Richmond Publishing Bogota-Colombia Session Type: Informative Session Audience: All September 19th, 15:45-16:54 Professional development is an elusive term in education. To many, the term conjures up images of in-service days and workshops. To others, it refers to a process in which teachers and professionals work under supervision to gain tenure or to enhance their professional practice. In this paper, professional development is defined as an ongoing learning process in which teachers engage voluntarily to learn how best to adjust their teaching to the learning needs of their students. Professional development is an evolving process of professional self-disclosure, reflection, and growth that yields the best results when sustained over time in communities of practice and when focused on job-embedded responsibilities. An important consideration is the educational context in adult education. Pontz (2003) highlights minimum conditions that education for adults need to meet in order to be effective: clarity of goals, adequate challenge levels, capitalization on previous knowledge, sustainability over time, organizational support, and alignment of achievement with the goals set. Sparks (2002) argues that professional development should be embedded in the daily lives of teachers, with strong administrative support and use of strategies that are tailored to their specific needs in terms of language, culture, or pedagogy. Today, being able to speak at least two languages is one of the most important aspects for professionals in order to be more efficient in their jobs. Bilingual communication is needed in international business amongst companies, countries and continents. Becoming multilingual is a goal for students and professionals around the world, given the importance of innovating and developing new methods and strategies in marketing and communication. For this reason a new series for teaching EFL is introduced: ESSENTIAL AMERICAN ENGLISH. This book is especially designed for adult learners, and is focused on contemporary topics and components with plenty of practice and extra material to build studentsâ&#x20AC;&#x2122; confidence.

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The BA in EFL at Universidad Distrital Alba Olaya Universidad Distrital Francisco José de Caldas Bogota-Colombia Session Type: Informative Session Audience: All September 19th, 15:45-16:54 The session opens with background information on the EFL Teacher Education Program (LEBEI) at the Universidad Distrital Francisco José de Caldas. The audience will then be offered a chance to network by participating in The Pedagogical Projects/Internships in which LEBEI students may conduct research and or support your school projects. The audience will also be invited to send in their papers for publishing in the LEBEI on-Line Journal “Top Grade.” At the end of the session, participants will be asked to fill out a survey on the image that they have of the EFL Teacher Education Program and of their alumni. Results shall be used in the processes of accreditation.

Enhancing Language Learning Processes: A communicative and task-based approach at La Salle University Languages Centre. Paola Forero Salamanca and Angela Patricia Quintero Farfán La Salle University Languages Center Bogota-Colombia Session Type: Informative Session Audience: All September 19th, 15:45-16:54 This informative session will report on how La Salle University Languages Centre has become the best option for its students to ac-

complish their need for cultural and academic language learning. The Languages Center proposes the use of different tools and strategies to foster studentsâ&#x20AC;&#x2122; interest and motivation on learning English. This is achieved by planning and developing activities which have a particular emphasis on student interaction, such as the English Club, the E-portfolio and the Cultural Clip. La Salle University Languages Center (CLUS) aims at developing language learning based on activities that promote autonomous learning and the use of CALL supported by a meaningful teaching methodology.

Digital skills work: True interaction for students and teachers Ricardo Romero Oxford University Press Bogota-Colombia Session Type: Informative Session Audience: All September 19th, 15:45-16:54 Many materials designers have been working really hard to implement digital support for both teachers and students. However, most websites and CD Roms offer a limited experience as the teacher does not receive reports on performance, and is not able to assign homework, track progress, identify weaknesses and assign additional work. This presentation shows Oxford University Pressâ&#x20AC;&#x2122;s latest digital developments in this area.

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Maestría en Enseñanza de Lenguas Extranjeras - Universidad Pedagógica Nacional Judith Castellanos Universidad Pedagógica Nacional Bogota-Colombia Session Type: Informative Session Audience: All September 19th, 15:45-16:54 The purpose of this presentation is to provide detailed information about the graduate program in Foreign Language Teaching from Universidad Pedagógica Nacional. This graduate program is offered to FFL, EFL, ESP, and EAP teachers interested in improving their teaching practices and conducting research in their classrooms or educational communities. The talk will address academic issues and will provide an overview of the main aims, research lines, and characteristics of the program. We will also inform the audience about key dates and procedures for registration and admission requirements.

A Path to Professional Development: Challenges and opportunities Pedro Maldonado Universidad de La Sabana Bogota-Colombia Session Type: Informative Session Audience: All September 19th, 15:45-16:54 In this session the Director of the Masters programmes from the Department of Languages and Cultures at the Universidad de la Sabana, will outline the main features of the Masters programs currently offered in the Department. A discussion will also be held regarding the rationale behind the programmes, the structure of the Study Plans and the upcoming professional opportunities that future candidates may have. Practical recommendations in the field of professional development will be also shared with the audience.

Get Smart Superteacher Kostas Pexos MM Publications Canada Session Type: Informative Session Audience: All September 19th, 15:45-16:54 The demands on an ‘ordinary’ teacher seem to be increasing every day. It would seem that a ‘’Superteacher’’ is required. However, are you, or can you become, a ‘’Superteacher’’? And if not, what can help us become at least better teachers? There are four steps which aid in improving the effectiveness of any teacher. These are lesson planning, preparing ‘good’ learning tasks, using teaching aids and a ‘good’ course book. Lesson plans not only help a teacher organise his/her thoughts, but also allow them to come up with activities that help students learn more effectively. With experience, teachers are also able to improve upon activities that have worked well in the past and those that haven’t . ‘Good’ learning tasks should be both effective and engaging to learners. Among other things, they should enable learners to manipulate and practice specific features of language, thus rehearsing the communicative skills they will need in the real world. They should activate psychological or psycholinguistic processes of learning, and involve learners in solving a problem, coming to a conclusion, or sharing information. A teaching aid is any tool used by the teacher. It may be anything from a poster to an interactive whiteboard. New technology has brought an amazing array of teaching aids to the EFL classroom, and the use of such devices has caused a transformation in teaching and learning. Finally, a ‘good’ course book, especially for teaching English to children, should have several key features: songs and games, a variety of topics, text types and activities, cross curricular and cross cultural information. It should enable students to learn through the five senses and should be based on a methodologically sound theory. In the course of this session, participants will have the opportunity to discuss the four factors mentioned above in detail and also see

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how Get Smart, a course book for children, with its features and state-of-the-art components can help them teach more effectively.

Speak Out with “Speak Out” Mark Beavis Pearson Education Bogota-Colombia Session Type: Informative Session Audience: All September 19th, 15:45-16:54 In this presentation, the speaker will be presenting the new ‘Speak Out’ series from Pearson Education Colombia for the adult sector. During the session, delegates will see a broad overview of how the numerous components available to compliment classes can be used to engage students in today’s more diverse and interactive, contemporary learning environments.

Continuing Professional Development Framework for Teachers of English Aida Salamanca and Nick Lidwell British Council Bogota-Colombia Session Type: Informative Session Audience: All You are on a journey as a teacher of English. But where do you want to go? What do you need to do to get there? What’s the best pathway for you? In this session we will introduce the Continuing Professional Development Framework for Teachers of English, as a tool to help you understand the stage you’re at, and find out ideas to help you develop as a teacher.

Index of Presenters

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Beavis, Mark ...Page 144 Bello, Ingrid ...Page 128 Blanco, Mélida ...Page 99 Bonilla, Fabio ...Page 95 Page 42... Cárdenas, Franklin Page 29... Carrier, Michael Page 79,142... Castellanos, Judith Page 98... Castillo, Rigoberto Page 73... Cedano, Consuelo Page 55... Colorado, Patricia Page 62... Corredor, Angela Page 72... Crouch, Laurie Echeverry, Nancy ...Page 56

Garzón, Eliana...Page 113 Garzón, Edgar...Page 91 Guerrero, Andrés...Page 139 Goldstein, Ben...Pages 38,69,109 Gómez, Norman...Page 78 Gutiérrez, María Isabel ...Page 107

Page 140... Forero, Paola

Page 104... Hernández, Andrés Page 134... Hernández, Sonia Page 84,103... Herrera, Sol Page 115... Horkley, Martin Page 126... Hurling, Christopher

Julian, Paula...Page 131 Lemos, Consuelo ...Page 90 Lidwell, Nick...Page 61,144 Lobos, Leyla...Page 131 López, Margarita...Page 67

Page 96... Kennedy, Fitzroy

Maldonado, Pedro...Page 142 Mejía, Jorge ...Page 104 Molina, Yeisy ...Page 64 Montoya, Oscar...Page 56, 76 Mora, Oscar...Page106 Mora, Raúl...Page 50 Moreno Gloria Liliana...Page 111 Moss, Gillian...Page 58 Muñoz, Ana...Page 118

n P

Page 46, 81... Noel, Barbara Page 79... Núñez, Astrid

Olaya, Alba...Page 140

Page 87... Páez, Tatiana Page 100... Páez, Yezid Page 85, 117,143... Pexos, Kostas Page 101... Picón, Edgar Page 87... Portilla, Leonor Page 124... Posada, Jeniffer Page 113... Posada, Julia Page 129... Puentes, Kelly

Quevedo, Paola...Page 132 Quintero, Ángela...Page 140 Page 89... Reales, Samuel Page 137... Rey, Luz Libia Page 82... Rico, Carlos Andrés Page 137... Rodríguez, Carolina Page 93... Rojas, Angélica Page 59... Rojas, Lisseth Page 141... Romero, Ricardo Page 33, 75... Rubin, Joan

Salamanca, Aída...Page 144 Salas, Noldin...Page 122 Saleth, Breiner ...Page 64 Santamaría, Sandra...Page 122 Sarmiento, Pilar...Page 112 Silva, Sandra...Page 59 Stobart, Chris ...Page 70

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TĂŠllez, MarĂa Fernanda...Page 79 Triana, Marisol...Page 134

Page 106.. Valencia, Adriana Page 84... Valle, Liliana Page 96... Vargas, Martha Page 66... Velasco, Maria Consuelo Page 120... Vera, Johanna

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Notes

14th National ELT Conference