#BBELT2018 Conference programme by British Council Mexico

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WELCOME We would like to extend a very warm welcome to you all to BBELT 2018! This is a wonderful moment for the British Council Mexico: in the year of our 75th anniversary in the country, we also celebrate our 15th BBELT conference, which is now a feature of Mexico’s ELT calendar, and a symbol of the British Council’s commitment to improving the quality of English language teaching in the country. Our mission at the British Council is to create friendly knowledge and understanding between the UK and Mexico, and we do this by generating opportunities and building connections between individuals and organisations across a range of sectors, especially in the Arts, Education and English. We strongly believe platforms like BBELT make privileged spaces to bring together members of the local and the international ELT communities to share, learn, discuss and keep up to date with key developments in their professional field, thus contributing to the professionalization of ELT in Mexico. This year’s conference theme, Teaching Outside the Box, is an invitation to take the discussion beyond limits of ELT and outside the boundaries of the classroom. We would like to incorporate newer relevant topics such as using English as a Medium of Instruction, the relationship between STEM (Science, Technology, Engineering and Mathematics) and English, the opportunities for learning in settings other than the classroom particularly with the support of technology, and the implications of all of this for teacher training and student and teacher assessment. BBELT 2018 offers two exciting days of talks and workshops delivered by renowned specialists from Mexico, the UK, Argentina, Canada, Kenya, and the US, including our plenary speakers: Dr Maggie Aderin, Dr Cristina Banfi, Nicky Hockly, Jamie Keddie, Dr Matt O’Leary, Mark Searle and Rosalía Valero. We are confident that this year’s programme will give you plenty of innovative ideas that will boost your learner’s enthusiasm for learning, and will help you adapt efficiently to the changing demands of language teaching in this day and age. This year, we are also delighted to be hosts to Transmedia Borders, a multidisciplinary and transmedial artistic proposal that seeks to address critical issues related to borders, migration and freedom through collective creation. We are also pleased to once again offer our conference app, which allows you to follow the programme and upload your conference highlights and pictures on social media. If you have not done so already, go to your app store and search for BBELT 2018 – it’s as simple as that! As always, we would like to thank our sponsors for their support and commitment to our shared goals. An event of this scale would not be possible without them. Many thanks to all the state governments and education authorities that have made it possible for teachers to attend BBELT 2018, in particular to the governments of Estado de México, Jalisco, Guanajuato, Coahuila and Hidalgo. Special thanks to Secretaría de Educación Pública for their interest and support of BBELT. And, of course, all our thanks to you, the teachers and ELT professionals attending this conference, and making it the BEST event for teachers. We hope you find the conference a nourishing and enjoyable experience both professionally and personally. 1

With best wishes,

Kevin Mackenzie Country Director

Pilar Aramayo Prudencio Director of Education Services

BRITISH COUNCIL MEXICO Kevin Mackenzie • Country Director EDUCATION SERVICES Pilar Aramayo Prudencio • Director BASIC EDUCATION Iveth Pompa Ruiz • Head of Basic Education Denise Valenzuela López • Project Manager (English) Jovanna Matilde Godínez Martínez • Project Manager (English) Dalia Carrizoza Treviño • Project Manager (Schools) Michelle Lezama Díaz • Project Officer (English) Victor Marín • Project Officer (Schools) Jimena Bello González • Project Assistant Elsa Gabriela García Avalos • Project Assistant Alejandro Pérez Ramírez • Project Assistant Cristina Rodríguez Muñoz • Project Assistant David Connolly • English Online Product Development Manager Julieta del Carmen Jiménez Navarrete • Project Coordinator Erika Lizárraga Robles • Project Coordinator Dante Segura Nery • Project Coordinator Jaime Rodríguez Olmos • Project Coordinator Ana Rosa Gutiérrez Orozco • Project Coordinator Susana Ramírez Félix • Project Coordinator HIGHER EDUCATION Rodrigo Bueno • Head of Higher Education Abel Dorantes • Project Manager Miguel Tellez • Project Officer Sarahí Panecatl • Project Officer Armando Soto • Project Assistant DISTANCE PROGRAMMES Patricia E. Millán Arroyo • Head of Distance Programmes Adriana L. Sánchez León • Project Manager (Conferences and events) Irma Piña Silva • Programmes Officer Nancy F. Sánchez • Project Assistant SOCIETY Jennifer Cosgrave • Head of Society Karely Alvarado Ochoa • Project Manager Karla Patricia Pedraza Zamora • Project Manager TEACHING CENTRE Keri Craig • Teaching Centre Manager Jake Russell • Head of Training & Development Emily Hardy • Head of Early Years & Young Learners Izaak Jones • Head of Adults Lucian Alexandrin • Academic Manager Ibero University Milton Bradbury • Adult Courses Coordinator

EXAMS Liliana Sánchez • Country Exams Manager Will Howorth • Exams Operations Manager Alejandro Gil • Business Development Manager Bernardo Rosas • Confidential Materials Coordinator Arturo Aviles • Exams Support Officer (Admin) Paola Lucas • Exams Support Assistant (Admin) Cristina Llamas • IELTS Administrator Erandy Martínez • IELTS Exams Assistant Alvar Olvera • IELTS Exams Assistant Dulce Bernal • Cambridge English Exams Coordinator Miriam Rodríguez • Cambridge English Exams Assistant Estefania Madrid • Cambridge English Exams Assistant Juan Carlos Vergara • Aptis Exams Assistant Denise Dominguez • CENNI Exams Assistant

CONTENTS Welcome.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 British Council Mexico.. . . . . . . . . . . . . . . . . . . . . . . . . . 2 Programme overview. . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Venue map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Academic programme: Friday 09 February 2018.. . . . . . . . . . . . . . . . . . . . . . 10 Academic programme: Saturday 10 February 2018. . . . . . . . . . . . . . . . . . . 44 Exhibitors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Index by name.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Questionnaire and Raffle ticket. . . . . . . . . . . . . . . . 71

Thursday 08 February 16:00 – 20:00

Registrations (Lobby)

Friday 09 February 07:30 – 09:00

Registrations (Lobby / Foyer, second floor)

09:00 – 09:20

Opening ceremony (Don Alberto 1)

09:20 – 10:20

Plenary session A (Don Alberto 1) EMI: What is it and what does it mean for teachers? Is there an emerging out-of-the-box pedagogy?, Mark Searle DESIGN THINKING… a new way to innovate in ELT?

An alternative source A Touch of of input for classroom CLIL to Create activities Environmentally Aware Language Learners

What do I do with T@mmy?

A new version of the Effective Continuous CEFR: Is it really new? Professional Development through Cognitive Coaching and Virtual Reality

JL De Paz Don Diego 1

B Taylor Don Diego 2

C Roca Don Diego 3

A Flores Don Diego 4

J Torres Don Diego 5

B Vallejo Don Diego 6

An interactive exploration of STEM for language acquisition

Having fun with creativity

A creative approach to learning and teaching spelling

Why pre-service training is failing YL EFL teachers

E Watkins Doña Socorro

R Valero Doña Adelita

P Haines Don Julián

E Vivanco E Hardy Doña Sol

10:35 – 11:35

Concurrent sessions

How and what to Set your course! teach in a truly communicative lesson D Humm E Haupt Don Américo

M Tiburcio H Pineda Don Genaro

11:35 – 12:20

Exhibition and coffee break (Don Diego)

12:20 – 13:20

Plenary session B (Don Alberto 1) Digital Literacies: Teaching outside the box, Nicky Hockly Literacy in English with Rainbow Letters and Numbers

Reflect! Learn! Develop! Professional Development is here to stay!

The importance of critical pedagogy to enhance creative education among learners

Escaping Our Own Boxes: Lessons from Andragogy

Mind full or Mindful? Think then React!

World-Class Results through CLIL and Premium Resources

J Pérez-Castillo Don Diego 1

B Ceballos Don Diego 2

JC Mundo Don Diego 3

KL Sagert Don Diego 4

MR Guevara Don Diego 5

M Fuhrken Don Diego 6

Moving Beyond the Four Skills - Towards the Whole Person

Teletandem for the English language classroom: significant learning opportunities K Lusnia Y Pliego A Maciel Don Genaro

Making our students future focused Coaching in the classroom

Just like me: Nearpeers as role models and content creators

Exams and EDI: positive washback on inclusive teaching practices

Enhancing students’ higher-order thinking skills (HOTS) in the ELT classroom

J Russell Doña Socorro

B Goldstein Doña Adelita

L Sánchez Don Julián

G Sotiropoulos Doña Sol

13:35 – 14:35

Concurrent sessions

K Van Landeghem Don Américo 14:35 – 16:00

Lunch

16:00 – 17:00

Plenary session C (Don Alberto 1) Teacher Education and Development - How can we leave the box one step at a time?, Cristina Banfi

17:15 – 18:15

Concurrent sessions

Special education: Do you need to be an expert?

Enhancing memory and retention in our students

Experiential Teaching: Teaching Tips a How to Guide

Becoming an effective e-learner: What to do, how, and why

Storytelling in the Young-Adult Classroom

J Flores Don Diego 1

D Santana Don Diego 2

I Perez Don Diego 3

T Sinclair Don Diego 4

J Espinosa Don Diego 5

J Félix Don Diego 6

Studying an MA in Enhancing learning Out of the Classroom ELT: what helps online through tasks that but not Out of the students most? involve techonolgy use Woods

GRIT: Resilience and well-being in the classroom

Go! Go! Go! GoGetters!

Creative Education Get out of your own way

PE Grounds C Moore T Castineira C Everitt Don Américo

B Bawtinheimer Doña Adelita

A Llanas Don Julián

S Aggrey Doña Sol

CE Montesinos J Hernández Don Genaro

C Masterton Doña Socorro

18:15 – 19:00

Exhibition and coffee break (Don Diego)

19:00 – 20:00

Transmedia Borders. Art Rethinking Borders (Don Alberto 1) Abraham Chavelas, Rubén Gil, Fernando Flores, Tanya Huntington, Jack Little

Saturday 10 February 08:00 – 08:45

Exhibition and coffee break (Don Diego)

08:45 – 09:00

Announcements (Don Alberto 1)

09:00 – 10:00

Plenary session D (Don Alberto 1) Thinking outside the assessment box: using classroom observation to improve teaching and learning, Matt O’Leary Facing Generation Z

Mindfulness as an Active Learning Strategy

TEFL in the Digital Age: The Millennial Challenge

Teaching with Memes

Empowering students Millennials! Are you to make a better one of them, ready for future world the future?

10:15 – 11:15

Concurrent sessions

J van der Werff Don Diego 1

L Vela Don Diego 2

M Ortega Don Diego 3

G Osornio Don Diego 4

A Recke Don Diego 5

Embedding gender and inclusion in the classroom

One Size Does Not Fit All

Chaos and Complexity: Fractals in ELT

Seven Laws of Teaching outside the Box

Critical Pedagogy: Teaching outside the box

Happy Charms for Happy Children!

A O’Flynn Don Américo

T Beaumont Don Genaro

A Starling Doña Socorro

K Van Landeghem Doña Adelita

H Díaz Don Julián

S Fash Doña Sol

11:15 – 12:00

Exhibition and coffee break (Don Diego)

12:00 – 13:00

Plenary session E (Don Alberto 1) Assessment: What every educator should know but is afraid to ask, Rosalía Valero

13:15 – 14:15

Concurrent sessions

E Creemers MC Contijoch R Thummler Don Diego 6

Out-of-class Working on Writing Activities carried Creatively out by Plurilingual Learners at a Mexican University

Are you Listening to me?

Teachable/Learnable Moments (TLMs)

The Role of Training in How To Share the EMI: A Case Study Pleasure of Reading with your Students

AE Ríos Don Diego 1

E Lizárraga Don Diego 2

H Ordoñez Don Diego 3

U Schrader Don Diego 4

D Williams Don Diego 5

Exploring your inner teacher to discover your mindsets

Planning, Feedback and Overcoming the Unplannable through Reflective Teaching

Authentic tasks: the real deal

What do we know Life Skills about how vocabulary is learned?

How to boost your career through selling your teaching skills

P Haines Doña Adelita

A Cowle Don Julián

D Valenzuela J Jiménez L Alexandrin Doña Sol

L Córdova S Brown Don Américo

S Chapman SM Rodríguez Y Pliego Don Genaro

E Haupt Doña Socorro

14:15 – 15:45

Lunch

15:45 – 16:45

Plenary session F (Don Alberto 1) Teaching English through storytelling, Jamie Keddie

M Rosenthal Don Diego 6

Graphic organizers: Moving towards critical thinking and learning autonomy

ELT Myths and How to Walking Dead: Avoid them Pop culture in the classroom

For every learner, every step of the way: Cambridge English language certifications

Reconceptualization of Teachers’ Role in a Liquid Society

16:45 – 17:45

J Flores Don Diego 1

JA Miller Don Diego 2

G Pineda Don Diego 3

O Palmas Don Diego 4

A Romero Don Diego 5

BM Rosas GA Ortiz Don Diego 6

Concurrent sessions

Teach with confidence: Interchange

English Language Teachers’ Cognitive Transformation when Engaging in Collaborative Reflective Practice

John, Paul and Mario: les enfants terribles of HT

What does Social Emotional Learning mean for your learners?

Is English a therapy?: Hospital Pedagogy in English

The “All-Inclusive” Learning Experience with SURE

J Godínez Don Genaro

P Varela Doña Socorro

B Bawtinheimer JL De Paz Don Américo 17:45 – 18:30

Exhibition and coffee break (Don Diego)

18:30 – 19:30

Plenary session G (Don Alberto 1) Reaching for the Stars, Maggie Aderin

19:30 – 20:30

Raffle and closing ceremony (Don Alberto 1)

Two generations, one classroom: Dealing with Millennial students

5 B Looney Doña Adelita

AC Olmos Don Julián

C Roca Doña Sol

VENUE MAP Don Américo

Don Genaro

Doña Socorro

Floor 2

Foyer - Floor 2

Exhibition Room Don Diego

Don Diego 5

Don Diego 6

ROOM Lobby

Don Diego 1

Don Diego 2

Don Diego 3

Don Diego 4

FLOOR Registrations

Doña Socorro (Concurrent sessions) Don Genaro (Concurrent sessions) 6

Don Américo (Concurrent sessions) Don Diego 1, 2, 3, 4 (Concurrent sessions) Don Diego (Exhibition Room) Don Diego 5, 6 (Concurrent sessions)

Floor 2

VENUE MAP Don Emiliano Doña Adelita

Don Julián Doña Sol

Floor 4

Foyer - Floor 4

Don Alberto 1 Plenary Sessions

Don Alberto 2

ROOM

FLOOR

Don Alberto 1 (Plenary sessions) Don Alberto 2 (Lunch) Doña Sol (Concurrent sessions)

Floor 4

Don Julián (Concurrent sessions) Doña Adelita (Concurrent sessions) La Terraza (Lunch)

Floor 6

JOIN THE BRITISH COUNCIL MEXICO Teacher Training and Consultancy

We are always keen to hear from suitably qualified and experienced ELT professionals who would like to join our Education team as freelance Teacher Trainers, Consultants, Speaking Examiners and/ or venue staff for exams.

THE IDEAL CANDIDATE: is self-motivated and actively seeking to continue his or her professional development

is flexible, creative and solutions oriented

is passionate about teaching, training and customer care

shows commitment to projects and accountability for the outcomes

interacts well with other colleagues, school/education authorities, teachers, and trainees

works well individually and in a team

is available to travel and can work at weekends

has at least five years’ teaching or training experience*

has experience in writing or developing materials for ELT*

has a C1/C2 level of English, if not a native speaker of English*

is educated to postgraduate level (DELTA/ DOTE, Masters)*

*except for exams venue staff

If you are interested in joining our team, please email an updated résume and a letter outlining your availability to Pilar Aramayo Prudencio pilar.aramayo@britishcouncil.org or Liliana Sánchez liliana.sanchez@ britishcouncil.org

READING YOUR PROGRAMME ROOM TITLE OF SESSION

Don Diego 1 CPed M&R

Computers as language learners ALBERTO CHÁVEZ

SPEAKER'S NAME

TOPIC(S)

TYPE OF SESSION

TOPICS: ME • ELT and Mainstream Education (including STEEM and EMI) CPed • Critical Pedagogy CE • Creativity in Education TEL • Using Technology to Enhance Learning M&R • Using Materials and other Resources effectively TT&D • Teacher Training and Development A&E • Assessment and Evaluation EDI • Equality, Diversity and Inclusion in English Language Learning

TYPES OF SESSIONS: P • Presentation W • Workshop CP • Commercial Presentation

Why pre-service training is failing YL EFL teachers

E Vivanco E Hardy Doña Sol

BRITISH COUNCIL HIGHLIGHTED SESSIONS

ACADEMIC PROGRAMME Friday 09 February 2018

Plenary session A 09:20 â&#x20AC;&#x201C; 10:20 Don Alberto 1

MARK SEARLE

EMI: What is it and what does it mean for teachers? Is there an emerging out-of-the-box pedagogy? In this talk we will look at the exponentially increasing and often controversial phenomenon of EMI. Since the Bologna declaration in 1999 and the establishment of the European Higher Education Area in 2010 EMI has spread throughout Europe and beyond, mostly in tertiary level education – but also in some secondary and even primary provision. EMI is now here in Mexico. We will consider some of the issues in defining exactly what EMI is and consider why different territories are adopting EMI. To do this, I will take you on a quick virtual tour of some of the countries I have worked in and look at how EMI is being implemented. We will then turn our attention to EMI from a teacher’s perspective. We will think about the challenges and potential difficulties facing EMI teachers. To do this, we will touch on important issues such as: • the EMI learner • teacher-talk in an EMI setting • the role of the teacher • interactivity • language in an EMI setting • preparation and resources • assessment I will draw on my experience of training teachers around the world and my talk will be informed by their concerns and difficulties.

Mark Searle is a teacher trainer and materials writer. He divides his working life between the EMI Research Group at Oxford University and the British Council. At Oxford University he develops and delivers EMI teacher training resources informed by recent departmental research. For the British Council he delivers the Academic Teaching Excellence EMI course and writes and delivers commissioned workshops in the fields of EMI and EAP. He has worked with university and/or secondary teachers in Mexico, Brazil, Peru, Russia, Ukraine, Belarus, Kazakhstan, Germany, Austria, the Czech Republic and Italy. He has also found time to be an academic consultant to Oxford University Press, a Director of Studies (EFL) and an EMI consultant for the British Council. In his spare time he plays cricket for his village and wanders about taking photographs.

CONCURRENT SESSIONS A 10:35 – 11:35

Don Diego 1

DESIGN THINKING … a new way to innovate in ELT? JOSE LUIS DE PAZ

CPed M&R

What you see is no longer what you get. Appealing technology may not be the answer to problems in education. Design thinking gives light to a much more analytical view to seek for solutions in different fields. During this paper, a comparative analysis of design thinking will trigger further analysis of our teaching practice in ELT. Jose Luis De Paz is Senior Academic consultant at Cambridge University Press. He has participated as a speaker at several events in Mexico and Central America. Former oral examiner and teacher trainer, Jose Luis has collaborated with several schools and universities in professional development programs. Mr. Pi loves storytelling.

Don Diego 2

An alternative source of input for classroom activities BARBARA TAYLOR

CE M&R

What do we mean by translation as a source of input for classroom activities? What are some of the posible benefits of its use? Are these benefits enough to outweigh the numerous objections which have been put forward? This workshop will consider the use of translation to learn rather than learning translation and will examine a number of different generative activities. Designed well, translation acttivities can have clear communicative aims and can develop high levels of motivation. As Duff says, “It trains the reader to search (flexibility) for the most appropriate words (accuracy) to convey what is meant (clarity)”.

Barbara Taylor is currently a freelance Teacher, Teacher Trainer, Examiner and Academic Consultant. She has been in the profession for over fifty years Her interests lie in the field of Professional Development, learner-centred instruction a nd Learning for the 21st Century. Her hobbies are cooking, window-box gardening and walking her dog.

A Touch of CLIL to Create Environmentally Aware Language Learners CLAUDIA ROCA

Don Diego 3 ME M&R

The world is now facing different environmental and social problems. Helping our students become aware of them and come up with different ways of solving them is now a task that we should include in our classes apart from developing language skills. By including an ingredient like CLIL in simple ways, we can contribute to make more conscious learners, thus creating a better world for future generations. This workshop aims at providing language teachers with ideas of simple tasks that can be used in everyday lessons and that will make a huge difference. Claudia Roca has been an English teacher for more than 20 years; specializing in EFL and ESP at all levels working in different schools and universities in Mexico. She has given workshops in Mexico and Central America. Currently she is an Academic Consultant for Helbling Languages Mexico and Central America.

Don Diego 4

What do I do with T@mmy? ANGÉLICA FLORES

CPed CE M&R

The classroom is a small world with a variety of cultures, personalities, skills, and learning styles. The teacher, as the manager, is responsible for giving lessons that offer fair opportunities to everyone. In every classroom, there is always someone who does not meet the standards or exceeds them. What should the teacher do? This workshop aims at providing practical ideas to know exactly what to do with T@mmy. Angélica has more than 24 years of experience in ELT. She started teacher training 20 years ago. She has delivered and designed many teacher’s development courses and workshops in different teaching environments. She has a master’s degree in Teaching English. She is an online tutor, material designer, author, and academic consultant.

Don Diego 5

A new version of the CEFR: Is it really new? JOSEPH TORRES

ME A&E

This presentation aims at highlighting the most relevant features of the CEFR Companion Volume for the Hispanic American context. To begin, we go through a brief background of the CEFR, where we show what it is and its aims at. Then, we present some misunderstandings and gaps found by the academic community in the years the framework has been used. Next, we mention the new features included in this Companion Volume, pointing out the most relevant elements to our context. Finally, we mention additional contributions to the field of English language learning in terms of learning objectives that complement the CEFR developed by Pearson. Joseph Torres, Communication and Public Relations professional with over 8 years of teaching experience in higher education level, working for well-known universities as Universidad Latinoamericana and Universidad del Valle de México. Throughout his career he has played key learning roles in important companies such as Grupo Televisa, Grupo Salinas and Pearson México.

Effective Continuous Professional Development through Cognitive Coaching and Virtual Reality BOGAR VALLEJO MARTÍNEZ

Don Diego 6 TT&D

This presentation will focus on the implementation of Cognitive Coaching (CC) and Virtual Reality (VR) in the continuous professional development (CPD) process of language teachers. By using CC and VR, support is provided in order to enhance teachers’ existing strengths while expanding previously unexplored skills. As such, they will be able to develop self-confidence, higher levels of efficacy, consciousness and flexibility, a sense of autonomy, and an enrichment of their teaching repertoire. The purpose of this presentation is to promote a new CPD process that empowers teachers and places them in the center of their own learning experience. Bogar Vallejo is an academic consultant with more than 20 years in education. Further experiences include teacher development, implementing ICT in educational contexts, and delivering workshops related to teaching-learning processes, educational leadership, cognitive coaching, and global competencies. He won the Cambridge/IATEFL 2016 and the Cambridge Better Learning Experience 2017 competitions.

Don Américo

How and what to teach in a truly communicative lesson DAN HUMM SORIANO - ENGELI HAUPT

CPed TT&D

Are your students truly communicating with each other or just talking to each other? Communicative Language Teaching (CLT) is the most common language teaching method in teacher training courses and materials but, in practice, the concepts supporting communicative lessons can sometimes become lost or diluted. This workshop will help you to reexamine the ideas of communicative teaching and enable your students to really communicate. Engeli and Dan will take a variety of language points from differing CEFR levels, examine their key features and functions, and explore how to make the teaching of those points as communicative as possible. Dan Humm Soriano is a teacher trainer, writer and editor living in Mexico. He has worked in ELT since 1996 and specializes in the creative use of digital educational tools. He has written a number of course books, and for publications including MET and English Agenda for the British Council.

Engeli Haupt is a materials writer, teacher trainer and teacher. She has taught for 13 years, and writes course, training, and exam materials. She has a BA in Linguistics and a Master of Educational Technology. She is DELTA and TYLEC qualified, and has qualifications in special educational needs and e-moderation.

Don Genaro

Set your course! MAGDALENA TIBURCIO LOPEZ - HOMERO PINEDA SAYNES

Is it possible to sail from EFL to ESL and come back safely? Would you like to find out? Well then, all we need is the compass to help us find the route to reach the academic goals we want to meet. Join us in this exciting trip, where we will figure out how to overcome any hazards on the way. Set your students on course for bilingual education with us, and get ready for the adventure. Magdalena Tiburcio has had the opportunity to work with students of all ages, from young learners to adults. She worked for The Anglo Mexican Foundation teaching courses from basic to higher studies, as well as business English. Magda has been involved in ELT Academic Consultancy since 2008. As an academic consultant she has given seminars and teaching development courses nationwide. Currently, she’s in charge of the Consultancy and Academic Services Team at Richmond Publishing. Homero Pineda Saynes was born in Mexico City. He has worked at The Anglo as an English teacher and teacher trainer, and at The Churchill School in formal education with both SEP and IBO programmes. At present, he works with teachers to help them develop new techniques and strategies to improve their practice on a regular basis as a member of the Consultancy and Academic Services Team at Richmond Publishing.

An interactive exploration of STEM for language acquisition ELLA WATKINS

Doña Socorro CE

The use of STEM (science, technology, engineering and mathematics) in the classroom is vital for the future as it can be incredibly effective and engaging for learners of a foreign language. But how does it work, and how can you use it with your students? This workshop will be a hands-on practical session to give you some ideas of how you can use STEM in the classroom. Ella Watkins has been teaching adults and young learners for 5 years, 4 years in Mexico and with the British Council. She is CELTA and TYLEC qualified and has a lot of experience teaching in different learning environments.

Doña Adelita

Having fun with creativity ROSALÍA VALERO

This workshop is about exploring the role of creativity: - what is creativity? - can everyone be creative? - how can we integrate it in our teaching repertoire? - are we all creative in the same way? - how can we foster creativity in our students? Join me as we explore some concepts, debate some myths, and have fun creating something! (See biodata on page 53)

Don Julián

A creative approach to learning and teaching spelling PHILIP HAINES

CE MR

Some people learn to spell with ease while others commit the same mistakes over and over again. Teaching technique such as getting learner to copy the word several times is boring and has limited effectiveness. What is needed is ‘toolkit’ of strategies and techniques to help learners tackle personal and specific spelling problems. In this session we will be exploring, trying out and evaluation a wide range of examples from this spelling ‘toolkit’. Philip Haines is teacher trainer, ELT author, and international conference speaker. Originally from the UK he has lived in Mexico City since 1995. He has a particular interest in activity design and the practicalities of the classroom. Philip works as the Senior Academic Consultant for Oxford University Press Mexico.

Doña Sol

Why pre-service training is failing YL EFL teachers ELOISE VIVANCO - EMILY HARDY

TT&D

Many EFL teachers are routinely thrown into the YL classroom after having only completed a pre-service TEFL course. This presentation will examine the importance of additional YL training, in order to give teachers the confidence and skills they need to provide learners with high quality English classes. Eloise Vivanco has been an EFL teacher for over 15 years and has worked in Mexico for 10. She is now a course book writer and teacher trainer specialising in young learners. Emily Hardy has been a teacher and teacher trainer for over 10 years. She has worked in China, Vietnam and Mexico in both language schools and Universities. She specialises in teaching to Young Learners and Early Years.

Plenary session B 12:20 â&#x20AC;&#x201C; 13:20 Don Alberto 1

NICKY HOCKLY

Digital Literacies: Teaching outside the box Digital literacies are the technical skills and social practices needed to effectively interact with digital technologies. For example, knowing how to set up a profile on a social networking site requires minimal technical skill, but fairly sophisticated skills in terms of knowing about online identity management, e-safety and the effect of oneâ&#x20AC;&#x2122;s digital footprint. Digital literacies are key 21st century skills, and are increasingly important in educational curricula the world over, across all subject areas and with all age groups. As English language teachers, we need to ensure that our students are given not only the linguistic tools to communicate in a globalized world, but also an awareness of the wider social practices surrounding the appropriate use of language which is increasingly being mediated by technology. In doing so, we have the opportunity to do some innovative and interesting things in the classroom â&#x20AC;&#x201C; in other words, to teach outside the box. In this plenary we explore what digital literacies are, and how they might have a place in the English language classroom. We also focus on how digital literacies can broaden our teaching approach. We examine some of the theory underpinning digital literacies, and outline some practical classroom activities for teachers to carry out with students in the language classroom. You will leave this plenary, not just with a deeper understanding of digital literacies, but also with some concrete ideas about how to develop your own and your studentsâ&#x20AC;&#x2122; digital literacies.

Nicky Hockly is Director of Pedagogy of The Consultants-E (www.theconsultants-e.com), an award-winning online training and development organisation. She is a teacher, trainer, consultant and author, and has worked in the field of English Language Teaching since 1987. She is also a well-known international plenary speaker, and gives workshops and training courses for teachers all over the world. Nicky writes regular columns on technology for teachers in ETP (English Teaching Professional) magazine, and in the ELTJ (English Language Teaching Journal), and has contributed to several volumes on technology in ELT. She has also written several prize-winning methodology books about new technologies in language teaching, many of them with co-author Gavin Dudeney. The latest of these books are Going Mobile (2014), Focus on Learning Technologies (2016), and ETpedia Technology (2017). She is a member of the Oxford University Press ELT Expert Advisory Panel, a Consultant for the Cambridge English Teacher platform (Cambridge University Press), and is a member of the NILE Advisory Panel, as well as being a member of the TESOL Journal Advisory Board. Nicky lives in Barcelona, and is a technophobe turned technophile. 19

CONCURRENT SESSIONS B 13:35 – 14:35

Don Diego 1

Literacy in English with Rainbow Letters and Numbers JESSY PÉREZ-CASTILLO

M&R ME

The same pattern of language acquisition in the mother tongue is followed in order to learn another language: children start by expressing themselves with a word they understand. Then, they form a phrase with two words, three words and so forth until they manage to express themselves with elaborate sentences. Rainbow Letters and Numbers is a proposal to give children a head start on literacy in English. Jessy Pérez-Castillo has a Master’s Degree in Pedagogy from UNAM. She holds two Bachelor Degrees in Pedagogy and Special Education. She currently is Special Education and English editor at Trillas. She is the author of two books; the latest is on literacy in English.

Reflect! Learn! Develop! Professional Development is here to stay! BEATRIZ CEBALLOS

Don Diego 2 CPed TT&D

Beatriz Ceballos has been involved in ELT, assessment, teacher training, teacher development and curriculum design for the last 25 years. She has worked for The Anglo, International House and Cambridge English. She is currently working for Oxford University Press as Assessment and Professional Development Specialist.

The importance of critical pedagogy to enhance creative education among learners JULIO CÉSAR MUNDO CARRILLO

Don Diego 3 CPed CE

It is said that the type of society dictates the type of pedagogy. Our society and education requires developing critical pedagogy, creativity and creative teachers; these factors lead us to critical thinking which is learned through the techniques used in pedagogy. According to the society and educational philosophy, teachers need to be empowered with the necessary tools and training, in order to shape education to help students enhance their learning by developing their critical thinking skills. During this presentation, teachers will be able to identify the aspects related to critical pedagogy and at to distinguish, recognize and apply its main features. BA in ELT, Julio Cesar is an experienced English teacher. He is currently in charge of training and supervising the BA in ELT certifying panel members at Ceneval. He is also an academic consultant for various institutions among them the British Council. Julio has just completed his MA in ELT. Don Diego 4

Escaping Our Own Boxes: Lessons from Andragogy KATHRYN LAURA SAGERT

CPed TT&D

Andragogy, or “the art and science of adult learning” (Knowles, 1980), offers interesting insights into how we learn and teach in formal and informal contexts. In this session, we will review key concepts from adult learning theory and reflect on the extent to which both our prior learning experience and the constraints of our current teaching contexts can affect our ability to foster deep learning and critical perspectives. Although also applicable to youth, these ideas are of particular relevance to language teachers or teacher trainers working with adults —and to our own development as lifelong learners. Laura Sagert has worked in ELT for over 20 years. A language teacher and adviser at CIDE, she holds a master’s in TEFL and a certificate in adult and continuing education. She has a keen interest in English for academic purposes (EAP), open educational resources (OER), literacies, and lifelong learning. Don Diego 5

Mind full or Mindful? Think then React! MARTHA ROCÍO GUEVARA VÁZQUEZ

TT&D CE

Mindfulness is one technique that creates a connection between students and educators, promotes more effective communication, and relieves the stresses incurred in the process (Takiguchi, 2015). Besides, mindfulness also creates a proactive classroom climate and healthy teacher-student relationships (Jennings & Greenberg, 2009). This workshop attempts to provide teachers with a better understanding of the application of some mindfulness techniques through a set of activities that are promoted in the context of English education. Martha Guevara holds an Early Childhood Specialist Certificate (USA), a BA in TESOL (Hons-UG) and has studied concurrent Masters´ degrees in TEFL and Applied Linguistics. She is completing the final stages of her MA in Education. She is currently an Academic Services Consultant for Pearson.

World-Class Results through CLIL and Premium Resources MÓNICA FUHRKEN HIRIART

Don Diego 6 ME TEL M&R

Today’s learners must experience learning in ways which reflect an increasingly demanding world. CLIL provides a framework through which learners can achieve increased competence and skills by preparing for life outside of the language classroom. Come discover comprehensive, best-in-class programs and resources which provide the tools for learners to achieve amazing proficiency through CLIL, along with training known for its best-in-class results in the modern language classroom. Discover how teachers can best help learners achieve top language competency. Mónica Fuhrken brings extensive, deep knowledge and experience to the teaching of English. She studied English Literature B.A. and another B.A. on Integrated Education. She holds a master’s degree in Education and has taught English at all levels. She also holds the RSA Diploma for Overseas Teachers of English (DOTE) from Cambridge University. Mónica has worked for Houghton Mifflin Harcourt for 24 years and has been a sales executive as well as a senior educational consultant in all of Latin America.

Moving Beyond the Four Skills - Towards the Whole Person KOEN VAN LANDEGHEM

Don Américo ME TEL

Focusing on language skills’ development in the English class is no longer enough. Language teachers are now coresponsible of forming the whole-person. Learners must now develop life skills to survive in this modern world. Acquire job skills, public speaking, improve their memory, taking international exams, understanding cultural differences, among others. Focusing on the “whole person” will help them develop the skills they need to succeed. American Jetstream is a six -level blended course that will make an impact on students’ learning experience, developing traits such as collaborative learning, problem solving, critical thinking, emotional intelligence, cultural awareness and openness.

Koen has a background in psychology and is a certified organizational coach, who specializes in Change Management and Leadership programs. His passion is to help bring out the best in people and their organizations. He has applied this passion in ELT as a teacher and teacher trainer. With this vision was the director for several publishers over the past 25 years and worked with them and with institutions to incorporate and embrace blended learning solutions. He is currently Director for Helbling Languages, a post-google company that embraces innovation and optimal experience in education.

Teletandem for the English language classroom: significant learning opportunities KAREN LUSNIA - YUNUÉ PLIEGO - ADRIANA MACIEL

Don Genaro CE TEL

Teletandem is an opportunity for students to interact synchronically with students from other parts of the world while practicing language skills and learning from other cultures. Students find these exchanges enriching and motivating since they grant students a space as experts on language, culture and their own local community. Through this project, we are developing different materials for English teachers at the university level in order to integrate tandem in their classrooms. In this presentation, we wish to share our first-hand experience in tandem, including some materials we have developed, recommendations and results. Karen Lusnia has been a language teacher at the ENALLT for 19 years and holds two Master’s degrees, one in French Literature and the other in Language Learning, from Minnesota and Illinois. Her research interests include online learning, technology for language learning and creative and significant learning. Yunué Pliego has been an English language teacher at the ENALLT for the last 5 years. She has a Bachelor’s degree in Economy from the UNAM and the Teaching Certificate for language teachers from the ENALLT. She is active as a teacher trainer at the school’s Teacher certificate program and promotes the use of tandem with her students. Adriana Maciel has been an English teacher at the ENALLT for the last 4 years. She has a Bachelor’s degree in English language teaching from FES-Acatlán, UNAM, the Diploma course in Applied Linguistics for Language Teachers (ALAD) from the ENALLT, as well as a Diploma Course for Online Tutors from the UNAM.

Making our students future focused - Coaching in the classroom JAKE RUSSELL

Doña Socorro ME

Usually we pay attention to past success (or more often failure) in specific assessments when giving feedback to our students. Does this motivate them? In this workshop you will walk a mile in your students’ shoes and learn strategies with interactive dynamics to intrinsically motivate them to succeed by focusing on their true future goals. Jake is the Head of Training and Development at British Council Mexico City. His classes are full of jokes and laughter and he encourages his students to be intrinsically motivated to succeed. He has lived in Mexico City for over 9 years and is a taco addict.

Just like me: Near-peers as role models and content creators BEN GOLDSTEIN

Doña Adelita M&R TT&D

Research suggests that ‘near-peers’ – people whose experiences and narratives are similar to the learner’s own – can represent more realistic, believable and motivating role models than native English speakers. This presentation outlines findings from research on near-peer role models and learner-generated content in ELT, and discusses practical strategies and techniques for improving learner motivation and success. Ben has taught English in the UK, Spain and Hong Kong. He teaches on The New School’s online MATESOL programme. He has authored various coursebooks - Framework, The Big Picture, English Unlimited and Uncover - and the methodology handbooks Working with Images and Language Learning with Digital Video (both Cambridge).

Exams and EDI: positive washback on inclusive teaching practices LILIANA SÁNCHEZ

Don Julián ME A&E EDI

Various examinations boards have implemented Equality, Diversity and Inclusion (EDI) policies for years, making it possible for test takers with different abilities to take a range of examinations. But are these practices equally reflected in the classroom? In this talk we will look at some examples of these inclusive testing approaches and consider their beneficial effect on the teaching and learning of English. Liliana Sánchez is the Country Exams Manager at the British Council Mexico and a Cambridge English Delta and ICELT assessor and moderator. Liliana holds an MA in TESOL from Canterbury Christ Church University in England and she is a regular presenter at conferences such as Mextesol, LABCI and IATEFL.

Enhancing students’ higher-order thinking skills (HOTS) in the ELT classroom GREGG SOTIROPOULOS

Doña Sol ME

Higher-order thinking skills combine critical thinking and problem-solving skills, therefore cultivating them should be an ELT teacher’s priority. Not only does higher-order thinking boost students’ intellectual development, but it also enhances language acquisition and promotes students’ progress. In this presentation, teachers will be introduced to ways through which they can incorporate more higher-order thinking tasks and activities in their classrooms and how this can be facilitated through Pioneer. Gregg Sotiropoulos began his career as an elementary school teacher in 1998 in New York. He holds a bachelor’s degree in Education, a Master’s degree in Business Administration and has participated in numerous seminars and conferences. He is currently working for MM Publications as an ELT consultant and teacher trainer.

Aptis is a flexible and affordable way to diagnose your English level. Aptis tests the four skills: speaking, reading, writing and listening while also incorporating a grammar and vocabulary component. Aptis is perfect for any purpose: as a diagnostic, placement, filter or certification test. Aptis for teens The test has been designed specifically to meet the needs of young language learners (13-17 years old), testing their skills through familiar topics and scenarios. Questions reflect activities that occur in a teenagerâ&#x20AC;&#x2122;s everyday life like social media, homework, school events and sports. Aptis General Ideal diagnostic and filter test for recruitment purposes. Suitable to assess the language competence of candidates from A1 to B2 of the CEFR (Common European Framework of References).

Aptis Advanced Designed to help determine and address the English testing needs at higher levels of the CEFR. Aptis Advanced is for organisations and institutions requiring an in-depth assessment at C1 and C2 levels. Both Aptis General and Aptis Advanced are the quickest way to obtain the Mexican National Certification of Languages (CENNI) depending on the language competence of the candidate. Get more information at: +52 (55) 5263-1938 For institutional registrations contact: +52 (55) 5263-1994

Plenary session C 16:00 â&#x20AC;&#x201C; 17:00 Don Alberto 1

CRISTINA BANFI

Teacher Education and Development - How can we leave the box one step at a time? Teaching outside the box, what is it exactly? How can we go about it? And why should we do it? To consider these ideas we have to first think about what constitutes the box. What is it exactly? How did we come about it? Is it completely useless or does it matter mostly because we need to stand outside of it? The “outside of the box” is connected with the notions of creativity and innovation, two terms that are much mentioned today in all areas of education, and English language teaching in particular. In this presentation we will explore ways in which we can start leaving the box, contemplate it from outside and consider teaching there. Furthermore, we will explore how “the box” and its surroundings are changing (and are likely to continue changing) in the light of increasing social and technological change. What the future will bring is a much-debated topic these days, with whole new disciplines growing around it. What schools and teachers do we need to prepare students for the future? How can we think about this “outside the box” and how can we prepare teachers for this unknown future? Among others, we will explore the notion of networks and the benefits of building and growing within professional networks to share and strengthen teachers’ profiles and performance.

Dr Cristina Banfi is currently Director of Foreign Languages at the Ministry of Education of the City of Buenos Aires and teacher trainer at various institutions. She has published papers in the English Language Journal, the International Journal of Bilingualism and Bilingual Education and in other refereed and non-refereed publications. She has organised academic conferences and edited several conference proceedings. She was a member of the European Union COST Action “Unraveling the grammars of European sign languages: pathways to full citizenship of deaf signers and to the protection of their linguistic heritage”. She co-authored the teaching materials for Ceibal en Inglés. She has published four books on language education: Cuentos a Mano (coauthored with Gabriela Bianco), Los Primeros Pasos en las Lenguas Extranjeras and El Aprendizaje de Idiomas: Cómo Habla la Mente and Exorcising Grammar (co-edited with Silvia Iummato). She holds a Ph.D. in Linguistics, University College London, an M.Phil. also in Linguistics from the University of Cambridge, a postgraduate Diploma in Higher Education from the University of Buenos Aires and Teacher’s degree from INES en LV “JRF” in Argentina.

CONCURRENT SESSIONS C 17:15 – 18:15

Don Diego 1

Special education: Do you need to be an expert? JOSADAC FLORES PÉREZ

TT&D

The idea of special education has been part of the Mexican national educational debate since the late 1800´s. Today, one of the pillars of ‘El Nuevo Modelo Educativo’ or New Educational Model in Mexico calls for inclusion and social equity in the classroom. The professional development title ‘Special Educational Needs’ from OUP is a practical guide for primary and secondary teachers of English working with students with SEN. It offers teachers a general understanding of SEN, successful teaching approaches, and clear guidance for specific types of SEN. This workshop will go over the three sections in this professional development title. Josadac Flores Pérez graduated from California State University Long Beach in 2007 with a Spanish BA. Former faculty member of La Universidad Autónoma de Tlaxcala’s Language Center, Universidad del Valle de Atemajac in Guadalajara, Jalisco. Currently, Product Specialist for Oxford University Press.

Don Diego 2

Enhancing memory and retention in our students DIXIE SANTANA

M&R

Crucial to learning is retention. If we don’t remember what we see in class, then we won’t learn it. This workshop will cover different strategies that can be implemented in class, and which can be taught to help our students improve their memory and retention. These include strategies for teaching, noticing, recycling, studying, and retrieving information. They will be useful for students in the classroom, during exams, or when using the language in real-life situations.

Dixie Santana has been involved in ELT for over 30 years. She holds a Ph.D in Education from ITESO University in Guadalajara. She is a professor-researcher at Universidad Panamericana, also in Guadalajara. She is also a freelance consultant for Oxford University Press.

Don Diego 3

Experiential Teaching: a How to Guide ISAAC PEREZ BOLADO

CE M&R TT&D

Experience is the basis of all learning, but teachers don’t often consider the experiences that they put their students through. In assigning work, or setting up activities, we do not always consider a student’s whole being: what they sense, how they feel, how they mentally process learning objectives, and how everything fits into their own sense of who they are and what they can do. Experiential learning is an approach that integrates all of these dimensions. This workshop will be a practical guide on how to become an experiential educator. Isaac currently teaches at a bilingual IB school in Mexico City. Formerly, he has also worked as an English teacher and coordinator, as well as a trainer and consultant in the publishing world. As an ELT professional, he wants to promote approaches to teaching that are both humanistic and rigorous. Don Diego 4

Teaching Tips TRACEY SINCLAIR

ME CE

We all know that by doing a little often is good if you want to improve in anything. This philosophy is especially true when applied to language learning. This presentation will discuss how we teachers can assist our students in learning the English language while developing 21st century skills. This is not a ‘learn to walk before you run’ type of thing; this is more like following the concept of ‘slowly and surely’. Examples and suggestions will be shared throughout the presentation. Tracey Sinclair started teaching in state schools over 30 years ago in her native New Zealand, where she graduated in pedagogy, specialising in alternative education. After teaching in the UK and France, she furthered her qualifications by becoming a certified teacher of English as a Foreign Language. She moved to Italy where she has taught English to all ages and all levels including students with different needs and learning styles. She started teacher training and activity as an international speaker over 20 years ago.

Becoming an effective e-learner: What to do, how, and why JUDITH ESPINOSA RAYAS

Don Diego 5 TEL TT&D

E-learning is becoming increasingly common for teachers’ continuing professional development (CPD) both by individual choice or through the decision of education stakeholders at different levels. However, participating in blended or fully online learning courses can seem challenging for many teachers. In this reflective talk, you will be encouraged to analyse your own profile as a potential e-course participant as well as the different tools and strategies you can use to become a successful, happy e-learner. You will understand the principles that make these strategies work and will be encouraged to think of which ones would suit you best. Judith Espinosa Rayas has worked in the field of digital resources and ELT for over 9 years, 7 of which focused specifically on online programmes for in-service teachers. She has also been an e-learner many times, so has observed e-learners from all over the world in different types of e-courses.

Don Diego 6

Storytelling in the Young-Adult Classroom JAIR FÉLIX

CE TEL M&R

This workshop will share ideas and garner participants’ experiences of working with stories. It will explore how storytelling based on TED Talks can enhance working with language skills in an authentic manner and can also trigger thoughtprovoking qualities which whet a student’s appetite for understanding. Jair Félix, National Geographic Learning Senior ELT Academic Consultant for Latin America, has a B.A. in TEFL from UAS and a Teacher’s Certificate from MARJON, UK. Jair has been involved in language teaching and teacher training for over 23 years. He is a frequent presenter at conferences throughout Latin America.

Don Américo

Studying an MA in ELT: what helps online students most? PATRICIA EVELYN GROUNDS - CAROLINE MOORE TERESA CASTINEIRA - CHARLOTTE EVERITT

TEL TT&D

Designing an effective, international online MA in ELT requires thinking out of the box. Of interest to designers, tutors, students and potential students of online learning experiences, our presentation reports on a specific group of online MA students’ perceptions of what helps them study on line. We asked students: What helps you to study effectively online? and used an overall qualitative approach to collect, analyze and interpret data from MA professionals, working and studying in very different educational contexts around the world. After presenting our study, we invite you to share your own perceptions of what helps online students most. Patricia Grounds (PhD Language Studies) specializes in professional training and development as an academic consultant (British Council external consultant and adviser to higher education institutions). She also tutors on the British Council/ University of Southampton’s online MA in ELT, gaining a Vice Chancellor’s Teaching Award recognizing dedicated, innovative teaching, in 2017. Caroline Moore (PhD Language Studies) is involved in ELT and teacher education through her work with the University of Guadalajara as a full-time lecturer and with the British Council as an academic consultant. She tutors on the Southampton online MA in ELT, in collaboration with the British Council, Mexico.

Teresa Castineira (PhD Applied Linguistics) is a full time professor/researcher at Facultad de Lenguas, BUAP on various programmes. She has tutored on the Southampton online MA in ELT, in collaboration with the British Council, Mexico. Her main academic interests include systemic functional linguistics, multimodal critical discourse analysis and e-learning/ teaching. Charlotte Everitt (MA Applied Linguistics, FHEA) is a Senior Teaching Fellow in Technology Enhanced Learning at the University of Southampton. She has a lead role in learning design and materials development for the MA in ELT: Online, working in collaboration with British Council and University of Southampton colleagues.

Enhancing learning through tasks that involve techonolgy use CYNTHIA ELENA MONTESINOS GARCÍA ~ JESSY HERNÁNDEZ ALCÁNTARA

Don Genaro TEL M&R

Multimedia resources are very helpful to enrich learning environment. Thus, designing authentic materials is needed in online and blending courses to enhance language learning. This proposal is based basically on the experience we have had designing young and adult learners materials , teaching and monitoring them. These tools are audiovisual in order for students to have a high impact during their learning time in an online environment such a a LMS (Learning Management System). These resources can be also used in blended environments. Cynthia Montesinos holds a M.D in applied Technology to Education and Communication by ILCE and also a BA in English by UAEM where she has extended her experience in ELT teaching and management. Author of Be Yourself 5 & 6 and Files Elementary by Oxford University Press. She has also worked for the British Council as a Teacher trainer. She is currently working for Dirección de Aprendizaje de Lenguas UAEM as Academic Support. Jessy Hernandez holds a Master Degree in Educational Technology and a B.A in English. She has been an English teacher for in-classroom and online programs at the Autonomous University of the State of Mexico (UAEMéx). She as experience as an online course designer and digital resources designer and developer. She is currently head of the Department of Educational Technology for Language Learning at UAEMéx.

Doña Socorro

Out of the Classroom but not Out of the Woods CHRISTOPHER MASTERTON

M&R

When learners leave our classroom they don’t stop learning. But are we giving them what they need to survive in the real world? Of course students have what they need to learn English at home, but we must use the classroom as a place to train them in exploiting these resources. Whether it’s Youtube, Netflix or Spotify, we are sitting on gold mines, but it’s worth taking the time to help students with their sieving technique. Chris has been teaching English in Mexico since graduating from CELTA in 2014. Having joined the British Council last year, he has been studying for his DELTA, and working as the teachers’ centre representative for Equality, Diversity and Inclusion. Outside of the classroom he is a keen runner, vegetarian chef and cat lover.

Doña Adelita

GRIT: Resilience and well-being in the classroom BRAD BAWTINHEIMER

CPed CE

Angela Lee Duckworth defines GRIT as passion and perseverance for long term goals. Explore the world of GRIT and how to prepare our students to bounce back from struggles and disappointments. We’ll practice strategies to get students on the right track to success through goal setting, challenging them to go beyond their comfort zone, and teaching them how to become more resilient. Furthermore, well-being and mental health play a huge role in our students’ success. We’ll examine programs that we can implement in our schools and classrooms. Bring an open-mind and leave with fresh ideas. Brad Bawtinheimer, originally from Canada, is an international speaker currently based in Mexico City. He is the co-author of several text books for primary, secondary and young adults. He is now a senior academic consultant at Cambridge University Press, Mexico and works with teachers throughout Latin America.

Don Julián

Go! Go! Go! Go-Getters! ANGELA LLANAS

ME M&R

Go-getters have dreams and aspirations and are passionate about what they do. They realize the importance of friends and are motivated by everyday achievements. They are energetic and determined, and learn from their mistakes. Who are go-getters? Your students, of course! GO-GETTERS! is an inspirational new primary series based on a group of comic-book friends who “grow up” together with your students. It enhances students’ social-emotional competencies while developing abilities in all four skills. Come and find out how! Angela worked in the professional theater in Great Britain before moving to Mexico, where she worked as a language teacher, teacher trainer and supervisor at the Instituto Anglo Mexicano for many years. She is now a full-time author, specializing in stories for children.

Doña Sol

Creative Education - Get out of your own way STEVE AGGREY

Did you know that according research, about 85% of people say they feel nervous when speaking? This workshop will show you how you can help yourself and mainly your students to have effective communication and feel less anxious when trying to engage in a dialogue. A great part of language learning is developing presentation skills however equally important is the ability for students to develop spontaneous speaking skills as well. We shall cover four easy steps to encourage students to feel comfortable and build confidence while speaking both in a presentation situation and spontanously. Steve Aggrey is an English teacher and corporate business trainer. Kenyan born but has worked in 9 countires including Egypt, Thailand and Mauritius training youth and adults on leadership and management skill. He is now with the British Council in Mexico and enjoys his free time as an Architectural Photographer.

CULTURAL EVENT Transmedia Borders. Art Rethinking Boundaries 19:00 â&#x20AC;&#x201C; 20:00 Don Alberto 1

Transmedia Borders is a proposal that explores the possibilities of multidisciplinary and transmedial work in order to address collective creation and critical issues related to borders, migration and freedom from the threats in times like these. The creators of Transmedia Borders show their experience as migrants, both geographical and disciplinary, and open the possibilities of dialogue not only between nations but between artistic languages. They talk about how migrations and the appropriation of strategies can shape new forms of creation and call for community and the collective in order to generate meeting spaces.

Participants Poets: Jack Little (United Kingdom), Fernando Flores (Mexico), Tanya Huntington (United States) and poems-voice by Rocío Cerón (Mexico) Visual artist: Rubén Gil (Mexico) Sound artists: Abraham Chavelas (Mexico) and sound pieces by Iris Garrelfs (United Kingdom)

The project has been presented, with different participants, for more than nine months in forums such as Feria Internacional del Libro Infantil y Juvenil, el Centro Cultural de España en México, Museo del Chopo, Hay Festival Querétaro, BBC 1000 Questions Forum, Festival de las Letras de San Luis Potosí, among others. During 2018 Transmedia Borders will be presented in the cities of Los Angeles and London. Transmedia Borders joins physical spaces with digital spaces. The website www.transmediaborders. com presents a large archive with documentation of the project’s route, as well as sound, visual, digital pieces and diverse textual contents on the project. 35

ACADEMIC PROGRAMME Saturday 10 February 2018

Plenary session D 09:00 – 10:00 Don Alberto 1

MATT O’LEARY

Thinking outside the assessment box: using classroom observation to improve teaching and learning Classroom observation has long occupied a prominent place in the formal assessment, training and development of teachers in the English education system. However, over the last three decades its use has come to be viewed quite narrowly by employers, inspectors and policy makers as an assessment tool for monitoring and measuring teacher performance. Recent studies have revealed that assessment-based models of observation can often be a deterrent to developing innovations in classroom practice, provoking counterproductive consequences and ultimately failing to improve the quality of teaching and learning (e.g. O’Leary 2013, 2016; O’Leary & Wood 2017). This begs the question, how best might we make use of observation to further our understanding of teaching and learning and subsequently improve what teachers and students do? This talk will focus on the work I have been involved in at Birmingham City University in developing an innovative model of observation, which reconceptualises and reconfigures how observation is perceived and used in an educational context. This model has transformed observation into a vehicle for collaborative inquiry, a shared reference point for observer and observee to come together to co-reflect and to co-interrogate the complex interactions and events that occur in their classrooms. The talk will also draw on recent work from a live research project funded by the Higher Education Funding Council for England, which involves the collaboration of students and staff in observing learning and teaching (Improving learning and teaching through collaborative observation: http://blogs.bcu.ac.uk/collaborativeobservation/). References O’Leary, M. (2013) Developing a National Framework for the Effective Use of Lesson Observation in Further Education. Project report for the University and College Union, November 2013. O’Leary, M. (Ed) (2016) Reclaiming lesson observation: supporting excellence in teacher learning. Abingdon: Routledge. O’Leary, M. & Wood, P. (2017) ‘Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector’, Professional Development in Education, Vol. 43.

Dr Matt O’Leary is a Reader in Education and Director of the education research centre CSPACE at Birmingham City University (BCU) in England. With over 25 years’ experience in education, he has worked as an English language teacher, teacher educator, head of department, principal lecturer, educational researcher and director of research in colleges, schools and universities in England, Mexico and Spain. After qualifying as a languages teacher in England in the early 1990s, Matt moved to Mexico where he spent four fantastic years ‘learning his craft’ teaching English in the ‘Anglo’ and secondary schools in Toluca and Mexico City. At present, Matt still teaches across a range of university programmes. He also supervises doctoral level students. He is passionate about teaching and strongly believes it is the most noble of all professions! Matt’s main research interests focus on the impact of education policy on teaching and learning, professional learning and teacher development. He is well known internationally for his work on classroom observation, which has been instrumental in challenging engrained orthodoxies and influencing government officials and education policy makers in the UK. He is the author of the highly acclaimed Classroom observation: A guide to the effective observation of teaching and learning (2014), author and editor of Reclaiming lesson observation: supporting excellence in teacher learning (2016), both books published by Routledge, and author and co-editor of the recently published book Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Framework (2017, Emerald). You can follow him on Twitter @drmattoleary

CONCURRENT SESSIONS D 10:15 – 11:15

Don Diego 1

Facing Generation Z JOEP VAN DER WERFF

M&R ME

Many of our students are Generation Z learners. How are they different from other Generations? What does working with “Gen Z” mean for us as teachers? How can we adapt our materials and make activities more attractive to them? Should we revisit the way we correct learners and adjust our goal setting to their needs? Should we adopt technology just to bond with them? How can we include projects for a social impact? During this workshop, you will find some answers – and more questions for you to learn from your students. Joep “José” van der Werff is a Virgo, Dragon, and borderline Baby boomer/Generation X specimen, but his son and daughter are both Generation Z persons. José is a corporate academic coordinator at Interlingua and a freelance author and editor. His current interests are inclusion and simple technology in the classroom.

Don Diego 2

Mindfulness as an Active Learning Strategy LETICIA VELA GONZALEZ

What is Mindfulness and why is it important? In this session you will learn the answer to this question as you participate in hands-on activities that can be applied right away in your classes to encourage active and meaningful learning.

Leticia Vela has been teaching English since 1996. She is an Instructor for the Master’s in Bilingual Education at UPN Unit 282. She is currently a consultant for OUP and a Speaking Examiner for Cambridge Assessment English. She is also the Director of uSpeak Training Center.

Don Diego 3

TEFL in the Digital Age: The Millennial Challenge MAURICIO ORTEGA

TT&D

What’s wrong with our kids today? Nothing. They seem to update during their sleep. They spend most of their time Googling, iPoding, texting, Facebooking and, they claim to be ‘IMing’ type. Is this wrong? How can we get their attention in class? How can we reach them and have them work with us? The session will focus on facts and trends of this generation and will also offer practical ideas to apply in the classroom. Mauricio Ortega (BSc) has taught English for 28 years and has worked as an ELT consultant and teacher trainer since 1994. He has participated in TESOL and IATEFL conferences in Canada, Mexico, Bulgaria, Central and South America, and Taiwan. A former professional actor and dancer, he works for Qunhong LTD.

Don Diego 4

Teaching with Memes GABRIELA OSORNIO GARCÍA

CE M&R

Using memes in the teaching context increases class rapport, develops the sense of belonging, shortens the generational gap and engages learners into a world they understand easily, and in which they are already immersed. The purpose of this workshop is to spread the understanding of how memes are used in the teaching context by young learners; and how teachers can easily engage their students in meaningful learning in today’s world. Gabriela Osornio is currently pursuing a Master’s in ELT at Universidad de Guadalajara. She has been an English language teacher for 15 years at different levels from preschool to postgraduate. She has worked for private and public schools, and she is currently teaching at Instituto Superior de Irapuato, in Guanajuato.

Don Diego 5

Empowering students to make a better future world ADRIANA RECKE DUHART

ME CPed M&R

Today's education is finding it very difficult to decide what to teach and what skills will be required for future jobs which are currently non-existent and that students, who are at school today, will have to perform. The challenge lies in determining the required knowledge and skills that need to be taught in order to be able to cope with the unknown forthcoming situations. Therefore, new education paradigms have arisen. This presentation will deal with a new perspective from which to see education, with guidelines and aspects to reflect upon. Adriana Recke Duhart, an English teacher for more than 30 years, with different certifications, a major in Education Sciences and a Master's in Education Technology. She is currently the Language Coordinator at Universidad Anáhuac México Sur. She has published articles on Learning Styles and ICT evaluation considering UNESCO indicators.

Millennials! Are you one of them, ready for the future? EDOUARD FRANCOIS HUBERT CREEMERS MARÍA DEL CARMEN CONTIJOCH ESCONTRIA RENATE THUMMLER

Don Diego 6 TT&D

In this presentation ‘Millennials’ will be described, how they have evolved and moreover, their need to link their needs, interests and different behaviours and views within their educational environment. The importance of teaching towards providing linguistic tools for future both further studies & work opportunities, will also be discussed; and the question ‘if we are truly teaching what they will need?’ will arise and, therefore, the audience will be invited to participate with their knowledge, experiences, opinions, worries and ideas. Some strategies to teaching millennials will be shared too. Edouard Creemers teaches General and Business English, prepares students for Cambridge FCE, CAE and BEC (Business English). He has his Business English academy. He does teacher training; such as TKT, CiSELT and CET, online. He holds the ICELT, Dip.TESP and the e-moderators essentials. He is lecturer at national/international teachers´ events. PhD María del Carmen Contijoch Escontria holds a masters degree in Applied Linguistics from UNAM and a doctorate in Applied Linguistics from Macquarie University. She has worked at CELE now ENALLT UNAM for 30 years. Her academic interests include course design, autonomous learning, reading comprehension and e-learning. Dip. RSA Renate Thummler teaches ESP courses at UNAM; is a British Council academic consultant and teacher trainer (F2F/online) and the English Language Teachers Contact Scheme Latinamerica and the Caribbean (ELTeCS-LAC) editor, and a certified examiner for Cambridge ESOL. At CENEVAL she is a BA in TESOL certifying panel member.

Don Américo

Embedding gender and inclusion in the classroom ANNA O’FLYNN

EDI

This interactive workshop will provide participants with an opportunity to reflect upon how issues related to gender and inclusion can be addressed within a classroom setting. Drawing upon social inclusion models, the session will introduce a definition of inclusion that is practical and achievable within schools, sharing models and examples of good practice and generate strategies to develop inclusive practice in your own educational setting. Themes may include inclusive access, students’ needs and engagement and how pedagogies, curriculum and classroom culture can influence inclusion.

Anna has twelve years’ experience of working in international and intercultural contexts, including the Association of Commonwealth Universities and Progressio. She has worked for the British Council since 2010 and is currently an Adviser for Gender and Inclusion, working on the Women and Girls Empowerment platform. Her role has included developing research and designing programmes which seek to tackle gender inequalities at a global level, the outcomes of which highlight the importance of mutual learning, exchange and partnership to addressing common challenges. She holds a BA Hons. French and Hispanic Studies from the University of Sheffield and a MA Education and International Development from the Institute of Education, University of London. She is passionate about gender equality and inclusion and the power of international collaboration to drive change.

Don Genaro

One Size Does Not Fit All THERESA BEAUMONT

Self-Assessment by students allows learners to understand their strengths and weaknesses and focus on the areas where they need to improve. A look at how students can use various tools to assess their own work in the classroom, passing the burden from the teacher to the student. The upshot of using these tools is students are responsible for their progress and can see first-hand how they are doing in a positive testing environment. There is no limit on level to employ these tools. The workshop will take a look at some strategies that teachers can implement at very little cost, but with rich rewards. Terry Beaumont is a teacher at the British Council, Mexico. She has worked as a part-time teacher for 7 years working with adult students at all levels of learning. She has spoken at BBELT several times, as well as at EDUK. Her presentation is on student Self-Assessment which she has been piloting at the British Council for the past year.

Doña Socorro

Chaos and Complexity: Fractals in ELT ANDREW STARLING

ME CPed CE

Language is often viewed in terms of components and presented to learners in an orderly, neat and structured fashion. Items are organised, introduced and analysed progressively from ‘basic’ to ‘advanced’ and language learning is considered to be linear and progressive. However, language is creative and dynamic, changing and evolving over time and learning a language does not progress in a smooth, linear fashion. Students don’t necessarily learn what is presented, and when describing language ‘basic’ and ‘advanced’ can often be rather relative terms. We should step outside this tidy, structured ‘box’ and look for ways to address this mismatch. Andrew Starling is the Regional Content Manager (English) for Pearson Learning Services HispanoAmerica. He has over 25 years of experience in the field of English language teaching as a teacher, teacher trainer, director of language centres and speaking examiner. Andrew is also author of a number of ELT coursebooks.

Doña Adelita

Seven Laws of Teaching outside the Box KOEN VAN LANDEGHEM

CPed CE TT&D

We choose to teach to make a difference. However, this original flame of enthusiasm and purpose may over time be tempered by an educational environment that measures results in terms of grades in which we end up teaching towards grades and students end up feeling their learning happens within a box. This session juxtaposes motivational theories with recent findings in brain research and the power of purpose. It focuses on seven principles that help create excitement for learning. The aim of the session is to rekindle your initial flame of purpose of helping your students reach their full potential. (See biodata on page 22)

Don Julián

Critical Pedagogy: Teaching outside the box HERIBERTO DÍAZ VÁZQUEZ

CPed

Critical pedagogy is an approach to teaching which attempts to encourage students to question and challenge social situations and problems that directly affect them such as bullying, discrimination, inequality, etc. with the idea of discussing alternatives to improve their own conditions and to contribute to a better society. In this workshop, participants will evaluate the practical application of critical pedagogy in their teaching contexts. We will use a procedure to present different activities such as pair work, writing, roleplays, songs, readings and so on. After looking at some examples, participants will brainstorm activities where critical pedagogy could be applied. Heriberto Díaz works at the British Council as a teacher, examiner, teacher trainer and online tutor. He has been in ESL for 28 years working as an adult and YL teacher and has spoken at conferences such as MEXTESOL, ANUPI, BBELT and UNAM. He is also the Coordinator of the Language Department at CIDE.

Doña Sol

Happy Charms for Happy Children! SARAH FASH

M&R

Meet Sophia, Erick, and their special friend Zing – a cute and cheerful hummingbird. These three characters explore the world together, developing their social-emotional skills as they go! HAPPY CHARMS is a new three-level preschool series that will bring joy and playfulness to your classroom. Children will learn how to be independent and flexible, while responding quickly to different situations – just like hummingbirds themselves! Your children deserve a happy and positive start in life. Let HAPPY CHARMS show you the way! Sarah Fash has been writing language arts and EFL curriculum for over ten years and is in her 18th year of teaching. She holds a multiple-subject teaching credential, a CLAD certificate, and a Master’s degree in curriculum and instruction with an emphasis in teaching English as a second language. 50

Plenary session E 12:00 – 13:00 Don Alberto 1

ROSALÍA VALERO

Assessment: What every educator should know but is afraid to ask Assessment is rarely taught as part of teacher training around the world and when it is, it seems to be a theoretical concept with its own language! This can make it a bit of a mystery. Teachers are often asked to make their own classroom assessment with little support and sometimes feel at a loss of where to start. This interactive presentation will try and start to unveil this mystery and focus on the key considerations in assessment. It will take the most frequent item type – Multiple choice questions (MCQ) and examine the key elements and how to build a successful one. We will start by examining some of the terminology surrounding it, followed by some examples of common mistakes when trying to write such an item type. Participants will have an opportunity to practice writing their own and get feedback all the while, building a list of key considerations for future reflection and use. Participants will also obtain a basic understanding of which type of MCQ is better – 4 or 3 option MCQ and how decisions in its formation can sometimes unwittingly give clues to correct answers and how this information can support in-classroom teaching when preparing students for an exam. Finally, there will also be an opportunity to explore whether creativity plays a true part in item design or whether other elements such as consistency are key.

Rosalía Valero is Senior Strategic Development Manager – Americas at Cambridge Assessment English. She holds an MSc in Teaching English from the University of Aston, UK. Her main professional interests are assessment, professional development, the digital educator, ELT management, lexicography, and gender issues.

CONCURRENT SESSIONS E 13:15 – 14:15

Out-of-class Activities carried out by Plurilingual Learners at a Mexican University ANA ELIZABETH RÍOS ACOSTA

Don Diego 1 TEL

This presentation will report on an ongoing qualitative study whose aim is to explore the out-of-class language learning experiences of students who are concurrently learning English and other foreign languages. The findings show that the participants’ motivations to practice outside the classroom vary by language; however, they perceive more opportunities to practice English. Most of the activities involve the use of technology, but there is a lack of variety in the resources used. This information can motivate teachers to promote learner autonomy and help students develop strategies to improve their ability to perceive learning opportunities and fully benefit from them. Ana Elizabeth Ríos Acosta is an EFL teacher and has been an ESP instructor in the B.A. in English Language Teaching at Universidad de Sonora. She holds a B.A. in ELT and is currently a student in the last semester of the Master’s Program in Humanities in the same university.

Don Diego 2

Working on Writing Creatively ERIKA LIZÁRRAGA

CE M&R

Isn’t it true that writing is the most neglected skill in the classroom? And how can teachers help learners move from a practice stage in writing to the production of a text that communicates a message? The objective of this workshop is to provide teachers with practical ideas to help learners develop this skill in the most creative way.

Erika Lizárraga holds a BA in English Literature from UNAM and in Teaching English from CENEVAL and a Dip RSA from Cambridge ESOL. She is a materials writer, a certified oral examiner, and a validated trainer from the University of London, to deliver CPD courses. She has given seminars in Mexico, Central, South America and Asia, and is currently working as an ICELT coordinator at the British Council.

Don Diego 3

Are you Listening to me? HIGINIO ORDOÑEZ

TT&D

Do you have to repeat all over again and again? Come and join us to share some strategies for giving instructions. Using Modeling, games, Verbal and No-verbal language play an important role in this process. Also we will review some of the common routines we need in the classroom particulary for Young Learners. Higinio Ordoñez has been a Language Teacher for more than 30 years. He was a Teacher Trainer and English State Coordinator in the State of Mexico. He is currently a Freelance Consultant on Teaching English to Young Learners and Teacher Training.

Don Diego 4

Teachable/Learnable Moments (TLMs) ULRICH SCHRADER

Teachers naturally have the greatest opportunities to provide learnable moments for their learners during daily interaction both inside and outside the classroom as a part of the school experience. Of course, this concept also applies to parents and bosses in their contexts. Indeed, anyone can become aware of a teachable moment and exploit it in such a way that it becomes a learnable moment for a learner, whoever that maybe. These moments provide us with an opportunity to grow. This TLM concept will be explained and ideas presented for English teachers, etc. to use in their professional and personal lives. Ulrich Schrader has been an English teacher, teacher trainer and programs administrator for many years. He has an MA in German Literature from the University of Colorado and an MA in TESOL from the University of the Americas, Mexico City. His current interests are the diverse aspects of humanistic education.

Don Diego 5

The Role of Training in EMI: A Case Study DEBBIE WILLIAMS

ME TT&D

The decision to adopt English as a medium of instruction has created an environment where higher education lecturers are delivering their subjects in English which generally is not their first language or that of their students. At the Mexican university under investigation, some content lecturers have decided to teach their courses through EMI without receiving any form of training. This is a presentation of an ongoing longitudinal case study which follows lecturers after they undergo training. It aims to raise awareness of the changes that occur in lecturers’ perceptions about EMI after they experience training. Debbie Williams is the English Coordinator at Universidad Politécnica de San Luis Potosí and has been involved in ELT for 17 years. She holds a MA in ELT developed by the British Council in collaboration with the University of Southampton, where she is currently studying a PhD in Modern Languages.

How To Share the Pleasure of Reading with your Students MARILYN ROSENTHAL

Don Diego 6 M&R

Fall in love again with Classic Readers! e -future award-winning graded readers will motivate your students to read because they will be able to understand and become involved with readers at their own specific language levels. Come and see how fun reading can be in this e-future interactive session. We will show you how to use graded readers to enhance your students’ learning experience and how to start a class library, a reading corner, or a book club. The more your students will read, the more you can help them to “think outside the box.” Dr Marilyn Rosenthal has taught ELT in Mexico, Costa Rica, the UAE, and Japan. She holds a Ph.D. In Linguistics from Georgetown University and has also done international teacher training seminars. She has written or edited more than 200 ELT books and is an Academic Consultant for e Future.

Don Américo

Exploring your inner teacher to discover your mindsets LILIA CÓRDOVA MARTÍNEZ - SARAH BROWN

ME CPed

In this session, participants will reflect on how teaching English in Mexico has changed over time and on their own attitudes and beliefs as teachers. Based on those reflections, they will consider the concept of “visible learning” and the premise that we need to be more aware of the effects of our teaching (Hattie 2009, 2012). Participants will engage in a series of activities which will enable them to reflect on their planning and teaching strategies and identify how they can make both their teaching and their students’ learning more “visible”. Lily has been an English teacher for 18 years (Mexico and USA). She has a M.A. in TESOL, MARJON University, UK. Currently a professor at ITESO University, Guadalajara where she has taught and helped develop the Blended/Virtual courses. She has also participated in teacher training projects with ITESO and SEP.

Sarah has been involved in ELT for 24 years. She is currently an academic coordinator and teacher at ITESO University, Guadalajara, and works freelance as a teacher trainer and materials developer. With ITESO, she has participated in training sessions with public school teachers working with the National English Programme.

Planning, Feedback and Overcoming the Unplannable through Reflective Teaching SHELLEY CHAPMAN SUSSY MARÍA RODRÍGUEZ ORTA YUNUÉ PLIEGO JIMÉNEZ

Don Genaro

Being teacher trainers and language teachers at the same time creates various challenges regarding planning and feedback. Added to this are the challenges of unplanned setbacks; the earthquake of 19S is one devastating example. How can teacher trainers be better prepared in all these areas? This workshop will focus on the advantages of reflective teaching in providing a supportive framework for language teachers and teacher trainers. Teachers will have the opportunity to discuss specific cases. Shelley Chapman has been an ELT teacher and teacher trainer at the ENALLT-UNAM, Mexico City, for over 10 years. She holds a BA in English and a Graduate Diploma in Education from Curtin University, Australia, and a Diploma in Formación de Profesores from CELE-UNAM. Sussy Rodríguez has been an ELT teacher for 16 years and a teacher trainer for 7 years at the ENALLT-UNAM, Mexico City. She is currently the Head of the English Department at the same institution. She holds a major in English Language Teaching, and a Diploma in Formación de Profesores from CELE-UNAM. (Yunué Pliego, see biodata on page 23)

Doña Socorro

Authentic tasks: the real deal ENGELI HAUPT

CPed M&R

While the use of authentic materials is nothing new in the world of ELT, especially within the Task Based Learning approach, most course book tasks are a long way from being authentic. In this workshop, we’ll examine what makes a task authentic and how to make the most of course book tasks. We’ll also explore how to ensure that the tasks we use to accompany authentic texts match their real-life communicative value. (See biodata on page 14)

What do we know about how vocabulary is learned? PHILIP HAINES

Doña Adelita ME M&R TT&D

No teacher doubts the importance of vocabulary in language learning, but what do we know about how it is actually learned? The new professional development title ‘How Vocabulary is Learned’ from OUP addresses questions such as: ‘How many words should students learn at a time?’, ‘Is it useful to provide L1 translations?’ and ‘How much classroom time should be spent teaching vocabulary? This workshop will give the answers to these and many other questions about how vocabulary is learned and therefore how we should be teaching it. (See biodata on page 16)

Don Julián

Life Skills ANDY COWLE

M&R CE

Students will tell you that they don’t like reading, but this is simply not true. On social media and through instant messaging students are reading (and writing) all the time – more than any other generation before them. They do not think of this as reading. Moreover, they are following engaging narratives about people, and responding to what they read on various important cognitive, emotional and social levels. So if we introduce reading which is easy, in contexts they understand and enjoy, our students will be more motivated and can develop essential life skills alongside natural, meaningful language development. After all, in the real world, we read for pleasure or communication not for tests! Starting out as a graduate of German and English Linguistics and an English language teacher, Andy has worked in ELT publishing and training globally for 30 years, operating in almost 40 countries. Passionate about creative ELT materials and motivating teaching professionals, Andy is known for enthusiastic and practical talks, encouraging teachers to try new ideas, and connecting language learning with the real world. Andy was born and grew up near Liverpool, England, and now lives in Glasgow with his family, dog and guitar. He is loves travel, film and good wine. Preferably all at the same time.

How to boost your career through selling your teaching skills DENISE VALENZUELA LÓPEZ JULIETA JIMÉNEZ NAVARRETE LUCIAN ALEXANDRIN

Doña Sol

TT&D

It is common for English teachers who care about their professional development to take courses, attend academic events or do certifications. However sometimes they forget about one important thing: selling their teaching skills and expertise. If we would just know what recruiters are looking for… During this workshop, you will review a summary of interviews about the main skills and knowledge recruiters are looking for in an English teacher and will learn how to improve your academic and professional skills in order to make your resume more attractive for Human Resources recruiters in academic institutions. Denise Valenzuela is an experienced project manager and marketing specialist. She has a strong professional background in different sectors. She has been working in Education, promoting international education and managing teacher training, and ELT courses. Her work has impacted more than five thousand teachers who work in public schools in Mexico

Julieta del Carmen Jimenez Navarrete is a graduate student from Escuela Superior de Turismo in Instituto Politécnico Nacional. She has been a teacher of English for about 26 years. She has taken the Diploma Course in ELT at CENLEX Zacatenco, The Diploma Course for the New Education Model at IPN, the Diploma Course in Applied Linguistics from ALAD CELE UNAM and the Master in Education in UEM. She has, as well, taken Cambridge Assessment Certificates, Trinity College London Certificates and the LCCI Certificate from the London Chamber of Commerce. Currently, she is working for the British Council as an Academic Coordinator and Consultant. Lucian Alexandrin is currently the academic manager for the British Council centre at Universidad Iberoamericana. Over the past few years, he has worked on several British Council projects in México, including coordinating the online courses offer, managing the teaching operation in Monterrey, and of course, teaching English.

Plenary session F 15:45 â&#x20AC;&#x201C; 16:45 Don Alberto 1

JAMIE KEDDIE

Teaching English through storytelling Human beings are creatures of narrative. Stories define us. They are our memories and our dreams. They are our relationships and our experiences. We think them, invent them, and imagine them. We use stories to entertain, stories to strengthen bonds, stories to persuade, stories to sell, stories to empathise, stories to learn, stories to understand the world, stories to communicate. Story and language are inseparable. But in the world of language teaching, it is often the teachers of young learners who are the quickest to embrace storytelling as a way of engaging students and structuring lessons. But storytelling is too fundamental and valuable to be associated exclusively with one group alone. In this practical talk, I would like to create a case for bringing storytelling and story sharing to the front of all classrooms. I would like to do the following: • Demonstrate that the story-rich classroom is a more engaging classroom; that when framed within the narrative of a story, language can become more meaningful and memorable. • Demonstrate that we can use stories to get students listening, speaking, reading, writing, collaborating, thinking, problem solving and much more. • Share some essential skills for good teacher-led storytelling. • Address some common resistances that teachers may have to storytelling in the language classroom. • Suggest ways to use personal stories with your students. • Share some story activities and techniques that you will be able to recreate in your own classroom.

Jamie Keddie started off with a degree in Biochemistry from the University of Aberdeen in Scotland. After that, he realized that he actually wanted to be a musician. He spent most of his twenties studying at Leeds College of Music in Yorkshire, England, and then worked as a singer-piano player on ships, but nothing too glamorous. After getting tendonitis in his arms, Jamie was forced into a career change. He went to live in Spain and started working as an English teacher. Now, as a Barcelona-based trainer, writer and storyteller, Jamie has shared his insights and ideas with teachers in over 40 different countries. Jamie is the author of three books: • Images (Oxford University Press, 2008) • Bringing Online Video into the Classroom (Oxford University Press, 2014) • Videotelling: YouTube Stories for the Classroom (Lessonstream Books, 2017) He is also the founder of Lessonstream, the popular website for teachers. Jamie is an associate trainer at Norwich Institution for Language Education (NILE) in the UK. He runs courses on the use of image, video and storytelling in language teaching and has a weekly newsletter which you can subscribe to at: jamiekeddie.com

CONCURRENT SESSIONS F 16:45 – 17:45 Graphic organizers: Moving towards critical thinking and learning autonomy JOSADAC FLORES PÉREZ

Don Diego 1 CE M&R

How can I help my students think on their own? By analyzing, comparing and contrasting vocabulary, grammar in use, and concepts, students can be engaged in the teaching process for a meaningful learning experience. In this session you will implement graphic organizers as scaffolding for the critical thinking and language acquisition processes in the classroom leading to autonomous learning. (See biodata on page 28)

Don Diego 2

ELT Myths and How to Avoid them JOANN MILLER

CPed

This talk is designed to foment our critical thinking skills by examining some common ELT myths that we can’t avoid in the classroom and presenting the research that disproves them. Participants will mention other concepts they believe to be myths and techniques for finding research on topics that could disprove them is shown. Finally, suggestions on how to deal with myths in educational settings is discussed. JoAnn Miller has taught in Mexico City for 45 years. She was teacher and coordinator at the IMNRC (18 years), Institutional Coordinator at UVM (9 years), on the Board of Directors of TESOL, and an Editor of the MEXTESOL Journal. She’s currently a freelance trainer and materials developer.

Don Diego 3

Walking Dead: Pop culture in the classroom GUADALUPE PINEDA

Few aspects of pop culture have captivated the collective imagination as much as the walking dead. This workshop will present real-life documents and activities that can be used for developing language and survival skills alike. Along with this, participants will come up with ideas of how to use popular texts and tv shows as a basis for classroom activities. The speaker will also provide easy access to several materials for classroom use. Guadalupe Pineda has been working in ELT for over 30 years. During that time, she has spoken at conferences across Mexico and has been a teacher trainer, school administrator, program coordinator, academic consultant and editor. At heart, she is a teacher.

For every learner, every step of the way: Cambridge English language certifications ORELLY PALMAS

Don Diego 4 A&E

Learning English has become essential for Mexican institutions, both public and private. Proving students’ knowledge has become increasingly important. In this session, we will explore the importance of quality certifications and the principles underlying Cambridge Assessment English language tests and certifications. We will also consider how to support teachers embracing the opportunities that technology brings to help and inspire students to learn effectively with tools and resources. Orelly Palmas, MA holds a BA in Teaching English as a foreign language from Escuela Normal Superior de Mexico and an MA in Applied Linguistics and ELT from Surrey University, England. She has taught foreign languages and ESP at all levels in Mexico and the U.K. In addition to her extensive experience as a teacher trainer, in Mexico and Central America, Mrs. Palmas is currently the Special Projects Coordinator at Cambridge University Press, as well as, a Speaking Examiner for Cambridge Assessment English.

Reconceptualization of Teachers’ Role in a Liquid Society ABELARDO ROMERO FERNÁNDEZ

Don Diego 5 CPed TT&D

Nowadays, ICTs are creating a liquid society that gives students the opportunity to not only control what they want to learn but also to create their own Personal Learning Environments. With all this, one question comes to mind, what is the role of the teacher in a liquid society where the students administrate their learning processes and are able to create their own PLE? In this session the speaker will reflect about the need teachers have to change their roles in the learning and teaching process to not become “a terrified dinosaur in an airport”. Abelardo Romero Fernández is a full-time Researcher and Teacher at BUAP. He has two B. A. degrees; “Lenguas Modernas” (BUAP) and “Pedagogía” (UNAM). He holds a Master’s Degree in “Educación Superior” (ULSA). Currently he is studying a PHD program in “Educación” (ULSA). He´s got articles and lectures during this year.

Two generations, one classroom: Dealing with Millennial students BRENDA MÓNICA ROSAS SALAS GLORIA ANGÉLICA ORTIZ BARROSO

Don Diego 6 ME CPed CE

Currently, we are experiencing the collision between two of the most different generations ever: Generation X and Generation Y, also called Millennial. Such a difference makes an impact in the classroom environment: Generation X teachers interacting with Millennial students. This presentation aims to give higher education teachers tools to handle the generational differences so that they can take them into account when designing their lessons for Millennials. Mónica Rosas holds a B.A in Modern Languages and a M.A in Human Development and Education. Full time academy member at UPAEP Language Department, Spanish for foreigners’ coordinator, and EFL professor. She is also an online facilitator, academic reader & speaker at MEXTESOL, and Vice President of Puebla’s MEXTESOL Chapter. B.A. on Modern Languages and M.A. in Teaching English Ad Honorem (BUAP). Director of UPAEP Languages B.A., professor of languages and content subjects, CIEES and CONCYTEP evaluator, online facilitator of English and Spanish, editor and translator of Integra2 and researcher in the field of ESL and CDA.

Don Américo

Teach with confidence: Interchange BRAD BAWTINHEIMER JOSÉ LUIS DE PAZ

TT&D

Find out more about one of our most popular series and why it keeps going strong. We have some exciting news to share with you. Teach with assurance, ease and conviction. Teach with Interchange. (Brad Bawtinheimer, see biodata on page 31) (José Luis De Paz, see biodata on page 12)

English Language Teachers’ Cognitive Transformation when Engaging in Collaborative Reflective Practice JOVANNA GODÍNEZ MARTÍNEZ

Don Genaro TT&D

This action research study shows how English language teachers have the ability to be critically reflective about their teaching given the appropriate conditions which Reflective Practice necessitates such as opportunity, time, and assistance from others; often lacking in everyday teaching scenarios, traditional evaluative classroom observations and typical teacher education programmes. I have been involved in ELT since the year 2000. Aside from being an English language teacher, in 2009, I became a Teacher Trainer conducting teacher development programmes in central Mexico and Costa Rica. Most recently in May 2017, I obtained a Doctorate Research degree with the University of Southampton, UK.

Doña Socorro

John, Paul and Mario: les enfants terribles of HT PALOMA VARELA

Teachers today often find themselves caught inside the box. That is accepting the status quo as defined by the natures of both the profession and the institution. Even highly creative teachers can become both stale and frustrated. How can teachers step out of their box, and refresh their teaching, their students and themselves? One way to step out of the box might be through the use of original, imaginative humanistic activities and techniques created by John Morgan, Paul Davis and Mario Rinvolucri: les enfants terribles of Humanistic Language Teaching. DipTESOL, Paloma Varela is a language teacher and e-tutor at the British Council, academic consultant for various institutions; author and content editor for several publishers too. At CENEVAL she is a certifying panel member. Currently, she is completing her second year of the MA in TESOL at Sheffield Hallam University.

What does Social Emotional Learning mean for your learners? BLANCA LOONEY

Doña Adelita TT&D

What is SEL? How is SEL becoming an important factor in today’s learning? What are the elements that will allow teachers to understand its importance in today’s teaching? How is SEL influencing teachers to be more supportive and students to be more inspired? We will explore SEL, and its impact on teachers’ understanding of our students’ development of skills, attitudes and behavior, both inside the classroom and beyond. Ms. Blanca Looney has been an academic consultant since 1993. She has given seminars, workshops and teacher training sessions in Mexico and Latin America. Has worked with the Ministries of Education in Mexico, Central and South America. Blanca Looney is now a Freelance Academic Consulting for University of Dayton Publishing.

Don Julián

Is English a therapy?: Hospital Pedagogy in English ANDREA DEL CARMEN OLMOS BERNAL

CE EDI

A study was conducted to examine EFL classes to children with chronic degenerative diseases; for example, cancer. The investigation took place at Hospital Regional de Occidente in Guadalajara, Jalisco. Several pieces of vocabulary were taught ludically for a two-month period. The researchers made use of several observation instruments to gather data. Surveys for patients, parents, teachers, and doctors were applied. The results showed that English classes did make a difference in the children’s emotions and stress levels. English lessons were successful enough to distract children from sickness and pain. Andrea Olmos studied a B.A. in TEFL at the University of Guadalajara. She has presented workshops and research reports at ANUPI and MEXTESOL. She took an Academic English Training Program at the University of California Davis in 2016. She is currently interested in teaching English to young learners with special needs.

Doña Sol

The “All-Inclusive” Learning Experience with SURE CLAUDIA ROCA RODRIGUEZ

ME M&R

In today’s modern world, students need to develop lifelong skills and their understanding of the world we live in. Helping them achieve this in the English classroom is now essential. Helbling has developed an “all-inclusive” course that enables learners to develop critical thinking skills, prepare for international exams (Cambridge and Trinity), learn CLIL and intercultural awareness, increase environmental awareness, and much more. With our user-friendly E-Zone platform, students will learn English purposefully! Come learn about this amazing CEFR-competency-based blend. (See biodata on page 13)

Plenary session G 18:30 â&#x20AC;&#x201C; 19:30 Don Alberto 1

MAGGIE ADERIN

Reaching for the Stars Currently, fewer than 15% of 10-14 year olds in the UK aspire to pursue a career as a scientist, leaving the UK with a potential skills shortage. As the UK celebrates 100 years since women received the vote we will look at the countries gender imbalance within the area of STEM (Science, Technology, Engineering and Maths). It is thought that addressing this imbalance could stop the potential shortfall in the future. Some areas of STEM such as Medicine and Biology are dominated by women and considering that the first women to be awarded a licence to practice medicine in the UK, Elizabeth Garret Anderson, received her qualification in 1865 we have come a long way. However, in subjects like Engineering and Computing the % of women in these subjects is down in the low 20’s so here we have a long way to go to reach gender equality. To address these shortage Dr Maggie AderinPocock with funding from the UK government has visited schools across the UK and the world showing children the joys of a career in science using her own career as an example of what can be done with a degree in Physics. To date Maggie has visited over ¼ of a million students and is seeing more all the time. Maggie tries to encourages all she speaks to and instils in them a “desire to aspire”. Maggie will discuss the techniques she uses to encourage kids to “Reach for There Stars” and fulfil their full potential.

Dr Maggie Aderin-Pocock is a space scientist who studied at Imperial College London, where she obtained her degree in Physics and her Ph.D. in Mechanical Engineering. She has spent her career making novel, bespoke instrumentation in both the industrial and academic environments. These have ranged from hand held land mine detectors to optical subsystems for the James Webb Space Telescope. Until recently Maggie worked at Astrium Ltd in Portsmouth where she led the optical instrumentation group. There she managed a range of project including making satellite sub-systems to wind speeds in the Earth’s atmosphere. This system was designed to improve our current knowledge of climate change. Maggie also had a science in society fellowship held at UCL from the Science and Technology Facilities Council which enabled her to present her science ideas to a wide range of listeners from school children to politicians. To further share her passion for science, Maggie has also set up and runs her own company “Science Innovation Ltd”. Through this Maggie conducts public engagement activities sharing the wonders of space. To date Maggie has given these presentations to over 250,000 people around the world. As well as public speaking Maggie also works as a TV presenter and recently started to co-host the world’s longest-running television program “The Sky at Night”.

EXHIBITORS BODELI OSNAYA

HELBLING

BRITISH COUNCIL EXAMS

HOUGHTON MIFFLIN HARCOURT

Contact: Miguel A. Osnaya Email: miguel@bodeli.com.mx

Contact: Alejandro Gil Email: Mx.Exams@britishcouncil.org

Contact: Mónica Fuhrken Email: monica.fuhrken@hmhco.com

CAMBRIDGE ASSESSMENT ENGLISH

OXFORD UNIVERSITY PRESS MÉXICO SA DE CV

Contact: Victor Pérez Email: PerezTorres.V@Cambridgeenglish.org

CAMBRIDGE UNIVERSITY PRESS Contact: Leon Díaz Ortiz Email: ldiaz@cambridge.org

DELTI Contact: Gabriela Ballesteros del Olmo Email: gdelolmo@delti.com.mx EDITORIAL IZTACCIHUATL DE MONTERREY S.A. DE C.V. (EDIMSA) Contact: Juan Carlos Guazano Medina Email: jguazano@edimsa.com.mx

EDITORIAL VICENS VIVES

Contact: María Fernanda Rodríguez Velázquez y/o Raúl de la Bastida Dergal Email: mrv@vicensvives.com.mx ; rdl@vicensvives.com.mx

E.FUTURE

Contact: Ana Laura González F Email: ana.gonzalez@eltkorea.com

EMPRESER S.A. DE C.V.

Contact: Ana Laura Martínez Email: alaura.martinez@empreser-elt.com 68

Contact: Alejandra Bravo Parkman Email: abravo@helbling-la.com

Feria Internacional de Idiomas FIID - PROULEX

Contact: Andrés Rosas / Gloria Castellanos Email: asistentefiid@proulex.udg.mx

Contact: Jannet Rosas Email: contacto.mx@oup.com

NATIONAL GEOGRAPHIC LEARNING, A PART OF CENGAGE Contact: Génesis Romero Email: genesis.romero@cengage.com

PEARSON MEXICO

Contact: Mireya Uriarte Email: mireya.uriarte@pearson.com

PROVESA

Contact: Andrés Flores Email: Info@provesa.mx

RICHMOND PUBLISHING

Contact: Laura Pérez Aguilar Email: marketing@richmondelt.com

TRILLAS

Contact: Rosario Barrera Email: lavigaprofesores@trillas.mx

UNIVERSITY OF DAYTON PUBLISHING

Contact: CIAC Centro Integral de Atención a Clientes Email: nalvarez@ediciones-sm.com.mx

VIDEONET

Contact: Yadir Ogarrio Tello Email: yogarrio@videonet.com.mx

INDEX BY NAME Aderin, Maggie ...............................................................................66 Aggrey, Steve ..................................................................................32 Alexandrin, Lucian ........................................................................58 Banfi, Cristina....................................................................................26 Bawtinheimer, Brad ..............................................................32, 64 Beaumont, Theresa ......................................................................49 Brown, Sarah ...................................................................................56 Castineira, Teresa ..........................................................................30 Ceballos, Beatriz ............................................................................20 Chapman, Shelley .........................................................................57 Contijoch Escontria, María del Carmen ..............................48 Córdova Martínez, Lilia ...............................................................56 Cowle, Andy .....................................................................................58 Creemers, Edouard Francois Hubert....................................48 De Paz, Jose Luis .................................................................. 12, 64 Díaz Vázquez, Heriberto ............................................................50 Espinosa Rayas, Judith ...............................................................29 Everitt, Charlotte.............................................................................30 Fash, Sarah .......................................................................................50 Félix, Jair ...........................................................................................30 Flores, Angélica .............................................................................. 13 Flores Pérez, Josadac..........................................................28, 62 Fuhrken Hiriart, Monica ..............................................................22 Godínez Martínez, Jovanna ......................................................64 Goldstein, Ben ................................................................................24 Grounds, Patricia Evelyn ............................................................30 Guevara Vázquez, Martha Rocío ........................................... 21 Haines, Philip ........................................................................... 16, 57 Hardy, Emily ..................................................................................... 16 Haupt, Engeli ........................................................................... 14, 57 Hernández Alcántara, Jessy .................................................... 31 Hockly, Nicky.................................................................................... 18 Humm Soriano, Dan ..................................................................... 14 Jiménez Navarrete, Julieta .......................................................58 Keddie, Jamie .................................................................................60 Lizárraga, Erika................................................................................54 Llanas, Angela .................................................................................32 Looney, Blanca................................................................................65 Lusnia, Karen ...................................................................................23 Maciel, Adriana ...............................................................................23 Masterton, Christopher .............................................................. 31 Miller, JoAnn ....................................................................................62 Montesinos García, Cynthia Elena.......................................... 31 Moore, Caroline ..............................................................................30 Mundo Carrillo, Julio César....................................................... 21

O’Leary, Matt ....................................................................................44 O’Flynn, Anna .................................................................................48 Olmos Bernal, Andrea del Carmen .......................................65 Ordoñez, Higinio ............................................................................55 Ortega, Mauricio ............................................................................47 Ortiz Barroso, Gloria Angélica .................................................63 Osornio García, Gabriela ...........................................................47 Palmas, Orelly...................................................................................63 Perez Bolado, Isaac ......................................................................29 Pérez-Castillo, Jessy ....................................................................20 Pineda, Guadalupe .......................................................................62 Pineda Saynes, Homero.............................................................. 15 Pliego Jímenez, Yunué .......................................................23, 57 Recke Duhart, Adriana ................................................................47 Ríos Acosta, Ana Elizabeth .......................................................54 Roca Rodriguez, Claudia ................................................... 13, 65 Rodríguez Orta, Sussy María ...................................................57 Romero Fernández, Abelardo .................................................63 Rosas Salas, Brenda Mónica ....................................................63 Rosenthal, Marilyn ........................................................................56 Russell, Jake ....................................................................................23 Sagert, Kathryn Laura ................................................................. 21 Sánchez, Liliana ..............................................................................24 Santana, Dixie...................................................................................28 Schrader, Ulrich .............................................................................55 Searle, Mark ..................................................................................... 10 Sinclair, Tracey ...............................................................................29 Sotiropoulos, Gregg .....................................................................24 Starling, Andrew..............................................................................49 Taylor, Barbara ............................................................................... 12 Thummler, Renate..........................................................................48 Tiburcio Lopez, Magdalena ...................................................... 15 Torres, Joseph................................................................................. 13 Valenzuela López, Denise..........................................................58 Valero, Rosalía......................................................................... 15, 52 Vallejo Martínez, Bogar .............................................................. 14 Van der Werff, Joep .....................................................................46 Van Landeghem, Koen........................................................22, 49 Varela, Paloma.................................................................................64 Vela González, Leticia...................................................................46 Vivanco, Eloise ............................................................................... 16 Watkins, Ella....................................................................................... 15 Williams, Debbie ............................................................................55

ACKNOWLEDGEMENTS The British Council would like to thank the following people and organizations for their contributions to the conference.

Conference organisers:

Adriana L. Sánchez León Patricia E. Millán Arroyo Pilar Aramayo Prudencio

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• Irma Piña Silva (Conference support and BBELT 2018 Academic Committee) • Insight Mobile (Conference App) • Iveth Pompa Ruiz (Conference support) • Jimena Bello (Conference support) • Jaime Rodríguez Olmos (Conference support) • Jennifer Cosgrave (Conference support) • Jorge Kareh (Marketing & Communications) • Jovanna Matilde Godínez Martínez (Conference support) • Julieta del Carmen Jiménez Navarrete (Conference support) • Karina Villarreal Soriano (Conference support) • Jake Russell (Teaching Centre presentations) • Liliana Sánchez (BBELT 2018 Academic Committee) • Mariana Nova (Marketing & Communications) • María Luisa Castanedo (Master of ceremony) • Metropol (Accommodation) • Michelle Lezama Díaz (Conference support) • Miguel Tellez (Conference support) • Multimex (Printing services) • Nancy Luna (Finance support) • One (Accommodation) • Pamela Zuñiga (Cultural event) • Paola Lucas (Conference support) • Renato Corona (Resources support) • Ricardo Guerrero (Marketing & Communications) • Susana Ramírez Félix (Conference support) • Víctor Marín (Conference support) • Víctor Moreno (Finance support) • Zaira Ríos (Finance support)

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OUR MISSION WE SEEK TO CREATE MUTUAL UNDERSTANDING BETWEEN THE UNITED KINGDOM AND THE WORLD, THROUGH THE CONSTRUCTION OF RELATIONSHIPS WITH PEOPLE, INSTITUTIONS AND GOVERNMENTS.

ENGLISH We transform the teaching landscape and English language learning in Mexico through training programmes and certification of teaching competencies. We offer stimulating and rewarding English language teaching in order to help students reach their full potential.

EDUCATION AND SOCIETY We elevate the quality of education systems as well as stimulate academic, professional and institutional collaboration between Mexico and the United Kingdom. Similarly, we strengthen collaboration with the research community for the development of scientific and technological projects that result in high social impact.

ARTS We contribute to enriching the countryâ&#x20AC;&#x2122;s culture, generating bilateral conversations in matters of public policy, skills development, emerging talent promotion and diffusion of different artistic expressions as essential factors to strengthen the social fabric of each society.