BILINGUAL EDUCATION: MYTHS AND REALITIES (9.30 am)
What is bilingual education? Since I started working with bilingual education at Pearson, I have come across a lot of misconceptions regarding bilingualism coming from parents, and amazingly from some teachers and school administrators as well. Hence the title of this presentation. I will discuss the myths and realities involving bilingual education in the 21st century, and demystify preconceived ideas on the subject. Through real life experiences and research we will find what is actually true about bilingualism in the 21st century.
Marcos majored in English from the Federal University of Paraná in Curitiba. He holds the ICELT (In-Service Certificate of English Language Teaching) and also the CPE (Certificate of Proficiency in English), both from the University of Cambridge. He is currently working as a School Product Consultant in the bilingual department at Pearson, and also as an IELTS examiner for the British Council. As a consultant he has been in charge of training teachers, observing classes, helping with the curriculum and giving them all the academic support they need. email@example.com>
MULTICULTURALISM (2.00 pm)
Richmond Publishing Consultant
Linguistic Landscapes: noticing language around you.
An updated approach that encourages noticing skills and critical thinking.
Stephen has been a teacher, teacher trainer and materials writer since 1996. In that time he taught 3yearold children up to 76-yearold great-grandmothers in Poland, Taiwan, Brazil and the UK.
He has recently moved to Curitiba and is currently running his own teacher training business –“TailorMade English”. He is interested in writing materials and developing his website: http://www.tmenglish.org. He has an MA in Linguistics from The University of Birmingham, UK. He is at his happiest when his students benefit from material he has created specifically for them (and when his beloved Birmingham City win a match!).
1. Working with projects in a bilingual course: reporting an experience
From 11.05 to 11.35 – ROOM 302
Alessandra Ferraz Tutida
Giovana Chimentão Punhagui
This presentation aims at reporting the experience of working with projects with students from 10 to 12 years old in a bilingual course. Concerning bilingual education as teaching and learning content through another language, fostering appreciation for another culture and also motivating students to expand their knowledge and creativity, the course presents the Project-Based Learning (PBL) method as the basis to engage students in investigation of authentic problems. This method was chosen as a tool to promote active learning, working not only with students’ linguistic capabilities but also with their interaction with peers, the division of responsibilities, presentation skills and content learning. The projects are developed through themes that are raised from resources provided by the teacher. The work is divided into 5 parts: the formulation of a big question, data gathering, conclusion, presentation, and evaluation of the process by the teacher and the students.
Giovana is coordinator at MAXI High School and MAXI Bilíngue. firstname.lastname@example.org
Alessandra is a teacher at MAXI Bilíngue. email@example.com
2. Readers in the EFL classroom
From 11.05 to 12.20 – ROOM 305
As reading should be seen as a pleasurable part of the course and not something to be endured, this workshop intends to bring out involving and fun suggestions of pre-reading, while-reading and post-reading activities in order to promote successful extensive reading in the EFL classroom.
Virginia has a large experience in English teaching and as a teacher trainer. She holds a Master’s Degree in Education with specialization in Teaching and Learning Process. Currently she is an academic consultant for Macmillan Publishers. Virginia.Galvao@macmillan.com
3. Motivation in the Teaching of English
From 11.05 to 11.35 – ROOM 303
The motivation to learn English has always been an issue to talk about among teachers. Teachers usually tend to prepare playful activities in order to make their classes more interesting, but does this kind of activity really motivate students? The goal of this presentation is to show teachers some aspects of two motivational theories used in the school context – The Self-Determination theory and the Expectancy-Value theory. According to the authors of these theories the students need to value the activity, they need to feel competent and autonomous to perform the activities successfully. After the exposure of the theoretical characteristics, some activities will be shown to confirm what the two theories and their authors point out.
Paola is a graduate in Languages from UEL, with a Specialization Degree in English (UEL), and has been studying for a Master’s Degree in the Education Area. She has been teaching (children, teenagers and adults) since 1999 at IBL (Instituto Britânico de Línguas) and at Pitágoras. firstname.lastname@example.org
4. Cambridge English Language Assessment
From 11.05 to 11.35 – ROOM 304
Maria Alice Selicani Perfetto
In this presentation I intend to show different Cambridge Language Assessment, starting from Young Learners Exam (YLE) – specially designed for kids. We’ll be able to see the three different levels (Starters, Movers and Flyers) and a different test part in each level including the advantages of submitting kids to this kind of experience. Cambridge English Key (KET) and Cambridge English Preliminary (PET) are going to be dealt with more deeply. On the other hand, the presentation may be expanded in case the audience shows interest in any of the following exams: First Certificate English (FCE), Cambridge Advanced English (CAE) and Cambridge English Proficiency (CPE)
Maria Alice is one of the Directors of Cultura Inglesa Londrina, where she is responsible for International Exams. email@example.com
5. The Autonomy of thinking: Throwing A pebble IN the LAKE
From 11.45 to 12.20 – ROOM 302
Nevton de Liz
Thinking critically? Unfortunately the majority of people do not know what it really means to think critically. But, what is the importance of thinking critically and autonomously? What is the role of the teacher in throwing a pebble in the lake to trigger teenagers to become “thinkers” and, consequently, changing the world around them. Once they start thinking carefully about their existence, they will be able to write and tell our history by questioning and reasoning about it. The objective of the talk is to develop reflective thinking on a quest for knowledge through the adoption of a Philosophical and Sociological approach in a bilingual context at the middle school level (6th grade to 9th grade).
Nevton graduated in Languages (Arts) – Port/Eng and Post-graduated in English – Translation and Interpretation. At the moment he teaches at College, Ateneu at the bilingual teaching (Philosophy/Sociology) and at Senai Instrumental Reading at the courses of Logistics and Industrial Automation. firstname.lastname@example.org
6. Outdoor Activities that TEACH!
From 11.45 to 12.20 – ROOM 303
The 21st Century learner grew up in a vastly different world than we did. Starting at a young age, they’ve had very different learning experiences. As a result, they have very different expectations of the learning opportunities offered. What will attract these new learners to an educational program, whether face-to-face or virtual? Context – the opportunity to explore new, relevant knowledge for learning needs and preferences.
This session deals with the problems teachers face when motivating their students to learn a second language. Some varied outdoor activities which reconcile the needs and wishes of students who do not like spending time concentrating on the use of the target language in traditional exercises. These activities which, believe or not, TEACH!, will be shown and provided to the participants of the session.
Fabia teaches at High School Language Center. email@example.com
1. Generation X Teachers in a Generation Y Environment.
From 4.00 to 5.20 – ROOM 302
ELT Academic Consultant – Pearson Education
An indispensable component of making language acquisition easier is a better understanding of the learner. Not only their learning styles and attitudes but also their expectations and beliefs towards English learning. Consider students in their teens to their mid-twenties: the multitasking and fast paced individuals, highly influenced by technology, impatiently expecting answers on the speed of a mouse click or a Google search. They are in your classroom and they do not expect to be taught the way some of us were: chalk, a cd/tape player and a rather entertaining teacher with lots of imagination and good drawing skills. Once upon a time, not that long ago, verbs and adjectives used to be colorful pieces of wood and characters used to be stickmen.
They are the Millenials, or Generation Y. A peer group to whom a computer is not technology: it is an assumed part of life. They grew up with the internet and developed a nonlinear way of thinking that exactly reflects the language of the web. For them, it is natural to start out with something and end up somewhere else. Should we consider the Y generation profile when preparing a lesson? What resources do they expect the teacher to use and how? The current student body has changed, but have we as educators?
In this session, we are going to try to understand such learners and compare teachers who are immigrants to technology to these digital natives and their expectations. Furthermore, propose hands-on ways to work with mobile phones, Youtube, Twitter, Flickr, Wikis, podcasts, blogs and social networks such as Facebook, in order to bring the world of students into the classroom and add a different, modern and interactive way to practice English.
2. Couldn’t make it to IATEFL 2013 in Liverpool? Won’t be able to go next year either? No worries!
From 4.00 to 5.20 – ROOM 303
Richmond Publishing Consultant
BRAZ-TESOL is an affiliate of IATEFL (International Association of Teachers of English as a Foreign Language), one of the biggest and most important communities of ELT teachers in the world. The IATEFL International Annual Conference & Exhibition has an average of 500 speaker sessions, which you unfortunately miss if you can’t flight to the UK. With examples from the last conference held in April, this session is an overview of how much can be seen and done online through videos, posts, blogs, etc.
3. Bilingualism valuing and supporting diversity: challenges and opportunities for Tesol in promoting academic, cultural and linguistic achievement
From 4.00 to 5.20 – ROOM 304
Selma Moura is currently developing her PhD research at the Institute for the Study of Languages at the State University of Campinas (Unicamp), holding a M. Phil. and a B.A. in Education from the University of São Paulo (USP). She is a specialist in Bilingual Education, regularly invited to present workshops on bilingualism and issues about bilingual education. She writes at http://www.educacaobilingue.com.
4. ELT through Music
From 4.00 to 5.20 – ROOM 305
Christopher A. Whitt
High School Language Center
Music is a very effective tool that should play a larger role in the EFL/ESL classroom because it offers a great variety that appeals to the students. Most children and teenagers enjoy music and therefore it should increase their interest in learning a new language in a very entertaining way. Educators need to be willing to incorporate music in their lessons in order to better enhance their students’ learning. Music can be used to remove language barriers and should be implemented as early as preschool. More music in every language classroom will inspire more students to become creative and independent. Music will allow educators and their students to understand each other and connect in a new way.
Christopher Allen Whitt, native of Richlands, Virginia (USA), is a mass communications and music graduate from Emory & Henry College of Emory, Virginia. During his college years, he started a cultural program called Emory for Mexican Migrant Workers (EMMW), where he assisted in aiding more than 200 migrant workers of that region with English lessons, medical and dental care and governmental subsidies for food. Upon completing his extension course in TEFL in 1999, he spearheaded a language teacher exchange program between his college and the Methodist Institutions in the cities of Birigüi, Lins and Piracicaba in Brazil. In 2001 he moved to Londrina where he worked as teacher and coordinator in various English language institutions before opening his own – High School Language Center – in October, 2008. On special occasions, his musical group Accordes Vocal performs in concerts, weddings and events in the two-state region of Paraná and São Paulo. This year he will hold his 2nd Musical Show “DREAMS” on the 27th and 28th of October. This event showcases the talents and hardwork of his English students, as well as his voice students. firstname.lastname@example.org