Schedule

Friday, June 7

By Kevin Parker

Abstract: How can teachers embrace students’ backgrounds, identities, and cultures to create a more inclusive, student-centered classroom environment? How does this impact students’ language acquisition and production? In this workshop, the presenter will demonstrate several instructional strategies for creating a classroom environment in which students’ interests and lived experiences become the driving forces for English language instruction. The presenter will utilize comprehensible input techniques to embrace diversity in the classroom, which participants can implement in their own classrooms.

BIO

Kevin L. Parker holds a Bachelor of Arts in Spanish with a minor in secondary education from East Tennessee State University, as well as a Master of Arts in Curriculum and Instruction from Tusculum University.  Since February 2024, Kevin Parker has been serving as the English Language Fellow at the Binational Center ASICANA in Santiago del Estero where he is involved in teacher training and facilitating cultural exchange with ASICANA students and the community.
Previously, Kevin served as a Spanish and ESL instructor at Morristown Hamblen High School West in Morristown, Tennessee.  During his tenure in public education, he has been an advocate for the implementation of comprehensible input methods in ESL and world language classrooms.  Further, he has designed and implemented a Heritage Spanish curriculum to provide native Spanish-speakers with equitable access to literacy and language instruction in Spanish.  As a classroom teacher, Kevin has facilitated numerous language exchanges among ESL and Spanish  students and has taught many extracurricular language courses to adolescents and adults.  He has worked diligently to bridge cultures within his local community by facilitating and participating in international events and festivals.

By Cecilia Cad and María Gimena San Martín

Abstract: Social justice as a philosophy embraces the development of civic competencies and promotes studets’ critical engagement, democratic participation and agency (Banegas & Sánchez, 2023). In this presentation, we will first define and characterize social justice as an educational framework for teaching and learning. Then, we will share and discuss a sample of context-responsive materials addressing issues such as inclusion, diversity and equity in the context of the English class at state-run secondary schools in Córdoba, Argentina. Finally, we will encourage participants to consider how to integrate social justice topics into their own classes.

BIO

Ana Cecilia Cad is a lecturer in ELT at the EFL Teacher Education Programme, Facultad de Lenguas, Universidad Nacional de Córdoba, Argentina. She also works at a Teacher Training College in Cordoba. She co-leads a research project on education for social justice at primary and secondary schools. Her research interests include multimodality, teaching English to young learners and technologies applied to the field of second language education.
María Gimena San Martín is a lecturer in English Language Teaching,  a Practicum supervisor and the director of a Postgraduate Programme at Facultad de Lenguas, Universidad Nacional de Córdoba, Argentina. She leads a research project on education for social justice at primary and secondary schools. Her research interests include social justice in language (teacher) education, teacher and learner agency, action research and materials development.

By Romina Marazita

In this session, we will explore the critical role of attention in the classroom and its impact on students’ engagement and learning. Participants will discover  practical strategies to enhance students’ attention, focus, and participation, leading to a more effective and enjoyable learning environment.

Main contents:

– Understanding Attention in the Classroom

  • Definition and types of attention (sustained, selective, divided).
  • Factors influencing students’ attention (environment, motivation, etc.).

– The Importance of Attention for Learning

  • How attention affects information processing and memory.
  • The relationship between attention, engagement, and academic performance.

– Attention and Classroom Management

  • Strategies for managing distractions and promoting focus.
  • Creating a conducive learning environment that supports attention.

– Enhancing Attention through Active Learning

  • Incorporating interactive and hands-on activities.
  • Using technology to engage and sustain attention.

– Individual Differences in Attention

  • Understanding and accommodating students with attention-related challenges (ADHD, etc.).
  • Differentiated instruction to support varying attention levels.

BIO

Magister Romina Ariana Marazita has worked at tertiary and university level at Instituto Saenz and UNL (Universidad Nacional del Litoral). Romina received her degree at Universidad de Belgrano as Licenciada en Lengua Inglesa (BA) and a postgraduate degree at Universidad de Quilmes as a Specialist in Virtual Learning Environments EDEV (E-learning). She also completed her TESOL Certificate through Arizona State University online and was granted a scholarship at University of Oregon by the US Embassy to complete the ACE program. Romina is also a Neurophsycoeducator (UBA University/Asociación Educar). She is a Neuropedagogy Educational Consultant, Instructional Designer and holds a Master’s Degree in Neuropsychology for Learning from Universidad Católica de Murcia, Spain. This year she was nominated to participate in the ACCESS Exchange Program “American Perspectives on Civics and Society” by the U.S. Embassy.

By Gonzalo Díaz

Abstract: Embark on a reflective journey to uncover the essence of your teaching philosophy, tailored for educators working with teenage learners. In this session, we will explore what defines you as an educator and how to ignite introspection and self-awareness in your teenage students. Through collaborative discussions and practical examples, we will delve into the significance of identifying and articulating teaching philosophies that resonate with the needs and interests of teenage learners.

BIO

Gonzalo Díaz is a proactive educator specializing in English language teaching, with expertise in communication, leadership, and STE(A)M. As a global collaborator and advisor, he has worked with the Ministry of Education in Tucumán and numerous international organizations. He is an alumnus of U.S. Embassy Exchange programs, reflecting his dedication to cross-cultural exchange and professional development. His focus is on fostering continuous learning communities and implementing innovative teaching methods. He holds advanced certifications from the University of Oregon and TESOL International Association. Gonzalo is committed to enhancing Educational practices and promoting student engagement through Project-based learning and ICT in education. His motto, “Teachers never stop learning,” reflects his dedication to continuous professional development.

By Eleonora Salas

Abstract: Let us explore some of the free American English resources available  for teachers and students at  americanenglish.state.gov , voanews.com,   voalearningenglish,  and the OPEN (Online Professional English Network) and their practical application in our classes.

BIO

Eleonora  Salas is an EFL teacher with over  forty years of experience  teaching at primary, secondary and university levels. She is the current  Academic  Director at IICANA Binational Center, a teacher mentor and capacity builder as well as a Department of State alumna  of the  Strenghtening  English  Teaching  IVLP  Program.

Saturday, June 8

By Kennis Look

Abstract: Classrooms in the 21st century are becoming increasingly more diverse. Students with a range of learning needs, cultural backgrounds, and identities are in our care, so how do we ensure that all students can access the material, feel a sense of belonging, and receive the support and respect that they deserve? Together, we’ll explore these questions using a JEDI lens (lightsabers not required).

BIO

Kennis Look is a Kansas native who holds a Master of Arts in Teaching ESOL from SIT. He began his career in education teaching English to children of Native American and immigrant families in US public schools. He taught in Arizona and North Carolina before becoming an English teacher trainer in Argentina and Chile through the English Language Fellow program sponsored by the US Embassy, Argentine Binational Centers, and Chilean Ministry of Education. Most recently, he has worked as an instructional coach at international schools in Cartagena, Colombia and  Buenos Aires. He is currently pursuing a master’s certificate in Instructional Design through the University of Wisconsin-Stout.

By Cecilia Cad and Susana Liruso

Abstract: this workshop empowers secondary school teachers to integrate environmental literacy into the foreign language classroom using Project-based learning (PBL). Aligned with Núcleos de Aprendizaje Prioritarios (NAPs) and UNESCO’s Sustainable Development Goals (SDGs), teachers gain a comprehensive understanding of environmental literacy’s importance and its integration with language learning. Through interactive activities, participants explore practical strategies, teaching materials, and successful environmental language projects that involve critical thinking and inquiry-based approaches. The workshop will provide participants with knowledge and tools to implement engaging projects, fostering environmental consciousness, linguistic competence, and global citizenship.

BIO

Ana Cecilia Cad is a lecturer in ELT at the EFL Teacher Education Programme, Facultad de Lenguas, Universidad Nacional de Córdoba, Argentina. She also works at a Teacher Training College in Cordoba. She co-leads a research project on education for social justice at primary and secondary schools. Her research interests include multimodality, teaching English to young learners and technologies applied to the field of second language education.
Susana Liruso holds an MA in Applied Linguistics and TESOL from King’s College, London University. At present she lectures at postgraduate level at the School of Languages, Universidad Nacional de Córdoba, Argentina. She has been directly involved in language teacher education for 30 years. She is Profesora Consulta at UNC. Her interests range from materials design to writing stories for children.

By Romina Marazita

Abstract: In this session, we will explore how metacognitive skills can significantly impact the rading abilities of teens and adults. By understanding and applying metacognitive strategies, we can empower our students to become more efficient and effective readers.

Some of the topics included are:

  • Definition and components of metacognitive skills.
  • Importance of metacognition in reading comprehension.
  • Observational methods.
  • Self-assessment and reflection tools.
  • Overcoming resistance to metacognitive strategies.
  • Adapting strategies for different learning styles and preferences.
  • Successful implementation of metacognitive strategies in reading classes.

BIO

Magister Romina Ariana Marazita has worked at tertiary and university level at Instituto Saenz and UNL (Universidad Nacional del Litoral). Romina received her degree at Universidad de Belgrano as Licenciada en Lengua Inglesa (BA) and a postgraduate degree at Universidad de Quilmes as a Specialist in Virtual Learning Environments EDEV (E-learning). She also completed her TESOL Certificate through Arizona State University online and was granted a scholarship at University of Oregon by the US Embassy to complete the ACE program. Romina is also a Neurophsycoeducator (UBA University/Asociación Educar). She is a Neuropedagogy Educational Consultant, Instructional Designer and holds a Master’s Degree in Neuropsychology for Learning from Universidad Católica de Murcia, Spain. This year she was nominated to participate in the ACCESS Exchange Program “American Perspectives on Civics and Society” by the U.S. Embassy.

By Gonzalo Díaz

Abstract: Join us for an engaging session where we delve into the transformative potential of assessment in teenage education. From mastering assessment fundamentals to discovering innovative strategies and tools that create “wow” moments in teaching and learning, this session promises to unlock the power of assessment and elevate your impact in the teenage classroom.

BIO

Gonzalo Díaz is a proactive educator specializing in English language teaching, with expertise in communication, leadership, and STE(A)M. As a global collaborator and advisor, he has worked with the Ministry of Education in Tucumán and numerous international organizations. He is an alumnus of U.S. Embassy Exchange programs, reflecting his dedication to cross-cultural exchange and professional development. His focus is on fostering continuous learning communities and implementing innovative teaching methods. He holds advanced certifications from the University of Oregon and TESOL International Association. Gonzalo is committed to enhancing Educational practices and promoting student engagement through Project-based learning and ICT in education. His motto, “Teachers never stop learning,” reflects his dedication to continuous professional development.

By Mariana Ciccioli

Abstract: This presentation explores the connections Access teachers found meaningful when teaching English to their teenage students in Mendoza, Argentina. Drawing from both the Access pillars and practical experiences, the presentation offers practical tips for educators to enhance student motivation, participation, and linguistic competence. The discussion centers on the importance of personalized interaction and culturally relevant pedagogy in bridging the gap between teachers and EFL learners, ultimately promoting a more engaging and supportive learning environment

BIO

Mariana Noemi Ciccioli is EFL teacher from the Teacher Training College of UNCuyo, 2008. With over 15 years of teaching experience, she has worked with students of all ages, from elementary school to adults. In 2012, she expanded her expertise by working with students in the Access program, enriching her skills as both an educator and a life-long learner. In 2015, she participated in the Access Microscholarship training for teachers in Arkansas, USA. Currently, Mariana serves as the Academic Director at AMICANA, the Binational Center (BNC) in Mendoza. Her role mainly encompasses fostering educational excellence

By Kevin Parker

Abstract: As a result of the ever-increasing distractions faced by students today, it is more important than ever for teachers to have a variety of engaging strategies for movement in their teacher toolboxes. In this session, the presenter will demonstrate strategies for implementing active participation, movement, speaking, and overall engagement in the classroom while maintaining high-quality English language instruction. Strategies used in this session can be utilized and modified with all levels of language learners.

BIO

Kevin L. Parker holds a Bachelor of Arts in Spanish with a minor in secondary education from East Tennessee State University, as well as a Master of Arts in Curriculum and Instruction from Tusculum University.  Since February 2024, Kevin Parker has been serving as the English Language Fellow at the Binational Center ASICANA in Santiago del Estero where he is involved in teacher training and facilitating cultural exchange with ASICANA students and the community.
Previously, Kevin served as a Spanish and ESL instructor at Morristown Hamblen High School West in Morristown, Tennessee.  During his tenure in public education, he has been an advocate for the implementation of comprehensible input methods in ESL and world language classrooms.  Further, he has designed and implemented a Heritage Spanish curriculum to provide native Spanish-speakers with equitable access to literacy and language instruction in Spanish.  As a classroom teacher, Kevin has facilitated numerous language exchanges among ESL and Spanish  students and has taught many extracurricular language courses to adolescents and adults.  He has worked diligently to bridge cultures within his local community by facilitating and participating in international events and festivals.

 

Recursos para alumnos y profesores

American English

Centro de recursos para la enseñanza y el aprendizaje del inglés y la cultura estadounidense, desarrollado por la Office of English Language Programs en Washington.

English Teaching Forum

Revista trimestral para profesores de inglés

OPEN Program

Cursos masivos abiertos en línea (MOOC) gratuitos para profesores de inglés, estudiantes y otros profesionales.

VOA Learning English

Fuente multimedia de noticias e información de VOA (Voices of America) para estudiantes de inglés en todo el mundo.