Información: 922 258543 – 928 367154
http://nti.educa.rcanaria.es/tea
SPEAKERS & TALKS
Rob Bexon has taught English in Spain and England since 1992 and has wide experience of learners of all ages and levels. He worked as a teacher in International House (Madrid) before becoming an in-house teacher trainer at Burlington Books. He is actively involved in materials development.
1. Sounds Great!
Pronunciation and phonetics are problematic areas in today’s secondary classroom. However, if we are to help our students become autonomous, then successful training in the use of the phonetic chart is essential. In this session we will look at motivating and memorable ways of ‘teaching the chart’ and at the same time try out fun activities to develop students’ autonomy and proficiency in pronunciation.
Bosch Caballero, Mª Carmen
Mª del Carmen Bosch Caballero es profesora en la Facultad de Formación del Profesorado en Las Palmas de Gran Canaria y pertenece al Departamento de Didácticas Especiales. Es doctora en Psicopedagogía y sus intereses están relacionados con el ámbito educativo en general: valores del profesorado, trabajo cooperativo, enseñanza significativa así como la composición escrita, las diferencias individuales de los aprendices y los enfoques integradores (“Whole Language”) en el campo de la enseñanza de una lengua extranjera.
1. La Enseñanza de Las Lenguas; el Cambio Necesario
“La enseñanza de las lenguas; el cambio necesario”. Revisión de las últimas investigaciones en la enseñanza de las lenguas y factores que aconsejan dicho cambio. Tras un análisis sobre la educación en la modernidad y la postmodernidad, propondrá un modelo metodológico integrador basado en: la enseñanza centrada en el alumno, el aprendizaje significativo y el profesor como observador y guía.
Aurora Feria has been a Secondary School teacher of English for over 26 years. From 1986 till 1999 she was involved in different posts related to curriculum design, teacher training, materials development and European programmes in education. She was the co-ordinator of a Leonardo project for the development of linguistic competence (COMUNICA -Learning languages for communication in vocational training in Europe) submitted by the DGOIE, and also helped with the co-ordination of other Comenius and Lingua projects. She is at present teaching at IES Viera y Clavijo, La Laguna, and she is still involved in curriculum design and materials development.
1. The European Language Portfolio
This is a presentation of the European Language Portfolio, an initiative which contributes to:
- raise awareness of and promote
the linguistic heritage of Europe.
- motivate all European citizens to learn languages, including those less widely
used.
- support lifelong language learning as a way of responding to economic, social
and cultural changes in Europe.
It has been launched as a tool to support the development of plurilingualism and pluriculturalism.
Participants will be encouraged to explore ways of introducing the Portfolio in their teaching contexts.
Duro, Juan J./ Hormiga, Marcos
Both teachers have worked at secondary schools and EE.OO.II.
Juan José Duro focuses his work mainly on audiolingual strategies.
Marcos Hormiga centres his major work on writing skills.
They are involved in research concerning the use of a personal student file for continual assessment.
1. Perpetual punishment or continual assessment?
Assessing a student involves a series of programmed activities aimed at collecting information on which students, as well as teachers, make decisions to improve both learning and teaching strategies.
Through the use of a personal student file, this lecture will attempt to show the positive achieved results in their classes.
García Casanova, María Ángeles
Teaching English to young learners (aged 4 to 7) for about five years through a Project that works on puppets, stories, songs and art and craft.
1. We Enjoy, We Learn: A Global Experience For The Very Young Learners
This “ponencia” will has some minutes of presentation of the Project in which we are working. The main educational ideas and methodology that is behind the daily practice.
The second part will include some examples of how we develop the contents in the classroom.
García Laborda, Jesús
Jesús holds a PhD from the Universidad Complutense and two Masters in Pedagogy (Wisconsin and Georgia). He is currently teaching at Universidad Politécnica Valencia. He has also taught in Bosnia, Croatia, Athens, Yugoslavia and the USA. His main interests are the relations teacher-students and affective teaching in the ELT context.
1. The Effect of students’ Expectations on EFL teachers and the learning process.
This presentation examines the effect of students’ expectations on minority EFL students towards their learning process. The paper focuses on four areas: (1) teachers' attitudes and expectations toward the students’ performance; (2) teachers' attitudes and expectations toward different trends in teaching methodology; (3) studentsrs' performance expectations of teachers; and (4) other the effects of all the variables in the classroom.
González Martín, Charo/ González Betancor, Eugenia/ Oslé San Román, Silvia
Eugenia and Charo teach English at the EOI Las Palmas de G. C. Silvia is the principal of the EOI Sta. Mª de Guía. They have all worked together on several projects and were members of the “Sounds Great” workteam. Since then they have been specializing in teaching English through fun.
1. Learn to dance, dance to learn
We know some Irish, Scottish and American Line dances which we have used with our students. They have been really successful, because our students have learned or revised vocabulary and structures without noticing. They have even come across an important cultural aspect of the language they are learning: dances.
In this workshop we will show you the steps and will give you some teaching ideas to use them in your school.
Interacting Education & Training
Interacting Education & Training provides creative solutions to the problems facing both learners and teachers of languages. The the last 12 years the company have brought laughter and smiles into theatres and classrooms all over the world.
1. "Play to Learn"
A short taster of fun and effective games and activities for infant/primary teachers.
2. "Making Sense"
A sample of our course designed specifically for secondary teachers of English. Introducing games and activities to build teachers confidence and communicative skills.
Levy, Mark
Mark is a teacher trainer for the British Council. His job involves designing and delivering in-service training courses for teachers of English all over Spain. He is also responsible for the University of Cambridge Certificate for Overseas Teachers of English (COTE) which is run throughout the year in Madrid. His main focus in teacher training is to try to motivate teachers, and by doing so, to help them to motivate their learners. He is the coauthor of Snapshot for ESO 3 & 4 Teacher's Resource File (Longman, 2000).
1. Is it possible to learn English at school?
“Education is an admirable thing, but it is well to remember
that nothing that is worth knowing can be taught.” (Oscar Wilde)
Most people would agree that English is worth knowing, but can it be taught or learnt at school? In this talk we will consider questions like: ‘Why are learners who have had English at school for 7/8/9 years are still unable to put four intelligible words together in the language?’, ‘What does ‘knowing’ English mean anyway?’, ‘What is the role of a teacher of English in a school?’ and ‘Is it really possible to learn English at school?’ I will suggest the beginnings of some answers to these questions, and where some of the solutions to the problems teachers of English face might be found.
Recording, revising and recycling vocabulary. How to increase your students’ store of active vocabulary. Ideas for helping learners with vocabulary records, and some post-presentation activities to review and extend understanding of and ability to use new words.
3. ¿Qué ha dicho? ¡No entiendo nada!: Getting Instructions Right
Perhaps the most important real communication in the classroom is when the teacher gives the class instructions. If the teacher gives instructions in English, learners are given the chance to practise real-life listening; receiving & processing information, trying to understand & correctly respond to real messages in English. However, because successful understanding of instructions is crucial to the success of a lesson many teachers give their instructions in the mother tongue to 'ensure' that learners will be able to follow them. But giving classroom instructions in the L1 does not guarantee success either. My intention in this workshop is to show that good instructions depend on good planning & organisation rather than on choice of language and that instructions for any activity need to be thought through carefully. We will look at simple practical steps we can take to make our instructions clearer and more effective.
Alejandro López de Vergara works for the Computer Science and Nautical Science Colleges at Universidad de La Laguna. His interests lie on the teaching and acquisition of English for Specific Purposes (ESP). He is currently working on his PhD dissertation on an ESP topic, as well as coordinating a Socrates-Erasmus Exchange with some German Universities.
José A. Luis Estévez is currently working as English instructor at the Computer Science College and at the Faculty of Philology of La Laguna University. He is currently working on his PhD dissertation on Translation Studies. Other research topics he is working on include self-learning strategies and exploitation of the Information and Communication Technologies for ESP teaching and learning.
1. Esp computer assisted language learning: a classroom experience.
Introduction to ESP as opposed to GE. Getting started: how to implement a modern multimedia language laboratory on a pre-existent computer room. Using the Internet as an aid to teach specialised English to University students for Computer Science. Group monitoring and computerised assessment. Activities design.
English Advisor for the Project Medusa. I am a Secondary Education Teacher since 1976, with experience in the area of teacher training at Primary and Secondary Levels. From 1992 to 1998 I was a Technical Advisor (in the area of Language) at the Education Office of the Spanish Embassy in London.
1. El Proyecto Medusa y la enseñanza del inglés (The Project Medusa and its significance for English Teachers)
For the next six years the Consejería de Educación through the Project Medusa will implement a plan to generalise Information and Communication Technologies in all the Primary and Secondary Schools in the Canary Islands. This project, which also includes teacher training in ICT, will make a significant change in the way English is taught and learn.
Mauchline, Fiona
Fiona has been teaching in Spain (Granada, Catalunya and the Canaries), as well as the UK, for ‘around fifteen years’. She is also the editor of - and occasional writer for - the Atlantic Forum free web magazine for language teachers in the Canaries, Andalucía and beyond…... (www.atlanticls.com)
Coping with the life in the classroom is getting harder day by day; a case of survival of the fittest?
This ‘task-based’ presentation looks to the field of industrial management & leadership training for help, touching on image, rapport/communication, motivation … or quite simply, effective leadership. Audience participation is absolutely essential!
Katie Maunder has an M.A. from Cambridge University and has worked in TEFL teaching for 17 years. She owns and runs a language school and has worked as the ESL teacher at the American School Las Palmas for 4 years. She has been the Local Secretary for the Cambridge exams since 1989 as well as being an oral examiner for all levels, an oral trainer and seminar presenter for UCLES.
1. Writing ideas and objective assessment
The workshop will identify problems of writing fluently and common mistakes. Participants will try out classroom activities to stimulate writing and correct frequent errors. The difficulty of assessing written work will also be discussed and ways to be more objective will be suggested, using rubrics from the Cambridge exams.
Morales Barroso, Juan
Juan Morales enseña inglés en el C.I.P Antonio del Valle Menéndez, en Garachico (Tenerife). Desde el año 98 ha estado inmerso en la anticipación de este idioma como primera lengua extranjera tanto en el Primer Ciclo de Primaria como en Infantil, organizando, desde la Dirección General de Ordenación e Innovación Educativa, la propia anticipación así como las primeras jornadas y, más tarde, ya como maestro de aula, creando materiales para estas edades tempranas con las compañeras Maru de Armas, Cande Castellano y Soraya Montesino - parte de estos materiales se han dado a conocer en jornadas regionales de TEA, y en la mayoría de los Cep’s de Canarias -. A raíz de esta experimentación, formó parte del grupo que organizó la secuencia del nuevo currículo de lenguas extranjeras (inglés) para Primaria. Durante este curso escolar 2001-2002, desarrolla su labor educativa conjuntamente con una auxiliar de conversación durante 16 horas semanales.
1. Happy Birthday, Aussie!!!
“Aussie, my puppet, is going to be 7. And we are going to prepare a fantastic birthday party to him, but… he doesn’t know it. It’s our secret. Don’t tell him!”
O’Hara, Shaun
Shaun O’Hara has been a teacher for 17 years. He taught science and P:E. in Manchester and the Seychelles before moving to Gran Canaria in 1986. He worked in various private schools until July 2001. Last year, he passed the oposiciones, and is currently a funcionario en practica in el COLECTIVO DE ESCUELAS RURALES TEROR –VALLESECO.
1. Using Stories In The Primary Classroom (parts 1 and 2)
Do you use stories in primary?
Do you use stories? Why? Why not?
What stories do you use with what ages?
Why do you use stories?
How do you select your stories?
What skills do your children practice?
How much work can you generate from a story?
How long does it take ?
In this workshop I hope you will come along prepared to participate and share your experiences with other teachers.
Ojeda Zamora, Norberto
He has worked in Secondary Schools and now is currently teaching at the Escuela Oficial de Idiomas de Las Palmas G.C.. He is a Practitioner in Neurolinguistic Programming (NLP), a member of the Project Aprender a Aprender. He has run different workshops and courses on Holistic Education for CEPs and Schools in Gran Canaria.
1. MEMORY: A picture paints a thousand words.
We all know WHAT to teach but very frequently we do not know HOW, and we sometimes confuse teaching English with testing a subject. This workshop is a magical trip to explore the corners of our MEMORY to achieve SUCCESS.
Park, Annie
Annie Park has been involved in teaching and teacher training for almost 20 years and has worked in Europe, Asia and Africa with learners of all ages and State and private school teachers. She is currently conducting methodology courses for primary and secondary teachers in CEPs in Gran Canaria, for teachers in the private sector and preparation courses for the oposiciones..
1. We (and they) are cars!
Brrm, brrm! Are you a top- of – the – range Merc, or a comfy family car, or a rusty old banger just about to fail its ITV? A bit of fun for teachers, as we imagine ourselves to be cars for the day, and, more importantly, an opportunity to reflect on what makes us the teachers we are, and to share thoughts on the teachers we´d like to be, using the analogy of the car.
Pascua Febles, Isabel
Profesora Titular de Universidad de Traducción General y Traducción Literaria. Miembro de la IRSCL (International Research Society for Children's Literature). Miembro de la Lewis Carroll Society. Decana de la Facultad de Traducción e Interpretación de la U.L.P.G.C. (1992-1995). Miembro de la Comisión de Calidad de la Docencia e Investigación del Contrato Programa con el Gobierno de Canarias. Miembro de la Comisión de Asesoramiento Docente de la Facultad de Traducción e Interpretación. Directora del Master Interuniversitario "Enseñanza del inglés como lengua extranjera" en colaboración con el Instituto Australiano y el Aula de Idiomas de la Universidad de Las Palmas de Gran Canaria.
1. La literatura infantil en inglés. Algunos aspectos de su traducción aplicables al aula.
Aunque durante algunas décadas se ha considerado a la traducción como actividad "non grata" en las aulas de enseñanza de lenguas extranjeras, existen ciertos aspectos o fases en el proceso traductológico que pueden ayudar y enriquecer el aprendizaje de una lengua. Tal es el caso del estudio de las referencias o marcadores culturales que encontramos en la literatura escrita para niños, estudio imprescindible en la fase de análisis e interpretación del texto original, antes de pasar a la traducción propiamente dicha.
Tras una introducción teórica al tema, se ilustrará el trabajo con ejemplos tomados de varios cuentos multiculturales y otros clásicos europeos e internacionales
Peñate Cabrera, Marcos
Marcos Peñate trabaja en la Facultad de Formación del Profesorado de la Universidad de Las Palmas de Gran Canaria. Realizó su tesis sobre la adquisición de la lengua extranjera en Primaria. Coautor de Fantastic Fanfare 3 y 4, y Holiday English Primaria de Oxford University Press.
1. Output: hablando y escribiendo para aprender
En esta charla empezaremos analizando los factores que inciden de manera directa en la adquisición de una lengua extranjera, para posteriormente analizar el papel que debe desempeñar la producción oral y escrita.
Stephen Pickard (Sam) began teaching in 1990 as a secondary teacher in Birmingham, England. He moved to Spain in 1994 and spent a year in Madrid teaching in a private school before moving to a language school in Valladolid where he was responsible for the organisation of children’s classes and examination groups. He is also a Cambridge examiner.
1. Classrooms’ greatest hits
Few secondary students would claim to have no interest whatsoever in at least some sort of popular music – be it Top 40 or thrash metal! Using popular music in the language classroom not only stimulates that interest but also allows the students to explore the language in a realistic context at their own level. There are literally millions of popular recordings in English, which deal with an incredibly wide range of topics, so let’s take a browse through the back catalogue and there’s sure to be something for everybody!
2. Putting the Pen in Primary
In this workshop we look at how to develop writing skills in the second language primary classroom. Spelling in English is a difficult area (even for natives) so we look at how by starting simply, from word transcription to collocation and later through to sentence level, we can overcome such difficulties and develop a child's capabilities and autonomy.
Quinn,
Robert
Robert Quinn holds an M.A. degree in Second Language Education (University of Toronto) and has taught ESL/EFL for over 11 years in Canada, the Czech Republic and Spain. He was previously the Director of Studies at the Centro Norteamericano in Seville, and is currently working as an ELT Consultant for Oxford University Press in Andalucía.
1. Fluency from the start - Activities for Beginners
Fluency practice can be a real juggling act for beginners who are dealing with new language, while at the same time trying to say something meaningful and interesting! In this talk, we will look at some barriers to fluency and ways in which we can facilitate freer communication, with practical examples and ready-to-use materials for the classroom.
Rinvolucri, Mario
Mario
works for Pilgrims as a language teacher, teacher trainer and writer. He edits
Humanising Language Teaching, Pilgrim's web'zine
for teachers: <www.hltmag.co.uk>.
His book, Ways of Doing, with Garside and Davis, came out in 1999 with CUP and
Humanising Your Coursebook will come out with ETp-Delta in early March 2002. His
first CDrom is Mindgame, with Fletcher de Tellez, issued by Clarity in 2000.
1. Voice: The Teacher's Most Powerful Instrument
Voice
training is normal in drama and in singing and yet we language teachers are
rarely offered help with using our voices effectively. You will leave the
plenary with new realisations about voice and how to use it in your classes.
Come ready to take part in an interactive session.
2. Bilingual Story-Telling
In this workshop we will look at ways of using the mother tongue sensibly in the FL classroom, especially in the context of story-telling. You will leave the workshop with an exciting new tool in your bag that you can start using right away after the Conference.
3. Teaching Vocabulary So It Sticks
We will work on visual, auditory and kinaesthetic exercises for really "fixing" foreign words in the students' minds. If you choose this workshop you will have a linguistically very good time.
4. Humanise Your Coursebook
If your coursebook is a good one and you have already taught it through once or twice, you may want new ways of using the material. This workshop will give you a plethora of different ways of working on the grammar and dealing with the readings and the listenings etc...
5. Grammar Is Too Important Not To Be Fun
We will explore these areas: grammar and movement grammar and meaning cognitive work on grammar and emotion. You will leave the workshop with an armful of exercises.
Rodríguez Hernández, Antonio
Dr. D. Antonio Rodríguez Hernández es Profesor Titular de Psicología de la Educación de la Universidad de La Laguna. Responsable de la asignatura: Educación de la Creatividad (Centro Superior de Educación de la ULL). Miembro fundador de la Asociación para la Creatividad. Director de la colección editorial Creatividad Social, del Instituto Psicosocial Manuel Alemán. Coordinador de la publicación: Creatividad y Sociedad. Hacia una cultura creativa en el siglo XXI (2001). IPSMA/ Editorial Octaedro.
Se trata de desarrollar los criterios definitorios de la creatividad de tal manera que se ejemplifiquen en tareas y actividades concretas tendentes a desarrollar la enseñanza creativa de la expresión en una lengua extranjera. Es decir, a través de esta sesión formativa vivenciaremos de manera aplicada lo que sería un proceso de generación de ideas creativas de tal manera que se concreten en fórmulas metodológicas que promuevan la creatividad de los alumnos/as en un contexto de enseñanza de la lengua extranjera.
Dr. David Shea is a professor of translation and language at the University of Las Palmas de Gran Canaria’s Faculty of Translation and Interpreting. His research areas include popular culture especially music. He also has published and presented papers concerning language teaching and medical translation. He also translates medical documentation for the local medical association (Colegio Oficial de Médicos).
1. Promoting writing skills in advanced language levels
There are many ways to foster good writing skills in the English language classroom.
We will consider some basic techniques but also analyse different registers. Encouraging students to express themselves coherently on paper is challenging if they refuse to read so we should be promoting books, magazines, comic books and anything we can get to catch the students’ attention.
Paul Trigg holds a degree in English Linguistics from Manchester University. He has taught E.S.O.L. and drama at Trinity College London. He has also taught at university level in Jordan. He was ELT Co-ordinator in Istanbul for the Istanbul Turco-British Association. He has also held the position of Director of ELS at American University in London. He worked for the British Council in Las Palmas for a period of three years. He has gained world-wide recognition for his experience in examining all over the world, including Spain.
1. The Baby with the Bath Water
Traditional methods are not always outmoded.
2. Learning to Teach, Teaching to Learn. Not Teaching to Teach
How interacting between teacher and learner is vital for both.
3. Be Cool without Compromise
Being up-to-date is important if the teacher does not want to “lose” his students.
4. The Teacher’s Life is a Rich and Varied One
Why the teacher must invest in personal development.
Vega Pérez, José Manuel
Director de la Oficina de Programas Europeos de Canarias (O.P.E.C.). Presidente de la Asociación Europea de Enseñantes.
1. Importancia de los Idiomas en la Ciudadanía Europea. Programas.
Wood Wood, Manuel
Manuel Wood Wood es profesor de Lengua Inglesa C-1º en la Facultad de Traducción e Interpretación y de Lengua Inglesa y su Didáctica 3º en el Centro Superior de Profesorado de la Universidad de Las Palmas de Gran Canaria. En la actualidad ejerce como también Coordinador de Lengua Inglesa para las Pruebas de Acceso a la universidad. Su experiencia como docente en Enseñanzas Medias y universitaria, siempre en torno a la enseñanza del inglés y su didáctica, le han llevado a centrar su preocupación e interés en la investigación del proceso de enseñanza y aprendizaje.
1. La Lengua Materna en el Proceso de Enseñanza y Aprendizaje de la Lengua Extranjera
El presente título pretende resumir el contenido de una charla-coloquio centrada en la incidencia que la lengua materna tiene en la enseñanza y en el aprendizaje de la lengua extranjera, en los diferentes enfoques que a lo largo de los últimos años se ha dado a este tema y en la necesidad de definir su importancia y dar respuesta a su realidad y presencia en el aula. La pregunta clave es: ¿es la lengua materna un obstáculo para el aprendizaje de la lengua extranjera o un instrumento útil a la hora de aprender y enseñar? Una reflexión personal en torno a la respuesta que cada uno entienda para esta pregunta, se pretende que los asistentes participen con sus opiniones y experiencias y, a través de algún ejercicio escrito por alumnos españoles aprendices de inglés, podamos descubrir la influencia positiva o negativa del español como lengua materna. A través de la reflexión personal y la colectiva, intentaremos obtener algunas conclusiones metodológicas útiles para profesores y alumnos.