program

PROGRAM
July 8th
7:30 – 8:20
8:30-9:00
Session
Material Distribution
Opening Remarks
Plenary
9:00 – 10:15
“Engagement, Authenticity and the
Future of ELT Teaching”
10:15-10:45
Coffee Break
Plenary
Speaker
-
Room
12
Theater
Jeff Kuhn (U.S.
Embassy)
Theater
Coffee Break
Patio
Theater
10:45 – 12:00
“Facing New Challenges with Principled
Teaching”
Najin Lima (Pearson)
12:00 – 14:00
Lunch
Workshop
Lunch
“Minecraft: An Introduction to the
Phenomenon”
Jeff Kuhn (U.S. Embassy)
5
“Gaming and learning - face the
connection”*
Jorge Teixeira (OUP)
4
“Once upon a time, teachers learning
about writing”
Najin Lima (Pearson)
3
“Agora eu vejo você”: Uma introdução
à Educação Sistêmica” – Minicurso
(Parte I)
Conceição Ferreira & Leo
Costa (IBHBC/ ACBEU)
2
“Portfolio Assessment in Foreign
Language Teaching”*
Nola Senna (University of
Illinois at Urbana)
6
Coffee Break
Meeting with publishers
Workshop
Coffee Break
OUP and Pearson
Patio
Library
“Autismo: Dilemas e estratégias para o
aprendizado de uma segunda língua”
Bruna Meneses & Raquel
Guirra (ACBEU)
2
“Ask, don’t tell!”
Carol Espinosa & Maria
Helena Meyer (ACBEU)
3
14:00 - 15:30
15:30 – 16:00
16:00 – 16:30
16:30 – 18:00
“The Future of ELT – Some
Suppositions”
Kyoto Hatakeyama &
Raul Paraná (ACBEU)
4
“Reflections on Reflective Teaching"
Carla Miranda & Nilton
do Vale (ACBEU)
6
“Theater Games in the ESL Classroom "
- Paper
Isadora Guerra
(NUPEL/UFBA)
7
* We recommend that participants bring either a computer (Win, Mac, Chromebook) or a tablet or smartphone (iOS, Android) to
be able to have access to some sites.
Atualizado em 30/06/15 – pág. 1
PROGRAM
July 9th
8:30-9:45
Session
Plenary
“The Chocolate Museum”
9:45-10:15
10:15-11:30
Coffee Break
Plenary
“English as a Global Language and
Teacher Education:
Critical Educators for an Intercultural
World”
Speaker
Dorothy Zemach
(Macmillan)
Coffee Break
Room
Theater
Sávio Siqueira
(UFBA)
Theater
Cengage, Richmond,
Macmillan
Library
Patio
11:30 – 12:30
Meeting with publishers
12:30 – 14:00
14:00 - 15:30
Lunch
Workshop
Lunch
“Teaching Study Skills”
Dorothy Zemach
(Macmillan)
3
“Games for the classroom”
Jeff Kuhn (U.S. Embassy)
5
“Agora eu vejo você”: Uma introdução
à Educação Sistêmica” – Minicurso
(Parte II)
Leo Costa e Conceição
Ferreira (ACBEU/ IBHBC)
2
“How can we improve interactivity in
the 21st Century education?”
Carolina Espinosa & Jorge
Mendes (ACBEU)
4
“Videos, songs and games”
Ligia Lederman (Disal)
6
“How to help our students enhance
critical thinking skills through visual
literacy”
Ayrton Lambert (Cengage)
7
Alberto Costa
(Richmond)
Theater
15:30-15:40
15:45 – 17:00
Plenary
“Top Down & Bottom Up Processing in
Receptive Skills Development”
17:00 -18:00
Closing (raffle, certificate, cocktail)
Theater/Patio
Atualizado em 30/06/15 – pág. 2
ABSTRACTS:
Plenary Sessions:
Engagement, Authenticity and the Future of ELT Teaching – Jeff Kuhn (U.S. Embassy)
This presentation provides and overview of Computer Assisted Language Learning theory and
how Web 2.0 tools can provide students and teachers alike opportunities for authentic
language use and engagement with communities of practice.
Facing New Challenges with Principled Teaching – Najin Lima (Pearson)
The theme of this plenary derives from some disturbing while enlightening meetings I had with
some youngsters who could be our students. The different situations led me to question
myself about my relevance as a teacher for this generation and to reconsider the content I
bring into class.
The Chocolate Museum - Dorothy Zemach (Macmillan)
“I may not have been the best teacher and they may have not gotten very far in their textbook,
but we had FUN,” blogs a new ESL teacher.
Teachers strive to create an enjoyable classroom atmosphere with motivating topics and texts,
new and entertaining activities. Teachers worry that a class that is difficult or “boring” will
displease students.
The presenter argues that learning is a more desired outcome than entertainment. By keeping
our students from the real work of learning, we are disadvantaging them. This lecture and
discussion examines classroom goals and techniques for making studying both successful and
enjoyable.
English as a Global Language and Teacher Education: Critical Educators for an Intercultural
World - Sávio Siqueira (UFBA)
The globality of English is already well-documented. Such a phenomenon has undoubtedly
contributed to transgressing borders and generated important implications at several levels,
including teacher education. As the great majority of English users nowadays are non-native
bilinguals, and their main goal is to communicate with one another both intra and
internationally (Ur 2010), teachers are to be aware of the fact that people need to learn
English under a lingua franca perspective (Seidlhofer 2011) in order to function effectively in
our current society of transcultural flows (Pennycook 2007). In other words, we need critical
intercultural professionals for an intercultural world. Taking into consideration the urge for an
epistemic break which envisions possibilities and strategies for transformation, liberation, and
transgression in ELT (Kumaravadivelu 2012), the lecture aims to raise and discuss questions
relevant to English teacher education in countries like Brazil, where there is still a notorious
dependency on inner-circle countries’ orientations and knowledge systems, highlighting the
importance of proposing, among other things, course and curricula re-conceptualization, reevaluation of assessment systems, decolonization of materials production, (re)construction of
a more adequate profile of future teachers, and ultimately the adoption of an appropriate
pedagogy capable of empowering local teachers in the search for local solutions to the
challenges contemporary linguistic education has been imposing on them.
Atualizado em 30/06/15 – pág. 3
Top Down & Bottom Up Processing in Receptive Skills Development - Alberto Costa
(Richmond)
Reading and listening materials are easily available from many sources, instantly generated by
Ts and abundant in course books. However, in many cases the abundance of such materials is
not synonymous with variety either in approaches or in task types. In this presentation we will
look at different top down and bottom up processes to reading and listening. We will a) start
with an overview of schema theory; b) categorise a number of approaches into top
down/bottom up processing; c) adapt tasks for reading and listening materials with a view to
ensuring Sts are exposed to more variety in class
Workshops:
Minecraft: An Introduction to the Phenomenon - Jeff Kuhn (U.S. Embassy)
Minecraft is being used across the world as a classroom tool. This session introduces teachers
to the game and explores how it can be used in the language classroom. This presentation will
also introduce the theoretical justification for the use of games in the language classroom.
Gaming and Learning - Face the Connection - Jorge Teixeira (OUP)
Much has been said about “game theory literature.” Theorists and video game designers have
a mission: How to place what's behind the context of games into an educative framework?
This session aims to pinpoint a few features of effective gamers that can be optimized when
applied to the learning environment.
Once upon a time, teachers learning about writing - Najin Lima (Pearson)
The main aim of this workshop is to demystify the idea that the teaching of writing is somehow
intrinsically connected to formality, complexity or boredom. Underlying most of the
presentation is the concept of genres. Reflections will be drawn from practical activities during
the meeting.
Portfolio Assessment in Foreign Language Teaching - Nola Senna (University of Illinois at
Urbana)
Foreign language educators must find assessments that meet their key instructional needs.
Portfolio assessment is the systematic longitudinal collection of works based on specific
learning objectives and evaluated within certain criteria. This presentation is intended as an
introduction to the topic and draws upon the theories of multi-skill levels and learner
autonomy.
Autismo: Dilemas e estratégias para o aprendizado de uma segunda língua - Bruna Meneses
e Raquel Guirra (ACBEU)
Este workshop se propõe a discutir as questões que fazem parte do dia a dia da aprendizagem
de alunos com espectro autista no ambiente de curso livre de inglês, levando em consideração
as dificuldades de alunos e professores, quanto às questões relativas à inclusão, aceitação e
desenvolvimento infanto-juvenil. Workshop em português.
Atualizado em 30/06/15 – pág. 4
Ask, don’t tell! – Carol Espinosa e Maria Helena Meyer (ACBEU)
One of the most frequent teachers’ complaints is that students don’t talk in class. Our
experience as trainers shows us that in many stances, the reason for this is because there are
not many opportunities during class time for real, genuine communication. High TTT (teacher
talking time), spoon-feeding and focus on teaching rather than on learning are some elements
that prevent students from developing their speaking skills. This workshop invites teachers to
reflect on the way they plan and deliver their classes and how their attitude can promote
interaction, stimulate the creative use of the target language, foster learner autonomy and
maximize student-student interaction. We will also present some techniques that the teacher
can use to avoid doing for the students what they can do for themselves.
The Future of ELT – Some Suppositions - Kyoto Hatakeyama & Raul Paraná (ACBEU)
One of the most important things we do as teachers is reflecting on our own practices. We
invite you to think with us about the future of ELT and our roles as teachers in this new, fastpaced, ever-changing world. Your input will be more than welcome as we present some of our
suppositions.
Reflections on Reflective Teaching - Carla Miranda & Nilton do Vale (ACBEU)
Routine in teaching without any reflection can lead to burnout on the job. Teachers of English,
both preservice and experienced, have to be careful of the 'busy teacher syndrome' whereby
they come into the classroom and follow the book because they are too busy to reflect on
what they are doing. Therefore, our main purpose is to share ideas and experiences, discuss
our beliefs and ponder over our classes and planning.
Teaching Study Skills - Dorothy Zemach (Macmillan)
“They should have learned study skills in high school.” Yes—but what if they didn’t? University
students sometimes arrive with brain power and drive, but without the organization and
habits necessary for academic success. The presenter will demonstrate useful techniques for
teaching and practicing academic study skills.
Games for the Classroom - Jeff Kuhn (U.S. Embassy)
Teachers may be interested in incorporating games into their classroom practice but may be
unsure where to begin. This workshop will introduce instructions to a variety of no-cost games
online that can be used for a variety of classroom activities. Participants will be introduced to
transformative games, games that are designed for learning and social responsibility, that
exists outside of mass‐market commercial games.
How can we improve interactivity in the 21st Century education? Carol Espinosa & Jorge
Mendes (ACBEU)
Interaction is a crucial component of the education process. But which interactional pattern
(student with teacher, student with student, student with content) leads to deeper and better
learning? In this workshop we attempt to question the efficacy of some common delivery
modes and offer participants some tips and suggestions on how to improve interactivity in
brick and mortar, blended or online courses.
Atualizado em 30/06/15 – pág. 5
Videos, songs and games - Ligia Lederman (Disal)
We believe that the purpose of teaching lies in getting students to truly understand concepts,
relate to meaningful activities and above all, have fun. Teaching has a formative effect on the
mind, character and physical ability of an individual. Having said that, we believe our classroom
must be a place where students are able to relate their everyday activities to the tasks done
inside the classroom.
Games, songs and films play a significant part of all our lives. Games develop not only our
physical and emotional abilities but they also teach us rules and values, while songs and videos
stimulate the pleasure areas of our brains.
We all develop different learning strategies during our life. For this reason, teachers need to
provide different stimuli in the classroom. Games, songs and videos can be used in the
classroom as a tool for the social, emotional and intellectual development as they include all
the skills that should be developed in a language classroom.
This workshop will guide teachers on how to use games, songs and videos in the language
classes. We will sing, watch films, play board games and card games. We’ll also talk about the
theory that underlies game playing, listening to music and watching films.
How to help our students enhance critical thinking skills through visual literacy - Ayrton
Lambert (Cengage)
Analyzing visual images is an excellent way to address persuasive argumentation and introduce
students to rhetorical concepts. In this workshop, participants will learn to help their students
to hone their critical thinking skills by examining the deeper meanings of photos, illustrations
and graphic design elements
Mini Course:
“Agora eu vejo você”, uma introdução à Educação Sistêmica – Conceição Ferreira (IBHBC) e
Leo Costa (ACBEU)
Nesse mini-curso de 3:00 horas os participantes terão a oportunidade de conhecer os
fundamentos básicos da Educação Sistêmica e experimentar algumas ferramentas importantes
para tornar mais leve o dia-a-dia escolar, através da aplicação das ‘Ordens do Amor’, segundo
Bert Hellinger. Curso em português.
Paper:
Theater Games in the ESL Classroom – Isadora Guerra (NUPEL/UFBA)
This paper researches the use of theater games in the ESL classroom through improvisation,
instead of the typical pre-rehearsed role playing activities. Its corpus is based on Viola Spolin’s
theater games database adapted for pre-intermediary to advanced students. As a result, it
aims to engage students on learning through experience..
SPEAKER’S BIOGRAPHIC INFORMATION:
Alberto Costa - (Dip RSA) has been a teacher and teacher trainer for over 27 years. He is a
CELTA tutor, DELTA local tutor and oral examiner for the Cambridge Exams. He works as an
Academic Consultant for Cultura Inglesa Recife.
Ayrton Lambert - With 27 years of teaching experience, Ayrton also develops proficiency
courses for language schools and consultancy for publishing houses.
Atualizado em 30/06/15 – pág. 6
Bruna Meneses – Aluna de Psicologia, estagiária do Serviço de Orientação Psicopedagógica da
Acbeu
Carla Miranda has been and EFL teacher for almost 20 years. Currently teaching at ACBEU, her
main interests are teacher development and teacher training.
Carol Espinosa has worked as a teacher and teacher trainer for around 20 years. Her interests
are Young Learners and Education Technology.
Conceição Ferreira é pedagoga, psicoterapeuta, com formação em Educação Sistêmica e
Constelações Familiares pelo IBHBC.
Dorothy Zemach taught ESL for over 18 years, in Asia, Africa, and the US. She holds an MA in
TESL from the School for International Training in Vermont, USA. Now she concentrates on
writing, editing, and publishing ELT materials and textbooks and conducting teacher training
workshops. Her areas of specialty and interest are teaching writing, teaching reading, business
English, academic English, testing, and humor.
Isadora Guerra is a former ACBEU student with a B.A in Theater. She’s enrolled on PostGraduation Studies Program and works at NUPEL.
Jeff Kuhn - PhD candidate in the Educational Technology division of the Patton College of
Education at Ohio University. Jeff taught EFL in Japan and served in Peace Corps Mongolia as a
teacher trainer before receiving his MA in Linguistics. He worked as a consultant on the U.S.
Department of State’s Trace Effects, a video game for English language learners around the
world. Jeff has presented extensively on games and learning both nationally and
internationally. His research interests include: Computer Assisted Language Learning (CALL),
games and learning, and second-language writing.
Jorge Mendes has worked as a teacher and teacher trainer for around 25 years. His interests
are Teacher Development and education in the 21st century.
Jorge Teixeira - Teacher trainer, passionate user of effective use of technology in the
classroom. Degree in Letras, postgrad in Materials Design (University of Southampton – UK);
25 year-teaching experience. Former board member at the Braz-Tesol Brasilia - Goiania
Regional Chapter. Current ELT Educational Consultant for Oxford University Press.
Kyoto Hatakeyama has been an English teacher for 25 years.
Leo Costa é educador há 23 anos e atualmente ocupa a função de Coordenador Acadêmico na
ACBEU. Tem formação em Educação Sistêmica pelo IBHBC (Instituto Bert Hellinger Brasil
Central).
Ligia Lederman is a specialist in Applied Linguistics to Teaching Foreign Languages (UNICAMP).
She worked as an English teacher for Fundamental II, as an Oral Practice and Methodology
professor at Faculdade de Letras. She’s a co-author of English teaching materials for
Fundamental I (Anglo/Editora Abril) and also materials designed to give support to English
teachers (DISAL). She’s the director and pedagogical coordinator of a Language Institute.
Atualizado em 30/06/15 – pág. 7
Maria Helena Meyer is a SIT Certified Trainer and has extensive experience as a language
teacher, teacher trainer, curriculum and materials development. She developed several
projects in primary and secondary schools, language schools and NGOs. Currently, she works
as the Coordinator of Academic Development at ACBEU. Her current interests are teaching
teenagers and adults and professional development.
Najin Lima - Degree in Languages, MA in Linguistics, Post-graduation in Material Development
(London University), ICELT. ELT/ELE academic coordinator – Pearson
Nilton do Vale has been a teacher of both English and Portuguese for foreigners for 27 years.
He taught both languages in the US and also in different places in Brazil. He’s been teaching at
ACBEU for the past 6 years. He’s specially interested in grammar, vocabulary and
pronunciation. Since 2014, he has also taught English for 3 rd grade high-school students at
Sartre COC.
Nola Senna - Experienced educator for over 30 years, having lived and worked in three
continents, Nola considers herself a citizen of the world.
Raquel Cardoso Guirra – Psicóloga, Orientadora Psicopedagógica da Acbeu.
Raul Paraná is a teacher and trainer. He holds a CELTA and currently works at ACBEU and
Colégio Cândido Portinari.
Sávio Siqueira - PhD in Letters and Linguistics, Assistant Professor at UFBA, Department of
Germanic Languages
Atualizado em 30/06/15 – pág. 8