Concurrent Sessions 1 Pedagogical factors that influence EFL teaching in Medellín public schoolsMg. Jose Vicente Abad OlayaFull Time TeacherFundación Universitaria Luis Amigójose.email@example.com AbstractThe presenter will share the results of a research study that examined the pedagogicalfactors that influence EFL teaching in Medellín Public schools. Researchers interviewed11 English teachers in grades 4th through 6th about three linguistic principles:communicative competence, native language effect, and interlanguage. The dataanalysis led to the identification of factors such as teachers´ linguistic ego, view of theirteaching role, and attitude towards English, which play a key role in shaping EFLteaching. The presenter will argue that these factors be incorporated in professionaldevelopment programs so teacherscan effectively revise their beliefs and adjust theirpractices. Implementing sign systems promotes democracy, motivation and production in studentsDiana PalacioUniversidad de Antioquiaartemiza.firstname.lastname@example.org AbstractThis presentation will show some findings at the moment of implementing some types ofsign systems in different contexts in where I taught English, such as: public school,private school, and university students. The use of sign systems such as dancing,acting, drawing and painting increased in students’ motivation. The enhancement ofstudents’ awareness about the importance of a respectful environment in thedevelopment of the different activities increased too. Another finding was that there wasan increase in the democratization of the English classes. The change in all students’attitude proved the usefulness of this implementation in my teaching practice. Webquests in ELT: students’ experiences with teaching and technologyLaura Mildrey Zapata-MonsalveEliana EspinalCamila GonzálezDaniel MúneraKarla GómezStudents at Licenciatura Inglés-EspañolUniversidad Pontificia Bolivariana, Medellínlamizamo.email@example.com
ABSTRACTIn this presentation, a group of students from three cohorts who have taken the samepreservice English course will share their experiences and progress designingWebQuests. The presenters will first define WebQuests and their structure. They willthen explain what they did in the course to learn how to design WebQuests, includingsome changes they have noticed in the implementation. They will then share theirindividual experiences with WebQuests, with a demonstration of what their WebQuestsare about. Finally, the presenters will share their personal and collective suggestions forother students and teachers interested in using WebQuests in their classrooms. Technology Integration in the English classroom.Natalia Andrea EstradaSebastián PabónStudentsfrom “Licenciatura en inglés”.Student’s Research club SECI-MediacionesFundación Universitaria Luis Amigó.firstname.lastname@example.org, email@example.com AbstractThe objective of our presentation is to clarify the differences about what is and what isnot Technology Integration in the English Classroom, based on the article of Laurie B.Dias who takes as a reference of her investigation some researchers like Morton,Jonassen, Sandholtz, Ringstaff, and Dwyer.This article is linked to the orientations about technology integrations of the Ministeriode EducaciónNacional, what means, that we would be talking about something thathappens in our context, even closer, in our profession as teachers. Most of the teachersare trying to bring technology in the classroom, but what they could be thinking wouldbe just bringing electronic devices like computers, video beams or DVD players, whenthe real integration of technology is the one made by the teacher through a variety ofresources that can be found and used in the classroom. In pursuance of democratic assessment by including stakeholders’ voicesElsa Adriana Restrepo SepúlvedaCoordinadora académicaAlianza Idiomas UdeAIntegrante del grupo de Investigación: GIAEacademica@idiomasudea.edu.co AbstractDemocracy, a very conflicting concept, has been pursued in order to bring about justiceand wellbeing for everyone, and it is precisely the “everyone” target which makes it feelas an illusion. However, more than achieving a goal, what really matters is howteachers can professionally develop when pursuing it and how students becomegradually involved by playing an active role in their assessment process. Designingevaluative rubrics intended to gather qualities such as trustworthiness, interactivity andvalidity, among others, has involved a study group in democratic processes whenassessing the students of a foreign language program.
Concurrent Sessions 2 Content based learning: an alternative way to teach English language.Mg. Marlon Vanegas RojasPart Time TeacherFundación Universitaria Luis Amigómarlon.firstname.lastname@example.org AbstractThe purpose of this workshop is to explore and experience with the audience a differentand enriching perspective to organize our classroom learning experiences in a moreholistic and natural way. Content-based methodology is based on the idea thatlanguage is learned through meaningful use. The instrumental view of language hereallows language teachers have students use the language to learn about the world, theothers and themselves. It is more logical here to have students use and learn English asthey study meaningful content, rather than having them study English grammar as aseparate subject apart from meaningful content. It just another way to learn language bystudying and integrating topics or knowledge related to subject areas such as socialstudies, biology, math, art, literature, science and so on. The U.S. Refugee School Impact Program: A Proposal for EvaluationRachel BakerFullbright Assistant Brown UniversityFundaciónUniversitaria Luis Amigó AbstractThe U.S. federal government’s Office of Refugee Resettlement (ORR) has neverformallyevaluated its twelve-year-old Refugee School Impact Program, citing legal andethical concerns aswell as program design limitations as inhibiting factors. As the singlelargest funding source forschools impacted by the arrival of refugee students, ORR’sresearch would be uniquely situated tobetter inform education policy and practicedirected toward newcomers. This report aims to proposea sound model for programevaluation that considers ORR’s concerns and constraints. Though trueexperimentalresearch cannot be conducted, a serious commitment to quasi-experimentalprogramevaluation could significantly improve educational programs for newcomersacross the nation. Virtual Platforms: A Meaningful Support for Teaching Practice.Bairon Jaramillo Valencia.Studentfrom“Licenciatura en Educación Básica con Énfasis en Humanidades y LenguaExtranjera – Inglés”.Fundación Universitaria Luis Amigó.email@example.com.
AbstractThe aim of this proposal is to raise teachers’ awareness of the importance that VirtualLearning Environments have in face-to-face classrooms. It could be possible through anexample of how a virtual platform can be designed as by anyone who has someknowledge about Information and Communications Technology (ICT), and the mostimportant, as by teachers who want to enrich their teaching practice more and more.This project was developed since the author attended a fourth – semester subjectnamed “AmbientesTecnológicos de Aprendizaje en Inglés” at FUNLAM; as a result,many proposals are beginning accomplished, and using virtual platforms for supportingteaching practice is one of them. Research experiences: learning by actingJesica Ortiz CardenasDaniel Bedoya BermúdezJuliana Bustamante AreizaStudents from “Licenciatura en inglés”.Research assistantsFundación Universitaria Luis Amigó.firstname.lastname@example.org, email@example.com, firstname.lastname@example.org AbstractThis presentation intends to share a research experience lived by a group of students. Thepresenters are working on the project “Factores facilitadores y obstaculizadores del aprendizajede lenguas extranjeras en modalidad virtual”, that takes one of the courses from FUNLAMvirtual platform as case study. The main objective of this presentation is to show the researchprocess carried out and how it manages to both provide students with a lot of benefits for theiracademic and professional development, and help them to apply this learning in their life andproduce proposals that generate educational impact. Keeping journals as way of improving teachingJuan David HernándezStudent from “Licenciatura en inglés”.Fundación Universitaria Luis Amigó.email@example.com AbstractThis is an exercise based on a work upon keeping a journal, a reflection based from astudent- teacher perspective seeing how to improve in practice, starting form oralreports to written ones, reflection and action upon what happened inside and outsideclasses, focusing in teaching experiences who were condensed in a journal thatbecame a tool, from which I started to reflect over several aspects concerning teaching.This allowed me to improve my teaching, review strategies, strengths and weaknesswho were visible in the reflective exercise that was practiced.