This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
The challenges of language teaching and learning in our schools today constitute the foremost issues in language Education. The tremendous role that language, especially English language plays in the development of every individual and the nation educationally cannot be relegated to the background. Language Education is very important in the educational system of the Nigerian nation due to the multilingual nature of the society. English language is the medium of instruction across all educational levels and hence the bedrock of the teaching and learning process in our schools. The English language teacher therefore, is faced with the task of achieving this laudable educational objective. The paper set out to x-ray and take cursory look at the National language policy on primary education, the prevailing situation on implementation process of the policy. It examines the challenges and the way forward emanating from the National language policy on primary Education.
Presenters of MMVC18 and their bios https://docs.google.com/presentation/d/1DJso2DGBbZUJQPN-yKIs0sHiVmHnsUbZIan59-UUNfE/edit?usp=sharing
Join us August 3-5 for free on MMVC18 7th annual online event: Sign up for MMVC18 free online conference August 3-5, 2018 http://moodlemoot.integrating-technology.org/course/view.php?id=4
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Closing Achievement Gaps in U.S. Public Schools: Exploring Global Models of L...Meghan Lee
Research essay on U.S. public school reformation solutions to close achievement gaps for language minority students taking into account best global models for language instruction and overall education of students.
Reticence of Speaking in a Maldivian ESL Classroom Causes and Solutionijtsrd
Although teachers adopt various approaches in their teaching to improve the language skills of the students, reticent behaviour of the students in speaking lessons often frustrates teachers. Hence, the present study aims to investigate the factors contributing to the reticent behaviour of students in ESL classrooms, strategies used by Maldivian students to cope with speaking anxiety and how teachers attempt to alleviate the problem of reticence in ESL classroom. To fulfill this aim, the present paper addresses the following questions 1 what do Maldivian students and teachers notice as the factors contributing the reticence in speaking in ESL classrooms 2 What strategies do Maldivian learners use to cope with speaking anxiety 3 What strategies do Maldivian teachers adopt to effectively cope with student’s reticent behaviour of speaking in ESL class The data was taken from seven participants four teachers and three students through face to face interview. Further, classroom observations was done to gain more information about the behviour being studied. The research findings showed that different social psychological factors, fluency factors and cognitive factors make the learners to be reticent in ESL classroom. Furthermore, students employ various strategies, such as avoidance strategy, seeking help from friends, using mother tongue, writing and rehearsing what they want to say in order to cope with the problem of reticence. The findings also showed that teachers attempt to alleviate the problem by altering the teaching methods and building a stress free classroom environment for the students. Surprisingly, the results showed that teachers give less importance to speaking skill as it not tested in exam. Therefore, it is recommended to include speaking in when Maldivian students do IGCSE exam. Suhana Abdul Shakoor "Reticence of Speaking in a Maldivian ESL Classroom: Causes and Solution" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38208.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38208/reticence-of-speaking-in-a-maldivian-esl-classroom-causes-and-solution/suhana-abdul-shakoor
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
The challenges of language teaching and learning in our schools today constitute the foremost issues in language Education. The tremendous role that language, especially English language plays in the development of every individual and the nation educationally cannot be relegated to the background. Language Education is very important in the educational system of the Nigerian nation due to the multilingual nature of the society. English language is the medium of instruction across all educational levels and hence the bedrock of the teaching and learning process in our schools. The English language teacher therefore, is faced with the task of achieving this laudable educational objective. The paper set out to x-ray and take cursory look at the National language policy on primary education, the prevailing situation on implementation process of the policy. It examines the challenges and the way forward emanating from the National language policy on primary Education.
Presenters of MMVC18 and their bios https://docs.google.com/presentation/d/1DJso2DGBbZUJQPN-yKIs0sHiVmHnsUbZIan59-UUNfE/edit?usp=sharing
Join us August 3-5 for free on MMVC18 7th annual online event: Sign up for MMVC18 free online conference August 3-5, 2018 http://moodlemoot.integrating-technology.org/course/view.php?id=4
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Closing Achievement Gaps in U.S. Public Schools: Exploring Global Models of L...Meghan Lee
Research essay on U.S. public school reformation solutions to close achievement gaps for language minority students taking into account best global models for language instruction and overall education of students.
Reticence of Speaking in a Maldivian ESL Classroom Causes and Solutionijtsrd
Although teachers adopt various approaches in their teaching to improve the language skills of the students, reticent behaviour of the students in speaking lessons often frustrates teachers. Hence, the present study aims to investigate the factors contributing to the reticent behaviour of students in ESL classrooms, strategies used by Maldivian students to cope with speaking anxiety and how teachers attempt to alleviate the problem of reticence in ESL classroom. To fulfill this aim, the present paper addresses the following questions 1 what do Maldivian students and teachers notice as the factors contributing the reticence in speaking in ESL classrooms 2 What strategies do Maldivian learners use to cope with speaking anxiety 3 What strategies do Maldivian teachers adopt to effectively cope with student’s reticent behaviour of speaking in ESL class The data was taken from seven participants four teachers and three students through face to face interview. Further, classroom observations was done to gain more information about the behviour being studied. The research findings showed that different social psychological factors, fluency factors and cognitive factors make the learners to be reticent in ESL classroom. Furthermore, students employ various strategies, such as avoidance strategy, seeking help from friends, using mother tongue, writing and rehearsing what they want to say in order to cope with the problem of reticence. The findings also showed that teachers attempt to alleviate the problem by altering the teaching methods and building a stress free classroom environment for the students. Surprisingly, the results showed that teachers give less importance to speaking skill as it not tested in exam. Therefore, it is recommended to include speaking in when Maldivian students do IGCSE exam. Suhana Abdul Shakoor "Reticence of Speaking in a Maldivian ESL Classroom: Causes and Solution" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38208.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38208/reticence-of-speaking-in-a-maldivian-esl-classroom-causes-and-solution/suhana-abdul-shakoor
Moodle MOOC 7 (https://docs.google.com/document/d/10TZi_qX2PE7KaIwIq9BWh20lM8UD3oXop2v-lr2vg-U/edit?usp=sharing see syllabus for the webinars and free Moodle training) includes 40 webinars by educators around the globe and Moodle training for teachers on how to use Moodle 2.9 for instruction and learning. The webinar presenters will use WizIQ virtual classroom. Participants will learn about Moodle, teaching online, and teaching and learning with technologies that engage the learner with the content, other learners, and the instructor.
MM7 will take place in the month of November 2015. The MOOC is in the spirit of open education and is completely free.
33rd VenTESOL National Convention
Breaking Paradigms and Borders in ELT
UGMA, Barcelona, Anzoategui, Venezuela
May 30th and 31st, 2015
SCHEDULE AT A GLANCE
Personal Learning Network (PLN) for Language Teachers by Julio PalmaVenezuela TESOL
Personal Learning Network (PLN) is a new world trend in professional development for language teachers. As social networks sprout all over the planet in the digital era, it is essential that we take advantage of this new possibility to create virtual personal platforms to make connections with peers and colleagues who can keep us informed of the latest developments in teaching, approaches, materials, courses, discussions, and the new technological software for teaching and learning other languages. In this presentation, therefore, we are going to show the goals and the benefits of a PLN, the role of the teacher in such a virtual environment, the most important elements and tools to build a PLN, we will describe how intertwine different social networks for promoting collaborative learning and partnership for the benefit of the language teacher. Among the tools that will be shown are those for bookmarking, how to use hashtags for conversations in twitter, how to subscribe to RSS Feedreaders, and we will suggest a short list of relevant leaders in both national and international spheres in the field of language teaching to whom you could incorporate in your PLN. We will provide with online communities and institutions that may lay the foundations for further research and publications which can have a positive impact in the specialized growth of teachers in higher education as well.
Mastering the verb TO BE implies an understanding of its structure, its function and its meaning in communication. Unfortunately, in the Venezuelan school system, empirical evidence seems to suggest that, when teaching the verb Presentation offered at the firt webinar organized by VenTESOL and Avealmec. October 26, 2013, 10:00 am
Mastering the verb TO BE implies an understanding of its structure, its function and its meaning in communication. Unfortunately, in the Venezuelan school system, empirical evidence seems to suggest that, when teaching the verb TO BE, most teachers focus only on its syntax through a mechanical process, having as a result,
a limited vision of this linguistic unit. Based on this situation, this webinar provides English teachers with a Critical Thinking (CT) approach to, on the one hand, enhance the comprehension of the pragmatics and semantics of the verb TO BE and, on the other, to teach it from a different perspective. First, a contextualization of the pragmatics and semantics of the verb TO BE will be provided. Second, a brief dissertation of the CT theory will be offered. Third, CT will be used as an approach to teach the functions and meanings of the verb TO BE. Fourth, a series of exercises that can be applied in class will be suggested.
Best Practices for Teaching English to Young Learners by Joan ShinVenezuela TESOL
Workshop offered to English Language teachers in Venezuela as part of the Methodology of the ELT Tour 2011-2 organized by VenTESOL and sponsored by the US Embassy
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1.
http://www.ventesol.org | http://ventesol.ning.com
Featured
Speakers
Evelin Ojeda Naveda is a Teacher Trainer and language teacher. Doctor of
Education student. Master's degree of ARTS in TESOL from St Mark and St John
University in Plymouth, UK and Master of Education in Reading and Writing from
Carabobo University. Evelin has more than 15 year experience in ELT in UK and
Venezuela. She is VenTESOL president 2013-2015.
Helena Guerrero is Ph.D and MA in Second Language Acquisition and Teaching,
The University of Arizona. She holds an MA in Applied Linguistics, Universidad
Distrital, Colombia. She is faculty in the MA program in Communication
Education and is the main researcher of the research group “Critical studies on
language and educational policies. She serves as the present president of
ASOCOPI.
Elizabeth Ortiz is the General Director of COPEI in Guayaquil, leads the team
that organizes the COPEI International Congress and ELT Conferences all over
Ecuador, also coordinates the Training and Professional Development
Department and manages the educational services development division. For the
last 10 years she has focused her Professional attention to develop and implement
training and Professional Development Programs and the design of social interest
projects with national and international non-profit organizations. She is the
current President of ECUATESOL, an Ecuadorian English Teachers Association.
Breaking Paradigms and Borders in ELT: The Andean Region Experience
Sponsored by the U.S. Embassy – RELO Andes
It is well-known that many English teachers worldwide work in challenging and difficult contexts.
Nowadays research in the field and experts state that the goal of teaching English should be to
develop learners’ communication skills while enhancing their cultural awareness. However, in the
circumstances in which many teachers work in Central/South American and the Andean Region
(for example, extremely large classes, insufficient, non-existence or inappropriate didactic
materials, exam-driven language sessions and the like) making the changes needed to achieve
such broad aims in real classrooms often seem to be unfeasible, unattainable, almost beyond our
reach, but is it really that way?
This colloquium will explore examples of how positive and enriching changes can be achieved in
difficult teaching conditions as the ones encountered in Venezuela, Ecuador, Colombia and Perú,
and equally importantly will highlight and discuss some of the factors that have made them
possible in these countries.
To a better understanding of the state-of-the-art situation of ELT, this session will examine the
current status of English in these different education systems as well as the projects developed by
VenTESOL, ASOCOPI, EcuaTESOL and RELO Andes in order to enhance education in the Andean
Region.
2.
http://www.ventesol.org | http://ventesol.ning.com
Featured
Speakers
Graham Stanley works for the British Council on a project teaching children
English via videoconferencing in Uruguay. Author of ‘Language Learning with
Technology’ (CUP, 2013), winner of the ESU HRH Duke of Edinburgh ELT book of
the year; and co-author of ’Digital Play: Computer games and language aims’
(Delta, 2011).
Gamifying the ELT Course Book
Online Session
Spice up your course book by integrating practice activities with computer games and by using
gamification. Gamification is the application of game design thinking to non-game contexts to
make them more fun and engaging. We’ll be looking at how you can effectively incorporate this
in class to supplement any course book you are using, as well as ideas for adapting a variety of
free-to-play online digital games to practise English.
3.
http://www.ventesol.org | http://ventesol.ning.com
Featured
Speakers
Pete Sharma is a Director of Pete Sharma Associates Ltd, a consultancy and
training organisation: www.psa.eu.com He lecturers in EAP (English for
Academic Purposes) and has co-written many books on technology including
Blended Learning, 400 Ideas for Interactive Whiteboards, Apptivities for
business English and How to write for digital media.
Enhancing Language Learning Through Technology
Sponsored by British Council
Can pedagogy keep up with the speed of technological change? While new technology
continues to advance, disagreement exists as to what constitutes good practice in the teaching
and learning of languages.
This plenary talk will take a ‘snap-shot’ of English language teaching in the 21st Century. Firstly,
it will provide five statements which background this area. Secondly, the speaker will critically
analyse key learning technologies, including the interactive whiteboard, Virtual Learning
Environments and m-learning (mobile learning). Thirdly, we will focus on ‘innovation’ – what’s
new? What is ‘cutting-edge technology’? What is ‘adaptive learning’ and why does it matter?
There will be a short opportunity to discuss some of the controversies in the field. Finally, the
speaker will conclude with some practical teaching ideas for use in the language classroom. In
all these ideas, the technology has become ‘normalised’.
Participants will leave with fresh insights into one of the most exciting areas of language teaching
today.
4.
http://www.ventesol.org | http://ventesol.ning.com
Featured
Speakers
Dr. Doris Molero is an EFL Professor at Universidad Dr. Rafael Belloso
Chacin, Maracaibo-Venezuela. Doctor in Sciences of Education
specialized in curriculum and instruction. Holds a master degree on
Educational Informatics (2002) and graduated from Modern Language
School at Universidad del Zulia (1991). Dr. Molero is an E-learning
Instructional Designer and tutor for Universidad Señor de Sipán, Peru.
Her teaching and learning style is an eclectic approach that involves
project based learning, multiliteracies, high order thinking skills, 21st
century skills, connected knowledge, constructivism, collaborative
learning, web 2.0, disruptive learning, augmented learning and
communicative language.
ELT for Peace
When teaching another language, we teach about culture, food, music, people, the mechanics
of the words and expressions, grammar, places, and so on. Most of the time, we focus our
lessons on “the book contents”, program, syllabus, or on what we were told to teach. How can
we do all that and at the same time teach about what unites all the cultures of the world? Teaching
peace becomes an important and meaningful way to show our students how they can use all that
they are learning to communicate with the world and help on what we need the most: empathy,
love, peace, cooperation, forgiveness, tolerance. Join me and get to know some serious great
little projects on how to use language learning and social media to build peace helping heal the
world and ourselves. Have yourself and your students act big by starting small…Talk, Write, Call,
Record, Tweet, Post, Blog, Host, Design, Build, or Compose… All For Peace.
5.
http://www.ventesol.org | http://ventesol.ning.com
Featured
Speakers
Marina Majonica has been teaching English for 14 years. She holds a CELTA
certificate, is a Teacher Trainer and Life Coach. Since 2006 she has been
involved with her own academy and is co-founder of Carpe Diem Coaching. She
has been Bolivar State Representative since 2011.
Miguel Perez is an EFL teacher graduated from Universidad de Carabobo with
teaching experience in pre-primary, primary, secondary and tertiary level. His
main area of interest is Learning Technologies in ELT. He has been an active
VenTESOL member since 2010 working as a State Representative in Yaracuy
state and Communications Coordinator.
Milagros Quijada is an EFL instructor and current VenTESOL Zulia State
Representative. She holds a TEFL Certificate by Hunter College and she is the
Resource and Research Center Coordinator at CEVAZ where she has organized
ELT events, designed integrated activities for students and worked as a teacher
trainer for over three years.
Johannes Rojas is the current Academic Director at CEVAC and VenTESOL
Region 1 Coordinator. He has organized a range of ELT and ELL events
nationwide as well as participated as speaker in national and international
conferences. He has done some research in pronunciation teaching and
technology use in EFL contexts.
José Zapata is a professor of English graduated in 2008 at UPEL Maturín. He has
been teaching English to teenagers and adults since 2007. He started organizing
Spelling Bee competitions in 2012 at the National High School “Luis Padrino” in
Maturín. He is also Anzoategui State Representative.
I’m a Teacher! What’s your Superpower?
Teachers are heroes by nature and if they truly believe and love what they do, changes can be
brought through and to education. This plenary aims to present teachers in Venezuela how
regular teachers actively involved in VenTESOL through a Regional Convention Tour (RCT) went
throughout the country for a year reviving in teachers their true-self and showing them how “it is
possible” to make the difference despite all the issues in education we face daily in our country.
Seven cities from different regions in Venezuela were visited and re-sparkled in order to give
education one more chance as the best tool a country has to stand out. Experiences, reflections
and results are shown as well as the impact RCT had during the 2014-2015 period. Some
teachers’ personal impressions will be shown to present a general idea of what the RCT reached
professionally and personally in individuals.
6.
http://www.ventesol.org | http://ventesol.ning.com
Featured
Speakers
Russell Stannard is the founder
of www.teachertrainingvideos.com which has received 3 major
educational awards from the Times Higher, The British Council
ELTons and the University of Westminster. His website offers free
step by step videos to help teachers incorporate technology into
their teaching and receives more than 300,000 visits a year.
Russell is truly an international speaker, having presented in 26
countries around the world. His interest in technology includes
feedback, developing student’s fluency, assessment, reflection
and the Flipped Classroom. His feedback ideas generated
widespread media interest including an appearance on TV and
inclusion in a report submitted to the UK government. He was also
an early adopter of the Flipped Classroom approach, flipping his
courses while at the University of Westminster and winning
funding from JISC in the process. Russell currently works part-time
as a Principal Teaching Fellow at the University of Warwick and
as a NILE (Norwich Institute of Language Education) associate
trainer. He writes regular columns about technology in the English
Teaching Professional and the Teacher Trainer.
What the Flipped Classroom Means to Language Teachers
Online Session
The talk will focus on key tools that we can use to flip our teaching and learning. Russell will talk
specifically about how the Flipped Classroom can be applied to language teaching and how it
can help us to extend, differentiate and vary our teaching and learning. Russell will talk about the
theory behind the flip classroom and focus on some of the key tools we can use. The tools Russell
focuses on are easy to use, free and can have a real impact on all our classes, not only in a
flipped classroom scenario. This will be a session full of practical ideas and examples. If you are
looking to blend your learning, flip your learning, bring more collaboration into your classes and
help develop your students speaking skills, then this talk will provide you with loads of practical
ideas and simple technologies that you can use.
7.
http://www.ventesol.org | http://ventesol.ning.com
Featured
Speakers
Helena Guerrero is Ph.D and MA in Second Language Acquisition and
Teaching, The University of Arizona. She holds an MA in Applied Linguistics,
Universidad Distrital, Colombia. She is faculty in the MA program in
Communication Education and is the main researcher of the research group
“Critical studies on language and educational policies. She serves as the
present president of ASOCOPI.
Best Practices: Teachers Making Things Work
Sponsored by the U.S. Embassy – RELO Andes
Traditional teacher education practices involve experts telling teachers what to do and how to
do it. But research has shown that there are not ready made recipes that suits everyone needs
and that teachers have developed very valuable experiential knowledge which is worth to be
heard and shared. This workshop intends weave the results of a recent research study conducted
in Colombia regarding teachers’ positioning in front of educational with participating teachers
experiences in the workshop. The aim of this exchange is to bring to the surface knowledge, tips,
techniques, strategies, and the like, that school teachers have and use to make things work. All
and all, this workshop follows a bottom up approach in the understanding that teachers’ voices
have been silenced for too long and there is time to listen to them.
8.
http://www.ventesol.org | http://ventesol.ning.com
Featured
Speakers
Pete Sharma is a Director of Pete Sharma Associates Ltd, a consultancy
and training organisation: www.psa.eu.com He lecturers in EAP
(English for Academic Purposes) and has co-written many books on
technology including Blended Learning, 400 Ideas for Interactive
Whiteboards, Apptivities for business English and How to write for
digital media.
40 Practical Ideas for Using Technology in ELT
Sponsored by the British Council
While new technology has changed the teaching and learning of languages forever, using ICT
remains a controversial area. Many teachers are enthusiastic about using new technology in their
courses; some are less so. Whether teachers and students benefit from such digital approaches
depends on a range of factors, including: the teachers' level of knowledge and skills; the support
of the institution; the availability of hardware; and perhaps most importantly of all, the teachers'
attitude towards new technology.
This highly practical session will complement the plenary talk. It has three parts. Firstly, it will
provide a brief overview of what we mean by ‘new technology’ and will update participants on
some new developments in hardware and software. Secondly, there will be an interactive
presentation consisting of 40 practical ideas for teaching grammar and vocabulary, the four
language skills (listening and speaking, reading and writing), phonology and language games.
In all these ideas, good pedagogy is central. The ideas can be adapted, and are intended to
inspire. Finally, there will be a short open forum for participants to share their own ideas, ask
questions and engage in the current debate about the use of ICT in language teaching.
9.
http://www.ventesol.org | http://ventesol.ning.com
Featured
Speakers
Marina Gonzalez is an Argentine primary school teacher, teacher
trainer, editor and researcher. She coordinates the Language School
at Universidad de Flores (UFLO) in Buenos Aires Argentina. She
teaches Materials Design and ELT Management at the BA for English
teachers at Universidad Caece. She has delivered teacher training
workshops in Uruguay, Chile, Peru and coordinated TESOL EVOs on
Mentoring and Management together with professionals form various
parts of the world. Her research interests revolve around innovation,
both in pedagogy and management. She has been doing research on
the implementation of TBLT at university level, and she is currently
writing about professional development from the perspective of Social
Complex Systems.
A Road from Binary to Complex Thinking
Sponsored by Universal Text, Cengage Learning & National Geographic
Complexity in ELT is a rather recent endeavor. It is a tool for describing reality around us by
focusing on the tension among the various social factors that create it, rather than providing a
prescriptive centralized vision. It seeks to produce wider readings and understandings of the
reality that surrounds us. If we consider our administrative and teaching practices, they have long
been marked by dichotomies which have shaped our perception of the world into a quite binary
system of understanding. Sometimes valid, others fake, these dichotomies strongly represent our
first reaction to issues in our classes and organizations. In this session, we aim at reflecting on our
learned styles by first identifying generally accepted opposing pairs. We will then flesh out the
concepts behind the supposed oppositions and try to widen the scope and vision. Thirdly, we will
look at the pedagogical implications of naturally incorporating binary pairs as the set path in our
teaching and organizational management of ELT organizations. Last, we will suggest a way of
incorporating complexity theory to enrich the shades of meaning and complementariness among
concepts and strategies we can use in our settings to enhance 21st century students’ needs and
hopes.