Revisiting our Practices Sessions


PLENARY SESSIONS


 

Understanding the Brazilian educational scenario and the challenges for EFL teachers.

 In order to adapt ourselves to changes in the educational scenario which reflect different needs and paradigms, we need to rethink our ways and consider new paths. This talk aims to describe three big movements happening in education and how English teachers can become part of the change.

Ana Maria Menezes is the head of Educational Services at the edtech Kanttum. She also leads the Group of Google Educators in Uberlândia. She holds an M.A. in Linguistic Studies having carried out research on teacher development in the online environment. Previous experiences: educational development coordinator at International School, assistant professor at Universidade Federal de Uberlândia, Cultura Inglesa coordinator and a proud Webhead. Winner of the Creativity in the Classroom IATEFL 2014 scholarship and of a prize for Innovative Educational Project 2015 by Microsoft Education. Her expertise involves topics such as teacher development, educational technologies, learning assessment and bilingual education.

 

The Importance of Language Awareness in Teachers' Continuing Professional Development

Sérgio Pantoja - Sérgio Pantoja is a CELT-P, CELT-S, Delta Module 1 tutor, teacher, teacher trainer and speaking examiner. He has been been in ELT since 2002 and holds, among others, the Cambridge English: Proficiency, a degree in Languages, a postgraduate degree in English Language Teaching and Translation, a TESOL Certificate from the University of Oregon, and the Delta. His Delta Module 3 Specialism focused on LDT (Language Development for Teachers).

 

 

PANEL DISCUSSION


 

 

WORKSHOPS & TALKS

 

Reinventing Dictations - While Making them Fun (Workshop)

Who has not heard of dictations? It is likely that most ESL/EFL teachers have been familiarized with such activities, either as a learner, or as a facilitator. Although a traditional way of teaching, it is highly valuable as a form of language exposition and skill enhancement activity. We aim to present three different activities that follow those concepts - in a much more fun, light-hearted fashion (but equally productive). 

Antônio Moraes - Currently Academic and Executive Director and co-founder of Next Solucoes em Ensino de Ingles, Michigan ECPE holder. Has been a student of the English language for over fourteen years, having taught for seven. Letras student at UFG.

 

The Skill of Correcting Properly - Talk

A major part of teaching that is often neglected or done carelessly by even experienced teachers is correcting students. Error / mistake corrections are a key step for guaranteeing that learners are actually making progress; however, it must be done with caution and awareness, bearing in mind the age, level, and particularities of each individual. This talk has the purpose of covering those variables in such a way that allows us to not only correct our students' output, but also does so mindfully, in a way that actually makes them better.

Antônio Moraes - Currently Academic and Executive Director and co-founder of Next Solucoes em Ensino de Ingles, Michigan ECPE holder. Has been a student of the English language for over fourteen years, having taught for seven. Letras student at UFG.

Nathalia Campos - English student for over ten years now, head of the pedagogical and kids departments at Next Solucoes em Ensino de Ingles. Senior Pedagogy student at UFG, at 20 years old. Wide experience with teaching kids in Portuguese, in English as a Foreign Language, and with Bilingual Education.

 

Teaching English to students with Challenging Behaviors and Disabilities - Talk

We are experiencing more and more students in our classrooms who present with conditions such as autism (in it's varying degrees), ADHD, and a variety of other mental and physical disabilities. How can we be effective teachers in this environment, facing the challenges and difficulties this reality presents? The law currently obliges instutions not to discriminate against the inclusion of these students in our schools. What are the difficulties and what can we do as teachers to be effective in such situations?

Ciaran Leonard - Ciaran is from Ireland and teaches English at Cultura Inglesa and PUC Idiomas. He also teaches Literature, American History, Economics and College Preparation at Colégio Agostiniano's AGOS International programme. He is also responsible for the English language module at PUC's Gerontology course for students between 60-87 years old. He worked with adults and adolescents who presented with challenging behaviours at a social care institution in Ireland from 2002-2013. He was also nominated to the Irish Government's Mental Health Tribunal, responsible for investigating cases of involuntary detention in Psychiatric Institutions. He is a graduate in Philosophy, Political Science, Theology and also holds a Master's degree in International Relations.

 

Overrated and Underrated in ELT - Talk

If you’re the kind of teacher who watches webinars, reads books, goes to conferences and generally tries to keep up to date with what is going on in the world of ELT, it can be difficult to make sense of all of these ideas and opinions. In this talk, I’m going to try and cut through the noise and present my list of overrated and underrated areas in ELT today. You might not agree with all of them, but you’re sure to find it thought-provoking!

James Taylor - I’m an EFL teacher, teacher trainer, materials writer & podcast producer based in Brasília and I’ve taught English to adults and teenagers in Brazil, South Korea, Belgium and Costa Rica since 2007. In 2018 I self-published “How Was Your Weekend?”, an ebook for teachers, and in 2019 launched the “Raise Up!” project with Ila Coimbra, aimed at increasing diversity in ELT materials. I’m currently writing a coursebook series for FTD Educaçao. My podcasts include the ELTON nominated TEFL Commute. I’m a former President & a co-founder of BELTA, (Belgian English Language Teachers Association), Second-Vice President of BRAZ-TESOL Brasília & IATEFL TDSIG committee member

 

Games without preparation - Workshop

Games are a great way of ensuring students’ engagement, provided they have a clear purpose. In this workshop, we are going to see games that require zero preparation from the teacher. Ready to have fun playing such games yourselves?

Juliana Maria has been a teacher for 24 years, 20 of which at CEI - Flora. She currently works teaching teenagers at intermediate and advanced levels and preparing teachers for international exams. She holds the CELTA and the CPE.

 

Teaching English to Deaf People - Do’s and Don’ts - Talk

To teachers from public schools who have or will eventually have deaf students, we are going to learn some do’s and don’ts in the teaching process to avoid the embarrassment of you saying, “oops, I did it again” every time you try something new and it doesn’t really work with your deaf student.

Quintino Oliveira - Quintino has been a Brazilian Sign Language interpreter and teacher for 18 years. He is currently a professor at UFG in the courses Letras: Libras and Letras: Tradução e Interpretação Libras/Português. He holds a Master’s Degree in Applied Linguistics.

 

Listen to the Music: Using Songs in Listening and Speaking Classes - Workshop

Anyone who has taught listening and speaking to English learners knows that it can be challenging. Besides the challenge of meeting learners’ needs in general, teachers often find that some students are afraid to communicate for fear of making mistakes or may simply be uninterested in the topic. Fortunately, there are ways to successfully address such challenges, and music-based instruction is one of them. This workshop will promote the strategic use of music in English classrooms to motivate learners as they practice and produce the target language and actively participate in the lessons. First, I will briefly examine the decision to use music in the language learning process from a psycholinguistic viewpoint. Second, I will outline several benefits of music-based instruction. I will also mention perceived drawbacks of music-based instruction. Third, I will consider general learning strategies in listening and speaking classes and provide three sample music-based activities that I have successfully used in my own classrooms. Finally, I will offer an example of how music can motivate learners and share a few takeaway points to keep in mind.

Ricardo Cezar has been teaching English since 2001, having taught in different contexts, such as public and private schools, college entrance prep courses and language schools. In 2010, he and his wife started their own language school, Friends Language Center, in Uruaçu-GO. In 2018, he obtained the CELTA certificate by the University of Cambridge, a watershed both in his teaching practice and in the training he gives other teachers. As someone who has learned English exclusively in Brazil, he uses that to encourage his students by showing them that it is perfectly possible for them to do the same.

 

Pronunciation and teacher development: are we missing something? - Talk

The aim of this talk is to reflect on the importance of pronunciation instruction for teachers, discussing how phonology is dealt with at teacher development programs. For that, I will analyze the most popular Cambridge and Trinity teaching qualifications (CertTESOL, CELTA, ICELT, DipTESOL and Delta), as well as 'Letras' by showing interviews with people who have taken these courses, tutors, and official documents. We will look at English as a Lingua Franca and the way this notion may impact the teaching of pronunciation (Jenkins, 2000, 2002; Deterding and Mohamad, 2016; Zoghbor, 2011). Last, we will examine some tips to improve pronunciation.

T. Veigga is a Trinity CertTESOL tutor, teacher, teacher trainer and materials designer based in Rio. He holds a BA in Languages (UFRJ), a Specialisation in Media-Education (PUC- Rio), the CPE, and Delta Modules 1 and 2, currently working on module 3. He has written articles on various subjects related to teaching, as well as presented at conferences in Brazil and abroad. An active member of the ELT community, T. is part of the BRAZ-TESOL advisory council and has been a BrELT pedagogical coordinator since 2015.

 

Understanding and integrating your shy and introverted Ss in class - Talk

This talk is aimed at raising teachers’ awareness of shy students. How to distinguish shy students from introverted ones and how to increase their participation. Participants are invited to share their experience, thoughts and ideas on how they help students improve self-consciousness in the classroom and the speaker will describe how to use some drama exercises, that are, in fact, emotional exercises that can be used as warm-ups to help shy learners overcome the fear of (public) speaking.

Thais Olivieri has been teaching English for the past 6 years. She's graduated in Letras English/Portuguese and CELTA holder.

 

Learning Through Games: Gamifying Your Lessons - Workshop

Autonomy, engagement, team work, and above all, fun, can come together in the classroom on a daily basis. This presentation will show you, step-by-step, how to carry out activities that can be implemented with your groups in order to make your lessons more dynamic and enjoyable.

Thiago Cabral - Thiago, 25, has been working at Cultura Inglesa since 2015. Holds TKT 2 and TKT 3 certificates by Cambridge English.

 

ELLs, Content and Language: A CLIL Implementation in Brazil - Talk

English language learners have been offered a plethora of English language teaching methods for the past decades. However, there is one of them which has stood out recently and that is the Content and Language Integrated Learning, commonly known as CLIL. The term CLIL, which was coined by David Marsh, University of Jyväskylä, Finland (1994), “refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language." This talk aims at providing its participants not only with the theoretical background of CLIL, but also with the challenges faced by a regular private middle school and its English language teachers in implementing it in multi-level classrooms.

Wallace Barboza has been an English language teacher since 1998, and a teacher trainer since 2009 both in Brazil and in the USA, He holds an MA in TESOL from Greensboro College, NC, USA, a BA in English and Portuguese Languages and Literatures from the Catholic University of Brasília, the Michigan ECCE, and the Cambridge TKT(Modules 1, 2 and 3). He is also a Microsoft Innovative Educator (MIE) Expert 2019-2020.