Cordoba English Teachers
Association
(CETA)
VII
JORNADAS CETA
Acting up!
5th – 6th May 2006
Facultad de Filosofía y Letras
Córdoba
We would like to express our gratitude to the following institutions:
·
BURLINGTON BOOKS
·
CAMBRIDGE UNIVERSITY PRESS - SM
·
CENTRO DE PROFESORES DE CÓRDOBA Luisa Revuelta
·
COPISTERÍA DON FOLIO
·
DELEGACIÓN
DE EDUCACIÓN DE LA JUNTA DE ANDALUCÍA EN CÓRDOBA
·
DEPARTAMENTO DE FILOLOGÍAS INGLESA Y ALEMANA (UCO)
·
DIRECCIÓN GENERAL DE INNOVACIÓN
EDUCATIVA Y FORMACIÓN DEL PROFESORADO, CONSEJERÍA DE EDUCACIÓN Y CIENCIA, JUNTA
DE ANDALUCÍA
·
FACULTAD DE FILOSOFÍA Y LETRAS (UCO)
·
FACE 2 FACE Theatre Company
·
ILMO. AYUNTAMIENTO DE CÓRDOBA (Oficina Pro-Capitalidad Europea Córdoba
2016)
·
OXFORD UNIVERSITY PRESS
·
SGEL – EXPRESS PUBLISHING
·
TESOL-SPAIN
·
UNIVERSIDAD DE CÓRDOBA
Friday
(17’30-18’30)
We know we’re doing a good
job in the classroom but could we do better?
Are there things we should be doing more of, less of or shouldn’t be
doing at all? In this session we’ll be
asking ourselves what good classroom practise really is and addressing the age
old question: Are teachers born great or
do they achieve greatness?
Saturday (13’00-14’00)
Formación para el plurilingüismo:
estrategias para un reto educativo
Innovation in language
learning involves a new perspective in language teaching. And so, a plurilingual
approach to the language learning process within the Common European Framework of Reference
requires alternative methodological practices, classroom materials and techniques
that regard communicative competence as both the means and the goal. This talk
intends to bring forward the main implications and demands of this linguistic
challenge, in which teacher training plays a key role.
Saturday (18’30-19’30)
La puesta en marcha por
parte de la Junta de Andalucía del Plan de Fomento del Plurilingüismo
va a suponer una verdadera revolución en todos los estamentos educativos. La
implantación del Plan nos va a obligar a seguir un camino que no se presenta
precisamente exento de peligros, debido sobre todo a que los medios humanos y
materiales de los que disponemos necesitan ser revisados. Dentro de la multitud
de factores y variables que deben ser tenidos en consideración para conseguir
los frutos apetecidos nos centraremos, en particular, en analizar la
importancia y el alcance de dos de los aspectos que van a determinar la
eficacia del Plan: la necesaria adaptación curricular que requiere la enseñanza
de áreas no lingüísticas en un segundo idioma, plasmada en la elaboración del
Currículo Integrado; y la utilización del enfoque metodológico común que
requiere la enseñanza de todas las áreas lingüísticas (castellano, inglés,
francés, etc.).
Friday
(18’30-19’30)
Mª Belén Díez Bedmar (University of Jaén)
Secondary / Adult
Helping students
improve their written English: the use of learner corpora
Secondary
/ Adult
Since Apple introduced its
popular mp3 player ipod
in 2001, it has become a highly popular device with young Americans. Nowadays
the iPod is much more than a music player, for it
reproduces not only music but also PowerPoint slides, photos and even videos.
These new capabilities have been used by a number of American institutions to
help their students improve their linguistic skills in a number of ways. In
this lecture I will offer several examples of highly prestigious American high
schools and universities that have adapted the iPod to teaching foreign
languages. Nevertheless, the main target of my presentation will be to give
several practical examples of how to use iPod to teach English as a Second
Language.
Primary
We believe that the
identification of the skills Primary students need to be worked on is prior to
any other pedagogical consideration. The effectiveness of our beautifully
designed activities can only be measured if they are targeting the strategies
and tasks we want our students to do for real communication. In this workshop
we will analyse the theoretical background our practice must be based on, and
provide a selection of activities.
Friday
(20’00-21’00)
Secondary
As a result of language
contact both historically and at present, English is full of foreign terms
called loanwords. Familiarity with languages other than English may either
facilitate or impede an accurate pronunciation of borrowings. Like in most
languages, loanwords in English tend to be Anglicised, but are often subject to
sociolinguistic variation since some educated
speakers pronounce them in a foreign style. In this talk, I will try to provide
teachers of English with formal explicit rules to learn and to teach the
pronunciation of loanwords, helping them to avoid phonetic interferences from
their mother tongue or other languages.
Estela
Martínez Jurado (University of Córdoba)
Primary
/ Secondary
The teaching of pronunciation
is often considered a difficult and obscure area. Some teachers are discouraged
by this wrong belief and sometimes neglect this important aspect of the
learning of a foreign language. This presentation aims at providing an overview
of the resources and materials that can be found in the web in order to make
the teaching of pronunciation both easy and attractive at the same time.
Teacher trainees
In this paper, I try to
explain my own experience with a student from the Practicum programme, dealing
with such aspects as the difficulties and obstacles s/he finds in my High
School due to its specific characteristics (CAEP) as well as the relationships
s/he has established with the students. In addition, I would like to expound
the work I demand from them, their experience on my point of view and our
interaction inside and outside the classroom. Finally, I conclude talking about
my own opinion on this programme which is related to my initial interest in it.
Robert Quinn (Oxford
University Press)
Getting Started in Second Cycle of Primary
Primary
Secondary
Classroom talk around the text: a case study in a bilingual school in London
In this session, I will deal
with the way three teachers and their pupils talk around different kinds of
texts in language and content subjects in a billingual
setting. Now that some European countries, including Spain have begun to
include CLIL (Content and Language Integrated Learning) in the curriculum of both primary and secondary
education, it seems relevant to explore the language use of teachers and
pupils in a bilingual school in London which is organised and run along the
lines similar to state schools in Spain.
All
How often have you seen your
students bursting with stories, but lacking the confidence and skills to relate
them in L2? In this very practical and interactive session, I aim to show two
techniques in which the students create their own stories from prompts and from
there go on to develop their story-telling abilities.
Secondary
Let’s put on a show
As a warm up teachers can use
“Handshakes”,
“Mirror hands” or “Hands touching” which are particularly useful for a first
day class. Yet, they can also be used at the beginning of every lesson with a
different focus. Another category is the grammatical or vocabulary revision
exercises. The presentation will include “Body numbers”, “Body words” and
“Catch”. The third set refers to more complex activities. They are real motivators for speaking and
writing. Such activities may include a fashion or a news show. Also, a
ready-made project dealing with the presentation of a news show by 10-year-old
students will be presented as a conclusion.
Saturday (11’45-12’45)
Cristina Buzdugan (CHIVE Language Centre in Barcelona)
Primary
Action songs and stories are
efficient when it comes to teaching to a group of naughty four year olds. Since
they are very playful, action songs are a good opportunity for them to display
all the energy they have acquired during the day and for you to be able to
control them better for the rest of the lesson. Another efficient drama
technique is to have your students act a story they previously listen to. Short
and easy to memorize lines are the key to a quick acquisition. In this vein, I
will use this workshop to demonstrate how these techniques work for a specific
task: introducing the world of animals to students
All
Have you got a tired voice?
Do your students sound hesitant or inaudible when speaking English? Do you want
to inject excitement in your classes? Need to involve the students in freeing
their voices for expressive speaking? None of us can speak well, much less
dramatically, without using the whole body correctly for breathing and
vocalisation. This hands-on workshop will show you practical exercises for
proper voice production and intonation, plus simple class exercises the
students will enjoy that help them achieve more dynamic speaking voices or lead
them to poetry/drama presentations. Come prepared to participate actively and
have fun!
All
Secondary / Adult
The Council of Europe aims to
improve the communicative skills of Europeans who use different languages and
are from different cultural backgrounds. One of the main objectives is an
intercultural perspective which will develop the personality and identity of
students, simultaneously confronting the students with an enriching experience
of others both at language and cultural levels. In this talk we will briefly
look at some of the intercultural proposals in the Framework and then show some
activities that those proposals into practice.
Saturday (17’00-18’00)
Primary
This talk addresses the
importance of introducing gender discourses in the English as a Foreign
Language Classroom at early stages. We believe this is a step further in
fighting against sexism or homophobia from a cross-curricular perspective. Both
The Common European Framework for the
Teaching of Languages and the Spanish Educational Laws state that
gender-otherness related issues should be didactically treated in education.
Materials such as cinema or children’s literature are good ways to deal with
diversity in our classrooms. They are also very motivating for our students who
may identify themselves with the characters presented to them.
All
Probably, every English
teacher or teacher to be has used Internet at least once in his/her life to
teach a lesson or to present a paper. However, most of us will agree on that
surfing the net could became a nightmare if we cannot find that very specific
piece you need for your class or document. There is no magic potion to find
everything you need on the net, but we to could save time if things were a
little bit more organized and ready to use…;)
Primary
Have you ever had a
disastrous activity because you incorrectly judged the capabilities of the age
of the children? In this session we will explore which activities work best
with which age group. At the same time, there will be lots of practical ideas
for you to use in your next class.
Secondary / Adult
During the 05-06 academic
year, our fifth year students at UCO are collaboratively building an online forum on the History
and Culture of English speaking countries; during the course of the year, they are expected
to create a minimum number of new comments and to be active editors of some of
the entries. We will present this ongoing activity as an example of how online
forums can be used as a means to encourage students’ commitment to some
subjects through students’ research and discussion of the information shared
with the rest of the class.
BIODATA
Angel
Anderson, was born in Scotland, he started
teaching in Sudan back in 1985. Since then he has taught in Spain, France and
the UK. Currently, he lives and work in Linares,
involved mostly in Cambridge exam preparation and helping with teacher
development.
Marina
Arcos is member of the research group led by Professor Arnold at the
University of Seville. she has taught English to all ages for
many years and has given talks at
different conferences. She has been linguistic adviser on a bilingual project
for the MEC and The British Council.
Marina is co-author of the books “Inteligencias Múltiples. Multiples formas de enseñar Inglés” (2002, Mergablum) and
“Didáctica del Inglés. Primaria” (2003, Pearson). Some of
her interests are materials and teacher development, self-esteem and
experiential learning.
Cristina
Buzdugan is an English teacher at CHIVE
Language Centre in Barcelona. She has also worked for two years at Meyer School
of English in Cordoba, and has experience teaching young learners (four year
olds) as well as ESO students and adults. Besides her teaching activity she is
writing her doctoral dissertation on autonomous acquisition of vocabulary from
reading and multimedia.
Sara
Mª Delgado is a teacher of Secondary Education at IES “Guadalquivir”
(Córdoba). She is an experienced teacher trainer and
has been involved for the last three years in the formation of teachers-to-be.
María Belén Díez is a research assistant at the University of Jaén.
In 2004 she wrote her MA Dissertation on the use of learner corpora. Now, she
is currently working on her PhD Thesis on the interlanguage
evolution of Spanish students of English at University level.
Jennifer Dobson
currently teaches mainly infant and primary-aged children at International
House in Cordoba, where she is also the ICT co-coordinator, and a teacher
trainer. She has given many teacher training sessions at CEPs
and conferences throughout Spain. She is
also a freelance author and editor for Primary course books.
Face to Face es una compañía de teatro educativo formada por un
equipo de profesionales del teatro y de la enseñanza. En la última década este
equipo se ha consolidado como referente de calidad en el mundo de la enseñanza
de inglés, ganándose una gran reputación tanto entre profesores como entre
alumnos por su profesionalidad, sentido del humor y buen hacer. Esta reputación
nos ha llevado a colaborar con: The British Council, International House,
Diputación de Valencia,
Longman Books,
Expolingua
y la Sala Quiquilimón (Gijón) entre otros.
Juan Ramón Guijarro holds a PhD degree in English Language and
Literature Education at the Faculty of Education of the University of Granada.
He has lectured at the University of Birmingham, U.K. and at the Université de Montréal, Canada.
He is currently researching on the concept of otherness and identity and their
applications to the teaching of foreign languages.
María Jordano teaches English at UNED. She has
collaborated with other Universities and Institutions to train teachers on ICT
and e-learning. CNICE online tutor and CETA webmaster
Paul McConochie
started teaching English 1992 and has taught in a number of countries including
Turkey, Russia and the Far East. He came to Spain in 1999 and became involved
in teacher training, directing CTEFL courses in Madrid. He has been with
Burlington Books in their teacher development department since 2003.
Adán Martín holds a degree in English Philology and, currently, is a PhD student at
the University of Cordoba. He has taught at CES Bética-Mudarra
and IES Alhakén II, and also worked as a teacher of
English in several language academies in Cordoba.
Javier
Martín is a full time grade student and research assistant at the University of
Córdoba. His main field of research is postmodern literature and he is also very interested in
teaching English and Spanish as second languages. He is specially interested in
how new methodologies may improve our classes and the students’ linguistic
skills.
Paula Martín
is Assistant Professor at the University of Córdoba.
Currently working with Antonia Navarro on a course on the History and Culture
of English-speaking countries for fifth year students of English Philology
Estela Martínez is
currently doing a PhD in English Phonetics and Phonology at the University of Córdoba. Her main research interest is the acquisition of
second language phonology as well as the teaching of pronunciation to second
language learners.
Manuela Matas is Catedrática
de Inglés and holds a Ph.D in American Literature from the University of Seville
(Spain). She has various publications in both American Literature and Applied
Linguistics, among which an annotated translation of relevant passages from Harriet Jacobs's Incidents in the Life of a Slave Girl
and an Oxford University Press English Grammar for E.S.O students (co-author).
Current coordinator of the teacher training agenda for plurilingual
education at the Dirección General de Innovación Educativa y Formación del Profesorado de la Consejería de Educación de la
Junta de Andalucía (Directorate for Educational
Innovation and Teacher Training in the Andalusian
Regional Board of Education).
Carmen Medina was born in Vancouver, B.C., Canada, her
multicultural and bilingual childhood has influenced both her personal and
professional life. She started studying in Vancouver, then continued university
studies in Cordoba and Granada. She spent three months at the University of
British Columbia with a grant from the AEEC, was a Fulbright
exchange scholar in Billings, Mt., at
the moment, she is the Head of the
English Department at the Modern Languages School (EOI) in Cordoba.
Antonia Navarro is
Associate Professor at the University of Córdoba.
Currently working with Paula Martín on a course on
the History and Culture of English-speaking countries for fifth year students
of English Philology
Cinnamon
Nolan is a free-lance teacher trainer/translator. She has been involved in
TEFL for many years and has been the Director of Studies at several language
academies. Her interests are Young Learners, ESP and exam preparation. She is
currently the TESOL-SPAIN SIG Coordinator/Web Resources Manager.
Víctor Pavón is a teacher of secondary school, currently teaching at
the University of Córdoba. Member of the commission
for the elaboration of the Currículo Integrado within the Plan de Fomento
del Plurilingüismo.
María D. Pérez
Murillo is both an associate lecturer at the Education Dept., Complutense University and a secondary school teacher at
IES Mariano José de Larra, Madrid. She has an MA in
Applied Linguistics and a PhD in Bilingual Education from Lancaster University, UK. Her research
interests include bilingual classroom interaction and bilingual teacher
development.
Robert
Quinn, Oxford University Press.
Raúl Ruiz holds
a master degree in English Philology. Currently, he lectures at the Faculty of
Education (University of Granada). His main interests revolve around the
implications of the reception theory on second language reading.