Diagrama de temas
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Dear participants,
Welcome to the SIXTH CONFERENCE ON ENGLISH LANGUAGE TEACHING AND CULTURE “Towards new challenges and dilemmas”!
We are glad that you have decided to share your experiences about ELT with the APC-ELI community. Welcome on board!
Organizing Committee
Scientific Program for the 3-Day Conference
December 14th
Participants will attend online presentations through the telegram group created for the Conference.11.00 –11.45 (On-line) Opening plenary by Barry Tomalin: New Paradigms in Intercultural Training
12:00-13:00 Video Chat with Barry Tomalin
Telegram: https://t.me/+Z-BvIj9_xkZlN2Fh
December 15th
9.00 am to 10.00 am (Cuban Time) Participants will exchange opinions and ideas synchronically with prof. Carol Harvey about her presentation, which everyone should have downloaded and studied before this session. Participants can leave their Questions and Comments in the DEBATE section.
10.00 am to 1.30 pm. Participants will make comments and/or questions about the papers for the day, which will be available from the day before. We encourage authors to be online when the time allotted to them is provided. THIS EXCHANGE COULD BE SYNCHRONIC or ASYNCHRONIC for the other participants. Make sure you check the comments and questions left about your paper.
TIME DISTRIBUTION FOR DISCUSSION
10.00-10.20 am: A PROPOSAL OF ACTIVITIES TO IMPROVE VOCABULARY IN THE ENGLISH LESSONS by: Zoe Domínguez Gómez MSc. & Juan Luis Hernández Pino BA. (University of Matanzas)
10.30-10.50 am: DEVELOPING CRITICAL THINKING IN A2 ENGLISH LESSON by: Tania Morales de la Cruz, MSc. & Maritza Núñez Arévalos, MSc. (University of Matanzas)
11.00-11.20 am: DEVELOPING SPEAKING SKILLS IN ENGLISH ENHANCING LANGUAGE LEARNING STRATEGIES USE by: Ioani García Fernández, MSc. (Univ. of Cienfuegos) & Pedro Santiago Bernal Díaz, PhD. (Central University of Las Villas)
11.40-12.00 pm: IMPROVING INTERACTIVE DIDACTICS IN ENGLISH TEACHERS EDUCATION by: Yaima Rosa Reyes Piñero, MSc. & Alexis Pérez Ramírez (University of Pinar del Río)
12.10-12.30 pm: METHODOLOGICAL PROCEDURE FOR THE TEACHING OF ENGLISH INTONATION IN FOREIGN LANGUAGES TEACHERS TRAINING by: Rodolfo Acosta Padrón, PhD. & Nery Isabel Calvet Valdés. MSc. University of Pinar del Río)
12.40-1.00 pm: MOODLE PLATFORM FOR PROFESSIONAL IDENTITY AND RESILIENCE IN A CUBAN UNIVERSITY by: Diana Rosa Morales Rumbaut, PhD & Eida de la Paz Gálvez, PhD (Central University of Las Villas)
1.10-1.30 pm: PROCEDURES FOR ENGLISHCONTRACTIONS LEARNING AT FOREIGN LANGUAGES TEACHERS TRAINING by: Alexis Pérez Ramírez. MSc. & Rodolfo Acosta Padrón, PhD. (University of Pinar del Rìo)
December 16th
9.00 am to 12.30 pm. Participants will make comments and/or questions about the papers for the day, which will be available from the day before. We encourage authors to be online when the time allotted to them is provided. THIS EXCHANGE COULD BE SYNCHRONIC or ASYNCHRONIC for the other participants. Make sure you check the comments and questions left about your paper.
TIME DISTRIBUTION FOR DISCUSSION
09.00-09.20 am: A DIDACTIC CONCEPTION FOR THE PROCESS OF ASSESSMENT OF THE PROFESSIONAL TRAINING IN ENGLISH OF MEDICAL PROFESSIONALS AT THE MEDICAL UNIVERSITY OF PINAR DEL RÍO by: Aniuska Berdayes Vives. MSc. & Leandro Alberto Rodríguez Flores. MSc. (Ernesto Che Guevara Medical University, Pinar del Río)
09.30-09.50 am: ENGLISH AS A LINGUA FRANCA: PRONUNCIATION TEACHING IN ESP by: Leandro Alberto Rodriguez Flores, MSc. & Aniuska Berdayes Vives, MSc. (Ernesto Che Guevara Medical University, Pinar del Río)
10.00-10.20 am: THE TASK-TEACH-TASK APPROACH FOR SECOND YEAR DENTISTRY STUDENTS by: Idania Díaz Cabezas, BEd. & Aniuska Berdayes Vives, MSc. (Faculty of Medicine Dr. Ernesto Guevara de la Serna. Pinar del Río Medical College)
10.40-11.00 am: DISTANCE LEARNING EXPERIENCES IN ELT AT MATANZAS UNIVERSITY DURING COVID19 PANDEMICS by: Sandra Linares Dávalos (University of Matanzas)
11.10-11.30 am: THE IMPROVEMENT OF ORAL SKILLS USING WHATSAPP IN ENGLISH LESSONS by: Patricia Fundora Ramírez, MSc. & Lázaro Rolando Rodríguez Fernández, MSc. (University of Artemisa)
11.40-12.00 pm: PROJECT-BASED LEARNING IN THE HISTORY AND CULTURE CLASS by: Alejandro Armentero Reboredo, MSc. & Adrian Abreus González, Ph.D (University of Cienfuegos)
12.10-12.30 pm: INTERPRETATION AND THE CASE OF TEACHING SIGHT TRANSLATION by: Daniel Cima Mesa ,MSc. & Yaneidys Maya Rosel, MSc (University of Cienfuegos)
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Recurso
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Recurso
Previous experiences: Carol Harvey (M. Ed.) worked for 17 years as a second language consultant, supporting K-12 second language and immersion teachers in Brandon School Division. In addition, she was a part-time sessional instructor for the Faculty of Education and an instructor in the EAP program at Brandon University.
She has presented workshops at national and provincial conferences in Canada and has received recognition for her contribution to second language teaching.
Currently, Carol supports teachers through her online business as an English communication coach for teachers.
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Secondary school English classes usually involve a combination of formal teaching and individual and group activities to reinforce content. This can be an effective routine, but it is useful to surprise students occasionally by using a different teaching style.
Although traditionally more popular in elementary grades, classroom centres or stations can provide enjoyable and educational learning experiences for secondary students and foster skill development in listening, speaking, reading, and writing. The introduction of a unit using centres is a simple way to incorporate authentic language into your program. In addition, a centres unit helps to increase student engagement and adds variety to the classroom routine. This presentation explains how to design an enrichment unit using centres. Topics discussed during the presentation include pre-teaching, content creation, student grouping, and assessment practices. Ideas for games, activities, and assignments for use in each centre are suggested.
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In this section, you may find all the papers accepted for the CONFERENCE ON ENGLISH LANGUAGE TEACHING AND CULTURE “. Participants wil have access to the abstracts and presentations submitted by clicking on the name of the paper, as well as to an online forum which will be both synchronic and asynchronic during the days of the event.
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Zoe Domínguez Gómez MSc. & Juan Luis Hernández Pino BA. (University of Matanzas)
ABSTRACT
Mastering English vocabulary, which allows a successful communication among students, is decisive in the language teaching-learning process. Since all of the vocabulary should not be taught or learnt in class, is imperative for teachers to include different tools to make the process of teaching vocabulary through the four basic skills more effective. The following research gathers some of the experiences teachers in the Language Center in the University of Matanzas have collected to increase the student’s lexicon by proposing a series of activities that might be accomplished in class and/or as tools for the student’s to access to knowledge outside the classroom as well.
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Tania Morales de la Cruz, MSc. & Maritza Núñez Arévalos, MSc. (University of Matanzas)
ABSTRACT:
Critical thinking skills, according to the many existing definitions, include observation, interpretation, analysis, inference, evaluation, explanation, and metacognition. Many teachers now believe that a curriculum aimed at developing thinking skills in general may benefit the learner, the society and the world at large. Language and critical thinking grow together and nurture each other's development. As students engage in critical thinking, their language skills expand and this will help in the acquisition of a better language level. Critical thinking is important because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities for the students in the process of learning a foreighn language. Teaching students how to think critically helps them turn information into knowledge and knowledge into wisdom. That’s why; the objective of this paper is to develop critical thinking in the A2 English lessons throughout a set of didactic activities at the Language Center.
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Ioani García Fernández, MSc. (Univ. of Cienfuegos) & Pedro Santiago Bernal Díaz, PhD. (Central University of Las Villas)
Abstract:
In Cuba several researches have been devoted to develop speaking skills in English. Nevertheless, there is still need for addressing this problematic from different viewpoints. This paper addresses this issue from the perspective of enhancing language learning strategies (LLS) use. Surveys and observation guides were applied to determine that students at university level lack speaking skills in English and also use a very limited repertoire of language learning strategies. Therefore, the purpose of this work is oriented to offer a group of communicative tasks that may help to develop speaking skills while enhances the use of LLS in the students. The results obtained demonstrate effectiveness in the use of those tasks combined with specific strategies to develop speaking skills in English. The students also expanded their strategies repertoire and became better language learners.
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Yaima Rosa Reyes Piñero, MSc. & Alexis Pérez Ramírez (University of Pinar del Río)
Abstract
This paper shows how Interactive Didactics has been enriched in the Englishteaching at teachers training in the University of Pinar del Río. The objective is to show how Didactics has been improved from practice for the development of the communicative, interactive and intercultural competence. For such changes, present trends in language teaching have been considered as well as the ever changing educative context. Therefore, a pedagogical intervention has been carried out with the method of class observation, interview and survey to the teachers, with the objective of training them to put into practice the changes gone through. As a result, the enrichment of the Didactics has been achieved with the inclusion of blended learning, flipped classroom, and digital learning as well as new ideas about the reflective social interaction. Changes in the quality of the lessons are shown that are significantly higher than those of the diagnosis stage.
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Rodolfo Acosta Padrón, PhD. & Nery Isabel Calvet Valdés. MSc. University of Pinar del Río)
Resumen
La creación de un texto para el aprendizaje de lenguas con un enfoque integrador y global desde la práctica pedagógica ha sido una necesidad histórica para la formación de profesionales de las lenguas en la Cuba postrevolucionaria; contar con un texto que acerque al aprendiz de lenguas a los objetivos de los niveles A1 y A2 del Marco Común de Referencia Europeoes una necesidad para la formación de profesionales de la enseñanza de las lenguas extranjeras. El texto que aquí se propone cumple con los requerimientos para tales fines.
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Diana Rosa Morales Rumbaut, PhD & Eida de la Paz Gálvez, PhD (Central University of Las Villas)
ABSTRACT
Last decade has been very thought-provoking and change-adapting for university professors and students in the Cuban context. The have faced challenges while embracing technological advances and also envisioned some limitations which have impacted on their professional identity and resilience. The study was carried out at the Foreign Language Teacher Education Program at "Félix Varela Morales" campus of the Universidad Central «Marta Abreu» de Las Villas. The objective of this research was to explore the impacts of embracing Moodle platform on the professional identity and resilience in the subjects of this research through project work. The methods used in the research were data collection and data processing in a case study, which made it possible to identify the positive impacts and challenges on professional identity and resilience. The results show the importance of embracing Moodle as a suitable platform in the Cuban context.
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Alexis Pérez Ramírez. MSc. & Rodolfo Acosta Padrón, PhD. (University of Pinar del Rìo)
Abstract
The paper shows procedure for the study of contractions at Teachers Training College. This responds to the role of contractions in everyday communication and their insufficient treatment in the linguistic and communicative formation of first year students of Foreign Languages in Pinar del Río. The empirical level methods used were: observation, interview, survey, document analysis, pre-experiment, pedagogical test and techniques of guided conversation and self-reflection. Besides, the participatory action research was also used. The procedure consist of interactive tasks and tips for the study of contractions in English. The results of the study shows a deep perspective of the role of contractions in the learning of English, which considerably differs from the pedagogical practice today. The results show the efficiency of the methodological procedure since they are superior to the ones obtained in the diagnosis stage in terms of recognition and conversational production of contractions.
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Aniuska Berdayes Vives. MSc. & Leandro Alberto Rodríguez Flores. MSc. (Ernesto Che Guevara Medical University, Pinar del Río)
ABSTRACT
Assessment is an invaluable source of necessary and reliable information to determine those elements of the teaching practice that may affect the teaching learning process, so as adjust it and redirecting it. In spite of this, the assessment process of the professional training in English at the Medical University of Pinar del Río presents limitations related to an structuralist and unvaried process intended only to the linguistic proficiency that impedes the regulation of the teaching learning process and the development of skills in the professionals for the self-regulation of a language they need to develop their functions. So, the objective of this paper is to present a didactic conception proposal for the process of assessment, directed to its improvement and based on the latest tendencies on evaluation and the CEFR in favor of the quality of the professional training in English for the medical professionals.
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Leandro Alberto Rodriguez Flores, MSc. & Aniuska Berdayes Vives, MSc. (Ernesto Che Guevara Medical University, Pinar del Río)
Abstract:
Pronunciation is one of the most important aspects of oral proficiency in English for Specific Purposes (ESP), and in the case of ESP in Medicine, a good pronunciation may be a matter of life or death. The goals of this paper are to share ideas on pronunciation teaching in ESP in Cuban Medical Universities and to reflect on how it should be carried out so that it may contribute to doctor´s oral proficiency in professional settings. It provides an overview of the trends in pronunciation teaching today, the importance of English as a Lingua Franca (ELF) for ESP in pedagogical tasks aimed at the development of oral communicative skills, and how it may help doctors´ professional interaction with patients when working overseas, as well as the role of accent, fluency and accuracy in pronunciation teaching. A framework for the teaching of ELF in ESP is also brought for discussion.
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Idania Díaz Cabezas, BEd. & Aniuska Berdayes Vives, MSc. (Faculty of Medicine Dr. Ernesto Guevara de la Serna. Pinar del Río Medical College)
Abstract:
The English Language Syllabi within the Dentistry Specialty in Medical Colleges becomes a vital tool for this professional efficient performance, either in national or international sites. However; the didactic and methodological view planned for achieving an English Language Teaching Process effective, remains insufficient to favor a communicative competence in correspondence with the objectives and skills suggested in the Common European Framework of Reference for Teaching Language and Evaluation, particularly in the A2 level which corresponds with the language intended for second year Dentistry students. It is the objective of the following proposal to support the founding and application of the task-teach-task approach as a way to increase students´ English proficiency with dental specific purposes through testing it in second year students from the Pinar del Río Medical College. The trying and practice of the approach has permitted to manage the process didactically towards a more holistic, interdisciplinary and professional one. -
Sandra Linares Dávalos (University of Matanzas)
Abstract:
The mandatory quarantine resulting from the COVID 19 pandemic in our country brought about abrupt changes in society. Universities were not exempt of these changes. Since our main goal was guaranteeing the education process, every effort was directed to attune the teaching-learning process to the new conditions. It was not only a matter of creating a hybrid structure, but ensuring the quality of the education. Taking into account the characteristics and methodology of this type of education, which are very different from the face-to-face education, we had to assume a blended learning model that combined in-site and virtual environments in an effective way with the resources we had at hand. We developed strategies to support this model in a short period of time. In this article, we share experiences lived during this period at Matanzas University. Actions are also suggested to keep on increasing the use of digital tools in ELT. -
Patricia Fundora Ramírez, MSc. & Lázaro Rolando Rodríguez Fernández, MSc. (University of Artemisa)
Abstract:
The use of computer and mobile technologies has considerably changed the way people use the information. Technology plays a significant role in educational environments in which emerging technological tools are used, for that reason the objective of this investigation is to propose a set of tasks based on the use of Whatsapp for the improvement of oral skills in English lessons for Foreign Languages 1st year students at University of Artemisa. Different theoretical methods were used: inductive-deductive, analytic -synthetic, systemic approach and documental analysis. Several empirical methods were used: survey to the students, interview to the teachers and pedagogical test. Finally, statistical and mathematical methods were applied. This research contributed to the knowledge based on WhatsApp-assisted language learning and teaching. This proposal motivated the students to identify, to comprehend, and to engage in learning opportunities using WhatsApp. -
Alejandro Armentero Reboredo, MSc. & Adrian Abreus González, Ph.D (University of Cienfuegos)
Abstract
The paper deals with considerations on the relations that, from a theoretical point of view, are established between sociocultural competence and project-based learning in the discipline of History of the Culture of English-Speaking Peoples. The content of the study presents evaluations on the potentialities offered by this discipline for the development of sociocultural competence, and the dimensions of the latter are delimited and substantiated. The study makes a distinction between sociocultural competence and sociolinguistic competence in language teaching, while highlighting the autonomous role of the sociocultural aspect as a competence itself. -
Daniel Cima Mesa ,MSc. & Yaneidys Maya Rosel, MSc (University of Cienfuegos)
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