Note: This time table is subject to change

2015 TESOL CHILE CONFERENCE SCHEDULE OVERVIEW

FRIDAY, NOVEMBER 13

5:00- 5:30 REGISTRATION

5:30 - 6:30 PLENARY: THOMAS FARRELL: “Reflective practice for language teachers”, room E11 - Erasmo Escala 1822

6:30 - 7:00 COFFEE BREAK

7:00 - 8:00 PLENARY: MICHAEL O'MALLEY: “Imagining Identity, Culture, and Power in English Language Education: Implications and Possibilities from

Curriculum Theory”, room E11 - Erasmo Escala 1822

8:00 - 8:45 PRESENTATIONS

PRESENTATIONS

Location: Erasmo Escala 1822

TIME Room E31 Room E37 Room E46 Room E55 Room E60

8:00-8:20

Annjeanette Martin

Promoting Active Discussion

through ‘Hevruta’: Student

and Teacher Perceptions

Marta Sojo

Photography As An Extra

Tool In Class.

Marianna Oyanedel

The development of

awareness and reflection

through video-filming: a

reliable tool?

Antonella D’Eramo

Cooperative Learning:

Theory and Methods for

English Language Learners

Mabel Díaz Henríquez

The experience of teaching

English for Specific Purposes

at Universidad Alberto

Hurtado.

8:25-8:45 Deisy Campos Galdames

The Brain-Targeted

Teaching model

Mauricio Lacazette Pinto

Affective filter and

comprehensible input in

second language acquisition

on the web

Angela Tironi, Damian

Rivlin, Carmen Cecilia

Montes, Claudia

Trajtemberg

English Tutorials: promoting

PCK in a community of

practice at the UDP ELT

programme

Note: This time table is subject to change

SATURDAY, NOVEMBER 14

9:00 - 9:30 REGISTRATION

9:30 - 11:00 PRESENTATIONS

11:00 - 11:30 COFFEE BREAK

11:30 - 13:00 PRESENTATIONS

13:00 - 13:30 LUNCH

13:30 - 15:00 PLENARY: MALBA BARAHONA: “From reflection to action: becoming a critical English language teacher in Chile”, room E11 - Erasmo Escala 1822

15:00 - 15:30 ELECTIONS

15:30 : RAFFLE

PRESENTATIONS

Location: Erasmo Escala 1822

TIME Room E28 Room E34 Room E58 Room E60 Room E63 Room E52

9:30 - 10:15

Marion Flores

How Does Chile´s

Educational Reform

Affect the Motivations

of Prospective EFL

Teachers?

Marcela Stranger

Valdivieso and Luigina

Brachitta

"Low Participation in

Oral Production

Activities"

Daniel Guim

Using Individual White

Boards to Engage

Students in the English

Classroom

Cathy A Pohan

Increasing Student

Engagement in the

ESL/EFL Classroom

Luis Antonio Díaz Parra

Multimodality improves

our learners´ listening

skills

Stephen Darwin

Strengthening

pedagogical analysis for

initial teaching

practicums

10:15 -11:00 Jessica Carolina

Contreras Alvarez and

Michel Antonio

Riquelme

To be or not to be… a

good mentor in schools

Mariana Roccia

Assessing The Reading

Comprehension

Component In EFL

Coursebooks: The Case

Of Governmental

Materials In Chile

Alejandra Sierra

Santely

The Learning 2.0

Phenomenon

Mary Jane Abrahams,

Claudio Jaramillo,

Camilo Ramos

Innovating in EFL Initial

Teacher Training: the

experience of

Integrated Language

Curriculum

Lucas Eduardo Ríos

Santana

Queering ELT Materials:

Or, How to Stop

Teaching Straight.

Jennie Popp and

Ricardo Ferreira

Teachers’ Perceptions

and the Chilean

Inclusive EFL Classroom

Note: This time table is subject to change

11:-11:30 COFFEE BREAK

TIME Room E28 Room E34 Room E58 Room E60 Room E63 Room E52

11:30 -11:50

Viviana Patricia David

Opazo

Social Networks and

Education: The Use of

Facebook Groups as a

Tool for Teacher

Training

Christian Marcelo

Faúndes Vidal, Claudia

Arancibia and Andrea

Leyton

Action Research - How

Can I Improve The

Closing Stage Of My

Lessons?

Gloria Salazar

The younger the

better"… challenging a

myth that continues to

persist

Matias Quintanilla

Cortés, Jonathan Milla

Milla , Fabián Wallis

Farías

Exploring Different

Mediation Effects in EFL

written academic

production

Liza Pérez Miranda

No Textbook, No

Problem: Empowering

Prospective Teachers to

Teach the Curriculum

Jorge Cuevas Aburto

Comparison between

Novice Vs Experienced

EF teachers' Practices

and Oral Interaction in

EFL Classrooms

11:55-12:15 Cristina Romero Núñez

The effectiveness of

peer review of blog-

hosted writing tasks in

an adult EFL context

12:15 -12:35

Francisca Morales

The Case Against

Grammar Correction: A

Response to the Debate

from Post-Method

Pedagogy

Emily Noble

Strategies for

Autonomous Learning

of English Pronunciation

Rodrigo Esteban Muñoz

Alvarado

The effect of washback

on EFL learners’

attitudes toward tests

Salomé Villa L.

Exploring the teaching

practices of English

teachers in Chile.

Research in progress

Cristian Sánchez Zúñiga

Communicative

Approaches and

Classroom

Management: In Search

of Support for

Preservice Teachers

Michel Antonio

Riquelme Sanderson

EFL teacher educators

in Chile: Intersection

between critical

language pedagogy and

their lives 11:40-13:00 Cecilia Cisterna

Using songs to develop

integrated skills of the

language

1300:-13:30 LUNCH BREAK

Note: This time table is subject to change

Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. Professor Farrell’s professional interests

include Reflective Practice, and Language Teacher Education & Development. Professor Farrell has published widely in

academic journals and has presented at major conferences worldwide on these topics. A selection of his most recent books

include: Teaching Practice: A Reflective Approach (2011, New York: Cambridge University Press—with Jack Richards);

Reflecting on Teaching the Four Skills (2012), Ann Arbor: The University of Michigan Press; Reflective Practice (TESOL, USA,

2013); Reflective Writing for Language Teachers (Equinox, 2013); Reflective Practice in ESL Teacher Development Groups:

From Practices To Principles (Palgrave McMillian, UK, 2014); International Perspectives on English Language Teacher

Education: Innovations From The Field. Basingstoke, UK: Palgrave MacMillan (Ed, 2015), Promoting teacher reflection in

language education: a framework for TESOL professionals (Routledge, 2015). His webpage is: www.reflectiveinquiry.ca

Michael P. O’Malley is Chair & Associate Professor in the Department of Counseling, Leadership, Adult Education & School

Psychology at Texas State University, USA. His scholarship relies on curriculum theory to challenge hegemonic forms of

discrimination and to expand equitable practices within educational systems. O’Malley also teaches in the master’s program

in Educational Leadership at Universidad Alberto Hurtado, where he served as a Fulbright Scholar in 2012. Email:

mo20@txtsate.edu

Malba Barahona is an educational researcher and language educator. She holds an MA in Linguistics from Universidad de

Chile and a PhD from The Australian National University. She is the author of English Language teacher Education in Chile: A

Cultural Historical Activity Theory Perspective published by Routledge. Malba currently researches new collaborative

approaches to more effectively support the development and capabilities of EFL pre-service teachers at Pontificia

Universidad Católica de Valparaíso.