VenTESOL's XXIX Annual National Convention Program

Maracaibo - Zulia State

WELCOME TO OUR29th VENTESOL ANNUAL CONVENTION 2011

Welcome VenTESOLERs,

Here we are again! What an exciting and fruitful year we have had as a national association. We

are definitely getting stronger by the minute. After creating our online community

http://ventesol.ning.com last year, our community has grown to 1500 members who share the passion

for English Language Teaching and who are constantly seeking opportunities to become better

professionals in the 21st century. We feel honored that entities such as the US Embassy, the British

Council, well-known publishing houses and other organizations have found in VenTESOL a channel to

reach candidates for learning opportunities such as webinars, online courses, face-to-face academic

events and even job announcements.

This year’s convention will provide a wonderful scenario to examine the state of the art of

current English teaching in Venezuela, and to study our particular needs and teaching contexts and their

connection to world-wide trends that have made it possible to “feel and share” experiences across

nations. Therefore, as we examine the phenomenon of “World Englishes,” we need to study its

implications and possibly redefine the concept of ELT in Venezuela. Let’s all work together to do so,

taking this opportunity as a starting point.

We are so pleased to announce that 80 professors from different universities and other institutes

across the country will be sharing their expertise at this event. Some of the many universities and

institutes represented are: The US Embassy, The British Council, UC, UCV, LUZ, ULA, URBE, UDO,

UVM, UMC, UNESR, UNEXPO, UNEFM, UNIMET, UPEL Barquisimeto, UPEL Maracay, UPEL

Caracas, USB, UNIMAR, PNFA, UNIPAP, IFISA and CEVAZ. These presenters will provide

workshops and plenaries of high academic quality to instructors and teachers at all levels.

Our organization’s growth is skyrocketing and that couldn’t be possible without the sponsorship

of the US EMBASSY which has supported us in the design and development of educational projects

such as the “English Methodology Day” workshops whose mission is to offer up-to-date training to

English Teachers. Eleven workshops were held in early February in Valencia, Puerto Cabello,

Barquisimeto, Caracas, Maracay, Cagua and La Victoria and were delivered by PhD. Helena Curtain.

WELCOME TO OUR29th VENTESOL ANNUAL CONVENTION 2011

Welcome VenTESOLERs,

Here we are again! What an exciting and fruitful year we have had as a national association. We

are definitely getting stronger by the minute. After creating our online community

http://ventesol.ning.com last year, our community has grown to 1500 members who share the passion

for English Language Teaching and who are constantly seeking opportunities to become better

professionals in the 21st century. We feel honored that entities such as the US Embassy, the British

Council, well-known publishing houses and other organizations have found in VenTESOL a channel to

reach candidates for learning opportunities such as webinars, online courses, face-to-face academic

events and even job announcements.

This year’s convention will provide a wonderful scenario to examine the state of the art of

current English teaching in Venezuela, and to study our particular needs and teaching contexts and their

connection to world-wide trends that have made it possible to “feel and share” experiences across

nations. Therefore, as we examine the phenomenon of “World Englishes,” we need to study its

implications and possibly redefine the concept of ELT in Venezuela. Let’s all work together to do so,

taking this opportunity as a starting point.

We are so pleased to announce that 80 professors from different universities and other institutes

across the country will be sharing their expertise at this event. Some of the many universities and

institutes represented are: The US Embassy, The British Council, UC, UCV, LUZ, ULA, URBE, UDO,

UVM, UMC, UNESR, UNEXPO, UNEFM, UNIMET, UPEL Barquisimeto, UPEL Maracay, UPEL

Caracas, USB, UNIMAR, PNFA, UNIPAP, IFISA and CEVAZ. These presenters will provide

workshops and plenaries of high academic quality to instructors and teachers at all levels.

Our organization’s growth is skyrocketing and that couldn’t be possible without the sponsorship

of the US EMBASSY which has supported us in the design and development of educational projects

such as the “English Methodology Day” workshops whose mission is to offer up-to-date training to

English Teachers. Eleven workshops were held in early February in Valencia, Puerto Cabello,

Barquisimeto, Caracas, Maracay, Cagua and La Victoria and were delivered by PhD. Helena Curtain.

These one-day training sessions provided 700 language educators with the chance to enhance their

teaching skills.

We are pleased to announce that these workshops will continue! Right after our National

Convention, the second phase of this project, facilitated by PhD. Joan Shin, will be carried out in

Maracaibo, Valera, Mérida and Caracas. You are invited to find more information and pre-register on

the VenTESOL NING. And there is more to come! To meet the needs of pre-service English teachers,

another project called “English Fluency Workshops” is on the table. Stay tuned to find out when and

where.

None of the above mentioned could be achievable without the non-stopping volunteer work of

the VenTESOL Executive Board and many others who said “YES! Count on me!” when we looked for

goal- oriented, dynamic and responsible teachers to lead and promote our projects in different regions

nationwide. We are still seeking more volunteers who truly believe they can be part of the change they

want to see in the education field in Venezuela. What a rewarding and priceless experience that is!

VenTESOL’s board of directors has made an enormous effort to strengthen the bonds with

TESOL affiliates worldwide in order to provide our members with a wider vision of ELT issues and the

ways to improve them if necessary because that is exactly what VenTESOL is about: Change English

Language Education for the better!

We want to acknowledge the support of Universidad Rafael Urdaneta (URU) which opened its

facilities to hold this important annual event at the beautiful “Tierra del Sol Amado: Maracaibo”. Thanks

a lot on behalf of Venezuelan English Teachers.

Last but not least, we would like to thank YOU, VenTESOLers, for being here this weekend to

share and learn from other colleagues. You are the reason for this organization to exist. Thank you for

accepting the challenge of living VenTESOL’s spirit!

Enjoy the convention!

Maracaibo, May 28-29, 2011

VENTESOL EXECUTIVE BOARD 2010 – 2011

PRESIDENT

Prof. Luisa Cristina ÁlvarezUPEL Maracay

1st VICE-PRESIDENT

Prof. Evelin Ojeda NavedaUniversidad de Carabobo

SECRETARY

Prof. Waleska RuizUPEL Maracay

COMMUNICATIONS COORDINATOR

Prof. Evelyn IzquierdoUniversidad Central de Venezuela

TREASURER

T.S.U. Grazibel NaniUniversidad de Carabobo

VVEENNTTEESSOOLL AACCAADDEEMMIICC CCOOMMMMIITTTTEEEE 22001100 –– 22001111

PhD. Carmen Chacón - Universidad de Los Andes

M.A. Carolina Lizardi - Universidad Central de Venezuela

PhD. Leonor Salazar - Universidad del Zulia

M.A. Mary Allegra - Universidad de Carabobo

M.A. Mónica Fernández - Universidad de Carabobo

PhD. Rosynella Cardozo - UPEL (Instituto Pedagógico de Caracas)

VVEENNTTEESSOOLL RREEGGIIOONNSS

REGION 1: Aragua, Carabobo, Cojedes, Guárico.

REGION 2: Lara, Portuguesa, Yaracuy.

REGION 3: Anzoátegui, Nueva Esparta, Sucre.

REGION 4: Apure, Barinas, Mérida, Táchira.

REGION 5: Amazonas, Bolívar, Delta Amacuro, Monagas.

REGION 6: Distrito Capital, Miranda, Vargas.

REGION 7: Falcón, Trujillo, Zulia.

VVEENNTTEESSOOLL SSOOCCIIAALL NNEETTWWOORRKKSS

http://twitter.com/VenTESOL

http://ventesol.ning.com

Facebook group: VenTESOL

e-mail: [email protected]

OORRGGAANNIIZZIINNGG CCOOMMMMIITTTTEEEE -- MMAARRAACCAAIIBBOO

Prof. Emanuela Nipitella – Universidad del Zulia

Prof. Yusisu Fuenmayor – U.E. Colegio Madre Mazzarello

Prof. Carlos Rivero – Universidad del Zulia

Prof. Darwin Parra – Instituto Cervantes

HHEELLPPIINNGG HHAANNDDSS

English Students – Universidad del Zulia

Venezuela TESOL gratefully acknowledges the support of the following

institutions and organizations for their valuable contribution to this convention:

American Embassy

British Council

Universidad Rafael Urdaneta - URU

Centro Venezolano Americano del Zulia - CEVAZ

DCM Books

Oserco

Distribuidora Universal Text

Mensana

Richmond

Longman Pearson

Ven-Hill Interamericana

MacMillan de Venezuela

Au Pair

Gobernación del Estado Zulia

Secretaría de Cultura del Estado Zulia

Dra. Rosa Nava - Secretaria de Cultura

Dra. Cecilia Salas - Directora de Programación y Difusión Sociocultural

Oberlin Sánchez - Coordinador de Eventos Especiales

Maestro Lucidio Quintero - Director de la Banda de Concierto Simón Bolívar.

TSU. Gabriella Figueredo – VenTESOL Graphic Designer

Prof. Johannes Rojas - UNIPAP

Prof. María Irene Albers – Universidad de Carabobo

CON

VENTIO

N TIPS

It is always advisable to attend the Welcom

e and Orientation session at the Gran Sala del Aula Magna and check the m

essage board. It is an excellent way for finding out about

announcements, and / or last m

inute changes if there are any.

Plenary sessions will take place at Gran Sala del Aula M

agna on Saturday 28 th and at Paraninfo on Sunday 29 th.

You m

ust wear your VenTESOL badge and ID card at all times to enter the prem

ises of URU. Security officials will require this from you.

Lost Badge can be replaced at a fee of 50 Bs.

Don‟t forget to check out the “VenTESOL Convention Evaluation Form

”.

If you need inform

ation, do not hesitate to contact the Helping Hands, Organizing Comm

ittee or the Executive Board mem

bers recognizable by their color uniforms.

Enjoy this year´s special cultural event at Barrio Santa Lucía and the beauty of M

aracaibo city.

UN

IVERSIDA

D RA

FAEL U

RDA

NETA

29th

VENTE

SOL

ANNUAL

CONVE

NTI

ON:“RE

DEF

ININ

GTO

DAY’SEL

TIN

VENEZ

UEL

A”

HOUR

SATU

RDAY-M

AY28

TH,2

011

08:00

-9:00

Regis

tratio

n&Bo

okEx

hibit

9:00–

10:30

Open

ingPle

nary:

“Bes

t Prac

tices

for T

each

ingYo

ung L

earn

ers”

–Joa

nShin

Conc

urren

tSe

ssion

s

10:35

-12:05

WOR

KSHO

PS

ROOM

1RO

OM 2

ROOM

3RO

OM 4

ROOM

5RO

OM 6

ROOM

7CO

MPU

TER

LAB

PARA

NINF

OTO

PNOT

CH:

The b

estjus

tgot

bette

rSE

-HE-

TECH

-TE

-PA

Nick

Perki

nsLo

ngma

n-Pe

arso

nCo

mmerc

ial

Mak

ingM

inibo

oks:

Apo

pular

hand

s-on

activ

ityses

sion

TE-A

LL

Mair

iM

ackin

non

Empty

Hand

edbu

t Rea

dyto

Teac

hChil

dren

EE-T

E

Ma.

Patri

ciaGo

nzale

z

Tech

nolog

yin

theEF

LCl

assro

om,is

itpo

ssible

?AL

L-TE

CH

Mari

a Cec

iliaAv

ila

Blog

s, So

cial

Netw

orks,

&IM

Tools

forLa

ngua

geTe

achin

gAL

L-TE

CH

Joan

Colm

enare

s

Engli

shin

Vene

zuela

:Cu

ltural

Lear

nings

from

Nativ

eSp

eake

rsAL

-RS

Lian

neGo

nsalv

esEr

icBu

leyJil

lianL

ópez

Carol

ynCh

uong

Cami

lleSh

effiel

d

Teac

hing

Strate

gies a

ndAc

tivitie

sfor

Limite

d Reso

urce

Clas

sroom

sTE

-ALL

Tim

Robin

sona

ndJo

hann

a Lóp

ez

Crea

ting a

Perso

nal

Lear

ning

Netw

ork(

PLN)

with

Web

2.0 T

ools

ALL-

TECH

Evely

nIzq

uierdo

The 2

1st Le

arne

ran

d the

Gram

mar

Issue

ALL-

TE

Alfie

riAvil

an

12:10

–01:1

0Ple

nary:

“IAm

NotA

Toy!:

Inclu

ding G

-learn

ingin

theE

LTCu

rricu

lum”

–Nick

Perk

ins1:1

0–2:4

0Lu

nchB

reak

02:40

–3:40

Plen

ary:B

uildin

gFlue

nt,Pa

ssion

ate an

d Con

fiden

tRea

ders

–Mair

iMac

kinno

n

Conc

urren

tSe

ssion

s

03:45

-04:4

5

PRES

ENTA

TION

S

Stren

gthen

ingthe

Liste

ning

Expe

rienc

esAL

L-TE

Mary

Alleg

raan

dM

ónica

Ferna

ndez

ICTs

and

Dista

nce

Educ

ation

Mate

rials:

Asses

singt

heir

Quali

tyan

dM

ulticu

ltural

Unde

rstan

ding

inEF

LM

ateria

lsAL

L-RS

Audy

Casta

ñeda

Brain

Based

Lear

ning

Activ

itiesf

orSe

cond

Lang

uage

Acqu

isitio

nEE

-TE

Julie

Pisan

o

Myth

s, Le

gend

s&

Humo

r:Hi

ghlig

hting

Cultu

rein

TEFL

ALL-

TE

David

Durán

CEVA

ZTEF

LCe

rtific

ation

Prog

ramAL

L-TE

Clari

tza B

asabe

andM

arlen

ePa

rada

Tech

noph

obe

Teac

hers

ALL-

TECH

Cynth

iaM

oleiro

and E

liluzD

iaz

A Sty

listic

View

of

‘Hyb

ridity

’ and

‘Re

sista

nce’

inPo

stcolo

nialA

nglo

Carib

bean

Poetr

yHE

-RS

Eufra

ndy T

ineo

Teac

hingE

nglis

h: a

Valua

bleFr

eeRe

sour

cefor

Teac

hers

ALL-

TE

Jerem

yNew

tonBr

itishC

ounc

il

Lear

ning a

nd

Teac

hing s

tyles

forPr

imar

yStud

ents

EE-T

E

Joan

Shin

04:45

–5:15

Coffe

e Brea

k05

:30-0

6:30

Plena

ry: “T

he Fo

ur Cs

Expo

sed”

–Mick

ey Ro

gers

06:30

-08:00

VenT

ESOL

Toas

t09

:00-10

:00CU

LTUR

ALAC

TIVI

TYAT

BARR

IOSA

NTA

LUCI

A

HOURM

O RNING

Concurr entSes sions

08: 00-09 :30

WOR KSHO PS

R OOM1

R OOM2

R OOM3

ROOM4

R OOM5

R OOM6

R OOM7

COMP UT ER

LABP ARANINF O

E mpower ingELTC lassro omt hrough Im ages

A LL-TE

Al exanaAlamba rr io and Y anet t e Dacost a

D eve lop i ngTeachi n g

R es ourc esf oryour St udents

A LL-T E

Ma rie l a Sala z ar

Cr ea t i v eandDyn amic S tra teg iesfor Te ach in gE SP

C las sesALL- A L

Ys ke ila Ga rcia andC arlos Rive ro

8 :00 –9:00De ve lo p ing and

A s se ss ingSpeakin g Skil ls :

He l p fu lHi ntsALL- TE

Luis aCr is ti naAl va r ez and

Wale sk a Ruiz

Vocabul arySt rat egi estoE nli ven your

Cl assS E-H E- A E-TE

Li li anaOrt e ga

ES P Trai ningNe edAnaly si s at

Univer sid adM

e tropo litanaHE -RS

O lg a Gala rr aga

Sing and Dan ce,M

ake a Fu nC l ass !

P E-E E-T E

Ma r iana Al l occa

and Mar ianTri a s

Hi gh-Tech Res ou r cesf orImmi grant and

Nativ e Digit alsALL-T ECH

El i da Go mez

The Casef or a Tw o- st rand Sk ills

Sy l labusALL- TE

Mi ckey Ro ger s

9 :05 –9:30E ducat i on

Oppor tunit ie s int heU S fo r

Engl ishTeacher s

A ng elGar ciaU SEm bassy

09 :30- 10 : 00Co ffee Break

Concurre ntSess ions

10: 00-11 :00

PRESEN TATIONS

E STR eadi ngActiviti esfor

Uni ve rsi ty Le velTeach in gHE - TE

CarlosTo rr ealba

BlendedLearn ingfo r

C hild renEE-TE ST -T ECH-TE

A ndré sRamosM

a cMi llanCo mmer cial

Onl ineTea ch erD evelo pment:

Chal len ges an dO pportu nitiesALL- TECH

Tead ira Ca s tilloand El vi naPér ez

A Mu l timod a l

ApproachwhenTeachi ng

Englis h Stre ssA LL-TE

Jo hannesRojasand Ende rPeña

Con nectStuden ts toth eM

ulticulturalW

orldEE-P A-TE

Mer cedes

Pe rlec he

Cl assro omM

anag eme ntALL-AL

Jo yc eMuñoz

Maki ng th e

JourneyasE xci ting as th e

De st inati on!EE- PA

Ju l ie P is anoHoughtonM

ifflinHarcourt

co mmerc ial

Th e BBC Learnin gEngl i sh W

ebsi teA LL -TEC H

C iro Ga rci a

11: 10-12 :10Pl ena ry : “ Bec omingInt ercultural ly Com pete ntin Engl ish”

-JoanShin

12: 10–1: 30LUN CH

BREAK

SUND

AY - M

AY 29

TH, 2

011

HOUR

AF

TERN

OON

Conc

urren

t Se

ssion

s 01

:30 -0

2:30

PR

ESEN

TATI

ONS

ROOM

1 RO

OM 2

ROOM

3 RO

OM 4

ROOM

5 RO

OM 6

ROOM

7 CO

MPU

TER

LA

B Cu

ltural

Care

Au

Pair

Vene

zuela

AL

L Jo

hann

a Phe

lan

Comm

ercial

1:30 –

1:55

Ge

tting U

nivers

ity

Stude

nts to

Gram

mar

throu

gh th

e Inte

rnet

and S

elf-A

ssessm

ent

HE-R

S Jo

sefina

Espin

oza

Meet

Edu

catio

n US

A!

ALL

Clau

dia Sá

nche

z CE

VAZ C

omme

rcial

Influ

ence

of

Know

ledge

of te

xt Str

uctur

e on R

eadin

g HE

-RS

M

aría C

arolin

a Li

zardi

Erro

rs in

Wor

d Str

ess an

d Se

gmen

tal F

eatur

es AL

L-AL

Meli

ssa D

elph

Takin

g Eng

lish t

o the

Barr

ios

ALL-

TE

Jer

emy N

ewton

Br

itish C

ounc

il

Expa

nding

the E

FL

Teac

her t

raine

e's

Profi

le at

UPEL

-IB

ID

PE-E

E-PA

-RS

Ab

ilio M

ujica

and

Lu

z Muji

ca

Who‟s

Afra

id of

the

Web

? AL

L-M

W-T

ECH

Ru

bena

St. L

ouis

2:05 –

2:30

B

log: A

n Eva

luativ

e To

ol in

"Ins

trume

ntal

Engli

sh" a

t Mark

eting

Ca

reer

HE-T

ECH

Orqu

idea F

lores

2:35 –

3:35

PR

ESEN

TATI

ONS

Teac

hing S

trateg

ies

Supe

rvisio

n for

Lang

uage

Lear

ning

ALL-

RS

M

arco H

ernán

dez

Crea

ting A

ctivit

ies

with

Podc

asts f

or th

e ES

L Clas

sroom

AL

L-TE

CH

Da

niel C

astillo

, Eve

lyn

Urbin

a and

Fred

dy

Vena

gas

Carel

ess Ta

lk Co

st Li

ves

ALL

Nelso

n Curb

elo,

Euge

nia D

i Bell

a and

Jen

nifer

Parra

MP4

-Lite

ratur

e Te

ache

r: Ha

nd in

Ha

nd Pr

omoti

ng

Read

ing

HE-T

ECH

Ro

saura

Herna

ndez

Mak

ing th

e EFL

Cl

ass C

ome a

live

with

Vide

os

AE-T

E Lo

urdes

Betan

court

Teac

her:

Are Y

ou

Rede

fining

your

W

ay?

HE-A

E-RS

Luce

nia Fa

rias

IPM

AR st

uden

ts'

Perce

ption

of th

e Na

tive S

peak

er in

EFL

HE-A

LL-R

S-PA

Yvon

ne Sa

ulny,

Yvem

ar Pe

raza,

Cruz

Colm

enare

z an

d Man

uel A

rrioja

Blen

ded E

FL

Clas

ses at

Un

iversi

ty Le

vel

HE-T

ECH

Do

ris M

olero

03:35

-04:05

Co

ffee B

reak

4:05 -

5:05

Plen

ary: R

e-exa

minin

g the

“E” i

n TES

OL th

rough

Worl

d Eng

lishe

s – C

armen

Cha

cón

5:10 -

06:00

Ve

nTES

OL A

ssemb

ly

Inten

ded A

udien

ce :

Top

ic of

Inter

est :

PE –

Presc

hool

Educ

ation

M

W –

Mate

rials

Writ

ers

TEST

– Te

sting

and A

ssessm

ent

EE

– El

emen

tary E

duca

tion

RS - R

esearc

h SE

– Se

cond

ary Ed

ucati

on

PA - P

rogram

Adm

inistr

ation

HE

– Hi

gher

Educ

ation

TE

– Te

ache

r Edu

catio

n AE

– Ad

ult Ed

ucati

on

AL –

Appli

ed Li

nguis

tics

ALL –

All i

nteres

ted pe

rsons

TE

CH –

Tech

nolog

y in E

SL/E

FL

- Call to order.- Report from the Executive Board 2010 – 2011.- Election of Executive Board 2011 – 2012.

PRESIDENT: Prof. Luisa Cristina Álvarez (UPEL Maracay)

1ST VICE- PRESIDENT: Prof. Evelin Ojeda (UC - Valencia)

2ND VICE-PRESIDENT: Prof. Mary Allegra (UC - Valencia)

3RD VICE-PRESIDENT: Prof. Waleska Ruiz (UPEL Maracay)

COMMUNICATIONS COORDINATOR: Prof. Evelyn Izquierdo (UCV - Caracas)

SECRETARY: Prof. Johannes Rojas (UNIPAP – Puerto Cabello)

TREASURER: T.S.U. Grazibel Nani (UC – Valencia)

She is an English professor at UPEL Maracay and the current President of VenTESOL. She holds an M.A in ELTfrom Maryville College, USA; and an Advanced Education Certificate from UNILEÓN, Spain. She was a VisitingScholar at Ohio State University, USA. Her research interests include EFL teaching methodology and assessment.She has been an active VenTESOL member since 1985, and has been organizing different events since 2009.

She is a graduate from Carabobo University, holding a Master's degree in Reading and Writing. She has worked as an English and Spanish teacher at all levels for the last 12 years in Venezuela and England. She has been a professor atUniversidad de Carabobo, Faculty of Education since 2003. Her major field of research is extensive reading. She hasbeen an active member of VenTESOL since 1999, starting as a regional representative and organizing severalsuccessful events ever since.

She holds a Master in Applied Linguistics and a Specialization in Teaching English as a Foreign Language (TEFL)from the University Simon Bolivar. Chair of English Phonetics and Phonology at the University of Carabobo.Associate Professor teaching Phonetics and Phonology at the undergraduate and graduate level at the University ofCarabobo. Co-author of the book “Pronunciation Book One” for the series American English Course. She hasbeenpart of the VenTESOL Region 1 organizing committee since 2007.

She is an English professor at UPEL Maracay and the current VenTESOL Secretary. She works in the area ofMethodology of ELT since 2008. She is enrolled in a Master´s Program in Higher Education at the same university.Her major professional interests are language teaching, learning and assessment strategies. She has been an activemember of VenTESOL since 200 and has organized different national and regional events since then.

MA in EFL, ESP teacher at Universidad Central de Venezuela, e-tutor, Web 2.0 trainer, president of AVEALMEC(Venezuela CALL association), Webhead, e-moderator of several social networks and VenTESOL´sCommunications Coordinator since 2009.http://evelynizquierdo.wordpress.com/

He is a graduate from Universidad de Carabobo in Education majoring in English where he worked as a phoneticsteacher assistant. He’s currently working at UNIPAP as a phonetics teacher and MELFL communicationscoordinator. He has attended to a range of different VenTESOL events as Helping Hand and organizer of some otherssince 2007.

She holds a degree in Business and Administration with 10 years of experience in the field. She is also an 8th

semester English student at UC and works in Speak with Kids English. She has been an active memberofVenTESOL since 2009 and has been in charge of the organization finances since then.

PRESENTATIONS AND PRESENTERS

OUR GUEST SPEAKERS

JOAN KANG SHIN, PH.D. UNIVERSITY OF MARYLAND, BALTIMORE COUNTY Dr. Joan Kang Shin holds a Ph. D in Language, Literacy and Culture. She is the Director of TESOL Professional Training Programs at the University of Maryland, Baltimore County (UMBC). In this position at UMBC she administers, in consortium with the University Oregon, the U.S. Department of State‟s E-Teacher Scholarship Program, a fully online teacher training program for EFL teachers around the world. Dr. Shin is also the Project Director of the US Department of Education (USDOE) funded STEP T for ELLs Program (Secondary Teacher Education and Professional Training for English Language Learners) in the Education Department at UMBC. Dr. Shin speaks at conferences around the world and keeps herself busy as an English Language Specialist for the Office of English Language Programs (OELP) in the U.S. Department of State. As an English Language Specialist, she has conducted numerous EFL teacher training programs in Russia, Libya, Egypt, Morocco, Saudi Arabia, Thailand, Laos, Cambodia, Vietnam, El Salvador, Guatemala, and Peru and has given workshops through digital videoconferencing with groups of teachers in India, Cuba, Taiwan, and Sudan. OPENING PLENARY: BEST PRACTICES FOR TEYL (Saturday 28th May at 9:00 am) Teaching English to Young Learners (TEYL) is a rapidly growing field around the world, and English education is increasingly found at the primary levels. However, starting earlier is not necessarily the solution for producing better English speakers. Therefore, what can EFL teachers of young learners do to take advantage of the flexibility of young minds and the malleability of young tongues to grow better speakers of English? This presentation will give explain the best practices for teaching young learners English as an international language which will be a good start for teachers in any primary English language program. PLENARY: ON BECOMING INTERCULTURALLY COMPETENT IN ENGLISH (Sunday 29th May at 11:10 am) As English is used internationally to communicate across cultures, English as a foreign language (EFL) classes must take responsibility to build students‟ intercultural communication skills in order to prepare them to be effective speakers of English in global contexts. An important first step is to build a “sphere of interculturality” (Kramsch, 1993) in the EFL classroom that promotes a healthy process of learning about cultural difference through reflection of one‟s own culture. However, encountering cultural difference skillfully is not a simple task. So it is important for EFL teachers to help learners develop intercultural sensitivity as a starting point for improving intercultural competence in English. Milton Bennett‟s (1993) Developmental Model of Intercultural Sensitivity (DMIS) provides a useful framework to conceptualize intercultural sensitivity in developmental stages, which can help EFL teachers guide their students toward greater intercultural competence. Applying Bennett‟s DMIS to the EFL context, the presenter will describe developmental strategies that promote students‟ growth in intercultural sensitivity and share examples of culturally-based language activities that improve students‟ intercultural communication skills in English WORKSHOP: LEARNING AND TEACHING STYLES FOR PRIMARY STUDENTS (Saturday 28th May at 3:45 pm) Young learners should have fun with English! This workshop will introduce the characteristics of young learners and the factors that affect second language acquisition. It will also focus on fun ways to approach teaching grammar in the young learner classroom. Participants will engage in enjoyable activities designed specifically for young learners, such as songs, chants, finger plays and storytelling. In addition, participants will discuss approaches for teaching language within a meaningful context and share effective techniques for making language input comprehensible and encouraging student participation. By the end of the workshop, participants will be energized and ready to make their young learners have fun with English.

--- o --- NICK PERKINS

He is the Academic Development Manager for Latin America at Pearson Longman. He has spoken at major conferences and in private and public schools, universities and other institutions all over Latin America, in Asia and the UK. His areas of investigation are student motivation and incorporating technology into ELT. PLENARY: I AM NOT A TOY!: INCLUDING G-LEARNING IN THE ELT CURRICULUM (Saturday 28th May at 12:10 pm) Video games are popular, fun and generate positive linguistic experiences. However, in spite of evidence to the contrary, many people still see them as toys, or worse. In a world where many young people have mobile phones, iPods or Nintendo DSs in their schoolbags, and even more have games consoles and broadband-connected computers at home, I believe that we should be considering how to make use of them in and outside the classroom. In this session I will look at the place video games have in young people‟s lives, build on the ideas of Thomas, Wastiau, Kearney & Berghe, Prensky, et. al., explore game based learning, analyse what this means for education and propose paths for educators to follow. TOP NOTCH: THE BEST JUST GOT BETTER! (Commercial) (Saturday 28th May at 10:35 am) Top Notch has been Pearson's best selling teen and adult course for a number of years and more than 5 million people have learned English with the series. Top Notch Second Edition has just been published and it is even better than before - signposting is clearer, learning and practice opportunities have been expanded and improved, the illustrations and photos have been updated and new digital components have been added. During this session we will explore these changes take a look at the process of evaluating and updating an already popular series.

--- o --- MICKEY ROGERS

She has a Master‟s Degree in TESOL from the University of Texas and she has taught English at different levels in the U.S., Europe and Latin America. Her experience also includes the coordination of English programs and the development of teaching materials, as well as the design of teacher training courses. She is co-author of several ELT series, including Skyline, Sky High, Attitude and Style Update / Reading Styles, all published by Macmillan, and most recently, the Mind Series, Macmillan´s latest young adult release. PLENARY: THE FOUR CS EXPOSED (Saturday 28th May at 5:30 pm) Nowadays, employers are placing increasing importance on job candidates‟ ability to communicate effectively and to demonstrate lateral thinking skills. Academic excellence still counts, but it is no longer the whole picture, nor even the most important part of the picture in terms of predicting a person‟s level of success in his or her field. The 21st Century Skills which are being increasingly emphasized by employers have been summarized in four categories, referred to as the Four Cs. This session will give an in-depth look at what the Four Cs are and why they are important.

WORKSHOP: THE CASE FOR A TWO-STRAND SKILLS SYLLABUS (Sunday 29th May at 8:00 am) Most teachers, when asked whether the four skills should be integrated or taught separately, would reply that they should be integrated. Not surprising, given that teaching has become more and more holistic. What is surprising is that there should be a question at all, and that these approaches to skills development are somehow considered mutually exclusive. This session proposes a two-strand skills syllabus: the systematic teaching of sub-skills and the integrated use of the four skills in outcome-focused tasks.

MAIRI MACKINNON Mairi Mackinnon lived and worked in Scotland, France and Italy before teaching English in Barcelona to both children and adults. She has worked for Usborne Publishing for 15 years, specialising in books for beginner and developing readers, and has written and co-written over 40 books. PLENARY: BUILDING FLUENT, CONFIDENT AND PASSIONATE READERS (Saturday 28th May at 2:40 pm) Producing a book for an English language learner takes the close collaboration of writers, experts, designers and illustrators. The plenary will look at the process of creating a book from the point of view of an editor. The presentation will also look at the development of a series of books, written with learners of English in mind." MAKING MINIBOOKS: A POPULAR HANDS-ON ACTIVITY SESSION (Saturday 28th May at 10:35 am) Learn how to make a minibook and share the skills with your classes. This is a simple creative activity which will give your students an insight into the book production process, as well as a satisfying personalised minibook to keep. This activity can be used very successfully with children aged 5-8, and can be completed in approx ½ hour. It can also be adapted to appeal to students at different levels, with colouring, drawing and independent writing options. Materials will be provided.

--- o --- CARMEN TERESA CHACÓN

She holds a PhD from The Ohio State University in Foreign and second Language Education. She has published in National and International Journals and her major research interests are teacher education, ICT training, and NNESTS (Nonnative English Speaking Teachers) issues of efficacy and pedagogy. CLOSING PLENARY: RE-EXAMINING THE “E” IN TESOL THROUGH WORLD ENGLISHES (Sunday 29th May at 4:05 Pm) Why World Englishes (WES)? Drawing on theory and research of the WES paradigm, the speaker addresses issues of Standard English and explores the need to expose prospective English teachers in Venezuela to WES.

SATURDAY 29TH MAY MORNING SESSIONS

EMPTY HANDED BUT READY TO TEACH CHILDREN

Sometimes the classroom resources are either scarce or non-existent due to the lack of time and money to prepare complex extra material for all our students. But of course, that will never hold us teachers from making learning an enjoyable experience! The purpose of this workshop is to engage primary children in tasks and games in which very little or no material is required. Most of the tasks and games may be prepared in short time and used in classroom with numerous students. MARÍA PATRICIA GONZÁLEZ GALÍNDEZ Degree in Material Engineering at Simón Bolivar University. Studies in Translation and Interpretation at the Núcleo de Estudios Lingüísticos y Sociales (NELS) and with experience translating for national and transnational corporations. Worked for years as an English teacher for kids, teens and adults at Centro Venezolano Americano (CVA) in Caracas, and as teacher and coordinator of the English program at La Salle La Colina school in Caracas. ELT Consultant for Richmond Publishing for the last two years. Workshop presenter in private and VenTESOL events (UNIMET 2003, UC 2008, UNIMET 2009, UC 2010, UPEL 2010).

--- o --- TECHNOLOGY IN THE EFL CLASSROOM, IS IT POSSIBLE?

Technology is everywhere today, even in remote regions. Anything that is electronic is considered technology; why not incorporate it into your EFL teaching environment? Impossible, are you sure? This presentation will quickly survey the different forms of ICTs available to you and offer usable suggestions on how they can be optimized as a language teaching tool. MARIA CECiILIA ÁVILA Maria (Cecy) Avila holds a MA in Applied Linguistics from Macquarie University, Sydney Australia .She has freelanced nationally and internationally for Heinle-Cengage ELT as an Academic Consultant and Teacher Trainer. Currently she is a member of the staff at the University of Experimental Pedagogy as an English Language Fellow in Barquisimeto.

-- o ---

BLOGS, SOCIAL NETWORKS, & IM TOOLS FOR LANGUAGE TEACHING Web tools like Blogs and Chat rooms have been around for quite some time, now with the recent popularity of Social Networks like FACEBOOK, and the sudden reign of TWITTER, students are currently using these tools in their everyday life, why not take advantage of these tools? In this workshop, you can find tools and tips on how to use these for the benefit of our students. JOAN COLMENARES A Mass Communication student, majoring in AUDIOVISUAL, with nine years of Language Teaching experience, always looking for new ways to implement technology in the classroom so that students feel more motivated to language learning than when using conventional teaching techniques.

--- o --- ENGLISH IN VENEZUELA: CULTURAL LEARNINGS FROM NATIVE SPEAKERS

In this presentation, the six Fulbright English Teaching Assistants in Venezuela will discuss the unique experiences and challenges they have had as Americans – native English-speakers – teaching English and serving as a resource to incorporate American culture as a part of English teaching in bi-national centers and universities in Venezuela. Among other topics, they will talk about cultural and pedagogical differences they have found between American and Venezuelan methods of teaching,

evaluation, student behavior, motivation and general classroom expectations. They will also share their experiences as culturalteachers/learners outside the classroom, emphasizing the cross-cultural component of language learning through day-to-dayinteraction, and how cultural stereotypes have influenced their experiences.

Lianne Gonsalves is a Fulbright English Teaching Assistant at the Centro Venezolano Americano in Caracas. Her firstexperience teaching abroad, she has tailored her teaching style to take advantage of CVA´s technological resources. She hasenjoyed serving as a cultural resource to CVA, working to increase cultural understanding between Americans and VenezuelansEric Buley is a Fulbright English Teaching Assistant at the Centro Venezolano Americano del Zulia (CEVAZ). There, heprimarily works with scholarship students and upper-level conversation classes. He also gives presentations and leads workshopson American society and culture. Additionally, Eric teaches a free beginners’ course at Maracaibo’s public library.Jillian Lopez is a Fulbright English Teaching Assistant working at Universidad de Carabobo. She is working with entry-levelEnglish Education majors, leading tutoring for the conversation and phonetics and phonology classes. As her classes deal mostlywith the oral aspects of language, her classes encourage student participation, speaking and feedback.Carolyn Choung is a Fulbright English Teaching Assistant in the Andean region. She graduated from Brown University with aB.A. in Community Health. In the past, Carolyn has taught English in the Dominican Republic and Chile. She has also tutoredadolescents who have recently immigrated to the States and are learning English.Camille Sheffield is a Fulbright English Teaching Assistant in Maracaibo. Travelling between three CEVAZ language centers,she teaches conversation clubs, tutors scholarship students and presents on various aspects of US culture. Additionally, sheteaches free English classes to children at the public library. Due to her background in sociology, she encourages students todevelop advanced English conversation skills through the use of critical examination and discussion of cultural issues, includingthe roles of class and gender in Venezuelan society.Olga Pagan is a Fulbright English Teaching Assistant working at the University of Margarita, teaching university-aged studentsas well as local primary school teachers. She also teaches English at a local pre-school. The diverse levels and needs of herstudents have challenged her to be creative in her lesson plans in an attempt to serve the community of Margarita Island.

--- o --TEACHING STRATEGIES AND ACTIVITIES FOR LIMITED RESOURCE CLASSROOMS

You wake up excited about your first day as an English teacher. You’re young, ambitious, and confident with a four yearuniversity degree in English pedagogy. However, when you step foot into the class, you begin to realize that all you come toexpect is wrong. There is no curriculum, no cooperation with teachers, and above all, no materials for you or your students towork with. You wish to be creative and dynamic, but your teaching salary is not enough to provide for your classroom needs.Regrettably, this situation has become the norm for Venezuelan public high schools. This workshop will introduce strategies andactivities for a resource limited classroom. These activities will cut down on time spent preparing for classes, but increasestudent acquisition and motivation. They are adaptable activities that can be used repeatedly while maintaining the basicstructure of the activity intact.

TIM ROBINSONHe is an English Language Fellow working at UPEL Maracay. He has taught almost all areas of ELT in four different countriesto a wide array of different nationalities. His current teaching philosophy has evolved into strategies for promoting learnerempowerment, cooperative and meaningful learning, motivation, and cultural awareness.JOHANNA LOPEZShe is an English teacher at a public high school in Valencia. The majority of her students come from low economiccommunities where there are many instances of high illiteracy and a wide array of behavioral and motivational problems. Shehas adapted her teaching methods to deal with these issues.

--- o ---CREATING A PERSONAL LEARNING NETWORK (PLN) WITH WEB 2.0 TOOLS

An online Personal Learning Network (PLN) is a new way for the 21st century English teacher to share, connect and learnwith/from colleagues through the use of Internet and Web tools. It provides excellent opportunities to grow professionally, makeconnections with peers worldwide, share research work and classroom projects, do collaborative work, ask questions, learn fromdifferent cultures, and be updated with the latest trends in ELT. How to create a PLN? How long does it take? How to takeadvantage of online social networks, webinars, online groups and Web 2.0 tools to build it? In this hands-on workshop, teacherswill learn about PLNs and use different web 2.0 tools such as: Blogs, Glogster, Twitter, Facebook, Ning, Linkedin, Diigo andonline groups –among others, to start building their PLNs. Workshop attendees will be asked to bring a USB flash memory witha digital photo and a resume to be used in the building process.

EVELYN IZQUIERDOMA in EFL, ESP teacher at Universidad Central de Venezuela, e-tutor, Web 2.0 trainer, president of AVEALMEC (VenezuelaCALL association), Webhead, e-moderator of several social networks and VenTESOL´s Communications Coordinator since2009. http://evelynizquierdo.wordpress.com/

-- o ---THE 21ST LEARNER AND THE GRAMMAR ISSUE

Grammar has always been an issue; the way it is used and taught has changed throughout time. Not only do we need to refer tothis change, but the change in the learner; this combination of factors must make us revise and think about new ideas andstrategies for teaching more effectively, especially a controversial element such as grammar. The purpose of this presentation isto offer a vision in the new type of learner teachers are dealing with nowadays, and an approach that combines different strategiesto present grammar and provides a more effective use and learning of it based upon the needs of the new type of learner.

ALFIERI AVILANHolds a Marketing degree and DILE (TEFL) program certificate, currently taking TDI (teacher development interactive)aninternational certification, has taught English as a foreign language for 17 years, worked as a language coordinator in priva telanguage schools, worked at preschool, elementary and high school levels; developed a preschool English program, attended awide range of educational seminars and workshops, worked as an educational consultant for Pearson Educación de Venezuela,has conducted several academic presentations in different educational institutions. At present, working as DCM’s educationalconsultant

SATURDAY 29TH MAY AFTERNOON SESSIONS

STRENGTHENING THE LISTENING EXPERIENCE

Listening is one the most important but neglected language skills in the second language classroom. More than 40 % of our daily life is spent on listening. However, our educational system does not encourage learning to listen. Teaching this skill in an academic context implies managing a series of significant macro and micro skills in real-life situations and to incorporate the learner listening strategies used in his native language. This demonstration aims to strengthen the teacher‟s ESL listening classes by focusing on the regular common difficulties teachers and learners face in the language classroom. Based on the most common listening teaching weaknesses, we will provide the language teacher with the appropriate pedagogical guidelines for a successful listening lesson. MÓNICA FERNÁNDEZ holds a Master in Reading and Writing and a Specialization in Educational Management. She teaches English Didactics and English for Specific Purposes at the undergraduate level and Teaching Methods at the graduate program of the University of Carabobo. Co-author of the Activity Book 2 for the series American English Course. MARY ALLEGRA She holds a Master in Applied Linguistics and a Specialization in Teaching English as a Foreign Language (TEFL) from the University Simon Bolivar. Chair of English Phonetics and Phonology at the University of Carabobo. Associate Professor teaching Phonetics and Phonology at the undergraduate and graduate level at the University of Carabobo. Co-author of the book “Pronunciation Book One” for the series American English Course.

--- o -- MULTICULTURAL UNDERSTANDING IN EFL MATERIALS

This research in progress deals with developing multicultural understanding through the design of materials for EFL teaching. Going beyond communicative competence, and given the fact that we nowadays live in a global community, mediated through the ICTs and other technological advancements in constant transformation, we propose a series of guidelines to characterize materials that enhance multicultural education. We also present some samples of materials and activities whose aim is, by means of a critical pedagogy, to promote cultural understanding, social justice, freedom and world peace.

ICTS AND DISTANCE EDUCATION MATERIALS: ASSESSING THEIR QUALITY In this research in progress in a documentary stage, we present a framework to assess the quality of didactic materials used in Distance Education. The steps are: the assessment model, the premises, goals, components and educational principles applied. We describe the steps in detail through the method known as PDCA (Plan, Do, Check, Act) AUDY Y. CASTAÑEDA C. She is an Assistant Professor at UPEL-IPC. She holds a Master‟s Degree in the Teaching of Literature in English (1998). She is currently working towards two PhD Degreess in Latinoamerican and Caribbean Culture (UPEL-IPC) and Intercultural Studies and Interpretation (UNILEON, Spain). Her research interests are varied.

--- o -- BRAIN BASED LEARNING ACTIVITIES FOR SECOND LANGUAGE

Teaching English as a Foreign Language (EFL) is facing new challenges that demand educators who can offer better quality of education. The professional development session aims at showing educators how language is better learned when taking into account the stages a learner goes through, Krashen (1983) and Long (1996). The workshop will highlight the importance of classroom instruction focused on brain based learning and the use of different strategies for developing oral language, listening, vocabulary skills, reading comprehension, grammar and writing skills to have more effective classes. The workshop will demonstrate how language is better learned when students, collaborate and interact. Lantolf (2000) and Swain (2000). JULIE PISANO Recognized International Global Consultant providing extensive training throughout Latin America, Puerto Rico and Europe to International/American and Spanish language bilingual schools. This professional work includes in-depth in-service product training, educational conference presentations, teacher observation, academic workshops in all subject areas, presentations at TESOL conferences throughout Latin America and support in developing curriculum in schools throughout Latin America.

--- o --

MYTHS, LEGENDS & HUMOUR: HIGHLIGHTING CULTURE IN TEFL. All teachers tend to view their work as a very serious activity –despite the huge proportion of clowning TEFL involves!-; therefore, we have come to accept that an EFL teacher must be concerned ONLY with English. Then, TEFL represents a serious matter whereas Literature –and everything touching it, no matter what- is a speculative area intended for imagination and entertainment; that is, NOT SERIOUS, undisciplined, not scientific, in opposition to Linguistics. Actually, it is a mistake to conclude that we can separate TEFL from literature, since it results from the Culture-Language-Society interaction. Consequently, literature becomes a MUST in EFL/ESL courses/classes, although not necessarily the focus of attention. Allegories, myths, legends, and humour stand for a useful range of texts to achieve the integration of all competences. This presentation aims at exemplifying the use of these texts in TESOL so as to stimulate the acquisition/development of cultural/literary competences in EFL students. DAVID J. DURÁN Current coordinator of the TEFL Masters‟ sub-programme, UPEL-IPC, since Jan. 2009. Head of the Culture & Literature Chair, English Programme, Modern Languages Department, UPEL-IPC, since 2000. M Sc in Education (Teaching of Literature in English) UPEL-IPC, 1994. EFL teacher, UPEL-IPC (IUPC), 1982. Professor at UPEL-IPC (since 1990) and Universidad Metropolitana (Caracas) (1990-2003).

--- o --- CEVAZ TEFL CERTIFICATION PROGRAM

CEVAZ’s Teaching English as a Foreign Language Certificate (TEFL) is a video-based, online teacher development program that gives teachers a really strong foundation in teaching methodology through the Longman Teacher Development Interactive (TDI) platform. If you are a new teacher, or a teacher looking for a refresher, the Teaching English as a Foreign Language Certificate (TEFL) is perfect for you. With the TEFL you will learn with the very best instructors. Each online module focuses on a different teaching skill and is taught by a leading expert in that particular field. You can choose to work on a specific skill

such as how to teach reading or how to teach writing. Because the TEFL is online, you can complete each module in your owntime; at your own pace from anywhere you have access to the internet.

MARLENE PARADAA graduate from LUZ and with a Master in TESOL from Greensboro College, NC. She has been teaching for twenty-four years.In Venezuela, USA and since 2007 at Centro Venezolano Americano del Zulia. She has successfully worked with adults,teenagers and all levels of ESL/EFL/ESP in different settings; she has been involved not only in teacher / student improvementprograms but also Teachers’ training. Currently is the teacher coordinator of the TEFL Certification Program at the sameinstitution.CLARITZA BASABEShe has been teaching for two years at Centro Venezolano Americano del Zulia. She has successfully worked with adults andchildren in different settings, has been involved in teacher and student improvement activities, and has recently become thecoordinator of the Research Center at the same institution.

-- o ---TECHNOPHOBE TEACHERS

Digital immigrant, digital native, technophobe, technogeek. Which words do you feel describe you as a teacher? Nowadays mostteachers, better known as digital immigrants are teaching 21st century learners, better known as digital natives; however, someteachers still shun away from the use of technology. Could it be the fact that students may surpass their knowledge in this area orcould it be that the thought of too much work is involved? Whatever the reason may be, educators need to understand thatteaching and technology have become inseparable in the past few years, and although it should not be overused, it is a “must” intoday’s classroom. Through discussion and demonstration, this presentation aims to help educators overcome the technologyteaching barrier.

CYNTHIA MOLEIRO AND ELILUZ DIAZ work at IFISA and are consultants for OSERCO in Anzoátegui They have over25 years of combined experience teaching EFL, coordinating EFL programs and training EFL teachers. Cynthia is TechnologyLeader at IFISA´s in-school and after school programs; Eliluz coordinates the in-school elementary program and the after schooladolescent program.

-- o ---A STYLISTIC VIEW OF ‘HYBRIDITY’ AND ‘RESISTANCE’ IN POSTCOLONIAL ANGLOCARIBBEAN POETRY

Taking into consideration the conception of language as a social phenomenon, the present research searched to demonstrate howthe concepts of ‘hybridity’ and ‘resistance’ described by the post-colonial theory are reflected in the language of a sample of fourAnglo-Caribbean poems from three different countries of African ancestry (Jamaica, Barbados and Dominica). The methodologycorresponded to that of a hermeneutic research. The model of lexical groupings developed by Simpson (1997) provided thecategories for the identification of foregrounding features. A complete revision and a definition of concepts were provided forboth the post-colonial theory and the stylistic approach. The results reflected that the notion of resistance concentrated the mostsemantic relations and that hyponymy was the semantic relation mostly used to express this notion. Hybridity, on the other hand,presented a limited number of semantic relations from which hyponymy was also the most common one. Finally, somepedagogical implications are discussed.

EUFRANDY TINEOShe is a full time professor at Universidad Pedagógica Experimental Libertador, Maracay. Currently she works in the Area ofLiterature and Culture. Ms. Tineo holds a Master’s degree in Literature teaching from Instituto Pedagógico de Caracas-Venezuela.

--- o --TEACHINGENGLISH – A VALUABLE FREE RESOURCE FOR TEACHERS

The British Council is internationally recognised as a leader in ELT innovation. This is reflected in the Council’s website forEnglish teachers, TeachingEnglish. This demonstration explains the best way to make the most of this extraordinary resource.

JEREMY NEWTONHe works at the British Council’s Teaching Centre in Caracas. Before that, he taught in a school in the UK. Abstract for theEvaluating Committee (150 words or less for workshops, demonstrations, commercial presentations, colloquium – 200 or less forpapers and research in progress).

SUNDAY 29th MAYMORNING SESSIONS

EMPOWERING ELT CLASSROOM THROUGH IMAGESThe use of pictures makes words and concepts concrete and connections more obvious and memorable (Miller, 2007). Teachersemploy them to catch students’ attention; their use should be one of the first things to consider in the classroom. When they areapplied in tasks, images must be varied and addressed to different learning styles and needs; also, they should be adapted todevelop the language skills on the stages of learning process, due to the fact that they are one of the strongest and multifunctionalresources used to teach vocabulary, grammar, and to accompany all the class content. Teachers should never renounce to the useof images, they should take advantage of new technologies to include them in popular pictured activities.

ALEXANA ALAMBARRIOShe is a graduated teacher from the University of Carabobo, Education majoring in English, has taught English as a foreignlanguage for 3 years, She has worked as a language teacher in private and public schools and English language institutes withdifferent ages and levels. Currently working at a communicative course for engineers at the engineering school of UC andInfosigma Institute; She has attended a range of educational seminars and workshops with VenTESOL.YANETTE DACOSTAGraduated from Universidad de Carabobo in Education majoring in English, has taught English as a foreign language for 3years, worked as a language teacher in private and public schools at elementary and secondary levels; She is currently workingas a teacher of English in CUMT with adults and in communicational private classes with children and teenagers. She hasattended a range of educational seminars and workshops.

It is very common to find teachers complaining about their students not speaking English properly or not learning enoughvocabulary, and they say such things like … “I wish I had more resources to help them, but they are so expensive!…” “Mystudents don’t know how to ask questions and the exercises in the book are not enough!” This workshop is intended to giveteachers some tips on developing their own resources in order to help their students master their English. Participants will engagein a series of activities and discussions.

MARIELA SALAZARShe studied Modern Languages at LUZ and has been teaching English to students of all ages and levels for over 15 years. Shehas also been a VenTESOL participant and presenter on many occasions. She finished and complied with all the requirements ofTesol Training Costa Rica September 2005, Sit Tesol certificate Course, and was a participant at the "Daring to Lead" TesolConvention in Tampa, Florida, March 15-18, 2006.

--- o ---CREATIVE AND DYNAMIC STRATEGIES FOR TEACHING ESP CLASSES

The workshop is intended to help you put in practice, review or even learn the techniques to engage your students into asuccessful and meaningful ESP class and provides current ideas and useful/innovative teaching strategies.

GARCÍA, YSKEILAEnglish teacher, graduated from LUZ in Maracaibo in 2010. She has been working at URBE in the extension Program since.RIVERO, CARLOS J.Graduated in Education Modern Languages from the University of Zulia (LUZ). ESL teacher at Leonor de Fernandez highschool and ESP teacher at LUZ-

--- o ---DEVELOPING AND ASSESSING SPEAKING SKILLS: HELPFUL HINTS

Most professionals in the ELT field face a real challenge to make their students speak the language but, what does it really mean“ to spea k any language”? And, how do we move our students’ abilities from the single word utterances to real pieces of

communication? Ideas to be aware of the difference, use various strategies to help students overcome the difficulties in theprocess, and assess their progress are presented here.

LUISA CRISTINA ÁLVAREZShe is an English professor at UPEL Maracay and the current President of VenTESOL. She holds an M.A in ELT from MaryvilleCollege, USA; and an Advanced Education Certificate from UNILEÓN, Spain. She was also a Visiting Scholar at Ohio StateUniversity, USA. Her research interests include EFL teaching methodology and assessment. She has been an active VenTESOLmember since 1985, and has been organizing different events since 2009.WALESKA RUIZShe is an English professor at UPEL Maracay and the current VenTESOL Secretary. She works in the area of Methodology ofELT since 2008. She is enrolled in a Master´s Program in Higher Education at the same university. Her major professionalinterests are language teaching, learning and assessment strategies. She has been an active member of VenTESOL since 200 andhas organized different national and regional events since then.

--- o ---EDUCATION OPPORTUNITIES IN THE US FOR ENGLISH TEACHERS

This presentation provides information about different scholarship programs sponsored by the Department of State for Highschool English teachers, such as the Teaching Excellence Achievement program (TEA). In addition, the presenter will talk aboutthe Fulbright program for graduate studies and Research in the English field.

ANGEL GARCIAAngel Garcia is the Academic Exchanges Specialist at the US Embassy in Caracas. Coordinating all the differenttypes of academic exchanges sponsored by the US Department of State.

--- o ---VOCABULARY STRATEGIES TO ENLIVEN YOUR CLASS

Increasing vocabulary knowledge is a basic part of education, both as a means and as an end. Lack of adequate vocabularyknowledge is already an obvious and serious obstacle for many students. Therefore, one approach to facilitate vocabularylearning is vocabulary learning strategies (VLS). When considering vocabulary learning strategies, though, we need to reflectupon the overall learning context. The effectiveness with which learning strategies can both be taught and used will depend on anumber of variables: proficiency level, culture, motivation and purpose of learning. Schmitt (1997) divides vocabulary learningstrategies into two major classes: (1) strategies that are useful for initial discovery of a word`s meaning, and (2) those useful forremembering the word once it has been introduced; This workshop gives a review to some vocabulary strategies that can beuseful with English language learners (Determination, Social, Memory, Cognitive and Metacognitive).

LILIANA ORTEGAShe holds a Master Degree in TEFL from UDO, has taught from elementary school up to university level. She has been teachingfor 14 years. She is currently working at UDO. She has given presentations at National and Regional VenTESOL Conventions.

--- o ---ESP TRAINING NEED ANALYSIS AT UNIVERSIDAD METROPOLITANA

This research was carried out in order to detect whether there is a need for training in English for Specific Purposes (ESP) amongstudents of Universidad Metropolitana . The overall result analysis showed that 79% of the polled students, 70% of the staff, and100% of the selected “most appealing” companies stated that there is a need for training in ESP among these students, whichsatisfied the hypothesis put forward in this research.

OLGA GALARRAGAB.A. Modern Languages, UNIMET. Public Speaking, VPI & State University, VA. Translation Diploma, USB. Teaching SkillsDiploma, Monterrey-UNIMET. M.A. Applied Linguistics, USB (in progress). UNIMET English Dept. Academic Coordinatorsince 1999. UNIMET Linguistics Dept. Teacher. VenTESOL Board Member 2001-2010. VenTESOL Past President. TESOLAffiliate Official Delegation Member 2001-2002-2006-2007-2008-2009.

DEVELOPING TEACHING RESOURCES FOR YOUR STUDENTS

Is it difficult for you to make your kids learn English?, Can’t you manage the discipline?, Not even their attention?. We,teachers, spend plenty of time looking for new strategies to teach contents and to control the discipline in the classroom.However, not all of us are successful, we become frustrated and our classes boring. To achieve the goal, we need to be morecreative, take into account the age of the students and their necessities rather than the materials and the year planning. Kid´sconcentration is cough through attractive activities, such as fun games, songs and TPR dynamics. This workshop is directed toteachers with little experience in preschool and primary education, and to teachers who want to make kids enjoy the class andlearn English through another method. You will get some secrets to make your job easier, achieving the objective of the planningand feeling yourself motivated in each class!.

MARIANA ALLOCCA AND MARIAM TRÍASThey are English teachers graduated from the University of Carabobo in the year of 2010. They have been working withpreschool and primary education for around three years and a half. They both work for Big Kids, After School C.A., and Colegio“La Fé” and Intituto “Santa Cruz” respectively. In addition, they have certain knowledge about music; during her childhood,Mariana attended to music classes and learned how to play the keyboard and the guitar, and Mariam is currently taking keyboardclasses.

--- o ---HIGH-TECH RESOURCES FOR IMMIGRANT AND NATIVE DIGITALS

In my experience teaching at different educational levels have given me with surprise, Digital Natives (students) are superattentive and up to date with technology. This means that teachers should not make us blind eye to this change. We areimmigrant natives, but this detail should serve to integrate them and work together.In this effort, the presenter proposes four technological resources (Cmap Tools, Mind map, Windows Movie Maker andAnimated gifts). Remember these resources are for teachers and students and these will also facilitate us the ideal meetingbetween natives and digital immigrants.

ELIDA GÓMEZShe is a Professor in Universidad Nacional Daniel Alcides Carrión –UNDAC EDO in Pasco - Peru and a speaker / trainer inMethodololy, Didactics and Information Technology in Languages. She holds a Master in Teaching in Higher Level – UNDAC.

--- o ---EST READING ACTIVITIES FOR UNIVERSITY LEVEL TEACHING

The presenter will share a set of English for Science and Technology (EST) reading activities that can be used with universitylevel students to either teach or practice the target skill. These activities are part of a larger workshop aimed at helping the newand/or inexperienced university teacher who has to deal with the teaching of reading, but who was not been trained to do soduring his undergraduate university years. Attention will be paid to process as well as to product in the form of comprehension.Even though the core of the demonstration is to show a set of specific activities, the presenter will show how they are linked totheory.

CARLOS TORREALBAESL teacher (UPEL- IPC, 1990), Master’s Degree on Applied Linguistics (USB, 1996) and Doctor’s Degree on Education(UPEL-IPC, 2008). His publications are related to ESL teaching and learning, recently concentrated on teacher development inEFL reading. He served as 2010 Visiting Scholar at School of Education, University of Arizona, Tucson.

--- o ---BLENDED LEARNING FOR CHILDREN (commercial)

As digital natives, children explore the world and acquire knowledge by using computers and other devices, or surf the Net, asnaturally as previous generations played hopscotch or embraced radio and TV. Unfortunately, our schools’ facilities may notsupport IT, and we continue to use texts. How can we get the best of both worlds? New educational programs addressing theseconcerns allow teachers to flexibly implement the use of both print and computer-assisted resources, thus suiting different needs,infrastructure, and contexts. Interested in making way for books and user-friendly digital resources into your everyday teaching,with innovating, fun, yet down-to-earth teaching strategies? This workshop is for you!

ANDRÉS RAMOSB.A., UCV, 1991. Macmillan’s academic consultant for Venezuela, A ndrés Ramos combines his background as EFL teacher,trainer, coordinator, and director at language centers and schools, as well as in developing materials on methodology, along withhis passion for research and the shared experiences of the Macmillan network of users, to assist the ELT community throughtraining, consulting and seminars on teaching strategies and trends.

--- o ---ONLINE TEACHER DEVELOPMENT: CHALLENGES AND OPPORTUNITIES

This presentation will focus on demonstrating how a group of in-service EFL teachers, enrolled in an online English course,improved their teaching methodology. Cultural and technical challenges faced by this online community of in-service EFLteachers and examples of teachers' participations in forums will be shown, as well as some tips on how to overcome those.

ELVINA CASTILLO is an undergraduate and graduate teacher at Francisco de Miranda University, Punto Fijo. Hascollaborated with several online teacher development projects for the British Council. Her research area is related to theprocesses that take place inside learning networks.TEADIRA PÉREZ is the Coordinator of the Foreign Languages Research Center- Centro de Investigaciones en LenguasExtranjeras, CILE. University of Los Andes, Faculty of Humanities and Education, School of Modern Languages. Undergraduateand graduate teacher and researcher. Her research area is related to Computer Assisted Language Learning, E-learning and e-materials development.

--- o ---A MULTIMODAL APPROACH WHEN TEACHING ENGLISH STRESS.

The implementation of a multimodal approach will improve the performance on the different linguistic competences in students;Jamil (2008) Phonological competences are among the most difficult ones to acquire, therefore English stress. English teachershave to develop different strategies to achieve the acquisition of these competences and one of the ways to make that an easiertask is to design those activities under a multimodal approach taking into account student’s different learning styles; Acton(1997). Using this type of activities will help to get a better environment for the learning process in a foreign languageclassroom; Fiavaz, (2008). The use of a multimodal approach will bring an advantage to both, students and teachers, when

SING AND DANCE, MAKE A FUN CLASS!

achieving the goals that the language teaching-learning process requires.

JOHANNES ROJASGraduated from Universidad de Carabobo in Education majoring in English where he worked as a phonetics teacher assistant.He’s currently working at UNIPAP as a phonetics teacher and MELFL communications coordinator. He has attended a range ofdifferent English teaching events and taken part in the organization of some others.ENDER PEÑAHe a 7th semester modern languages student who has taken part in the different Meetings of English Learners as a ForeignLanguage (MELFL) celebrated at UNIPAP as a helping hand. He is an outstanding student and he’s currently contesting tobecome the new and first phonetics teacher assistant the Modern Languages School will have.

--- o ---CONNECT STUDENTS TO THE MULTICULTURAL WORLD

This interactive paper presentation will chronicle an initiative to establish a multicultural learning community (Nieto, 2009)amongst a group of ESL teachers in Venezuela. In this digital age, we also have the capability of introducing individuals to newfrontiers, eventually transcending international borders while fostering collaborations geared towards similar educational goals.In 2009, we had the opportunity to pilot a project titled English as a Tool to Connect Schools to the Multicultural World. Theoriginal objective was to help train teachers to use culture to enrich English instruction. Yet by incorporating global cultures,students and teachers were also called to expand perspectives as they connected with different life styles and points of view (Gay,1994, 2000; Bennett, 2007). Thus this project served as an avenue for teachers and students to examine their own and others’culture while expanding their perspective of the world.MERCEDES DEL PILAR PERLECHE PRIETO

--- o ---CLASSROOM MANAGEMENT

Your planned activities and enthusiasm will all come to nothing if you do not have good classroom management techniques.Effective teachers have a clear idea of the types of classroom conditions and students behavior that provide good learningenvironments. Through this presentation factors that affect misbehavior will be introduced. The presenter will show participantsexamples on how to deal with this problem.

JOYCE MUÑOZFL Teacher graduated at Universidad del Zulia. Spanish Teacher Assistant in France, Spanish Teacher in North Carolina-USA.Master in Linguistics. At the present Associate Professor: UPEL Maracay English Department. Member of the Research Centre:Languages and Culture. Co- founder of Research Line: Teaching English to Young Learners. Studying Education P.H.

--- o ---MAKING THE JOURNEY AS EXCITING AS THE DESTINATION! (Commercial)

English Travels Announces Your Passport to a Brand New ELT Program!• EXCITE your class with an all new fresh look to motivate your students and you!

• ENGAGE your students across language acquisition skills• EXPAND your instruction with a fun, interactive fold and go readers!

JULIE PISANORecognized International Global Consultant providing extensive training throughout Latin America, Puerto Rico and Europe toInternational/American and Spanish language bilingual schools. This professional work includes in-depth in-service producttraining, educational conference presentations, teacher observation, academic workshops in all subject areas, presentations atTESOL conferences throughout Latin America and support in developing curriculum in schools throughout Latin America.

--- o ---THE BBC LEARNING ENGLISH WEBSITE

Computers have been used for language learning and teaching for many years. The development of the Internet and the WorldWide Web in the early 1990's has added another dimension to this resource. The BBC Learning English website is part of theBBC World Service. English students can learn grammar, vocabulary, pronunciation, and so on. This is also a wonderfulresource for helping EFL teachers in their classes.

CIRO GARCÍAHe is a graduated from the Instituto Pedagógico de Caracas as a Bachelor of Education in Foreign Languages. He has taughtEFL, ESP and Spanish in some colleges and universities in Venezuela and the UK. He is now doing an MA in E-Learning at theUniversidad Nacional Abierta.

CULTURAL CARE AU PAIR VENEZUELA (Commercial)Cultural Care Au Pair is a company that is designated by the Department of State of USA to find girls to be the “au pairs” of anAmerican family. This is a cultural exchange program which provides the opportunity to work and study in the USA. Theprincipal component of the program is to work taking care of the children of the American family for a maximum of 45 hours perweek and no more than 10 hours per day. Meanwhile our participants will also have the chance to enjoy our educationalcomponent in their free time which allow them to study any course they want (languages or related to their career) with aneducational bonus provided by the American family. The program has specific requirements, such as age, level of English, etc.and specific benefits such as a weekly payment, extended medical insurance, and air tickets included, between others.

JOHANNA PHELANShe is the Country Manager of the program; she graduated from Business Administration with a minor in Marketing andManagement in the Metropolitana University, in Caracas – Venezuela. She has been working for the program for over a year andhas a long career working in sales.

The Internet: a motivating tool to be used for academic purposes. After many years of studying English during high school,students refuse to continue studying/revising grammar despite they master it or not. In addition, in many university careersEnglish is a mandatory subject so, we, teachers must face this reality: They just hate it! Hence, the internet represents a powerfulmotivating tool for an academic purpose which is to teach grammar. Case: Parts of speech, English I, 7th semester.

JOSEFINA ESPINOZAShe holds a post grade degree in Educational Management, and a degree in Modern Languages from Universidad Metropolitana(UNIMET). She has been certificated on Teaching English and Spanish as a Foreign Languages by the UNIMET. She has taughtEnglish at all levels, and has conducted teacher training programs in Venezuela. Currently, she’s the head of the LinguisticDepartment at UNIMET, teaches various subjects in the School of Modern Languages at this university, and in the Mass Mediaschool at Universidad Católica Andrés Bello.

--- o ---BLOG AN EVALUATIVE TOOL IN “INSTRUMENTAL ENGLISH” AT MARKETING CAREER

Nowadays Marketing is an area of work which should be connected with technology as a strong tool to development innovativeand original product presentations in the commercial stages where is needed. It means our Marketing students should learn toolsto be involve in this Technology tendency, in particular how to use Tic`s and to introduce to the web world to create from theirclassrooms real products, promotion campaigns and place in the market goods, products or services, with original slogans orattractive advertising spots writing in English using idioms or slangs, and to meet the specific vocabulary in Marketing. Blogs isan alternative to teachers in class to follow the students’ homework, to let them lo prepare real campaigns or researching. andwe`re offering to our students the opportunity to keep in touch with the real language offering web pages, or links to support andhelp them to get information, to translate, and with the real world of the specific instrumental English.

ORQUIDEA FLORESEnglish teacher graduated UDO-Sucre (1998). Magister in Manager in Higher Education Universidad Gran Mariscal deAyacucho -Barcelona (2001). Diplomado in Holistic Research. (Sypal-Barcelona-2003). Master in English in Second Language(Thesis now). Principal in English academy: Synergy and action Institute in Pto La Cruz.- Caracas. Teacher at ColegioUniversitario de Caracas, (Marketing – Human resources administrators and Research & Project in PNFA). U.E.N.Nicanor BoletPeraza (Caracas- now) Social Labour Coordinator .

--- o ---MEET EDUCATION USA! (Commercial)

Education USA is a global network of more than 400 advising centers supported by the Bureau of Educational and CulturalAffairs at the U.S. Department of State. Through its advising centers, it actively promotes U.S. higher education around theworld by offering accurate, unbiased, comprehensive, objective and timely information about educational institutions in theUnited States, as well as guidance to qualified individuals on how to best access those opportunities. This session intends to letteachers, faculty, school principals, university representatives, students and/or professionals know about EducationUSA as anofficial source of information on U.S. higher education, its services and how its advisers can assist those interested in pursuing orfinding academic opportunities at colleges and universities in the USA.

CLAUDIA SÁNCHEZShe is a Mass Communication graduate with a Master of Business Management from Universidad Dr. Rafael Belloso Chacín, inMaracaibo, Venezuela. She worked as an EFL Teacher and Corporative Program Coordinator at Centro Venezolano Americanodel Zulia. She now holds the position of EducationUSA Adviser at this institution.

--- o ---INFLUENCE OF KNOWLEDGE OF TEXT STRUCTURE ON READING

This study was designed to observe if the knowledge of rhetorical patterns of research article introductions facilitates readingcomprehension. In order to verify this, two different groups were chosen. Group A, the control group; and group B, theexperimental group. Both groups took a pre-test at the beginning of the semester and a post test at the end of the treatment whichlasted seven weeks. The results were analyzed using the chi square method. The statistical analysis confirmed that the knowledgeof the rhetorical patterns contributes in the process of reading comprehension.

MARIA CAROLINA LIZARDI MARTINEZI studied at the school of Modern Languages at the UCV and I graduated in 1988. Then I graduated as a Magister in TeachingEnglish as a Foreign Language in 2000. I work as an English teacher at the Universidad Central de Venezuela and UniversidadSimon Bolivar.

--- o ---ERRORS IN WORD STRESS AND SEGMENTAL FEATURES

Elementary and beginner level learners while reading and speaking, tend to speak syllabically and pronounce words the sameway they are written. For these reasons, the objectives of this research were (1) to identify errors in the production of word stressand segmental features; (2) to explain the reasons of these errors; and (3) to demonstrate the presence of interlingual andintralingual transfers as the sources of errors in these features. For this field investigation, 10 students read aloud a 200-word-text. The learners’ oral production was recorded with the purpose for it to be analyzed under the light of the error analysis theory.The most common errors were confusion of words because of similar writing, the pronunciation of the past tense of regular verbsbesides the incorrect stressing of words. In conclusion, Spanish speaking learners have difficulties in producing some Englishsegmental features even though they might perceive them correctly.

MELISSA ALICIA DELPHShe is a university lecturer at the School of Oil Engineering of the Universidad de Oriente. She has researched in the fields ofPhonetics and Phonology, Language Learning/Teaching and English for Academic Purposes. She has been awarded variousESOL examinations of the University of Cambridge such as TKT and CELTA.

--- o ---TAKING ENGLISH TO THE BARRIOS

As part of its schools link programme, Connecting Classrooms, the British Council has been providing EFL support to Fe yAlegria schools in Caracas barrios, using Venezuelan university students who are doing their Community Service. We train thesestudents in Young Learner techniques, and they then go to the schools to help the pupils produce materials in English which aresent to the partner schools in the UK. We believe that this process involves some innovative ELT methodology.

GETTING UNIVERSITY STUDENTS TO GRAMMAR THROUGH THE INTERNET AND SELF-ASSESMENT

The Internet: a motivating tool to be used for academic purposes. After many years of studying English during high school,students refuse to continue studying/revising grammar despite they master it or not. In addition, in many university careersEnglish is a mandatory subject so, we, teachers must face this reality: They just hate it! Hence, the internet represents a powerfulmotivating tool for an academic purpose which is to teach grammar. Case: Parts of speech, English I, 7th semester.

JOSEFINA ESPINOZAShe holds a post grade degree in Educational Management, and a degree in Modern Languages from Universidad Metropolitana(UNIMET). She has been certificated on Teaching English and Spanish as a Foreign Languages by the UNIMET. She has taughtEnglish at all levels, and has conducted teacher training programs in Venezuela. Currently, she’s the head of the LinguisticDepartment at UNIMET, teaches various subjects in the School of Modern Languages at this university, and in the Mass Mediaschool at Universidad Católica Andrés Bello.

--- o ---BLOG AN EVALUATIVE TOOL IN “INSTRUMENTAL ENGLISH” AT MARKETING CAREER

Nowadays Marketing is an area of work which should be connected with technology as a strong tool to development innovativeand original product presentations in the commercial stages where is needed. It means our Marketing students should learn toolsto be involve in this Technology tendency, in particular how to use Tic`s and to introduce to the web world to create from theirclassrooms real products, promotion campaigns and place in the market goods, products or services, with original slogans orattractive advertising spots writing in English using idioms or slangs, and to meet the specific vocabulary in Marketing. Blogs isan alternative to teachers in class to follow the students’ homework, to let them lo prepare real campaigns or researching. andwe`re offering to our students the opportunity to keep in touch with the real language offering web pages, or links to support andhelp them to get information, to translate, and with the real world of the specific instrumental English.

ORQUIDEA FLORESEnglish teacher graduated UDO-Sucre (1998). Magister in Manager in Higher Education Universidad Gran Mariscal deAyacucho -Barcelona (2001). Diplomado in Holistic Research. (Sypal-Barcelona-2003). Master in English in Second Language(Thesis now). Principal in English academy: Synergy and action Institute in Pto La Cruz.- Caracas. Teacher at ColegioUniversitario de Caracas, (Marketing – Human resources administrators and Research & Project in PNFA). U.E.N.Nicanor BoletPeraza (Caracas- now) Social Labour Coordinator .

--- o ---MEET EDUCATION USA! (Commercial)

Education USA is a global network of more than 400 advising centers supported by the Bureau of Educational and CulturalAffairs at the U.S. Department of State. Through its advising centers, it actively promotes U.S. higher education around theworld by offering accurate, unbiased, comprehensive, objective and timely information about educational institutions in theUnited States, as well as guidance to qualified individuals on how to best access those opportunities. This session intends to letteachers, faculty, school principals, university representatives, students and/or professionals know about EducationUSA as anofficial source of information on U.S. higher education, its services and how its advisers can assist those interested in pursuing orfinding academic opportunities at colleges and universities in the USA.

CLAUDIA SÁNCHEZShe is a Mass Communication graduate with a Master of Business Management from Universidad Dr. Rafael Belloso Chacín, inMaracaibo, Venezuela. She worked as an EFL Teacher and Corporative Program Coordinator at Centro Venezolano Americanodel Zulia. She now holds the position of EducationUSA Adviser at this institution.

--- o ---INFLUENCE OF KNOWLEDGE OF TEXT STRUCTURE ON READING

This study was designed to observe if the knowledge of rhetorical patterns of research article introductions facilitates readingcomprehension. In order to verify this, two different groups were chosen. Group A, the control group; and group B, theexperimental group. Both groups took a pre-test at the beginning of the semester and a post test at the end of the treatment whichlasted seven weeks. The results were analyzed using the chi square method. The statistical analysis confirmed that the knowledgeof the rhetorical patterns contributes in the process of reading comprehension.

MARIA CAROLINA LIZARDI MARTINEZI studied at the school of Modern Languages at the UCV and I graduated in 1988. Then I graduated as a Magister in TeachingEnglish as a Foreign Language in 2000. I work as an English teacher at the Universidad Central de Venezuela and UniversidadSimon Bolivar.

--- o ---ERRORS IN WORD STRESS AND SEGMENTAL FEATURES

Elementary and beginner level learners while reading and speaking, tend to speak syllabically and pronounce words the sameway they are written. For these reasons, the objectives of this research were (1) to identify errors in the production of word stressand segmental features; (2) to explain the reasons of these errors; and (3) to demonstrate the presence of interlingual andintralingual transfers as the sources of errors in these features. For this field investigation, 10 students read aloud a 200-word-text. The learners’ oral production was recorded with the purpose for it to be analyzed under the light of the error analysis theory.The most common errors were confusion of words because of similar writing, the pronunciation of the past tense of regular verbsbesides the incorrect stressing of words. In conclusion, Spanish speaking learners have difficulties in producing some Englishsegmental features even though they might perceive them correctly.

MELISSA ALICIA DELPHShe is a university lecturer at the School of Oil Engineering of the Universidad de Oriente. She has researched in the fields ofPhonetics and Phonology, Language Learning/Teaching and English for Academic Purposes. She has been awarded variousESOL examinations of the University of Cambridge such as TKT and CELTA.

--- o ---TAKING ENGLISH TO THE BARRIOS

As part of its schools link programme, Connecting Classrooms, the British Council has been providing EFL support to Fe yAlegria schools in Caracas barrios, using Venezuelan university students who are doing their Community Service. We train thesestudents in Young Learner techniques, and they then go to the schools to help the pupils produce materials in English which aresent to the partner schools in the UK. We believe that this process involves some innovative ELT methodology.

GETTING UNIVERSITY STUDENTS TO GRAMMAR THROUGH THE INTERNET AND SELF-ASSESMENT

JEREMY NEWTONHe works at the British Council’s Teaching Centre in Caracas. Before that, he taught in a school in the UK.

--- o ---EXPANDING THE EFL TEACHER TRAINEE´S PROFILE AT UPEL-IPIB

The pre-service English as a Foreign Language Teaching Trainee at UEPL-IPB develops many types of skills which enableshim/her to teach at the high school level. However, in Venezuela the demands of this reality reaches beyond that level. TeachingEFL to children is nowadays a close option in both Initial and Elementary education at either public or private institutions. Thesubject Ensayo Didáctico, from the teaching practice area at the English Language Department (UPEL-IPB) offers differentexperiences for the teaching of EFL to children, enhancing the strategies and tools of the EFL Teacher Trainee´s profile.Abilio José Mujica Cordero is an English professor and holds a MA in EFLT from the University of Experimental Pedagogy,campus Barquisimeto (UPEL-IPB). He is now a member of the English Language Department staff at UPEL-IPB in the area ofTeaching Practice.

ABILIO MUJICAHe is an English professor and holds a MA in EFLT from the University of Experimental Pedagogy, campus Barquisimeto(UPEL-IPB). He is now a member of the English Language Department staff at UPEL-IPB in the area of Teaching Practice.LUZ MUJICAShe is an English Teacher graduated in 2009 at University of Experimental Pedagogy, campus Barquisimeto (UPEL-IPB). Shehas been working since 2006 in a private school called “San Juan Bosco” in Bar quisimeto. Her teaching experience goes fromPreschool Education through the senior year of Hight School.

--- o ---WHO’S AFRAID OF THE WEB?

Today the Internet and Web 2.0 tools are giving non-tech teachers the opportunity to create unique learning environments fortheir students. Search engines give us access to loads of authentic material through video, audio, printed or interactive medium.Interactive exercise generators allow us to create tailor-made activities to fulfill our students’ needs and online learningenvironments permit students, teachers and materials to meet at any time. But how do novice users of the web take the first step?Should we use this material and if so, what criteria do we need to follow to select the most appropriate? How do we create aclass and class materials in which there is affective and effective learning? This talk will attempt to deal with these questions bylooking at materials, Web 2.0 tools and proposing a framework for the design of classroom materials for the novice and not sonovice teacher.

RUBENA ST. LOUISShe has an MSc in Applied Linguistics from Simón Bolívar University, where she teaches at both undergraduate and graduatelevel. She works in the area of ESP and her interests include materials development and evaluation and the role of ITC inlearning and learner autonomy

--- o ---TEACHING STRATEGIES SUPERVISION FOR LANGUAGE LEARNING

Supervision, among different definitions, is the over-seeing capacity a person has got in order to provide guidance and feedbackfor a teacher to do an efficient and pleasant job. Nowadays, ELT has become a very important and complex practice that not onlyincludes teaching verbs and contextualized vocabulary, but culture, manner and real life situations are implied. When supervisingan FLT class, the person in charge of doing so, should be someone who really knows the great job about teaching a foreignlanguage. In Venezuela, according to the guidelines of supervising an ongoing class, the foreign language teacher encounters the“visit” of a colleague during his/her session, and at the end of it, the Supervisor probably punishes the teacher with unrealassertions, why, because the Supervisor has not got the profile for teaching a foreign language, and not even an MS inEducational Supervision to do such a job.

MARCO ANTONIO HERNÁNDEZBorn in Maracaibo, Zulia and raised in La Cañada de Urdaneta, Zulia. BEd. Modern Languages from Universidad del Zulia.Actually doing the MS in Educational Supervision at Universidad Rafael Urdaneta. English Teacher at L.N.B. Julio C. Salassince 2004 and Founder/Coordinator of the Languages Department. Former Helping Hand for VenTESOL.

--- o ---CREATING ACTIVITIES WITH PODCASTS FOR THE ESL CLASSROOM

The purpose of the present workshop is to provide some guidelines for using Podcasts (It’s audio or visual content that isautomatically delivered over a network via free subscription), in the EFL learning as conceived in the Common EuropeanFramework of Reference for Languages (CEFR). Students and teachers from all over the world are learning by using audio andvideo programs. Podcasts can deliver educational content for listening or viewing on some devices, freeing learning fromconstraints of the classroom and its clock. Thus, the use of Podcast is an appealing tool for students and teachers who can takeadvantage of these features in order to improve their language skills. Can you imagine being able to listen to or view lectures andlessons on demand? Emphasis will be given to the way the activities should be carried out as well as the types of games to selectfor language classes.

DANIEL CASTILLOHe is a foreign language teacher (English and French) graduated from Universidad de Los Andes-NURR where he worked as alanguage assistant. In 2005-2006, he taught Spanish at “Lycée Etienne Bézout” in Paris, France, attending the program promotedby the French Embassy in Venezuela and the French Ministry of Foreign Affairs. In addition he has been speaker and organizerin some Language Teachers Meetings. He currently teaches English and French at Colegio “República de Venezuela” andUniversidad Valle del Momboy in Valera, Trujillo. Email:EVELYN URBINAShe is a Foreign Languages Teacher graduated Magna Cum Laude from Universidad de Los Andes – NURR in 2004. She iscurrently working for the NURR Modern Department in the French area, and following a Master in Latinamerican Literature.She is also serving as a Tutor of the ProFLE training program at the French Embassy in Venezuela. She is the Regional delegateof AVENPROF at the State of Trujillo. In 2006-2007, She taught Spanish at “College Les Aulnes” in Paris, France, attending theprogram promoted by the French Embassy in Venezuela and the French Ministry of Foreign Affairs.

JEREMY NEWTONHe works at the British Council’s Teaching Centre in Caracas. Before that, he taught in a school in the UK.

--- o ---EXPANDING THE EFL TEACHER TRAINEE´S PROFILE AT UPEL-IPIB

The pre-service English as a Foreign Language Teaching Trainee at UEPL-IPB develops many types of skills which enableshim/her to teach at the high school level. However, in Venezuela the demands of this reality reaches beyond that level. TeachingEFL to children is nowadays a close option in both Initial and Elementary education at either public or private institutions. Thesubject Ensayo Didáctico, from the teaching practice area at the English Language Department (UPEL-IPB) offers differentexperiences for the teaching of EFL to children, enhancing the strategies and tools of the EFL Teacher Trainee´s profile.Abilio José Mujica Cordero is an English professor and holds a MA in EFLT from the University of Experimental Pedagogy,campus Barquisimeto (UPEL-IPB). He is now a member of the English Language Department staff at UPEL-IPB in the area ofTeaching Practice.

ABILIO MUJICAHe is an English professor and holds a MA in EFLT from the University of Experimental Pedagogy, campus Barquisimeto(UPEL-IPB). He is now a member of the English Language Department staff at UPEL-IPB in the area of Teaching Practice.LUZ MUJICAShe is an English Teacher graduated in 2009 at University of Experimental Pedagogy, campus Barquisimeto (UPEL-IPB). Shehas been working since 2006 in a private school called “San Juan Bosco” in Bar quisimeto. Her teaching experience goes fromPreschool Education through the senior year of Hight School.

--- o ---WHO’S AFRAID OF THE WEB?

Today the Internet and Web 2.0 tools are giving non-tech teachers the opportunity to create unique learning environments fortheir students. Search engines give us access to loads of authentic material through video, audio, printed or interactive medium.Interactive exercise generators allow us to create tailor-made activities to fulfill our students’ needs and online learningenvironments permit students, teachers and materials to meet at any time. But how do novice users of the web take the first step?Should we use this material and if so, what criteria do we need to follow to select the most appropriate? How do we create aclass and class materials in which there is affective and effective learning? This talk will attempt to deal with these questions bylooking at materials, Web 2.0 tools and proposing a framework for the design of classroom materials for the novice and not sonovice teacher.

RUBENA ST. LOUISShe has an MSc in Applied Linguistics from Simón Bolívar University, where she teaches at both undergraduate and graduatelevel. She works in the area of ESP and her interests include materials development and evaluation and the role of ITC inlearning and learner autonomy

--- o ---TEACHING STRATEGIES SUPERVISION FOR LANGUAGE LEARNING

Supervision, among different definitions, is the over-seeing capacity a person has got in order to provide guidance and feedbackfor a teacher to do an efficient and pleasant job. Nowadays, ELT has become a very important and complex practice that not onlyincludes teaching verbs and contextualized vocabulary, but culture, manner and real life situations are implied. When supervisingan FLT class, the person in charge of doing so, should be someone who really knows the great job about teaching a foreignlanguage. In Venezuela, according to the guidelines of supervising an ongoing class, the foreign language teacher encounters the“visit” of a colleague during his/her session, and at the end of it, the Supervisor probably punishes the teacher with unrealassertions, why, because the Supervisor has not got the profile for teaching a foreign language, and not even an MS inEducational Supervision to do such a job.

MARCO ANTONIO HERNÁNDEZBorn in Maracaibo, Zulia and raised in La Cañada de Urdaneta, Zulia. BEd. Modern Languages from Universidad del Zulia.Actually doing the MS in Educational Supervision at Universidad Rafael Urdaneta. English Teacher at L.N.B. Julio C. Salassince 2004 and Founder/Coordinator of the Languages Department. Former Helping Hand for VenTESOL.

--- o ---CREATING ACTIVITIES WITH PODCASTS FOR THE ESL CLASSROOM

The purpose of the present workshop is to provide some guidelines for using Podcasts (It’s audio or visual content that isautomatically delivered over a network via free subscription), in the EFL learning as conceived in the Common EuropeanFramework of Reference for Languages (CEFR). Students and teachers from all over the world are learning by using audio andvideo programs. Podcasts can deliver educational content for listening or viewing on some devices, freeing learning fromconstraints of the classroom and its clock. Thus, the use of Podcast is an appealing tool for students and teachers who can takeadvantage of these features in order to improve their language skills. Can you imagine being able to listen to or view lectures andlessons on demand? Emphasis will be given to the way the activities should be carried out as well as the types of games to selectfor language classes.

DANIEL CASTILLOHe is a foreign language teacher (English and French) graduated from Universidad de Los Andes-NURR where he worked as alanguage assistant. In 2005-2006, he taught Spanish at “Lycée Etienne Bézout” in Paris, France, attending the program promotedby the French Embassy in Venezuela and the French Ministry of Foreign Affairs. In addition he has been speaker and organizerin some Language Teachers Meetings. He currently teaches English and French at Colegio “República de Venezuela” andUniversidad Valle del Momboy in Valera, Trujillo. Email:EVELYN URBINAShe is a Foreign Languages Teacher graduated Magna Cum Laude from Universidad de Los Andes – NURR in 2004. She iscurrently working for the NURR Modern Department in the French area, and following a Master in Latinamerican Literature.She is also serving as a Tutor of the ProFLE training program at the French Embassy in Venezuela. She is the Regional delegateof AVENPROF at the State of Trujillo. In 2006-2007, She taught Spanish at “College Les Aulnes” in Paris, France, attending theprogram promoted by the French Embassy in Venezuela and the French Ministry of Foreign Affairs.

He is a foreign language teacher (English and French) graduated from Universidad de Los Andes-NURR, he has attendedLanguage Teachers Meetings as organizer and speaker. He has taught English during the last 5 years, especially in the ESP area.He currently is an English Teacher at Universidad Valle del Momboy in Valera, Trujillo and has been selected to for theAcademie de Créteil in Paris, France to teach Spanish the next term attending the program promoted by the French Embassy inVenezuela and the French Ministry of Foreign Affairs.

--- o ---CARELESS TALK COST LIVES

In the last decades communication around the world has grown tremendously. But even with all these expansions, man keeps forthe aeronautical and maritime sectors very high frequency (VHF) radio communications. Growth in international commerce aswell as technical development has resulted in high traffic density all around the world. Even vessels are bigger and faster. Theapproaches to pilot boarding stations, ports and others are all areas of potential traffic problems. To minimize the risk of collisionin busy port waters as well as in more open coastal waterways vessel traffic services (VTS) have been implemented. Vesseltraffic services are shore-side information processing systems to improve ship-to-shore, and to monitor ship-to-shipcommunication. Information messages can include position of other traffic, defects in aids in navigation or meteorologicalhazard warnings.

EUGENIA DI BELLAProfessor of English graduated from Universidad del Zulia with a Master degree in Linguistics from the same university and aPhD in Education Sciences from the Universidad Rafael Belloso Chacín.JENNIFFER PARRAProfessor of English graduated from the Pedagógico de Maracay. Master degree in Linguistics and taking a PhD degree inEducation from the same institution. Teaching at the pregrade and postgrade level at the Universidad Simón Rodríguez, NúcleoMaracay.NELSON CURBELOProfessor of English graduated from the Pedagógico de Maracay. Major in Aeronautical English in Lackland AB, Tx. Masterdegree in Linguistics and taking a PhD degree in Education from the same institution. Teaching at the pregrade and postgradelevel at the Universidad Marítima del Caribe.

--- o ---MP4-LITERATURE TEACHER: HAND IN HAND PROMOTING READING

What literature teachers cannot do for their students, Mp4’s can: take everywhere videos of poets reciting their own poems; listento audio files of poems, novels and stories; read at any time and any place excerpts or full texts of literary works; among otheruses. What Mp4’s cannot do, but literature teachers can is being a source of inspiration for students to read about imaginary andreal worlds as well as providing them with a good linguistic guidance regarding the English language. Based on my research andexperiences as a literature teacher, I intend to present a discussion about the balance I have personally found between using thetechnological benefits Mp4’s can offer and my own human and didactic resources in order to promote reading literature inEnglish.

ROSAURA HERNÁNDEZAssociate professor at the Modern Languages department from Universidad Pedagógica Experimental Libertador-Barquisimeto;master’s degree on the teaching of literature in English and PhD in Education from UPEL-Barquisimeto.

--- o ---MAKING THE EFL CLASS COME ALIVE WITH VIDEOS

Video can be a very helpful tool in the classroom. Watching videos can be fun and motivating. Students learn and practice whilewe are making the job easier and more creative. This presentation shows activities and techniques to practice different skills.

LOURDES BETANCOURTShe is Academic Coordinator of English Resource Center in Caracas. She holds an MA in EFL, UCV and a BA in Englishteaching from IUPEL, Caracas. She combines her background as EFL teacher, teacher trainer, and coordinator. TESOL membersince 2006.

--- o ---TEACHER: ARE YOU REDEFINING YOUR WAY?

This research is a proposal to satisfy an academic need at the English Section of the National Polytechnic ExperimentalUniversity “Antonio José de Sucre” (UNEXPO) from Puerto Ordaz. After the implementation of a new English-subject programat the National scale and the necessity of using Tic’s in the teaching-learning processes, the teacher faces a different educationalsituation and she has to become a researcher trying to redefine the old way of teaching and does a non-experimental research,collects dates and reviews literacy related with how to design printed material and how to incorporate it to virtual media, and shedesigns a printed textbook and compliments it with an electronic aid: Edublog. So, teachers can complement their traditionalclasses with virtual ones using a practical learning method, letting students to make a major interaction with the subject, makecomments about it, and be re-connected with the language. In short, this is a sample of how teachers can redefine their teachingway, changing it according to the last global demands.

LUCENIA MARÍA FARÍAS NÚÑEZShe is an English teacher graduated from UDO-Sucre. I’ve been teaching for about 20 years. I’m a Curricular EvaluationSpecialist from Universidad de Carabobo, and currently I’m taking Doctorial Studies at the University of Cordoba (Spain). Since2007, I’ve been the Head of the Section of English of the UNEXPO-Puerto Ordaz.

--- o ---IPMAR STUDENTS’ PERCEPTION OF THE NATIVE SPEAKER IN EFL

In spite of a long history of contact with native speakers, little seems to have been documented on the role of the native speakerin the learning process of EFL at IPMAR. This research paper was intended to determine the role of the native speaker in thelearning process of EFL according to the perception of the IPMAR English students. To accomplish this objective, students whohad taken classes with native speakers were asked to fill out a survey where their opinion about oral and written production,motivation and teacher’s performance was the main concern. The results of the study showed a positive perception from thestudents of all the aspects considered. Consequently, the authors concluded that programs which promote the inclusion of nativesin the language departments of Venezuelan universities enrich the learning process of the target language.

FREDDY VANEGAS

E-MAIL DIRECTORY

Abilio Mujica [email protected] Rioja [email protected],

Alexana Alambarrio [email protected] &Alfieri Avilan [email protected]és Ramos [email protected]; [email protected]

Audy Castañeda [email protected] Sheffield [email protected]

Carlos Rivero [email protected] Torrealba [email protected] Chacón [email protected] Choung [email protected]

Ciro Garcia [email protected] Basabe [email protected] Sánchez [email protected] Colmenares [email protected],Cynthia Moleiro [email protected] Castillo [email protected] Durán [email protected] Molero [email protected]Élida Gomez [email protected] Diaz [email protected]

Elvina Castillo [email protected] Peña [email protected] Buley [email protected]

Eufrandy Tineo [email protected] Di Bella [email protected] Izquierdo [email protected]

Evelyn Urbina [email protected] Vanegas [email protected] Parra [email protected] Newton [email protected]

Jilian Lopez [email protected] Colmenares [email protected]

Joan Shin [email protected] Phelan [email protected] Rojas [email protected]

Josefina Espinoza [email protected] Muñoz [email protected] Pisano [email protected]

Lianne Gonsalves [email protected] Ortega [email protected]

Lourdes Betancourt [email protected] Farias luchi2005_60 @hotmail.com

Luisa Cristina Álvarez [email protected] Mackinnon [email protected] Hernández [email protected]

María Carolina Lizardi [email protected] Cecilia Avila [email protected]

María Patricia Gonzalez [email protected] Trias [email protected]

Mariana Allocca marianita410 @hotmail.comMariela Salazar [email protected] Parada [email protected] Allegra [email protected] Delph [email protected]

Mercedes Perleche [email protected] Rogers [email protected]

Mónica Fernandez monica [email protected] Curbelo [email protected]

Nick Perkins [email protected] Galarraga [email protected]

Olga Pagan [email protected] Flores [email protected]

Rosaura Hernandez [email protected] St. Louis [email protected]

Teadira Pérez [email protected] Robinson [email protected] Ruiz [email protected]

Yanette Dacosta [email protected] García [email protected] Peraza [email protected] Saulny [email protected]

Starter – Level 6

Taking You Farther in Language Learning

Excite ...... your class with an all new fresh look to motivate your students and you!

Engage ...... your students across language acquisition skills!

Expand ...... your instruction with an easy, effective, and comprehensive Teacher’s Guide. Teach the core, extend for more!

English Travels makes the journey as exciting as the destination!

Ricardo AcevedoVen-Hill Interamericana de Venezuela S.A.2da. Av de Bello Monte entre Av Lincoln y Casanova, Ven-Hill.

Sabana Grande CaracasTelfs. 0212-7616201 Fax: [email protected]

Houghton Miflin [email protected]@hmhpub.com

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed. P

rinte

d in

the

U.S

.A. 0

5/11

MS

2522

0A

ll ot

her

trad

emar

ks a

re th

e pr

oper

ty o

f the

ir re

spec

tive

owne

rs.

hmheducation.com/englishtravels

02_MS25220_EngTravels_VentesolConf.indd 1 5/2/11 4:31:45 PM

VenTESOL's XXIX Annual National Convention Program

Documents

Transcript of VenTESOL's XXIX Annual National Convention Program