APIBA Good Practice Showcase

The Asociación de Profesores de Inglés de Buenos Aires (A.P.I.B.A.) is a professional, non-profit Association whose members are fully-qualified Argentine English teachers, graduates of official and officially-recognized educational institutions in Argentina (teacher training colleges and universities).A.P.I.B.A. was founded in 1971 to address key professional needs. Ever since then A.P.I.B.A. has provided English teachers with a permanent forum where issues can be discussed. Its traditional Annual Seminar contributes to keeping teachers up-to-date by offering them the opportunity of discussing with specialists and colleagues the latest research and experiences in the teaching of English as a foreign language.Throughout the academic year, A.P.I.B.A. also addresses teachers’ specific needs by means of workshops and lectures which cover a wide range of topics. To encourage the participation of teachers and trainees working and studying away from the City of Buenos Aires, these activities are frequently held at educational centres located in cities or towns in Greater Buenos Aires or areas in the Province of BA with no local Teacher Association.Aware of the need to enhance inter-cultural understanding, A.P.I.B.A. also provides its members with the opportunity of communicating first-hand with English-speaking foreign colleagues visiting Argentina on exchange programmes through panel discussions and informal talks. Finally, A.P.I.B.A. also represents its members in negotiations with education authorities.

APIBA Asociacion de Profesores de Ingles de Buenos Aires

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<A HREF="http://apiba.org.ar/noticias-apiba/blog/item/1002-apiba-good-practice-showcase-sep-23" TARGET="_blank" DATA-MSYS-CLICKTRACK="0" REL="nofollow noopener noreferrer">READ THE CALL FOR PROPOSALS</A> (closed)
 
Carlos Reynoso: "Reassessing the use of film in ELT: Authentic tasks for an authentic text"
For many years now we have been encouraged to use film in ELT, the main reason being that it is an authentic text and, as such, it helps bring the ‘real world’ into the classroom. But how have we been exploiting it? Have we really done justice to this rich cultural product? In this workshop we will explore an authenticity-oriented approach, in which the attribute of authenticity has shifted from text to task, and therefore we will focus on the design of authentic tasks for different film scenes.
Carlos Reynoso is a graduate Teacher of English from I. E. S. en Lenguas Vivas “Juan Ramón Fernández”. He has specialised in the teaching of Shakespearean drama and its screen adaptations. He is about to finish the Licenciatura en Inglés con Orientación en Literatura at Universidad Nacional del Litoral, Argentina, and is currently doing the NILE MA in Professional Development for Language Education, University of Chichester, UK. He has given presentations at conferences such as the Oxford Conference on the Teaching of Literature, the FAAPI Annual Conference in Argentina and IATEFL Chile.
 
Carlos Rosas: "What makes our speech natural and authentic? An approach to teaching Phonetics and Phonology in training colleges"
In this presentation I will try to explore ways of addressing the complexities of speech in a way that will prove effective and interesting for Phonetics students. There are several factors that come into play at the same time, and which should not be studied in isolation: vowel length, stress, intonation, feelings, body language, syntax and semantics. When all of this is explored as a connected whole, the apparent dryness and difficulty of phonetic theory becomes more significant, interesting and much less intimidating. Oral communication occurs when sounds are lengthened and we pause, when we use our eyes and hands, when our heads tilt and voices rise and fall.
Carlos Rosas, an APIBA member, graduated from J.V. González and studied applied Linguistics at Indiana University and taught English Language and Phonetics at U.C.A., USAL and IES en Lenguas Vivas. In his research he has developed a system for teaching Phonetics and Phonology at teacher training colleges and helping students grasp the true significance of the subject while using interesting materials.
 
Melina Gostissa: "How much do we 'grammar'?"
Over the past few decades, the deeply-rooted notion of grammar as a static set of rules has been called into question, thus paving the way for an outlook on grammar as a dynamic process – or grammaring. In this presentation, we will delve into these divergent perspectives on the nature of grammar as well as the potential benefits of deconstructing the view on grammar as a product in favour of an innovative conception of grammar as a skill. We will also discuss to what extent we tend to regard grammar as a “doing word” and deal with it as such in our ELT classes. Finally, we will explore the three mainstays of grammaring, namely consciousness-raising, output practice and feedback, and how these components can lead to the creation of linguistically fertile classrooms.
Melina Gostissa graduated as Profesora en Inglés (ISP “Dr. Joaquín V. González”) and Licenciada en Lengua Inglesa (UTN). She also holds a Diploma Superior en Lectura, Escritura y Educación (FLACSO). She is Director of Studies at Learning - School of English and Co-coordinator of the Literature SIG. 
 
Alfredo Daniel Núñez:
"English, Guaraní and Don Quixote"
The learning of the Foreign Language in the Primary Schools of CABA is carried out in an intercultural context. A literary proposal based on the work of Miguel de Cervantes Saavedra opened the participation of parents who speak other native languages such as Guarani, Aimará and Quechua, ​​sharing their culture as an important contribution.
"Summative Evaluation"
The implementation of foreign language teaching from 1st to 7th grade in GCBA elementary schools has been a major educational challenge. In School Districts 19 and 21 an analysis of the linguistic competences acquired has been carried out with the purpose of determining the extent to which objectives have been achieved, reformulating teaching proposals and improving day-to-day learning.
Alfredo Daniel Núñez is a graduate Teacher of English (I.S.P. San Agustín). He holds a postgraduate degree in Educational Research (Universidad Nacional del Comahue) and a Diploma in Educational Management (UNSAM). He is a Foreign Language Supervisor in primary schools (Districts 14 and 15, City of Buenos Aires). He teaches English to teens and adults (UDA) and is a Science teacher at secondary level (CABA and the province of BA). He is also a teacher trainer (Literature and Sociology) and a lecturer in Industrial Disciplines (INSPT UTN).
 
Graciela Daglio Álvarez: "Educational Visits: emotions & learning"
When emotions are involved, learning becomes an easier process, with long lasting results. Educational visits offer an opportunity to appeal to all senses. How about joining first hand experiences, such as educational visits, and emotions? If we also include "brain based learning" activities and the exchange both with the teacher and peers, true learning naturally takes place.
Graciela Daglio Álvarez is a teacher and translator, NLP Master Practitioner, neuropsicoeducator and ACP at the College of Preceptors. She studied “Brain based learning” with Eric Jensen and “Brain Gym”. “All English for Babies” teacher. She was the pedagogical designer of the “Educational Guided Visits to The Beatle Museum B.A.”, both in English and in Spanish, and has coordinated them since 2010. Author and producer of “Beatles for Kids: Adventures in Shoutland” (2011/2012) and “Beatles for Peace”(2015/2016). Teacher of English in Primary and Secondary (both private and public) schools. Headmistress at Stratford School of English since 1991.

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