PS196 - Authentic reading in the primary classroom
- Ciclo: 2019
- Nivel: Primary / Secondary
- Idioma: Inglés
- Estado: Confirmado
- Lugar: ESSARP
- Capacitador/es: Silvia Rettaroli, Daiana Martínez
Por favor incribirse antes del
Jueves 07 de Febrero
Colegios Afiliados No arancelado
Centros de Examen ARS 500.00
No afiliados ARS 500.00
|1||12 Feb 2019||01:30 PM||04:30 PM|
Teacher and teacher educator. School manager at bilingual schools in the Province of Buenos Aires. Deputy Director at ESSARP (2004 - 2008). Worked in the Research and Educational Development Unit of the MEyC (1998-1999). CLE (Foreign Languages Certifications) coordinator (2008-2011). English Unit coordinator at the CLE (ME- City of Buenos Aires: 2011-2016). Organised and participated in national and international conferences, published papers and textbooks. Areas of interest: professional development (OL and f2f), bilingual education/CLIL, assessment.
Graduate teacher of English from Instituto Pbro Dr Antonio María Saenz and Licenciada en Lengua Inglesa (BA degree from UTN). She holds a Postítulo de Especialización de Nivel Superior en Educación y TIC from Ministerio Nacional de Educación and she is currently doing the NILE MA in Professional Development for Language Education, University of Chichester, UK. She has worked for more than 15 years teaching English at primary and secondary school institutions. Lecturer of Language and Culture at Instituto Saenz. Innovative teacher whose projects have received several awards. Areas of interest: technology-enhanced education, reading comprehension, professional development.
Primary school teachers and Middle School teachers
The demands of a globalised world require students to master a reading knowledge of a foreign language (FL) for their academic studies as well as for their professional and personal development (Alderson, 1984). As well, it is common knowledge that to become fully literate in today’s world, students must become proficient in the new literacies of XXI c. technologies. As a result of this, teachers have a responsibility to effectively integrate these new technologies into the curriculum, preparing students for successful participation in a world where the nature of reading, writing and communication will need to be redefined (Coiro, M. Knobel, C. Lankshear, & D.J. Leu, 2008).
In this hands-on workshop we will explore ideas and practices which aim at the readers’ understanding of written texts within an authentic pedagogical act and the application of innovative ideas which integrate the development of reading skills,transmedia storytelling and design thinking with the use of new technologies such as the production of videos (trailers, youtubers’ posts) and the design of videogames such as Minecraft and Kodu.
- Approaches to the development of reading in the classroom: intensive, extensive and expansive reading.
- New literacies of XXIc technologies: trailers, youtubers’ posts and the design of videogames such as Minecraft and Kodu.
- Authentic reading tasks.
Collie, J. and Slater, S. (1987) Literature in the Language Classroom. Cambridge: Cambridge University Press
Day, R., Bamford, J. (2002) Top ten principles for teaching extensive reading. Reading in a Foreign Language, [Online] Available from http://www.nflrc.hawaii.edu/rfl/October2002/day/day.pdf [Accessed August 28, 2018]
Ferradas, C.M. (2003) ‘Rocking the Classroom: Rock Poetry Materials in the EFL class’. In Tomlinson, B. (ed.) Developing Materials for Language Teaching, London: Continuum Press.
Hill, D. (2013) Survey Review: Graded readers. ELT Journal 627.
Hill, R. (2015) The Black Cat Guide: Graded Readers Handbook. Barcelona: Vicens Vives.
Mishan, F. (2005) Designing Authenticity into Language Learning Materials. Bristol: Intellect Books.