CONLAUNA 2021_____________________________________________

VIRTUAL EDITION5th INTERNATIONAL CONFERENCE

OF APPLIED LINGUISTICSAugust 25th-27th I Program

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Contents

Welcome………………………………………………………………………………….…3

Agenda………………………………………………………….……………………………6

General Considerations……………………………………………………………….8

Presenters…………………………………………………..………………………..…..11

Acknowledgements…………………,……………………………………….……….42

Sponsors……………………………………………………………………………..…….43

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Welcome

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Rethinking, reimagining and Redesigning Language Education

Universidad Nacional, Sede Regional Brunca with a deep interest in accomplishing its institutional mission, invites all those teachers, professors, researchers and students of areas related to Applied Linguistics in English, who are eager to share, enrich and expand their knowledge to be part of an event where topics like linguistics,

literature, translation, interpretation, Applied Linguistics, English for Specific Purposes (ESP) and the Information and Communication Technologies (ICT’s) will be discussed and analyzed. Thanks for coming with

great motivation, enthusiasm and sharing with our community your experiences and knowledge.

Organizing Committee

Welcome

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A Message from our Dean

Universidad Nacional, Sede Regional Brunca’s primary aim is to move towards the development of relevant, innovative, inclusive, and high-quality institutional actions that contribute to the socio-cultural and economic development of the regional and national community through key sustainable criteria. This aim implies the pursue of processes that promote professional higher education that prepares human beings for collective living in this historical moment where it is required to face unpredictable challenges. In congruence with this aim, we want to warmly welcome you to the virtual edition of the 5th Conference on Applied Linguistics: Rethinking, Reimagining and Redesigning Language Education: CONLA UNA Virtual 2021.

The organizer committee and the staff have been working hard to provide an interactive and inclusive program with diverse activities and academic high-quality lectures and discussions around relevant themes. In this virtual edition, the organizers brought together national and international research scholars and educators to exchange and share experiences from different areas related to applied linguistics, education, and technology in education.

We hope you enjoy your participation in the different sessions in this conference.

We are glad you are here!.

M.A. Yalile Jiménez Olivares

About the Conference

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Agenda

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Agenda

These are some important aspects to consider before the conference takes place:

• The time allotted for the presentations will be distributed this way: 30 minutes for the development or body of presentations and 10 minutes for questions and comments from the audience. Although the timeline indicates that the presentation lasts 45 minutes, 40 minutes is the time to develop the whole presentation. The remaining minutes will be used for the participants to rest from one talk to the other.

• This year we are implementing the carousel technique in which the participants will be arranged in groups and in each room a different presenter will demonstrate an effective teaching technique. Every 5-7 minutes presenters will visit the different rooms. It will last 60 minutes This activity will take place in two different moments in the conference. See the schedule in this program.

• Also new this year is the Poster Session. In this session, 8 posters will be presented under two categories: research reports and practice briefs. This poster session is the individual or group presentation of research or practice information in the form of a virtual/digital poster that conference participants may view on the screen. Each poster will be accompanied by a 5-to-10-minute presentation. These short presentations will provide conference participants an opportunity to quickly and easily become acquainted with different topics in a short period of time. After presentations, a Q&A session will follow. On this occasion, poster proposals were peer-reviewed and accepted upon submission. We will choose the Best Poster

by inviting attendees to vote.

• Another activity in this conference is called “The Carousel”. In this session six presenters (Session 1) and five presenters (Session 2) will share their teaching ideas and innovations in just 10 minutes. The participants will be placed in five or six rooms and each presenter will visit the rooms so that everyone in the conference enjoys each presentation. Many of the presenters are students from Universidad Nacional. Let’s support their huge effort and commitment to this activity.

• There will be a troubleshooter assisting each session, letting people in on time and sharing the attendance form in the chatbox. This person will also assist presenters as a chair welcoming the audience, introducing presenters, keeping time, and facilitating questions and answers after the presentation is over. The troubleshooter will keep record of the time allotted for the presentation, and let the presenter know 10 and 5 minutes before time is over.

During all these three days, we hope you have a very enriching experience! Thanks for attending!

Central CommitteeCONLA UNA 2021

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General Considerations

Session info

To attend the sessions use the following link.

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ID: 843 157 8907

Passcode: CONLAUNA21https://zoom.us/s/8431578907

WEDNESDAY SESSIONS

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PRESENTERS

DESIGNING SONG ACTIVITIES FOR THE ENGLISH CLASS

Using songs in class is a powerful tool to help students learn English. Songs are a great source of authentic language. They can help bridge the gap between classroom English and “real world” English. They can help promote a relaxed, stress-free atmosphere in the classroom, which makes students learn without realizing they are learning.By selecting song segments that present specific grammar points or highlight vocabulary and having students sing them, teachers work on repetition of the target structures in a fun and very effective way.In this hands-on workshop, participants will learn several activities that can be done using songs to teach grammar, vocabulary and pronunciation. They will learn to find songs with specific grammar points and try some activities that can be created based on the songs.Because students don’t always like the same kind of songs the teacher does, teachers can encourage them to find songs that they like that contain the target structures. Participants will also see how to do that.Because we are rethinking, reimagining and redesigning language education, we’ll work on activities that can be done face-to-face and online.This is a very active workshop! Participants will sing and dance along as they are exposed to different ways of using songs in a way that is both educational and original.At the end of the workshop, teachers will have a repertoire of activities that they can use in their next classes and they’ll also be able to develop their own activities.

Carlos is an English teacher, writer, drama teacher and teacher trainer, with experience in the following areas: teaching children, teenagers and adults, teacher training, materials writer, teaching through theater, writing and directing plays in English and textbook writer.

Presenter: Carlos GontowSao Paulo, BrazilWednesday August 25th, 8:00 a.m.

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Presenter: Zoraya Nomelin Ballen Oxford Representative Wednesday 25th, 10:15 a.m.

Takeaways on how to manage hybrid teaching and learning environments.

This webinar sets some takeaways on how to manage hybrid teaching and learning environments, the concept of hybrid approach, why to choose it in today's educational demands and how it will equip teachers with a set of ideas variety of possible strategies and resources to make this new teaching and learning experience, meaningful and remarkable as well as providing teachers with a model on how to plan a lesson and how through it develop creativity. Attendees will leave with a deeper understanding of the "what" , "how" and "why" of hybrid teaching and learning environments.

Zoraya Nomelin Ballen is a charismatic, inspirational, and passionate education leader. She is currently an Educational Services department Coordinator from Oxford University Press Colombia. She holds a MA in English teaching in Autonomous Learning Environments (Sabana University) her research on language teaching -"Self-monitoring strategies to develop oral production in English has made important contributions to many different institutions in the educational field .BA in Languages from La Salle University and 20 years' experience as a Teacher trainer, Bilingualism head leader and English teacher at a wide range of institutions.

PRESENTERS

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PRESENTERS

Presenter: Jonathan Elizondo Universidad Estatal a Distancia, UNED Wednesday August 25th, 11:15 a.m.

Autonomy, Independence, and Self-regulation: Key Elements for Successful Distance Education

Since the year 2020, many educational systems and institutions have adopted distance education as the new approach to learning. Even though it can be very productive and convenient, students might struggle because of the reduced amount of face-to-face interaction with their teachers and due to the lack of previous training on this modality. In this interactive workshop, we will define the concepts of learner autonomy, independence, and self-regulation as key elements for success in the learning process. Furthermore, we will explore different ways in which teachers can promote and develop those skills in their students. Finally, we will look at five technological tools that will help in the process.

Mr. Elizondo holds an MA in Teaching English as a Foreign Language and a BA in Primary Education with emphasis in English teaching – both degrees from the University of Costa Rica. He is currently pursuing a Licentiate degree in English Teaching after having obtained his BA. in the same major at Universidad Americana. Jonathan has experience teaching English to different age groups. At present he works the Ministry of Public Education, at Universidad Estatal a Distancia in the English Teaching major, and as an international speaking examiner for Cambridge Assessment English. He has also worked as a facilitator for Instituto Cultural Domínico Americano in The Dominican Republic.

Presenter: Michelle UelandGeorgetown LawWednesday August 25th, 13 p.m.

Challenging Linguicism in the Assessment of Law Students’ Oral CommunicationLinguicism is the manifestation of racism in the languages people use to communicate. This presentation arises from a critical incident in the final assessment of law students in a Negotiations seminar based on the professors’ subjective evaluation of the students’ oral communicative competence. In a recorded discussion, an adjunct faculty member described the single Black student in her Negotiations seminar as presenting arguments and ideas that were “a bit jumbled.”

A deep dive into the origins the word ‘jumbled’ provides us with much to discuss about seemingly “objective” evaluations of students’ communicative competence that demonstrated lightly veiled linguicism.

Linguicism is a term coined in 1986 by Tove Skutnabb-Kangas as “ideologies, structures, and practices used to legitimate, effectuate, regulate, and reproduce an unequal division of power and resources (material and immaterial) between groups defined on the basis of language” (Phillipson & Skutnabb-Kangas, 1986, Skutnabb-Kangas, 2015). Linguicism also encompasses discrimination against people for the languages they do NOT speak, read, use, or master leading to stigma, pity, and deficit views in education and unequal social power dynamics.

Furthermore, because -isms do not exist in isolation, linguicism often intersects with racism, sexism, and classism, etc. and other minority statuses created by religious, political or national backgrounds. The majority of students admitted to the two-year Master’s in Law (LL.M.) program are from Saudi Arabia and China. Therefore, if they experience linguicism in law schools in the U.S. it may be melded with Islamophobia and anti-Asian racism, among other areas of discrimination.

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PRESENTERS

CAROUSEL SESSION #1Day 1: Wednesday, August

25th, 2021 Time: From 2: 00 to 3: 00

p.m.

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# PRESENTER TITLE OF THE ACTIVITY

1 Dennis Chinchilla

Navarro

Creating Entertaining Activities

with Lyrics Training.com

2 Tiffany Díaz

Elizondo

How to Make Videos on PowToon?

3 Erick Pérez

Valerde

-Presentación #1: Practicing

Pronunciation and Listening Using

FlipGrid

4 Marianela Sandí

Cruz

EdPuzzle: A Great Tool for

Language Classes!

5 Alonso Gómez

Arias

Let’s Explore, but Give Me an

Answer!

6 Noelia Jiménez

Valverde

Wake Your Brain Up!

CAROUSEL PROGRAM

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CAROUSEL PRESENTERS

Name: Dennis Chinchilla NavarroLevel: Senior at Pérez Zeledón Campus, Universidad Nacional, Costa Rica Title of the Teaching Activity: Making Interactive Listening activities with LyricstrainingSummary: This presentation explores the implementation of Information and Communication Technologies (ICTs) through using the Lyricstrainingplatform as a tool to develop listening comprehension activities. This app is an easy-to-use didactic resource that might bring fun to the language classroom while improving students’ foreign language skills through music, videos, and movie clips.

Name: Tiffany Díaz ElizondoLevel: Sophomore at Coto Campus, Universidad Nacional, Costa RicaTitle of the Teaching Activity: How to Make Videos on Powtoon?Summary: This is a teaching activity that can help you to develop an attractive class. Powtoon is an excellent website that you can use to create your own videos to present new material or vocabulary to your students. In this way, you have the opportunity to make your lessons different and innovative.

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CAROUSEL PRESENTERS

Name: Erick Pérez ValverdeLevel: Junior at Coto Campus, Universidad Nacional, Costa RicaTitle of the Teaching Activity: Practicing Pronunciation and Listening Using FlipgridSummary: Evaluating speaking skills became harder for teachers when face-to-face classes were forced to become virtual. Now, it is more difficult for educators to assess their students’ pronunciation and listening skills. Flipgrid is an excellent platform that allows students to record themselves. Teachers, as a result, can use these recordings to evaluate their learners’ pronunciation, fluency, and listening abilities.

Name: M.A. Marianela Sandí Cruz Position: English Professor at Universidad Nacional, Costa Rica Title of the Teaching Activity: EdPuzzle: A Great Tool for Language Classes! Summary: Most students love a catchy video! Language teachers can take advantage of this through using Edpuzzle, a technological website that allows instructors to create listening, speaking, reading, and writing activities with videos in a simple yet fun way.

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Name: Diego Alonso Gómez AriasLevel: Sophomore at Campus Coto , Universidad Nacional, Costa RicaTitle of the Teaching Activity: Let’s Explore,but Give Me an Answer!Summary: This is a warm-up activity through which the professor/teacher will create an interactive classroom environment. How is it possible? Students can use a link and a picture, both on their gadgets (cellphones, computers, or others), and they are allowed to answer some questions spontaneously.

CAROUSEL PRESENTERS

Name: Master Noelia Jiménez ValverdePosition: English Professor at Universidad Nacional, Costa Rica Title of the Teaching Activity: Wake Your Brain Up!Summary: Wake Your Brain Up! is a dynamic and interactive brain gym technique that serves three main purposes: At first, students can activate their brain so that they feel prepared for a lesson to come. This exercise also increases the oxygen level of the learners’ brain and prepares it for consecutive and simultaneous interpretation exercises. Finally, students can have fun with their classmates and teacher as they participate in this activity.

Presenters: Ana Isabel Campos and Randall Centeno Ministerio de Educación Pública, MEP. Wednesday August 25th , 15:15 p.m.

"Combined education, Planning, Teaching and Learning. Friends or Foes?”In last months, due to the changes that the pandemic has imposed to the traditional educational system, the authorities of the Ministry of Education have launched a new proposal for delivering the educational service to learners known as: Combined education. In this model, depending on context, students could receive some of their lessons in a face–to-face format and the other part in the form of distance learning. This presentation shows an example of how teachers can articulate planning, teaching and assessment in this new modality.

PRESENTERS

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Ana Isabel Campos Centeno is a National English Advisor for the Department of First and Second Cycles of the Ministry of Public Education. She coordinated the reform of the new English Curriculum. Ana Isabel Campos received her Doctoral Degree in Latin American Studies from the National University of Costa Rica. She also holds a Master’s Degree in the Teaching of English as a Second Language from the University of Kansas and a BA in the Teaching of English as a Foreign Language from the University of Costa Rica . She is a former Fellow of the Fulbright Program and in the last years has collaborated as a professor in the Master's Program in Applied Linguistics at the National University, Heredia campus. During the last 30 years, she has taught English in public and private institutions at pre-school, elementary, high school and university level.

Randall Centeno Hernández is a National English Advisor for the Department of First and Second Cycles of the Ministry of Public Education. He has a BA degree in Teaching English from the University of Costa Rica and a licensed degree from Universidad San Isidro Labrador. He holds an SIT TESOL Certificate from Centro Espiral Maná. He worked as a primary and secondary English teacher in private and public education for more than fifteen years. He has worked as an English regional advisor in Sarapiquí and San José Norte Education Regional Offices.

Habits that support Learning in Virtual EnvironmentsWith the pandemic and transition to distance learning, there are three areas of challenge that we face as educators: logistical, relational and pedagogical. In this talk we'll explore a few strategies to work with both relational and pedagogical challenges in the virtual classroom. It is more important than ever to develop and use strategies to help students develop their ability to be present, their connection to themselves and other students, and teachers. It is also important for teachers to create intentional practice activities, incorporate habits and surprises in their tasks, learn new ways to observe and invite engagement and offer "chewable" challenges to their learners. The presenter will outline strategies in these areas and also leave some time for questions and discussion at the end of the session.

Mary Scholl, a deep believer in learning, empathy, creativity and curiosity, is a fellow of the Institute for Collaborative Learning and founder of Centro Espiral Mana in Northern Costa Rica. She has been teaching language for 30 years, designing and implementing educational projects in Latin America for over 18 years and has been learning and sharing Compassionate Communication since 2009. She has lived and/or taught on four continents and currently enjoys working virtually around the world from her front porch in rural Costa Rica.

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PRESENTERS

Presenter: Mary Scholl Embassy of the United StatesWednesday August 25th, 16:15 p.m.

Presenters: Marianella Sandí and Juan MéndezUniversidad Nacional Wednesday August 25th , 17:15 p.m.

Beginners' Perspective on the Use of Cognitive Grammar Learning Strategies to Deal with Corrective Feedback on Errors in the Production of Grammar In recent years, the study of Cognitive Grammar Learning Strategies has taken relevance in the ESL/EFL context. In this session, we will review a study conducted at Universidad Nacional, Pérez Zeledón and Coto Campus in 2021. Its aim was to explore Cognitive Grammar Learning Strategies that Integrated English Skills 1 students use in an EFL context to deal with corrective feedback, how they use them, and what their perspective on them is.

PRESENTERS

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Juan Manuel Méndez Valverde holds a Bachelor’s Degree in English Teaching at the Universidad Nacional, Costa Rica. He also has a Master’s degree in Second Languages and Cultures with emphasis in English from Universidad Nacional. He has been an English teacher for sixteen years and has worked with primary and secondary learners. He has also trained college students at the Universidad Nacional, Pérez Zeledón Campus. He has also worked for other private institutes. Currently, he is working as an English teacher at the Universidad Nacional, Pérez Zeledón Campus in the Bachelor’s Degree in English Teaching and in the Associate’s Program in English, and at the Colegio Científico in Pérez Zeledón. His research has been focused on the teaching of English as a Foreign language in Central America, the teaching of grammar and pronunciation, materials and activities design, needs analysis, ethnographic research, and the

teaching of research.

Marianela Sandí Cruz holds a Bachelor’s Degree in English Teaching, a Licentiate’s Degree in Applied Linguistics in English, and a Master’s Degree in Second Languages and Cultures with emphasis in English from Universidad Nacional, Costa Rica. In her sixteen years of teaching experience, she has worked with primary school learners at the Ministry of Public Education of Costa Rica (MEP). She has been a teacher for institutions such as the Escuela Científica and other private institutes. At Universidad Nacional, Pérez Zeledón and Coto Campus she has worked as a professor and has been a trainer for in-service MEP teachers. At present, she is working at Universidad Nacional, Coto Campus in the Bachelor’s Degree in English Teaching and Bachelor’s Degree in Office Administration Majors. Her research work has been based on the teaching of English as a foreign language in Central America, the teaching of grammar and pronunciation, materials and activities design, needs analysis, ethnographic research, and evaluation of majors for ongoing improvement.

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The Battle of Bly: The Role of the Setting in The Turn of the ScrewAs a gothic novel, Henry James’s The Turn of the Screw offers access to the sinister and the uncanny, yet not only through its plot and characters, but particularly by way of its setting: Bly Manor. This presentation will try to explain how Bly serves as more than just a backdrop for the horrific actions of the novel to unfold since it also motivates and perpetrates the characters’ downfall.

Professor Montenegro holds a bachelor’s degree in English from Universidad de Costa Rica (UCR) and master’s degrees in English Literature from the UCR and in Educational Management with a focus in Leadership from Universidad Nacional (UNA). He has worked at UNA, Brunca Regional Headquarters, as a professor of English literature, for 14 years, where he currently works as the Academic Director of the Pérez Zeledón Campus. He has also taught literature courses at the UCR since 2009. His research—mainly published in Revista de Lenguas Modernas of the UCR and in Revista Letras of Universidad Nacional—deal with topics such as the carnivalesque in literature and film, representations of masculinities in literature, film and television, and the relationship between literature and cinema as art forms.

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PRESENTERS

Presenter: Joe Montenegro BonillaUniversidad NacionalThursday August 26th, 9:00 a.m.

Presenter: Angela BetancourtRichmond ConsultantThursday, August 26th , 10:00 a.m.

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PRESENTERS

Angela Betancourt-Balmaceda holds a bachelor’s degree in English Teaching and Translation from Universidad Latinoamericana de Ciencia y Tecnología (ULACIT). She currently works for Santillana (publishing company) as an English editor and has worked in the edition of the books Tic Tac Toe for elementary school and What’s UP? for high school. She also has eight years of teaching experience in courses such as grammar, literature, and conversational English. She has worked with students of all levels: primary, secondary and university, in public and private institutions such as the Ministry of Public Education (MEP), in the open education program, Centro Cultural Costarricense Norteamericano (CCCN), Centro Educativo Cristiano Oasis de Esperanza (CECOE), International Polytechnic University (UPI), among others.

Presenter: Amanda Fonseca National Geographic LearningThursday, August 26th , 11:00 a.m.

Planning for the future of Language Education: how to create harmony, sense of construction and meaning on what students are learning

A planning that reflects our conception of education and the student's profile we want to develop, allows us to decide about the best strategies, contents, and evaluation tools that will guide us to reach our objectives and at the same time will give purpose and meaning to the language learning process.

Getting to know about different planning approaches, types and the objectives behind them are the main aspects of this session.

Educator due to an election of the soul, she sees the plurilingual education as a life conception more than a teaching methodology or a trend. She has lived and studied in Europe for 6 years where she discovered her fascination for languages and different cultures and also where she got technically trained by Cambridge, London and Salamanca Universities. Back to Brazil, she held strategic positions in the managing area of important schools from São Paulo State for more than 18 years. At these schools, she developed personalized bilingual programs, trained different teachers and coordinators and implemented these programs with excellent results.

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PRESENTERS

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PRESENTERS

Presenter: Joshua Gordon Zamora University of Northern IowaThursday August 26th, 13:00 p.m.

Effects of Explicit Pronunciation Instruction on Comprehensibility, Fluency, and Accentedness in EFL LearnersThis presentation reports the results of a pronunciation intervention to enhance the comprehensibility, fluency, and accentedness of three groups of second language (L2) learners in an English-as-a-foreign-language (EFL) context. Three groups of first-semester EFL students at a small university in Costa Rica were exposed to a 10-week pronunciation intervention for 30 minutes each week. The intervention was based on segmentals, suprasegmentals, or a combination of both using explicit phonetic and phonological instruction and communicative tasks. A set of spontaneous-speech samples from a pretest and a posttest were presented to a group of L1 speakers of English to be rated for comprehensibility, fluency, and accentedness. The group trained on suprasegmentals significantly improved comprehensibility and fluency from pretest to posttest, as opposed to the other two groups that did not present any improvements. Additionally, none of the three groups improved in terms of accentedness. These results, although modest, are discussed in terms of their pedagogical implications for the implementation of explicit pronunciation instruction in intact L2 classes.

Joshua Gordon is an Assistant Professor in TESOL and Applied Linguistics at the University of Northern Iowa. He received a Ph.D. in Second Language Studies from Indiana University, Bloomington. He has taught ESL, EFL, and Spanish as a foreign language. He has trained pre-service and in-service teachers in the United States and in Costa Rica. His research has been published in the Journal of Second Language Pronunciation, TESL Canada Journal, Language Teaching Research, RELC Journal, conference proceedings, and edited volumes. His research focuses on second language pronunciation teaching and learning, second language teacher cognition, and nonnative-speaking teachers of English. He is the incoming chair of the Speech, Pronunciation, and Listening Interest Section of TESOL International.

Presenters: Alfredo Ortega and Marianella Granados National Advisors, MEP Thursday August 26th, 14:00 p.m.

Guidelines on how to write indicators of learning for the suggested pedagogical mediation of the English Curriculum in Costa Rican secondary schools.

PRESENTERS

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Alfredo Ortega - Cordero is currently serving as English National Advisor at the Third Cycle and Diversified Education Department, Ministry of Public Education. He holds a master's degree in School Administration, a Licentiate degree in English Teaching and a Bachelor's degree in English Teaching . He also holds the SIT-TESOL Certificate, teaching course accredited by the SIT Graduate Institute and World Learning. At present, he´s pursuing a master’s degree in English Teaching as a Foreign Language at Universidad de Costa Rica. He worked as an English teacher in public secondary institutions for fifteen years. He participated in the design of the new English Curriculum for Diversified Education for Bilingual Experimental High Schools and Bilingual Groups. He also worked seven years in administrative positions at MEP and seven years as EFL -ESP professor and program coordinator at the Tropical Agricultural Research and Higher Education Center (CATIE) Graduate School. He has participated as a presenter in national and international conferences.

Marianella Granados Sirias. I am currently serving as National English Advisor at Third Cycle and Diversified Education Department, Ministry of Public Education. I hold a master's degree in Education with an Emphasis on Curriculum Design and a licenciatura in English Teaching from Universidad Latina de Costa Rica and a Bachelor’s Degree in Teaching English as a Foreign Language from Universidad Nacional. Besides, I hold a SIT TESOL CERTIFICATE from a program of World Learning offered through Centro Espiral Mana. I participated at the Study of United States Institutes for Secondary Educators at California State University, Chico and United States Department of State Bureau of Educational and Cultural Affairs. I have worked as an English teacher in private and public institutions from elementary to university level for more than 20 years. I have worked as an English National Advisor in two departments called Dirección de Desarrollo Curricular and at Dirección de Gestión y Evaluación de la Calidad where I designed and implemented the first diagnostic English tests for ninth grade in 2010. I had the chance to measure in diagnostic tests other skills such as listening and writing. I also did a research to identify the Associated Factors to Students Performance in English as a Foreign Language in Costa Rica in Third Cycle. I have also been part of designing the new English Curriculum for Third Cycle and Diversified Education, the Pilot Project for Bilingual Groups Spanish-English and the curriculum for Bilingual Experimental High Schools and Bilingual Groups. I have worked for Ministry of Public Education for 29 years.

Guidelines on how to write indicators of learning for the suggested pedagogical mediation of the English Curriculum in Costa Rican secondary schools.

This workshop intends to provide high school English teachers with guidelines on how effectively write indicators of learning related to the development of the four linguistic competencies. Indicators of learning are strictly related to the pedagogical mediation process and task achievement. They allow teachers to provide specific and timely descriptive feedback to students. In fact, indicators of learning help teachers assess learners’ achievement level based on the goals, assessment strategies and the three learnings (Learn to Know, Learn to Do, Learn to Be and Live in Community) set in MEP’s English Curriculum for secondary schools.

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Presenters: Alfredo Ortega and Marianella Granados National Advisors, MEP Thursday August 26th, 14:00 p.m.

PRESENTERS

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Poster Session Program

Thursday August 26th, 3:15 p.m.

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CAROUSEL PROGRAM

# Presenter Title of the Activity

1 Lesly Zúñiga Vargas Using Picker Wheels to Enhance Class

Participation

2 Leandro Jiménez

Gamboa

Creative Narrative Events!

3 Karol Vásquez

Vásquez

Starting Class with Fun: Mobbyt

4 Jean Carlo Núñez

Jiménez

Tongue Twisters: Promoting Peer

Assessment in Pronunciation!

5 Erick Pérez Valerde Evaluation as a Learning Method

CAROUSEL SESSION #2Day 2: Thursday, August

26th, 2021 Time: From 5: 00 to 6: 00 p.m.

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CAROUSEL PRESENTERS

Name: M.A. Lesly Zúñiga VargasPosition: English Professor at Universidad Nacional, Costa RicaTitle of the Teaching Activity: Using Picker Wheels to Enhance Class ParticipationSummary: Picker wheels are easily accessible and user friendly tools available online that can help teachers promote class participation. An advantage of playing with picker wheels is that students in synchronous classes are encouraged to turn on their cameras and microphones in order to actively participate in small groups or as a whole class.

Name: Leandro Jiménez GamboaPosition: English Teacher at CIUNA, Universidad Nacional, Costa Rica Title of the Teaching Activity: Creative Narrative EventsSummary: Creative Narrative Events provides a versatile way for EFL teachers as well as students to tell stories through illustrating what happens in an anecdote through the website StoryBoard Creator. The participants of the activity can let their creativity flow by using a variety of stamps, scenarios, and characters available in the webpage. Telling stories has never been so fun!

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CAROUSEL PRESENTERS

Name: Karol Vásquez VásquezLevel: Sophomore at Coto Campus, Universidad Nacional, Costa RicaTitle of the Teaching Activity: Starting Class with Fun: MobbytSummary: This activity is designed with the idea of helping teachers learn different ways to create warm-ups with the use of Mobbyt, a platform designed to create games. This will help them to start each class with fun and also review topics studied during lessons.

Name: MSc. Jean Carlo Núñez JiménezLevel: English Teacher at CIUNA, Universidad Nacional, Costa Rica Title of the Teaching Activity: Tongue Twisters: Promoting Peer Assessment in Pronunciation!Summary: Tongue twisters have been used for years to practice pronunciation. However, I want to show teachers and students that it is possible to use them to creatively incorporate peer assessment into their classes.

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CAROUSEL PRESENTERS

Name: Erick Pérez ValverdeLevel: Junior at Coto Campus, Universidad Nacional, Costa RicaTitle of the Teaching Activity: Evaluation as a Learning MethodSummary: How can you make sure that students are doing their homework and really learning in their educational process? In most cases, the evaluation system has been focused on providing learners with scores. Nonetheless, through fusing the Flipped Classroom to editable homework you can give students the opportunity to use self-assessment in an enlightening way. Further, teachers can benefit from this as they can have a better grasp of their students’ linguistic development.

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PRESENTERS

Presenter: Laura BaecherHunter College City University of New YorkFriday August 27th , 8:30 a.m.

15 Trends to Consider for the Future of Language Teaching

How can we utilize what we have learned over the past year to advance education in the years to come? In this session we will examine 15 trends that are shaping the educational landscape and reflect on which matter most to us as language teaching professionals.

Dr. Laura Baecher is a Professor at the Hunter College School of Education, City University of New York where she also serves as a faculty fellow in the Academic Center for Excellence in Research and Teaching. Her interests relate to teacher/faculty learning, observation and coaching, and professional development. Recent books include Study Abroad in Teacher Education: Transformative Learning for Pre- and In-Service Teachers and Global Perspectives on the Practicum in TESOL. She is the Professional Development Blog author for TESOL (2021-2022), has served as TESOL’s Teacher Education Interest Section Chair, as an English Language Specialist for the US Department of State, and as President of the New York State TESOL affiliate.

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PRESENTERS

Presenter: Jorge AguilarUniversidad Nacional Friday August 27th, 10:00 a.m.

The teaching of tense and aspect in second language classes: errors and misconceptions

Traditionally, grammarians have treated the teaching of grammar as a matter of memorizing structures and substituting lexical items. Reflecting this traditional influence, we find publications such as the following in many ESL/EFL classrooms: Azar (1999), Butler and Podnecky (2000), Elbaum (2001), Richards, Hull and Proctor (1997), and Kirn and Jack (2002). For the most part, these texts do not attempt to integrate or apply recent scholarly work on tense and aspect. A few approaches have focused on the relationships among form, meaning and use (cf. Thewlis, 2000; Badalamenti and Henner-Stanchina, 2000), but even these texts do not fully acknowledge current theorizing and the empirical findings from research in this area. In fact, relatively little work has been done based on the construction of form- meaning-use associations in tense and aspect systems, especially from a pedagogical point of view; therefore, I present an overview of the English tense-aspect system and its components, findings regarding the acquisition processes of tense and aspect used by second language learners, a description of the tense aspect form (i.e. structure), the model used in ESL/EFL textbooks for teaching it, and a short overview of the input processing theory which serves as the pedagogical framework for the present work.

Jorge Aguilar Sánchez is a linguistics professor at School of languages and literature. Dr. Aguilar has taught at Dayton University, Ohio, University od Wisconsin-La Crosse, both in the United States. He has also worked at University of Costa Rica, South campus. He has a PhD in linguistics with an emphasis in TESOL and applied linguistics also a PhD in Hispanic linguistics with an emphasis in Sociolinguistics and research methodologies. Dr. Aguilar has published his research on well-known national and international journals. He has shared his work in multiple events like national and international congresses, conferences in linguistics, TESOL and research methodologies. He has over 30 years of teaching experiences and 20 of them in higher education.

Presenter: M.A. Barbara Jean Hall Georgia State UniversityFriday August 27th, 11:00 a.m.

Why Our Students Resist Academic Writing: Problems and Solutions, A Discussion.

This talk will examine some of the real and imagined issues that second language students (L2) as well as native speakers of English have with composition in the 21st century. In general, of the four skills the last for students to acquire is writing, and mostly, teachers of English must navigate quite a bit of resistance from students. Honestly, the majority of L2 and native speaker students do not like writing and do not want to complete writing assignments that are necessary for critical thinking skills and language development. We ask: “What is going with that”? This open discussion, with power point notes and comments, hopefully will further an understanding of the problem and suggest ways of fostering positive methods and solutions to encourage better attitudes towards writing in the

classroom.

Born in New York, currently teaches English Composition/Literature at Georgia State University in Atlanta, Georgia, and has worked with secondary/college ELL writers throughout her career. She holds an M.A. in English Literature from Wake Forest University and an M.S. in Applied Linguistics from Georgetown University. She has co-authored and published three composition textbooks: Writing Workshop: A Manual for College ESL Writers (2015); Successful College Composition (2019); and College ESL Writers: Applied Grammar and Composing Strategies for

Success (2017). In Spring 2015, she held a U.S. Fulbright Scholar Award in TEFL in 2015 to Costa Rica entitled “Core Skills in Ongoing Teacher Development: Outreach and Access.”

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Presenter: Patricia López Instituto Tecnológico (TEC) Friday August 27th, 13:00 a.m.

Reflections about ERT during pandemic times: Sharing my story

In this presentation, I aim at sharing my story regarding the pedagogical complexities of the teaching-learning process under an Emergency Remote Approach during pandemic times. I will share with you what has and has not worked in my teaching practices, where persistent reflection and professional development have been constant allies in these challenging times. My story will lead you to embrace change and will challenge you not only to reimage, but also repurpose core pedagogical beliefs as a mandatory yet satisfying endeavor.

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Robotel Inc. is a Canadian educational technology provider with over 35 years of experience in the fields of information technology, language teaching, digital content development and educational publishing. Our flagship solution combines a contemporary language teaching platform (SmartClass HUB) with an interactive and digital language curriculum (SmartClass Content). Over the past years, we have developed a variety of compelling and extensive digital curricula to teach English, German, and Spanish. Those curricula were developed by teachers for teachers in alignment with the CEFR Proficiency Standards (Levels A1 to C2 for English as a full curriculum and levels A1 to B1 for the other two languages as a supplemental curriculum). The primary aim is to support language teachers in their endeavor to digitally enhance their language instruction and provide ample of meaningful and practical opportunities for their students to actively practice all linguistic skills, so that they can gain a lasting confidence to speak and communicate in the learned target language. For the virtual event, we anticipate to highlight our digital Let's Talk! English curriculum, share tips and tricks for successful technology implementation, and offer best practices when it comes to digital pedagogy, curriculum adoption and instructional coaching.

Fabian Klein

2020-Present: Director of Teacher Support and Educational Technology2018-2020: Language Acquisition Specialist and Sales Director / Europe North2008-2018: Worked as a Foreign Language Immersion Teacher utilizing extensive digital tools and resources.Active roles included: Language Ambassador, Smart Technology Facilitator, Technology Champion

2008-2013: Studied Bilingual Education, Immersion Pedagogy and Language Acquisition2004-2008: Studied Multilingual Communication, Linguistics and Translation Studies1998-2002: Studied Information and Communications Technology

Presenter: Fabian Klein ROBOTEL inc. Friday August 27th, 14:00 p.m.

PRESENTERS

Presenter: Manuel Rojas MataMinistry of Public Education, MEPFriday August 27th, 15:00 p.m.

Pathway to a Bilingual Costa RicaThe Curricular Policy: "Educating for a New Citizenship" of the Ministry of Public Education, approved by the Higher Council of Education, proposes the creation of learning environments that “promote the development of new skills required to face the challenges of the 21st century "It also raises the strengthening of a global citizenship with national identity, in relation to “the situation of the globalized world, where it is required to emphasize essential skills that include values, attitudes, communicative capacities (…) The concept of global citizenship is based on the connection and immediate interaction between people from all over the world, anywhere and at any time ... We can affirm that we live in a world where local actions directly affect the global context and global decisions also condition local aspects in terms of ecological, social, cultural situations, political and economic events that take place in the world. " (Agreement 07-64-2016, CSE, 2016).

This initiative arises from the government strategy called Alliance for Bilingualism, which is of national coverage and seeks to turn Costa Rica into a bilingual country and thereby improve investment attraction, boost job creation, and the economy and increase the academic and work opportunities of the Costa Rican population

The Ministry of Public Education established the need to crystallize, guide and consolidate the actions undertaken in the educational promotion of the acquisition of a second language.

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Reimagining language education through universal design for learningUniversal Design for Learning (UDL) is an educational framework that guides the design and delivery of curriculum by anticipating and responding to full range of learning needs in the classroom. While it has been widely applied in many instructional settings to maximize learning opportunities for all learners, its potential and implications for language education have not been fully explored. This presentation (a) provides an overview of this framework focusing on its three main principles (i.e., multiple means of engagement, representation, and expression); (b) discusses its implications for reimagining language education through inclusive and flexible classroom design; and (c) showcases a series of teaching, learning, and assessment activities to demonstrate how its guidelines can be applied in the language classroom.

Dr. Umit Boz is a Senior Instructor and Director of Student Experience for the Community-based Bachelor of Education program in the Werklund School of Education, University of Calgary, Calgary, Canada. He completed his graduate studies at the State University of New York at Albany where he received his M.Sc. in TESOL and his Ph.D. in Curriculum and Instruction with a specialization in Language and Literacies. Positioned at the intersection of Applied Linguistics, Communication, and Education, Dr. Boz’s research is centered on developing and applying novel discourse analysis techniques to better understand how multilingual speakers negotiate and (re)construct their interactional roles and identities in a variety of settings, including situated interactions, task-based dialogues, and small group learning.

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Presenter: Dr. Umit BozUniversity of Calgary Friday August 27th, 4:00 p.m

Special thanks goes to all the different committees for their excellent work and dedication to this event:

• Central CommitteeGeneral CoordinatorsM.A. Cinthya Olivares GaritaM.A. Sofia Mora AbarcaLena Barrantes Elizondo, PhD

• Protocol CommitteeCoordinatorM.A. Roger Segura AriasMembersM.MT. Laura Mesén MéndezM.A. Noelia Jiménez Valverde

• Internal Logistics CommitteeCoordinatorMsc. Evelyn Valverde Marin MembersMsc. Verónica Brenes Sánchez

• External Logistics CommitteeCoordinatorM.A. Jorge Altamirano AlvaradoMembersM.A. Juan Manuel Méndez Valverde

• Promotion and Information Committee

CoordinatorsM.A. Cinthya Olivares GaritaM.A. Sofia Mora AbarcaMembersM.ATI. Jorge Arturo VillalobosB.A. Ian Rodríguez Zúñiga

• Coto Campus CoordinatorsM.A. Marianela Sandí CruzMaster. Ariel Robles Barrantes

• Finance CommitteeCoordinatorM.A. Sofía Mora Abarca

• Colaborators UNAM.Sc. Yendry Alvarado CastilloM.A. Diego Garro Bustamante

• Student AssistantsJeison Godínez QuesadaMagaly Tapia Mora Dennis Chinchilla Navarro

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Acknowledgements

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Sponsors