PROGRAM

Cota, March 29th, 2010

The following describes the program that is going to take place as well as the schedule ant
the place where it is going to take place.

TIME ACTIVITY-RESPONSIBLE PLACE

7:45-8:00 A.M REGISTRATION-Gicela Sánchez –Sandra Martínez Restaurant Hall.

Heads of Spanish and Math Department Summerhill

School.

8:00-8:15 A.M. OPENING CEREMONY Auditorium

Yesmín Díaz- Headmaster Summerhill School.

James Barrera- Bilingual Program Coordinator

Summerhill School.

8:15-9:00 A.M PLENARY-Raúl García- Ministerio de Educación Auditorium

Nacional.

“National Bilingual Program Achievements and

Challenges”

9:00-10:00 PLENARY- Ricardo Romero-Associate Professor at the Auditorium

A.M MA Program in Linguistics at the National University and
Manager for the Andean Region for Oxford University
Press.

“B2 or not to B2! That's the Question”

10:00-10:30 BREAK Restaurant Hall

A.M
Concurrent Academic Session Registration-Gicela
Sánchez and Sandra Martínez

10:30-11:30 PLENARY-Beatriz Peña Dix- Los Andes University Auditorium

A.M English Academic Support Program and Pedagogical
Area.

“(Mis)Understanding Bilingual Education in

Colombia”
11:30-1:00 PLENARY-Dr. María Cristina Arciniegas de Vélez- Auditorium
P.M Dean of Education School Universidad del Bosque.

“Believes about Bilingual Education”

1:00-1:50 P.M LUNCH BREAK Restaurant Buffet.

1:50-3:15 P.M CONCURRENT SESSIONS ROOMS

Omar Marín- Pearson Longman National ELT Coordinator Room 1 First floor
for Colombia. Administrative and High
School Building.
Is CLIL really for you or is it just another trendy
name?

PhD. Carl Anderson- Professor in the Department of Auditorium

Foreign Languages & Cultures at the University of La
Sabana teaches in the Master's in English Language
Teaching (Autonomous Learning Environments) program.

"Introduction to CLIL principles - CLIL in Action".

Alejandra Nieves-Coordinator from immersion program at Room 3 First floor

Gimnasio Colombo Británico and now academic Administrative and High
consultant for Cambridge. School Building.

“Don´t be so yesterday”

José Rodríguez- English Program Coordinator Gran Room 2 First floor

Colombia University and Professor of English. Administrative and High
School Building.
“Communicating effectively for Teaching effectively.”

3:15-3:30 P.M ATTENDANCE CERTIFICATES Restaurant Hall

 ―Successful practices of English Teaching”

Nos es grato participarle el deseo de la Institución de consolidar día a día el

proyecto Bilingüe que tenemos en marcha desde hace varios años y el que
queremos proyectar en beneficio de nuestra comunidad y nuestro entorno. Hemos
venido liderando el II Simposio de Educación Bilingüe al que hemos
denominado ―Successful Practices in Bilingual Education”, dirigido a docentes
de nuestra Institución, directivos y docentes de los Colegios cercanos a la
localidad.

Es un privilegio el poder contar con su presencia de este gran evento para nuestra
comunidad ya que estamos seguros que abre una ventana a la discusión y a la
vez compartir esos conocimientos que todos tenemos entorno a la adquisición del
Inglés.

El Simposio de Educación Bilingüe que tiene como objetivo compartir e

intercambiar experiencias formativas en torno a estas grandes temáticas es una
oportunidad que ayuda a enriquecer el conocimiento en:

Modelos, programas y prácticas pedagógicas en la Educación Bilingüe.

Políticas lingüísticas y educativas para la educación bilingüe.
Estrategias exitosas en la enseñanza del inglés.

En esta edición participarán, en carácter de Disertantes Invitados, importantes

directivos docentes e investigadores en la temática central y en temas afines
propios del campo de la Educación Bilingüe, que ya han comprometido su
participación en actividades pautadas en general, a saber.

La organización de este evento esta a la cabeza del Coordinador del Programa

Bilingüe de Summerhill School. James Barrera Sánchez, holds a BA in Social
Studies with emphasis in English and Spanish and a Master Degree in Educative
Management. His outstanding experience has been leading administrative roles
and teaching English as a Second Language at high schools. He has participated
in the certification and accreditation of quality systems and International programs
at different bilingual Schools in Bogotá. Actually, He is coordinator from the
Bilingual Program integrating contents (language arts, math, science and
geography) at Summerhill.
 SPEAKERS

1. Raúl Enrique García, holds a BA in English Philology. His interests include

applied phonetics and phonology, critical discourse analysis and the use of
ICT in English teaching. After working as a teacher in primary, secondary
and tertiary teacher education, in 2008 he was appointed project assistant at
the National Bilingual Program in Colombia. He is currently coordinating the
program‘s website and a number of online and on-site professional
development programs.

2. Ricardo Romero, holds a BA in English Language and Literature from the

UNAM in Mexico and an MA in Applied Linguistics from the District
University in Bogotá. He has been a teacher at all levels, an author and a
teacher trainer. Ricardo was President of the Colombian TESOL in two
terms and was instrumental in the implementation of the National Bilingual
Program while he was working at the British Council Colombia. He has been
a presenter in the US, the UK, and the Americas in various academic
events. He is currently an Associate Professor at the MA Program in
Linguistics at the National University and the Manager for the Andean
Region for Oxford University Press.

3. Beatriz Peña Dix, is a bachelor in Modern Languages (Los Andes

University, 1997), M. A. in Hispanic and Latin American Literature from
Andrés Bello Seminar (Caro y Cuervo Institute, 2001), and M. A. TELF
candidate (University of León). Currently, she works at Los Andes University
in the English Academic Support Program and in the Pedagogical Area, and
is pursuing her Education Doctorate at Durham University, England.
Professor Peña‘s main concerns include ELT didactics, learning strategies,
autonomy training, teacher education and professional development;
bilingual education; and the intercultural dimension in language teaching
and learning.
4. Dra. María Cristina Arciniegas de Vélez, Dean of Education School
Universidad del Bosque. BA in Modern Languages at Universidad de Los
Andes, Bogotá, Colombia M. Ed in Educational Research and Technology,
Pontificia Universidad Javeriana, Bogotá Colombia Permanent Seminar on
―The University‖ ASCUN- ICFES.

5. Omar Marín, holds a BA in Philology and Modern Languages, a TESOL

degree from Universidat di Aruba, and received his University of Cambridge
CELTA Certificate in London. He has taught English, Spanish, Papiamentu
and Dutch as foreign languages in Aruba, The Netherlands, England and
Colombia. He has also taught Spanish and English as second languages,
as well as English as subject in the UK for children with behavior-learning
difficulties, and social studies in English.
He has a specialization in Coaching and Facilitation from Universidad
Tecnológica de Pereira. He worked as the General Academic Coordinator
for the Centro Colombo Americano Pereira for seven years. He is currently
working for Pearson Longman as National ELT Coordinator for Colombia.

6. Carl Anderson, is a professor in the Department of Foreign Languages &

Cultures at the University of La Sabana in Chía, Colombia, where he
teaches in the Master's in English Language Teaching (Autonomous
Learning Environments) program, oversees the university's community of
CLIL teachers, serves on the editorial board of the Latin American Journal of
Content and Language Integrated Learning (LACLIL), and coordinates
Departmental research projects. He holds a B.A. from Harvard College
(USA) and a Ph.D. from the University of Cambridge (U.K.), and has worked
as a writer, editor, and translator in Europe and the Americas.

7. Alejandra Nieves, Bachelor of Arts in Language Teaching (Pontificia

Universidad Javeriana) Postgraduate Diploma in Educational Management
(Universidad de la Sabana) E-Tutoring Certificate (British Council Colombia)
 8 years experience teaching English at all levels and coordinating Bilingual
Immersion programs. (Gimnasio Colombo Británico).

8. José Rodríguez, holds a BA in English and French from Universidad

Pedagógica Nacional, an MA. in Applied Linguistics from Los Andes
University and a Majored in University Teaching from La Gran Colombia
University. He has had experience working as coordinator of AIE and EEP
at Cafam High School, food technology professor at CIDE University,
English program Coordinator and professor at La Gran Colombia University
and Interpretation Professor from Oxford Center Foundation-Bogotá. His
outstanding experience has been dealing about Didactics, Pragmatics,
Epistemology, Public Speaking and American-English Culture and
Civilization.
 B2 or not to B2! That's the Question

The National Bilingual Program has completed over 5 years since its promulgation.
Many institutions considered "early adopters" began to work and now see the
results. Some others waited to see how this could be implemented and are still
looking for the answers. The presenter will discuss the reasons for the
implementation of the Common European Framework levels in the Colombian
context and the kinds of action points that all educational institutes have to
consider if they are to succeed in achieving the levels proposed in this model.

Ricardo Romero, holds a BA in English Language and Literature from the UNAM
in Mexico and an MA in Applied Linguistics from the District University in
Bogotá. He has been a teacher at all levels, an author and a teacher trainer.
Ricardo was President of the Colombian TESOL in two terms and was instrumental
in the implementation of the National Bilingual Program while he was working at
the British Council Colombia. He has been a presenter in the US, the UK, and the
Americas in various academic events. He is currently an Associate Professor at the
MA Program in Linguistics at the National University and the Manager for the
Andean Region for Oxford University Press.
 “ (Mis)Understanding Bilingual Education in Colombia”

In current Colombian educational arena, implementing bilingualism and tuning

schools into bilingual sceneries seem to be a major concern for policy makers,
principals and teachers. Day after day, more primary and secondary institutions
look for a route of empowerment and transformation to an English language
immersion program. However, this path is certainly paved with myths and
misunderstanding; with expectations and concerns derived from the open debate
—impassioned advocates and detractors— this topic arises. Immersed in this
context of academic criticism, (Mis)Understanding Bilingual Education in Colombia
intends to: 1) Provide some insights on common misconceptions about what
bilingualism means; 2) Clarify and set cornerstone ideas about bilingualism, its
implications and future perspectives, and 3) Propose some self-evaluation, simple
procedures to make us aware about our role and commitment in the whole tapestry
of bilingual education.

Beatriz Peña Dix is a bachelor in Modern Languages (Los Andes University,

1997), M. A. in Hispanic and Latin American Literature from Andrés Bello Seminar
(Caro y Cuervo Institute, 2001), and M. A. TELF candidate (University of León).
Currently, she works at Los Andes University in the English Academic Support
Program and in the Pedagogical Area, and is pursuing her Education Doctorate at
Durham University, England. Professor Peña‘s main concerns include ELT
didactics, learning strategies, autonomy training, teacher education and
professional development; bilingual education; and the intercultural dimension in
language teaching and learning.
 Is CLIL really for you or is it just another trendy name?

In this presentation, we will start with the fact of identifying whether CLIL is for each
and every single one of the teachers involved in bilingual education. We will also
see what CLIL implies, and how to approach it. There are actually many different
ways in which we can define CLIL, not merely seen as an excellent means of
‗teaching‘ a foreign or second language, and a way of introducing international
aspects into the teaching of content subjects, but rather as a way of providing
students with skills to study and work in a multilingual and multicultural setting
TL2L.

Many schools in Colombia and all over the world have a strong policy on their
English programs or bilingual education, so they are intensifying the number of
hours in the English language programs at their schools, and one way of making
space for English is working on integrating language and content in their curricular
design, moving towards the cross curricular design.

As Ezana Habte-Gabr from the humanities Institute of Universidad de La Sabana

states in his article “Maintaining professional identity in CLIL instruction”, that CLIL
is increasingly gaining acceptance around the world as it seems to meet the
contemporary learning styles which are heavily influenced by multimedia and
internet, which tend to engage heavily language learners more in content as
opposed to language structure and grammar.

Then, the question raised in the current bilingual and multilingual education context
in Colombia, not only for the English teachers but also for teachers of other
subjects, is whether one is aware of the role as a content or language teacher, and
from there identify the part one plays for Content and Language Integrated
Learning in the Bilingual Colombia Project.

We will be sharing specific experiences and contexts of CLIL, from which

participants will begin to decide whether CLIL is for them and be aware of their
roles as participants in the multicultural learning settings. There will also be a
space for discussion on the actual management of the bilingual/multilingual
education in Colombia, and what the current approach towards CLIL could be.

Omar Marín holds a BA in Philology and Modern Languages, a TESOL degree

from Universidat di Aruba, and received his University of Cambridge CELTA
Certificate in London. He has taught English, Spanish, Papiamentu and Dutch as
foreign languages in Aruba, The Netherlands, England and Colombia. He has also
taught Spanish and English as second languages, as well as English as subject in
the UK for children with behavior-learning difficulties, and social studies in English.
He has a specialization in Coaching and Facilitation from Universidad Tecnológica
de Pereira He worked as the General Academic Coordinator for the Centro
Colombo Americano Pereira for seven years. He is currently working for Pearson
Longman as National ELT Coordinator for Colombia.
 "Introduction to CLIL principles - CLIL in Action".

In brief, the purpose of the presentation is to identify some key principles behind
the integration of content and language in the classroom, and then to look at and
discuss practical ways of applying these principles in our lessons. (I am not sure if
that description is sufficient as an "abstract", but it does capture the content of the
presentation.)

CLIL describes an evolving approach to teaching and learning where subjects are
taught and studied through the medium of a non-native language. In CLIL, learning
a curricular subject in a second, third or sometimes fourth language involves best
practice from a range of different educational contexts.

There are many advantages to the CLIL approach: it develops learners‘ skills and
understanding, enhances their cognitive processes and communication skills and
encourages intercultural understanding.

The global need for language learning, particularly for English, means the potential
for CLIL is enormous. For teachers of other curriculum subjects, being able to add
language teaching to their existing skills could be the key to greater career
opportunities. For language teachers, an understanding of how to teach a broader
range of curricular subjects is a challenge for the 21st century.

Carl Anderson is a professor in the Department of Foreign Languages & Cultures

at the University of La Sabana in Chia, Colombia, where he teaches in the Master's
in English Language Teaching (Autonomous Learning Environments) program,
oversees the university's community of CLIL teachers, serves on the editorial board
of the Latin American Journal of Content and Language Integrated Learning
(LACLIL), and coordinates Departmental research projects. He holds a B.A. from
Harvard College (USA) and a Ph.D. from the University of Cambridge (U.K.), and
has worked as a writer, editor, and translator in Europe and the Americas.
 “Don´t Be So Yesterday”

The outside world has changed dramatically over the last 20 years. Children today
have far more sophisticated tastes. They‘ve progressed from Cinderella to Shrek.
They use mobile phones, Play Stations, Wii and the Internet, yet language,
activities, and didactics in the classroom haven‘t changed at all. During this
workshop participants will reflect upon these factors and learn how to take
advantage of them through adventurous and effective teaching practices.

Alejandra Nieves is Bachelor of Arts in Language Teaching (Pontificia

Universidad Javeriana) Postgraduate Diploma in Educational Management
(Universidad de la Sabana) E-Tutoring Certificate (British Council Colombia) 8
years experience teaching English at all levels and coordinating Bilingual
Immersion programs. (Gimnasio Colombo Británico).
 “COMMUNICATING EFFECTIVELY FOR TEACHING
EFFECTIVELY.”

I had the opportunity to participate in a month seminar in Singapore where I

learned many things about how to communicate effectively to teach effectively.

I learned that Communication is a mutual exchange of information and

understanding by any means to create a change in the receptor. In other words,
communication is an exchange for a change. I learned that Communication and
Teaching are linked together.

Why do most of the students prefer one teacher more than another? Why are there
students who are reluctant to learn English as a foreign language?

Communication is selling and purchasing. Do my students buy/purchase what I

teach? What I teach is really meaningful to them? Why do my students forget what
I teach?

I really teach when I let the other learn.

The following golden rule made me become a better teacher:

Tell me and I will forget

Show me and I will remember
Involve me and I would learn
Convince me and I will change and act.

All these questions and statements made me create the course ―PUBLIC
SPEAKING‖ for La Gran Colombia University future teachers of English to motivate
and enable them to become not only excellent teachers but excellent
communicators as well.

The topics to share with you are the following:

1. Communication and Teaching: Elements, Characteristics and Barriers

 2. The Communicator/teacher‘s profile. Let me share with you something
about this part:

THREE KINDS OF TEACHER

Jim Scrivener- Macmillan Heinemann ELT

THE EXPLAINER

He/She is the teacher who knows the subject very well, but has limited knowledge
of teaching methodology.

This kind of teacher relies mainly on explaining or lecturing, as a way of conveying

information to the students.

THE INVOLVER

He/She is the teacher, who besides knowing the subject very well, is also familiar
with teaching methodology. He/She is the person who makes use and combines
different approaches when teaching. In other words, the ECLECTIC APPROACH-
Taking the best from the best.

THE ENABLER

Essentially teaching is about working with other human beings. This teacher knows
about the subject matter and about methodology, but also has an awareness of
how individuals and groups are thinking and feeling within his/her class. He/She
creates a good classroom atmosphere. His/her own personality and attitude are an
active encouragement to learning.

This kind of teacher is confident enough to share control with the learners, or to
hand it over entirely to them. Decisions made in his/her classroom may often be
shared or negotiated.
 3. Attitude and Communication
4. Aptitude and Communication
5. Speech delivery
6. Role of visual aids in teaching/communication
7. Developing Listening Skills
8. Listening Crisis
9. Voice management

José Rodríguez, holds a BA in English and French from Universidad Pedagógica

Nacional, an MA. in Applied Linguistics from Los Andes University and a Majored
in University Teaching from La Gran Colombia University. He has had experience
working as coordinator of AIE and EEP at Cafam High School, food technology
professor at CIDE University, English program Coordinator and professor at La
Gran Colombia University and Interpretation Professor from Oxford Center
Foundation-Bogotá. His outstanding experience has been dealing about Didactics,
Pragmatics, Epistemology, Public Speaking and American-English Culture and
Civilization.