I JORNADA DE REFLEXIN E INTEGRACIN

LA LENGUA EXTRANJERA EN EL PROFESORADO SUPERIOR DE LENGUAS VIVAS: UN DESAFO

CONSTANTE PARA FORMADORES DE DOCENTES DE IDIOMAS Y TCNICOS EN TURISMO
22 de septiembre de 2014
Comisin de Ingls

Coordinadores y Moderadores:
- Roberto Gramajo
- Gustavo Zaplana

PROGRAMA:

Primera Parte

14.00 a 14:30 Acreditaciones

14:30 a 14:45 Palabras Inaugurales de la Jornada

Palabras Inaugurales de la Sra. Coordinadora a Cargo del IFD N 6007 Profesorado Superior de Lenguas Vivas,
Prof. Blanca Stjar de Porta.

14:50 a 15:10 Development of criterion-referenced assessment of essay writing in English Language III
and IV at the Profesorado Superior de Lenguas Vivas, Salta

Expositora a cargo: Mara Jos Alemn

15:15 a 15:40 La enseanza del ingls con propsitos especficos

Expositoras: Ins Amaduro, Mnica Guerra

15:45 a 16:10 The study of identity and migration in Anglophone discourses: A research project that
celebrates cultural diversity

Expositora: Susana Company

Pausa Caf: 15 minutos

Segunda Parte

16:30 a 16:50 Communicative Competence in English of Specialists in Tourism in the city of Salta

Expositor: Roberto Gramajo

16:55 a 17:20 - The Internet for ELT: Enhancing English grammar practice and learning through Web-
based materials

Expositor: Gustavo Zaplana

17:25 a 17:45 Discourse Analysis: The use of Specific ICT tools in the teaching of the subject

Expositora: Noelia Tintilay

17:45 a 18:00 Closing Session Final Words and General Comments

 RESMENES DE LAS PONENCIAS

Development of criterion-referenced assessment of essay writing in English Language III

and IV at the Profesorado Superior de Lenguas Vivas, Salta
Mara Jos Alemn

Essay writing is an essential part of the language class and the ability to write good essays is a
basic skill that every teacher of English as a foreign language should possess. However, many
times the standards by which the students are assessed are not clear or made explicit to the
students and there can be lack of agreement among the teachers as to what aspects should be
relevant to assess. This paper aims to explain how the assessment criteria used in English
Language III and IV of the Teacher Training College were developed. It will illustrate the steps
taken to understand the needs of the trainees, the difficulties in reaching agreement among raters
and the procedures followed to obtain teachers and students views on essay writing and its
assessment. It will also briefly refer to the analysis of the data obtained and how it was used to
design the essay writing assessment criteria so as to reduce subjectivity and increase the validity
and reliability in the judgment of students performances. The paper will finally explain the
benchmarking and social moderation procedures used to ensure that the criteria were interpreted
appropriately by other raters in the teacher training college and how it was also necessary to
devise a similar set of criteria which did not include the specialised jargon and which could be
easily accessible to the students. These student-friendly criteria were devised in the form of a
checklist which could guide the trainees to understand and check the aspects they should consider
while writing and editing their drafts and when evaluating their final product.

Biodata

Mara Jos Alemn: Profesora de Ingls, Profesorado Superior de Lenguas Vivas, Salta. Licenciada en Ingls, UCaSal. Master
of Arts in Professional Development for Language Education (with Distinction), Leeds Metropolitan University, Inglaterra.
Premio NILE al Mejor Desempeo en Maestra, Leeds Metropolitan University. Capacitadora, Norwich Institute for Language
Education (NILE), Inglaterra, 2007, 2008, 2009. Distinguished Fulbright Award in Teaching, 2011, University of Maryland, EEUU.
Capacitadora Validada, British Council, Connecting Classrooms, Professional Development for Teachers, Institute of Education,
University of London, Inglaterra, febrero 2013.

La enseanza del ingls con propsitos especficos

Ins Amaduro, Mnica Guerra

En esta ponencia intentar demostrar de qu manera la enseanza de la historia de la cultura y la

literatura contribuyen eficazmente en la formacin integral de los profesores y por qu es til a la
hora de desempearse laboralmente.
La historia de la cultura y la literatura fueron tradicionalmente importantes en las carreras de
formacin de docentes de lengua extranjera. Formaban parte de la currcula con una carga horaria
importante a lo largo de toda la carrera. Los sucesivos cambios en los planes de estudio redujeron
paulatinamente el tiempo dedicado a estas materias para dar paso a otras, que segn los
fundamentos esgrimidos, se adaptaban mejor a las necesidades del momento.
Qu nos aportan estas asignaturas a nuestra formacin en lengua extranjera? Son tiles para
nuestro desempeo laboral? Si debo ensear en primaria y secundaria tan solo los rudimentos de
la lengua, qu sentido tiene estudiar la historia de Francia, conocer el arte en todas sus
manifestaciones y analizar en profundidad los textos de grandes autores?
En este trabajo responder a estos interrogantes que seguramente se plantean muchos de
nuestros alumnos. Demostrar por un lado el aspecto formativo de esta enseanza y por otro su
aspecto pragmtico que nos ayuda a insertarnos con herramientas eficaces en el mundo laboral.

Biodata

Ins Amaduro: Profesora en Ingls (Profesorado Superior de Lenguas Vivas de Salta), Licenciada en Ingls (UCaSal), y Magster
en Ciencias del Lenguaje (UNSa); ex-becaria Fulbright. Se ha desempeado como capacitadora y expositora en diversos eventos
nacionales e internacionales. Es Profesora Adjunta de la Ctedra de Ingls de la Facultad de Ingeniera y Directora de Proyectos
de Investigacin en la Universidad Nacional de Salta. Es Profesora de Lengua Inglesa II, Lingstica, y Fontica Inglesa en el
Profesorado Superior de Lenguas Vivas de Salta.

Mnica Guerra es Magister en Ciencias del Lenguaje, graduada en la Universidad Nacional de Salta y Licenciada en Ingls, en la
Universidad Catlica de Salta. Se desempea como Profesora Adjunta de la Ctedra de Ingls en la Facultad de Ciencias
Naturales y a cargo de Ctedra, en la Facultad de Humanidades, UNSa. Tambin, es Profesora de Fontica Inglesa II y Lengua
Inglesa III en el Profesorado Superior de Lenguas Vivas de Salta. Realiz estudios de perfeccionamiento en London Guildhall
University, England y en Santa Barbara University, California, USA. Ex becaria de Visiting International Faculty Program, 2005-
2006. Desde 2008, se desempea como investigadora en CIUNSa. y participa en proyectos acerca de la Lingstica Aplicada.
 The study of identity and migration in Anglophone discourses: A research project that
celebrates cultural diversity
Susana Company

The purpose of this presentation is to share with the Lenguas Vivas community the main objectives
and contributions made by the first research group in the history of the English Department at
Universidad Catlica de Salta. The research project Identity and migration in Anglophone
discourses (Resolucin Rectoral N 560/11, 2011-2014) explored a variety of texts that highlight
notions of interculturalism and cultural identity in order to reflect on their possible didactic approach
in the English class. The rationale for this research endeavor was that working with multiculturalism
in the ESP classroom encourages the development of intercultural competence and the
strengthening of ones own cultural identity, thus fostering social integration and respect for
diversity.

Biodata

Susana Mara Company: Profesora en Ingls (Universidad Nacional de Tucumn) y Master of Arts in English Language and
Literature (University of Maryland, College Park, EEUU); ex-becaria Fulbright. Fue Profesora de Literatura Americana en la
UNT. Es actualmente Profesora de literaturas anglfonas en la UCASal y el Prof. Sup. de Lenguas Vivas, y es Jefe de Trabajos
Prcticos de la Ctedra de Ingls en la Facultad de Ingeniera de la UNSa. Investigadora Categorizada de proyectos de
investigacin en la UNT y UNSa, y directora de un Proyecto de Investigacin en la UCASal.

Communicative Competence in English of Specialists in Tourism in the city of Salta

Roberto Gramajo

In the field of tourism the use of English has become a question of prime importance, especially in
receptive tourist places like Salta. This importance is given by the fact that most of the inbound
tourists resort to English when they want to get their messages across and their mother tongue is
not spoken in the place they visit. Due to the rapid growth of international receptive tourism in the
northwest of Argentina in the last two decades, a number of tertiary institutions have designed
courses to train experts in tourism with a threshold level of proficiency in a foreign language,
especially in English. I taught English for specialists in tourism for about seven years. During this
period, I witnessed the necessity to improve the students command of English when dealing with
foreign tourists. This is the main reason that led me to do this qualitative and quantitative research
about the relevance of the use of English in the field of tourism. The research was based on the
hypothesis that the level of communicative competence in English attained by tourism graduates
during the course of their studies does not fully allow them to achieve an effective interaction with
foreign tourists. In order to verify this hypothesis, a number of objectives were set to identify the
level of communicative competence of specialists in tourism considering the different types of
interaction to which they are exposed in their daily professional activities, and their level of
accuracy and appropriacy when they communicate in English.

Biodata

Roberto Gramajo es Profesor de Ingls (Profesorado Superior de Lenguas Vivas de Salta), Licenciado en ingls (UCaSal), y
Especialista en el Uso Pedaggico de las Tecnologas de la Informacin y Comunicacin (Centro de Estudios a Distancia de
Salta). Es adems Tcnico Superior en Periodismo Deportivo (Escuela del Crculo de Periodistas Deportivos de Bs As). Ex-
becario Fullbright y la Embajada de Estados Unidos en dos oportunidades (Universidad de Texas en Austin y Encuentro
Internacional de Becarios en Seattle, Washington). Maestreando de la Maestra en la Enseanza del Ingls como Lengua
Extranjera (FUNIBER). Es tambin Rector del nivel secundario del Instituto Jean Piaget 8048. Es profesor de Lengua Inglesa I
y II, Taller de Produccin de Textos, Historia de la Civilizacin y Cultura 2 y Seminario Literario, y coordinador del rea de Ingls
en el Profesorado de Ingls en el Profesorado Superior de Lenguas Vivas de Salta.
 The Internet for ELT: Enhancing English grammar practice and learning through Web-based
materials
Gustavo Zaplana

The integration of language instruction and technology has been the focus of study of many
language pedagogues and researchers whose concern has turned to the use of the computer to
facilitate language teaching and learning. Consequently, the tenets of Computer-Assisted
Language Learning (CALL) have come along with common issues in English Language Teaching
(ELT) and Second-Language Acquisition (SLA). The emergence and development of the Internet
have brought about a realm of possibilities for language educators and thus, the focus of research
in CALL has centered in the study of web resources and their possible exploitation for ELT and
learning. Due to increasing opportunities for interaction on the Internet, the Web represents a
valuable resource which has undoubtedly made the English teaching-learning process easier in
many aspects. Accordingly, this discussion paper aims to introduce an overlook of the theories
concerning Web-Enhanced Language Learning (WELL). This presentation also shows how specific
on-line tasks and authentic materials were selected and adjusted to design student worksheets as
web-based grammar exercises for the practice of a specific topic in an advanced grammar course
for prospective English teachers.

Biodata

Gustavo Zaplana: Profesor en Ingls (Profesorado Superior de Lenguas Vivas de Salta), Licenciado en Ingles (UCaSal),
Diploma in English Language and Literature (Dillard University, New Orleans, USA), Master in Teaching English as a Foreign
Language (Magna Cum Laude Universidad de Jan, Espaa). Doctorando del Doctorado en Humanidades con mencin en
Lenguas Extranjeras (UNT, Tucumn). Ex-becario Fulbright, Teaching Assistant Program. Director del Dpto. de Idiomas, y
Profesor Adjunto de la Ctedra de Ingls de la Facultad de Ciencias Econmicas, UNSa. Jefe de Trabajo Prcticos en la
Facultad de Ingeniera, UNSa. Investigador Categorizado del Consejo de Investigaciones de la UNSa en el mbito de la
Lingstica Aplicada. Capacitador y expositor eventos nacionales e internacionales. Profesor de Gramtica Inglesa II, Literatura
Inglesa I, TIC y Oratoria en el Profesorado Superior de Lenguas Vivas de Salta.

Discourse Analysis: The use of Specific ICT tools in the teaching of the subject
Noelia Tintilay

Anlisis del Discurso Cientfico y Tcnico is a subject in the curriculum of the English Teacher
Training Program at Profesorado Superior de Lenguas Vivas de Salta that allows for different
teaching approaches. Since this course is taught in English, it could be associated to EAP (English
for Academic Purposes). One of its main goals is training students in the use of academic language
and abilities to study, carry out research and communicate their findings in written and oral forms.
That means, this class allows prospective English teachers to practice and develop specific
academic writing competences, with a strong emphasis on research and oral presentation skills.
Since 4th-year students in this Institution now have their own netbooks which were provided by the
government under the Program Conectar Igualdad, these learners have a great advantage over
those who took the subject in previous years and who did not have the chance to work with their
own computers in class lessons and/or at home. Moreover, students nowadays can access up-to-
date information on the Internet and can use email, social networking sites, word processors,
online dictionaries, vocabulary profilers and other web tools that are very useful for this subject.
These ICT tools will be dealt with in this presentation in order to evaluate how they contribute to the
improvement of students writing skills, and whether they help trainees to be better prepared to face
the challenges of their professional careers in the 21st century.

Biodata

Noelia Tintilay: Profesora de Ingls (Profesorado Superior de Lenguas Vivas de Salta) y tesista de la Licenciatura en Ingls
(UCaSal) con amplia experiencia enseando en Institutos de Formacin Docente en la provincia de Salta (IFD N 6016
Conscripto Ricardo Armando Paz Mosconi; Liceo Cultural Docente Salta e IFD 6007 Prof. Superior de Lenguas Vivas). Ex-
becaria Fulbright: Foreing Language Teaching Assistant Program. Distinguida con membresa especial en Phi Sigma Iota
International Foreign Language Honor Society, Alfred University, New York. Sus reas de inters incluyen el diseo de
materiales y el uso de TIC en la enseanza del ingls. Actualmente se desempea como docente en el Profesorado Superior
de Lenguas Vivas N 6007 dictando Lengua Inglesa I, Gramtica Inglesa I, TIC y Anlisis del Discurso Cientfico y Tcnico.