Abstracts and Biodatas

Cecilia Acquarone

The Concept of Love in James Joyce’s Character Molly Bloom. A Cognitive Approach

The present work analyses a section of the epitext of the last chapter of James Joyce’s novel Ulysses. Thirteen love songs alluded to in the text of “Penelope” have been taken as the corpus of analysis from the standpoint of Cognitive Linguistics. These songs are here transcribed from Ulysses Annotated by Don Gifford et al, University of California Press, Berkely, 1989. It is the aim of this work to find out in what way the application of Zoltán Kövecses’s (1986) Idealized Cognitive Model of romantic love to the corpus of analysis can contribute to the understanding of the character of Molly Bloom.
Profesora en Inglés (IES Olga Cossettini)
Licenciada en Lengua y Literatura Inglesas (UCEL)
Cursando Doctorado en Filología Inglesa (UNED)
Profesora de Literaturas Anglófonas  en UCEL
Jefa de Departamento de Inglés Colegio Español de Rosario

Malena Botto

Revisiting the Concept of Test Washback

We regret to inform that Prof. Malena Botto will be unable to deliver her presentation during the APrIR seminar due to commitments derived from her position as Cambridge ESOL Team Leader. We hope to be able to profit from her expertise later in the year.

Graciela Castelli

Pulling the strings together

A short session to round off the experience of attending this seminar. Making connections, linking up, pooling efforts.... Where do we go from here?

Verónica de la Encina

e-learning: Putting the learning before the e

During the last decade or so, e-learning has promised to revolutionize education. Some years later, the promise is still significant, but there are major challenges that make this progress quite slow. A key challenge is that the e-learning industry has spent more time on the development of technology than on the quality of the teaching and learning experience. We have great technology available to us, but e-learning will not reach its promise unless we can deliver the content in an engaging and effective way in the new medium.
We, teachers, seem to be working under a deadline. Just like there are many adults who have never touched a computer, many of our students have not experienced life without the Internet, much less a computer. We will be reflecting upon the digital divide and how “digital immigrants” can be teaching “digital natives”. Do we have to learn new strategies? Do we need to unlearn some others?

Verónica de la Encina is a qualified teacher of English. She holds a Master of Arts degree in Teaching English as a Foreign Language (TESOL), University of Jaén, Spain (2008). She also holds a university degree in education and has specialised in educational management. Ms de la Encina has taught all levels of English. She has been head of English department and head of secondary school. She holds a tenured chair in areas such as English Grammar, Language Arts, and Psycholinguistics in high education teacher and translator development programs, St. Bartholomew’s Institute, since 1992. She created and now coordinates a secretarial course delivered in e-learning modality. She is an on-line tutor and trainer, instructional material designer and teacher and translator developer. She has lectured on topics related to English language teaching and e-learning. She is co-director of e-duTraining.

Julieta de Zavalía – Alejandra Garré

Evaluation in company

What is evaluation? What should be evaluated and how? Is there much difference between evaluation in Business English and in General English?  In this workshop these questions will be analyzed in a real case scenario according to the rationale underlying teaching Business English.

Alejandra Garre and Julieta de Zavalia are  graduate  teachers of English from IES No.28 "Olga Cossettini".  In 2000 they were awarded the Foundation Certificate for teachers of Business English by the London Chamber of Commerce and Industry Examination Board. They both have experience in teaching B.E. to pre-work students, in company, and at teacher training courses (UCEL) Ms Garre is Director of Studies at St Patrick’s School and Ms Zavalia is the coordinator of the English Language programme at Bunge Argentina

Pablo Labandeira

Defying classroom gravity.

Students' boredom seems to be the force that makes all our attempts at teaching sink into frustration and, therefore, one of the main concerns of teachers nowadays. Tasks add meaning to classwork, and if tasks are combined into a well-ordered, significant project, and authentic materials are involved in it, students' attention may be truly captured and sustained.

Pablo Labandeira is a graduate from ISFD 21 “Dr. Ricardo Rojas”, Licenciado in English Language Teaching from Universidad CAECE. Teacher trainer forDirección General de Cultura y Educación, province of Buenos Aires. Teacher in secondary school, teacher training colleges and university level. Research done in the field of authentic materials and pronunciation. Lecturer at congresses and seminars in Ciudad Autónoma de Buenos Aires, and in the cities of Rosario, Morón, Hurlingham, Bahía Blanca, Ramos Mejía, Salta, Tucumán, San Nicolás and Córdoba. Co-author of textbooks for secondary schools, teacher-training material for Ciudad Autónoma de Buenos Aires and associated writer for institutional publications.

Alejandra Ottolina
(Courtesy of Macmillan Publishing)

D for Difficult!

Students often come to class with a wealth of grammar and vocabulary input which they cannot actually use. Why is it so difficult for them to communicate and for us to empower them to use the language effectively? What is the role of motivation in this empowerment? How can we engage very young learners and teenagers in meaningful communication? How can we test meaningful communication? In this presentation we will analyse the key variables at play in order to give participants practical tips to help learners develop their thinking and communication skills.

Director of Studies at Santa Monica School of Languages, Alejandra Ottolina is an experienced accredited teacher trainer for: C.O.T.E (Certificate for Overseas teachers of English) and I.C.E.L.T. (In-service Certificate for English Language Teachers) – University of Cambridge. Alejandra has taught all levels in both the private and public sectors and has lectured all over Argentina as well as in TEFL congresses in Uruguay and Paraguay. She’s Macmillan’s Academic Consultant and Course Consultant for Winners, author of the Winners teacher's books, the CLIL section in the Switch On series, an article on CLIL in The Guardian  and series consultant for Insights, Macmillan’s new series for teenagers. 

Carla Raguseo 

Striving for Relevance - Content and Language Learning for secondary EFL students

This presentation aims at reflecting on the challenges and opportunities of teaching  English in  a secondary school setting and the importance of redefining learning goals, aiming at what students can do with and learn through the language rather than just how much they know about the language. The use of the web and other authentic resources to create learner-centered cross-curricular tasks and projects can help students find meaningful connections between English and other subjects as well as with their own needs and interests while preparing them to deal with real life situations in the foreign language.

Carla Raguseo is a graduate teacher of English (I.E.S. Olga Cossettini - UNR). EFL teacher at Instituto Politécnico Superior and at Escuela Superior de Comercio. Teaching assistant in Teaching Workshop III at ISPI San Bartolomé. E-learning tutor and designer of the Web-enhanced Language Learning Online Course at E-duTraining, where she also coordinates Professional Development courses.

Silvia Rivero

English and Spanish in contact: globalization, change processes and linguistic innovation

This presentation discusses some linguistic phenomena related to the contact of English and Spanish, namely codeswitching, borrowing, calquing, semantic extension, etc., change processes responsible for lexical innovation and, in some cases, indicative of the negotiation of social identity.
We will analyze each concept, present different theoretical perspectives which account for them, discuss representative data and evaluate their impact on 21st century English and, consequently, on the EFL classroom.
Prof. Silvia Rivero holds an M.A. and an M.Phil. in Linguistics from the Graduate Center, City University of New York, and a teacher degree in English (IES 28 “Olga Cossettini”) and in Spanish (Facultad de Humanidades y Artes, Universidad Nac. de Rosario).
She is a Professor of General Linguistics, Spanish Linguistics, English/Spanish Contrastive Analysis and Research Methods at UNR, UCEL, IES 28 and San Bartolomé. She has taught both graduate and undergraduate courses in Linguistics and Literacy at Queens College, City University of New York, and at Rutgers University.
In the U.S. she conducted research on bilingual literacy/syntax/phonology acquisition and at present she is co-directing research projects on English/Spanish Codeswitching and on Cultural Attitudes with Rutgers University. She has many publications in her field of research and has participated in national and international conferences, academic committees, and evaluation boards.
Prof. Rivero is the Chair of Licenciatura en Lengua y Literatura Inglesas, Universidad del Centro Educativo Latinoamericano (UCEL).


Ma. Cristina Thomson de Grondona White 

Unveiling the Art Behind Picture Book  Illustration

Possibly because there´s a tendency in us adult readers to concentrate on reading words rather than  reading  pictures,  we sometimes envision picture books as  being simple, univocal  texts whose sole purpose is to teach children literacy skills.  Though this may be true with alphabet, counting and concept books, there´s a plethora of other innovative picture books which invite us to engage in new ways of reading and interpreting them on account of the innovative, complex relationships between their artwork and words. 
The purpose of this talk will be three-fold:  first,  to share with colleagues a bird´s eye-   view- on how to technically read and understand the language of pictures;  second, to show these techniques in action through examples ;  third,  to  reflect  on how these quality  picture books may contribute to motivate older readers to open up their interpretive perspectives and creatively express their personal responses to reading. After the talk,  I will  be happy to devote a few minutes to answer questions from the audience.

Former APIBA and FAAPI president, Cristina Thomson de Grondona White (graduated from Instituto del Profesorado de Rosario), has had extensive professional practice as teacher educator in leading tertiary institutions in Bs As. She currently coordinates in-service courses in literacy, children´s literature and storytelling. An expert oral storyteller, Cristina frequently visits schools where she delights in storytelling with children and adolescents.


Raquel Vergara

English through Art…why not?

Art has been disregarded in our educational system for many years. It is perhaps one of the Cinderellas in the Argentine curriculum. However, in my experience in the teaching of English through Art I have found recurrent evidence of how profitable and appealing the use of the artistic fields is in foreign language learning.
As teachers of English we want to make the most of teaching: we want to foster the use of both left and right hemispheres, we want to stimulate our students’ creativity, we want to promote a student-centred class, and we want our students to feel at ease and to learn in a positive atmosphere.
All these factors enhance authentic learning and I have been able to put them into practice by teaching English through Art. Thus, the aim of this presentation is to share my experience with you.
Raquel Vergara is a graduate Teacher of English, Instituto Superior del Profesorado Nº16 “Dr. Bernardo A. Houssay”. She is an EFL and Art Teacher at Saint Patrick’s School. She did her training on Art History under the tutoring of the artist María Suardi. She took up Art Courses with the artist Eugenia Calvo and she has been attending a workshop on Art and Painting. She has been teaching English through Art to children and pre-adolescents for 8 years.

Florencia Viale 

Weaving paintings and language in the EFL kindergarten classroom

This paper will discuss the use of paintings and fiction in the EFL kindergarten classroom to encourage the young learners’ capacity for defamiliarisation with the unknown
world by freeing their flow of imagination within the linguistic context of storytelling. A pilot experience tried out at Saint Patrick’s Bilingual school (Rosario) will be debriefed in the light of current theoretical approaches to child graphic development and creative thinking.
Florencia Viale is an EFL teacher graduated at IES Nº 28 “Olga Cossettini,” where she also obtained her post-graduate degree in the teaching of Spanish as a foreign language. She is currently studying Language and Literature at Universidad Nacional de Rosario. She has been working at all levels – from kindergarten to Proficiency – since 2001. She works at Saint Patrick’s Bilingual School, where she teaches 4 and 5 year-old learners. She is a Psycholinguistic lecturer at IES Nº 28 as well. She trains students for the Cambridge CAE and CPE exams at Asociación Rosarina de Cultura Inglesa. She has been a presenter at different conferences throughout the country both in Spanish and English, her main field of research being the use of literature in the EFL kindergarten classroom, the topic of languages in contact and the psycholinguistic processes embedded in the reading and writing skills among others.

Rita Zeinstejer

 "Telling Tales with Technology"

Storytelling has always been a powerful tool to transmit knowledge, culture, views and outlooks. Before reading and writing became widely spread and available, oral storytelling was the only form people used to pass down their wisdom and knowledge from elders to children. With the advent of the Internet historical video clips started to be used along with still images to tell stories, and viewers started to think about how they could use digital media to tell their own stories.
As with traditional storytelling, most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips and/or music.
In this presentation several Storymakers and Moviemakers will be introduced and described, and many ideas and suggestions will be provided along with examples for teachers to integrate Storytelling and Animation into their classes. And to prove that entertainment and important historical events can merge into this online practice to help learners of all ages forge a view of the world using English naturally and meaningfully.

* EFL teacher in Rosario, Argentina, with + 30 years' experience teaching English at all levels, mainly preparing students for Cambridge FCE and CAE.
* Cambridge Oral Examiner, Area Manager for Advanced Courses, and Self Access, Laboratory and Multimedia Coordinator at Asociación Rosarina de Cultura Inglesa, 1980 -2010
* CALL SIG Coordinator for the Association of Teachers in Rosario, 2001-2008.
* Presenter of many PPT sessions on ICT (Information and Communication Technology) and CMC (Computer Mediated Communication) for Language Learning in Rosario, Buenos Aires and in Brazil, after a course in Cambridge in August, 1999, on CALL.
* Participant in online Conferences and Congresses, LABCI, TESOL, IATEFL, FAAPI, and member of Webheads in Action, an online community of practice doing research on CMC tools for Language Learning (
*Google Certified Teacher 2008
*CALL-IS TESOL Steering Committee Member 2009-2012