Complete Program

ENGLISH TEACHING CONFERENCE 2015
WEDNESDAY
9:10 am (Wednesday) A
CATEGORY
Papers
Developing Critical Thinking On Writing Through Significant Materials
Developing students critical thinking is believed to be one of most complex burdens for
teachers in language education (Mendelman, 2008), as well as one of the most relevant
and necessary competences for todays language teachers. This study shows how an ELT
course on academic writing, within the context of a BA in English Language Teaching
(ELT) at a Public University in Puebla, turned successful as the teacher gradually drew on
visual materials that helped the students develop their writing skills and their creative
thinking. Visuals used in the course included for example pictures, photos, materials from
the internet and on the internet, and movies. A key issue on the implementation of such
materials and the resulting success was the significance of the visual materials for the
students and their connection to the students realities. This experimental research shows
how the materials were gradually administered, as the writing tasks became more
challenging, moving from paragraphs to academic essays and short stories and also shows
evidence on how the students written products notably improved. Another significant
finding was that the nature of the writing activities, discouraged the students from doing
plagiarism. That was a practice that the students had fallen into in previous courses.
Overall the course was an enjoyable experience for the students, that they said, they
enjoyed and helped them enhance their writing abilities.
SPEAKERS
Dr. Eliphelet Rivera Cuayahuitl.

Holds a Ma in higher education from the BUAP, an MA in Research Methods in English
Language Teaching from the University of Warwick in the UK, and a PhD in Education
from the University of Leeds in the UK. He is a researcher teacher at the BUAP where he
has worked in a BA ELT program for nearly 20 years. His research areas include:
language teacher development, teachers beliefs, teaching skill development and ELT
materials development.
Dr Celso Perez Carranza
Holds a BA in English language teaching from the BUAP, a Ma in Higher education from
the BUAP and a PhD in Pedagogy from the Camagey University in Cuba. He is a teacher
researcher and has taught at a BA in ELT for over 15 years. He has published in a number
of journals and his research areas include, language teachers competences, teacher
development and language teacher skills.
10:45 am (Wednesday) A
CATEGORY
Plenaries
Developing Academic Language: Not just the easy way but the only way
I will present a simple hypothesis: We develop academic language by reading texts that we
understand and that we find very very interesting ("compelling"). If this hypothesis is true,
it means a profound reorientation of the field of English for Academic Purposes and an
easier life for students and teachers.
SPEAKERS
Dr. Stephen Krashen
Stephen Krashen is is best known for developing the first comprehensive theory of second
language acquisition, introducing the concept of sheltered subject matter teaching, and as
the co-inventor of the Natural Approach to foreign language teaching. He has also
contributed to theory and application in the area of bilingual education, and has done
important work in the area of reading. He holds a PhD in Linguistics from UCLA, was the
1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon
Do. His recent papers can be found at http://www.sdkrashen.com (free download).
12:00 pm (Wednesday) A
CATEGORY
Papers
Understanding the language learner through the L2 motivational self-system and
investment
Different theories and approaches have attempted to understand the reasons a language
learner is more successful at learning a second or foreign language than another. Within
those theories, Drnyeis L2 motivational self-system (2005) theory explores: the ideal L2
self, ought to L2 self, and L2 learning experience. He also complements his motivation
theory with a motivational programme, and he claims that it offers a novel avenue to help
students create a learners ideal language self. Drnyeis research into the field of EFL
motivation has offered an opportunity to reflect not only upon the construct itself, but also
on the practical side of motivation. On the other hand, Norton (1995) argues that high
motivation does not always result in language learning. She argues that investment
complements motivation theories and reflects on the unequal power relationship between
language learners and target language speakers. Investment, must be understood as the
way L2 learners will acquire a wider range of symbolic and material resources, which will
in turn increase the value of their cultural capital. Norton suggests that language learners
motivation to speak is mediated by investments that may conflict with the desire to speak.
Therefore, a brief analysis of these two constructs is offered here with the main purpose to
reflect on classroom language practices in the Mexican context.
SPEAKERS
Gandy Griselda Quijano Zavala

Gandy Griselda Quijano Zavala is a Linguistics profesor at Universidad Autnoma del
Carmen. She has experience teaching English at secondary, but mainly tertiary education.
Her interest in understanding the process of teaching and learning English has driven her
to pursue PhD studies in ELT by the University of Southampton. She is at the moment a
second-year student. Dr Celso Perez Carranza.
Raquel Cibrin Valle

Raquel Cibrin Valle is an English teacher with a MA in Educational Administration. She
is currently pursuing doctorate in teaching English at the University of Southampton. She
works as a full professor and language coordinator in the Technological University of
Puerto Peasco.
12:00 pm (Wednesday) B
CATEGORY
Papers
Researching the impact of partnership relationships on teachers professional
development
In this presentation we report the findings of a research focused on the impact of university
teachers partnership relationships on their professional development, that is, the
completion of higher degrees. The study analyzes the kinds of support teachers receive
from their partners as well as the type of couple they have formed and the effect of these
variables on their professional development. . A survey and a narrative frame were used to
collect the data which was analyzed from the perspective of gender. Among other things,
the findings confirmed that regardless their educational degree, teachers tend to live
accordingly to the traditional gender roles which along with the economical factor, impact
on teachers decision to continue their education
SPEAKERS
Iras Ramrez Balderas

Holds a doctorate in Applied Linguistics by Macquarie University. She has been teacher
and teacher trainer for about 20 years. She is member of the research group devoted to
communities of practice. Her current research interest is the development of academic
literacy in English in NNS ELT programs.
Patricia Mara Guilln Cuamatzi

communities of practice.
Areli Reyes Durn

Holds an MA in Applied Linguistics by the Universidad de las Americas Puebla. She has
been teacher and teacher trainer for about 15 years. She was the program coordinator of
the ELT program at the Universidad Autnoma de Tlaxcala. She is member of the research
group devoted to communities of practice.
12:00 pm (Wednesday) C
CATEGORY
Papers
Vocabulary acquisition: learning strategies used in academic context
The study aimed to investigate the role of Vocabulary Learning Strategies (VLS) in
vocabulary acquisition of students from the undergraduate program in ELT at Universidad
Autnoma de Chiapas. It intended to explore strategies students apply in the final English
course and other academic subjects of university. The first part of the paper summarizes
the most significant issues and research studies in the field of VLS. Following this, it
describes the study itself, for the purpose of which a model questionnaire based on
Schmitts (1997) taxonomy was used. As the findings show, students who employed a
wide range of vocabulary learning strategies have higher level of vocabulary knowledge
than those students who use a small repertoire of strategies. The results revealed that most
of the participants deploy discovery strategies when they found a new word. They also
reported that cognitive strategies are a good way to learn new vocabulary. In contrast,
memory strategies and metacognitive strategies were the least popular strategies among
them. The majority of participants preferred discovery strategies to learn new words.
SPEAKERS
Irma Dolores Nuez y Bodegas

Irma Dolores Nez y Bodegas. Master of Arts in English Language
Teaching.University of Essex, United Kingdom. Licenciatura en Docencia del Ingls
comoLengua Extranjera Universidad de Guadalajara. Especializacin en la Enseanza
delIdioma Ingls, Universidad Autnoma de Yucatn. Full time teacher at the Universidad
Autnoma de Chiapas, Escuela de Lenguas-Tapachula.
Maria Magdalena Escobar Mendoza

Maria Magdalena Escobar Mendoza has a B.A. in English Language Teaching by UDG
and an M.A. in Education by ITESM. She teaches Sociolinguistics and EAP Reading &
Writing. She is interested in strategic learning and classroom research. Currently, she
studies the PhD in Modern Language at Southampton University.
Martha Lorena Obermeier Prez

Mtra. en Educacin con especialidad en comunicacin por el Instituto Tecnolgico y de
Estudios Superiores de Monterrey. Lic. en Traduccin por la Universidad Intercontinental.
Autora de libros de texto, manuales de trabajo y unidades acadmicas de la Licenciatura en
Ingls, modalidad virtual de la Universidad Autnoma de Chiapas.
12:00 pm (Wednesday) D
CATEGORY
Papers
Exploring the complexities of teacher identity: Who are you?
This presentation explores the complexities of EFL teacher identity construction within a
variety of social and cultural contexts within the profession. I will discuss how EFL
teachers in Mexico have been identified historically giving examples, such as the native
speaker, non-native speaker, bilingual, the backpacker, transnational, to name a few.
Concepts such as language, investment, and emotions (Norton, 1997) will be examined in
relationship to teachers lives. I conclude with the challenges EFL teachers have
overcome in Mexico and the choices to be taken for future teacher development.
SPEAKERS
Dr. M. Martha Lengeling

Martha holds a doctorate in Language Studies from Kent University (UK) and a masters
in TESOL from West Virginia University (USA). She is a teacher trainer in the BA in
TESOL and the ICELT program at the University of Guanajuato. Martha is a member of
the SNI (Sistema Nacional de Investigadores). Currently she is the Editor-in-Chief of the
MEXTESOL Journal and has published articles and books nationally and internationally.
13:00 pm (Wednesday)
CATEGORY
Plenaries
Dont be late!
???
SPEAKERS
Miguel Tenorio Medelln
CATEGORY
Hands-on workshops
Choosing your own vocabulary input from the Oxford 3000
There are many opinions on the ideal vocabulary input that should be presented to
students. We can choose vocabulary depending on our students needs or simply by
following a course program. In this workshop we will explore the Oxford 3000, set of
key words chosen because of its importance and usefulness in the English language,
leading to meaningful output.
SPEAKERS
Josadac Flores Prez

Josadac Flores Prez graduated from California State University Long Beach with a
Spanish BA. Former faculty member of La Universidad Autnoma de Tlaxcala, UNIVA
and UVM in Guadalajara. Currently Jr. Consultant for Oxford University Press. He is
interested in technology in the classroom and literature.
CATEGORY
Hands-on workshops
Improving your Speaking on the TOEFL iBT
Learn how to improve your students speaking skills while preparing, at the same time, for
the speaking section of the TOEFL iBT. Use speaking rubrics to your advantage and take
with you tips that will help your students improve their speaking performance in English.
See a demonstration of how to use those concrete tips immediately. Whether you are a
student or a teacher, you will benefit from this workshop!
SPEAKERS
Csar Maldonado
Csar Maldonado holds an MA in Applied Linguistics from Georgia State University

where he also taught Spanish as a Foreign Language. He worked with blended learning
and the creation of learning objects in EFL at Universidad Pedaggica Nacional and is
currently the TOEFL iBT Outreach Officer in Mexico, as well as an ETS approved Propell
Workshop Trainer.
CATEGORY
Hands-on workshops
Taking bullying by the horns
This is a hands-on workshop that is divided into three sections; firstly we will explore
what bullying is, how it happens and why by asking participants to share what they know
about the topic.
Secondly, we will brainstorm how to promote a positive-, safe- and constructive classroom
environment in which values are respected and are taken very seriously; this will hopefully
hinder bullying from taking place.
Thirdly, we will altogether analyse some activities in which interpersonal skills can be
helpful and other practices that are focused on learners being more in control and as a
consequence less bullying-vulnerable -- the teacher coaches his/her learners to stand up for
themselves.
To sum up, promote confident, safe and independent learners.

SPEAKERS
Edouard Creemers
Edouard Francois Hubert Creemers is a teacher, teacher trainer and online tutor for the
British Council and other ELT institutions. He also coordinates a group of teachers and
prepares students for Cambridge Colloquial and Business English exams. He is currently
taking the Trinity Dip TEFL.
Renate Marie Thummler Blum
Renate M. Thummler Blum holds an MD in Veterinary Science teaching ESP courses at

the Facultad de Medicina Veterinaria y Zootecnia/UNAM. She is also a freelance teacher
trainer both Face to Face and on-line for the British Council and other ELT institutions.
She is an oral examiner for Cambridge as well. At CENEVAL she is a BA in TESOL
certifying panel member.
CATEGORY
Hands-on workshops
"Mediaeval English Seminar"

SPEAKERS
Dr. Jess Fernando Guerrero Rodrguez
Researcher at the Institute for Historical Research, UJED since 2011. Coordinador of The
MA in Sciences And Humanities, PNPC Reg. 002909 since June 2012.
PhD in Mediaeval Studies, University of York, UK (2009)
MPhil in Viking and Nordic Mediaeval Studies, University of Oslo, Norway (2003)
MA in Spanish, New Mexico State University, USA (2001)
BA in Spanish Literature. ITESM Campus Monterrey, Mexico.
Member of the directive board of the International Saga Society since 2003.
Member of the Viking Society for Northern Research since 2004.
Latest publications:
"Gestr er inn kominn, hvar scal sitia si: Drikkegilder og Alkoholliske Drikke som
magtsymboler i Island" in Middel Alder Drikke Kultur; ed Kasper Andersen. Aarhus
Universitetsforlag, 2014. Pp 49-71.
Now finishing a translation/ critical edition of Gsla saga srssonar from old Norse into
Spanish.
Has also studied and given conferences in Iceland, Denmark, Sweden, Estonia, Spain and
France.
17:40 pm (Wednesday) C
CATEGORY
Hands-on workshops
Citizens of the world: Communication Strategies.
Inspiring language learners to develop communication skills by broadening their self-

awareness and world-awareness strategies within the language classroom. Finding a fun
reason for learning and practising the target language with absolute confidence after
following a set of Communicative tasks which students enjoy in a Student-centered
environment.
SPEAKERS
Iliana Badel Rivas Rivas
Holds a Bachellors degree in ELT, an international CELTA certificate from Cambridge,

has been an English Teacher for over 18 years. She has also worked as a teacher trainer
and has participated as a speaker in different regional and international conventions from
Mextesol. She has collaborated in the design and development of text book materials for a
nation-wide language school. She also holds an international certification for teaching
Spanish to speakers of other languages. She is currently a teacher at International House
Guadalajara & at Universidad del Valle de Mxico Campus Guadalajara.
17:40 pm (Wednesday) D
CATEGORY
Hands-on workshops
TeamworkSeriously!!??
After a study conducted on stressful situations that students of the Bachelor of Arts in
English Language Teaching of the Escuela de Lenguas must deal with during their career,
the present workshop focuses on the most recurrent answer from the survey, from which
teamwork resulted the enemy for the majority of the participants.
Teamwork Seriously!!?? is aimed to provide a positive point of view towards working
in teams, in order to achieve and complete different tasks, in a variety of contexts, such as
school, work, and personal gain. It is directed to teacher trainees as well as to in-service
teachers since they act as the main promoters of teamwork in the English as a Second
Language classroom.
Throughout the workshop, the participants understand the importance of teamwork in real
life, beginning with a stimulation of different reactions among the audience when they first
listen to the words team work. Graphic data in relation to this working strategy is
presented as well, with the purpose of understanding the need of cooperation in order for a
society to work as a whole. Moreover, the workshop provides an easy and practical way to
accept and incorporate teamwork in daily life, beginning with the process of getting to
know inner self and others personality traits for trusting them and thus, adapt to an
already existing environment. Finally, the participants experience the development of
activities in which teamwork is fundamental, and find solutions for applying it as a tool for
language learning in their work context.
SPEAKERS
Karen Bueno Urbina
Currently studying the Bachelor of Arts in English Language Teaching of the Escuela de
Lenguas from the Universidad Jurez del Estado de Durango. She has a three-year
experience in teaching English to high school students, and she is interested in doing
research to improve her teaching.
Mara Elena Soto vila
Student from The Escuela de Lenguas. Certified English Teacher by Cambridge

University. She has been working for four years as an English teacher in the Programa
Nacional de Ingls at Elementary Schools in the State of Durango. She is especially
interested in searching strategies to manage multilevel English classrooms.
Enrique Guerrero Torres
Currently studying the Bachelor of Arts in English Language Teaching of the Escuela de
Lenguas from the Universidad Jurez del Estado de Durango.
THURSDAY
8:30 am (Thursday) A
CATEGORY
Plenaries
To be or not to be? On being a researcher.
SPEAKERS
Jess Fernando Guerrero Rodrguez
Researcher at the Institute for Historical Research, UJED since 2011. Coordinador of The
MA in Sciences And Humanities, PNPC Reg. 002909 since June 2012.
PhD in Mediaeval Studies, University of York, UK (2009)
MPhil in Viking and Nordic Mediaeval Studies, University of Oslo, Norway (2003)
MA in Spanish, New Mexico State University, USA (2001)
BA in Spanish Literature. ITESM Campus Monterrey, Mexico.
Member of the directive board of the International Saga Society since 2003.
Member of the Viking Society for Northern Research since 2004.
Latest publications:
"Gestr er inn kominn, hvar scal sitia si: Drikkegilder og Alkoholliske Drikke som
magtsymboler i Island" in Middel Alder Drikke Kultur; ed Kasper Andersen. Aarhus
Universitetsforlag, 2014. Pp 49-71.
Now finishing a translation/ critical edition of Gsla saga srssonar from old Norse into
Spanish.
Has also studied and given conferences in Iceland, Denmark, Sweden, Estonia, Spain and
France.
Homero Adame
Homero Adame is a writer, born in Mexico City and currently living in San Luis Potosi.
He does freelance work for national magazines and newspapers, specializing in travel and
folklore publications. He also works on special projects for the Secretara de Cultura and
the Secretara de Turismo, on programs such as Fomento a la Lectura and creating the
texts for their respective websites. He is above all a researcher, who works extensively in
the field and uses his data to compile books on oral tradition.
Martha Lengeling
Martha holds a doctorate in Language Studies from Kent University (UK) and a masters
in TESOL from West Virginia University (USA). She is a teacher trainer in the BA in
TESOL and the ICELT program at the University of Guanajuato. Martha is a member of
the SNI (Sistema Nacional de Investigadores). Currently she is the Editor-in-Chief of the
MEXTESOL Journal and has published articles and books nationally and internationally.
Douglas Goodwin
He has been a professor/researcher at the Universidad de Guanajuato since 1992 and is
currently a member of the National System for Researchers (SNI). His studies include: BA
in Spanish and Education (Western Oregon University), M.Ed. in Educational Technology
and ELT (University of Manchester), Ph.D. in Language Studies (University of Kent). His
research interests include: culture in language education, intercultural communication and
identity in language education. He currently holds the position of Second Language
Learning Coordinator for the University of Guanajuato.
Jonatan Garca Campos
He is a researcher at the Instituto de Ciencias Sociales (UJED) and is currently a member
of the National System for Researchers (SNI) Level I. He holds a PhD in Philosophy of
Science from the Instituto de Investigaciones Filosficas (UNAM). Dr. Garca has written
two books, edited an anthology and published several articles in specialized journals.
Among his research interests are epistemology and philosophy of psychology.
8:30 am (Thursday) B
CATEGORY
Papers
A Technology-Enhanced Language Learning Design for a multilevel group: An

empirical research at the UJED-School of Languages
This paper briefly describes the underpinnings supporting an empirical research carried out
at the School of Languages of the Juarez University of the State of Durango and reports
general results of the piloting of a technology-enhanced blended-learning course, designed
and taught after a pedagogical design pattern.
The design was aimed at fulfilling the needs of English of a first-semester multilevel group
of students of the B.A. in English Language Teaching. Among such needs, the course
pretended to foster the BA objective of teaching-learning under a learner-centred
paradigm, which, in this case, meant supporting the development of the student-teachers
English language at their real levels of command. Two broad goals were set up in terms of
content: the minimum requirement of achieving a CEFR B1.1 level in all five skills,
supported with the necessary language-system knowledge, and the learners' particular
goals set up for independent study, after the results of diagnostic tests. The latter resulted
in the need for integrating teams at different levels: five of them under the support of a
peer-tutor and the tutors team under the direct support of the teacher and a C1-level
student.
Among others, a strong support from technology, including the use of software, the
WWW, Moodle, Facebook, and Microsoft Office, as well as peer- and team-work, and
fostering of autonomous learning was observed useful for achieving the course general and
particular learners goals.
SPEAKERS
Mara del Carmen Reyes Fierro

Elementary Teacher (ByCENED), English Teacher (ENS Nueva Galicia), M.Ed.Tech &
ELT (University of Manchester), Student of the PhD in MFL (University of Southampton).
Elementary teacher, English teacher in secondary schools, higher middle schools,
undergraduate and postgraduate institutions. Currently working for the UJED School of
Languages.
Research interests: Technology-Enhanced Language Learning, e-Learning, Learning
Design, Task-Based Language Learning, Competence-Based Language Teaching and
Learning, and Autonomous Learning.
Natanael Delgado Alvarado

Elementary Teacher (ByCENED), M.A in ELT (University of Southampton), Student of
the PhD in MFL (University of Southampton). Co-author of Autonomy in Language
Learning: Stories of Practices, Editor of Independence, the LASIG-IATEFL Newsletter.
Currently working for the UJED School of Languages.
Research interests: Technology-Enhanced Language Learning, e-Learning, Self-regulation

and Autonomous Learning.
8:30 am (Thursday) C
CATEGORY
Papers
Indicadores de xito y/o fracaso de los estudiantes universitarios del Programa de

Enseanza de Lenguas de la UAT.
La mejora en el rendimiento de los estudiantes en el primer ao de estudios universitarios

y el aumento de las tasas de retencin se han convertido en prioridades importantes para
las universidades, especialmente para los estudiantes en situacin de riesgo (Scouller
,Bonanno , y Krass 2008).La identificacin de indicadores de xito acadmico es un tema
crtico para docentes y directivos en instituciones educativas (Smith , M. , L. y J. Therry y
Whale 2012 ) y la identificacin de estudiantes en riesgo es importante para poner en
prctica estrategias correctivas o remediales como servicios de apoyo. Por lo tanto, el
objetivo de esta presentacin es reportar los resultados de un estudio exploratorio de 57
estudiantes de primer ao del programa de Enseanza de Lenguas en la Universidad
Autnoma de Tlaxcala con el propsito de identificar predictores de xito de tipo personal,
demogrfico, acadmico y cognitivo, adems de examinar y reconocer las experiencias de
aprendizaje de los alumnos en relacin con los maestros, el plan de estudios y el ambiente
educativo. Esta informacin permitir estar al tanto de las necesidades actuales de los
sujetos y mejorar la probabilidad de xito de los estudiantes que se consideran en riesgo de
fracaso, a travs de estrategias remediales en una etapa temprana de su carrera acadmica.
SPEAKERS
Rosalina Dominguez Angel
Rosalina Domnguez Angel obtuvo su doctorado en enseanza del ingls en la

Universidad de Essex Inglaterra y tiene una maestra en Lingstica Aplicada por la
UDLA-P _P. Sus intereses de investigacin se centran en estrategias de aprendizaje,
aprendizaje de vocabulario y del lenguaje formulico y metafrico. Actualmente Rosalina
Domnguez es docente de tiempo completo en la Facultad de Filosofa y Letras de la UAT
en los programas de licenciatura y maestra de enseanza de lenguas.
Manuel Camacho Higareda
Manuel Camacho Higareda es doctor en Sociolinguistica por la Universidad of Essex

(UK) con la tesis: Evaluation Strategies and Presentation of the Self in Narratives about
Bullfight. Tiene una maestra en educacin y el grado se obtuvo con la tesis : Estudio
prospectivo de la licenciatura en Lingstica Aplicada de la UAT. Actualmente es docente
de tiempo completo en el posgrado de Educacin de la UAT y sus intereses de
investigacin se centran en: Anlisis del dicurso, anlisis narrativo e identidad y
sociolingstica educativa.
8:30 am (Thursday) D
CATEGORY
Papers
Students Perceptions of the Blended Technology-Enhanced Language Development I

course
Students of the School of Language of the Juarez University of the State of Durango under
the coordination of M.Ed.Tech & ELT Mara del Carmen Reye Fierro, carried out a
general reflection of their Technology-Enhanced Language Development I course. This
was taught in First Semester (we now attend 5th Semester). Its main characteristics are that
it was negotiated after a needs analysis was carried out, a blended-learning course --face-
to-face and independent study with the use of technology--, learner-centered, and within a
collaborative learning approach.
Data were collected through surveys and semi-structured interviews to classmates. The
results of exams were also analysed and presented Results were analysed and presented
along with suggestions for further courses.
Suggestions for further courses are also included, based on evaluation of a sample of tasks
carried out and the results of final exams.
The fact that this analysis was carried out until three more curses were taught under
different approaches, some subjects regarding our professional development were carried
out, and we have completing some courses on teaching.
SPEAKERS
Carmen Yesenia Veleta Gndara
Student of the BA in ELT (Universidad Juarez del Estado de Durango)
Carolina Rosales Lazalde
Student of the BA in ELT (Universidad Juarez del Estado de Durango)
Mara del Carmen Reyes Fierro
Elementary Teacher (ByCENED), English Teacher (ENS Nueva Galicia), M.Ed.Tech &
ELT (University of Manchester), Student of the PhD in MFL (University of Southampton).
Elementary teacher, English teacher in secondary schools, higher middle schools,
undergraduate and postgraduate institutions. Currently working for the UJED School of
Languages.
Research interests: Technology-Enhanced Language Learning, e-Learning, Learning
Design, Task-Based Language Learning, Competence-Based Language Teaching and
Learning, and Autonomous Learning.
CATEGORY
Papers
The most powerful technology ever, can you handle it?
ICTs are overrated. As a long-time enthusiast in the use of technology, especially where it
means placing our nation at the forefront of technological achievement, or at least not
being left too far behind by wealthier societies, I have to admit a huge disappointment,
first by my own nave vision of a decade ago, and by the continuing trend in Mexico,
where our educational system does exactly what our government as a whole does: it takes
the role of a greedy consumer of anything that is produced, spending billions of pesos (and
dollars) in gadgets that end up underused when they are used at all. Concurrently, our
children and youth continue to score among the lowest in the PISA tests. Why does that
happen? I propose that we have neglected to invest in the people that can really make a
difference. Our system does not do enough to improve the levels of literacy. I propose that
reading and writing are the most amazing technology ever created by mankind, and that
for as long as we continue to be a nation where university students cant read and
university lecturers cant write, (nevermind the biased statistics), we wont be able to
breach the ever widening technological gap with Europe and Southeast Asia.
SPEAKERS
JOSE MIGUEL RODRIGUEZ REYES
Miguel Rodrguez is a full-time lecturer and senior academic in the Faculty of Languages
of the University of Colima, where he has taught for nearly two decades. He has holds
three masters degrees ranging educational technology, literature and applied linguistics.
Hes a both an alumnum from Cambridge University (MPhil) and a long-time PhD
candidate in Second Language Education. Miguel Rodrguez is also a prolific writer and
avid reader as well as a ruthless referee of academic journals and the editor of one, where
he claims to be on the process of learning the art of dealing with people and working under
pressure.
CATEGORY
Papers
Using Mexican indigenous stories from oral tradition to teach English: Learner
beliefs
Indigenous people are minorities in Latin America, but they represent 30-50 million
people. Mexico is a country with a great cultural and linguistic diversity. Intercultural
education started in Mexico in the 1930s, (Lpez, 2014), however, there are still many
areas that can be improved (Snchez & Gmez, 2014). Mexican indigenous population
gets to public universities due to the fact that they are no longer found only in remote rural
areas but also into cities and towns. When indigenous students choose to be English
teachers, they need to learn English. However, they often find that the material used to
teach them is not related to their culture (Rivera, 2014). Language teachers could address
the needs of these learners by incorporating students cultural and linguistic background.
This paper presents a case study of an indigenous Mexican pre-service teacher that was
encouraged by her English teacher to write a story she remembered from oral tradition of
her hometown in nahuatl. The student translated that oral story and wrote it in English.
The teacher interviewed her and her answers were analysed to identify the participants
beliefs about the use of oral tradition stories to learn English.
SPEAKERS
Rebeca Elena Tapia Carln
Rebeca Elena Tapia Carln holds an MA in English language teaching from the UDLA-P,
and a doctorate in Applied Linguistics from Macquarie University, Australia. She is an
experienced teacher educator and researcher at the Faculty of Languages from the
Benemrita Universidad Autnoma de Puebla. She is the leader of the research team (CA)
Docencia e Innovacin Profesional, and a Member of the Mexican National System of
Researchers (SNI) since 2011, TESOL, AAAL, Mextesol and MLA. Her research interests
and publications are related to language teacher education, teacher beliefs, teachers and
learners identity and language teaching and learning.
Mara Del Roco Vlez Tenorio
Mara del Roco Vlez Tenorio holds an MA. in Eglish Language Teaching and Applied
Linguistics from Kings College London. She is an experienced teacher educator and
researcher at the Faculty of Languages from the Benemrita Universidad Autnoma de
Puebla. She is a member of the research team (CA) Docencia e Innovacin Profesional.
Her research interests and publications are related to language teacher education, affective
factors in language learning, innovation and technology and extensive reading.
Demetria Ascencio Carvente
Demetria Ascencio Carvente is a pre-service teacher and full time student from the BA in
English Language Teaching at the Faculty of Languages of the Benemrita Universidad
Autnoma de Puebla. She is in the middle of her studies. She is an indigenous student. Her
mother tongue is nahuatl, her second language is Spanish and she is an intermediate
learner of English. Her research interests are language learning, culture and identity.
11:45 am (Thursday) A
CATEGORY
Hands-on workshops
Education & Languages in Social Development
Main Frame: Education and its influence in Social Development
Structure:
1. Historical Context (introduction)
2. Modern-Day Socio-Cultural Context
3. Mezquital: tepehan ancient language
4. Opportunities and Advantages for Bilingual and Multilingual Students
5. Conclusions
Education and its main role in child, adolescent and adult development, along with the
vital importance of English Language Teaching and Language Learning in modern-day
globalized society are themes that cannot be avoided. The purpose of the plenary is to
serve as a framework for developmental projects in any area that it is capable of being
applied to. Moreover, to implement a consequent action course to attend general
problematic in learning and education for the international community.
SPEAKERS
Oscar Aramis Orozco Soto
Bachelor in Arts for English Language Teaching (LeDLI) student in Escuela de Lenguas
UJED, and proud member of FOLID group. We have dedicated ourselves to Durango and
Mexico in Social Development. We are a multidiscipliniary group, where I have the
fortune to be one of the educators.
English Teacher in Esc. Primaria Nm. 14 Miguel Alemn.
Jos Amando Casas Gallegos
Civil Engineer
Jose Manuel Canales Borja
Mechanical Engineer
Isram Zakdiel Varela Gueta
Studied Veterinarian and Zootechnic Medicine
CATEGORY
Book Presentation
Misterios de San Luis Potos
SPEAKERS
Homero Adame Martnez
Homero Adame is a writer, born in Mexico City and currently living in San Luis Potosi.
He does freelance work for national magazines and newspapers, specializing in travel and
folklore publications. He also works on special projects for the Secretara de Cultura and
the Secretara de Turismo, on programs such as Fomento a la Lectura and creating the
texts for their respective websites. He is above all a researcher, who works extensively in
the field and uses his data to compile books on oral tradition. English Teacher in Esc.
Primaria Nm. 14 Miguel Alemn.
CATEGORY
Book Presentation
Presentacin del libro Departamento de Lenguas Extranjeras: la visin de su
desarrollo en la Universidad de Sonora
La presentacin del libro Departamento de Lenguas Extranjeras: la visin de su desarrollo

en la Universidad de Sonora tiene como propsito dar a conocer los diferentes momentos
y eventos tanto polticos como sociales que contribuyeron a la formacin y desarrollo del
Departamento de Lenguas Extranjeras en la Universidad de Sonora.
Este trabajo de corte histrico, hace nfasis en el importante papel que ha desempeado la
enseanza de lenguas extranjeras en la Universidad de Sonora. Se comenta sobre el
proceso de implementacin del programa de licenciatura en Enseanza del Ingls para la
formacin y preparacin de docentes de ingls. Se mencionan, igualmente, los diferentes
factores y polticas nacionales que surgen en la dcada de 1990 que favorecen el
surgimiento de programas educativos sobre la enseanza de lenguas extranjeras en el pas
mismas que pretenden dar respuesta a las nuevas necesidades formativas en esta rea en
Mxico.
El libro est organizado en cinco dcadas y cubre desde el inicio de la enseanza del ingls
en la Universidad de Sonora hasta la primera dcada del siglo XXI reconociendo y
destacando la ardua labor de construccin del Departamento. Se destaca tambin el
impacto del programa de licenciatura en el estado y su contribucin en la formacin de
docentes en la enseanza del ingls en el estado de Sonora.
Este trabajo pretende contribuir a enriquecer el rea de enseanza y aprendizaje de lenguas
extranjeras en Mxico.
SPEAKERS
Sofa Dolores Cota Grijalva
M.Ed. in Teacher Training de la Universidad de Exeter. Maestra de tiempo completo en

del Departamento de Lenguas Extranjeras de la Universidad de Sonora, Mxico. Miembro
del CA Lingstica Aplicada en Lenguas Extranjeras. Investigacin: creencias en la
enseanza y aprendizaje de LE y prcticas docentes.
Elva Nora Pampln Irigoyen
Doctorado en Humanidades; Maestra en TESOL de la Universidad de Londres. Profesora

en el Departamento de Lenguas Extranjeras de la Universidad de Sonora, Mxico.
Presidenta de la Academia de la Enseanza del Ingls y Miembro del Cuerpo Acadmico
en Lingstica Aplicada en Lenguas Extranjeras. reas de investigacin en: Enseanza de
ingls a nios, lectoescritura y formacin de profesores
11:45 am (Thursday) D
CATEGORY
Book Presentation
Reading and Academic Writing in the Target language
The new educational model at the Autonomous University of Tlaxcala proposes a strong
emphasis on literacy skills. One of the courses that contributes to strengthen those skills in
the BA in Language Teaching Program is the course entitled Reading and Academic
Writing in the Target Language. Language teachers have been working on the design of
manuals that aim at supporting the competencies planned for every academic program,
hence, the course mentioned above constitutes the reason for the writing of the present
textbook. The authors have created materials that aim at developing learners reading and
writing skills for English Language Teaching. They have carefully selected authentic
samples of academic reading and writing. Throughout the textbook they have also
provided concrete guidelines, tips, pieces of advice and more importantly, examples that
learners can use in sequenced and relevant tasks that would eventually help them to
develop and/or polish their existing literacy.
SPEAKERS
Rosalina Dominguez Angel
Rosalina Domnguez Angel obtuvo su doctorado en enseanza del ingls en la

Universidad de Essex Inglaterra y tiene una maestra en Lingstica Aplicada por la
UDLA-P _P. Sus intereses de investigacin se centran en estrategias de aprendizaje,
aprendizaje de vocabulario y del lenguaje formulico y metafrico. Actualmente Rosalina
Domnguez es docente de tiempo completo en la Facultad de Filosofa y Letras de la UAT
en los programas de licenciatura y maestra de enseanza de lenguas.
Dra. Iras Ramrez Balderas. Catedrtica de tiempo completo de la Licenciatura en

Enseanza de Lenguas de la Universidad Autnoma de Tlaxcala con 20 aos de
experiencia. Egresada de los siguientes programas educativos: B.A. in English Studies en
Thames Valley University, maestra en Enseanza del Ingls a hablantes de otras lenguas
por Kings College y doctorado en Lingstica Aplicada en Macquarie University, Sydney,
Australia
Patricia Mara Guilln Cuamatzi

Dra. Patricia Mara Guilln Cuamatzi. Egresada de la Licenciatura en Lingstica Aplicada
de la Facultad de Filosofa y Letras de la Universidad Autnoma de Tlaxcala.
Posteriormente, egresada de la Maestra en Lingstica Aplicada de la Universidad de las
Amricas-Puebla. Recientemente obtuvo el grado de doctor en Lingstica Aplicada por
Macquarie University, Sydney, Australia. Actualmente, docente de tiempo completo de la
Licenciatura en Enseanza de Lenguas de la Facultad de Filosofa y Letras, UAT.
12:30 pm (Thursday) A
CATEGORY
Hands-on workshops
Critical thinking: providing an opportunity for meaningful output

If critical thinking leads to autonomous learning, then how can I help my students think on
their own? Analyzing, comparing and contrasting input such as vocabulary, grammar in
use, and concepts will encourage meaningful output. In this session you will implement
graphic organizers as scaffolding for the critical thinking and language acquisition
processes in the ELT classroom.
SPEAKERS
Josadac Flores Prez
Josadac Flores Prez graduated from California State University Long Beach with a
Spanish BA. Former faculty member of La Universidad Autnoma de Tlaxcala, UNIVA
and UVM in Guadalajara. Currently Jr. Consultant for Oxford University Press. He is
interested in technology in the classroom and literature.
12:30 pm (Thursday) B
CATEGORY
Hands-on workshops
Pygmalion Effect (Basics of Academic Essay in High School Students)

According to Pygmalion Effect principles and focusing it in secondary school students, I
am developing this experiment in some of my students. I am convinced that they can
develop and discover their own abilities at writing a short ACADEMIC ESSAY. Taking
into consideration the principles of this Effect (my expectations about the performance of
my students eventually meet), and if I strongly convince them that they have the enough
abilities for doing a presentable academic essay, they are sure to achieve. In fact, Last
scholar year and the current one, some of my students have done several very presentable
essays from books we are reading in the subject: Tutora. I plan for this etc 2015 show a
PPP about the Basics of Essay, then attendees will write a very short essay, previous
strong motivation applying the Pygmalion Effect Principles. Later on, I will show the
principles of Pygmalion Effect in another PPP and we will have a feedback about the
obtained product of the session.
SPEAKERS
Lourdes lvarez Hernndez
I was born in Schil, Dgo. I finished a career for teaching English to Secondary students at
Escuela Normal Superior de Durango. I have been teaching English 18 years ago in: -
Bilingual Institute of Durango, for 1 year; -Technical Secondary School # 10 in Nuevo
Ideal, Dgo., for 7 years; -Technical Secondary School # 56 in Vicente Guerrero, Dgo., for
10 years (current); -Technical Secondary School # 1 for 2 years (current); -I am a member
of State English Team of Secondary Schools in SEP since 7 years ago; -I got a Cambridge
Certification in TKT 3 modules, and LYNCO (Linguistics Competencies) in 2010. I
worked in United States as Baby-sitter and Housekeeper for 4 years. I am Tesorera in the
First Certified English Language Teachers Association in Durango (CELTAD). I LOVE
ENGLISH. I am single. I expect being learning English always.
12:30 pm (Thursday) C
CATEGORY
Hands-on workshops
IAPE experience. Teaching methods and games.

The purpose of this workshop is to encourage in service teachers and BA students to
continue searching for ideas to implement in their everyday teaching. The experience of
receiving the
scholarship of World fund and the inter American partnership for education helps
Mexican teachers with training which helps them have more dynamic and fun classes..
IAPE uses the Rassias
method world wide known professor at Dartmouth college. Professor John Rassias uses
dynamic interactive system that promotes authentic communication for students. There for
the experience
methods and techniques will be shared during the workshop in order for other teachera to
be inspired to become part of the IAPE program and or use the techniques in their
teaching.
SPEAKERS
Sonia Ricalday Veneges
Teacher at ELe School of Languages in PUAALI area of University Juarez of the State of
Durango Mexico 2009 up to date, English Teacher in COBAED 2011 up to date .,
English Teacher at COBAED system with Indigenous students. 2010-2011, Teacher at the
language center FECA belonging to UJED 2007-2008, English Teacher English Program
in
Elementary PIP 2006-2009. Award Postgraduate certificate in ELT. English language
teaching Southampton University, Masters intern in Applied linguistics of the English
language
ByCENED. Academic IELTS.TKT Modules 1,2,3. MEXTESOL member.
12:30 pm (Thursday) D
CATEGORY
Hands-on workshops
Showtime Learning
This workshop provides ideas and techniques for teachers to utilize with High School
students in their English as a Second Language Classroom in order to create a participative
environment by relating the content of the subject with current and local issues that are
relevant and of interest to the learners. In the beginning stage the workshop will focus on
motivating a new group and creating a fun, participative classroom. They will first receive
different strategies for motivating students through statistics and real video interviews of
real life cases that will highlight the benefits of learning English. The participants will also
receive information on ways of creating a classroom atmosphere where students will want
to participate. Once this has been established, the workshop will focus on the proper
development of a class from its opening to its production stages, beginning with an
introductory skit that presents a new topic in an entertaining way in which the topic of the
class is introduced. Next, ideas will be given on how to make the class fun by using media,
improvisation, and elaborate dynamics. Finally, the importance of production activities
will be emphasized, concluding with examples of how the students can produce the target
language with what they saw during class.
SPEAKERS
Karen Bueno Urbina
I am a current student of the Bachelor of Arts in English Language Teaching of the

Escuela de Lenguas from the Universidad Jurez del Estado de Durango. I have a three-
year experience in teaching English to high school students, and I am interested in doing
research to improve my teaching.
Hector Gonzlez Cabrales
Currently studying my B.A in English Language Teaching at Escuela de Lenguas from the
U.J.E.D. I have been Teaching for almost three years and always looking for opportunities
to learn and develop as a Teacher. Experience teaching from elementary level to a high
school level.
CATEGORY
Papers
FACTORS THAT CAUSE FOREIGN LANGUAGE ANXIETY TO MEXICAN EFL

STUDENTS
Foreign language learning in a public secondary school is a two-way experience. This is
because both, teachers and students, experience attitudinal processes towards teaching and
learning a foreign language, respectively. Being more specific, in the case of the teacher,
their attitudes towards classroom procedures, their beliefs about language teaching and
their interactions between teachers and their students constitute two factors that will
motivate students to learn the foreign language or make them consider learning a foreign
language as an anxious experience (Thanasoulas, 2002).
Regarding to students attitudes towards learning a foreign language, it can be said that
learning a foreign language implies high levels of motivation and low levels of anxiety
(Tsiplakides, 2010). Especially, among teenagers, the levels of anxiety towards learning a
foreign language are commonly high due to they are afraid of losing face (Young, 1999 &
Lai, 1994, in Jones, 2004), which means they believe their ideas are foolish compared with
those of others. This belief was also experienced by my students.
It is common knowledge that students learn better the foreign language when they have
lower levels of anxiety, I noticed the importance of developing an action research aimed at
identifying the factors that cause language anxiety to my group of second grade students.
The information gathered gave account that their levels of anxiety after having carried out
this research lowered.
SPEAKERS
Esteban Zrate Meja
He did his undergraduate studies and a MA in TEFL at the school of Languages,

Universidad Veracruzana. He has been speaker at national and international conferences
about research on languages. He is professor at Basic and University Level. Currently he
is carrying out a research based on the implementation of the Lexical Approach.
CATEGORY
Papers
Ingls como lengua extranjera en la carrera de leyes en el CUCSH de la Universidad

de Guadalajara
El Centro Universitario de Ciencias Sociales y Humanidades CUCSH como parte de la

Red Universitaria de la Universidad de Guadalajara al incluir en sus programas de estudio
la enseanza de una lengua extranjera responde con ello al proceso de internacionalizacin
de la misma institucin. La agenda educativa de la universidad responde de esta manera a
la agenda de diversos organismos internacionales cuyos objetivos requieren de:
Movilidad acadmica de su comunidad universitaria
Titulaciones conjuntas
Ofrecer oportunidades al personal acadmico como administrativo para que
mejoren su curriculum mediante estancias en el extranjero.
Oferta de programas a estudiantes extranjeros
Mejorar la posicin de la Institucin en los rankings internacionales.
Cul es el panorama actual de las lenguas extranjeras en la carrera de leyes del CUCSH?
Cul es la importancia de incluir el proceso enseanza aprendizaje del ingls como
lengua extranjera en la carrera de leyes del CUCSH?
Con una poltica de lengua en el CUCSH, se puede asegurar la calidad acadmica del
centro universitario de acuerdo a los indicadores de calidad que determina la Universidad
de Guadalajara?
Objetivos de investigacin
describir el proceso de cmo nace y se desarrolla la poltica educativa de lengua
extranjera en el caso especfico de la carrera de leyes del CUCSH de la Universidad de
Guadalajara
Definir los objetivos polticos y educativos al
incluir el proceso enseanza aprendizaje de una lengua extranjera en el programa de la
carrera de leyes del CUCSH.
SPEAKERS
Liliana Maria Villalobos Gonzalez
Liliana Maria Villalobos Gonzlez holds a PhD in Education and has been dedicated to
teacher development for the past years as the coordinator of the Maestra en la Enseanza
del Ingls en Lengua Extranjera MEILE for the University of Guadalajara. Her research
interests are in the areas of Curriculum Design, Teaching Methodology, Dialogue and
Dialogism based on the philosophy of Bakhtin, Public policies in Higher Education in the
field of English instruction as a foreign language.
CATEGORY
Papers
Academic Records of Students from Class 2013, Faculty of Languages, Autonomous

University of the State of Mexico (UAEMex)
This research takes the general foundations from the project established by the RECALE
to analyse the academic records from different Universities. This paper, specifically
presents information about the study conducted at the Faculty of Languages at the
UAEMex analysing the academic records of students from Class 2013.
The main objective of the research is to find out the performance of the students during
their first year at the Faculty considering seven factors, such as 1) teacher perception, 2)
perception of theoretical and practical knowledge during the Undergraduate Degree, 3)
perception of the Undergraduate Degree program, 4) perception of academic difficulties
due to external factors 5) perception of academic difficulties due to internal factors, 6)
students vocational expectations and 7) perception of tutoring, in order to take specific
and general actions that will contribute to the improvement of the development of the 2009
curriculum at the Faculty of Languages.
The research was held at the Faculty of Languages applying a questionnaire, which was
adapted from Octaviano Garca (2010), to 77 students out of 95 form class of 2013, giving
a 95% confidence interval and an error rate of (+ - 0.05). This calculation of the finite
population was performed using the formula: n = Nz^2pq/( E^2(N-1)+ z^2pq) (Aguilar-
Barojas, 2005).
The data analysis was done using SPSS statistics program, calculating maximum and
minimum value, the media and missing values for every factor. This analysis allows to
take decisions to elaborate new basis for the curriculum of the Faculty of Languages as
well as to identify the homogeneity and heterogeneity of the faculty members. And the
most important of all, it permits the faculty administration to learn about the students
necessities on their Academic Records and focus on the opportunity areas.
SPEAKERS
Uriel Ruiz Zamora
Uriel Ruiz holds a Ph.D. in Education from CUI University and a Master in Linguistics
from the UAEMex. He has worked for the UAEMex since 1999, and in 2006, he joined to
the Faculty of Languages, at this moment, he is in charge of the Graduate Studies Office.
He works in the areas of Linguistics, Language teaching and Professional Teacher
Development in Technology. He has designed, developed and evaluated different on-line
courses on SEDUCA for Faculty of Languages. He belongs to RECALE and RedCA
UAEMex.
CATEGORY
Papers
Pre-service teachers perceptions about their teaching skills in an ELT programme.

Practicum is one of the most essential components in preparing English teachers. In this
presentation we will present the results of a study conducted at University of Quintana Roo
which aimed at exploring the experiences of pre-service teachers during their 10 weeks
teaching practice in different institutions in the area. Participants perceptions were
collected regarding the ELT training they received during their degree and how prepared
they felt they were to face future professional demands. Reflection was the guiding
principle in this study since pre-service teachers were asked to write a reflection diary to
recognize the complexity of teaching and reflect about their teaching practice in the
different institutions and levels of learners. The results obtained allow us to determine
students strengths and weaknesses in teaching as well as the areas they consider require
improvement in the program and in their future performance as teachers.
SPEAKERS
Deon Victoria Heffington
Deon Victoria Heffington es Licenciada en Lengua Inglesa por la Universidad de Quintana

Roo y tiene una Maestra en Educacin. Ha trabajado en la Universidad de Quintana Roo
desde el ao 2004. Sus intereses de investigacin son estrategias de aprendizaje y
diferencias individuales en el proceso de enseanza-aprendizaje de lenguas.
Mariza Guadalupe Mndez Lpez
Realiz estudios de doctorado en la Universidad de Nottingham, Inglaterra (2008-2011).

Es maestra en TESOL por la Universidad de Manchester, Inglaterra (2001) y maestra en
Psicopedagoga por la Universidad de la Habana, Cuba (2000). Sus intereses de
investigacin incluyen los factores afectivos en el proceso de aprendizaje de una lengua
extranjera (emociones, ansiedad, auto-estima), estrategias de aprendizaje y motivacin. Ha
publicado libros, captulos de libros y diversos artculos sobre los mismos temas en
revistas nacionales e internacionales. Actualmente es Secretaria Tcnica de Investigacin y
Posgrado de la Divisin de Ciencias Polticas y Humanidades en la Universidad de
Quintana Roo, Mxico.
CATEGORY
Papers
Finding a Mexican voice: schema and scripts in the presentation of the second
language self
For many speakers of second languages, cultural cross-talk is a frustrating and,
unfortunately, frequent occurrence (Goddard, 2012). This paper presents the preliminary
results of research into identity shifts observed in speakers using a second language in
contexts of cultural immersion, that is, those choices made by speakers which may lead to
or deflect cultural cross-talk events. We frame our analysis of such events in terms of
schemas (Nishida, 1999) and scripts (Goddard, 2012) which should be understood in this
context as stereotyped responses to recurrent and familiar situations. We understand
schema as an overarching category of cultural values which manifests in language use as a
pattern of specific language choices or scripts. In order to research identity projection, we
collected interview data from four informants (two English language and two French
language) who have lived for an extended period in Mexico. Subsequent analysis
identified instances of schema and scripts which reflect either maintenance of the native
values or some degree of accommodation towards a Mexican model, at least in so far as
can be evidenced through voice. Through the closer study of the phenomenon of cultural
cross-talk, we hope to provide data which might explain and/or alleviate some of the
problems caused by the application of inadequate schema and scripts perhaps through
allowing speakers to achieve a greater degree of conscious control over the identity they
project when speaking.
SPEAKERS
Pauline Marion Dorothy Moore
Pauline holds a Doctorate in Linguistics and a Masters in Applied Linguistics from the
Universidad Nacional Autnoma de Mxico. She has been a full-time teacher and
researcher at the Facultad de Lenguas in the Universidad Autnoma del Estado de Mxico
since 1996. She teaches subjects in the area of Applied Linguistics at undergraduate and
graduate level and specializes in semantics and pragmatics. She belongs to the research
group Studies in Linguistics and Teaching and her research interests include second
language academic literacy and self-directed language learning.
Georgia Marie Ketty Grondin
Georgia holds a Masters in Teaching French as a Foreign Language from the Universit de
Aix-Marseille and Universidad Veracruzana. She has been a full-time teacher and
researcher at the Facultad de Lenguas in the Universidad Autnoma del Estado de Mxico
since 2000. She teaches French language and applied linguistics at undergraduate and
graduate level and specializes in semantics and dialectology. She belongs to the research
group Studies in Linguistics and Teaching and her research interests include cross-cultural
studies and relations between culture, language and identity. She is currently writing up
her doctoral thesis in Linguistics at the Universidad Nacional Autnoma de Mxico.
CATEGORY
Papers
Developing academic vocabulary in ELT students

This presentation talks about the importance of academic vocabulary in the understanding
of content areas. It also shows and reports on the teaching materials designed to teach
academic vocabulary to ELT trainees at the second semester of the Autonomous
University of Tlaxcala, where the specialized language used in the content areas often
creates a barrier to understanding for those who are new to both, the subjects and the
English language. The aim of this talk is to show teachers this pedagogical intervention
planned to help students understand the vocabulary and concepts found in informational
academic texts such as textbooks and articles. As a result, learners are provided with
support during the development of the reading and writing skills required for tackling the
tasks required throughout their studies and more importantly during the writing of their
dissertation.
SPEAKERS
communities of practice. Her current research interest is the development of academic
literacy in NNS ELT students.
CATEGORY
Papers
Language testers responsibility: Problematization of language evaluation

The language teacher often plays a role as a test designer. Such role comes with additional
responsibility and test designers should reflect on it, which does not always happen.
Acting responsibly and ethically at the moment of designing language tests has been object
of different works and studies such as McNamara (2000), McNamara and Roever (2006)
and Young (2011) who pinpoint the social dimension of language testing; Shohamy (2001)
and McNamara and Shohamy (2008) have done critical studies about language testing and
human rights and Bachman and Palmer (1996 and 2010) developed the concept of test
usefulness to describe the qualities language tests should have and discuss fairness as an
essential characteristic of the process of test design.
More research is needed in terms of knowing what the test designers beliefs,
understanding, experiences and practices are. In this paper, the language testers
responsibility in the design process and in the impact of the instruments results is
problematized focusing on a specific context: The language teachers of a language
teaching B.A. program. The multiplier effect of this programs teachers actions make it a
topic of great pertinence in the context where the study is held. Problematization and
initial thoughts are presented in this paper.
SPEAKERS
HUGO ABELARDO ANDRADE MAYER
Hugo Andrade Mayer has a Master in Applied Linguistics in the Autonomous University
of the State of Mexico (UAEMex). He has been an English teacher since 1991. He has
done research on reading comprehension in a second language, language evaluation and
cultural identity. He is currently a full time professor in the Faculty of Languages at
UAEMex and is doing a Ph.D. in Linguistics at UNAM.
CATEGORY
Plenaries
Critical Thinking & Student Autonomy

To lead students to use their minds to consider things carefully, to think through before
making a decision, and to produce new ideas and plans expressing the freedom of their
opinions and reflecting the power to organize their own activities. Only then, will they
become independent citizens governing themselves in self-discipline.
SPEAKERS
Pierre Sinclair
Italo-French, had work with kidssince the age of 16in school, social and recreational
centers in 4 continents. Has taught French, English, and Spanish from Kinder to University
levels. Is interested in challenging students to become critical thinkers and thus enter a
world of autonomy.
CATEGORY
Plenaries
How deep do language teachers impact lives?

Being a language teacher can commonly be considered as a simple and ordinary
profession. Individuals who become involved in language teaching sometimes appear
confused about choosing what best suits their interests. Learning Languages and being
able to teach them are two absolutely different things. Some become language teachers by
accident thinking it is an easy opportunity to get money. Becoming aware on how a
LANGUAGE TEACHER impacts peoples lives is an amazing adventure, and that is
precisely the trip we will take in this talk.
SPEAKERS
ILIANA BADEL RIVAS RIVAS
Holds a Bachellors degree in ELT, an international CELTA certificate from Cambridge,

has been an English Teacher for over 18 years. She has also worked as a teacher trainer
and has participated as a speaker in different regional and international conventions from
Mextesol. She has collaborated in the design and development of text book materials for a
nation-wide language school. She also holds an international certification for teaching
Spanish to speakers of other languages. She is currently a teacher at International House
Guadalajara & at Universidad del Valle de Mxico Campus Guadalajara.
CATEGORY
Hands-on workshops
How to get published in English: Tips for Spanish L1 teachers and scholars
Writing research articles for publication in English language journals is a growing
expectation for multilingual scholars at international Universities, including those in
Mexico. Despite these expectations, emerging and established scholars face many
challenges in achieving these publishing outcomes. Drawing upon findings from a
comparative case study of a Central Mexican University academic writing for publication
course, this workshop highlights potential challenges facing Mexican scholars and
discusses implications for both teachers and scholars attempting to publish academic
articles in English language journals as well as those teaching writing for publication in
Mexico. This presentation includes tangible recommendations for best practices (e.g. how
to identify an appropriate journal; how to write an effective abstract, etc.) when writing for
publication and/or teaching English academic writing (for publication) at the post-
secondary level and may be of interest to all those invested in English writing for
publication as well as those involved in the design and/or delivery of English academic
writing courses in Mexico.
SPEAKERS
James Corcoran
James Corcoran is a senior doctoral student in the Language and Literacies Education
program at the Ontario Institute for Studies in Education University of Toronto. He has
worked in Brazil, Canada, and Mexico as an ESL/EFL teacher and teacher educator for the
past 15 years, including most recently as an academic writing instructor for graduate
students at universities in Canada and Mexico. James MA research investigated the
beliefs and practices of Brazilian EFL teachers regarding mother tongue use in the EFL
classroom. His doctoral research set for completion in July 2015 investigates the
experiences of Latin American scientists with academic writing for publication in
international scientific journals. James currently acts as the editor-in-chief of the Canadian
Journal for New Scholars in Education.
CATEGORY
Hands-on workshops
Let Me Tell You a Story: The Power of Stories for Language Learning
When we hear those words, let me tell you a story, we relax and engage. Stories capture
our attention and they offer a natural, meaningful vehicle for language learning. By
learning to tell stories, teachers develop the skills necessary for planning strong lessons.
This workshop offers a brief introduction to narrative theory, information about why
stories are powerful language learning tools, and several lively examples of stories that
participants can use in their classes.
Through several examples, the presenter will demonstrate how stories equip learners with
the functional language chunks needed to advance proficiency and how stories are
appropriate for learners of all ages and proficiency levels.
Participants will have the opportunity to consider which stories might be appropriate in
their context, practice telling stories, and share their experiences teaching with stories.
SPEAKERS
Mary Elizabeth Curran
Mary Curran is Associate Dean of Local-Global Partnerships at the Graduate School of

Education, at Rutgers, The State University of New Jersey, where she coordinates the
English as a second language and world language programs. Her scholarship focuses on
language teacher education, and she has published her work in journals including TESOL
Quarterly, Learning Languages, and Journal of Teacher Education.
CATEGORY
Hands-on workshops
What do learners really do in our SACs?

Research into how learners and facilitators use resources, including computers and
communication technologies, in self-access learning environments, can help educators to
understand (Warschauer, 1998), the nature of the impact on foreign language learning and
whether centres are satisfying expectations and needs of learners.
How, then, can we plan and implement research into the development and impact of
language/communication skills and literacies in our self-access centres today? What kinds
of questions really need to be asked? What options are feasible for collecting data, to help
us to understand if these skills and literacies are being promoted by language teachers and
exploited by foreign language learners effectively?
In this workshop, we will first consider appropriate approaches for exploring self-access
learning, including whether an interpretive qualitative approach to research may provide a
feasible option for exploring the socio-cultural context of the self-access learning
environment. We will then go on to discuss some simple options for data collection and
analysis, including, for example, long-term participant observation and open-ended
interviews. The main aim of the workshop is to stress the urgent and immediate
importance of understanding what is really happening in our self-access centres, to draw
conclusions about how to motivate both learners and teachers to use SACs more
effectively and achieve more significant learning outcomes.
Only by understanding what is really happening, can we systematically plan and embark
upon a journey of continuous improvement of the learning experience in self-access
centres for the future.
SPEAKERS
Patricia Evelyn Grounds Reynolds
Pat Grounds holds a doctorate (Language Studies) from Canterbury Christ Church
University, an MA in Applied Linguistics (ELT) from UKC, Canterbury. She works as
online tutor for the University of Southampton/British Councils online MA in ELT. She is
a freelance consultant who is currently active on a range of training/curriculum
development projects at Mexican universities including standardized exams development
and validation, CLIL, materials design and BA and MA curriculum reviews.
FRIDAY
9:00 am (Friday)
CATEGORY
Plenaries
Should I use Spanish when teaching English to my students?

Should I use Spanish when teaching English to my students? For multilingual
language teachers this question is omnipresent. However, institutional policy is often
unclear on whether, as teachers, we should use all of our linguistic resources and/or allow
students to use all of theirs when teaching English. The much-debated topic of mother
tongue use in EFL classrooms is the focus of this presentation, with a particular focus on
the use of Spanish when teaching English in Mexico.
A brief summary and analysis of arguments for and against the use of the L1
(Spanish) when teaching the L2 (English) will be provided followed by description of a
recent mixed-methods study investigating teacher beliefs and practices regarding L1 use in
the EFL classroom. Based on both strong empirical evidence and substantial classroom
teaching experience, I argue for a judicious amount of Spanish use when teaching
English to both adults and children in a Mexican context. I further provide a variety of
situations in which this judicious use of Spanish can potentially improve both teaching and
learning outcomes in the Mexican EFL classroom.
This presentation will be of interest to English teachers in both public and private
spheres as well as administrators and directors of English language programs, schools, and
institutes across Mexico.
SPEAKERS
James Corcoran
James Corcoran is a senior doctoral student in the Language and Literacies Education
program at the Ontario Institute for Studies in Education University of Toronto. He has
worked in Brazil, Canada, and Mexico as an ESL/EFL teacher and teacher educator for the
past 15 years, including most recently as an academic writing instructor for graduate
students at universities in Canada and Mexico. James MA research investigated questions
surrounding the beliefs and practices of Brazilian EFL teachers. His doctoral research set
for completion in early 2015 investigates the experiences of Latin American scientists
with academic writing for publication in international scientific journals.
10:00 am (Friday) A
CATEGORY
Papers
Exploring university teacher perceptions about out-of-class team work

This study is the first part of a broad study which is being carried out as a joint research
project by the Universidad Jurez del Estado de Durango, Universidad Autnoma de
Nayarit, Universidad de Colima, Universidad Autnoma de Guerrero and Universidad de
Sonora. The researchers are members of the Mexican network of research groups in
foreign languages (RECALE). Recent trends in education promote methodologies where
students by collaborating and sharing knowledge with each other construct their own
understandings. Therefore, team work becomes crucial. However, literature states that
implementing team work also poses problems (Baines, Blatchford & Kutnick, 2003). The
aim of this part of the study was to explore what a small group of 10 teachers think about
out-of class team work. The study is qualitative and used interviews as an instrument for
data collection. Then, data was analyzed using open and axial coding. Results suggested
that most of the teachers have positive perceptions about team work in spite of being
aware of the problems in the implementation of it. The study also unveiled what the
advantages and disadvantages about team work for this group of teachers were. Some of
the perceptions were that team work promotes interaction, collaboration and integration
and that it develops social and cognitive skills in the students. Some difficulties in the
implementation were member selection, punctuality, location, student commitment, among
others. The study was successful in designing a questionnaire using the information from
the perceptions to continue with the next step of the research.
SPEAKERS
Elizabeth Ruiz Esparza Barajas has the Doctor of Applied Linguistics from Macquarie
University and an M.A in Education from the Institute of Education University of London.
She teaches at the University of Sonora at the B.A. in English Language Teaching and the
Doctorate in Humanities. She has held different administrative positions and has several
publications. She currently coordinates the consolidated research group of Applied
Linguistics in Foreign Languages. Among her research interests are beliefs, teacher
education and assessment.
Jess Helbert Karim Zepeda Huerta has more than 10 years of English teaching
experience as an ESL/EFL basic and higher education teacher. He holds a Masters in
Applied Linguistics by the Universidad Autnoma de Nayarit. His research interests are
pedagogy, language teaching and learning, and linguistics. As he has always been
interested in constant teacher preparation, he has participated in numerous national
conferences.
Cecilia Araceli Medrano Vela has more than 15 years of teaching experience both as a
self-access tutor and face to face teacher. She has been a teacher at the BA in ELT at the
UJED since 2009. Her main research interests are testing, teacher education and
autonomous learning. She holds an MA in ELT from the University of Manchester, UK.
She is currently on her third year of PhD studies with the University of Southampton.
Raphael Hubert Elie Sebire es profesor de la Universidad de Colima desde 2002, se

gradu como Maestro en literatura y civilizacin espaolas e hispanoamericanas en la
Universidad de Caen, Baja Normanda, Francia. Curs la Maestra en Educacin
Virtual en la UV y un Master en FLES en Clermont Ferrand, Francia. Sus intereses de
investigacin son educacin virtual de idiomas extranjeros y procesos de enseanza y
aprendizaje de lenguas extranjeras.
10:00 am (Friday) B
CATEGORY
Papers
Polticas de lengua en instituciones de educacin superior en Mxico.

Uno de los retos de las universidades pblicas en Mxico hoy en da en un escenario
mundial es una educacin superior que trascienda fronteras. Para las Universidades
Pblicas como Instituciones de Educacin Superior (IES) en Mxico este escenario
significa todo un reto. Muoz Garca y Surez Zozaya (2012) enmarcan este reto como el
elemento que marca los destinos de las personas y de los pases. Con el objeto de realizar
estos propsitos las universidades contemplan elementos como el de la cobertura, el
incremento en la calidad como el de los montos financieros mismos que exigen una
renovacin de los modelos institucionales que fundamenta la concepcin de universidad
pblica en Mxico. La insercin del ingls como poltica institucional en la vida
acadmica universitaria dentro de los procesos de internacionalizacin es evidencia de
ello.
La insercin del ingls como poltica institucional exige la transformacin de los
programas acadmicos, como la formacin del recurso humano necesario para llevar la
instruccin a la comunidad universitaria. El estudio del ingls y la utilidad para el logro de
estndares internacionales ya no es cuestin de una decisin sino de acciones. Estas
acciones debern ser logradas a travs de un proceso en el cual la teora como la
experiencia sean las bases para el factor cambio y logro de objetivos, el objetivo de una
comunidad universitaria con un nivel de ingls competitivo a nivel mundial.
El presente proyecto de investigacin tiene como objetivo principal estudiar el proceso que
se sigue para la insercin del ingls como lengua extranjera dando como resultado una
poltica institucional de la misma.
SPEAKERS
Liliana Maria Villalobos Gonzlez holds a PhD in Education and has been dedicated to
teacher development for the past years as the coordinator of the Maestra en la Enseanza
del Ingls en Lengua Extranjera MEILE for the University of Guadalajara. Her research
interests are in the areas of Curriculum Design, Teaching Methodology, Dialogue and
Dialogism based on the philosophy of Bakhtin, Public policies in Higher Education in the
field of English instruction as a foreign language.
10:00 am (Friday) C
CATEGORY
Papers
Exploring strategies to help teachers identify and support students with the Asperger
Syndrome
The new reforms in Education in Mexico require teachers to be ready to teach and manage
students with special needs; such as the ones with the Asperger Syndrome. This syndrome
encompasses physical, medical, and emotional disabilities (Child Welfare Information
Gateway, 2010 in Gutirrez-Ramrez, 2014) and is considered a condition in which
children present social skills problems and interests in single topics, among other problems
to be part of a group. The lack of information in schools about this condition is affecting
these kind of students, instead of starting to try to find different strategies to support their
academic development and more important, their social skills. To do so, English teachers
need to be informed and formed by specialists in the area and understand that this is
something that will be part of our classrooms nowadays, and perhaps, we can change these
students life with our support.
Hence, this talk will be oriented to English teachers to get to know more about the
characteristics of Asperger Syndrome and ideas about how to manage children and
teenagers with these characteristics.
SPEAKERS
Mara de Lourdes Gutirrez Aceves
Lourdes has been an english teacher for over 22 years; she is a tenure teacher trainer at the
BA in ELT at the Language School, UNACH. She got the COTE by the British Council,
and has got the Master in Education in the field of Teacher Trainer Development in ELT,
from the University of Exeter,UK. She has also got the Doctorate in Education. She also
was awarded with a scholarship in the Dartmouth University and has different
certifications in English. She has been the coordinator of Sustainable Development and the
Self- Access Center and has been in charge of several research projects and has written
articles related to ELT. Shes got Perfil Promep and is a member of the CA. Professional
Development and Evaluation in TESOL.
Vivian Gabriela Mazariegos Lima
Vivian is a tenure English teacher in the BA in ELT and the Master in Language Didactics
at the Autonomous University of Chiapas. She has awarded the BA in ELT as well as
several international certifications in English, a MEd degree and has got a Doctorate in
Education. Shes also a member of the Academic Body Professional Development &
Evaluation in TESOL and a member of the staff of the Master in Languages Didactics;
she also has developed research projects and written academic articles.
Elizabeth Us Grajales
Elizabeth is a tenure teacher trainer at the BA in ELT at the Language School, UNACH.
She studied the BA in ELT, got the COTE by the British Council, and has got the Master
in Education in the field of Teacher Trainer Development in ELT, from the University of
Exeter,UK. She has also got a master in Education and the Doctorate in Regional Studies
by the UNACH. She got the diplomado in ESP by the British Council. Shes got Perfil
Promep and is a member of the CA. Professional Development and Evaluation in TESOL.
Dra. Mnica Miranda Megchun
Mnica is an asignatura English teacher in the BA in ELT at the Autonomous University

of Chiapas. She has awarded the BA in ELT as well as several international certifications
in English, a MEd degree and has got a Doctorate in Education. Shes in charge of the
Academic Affairs Office at the Faculty of Languages; she also has participated in several
research projects and written academic articles. She has collaborated in different
universities of the state
10:00 am (Friday) D
CATEGORY
Papers
An evaluation of the Preliminary English Test (PET) practice test administered to

Engineering students in the Uinversidad Autnoma del Estado de Hidalgo
Changes in the demand for further studies or for employment have obliged Mexican
students to possess a transnational recognition of certification in English. The purpose of
this study is to investigate the causes that hinder a considerable number of Engineering
students in the Universidad Autonoma del Estado de Hidalgo (UAEH) from achieving the
PET Preliminary English Test level.
This study analyses the types of tasks and areas of content that PET covers in order to
determine if the Engineering English syllabus and the course-book New Interchange
meet the specifications required for achieving the PET level. In addition, a PET Practice
test administered to engineering students was used as data to discover the skills that
represented a major degree of difficulty for engineering students. A questionnaire was also
used for gathering data to verify if students perception of the PET practice test and of the
course-book New Interchange were reflected in the PET practice test results.
The study concludes that a) there are more similarities than differences between the PET
and the course-book New Interchange. b) It could not be determined if Engineering
students had reached the PET level because of the dissimilarities between the UAEH PET
practice test and the UCLES PET. Hence, a set of recommendations were made to help
Engineering students to achieve the intended goal: to reach the PET level.
SPEAKERS
Bertha Guadalupe Paredes Zepeda
Bertha Gpe. Paredes Zepeda is a full time professor at the Universidad Autnoma del
Estado de Hidalgo and for the past years teacher trainer and consultant in ELT. She holds a
BA in ELT from Thames Valley University, UK; as well as an MA in ELT from the
University of Warwick, UK. From 2003 to 2004 as a Fulbright teacher (FTEP), she taught
English as a Second Language to Chinese immigrants in New York City, USA. Currently
she is the head of the Applied Linguistics Dept.
Eleanor Occea Gallardo
Eleanor Occea Gallardo holds a B.A. in ELT from Thames Valley University, UK and an
M.A. in TESOL from Leeds University, UK. She is a full-time professor at the
Universidad Autnoma del Estado de Hidalgo and a professor in the B.A. in ELT
programme. Her teaching and training expertise is Test Design, Self-access, Teacher
Training and the competence-based approach to teaching and testing a language.
10:40 am (Friday) A
CATEGORY
Papers
Profiling a university student cohort
The studies about students' academic history and trajectory provide with invaluable
information all educational institutions, let alone university programs. These studies not
only permit to know who the young people enrolling in universities today are but also to
identify which variables are present in the population and how these favor or hinder
students' performance during their university studies. Thus, these kinds of studies provide
data which could in turn be used to take more informed academic and administrative
decisions to improve the quality of service that universities are to offer. The longitudinal
study has as its main goal to trace closely the academic history of the cohort in order to
identify their characteristics as they enter university, their trajectories, their graduation
and their incorporation to the labor market. Nonetheless, this paper reports on the initial
stage of a study aimed at following the academic history of the 2014 cohort at a BA degree
in English.
SPEAKERS
Oscar M. Narvaez Trejo
Oscar Manuel Narvaez Trejo is a full time professor at the School of Languages,
University of Veracruz. He holds a Ph.D. from Kent University, UK. His research interests
are learners beliefs and perspectives. He is interested in promoting teacher-based research
in order to promote effective English instruction in Mexico.
Patricia Nez Mercado
Patricia Nez Mercado is a professor at the School of Languages, UV. She holds a BA in
English, a BA in French and an MA in Teaching English as a Foreign Language. Her
research interests are effective teacher instruction, writing assessment, and literacy
development.
10:40 am (Friday) B
CATEGORY
Papers
How Could Learners of the BA in ELT Develop an Autonomous Language Learning?
Due to globalization, English has become an indispensable and worldwide language, from
education to business. In spite of this necessity to learn it, many learners, especially in
Mexico, seem to be reluctant to accomplish this goal and depend on their teachers to both
study and learn it. Therefore, this research focuses on understanding how learners could
learn English autonomously by identifying their real learning needs and supporting them to
strength their metacognitive process, motivation, self-assessment, and collaborative work.
This research also focuses on finding out if learners are motivated to learn autonomously
and work collaboratively. It has as framework contemporary theories in foreign language
teaching such as the ones underpinning a Learner-Centered Paradigm, Social-
Constructivism Theory, including the concept of Zone of Proximal Development. The
research was carried out as a part of a professional social service in which seven learners
of the School of Languages propaedeutic curse ran by the School of Languages by UJED
participated. The approach to conduct this research is a mixed method. In order to get the
results different tools were used such as Self-assessment checklists, to find learners
learning needs; KET and PET samples, to know if their levels of English ameliorate; a
Survey, to understand opinions about both autonomous and collaborative learning; and
Observations, to analyse their behaviors in class. The results show that participants can be
considered autonomous learners but their efforts are objectiveless. Therefore, the more
they move forward in their learning without consider their objectives, the more problems
they will have.
SPEAKERS
Javier Salvador Garca Barrn
I graduated from the Juarez University of the State of Durango with a BA in ELT. I
have carried out research and have just presented it at 1er Encuentro de
investigadores. I am a current English teacher at Univer University, where I
designed the English anthologies for seventh and fourth quarter term on
international trade. I also teach at COBAED. I have several certifications and
courses such as TKT Modules 1, 2 and 3, IELTS, TOEFL ITP and College Writing
course by EDx Berkley. Some of my areas of interest are autonomous learning,
learning strategies, linguistics, E-learning and teaching methodologies.
10:40 am (Friday) C
CATEGORY
Papers
Who am I? Where am I? The multiple identities in the language classroom.

In the educational environment, particularly in the case of second/foreign language
learning (L2) a phenomenon has been detected which occurs in the L2 classroom. There is
evidence to suggest that students (perhaps unconsciously) block out their personal life
experience and background knowledge while inside the classroom. These people come to
ELT class bringing with them life experience, ideas and backgrounds unique to their
personal cultural belief systems and educations. However, it appears that when they enter
the classroom, and assume the role of English student, they seemingly forget who they are
and all of the previously mentioned life experience during the class. The English student
that they become appears to be a more one-dimensional role which does not include the
other facets of their lives. This is further emphasized by the constraining nature of the
classroom and course mentioned above. They sit in the student chair and accept that the
teacher is in control of the group and that the teacher will instruct them. In a sense they are
changing the hat they wear upon entering the classroom, and when they finish class they
change hats again to return to the person they are for the rest of the day. The former
suggests that there is an issue with students struggling with their social identity and with
their concept and management of power relationships within the ELT classroom (Mitchell
and Myles, 2000).
SPEAKERS
Douglas John Goodwin
Douglas Goodwin has been a professor/researcher at the Universidad de Guanajuato since

1992 and is currently a member of the National System for Researchers (SNI). His studies
include: BA in Spanish and Education (Western Oregon University), M.Ed. in Educational
Technology and ELT (University of Manchester), Ph.D. in Language Studies (University
of Kent). His research interests include: culture in language education, intercultural
communication and identity in language education. He currently holds the position of
Second Language Learning Coordinator for the University of Guanajuato.
10:40 am (Friday) D
CATEGORY
Papers
A Cultural Awareness Lesson Plan

It is common knowledge that understanding a language involves knowing grammar,
phonology and lexis patterns. Nevertheless, most of the time one forgets that the context in
which many speech acts take place is part of knowing a language. This means knowing
certain features and characteristics of the culture (Cakir, 2006). In other words, in order to
be able to communicate in a foreign language, even in the mother tongue, it is necessary to
identify and understand the context and culture in which the communication act is taking
place (Scholes, 2010).
Foreign Language Learners usually complain of not understanding others ideas and
perceptions of life. This might happen due to they are not enough communicative
competent to understand their interlocutors thoughts. This problem arises mainly because
foreign language teachers devote more time to teach linguistic elements of language rather
than cultural ones (Lessard-Clouston, 1997,para.14), becoming their students in fluent
fool[s] (Bennet, 1993:9, in Scholes, 2010), that is, a learner who speaks a foreign
language well without understanding the social or philosophical content of the foreign
language (Ibid). Here is where the importance of teaching culture in foreign language
classrooms lies.
Finally, the proposed lesson plan contains activities, based on the experiential language
learning approach, through which students will not know just about linguistic aspects of
the target language, but they also learn some features of the target culture and understand
how speakers of the foreign culture conceive life, what are some similarities and
differences between Mexican culture and the target culture.
SPEAKERS
Esteban Zrate Meja
He did his undergraduate studies and a MA in TEFL at the school of Languages,

Universidad Veracruzana. He has been speaker at national and international conferences
about research on languages. He is professor at Basic and University Level. Currently he
is carrying out a research based on the implementation of the Lexical Approach.
11:30 am (Friday)
CATEGORY
Plenaries
Controversies and issues in language teaching: what about writing, grammar, and
accent?
SPEAKERS
Dr. Stephen Krashen
Stephen Krashen is is best known for developing the first comprehensive theory of second
language acquisition, introducing the concept of sheltered subject matter teaching, and as
the co-inventor of the Natural Approach to foreign language teaching. He has also
contributed to theory and application in the area of bilingual education, and has done
important work in the area of reading. He holds a PhD in Linguistics from UCLA, was the
1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon
Do. His recent papers can be found at http://www.sdkrashen.com (free download).
12:30 pm (Friday)
CATEGORY
Plenaries
Us...teachers with an intelligent self-esteem

Self-esteem is defined as a person's overall sense of self-worth or personal value. It is often
considered as a personality trait, for it tends to be stable and enduring. Self-esteem can
involve a variety of beliefs about the self, such as the appraisal of one's own appearance,
beliefs, emotions, and behaviors.
It is very well-known that self-esteem may be an essential ingredient to reach success. A

low self-esteem can lead people to feel defeated or depressed, it may also lead people to
make bad choices, fall into destructive relationships, or fail to live up to their full potential.
Many of us may be thinking a high self-esteem is the solution to become successful, but
what some of us ignore is that building a high self-esteem can be as bad as having a low
self-esteem. Therefore, the ideal is to strike a balance to create an intelligent self-esteem: a
realistic yet positive view of the self.
There are a number of different factors that can influence self-esteem: genetic factors that
help shape overall personality can play a role, but it is often our experiences that form the
basis for overall self-esteem. Through this talk well realize how important it is for us
teachers, to build an intelligent self-esteem to become exemplary leaders for our students.
SPEAKERS
Adn Alberto Hurtado Olivares
Alberto Hurtado is a Computer Systems Engineer from Instituto Tecnolgico de Morelia

and a Teacher of English certified by University of Cambridge. Hes a Teacher Trainer by
the Department of Education of the U.S. Embassy and Centro Espiral Man in Costa Rica
and a Teacher-trainer Coach from Centro de Investigaciones para la Calidad Educativa y
Empresarial en Mxico.
He has performed studies related to Neuro-Linguistic Programming, Human Development

and Intelligence in Arts. Nowadays hes the Coordinator of the Academy of Social Studies
and Human Affairs in the Electrics Engineering Faculty at Universidad Michoacana de
San Nicols de Hidalgo, where he is a full-time professor and investigator.

Complete Program

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Complete Program

Hochgeladen von

Copyright:

Verfügbare Formate

ENGLISH TEACHING CONFERENCE 2015

Dr. Eliphelet Rivera Cuayahuitl.

Gandy Griselda Quijano Zavala

Raquel Cibrin Valle

Iras Ramrez Balderas

Patricia Mara Guilln Cuamatzi

Areli Reyes Durn

Irma Dolores Nuez y Bodegas

Maria Magdalena Escobar Mendoza

Martha Lorena Obermeier Prez

Dr. M. Martha Lengeling

Miguel Tenorio Medelln

Josadac Flores Prez

Csar Maldonado holds an MA in Applied Linguistics from Georgia State University

To sum up, promote confident, safe and independent learners.

Renate Marie Thummler Blum

Renate M. Thummler Blum holds an MD in Veterinary Science teaching ESP courses at

"Mediaeval English Seminar"

PhD in Mediaeval Studies, University of York, UK (2009)

MA in Spanish, New Mexico State University, USA (2001)

BA in Spanish Literature. ITESM Campus Monterrey, Mexico.

Citizens of the world: Communication Strategies.

Inspiring language learners to develop communication skills by broadening their self-

Holds a Bachellors degree in ELT, an international CELTA certificate from Cambridge,

Mara Elena Soto vila

Student from The Escuela de Lenguas. Certified English Teacher by Cambridge

Enrique Guerrero Torres

To be or not to be? On being a researcher.

A Technology-Enhanced Language Learning Design for a multilevel group: An

Mara del Carmen Reyes Fierro

Natanael Delgado Alvarado

Research interests: Technology-Enhanced Language Learning, e-Learning, Self-regulation

Indicadores de xito y/o fracaso de los estudiantes universitarios del Programa de

La mejora en el rendimiento de los estudiantes en el primer ao de estudios universitarios

Rosalina Domnguez Angel obtuvo su doctorado en enseanza del ingls en la

Manuel Camacho Higareda

Manuel Camacho Higareda es doctor en Sociolinguistica por la Universidad of Essex

Students Perceptions of the Blended Technology-Enhanced Language Development I

Student of the BA in ELT (Universidad Juarez del Estado de Durango)

Carolina Rosales Lazalde

Student of the BA in ELT (Universidad Juarez del Estado de Durango)

Mara del Carmen Reyes Fierro

The most powerful technology ever, can you handle it?

Mara Del Roco Vlez Tenorio

Demetria Ascencio Carvente

Education & Languages in Social Development

Main Frame: Education and its influence in Social Development

Jose Manuel Canales Borja

Isram Zakdiel Varela Gueta

Studied Veterinarian and Zootechnic Medicine

Misterios de San Luis Potos

La presentacin del libro Departamento de Lenguas Extranjeras: la visin de su desarrollo

M.Ed. in Teacher Training de la Universidad de Exeter. Maestra de tiempo completo en

Elva Nora Pampln Irigoyen

Doctorado en Humanidades; Maestra en TESOL de la Universidad de Londres. Profesora

Reading and Academic Writing in the Target language

Rosalina Domnguez Angel obtuvo su doctorado en enseanza del ingls en la

Iras Ramrez Balderas

Dra. Iras Ramrez Balderas. Catedrtica de tiempo completo de la Licenciatura en

Patricia Mara Guilln Cuamatzi

Critical thinking: providing an opportunity for meaningful output

Pygmalion Effect (Basics of Academic Essay in High School Students)

IAPE experience. Teaching methods and games.

I am a current student of the Bachelor of Arts in English Language Teaching of the