Maracaibo - Zulia State


Welcome VenTESOLERs, Here we are again! What an exciting and fruitful year we have had as a national association. We are definitely getting stronger by the minute. After creating our online community last year, our community has grown to 1500 members who share the passion for English Language Teaching and who are constantly seeking opportunities to become better professionals in the 21st century. We feel honored that entities such as the US Embassy, the British Council, well-known publishing houses and other organizations have found in VenTESOL a channel to reach candidates for learning opportunities such as webinars, online courses, face-to-face academic events and even job announcements. This year’s convention will provide a wonderful scenario to examine the state of the art of current English teaching in Venezuela, and to study our particular needs and teaching contexts and their connection to world-wide nations. trends that have made it possible to “feel and share” experiences across Therefore, as we examine the phenomenon of “World Englishes,” we need to study its

implications and possibly redefine the concept of ELT in Venezuela. Let’s all work together to do so, taking this opportunity as a starting point. We are so pleased to announce that 80 professors from different universities and other institutes across the country will be sharing their expertise at this event. Some of the many universities and institutes represented are: The US Embassy, The British Council, UC, UCV, LUZ, ULA, URBE, UDO, UVM, UMC, UNESR, UNEXPO, UNEFM, UNIMET, UPEL Barquisimeto, UPEL Maracay, UPEL Caracas, USB, UNIMAR, PNFA, UNIPAP, IFISA and CEVAZ. These presenters will provide workshops and plenaries of high academic quality to instructors and teachers at all levels.

Our organization’s growth is skyrocketing and that couldn’t be possible without the sponsorship of the US EMBASSY which has supported us in the design and development of educational projects such as the “English Methodology Day” workshops whose mission is to offer up-to-date training to English Teachers. Eleven workshops were held in early February in Valencia, Puerto Cabello, Barquisimeto, Caracas, Maracay, Cagua and La Victoria and were delivered by PhD. Helena Curtain.

These one-day training sessions provided 700 language educators with the chance to enhance their teaching skills. We are pleased to announce that these workshops will continue! Right after our National Convention, the second phase of this project, facilitated by PhD. Joan Shin, will be carried out in Maracaibo, Valera, Mérida and Caracas. You are invited to find more information and pre-register on the VenTESOL NING. And there is more to come! To meet the needs of pre-service English teachers, another project called “English Fluency Workshops” is on the table. Stay tuned to find out when and where. None of the above mentioned could be achievable without the non-stopping volunteer work of the VenTESOL Executive Board and many others who said “YES! Count on me!” when we looked for goal- oriented, dynamic and responsible teachers to lead and promote our projects in different regions nationwide. We are still seeking more volunteers who truly believe they can be part of the change they want to see in the education field in Venezuela. What a rewarding and priceless experience that is! VenTESOL’s board of directors has made an enormous effort to strengthen the bonds with TESOL affiliates worldwide in order to provide our members with a wider vision of ELT issues and the ways to improve them if necessary because that is exactly what VenTESOL is about: Change English Language Education for the better! We want to acknowledge the support of Universidad Rafael Urdaneta (URU) which opened its facilities to hold this important annual event at the beautiful “Tierra del Sol Amado: Maracaibo”. Thanks a lot on behalf of Venezuelan English Teachers. Last but not least, we would like to thank YOU, VenTESOLers, for being here this weekend to share and learn from other colleagues. You are the reason for this organization to exist. Thank you for accepting the challenge of living VenTESOL’s spirit! Enjoy the convention!

Maracaibo, May 28-29, 2011 VENTESOL EXECUTIVE BOARD 2010 – 2011
PRESIDENT 1st VICE-PRESIDENT Prof. Evelin Ojeda Naveda Universidad de Carabobo SECRETARY

Prof. Luisa Cristina Álvarez UPEL Maracay

Prof. Waleska Ruiz UPEL Maracay TREASURER


Prof. Evelyn Izquierdo Universidad Central de Venezuela

T.S.U. Grazibel Nani Universidad de Carabobo

PhD. Carmen Chacón - Universidad de Los Andes M.A. Carolina Lizardi - Universidad Central de Venezuela PhD. Leonor Salazar - Universidad del Zulia M.A. Mary Allegra - Universidad de Carabobo M.A. Mónica Fernández - Universidad de Carabobo PhD. Rosynella Cardozo - UPEL (Instituto Pedagógico de Caracas)

REGION 1: REGION 2: REGION 3: REGION 4: REGION 5: REGION 6: REGION 7: Aragua, Carabobo, Cojedes, Guárico. Lara, Portuguesa, Yaracuy. Anzoátegui, Nueva Esparta, Sucre. Apure, Barinas, Mérida, Táchira. Amazonas, Bolívar, Delta Amacuro, Monagas. Distrito Capital, Miranda, Vargas. Falcón, Trujillo, Zulia.


Prof. Emanuela Nipitella – Universidad del Zulia Prof. Yusisu Fuenmayor – U.E. Colegio Madre Mazzarello Prof. Carlos Rivero – Universidad del Zulia Prof. Darwin Parra – Instituto Cervantes

HELPING HANDS English Students – Universidad del Zulia

Venezuela TESOL gratefully acknowledges the support of the following institutions and organizations for their valuable contribution to this convention: American Embassy British Council Universidad Rafael Urdaneta - URU Centro Venezolano Americano del Zulia - CEVAZ DCM Books Oserco Distribuidora Universal Text Mensana Richmond Longman Pearson Ven-Hill Interamericana MacMillan de Venezuela Au Pair Gobernación del Estado Zulia Secretaría de Cultura del Estado Zulia Dra. Rosa Nava - Secretaria de Cultura Dra. Cecilia Salas - Directora de Programación y Difusión Sociocultural Oberlin Sánchez - Coordinador de Eventos Especiales Maestro Lucidio Quintero - Director de la Banda de Concierto Simón Bolívar. TSU. Gabriella Figueredo – VenTESOL Graphic Designer Prof. Johannes Rojas - UNIPAP Prof. María Irene Albers – Universidad de Carabobo


 It is always advisable to attend the Welcome and Orientation session at the Gran Sala del Aula Magna and check the message board. It is an excellent way for finding out about announcements, and / or last minute changes if there are any.  Plenary sessions will take place at Gran Sala del Aula Magna on Saturday 28th and at Paraninfo on Sunday 29th.  You must wear your VenTESOL badge and ID card at all times to enter the premises of URU. Security officials will require this from you.  Lost Badge can be replaced at a fee of 50 Bs.  Don‟t forget to check out the “VenTESOL Convention Evaluation Form”.  Enjoy this year´s special cultural event at Barrio Santa Lucía and the beauty of Maracaibo city.

 If you need information, do not hesitate to contact the Helping Hands, Organizing Committee or the Executive Board members recognizable by their color uniforms.


HOUR 08:00 - 9:00 9:00 – 10:30 ROOM 2 ROOM 3 ROOM 4 ROOM 5 ROOM 6 ROOM 7

29t h V E N T E SO L A N N U A L C O N V E N T I O N : “R E D E FI N I N G T O D A Y’S E L T I N V E N E Z U E L A ” SA T U R D A Y - M A Y 28T H , 2011 Registration & Book Exhibit Opening Plenary: “Best Practices for Teaching Young Learners” – Joan Shin


Concurrent Sessions

10:35-12:05 Mairi Mackinnon Ma. Patricia Gonzalez Plenary: “I Am Not A Toy!: Including G Maria Cecilia Avila Joan Colmenares
Lianne Gonsalves Eric Buley Jillian López Carolyn Chuong Camille Sheffield

TOP NOTCH: The best just got better SE-HE-TECHTE-PA

WORKSHOPS Tim Robinson and Johanna López

Making Empty Handed Minibooks: A but Ready to popular hands- Teach Children EE-TE on activity session TE-ALL

Technology in the EFL Classroom, is it possible? ALL-TECH

Blogs, Social English in Networks, & IM Venezuela: Tools for Cultural Learnings Language from Native Teaching Speakers ALL-TECH AL-RS

Teaching Strategies and Activities for Limited Resource Classrooms TE-ALL

COMPUTER LAB Creating a Personal Learning Network (PLN) with Web 2.0 Tools ALL-TECH

PARANINFO The 21st Learner and the Grammar Issue ALL-TE

Nick Perkins Longman Pearson Commercial

Evelyn Izquierdo

Alfieri Avilan

12:10–01:10 1:10 – 2:40 02:40 – 3:40

Strengthening the Listening Experiences ALL-TE

Teaching English: a Valuable Free Resource for Teachers ALL-TE

Learning and Teaching styles for Primary Students EE-TE

ICTs and Distance Education Materials: Assessing their Concurrent Quality Sessions and Mary Allegra and Multicultural 03:45 - 04:45 Mónica Understanding PRESENTATIONS Fernandez in EFL Materials ALL-RS Audy Castañeda 04:45 – 5:15 05:30 - 06:30 06:30-08:00 09:00-10:00

-learning in the ELT Curriculum” – Nick Perkins Lunch Break Plenary: Building Fluent, Passionate and Confident Readers – Mairi Mackinnon Brain Based Myths, Legends CEVAZ TEFL Technophobe A Stylistic View of Learning & Humor: Certification Teachers ‘Hybridity’ and ALL-TECH Activities for Highlighting Program ‘Resistance’ in ALL-TE Second Culture in TEFL Postcolonial Anglo ALL-TE Language Caribbean Poetry HE-RS Acquisition EE-TE Claritza Basabe David Durán and Marlene Cynthia Moleiro Parada and Eliluz Diaz Eufrandy Tineo Julie Pisano

Jeremy Newton British Council

Joan Shin

Coffee Break Plenary: “The Four Cs Exposed” – Mickey Rogers VenTESOL Toast CULTURAL ACTIVITY AT BARRIO SANTA LUCIA

HOUR ROOM 1 ROOM 2 Creative and Developing 8:00 – 9:00 Teaching Dynamic Strategies Developing and Assessing Resources for for Teaching ESP Speaking Skills: your Students Classes ALL-TE ALL-AL Helpful Hints ALL-TE Luisa Cristina Alvarez and Waleska Ruiz 9:05 – 9:30 Education Yskeila Garcia and Opportunities in Mariela Salazar Carlos Rivero the US for English Teachers Angel Garcia US Embassy Vocabulary Strategies to Enliven your Class SE-HE-AE-TE ESP Training Need Analysis at Universidad Metropolitana HE-RS Liliana Ortega Olga Galarraga Blended Learning for Children EE-TESTTECH-TE Online Teacher Development: Challenges and Opportunities ALL-TECH A Multimodal Approach when Teaching English Stress ALL-TE Coffee Break Classroom Connect Students to the Management ALL-AL Multicultural World EE-PA-TE Empowering ELT Classroom through Images ALL-TE Concurrent Sessions 08:00-09:30 WORKSHOPS Alexana Alambarrio and Yanette Dacosta ROOM 3 ROOM 4 ROOM 5 ROOM 6

MORNING ROOM 7 Sing and Dance, Make a Fun Class! PE-EE-TE

COMPUTER LAB High-Tech Resources for Immigrant and Native Digitals ALL-TECH


The Case for a Two-strand Skills Syllabus ALL-TE

Mariana Allocca and Marian Trias

Elida Gomez

Mickey Rogers

09:30-10:00 EST Reading Activities for University Level Teaching HE-TE

Concurrent Sessions 10:00-11:00

Carlos Torrealba

Andrés Ramos MacMillan Commercial

Teadira Castillo and Elvina Pérez

Johannes Rojas and Ender Peña

Mercedes Perleche

Joyce Muñoz

Making the Journey as Exciting as the Destination! EE-PA Julie Pisano Houghton Mifflin Harcourt commercial Plenary: “ Becoming Interculturally Competent in English” - Joan Shin LUNCH BREAK

The BBC Learning English Website ALL-TECH

Ciro Garcia

11:10-12:10 12:10 – 1:30

HOUR ROOM 2 Taking English to the Barrios ALL-TE ROOM 3 ROOM 4 ROOM 5 ROOM 6 ROOM 7



Cultural Care Au Pair Venezuela ALL

COMPUTER LAB Expanding the EFL Who‟s Afraid of the Teacher trainee's Web? ALL-MW-TECH Profile at UPELIBID PE-EE-PA-RS

Jeremy Newton British Council

Abilio Mujica and Luz Mujica

Rubena St. Louis

1:30 – 1:55 Meet Education Influence of Errors in Word Getting University USA! Knowledge of text Stress and ALL Students to Grammar Structure on Reading Segmental Features HE-RS through the Internet ALL-AL Concurrent and Self-Assessment Sessions HE-RS 01:30 -02:30 Josefina Espinoza 2:05 – 2:30 PRESENTATIONS María Carolina Blog: An Evaluative Johanna Phelan Claudia Sánchez Lizardi Melissa Delph Tool in "Instrumental Commercial English" at Marketing CEVAZ Commercial Career HE-TECH Orquidea Flores Teaching Strategies Creating Activities Careless Talk Cost MP4-Literature Making the EFL Supervision for with Podcasts for the Lives Teacher: Hand in Class Come alive ALL Language Learning ESL Classroom Hand Promoting with ALL-RS ALL-TECH Reading Videos HE-TECH AE-TE 2:35 – 3:35 Teacher: Are You Redefining your Way? HE-AE-RS IPMAR students' Perception of the Native Speaker in EFL HE-ALL-RS-PA Lourdes Betancourt Daniel Castillo, Evelyn Nelson Curbelo, Urbina and Freddy Eugenia Di Bella and Venagas Jennifer Parra

Blended EFL Classes at University Level HE-TECH


Marco Hernández

Rosaura Hernandez

Lucenia Farias

03:35-04:05 4:05 -5:05 5:10 - 06:00 Intended Audience :

Coffee Break Plenary: Re-examining the “E” in TESOL through World Englishes – Carmen Chacón VenTESOL Assembly Topic of Interest : MW – Materials Writers TEST – Testing and Assessment RS - Research PA - Program Administration TE – Teacher Education AL – Applied Linguistics TECH – Technology in ESL/EFL

Yvonne Saulny, Yvemar Peraza, Cruz Colmenarez and Manuel Arrioja

Doris Molero

PE – Preschool Education EE – Elementary Education SE – Secondary Education HE – Higher Education AE – Adult Education ALL – All interested persons


Call to order. Report from the Executive Board 2010 – 2011. Election of Executive Board 2011 – 2012.


Prof. Luisa Cristina Álvarez (UPEL Maracay) Prof. Evelin Ojeda (UC - Valencia) Prof. Mary Allegra (UC - Valencia) Prof. Waleska Ruiz (UPEL Maracay) Prof. Evelyn Izquierdo (UCV - Caracas) Prof. Johannes Rojas (UNIPAP – Puerto Cabello) T.S.U. Grazibel Nani (UC – Valencia)



She is an English professor at UPEL Maracay and the current President of VenTESOL. She holds an M.A in ELT from Maryville College, USA; and an Advanced Education Certificate from UNILEÓN, Spain. She was a Visiting Scholar at Ohio State University, USA. Her research interests include EFL teaching methodology and assessment. She has been an active VenTESOL member since 1985, and has been organizing different events since 2009. She is a graduate from Carabobo University, holding a Master's degree in Reading and Writing. She has worked as an English and Spanish teacher at all levels for the last 12 years in Venezuela and England. She has been a professor at Universidad de Carabobo, Faculty of Education since 2003. Her major field of research is extensive reading. She has been an active member of VenTESOL since 1999, starting as a regional representative and organizing several successful events ever since.

She holds a Master in Applied Linguistics and a Specialization in Teaching English as a Foreign Language (TEFL) from the University Simon Bolivar. Chair of English Phonetics and Phonology at the University of Carabobo. Associate Professor teaching Phonetics and Phonology at the undergraduate and graduate level at the University of Carabobo. Co-author of the book “Pronunciation Book One” for the series American English Course. She has been part of the VenTESOL Region 1 organizing committee since 2007. She is an English professor at UPEL Maracay and the current VenTESOL Secretary. She works in the area of Methodology of ELT since 2008. She is enrolled in a Master´s Program in Higher Education at the same university. Her major professional interests are language teaching, learning and assessment strategies. She has been an active member of VenTESOL since 200 and has organized different national and regional events since then. MA in EFL, ESP teacher at Universidad Central de Venezuela, e-tutor, Web 2.0 trainer, president of AVEALMEC (Venezuela CALL association), Webhead, e-moderator of several social networks and VenTESOL´s Communications Coordinator since 2009.

He is a graduate from Universidad de Carabobo in Education majoring in English where he worked as a phonetics teacher assistant. He’s currently working at UNIPAP as a phonetics teacher and MELFL communications coordinator. He has attended to a range of different VenTESOL events as Helping Hand and organizer of some others since 2007.
th She holds a degree in Business and Administration with 10 years of experience in the field. She is also an 8 semester English student at UC and works in Speak with Kids English. She has been an active member of VenTESOL since 2009 and has been in charge of the organization finances since then.

JOAN KANG SHIN, PH.D. UNIVERSITY OF MARYLAND, BALTIMORE COUNTY Dr. Joan Kang Shin holds a Ph. D in Language, Literacy and Culture. She is the Director of TESOL Professional Training Programs at the University of Maryland, Baltimore County (UMBC). In this position at UMBC she administers, in consortium with the University Oregon, the U.S. Department of State‟s E-Teacher Scholarship Program, a fully online teacher training program for EFL teachers around the world. Dr. Shin is also the Project Director of the US Department of Education (USDOE) funded STEP T for ELLs Program (Secondary Teacher Education and Professional Training for English Language Learners) in the Education Department at UMBC. Dr. Shin speaks at conferences around the world and keeps herself busy as an English Language Specialist for the Office of English Language Programs (OELP) in the U.S. Department of State. As an English Language Specialist, she has conducted numerous EFL teacher training programs in Russia, Libya, Egypt, Morocco, Saudi Arabia, Thailand, Laos, Cambodia, Vietnam, El Salvador, Guatemala, and Peru and has given workshops through digital videoconferencing with groups of teachers in India, Cuba, Taiwan, and Sudan. OPENING PLENARY: BEST PRACTICES FOR TEYL (Saturday 28 th May at 9:00 am) Teaching English to Young Learners (TEYL) is a rapidly growing field around the world, and English education is increasingly found at the primary levels. However, starting earlier is not necessarily the solution for producing better English speakers. Therefore, what can EFL teachers of young learners do to take advantage of the flexibility of young minds and the malleability of young tongues to grow better speakers of English? This presentation will give explain the best practices for teaching young learners English as an international language which will be a good start for teachers in any primary English language program. PLENARY: ON BECOMING INTERCULTURALLY COMPETENT IN ENGLISH (Sunday 29 th May at 11:10 am) As English is used internationally to communicate across cultures, English as a foreign language (EFL) classes must take responsibility to build students‟ intercultural communication skills in order to prepare them to be effective speakers of English in global contexts. An important first step is to build a “sphere of interculturality” (Kramsch, 1993) in the EFL classroom that promotes a healthy process of learning about cultural difference through reflection of one‟s own culture. However, encountering cultural difference skillfully is not a simple task. So it is important for EFL teachers to help learners develop intercultural sensitivity as a starting point for improving intercultural competence in English. Milton Bennett‟s (1993) Developmental Model of Intercultural Sensitivity (DMIS) provides a useful framework to conceptualize intercultural sensitivity in developmental stages, which can help EFL teachers guide their students toward greater intercultural competence. Applying Bennett‟s DMIS to the EFL context, the presenter will describe developmental strategies that promote students‟ growth in intercultural sensitivity and share examples of culturally-based language activities that improve students‟ intercultural communication skills in English WORKSHOP: LEARNING AND TEACHING STYLES FOR PRIMARY STUDENTS (Saturday 28 th May at 3:45 pm) Young learners should have fun with English! This workshop will introduce the characteristics of young learners and the factors that affect second language acquisition. It will also focus on fun ways to approach teaching grammar in the young learner classroom. Participants will engage in enjoyable activities designed specifically for young learners, such as songs, chants, finger plays and storytelling. In addition, participants will discuss approaches for teaching language within a meaningful context and share effective techniques for making language input comprehensible and encouraging student participation. By the end of the workshop, participants will be energized and ready to make their young learners have fun with English. --- o --NICK PERKINS He is the Academic Development Manager for Latin America at Pearson Longman. He has spoken at major conferences and in private and public schools, universities and other institutions all over Latin America, in Asia and the UK. His areas of investigation are student motivation and incorporating technology into ELT. PLENARY: I AM NOT A TOY!: INCLUDING G-LEARNING IN THE ELT CURRICULUM (Saturday 28th May at 12:10 pm) Video games are popular, fun and generate positive linguistic experiences. However, in spite of evidence to the contrary, man y people still see them as toys, or worse. In a world where many young people have mobile phones, iPods or Nintendo DSs in their schoolbags, and even more have games consoles and broadband-connected computers at home, I believe that we should be considering how to make use of them in and outside the classroom. In this session I will look at the place video games have in young people‟s lives, build on the ideas of Thomas, Wastiau, Kearney & Berghe, Prensky, et. al., explore game based learning, analyse what this means for education and propose paths for educators to follow. TOP NOTCH: THE BEST JUST GOT BETTER! (Commercial) (Saturday 28th May at 10:35 am) Top Notch has been Pearson's best selling teen and adult course for a number of years and more than 5 million people have learned English with the series. Top Notch Second Edition has just been published and it is even better than before - signposting is clearer, learning and practice opportunities have been expanded and improved, the illustrations and photos have been updated and new digital components have been added. During this session we will explore these changes take a look at the process of evaluating and updating an already popular series. --- o --MICKEY ROGERS She has a Master‟s Degree in TESOL from the University of Texas and she has taught English at different levels in the U.S., Europe and Latin America. Her experience also includes the coordination of English programs and the development of teaching materials, as well as the design of teacher training courses. She is co-author of several ELT series, including Skyline, Sky High, Attitude and Style Update / Reading Styles, all published by Macmillan, and most recently, the Mind Series, Macmillan´s latest young adult release. PLENARY: THE FOUR CS EXPOSED (Saturday 28th May at 5:30 pm) Nowadays, employers are placing increasing importance on job candidates‟ ability to communicate effectively and to demonstrate lateral thinking skills. Academic excellence still counts, but it is no longer the whole picture, nor even the mo st important part of the picture in terms of predicting a person‟s level of success in his or her field. The 21 st Century Skills which are being increasingly emphasized by employers have been summarized in four categories, referred to as the Four Cs. This session will give an in-depth look at what the Four Cs are and why they are important.

WORKSHOP: THE CASE FOR A TWO-STRAND SKILLS SYLLABUS (Sunday 29th May at 8:00 am) Most teachers, when asked whether the four skills should be integrated or taught separately, would reply that they should be integrated. Not surprising, given that teaching has become more and more holistic. What is surprising is that there should be a question at all, and that these approaches to skills development are somehow considered mutually exclusive. This session proposes a two-strand skills syllabus: the systematic teaching of sub-skills and the integrated use of the four skills in outcomefocused tasks. MAIRI MACKINNON Mairi Mackinnon lived and worked in Scotland, France and Italy before teaching English in Barcelona to both children and adults. She has worked for Usborne Publishing for 15 years, specialising in books for beginner and developing readers, and ha s written and co-written over 40 books. PLENARY: BUILDING FLUENT, CONFIDENT AND PASSIONATE READERS (Saturday 28th May at 2:40 pm) Producing a book for an English language learner takes the close collaboration of writers, experts, designers and illustrators. The plenary will look at the process of creating a book from the point of view of an editor. The presentation will also look at the development of a series of books, written with learners of English in mind." MAKING MINIBOOKS: A POPULAR HANDS-ON ACTIVITY SESSION (Saturday 28th May at 10:35 am) Learn how to make a minibook and share the skills with your classes. This is a simple creative activity which will give your students an insight into the book production process, as well as a satisfying personalised minibook to keep. This activity ca n be used very successfully with children aged 5-8, and can be completed in approx ½ hour. It can also be adapted to appeal to students at different levels, with colouring, drawing and independent writing options. Materials will be provided. --- o --CARMEN TERESA CHACÓN She holds a PhD from The Ohio State University in Foreign and second Language Education. She has published in National and International Journals and her major research interests are teacher education, ICT training, and NNESTS (Nonnative English Speaking Teachers) issues of efficacy and pedagogy. CLOSING PLENARY: RE-EXAMINING THE “E” IN TESOL THROUGH WORLD ENGLISHES (Sunday 29th May at 4:05 Pm) Why World Englishes (WES)? Drawing on theory and research of the WES paradigm, the speaker addresses issues of Standard English and explores the need to expose prospective English teachers in Venezuela to WES.

EMPTY HANDED BUT READY TO TEACH CHILDREN Sometimes the classroom resources are either scarce or non-existent due to the lack of time and money to prepare complex extra material for all our students. But of course, that will never hold us teachers from making learning an enjoyable experience! The purpose of this workshop is to engage primary children in tasks and games in which very little or no material is required. Most of the tasks and games may be prepared in short time and used in classroom with numerous students. MARÍA PATRICIA GONZÁLEZ GALÍNDEZ Degree in Material Engineering at Simón Bolivar University. Studies in Translation and Interpretation at the Núcleo de Estudios Lingüísticos y Sociales (NELS) and with experience translating for national and transnational corporations. Worked for years as an English teacher for kids, teens and adults at Centro Venezolano Americano (CVA) in Caracas, and as teacher and coordinator of the English program at La Salle La Colina school in Caracas. ELT Consultant for Richmond Publishing for the last two year s. Workshop presenter in private and VenTESOL events (UNIMET 2003, UC 2008, UNIMET 2009, UC 2010, UPEL 2010). --- o --TECHNOLOGY IN THE EFL CLASSROOM, IS IT POSSIBLE? Technology is everywhere today, even in remote regions. Anything that is electronic is considered technology; why not incorporate it into your EFL teaching environment? Impossible, are you sure? This presentation will quickly survey the different forms of ICTs available to you and offer usable suggestions on how they can be optimized as a language teaching tool. MARIA CECiILIA ÁVILA Maria (Cecy) Avila holds a MA in Applied Linguistics from Macquarie University, Sydney Australia .She has freelanced nationally and internationally for Heinle-Cengage ELT as an Academic Consultant and Teacher Trainer. Currently she is a member of the staff at the University of Experimental Pedagogy as an English Language Fellow in Barquisimeto. -- o --BLOGS, SOCIAL NETWORKS, & IM TOOLS FOR LANGUAGE TEACHING Web tools like Blogs and Chat rooms have been around for quite some time, now with the recent popularity of Social Networks like FACEBOOK, and the sudden reign of TWITTER, students are currently using these tools in their everyday life, why not take advantage of these tools? In this workshop, you can find tools and tips on how to use these for the benefit of our students. JOAN COLMENARES A Mass Communication student, majoring in AUDIOVISUAL, with nine years of Language Teaching experience, always looking for new ways to implement technology in the classroom so that students feel more motivated to language learning than when using conventional teaching techniques. --- o --ENGLISH IN VENEZUELA: CULTURAL LEARNINGS FROM NATIVE SPEAKERS In this presentation, the six Fulbright English Teaching Assistants in Venezuela will discuss the unique experiences and challenges they have had as Americans – native English-speakers – teaching English and serving as a resource to incorporate American culture as a part of English teaching in bi-national centers and universities in Venezuela. Among other topics, they will talk about cultural and pedagogical differences they have found between American and Venezuelan methods of teaching,

evaluation, student behavior, motivation and general classroom expectations. They will also share their experiences as cultur al teachers/learners outside the classroom, emphasizing the cross-cultural component of language learning through day-to-day interaction, and how cultural stereotypes have influenced their experiences. Lianne Gonsalves is a Fulbright English Teaching Assistant at the Centro Venezolano Americano in Caracas. Her first experience teaching abroad, she has tailored her teaching style to take advantage of CVA´s technological resources. She has enjoyed serving as a cultural resource to CVA, working to increase cultural understanding between Americans and Venezuelans Eric Buley is a Fulbright English Teaching Assistant at the Centro Venezolano Americano del Zulia (CEVAZ). There, he primarily works with scholarship students and upper-level conversation classes. He also gives presentations and leads workshops on American society and culture. Additionally, Eric teaches a free beginners’ course at Maracaibo’s public library. Jillian Lopez is a Fulbright English Teaching Assistant working at Universidad de Carabobo. She is working with entry-level English Education majors, leading tutoring for the conversation and phonetics and phonology classes. As her classes deal mostly with the oral aspects of language, her classes encourage student participation, speaking and feedback. Carolyn Choung is a Fulbright English Teaching Assistant in the Andean region. She graduated from Brown University with a B.A. in Community Health. In the past, Carolyn has taught English in the Dominican Republic and Chile. She has also tutored adolescents who have recently immigrated to the States and are learning English. Camille Sheffield is a Fulbright English Teaching Assistant in Maracaibo. Travelling between three CEVAZ language centers, she teaches conversation clubs, tutors scholarship students and presents on various aspects of US culture. Additionally, she teaches free English classes to children at the public library. Due to her background in sociology, she encourages students t o develop advanced English conversation skills through the use of critical examination and discussion of cultural issue s, including the roles of class and gender in Venezuelan society. Olga Pagan is a Fulbright English Teaching Assistant working at the University of Margarita, teaching university-aged students as well as local primary school teachers. She also teaches English at a local pre-school. The diverse levels and needs of her students have challenged her to be creative in her lesson plans in an attempt to serve the community of Margarita Island. --- o -TEACHING STRATEGIES AND ACTIVITIES FOR LIMITED RESOURCE CLASSROOMS You wake up excited about your first day as an English teacher. You’re young, ambitious, and confident with a four year university degree in English pedagogy. However, when you step foot into the class, you begin to realize that all you come to expect is wrong. There is no curriculum, no cooperation with teachers, and above all, no materials for you or your students t o work with. You wish to be creative and dynamic, but your teaching salary is not enough to provide for your classroom needs. Regrettably, this situation has become the norm for Venezuelan public high schools. This workshop will introduce strategies and activities for a resource limited classroom. These activities will cut down on time spent preparing for classes, but increas e student acquisition and motivation. They are adaptable activities that can be used repeatedly while maintaining the basic structure of the activity intact. TIM ROBINSON He is an English Language Fellow working at UPEL Maracay. He has taught almost all areas of ELT in four different countries to a wide array of different nationalities. His current teaching philosophy has evolved into strategies for promoting learne r empowerment, cooperative and meaningful learning, motivation, and cultural awareness. JOHANNA LOPEZ She is an English teacher at a public high school in Valencia. The majority of her students come from low economic communities where there are many instances of high illiteracy and a wide array of behavioral and motivational problems. She has adapted her teaching methods to deal with these issues. --- o --CREATING A PERSONAL LEARNING NETWORK (PLN) WITH WEB 2.0 TOOLS An online Personal Learning Network (PLN) is a new way for the 21 st century English teacher to share, connect and learn with/from colleagues through the use of Internet and Web tools. It provides excellent opportunities to grow professionally, make connections with peers worldwide, share research work and classroom projects, do collaborative work, ask questions, learn fro m different cultures, and be updated with the latest trends in ELT. How to create a PLN? How long does it take? How to take advantage of online social networks, webinars, online groups and Web 2.0 tools to build it? In this hands -on workshop, teachers will learn about PLNs and use different web 2.0 tools such as: Blogs, Glogster, Twitter, Facebook, Ning, Linkedin, Diigo and online groups –among others, to start building their PLNs. Workshop attendees will be asked to bring a USB flash memory with a digital photo and a resume to be used in the building process. EVELYN IZQUIERDO MA in EFL, ESP teacher at Universidad Central de Venezuela, e-tutor, Web 2.0 trainer, president of AVEALMEC (Venezuela CALL association), Webhead, e-moderator of several social networks and VenTESOL´s Communications Coordinator since 2009. -- o --THE 21ST LEARNER AND THE GRAMMAR ISSUE Grammar has always been an issue; the way it is used and taught has changed throughout time. Not only do we need to refer to this change, but the change in the learner; this combination of factors must make us revise and think about new ideas and strategies for teaching more effectively, especially a controversial element such as grammar. The purpose of this presentatio n is to offer a vision in the new type of learner teachers are dealing with nowadays, and an approach that comb ines different strategies to present grammar and provides a more effective use and learning of it based upon the needs of the new type of learner. ALFIERI AVILAN Holds a Marketing degree and DILE (TEFL) program certificate, currently taking TDI (teacher development interactive)an international certification, has taught English as a foreign language for 17 years, worked as a language coordinator in priva te language schools, worked at preschool, elementary and high school levels; developed a preschool Engli sh program, attended a wide range of educational seminars and workshops, worked as an educational consultant for Pearson Educación de Venezuela, has conducted several academic presentations in different educational institutions. At present, working as DCM’s educational consultant

STRENGTHENING THE LISTENING EXPERIENCE Listening is one the most important but neglected language skills in the second language classroom. More than 40 % of our daily life is spent on listening. However, our educational system does not encourage learning to listen. Teaching this skill in an academic context implies managing a series of significant macro and micro skills in real-life situations and to incorporate the learner listening strategies used in his native language. This demonstration aims to strengthen the teacher‟s ESL listening classes by focusing on the regular common difficulties teachers and learners face in the language classroom. Based on the most common listening teaching weaknesses, we will provide the language teacher with the appropriate pedagogical guidelines for a successful listening lesson. MÓNICA FERNÁNDEZ holds a Master in Reading and Writing and a Specialization in Educational Management. She teaches English Didactics and English for Specific Purposes at the undergraduate level and Teaching Methods at the graduate program of the University of Carabobo. Co-author of the Activity Book 2 for the series American English Course. MARY ALLEGRA She holds a Master in Applied Linguistics and a Specialization in Teaching English as a Foreign Language (TEFL) from the University Simon Bolivar. Chair of English Phonetics and Phonology at the University of Carabobo. Associate Professor teaching Phonetics and Phonology at the undergraduate and graduate level at the University of Carabobo. Co-author of the book “Pronunciation Book One” for the series American English Course. --- o -MULTICULTURAL UNDERSTANDING IN EFL MATERIALS This research in progress deals with developing multicultural understanding through the design of materials for EFL teaching. Going beyond communicative competence, and given the fact that we nowadays live in a global community, mediated through the ICTs and other technological advancements in constant transformation, we propose a series of guidelines to characterize materials that enhance multicultural education. We also present some samples of materials and activities whose aim is, by means of a critical pedagogy, to promote cultural understanding, social justice, freedom and world peace. ICTS AND DISTANCE EDUCATION MATERIALS: ASSESSING THEIR QUALITY In this research in progress in a documentary stage, we present a framework to assess the quality of didactic materials used in Distance Education. The steps are: the assessment model, the premises, goals, components and educational principles applied. We describe the steps in detail through the method known as PDCA (Plan, Do, Check, Act) AUDY Y. CASTAÑEDA C. She is an Assistant Professor at UPEL-IPC. She holds a Master‟s Degree in the Teaching of Literature in English (1998). She is currently working towards two PhD Degreess in Latinoamerican and Caribbean Culture (UPEL-IPC) and Intercultural Studies and Interpretation (UNILEON, Spain). Her research interests are varied. --- o -BRAIN BASED LEARNING ACTIVITIES FOR SECOND LANGUAGE Teaching English as a Foreign Language (EFL) is facing new challenges that demand educators who can offer better quality of education. The professional development session aims at showing educators how language is better learned when taking into account the stages a learner goes through, Krashen (1983) and Long (1996). The workshop will highlight the importance of classroom instruction focused on brain based learning and the use of different strategies for developing oral language, listening, vocabulary skills, reading comprehension, grammar and writing skills to have more effective classes. The workshop will demonstrate how language is better learned when students, collaborate and interact. Lantolf (2000) and Swain (2000). JULIE PISANO Recognized International Global Consultant providing extensive training throughout Latin America, Puerto Rico and Europe to International/American and Spanish language bilingual schools. This professional work includes in-depth in-service product training, educational conference presentations, teacher observation, academic workshops in all subject areas, presentations at TESOL conferences throughout Latin America and support in developing curriculum in schools throughout Latin America. --- o -MYTHS, LEGENDS & HUMOUR: HIGHLIGHTING CULTURE IN TEFL. All teachers tend to view their work as a very serious activity –despite the huge proportion of clowning TEFL involves!-; therefore, we have come to accept that an EFL teacher must be concerned ONLY with English. Then, TEFL represents a serious matter whereas Literature –and everything touching it, no matter what- is a speculative area intended for imagination and entertainment; that is, NOT SERIOUS, undisciplined, not scientific, in opposition to Linguistics. Actually, it is a mistake to conclude that we can separate TEFL from literature, since it results from the Culture-Language-Society interaction. Consequently, literature becomes a MUST in EFL/ESL courses/classes, although not necessarily the focus of attention. Allegories, myths, legends, and humour stand for a useful range of texts to achieve the integration of all competences. This presentation aims at exemplifying the use of these texts in TESOL so as to stimulate the acquisition/development of cultural/literary competences in EFL students. DAVID J. DURÁN Current coordinator of the TEFL Masters‟ sub-programme, UPEL-IPC, since Jan. 2009. Head of the Culture & Literature Chair, English Programme, Modern Languages Department, UPEL-IPC, since 2000. M Sc in Education (Teaching of Literature in English) UPEL-IPC, 1994. EFL teacher, UPEL-IPC (IUPC), 1982. Professor at UPEL-IPC (since 1990) and Universidad Metropolitana (Caracas) (1990-2003). --- o --CEVAZ TEFL CERTIFICATION PROGRAM CEVAZ’s Teaching English as a Foreign Language Certificate (TEFL) is a video-based, online teacher development program that gives teachers a really strong foundation in teaching methodology through the Longman Teacher Development Interactive (TDI) platform. If you are a new teacher, or a teacher looking for a refresher, the Teaching English as a Foreign Language Certificate (TEFL) is perfect for you. With the TEFL you will learn with the very best instructors. Each online module focuses on a different teaching skill and is taught by a leading expert in that particular field. You can choose to work on a specific skill

such as how to teach reading or how to teach writing. Because the TEFL is online, you can complete each module in your own time; at your own pace from anywhere you have access to the internet. MARLENE PARADA A graduate from LUZ and with a Master in TESOL from Greensboro College, NC. She has been teaching for twenty -four years. In Venezuela, USA and since 2007 at Centro Venezolano Americano del Zulia. She has successfully worked with adults, teenagers and all levels of ESL/EFL/ESP in different settings; she has been involved not only in teacher / student improvemen t programs but also Teachers’ training. Currently is the teacher coordinator of the TEFL Certification Program at the same institution. CLARITZA BASABE She has been teaching for two years at Centro Venezolano Americano del Zulia. She has successfully worked with adults and children in different settings, has been involved in teacher and student improvement activities, and has recently become the coordinator of the Research Center at the same institution. -- o --TECHNOPHOBE TEACHERS Digital immigrant, digital native, technophobe, technogeek. Which words do you feel describe you as a teacher? Nowadays most teachers, better known as digital immigrants are teaching 21 st century learners, better known as digital natives; however, some teachers still shun away from the use of technology. Could it be the fact that students may surpass their knowledge in this area or could it be that the thought of too much work is involved? Whatever the reason may be, educators need to understand that teaching and technology have become inseparable in the past few years, and although it should not be overused, it is a “must” in today’s classroom. Through discussion and demonstration, this presentation aims to help educators overcome the technology teaching barrier. CYNTHIA MOLEIRO AND ELILUZ DIAZ work at IFISA and are consultants for OSERCO in Anzoátegui They have over 25 years of combined experience teaching EFL, coordinating EFL programs and training EFL teachers. Cynthia is Technology Leader at IFISA´s in-school and after school programs; Eliluz coordinates the in-school elementary program and the after school adolescent program. -- o --A STYLISTIC VIEW OF ‘HYBRIDITY’ AND ‘RESISTANCE’ IN POSTCOLONIAL ANGLOCARIBBEAN POETRY Taking into consideration the conception of language as a social phenomenon, the present research searched to demonstrate how the concepts of ‘hybridity’ and ‘resistance’ described by the post-colonial theory are reflected in the language of a sample of four Anglo-Caribbean poems from three different countries of African ancestry (Jamaica, Barbados and Dominica). The methodology corresponded to that of a hermeneutic research. The model of lexical groupings developed by Simpson (1997) provided the categories for the identification of foregrounding features. A complete revision and a definition of concepts were prov ided for both the post-colonial theory and the stylistic approach. The results reflected that the notion of resistance concentrated the most semantic relations and that hyponymy was the semantic relation mostly used to express this notion. Hybridity, on the other hand, presented a limited number of semantic relations from which hyponymy was also the most common one. Finally, some pedagogical implications are discussed. EUFRANDY TINEO She is a full time professor at Universidad Pedagógica Experimental Libertador, Maracay. Currently she works in the Area of Literature and Culture. Ms. Tineo holds a Master’s degree in Literature teaching from Instituto Pedagógico de CaracasVenezuela. --- o -TEACHINGENGLISH – A VALUABLE FREE RESOURCE FOR TEACHERS The British Council is internationally recognised as a leader in ELT innovation. This is reflected in the Council’s website for English teachers, TeachingEnglish. This demonstration explains the best way to make the most of this extraordinary resource. ON JEREMY NEWT He works at the British Council’s Teaching Centre in Caracas. Before that, he taught in a school in the UK. Abstract for the Evaluating Committee (150 words or less for workshops, demonstrations, commercial presentations, colloquium – 200 or less for papers and research in progress).

EMPOWERING ELT CLASSROOM THROUGH IMAGES The use of pictures makes words and concepts concrete and connections more obvious and memorable (Miller, 2007). Teachers employ them to catch students’ attention; their use should be one of the first things to consider in the classroom. When they are applied in tasks, images must be varied and addressed to different learning styles and needs; also, they should be adapted to develop the language skills on the stages of learning process, due to the fact that they are one of the strongest and multifunctional resources used to teach vocabulary, grammar, and to accompany all the class content. Teachers should never renounce to the us e of images, they should take advantage of new technologies to include them in popular pictured activities. ALEXANA ALAMBARRIO She is a graduated teacher from the University of Carabobo, Education majoring in English, has taught English as a foreign language for 3 years, She has worked as a language teacher in private and public schools and English language institutes with different ages and levels. Currently working at a communicative course for engineers at the engineering school of UC and Infosigma Institute; She has attended a range of educational seminars and workshops with VenTESOL. YANETTE DACOSTA Graduated from Universidad de Carabobo in Education majoring in English, has taught English as a foreign language for 3 years, worked as a language teacher in private and public schools at elementary and secondary levels; She is currently working as a teacher of English in CUMT with adults and in communicational private classes with children and teenagers. She has attended a range of educational seminars and workshops.

DEVELOPING TEACHING RESOURCES FOR YOUR STUDENTS It is very common to find teachers complaining about their students not speaking English properly or not learning enough vocabulary, and they say such things like … “I wish I had more resources to help them, but they are so expensive!…” “My students don’t know how to ask questions and the exercises in the book are not enough!” This workshop is intended to give teachers some tips on developing their own resources in order to help their students master their English. Participants will engage in a series of activities and discussions. MARIELA SALAZAR She studied Modern Languages at LUZ and has been teaching English to students of all ages and levels for over 15 years. She has also been a VenTESOL participant and presenter on many occasions. She finished and complied with all the requirements of Tesol Training Costa Rica September 2005, Sit Tesol certificate Course, and was a participant at the "Daring to Lead" Tesol Convention in Tampa, Florida, March 15-18, 2006. --- o --CREATIVE AND DYNAMIC STRATEGIES FOR TEACHING ESP CLASSES The workshop is intended to help you put in practice, review or even learn the techniques to engage your students into a successful and meaningful ESP class and provides current ideas and useful/innovative teaching strategies. GARCÍA, YSKEILA English teacher, graduated from LUZ in Maracaibo in 2010. She has been working at URBE in the extension Program since. RIVERO, CARLOS J. Graduated in Education Modern Languages from the University of Zulia (LUZ). ESL teacher at Leonor de Fernandez high school and ESP teacher at LUZ--- o --DEVELOPING AND ASSESSING SPEAKING SKILLS: HELPFUL HINTS Most professionals in the ELT field face a real challenge to make their students speak the language but, what does it really mean to spe k any language”? And, how do we move our students’ abilities from the single word utterances to real pieces of communication? Ideas to be aware of the difference, use various strategies to help students overcome the difficul ties in the process, and assess their progress are presented here. LUISA CRISTINA ÁLVAREZ She is an English professor at UPEL Maracay and the current President of VenTESOL. She holds an M.A in ELT from Maryville College, USA; and an Advanced Education Certificate from UNILEÓN, Spain. She was also a Visiting Scholar at Ohio State University, USA. Her research interests include EFL teaching methodology and assessment. She has been an active VenTESOL member since 1985, and has been organizing different events since 2009. WALESKA RUIZ She is an English professor at UPEL Maracay and the current VenTESOL Secretary. She works in the area of Methodology of ELT since 2008. She is enrolled in a Master´s Program in Higher Education at the same university. Her major professional interests are language teaching, learning and assessment strategies. She has been an active member of VenTESOL since 200 and has organized different national and regional events since then. --- o --EDUCATION OPPORTUNITIES IN THE US FOR ENGLISH TEACHERS This presentation provides information about different scholarship programs sponsored by the Department of State for High school English teachers, such as the Teaching Excellence Achievement program (TEA). In addition, the presenter will talk about the Fulbright program for graduate studies and Research in the English field.


ANGEL GARCIA Angel Garcia is the Academic Exchanges Specialist at the US Embassy in Caracas. Coordinating all the different types of academic exchanges sponsored by the US Department of State.
--- o --VOCABULARY STRATEGIES TO ENLIVEN YOUR CLASS Increasing vocabulary knowledge is a basic part of education, both as a means and as an end. Lack of adequate vocabulary knowledge is already an obvious and serious obstacle for many students. Therefore, one approach to facilitate vocabulary learning is vocabulary learning strategies (VLS). When considering vocabulary learning strategies, though, we need to reflect upon the overall learning context. The effectiveness with which learning strategies can both be taught and used will depend on a number of variables: proficiency level, culture, motivation and purpose of learning. Schmitt (1997) divides vocabulary learni ng strategies into two major classes: (1) strategies that are useful for initial discovery of a word`s meaning, and (2) those useful for remembering the word once it has been introduced; This workshop gives a review to some vocabulary strategies that can be useful with English language learners (Determination, Social, Memory, Cognitive and Metacognitive). LILIANA ORTEGA She holds a Master Degree in TEFL from UDO, has taught from elementary school up to university level. She has been teaching for 14 years. She is currently working at UDO. She has given presentations at National and Regional VenTESOL Conventions. --- o --ESP TRAINING NEED ANALYSIS AT UNIVERSIDAD METROPOLITANA This research was carried out in order to detect whether there is a need for training in English for Specific Purposes (ESP) among students of Universidad Metropolitana . The overall result analysis showed that 79% of the polled students, 70% of the staff, and 100% of the selected “most appealing” companies stated that there is a need for training in ESP among these students, which satisfied the hypothesis put forward in this research. OLGA GALARRAGA B.A. Modern Languages, UNIMET. Public Speaking, VPI & State University, VA. Translation Diploma, USB. Teaching Skills Diploma, Monterrey-UNIMET. M.A. Applied Linguistics, USB (in progress). UNIMET English Dept. Academic Coordinator since 1999. UNIMET Linguistics Dept. Teacher. VenTESOL Board Member 2001-2010. VenTESOL Past President. TESOL Affiliate Official Delegation Member 2001-2002-2006-2007-2008-2009.

SING AND DANCE, MAKE A FUN CLASS! Is it difficult for you to make your kids learn English?, Can’t you manage the discipline?, Not even their attention?. We, teachers, spend plenty of time looking for new strategies to teach contents and to control the discipline in the classroom. However, not all of us are successful, we become frustrated and our classes boring. To achieve the goal, we need to be more creative, take into account the age of the students and their necessities rather than the materials and the year planning. Ki d´s concentration is cough through attractive activities, such as fun games, songs and TPR dynamics. This workshop is directed to teachers with little experience in preschool and primary education, and to teachers who want to make kids enjoy the class and learn English through another method. You will get some secrets to make your job easier, achieving the objective of the planning and feeling yourself motivated in each class!. MARIANA ALLOCCA AND MARIAM TRÍAS They are English teachers graduated from the University of Carabobo in the year of 2010. They have been working with preschool and primary education for around three years and a half. They both work for Big Kids, After School C.A., and Coleg io “La Fé” and Intituto “Santa Cruz” respectively. In addition, they have certain knowle dge about music; during her childhood, Mariana attended to music classes and learned how to play the keyboard and the guitar, and Mariam is currently taking keyboar d classes. --- o --HIGH-TECH RESOURCES FOR IMMIGRANT AND NATIVE DIGITALS In my experience teaching at different educational levels have given me with surprise, Digital Natives (students) are super attentive and up to date with technology. This means that teachers should not make us blind eye to this change. We are immigrant natives, but this detail should serve to integrate them and work together. In this effort, the presenter proposes four technological resources (Cmap Tools, Mind map, Windows Movie Maker and Animated gifts). Remember these resources are for teachers and students and these will also facilitate us the ideal meeting between natives and digital immigrants. ELIDA GÓMEZ She is a Professor in Universidad Nacional Daniel Alcides Carrión –UNDAC EDO in Pasco - Peru and a speaker / trainer in Methodololy, Didactics and Information Technology in Languages. She holds a Master in Teaching in Higher Level – UNDAC. --- o --EST READING ACTIVITIES FOR UNIVERSITY LEVEL TEACHING The presenter will share a set of English for Science and Technology (EST) reading activities that can be used wi th university level students to either teach or practice the target skill. These activities are part of a larger workshop aimed at helping the new and/or inexperienced university teacher who has to deal with the teaching of reading, but who was not been tr ained to do so during his undergraduate university years. Attention will be paid to process as well as to product in the form of comprehens ion. Even though the core of the demonstration is to show a set of specific activities, the presenter will show how they are linked to theory. CARLOS TORREALBA ESL teacher (UPEL- IPC, 1990), Master’s Degree on Applied Linguistics (USB, 1996) and Doctor’s Degree on Education (UPEL-IPC, 2008). His publications are related to ESL teaching and learning, recently concentra ted on teacher development in EFL reading. He served as 2010 Visiting Scholar at School of Education, University of Arizona, Tucson. --- o --BLENDED LEARNING FOR CHILDREN (commercial) As digital natives, children explore the world and acquire knowledge by using computers and other devices, or surf the Net, as naturally as previous generations played hopscotch or embraced radio and TV. Unfortunately, our schools’ facilities may not support IT, and we continue to use texts. How can we get the best of both worlds? New educational programs addressing these concerns allow teachers to flexibly implement the use of both print and computer-assisted resources, thus suiting different needs, infrastructure, and contexts. Interested in making way for books and user-friendly digital resources into your everyday teaching, with innovating, fun, yet down-to-earth teaching strategies? This workshop is for you! ANDRÉS RAMOS B.A., UCV, 1991. Macmillan’s academic consultant for Venezuela, A ndrés Ramos combines his background as EFL teacher, trainer, coordinator, and director at language centers and schools, as well as in developing materials on methodology, along with his passion for research and the shared experiences of the Macmillan network of users, to assist the ELT community through training, consulting and seminars on teaching strategies and trends. --- o --ONLINE TEACHER DEVELOPMENT: CHALLENGES AND OPPORTUNITIES This presentation will focus on demonstrating how a group of in-service EFL teachers, enrolled in an online English course, improved their teaching methodology. Cultural and technical challenges faced by this online community of in-service EFL teachers and examples of teachers' participations in forums will be shown, as well as some tips on how to overcome those. ELVINA CASTILLO is an undergraduate and graduate teacher at Francisco de Miranda University, Punto Fijo. Has collaborated with several online teacher development projects for the British Council. Her research are a is related to the processes that take place inside learning networks. TEADIRA PÉREZ is the Coordinator of the Foreign Languages Research Center- Centro de Investigaciones en Lenguas Extranjeras, CILE. University of Los Andes, Faculty of Humanities and Education, School of Modern Languages. Undergraduate and graduate teacher and researcher. Her research area is related to Computer Assisted Language Learning, E -learning and ematerials development. --- o --A MULTIMODAL APPROACH WHEN TEACHING ENGLISH STRESS. The implementation of a multimodal approach will improve the performance on the different linguistic competences in students; Jamil (2008) Phonological competences are among the most difficult ones to acquire, therefore English stress. English teacher s have to develop different strategies to achieve the acquisition of these competences and one of the ways to make that an easi er task is to design those activities under a multimodal approach taking into account student’s different learning styles; Acton (1997). Using this type of activities will help to get a better environment for the learning process in a foreign language classroom; Fiavaz, (2008). The use of a multimodal approach will bring an advantage to both, students and teachers, when

achieving the goals that the language teaching-learning process requires.

JOHANNES ROJAS Graduated from Universidad de Carabobo in Education majoring in English where he worked as a phonetics teacher assistant. He’s currently working at UNIPAP as a phonetics teacher and MELFL communications coordinator. He has attended a range of different English teaching events and taken part in the organization of some others. ENDER PEÑA He a 7th semester modern languages student who has taken part in the different Meetings of English Learners as a Foreign Language (MELFL) celebrated at UNIPAP as a helping hand. He is an outstanding student and he’s currently contesting to become the new and first phonetics teacher assistant the Modern Languages School will have. --- o --CONNECT STUDENTS TO THE MULTICULTURAL WORLD This interactive paper presentation will chronicle an initiative to establish a multicultural learning community (Nieto, 2009 ) amongst a group of ESL teachers in Venezuela. In this digital age, we also have the capability of introducing individuals to new frontiers, eventually transcending international borders while fostering collaborations geared towards similar educational go als. In 2009, we had the opportunity to pilot a project titled English as a Tool to Connect Schools to the Multicultural World. The original objective was to help train teachers to use culture to enrich English instruction. Yet by incorporating global cultu res, students and teachers were also called to expand perspectives as they connected with different life styles and points of view (Gay, 1994, 2000; Bennett, 2007). Thus this project served as an avenue for teachers and students to examine their own and others’ culture while expanding their perspective of the world. MERCEDES DEL PILAR PERLECHE PRIETO --- o --CLASSROOM MANAGEMENT Your planned activities and enthusiasm will all come to nothing if you do not have good classroom management techniques. Effective teachers have a clear idea of the types of classroom conditions and students behavior that provide good learning environments. Through this presentation factors that affect misbehavior will be introduced. The presenter will show participa nts examples on how to deal with this problem. JOYCE MUÑOZ FL Teacher graduated at Universidad del Zulia. Spanish Teacher Assistant in France, Spanish Teacher in North Carolina-USA. Master in Linguistics. At the present Associate Professor: UPEL Maracay English Department. Member of the Research Centre: Languages and Culture. Co- founder of Research Line: Teaching English to Young Learners. Studying Education P.H. --- o --MAKING THE JOURNEY AS EXCITING AS THE DESTINATION! (Commercial) English Travels Announces Your Passport to a Brand New ELT Program! • EXCITE your class with an all new fresh look to motivate your students and you! • ENGAGE your students across language acquisition skills • EXPAND your instruction with a fun, interactive fold and go readers! JULIE PISANO Recognized International Global Consultant providing extensive training throughout Latin America, Puerto Rico and Europe to International/American and Spanish language bilingual schools. This professional work includes in-depth in-service product training, educational conference presentations, teacher observation, academic workshops in all subject areas, presentations at TESOL conferences throughout Latin America and support in developing curriculum in schools throughout Latin America. --- o --THE BBC LEARNING ENGLISH WEBSITE Computers have been used for language learning and teaching for many years. The development of the Internet and the World Wide Web in the early 1990's has added another dimension to this resource. The BBC Learning English website is part of the BBC World Service. English students can learn grammar, vocabulary, pronunciation, and so on. This is also a wonderful resource for helping EFL teachers in their classes. CIRO GARCÍA He is a graduated from the Instituto Pedagógico de Caracas as a Bachelor of Education in Foreign Languages. He has taught EFL, ESP and Spanish in some colleges and universities in Venezuela and the UK. He is now doing an MA in E-Learning at the Universidad Nacional Abierta.

CULTURAL CARE AU PAIR VENEZUELA (Commercial) Cultural Care Au Pair is a company that is designated by the Department of State of USA to find girls to be the “au pairs” of an American family. This is a cultural exchange program which provides the opportunity to work and study in the USA. The principal component of the program is to work taking care of the children of the American family for a maximum of 45 hours per week and no more than 10 hours per day. Meanwhile our participants will also have the chance to enjoy our educational component in their free time which allow them to study any course they want (languages or related to their career) with an educational bonus provided by the American family. The program has specific requirements, such as age, level of English, etc. and specific benefits such as a weekly payment, extended medical insurance, and air tickets included, between others. JOHANNA PHELAN She is the Country Manager of the program; she graduated from Business Administration with a minor in Marketing and Management in the Metropolitana University, in Caracas – Venezuela. She has been working for the program for over a year and has a long career working in sales.

GETTING UNIVERSITY STUDENTS TO GRAMMAR THROUGH THE INTERNET AND SELF-ASSESMENT The Internet: a motivating tool to be used for academic purposes. After many years of studying English during high school, students refuse to continue studying/revising grammar despite they master it or not. In addition, in many university careers English is a mandatory subject so, we, teachers must face this reality: They just hate it! Hence, the internet represents a powerful motivating tool for an academic purpose which is to teach grammar. Case: Parts of speech, English I, 7th semester. JOSEFINA ESPINOZA She holds a post grade degree in Educational Management, and a degree in Modern Languages from Universidad Metropolitana (UNIMET). She has been certificated on Teaching English and Spanish as a Foreign Languages by the UNIMET. She has taught English at all levels, and has conducted teacher training programs in Venezuela. Currently, she’s the head of the Linguistic Department at UNIMET, teaches various subjects in the School of Modern Languages at this university, and in the Mass Media school at Universidad Católica Andrés Bello. --- o --BLOG AN EVALUATIVE TOOL IN “INSTRUMENTAL ENGLISH” AT MARKETING CAREER Nowadays Marketing is an area of work which should be connected with technology as a strong tool to development innovative and original product presentations in the commercial stages where is needed. It means our Marketing students should learn tools to be involve in this Technology tendency, in particular how to use Tic`s and to introduce to the web world to create from their classrooms real products, promotion campaigns and place in the market goods, products or services, with original slogans or attractive advertising spots writing in English using idioms or slangs, and to meet the specific vocabulary in Marketing. Bl ogs is an alternative to teachers in class to follow the students’ homework, to let them lo prepare real camp aigns or researching. and we`re offering to our students the opportunity to keep in touch with the real language offering web pages, or links to suppor t and help them to get information, to translate, and with the real world of the specific instrumental English. ORQUIDEA FLORES English teacher graduated UDO-Sucre (1998). Magister in Manager in Higher Education Universidad Gran Mariscal de Ayacucho -Barcelona (2001). Diplomado in Holistic Research. (Sypal-Barcelona-2003). Master in English in Second Language (Thesis now). Principal in English academy: Synergy and action Institute in Pto La Cruz.- Caracas. Teacher at Colegio Universitario de Caracas, (Marketing – Human resources administrators and Research & Project in PNFA). U.E.N.Nicanor Bolet Peraza (Caracas- now) Social Labour Coordinator . --- o --MEET EDUCATION USA! (Commercial) Education USA is a global network of more than 400 advising centers supported by the Bureau of Educational and Cultural Affairs at the U.S. Department of State. Through its advising centers, it actively promotes U.S. higher education around the world by offering accurate, unbiased, comprehensive, objective and timely information about educational institutions in the United States, as well as guidance to qualified individuals on how to best access those opportunities. This session intends to let teachers, faculty, school principals, university representatives, students and/or professionals know about EducationUSA as an official source of information on U.S. higher education, its services and how its advisers can assist those interested in pursuing or finding academic opportunities at colleges and universities in the USA. CLAUDIA SÁNCHEZ She is a Mass Communication graduate with a Master of Business Management from Universidad Dr. Rafael Belloso Chacín, in Maracaibo, Venezuela. She worked as an EFL Teacher and Corporative Program Coordinator at Centro Venezolano Americano del Zulia. She now holds the position of EducationUSA Adviser at this institution. --- o --INFLUENCE OF KNOWLEDGE OF TEXT STRUCTURE ON READING This study was designed to observe if the knowledge of rhetorical patterns of research article introductions facilitates read ing comprehension. In order to verify this, two different groups were chosen. Group A, the control group; and group B, the experimental group. Both groups took a pre-test at the beginning of the semester and a post test at the end of the treatment which lasted seven weeks. The results were analyzed using the chi square method. The statistical analysis confirmed that the knowledge of the rhetorical patterns contributes in the process of reading comprehension. MARIA CAROLINA LIZARDI MARTINEZ I studied at the school of Modern Languages at the UCV and I graduated in 1988. Then I graduated as a Magister in Teaching English as a Foreign Language in 2000. I work as an English teacher at the Universidad Central de Venezuela and Universidad Simon Bolivar. --- o --ERRORS IN WORD STRESS AND SEGMENTAL FEATURES Elementary and beginner level learners while reading and speaking, tend to speak syllabically and pronounce words the same way they are written. For these reasons, the objectives of this research were (1) to identify errors in the production of word stress and segmental features; (2) to explain the reasons of these errors; and (3) to demonstrate the presence of interlingual and intralingual transfers as the sources of errors in these features. For this field investigation, 10 students read aloud a 200-wordtext. The learners’ oral production was recorded with the purpose for it to be analyzed under the light of the error analysis theory. The most common errors were confusion of words because of similar writing, the pronunciation of the past tense of regular ver bs besides the incorrect stressing of words. In conclusion, Spanish speaking learners have difficulties in producing some English segmental features even though they might perceive them correctly. MELISSA ALICIA DELPH She is a university lecturer at the School of Oil Engineering of the Universidad de Oriente. She has researched in the fields of Phonetics and Phonology, Language Learning/Teaching and English for Academic Purposes. She has been awarded various ESOL examinations of the University of Cambridge such as TKT and CELTA. --- o --TAKING ENGLISH TO THE BARRIOS As part of its schools link programme, Connecting Classrooms, the British Council has been providing EFL support to Fe y Alegria schools in Caracas barrios, using Venezuelan university students who are doing their Community Service. We train these students in Young Learner techniques, and they then go to the schools to help the pupils produce materials in English which a re sent to the partner schools in the UK. We believe that this process involves some innovative ELT methodology.

JEREMY NEWTON He works at the British Council’s Teaching Centre in Caracas. Before that, he taught in a school in the UK. --- o --EXPANDING THE EFL TEACHER TRAINEE´S PROFILE AT UPEL-IPIB The pre-service English as a Foreign Language Teaching Trainee at UEPL-IPB develops many types of skills which enables him/her to teach at the high school level. However, in Venezuela the demands of this reality reaches beyond that level. Teac hing EFL to children is nowadays a close option in both Initial and Elementary education at either public or private institutions. The subject Ensayo Didáctico, from the teaching practice area at the English Language Department (UPEL -IPB) offers different experiences for the teaching of EFL to children, enhancing the strategies and tools of the EFL Teacher Trainee´s profile. Abilio José Mujica Cordero is an English professor and holds a MA in EFLT from the University of Experimental Pedagogy, campus Barquisimeto (UPEL-IPB). He is now a member of the English Language Department staff at UPEL-IPB in the area of Teaching Practice. ABILIO MUJICA He is an English professor and holds a MA in EFLT from the University of Experimental Pedagogy, campus Barquisimeto (UPEL-IPB). He is now a member of the English Language Department staff at UPEL-IPB in the area of Teaching Practice. LUZ MUJICA She is an English Teacher graduated in 2009 at University of Experimental Pedagogy, campus Barquisimeto (UPEL -IPB). She has been working since 2006 in a private school called “San Juan Bosco” in Bar quisimeto. Her teaching experience goes from Preschool Education through the senior year of Hight School. --- o --WHO’S AFRAID OF THE WEB? Today the Internet and Web 2.0 tools are giving non-tech teachers the opportunity to create unique learning environments for their students. Search engines give us access to loads of authentic material through video, audio, printed or interactive med ium. Interactive exercise generators allow us to create tailor-made activities to fulfill our students’ needs and online learning environments permit students, teachers and materials to meet at any time. But how do novice users of the web take the first step? Should we use this material and if so, what criteria do we need to follow to select the most appropriate? How do we create a class and class materials in which there is affective and effective learning? This talk will attempt to deal with these questions by looking at materials, Web 2.0 tools and proposing a framework for the design of classroom materials for the nov ice and not so novice teacher. RUBENA ST. LOUIS She has an MSc in Applied Linguistics from Simón Bolívar University, where she teaches at both undergraduate and graduate level. She works in the area of ESP and her interests include materials development and evaluation and the role of ITC in learning and learner autonomy --- o --TEACHING STRATEGIES SUPERVISION FOR LANGUAGE LEARNING Supervision, among different definitions, is the over-seeing capacity a person has got in order to provide guidance and feedback for a teacher to do an efficient and pleasant job. Nowadays, ELT has become a very important and complex practice that not on ly includes teaching verbs and contextualized vocabulary, but culture, manner and real life situations are implied. When supe rvising an FLT class, the person in charge of doing so, should be someone who really knows the great job about teaching a foreign language. In Venezuela, according to the guidelines of supervising an ongoing class, the foreign language teacher encounters the “visit” of a colleague during his/her session, and at the end of it, the Supervisor probably punishes the teacher with unreal assertions, why, because the Supervisor has not got the profile for teaching a foreign language, and not even an MS in Educational Supervision to do such a job. MARCO ANTONIO HERNÁNDEZ Born in Maracaibo, Zulia and raised in La Cañada de Urdaneta, Zulia. BEd. Modern Languages from Universidad del Zulia. Actually doing the MS in Educational Supervision at Universidad Rafael Urdaneta. English Teacher at L.N.B. Julio C. Salas since 2004 and Founder/Coordinator of the Languages Department. Former Helping Hand for VenTESOL. --- o --CREATING ACTIVITIES WITH PODCASTS FOR THE ESL CLASSROOM The purpose of the present workshop is to provide some guidelines for using Podcasts (It’s audio or visual content that is automatically delivered over a network via free subscription), in the EFL learning as conceived in the Common European Framework of Reference for Languages (CEFR). Students and teachers from all over the world are learning by using audio and video programs. Podcasts can deliver educational content for listening or viewing on some devices, freeing learning from constraints of the classroom and its clock. Thus, the use of Podcast is an appealing tool for students and teachers who can take advantage of these features in order to improve their language skills. Can you imagine being able to listen to or view lectur es and lessons on demand? Emphasis will be given to the way the activities should be carried out as well as the types of games to select for language classes. DANIEL CASTILLO He is a foreign language teacher (English and French) graduated from Universidad de Los Andes-NURR where he worked as a language assistant. In 2005-2006, he taught Spanish at “Lycée Etienne Bézout” in Paris, France, attending the program promoted by the French Embassy in Venezuela and the French Ministry of Foreign Affairs. In addition he has been speaker and organizer in some Language Teachers Meetings. He currently teaches English and French at Colegio “República de Venezuela” and Universidad Valle del Momboy in Valera, Trujillo. Email: EVELYN URBINA She is a Foreign Languages Teacher graduated Magna Cum Laude from Universidad de Los Andes – NURR in 2004. She is currently working for the NURR Modern Department in the French area, and following a Master in Latinamerican Literature. She is also serving as a Tutor of the ProFLE training program at the French Embassy in Venezuela. She is the Regional delegate of AVENPROF at the State of Trujillo. In 2006-2007, She taught Spanish at “College Les Aulnes” in Paris, France, attending the program promoted by the French Embassy in Venezuela and the French Ministry of Foreign Affairs.

FREDDY VANEGAS He is a foreign language teacher (English and French) graduated from Universidad de Los Andes-NURR, he has attended Language Teachers Meetings as organizer and speaker. He has taught English during the last 5 years, especially in the ESP are a. He currently is an English Teacher at Universidad Valle del Momboy in Valera, Trujillo and has been selected to for the Academie de Créteil in Paris, France to teach Spanish the next term attending the program promoted by the French Embassy in Venezuela and the French Ministry of Foreign Affairs. --- o --CARELESS TALK COST LIVES In the last decades communication around the world has grown tremendously. But even with all these expansions, man keeps for the aeronautical and maritime sectors very high frequency (VHF) radio communications. Growth in international commerce as well as technical development has resulted in high traffic density all around the world. Even vessels are bigger and faster. The approaches to pilot boarding stations, ports and others are all areas of potential traffic problems. To minimize the risk of collision in busy port waters as well as in more open coastal waterways vessel traffic services (VTS) have been implemented. Vessel traffic services are shore-side information processing systems to improve ship-to-shore, and to monitor ship-to-ship communication. Information messages can include position of other traffic, defects in aids in navigation or meteorological hazard warnings. EUGENIA DI BELLA Professor of English graduated from Universidad del Zulia with a Master degree in Linguistics from the same university and a PhD in Education Sciences from the Universidad Rafael Belloso Chacín. JENNIFFER PARRA Professor of English graduated from the Pedagógico de Maracay. Master degree in Linguistics and taking a PhD degree in Education from the same institution. Teaching at the pregrade and postgrade level at the Universidad Simón Rodríguez, Núcleo Maracay. NELSON CURBELO Professor of English graduated from the Pedagógico de Maracay. Major in Aeronautical Engli sh in Lackland AB, Tx. Master degree in Linguistics and taking a PhD degree in Education from the same institution. Teaching at the pregrade and postgrade level at the Universidad Marítima del Caribe. --- o --MP4-LITERATURE TEACHER: HAND IN HAND PROMOTING READING What literature teachers cannot do for their students, Mp4’s can: take everywhere videos of poets reciting their own poems; l isten to audio files of poems, novels and stories; read at any time and any place excerpts or full texts of literary wo rks; among other uses. What Mp4’s cannot do, but literature teachers can is being a source of inspiration for students to read about imaginary and real worlds as well as providing them with a good linguistic guidance regarding the English language. Based o n my research and experiences as a literature teacher, I intend to present a discussion about the balance I have personally found between using the technological benefits Mp4’s can offer and my own human and didactic resources in order to promote reading literature in English. ROSAURA HERNÁNDEZ Associate professor at the Modern Languages department from Universidad Pedagógica Experimental Libertador -Barquisimeto; master’s degree on the teaching of literature in English and PhD in Education from UPEL-Barquisimeto. --- o --MAKING THE EFL CLASS COME ALIVE WITH VIDEOS Video can be a very helpful tool in the classroom. Watching videos can be fun and motivating. Students learn and practice while we are making the job easier and more creative. This presentation shows activities and techniques to practice different skills. LOURDES BETANCOURT She is Academic Coordinator of English Resource Center in Caracas. She holds an MA in EFL, UCV and a BA in English teaching from IUPEL, Caracas. She combines her background as EFL teacher, teacher trainer, and coordinator. TESOL member since 2006. --- o --TEACHER: ARE YOU REDEFINING YOUR WAY? This research is a proposal to satisfy an academic need at the English Section of the National Polytechnic Experimental University “Antonio José de Sucre” (UNEXPO) from Puerto Ordaz. After the implementation of a new English-subject program at the National scale and the necessity of using Tic’s in the teaching-learning processes, the teacher faces a different educational situation and she has to become a researcher trying to redefine the old way of teaching and does a non-experimental research, collects dates and reviews literacy related with how to design printed material and how to incorporate it to virtual media, a nd she designs a printed textbook and compliments it with an electronic aid: Edublog. So, teachers can complement their traditional classes with virtual ones using a practical learning method, letting students to make a major interaction with the subject, make comments about it, and be re-connected with the language. In short, this is a sample of how teachers can redefine their teaching way, changing it according to the last global demands. LUCENIA MARÍA FARÍAS NÚÑEZ She is an English teacher graduated from UDO-Sucre. I’ve been teaching for about 20 years. I’m a Curricular Evaluation Specialist from Universidad de Carabobo, and currently I’m taking Doctorial Studies at the University of Cordoba (Spain). Sin ce 2007, I’ve been the Head of the Section of English of the UNEXPO-Puerto Ordaz. --- o --IPMAR STUDENTS’ PERCEPTION OF THE NATIVE SPEAKER IN EFL In spite of a long history of contact with native speakers, little seems to have been documented on the role of the native sp eaker in the learning process of EFL at IPMAR. This research paper was intended to determine the role of the native speaker in the learning process of EFL according to the perception of the IPMAR English students. To accomplish this objective, students who had taken classes with native speakers were asked to fill out a survey where their opinion about oral and written production, motivation and teacher’s performance was the main concern. The results of the study showed a positive perception from the students of all the aspects considered. Consequently, the authors concluded that programs which promote the inclusion of natives in the language departments of Venezuelan universities enrich the learning process of the target language.

Abilio Mujica Adrian Rioja Alexana Alambarrio Alfieri Avilan Andrés Ramos Audy Castañeda Camille Sheffield Carlos Rivero Carlos Torrealba Carmen Chacón Carolyn Choung Ciro Garcia Claritza Basabe Claudia Sánchez Cruz Colmenares Cynthia Moleiro Daniel Castillo David Durán Doris Molero Élida Gomez Eliluz Diaz Elvina Castillo Ender Peña Eric Buley Eufrandy Tineo Eugenia Di Bella Evelyn Izquierdo Evelyn Urbina Freddy Vanegas Jenniffer Parra Jeremy Newton Jilian Lopez Joan Colmenares Joan Shin Johanna Phelan Johannes Rojas Josefina Espinoza Joyce Muñoz Julie Pisano Lianne Gonsalves Liliana Ortega Lourdes Betancourt Lucenia Farias Luisa Cristina Álvarez Mairi Mackinnon Marco Hernández María Carolina Lizardi Maria Cecilia Avila María Patricia Gonzalez Marian Trias Mariana Allocca Mariela Salazar Marlene Parada Mary Allegra Melissa Delph Mercedes Perleche Mickey Rogers Mónica Fernandez Nelson Curbelo Nick Perkins Olga Galarraga Olga Pagan Orquidea Flores Rosaura Hernandez Rubena St. Louis Teadira Pérez Tim Robinson Waleska Ruiz Yanette Dacosta Yskeila García Yvemar Peraza Yvonne Saulny, &;, luchi2005_60 marianita410 monica

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