COD 2026 - D1216

Webinar - From Exposure to Acquisition: Designing English lessons that lead to real language learning

Kindergarten, Primary and Secondary Heads, Coordinators and Teachers

2 sessions, start: 12-Mar

Course detail

Year: 2026
Level: Distance
Language: English
Status: Ended
Lugar: Distance
Facilitator/s: Ms. Luciana Fernández
Print course
ESSARP Schools
Free of charge
Exams Schools
ARS 120000.00
Non affiliate
ARS 120000.00

Sessions

Sessions Dates Start Finish
1 12 March 2026 05:30 pm 07:30 pm
2 19 March 2026 05:30 pm 07:30 pm

Facilitator/s

Luciana Fernández

Luciana Fernández is a graduate teacher of English who has been teaching English for the past twenty-nine years. She has specialized in Methodology and Teaching Practice and she holds a Diploma in Educational Research from the University of Cambridge, Faculty of Education. She holds two post graduate certifications in Thinking Cultures and Teaching for Comprehension

She is a Reading and Literacy expert and has been training teachers in this area for the past fifteen years. She is a teacher educator and has designed several presentations and courses for professional development both in Argentina and abroad. Her presentation at ARTESOL 2015 was selected to be presented at TESOL International as a Best Affiliate Session. She is one of the 50 scholarship winners who attended and presented at IATEFL, held in Birmingham in April 2016. She was later on invited to be a presenter at the Young Learners and Teenagers SIG pre conference event and at the main conference.

Luciana has been the Head at several bilingual IB institutions in Buenos Aires. At present she is a school advisor, teacher trainer and facilitator at ESSARP (English Speaking Scholastic Association of the River Plate), where she trains heads and teachers from the most important bilingual institutions in Argentina.
Kindergarten, Primary and Secondary Heads, Coordinators and Teachers
To distinguish clearly between exposure to English and actual language acquisition.

To understand what makes input become intake in the language classroom.

To design lessons that prioritise depth of learning over quantity of content.

To help teachers make informed decisions about what to keep, adapt, or stop doing in their current practice.
Exposure vs. acquisition: what research and classroom evidence tell us.

Input, intake and output in EFL learning.

Attention, cognitive load and language learning.

High-impact teaching routines that support acquisition.

Designing lessons that do less, better.

Creating opportunities for meaningful and repeated language use.

Common classroom practices that look effective but do not lead to acquisition.
Analysis of real classroom scenarios and lesson excerpts.

Reflection on current teaching practices.

Guided redesign of lessons and activities.

Collaborative discussion and sharing of strategies.

Practical planning tasks with immediate classroom transfer.
To be specified.
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