COD 2006 - G271

English for Teachers III

Teachers who have attended English for Teachers II or teachers of English who teach English Language.

12 sessions, start: 01-Apr

Course detail

Year: 2006
Level: General
Language: English
Status: Postponed
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Claudia Ferradas PhD, Ms. Elizabeth White, Ms. Silvia Rettaroli, Ms. Silvia Luppi, Ms. Florencia Perduca MA
Print course
ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 180.00

Sessions

Sessions Dates Start Finish
1 01 April 2006 09:00 am 12:00 pm
2 08 April 2006 09:00 am 12:00 pm
3 22 April 2006 09:00 am 12:00 pm
4 29 April 2006 09:00 am 12:00 pm
5 06 May 2006 09:00 am 12:00 pm
6 13 May 2006 09:00 am 12:00 pm
7 20 May 2006 09:00 am 12:00 pm
8 27 May 2006 09:00 am 12:00 pm
9 03 June 2006 09:00 am 12:00 pm
10 10 June 2006 09:00 am 12:00 pm
11 17 June 2006 09:00 am 12:00 pm
12 24 June 2006 09:00 am 12:00 pm

Facilitator/s

Claudia Ferradas

Dr. Claudia Ferradas is based in Buenos Aires, Argentina, where she got her first degree as a teacher of English at the Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”. She holds an MA in Education and Professional Development from the University of East Anglia and a PhD in English Studies from the University of Nottingham, UK. She is an experienced presenter and ELT author who travels the world as a teacher educator. She often works as a consultant for the British Council and Trinity College London. She is also a presenter for Oxford University Press and is an Oxford Teachers’ Academy Trainer.
In Argentina, she has taught language and literature at the Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”, Buenos Aires, where she was also “Regente del nivel superior”. She teaches on the MA programme in Literatures in English at the Universidad Nacional de Cuyo, Mendoza. She coordinates the literature and cultural programmes at ESSARP.
In the UK, Claudia has been a Visiting Fellow and research supervisor at the School of Languages, Leeds Metropolitan University, and is now a member of the NILE (Norwich Institute for Language Education) Advisory Board and the Extensive Reading Foundation committee.
Claudia has co-chaired the Oxford Conference on the Teaching of Literature on five occasions and has also worked as Project Manager for the Penguin Active Readers Teacher Support Programme. She has also taught on the MA programme in TEFL at the Universidad de Alcalá de Henares, Spain.
She is a member of the editorial committee of several journals: AJAL (Argentine Journal of Applied Linguistics); Revista Interdisciplinar de Formación Docente Kimün (Instituto de Formación Docente Continua, San Luis, Argentina); Conexión, Revista de Investigaciones y Propuestas Educativas (Instituto de Educación Superior N° 28 “Olga Cossettini”, Rosario, Argentina) and CLELE Journal (Children’s Literature in English Language Education).

Elizabeth White

Lic. Elizabeth White is a teacher of English and teacher trainer, graduate of I.S.P. "J. V. González". She holds a postgraduate degree in e-learning. She has worked as General Head of English Studies (Kindergarten to Secondary School) at bilingual schools in the Buenos Aires Province since 1988. She is a tenured lecturer in English Language Teaching and Teaching Practice at the ISP "Pbro. Sáenz", and is the coordinator of the Teaching Practice team. She has been an Oral Examiner for the University of Cambridge for over fifteen years. She has conducted several workshops, seminars and lectures around the country and abroad.

Silvia Rettaroli

Teacher and teacher educator. School manager at bilingual schools in the Province of Buenos Aires. Deputy Director at ESSARP (2004 - 2008). Worked in the Research and Educational Development Unit of the MEyC (1998-1999). CLE (Foreign Languages Certifications) coordinator (2008-2011). English Unit coordinator at the CLE (ME- City of Buenos Aires: 2011-2016). Organised and participated in national and international conferences, published papers and textbooks. Areas of interest: professional development (OL and f2f), bilingual education/CLIL, assessment.

Silvia Luppi

Teacher and teacher trainer with long experience at primary, secondary and tertiary levels. Teacher of courses leading to international examinations. Oral examiner and presenter for Cambridge ESOL. Head of English in a private school in Ciudad de Buenos Aires. Materials designer and presenter in seminars and courses all over the country. Her research interests are oriented to bilingual education and discourse analysis.

Florencia Perduca

Florencia Perduca, Graduate Teacher of English and Literary Translator from I. E. S en Lenguas Vivas "J. R. Fernández", MA in Literary Linguistics (University of
Nottingham), is an ESSARP course coordinator specialised in Literatures in Englishes, Literary Linguistic Analysis and Postcolonial Theory. She teaches Literature in English at I.E.S. en Lenguas Vivas "Juan Ramón Fernandez", Cultural Studies at ENS en Lenguas Vivas "Sofía E. Broquen de Spangenberg", Postcolonial Literature at Licenciatura en Lengua Inglesa, Universidad Nacional del Litoral. She teaches IGCSE English Language and Literature. She is Head of Senior School at St. Catherine's Moorlands School, Sede Belgrano.
Teachers who have attended English for Teachers II or teachers of English who teach English Language.
- To develop insight into and awareness of language form and function in classroom and teacher discourse. - To provide realistic, professional tasks that enable teachers to apply their knowledge and skills in an authentic context (e.g. by designing his/her teaching portfolio or a strategy training programme for his/her class or school). - To enable teachers to develop their ability to evaluate their own language skills for continuing development. - To demonstrate appropriate understanding and use of terminology to describe teacher language. - To develop language awareness by responding to and analysing representational texts. - To develop language awareness and cultural awareness by responding to and analysing texts written in English by writers from diverse contexts.
Language Sessions - Professional Skills strand. - Language Awareness strand. - Strategy Training strand: Cognitive, Metacognitive, Social and Communicative learning strategies. - Literature strand. Methodology: The English for Teachers III course consists of four strands, namely: the Professional Skills strand, the Language Awareness strand, the Strategy Training strand and the Literature strand. The four strands are self-contained and consist of three sessions each, distributed once a month. Each strand includes a variety of tasks which aim at developing a number of skills and strategies that will allow them to develop professional skills; to identify and correct errors in their own oral and written discourse. Teachers will also have the opportunity of compiling a teaching portfolio.
- Parrot, M (1993) Tasks for Language Teachers. Cambridge: CUP. - O'Malley J & A. Chamot (1990) Learning Strategies in SLA. Cambridge: CUP. - Oxford R. (1990) Language Learning Strategies. Massachusetts: Heinle & Heinle. - Skehan P. (1989) Individual Differences in SLL. London: Edward Arnold. - Ashcroft, B. (2001). On Post-colonial futures. Writing Past Colonialism. London & New York: Continuum. - Ashcroft, B., Griffiths, G.& Tiffin, H. (2003). The Empire Writes Back. Second edition. London: Routledge. - (eds.) (1995). The Post-colonial Studies Reader. London: Routledge. - Carter, R. and McRae, J. (2004). The Routledge Guide to Modern English Writing. London: Routledge. - Jenkins, J. (2003), World Englishes London and New York: Routledge. - Kachru, B. (ed.) (1992), The Other Tongue: English Across Cultures. Urbana: university of Illinois Press.
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