are “simply” ELT lessons.

The question has

struck me as particularly relevant as it has been
raised not only by teachers but also by
pedagogical coordinators and headteachers in
different parts of Brazil. It shows that most
teachers have had contact with the theory
behind CLIL but maybe are a bit insecure about
making it real in the classroom. It also raises
the question of coordinators seeing CLIL-based
lessons as another component of
“interdisciplinaridade” in schools, believing
Join us in a 2-hour session where you will be able to
content and language teachers should work
ask questions, learn from, and share experiences
13 July AUDITORIUM Session Number Title of the presentation Presenter(s) together
(ours and to achieve
yours) better results,
Description
with Assessment SIGwhen
memberswe on
know
how tothat English
network teachers
within the SIG tendto findtoorplan
createtheir
lessons on
solutions their own,
to our/your own without
language support from
teaching and
content
researchteachers.
contexts and This talk aims
needs. at briefly
Speakers will include
revisiting
more the concept
and less experienced of CLIL,
members bringing
of thepractical
Liberato Silva dos Santos, Instituto examples ofSIG
Assessment CLIL whoand
workELT lessons on
in language similar
assessment
and testing
topics companies,
for contrast andlanguage
providing schools,
a framework to
Federal de Goiás (IFG) and Iowa State
universities,
help teachers federal institutes,
reflect upon and public
their practiceandand private
University, Ana Lígia Barbosa de Carvalho
The Assessment SIG as a safe schools
realize ifwho willlessons
their briefly share their case stories
are CLIL-based in
(or not)
PCE 1 Assessment e Silva, State University of São Paulo
09h-13h AUSTRALIA 1 networking space for the development language assessment and testing development,
SIG (UNESP), Douglas Consolo, State and how to make them CLIL if that is their aim.
of your language assessment literacy research, and teaching scenarios, including
University of São Paulo (UNESP), Alberto
classroom-based language assessment and testing.
Costa, Cambridge University Press & DCNs para awilloferta
The audience alsodebe educação plurilíngue
invited to share their in
Assessment light of CLIL making this PCE interactive and
experiences,
Raul Oliveira
collaborative. By the end of the session, participants
9:00 DCNs para a oferta de educação In
areBrazil, CLIL
expected has gained
to leave growing- or
with a handful visibility over
a bucketful
plurilíngue in light of CLIL (Raul Paraná) - - of personal networking contacts and material
the last decade as the language learning and
pre-recorded talk resources to work on their change
own language
9:40 Educação Bilíngue: Quando educational landscapes due to
assessment and
burgeoning testing
interest in projects
forms ofwhile
Elitedeveloping
Bilingual
conteúdo e língua se encontram (Kenia their language
Santos and Lilian Montalvão) Education (deassessment
Mejía, 2002). literacy
As it–reaches
knowledge,
skills, and
diverse principles
national – in the CLIL
contexts, process.
gains new and
10:30 - 11:10 CLIL or not CLIL? CLIL and
Perspectives on Bilingual Education in
PCE 2 Bilingual ELT lessons in Brazilian Bilingual uniquely local meanings, thus becoming an
09h-13h BRAZIL 1 Brazil: CLIL, multilingualism and
Education SIG Programs (Cristiane Rossi) umbrella term used to refer to not only models
diversity
11:10 - 11:40 Break and approaches of learning (through) a second
11:40 - 12:20 Multilingualism and or additional language, but to bilingual
language diversity in the Brazilian context education situations. It is then of extreme
(Ludmila Heleno and Valéria França)
relevance to Brazilian stakeholders working
12:20 Round table with speakers,
participants, and the Bilingual Education with CLIL that the national government has, for
SIG board the first time, legislated on the offer of
09:00-10:00 Intercultural Representation: Plurilingual Education, publishing in 2020 its
Bringing together guest speakers and members of
de-stereotyping non-hegemonic groups Diretrizes Curriculares Nacionais para a Oferta
our brand-new Study Group, the Intercultural
(Speaker: Cíntia Rodrigues), 10:00-11:00 da Educação Plurilíngue. This talk aims to
Language Education SIG's PCE includes a variety
The First Conversations of the ILE SIG analyze theview
Diretrizes fromina which
criticalwestandpoint,
PCE 3 Intercultural of points of on the ways can foster
Views on intercultural teaching and Study Group - and How You Can Join Us using the lens of CLIL as a dual-focused
09h-13h CANADA 1 Language Education our learners' intercultural communicative
learning in Brazil (Speakers: participants of the ILE SIG educational
SIG competence. approach
Throughout(Coyle et al.,
the three 2010)which
sessions as it
Study Group), 11:00-11:30 Break, 11:30-
looks
make up forour
opportunities
event, you willfor be
research-informed
invited to consider
13:00 Views on Intercultural Learning and
different perspectives and
CLIL implementation. discover of
A critique ways
thetonational
bring
Teaching in Brazil (Speakers: Antonieta
your own contributions into the conversation.
Megale, Renata Condi, Susan Clemesha) document will be made, organized around five
themes (Contexts; Programmatic offerings;
Curriculum; Assessment, and Teacher
Education) before possible ways forward are
9:00 to 9:10 James Taylor introduces the proposed.
SIG and gives updates for the next
semester Multilingualism
Join the Materialsand language
Writing SIG fordiversity
an eventin the
where
9:10 to 10:00 Sandy Millin
PCE 4 Materials 10:00 to 10:30 Érika Hebeller Castro
Brazilian context
we learn, reflect and share together with our
09h-13h EGYPT 1 Materials Writing: From all angles community.
Ludmila Invited speakers
Moscardine come from
Pires Heleno andvarious
Valéria
Writing SIG Pereira
areas of ourFrança
Benévolo profession and will provide insight for
10:30 to 11:00 Cleber Santos
everyone
The aim ofwho attends.
this presentation is to delve into the
11:00 to 11:30 Break
11:30 to 12:00 Evelise Campagnaro importance of multilingualism and diversity in
12:00 to 13:00 Taylor Veigga the language
Join the Materials learning
WritingandSIGteaching
for an event where
environment.
we learn, reflectThe andability
share to use and
together withunderstand
our
Adapting and designing
communicative units for elementary multiple languages
community. as well come
Invited speakers as thefrom
wayvarious
English is
PCE 5 Public Workshop with a specialist , sponsored by areas
learned of our
andprofession and will provide
taught, affecting language insight for
09h-13h ENGLAND 1 and high school, using the four skills:
Schools SIG RELO everyone
acquisition, whoclassroom
attends. Indynamics
this PCE, we andlook at
listening, speaking, reading, and
materials
pedagogical writing from varying
approaches angles,
plays from lesson
an important
writing.
content to illustration, and teachers’ notes to lesson
role in the ELT. The relevance of discussing
flow. We hope to see you there!
inclusive teaching and learning practices is
Cris Bordinhão - teacher, materials writer, crucial as teachers should value and respect
social media manager students’ linguistic background, promote an
Ludmila Heleno - teacher, materials writer inclusive and
In this PCE yousupportive
will be invitedclassroom
to reflect upon your
Graziella França - teacher, teacher trainer, environment, offer language support andlearner
practice as a (novice or experienced) young
PCE 6 Young writer
scaffold sharing
teacher, instructionyourto cater for
expertise learners’
and learningneeds.
from
09h-13h INDIA 1 Learners and Teens One passion, different approaches Vanessa Benedetti - teacher, teacher
professionals
The main goal fromof the
thisYLT
talk world. Join ussome
is to share as we
SIG trainer
share experiences,
practices, evaluatetips, and discussions
others on how to
for Young learners
Valeria França - Head of Learning &
better cater for
and Teens learners indiverse
considering several different contexts.
and multilingual
Development at Edify Education / Gerente
Sênior de L&D na Edify Education at Edify groups. Teachers
Teaching and learning will- be
twoinvited
actionstosoreflect upon
intrinsically
Education (guest speaker) linked to the careers
all stakeholders’ teachers follow
perspectives andthat they come
objectives in
hand in hand.
learning a new Butlanguage.
who are we and what should we
09:00 - 12:30: Learn to Be: Marcelo learn as teachers? How do we develop our
Barros / Learn to Do: Élcio Souza / Learn potential? How to identify our niche, our needs, and
PCE 7 Teacher
09h-13h ITALY 1 The 4 Pillars of Teacher Education to Live Together: Giovana Zanzini our strengths? This PCE aims at promoting a
Development SIG
Nasciben / Learn to Learn: guest from discussion around the 4 pillars of teacher education,
British Council inspired by the heartening book Learning: a tresure
within (Jacques Delors & others, UNESCO, 1996):
Learning to Be, Learning to Do, Learning to Live
LUNCH BREAK AND VISIT TO SPONSORS 13:00 - 13:30 Together, Learning to Learn.
 In this talk, the speakers aim at
discussing the connection between
one’s accent and their identity. The
talk will be organised as follows:
Firstly, participants will be invited to
reflect upon how they perceive
BRAZIL and all Psychology
accents, and and goTESOL, through assome of
OPENING overlapping
Time:
their own 25 min areas
beliefs (total) of knowledge,
when it comes are to
13:30h - 14:00 other countries
CERIMONY widely
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how people explored
time:should 15 byminutes Edge. sound Participants
in an
room 1 Dr Amina Douidi is a Diversity, Equity, Inclusion (DEI) and focus on how the author sees different
Intercultural Communication consultant in ELT. She holds additional
Some of thelanguage. learning theories We willand look at
stages of an that
approaches interactional have myself been situation
discussed
a PhD in Modern Languages and Applied Linguistics from Stage
different 1: perspectives
presenting regarding and my
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in Englishtherapist as a Second and client Language applied to
Coloniality in classroom: exploring the University of Southampton, UK, where she business.
accents
teacher 4 minutes
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development. 2017; When Thornbury,
investigated interculturality in Algerian English textbooks studies
Why
2017; I are
set
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2020; Bordon, in order to
14:00 - 15:00 PLENARY PLENARY 1 its manifestations and the Dr. Amina Douidi and language classrooms. She is a DEI reviewer for interacting,
support future let class us think of ‘x’ and ‘2020
y’ as
possibility of decolonisation Its
andrelevance:
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of a communication why planning people continuum.
based
want me on
publishers and pre-sessional EAP tutor in UK Higher Accents are an essential part of the
In consciousness
this session, I willand empower critical thinking
teachers
Education. She also acts as Co-Chair Elect of TESOL ICIS to
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SOUTH AFRICA 2 117
Songs or teachers in training interaction. memorable learning experience.

Marcela Cintra is passionate about education

BREAK 16:00 - 16:30 and the power of learning. She can often be
found helping teachers and learners in online
and face-to-face lessons, reading or writing.
She has been working with English language
teaching for over 25 years, been involved in
16:30 - 17:30 PLENARY PLENARY 2 Smart tours: affect strikes back Marcela Cintra teacher training and development programmes
and presented in ABCI, LABCI, BBELT, BRAZ-
TESOL, TESOL and IATEFL conferences. A
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09:00 - 10:00 PLENARY PLENARY 3 The Art of Giving Good Instructions Lindsay Clandfield Lindsay Clandfield is a multi award-winning writer, teacher,
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CANADA 1 25 The Bilingual Switch ([email protected]) management
classroom.
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ENGLAND 1 181 strategies for the ESL classroom ([email protected])
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bring ESDC life in ourand beings acquiring lexical and to be
productive skills dedicated to English language practice of early learning we have a their lessons, as well as Bloom
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teaching since 2001. After much better understanding of how all suggestions of how to adapt 1994),
relating
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theselimitations,
needs, by
to the Sustainable Anderson
wishes
teaching
its walls. of discourse, this can language in a range of and
spending a decade teaching in aspects of a child’s development are coursebook activities to promote & Krathwohl Combining
Development
possibilities. (2001),
Goals suggested andeithera by
workshop aims at defining situations and for a range of the
BREAK - 16:00 - 16:30 Europe and earning her diploma in interwoven and emerge through the learners’ autonomy and creativity. framework the Unitedand
presenter for approaching
Nations the in 2015. critical
participants'
discourse, listing and analyzing purposes in order to communicate
TESOL, she moved to Brazil in natural inquiry process of play (Parker, thinking
Moreover,
experiences, in ELT
we'll by
be
the learning Dummett
checking &
where
results
Thomsen, & Berry, 2022; Zosh et al., some ways teachers can better with one another. ” Therefore, one
2011. Now, she BIO holds several roles ABSTRACT Hughes
those
will be come(2019).
shared to as play way within to course
2017; Robinson, Mourão, & Kang, explore it to improve learners' can conclude thatadiscourse stimulate
at Active English including Director, Through
books, orpractical
best practices how and we examples,
canlight supplement
up the and hope
2015; Hirsh-Pasek & Golinkoff, 2008; productive skills. permeates language teaching
consultant, speaker, and materials participants
them to make
that excellent will be abletruly
classes
repercussions to notice
Stegelin, 2005). And yet, despite the may have potential impact onwill
Making Play A Priority: Implementing writer. However, her favorite place that by
meaningful
come from thinking for critically,
learners.
all teachers' learners
Towards
general consensus among educators learners' fluency.
16:30 - 17:30 PLENARY PLENARY 5 Play-Based Language Learning in the Claire Venables is, and always will be, in the in favor of play-based learning, there is
will
the enhance
end of this
classrooms. theirsession,process of
teachers
Early Years Classroom With that in mind this workshop
classroom with her pre-primary little agreement as to how this can be learning
will be givenas well themes as become from course (more)
aims at defining discourse, listing
learners. implemented effectively in the foreign autonomous.
book units, and Participants
brainstormwill also
possible
and analyzing some ways teachers
language classroom. This plenary talk have the opportunity
activities, projects andtoskills develop that
can better explore discourse to
shares definitions, key findings and their
couldown activities towith
be developed promotetheir own
improve learners' productive skills.
examples of learning through play and critical
learners. thinking
I'll be in their classrooms.
sharing tasks I've
how this intersects with English In order to define discourse,
FINAL carried our with my own students,
17:30 - 18:00 PLENARY language teaching. Additionally, we participants will go through tasks to
ANNOUNCEMENTS and useful resources teachers can
discuss the challenges that limit the identify phrases, clauses and
explore to carry on with their
wider implementation of play-based sentences and will be invited to
studies.
learning, and propose possible ways reflect on how they can explicitly
forward. support learners from phrase to
sentence level then from sentence
to discourse level.
 community the steps of a project
that reached out to thousands of
This session
CNA English aims and Spanish at making teachers
participants
all over the country. aware ofConsidering the important
role teachers
that there are have more when
than 650 it comes CNA
This workshop will begin by inviting
to adapting
schools in Brazil, coursebooks 5400 English to foster
participants to playfully (and
learners
teachers
This session ’ creativity.
andtogether 700 Spanish
aims toObserving
introduce teachers
digitally) put a definition of
classes, at
working
participants thethese presenter
with schools,
some understands
theory a need on to
tinkering (Wilkinson & Petrich,
that, although
cater for ourthen this is not
professionals a new
Roomney's
2013),
This workshop and typology will
seeksdiscuss have of images
to explore of became
the the the
This session aims to introduce participants with some theory on Roomney's typology topic,
stronger,
(ROOMNEY, there especiallyis still
2017), a necessity
after
the beingto2017), the basic competencies of the Common European Framework of Reference for Visual Competency (2020), and three Project Zero Thinking Routines commonly used with visual images to equip participants with basic knowledge of visual literacy and strategies to advance visual competencies in the ELT classroom by means of exploring the images found in coursebooks.
basic
multimodal
following
Finlay
role
reinforce of of (2008)
materialsimages nature
structure:
that defines coursebooks
(ROOMNEY,
for ofteaching
language.
reflective are and
socially
competencies
We ’ll look distancedat"learning some of the because Common
research ofand the
practice
materials
much more asfor thanlearning. simply through
It an will begin and
We have always been surrounded by images and used them to understand and Pandemic.
European
This
best
Provoke make workshop
practices meaning
attendeesTo
Framework visualize
aims
and of thetoof
consider
on the the Reference
changing
share project,
howofworld (Mirzoeff, 2016). TESOL teachers have long used images in the ELT classroom for a range of purposes (DONAGHY & XERRI, 2017), such as as writing prompts, as conversation starters, to set situations and contexts, etc.
from
by
organizational experience
discussing thetool towards
various
for teachers. gaining
types
itdifference
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lessons
students
materials
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frequency
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Our everyday encounter, consumption and production of images have seen major preparation
three Project required,
Zero Thinking how it with advances at different points within the last two centuries (Apkon, 2014): photography, film, video, television, the Internet and the images they show present us with views of the world which are far from being likened to transparent windows into it.
The shifts
with
open--physically
words,
classroom,
students
foreign
process Dolch/Fry
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resources, make writing
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Thus, this session invites participants to critically analyze the images in the coursebooks took close
visual
From
(Stockman,
attendees place images
language the
afterwards).
and
will 2016).
creativity
to equip
materials
match learning the Thegap
participants
they
and
concepts
that
core currently use, as well as to design and experiment more meaningful ways to approach such images.
action.
materials,
seems This
to bring and
increase concept digital along has
resources, rapidly
the years. as
This
idea
with
vocabulary workshop
is to
basic knowledge
torespective will
teachers
things investigate
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to
disseminated
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start byin the
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thoughts and
This workshop is organized as follows: teacher
three
literacy
consider
Participants days experiences,
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will inPaulo,
engage Brazil,credentials
towith inthe
advance July,a ideafew atof
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learn explore
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Use
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literature
Tomlinson
characteristics
practices inpossess thefrom
frequency
(2003) field
and
unique
my
Fostering
about of Words
requirements
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materials strengths
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and
classroom.
examples instigate
qualities by
from with
One means
cultural
that the
theofare work
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development,
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Collaborative analysis of sample coursebook visual images. In
for
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of
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Cambridge
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word
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Introduction to Project Zero Thinking Routines followed by a practice opportunity. to
and
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The
society,
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workshop
involves thousands
which the
qualifications, application
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observing of
start teachers higher
the ofphotos
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encompasses
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coursebooks that
development, tothey
self-awareness,
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Collaborative construction of a table of suggested activities to develop visual competencies principles
on
select
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Brazil. the a and
15 July AUDITORIUM Session Number Title of the presentation Presenter(s) Interests Q&A Target audience for the presentation Session abstract by
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assertiveness
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images
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Germany,
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online 2012).
workshop. need
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Italy, and The for make
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India.
introverted
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life-long
approach by
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2008).
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We
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Bibliography: engage
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Round-table: A whole new world or Amany AlKhayat, Hayo Reinders, reflection
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AI, education, use of AI in the Seeking for continuous professional Through English.
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09:00 - 10:00 PLENARY PLENARY 6 just more of the same? AI and Raquel Ribeiro, Carol Romano Inquiry
should
collaborative
will be be
invited the
attendees given analysis
learning,
to the on
reflect of
having
choice withon case theon used
hands- fact
development
APKON, Stephen. The Age of the Image: Redefining Literacy in a World of Screens.is an intrinsic part of framing
career
the
for
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objectives. social
Pedagógico
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years historical
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theAs
education (mediator) CALLOW, Jon. Literacy and the visual: Broadeningour routines ouras educators.
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Practice
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DONAGHY, Kieran; XERRI, Daniel. The image Therefore,in English it is vital Language to establish Teaching.with glaring
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ROMNEY, Cameron. Considerations for using goalsimages and analyze in teacher how made they can materials.
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WORKSHOPS 6 ROMNEY, Cameron.
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