Speakers and information 2022
TENTATIVE SCHEDULE Virtual SessionsSeptember 19 to September 22, 2022
Monday, September 19, 2022
Welcome words: 5:00 to 5:15: Welcome words by Monica Leon – Panama TESOL President
First Session: 5:15 to 6:15 p.m.
Navigate Your Own Professional Development: Self-Study to Enhance Your Teaching by Dr. Kate Mastruserio Reynolds (TESOL International)
Sponsor’s hall – PEARSON: 6:15 to 6:30 p.m.
Break: 6:30 to 6:45 p.m
Second Session: 6:45 to 7:45 p.m Introducing Pearson English Assessments: International Certificate -PEIC- Computer-Based – Joan Saslow and Allen Ascher (Pearson)
Break: 7:45 to 8:00 p.m
Third Session: 8:00 to 9:00 p.m.
Transformational Leadership: Developing Leadership Skills to Impact TESOL/TEFL Contexts by Debra Suarez
Virtual Sessions | First Session: 5:15 to 6:15 p.m. | Second Session: 6:45 to 7:45 p.m | Third Session: 8:00 to 9:00 p.m. |
Monday, September 19, 2022 | Navigate Your Own Professional Development: Self-Study to Enhance Your Teaching by Dr. Kate Mastruserio Reynolds (TESOL International) | Connecting Communication and Soft Skills – Joan Saslow and Allen Ascher (Pearson) | Transformational Leadership: Developing Leadership Skills to Impact TESOL/TEFL Contexts by Debra Suarez |
First Session: 5:15 to 6:15 p.m.
Keynote presentation: Navigate Your Own Professional Development: Self-Study to Enhance Your Teaching by Dr. Kate Mastruserio Reynolds (TESOL International)
Abstract: Educators have a first-person perspective on their teaching. They may know their strengths and areas they can improve, but they also cannot see a 360º perspective on their work. Professional development (PD) based on and aligned with educators’ self-awareness and knowledge of their instructional planning, delivery and assessment yields long-lasting and deep outcomes (Darling-Hammond, Hyler, & Gardner, 2017). It is important to identify areas to which we may be blind. Self-Study of Teaching provides a personally- or collaboratively-guided approach to teaching development. Join this plenary talk in order to learn about a research-based process of evaluating your own instruction and assessment called S-Step or Self-Study of Teaching (Lighthall, 2007; Peercy, Sharkey, Baecher, Motha, & Varghese, 2019; Whitehead, 2007) that utilizes student feedback, diary/journals, action research, collaborative dialogue, and narratives, among other techniques, to explore and chart areas to enhance in your instruction and assessment. You will learn the basic features and process of designing a Self-Study that K-20 educators can adapt to their context.
Bio: Dr. Kate Mastruserio Reynolds is a Professor of TESOL/Literacy at Central Washington University. She has taught educators in the US and abroad at universities and public-school districts and ESL/EFL in elementary, middle schools and universities various in contexts as well. Dr. Reynolds’ publications include Introduction to TESOL: Becoming a Language Teaching Professional andResearch Methods in Language Teaching and Learning: A Practical Guide. She has contributed her expertise in presentations regularly at TESOL International Association, American Association of Applied Linguistics, National Association of Bilingual Education (NABE), and TESOL affiliates. Recently, she was inducted onto the TESOL International Association’s Board of Directors.
Second Session: 6:45 to 7:45 p.m
Connecting Communication and Soft Skills by Joan Saslow and Allen Ascher (Pearson)
Abstract: As an international language and a basic skill, English has become increasingly necessary for employability and professional success. While the CEFR and GSE have broadened our understanding of communicative competence, traditionally most texts and many programs continue to focus on the subskill of linguistic competence at the expense of sociolinguistic and pragmatic competence, which both entail the soft skills employers seek. By presenting a learning model that includes the soft skills most requested by employers today, Connectivity coauthors Joan Saslow and Allen Ascher will demonstrate how we can expand learners’ communicative competence using the following principles: building awareness of the importance of soft skills, integrating soft skills practice with traditional language practice, keeping expectations commensurate with students’ language level, and including cultural fluency practice as a key soft skill for English as an international language.
Bio: Joan Saslow and Allen Ascher are co-authors of Pearson’s double award-winning Top Notch and Summit series, as well as of their most recent course, Connectivity. In addition to Top Notch, Summit, and Connectivity, Ms. Saslow and Mr. Ascher co-authored Teen2Teen. They are both frequent presenters at professional conferences and teacher training events around the world.
Third Session: 8:00 to 9:00 p.m.
Transformational Leadership: Developing Leadership Skills to Impact TESOL/TEFL Contexts by Dr. Debra Suarez
Abstract: To successfully advocate for English Learners, TESOL/TEFL professionals must build leadership skills. As Kenreich (2002) emphasizes, a transformational leader “not only leads colleagues … but also employs advocacy skills [to engage] stakeholders for educational reform initiatives” (p. 383). However, becoming a transformational leader involves more than just being put into a leadership role. People become leaders by internalizing a leadership identity and developing a sense of purpose(Ibarra, et.al. 2010). But these transformational leadership skills are not often discussed in teacher education programs nor even on the job.
This session will first discuss research-based skills at the heart of transformational leadership development and how to nurture these skills to develop one’s leadership identity as influential TESOL/TEFL leaders. The session will also provide sample actionable practices from transformational leadership education (Johns & Moser, 2001; Riggio & Tan, 2014), and conclude with further exercises for self-guided study. The intended session outcome is to empower attendees with greater awareness of transformational leadership skills to enact their own leadership identity development as impactful leaders. Emphasis is on theory to practice within your own professional context. Resources and bibliography provided.
Bio: Debra started her career as an ESL/EFL classroom teacher, primarily in adult education settings. After receiving her doctorate, she was a university professor, directing Ph.D. and MA-TESOL programs. Her international work as a professor includes creating TESOL teacher education programs in Panama, Korea, Mexico, Peru, and Ukraine. Over the years, she served as an English Language Specialist for the US Department of State, providing teacher training seminars around the globe, including West Africa, Eastern Europe, Mexico, the Middle East, South and Central America, and Southeast Asia. For the past ten years, Debra has served the nation’s ESL learners, teachers, immigrants, and minority populations through her work in federal service. She was an ELL Education Program Specialist within the OCATE, US Department of Education. She served as the Special Designee for the Assistant Deputy Secretary for the Office of English Language Acquisition. Debra was senior advisor for the White House Initiative on Asian Americans and Pacific Islanders. Currently, she is Program Manager for Strategic Initiatives at OSDBU, ED. Additionally, she has served on White House Task Forces and interagency committees on matters related to education and minority populations.Debra just rotated off the TESOL International Board of Directors (19-22). She is past-President of Maryland TESOL. She has mentored hundreds of new ESL/EFL professionals who now serve the field throughout the US and the world and is currently developing a state-wide mentoring and leadership program. A highlight of her career was when she was recently awarded Maryland TESOL’s Lifetime Achievement Award. Debra holds a Ph.D. in Language Education, an MS-TESOL, and an MBA degree, specializing in education business management. Dr. Suarez is a published, peer-reviewed author, publishing two books, book chapters, and journal articles. Her current research is focused on developing impactful TESOL leaders. Debra.Suarez@gmail.com
Tuesday, September 20, 2022
Welcome words: 5:00 to 5:15: Welcome words
First Session: 5:15 to 6:15 p.m.
Sponsor’s hall: ETS 6:15 to 6:30 p.m.
Break: 6:30 to 6:45 p.m
Second Session: 6:45 to 7:45 p.m.
Break: 7:45 to 8:00
Third Session: 8:00 to 9:00 p.m.
First Session 5:15 to 6:15 p.m. | Second Session 6:45 to 7:45 p.m. | Third Session 8:00 to 9:00 p.m. |
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First Session – 5:15 to 6:15 p.m.
Managing Online Learning by Andrea Espinach – OUP
Session Type: Forum including Q&As, Panel discussion, and audience participation is required and very important for the presentation
Audience Focus: Higher education, College-level, High-school, Middle school, Elementary
Abstract: The first place we go for anything we need to know or learn is online. It’s easier and faster then ever to access the tools and information we need. But for longer-term learning goals like language learning which involve the development of knowledge and skills over time, online learning will require structure, support, interaction, and a teacher.
Revisioning Extensive Reading by Catherine Cheetham and Melody Elliott
Session Type: Talk / lecture
Audience Focus: Higher education, College-level, High-school
Abstract: As language learning becomes increasingly dependent on technology, extensive reading (ER) practices need to follow suit by requiring educators and learners to adapt and reconfigure existing programs. This talk will present specific ways to create a strong and adaptable ER program that relies strongly on a “community approach” to manage, acknowledge, and promote reading achievements through online reading management systems.
Up to date in Assessment with International Standards by Jair Ayala Zárate – ETS
Session Type: Workshop / Demonstration
Audience Focus: Higher education, College-level, High-school, Middle school
Abstract: During this unprecedented time, it has never been more important to ensure that institutions have the proper tools at their disposal to test their students who are prepared to graduate or admit with the corresponding international requirements. With TOEFL Essentials students can choose the most suitable test based on their testing strategies, so that they can perform their best and demonstrate their abilities. In this presentation attendees will learn why to include this assessment tool in their academic processes.
Second Session – 6:45 to 7:45 p.m.
Developing Empathetic Strategies to Support Inclusion and Motivation by Lorena Ojeda
Session Type: Workshop / Demonstration
Audience Focus: Higher education, College-level high-school, Middle school, Elementary
Abstract: In this session, teachers will discover different strategies to support inclusion by tapping on students’ creative skills, motivation, and empathy. They will explore the pedagogical benefits of stories as a springboard for engaging and connecting students with their experiences and emotions by creating a safe class environment for class discussion with empathy and by means of discovery.
Actions speak louder than words by Marcela Alejandra Villan
Session Type: Talk / lecture
Audience Focus: Higher education, Middle school, Elementary
Abstract: So much is being said about ESD ( Education for Sustainable Development) these days! Yet, not everyone knows what it really implies… For this, our role as educators has become crucial, our students must become sustainable change-makers and take action to create a better world for their future. This requires the knowledge, the skills, values and attitudes that empower them to contribute to that end in «Educating for Sustainable Development», you will be provided with the necessary tools to help them reach this goal.
Best Practices for Leaders to lead via Innovation by Dr. Afsheen Salahuddin
Session Type: Talk / lecture
Audience Focus: Higher education
Abstract:Incorporating Innovations in Transformational Leadership Style
The following study takes into account different leadership styles and then choses the transformational one for an elaborated discussion. The study discusses the strategies adopted by the transformational leader to motivate the employees to learn and adapt to new modern innovations. The transformational leader should also be the one helping employees eliminate their stress while learning the innovative ways and techniques. They focus their energies on vision, long-term goals, aligning and changing systems and developing/training others.
Keywords:leadership,transformational,innovation,Innovative strategies.
Third Session – 8:00 to 9:00 p.m.
Reading Comprehension in a Collaborative Environment using technological tools by Laura Phillips
Session Type: Talk / lecture, Workshop / Demonstration
Audience Focus: Middle school, Elementary
Abstract: I have applied digital strategies in a collaborative environment promoting comprehensive reading. The collaborative environment promotes student interaction, empowering them to articulate with each other while developing a more active role. Most importantly, they become mini-trainers, turning their learning into a dynamic process while acquiring the language and evolving critical thinking.
Puppets for Learning Language and Content by Juan Rios
Session Type: Workshop / Demonstration
Audience Focus: Middle school, Elementary, PK
Abstract: Drawing from theory to practice, attendees will understand through hands-on activities, templates, and examples the importance of using puppets as a student-centered approach to foster language and content in a risk-free setting. Using a culturally responsive pedagogy and curriculum, the presenter will share how puppets can be used to discuss sensitive topics in K-12 classrooms.
Elevate Your Game Through Communities of Practice:Onwards and Upwards by Hind Elyas
Session Type: Talk / lecture
Audience Focus: Higher education, College-level high-school, Middle school, Elementary, PK
Abstract: In this session, the presenter will give an overview of communities of Practice explaining what they are, how they benefit professionals, and why one should get involved.The participants will leave with a better understanding of these communities and how they can empower educators both inside and outside the classroom.
Tools for Teaching Language Skills in a Post-pandemic Scenario by Mikaela Armelini
Session Type: Workshop / Demonstration
Audience Focus: Higher education, College-level, High-school, Middle school
Abstract: One of the biggest challenges teachers face in a post-pandemic scenario is creating high-quality yet relevant language learning experiences for students. These experiences require teachers to unlearn and relearn different skills, including team building, digital literacy, effective feedback, and feedforward. In this context, how can teachers develop collaborative activities to extend students’ learning experiences using technology?
Wednesday, September 21, 2022
Welcome words: 5:00 to 5:15: Welcome words
First Session: 5:00 to 6:15 p.m.
Sponsor’s hall OUR STORYSCAPE: 6:15 to 6:30 p.m.
Second Session: 6:45 to 7:45 p.m.
Break: 7:45 to 8:00
Third Session: 8:00 to 9:00 p.m.
First Session 5:15 to 6:15 p.m. | Second Session 6:45 to 7:45 p.m. | Third Session 8:00 to 9:00 p.m. |
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First Session – 5:15 to 6:15 p.m.
Pronunciation teaching with mazes, maps, rhymes and raps by Mark Hancock
Session Type: Workshop / Demonstration
Audience Focus: Higher education, College-level, High-school, Middle school
Abstract: Pronunciation teaching can be a joy – it doesn’t have to be all complicated theory and difficult symbols. With a playful and experimental approach, it can be a part of the lesson that your students look forward to most. In this session, we will try out three very different kinds of enjoyable activities and see how they each serve different purposes.
Test of English for Young Learners: Standardized Test for Children by Ana Yeraldin Acosta Salazar
Session Type: Talk / lecture
Audience Focus: Higher education, Elementary
Abstract: The Test of English for Young Learners (TEYL) is an assessment test of language competence, aligned to the Common European Framework of Reference for Languages, created by the Modern Languages School of the University of Costa Rica. The target population are the children of the Costa Rican educational system. In this presentation, a description of TEYL development will be addressed.
How to avoid teacher burnout by Elizabeth León
Second Session – 6:45 to 7:45 p.m.
Empowering Students To Become Successful Learners by Jesús Gutierrez
Session Type: Workshop / Demonstration
Audience Focus: Higher education, College-level, High-school, Middle school, Elementary, PK
Abstract: Teachers sometimes struggle with students who feel frustrated because they cannot express any ideas or communicate information no matter how easy or simple it is. This workshop will help teachers identify learned helplessness and plan activities to overcome it so that students can have a different attitude towards not only the language but also the class and become successful learners.
From Educator to Author by Stewart O Dunn
Session Type: Forum including Q&As, Talk / lecture
Audience Focus: Middle school, Elementary, PK
Abstract: I plan to share my journey from full-time educator to full-time writer. I will emphasize the connection between teaching and creating and inspire others to be the solution to the many holes we find in the planning and curriculums we work with in the classroom. After the presentation, attendees should understand that publishing their own stories can be a great addition to their curriculum and that it is possible (there are no specific rules on who can or can’t self-publish!).
Bringing your classroom alive through Gamification by Olenka Villavicencio
Abstract: Are you an innovator, a challenge, and a passionate educator? Teachers who use gamification in their classes are able to inspire students to be lifelong learners and keep them engaged. In this presentation, participants will use a variety of gamification tech tools to motivate their students, turning them into learners for life. Concrete examples to be adapted will be shared.
Third Session – 8:00 to 9:00 p.m.
Of Helplessness and Mindsets: How can teachers regain control? by Lizzie Garcia de Paredes
Audience Focus: Everyone is welcomed!
Audience Focus Other: All teachers
Being a teacher is arduous work. Burnout is rampant in a profession that consumes most of our time. This presentation will help teachers identify attitudes in their practice that may be connected to learned helplessness and fixed mindsets. We will discuss ways in which they can regain control of their teaching practice and review strategies to overcome learned helplessness and develop a growth mindset.
Understanding EFL Teachers’ Use of the L2 for Assessment Purposes by Jennifer Cespedes Araya
Session Type: Talk/lecture
Audience Focus: Other, please specify
Abstract: Assessment is fundamental in any teaching and learning environment, and it requires having a clear understanding of the language-related realities of the test takers. In this sense, assessing English teachers’ language proficiency is not an exception to the rule: when designing a standardized language test that assesses EFL teachers’ language proficiency, the test designers must communicate with the target population directly to better understand the scenarios, purposes, and reasons that contextualize the teachers’ use of the target language, strengthening a and clarifying the relationship between the test users’ demands, the test designers’ decisions, and the test takers’ actual L2 uses.
Bringing students on board with choral reading technique by Isabel Cubilla
Session Type: Talk / lecture
Audience Focus: College-level high-school, Middle school, Elementary
Abstract: This topic is key to providing ideas to language teachers who experience struggling readers in their classrooms. An engaging and meaningful technique to help these readers is using Choral Reading. It is highly efficient to have students read in chorus by practicing simultaneously. Also, it offers students opportunities to improve reading comprehension, increase academic achievement, and boost motivation for reading.
Thursday, September 22, 2022
Welcome words: 5:00 to 5:15: Welcome words
First Session: 5:15 to 6:15 p.m.
Sponsor’s hall QUALITY LEADERSHIP UNIVERSITY: 6:15 to 6:30 p.m.
Break: 6:30 to 6:45
Second Session: 6:45 to 7:45 p.m.
Break: 7:45 to 8:00
Third Session: 8:00 to 9:00 p.m. Keynote closing presentation by the US Embassy
First Session: 5:15 to 6:15 p.m. | Second Session: 6:45 to 7:45 p.m | Third Session: 8:00 to 9:00 p.m. |
Developing Peer Assessment and Collaboration in the Hybrid EFL Classroom by Beatriz Erazo Use of EdTech in Teaching of English as Second Language by Tayyaba Zulfiqa Spanish, English bilingual’s perception of their own code-switching by Ricardo Roman | New Frameworks for Innovation in Education by Jair Félix from National Geographic Learning | Instructional Innovations for Change: Global Citizenship through ELT by Dr. Raichle Farrelly (US Embassy) |
First Session: 5:15 to 6:15 p.m.
Spanish, English bilingual’s perception of their own code-switching by Ricardo Roman
Session Type: Talk / lecture
Audience Focus: Higher education
Abstract: Code-Switching:Does Spanish, and English bilinguals’ perception of their own code-switching correlate with bilingual speech performance? Linguistic code-switching is mostly used within bilingual and multilingual communities, and there are many reasons to use this method, such as the need to fit in with a group, as a force of habit, or to convey thoughts and concepts that might be easier to explain in a specific language
Developing Peer Assessment and Collaboration in the Hybrid EFL Classroom by Beatriz Erazo
Session Type: Workshop / Demonstration
Audience Focus: Higher education, College-level high-school, Middle school
Abstract:Due to the need to adapt to the hybrid environment, English teachers must find online tools to promote collaboration and peer assessment. In this session, participants will learn how to use Kaizena to give and receive feedback, the challenges that may arise in the process, and the benefits for students.
Use of EdTech in Teaching of English as Second Language by Tayyaba Zulfiqa
Session Type: Workshop / Demonstration
Audience Focus: Higher education, College-level, High-school, Middle school
Abstract: Teaching English as a second language can be an extremely tedious task because most of the students are Generation Z, and they are digital natives; 85% of youth have a cell phone, and with the help of Educational Technology, teaching the English language can be extremely fun and beneficial.
Second Session: 6:45 to 7:45 p.m.
New Frameworks for Innovation in Education by Jair Félix from National Geographic Learning
Session Type: Talk
Audience focus: ELT Professionals
Abstract: “Globalization, the digital revolution, mass migration, the prospect of climate instability, (and now the pandemic!!) are triggering new concerns and demanding a new kind of student, a student that is able and willing to create and innovate” – Teaching for Global Competence in a Rapidly Changing World: Asia Society/OECD How can we, in our role as English teachers, support our students to develop the skills necessary to succeed in this globalized but troubled world? Perhaps the answer lies in new educational schemes that include concepts such as education for sustainable development and global competence. Join me to discuss such frameworks and analyze the impact they can have on the teaching of English in the 21st century.
Third Session: 8:00 to 9:00 p.m. Keynote closing presentation by the US Embassy
Instructional Innovations for Change: Global Citizenship through ELT by Dr. Raichle Farrelly (US Embassy)
Abstract: Our increasingly connected world has generated a deep desire among global citizens to be engaged with others around the world, to be involved in creating the change they want to see in the world, and to use language and cultural understanding to do so. As English language teachers, we have the unique opportunity to empower learners with the language, skills, and tools needed to increase their impact on social issues locally and globally. During this interactive session, we’ll share our understanding of what it means to be a global citizen and how we cultivate awareness about global citizenship in our language classes. We’ll then explore various classroom-based and project-based approaches for engaging our learners through multimodal platforms that allow learners to both consume and create content that brings them closer to the causes they care most about, while developing their confidence with English. During this session, you will receive and share useful resources related to classroom instruction and curriculum design for promoting global citizenship through English language teaching
Bio: Raichle Farrelly, PhD, is an Associate Teaching Professor and Director of the TESOL Program for the Department of Linguistics at the University of Colorado Boulder. She offers courses on a range of topics including language teaching methods, teaching L2 oral skills, pedagogical grammar, world language policy, the TESOL Practicum, and introduction to Linguistics. Her professional interests include second language teacher education, reflective teaching, curriculum design, community engaged learning, and teaching refugee-background adults. Farrelly has presented extensively on a range of pedagogical topics at national and international conferences, including TESOL, IATEFL, LESLLA, and Africa ELTA. In addition to peer-reviewed articles and chapters, Farrelly co-authored the book Fostering International Student Success in Higher Education, co-edited Educating Refugee-background Students: Critical Issues and Dynamic Contexts, and co-edited the Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms.
TENTATIVE SCHEDULE In-Person Event
Saturday, September 24, 2022
7:30- 8:30 a.m. | Registration |
8:30 – 9:00: a.m. | Welcome words and introduction to the new board members candidates by Monica León 🇬🇹 Panama TESOL President |
9:00 – 9:15 a.m. | Q&A |
9:15 – 10:15 a.m. | William Little 🇺🇸 US Embassy Panama City, Panama |
10:15 – 10:30 a.m. | Q&A |
10:30 – 11:30 a.m. | The power of technology and innovation to enhance learning by Xochitl Mendoza 🇵🇦 Pearson |
11:30 – 11:45 a.m. | Q&A |
11:45 – 12:45 p.m. | Challenges and opportunities in English teaching at the post-secondary level in Panama: Findings from a multi-university study by Dr. Christa de Kleine -🇺🇸 Notre Dame of Maryland University |
12:45 – 1:00 p.m. | Q&A |
1:00 – 3:00 p.m. | Lunch and Exhibit Hall |
3:00 – 4:00 p.m. | A Practical Guide for Technology Integration by Mauren Guevara -🇨🇷 Quality Leadership University |
4:00 – 4:15 p.m. | Q&A |
4:15 – 5:15 p.m. | Toward Evidence-Based Learning Design and Delivery by Dr. Dominik Rus – 🇸🇮 ttec and Quality Leadership University |
5:15 – 5:30 p.m. | Q&A |
5:30 a 6:00 p.m. | Networking Activity |
William Little – US Embassy
Bio: William Little is a Regional English Language Officer (RELO) currently based in Panama City, Panama with a portfolio covering Panama, Central America and the Caribbean. His previous assignments include serving as RELO in Dakar, Senegal, Jakarta, Indonesia and Regional Program Officer for SCA while serving one year in Washington, DC with Office of English Language Programs in the US Department of State. He holds master’s degrees from the University of Colorado, Boulder (Sport Psychology) and the University of Texas, San Antonio (Bicultural – Bilingual Studies) and has over 30 years’ experience in the ESL/EFL field both in the US and overseas. Prior to joining the Bureau of Educational and Cultural Affairs in 2015, Bill was a professor at Georgetown University for 10 years at the Center for Language and Education Development. His primary interests in teaching and education are blended learning with mobile devices, teaching and learning applications, learner autonomy and social entrepreneurship.
The power of technology and innovation to enhance learning by Xochitl Mendoza (Panamá) – Pearson
Abstract: What type of technology can I use to measure my students’ skills? Are my students making progress? What can I do to help my students reach their full potential? These are some of the questions many teachers ask themselves when they are planning their lessons or simply looking for ideas to engage students in the classroom. Education is evolving and educational communities, all over the world, are looking for innovative tools to enhance their academic proposal. Join us in this session, to learn more about how assessment can help you make effortless and effective decisions for your classrooms and how the Global Scale of English toolkit can help create differentiated lesson plans, targeting the needs of your students.
Bio: Educational coach for Pearson Central America and The Caribbean. Xochitl holds a bachelor’s degree in English and translation and has a Master trainer Certificate and IC3 Digital Literacy Certification issued by Pearson and Certiport. Her experience in education goes from elementary school, high school, and adult courses for different schools and universities in Panama to training teachers for professional development. She has worked for Pearson on private and public projects that provide solutions to a wide range of issues, including professional development programs, implementing, and training for the proper use of new educational and innovative platforms, classroom strategies, creation of videos and academic content for teachers, parents, and students through Pearson’s BrainPower Hub. Her most valuable reward as a teacher trainer is to aid the educational community reach its goals.
Challenges and opportunities in English teaching at the post-secondary level in Panama: Findings from a multi-university study by Dr. Christa de Kleine (USA) – Notre Dame of Maryland University
Abstract: In this keynote, I discuss findings from a study we conducted that analyzed knowledge, beliefs and pedagogical practices among faculty teaching English at the B.A level at four rural and urban universities in Panama. Drawing on a rich data set consisting of surveys and semi-structured interviews, I will zoom in on the main themes and patterns we identified with regard to student challenges as perceived by instructors and professors in English departments, including motivation and fear of speaking English in classroom settings. I argue that these challenges are closely related and (at least partly) rooted in the transition from the secondary to post-secondary education. I conclude with an exploration of how these challenges may be transformed into opportunities for English teaching at the university level in Panama
Bio: Dr. Christa de Kleine is Professor of Education and TESOL at Notre Dame of Maryland University in Baltimore, USA, where she teaches linguistics courses at the MA and PhD levels and coordinates the MA in TESOL program. Dr. de Kleine’s research has primarily focused on English writing skills development among multilingual students in the U.S., including ‘long-term resident’ immigrant students at community colleges, and students who are speakers of creolized varieties of English from West Africa and the Caribbean who are learning ‘standard’ American English in secondary schools. Her most recent research project investigates the knowledge and beliefs regarding second language learning among EFL instructors at various universities in Panama. A native of the Netherlands, Dr. de Kleine received her BA/MA degrees in English Linguistics from the University of Groningen, and her MA, MPhil and PhD degrees in Linguistics from the Graduate Center of the City University in New York. She has published widely and has presented her research findings at various international conferences, including in the US, Canada, the UK, New Zealand, Panama and Cuba.
A Practical Guide for Technology Integration by Mauren Guevara ( Costa Rica) – Quality Leadership University
Abstract: Nowadays, technology has become an essential part of the learning process. However, integrating it effectively has been one of the most important challenges for educators. Technology integration enlivens learning and promotes students’ engagement; it is about boosting innovation and transforming learning experiences by making them more student-centered. During this hands-on and interactive presentation, participants will get a step-by-step guidance of how to integrate technology in the learning process based on different models, and real-life examples so they can get some ideas of how to implement them in their own teaching practice.
Bio: Mauren Guevara García loves teaching and learning about different areas. This is why she holds master degrees in Teaching English, Project Management, and Business Administration. She is currently studying a Master in Technology and Innovation. She also has a Scrum Master certification. Regarding today’s topic, Mauren has a postgraduate degree in Virtual Learning Environments, and specializations in Virtual Tutoring, Production of Educational Resources for Virtual Learning Environments, and Higher Education Management and Leadership. She has 17 years of experience in higher education, and currently works at Universidad Técnica Nacional, Costa Rica. For Mauren, this activity is a great opportunity to share and learn from each other’s experiences and best practices!
Language Testing and technology: Challenges and Issues: The Costa Rica experience by Dr. Allen Quesada Pacheco (Costa Rica) – Hamilton Publishers
Abstract: The topic of my presentation could be around the theme: Language Testing and technology–Challenges and Issues: The Costa Rica experience. This topic will deal with Large-scale Computer-based testing and the use of Artificial Intelligence for language testing.
Bio: Allen Quesada-Pacheco, Researcher and Full professor at the School of Modern Languages, Faculty of Letters, University of Costa Rica (UCR). Dr. Quesada is currently the Chair of the School of Modern Language. He obtained a Ph.D. in Curriculum and Instruction (TESOL) and an MSc. in Educational Technology from the University of Kansas (KU). As a Fulbright recipient, he also obtained an M.A. in TESOL from New York University (NYU). He got a B.A in teaching English from the University of Costa Rica. He has lectured in Costa Rica, Panamá, U.S.A, Chile and Brazil and has published articles in various academic journals in Costa Rica, U.S.A., Brazil, Canada, and England. He is an active member of TESOL, International Inc., International Language Testing Association (ILTA), Association of Language Testers in Europe (ALTE) and The Latin American Association for Language Testing and Assessment (LAALTA) Email: allen.quesada@ucr.ac.cr
Toward Evidence-Based Learning Design and Delivery by Dr. Dominik Rus (Slovenia) – Ttec and Quality Leadership University
Abstract: Almost $400bn are spent globally on learning programs annually yet data from different research and consulting companies show that most training initiatives fail to create desired results. I believe the main culprit behind these bleak statistics is the way training organizations approach learning design and delivery. I propose looking at these through a lens of innovation, continually challenging and course-correcting our mindset, skillset, and toolset. I show how a learning organization can move to an innovative one when it considers evidence from learning sciences, multimedia design, and UX/UXD. The end goal is evidence-based, data-driven, and tech-enabled learner-centric design and delivery, producing better engagement, increased knowledge and task competence, and higher job performance.
Bio: Dominik serves as the Global Head of Learning Innovation and Technology at TTEC, a Business Process Outsourcing company based in Denver, Colorado, where he oversees the design, development, and implementation of disruptive, effective, efficient, and evidence-based virtual learning solutions for over 70,000 employees around the globe. Prior to joining TTEC, Dominik was the Corporate Learning & Development Director for Copa Airlines in Panama, where he oversaw all corporate learning initiatives for over 12,000 employees in more than 30 countries. He is an external professor of neuroleadership at INCAE Business School in Costa Rica, an external professor of Learning & Development at Quality Leadership University in Panama, and a collaborator with Mate Consulting Group in Mexico. Dominik considers himself a learning scientist—his academic background lies in the neurobiological and neurocognitive approaches to learning and memory. He holds a B.A. in English Linguistics from the University of Ljubljana, Slovenia, and a Ph.D. in neurolinguistics from Georgetown University in Washington, DC. He’s passionate about the brain, human potential and performance, disruptive practices in learning and development, and the future of learning. He’s also an aviation geek, a globetrotter, and a volunteer.