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An engaging and inclusive approach to intensive reading instruction
John Herbert (NIT (KOSEN) Akashi College), Hisayo Herbert (Kyoto University of Advanced Science)
This poster displays an approach to intensive reading instruction that engages groups in reading activities that include every group member. The ideas presented can be used offline or online. The approach includes a vocabulary preview, scanning, skimming, topic guessing, discussion, and comprehension checks. Considerations for including students who may have specific learning difficulties are also addressed.
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Teaching English to adults in Nigeria during insecurity using WhatsApp
Martha Ada Onjewu (Kaduna Polytechnic)
Due to insecurity in Nigeria schools are shut down arbitrarily by both governments and private owners when learning needs to continue for adults already using WhatsApp. This presentation encourages the continuous teaching of English language when schools are shut and provides strategies that are helpful to such teaching including syllabus sharing, class grouping, uploading assignments, class attendance taking, and more.
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Study of literature in English in ESL Uruguayan secondary education
Isabel Piñeiro Sorondo (Universidad Camila José Cela. Madrid)
A practical focus to present a preliminary report of results on doctoral research based on empirical study of Literature in English in the context of two ESL bilingual Secondary Schools in Uruguay between May and October 2021. Focus on whether or not Small Group Discussion actually enhances interpretation, literary analysis and identification of textual feelings.
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How international language exams can help to achieve better results
Fernando Sartori (Agostiniano Mendel School & Know How Language Systems)
This poster presentation describes how international exams can help to foster the development of the English language. The poster shows the English project at a regular school in São Paulo, Brazil, Agostiniano Mendel School, and at a language school, Know How in Franca. These projects already show great results and can be replicated in different contexts.
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Using Bloom’s Taxonomy for evaluation in virtual cross-cultural projects
Kate Sato (Hokkaido University of Science), Birte Horn (Hamm-Lippstadt University of Applied Sciences)
This presentation details how we used Bloom’s Taxonomy (BT) to grade a cross-cultural project between students studying at two science universities: one in Germany and the other in Japan. The focus is on how we used BT to facilitate interaction between students, the degree of comprehension needed and the outcomes. Our poster provides examples and practical information.
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Teacher training for TPACK on writing and grammar
Birsen Tutunis (Istanbul Kültür University), Doğuş Aydın (Istanbul Kultur University)
21st century teachers have a crucial role in training the individuals of the future. Distant/online learning and teaching activities are performed intensively in digital/electronic platforms where teachers are expected to have knowledge and skills of digital technologies. This poster displays English teacher (primary) in-service training in Technological Pedagogical and Content Knowledge (TPACK- writing and grammar) using digital platforms.
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