4th Conference on Bilingual Education 2023

CUP, UdeEdimburgo, PUCV, ACHNAP, Cognita, BRITCHAM

Join us at the 4th Conference on Bilingual Education 2023, where we'll dive into the world of language learning online, starting on October

The 4° Conference on Bilingual Education is an initiative run by a group of national and international institutions in Chile, dedicated to bringing together leading academics, researchers, school administrators and teachers to exchange and share their experiences and results on all aspects of Bilingual Education in Latin American and other contexts.The event will provide a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of Bilingual Education worldwide.Who should attend the ConferenceTeachers in the field of dual language, ESL, administrators, university professors, students, researchers, advocates, and policymakers.Modality for ParticipationAll-Access Pass US$10*Access to Links of recorded presentations for 30 days after the eventProfessional Development Certificate sent at the end of the event*﻿The link to the Conference will be sent directly to the registered emails 2 days before the event. For this reason, it is important that the registration is correct, first and last name, and connection email. Attendance will be confirmed with complete information on both days. At the end of the event, there will be a raffle with Cambridge One courses among those attending:2hrs Cambridge online courses in Cambridge One:

-Developing Speaking Skills 2nd ed-Teaching Communicatively 2nd ed
-Teaching Mixed -Ability Classes 2nd ed
-Giving Feedback 2nd ed
-Classroom Management for Young Learners 2nd ed

C﻿ONFERENCE SPEAKERS

C﻿laire RossClaire Ross has been working in English language teaching since 2003, and teacher education since 2005. She works with Cambridge University Press and Assessment to help teachers to teach effectively in universities and schools across the world, and has worked as both CELTA and DELTA local tutor.Claire delivers the Cambridge Train the Trainer course, and the British Council Assured Certificate for Teacher Educators. She has supported new and experienced teacher trainers in many countries including online training and mentoring.Claire has designed, built and tutored several online teacher education courses for the British Council on FutureLearn. She also writes classroom material and courses for teachers and trainers.

P﻿riscila RiffoELT professional with more than ten years of experience in English language teaching and teacher education between secondary and higher education in Chile and in the UK. She also has experience teaching academic English in higher education contexts to international undergraduate and postgraduate students. As a language teacher educator and researcher, She has developed particular interest in preservice teachers’ professional identity formation, understanding this as an individual and collectively shaped concept. Particularly her research is focused on challenges experienced by preservice teachers when embracing different aspects of their professional identities in the school-based practice, and how their personal experiences, beliefs and trajectories confront national and international policies of language teaching and learning. Her research interests also center around mentoring, supervision and inclusion within the field of English language teacher education.

M﻿ichelle Marie MolanphyEducational psychologist, Magister in special education and Magister in imaginative education with 14 years of experience in special education. She began working as a shadow for students with autism spectrum disorder, then worked in a specialized institution for Down Syndrome students.At 2013, she started at Lincoln International Academy supporting the implementation of the special needs program, leading and providing support with interventions that seek to ensure the greater good of students, addressing challenges in contexts of high physical, psychological and cultural diversity, seeking comprehensive well-being, through the development of skills, competencies and knowledge necessary for students to be a contribution to society.It has sought to create spaces for reflection and teamwork in order to address the challenges posed by educational inclusion and leading effective responses to diversity, facing the demands of an increasingly diverse system and an increasingly inclusive society.

J﻿ohanna StirlingJohanna Stirling is a freelance English Language Teaching Consultant based in the UK. She works as a teacher, a teacher trainer, a trainer trainer, a materials writer, a presenter and an online course designer, tutor and manager. Most of her work is with NILE (Norwich Institute for Language Education) where she is an Affiliate Trainer, and MA tutor. In addition, Johanna works for Cambridge University Press as a writer and presenter. She has written components for their coursebooks face2face, English Unlimited and Unlock. She is also the author and self-publisher of Teaching Spelling to English Language Learners and runs The Spelling Blog <a href="http://thespellingblog.blogspot.com" target="_blank" data-msys-clicktrack="0" rel="nofollow noopener noreferrer">http://thespellingblog.blogspot.com</a>. She has presented at many conferences and other events around the world. Her main professional interests are working with teachers, materials development, the teaching of spelling in ELT, and online teacher development.

J﻿acqueline PaezProfesora de Educación Física (Pontificia Universidad Católica de Valparaíso, Chile). Diplomado en Docencia Universitaria (Pontificia Universidad Católica de Valparaíso, Chile). Diplomado en Formación Universitaria Virtual (Pontificia Universidad Católica de Valparaíso, Chile). Diplomado en Aseguramiento de la Calidad (Pontificia Universidad Católica de Valparaíso, Chile). Magíster en Ciencias de la Actividad Física y el Deporte (Universidad de Playa Ancha, Chile). Doctor en Políticas y Gestión Educativa (Universidad de Playa Ancha, Chile). Directora Grupo de investigación EFIDAC- PUCV. Académica Escuela Educación Física PUCV. Directora de Inclusión PUCV.

P﻿anel 1Jorge Chacon, Teacher of English, SEND Champion Venezuela &amp; Chile, British Council
Jorge Chacon has been working in the field of ELT for 8 years. Jorge holds a BA in Modern Languages from Universidad Metropolitana in Caracas. He works as Teacher of English in Venezuela and SEND Champion for British Council Venezuela and Chile. His main interests in ELT include, inclusive education, learner training, assessment, and teacher training.
Valerie Coutinho, British Council’s Regional Special Educational Needs and Disability (SEND) Coordinator for Europe and AmericasOriginally from the UK, Valerie Coutinho has lived and worked in Portugal for many years. Alongside other careers as a translator and fitness instructor, much of her energy has been devoted to teaching English and she has delivered classes in a wide range of settings from early years and primary classrooms to vocational colleges, universities and corporations. She is currently the British Council’s Regional Special Educational Needs and Disability (SEND) Coordinator for Europe and Americas, where she supports a team of around 20 Champions from as many different countries. 




Valerie has an MA in Special and Additional Learning Needs and is currently studying towards the International SENCO award, with a view to consolidating inclusive practice across the British Council.

P﻿anel 2Liliana Vidal, English Teacher-Neuroeducator- DUA. UDL SPECIALISTLiliana Vidal is from Argentina , she is a graduate teacher of English (Prof. N 16, Rosario and holds Bachelor’s degree in Lengua y Literatura Inglesa at UCEL, Rosario, Argentina and a Master Degree in teaching English as a Foreign Language (Universidad Europea del Atlántico (Spain). Due to her interest in neuroscience and emotional intelligence, she studies Neuroscience and education, multiple intelligences, and self – regulation and neurosicoeducation at Asociacion Educar. She has a formation about neuropedagogy from Nebrija University, Spain. . She is a UDL and Inclusion Advocate. She has been certified by Implica, Fellow Group and CAST.

Liliana leads DUA – SIG at UDL- IRN (CAST) and Mgter. Liliana Vidal English Institute where she teaches English following UDL framework.

She gives lectures about Neurodiversity, Accessible tools, Universal Design for learning (UDL), emotions and how to regulate them, neuroscience, and Emotional Intelligence. She has delivered talks in Argentina, Chile, Costa Rica, Mexico, England, Greece, and Ecuador.Carolina Ortiz, English Second Language Teacher, Kosmo InclusiónCarolina is an English Teacher with more than ten years of experience teaching English as a second language in schools, universities, and as a consultant in private organizations in Chile and the United Kingdom. 

She did her secondary education in the United States, and had studied and lived in the United Kingdom. She also has diploma courses in Mining Translation, English Teaching (Universidad Católica Silva Henriquez), Teaching English to Students with Disabilities (Oxford University Teacher&#x27;s Academy) and, Neurolinguistics: Learning and Memory in the brain (ICE, University of Cambridge).

 

Her interests are focused on teaching and conducting research in teaching English to children, adults and people with special needs, and innovative distance study techniques that could result in motivating and attractive strategies.

Agenda

Abstract: Discover the six essential life competencies outlined in the Cambridge Life Competencies Framework, and learn how to integrate them into your English language classes. You’ll experience useful and engaging learner-centred activities to develop life competencies and language at the same time, using the Cambridge Life Competencies activity cards which will be made available at the end of the session.

Teaching more than English: Developing life competencies through language teac

By exploring how EFL preservice teachers develop their professional identities throughout their laststage practicum in Chile, this talk shows the difficulties experienced in enacting inclusive practices in the ELT mainstream classroom due to the Inclusion Legislation of 2016. Additionally, it offers practical implications for other ELT classrooms or the training of teachers to promote inclusive practices.

Practical implications of inclusive practices in the ELT mainstream classroom

In this talk we will get to know the history of Lincoln International Academy and their path on becoming an inclusive school. It will outline the primary goals of the special needs program and show some assessment tools and methods used to determine a student’s needs. Additionally, it presents various teaching strategies used in special needs classrooms, adressing common challenges and share solutions to overcome these challenges. Finally it will share real-life examples of students who have thrived in the program.

Inclusive education: Learning from experiences: successes and challenges in an

Panel 1 - 

In this talk we look at how some people learn in a different way from others and how we can include and accommodate them in our classes. Specific learning differences, such as dyslexia, dyspraxia, dyscalculia and ADHD, can certainly present challenges to learners and teachers, but having learners in our class with these issues can actually enhance learning for everyone. We will see that with a bit of understanding and tweaking some of our techniques, we can minimise the challenges, and help everyone reach their full potential and shine.

Special Needs in ELT: challenges and benefits

Relatar la experiencia del avance de la universidad en materia de inclusión, desde el reconocimiento de la diversidad de la comunidad universitaria. Programas de acompañamiento específico en Programa PILE.

Desafíos de Inclusión en Educación Superior

Panel 2

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4th Conference on Bilingual Education 2023

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4th Conference on Bilingual Education 2023

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