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Abstract: Language classes in most contexts seem to be similar in many ways: teachers plan classes, tasks are set to students, tests are used on a regular basis to provide feedback. In many contexts, students are also exposed to large-scale international assessment or exams. It seems to be true, also, that a lot of focus is given to how much a student managed to get in a test or in an exam, rather than how much students have been progressing along the way. LOA aims to integrate internal (e.g. monitoring learners’ performance, testing their progress and adapting courses to match their strengths and weaknesses…) and external (e.g. international exams) assessment to encourage the learners to take responsibility for their own learning. In this session teachers will be encouraged to clearly signpost learning objectives to help learners reflect and assess their own performance or that of their partners. Teachers will also be asked to consider the underlying value of assessment in terms of identifying learner’s needs, evaluating progress and making decisions to promote continued learning.Biodata: Alberto Costa holds the Cambridge RSA Diploma for Overseas Teachers of English (DOTE) and has a specialization in teacher training (PRINSELT) from the College of St. Mark St. John in Plymouth, UK. He has worked as a teacher, teacher trainer and academic consultant for 30 years, as well as a Cambridge English Oral Examiner for exams ranging from Cambridge English: Key to Proficiency and as a teacher trainer for the Cambridge English teaching qualifications CELTA, ICELT and DELTA.

Abstract: Pedagogical grammars have enjoyed a prominent role in ELT and textbook organization in general, but research on its lasting effects are still inconclusive; teachers are unsure on what type of grammar they should teach, or how to properly do it. This presentation aims to reflect on the current grammar syllabus of ELT versus other experimental approaches such as conceptual metaphors, functional grammar, dogme ELT and the lexical approach. The dichotomy of spoken grammar versus written grammar is also briefly discussed. The main aim of this presentation is to present alternatives to current syllabus structuring and to discuss the role of the use of "real world language" (seen as a life skill) in the classroom environmentBiodata: Alex Tamulis has worked in ELT since 1998, teaching at various language centers. He then worked for MTV Brazil as a translator for 3 years, gaining experience in the field of subtitling, translation and interpretation. He holds a BA in Social Communication from Universidade Metodista. After living in Canada for 6 years, where he took college courses at CCEMS Edmonton, he moved back to Brazil and started taking the Linguistics undergraduate program at University of São Paulo. He also holds CPE and CELTA, by the University of Cambridge. Currently he is an academic consultant for Macmillan Education.

Abstract: Secondary school students need to transfer the English they learn in the classroom to realistic life contexts. The life skills lessons in the book series Go Beyond will be demonstrated using a case study approach to teen issues. This session focuses on developing critical thinking for academic and life situations.  Biodata: Andreina España has worked in the EFL / ESL field since 1992, she started her career as a teacher and teacher trainer in Venezuela. She holds a TEFL Certificate from Centro Venezolano Americano, where she worked as a teacher of the full range of levels and ages. She has been working as a teacher trainer for over 20 years now and has given trainings in schools and talks in academic events in Mexico, Central and South America. Andreina has worked for Macmillan since 2001 where she has held the positions of Academic Coordinator, Sales and Marketing Manager and is currently Schools Publisher based in Miami, Florida.

Abstract: Personalisation once meant making space for your learners' lives in class. The term is now used in different contexts and has taken on a new significance, especially in the realms of Education Technology. This session reassesses the role of personalisation, suggests alternatives and analyses if our profession should ultimately embrace or resist it.

Abstract: Learning does not happen in a linear way. Nordoes it take place at a specific time and date set onthecalendar. Eventhoughwe as educators want to make the most of the time students spend in the class room, it is essential to a cknowledge that many of the experiences that Will culminate in learning moments Will happen to our students when they are not sitting in class. If we want to help our students learning process to be come and seam less, it is essential to count on the finest digital resources available so that the content adapts to the students lifestyle, and not the other way around. This presentation Will discuss different ways of integrating digital and physical resources in order to build a learning ecosystem that caters to diverse needs, media and time availability. We Will analyse several different formats in which content can be delivered (from print books andresource packs to QR code sand online tutorials) and how each one can better serve our students learning needs.Biodata: B.A. and post-graddegree in English Language and Literature from UERJ. Over 10 years' experience working with ELT, four of those in the Field of e-learning and educational technology. She is currently a senior editor in the EdTech department of Learning Factory, responsible for classroom and online digital materials for all age groups.

Abstract: Technology in education is definitely not a new theme. On the contrary. ELT professionals have been debating its uses and applicability for many years now, since tape recorders were the most modern gadget ever! And now, decades and thousands of innovations later, it’s safe to say a few lessons can be learned. This talk has a simple goal: to help teachers make informed decisions about what is best for their practices by discussing a few technology milestones in ELT. Just because everybody is doing it, it doesn’t mean it is good. Or does it?Biodata: Technology in education is definitely not a new theme. On the contrary. ELT professionals have been debating its uses and applicability for many years now, since tape recorders were the most modern gadget ever! And now, decades and thousands of innovations later, it’s safe to say a few lessons can be learned. This talk has a simple goal: to help teachers make informed decisions about what is best for their practices by discussing a few technology milestones in ELT. Just because everybody is doing it, it doesn’t mean it is good. Or does it?

Abstract: Good pronunciation is a key motivator for learning, an integral part of communicating in a foreign language. Teaching pronunciation should be practical not theoretical, and if you add an element of humour, it can be memorable whil stat the same time building confidence. This workshop aims o provide adaptable pronunciation activities that teacher scan integrate into their regular teaching. It aims to highlight the humorous side and link pronunciation not only to speaking but also to its importance in listen in gand effective language learning.Biodata: Dede Wilson isan ELT consultant and teacher trainer. She worked for many years as an EFL/ESOL teacher and teacher trainer for both native and non-native speaker teacher sat Westminster College in London. During that time, she developed a combined training course for teachers of English and other languages leading to the OCR Certificate in Teaching Foreign Languages to Adults. She was a Cambridge CELTA trainerand assessor for many years andan ICELT chief moderator. Shehas a BA in Psychology, a Post graduate Certificate in Education (PGCE) andan MA in ELT & Applied Linguistics from Kings College, London. She has been involved in teacher development courses in the UK and with the British Council around the world since 1990 for teachers of Young Learners in Europe, the Middle East, China andthe USA

Abstract: This plenary session begins with an analysis of what assessment for learning and the assessment of learning implies. This is then followed by a closer look at how assessment can be used as a formative tool within the development process. The session then moves on to look at how assessment and technology afford a unique outlook on how teachers can develop through an analysis of focused performance and collaborative techniques in order to form viable long-lasting communities of professional practice. Finally, practical suggestions will be given on how to implement these developmental initiatives through assessment into the daily routines of teachers.Biodata: Harriet Gardner has been working in English teaching and examinations for over 20 years. She graduated from the University of Bristol (UK) with a First Class degree in Modern Languages, went on to become a teacher of English as a foreign language, and gained a Masters in Educational Technology and ELT from the University of Manchester (UK). She has worked for the British Council in teaching, examinations and management roles in a number of countries across Africa, South Asia, Europe and the Americas. She is fascinated by the way that learning new languages and gaining qualifications, can so effectively open doors for people; building our confidence and expanding our aspirations, as well as creating a “friendly knowledge and understanding between people”.

Abstract: This session will go beyond the usual display of activities from textbooks and the long list of titles available to cater for each and every age group/level of English. Instead, Learning Factory will use this opportunity to discuss with teachers and decision-makers the advantages of a true partnership amongst Culturas Inglesas all over Brazil. Come and learn how YOUR students and school can benefit from sharing of best practices, digital platforms, audiovisual resources, teacher training, auditing and lesson observation as well as initiatives that include partnerships with regular schools, businesses and universities. We will also touch on some new and innovative projects such as Cultura Online, My Voice, Tablet Lessons etc.Biodata: B.A. in English & Psychology; M.A. in Applied Linguistics; DELTA (mod 3); MBA in Business Management and Licentiate Degree in English & Portuguese (in course). 27 years of experience as an ELT professional in the roles of teacher (1989+), trainer, coordinator, school director (1995-2007), academic consultant and manager with international publishers (2000-2007), Director of English with the British Council (2007-2011) and Educational Solutions Manager with Cultura Inglesa S.A./Learning Factory (since 2011). Also a volunteer Scout Leader and father of four.

Abstract: Thisthought - provoking talk uses elements of the World Organisation of the Scout Movement (WOSM)'s educational method to provoke a reflection amongst teachers on their identity as profession also n a constant path towards professional development. After a brief introduction to the principles of Scouting, participants will be invited to reflecton their own CPD and how they can better prepare for the challenges presented by the classroom as well as doing their best for students and for themselves. In addition to pointingTs to themostre cognised and widely-accepted Cambridge English qualifications in ELT methodology, online resource sand opportunities for development through Teacher Associationsand ELT literature will be explored.Biodata: B.A. in English & Psychology; M.A. in Applied Linguistics; DELTA (mod 3); MBA in Business Management and Licentiate Degree in English & Portuguese (in course). 27 years of experience as an ELT professional in the roles of teacher (1989+), trainer, coordinator, school director (1995-2007), academic consultant and manager with international publishers (2000-2007), Director of English with the British Council (2007-2011) and Educational Solutions Manager with CulturaInglesa S.A./Learning Factory (since 2011). Also a volunteer Scout Leader and father of four

Abstract: -Biodata: Higor Cavalcante has been in ELT for over 18 years. He’s a teacher and teacher educator based in São Paulo, author of Inglês para professor, and currently the second vice president of BRAZ-TESOL. He’s a blogger for Richmond and Disal, and among his main interests in ELT are language development for teachers, pronunciation and extensive reading.

Abstract: Students get language in a variety of ways. Some teachers explain grammar and have students practice it; or they introduce words and students try to use them and then those words are revised. But there are other ways too. We can have students ‘mime’ written and spoken text for useful and, let’s not pass this by, interesting language that crops up – and which they may very well remember best of all. This talk looks at the different ways that coursebook activities can help students engage with words, lexical phrases, grammar and functions – and how to make that engagement memorable and long-lasting

Abstract: To provide a deeper insight into how we enable young learners to become effective speakers and therefore successful communicators. Successful communication is key to a successful future for our young learners – in a social and an academic context. In this session, we will explore some of the barriers that may prevent young learners from speaking in the EFL classroom and provide tips for overcoming these barriers. Come prepared to have fun and learn a lot.Biodata: Lesley Koustaff is the Series Editor of Guess What!. She has been teaching and writing ELT materials for children for over thirty years. She has conducted educational workshops throughout Asia, The United States, Central and South America, and Turkey. Lesley hopes that Guess What! will help students build social skills and obtain information that will benefit them in their futures. She earned her Masters in Teaching from The School for International Training in Vermont.

Abstract: There is an increasing tendency to categorize learners, but these labels are rarely neutral and can take on lives of their own, independent of our learners’ actual opportunities to acquire language. This talk explores alternative ways of understanding learner identities following a narrative rather than a paradigmatic approach.Biodata: Ben has taught English for over twenty years in the UK, Spain and Hong Kong. He currently teaches on The New School’s online MATESOL program (New York). He is lead author of the coursebook series ‘New Framework’ and ‘New American Framework’ and the newly published ‘The Big Picture’ and ‘American Big Picture’(all Richmond). He has also published the methodology handbook ‘Working with Images’ (Cambridge) and is currently working on the follow-up “Language Learning with Digital Video”. His other interests lie in intercultural issues, identity and English as an International Language

Abstract: It is often unwise too try and predict the future, yet in the world of ELT we need to have some idea of where we are going next. This is especially important in the world of adaptive learning, enhancing machine translation and digital publishing and marketing - and that’s without even considering the suggestion that old tropes (the grammar syllabus, ‘communicative’ approaches etc) are on the way out! So what is or should happen next? That’s what this talk will try and predict - unwisely?Biodata: Jeremy Harmer has taught in Mexico and the UK and is currently on the faculty for the MA TESOL at the New School University, New York. He has trained teachers and offered seminars all over the world. Among his books are How to teach Writing (2004), How to Teach English (2007), The Practice of English Language Teaching (5th edition: 2015) and the prize-winning Essential Teacher Knowledge (2012) – all published by Pearson Education Ltd. He is part of the writing team for Jetstream, an adult course for Helbling Languages. Away from ELT Jeremy is a performer of poetry, prose and music and has recorded three CDs, Touchable Dreams (poetry and music with colleague Steve Bingham), Other Loves and More than ever (songs). Island, his new work for narrator, soloists, chorus and orchestra was premiered in 2015 and he is in frequent demand as a narrator/spoken word performer www.jeremyharmer.wordpress.com

Abstract: Engaging your students’ interest isn't always easy, especially if they aren’t in the mood. You need to challenge them, make them curious and encourage them to be imaginative, or just find out what they know. In this talk, I will suggest ten ways that you can engage and inspire them.Biodata: Ken Wilson is an author and trainer. He's given training presentations in nearly forty countries and written more than thirty ELT titles, including a dozen series of course books. The third edition of his American English course Smart Choice has just been published by Oxford University Press. In addition, he recently co-wrote two levels for the Richmond series Achievers, a course for teenagers and young adults. His first ELT publication was an album of songs called Mister Monday, which was released when he was 23, which at the time made him the youngest-ever published ELT author. Since then, he has written and recorded more than two hundred ELT songs. Until 2002, Ken was artistic director of the English Teaching Theatre, a company which performed stage-shows for learners of English all over the world. The ETT made more than 250 tours to 55 countries, including four visits to Brazil in the 1980s and 1990s. He has also written more than a hundred ELT radio and television programmes, mainly for the BBC, including fifty radio scripts for the Follow Me series, thirtyLook Ahead TV scripts and a series of plays called Drama First. He is currently studying for a Masters in Creative Writing at Birkbeck College, University of London. His dissertation is a comedy crime novel set in the 1930s. Ken lives in London with his wife Dede and two cats and works in a shed at the end of his garden.

Abstract: This session will explore some of the key factors underlying effective performance by professionals involved in language education. Since researching motivational factors in language learning as a postgraduate in Cambridge, I’ve been fascinated by what makes people ‘tick’, what motivates individuals and groups to want to give of their best. I’ve observed how effective leadership and teambuilding can have dramatic impact in fields apparently as distant from the world of language education as, e.g. professional football, and explored how particular attitudes, policies, processes and cultural norms work out in practice in organisations where, over 40 years, I’ve had contact with around 40,000 teachers from some 60 countries and widely varying cultures, as well as, in the last 21 years, my own NILE team members. As part of my research, I have recently surveyed the views of a hundred teachers and trainers in different parts of the world and their responses, while varied and thought-provoking, have clear patterns of common thinking and feeling. While there may be no universally valid answers to the questions I’ve posed, there are undoubtedly key factors in how we ‘manage to motivate’, some perhaps surprising in the light of accepted beliefs in the literature of management in professional contexts.Biodata: A regular speaker in Brazil for over 30 years, Dave Allan is the founding Director of NILE, the Norwich Institute for Language Education, which provides training and professional development for around 2,000 teachers a year from some 40 countries worldwide, at all levels from initial training to an MA, which NILE also delivers in Brazil, in collaboration with the Rio and Sao Paulo ‘Culturas’(we are hoping to add a new centre in NE Brazil). Dave has been involved in management in language education for nearly 40 years and has been a project leader and consultant for national ministries and premier institutions worldwide. He has been interested in motivating professionals, whether footballers or ELT professionals, since he was both a postgraduate student and a football captain at Cambridge University. He’s looking forward to being back in Brazil, in the North East where his very first visit was, meeting up with old friends and making new ones.

Abstract: What do learners of English need to sound like? Who do they speak to? Who needsto understand them? Who do they need to understand? In 2016, the answer to all these questions is probably not “native English speakers”. Linguists estimate that non-native speakers of English now outnumber its native speakers by at least 3 to 1 (Crystal, 2008), and approximately 80% of interaction in English worldwide takes place with no native speakers present (Beneke, 1991). What does this mean for our classrooms? This session will consider new pronunciation priorities and challenges for learners and teachers of English in Brazil.Biodata: Formerly an English teacher and teacher trainer, Laura Patsko now works as Senior ELT Research Manager for Cambridge University Press. She holds a BA in Linguistics and an MA in ELT & Applied Linguistics, and is particularly interested in the use of English as an international lingua franca, teaching pronunciation and investigating the practical applications of linguistic research. She blogs at laurapatsko.wordpress.com and elfpron.wordpress.com, and tweets as @lauraahaha.

Abstract: How teaching life skills helps teenagers to develop as a whole person To be successful at school (and later on in life), students need to learn skills that go beyond pure academic knowledge. But how can a teacher best use the material from a coursebook to make language useful for their students’ academic, social and future working lives? In this talk, we will look at practical ways to teach life skills to secondary school students.Biodata: Robert has worked as a teacher, an ELT magazine editor, and an author. He is one of the authors of the secondary course Beyond / Go Beyond (Macmillan) and the award-winning Global eWorkbook (Macmillan). He has developed video and online material for several courses. He has also written several graded readers including Owl Hall (Macmillan) which was nominated for a British Council award for Innovation in Learner Resources and The Green Room (Helbling) which won a Learner Literature Award. For many years he edited and published iT's for Teachers, a magazine for teachers of English. He also edited Class Out, a magazine for British Council students worldwide. Based in Barcelona, Spain, Robert is a regular speaker at conferences around the world. In his spare time, he writes and performs songs. You can find out more (and listen to some of his songs) at www.robertcampbell.info.

Abstract: “Change” has always been something teachers have had to deal with.Essentially, this is our “raison d’être”. Yet to create the conditions in class to promote change in others, we need to be able to deal with change ourselves. This is our great challenge. This means we need to begin by confronting certain fears we may have. This also means that pedagogical practice, which is rooted in a model in which the teacher is seen as a repository of knowledge is likely to flounder. Yet if we begin seeing our role from the perspective of an agent of change, this immediately allows us to re-conceptualize our teaching/learning space. We can create an environment which promotes exchange, interaction, dialogue and collaborative knowledge-building. During this talk we will see how teachers grapple with this challenge in their daily pedagogical practice and how they become their own “agents of change” in the process.Biodata: Valéria França trained as a primary school teacher, but has worked in ELT for over 20 years. She holds a PhD in Applied Linguistics and is the Head of Teacher Development at Cultura Inglesa S.A. She is the current President of BRAZ-TESOL. She loves running TD sessions, working alongside teachers and also finds time to paint, draw and write poetry.

Abstract: Accents, fast speech, idioms and slang – these features of spoken English make listening one of the biggest challenges learners face. But low-level learners don’t want to wait to learn real English – they want to understand it now. And even at higher levels real-world listening continues to be challenging. How can teachers help learners at every level engage with authentic input? Using TED Talks as examples, this session looks at some of the brain science related to listening and offers practical tips for how to create success-oriented lessons for the classroom at any level.Biodata: Lewis Lansford is an author, materials developer and trainer. His most recent project is Cengage Learning’s Keynote, featuring TED Talks. Lewis got his first taste of teaching English in Barcelona in the late 1980s. The experience inspired him to get a Master’s in TESOL, after which he taught at a university language centre in Arizona and then a manufacturing company in Japan. In 1995, he took an editorial job with a major publisher in Hong Kong developing materials for Asia, and in 1997 became a freelance editor, project manager and writer in the UK. He has worked on books, videos, tests, audio materials, worksheets, apps and online materials for English learners of all ages across the world. He currently lives in York.

Loved Giovanna Meneguetti's talk!

Abstract: Aiming to find practical ways of improving our students speaking skills, we developed speaking opportunities within our syllabus framework. In this presentation we intend to share how we used our course book in order to enhance FCE students' oral skills, making the best of speaking in our lessons. Secondly, we will demonstrate how we took into consideration the Cambridge Language Assessment criteria in order to provide students with thorough understanding of exam procedures while raising their awareness of the Cambridge assessment system and fostering students' confidence when sitting their exams. Biodata: Adelaine has been a teacher at Cultura Inglesa Sergipe for over 20 years. She has the CELTA and CPE.

Abstract: According to Underhill, teaching pronunciation should be made into a physical activity. As such, if we do not work on building learners’ proprioception, we may not be helping them become more proficient in L2 effectively. Through a series of practical, sport- inspired exercises and methods, you will be better able to help your learners improve their pronunciation skills.Biodata: Adriano Vasconcelos is currently taking the ICELT course. He has 3 years of teaching experience.

Abstract: This talk will outline how dramatization can be useful to improve learner's interpersonal and communicative skills, as well as to bolster interaction patterns. Students will be able to foster consciousness once they find themselves into the scene. During my presentation participants will have the opportunity to share their experiences and learn new techniques on how to make improvisationally-oriented drama fun and effective.

Abstract: In today’s classroom environment, there are innumerous, fun, personalised activities at our disposal. Sometimes though, even after many attempts to teach them in a more personalised way, some of our students still underper-form. It is my belief that a healthy dose of repetition can help remedy this. In this session I’ll look at ways we can blend more repetition into our classroom practices in order to give our students the boost they need.Biodata Allan Sweeney has been working at Cultura Inglesa Caxias for 16 years and is interested in innovative ways to teach English.

Abstract: The Beatles changed popular music forever in the 1960s, this huge change reached Brazil during the dictatorship, helping create the new market of English language learning we have today. This presentation will examine from a cultural and sociological point of view why the Beatles were so important in popular culture and why their influence still resonates today. It will also shine a light on the use of language in Beatles songs and why this is relevant in EFL. Be prepared for a dynamic presentation with lots of clips, images and music.Biodata: Andy Cumming holds the CELTA and DELTA certificates. He is the Cambridge Team Leader for the interior of São Paulo and has a wide range of experience teaching language and culture.

Abstract: Adult learners generally feel extremely intimidated whenever they need to speak in public, and sometimes they tend to refuse to give presenta-tions. However, they understand it is important to improve their speaking skills. In our Intermediate course, learners need to give small presentations throughout the course. In order to motivate them and try to promote a learner-friendly environment for the tasks, I decided to use some strategies such as recording students and giving them feedback. In this presentation, I am going to show what I have been doing with my adult learners when it comes to presenting mini speeches.Biodata: Anna Paula Bittencourt has been an EFL teacher for 14 years, as well as a Portuguese teacher for foreigners. She holds the ICELT, CPE, TOEFL, TKT and TOEIC certificates.

Abstract: This presentation will introduce the aspect of sense of learning and motivation concerning what makes adult learners feel demotivated even when learning occurs. Participants will then take part in 2 activities involving learners with reasonable performance in class but with narrow range of motivation, and they will have the opportunity to see how these learners might be motivated by having their sense of learning developed. The participants will be asked to comment on how appropriate they find these and to share their experiences of overcoming demotivation. The tone of proposals should be in the range of neutral to friendly and welcoming, and not formal and academic.Biodata: Aron Navarro has a Licentiate Degree in Pedagogy and certified by the University of Cambridge as an overseas Teacher of English – COTE held in 2002. He has been teaching English for the past 22 years and has acquired significant experience in EFL as well as in education management as academic manager in the last 5 years. He has worked in Centro Cultural Brasil-Estados Unidos as a branch academic coordinator and as a teacher of EFL at multiple proficiency levels. Currently he is a branch manager in Cultura Inglesa Belém.

Abstract: The original Idea of the Project Stations was to multiply the experience of enhancing oral skills through vivid and sensorial moments. It has become part of our Plan of Work and we are glad to see that students really look forward to these moments. Biodata: Artemilce has vast experience in teaching and she has accompanied and taken part in the school´s development throughout the years. She is the Pedagogical Coordinator, Coordinator of Mentoring Programme, a Cambridge Examiner and a Teacher Trainer. She has got a Post Degree in EFL Methodology/ Universidade Federal do Ceará. Katja is an experienced teacher and is part of the Mentoring team, a Teacher Trainer and a Cambridge Examiner. She has CELTA diploma and CPE.

Abstract: Students mis(use) of technology on writing activities and plagiarizing is a great concern in their education, when it comes to the use of internet on ESL with its translation tools such as Google translator or translation apps the concern is students' use of it to complete their work or even to do the entire work by using the tools instead of their own writing process in L2. Our aim is through activities and these tool's demonstrations show students how they are being mislead by using only the tools and demonstrate to teachers how they can be used to best effect.Biodata: Camila Luciana Alves Costa is a first time presenter at ABCI and a CELTA qualified teacher. She's graduated at UEPA and is a TEPT(Teaching English to Pre-Teens and Teens) teacher certified by the University of Oregon.  Fernanda Ramos Cardoso is a first time presenter at ABCI and a teacher at Cultura Inglesa Belém. She's a graduation student at UEPA.

Abstract: The aim of this presentation is to share the results of a project based on an activity suggested in the book Teaching Unplugged (Meddings & Thornbury, 2009, p. 58) to help students improve their reading skills using song lyrics of their choice.Biodata: She has been an EFL teacher for 10 years, holding a BA in Public Relations and in Languages, as well as ICELT.

Abstract: In order to foster learner autonomy, helping students think more critically when in real-life interactions, it is of utmost importance we provide them with the right amount of challenge in our lessons. In this workshop, we will look at how we can add challenge to simple activities, developing students’ critical thinking skills and keeping them cognitively engaged throughout the lesson.Biodata: Catarina Pontes is a teacher trainer, course designer and ICELT tutor. With a BA in Translation-Interpreting, and the DELTA, she is also a conference speaker and writes articles on ELT.

Abstract: As teachers we learn how to give feedback, and we see the importance of it. But teachers are rarely trained on how to receive feedback. Knowing how to take feedback is essential to effectively use it for development. In this session I will share research findings and propose ways of developing the ability of receiving feedback.Biodata: Cecilia Lemos is a teacher, teacher trainer and materials writer and has been teaching since 1993. She is currently the Director of Studies at Cul-tura Inglesa Madalena, in Recife. She has presented in regional, national and international conferences and trained teachers in the schools where she’s worked and as a freelancer. She is especially interested in assess-ment, feedback and correction.

Abstract: Over the years, we have realized that the DO's and DON'Ts students face daily are sometimes confusing even to us, teachers! This presentation will invite the audience to reflect on some of the issues related to classroom management we have gathered throughout the years. We will share with participants, in a meaningful and dynamic way, practical solutions to the most common classroom problems we have had in our lessons. We will use engaging and hands-on activities that reflect our teaching practice.Biodata: Cennia has been an ELT teacher for over 20 years now and has large experi- ence in dealing with Young Learners. She holds CAE certificate and she is also graduated in Letras Português/Inglês.

Abstract: Learners are demanding much more than the traditional approaches to language learning. As teachers, we need to continuously evolve and develop our lessons to motivate and engage the wide variety of learners we have in our classrooms today. This presentation will focus on trying to define what elements make a modern dynamic lesson. During this session, a number of classroom ideas and activities will be put forward for participants to analyse. Participants will also be encouraged to share their own ideas and knowledge in order to develop a wider picture of what makes a truly dynamic lesson.Biodata: Christopher has been a teacher for over 8 years, teaching all levels of teenagers and adults. He is the DoS for Cultura Inglesa Zona Sul Recife and holds the DELTA.

Abstract: How do your students perceive progress when they reach intermediate levels? How do you help them to overcome linguistic difficulties and improve their spoken and written production? This presentation will address the intermediate plateau phenomenon and introduce corpus-based learner data at CEFR B1 and B2 levels. We will also revisit teaching practices which can promote linguistic gains. The final part of the session will be devoted to practical activities, including the use of digital tools.Biodata: Cristiane is a teacher trainer at Cultura Inglesa RS. She also works as a consultant for Cambridge English Language Assessment. She holds a PhD in Applied Linguistics from PUCRS.

Abstract: In this workshop, the author aims to find different and bolder approaches for a well-known challenge: Fostering a sense of learning responsibility in teenager students while engaging them in lessons. Based on analysis of previous negative and positive outcomes from his and other teachers' lessons, and study of what psychology and pedagogy may indicate about these so commonly seen features in most teenagers, we set our target at understanding the root causes of problems and suggesting activities based on different theories that might be useful for dealing with situations that might tamper with teen-agers' learning in and out of the classroom.Biodata: 22 year old Fine arts graduate and linguistics enthusiast, he has presented works at ACINNE and BrazTESOL conferences which aimed at fostering creativity and use of technology for young learners and teenagers.

Abstract: The common adult has a lot on their plate. Besides everything they have to do they're also students paying for their own education. The daily worries of a grown student often results in problems such as negative thinking, self-doubt and affective filter in learning. A rather worrying consequence of this behavior is how students interact among themselves and with the teacher. Having identified how the 21st century adult learner is, this talk analyses certain behavioral patterns (mainly individualism) and will discuss teaching practices to help teachers better cater for such specific needs.Biodata: David is an undergraduate student of Letras at UFPE. He currently teaches at NucLi UFPE (IsF - MEC) and Cultura Inglesa Recife - Boa Viagem, is CELTA qualified and also holds a CPE. Paula is an undergraduate student of Journalism at UNICAP. She holds both a CerTESOL (Trinity College) and a CAE. She currently teaches at Cultura Inglesa Recife - Boa Viagem.

Abstract: Engaging students in pronunciation work tends to be a challenge for most teachers. The way we found to face this challenge was to develop a collaborative project, which implied preparing lessons together, peer-observation, feedback and reflection.In this presentation, the audience will experiment with the project activities, which successfully involved students in their pronunciation development.Biodata: Elizângela has been a teacher at Cultura Inglesa São João del Rei for 10 years. She has a degree in Letras from Universidade Federal de São João del Rei. She holds the TKT certificate. Luciele has been a teacher at Cultura Inglesa São João del Rei for 10 years. She has a degree in Letras from Universidade Federal de São João del Rei. She holds the TKT and CAE certificates.

Abstract: This Talk highlights the importance of striking a balance be-tween the quantity and quality aspects of Teacher Talking Time. It identifies different ways in which teachers talk too much and then promotes practical and simple positive uses of teacher talking time in order to maximize learning.Biodata: Fahd Koja is a Teacher at Cultura Inglesa São Paulo. He holds an RSA/ COTE. Currently studying Languages at Es-tacio.

Abstract: This is a longitudinal study involving over 150 CEF A2- B2 students in a period of one year. It shows the potential benefits of providing learners with an increased degree of autonomy in extensive reading practices. The results seem to indicate that it might not always be a good idea to have learners read the worthy classics.Biodata: Gabriel Boiani has been teaching at Cultura Inglesa São Paulo for 5 years. He holds a CPE and a CELTA.

Abstract: This presentation will introduce my concern of today's young adults having difficulty exploring social problems from different perspectives, or even totally ignore one. By adding some extra spice to the topics presented in class books, we can improve not only students' vocabulary, fluency and argumentative skills in speaking and writing, but also their awareness of the surrounding society. After seeing some examples, the participants will take part in two activities; a conversation based on a book chapter and a short collective writing activity, after which they are asked to comment on how appropriate the activities are and share experiences.Biodata: First time presenter. Katja is an experienced teacher and is part of the Mentoring team and a Teacher Trainer at CI Fortaleza. She is also a Cambridge speaking examiner, and she has CELTA diploma and CPE.

Abstract: This talk will discuss the findings regarding a project which was done to find out how the use of internet sites can help or influence students’ language development outside the classroom, and how much improvement they can become aware of whenever using those sites. This research comprised of teenagers classes, who filled out a diagnosis questionnaire. The project consisted of teachers presenting a different website in class every week, so as to increase students' motivation to go back to those sites in their free time. The aim was to have an overview of their interest and sense of accomplishment.Biodata: Lize Decotelli Hübner. She's been teaching English for 16 years and for 4 years at Cultura Inglesa Curitiba. She is an ICELT, a CPE, and a TKT holder.

Abstract: Story telling has been described as the oldest technique for teaching, es- pecially for teaching children both in regular schools and in language schools. It is known that story telling can increase the development of language skills, improve comprehension, and classroom interaction. Why not use it with teens and adults, then? This presentation aims at sharing the experience we had with the use of storytelling (incorporating reading aloud and personal stories) in both teens and adults groups, showing all the steps we have taken and the results. Join us! It’s story time!Biodata: Luana has been a Cultura Inglesa teacher since 2006. She is a CPE and CELTA holder, graduated in Language studies (English and Portuguese) at UFPa. Nilce has been a Cultura Inglesa teacher since 2006 and a coordinator since 2010. She is a CPE and CELTA holder, graduated in Language studies (English and Portuguese) at UFPa.

Abstract: It is widely argued that the lack of meta-cognition prevents young kids from assessing themselves. The aim of this talk is to present a study case that made use of reflexive thinking, as to help teachers with classroom management in disruptive young learners groups, making the learning experience more interesting for both children and teachers.Biodata: Teacher with 8 years of experience in ESL, currently teaching at Cultura Inglesa São Paulo. Bachelor in Languages (USP). CPE holder/ Anaheim YLE certified

Abstract: The aim of this talk will be twofold. First, to discuss the ELT teacher`s transition from transmitter of knowledge to creator of learning conditions, and present practical experiences of lowering teacher profile and learning how to "not teach", delivering a student-centered class. Second, to demonstrate how to make effective use of multimedia material as well as technological devices (such as the IWB, internet and mobile phones) to strengthen the inextricable aspect of learners` autonomy, add variety and illustrate language content in creative and colorful ways, for children, teenagers and adults.Biodata: First time presenters, we, Gustavo and Leonardo, have been teaching at Cultura Inglesa, in Juiz de Fora and Belo Horizonte, for 2 years, and we both acquired Celta last January.

Abstract: The aim of this work is to present and familiarise learners with some interesting and important titles of American literature. As many students are not used to reading, we feel that short stories rather than full-length novels, particularly by Edgar Allan Poe, might be highly motivational as a starting point, since the challenge is to create and develop in the learners an interest in reading and the will to read. We report on the activities used in class and the results obtained.Biodata: Fabrício Servelati is an undergraduate in Modern and Classical Lan-guages at UFJF and has been a teacher at CIJF since 2015. He also takes part in teacher training and language courses and is a CAE and TKT holder.

Abstract: This demonstration intends to investigate the use of portable devices in the EFL classroom as a tool to foster learning opportunities, to provide learners with the chance to increase learning and to develop knowledge in a more dynamic and personalized way. We are going to show the results of some activities we have done in class with beginner and intermediate groups using students’ own devices. Additionally, we will discuss the pros and cons of using portable devices brought by students and suggest activities to be used during EFL lessons.Biodata: Beatriz Bastos Rodrigues has been a teacher at Cultura Inglesa Duque de Caxias for 07 years and an online teacher at Cultura Inglesa Rio de Janeiro for 04 years. Majored in Portuguese and English and post graduated in Applied Linguistics (UERJ), holds the CELTA, ICELT, CPE and TKT certificates. Julia Beatriz Carvalho has been teaching English at Cultura Inglesa Duque de Caxias for 03 years. Majored in English and Literature (UERJ) and post graduated in Docência da Língua Inglesa (AVM), she is currently taking a post-graduation course in Planejamento, Implementação e Gestão de Ensino a Distância (LANTE-UFF). She is a TKT and CAE holder.

Abstract: At the beginning of every course teachers work hard to discover who their learners are, and what expectations they have in order to help them reach their goals more effectively. By exploring our learners’ perception of their own learning, this paper aims to investigate possible ways to meet learners’ wants and make sure they are also aware of their needs.Biodata: An ICELT holder, Lenora has taught English for 15 years and is a teacher & coach at Cultura Inglesa-SP.

Abstract: This presentation will introduce some ideas of out-of- class activities in order to maximize students learning process of English. Therefore I will present and discuss with the participants how two out-of- class activities (such as a video making and an "English word collecting") could help the students as well as teachers during the semester. Moreover I hope the participants comment on how appropriate they find these and share their experiences of doing this kind of activities so that we all could learn more about the subject and maybe Cultura Inglesa could put them into practice.Biodata: First time presenter. I am Maria Helena, graduated in English Language and Literature from UFC. I am currently finishing my master's degree and I am working for Cultura Inglesa Fortaleza.

Abstract: Today’s world abounds with technology and multiple resources for learning. However, teachers still face issues regarding skills to cope with technology and employ it meaningfully in the classroom. We present activities for young and intermediate learners who develop language with teachers exposing them to real-world English. We discuss the immersion of young learners into reading as a pleasurable habit and show how other media can improve intermediate learners’ vocabulary. We present the idea of an interaction among teacher-learner- resource as an encouragement to the speakers’ sense of belonging to an English community rather than being an outsider to this process.Biodata: Guido Oliveira is 21 years old, is a student of Business Administration and has been teaching English since 2008. Lívia Arcanjo is 26 years old, has a degree in Modern Languages, a post-graduation in Linguistics, and has been an English teacher since 2005.

Abstract: In this paper I will explore various ways through which teachers can help students overcome pronunciation problems. Phonology is a skill which is not usually dealt with in the classroom as much as it should be. Most teachers feel either insecure about working with phonological aspects of English, don't know how to integrate phonology into their lessons effectively or simply avoid doing it in a systematic way. The aim of this paper is to encourage teachers to use classroom activities related to various pronunciation features with their students at all levels.Biodata: Manoela is an undergraduate in Law at UNICAP. She currently teaches at CulturaInglesa Recife – Zona sul, is CELTA qualified and also holds a FCE.

Abstract: This talk addresses effective paragraph development for essay writing. This skill is crucial for learners in exam preparation courses, and those in regular courses wanting to write more accurately. The talk may also raise teachers’ awareness of text cohesion and coherence, helping them assess their learners’ writing in a more informed way. To achieve this, a practical approach is presented.Biodata: Teacher of English for 25 years, and over the past 5 years with Cultura Inglesa. Bachelor’s Degree and Specialization in Translation. COTE, CPE (A), BULATS (5), CCSE holder. IELTS and TOEFL preparation program tutor, BULATS and Cambridge Speaking Examiner, IELTS clerical marker.

Abstract: The aim of this talk is to provide teachers with reflection upon how the affective filter triggers or hinders cognitive development in English learning process. It is widely known that affection plays a pivotal role in education. When it comes to English teaching-learning process, affection is of utmost importance due to the fact that speaking another language means being in touch with a wide range of factors that might elevate affective filter. The presentation will start with the definition of affection by Illeris (2002) and its three dimensions of learning: affective, cognitive and social. Furthermore, affection will be pointed out so that it can be understood why it permeates English teaching-learning process. Secondly, an outline of affective actions that have been successful to students will be presented and analysed, such as students taking actions to help others, students’ improvement in writing skills and students’ attitude in class. Some theories provide support on this study case: Wallon, H. (1968), Van Der Veer & Valsiner (1996), Tassoni, E. C. M. (2000), Snyders, G. (1993), Silva, M., L. F. S. (2001) and Dantas, H. (1992). Thirdly, some hypothesis will be formulated on the use of affection in English class, such as: Which actions provided SS with affection? To what extent can affection improve students’ performance towards independence in English learning process?Biodata: Brazilian English Teacher, graduation in Languages, Master’s Degree in Applied Linguistics and Ongoing PhD at UFSCar.

Abstract: We implemented a very effective 4-semester- programme, based on stories, to teach English as a foreign language (EFL) to very young learners (VYLs); aged 4 to 5. In this workshop, I will show the core vocabulary which is taught from each story in the programme. Then, through hands on activi-ties, we will check the theory behind successful tasks. Finally, we will produce a grid which might work as a guide for teachers to, courageously and confidently, set bolder challenges for their VYLs. To finish, we will have some feedback time to examine the grid and share ideas and concerns about it.Biodata: Maria do Carmo Bazante has been teaching EFL for 26 years, mainly at Cultura Inglesa. She holds an MA in TESOL, under a Hornby Trust scholarship.

Abstract: Never before had Feminism been in the spotlight as nowadays. From an idle chatter to political dispute, this controversial subject surely raises a series of complex issues. Considering this scenario, this presentation aims at sharing a fruitful teaching practice in which students gained the opportunity to debate and carefully ponder over dichotomies such as Feminism versus sexism and gender versus sexuality, broadening their cultural perceptions through the use of English as a foreign language.Biodata: Maria holds a BA in Modern Foreign Languages (UEL), a CPE and an ICELT. Currently, Maria has been doing her Master's degree in Language and Intercul-turalism at UEL.

Abstract: The purpose of this project was to investigate the way in which systematic, on-going feedback using portfolios may positively affect learners’ perception of their own progress, apart from encouraging them to become more autonomous, by being involved in the reflection process on the data collected/analysed.Biodata: EFL teacher/trainer for over 30 years, working with a wide range of age/proficiency levels at Cultura Inglesa São Paulo. Experience as a coach and mentor at the Cultura Inglesa São Paulo. Graduated in English Language and Literature from PUC São Paulo, and Applied Linguistics at PUC São Paulo. Dote - RSA BULATS - Business Language Testing Service -Level C2/5 (ALTE) Teacher Trainer course at Pilgrims School – Kent, England. Life In Britain - British Culture and Language - London (International House)

Abstract: Can motivation really change your results? If so, how can you feel more motivated? This talk aims at sharing experiences and discussing different ways to find out what motivates people in order to achieve good results.Biodata: Marina Locci BA in Languages and Teaching (UPM), Teacher at Cultura Inglesa SP.

Abstract: This talk discusses the impact of learner training in EFL classrooms. It aims at reflecting on how we have been training learners to learn a language and how it is possible to set higher targets and efficacy in language development by raising students' awareness of classroom dynamics. The talk will culminate in a final discussion in which participants will be able to share their own experience and discuss some practical ideas for classroom implementation. Theoretical foundation is based upon some of the theories and beliefs of Jim Scrivener, Adrian Underhill and their Demand- High ELT movement.Biodata: Mauro has been an EFL teacher for nearly 6 years. CPE, CELTA, CELTYL, ICELT and DELTA Module 1 holder - he hopes to finish his DELTA qualification in 2017.

Abstract: This interactive presentation will describe a case study of how this English University Professor of Engineering met the challenge of be-coming a successful EFL teacher. The presentation will contain examples of classroom activities and projects designed to help students learn with a main focus on how to develop true and meaningful output, where a student spontaneously uses new language learnt. The activities have been in fact the tool which helped this teacher to understand that effective teaching is not about telling the students what you know but instead it is about creating effective learning opportunities.Biodata: First time presenter. Native speaker ex English University Engineering Professor of 35 years transformed into an EFL teacher via TKT and guidance from mentors at Cultura Inglesa SJDR.

Abstract: The aim of this presentation is to show some of the most popular holidays, celebrations and cultural activities, and discuss how we can insert them in our language school to celebrate the diversity of British culture in our Brazilian context. In this session, participants are going to see what skits are, learn the actions of some popular nursery rhymes, songs and typical British playground games. They are also going to learn about traditional celebrations such as May day and may pole plaiting. In the end, participants will discuss how best to insert them in their school calendar and involve the parents and community more.Biodata: Mohini has been an EFL teacher since 2003. She holds the CELTA cer-tificate and is currently studying Pedagogy.

Abstract: Conscious or not, people are influenced by our voice and we are influenced by other people’s voices. The vocal behavior observation should become a habit at the professional function performance to avoid vocal disease. At many times, people with dysphonia do not realize their vocal alteration and they are only conscious that there is a problem when they have vocal fatigue, a burning sensation, or when the voice alteration starts to compromise their professional life. Besides presenting about dysphonia, will also be presented practical warm-up and cool-down exercises in order to prevent future vocal problems.Biodata: Teacher at Cultura Inglesa de Sergipe since 2014; I hold the CAE

Abstract: Reading extensively in English is not a common practice among our teenage students and we all know how important the exposure to the target language outside the classroom is, mainly in reading. Why is it that our students do not read books then? How much are we, teachers, doing to encourage them to read more? Having this in mind, we thought about what we could do in order to trigger our students' interest in the matter and we have succeeded! In this talk I will share with you our simple but effective ideas.Biodata: Patricia Santiago (BA, ICELT) has worked in ELT for almost 25 years. She started her career in São Paulo but she is currently working at Cultura Inglesa Curitiba as a teacher and monitor responsible for the teenage levels.

Abstract: In this talk, participants will be invited to think about the importance of designing a clear Bring Your Own Device (BYOD) model that takes into account learners’ needs and expectations but also local constraints such as the availability of technology and parents’ expectations. Additionally, I will walk participants through the successful case of the Cultura Inglesa São Paulo when designing a BYOD model, its outcomes and teachers’ and learners’ perceptions regarding the model.Biodata: Paulo Dantas and is the Academic Coordinator responsible for the e-Learning projects at Cultura Inglesa São Paulo. Apart from having been a teacher for 10 years, he has also designed digital books and educational apps. Paulo is a Cambridge ESOL Delta holder and is a member of the reading panel for the ISTE (International Society for Technology in Education) Annual Convention.

Abstract: The aim of this talk is to examine the impactful influence that the way teachers give feedback to students can exert on the school's retention rates. It is based on recent neuroscience findings and sheds light on how the human cortex reacts to certain patterns of behavior. There is evident to suggest that many language learners decide to drop out of their course after having an "honest" feedback session with their teachers. Not only will this talk empower teachers with practical suggestions on how to appropriately deal with unmotivated learners, it will also enable them to increase retention rates in their schools.Biodata: Ricardo França has worked at Cultura Inglesa since 2008 and is currently one of the coordinators at Cultura Inglesa Maringá. He holds a BA in English from Universidade Mackenzie and studied People Management at Fundação Getúlio Vargas. He also holds the Cambridge ICELT.

Abstract: For many years, schools have focused mainly on knowledge of content and pedagogy in teacher training. However, expertise in teaching requires different ‘“knowledges”. In view of new technological advances, which change at such rapid speed, schools should also focus on teachers’ technological knowledge. We would like to discuss the levels of IT knowledge teachers might be in, present some barriers and incentives which became evident in brief research on the use of tablets in the class-room, conducted among teachers at our school, and make some suggestions about what can be done to minimize teachers’ resistance to the use of new technologies.Biodata: Silvia has been a teacher at Cultura Inglesa Londrina for 20 years. She holds a Specialization Degree in English teaching from UEL (Universidade Estadual de Londrina), a DELTA diploma and has been involved in teacher training. Currently enrolled in the Professional MA in Language Teaching at UEL where she will focus on the study of the use of technology in the EFL classroom.

Abstract: Although learners need to speak in public on countless occasions throughout their lives, preparing for it is a challenge. Considering that this life skill is a pre-requisite for successful twenty-first century professionals, how can we, as ELT practitioners, help them? This talk ultimately intends to provide teachers with guidelines on how to coach students for successful public speaking experiences.Biodata: Tathiane Guilherme holds a B.A. in Languages, CELTA, ICELT, and is taking the DELTA. She has 11 years' EFL experience.

Abstract: Corpus in the classroom is an effective resource to provide learners with the opportunity to assess language in authentic contexts. In this workshop, you will be presented with hands-on activities or how learners can benefit from the use of corpora in and outside the class in order to foster autonomy in the language process.Biodata: Thiago Silva has a BA in Languages - Translation and Interpreting and holds a CELTA degree. He has 9 years of teaching experience.

Abstract: This presentation will report on a project developed at the Cultura Inglesa Araxá to help teachers ensure a higher degree of fairness and a better intra and interrater reliability when marking students' scripts. It uses a detailed scoring scale, and shows how the washback effect of the project has raised teachers' awareness of the importance of process writing, whilst improving students' general writing skills.Biodata: Valma has been an English teacher, teacher trainer and Director of Studies at the Cultura Inglesa, Araxá for over 25 years. She has a degree in Letras, holds both the COTE and the DELTA, and is cur-rently doing her final research for an MA at NILE/University of Chichester in the UK.

Abstract: This presentation proposes a reflection on the ways writing practices are promoted within the syllabus developed by Cultura Inglesa Sergipe. To this end, we analyzed the textbook adopted in our course (Cambridge Objective First) and saw how we could make the best of writing practices for our lessons. We based our studies under the criteria established by Cambridge English Language Assessment and sought to promote thor-ough understanding of the exam procedure and have students fully aware of what is being assessed so that they will be much more confident when sitting the exam.Biodata: Fernanda has been an English teacher at Cultura Inglesa Sergipe since 2014, where she had also been a student. She holds the CAE certificate.

Abstract: Why is reading important for teens? The objective of this talk is to encourage participants to reflect upon the use of readers inside the classroom and also to try to understand what motivates teenagers to read. You will also be provided with some practical activities on how to engage teenagers with reading in order to stimulate a reading culture in their lives.Biodata: Guilherme Yoshioka is a BA in Languages and a teacher at Cultura Inglesa São Paulo. He also holds the Anaheim certifi-cate in TESOL and TKT modules 1 and 2.

Abstract: This talk aims at showing how collaborative online mind maps can improve learners' performance, satisfaction and retention. A consistent use of mind maps helps develop productive skills as well as raising cultural awareness through collaboration and interaction. Technological tools also facilitate monitoring and assessment.Biodata: Teacher of English for the last 20 years. Currently working at Cl Sao Paulo. CPE, CELS, Michigan and CELTA holder

Abstract: In this presentation the outcome of a series of interactive tasks involving students from different groups will be shown in order to provide our fellow colleagues with suggestions on how to bring variety to our lessons and promote communication among speakers from different degrees of proficiency, ages and background, therefore setting the bar higher.Biodata: Jasson Rodrigues is an English teacher at Cultura Inglesa de Duque de Caxias and has been teaching for over 6 years, including a one-year spell as an English course coordinator. His main interests are English teaching methodologies and accelerated learning. Veronica Mariani has been an EFL teacher for 8 years in a number of different schools and is particularly interested in ways of getting learners to engage with the target language on different cognitive levels.

Abstract: Assessment is a topic which still creates discomfort, uneasiness and some confusion among EFL teachers, and a feeling of frustration is not rare when facing questions such as why, how, when and who to assess. Tak-ing into consideration that assessment is an integrating part of every les-son and seeing it as a linking element between teaching and learning of a foreign language, this talk aims to provide a theoretical overview and practical work on important concepts such as formative and summative assessment (with a focus on the former), effective feedback, assessment tools and how to interpret their results. Participants will be invited to re-flect on their own concepts of assessment and how those reflect their teaching as well as discuss how we can make use of formative assess-ment, whose focus is on the process, in order to provide more effective feedback achieving a more effective teaching and encourage student’s constant development and improvement.Biodata: Gledson Batista has been an EFL teacher for nearly ten years, six of those at Cultura Inglesa Maringá, both in the roles of teacher and exams coordinator. He holds BA in Languages and Professional Masters in For-eign Languages. He also holds the CELTA. He is a CaMLA Speaking Examiner and Cambridge Assessment Team Leader.

Abstract: This presentation will shed some light on why using arts in the English Language classroom is important for very young and young learners to develop awareness of their bodies, relating to different themes based on previous experiences and research. After presenting some key points, participants will be invited to discuss their views on different types of activities and give examples of activities which they have already carried out successfully with their students, as well as those that can be improved. This presentation will be an opportunity in which teachers can share experiences and new ideas to improve lessons and teaching.Biodata: First time presenter, but with 8 years’ experience in EFL teaching, working mostly with Young Learners, who are one of hers greatest passions. Giovanna is graduated in Pedagogy with courses on Teaching Very Young Learners, Young Learners and CELTA, all taken in the UK.

Abstract: Technology is underused in Exam Prep classes. This presentation aims to demonstrate how technology can bring exam- focussed exercises to life. By using tablets and mobile phones, we can encourage student autonomy, challenge students to stretch their language, and make the activities more enjoyable. This presentation will provide an opportunity for plenty of hands-on practice.Biodata: Hulgo de Freitas Pereira is a mentor at Cultura Inglesa Rio and a teacher at CEI Flora, currently working in Goiânia/GO, Brazil. He is also a Speaking Examiner for Cambridge English, and a teacher trainer.

Abstract: Due to globalization and the development of technology, a significant aspect of this generation is the widespread usage of the internet and smartphones. In the classroom learners, usually lack concentration on the textbooks and have inhibitions to produce English orally in front of their classmates. To make matters worse, students are constantly using social medias during classes and it is something intrinsic to their lives and cannot be ignored. Social media platforms help to increase communication skills and provide an outlet for shy learners. If you want to bring 'the real world" to the classroom, when used carefully, social medias can be an useful and powerful educational tool which can provide a more dynamic learning experience to learners and teachers alike, rather than being a distraction.Biodata: Arthur Vinícius Pantoja is a first time presenter gratuated at UNAMA. Camila Luciana Alves Costa is a first time presenter. CELTA and TEPT (Teaching English to Pre-teens and Teens) by the University of Oregon, qualified teacher. Graduated at UEPA.

Abstract: Drills have recently gained a tarnished reputation in the EFL world. Are they so old- fashioned to the point of being forgotten in conferences? This workshop will show that drills can be used in a fun, meaningful and challenging way. Participants will work on practical ideas of how drilling can cater for the needs of the 21st century learner.Biodata: Teacher / teacher trainer - Cultura Inglesa - Sao Paulo. Post-graduate certificate (Literature - USP). COTE / DELTA holder (modules 1 / 2).

Abstract: The purpose of this workshop is to reflect on some production and per-ception issues, how we approach them in class, and how we can involve students in learning more about phonology. If we pose challenges to our students while teaching other aspects of the language, why not trying and doing the same when raising learners’ awareness of topics such as stress patterns? Participants will work with 4 practical tasks in order to promote discus-sion and clarify how we can help students rise to new challenges and become more perceptive users of the language, and how enjoyable a pro-cess it is!Biodata: Ana Francisca holds a B.A. in Languages-PUC- PR, Specialisation-UFPR, an M. A. in Applied Linguistics-UFPR, a CELTA and TKT. She has worked for Cultura Inglesa Curitiba since 2007.

Abstract: Since learners use their own pronunciation model for lexical retrieval, as demonstrated by the continual feedback loop of learnt production and expected perception, teachers should help students achieve a level of pronunciation accuracy that guarantees inter- intelligibility, where learners’ speech is understood and serves as a perception model for their own listening comprehension. Proprioception, mobile and online apps to the rescue.Biodata: Augusto has been a Cultura Inglesa teacher since 2008. He holds a Cambridge CELTA and his main interest is pronunciation.

Abstract: Over recent years, educational theories have placed emphasis on student engagement and the demand for the implementation of instructional scenarios which promote meaningful and involving learning experiences. Immersive interactive educational approaches are conceived within the scope of Cognitive Psychology and Neuroscience, and comprise exploring one’s imagination and feelings through music, role-playing, imagery and self- reflection. The objective of this session is to present and discuss a number of activities and insightful ideas for classroom projects aimed at fostering student creativity, integrating the affective and linguistic components of language learning. Teachers of all levels and age groups are invited to attend.Biodata: Felipe is a Cultura Inglesa teacher, educational and applied social sciences academic. He’s into materials design, cultural studies, participatory action research and immersive phenomenological approaches. Pedro is an undergraduate student and CI-Teacher. Technology aficionado and singer/songwriter. Enjoys working with kids, teenagers and creating new games and activities for the classroom.

Abstract: When attending, preparing or teaching high intermediate or advanced classes the question we teachers ask ourselves relates to whether or not students are being challenged to produce language on their own. This workshop aims at introducing some ideas on how to demand high from students by using an autonomous approach outside the ELT classroom. To that end, we must cover the concept of Demand High Teaching, the actual context of the communicative method, and classroom management, which therefore should deal with feedback sessions and assessment strategies throughout sighted based lessons. We will also show samples of results taken from tasks applied in class by the presenters during the second semester of 2015 and the first semester of 2016. Participants may engage in round discussions in order to share personal experiences and build up a participative setting for the presentation, as well as rise up group awareness on the importance of authorship for a high demand lesson. It will also explore the cultural aspect within the ESL high demand teaching lessons context. Join us for this marvelous presentation and let it be UNLIMITED.Biodata: Patricia Maria Alves Paranhos; 29 years experience in language teaching, graduated on language teaching by the university of Houston/TX, post graduated on psychopedagogy by the University of Uberaba/MG, Undergoing a masters research on bilingualism and bilingualism researcher. Gabriel Vieira is graduated in ELT by Universidade Federal do Pará and undergraduate in Portuguese Language Teaching by FaculdadeIntegradaBrasil Amazonia. Gabriel has also been a teacher for over six years, out of which three were spent at Cultura Inglesa. Gabriel presented many workshops related to demand high teaching and developed different projects for advanced and intermediate learners related to the natural use of the language.

Abstract: In this workshop we will be dealing with two main topics: 1. Public speaking. - Why teaching public speaking - Why is it important for students to make presentations,speeches, debates in English. 2. Self-study motivation. SMART and ASPIRE Goals. - How to bring out the creativity of the students. - How can the students manage their busy time to learn a second language. - Introducing reading camp technique.Biodata: JamalSouafane : English Teacher CI Meireles, Fortaleza since S2 2014

Abstract: This workshop is aimed at teachers preparing students for Cambridge Exams. Participants are invited to take part in games and activities that are strictly related to each section of the tests, providing them with a compilation of ideas to make classes more engaging, and motivate students while helping them develop the language skills required. All activities require very little preparation beforehand... Basically, all we teachers have been looking for! After each practice, we will reflect on how these games can be applied to our classes when preparing students to sit for Cambridge Exams.Biodata: First time presenter. Jean holds a BA in English Teaching (UFMG) and certificates by the University of Oregon and the Devon School of English, in the UK.

Abstract: The aims of this workshop are to exchange ideas about the role of technology in the classroom and share interesting webtools applied to teaching in order to motivate students and promote meaningful and enjoyable learning. We will start with a theoretical overview on the concepts of "digital natives and immigrants" X "visitors and residents", the Compelling Input Hypothesis, the IPEC taxonomy and the SAMR model. For the hands-on part we will interact with the audience so as to investigate their views on technology in the classroom and experiment with interesting webtools such as To-daysmeet, Symbaloo, Padlet and Kahoot. Please BYO Device.Biodata: Jordana has a degree in Languages and Literatures and is doing an MA in Applied Linguistics (UFPR). CPE, ECPE, ICELT and TKT holder. She currently works at Cultura Inglesa Curitiba. Mônia has a degree in Languages and Literature - PUC PR and holds a Certificate IV in TESOL, CELTA, CPE and TKT. She currently works at Cultura Inglesa Curitiba.

Abstract: Fostering collaboration and group cohesiveness, building rapport and causing a good first impression are a few of the issues that come up when we face the challenge of starting to teach a new group. Based on Social Psychology theories by David Myers and others, in this workshop we will learn how to take effective actions that might, in the end, make students dance to our music.Biodata: Juan is an undergraduate student in English Language/Literature from the University of São Paulo, works as a teacher and coach and holds the CPE and CELTA certificates.

Abstract: Dealing with teenagers is an adventure! Let’s take this ride together and find out how the latest discoveries about the teen brain are likely to better equip teachers with the necessary tools to improve classroom manage-ment techniques. Participants will also be exposed to practical ideas to be used in their lessons.Biodata: Teacher trainer, course designer at CISP. BA in Languages (PUC/SP). Taking the DELTA and Specialization in Neuroscience (Santa Casa/SP)

Abstract: How can different students truly benefit from the same activity? Maybe they cannot – but what if we offer them choices? After being briefly presented with Howard Gardner’s theory of Multiple Intelligences, teachers will see how four activities – two for YLEs and two for adults – proposed by well-known coursebooks can be adapted so as to suit multiple-intelligent learners, followed by a hands-on moment and ending with summing up and reflections on how to tailor-make our classes.Biodata: Maíra holds a CELTA certificate and has been working in ELT for over four years. Natália is highly interested in YLEs and has been working in ELT for over two years.

Abstract: Being technically prepared to teach is the natural and obvious path for the construction of a solid teaching career. However, nowadays, there is a biggest challenge imposed to all professionals: building positive relationships. Teachers must be able to craft productive relationships with students, parents and peers beyond the classroom environment. Teachers’ preparation programs rarely prepare these professionals for such a demanding challenge. The aim of this workshop is to raise participants' awareness towards this crucial facet of one’s career; also, participants will take part in discussions and activities to be well equipped for the challenge.Biodata: EFL professional for 23 years. Marcelo has worked as teacher and coordinator; he is currently a branch manager at Cultura Inglesa in Brasília. Specialist in Educational Management and MBA from IBMEC.

Abstract: Blended learning is an empowering model of teaching that can improve and personalise the way we teach our students. Through this workshop we are going to see the difference between use of technology and blended learning itself. Also, we will analyse the different models of blended learning and think of different ways we can use these models to improve specific lessons in the ELT context. Finally, this workshop aims to provide teachers with structure to pilot aspects of blended learning in their classes by providing frameworks which have been tested in a variety of lessons.Biodata: Paloma holds a BA in Psychology, CPE, TKT and CELTA. She has been a teacher for 10 years and is a Junior levels monitor and YLE examiner at CI Curitiba.

Abstract: The aim of this workshop is to bring funny and interesting activities for kids, technological and traditional ones. They will love learning with the games and activities we have chosen, after years of experience, in order to enhance their attention span and learning process. Making children learn with fun is our goal!Biodata: Paulo has been a teacher at Cultura Inglesa Sergipe for two years. He holds FCE and great experience with kids

Abstract: In this workshop, participants will be presented with and experience the use of a framework to help students structure effective discourse in class-room discussions, oral examinations and social situations. The main focus will be on the use of activities and games that can foster the organization and connection of ideas for longer turns in speaking.Biodata: Teacher for 32 years; ICELT/ DELTA; teacher trainer; team leader for Cambridge ESOL exams.

Abstract: The use of authentic materials can make or break a lesson. The objective of this workshop is to debate advantages and disadvantages of using such resources at basic and intermediate levels, proposing ways to concomitantly increase motivation and develop skills, without overwhelming learners. After being exposed to the findings of Peacock’s research on the effects of authentic materials in elementary learners’ motivation, attendees will discuss principles for using such materials and compare them with the opinion of renowned authors. Finally, a hands-on moment will allow attendees to analyse the suitability of different texts and devise activities using them in lessons.Biodata: A course designer and teacher trainer at Cultura Inglesa São Paulo, Ru-bens holds the DELTA, is an ICELT and CELTA tutor and writes for the RichmondShare blog.

Abstract: This presentation aims at providing teachers with tools to deal with mixed- ability groups by exploring the concept of differentiation. How do we adapt our teaching to cater for heterogenous contexts? How does this approach impact on motivation? In this presentation, participants will have the opportunity to explore these areas and to analyse teaching mate-rials to provide them with relevant examples.Biodata: Currently studying for his DELTA qualification, Tobie Pilloy started teaching in 1997 and works at the CISP Academic Department.

Abstract: Knowing in which ways we teachers impact our students is essential for the development of autonomy, and consequently for learning itself. We must look beyond preparing lessons and delivering them, to the importance of tailoring lessons to students’ needs, giving appropriate feedback and developing our students’ sense of responsibility. By working together with students we teachers can guarantee smoother, more effective lessons.Biodata: Vivian has been an English teacher for over 20 years at Cultura Inglesa Londrina teaching young learners, teenagers and adults. She holds a degree in Business Administration (UEL – Universidade Estadual de Londrina), a Masters in Management and Sustainability (UEL – Universidade Estadual de Londrina) and a DELTA. She is currently working on peer coaching, teacher training and autonomy project management at Cultura Inglesa Londrina, with a focus on critical thinking and the learning process; running workshops on a monthly basis as well as supporting teachers on pedagogical matters. She is also a hired trainer at Methodos Educação Corporativa specializing in the topic of Communication and Feedback, giving seminars, workshops and training at agribusiness cooperatives in the State of Paraná. She is a Cambridge English Main Suite Oral Examiner. She was general manager at Cultura Inglesa Londrina from 2005 to 2009, running both pedagogical and administrative departments

Abstract: Blended learning is an empowering model of teaching that can improve and personalise the way we teach our students. Through this workshop we are going to see the difference between use of technology and blended learning itself. Also, we will analyse the different models of blended learning and think of different ways we can use these models to improve specific lessons in the ELT context. Finally, this workshop aims to provide teachers with structure to pilot aspects of blended learning in their classes by providing frameworks which have been tested in a variety of lessons.Biodata: Paloma holds a BA in Psychology, CPE, TKT and CELTA. She has been a teacher for 10 years and is a Junior levels monitor and YLE examiner at CI Curitiba.