PROGRAMA
PROGRAMME
DOMINGO, 29 DE ABRIL
SUNDAY, APRIL 29th
Georgia Heard
Author and Independent
Consultant
English
3-10
6
2. Separado ou together? How to use two
languages of instruction in immersion
Dr. Else Hamayan
Director Emeritus of the Illinois
Resource Center
English
All
1
3. Expectativas de aprendizagem e indicadores
de avaliação em leitura na área de Língua
Portuguesa. Parte A (vide no.18)
Maria José Nóbrega
Assessora da Secretaria Municipal
de Educação de São Paulo
Português
5-11
8
4. Differentiated Instruction: Reaching
out to students’ needs in a Brazilian
immersion context
1. Susan Clemesha
2. Melissa Zaramella
Esfera Escola Internacional
English
All
7
5. Collaborative Work: Pupils, class teacher
and language specialist working together
for mutual cognitive and linguistic
development of an additional language
1. Alessandra Vassellucci
2. Juliana Marchiori
3. Maria Martha Correa
St. Nicholas School
English
All
2
6. Classroom websites as an authentic
tool of the learning community
Susana Lisken Carrión
Sant’Anna International School
English
6-11
3
7. Integrating content and language across
curriculums in a Brazilian immersion
environment: case study in science class
Diana Micheline Cohen
See-Saw Panamby School
English
10+
4
8. Portfólio: um instrumento para
a avaliaçao formativa
Denise Tonello
Colégio Miguel de Cervantes
Português
3-11
5
CREDENCIAMENTO, CAFÉ e RECEPÇÃO
REGISTRATION & COFFEE RECEPTION / STANDS OPEN
09:00 – 09:15
CERIMÔNIA DE ABERTURA / OPENING CEREMONY
09:15 – 10:20
Um Panorama da Educação por
Imersão em Segunda Língua
Workshops
Teatro
Auditorium
1. A Place for Wonder: Creating wonder
centres and projects that inspire our students
to learn and play. Part A (see no. 9)
08:00 – 09:00
11:00 – 12:15
Todos
All
Dr. Fred Genesee
McGill University, Montreal,
Canada
Inglês
Com tradução
simultânea
English
With
translation
TÍTULO / TITLE
10:20 – 10:45
SALA
ROOM
PALESTRANTE / SPEAKER
HORÁRIO / TIME
Plenária/
Plenary
IDADE
ALVO
AGE
FOCUS
IDIOMA
UTILIZADO
LANGUAGE
An Overview of Second Language
Immersion Education
PERGUNTAS e RESPOSTAS / Q & A SESSION
12:15 – 14:00
INTERVALO PARA ALMOÇO / LUNCH BREAK
13:30
OPCIONAL: Visite nosso E.M (Reunir-se em frente àsala 3) / OPTIONAL: Visit our High School (meet in front of room 3)
8 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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IDADE
ALVO
AGE
FOCUS
SALA
ROOM
TÍTULO / TITLE
PALESTRANTE / SPEAKER
IDIOMA
UTILIZADO
LANGUAGE
9. A Place for Wonder: Creating wonder
centres and projects that inspire our
students to learn and play. Part B (see no.1)
Georgia Heard
Author and Independent Consultant
English
3-10
6
10. The Management Complexities
of Developing Immersion Programmes:
The Estonian Story
Dr. Peeter Mehisto
CLIL Cascade Network
English
All
7
11. H
igh-Impact literacy in the
immersion classroom
1. Ofelia Wade
Utah State Office of Education
2. Dr. Myriam Met
Independent Consultant
English
All
1
12. C lassroom Instruction that Works:
Effective teachers = immersion students
reaching grade level competency
Karen Colby de Mattos
IBePD
English
All
2
13. C urricular integration and social activity:
participating in a model UN session; from
planning to assessment
Michael Reuben
Stance Dual School
English
10+
3
14. L anguage Acquisition in Brazilian
Immersion Schools: A closer look at its
specificities
Fabíola Santos de Oliveira
Pueri Domus
English
All
4
15. F ormação continuada na escola,
uma importante chave para a
integração e desenvolvinmento
pedagógico nas escolas bilíngues
Neusely da Silva
PUC-SP
Português
All
5
16 . C onstruções Globais: As aprendizagens
da escola no processo de imersão na
segunda língua
1.Paula Castro
2.Soraia Sales
Escola Girassol
Português
All
8
15:40 – 16:40
A Importância do Lúdico: a ciência das
brincadeiras infantis na aprendizagem
Dra. Elena Bodrova
Todos
Plenária/
Plenary
The Importance of Being Playful: the science
of children’s play and learning
Mid-continent Research for
Education and Learning (McREL)
Inglês
Com tradução
simultânea
16:40 – 17:00
PERGUNTAS e RESPOSTAS / Q & A SESSION
HORÁRIO / TIME
14:00 – 15:15
Workshops
English
With translation
All
Teatro
Auditorium
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PROGRAMA
PROGRAMME
SEGUNDA FEIRA, 30 DE ABRIL
MONDAY, APRIL 30th
HORÁRIO /
TIME
TÍTULO / TITLE
08:00 – 09:00
CAFÉ e RECEPÇÃO / COFFEE RECEPTION/ VISIT STANDS
09:00 – 10:00
Plenária/
Plenary
Criando estudantes de língua com
sucesso: o que é importante no ensino de
uma língua?
Creating Successful Language
Learners: What matters in language
teaching?
10:00 -10:20
PERGUNTAS e RESPOSTAS / Q & A SESSION
10:20 – 11:00
COFFEE BREAK e RELACIONAMENTO
11:00 – 12:15
Workshops
PALESTRANTE / SPEAKER
Dra. Myriam Met
Independent Consultant
IDIOMA
UTILIZADO
LANGUAGE
Inglês
Com tradução
simultânea
IDADE
ALVO
AGE
FOCUS
Todos
SALA
ROOM
English
With
translation
All
Teatro
Auditorium
17. Academic language.....academic
success!
Dr. Margo Gotlieb
Wisconsin Center for Education
Research, University of Wisconsin
English
All
6
18. Expectativas de aprendizagem
e indicadores de avaliação em leitura
na área de Língua Portuguesa.
Parte B (vide no.3)
Maria José Nóbrega
Assessora da Secretaria Municipal
de Educação de São Paulo
Português
All
8
19. High-Impact Influences on Learning:
Comparing your own beliefs about
learning in immersion with research
evidence about education in general
Dr. Peeter Mehisto
CLIL Cascade Network
English
All
7
20. Unchartered territories for language
teaching; the challenges our
immersion teachers face
Dr. Cristina Banfi
Ministry of Education, City of
Buenos Aires, Argentina
English
All
1
21. Let Children be Children: Let them
learn while they play
Marcelle Doria
Escola Beit Yaacov
English
Preschool
2
22. Integrating Content, Language and
Cognition: An experience in a partial
immersion Argentine high school
Silvia Rettaroli
Colegio Newlands
English
11-16
3
23. Storytelling with intent
Sonja Moll Ferreira
GEPEM-UNICAMP
English
3-10
4
24. O trabalho com a expressão dos
sentimentos num contexto bilíngue
Luciana Lapa
Stance Dual School
Português
3-10
5
10 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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HORÁRIO / TIME
12:30 – 13:45
Workshops
IDADE
ALVO
AGE
FOCUS
SALA
ROOM
TÍTULO / TITLE
PALESTRANTE / SPEAKER
IDIOMA
UTILIZADO
LANGUAGE
25. Strategies for making connections
between reading and writing (and oral
language!)
Dr. Else Hamayan
Director Emeritus of the Illinois
Resource Center
English
All
6
26. Empowering immersion learners and
teachers through backward design,
goal setting and self assessment
Dr. Jacque Van Houten
Kentucky Department of
Education, (via Webinar)
English
All
8
27. Systematic use of mother tongue as
learning/teaching resources in target
language in bilingual instruction
He An E
Department of English, The Hong
Kong Institute of Education
English
9+
2
28. Using nursery rhymes to help bilingual
students develop phonological and
phonemic awareness
Vanessa Corredato
See-Saw Panamby
English
3-9
5
English
Preschool
7
3-10
3
5-10
1
Preschool
Teatro
Auditorium
29. Positive Guidance: Being consistent in
guiding preschoolers and measuring
language skills in Brazilian contexts of
linguistic majorities
Ana Claudia Silva
Instituto Singularidades
30. Os jogos de mãos como suporte de
atividades musicais
1. Débora Affonso
Escola Cidade Jardim
2. Ana Elisa Medeiros
Aubrick & See-Saw schools
Português
31. Quem conta um conto escreve um
tanto: reflexões sobre o processo de
leitura-escrita em uma segunda língua
1. Antonieta Heyden
Megale
2. Ivy Ribeiro Bento
Moreira
Colégio Bialik
Português
32. M
ESA-REDONDA DO INFANTIL:
Brincar é a saída: conquistas no
desenvolvimento de nossos
pequenos estudantes
PRESCHOOL ROUNDTABLE:
Play’s the Thing; developmental
accomplishments with our young
learners
1. Dra. Elena Bodrova,
McREL
2. Georgia Heard
Author & Independent
Consultant
3. Mediator: Dra. Cristina
Banfi, Ministry of
Education, City of Buenos
Aires, Argentina
Inglês
Com tradução
simultânea
English
With
translation
13:45 – 15:15
INTERVALO PARA ALMOÇO / LUNCH BREAK
14:45
OPCIONAL: Visite nossa Escola Infantil (Reunir-se na recepção) / OPTIONAL: Visit our Preschool (meet in Reception)
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PROGRAMA
PROGRAMME
SEGUNDA FEIRA, 30 DE ABRIL
MONDAY, APRIL 30th
HORÁRIO /
TIME
15:15 – 16:30
Workshops
16:45 – 17:45
Plenária/
Plenary
17:45 – 18:15
IDADE
ALVO
AGE
FOCUS
SALA
ROOM
TÍTULO / TITLE
PALESTRANTE / SPEAKER
IDIOMA
UTILIZADO
LANGUAGE
33. Teaching in Immersion Programs:
What do teachers need to know and
be able to do?
Dra. Myriam Met
Independent Consultant
English
All
1
34. Effective Vygotskian Play:
How to lead young learners in
their leading activity
Dra. Elena Bodrova
Mid-continent Research for
Education and Learning (McREL)
English
Preschool
6
35. How do technology, literature
and translations enhance the
understanding of values in an
immersion educational setting?
1. Dr. Oscar Martinez-Alaniz
International Reading Association
3. Marcela Díaz
Colegio Cervante, Costa Rica
English
All
7
36. D iferenciação Pedagógica:
Diferenciando a instrução para o sucesso
de todos - imperativo na educação por
imersão na escola bilíngue
Marta da Silva
Pan American Christian Academy
(PACA)
Português
6+
8
37. Digital pathways to enhancing
language acquisition and motivating
digital citizens
1. Sherina Isolica
2. Maxine Rendtorff
Pueri Domus Global
English
6+
2
38. Making thinking visible in
our classrooms
Vanessa Schachter
Escola Beit Yaacov
English
All
3
39. Utilizando rubricas para avaliar
uma sala de imersão em uma escola
bilíngue
Vanessa Barros de Lima
Escola das Nações
Português
All
4
40. A literatura como recurso facilitador
do processo de ensino-aprendizagem
bilíngue: histórias, recursos e
técnicas
Larissa Fonseca
Blooming School
Português
3-10
5
Todos
All
Teatro
Auditorium
Contribuições de avaliações externas para
a qualidade da educação no Brasil-Mitos
e Desafios
Contributions from Foreign Standardised
Assessments to the Quality of Education in
Brazil: Myths and Challenges
Dra. Leila R. Iannone
Consultora da UNESCO-Brasil
Português
Com tradução
simultânea
Portuguese
With
translation
PERGUNTAS e RESPOSTAS / Q & A SESSION
12 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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TERÇA FEIRA, 01 DE MAIO
TUESDAY, MAY 1st
HORÁRIO / TIME
TÍTULO / TITLE
08:00 – 09:00
CAFÉ e RECEPÇÃO / COFFEE RECEPTION
09:00-09:45
MESA-REDONDA: Imersão Eficaz: Como
saber se nossos alunos estão trilhando o
caminho para o sucesso?
Plenária/
Plenary
ROUND TABLE: Effective Immersion:
How do we know our students are on the
road to success?
09:45 – 10:40
PERGUNTAS e RESPOSTAS / Q & A SESSION
10:40– 11:15
COFFEE BREAK e RELACIONAMENTO
11:15 – 12:30
Workshops
13:30 – 13:45
5. Mediador/Mediator: Mr.
Lyle French, Escola Beit Yaacov
SALA
ROOM
Inglês
Com tradução
simultânea
English
With translation
Todos
All
Teatro
Auditorium
Dr. Margo Gotlieb
Wisconsin Center for Education
Research, University of Wisconsin
English
All
6
42. What does an Immersion Programme
require to help young learners to read
in English effectively?
1. Mónica Eberle
2. Viviana López Larretchart
Colegio Newlands
English
5-10
7
43. Tools for integrating Information skills
Katharina Berg
International Association of School English
Librarianship (IASL)
All
4
44. Languaging through think-alouds
and their observations: An action
research project
Kristina Speakes
Escola Beit Yaacov
English
6-10
5
45. What’s App with That? Using
iPad Apps to Assess and Support
Language & Literacy
Keren Soriano
Graded School
English
All
8
46. Planning Backwards, Moving
Forward; Backward design in the
immersion classroom
Maria Teresa Aranda
Escola Beit Yaacov
English
All
3
Português
All
2
Português
3-11
1
48. Documentação pedagógica, narrativa
e avaliação
Plenária/
Plenary
1. Dr. Fred Genesee
2. Dra. Myriam Met
3. Dra. Else Hamayan
4. Dr. Peeter Mehisto
IDADE
ALVO
AGE
FOCUS
41. Where’s the Evidence? Stepping
up to language assessment
47. Imersão e Bilinguismo: o desafio da
junção de duas correntes teóricas para
aperfeiçoar o aprendizado de uma
segunda língua
12:45 – 13:30
PALESTRANTE / SPEAKER
IDIOMA
UTILIZADO
LANGUAGE
A Adequabilidade da Imersão
para Todos os Alunos
The Suitability of Immersion for All Students
Juliana Oliveira
AZ Bilíngue
1. Cristiana Pontes
2. Andrea Pires
Esfera Escola Internacional
Dr. Fred Genesee
McGill University, Montreal,
Canada
Inglês
Com tradução
simultânea
English
With translation
Todos
All
Teatro
Auditorium
ENCERRAMENTO / CLOSING CEREMONY
BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS 13
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SESSÕES PLENÁRIAS
PLENARY SPEAKERS
Dr. Fred Genesee
McGill University, Montreal, Canadá
Fred Genesee é Professor do
Departamento de Psicologia da
Universidade McGill, de Montreal, no
Canadá. Ele conduziu ampla pesquisa
sobre formas alternativas de educação
bilíngue e de imersão para alunos de
línguas minoritárias e línguas majoritárias. Atualmente,
seus interesses de pesquisa incluem a aquisição da
linguagem de crianças bilíngues na pré-escola e crianças
internacionalmente adotadas, a aquisição de leitura na
segunda língua e o desenvolvimento acadêmico e de
linguagem dos estudantes que estão em situação de
risco em programas bilíngues. Ele ganhou o Canadian
Psychological Associate Award for Distinguished
Contributions to Community or Public Service e o 2-Way
CABE (California Association of Bilingual Educators) Award of
Promoting Bilingualism.
PATROCINADO POR
SPONSORED BY
Autora de muitos textos publicados em livros e revistas
especializadas, sobre temas relacionados à educação
bilíngue e de imersão, bem como língua estrangeira. Dra.
Met recebeu importantes prêmios nacionais, incluindo
o Pioneer in Bilingual Education Award da National
Association for Bilingual Education, o Robert Mead
Leadership Award, da American Association of Teachers
of Spanish and Portuguese e o Palmes Academiques do
Governo Francês.
Fred Genesee is Professor in the Psychology Department
at McGill University, Montreal, Canada. He has conducted
extensive research on alternative forms of bilingual and
immersion education for language minority and language
majority students. His current research interests include
language acquisition in pre-school bilingual children,
internationally-adopted children, second language reading
acquisition, and the language and academic development
of students who are at-risk in bilingual programs. He is the
recipient of the Canadian Psychological Associate Award for
Distinguished Contributions to Community or Public Service
and the 2-Way CABE (California Association of Bilingual
Educators) Award of Promoting Bilingualism.
Dr. Met is currently an independent consultant, having recently
retired from the University of Maryland where she was Acting
Director, Deputy Director, and a Senior Research Associate at
the National Foreign Language Center (NFLC). Dr. Met’s work
focuses on strategic support for K-12 programs for content–
based instruction, foreign language learners and for students
learning English. Her previous positions include supervisor
of foreign language programs, English for Speakers of Other
Languages, and bilingual education for major urban and
suburban school districts, including responsibility for designing,
implementing, and supervising a variety of immersion program
models. She has provided consultant services to school districts,
state departments and ministries of education, universities,
professional associations and private agencies throughout
the United States, as well as in Europe, Asia, South America,
and Canada. She has published extensively in books and
refereed journals on topics related to bilingual and immersion
education, and foreign language.
Dr. Met has received major national awards including a Pioneer
in Bilingual Education Award from the National Association
for Bilingual Education, the Robert Mead Leadership Award
from the American Association of Teachers of Spanish
and Portuguese, and the Palmes Academiques from the
Government of France.
Dra. Myriam Met
Dra. Elena Bodrova
Atualmente, a Dra. Met é consultora
independente, tendo se aposentado
recentemente da Universidade de
Maryland, onde foi Diretora Interina,
Diretora Adjunta e Pesquisadora
Associada Sênior do National Foreign
Language Center (NFLC). O trabalho da Dra. Met está
voltado ao apoio estratégico a programas de K-12 para
imersão, focados em conteúdo, aprendizes de língua
estrangeira e para alunos aprendendo inglês. Seus cargos
anteriores incluem: Supervisor de Programas de Língua
Estrangeira, English for Speakers of Other Languages e
educação bilíngue para grandes diretorias regionais de
ensino, incluindo a responsabilidade pela concepção,
execução e supervisão de uma variedade de modelos
de programas de imersão. Ela tem prestado serviços de
consultoria para Diretorias de Ensino, Secretarias Estaduais
e Ministérios da Educação, Universidades, associações
profissionais e agências privadas de todo os Estados Unidos,
bem como na Europa, Ásia, América do Sul e Canadá.
Dra. Elena Bodrova é a Pesquisadora
Responsável na Mid-continent Research
for Education and Learning (McREL) e
Pesquisadora Associada no National
Institute for Early Education Research
(NIEER). Antes de ingressar no McREL,
ela foi professora convidada de psicologia educacional do
Metropolitan State College of Denver, EUA. Seu trabalho de
aplicação da teoria de Lev Vygotsky na educação começou
na Rússia, onde trabalhou no Institute for Preschool
Education. Em colaboração com a Dra. Deborah Leong,
Dra. Bodrova desenvolveu Tools of the Mind, um currículo
para crianças da pré-escola e do jardim de infância que
promove a preparação escolar das crianças, ajudando os
alunos a tornarem-se aprendizes auto-regulados. Os efeitos
do Tools of the Mind no desenvolvimento do cérebro foram
documentados por renomados neurocientistas e relatados
em um artigo na revista Science.
Dra. Bodrova é autora de vários artigos e capítulos de livros
Independent Consultant
PATROCINADO POR
SPONSORED BY
Mid-continent Research for Education
and Learning (McREL )
PATROCINADO POR
SPONSORED BY
14 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
EBY-Programa_BIC2012.indd 14
03/04/2012 16:39:45
sobre assuntos da alfabetização precoce, auto-regulação,
reprodução e avaliação. Ela é co-autora de Tools of the Mind:
The Vygotskian Approach to Early Childhood Education; Basics
of Assessment: A Primer for Early Childhood Educators; e For the
Love of Words: Vocabulary Instruction that Works.
Dr. Elena Bodrova is a Principal Researcher at Mid-continent
Research for Education and Learning (McREL) and a Research
Fellow at the National Institute for Early Education Research
(NIEER). Prior to joining McREL, she was a visiting professor
of educational psychology at the Metropolitan State College
of Denver, USA. Her work on applying Lev Vygotsky’s theory
to education started in Russia, where she worked at the
Institute for Preschool Education. In collaboration with Dr.
Deborah Leong, Dr. Bodrova has developed Tools of the Mind,
a curriculum for preschool and kindergarten-aged children
that promotes school readiness by helping children become
self-regulated learners. The effects of Tools of the Mind on brain
development were documented by leading neuroscientists and
reported in an article in Science magazine.
Dr. Bodrova is the author of multiple articles and book
chapters on the subjects of early literacy, self-regulation, play,
and assessment. She is a co-author of Tools of the Mind: The
Vygotskian Approach to Early Childhood Education; Basics of
Assessment: A Primer for Early Childhood Educators; and For
the Love of Words: Vocabulary Instruction that Works.
Dra. Leila Rentroia Iannone
Consultora da UNESCO-Brasil
Leila é Doutora em Educação pela
PATROCINADO POR
PUC-SP, com foco em avaliação
SPONSORED BY
curricular. Sua extensa experiência na
área da avaliação inclui a avaliação
de programas e projetos, a avaliação
de políticas públicas para alunos e
docentes, e a avaliação institucional no setor privado.
Foi diretora de Projetos Especiais da Fundação para
o Desenvolvimento da Educação (FDE) e colabora,
desde 2002, com vários projetos da Secretaria de
Educação do Estado de São Paulo, destacando-se entre
eles a supervisão do SARESP (Sistema de Avaliação
do Rendimento Escolar do Estado de São Paulo).
Atualmente, Leila é consultora da UNESCO-Brasil,
envolvida na pesquisa sobre avaliação nas escolas
públicas brasileiras. Em 2007 e 2008, a Professora Leila
fez o acompanhamento técnico para a Microsoft da
avaliação do Projeto Escolas Inovadoras, desenvolvido
pela UNESCO em parceria com o Stanford Research
Institute. Leila também é diretora da LRI Avaliação
Educacional, uma empresa que se dedica a ajudar tanto
as escolas públicas como as particulares a melhorarem
seus processos de avaliação. Leila tem vários artigos
e comunicações publicados em periódicos e anais de
congressos, no Brasil e no exterior, além de capítulos em
livros sobre liderança escolar e avaliação institucionais. Avaliação Institucional: cenários, fundamentação e
práticas é sua mais recente publicação. Consultant for UNESCO-Brazil
Leila holds a PhD in Education from PUC-SP with a focus on
curriculum assessment. Her extensive experience includes
the assessment of programs, projects, and public policies for
students and educators, as well as the evaluation of institutions
in the private sector. She was director of Special Projects for the
FDE (Foundation for the Development of Education - Brazil)
and since 2002 has collaborated on various projects for the
Secretary of Education for the State of SP, among which is the
supervision of the SARESP (The Assessment System of Student
Performance in São Paulo State).
Currently, Leila is a senior consultant for UNESCO-Brazil,
involved in the research on assessment in Brazilian public
schools. In 2007 and 2008, Professor Iannone provided
Microsoft with technical support on the assessment of the
Project for Innovative Schools jointly developed by UNESCO
and the Stanford Research Institute. In addition, Dr. Iannone
is Director of LRI Avaliação Educacional, a company which
focuses on helping both private and public schools improve
their assessment processes.
Professor Iannone has published several articles and papers
in periodicals and conferences proceedings, in Brazil and
abroad, in addition to book chapters on school leadership
and institutional evaluation. Avaliação Institucional: cenários,
fundamentação e práticas is her most recent publication.
Dra. Else Hamayan (Round Table)
Director Emeritus of the Illinois Resource Center
Dra. Else Hamayan, ex-diretora da Illinois Resource Center,
em Illinois, trabalha atualmente como consultora. Ela
ajuda professores e administradores
PATROCINADO POR
de escolas nos EUA e na Europa com
SPONSORED BY
questões sobre a aprendizagem de uma
segunda língua, ensino de duas línguas,
educação especial, aprendizagem de
cultura e leitura bilíngue. Ela também
trabalhou com os administradores no desenvolvimento
de programas, especialmente em escolas de duas línguas
e bilíngues. Ela é co-autora dos livros Dual Language
Instruction: A Handbook for Enriched Education e Special
Education Considerations for English Language Learners
e co-editora do livro English Language Learners at School:
A Guide for Administrators. Sua publicação mais recente
é Literacy Instruction for English Language Learners: A
Teacher’s Guide to Research-Based Practices. Atualmente,
ela está trabalhando em um livro intitulado Dual Language
Education from A to Z.
Dr. Else Hamayan, former Director of the Illinois Resource Center
in Illinois, currently works as a consultant. She helps teachers
and administrators in schools in the US and Europe with issues
of second language learning, dual language instruction, special
education, culture learning and biliteracy. She has also worked
with administrators in program development, particularly in
dual language and bilingual schools. She is co-author of Dual
Language Instruction: A Handbook for Enriched Education
and another book called Special Education Considerations
for English Language Learners. She has also co-edited a
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SESSÕES PLENÁRIAS
PLENARY SPEAKERS
book entitled English Language Learners at School: A Guide
for Administrators. Her most recent publication is Literacy
Instruction for English Language Learners: A Teacher’s Guide to
Research-Based Practices. She is currently working on a book
entitled Dual Language Education from A to Z.
Framework for CLIL Teacher Education e do CLIL Teacher’s
Competences Grid.
Seu novo livro Excellence in Bilingual Education: A Guide
for School Principals está atualmente em processo de
publicação pela Cambridge University Press.
Dr. Peeter Mehisto (Round Table)
Originating from Canada, based in England, Dr. Peeter
Mehisto has extensive experience developing immersion
programmes. Through the University of London, England,
Peeter Mehisto has researched the management and
pedagogical complexities of bilingual education. He has
taught at the primary, secondary and university levels and is
the winner of several awards in education.
His publications have been addressed to educators and to
the research community. He is the lead author of the awardwinning book Uncovering CLIL, Macmillan (2008). Peeter
Mehisto is a coauthor of the European Framework for CLIL
Teacher Education and of the CLIL Teacher’s Competences
Grid. His new book Excellence in Bilingual Education: A Guide
for School Principals is under publication by Cambridge
University Press.
CLIL Cascade Network
Canadense residente na Inglaterra, o Dr. Peeter
Mehisto tem vasta experiência no desenvolvimento de
programas de imersão. Pesquisa as
PATROCINADO POR complexidades pedagogias e relativas
SPONSORED BY
à gestão da educação biligue pela
Universidade de Londres. Lecionou no
ensino fundamental, médio e superior
e é o vencedor de diversos prêmios
em Educação. Suas úblicações são
voltadas a educadores e à comunidade acadêmica e ele
é um dos autores do premiado livro Uncovering CLIL:
Content and Language Integrated Learning in Bilingual and
Multilingual Education.
Peeter Mehisto é também co-autor do European
16 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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WORKSHOPS
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DOMINGO, 29 DE ABRIL
SUNDAY, APRIL 29th
01
02
Speaker(s)/Palestrante(s):
Georgia Heard
Georgia Heard received her M.F.A. in writing from Columbia
University. She is a founding member of the Teachers College
Reading and Writing Project in New York City. Currently, she
visits schools and speaks at conferences in the United States,
Canada and around the world on the subject of literacy.
She is the author of numerous professional books on writing
including her most recent “A Place for Wonder: Reading and
Writing Nonfiction in the Primary Grades” (Stenhouse, 2009)
as well as : “The Revision Toolbox: Teaching Techniques that
Work” (Heinemann, 2002) ; “Writing Toward Home: Tales and
Lessons to Find Your Way” (Heinemann, 1997 ); and “Awakening
the Heart: Exploring Poetry in Elementary and Middle School”,
(Heinemann, 1999) which was cited by Instructor Magazine as
“One of the Twelve Books Every Teacher Should Read.”
Speaker(s)/Palestrante(s):
Dr. Else Hamayan
Dr. Else Hamayan, former Director of the Illinois Resource Center
in Illinois, currently works as a consultant. She helps teachers
and administrators in schools in the US and Europe with issues
of second language learning, dual language instruction, special
education, culture learning and biliteracy. She has also worked
with administrators in program development, particularly in
dual language and bilingual schools. She is co-author of Dual
Language Instruction: A Handbook for Enriched Education
and another book called Special Education Considerations
for English Language Learners. She has also co-edited a
book entitled English Language Learners at School: A Guide
for Administrators. Her most recent publication is Literacy
Instruction for English Language Learners: A Teacher’s Guide to
Research-Based Practices. She is currently working on a book
entitled Dual Language Education from A to Z.
A PLACE FOR WONDER: CREATING WONDER
CENTRES AND PROJECTS THAT INSPIRE OUR
STUDENTS TO LEARN AND PLAY. PART A (SEE NO. 9)
Summary/Resumo
Children have a remarkable capacity for wonder—they see
the extraordinary in the ordinary, and the small wonders in
the world all around them. Georgia Heard will provide
teachers with numerous, practical ways of setting up
“wonder centers” and projects where children use all
of their senses to gather data, and their questions and
observations are part of daily work and play. In Part A
and B of the workshop, she’ll discuss how these “wonder
centers” encourage students to draw and write to
speculate, summarize, discover connections, express
understandings, raise questions, and make sense of new
information. The material presented in this workshop
is based on Georgia Heard’s book A Place for Wonder:
Reading and Writing Nonfiction in the Primary Grades.
SEPARADO OU TOGETHER? HOW TO USE TWO
LANGUAGES OF INSTRUCTION IN IMMERSION
Summary/Resumo
There are advantages to keeping the languages of instruction
separate in the classroom. Yet, there are also advantages of
ction
Eng lish & A
xperience!
ne
A new and fu
Georgia Heard é patrocinada por / is sponsored by:
!
s
u
n
i
Jo
www.nr.com.br/english
11 5090 7419
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letting the two languages help each other. So, what do we
do? In this workshop, we address these issues and describe
strategies where the two languages of instruction can be both:
separate and together.
This presentation is sponsored by / é patrocinado por:
03
EXPECTATIVAS DE APRENDIZAGEM E
INDICADORES DE AVALIAÇÃO EM LEITURA NA
ÁREA NA ÁREA DE LÍNGUA PORTUGUESA. PARTE A
(VIDE NO. 18)
Speaker(s)/Palestrante(s):
Maria José Nóbrega
Formada em Língua e Literatura Vernacular pela PUC/SP,
com mestrado em Filologia e Língua Portuguesa pela USP,
atua há mais de 15 anos como assessora em programas de
formação continuada junto ao MEC, à Secretaria Estadual de
Educação de São Paulo e às diversas secretarias municipais
de educação do país. Maria José Nóbrega é membro
With the arrival of major
international events in
Brazil, people working in
the tourism and
entertainment industry
must master basic
vocabulary and practical
language chunks to
enable them to interact
with travelers.
da equipe responsável pela elaboração do programa
“Parâmetros em Ação” na área de Língua Portuguesa do
EFII, além de ser participante da equipe responsável pela
elaboração da Matriz de Língua Portuguesa para o Ensino
Básico - SAEB (MEC, 1997 a 1999). Atualmente é assessora
da Secretaria Municipal de Educação de São Paulo, do
programa “Leitores em Rede”, da Editora Moderna e da
revista “Carta na Escola”, da Editora Confiança.
Summary/Resumo
O ato de ler compreende desde a decifração dos sinais
gráficos até a reflexão crítica sobre seu conteúdo. Avaliar
a compreensão de textos implica planejar atividades
que permitam investigar os diferentes mecanismos
cognitivos e linguísticos que os estudantes já dominam
e aqueles que ainda precisam aprender, sem ignorar que
as capacidades das crianças em diferentes faixas etárias
bem como as características do gênero de texto em foco
apontam para a necessidade de instrumentos avaliativos
sensíveis a essa diversidade.
Maria José Nóbrega é patrocinada por:
04
DIFFERENTIATED INSTRUCTION AND
ASSESSMENT
segmento
) que lhes
interação
é um material
R$42
Encounters is an accessible and pleasant
course book which makes learning easy
and builds confidence so that learners
can use English effectively!
Atendimento ao Professor:
São Paulo/Capital: 11 4613 2278
Demais localidades: 0800 168877
Fax: 11 4612 6098
Website: www.macmillan.com.br
E-mail: [email protected]
Speaker(s)/Palestrante(s):
1. Susan Clemesha
Susan Clemesha, Graduate of the University of São Paulo,
PYP coordinator at Esfera, Escola Internacional, has been
working with international education for over 10 years.
2. Melissa Zaramella
Melissa Therriault Zaramella has worked extensively with
elementary school children in educational programs in
Canada, South Korea, England and Brazil.
Summary/Resumo
This workshop aims at helping teachers understand the
principles and practical applications of differentiated
instruction and assessment. The participants will engage
with learning experiences that allow for performance
at different levels and assessment that provides each
student with maximum power as a learner.
05
COLLABORATIVE WORK: PUPILS, CLASS
TEACHER AND LANGUAGE SPECIALIST
WORKING TOGETHER FOR MUTUAL COGNITIVE
AND LINGUISTIC DEVELOPMENT OF AN
ADDITIONAL LANGUAGE
Speaker(s)/Palestrante(s):
1. Alessandra Vasselucci
Alessandra has completed post-graduate studies in
International Education and Educational Psychology. She
is a Kindergarten teacher at St. Nicholas School.
18 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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2. Juliana Marchiori
Juliana has a Master’s degree in Language and Education from
USP. She is a Pre-school teacher at St. Nicholas School.
3. Maria Martha Correa
Maria Martha is an ELL teacher at St. Nicholas School and
has completed post-graduate studies in “Didática do Ensino
Bilíngue“ at Singularidades.
Summary/Resumo
We will reflect on the role of Collaborative Work among students,
class teachers and ELL specialists (English Language Learners) in
order to provide a successful experience for young pupils learning
English. We will provide strategies and practical examples
adopted by teachers at an international school in São Paulo.
27 – 29 2003 BA Degree in Spanish PUC-SP/ P
Summary/Resumo
Building websites will require new forms of authentic
learning: forms that cut across disciplines and bring students
into meaningful contact with their future collaborative
environments that will have the greatest stake in their success.
Without a doubt, technology will play an essential supporting
role in this endeavor.
07
INTEGRATING CONTENT AND LANGUAGE
ACROSS CURRICULUMS IN A BILINGUAL
ENVIRONMENT: A STUDY CASE IN SCIENCE
06
Speaker(s)/Palestrante(s):
Diana Micheline Cohen
English teacher for 14 years with a degree in Human Biology
Speaker(s)/Palestrante(s):
Susana Maria Lisken Carrión
Education 2011 Framingham State University Masters of
Education with a concentration in International Teaching.
2009 International TTC Course in Language and Literacy,
from Research to Practice Grades K-3. Held in Miami March
Summary/Resumo
This paper reports an experience in a bilingual school with a
group of students in 8th Grade - dealing with input and output
of content in science in two different languages. The experience
serves to observe how students transit from one language to
another, dealing with the same content.
CLASSROOM WEBSITES AS AN AUTHENTIC
TOOL OF THE LEARNING COMMUNITY
By Jim Cummins, Anna Uhl Chamot and Sharroky Hollie
Accelerates academic vocabulary acquisition
Develops transferable cross-curricular academic skills
Provides an easy-to-use roadmap to academic success
Sara Campos
[email protected]
+55 11 2178-8672
+55 11 9370-2514
For more information or orders, contact our School product consultant in Brazil.
EBY-Programa_BIC2012.indd 19
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WORKSHOPS
WORKSHOPS
DOMINGO, 29 DE ABRIL
SUNDAY, APRIL 29th
08
PORTFÓLIO: UM INSTRUMENTO PARA A
AVALIAÇÃO FORMATIVA
Speaker(s)/Palestrante(s):
Denise Tonello
Pedagoga da Universidade de São Paulo, Coordenadora
da Educação Infantil e 1ºs ano do Ensino Fundamental
do Colégio Miguel de Cervantes, Assessora em escolas
particulares de São Paulo, Colaboradora da Editora Moderna
na produção de materiais didáticos, Coordenadora e
Professora do curso de Formação a Distância da Fundação
Santillana, Undime e Moderna Formação: “A Criança de 6
anos no Ensino Fundamental: Subsídios teóricos e práticos
para a ação docente”.
Summary/Resumo:
Neste workshop “Portfólio: um instrumento para a avaliação
formativa”, pretende-se analisar teoricamente o significado
de portfólio como instrumento de avaliação, além de
instrumentalizar os educadores da Educação Infantil e
das séries iniciais do Ensino Fundamental nestas reflexões
e orientar parâmetros para a construção de portfólios
significativos.
ction
Eng lish & A
xperience!
ne
A new and fu
09
A PLACE FOR WONDER: CREATING WONDER
CENTRES AND PROJECTS THAT INSPIRE OUR
STUDENTS TO LEARN AND PLAY. PART B (SEE NO. 1)
Speaker(s)/Palestrante(s):
Georgia Heard
Georgia Heard received her M.F.A. in writing from Columbia
University. She is a founding member of the Teachers College
Reading and Writing Project in New York City. Currently, she
visits schools and speaks at conferences in the United States,
Canada and around the world on the subject of literacy.
She is the author of numerous professional books on writing
including her most recent “A Place for Wonder: Reading and
Writing Nonfiction in the Primary Grades” (Stenhouse, 2009)
as well as : “The Revision Toolbox: Teaching Techniques that
Work” (Heinemann, 2002) ; “Writing Toward Home: Tales and
Lessons to Find Your Way” (Heinemann, 1997 ); and “Awakening
the Heart: Exploring Poetry in Elementary and Middle School”,
(Heinemann, 1999) which was cited by Instructor Magazine as
“One of the Twelve Books Every Teacher Should Read.”
Summary/Resumo:
Children have a remarkable capacity for wonder—they see
the extraordinary in the ordinary, and the small wonders in
the world all around them. Georgia Heard will provide
teachers with numerous, practical ways of setting up
“wonder centers” and projects where children use all
of their senses to gather data, and their questions and
observations are part of daily work and play. In Part A
and B of the workshop, she’ll discuss how these “wonder
centers” encourage students to draw and write to
speculate, summarize, discover connections, express
understandings, raise questions, and make sense of new
information. The material presented in this workshop
is based on Georgia Heard’s book A Place for Wonder:
Reading and Writing Nonfiction in the Primary Grades.
Georgia Heard é patrocinada por / is sponsored by:
!
s
u
i
n
Jo
www.nr.com.br/english
11 5090 7419
10
THE MANAGEMENT COMPLEXITIES OF
DEVELOPING IMMERSION PROGRAMMES:
THE ESTONIAN STORY
Speaker(s)/Palestrante(s):
Dr. Peeter Mehisto
Originating from Canada, based in England, Dr.
Peeter Mehisto has extensive experience developing
immersion programmes. Through the University of
London, England, Peeter Mehisto has researched
the management and pedagogical complexities of
bilingual education. He has taught at the primary,
secondary and university levels and is the winner of
several awards in education. His publications have been
addressed to educators and to the research community.
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He is the lead author of the award-winning book Uncovering
CLIL, Macmillan (2008). Peeter Mehisto is a coauthor of the
European Framework for CLIL Teacher Education and of the
CLIL Teacher’s Competences Grid. His new book Excellence
in Bilingual Education: A Guide for School Principals is under
publication by Cambridge University Press.
Summary/Resumo:
This presentation reviews how Estonia built context for
immersion and how it developed its programme, and avoided
pitfalls. Stakeholder relations, plans, learning materials
development, professional development, and programme
research are discussed.
Dr. Mehisto é patrocinado por / is sponsored by:
11
immersion international program that engage and empower
students as they develop their competencies.
13
CURRICULAR INTEGRATION AND SOCIAL ACTIVITY:
PARTICIPATING IN A MODEL UNITED NATIONS
SESSION; FROM PLANNING TO ASSESSMENT
Speaker(s)/Palestrante(s): Michael Reuben
Psychologist, musician, educator for 20 years. Taught content
areas in a Bilingual School for 12 years. Coordinates English
language area at Colégio Iavne.
Summary/Resumo:
The objective of this presentation is to share the
possibilities of curricular integration, within a socialhistorical-perspective, depicting a social activity (Leontiev,
1977). The presentation describes the steps of a didactic
sequence used to prepare a Model United Nations debate. It
emphasizes planning and formative assessment strategies
applied throughout the project.
HIGH-IMPACT LITERACY IN THE
IMMERSION CLASSROOM
Speaker(s)/Palestrante(s):
1. Ofelia Wade
Former elementary teacher and administrator, Ofelia
Wade is currently the Spanish and Portuguese Dual
Immersion Coordinator for the State of Utah.
2. Dr. Myriam Met
Former teacher, administrator, research associate and
director of the National Foreign Language Center,
Myriam Met is currently an independent consultant
supporting immersion programs.
Summary/Resumo:
If students are going to acquire the high levels of target
language proficiency necessary to access abstract and
complex curriculum, literacy instruction is critical as
a catalyst for accelerating and maximizing language
acquisition. Research, implementation practices,
instructional strategies and monitoring tools will be shared.
12
CLASSROOM INSTRUCTION THAT WORKS:
EFFECTIVE TEACHERS = IMMERSION
STUDENTS REACHING GRADE LEVEL COMPETENCY
Speaker(s)/Palestrante(s):
Karen Colby de Mattos
Director of Studies Bilingual/International Programs
SEB, co-director of IBePD, member of editorial board
of NR Magazine,consultant for public/private schools,
publishing companies and UNESCO.
Summary/Resumo:
Whether responsible for a classroom, a school or a
system, participants will explore effective strategies to
increase their students’ academic achievement. They will
visit, through videos and pictures, classrooms in a partial
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14
LANGUAGE ACQUISITION IN BRAZILIAN
IMMERSION SCHOOLS: A CLOSER LOOK AT ITS
SPECIFICITIES
Speaker(s)/Palestrante(s):
Fabíola Oliveira
IB CAS Coordinator, and High School Teacher in Pueri Domus
Summary/Resumo:
Most Bilingual Schools in São Paulo have bilingual teachers
that use Portuguese as their language 1, and English as
their language 2. This presentation will reflect upon this
context specificities, and how we, as educators might face the
opportunities and the challenges such a circumstance might
introduce.
15
FORMAÇÃO CONTINUADA NA
ESCOLA, UMA IMPORTANTE CHAVE
PARA A INTEGRAÇÃO E DESENVOLVIMENTO
PEDAGÓGICO NAS ESCOLAS BILÍNGUES.
Speaker(s)/Palestrante(s):
Neusely da Silva
Professora de Lingua Inglesa com mais de 20 anos de
experiência e mestranda em Educação: História, Política,
Sociedade, na PUC-SP.
Summary/Resumo: Pela natureza das escolas
bilíngues e as peculiaridades na composição de seu
quadro de profissionais fica evidente a necessidade
de uma prática de Formação em Serviço diferenciada
e reflexiva. Esta apresentação pretende levantar
argumentos que sustentam a necessidade da
construção de tal sistema.
16
CONSTRUÇÕES GLOBAIS: AS
APRENDIZAGENS DA ESCOLA NO
PROCESSO DE IMERSÃO NA SEGUNDA LÍNGUA.
Welcome to English Village
Imersão em Inglês/Weekend program
Objetivo do programa:
•
Melhorar a fluência e o desenvolvimento da comunicação oral,
simulando uma viagem internacional;
•
Melhorar sua capacitação no mercado de trabalho;
•
Adquirir maior fluência;
•
Utilizar o idioma naturalmente;
•
Ampliar seu networking.
Inclusos na Imersão:
•
Hospedagem em hotel exclusivo;
•
Todas as refeições;
•
Transporte de ida e volta em ônibus de luxo;
•
Material didático;
•
Treinamento non stop;
•
Avaliação Oral.
Speaker(s)/Palestrante(s):
1. Paula Castro
Formada em Direito (PUC-SP), Letras (CEUCLARSP) e Pedagogia (UNINOVE-SP), Paula
atualmente coordena o programa de Imersão
Bilíngue na Escola Girassol, Salvador - BA.
2. Soraia Sales
Formada em Pedagogia pela UCSAL-BA, com
especialização em Metodologia do Ensino
Superior, a tualmente Soraia atua como
supervisora pedagógica da Escola Girassol,
Salvador - BA.
Summary/Resumo:
Vivenciar a proposta de imersão num segundo
idioma se tornou quase que uma imposição
na sociedade. Entretanto, o fazer precisa ser
sustentado pelo por quê, para quê, como, para
quem e em quem o fará. Convidamos aos
educadores a tecermos novas e antigas teias
que nos entrelacem, numa proposta de imersão
autêntica.
Acesse: www.englishvillage.com.br ou ligue:
11 5105-0200
22 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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SEGUNDA FEIRA, 30 DE ABRIL
MONDAY, APRIL 30th
17
ACADEMIC LANGUAGE….
ACADEMIC SUCCESS
Speaker(s)/Palestrante(s):
Dr. Margo Gottlieb
Margo Gottlieb holds a Ph.D. in Public Policy Analysis,
Evaluation Research and Program Design, an M.A. in Applied
Linguistics, and a B.A. in the teaching of Spanish. Margo began
her career as a bilingual teacher and facilitator. Currently,
the Lead Developer for the Wisconsin Center for Education
Research, University of Wisconsin, Madison, and Director,
Assessment and Evaluation, for the Illinois Resource Center,
Arlington Heights, Margo is always aware of her pedagogical
roots as she applies principles of language teaching to
assessment practices.
Margo has also written extensively about instructional
assessment and its contribution to local accountability. She
has published Professional Development Kit (2008), the ELL
Assessment Kit (2007), and has been a contributing author to
a comprehensive K-5 ESL program (2010). Margo’s latest books
are Common Language Assessment for English Learners (2011,
Solution Tree), Using the TESOL English Language Proficiency
Standards in PreK-12 Classrooms (with A. Katz & G. Ernst-Slavit,
2009, TESOL), Assessment and Accountability in Language
Education Programs: A Guide for Administrators and Teachers
(with D. Nguyen, 2007, Caslon Publishing), and Assessing
English Language Learners: Bridges from Language Proficiency
to Academic Achievement (2006, Corwin Press).
Summary/Resumo:
What is academic language and why is it important for
language learners? By analyzing text, we will determine the
language demands for comprehending content necessary for
students’ success in school.
Dra. Gottlieb é patrocinada por / is sponsored by :
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SEGUNDA FEIRA, 30 DE ABRIL
MONDAY, APRIL 30th
18
EXPECTATIVAS DE APRENDIZAGEM E
INDICADORES DE AVALIAÇÃO EM LEITURA NA
ÁREA NA ÁREA DE LÍNGUA PORTUGUESA. PARTE A
(VIDE NO. 3)
Speaker(s)/Palestrante(s):
Maria José Nóbrega
Formada em Língua e Literatura Vernacular pela PUC/SP,
com mestrado em Filologia e Língua Portuguesa pela USP,
atua há mais de 15 anos como assessora em programas de
formação continuada junto ao MEC, à Secretaria Estadual de
Educação de São Paulo e às diversas secretarias municipais
de educação do país. Maria José Nóbrega é membro
da equipe responsável pela elaboração do programa
“Parâmetros em Ação” na área de Língua Portuguesa do
EFII, além de ser participante da equipe responsável pela
elaboração da Matriz de Língua Portuguesa para o Ensino
Básico - SAEB (MEC, 1997 a 1999). Atualmente é assessora
da Secretaria Municipal de Educação de São Paulo, do
programa “Leitores em Rede”, da Editora Moderna e da
revista “Carta na Escola”, da Editora Confiança.
Summary/Resumo:
A necessidade de escrever um texto apresenta-se como
resposta a um problema retórico que orienta a criação
do texto escrito. Com base nessa orientação, o escritor
identifica seu lugar social como autor, suas relações com
o interlocutor e a finalidade da enunciação. As diferentes
etapas do processo de produção de textos – planejar,
levantar dados sobre o tópico tratado, redigir e revisar
o texto – decorrem dessa ancoragem. Os princípios
gerais que orientam a avaliação de textos escritos são, a
partir de uma descrição objetiva do gênero de texto em
foco, identificar os saberes e necessidades dos alunos
para, considerando as possibilidades de aprendizagem
deles, investigar o que é possível ensinar e aprender em
determinado tempo didático.
Maria José Nóbrega é patrocinada por / is sponsored by
19
HIGH-IMPACT INFLUENCES ON LEARNING:
COMPARING YOUR OWN BELIEFS ABOUT
LEARNING IN IMMERSION WITH RESEARCH EVIDENCE
ABOUT EDUCATION IN GENERAL
Speaker(s)/Palestrante(s):
Dr. Peeter Mehisto
Originating from Canada, based in England, Dr. Peeter
Mehisto has extensive experience developing immersion
programmes. Through the University of London, England,
Peeter Mehisto has researched the management and
pedagogical complexities of bilingual education. He has
taught at the primary, secondary and university levels and is
the winner of several awards in education. His publications
have been addressed to educators and to the research
community. He is the lead author of the award-winning
book Uncovering CLIL, Macmillan (2008). Peeter Mehisto
is a coauthor of the European Framework for CLIL Teacher
Education and of the CLIL Teacher’s Competences Grid. His
new book Excellence in Bilingual
Education: A Guide for School
Principals is under publication
by Cambridge University Press.
SolutionS for bilingual and international SchoolS
Summary/Resumo:
Participants will in groups
rank 40 influences on student
achievement. Those results will
be compared with a synthesis
of results from numerous metastudies. Their relevance to
immersion will be discussed.
Dr. Mehisto é patrocinado
por / is sponsored by
Build your Pack.
Mix and match skills to
suit your students’ needs.
Tools to improve
your students’ fluency
and accuracy.
[email protected] | (11) 3293-8150 - ext: 239
WMf idiomas é uma divisão da Editora WMf Martins fontes
24 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
EBY-Programa_BIC2012.indd 24
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20
UNCHARTERED TERRITORIES FOR
LANGUAGE TEACHING
Speaker(s)/Palestrante(s): Dr. Cristina Banfi
Dr. Banfi is the Director - Foreign Languages Department in the
Ministry of Education, City of Buenos Aires, Argentina. She holds
a Master’s degree from the University of Cambridge and a PhD
from the University College London. She has taught at all levels
(preschool, primary, secondary and university) in Argentina,
the UK and the US. She was Academic Director of ESSARP
(association of Spanish-English bilingual schools in Argentina).
Her interests include professional development, linguistic
theory, early language acquisition, plurilingualism and sign
language. She has recently published Los Primeros Pasos en las
Lenguas Extranjeras, a book on early foreign language learning.
Summary/Resumo:
Languages are being taught in more diverse contexts than ever
before to students who had previously had no access to this
opportunity. These new contexts present new challenges to
teachers.
Dr. Banfi is sponsored by / é patrocinada por
21
LET CHILDREN BE CHILDREN: LET THEM
LEARN WHILE THEY PLAY
Speaker(s)/Palestrante(s):
Marcelle Doria
Pre-school English Coordinator at Escola Beit Yaacov;
10 years teaching in Deaf Education, U.S.A.; 10 years teaching
in Bilngual Education, Brazil; Bachelors- Deaf Education/
Masters work-E.S.L., U.S.A.
Summary/Resumo:
Preschoolers are sponges and ready to learn, but what is
best practice when guaranteeing language acquisition in an
immersion classroom? I intend to defend play based instruction
as developmentally appropriate and effective based on theory
and field experience.
22
INTEGRATING CONTENT, LANGUAGE AND
COGNITION: A CLASSROOM EXPERIENCE IN AN
ARGENTINE BILINGUAL HIGH SCHOOL
Speaker(s)/Palestrante(s):
Sílvia Rettaroli
Teacher of English and Teacher Trainer. Bilingual
School Headmistress. Educational researcher. Research
areas: Bilingualism and Bilingual Education; assessment
and evaluation.
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WORKSHOPS
WORKSHOPS
SEGUNDA FEIRA, 30 DE ABRIL
MONDAY, APRIL 30th
Summary/Resumo:
To achieve full integration of content and language learning,
our high school teachers have introduced a module which
aims at integrating History and Environmental Management
contents, cognition and communication skills. This
presentation will explore how the use of visual organizers and
oral presentations may enhance learning in bilingual contexts.
23
STORYTELLING
WITH INTENT
Speaker(s)/Palestrante(s):
Sonja Moll Ferreira
Educator and psychologist by USP, post-graduating
and participant in GEPEM 2 - UNICAMP, and counselor
at Stance Dual
Summary/Resumo
The reading of content rich stories containing complex,
controversial themes to 6 – 10 year old children produces a
variety of thought-provoking teaching situations that not
only promote meaningful language learning but mainly help
develop social awareness on important topics for the modern,
multicultural societies we live and learn in.
24
O TRABALHO COM A EXPRESSÃO DOS
SENTIMENTOS NUM CONTEXTO BILÍNGUE
Speaker(s)/Palestrante(s):
Luciana Lapa
Luciana Lapa é pedagoga e psicóloga pela USP, pósgraduanda e integrante do GEPEM 2 - UNICAMP, orientadora
educacional da escola Stance Dual
Summary/Resumo:
Atualmente os conflitos interpessoais na escola têm
ocupado as manchetes da imprensa escrita e falada. A
educação tem buscado práticas que transversalizam o
currículo, buscando opções à violência. Falar daquilo que
se sente, pode ser uma altenativa. Comentar estas práticas
num contexto bilíngüe é o que pretende esta apresentação.
25
STRATEGIES FOR MAKING
CONNECTIONS BETWEEN READING AND
WRITING (AND ORAL LANGUAGE)
Speaker(s)/Palestrante(s): Dr. Else Hamayan
Dr. Else Hamayan, former Director of the Illinois Resource Center
Mais de 6 milhões de pessoas fazem o Teste TOEIC® por ano em todo o mundo!
Quais são as vantagens?
1- Teste de inglês para o mercado de trabalho reconhecido
em mais de 120 países.
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3- Importantes empresas multinacionais utilizam o
Teste TOEIC® para recrutamento e planos de carreira.
4- Disponibilidade permanente sob demanda do cliente,
inclusive para aplicações in-company.
5- Resultados rápidos e precisos, de 10 a 990 pontos.
6- Melhor custo benefício do mercado.
Acesse: www.mastertest.com.br ou ligue: 11 5102-2848
EBY-Programa_BIC2012.indd 26
03/04/2012 16:39:56
o!
o
in Illinois, currently works as a consultant. She helps teachers
and administrators in schools in the US and Europe with issues
of second language learning, dual language instruction, special
education, culture learning and biliteracy. She has also worked
with administrators in program development, particularly in
dual language and bilingual schools. She is co-author of Dual
Language Instruction: A Handbook for Enriched Education
and another book called Special Education Considerations
for English Language Learners. She has also co-edited a
book entitled English Language Learners at School: A Guide
for Administrators. Her most recent publication is Literacy
Instruction for English Language Learners: A Teacher’s Guide to
Research-Based Practices. She is currently working on a book
entitled Dual Language Education from A to Z.
Summary/Resumo:
When we take advantage of the connections and the overlap
that exist naturally among the four skills of language, we can
use one skill to advance the other. We describe strategies where
connections are made between reading and writing, and where
literacy is based on oral language.
This presentation is sponsored by / é patrocinada por:
1) create learning targets for a class of their own subjects of
instruction and
2) suggest ways students might be able to demonstrate meeting
achieving the target. Teachers will share their products with the
group.
This workshop is linked together with nº 46.
27
SYSTEMATIC USE OF MOTHER TONGUE (MT)
AS LEARNING/TEACHING RESOURCES IN TARGET
LANGUAGE (TL)/BILINGUAL INSTRUCTION
Speaker(s)/Palestrante(s):
He An E
He An E is a language educator with research interests in
crosslingual transfer, classroom discourse analysis and applied
corpus linguistics
Summary/Resumo:
The presentation focuses on how to make best use of what
learners have already known conceptually and (meta)
linguistically in their L1 so as to create optimal conditions
for positive crosslingual transfer in L2/bilingual classrooms.
Viewing L1 as valuable learning/teaching resources opens up
greater pedagogical space for L2/ bilingual education.
26
EMPOWERING LEARNERS AND TEACHERS
THROUGH BACKWARD DESIGN, GOAL
SETTING AND SELF-ASSESSMENT, (via Webinar)
Speaker(s)/Palestrante(s):
Dr. Jacque Van Houten
University of Kentucky. Dr. Van Heuten has published
articles on LinguaFolio:
“The Current and Potential Impact of the European
Language Portfolio on Language Learning in the United
States”, author, ADFL Bulletin (Association of Departments
of Foreign Languages), winter 2008.
“NCSSFL’s LinguaFolio Project”, author, Dimension 2007,
Southeast Conference on Language Teaching, 2007.
“Turning a New light on Assessment through LinguaFolio”,
author, Learning Languages, fall 2006.
Summary/Resumo:
In this workshop I will present the basic steps for
planning through backward design, which begins
by setting learning targets. I will explain how
students can learn to provide their own evidence
of meeting these goals and self-assess to show
what they can do--easily, with help or if they need
to continue to work on the goal. Teachers will
participate by engaging in their own self-evaluating
their second language competencies and by setting
goals for their own continued learning. As a means to
show applicability in their classes, teachers will work
in groups of 2 or 3 to:
See you again
in July, 2013!
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WORKSHOPS
WORKSHOPS
SEGUNDA FEIRA, 30 DE ABRIL
MONDAY, APRIL 30th
28
USING NURSERY RHYMES TO HELP BILINGUAL
STUDENTS DEVELOP PHONOLOGICAL AND
PHONEMIC AWARENESS
Speaker(s)/Palestrante(s):
Vanessa Corredato
Vanessa is an educator, specialist in the English language. She
has been working with bilingualism for 7 years.
Summary/Resumo:
This presentation proposes the teaching of nursery rhymes
and suggests ways they can be used in the classroom to help
students develop essential language skills as phonological
awareness. It explores different types of phonological
awareness, including phonemic, rhyme, syllable, word and
sentence awareness, highlighting their applications and
implications for literacy.
29
POSITIVE GUIDANCE: BEING CONSISTENT IN
GUIDING PRESCHOOLERS AND MEASURING
LANGUAGE SKILLS IN BRAZILIAN CONTEXTS OF
LINGUISTIC MAJORITIES
Speaker(s)/Palestrante(s):
Ana Claudia Silva
Ana is a post graduate student at Instituto Singularidades and
an Early Childhood Educator graduated with honours from
Seneca Colleg. She has a Bachelor in Language (UnB)
Summary/Resumo:
According to the criterion-referenced assessment Brigance, also
designed to assess speech and language skills, 3-4 year olds
are expected to answer open-ended questions such as who,
and where questions and to ask how, and when questions.
Can educators use this developmental record tool in Brazilian
immersion early learning programs?
30
OS JOGOS DE MÃO COMO SUPORTE DE
ATIVIDADES MUSICAIS
Speaker(s)/Palestrante(s):
1. Débora Affonso
Débora é mestranda em Musicologia pela USP, exerce
pesquisa em educação bilíngue desde 2007. Atua como
music teacher do Preschool e Elementary.
Bacharelada em Piano Erudito e Licenciada em
Educação Artística com Habilitação em Música,
2. Ana Elisa Medeiros
Ana Elisa é professora de Musicalização Infantil desde
1990.
Summary/Resumo:
Trabalhando um repertório bilíngue de brincadeiras
cantadas e jogos de mãos, apresentamos aos professores
polivalentes e/ ou especialistas, possibilidades de
acrescentar ao trabalho com a linguagem, estímulos ao
desenvolvimento da coordenação motora e lateralidade
desde a Educação Infantil ao Ensino Fundamental I.
31
QUEM CONTA UM CONTO ESCREVE
UM TANTO: REFLEXÕES SOBRE O PROCESSO
DE LEITURA-ESCRITA EM UMA SEGUNDA LÍNGUA
Speaker(s)/Palestrante(s)
1. Antonieta Heyden Megale
Antonieta é mestranda em linguística aplicada
na PUC-SP, membro do GEEB e Biligualism Sig, e
coordenadora de inglês do Bialik.
2. Ivy Ribeiro Bento Moreira
Ivy é pedagoga pela USP e atualmente trabalha com
Ed. Infantil e FI no Colégio Bialik.
Summary/Resumo
A partir de uma atividade social de contação de
história dos alunos do 2º ano, analisaremos produções
escritas realizadas ao longo desse processo a fim de
discutirmos como os alunos desenvolveram estratégias
28 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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e competências para transferir os conhecimentos adquiridos
com a experiência de alfabetização na primeira língua para
a segunda.
32
PRESCHOOL ROUND TABLE
PLAY’S THE THING; DEVELOPMENTAL
ACCOMPLISHMENT WITH OUR YOUNG LEARNERS
(English com tradução simultânea)
Speakers/Palestrantes
1. Dr. Elena Bodrova
2. Georgia Heard
Mediator: Dra. Cristina Banfi
33
TEACHING IN IMMERSION PROGRAMS:
WHAT DO TEACHERS NEED TO KNOW AND BE
ABLE TO DO?
Speaker(s)/Palestrante(s):
Dr. Myriam Met
Dr. Met is currently an independent consultant, having recently
retired from the University of Maryland where she was Acting
Director, Deputy Director, and a Senior Research Associate at
the National Foreign Language Center (NFLC). Dr. Met’s work
focuses on strategic support for K-12 programs for content–
based instruction, foreign language learners and for
students learning English. Her previous positions include
supervisor of foreign language programs, English for
Speakers of Other Languages, and bilingual education
for major urban and suburban school districts, including
responsibility for designing, implementing, and
supervising a variety of immersion program models. She
has provided consultant services to school districts, state
departments and ministries of education, universities,
professional associations and private agencies
throughout the United States, as well as in Europe,
Asia, South America, and Canada. She has published
extensively in books and refereed journals on topics
related to bilingual and immersion education, and foreign
language. Dr. Met has received major national awards
including a Pioneer in Bilingual Education Award from the
National Association for Bilingual Education, the Robert
Mead Leadership Award from the American Association
of Teachers of Spanish and Portuguese, and the Palmes
Academiques from the Government of France.
Summary/Resumo:
This session will provide insights into the strategies
used by highly effective immersion teachers, with particular focus on how to make content accessible
while simultaneously ensuring language growth. Video
vignettes of immersion teachers offer opportunities to
see many of the strategies in action.
This presentation is sponsored by /
é patrocinado por:
34
EFFECTIVE VYGOTSKYAN PLAY:
HOW TO LEAD YOUNG LEARNERS IN THEIR
LEARNING ACTIVITIES
Speaker(s)/Palestrante(s):
Dr. Elena Bodrova
Dra. Elena Bodrova is a Principal Researcher at Mid-continent
Research for Education and Learning (McREL) and a Research
Fellow at the National Institute for Early Education Research
(NIEER). Prior to joining McREL, she was a visiting professor
of educational psychology at the Metropolitan State College
of Denver, USA. Her work on applying Lev Vygotsky’s theory
to education started in Russia, where she worked at the
Institute for Preschool Education. In collaboration with Dr.
Deborah Leong, Dr. Bodrova has developed Tools of the Mind,
a curriculum for preschool and kindergarten-aged children
that promotes school readiness by helping children become
self-regulated learners. The effects of Tools of the Mind on brain
development were documented by leading neuroscientists and
reported in an article in Science magazine. Dr. Bodrova is the
author of multiple articles and book chapters on the subjects of
early literacy, self-regulation, play, and assessment. She is a coauthor of Tools of the Mind: The Vygotskian Approach to Early
Childhood Education; Basics of Assessment: A Primer for Early
We will be at BIC – Brazilian Immersion Conference!!!
As the International Division of SCHOLASTIC Inc. continues
to meet the educational needs of children around the world,
it is a pleasure to inform you that SCHOLASTIC will be
present at the ‘ground-breaking’ BIC – Brazilian Immersion
Conference.
You are more than welcome to visit the SCHOLASTIC stand
and browse through our materials.
IMPORTANT: The first 50 teachers who return the
SCHOLASTIC teacher’s form - which is inside the conference
folder - TOTALLY filled in at our stand, will get a SCHOLASTIC
surprise gift!
Good luck and I’ll see there!
Helena Theodoro
Scholastic International Sales Representative - Brazil
Office 55 11 3439 9873 / Mobile 55 11 7757 8538
[email protected]
www.scholastic.com/elt
BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS 29
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WORKSHOPS
WORKSHOPS
SEGUNDA FEIRA, 30 DE ABRIL
MONDAY, APRIL 30th
Childhood Educators; and For the Love of Words: Vocabulary
Instruction that Works.
Summary/Resumo:
This session will focus on the perceived dichotomy between
teaching foundational skills and valuing make-believe play in
the early childhood classroom. Presenter will demonstrate how
teachers can promote many competencies essential for school
readiness and children’s successful functioning in school by
scaffolding mature make-believe play.
This presentation is sponsored by / é patrocinado por:
35
HOW DO TECHNOLOGY, LITERATURE AND
TRANSLATIONS ENHANCE THE UNDERSTANDING
OF VALUES IN NA IMMERSION EDUCATIONAL SETTING?
Speaker(s)/Palestrante(s):
1. Dr. Oscar Martinez-Alaniz
Dr. Martinez-Alaniz holds an MEd and PhD Universidad
Autonoma de Guadalajara; BA (Early Childhood/Elementary/
With the arrival of major
international events in
Brazil, people working in
the tourism and
entertainment industry
must master basic
vocabulary and practical
language chunks to
enable them to interact
with travelers.
Sp.Ed) Normal de San Juan; International Teaching Foreign
Language Certification Massachusetts University; Writing
Certification University of Houston, Clear Lake; Religion and
Philosophy Studies Certification
2. Marcela Luna Díaz
Marcela holds a Bachelor’s degree in Teaching EFL from
the Universidad de Guadalajara and a Master’s degree in
Translation from Universidad Autónoma de Guadalajara.
She started teaching at a young age, she has 7 years of
professional experience working in different educational
levels, from Kinder-garden and Elementary School children
to teenagers, young adults and adults. She’s now teaching
high school, and university students in both public and
private areas.
Summary/Resumo:
WI.RE technique is an educational tool to help; first students
to get in contact with words, ideas, grammar structure,
vocabulary, language(s) imagination and writing styles, and
second helps teachers to explore learners writing pieces and
getting engage in an educational supporting process of helping
students to improve their language knowledge
36
DIFERENCIAÇÃO PEDAGÓGICA:
DIFERENCIANDO A INSTRUÇÃO PARA
O SUCESSO DE TODOS-IMPERATIVO NA
EDUCAÇÃO POR IMERSÃO NA ESCOLA
BILÍNGUE
Speaker(s)/Palestrante(s):
Marta da Silva
Marta é mestre em Educação Internacional pela
Universidade da Philadelphia. Trabalha na Pan
American Christian Academy (PACA)
segmento
) que lhes
interação
é um material
R$42
Encounters is an accessible and pleasant
course book which makes learning easy
and builds confidence so that learners
can use English effectively!
Atendimento ao Professor:
São Paulo/Capital: 11 4613 2278
Demais localidades: 0800 168877
Fax: 11 4612 6098
Website: www.macmillan.com.br
E-mail: [email protected]
Summary/Resumo:
Se os alunos não aprendem do jeito que eu ensino,
então eu ensino do jeito que ele aprende. Novas
maneiras de aprender requerem novos maneiras de
ensino. O workshop tem como objetivo refletir sobre
essas novas maneiras de aprender.
37
DIGITAL PATHWAYS TO ENHANCING
LANGUAGE ACQUISITION AND
MOTIVATING DIGITAL CITIZENS
Speaker(s)/Palestrante(s):
1. Sherina Isolica
Sherina, ESL teacher and completing her degree
pedagogy. She has worked in Bilingual schools for
eight years at elementary level.
2. Maxine Rendtorff
Maxine graduated in Psychology and English at
Exeter University and worked in English immersion
environments for eight years at elementary level.
Summary/Resumo
The purpose of this workshop is to share strategies
30 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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and ideas on how to bring blogs and Shutterfly sites into the
classroom in order to offer the educator an additional tool to
engage students and enhance their learning as they develop
communication, critical thinking, creativity and collaboration.
38
MAKING THINKING VISIBLE
IN OUR CLASSROOM
Speaker(s)/Palestrante(s):
Vanessa Schachter
IB-PYP Coordinator at Escola Beit Yaacov, current student
at WIDE WORLD at Harvard Graduate School of Education,
attended several IB-PYP workshops; Bachelors in Arts, Education.
Summary/Resumo:
The workshop will focus on how to make thinking alive and
visible in the classroom through thinking routines, habits of mind
and creating a culture of thinking in the classroom. Through
thinking routines, teachers are able to work with language and
through language, as students inquire about their thinking and
language skills.
39
UTILIZANDO RUBRICAS NO
CONTEXTO DE UMA ESCOLA BILÍNGUE
40
A LITERATURA COMO RECURSO FACILITADOR
DO PROCESSO DE
ENSINO-APRENDIZAGEM BILÍNGUE: HISTÓRIAS,
RECURSOS E TÉCNICAS
Speaker(s)/Palestrante(s):
Larissa Fonseca
Pedagoga graduada pela USP, pós-graduada em Educação
Infantil e Psicopedagogia, Psicomotricista em formação,
especialista em Comportamento e Desenvolvimento Infantil
no Universo do Brincar pelo centro de estudos filosóficos
Palas Athena, em Psicanálise e Educação pelo Instituto
de Psicologia da USP. Há 14 anos na área de educação,
atualmente atua com assessora pedagógica em Instituições
de Ensino Infantil, Fundamental e Bilíngues.
Summary/Resumo:
Durante a apresentação, a partir de reflexão teórica e dicas
práticas, serão abordados tópicos referentes a Literatura
infantil e suas origens, modalidades de textos infantis, fases
do desenvolvimento da criança, incentivo a uma nova
conduta diante da leitura na escola Bilíngue, histórias para
crianças, materiais e técnicas de apoio.
Speaker(s)/Palestrante(s):
Vanessa de Lima
Professora da Escola das Nações e das
Faculdades ICESP-PROMOVE. É especialista
em Supervisão Escolar (CEP/Ex) e mestre em
Educação (UCB).
Summary/Resumo:
Considerando o ensino/aprendizagem em
turmas de Inglês como segunda língua
num contexto de escola bilíngüe, essa
apresentação tem como objetivo discutir
como utilizar rubrica na sala de aula para
fornecer aos alunos ferramentas que eles
necessitam para serem bem sucedidos no
processo de aquisição da segunda língua.
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WORKSHOPS
WORKSHOPS
TERÇA FEIRA, 01 DE MAIO
TUESDAY, MAY 1st
41
WHERE’S THE EVIDENCE? STEPPING
UP TO LANGUAGE ASSESSMENT
Speaker(s)/Palestrante(s):
Dr. Margo Gottlieb
Margo holds a Ph.D. in Public Policy Analysis, Evaluation
Research and Program Design, an M.A. in Applied Linguistics,
and a B.A. in the teaching of Spanish. Margo began her career
as a bilingual teacher and facilitator. Currently, the Lead
Developer for the Wisconsin Center for Education Research,
University of Wisconsin, Madison, and Director, Assessment and
Evaluation, for the Illinois Resource Center, Arlington Heights,
Margo is always aware of her pedagogical roots as she applies
principles of language teaching to assessment practices. Margo
has also written extensively about instructional assessment
and its contribution to local accountability. She has published
Professional Development Kit (2008), the ELL Assessment Kit
(2007), and has been a contributing author to a comprehensive
K-5 ESL program (2010). Margo’s latest books are Common
Language Assessment for English Learners (2011, Solution
Tree), Using the TESOL English Language Proficiency Standards
in PreK-12 Classrooms (with A. Katz & G. Ernst-Slavit, 2009,
TESOL), Assessment and Accountability in Language Education
Programs: A Guide for Administrators and Teachers (with
D. Nguyen, 2007, Caslon Publishing), and Assessing English
Language Learners: Bridges from Language Proficiency to
Academic Achievement (2006, Corwin Press).
Summary/Resumo:
How do we know that language learning is occurring?
Through a step-by-step assessment process, we will
gather evidence of students’ progress in their language
development to better make instructional decisions.
This presentation is sponsored by / é patrocinada por:
42
WHAT DOES AN IMMERSION PROGRAMME
REQUIRE TO HELP YOUNG LEARNERS
TO READ IN ENGLISH EFFECTIVELY?
Speaker(s)/Palestrante(s):
1. Mónica Eberle
Mónica is a 15-year-experienced kindergarten teacher, at
present working as a Kindergarten Head and as
Primary Teacher Assistant at bilingual schools.
2. Viviana López Larretchart
Viviana is graduate teacher of English, Junior Head
at a bilingual school. At present working on the
impact of synthetic phonics.
Summary/Resumo:
Catering for the needs of learners who are beginning
to read in both, their mother tongue and a FL, has
always been a great concern in our bilingual school.
The aim of our presentation is to share the Early
Reading Programme we have designed and its
implementation in the classroom.
43
TOOLS FOR INTEGRATING
INFORMATION SKILLS
Speaker(s)/Palestrante(s):
Katharina Berg
Ms. Berg, a media specialist, consultant to primary
and secondary schools, specializes in the paradigm
shift in libraries
Summary/Resumo:
The integration of information and knowledge skills
into the curriculum is a challenge faced by educators
worldwide. Using graphs to plan and integrate these
skills into the daily routines of the K- 12 classroom will
support the library media specialist and the teacher
in furthering Information Literacy.
32 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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44
LANGUAGING THROUGH THINK-ALOUDS
AND THEIR OBSERVATIONS: AN ACTION
RESEARCH PROJECT
Speaker(s)/Palestrante(s):
Kristina Speakes
MA-ESL, currently a grade 3 immersion teacher, Kristina has
been working with SLA teaching and research for nearly 20
years.
Summary/Resumo:
This presentation will discuss the results of an action research
project in which recordings made at various moments in
reading lessons, including during the performance of thinkalouds, were used in order to improve the acquisition of reading
skills, encourage languaging, and increase the quality and
quantity of pushed output.
45
WHAT’S APP WITH THAT? USING IPAD
APPS TO ASSESS AND SUPPORT
LANGUAGE & LITERACY INSTRUCTION Speaker(s)/Palestrante(s)
Keren Soriano
Keren Soriano is an educational psychologist and
director of the Optimal Learning Center at Graded School
in São Paulo. In the US, she worked for Head Start as
Disabilities Coordinator and Family Services Coordinator.
Her focus is on Accessible Technologies, Universal Design
for Learning and Emergent Literacy.
Summary/Resumo:
Participants will learn about new technology tools such as
Universal Design for Learning (UDL) literacy software and the
multitude of ipad apps that are available to support students
with special needs.
46
PLANNING BACKWARDS, MOVING
FORWARD: BACKWARD DESIGN IN THE
IMMERSION CLASSROOM
Speaker(s)/Palestrante(s):
Maria Teresa de la Torre Aranda
Maria Teresa, MA in Teaching, SIT- Vermont, is an English
Language Coordinator at Escola Beit Yaacov, São Paulo.
Summary/Resumo:
This workshop will explore the principles and applications of
backward design. Using Wiggins and McThige’s template of
design questions, participants will have the opportunity to
map out a sample lesson or unit, from setting desired goals to
outlining assessment evidence and learning activities that are
aligned with the intended outcomes.
This workshop is linked together with nº 26.
47
IMERSÃO E BILINGUISMO: O DESAFIO DA
JUNÇÃO DE DUAS CORRENTES TEÓRICAS
PARA APERFEIÇOAR O APRENDIZADO DE UMA
SEGUNDA LÍNGUA
Speaker(s)/Palestrante(s):
Juliana Oliveira
Juliana é graduada e mestre em LA pela Universidade
Estadual de Campinas (UNICAMP) (2009). É professora de
Inglês desde 1998 e desde o inicio de 2010 é coordenadora
pedagógica bilíngue no Colégio AZ Bilíngue.
Summary/Resumo:
Esta apresentação tem objetivo de retomar a teoria de
aprendizagem de Vygotsky com os estudos dialógicos
de Mikail Bakthin, fazendo uma junção entre essas duas
correntes teóricas que possibilite ao docente uma reflexão
sobre sua prática em salas de aulas bilíngües, sendo essa
pautadas no uso real e concreto da segunda língua.
48
DOCUMENTAÇÃO PEDAGÓGICA,
NARRATIVA E AVALIAÇÃO
Speaker(s)/Palestrante(s):
1. Cristiana Tolosa Pontes
Cristiana é pedagoga pós-graduada em psicomotricidade
e coordenadora pedagógica da educação Infantil da Esfera,
Escola Internacional.
2. Andrea Pires
Andrea é pedagoga com pós-graduação em Educação
Infantil. Trabalha na ESFERA desde 2005 com crianças de
Educação Infantil.
Summary/Resumo:
Aprender a observar e interpretar as ações, os
pensamentos e a lógica investigativa de nossos alunos
nos ajuda a compreender os processos que eles
escolhem para desenvolver relacionamentos e adquirir
novos conhecimentos. Demonstraremos estratégias de
documentação que levam participantes do processo
educacional a obter dados para uma avaliação significativa.
Nos vemos em
Julho de 2013!
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NOTES
34 BIC - BRAZILIAN IMMERSION CONFERENCE FOR EDUCATORS
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