Table with title topicdescription with emails v f (6)

ECIS PRE-CONFERENCE DAY
MODERN FOREIGN LANGUAGES

Presente Email Title Topic Area Description (60 words) Main Language Audience
r Objective targeted

Andrea wagner@isded The use of easy Participants All grades 1 - 12
NEW EASY A new concept
Maria u.de readers in a combining the first will see languages
READERS FOR
Wagner, beginner's class reading of a longer text examples of ,
TEENAGERS
ECIS (LANGUAGES in the foreign language texts that can examples
Chair of PROPHICIENCY for beginners’ levels be used in given for
LEVEL with information about basic classes
the the cultural environment already in German
Foreign and geographical
order to
Languag regions will be
es introduced. Four new support the
readers for German as a students
Committ
Foreign Language will learning a
ee be presented. foreign
language
(German) to
start reading
texts in the
target
language


Victor vgonzalez@is Digital The use of The learning To show All grades 1-12
bremen.de
Gonza comics for digital potential of teachers languag
lez, language comics in digital comics is the es
learning the a great source to creative
language engage students power of
class in learning the digital
language. Online comics
comic creators through
are free to be various
used in the activities
classroom. with
Creating stories examples
or graphic novels, created by
planning a students at
storyline, the
developing Internatio
characters, nal school
shaping of
backgrounds and Bremen.
working with
dialogues
strength
motivation and
the emotional
connection
between the user
and the
characters.


Ania aprawdzik@ais LOL! Using The use of Our students are Participants All Primary, Middle and
b.hu smartphones in smartphones obsessed with mobiles will learn how languages High School
Prawdzi the Foreign and iPod’s in a and great majority of to use examples
k- Language Foreign them always have one smartphones from
Domazet classroom Language on them. Being an avid (or iPods) in French
classroom iPhone user myself, and their
and
a Foreign Language classroom and
Spanish
teacher, I looked for with their
ways to engage my students, to
students with French or help the latter
Spanish by blending become more
into their life style, thus engaged with
by using their favorite the target
toy: the smartphone. .. language.


Ania aprawdzik@ais Breaking the Social networks Facebook has become Participants All Middle and High
b.hu taboo: how to and their place our students’ preferred will learn how languages School (as well as for
Prawdzi safely use in the Foreign virtual social network. to use examples primary students if you
k- Facebook in a Language They use it to Facebook from want to use
Domazet Foreign classroom. communicate with each with their French Edmodo.com).
other via messages, classroom in
Language class and
posts and chats, to share order to help
Spanish.
files with each other them become
such as songs, photos, more engaged
videos, and documents, with the target
and to make new language.
friends. And so how can
we, Foreign Language
teachers, i.e.
communication
teachers, ignore and
often condemn such a
fantastic community
building every day tool
that’s already embedded
in our students’ lives? In
this presentation, I will
share ways to break the
taboo and use Facebook
to our advantage, i.e. to
promote the learning of
the target languages we
teach in an authentic yet
safe and secure way.

cfogiel@vis.ac. The use of How to use Throughout secondary Examination English- Secondary school-
at images in allimages to school, how to scaffold of concrete so for all
Caroline the programs enhance students learning and scenario- languages
of the IB- communication the required skills to participants
Fogiel avantages and within the IB develop the use of will have the
framework and images throughout opportunity to
challenges
requirements. secondary school. discuss
Strategies will be challenges
presented to enhance and to find
methodology and solutions that
language development. work for their
Will look at concrete individual
examples for different cases.
levels of the IB program
,to examine how we
structure teaching and
learning. Constant
interaction with the
audience to tackle
challenges and clarify
concrete questions. Will
also link the new criteria
referring to visual
literacy in the new MYP
program.

christian.hoffm Producing a Using a video A few short sequences To be able to Adaptable
ann@the-fis.de video in a few camera, will be recorded with a teach their to any
Christian easy steps windows movie video camera and students how MFL. Teachers of secondary
maker and uploaded to a computer. to produce a school
Hoffman audacity to It will be demonstrated film.
n- produce a film; how this raw material
Pickenha instructions can be converted into a
hn how to teach film, how it can be
students use the manipulated, how sound
technology and sub-titles can be
added.


Dorsaf dkouki@acst.ne Foreign The PPt presentation I will invite My All school, with
t language and audience the audience presentati examples and case
KOUKI How does learning. participation (pair to explore on can be studies for all levels,
experiential thinking /sharing, group how in French, although there will be
learning based exchanges of experiential English or a special focus on
on authentic experiences and learning secondary school
Arabic
tasks in the discussion) will evolve through levels.
according
around the following authentic
host country to your
essential questions: cultural
community choice,
experiences
boost the but
- How to use effectively and
language the school environment community examples
learning for experiential learning service and case
process, and opportunities? projects can studies
make of the enhance the will target
students life- - How to develop students’ both
long authentic language language French
communicators? learning tools and acquisition and
strategies? and progress, Arabic as
and how it I teach
- How can experiential can serve as a
both
learning and authentic springboard,
languages
experiences in the host through
country community and integration, .
environment make of for the
the student a life-long students’ Yet, the
communicator. experiential presentati
learning in on can
various apply to
curricular any
areas, language
including experienti
environmental al
studies, the learning
arts, social context in
studies, etc. internatio
nal
The objective
schools.
is to share
how we can
use the school
host country
as a tool for
experiential
authentic
learning that
will enhance
the students’
language
competence,
knowledge
development
and skills for
life.

We will
hopefully
come to a
common


Véroniq vprat@sek.es IDC ( Foreign This workshop will I think it will All the The targeted audience
ue Intelligent Languages: show participants how be interesting document is teachers of all levels,
French in IDC. to design units in a
digital class) to see the s included all subjects, all grades.
: PRAT digital way; in our case, structure of a in the The unit and
A new way of French units. The focus unit and all units are documents I’ll show
learning: will be on creating the different are for pupils of 12
in French
French on attractive and relevant resources we years old.
because
documents that the can use to
board! it’s the
students can read, make it more
language
complete, watch or hear attractive to
again at home –or our pupils. the pupils
wherever they want- are
every time they need to. It is important learning
for me to but for
We will also show the show that this the
different ways we use to way of presentati
evaluate the progress of teaching on we
our pupils. allows us to could also
adapt use
This new way of ourselves to English
teaching allows us to the different
and
take in account different ways of
Spanish.
levels of knowledge and learning and
different ways of allows
learning. students to
learn at their
own pace.

The unit isn’t
something
closed that
only the
teacher made.
It’s something
alive that can
change
depending on
the necessities
of the class or
of a unique
child.

Pupils’
participation
is also
required in
several ways
and can be
shown, shared
and discussed
(Oral
Interactions,
Brainstorming
results,
Drawings...).

One of the
main
advantage of


Liliana lbodenmann@s Designing a A progressive Aims, objectives and A significant This Secondary school
BODEN t-georges.ch, French as a bilingualism content of a French as a number of experienc language teachers
MANN & mguyot@st- Second approach when Second Language three students in e carried
Myriam georges.ch Language designing a year course designed for international out in
GUYOT Curriculum for curriculum for non First Language schools are French
students French students in an not
students 12- could be
working international categorized as
14years old in applied to
beyond French environment. Within a bilinguals but
an any other
as a Foreign progressive bilingual have reached
international language
Language strategy, a pedagogical an
school. experience carried out at independent
St. George’s School in proficiency in
Concevoir un Switzerland for students one or more
curriculum who follow a curriculum basic
Français taught in English but language
Langue who can be taught academic
Seconde FLS beyond the French as a abilities
pour des Foreign Language (listening,
élèves de 12 à traditional scheme. speaking
14 ans dans reading
une école writing) in a
internationale language
taught either
as a Foreign
Language or
as a First
Language at
their schools.

Our
experience
will invite
teachers to
open further
possibilities
for curriculum
development
in languages
taught at a
level between
First and
Foreign
Language.

: Literature in Reading books Sometimes reading The method I Any, evenSecondary school-
l.lanis@isfitaly. foreign in a foreign classic books is hard for would like to if the Level B2-C1
Linda org languages: language- students, especially if propose samples I
how to Motivation they are not used to it. worked really would
Lanis motivate In this presentation, I well with my like to
would like to propose an students. I
students. show was
active approach to hope to give
done in
reading classic literature an idea for a
Italian
in the target language in different
order to motivate approach in
students. reading
classical
This session will books in the
explore and show a target
practical work in an language.
Italian class, based on
“Sessanta racconti” by
Dino Buzzati. An
overview of different
approaches to reading
short stories, applicable
to long chapters as well
and suitable
for students at B2–C1 le
vel (Upper-
intermediate–
Advanced).


Marcela mguarnizocaro Social and Language and The aim of the They will Mainly Teachers of secondary
@yahoo.es political Issues: politics conference is to share have ideas Spanish school, IMYC
Guarnizo A useful and experiences of the about varying but it teachers.
Caro motivating tool classroom when their teaching applies to
to expand the teaching Spanish using context, by other
political, social and linking it to
context in foreign
historical issues. It everyday
which the languages
connects the students situations
teaching of .
with reality, gives them through the
foreign
the opportunity to be world. The
languages aware of the difficult IMYC foreign
takes place. situation that human language
beings face every day, teachers could
and motivates them to apply these
look for their own ideas to the
solutions. different units

Marie- mmatoussi@ac Technology for How to I would like my The French, High school French
Claude st.net French learners implement the workshop to be a forum presentations Teachers.
to engage in IB French B where teachers can that I have
MATOUS creative (HL) program share ideas. At the enjoyed the
SI writing, using through the beginning of the most as a
creation an e- presentation, I will participant are
Moodle as a
magazine using explain the process the one that
tool in
Moodle. showing the different allowed me to
producing an E-
steps in creating an e- share, left me
magazine.
magazine. I will use thinking and
writing samples to offered
explain the kind of concrete
difficulties I solutions to
encountered, and the the issues I
solutions I found. I will encounter in
end the presentation by my daily
asking participants what teaching.
they might consider
implementing their own
classroom.


Paco francisco.lara@ Capoeira: Language / The main point of this We will All Primary and Secondary
if-koeln.de Language, Sport workshop is to present reflect with alllanguages
Lara Sport and what is Capoeira and to teachers on
Gonzále Culture teach the basic the
z movements of this importance of
Brazilian art form which action and
combines fight, dance, movement in
rhythm and movement. the learning of
At the same time, the languages and
movement will become how the
a real and movement
communicative situation can be a
to learn and practice wonderful and
languages. significant
situation in
the learning of
any language.

Patricia De la poutine French This session proposes Teacher will French For secondary but
Anne au gumbo: a Canadian and culturally relevant have the can be adapted to
collection of Acadian listening, speaking, opportunity to Middle school and
Bourdon- legends and culture add to their Elementary school
MacMilla songs from reading, and writing knowledge of
n exercises from Quebec Francophone
Quebec and
and Louisiana. Come cultures.
Louisiana.
and They will also
benefit from
discover stories, songs, acquiring new
historical facts and classroom
cultural tidbits about material.
Quebec

and Louisiana to
complement any French
lesson.


Patricia pstuessy@vis.a Teaching Communicative I will present strategies The The Secondary language
Ghivarell c.at communicative oral practices that can be taught to FL participants presentati teachers.
o strategies, with a focus on students so they can will receive on can be
which help grammar work more effectively examples of in English
Stuessy students to during pair or small strategies that or
group oral practices. their students
focus on Spanish,
Oral exercises are useful can use during
grammar with
as practice to develop communicativ
during pair oral examples
fluency and to practice e practices.
practices and to in Spanish
newly learned structures They will get
keep a good and expressions. Duringsome and
conversation these exercises students references to English.
going. can also learn grammar useful reading Audio
from each other. As about this samples
they focus on their topic and will only
partner’s speech and guidance on be in
utterances, they can how to Spanish.
correct each other using introduce
some specific strategies. these
Empowering the strategies in
students with strategies their FL
allow for a more student classes.
centred lesson.
Main
objective: to
realize that
oral work is
also important
to learn new
language
structure


Tony rmuenger@rose Blended Effectively The International SchoolGive guidance All Primary and Secondary
ttastone.com Learning: How adopting a of Prague has recently on best modern School teachers
Mobbs technology blended implemented Rosetta practice in a Foreign
helps teachers learning Stone in a blended blended Language Heads of MFL
streamline approach in the environment to free up learning s taught
language time for MFL teachers environment
their focus and in the
classroom to focus on individual
enhance results classroom
students’ needs but also Highlight
environm
complement classroom value of
A case study, ent
teaching methods. digital
International Case Study:
learning when (English,
School of How Rosetta complemente French,
Prague Stone helps d with German,
language Digital learning enables classroom Spanish)
teachers at the teachers to divide the teaching
International class and work with methods
School of smaller groups of
Prague to focus students on individual
on individual topics, for example
tuition and grammatical issues not
hence covered in Rosetta
strengthen Stone. In addition, the
students’ program focuses on
results. speaking and
pronunciation and
continuously compares
the student’s voice to
that of a native speaker
which helps increase
students’ confidence to
speak in the classroom.


Marcus marcus@drago Bringing Encouraging The presentation will We will Mandarin European Primary &
nsineurope.com Mandarin young cover: inspire the Chinese – Secondary schools
Reoch Chinese to yourEuropeans to teachers (and teaching
school (A start learning Introduction to Dragon schools) to in English,
Teachers tale) Mandarin in Europe start French,
Chinese at introducing
German,
school and in Introduction to Mandarin
and
the home place. Mandarin Chinese Chinese as
Spanish
part of the
Presentation of our schools
languages
current products; they offer to
textbooks, workbooks, their students.
online games, online We will
homework for the present tools
students, teacher zones, and resources
etc. to enable the
teaching of
Show how we enable the language
children to enjoy and culture in
learning about Mandarin European
Chinese language and schools. This
culture. workshop will
be beneficial
to English
speaking
schools – but
also those that
have Spanish,
French, and
German as a
first language.


José mdavis@isbre Spanish Storytelling: a STORYTELLING can Use stories to Spanish, Primary school and
Cáceres men.de effective way tobe a wonderful way to teach a English. secondary school
teach teach a language or language
subject. New Bibliography
technologies are very to use in a
good to learn, but we classroom
must not forget our
voice or body language.
It is an incredible way to
motivate children and a
great way to learn.

Satoko endo- Introduction to This mini- This presentation is for To raise Japanese Teachers who have
Endo- crum@isdedu.d Japanese workshop is for the participants who awareness of Japanese students in
Crum e the participants have never been lingustic class
who have never exposed to Japanese. It issues in an
been exposed towill focus on the international
Japanese. It linguistic features of classroom
will focus on Japanese in comparison
the linguistic with English.
features of
Japanese in
comparison
with English.
The aim of this
presentation is
twofold: The
participants
will be able to
obtain basic
knowledge of
Japanese. They
will be also
able to identify
some
interferences
from Japanese
when Japanese
students learn a
foreign
language.


Stuart crouchs@isded Beyond books How librarians Building on traditional MFL teachers English – Senior School MFL
u.de – collaboration can work with roles of MFL Teachers will return to with teachers, Senior School
Crouch between MFL teachers of and Librarians. A their schools examples Librarians
Teachers and MFL (and vice review of work done at with practical of work in
Librarians in versa) to ISD to make links ideas German,
enhance the between the MFL regarding how
International French,
learning departments and the to work more
Schools Spanish,
process and Senior School Library, closely with
Japanese
outcomes including examples of their
and
work, platforms, and librarians,
initiatives, followed by ausing the Korean
roadmap for suggested library as a (and
future developments. platform for English
showcasing for
student work. general
informatio
n on
collaborati
Librarians on)
will have
ideas on how
to work
closely with
MFL teachers,
even if they
do not speak
the target
language, and
how to create
useful and
interactive
library
websites.


Ana anapatricia.dela INTELLIGENT The use of Bringing real life into By the end of All MFL, It is targeted to all
Patricia cruz@sek.es USE OF EPALSskype and e- the classroom is easier the session examples students 6- 18 within
pals in the MFLthan ever. How to bring they will have age range; and
de la AND SKYPE: will be
class. a list of
Cruz HOW TO the real world into the regarding level of the
connections given in
Cardoso BRING REAL classroom in real time and they will English language it is mainly
also conveys some risks. be part of a for those students from
LIFE, and
"ECIS In this workshop network to intermediate onwards (
COLLABORATI Spanish.
strategies, platforms, work with e- A2-B1 to C2)
Committ VE WORK AND
contacts will be given. pals.
ee AUTHENTICITY
In addition you will see They will also
Member" INTO THE be ready to
examples of writing,
CLASSROOM. begin to use it
listening, speaking, with no
reading and inquired difficulties at
based activities. This all.
presentation is designed
to help participants
foster global issues in
the class while creating
a collaborative cross
cultural network for
EPALS.

Cecilia cecilia.segerbje Mini- Learn Swedish Get in the shoes of the Participants English Primary and
Segerbje r@isgr.se introduction to through TPR students, when learning will learn and
r Swedish and a new language! some basic Swedish Secondary school
communicative vocabulary
"ECIS oral practices. This workshop should and phrases in
Committ raise some questions for Swedish.
the participants about
ee
foreign language
Member"
teaching and learning.

E.G. What can we learn
about student’s language
learning if we were put
in the same position?
How much Swedish can
we learn in one lesson?
Can languages build
bridges between
cultures?


Marco m.foz@st- Getting around Introduction to Learn (or refresh) the Allow people French All participants
Foz georges.lu in Nice: parlez- basic French very basics of French to to interact
vous français? words and get around in Nice and with locals English
ECIS sentences. be able to say something
Committ to locals. How to greet
ee people? How to order
Member food? How to ask for
directions? And other
situations.

Marco m.foz@st- Rendez-vous in Overview of Find out a little bit about Share English All participants
Foz georges.lu Nice: where to Nice: the city this interesting and information
go? What to and the main beautiful city on the about the city
ECIS do? spots French Riviera: places and all kinds
Committ worth a visit, things to of useful tips.
ee do and also useful tips
Member to know. We want to
make your stay even
more pleasant.

Richard richard.bourlet TOK and Modern This is a short Teachers of All
Bourlet @ecolint.ch Modern Languages and introduction for Modern languages
Languages their link to Language teachers who Languages at - this will
ECIS Theory of may be unfamiliar with IB level. be
Committ Knowledge in Theory of Knowledge. presented
ee the IB All IB students have to
in English
Member programme take the TOK course as
part of the core elements
of the IB programme.
This session will
endeavour to give a
brief introduction to the
TOK course
concentrating
specifically on
Languages and also
links to TOK which they
may then wish to
explore in their
language lessons.

Table with title topicdescription with emails v f (6)

Recommended

Recommended

More Related Content

What's hot

What's hot (12)

Viewers also liked

Viewers also liked (19)

Similar to Table with title topicdescription with emails v f (6)

Similar to Table with title topicdescription with emails v f (6) (20)

More from Víctor González

More from Víctor González (19)

Recently uploaded

Recently uploaded (20)

Table with title topicdescription with emails v f (6)