Camino La Posada 13251, Las Condes, Chile

Registro:Si no cuenta con RUT o DNI puede colocar su número de pasaporte.If you don’t have RUT, please enter your passport number. Evento liberado con cupos limitados. BIOs:﻿Kim McDonoughTitle: Using Prewriting Discussion Tasks in L2 ClassroomsAbstract: This talk explores the contribution of prewriting discussion tasks to second language (L2) students’ writing development. The findings of research studies carried out in integrated-skills EFL classes, English for academic purposes classes, and French L2 classrooms are presented to highlight key issues in the design and implementation of prewriting discussion tasks.Bio: Kim McDonough is a Professor of Applied Linguistics in the Department of Education at Concordia University. Her primary research goal is to identify how interaction promotes second language learning in both laboratory and classroom settings. Her current research projects are investigating linguistic and reverse linguistic stereotyping, visual cues during communication breakdowns, and interlocutor perceptions.&nbsp;Susan BallingerTitle: Peer Interaction Strategies for Second Language LearningAbstract: In this talk, I will present research that has examined the usefulness of peer interaction strategies for second language practice and learning. In particular, I will take a more in-depth look at two studies in primary-school, French immersion classrooms, where researchers and teachers collaborated to develop and deliver peer strategy instruction.Bio: Susan Ballinger is an Associate Professor in the Department of Integrated Studies in Education at McGill University. She is a specialist in bilingual education, and her recent research has examined French immersion teacher education, peer language use in immersion classrooms, and the instruction of reciprocal strategies for peer language learning.&nbsp;Masatoshi Sato&nbsp;Title: Why Don’t They Collaborate?! The Potential of Psychological InterventionsAbstract: In this talk, I will address the realities of task-based activities in the classroom. Although TBLT research has shown the effectiveness of tasks, teachers report frustrating experiences when implementing a task. I will explore psychological and social aspects of TBLT and propose some psychological interventions that may help students benefit from tasks more.Bio: Masatoshi Sato is a Professor at Universidad Andrés Bello, Chile. His research agenda is to conduct theoretical and applied research in order to facilitate the dialogue between practitioners and researchers. He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award. He is currently the Editor of Language Awareness.

5th Second Language Teaching Symposium: Peer Collaboration and Second Language Learning

UNAB 

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