{"id":9606,"date":"2020-06-08T19:47:52","date_gmt":"2020-06-08T17:47:52","guid":{"rendered":"https:\/\/www.grupo-ebei.es\/confbe\/2020\/?page_id=9606"},"modified":"2023-10-22T19:39:06","modified_gmt":"2023-10-22T17:39:06","slug":"plenarios","status":"publish","type":"page","link":"https:\/\/grupo-ebei.com\/confbe\/2023\/plenarios\/","title":{"rendered":"Conferenciantes plenarios"},"content":{"rendered":"<section class=\"l-section wpb_row height_large color_secondary\" id=\"plenarios\"><div class=\"l-section-h i-cf\"><div class=\"g-cols vc_row type_default valign_top\"><div class=\"vc_col-sm-12 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><div id=\"ultimate-heading-926069d2721fa5dca\" class=\"uvc-heading ult-adjust-bottom-margin ultimate-heading-926069d2721fa5dca uvc-9281 \" data-hspacer=\"no_spacer\"  data-halign=\"center\" style=\"text-align:center\"><div class=\"uvc-heading-spacer no_spacer\" style=\"top\"><\/div><div class=\"uvc-main-heading ult-responsive\"  data-ultimate-target='.uvc-heading.ultimate-heading-926069d2721fa5dca h2'  data-responsive-json-new='{\"font-size\":\"\",\"line-height\":\"\"}' ><h2 style=\"font-weight:normal;color:#ffffff;\">Conferenciantes plenarios<\/h2><\/div><\/div><div class=\"w-separator size_medium\"><\/div>[vc_custom_heading text=\u00bbEl Comit\u00e9 Organizador del Congreso tiene el honor de confirmar la celebraci\u00f3n de diferentes sesiones plenarias a cargo de expertos de renombrado prestigio internacional. Las diferentes sesiones se publicar\u00e1n en la Plataforma Virtual del Congreso y estar\u00e1n disponibles para todos los participantes durante los d\u00edas de celebraci\u00f3n del Congreso.\u00bb font_container=\u00bbtag:p|text_align:justify\u00bb use_theme_fonts=\u00bbyes\u00bb css=\u00bb%7B%22default%22%3A%7B%22font-weight%22%3A%22400%22%2C%22font-size%22%3A%221rem%22%7D%7D\u00bb]<div class=\"w-separator size_small with_line width_default thick_2 style_solid color_border align_center\"><div class=\"w-separator-h\"><\/div><\/div><div class=\"w-separator size_large\"><\/div><div class=\"g-cols wpb_row  type_default valign_top gap-35 vc_inner\"><style>.g-cols.gap-35{margin:0 calc(-1.5rem - 35)}.gap-35 > .vc_column_container {padding:35}<\/style><div class=\"vc_col-sm-4 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><div class=\"w-image style_outlined align_center\"><div class=\"w-image-h\"><img width=\"600\" height=\"479\" src=\"data:image\/svg+xml,%3Csvg xmlns=%22http:\/\/www.w3.org\/2000\/svg%22 viewBox=%220 0 600 479%22%3E%3C\/svg%3E\" data-lazy-type=\"image\" data-src=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/AnthonyLiddicoat01.jpg\" class=\"lazy lazy-hidden attachment-full size-full\" alt=\"\" loading=\"lazy\" srcset=\"\" data-srcset=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/AnthonyLiddicoat01.jpg 600w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/AnthonyLiddicoat01-300x240.jpg 300w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/AnthonyLiddicoat01-200x160.jpg 200w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/AnthonyLiddicoat01-100x80.jpg 100w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/AnthonyLiddicoat01-120x96.jpg 120w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/AnthonyLiddicoat01-250x200.jpg 250w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/div><\/div><div class=\"w-separator size_small\"><\/div><div class=\"wpb_text_column\" ><div class=\"wpb_wrapper\"><h4 style=\"text-align: center;\">Anthony J. Liddicoat<\/h4>\n<\/div><\/div><div class=\"wpb_text_column\" ><div class=\"wpb_wrapper\"><\/div><\/div>[vc_custom_heading text=\u00bbUniversity of Warwick (UK)\u00bb font_container=\u00bbtag:p|text_align:center\u00bb use_theme_fonts=\u00bbyes\u00bb css=\u00bb%7B%22default%22%3A%7B%22font-weight%22%3A%22400%22%2C%22font-size%22%3A%221rem%22%7D%7D\u00bb]<div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_7\"><span class=\"w-btn-label\">Biodata<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Biodata<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p><strong>Anthony J. Liddicoat<\/strong>\u00a0is Professor in the Department of Applied Linguistics at the University of Warwick and Adjunct Professor in Justice and Society at the University of South Australia. His research interests include issues relating to the teaching and learning of intercultural capabilities in language education and language policy and planning and he has published widely in each of these areas. He is a Fellow of the UK Academy of Social Sciences and the Executive Editor of\u00a0<em>Current Issues in Language Planning\u00a0<\/em>and co-editor of the book series\u00a0<em>Language and Intercultural Communication in Education\u00a0<\/em>(Multilingual Matters).\u00a0His recent books include\u00a0<em>Teaching and learning second language pragmatics for intercultural understanding<\/em>\u00a0(2022, Routledge, with Troy McConachy),\u00a0<em>Introduction to conversation analysis\u00a0<\/em>(2021, Bloomsbury),\u00a0<em>Routledge international handbook of language education policy in Asia\u00a0<\/em>(2019, Routledge)\u00a0<em>Language policy and planning in universities: Teaching, research and administration\u00a0<\/em>(2017, Routledge).<\/p>\n<p>&nbsp;<\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_8\"><span class=\"w-btn-label\">Abstract<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Abstract<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p><strong>Title: Teaching languages from an intercultural perspective<\/strong><\/p>\n<p><strong>Abstract: <\/strong>Language education has always had as a central goal the development of learners\u2019 abilities to understand and communicate with people from other cultures. However, this aspect of teaching and learning is often under-developed. Language teaching has often been focused on language structures, together with some limited cultural content that is often not closely linked with language and communication. This presentation will argue for the inclusion of an intercultural perspective in language teaching; that is, a view of language teaching that puts the development of intercultural understanding and communication abilities at the heart of language learning. The presentation will examine what adopting an intercultural perspective might be in language education. It will consider the difference between adopting an intercultural perspective and how this differs form a focus on \u2018teaching culture\u2019 in the language classroom. It will also consider some of the ways that our understandings of core concepts such as language, culture and learning need to be become richer when teaching from an intercultural perspective and examine some principles and processes for integrating such intercultural perspective in language teaching and learning.<\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"vc_col-sm-4 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><div class=\"w-image style_outlined align_none\"><div class=\"w-image-h\"><img width=\"600\" height=\"479\" src=\"data:image\/svg+xml,%3Csvg xmlns=%22http:\/\/www.w3.org\/2000\/svg%22 viewBox=%220 0 600 479%22%3E%3C\/svg%3E\" data-lazy-type=\"image\" data-src=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/OliverMeyer01.jpg\" class=\"lazy lazy-hidden attachment-full size-full\" alt=\"\" loading=\"lazy\" srcset=\"\" data-srcset=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/OliverMeyer01.jpg 600w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/OliverMeyer01-300x240.jpg 300w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/OliverMeyer01-200x160.jpg 200w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/OliverMeyer01-100x80.jpg 100w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/OliverMeyer01-120x96.jpg 120w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/05\/OliverMeyer01-250x200.jpg 250w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/div><\/div><div class=\"w-separator size_small\"><\/div><div class=\"wpb_text_column\" ><div class=\"wpb_wrapper\"><h4 style=\"text-align: center;\">Oliver Meyer<\/h4>\n<\/div><\/div><div class=\"wpb_text_column\" ><div class=\"wpb_wrapper\"><\/div><\/div>[vc_custom_heading text=\u00bbJohannes Gutenberg-University (ALEMANIA)\u00bb font_container=\u00bbtag:p|text_align:center\u00bb use_theme_fonts=\u00bbyes\u00bb css=\u00bb%7B%22default%22%3A%7B%22font-weight%22%3A%22400%22%2C%22font-size%22%3A%221rem%22%7D%7D\u00bb]<div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_7\"><span class=\"w-btn-label\">Biodata<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Biodata<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p>Oliver Meyer is Professor for English-Didactics at the\u00a0Johannes Gutenberg-University in\u00a0Mainz. He is also a qualified teacher of Geography and EFL with several years of CLIL-teaching experience.\u00a0His research interests include foreign language learning in mono- and multilingual settings as well as the use of educational technologies to design next-generation ecologies for Deeper Learning.\u00a0Oliver has coordinated the work of the Graz Group and played a leading role in the development of the Pluriliteracies Model for Deeper Learning.<\/p>\n<p>&nbsp;<\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_8\"><span class=\"w-btn-label\">Abstract<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Abstract<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p><strong>Title: Beyond CLIL: Pluriliteracies teaching for deeper learning<\/strong><\/p>\n<p><strong>\u00a0<\/strong><strong>Abstract:\u00a0<\/strong>Pluriliteracies Teaching for Learning (PTL)\u00a0constitutes a relatively recent development in Content and Language Integrated Learning (CLIL). This approach\u00a0has been developed to provide pathways for deeper learning\u00a0across languages, disciplines and cultures by focusing on the development of disciplinary or subject specific literacies.\u00a0Deeper learning &#8211; by which we understand the successful internalization of conceptual knowledge and the automatization of subject specific procedures\/skills and strategies \u2013 is currently considered to occur only if learners are taught how to express their knowledge appropriately and in an increasingly\u00a0complex and subject adequate manner.<\/p>\n<p>In the keynote I would like to introduce the revised Pluriliteracies Model for Deeper Learning and discuss challenges of putting this approach into practice. Also, I will present empirical evidence from two intervention studies which investigated the effects of pluriliteracies-based teaching methods on the depth of learning. In both studies, the experimental groups outperformed the respective control groups (standard CLIL classrooms) in all applied measures of subject literacy (i.e., syntactical complexity, lexical complexity, fluency, conceptual depth) with effect sizes ranging from f=0.38 to f=1.45 indicating that a focus on subject literacy may promote development of academic language and deeper understanding of subject content.\u00a0<\/p>\n<p>Coyle, D., Meyer, O., Staschen-Diehlmann (2023):\u00a0<em>A deeper learning companion. Putting Pluriliteracies into Practice<\/em>. Cambridge University Press.\u00a0<\/p>\n<p>Coyle, D., Meyer, O. (2021):\u00a0<em>Beyond CLIL.\u00a0Pluriliteracies Teaching for Deeper Learning<\/em>.\u00a0Cambridge University Press.\u00a0<\/p>\n<p>&nbsp;<\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"vc_col-sm-4 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><div class=\"w-image style_outlined align_none\"><div class=\"w-image-h\"><img width=\"600\" height=\"479\" src=\"data:image\/svg+xml,%3Csvg xmlns=%22http:\/\/www.w3.org\/2000\/svg%22 viewBox=%220 0 600 479%22%3E%3C\/svg%3E\" data-lazy-type=\"image\" data-src=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2022\/06\/DoCoyl-600-479e.jpg\" class=\"lazy lazy-hidden attachment-full size-full\" alt=\"\" loading=\"lazy\" srcset=\"\" data-srcset=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2022\/06\/DoCoyl-600-479e.jpg 600w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2022\/06\/DoCoyl-600-479e-300x240.jpg 300w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2022\/06\/DoCoyl-600-479e-200x160.jpg 200w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2022\/06\/DoCoyl-600-479e-100x80.jpg 100w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2022\/06\/DoCoyl-600-479e-120x96.jpg 120w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2022\/06\/DoCoyl-600-479e-250x200.jpg 250w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/div><\/div><div class=\"w-separator size_small\"><\/div><div class=\"wpb_text_column\" ><div class=\"wpb_wrapper\"><h4 style=\"text-align: center;\">Profa. Do Coyle<\/h4>\n<\/div><\/div><div class=\"wpb_text_column\" ><div class=\"wpb_wrapper\"><\/div><\/div>[vc_custom_heading text=\u00bbUniversity of Edinburgh (UK)\u00bb font_container=\u00bbtag:p|text_align:center\u00bb use_theme_fonts=\u00bbyes\u00bb css=\u00bb%7B%22default%22%3A%7B%22font-weight%22%3A%22400%22%2C%22font-size%22%3A%221rem%22%7D%7D\u00bb]<div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_7\"><span class=\"w-btn-label\">Biodata<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Biodata<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p>Do is an international expert in the field of CLIL (Content and Language Integrated Learning) as a language teacher (French, Russian and English) in a wide range of schools in the UK and France, and as an academic, working and researching ways of improving pupils\u2019 experiences in classrooms where other languages are used as a means of learning. As an early pioneer of the CLIL, working with bilingual teachers, she developed the CLIL 4Cs framework and the Language Triptych &#8211; now\u00a0 adopted and adapted globally to guide and plan pedagogical approaches. Do strives to give teachers and their students confidence in developing conditions for deeper learning and to ensure that learning is spatially designed, inclusive yet cognitively challenging \u2013 built on linguistic progression \u2013 and interculturally connected. At the University of Aberdeen (2008-2017), as Dean of the Faculty of Education and Music \u00a0she was a founding member of the Graz Group &#8211; a transnational, ECML-funded research team- involved in developing an inclusive \u00a0PluriLiteracies approach to Teaching for Deeper Learning (PTDL).Throughout her career, Do has focused on \u201cshared learning\u201d and technology-enabled spaces that allow all learners to connect with other sites of learning, from the most local to the most global. Her interests include spatial awareness to emphasise how \u00a0space (inside, outside and across physical boundaries) influences pupils\u2019 achievement and self-worth. Currently at the University of Edinburgh (2017-) as Professor in Language Education and Classroom Pedagogies &#8211; she focuses on inclusive pluriliteracies education and spatial literacies where she directs the Scottish Alliance. <em>Her work is based on a very simple principle: educators, practitioners and learners are experts; it is researchers who must \u201cown\u201d their practices, be digitally connected and collaboratively construct learning spaces to achieve the optimal conditions for deeper learning. <\/em>Above all, she believes that language is our greatest learning (and teaching) tool.<\/p>\n<p>&nbsp;<\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_8\"><span class=\"w-btn-label\">Abstract<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Abstract<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p><strong>Title: <\/strong><span><strong>Listening to teachers: evidence about how classroom practices open up pluriliteracies pathways in CLIL<\/strong><\/span><\/p>\n<p><strong>Abstract: <\/strong><span>In this session, the spotlight is on how transforming pedagogic principles into classroom realities impacts on young people\u2019s learning in bilingual education\/CLIL settings. Building on the PTDL model and what this means for teachers involved in different ages and stages of schooling, actioned manageable participatory classroom enquiry. The outcomes provide evidence of what can be achieved through professional co-operative communities of practice.<\/span><span>\u00a0<\/span><span>\u00a0Working together can create \u2018safe\u2019 spaces, where questioning what we do and why is a shared, debated and experimented endeavour. In so doing, the need to unravel wicked questions with learners, foregrounds critical spaces where epistemic and textual fluency become \u2018normalised\u2019 in our professional dialogue and task design, so that the roles of languages of, for and through learning across different contexts and subject disciplines become transparent. Indeed, repositioning language learning as a discipline in a national curriculum, alongside other subjects or phenomena open learning trajectories which demand realignment in the here-and-now and through following decades. Enabling this to happen, to grow and to evolve is a fundamental collective responsibility, and, in the words of a participating headteacher \u2013 it\u2019s so powerful!<\/span><\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"w-separator size_medium\"><\/div><div class=\"g-cols wpb_row  type_default valign_top gap-35 vc_inner\"><style>.g-cols.gap-35{margin:0 calc(-1.5rem - 35)}.gap-35 > .vc_column_container {padding:35}<\/style><div class=\"vc_col-sm-4 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><div class=\"w-image style_outlined align_none\"><div class=\"w-image-h\"><img width=\"600\" height=\"479\" src=\"data:image\/svg+xml,%3Csvg xmlns=%22http:\/\/www.w3.org\/2000\/svg%22 viewBox=%220 0 600 479%22%3E%3C\/svg%3E\" data-lazy-type=\"image\" data-src=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/10\/victoria-pena-cambridgeuniversitypress.jpg\" class=\"lazy lazy-hidden attachment-full size-full\" alt=\"\" loading=\"lazy\" srcset=\"\" data-srcset=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/10\/victoria-pena-cambridgeuniversitypress.jpg 600w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/10\/victoria-pena-cambridgeuniversitypress-300x240.jpg 300w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/10\/victoria-pena-cambridgeuniversitypress-200x160.jpg 200w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/10\/victoria-pena-cambridgeuniversitypress-100x80.jpg 100w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/10\/victoria-pena-cambridgeuniversitypress-120x96.jpg 120w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/10\/victoria-pena-cambridgeuniversitypress-250x200.jpg 250w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/div><\/div><div class=\"w-separator size_small\"><\/div><div class=\"wpb_text_column\" ><div class=\"wpb_wrapper\"><h4 style=\"text-align: center;\">Victoria Pe\u00f1a<\/h4>\n<\/div><\/div>[vc_custom_heading text=\u00bbCambridge University Press \u00bb font_container=\u00bbtag:p|text_align:center\u00bb use_theme_fonts=\u00bbyes\u00bb css=\u00bb%7B%22default%22%3A%7B%22font-weight%22%3A%22400%22%2C%22font-size%22%3A%221rem%22%7D%7D\u00bb]<div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_7\"><span class=\"w-btn-label\">Biodata<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Biodata<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p>Victoria Pe\u00f1a ha trabajado como profesora dando clase a alumnos de diferentes edades y niveles. Desde que se incorpor\u00f3 a Cambridge, ha colaborado en proyectos de evaluaci\u00f3n en distintas regiones y ha ofrecido presentaciones para profesores. Victoria es licenciada en Traducci\u00f3n e Interpretaci\u00f3n, tiene un m\u00e1ster en Ling\u00fc\u00edstica Aplicada y un doctorado sobre el efecto de los ex\u00e1menes de dominio en los estudiantes de idiomas.<\/p>\n<p>&nbsp;<\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_8\"><span class=\"w-btn-label\">Abstract<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Abstract<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p><strong>Informal assessment in the classroom<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Abstract:<\/strong><\/p>\n<p>This session will look at how the different types of assessment (formative, summative, peer and self-assessment) can contribute to teaching and learning and how to integrate them in the classroom. We will also discuss ideas and tools to adapt our feedback to the different activities and our students\u2019 needs.<\/p>\n<p>The session will begin with an overview of different types of formal and more informal assessment and explore what purposes each can be used for within a classroom situation. The discussion will then focus on the apparent dichotomy between formative and summative assessment, where we will argue that while these are perceived as mutually exclusive, in the long run all forms of assessment are formative in that all forms of assessment can be used in some way to inform future learning.<\/p>\n<p>We will then go on to explore different stages within the course of learning in which informal assessment can be introduced. For each stage we will look at which forms of assessment would be the most appropriate and give some ideas of assessment activities which can be used, both for primary and secondary aged students. The aim here is to show how assessment can be used as part of the learning process before, during and after a particular activity, checking the purpose of the assessment at each point and also showcasing opportunities for peer- and self-assessment alongside more traditional teacher assessment. Activities will also be chosen for different skills and levels of maturity.<\/p>\n<p>One key aspect which we will focus on throughout the session is how to ensure that different forms of assessment are fair and objective. To this end we will look at the use of rubrics and success criteria in the learning process, both as a way of assessing our students at the end of the process and as a way of guiding and informing their learning journey<\/p>\n<p>The final section of the session will focus on perhaps the most informal form of assessment \u2013 informal feedback. We will look in particular at what makes feedback effective and how we can build this into our daily classroom routine.<\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"vc_col-sm-4 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><div class=\"w-image style_outlined align_none\"><div class=\"w-image-h\"><img width=\"600\" height=\"479\" src=\"data:image\/svg+xml,%3Csvg xmlns=%22http:\/\/www.w3.org\/2000\/svg%22 viewBox=%220 0 600 479%22%3E%3C\/svg%3E\" data-lazy-type=\"image\" data-src=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/09\/Aidan-Holland.jpg\" class=\"lazy lazy-hidden attachment-full size-full\" alt=\"\" loading=\"lazy\" srcset=\"\" data-srcset=\"https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/09\/Aidan-Holland.jpg 600w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/09\/Aidan-Holland-300x240.jpg 300w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/09\/Aidan-Holland-200x160.jpg 200w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/09\/Aidan-Holland-100x80.jpg 100w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/09\/Aidan-Holland-120x96.jpg 120w, https:\/\/grupo-ebei.com\/confbe\/2023\/wp-content\/uploads\/2023\/09\/Aidan-Holland-250x200.jpg 250w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/div><\/div><div class=\"w-separator size_small\"><\/div><div class=\"wpb_text_column\" ><div class=\"wpb_wrapper\"><h4 style=\"text-align: center;\">Aidan Holland<\/h4>\n<\/div><\/div>[vc_custom_heading text=\u00bbBritish Council \u00bb font_container=\u00bbtag:p|text_align:center\u00bb use_theme_fonts=\u00bbyes\u00bb css=\u00bb%7B%22default%22%3A%7B%22font-weight%22%3A%22400%22%2C%22font-size%22%3A%221rem%22%7D%7D\u00bb]<div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_7\"><span class=\"w-btn-label\">Biodata<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Biodata<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p>Aidan Holland is working as Global Assessment Solutions Manager, Wider Europe. He has been working for the British Council in a variety of roles since 2009. He has over 20 years international experience in teaching and teacher training and almost a decade of experience in academic management positions. He holds an MA in TEFL\/SL from the University of Birmingham and is currently halfway through a second MA in Language Testing with the University of Lancaster. He is currently based in Spain.<\/p>\n<p>&nbsp;<\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><div class=\"w-popup align_center\" ><div class=\"w-btn-wrapper\"><a href=\"javascript:void(0)\" class=\"w-popup-trigger type_btn w-btn us-btn-style_8\"><span class=\"w-btn-label\">Abstract<\/span><\/a><\/div><div class=\"w-popup-overlay\" style=\"background:rgba(0,0,0,0.85);\"><\/div><div class=\"w-popup-wrap\"><div class=\"w-popup-box animation_fadeIn with_title\" style=\"width:600px;\"><div class=\"w-popup-box-h\"><div class=\"w-popup-box-title\" style=\"color:#1a1a1a;background:#f5f5f5;\">Abstract<\/div><div class=\"w-popup-box-content\" style=\"padding:5%;background:#ffffff;color:#333333;\"><p><strong>The Future of English: Potential Implications for Bilingualism in Spain<\/strong><\/p>\n<p><em>Aidan Holland, British Council Assessment Solutions Manager<\/em><\/p>\n<p>In his publication English Next (2006), David Graddol predicted how the position of the English language would evolve in the early part of the 21<sup>st<\/sup><span>\u00a0<\/span>Century. Building on Graddol\u2019s work, the British Council\u2019s Future of English programme seeks to identify the current and possible future trends shaping the role of English in today\u2019s world.<\/p>\n<p>In this interactive session, the presenter will direct the audience to those themes felt to be more relevant to educational professionals working in bilingual contexts in Spain. It will also consider what some of the potential implications of those themes might be. By the end of the session, the audience will have gained an overview of key themes and trends driving the use of the English language and had the opportunity to reflect on its relevance to their contexts.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<\/div><\/div><\/div><div class=\"w-popup-closer\" style=\"background:#ffffff;color:#333333;\"><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"vc_col-sm-4 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><\/div><\/div><\/div><\/div><div class=\"w-separator size_medium\"><\/div><div class=\"g-cols wpb_row  type_default valign_top vc_inner\"><div class=\"vc_col-sm-4 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><\/div><\/div><\/div><div class=\"vc_col-sm-4 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><\/div><\/div><\/div><div class=\"vc_col-sm-4 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/section><section class=\"l-section wpb_row height_huge color_alternate\" id=\"download\"><div class=\"l-section-h i-cf\"><div class=\"g-cols vc_row type_default valign_top\"><div class=\"vc_col-sm-12 wpb_column vc_column_container\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><div class=\"wpb_text_column\" ><div class=\"wpb_wrapper\"><h2 style=\"text-align: center;\">\u00a1REG\u00cdSTRESE Y PARTICIPE!<\/h2>\n<p style=\"text-align: center;\">Le facilitamos toda la informaci\u00f3n acerca del procedimiento de registro y los requisitos para la participaci\u00f3n en el Congreso.<\/p>\n<\/div><\/div><div class=\"w-separator size_medium\"><\/div><div class=\"w-btn-wrapper width_auto align_center\"><a class=\"w-btn us-btn-style_11 us_custom_b4198c51 icon_atleft\" href=\"https:\/\/grupo-ebei.com\/confbe\/2023\/procedimiento-de-inscripcion\"><i class=\"fal fa-file-signature\"><\/i><span class=\"w-btn-label\">Procedimiento de inscripci\u00f3n<\/span><\/a><\/div><\/div><\/div><\/div><\/div><\/div><\/section>","protected":false},"excerpt":{"rendered":"Conferenciantes plenarios[vc_custom_heading text=\"El Comit\u00e9 Organizador del Congreso tiene el honor de confirmar la celebraci\u00f3n de diferentes sesiones plenarias a cargo de expertos de renombrado prestigio internacional. Las diferentes sesiones se publicar\u00e1n en la Plataforma Virtual del Congreso y estar\u00e1n disponibles para todos los participantes durante los d\u00edas de celebraci\u00f3n del Congreso.\" font_container=\"tag:p|text_align:justify\" use_theme_fonts=\"yes\" css=\"%7B%22default%22%3A%7B%22font-weight%22%3A%22400%22%2C%22font-size%22%3A%221rem%22%7D%7D\"]Anthony J....","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"spay_email":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v18.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Conferenciantes plenarios - IX Congreso Internacional sobre Educaci\u00f3n Biling\u00fce<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/grupo-ebei.com\/confbe\/2023\/plenarios\/\" \/>\n<meta property=\"og:locale\" content=\"es_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Conferenciantes plenarios - 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