[Blueboard] ACELT 48th Bi-annual Conferennce

acelt at admu.edu.ph acelt at admu.edu.ph
Thu Jul 26 13:36:45 PHT 2012


The Ateneo Center for English Language Teaching (ACELT) would like to  
invite you to the upcoming 48th ACELT Bi-Annual Conference with the  
theme, ?ENGLISH IN ASIA: TEACHING A GLOBAL LANGUAGE IN LOCAL CONTEXTS?  
to be held on September 1, 2012 at the Ateneo de Manila University,  
Quezon City, Philippines.

This bi-annual conference is a pre-launch of the 11th Asia TEFL  
International Conference in October 2013 to be co-hosted by the LS,  
Department of English, Ateneo Center for English Language Teaching  
(ACELT), Ateneo Language Learning Center (ALLC) and Asia-TEFL.

We are pleased to announce that Dr. Andy Kirkpatrick, Professor in the  
School of Languages and Linguistics at Griffith University, as Keynote  
Speaker. Before his Griffith appointment, he served as Foundation  
Director of the Research Centre for Language Education and Acquisition  
in Multilingual Societies at the Hong Kong Institute of Education  
where he was also Chair Professor of English as an International  
Language. He is an expert in Multilanguage Education and World  
Englishes.

Over a hundred educators, administrators, trainers, researchers,  
students, and scholars are expected to participate in the event. The  
conference aims to provide a venue for the discussion of the place of  
Philippine English in World Englishes and its implications on our own  
educational concerns, especially in light of the implementation of the  
K-12 curriculum.

The conference therefore is an opportune moment for ELT scholars and  
teachers to exchange ideas that offer a variety of perspectives in  
language and literature teaching.

For any concerns or queries, please feel free to contact Ms. Cheche  
Suarez <csuarez at ateneo.edu> or call the ACELT office at 02-4264322 &  
4266001 loc 5315 look for Ms. Vicky Calderon.


Conference theme
English in Asia:
Teaching a Global Language in Local Contexts

Date
Saturday, 1 September 2012

Venue
Leong Hall,
Ateneo de Manila University,
Loyola Heights, Quezon City, Philippines

Keynote speaker
Andy Kirkpatrick
Griffith University, Australia

      Professor Kirkpatrick is Professor in the School of Languages  
and Linguistics at  Griffith University.  Before his Griffith  
appointment, he served as Foundation Director of the Research Centre  
for Language Education and Acquisition in Multilingual Societies  
(RCLEAMS) at the Hong Kong Institute of Education where he was also  
Chair Professor of English as an International Language. He was also  
Professor of Language Education at Curtin from 1996-2006. He has  
taught in tertiary institutions in China, England, Myanmar and  
Singapore. He earned a PhD in Chinese Rhetoric from the Australian  
National University and has published widely in the field.
      He is editor in chief of Multilingual Education and its book  
series, both published by Springer. He is the author of World  
Englishes: Implications for International Communication and ELT  
(Cambridge UP 2007) and English as a Lingua Franca in ASEAN: A  
Multilingual Model (Hong Kong UP 2010). He is editor of the Routledge  
Handbook of the World Englishes (2010). His most recent book,  
co-authored with Xu Zhichang, is Chinese Rhetoric and Writing: An  
Introduction for Language Teachers.

Conference Fees:
PHP 1,600 REGULAR FEE
PHP 1,300 ASIA TEFL MEMBER
PHP 1,300 ACELT TEACHER'S CLUB MEMBER
PHP 1,300 GROUP OF FIVE
PHP 1,300 EARLY BIRD (online registration and full payment by Friday,  
24 August 2012)

To register, please visit our website: http://asiateflphil.org/

Workshops and Facilitators

Workshop 1: Ms. Elena N. Canilao (Ateneo de Manila University-Loyola Schools)


I.D.E.A.S. for Teaching Writing in the Asian Classroom:
Identity, Desire, Empowerment, Awareness, and Substance

	Do your students express themselves freely and fearlessly when they  
write? Do they rediscover their local roots and discover their global  
ties through your writing activities? Do they look forward to your  
writing sessions and appreciate them? Do they become better critical  
thinkers and better language learners through the process and practice  
of writing? Do they have a strong grasp of how language works and how  
it varies across cultures, contexts, and countries? Do they produce  
meaningful and relevant masterpieces worth publishing? This workshop  
addresses these questions through the eyes of critical pedagogy  
(Canagarajah, 1999) that may be used in teaching English in an Asian  
context.
In many instances, learners in the local English writing classroom  
face the triple burden of translating their thoughts to words,  
conveying their notions in an alien language, and following the  
required conventional structure and mechanics. The reverse should be  
the case; they should experience the triple pleasure of being able to  
use their unique voices, having the venue to reveal their personal  
views, and gaining the opportunity to crystallize their creative  
concepts through a global language that may enrich their own culture  
and local language and empower themselves and their communities. This  
workshop is designed to discuss and explore I.D.E.A.S. for teaching  
writing in the Asian classroom by focusing on the themes of Identity,  
Desire, Empowerment, Awareness, and Substance.
_________________________________________________________________________
Maria Luz Elena N. Canilao has an M.A. in Literature and Language from  
the Ateneo de Manila University and a Certificate of Advanced Studies  
in the Communicative Teaching of English (with Distinction) from  
Lancaster University, UK. She is an ELT trainer and an English  
instructor of the Ateneo de Manila University. She was the chairperson  
of the Ateneo de Manila High School English Department from 2000 to  
2003. She is currently pursuing her Ph.D. ELL (English Language and  
Literature) degree at the Ateneo de Manila University.


Workshop 2: Ms. Fe de Jesus (Ateneo de Manila University-High School)
A Writing Continuum for the 21st Century Learner vis-a-vis Kto12 Curriculum

To prepare the Filipino high school students for the 21st century's  
knowledge-based economy, this workshop will look into the core  
competencies of the 21st century learners and will focus on developing  
students' writing skills.  This will also consider the needs or  
context of the students given the K to 12 curriculum and will  
therefore expose the participants to a variety of pertinent text  
structures and appropriate writing prompts as scaffolding activities.
_____________________________________________________________________________
Fe de Jesus has been with the Ateneo de Manila HS since 1990.  She is  
currently the Head of the English Department.  Aside from classroom  
teaching, she also finds fulfillment in giving and attending  
teacher-trainings.


Workshop 3: Edizon Angeles Fermin (Miriam College-High School)
Glocalizing English Language Teaching in the K to 12 Program


The emphasis on multilingualism and multiliteracy in the Philippine K  
to 12 Basic Education Program is cognizant of the glocalizing process  
in language teaching. This is an empowering process that enables  
learners to strengthen their local consciousness in order to  
participate in a rapidly expanding global community. Moreover, this  
phenomenon affirms that contents, contexts, and conditions of language  
use rooted in local realities make a relevant language curriculum. As  
a learner-centered pedagogical shift, it requires teachers, materials  
developers, and course administrators to develop a set of competencies  
and dispositions necessary in facilitating a language curriculum that  
is local in spirit yet global in vision. In light of this shift,  
participants in this workshop will be provided with the rationale,  
content, and methodology of the new language arts and multiliteracies  
program in Philippine basic education. It is hoped that the workshop  
will enable participants to develop their own exemplars for teaching  
English as a Glocal Language, even in under-resourced environments.
______________________________________________________________________________
Edizon Angeles Fermin, PhD is the first male principal of the High  
School Unit of Miriam College where he previously served as Assistant  
Principal for Academic Affairs and Subject Area Coordinator for  
English. The nature of leadership and innovation in language and  
literacy education is one of his primary interests as a holder of an  
undergraduate degree in secondary education major in English (magna  
cum laude), a master?s degree in language education, and a doctoral  
degree in language planning and policy, all from the University of the  
Philippines in Diliman. He received the UP Gawad Tsanselor bilang  
Pinakamahusay na Gradwadong Mag-aaral ng Sektor ng Batas at Agham  
Panlipunan in 2000 and the Miriam College President?s Award for  
Research in 2005 and in 2010. A member of the international honor  
societies of Phi Kappa Phi and Pi Gamma Mu, he has also written and  
refereed articles, delivered lectures, and facilitated trainings  
concerning literacy, teacher education, sociolinguistics, student  
affairs program development, and curriculum development in various  
parts of the country and in the United States, the Russian Federation,  
Singapore, Malaysia, Thailand, Japan, Vietnam, and South Korea. In  
June 2010, he served as the youngest international visiting scholar in  
linguistics, philology, and language education at the Pacific National  
University and the Far Eastern State University of Humanities in the  
Russian Far East. He also currently serves as a member of the Learning  
Area Team for Languages and Multiliteracies of the Department of  
Education?s K to 12 Technical Working Group for Curriculum.



Workshop 4: Ms. April Fernandez (Ateneo de Manila University-Loyola Schools)
The Language Classroom and CATs
Evaluation, assessment and testing are key concepts to be clarified in  
this module for these continue to be viewed and regarded as yardsticks  
of performance and achievement  in both learning and teaching. The  
module specifically focuses on classroom assessment techniques as  
concrete tools that facilitate awareness of teacher effectiveness and  
student success in the language classroom. Participants will be  
afforded the chance to situate classroom assessment  techniques in  
their contexts, design samples of needs-specific CATs and predict  
applicable beneficial usefulness in using these techniques for  
evaluation and testing.
_____________________________________________________________________________
April B. Fernandez of the Ateneo de Manila?s Department of English,  
teaches both undergraduate and graduate classes. In the latter, she  
handles Evaluation Procedures in Literature and Language Teaching.   
She has done graduate studies in literature and holds an MA in  
Education with a specialization in Language Teaching.
She is the Executive Director of the Ateneo Language Learning Center,  
the ESL/EFL center of the university that offers intensive language  
programs to non-native English language learners in the region. She  
sits on the board of the Ateneo Center for English Language Teaching   
(ACELT) where she is also one of the senior teacher-trainers.
	She has co-authored a freshman textbook, Basic English for College,  
published by the Ateneo University Press. She is a test reviewer and  
constructor as well as a materials evaluator for DepEd.  Language  
testing and assessment, materials development and ESL/EFL teaching are  
among her professional interests and involvements.


Workshop 5: Dr. Isabel P. Martin (Ateneo de Manila University-Loyola Schools)
Revisiting CLT and its role in teaching/learning English in   
non-native contexts

The Communicative Language Teaching (CLT) approach in ELT has long  
dominated English language classrooms throughout Asia.  Its popularity  
among English language teachers lies in its rejection of  
grammar-focused teaching methodologies and strategies that   
overemphasize the learning of linguistic form rather than   
understanding meaning. However, CLT, having originated from inner  
circle countries, has also been criticized as inappropriate for ELT in  
outer and expanding circle contexts. In addition, critics argue that  
the rejection of grammar-focused teaching may not address the needs of  
learners in non-native language learning situations. In this workshop,  
I invite the participants to reflect on their knowledge about CLT and  
to revisit their practices of CLT in their  English language  
classrooms, in the hope of formulating a more  appropriate framework  
for teaching and learning English in Philippine classrooms.
_____________________________________________________________________________

Isabel Pefianco Martin is associate professor at the Department of   
English, Ateneo de Manila University. She is also Chair of the  
Philippine Social Science Council (PSSC). Prior to these posts, she  
served as Executive Director of the PSSC, President of the Linguistic  
Society of the Philippines (LSP), and Chair of the  English  
Department. Her research interests include world Englishes, Philippine  
English, English as a lingua franca, and languages in education.

Workshop 6: Ms. Devi I. Paez (Ateneo de Manila University-Loyola Schools)
Learner Empowerment through Reading and Teaching Literature

	How should a Literature class facilitate an understanding and empathy  
for characters set in deep dreary winter in Russia? How do students  
find themselves in the tragedy of Hamlet? What does the boy who cried  
wolf remind us of in our local culture? The presentation argues that  
reading and teaching literary texts from a western-oriented canon must  
be contextualized to identify what is meaningful and relevant to  
students? cultures and identities. It is a relevant argument for an  
English classroom in the Philippines that may have been shaped by its  
colonial history and, consequently, still views western texts as  
models of great literature. The presentation also points at the  
significance of text selection and metacognitive skills to develop  
critical reading. More importantly, it endeavors to show that  
privileging Filipino Literature in English in the classroom that also  
accommodates western texts may engage and empower students in the  
shared task of constructing and discovering meanings. Eventually,  
students may, indeed, find reading a pleasure in and beyond the  
classroom.

_____________________________________________________________________________
Devi Benedicte I. Paez teaches English at the Loyola Schools, Ateneo  
de Manila University where she also earned her MA in English Language  
and Literature Teaching. She is a senior facilitator with the Ateneo  
Center for English Language Teaching (ACELT). Her interests and  
research on sociolinguistics, literature and language teaching, and  
World Englishes have been presented at the English in Southeast Asia  
(ESEA) Conferences in Bangkok, Singapore, and the Philippines and at  
lectures for the Linguistic Society of the Philippines. She is  
co-editor of Best Practices in Language and Literature Teaching:  
Practical Ideas for the Classroom from the ACELT Journal and ACELT  
Forum.







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