{"id":1611,"date":"2024-10-23T20:35:41","date_gmt":"2024-10-23T23:35:41","guid":{"rendered":"https:\/\/www.ufpb.br\/efopli2\/?page_id=1611"},"modified":"2024-11-28T14:14:56","modified_gmt":"2024-11-28T17:14:56","slug":"workshops","status":"publish","type":"page","link":"https:\/\/www.ufpb.br\/efopli\/workshops\/","title":{"rendered":"Workshops III EPPI"},"content":{"rendered":"\n
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Workshop #1 – Using a vocabulary notebook to boost students\u2019 learning<\/strong><\/p>\n\n\n\n

In this workshop, we will look at how to keep a vocabulary notebook and a number of activities we can use to practise and consolidate vocabulary. These activities use few resources, such as the board, paper, pen, coloured pen and\/or crayons, and will also help teachers to make their lessons more dynamic.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Sergio Lins<\/strong> works as an academic consultant for Macmillan Education Brazil. He has been involved in TESOL for almost 20 years, teacher, training and consulting. He also does freelance training and consultancy services. For his full CV, please visit: www.visualcv.com\/sergiolins<\/a><\/p>\n\n\n\n

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Workshop #2 – Teaching English for zero beginners at high school level. Is it possible?<\/strong><\/p>\n\n\n\n

 Have you faced the situation in which your teenage students have difficulties even with the verb \u201cto be\u201d? How do you get your students\u2019 attention and engage them to learn English? In this workshop we are going to discuss how to plan English lessons for high school teenage students by adapting material and creating projects for a class with no (or little) knowledge of the language. Be ready to share your successful experiences with the other teachers!<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Gerthrudes Ara\u00fajo<\/strong> is an English Language and Linguistics professor at the Federal Institute of Education, Science and Technology of Para\u00edba (IFPB \u2013 Campus Itabaiana). She holds a Master\u2019s degree in Linguistics from the Federal University of Para\u00edba (UFPB \/ PROLING) and is currently studying at the doctoral programme of Linguistics at the same university. Her main areas of research interest are teacher education, distance learning and teaching and learning languages.<\/p>\n\n\n\n

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Workshop #3 – Inclusion and EFL teaching: Materials and Activities for Elementary Education<\/strong><\/p>\n\n\n\n

This workshop aims at presenting the experience of English language teaching for students with disabilities which took place in an elementary school in Jo\u00e3o Pessoa, as part of UFPB Letras-Ingl\u00eas Pibid subproject actions, discussing the framework of Universal Design for Learning (UDL), which is reflected on the activities and materials produced. As part of the
session, participants will be asked to apply some of UDL principles to design activities and materials that could be used to develop language capacities of specific groups of students with disabilities.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Ang\u00e9lica Ara\u00fajo de Melo Maia<\/strong> is a professor at the Department of Modern Foreign Languages
at Universidade Federal da Para\u00edba. She holds a PhD (2014) in Educational Policies. She is currently the coordinator of the Supervised Internship area at DLEM and she is also one of the coordinators of the English PIBID Project at UFPB. She is a volunteer member of the board of directors at Casa Pequeno Davi, an NGO in Jo\u00e3o Pessoa-PB. Areas of interest: teacher education; critical literacy; supervised internship; teaching English for students with disabilities; English language teaching and youth professionalization.<\/p>\n\n\n\n

Rafael Paulino<\/strong> is an undergraduate student at UFPB, a trainee in the program PIBID (Programa Institucional de Bolsa de Inicia\u00e7\u00e3o \u00e0 Doc\u00eancia) Letras – English \u2013 UFPB (since 2015) and a volunteer in the educational accessibility committee of UFPB, with experience in the area of  English language teaching for students with intellectual disabilities.<\/p>\n\n\n\n

Jana\u00edne Rolim<\/strong> is an undergraduate student at UFPB, a trainee in the program PIBID (Programa Institucional de Bolsa de Inicia\u00e7\u00e3o \u00e0 Doc\u00eancia) Letras – English \u2013 UFPB (since 2014), with experience in the area of English Language teaching.<\/p>\n\n\n\n

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Workshop #4 – How to get away with smartphones in the classroom \u2013 activities using smartphones as a tool to learn English<\/strong><\/p>\n\n\n\n

Teachers often see smartphones and social networks as enemies when used in class. In this workshop, we will have activities using smartphones and the internet to see if these tools can help students learn and have fun. Bring your Smartphones and be ready to explore the internet in a new way for teaching English.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Ana Flora Ferreira<\/strong> is an English Language student at the Federal University of Paraiba (UFPB). Certified TOEFL ITP proctor, she works as a teacher at Ingl\u00eas sem Fronteiras, a program for which she developed activities and materials for EFL classrooms.<\/p>\n\n\n\n

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Workshop #5 – Using Short Films in the EFL Classroom<\/strong><\/p>\n\n\n\n

Have you run out of ideas to captivate your students? This workshop discusses the benefits of using short films in the EFL classroom by providing variety and authenticity to the class as well as boosting students’ motivation. Participants will engage in several activities that go beyond the tired “watch the film and discuss” routine.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Ingrid de Figueiredo Hil\u00e1rio<\/strong> has been studying Letras at Universidade Federal da Para\u00edba since April 2014, and has been working with Ingl\u00eas sem Fronteiras as a teacher since February 2015. She has been involved in the creation of courses and workshops about a variety of topics, including cinema, art and culture. At the second annual EPPI, she presented a workshop about the use of world Englishes in the language classroom.<\/p>\n\n\n\n

Ana Beatriz de Albuquerque Arag\u00e3o Cordeiro<\/strong> is a Letras Student at UFPB and has been an IsF teacher for almost 2 years. At IsF, she involved in the planning and development of courses and workshops concerning a diversity of themes, including a course about teaching English through the analysis of short films. Her other teaching experiences include teaching at private language schools, teaching at public schools through the Programa Institucional de Bolsa de Inicia\u00e7\u00e3o \u00e0 Doc\u00eancia (PIBID), and being a teacher-assistant at Maple Bear, a bilingual school, here in Jo\u00e3o Pessoa.<\/p>\n\n\n\n

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Workshop #6 – Literature in the classroom: using short stories to teach language skills.<\/strong><\/p>\n\n\n\n

In this workshop, we will discuss the importance of integrating literature in the process of teaching English due to its rich potential to provide samples of authentic language in use. We hope to show and discuss some of the ways in which short stories in the English classroom can contribute to helping students of all fluency levels to develop their interpretation skills – while also calling their attention to the benefits of reading for pleasure -, as well as to a more effective approach not only to teaching reading, but all four skills\u2014
listening, speaking, reading and writing.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Paola Catherine Kogiaridis Ewald<\/strong> is a Letras student at the Federal University of Para\u00edba and a Psychoanalysis student at ABRAFP. She has carried out research in the semiotics field and literary studies within PIBIC, and in teaching English to students with visual impairment within PROLICEN. Currently, her research interests lie on postmodern dramaturgy, as part of the C\u00edrculo de Estudos Avan\u00e7ados em Dramaturgia (CNPq), coordinated by Professor Sandra Luna. She has been teaching English since 2013, having worked in several private school and at CELEST. She has been a teacher for the Ingl\u00eas sem Fronteiras (IsF) Program at UFPB since March 2015, where she has been involved in the development of several IsF courses, including a minicourse about teaching English through the analysis of short films. She is also a certified TOEFL ITP proctor.<\/p>\n\n\n\n

 Priscilla Thuany Cruz Fernandes da Costa<\/strong> is a Letras student at the Federal University of Para\u00edba. She graduated in Psychology in 2013 from the same institution, having worked and developed research in the Social Psychology field. One of her first experiences as a Letras student was as a member of the extension program EFOPLI (Espa\u00e7os para a Forma\u00e7\u00e3o do Professor de L\u00edngua Inglesa) in 2015. She has been teaching English since August 2015 at the UFPB’s Ingl\u00eas sem Fronteiras Program. She is a certified TOEFL ITP proctor, and is also involved in the development of several courses, minicourses and workshops that cover a variety of skills and themes, including a workshop about teaching English through the analysis of short stories.<\/p>\n\n\n\n

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Workshop #7 – Math Games for ELT Workshop<\/strong><\/p>\n\n\n\n

No need to be a Math wiz to take part in this workshop! You will learn, execute and discuss a few mathematical games, which can be helpful in the teaching-learning process of diverse subjects and aspects of the English Language. Participants\u2019 commitment to joiningthe activities proposed will play a significant role in the development and flow of this workshop.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Ana G\u00earda Paz Moreira <\/strong>is a teacher at NUCLI-UFPB and acollaborator at EFOPLI-UFPB in Jo\u00e3o Pessoa. She has been working with developing new courses and materials for the NUCLI-IFPB while working there. She attended a bilingual school in Bras\u00edlia and has experience in both the bilingual and EFL contexts.<\/p>\n\n\n\n

Marcelo Alvarado <\/strong>is an English Major student at UFPB. He has been a teacher at IsF-UFPB for almost two years, where he has also been working with developing new courses and materials. He has been teaching for three years and has experience with teaching mostly young adults and adults.<\/p>\n\n\n\n

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Workshop #8 – TEACHING STRATEGIES AND MATERIALS FOR DEAF AND BLIND STUDENTS IN EFL CLASSROOMS<\/strong><\/p>\n\n\n\n

The overall aim of the workshop is to discuss about deaf and blind students; needs in English classes by focusing on teaching strategies and materials. Therefore, this workshop will provide participants with an opportunity to reflect about the process of teaching English to deaf and blind students, as well as suggestions and ideas to build teachers confidence.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Rosycl\u00e9a Dantas<\/strong> is an English teacher at Instituto dos Cegos da Para\u00edba. She holds a degree in Modern Languages \u2013 English, Universidade Federal da Para\u00edba (2010) and a Masters Degree in Applied Linguistics also from Universidade Federal da Para\u00edba (2014). She is a PhD student and member of Grupo de Estudos em Letramentos, Intera\u00e7\u00e3o e Trabalho (GELIT\/CNPq\/UFPB). Her research interests involve Applied Linguistics, Sociodiscursive Interactionism, Inclusive Education, teacher Education andForeign Language Teaching to people with disabilities.<\/p>\n\n\n\n

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Workshop #9 – Connecting the dots\u2026 and it all started with an article of Forum Magazine: resources and opportunities with the RELO Office, U.S. Embassy<\/strong><\/p>\n\n\n\n

With the boom of the internet and the ease and speed with which information is being uploaded, there is no shortage of resources for the language classroom.  The most recent challenge remains finding materials that are low cost, easy to integrate in the classroom, and help create a measurable increase in student engagement.  In this session, the presenter showcases resources made available for free by the Office of English Language Programs in Washington, DC.  The materials will be introduced for participants to leave with a toolkit of suggestions and resources that are ready to be incorporated into their teaching practices. Once properly used, they will help teachers keep students; interest high while at the same time provide ample opportunity for English language practice and exposure to culture. During the workshop, information on programs and opportunities for teacher development will also be shared. But after all, what dots are being connected?? Back in 2000, the presenter started her studies in Corpus Linguistics \u2013 and her interest started way back, after reading an article on adverb-adjective combinations\u2026 published in a Forum Magazine.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Helmara de Moraes<\/strong> currently works at the U.S. Embassy (RELO Office) as an English Language Specialist. She holds a PhD (2011) and an MA (2005) in Languages from the University of S\u00e3o Paulo and has worked with Corpus Linguistics in Translation and Language Teaching since 2000.<\/p>\n\n\n\n

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Workshop #10 – Teaching English through a cultural perspective: some theoretical and practical issues<\/strong><\/p>\n\n\n\n

Teaching a language cannot be disassociated from its cultural value, since it is impossible to put language and culture apart. Based on that, we have to question ourselves about our procedures as English teachers and our approaches towards language through its cultural perspective. This workshop aims to talk about the relationship between language, culture
and identity in an English teaching scenario, focusing on the theoretical basis that support our teaching and combining it with some videos and activities that may help us in our classes and guide us into a more critical attitude while choosing and preparing materials.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Elaine Maria Santos<\/strong> is a professor at the Federal University of Sergipe, holds a masters in languages and is finishing her PhD studies in education. She is the current coordinator of Language Without Borders at UFS and researches about historical linguistics, English teaching, culture, Identity and Multiliteracies.<\/p>\n\n\n\n

Rodrigo Belfort Gomes<\/strong> is an English teacher at Col\u00e9gio de Aplicaca\u00e7\u00e3o\/UFS, holds a masters in languages and is doing a PhD in education. He is the current pedagogical coordinator of Language Without Borders at UFS and researches about history of education, English teaching and English textbooks.<\/p>\n\n\n\n

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Workshop #11 – SOCIAL ACTIVITIES AND EFL TEACHING: A POSSIBILITY FOR MATERIAL AND CURRICULUM DESIGN<\/strong><\/p>\n\n\n\n

The overall aim of this workshop is to show how the concept of Social Activity (Vygotsky, 1989, Leontiev, 1978, Engenstrom, 1999 and Liberali, 2009) can facilitate the use of real life in the EFL classroom. As we believe language is not only vocabulary and grammar structure but a socio-historical artifact for human collaboration, this workshop intends to show how theoretical concepts such as genre, activity and language capacities can be important tools to organize didactic material and course curricula. Moreover, we will be able to see practical examples on how the theory actually works and how it can be put into practice in varied contexts.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Ricardo Rios Barreto Filho <\/strong>is a professor of English language and Linguistics at the Federal University of Campina Grande. He is currently a PhD candidate at Federal University of Pernambuco and earned a MA in Linguistics at the same university. He was also a Foreign Language Teaching Assistant (FLTA) at Jackson College, Michigan (USA), where he worked teaching Portuguese and Brazilian culture granted by Fulbright. His research interests are centered in Interactional Sociolinguistics, Applied Linguistics and Socio-historical perspective.<\/p>\n\n\n\n

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Workshop #12 – Ludic learning: teaching English and promoting citizenship education in a fun way<\/strong><\/p>\n\n\n\n

The worlds within a classroom are infinite and so are the challenges ahead of educators teaching at public, private and language schools, who must cater for the diverse backgrounds and (de)motivation of students to attend their classes on a daily basis. Relying on the principles of multimodality and critical literacy as fundamental in order to keep up with our ever-changing world, we propose to share practical ideas on how to use ludic, musical and artistic activities designed to meet students\u2019 positive expectations about learning English and promote their capacities to use language to act in the world as informed citizens.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Jonathan Feitosa Ferreira <\/strong>is an English Language and Linguistics student at the Federal University of Paraiba (UFPB). He is a CELTA-certified teacher by the University of Cambridge (ESOL) and is currently involved in language teaching projects at an NGO in Jo\u00e3o Pessoa \u2013 PB.<\/p>\n\n\n\n

Ang\u00e9lica Ara\u00fajo de Melo Maia<\/strong> is a professor at the Department of Modern Foreign Languages at Universidade Federal da Para\u00edba. She holds a PhD (2014) in Educational Policies. She is currently the coordinator of the Supervised Internship area at DLEM and she is also one of the coordinators of the English PIBID Project at UFPB. She is a volunteer member of the board of directors at Casa Pequeno Davi, an NGO in Jo\u00e3o Pessoa-PB. Areas of interest: teacher education; critical literacy; supervised internship; teaching English for students with disabilities; English language teaching and youth professionalization.<\/p>\n\n\n\n

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Workshop #13 – Multiliteracies in the EFL classroom: integrating words, images, sounds and colors<\/strong><\/p>\n\n\n\n

The growing range of textual practices, genres, technological resources, textual configurations and multicultural experiences that need to be part of the contemporary teaching practice can often be perceived as intimidating and accompanied by doubts about how to explore these elements in a way that is both theoretically principled and dynamically appealing to students. This workshop aims to face this challenge by providing participants with a few practical ways in which the work with multiliteracies can be introduced and\/or enhanced in the EFL classroom in varied contexts.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

F\u00e1bio Alexandre Silva Bezerra<\/strong> has a doctoral degree in English and Applied Linguistics (Universidade Federal de Santa Catarina) and a PhD degree in Linguistics (The University of Sydney). He is a professor in the Department of Modern Foreign Languages and pedagogical coordinator for the English without Borders Program both at Universidade Federal da Para\u00edba. His main research interests include critical discourse analysis, multiliteracies and gender studies, focusing on issues of (professional) identity, (classroom) discourse, multimodality, language practices, and power relations.<\/p>\n\n\n\n

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Workshop #14 – How NOT to Teach English: Fighting misconceptions and misunderstandings in the EFL classroom.<\/strong><\/p>\n\n\n\n

We all have our own beliefs about what is right or wrong in teaching\/learning a language; our students as well. All of these ideas come into play in the classroom and clashes may happen. It\u2019s key that teachers have their beliefs based on sounding studies and theories. During this workshop we\u00b4ll have the chance to address some of these issues.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Leandra Dias<\/strong>, MA in Linguistics \u2013 UFPE (ongoing), Pearson Master Trainer, BA in Languages and Dip in Applied Linguistics, Early Childhood Education ,CELTA , ICELT and TEYL , Cambridge speaking examiner. She has been working with English teaching and education for over 10 years. She is currently working for Pearson Brazil as an academic consultant.<\/p>\n\n\n\n

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Workshop #15 –  Fostering creative thinking through technology \u2013 Thinking outside the box<\/strong><\/p>\n\n\n\n

Suggestions and techniques to utilize technology to foster diverse, creative thinking. Focusing on play and learn activities that help teachers empower their students to have a say in the learning process.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Fernanda Negreiros<\/strong> has been teaching at regular and language schools for over 11 years. She has participated in book publishing and giving workshops for 6 years including Braz-Tesol Conference 2016. She is an  EFL teacher and coordinator, English Consultant and CEO from Shining Minds Consultants. She gratuated in Letras \u2013 UNICAP\/PE, and has a post-graduated certificate in English Translation Methodology \u2013 FAFIRE\/PE.<\/p>\n\n\n\n

Naiara Fracaro <\/strong>works at a bilingual school and has over 7 years of experience in teaching English. She also gives workshops, including Braz-Tesol Conference 2016. She is an EFL teacher and English Consultant at Shining Minds Consultants. She is post \u2013graduated inLanguage Acquisition \/UFPB, She is attending Master\u2019s Degree  in Education Studies\/ Lus\u00f3fona- Portugal.<\/p>\n\n\n\n

Ana Gerda Paz<\/strong>\u00a0has attended a bilingual school and has over 15 years of experience in teaching and creating materials and courses. She is a Collaborator for\u00a0Efopli- UFPB and English Consultant at Shining Minds Consultants.<\/p>\n\n\n\n

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Workshop #16 – CONTEXT AND MEANINGFUL LEARNING<\/strong><\/p>\n\n\n\n

This workshop aims at discussing the definitions of context and meaningful learning applied to ESL\/EFL classes, pointing out some guidelines to make it more concrete, and providing hands-on tasks, as this issue seems hazy to most of our teachers. We have to take into account that no learning event has meaning if it doesn\u2019t relate context and content; the new information has to relate to the learners\u2019 cognitive structure in a non-arbitrary and substantive way. We will be using some concepts by PERKINS (2009) and AUSUBEL (1963) in order to demonstrate some strategies which can help teachers build or consolidate the essential bridge in a relevant teaching-learning process.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Jimmy Azevedo<\/strong> has been working at Yazigi since 2011. He started as a teacher at YI Jo\u00e3o Pessoa. Has been to other Y\u00e1zigi schools in the Northeast. Now he is an Academic Coordinator at YI Jo\u00e3o Pessoa Centro. He holds a BA in Letras from Universidade Federal da Para\u00edba. An English teacher for over 16 years, he has worked at several language centers, and also presented papers and participated in congresses and meetings such as YILTS, YSAC, and YETS.<\/p>\n\n\n\n

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Workshop #17 – TECHNOLOGY: CREATIVITY AND INNOVATION<\/strong><\/p>\n\n\n\n

Nowadays, creativity and innovation are the basic elements of the organizational culture that gain more relevance in the “Information Age.” Technology is changing the way we produce, consume, get along and even, how we exercise our citizenship.
It is extremely important to use technology in the classroom. It is necessary to disseminate the good examples of practices and learning outcomes to raise awareness  of the power of ICT in the education field.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Wanuska Ramalho Ribeiro<\/strong> : as an English teacher for about 20 years, a student of English since I was 10 years old, a Language Course Director since 2005, graduated at UFPB in English Language in 2013 and now working at SESC Dom Ulrico School and in my language course, Focus English, I intend to contribute to the improvement of teaching English as a foreign language stating that the technology together with creativity is the way to innovation.<\/p>\n\n\n\n

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Workshop #18  – Towards understanding and implementing the lexical approach.<\/strong><\/p>\n\n\n\n

The aim of this workshop is to introduce teachers of English to the Lexical Approach as well as show them how lexis, grammar and phonology interact in ways which directly affect how learners store new language. It also attempts to provide teachers with a comprehensive set of step-by-step changes which combine to ensure more effective teaching and more effective learning.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Jos\u00e9 Ribamar de Castro<\/strong> is a professor at the Federal University of Para\u00edba and holds a Master\u2019s Degree in English Applied Linguistics from PUC \u2013 S\u00e3o Paulo and the New Trends & Creative Grammar Certificate from the International House Training \u2013 Hastings, England.<\/p>\n\n\n\n

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Workshop #19 – Basic Neuroscience and EFL brain friendly tasks: why and how?<\/strong><\/p>\n\n\n\n

Have you ever thought how people learn?\u00a0 What is the brain role in EFL teaching and learning? Why bother about the brain? How can the brain either impair or foster language learning?\u00a0Research on the brain has led to an understanding that each of us has a preferred way and mode of thinking that affects the way we take in and process information (HERMMANN, 1989, 1991).\u00a0This workshop aims at providing an overview of basic Neuroscience for EFL teachers, which includes learning which brain parts and hemispheres are activated while reading, speaking, listening , writing, repeating, playing, memorizing, doing things and so on. Basic notions about synapses, neurotransmitters, brain dominance, cognitive styles, multiple intelligences and their implications for EFL teaching and learning will be discussed. In addition, participants will be invited to prepare an EFL brain friendly task to enhance multiple intelligences, brain areas and learning.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Maura Regina Dourado <\/strong>is a full professor in the Department of Modern Languages at Universidade Federal da Para\u00edba (UFPB). She teaches Linguistics and Neuro-linguistic Programming and is one of the coordinators of EFL Teaching PIBID Program. Her research interests involve linguistic education, EFL teacher education, critical literacy learning and critical approaches to EFL teaching.<\/p>\n\n\n\n

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Workshop #20 – Using Multimodal Writing Portfolios in the EFL Classroom: Humanistic Implications for Teaching and Learning<\/strong><\/p>\n\n\n\n

This workshop aims at demonstrating the process of implementing a multimodal writing portfolio in the EFL classroom, following a humanist perspective. Our writing portfolio consisted of a collection of texts, based on studied genres, which helped maximizing students\u2019 opportunity for writing practice. The experience was carried out by the teacher with the same language group in two different moments: while the students were in the Basic level in the Letras-Ingl\u00eas course (2015.1) and one year afterwards, when the students had reached the Intermediate level (2016.1). Students were exposed to different genres and asked to write texts according to the models and the instructions given. Once the texts were corrected by the teacher, students were then asked to rewrite them, by identifying their mistakes according to a marking system previously discussed in the classroom. This marking system focused on students\u2019 ability to identify their own mistakes such as spelling, grammar and punctuation and it was suggested as a reference for the (self) correction of writing assignments. Finally, students were asked to return the final versions of their texts to the teacher on a set deadline, compiling them on amultimodally-constructed portfolio. The project was grounded on a humanistic approach to teaching EFL (Almeida, 2001) combined with a multimodal view on classroom practice (Kress & van Leeuwen, 2006; Unsworth, 2001). The positive outcomes of this activity, verified in a questionnaire applied among the students involved in the experience, seemed to show that the use of a humanistic perspective combined with a multimodal approach to the EFL classroom not only makes students as well as the teachers face the human side of each other, but it also fosters the importance of allowing learners to share experiences of personal importance to them (Moskowitz 1978), with a view to developing both academic knowledge and fostering attitudes such as negotiation, responsibility, motivation, and autonomy.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Danielle Barbosa Lins de Almeida<\/strong> (PhD) is a Professor at the Department of Modern Foreign Languages (DLEM) and at the Post-Graduate Course in Linguistics (PROLING) at the Federal University of Para\u00edba (UFPB), Brazil. She has obtained her Doctoral degree at the Federal University of Santa Catarina (UFSC), with co-tutoring studies at the University of New South Wales (UNSW) in Sydney, Australia. She has recently concluded her Postdoctoral research at the Universidad de Buenos Aires (UBA), where she has also worked as a visiting scholar. In 2015 Dr Almeida was awarded a Scholarship of Research Productivity by the National Council for Scientific and Technological Development in Brazil (CNPq). Her research interests lie on Discourse Analysis, Visual Grammar, Multimodality, Systemic Functional Linguistics, Cultural and Media Studies. Her publications include the books New Perspectives on Visual Analysis: From Text to Context (in press) Perspectives on Visual Analysis: from Photojournalism to Blog (2008), as well as scientific articles in national and international journals such as Visual Communication (2009) and book chapters like the article Visual Communication, edited by David Machin (De Gruyter Mouton, 2014). She coordinates the Visual Semiotics and Multimodality Research Group (GPSM).<\/p>\n\n\n\n

Massilon da Silva Moreira dos Santos J\u00fanior<\/strong> is a pharmacist graduated at Federal University of Paraiba (UFPB). Currently, he is an undergraduate student of Modern Foreign Languages – English at Federal University of Paraiba (UFPB) and he is also a tutor from Protut (Tutoring Programme) at the same university where he studies, developing the basic students\u2019 learning in English language. He has also been working as an English teacher since 2013. His main area of interest is sociolinguistics, with focus on linguistic contact between mother language and foreign languages.<\/p>\n\n\n\n

Janio Alves de Oliveira<\/strong> is an undergraduate student in Modern Languages Course at Federal University of Para\u00edba (UFPB), Brazil. He was a monitor in the Scientific Methodology course at UFPB. He has experience working as a foreign language private teacher since 2011. His main areas of interests are Identity Studies with a focus on Post-Colonial Theory, Multiple Intelligences Theory, Affectivity and Literary Metafictional Adaptation.<\/p>\n\n\n\n

Pietra Tainah Simpl\u00edcio Ferreira,<\/strong> is an undergraduate student at Federal University of Paraiba, who studies English at the course of Modern Languages. She has been working as a teacher for children and teenagers in a private school in Cabedelo for three years.<\/p>\n\n\n\n

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Workshop #21 – Developing pragmatic competence in the efl classroom<\/strong><\/p>\n\n\n\n

This workshop focuses on the role of pragmatic competence in the teaching of English as a foreign language. Based on Kasper; Blum-Kulka (1993), Bachman (1997), Ishihara;Cohen (2010), Santos (2011) and Kecskes (2014), we aim at discussing concepts such as pragmatic competence, interlanguage, meaning, context, users and use of language and their implications for EFL teaching and learning. Participants will be invited to engage in consciousness-raising activities that can be used to develop students\u00b4 pragmatic and communication skills.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Barbara Cabral Ferreira <\/strong>is a professor of English, Pragmatics and Supervised Internship at the Department of Modern Foreign Languages at Universidade Federal da Para\u00edba. She holds a PhD (2015) in Linguistics. She is currently the vice-coordinator of Programa de Tutoria \u2013 L\u00edngua Inglesa (ProTut) and Projeto de Extens\u00e3o \u2013 L\u00edngua Inglesa at UFPB. Her research interests involve EFL Teaching, Pragmatics and Cognitive Linguistics.<\/p>\n\n\n\n

Barthyra Cabral V. de Andrade<\/strong> is a professor at the Departament of Modern Foreign Languages at Universidade Federal da Para\u00edba. She holds a Master (2005) in Letras. She is currently the coordinator of the Applied Research area and Projeto de Extens\u00e3o \u2013 L\u00edngua Inglesa at UFPB. Areas of interest: Teacher Education, English language teaching and Discourse Analysis.<\/p>\n\n\n\n

Janine dos Santos Rolim<\/strong> is an undergraduate student at Universidade Federal da Para\u00edba (UFPB). She worked for a year as a monitor of Metodologia do Trabalho Cient\u00edfico and, currently, she is engaged, as a scholar, in the Institutional Program of Initiation to Teaching (PIBID\/CAPES) for the past three years and, as a volunteer, in the tutorship of Pesquisa Aplicada ao Ensino de L\u00ednguas Estrangeiras for the past one year. She has experience teaching Elementary and High School students.<\/p>\n\n\n\n

Lucas Marinho da Silva<\/strong> is an undergraduate student at Universidade Federal da Para\u00edba (UFPB). He worked as monitor at Cultura Inglesa for two years and was also a monitor in the first Encontro Paraibano de Professores de Ingles (EPPI). Lucas participated as a tutor in ProTut (Programa de Tutoria) in 2015 and since the beginning of this year he has been working as a monitor of English at UFPB.<\/p>\n\n\n\n

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Workshop #22 – Why and How to teach and learn English em tempos (dif\u00edceis) de PEC 241, Escola sem Partido e reforma do Ensino M\u00e9dio?<\/strong><\/p>\n\n\n\n

Based on the Critical Literacy perspective, this workshop will focus on discussing the importance of teaching and learning the English language today by using, devising, adapting texts and activities that teachers can easily use in their classes.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Sergio Ifa<\/strong> teaches undergraduate and graduate English courses at Universidade Federal de Alagoas (UFAL) and is the leader of Letramentos, Educa\u00e7\u00e3o e Transculturalidade research group (LET \u2013 UFAL). He coordinates the Projeto Casas de Cultura no Campus and the NUCLI ISF UFAL. He is an Applied Linguistics PHD (LAEL\/PUCSP).<\/p>\n\n\n\n

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Workshop #23 – Can children learn English affectively?<\/strong><\/p>\n\n\n\n

Suggestions and techniques to develop your rapport with your students while having some fun together!<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Fernanda Negreiros<\/strong> has been teaching at regular and language schools for over 11 years. She has participated in book publishing and giving workshops for 6 years including Braz-Tesol Conference 2016. She is an  EFL teacher and coordinator, English Consultant and CEO from Shining Minds Consultants. She gratuated in Letras \u2013 UNICAP\/PE, and has a post-graduated certificate in English Translation Methodology \u2013 FAFIRE\/PE.<\/p>\n\n\n\n

Naiara Fracaro<\/strong>\u00a0works at a bilingual school and has over 7 years of experience in teaching English. She also gives\u00a0workshops, including Braz-Tesol Conference 2016. She is an EFL teacher and\u00a0English Consultant at Shining Minds Consultants.\u00a0She is post \u2013graduated in Language Acquisition \/UFPB, She is attending Master\u2019s Degree \u00a0in Education Studies\/ Lus\u00f3fona- Portugal.<\/p>\n\n\n\n

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Workshop #24 – Promoting oral communication in the EFL classroom: choosing and creating activities.<\/strong><\/p>\n\n\n\n

Getting students talking in the target language is a task as important as it is challenging for EFL teachers. Speaking involves not only language knowledge but also creativity. It can be particularly daunting since it requires a level of exposure which many students are afraid of. This workshop explains some principles behind effective communicative activities and provides plenty of examples to be used, adapted or to serve as a base for the creation of new and motivating speaking opportunities for various levels in the EFL classroom.<\/p>\n\n\n\n

Biodata:<\/strong><\/p>\n\n\n\n

Raisa Claro<\/strong> is a former Ingl\u00eas Sem Fronteiras teacher currently teaching at Cooperativa Universit\u00e1ria da Para\u00edba (CODISMA). She graduated with honors from the Federal University of Para\u00edba in 2014 with a degree in English and is currently a Master\u2019s student in the same institution, researching second language acquisition.<\/p>\n","protected":false},"excerpt":{"rendered":"

Workshop #1 – Using a vocabulary notebook to boost students\u2019 learning In this workshop, we will look at how to keep a vocabulary notebook and a number of activities we can use to practise and consolidate vocabulary. These activities use few resources, such as the board, paper, pen, coloured pen and\/or crayons, and will also […]<\/p>\n","protected":false},"author":147,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1611","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.ufpb.br\/efopli\/wp-json\/wp\/v2\/pages\/1611","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ufpb.br\/efopli\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ufpb.br\/efopli\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ufpb.br\/efopli\/wp-json\/wp\/v2\/users\/147"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ufpb.br\/efopli\/wp-json\/wp\/v2\/comments?post=1611"}],"version-history":[{"count":11,"href":"https:\/\/www.ufpb.br\/efopli\/wp-json\/wp\/v2\/pages\/1611\/revisions"}],"predecessor-version":[{"id":2342,"href":"https:\/\/www.ufpb.br\/efopli\/wp-json\/wp\/v2\/pages\/1611\/revisions\/2342"}],"wp:attachment":[{"href":"https:\/\/www.ufpb.br\/efopli\/wp-json\/wp\/v2\/media?parent=1611"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}