WORKING EMOTIONS TO PREVENT BULLYING (CISMONDI-DEL TURCO)

 The lesson plans proposed give children the opportunity to play and at the same learn that there

is not only one way to show our feelings, that they are not alone and that bullying has no place

within the classroom. The purpose of these activities is to show actively that there are different

forms to interact with each other and to show that everybody is unique, but not inferior. What is

more, they may help children notice that working in a team not only provides personal

development but it also enhances the learning atmosphere.

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VIRTUAL EDUCATION DURING THE COVID-19 PANDEMIC (DOMINGUEZ)

 

This paper is about the way all this happened in the city I live, Rafaela, a 120000

people town which was also affected by the pandemic. The first chapter is devoted to

explaining the theory of Connectivism, a learning-teaching approach that accommodates

the e-learning environment, which focuses on forming networks of connections to foster

collaboration, interactivity, critical thinking, and autonomy. The following one is devoted

to the characteristics of the main synchronous and asynchronous tools used during

quarantine. Finally, in chapter three, teachers from four different language institutes from

Rafaela will be analyzed so as to determine how they adapted to online education, the

tools they selected for teaching, and how collaboration played a crucial role in e-learning.

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BEING TEACHERS OF A LINGUA FRANCA (GUTIERREZ-LUBATTI)

 The aim of this work is to acquaint readers with the basics of teaching English as

a Lingua Franca and provide examples that may serve as models to put into action the

previously mentioned approach. In order to accomplish this, the first chapter is devoted

to defining what a lingua franca is, its characteristics and the reasons why English is the

current lingua franca. The second chapter focuses on explaining the ways in which

pronunciation, lexico-grammar and culture should be taught following this perspective.

Finally, the last chapter illustrates several activities that can be carried out if the English

as a Lingua Franca principles are followed. The suggestions presented involve different

contents and the development of reading, writing, listening and speaking skills, through

the employment of diverse resources such as videos, audios, texts, songs, etc.

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EDUCATIONAL TECHNOLOGY IN THE CLASSROOM (PELLEGRINO)

 The aim of this paper is to present valuable tools that can be used in the classroom,

offering a closer look to basic platforms that technological means provide. It is fair to say that

the intention is not narrowing the sources as this is a starting point to make teachers think of

respecting the right of students to a quality of education, while making them acquire skills that

will be useful to be inserted in a global connected world.

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ONLINE LEARNING, BREAKING THE MYTH (PEON)

 Even though virtual lessons have emerged as a tool that facilitate language learning,

educators and students must adapt themselves to this kind of classes. Its limitations are

associated with technological barriers in terms of internet connection and characteristics of

devices, as well as classroom management in relation to students’ involvement.

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COLLABORATIVE LEARNING (BERZERO)

The school system as we know it invites students to work together in some projects or tasks but that process rarely goes beyond the mere division of activities between the members of the group just to be able to hand in the assignments on time. Moreover, the individuals that are a part of the group almost never share their knowledge with their partners, that is to say, no one benefits from the exchange as it is not a real collaborative work.  The purpose of this work is to show that teachers can improve their teaching methods and enhance the students’ learning experience if they start applying innovative strategies like Collaborative Learning, Project-Based Learning together with different instruments of assessment which will prepare students for the challenges they will have living in the 21st century.

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DEVELOPING ENTREPRENEURIAL SKILLS IN PROJECT-BASED LEARNING (VERONESSE)

 What if you realize that you have a misconception of something? Would you be willing to change your way of seeing it or to stick to the same idea? Living in the 21st century is not an easy task. From technology to economy, all evolving and changing at a completely high speed. How about education? Is it the same as five, ten, or twenty years ago? Are students the same as the previous year? or are they being influenced by these massive changes? The aim of this work is to present another perspective of how to teach secondary students in an engaging, fruitful, and creative way. Accepting that there must be a change and it should benefit learners for their future holds the key for progression.

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