Ignite Young Learners' Creativity through Project-Based Learning

Abstract: In my experience, Project-based Learning (PBL) is an interactive method for teaching English to young learners. It is highly effective in fostering engagement, creativity, and language retention. Students connect real-world tasks with language learning, enhancing their motivation and communication skills. However, it requires careful planning and can be time-consuming, especially with limited resources and uneven progress among different proficiency levels. Despite these challenges, the method promotes collaboration, critical thinking, and language confidence, making it a valuable tool for dynamic EFL instruction in young learners.

Biodata: Samuel is passionate about language learning. He believes it's more than a subject, it's a tool for teaching values and shaping better citizens. He's about to graduate in Linguistics with an English specialization from UMSA. He teaches English at Los Andes Adventist School to young learners. 

Creating Engaging and Inclusive EFL Resources with Graphic Design Tools

Abstract:This session explores the integration of graphic design tools like Canva and the Adobe Creative Suite to enhance student-centered learning in EFL. Graphic design is essential for educators as it improves visual communication, making complex information more accessible and boosting retention. Attractive designs capture students' attention, increasing motivation. Effective organization aids in creating clear educational materials. By using design tools, educators can develop personalized and innovative resources that foster creativity.

Biodata: Rosa Albarracin is a Linguistics and Languages student at UMSA and a Graphic Design student at Atenea Institute. She combines her creative skills with her passion for English language teaching, focusing on using graphic design to enhance learning materials and student engagement.

Poetry as a Didactic Resource to Improve Language Skills

Abstract: Poetry is a Literary Genre that contains information from diachronic and synchronic linguistic points of view. Because of this, interest in including poetry as a didactic resource in the teaching process of the English Language emerges. Skills such as listening, reading, speaking, and writing can be put into practice and evaluated through poetry while adding the cultural component that a language has.

Biodata: María Daniela Pomarino Flores is a Linguistics and Languages student at UMSA. She is very passionate and eager to explore the world of Applied Linguistics. During her first years as a teacher, she has been discovering new ways to create a friendly and enjoyable learning and teaching environment.

Forced to learn: Overcoming Student Apathy, a teaching experience

Abstract: Student Apathy could be considered one of the most definitive obstacles in the teaching-learning process since there’s little to no hope in teaching something to somebody who does not have the faintest interest in learning or, even worse, actively rebels against it. Despite how hopeless it may look, current technologies can foster the change of the inner schemes and mechanisms that can turn apathy into engagement.

Biodata: Rosario Velásquez’s experience with English started with attending school in the U.S. and settling in Bolivia, teaching and translating 25 years ago. She graduated Summa cum laude in Linguistics and is currently developing her guided work at the Clinical Psychology Service from the IIIPP/UMSA.