Archivos Mensuales: septiembre 2011

e-duTraining en Congreso CLED 2011



e-duTraining en Congreso Internacional de Punta del Este

e-duTraining en Congreso Internacional de Punta del Este.

e-duTraining en Congreso Internacional de Punta del Este

An interview with Carla Raguseo, WELL course tutor.

E-duT: You’ve specialized in ICT for language teaching and you are now offering the Web-enhanced Language Learning (WELL) Programme at E-duTraining.

Carla: Yes, I started integrating ICT, especially web tools, into my practice six years ago. I have experience as Multimedia Lab coordinator. I’ve designed and taught several workshops for language teachers and I’ve written articles and given lectures on the same topic. The WELL programme consists of 3 independent modules. We are starting the first one, Web-based lessons for the EFL classroom, on September 21st.

E-duT: Who are these courses for?

Carla: They are for EFL teachers who are eager to give their first steps integrating the web into their teaching. In this first module we start by discussing the implications of the web in ELT and learning strategies to find and manage web resources for our classes. Finally, teachers analyze sample lessons and create their own on the course wiki.

E-duT: How are the modules organized?

Carla: The modules are organized into weekly topics. Each week has a number of multimedia resources to read or watch, a discussion forum and a hands-on task to be done individually or collaboratively. The idea is not just to learn about the Web 2.0 but to learn the 2.0 way, to model best web practices we can then apply in our classes.

E-duT: What do your students enjoy the most about these courses?

Carla: Most teachers see the course as an opportunity to revitalize their practice. They feel really empowered since they are able to experiment freely and to apply and share what they learn in a warm and supportive learning environment.

E-duT: And, what do you enjoy the most?

Carla: I am always fascinated by my colleagues’ creativity. It’s  great to see how some teachers who start off with lots of fears gradually gain confidence and enthusiasm. And, most importantly, I also learn a lot from our reflections and shared discussions.

E-duT: Thank you!

You can enrol for Carla’s course at:

An interview with Diana Martínez Salatín, Phonology Clinic Tutor

Diana, you’ve specialized on English Phonology for teachers and translators at college level and you are now offering Phonology Clinics at E-duTraining. 

Diana: Yes, that’s right. The year after I graduated, back in 2000, I started my training and specialization on the subject ‘Phonology I’ under the tutoring of Mónica Pérez. I took an interest in analyzing and comparing mistakes students made in their transcriptions with those mistakes they made in diction, and this eventually resulted into my research piece entitled ‘Three second-language-acquisition paradigms in the search for an affiliation between transcription and diction errors’. This final research stood as a great learning opportunity by means of which I was able to prove that errors made in transcriptions reveal diction difficulties. Since that very moment, I’ve been coaching in English Phonology and I find it absolutely rewarding helping students to overcome their pronunciation difficulties. Working at E-duTraining is a real pleasure for me as it gives me the possibility of doing what I love: helping students to polish their diction.

E-duT: Who are these clinics for?

Diana: The clinics are mainly aimed at EFL advanced students, teachers/translators/interpreters-to-be and definitely for teachers of English, translators and interpreters already working in their field of expertise. I would say that participants need to possess some knowledge about English Phonology so as to be in a better position to fully take advantage of the clinics. 

E-duT:  Which are the areas that you notice English language professionals need to improve and how do you cater for specific needs in the clinics?

Diana: It happens at times that in our daily professional practice we start overlooking certain aspects and it seems to be that pronunciation is probably one of the aspects that tends to be overlooked in the first place. So it is advisable from time to time, to stop and give yourself a chance of revising and polishing. In these clinics in particular I offer attendees lots of instances to do this: to stop, analyze, compare, contrast, set objectives, reflect and many other means by which we make their learning process enriching and self-fulfilling. In order to cater for specific needs, participants have the chance of carrying out recordings and they later get individual feedback about them. What is more, we have individual Skype sessions where attendees are given individual feedback on their oral production. All in all, these clinics foster one-to-one tuition so they are in very sense personalized and they do cater for each attendee’s specific needs. Nevertheless, we also have instances of collaborative learning and of activities aimed at the whole group of participants where there’s interaction and discussion. 

E-duT: How are the clinics organized?

Diana: They are divided into modules and each of them builds up upon the other. In order to move forward you need to take into account the practice done up to that point so students find themselves recycling content most of the time. In each module there’s usually an introduction where theory is given in the form of PowerPoint presentations, videos or handouts. Then there is a section devoted to practice where participants are offered plenty of activities to put into action the knowledge they acquired in the introduction section. In every module, attendees are requested to submit some assignments or they are asked to participate in quizzes, forums or wikis. In general, during the whole clinic, we have two web conferences –one at the beginning to launch the clinic and the other one halfway in the course generally aimed at working with some theoretical items. In these clinics in particular, we have a series of individual skype sessions and also instances for students to carry out recordings, all of which aims at giving participants instances of real practice targeted at polishing and improving both segmental and suprasegmental features. 

E-duT: What do your students enjoy the most about the clinics?

Diana: I’d say students find the clinics dynamic, entertaining and practical and this is what they enjoy the most. Also, the fact that they can see theory in action in real situations and that they have many instances to be listened to by means of the Skype sessions and with the possibility they have of submitting recordings of their own speech. In this way, they get personalized feedback and the tutor can help them develop the strategies they are more in need of.  

E-duT: And, what do you enjoy the most?

Diana:I absolutely enjoy when I succeed in making students enjoy the process of polishing their pronunciation in English. I also enjoy when students have fun while going through the practice offered in the clinics. A plus is, as well, that participants become aware of the different characteristics of English diction and this helps them to improve their overall production in English. It’s pretty much connected to the tagline given to the clinics: I want students to see the enjoyable enlightening side of English pronunciation. So I offer them instances to do this and when they finally view it and live it, well, that’s the rewarding part of tutoring these clinics!

E-duT: Thank you!

Enrol at:


Online Phonology Clinic: English Speech Rhythm…

Enrol at :

Los wikis como aulas colaborativas

Compartimos la grabación de la videoconferencia de la Prof. Carla Raguseo ofrecida por e-duTraining en pre-congreso internacional BTM Web.

Los sitios wiki, como herramientas web de colaboración, facilitan el trabajo grupal y la construcción colectiva de conocimiento. Durante la conferencia, analizamos su estructura y funcionalidad a la luz de sus posibles aplicaciones didácticas en el aula.

Para ver la grabación de la videoconferencia hacer click aquí: Las wikis como aulas colaborativas y luego en “View Recording”

Videoconferencia para educadores

Formulario de Inscripción:

Prof. Psic Roberto Balaguer Prestes –

Nuevos paradigmas en la enseñanza de idiomas: inglés “a la carta”


Programas de estudio ajustados a las necesidades de cada alumno y desde cualquier plataforma

Según los paradigmas educativos tradicionales, durante el primer año de estudios los alumnos principiantes podíamos describir qué estábamos haciendo nosotros o nuestra familia en un determinado momento. En el segundo año de estudios, podíamos ya mencionar qué hacíamos con cierta regularidad, mientras que en el tercero o cuarto, podíamos relatar qué habíamos hecho el día o la semana anterior. Se necesitaban varios años para poder comunicarse, pero no con total fluidez, ya que se penalizaban los errores y el hecho de ser interrumpidos y obligados a repetir la versión correcta varias veces nos producía timidez e inseguridad. Imposible comunicarse sin respetar las reglas gramaticales; no bastaba con decirlo: había que decirlo bien.

En la actualidad, a excepción de los alumnos que deseen obtener una certificación internacional o dedicarse a alguna carrera en la cual el inglés sea condición sine qua non, suele priorizarse la comunicación, y la corrección al hablar está condicionada a la claridad en el mensaje a transmitir. Un leve error, una ‘s’ faltante o de sobra, si no impide la comunicación, suele aceptarse principalmente porque los hablantes del idioma ‘meta’ producen errores similares al comunicarse, tal como nos ocurre en nuestro propio idioma.

Es por este motivo que la auditoría lingüística previa al inicio de un curso, la que marca el nivel desde donde el alumno avanzará en la incorporación del idioma extranjero, debe estar siempre acompañada por una encuesta de necesidades e intereses del propio alumno o de la empresa que requiere de él un cierto nivel en el dominio del idioma.

La escuela de idioma que se dedica a satisfacer las necesidades puntuales de cada alumno debe proveer la necesaria flexibilidad en el programa de estudios, a los fines de seleccionar no ya un libro de texto que contenga unidades de aprendizaje de progresiva dificultad, sino de las llamadas técnicamente ‘píldoras’ de aprendizaje que, tal como los ingredientes en una receta culinaria, en un modelo e-learning se pueden seleccionar y secuenciar de acuerdo con las necesidades. Un alumno que debe realizar un viaje a corto plazo requiere de una preparación diferente de aquel que debe efectuar presentaciones en empresas. Un profesional que debe exponer frente a sus colegas necesitará, además, interactuar socialmente con ellos.

Las unidades de trabajo diseñadas para inducir el aprendizaje ilustrarán funciones diferentes del idioma; serán similares en su diseño o estructura y, a la vez, variadas en sus propuestas, para ofrecer algunas la práctica en una habilidad o destreza, por ejemplo en la lectura, otras en el habla, la escucha o la escritura.

Esta flexibilidad es además un requerimiento de estos tiempos, en los que cualquier persona tiene acceso a muestras del idioma ‘meta’, en este caso el inglés en los medios, la cinematografía y la web. Al docente de hoy le resulta difícil prever qué conocimientos previos adquirieron sus alumnos, ya que el aprendizaje se desarrolla en los variados contextos en donde cada uno de ellos se desenvuelve. El docente de hoy no puede erigirse en ‘fuente de todo saber’, ya que en la actualidad los seres humanos aprendemos unos de otros y en todo momento y lugar.

Es por esto que el alumno de 2011 debe exigir un programa de estudios ‘à la carte’ (‘a su medida’) en el cual él mismo pueda seleccionar, a partir de un menú de opciones, los conocimientos que desea o necesita adquirir. El profesor, o tutor en el aprendizaje según el modelo e-learning, será consejero y guía; un modelo lingüístico a seguir, su ‘chef’ pero no su carcelero.

Inglés “a la carte”. A su medida: un nuevo paradigma educativo, con el apoyo de las tecnologías (TICs) y los objetos tecnológicos a nuestro alcance. El I-pad, el I-pod, el I-phone, la PC, las notebooks, ¿qué elemento desea utilizar? En el hogar, en la oficina, en el lugar de veraneo, mientras espera en un aeropuerto. ¿Dónde y cuándo desea aprender?, son las preguntas que hoy exigen respuestas.

 Más información: