Beatrice Caston gave the opening speech. Carlos Rico Castillo's presentation was divided into three sections introducing dynamic systems theory, having participants reflect on being part of a dynamic classroom system, and sharing ideas to increase student interactions. Lori Langer de Ramirez's presentation discussed having student-run language classes to celebrate linguistic diversity in international schools. Victor Gonzalez's presentations focused on using digital resources and activities in the language classroom.

1. Name of Presenter
Title
Content of Presentation
Beatrice Caston
"Language and culture - a
way to view the world, life,
learning and teaching"
Opening Speech
Carlos Rico Castillo
This presentation will be divided
“A dynamic system theory
approach to foreign language in three sections. First, the
dynamic systems theory (DST)
teaching”
will be introduced and some of
its most important
characteristics explained.
Second, the participants will
reflect on the implications of
being part of a dynamic system
(i.e. the language classroom).
Finally, some ideas about how to
increase student-student
interactions will be shared.
Lori Langer de Ramirez
“Teaching our tongues.
Student run languages
classes as a celebration of
linguistic and cultural
diversity in schools”
Part I and Part II
In our wonderfully diverse
international schools, we boast
a student body in which
hundreds of different languages
are spoken in our students’
homes. With such a wealth of
linguistic diversity, it is important
to find a way to celebrate
students’ languages in a public
and enjoyable way. Student-run
language classes are an
excellent means of tapping in to
the talent, generosity of spirit,
and pride in home cultures and
languages that exist in our
schools.
Lori Langer de Ramirez
“Keep it real, incorporating
culturally authentic material
and activities into the
Language Classroom” I
As language teachers, we strive
to serve as culture bearers for
our students. We aim to bring
the target culture of our
languages into our classrooms
in real and engaging ways. One
of the best ways to accomplish
this goal is to connect students
with authentic materials such as
realia, folktales, music, film, TV,
proverbs, magazines, websites
and other culture-rich items. In
this session, we will explore a
variety of authentic materials
and discuss ways in which they
can be incorporated into your
language teaching. References
and resources will be provided.

2. Name of Presenter
Title
Content of Presentation
Victor Gonzalez
Digital Modern Language
Activities
The role of the language teacher
in the 21st century has to be
dynamic to help students find
the best learning strategies in
order to acquire the vocabulary,
grammar and speaking skills of
the language learned in the
classroom. The role of the new
technologies through rich
activities lead students to the
core of internationalism. This
presentation is aimed at
teachers interested in using
digital resources in the
classroom in a constructive way.
Victor Gonzalez
“How do you tackle the new
IB Language B curriculum in
the classroom? Sharing
experiences”
Maricruz Lagar
“Language development
through storytelling and
sound”
How do you tackle the new IB
language B curriculum? What
are the best strategies for paper
one and paper two? And what
about the oral exam or the
written assignment? Let´s get
together to share best practices
in order to be successful with
the upcoming IB language B
exams.
Through 5 min stories students
will develop hearing memory, an
art that can be used for
communication.
Students will develop their
imagination, language and learn
how to learn any foreign
language. This is addressed to
young students since it can be
used to model emotional
Intelligence activities too.
Students learn through
imagination associating sounds
with images and working on
hearing memory.
Discover sounds and learn how
to appreciate them to use them
in listening comprehension.

3. Name of Presenter
Title
Content of Presentation
Tied to major themes in
language programs (personality,
family, education, professions,
environmental issues) there is
an activity, a self – reflective
questionnaire and a dialogue/
interactive activities for students.
The activities are meant to
provide opportunity for reflection
on interests, natural aptitudes
and talents while practicing
language concepts (both
grammar and lexical).
Elitsa Kostova
“Career guidance and
orientation”
Beatriz Palma
“Top ten ways of using IWB in A practical presentation In which
the language B classroom” participants will be shown
different ways teachers and
students can use the IWB
software in the classroom. The
session will include how to
create some of the activities and
examples of how it has been
used in class.
When are students ready to do
the big step joining mother
tongue programs after having
been taught in Foreign language
classes? Round table
discussion of criteria and
possible tests
Christian Hoffmann
“From Foreign Language
classes to Mother Tongue
instruction”
Linda Lanis
“Let’s speak together: how to In order for student to improve
involve families in language their communication skills, it is a
good
activities”
idea to extend language practice
beyond the classroom. This is
not always
easy, as families sometimes feel
difficult to integrate with
members of the
local community. In this
presentation, various activities
are offered in
order to stimulate interaction in
the second language. Even if
the
activities are structured for the
host country language, they are
easily
modifiable for any foreign
language (samples offered).

4. Name of Presenter
Ana Patricia de la Cruz
Title
Content of Presentation
“Holistic instruction: engaging Introduction in how to apply
multiple intelligences in the
the talent of everyone –
learning and teaching of foreign
activities taking into
languages. Audience
consideration multiple
participation. 10 min to add
intelligences”
ingredients, 20 min to taste
Activities looking at all grades
and levels will be given.
Ana Patricia de la Cruz
Christian Hoffmann
“Oral communication:
Speaking cookies”
What can we talk about to foster
oral communication when have
used all the topics we could
think of? Speaking about
concepts is not always that
easy. PromptCookies will be
shared. Challenging questions
and guides to tackle concepts
by level. Discover multiple
cookies.
Audience participation: All MFL
Languages, examples will be
given in English/ Spanish.
IB subjects are required to
“Teaching Theory of
Knowledge (IB) through MFL” contribute to Theory of
Knowledge teaching as part of
the IB DP core. Topics and
activities will be suggested for
Group 2 B and Ab initio courses
to not only meet these
requirements, but also make
Group 2 courses more
interesting, challenging and
engaging.

5. Name of Presenter
Manuela Wein
Title
Content of Presentation
“Learning foreign language Learning a language can
happen through multiple ways.
through drama- a different
way to meet students’ needs For a modern language teacher
it is also essential to support all
students and meet their multiple
learning styles. Drama as a
performing art can be a helpful
teaching and learning tool to
access a foreign language and
its different aspects in a highly
motivating and encouraging
way. Drama can be used to build
up the learners’ confidence and
to learn/ understand through
movement and acting out.
Furthermore, drama strategies
can help to develop
transdisciplinary skills, which is
a main focus of the PYP and the
learning of the 21st century.
Caroline Fogiel
“The use of visual to enhance Visuals improve students’
differentiation in teaching and engagement in their learning.
The use of visuals as stimuli can
learning of languages”
be individualized to suit students
´ interests and levels of
achievements. Assessment
tasks include visuals in MYP
and IB and the new phases
require more accurate
differentiation in our classrooms.
The session will focus and
examples that address these
facts and how they can be
adapted to various contexts.
Eduardo Merinero
“Assessment: oral and written Law asks teacher to assess on
oral communication, but the
communication”
question is how are we teaching
and assessing communication?
Within this presentation we will
introduce a new approach and
activities that will guide the
teacher so that he can help
students to achieve the enduring
understanding.
The presenter will share his
experience with these new
activities providing participants
with templates and showing
videos.

6. Name of Presenter
Title
Content of Presentation
Presentation of new concept:
New easy readers (level A1, A2
and B1) for German as Foreign
Language will be introduced.
They combine the first reading
of a longer text in the foreign
language with cultural
information about the
environment and geographical
regions in Germany
Andrea Wagner
“How do you get basic level
students to read? Provide
them with the right materials
– Easy Readers for German
A1, A2, B1”
Marie-Christine Rivest
“Culture, grammar and movie I will present one unit for MYP 5.
After having studied specific
maker”
grammar points, the students
research for French culture
elements in Berlin. They make a
movie (documentary) on the
French culture. Students need
to incorporate all the grammar
points, relevant information as
well as three interviews. I will
provide the unit planner and I
will show one documentary
made by the students.
I will present my language B
curriculum- an engaging course
in which all parts of the exam
are consistently integrated into
the syllabus. The focus will be
on designing Paper 1 unit
exams, interactive orals and
vocabulary expansion activities.
Barbara Giegerich
“The new German B higher
level planning a successful
course”
Delphine Lenhart
“Using Edmodo in language General presentation of the tool
“Edmodo”. Particular interactive
acquisition teaching”
ways to use it in languages:
“chat” in the target language,
use as email replacement,
setting and submitting
assignments, correction of
assignments (including peerassessment), awarding rewards,
and resources library, sharing
Internet links and videos / audio
recordings, taking part in the
forum for language teachers.

7. Name of Presenter
Title
Content of Presentation
Over the past 7 years, the ISS,
Sindelfingen Campus has
developed a dual language
approach to learning. This
cutting edge approach to
additional language learning
while supporting the mother
tongue promotes best practice
and is one way in which we try
to close the potential conceptual
gaps for our learners.
Sarah Kupke
“Additional Language and
mother tongue. A dual
language approach”
Part I and Part II
Alejandra Camacho
“My library is a travel agency” The primary library can be
Delinka Fabiny
Delinka Fabiny
turned into a travel agency to
promote the joy of reading in
other languages and knowing
other cultures. As traveling is a
complex and a very enriching
process, we think it is a great
metaphor to use in language
practice: prepare the trip; inquire
and find information about the
destination; read and imagine
the book as a new land to
explore (cultural aspects,
vocabulary); after reading,
sharing the experience and the
¨pictures¨ you want to show your
friends (speaking).
“Beyond the Classroom: The Through the example of the
“Senegal Project," a multiSenegal Project – How
component partnership between
Service Learning can
a school in Senegal and an
enhance language
acquisition through authentic International School in Hungary,
the presentation focuses on the
interaction”
practical application of the
integration of a service learning
project in the French classroom.
The project provides real life
learning experiences, including
letter exchanges, study trips,
and awareness raising, as well
as opportunities at different
levels to use the language in a
stimulating setting.
“What is in a photograph?
Ideas for IB Language B
Individual Oral Exams”
10 steps to get all students to
see and speak beyond
description, and to prepare the
IB French B students for the
individual oral exam.

8. Name of Presenter
Cathy Beyers
Title
Content of Presentation
“Web 2.0 tools for language I would like to show people
some of the web based tools I
teachers and students”
Welcome to Amsterdam Introduction to the Dutch
language and Culture
use on a regular basis in my
classes (e.g. wordchamp, Quia,
Pixton etc.) and how they help
students with learning and the
teacher with assessing. Some
are tools for vocabulary study
and testing, others for creating
stories and cartoons or for oral
work. I will limit myself to about
4/5 of the most useful ones.
Participants will receive an miniintroduction into the Dutch
language as host country
language of the conference
location. They will also learn
some facts about the Dutch
culture.