PhD. Raquel Fernández Fernández
A brief CV
PhD in Modern Languages (specialize in English) by the university of Alcala and Professor of the University Centre Cardenal Cisneros (Alcala de Henares, Madrid). Since 2004, she is the Deputy Director of the Centre, responsible for the Educative Innovation and Research areas. She is involved in the research of bilingual education since 2004, when she started to investigate the implementation of the Bilingual Project of the Community of Madrid, from the perspective of teachers. Between 2008 and 2014, she was coordinator of the Bilingual Specialization Project of the Cardenal Cisneros University Centre. This project was recognized by the European Language Label 2014. With 18 years of experience in the teaching profession in all the levels, from pre-school education to adults, she has participated and managed teacher training courses and seminars and has collaborated as a pedagogical advisor in several editorials and as author of many specialized publications. She also has a blog about teaching: http://teachingtoteach.wordpress.com, and you can find her on social networks: @raquelffdez.
This presentation revolves around the use of Dialogic Talks in EFL settings. This collaborative strategy enhances students’ reading experiences by allowing them to interact and explore a literary text on their own and with others. However, there is scarce literature on its use in contexts where an additional language is spoken. To support this teaching-learning strategy in these specific educational settings, the speakers will introduce the notion of Dialogic Talks and present evidence of its benefits. They will then describe an intervention carried out in EFL Teacher Education, and provide qualitative data extracted from the instructors’ observations and students’ final written reflections. Results run parallel to previous findings in L1 contexts. Furthermore, they demonstrate that dialogic talks can bring students together and foster tolerance and intercultural awareness, while contributing to their effective literacy development in an additional language.