Spend five days with us by watching sessions that will help you support and develop students' language from home, and prepare you to be ready for anything!
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A series of live talks from a range of leading ELT experts such as Herbert Puchta, Ben Goldstein, Scott Thornbury, Penny Ur, Dan Vincent, Samantha Lewis, Mariano Quinterno, Joaquin Triandafilide and many more. Each session will explore the issues facing teachers across the world today.
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From a beginners' home Yoga session to a Mindfulness one, as well as a session on how to use stress in your favour, learn how we can go through difficult and complex moments and, to close the event series, a special presentation from Prof. Dr. Clóvis de Barros – there’s something for everyone to enjoy each day (sessions in Portuguese).
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You can take part in all of the sessions for free and also watch the recaps of these on our YouTube channel the day after they take place.
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If you attend our ELT specific sessions, you will be entitled to receive a certificate of attendance for your professional development.
As part of the Cambridge Day events, we request the participants and our partners to donate food to local institutions. As a way of continuing to support social actions that reflect the Cambridge University Press Brasil - Food for Thought project, in this edition, we will support Ação da Cidadania, an institution that has been working since 2003 to combat hunger and poverty in Brazil.
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20 July
All the times quoted below are in Brazilian Time (BRT).
14h
Teaching English online: principles, personal reflections and propositions.
Herbert Puchta
more information
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Supporting every teacher: Top resources
15h30
Rebecca Rios
Practical ways to bring life skills and the BNCC into the Young Learner classroom
16h
Jasmin Silver
Hatha Yoga como estilo de vida (session in Portuguese).
17h
Purushottama Dasa
In his opening session, Herbert Puchta will briefly lay out the reasons why the students’ cognitive and emotional engagement in the learning process, their progress, and their sense of ownership of the language they are learning are key principles we have to keep in mind if we want to teach a foreign language successfully. Herbert will then reflect on his experiences so far with teaching a group of nine-year-olds online in the current home-learning situation, and will discuss the possible relevance and applicability of his experiences to working with teenage students. Finally, he will make a number of propositions aimed at enriching the teaching methodology widely used under the current conditions. These propositions could also create a meaningful link between the situation now and future classroom experiences, and help to make those more meaningful and fun to the students.
20 min
60 min
In this presentation, Rebecca will talk about the top resources teachers can find on the Better Learning blog and how they can use them in their classroom. From moving your classroom to an online format, to using emojis to teach and adapting content to an online environment, she will give teachers lots of tips and tools they can use to teach English remotely and much more.
This session will demonstrate how the Cambridge Life Competencies Framework can be used to help teach life skills covered in the BNCC (Brazilian National Curriculum). Participants will be given the opportunity to identify effective materials for teaching life skills to young learners as well as develop and share further ideas of how these can be taught.
Uma breve reflexão sobre a filosofia do yoga, o momento atual, atitudes e pranayamas para aplicarmos no nosso dia-a-dia e melhorarmos nosso equilíbrio e conexão com o presente.
Supporting every teacher: Top resources.
Practical ways to bring life skills and the BNCC into the Young Learner classroom.
From Learners’ Inaction to Learners in Action: Project-Based Learning with a Critical Twist
17h30
Mariano Quinterno
In Project-Based Learning, students engage in the exploration of a problem and, guided by a meaningful question, they set out together to design or create a final product (Larmer & Mergendoller, 2010). In this presentation we will first discuss some of the essential elements of project design which can inform our planning of both online and on-site lessons. We will then explore some sample projects which can be carried out by young learners, teenagers and adults in the context of an EFL class.
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From Learners’ Inaction to Learners in Action: Project-Based Learning with a Critical Twist.
First Day
Second Day
Third Day
Fourth Day
Fifth Day
Tuesday
21 July
20 tips on teaching vocabulary.
Penny Ur
Boost remote learning with Cambridge Dictionary.
15h15
Kasia Brzoska
Tips for teaching Teens Online and motivating them to become independent learners.
Samantha Lewis
Engaging activities for online lessons with teens.
Dan Vincent
Research indicates that vocabulary is probably the most important component or proficiency - particularly reading comprehension: it is therefore essential to teach it effectively. This talk will present my own 20 tips on teaching vocabulary, with particular attention to current issues realting to online teaching.
Apart from being a great go-to word reference, Cambridge Dictionary is a rich resource for bite-sized activities, self-study and community learning. Join Kasia to explore a number of tools and practical ideas for teaching remotely with dictionary content during this period of social distancing and quarantine. From downloadable word lists and quizzes to Word of the Day and grammar, this session will get you inspired and equipped with ideas to engage teen minds during the pandemic and beyond.
Over the past few months we have moved rapidly from face-to-face to online learning. One of the consequences is that our learners are expected to be more independent and take more responsibility for their own learning. We will look at ways that we can support our teens to be successful independent learners and how we can encourage them to become more involved in their own learning.
As students and teachers have become more accustomed to the nuts and bolts of learning online, it’s a good time to start increasing the repertoire of activities we can use in the virtual classroom, especially ones that allow students to work together more collaboratively. This session will take participants through several activities that are both easy to prepare and easy to do but which generate a lot of language while at the same time giving the teacher a bit of a breather during class. The session is primarily aimed at teachers of teenagers but includes activities that can be adapted for other levels as well.
Boost remote learning with Cambridge Dictionary
Mindfulness para aumentar o foco (session in Portuguese).
Tatiana Fernandes
Uma prática breve para auxiliar você na autorregulação da atenção prezando pela gentileza das suas emoções, pensamentos e valores.
Wednesday
22 July
My 7 favourite language teaching methods.
Scott Thornbury
The teachers’ journey through the pandemic.
Raquel Ribeiro
Let’s get digital: embracing technology in a time of education change.
Delia Kidd
Professional Development in times of lockdown: Practices and Possibilities.
Gabriel Díaz-Maggioli
The ‘method approach’ has been discredited by many scholars on the grounds that individual methods don’t fit the diversity of contexts in which second languages are taught. Nevertheless, training courses still include a component on ‘methods’ and many teachers are curious about the way that methods have evolved, often as a by-product of developments in education and philosophy. Also, methods offer novice teachers a framework with which to structure the seemingly chaotic nature of the language learning process, as they develop their own, more context-sensitive ‘methodology’. In this talk, Scott chooses seven methods that (I will argue) embody sound principles of methodology, and suggest that methods are not – as sometimes claimed – dead.
March 2020. Europe was facing the rise of Covid-19 lockdown with The Americas hot on its heels. The world as we knew it was about to undergo one of the most dramatic changes ever experienced. Suddenly schools all over Brazil were shut. The intensive marathon to learn how to teach online and necessary adaptations had started. Welcome to Cambridge Day 2020! It’s July and we’ll proudly look back at the challenges faced, obstacles overcome, lessons learned and a brand new perspective into the future.
Whether you like using technology in your classroom or not, the year 2020 has forced us to shift in a dramatic way to incorporating it into our teaching. Through tech we have been able to connect to our learners and ensure learning continues during these turbulent times to the best of our abilities. But the world of educational technologies is still murky, with conflicting evidence on its effectiveness, and a sea of tools and products making big claims about their value. In this talk, I will explain how to take a pedagogy-first approach, considering the principles of language learning, and where technology may play a part in supporting these. I will provide a toolkit for making decisions about what technology to use and how to use it with your learners.
In this 50 minute-presentation I will attempt to share with the audience a set of ideas about undertaking professional development that stem from what we have all been experiencing over the past four months. I hope to be able to show ways in which, despite the current situation, we can all continue learning and improving our teaching. I will also share some interesting discoveries that I have made about the power of "teachnology" in learning.
O mundo está de cabeça pra baixo E eu posso ser feliz (session in Portuguese).
Marina Amaral
Aprenda como podemos atravessar momentos difíceis e complexos utilizando ferramentas cientificamente comprovadas pela psicologia positiva para produzirmos mais emoções positivas e extrairmos o melhor da vida, principalmente do nosso momento presente.
Thursday
23 July
Addressing a unique language learning challenge: language learning anxieties and virtual classrooms.
Niall Curry
Top resources for teaching, learning and assessment.
Alberto Costa
Cambridge English exams - Supporting Teachers and Learners after the COVID-19 Impact.
Yasmin Hanspall
Effective Online Teaching - Brain-Friendly Strategies.
Joaquin Triandafilide
It is well evidenced that language learning evokes a unique form of language learning anxiety. In this current climate of uncertainty, it is increasingly important that we take into account the relevance and potential impact of such learning anxieties on our learners. Understanding how such anxieties emerge and how they can be practically addressed to support learning is a challenge faced by each teacher. Therefore, in this talk, Niall explores how we can support our learners to manage their language learning anxieties remotely, bringing together existing research and translating it into practical guidance for teachers and learners.
We strongly believe that good preparation for teaching, learning and assessing learners depends on effective teacher support. In order to meet teachers’ expectations, and in response to the Covid-19 situation, Cambridge Assessment English and Cambridge University Press joined forces to put together a range of materials which you can easily access, download and use with your students. Apart from downloadable resources, you can also choose from a range of online activities and apps. You will also be introduced to online tools for writing practice with immediate feedback, to teaching and digital frameworks for your professional development and many more!
We help millions of people learn English and prove their skills to the world. In this talk we will explore our range of qualifications and tests for language learners and teachers. We will also describe how we have responded to the Covid-19 situation to help our exam centres prepare and run exams safely in accordance with local regulations and international best practice.
Teachers all over the world are being asked to redefine the way they work to respond to the challenges of COVID-19 and massive online teaching for hundreds of students in quarantine. In this presentation, we will first identify some potential barriers both teachers and students may face in the new learning environment, based on Neuroscience and research evidence. Then we will introduce a number of brain-friendly strategies that will surely help young and adult learners to be successful while experiencing distance language learning. Come join me and let us uncover together some of the best advice the science of the brain wants to share at one of the most demanding moments educators have to face.
Estresse amigo (session in Portuguese).
Dra. Kátia Nakazone Ono
Passamos a vida toda ouvindo que não podemos nos estressar, que temos que reduzir o estresse e que estresse faz mal, não é verdade? Estudos comprovam que podemos utilizar o estresse para termos mais saúde e realizações, vamos descobrir como?
Friday
24 July
The Great Reset? Or Where do we go from here?
Ben Goldstein
Challenges and Tips behind a Social Project.
Abbey Alabi
Lesson Study: Unveiling the power of collaboration for effective professional development.
Paula Castro
Mudança: um convite à realidade.
17h15
Prof. Dr. Clóvis de Barros
Without warning Covid-19 changed how all of us operate. But what will happen post-lockdown? How will we transition back to the physical classroom? Will it be a “great reset” or just a quiet return to the familiar? Basing my arguments on teachers’ own testimonies, from Brazil and beyond, I hope to draw some important conclusions for our profession in these troubling times.
There’s always a reason for implementing any idea especially building a continuous social project in remote areas where infrastructures are strictly limited. However, keeping social projects without any sponsors seems to be unviable that’s why we need to measure realistic goals when implementing, cutting down on the costs, and blending methodology to attend the local cultural needs are highly important so that needy ones are reached and touched! All these will be well explained in the speech, be my guest!!
Assuming learning as a social and contextually situated activity, this talk will focus on uncovering the nature of teachers’ practice knowledge and how effective teacher learning can take place. Specifically, Lesson Study (Dudley, 2013), a highly powerful approach to teacher professional learning originating from Japan, will be explored and participants will be able to make sense of its main components, and further develop their own professional practice knowledge. Lesson Study or 'Jugyou kenkyuu' is a unique bottom-up approach to educational innovation that dynamically brings in teachers collaboratively planning, teaching, observing and analysing learning and teaching in ‘research lessons’.
Serão abordados os pressupostos teóricos que definem o conceito de "mudança". A filosofia moral e do conhecimento analisa, desde a antiga Grécia, o papel fundamental que a mudança tem na existência humana. Viver é mudar, se refazer, para melhor ou para pior. Nesta palestra discutiremos os princípios lógicos que refutam a permanência e que atentam, a todo momento para um mundo que é sempre diferente. Coisas e pessoas que a cada milésimo de segundo, necessariamente, estão deixando de ser quem são e se tornam outras. A mudança é condição de tudo o que existe no Universo.
Rebecca Rios has been teaching English for 13 years. She is one of the 5 presenters on the Learn English with Cambridge Youtube channel.
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SPEAKERS
Jasmin is a Language Research Manager at Cambridge University Press.
Dr Herbert Puchta is a writer of course books and resource books.
Mariano is a graduate teacher of English from Instituto Superior del Profesorado “Dr. Joaquín V. González”.
Kasia holds a BA in English Philology and an MA in British and North American Studies.
Daniel has been an English teacher for over 20 years and has taught in Spain, Japan, Ukraine and his hometown, London, teaching people of all ages and backgrounds.
Samantha Lewis is based in Spain where she works for the British Council as Academic Lead for Secondary.
Penny Ur has many years of experience as an English teacher in schools in Israel at all levels, and has taught ELT methodology at Oranim Academic College of Education and Haifa University.
Delia Kidd is a Senior ELT Research Manager at Cambridge University Press.
Raquel Ribeiro is an EdTech expert, Google Innovator and English language teacher.
Ben is a writer, teacher trainer and conference speaker. He teaches materials writing on the online MATESOL program of the New School in New York.
Gabriel Díaz Maggioli is an educator who applies the lessons learned in the classroom to his roles as teacher of teachers, researcher, writer, and consultant.
Alberto Costa, Senior Assessment Manager Americas for Cambridge Assessment English.
Yasmin holds a degree in Business and Languages for Business and has varied experience working in the Education sector.
Dr Niall Curry is a Lecturer in Academic Writing at the Centre for Academic Writing at Coventry University.
An English teacher, MA in Applied Linguistics and a Neuroeducator.
Abbey Alabi is a Nigerian who, since he was a child, wanted to know the world; this desire brought him to Brazil with the desire to learn our culture, and ended up falling in love with our country.
Paula Castro is founder and director of Bilingual Girassol, in Bahia-BR and an international accreditation evaluator at Cognia.
Scott Thornbury has taught and trained in Egypt, UK, Spain, and in his native New Zealand. Until recently, he taught on an online MA TESOL program for The New School in New York.
Prof. Dr. Clóvis de Barros Filho é doutor e livre-docente pela Escola de Comunicações e Artes da USP. Atua como palestrante há mais de dez anos no mundo corporativo, é consultor e autor.
Purushottama Dasa é praticante e instrutor certificado (RYT 200) de Hatha Yoga.
Dra. Kátia Nakazone Ono é graduada em medicina pela faculdade de medicina de Catanduva, especialista em ginecologia e obstetrícia.
Marina Amaral é empreendedora, palestrante, fundadora e Diretora do Grupo Auraclara.
Tatiane Fernandes é Coach certificada em saúde e bem-estar pela FECS, e Instrutora de Mindfulness em formação profissional no protocolo MBHP.
Tatiane Fernandes
Renata Simões works as tv hostess, director and researcher/scriptwriter for different audiovisual productions, focused on culture and lifestyle.
Renata Simões
Cambridge Day was conceived 19 years ago, a free event for English language teaching professionals. Cambridge Day became a tradition among English language teachers, coordinators, partners, and it is considered relevant by this segment, for generating opportunities for professional development, through experiences, updated content, educational and academic lectures. In addition to the pedagogical approach, the series of events has a social nature and in all of its editions, it has collected more than 42 tons of food, benefiting 80 social assistance entities and organizations.
FOOD FOR THOUGHT
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As a way of continuing to support social actions that reflect the Cambridge University Press Brazil - Food for Thought project, in this edition we will support Ação da Cidadania, an institution founded by Betinho, a Brazilian sociologist and human rights activist. The institution has been working for more than 25 years, fighting hunger and poverty in Brazil. Today, it is reinforcing the actions of food distribution and hygiene kits for those who were most affected by the actual crisis, and one of these actions is the campaign on the Benfeitoria website (crowdfunding) to raise funds for the purchase of basic supplements, soap, hand sanitizer and provide preventive information to assist the impacted families. The project is taking place in Brazil, in the states of Rio de Janeiro, São Paulo and Minas Gerais and is being extended to delivery to other locations affected by the coronavirus, such as Distrito Federal and some states in the Northeast and South. Every R$ 1,00 donated is equivalent to 1 meal and the donation amount is open. Cambridge University Press Brasil invites you to contribute to this project and help other people's lives.
PARTNERS
TBC
Rebecca Rios has been teaching English for 13 years. She is one of the 5 presenters on the Learn English with Cambridge Youtube channel. She has been a bilingual program coordinator and currently a Primary and Secondary teacher in Campinas, São Paulo. She is also a Google Trainer and completely in love with Educational Technology.
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Jasmin is a Language Research Manager at Cambridge University Press. She and her team use data-driven methods to investigate a wide range of teaching and learning issues in order to improve the materials that Cambridge produces for learners of English. Jasmin has worked as a teacher in the UK, South Korea and Germany and has also taught English to students from around the world online. She holds a Cambridge CELTA and an MEd in Research in Second Language Education from the University of Cambridge. She also holds an MA (Hons) and an MSc in Psychology and one of her main interests is in how findings from psychology can be applied to language learning and teaching. One of Jasmin's key projects is the development of the Cambridge Life Competencies Framework.
Dr Herbert Puchta is a writer of course books and resource books. He has been a plenary speaker at numerous international conferences and has conducted workshops and given seminars in more than 50 countries. For almost three decades, he has carried out research into the practical application of findings from cognitive psychology and brain research to the teaching of English as a foreign language. Herbert’s latest course books, are Think 2nd edition (written with Jeff Stranks and Peter Lewis-Jones), Empower and Super Minds 2nd edition.
Mariano is a graduate teacher of English from Instituto Superior del Profesorado “Dr. Joaquín V. González”. He has also done a post-graduate course in Education at Universidad Nacional de Quilmes. He holds an M.A. in Applied Linguistics to the Teaching of English as a Foreign Language, Universidad de Jaén, Spain. He is currently pursuing his Ph.D. in Education (Programa Interuniversitario de Doctorado en Educación, UNTREF, UNLa, UNSAM). He is a lecturer in Language II and III at Instituto Nacional Superior del Profesorado Técnico, Universidad Tecnológica Nacional. He teaches American Literature at Instituto Superior del Profesorado “Dr. Joaquin V. González.” He is a tenured teacher at Colegio Nacional de Buenos Aires. He has co-authored the book Construyendo puentes hacia otras lenguas: reflexiones sobre la enseñanza de lenguas extranjeras en la escuela media (La Crujía, 2009). He has lectured on ELT methodology in Argentina, Chile, Perú, Paraguay and Uruguay.
Kasia holds a BA in English Philology and an MA in British and North American Studies. She taught English in Poland, Spain and Ireland before embarking on a digital career with well-known brands in the travel and retail industries. She now uses her digital expertise in online content, social media and digital customer experience to help ELT Strategy and Marketing departments at Cambridge University Press to reach, engage and inspire millions of teachers and learners worldwide. Having lived in 6 countries, Kasia is happily settled in Cambridge, where she enjoys long country walks and rowing on the river Cam.
Daniel has been an English teacher for over 20 years and has taught in Spain, Japan, Ukraine and his hometown, London, teaching people of all ages and backgrounds. He’s also a published materials writer and is co-author of Own It!, a new Cambridge University Press course for teens. He blogs about how teachers can help teenage students develop collaboration skills and learner autonomy. He lives and works in Madrid, where he currently teachers young learners, teenagers and adults at the British Council.
Samantha Lewis is based in Spain where she works for the British Council as Academic Lead for Secondary. She is an experienced teacher, trainer and materials writer. She has co-authored secondary courses including the new teen course Own It! and is particularly interested in developing project work with teens. She has an MA specialising in English Language Teaching with secondary school learners.
Penny Ur has many years of experience as an English teacher in schools in Israel at all levels, and has taught ELT methodology at Oranim Academic College of Education and Haifa University. She is primarily interested in practical aspects of effective English language teaching. Her books include Grammar practice activities (2nd Edition) (2009), Vocabulary activities (2012), A course in English language teaching (2012), Discussions and more (2014), Penny Ur’s 100 tips (2016), all published by Cambridge University Press.
Delia Kidd is a Senior ELT Research Manager at Cambridge University Press. She manages research projects relating to second language teaching and learning. She has a Masters in English Language Teaching and a background in editorial for primary and secondary materials, as well as several years as a primary and EFL teacher and materials developer in multiple countries including South Africa, South Korea, Italy and the UK.
Raquel Ribeiro is an EdTech expert, Google Innovator and English language teacher. She is one of the authors of the Teacher Editions 1 & 2 of CUP EVOLVE series. She blogs about apps and tech for ELT teachers in The World of Better Learning. She is also the Social Media Organiser for IATEFL LTSIG.
Ben is a writer, teacher trainer and conference speaker. He teaches materials writing on the online MATESOL program of the New School in New York. For Cambridge University Press, he has published two methodology handbooks for teachers: Language Learning with Digital Video (with Paul Driver) and Working with Images. For students, he has co-authored Evolve - a new adult coursebook series for adults - and Eyes Open/Uncover for teenagers. His areas of interest include visual literacy and issues of identity and the language learner.
Gabriel Díaz Maggioli is an educator who applies the lessons learned in the classroom to his roles as teacher of teachers, researcher, writer, and consultant. He holds a Doctorate and a Master’s in Education from the University of Bath and is a certified researcher at the National Agency for Research and Innovation (ANII). At the international level, he has served on the Board of Directors of TESOL International Association (2006 - 2009), as well as Chair of the Materials Writers Interest Section, and a member of the Nominating Committee (2013). He has recently become President-Elect of the International Association of Teachers of English as a Foreign Language (IATEFL).
Alberto Costa, Senior Assessment Manager Americas for Cambridge Assessment English, holds the Cambridge RSA Diploma (DOTE) and has a specialisation in teacher training (PRINSELT) from the College of St Mark & St John in Plymouth, UK. He has worked as a teacher, teacher trainer, academic consultant and course tutor for the CELTA and DELTA qualifications in his 34 years of experience in English Language Teaching.
Yasmin holds a degree in Business and Languages for Business and has varied experience working in the Education sector. Yasmin has taught English as a second language in London, Lima and Madrid. Whilst living in Madrid, Yasmin also worked at the Ministry of Education managing the Bilingual state schools administer the IGCSE’s. Yasmin is fluent in Spanish and studied French at University. Yasmin has been working at Cambridge Assessment English for ten years in total and is a Platinum Support Manager as well as delivering training for customers and colleagues.
Dr Niall Curry is a Lecturer in Academic Writing at the Centre for Academic Writing at Coventry University. He has been actively engaged in both teaching and research for many years and his teaching covers a range of topics in applied linguistics and language pedagogy. His research crosses many fields, including language teaching and learning, digital pedagogy, English medium instruction, corpus linguistics, and academic discourse. He is a co-editor of the Journal of Academic Writing and he holds a PhD in corpus and contrastive linguistics from the University of Limerick. For further details on his background, areas of interest, projects, and current research, see his website.
An English teacher, MA in Applied Linguistics and a Neuroeducator. He devotes most of his time to teacher training in Brain-friendly approaches and schools mentoring programs in Chile and Latin America. A member of Mind, Brain, and Education Think-Tank Team for the JALT (Japan Association of Language Teachers). A local promoter of the Brain Awareness Initiative as a Dana Foundation Partner in Latin America. He has recently launched a Diploma in PBL and Life Competencies for Schools as a Cambridge University Press Partner in Chile. During the time of the pandemic Joaquin has been the host to a series of live Instagram interviews for Latin American English teachers at The Bilingual Brain TALKS.
Abbey Alabi is a Nigerian who, since he was a child, wanted to know the world; this desire brought him to Brazil with the desire to learn our culture, and ended up falling in love with our country. When Abbey arrived in Brazil in 2003, he lived for many years on the outskirts of the south of São Paulo. He saw that, despite all the difficulties of that region, people were always happy and persistent in their dreams. Abbey, who arrived from another country, without knowing how to speak Portuguese, was greatly helped by several people, and since then the desire was born in his heart, to someday return all the affection and attention he received. Abbey became a private English teacher and worked in large companies and when he realized that his teaching method was different and very well accepted by students, he founded GREEN ENGLISH. And in August 2017, he founded the social project English for Our People with the first unit in Itapecerica da Serra, São Paulo, which now has around 45 teachers working in 14 units and more than 450 students, with plans to expand to other regions.
Paula Castro is founder and director of Bilingual Girassol, in Bahia-BR and an international accreditation evaluator at Cognia. Most recently she has completed a Master of Philosophy in Education with Distinction at University of Cambridge, UK, specialising in Educational Leadership and School Improvement. She holds a degree in Languages and a BA in Education from Uninove, São Paulo, BR, and also a bachelor of Laws LL.B. from the Pontifical Catholic University of São Paulo, BR. She has consulted for private schools and systems in the area of bilingual education and immersion programs in Brazil and Latin America, and has extensive experience in bilingual education, immersion programmes and school leadership. Her main research interests are related to school improvement and teacher learning.
Scott Thornbury has taught and trained in Egypt, UK, Spain, and in his native New Zealand. Until recently, he taught on an online MA TESOL program for The New School in New York. His writing credits include several award-winning books for teachers on language and methodology, including About Language (Cambridge). His latest two books are 30 Language Teaching Methods and 101 Grammar Questions (both Cambridge). He is also the series editor for the Cambridge Handbooks for Language Teachers and a trustee of the HandsUp Project, which promotes drama activities in English for children in under-resourced regions of the Arab world.. His website is
https://protect-eu.mimecast.com/s/-VG8C0878fgVE2lUwDp7x?domain=scottthornbury.com
Prof. Dr. Clóvis de Barros Filho é doutor e livre-docente pela Escola de Comunicações e Artes da USP. Atua como palestrante há mais de dez anos no mundo corporativo, é consultor e autor. É Bacharel em Jornalismo pela Faculdade de Comunicação Social Gasper Líbero (1985), Bacharel em Direito pela Universidade de São Paulo (1986), Mestre em Science Pllitique pela Université de Paris III (Sorbonne-Nouvelle) (1990) e Doutor em Ciências da Comunicação pela Universidade de São Paulo (2002).
Purushottama Dasa é praticante e instrutor certificado (RYT 200) de Hatha Yoga. Iniciou sua prática em 2014 visando a melhora na performance para as competições de ultramaratonas de montanha. Praticante também de Bhakti Yoga, mantém diariamente um estudo profundo das literaturas védicas.
Dra. Kátia Nakazone Ono é graduada em medicina pela faculdade de medicina de Catanduva CRM -SP74317, especialista em ginecologia e obstetrícia - TEGO 0150/2008. 29 anos de experiência. Fundadora e diretora da Kaizen Saúde. Desenvolve e trabalha com ações que contribuem para a saúde da mulher, da família e da criança. Interessa-se pela medicina científica e se dedica aos estudos sobre prevenção de doenças crônicas, auto imunes e sua reversão através da qualidade de vida.
Marina Amaral é empreendedora, palestrante, fundadora e Diretora do Grupo Auraclara. Coach de saúde e bem-estar pela Faculdade de Educação em Ciências da Saúde do Hospital Alemão Oswaldo Cruz – SP e Colégio de Medicina do Estilo de Vida em Harvard, Boston. Life coach pela Sociedade Brasileira de Coaching. Especialista em Psicologia positiva pelo Wholebeing Institute e Teoria U pela Base Colaborativa.
Tatiane Fernandes é Coach certificada em saúde e bem-estar pela FECS, Faculdade de Educação em Ciências da Saúde do Hospital Alemão Oswaldo Cruz – SP, e Instrutora de Mindfulness em formação profissional no protocolo MBHP – Mindfulness Based Health Promotion – no Centro Mente Aberta/Unifesp. Bacharel em Administração – Universidade Mackenzie e Pós-Graduada em Finanças – Ibmec-SP (Insper).
Renata Simões works as tv hostess, director and researcher/scriptwriter for different audiovisual productions, focused on culture and lifestyle. The main practice areas are music, art, feminism, social environmental activism and digital life. The educational background includes a degree on Journalism (PUC/SP).