Year
4
Number 102
4900
SHARERS are reading this issue of SHARE this
week
__________________________________________________________
Thousands of candles can be lighted from a single
candle, and the life of the candle will not be shortened. Happiness never
decreases by being SHARED
__________________________________________________________
Dear SHARERS,
Gee! Isn´t it
great getting up late for a change? Isn´t it a special treat having breakfast
with the family without a care in the world: chatting and laughing, laughing and
chatting. Even Ernie who oversleeps every day seems to be enjoying this
breakfast especially. Martin says he might get his tail cut off if he keeps on
wagging it this hard. Funny! My father used to say the same about the many dogs
we had at home when we were children __I remember “Fiel” (for “faithful”)__ in
particular.
We are really
enjoying this holy day in the family and we hope you are doing so too. A
healthy family life, in this confused and cruel world that we are living in, is
perhaps our small but important tribute to God and a way of soothing the pain he
endured for us and which is re-lived today in the unfortunate many that are
suffering hunger, destitution, discrimination or the devastating horrors of war
in our time.
Love
Omar and
Marina
In SHARE 102
1.- The Non-Native Teacher of
English.
2.- How the brain processes
emotional speech.
3.- ARTESOL Convention makes a
difference.
4.- Internet Reading-based
Material in the Classroom (part 3).
5- International
Conference in
6.- Good News from
APrIR.
7.- Third Issue of “Lenguas
Vivas” Magazine.
8.- The London Tests Website.
9.- Invitation from Academia
Nacional de Educación.
10.- Feria del Libro: Justificación de
Inasistencias.
11.- Courses for
Translators.
12.- Course on Distance
Learning.
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1.- THE NON-NATIVE TEACHER OF
ENGLISH
Our dear SHARER Valeria Lopreste from Florida, Pcia de Buenos Aires, has
sent us this article which, in spite of the fact of being in partly focused on
the USA scene, will, no doubt, contribute to throw some light on this frequently
debated issue.
Nonnative-English-Speaking Teachers in the English Teaching
Profession
By
Rosie Maum, JCPS Adult and Continuing Education
In the field of
English language teaching (ELT), a growing number of teachers are not native
speakers of English. Some learned English as children; others learned it as
adults. Some learned it prior to coming to the
The
strengths of these individuals as ESL teachers are still somewhat unknown and
are often underestimated by their colleagues and students. This digest describes
the contributions that these educators make to the ELT field, some of the
challenges they face as teaching professionals, and ways in which these
challenges are being addressed.
Status of the Nonnative-English-Speaking
Teacher
The
term nonnative-English-speaking teachers (NNESTs) has created a division among
professionals in the ELT profession. Supporters of the term believe that it is
necessary to distinguish between native- and nonnative-English-speaking teachers
because their differences are, in fact, their strengths and should be
recognized. Those who oppose the dichotomy feel that differentiating among
teachers based on their status as native or nonnative speakers perpetuates the
dominance of the native speaker in the ELT profession and contributes to
discrimination in hiring practices.
Native English
speakers without teaching qualifications are more likely to be hired as ESL
teachers than qualified and experienced NNESTs, especially outside the
Phillipson (1996) uses the phrase "the native speaker fallacy" to refer
to unfair treatment of qualified NNESTs. The term was coined as a reaction to
the tenet created at the 1961 Commonwealth Conference on the Teaching of English
as a Second Language in Makarere, Uganda, which stated that the ideal teacher of
English is a native speaker. There is no doubt that native speakers of a
language have a feel for its nuances, are comfortable using its idiomatic
expressions, and speak it fluently. However, the Makarere tenet is flawed:
People do not become qualified to teach English merely because it is their
mother tongue, and much of the knowledge that native speakers bring
intrinsically to the ESL classroom can be learned by NNESTs through teacher
training. Phillipson (1996), for example, points out that nonnative speakers can
learn to use idioms appropriately, to appreciate the cultural connotations of
the language, and to determine whether a given language form is correct. In
addition, there are many ways in which nonnative teachers are at an advantage in
teaching English.
Strengths of NNESTs
Phillipson (1996) considers NNESTs to be potentially the ideal ESL
teachers because they have gone through the process of acquiring English as an
additional language. They have first-hand experience in learning and using a
second language, and their personal experience has sensitized them to the
linguistic and cultural needs of their students. Many NNESTs, especially those
who have the same first language as their students, have developed a keen
awareness of the differences between English and their students' mother tongue.
This sensitivity gives them the ability to anticipate their students' linguistic
problems.
Medgyes (1996) conducted a survey of native-English-speaking teachers and
NNESTs working in 10 countries to determine their success in teaching English.
He concluded that the two groups had an equal chance of success as English
teachers and that the only area in which the NNESTs seemed to be less
qualified-English language proficiency-was also one that gave them a certain
advantage over native speakers. As compared to their native-English-speaking
colleagues who can be good language models for their students, Medgyes (1996)
concluded that NNESTs can be good learner models, having gone through the
experience of learning English as a second (or third or fourth) language. They
have had to adopt language-learning strategies during their own learning
process, most likely making them better qualified to teach those strategies and
more empathetic to their students' linguistic challenges and
needs.
Challenges for NNESTs
The
native speaker fallacy has created a number of challenges with which NNESTs must
contend in the workplace and in their daily lives. Although the majority of
English teachers in the world are not native speakers of English (Matsuda &
Matsuda, 2001), NNESTs struggle for equal treatment in the ELT profession. They
face a number of challenges, including those related to accent and credibility
in the workplace.
Accent
The issue of
accent has often been the cause of employment discrimination practices in ESL
programs in the
Credibility in the Workplace
Issues of teacher credibility are encountered by many NNESTs in the
classroom, where even students are influenced by the inevitable trickle-down
effect of the native speaker fallacy. Some NNESTs have reported that many of
their students resented being taught by a nonnative speaker until they were able
to prove that they could be as effective as a native-English-speaking teacher.
In reality, speakers of more than one language have both a sophisticated
awareness of language and the ability to relate to students' needs (Canagarajah,
1996; Phillipson, 1992). Teachers who share the same language and cultural
background as their students have an even greater advantage: Auerbach, Barahona,
Midy, Vaquerano, Zambrano, and Arnaud (1996) found that they displayed an acute
sensitivity to their students' needs and were better able to develop an
effective curriculum and pedagogy.
In
the English teaching profession, native English speakers grapple primarily with
establishing their professional identities as ESL teachers, while NNESTs often
have the added pressure of asserting themselves in the profession as competent
English speakers. Kamhi-Stein (2002) claims that NNESTs' self-identification as
teachers, immigrants, and language learners profoundly affects how they
construct their classrooms and their instruction. She found that NNESTs draw on
the commonalities among linguistic and ethnic groups represented in the class as
a means to collaborate and create a community of learners; use instructional
materials developed in countries outside the inner circle to offer a variety of
perspectives; and use teachers' and students' experiences as immigrants and
second language learners as sources of knowledge.
Solutions
Despite their many challenges, NNESTs are beginning to see themselves and
to be viewed by others as equal partners in the ELT profession, both in the
institutions where they teach and within the professional organizations that
represent them. In 1998, TESOL, an international professional association that
represents teachers of English to speakers of other languages, approved the
formation of the NNEST Caucus. (In this context, NNEST stands for nonnative
English speakers in TESOL.) This recognition has given nonnative teachers more
visibility in the profession and has helped create a professional environment
for all TESOL members, regardless of native language and place of birth (NNEST
Caucus Web site, n.d.).
In the last few
years, universities in the
At
some universities, native- and nonnative-English-speaking teachers collaborate
with each other, focusing on and sharing their particular strengths. Matsuda and
Matsuda (2001) describe a study conducted with two native- and two
nonnative-English-speaking graduate teaching assistants who were teaching a
composition course for first-year ESL students while taking a practicum course
on teaching ESL writing. They shared online journal entries to address various
teaching issues-discussing problems in second language writing, reflecting on
their own development and teaching practices, sharing teaching ideas and
information, and providing moral support for each other. By sharing their
strengths and insights from their various linguistic, cultural, and educational
backgrounds, the graduate students found that they benefited and grew
professionally both as individuals and as a
group.
Conclusion
Qualified and trained NNESTs can contribute in meaningful ways to the
field of English language education by virtue of their own experiences as
English language learners and their training and experience as teachers. Recent
efforts, including research addressing the native speaker fallacy, the formation
of the NNEST Caucus in TESOL, the development of innovative curricula in teacher
training programs, and collaborative efforts between native- and
nonnative-English-speaking teachers are helping to give NNESTs a voice in their
profession and to recognize their position as equal partners in the field of
English language teaching.
Note: To learn more about NNEST issues, visit the NNEST Caucus Web site
at http://www.unh.edu/nnest/.
References
Amin, N. (2000).
Negotiating nativism: Minority immigrant women ESL teachers and the native
speaker construct (Doctoral dissertation,
Auerbach, E.,
Barahona, B., Midy, J., Vaquerano, F., Zambrano, A., & Arnaud, J. (1996).
Adult ESL/literacy from the community to the community: A guidebook for
participatory literacy training.
Braine, G. (Ed.)
(1999). Non-native educators in English language teaching.
Canagarajah, S.
(1999). Interrogating the "native speaker fallacy": Non-linguistic roots,
non-pedagogical results. In G. Braine (Ed.), Non-native educators in English
language teaching (pp. 77-92).
Kachru, B.
(1985). Standards, codification and sociolinguistic realism: The English
language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English
in the world: Teaching and learning the language and literature (pp. 11-30).
Kamhi-Stein, L.
(2002, April). The construction of a nonnative English speaker's classroom:
Insights from a diary study. Paper presented at the annual meeting of Teachers
of English to Speakers of Other Languages,
Kamhi-Stein, L.,
Lee, E., & Lee, C. (1999). How TESOL
programs can enhance the preparation of nonnative English speakers. TESOL
Matters, 9(4), 1, 5.
Lippi-Green, R.
(1997). English with an accent. Language, ideology, and discrimination in the
Matsuda, A., & Matsuda, P. K. (2001). Autonomy and collaboration in
teacher education: Journal sharing among native and nonnative English-speaking
teachers. The CATESOL Journal, 13(1), 109-121.
Matsuda, P. (1999). Teacher development through NS/NNS collaboration.
TESOL Matters, 9(6), 1, 10.
Medgyes, P.
(1996). Native or non-native: Who's worth more? In T. Hedge & N. Whitney
(Eds.), Power, pedagogy & practice (pp. 31-42).
Nayar, P. B.
(1994). Whose English is it? TESL-EJ, 1(1), F-1. Retrieved
NNEST Caucus
Website. Caucus Goals. (n.d.). Retrieved
Phillipson, R.
(1992). Linguistic imperialism.
Phillipson, R.
(1996). ELT: The native speaker's burden. In T. Hedge & N. Whitney (Eds.),
Power, pedagogy & practice (pp. 23-30).
Rampton, M. B. H.
(1996). Displacing the "native speaker": Expertise, affiliation, and
inheritance. In T. Hedge & N. Whitney (Eds.), Power, pedagogy & practice
(pp. 9-22).
Thomas, J.
(1999). Voices from the periphery: Non-native teachers and issues of
credibility. In G. Braine (Ed.), Non-native educators in English language
teaching (pp. 5-13).
©
2002 by ERIC Clearinghouse on Languages and
Linguistics
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2.- HOW THE BRAIN PROCESSES EMOTIONAL
SPEECH
Our dear SHARER Jorgelina Rojas Huarte from
Both halves of
brain process emotional speech
By E.
Benson
Monitor on
Psychology - APA online
Volume 34,
No.
Both halves of the brain are
involved in understanding emotional speech, with the left side focusing on
"what" and the right sight focusing on "how," according to a recent study in
Neuropsychology (Vol. 17, No. 1).
Psychologist Guy Vingerhoets,
PhD, and his collaborators at
Thirty-six right-handed,
Dutch-speaking students and hospital staff participated in the study. They
listened to recordings of actors pronouncing sentences with happy, sad, angry,
fearful and neutral meanings using tones of voice that were either neutral or
emotional. When the actors' meaning and tone of voice signaled different
emotions--for example, when the sentence, "The little girl lost both her
parents," was spoken in a happy tone--participants were asked to pay attention
to either the meaning or the tone.
Vingerhoets and his
collaborators found that the left side of the brain was equally active whether
participants paid attention to meaning or tone, but the right side was more
active when they paid attention to tone. Activity on both sides of the brain
increased most when the meaning and tone were in conflict.
The results suggest the right
side of the brain is important for processing emotional tone, or prosody, while
the left side is important for processing emotional meaning, or semantics.
Previous studies have come to similar conclusions, but this one adds to those
findings by showing that the left-right difference is robust enough to be
detected even by fTCD, a relatively insensitive measure of brain activity.
The left half may be equally
active in both conditions because the semantics of an utterance are processed
automatically, notes Vingerhoets. "Even if you pay attention to the 'how'
information," he says, "you can't help hearing the semantic content, the 'what'
of the message. We do this all the time; we're trained in it."
© American Psychological
Association
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3.- ARTESOL CONVENTION MAKES A
DIFFERENCE
Our dear friend and SHARER and our
fairy godmother Elida Messina have sent us all this
invitation:
17TH
ARTESOL Convention
TEACHERS MAKE THE DIFFERENCE
June
28 – 29, 2003
Universidad del Centro de la Provincia de Buenos Aires
Tandil, Provincia
de Buenos Aires –
“Despite ethnic
discrimination and economic problems that were the lot of Sicilian immigrants to
the
Mary Finocchiaro, 1988
Dear
Colleague,
Argentina TESOL
(ARTESOL) is pleased to announce the 17th ARTESOL Convention, to be held on June
28 - 29, 2003 at Universidad del Centro de la Provincia de Buenos Aires, Tandil,
BUENOS AIRES,
Argentina TESOL is an affiliate of a worldwide association of Teachers of
English to Speakers of Other Languages, TESOL, whose mission is to improve the
teaching of English all over the world. TESOL and its 90 affiliates provide
information and counsel on the latest pedagogical advances for the acquisition
of the English language through courses, seminars, conferences, publications,
and study-trips.
Other
professional activities during the Convention include plenaries, concurrent
sessions, and exhibition of the latest publications in ELT. If you would like to
be a presenter at the Convention, please complete the attached Call for
Participation -Proposal Form and either fax it or email it to ARTESOL by
The
17th ARTESOL Convention is an excellent opportunity for EFL teachers throughout
the country to gain insight into the state of the art of our profession on a
national basis. Therefore we ask you all to help us make this event as
enlightening and fruitful as possible.
Let’s all meet in Tandil,
Warmest wishes,
Vivian Morghen
ARTESOL President
The
ARTESOL Organizing Committee will send you information on transportation and
special convention hotel rates.
You
will be able to find The Call for Papers and registration form in SHARE´s
Website :
www.ShareEducation.com.ar as from next Monday
21st April.
The Keynote Speaker at the Convention this year will be
Dr. Dianne Larsen-Freeman Ph.D.-University of
Dianne Larsen-Freeman holds a doctorate in linguistics.
Associated with SIT faculty since 1978, she teaches courses in Applied
Linguistics and Second Language Acquisition. She has authored many publications
on discourse analysis, English grammar, language teaching methodology, and
second language acquisition research, and is the series director for Grammar
Dimensions, a grammar series for
ESL/EFL students.Former member of the national English Teaching Advisory board
of the USIA. She currently serves as professor and director of the English
language Institute at the
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4.- INTERNET-BASED
The
following is the third and last part of the article that our dear SHARER from
Integrating Internet-based reading materials into the foreign language
curriculum:
From teacher –to student-centered
approaches.
By Klaus Brandl -
INSTRUCTIONAL GUIDELINES
In
the section above, I have provided a pedagogical rationale of three different
approaches to using an online environment to explore Internet-based resources. I
have discussed pedagogical issues such as the degree of teacher-centeredness,
learner control of contents and learning processes, level of proficiency, the
scope of Internet resources, and text types that need to guide the design of
Internet-based reading lessons and task design (see Table 1 for overview). In
the next section, I will conclude with a set of guidelines summarizing those
pedagogical and instructional design issues that need to be considered during
the planning and development process of any of the three approaches to lesson
design.
Teacher-Centered Approaches
This
section provides a set of guidelines pointing out pedagogical and instructional
design issues that need be taking into account to avoid some of the pitfalls and
to make the learning activity a successful experience for the
learner.
Does
the design of your reading lesson justify the use of its medium, that is, do the
learning tasks take full advantage of the potential of the medium?
Needless to say, asking students to fulfill learning tasks online should
entail pedagogical advantages to the learner and the instructor. Otherwise, it
may be difficult to justify the development time and potential challenges that
are involved in using this medium. The decision of having student do
Internet-based activities should be based on a clear rationale that justifies
its use. For example, are students to explore at least two or three different
sites and/or multimedia resources. Do students have a choice in selecting the
content? If a print out of an Internet-based resource can be made and used in
the classroom, sending students online may not be the best instructional
practice.
Are
the reading materials and learning tasks appropriate for the students' level of
proficiency?
As
Walz (2001) reminds us, "To make the critical reading of authentic texts from
the Internet feasible for students at the lower levels of proficiency,
independent readings as well as those with pedagogical support must have tasks
aimed at the reader's level" (p. 1202). As a general guideline, text type,
reading tasks and the learner's level of proficiency are criteria that need to
be taking into account in the approach to and choice of contents of
Internet-based reading resources.
Do
the activities engage the learners in real-world and meaningful tasks as well as
in a variety of skills (e.g., communicative, reading, cultural explorations,
writing)?
As
pointed out above in Osuna and Meskill's (1998) study, students feel more
engaged when the purpose of their tasks simulate real-world tasks. The
exploration for any available multimedia resources should also have a purpose
and be associated with a meaningful task. For example, instead of having
students provide general descriptions of images or photos,asking them to
identify specific cultural aspects and compare them to their own cultural
background makes a task more purposeful and focused, and thus enhances their
awareness and understanding of cultural
differences.
How do students demonstrate what they have learned?
There are many instructional practices to assess what students have
learned. Traditional examples include true-false types, matching, comprehension
questions, filling in charts, summaries, comparisons, reactions to the texts,
comments, and so forth. By and large, they depend on the approach, the type of
materials and texts, and the students' level of proficiency. Furthermore, as the
use of the open-ended structure of the Internet lends itself in particular well
to make use of authentic exploratory tasks, the students' assessment can be
based on the degree and quality of the fulfillment of these tasks. Examples may
include a presentation of an end product, such as a report, a description of an
itinerary, a food menu, and a prepared meal. The presentations can also be
easily integrated into the classroom. In this way, students can exchange and
compare information with each other, while getting engaged in the application of
oral communicative skills. At the same time, this allows the teacher to further
clarify or follow up on linguistic and cultural issues.
Are all the instructions clearly stated?
Not only is it easy to get
lost, but also stuck in a hypertext environment. This often has to do with lack
of instructions or dysfunctional hyperlinks that one encounters when surfing the
Internet. Therefore, precise instructions are necessary on how to navigate or
what navigational path to take when exploring Internet sites. Ask yourself, when
students navigate between sites, do they know what to do and how to return to
your home page? Are precise instructions or examples provided, online or on a
worksheet, telling students what to do?
Are all the hyper links
functional?
URL addresses change and sites
often disappear. One strategy to guarantee functionality is to thoroughly test
your own lesson making sure all URL addresses are correctly stated and the sites
and links work when you access them. Another strategy is to provide alternative
sites, in case some sites are no longer
available.
Student-Centered
Approaches
Are your students prepared to
do project-oriented work?
Provide clear guidelines to
your students on the process and nature of project-oriented work. You may allow
your students to select their own topic, materials, end product, and form of
assessment. This does not mean that the instructor becomes redundant. On the
contrary, the teacher plays an important role, that of a guide and coach. At the
same time, the students may be required to follow a certain timeline and other
stipulations built into the projects. That means, students need to know when it
is important to consult with the their teacher. They need to have a clear
understanding of the procedures and any rules.
Are your students familiar
with the process on how to conduct research?
The preparation phase for
project learning may also include information on the process of conducting
research. As suggested by Gaspar (1998), a useful model to teach might be
McKenzie's "Iterative Research Cycle" consisting of questioning, planning,
gathering, sifting, synthesizing, and evaluating. Despite the open-ended nature
and student-centered approach, it most likely is necessary to provide examples
and models of student projects to demonstrate on how to go about planning and
conducting projects that result in entirely different end
products.
Do the students know how to
search the Internet?
Internet-based project
learning involves gathering and identifying information. This requires knowledge
about how to use search engines. Most students are familiar with the basics of
using Web browser (e.g., Internet Explorer or Netscape) search engines. In the
last few years, however, search engines have become more sophisticated allowing
searches to be specified, for example, based on foreign languages or multimedia
contents. Students may require additional training in the use of such features
as well as information-seeking skills in general.
CONCLUSION
At the beginning of this
article, I raised the question regarding the design of reading-based learning
activities for Web-based environments that differ from the design of text-based
or multimedia stand-alone systems. In response, I have presented three different
approaches to lesson design that engage foreign language learners in developing
reading skills by exploring authentic Internet-based materials. None of these
examples is absolute, that is to say, different variations of lessons may fall
at different places along a continuum from being teacher-determined or
-facilitated to student-determined. They may vary in areas such as the choice of
the learning materials, the scope of the learning environment, the learning
process, and the degree of teacher guidance. In this sense, the sample lessons
provide teachers with general direction in the design process.
There is no doubt, the vast
amount of authentic resources on the Internet provides learners an opportunity
to immerse themselves in a plethora of cultural readings. Yet, to make the
integration of WWW-based activities a successful learning experience, it
requires effective organization and presentation of that information. The use of
the WWW for delivery of reading instruction or the integration of Internet-based
readings needs to go beyond what the teacher can offer in the classroom to
justify its use. The decision, whether and how to use it, must be based on a
clear pedagogical rationale, while technological and developmental issues need
to be carefully considered.
NOTES
1. There are many other ways
of using the WWW as well, such as for synchronous or asynchronous communication,
delivery of audio and video-based materials. Until limitations on interactivity
and bandwidth have improved, such applications will not become common practice
in the standard language classroom.
2. Half-Baked Software (1999) is produced
by M. Holmes and S. Arnell at the
3. Internet resources promoted
through the AATs can be found on the following Web sites: American Association
of Teachers of French; American Association of Teachers of German; and American
Association of Teachers of Spanish &
Portuguese.
4. Source -- M. Bansleben, Department of
Germanics,
5. This lesson was designed by
6. This lesson was designed by Donna Hood
as part of her class project in TEP 589 at the
ACKNOWLEDGMENTS
Thanks to Ali Moeller for her
comments on an early version of this article. In particular, I am grateful to
the anonymous reviewers for their insightful comments and
suggestions.
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Gaspar, C. (1998). Situating
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Osuna, M. M., & Meskill, C. (1998).
Using the World Wide Web to integrate Spanish language and culture. Language
Learning & Technology, 1(2), 71-92. Retrieved
Pederson, K. M. (1986). An
experiment in computer-assisted second language reading. Modern Language
Journal, 70(1), 36-41.
Spiro, R. J., & Jehng, J.-C. (1990).
Cognitive flexibility and hypertext: Theory and technology for the nonlinear and
multidimensional traversal of complex subject matter. In D. Nix & R. Spiro
(Eds.), Cognition, education and multimedia: Exploring ideas in high technology
(pp. 163-205).
Stoller, F. L. (1997). Project
work. A means to promote language content. Forum, 35(4),
1-10.
Walz, J. (1998). Meeting
standards for foreign language learning with World Wide Web activities. Foreign
Language Annals, 31(1), 103-114.
Walz, J. (2001). Critical
reading and the Internet. The French Review, 74(6)
1193-1205.
Warshauer, M. (1997).
Computer-mediated collaborative learning: Theory and practice. Modern Language
Journal, 81, 470-481.
Warshauer, M. (2000). On-line learning in
second language classrooms: An ethnographic study. In M. Warshauer & R. Kern
(Eds.). Network-based language teaching: Concepts and practice (pp. 41-58).
Zamel, V. (1992). Writing
one's way into reading. TESOL Quarterly 26,
463-485.
(c)
Copyright Klaus
Brandl
Language
Learning & Technology
Vol. 6, No.3, September 2002, pp.
87-107
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5.- INTERNATIONAL CONFERENCE IN
Our dear friend
and SHARER Gladys Aguilera from Universidad de Tarapacá,
8th
International Conference for Teachers of English
10th,
11th and 12th September 2003 – Universidad de Tarapacá,
Main
Theme: New Approaches in EFL Learning/Teaching
Dear
colleagues:
We
are working hard preparing the detailed information for the Eighth International
Conference for EFL Teachers. Please, submit for consideration a one double
spaced page abstract on one aspect of the main topic. Please, make sure to
specify whether your presentation will be a paper (30 mins.) or a workshop (90
mins.)
Send
abstract to: Gladys Aguilera Muga, Coordinadora General del
Congreso,
Fax
58 205231<gaguiler@uta.cl
>
o a Jaime Gómez Douzet <jgomez@uta.cl>
Visit our
Website: http://yatichiri.facdehu.uta.cl/~8cipi/8cipi.htm
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6-
GOOD NEWS FROM
APRIR
Our
dear friends and SHARERS from Asociación de Profesores de Inglés de Rosario have
sent us this update of their forthcoming activities:
Chatting
Teas
Coordinator: Martha Puiggari
de Gaspar
A
fine opportunity to chat – in English of course! – with a small group of your
peers while having tea in a friendly, informal
atmosphere.
First
Meeting: April 24th, Thursday -
Time: at
From
May onwards, meetings on the third Thursday of the month. Contribution: $ 4.
When
you decide to come, please, let us know!
Workshop: "Books & Films”
Coordinator:
Nora Lilián Séculi
Monthly meetings, and in every one of them a film and the corresponding
book (novel or play) presented and then commented, discussed, compared and/or
contrasted (as the case may be) all
in an informal, thoroughly relaxed manner.
First
Meeting: May 30th, Friday -
from
Subsequent meetings: last Friday of the month.
Fee: $ 4.- (per session) -
Enrol by phone, fax or e-mail –
*
Contact APrIR to find out about the
book & film to be discussed next.
Workshop:
“
Monthly meetings, in which to read, analyze and discuss short stories,
poems or plays, according to the preferences of the
group.
Next
Meeting: May 7th, Wednesday - Time:
Subsequent meetings: on the
first Wednesday of the month-
Fee: $ 4.- (per session) -
Enrol by phone, fax or e-mail –
*
Contact APrIR to find out about the reading material to be
discussed.
Venue for all the
activities above: APrIR -
Office
Timetable: Mondays &
Wednesdays from
-------------------------------------------------------------
7.- THIRD ISSUE OF “LENGUAS VIVAS”
MAGAZINE
Our
dear SHARER Elena Marzón has
sent us this call for articles for the IES en Lenguas Vivas “Juan R. Fernandez”
magazine:
IES
Lenguas Vivas J. R. Fernandez
Temario para número 3 de Lenguas Vivas
Tema
general: la formación de docentes en lenguas (primera, extranjera,
segunda)
Hemos elegido este tema por considerar que los problemas, desafíos e
intereses que supone cubren, de alguna manera, muchas de las expectativas,
preocupaciones y trayectorias específicas de la institución. El sintagma
“enseñanza de lenguas” une dos términos polémicos en sí mismos. Si bien
“enseñanza” remite a una práctica, ligada tanto a las determinaciones políticas
e institucionales como a las complejas respuestas particulares de sus actores,
es un término que supone concepciones y teorías más o menos evidentes. Por otro
lado, “lenguas” remite a un contenido, a un objeto cuya transposición puede
planificarse en niveles de complejidad creciente y, al mismo tiempo, implica
prácticas en las que se construye su conocimiento: hablar, escuchar, leer y
escribir. En la “formación de docentes en lenguas”, entonces, se ponen en juego
concepciones sobre lo que es enseñar y sobre lo que es enseñable, sobre lo que
es una lengua y sobre sus usuarios, representaciones e imágenes sobre las
culturas vehiculizadas por ellas y sobre el lugar y las funciones políticas y
sociales de los docentes, de los institutos de formación y de las universidades.
Subtemas
La
amplitud del tema nos obliga a discriminar ejes conceptuales y de discusión. La
enumeración que sigue trata de poner el énfasis en subtemas específicos que, de
acuerdo a los conocimientos y experiencias de los que quieran participar con
artículos para la revista, invitan a pensar y escribir acerca de la formación de
docentes en lenguas desde alguna perspectiva determinada y a partir de un
recorte del campo. El listado, entonces, no intenta determinar o limitar el
contenido de cada artículo, que presumiblemente tocará varios subtemas, sino
abrir el tema general hacia aquellos tópicos que consideramos
centrales.
Se
espera que cada uno de los temas que siguen podrán recibir un tratamiento
teórico, histórico o comparativo, o estar más fuertemente ligado al relato de
experiencias significativas. En cada caso, es importante que los artículos
planteen nudos problemáticos comunes a los profesionales del área. En este
sentido, estamos pensando en textos que, sea cual sea la perspectiva adoptada,
inviten al debate y a la puesta al día en el contexto actual de la Argentina.
- requerimientos y
demandas del sistema educativo en relación con la formación de
docentes en lenguas
- ámbitos privados y
ámbitos públicos de formación y actualización
docente
- instituciones de
educación superior universitarias y no universitarias:
especificidades y
articulación
- formación inicial/de
grado y formación permanente
- pedagogía del nivel
superior
- investigación,
producción de conocimiento e innovación
pedagógica
- política lingüística y
política educativa en la formación docente
- el diseño curricular en
los planes de formación
- perfil del profesor de
nivel superior: ¿privilegiar la especialidad en la disciplina o
la competencia en la lengua
extranjera?
- lugar de la enseñanza
de lenguas en el curriculum
- articulación teoría(s)
práctica(s) en la formación docente
- relaciones lengua
materna-lengua extranjera
- didácticas de lenguas
(primera, extranjera, segunda) y representaciones
docentes
- tendencias: ¿formación
instrumental o académica-profesional?
- caracterización
socio-demográfica y educativa de los ingresantes y
egresados
- acceso, promoción y
egreso en la formación docente en lenguas
- caracterización y
evolución de la matrícula
- expectativas y demandas
de los ingresantes
- normativa y reformas
educativas
- el Diseño Curricular de
Lenguas Extranjeras de la Ciudad de Buenos Aires (Res.
260-SED-2001) y
la formación docente
- la formación docente en
la reforma educativa de los ’90
- formación continua y
profesionalización docente
Características generales, envío y aprobación de los
artículos
Se
espera que los artículos, ya sean relatos de experiencias o exposiciones en
torno a alguno de los temas seleccionados, planteen problemas, propongan
hipótesis e interpretaciones y abran debates. Se trata, entonces, de artículos
donde esté presente la argumentación y que se acerquen al ensayo.
Los
textos, de entre 2000 y 6000 palabras (incluida la bibliografía), deberán
entregarse en formato RTF o en Word 95 o superiores. El envío deberá hacerse por
correo electrónico, hasta el 31 de mayo de 2003, a las siguientes
direcciones:
revistalenguasvivas@yahoo.com.ar
La
aprobación de los artículos para su publicación quedará a cargo del Consejo de
redacción y de los editores
--------------------------------------------------------------------------------
8.- THE LONDON TESTS WEBSITE
Our
dear SHARER Paola Danesi has an important announcement to make:
We
have great news for all of you!
The webpage
of the
Now, just
click on the icons and read or print what you need:
We hope you
find the page useful, complete and above all hassle-free and teacher-friendly.
For the CDs of the 2002 tests, contact us. Hope you enjoy surfing the site and
we welcome your comments and feedback.
For further
information, contact: Paola
Danesi - Asesora Pedagógica - Exámenes Internacionales - LONDON EXAMINATIONS
Email: leedslondonrep@interar.com.ar
Website: http://usuarios.interar.com.ar/leedslondonrep
--------------------------------------------------------------------------------
9.- INVITATION FROM ACADEMIA NACIONAL
DE EDUCACIÓN
La
Academia Nacional de Educación invita a usted a la sesión pública que se realizará, en el salón de
conferencias de su sede de la calle Pacheco de Melo 2084, el lunes 28 de abril a
las 18 y 30.
En
la oportunidad el académico doctor Dr. Alberto C. Taquini (h) disertará sobre
“Integración de la educación superior”.
Avelino José Porto - Académico
Presidente
Alfredo Manuel van Gelderen
- Académico Secretario
--------------------------------------------------------------------------------
10.- FERIA DEL LIBRO : JUSTIFICACIÓN DE
INASISTENCIAS
La
siguiente es una trascripción del texto de las Resoluciones de las áreas de
Educación de
la
Provincia de Buenos Aires y del Gobierno de la Ciudad de Buenos Aires en la que
se autoriza a los docentes a asistir a la Feria del Libro de Buenos Aires sin
que se les computen inasistencias.
Resolución nº 2/03 de la Dirección
General, Cultura y Educación de la Provincia de Buenos Aires
Art. 1° -
Declarar de Interés Provincial las actividades que la Comisión de Educación de
la Fundación El Libro está organizando en el marco de la 29º Feria Internacional
de Buenos Aires - El Libro del Autor al Lector, que se llevará a cabo entre los
días 14 de abril y 5 de mayo de 2003, en el Centro de Exposiciones, predio La
Rural.
Art. 2° - Establecer que las inasistencias de los docentes que
asistan al citado evento podrán encuadrarse en los términos del Artículo 115
inciso c) del decreto 688/93, con sueldo.
Resolución nº 3355/02 de la
Secretaría de Educación de la Ciudad de Buenos Aires
Art.1º - Auspíciase
la 29º Feria Internacional de Buenos Aires - El Libro del Autor al Lector,
organizada por la Fundación El Libro a realizarse en el Predio La Rural del 14
de abril al 5 de mayo de 2003
Art.2º - Los directivos de los
establecimientos escolares podrán designar a un (1) docente para participar en
dichas actividades, siempre que no se vea afectado el normal desenvolvimiento de
la jornada escolar, sin computarle inasistencias, con la presentación del
certificado de asistencia a los eventos.
Les
recordamos a nuestros queridos SHARERS que los docentes y estudiantes
universitarios con constancia de servicio o libreta universitaria tendrán
entrada gratuita a la Feria de Lunes a Viernes.
------------------------------------------------------------------------
10.- COURSES FOR TRANSLATORS
Our dear SHARER Silvana García
"Debtor/Creditor Relationship"
Disertante: Graciela Souto, Traductora Pública y
Abogada
1.
Unsecured Debt : Enforcement of unsecured debt.
2.
Secured Debt and Priorities: Distinction between Personal Liability and the
Charge on the Property (Collateral). Lien: Creation. Different Categories.
Effect. Enforcement (Seizure, foreclosure). Priority
Rules
3.
Debt Collection under State Law: Executable Property and Levy. Judicial
Prejudgment Remedies. Due Process. Attachment. Prejudgment Garnishment.
Prejudgment Replevin (Claim and Delivery). Receivership.
Injunctions.
4.
The Judgment and Its Enforcement. Execution.
Garnishment.
5.
Proceedings in Aid of Execution
6. State Law
Insolvency Proceedings. Compositions and Extensions. Assignment for
the Benefit of Creditors.
Se
trabajará sobre los conceptos, comparándolos con figuras similares del Derecho
Argentino.
Se
hará hincapié en la traducción de documentos relacionados con el
tema.
Fecha: Mayo, dos clases de 3 horas c/u.
Arancel: $60 Lugar : Colegio de Abogados de San Isidro, Martín y Omar
339, San Isidro.
Informes e Inscripción: Martes y viernes de 9 a 12 en la sede San Isidro
4-732-0303 int. 22. Inscripción en Capital: Santa Fe 882 6to E. Te.: 4314-4964
(9 a 17).
Para
más datos contactarse con la TP María Inés Boniver: mib@fibertel.com.ar , a cargo del Área
Capacitación
PROGRAMA DE NORMATIVA ESPAÑOLA
Disertante: Dra. Alicia María Zorrilla
Destinatarios: traductores de todas las especialidades y alumnos del
último año de la carrera de Traductor; correctores; profesores; periodistas,
etc.
Temario: La Normativa: concepto. La oración. El orden de las palabras en
español. Ambigüedad o anfibología.
La puntuación: su concepto. Uso correcto de los signos de puntuación. Los signos
auxiliares de puntuación. Diptongos
y triptongos. Silabeo ortográfico. Unión
y separación de palabras. La acentuación. Distintas clases de acento
(ortográfico, prosódico, diacrítico). Sílabas átonas y tónicas. Palabras agudas,
graves, esdrújulas y sobresdrújulas. Otras reglas de acentuación. Uso correcto
de mayúsculas y de minúsculas. Los barbarismos. Corrección de construcciones
vulgares. La preposición. Su uso correcto. Palabras que rigen preposición. Las
locuciones prepositivas. Sinónimos, antónimos, parónimos (homónimos, homófonos,
homógrafos).
El
verbo. La correlación de tiempos y modos verbales. Perífrasis verbales. El verbo
"deber" y la frase verbal "deber de" más infinitivo. Los verbos "ser" y
"estar". Uso correcto de los verbos
irregulares. Clases de verbos
(regulares, irregulares, transitivos, in-transitivos, copulativos, pronominales,
defectivos, auxiliares, impersonales).
Paradigma de la conjugación regular. Derivados verbales. Uso correcto del
gerundio. El artículo. Su uso correcto. Dificultades que presenta el uso del
artículo con algunos sustantivos. El artículo ante los sustantivos que comienzan
con “a” acentuada. Uso correcto del sustantivo. Sustantivos masculinos y
femeninos dudosos. Plurales dudosos. Uso correcto del adjetivo. La
sustantivación del adjetivo.
Concordancia del artículo y del sustantivo con el adjetivo. El adjetivo
en grado positivo, comparativo y superlativo. Uso correcto del pronombre. Casos
de laísmo, leísmo y loísmo. Uso correcto del adverbio. El adverbio en grado
superlativo. Las abreviaturas y las
siglas.
Fecha de inicio: miércoles 7 de mayo de 2003, de 9.30 a
11.30
Duración: 8 meses
Arancel: $120 por mes. No se
cobra matrícula.
Consultas: info@traductoreszonanorte.org
Lugar: Virrey Arredondo 2247 - 2.° "B" - 1426 Buenos
Aires
Inscripción: enla Fundación Litterae (fundlitterae@arnet.com.ar ), de lunes a viernes,
de 16.30 a 20.30, y en el CTPZN, Martín y Omar 339, San Isidro. 4732-0303,
martes y viernes, de mañana. www.traductoreszonanorte.org
--------------------------------------------------------
11.- COURSE ON DISTANCE LEARNING
Our dear SHARER and friend
Susana Trabaldo from Net Learning has sent us this invitation to a re-run of
their successful course on Design and Development of Distance Education. A
number of SHARERS are participating with great success in the first edition of
the course. Our sincere congratulations to our dear SHARERS both participants
and organizers.
Diseño y Desarrollo de proyectos de e-learning y capacitación a
distancia
Destinatarios
Instituciones de educación que hayan adoptado la modalidad del campus
virtual y deseen capacitar a su personal.
Responsables de áreas de capacitación o recursos
humanos.
Profesores que deban desempeñarse como
tutores.
Profesionales involucrados en el desarrollo de cursos y elaboración de
contenidos.
Toda
persona interesada en conocer sobre
educación a distancia
Objetivos
Presentar la modalidad de la educación a distancia y el
e-learning.
Describir los procesos y decisiones necesarias para su
gerenciamiento.
Proveer herramientas teórico-prácticas para el diseño de
cursos.
Guiar en la selección y elaboración de
materiales.
Brindar recursos para el seguimiento y evaluación de los
alumnos.
Asesorar en el uso de herramientas tecnológicas.
Duración y dinámica del curso
Este
curso tienen una duración de seis semanas durante las cuales tutores y
cursantes, se encontrarán virtualmente para realizar las siguientes actividades:
Descarga de los materiales:
Cada
semana usted podrá bajar a su computadora los materiales formativos. El curso
cuenta con archivos organizados para descargar, de modo que usted pueda estudiar
sin necesidad de estar conectado.
Interacción en-línea: Se
utilizarán asiduamente herramientas de comunicación como el correo electrónico,
Chats y foros de intercambio colectivo, donde, cursantes y profesores, se
reunirán para discutir sobre las temáticas
planteadas.
Realización de actividades: Este curso se propone dialogar con usted y
guiarlo en su proceso de aprendizaje, que se desarrollará mediante diversas
lecturas y experiencias del campo de la enseñanza. En cada módulo usted
encontrará actividades de reflexión y aplicación para realizar y enviar al
tutor. El tutor las corregirá y se las enviará nuevamente con sus comentarios.
Usted podrá trabajar off-line guardando la actividades para enviar al tutor en
su disco rígido y al completar la actividad enviarla al tutor como un adjunto.
También se presentarán actividades de intercambio entre los participantes
de a pares o en pequeños grupos virtuales.
Seguimiento del alumno: El seguimiento del alumno por parte de los
profesores en esta comunidad virtual es constante, con el objetivo de acompañar
y sostener el éxito del proceso.
Evaluación final: Al finalizar el curso lo invitaremos a presentar una
propuesta personal de aplicación de los contenidos
desarrollados.
Tutores: Equipo multidisciplinario de egresados del Máster en EAAD de la
UNED ( España) de la UOC (Cataluña) y la Open University (UK).
Lic.
Nancy Píriz, Lic. Susana Trabaldo, Ing. Patricio Rey, Lic. Daniel Núñez, Lic
Rosario Vega.
TUTORIA: desde Buenos
Aires, Argentina
Fecha De inicio: 24 de abril
de 2003 – Duración: 6 semanas
COSTO: $125 (en
Argentina) U$S 80
(en otros países) - Consulte precios en Uruguay
Descuentos grupales
Más
datos en: info@net-learning.com.ar o TE: (011) 791-6009 / (011)
4654-8945
desde el exterior: +(54 11) 4791-6009 - www.net-learning.com.ar
--------------------------------------------------------
On
a very special day like this we want to say goodbye with a shart and simple poem
that our dear friend and SHARER Susan Cantera from La Plata, Provincia de Buenos
Aires sent us:
The
secret of living
The secret of
living
is
learning to pray.
It´s
asking Our Father
for
strength for the day.
It´s
trusting completely
that
his boundless grace
will
overcome care
and each
problem we face !
HAVE
A WONDERFUL HOLY WEEK!
Omar
and Marina.
--------------------------------------------------------------------------------------------
SHARE
is distributed free of charge. All announcements in this electronic magazine are
also absolutely free of charge. We do not endorse any of the services announced
or the views expressed by the contributors. For
more information about the characteristics and
readership
of SHARE visit:
http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR WEBSITE
: http://www.ShareEducation.com.ar
There you can read all past issues
of SHARE in the section SHARE ARCHIVES.
-------------------------------------------------------------------------------