SHARE
An Electronic Magazine by Omar Villarreal and Marina
Kirac ©
Year 4 Number 103 May 1st 2003
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,
We want to start this issue of SHARE with an apology to all our
dear friends and SHARERS. Due to some (of our now very many) technical
problems, you received two mails with our issue 102. One that looked like the
ordinary SHARE and one that did not look like the ordinary one at all. This
latter one did not bear our distinctive font and colours and was sent by
mistake.
All in all two bulky SHARES in one week (though it was the same
one repeated) prevented us from sending you our traditional Easter card as we
decided it was too much to download in the course of three days (issue 103 was
on Holy Thursday and the Easter card was scheduled for Saturday) and with a
number of SHARERS away on holiday we feared we could clog your mail boxes. We
sincerely regret not having been able to send you our Easter greetings because
we truly believe that Easter is one the most important moments of the year, a
time for renewal and
SHARING when we would have loved to be by your side as good
friends always are.
And secondly, and most importantly, help us to help
our brothers and sisters in Santa Fé and all the litoral who are suffering the devastating effects of
the floods. Please read our postscript, say a prayer for them but also remember
to give as generously as you can afford to. We know we can count on you.
Love
and Happy Labour Day
Omar
and Marina
PS: Donaciones para los damnificados por las inundaciones en Cáritas
Nacional- Balcarce 236- Buenos Aires, el santuario de San Cayetano, en el barrio de Liniers, desde donde parten
los camiones hacia Santa Fe.
Otros puestos donde se recibe la ayuda solidaria
son: Cáritas Santa Fe, San Jerónimo 1627, Santa Fe, teléfonos (0342) 4593591 y
4596890; y Cáritas Rosario, Balcarce 1077, Rosario, teléfonos (0341) 4493073 y
4407969 y en las sedes de Cáritas de todo el país.
Los
aportes en dinero se reciben a través de la cuenta del Banco Nación Argentina,
Sucursal Plaza de Mayo, número 038632/92, a nombre de Cáritas Argentina –
Comisión Nacional, y las donaciones con tarjeta de crédito en la página de
Internet: www.concaritas.org
In
SHARE 103
1.- Why can they speak and cannot talk?
2.- How babies
think.
3.- Jornadas
at Filosofía y Letras UBA.
4.- Regional
Conference in Rio Cuarto, Córdoba.
5- II
Encuentro de Gramática Generativa.
6.- Not so
great titles for “The Great Gatsby”.
7.- Seminario
Internacional en Paraná, Entre Ríos.
8.- Talk on
Contrastive Analysis.
9.- Changing
Students´Attitudes : A Workshop.
10.- News from
The Buenos Aires Players.
11.- How many
dogs does it take?
12.- APIBA
Special Interest Groups.
13.- Storytelling
in your School.
14.- VenTESOL
2003.
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1.- WHY CAN THEY SPEAK
AND CANNOT TALK?
Our
dear SHARER Fernanda F.
Fernandez Jankov from Sao Paolo,Brazil wants to SHARE with all of us this
article with a personal reflection on how to teach our FL students to
converse.
Why can
they speak and cannot talk?
by Fernanda F.
Fernandez Jankov
This article was
motivated by the result of a research carried on with the aim of getting to
know, in terms of Learners' Belief System, what sort of skill was the most
important for learners, regarding their feeling of mastering English as a
second language.
Students were given
the following question:
'What you expect to
able to do by the end of your course that will make you feel that you really
learned English? Grade the following options according to your order of
preference (1 for the most important):
1. Read a current
newspaper or magazine in English with full understanding
2. Have a
conversation with a native-speaker of English with full understanding and
expressing your ideas confidently
3. Watch a movie
understanding characters and dialogues
4. Make a speech or
an oral presentation within your professional area
5. Produce
different sorts of writings as formal and informal letters, essays, articles.
The questionnaire
was given to 100 students in the initial levels, adults, starting a vacation
course.
The results were as
follows: 62% of the students had number 2 as the most important goal, and 38%
others.
Some conclusions
could be made after a certain analysis:
1. People in
general, when acquiring a second language, aim to be able to apply its
linguistic code, mainly through oral interaction.
2. If learners are
following this path in terms of shared beliefs and motivation, it is crucial
for English teachers to build up a model for understanding the skills required
for the implementations of such task, and possibly to find out ways of
facilitating its acquisition .
In the beginning of
the study understanding the skills required, and consequently which teaching
techniques were to be applied, did not seem to offer much challenge, as it
seemed to be just a matter of using some of the well-known concepts of Second
Language Acquisition Theory, mainly regarding oral skills.
However, after a
second look, what seemed to be the case was that the general concepts of Second
Language Acquisition Theory tended to be limited. Teachers showed a tendency to
focus on features of language analyzing samples of learners' language to
provide evidence of what students know about the target language. They were
often too worried about how learners build up their vocabulary, how learners'
accent changes over time or how certain grammatical structures are acquired by
learners.
Instead, in order
to create a model as mentioned above it was necessary to look at the complex
connections between the variations within a language and the matching
variations in the social groups that use it.
Teaching students
to carry on a conversation in English could be compared to Professor Higgins
teaching Eliza Doolilttle in 'Pigmalion'. How did he know which parts of Eliza
Doolittle's speech needed to be changed to make her pass to be accepted by
English society?
The study of oral
interactions requires the incorporation of a social angle into the study of L2
acquisition. The description of language proficiency requires attention to the
social factors because of the greater complexity of the L2 learner's social
context and the resulting increase in its capacity to cause variability.
The concern for
sociolinguistics
Sociolinguistics is
interested in the way members of a speech community can, and do, identify and
respond to the fine differences in language usage that are associated, within a
speech community, to the social, economic, political, religious, cultural or
other divisions within the society. There is a common theme that emerges which
is the interplay of language structure with social structure, what means that
any user of language is constantly responding to and signaling social
information.
Understanding the
ethnography of speaking
Sociolinguists
believe that the study of language must go beyond the sentences that are the
principal focus of descriptive and theoretical linguistics. The focus of
attention shifts from the sentence to the act of communication, the speech
event.
Building on a model
of communication first proposed by Roman Jakobson, Dell Hymes proposed that
this model should provide the basis for an ethnography of speaking (also called
ethnography of communication), which is an approach to the description of
speech events that calls for an analysis of each of the relevant factors. They
may be studied independently, but all are closely interrelated in forming the
structure of the whole event. For each genre or kind of speech event, the
factors are realized and related in appropriate ways.
The major value of
the ethnography of speaking to sociolinguistics is in setting up an approach to
language that goes far beyond the attempt to account for single written or
spoken sentences. It widens the scope to include all aspects of the speech
event. This provides invaluable tool in considering the structure of one of the
commonest of speech events, the conversation, when two or more people speak to
each other.
Understanding
conversations
In the study of
speech events the conversational interchange is considered as a unit, just like
sentences, words and sounds for linguists. Applying the concept of
conversational interchange as a unit of the spoken language, it is possible to
build up a model (pattern) that would allow us to conclude that certain
conversations tend to be rule-governed behavior, as it can be seen by observing
certain formal and informal conversations ex. setting an appointment with the
doctor, making a collect phone call, buying tickets for the movies or taking
part in a job interview.
There is a great
deal of culturally and socially determined variations in the possible choices
within the patterns set out here. There are national differences in these
rules. However, the important point is that there is a formal structure in
conversations, in part determined by the nature of the event (until the
answerer says something, the caller has no one to talk to), and in part
determined by social rules (what it is appropriate to say to specific people in
defined circumstances).
This analysis of
the different conversations demonstrates the existence of socially structured
rules for conversational interchanges. There have been studies of various
aspects of conversation, such as the nature of service encounters (such as the
bargaining process), the rules for turn-taking and interruption, the
organization of invitations, the normal patterns of social intercourse in
casual conversations.
In Turn-taking, the
question of who speaks, is the most intriguing aspect of conversational
interchange. If two people are speaking at once, they and others find it
difficult to understand everything that is said. In informal conversations and
informal meetings, the issue of turn-taking is often quite complex, depending
on power and status. Who has the floor (the right to talk at any given moment)
varies according to the rules of the social group. Once someone has the floor,
it is possible to try to interrupt, but a speaker can ignore it.
Creating a model to
teach 'sociolinguistic competence'
The study of the
elements mentioned above, through the sociolinguistic point of view, allows us
to understand what is needed in order to help our students master English with
the feeling of achievement according to their Belief System.
What seems to be
the case is that learners and teachers are very much concerned about the
acquisition of the linguistic code and, when it comes to oral interactions,
there is a high degree of frustration. Students are being trained in building
an abstract model of language through inter-language. However, as
'conversations' are made of other elements such as speech events,
conversational interchange, turn-taking and social intercourse, students tend
to use them in oral interaction based on the model found in their
mother-tongue, not in L2. This behavior causes a great deal of disappointment
as learners seem not to be able to get and pass the appropriate 'message'.
Once we understand
the elements and the skills required for successful oral interactions, the
second step is to go to our language classes and consider our students as
individuals with the strong need of communicating, waiting for us to give them
the clues for fulfilling it. It might be the case of some revolution in
standard aspects of teaching, like the importance of presentation based on a
'model sentence' that is supposedly a part of a context (usually a dialogue in
initial levels) and therefore effective in providing 'real situations'.
As we introduce the
context and go on to the model sentence, what is left of the so-called 'real
situation' as students get desperate to get the new structure? How 'real' this
situation is? For whom - for the author of the textbook or for the students?
Based on which elements of students' lives?
The answer to these
questions require thinking and working, outside and inside the classroom.
About
Fernanda F. Fernandez
Jankov is the President of Yep! International and, with 12 years of teaching
experience, is responsible for the development of YCTE (Yep! Certificate for
Teachers of English) and for the application of the Oxford Examinations of
English as a Foreign Language. She is graduated in law from USP and in
classical ballet from Royal Academy of Dancing - London. She is a member of
NAPENA (Núcleo de Apoio à Pesquisa em Estudos Norte-Americanos) - USP and is
currently working on her MA on International Trade at USP.
Tel.: (011)
572-0277 e-mail:
Reference
1.
Cook G. Discourse. Oxford University Press; 1989
2.
Ellis R. The Study of Second Language
Acquisition. Oxford University Press; 1994
3.
Gunn C. Testing Sociolingustic Competence. IATEFL
Issues, 146: p 17-18; Dec 1998
4.
Holmes J. An Introduction to
Sociolingustics. Longman; 1992
5.
Huntington SP. The Clash of Civilizations
and the Remaking of World Order. Simon & Schuster; 1996
6.
Spolsky B. Conditions for Second Language
Learning. Oxford University Press, 3rd Ed; 1992
7.
Tarone E, Yule G. Focus on the Language
Learner. Oxford University Press; 1989
©
2003 by Fernanda F. Fernandez Jankov
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2.- HOW BABIES
THINK.
The
following is a reproduction of the book review by Ann Dowker published in The
Human Nature Review 2003 Volume 3: 41-43 (19 January)
http://human-nature.com/nibbs/03/gopnik.html
How
Babies Think: The Science of Childhood by Alison Gopnik, Andrew Meltzoff and
Patricia Kuhl
Weidenfeld
and Nicolson, 1999 (First published in the U.S.A. as: The Scientist in the
Crib; William Morrow and Company, 1999)
Reviewed
by Ann Dowker, Ph.D., Department of Experimental Psychology, University of
Oxford, United Kingdom.
"Most
of us see a picture of innocence and helplessness: a clean slate. But, in fact,
what we see in the crib is the greatest mind that has ever existed, the most
powerful learning machine in the
universe."
This
book is an account of, and an attempt to explain, babies' and toddlers'
capacities and methods of learning about the world. The central themes may be
summarized as follows:
(1)
The human brain is like a computer, but a far more sophisticated and powerful
one than has ever yet been designed or programmed by human beings.
(2)
Human brains are extremely flexible, plastic and sensitive to environmental
influences. We are born with a considerable amount of pre-existing knowledge,
but more importantly, we have a remarkable ability to learn and adapt.
(3)
There is no dichotomy between 'nature' and 'nurture'. "For human beings,
nurture is our nature." Cultural adaptations are as much the product of
our brains as the control of universal
physiological
functions. Evolution has not only created babies with a remarkable ability to
learn, but adults with a remarkable ability to teach their children.
(4)
Other animals are born with a wider range of pre-existing adaptations to a
specific type of environment; human beings are born with a greater capacity to
develop adaptations to any of an
extremely
wide variety of environments: both social and physical.
(5)
The price paid by human beings for this greater adaptability is that we are
more helpless at birth than most other animals, and undergo a much longer
period of immaturity and need for support from parents and other adults.
(6)
Despite this helplessness and dependence, infants are not just 'blank slates'
to be written on by adults. They "think, observe and reason. They consider
evidence, draw conclusions, do experiments, solve problems and search for the
truth...even the youngest babies know a great deal about the world and actively
work to find out more" (p. 13).
(7)
The things that children need to learn about come into three broad categories:
knowledge about people, knowledge about things, and knowledge about language.
The
authors' discussion of development of knowledge in these areas can be
summarized as follows:
Some
knowledge about people seems to be present from the beginning: newborn babies
look at the human face in preference to other objects, and imitate facial
movements such as opening the mouth and sticking out the tongue. By a year,
babies point to attract other people's attention to objects, and look at things
to which other people point. This involves some understanding of attention and communication.
Babies also seem aware of others' emotional
reactions
and some of their implications: they will open a box that elicited a happy
expression from their mother, but avoid one that elicited a disgusted
expression. After 18 months, they become aware that others' desires may
conflict with their own; their experiments' on this issue may be a factor in
the rebellious behaviour of the 'terrible twos'. By four, they understand that others
can have different beliefs from their own.
Babies
are born with considerable knowledge about objects: they can match
cross-modally between sight, hearing and touch; they can perceive and interpret
movement and the third dimension. They do not, as [20]Piaget had thought,
always think that objects cease to exist when out of sight. However, they do
have trouble in understanding what happens when one object is hidden by
another,and may consider that the hidden object is thereby obliterated.
From
a very young age, they understand the basic principles of cause and effect, and
realize that their own actions can influence external events. However, they can
be confused about which causes produce which effects; and in particular may not
differentiate between psychological and physical causality: they think that social
signals such as smiling and cooing will influence the
behaviour
of objects as well as people.
Young
babies are in some ways better than adults at discriminating the sounds of
language. They can distinguish between any two sounds which represent distinct
phonemes in any of the world's languages.
Adults
- and babies over about 10 months - can only make the distinctions that are
relevant to their own language(s): e.g. American babies can no longer
distinguish between the two Spanish
'b'
sounds; and Japanese babies can no longer distinguish between English 'l' and
'r. They also show an early ability to distinguish between the intonation
patterns of their own language and others.
In
the second half of the second year, they experience the naming explosion, where
they show a serious interest in the names of objects, and start rapidly mapping
objects to their names. But not all early words are object names: important
early words include requests (more!), references to success (there!) and
failure (oh dear!), motion (up! down!), and disappearances (all gone!). Words are
soon combined, heralding the beginnings of grammatical production. In the
preschool years, children show a strong tendency to over-regularize the rules
that they learn; e.g. saying childs for children.
The
authors see important parallels between children and scientists: both work intensely
and enthusiastically at gathering information and revising their theories in
the light of new
findings.
Children´s
learning is not merely a function of the brain: it leads to important
modifications in the connections and networks within the brain. A newborn babys
brain has almost the same number of neurons as an adult brain, but far fewer
connections between these neurons. Through learning and experience, connections
are increasingly established between the neurons: by the end of the first three
years, the childs brain has twice as many neuronal connections as the adult
brain. The number of connections then remains similar until the age of 9 or 10,
when pruning begins.
Although
this pruning appears to be necessary for the final stages of learning and
development to occur, the authors speculate that perhaps we do lose something
by it. They suggest that the Romantic view of childhood has some validity: when
we had twice as many neuronal connections as we do now, perhaps we did
experience the world more intensely, and see the world in a grain of sand and a
heaven in a wild flower. However, they disagree with the Romantic view that a
childlike sense of wonder is fundamentally opposed to scientific reasoning: in
the view of the authors, scientists and poets resemble one another in their
sense of wonder, and in the intense way in which they experience the world; and
both groups share these characteristics with young children.
The
book is one which will appeal considerably both to researchers in child development
and to parents. It is interestingly and clearly written, and the theories about
brain development, and the similarities between children and scientists, are
very intriguing.
There
are a few criticisms that could be made. Because the book is broad in its
coverage, it does not cover all theories about child development, and there are
places where it is not made entirely clear that a statement or viewpoint is
still controversial: e.g. that there is as yet no consensus on the degree to
which infants understand object permanence. The discussion in the last chapter about
social policies and practices with regard to children and families could
constitute a book in itself, and, in the opinion of the present reviewer, it
might have been preferable either to omit or expand this section.
Despite
this qualification, it is one of the best and most coherent recent books on
early child development. I would strongly recommend it to anyone with an
interest in this subject.
Dr.
Dowker has interests in mathematical development and cognition; individual
differences in cognition; language acquisition; language and play;
cross-linguistic research; cognitive modularity; folk developmental psychology.
References:
http://www.piaget.org/
© 2003 by The Human Nature Review.
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3.- JORNADAS AT FILOSOFIA Y LETRAS UBA
Our dear SHARER Ana Maria Rocca, a teacher in the
Department of Modern Languages at UBA sent us this invitation:
El Departamento de Lenguas Modernas
de la Facultad de Filosofía y Letras de la Universidad de Buenos Aires invita a
participar en las IX Jornadas de Enseñanza de Idiomas Extranjeros en el Nivel
Superior que se llevarán a cabo los días 17, 18 y 19 julio de 2003, en la sede
de nuestra facultad.
Comité académico
Alemán: Prof. J. Fischbein – Prof. G. Mársico - Francés:
Prof. E Klett – Prof. M.Vidal
Inglés: Prof. María Susana González – Prof.
Laura Roseti
Italiano: Prof. P.Riva – P. H. Biondi - Portugués: Prof. R. Cormanich – Prof. C.Pasero
Comité organizador: María Claudia Albini, Alejandra Bariffi, Ana Delmas,
María Ignacia Dorronzoro, Patricia Insirillo, Marta Lucas, Alejandra Nasser,
Alicia Nerguizian, Ana Otero, Rosana Pasquale, Inés Regueira, Marco Antonio
Rodriguez, Ana María Rocca.
Objetivos
·
Favorecer el diálogo entre
docentes e investigadores de las diferentes lenguas extranjeras y segundas e
instrumentar mecanismos de intercambios regulares entre dichos agentes.
·
Crear un espacio de reflexión
y debate sobre políticas lingüísticas a nivel nacional y regional.
·
Promover la investigación en
las diferentes áreas propuestas.
·
Propiciar la reflexión sobre
un nuevo perfil de docente/investigador inserto en una realidad regional y
nacional cambiante.
·
Implementar acciones
conducentes a mejorar el posicionamiento de las lenguas extranjeras en el
ámbito superior.
Destinatarios: alumnos, docentes e investigadores de lenguas extranjeras
y segundas del nivel superior
Areas temáticas:
·
Los trabajos teóricos y de
investigación se relacionarán con los siguientes temas:
La didáctica de las lenguas extranjeras y segundas
El lenguaje como objeto de análisis
La problemática de la traducción
La lectocomprensión y la comprensión
aural
Modalidad
Conferencias plenarias. Estarán a cargo de especialistas nacionales e internacionales
Paneles. Estarán conformados por cuatro o cinco ponencias relacionadas con una
de las áreas temáticas. El tiempo previsto para cada ponencia será de 15
minutos con el fin de dar lugar a debates de 30 minutos. Las ponencias no serán
leídas y deberán ser presentadas en español por su(s) autor(es) únicamente. El
plazo para presentación de ponencias venció el 30 de Noviembre de 2002.
Posters. Estarán reservados para la presentación de propuestas didácticas y
experiencias áulicas
En una segunda
circular enviaremos la ficha de inscripción, el monto de la misma y la cuenta a
la que deberá enviarse el dinero.
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4.- REGIONAL
CONFERENCE IN RIO CUARTO,CÓRDOBA
Our
dear SHARER Romina Picchio from Asociación Riocuartense de Profesores de Inglés
(ARPI) sends us this announcement:
ARPI REGIONAL CONFERENCE 2003
Teaching
and Learning English in the 21st Century
Asociación
Riocuartense de Profesores de Inglés (ARPI)
Departamento
de Lenguas, Facultad de Ciencias Humanas, UNRC.
June
6th and 7th, 2003
Centro
Comercial Río Cuarto (CECIS) - Constitución 846 - Río Cuarto, Córdoba,
Argentina
This
Annual Meeting will be a Regional Conference, organized by the Asociación
Riocuartense de Profesores de Inglés (ARPI) and the Departamento de Lenguas,
Facultad de Ciencias Humanas, Universidad Nacional de Río Cuarto. It
is hoped that it will serve as a multi-disciplinary forum for the discussion
and exchange of information on all topics related to Teaching and Learning
English, such as:
-
Grammar and vocabulary teaching
-
Reading and aural comprehension
-
The development of writing and speaking skills
-
Strategies for EFL learning
-
Literature and language teaching
-
The integration of technology in the classroom
-
English language and culture
-
ESP / EAP
-
Applied linguistics
-
Phonetics and Phonology teaching
Participants:
Primary, secondary and university
teachers, from public and private schools and institutes are encouraged to
participate with communications, posters, and/or panel presentations.
Contributions will aim at sharing ideas for classroom practice (either past
experiences or planned activities)
Preliminary
program of activities: * Panels -
Speakers - Papers - Roundtables
*
Interactive Sessions * Posters * Bookshop Showcases & Demonstrations
Registration
fee: Members: ARPI Annual Fee: $20 - Non-members: $25
The
fee can be paid either in Librería Blackpool or on the conference venue.
Editorial
Guidelines:
Accepted
papers will be published in the proceedings.
*
Length of paper: 1.500 words.
*
The paper should include the title, author/s, academic institution, e-mail
address/es.
*
Paper size A4 (210 x 297 mm). * Font: Times New Roman 11, single spacing.
*
Margins: top and left margins at 3 cm, bottom and right margins at 2 cm.
*
Do not number the pages.
*
Headlines should be written in capital and small letters (e.g.: Teaching and
Learning English).
*
Quotes should be highlighted in italics or written between inverted commas.
*
Bibliography must be written on a separate sheet following these criteria:
Books:
Nunan, D. and C. Lamb. 1996. The Self-Directed Teacher. Cambridge: Cambridge
University Press.
Articles:
Underhill, A. 1989. Process in humanistic education. English Language Teaching
Journal, 43, 250-256.
*
The papers can be sent either by e-mail in RTF format to profesoresdeinglesriocuarto@hotmail.com or
can be handed in personally in Librería
Blackpool, General Paz y Vélez Sarsfield (Galería Río Cuarto).
*
The e-mail with the attached paper should contain the title and the authors / s
of the presentation. * Only the papers that respect the indicated format will
be published.
Deadline
for submitting proposals: April 30th
For
further information contact: profesoresdeinglesriocuarto@hotmail.com
or
Librería Blackpool: General Paz y Vélez Sarsfield - Tel. 0358- 4623662
------------------------------------------------------------
5.- II ENCUENTRO DE GRAMÁTICA GENERATIVA
Our
SHARER Elena Ganazzoli has sent us this reminder:
Auspiciado por la ALFA (Asociación de Lingüística
Formal de la Argentina), el Proyecto de
Investigación “Criterios generales para el análisis
del error: descripción de errores sintácticos y
léxicos e hipótesis sobre su origen” y la Maestría en
Lingüística (Universidad Nacional del
Comahue)
Como ya se ha anunciado en la primera
circular, los días 7, 8 y 9 de agosto de 2003 se llevará a cabo en el I.E.S en
Lenguas Vivas “Juan Ramón Fernández”, de la ciudad de Buenos Aires, el II
Encuentro de Gramática Generativa.
El Encuentro constará de una mesa
única (sin sesiones paralelas) y una serie de conferencias
plenarias. Entre los investigadores a los que se ha invitado a participar
en el Encuentro en
calidad de plenaristas se cuentan Jorge Hankamer (University of
California), Jairo Nunes
Universidade de Campinas) y Celia Jakubowicz (Université de Paris V –
CNRS).
Áreas
temáticas: fonología, morfología, sintaxis, léxico, semántica,
interfaces (fonología-morfología, sintaxis-morfología, sintaxis-léxico, etc.),
adquisición del lenguaje, filosofía del lenguaje.
El arancel de inscripción al
encuentro es de $30 para todos los participantes, salvo los estudiantes de
grado, que quedan exceptuados del pago. Se otorgarán certificados a los
ponentes y a los asistentes.
Cristina Banfi (Universidad Nacional
de Córdoba)
Eduardo Bibiloni (Universidad
Nacional de la Patagonia San Juan Bosco)
Heles Contreras (University of
Washington)
Marcela Depiante (Universidad
Nacional del Comahue)
Angela Di Tullio (Universidad
Nacional del Comahue)
Celia Jakubowicz (Université de Paris V – CNRS)
Pascual Masullo (University of
Pittsburgh)
Nora Múgica (Universidad Nacional del
Rosario)
Jairo Nunes (Universidade de
Campinas)
Patricia Jacob (IES en Lenguas Vivas)
Marcela Depiante (U.N. del Comahue)
Laura Kornfeld (CONICET/ Universidad
de Buenos Aires)
Silvia Iummato (IES en Lenguas Vivas)
Moira Alvarez (CONICET/ Universidad
de Buenos Aires)
Julieta Barba (IES en Lenguas Vivas/
Universidad de Buenos Aires)
Lucía Brandani (CONICET/ Universidad
de Buenos Aires)
Carolina Fraga (IES en Lenguas Vivas)
Mercedes Valerga (ISP Joaquín V.
González)
Elena Ganazzoli (Universidad Nacional
de La Plata)
Cecilia Pfister (ISP Joaquín V.
González)
Informes: Para mayor información, escribir
a: encuentrogg@yahoo.com.ar
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6- NOT SO GREAT TITLES FOR “THE GREAT GATSBY”
Our
dear friends and SHARERS from Asociación de Profesores de Inglés de Rosario
have sent us this update of their forthcoming activities:
Not So Great Gatsby Titles
by Steve King
On 19th March 1924, F. Scott Fitzgerald
enthusiastically wired his editor, Max Perkins, from Paris to tell him that he
had finally found a title for his new novel: "CRAZY ABOUT TITLE “UNDER THE
RED WHITE AND BLUE...." Already abandoned titles had included "The
High Bouncing Lover," "Among the Ash Heaps," and most recently,
"Trimalchio." Not as crazy as her husband about these, Zelda (and
Perkins) eventually talked him into The Great Gatsby.
A late-draft version of the novel was published in 2000 under the
"Trimalchio" title. Fitzgerald was borrowing here from a character by
that name in the first-century Roman story, Satyricon, thought to be
written by Petronius. As "director of pleasures" for Nero's imperial
court, Petronius would have had dealings with people of Trimalchio's status and
style -- rich and vulgar social climbers who enjoy playing host to an endless
supply of party-goers and parasites. After being carried in to dinner by his
slaves, Petronius's Trimalchio likes to recline on cushions, clean his teeth
with a silver tooth pick, drink "Opimian Falernia, one hundred years
old," and expand:
Just a hut once, you know---now
a regular temple! It has four dining rooms, twenty bedrooms, two marble
porticoes, a set of cells upstairs, my own bedroom, a sitting room for this
viper (my wife!) here, a very fine porter's room, and it holds guests to any
amount. There are a lot of other things too that I'll show you by and by. Take
my word for it, if you have a penny you're worth a penny, you are valued for
just what you have. Yesterday your friend was a frog, he's a king
today---that's the way it goes."
"Under the Red, White and
Blue" would have at least suggested the decline and fall of a later
empire, but by any name the book did not sell when it came out in 1925. In
1927, Fitzgerald received only $153 in royalties; two years after that only
$32; by the last year of his life, 1940, second-printing copies of Gatsby
were still unsold, and all his books brought in only $13.13.
The critical reaction was mixed, many of the more literary publications tending
to the 'modern classic' view, many in the popular press finding it
"decidedly contemporary: today it is here, tomorrow--well, there will be
no tomorrow. It is only as permanent as a newspaper story, and as on the
surface." Gertrude Stein's letter to Fitzgerald shows her going her usual, uncategorizeable way:
Here we are and have read your
book and it is a good book. I like the melody of your dedication ["Once
again to Zelda"] it shows that you have a background of beauty and
tenderness and that is a comfort. The next good thing is that you write
naturally in sentences and that too is a comfort. You write naturally in
sentences and one can read all of them and that among other things is a
comfort. . . . You make a modern world and a modern orgy strangely enough it
never was done until you did it in This Side of Paradise. My belief in This
Side of Paradise was alright. This is as good a book and different and older
and that is what one does, one does not get better but different and older and
that is always a pleasure. . . .
© Copyright 2000-2003. Today in Literature. All rights reserved.
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7.- SEMINARIO INTERNACIONAL EN PARANÁ, ENTRE RIOS.
Our
dear SHARER Estela Gambelín from Eccleston College, Paraná has sent us this
invitation:
Seminario
Internacional para profesores de Inglés “Creative Teaching”
La Universidad
Estatal de San Diego, California, Estados Unidos (San Diego State University)
junto a American English Institute y a Sarah Eccleston College (Profesorado
Superior de Inglés), con quienes mantiene convenios, llevará a cabo un
Seminario para profesores de Inglés.
Dicho Seminario dictado totalmente en
inglés, se desarrollará el próximo 9 y 10 de mayo, en Salón California, de las
mencionadas instituciones educativas.
Disertantes y Temáticas:
La autora del libro “Rhymes and
Fingerplays”, Patricia Gómez, tendrá a su cargo tres presentaciones dirigidas
fundamentalmente a la enseñanza del inglés en Nivel Inicial y EGB.
El profesor Oriel Villagarcía, quien
tendrá a su cargo dos sesiones de actualización idiomática. El profesor Oriel
Villagarcía, fue recientemente consultor del nuevo Diccionario publicado por
Macmillan.
La profesora Estela Gambelín,
Directora de American English Institute y Rectora del Sarah Eccleston College, abordará
el tema que relaciona la programación neurolingüística y la estimulación
cerebral, especialmente en niños de Nivel Inicial y EGB.
Las Profesoras Juliana Sarlo y Marilú
Pulido, abordarán las temáticas: cómo
estimular expresiones escritas en alumnos de inglés en forma amena y
correcta; y también la influencia que tiene la música en el desarrollo cerebral
y su impacto en el proceso de aprendizaje.
Este Seminario cuenta con el
Reconocimiento de la Dirección de Cultura Municipal y certificados finales por San Diego State
University,Estados Unidos.
Para mayores informes e inscripción dirigirse
a Belgrano 179, o por tel. 0343-4315018 – 0343-4217311, o por e-mail: americaneng@infovia.com o saraeccleston@arnet.com.ar
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8.- TALK ON CONSTRASTIVE ANALYSIS
Our
dear SHARER and friend Martha Ortigueira has an announcement to make:
9 de mayo: Charla Gratuita en inglés
en la Universidad Católica Argentina en Puerto Madero
“Contrastive Analysis: Turning Theory
into Practice”
by Dr. Héctor Valencia
Profesor de Inglés graduado de la UCA y Doctor en Lenguas Modernas por la Universidad
del Salvador. Director del Doctorado en Lenguas Modernas del Salvador y
Director de la Escuela de Lenguas Modernas. Coordinador de los cursos de
español para extranjeros y asesor del Rectorado. Profesor Titular de Fonética y
Dicción I y II, de Dicción, de Estructuras Comparadas y de Lingüística de la
UCA . Coordinador del Área Lingüística.
Dirigido a estudiantes del Profesorado y Traductorado de Inglés y a Profesores
y Traductores Graduados.
Fecha y Horario: Viernes 9 de Mayo de 14 a 16 hs.
Cupos limitados. Se deber realizar la inscripción previamente por mail a gralen@uca.edu.ar
o por teléfono al 4338-0775.
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9.- CHANGING STUDENTS´ATTITUDES : A WORKSHOP
Our dear SHARER Pierre Stapley has sent us this invitation:
ELT Clinics was formed as a result of having taught for a good number of
years, observed
numerous classes, held heated conversations in many staff rooms and conducted
educational
research. Graciela, Clarisa and Sandy, with more than 40 years ELT experience
between them,
an MA in Education & Professional Development from a UK University and a
Postgraduate in School Administration , have found themselves engaged in
spontaneous, though never-ending, discussions on teaching and learning issues.
Their common goal has always been minimizing teachers' efforts while maximizing
learners' success.
A Workshop on: Changing The Student’s Attitude
Towards Learning English
(with Graciela Castelli, Sandra Marmora & Clarisa Remy)
AIM: The aim of the workshop
is to share activities that will foster CONFIDENCE in the use of L2 in order to
ensure students' MOTIVATION through finding PLEASURE in learning while
accepting the CHALLENGE of problem-solving. The development of the
above-mentioned objectives will help students develop a different ATTITUDE
towards learning a foreign language.
PROCEDURE: Workshop
modality. Theory through practice approach. Inter-actional approach.
Loop input. Observing. Diagnosing. Awareness raising.
EXPECTED AUDIENCE: Teachers
of English as a foreign language who are keen on motivating
their students of all ages to learn more, and more easily through an eclectic
approach to
teaching which will be both challenging and pleasurable to students.
CONTENTS: A different
class planning. Selection and order of activities. Rationale for each
activity and procedure. A bagful of ideas and tips.
Date:
Saturday 17th May 2003
Times:
9:00 to 12:30
Venue:
Paraguay 1186, Rosario
Registration: Graciela Castelli - gracielacastelli@arnet.com.ar
Fee: $15,00
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10.- NEWS FROM BUENOS AIRES PLAYERS
Our dear SHARER and friend
Celia Zubiri writes to us:
BAPUPPETS... PUPPET SHOW:
"MOPPY'S ADVENTURES WITH EATERALL"
PREVIEW> May, 10th > 11
Am - duration: 40 minutes . For children aged 3 to 5
Teatro Santamaría >
Montevideo 842
Please, confirm your attendance
- (011) 4812-5307 / 4814-5455
thebap@thebsasplayers.com or thebap@arnet.com.ar
Moppy, a very sweet Martian, is
trying to learn English, here on planet Earth. Susan, a very intelligent girl,
tries to help him and they have great fun together. Felicity, Susan's cat,
joins them. Suddenly another Martian, Eaterall, arrives from Mars so as to have
fun too but there is a big problem: Eaterall eats everything and his favourite
meals are pencils and cats! What can Moppy do to save Felicity? Children beware
of Eaterall and put away your pencils!
Puppets have always been a
great attraction for small children. They stimulate their concentration,
fantasy and imagination. When kids watch a puppet-show they generally have fun,
try to interact with the characters, want to reproduce what they heard and saw
by using their own puppets and sometimes feel the need to create their own
stories. In a few words, this activity is motivating, educational, amusing,
magical and theatrical.
If the puppet-show is in
English for Spanish-speaking children we are adding some more virtues to this
activity: listening-comprehension and meaningful communication in the second
language they are trying to acquire. Thus, we decided to offer schools the
possibility to have on their premises and at our headquarters a professional
puppet-show in English for small children.
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11.- HOW MANY DOGS DOES IT TAKE?
Our
dear SHARER Teresa D´Amico from La Pampa has sent us this contribution. Let us
this be our homage to Animal´s Day (April 29th) and to our dear old
Doberman Ernie who has made the last 12 years of our life a little bit better
by being by our side (and who´s also slept on the couch most of that time!).
How
many dogs does it take to change a light bulb?
Golden Retriever: The sun is shining, the day is young, we've got our whole
lives ahead of us, and you're inside worrying about a stupid burned out bulb?
Border
Collie: Just one. And then I'll replace any wiring that's not up to code.
Dachshund: You know I
can't reach that stupid lamp!
Rottweiler: Make me.
Labrador: Oh, me, me!!!!
Pleeeeeeze let me change the light bulb! Can I? Can I? Huh? Huh? Huh? Can I?
German Shepherd: I'll
change it as soon as I've led these people from the dark, check to make sure I
haven't missed any, and make just one more perimeter patrol to see that no one
has tried to take advantage of the situation.
Tibetian Terrier: Let the Border Collie do it. You can feed me while he's busy.
!
Jack Russell Terrier: I'll just pop it in while I'm bouncing off the walls and
furniture.
Poodle: I'll just blow in the Border Collie's ear and he'll do it. By the time
he finishes rewiring the house, my nails will be dry.
Cocker Spaniel: Why change it? I can still pee on the carpet in the dark.
Doberman: While it's dark, I'm going to sleep on the couch.
Boxer: Who cares? I can
still play with my squeaky toys in the dark......
Irish Wolfhound: Can somebody else do it? I've got this hangover.....
Pointer: I see it, there it is, there it is, right there....
Greyhound: It isn't moving. Who cares?
Australian Shepherd: First, I'll put all the light bulbs in a little circle...
Old English Sheep Dog: Light bulb? I'm sorry, but I don't see a light bulb?
Hound Dog: ZZZZZZzzzzz.z.z.z..z..z..z...z
Cats: Dogs do not change light bulbs. People change light bulbs. So, the
question is: How long will it be before I can expect light?
All of which proves, once again, that while dogs have masters, cats have
staff...
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12.- APIBA SPECIAL INTEREST GROUPS
Our dear SHARER Alejandra
Jorge, APIBA SIGs Co-Liaison Officer wants to invite all SHARERS to the
following activities:
Asociación
de Profesores de Inglés de Buenos Aires (APIBA) is pleased to announce the
timetable of the second SIG meetings to take place in 2003.
*Applied
Linguistics SIG*
Coordinators:
Martha Crespo - Sandra Revale
Date:
Saturday, May 17th, 2003 -- Time: 10.00 – 12.00
Venue:
Liceo Cultural Británico, Corrientes 5305 (y Malabia), Buenos Aires
Agenda:
Discussion of chapters 7, 8 and 10 from Affect in Language Teaching.
Copies
at ISP J. V. González (1st floor).
*Business
SIG*
Coordinators:
Marisa Bilbao- María Laura Speziali
Date:
Wednesday, May 7th, 2003 -- Time: 10 - 12
Venue:
Asociación de Ex-alumnos del Lenguas Vivas “J. R. Fernández”, Paraguay 1935, Bs
As Agenda: 1. Election of new coordinators, 2 Oilwatch (discussion led by M.Laura
Speziali).
*Computers
SIG*
Coordinators:
Nora Lizenberg - Mónica Pastorino
Date:
Saturday, May 3rd, 2003 -- Time: 10 - 12
Venue:
Liceo Cultural Británico, Callao 362, Buenos Aires
Agenda:
1. Election of coordinators. 2. Internet without connection: how to work with
frozen pages. Useful ideas for the classroom. 3. How to plan your virtual
lesson
*Language
SIG*
Coordinators: Myriam Sosa Belenky – Graciela Torres
Date:
Saturday, May 24th, 2003 -- Time: 9.00 (just this once) – 12.30
Venue:
Cultural Inglesa de Buenos Aires (CIBA). Viamonte 1745.
Agenda:
1. How-do-you-say spot? (09:00 – 09:10) 2. Vocabulary
related to war: Video Presentation by
Julieta Lorenzetti & Romina Arena. 3. Classroom expressions.
Presentation by Viviana Myslicki.
*Phonology
SIG*
Coordinators: María Valentina Roldán - María Isabel
Santa
Date: Saturday, May 24th, 2003 -- Time: 10.30 (just this once) – 1.00 P.M.
Venue:
Cultural Inglesa de Buenos Aires (CIBA). Viamonte 1745.
Agenda:
1. Decisions on topics to be dealt with during 2003: * Theoretical approach. *
Which model to teach, * How to help adults improve their oral production. *
Activities to improve our own production. * Voice care. * Decoding. * Intonation
of classroom expressions
*Literature
– Cultural Studies SIG*
Coordinators:
Valeria Artigue – Susana Groisman.
Date:
Thursday, May 10th, 2003 -- Time: 2.00 – 4.00 PM
Venue:
AB School of English. Av. Montes de Oca 340, Buenos Aires.
Agenda:
1. Classic colonial poets v. Post-colonial poets. 2. Analysis and
discussion of Kipling's "Christmas in India " and Zephaniah's poems.
*Professional
Development SIG* (Pilar, Prov. of BA)
Coordinators:
Silvia Caporale - Gabriela Domínguez
Date:
Saturday, May 15thth, 2002 -- Time: 4.00 PM
Venue:
Wellspring School – Km 42.5. Las Camelias
3883- Del Viso, Prov. of B.A.
Agenda:
1. Election of coordinators 2. Discussion on topics to be dealt with during
2003.
*SLT
(Second Language Teaching) SIG* (Lomas de Zamora, Prov. of BA)
Coordinators:
Mónica Gandolfo - Silvia Rettaroli
Date:
Saturday, June 21st, 2003 -- Time: 10 - 12
Venue:
ISP "Presbitero A. Saenz", Calle Saenz 740, Lomas de Zamora, Prov. of
B.A.
Agenda:
a) L2 adult learners: why do they fail to acquire the morphology of the TL
accurately. b) Classroom management. Each of the SIG members will carry out a
mini action research project and next meeting they will share the results with the
rest of the participants.
*SLT
(Second Language Teaching) SIG* (Bernal, Prov. of BA)
Coordinators:
Mónica Gandolfo - Silvia Rettaroli
Date:
Saturday, May 24th, 2002 -- Time: 10 - 12
Venue:
EGB 18 (ISFD No. 24, Dr Bernardo Houssay), Avellaneda 177, Bernal, Prov. of
B.A.
Agenda:
1) Diagnostic tools, especially geared to the detection of “needs” and or views
on the learning of EFL. 2) Materials Development as part of an Institutional
Project for ELT.
For
further information contact : APIBA SIGs apibasigs@apiba.org.ar
www.apiba.org.ar
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13.- STORYTELLING IN YOUR SCHOOL.
Our dear SHARER Ximena Faralla
has sent us this information:
On
the Road Theatre Company
Storytelling
for all ages at your School!
Kindergarten:
Beauty and the Beast
The
classic tale in a 25 minute enacted session. Six characters played by two
actors. Music, songs and a lively scenery provide youngsters with an easy to
follow storytelling session which leaves a moral to work on as well as
triggering interest in book reading.
$120-.
Primary
School: Red Riding Hood and her Robin
-the
story of Little Red Riding Hood & Robin Hood- A twist which
joins two classic tales such as these ones, arousing children´s interest
in classics and triggering their imagination to any other possible combination.
25 minutes of an active enacted storytelling session.
$150-.
The
Haunted House -a Halloween story- When Nick & Veronica decide to
enter the Haunted House several revolting surprises were awaiting them. A 25
minute long enacted story with simple vocabularies and spooky realia.
$150-.
Secondary
School: The Fall of the House of Usher - "On the Road" brings Edgar Allan Poe´s short
story down to a 30 minute session in which the main characters have become
narrators of their tragic and fatal story.
$150-.
The
Pit & the Pendulum
A
darkened room. The Spanish Inquisition. Edgar Allan Poe´s famous short story
retold by its survivor and his feelings. A 30 minute modern theatre stage
version for advanced learners of the language.
$150-.
Further
information: info@ontheroadonline.com 4568-7125. www.ontheroadonline.com
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14.- VENTESOL
2003
VenTESOL Annual event, Caracas, Venezuela May 2003.
From the Venezuela TESOL (VenTESOL) Executive Board:
VenTESOL will hold an Annual one-day event on May 31st, 2003 at the Universidad
Metropolitana, Caracas, Venezuela. We expect to have a Plenary and several
presentations
through the day. The event eagerly looked forward to and attended by most of
our members will include a publishers' exhibition and sale of ELT materials.
For more information please check for updates at www.ventesol.org
Padmini Sankaran -Communications Coordinator.
VenTESOL - sankaranp@ebv.org.ve
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Today we want to say goodbye with one
of the most beautiful Easter greetings we have ever received. This one was from
one of our dear SHARERS, Maria Rosa Ghione. It is also our way to say thank you
to all the SHARERS who have sent us their greetings and to wish you all you can
go on living the Easter spirit of Resurrection all through the year.
Gracias por estar siempre ahí....
.......vivir sirviendo......
.......vivir amando.........
que ésta haya sido la mejor PASCUA de vuestras vidas.
María Rosa Ghione
HAVE A
WONDERFUL WEEK!
Omar and Marina.
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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.
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