Year 4 Number 108 July 6th
2003
5100 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,
What a beautiful week this has been! For
one thing it was my birthday last Monday. Even when I had to work all day and
there was no “big” celebration, it was an excellent way to start the week
anyway. My students at Profesorado in Adrogué organized a real party in the
classroom. We had the usual cakes and Coke (and even one balloon and a paper
garland!). I felt really pampered. Tuesday´s was Sebas´s fifteenth birthday and
that being another working and school day, we only had a cake in the evening
and many kisses and hugs but that was all. Sebas´s friends are coming home next
Saturday to stage a kind of party that they´re all planning to end up at a
disco in Adrogué (cannot be helped!).
Monday was also a great day for all
because we finished what we called the first enrolment (the early bird one) for the Congress with a
large number of teachers enrolled. By Friday the figure had gone up to nearly
300 people ( and still with 20 days to go)! We were delighted.
Our efforts and that of many colleagues
were paying back in teachers enrolled.
I will not bother you with more details:
Do you want to find out more about the Congress?
Visit our Website: www.ShareEDucation.com.ar where
you will find all the information available.
This will be a great week too (we are
sure). With a convenient mid-week break and the chance to go on working on a
common project together and enjoying life in the family. Who could ask for
more?
Love
Omar and Marina
In
SHARE 108
1.- Story
Telling: Heart and Soul of Education.
2.- Extending
Vocabulary Knowledge with Computers.
3.- Words of
the Year 2002.
4.- II
Encuentro de Gramática Generativa.
5.- Professional
Development with “English & Fun”
6.- E-teaching
online.
7- APIBA SIGs.
8.- Why God
never got tenure at a university.
9.- We
teach who we are: Judy Lloyd Yero in Argentina.
10.- Seminar
on Developing Literacy.
11.- The Buenos
Aires Players on tour.
12.- Just a way
of saying.
13.- Winter
Promos by “On the Road”
14.- Cambridge
University Press: Very Active Winter Holidays.
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1.- STORY TELLING: HEART AND SOUL OF EDUCATION
Our dear SHARER Juan Pablo
Aldamira from Paraná, Entre Rios, sends us this article with the very basics of
art of storytelling.
Storytelling: The Heart and Soul of
Education
By Stan Koki
The cultural, ethnic, and linguistic diversity of the
Pacific region gives Pacific educators an excellent opportunity to enrich
children’s learning. Diverse points of view, personal histories, prior
experiences, and learning styles can be used to greatly enhance teaching and
learning. The professional literature suggests numerous ways for teachers to
design instruction so that all children learn. Storytelling is one way—it costs
nothing, is enjoyable, and can be used anywhere and at any time (Zabel, 1991).
All people have a basic need to share stories. Stories
organize experiences and record important happenings. As common forms of
discourse, stories are of great interest and significance in language and
literacy development, especially when considering the increased linguistic and
cultural diversity of students in Pacific classrooms. Stories enable teachers
to learn about their students’ cultures, experiences, and meaningful
relationships. Through the sharing of stories, teachers and children “create
the potential for new connections that link them together inside a new tale”
(Dyson & Genishi, 1994).
This briefing paper presents research on the
importance of storytelling in human experience, and explores the relevance of
storytelling as an instructional tool in Pacific classrooms.
Why
Are Stories Told?
Stories first arise in the context of relationships
when small children acquire the ability to verbalize their experiences. With
this verbalization, children become the “narrated selves” of their own lives,
sharing interpretations with others. Like adults, children use narrative to
shape and reshape their lives, imagining what could have or should have
happened, and reviewing what actually did happen (Stern, 1985). Thus stories
have interrelated social and evaluative functions (Dyson & Genishi, 1994).
The stories we tell help define our socio-cultural landscape in particular ways
and demonstrate connections between language, culture, and power (Dakhtin,
1981).
Storytelling is as old as mankind, predating any other
form of oral history (Zabel, 1991). Joseph Campbell believes that stories in
the form of myths represent “a cacophonous chorus” that began when our primal
ancestors told stories about the animals they killed for food and the
supernatural world to which they thought the animals departed after death.
People tell stories in an attempt to come to terms with the world and harmonize
their lives with reality (Flowers, 1988).
Stories have been used since time immemorial to record
important events, celebrate the feats of heroes and heroines, transmit the
spirit and facts of a major occurrence, and point out patterns of human
experience and behavior. Storytelling is a cornerstone of the teaching
profession (Zabel, 1991).
Researchers have noted the significance of
storytelling in oral cultures that have persisted over time. Stories help tribe
members to make sense of their collective experiences, such as illness, death,
and conflict, as well as interrelationships, including courtship, marriage,
childbirth, and stewardship of nature. An oral culture teaches tribe members to
preserve the wisdom of their heritage, transmit skills, maintain respect for
elders, and understand how children fit into their lives (Van Groenou, 1995).
Because they rely so much on words, stories offer a
tremendous source of language experience for children. Stories are motivating,
easily accessible, and immensely interesting. “Surely, stories should be a
central part of the world of primary teachers whether they are teaching the
mother tongue or a foreign language” (Wright, 1995).
Storytelling
in the Classroom
It is important for children to make up stories, just
as it is important for them to hear and respond to stories told by other
people. When children create and tell a story in their own or a second
language, the language becomes theirs (Wright, 1995). Oral language is an
important tool for the cognitive growth of young children (Van Groenou, 1995).
With the increased use of the whole language approach
to reading and writing, storytelling has taken on an important role. Students
with experience in hearing and telling stories such as myths, legends, and
folklore are eager to begin creating or writing their own stories. Critical
thinking skills, vocabulary, and language patterns are enhanced through use of
stories (Zabel, 1991).
Using stories in the classroom results in enhanced
cultural awareness through the glimpses that stories afford into other people’s
worldview. Because stories have been handed down through time, they are
“examples of the heart and soul of the people who created them. They are
treasured reminders of how life used to be (in both good and bad times), and
how they show non-members of that culture some of the thinking strategies and
beliefs that have made different groups what they are today” (Zabel, 1991).
Research clearly suggests that teachers must encourage
and enrich oral development in young children. Egan (1993) states:
Oral and literate are not opposites; rather, the
development of orality is the necessary foundation for the later development of
literacy….Indeed, a sensitive program of instruction will use the child’s oral
cultural capacities to make reading and writing engaging and meaningful. (pp.
37-38)
When presenting stories to children, teachers should
keep the following premises in mind:
Getting
Started
Using storytelling in the classroom may be somewhat
intimidating to teachers initially, so it may be practical, at first, for a
teacher to use a story that is personally appealing. Identifying how the story
is to be used is a critical first step; then, the appropriate type of story can
be chosen. Here are a few suggestions that can help incorporate storytelling
into a language curriculum:
1.
Introduce units about geography and people
of the world by telling interesting stories from those cultures.
2.
Decide ahead of time how to use gestures,
props, voices, and other devices that will make the story come alive for
children.
3.
Describe different sensory experiences, and
lead children into inquiry with the teacher.
4.
Stimulate children’s imagination by
encouraging them to participate in storytelling and listening.
5.
Encourage use of metaphors as a way of
finding similarities between objects.
6.
Maintain eye contact with the audience,
pause at the end of the story, and provide lots of opportunities for children
to listen and tell stories in class (Van Groenou, 1995; Zabel, 1991).
We all need stories in our daily lives. Stories are
particularly important to children because they help children understand their
world and share it with others. “Children’s hunger for stories is constant.
Every time they enter your classroom, they enter with a need for stories”
(Wright, 1995).
Recommendations
1.
Listen with sensitivity to students’
stories, and design instruction around those stories to allow students’ diverse
experiences to become meaningful for the students presenting stories as well as
for listeners.
2.
Use a range of stories to help meet the
linguistic, social, and academic needs of an increasingly culturally-diverse
student population.
3.
Explore storytelling as a way for students
to learn and develop an understanding of themselves and others through their
life stories.
4.
Develop students’ reading and writing
skills by building upon the ability to orally articulate personal experiences.
References
Dakhtin, M. (1981). Discourse in the novel. In M.
Holquist (Ed.), The dialogic imagination: Four essays by M. M. Dakhtin.
Austin, TX: University of Texas Press.
Dyson, A. H., & Genishi, C. (1994). The need
for story: Cultural diversity in classroom and community. Urbana, IL:
National Council of Teachers of English.
Egan, K. (1993, Winter). Literacy and the oral
foundation of education. The NAMTA Journal, 18, 11-46.
Flowers, B. S. (1988). Joseph Campbell: The power
of myth with Bill Moyers. New York: Doubleday.
Stern, D. (1985). The interpersonal world of the
infant: A view from psychoanalysis and developmental psychology. New York:
Basic Books.
Van Groenou, M. (1995, Summer). “Tell me a story”:
Using children’s oral culture in a preschool setting. Montessori LIFE.
Wright, A. (1995). Storytelling with children.
Oxford: Oxford University Press.
Zabel, M. K. (1991, Fall). Storytelling, myths, and
folk tales: Strategies for multicultural inclusion. Preventing School
Failure, 32.
© Stan Koki - Pacific Resources for Education and Learning.
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2.- EXTENDING VOCABULARY KNOWLEDGE WITH
COMPUTERS
Our dear SHARER Malvina
Beltrán from Misiones wants to share this article with all of us:
Extending
Vocabulary Knowledge with computers
by James Thomas
Masaryk University, Brno, Czech Republic
thomas@informatics.muni.cz
When learners of a foreign
language actively observe new vocabulary when reading, they might wonder if the
new word, new phrase, interesting collocation etc, is worth learning. As
experience tells us, "knowing a word" is much more than knowing its
denotative meaning. In the effort to make a vocabulary item available not only
for receptive purposes but for productive purposes as well, it is necessary to
know the company it typically keeps. For example, what do you make of the third
word in this headline from the Sydney Morning Herald?
Scientists all agog after
discovery of fossilised menagerie
Sometimes a single context
suggests the meaning, but this is not always the case. Dictionaries usually
help, but not always: Cobuild's E-dict tells us: If you are agog, you are excited about
something, and eager to know more about it. On the other hand, the fact
that it is not in the Cambridge Learner's Dictionary (CD version), suggests that the lexicographers
considered agog to be beyond learners’ needs. Since it is no more
practical for students to learn every new word they met, than it is for a
dictionary to include every word in a language between its covers, it is
necessary to prioritise. The following section discusses a variety of
computer-aided approaches to prioritising.
One criterion we apply when
deciding whether or not to learn a vocabulary item is the need it fulfils: does
agog do anything that its synonyms don’t? By putting the cursor on the
word and hitting Shift F7, Microsoft Word 2000 offers the following synonyms
for agog: eager (1351), excited (1803), impatient (677), keen (3710),
avid (161), interested (8787), enthusiastic (1431), curious (2098). Notice that
two of these synonyms appear in E-dict’s definition above. And a list of
synonyms certainly gives some idea of the field of meaning. An internet view on
synonyms is the beautiful display at Plumb Design Visual Thesaurus. Click this link and hit its "click to launch".
Then at the bottom of the new screen, enter any word whose synonym you would
like to follow. You can read a short review of this at Yahoo Picks.
At the opposite end of the
scale of "near-perfect combination of content and design" is another
on-line source of synonyms called Wordnet. After searching for a word, it provides you with
that word’s categories. For example, if you were writing an article describing
an experiment and found that the word experiment was too frequent in
your text, you might want to use a synonym. Wordnet offers three categories for
this word, [click here] from which you can then choose to look at its
synonyms [click here], and equally important for discourse, its hypernyms,
hyponyms, holonyms, antonyms, meronyms, depending on what is available for your
search word. The simplicity of design is not a liability.
A second criterion in deciding
whether or not to learn a vocabulary item is an item’s typicality. The numbers
beside agog’s synonyms represent the absolute count of each word in the British National Corpus
which has approximately one hundred million words: agog itself occurs
only 25 times in the BNC which is a good clue as to why it was not included in
the 35,000 meanings included on the CLD CD. If we accept that a non-native
speaker’s language production becomes more native-like as he or she employs
more and more native-speaker like elements, the issue of typicality becomes
important.
However, despite agog
being a rare word relative to its synonyms, the Sydney Morning Herald chose it
for that headline possibly because its rarity gives weight to the headline,
possibly because "all agog" is an eye-catching cliché, and possibly
because one would not expect scientists to be "agog". It is quite
usual for a specific context to place constraints on the synonyms that can be
substituted, so that of the eight listed above, the scientists could perhaps
have been "excited" instead of "agog", but at the expense
of a shade of meaning. Regardless, the newspaper was able to use this word
because native speakers know it.
The scenario then is that
students of a foreign language are meeting new vocabulary items while reading.
Looking them up in a dictionary leads to a better understanding of the current
text, but does not automatically lead to them being available for productive
purposes. Meeting a word in a single context cannot exemplify the range of
grammar patterns that a word has, nor the semantic fields it appears in, nor
its various collocations. More focussed work is required if a student wants to
learn a word. There are many ways to skin a cat, as the English idiom has it,
and one way of elevating passive vocabulary to active vocabulary is by studying
it in multiple contexts, and preferably authentic ones. One would have to read
a lot of English text before coming across agog in such contexts. One
could search a corpus, however. To be sure, a corpus is a database of multiple
texts and a concordancer is a program which searches it.
Concordancing is a
computer-based activity undertaken by people studying language for both
academic and practical purposes. After searching a database of natural language,
a corpus, for a particular item, usually a word, the program typically returns
a page of text which has the target item vertically aligned down the centre of
the screen. In this way, concordancing offers two simultaneous views on the
target item: the horizontal view in which multiple contexts of the item can be
observed, and the vertical in which the item’s co-text is displayed. This data
can then be interpreted and used to address the question that initiated the
search. The diversity of a language can never be comprehensively presented in a
dictionary and few dictionaries provide much information about a word’s grammar
or its collocations. For simple searches, it takes a concordancer seconds only
to search a corpus, and the human interpreter of the data can often find the
answer almost as quickly if the question is well-framed and the search query
properly formulated. These skills are as learnable and as useful as the
multitude of computer skills that people now take for granted. For language
students, teachers, translators and people writing in a foreign language,
access to data for checking one’s intuitions on the fly is invaluable.
The corpus I use with my
students is the Collins Cobuild Corpus Concordance Sampler (henceforth CCS),
available on-line most of the time. They occasionally have server problems,
e.g. a hacker brought it down for ten days in November 2002. Being a sampler
means that the CCS does not offer a full range of functions - for this, one
must become a subscriber. For example, the above BNC word counts for agog’s
synonyms cannot be derived from the CCS. Nevertheless, as an introduction to
how a corpus can help a learner address such issues as a vocabulary item’s
"company", its typicality and usefulness, it is ideal.
One way of learning to use
something is to use it. So without further ado, click this link Collins Cobuild Corpus Concordance Sampler and Type in your query, agog. Then click Show Concs.
Eight concordances appear - an unusually and gratifyingly small number to deal
with.
What do you notice about the
layout?
What do you notice about agog?
What has been learnt about the
word in the process of making these observations?
The CCS allows a great many
types of searches which can answer many simple questions that crop up when
reading and writing: this includes translating and marking students’ written
work. My website, A Ten-step Introduction to Concordancing through the Collins Cobuild
Corpus Concordance Sampler,
aims to instruct people in forming search queries and utilising the results. As
its title indicates, it is an introduction to concordancing, not specifically a
manual for the CCS. Relevant linguistic concepts are illustrated and a wide
range of search activities is provided. There is also a plethora of links from
this site to related topics.
DIY concordancing
Once students are familiar
with reading concordances and understand what a unique and valuable perspective
can be gained by observing vocabulary items in multiple and authentic contexts,
there is another resource available on the Web which can be utilised, if the
reading text is available in electronic form.
The Compleat Lexical Tutor offers a wide range of vocabulary learning
facilities. We will look here at only one of them. Click the link and go to the
Hypertext Builder in the "Teachers" column. Once you have a text
pasted into the text box, the program creates a hyperlinked version of it. This
means that while you are reading and studying it, you can click on any word to
see it concordanced in a lower part of the screen. You can also click to see
the word in a WordNet window with the facilities described above. It literally
takes seconds to copy and paste a story from the Internet, e.g. from a news
service such as the Sydney Morning Herald or The Guardian, into the
Hypertext Builder and have the page available for reading and studying in these
ways.
In conclusion, it has to be
admitted that it takes some investment in time to learn how to use
concordancers and derive the benefits that are available. Part of this
investment is coming to understand what vocabulary per se is, and my Introduction to Concordancing
website is written with that in mind. In an era which so highly values learner
autonomy and discovery learning, concordancing has much to offer. In an era
when more and more teachers and students have easy access to on-line resources,
dictionaries, thesauri and concordances open up paths to linguistic independence
undreamt of even a decade ago. But these are little more than toys in the hands
of novices: language learners need learner training to understand what they
need to know.
© IATEFL Poland - Computer Special Interest Group
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3.- WORDS OF THE
YEAR 2002
The following is a reproduction of the article published in World Wide Words
issue 322 :
At their annual meeting each January, the members of the American Dialect
Society select words and phrases that came to prominence in the previous twelve
months. Though those proposing and voting on terms include many academic
linguists and dictionary makers, this
is definitely lexicography with its hair down.
That's not to say that the selection is trivial or that it doesn't reflect
current concerns. This year's is noticeably more serious that some that have
preceded it and has been deeply affected by current political and military
concerns. Among the words proposed were "weapons of mass
destruction", "regime change" (a change of leadership through
external pressure), "axis of evil", and the less serious
"Saddameter" (an indicator showing the daily likelihood of war with
Iraq), and "Iraqnophobia" (a strong fear of Iraq).
The other major theme this year has been electronic communications, perhaps
surprisingly so in view of the dot.com bust and the general slowing-down of
economic activity in the field. Nominations here included the verb "to
Google", to seek online information by means of the Google search engine,
"blog" (a log of personal events that is posted on the Web),
"datavalence" (surveillance using computer systems), and the prefix
"war-" (as in "war-chalking" and "war-
driving") for various forms of unauthorised Internet access.
The more skittish end of linguistic creativity was also evident in nominations
for "grid butt" (marks left on the buttocks by fishnet pantyhose),
"sausage fest" (a party with more males than females), "unorthodox
entrepreneur" (a panhandler, prostitute, or drug dealer in a Vancouver
park), "diabulimia" (loss of weight by a diabetic skipping insulin
doses), "neuticles" (fake testicles for neutered pets), and
"dialarhoea" (the inadvertent dialling of a cell phone in a pocket or
handbag).
These are the final results in various categories, as voted on yesterday
evening (Friday 3 January) in Atlanta, Georgia:
Most likely to succeed: Blog.
Most useful: Google.
Most creative: Dialarhoea.
Most unnecessary: Wombanisation
(feminization).
Most outrageous: Neuticles
Most euphemistic: Regime change.
Phrase of the Year: Weapons of
mass destruction.
Earlier in the week we were also graced with the 28th annual list of
Banished Words from the Lake Superior State University at Sault Ste Marie,
Michigan. This small college's yearly mini PR-fest is based on words that have
been submitted by the general public in the previous 12 months.
The selection, as so often, reflects idiosyncratic dislikes. Some sponsors
of terms were troubled by the lack of logic demonstrated by their creators and
users. "Untimely death" was disliked by
several people on the grounds that few deaths are actually timely; "on
the ground" was cordially hated because it is where we spend most of our
time anyway; "must-see TV" is taken by its detractors to mean the
opposite; "material breach" grates, one submitter argued, because it
"suggests an obstetrical complication that pulls a physician off the golf
course", rather than an issue of crucial diplomatic and military
relevance. Others proposed "weapons of mass destruction",
"homeland security" and "now, more than ever ..." for various
reasons, but in essence because they are becoming clichés through overuse.
Other examples cited included the overuse of "extreme" in
sports and marketing, the common saying by sports commentators that "there
is no score" (when what they mean, it was argued, is that the score is
0-0) and the too-frequent appearance of "having said that" and "that
said" in the news media. The full list is at http://www.lssu.edu/banished/ .
World Wide Words is copyright (c) Michael Quinion 2003. All rights reserved. The Words Web site is
at http://www.worldwidewords.org .
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4.- II
ENCUENTRO DE GRAMÁTICA GENERATIVA
Our dear SHARER Elena Ganazzoli from the Organizing Committee of the
Jornadas has sent us this update:
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)
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.
La lista
de ponencias aceptadas para su presentación en el Encuentro es la siguiente:
Adriana Alvarez (Universidad Nacional del Comahue) – Verbos inacusativos en niños de 5 y 6
años: ¿una adquisición tardía?
Maura Alves de Freitas Rocha (Universidade Federal de
Uberlãndia) - Estruturas com
deslocamento no Português do Brasil – Os antitópicos
Francisco
Arellanes (El Colegio de México / Universidad
Autonoma Metropolitana-Iztapalapa, UAM-I) - Nombres en zapoteco provenientes del español: evidencia a
favor de la teoría de la correspondencia
Eduardo
Barrio & Eleonora Orlando
(Universidad de Buenos Aires) - La distinción entre semántica y pragmática en el modelo HPSG
Elena
Benedicto (Purdue University) - D[class]
as parasitic features in the verbal functional realm: a crosslinguistic look at
verbal classifiers
Eduardo
Bibiloni (Universidad Nacional de la Patagonia San Juan
Bosco) - El
orden de los argumentos como condición de legibilidad
Eduardo Bibiloni
(Universidad
Nacional de la Patagonia San Juan Bosco)
- La expresión del estado
temporario en la lengua mapuche. Estudio contrastivo con el español
Geraldine Chaia (Universidad Nacional del Comahue) -
Los mecanismos generativos y la interpretación de
los diferentes sentidos de un elemento léxico
Wen-yu
Chiang & Kenichi Oda (Graduate Institute of Linguistics, National Taiwan
University) - Japanese Loanwords in Amis
Gabriela Comezaña (Universidad Nacional del Comahue)
- Condiciones para la formación de nominales en -or
Paulo Correa (Universidade Federal do Rio de
Janeiro, UFRJ/ Faculdades Integradas de Palmas, FACIPAL) - Argumentos x Núcleos Focales: El estatus de
los clíticos que duplican SSNN en español
Sandra Cvejanov (Universidad Nacional del Comahue) -
Construcciones seriales en lengua de
señas argentina
Marcela Depiante (Universidad
Nacional del Comahue) - Análisis
del “stripping” como anáfora
superficial
Marcela Depiante & Andrés Saab (Universidad
Nacional del Comahue) - Condiciones sobre la
focalización y la elipsis. Una respuesta al Enigma de Dahl
Ángela Di Tullio (Universidad Nacional del Comahue)
- Auxiliares y operadores aspectuales en el español
rioplatense
Ana Luzia Dias (Universidade Federal de Santa
Catarina, UFSC) - Observações acerca
da acentuação contrastiva sobre clíticos pronominais no português do Brasil
Vanesa Soledad Farías y María Inés Quevedo (Universidad Nacional
de la Patagonia San Juan Bosco) - El sujeto in situ y
el orden de palabras
María
Rosa Fracassi (Universidad Nacional del Comahue)- Complejos nominales en
inglés y sus implicancias para la traducción
Rosa Junia García Barragán Córdova (Universidad
Autonoma Metropolitana-Iztapalapa, UAM-I) - Sobre
la Interacción del Aspecto (Im)perfectivo y el Aktionsart
Mirta Groppi (Universidade de São Paulo) - Satisfacción del EPP en español
Claudia Herczeg (Universidad Nacional del Comahue)- Los posesivos prenominales en lenguas
romances
Reina Himelfarb (Universidad Nacional del Comahue)- Las partículas verbales del inglés y los adverbios preposicionales del
español
Laura Kornfeld (Universidad de Buenos Aires/
CONICET)- Adverbios en –mente y Estructura Morfológica
Inés Kuguel (Universidad de General Sarmiento) - Estructura semántica de los nombres deverbales en el léxico
especializado
Claudia Mársico (Universidad de Buenos Aires/ UNSAM) - Las variantes argumentales del verbo
‘parecer’ en español: Una tesis sobre el
borrado de infinitivos copulativos
Andrea
Menegotto (Universidad de Buenos Aires/Universidad de Mar del Plata) - Sobre el adverbio recién: rasgos y categorías
funcionales de tiempo y aspecto en dos variedades de español
Nora Múgica (Universidad Nacional de Rosario) - La
derivación verbal: los causativos morfológicos con –izar
Alejandra Olivares (Universidad Nacional del
Comahue) - El rol de la enciclopedia: implicancias para la interpretación y
representacion formal de los derivados instrumentales en –dor
Francisco Ordoñez (State University of New York, Stony Brook) & Antxon
Olarrea (University of Arizona, Tucson) - Microvariation in Interrogatives in Romance: the case of Caribbean
Spanish
Phoevos
Panagiotidis (Cyprus College) & Stavroula Tsiplakou (University of Cyprus)
- An A-binding asymmetry in Greek and its
significance for Universal Grammar
Luis Paris (University at Albany) - Mereolological
contraints on extended arguments
Teresa Parodi (University of Cambridge) - Morphological and syntactic effects of finiteness in the second
language: pronouns and empty categories in Null Operator structures
Patricia Rogieri (Universidad Nacional de
Rosario/CONICET) - El modo subjuntivo
en español. Notas para el tratamiento
en una teoría de rasgos
Andrés Saab (Universidad Nacional del
Comahue/CONICET) - Algunas observaciones sobre la naturaleza
morfológica de T
Andrés Saab (Universidad Nacional del
Comahue/CONICET) - Identidad morfológica estricta e inserción
tardía
Takashi
Toyoshima (Kyushu Institute of Technology) - Breton V1 Construction:
Evidence for Head-to-Spec Movement
Esthela Treviño (Universidad Autonoma
Metropolitana-Iztapalapa, UAM-I) - Partitives
in Spanish
Augusto Trombetta (Universidad de
Buenos Aires) - Las predicaciones no verbales independientes: El
caso de los refranes
Vazquez Soto, Verónica (Universidad Autonoma de México,
UNAM)
- Topicalizaciones de objeto en cora (lengua yutoazteca-México)
Evani Viotti (Universidade de São Paulo) - Revisitando a ordem VS do português
brasileiro
Saša Vukic (University of Connecticut)- What constrains A-movement?
Los plenarios estarán a cargo de Jorge Hankamer (University of
California), Jairo Nunes
(Universidade de Campinas), Celia Jakubowicz (Université de Paris V –
CNRS) y Pascual Masullo
(University of Pittsburgh).
Para mayor información, escribir a: encuentrogg@yahoo.com.ar o consultar la siguiente
página Web: www.kugel3.com.ar/encuentrogg/.
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5.- PROFESSIONAL
DEVELOPMENT WITH “ENGLISH & FUN”
Our dear SHARER Alejandra
Jaime sent us this announcement:
English & Fun and
Anglia Examination Syndicate announce a new Seminar for EFL professionals
"Bridging the gap
between potentially theorical teaching and realistically differential
learning".
A vast array of
innovations in ELT for the teacher of the New Millennium.
Games + English = Fun by Patricia Gómez
Rhymes and Fingerplays by Patricia Gómez (INSPT -
Universidad Tecnológica Nacional)
I'm a superteacher by Laura Szmuch & Jamie Duncan (NLP
Master Practitioners)
Using a cross curricular
approach for organizing language learning by M. Marcela Marianelli
(Macmillan Educational Consultant)
Saturday, 12 July - 8:45
a.m - 02.00 pm
Colegio Guido Spano -
Sánchez de Bustamante 1366 - Palermo, Bs As.
Fee: - Anglia Members $
5 // Non Members $ 15 (handouts included)
Certificates of
Attendance // Raffles // Stands
Registration : info@welcometoenglishandfun.com / (011) 243 - 3589
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6.- E-TEACHING
ONLINE
Our dear SHARERS Alicia Lopez
and Pat Salvador, editors E-teachingonline have sent us this note:
E-teachingonline editors
want to express their gratitude to the more than 18,000 visitors to the activity
magonline for English teachers.
Issue # 8 highlights: EXAM ZONE offering a good selection of
optional mid-term exams and Mock Tests for UCLES exams; Friends activities, songs, poems, crafts to celebrate the day and
learn; a good number of cool internet-based
activities; Oscar Wild's
life, letters and work explored and offered in a variety of formats to motivate
classes;+ the usual loads of ELT material and info to meet teachers' needs.
www.e-teachingonline.com.ar let us help you!
Marina and I have analyzed this
magonline extensively and would like to make public our sincere congratulations
to these two colleagues for their professionalism and devotion to produce this publication
with a distinctive feature not very often found in ELT productions: its appeal
to both the ELT classroom teacher and the specialist (and Marina wants to add :
all this in incredibly good taste!).
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7- APIBA SIGs
Our
dear SHARER Alejandra Jorge, APIBA SIGs Co-Liaison Officer, sends us the
timetable for the next SIG meetings:
Second Language Teaching
SIG in Bernal, Prov. of BA -
Coordinators: Mónica
Gandolfo - Silvia Rettaroli
Date: Saturday, July 12th,
2003 -- Time: 10 - 12
Venue: ISFD No. 24, Dr
Bernardo Houssay, Avellaneda 177, Bernal, Prov. of B.A.
Agenda: Topic: Cultures/
Subcultures in the classroom
Professional Development
SIG in Pilar, Prov. of BA
Coordinators: Silvia
Caporale - Gabriela Domínguez
Date: Thursday, July 10th
-- Time: 15.30 – 17.30
Venue: Wellspring School –
Km 42.5. Las Camelias 3883- Del Viso,
Prov. of B.A.
Agenda: Topic: Women
through the Centuries: Part II - American 20th Century Women
African women writers - Exposition
of research work.
Language SIG - Coordinators: Myriam Sosa Belenky – Graciela Torres
Date: Saturday, July 12th,
2003 -- Time: 11.15 - 13.15.
Venue: CIBA. Viamonte 1475 Capital
Agenda: “How do you say spot?” - Language on war – Chemical Weapons - Classroom
Language
Phonology SIG - Coordinators: María Valentina Roldán - María Isabel
Santa
Date: Saturday, July 12th, 2003 -- Time: 9.00 -
11.00
Venue: CIBA. Viamonte 1475
Agenda: “Analysis of Intonation of Classroom English” using
scenes from the film MATILDA.
Applied Linguistics SIG - Coordinators:
Martha Crespo - Sandra Revale
Date: Saturday, August
16th, 2003 -- Time: 9.00 – 11.00
Venue: Liceo Cultural
Británico, Corrientes 5305, Buenos Aires
Agenda: Discussion of the
article on Group Dynamics from “Affect in Language Teaching”, Chapters 1 and 12
from “Inside Teaching” and sections 1, 2 and 3 from “Humanising Your Coursebook”,
by Mario Rinvolucri.
Literature & Cultural
Studies SIG - Coordinators: Valeria Artigue – Susana Groisman.
Date: Saturday, August 9th,
2003 - Time: 10.00 – 12.30 PM
Venue: AB School of
English, Av. Montes de Oca 340, Buenos Aires.
Agenda: Discussion of New
Englishes; Colonisation; Post/Colonialism; Multiculturalism; Literacy; Renaming
& Mapping; White Selves & Black Others
Second Language Teaching
SIG in Lomas de Zamora, Prov. of BA.
Coordinators: Mónica
Gandolfo - Silvia Rettaroli
Date: Saturday, August
30th, 2003 -- Time: 10 - 12
Venue: ISP "Presbitero
A. Saenz", Calle Saenz 740, Lomas de Zamora, Prov. of B.A.
Agenda: Topics: Why L2
adult learners fail to acquire the morphology of L2 accurately and Classroom
management.
Fees: Paid-up members of
APIBA, members of paid-up FAAPI Associations, and teacher
trainees can participate free of charge. All others: $10 contribution per
session.
For further information on
APIBA SIGs visit www.apiba.org.ar (APIBA SIGs link) or contact Alejandra
Jorge or Silvia Rettarolli, APIBA SIGs Liaison Officers, at apibasigs@apiba.org.ar
------------------------------------------------------------
8- WHY GOD NEVER GOT TENURE AT A UNIVERSITY
Our dear SHARER Evangelina
Saiz from Córdoba sent us this tongue-in-cheek contribution:
Why God Never Got Tenure At Any University
1. He had only one major publication.
2. It was in Hebrew.
3. It had no references.
4. It wasn't published in a refereed journal.
5. Some even doubt he wrote it himself.
6. It may be true that he created the world, but what has he done since then?
7. His cooperative efforts have been quite limited.
8. The scientific community has had a hard time replicating his results.
9. He never applied to the Ethics Board for permission to use human subjects.
10. When one experiment went awry he tried to cover it up by drowning the
subjects.
11. When subjects didn't behave as predicted, he deleted them from the sample.
12. He rarely came to class, just told students to read the Book.
13. Some say he had his son teach the class.
14. He expelled his first two students for learning.
15. Although there were only ten requirements, most students failed his tests.
16. His office hours were infrequent and usually held on a mountaintop.
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9.-
WE TEACH WHO WE ARE: JUDY LLOYD YERO IN ARGENTINA
It is real pleasure for us to publish this message from our dear friends and
SHARERS Oriel Villagarcía, Jamie Duncan, Laura Szmuch and Maria Marta Suárez
who are currently organizing a unique seminar with Judy Lloyd Yero that both
Omar and I will not miss (hope to see you there too!).
We teach who we are - The impact of teacher’s thinking on their work
with Judy Lloyd Yero
Saturday 27th September - 09.30 – 18.00
CONSUDEC, Casa de La Educación - Bartolomé Mitre 1869, Capital Federal
In this intensive session you will have the opportunity to explore the
beliefs, values, assumptions, metaphors, and other unconscious thinking
processes that define "who you are" and shape your perceptions and
behaviour as a teacher.
* This session is for the teacher who is looking to grow and develop.
* Suitable for teachers of any subject. (The workshop will be given in
English)
* Individual, small, and large group activities will initiate the
self-reflection process.
* We will have a chance to explore what really happens when we enter the
classroom and how our thoughts and affect the interaction.
* Ideas for empowering teachers to better results.
* Participants will receive handouts and suggestions for ongoing reflection.
* The day will conclude with a panel including Judith, Laura Szmuch,
Jamie Duncan and María Marta Suárez, chaired by Oriel Villagarcía.
About Judy
Judy Lloyd Yero taught junior high and high school physical science,
chemistry, and physics in Chicago for twenty years, serving for six of those as
Science Department Chair at a large suburban Chicago high school. During her
years in teaching, she created award-winning science lessons; published
articles and activities in several educational journals; presented workshops at
numerous conventions; served on a National Science Foundation curriculum
evaluation panel; and was a member of the NASA committee that selected the
first student science projects to be carried into space. Her extensive
postgraduate studies focused on bio-psychology and education and the
application of research from the neuro-ciences to the development of more
brain-compatible teaching methodologies. From helping teachers better
understand the unique ways in which their students process information, Yero
has spent the last several years researching the area of teacher
reflection. Judy Lloyd Yero has written Teaching in Mind: How Teacher
Thinking Shapes Education, published in January of 2002.
In conjunction with the book, she founded Teacher's Mind Resources to
encourage meaningful teacher reflection, and to empower teachers to mindfully
transform, rather than reform, the educational process. She maintains an
extensive web-site http://www.TeachersMind.com
and continues to add thought-provoking
articles analyzing traditional and current educational thought.
Fee schedule: in pesos
Very Early Birds: $30 - Until August 10th
Mid-morning Sparrows: $45 – Until September 10th
Late Night Owls: $60 - Until
September 25th (Registration closes here)
How to enrol?
Deposit the money in the following account: Banco de la Nación Argentina
Branch: 00488
Account Nº: 48019310/2 Titular: James Duncan - CBU Nº (for bank
tranfers): 01100488-30004801931029 – Fax a statement of your personal details together
with the stamped bank deposit slip to:
011-4827-1396
For further information contact:
RT Resourceful Teaching - (011) 4641-9068 - jamie@abaconet.com.ar
lauraszmuch@aol.com - http://rt.dyndns.dk
ALL Alternative Language Learning®
- (011) 4821-0280 - info@allmethod.com
–
TOOLS FOR TEACHERS - (011)4774- 5102 - orielv7@yahoo.com.ar
--------------------------------------------------------------------------------
10.- SEMINAR ON DEVELOPING LITERACY
Our dear SHARER
Maria Teresa Manteo has sent us this invitation:
Support Learning
Educational Consultancy
With the support of IRA –Lectura y Vida announces
Weaving Literacy through the Arts
Workhop aimed at EGB 1, 2 &3 teachers
"Comprehensive reading is at the core of education these days: we know how crucial it is
for our students to forge their identity and their understanding of the world.
Yet, pivotal as it is, we are finding it these days more and more difficult to
engage young readers in texts that require sustained attention and exploratory
skills. Luckily, there are many avenues within the art field that can help us
stretch our students’ minds and gain meaning from texts."
Extract from
Preview Article on "Weaving Literacy through the Arts" Workshop
Facilitator:
María Teresa Manteo
Language and Literature Teacher at IGCSE & IB
levels, Scholastic Literacy Consultant
Primary School Coordinator, International Reading
Association Lectura y Vida Researcher,
St John's Language and Literature Teacher.
July 12th 9:30-12:30 AM at New England School of
English - Santa Fe 5130 Capital
Fee: 20$ Registration Essential -
Limited Vacancies
Hand-outs and Certificates
of Attendance
For registration details contact María Teresa Manteo
at: info@supportlearning.com.ar
(11) 4503 0605. For more information on in-service
training and online counselling, visit: www.supportlearning.com.ar
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11.- THE BUENOS AIRES PLAYERS ON TOUR
Following the astounding success of their last tour (more than 4500
people all in all!), our dear friend and SHARER Celia Zubiri announces the Bs
As Players August Tour:
The Bs. As. Players. (011) 4812-5307 / 4814-5455
JUEVES 14 - ZARATE- Teatro Coliseo – Calle 19 de Marzo 314
9 AM - School Ties
11 AM - Quasimodo, the Hunchback
2 PM - Cheers for Googie
VIERNES 22 - MORON - Universidad de Moron - Cabildo 134
2 PM - Cheers for Googie
4 PM - Quasimodo, the Hunchback
6 PM - School Ties
8 PM - Docctor in spite of Myself
SABADO 23 -VILLA GENERAL BELGRANO (a confirmar)
LUNES 25 -VILLA MARIA - Teatro Verdi - H. Yrigoyen 318
10:30 AM - Doctor in Spite of Myself
2 PM - Cheers for Googie
4 PM - Quasimodo, the Hunchback
6 PM - School Ties
Sales representative: Silvana Bastino > 0353-4536089 > englishonline@infovia.com.ar
MARTES 26 - CORDOBA - Teatro Comedia
9 AM - School Ties
11 AM - Quasimodo, the Hunchback
2 PM - Cheers for Googie
4 PM - Quasimodo, the Hunchback
6 PM - School Ties
8 PM - Doctor in Spite of Myself
Sales representative: Fernanda Garstein > 03543-427873/ 0351-4251181 - fgarstein@arnet.com.ar
MIERCOLES 27 - SAN JUAN - Teatro Sarmiento
11 AM - Cheers for Googie
2 PM - Cheers for Googie
4 PM - Quasimodo, the Hunchback
6 PM - School Ties
9 PM - Doctor in Spite of Myself
Sales representative: Eduardo Castro > 0264-4263728 / 15-565-6261 - viproducciones@hotmail.com
JUEVES 28 - MENDOZA - Teatro Mendoza, Calle San Juan 1427
11 AM - School Ties
2 PM - Cheers for Googie
4 PM - Quasimodo, the Hunchback
6 PM - School Ties
8 PM - Doctor ins Spite of Myself
Sales representative: Laura Casetti de Racca > 0261-4390754 > lauracasetti@aol.com
VIERNES 29 - RIO CUARTO - Teatro
Municipal de Rio Cuarto
2 PM - Cheers for Googie
4 PM - Quasimodo, the Hunchback
6 PM - School Ties
8 PM - Doctor in Spite of Myself
Sales representative: Raquel Nadalig > 0358-4630024 > raqueln@ciudad.com.ar
SABADO 30 - CANALS - Teatro Sociedad Italiana
2:30 PM - Cheers for Googie
4:30 PM - Quasimodo, the Hunchback
7 PM - School Ties
Sales representative: Marta Mc Cormick > 03563-4207130 - mcchannels@canalsnet.com.ar
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12.- JUST A WAY OF SAYING
Our dear SHARER Graciela
Weller from Montevideo,Uruguay (a word lover, as she describes herself) has
sent us these three expressions from what she calls her “impressive”
collection:
tin ear (noun)
1. Insensitivity to differences in music or speech sounds.
2. Inability to appreciate subtle differences in a particular discipline.
[From the idea of metal being incapable of sensation.]
”While Olympic committee volunteers have shown poor management skills,
management types have had a tin ear for effectively running a sports
union."
Jere Longman; Professionalism Eludes U.S. Olympic Committee; The New York Times;
Jan 26, 2003.
idee fixe (noun) plural idees fixes
An idea that dominates the
mind; a fixed idea; an obsession.
The reality of obsession -- its incessant return to the
same few themes, scenarios and questions; its meticulous
examination and re-examination of banal minutiae for hidden
meanings that simply aren't there; the cancerous way an
idee fixe usurps other, more interesting thoughts – is that
it is confining, not rebellious, and not fascinating but maddeningly
dull.
Laura Miller, "The Streetwalkers of
San Francisco," - New York Times, August 20, 2000
catch-22 (noun)
A situation marked by contradiction, absurdity, or paradox, where a solution is
impossible to achieve.
"Yet ask members of the public what they think about street sellers, and the
most virtuous will respond that they should be banned from the city streets.
Yet the sellers do a roaring trade, and could not do so unless their goods and
services met a substantial public need. Some solution to this Catch 22 situation
is long overdue ..."
Word From the Streets: The Plight of the Informal Sector; The National (Papua
New Guinea); May 19, 2003.
"The players involved say it's too early to talk about it, which leads to
a catch-22. If you wait until it becomes a pertinent issue, it may no longer
even be an issue."
Tony Jackson; Reds Ponder Rare Slugging Trio; Sebastian Sun (Florida); May 21,
2003.
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13.- WINTER
PROMOS BY “ON THE ROAD”
Our dear SHARER Ximena
Faralla has got an exclusive offer to make:
On the Road Theatre Company : Pre-Winter Holidays
Promos!
Welcome the winter break with one of our PROMOS!
PROMO I : One play* for your school at a fixed price of $400-. (*Primary School
plays).
Our plays are: "Dracula?" , "Snow white
2003" & "Beauty & the beast (the play)".
PROMO II : 3 x 2! Three storytelling sessions for the price of two!
Our stories are: "red riding hood & her robin", "the
haunted house", beauty & the beast", "the fall of the house
of usher" & "the pit and the pendulum".
Each Story
$150-. Take three stories and save $150!
All plays and stories
written and directed by Ximena Faralla - Music by Julián Vidal -Songs by Marcelo
Andino & Julieta Milea.
Book now! info@ontheroadonline.com -
4568-7125 - www.ontheroadonline.com
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14.- CAMBRIDGE
UNIVERSITY PRESS: VERY ACTIVE WINTER HOLIDAYS
Our dear SHARER Paula Gelemur has sent us this
invitation to join CUP in their very active winter holidays:
July 24, from 10 to 12. Kel Ediciones, MT de Alvear
1369, Bs As.
Help your students become good conversationalists with
Let’s Talk 1, 2 and 3 and the latest self-study resources.
Explore our latest conversation course as well as
state-of-the-art multimedia self-study resources: the Cambridge
Spanish-English Dictionary CD ROM and New Interchange Business Companion
1 and 2 + audio CD.
July 29, from 10 to 12. Kel Ediciones, Conde 1990, Bs
As.
Success at international exams with Cambridge
Learner’s Dictionary and English Grammar in Use CD ROM: grammar and vocabulary
at your students’ fingertips.
Are you a technology wannabe? Then come to this
session and see how you can make the most of Cambridge multimedia resources to
create grammar and vocabulary activities in no time. Explore all the Use of
English areas international exam students need to master: phrasal verbs,
synonyms, idiomatic expressions, verb patterns, etc.
July 30, from 10 to 12. Kel Ediciones, Italia 172, Bs
As.
The latest desktop resources for busy students and
teachers: Cambridge Spanish-English Dictionary CD ROM and English
Grammar in Use CD ROM.
Do you teach adolescents or adult professionals? Then
come to this presentation and see how you can help your students tackle key
areas of language use such as false friends, idioms and double meanings.
Raffles at all three events include audio and video
materials!
Enrolment: (011) 4322-5040 /4328-7648 Or mail to: consultas@cambridge.org.ar
All presentations are free of charge. Certificates of attendance will be given
upon request.
If you consider it suitable, come along with your students.
--------------------------------------------------------------------
Today
we want to say goodbye with a beautiful poem our colleague Daniel Colombini
from Arroyo Seco, Santa Fé wrote. Daniel is a lecturer at Instituto Superior de Profesorado Nº 3 de
Villa Constitución, Santa Fe and has sent us this beautiful poem that he
authored.
Life
There are mournful songs in
the air
When shadows,
Heartbreak, sorrow,
Will threaten
Life in bloom.
I give to the winds my
sorrowful verse
Because there’s a silence,
A frustrated occasion
To enjoy thoroughly
Life in bloom.
What’s the sense, though,
In airing my deep grief
For the lost hour
When it’s possible to enjoy
again
Life in bloom.
Better kneel in prayer,
Not driven by some need
But to thank the Lord
For the greatest gift:
Life in bloom.
HAVE A WONDERFUL WEEK!
Omar and Marina.
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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.
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