Year 4
Number
86
November 2nd 2002
4349 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,
Have
you looked at the date line above? Look again. Today we are staring our
4th year of publication. Our official birthday was on October
30th but we are celebrating today
with
this issue of SHARE. Quietly and in the family as all really important events in
life should be celebrated. Only that our family is also you and you are 4349
people. But you understand what we mean by “quietly and in the family”. You will
not find any special feature in this issue, only a few lines from one of the
founding members of SHARE, Elida Messina ( again to teach us about life not
about SHARE) and this short special acknowledgement to our dear friend Oriel
Villagarcía who always believed in us.
Quietly
and in the family: we would like to thank our two sons Martin and Sebas who have
often seen some of the time they rightfully deserve “stolen” to finish an issue
and who have always been willing to lend a hand , to our dear trouble shooter
Bernieh for his unfailing technological ( and other) support, to our
contributors and to all of you for the pleasure of your company week after week.
Love
Omar and
Marina
In SHARE
86
1.- Taboo English in the ESL/EFL
Classroom.
2.- E-Learning & Distance
Learning: An On-line Course.
3.- Marketing
for Teachers and Translators.
4.- Patriotism?
: The Caesar´s quote.
5.- Call for Articles.
6.- Jornadas
sobre Español para Extranjeros.
7.- My Wish for my grandchildren.
8.- Websites
Recommended.
9.- Language
and Literature Workshops in Banfield.
10.- School Year 2003 in Buenos
Aires.
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1.- TABOO
ENGLISH IN THE ESL/EFL CLASSROOM
We are very proud to be able reproduce the part of the thesis entitled
“Taboo English in the ESL/EFL Classroom: An Action Research Approach” that our
talented and generous colleague
Anthony Crooks wrote for his M.A.(TESOL) degree in 1998.
Introduction
This chapter defines taboo language, and discusses its role and growing
acceptance in everyday English. It then addresses the absence of Taboo English
from the curriculum of most ESL/EFL language centres, and the reason for its
inclusion in a responsible instruction program. Considering the high profile of
these words and phrases in English, questions are raised as to why taboo forms
are officially absent from language centre programs. However, some examples of
the presence of Taboo English in the ESL/EFL classroom are given, and movements
towards its formalisation in the form of texts detailing and explaining these
words and phrases to non-native speakers of the language are examined. Student
interest in Taboo English classes is focused upon, and the purpose and
objectives of the research conducted into learner reaction to such classes is
outlined, accompanied by predicted outcomes of the
study.
– What language is addressed in language
schools?
The general goal of language schools and teachers is to raise their
students to a level of communicative competence that allows the learners to
interact successfully in the target language. Whilst courses at these schools
endeavour to present the students with a wide range of useful language, there is
often a missing dimension in what these learners are offered. This is noted by
Wajnryb (1997, p. 8) who, returning to the ESL classroom after an extended
absence, was surprised by:
the artificiality of the language of textbooks and of much of the
language that was being used to teach English.
She goes on to add that:
The world from which ESOL texts draw their inspiration and prototypes is
a very particular one. Predicated on safety, harmony and benevolence, it is
governed by interactions of high social distance and symmetrical power
restrictions, bearing zero-to-minimal face threat and zero-to-minimal
negotiation, with meaning explicitly and baldly encoded in text rather than
retrievable from implicature or context. It is a very narrow stratum of the
social world and offers a highly restricted range of encoding (p.
16).
Wajnryb states that certain topics (and their associated language) are
absent from the textbooks, among them "sex, sexuality or issues of sexual
preference", "period pain or menopause", "sexually transmitted diseases", and
"miscarriage, abortion" (pp. 9-10). She also notes that there is an absence of
"jeopardy" and conflict in most textbook conversational exchanges, with
"harmony" being the common tone of the
materials.
Just as these issues are not addressed in many materials and classes,
neither is the class of language which often accompanies the topics and
interactions detailed above. This class of language exists and is active in
contemporary English, but, in general, is not supposed to be used. This is the
area of taboo language.
– What is taboo language?
There are a variety of interpretations as to what is embraced by the term
'taboo language'. Swan (1995, p. 573) defines taboo words as those:
which are considered dangerous, holy, magic or shocking, and which are
only used in certain situations or by certain
people.
Andersson and Trudgill (1990, p. 55) simply state
that:
There are things we are not supposed to do and words we are not supposed
to say. Incest is taboo and so are words like motherfucker.
Crystal (1995) dedicates a page to taboo (p. 172) in his text and writes
that:
A few dozen lexemes compromise the special category of taboo language -
items which people avoid using in polite society, either because they believe
them harmful or feel them embarrassing or
offensive.
However, in the subsequent section, "Swearing", (Crystal 1995, p. 173)
the author goes on to note that:
We need to draw a clear distinction between the language of taboo, the
language of abuse (invective), and the language of swearing. The three may
overlap or coincide.
This is also noted by Burgen (1996, pp. 16-17) who states
that:
Cursing and swearing in essence a small set of words orbiting around in
even smaller set of taboos surrounding God, family, sex, and some bodily
functions.
Crystal (1995, p. 173) observes there is a degree of distinction
involved, namely obscenity, blasphemy, and profanity, but "despite these
discriminations, the term swearing is often used as a general label for all
kinds of 'foul-mouthed' language, whatever its purpose". He adds that "in a
narrower sense, swearing refers to the strongly emotive use of a taboo word or
phrase" (Crystal 1995, p.173).
Whilst these writers make these important distinctions, it can be said
that all of these categories can be gathered under the general umbrella of
'taboo', especially when addressing this language with non-native speakers. For
such individuals, these words and phrases all have the same taboo impact. Most
learners do not have the knowledge to discriminate between the relative strength
of different aspects of this language, and such a linguistic area needs to be
addressed with them as a collective whole. However, discrimination between these
categories needs to be discussed and established in the classroom, where
non-taboo language forms need to be offered as alternatives to the taboo
language that is discussed.
Another crucial factor is that a great deal of relativity surrounds taboo
language. The 'taboo-ness' that is carried by the language itself shifts both
over time and between the groups in which the language is used (Allan and
Burridge 1991, pp. 4-5). What might be perceived as a taboo word or phrase in
one group might be considered innocent or innocuous in another, this being
dependent on the values of the particular group. In terms of time, a word or
phrase that might have carried a high taboo value in the past might not hold the
same impact if used today. Conversely, words and phrases that may have been
acceptable in the past can take on taboo value as the social dimension shifts.
In the US, this can be seen in the move in acceptability/unacceptability of the
term Coloured, to Negro, to Black, to the currently acceptable African-American
(Burridge 1996, p. 49). These factors of change add to the importance of
addressing this language with non-native speaking students of English to allow
them to discover these critical nuances.
– Taboo English: its acceptance and integration in the
vernacular
Whilst there is clear acknowledgement of the taboo power of these
lexemes, there is a general acceptance that such words and phrases are a valid
and essential feature of language. Moreover, there is the view that an
understanding of such a lexical area is essential to a complete comprehension of
most languages and their host cultures:
'bad language' - both its quantity and quality - is very revealing of
cultural attitudes. (Burgen 1996, p. 19)
This is also emphasised by Jay (1994) who
states:
taboo language is an integral part of popular culture, and one cannot
understand popular culture without knowledge about unconventional
language.
In addition, taboo language has an increasing presence (especially in
English) in films, TV programs, music, books and magazines. Claire (1998a, p. 1)
notes:
In the past thirty years, there have been many social changes in the
United States. Taboo words are now often accepted where they were never heard
before - in many social groups, among women, and in the
media.
Burke (1993, p. vii) states:
Although some would prefer not to acknowledge this fact, obscenities are
a living part of the American-English language. They are heard in movies,
television and radio shows, news broadcasts, seen in books, newspapers,
magazines and generally used in everyday life.
Swan (1995, p. 574) points out:
Linguistic taboos in English-speaking countries are less strong than they
used to be. Most taboo words and swearwords shock less than they did, say,
twenty years ago. And increasingly, people are using informal taboo words which
are felt to be amusingly 'naughty' rather than shocking, such as bonk instead of
fuck, or willy instead of prick (='penis') (p.
574)
Burgen (1997, p. 18), writing primarily about Europe, states
that:
Since the turn of the century, and especially since the 1960s, swearing
has become increasingly widespread and acceptable, commonplace in the street and
at work as well as on television. It's almost de rigueur in serious literature,
while the cinema subtitlers and dubbers grapple with the foul-mouthed véritiés
of modern dialogue.
This shift in attitude holds good right across Europe - not that swearing
has an equal place in every European country. One can only conjecture as to why,
although it's plainly another manifestation of a general easing of social
constraints.
The changes in acceptance and usage that Claire, Burke, Swan and Burgen
address suggest that Taboo English is something which most people will come into
contact with in their use of the language, including non-native speaking
students of English.
– Taboo English: its role in the language centre and
classroom
This contention provides somewhat of a pedagogical dilemma for the
individuals and institutions that prepare and present English language courses.
If it is taken that this linguistic area is a core element of English, and an
understanding of these taboo words and phrases is necessary to fully comprehend
the host culture, then it seems that an educational institution, such as an
ELICOS (English Language Intensive Courses for Overseas Students) centre,
preparing their students to cope with the target language and culture, must
address Taboo English in some capacity.
However, even with the rise in public use and acceptance of these words
and phrases, they are not usually part of language programs. Such language,
especially swearing and invective, is perceived as being inappropriate for
general use, and therefore is perceived as not being suitable in the classroom,
and certainly not language that needs to be taught. Its taboo nature ensures
that it is not taught in classes for native speakers (especially swearing and
invective) and for them is acquired rather than formally taught. It would
follow, then, that such language need not be taught in ESL/EFL classes. It is
also possibly considered that this language is not useful for the students, as
it is not employed in the regular conversational transactions that most
educators see as part of day-to-day English, and which appear in the primary
textbooks for ESL/EFL students (for example, Swan and Walter's The Cambridge
English Course (1985), Hartley and Viney's Streamline English series (1978), and
Jones and von Baeyer's Functions of American English (1983)). However, as
Wajnryb (1997) comments, the materials that are currently used with these
students are not particularly representative of the range of authentic language,
which she sees as ultimately disadvantaging
learners.
Moreover, with the increasing prevalence of taboo words and phrases,
students in English courses, in particular those programs in countries where
English is the primary mode of communication, will undoubtedly come into contact
with such language through their exposure to day-to-day conversations and the
media also states:
No doubt, students do hear a variety of taboo words and phrases on the
street as well as on television, movies and on certain types of popular music
albums and videos. They may also see them displayed on travel souvenirs, bumper
stickers and T-shirts or liberally scribbled amidst public graffiti or splashed
over the internet (sic).
Even non-native speaking students of English studying in their home
countries receive varying degrees of exposure to such language through the
pervasiveness of English language movies, music and TV in their own nations'
media. The international popularity of recent 'high swear count' movies such as
Good Will Hunting, Reservoir Dogs and Trainspotting would ensure that. In short,
there is adequate opportunity for students to become aware of such language both
in English-speaking and non-English speaking countries. However, as it currently
stands in ESL/EFL classes, there is little opportunity for students of English
to receive information as to the meaning behind, the power of, and the
appropriate (and inappropriate) use of such language (Claire 1990, p.
1).
Swan acknowledges that the taboos surrounding such language have
diminished somewhat over time, yet he understands that employing taboo language
is still fraught with danger, especially for the learners of English (Swan 1995,
p. 574). He states that:
None the less, students should be very careful about using taboo words
and swearwords (Swan 1995, p. 574).
He also indicates that for students of ESL/EFL:
it is not easy to know the exact the strength of these expressions in a
foreign language, or to know what kind of people are shocked by them, and in
what circumstances. One may easily say something that is meant as a joke, but
which seriously upsets the people one is talking to (Swan 1995, p.
574).
Register (1996, p. 45) feels that as a result of
this:
many learners...wind up lumping slang words, swearwords, informal idioms
and items of similar poor taste like "puke" or "stink" into one big off-limits
category and eschewing them all.
Crystal (1995, p.173) notes that the prohibition of taboo words and
phrases "may be explicit, as in the law courts..., Houses of Parliament..., and
the broadcasting media...". However, he points out
that:
More commonly, it is a tacit understanding between people, which
occasionally becomes explicit in the form of a comment, correction, or sanction
(such as a parental rebuke. (Crystal 1995,
p.173)
For non-native speakers, especially new arrivals to an English-speaking
country, the implicit and explicit forms of sanction may not be obvious, and
there is not usually a system of family and peer support and advice as exists
for native speakers (Claire 1990, p. 1). Non-native speaking students of the
language may not have these mechanisms available to them, except from native
speaker friends they may be close to, or fellow non-native speakers who have a
more sophisticated knowledge of the target language. However, without these
'sanction mechanisms' in place, and considering the dangers surrounding the use
of this vocabulary, there is clearly a need to make students aware of this
language and the implications associated with its integration into their
communication.
Acknowledging this need, there is support for the addressing of Taboo
English in a formal educational environment. Andersson and Trudgill (1990, p. 8)
write that:
It must be the duty of the school to point out that certain types of
language use are not very appropriate in some situations of
life.
Cooke (1994, p. 48), Fraser (1981, pp. 440-441) and Sinnreich-Levi (1994)
feel that it is the ESL/EFL teacher's role to help students understand the power
of the language, to help them to avoid learning these words and phrases by
"trial and error"(Sinnreich-Levi 1994), and as a
result:
insulting others along the way
and losing opportunities for communication with others because they will be
perceived to be other than they intend.
(Sinnreich-Levi
1994)
Therefore, a knowledge of this language will avert the "interactional
dysfunction" of which Wajnryb (1997, p. 16) writes. Wajnryb's concerns about
empowerment through language are also reinforced by Register (1996, pp. 44-45)
who states that:
For the teaching industry to make no provisions for the address of "dirty
words" whatsoever may do learners more communicative harm than good, as it puts
them at a disadvantage when dealing with native speakers who use them as a
matter of course.
Furthermore, if the language learner decides to remain in the country
indefinitely and raise a family, the children may be
also.
Jay (1994) also states that "It is essential to teach non-native speakers
about cursing language" due to its close connection with individuals' emotions,
and how an under-standing of this language aids in the comprehension of "what
emotions are being felt and expressed". It is essential to teach non-native
speakers about cursing language because this type of language (taboo etc.) is
the way most people express their emotions. Understanding taboo and cursing is
essential to comprehending what emotions are being felt and expressed. There is
no way around that...
cursing is like the horn on an automobile. You can drive without the
horn, but when you need to express yourself and get attention you use the
horn.
I would suggest that understanding cursing and slang is essential to
understand popular culture. I would use recordings, film, music, television,
print advertisements and radio language to demonstrate the extensive and
pervasive use of this language.
Sinnreich-Levi (1994) also echoes Burke's (1994) contention that teachers
must address Taboo English to allow the students to defend themselves when this
often aggressive language is being used around them or is aimed towards them. To
that end, I discuss the foulest of language--racial epithets, body parts,
curses--with the caveat that I am not endorsing their use; just their
comprehension. Sexist language has a place in this discussion,
too.
The overall contention is that, whilst there is no overt need to have the
students learn this language in order for them to use it, simply being aware of
the words and phrases, and understanding their place in the linguistic milieu is
essential for them to become empowered in their new language environment. This
is echoed by Fraser (1981, pp. 440-441):
Let me emphasize that I am not suggesting that a principal effort of ESL
classes ought to be to develop effective English insulters. Rather, I am
suggesting that knowledge of the frequent terms and techniques of insulting in
English provides the ESL student with the capability of recognizing when he
(sic) is being insulted, of avoiding being an ineffective insulter, or even
worse, being an inadvertent one.
Whether it is to actually use the language or simply understand it, there
is clear support for formal instruction in the awareness of the use and
appropriacy of such words and phrases.
The authors of texts on Taboo English for non-native speakers also
reinforce the need for student instruction in this linguistic area. Burke (1994)
states:
It is essential for ESL/EFL students to learn slang and obscenities for
survival.
I feel that it's extremely important for non-native speakers to learn to
understand our obscenities...not to speak them. You can see how important it
would be for a non-native speaker to defend him/herself in the event of a verbal
attack. A non-native speaker must able to say "Calling me that name is
inappropriate" for example. It also helps non-native speakers to avoid certain
types of people that they may not want to associate
with.
Burke (1993, p. vii) emphasises these contentions in the preface to
Bleep! where he states that his text serves three purposes: "1) to avoid
embarrassment; 2) to fully understand American entertainment; and 3) survival".
Non-native students of English can experience "awkward or embarrassing
situations" (p. vii) as a result of misunderstanding the language or using it
inappropriately, or may find themselves getting "involved with the 'wrong
element' due to unfamiliarity with certain slang terms" (p.vii). Therefore, he
contends that "A knowledge of obscenities...can also be vital as a means of
survival" and that such knowledge "is an essential tool in self-defense" (Burke
1993, p.vii).In her text, Dangerous English!, Claire (1990, pp. 1-2) writes of
the importance of student knowledge of ""dangerous" words" and the difficulty in
gaining a comprehensive understanding of their place and usage:
Teachers do not use dangerous words in English classes; textbooks and
bilingual dictionaries do not explain them; it is embarrassing, or even
dangerous, to ask your neighbors about them.
She considers Dangerous English! to be a "good American friend" (Claire
1990, p. 1) which can provide essential knowledge and
advice:
It will save you from many embarrassing situations and help you
understand a very interesting part of American culture. Whether you want to
learn to use this colorful language, or learn to avoid it, you need this book.
(Claire 1990, pp. 1-2)
This thesis argues that it is important to address the language for the
reason that it is necessary to arm the students with knowledge that will empower
them. As the writers have stated above, there is a definite need for students to
have access to explanation and discussion about this language to allow them to
learn appropriacy, and to allow them to be aware of register when people are
using it to them or around them. Claire and Burke's books are designed primarily
to be used by students by themselves, but going beyond this and providing
classes where students can engage in a dialogue about the material would
certainly be of even more value to them. The texts are highly useful in
themselves, but students will undoubtedly have questions that can only be dealt
with in an interactive environment.
Therefore, considering the implications an ignorance of this language has
for the students, it is curious why taboo English is not addressed in the
ESL/EFL classroom. In this respect, not equipping the students with the
knowledge surrounding such language would be almost derelict in the duties and
responsibilities of an ESL/EFL program. As Wajnryb (1997, p. 16) states:
If we send learners out into a world where the rules are in fact very
different from those rehearsed in the classroom, then it must come as no
surprise to uncover instances of interactional
dysfunction.
It is time they [textbooks writers] broadened and deepened the slice of
life to which they expose learners between the covers of their books so as to
include a kind of social reality and the kinds of language uses that would
constitute and promote empowerment.
In short, it is important to provide students with an understanding of
Taboo English not only to assist them in better understanding the host culture,
but also to fully empower them as competent users of the
language.
(to be continued
in our next issue)
© A.P. Crook,
1998
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2.- E- LEARNING & DISTANCE LEARNING
: AN ON-LINE COURSE
Our dear friend
and SHARER Susana Trabaldo sends us all this invitation:
Hello Omar, Marina and
Sharers !!!!
El mensaje va en español porque puede interesar a personas que se
dediquen a educación aunque no solo a idioma
inglés.
Gracias a la aplicación de la nuevas tecnologías (Internet) la educación
a distancia y el e-learning han adquirido hoy creciente y significativa
relevancia en los ámbitos más heterogéneos: la educación de grado, el posgrado,
la capacitación empresarial y la enseñanza no
formal.
Debido a esta importante demanda, este año la consultora ha atendido y
atiende a varias instituciones pertenecientes a distintos niveles de la
educación formal, no formal, capacitación empresarial, etc. Para ofrecer una capacitación
introducatoria al tema y que al mismo tiempo permita atravesar la experiencia
del campus virtual, Net-Learning (www.net-learning.com.ar ) creó este curso en
línea, cuya última versión se describe a continuación. Pueden enviar sus consultas al teléfono
o correos electrónicos que abajo se detallan:
DISEÑO Y DESARROLLO DE PROYECTOS DE E-LEARNING Y EDUCACION A
DISTANCIA
Curso online con orientación práctica -
Dirigido a profesionales de toda la Argentina
Destinatarios:
- Instituciones de educación que hayan adoptado la modalidad del campus
virtual y deseen capacitar a su personal.
- Responsables de áreas de capacitación o recursos
humanos.
- Profesores que deban desempeñarse como
tutores.
- Profesionales involucrados en el desarrollo de cursos y elaboración de
contenidos.
- Toda persona interesada en conocer sobre educación a
distancia.
Contenidos:
Módulo 1: Porqué educación a distancia
Módulo 2: Enseñar y aprender en un campus
virtual
Módulo 3: Diseño de la enseñanza. Materiales y recursos para la
EAD.
Módulo 4: El profesor / tutor.
Módulo 5: Tecnología al servicio del
aprendizaje.
Módulo 6: Evaluación y control de calidad del
proyecto.
Coordinadores:
Lic.
Nancy Piriz - Lic.
Susana
Trabaldo - Lic. Gisela
Schwartzman –
Ing. Patricio
Rey - Lic. Daniel
Nuñez
Fecha de inicio: 11 de
noviembre
Duración: 6
semanas
Costo: $120 - Descuentos institucionales
Inscripción: (011) 4654 – 8945 / info@net-learning.com.ar / st@bridgelc.com
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3.- MARKETING
FOR TEACHERS AND TRANSLATORS
Our dear SHARER Martha Ortigueira from Centro de
Graduados en Lenguas Vivas de la UCA sends us this announcement:
Profesores & Traductores
¿Cómo ofrecer servicios profesionales
hoy?
Taller de Marketing de Servicios para Profesionales del Idioma (en
español)
Disertante: Trad. Públ. Graciela Bruno
Traductora Pública de Inglés U.C.A.
Profesora de Inglés (Trinity College
London)
Dictado en español y dirigido a
Profesores, Traductores y Alumnos de las
Carreras de Profesorado y Traductorado.
Temario:
Qué es el Marketing? – Qué es un Servicio? - Qué es Mercado? - Quién es
el Cliente?
Proyectos & Comunicaciones - Carpeta de Presentación – Presupuestos -
La Globalización
Cómo me preparo para el 2003?
Sábados 23 y 30 de noviembre de 10:00 a 13:00
hs.
Aranceles: $ 45 para graduados asociados - $50 para estudiantes y
graduados UCA
$55 para estudiantes no UCA - $60 para graduados no
UCA
Sede: Universidad Católica Argentina, A. M. de Justo 1500.
Edificio San Alberto Magno, Aula 106
Consultas e Inscripciones: Centro de Graduados en Lenguas Vivas de la
UCA,
Edificio San Alberto Magno - PB. Puerta 'Graduados', Lunes a Viernes de
12:00 a 18:00
4338-0775;
gralen@uca.edu.ar
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4.- PATRIOTISM?
: THE CAESAR´S QUOTE
Our dear SHARER Jill Robbins wrote to us:
Dear Omar:
I am sorry to see that your magazine has fallen victim to another
internet hoax - the "Caesar" quote you included in this week's issue is bogus.
Snopes.com has an article about it here:
http://www.snopes.com/quotes/caesar.htm
I realize it's hard to check every piece that comes into your inbox - so
it may be useful for you to occasionally read the site, which indexes recent
stories - both true and false. For example, the internet item about the woman
sentenced to being stoned to death in Nigeria is covered: the site says as
outrageous as this sounds, it is, unfortunately, true. Here is the main
URL:
http://www.snopes.com/index.htm
Yours,
Jill Robbins
After receiving Jill´s mail we checked the site and are reproducing its
contents below. We sincerely thank our respected American friend Jill for her
cooperation in the search for truth and apologize for any inconvenience this
involuntary mistake might have caused to our SHARERS.
________________________
The article at snopes.com
Origins: We've been seeing this "quote" on the Internet since December
2001, sometimes attributed to Julius Caesar, sometimes to William Shakespeare
(presumably lifted from his play, Julius Caesar). Throughout the summer of 2002
it gained popularity, appearing in countless posts to newsgroups and even
surfacing in various letters to editors in a handful of newspapers.
Its popularity is not hard to understand: The USA has been embroiled in a
war against terrorism far across the world and is contemplating war with Iraq,
and the latter action, especially, has been the subject of much debate and
dissension within America. This telling observation from Caesar appears to offer
yet another valid reason for not yelling "Our leader; right or wrong!" and
blindly following the President into war. It is therefore a favorite of those
who'd rather sit this dance out, thankyouverymuch.
Yet as popular as the quote is, it's not real. These words are not
anything Julius Caesar ever wrote or said. No biographies of Caesar or histories
of Rome contain these lines, and scholars who have made it their business to
know everything about the man draw a blank on this quote. Likewise, Shakespeare
did not stuff this soliloquy into the mouth of the title character in his play
Julius Caesar, nor did any of the Bard's other characters utter it. No record of
this quote has been found prior to its appearance on the Internet in late 2001.
So what's going on here, then?
As Ralph Keyes explains in Nice Guys Finish Seventh, his compendium of
misattributed and false quotes, "Famous dead people make excellent commentators
on current events." The dead do not reappear to challenge words assigned to
them, an attribute much prized by those looking for convenient spokesmen to lend
authority to their convictions. This "quote" called for a strong and respected
military leader and statesman, hence Caesar was resurrected to give it voice.
Barbara "great Caesar's ghost!" Mikkelson
Sightings: On 29 September 2002, Barbra Streisand used the spurious quote
during a speech she gave at a Democratic Congressional Campaign Committee Gala
given in Hollywood. Political cartoonist Paul Conrad also used it as the basis
for his cartoon of 29 September 2002.
------------------------------------------------------------------------
5.- CALL FOR PAPERS
Taiwan Journal of TESOL
Taiwan Journal of TESOL publishes one volume per year, with a Spring
issue and a Fall issue. The deadlines for submissions to the spring issue and
the fall issue are Feb. 1 and August 1. However, we welcome papers all year
round.
Notes for Contributors
Manuscripts must be typed in Word (6.0 or above) and should not exceed 30
pages single-spaced. Manuscripts will be sent to two reviewers immediately. The
author(s) of each paper will receive five copies of the journal issue when the
paper is published.
E-mail submissions are accepted at
TESOL@mail.english.nccu.edu.tw and hardcopy
submissions should be sent, in triplicate and a soft copy on disk, to:
Editors, Taiwan Journal of TESOL
The Department of English
National Chengchi University
Wenshan, Taipei, Taiwan 116, ROC
For more information please go to:
http://english.nccu.edu.tw/journal/ESL/index.htm
Kenneth J. Dickson
Chinese Culture University
Taipei, Taiwan
http://www.geocities.com/KenDickson2000
---------------------------------------------------------------
6.- JORNADAS
SOBRE ESPAÑOL PARA EXTRANJEROS
Our dear SHARERS from Alpha centro de comunicación y cultura
announce:
Segundas Jornadas Alpha de Español para
Extranjeros
22 y 23 de noviembre de 2002
Destinatarios:
Dirigidas a docentes de español y de lenguas extranjeras, a traductores y
todo aquel que quiera ponerse en contacto con el área de enseñanza y difusión de
nuestra lengua y cultura.
Las Jornadas están organizadas en forma de talleres, cursillos y
conferencias. Serán dos días de capacitación, en actividades coordinadas por
especialistas en el área.
Actividades:
Conferencia inaugural: Español para extranjeros: una mirada detrás de la
escena, a cargo de Patricia H. Franzoni (IES en Lenguas Vivas "J. R. Fernández",
Universidad de Buenos Aires)
Taller de discusión: Lenguas en contacto. Una mirada desde el portugués,
a cargo de Marco A. Rodríguez (IES en Lenguas Vivas "J. R. Fernández",
Universidad de Buenos Aires, Alpha)
Taller: La enseñanza del español en situación endolingüe y en situación
exolingüe, a cargo de Ana María Pacagnini y Mariel Soriente (Laboratorio de
Idiomas, Universidad de Buenos Aires)
Taller: El trabajo con la producción de textos en la clase de E/LE, a
cargo de Paula Galdeano (Centro Universitario de
Idiomas)
Taller: ¿Lo cultural o lo pragmático?, a cargo de Sonia Bierbrauer,
miembro del equipo de E/LE de la Facultad de Lenguas, Universidad Nacional de
Córdoba
Taller: Material didáctico en la clase de ELE: criterios, posibilidades y
(de)limitaciones, coordinado por María Gabriela Gutiérrez (IES en Lenguas Vivas
"J. R. Fernández", CEPA)
Conferencia: Propuestas de trabajo con el componente cultural: sus
alcances y limitaciones, a cargo de María José Bravo (Alpha, IES en Lenguas
Vivas "J. R. Fernández", Universidad de Buenos
Aires)
Para más información, consulte nuestra página web
www.centroalpha.com.ar
Inscripción:
El 15 de noviembre vence el plazo para la inscripción .
Para efectivizar el pago de su inscripción, llámenos o escríbanos : Tel:
+(54 11) 4393- 1972
E-mail:
informes@centroalpha.com.ar - Av. Córdoba 991 2º A (1054) Buenos
Aires, Argentina
Aranceles:
Para asistentes a cursos de capacitación de Alpha: 60 pesos o 17 dólares -
Para público en general: 80
pesos o 23
dólares.
-----------------------------------------------------------------
7.- MY WISH FOR MY
GRANDCHILDREN
Our dear friend and founding
SHARER Elida Messina (our fairy godmother) could not miss this anniversary
issue. Here she is back again to delight us all with one of her unmistakable
pieces of advice (written by Paul Harvey):
We tried so hard to make things better for our kids that we made them
worse.
For my grandchildren, I'd like better.
I'd really like for them to know about hand-me-down clothes and homemade
ice cream and leftover meat loaf sandwiches, I really
would.
I hope you learn humility by being humiliated, and that you learn honesty
by being cheated.
I hope you learn to make your own bed and mow the lawn, and wash the
car.. And I really hope nobody gives you a brand new car when you are
sixteen.
It will be good if at least one time you can see puppies born and your
old dog put to sleep.
I hope you get a black eye fighting for something you believe in.
I hope you have to share a bedroom with your younger brother. And it's
all right if you have to draw a line down the middle of the room, but when he
wants to crawl under the covers with you because he's scared, I hope you let
him.
When you want to see a movie and your little brother wants to tag along,
I hope you'll let him.
I hope you have to walk uphill to school with your friends and that you
live in a town where you can do it safely.
On rainy days when you have to catch a ride, I hope you don't ask your
driver to drop you two blocks away so you won't be seen riding with someone as
uncool as your Mom.
If you want a slingshot, I hope your Dad teaches you how to make one
instead of buying one.
I hope you learn to dig in the dirt and read
books.
When you learn to use computers, I hope you also learn to add and
subtract in your head.
I hope you get teased by your friends when you have your first crush on a girl, and when you talk
back to your mother that you learn what ivory soap tastes
like.
I don't care if you try a beer once, but I hope you don't like it. And if
a friend offers you dope or a joint, I hope you realize he is not your
friend.
I sure hope you make time to sit on a porch with your Grandpa and go
fishing with your Uncle.
These things I wish for you -- tough times and disappointment, hard work
and happiness. To me, it's the only way to appreciate
life.
Paul
Harvey
--------------------------------------------------------------------------------
8.- WEBSITES
RECOMMENDED
(1) I've just created a new web page about Word Grammar.
This one is specifically for graduate students (and others) who are familiar
with other theories. It's at:
http://www.phon.ucl.ac.uk/home/dick/WG/WG4PG/WG4PG.htm
Richard
(=Dick) Hudson - http://www.phon.ucl.ac.uk/home/dick/home.htm
Phonetics
and Linguistics, University College London,
(2) My very favorite dictionary website is: http://www.yourdictionary.com
It has a huge number of links not only to
a wide range of all kinds of dictionaries, but also to corpora, concordancers, thesauruses,
etc.
Karen Stanley <karen_stanley@cpcc.edu>
Charlotte,
North Carolina, USA
(3) I would like to share this
website I found, run by George Mason University. It's called "Speech
Accent Archive" http://classweb.gmu.edu/accent/
It contains 196 different
language samples- all reading the same short paragraph. It has Appletime
sound files, and highlights potential trouble areas, as well as explaining
linguistic terms for them (for example "vowel shortening"). I do private
accent reduction lessons, and was able to find not only one, but two different
Bulgarian dialects speaking English. Helps me predict problem areas for
those language groups I don't have much experience with.
Maria Spelleri
mariasp@peoplepc.com
Literacy Council of Sarasota,
------------------------------------------------------------------------------
9.- LANGUAGE
AND LITERATURE WORKSHOPS IN BANFIELD
Our dear SHARER Laura Renart sends an invitation to two workshops
T.S.Eliot Bilingual Studies will be offering as a part of the Language Schools
Week organised by Schools of English Association.
Language and literature sessions for teachers and advanced students of
English
Friday, November 8 –
5.30 - 7 .00 p.m.
"Chick lang. Twig?"
What kind of English do women speak?
Exploring video-based samples of
the English actually spoken today.
Co-ordinator: Laura Renart
Master of Arts in Education and Professional Development, University of
East Anglia
Teacher trainer at the Instituto Superior del Profesorado "Pbro. Dr
Antonio Sáenz", Universidad Virtual
de Quilmes, UADE and NILE (Norwich Institute for Language Education),
UK
Co-director of the T.S.ELIOT Bilingual Studies
Centre
7.15 - 8.45 p.m.
Reading short stories with teenage
students
Exploring creative approaches to the reading and interpretation of texts
written in English by writers from different
cultures
Co-ordinator: Claudia Ferradas Moi
Master of Arts in Education and Professional Development, University of
East Anglia - PhD candidate, University of
Nottingham
Teacher trainer at the Instituto de Enseñanza Superior en Lenguas Vivas
"Juan Ramón Fernández" , Universidad Virtual de Quilmes and NILE (Norwich
Institute for Language Education), UK
Literature consultant for the British
Council
Co-director of the T.S.ELIOT Bilingual Studies
Centre
Venue: Alem 1380 - (1828) Banfield
Enrolment: Free (but please bring storable food for the SEA charity
campaign)
Vacancies: 35 - Please book
by phone or e-mail in advance
Office
hours: Mondays through Fridays 3.00 -
9.00 p.m. - Tuesdays and Thursdays 8.30 - 11.00 a.m. / Tel/Fax: 011 4202-3672 /
www.tseliot.com.ar / info@tseliot.com.ar
---------------------------------------------------------------------------------------------
10.- SCHOOL YEAR
2003 IN BUENOS AIRES
Las clases comenzarán el 3 de marzo de 2003
Los alumnos de la provincia de Buenos Aires -de todos los niveles
educativos- deberán volver a clase el 3 de marzo próximo, fecha fijada para el
comienzo del año escolar 2003, según anunció ayer el director General de
Educación bonaerense, Mario Oporto. "Este año la provincia de Buenos Aires no
tuvo problemas de pérdida de días de clase; estamos cumpliendo nuestro
calendario escolar", dijo el funcionario. Oporto descartó así las versiones de
un posible adelantamiento de las clases en
2003.
-----------------------------------------------------------------------------------------------
Today we will say
goodbye with a very short quotation from Martin Luther King Jr. that our dear
friend and SHARER Dr. Viviana Cortés Ph.D. uses in all her
mails.
Vivi was our
classmate at INSPT-UTN and is now a Professor in Applied Linguistics at the Iowa
State University in the American mid-west and will soon visiting us in our house
in Lomas. It will be such a sweet reunion after so many
years!
"Even if I knew that tomorrow the world
would go to pieces, I would still plant my apple tree." Martin Luther King
Jr.
Dear Vivi, Dear SHARERS : This
is the reason why we keep on making SHARE.
HAVE A WONDERFUL
WEEK!
Omar and
Marina.
--------------------------------------------------------------------------------------------
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