Year 4
Number
87
November 15th
2002
4400 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,
Did you miss us
last week? We did. We made every possible effort to get our issue off the ground
on Saturday and Sunday but… Well, we´ve got our server to blame for this.
Such a pity a
number of events went unannounced. We very especially regret not having been
able to announce the ARGENTINA TESOL get together that took place yesterday.
Why? Because we thought it would be a great opportunity to mark the
revitalization of this ELT forum in our country. Anyway, we send our
congratulations to the TESOL people and we hope to be hearing more from them in
the coming academic year.
It´s incredibly
hot in Lomas as we give the
finishing touches to this issue (chill (?) factor: 34 degrees) but as a consolation (!) Marina we says
she´s heard in the Weather Channel that it is bitterly cold in Santa Cruz.
Funny. In a few minutes our SHARERS in Santa Cruz will be reading this in their
sweaters and woollen socks when we are longing for a dive in the pool here! Such
is life in cyberspace
Love
Omar and
Marina
In SHARE
87
1.-
Taboo English in the ESL/EFL Classroom (2nd
part).
2.-
Beating the Wrong Drums.
3.-
Professors at University.
4.-
Maturing.
5.-
News from the British Council.
6.-
Classifieds
7.-
Titularización de Agentes sin título.
8.-
Think on!
9.-
2002 Closing Meeting for APIBA SIGS.
10.-
Nuevo Sistema de Formación Superior Provincial
11.-
Sing a song for Christmas.
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1.- TABOO
ENGLISH IN THE ESL/EFL CLASSROOM (2nd PART)
We are very proud to reproduce the second part of the thesis entitled
“Taboo English in the ESL/EFL Classroom: An Action Research Approach” written by
Anthony Crooks M.A.(TESOL)
The Thesis comprises 5 chapters and 15 appendices of which we are only
publishing part of the first chapter.
- A moral and ethical dilemma for teachers and language
centres?
However, for some teachers and language centres, there are moral and
ethical issues in addressing taboo language. As stated earlier, many teachers
and administrators would feel that because this language is taboo, it should not
be taught. Because of its taboo status, it should not be used, and therefore not
addressed in the classroom. Teachers may perceive themselves as 'linguistic
gatekeepers', and be concerned that it is not their role to introduce
potentially dangerous language to the students. In her introduction to her text
on Taboo English, Claire (1990, p. x) states:
You may think twice before using An Indispensible (sic) Guide to
Dangerous English in your classroom. After all, it is dangerous. These
interesting and useful words are highly charged with social
taboos.
Therefore, it can be said that the value systems of the teachers and
administrators would determine whether this language could be addressed in an
educational environment.
There is also the question of teachers' personal reactions to the
language. Battichariya (1998), reviewing the third edition of Dangerous English!
(Claire 1998a), speaks for her colleagues when she states that "some teachers
will be shocked at the material contained in Dangerous English" (Battichariya
1998, p. 43). If the teachers themselves are shocked, many of them would
undoubtedly feel that this linguistic area is unsuitable to be dealt with in the
classroom, even though it is assumed that most teachers have been faced with the
situation where the language has been raised in their classes (Battichariya
1998, p. 43), and will no doubt experience such circumstances
again.
Even if the language does not shock them, teachers may feel uncomfortable
addressing these words and phrases. For many teachers, simply using Taboo
English would be difficult and potentially embarrassing. Some individuals might
never (or very rarely) use this language, making it extremely difficult for them
to present it in a classroom context. Furthermore, some teachers might be able
to use taboo language in other contexts, but might still feel extremely
inhibited using it in the classroom (Register 1996, p. 44). As a point in case,
the introduction to Dangerous English! (Claire 1990, p. ix) states that the
author:
wrote the original edition of Dangerous English because she was too
embarrassed to explain the terms she knew her students wanted and
needed.
Claire (1990, p.xii) makes the suggestion to teachers planning to use the
text in their classes that:
If there are words you'd rather not say, have a colleague make a cassette
recording that you can play in the class.
Therefore, the 'embarrassment quotient' would certainly play a part in
dissuading a teacher from dealing with the language.
In addition, some teachers may also feel that there is a threat to their
power position by simply using this language with their students. In speaking
(what may be perceived to be) a 'low' form of language, such as swearing and
invective, teachers may risk being seen in a different light by their students,
who do not associate their teachers employing such a 'common' register. Both the
teachers and students may find this disconcerting and disjunctive. Such a factor
would certainly work against the successful addressing of Taboo English in the
classroom.
Another matter in the minds of language centre administrators and
teachers would be the question of the usefulness of teaching the language as
part of the overall language course program. As a good deal of taboo language is
used in aggressive situations (Burgen 1997, p. 16), some teachers would feel
that there would not be a need to address such abusive or hostile language. They
might also perceive that taboo language is a restricted area of language which
might not necessitate time being devoted to its examination in the course of a
language program. With a limited time schedule to instruct the students,
spending time on such a lexical area might be considered to be unnecessary, with
other language forms taking greater precedence. This is especially true of an
academically-oriented ELICOS program in which teachers and students may have
specific goals to be reached within the finite time frame of the language
course. Register (1996, p. 44) states that:
Teachers, when approached about it, usually claim they wouldn't know how
to such subject matter into their schedules.
In short, there might be the perception that something as 'peripheral' as
taboo language might not be worthy of class
time.
- The question of student reaction to the delivery of Taboo
English
The most significant issue, and the one that is the focus of this thesis,
is whether the students themselves would want to learn taboo forms as part of
their English language program. As explained above, administrators and teachers
may not see the value in dealing with the language in an educational setting.
There is also the idea that the students themselves may not feel that such
language would be useful for their overall language acquisition and usage, or
might feel that having such language addressed in the classroom would be
embarrassing or confronting. Ramanathan (1994)
states:
Why don't we teach rudeness to ESL
students?
*Because we are polite and they will not see the other side of
midnight!
Seriously, I can only talk about Asians and we wouldn't use rude language
when we are learning another language. Neither would my students feel
comfortable learning rude words or impolite language. And why would we want to
show that the target language, and its culture, is characterized by rudeness
when it isn't? Or is it? :-)
However, this in part runs against the acquisition 'chestnut' that
students of a target language 'learn the bad words first'. Claire (1990, p. x)
emphasises this adage in her introduction to Dangerous
English!:
one thing is for sure: most of your students will learn the concepts and
expressions in the book with less effort and more involvement than any other
subject matter in English!
The fact that the language is taboo might raise their interest in its
acquisition (Battichariya 1998, p. 43). This 'taboo-ness' may also be a factor
in allowing the students to absorb and retain the words and phrases faster and
more effectively than they acquire other lexemes of the target
language.
George's (1994) survey indicated that there is a degree of student
support for instruction in this area. He surveyed 58 students studying at an
ELICOS centre in Sydney, Australia about their expectations of such IEPs
(Intensive English Programs). When asked, "Do you expect schools to provide
information about Australian cultural taboos/dos and don'ts?", 80.7 per cent of
students responded "yes" (George 1994,
p. 23). Out of eight other questions concerning information students feel
should be supplied by ELICOS centres, this was the only question with a positive
response above 80 per cent. It would follow that the same students would
probably be interested in the language associated with these taboos, therefore
suggesting a positive attitude towards a Taboo English course as part of their
ELICOS program. Still, there remains the question of if and/or how such language
should be addressed in the ESL classroom.
- Taboo English in the ESL/EFL classroom as it exists
now
Earlier in this paper, reasons have been presented as to why Taboo
English has not been formally integrated in an ESL/EFL curriculum. However, this
is not to say that such language has not been addressed before and is not being
addressed currently in the classroom. However, it has usually been an area which
students have forced teachers to deal with, normally without a pre-arranged
structure. As Battichariya (1998, p.43) points
out:
How many teachers out there remember the first time the class wag held up
a hand and asked about the meaning of some expletive or another, creating a
mixture of guffaws and red faces among the other
students?
No doubt about it, many English language learners are fascinated by the
scatological and obscene words that pepper the language, and teachers are faced
with the dilemma of either ignoring student requests' (sic) for explanations or
exploring the nether regions of language with the
class.
Those teachers who have addressed these "nether regions" have usually
done so with off-the-cuff lessons, or perhaps in the form of private discussions
with students outside of class, with a minority of teachers preparing lessons
(or series of lessons) around the language. As Battichariya (1998, p. 43) notes,
this has been the focus of much discussion on the Internet TESL-L electronic
mailing list, and Hurst (1993) includes a "Lesson on Slang/Street (Dirty)
English/Slurs/ Insults" in the TESL-L archives. This archive also contains other
teachers' experiences addressing the language in their classrooms. It is clear
from these files and the ongoing discussion that many teachers have dealt with
the teaching of such language with their students, but there has been little
formalisation of the teaching of such material, and no mainstream course books
have addressed this area.
In terms of dictionary resources, there has been some movement. The
bilingual dictionaries that students often rely on do not really assist the
learners in getting a clear understanding of taboo words and expressions. Claire
(1990, p. 1) says that such dictionaries "do not explain them", and Register
(1996, p. 44) notes that
bilingual editions now include them in both print and non-print form, but
they hardly contain a full complement [of taboo words and phrases]. Those that
are listed only offer nonprofane definitions, as a rule, or inexact translations
such as donkey for "ass" or inferno for "hell" or prostitute for
"bitch".
However, English-learner dictionaries have gone some way to filling this
gap. The Longman Dictionary of Contemporary English (1987), the Oxford Advanced
Learner's Dictionary (1995), and the Cambridge International Dictionary of
English (Procter 1995) have addressed Taboo English in their pages, providing
definitions, examples, and guiding the reader somewhat in the appropriacy and
inappropriacy of the words and phrases. Yet, the comprehensiveness of the
information available for the learner is still somewhat limited.
However, as noted earlier, two texts, Dangerous English! (Claire 1980,
1990, 1998a) and Bleep! (Burke 1993), have entered the market since the early
1980s to deal with Taboo English for ESL/EFL teachers and students. They have
both received considerable interest and sales: Dangerous English! has sold
approximately 45,000 copies since 1980 (Claire 1998b), and 10,000 copies of
Bleep! have been sold since 1993 (Graul 1998). Both texts have entered the
international market, Bleep! having been shipped to a number of countries, most
particularly Japan (Graul 1998), and Dangerous English! has even been translated
into Chinese, Japanese and Polish (Claire 1998a, p. v). This indicates that
there is a considerable audience for such material. Although these texts were
designed primarily as self-study and reference materials, they can readily be
used in the classroom. Notwithstanding their self-study origins, the fact is
that there is now commercially available material which ESL/EFL teachers can use
and adapt for their classes. These two resources will be discussed further in
Chapter 2, 'The central texts' (p. 24).
Claire's text was originally designed for students to consult in private,
lowering the tension associated with having to discuss the language with a
teacher (and vice versa). However, she received considerable feedback from
teachers who used the her book with their classes, so she introduced a teachers'
guide in the subsequent editions of her book (Claire 1998d). The notes are quite
considerable (1990, pp. x-xii; 1998a, pp. 196-200). The guide in the latest
edition of Dangerous English! has been substantially revised and expanded to
meet the growing needs of instructors, and at the end of each chapter,
discussion questions are posed which can be explored with the entire class. In
contrast, Burke's work contains no teacher's notes, but the text can be adapted
by a resourceful teacher to be used in class.
provide comprehensive detailed definitions and examples for the reader.
explanations, but do not provide as detailed information as Dangerous English!
and Bleep!.
Therefore, writers, editors and publishers have produced materials on
this lexical area, and the market has responded positively to
them.
As mentioned earlier in this chapter, the issue of bringing such language
into the classroom is a matter of concern to many teachers. Firstly, by its
nature, we are dealing with language that is taboo, and many teachers feel
uncomfortable using such language themselves. Secondly, there is the issue of
whether such language should be, in a sense, taught - the usual purpose of the
language teaching classroom is to provide language that the students can
actively use, to build up their mastery of English. The question then emerges as
to why such language (which we don't really want the students to use!) should be
taught. Justifying such teaching is difficult, especially to a board of
directors of a teaching academy.
Another concerns the students' reception to such language - how can it be
dealt with in an effective manner, and still leave the students feeling
satisfied. Whilst certain students may be interested in such language, there may
be some students in the class that do not wish to know about this language, or
whom may simply feel that this is inappropriate for the language classroom. By
it's nature, profanity is never a type of language, which is actually taught in
a formal sense, and is more likely to be acquired outside the confines of a
classroom in an informal setting.
For native speakers of a language, taboo language is not really addressed
in the classroom either. Increasingly, though, words, expressions and topics
that were previously taboo are entering the classroom, and are being dealt with
by the teachers. However, taboo language is not actually taught in the classroom
- students are expected to acquire this outside the classroom and learn its
appropriacy of use through peers or family.
Therefore, choosing to teach such language in the classroom may be an
issue for both the teachers and students and the administration of the language
centre concerned.
© A.P. Crook,
1998
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2.- BEATING THE
WRONG DRUMS
Still more echoes from our blooper of two issues ago
when we published a bogus Ceasar´s quote that is wrongly attributed to the Roman
Emperor or to William Shakespeare ( we are not alone in this: apparently this
bogus quote has spread like bush fire through the Net). This time a most
welcomed posting from our dear friend Bernieh.
Dear Omar:
On a funny side, the following (fake)
story I found somewhere in the Internet shows how things like the "Caesar quote"
can happen and spread (please also note the repeated use of the "going to be"
expression; you can use this text for teaching purposes too):
It was
autumn, and the Indians on the remote reservation asked their new Chief if the
winter was going to be cold or mild. Since he was an Indian Chief in a modern
society, he had never been taught the old secrets, and when he looked at the sky
he couldn't tell what the hell the weather was going to be. Nevertheless, to be
on the safe side, he replied to his tribe
that the winter was indeed going
to be cold and that the members of the village should collect wood to be
prepared.
Being a practical leader, after several days he got an idea. He
went to the phone booth, called the National Weather Service and asked, "Is the
coming winter going to be cold?"
"It looks like this winter is going to
be quite cold indeed," the meteorologist at the weather service responded. So
the Chief went back to his people and told them to collect even more wood in
order to be prepared.
One week later he called the National Weather
Service again. "Is it going to be a very cold winter?" he asked. "Yes," the man
at National Weather Service again replied, "it's going to be a very cold
winter." The Chief again went back to his people and ordered them to collect
every scrap of wood they could find.
Two weeks later he called the National
Weather Service again. "Are you absolutely sure that the winter is going to be
very cold?"
"Absolutely," the man replied. "It looks like it's going to be
one of the coldest winters ever."
"How can you be so sure?" the Chief
asked.
The weatherman replied, "The Indians are collecting firewood like
crazy".
A bear hug,
Bernieh
Bernardo Humberto Banega (h)
mailto:bernieh@fibertel.com.ar
English
teaching resources, see http://www.bernieh.com.ar/
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3.- PROFESSORS
AT UNIVERSITY
The following is a reproduction of the article published
by our dear SHARER Iliana Graziano in her newsletter “American
Forum”
Professors at Universities
Estos son los nombres con los que se designan a los profesores
universitarios en los Estados Unidos, dependiendo de su experiencia, sus títulos
universitarios, el tiempo dedicado y el lugar donde
enseñan:
Full Professor
The highest rank a college professor achieves, that generally includes
tenure. Usually achieved after several years of teaching, the publication of
several books and articles, and recognition of achievement by one's peers in the
field.
Lecturer
At most schools, a lecturer is different from a full professor in that
the lecturer may not have received an advanced or terminal degree, but has
demonstrated a high level in-the-field or hands-on expertise. Ex: a very
successful stock investor could be hired by a university to be a lecturer on the
stock market.
Visiting
Professor
A professor who comes from another university to teach for a specified
period of time.
Adjunct Professor
A part-time professor who teaches one or two courses at the university,
but who is also employed elsewhere. An adjunct may be someone waiting to find a
permanent appointment or may be a full-time professional in the field who
teaches a course occasionally.
Associate Professor
Commonly, the rank of a full-time faculty member who has earned tenure in
his/her department.
Assistant
Professor
Commonly, the rank of a junior faculty member who has earned the Ph.D.
but has not yet gotten tenure.
Teacher's Assistant
Somebody who helps the professor teach the class. This person is usually
a graduate or doctoral student studying at the university, but sometimes can be
an undergraduate student majoring in that field of study. The TA may hold
recitations that review the course material, grade tests and papers, and be more
available to talk about your views on and difficulties with the
class.
To receive Ileana´s free electronic newsletter, contact:
American Forum -
C. Pellegrini 331 8º piso - C1009ABG - Bs. As. - Argentina
4326-2695 / 4326-7955 –
posgrados@american-forum.com
www.american-forum.com
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4.- MATURING
Our dear SHARER María Verónica Pernbaum sends us this
contribution:
Maturing
Do you realize that the only time in our lives when we like to get old is
when we're kids?
If you're less than 10 years old, you're so excited about aging that you
think in fractions.
"How old are you?" "I'm four and a half!" You're never thirty-six and a
half. You're four and a half, going on five!
That's the key. You get into your teens, now they can't hold you back.
You jump to the next number, or even a few ahead. "How old are you?" "I'm gonna
be 16!" You could be 13, but hey, you're gonna be 16!
And then the greatest day of your life . . . you become 21. Even the
words sound like a ceremony . . . you BECOME 21. . . yessss!!!
But then you turn 30. Oooohh, what happened there? Makes you sound like
bad milk. He TURNED, we had to throw him out. There's no fun now, you're just a
sour-dumpling. What's wrong? What's changed?
You BECOME 21, you TURN 30, then you're PUSHING 40.
Whoa! Put on the brakes, it's all slipping away. Before you know it, you
REACH 50 . . . and your dreams are gone.
But wait!!! You MAKE it to 60. You didn't think you would!
So you BECOME 21, TURN 30, PUSH 40, REACH 50 and MAKE it to 60.
You've built up so much speed that you HIT 70! After that it's a
day-by-day thing; you HIT Wednesday!
You get into your 80s and every day is a complete cycle; you HIT lunch;
you TURN 4:30; you REACH bedtime.
And it doesn't end there. Into the 90s, you start going backwards; "I was
JUST 92."
Then a strange thing happens. If you make it over 100, you become a
little kid again. "I'm 100 and a half!"
May you all make it to a healthy 100 and a half!!
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5.- NEWS FROM THE BRITISH
COUNCIL
Our dear SHARER Mary Godward, Information Services Manager The British
Council,
writes to us :
(1) Words on Words News: John Burnside - confirmed
visit!
John Burnside has just confirmed his visit to Argentina in April 2003. We
are organising the following activities for when he
comes:
* Readings and open discussions on his work.
* Creative writing activities for teachers
* Creative writing workshops for pupils
We also hope John will be able to go to Córdoba. We will keep you
informed on further developments and in the meantime, you can take advantage of
the summer holidays to read some books by Burnside! Remember there are copies of
Burning Elvis at several libraries in Buenos Aires, Córdoba, Rosario and Bahía
Blanca and many Burnside books are available at
Kel.
(2) Football Culture
Are you the world's biggest fan? Or do you know who is...
We have just received details on this competition, which I think should
be of interest to many of you or to your pupils. To enter the competition you
have to write in no more than 250 words why you think you're the world's biggest
fan. What could you win? A trip to London, two nights' accommodation, spending
money and tickets to see an English Premier League game.
For full details on this competition, please check the Football Culture
website at:
http://www.footballculture.net/biggestfan.html
We would be very grateful if you could 'spread the word' amongst your
friends and pupils.
Mary Godward
Information Services Manager - The British Council
Marcelo T de Alvear 590 - 4to - C1058AAF Buenos Aires - Argentina
Tel: +54 (011) 43119814/7519 - Fax: Extension/Interno 141
E-mail: mary.godward@britishcouncil.org.ar
http://www.britishcouncil.org.ar
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6.-
CLASSIFIEDS
JOBS
OFFERED IN THE SOUTH OF ARGENTINA
Our dear SHARER Adriana Eugui from Instituto Superior de Formación
Docente 1806 in Comodoro Rivadavia, Chubut writes to us:
Nos encontramos en la búsqueda de Profesor para Nivel Superior para los
espacios curriculares de Expresión Escrita 1 y 2 y Problematica del Lenguaje.
Ofrecemos relación de dependencia, dedicación simple o semi exclusiva o full
time (salario muy atractivo), alojamiento inicial y obra social OSDE.
You an e-mail Adriana to
celi@satlink.com
Our dear SHARER Mabel Kennard from Poplars School in Rio Gallegos, Santa
Cruz requires
teachers for English
Language/Literature (IGCSE) and Social Studies Broadfield ( History, business,
Economics & Sociology for IGCSE) for her bilingual school. The initial 2
year contract includes salary, shared furnished accomodation and medical
provision. Interviews will be in Buenos Aires in early December. You can send
your CV by e-mail to: mkennard@infovia.com.ar
KEY PALS WANTED
Our dear SHARER Lourdes
Tommasi from Paraná, Entre Ríos wants to start a key-pal project with her
students and other EFL students from Argentina or other parts of the world.
Should you be interested in joining her, please e-mail her to ltommasi@topmail.com.ar
Another dear SHARER Alejandra
Souto from Spain is interested in involving her students (ages 22 to 50) in some
sort of e-mail exchange with adult students of English from all around the
world. She can be contacted at AlejandraSouto@MUNDO-R.COM
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7.-
TITULARIZACIÓN DE AGENTES SIN TÍTULO
El siguiente es un correo enviado por el Dr Fernando Carlos Ibañez a su
lista. Lo reproducimos aquí con gran tristeza ya que nos llega junto con la
confirmación de la promulgación de idéntica ley sancionada oportunamente por la
Legislatura de la Provincia de Buenos Aires que dispone la titularización masiva
de los agentes sin título de Profesor (en nuestro caso de Inglés) en todo el
territorio provincial, sumado al embate que están sufriendo los Profesorados
Provinciales en los últimos días para asegurar la continuidad de sus servicios.
Conocemos las ingentes gestiones de APIBA en el ámbito de la ciudad de
Buenos Aires y los instamos a continuar su lucha por la derogación de esta
inopinada ley por la Legislatura porteña sumando a todos los establecimientos de
formación docente en Inglés de gestión oficial o privada de la ciudad de Buenos
Aires sin excepción. Conocemos también de la organización en la provincia de
Buenos Aires de grupos de profesores dentro y fuera de los ISFD´s que se han autoconvocado para tratar la
problemáticas antes mencionadas. Vaya a ellos y a APIBA todo nuestro apoyo.
Sent: Monday, November 11, 2002 5:04 PM
Subject: Docentes Ciudad de Bs. As.
Este es un correo especial para los docentes de la Ciudad de Bs.
As.
Titularización Ley 283. Acaba de publicarse la Ley 909 que reforma a la
Ley inicial. Las modificaciones básicamente benefician a los docentes sin título
(por ej. Inglés), a los que están en tareas pasivas, y amplía incompatibilidad
para los que trabajan en Proyecto 13. El texto completo de la Ley 909 como así
también de la Ley 283 y todas sus modificatorias se encuentra publicada en la
www.fernandocarlos.com.ar
Hasta pronto.
Fernando Carlos IBAÑEZ - Docente -
Abogado
http://www.fernandocarlos.com.ar
Escuche todos los sábados a las 10 hs el programa radial "Derecho a la
Educación" por AM 890 - Radio Soberanía.
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8.- THINK ON
!
Our dear SHARER Susan Hillyard sends us this
invitation:
Think ON !
An interactive workshop, exploring pathways to find our own and our
students' creative selves.
Topics:
What is Thinking?
How do we develop Thinking Skills ?
How do we start the process of Thinking to help us in our personal and
professional lives?
What's the relationship between speaking and
thinking?
We'll work on changing perceptions, raising awareness of "well-being",
finding our creative selves, writing creatively, having fun together, inspiring
each other and laughing together in a safe and unthreatening atmosphere.
Participants will leave with lots of ideas and techniques to use in their
personal and professional lives.
Hosted by Susan Hillyard
Saturday, 30th November 2002. 9:00 AM to 12:00
AM
at: The Auditorium - Wellspring School - Las Camelias 3883 - Del
Viso
Please note that Las Camelias is closed so you will take Ruta 26 towards
Highlands and turn off at Los Jazmines.
Fee: $10 - Please reserve your place on:
02320-470448/473069
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9.- 2002 CLOSING MEETING FOR APIBA
SIGS
Our
dear SHARER Alejandra Jorge, new APIBA SIGs Co-Liaison Officer sends us this
announcement:
APIBA SIGs Closing Meeting 2002
All APIBA SIGs: Applied Linguistics SIG, Business SIG, Cultural Studies
SIG, Computers SIG, Language SIG, Literature SIG, Phonology SIG, Professional
Development SIG (Pilar), Professional Development SIG (Olavarría), SLT SIG
(Bernal), SLT SIG (Lomas de Zamora)
Date: Saturday, November 30, 2002
Time: 2:00 pm to 5:00 pm
Venue: IES en Lenguas Vivas "J.R.Fernandez", Carlos Pellegrini 1515,
Buenos Aires (4th floor)
Programme:
2:00 pm to 3.30 pm
Individual SIG meetings
3.30 pm to 4:00 pm
Coffee Break / ELT Resources Exhibition
4:00 pm to 4.50 pm
SIGs
General Meeting
4.50 pm to 5.10 pm
ELT
Resources Exhibition
5:10 pm to 6:00 pm
APIBA
End-of-Year Party
Our dear SHARER
Analía Kandel who served as APIBA SIGS Liaison Officer with great
professionalism for the past few years has now handed over that responsibility
to Alejandra Jorge and Silvia Rettaroli. Analía will continue serving the
Association in her condition of first ordinary member of the Committee. We wish
the three of them the best of luck in their positions.
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10.-
NUEVO
SISTEMA DE FORMACIÓN SUPERIOR PROVINCIAL
El
sistema de formación superior de la Provincia, que concentra la oferta terciaria
no universitaria en más de 350 institutos públicos y privados contaría para el
próximo ciclo lectivo con un nuevo reglamento de funcionamiento que introducirá
modificaciones en el actual régimen de acceso a la docencia, de control
disciplinario y de asistencia, entre otros puntos.
Las reformas están en
debate por estos días y van en el sentido de lo que establece la Ley de
Educación Superior, que rige la actividad universitaria y terciaria. Desde el
año pasado, los institutos de formación docente y técnica que dependen de la
Dirección General de Cultura y Educación comenzaron a integrar consejos
académicos en los que alumnos, profesores y directivos analizan la dirección del
proyecto educativo institucional.
Ahora, funcionarios, directivos, alumnos y
docentes analizan un régimen de funcionamiento para ese cuerpo, que la cartera
planea poner en vigencia a partir de 2003. Entre sus principales incumbencias
tendría la de controlar el nuevo sistema de ingreso a la docencia. Las
autoridades educativas impulsan la creación de un mecanismo de selección al
estilo del que rige en la universidad, con análisis de antecedentes, títulos y
clase de oposición. Los jurados deberían integrar a profesionales de otras
instituciones.
"El contexto general -de las reformas- es de la adecuación a
la Ley de Educación Superior en relación a cuestiones de gestión institucional,
como el acceso a las cátedras", indicó la directora de Educación Superior de la
Provincia, Graciela Gil. En Educación destacan que el agiornamiento a esa
normativa resulta imprescindible para la apertura del camino de la articulación
de esos institutos con la oferta universitaria.
Para la funcionaria la
creación de los consejos "representa un avance hacia la autonomía de las
instituciones". Ese cuerpo tendría, entre otras atribuciones la de elegir los
jurados y aconsejar a la cartera educativa sobre la oferta académica que
responde a las necesidades de cada zona.
También se planea reformar el
régimen de asistencia y promoción: "tenemos un modelo similar al de la escuela
Media, con asistencia cotidiana y presencialidad de turno completo. Se analiza
la semipresencialidad, con días sin clases o con actividad fuera del instituto",
apuntó Gil.
Los directivos enfocan su interés hacia las reformas que
favorezcan la autonomía en el manejo de fondos: "nosotros discutimos el tema de
la autonomía desde la cuestión presupuestaria, de la política de recursos
humanos y supervisión", dijo el presidente del Foro de Directivos de Institutos
Superiores de Formación Técnica Bonaerenses, Ramón Lubo.
En esa asociación
reclaman que se deje libertad a esas instituciones para organizar cursos de
capacitación y actividades de extensión a través de las que se pueden obtener
recursos extrapresupuestarios.
©
2002 Diario El Día - La Plata, Buenos Aires, Argentina
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11.- SING A SONG FOR
CHRISTMAS
Our dear SHARERS from Ameghino Bokshop in Rosario
announce:
Sing a song for Christmas!!!!
Ameghino Bookshop invites you to write a song related to the festivity
and sing it.
Rules: The song must be invented and sung by the pupils in English. They
can sing in groups or individually. Piano available.
Deadline: Confirm your participation before December 6th so as to be
assigned a date of performance. Auditions will be scheduled as from December
10th
Judges:
-Marichin Bergallo- Member of the groups Pro-Musica Antiqua, Pro-Musica
Niños de Rosario, Music Teacher -Colegio Virgen del Rosario- Colegio San
Patricio.
-Graciela Castelli- Head
Colegio San Bartolomé-primario, Singer Coro de Fisherton (Dir. Marcelo
Lastra)
-Elsie Short- Degree in English, Ex-Singer Grupo Coral
Fisherton
Venue: Ameghino Bookshop
Teachers who would like to come & sing on behalf of the Institute or
School will also get a prize.
On December 21st the winners will be asked to come and sing for the
public.
Ameghino Bookshop - Corrientes 868- 4495637-4471147-4498906-
Rosario.
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Today
we will say goodbye with a message we received from our dear SHARER Bethina
Viale.
Bethina always finished her
mails with “ Lots
of love, Bethina” and that is precisely what she
communicates to us in every one of her generous contributions to our
magazine.
A wish for you!
Today...I wish you a day of ordinary miracles -- A fresh pot of coffee
you didn't make yourself. An unexpected phone call from an old friend. Green
stoplights on your way to work or shop. I wish you a day of little things to
rejoice in... The fastest line at the grocery store. A good sing along song on
the radio. Your keys right where you look. I wish you a day of happiness and
perfection -- little bite-size pieces of perfection that give you the funny
feeling that the Lord is smiling on you, holding you so gently because you are
someone special and rare. I wish You a day of Peace, Happiness and
Joy.
HAVE A WONDERFUL
WEEK!
Omar and
Marina.
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