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
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
In SHARE 87
1.- Taboo English in the ESL/EFL Classroom (2nd part).
2.- Beating the Wrong Drums.
3.- Professors at University.
5.- News from the British Council.
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.
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
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.
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,
Bernardo Humberto Banega (h)
English teaching resources, see http://www.bernieh.com.ar/
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:
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.
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.
A professor who comes from another university to teach for a specified period of time.
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.
Commonly, the rank of a full-time faculty member who has earned tenure in his/her department.
Commonly, the rank of a junior faculty member who has earned the Ph.D. but has not yet gotten tenure.
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 – email@example.com
Our dear SHARER María Verónica Pernbaum sends us this contribution:
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!!
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:
We would be very grateful if you could 'spread the word' amongst your friends and pupils.
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
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 firstname.lastname@example.org
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: email@example.com
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 firstname.lastname@example.org
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
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
Fernando Carlos IBAÑEZ - Docente - Abogado
Escuche todos los sábados a las 10 hs el programa radial "Derecho a la Educación" por AM 890 - Radio Soberanía.
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.
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
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)
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.
10.- NUEVO SISTEMA DE FORMACIÓN SUPERIOR PROVINCIAL
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
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
-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.
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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VISIT OUR WEBSITE : http://www.shareeducation.com.ar There you can read all past issues of SHARE in the section SHARE ARCHIVES.