An Electronic Magazine by Omar
Villarreal and Marina Kirac ©
Year
7
Number 171 17th September 2006
11,045 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,
You have probably received our
newsletter with information about the 2006 SHARE CONVENTION to be held next
Friday 20th and Saturday 21st in the historic and
nostalgic neighbourhood of San Telmo in the city of
Maybe you want to hear some of the
latest news about the Convention:
It has got the support of The British
Council and the institutional support of The Embassy of the United States of
America (Department of State) as well as that of TESOL Chile, PERU TESOL and
Argentina TESOL and of the biggest firms in the ELT market.
We kindly invite you to visit our
Website:
http://www.shareeducation.com.ar/congresses/HOWTO/index.htm
and to meet the thirty top-notch speakers and how they hope to give
concrete answers to your concrete problems of the real classroom. Enjoy the
surfing!
Love
Omar and Marina
______________________________________________________________________
In SHARE 171
1.- Leadership for Learning: An Action Theory of School
Change
2.- Three studies on the impact of Content-Based
Instruction.
3.- New words in English.
4.- Responsabilidad Civil de los Docentes en
Excursiones.
5.-
Collocations and Colligations.
6.- Next Presentations by Omar Villarreal
7.- Congreso Internacional Lenguas Vivas 2007.
8.- Seminarios de Postgrado de la Universidad Nacional
de Córdoba.
9.- Legal English
Courses.
10.- Workshop: Adults as learners of a foreign language.
11.- Latin-American Congress on Language Teacher
Education.
12.- Primeras Jornadas
Internacionales de Traductología.
13.-
Presentation of Global Issues.
14.- Critical
15.- Herbert Puchta in
16.- The Bs. As. Players on tour.
17.- The James Joyce Society.
18.-
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1.- LEADERSHIP FOR LEARNING: AN ACTION THEORY OF
SCHOOL CHANGE
Leadership for Learning:
An Action Theory of School Change
By Tony Wagner
Today's successful educational leaders
understand that they cannot make change alone or by edict. Mr. Wagner notes.
They motivate groups to learn and to solve problems together by asking tough
questions and naming the big problems while refusing to offer easy answers.
I have worked in education for 30
years -- as a teacher, principal, teacher educator, and consultant and as head
of several nonprofit organizations working with schools. For the past 12 years,
I have both studied and facilitated the change process in numerous schools and
districts in the
This article is an attempt to distill
what I have learned about how successful leaders create change in schools --
change aimed at improving learning for all students. I call this an
"action theory" of change because it is a synthesis of ideas informed
by theory but developed primarily from practice -- trial and error and
disciplined reflection. The theory describes how to create the conditions and
capacities for sustaining change, which must be developed before more specific
action plans can be considered.
The first question that any theory of
change should address is: What motivates adults to want to do new and sometimes
very difficult things? This question is especially critical in education, as I
believe that the temperament, training, and working conditions of most teachers
predispose them not to want to change. On the other hand, leaders are often
individuals who like change and so see teachers' reluctance to change as sheer
stubbornness or indifference. In my experience, most teachers are neither
stubborn nor indifferent, but they do resist change for reasons that leaders
must understand. Three of the most common factors contributing to teachers'
resistance are risk aversion, "craft" expertise, and autonomy and
isolation.
Risk Aversion
Historically, most people have entered
the teaching profession because it promises a high degree of order, security,
and stability. In my experience, most educators are risk-averse by temperament,
while many who thrive in the business world are risk-seekers. (I believe this
fundamental difference in temperament is one reason why the two groups
generally do not understand or even like each other, and this lack of
understanding and communication contributes greatly to the absence of a more
thoughtful, balanced dialogue about educational improvement.)
The training and working conditions of
most teachers have only reinforced this risk aversion. Schools of education
foster docility with too many lecture courses and too few opportunities for
problem solving and original thinking, and school district leadership rewards
compliance rather than creativity and initiative. The educational "fads of
the month" that have swept through schools for the past 30 years have
served to reinforce the belief of many teachers that innovations are the
fleeting fancy of leaders who are here today and gone tomorrow -- and so are
not to be believed.
'Craft' Expertise
In traditional cultures, many
individuals worked alone as farmers and craftsmen. Historically, education has
also been a "craftsman's" trade -- attracting people who enjoy
working alone and take great pride in developing a degree of expertise and in
perfecting "handcrafted products." For many teachers, their special
units or courses -- on Native Americans, Shakespeare, Advanced
Placement (AP) biology -- represent expertise they have developed over years
and are sources of enormous pride. Teachers' greatest sense of job satisfaction
often derives from introducing just a few students to their "craft."
Teachers have told me that asking them to give up teaching such units would be
like telling them to cut out a part of what makes them unique as human beings.
And many perceive the call to create uniform standards as a demand that
everyone teach the same thing in the same way. Their sense of craft pride is
offended and their identity threatened.
Autonomy and Isolation
Risk aversion and craft pride
contribute to educators' reluctance to change, but the factors limiting their
capacity to change are their autonomy and isolation. Craftspeople often have a
temperamental predisposition for autonomy, but they are not necessarily
isolated in the way that many teachers are. Educators are, first, isolated from
the fast-changing world of globalization and business innovation. Most do not
understand the fundamental changes that have taken place in the world of work
-- changes that require that, to be successful, students will have to have very
different skills from those needed a quarter century ago. Lacking daily
exposure in their own workplace to these fundamental economic changes, most
educators do not understand the urgency of many business and political leaders.
Educators -- who spend most of their
workday with children -- are also largely isolated from contact with other
adults. The "egg crate" organization of work in most schools
reinforces autonomy rather than collaboration. With few opportunities to work
with other adults during their workday, many educators have not developed the
skills of teamwork.
Fifty years ago, the opportunity to
work alone for most of the day was considered a plus for many adults in our society.
Autonomy equaled independence. Not so today. The problems and challenges in the
workplaces of the 21st century are impossible to solve alone. That's one reason
why teamwork is now the dominant mode of work nearly everywhere -- except in
education. But teachers working alone cannot possibly solve the systemic
problem of how to get more students to achieve higher standards. Add to this
the tendency of leaders to blame educators for what they describe as the
"failure" of American education, and I find that most teachers feel
both powerless and victimized in their isolation.
Faced with these serious obstacles to
change, some leaders and state legislatures attempt to apply the most primitive
"theory" of human motivation to the problem: an appeal to teachers'
fear and greed. They try various forms of intimidation and threaten teachers
with the takeover of underperforming schools, or they attempt to bribe them
with the promise of bonuses for improved test scores. But most teachers are not
moved by some combination of threats and bribes to do the difficult things
required for school change. They have tenure and so are not easily intimidated,
and they are less motivated by the desire for more money than many in other
professions.
So if the "carrot and stick"
theory of human motivation doesn't work, what does? What motivates teachers?
What do leaders need to do to create the will to learn how to improve student
achievement?
First, we must acknowledge that most
teachers care about students, and they want to make a difference. That's one
important reason why many chose the profession initially. Thus the challenge in
motivating teachers is to help them understand what today's students need to
know and be able to do for work and for effective citizenship and to help them
learn better strategies for teaching all students.
'Buy-in' Versus Ownership
Many school leaders say they talk to
teachers about how the world is different, and they provide them with workshops
on new teaching strategies. But what are the real messages? "Get kids to
pass the tests, or we're in trouble . . . and here's a workshop on the new
state standards to help you." Not exactly inspirational.
Yet leaders expect "buy-in" from teachers for goals and strategies
that teachers have never even discussed. Indeed, the biggest problem I hear
educational leaders worry about these days is how to get "buy-in."
It's the wrong question and the wrong
answer. The question is how to create "ownership," not buy-in. And
the answer is that, just as good teachers create classrooms in which students
construct new knowledge, leaders must provide learning opportunities that
enable teachers to "construct" a new understanding of the world,
their students, and their craft -- and so enable them to "own" both
the problem and the solution rather than being coerced into "buying"
someone else's. With this new understanding, leaders can then work with
teachers to design the new school structures and conditions that will allow
them to be more successful.
What is needed, in a word, is
leadership that creates "constructivist" adult learning -- dialogue
and critical inquiry. What I am describing should not be confused with a simple
increased emphasis on professional development -- the current fad in schools these
days. Leadership for change means creating and sustaining the conditions for
continuous adult learning for both teachers and members of the community --
many of whom are as confused and resistant to change as teachers. It means
analyzing everything a leader of a school or district does from the point of
view of whether or not it is promoting focused, collaborative learning.
In my experience, there are four
essential conditions for adult learning in schools and communities -- and
therefore for educational change. At the risk of sounding too formulaic, I call
this the S-U-R-E approach to the improvement process in schools:
* Shared vision of the goals of
learning, good teaching, and assessment;
* Understanding of the urgent need for
change;
* Relationships based on mutual
respect and trust; and
* Engagement strategies that create
commitment rather than mere compliance.
Let me explain what I mean by each
element of this framework for adult learning and what leaders must do to
develop it. I will begin with understanding the urgent need for change, as I
think too many leaders skip over or rush the process of helping teachers and
the community really understand the educational "problem." But
without a clear understanding of the challenges we face, we have no criteria
for determining success or evaluating alternative strategies. Even more
significant, popular misconceptions of our educational problem contribute
greatly to teachers' sense of victimization and resistance to change and so
must be actively countered by leaders. As Einstein said, "The formulation
of the problem is often more essential than its solution."
Understanding the Urgent
Need for Change
Why do we need change in schools? When
I have asked education leaders -- policy makers, superintendents, principals,
and school board members -- this question, I have often been surprised at how
thin and inarticulate their responses are. How can teachers be motivated to
change if leaders cannot clearly explain why it is important?
The descriptions of the nation's
educational problem that are offered by politicians and the media often hinder,
rather than help, the change process. "Schools are failing," and the
solution is education "reform," everyone tells educators. Teachers
hear or read these words nearly every day. But both the
diagnosis of the problem and the proposed solution reflect profound distortions
of the truth -- and they anger many teachers.
Most educators know that schools are
doing an incrementally better job than they were a quarter century ago: more
students than ever before are graduating from high school, taking advanced
courses, and going on to college. Teachers are generally doing a better job
with a student body that is more diverse and less well prepared for school than
in the past.
So where's the problem? The problem is
that fundamental changes during the last quarter century in the nature of work,
in expectations for citizenship, in our understanding of what must be taught
and how, and in students' motivations for learning -- taken all together --
have rendered our system of education totally obsolete. I have described the
nature of these categories of change in my book How Schools Change: Lessons
from Three Communities and in a number of articles. So let me try to summarize
succinctly the problem of obsolescence.
Our system of education was designed
to serve as a sorting machine. Historically, we sorted out the 20% or so of
students who were going on to college and to
professional and managerial careers and gave them the skills they needed. The
rest of the students received the functional equivalent of an eighth-grade
education -- the minimum needed for work and citizenship for most of the 20th
century.
Now all students need different and
more sophisticated skills, such as the ability to solve problems, work in
teams, and learn independently. Those students today who leave high school with
a diploma and no skills or plans for further learning are, in effect, being
sentenced to a lifetime of subsistence wages and marginal employment. In most
districts, at least 50% of the student population is leaving school completely
unprepared for either skill-based work or responsible citizenship.
And so the first problem we face is
how to educate all -- not just some -- students to higher standards and how to
prepare them for continuous learning. We don't know how to do this; we've never
done it before. That's why the educational problem is obsolescence, not
failure.
This challenge of trying to determine
how to educate all students to new high standards is the "rock" that
is crushing many educators. But it is only half of the problem. Educators are
caught between this rock and the "hard place" of a student population
that has changed profoundly in 25 or so years.
The demographic changes -- an increasing
percentage of minority students and students for whom English is a second
language -- have been extensively covered in the media. But the other changes
-- changes in all students' life circumstances and motivations for learning --
represent perhaps the greatest dilemma for many teachers and are much less well
understood. The traditional motivations for learning, the "sticks and
carrots" teachers have relied on to get generations of students through
school -- fear and respect for authority and the belief that sustained hard
work equals success and happiness -- don't have much traction for many young
people today, regardless of their social class, skin color, or proficiency in
English.
Adult authority has much less
influence on young people today, for several reasons. First, as a culture, we
have grown increasingly skeptical of all forms of authority. Respect for
authority is no longer automatic; it must be earned. But far more serious for
students is the absence of adults from their lives. Single-parent families,
longer work hours, and large, anonymous schools in which very few adults
interact with students outside of class all contribute to students' sense of
isolation and lack of respect for adult authority. Most young people spend too
much time alone and are essentially being reared by their peers. Many feel
ignored or neglected and harbor resentment toward adults.
This leaves just the work ethic as the
remaining dull tool in too many teachers' small bag of tricks for motivating
students. But "downsizing" and our "shopping mall" society
have conspired to render this appeal ineffectual for most students as well.
They've seen too many people work hard and get laid off, and they've seen too
many ads that tell them to have it all, have it now, and get it without effort.
Students today have been acculturated to believe that the aim of life is to
consume, not to create. Unless there is an immediate payoff, most simply don't
see much point in working hard, especially in schools where the tasks are often
boring and unrelated to their needs or interests.
Needless to say, mere education
"reform" is not going to get teachers out from between the rock and
the hard place I have described. The very word is insulting. First, it implies
that schools were once "formed" properly -- presumably in the 1950s
-- and just need some tinkering to be "reformed." Second, the term
has a punitive overtone -- as if the goal of improvement were to send teachers
and students to "reform(ed)" schools! But far worse, the term
"education reform" trivializes the problem. We don't need to reform
our schools; we must "reinvent" the entire system, and that is a very
different problem and one that educators cannot solve by themselves.
What are the implications of this
analysis for leadership? First, leaders must themselves clearly understand the
need for change and then create a framework and forums for discussion. Everyone
in the community -- not just the educators -- needs to understand the ways in
which our society has changed and the implications for education and for
parenting.
Second, leaders must make the problem
"blame-free" and the solution a shared responsibility. They must make
clear that the serious issues we face in schools are not the fault of teachers.
Nor are parents and students to blame. In the Harvard Institute for School
Leadership, where I have taught for the past five summers, our credo has become
"No shame, no blame, no excuses!"
Finally, leaders need to create time
for educators to understand and discuss different kinds of data. Disaggregated
student achievement data are obviously a starting point, as are dropout and
ninth-grade failure rates, and so on. But these alone don't often persuade
educators that there's a serious problem. The numbers are, after all, nothing new.
Teachers can gather and understand
qualitative data, as well. They need to hear the voices of employers talking
about the skills needed in the workplace today. They need to hear recent
graduates talk about how unprepared they were for work and further learning.
And they need to hear current students talk about the problem of lack of
teacher respect for students and how cold and uncaring most schools seem.
Though more time-consuming to collect, such data -- presented through panel
discussions, videos of focus groups, and so on -- often create the sense of
urgency many teachers need in order to begin to take risks and try new things
in their classrooms.
Shared Vision
For many leaders, a shared vision
begins and ends with a school or district mission statement pinned to a
bulletin board somewhere. These statements have become "de rigueur"
in most businesses, so educators feel they must have them, too. However, as a
tool in the change process, such statements are virtually useless.
I believe a much more specific kind of
vision is required to motivate teachers and to rally the community. First, we
need clarity about what are the few most important things students should know
and be able to do -- a short list of expectations for all students, which grows
out of a new awareness of how the world has changed and of the essential skills
needed for work and citizenship today. And then we need a deeper, shared
understanding of the good teaching practices that can achieve those goals and
of the performance-based assessments that best measure student progress.
Developing this more explicit vision of academic goals, teaching methods, and
assessments requires a very different kind of process from just putting
together another blue-ribbon committee to write a district mission statement.
For the past 15 years, the dominant
approach to school improvement has been "add-on." Various state
mandates and local school boards keep adding to the list of what teachers are
supposed to cover. And they never take anything off the list. This, in my
opinion, is the tragic -- perhaps even fatal -- flaw in the standards movement
as well.
Such an approach leaves most teachers
feeling overwhelmed and creates completely unrealistic community expectations
for what is possible. Education leaders must make clear that we can't do it
all: we can't have 25 educational priorities -- or even 10 -- and expect
success. Leaders can help establish more reasonable expectations by creating
community discussions that seek consensus on a small number of key learning
priorities.
Such discussions should include the
voices of leaders from higher education and business. Too many parents and
teachers still believe that higher learning standards must mean covering more
material. But many college-level teachers and employers will tell you that the
issue is not coverage -- it's competencies. Students
can always look up the definition of a part of speech if they have to, but they
must know how to write clearly.
College teachers and businesspeople
agree that lack of writing skills, not lack of subject content, is the
number-one failing of high school graduates.
In many places, leaders must also
convince the community to give its permission for educators not to try to teach
to all the new state learning standards and tests at once. There are too many,
and telling educators that they have to succeed with all of them at once is a
guaranteed recipe for failure. The work of Anthony Alvarado, former
superintendent of District
With a much sharper vision of what is
most important for students to learn, educators are in a stronger position to
explore "best practices" in teaching. But here again, the task of a
leader is not to tell teachers what these are but to create opportunities for
educators to discover them for themselves. A short lecture on group work or a
motivational speaker proclaiming that all students can learn does not persuade
veterans who have spent years honing their craft expertise to try something
new.
Effective leaders give teams of
experienced teachers -- the building leaders -- time to visit successful
schools and to discuss what they've learned with colleagues. Teachers need to
see models of much more successful classrooms in order to believe that all
students can succeed. Over time and with a well-planned and well-funded program
of peer supervision, this general understanding of best practice evolves into a
more specific set of skills that the teachers in every building can master and
then pass on to others as the new craft expertise.
Relationships Based on
Mutual Respect and Trust
Bad relationships are the first
problem to tackle, and different kinds of collaborative relationships among
adults are the ultimate solution to the dilemma of school reinvention.
The problem of lack of respect in most
schools -- especially middle and high schools -- is profound. As I suggested
earlier, in countless focus groups I have conducted with high school students
all over the country, the number-one criticism of schools is lack of respect.
Students feel that many of their teachers do not respect them and often do not
even respect one another. Most of our schools for older students are cold
bureaucracies, not caring communities.
The importance of respect in the
classroom is probably obvious to most educators -- at least in theory. Most
students will not work hard for teachers who they feel do not respect them. And
they will not try new things or take risks in classrooms where sarcastic
comments are tolerated -- or worse, modelled -- by teachers.
Adult learning and dialogue are
similarly inhibited by lack of respect. Younger teachers are often cowed into
silence by the snide comments of their older peers in faculty meetings and
lunchrooms. Just one or two cynical teachers can psychologically dominate an
entire building and so cut off all meaningful conversation about school
improvement. (One of the challenges for leaders is to distinguish between the skeptics and the cynics.
They may often sound alike but in fact
have very different motives. The skeptics are usually
experienced and committed educators whose concerns must be understood and
addressed, while the cynics are the teachers who have given up and should be
removed from the building as quickly as possible!)
A strong educational leader makes
clear that the creation of a respectful environment for both students and
adults is non-negotiable and is everyone's responsibility. Incivility is not
tolerated from anyone. Conducting student focus groups and then holding
small-group conversations about behaviors of concern
and behaviors to be encouraged -- both adult and
student -- is often an important starting point. New peer and school norms, or
core values, result from such discussions.
Once a safer, more respectful
environment has been established in a school, leaders can create teacher teams,
suggest meaningful tasks or topics for them to pursue, and set up regular
weekly times for discussions. Just as students learn social skills, or
"emotional intelligence," through group work, so too do teachers
learn how to work more collaboratively through regular problem-solving
discussions in small groups.
Gradually, the sense of isolation and
preference for autonomy give way to pride in the accomplishments of a team --
in making more of a difference for students. Over time, teacher groups progress
from discussions of curriculum and student work to visiting one another's
classes and, finally, to offering critiques of teaching. Creating such a
collaborative culture takes years, but ultimately, this kind of peer
supervision -- not evaluations by leaders -- is the key to improving
instruction and is at the heart of successful school improvement efforts that I
have observed.
Leaders help to establish such a
culture by modeling respectful behavior,
seeking critical feedback on their performance from teachers (mutual
evaluations or "360-degree reviews," as they are called in business,
should be the norm in every school and district), and providing the resources
needed -- time to work together and released time for master teachers to coach
colleagues.
Engagement Rooted in
Commitment, Not Compliance
Throughout this article, I have tried
to suggest what educational leaders must do to overcome the natural reluctance
of teachers to try new things. Shared vision, understanding, and respectful
relationships are all crucial elements of a culture that fosters adult
learning, which, in turn, promotes thoughtful, responsible risk-taking
(educational "R&D"), craft expertise focused on real competencies
for all students, and collaboration.
But something more is needed to
transform our schools -- a different kind of engagement on the part of everyone
(students, teachers, parents, and the community) and a new understanding of the
leadership qualities that nurture such engagement.
I suggested above that, in my
experience, most American public schools are bureaucracies, not communities.
And bureaucracies are often managed by leaders who rely on compliance, not
commitment. Subservience to authority is valued above all else. Such an
atmosphere fosters the mentality among students and teachers alike that one
need do only the minimum to get by. When parents are faced with inflexible,
bureaucratic schools and compliance-minded managers, they are more likely to
take an advocacy or adversarial stance.
By contrast, a shared sense of
community nurtures active engagement in learning and collaborative problem-solving.
Both students and teachers learn more and do more when they feel a part of
something important that is larger than themselves and that they have helped to
create. Some of the best independent, magnet, charter, and new small high
schools have this characteristic. And they are places in which everyone does
much more than the minimum. These schools are also much more effective at
involving parents, community members, and business partners in helping out and
working with students through mentoring programs and internships. This extended
community -- and the closer adult/student relationships it encourages -- is
crucial. By themselves, educators cannot possibly solve the problem of
motivating all students to want to achieve at high levels.
And so the biggest challenge for
educational leaders is to nurture engagement and commitment rooted in
community. To create such learning communities requires both new structures and
a very different spirit.
Structurally, school units have to be reduced
in size. Large schools need to be broken down into much smaller units within
the same building -- autonomous schools-within-schools or academies in which a
team of adults works with the same students (and their parents) over a longer
period of time. These structures enable adults to work much more
collaboratively. They also permit teachers to know students well and so better
to tailor learning to individual student needs and interests. As Theodore Sizer has often said, "You can't motivate a student you
don't know."
The spirit of a good learning
community is one of shared responsibility and collaborative inquiry for both
adults and students. Everyone's voice is valued. Developing such a culture
requires a leader with qualities of heart and mind that are very different from
those associated with the traditional role models. To get significantly better
schools for all students, good management is not enough, and charisma gets in
the way.
Today's successful educational leaders
understand that they cannot make change alone or by edict. They motivate groups
to learn and to solve problems together by asking tough questions and naming
the big problems while refusing to offer easy answers. They are self-aware and
reflective, they seek constructive criticism, and they freely admit their
mistakes. They are leaders who, above all, model good teaching every single
day.
But there are far too few of them. Can
more of our educational leaders learn to say, "I don't know"? Can
they learn to trust groups to find the best solutions to the pressing
challenges of "reinventing education"? Are they willing to take risks
themselves and to become learners and collaborators? The future of American
public education may well depend on growing numbers of new leaders who answer
these questions with a confident "yes!" and who have the courage to
act on their convictions.
_____________________
About the Author:
Tony Wagner is co-director of the
recently created Change Leadership Group at the Graduate School of Education,
Harvard University, Cambridge, Mass. He also chairs the Harvard Seminar on
Public Engagement and is a consultant to numerous school districts and
foundations in the
Kappan Professional Journal - URL: http://www.pdkintl.org/kappan/k0101wag.htm
© Copyright 2001 by Tony Wagner
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2.- THREE STUDIES ON THE IMPACT OF CONTENT-BASED
INSTRUCTION
Our
dear SHARER Marcela Montilla has sent us this article
which we SHARE with all of
you:
The Impact of Content-Based
Instruction: Three Studies
by Barbara A. McDonald
The "in content-based instruction
can vary widely. One area that has embraced content-based instruction is
vocational education. By simultaneously teaching vocational and academic
skills, - reading, writing, mathematics, or English for speakers of other
languages (ESOL) - students can move through a program more quickly than if
these skills are taught sequentially, academics first. In addition, since
vocational skills are usually taught in a hands-on manner, and are directly
linked to gainful employment, the content-based approach should provide
motivation: learners learn more, faster.
Empirical research should prove this to
be true. The impact of content-based instruction, however, has not been a
priority in the field of adult literacy, as Tom Sticht
points out in the article that begins on page 6. Studies have been done of
discipline-based approaches to learning language in college, and of the
Canadian French immersion programs, in which English-speaking students were put
directly into public school classes (Wesche, 1993).
These show increased learning. Not much is known about students with
lower-level basic skills.
Similarly, few empirical studies examine
the impact of adult basic education methods. Those that are done are often
difficult to interpret for methodological reasons. For example, many studies
use an "after the fact" methodology, surveying individuals who have
been in a program about how they liked it. Usually the only people who answer
such a survey are those who liked it. The result is findings that are biased
towards the favorable. And this tells us nothing about the gains students have
made. Sometimes a post-test is given, with no pre-test available for
comparison. In that case, we don't know whether or not people entered the
program with the prerequisite knowledge or if the program can take credit for
the change in scores.
A Better Methodology
A study that used both a pre-test and a
post-test would be better. We would know how much knowledge and skills people
bring to class and how much they gained from the instruction. Of course, we
still have potential sources of error. For example, we do not know exactly what
happened to the learners from the start of the study to the end. We would be
able to say that people learned in our program, but not that they learned more
than they would have in some other program.
We have done research using a methodology
that tries to address these issues. We used a comparison group: one group
received the treatment - content- instruction - and was compared to a group
which did not. Otherwise, the groups were treated in the same ways. Both
received a pre- and a post-. Both groups, or
classrooms, were already running, which allowed us to study naturally-occurring
variation.
Three Questions
The three studies in this article used
the comparison group methodology. We asked several questions about
content-based instruction and used different pre- groups to answer them. All
the classes we studied were participating in a larger project and were
answering the same surveys and taking the same tests. Each class differed in
either content or process of instruction. Our first question was whether the
content the student wanted to learn was related to the course in which the student
enrolled. The second question was whether opportunity to immediately use the
information had an effect on retention in the course. And finally, we wanted to
know how much """ and how much "
knowledge" is learned in content- instruction.
Why Attend?
To gain insight into why adults want to
go to school, we conducted a survey of adult students in three different types
of ESOL programs. The first type was Vocational English as a Second Language
(VESL), in which the teaching of English was accomplished using job-
terminology and tasks. Students in this class were Latino, Chinese, Russian,
Vietnamese, and African, and were at the low-intermediate to low-advanced
levels of ESOL. The second program type was Communicative English as a Second
Language (CESL), in which general conversational and school- English was
emphasized. These students were also ethnically diverse, with ESOL levels
ranging from low intermediate to low advanced. The third was Family English as
a Second Language (FESL), a special program that emphasized how parents could
help with their children's learning and schooling. These students were
primarily
Figure One shows
that, in general, adults' stated reasons for wanting to attend ESOL paralleled
the type of ESOL program in which they were enrolled. The participants could
choose from seven choices. The respondents could check as many of the seven
reasons as they wanted. The analyses of the data provided a glimpse into the
reasons adults attended school, and also the degree of focus the learners had
in choosing their courses. For example, 58% of the 121 enrolled in VESL were
there to get a job. They marked an average of 1.85 choices out of seven. This
rate (1.85) was computed by dividing the number of responses given by the
number of respondents. A rate of 1.85 shows a high degree of focus; if the
respondents thought all reasons for attending were equally important the rate
of response would be seven.
Figure 1: Reasons Students in Three
Classes Gave for Enrolling in an ESOL Program.
The VESL students were less interested in
ESOL for college or self- purposes, while these were the most important reasons
for those taking CESL, where the average rate was 2.45 choices marked out of
seven. Those enrolled in the FESL class were primarily interested in taking
ESOL to help their children. Their average rate was 2.24 choices out of seven,
which is less focused than those taking VESL.
Focus and Completion
We next investigated whether the
learners' purposes for taking an ESOL course and the closeness of it of the
course to these purposes was related to whether students completed the course.
To do so, we examined three different VESL classes. One class was in
electronics assembly, was very strong in placing people in jobs, and lasted
only ten weeks. Students in this class were Vietnamese, Laotian, Chinese, and
Latino, and were at the high- to low- ESOL levels. This class was considered
the most "" focused. The second class was in office technology, and
lasted 18 weeks. Students were Latino, Somalian,
Vietnamese, and Laotian, and ranged from low-intermediate to low-advanced ESOL
levels. It was less strongly focused than the Electronics Assembly class. The
third class was a general pre-vocational introduction to different fields such
as office technology, automotive trades, and electronics assembly, and lasted
18 weeks. These students were all Latino, with ESOL levels ranging from low
intermediate to low advanced. This class was considered the most general.
Figure Two reveals that, in general, the
closer the fit between the learners' reasons for taking the ESOL course, in
this case, to get a job, the more likely the learners are to complete a greater
percentage of the course. This is clearest for the electronics assembly
program. Almost 60% of the students who enrolled in week one of the ten-week course completed all ten weeks, and more than 80% completed
nine weeks, by which time, many already had jobs in electronics assembly. For
the other two courses, both of which were 18 weeks long, the course with the
closer link to a particular job field, office technology, had greater
persistence rates.
Figure 2: The Percentage of Week One Enrollees in the Course as a Factor of Intensity of Focus in
VESL Class.
The foregoing data on the closeness of
fit between adult learners' reasons for taking an ESOL course and their
persistence and completion rates are based on a very small sample, 37, 42, and
47, for the high, medium, and low groups, respectively. Another limitation of
the study is the difference in the length and hour requirements of the courses.
It may well be that course length has an effect on persistence. However, the
medium and low focus VESL classes, which show quite a difference in attendance
rates, both last 18 weeks. So, in this case, the different levels
of attendance is not explained by course length. This study suggests
that closeness of between learners' reasons for enrolling and course content
and duration of course may both lead to higher persistence on the part of the
student. Both possibilities merit more research.
Learning Gains
The third study we conducted investigated
learning gains in the content area as well as those in general reading. This
study compared the ten- electronics assembly VESL class with a vocational class
in electronics assembly that had no ESOL instruction, and a conventional ESOL
class. As Figure Three indicates, the ten-
instructional program produced more gain in vocational vocabulary and general
reading than did a conventional electronics vocational program or a
conventional ESOL program. Vocational vocabulary was measured by a test
developed by three electronics technology teachers; general reading was
measured by the Adult Basic Learning Exam (ABLE).
Figure 3 Gains in
Vocational and General
In this study, students in the
six-hour-a-day, ten-week Electronics Assembly VESL program completed more hours
of instruction between pre- and post-tests than did the three---, 18-
electronics class with no ESOL, or the three---, 18- ESOL class. To standardize
the number of hours between the three classes, the programs were compared in
terms of rate of gain per 100 hours of instruction. Following this procedure,
the vocational vocabulary gain for the VESL program was 13.45, for the
conventional vocational course was 10.22, and for conventional ESOL, 10.8. This
indicates that the rate of improvement in vocational vocabulary was greater
than that in either of the other two programs.
Following similar procedures for the
general reading gains gives a rate of 5.32 months per 100 hours of instruction
for the integrated VESL program, 1.24 months for the electronics program, and
3.21 months for the ESOL program. Thus the content- VESL program had a gain
rate per 100 hours of instruction some 65% higher for general reading than the
general ESOL program, and more than 300% greater than the vocational program.
Conclusion
These data lend support to the theory
that content-based instruction can lead to equally high gain in general
literacy skills as well as job related skills. If one's goal is job training,
by combining general basic skills classes with specific content, the amount of
instructional time can be reduced. Rather than first raising students' basic
skills to some pre- level and then enrolling them in vocational skills classes,
learners can improve their academic skills while learning a vocation.
These findings need to be replicated
with larger samples. In addition, it would be useful to replicate the findings
with classes that are of the same duration. While we have some confidence in
the findings because they replicate early work, more research is needed.
References
Wesche, M.B. (1993). "- Approaches to Language Study: Research Issues and
Outcomes." In Krueger, M. & Ryan, F. (eds.),
Language and Content: Discipline- Content- Approaches to Language Study.
_____________________________
About the Author
Barbara McDonald is an experimental
psychologist and the director of the
© 2005 by NC SALL
–
------------------------------------------------------------------------
3.- NEW WORDS IN ENGLISH
Our dear SHARER Gerardo Santomauro wants to SHARE this article with all of us:
New words in English
By Paul Kaye, British
New words enter the English language
all the time - the exact number is uncertain but there are thousands appearing
every year. The focus of this article and the accompanying lesson plan will be
on how we make new words. If we know this, then we can find ways of giving our
learners strategies to help them cope with language that is new to them.
The ability to grow
There are various factors behind the
ability of English to grow at such a significant rate:
Words, however they are created, can
become part of the language very easily. They only need to be used by enough
speakers. This may be an unfamiliar concept for some learners, as other
languages have systems which are more controlled.
Native speakers enjoy playing with the
language and actively invent new vocabulary.
English is a common language in many specialised areas such as science, technology and the
Internet, and as these areas grow so does the vocabulary needed to express new
ideas and objects.
English has many points of contact
with other languages. Here words can cross over.
There are many ways in which new words
come into existence.
Below are some of the ways in which
new words come into being.
Borrowing
Many words in English seem to have a
Latin quality to them - this is because some of them have developed from French
vocabulary learnt during the Norman occupancy many years ago. However, words
have been borrowed from many languages, not just French - some of them are now
extinct or almost never used. Learners can be asked to match words that are
familiar to them with languages - and suggest what their origins might be.
Examples (from unusual languages):
capsize (Catalan)
apartheid (Afrikaans)
billiards (Breton)
saga (Icelandic)
funky (
panda (Nepali)
Affixation
The use of prefixes and suffixes is
one of the most common ways in which new words are created, so common in fact
that a speaker will be unsure if a word exists or they have just created it. A
key skill for learners developing their vocabulary is knowing
how prefixes and suffixes change meaning and form.
Example (with the root use):
misuse
disuse
unused
unusable
useless
useful
abuse etc.
Coinage
This is the creation of entirely new
words - quite unusual given the competition from all the other, perhaps easier
ways of creating words. These can be based on similar sounding words - 'Hobbit'
was based on rabbit - or change from a brand or product to common usage -
Kleenex and
Onomatopoeia and reduplicatives
Words can be invented to describe
sounds and the things that make sounds, such as 'cuckoo', 'splash', 'plop' and
'whoop'. They can also be invented by duplicating a sound, e.g. 'honky-tonk',
'wishy-washy', 'mish-mash' and 'ping-pong'. More recent new words of this kind
include 'analysisparalysis' and 'chick-flick'.
These words can be fun to learn and
motivating, as sound often guides learners to meaning.
Acronyms
Phrases that are reduced to acronyms
often enough become words in their own right and the original phrase is often
forgotten. Some are still written as acronyms such as AIDS and VDU, but others
are not, radar, yuppy and scuba, for example. Some
acronyms become familiar very quickly, such as SARS and WMDs.
Clipping
This is the shortening of a longer
word, often reducing it to one syllable. Examination becomes exam, laboratory
lab. Many examples are very informal or slang, like 'bro' from brother, 'dis' from disrespect and 'maxing' ,
from maximising.
Blending
This is another interesting area to
explore with learners. Blends are words created by combining elements from two
words - normally beginning and end - and so combining their meaning to create a
new one.
Examples:
electrocute (electrify and execute)
smog (smoke and fog)
transistor (transfer and resistor)
brunch (breakfast and lunch)
There are also newer words such as
'televangelist', 'rockumentary' and 'dancercise'
which are more or less clear from the structure. Others are not so clear, for
example 'Cubonics' (the combining of Cuban Spanish
and English) and 'acrobranching' (a new sport
involving acrobatics in trees).
Conclusion
Exploring this area of new words can
be a useful way of equipping our students to deal, not only with the way
English evolves and the new words they are likely to encounter but can also
help them to understand the way the words they already know have evolved and
developed. An understanding of this area can be a key skill in helping them to
become more independent in their language learning and develop a greater
enjoyment and engagement with the language.
© BBC World Service, Bush House,
Strand,
------------------------------------------------------------------------
4.-
RESPONSABILIDAD CIVIL DE LOS DOCENTES EN EXCURSIONES
*Docentes no
tendrán "responsabilidad legal" por las excursiones escolares*
Lo establece una resolución
de la dirección de Educación. Se busca
librar a los docentes de la
"responsabilidad civil" y fomentar las
lecciones fuera del espacio
escolar. El Estado y las empresas que
administran colegios privados
serán responsables por eventuales accidentes.
Una resolución de la
*Dirección General de Cultura y Educación*
bonaerense busca generar
confianza en los docentes para reinstalar las
lecciones paseo. Por ese
motivo, la cartera educativa dispuso que serán
el Estado (en el caso de las
escuelas de gestión estatal) y las empresas
(en los colegios privados)
los responsables civiles por cualquier hecho
que pudiera afectar a los
alumnos durante una salida de estudio.
El Código Civil establece en
el artículo 1.117 que "los propietarios de
establecimientos educativos
privados o estatales serán responsables por
los daños causados o sufridos
por sus alumnos menores cuando se hallen
bajo el control de la
autoridad educativa, salvo que probaren el caso
fortuito". La dispersión
de la reglamentación a nivel administrativo
hacía que, ante un hecho de
esas características, en algunos casos el
responsable fuera el docente.
Además, el Código Civil determina (art.
114) que la responsabilidad
de los padres sobre sus hijos "rige respecto
de los tutores y curadores,
por los hechos de las personas que están a
su cargo".
Ante esta situación, muchos
maestros optaron por dejar de lado las
lecciones paseo para evitar
procesos judiciales que podían terminar con
fuertes sanciones económicas.
*Más autonomía*
Para los responsables del
área, "las experiencias directas, lecciones
paseo o salidas organizadas
bajo el control de la autoridad educativa,
constituyen un marco propicio
para el desarrollo de la autonomía,
creatividad y sentido crítico
del educando". De esta forma, el Consejo
General de Educación bonaerense
unificó la reglamentación vigente en la
resolución 426/06 y
estableció los requisitos a tener en cuenta para una
"salida"
programada.
Si en una lección paseo se
produjera un accidente o algún alumno
sufriera algún tipo de daño,
"se hace cargo
Educación, en el caso de las
escuelas de gestión estatal, o el dueño del
colegio en la gestión
privada", explicó a Hoy el vicepresidente primero
del Consejo General de
Educación, Jorge Ameal.
"Esta resolución protege
a los docentes, porque se había instalado mucho
temor. Primero se hace cargo
investigará si se cumplió con
toda la reglamentación", agregó.
La resolución 426/06
establece que las salidas que se realicen en el
marco del programa educativo
de cada escuela "implican que los menores
de edad se encuentran bajo
control de autoridad educativa". Por eso
Dirección
cuidado y vigilancia activa
del menor". La norma agrega que esa
situación "implica que
las mismas son organizadas, promovidas y
vigiladas por
por parte del personal
educativo".
De esa forma, las autoridades
de la cartera intentan poner a resguardo a
los docentes de eventuales
acciones legales posteriores en su contra.
Sin embargo, maestros y
autoridades de cada escuela deberán cumplir con
una serie de requisitos Por
ejemplo, la norma establece que para cada paseo de
Nivel
Inicial deberá estar presente un docente por cada 6 alumnos (entre 5
como mínimo y 7 como máximo).
Para primaria y secundaria, deberá garantizarse
la presencia de un educador
por cada 11 alumnos (entre 10 y 12); y en Polimodal
(en todas las orientaciones y modalidades), un docente entre
12 y 15 alumnos.
Para
La resolución diferencia tres
tipos de salidas: "experiencia directa"
(durante el horario de clase
dentro del radio de la escuela); "lecciones
paseos" (por la
distancia a recorrer, obliga a la contratación de
transporte público de
pasajeros); y los "campamentos".
Fuente: *Diario Hoy* - 4/6/2006
-----------------------------------------------------------
5.- COLLOCATIONS AND COLLIGATIONS
A practical slant on the subject of
Collocations:
Firstly, collocations are words that
typically hang together.
Lexical Collocations: Words such as clinical symptoms
in the sentence: "The
patient showed clinical symptoms of
jaundice."
Grammatical Colligations (words that co-occur in grammatical environments):
Words such as ARE and STILL in
sentences such as: "There are still
problems
associated with the analysis of situation."
Grammatical colligations relate words
that hang together due to grammatical
requirements, semantic requirements and / or pragmatic requirements (E.g., an
interlocutor replying to someone by being polite and appropriate: "NOT THAT I
can think of any particular thing at the moment. However...").
Mr Ilangovan (Mr),
Freelance ELT Teacher
Trainer,
lango@vsnl.com
------------------------------------------------------------
6.- NEXT PRESENTATIONS BY OMAR VILLARREAL
In the next few weeks Omar will be
giving four presentations in different parts of the country. All these
presentations by Omar Villarreal
are ad-honorem and form part of
the Programa de Apoyo de SHARE al Desarrollo de los
Recursos Humanos en
Tuesday 26th September –
18:00 hours
Creativity: Painting with
all the colours of the wind
Venue: Instituto Superior de
Formación Docente Nº 16 de Saladillo
Avenida
Rivadavia y Juan B. Justo
Free of Charge
Registration: Maria Rosa Salinardi
mrsalinardi@coopsal.com.ar
luli_14_93@hotmail.com
Wednesday 27th September -
Grammar Pilates or How to
teach Grammar with a twist
Venue: Instituto Superior de
Formación Docente Nº 49 de Brandsen
Paso 120 – Bradsen
Free of Charge
Registration: Patricia Copello
patcopello@softhome.net
Thursday 28th September
Encuentro de Consulta sobre el Nuevo Diseño Curricular de Inglés para
Consultant -
Morning - Universidad Católica de
Cuyo.
Consult: Prof. Liliana Macello at lilianamacello@yahoo.com.ar
Grammar Pilates or How to
teach Grammar with a twist
Time
and Venue: Evening - Instituto de Formación Docente Contínua de San Luis
Free of Charge
Registration: IFDC-SL
Friday 29th September
Closing Plenary:
Creativity: Painting with all the colours of the wind
II
Jornada Provincial de Actualizacion para Docentes de Ingles.
Workshop leaders:
Mag. Silvia Gioia (UNSL) Teaching ESP
Ardriana Mallo M.A.(UNSL)
Graciela Bertazzi M.A.(UNSL)
Helping Students Develop
Prof. Renata Cardinale (UNRC)
Mag. Mabel Cieri (UNRC)
Venue: Instituto de Formación
Docente Contínua de San Luis
Lafinur 997 San Luis- Ciudad
Fee: Teachers: $15 - students $8
Lic. Omar Villarreal
Profesor
de Inglés e Inglés Técnico from Instituto Nacional Superior
del Profesorado Técnico. INSPT. Licenciado en Ciencias de
He is a
candidate to the Doctorate in Modern Languages at Universidad del Salvador and is currently working towards his Maestría en Gestión del Conocimiento from
Escola
Tècnica Superior d'Enginyeria
Industrial de Barcelona, Universitat Politècnica de Catalunya.
University Chair in
the Area of Applied Linguistics at Universidad Tecnológica
Nacional and Lecturer in Language I and IV and Head
of Department at ISFD Nro 41.
Lecturer in Didactics of ESP at Licenciatura en Inglés Universidad Católica de
Teacher–trainer for Red Federal
de Formación Docente Continua, Centro de Pedagogías de Anticipación del
Gobierno de
Former Head of the School of English of Universidad
Austral and Principal of Instituto Superior del Profesorado Modelo de Banfield.
Principal of Licenciatura en Lengua Inglesa INSPT-UTN.
Teacher Trainer
for Red Federal de Formación Docente Continua, Centro
de Pedagogías de Anticipación del Gobierno de
He is a member of the
Editorial Board of Editorial Universitaria de
He has
lectured extensively in all Argentinian provinces as
well as in
He is the editor of SHARE, an
e-magazine, with over 11,000 subscribers.
--------------------------------------------------------------------------------------------------
7.-
CONGRESO INTERNACIONAL LENGUAS VIVAS 2007
Gobierno
de
Instituto
de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”
Primer
Congreso Internacional “Formación e investigación en lenguas extranjeras y
traducción” - Mayo 2007
Primera
Circular
El
Instituto de Enseñanza Superior en Lenguas Vivas Juan Ramón Fernández tiene el
placer de anunciar la organización del primer congreso internacional sobre
Formación e investigación en lenguas extranjeras y traducción, a realizarse en
la ciudad de Buenos Aires, Argentina, los días jueves 24, viernes 25 y sábado
26 de mayo de 2007.
Conferencia
de apertura: miércoles 23 de mayo de 2007, 19 hs.
Coordinación:
Regente
del Nivel Superior: Patricia H. Franzoni
Comisión
organizadora
María
Gabriela Gutiérrez
Estela
Klett
Susana
Lezcano
Nélida Sosa
Astrid
Wenzel
Propósitos
Generar
un ámbito que permita la divulgación y el intercambio de las diferentes
prácticas y culturas de formación de profesionales en lenguas extranjeras.
Contribuir
a elaborar el estado de la cuestión acerca de políticas, enfoques, metodologías
y resultados de investigación en el campo de la didáctica de lenguas
extranjeras y segundas y de la traducción.
Consolidar
y enriquecer diferentes proyectos de formación e investigación a través de la
discusión y el intercambio.
Promover
la aproximación de los estudiantes de profesorado en lenguas extranjeras y
segundas y de traductorado a prácticas de iniciación
científica.
Destinatarios
Docentes,
traductores, investigadores y alumnos del campo de la didáctica de lenguas
extranjeras y segundas y de la traducción.
Ejes
temáticos
La
construcción del lugar social de los profesores en lenguas extranjeras y
segundas y de los traductores en las carreras de formación.
El
vínculo teoría-práctica en las carreras de profesorado en lenguas extranjeras y
segundas y de traductorado.
La
investigación en el campo de la didáctica de lenguas extranjeras y segundas y
de la traducción.
La
enseñanza de lenguas extranjeras y segundas en contextos formales (niveles primario y medio) y no formales (extensión).
El
traductor y su práctica profesional.
Modalidad
Conferencias
plenarias y cursos a cargo de especialistas argentinos y extranjeros.
Paneles
Estarán
conformados por ponencias agrupadas de acuerdo con cada uno de los ejes
temáticos.
Las
ponencias serán presentadas en español, exclusivamente por su(s) autor(es) y,
en la medida de lo posible, se evitará su lectura. El tiempo de exposición será
de 15 (quince) minutos por ponencia, con el fin de poder contar con un espacio
de 30 (treinta) minutos de debate para el panel en su totalidad. Cada
participante podrá presentar un máximo de 2 (dos) ponencias.
Posters
Destinados
a la presentación de propuestas didácticas y experiencias áulicas.
Foro
de alumnos
Este
espacio se propone contribuir a la divulgación de los diferentes tipos de
trabajos que los alumnos realizan durante su carrera. Sabemos de la alta
calidad de numerosos trabajos cuyo conocimiento queda frecuentemente reducido
al autor y al docente a cargo de su corrección. Por ello convocamos a los
alumnos de profesorado y traductorado a decidir cuál
de sus trabajos ya terminados o en vías de realización se adecua a uno de los
ejes temáticos del congreso para luego ajustarlo a las normas que pautan la
presentación de las ponencias.
El
tiempo de exposición será de 15 (quince) minutos por trabajo y, al igual que en
los paneles, cada grupo tendrá su espacio de debate.
Normas
para la presentación de trabajos
Los
trabajos deberán ser inéditos y no haber sido expuestos en otros encuentros
científicos.
Cada
trabajo podrá tener un máximo de 3 (tres) autores.
Ponencias
Se
presentarán en español y tendrán una extensión de 1500 palabras incluidos notas
y gráficos, sin considerar la bibliografía. Los trabajos de investigación
deberán consignar objetivos, metodología, corpus y conclusiones.
Papel
tamaño A4, con letra Times New Roman,
cuerpo 12, interlineado 1,5.
Título
centrado, en letra mayúscula.
Debajo
del título, encolumnado sobre el margen derecho y en minúscula, nombre del/los
autor/es, institución de pertenencia y dirección electrónica.
Notas
numeradas correlativamente a pie de página.
Indicación
del nombre de los autores citados en el texto, año de publicación e indicación
de página, entre paréntesis.
Ejemplo:
(VENUTI, 2004), (VENUTI, 2004:17)
Bibliografía
en orden alfabético, de acuerdo con las siguientes pautas:
Ejemplo:
Libros:
CORRÊA, M. L. G. & F. BOCH
(orgs.), 2006, Ensino de Língua: representação e letramento, São Paulo, Mercado
de Letras.
Artículos:
REVUZ,
C., 1991, “La langue étrangère
entre le désir d’un ailleurs et le risque de l’exil”,
Éducation Permanente, 107, pp. 23-35.
Una
copia impresa de la ponencia, acompañada del disquette
rotulado con el nombre del/los autor/es y el título de la misma, podrá
entregarse personalmente o enviarse por correo postal a la siguiente dirección:
Congreso
LENGUAS VIVAS 2007
I.E.S. en Lenguas Vivas Juan
Ramón Fernández
Carlos
Pellegrini 1515
C1011AAE
Buenos Aires
Se
solicita, asimismo, el envío del trabajo por correo electrónico, en formato
RTF. El documento adjunto deberá identificarse solamente con el apellido
del/los autor/es. La dirección electrónica se confirmará en la próxima
circular.
Posters
Para
la participación en la sesión de posters, se
presentará una síntesis que será evaluada por la comisión de lectura. Como en
el caso de las ponencias, las síntesis de posters
podrán ser entregadas personalmente o enviadas por correo postal y por correo
electrónico, de acuerdo con las indicaciones del apartado anterior.
La
sesión de posters será de 2 horas (dos horas) de
duración en los días y horarios que se fijarán oportunamente. La presencia
del/los autor/es para responder preguntas, ofrecer explicaciones acerca del
contenido e intercambiar con los asistentes es condición sine qua non para su
exhibición.
El
poster se presentará en un panel de 1.00 x
Pra facilitar la confección
del poster se presentan las siguientes sugerencias:
a) Título del trabajo (Arial
negrita, 72)
b) Nombre y apellido del/los autores (Arial 48)
c) Institución de pertenencia
Para
el resto del trabajo se recomienda utilizar cualquier tipo de letra legible a
un metro de distancia e incluir: (i) contextualización
del trabajo; (ii) objetivos; (iii)
metodología; (iv) materiales; (v) resultados; (vi) observaciones; (vi)
bibliografía sugerida.
Trabajos
de alumnos
Como
las ponencias, tendrán una extensión de 1500 palabras y se presentarán en
español.
Papel
tamaño A4, con letra Times New Roman,
cuerpo 12, interlineado sencillo.
Título
centrado, en letra mayúscula.
Debajo
del título, encolumnado sobre el margen derecho y en minúscula, nombre del/los
autor/es, dirección electrónica, materia, carrera, docente a cargo de la
cátedra, institución de pertenencia.
Los
alumnos tendrán la opción de presentar:
a)
la versión definitiva del trabajo hasta el 15 de diciembre de 2006, o
b)
una versión preliminar hasta esa fecha y la definitiva al 30 de marzo de 2007.
Plazos
Las
ponencias completas, las síntesis de posters y las
versiones preliminares de trabajos de alumnos se recibirán hasta el 15 de
diciembre de 2006. Durante diciembre y febrero la comisión de lectura evaluará
los trabajos y en marzo se enviará información acerca de la aceptación de las
propuestas. Los alumnos podrán enviar las versiones definitivas de sus trabajos
hasta el 30 de marzo de 2007.
Con
el fin de poder entregar las ACTAS al inicio del congreso, se solicita respetar
los plazos anunciados.
------------------------------------------------------------------------
8.- SEMINARIOS DE POSTGRADO DE
Maestría
en Inglés
Seminario de Posgrado (en Inglés):
"Sociolingüística"
Dra.
Isolda E. Carranza
(Cupos
Limitados)
Fechas:
29, 30 de septiembre; 13 y 14 de octubre de 2006
Horario:
Créditos:
Dos (2) - Modalidad: Presencial (80 % de asistencia)
Destinatarios:
Profesores, traductores y licenciados en inglés o con título equivalente.
Material
de lectura previa
Costo:
$220*
*
Consultar descuentos en la página web de
Requisitos
para la inscripción:
Fotocopia
de la 1ª y 2ª página del DNI y Fotocopia legalizada del título.
Completar
el formulario que se encuentra disponible en la página web
de
o presentarlo en
Informes
e inscripción: Secretaría de Posgrado - Av. Vélez Sársfield 187 – Terraza, 1º piso - Secretaría de
Curso de Posgrado (en Inglés);
"Teoría Literaria"
Mgtr. María Elena Aguirre
Colaboradora:
Mgtr. Mirian Carballo
Fechas:
29, 30 de septiembre; 13, 14 de octubre; 3 y 4 de noviembre de 2006
Horario:
Créditos:
Tres (3) - Modalidad: Presencial (80 % de asistencia)
Destinatarios:
Profesores, traductores y licenciados en inglés o con título equivalente.
Material
de lectura previa.
Costo:
$330*
*
Consultar descuentos en la página web de
Requisitos
para la inscripción:
Fotocopia
de la 1ª y 2ª página del DNI y Fotocopia legalizada del título.
Completar
el formulario que se encuentra disponible en la página web
de
o presentarlo en
Informes
e inscripción: Secretaría de Posgrado - Av. Vélez Sársfield 187 – Terraza, 1º piso
Secretaría
de
-----------------------------------------------------------------------
9.- LEGAL ENGLISH
COURSES
Our dear SHARERS from AIELE – Asociación Internacional de Estudios - have sent us all this invitation:
Legal English Courses
- Contracts Case Law -
* This course introduces you to the
language issues and practical legal method matters through cases, which are so
important in a subject like contracts.
Duration: 4 months (16 classes)
Timetable: Monday – 19 p.m to 21 p.m
Requirement: English –
Intermediate/advanced.
Fee: $ 1200. or
3 payments $ 370.
Lecturer: Dra.
Silvia Garea
- International Business
& The Law -
This is a four-month, post-graduate
level seminar combining material from the
Lecturers:
Silvia A. Garea
President of
Asociación Internacional de Estudios – Lawyer,
Mediator, Diploma in Law.
Nicolás Eliaschev
Lawyer,
MSc in Public Policy, University of London, London School of
Economics and Political Science (LSE).
Dr.
Alejo Monner Sans
Lawyer, specialisation in Public International
Law (UBA), LLM (Master in Law),
Maria
Lawyer,
PHd in Legal Sciences (
Master
in Environmental Law (
BSc in Economics. MSc in
Environmental Protection,
Daniel
Nieto
BSc Economics (
Master in Economics, specialisation in
Political Sciences, University of London, London School of Economics and
Political Sciences, (LSE). Experienced in teaching at the Unversity
of
César Fernandez
BSc in Economics. Experience
in teaching: specialisation in
Dra. Silvia Parise
Lawyer, Professor of English Language. Professor of International Trade Law.
Duration:
4 months (16 classes)
Timetable:
Thursday – 19 p.m to 21 p.m
Requirement:
English – Intermediate/advanced.
Fee:
$ 1600. People enrolling before 16 th.
August 1 payment of $ 1400. or
3 payments $ 500.
Coffee
Break, Study Material and Certificate of Attendance Included
Montevideo 681 Piso 1er “A” - TE: 4371-9671
-----------------------------------------------------------------------
10.- WORKSHOP: ADULTS AS LEARNERS OF A FOREIGN LANGUAGE
Our dear SHARER Mady Casco has got an
invitation to make:
Workshop: Adults as Learners of a
Foreign Language
12-hour workshop ( 3
sessions)
When? September 23 rd, September 30
& October 7th
Where? At Home-Buenos Aires - Av Sta. Fe 3946 – Ciudad Autónoma
de Buenos Aires
Registration: - (011) 4833-2965/2645 -
info@athome-buenosaires.com or madycasco@netizen.com.ar
Website: http://www.athome-buenosaires.com.ar
“At Home” was created and is directed
by Mady Casco who has a BA in Education (Universidad Nacional
de Quilmes) and is a qualified teacher of English as
a Foreign Language (Instituto Superior del Profesorado “J.V. González”).
She has taught at different levels and
institutions such as ISP “J.V. González”, Universidad
de Belgrano, Escuela Normal
en Lenguas Vivas “J.F.
Kennedy” and Grupo Medanito.
She has lectured widely on “Whole
Language” and “Andragogy” and has developed her own
teaching system. She designs her own teaching material applying constructivist
principles.
Mady is also the
head of the English Training Department of Medanito S.A, an oil and gas company with its headquarters in
-----------------------------------------------------------
11.- LATIN-AMERICAN CONGRESS ON LANGUAGE TEACHER
EDUCATION
I CLAFPL I Latin-American Congress on
Language Teacher Education
The Universidade
Federal de Santa Catarina and the
Special Interest Group on Teacher
Education of the
National Association of
Post-graduation and Research
in Letters and Linguistics (ANPOLL) have the pleasure
to announce the I CLAFPL I Latin-American Congress
On Language Teacher Education
to be held at Praiatur
Hotel, Praia dos Ingleses,
Florianopolis, Santa
Catarina, Brasil, November 9-11, 2006, whose theme is:
‘Challenges for the teacher educator’
The event comprises conferences, round
tables,
symposia, individual and coordinated paper sessions
given by well-known researchers in the field of
teacher education in
announced later).
Fees:
- Before or by September 31, 2006 R$
110,00
(teachers/researchers)
R$ 80,00
(students with Student ID)
- From October 1st, 2006 R$ 140,00
(teachers/researchers)
R$ 110,00
(students with Student ID)
Information on Proposals submission,
place,
accommodation, transportation and congress program
will be available at www.cce.ufsc.br/~clafpl
More information:
- clafpl@cce.ufsc.br (Local Committee)
- caroabra@osite.com.br (National
Committee)
National Organizing Committee
Deise Prina Dutra (UFMG -ccordinator SubGT)
Solange T. Ricardo de Castro (UNITAU-
vice-coordinator
SubGT)
Maria Helena Vieira Abrahao
(UNESP-president National
Committee)
Telma Nunes Gimenez (UEL)
Ines K. de Miller (PUC-Rio)
Ana Maria Ferreira Barcelos (UFV)
Heliana Mello (UFMG)
Local Organizing Committee:
Gloria Gil (UFSC-President Local
Committee)
Viviane M. Heberle (UFSC)
Rosana D. Koerich (UFSC)
Adriana K. Dellagnello (UFSC)
Leda Tomitch (UFSC)
Susana
M. Fontes (UFSC)
------------------------------------------------------------
12.- PRIMERAS
JORNADAS INTERNACIONALES DE
TRADUCTOLOGÍA
Hacia
un Encuentro de Lenguas y Culturas
21,
22 y 23 de Septiembre de 2006
Facultad
de Lenguas, UNC, Córdoba, Argentina
El
Centro de Investigación en Traducción de
Estas Jornadas constituirán una manera de
crear un espacio de discusión, reflexión e intercambio de experiencias y
enfoques sobre las disciplinas involucradas en el ámbito de
Destinatarios
Docentes,
investigadores y alumnos de grado y postgrado y de nivel terciario cuya área de
interés o especialización sea
COMISIÓN
ORGANIZADORA
Esp.
Ana María Granero de Goenaga
Prof. Marta Arróniz
Prof. Ángela Brígido
Lic. Marta Celi
Lic. Emma Lupotti
Lic.
Ana María Maccioni
Prof.
María Teresa Toniolo
Informes:
Centro de Investigación en Traducción (CIT)
Av. Vélez Sársfield 187, Tel: 4331073/75 int. 19
E-mail: cit@fl.unc.edu.ar
------------------------------------------------------------
13.- PRESENTATION OF GLOBAL ISSUES
Presentation of
GLOBAL ISSUES, the Resource Book for Teachers -
This presentation examines the concept
of the Knowledge Society and questions the relevance and validity of the
content base of EFL teaching. It suggests that the dichotomy of life faced
today between the two poles of Net and Self can be bridged through teaching
Global Issues in the global language. In addition it stresses teaching thinking
skills, particularly critical, comparative and creative thinking which are all
necessary to move adolescent learners into finding a place of their own in the
Knowledge Society.
The theory and the activities will be
selected from the Book “Global Issues” written by Ricardo Sampedro
and Susan Hillyard, published by
Lecturer: Susan Hillyard.
She was awarded a B.Ed.
from Warwick University (U.K.) in
Date: September 19th -
Timetable: 5.30 pm. to 7 pm.
Venue: Conde
1990, Belgrano R.
Fee: FREE of charge - Confirm your
attendance: 4302-8000
------------------------------------------------------------
14.- CRITICAL
Our dear SHARER Ana Villar from Perú has sent us this
announcement:
The `Critical Literacy and ELT´ event
is organised by English Language Teaching
Professionals from Brazil and Peru in partnership with the Centre for the Study
of Social and Global Justice of the University of Nottingham and the British
Council Brazil.
`Critical literacy´ (CL) is an
innovative way to approach global issues in the ELT curriculum. It is also a
term that is associated with approaches to intercultural and global citizenship
education internationally.
In ELT it prompts questions about our
identities as ELT professionals, about the role of culture in the classroom,
about globalisation and the role of ELT in the
broader educational agenda. This seminar will give participants the opportunity
to examine CL in depth, to review the implications of CL for ELT (especially in
relation to material development) and to engage in projects related to this
concept (e.g. material design, research and dissemination).
During this two-day event,
participants will be invited to reflect on issues such as intercultural and
global citizenship education and the role of culture and ELT in a globalised world. It will also focus on methodological
strategies, teacher training and material development in order to support
teachers who want to work in this field.
This project is being supported by the
British Council, ELTeCS and the Centre for the Study
of Social and Global Justice -
The event will take place in
Participants will receive a
certificate of attendance issued by the Centre for the Study of Social and
Global Justice (the
For further information and download
of application form, please visit the British Council Online Community.
Chris Lima
------------------------------------------------------------
15.- HERBERT PUCHTA IN
Our dear SHARER
Dr Puchta´s
presentations:
September 25th - 5.30 pm.
British Arts Centre - Suipacha 1333 - Capital Federal
More than Little
Parrots...
Developing
young learners' speaking skills.
Young learners love imitating. Short
rhymes, chants, songs and dialogues offer an important basis for the
development of speaking skills. Yet learning a foreign language successfully
requires more than just repeating sentences. Learners need to learn to negotiate
meaning and to express themselves in English.
In this talk we will look at practical
ways for teachers to achieve this.
Free of charge but attendance should
be confirmed
September 26th - 5.30 pm.
Students' Attention Span ? Where Has It Gone?
Teachers often complain about
students' lack of concentration in order to learn effectively.
In this presentation, various
suggestions will be made on how teachers can help students at primary and lower
secondary level to extend their attention span and achieve significantly better
results in language learning.
Free of charge but attendance should
be confirmed
September 28th - 5.30 pm
Colegio
Jesús en el Huerto de los Olivos - Ricardo Gutierrez
1251- Olivos -
If You Can Teach
Teenagers, You Can Teach Anyone Else
Motivating Students At Secondary Level.
As teens explore the world in search
of their own distinct identity their interests change and develop and are
invariably quite different to what we believe should appeal to them. Latest
findings from developmental and cognitive psychology stress the important
influence of the content of our teaching on the level of our students'
involvement.
We will look at a model of teaching
that takes these aspects into consideration while catering for students'
multiple intelligences and different learning styles.
Free of charge but attendance should
be confirmed
Information
and Registration: www.kelediciones.com or 4717-5603
Herbert Puchta
holds a Ph.D. in ELT Pedagogy. He is Professor of English at the
He has been a plenary speaker at
various international conferences and has conducted workshops and given
seminars in more than 30 countries.
Herbert is a Master Practitioner in Neuro Linguistic Programming. For almost two decades, he
has done research into the practical application of findings from cognitive
psychology to the teaching of English as a foreign language. Herbert has
co-authored numerous textbooks as well as articles and resource books.
------------------------------------------------------------
16.- THE BS. AS. PLAYERS
ON TOUR
Our dear SHARER Celia Zubiri
has sent us all this invitation:
The Bs. As. Players on tour!
Awesome productions
to be enjoyed by everybody.
Choose the play that suits your
students' needs and interests, make the reservations and get ready to dive into
the magic world of theatre led by the hand of a professional team.
September
Saturday, 23rd: Cutral-Có
Sales Representative: Silvia Sclar - marylandedu@yahoo.com.ar
Sunday, 24th and Monday, 25th: Bariloche
Sales Representative: Moira Thomas -
(02944) 461434 - moithom@hotmail.com
Wednesday, 27th: Gral.
Sales Representative: Leticia Pisani - (0299) 154-051062 - letipisani@hotmail.com
Thursday, 28th: Neuquén
Sales Representative: Juan Carlos Ressia - (0299) 4427945 -
argentodistribucion@infovia.com.ar
Friday, 29th: Rincón De Los
Sauces
Sales Representative: Juan Carlos Ressia - (0299) 4427945
argentodistribucion@infovia.com.ar
Saturday, 30th: Catriel
Sales Representative: Juan Carlos Ressia - (0299) 4427945
argentodistribucion@infovia.com.ar
October
Monday, 2nd:
Sales Representative: Natalia Muguiro
- (02954) 458674 - nataliamuguiro@hotmail.com
The Sleeping Princess -
a 55-minute musical comedy for children aged 5-8.*
Pandora´s Box - a 60-minute musical comedy for children aged 9-12.*
Dead Buddies -
a 60-minute hilarious thriller for adolescents and adults.*(Intermediate level)
Taming Caterina - a 90-minute comedy for Advanced students.
Based on "The Taming of the Shrew", by William Shakespeare.*
*Scripts and lyrics by Celia Zubiri *Original music by Marcelo Andino
Our Sales Representatives can provide
you with the interactive CD rom that comprises the
songs, lyrics and activities.
Headquarters >011- 4812-5307 /
4814-5455
thebap@thebsasplayers.com / thebap@arnet.com.ar
www.thebsasplayers.com
Lis Gandolfo - Assistant Sales Department
------------------------------------------------------------
17.- THE JAMES JOYCE SOCIETY
The James Joyce Society will continue
meeting at KEL´s Belgrano
Branch on the final Friday of every month to continue reading and discussing
James Joyce.
Lecturer: Michael Geraghty,
teacher, writer, journalist and radio broadcaster.
Fee: $ 10.-
per meeting
Venue: Conde
1990, Belgrano R.-
Timetable: 5.45 pm. to 6.30 pm.
September - 29th The Dead (James Joyce)
October - 27th Waiting for Godot
(Samuel Beckett)
November - 24th Happy Days (Samuel Beckett)
------------------------------------------------------------
18.-
El
próximo sábado 7 de octubre, entre las 7 de la tarde y las 2 de la madrugada,
tendrá lugar la tercera edición de La noche de los museos ,
organizada por
Más
de sesenta museos y espacios de arte de Buenos Aires
-públicos, privados, nacionales, universitarios y del Gobierno de
Durante
esta jornada especial el público recorrerá gratuitamente las salas de
exposición de los museos disfrutando, además, de obras de teatro, música
clásica, electrónica, jazz, danza, cine y video arte, en un collage de
múltiples expresiones y una gran fiesta de cierre con grupos musicales y DJs en Puerto Madero, frente al Centro de Museos de Buenos
Aires.
Una
larga noche de arte y encuentros. Una fiesta que conectará a museos de distintos
barrios de Buenos Aires en un apasionante recorrido .
lanochedelosmuseos@buenosaires.gov.ar
http://www.lanochedelosmuseos.com.ar/
Más
de 110 mil personas participaron en la segunda edición de La noche de los
museos. El sábado 1º de octubre 53 museos de Buenos Aires abrieron sus salas de
exposición y ofrecieron más de 300 actividades a sus visitantes.
La
noche se inauguró oficialmente en
Visitas
guiadas, conciertos de música de cámara, jazz, rock, electrónica, tango,
folklore, espectáculos teatrales e intervenciones audiovisuales y performáticas, cine & video fueron parte de una larga
noche donde el patrimonio cultural de la ciudad fue protagonista.
La
noche de los museos, organizada por
Con
la enérgica respuesta del público a esta iniciativa, confirmamos la presencia
de La noche de los museos en el calendario anual de actividades culturales de
------------------------------------------------------------
We would like to finish this issue of
SHARE with this note that a dear SHARER
from Perú sent us:
Dear Omar,
I am an English teacher from Cusco
I really enjoy reading SHARE. And I am
amazed by the number of events you have in
I hope I can attend one your Conferences!
Best regards
Amparo Garcia amparoga@yahoo.com
BNC Cusco
HAVE A WONDERFUL WEEK
Omar and Marina.
------------------------------------------------------------------------
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All announcements in this electronic magazine are also absolutely free of
charge. We do not endorse any of the services announced or the views expressed
by the contributors. For more information about the characteristics and
readership of SHARE visit: http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR WEBSITE : http://www.ShareEducation.com.ar There you can read all past issues of SHARE in the section SHARE
ARCHIVES.