SHARE
An Electronic Magazine by Omar
Villarreal and Marina Kirac ©
Year
7
Number
172 12th
December 2006
11,578 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,
News? Plenty of news (especially after
such a long time) Comments? Plenty also.
With this new issue of SHARE we
formally enter our 8th year of publication (remember our birthday
was on October 31st!). All this while we have been tinkering with a
new format for SHARE. A difficult task since (a) we don´t want SHARE to lose
its original “flavour” (b) we want SHARE to “look new” (c) we MUST keep it free
as that was the foundational spirit of the magazine (d) we are running into
real trouble with Yahoo over the format issue (you must have noticed an
intruding right column with Yahoo! publicity in the last few issues).
Difficult, very difficult to solve but not impossible. We will keep on
fighting. And you know how obstinate we can be!
The SHARE CONVENTION seems to have
been centuries ago but those almost 500 people that crowded the rooms of Los
Dos Chinos Hotel at the end of October are still quite vivid in our minds and
our eyes. Now let us read what our fairy godmother Elida Messina wrote about
the Convention:
Dear Omar and Marina, Marina and Omar
(so that nobody can feel jealous), and Martin and Sebas, and Share Team,
I can't tell you how many ELT
seminars, conventions, congresses, whatever you call them I have participated
in, organized, and/or attended since I was a student at TTI. Now Share's First
Convention was something else. It was not only an opportunity to get together
with old friends, make new ones, and meet beautiful young boys and girls that
will soon replace us. It was not only a time to acquire new and fresh
knowledge, or polish up some old thoughts or beliefs. Everything had been
planned in great detail, so everything ran smoothly. Everybody knew what
they had to do, where they had to be, even if a lecturer took a little longer
than allowed. And there was joy and peace and love all around. The spirit of
SHAREing prevailed. This first Share Convention marks a before and after that
I'm sure we will all remember and cherish.
Thank you all, once again, for this
unique experience.
With my best wishes for the continued
success of SHARE and all its team members,
Elida
Omar and Marina
______________________________________________________________________
In SHARE 172
1.- The
Exercise of Power through Language
2.- A
Somewhat Incomplete Introduction to Interlanguage
3.- Nueva Ley de
Educación Nacional: Entrevista con el Ministro de
Educación de
4.- II Jornadas Internacionales "
Ingeniería”
5.- Maestría en Traductología de
6.-
Primer Congreso de Formación e Investigación en Lenguas
Extranjeras y
Traducción
8.- 5th
Conference on Applied Drama: A Letter from Celia Zubiri
9.-
XI Jornadas de Enseñanza de Lenguas Extranjeras en Nivel
Superior
10.- Auditions
at The Suburban Players
11.- The Resourceful Teaching Week
12.- Experiencing Meditation
13.- Book
Presentation and Exhibition Drama Class
14.-
Methodology Course at Universidad Villarreal
15.- First Certificate Weblog
16.- A Letter
from Ken Sutherland
17.-
An Announcement from Mario Rinvolucri
------------------------------------------------------------------------
1.- THE EXERCISE OF POWER THROUGH LANGUAGE
Our dear SHARER Magíster Adriana
Podestá has generously sent us this paper to SHARE
with all of us:
THE EXERCISE OF POWER THROUGH
LANGUAGE*
* This is the full version of the
presentation made at the XII Congreso Nacional de Profesores y Estudiantes de
Inglés. July, 2006
Since this paper deals with the
relationship between power and language, first of all, let´s consider what
power is. Power is defined in terms of control, control over actions and
control over minds.Thus, groups have power if they are able to control the acts
and minds of members of other groups. This ability presupposes a power base of
(privileged access to) scarce social resources, such as force, money, status,
fame, knowledge, information, “culture” or indeed various forms of public
discourse and communication.
Different kinds of power may be
distinguished according to the various resources employed to exercise power:
the coercive power of the military or of violent men will be based on force,
the rich will have power because of their money, whereas the more or less
persuasive power of parents, professors, journalists may be based on authority,
knowledge or information.
Power is seldom absolute. Groups may
more or less control other groups in specific situations or social domains.
Moreover, dominated groups may resist, control, condone, comply with or
legitimate such “power” and even find it natural. Indeed, the power of dominant
groups may be integrated in laws, rules, norms, habits and even a quite general
consensus and thus take the form of what Gramsci called hegemony, that is
constructing alliances, and integrating rather than dominating the subordinate
classes through concessions or through ideological means, to win their consent.
Class domination, sexism and racism are examples of hegemony.
Now, let´s consider the role of
language in relation with power.
The constant unity of language and
other social matters ensures that language is entwined in social power in many
ways: language indexes power, expresses power and is involved when there is a
contention over and a challenge to power. Power does not derive from language
but language can be used to challenge power, to subvert it, to alter
distributions of power in the short and long term. Language provides a finely
articulated means for differences in power in social hierarchical structures.
The approach that seems the most
suitable for the study of the relationship between language and power is
Critical Discourse Analysis. C.D.A. takes an interest in the way in which
linguistic forms are used in various expressions and manipulations of power.
Power is signalled not only by grammatical forms within the text, but also by a
person’s control of a social occasion by means of the genre of a text. It is
often exactly within the genres associated with given occasions that power is
exercised or challenged.
C.D.A. focuses on the abuse of power,
on the ways control over discourse is abused to control people´s beliefs and
actions in the interest of dominant groups, and against the best interests or
the will of others. “Abuse” in this case may be (very roughly) characterised as
a norm-violation that hurts others, given some ethical standard, such as rules,
agreements, laws or human rights principles. In other words, dominance may be
briefly defined as the illegitimate exercise of power.
It is one of the tasks of C.D.A. to
spell out these forms of power.
C.D.A. or Critical Linguistics,
started to develop in the 1970s at the
C.D.A. as a network of scholars
emerged in the early 1990s through the support of the
Calling the approach “critical” is a
recognition that our social practice in general and our use of language in
particular are bound up with causes and effects which we may not be at all
aware of under normal conditions. Specifically, connections between the use of
language and the exercise of power are often not clear to people, yet appear on
closer examination to be vitally important to the workings of power. Basically,
“critical” is to be understood as having distance to the data, embedding the
data in the social, taking a political stance explicitly and a focus on self
reflection as scholars doing research.
The theory and the methodology are
eclectic, that is theories and methods are integrated if they are helpful in
understanding and explaining the object under investigation.
Fairclough and Wodak summarize the
main tenets of C.D.A. as follows:
1)
C.D.A. addresses social problems- It aims to investigate social inequality, as
it is expressed, signalled, constituted, legitimized and so on, by language use
(discourse). It is concerned with analysing structural relationships of
dominance, discrimination, power and control as manifested in language.
2)
Discourse is a form of social action- Viewing language as a social practice
implies first, that is is a mode of action, as Linguistic Philosophy and the
study of Pragmatics have recognised (Austin-Levinson). It also implies that
language is a socially and historically mode of action in a dialectical
relationship with other facets of the social. By a dialectical relationship,
Fairclough means that language is socially shaped, but it is also socially
shaping or socially constitutive. C.D.A. explores the tension between these two
sides of language use, the socially shaped and the socially constitutive,
rather than opting one-sidedly for one or the other.
3) Power
relations are discursive- C.D.A. will ask questions about the way specific
discouse structures are deployed in the reproduction of social dominance,
whether they are part of a conversation, a news report or other genres
and contexts.
4)
Discourse does ideological work. It contributes to the reproduction of power
relations. Let’s define “ideology” first. Ideologies are common sense
assumptions that are implied in the conventions according to which we interact
linguistically and of which we are not consciously aware. Ideologies are
closely linked to power because the nature of ideologies depends on power
relations and differences of power which underlie the conventions. And
conventions legitimize power simply through the recurrence of ordinary,
familiar ways of behaving which take those power relations for granted.
Ideologies are closely linked to language because language is the commonest
social practice where we rely most on common sense assumptions. In modern
society, the exercise of power is achieved through ideology and more
particularly, through the ideological workings of language.
5)
Discourses exercise power as they transport knowledge on which the collective
and individual consciousness feeds. The emerging knowledge is the basis of
individual and collective action and the formative action that shapes reality.
As “agents of knowledge” (valid at a certain place, at a certain time)
discourses exercise power. They are themselves a power factor by being apt to
induce behaviour and other discourses. Since people’s minds are influenced by
texts, discourse may at least indirectly control people’s minds, as we know,
from persuasion or manipulation. If people’ s minds are controlled, so are
their actions.
6)
Discourse is historical- Every discourse is historically produced and
interpreted, that is, it is situated in time and space. Therefore, the context
of language use is considered crucial for C.D.A., since context explicitly
includes social, psychological, political and ideological components and
thereby postulates an interdisciplinary procedure. All discourses are
historical and can therefore be understood with reference to their context. In
accordance with this, C.D.A. refers to such extralinguistic factors as culture,
society and ideology. Van Dijk makes a distinction between the global context –
the social, political, cultural and historical structures in which a
communicative event takes place- and the local context –the immediate,
interactional situation in which a communicative event takes place (domain, the
participants, their intentions, goals,knowledge, norms and other beliefs).
7)
Discourse constitutes Society and Culture-. Language use-any text- is
always simultaneously constitutive of a) social identities, b) social relations
and c) systems of knowledge and belief. That is, any text makes its own contribution
to shaping these aspects of society and culture. In particular cases, one of
the three might appear to be more important than the others, but it is a
sensible working assumption that all three are always going on to some degree.
Dicourse is moreover constitutive both in conventional ways which help to
reproduce and maintain existing social identities, relations and systems of
knowledge and belief, and in creative ways which help to transform them.
Whether the conventional or the creative predominates in any given case will
depend upon social circumstances and on the functions of language within them.
8) The
link between discourse and society is mediated –by the social acting subjects.
Subjects connect discourse with reality in the sum of their activities which in
the way they actually take effect, are neither planned by a single individual,
nor a group. These active subjects conduct discursive and non discursive
practices, acting as (co)producers and (co)agents of discourses and changes to
reality. They can do this because as subjects “knitted into” the discourse they
have knowledge at their disposal. The link between discourse and society is
always mediated by the discourse practice, that is by the processes of
production, distribution and consumption.
9) Discourse
Analysis is interpretative and explanatory- Critical theories are aimed at
producing enlightenment and emancipation. Such theories seek not only to
describe, interpret and explain, but also to root out any kind of delusion.
They intend to create awareness in agents of how they are deceived about their
own needs and interests. C.D.A. can systematize awareness and critique of
ideology. From awareness and critique arise possibilities of empowerment and
change. Scholars, therefore, play and advocatory role for groups who suffer
from social discrimination, that is for the dominated groups.
TEXT ANALYSIS- A political speech by
Bush
Global context
The
Local context
Bush is in Washington delivering a
speech, aimed not only at the addressees he mentions but also at his enemies
and at the whole world, since he knows that his speech will become part
of the media discourses. Indeed, it has been through the New York Times
that we have come in contact with this speech.
Lay-out
As we can see, the headline and the
subheadline have been written by a journalist. In the headline, Bush’s words
have been quoted: “A dark and painful era is over” in
Connecting the headline to the
subheadline, we can derive this interpretation: now that Saddam has been
captured, a dark and painful era is over in
Considering the addressees, we can
divide the text into three parts.
In the first part, Bush talks to the
nation. He announces the capture of Saddam Hussein, gives information about it
and highlights the benefits this event will bring to the Iraqi people.This part
is mainly informative- notice the use of the third person. The speaker is being
objective. He uses the Past Tense to describe how the operation was carried
out. In this part of the text, there are two indirect recipients: his enemies,
the Baathist holdouts (Saddam’s secret police) and the Iraqi people to whom he
talks in the third person. The speech acts are a threat aimed at his enemies
and a promise aimed at the Iraqis. In these speech acts, he uses the Future
Tense, expressing determination.
In the second part, he addresses the
Iraqis and talks to them in the second person. Again, he promises them a better
life. He uses the third person when he says All Iraqis who take the side of
freedom, (metaphor: All Iraqis who are with us) have taken the winning
side. First, he is restrictive: only the Iraqis who are with him, who support
his actions, will receive the benefits of Saddam’s capture.Then he makes the
opportunity for a better life extensive to every Iraqi citizen ... All Iraqis
can now come together and reject violence... In this way, the speaker seems to
be showing consideration for all Iraqi citizens, he sounds democratic. He makes
a sort of proclamation when he says “In the history of
At the end of this part, he thanks and
congratulates the American armed forces (our men and women now serving in
In the third part, he addresses all
the Americans. He uses the inclusive we (I and you), the Americans, identifying
himself with the Americans. He announces that the war will go on, this time,
against terrorism, since violence has not ended in Irak : “such men” (the
terrorists) are a direct threat to the American people and Bush promises that
they will be defeated. But this message contains an implicit message to the
American forces fighting in
In this way, he justifies his
decision. They are fighting for a good cause. This is a just war, a war for
self defense. And when he later says “The
Macrostructures
The capture or Saddam Hussein and the
war against terrorism.
Argumentation strategies
According to G. Lakoff, who has
studied the role of metaphors in Bush’ s speeches, the idea of a just war is
presented by the nation as person metaphor and by two narratives that have the
structure of classical fairy tales. In our speech, the two narratives are
: the rescue story and the self-defense story. In both of them there is a
Hero (Bush), a victim (the Iraqi people), a criminal (Saddam and the
terrorists) and a crime (Saddam bullied and killed innocent people and the
terrorists are doing the same). In the story for self defence, the hero
and the victim are the same.Through these stories, Bush justifies his acts. He
has acted in the name of justice to rescue the Iraqi people from Saddam, and he
will act in the name of justice to bring security home.
And this is a strategy of
argumentation. He needs to justify the presence of the American troops in Iraq
.
The argument he develops is the fight
for freedom: if there is freedom, there is security. He has fought for the
freedom of the Iraqi people and now he will fight for the freedom of America so
as to bring security home. Considering the vocabulary, we can see that the key
word in this speech is freedom or liberty.
Within argumentation theory, “topoi”
or “loci” can be described as parts of argumentation which belong to the
obligatory, either explicit or inferable premises. They are content-related
warrants or “conclusion rules” which connect the argument or arguments with the
conclusion, the claim. As such, they justify the transition from the argument
or arguments to the conclusion. In this text, the topos alluded to is that of
danger or threat, which can be paraphrased in the following conditional: if
there are specific dangers or threats, one should do something against them. In
Bush’s terms we can say “As Saddam represented a threat to the Iraqi people, we
captured him. As terrorists in the heart of the Middle East (metaphor: Iraq-
reference to the Middle East-other terrorists- connotation- it will be a very
long war) represent a threat to the U.S. of America, we will eliminate them. We
are fighting for security at home”. In a previous speech Bush said “We must
extend freedom elsewhere to make sure we have security at home”. Here we have
an intertextual relationship between this speech and the previous one. And we
can see that they present the same idea, which corresponds to Bush’s ideology:
he will fight against terrorism to provide security at home.
But before Bush gave the military the
order to go on fighting, he praised and congratulated them. This was another
strategy to win the support of the armed forces. (First the praise and then the
order).
Us and Them
Another discourse strategy is that of
positive self representation and negative other representation (Us and Them).
There are two groups in conflict.
Us :Bush, the American forces and the
coalition allies:
They stand as the protectors of the
Iraqi people- They have fought for their freedom, for their opportunity for a
better life, for the sovereignty of Iraq , they have brought peace to
Iraq , they have given their lives for the Iraqi people. They have put an end
to the corrupt regime of Saddam Hussein. They have to protect home from
terrorists. They believe in the success of liberty.
The U.S. military forces conducted a
raid without casualties, the operations were carried out with skill and
precision by a brave fighting force, they showed courage to face the dangers
and their work continues.
Them: Saddam Hussein- the Baathist
holdouts- the terrorists
Saddam and his followers were
responsible for torturing innocent people in the torture chambers. Saddam
established a corrupt regime. His men bullied and killed innocent people. The
terrorists reject peace, cherish violence. They kill the innocent, do not
accept the rise of liberty and worst of all, they are a direct threat to the
American people. They are the evil-doers.
Genre
This text is a political speech,
because its author is a political leader: the President of the U.S.A. and he
holds a position of power. His speech is a discourse of power based on force,
because Bush occupied Iraq by force but it is also a discourse of power based
on persuasion considering the arguments he develops to justify his actions
before all the Americans and the whole world. The praise before the order is a
persuasion strategy. By praising the American soldiers, he has created the
necessary conditions for the order to be accepted. Besides, he has appealed to
the soldiers’ patriotism: they have to defend home. And this is a just cause to
fight for.
The Speech Acts show that he is in a
position of power: he informs, he promises, he threats, he congratulates, he
thanks and he takes decisions-he orders- and justifies them.The use of pronouns
shows how he talks to the different recipients: in a direct or indirect way.
Mood and modality
The text presents a succession of
declarative sentences which give the impression that the propositions are factual
and objective.
The modality of the statements is
categorical and authoritative. The speaker does not express possibility or
probability; he expresses certainty. The Future Tense used for the promises and
the threat sounds like an Imperative: The former dictator of Iraq will face the
justice he denied to millions, There will be no return to the corrupt power and
privilege, You will not have to fear the rule of Saddam Hussein again,
They (the terrorists) will be defeated, America will not relent until the war
is won.
The implicit meanings and the unsaid
Any text is a combination of explicit
meanings- what is actually said- and implicit meanings- what is left unsaid but
taken as given, presupposed. A text’s presuppositions are important in the way in
which the text positions its readers/viewers or listeners: how a text positions
them is very much a matter of the common sense assumptions it attributes to
them. Presuppositions help establish represented realities as convincing.
Presuppositions:
•
The Iraqi people wish to live as free men and women– They were not free.
•
torture chambers and secret police are gone forever- There were torture
chambers...
•
You will not have to fear the rule of Saddam Hussein ever again - They feared the
rule of Saddam Hussein.
•
A dark and painful era is over– There was a dark and painful era.
The absences from the text are
significant.
Bush does not say anything about the
weapons of mass destruction. Didn’t he say that he invaded Iraq in search
of those weapons?
Further questions that arise and find
no answer in the text are:
Did the Iraqi people ask him for his
help to enjoy freedom in Irak? How do they feel about having a foreign
occupation in their country? And what about the American soldiers?, how do they
feel about fighting in a country which is not theirs?
Evaluation of Bush’ s speech
Now that three years have passed since
the invasion, the promises to the Iraqi people have not been carried out.
In his speech, Bush says that Iraq
represents a threat to the United States of America . Perhaps it does now, but
it did not at the moment of the invasion. There has been no evidence about it.
Peter Bergen, an expert in terrorism,
expressed in the Boston Globe “The President is right when he says that Iraq
has become the central front against terrorism, but it is a front we have
created”.
Let’s consider now the reasons Bush
gave for invading Iraq . First, he said that there were weapons of mass
destruction in Iraq , so he invaded Iraq . He did not find those weapons but he
stayed on in Iraq to protect the Iraqi people from Saddam Hussein. He captured
Saddam, but he stayed on. This time, to fight against the terrorists who
represent a threat to the U.S.
As we can see, he has changed the reasons
accordingto the circumstances.
The central question that arises is:
what are Bush’s real reasons?
They have been stated by George
Lakoff:
To control the flow of oil from the
world’s second largest known reserve, and to be in a position to control the
flow of oil from Central Asia as well. These would guarantee energy domination
over a significant part of the world. The US could control oil sales around the
world. And in the absence of alternative fuel development, whoever controls the
distribution throughout the world, controls politics as well as economics.
Taking a position
As a critical analyst, I feel at the
side of the Iraqi people who are living in a
country beset by war and by what war
implies: death, torture, kidnappings. I also sympathise with the American
soldiers fighting in Iraq . Poll results have shown that they are not willing
to go and fight in Iraq . Those recruited are the ones who do not have access
to education or a good job and who consider the recruitment as a job.
Conclusion
There is no doubt that it is a
discourse of power, of power imposed by force and the linguistic resources have
shown that it is.
We have referred to the pronouns, the
speech acts, the implicit meanings and the unsaid, tense, syntax, mood and
modality, to the strategies of argumentation and we have considered the
context, both the global and local context.
The speech is not a proclamation for
peace and freedom (as Bush tells the Iraqi people). It is a prescription for
more war and more hate.
War is never just another means that
one can choose to employ for settling differences between nations, Pope John
Paul II stated in his address to the diplomatic corps at the Vatican on
January 13th , 2003.
Bibliography
•
Fairclough, Norman (1995) Critical Discourse Analysis, Longman, Harlow ,
England .
•
Fairclcough, Norman ( 1995) Media Discourse, Arnold , London .
•
Wodak, Ruth and Michael Meyer (2001) Methods of Critical Discourse Analysis,
Sage Publications, London
•
Van Dijk, Teun, Critical Discourse Analysis, second draft, January 1998,
University of Amsterdam .
•
Lakoff, George and Johnson, Mark (1980) Metaphors we live by , the University
of Chicago , U.S.A.
•
Lakoff, George (March 18th, 2003) Metaphor and War, Again http://www.alternet.org/story/15414
XII National Congress of Teachers and
Students of English
The Exercise of Power through Language
by Adriana Podestá
Abstract
This presentation will explore the
relationship between language and power within the theoretical framework of
Critical Discourse Analysis. C.D.A. focuses on the way control over discourse
is abused to manipulate people’s beliefs and to induce actions in the interest
of dominant groups. The tenets of C.D.A.and its goals will be dealt with.
As an example of theory in action, a
political discourse –a speech by President Bush- will be analysed. The analysis
will show how specific linguistic resources and argumentation strategies have
been used in the expression and manipulation of power.
Biodata
Adriana
Podestá was born in San Nicolás, Bs.As.
She
is Profesora de Castellano, Literatura e Inglés, graduated from Escuela Normal Superior
del Profesorado de San Nicolás, and Magister en Enseñanza de
She has done a good number of courses
in English Language and Literature, both at home and abroad.
She has contributed articles to the
API bulletin (San Nicolás), Revista Espacio 127 (San Nicolás), APrIR Journal
(Rosario), Stones Harbour (Villa Constitución) and Share electronic magazine.
She is a lecturer on English
Language (CUFBA), Written Language III (Profesorado de Inglés) and
Lingüística y Gramática II (Profesorado de Lengua Castellana) at I.S.F.D. Nº
127 de San Nicolás. She also teaches at E.G.B. and Polimodal.
In Bush's Words: 'A Dark and Painful
Era Is Over' in Iraq
WASHINGTON, Dec. 14 - Following is a
transcript of President Bush's address to the nation about the capture of
Saddam Hussein, as recorded by The New York Times:
Good afternoon. Yesterday, Dec. 13, at
around 8:30-p.m. Baghdad time, United States military forces captured Saddam
Hussein alive. He was found near a farmhouse outside the city of Tikrit in a
swift raid conducted without casualties. And now the former dictator of Iraq
will face the justice he denied to millions.
The capture of this man was crucial to
the rise of a free Iraq . It marks the end of the road for him and for all who
bullied and killed in his name.
For the Baathist holdouts largely
responsible for the current violence, there will be no return to the corrupt
power and privilege they once held. For the vast majority of Iraqi citizens who
wish to live as free men and women, this event brings further assurance that
the torture chambers and the secret police are gone forever.
And this afternoon I have a message
for the Iraqi people:
You will not have to fear the rule of
Saddam Hussein ever again. All Iraqis who take the side of freedom have taken
the winning side. The goals of our coalition are the same as your goals:
sovereignty for your country, dignity for your great culture, and for every
Iraqi citizen, the opportunity for a better life.
In the history of Iraq a dark and
painful era is over. A hopeful day has arrived. All Iraqis can now come
together and reject violence and build a new Iraq .
The success of yesterday's mission is
a tribute to our men and women now serving in Iraq . The operation was based on
the superb work of intelligence analysts who found the dictator's footprints in
a vast country. The operation was carried out with skill and precision by a
brave fighting force.
Our servicemen and women and our
coalition allies have faced many dangers in the hunt for members of the fallen
regime. And in their effort to bring hope and freedom to the Iraqi people their
work continues ¬and so do the risks.
Today, on behalf of the nation, I
thank the members of our armed forces and I congratulate them.
I also have a message for all
Americans:
The capture of Saddam Hussein does not
mean the end of violence in Iraq . We still face terrorists who would rather go
on killing the innocent than accept the rise of liberty in the heart of the
Middle East . Such men are a direct threat to the American people, and they
will be defeated.
We've come to this moment through
patience and resolve and focused action. And that is our strategy: moving
forward. The war on terror is a different kind of war, waged capture by
capture, cell by cell and victory by victory. Our security is assured by our
perseverance and by our sheer belief in the success of liberty. And the United
States of America will not relent until this war is won.
May God bless the people of Iraq , and
may God bless America .
Thank you.
http://www.nytimes.com/2003/12/15/politics/15PTEX.htmI?pagewanted=print&position= 15/12/03
------------------------------------------------------------------------
2.- A SOMEWHAT
INCOMPLETE INTRODUCTION TO INTERLANGUAGE
Our dear SHARER has
sent us this article which we SHARE with all of
you:
A Somewhat Incomplete
Introduction to...
INTERLANGUAGE
Short
historical preview
Prior to the introduction
of interlanguage, linguists attempted, through contrastive analysis between
native languages and target languages, to predict and describe learners' errors
in terms of interference (Lado, 1961) - the projection or
transfer of habits of the first language onto that of the foreign language to
be learned. However, whereas language transfer could account for some errors
(especially at the phonological level), it was noticed that a great many errors
did not bear a resemblance to either the native language or to the foreign
language being learned.
Selinker's interlanguage
hypothesis
Interlanguage
defined
Selinker (1972), amongst
others, postulated the existence of a system somewhere between the native language
and the language to be learned. This system he termed 'interlanguage', defining
it as a 'separate linguistic system based on observable output which results
from a learner's attempted production of a target language norm,' where the
target language is defined as 'one norm of one dialect.' This interlanguage
system relies upon access to the latent language structure
postulated by Lenneberg (1967) - a device already pre-wired in the brain as a
counterpart to universal grammar, transformed into a 'realized' structure of a
particular grammar coinciding with maturational stages from infancy to
adulthood.
However, Selinker also
postulates (1975, Selinker et al., 1988) that in addition to this there exists
a separate latent psychological structure accessed for the
learning of a second language in adults and also in children. This device is
also pre-wired but has no genetic time table, no necessary connection with
universal grammar, and no guarantee of activation or 'realization' into
particular grammar structures of the second language.
This device is considered
independent, but possible overlapping may occur between this structure and
other learning areas of the brain. The five percent of second language learners
who achieve mastery of the L2, according to Selinker, have access to the
'latent language structure' of Lenneberg (1967), whereas the remaining 95
percent of learners rely on access to the 'latent psychological structure,'
never quite achieving complete mastery of the L2.
Some factors
affecting the Interlanguage system
Selinker (1972) lists five
factors which directly affect the output of the interlanguage system:
By viewing the shape of
utterances originating in the interlanguage, as affected by the above
categories, we can better see, according to Selinker, the nature of the
psychology of second language learning.
Selinker, in his theory of
an interlanguage, also postulates the concept of 'fossilization,' wherein
particular 'linguistic items, rules, and subsystems' that a L2 learner will
'tend to keep in their IL relative to a particular TL no matter what the age of
the learner or amount of explanation and instruction s/he receives in the TL.'
These may be items the learner never has completely mastered, or they can be
items which the learner has seemed to master but cannot consistently reproduce,
especially under conditions of anxiety, excitement, or extreme relaxation. It
is important, Selinker notes, to realize that these 'backsliding' events are
not random or towards the NL of a speaker, but are instead towards an
interlanguage norm. Combinations of fossilized items are termed 'IL competences,'
and fossilizations of these IL competences could lend themselves to the
production of new dialects.
other perspectives on
interlanguage
Other theories of the
nature of interlanguage have been proposed in addition to - and in contrast to
- that of Selinker (1972). Here are just a few:
Corder (1981)
Corder, like Selinker,
believes that learners' errors are systematic, regular, and consistent. Because
of this system of errors, he postulates that the interlanguage system is based
on knowledge or "competence" - a well-defined 'personal grammar' of
the L2 learner. Through this system, the learner is 'creating an account of
structural properties of the TL, about its grammar, on the basis of his
interaction with the data he is exposed to'. Corrections to this system can
occur on an unconscious acquisition level or through self-correction.
Corder, however, indicates
the importance of including an analysis of development within the interlanguage
system. He notes that as interlanguages develop (especially in unstructured
learning situations), they bear resemblance to each other with variability
ascribed to the particular learning situation or personality of the learner.
Just as Burt and Dulay (1974 ) have found a natural order in morpheme
acquisition, a general sequence of interlanguage syntax is also recognized,
which, Corder states, implies that there is a property of the human mind which
determines the way the learners process the data of the language to which they
are exposed. He makes three
important generalizations concerning this natural order:
The idea that a universal
grammar is responsible for a natural order in morpheme acquisition among both
adult and child learners' of L1's and L2's raises interesting questions
concerning the nature of the latent language structure of Lenneberg (1967) and
the psychological language structure postulated by Selinker (1972). Selinker's
model (1972) is incompatible with the notion of a natural order of morpheme
acquisition in that it allows only a small five percent of adults to access the
latent device responsible for these orders. It is unclear from the original
paper whether the psychological language structure may contain devices bearing
resemblance to those in the latent language structure that may account for
natural order sequences in acquisition. For an interesting defense of the
separation of universal grammar from interlanguage, see Chapter 31 (by L.
Selinker) in Interlanguage (Davies et al., 1984).
In accordance with the
above discussion, Corder appears to view interlanguage as a developmental
process of transitional competence rather than a
process of restructuring or reorganizing. One note he offers to those who teach
L2 learners is to arrange their teaching methods and curriculum to fit
restrictions that these natural orders might impose. For example, teachers
should shift from grammar lessons and drills to a more communicative approach
to the TL and should incorporate more learner-centered, group-learning, and
discovery approaches into their lessons.
James, C. (from Corder,
1981) - Interlingua
Believes that the learner's
language will show systematic features of the target language and of other
languages s/he may know but mostly the NL. Emphasized one dimension of
variability in interlanguages.
Nemser, W. (1971) -
Approximative system
Emphasizes goal-directed development
of the language learner towards the TL.
For other interesting
advances in the study of interlanguage (Composite Matrix Language), search
under Carol Myers-Scotton (USC-Columbia) and Janice L. Jake ( Midlands
Technical College ).
References
Corder, S. P. (1981) Error
Analysis and Interlanguage, Oxford : Oxford University Press.
Davies, A. et al. (1984) Interlanguage,
Edinburgh : Edinburgh University Press.
Dulay, H.C. and Burt, M.K.
(1974) Natural sequences in child second language acquisition, Language
Learning 24, 37-53. Reprinted in Hatch, E.M. (ed.) (1978).
Lado,R. (1961) Linguistics
Across Cultures. Ann Arbor : University of Michigan Press.
Lenneberg, Eric H. (1967) Biological
Foundations of Language. John Wiley and Sons Inc.
Nemser, W. (1971)
Approximate systems of foreign language learners, IRAL 9.2, 115- 23.
Selinker, L. (1972)
Interlanguage, IRAL 10.3, 209-31.
Selinker, L. (1988) Papers
in interlanguage. Occasional Papers No.44, Southeast Asian Ministers of
Education Organization ( Singapore ): Regional Language Centre. ED321549.
Selinker, L., Swain, M.
and Dumas, G. (1975) The interlanguage hypothesis extended to children, Language
Learning 25, 139-52.
------------------------------------------------------------------------
3.- NUEVA LEY DE EDUCACIÓN NACIONAL: ENTREVISTA CON EL
MINISTRO DE
EDUCACIÓN DE
Entrevista con el ministro de Educación, Daniel Filmus
¿Que va a cambiar en la escuela con la nueva ley?
Lo más inmediato es tender a ordenar y unificar la estructura del
sistema, con la recuperación de la primaria y la secundaria. Las provincias,
que a su interior quedaron con varios modelos diferentes, deberán organizar una
primaria de 7 años y una secundaria de 5, o dividirla en 6 y 6. Entre otros
muchos cambios, la carrera docente tendrá una duración de 4 años y se incorporará
la residencia como parte del plan de estudios.
¿Qué garantías existen, en un país que no se distingue por cumplir
leyes, de que esta vez funcionará?
Es la pregunta que hay que hacerse. Hay tres condiciones para que
se cumpla. Que haya recursos: hemos ido creciendo del
¿Están listos los docentes para brindar una mejor educación?
No, no estoy conforme con su formación actual. Por eso creamos el
Instituto Nacional de Formación Docente. No toda la formación docente es de
mala calidad. Está fragmentada en 1.300 institutos de formación docente y en
las universidades, con una desigualdad pavorosa. Un mecanismo nacional apunta a
aplicar parámetros para homologar. Docentes peor formados a su vez generan más
desigualdad entre sus alumnos.
¿Cuáles son los flancos más débiles de los docentes: dificultades
en saber enseñar, el conocimiento de sus disciplinas?
Por un lado, disciplinares, de actualización. Y también en
aspectos didácticos. En tercer lugar el desconocimiento de las poblaciones con
las que van a ir a trabajar, los sectores urbanos marginales. Si queremos
incorporarlos hay que elaborar estrategias particulares para no expulsarlos.
¿La residencia docente será condición para recibir el título?
Sí, será parte de la etapa de estudio, una práctica por las
escuelas por donde van a empezar a trabajar que en general son las que están en
situación más crítica. Los estudios demuestran que allí van los más jóvenes y
menos preparados. Y es allí donde necesitamos que se queden los mejores para
enfrentar las transformaciones socioeconómicas que
La secundaria es uno de los puntos más críticos del sistema, con
una altísima deserción del 50%, pobres aprendizajes. ¿Cuándo se vería una
mejora?
Algunos beneficios serán inmediatos. La tendencia es que los
profesores condensen sus horas en una escuela, que haya tutores y coordinadores
de cursos, actividades extraescolares, talleres vocacionales. Es el único de
los niveles que plantea la modificación de su modelo pedagógico. Todo
acompañado con inversión que garantice las vacantes, construcción de escuelas. Es
clave la definición de los contenidos.
Los contenidos existen desde los 90 y muchos docentes no podían
enseñarlos.
Estoy de acuerdo. Por eso es fundamental que los cambios mejoren
las condiciones de trabajo docente y de enseñanza.
Los obispos exigieron que los alumnos puedan conocer a Dios en la
escuela ¿Qué opina?
El Consejo de Educación Católica (CONSUDEC) participó del debate y
dio su apoyo global a la ley. La ley no permite la educación religiosa en las
escuelas públicas pero contempla una educación integral. No acordamos con este
pedido. El Estado garantiza a los padres de menores recursos brindar a sus
hijos una formación religiosa con los aportes a la privada.
Uno de los fracasos de
Es cierto que en algunos lugares creció mucho la matrícula, que
por primera vez algunos sectores llegaron a la escuela media. Esto influyó en
la caída de la calidad pero fue central el deterioro de las condiciones de
trabajo docente, su resistencia a aplicar cambios, la improvisación en la
aplicación. La calidad es muy desigual: entre jurisdicciones hay diferencias de
hasta el 50%, y hasta del 30 o 40% dentro de una provincia. El desafío es cómo
generar condiciones para que el Estado brinde igualdad de condiciones.
¿Me aconsejaría que un hijo mío vaya a la escuela pública?
La opción no debiera ser la calidad. No puede ser que no podamos
tener un país sin pobreza y buena educación. No es imaginable eternamente una
educación pública de menor calidad que la privada.
¿Todavía sostiene que Educación no intervino en la crisis de
El Ministerio no intervino en particular en cuestiones internas. Hubo
actores vinculados que se reunieron, pero no este ministro ni sus secretarios.
Además de ministro es profesor titular de
Me siento como el conjunto de la sociedad. Accedí al cargo por
concurso dos veces. Y de acuerdo a los estatutos no puedo votar en la elección
de los representantes para los órganos de gobierno porque soy docente del Ciclo
Básico. Por ser docente del CBC no soy menos profesor. Muchos actores de la sociedad,
que con sus recursos sostienen
¿Cómo ve la posibilidad de que
No voy a opinar más que eso.
© Clarín
(10/12/06)
------------------------------------------------------------------------
4.- II JORNADAS INTERNACIONALES “
Our dear SHARER Fabiana
Vega writes to us:
II Jornadas Internacionales "
Ingeniería"
Cuando: Viernes 15 y Sábado 16 de
Diciembre 2006
Organiza: Departamento de Idiomas - Facultad de
Ingeniería UBA
Lugar: Paseo Colón 850 -
Buenos Aires - Argentina
Más información e inscripción on line en: eici2@fi.uba.ar
http://www.fi.uba.ar/dep_doc/78/index_jornadas.html
Los objetivos de las Jornadas se centran en promover la reflexión,
el debate y el intercambio de los diferentes puntos de vista en relación a la
enseñanza del inglés en las carreras de Ingeniería.
El encuentro contará con conferencias plenarias a cargo de
reconocidos especialistas, comisiones de exposición y discusión de ponencias,
exposición de "posters" sobre trabajos referentes a las temáticas
señaladas y proyectos de investigación que actualmente se llevan a cabo
en diversas universidades latinoamericanas en el ámbito de las distintas áreas
temáticas.
"Las políticas universitarias con respecto al idioma
inglés"; "Metodologías y estrategias de enseñanza" y "La
enseñanza del inglés y las tecnologías de Información y Comunicación (TIC).
Entre los expositores internacionales y argentinos destacan el Dr.
Murial Zimmerman, University of California, Santa Barbara (UCSB) and at the
Massachusetts Institute of Technology (MIT); Luke Maki , President of the
Institute of Electrical and Electronics Engineers (IEEE), Professional
Communication Society (PCS); María Susana González, Licenciada en Letras de
Deseamos contar con su presencia y agradecemos haga extensiva esta
invitación a sus colegas.
Fabiana Vega
Departamento de Idiomas
Facultad de Ingeniería - UBA
Tel: 4343-0891 int. 120
-----------------------------------------------------------
5.- MAESTRÍA EN TRADUCTOLOGÍA DE
Maestría en Traductología
Apertura de Inscripciones para el Dictado de la 3º Cohorte
2007-2008
Destinatarios: egresados universitarios y terciarios de carreras
de traductorado, profesorado y licenciatura en lenguas extranjeras
Modalidad: presencial (10 cursos de 40 horas y 8 talleres de 20
horas a distribuirse en dos años)
Costo de la carrera: $4080 (24 cuotas de $170)
Más información:
Puede solicitar más datos sobre la carrera en
Horarios de atención: Mar. de 09:30 a 12:30 hs., Miér de
E-mail: traductologia@fl.unc.edu.ar
------------------------------------------------------------
6.- PRIMER
CONGRESO DE FORMACIÓN E INVESTIGACIÓN EN LENGUAS
EXTRANJERAS Y TRADUCCIÓN
Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón
Fernandez” announces:
Primer Congreso FORMACIÓN E INVESTIGACIÓN EN LENGUAS EXTRANJERAS Y
TRADUCCIÓN
Mayo 2007: Jueves 24, viernes 25, sábado 26
Mesa redonda de apertura: miércoles 23 de mayo, 19 hs.
Ante los numerosos pedidos recibidos, hemos decidido extender por
única vez la fecha de entrega de trabajos –ponencias en su versión integral de
1500 palabras y síntesis de pósteres- hasta el 14 de febrero de 2007. Durante
febrero y marzo la comisión de lectura evaluará los trabajos y en abril los
ponentes recibirán la información relativa a la aceptación de sus
presentaciones. Si hasta el 28 de febrero no hubieran recibido el aviso de
recepción de su trabajo, les agradeceremos se contacten nuevamente con
nosotros.
Los expositores estudiantes podrán entregar sus trabajos hasta el
30 de marzo de 2007; quienes opten por esta fecha deberán, de todos modos,
haber presentado una versión preliminar al 14 de febrero de 2007.
Dado que nos proponemos contar con los trabajos editados al inicio
del congreso, no habrá posibilidad de nueva prórroga. Agradeceremos el respeto
de los plazos anunciados.
Normas para el
envío de trabajos
Los trabajos –ponencias y síntesis de pósteres- deberán entregarse
en copia impresa acompañada de disquette y enviarse por correo electrónico en
formato RTF.
La copia impresa y el
disquette, rotulado con el nombre del/los autor/es y el título del trabajo,
podrán 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
La copia en formato RTF
deberá dirigirse a congresolenguasvivas2007@yahoo.com.ar. Para
facilitar la recepción de su envío, les recordamos que el documento adjunto
deberá identificarse únicamente con el apellido del/los autor/es y no con el
nombre del congreso.
Ejes temáticos
1. La construcción del lugar
social de los profesores en lenguas extranjeras y segundas y de los traductores
en las carreras de formación.
2. El vínculo teoría-práctica
en las carreras de profesorado en lenguas extranjeras y segundas y de
traductorado.
3. La investigación en el
campo de la didáctica de lenguas extranjeras y segundas y de la traducción.
4. La enseñanza de lenguas
extranjeras y segundas en contextos formales (niveles primario y medio) y no
formales (extensión).
5. 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.
Pósteres
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 ponencias y pósteres.
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.
- Para la aceptación de los
trabajos los expositores deberán haber completado el trámite de inscripción.
PonenciasØ
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.
Pósteres
Para la participación en la
sesión de pósteres, se presentará una síntesis que será evaluada por la comisión
de lectura.
La sesión de pósteres 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 póster se presentará en un
panel de 1.00 x
Para facilitar la confección
del póster 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
Los alumnos podrán presentar
ponencias o pósteres de acuerdo con las pautas anunciadas en los respectivos
apartados. Para identificar sus trabajos, además del nombre del/los autor/es,
dirección electrónica e institución de pertenencia, se les solicita identificar
materia, carrera y docente a cargo de la cátedra.
Inscripción
Aranceles: Estudiantes
expositores y participantes. Los estudiantes deberán exhibir libreta de
estudiante en el momento de la inscripción.
Hasta el 14/02/07 $10
Desde el 15/02/07 $15
Más informes: Carlos Pellegrini 1515 - Tel.: 0054 (0)11
4322-3992/3996/3998, int. 120 ó 101
congresolenguasvivas2007@yahoo.com.ar
El llenado de la ficha de inscripción (ver debajo), es
imprescindible para todos los participantes, tanto expositores como asistentes.
Para completar el trámite de
inscripción, los interesados deben dirigirse a:
Asociación Cooperadora del I.
E. S. en Lenguas Vivas J. R. Fernández
Carlos Pellegrini 1515,
oficina nº 1
Horario de atención: Lunes a
viernes de
* Personalmente, la
inscripción podrá formalizarse en efectivo, con las tarjetas de débito Maestro
y Visa Electron o las tarjetas de crédito Visa, Mastercard y American Express.
* Para las opciones depósito
o transferencia en cuenta bancaria, deberán tenerse en cuenta los siguientes
datos:
Titular: Asociación
Cooperadora del I. E. S. en Lenguas Vivas J. R. Fernández
CUIT: 30-54200821-7
Cuenta Nº: 185-0 018-8
Banco: Galicia, sucursal
Arroyo
CBU: 0070018420000000185080
Atención: En este caso, resulta
imprescindible para la acreditación al congreso enviar una copia del
comprobante del depósito o la transferencia, sin olvidar incluir nombre,
apellido y documento de identidad del emisor. La copia puede enviarse por fax a
(011) 4322–3992/3996/3998, interno 113, o adjuntarse, escaneada, en un mensaje
de correo electrónico dirigido a congresolenguasvivas2007@yahoo.com.ar
Hasta el 14/02/07 Desde el
15/02/07
Docentes, traductores e
investigadores expositores y participantes $80 $100
Estudiantes expositores y
participantes (*) $10 $15
(*) Deberán exhibir libreta
de estudiante en el momento de la inscripción.
FICHA DE INSCRIPCIÓN
Recordamos que todos los
participantes, presenten o no trabajo, deberán completar esta ficha.
Apellido/s:
Nombre/s:
Tipo y número de documento:
Domicilio: CPA
Teléfono (indicar código de
área):
Correo electrónico:
Institución a la que
pertenece:
Docente Traductor
Investigador Estudiante
Participa en calidad de:
Expositor Asistente
Título del trabajo:
Ponencia Póster Individual
Grupal
Apellido y nombre del/los
coautor/es: 1)
2)
Eje temático (para marcar el
número correspondiente, remitirse a segunda circular) 1 2 3 4 5
¿Requiere material
audiovisual-multimedia? Sí No Indique tipo(*)
(*)Atención: Por motivos de
organización, podrán considerarse únicamente los pedidos de material
audiovisual y multimedia presentados hasta el 14 de febrero de 2007.
Modalidad de inscripción:
Efectivo Tarjeta de débito
Tarjeta de crédito Depósito Transferencia
--------------------------------------------------------------------------------------------------
Our dear SHARER Mercedes
Oliveri invites us all to these free workshops:
TEACHING GRAMMAR
CREATIVELY
Most of us teachers tend
to think of grammar as something important for our students to learn but
not necessarily fun to teach. Grammar tends to be associated with rules that
put constraints on the creativity of speakers. Fortunately, this does not have
to be so, and in this workshop we will explore ways to present grammar to our
students so that it is pleasurable, enjoyable and even a source of delight. We
will analyze activities that are engaging, motivating and exciting.
Friday 15th December ,
17.30 – 20.00
SBS Palermo – Av. Coronel
Díaz 1747 – Capital
MULTIPLE INTELLIGENCES IN
EFL
In this introductory
workshop we will examine the theory behind Multiple Intelligences and its
application in the English as a Foreign Language classroom. Through a variety
of exercises we will discover how it is possible to enlarge our repertoire of
resources to make our lessons more motivating and appealing to our students.
This workshop is based on
the work of Herbert Puchta and Mario Rinvolucri, world famous, talented and
acclaimed authors of materials for a wide range of students at different
levels.
Friday 15th December,
10.00 – 12.30
Liceo Cultural Británico –
Av.Pueyrredón 1388 - Capital
Both workshops conducted
by Oriel Villagarcía
Graduate from the Univ.
Nacional de Tucumán. Post graduate studies at the
University of Texas , M.A.
from the University of Lancaster . British Council
and Fulbright Scholar.
Master Practitioner in NLP, Certificate of Completion,
NLP University,
California. Certified Administrator of the MBTI, Florida . Former
Lecturer at the Universidad Católica de Salta, Universidad
Nacional de Rio Cuarto, and Universidad Nacional de Santiago del Estero.
Admission is free but
registration essential. Register by sending an email to helblinglanguages@fibertel.com.ar Be sure to include
your full name, home address and phone number.
Vacancies are limited.
Please register if and only you are sure to come.
Certificates of attendance
will be issued.
There will be a HELBLING
raffle of new materials
------------------------------------------------------------------------
8.- 5th CONFERENCE ON
APPLIED DRAMA: A LETTER FROM CELIA ZUBIRI
Dear Omar and Marina,
I want to share with you
and the dear sharers the latest news about our 5th Annual Conference
on Applied Drama that will take place in February 22, 23 and 24, 2007, at
Teatro Santamaría, Montevideo 842, Ciudad de Buenos Aires. This will be a
wonderful opportunity to participate in workshops that focus on strategies that
will help you teach in, through and about drama. You will be able to complement
your curriculum, using drama as a tool to explore themes, issues and to develop
dramatic skills. I can ensure you that there will be workshops that fit
your needs of personal and professional growth.
All speakers appointed
have already confirmed their presence: Enrique Federman, Associate Director of
Sweet Charity, will delight you with his “Técnicas de humor”, Laura Szmuch will
introduce you to “Managing your Inner States”, Simon Freestone, an Australian
actor, will teach you use scenarios of the more serious plays and twist them
around to find the humour through his workshop “Fun with Shakespearean
English”, among others.
I invite coordinators,
teachers and teachers-to-be to visit our website www.thebsasplayers.com
for conference updates and information. We will also offer some amazing prizes
in the big raffle such as a two-week course and lodging in Brighton or
Malta , and two nights in London or Rome . If you win, you choose the place.
I am looking forward to
your participation as I am sure that you will enjoy an exciting and engaging
conference.
Warm regards,
Celia Zubiri
Managing Director
Buenos Aires Players
-----------------------------------------------------------------------
9.-
XI JORNADAS DE ENSEÑANZA DE LENGUAS EXTRANJERAS EN NIVEL
SUPERIOR
XI Jornadas de Enseñanza de Lenguas Extranjeras en el Nivel
Superior
Los textos y sus contextos
Primera Circular
Facultad de Humanidades y Ciencias
Universidad Nacional del Litoral
Julio 19, 20 y 21 – 2007
Santa Fe - Argentina
FHUC Resolución C.D. 143/06
El Comité Organizador de las XI Jornadas de Enseñanza de Lenguas
Extranjeras en el Nivel Superior invita a participar del encuentro que se
realizará en
Objetivos
Favorecer el diálogo entre docentes e investigadores de lenguas
extranjeras y segundas.
Activar mecanismos y espacios de intercambio regulares entre
dichos profesionales.
Crear un espacio para la reflexión y el debate sobre políticas
lingüísticas y sobre formación de profesionales.
Promover la investigación en las áreas temáticas que constituyen
los ejes de las Jornadas.
Reflexionar sobre la contextualización de las prácticas docentes
en el nivel superior.
Diseñar e implementar estrategias tendientes a mejorar el
posicionamiento de las lenguas extranjeras en la formación de profesionales en
el nivel superior universitario y no universitario.
Promover la articulación entre los niveles terciarios
universitario y no universitario.
Destinatarios
Doctores, magisters, profesores, licenciados, traductores,
investigadores y estudiantes del ámbito de la enseñanza de lenguas extranjeras
y segundas en el nivel superior.
Áreas temáticas:
1. Formación docente en lengua
extranjera
a. Desarrollos curriculares
b. Enseñanza de lengua, fonética,
gramática, literatura, cultura
2. Didáctica especial de las lenguas
extranjeras en el nivel superior
3. Adquisición de L2 y Le
4. Discursos disciplinares
5. Estudios de género
6. Metodologías innovadoras
7. Alternativas profesionales para
profesores de lenguas extranjeras y traductores
8. Evaluación de conocimiento y uso
de las lenguas segunda y extranjera
9. Desarrollo de materiales
10. Lengua, Arte y Cultura
11. Lenguaje y cognición
12. Lenguas extranjeras y afectividad
Actividades académicas
Se desarrollarán tres tipos de actividades
Conferencias plenarias en español / idioma extranjero.
Conferencias semi-plenarias
Comunicaciones/ponencias en comisión (La presentación de las
ponencias no excederá los 15 minutos)
Formatos y fecha para la presentación de trabajos
(a) Presentación de resumen
Primer renglón: Título del trabajo en mayúscula.
Segundo renglón: Nombre de los autores (Subrayar el/los nombres
del/de los expositores). No más de tres (3) autores por trabajo. No más de dos
(2) trabajos por autor.
Tercer renglón: Nombre de
Cuarto renglón: Dirección electrónica para la notificación sobre
evaluación.
Quinto renglón: Nivel educativo.
Sexto renglón: Especificación del Área Temática en la que se
inscribe[1].
Resumen: entre 230 y 250 palabras.
Formatos de fuentes:
Título: Arial, 12 puntos, negrita.
Nombre de los autores, nombre de la institución, correo
electrónico y nivel educativo: Arial, 10 puntos, negrita.
Cuerpo del resumen: Arial 10 puntos, normal (no negrita)
Márgenes: superior:
Texto justificado. Sin sangría. Interlineado simple. Procesador de
texto: Microsoft Word.
(b) Presentación de trabajo en extenso
Entre seis (6) y ocho (8) páginas tamaño A4, incluida la
bibliografía
Primer renglón: Título del trabajo en mayúscula.
Segundo renglón: Nombre de los autores (Subrayar el/los nombres
del/de los expositores). No más de tres (3) autores por trabajo. No más de dos
(2) trabajos por autor.
Tercer renglón: Nombre de
Cuarto renglón: Dirección electrónica para la notificación sobre
evaluación.
Quinto renglón: Nivel educativo.
Sexto renglón: Especificación del Área Temática en la que se
inscribe.
Formatos de fuentes:
Título: Arial, 12 puntos, negrita.
Nombre de los autores, nombre de la institución, correo
electrónico y nivel educativo: Arial, 10 puntos, negrita.
Cuerpo del resumen: Arial 10 puntos, normal (no negrita)
Márgenes: superior:
Texto justificado. Sin sangría. Interlineado 1.5. Páginas SIN
numerar. Gráficas o ilustraciones: todo gráfico o ilustración debe estar
inserto en el cuerpo del trabajo. En caso de tratarse de material manuscrito
escaneado, debe ser completamente legible.
Bibliografía: Las referencias bibliográficas se especificarán sólo
en la última página del trabajo (sin exceder las ocho (8) páginas
totales). Se ordenarán alfabéticamente y tendrán el siguiente formato:
Apellido del autor, Primera inicial, año, título, lugar de
publicación y editorial.
Procesador de texto: Microsoft Word.
Los archivos para la inscripción y la presentación de trabajos
deberán ser rotulados de la siguiente manera:
Inscripción:
Apellido e inicial del nombre-Inscripción
Ejemplo: (fernandezd-inscripción)
Presentación de trabajos
Apellido e inicial del nombre-título del trabajo
Ejemplo: (fernandezd-Enseñanza de ELE)
Importante: El Comité Organizador se reserva el derecho de excluir
las propuestas que no se ajusten al formato especificado.
Todos los trabajos se presentarán en español
Los trabajos serán enviados por correo electrónico a la siguiente
dirección:
Fechas
1. Inscripción y aranceles en pesos
Inscripción Fecha límite Arancel
profesor Arancel alumno
1ra. 11 – 05 – 07
100
60
2da. 15 – 06 – 07
130
80
3ra. 13 – 07 – 07
160
110
2. Presentación de trabajos
Presentación resumen 30-03-07
Devolución 10- 04 -07
Presentación de trabajo en extenso 17- 04- 07
Devolución 27- 04- 07
Presentación final 04 – 05 - 07
Inscripciones y pagos de arancel
Inscripciones
Se podrán realizar a través de:
Pagina web (nombre de la página)
En la oficina de Área Operativa – Paraje El Pozo “Ciudad
Universitaria” S/N (3000) Santa Fe – Tel: 0342-4575105 Int: 107. De lunes a
viernes en el horario de
Pagos
El pago de aranceles podrá efectivizarse a través de:
En la oficina de Área Operativa – Paraje El Pozo “Ciudad Universitaria”
S/N (3000) Santa Fe – Tel: 0342-4575105 Int: 107. De lunes a viernes en el
horario de
Transferencia a través de Western Union: A nombre de Maximiliano
Veloso.
Una vez realizada la transferencia deberá enviarse el número de
operación, nombre y apellido del depositante a areaoperativa@fhuc.unl.edu.ar
(**)
Transferencia a través de Correo Argentino: A nombre de
Maximiliano Veloso.
Una vez realizada la transferencia deberá enviarse el número de
operación, nombre y apellido del depositante a
areaoperativa@fhuc.unl.edu.ar (**)
(**) Los comprobantes de transferencias postales deberán
presentarse en el momento de la acreditación al congreso.
Informes
Secretaría de Extensión – Paraje El Pozo “Ciudad Universitaria”
S/N (3000) Santa Fe – Tel: 0342-4575105 Int: 108 – E-mail: lenguasextranjeras@fhuc.unl.edu.ar
Página web www.fhuc.unl.edu.ar/lenguasextranjeras
-----------------------------------------------------------------------
10.- AUDITIONS
AT THE SUBURBAN PLAYERS
Our dear SHARER Hugo Halbrich
has sent us this information:
The Suburban Players
Audition: Sunday December
17 th from 5pm to 8pm
The Suburban Players will
hold open auditions for their first production of 2007 to be directed by Hugo
Halbrich.
The Suburban Players is a
totally amateur theatre club. Participation in our shows is strictly ad
honorem, and in order to participate in our productions you must become a
member and pay the yearly membership fee which allows free entrance to any of
our shows.
Rehearsals will start in
February,
All roles will
require excellent English
(Women who tap-dance may
be asked to do so)
Men: 18 to 60
Women: 18 to 60
Please email to hugohalbrich@yahoo.com.ar if you plan to attend.
-----------------------------------------------------------
11.- THE RESOURCEFUL TEACHING WEEK
Our dear SHARERS Jamie
Duncan and Laura Szmuch have sent us this invitation:
The Resourceful Teaching
Week
A rich selection of
workshops to develop teaching and learning skills!
Small personalised courses
with limited numbers.
5-8 February 2007
Each workshop lasts three
hours. AM: 9.00 - 12.00 PM: 14.00 - 17.00.
Venue: Gallardo 719,
Versailles, Capital Federal.
Enrolment: Please enrol by phoning (005411) 4641-9068 or by
e-mail:
rtcourses@resourcefulteaching.com.ar or lauraszmuch@aol.com
Enrolment is only guaranteed by payment of fee.
------------------------------------------------------------
12.- EXPERIENCING MEDITATION
Oriel Villagarcía from Tools for Teachers announces:
EXPERIENCING MEDITATION
It is said that when we
pray we talk to God, whereas when we meditate God talks to us. Some people
report finding inner balance and inner peace when they engage in meditation.
Others claim that their health improves, that they release their stress and
recover their vitality. Still other people say that meditation allows them to
experience what is, to get to know themselves and that it has started them on
their way to wisdom.
The consensus would
seem to indicate that meditation is good for your mental, spiritual and
physical health, and more people are finding its benefits. Yet, how do you get
started? How do you meditate? Do you have to take a retreat and isolate
yourself for days in order to begin the process?
In this session we will
experience some simple ways to get on our way along the meditation path and we
will try different approaches which may suit different people.
This session has been
planned to help those that may find it difficult to unwind after a hectic year
and those who may have considered meditation but did not know how to go about
it.
Wednesday, 20 December,
10:00 to 12:30
Thursday, 21 December,
17:30 to 20:30
at SBS Palermo —Av.
Coronel Díaz 1747, Capital
Presented by Oriel
Villagarcía - M.A. University of Lancaster , Graduate Studies
University of Texas , researcher into mind-body approaches to health and well
being.
Admission free but
registration essential.
Send an email to newtoolsforteachers@yahoo.com.ar with your full name,
phone number and home address.
Bring some non-perishable
food to be given to a charitable institution as a Christmas donation.
This Workshop is sponsored
by Tools For Teachers
------------------------------------------------------------
13.- BOOK
PRESENTATION AND EXHIBITION DRAMA CLASS
Our dear SHARER Alfred
Hopkins writes to us:
How often do you get the
chance to attend the presentation of a book of stories written in Argentina for
students and teachers of English? You don't have to answer that question. Or
maybe you can whisper it into someone's soft ear at the Perro Andaluz bar at 8
p.m. on December 27th, a real cozy hide-out at 852 Bolivar street in Buenos
Aires ' colonial neighborhood (San Telmo). If you browse through the book you
might discover a real weird version of Cinderella or re-live the Christman
Carol or follow an indigenous resident's attempts to save his baby with herbal
medicine.
Oh. Before Alfred Hopkins
and Dr. Alicia Ramasco introduce their Tea for Two ELT reader, you might want
to take in an exhibition drama class featuring a performance of Alfred Hopkins'
"Oh for God's Sake!" about how let down God became when he popped
down to earth to see how his creatures were getting on.
Wait a minute! Here's the
good news. For just $5 pesos you can take in both events and sip your favorite
drink, in a relaxed atmosphere with friends and strangers who--like you--are
counting the days until 2006 becomes history.
Booking: 15 62 52 10 28 or
e-mail:
seymour@a-hopkins.com
Web:
http://www.a-hopkins.com
For God’s Sake! An
exhibition theatre class with the presentation of
“Tea for Two…” a book of
ELT stories by Alfred Seymour Hopkins and Dra. Alicia Ramasco December 27th at
8 p.m. Perro Andaluz bar, Bolívar 852, San Telmo, Buenos Aires .
Further information: 4361-3501
/ 15 6252 1028 - e-mail: alfshopkins@yahoo.com.ar
Patrocina la revista “The
Buenos Aires Voz,” http://www.aglat.com/voz
Últimas entrevistas,
Haiku, Tai Chi, teatro...
------------------------------------------------------------
14.-
METHODOLOGY COURSE AT UNIVERSIDAD VILLARREAL
Escuela Universitaria de
Educacion a Distancia
Universidad Nacional Federico
Villarreal
FIRST METHODOLOGY TRAINING
COURSE
JANUARY 2007
Escuela Universitaria de
Educacion a Distancia of Universidad Nacional Federico Villarreal has the
pleasure of inviting you to attend its First Methodology Training course based
on distance education with Web support from Jan 15th to Feb 5th in
Lima and provinces.
Programme:
Monday 15 Techniques and
principles of teaching English as a Foreign Language
Wednesday 17 Current
trends in teaching English as a Foreign Language
Friday 19 Learning English
is an active process: the use of learning strategies to succeed
Monday 22 Developing
communicative competences
Wednesday 24 Making
didactic resources for teaching and learning English
Friday 26 Evaluation in
TEFL
Monday 29 Lesson planning
Wednes 31 Teaching grammar
Friday 2 Group work and
games
Monday 5 Teaching
pronunciation
Time: 160 hours
This course, as you know,
is offered to English teachers and all those people interested in teaching and
it has as main topic the issues of methodology.
Fees: s/ 120
Registrations will take
place until the beginning of the course
Registration : Avenida
Salaverry 2960/ 2950 - San Isidro
Telephone: 4600585
For more information
contact us: euded_unfv@hotmail.com
Limited Vacancies
------------------------------------------------------------
15.- FIRST CERTIFICATE WEBLOG
Our dear SHARER Sofía
Verón has been working on a FCE weblog. All SHARERS are kindly invited to visit
it at www.portalweblog.com/fce.
We are sure it will prove a valuable tool for both teachers and students
working towards this UCLES examination.
------------------------------------------------------------
16.- A LETTER
FROM KEN SUTHERLAND
Our dear SHARER Dr Kenton
Sutherland sends us a tip:
Dear Omar,
I'd like to share Delia
Marone's interesting and prolific website with SHARE MAGAZINE readers. Please
note that it originates in Argentina . You Argentinos are
certainly world class ELTers, and I give you a lot of credit for
your first-rate contributions to our profession. Oriel Villagarcía's
terrific Tools for Teachers MUSIC DAY workshop in Buenos Aires is
certainly a fine recent example of Argentine ELT excellence in
professional development.
Here is Delia Marone's
cyberaddress:
http://deliamarone.tripod.co/Index.html#Linguistics
A big hug as always,
Kenton Sutherland
English Language
Specialist
United States Department
of State
------------------------------------------------------------
17.- AN
ANNOUNCEMENT FROM MARIO RINVOLUCRI
Dear Omar,
I`m delighted to announce
the latest issue of Humanising Language Teaching and the first issue by our new
editor Hania Kryszewska.
Normally this email would
come from Hania but I wanted to take this opportunity to welcome and introduce
her to you all. I`m sure over the coming issues you`ll find the magazine
changing and developing in ways it never could in my hands.
Hania has already done a
fantastic job in pulling this issue together.
It is indeed a bumper
issue so I won`t even begin to try and tell you what`s inside - see for
yourselves at http://www.hltmag.co.uk
Please say a big hello and
welcome to Hania and please continue to send your articles and contributions to
her - hania.kryszewska@pilgrims.co.uk - and of course please keep
recommending HLT to your friends and colleagues - currently an average of 1250
people per day are visiting the mag - amazing!
I`m off to enjoy my very
first issue as a reader and not an editor - fantastic!
Hope to see some of you on
the hilltop this summer!
With very best wishes
Mario
Humanising Language
Teaching
http://www.hltmag.co.uk
Editor: Hania Kryszewska
Contact Hania at:
hania.kryszewska@pilgrims.co.uk
------------------------------------------------------------
We would like to finish
this issue of SHARE with this note and the poems a dear SHARER from Uruguay
sent me:
Dear Omar,
Dear
Omar,
Many of us were really
impressed by your plenary in Urutesol National Convention: "Painting with
the colours of the wind". Personally, I liked it very much and I enjoyed
every minute of it.It was inspiring and refreshing. I would really like to
attend Share Congress,but it is very difficult for us to get even "a
small leave" at this time of the year.Even though I will not probably
attend , I wish you all the very best and I would like to share something I wrote trying "to paint with the
colours of the wind" and trying to capture the music of nature as seasons
come and go...If you like it , feel free to use it. If you don´t, keep it
secret.
Warmest regards
to you and your wonderful family,
Maribel Fernández summit@montevideo.com.uy
The
four seasons
Spring
Soft breeze and shy warm sunbeams,
Patting the young heads of teenagers in love,
Rebirthing green fields, so long expected,
Immense joy of colorful, flying kites, in teams.
Nature, waking up after a long winter sleep.
Goodbye to darkness, cold rain and freezing winds.
Summer
Sandy golden beaches spreading along
Under such a luminous, blue sky. The sea…
Marvelous laziness, getting bronze skins,
Multi-cultural encounters all along the coast,
Energetic crisis, thin cattle and thirsty water
streams.
Reddish clouds decorating sunsets, rocking people’s
dreams…
Autumn
A group of noisy kids, walking down the streets,
Undoubtedly heading off to school in teams.
Teachers, carrying along their hopeful folders,
Unbelievably full of ideas and dreams.
Morning breeze, ringing bells and young laughter,
Naughty summer has departed and eager fall sets in.
Winter
Winter: cloudy, stormy and rainy days.
Indoors, creativity must come to help.
Near the fireplace, sitting at ease,
Tasting a nice, hot cup of tea,
Engaged in some board games,
Reading perhaps, or simply waiting for spring…
Mag. Maribel Fernández
HAVE A WONDERFUL WEEK
Omar and Marina.
------------------------------------------------------------------------
SHARE is distributed free
of charge. 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.
---------------------------------------------------------------