SHARE
An Electronic Magazine by Omar Villarreal and Marina Kirac ©
Year
5
Number 135
6500
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,
This has been an
odd week. Very especially so if you count last Sunday as part of this week. As
my grandma would say: that is the
right way for a week to start, on a Sunday. She had some theory that you started
a week thanking the Lord on his day: Sunday. I never contested that when I was
younger but now (only now and I cannot explain why today of all days) I came to
think it could easily be that Sunday is the last day of the week and that it is
most befitting to end up the week thanking God.
Coming back to
our “odd” week: last Sunday (you will not believe this), we got up at five,
What else was odd
about our week? Neither Marina nor I worked on Monday (we took a day off to rest
from the Congress work) and Sebas was also at home preparing one of his IGCSE
exams. Martin had to go to College, though. It feels incredible being at home as
if it were a Sunday on a weekday and to know everybody else is working. A tiny
little luxury we cannot afford so often! I must finish this silly bit now and
let you enjoy SHARE.
Love
Omar and Marina
______________________________________________________________________
In SHARE
135
1.- The Comprehension
Hypothesis.
2.-
Attending to the Adult Learner.
3.- 'Who' and 'What' in Subject-verb
4.-
Jornada
Provincial de Experiencias Didácticas en Inglés.
5.-
Thomson´s First British – American Language Teaching
Conference.
6.-
Congreso de Convivencia y Violencia: Nuevos Desafíos
Educativos.
7.-
Omar in Zárate: A Survival Kit for Teaching Teenagers.
8.-
OUP Calendar of Events.
9.- Anglia Presentations in Salta
and Chubut.
10.- ELT
Marathon in Mar del Plata.
11.- The Mousetrap at The
Playhouse.
12.- NLP Goal Setting
Day.
13.- English Teacher
Wanted.
14.-
------------------------------------------------------------------------
1.- THE COMPREHENSION HYPOTHESIS
Our dear SHARER and world famous applied linguist Stephen Krashen wants to SHARE this article with all of us.
Applying the Comprehension
Hypothesis: Some Suggestions
By Stephen Krashen
To be presented at 13th
International Symposium and Book Fair on Language Teaching (English Teachers
Association of the Republic of
This paper consists of three parts: (1) A brief review of the Comprehension Hypothesis; (2) How the Comprehension Hypothesis helps settle some seemingly never-ending controversies in the field; and (3) some ideas for application to the English as a foreign language situation.
The Comprehension Hypothesis
My goal in this paper is to
discuss some possible pedagogical applications of the Comprehension Hypothesis,
a hypothesis I consider to be the core of current language acquisition theory.
The Comprehension Hypothesis
states that we acquire language when we understand messages, when we understand
what people tell us and when we understand what we read.
The Comprehension Hypothesis also
applies to literacy: Our reading ability, our ability to write in an acceptable
writing style, our spelling ability, vocabulary knowledge, and our ability to
handle complex syntax is the result of reading.
Until a few years ago, I referred
to this hypothesis as the Input Hypothesis, a term I still consider to be
acceptable. I have come to prefer “Comprehension Hypothesis,” because it more
accurately reflects what the hypothesis says.
The Comprehension Hypothesis is
not new with me. In the field of second language acquisition, James Asher and
Harris Winitz discussed the importance of comprehension years before I did. In
the field of reading instruction, Kenneth Goodman and Frank Smith hypothesized
that “we learn to read by reading, “ we learn to read by understanding what is
on the page.
The Comprehension Hypothesis is
not a wild idea, the result of staying up all night drinking cheap wine. It is,
rather, conservative, an effort to make sense of and be consistent with a wide
body of academic research.
For a hypothesis to survive, it
must be consistent with all the research: there can be no exceptions. I have
argued that this has been exactly the case with respect to the Comprehension
Hypothesis: It is consistent with research in several different fields and
continues to be validated, and potential counterexamples have been easily dealt
with. I will not review this research here; some of it has been presented at ETA
meetings in the past (Krashen, 2002a) and in detail in several books (e.g.
Krashen, 2002b).
The Comprehension Hypothesis is
closely related to other hypotheses. The Comprehension Hypothesis refers to
subconscious acquisition, not conscious learning. The result of
providing acquirers with comprehensible input is the emergence of grammatical
structure in a predictable order. A strong affective filter (e.g.
high anxiety) will prevent input from reaching those parts of the brain that do
language acquisition.
Note that if we ignore the
Comprehension Hypothesis, that is, provide students with incomprehensible input,
and force early speaking, we will raise students’ Affective Filters.
The Monitor Hypothesis is
also related. The Monitor Hypothesis claims that there are severe limits to the
application of consciously learned grammatical rules – learners need to know the
rule (a formidable constraint) learners need to be focused on form or thinking
about correction, and they need to have time to apply the rules. The only time
all three conditions are met for most people is when they take a grammar test;
even so, when we examine the impact of grammar study on grammar test
performance, it is very modest (Krashen, 2002b). This confirms that our
competence comes from comprehension of messages, not grammar study.
The Value of Grammar
Instruction
The Comprehension Hypothesis
claims that language acquisition does not happen when we learn and practice
grammar rules. Language acquisition only happens when we understand messages.
This has, of course, been questioned in recent years, as a stream of papers have
appeared in the professional journals claiming that grammar instruction is
helpful. I am pleased that these studies are being done: What was once an axiom
is now a testable hypothesis.
In my reviews of these studies, I
have concluded that they confirm the correctness of the Comprehension and
Monitor Hypotheses: they show only that even after substantial grammar study,
even very motivated students show only modest gains in accuracy, and these gains
occur only on measures that encourage a focus on form. Truscott (1998) has
arrived at very similar conclusions.
Some have interpreted this
position as a claim that all grammar teaching is forbidden. Not so. There are
two good reasons for including grammar in the EFL curriculum.
The first is for "language
appreciation," otherwise known as "linguistics." Linguistics includes language
universals, language change, dialects, etc. The second is to fill gaps left by
incomplete acquisition and places in which idiolects differ from the prestige
dialect. Society’s standards for accuracy, especially in writing, are 100%: We
are not allowed "mistakes" in punctuation, spelling or grammar. One public
error, in fact, can result in humiliation. Even well-read native speakers have
gaps, places where their grammatical competence differs from accepted use.
Consciously learned rules can
fill some of these gaps, which are typically in aspects of language that do not
affect communication of messages. The place to use this knowledge is in the
editing stage of the composing process, when appealing to conscious rules will
not interefere with communication.
I recommend delaying the teaching
of these rules until more advanced levels. I would first give acquisition a
chance, and then use conscious knowledge to fill in some of the gaps. There is
no sense teaching rules for Monitoring that will eventually be acquired.
Grammar, thus, is not excluded.
It is, however, no longer the star player but has only a supporting role.
Correction
The correction controversy is
closely related to the grammar controversy. As I understand it, correction helps
us fine-tune and adjust our consciously learned grammar rules. In his review of
the literature, Truscott (1996) has concluded that correction has no effect on
grammatical accuracy; in a previous ETA paper, I also reviewed this research and
came to similar conclusions – correction only seems to help when students are
tested on tests in which the conditions for Monitor use appear to be met, e.g. a
grammar test.
Another way of determining
whether grammar correction is effective is to look at studies in which students
are corrected on their writing and then are asked to rewrite the same
paper, taking the corrections into consideration. I have found four studies
of this kind. In three studies, Fathman and Whalley (1990), Ashwell (2000), and
Subjects in Fathman and
Whalley (1990) were intermediate ESL college students in the
Students wrote approximately the same number of words on each version, about 220 words in the first draft and about 250 words in the correct draft. As seen in table 1, they were able to correct only about half of their errors.
|
Table 1: Percent of errors corrected:
Fathman & Whalley | ||||
|
| ||||
|
|
Number
of errors: before |
Number
of errors: after |
improvement |
%
corrected |
|
grammar |
11 |
4.2 |
6.8 |
62 |
|
grammar + content |
21.1 |
11.1 |
10 |
47 |
from: Fathman and Whalley (1990)
Ashwell (2000) compared
the effect of correction on form with comments on content to determine if there
was an optimal order (which should come first). Here, I focus only on the effect
of correction, ignoring whether correction came before or after comments on
form. I focus specifically on two of the subconditions. In both, subjects wrote
500 word compositions outside of class, and errors were then corrected, with
correctors spending 12 minutes on each paper. The correction was "indirect
feedback," that is, "underlining or circling grammatical, lexical, and
mechanical errors or … using cursors to indicate omissions" (p. 233). Students
had a full week to return their revised papers. The assignment was part of
regular classwork.
In both conditions, students were able to correct only about one third of their errors (table 2).
|
Table 2: Percent of errors corrected:
Ashwell | ||||
|
| ||||
|
|
%
errors before |
after |
improvement |
%
corrected |
|
content then form |
24.1 |
15.8 |
8.3 |
34 |
|
form
then content |
21.3 |
13.6 |
7.7 |
36 |
from: Ashwell (2000)
Students clearly paid attention
to the corrections. For all conditions of the study, students acted on 75% of
the formal corrections, and 88% of the formal changes they made were in response
to the corrections.
One of the conditions in
Students wrote about eight pages
of text and received four different kinds of feedback. In the "correction"
condition ("full correction" in table 3), students were provided with the
correct form, in the "underline" condition only the location of errors was
indicated, as in the previous two studies. In the "describe" condition, a margin
note was written indicating the kind of error made in the line it was made (e.g.
"punc"), but the precise location was not given. All abbreviations had
previously been explained in class and students received a list of the
abbreviations. Finally, in the underline/describe condition, both the kind of
error made and its precise location were indicated.
As indicated in table 3, with full correction students were able to correct nearly 90% of their errors. It should be noted, however, that all students had to do was copy the teacher’s correction. The other conditions produce results that are quite similar to what we have seen before.
|
Table 3: Errors per 100 words:
| ||||
|
| ||||
|
|
before |
after |
improvement |
%
corrected |
|
full
correction |
10.1 |
1.1 |
9 |
89% |
|
underline/describe |
10.1 |
3.1 |
7 |
69% |
|
describe |
10.1 |
4.9 |
5.2 |
52% |
|
underline only |
10.1 |
4.6 |
5.5 |
54% |
from: Chandler (2003)
In Gascoigne (2004), first
semester university students of French were asked to write four compositions.
Each essay was connected to a unit and was designed to help students practice
those rules presented in the unit. Students were given two days to make
corrections, and had access to the textbook during this time. Correction of
grammar errors included information about the location of the error and a
description of the error, and sometimes the correct form was provided. Gascoigne
only gives two examples: "Pay attention to verb endings" and "Don’t forget
agreement."
Gascoligne concluded that
correction had a "profound effect": 88% of corrections were successful, 8% led
to an incorrect change, and only 3% were ignored.
Summary of Correction Studies
These studies represent the most
optimal conditions for correction to work: All students were university-level
and were able to understand grammar. All were motivated to do well, in some
cases grades were at stake. All had plenty of time, from 30 minutes to one week
to make corrections and all had access to their grammar texts. All they were
asked to do was rewrite their own corrected essay. Thus, all conditions for
Monitor use were met.
When students are told only where
the error is, they can only correct from 1/3 to 1/2 of their errors. They get
better when given more information, but even when they are given the actual
rule, and need only copy, they still miss 10% of the errors. This is hardly a
compelling case for correction.
Ferris (2004) claims that
successful editing of one’s text in the short term is "likely a necessary, or at
least helpful, step on the road to longer term improvement in accuracy" (p. 54).
It is considered a given that students’ accuracy improves when editing from one
draft to the next. The "big question," according to Ferris, is whether
correction helps students improve over time. My conclusion is that we have not
even provided a positive answer to the "little question," whether correction
under optimal conditions works even in the short- term.
The Role of Output
The Comprehension Hypothesis
claims that we acquire language by input, not by output, a claim is supported by
studies showing no increase in acquisition with more output (Krashen, 2002b).
Studies show, however, consistent increases in acquisition with more input.
This does not mean that output
should be forbidden. Oral output (speaking) invites aural input, via
conversation. If you talk, somebody might answer back. The Comprehension
Hypothesis predicts, however, that the contribution of conversation to language
acquisition is what the other person says to you, not what you say to them.
Comprehensible input-based
methods encourage speaking but do not force it. Students are not called on;
rather, participation is voluntary.
Written output, in addition to
its communicative value, makes a profound contribution to thinking. In short,
writing makes you smarter. As we write, as we put our ideas on paper and revise
them, we come up with better ideas. When it does not happen, when we have
"writing blocks," it is often because we are not using what is called "the
composing process," strategies for using writing to come up with new ideas.
Strategies included in the composing process are planning (but having flexible
plans), being willing to revise, delaying editing, rereading what one has
written, and allowing periods of "incubation" for new ideas to emerge (see
Krashen, 2002b).
Many EFL classes include the
composing process, but it is not clear if this is necessary or will always be
necessary. There is some evidence that at least aspects of the composing process
transfer across languages (Lee and Krashen, 2002); it may only necessarily to
expose students to these ideas in the first language.
Our Goal: Autonomous Acquirers
We don’t need return business in
the language education profession. Our goal in foreign language pedagogy is to
bring students to the point where they are autonomous acquirers, prepared to
continue to improve on their own.
In terms of the Comprehension Hypothesis, an "autonomous acquirer" has two characteristics:
The autonomous acquirer has
acquired enough of the second language so that at least some authentic input is
comprehensible, enough to ensure progress and the ability to acquire still more
language.
The autonomous acquirer will
understand the language acquisition process. The autonomous acquirer will know
that progress comes from comprehensible input, not from grammar study and
vocabulary lists, and will understand ways of making input more comprehensible
(e.g. getting background information, avoiding obviously incomprehensible
input).
An autonomous acquirer is not a
perfect speaker of the second language, just good enough to continue to improve
without us. This is, of course, the goal of all education – not to produce
masters but to allow people to begin work in their profession and to continue to
grow.
The Use of the First Language
The Comprehension Hypothesis
helps us with the issue of whether and how to use the student’s first language
in foreign language education. The Comprehension Hypothesis predicts that the
first language helps when it is used to make input more comprehensible: This
happens when we use the first language to provide background information. This
could be in the form of short readings or explanations by the teacher before a
complex topic is presented. Information provided in the first language can help
the same way pictures and relia can help at the beginning level, as context that
makes input more comprehensible.
The Comprehension Hypothesis
predicts that first language use can hurt when it is used in ways that do not
encourage comprehensible input. This happens when we translate and students have
no need to attend to the second language input.
Research from the field of
bilingual education is consistent with these predictions. In general, bilingual
programs have been shown to be quite successful in helping language minority
children acquire the majority language. In these programs, literacy is developed
in the primary language, which transfers to the second language, and subject
matter is taught in the primary language in early stages to provide background
knowledge (Krashen, 1996a). One version of bilingual education, however,
"concurrent translation," in which teachers present the same message in both
languages using sentence-by-sentence translation, has not been shown to be
effective (Legarreta, 1979).
The Comprehension Hypothesis thus
predicts that a quality education in the primary language is an excellent
investment for later second language development.
Age: Why older is faster
The Comprehension Hypothesis
helps us understand why older children acquire more quickly than younger
children, and why, in early stages, adults are faster than children: Older
acquirers, thanks to their superior knowledge of the world, understand more of
the input they hear and read.
Narrow Input
The Comprehension Hypothesis
predicts that language acquisition will proceed more rapidly if input is
"narrow," that is, if acquirers obtain a great deal of input in a narrow range
of subjects and gradually expand. This contrasts with the usual idea of the
"survey" in which students are given a short exposure to a wide variety of
topics. The "survey" only ensures incomprehensible input. Staying "narrow"
allows the acquirer to take advantage of background knowledge built up through
the input.
The idea of narrow input began
with narrow reading (Krashen, 1981), the suggestion that language acquirers
stick to one author or genre and gradually branch out. It is supported by
findings showing that better readers in English as a first language tend to read
more series books (Lamme, 1976), as well as reports of progress made by female
adult second language acquirers who read extensively from the Sweet Valley High
series, a series written for girls (Cho and Krashen, 1995, 1995a, 1995b).
In narrow listening (Krashen,
1996b), acquirers listen to recordings of several speakers talking about the
same topic, a topic of interest to the acquirer. Ideally, the acquirer records
the tape him/herself, from friends who speak the language. Acquirers then listen
to the tape as many times as desired. Repeated listening, interest in the topic,
and familiar context help make the input comprehensible. Topics are gradually
changed, which allows the acquirer to expand his or her competence comfortably.
Narrow listening is a low-tech, inexpensive way to obtain comprehensible input.
Dupuy (1999) reported a clear
increase in comprehensibility with repeated hearings of narrow listening tapes
for students of French as a foreign language. Students did not record the native
speakers themselves but could choose the topics. Intermediate students improved
from about half to nearly full comprehensibility after three to four listenings.
Rodrigo and Krashen (1996) reported that students of Spanish as a foreign
language were enthusiastic about narrow listening: 92% said the activity was
very interesting and beneficial. Their subjects reported that selecting their
own topics and their own speakers was more effective and interesting than
hearing pre-selected tapes in a classroom situation.
Some Suggestions for
Application
I outline below a possible
application of the Comprehension Hypothesis and related hypotheses to the EFL
situation.
Orientation
One component of EFL needs to be
orientation, a brief explanation of language acquisition theory. As noted
earlier, our goal is to develop independent, or autonomous acquirers. Knowing
how language is acquired will help ensure that this will occur. It is also
important to tell students something about the philosophy underlying our
practice because the approach outlined here is radically different from
traditional approaches; we need to justify our pedagogy to students and in some
cases to their parents.
Orientation can be done in the
primary language fairly early in the EFL student’s language career and can be
covered in more detail at advanced levels in English. S.Y. Lee (1998) included
an introduction to language acquisition in an English course at the university
level, with excellent results.
A Program
Instruction begins at around ages
8 to 10, when the child is old enough to take advantage of knowledge gained in
the first language and young enough to profit from the advantages of beginning
as a child.
The suggestions below take
advantage of the L1 to accelerate second language acquisition, and at the same
time encourage full development of the first language. This happens in two ways:
First, EFL does not dominate the school day – what is proposed is not a full
immersion program but is just one subject. There is plenty of time in school
available for study in the primary language, building subject matter knowledge.
promoting cognitive development, and developing literacy, including mastering
the composing process. Second, use of the first language is built into the EFL
program in places where it will be helpful to provide background knowledge.
The program aims to develop
autonomous acquirers, those with enough competence to understand at least some
authentic input as well as knowledge of language acquisition theory so they know
what to do to improve and what to expect.
The focus of the program is
literature and culture of the English-speaking world, which today is nearly the
entire world. The "English-speaking world" does not include only countries in
which English an official language, but includes all "Englishes."
The focus on literature and
culture has several advantages. In addition to being educationally justified for
its own sake, literature and culture include aspects of history, sociology,
psychology, anthropology, and philosophy.
In addition, this focus does not
"compete" with subject matter teaching in the first language; in fact, it
complements it, creating an opportunity for comparative studies. It also can
create lifelong pleasure readers in English, ensuring continuing progress.
The program described below
covers elementary school all the way to the university level.
Stage 1: Natural Approach and Graded Readers
Aural comprehensible input will
be provided, as is done in Natural Approach (Krashen and Terrell, 1983), Total
Physical Response (Asher, 2000), and Total Physical Response Storytelling (Ray
and Seely, 1998) methodology. Activities can include games, dance, sports and
projects. The best activities are those in which students are completely
absorbed, in a sense forgetting that they are using another language (for
suggestions, see Brown and Palmer, 1988).
Stage 1 also includes reading: At
this level, students read very easy texts, such as graded readers, language
experience texts (story dictated by student to teacher, teacher writes out
story), and newspapers written for EFL students. The only criterion for texts is
that they be compelling. They need not provide cultural information or "make you
a better person." Some reading can be done as sustained silent reading, as
students become independent readers.
Level 2: Light
The focus of level 2 is "light"
authentic reading, that is, comics, graphic novels, and easy sections of the
newspapers, with continuing reading of graded readers and books specially
adapted for second language acquirers.
Class discussion includes the
cultural background of some assigned readings as well as readings done in small
groups (literature circles). Background readings are provided in the first
language when appropriate, e.g. comparison to similar genres in the first
language. Class also includes teachers reading to the class from level 2 reading
material as a means of providing additional comprehensible input and stimulating
interest in books.
Sustained silent reading (SSR) is
provided, about ten minutes per day. Students can read anything in English they
like (within reason), including graded readers and other reading material from
level 1. They are not "accountable" for what they read during SSR.
Some orientation can be done at
this level, in the students’ first language. This will consist of a brief
introduction to language acquisition theory or "how language is acquired,"
illustrated by case histories of successful and unsuccessful second language
acquisition.
The formal study of grammar can
begin here, with a focus on aspects of grammar that are useful for editing.
Instruction will also include the use of a grammar handbook and the spellcheck
function of the computer.
Level 3: Popular Literature
Reading at level 3 focuses on
contemporary and light popular literature, including some current best sellers,
popular magazines, and viewing of "lighter" films. Class discussion focuses on
current culture and how values are expressed in current popular literature, e.g.
gender roles, humor, how films and novels comment on issues of the day, the role
of "gossip" magazines and newspapers, etc.
SSR continues, again allowing
students to select their own reading, which can include reading at "lower
levels."
Grammar study at this level can
expand to include some "linguistics," i.e. language universals and language
change.
I predict that many students will
be "autonomous" by this time, able to understand a considerable amount of input
outside the classroom. Additional study of English after this level could be
made optional, and/or move in other directions, that is, more specific to
different professions and interests.
Level 4: Contemporary Serious Literature.
This level includes the heavier
and more "serious" works of current interest published in English, as well as
films, newspapers, and literary and philosophical magazines. The approach will
at first be "narrow," focusing on the work of one author or genre, e.g. the
works of Kurt Vonnegut, plays by Neil Simon. As before, SSR can include lighter
reading. Only after students have experienced several authors or genres in depth
will the "survey" be done.
This level, and the next, can be
repeated several times, focusing on different authors and genres.
At this stage, language
acquisition theory can be done in some detail, reading original works in
English.
Level 5: The Classics
Students are now ready for "the
classics," literature written in very different eras. To help ensure
comprehensibility, the approach will be "narrow," with a focus on one author or
one genre, eg the romance, the historical novel of a certain period (eg World
War I, the Depression). Background readings in English and in the first language
will also help increase comprehensibility. As before, the "survey" will only be
done after students have experienced several authors or genres in depth.
Level 6: Comparative Literature
Comparative literature emphasizes
universals: universal themes, universal plots, universal characters, universals
of morality and ethics.
A Necessary Condition
Such a program will work, of
course, only if a large supply of interesting reading is available, a
super-library filled with books, comics, magazines, films and tapes. This is not
an impossible dream. In fact, it would cost a lot less than we currently invest
in computers, computers of dubious value and that become obsolete within a year
or two.
References
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Acquisition of vocabulary from the
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Institute.
Rodrigo, V. and Krashen, S. (1996). La audicion
enfocada en el aula y fuera de ella. GRETA, 4(2), 71-75.
Truscott, J. (1996). The case
against grammar correction in L2 writing classes. Language Learning, 46
(2), 327-69.
Truscott, J. (1998). Noticing in
second language acquisition: A critical review. Second Language Research,
14(2), 103-135.
© Copyright 2004 by Stephen
Krashen.
------------------------------------------------------------------------
2.- ATTENDING TO ADULT
LEARNERS
Our dear SHARER Ruth Fitjman from
Attending to Adult Learners:
Affective Domain in the ESL Classroom
By
Macquarie University
1.
Introduction
It has been said, that the
process of education is one of the most important and complex of all human
endeavors. A popular notion is that education is carried out by one person - a
teacher, standing in front of a class and transmitting information to a group of
learners who are 'empty vessels', and willing and able to absorb it. Similarly,
language learning is not an abstract exercise in memorizing vocabulary words and
applying grammatical rules. Such views simplify what is a highly complex process
involving an intricate interplay between the learning process itself, the
teacher's intentions and actions, the individual personalities of the learners,
their culture, reservoirs of background experiences, perceptions and beliefs,
the learning environment, and a host of other factors. In other words, various
cognitive and affective processes play an important and integral role in the
language learning context.
2. Cognition or
Affect?
While cognition and the theory of
knowledge has been the interest of educationists and researchers since Plato
provided the basis for what is referred to as 'epistemology', the interest in
affective factors in learning came much later. It was first reflected in the
writing of Dewey, Montessori, and Vygotsky in the first part of this century,
and gained importance with the growth of humanistic psychology in the 1960's.
The work of C.R. Rogers has become increasingly relevant to a discipline that
recognizes the importance of affect on the learning situation and sees each
learner as an individual "…in a continually changing world of which he is the
center" (Rogers 1951:483), reacting to events as they are experienced and
perceived: "this perceptual field is, for the individual, reality" (Rogers
1951:484).
As a result, many of the major
developments in language teaching in the past years have, in some way, related
to the need to acknowledge affect in language learning. Methods such as
Suggestopedia (aims to reduce anxiety by creating a non-threatening
environment), Silent Way (the learner must take responsibility), Community
Language Learning (the group must decide what to learn), and Total Physical
Response (aims to engage the learner physically, putting the learner under no
pressure and allowing to speak when ready) take into account the affective side
of the language learning in quite a central manner. Communicative Language
Teaching (CLT) has also had a major influence on language teaching many areas
(materials, teaching methods, syllabus design) and it too, has incorporated
affect. Similarly, the Natural Approach takes affect into consideration in a
prominent way. Using one of the five hypotheses in Krashen's Monitor Model' -
the affective filter - influenced the design of many of the Natural Approach
classroom activities designed to minimize stress.
Although affective contributions
are central to second language learning Johnson (1994:439-452) argues that
overall "the field of second language education lags behind mainstream education
research in that it has neglected to focus adequate attention to the affective
dimension of second language learning". Horwitz (2001) gives further support and
states that to discuss foreign language learning without considering the
emotional reactions of the learner to language learning was and remains a
serious oversight. Horwitz continues, that with the possible exception of
writing, foreign language learning demands a level of personal engagement unlike
that of any other subject-matter studied in academic settings.
Rejecting the
cognitive-centeredness of previous language learning research, foreign and
second language educators are currently beginning to recognize the importance of
the learner's role in the both the cognitive and affective domain in the
language learning process. Consequently, there has been a greater understanding
and appreciation of affective variables, and - as Hilgard (1963:267 cited in
It is important to note that note
that the affective side of learning is not in opposition to the cognitive side;
and that the affective component contributes to at least as much and often more
to language learning than the cognitive skills (Stern 1983:386). When both a
used together, the learning process can be constructed on a firmer foundation.
Neither is more important, and neither can be separated from each other. Early
proponents of such integration (Brown 1971; Castillo 1973) stressed the need to
unite to cognitive and affective domains in order to educate the 'whole person'.
In the late 1970's and 1980's foreign and second language teacher trainers and
writers expressed similar concerns. Stevick, Rinvolucri, Moskowitz, Galyean,
among other representatives of Humanistic Language Teaching, were searching for
ways to enrich language learning by incorporating aspects of the affective
dimension of the learner.
In terms of pedagogical
implications, Oxford & Ehrman (1993:188) argue that teachers of second and
foreign language learners should learn to identify and comprehend significant
individual affective differences in their students; and point out, "many
excellent teachers have learned to do some of this intuitively, but explicit
understanding of individual-difference dimensions can enhance the work of all
teachers". While attention to affect may not provide the solution to all
learning problems or diminish the importance of cognitive aspects of the
learning process, it can be very beneficial for language teachers to choose to
focus at times on affective questions/factors. In countering allegations that
these matters are not part of teachers' obligations, she refers to Underhill
(1989:252) who estimates that "teachers who claim it is not their job to take
these phenomena into account may miss out on some of the most essential
ingredients in the management of successful learning". Furthermore, Horwitz
& Young (1989) believe that, although the level of achievement for the
majority of language students in typical academic settings is disappointingly
low, and language teachers cannot change the incoming cognitive abilities of
students, the student's native language, or the overall socio-cultural context
of language learning and their communities, the affective domain stands out as
an exceptional opportunity for the improvement of language instruction. The
authors conclude that, it is within the power of language teachers to address
the affective concerns of their students, and, that it is essential to do
so.
3. The Adult
Learner
Having established the paramount
importance of the affective or emotional side of the cognitive learning process,
the question remains - how can language teachers address the affective or
emotional domain of their adult ESL learners' in their classroom in practical
terms? No matter what their background, adult learners often share certain
characteristics that affect the process of learning another language and set
them apart from younger ESL learners. Teachers need to not only recognize but
also acknowledge in class that adults:
- have a lot of experience to draw on.
Adults have amassed a wealth of valuable experience, which they bring to their
classrooms. It is vital to recognize and openly acknowledge this experience and
draw on it as a resource. In a language classroom this may include
socio-cultural knowledge, as well as linguistic knowledge. Learners like to make
comparisons of L1 and L2 and 'test' the various hypotheses which they have built
in their minds. Teachers, who present themselves as the only useful resource of
knowledge and the ultimate authority in every lesson, will find resistance from
the adult learners.
- adults have strongly established learning
styles/preferences. Not all language teaching methodologies &
strategies will suit all learners. The 'one size fits all' approach may cause
resistance if learners are pushed into radical change. As adult educators,
language teachers are in the business of causing change, but they need to make
sure that it is done without producing hostility and resistance. One form of
enquiry is to identify - through classroom-based enquiry - learners' attitudes
and beliefs about second language acquisition. Research has shown that the lack
of understanding of ESL learners' preconceived beliefs about how languages are
learned can have negative pedagogical implications (Horwitz
1987).
- adults are proud of their
independence. One of the chief features of childhood is dependence.
Adults, on the other hand, are proud of their independence. If anyone treats
their adult learners as if they were not fully independent, they are attacking
their pride in themselves. ESL teachers of adults have to keep this in mind,
recognize and use their independence by suggesting, for example, that learners
accept responsibility for their own learning, including after-class
tasks.
- adults have strong feelings about the
learning situation. Almost every adult has been to school. For some it
was a positive experience, for others it was depressing and demoralizing. Some
may believe that they will not be successful learners based on their past
experiences; others may feel anxious about not knowing what to expect from a new
learning environment. Teachers need to boost their learners' confidence and
remove the threats at the onset of a course.
- adults have many preoccupations.
When adults come to a course, they bring with them tension, anxiety, personal
problems and much more. Furthermore, immigrants may face many other personal
challenges, such as lack of job, inability to land a job equal in status to the
one held in their country of origin, lack of personal support system provided by
family and friends, and responsibility for an extended family, to name a few.
Therefore, when they arrive to the classroom, they should be greeted with some
relaxing music, a warm greeting and a smile. They need to relax and be made feel
welcomed. During the lesson, teachers should use visuals, build a lot of
participation, and include many varied and fun activities to maintain learners'
attention.
- adults have firmly established
attitudes. The way we behave, speak and think depends on our attitudes to
life. For example, if an adult believes that ESL classes are 'a waste of time',
their behavior during class will reflect that attitude. Sometimes attitudes have
to be changed before any permanent learning can take place. It is not easy to
change attitudes, and sometimes the only way to persuade people to make such
basic changes is to show them that the new ways of behaving are more productive
than the old. This is something learners will need to discover for
themselves.
- adults have selective filters. We
all have a filtering mechanism that allows us to screen out things that are
distressing or unpleasant - or just boring. It is quite possible to sit through
a lecture, or a sermon, and not really hear a word. In other words, adults hear
what they want to hear. They pay attention to whatever is relevant, interesting
or stimulating. They attend to sources of information that matter, the rest is
filtered out. Teachers need to understand that the information that is obviously
related to the needs of the group will be most effective in gaining and holding
its attention.
- adults have a specific purpose for
learning. Most of the time, adults attend courses because they have a
specific need. Migrants learners often attend ESL courses to increase their
employment opportunities and to be able to participate within their community
independently. The best language teachers will be the ones that satisfy the
learners' needs and point out their immediacy of application.
- adults are more strongly motivated by
internal pressures than external rewards. In second language teaching,
studies have shown (Gardner 1985) that integratively motivated learners (who
desire to identify with the culture or community that speaks the language) will
do better than instrumentally motivated learners (whose drive to learn derives
from the desire to acquire another language for money, career, or power). This
does not mean that adults do not respond to incentives such as higher salaries
or better jobs, but factors such as higher self-esteem and greater job
satisfaction are likely to be much more important to most adult
learners.
Finally, there are also a number
of anxieties adult ESL learners bring with them to learning activities. Anxiety
is a significant aspect of the affective state of the language learner and one
which needs to be taken into account. For example:
- adults are afraid that they might lose
their dignity. No one likes to look foolish. People want to present
themselves as being in control - in command of the situation, dignified,
responsible, competent. When language learners take part in classroom
activities, there is a chance that they might expose a weakness or reveal a
fault. Teachers of adults have to shelter their students against the possibility
of humiliation, ensure everyone is treated with respect, and set an example of
tolerance and good humor.
- adults worry about the learning demands
made on them. Many adult learners are very uncertain about themselves.
They often feel that they are certain to fail. They doubt their ability to
complete the tasks involved in a course. Language teachers have to be certain
that everything is explained to the adults they teach. The learning objectives
should be plainly stated. The tasks should be described clearly, and the
participants should be given an opportunity to set their own standards. They
have to understand that the idea of failure has no place in adult education. The
emphasis will always be on personal improvement.
- adults feel anxious about having the use of
their first language banished. Allwright and Bailey (1991) point to the
possibility that banishing the use of the first language in the classroom
diminishes learners as human beings because it deprives them of their normal
means of communication. In this study, learners reported that one of their major
worries is that when forced to use the language they are learning they
constantly feel that they are representing themselves badly, showing only some
of their real personality, only some of their real intelligence. ESL teachers
should realize that allowing or attempting to ban the first language carry both
costs and benefits in terms of language and the management of the learning
process. Those teachers who decide to allow the use of the first language will
have to exercise judgment as to the extent to which it will be allowed and the
functions and purposes for which it will be used.
4.
Conclusion
As outlined, the affective domain
plays a significant role in the language learning classroom. Learners,
particularly adults, often find themselves in a learning context for the first
time since leaving formal schooling, have a number of characteristics which make
them unique. They have some well established ideas and preferences about their
learning, a plethora of experience to draw on, as well as some fears and
anxieties which can impact on their engagement in, commitment to, and
achievement of L2. ESL teachers need to develop a sensitive awareness of these
factors and incorporate knowledge thereof into their teaching
practice.
References:
Allwright, D. & Bailey, K.
(1991).Focus on Learning in the Language Classroom.
Arnold, J.
(Ed.)(1999).Affect in Language Learning.
Damasio, A.
(1994).Descartes' errors: Emotion, reason and the human brain.
Horwitz, E.
(1987).Surveying Student Beliefs About Language Learning. In A.L. Wenden
& J. Robin (Eds), Learners Strategies in Language Learning.
Horwitz,
E.K. & Young D.(Eds.) 1989.Language Anxiety: From Theory and Research to
Classroom Implications.
Johnson K 1994.The emerging beliefs and instructional practices of
pre-service English as a Second Language teachers. Teaching Education, 10:4,
439-452
Oatley, K. & Jenkins, J. (1996).Understanding emotions,
Schumann, J.H.
(1997).The Neurobiology of Affect in Language. The Neurobiology of Affect
in Language
Stern, H.H. (1983).concepts of language teaching. Oxford:
Oxford University Press
Underhill, A. (1989).Process in humanistic
education. ELT Journal, 43:4, 250-260
© By Eva Bernat.
------------------------------------------------------------------------
3.- 'WHO' AND 'WHAT' IN SUBJECT-VERB
The following is a reproduction of a mail
sent to the Linguist List. We thought it would be an interesting contribution to
the “who /what + is/are” discussion. Slight changes have been made to the format
to adapt the original to the SHARE format. Data has remained unaltered
throughout.
LINGUIST List: Vol-15-2322.
Date: Mon, 16 Aug 2004 23:48:22 +0900
From:
Hideo HIBINO <hhibino@mbox.kyoto-inet.or.jp>
Subject:
Re: 'who' and 'what' in subject-verb concord
Thank you very much for your
responses to my questionnaire about 'who' and 'what' in subject-verb
concord.
I received responses from 16 of you linguists; 9 American
English (AmE) speakers, 5 British English (BrE) speakers, 1 Australian and 1 New
Zealander.
I am pleased to present to you a tentative summary of
responses for my examples (1)-(5).
Examples
(1) Who are gathering in the
park?
(2) Find out who are coming to our reunion. We need to make a list
of the participants.
(3) They are demanding that the provincial
government take action to find out who are responsible for the Tuesday
disaster.
(4) Let us proceed to inquire who have been excluded from
testifying as witnesses under the term "Indian".
(5) Is there an archive
site for this mailing list where I might be able to find out what have been
discussed in the past?
Acceptability Ratings
Table:
Acceptable= 2 points
Sound odd
but sort of OK= 1
Not acceptable/Terrible= 0
Ratings and Comments:
Linguist A (AmE)
0 0 1 1
0 Total 2
(1) might be improved if preceded
by "The X's are gathering at the
store,
the Y's are gathering under the bridge,..."
B (AmE)
0 0 0 2
0 Total 2
Grew up in several places in the
(5) is really bad.
Linguist C (AmE)
0 0 2 0
0 Total 2
(3) is OK. Southern Americans
might ask "Who all are..." Get a reply from a Briton.
Linguist D
(AmE) 0 0 0
0 0 Total 0
Your examples sound much more BrE
than AmE. Impossible in
Linguist E (AmE) 0 0 0 0 0 Total 0
I would reject (1)-(4) and
especially (5).
Linguist F (AmE) 0
0 0 0
0 Total 0
56 years old. Grew up in
Linguist G (AmE) 0
0 0 0
0 Total 0
Your examples don't have explicit
plural indicators;the singular is therefore the norm.
Linguist H
(AmE) 0 0 0
0 0 Total 0
None of your examples sound
natural to me.
Linguist I (AmE) (No judgements
given)
Try using a large database of
spoken and written English and find out how language is really
used.
Linguist J (BrE) 2
2 2 2 2
Total 10
All your examples are good
English.
Linguist K (BrE) 2
2 2 2
0 Total 8
For me (41-year old BrE speaker)
(1)-(4) are fine and (5) is very odd.
Linguist L (BrE)
2 2 2 2
0 Total 8
Native speaker of English,born in
Linguist
M (BrE) 0 0 0
1 0 Total 1
I speak standard British English.
I find (1)-(3) and (5) completely unacceptable. (4) is slightly better probably
due to the plural 'witnesses'.
Linguist N (BrE)
0 0 0 0
0 Total 0
I speak fairly standard
Irish/British English. (1)-(5) sound horrible and pedantic.
Linguist O
(Aus) 2 2 2
2 0 Total 8
The rules of agreement are
becoming more relaxed.
Linguist P (NZ)
0 0 0 1
0 Total 1
(4) sounds less awful than the
others. Go to some electronic corpora. That is more reliable than people's
judgements.
From looking at linguists A - I, we find that the
acceptability ratings are so low that we may safely surmise the singular is the
norm with AmE speakers.
Linguists J - P, however, present
a formidable problem. J,K,L and O rated the construction very high, while M,N
and P gave a flat denial to the same construction. They are all native speakers
of English in
I
said this summary is 'tentative'. I would appreciate knowing how you would view
the apparently conflicting norms BrE speakers have to choose when using the
construction.
Hideo Hibino
Formerly Professor
The Department of English,
------------------------------------------------------------------------
4.- JORNADA PROVINCIAL DE
EXPERIENCIAS DIDÁCTICAS EN INGLÉS
Prof.Stella M.Cavalli, Directora
ISFD Nº 16- Saladillo has sent us all this press release:
Primera Jornada Provincial de
Experiencias Didácticas en el Idioma Inglés
5 de Noviembre de 2004.
El Instituto
Superior de Formación Docente Nº 16 de Saladillo, con amplia trayectoria en la
formación de Profesores de inglés, convoca a la comunidad de docentes y
estudiantes avanzados cuyo foco de interés gire en torno a la Didáctica del
Idioma Inglés a la Primera Jornada Provincial de experiencias didácticas
innovadoras en el área,
Programa de la Jornada
Acreditación: 10 a 10,30 hs
Apertura a cargo de
las autoridades de la institución: 10,30 a 11 hs
Conferencia inaugural: 11 a
12 hs
"Reflexión acerca de la didáctica del idioma". ( En Inglés) -
Lic. Efrain Davis
Panel con especialistas: 12 a 13
hs.
Prof. Leonor Corradi: Music it ups ( En Inglés)
Prof. Cavalli: ¿De qué
hablamos cuando hablamos de didáctica? (En Español)
Lic. María Rosa Mariani:
Las decisiones metodológicas en el idioma (en Inglés)
Intervalo ~ Almuerzo libre: 13.00 a
14.30hs
Trabajo en comisiones: presentación de experiencias: 14.30 a
16.30hs
Plenario: presentación de las líneas de trabajo en las
comisiones,
fortalezas y debilidades en la enseñanza del idioma
Consideraciones para
futuros encuentros: 16.30 a 17.30hs
Cierre de la
Jornada: 17.30 hs.
Se entregarán certificados
Informes e Inscripción:
Instituto Superior de Formación Docente Nº 16- Rivadavia 2655- Lunes a Viernes
de 8 a 12 y de 18 a 21,30 hs.
Mail: instituto@coopsal.com.ar
Mail directora: stellacav@coopsal.com.ar
Mail coordinadora: mrsalinardi@coopsal.com.ar
-----------------------------------------------------------
5.- THOMSON´S FIRST
BRITISH – AMERICAN LANGUAGE TEACHING CONFERENCE
Our
dear SHARER Patricia Salvador has got an invitation to
make:
Thomson´s First British-American
Language Teaching Conference
Excellence: When Appropriate Isn't
Enough
Teachers will have the opportunity to
participate in a gamut of interesting pedagogical activities that will help them
integrate new materials and new ideas in their daily teaching of English as a
foreign language. Participation, culture, smiles and laughter are waiting for
you! Join us!
Keynote Speakers: Hugh Dellar - Great
With Susan Hillyard
Concurrent Sessions:
Working with Teaching Methods: Learning to
Teach and Teaching to learn
Silvia Ronchetti.
Claudia Ferradás Moi.
Expanding Your Horizons: Techniques and
Technology in ELT
Claudia Urzi
Teaching Grammar in
Context
Marta Crespo
Authentic material: Enhancing Comprehension and
Communication in your Class
Cristina Speranza
Assessment and Curriculum
Re-Design
Lucrecia Prat Gay.
Humour and a Memorable
Class
Alicia Lopez
Date: November, Saturday 6th -
Venue: Universidad Abierta Interamericana – San
Juan 983
Fee: $ 10 – Pizza Party
included
If you want to register please send us an email
to amarletto@thomsonlearning.com.ar
Thomson Learning
Argentina S.A.
Rojas 2128 - (C1416PCX) 4582-0601 / 4582-0607 - Fax:
4582-0607
www.heinle.com
Lic.
Omar Villarreal
Profesor de Inglés e Inglés
Técnico – Instituto Nacional Superior del Profesorado Técnico. Licenciado en
Ciencias de la Educación (UCALP) Licenciado en Tecnología Educativa (FRA-UTN).
University Lecturer in the Area of Applied Linguistics at Universidad
Tecnológica Nacional and in Language I and IV at ISFD Nro 41. Lecturer in
Didactics of ESP at
Licenciatura en Inglés Universidad Católica de La Plata. He has lectured
extensively in all Argentinian provinces as well as in
------------------------------------------------------------
6.- CONGRESO
DE CONVIVENCIA Y VIOLENCIA: NUEVOS DESAFIOS EDUCATIVOS
Our
dear SHARER Cristina de la Vega writes to us:
Primer
Congreso Argentino Convivencia y Violencia: Nuevos Desafíos
Educativos
Se
llevará a cabo los días 19 y 20 de Noviembre en el Centro Cultural Gral San
Martín, de Capital Federal. Este espacio multidisciplinario abordará la
problemática de la violencia en el aula y es organizado por Acuarell
Capacitación y Formación Profesional.
Está
destinado a Directivos de instituciones educativas, docentes de todos los
niveles y profesionales de diversas áreas que trabajan en el campo educativo en
general. Han confirmado su participación: Dra. Silvia
Bleichamar, Prof. Lic. Carlos Cullen; Lic. Carina Kaplan; Lic. Julieta
Imberti; Lic. Omar Villarreal; Lic. Ana Prawda; Lic. Abel
Cortese; entre los principales profesionales especialistas en las
diversas temáticas que seran desarrolladas durante los dos días consecutivos en
espacios de: Ponencias; Seminarios (de 2 horas de duración cada uno); Talleres
(de 4hs de duración cada uno). También se realizará un Foro en el
cual participaran profesionales y docentes y donde serán elaboradas
propuestas para abordar la problemática de la violencia en las aulas las que
luego se harán llegar a las autoridades nacionales.
El
Primer Congreso otorga puntaje
docente y ha sido declarado de interés educativo por el Gobierno
de la Ciudad de Buenos Aires y la Provincia de Buenos Aires entre otras
distinciones.
Aranceles promocionales para inscripciones
anticipadas:
Hasta
el 30/10 (inclusive) $60 individual $50 grupal (3 o más
profesores-docentes)
Para
mayor información e inscripción dirigirse a: Acuarell Capacitacion y Formación
Profesional, teléfono 4827-5235 de
lunes a viernes de 10 a 20hs. o por mail a: congreso@acyf.com.ar o
leer actividades en el site
www.congresoconvivencia.com.ar
------------------------------------------------------------------------
7- OMAR IN ZÁRATE: A
SURVIVAL KIT FOR TEACHING TEENAGERS
A Survival Kit for Teaching
Teenagers
Teenagers have their own
world.
Teenagers have their own ways of relating to
others.
Is it possible to survive and to enjoy
the experience of teaching teenagers.
Understanding teenagers and their teen
culture is the first step to effective teaching within an affective, humanistic
approach.
How to wake those sleepy teenagers up and set
them into motion with drama, games, music and poetry.
Choosing appealing and challenging
activities, as the ones that will be practically demonstrated in the seminar, is
the only way to keep them motivated and ...awake !
Lecturer: Lic.
Omar Villarreal
Profesor
de Inglés e Inglés Técnico – Instituto Nacional Superior del Profesorado
Técnico. Licenciado en Ciencias de la Educación (UCALP) Licenciado en Tecnología
Educativa (FRA-UTN). Post graduate studies in
Educational Research (Maestría CEA _ Universidad Nacional de Córdoba).
University Lecturer in the
Area of Applied Linguistics at Universidad Tecnológica Nacional and in Language
I and IV at ISFD Nro 41. Lecturer
in Didactics of ESP at
Licenciatura en Inglés Universidad Católica de La Plata.
He was a Head of School for
more than 12 years and has been teaching English for 31 years.
He has lectured extensively
in all Argentinian provinces as well as in
Venue: Colegio "Dr.Federico Jorge
Hotton"
San Martín 1798 - Zárate
Date: Saturday 30th of October - from
Registration: At Colegio Hotton - Mondays
through Fridays from
(03487) 424428 -
Certificates of Attendance will be
issued.
------------------------------------------------------------
8.- OUP CALENDAR OF
EVENTS
Our dear SHARER Gabriel
Schvarstein from
Jayne Wildman in
Co-Author of
Matrix
November
Jayne Wildman taught in Spain,
Write
on
Writing in a foreign language is
one of the most challenging (and frustrating) things students have to do. An
essay is a very artificial construct, that it's difficult to write according to
the rules defined by the examiner - writing an essay is like playing a
sophisticated game and students need to know the ground rules.
Where and When:
Date & Time: Monday 8th
November, from
Venue: Colegio Victoria Ocampo, Brown
236
Registration: Agencia Sur Librerías (0291)
452-4838 /455-5858 / asur@infovia.com.ar
GBA North
Date & Time: Tuesday 9th
November, from
Venue: Colegio San Juan El Precursor, Anchorena
419
Registration: OUP Call Centre
(011) 4302-800 ext. 222 / callcentre.ar@oup.com
Ciudad de Buenos
Aires
Date & Time: Thursday 11th
November, from
Venue: Colegio Esteban Echeverría, Av. San
Juan 983
Registration: OUP Call Centre
(011) 4302-800 ext. 222 / callcentre.ar@oup.com
Córdoba
Date & Time: Friday 12th
November, from
Venue: To be confirmed
Registration:
LEAS Distribuidora (0351) 422-3833 / leas@infovia.com.ar
SBS Córdoba (0351) 423-6448 / cordoba@sbs.com.ar
OUP
also announces:
Sat 30th October -
From
Rosario - Colegio San Bartolomé - Tucumán 1257
Language Skills Development: a
solid foundation for building exam techniques by Rosario
Brondolo.
Act Naturally by Susan
Hillyard
Registration: SBS Rosario: (0341) 426-1276 - Santa
Fe 1340
Sat 30th October -
From
Mendoza - Liceo Militar Gral Espejo - Boulogne Sur
Mer 2136
Language Skills Development: a
solid foundation for building exam techniques by Mabel Manzano
Exploring the Language, Explore
the World
by Mónica Marinakis
Registration: SBS
Sat 6th November -
From
Cdad de Bs As - Universidad Argentina de la
Empresa (UADE) Lima 717
An Introduction to “Global
Issues’’ by Susan
Hillyard.
Let’s celebrate diversity in
adult learners by Gustavo Paz
Love’m, hate’m: The Teenage Class
by Laura Renart
Values into Action by Corine
Arguimabu
Registration: OUP Call Centre
(011) 4302-800 ext. 222 callcentre.ar@oup.com
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9.-
Our
dear SHARER Mónica Kunz has sent us this invitation for Anglia´s ELT
events:
Christian Kunz has been a
practising ESL/EFL teacher in Argentina,
Christian has been involved
with the
Morning session –
Afternoon session –
Making the most of a spring day with ELT
professionals
Addressing our students’ needs, wants and
lacks through the implementation and practice of differential
learning
Keeping Constructivism on the front
burner
Recognising and producing authentic English
chunks
Post-seminar presentation (free of
charge)
International English Language Exams for
the New Millennium
International Diploma in TESOL via distance
learning
Date:
Saturday, 23rd
October
Information & Registration: SBS
Bookshop - Lerma 45,
Tel: 0387 4318868
Morning session –
Afternon session –
(please see details under
post-seminar presentation (free of
charge)
International English Language Exams for
the New Millennium
International Diploma in TESOL via distance
learning
Date:
Saturday, 30th
October
Venue: Hotel Comodoro - 9 de julio
770,Comodoro Rivadavia
Information & Registration: B M Inglés
- Prof. Nancy Pacheco - nancypacheco@uolsinectis.com.ar
- TEL: (0297) 446-7240
Loads of Raffles of ELT materials.
ELT-Related Exhibitors
Certificates of
Attendance
Early confirmation of attendance is
strongly recommended as places are offered on a first-come-first-served
basis
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10.-
ELT MARATHON IN MAR DEL PLATA
Our dear SHARERS from ELT Team announce:
ELTeamarathon
Are you ready to rush into
ideas?
Take your breath….
Ready, steady,
go!!!!
Join different speakers in this event full of
practical ideas and positive energy!
Theater skills, music, fantastic stories,
idioms …and much more!!!
Different workshops, handouts full of
activities, raffles and stands…
Schedule:
Date: 30th October
Venue: Museo del Mar Auditorium- Av. Colón
1114
Fee: $14
Further information: elteam@copetel.com.ar // 0223. 471-2775
Registration: Librería Bookshop, Catamarca 2953-Mar del Plata
//0223-4736567
Certificates of attendance will
be issued.
Workshops:
“Making idioms your friend”, by Katherine
Palubinskas
Idioms appear in
almost every context where colloquial and authentic English is in focus. They
add variety and spice to the English language. At this workshop, learn to spot
idioms in any given context, flavor
your speech trying your hand at a few, learn to express many idioms you know in
Spanish in the target language, and receive some practical tips on how to work
with them in your class.
“Music in the air”, by Fabiana
Girón and Laura Spina
In this workshop you will get
practical ideas on how to get your students interested in music that will
provide them with not only a nice melody and some words to sing along, but also
with the historical/social connection of the songs that were landmarks in
different decades. We will deal with assumptions on the value of using music in
the classroom, and discuss some ideas on how to teach English through music. You
will get handouts with exercises to put into action the next day you go into
your classroom.
“Theatre=magic=fun" by Hilda
Lopez and Betina Bettendorf
The aim of this workshop is to
offer a space where people who always have dreamt about acting can find here
their chance to fulfil this expectation in a safe atmosphere leaving aside fears
and prejudice. It’s the unique place where you can break away from your own
identity in order to explore actor’s training and flesh out different
characters. It helps you to develop the inner master who is in control of your
mind in order to create, enjoy and what is more to give birth to all the wonders
of your craft and possibly transfer that into your language
classroom.
“Fantastic stories in your classroom” by
Jorgelina Carlassare
Fantasy is a magic force that conducts us along
incredible paths where fun, imagination and creativity invade our senses.
Fantastic stories call upon our earliest happy memories and encourage us to
create new stories… How can we include fantasy in the language classroom as a
springboard for motivating learners to become successful language users? This workshop offers you some teaching
strategies, practical ideas, tips and material to achieve this daunting but
possible goal….
“The relevance of making choices in the
language classroom and its pedagogical implications” by Gabriela Ferreiro
This session will look at
some important theoretical concepts related to the integration of skills, group
work, cooperative learning, learner autonomy, learning strategies and
self-assessment, and their practical implications in
ELT.
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11- THE MOUSETRAP AT THE
PLAYHOUSE.
Our dear SHARER Ximena Faralla writes to us:
The Suburban Players
presents
Agatha Christie's “ The Mousetrap”
World's Longest Ever Run
Play.
directed by Ximena Faralla
Cast : Carolina Alfonsín, Roman Chlapowski, Martin
Grisar, Pablo Gueli Saavedra, Elena Linn, Juan Ramollino, Mara Santucci and Victor Taylor.
October 29th thru
Thursdays, Fridays &
Saturdays
Tickets $10.- Find out about our
group discounts!
"The Playhouse" -
Reservations: 4747-4470 reservations@thesuburbanplayers.com
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12.- NLP GOAL SETTING
DAY
Our dear SHARER and friend Jamie
Duncan writes to us:
NLP Goal Setting
Day
Create a vibrant inner state for next
year!
We invite our students and former
students to celebrate the end of year and at the same time start planning together for a bubbling 2005,
full of possibilities and opportunities for growth together. We will share a number of different
activities and exercises to design and redefine your objectives, both personal
and professional.
Many of you have been asking us
to further foster networking of like-minded and like-spirited teachers so we
think that this day will be a great chance to meet people who are committed,
enthusiastic and willing to learn and create new things. With this vibrant support group our
goals and wishes will become real and irresistible!
We will coordinate the
activities, and remember, this event is free of charge. We ask you to confirm your attendance before 20
October.
Let´s launch a sparkling New
Year!!!
Who can come to the
meeting:
Anyone who has had training in
NLP, with us or in any other school, here or abroad.
Anyone who has attended a set of
our workshops or “A Spa for your Soul”.
Practitioners. Master
Practitioners and Trainers in NLP.
Date: Saturday November 27
Time: 9.00 to 12.00 (and
celebration activities)
Venue: Ciudad de Buenos Aires
Reminder: Again, please confirm attendance as soon as possible
. . .
lauraszmuch@aol.com , jamie@abaconet.com.ar , or (005411)
46419068
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13-
ENGLISH TEACHER WANTED.
Our dear SHARER Sandra Lespade is looking for
a new teacher for her ELS:
English Teachers Required for
2005.
Description: Full time teaching job at private English
institute either in Carlos Casares or Bolívar. Levels from Kinder
to CAE.
Contact: Sandra Lespade. Tel: 02395-453106 - E-mail:
paddington@intercasares.com.ar
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14-
Our
dear SHARER Alfred Hopkins writes:
To be or not to be, to act or
not to act...
"To be or not to be," said Hamlet
in a low hollow toned voice.
"Why to be and not to do?" asked
Ophelia as she winked her left eye suspiciously.
"Because it is more difficult to
be than to do," responded the prince.
"Oh come on! If you don't know
who you are how can you be?"
"By playing!" ventured the
prince, suddenly perking up excitedly. "When you act you can be and do at
the same time and that's great fun!"
"Really?" Ophelia seemed a
bit taken aback.
"Yea, if you want we can do it
together..."
"Are you being fresh with
me?"
"No, not really, just playing my
role."
"No wonder you die at the end of
the play" retorted Ophelia as she hurried off in a huff. Hamlet dashed
after her and begged her to give it a try. She did. If you want to know how this
story ends, come to the
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Today we would like to finish this issue of SHARE with a message that our dear SHARER Ana Vieyra Urquiza sent us (slightly adapted for publication). Of course, it is the message itself that counts, but being teachers of English we could not help thinking what a wonderful activity it would make for the teaching of superlatives!
The
most destructive habit:
Worry
The greatest joy:
Giving
The greatest loss:
Loss of self-respect
Our greatest natural resource:
Our youth
The biggest problem to overcome:
Fear
The most effective sleeping pill:
Peace of mind
The most powerful force in life:
Love
The worst thing to be without:
Hope
The best words in any language:
"I Can"
The greatest asset:
Faith
The most prized possession:
Integrity
HAVE A WONDERFUL WEEK
Omar and Marina.
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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.
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