El tercer tipo de
actividades reguladoras pretende que el alumno conozca y use las estrategias
más apropiadas para buscar oportunidades para practicar su competencia fónica.
Por ejemplo, ver películas subtituladas.
El último tipo de
actividades reguladoras pretende facultar al alumno para que solvente
dificultades de comunicación ocasionados por una insuficiente competencia
fónica. Por ejemplo, una actividad de comprensión auditiva con diálogos en que
los interlocutores usan expresiones como: ¿Puedes repetir, por favor?; ¿Más
despacio, por favor?; Que quieres un… ¿qué?, etc.
Lo expuesto en este
apartado lo podemos visualizar en un diagrama de los distintos objetivos de la
enseñanza de la pronunciación y de las correspondientes actividades que se
derivan de ellas (figura 3)
Figura 3. Diagrama de los
tres objetivos esenciales de la didáctica de la pronunciación y los grupos de
actividades que se derivan de cada uno.
4.
Cierre
Las cuestiones básicas sobre
la enseñanza de la pronunciación giran en torno a cuál es el sustento teórico
de la didáctica de la pronunciación y qué actividades y acciones didácticas se
pueden realizar para que la competencia fónica progrese. En este artículo hemos
pretendido describir los principios teóricos de la didáctica de la
pronunciación tomando como punto de partida los principios surgidos de la
didáctica para la enseñanza general de lenguas extranjeras.
Se han identificado tres
objetivos básicos en los que puede incidir la enseñanza de la pronunciación: el
centrado en la forma de la lengua, el centrado en el significado, y el centrado
en el aprendizaje. Para la consecución de cada objetivo existen unos grupos
propios de actividades: actividades capacitadoras, actividades comunicativas,
actividades reguladoras y actividades motivadoras, respectivamente.
Esperamos que estas
reflexiones contribuyan a que trabajos posteriores desarrollen una didáctica de
la pronunciación.
5.
Bibliografía
Brown, H.D. y Gonzo, S.
(eds.) (1995), Readings on second
language acquisition. Londres: Prentice Hall.
Celce-Murcia,
M., Brinton, D.M. y Goodwin, J.M. (1996), Teaching Pronunciation. A reference
for teachers of english to speakers of other languages. Cambridge:
Cambridge University Press.
Dalton, C. y Seidlhofer, B. (1994),
Pronunciation. Oxford: Oxford University
Press.
Doughty,
C., y Williams, J. (1998), Focus on Form in Classroom Second Language
Acquisition. Boston: Cambridge University
Press.
Ellis, R.
(1992), Second language acquisition and language pedagogy. Clevedon:
Multilingual Matters.
Ellis, R.
(ed.) (2001), Form-focused instruction and second language learning. Special
issue of language learning. Oxford:
Blackwell.
Ellis, N.
(ed.) (1995), Implicit and explicit learning of languages. Londres: Academic
Press.
Ellis, R.
(1992), Second language acquisition and language pedagogy. Clevedon:
Multilingual Matters.
Firth, S.
(1992), “Pronunciation syllabus design: A question of focus”. En Avery, P y
Ehrlich, S. (1992) Teaching American English pronunciation. Oxford:
Oxford University Press.; 173-183.
Fotos, S.
(1993), “Consciousness raising and noticing through focus on form: Grammar task
performance vs. formal instruction”. Applied Linguistics, 14: 385-407.
Kenworthy,
J. (1987), Teaching english pronunciation. New York: Longman.
Leather, J.
(1983) “Second language pronunciation learning and teaching”, Language
Teaching, 16; 198-219.
Littlewood,
W. (1992) Teaching oral communication. Oxford: Blackwell.
Llisterri, J. (2003), “La
enseñanza de la pronunciación”. En Cervantes, Revista del Instituto Cervantes
en Italia, 4: 91-114.
Martín Peris, E. (1996)
Las actividades de aprendizaje en los manuales de español como lengua
extranjera. Tesis doctoral. Universidad de Barcelona. [Consulta: 6 noviembre
2006] Disponible en la web: http://www.sgci.mec.es/redele/biblioteca/martin.shtml
Morley, J.
(1991) “The pronunciation component in teaching english to speakers of others
languages”, TESOL QUARTERLY, 25 (3); 481-520.
Morley, J.
(ed.) (1994) Pronunciation pedagogy and theory: New View, New Directions. Alexandria: TESOL.
Morley, J.
(ed.) (1987) Current perspectives on pronunciation: practices anchored in
theory. Washington:
TESOL.
Murphy, J.
(1991), “Oral communication in TESOL: Integrating speaking, listening, and
pronunciation”, TESOL QUARTERLY, 25 (1); 51-75.
Poch, D. (1999), Fonética
para aprender español: pronunciación. Madrid: Edinumen.
Rivers, W.
y Temperley, M. (1978) A practical guide to the teaching of English as a second
or foreign language. New York: Oxford University
Press.
Rutherford, W. y Sharwood Smith, M.A. (1985) “Consciousness-Raising and Universal
Grammar”, Applied Linguistics, 6, 274-281.
Sharwood
Smith, M.A. (1993) “Input enhancement in instructed SLA:
theoretical bases”. Studies in Second Language Acquisition, 15: 165-79.
Stern, H.
(1992), Issues and Options in Language Teaching. Oxford: Oxford University
Press.
Taylor, L.
(1993), Pronunciation in action. Londres: Prentice Hall.
van Lier,
L. (1995), Introducing language awareness. Londres: Penguin.
Willis, J.
y Willis, D. (eds.) (1996), Challenge and change in language teaching. Oxford:
Sobre
el Autor:
Agustín Iruela
Universidad de Barcelona
Licenciado en Filología
Hispánica, Master en formación de profesores de E/LE y Doctor en Filosofía y
Ciencias de la Educación en la Universidad de
Barcelona. Ha impartido clases de E/LE en diversos centros, como la Universidad Pompeu
Fabra o ESADE. Ha impartido clases de metodología en el Master de la Universidad de Barcelona.
Es coautor de los cursos de E/LE Es español, Es tu ritmo y Conecta.
© MarcoELE. Revista de
Didáctica. ISSN 1885-2211
www.marcoele.com
Fecha de recepción en
MarcoELE: 14 de noviembre de 2006
Fecha de publicación en
MarcoELE: 15 de enero de 2007
------------------------------------------------------------------------
2.- DYSLEXIA:
WHOLE LANGUAGE IS NOT WHOLE WORD
Our
dear SHARER Dr.Stephen Krashen has generously sent us this article to SHARE
SHARE with all of you:
Whole Language is not Whole
Word
Sent to the Pittsbugh Post-Gazette, Feb 12
"Dyslexia begins when the wires don't
meet" (Feb. 11) confuses "whole language" with "whole
word," a method for teaching reading that was discarded decades ago.
Whole word, not whole language,
"stresses seeing whole words and saying them aloud."
Whole language is based on the idea,
proposed by Kenneth Goodman and Frank Smith, that we learn to read by
understanding what we read, by making sense of what
is on the page.
Whole language teachers provide children
with interesting texts and help make the texts
comprehensible in a variety of ways,
including teaching the basic rules of phonics. According to my analysis of the
research, children in classes that use whole language do better than children
in traditional classes on tests of reading comprehension, and do just
as well on tests of
"skills."
Stephen Krashen
References:
Krashen, S. 1999. Three Arguments Against
Whole
Language and Why They are Wrong. Portsmouth, NH:
Heinemann.
Krashen, S. 2002. The NRP comparison of
whole language
and phonics: Ignoring the crucial variable
in reading.
Talking Points, 13(3): 22-28.
Dyslexia begins when the wires
don't meet
First of a two part series
Sunday, February 11, 2007
By Mark Roth, Pittsburgh Post-Gazette
It's one of Marcel Just's favorite
cartoons. A man has just finished painting a sign on the door of a building. It
reads: "Institute for the Study of Daily Sex."
A man standing next to him says,
"Maybe you'd better let me spell dyslexia."
Dr. Just, a brain researcher at Carnegie
Mellon University, appreciates the humor, even though he knows it's based on a
common misconception – that dyslexia is a visual scrambling of letters and
words.
The work done by Dr. Just and his
colleagues at Carnegie Mellon, as well as brain imaging carried out at
Georgetown University, Yale University and other centers, has now proven that
seeing letters in reverse or out of order is not the cause of dyslexia.
Using functional magnetic resonance
imaging, which can measure blood flow to different parts of the brain in real
time, researchers now know that the reading disability involves a weakness in
the part of the brain that decodes the sounds of written language.
That region sits above the left ear, at
the junction of the brain's temporal and parietal lobes.
The area lights up brightly on brain scans
as normal readers sound out words, said Ann Meyler, a post-doctoral fellow at
Carnegie Mellon. In poor readers, it is much less active.
As readers become more skilled, an area
further back in the brain, next to the visual processing area, starts to show
greater activity.
Sally Shaywitz, a dyslexia expert at Yale
University, says that is the "word form" area.
As readers learn more and more words on
sight, without having to sound them out, this area takes on an ever greater
share of the reading task, she says."When we first learn how to
read," she said, "it's effortful. But after you've read a word a
certain
number of times, those nerve endings come
together and then it's stored in the word-form area."
In many adults with dyslexia, however, the
word-form area stays largely dormant. For them, every word remains a puzzle
that needs to be unraveled. It might seem that the new brain studies amount to
a grim prognosis for an ingrained disability.
But they have also shown that the right
kind of intensive instruction can start to rewire the brain and help overcome
reading deficits, even if it can't eliminate them.
When Carnegie Mellon scanned the brains of
youngsters who had received a year of concentrated reading instruction, they
showed 40 percent more activity in the word decoding areas of their brains, Dr.
Just said.
A similar study at Yale showed that a year
after receiving such instruction, boys and girls continued to show increased
activity in both the word-decoding and word-form areas of their brains.
A study at Georgetown
University in Washington, D.C.
showed that intensive intervention helped adults with dyslexia as well, said
Guinevere Eden, a dyslexia expert there. But in their case, she noted, some
areas on the right side of their brains showed more activity
after the instruction, suggesting they may
have been compensating for problems on the left side.
Despite these hopeful results, it's important
not to be overly optimistic, the experts said.
Even though dyslexic children and adults
can often improve their accuracy and understanding of individual words after
remedial instruction, they rarely can read
as quickly as an average reader.
And reading slowly can hamper someone's
ability to understand longer passages.
"Once you teach [dyslexic] people
these [reading] codes, they use them very deliberately and slowly, and until
they are able to make them more fluent, they are not going to do very well on
comprehension," Dr. Eden said.
Intelligence without reading ? That is one
reason why Dr. Shaywitz has pushed hard for granting accommodations to people
with dyslexia in school and on the job, especially by providing extra time on reading,
writing and even speaking tasks.
Largely through her efforts and those of
her husband and fellow researcher, Bennett Shaywitz, 115 undergraduate and
graduate students with serious reading disabilities are now enrolled at Yale,
she said.
To meet the rigors of an Ivy League
education, the students not only get extra time, but they also can have people
help them take notes, and can get some of their class material on CDs and
tapes, she said.
Dr. Shaywitz believes many people with
dyslexia have strengths that other students lack.
"So many people in our society take
reading as a proxy for intelligence. If you're a very good reader you must be
very smart and if you're a slow reader you must not be very smart.
"But many people with dyslexia are
excellent at thinking outside the box, simplifying and problem solving. They
can't memorize material and regurgitate it the way others can. They have to
really understand it."
As a group, Dr. Shaywitz says, the
dyslexic population includes a "disproportionate representation of people who
think differently." The epilogue of her 2003 book,
"Overcoming Dyslexia," is filled
with examples of high-achievers with dyslexia, from novelist John Irving to the
late playwright Wendy Wasserstein to
former West Virginia governor Gaston Caperton.
Catering to the strengths of people with
dyslexia does not mean ignoring their need for basic reading ability, though.
As Dr. Just put it, "Reading is one of the few kinds of shared
cultural expertise that we have. It's not as though we can all program
computers or we can all play basketball, but almost everybody reads, so you're
out of luck if you can't do it."
So even moving people a little way forward
on the path to reading better can be beneficial, he said. "Being a slow
reader is a surmountable impediment. Many, many
professionals are slow readers. They take
longer, but they can do it."
It's not clear exactly how many people in
the United States
have dyslexia. Dr. Eden uses a conservative figure of 5 to 7 percent of the
population. Dr.Shaywitz estimates it could be as high as 20 percent. Either
way, it means there are between 15 million and
60 million people in America whose
brains aren't wired for easy reading.
One reason for the wide range of estimates
is that the classic definition of a person with dyslexia is someone of average
or above-average intelligence who has poor reading skills. But there are also
millions of people with below-average intelligence who are poor readers, and it's
not clear how many of them have the brain problems associated with dyslexia,
and how many struggle with reading for other reasons.
Dr. Meyler noted that nationally, 30
percent to 40 percent of fourth graders read below a proficient level, far more
than the 5 percent to 20 percent who might have dyslexia.
Dyslexia was first described in the late
1800s by British and Scottish physicians, who called it "congenital word
blindness."
An early pioneer of dyslexia research in
the United States was a Pittsburgh physician, E.
Bosworth McCready, a child development specialist who at one time was medical director of "The
Hospital-School for Backward Children."
In 1909, Dr. McCready identified 41
reported cases of "word blindness" worldwide, Dr. Shaywitz wrote.
But the American who left an indelible
stamp on dyslexia was neurologist Samuel Orton.
While running a mobile mental health
clinic at the University of Iowa in the 1920s, Dr. Orton began seeing farm boys
whose vision was excellent, but who could barely read, said Marcia Henry, an
emerita professor at San Jose
State University
who has
lectured and written about him.
He noticed many of them reversed letters
or mixed them up. Eventually, he coined the term "strephosymbolia" to
describe that process, and theorized that it was the root cause of dyslexia.
One reason that theory persists in
people's minds,Georgetown's
Dr. Eden surmised, is because "when you give something a complicated name,
it seems more believable.
"I think another reason people
believe it so strongly is that all beginning readers tend to" reverse
their letters.
In fact, Dr. Henry said, if a child is
still reversing his letters in first or second grade, it's a good indicator
that he may have dyslexia, she said.
Other languages, same issue Most of the
brain imaging research on dyslexia so far has been done on English-speaking
people, but the problem exists throughout the world.
In some cases, as in Germany, the dyslexia rate is about half the U.S.
figure because German letters,unlike English, are always pronounced the same
way regardless of what word they are in.
There is even dyslexia in China and Japan, where the written symbols
represent whole words, Dr. Eden said,but in those nations, the brain
differences between good and poor readers show up in frontal regions that seem
to be involved in processing the shapes of the symbols.
The brain imaging researchers are not
experts on reading instruction methods, but their work on dyslexia has
convinced them of one thing.
For children with dyslexia, the
"whole language" approach to reading -- which stresses seeing whole words
and saying them aloud -- does not work well.
The best interventions, they say, are
letter-to-sound decoding techniques that are even more detailed and concrete
than regular phonics classes.
That conclusion was confirmed in a study
called Power4Kids conducted in Allegheny
County four years ago.
The study found that three phonetically-based reading programs did the best job
of improving the skills of below-average readers -- but it also showed
that there was a long way to go in closing
the gap between good and poor readers.
Mark Roth can be reached at mroth@post-gazette.com
------------------------------------------------------------------------
3.- ADVANCED
VOCABULARY IN CONTEXT: CONTEMPORARY MUSIC
The 50 Worst Artists in
Music History
Extended drum solos. Prog-rock concept
albums. Kenny G. We endured all these — and much worse! — to bring you
Blender’s list of the 50 most talentless music acts of all time. Just please
don’t ask us to do it again. Ever…
By John Aizlewood, Clark Collis, J.D.
Considine, John Harris, Howard Johnson, Rob Kemp, Daniel Krauss, Mat Snow and
Jonah Weiner
50 IRON BUTTERFLY
Everything bad about the ’60s, in one
easy-to-avoid package
Legend has it that this Los Angeles
acid-rock quintet had consumed such massive amounts of marijuana during the
1968 sessions for “In the Garden of Eden” that keyboardist-singer Doug Ingle
could only mumble the title. Hence, “In-a-Gadda-da-Vida” was born, and its
unexpurgated 17-minute version (including a two-and-a- half-minute drum solo)
inaugurated the dubious era of free-form FM radio.
Appalling fact In-a-Gadda-da-Vida was the
first LP ever to be certified platinum.
Worst CD Sun and Steel (MCA, 1975)
49 TOAD THE WET SPROCKET
Very poor name. Even poorer band
“We were together longer than we ever
thought we’d be,” said Toad the Wet Sprocket singer Glenn Phillips when the
band gave up in 1998. Longer than the rest of us had hoped, too. But the California four-piece
defied the odds for 12 years, even piercing the Top 40 with their R.E.M.
readymades.
Appalling fact Toad decided to have another
go this year, playing dates with Counting Crows. Run.
Worst CD Pale (Columbia, 1990)
48 MASTER P
The dumbest of the Dirty South
In the late ’90s, rapper and label head
Percy Miller copycatted G-funk, simplified it and launched a fleet of
indistinguishable MCs wrapped in cheap-looking, jewel-riddled artwork. P’s
worst offense was his solo work (his obnoxious breakout single, “Make Em Say Ugh,” consisted of
little more than a repeated groan). Like a crawfish-suckin’ P. Diddy, he has,
shockingly, earned millions from his No Limit imprint, which includes a
clothing line, a publishing house — and even a phone company.
Appalling fact Master P had a Ferrari
custom-painted in a Gucci-logo pattern.
Worst CD Only God Can Judge Me (No Limit,
1999)
47 GOO GOO DOLLS
Mediocre band, woeful balladeers
Buffalo, New York’s Goo Goo Dolls are former garage-rockers who, since their 1995
acoustic hit “Name,” have successfully flogged a pallid brand of Bon Jovi–lite
“rock.” “Iris,” their smash 1998 weepie, gives power ballads a bad name.
Worst CD Gutterflower (Warner Bros., 2002)
46 THE SPIN DOCTORS
Beards. Extended “jams.” Oh dear, oh dear
For a brief time (between 1992 and 1996),
it seemed that any workaday bar band, if it was willing to gamely trek around
the country for at least three years, had a chance at superstardom (cf. Hootie
and the Blowfish, Blues Traveler). Blame the Spin Doctors, hairy New Yorkers
who — thanks to the supremely annoying “Little Miss Can’t Be Wrong” and “Two
Princes” — momentarily opened a route between dive bars and the Billboard
charts.
Appalling fact The Doctors got together
while they were students at New York’s New School
of Jazz.
Worst CD Homebelly Groove Live (Epic, 1992)
45 GIPSY KINGS
The curse of many a late-’80s dinner party
Having grown up on the French-Spanish
border, the six cousins who formed Gipsy Kings craftily aspired to sell their
mixture of flamenco, Eurotrash pop and questionable hairdos to a world
desperate for something seemingly exotic. They seduced the über-rich at St.
Tropez before hitching their wagon to the then-huge world-music boom, diluting
the flamenco with drums, bass and even synthesizers. Soon, they became the
Muzak in every bistro in the free world.
Appalling fact Well-known groover George
H.W. Bush was so fond of the Gipsy Kings that he asked them to perform at his
inaugural presidential ball. For some reason, they declined.
Worst CD Este Mundo (Elektra, 1991)
44 MANOWAR
None more metal. None more gay
An American answer to Judas Priest and Iron
Maiden, Rochester, New York’s Manowar embody every conceivable heavy-metal
cliché: Bodybuilders all, the four wear leather and animal pelts onstage;
singer Eric Adams shrieks only of death, warfare and the glory of metal; Joey
DeMaio performs solo bass renditions of “The Flight of the Bumblebee.” They’re
quite possibly the most ludicrous people in rock & roll history.
Appalling fact In 1993, Russian youth voted
Manowar above the Beatles and Michael Jackson as the act they would most like
to see perform live.
Worst CD Sign of the Hammer (EMI, 1985)
43 MIKE & THE MECHANICS
“Every generation blames the one before,”
they sang. So we will
While Phil Collins was torturing the world
with his archetypal ’80s soft-rock, his Genesis colleague Mike Rutherford
unwisely decided to join in. Ergo the Mechanics, a trio built around
Rutherford, former Squeeze vocalist-keyboardist Paul Carrack and the late Paul
Young. As shown by the 1989 number 1 hit “The Living Years,” an unbearably
sentimental ode to Rutherford’s deceased
father, they made Collins sound like the MC5.
Appalling fact Against significant odds,
there is a U.K.-based Mike & the Mechanics tribute band, the Living Years.
Worst CD Beggar on a Beach of Gold
(Virgin, 1995)
42 RICK WAKEMAN
Can play two synthesizers at once — but
nothing that people want to hear
Keyboard “wizard” and professional cape
wearer Wakeman’s diabolical taste revealed itself early, when he elected to
join prog-rockers Yes instead of David Bowie’s backing band, the Spiders From
Mars. Not content with contributing to Yes’s inexcusably pompous albums, he
also spent the mid-’70s releasing a series of baroquely awful solo theme
records, including The Myths and Legends of King Arthur and the Knights of the
Round Table. For reasons that are still unclear, he opted to perform that one
on ice.
Appalling fact While playing Yes songs
live, Wakeman would wolf down curry during sections in which he had little to
do.
Worst CD Lisztomania (A&M, 1975)
41 WHITESNAKE
Dumb and dumberer
Led by ex–Deep Purple frontman David
Coverdale, Whitesnake’s ’80s success with their karaoke Led Zeppelin routine
can be explained only by the public’s enduring love for the double entendre, as
exemplified on such songs as “Slide It In,” “Slow Poke Music” and “Spit It
Out.”
Worst CD Slip of the Tongue (Geffen, 1989)
40 BLIND MELON
A video made them; heroin undid them
Led by Axl Rose’s mewling, drug-plagued pal
Shannon Hoon, Blind Melon’s lightweight rock would have been forgotten
completely were it not for the boundless charm of “Bee Girl” Heather DeLoach,
whose hoofing in the video for “No Rain” made the tune the band’s lone hit.
Worst CD Soup (Capitol, 1995)
39 BOB GELDOF
Should have stuck to saving the planet
He organized the Live Aid concerts, but
“Saint” Bob Geldof is a less-than-godlike musical talent. In 1989, he released
The Vegetarians of Love, a terrible quasi-Cajun album that was recorded in five
days — and sounded like it. Thirteen years later came Sex, Age & Death,
effectively a midlife crisis — replete with achingly embarrassing claims of
undiminished sexual potency — set to music. Like most of his solo work, it
stiffed.
Appalling fact One recent Geldof song,
“10:15,” features the line “She told me I was beautiful/And I made her come a
lot.”
Worst CD Sex, Age & Death (Koch, 2002)
37 THE DOORS
He was the Lizard King. No, really…
While in college, many young men still
choose to immerse themselves in such ill-advised subjects as Nietzsche, black
magic and Native American folklore. Most get over it; Jim Morrison,
unfortunately, inflicted his terminally adolescent views on the wider world.
The consequences included overblown screeds of nonsense such as “The End” and
“The Crystal Ship,” plus, effectively, the invention of goth. Then he got fat
and died.
Appalling fact Morrison is widely believed
to have suffered his fatal heart attack while masturbating in the bathtub.
Worst CD The Soft Parade (Elektra, 1969)
36 98 DEGREES
Well, their mothers must love them
“I never forget a face, but in your case
I’ll make an exception,” quipped Groucho Marx. He’d have been hard-pressed to
remember this utterly unremarkable Ohio
boy band, though he would have loved to have forgotten their music. Harmonies,
schmaltzy urban soul and even more saccharine life philosophy (“Persevere, work
hard, have faith and eventually you’ll reach your goal”) paid dividends in the
late ’90s, as third-rate cheese such as “I Do (Cherish You)” and “Because of
You” somehow became big hits.
Appalling fact Buy the 98 Degrees official
board game — and find out which band member once autographed a diaper!
Worst CD This Christmas (Uptown/ Universal,
1999)
35 PAUL OAKENFOLD
Hey, Mr. DJ: Keep your day job!
As a remixer of note, “Oakey” is lauded for
turning the guitar-loving masses into Ecstasy-aware, sodden-shirted neophytes
of ’90s dance music. But 2002’s Bunkka, the Englishman’s first album of
original material, was an abject exercise in marketing, not music. Ham-fisted
and clichéd, lacking direction and sparkle, nothing Oakenfold created himself
would have inspired any DJs worth a lick. Dreadful.
Appalling fact Perry Farrell, Tricky, Ice
Cube and Nelly Furtado all lined up to contribute to Bunkka. Presumably without
hearing the music first.
Worst CD Bunkka (Maverick/Warner Bros.,
2002)
34 LIVE
These U2 sound-alikes never did find what
they were looking for
Blessed with the same spiritual longing as
U2 — but, sadly, none of the musical cunning — this Harrisburg, Pennsylvania,
quartet made a brief but insignificant splash in the early ’90s as purveyors of
grandiose, vaguely uplifting alt-rock. Although their hold on the mainstream
had evaporated by the end of the decade, their blend of loud guitars and
portentous lyrics helped pave the way for crypto-Christian rockers Creed. Nice
one, Live.
Appalling fact The album title Secret
Samadhi derives from a form of Hindu meditation.
Worst CD Secret Samadhi (MCA, 1997)
33 JAPAN
An uncontestable argument against the ’80s
Japan
formed in 1974 and soon discovered that their mixture of washed-out glam-rock,
vaguely literary pretensions and bucketloads of makeup prompted little more
than cruel laughter. The dawn of the ’80s, however, found things moving their
way, and by 1981, plenty of easily distracted teens were wobbling enigmatically
to “Voices Raised in Welcome, Hands Held in Prayer,” “The Art of Parties” and
“Still Life in Mobile Homes” (the titles say it all).
Appalling fact Their version of Smokey
Robinson & the Miracles’ “I Second That Emotion” might be the worst Motown
cover of all time.
Worst CD Gentlemen Take Polaroids (Virgin,
1980)
32 THE HOOTERS
The great folk-rock scare
Philadelphians Rob Hyman and Eric Bazilian
assembled a quintet that specialized in a vile blend of folk-rock and New Wave,
in the process proving that the mandolin is more irritating than the
synthesizer.
Worst CD Zig Zag (Columbia, 1989)
31 ARRESTED DEVELOPMENT
Too positive for their own good
Their 1992 debut, 3 Years, 5 Months & 2
Days in the Life Of…, sold 5 million copies despite containing some of the
preachiest, most contrived “wisdom” ever laid down. Their studio follow-up,
Zingalamundi, sank without a trace.
Worst CD Unplugged (Chrysalis, 1993)
30 RICHARD MARX
The devil-king of MOR
When it comes to the dreaded genre of adult
contemporary, few were as archetypal as Winnetka, Illinois–born Richard Marx.
The unbearably syrupy “Right Here Waiting,” from 1989, remains his most
far-reaching hit, but it shows the extent to which America fell for his
combination of mullet, Wedding Singer apparel and softer-than-soft rock that it
was his third consecutive number 1 single.
Appalling fact Before his brief burst of
stardom, Marx honed his painfully bland art as a backing singer for Lionel
Richie.
Worst CD Repeat Offender (Capitol, 1989)
29 SKINNY PUPPY
The audience rarely sang along to “Dogshit”
And so it came to pass in the 1980s that
two Canadian Kevins changed their names to cEvin and Nivek in order to make
themselves more interesting, hired a singer named Dwayne (who would die of a
heroin overdose) and spent almost a decade making ear-torturing industrial
music. The sound of whiny students on drugs sampling Timothy Leary — as scary
as Mannheim
Steamroller.
Appalling fact On the Head Trauma tour,
cEvin sliced open his stomach with broken glass and performed a vivisection.
Relax, everyone — he was only pretending.
Worst CD Too Dark Park (Nettwerk, 1990)
28 CRASH TEST DUMMIES
They said Brad Roberts’s voice was so deep
it could be heard only by whales. Not true, sadly
If you want to be recognized as serious
recording artists with a whimsical, folksy bent, it’s probably best not to
notch your only hit with a daft novelty song based around the world’s silliest
lead vocal and title it “Mmm, Mmm, Mmm, Mmm.” The remainder of God Shuffled His
Feet, this Canadian band’s second album, was much worse. They released I Don’t
Care That You Don’t Mind in 2001. No one cared.
Appalling fact They’re Canadian.
Worst CD A Worm’s Life (Arista, 1996)
27 COLOR ME BADD
These Oklahomans sang about sex. But they couldn’t
keep it up
Oklahoma City’s gain was New York’s
loss when these four high-school friends left their hometown and headed east in
search of fame. They found it in 1991 with the double-platinum single “I Wanna
Sex You Up,” a literally unbelievable slice of lasciviousness from such
inoffensive boys. Diluted hit followed diluted hit, but three watery albums
later, CMB suddenly found themselves all washed up.
Appalling fact As kids, CMB regularly
buttonholed such touring acts as Huey Lewis & the News and Bon Jovi for
impromptu a cappella auditions.
Worst CD Now & Forever (Giant, 1996)
26 CÉLINE DION
One more reason to hate the French?
Seemingly hellbent from birth on proving
that Michael Bolton isn’t the cheesiest balladeer on the face of the planet,
the French-Canadian singer first secured a manager at age 12 — creepily, she
later married him. But far more terrifying is her endless string of shrieking
über-hits, particularly the Titanic theme, “My Heart Will Go On” — which, if it
had been played on the ship itself, would surely have made passengers leap to
their doom long before the iceberg did its dastardly deed.
Appalling fact You might want to stay clear
of Nevada until 2006: Dion recently began a
three-year engagement at Caesar’s Palace in Las Vegas.
Worst CD Céline Dion (Epic, 1992)
25 JAMIROQUAI
The white, talentless Stevie Wonder
Where to start — the ludicrous headgear?
The atrocious dancing? No, let us start, and finish, with the fact that Stevie
Wonder has more talent in his dark glasses than Jay Kay has in his entire body.
Worst CD A Funk Odyssey (Epic, 2001)
24 BAD ENGLISH
With ex-members of Journey!
Suck-cheeked soft-rocker John Waite had
scored big in 1984 with the ballad “Missing You.” But with his solo career
stalling, and half of Journey toilet-bound without a singer, they forged an
unholy late-’80s alliance. Bad English retailed puffed-up power ballads, while
Waite cast himself as a doomed romantic hero.
Worst CD Backlash (Epic, 1991)
23 CREED
Whoever said the devil has all the best tunes
was probably listening to Creed at the time
It’s doubtful there’s a more irritating
sight in videodom than Creed’s Scott Stapp pulling one of his crucifixion poses
while a wind machine blows his hair in the appropriate direction. But the Florida group’s real
crime is its music, an overblown distillation of grunge’s most obviously
commercial elements every inch as vapid as the music Nirvana and company were
rebelling against.
Appalling fact This April, a fan sued the
band following a show at which, it was alleged, Stapp was so incapacitated he
was “unable to sing a single song.”
Worst CD Weathered (Wind-Up, 2001)
22 PRIMUS
“Care for some prog-rock with
cartoon-character vocals on the side?” “No, thanks!”
Perhaps the most tune-free act ever to
chart an album in the Top 10 (Pork Soda hit number 7 in 1993), Oakland, California’s
Primus were led by Les Claypool, a bass virtuoso and startlingly nasal
vocalist. Musicians and the terminally nerdy gaped in wide wonder at the trio’s
prodigious instrumental “chops”; everyone else was repulsed by the band’s
combination of the worst aspects of Frank Zappa and Rush.
Appalling fact The rallying cry for
Primus’s misguided fans was “Primus sucks!” — intended as sarcasm yet all too
true.
Worst CD Pork Soda (Interscope, 1993)
21 THE ALAN PARSONS PROJECT
The sound inside the head of Pink Floyd’s
engineer. Zzzzzz…
Having conquered the Dark Side of the Moon,
EMI Records’ beardy staff engineer Alan Parsons decided that what the universe
really needed was a prog-rock concept album based on the work of
nineteenth-century horror novelist Edgar Allan Poe, narrated by Orson Welles.
It didn’t, of course, but an undeterred Parsons soldiered on, swapping
prog-rock for vapid AOR in the ’80s. Finally bundled off to play guitar in
Ringo Starr’s backing band, he was never seen again.
Appalling fact In the ’90s, the
world-champion Chicago
Bulls took the court to the pretentious swells of Parsons’s “Sirius.”
Worst CD Pyramid (Arista, 1978)
20 HOWARD JONES
He came from England. Thanks, England
In the mid-’80s, it was difficult to avoid
synth-wielding Brits. The sprig-haired, perma-grinning Howard Jones was the
most irritating, seemingly convinced that he had something very important to
tell the world — his 1984 debut was grandly titled Human’s Lib — but unclear
exactly what it was.
Appalling fact Early in his career, Jones
was accompanied by “improvisational dance” expert Jed Hoile, who, in keeping
with the lyrics to “New Song,” mimed throwing off his “mental chains.”
Worst CD Live Acoustic America (Plump,
1996)
19 DAN FOGELBERG
Giving male sensitivity a bad name — one
song at a time
A graduate of the coffeehouse circuit
around the University
of Illinois, Fogelberg
came to epitomize the most emetic qualities of the ’70s singer-songwriter: the
high, quavering voice, the knee-jerk sentimentality, the earnestly strummed
acoustic guitar. He was blessed with a gift for vacuously pretty melodies, and
his work also anticipated the vapidity of New Age music — although with the
added annoyance of bad lyrics.
Appalling fact His 1982 hit “Run for the
Roses” smelled of horse manure, and it was in fact about the Kentucky
Derby.
Worst CD Twin Sons of Different Mothers
(with Tim Weisberg) (Full Moon/Epic, 1978)
18 PAT BOONE
With his clean white bucks, he made rock
& roll safe for ’50s nerds
Back before blue-eyed soul, Pat Boone made
a career out of watering down ’50s R&B hits. Appealing to an audience who
considered “race music” to be almost as bad as interracial dating, he had
enormous success in making Fats Domino seem boring and Little Richard straight.
After he spent the ’80s as a spokesperson for Christian conservatism, his album
In a Metal Mood cursed heavy metal by treating it like big-band schlock.
Appalling fact In 1977, his daughter Debbie
topped the charts with “You Light Up My Life.”
Worst CD In a Metal Mood (Hip-O, 1997)
17 BENZINO
He rapped, he co-owned
As silent co-owner of the hip-hop magazine
The Source, Benzino embarrassingly ordered extensive feature coverage of his
2001 debut album, The Benzino Project, in the pages of his periodical. It
didn’t work: The album sold fewer than 75,000 copies.
Worst CD The Benzino Project (Motown, 2001)
16 OINGO BOINGO
Artless art-rock
Oingo Boingo singer Danny Elfman went on to
become one of Hollywood’s
most in-demand soundtrack composers. But during his first go-round, he and his
movie-director brother led this ostentatiously orchestrated L.A. New Wave group that began its
pretentious career, not surprisingly, as a performance-art troupe.
Worst CD Only a Lad (A&M, 1981)
15 YANNI
Fabio meets Tesh!
As a member of the Greek national swimming
team, 14-year-old Yanni Chryssomallis broke his country’s national freestyle
record. But instead of bringing further glory to his homeland by going to the
Olympics, he emigrated to the U.S.
in 1972 and began his 30-year quest to offer wretched New Age twaddle to
legions of Midwestern matrons, spa proprietors, insomniacs and his former
paramour Linda Evans. Swimming’s loss is music’s loss.
Appalling fact “I avoid words. If
instrumental music is done properly, it bypasses logic, programming and
society. It becomes primal. I compose by emotion.”
Worst CD Yanni Live at the Acropolis
(Private Music, 1993)
14 YNGWIE MALMSTEEN
Big on solos, short on songs
With his passion for the music of Deep
Purple’s Ritchie Blackmore, Swedish guitar show-off Yngwie Malmsteen co-opted
his hero’s deadpan demeanor, neoclassical solos and frilly cuffs, garnering
kudos from ’80s bedroom guitar onanists for his playing speed. Yet Malmsteen
never employed a proper songwriter, and his noodling hard rock — sometimes
augmented by a full orchestra — has scored increasingly minuscule returns.
Appalling fact Malmsteen’s 1983 show at London’s Marquee club
sold out in minutes because of unsuspecting Bruce Springsteen fans who thought
they were attending a secret gig by the Boss.
Worst CD Concerto for Electric Guitar and
Orchestra (Ranch Life, 1999)
13 MICK JAGGER
Even Bill Wyman laughs at Mick’s solo
records
Given the roll call of A-list rockers who
have appeared on the Stones frontman’s four solo ventures, even a tone-deaf
6-year-old could have produced something you’d want to hear twice, or at least
once. Alas, it seems, there’s never a tone-deaf 6-year-old around when you need
one. Even on 1993’s not-entirely-grim Wandering Spirit, produced by Rick Rubin,
Jagger does his damnedest to ruin things by inexplicably singing a sea shanty.
That’s right — a sea shanty!
Appalling fact In his native U.K.,
Jagger’s latest solo release, Goddess in the Doorway, sold just 954 copies on
its first day of release.
Worst CD Goddess in the Doorway (Virgin,
2001)
12 TIN MACHINE
David Bowie’s darkest (non-acting) hour
In 1989, having presumably become bored
with excelling at pop, glam-rock and funk, chameleon David Bowie decided to
demonstrate that he too could be really, really bad. The vehicle for this
unlikely ambition was the plodding rock four-piece Tin Machine, whose two
critically mauled studio albums and one “hilariously” titled live document (Oy
Vey, Baby) found Bowie voluntarily subsuming his genius beneath chorus-free
tunes and guitarist Reeves Gabrels’s habit of playing his instrument with a
vibrator.
Appalling fact The band’s roadies wore
T-shirts that read FUCK YOU, I LIKE TIN MACHINE. They were the only ones.
Worst CD Oy Vey, Baby (Victory, 1991)
11 LATOYA JACKSON
The least talented Jackson
Her voice may be thinner than Janet’s and
her charisma dimmer than Tito’s, but her eyebrows uncannily resembled
Michael’s, and for a short, confusing time in the ’80s, that was enough to earn
Latoya Jackson a record deal. Typically, it was her private life rather than
her hapless music that gained the most attention, after she accused her father
of sexual abuse.
Worst CD From Nashville to You (Mar-Gor, 1994)
10 AIR SUPPLY
The sound of eunuchs sobbing
Disproving the theory that lightning never
strikes twice in the same place, Air Supply contained not one but two mewling,
lovesick softies whose name was Russell. In the early ’80s, the Australian
duo’s gutless ballads — music so remorselessly fey it made Journey sound like
Danzig — sent a generation of jilted lovers toppling into depression that was
as clinical as the Russells’ music. Mercifully, though, by the end of the
decade, the pair had cried themselves to sleep.
Appalling fact Determined to ruin the
festive season, Air Supply once recorded a Christmas album.
Worst CD The Christmas Album (Arista, 1987)
9 LEE GREENWOOD
Gives patriotism a bad name
“Patriotism is the last refuge of a
scoundrel,” Samuel Johnson said, but in Lee Greenwood’s case, it’s the ultimate
meal ticket for a Nashville
hack. A bland balladeer with a weakness for overwrought sentimentality, he
wrote the 1984 tune “God Bless the U.S.A.” in response to the Soviet
downing of a South Korean airliner. It became a campaign theme for George H.W.
Bush and was recently excavated in torturous fashion by the American Idol 2
cast during the war in Iraq.
Appalling fact Greenwood
performed a duet with Latoya Jackson on her dreadful 1994 album, From Nashville to You.
Worst CD You’ve Got a Good Love Comin’
(MCA, 1985)
8 VANILLA ICE
The white boy to end all white boys
You know that yearbook photograph you won’t
let anyone see? The one whose very existence keeps you awake shaking at night?
Imagine it was a horribly dated number 1 single from 1990 called “Ice Ice
Baby,” and you have an idea what life is like for Robert Van Winkle. It doesn’t
stop there: Ice starred in the abysmal 1991 Hollywood
vehicle Cool as Ice, and after squandering his quick fortune, mounted an unsuccessful
comeback in 1998 as (shudder) a rap-rocker.
Appalling fact Widely denounced by hip-hop
fans as a phony, Ice rebuffed his detractors at the 1991 American Music Awards:
“Kiss my white ass!”
Worst CD Hard to Swallow (Republic, 1998)
7 ASIA
Ridiculous album sleeves, virtuoso playing,
soulless rock. It can be only one band
Asia’s music turned out to be exactly the
sum of its parts: former technicians from King Crimson, Emerson, Lake &
Palmer and Yes who got together with an erstwhile Buggle at the start of the
’80s. It promised the most self-important prog-rock melded with the
limp-wristed worst of AOR, and it delivered. The band’s self-titled debut sold
more than 4 million copies, which only encouraged them.
Appalling fact To this day, keyboardist
Geoff Downes is happy to offer Asia’s mission
statement: “To play music that is panoramic, symphonic and rock at the same
time.”
Worst CD Astra (Geffen, 1985)
6 KANSAS
Beware all bands named after states or
continents!
Their folksy 1977 hit “Dust in the Wind,” a
tractor-size fiddle player and a guitarist in bib overalls suggested
pioneer-spirited rural rockers. The truth was far more sinister. Bereft of sex
and emotion, Kansas’s
music was a noxious fusion of Jethro Tull and Yes, appealing only to male
sci-fi bores and guaranteed to drive any self-respecting frontiersman headlong
into the nearest bear trap.
Appalling fact A feature of their live
shows was roadie T. Rat, who would come onstage in a trench coat, top hat and
clown mask. Then he would disrobe and dance butt-naked.
Worst CD Point of Know Return (Columbia, 1977)
5 STARSHIP
They built this city on rock & roll.
And crap!
In 1985, Starship rose like a phoenix from
the ashes of once-mighty psychedelic overlords Jefferson
Airplane/Starship — but only if, by phoenix, you mean “ultra-lame,
MTV-pandering purveyors of MOR schlock.” Best remembered for “We Built This
City,” they were also responsible for unleashing the Diane Warren–penned
“Nothing’s Gonna Stop Us Now,” a song bad enough to appear on the soundtrack of
the diabolical Andrew McCarthy “comedy” Mannequin. And its sequel!
Appalling fact Singer Grace Slick later
disavowed “Nothing’s Gonna Stop Us Now,” claiming in an interview, “I know damn
well how fast a relationship can fall apart.”
Worst CD Love Among the Cannibals (RCA,
1989)
4 KENNY G
This guy really blows!
Hated equally by jazz and rock fans, Kenny
Gorelick’s limpid instrumentals and obsequious cameos helped turn the soprano
sax solo into pop music’s most feared cliché. He started his career with fusion
hack Jeff Lorber, and his 1986 album, Duotones, established a steady market for
anodyne, minimal background music, an aesthetic that reached its zenith in 1997
when “The G” set a world record by holding a single note for 45 minutes.
Appalling fact He graduated magna cum laude
from the University
of Washington with a
degree in accounting.
Worst CD Classics in the Key of G (Arista,
1999)
3 MICHAEL BOLTON
Otis Redding died for this?
With his curly locks and toned abs, Michael
Bolton looked like nothing so much as the hero of a cheap bodice-ripper, which
was enough to earn him a fervent audience for his over-emoted late-’80s power
ballads. Unfortunately, his greatest desire was to sing R&B oldies, which
he went through like Sherman through Georgia.
Appalling fact After losing a plagiarism
suit to the Isley Brothers, Bolton tried to
avoid paying them royalties by buying their publishing house.
Worst CD Timeless: The Classics (Columbia, 1992)
2 EMERSON, LAKE & PALMER
Welcome back, my friends, to the second-worst
band in history!
“Boasting” former members of the Nice, King
Crimson and — yes! — Atomic Rooster, the less-than-super ’70s supergroup ELP
shunned blues-based rock in favor of bombastically reinterpreted classical
works — with bewilderingly successful results. A nightmarish enough proposition
on record, the Brit trio’s live shows were peppered by interminable solo spots,
including a 20-minute drum workout by Carl Palmer that ended with him ringing a
cowbell held between his teeth.
Appalling fact Singer-bassist Greg
Lake performed on a
$10,000 Persian rug that roadies vacuumed before every show.
Worst CD Love Beach
(Rhino, 1978)
1 INSANE CLOWN POSSE
They sound even stupider than they look
Two trailer-trash types who wear face
paint, pretend to be a street gang and drench cult devotees in cheap soda
called Faygo, Violent J and Shaggy 2 Dope are more notorious for their beef
with Eminem (who pistol-whipped an ICP homey in 2001) than their ham-fisted
rap-rock music. They claim that a “dark carnival” visited them one night,
prophesied impending apocalypse and made them its messengers. Between this
circus gospel, they find plenty of time to rap about 40-ouncers and venereal
disease.
Appalling fact While appearing on The
Howard Stern Show in 1999, Shaggy 2 Dope told Sharon Osbourne to “buff my
pickle.” She declined.
Worst CD The Wraith: Shangri-La (D3, 2002)
ARE YOU IN THE WORST BAND IN THE WORLD?
Take this simple multiple-choice quiz and
save yourself some embarrassment!
1 How long is your drummer’s solo?
a) He doesn’t get one.
b) A couple minutes is all, and it’s very
funky.
c) Which of our drummers are you talking
about?
2 What is the secret of your success?
a) Inspiration.
b) Perspiration.
c) Butchering old soul classics in a manner
beloved by middle-aged housewives and the mentally unwell.
3 How many times has your band’s lineup
changed?
a) Never happened, dude. If anyone left, it
just wouldn’t be the same.
b) A few. It’s so hard to find a good
accordionist.
c) 1,179.
4 The name of your band is…
a) A favorite phrase from a William S.
Burroughs novel.
b) An action verb, followed by an even
number.
c) Indistinguishable from that of an
accounting firm.
5 What is your favorite subject matter for
lyrics?
a) The pain of loving.
b) The joy of drinking.
c) Dragons. Or dungeons. But mostly
dragons.
IF YOU ANSWERED…
Mostly a): Congratulations! You’re in a
good band.
Mostly b): Commiserations! You’re in a
not-very-good band.
Mostly c): What’s that sucking sound? Oh,
it’s you. CLARK COLLIS
© Blender, September 2003
------------------------------------------------------------------------
4.- X CICLO INTERNACIONAL
DE ENSEÑANZA DE LENGUAS EXTRANJERAS
Our
dear SHARERS from Fundación el Libro send us this information:
10.º Ciclo
Internacional de Enseñanza de Lenguas Extranjeras
2 y 3 de mayo de 2007 –
Feria del Libro – Predio Ferial de Palermo.
Miércoles 2 de mayo
La enseñanza de la
oralidad
10:30 a 12:00 - Encuentros
1 y 2
Producción oral
Adriana Cortese, Claudia
Fernández, María Alejandra García
Coordina: Miriam Mónica
D´Amico
Audiocomprensión
Rayén A. Braun, Virginia
López Grisolía, Silvina Nardi
Coordina: Analía Kandel
13:00 a 14:00 - Conferencia
1 - Título a confirmar
Jacqueline Fiuza da Silva
Regis (Alemania)
14:15 a 15:30 - Mesa
Redonda 1 - Enseñanza de la oralidad
Mario Gallicchio,
Patricia Mauad, Lidia R. Soler
Coordina: Celia Inés
Sabato
15:45 a 16:45 - Conferencia
2 - Título a confimar
Joelle Uzarski (Estados
Unidos)
Jueves 3 de mayo
La comunicación
intercultural
10:00 a 11:30 - Encuentros
3 y 4
Multilingüismo-intercomprensión
Roberto Bein, María
Martha Espíndola, Rosana Pasquale
Coordinan: Lucila Gassó y
Silvia Kosaruk
Interculturalidad con
lenguas originarias (guaraní, quechua, mapuche y toba)
Antonio E.
Díaz-Fernández, Ilda Margarita Juárez de Paz, Cristina Messineo, Liliam Prytz
Nilsson - Coordina: Susana Rey Romo
11:45 a 12:45 - Conferencia
3 - Dos países, dos idiomas, dos mujeres...
Alexakis Vassilis
(Francia)
13:30 a 14:30 - Conferencia
4
Aspectos culturales en
manuales didácticos (Conociendo a Brasil por las palabras)
Orlene Carvalho (Brasil)
14:45 a 16:00 - Mesa
Redonda 2 - Currículo intercultural
Daniel J. Fernández,
Estela Klett, Florencia Perduca
Coordina: Gabriela Mendía
Inscripción previa -
Vacantes Limitadas
Aranceles
Hasta el 16 de abril de
2007: $ 10,00
A partir del 17 de abril
de 2007: $ 15,00
Formas de pago
• Cheques a la orden de Fundación El Libro
• Depósito en cuenta corriente de Banco Galicia 1060/5 064/4
sucursal 064
• Giros bancarios
Transferencia bancaria C.U.I.T.: 30-60954008-3 CBU:
0070064120000001060542
• Personalmente, en la sede de la Fundación El
Libro (hasta el 4 de abril de 2007)
Inscripción
• Se
efectivizará, únicamente, acompañada de comprobante de pago, que deberá
enviarse por fax, junto con el cupón correspondiente (hasta 72 horas antes de la Acreditación).
• Incluye:
participación, entrada gratuita a la
Feria durante los dos días de la actividad y certificado de
asistencia (se entregará –sin excepción- al finalizar el evento).
• No se aceptan inscripciones por e-mail.
Informes: Fundación El
Libro
Hipólito Yrigoyen 1628,
5º Piso - C1089AAF Buenos Aires
Tel: (54-11) 4374-3288 -
Fax: (54-11) 4375-0268
Horario de atención:
lunes a viernes de 9:00 a 17:00 - educacion@el-libro.com.ar
No se aceptan
inscripciones telefónicas ni por e-mail
-----------------------------------------------------------
5.-
IV JORNADAS NACIONALES SOBRE FORMACIÓN DEL PROFESORADO
Our dear
SHARER Luís Porta luporta@copefaro.com.ar has sent us this invitation:
Formación y desarrollo
profesional del Profesorado en el marco curricular de la reforma educativa
19, 20 y 21 de abril de
2007
Facultad de Humanidades /
Universidad Nacional de Mar del Plata
Coorganizan:
Grupo: Investigaciones
Educativas y Estudios Culturales (GIIEC)/
Departamento de
Pedagogía/ UNMDP
Fundamentación de las
Jornadas
La formación docente se
presenta hoy como una de las claves necesarias en el momento de indagar en un
proceso de reforma educativa. Concebimos a los maestros como educadores capaces
de enfrentar cuestiones relacionadas con la función más amplia del currículum y
de la escuela, así como de articular las relaciones entre cultura y poder,
interés y teoría/práctica. Imaginamos a los profesores como intelectuales
transformadores que pueden entender cómo las ideologías dominantes de
etnicidad, clase, género y raza han dejado una huella en la forma en que
piensan y actúan. Es por ello que se hace necesario un diálogo crítico
comprometido que pueda situarlos desde este lugar de transformación social en
época de neoliberalismo pedagógico que pueda generar las “condiciones de
posibilidad” necesarias para el cambio educativo.
Afirma Pruzzo (2002) que
“esta formación de profesores, más que concebirlos como aplicadores acríticos
de las ideas de los especialistas, puede enseñar a indagar en el marco de contextos
sociales de la escolarización, en las propias autocomprensiones de los
docentes, en las diferencias culturales que luego se trocan en las distancias
escolares”. Este análisis nos permite comenzar a compartir ideas sobre lo que
significa la democracia en las instituciones escolares. En este sentido Giroux
(1998) afirma que “los educadores necesitan dar a los estudiantes una voz
activa en la determinación de su futuro y encontrar una noción de pedagogía que
dé coherencia a varios conflictos y movimientos políticos, enfocándose en los
tipos de lenguaje, formas de comunicación y prácticas sociales a través de las
cuales la gente aprenda acerca de sí misma y de sus relaciones con temas sobre
significado, poder y lucha”.
La Facultad de Humanidades es el ámbito donde se forman
docentes en variadas áreas para una amplia región de la provincia de Buenos
Aires, por lo que se hace necesario resignificar este espacio desde un lugar de
recuperación teórica pero con una fuerte injerencia en prácticas concretas. La
puesta en marcha en 1998 del Ciclo de Formación Docente en nuestra Facultad,
hace necesario comenzar a generar espacios donde se pongan en juego categorías
de análisis de esta naturaleza.
Nuestra hipótesis de
trabajo concibe que la visión epistemológica de la actual formación de
profesores, con un fuerte énfasis en la formación teórica, determina una
práctica docente acrítica, caracterizada por la reproducción de las propias
biografías escolares. En las IV Jornadas avanzaremos en esta definición a partir
de la discusión y la crítica en torno a los nuevos ejes que deben configurar la
docencia y la formación profesional.
Desde esta perspectiva de
construcción de un abordaje crítico para la formación del Profesorado y en el
marco de la nueva agenda de la didáctica, planteamos la discusión en torno a
tópicos centrales para las comunicaciones: El Currículum / las Prácticas
Docentes / la
Evaluación / Las políticas de formación y el uso de las
Nuevas Tecnologías/ La investigación educativa: metodologías y experiencias.
Modalidades de Trabajo
1. Comunicaciones.
2. Conferencias de
especialistas.
3. Mesas de Debate.
4. Presentaciones de
libros y otras publicaciones.
Aranceles
Expositores: $ 50
Asistentes: $ 20
Alumnos: gratis
Comité Organizador
Luis Porta, Zelmira
Alvarez, Cristina Sarasa, Ma Laura Sordelli, Silvia Branda, Gladys Cañueto, Marcela
Calvete, Susana Chianti, Sonia Bazán, Gabriela Cadaveira, Graciela Molina,Andrés
Pereira Barreto.
Informes e Inscripción
Dirección Postal:
Facultad de Humanidades, Complejo Universitario, Funes 3350, 7600 Mar del Plata
Tel/fax: 0223-475-2277; 475-2426. - e-mail:
exfhum@mdp.edu.ar
------------------------------------------------------------
6.-
I JORNADAS DE NUEVAS TECNOLOGÍAS APLICADAS A LA ENSEÑANZA DE
LENGUAS
Ciudad Universitaria –
Universidad Nacional de Córdoba
Facultad de Lenguas
21, 22 y 23 de mayo 2007
Las Tecnologías de la Información y
de la Comunicación se han instalado en el concierto educacional
del mundo globalizado: su uso ya es casi una constante en todos los niveles de
formación y de actualización en las más diversas instituciones educativas ya
sea en formación a distancia como en “blended learning”. En este marco, los
métodos educativos y los diseños
curriculares se están orientando hacia la implementación de medios
electrónicos.
En nuestro país se han
llevado a cabo un número considerable de congresos y jornadas nacionales e
internacionales en donde el uso de las NTICs en la educación ha sido el foco de
atención.
Estas Jornadas tienen
como propósito particular iniciar y dar continuidad a un diálogo/foro de
discusión entre especialistas en el área de las lenguas (materna /
extranjera(s)) que nos permita poner en común experiencias y esfuerzos y promover
el desarrollo de esta área de conocimiento.
Destinatarios:
Docentes del nivel
inicial, medio, superior universitario y no universitario, investigadores y
estudiantes cuya área de interés o de especialización sea las nuevas
tecnologías aplicadas a la enseñanza de las lenguas (materna/extranjera).
Ejes y sub-ejes
temáticos:
1- Las TIC’s y formación de
formadores/investigadores
1.1- La formación de
tutores en lenguas
1.2 - La formación de
diseñadores de materiales didácticos
1.3 - La formación de
docentes para el blended-learning en lenguas
1.4 - La formación de
docentes para dictado de cursos on line
1.5 - La formación de
investigadores en Entornos Virtuales de Aprendizaje
2- Las TIC’s y enseñanza de lenguas
2.1 - TIC’s y desarrollo
de distintas competencias comunicativas
2.2 - TIC’s y trabajos
interdisciplinarios
3- Las TIC’s, lenguas y sociedad del
conocimiento
3.1 - Impacto de las
TIC’s en documentos curriculares de lenguas
3.2 - TIC’s y
alfabetización digital
Actividades previstas:
Conferencias plenarias
dictadas por especialistas nacionales y/o extranjeros
Ponencias
Talleres dictados por
especialistas nacionales y/o extranjeros
Inscripción:
La inscripción a las
Jornadas deberá realizarse utilizando el formulario habilitado a tal fin en el
sitio web (siguiendo las indicaciones publicadas): http://www.lenguas.unc.edu.ar/jornadaseducacion.html
Comisión Organizadora
Dr. Roberto Páez
Dra. Liliana Anglada
Mgter. Susana Liruso
Mgter. Magdalena Bussone
Mgter. Valeria Wilke
Mgter. Hebe Gargiulo
Mgter. Osvaldo Casero
Prof. Victor Hugo Sajoza
Juric
Para mayor información: visitar el sitio web o contactar: Facultad de Lenguas, Av. Valparaíso s/n - Ciudad Universitaria
(5000) Córdoba
Tel./Fax: (0351) 4343214 interno 25 - E-mail: jornadastic@fl.unc.edu.ar
------------------------------------------------------------------------
7.- ESPECIALIZACIÓN EN LA ENSEÑANZA DEL
ESPAÑOL COMO LENGUA EXTRANJERA EN LA UNIVERSIDAD NACIONAL
DE LA PLATA
Universidad Nacional de La Plata
Facultad de Humanidades y
Ciencias de la Educacion
Carrera de Posgrado
Especialización en la Enseñanza del Español como Lengua Extranjera
Coordinadora: Mgr. María Leticia Móccero
Comité Asesor: Prof.
Miriam Chiani
Prof. Adriana Boffi
Mgr.
Guillermina Piatti
Prof. Ana
Príncipi
Pre-Inscripción: Hasta el
31 De Marzo.
Puede realizarse via
E-Mail, adjuntando ficha de inscripción y CV, a la siguiente dirección: especializacion_else@huma.fahce.unlp.edu.ar
Objetivos
La Especialización en la Enseñanza del Español como Lengua Extranjera es
una carrera de posgrado a desarrollarse en la Facultad de Humanidades y
Ciencias de la
Educación de la Universidad Nacional
de La Plata, en
la cual se llevarán a cabo tareas de formación y de investigación.
El objetivo fundamental
de esta especialización consiste en brindar conocimientos tendientes a formar
profesionales en el campo de la enseñanza del español como lengua extranjera
(LE) y como segunda lengua (L2) que puedan desempeñarse eficientemente en
entornos de docencia, investigación, y diseño y edición de materiales
didácticos. Para lograr este objetivo, el programa proporciona una sólida
formación teórico-práctica.
Asimismo, se espera
contribuir a la optimización de los
procesos de investigación en el área de la metodología de la enseñanza de las
lenguas extranjeras y a la formación de recursos humanos indispensables para el
área.
Los Especialistas podrán
trabajar en el aula en el sistema educativo formal y no formal e integrarse a
grupos de investigación o a equipos de editoriales como técnicos didácticos.
Fundamentación
En los últimos años, el
español se ha convertido en la tercera lengua más hablada del mundo. Los estudios sobre esta lengua ocupan hoy un
lugar de relevancia en la comunidad lingüística internacional. La demanda de
profesores en español como lengua
extranjera, con una formación metodológica específica, es creciente.
En nuestro país, en
particular, dicha demanda se verá incrementada a medida que se refuercen los
lazos del MERCOSUR, y será necesario
atenderla en la forma apropiada. En este sentido, creemos que esta
especialización cumplirá un rol importante al completar y profundizar la
formación de grado. La UNLP,
con una tradición de excelencia en la formación de profesionales dedicados a la
investigación y la enseñanza de lingüística y de lenguas extranjeras no puede
mantenerse ajena a los requerimientos relacionados con la enseñanza del español
a hablantes de otras lenguas. Entendemos que la especialización propuesta podrá
satisfacer una demanda concreta tanto de los egresados de la Universidad Nacional
de La Plata,
como de otras casas de estudios del país y del extranjero.
Esta Especialización se plantea como una primera
etapa de desarrollo en esta área para realizar posteriormente una Maestría en
Español como Lengua Extranjera.
Duración y Título
La Especialización tendrá una duración de un año y medio de cursadas
y el período de elaboración de un trabajo final. Los cursos se desarrollarán en
forma intensiva durante los meses de febrero/marzo, julio/agosto y
noviembre/diciembre.
Se obtendrá el título de
Especialista en Enseñanza de Español como Lengua Extranjera.
Condiciones de Ingreso
Se podrán inscribir en la Especialización
en la Enseñanza
del Español como Lengua Extranjera los graduados de las carreras de Letras y
Lenguas Modernas, y otros aspirantes que hayan completado estudios superiores
de grado en áreas afines a los ejes temáticos de la Especialización.
Los postulantes
extranjeros cuya lengua materna no sea el español, deberán aprobar un examen de
nivel de lengua española. (Nivel C1 del Marco Europeo de Referencia para las
Lenguas)
El Comité Asesor de la Especialización
aceptará, rechazará o aceptará condicionalmente la inscripción del aspirante,
de acuerdo con la evaluación de antecedentes.
Aranceles y Becas
Las especializaciones de la Facultad de Humanidades y
Ciencias de la
Educación son aranceladas y sus aranceles varían según
distintas categorías.
Asimismo se ofrecen
diversos tipos de becas a las que el postulante podrá aplicar según sus condiciones.
Para mayor información visite nuestra página web.
Plan de Estudios
El Plan de Estudios de la Especialización
comprende asignaturas básicas y seminarios electivos.
a) Asignaturas básicas
Área de los Estudios del
Lenguaje
• Gramática Pedagógica
• Léxico
• Variedades sociales y regionales del español
• Estudios del Discurso Aplicados a la Enseñanza de ELSE
Área de Lingüística
Aplicada a la
Enseñanza de Lenguas Extranjeras
• Adquisición
de lenguas extranjeras
• Didáctica de la Enseñanza de ELSE
• Producción y análisis crítico de materiales didácticos para
español como LE/2
Área de Investigación
• Epistemología y Métodos de Investigación
• Métodos de Investigación en la enseñanza de LE/2
Área de Cultura y
Sociedad
• Contexto sociocultural de la Argentina a partir del
Siglo XIX en la enseñanza de
ELSE
I
• Seminario sobre Diseño de Unidades Didácticas
Seminarios electivos (40 hs.)
• Medios aplicados a la enseñanza de lenguas extranjeras
• Historia de la lengua española
• Español con fines específicos
• Literatura Argentina Contemporánea en la enseñanza de español
para extranjeros
• Contexto sociocultural de la Argentina a partir del
siglo XIX en la enseñanza de
ELSE II
• Otros cursos relacionados con el área, a evaluar por el Comité
Académico.
Finalmente, es requisito
para recibir el título de Especialista la realización y aprobación de un
trabajo final de integración, que consistirá en el diseño de una unidad
didáctica completa y original donde se apliquen los contenidos desarrollados a
lo largo del curso.
------------------------------------------------------------------------
8.- HORNBY
SCHOLARSHIP
Our dear SHARER Mary Godward has sent us
this announcement:
Hornby Scholarship
The application period for the Hornby Trust
Scholarship has now opened and will be closing on 5 April 2007. The Hornby
Educational Trust was established in 1968 and promotes English studies,
particularly the teaching of English as a second or foreign language. It is
funded from the royalties on OUP dictionaries and textbooks assigned by the
late Mr A.S. Hornby. Four Argentine ELT professionals from Catamarca, La Pampa,
Mendoza and Buenos Aires have won this scholarship in the
past and for all of them it has meant a turning point in their careers.
Long Term Scholarships are open only for
full-time UK-based Diploma or Masters courses in ELT or in related areas such
as Marketing ELT or Publishing in ELT, provided these courses are offered by
the participating universities: University
of Lancaster; University
of Leeds; The College of St Mark and St John, Plymouth; University of Brighton;
and University of
Warwick. The scholarships
cover all costs: tuition fees, a monthly stipend for accommodation and living
expenses, special allowances and return air fare. It is most unlikely that
requests for extensions to an award will be approved. Applicants must be resident in Argentina
and must demonstrate sufficient knowledge of the English language to be able to
follow their chosen course of study or research. The successful candidates must
agree to return to Argentina
at the end of their period of study.
We are looking for professionals who can
make a mark in English language teaching, who will initiate development and
reform programmes and who will act as an inspiration to their colleagues within
and outside the profession. For further details, please check our web pages at
www.britishcouncil.org.ar
Please feel free to forward this
information to other colleagues.
Mary Godward
Manager Knowledge and Learning - British
Council
M T de Alvear 590 - 4th Floor - C1058AAF Buenos Aires
T +54 (0)11 4311 9814 - F +54 (0)11 4311
7747
mary.godward@britishcouncil.org.ar
www.britishcouncil.org.ar
Access our online information service from
Monday to Friday between 1000 and 1400 at www.britishcouncil.org.ar and get an immediate reply to your queries about
the UK
-----------------------------------------------------------------------
9.- FULBRIGHT TEACHER
EXCHANGE PROGRAM
FOR SCHOOL
HEADS
U.S. school administrators at the
elementary, middle, and high school levels (principals, assistant principals, District-level
administrators, etc.) are invited to apply for an opportunity to participate in
a two-way Fulbright Teacher Exchange Program with Argentina. The program would begin
with U.S.
administrators hosting an Argentine administrator for three weeks in November
2007. U.S. administrators
would then travel to Argentina
for three weeks in July 2008 to work-shadow their exchange partner. Spanish
fluency is preferred, but not required.
ARGENTINA
ADMINISTRATOR Application Deadline - May 11, 2007
For more specific information about the Argentina
program and the application please visit the OTHER OPPORTUNITIES page of our
website: http://www.fulbrightexchanges.org/View/ViewOtherOpps.asp
Fulbright Teacher Exchange Program
600 Maryland Ave., SW Suite 320 - Washington DC
20024
202.314.3520 phone 202.479.6806 fax
fulbright@grad.usda.gov
www.fulbrightexchanges.org
-----------------------------------------------------------------------
10.- CURSOS DE POSGRADO EN LA UNIVERSIDAD NACIONAL
DE CÓRDOBA
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: Secretaría
de la Maestría
en Traductología de la
Facultad de Lenguas de la UNC. Av. Vélez Sársfield 187. (X5000JJB) Córdoba. Tel: 054- 351- 4331073/75
int. 22. Horarios de atención: Mar. de 09:30 a 12:30 hs., Miér de 11 a 14 hs y Vier 9:30 a 13:30
hs. E-mail: traductologia@fl.unc.edu.ar
Maestría en
Inglés
Destinatarios:
Profesores, traductores y licenciados en inglés o con título equivalente.
Requisitos y formulario
para la inscripción:
Consultar la página web
de la Facultad:
http://www.lenguas.unc.edu.ar/secposgrado.html y enviarlo adjunto a
maestriaeningles@fl.unc.edu.ar
o presentarlo en la Secretaría de la Maestría en
Inglés, Facultad de Lenguas, UNC.
Costos: Consultar
descuentos en la página web de la
Facultad de Lenguas.
Crítica
Literaria
Dra. Cristina Elgue de
Martini
Fechas: 30, 31 de marzo;
13, 14, 27 y 28 de abril de 2007
Horario: 9 a 19 hs - Duración: 60 horas
reloj
Créditos: Tres (3) - Modalidad:
Presencial (80 % de asistencia)
Destinatarios:
Profesores, traductores y licenciados en inglés o con título equivalente.
Costo: $330
Procesos en la Lectura y Escritura en
Lengua Extranjera
Dra. Ana María Morra de
de la Peña
Fechas: 4, 5, 18 y 19 de
mayo de 2007
Horario: 9 a 19 hs - Duración: 40 horas
reloj
Créditos: Dos (2) - Modalidad:
Presencial (80 % de asistencia)
Costo: $220*
Maestría en
Enseñanza en Español como Lengua Extranjera
Proyecto acreditado por
CONEAU: Resol. Nº 544/03
Validado por el
Ministerio de Educación, Ciencia y Tecnología: Resol. Nº 578/04
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, en español lengua materna o en carreras
afines al eje temático del plan de estudios de la maestría
Modalidad: presencial (1
curso de 80 hs, 3 cursos de 60 hs. y 7
seminarios de 40 hs. distribuídos en dos años)
Costo de la carrera:
$4080 (24 cuotas de $170)*
Informes: Maestría en
Enseñanza de Español como Lengua Extranjera, Facultad de Lenguas, UNC, Av. Vélez Sársfield 187 (X5000JJB) Córdoba, Argentina. Tel: +54- 351-
4331073/75 int. 22. Lunes, miércoles y viernes de 9 a 14 hs. Correo electrónico: maele@fl.unc.edu.ar
www.lenguas.unc.edu.ar/carreradeposgradoensenanzaespanolextranjero.html
Epistemología
y Métodos de Investigación en L2
Dr. Mario López Barrios
Fechas: 20 y 21 de abril,
4 y 5 de mayo de 2007 - de 9:00 a 19:00 hs.
Facultad de Lenguas, Av.
Vélez Sársfield 187
Duración: 40 horas
presenciales - Créditos: 2 (dos)
Costo: $ 220
Cursos para graduados
Intercomprensión
en Lenguas Romances
(Italiano, Francés,
Portugués) (Res. HCD Nº 240/06)
Destinatarios: Egresados
de carreras de grado. Alumnos y/o egresados de carreras de posgrado
preferentemente del área de las Humanidades y Ciencias Sociales.
No es indispensable tener
conocimientos formales en las lenguas de trabajo.
Modalidad :
semi-presencial
Docente responsable:
Mgtr. Silvana Marchiaro
Docentes colaboradores :
Mgtr. Ana Cecilia Pérez – Mgtr. Egle Navilli
Duración: 80 hs.
Cronograma:
Inicio: 13 de abril de
2007 (1º encuentro presencial obligatorio)
2º encuentro (presencial
optativo o virtual): 11 de mayo
3º encuentro (presencial
optativo o virtual): 15 de junio
4º encuentro (presencial
optativo o virtual): 10 de agosto
5º encuentro (presencial
optativo o virtual): 14 de septiembre
6º encuentro (presencial
optativo o virtual): 19 de octubre
Examen final: 23 de
noviembre (presencial obligatorio)
Horarios: 18.00 a 20.00hs.
Resumen de contenidos: Se
desarrollarán estrategias de lecto-comprensión a partir de textos de la
especialidad, con distintos esquemas organizacionales.
Cierre de inscripciones:
9 de Abril
Cursos
Acreditables para el Doctorado en Ciencias del Lenguaje, en sus tres menciones
y para las diferentes maestrías
Técnicas
Cualitativas de Investigación (Res.
HCD en trámite)
Dr. Roberto Páez
40 horas distribuidas en
diez encuentros de 4 horas cada uno
2 créditos
Horario: 18 a 22 hs / Fechas:
Abril: 20 (1er. encuentro
presencial) y 26
Mayo: 03 , 10 , 17, 24 y
31
Junio: 07 y 14
Examen presencial: 21 de
junio de 2007
Modalidad: A distancia- Encuentro
inicial y examen final: presenciales obligatorios
Lugar: Aula Multimedia.
Facultad de Lenguas. Ciudad Universitaria
Costo: $220
Metodologìa de la Investigación
en Traducción (Res. HCD en trámite)
Esp. Silvia Miranda de
Torres
20 horas distribuidas en
dos jornadas de 10 horas cada una
1 crédito
Horario: 9 a 19 hs / Fechas:
viernes 09 de marzo de
2007
sábado 10 de marzo de
2007
Modalidad: Presencial
Lugar: Aula 19. Facultad
de Lenguas. Vélez Sársfield 187.
Costo: $110
Escenas de la Vida Contemporánea
: Cine/Literatura
Curso de posgrado en
inglés Res. HCD 232/06
Mg. Miriam Carballo
20 horas - 1 crédito
Fechas: Julio 2007 (a
confirmar)
Modalidad: Presencial - Lugar:
Facultad de Lenguas. Vélez Sársfield 187.
Costo: $110
Managing People in
Language Teaching
Seminario de posgrado en
inglés Res. HCD 240/06
Mg. Susana Liruso
20 horas - 1 crédito - Fechas:
19, 20 y 21 de ABRIL de 2007
Modalidad: Presencial - Lugar: Facultad de Lenguas.
Vélez Sársfield 187.
Costo: $110
Business
English Teaching
Seminario de posgrado en
inglés (Res. HCD en trámite)
Mg. Dolores Trebucq
Carga horaria: 20 horas - 1 crédito
Fechas: Julio 2007
Modalidad: Presencial - Lugar:
Facultad de Lenguas. Vélez Sársfield 187.
Costo: $110
-----------------------------------------------------------
11.- PEDAGOGÍA DE LA
FONÉTICA CON CLEM DURÁN
Our dear
SHARER Mariela Ajras from CePEL – UNSAM has sent us this announcement:
Centro de Posgrado para
el Estudio de Lenguas de la
Escuela de Posgrado de la Universidad Nacional
de San Martín anuncia el Curso:
“Pedagogía de la Fonética” a cargo
de la Profesora
Clemencia Baraldi de Durán.
El curso se dictará en:
* Clases de 4 hs. en los
turnos mañana y tarde,
* Sábados de por medio
* Sede de la Asoc. ex –Alumnos del
Profesorado en Lenguas Vivas: Paraguay 1935, Capital Federal, Tel: 4814-0545 /
4812-2861
El curso trabaja la
fonética desde el punto de vista de la propia producción, buscando desde el
entendimiento de la propia práctica la manera de ser concientes de los errores
de nuestros alumnos, logrando así su doble objetivo: mejorar la producción
propia, y aprender a corregir a los demás.
Para solicitar
información sobre arancel, horarios e inscripción, envíe su consulta a
cepel@unsam.edu.ar o telefónicamente al 4580-7263
de lunes a viernes de 9 a
16 hs.
------------------------------------------------------------
12.-
E-TEACHINGON LINE: TEACHER RESOURCES ON THE WEB
Our dear
SHARER Alice Lopez writes to us:
On entering its 5th year on the Internet
E-teachingonline announces some of the material to be found in the February
Issue
* The usual How to...? series that has been
appearing every February since the beginning of E-teachingonline in 2002.
* The traditional Back-2-School tips with
loads of articles to smooth your way back to school.
* An Introduction to a new series of
articles with language tasks:
All through 2007 we will be offering
articles and other multimedia formats (websites, films, songs, etc) with
language tasks addressing the prevention of AIDS and other sexually transmitted
diseases for teen and adult students. (we conducted a survey and ALL teachers
(300) who answered, but one, agreed to this project).
* Interesting Book World, Film, Anti-stress
News to entertain and keep you abreast of the latest in those fields.
The E-teachingonline Team
www.e-teachingonline.com.ar
------------------------------------------------------------
13.- ON LINE TEACHER DEVELOPMENT COURSES WITH NET
LEARNING
Our dear SHARER Susana Trabaldo has sent us
this information about the forthcoming courses at Net Learning:
Course
name: From Creative Learning To Creative Teaching
Tutor:
Susan Hillyard
Starting
date: March 13th
Duration: 6
weeks
Fee: AR$ 240 in Argentina - US$
120 in
other countries
For further
information:
http://www.net-learning.com.ar/cursos/clct.htm
Course
name: Multisensory Teaching and Learning (VAK) with NLP
Tutor: Jamie Duncan ,
Laura Szmuch
Starting
date: March 27th
Duration: 5
weeks
Fee: AR$ 220 in Argentina - US$
110 in
other countries
http://www.net-learning.com.ar/cursos/nlp-vak.htm
Course Name:
Prepositions And Phrasal Verbs: How to learn them and How to teach them
Tutor: Aldo
O. Blanco
Starting
date: April 19th
Duration: 6
weeks
Fee: AR$ 240 in Argentina - US$
120 in
other countries
http://www.net-learning.com.ar/cursos/prep.htm
Course
name: Teaching Knowledge Test Preparation Course
Tutor:
Susan Hillyard , Vicky Saumell
Starting
date: April 24th
Duration: 8
weeks
Fee: AR$ 280 in Argentina - US$
140 in
other countries
http://www.net-learning.com.ar/cursos/tkt.htm
Our courses
are delivered completely online in a friendly virtual environment. No previous experience in on online learning
is necessary.
Consult for
discounts to SHARE e-magazine readers.
Hope to see
you in the Net-Learning campus for the courses!
Susana
Trabaldo
Director - Net-Learning
www.net-learning.com.ar
------------------------------------------------------------
14.- A MESSAGE FROM ENGLISH & FUN
Our dear
SHARER Alejandra Jaime writes to us:
Estimados Colegas:
¡¡¡ English & Fun
sigue creciendo!!!
Ahora un nuevo sitio con
información en castellano para todos los interesados en conocer las mejores
propuestas en la enseñanza del idioma inglés.
¡¡¡Ayudanos a que lo
conozcan recomendándoselo a los padres de tus alumnos!!!
¡¡¡Es Totalmente
Gratuito!!!
La dirección del sitio
sigue siendo la misma, pero... tendrás dos opciones para ingresar:
* Información Integral
sobre la Enseñanza
de Inglés (en castellano – para padres y otros interesados) , y/o
* Educational Resources
for Teachers of English (en inglés – para profesionales de la enseñanza del
idioma)
www.welcometoenglishandfun.com
Si quieren agregar sus
Institutos de Inglés al listado que aparece en la sección: Dónde Aprender
Inglés, http://www.welcometoenglishandfun.com/donde_aprender.htm , envíennos
los datos del mismo, así los incluimos!!!
Y si les interesa
destacar sus Institutos // Escuelas de Inglés, o sus emprendimientos y tener un espacio publicitario en el sitio,
comuníquense con nosotros, que les enviaremos las propuestas para el año 2007.
¡¡¡Gracias por
acompañarnos en cada uno de nuestros nuevos emprendimientos!!!
¡¡¡ Que tengan un
excelente comienzo de año escolar !!!
Los saludamos
afectuosamente,
El equipo de English
& Fun
The website everybody is talking about !!!
------------------------------------------------------------
15.- LECTURE ON WELSH IMMIGRATION AT THE BRITISH
ART CENTRE
Club Europeo, Asociación
Argentina de Cultura Inglesa y BAC
invitan
Thursday, March 15, at 7 p.m - Suipacha
1333 – Buenos Aires
The lecture will be given in English, with
Spanish translation - Free Admission
MIMOSA: Little known facts surrounding the
Welsh colony in Patagonia
In 1865, 160 Welsh settlers arrived in Patagonia on the clipper ship Mimosa where they had hoped
to establish a colony where their language and traditions might be preserved.
Five children had died on the voyage, while two had been born. The conditions
in Patagonia were such that others would also
die.
On Thursday, March 15, at 7 p.m., in the
auditorium of the British Arts Centre (BAC), Suipacha 1333, Capital Federal,
Susan Wilkinson will give a lecture on little known facts surrounding the Welsh
immigration to Patagonia —the conditions in Wales and Liverpool that led to the
creation of the Welsh Colony in Patagonia, the difficulties in finding a ship
to transport the colonists, the difficulties and dangers of the voyage, and the
disillusionment experienced upon arrival. The lecture, which will be given in
English, is organized conjointly by the Club Europeo and the Asociación
Argentina de Cultura Inglesa.
Susan Wilkinson is the author of
Sebastian’s Pride, translated into Spanish under the title of Don Sebastián,
and of a book on the Mimosa to be published this year in Wales. Her great-great-uncle was
the doctor on the Mimosa, who accompanied the Welsh to Patagonia.
She has spoken on the voyage to Patagonia in London,
Cardiff and Puerto Madryn and will be
participating in a two-day "Mimosa Festival" taking place in
Liverpool in the summer of 2008, when Liverpool will be the European City
of Culture. Susan Wilkinson has spoken at the Legislature
Palace on Buenos
Aires and World Culture in 2004, in dialogue with Dr. Félix Luna,
sponsored by the Legislature of the City of Buenos Aires and the Canadian embassy.
British Arts Centre de la Asociación Argentina
de Cultura Inglesa, entidad civil sin fines de lucro. Para ampliar la
información consulte siempre nuestra página web www.britishartscentre.org.ar
Suipacha 1333 - Capital /
Tel 4393-6941 / bac@aaci.org.ar
------------------------------------------------------------
16.- 12TH INTERNATIONAL CONGRESS IN PERU:
CALL FOR PARTICIPATION
Our dear SHARERS for Peru have sent
us this invitation:
12th Congress: Call for Participation
“Helping Teachers to Teach”
Lima, 13th and 14th July, 2007
The 12th International Congress will bring
together ELT professionals to reflect, discuss and exchange ideas on the topic
proposed.
Sessions at the Congress will include: Workshops,
Papers and Posters .
60 Minute Papers to tell participants what
you have done on the topic.
90 minute workshops to foster audience
participation on how to use teaching strategies to promote language learning
and raising awareness or learning about values, citizenship and human rights.
What proposal topics are encouraged?
Proposals are being solicited on classroom
practices, English for specific Purposes, Language Teaching Methodology,
Educational Technology, Professional Development, Materials Development,
Phonology, Teaching/Learning strategies
and styles all of them with a special focus on
providing teachers with practical information for their current
practice.
Steps in submitting a proposal
Complete the proposal form, using either
the form itself or a photocopy, you can also download the form from our web
page (www.appiperu.net ).
Provide an abstract that will appear in the
publicity The abstract helps convention participants decide which presentation
will be the most appropriate to their interests and needs. The abstract should
accurately reflect the content of what you are going to talk about and should
not exceed 50 words.
Provide a bio data summarizing information
about the candidate high lighting educational background and working
experience. This should not exceed 50 words.
The International Academic Committee will
revise the proposals and list the approved papers by April 15th
Send your completed Proposal Form, before
March 15th to: e-mail: appinews@gmail.com
Asociación Peruana de
Profesores de Inglés
Leonardo Da Vinci # 307
San Borja Phone: 225-7003.
------------------------------------------------------------
We would like to finish this issue of SHARE
with a very brief note that a dear SHARER from Brazil sent us. We thought that it
expressed in a nutshell what the spirit of SHARE is:
To Marina, Omar and family,
Many thanks for eight years of SHARE which
has given me food for thought and fuel for my teaching.
With all good wishes,
Elizabeth Pow
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.
------------------------------------------------------------------------
